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Village of St. Peters, Nova Scotia | Saturday Fun continues - St
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Home
Schedule & Registration
Plan ahead for the 2025 Festivities. Check out the schedule and find out how to register for the free events!
Party Like a Pirate
"4 ship ports, 4 sea shanty bands, scurvy shuttle services, 1 golden ticket"
Arrr, ye be ready for a jolly good time at Pirate Days in St. Peter's, savvy?
MacBouch: Full Circle
The Bras d'Or Lakes Inn: Hi Boys
Lakeside Community Center:
CatSass
Lions Hall: Barrett Privateers
Rules and Policies
Shuttle Schedule
Avast, me hearties! Be ye lookin' fer a grog-filled time? Fear not, for St. Peter's Pirate's be havin' ye covered! We be wantin' all ye scallywags to have a jolly good time, but we also be wantin' ye to stay safe. That be why we be providin' a shuttle service to whisk ye away between venues, and more importantly, to yer homes at the end o' the night. We be askin' ye to be patient and kind to our shuttle drivers, for there be a whole lot o' pirates needin' a ride home!ave a jolly ood time, but we also be wantin' ye to stay safe. That be why we be providin' a shuttle service to whisk ye away between venues, and more importantly, to yer homes at the end o' the night. We be askin' ye to be patient and kind to our shuttle drivers, for there be a whole lot o' pirates needin' a ride home!
FIRST TIME?
Don’t be afraid to explore the seven seas! Check out our complete guide to live, sleep and eat in St. Peter’s, Nova Scotia!
Donations & Custom Sponsorship Amounts
Arr, me hearties! Listen up, ye scurvy dogs! We be needin' yer help to keep our scallywag activities free for all. Here be a few ways ye can lend a hand:
1. Donate yer doubloons: If ye be havin' a bit o' extra treasure, consider makin' a donation to support our cause. Every piece of eight counts, me mateys!
2. Volunteer yer time: We be needin' hands on deck to help set up, run the events, and clean up after. Sign up as a volunteer and be part of our crew! ahoy@stpeterspiratedays.ca
3. Spread the word: Tell yer friends, yer family, and even yer parrot about Pirate Days. The more buccaneers we have, the merrier the event shall be!
4. Support our sponsors: We be grateful to the businesses that be supportin' Pirate Days. Show 'em yer appreciation by givin' 'em yer patronage.
5.Support local businesses: During Pirate Days, many local establishments may be offerin' special deals or activities. Show yer support by visitin' these businesses and makin' a purchase or two.
Remember, me hearties, it be the spirit of community that keeps our scallywag activities sailin' smooth. Together, we can ensure that everyone can enjoy a weekend filled with pirate fun, free of charge for the little ones. Now, let's set sail and make this the best Pirate Days ever!
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Battle of Tornavento June 22, 1636
As a French-Savoyard army under Duke Victor Amadeus and Marshal Charles de Crequi campaigned in northern Italy, they were attacked on the Ticino, west of Milan at Tornavento, by Spanish Governor Diego Felipe de Guzma’n Marquis de Legane’s. The Spaniards were forced to retreat after fierce fighting and suffered another loss the following year at Monte Baldo (23 June 1636).
1636. Operations in Italy. A combined French-Savoyard army under Victor Amadeus and Marshal Charles de Crequi defeated the Spanish in the hard-fought Battle of Tornavento (June 22). But the duke refused to advance beyond the Ticino against Milan. [Italian]
Thirty Years War (Franco-Habsburg War)
Franco-Savoyard victory (Tactical)
Franco- Savoyard Army
Commanders: Vittorio-Amedeo I and Marshal de Créqui
Infantry: 8 000 men
Cavalry ~ 2 500 men
Artilley: ?
Losses ~ 2 000 – 2 500 men
Spanish Army of the State of Milano
Commander: Marques of Leganés
Infantry: 9 000 – 10 000 men
Cavalry ~ 4 000 men
Artillery: 3-5 guns
Losses: 2 000 – 2 500 men
Strategic situation: En 1636, Richelieu and the Duke of Savoy (Vittorio Amedeo I) agreed to launch an offensive on the Spanish Duchy of Lombardia. The 20 of May 1636 the main confederate army started the campaign crossing the river Tarano near the city of Asti. After 2 weeks of march and counter march the allied finally crossed the river Pô at Valenza and marched to the North passing near Novarra and taking the city of Oleggio the 14 of June, with the objective to meet the army of the Duke of Rohan coming from the north. The 16 of June the French Marshal de Créqui, with select corps of 7 000 – 8 000 French troops crossed by surprise the river Ticino at Boffalora [1] at just 40 km of Milano, but without artillery and with a strong Spanish army marching on him, Créqui decided to join the rest of the army. The 20 of June we find Créqui at Somma Lombardo on the east bank of the Ticino, Vittorio Amedeo on the west bank of the Ticino at Varalla Pombia and the Spanish at Boffalora. Next day Créqui turn back to the south to face the Spanish at Tornavento waiting the rest of the army and protecting the ford of Oleggio. The Spanish stopped at Castano Primo and decided to attack first the French before the arrival of the Savoyard army. During the night of the 21 of June we find the French digging a defensive position at Tornavento, the Savoyard building a wood bridge and the Spanish organising their army for the next day.
The French army of Marshal of Créqui took position behind their fortification. The right wing (de Florinville) covers the space between the naviglio grande (a canal), a ditch (fosso di Pamperduto) and Tornavento and had 2 infantry regiments (Pierregourde and de Florinville), a cavalry squadron (Lestang) and a company of Gendarmes (Allencourt). The centre (Marshal of Créqui) was composed of 3 infantry regiments (Sault, Henrichemont and Roquefeuille) and 6 small cavalry squadrons (Cauvisson, Lorraine, Marolles, Bois David, de la Tour and la Ferté) and it was deployed around Tornavento.At last, the left wing (Plessis-Preslin) was composed of the infantry regiment of the Lyonnais, probably 3 cavalry squadrons (Chamblay, Moissac and Palluau-Cléranbaut), 150 carabins (3 companies) and 300 dragoons (Bouillac) and it was deployed behind a ditch (fosso della Cerca near the actual SP 52 Road).
The sabaudian army of Vittorio Amedeo I it is not well know (probably some 1200 horses, 6 000 foots and 10 guns) but the vanguard, who participate to the battle, numbered some 500 horses and 2 000 – 2 500 foots (Regiment of Count Marolles [2] and Regiment Du Cheynex [2]). The rest (including French troops) was near Oleggio guarding the artillery and the luggage or looting the countryside. In total we have some 10 500 men, for the battle, subdivided in 8 000 foots, 2 000 horses and some 450 carabins/dragoons.
The Spanish army (Marques of Léganez) was organised with an infantry of 4 Spanish battalions (Tercios of Lombardia, Caracena, Mortara and Fijo del mar de Napoles), 2 Italians battalion (Carlo della Gatta and Giulio Cesare Borromeo) and 3 German regiments (Gaspare Visconti, Prince Borso di Modena and Gilles de Haes). The cavalry was composed of companies, of the State of Milano (some 30 companies?), from the Kingdom of Napoles (11 companies), a German regiment with 7 cornets and the 2 guards companies of the Governor of Milano. We must add some companies of dragoons and an artillery battery of 5 guns. The army was deployed with a vanguard (Gerardo Gambacorta) of 5 battalions with some cavalry, an assault brigade of 4 battalions with some cavalry and a strong rearguard (Filippo Spinola-Doria) with most of the cavalry and the dragoons. In total some 9 000 – 10 000 foots and 4 000 cavalry and dragoons.
A): The first action started on the left French flanks when well supported by the artillery the right Spanish wing, under Gambacorta, repulsed the French regiment of Lyonnais and takes their outposts.
B): On the right Spanish wing, with some delays, a powerful brigade of 4 battalions supported by some cavalry companies marched toward the French position, following the Fosso di Pamperduto.
C): On the right Spanish flanks, a counter attack by the French cavalry manages to stop the Spanish killing their commander. Meanwhile the French win time to reorganised their infantry.
D): On the left wing, the Spanish infantry slip to the left to attack the French right wing.
E): Disorganised by the death of Gambacorta and the ditch of Cerca, the Spanish cannot resist the attack of the reorganised French infantry and retire to their previous position.
F): Mean time the Spanish of the left wing dislodged the French from their position. The intervention of first Savoyard troops crossing the Ticino, and some French cavalry save the situation of that wing.
G): The battles expand to the entire front, degenerating in a series of partial and confused attacks and counter attacks. But the good resistance of the French at Tornavento and the intervention of the Savoyard vanguard blocked all Spanish progress. Cavalry of both side acted to help their infantry but the lack of space did not permit conclusive charges.
H): After several hours of heavy fighting, men of both armies suffered the effect of the losses, of the tiredness and of the lack of water (“sin àrbol, y con falta de agua” (“treeless, and lacking water”)). With the night coming, the Spanish commander decided that he could not ask more to his men and started to retire, with the protection of the rearguard, behind Castano Primo to reorganise his army. The exhausted confederate army did not follow them and stay on their positions.
Balance: In one day probably more than 3 000 men died, the Spanish abandoned the battlefield and retired to Boffalora, meantime the confederate army remained some days near Tornavento but decided to turn back to theirs bases, Torino for Vittorio Amedeo and Casale for Créqui. For the confederate army, little have been achieved with this battle and the invasion of Lombardia turn to be a complete failure. In 1637, the Spanish will retake the imitative of the operation taking the fortress of Nizza Monferrato. Worst for the confederate, Vittorio Amedeo will die in 1637, starting a civil war for the control of the duchy of Savoy.
[1] Note: Following Visconti the crossing was more to the north between in the ford of Oleggio and Boffalora was attack by a strong reconnaissance squadron.
[2] Note: Some authors called them Savoie and Montferrat, even if officially they had these names not until 1664.
Heretical Gaming - Battle of Tornavento Wargame
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https://warhistory.org/@msw/article/battle-of-tornavento-june-22-1636
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#4 Thirty Years War
The Battle of Tornavento, 22nd June, 1636
The French army led by Crequy, and its allies, Savoy, Mantua, and Parma, invaded
Spanish Lombardy in May 1636. The allied forces moved on both sides of the River
Ticino, devastating the region of Novara. The Spanish governor was an experienced
general, the marquis of Leganes, but he was short on manpower. The arrival of
Gambacorta's Neapolitans and other reinforcements gave him the chance to
counterattack.
By the 20th June, Leganes had moved within a few kilometres of the French camp.
He knew the allies were still split, so he decided to isolate and destroy Crequy's
French before the Savoyards could link up. He was spotted on the 21st. The French
started digging entrenchments, and the Savoyards started a bridge to allow them
to join the French. Leganes understood the need to move quickly.
On the 22nd, Gambacorta led the Spanish right flank to the attack. Supported by
five pieces of artillery, his troops pushed the French infantry back. Crequy sent in
a cavalry counterattack which managed to stop the advance of the Spaniards, and
close the gap in his line. Gambacorta, was killed in the melee and his loss disrupted
his troops, which retired back over the entrenchment.
A little later, on the left, the Spanish infantry marched towards the end of the
French line. They attacked along the Panperduto ditch. Again, the Spanish troops
broke into the entrenchments. Again, the intervention of the cavalry pushed the
Spanish back. The battle steadily expanded to cover the entire French front. As the
battle continued, Piedmontese troops began to cross the bridge into the French
camp. The fight between the two armies went back and forth for many hours
(perhaps up to 12 hours) under the intense summer sun.
Both sides became exhausted and the battle slowly faded. By the end of the day,
the allies had held on to their positions. Leganes decided to fall back to reorganize
his army. The exhausted French and Piedmontese could not pursue. Two days later
they retreated across the Ticino. Although the allies claimed a victory, the invasion
had failed and Lombardy remained in Spanish hands.
Estimates for the number of casualties are difficult to reconcile. Leganes initially
reported 6,000 French dead, but later reduced this to 1,500! Modern estimates
#4 Thirty Years War
suggest a figure of 3-4,000, usually with slightly more Spanish casualties. The wider
conflict soon claimed the lives of Vittorio Amedeo, the Duke of Savoy, who died
in 1637 and Crequy, who died in 1638. Leganes, however, lived to see the end of
the conflict, eventually dying in 1655.
No. of
Total engaged Horse Foot Guns
`Brigades'
French 19 2,500 11,000 12
Spanish 20* 4,500 10,000 5
* NB - Tercios count double for the purpose of calculating General Will.
Objectives:
Leganes' objective is to destroy the will of the French army. A secondary
objective is to secure a route off the opposite table edge at X.
The French objective is to stop Leganes achieving any of his objectives.
Game time Start at 8:00 am Game length 20 turns
Special scenario rules:
Heat exhaustion - As the day progressed, both sides suffered from lack of
water and the increasing heat.
At the start of each hour, starting with the 1.00 PM turn roll a D6. On a roll of 1
- 3 nothing happens; on a 4 - all raw troops gain a level of disorder; on a 5 - all
raw and trained units gain a level of disorder; and on a 6 all units gain a level of
disorder.
Optional Savoyard entry - The duke of Savoy appeared to hesitate to cross
the bridge to support his French ally. Remove his card from the command deck.
At the start of each hour, starting with the 10.00 AM turn, roll a D6. On a roll
of 4 - 6 add Vittorio Amadeo's command card to the deck.
#4 Thirty Years War
The table for this battle is 6' x 4'. Each square is 2' x 2'
Notes on the terrain
1. The Entrenchment that surrounds Tornavento is considered to be a
fortification (p.27).
2. The Fosso della cerca and the Fosso di panperduto are both linear obstacles.
The latter is a larger obstacle and area to the south is considered difficult
ground.
3. Tornavento is a two-template sized hamlet.
#4 Thirty Years War
Spanish Army: Marquis de Leganes
First line
Left Centre Right
Del Monte De Mortara Gambacorta (Hero)
Borromeo IR T Tercio Gil de Haes V Gambacorta CR V
Del Monte IR T Tercio Boccapianola T Del Fiesco CR T
Lener IR T Tercio Caracena T Manrique CR T
Second line
Left Centre Right
Losada Spinola-Doria Sotelo
Florencia CR T Ayala CR T Tercio Lombardia V
Giron DR T Guasco CR T Tercio d'Este T
Giron DR T Vormes CR T Artillery T
Deploys:
Right - Enters in column at A from Turn 1.
Left - Enters in column at B from Turn 3. Following the Panperduto during its
first turn.
Centre - Enters at C from Turn 4.
This army moves first. Start the battle on the first Spanish Wing card.
For the first turn, discard any French cards up to the first Spanish card.
#4 Thirty Years War
French Army: Marechal de Crequy
First line
Left Centre Right
Plessis-Praslin Clerambault de Florinville
Maugiron IR V Sault IR V Aiguebonne IR T
De Bonne IR T Lyonnais IR T Pierregourde IR R
Torcy IR T Le Ferron IR T Florinville (inf det) T
Henrichemont IR R Roquefeuil IR R Roure (inf det) T
Infantry guns T D'Ornano (inf det) T Infantry guns T
Infantry guns T
Second line
Left Centre Right
Clerambault Courvoux Halincourt
Nerestang CR T Disimieux CR T Halincourt CR V
Vallevoire CR T Venterol CR T Falet DR T
Bouillac DR T
Savoyard troops - Duke Vittorio Amadeo
Chamblay IR V Cevennes IR T Senantes IR R
Fleury CR T
Deploys:
First line - Behind the entrenchments
Second line - Behind the first line
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https://www.helion.co.uk/docs/docs/idvbattleoftornavento-1046.pdf
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Battle of Tornavento
Part of Franco-Spanish War (1635)
The battle of Tornavento in a seventeenth-century graphic
representation
Belligerents
France Spain
Savoy
Commanders and leaders
Charles de Créquy Marqués de Leganés
Victor Amadeus I
Strength
16,700[2] 14,500
* 6,000 infantry * 10,000 infantry[3]
* 1,200 cavalry * 4,500 cavalry[4]
* 8,000 infantry
* 1,500 cavalry
Casualties and losses
1,200+ killed[5] 1,300 killed[5]
1,000 wounded[6] 1,000 wounded[5]
The Battle of Tornavento was fought in Northwest Italy on 22 June 1636, during the Thirty Years' War.
In 1636, Cardinal Richelieu had persuaded the Duke of Savoy, Victor Amadeus I, to launch an offensive on the Spanish Duchy of Milan. A French army crossed the Ticino river between Oleggio and Lonate Pozzolo, but was checked by a larger Spanish army, and dug in to await their Savoyard allies.
On 22 June the Spanish attacked, but were held back after the arrival of the army of Victor Amadeus I, Duke of Savoy. Fighting in the summer heat was savage and bloody, in a heathland described by Spanish officers as "sin àrbol, y con falta de agua" ("treeless, and lacking water").[7] The fighting started at 8:00 a.m. The Spanish made several attacks on the Franco-Savoyard line, which was fortified on a slope. Both sides dug trenches and threw up earthworks, with fighting often devolving into scattered local exchanges of gunfire punctuated by intense bouts of melee combat. By the evening, the Spanish had been repulsed and the Franco-Savoyards retook all positions, leading to the dug-in sides exchanging gunfire for prolonged periods to little effect. Infrequent fighting continued after sundown.
There were high casualties on both sides until Leganés, seeing little chance of dislodging a numerically inferior and entrenched enemy, decided to preserve his army by withdrawing under the cover of darkness. In order to ensure he was not pursued while vulnerable, Leganés had soldiers align hundreds of pikes in the ground behind their own entrenchments to give the impression that they were held in force, and then set hundreds of muskets alongside them, with their lit wicks glowing in the darkness. He also instructed a detachment of dragoons be left behind as the rearguard to prowl along the enemy line and fire all night long into the darkness. The retreat was a success, and the Spanish withdrew without the loss of any baggage or cannons. Victor Amadeus and Créquy, characterizing their armies as exhausted and considering it "miraculous" that they had managed to repel the Spanish assaults, chose not to press another attack.[8] The Spanish abandoned the battlefield and retired to Boffalora. The battle lasted about 14 hours in total. At that time the Franco-Savoyard army was composed of two-thirds musketeers and arquebusiers, and expended 30,000 pounds of gunpowder, firing some 675,000 bullets.[9]
Little was achieved after the battle, the Franco-Savoyard army staying temporarily in the Ticino valley, sacking nearby towns and damaging a canal. The area of Lonate was raided on 23 June. On 2 July the Naviglio Grande was blocked near Nosate. On July 7, the troops of Savoy and Parma marched in the Novara area towards Castelletto Ticino, and in the meantime the French cavalry reached the area of Sesto, while the rest of the army remained in Somma. French soldiers on July 9 sacked the villages of Gavirate, Besozzo and Azzate. Unsuccessful attempts were conducted towards Varese and Angera. Between 10 and 15 July, the French and Savoyard armies camped at Romagnano, and then at Gattinara, outside the State of Milan.
Every year in the hamlet of Tornavento a colourful and spectacular reenactment of the battle is held by volunteers, clothed and armed with uniforms and weapons in use at that time, from pike to musket and cannon.[10]
1. ^ Thion p.134
2. ^ Hanlon 2016, p. 83.
3. ^ Hanlon 2016, p. 95.
4. ^ Hanlon 2016, p. 85.
5. ^ a b c Hanlon 2016, p. 136.
6. ^ Hanlon 2016, p. 137.
7. ^ "Tornavento, 22 giugno 1636: strage in riva al Ticino" (in Italian). Varesenews. Archived from the original on 2011-09-28. Retrieved 1 April 2011.
8. ^ Hanlon, Gregory (2015). Italy 1636: Cemetery of Armies, pp. 131–135. Routledge.
9. ^ Hanlon, pp. 135–136.
10. ^ "XXVI Rievocazione Storica della Battaglia di Tornavento". Parco Ticino (in Italian). Retrieved 2024-10-21.
* Hanlon, Gregory (2016). Italy 1636: Cemetery of Armies. Oxford: Oxford University Press. ISBN 978-0-19-873824-4.
* Hanlon, Gregory (2018). Italia 1636: Sepolcro degli eserciti. LEG Edizioni.
* Thion, Stéphane (2008). French Armies of the Thirty years War. Lrt Publishing. ISBN 2-917747-01-3
* Cristini, Luca; Giuseppe Pogliani (2015). La battaglia di Tornavento e la guerra dei 30 anni in Italia. Zanica (Bergamo), Soldiershop. ISBN 9788896519486.
* Chronology (in English)
* Chronology (in Italian)
45°36′00″N 8°38′00″E / 45.6000°N 8.6333°E
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18.7: The Vibrational Partition Function
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As with diatomic molecules, the energies of polyatomic molecules can be approximated by the sum of its individual degrees of freedom. Therefore, we can write the partition function as:
\[ Q(N,V,T) = \frac{[q(V,T)]^2}{N!} \nonumber \]
We can write the polyatomic analog to diatomic molecules:
\[ Q(N,V,T) = \frac{(q_\text{trans}q_\text{rot}q_\text{vib}q_\text{elec})^N}{N!} \nonumber \]
When derived for diatomic molecules, we assumed the rigid rotor model for rotations and the harmonic oscillator for vibrations. This allowed us to separate the rotational motion from the vibrational motion of the molecule. Polyatomic molecules are a bit more complicated, but we will still make use of these approximations.
The number of translational states available to any given molecule is far greater than the number of molecules in the system. \(q_\text{trans}\) is given by:
\[ q_\text{trans} = \left[\frac{2\pi MkT}{h^2}\right]^{3/2}V \nonumber \]
where \(M\) is the mass of the particle. Moving to the electronic partition function:
\[ q_\text{elec} = \sum_i{g_{i}e^{-E_i/kT}} \nonumber \]
where \(E_i\) is the energy of the electronic state \(i\) and {g_i} is its degeneracy. Electronic states are typically spaced far apart from each other. The probability of the system being in any state but the ground state is extremely small. We can therefore simplify the electronic partition function to include only the ground electronic state:
\[ q_\text{elec} = g_{e1}e^{D_e/kT} \nonumber \]
where \(-D_e\) is the energy of the ground electronic state. To complete the polyatomic partition function, we still need \(q_\text{vib}\) and \(q_\text{rot}\). We will finish this section with \(q_\text{vib}\) and talk about \(q_\text{rot}\) in the next.
The vibrational motion of diatomic molecules can be expressed as a set of independent harmonic oscillators. For polyatomic molecules, the independent vibrational motions are referred to as normal modes of vibration. The vibrational energy is then the sum of the energies for each normal mode:
\[ E_\text{vib} = \sum_i^\alpha{\left(v_i + \frac{1}{2}\right)h\nu} \nonumber \]
where \(\nu_i\) is the vibrational frequency for the \(i\)th normal mode and \(\alpha\) is the number of vibration degrees of freedom. A linear molecule has \(3n-5\) vibrational degrees of freedom and a nonlinear molecule has \(3n-6\) vibrational degrees of freedom. Because the normal modes are independent of each other, we can take out results from previous sections:
\[ q_\text{vib} = \prod_i^\alpha{\frac{e^{-\theta_{\text{vib},i}/2T}}{1-e^{-\theta_{\text{vib},i}/T}}} \nonumber \]
\[ E_\text{vib} = Nk \sum_i^\alpha{\left( \frac{\theta_{\text{vib},i}}{2} + \theta_{\text{vib},i} \frac{e^{-\theta_{\text{vib},i}/T}}{1-e^{-\theta_{\text{vib},i}/T}} \right)} \nonumber \]
\[ C_{V,\text{vib}} = Nk \sum_i^\alpha{\left( \left(\frac{\theta_{\text{vib},i}}{2}\right)^2 + \frac{e^{-\theta_{\text{vib},i}/T}}{(1-e^{-\theta_{\text{vib},i}/T})^2} \right)} \nonumber \]
where \(\theta_{\text{vib},i}\) is the characteristic vibrational temperature defined by:
\[ \theta_{\text{vib},i} =\frac{h\nu_i}{k} \nonumber \]
Vibrational Entropy
There is a great deal of utility for thermodynamic functions calculated from the vibrational normal modes of a molecule. The vibrational energy and entropy depend on the shape a multidimensional potential energy surface. If one performs a conformational search of macromolecule it is one obtains energies and structures but little direct information concerning the shape of the potential energy surface for each conformation. The vibrational entropy gives a means determining whether there are significant entropic differences in the structures and therefore whether certain conformations will be favored based on the entropy.
However, it is possible to take appropriate linear combinations of the coordinates so that the cross terms are eliminated and the classical Hamiltonian as well as the operator corresponding to it contains no cross terms and in terms of the new coordinates, the Hamiltonian can be written as,
\[ H = \sum_{i=1}^{f} \dfrac{h^2}{2 \mu_i} \dfrac{\partial}{\partial q_i^2}+ \sum_{i=1}^{f} \dfrac{k_i}{2} q_i^2 \label{3.81} \]
Here, the degrees of freedom \(f\) is \(3N - 5\) for a linear molecule and \(3N - 6\) for a nonlinear molecule. Here, \(k_i\) is the force constant and \(μ_i\) is the reduced mass for that particular vibrational mode which is referred to as a normal mode.
The Equation \(\ref{3.81}\) represents \(f\) linearly independent harmonic oscillators and the total energy for such a system is
\[ \epsilon_{vib} = \sum_{i=1}^{f} \left( v_i + \dfrac{1}{2} \right) h \nu_i \nonumber \]
The vibrational frequencies are given by
\[ \nu_i = \dfrac{1}{2 \pi} \sqrt{\dfrac{k_i}{\mu_i}} \nonumber \]
The vibrational partition function is given by the product of \(f\) vibrational functions for each frequency.
\[ q_{vib} = \prod_{i=1}^f \dfrac{ e^{-\Theta_{vib,i}/2T} }{1- e^{-\Theta_{vib,i}/T}} \label{Qvib1} \]
with
\[ \Theta_{vib,i} = \dfrac{h\nu_i}{k_B} \nonumber \]
As with the previous discussion regarding simple diatomics, \(\Theta_{vib,i}\) is called the characteristic vibrational temperature. The molar energies and the heat capacities are given by
\[ \langle E_{vib} \rangle = Nk \sum_{i=1}^f \left[ \dfrac{ \Theta_{vib,i} }{2} + \dfrac{ \Theta_{vib,i} e^{-\Theta_{vib,i}/T} }{1- e^{-\Theta_{vib,i}/T}} \right] \nonumber \]
and
\[ \bar{C}_V = Nk_B \sum_{i=1}^f \left( \dfrac{ \Theta_{vib,i} }{T} \right)^2 \dfrac{ e^{-\Theta_{vib,i}/T} }{\left(1- e^{-\Theta_{vib,i}/T}\right)^2} \nonumber \]
Example \(NO_2\)
The three characteristic vibrational temperatures for \(\ce{NO2}\) are 1900 K, 1980 K and 2330 K. Calculate the vibrational partition function at 300 K.
Solution
The vibrational partition is (Equation \(\ref{Qvib1}\))
\[ q_{vib} = \prod_{i=1}^f \dfrac{ e^{-\Theta_{vib,i}/2T} }{1- e^{-\Theta_{vib,i}/T}} \nonumber \]
If we calculate \(q_{vib}\) by taking the zero point energies as the reference points with respect to which the other energies are measured
\[\begin{align*} q_{vib} &= \prod_{i=1}^f \dfrac{ 1 }{1- e^{-\Theta_{vib,i}/T}} = \left( \dfrac{ 1 }{1- e^{-1900/300}} \right) \left( \dfrac{ 1 }{1- e^{-1980/300}} \right) \left( \dfrac{ 1 }{1- e^{-2330/300}} \right) \\[4pt] & =(1.0018) ( 1.0014)(1.0004) = 1.0035 \end{align*} \]
The implication is that very few vibrational states of \(\ce{NO2}\) (other than the ground vibrational state) are accessible at 300 K. This is standard of the vibrations of most molecules.
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https://chem.libretexts.org/Courses/BethuneCookman_University/BCU%3A_CH_332_Physical_Chemistry_II/Text/18%3A_Partition_Functions_and_Ideal_Gases/18.7%3A_The_Vibrational_Partition_Function
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Solved (5 marks) Estimate the vibrational partition function
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The vibrational partition function
CHEM4432 • Apr 12, 2020
We calculate the vibrational partition function for a simple harmonic oscillator.n■ We comment on the value obtained for qV at
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Picket Fences
From Wikipedia, the free encyclopedia
This article is about the television series. For the fence variety, see Picket fence.
Picket Fences
Genre Family drama
Legal drama
Created by David E. Kelley
Starring * Tom Skerritt
* Kathy Baker
* Costas Mandylor
* Lauren Holly
* Holly Marie Combs
* Justin Shenkarow
* Adam Wylie
* Zelda Rubinstein
* Fyvush Finkel
* Ray Walston
* Kelly Connell
* Don Cheadle
Opening theme "Picket Fences" by Stewart Levin
Country of origin United States
Original language English
No. of seasons 4
No. of episodes 89 (list of episodes)
Production
Executive producers * David E. Kelley (seasons 1–3)
* Alice West
Running time 42 minutes
Production companies * David E. Kelley Productions
* 20th Television (1992–1995)
* 20th Television (1995–1996)
Original release
Network CBS
Release September 18, 1992[1] –
June 26, 1996
Related
Chicago Hope
Picket Fences is an American family drama television series about the residents of the town of Rome, Wisconsin, created and produced by David E. Kelley. The show ran from September 18, 1992, to June 26, 1996, on CBS in the United States. It sometimes struggled to maintain a stable primetime audience and had fluctuating ratings, due in part to its Friday night death slot. In its first season on the air, it placed 63rd in prime-time Nielsen ratings and in its second season it moved to 61st. Nonetheless, the show won critical acclaim and was a major awards winner, winning 14 Primetime Emmy Awards during its run and is now regarded as a cult classic. The show's exteriors were shot in the L.A. suburb of Monrovia, California.[2]
The series follows the lives of the residents of the small town of Rome, Wisconsin, where weird things happen, including cows' udders exploding and people turning up dead in freezers. The show dealt with unusual topics for the primetime television of the period, such as abortion, incest, homophobia and LGBT adoption, transsexuality, racism, belief in God, ethics in medicine, polygamy, polyamory, adolescent sexuality, date rape, cryonics, the Holocaust, shoe fetishism, masturbation, animal sacrifice, spontaneous human combustion, and constitutional rights. Illustrative of the subject matter is that the regular cast included a judge, two lawyers, and a medical examiner. Religious issues were frequently discussed, and the town's Catholic and Episcopal priests were frequently recurring characters, as well as lawyer Douglas Wambaugh's relationships in his local Jewish temple.
Struggling to maintain order in the community is Sheriff Jimmy Brock (Tom Skerritt). Sheriff Brock is 52 years old,[3] married to the town doctor, Jill (Kathy Baker), his second wife. They raise their three children, Kimberly (Holly Marie Combs) from Jimmy's first marriage to Lydia Brock (Cristine Rose), Matthew (Justin Shenkarow) and Zachary (Adam Wylie).
Maxine 'Max' Stewart (Lauren Holly) and Kenny Lacos (Costas Mandylor) are impulsive and slightly immature sheriff's deputies. Kelly Connell played medical examiner Carter Pike (who regularly begged to be deputized) and Zelda Rubinstein portrayed police dispatcher Ginny Weedon.
Bombastic lawyer Douglas Wambaugh (Fyvush Finkel) usually irritated Judge Henry Bone (Ray Walston). Wambaugh refused to hear any confessions of guilt from his clients as he feared that it would only stand in the way of adequately defending them in court; and Bone's rulings seemed to be directed more by his own moral compass than by points of law, though his decisions were almost never reversed. After several prosecutors came and went, Don Cheadle joined the cast as John Littleton.
Other actors who were in the cast included Marlee Matlin as Mayor Laurie Bey / The Dancing Bandit, Richard Masur as Ed Lawson, Roy Brocksmith as elementary school principal Michael Oslo, Jack Murdock as ethically challenged city councilman Harold Lundstrom, Roy Dotrice as Father Gary Barrett, a Catholic priest, and Dabbs Greer as the Reverend Henry Novotny, priest of the local Episcopal church.
The series has two crossover episodes with another David E. Kelley series, Chicago Hope, one occurring in each series. In the first, on Picket Fences, Dr. Jill Brock accompanies Douglas Wambaugh to Chicago Hope Hospital over concerns of his heart. In the second, Wambaugh is back at Chicago Hope Hospital causing trouble for the doctors. Lauren Holly later joined the cast of Chicago Hope as Dr. Jeremy Hanlon and Tom Skerritt appeared in a different role as a guest star.
Show Episode # Episode Name Airdate
Picket Fences 3–7 "Rebels with Causes" November 11, 1994
Chicago Hope 1–13 "Small Sacrifices" January 23, 1995
David E. Kelley and Chris Carter (creator of The X-Files) were talking in a parking lot on the Fox lot one day and thought it might be interesting to have Mulder and Scully visit Rome, Wisconsin for an X-Files episode. Originally, the two shows would be shot with different viewpoints – one from the X-Files perspective and the other from Picket Fences'. The official approval was never given by Fox and CBS, so the only remnants remaining of this effort are the X-Files episode "Red Museum" and the Picket Fences episode "Away in the Manger" having similar plotlines involving cows. Every reference to Picket Fences has been purged from the X-Files episode, but there still are some small details left in the Picket Fences episode referring to the happenings at The X-Files and some minor characters there.[4]
Season U.S. ratings Network Rank
1 1992-93 9.49 million CBS #63
2 1993-94 9.49 million CBS #61
3 1994-95 9.50 million CBS #64
4 1995-96 7.00 million CBS #98
The series was adapted in India in Hindi language and aired on StarPlus as Kehta Hai Dil from 2002 to 2005 produced by UTV Software Communications.[5] However, the Indian version in between deviated entirely from the story of Picket Fences.[6]
On June 19, 2007, 20th Century Fox Home Entertainment released the first season of Picket Fences on DVD in Region 1. In the United States, the entire series was available to stream on Hulu from Thanksgiving 2021 to Thanksgiving 2023. On August 20, 2014, Season 1 was released in Australia. [7] Season 2 was released in Australia in December 2014.[8] Season 3 was released in Australia in March 2016.[9]
Awards and nominations
Picket Fences won fourteen Emmy Awards (including "Outstanding Drama Series" twice) and one Golden Globe Award in its four-year run. In 1997, the episode "Heart of Saturday Night" was ranked #96 on TV Guide's 100 Greatest Episodes of All-Time.[10] In 2002, the character of Douglas Wambaugh was ranked 47th on TV Guide's 50 Greatest Television Characters of All Time list.[11]
1. ^ Kitman, Marvin (September 17, 1992). "Beyong the 'Picket Fences'". Newsday (Long Island, New York). p. 65.
2. ^ Abcarian, Robin (July 28, 2005). "Monrovia's Midwest mystique". Los Angeles Times. Retrieved July 21, 2019.
3. ^ Season 2/Episode 12
4. ^ "Picket Fences and The X-Files". Thom Holbrook's Crossovers & Spin Offs pages. Retrieved September 24, 2009.
5. ^ "Bindass". The Times of India. September 26, 2002.
6. ^ "UTV's 'Kehta hai dil', 'Meher' top the charts". August 27, 2004.
7. ^ "JB Hi-Fi | Picket Fences - Season 1 6 DVD". Archived from the original on December 6, 2014.
8. ^ "Movies + TV Shows - Deals on DVD + Blu-Ray at JB Hi-Fi".
9. ^ "Picket Fences - Season 3 ~ DVD".
10. ^ "Special Collectors' Issue: 100 Greatest Episodes of All Time". TV Guide. No. June 28-July 4. 1997.
11. ^ TV Guide Book of Lists. Running Press. 2007. pp. 191. ISBN 978-0-7624-3007-9.
* Picket Fences at IMDb
* Picket Fences at epguides.com
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DizRadio
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Picket Fences (TV Series 1992–1996)
* TV Series
* 1992–1996
* 2h
An aging sheriff tries to keep the peace in Rome, Wisconsin, a small town plagued by violent--and bizarre--crimes.An aging sheriff tries to keep the peace in Rome, Wisconsin, a small town plagued by violent--and bizarre--crimes.An aging sheriff tries to keep the peace in Rome, Wisconsin, a small town plagued by violent--and bizarre--crimes.
* 57User reviews
* 3Critic reviews
Episodes88
Videos1
Featured reviews
excellent study of family life in a small town
Another David E Kelley gem that won several Emmys. A wonderful series about Rome Wisconsin. It follows the lives of the sheriff, his wife, the doctor, their 3 children and their circle of friends. It shows them dealing with the frustrations and joys of everyday life, dealing with the town "characters" including, an ambitious deputy sheriff..a young woman trying to make it in a traditionally male profession, a tough but not terribly bright deputy who had an affair with the female mayor, an Alzheimer affected gentleman who had good and bad moments as the mayor, a grandstanding Jewish lawyer who took cases that were colorful and controversial, a world weary judge, and an insecure coroner. This is a wonderful show that stands the test of time.
A TV series in a class of it's own
Television here in Denmark are currently making a re-run, bringing back fond memories. It is by far the best TV-series I can remember. The plot is filled with interesting twists and presenting a moral dilemma with views both pro- and con. It forced you to consider questions of many importans nature such as child abuse, biggatry, active death help, problems with your kids, ex-parents and what have you. I use to watch it with my 10 year son (who loved Wambauch by the way) and discussing the contect afterwards. Not many TV-series will provide such material. The episode with the sheriff's boy dreaming of Maxine in sexy underwear and a Gameboy - and the something "explodes" is a very fine example of a young man's first "wet dream" and a good starting point for a father/son conversation. - A league of it's own and not what you would expect from an american production.
Each episode was a treasure
Each episode pitted some sort of preconceived notion of what is "right" against what is the law, theocracy, or medical ethics. This was a show that would raise you to cheer and have you crying all withing one episode. Some episodes were emotionally crushing. I can see why it didn't last on TV very long. It wasn't that it didn't receive great acclaim, but that there are only so many wrenching episodes that one can write about before it's "washed up". David Kelly knew this and it's one reason that it was on late at night as well as why it only lasted for a few seasons. One of the truly great Television shows. The "Seinfeld" of Dramas. I wish it would come out in DVD.
Best Bad or Worst Best
Loved the show and watched it religiously when it was first aired. Now that I'm re-watching the series again, the many, many flaws are clear. The writing is simplistic and plot lines are quite often a stretch, to the point of being ridiculous. And how many times do I see Tom Skerrit with that quizzical and confused look on his face with a sidelong glance as he appears to practically tip over? Even with all of that, it is a terrific series and always entertaining. One of my favorites.
Awesome thought-provoking show
With all the pap that's passing for entertainment these days, this show stands out all the more. Week after week this show tossed out thought provoking questions in all areas of our society - medical, criminal, religious, philosophical - any aspect of our society and lives was fair game. And it wrapped these questions around the lives of a hugely talented cast of fully realized characters. The show also had the courage to not play it safe. It routinely tackled "hot button" issues from abortion, to homosexuality, to belief in God, to constitutional protection of rights. Is there ANY show on TV now that comes close to this??
Ironically, I "discovered" this show while on vacation in the Midwest when I came across a full page advertisement by a religious organization, decrying it's blasphemy. The advertisement described some of the situations dealt with in the show - and I knew right away this was a show for me.
Entertaining, intelligent, funny, exciting, involving. If they ever get around to releasing the 5 seasons on DVD - jump on it!
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1. TV
2. Channel Guide
PBS 6
* Stream online
* Cox 6
* Comcast 6
* Comcast 220
* DirecTV 6
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* Over-the-Air 6.1
* Over-the-Air 27.1
PBS 6 Plus
* Cox 82
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PBS Kids
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AZPM is a service of the University of Arizona and our broadcast stations are licensed to the Arizona Board of Regents who hold the trademarks for Arizona Public Media and AZPM. We respectfully acknowledge the University of Arizona is on the land and territories of Indigenous peoples.
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KUAT-TV
From Wikipedia, the free encyclopedia
* * KUAT-TV: Tucson, Arizona (Mount Bigelow)
* KUAS-TV: Tucson, Arizona (Tumamoc Hill)
* United States
Channels for KUAT-TV * Digital: 30 (UHF)
* Virtual: 6
Channels for KUAS-TV * Digital: 28 (UHF)
* Virtual: 27
Branding PBS 6; AZPM
Programming
Affiliations * 6.1/27.1: PBS
* 6.2/27.2: PBS Kids
* 6.3/27.3: World
Ownership
Owner * University of Arizona
* (Arizona Board of Regents for the benefit of the
University of Arizona)
Sister stations * KUAT-FM
* KUAZ
History
First air date * KUAT-TV: March 8, 1959
* KUAS-TV: July 22, 1988
Former call signs * KUAT-TV: KUAT (1959–1967)
Former channel number * KUAT-TV: Analog: 6 (VHF, 1959–2009)
* KUAS-TV: Analog: 27 (UHF, 1988–2009)
Former affiliations * KUAT-TV:
* NET (1959–1970)
* V-me (6.2, 2007–2011)
* Create (6.3, until 2011)[1]
* KUAS-TV:
* V-me (27.2, 2007–2011)
* Create (27.3, until 2011)[1]
Call sign meaning * KUAT-TV: University of Arizona Television[2]
* KUAS-TV: KUAT Secondary
Technical information[3][4]
Licensing authority FCC
Facility ID * KUAT-TV: 2731
* KUAS-TV: 2722
ERP * KUAT-TV: 667.5 kW
* KUAS-TV: 50 kW
HAAT * KUAT-TV: 1,092.1 m (3,583 ft)
* KUAS-TV: 177.9 m (584 ft)
Transmitter coordinates * KUAT-TV: 32°24′55.4″N 110°42′54.2″W / 32.415389°N
110.715056°W
* KUAS-TV: 32°12′53.2″N 111°0′23.3″W / 32.214778°N
111.006472°W
Translator K20GG-D Duncan
Links
Public license information * KUAT-TV:
* Public file
* LMS
* KUAS-TV:
* Public file
* LMS
Website www.azpm.org
KUAT-TV (channel 6) is a PBS member television station in Tucson, Arizona, United States. It is owned by the University of Arizona (UA) and broadcasts from studios in the Modern Languages Building on the UA campus on East University Boulevard. Two high-power transmitters broadcast its programming: KUAT-TV itself on Mount Bigelow and KUAS-TV (channel 27) on Tumamoc Hill, west of downtown Tucson, which provides coverage to northwest Tucson and communities west of Mount Lemmon that are shielded from the Mount Bigelow transmitter. There is also a translator in Duncan. KUAT-TV and the UA's radio stations, KUAT-FM and KUAZ, are grouped under the unified brand of Arizona Public Media (AZPM).
KUAT-TV is the oldest public television station in the state, beginning broadcasts in 1959. In addition to airing national PBS and public television programming, it produces several local shows focusing on southern Arizona life and issues.
Tucson had been allocated noncommercial educational channel 6 in 1952, but it was not until 1958 that the University of Arizona (UA) applied to build a television station to use it. They proposed to initially broadcast two hours a night, five nights a week.[5] The university had already remodeled Herring Hall to house radio and television studios,[6] with the latter occupying a space once used as part of a gymnasium and auditorium.[7] Filed on April 3, the application and permit were granted by the Federal Communications Commission (FCC) on July 16,[8] sending $40,000 ($435,940 in ) from the Ford Foundation to the university for equipment.[9] After the university rejected the first two bids for the job as too high and re-bid the task out,[10][11] the tower was erected in November to support the antenna for the new station;[12] while that happened, the university made its first telecast—a closed-circuit event in which a pharmacology class watched a demonstration of techniques to measure blood pressure.[13]
The first test pattern went out on February 6,[14] and KUAT launched on March 8, 1959, as the first public television station in Arizona.[15] It was an affiliate of National Educational Television (NET) from 1959 until 1970, when NET was replaced by PBS.[16] In addition to university programs, the Tucson Unified School District was part of its operation, with a weekly show summarizing school activities.[17] That fall, the first daytime educational broadcasts were made, consisting of university classes.[18]
In 1964, the university prepared an expansion of the initial facility, which had an effective radiated power of 944 watts.[8] The university applied to move its transmitter to Tumamoc Hill, which would increase coverage from a 21-mile (34 km) to a 65-mile (105 km) radius, and new studios were planned in the forthcoming Modern Languages Building.[19] The Federal Aviation Administration approved the tower site,[20] but the university decided to relocate its main transmitter to Mount Bigelow, already in use by the three commercial stations in town, after protests from the Air Line Pilots Association over the proximity of the mast to the Tucson International Airport.[21] The new studios and transmitter would be capable of broadcasting in color.[22] The Arizona Board of Regents approved the plans in April 1967,[23] and color transmission from the new studios and transmitter began on October 1, 1968.[24] In preparation, K71BQ, a channel 71 translator, was built at the Tumamoc Hill site to serve neighborhoods in northwest Tucson that are shaded from Mount Bigelow by terrain.[25] A day before the color conversion, on September 30, 1968, the University of Arizona returned to radio for the first time since the 1920s after receiving the donation of KFIF (1550 AM), which became KUAT (and is now KUAZ), from John Walton.[24] In 1977, construction work began on a satellite dish in a vacant swimming pool south of the Bear Down Gymnasium, allowing the station to receive PBS programming via satellite[26] when it began use the next year.[27]
In the 1980s, KUAT upgraded its service to the northwest side. As early as 1982, plans existed to replace K71BQ with a higher-power translator on channel 27.[28] This became reality as K27AT in December 1985.[29] As channel 27 had been designated for noncommercial full-power use, the university filed to build out a full-power facility on channel 27 in 1985; this was completed as KUAS-TV in July 1988.[30] In 1994, KUAT-TV launched the UA Channel, a public access channel featuring university content and lectures.[30]
After the university received a $671,000 grant ($1.17 million in ),[31] the two transmitters were converted to digital in 2002 and 2003, with KUAS-TV on Tumamoc Hill being switched first and becoming the first digital television service in Tucson.[32][30] The Arizona Public Media umbrella name for KUAT radio and television was adopted in 2009.[30]
Steep budget cuts to higher education in Arizona strongly affected Arizona Public Media's budget during the Great Recession, as 26 percent of it came from the university. Arizona Illustrated, a formerly daily program, converted to being taped three times a week, alongside other cost-cutting measures.[33] After providing $2.6 million in cash to AZPM in the 2013–2014 school year, the University of Arizona planned cuts for 2014–2015 of $400,000 and continued cuts until 2019.[34]
In 2021, the UA announced it was exploring the possibility of constructing a $45 million complex for AZPM south of the campus at The Bridges, home to Tech Parks Arizona, having already raised 75 percent of the projected cost without launching a public campaign.[35] The university released renderings of the proposed facility, the Paul and Alice Baker Center for Public Media, in September 2023.[36] Ground was broken on the structure in January 2024, by which time the cost had increased to $65 million.[37]
In 1980, KUAT began producing Arizona Illustrated, its flagship weekly newsmagazine on local public affairs issues, at a time when its local program production was seen as minimal outside of Tucson city council meetings.[38] Initially aired daily, it evolved from a features show to a news and analysis program.[39] University students handle most of the production of Arizona Illustrated.[33]
No longer produced but still in reruns on some PBS stations is the nature documentary series The Desert Speaks, co-produced with the Arizona-Sonora Desert Museum from 1990 to 2018. It was the successor to a previous program that aired on KVOA and later KOLD-TV, which had been in production since 1953.[40]
In 2007, KUAT produced the documentary Phoenix Mars Mission: Ashes to Ice, covering the mission of the Phoenix spacecraft, which the next year became the first of the station's productions to air nationally on PBS.[41][30]
Technical information
The stations' signals carry the same multiplex of subchannels:
Channel Res. Aspect Short name Programming
KUAT-TV KUAS-TV
6.1 27.1 720p 16:9 PBS HD PBS
6.2 27.2 480i KIDS PBS Kids
6.3 27.3 PBS 6+ PBS 6 Plus
40.1 40.11 1080i 16:9 KHRR-DT Telemundo (KHRR)
40.2 40.22 480i Exitos TeleXitos (KHRR)
Broadcast on behalf of another station
When KUAT and KUAS first began digital broadcasting, they did not carry all the same subchannels. Initially, four subchannels were broadcast during the day and then closed down at night to allow the transmission of one high-definition channel.[32]
With the dropping of PBS Kids in 2005, KUAT programmed its own children's channel, KUAT Kids.[1] On 6.3, V-me started broadcasting on November 30, 2007, while .1 and .2 were PBS in high and standard definition.[44] On December 1, 2011, the station's affiliation with Create was dropped for an independent lifestyle channel branded Ready TV.[45][1]
On October 11, 2016, AZPM began broadcasting the same subchannels from both transmitters. V-me moved to cable only from 6.2, making way for PBS Kids from the Mount Bigelow transmitter, while the UA Channel became an online-only service. ReadyTV and World programming would share the same channel .3, while PBS Kids would be on .2.[46] In 2017, the third subchannel was changed again, this time to a new complementary service known as PBS 6 Plus, featuring re-airs of PBS and local programs and thematic program blocks.[47]
Analog-to-digital transition
While Arizona Public Media had intended to shut off the analog signals of both KUAT-TV and KUAS-TV on June 12, 2009, the national digital transition date, KUAT-TV was removed from analog service 10 weeks earlier than expected on March 31 due to damage to the analog equipment on Mount Bigelow.[48] The stations' digital signals remained on their pre-transition UHF channels 30 and 28, respectively, using virtual channels 6 and 27.[49] The KUAS-TV transmitter was used as part of the SAFER Act to broadcast transition information announcements until July 12.[50]
1. ^ a b c d Sefton, Dru (June 11, 2012). "Multicasts tailored to local priorities". Current. Archived from the original on September 13, 2017. Retrieved September 12, 2017.
2. ^ "KUAT—That's UA TV Signal". Tucson Daily Citizen. Tucson, Arizona. August 30, 1958. p. 5. Archived from the original on July 11, 2022. Retrieved July 11, 2022 – via Newspapers.com.
3. ^ "Facility Technical Data for KUAT-TV". Licensing and Management System. Federal Communications Commission.
4. ^ "Facility Technical Data for KUAS-TV". Licensing and Management System. Federal Communications Commission.
5. ^ Riddick, John (May 3, 1958). "UA Will Make Classroom Out Of Tucson With TV". Tucson Daily Citizen. Tucson, Arizona. p. 3. Archived from the original on July 12, 2022. Retrieved July 11, 2022 – via Newspapers.com.
6. ^ "UA Granted Permission To Build Video Station". Arizona Daily Star. Tucson, Arizona. May 3, 1958. p. 4B. Archived from the original on July 12, 2022. Retrieved July 11, 2022 – via Newspapers.com.
7. ^ Caldwell, June (April 17, 1959). "Young Crew Staffs Young TV Station". Arizona Daily Star. Tucson, Arizona. p. 1C. Archived from the original on July 11, 2022. Retrieved July 11, 2022 – via Newspapers.com.
8. ^ a b "History Cards for KUAT-TV". Federal Communications Commission. (Guide to reading History Cards)
9. ^ "University TV Station Approved: FCC Authorizes Channel 6 Use". Arizona Daily Star. Tucson, Arizona. July 17, 1958. p. 5A. Archived from the original on July 12, 2022. Retrieved July 11, 2022 – via Newspapers.com.
10. ^ "University TV Tower Bids High". Tucson Daily Citizen. Tucson, Arizona. September 6, 1958. p. 10. Archived from the original on July 11, 2022. Retrieved July 11, 2022 – via Newspapers.com.
11. ^ "Lang Will Build UA's TV Tower". Tucson Citizen. Tucson, Arizona. October 16, 1958. p. 26. Archived from the original on July 11, 2022. Retrieved July 11, 2022 – via Newspapers.com.
12. ^ "New Landmark Rises: Video Antenna Is Installed On Campus". Arizona Daily Star. Tucson, Arizona. November 20, 1958. p. 1B. Archived from the original on July 12, 2022. Retrieved July 11, 2022 – via Newspapers.com.
13. ^ "UA To Put Its New TV Station To Work On Closed Circuit". Arizona Daily Star. Tucson, Arizona. December 10, 1958. p. 7C. Archived from the original on July 11, 2022. Retrieved July 11, 2022 – via Newspapers.com.
14. ^ "University TV Station On The Air". Tucson Daily Citizen. Tucson, Arizona. February 6, 1959. p. 1. Archived from the original on July 11, 2022. Retrieved July 11, 2022 – via Newspapers.com.
15. ^ "KUAT TV Takes Air Sunday: Regular Programs Starting Monday". Arizona Daily Star. Tucson, Arizona. March 5, 1959. p. 1B. Archived from the original on July 12, 2022. Retrieved July 11, 2022 – via Newspapers.com.
16. ^ "TV Goes Educational". Tucson Daily Citizen. Tucson, Arizona. March 7, 1959. p. On the Town 16. Archived from the original on July 11, 2022. Retrieved July 11, 2022 – via Newspapers.com.
17. ^ Caldwell, June (April 24, 1959). "KUAT's New, And Thriving, Too..." Arizona Daily Star. Tucson, Arizona. p. 1C. Archived from the original on July 11, 2022. Retrieved July 11, 2022 – via Newspapers.com.
18. ^ "UA Will Offer Courses Via TV: Subject In Chemistry, Spanish, Art Will Be Taught On Video In Daytime". Arizona Daily Star. Tucson, Arizona. August 2, 1959. p. 21. Archived from the original on July 12, 2022. Retrieved July 11, 2022 – via Newspapers.com.
19. ^ "For 65-Mile Radius: UA Seeks TV Expansion". Tucson Daily Citizen. Tucson, Arizona. November 21, 1964. p. 11. Archived from the original on July 12, 2022. Retrieved July 11, 2022 – via Newspapers.com.
20. ^ "Proposed UA TV Tower Given Okay". Tucson Citizen. Tucson, Arizona. June 14, 1965. p. 27. Archived from the original on July 11, 2022. Retrieved July 11, 2022 – via Newspapers.com.
21. ^ "KUAT Seeks To Move Tower To Mt. Bigelow Location". Arizona Daily Star. Tucson, Arizona. January 4, 1966. p. 5A. Archived from the original on July 11, 2022. Retrieved July 11, 2022 – via Newspapers.com.
22. ^ Thomas, Bob (June 23, 1966). "Coverage Expanded: University's TV To Add Color". Arizona Daily Star. Tucson, Arizona. p. 1B. Archived from the original on July 12, 2022. Retrieved July 11, 2022 – via Newspapers.com.
23. ^ Cowgill, Pete (April 9, 1967). "Approved By Regents: KUAT Receives Full Color OK". Arizona Daily Star. Tucson, Arizona. p. 5A. Archived from the original on July 11, 2022. Retrieved July 11, 2022 – via Newspapers.com.
24. ^ a b "Color Broadcast Slated At University Station: First Offering Planned Oct. 1". Arizona Daily Star. Tucson, Arizona. September 20, 1968. p. 23. Archived from the original on July 12, 2022. Retrieved July 11, 2022 – via Newspapers.com.
25. ^ "KUAT Using Channel 71 Translator". Tucson Daily Citizen. Tucson, Arizona. February 22, 1968. p. 18. Archived from the original on July 11, 2022. Retrieved July 11, 2022 – via Newspapers.com.
26. ^ "Television shows via satellite soon reality for Channel 6". Tucson Citizen. Tucson, Arizona. April 6, 1978. p. 11B. Archived from the original on July 12, 2022. Retrieved July 11, 2022 – via Newspapers.com.
27. ^ Hatfield, David (June 1, 1978). "KUAT switching to heavens". Arizona Daily Star. Tucson, Arizona. p. 4C. Retrieved May 26, 2025 – via Newspapers.com.
28. ^ "KUAT to clear up its signal for hard-to-reach viewers". Tucson Citizen. Tucson, Arizona. January 27, 1982. p. 11B. Archived from the original on July 12, 2022. Retrieved July 11, 2022 – via Newspapers.com.
29. ^ "Northwest Siders: KUAT now on Channel 27". Tucson Citizen. Tucson, Arizona. December 13, 1985. p. 4D. Archived from the original on July 11, 2022. Retrieved July 11, 2022 – via Newspapers.com.
30. ^ a b c d e "Celebrating Sixty Years of Service". Arizona Public Media. Archived from the original on April 14, 2019. Retrieved April 14, 2019.
31. ^ Vitu, Teya (October 16, 2001). "Grant upgrades KUAT towers". Tucson Citizen. Tucson, Arizona. p. 1B, 3B. Archived from the original on July 12, 2022. Retrieved July 12, 2022 – via Newspapers.com.
32. ^ a b Vandeveire, Mary (September 16, 2003). "Digital comes to local TV channels". Arizona Daily Star. Tucson, Arizona. p. A1, A9. Archived from the original on July 1, 2022. Retrieved July 1, 2022 – via Newspapers.com.
33. ^ a b Gay, Gerald M. (April 5, 2009). "KUAT deals with cuts, focuses on content". Arizona Daily Star. Tucson, Arizona. p. E6–7. Archived from the original on July 12, 2022. Retrieved July 12, 2022 – via Newspapers.com.
34. ^ Alaimo, Carol Ann (June 17, 2014). "Public broadcaster faces steep UA funding cut". Arizona Daily Star. Archived from the original on September 13, 2017. Retrieved September 12, 2017.
35. ^ Palmer, Kathryn (September 9, 2021). "UA looks to build $45 million facility for Arizona Public Media". Arizona Daily Star. Archived from the original on September 13, 2021. Retrieved July 12, 2022.
36. ^ "AZPM Unveils Cutting-Edge Public Media Facility". Arizona Public Media (Press release). September 8, 2023. Archived from the original on September 27, 2023. Retrieved September 26, 2023.
37. ^ Wichner, David (January 23, 2024). "Arizona Public Media breaks ground on new Tucson broadcast center". Arizona Daily Star. Archived from the original on December 15, 2024. Retrieved May 3, 2025.
38. ^ Stern, Sherry (August 29, 1980). "KUAT to finally 'illustrate' what's going on in Arizona". Arizona Daily Star. Tucson, Arizona. p. 8C. Archived from the original on July 12, 2022. Retrieved July 11, 2022 – via Newspapers.com.
39. ^ Sorenson, Dan (October 7, 1986). "'Arizona Illustrated': More news analysis and a new set at Tucson's venue for news junkies". Tucson Citizen. Tucson, Arizona. p. 1D, 3D. Archived from the original on July 12, 2022. Retrieved July 11, 2022 – via Newspapers.com.
40. ^ Flick, A.J. (February 2, 2000). "The Desert Speaks: KUAT-TV series celebrates 10 years of broadcasts around the world". Tucson Citizen. Tucson, Arizona. p. 1B, 3B. Archived from the original on July 12, 2022. Retrieved July 12, 2022 – via Newspapers.com.
41. ^ Sorenson, Dan (November 5, 2007). "KUAT-TV sees Mars mission sans gloss". Arizona Daily Star. Tucson, Arizona. pp. A1, A4. Retrieved May 3, 2025 – via Newspapers.com.
42. ^ "RabbitEars TV query for KUAT-TV". RabbitEars. Archived from the original on October 23, 2016. Retrieved July 11, 2022.
43. ^ "RabbitEars TV query for KUAS-TV". RabbitEars. Archived from the original on October 23, 2016. Retrieved July 11, 2022.
44. ^ Schuster, John (November 29, 2007). "Media Watch". Tucson Weekly. Archived from the original on July 1, 2018. Retrieved September 12, 2017.
45. ^ Schuster, John (December 1, 2011). "Media Watch: AZPM Switches Alternate Channel". Tucson Weekly. Archived from the original on September 13, 2017. Retrieved September 12, 2017.
46. ^ "Changes to AZPM Television Channel Lineup". AZPM. Archived from the original on September 13, 2017. Retrieved September 12, 2017.
47. ^ "Arizona Public Media Launches New 24-Hour Lifestyle Channel". Arizona Public Media. June 30, 2017. Archived from the original on July 12, 2022. Retrieved July 11, 2022.
48. ^ Gibson, Jack (March 30, 2009). "KUAT's Channel 6 switching to digital 10 weeks early". Arizona Daily Star. Tucson, Arizona. p. A15. Archived from the original on July 12, 2022. Retrieved July 11, 2022 – via Newspapers.com.
49. ^ "DTV Tentative Channel Designations for the First and Second Rounds" (PDF). Federal Communications Commission. May 23, 2006. Archived from the original (PDF) on August 29, 2013. Retrieved August 29, 2021.
50. ^ "UPDATED List of Participants in the Analog Nightlight Program" (PDF). Federal Communications Commission. June 12, 2009. Archived (PDF) from the original on February 1, 2014. Retrieved June 4, 2012.
* Official website
* Facility details for Facility ID 2736 (K20GG-D) in the FCC Licensing and Management System
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PBS 6 | TV Schedules
Tuesday, December 23, 2025
PBS 6 PBS Kids PBS 6 Plus
Time
Show
12:30 a.m.
Desert Speaks
1 a.m.
Antiques Roadshow
Wags to Riches
2 a.m.
St. Olaf Christmas Festival: Our Hope for Years To
3 a.m.
Come and See! A Concordia Christmas
4 a.m.
Arthur Prunella's Tent of Portent/Mutiny on the Pitch
4:30 a.m.
Odd Squad Rookie Night/Who Let the Doug Out?
5 a.m.
Wild Kratts The Blue And The Gray
5:30 a.m.
Weather Hunters Through Rain, Sun, Snow or Hail
6 a.m.
Lyla in the Loop Happy New Year, Lyla!/Everett's Summer Sale
6:30 a.m.
Carl the Collector A Wiggle Waggle Worries/The Pine Cone Collection
7 a.m.
Daniel Tiger's Neighborhood Daniel Gets Mad at Dad/Daniel Gets Mad at His Frie
7:30 a.m.
Rosie's Rules Garbage Day/Crystal's Sneezy Day
8 a.m.
Sesame Street Cookie Monster's Big Puzzle
8:30 a.m.
Work It Out Wombats! The Treeborhood Parranda/Happy New Acorn Year!
9 a.m.
Donkey Hodie Meemaw Heehaw's Recipe Mystery/Extra-large Crunc
9:30 a.m.
Pinkalicious & Peterrific Amazing Sled Run/Frost Fairy
10 a.m.
Elinor Wonders Why Downhill Dash/Brush Your Teeth
10:30 a.m.
Alma's Way Alma's Nochebuena/Three Kings Day Do-Over
11 a.m.
In the Americas With David Yetman
The Rainforest Nisei: Japanese Immigrants In The A
11:30 a.m.
Rick Steves' Europe
Iceland's Ring Road
12 p.m.
Antiques Roadshow
FILOLI, HOUR 1
1 p.m.
Death in Paradise
2 p.m.
Midsomer Murders PAINTED IN BLOOD, PART 1
4 p.m.
PBS News Hour
5 p.m.
Amanpour and Company
6 p.m.
BBC News America
6:30 p.m.
In the Americas With David Yetman
7 p.m.
PBS News Hour
8 p.m.
American Masters
Brenda Lee: Rockin' Around
9 p.m.
Great Performances
Nutcracker From English National Ballet
10:30 p.m.
American Masters
Ten Times Better
11 p.m.
St. Olaf Christmas Festival: Our Hope for Years To
Back to Top
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Claudia Wells
From Wikipedia, the free encyclopedia
Claudia Wells
Wells in 2022
Born Claudia Grace Wells
July 5, 1966 (age 59)
Kuala Lumpur, Malaysia
Occupation Actress
Years active 1974–1986; 1996–present
Known for Jennifer Parker in Back to the Future
Children 1
Website www.claudiawells.com www.armaniwells.com
Claudia Grace Wells (born July 5, 1966) is an American actress, best known for playing Jennifer Parker in the 1985 film Back to the Future.
Wells was born on July 5, 1966 in Kuala Lumpur, Malaysia.[1][2] Her family moved to the San Francisco Bay area when she was seven weeks old.[2] She went to Marin Country Day School and French-American Bilingual School. As of 2014, some of her family still lived in that area.[3] Wells moved to Los Angeles at the age of 14, later graduating from Beverly Hills High School. She has a brother.[4]
Wells appeared in ten operas between ages eight and twelve. She began acting in TV shows in the late 1970s.
Wells played Jennifer Parker, Marty McFly's girlfriend, in the 1985 film Back to the Future. She almost did not end up in the first film of the successful franchise. According to Wells, she had been cast, but a pilot she had done for ABC had been picked up, and she was contractually forced to drop out of Back to the Future. During that time, Eric Stoltz had been shooting for five weeks in the role of Marty McFly. The producers halted filming and replaced Stoltz with Michael J. Fox. By then, Wells's pilot had been finished and she was recast as Jennifer, now shooting alongside Fox, having never filmed a frame with Stoltz.[5]
Also in 1985, Wells co-starred in "Stop the Madness", an anti-drug music video sponsored by the Reagan administration, featuring several famous musicians, actors and athletes. In 1986, she appeared in the TV movie Babies Having Babies, and the short-lived series Fast Times, a TV adaptation of the 1982 film Fast Times at Ridgemont High (Wells played Linda Barrett, portrayed by Phoebe Cates in the film). Following Fast Times, she did not appear again on-screen until the 1996 independent film, Still Waters Burn (released on DVD February 12, 2008).
After her mother was diagnosed with breast cancer, Wells put her career on hold for family reasons, and told the studio she would not be available to reprise her Back to the Future role for the two sequels.[6] Actress Elisabeth Shue replaced her.[7] Her mother subsequently died in October 1994.[8]
On December 19, 1991, Wells founded a Studio City, Los Angeles-based clothing store, Armani Wells, which she still owns and manages as of 2024.[9][10]
After a lengthy absence, Wells returned to acting in 2011 with a small role in the independent science-fiction film, Alien Armageddon.[11]
The same year, Wells reprised her role from Back to the Future, 26 years after her last appearance in the series; she provided the voice of Jennifer Parker for Back to the Future: The Game.[12] In 2012, Wells announced that her next project would be a horror film titled Room & Board.[13]
When she was 15, she became a born-again Christian[14] and her faith helped her get through her mother's cancer diagnosis and death.[8]
Wells has a son, born circa 1995.[15][16]
Year Title Role Notes
1985 Back to the Future Jennifer Parker
2008 Still Waters Burn Laura Harper
2011 Alien Armageddon Eileen Daly
2013 You Are Not Alone Cristina's Mom Short film
2013 Max Mom Short film
2014 Starship: Rising Captain Savage
2015 EP/Executive Protection Pam Travis
2015 Back in Time Herself Back to the Future documentary[17]
2015 Back to the 2015 Future Jennifer Parker Short film
2018 Groove Street Julie
2018 System Failure Mrs Henderson Short film
2019 Vitals Margaret Parks
Year Title Role Notes
1979 Family Denise / Barbara Collins 2 episodes
1981 Rise and Shine Patsy D'Allisandro 1 episode
1981 Strike Force Patty Episode: "Magic Man"
1982 Herbie, the Love Bug Julie MacLane 5 episodes
1982 Lovers and Other Strangers Mary Claire Delvecchio Television film
1984 Fame Marya Episode: "Appearances"
1984 Anatomy of an Illness Sarakit Television film
1984–1985 Off the Rack Shannon Halloran 7 episodes
1984–1986 CBS Schoolbreak Special Lisa / Wendy 2 episodes
1985 Trapper John, M.D. Candy Episode: "Long Ago and Far Away"
1985 Simon & Simon Phoebe Glass Episode: "Slither"
1985 Able to Do
1986 Fast Times Linda Barrett 7 episodes
1986 Brothers Sarah Episode: "Joe Leaves This Old World Behind"
2011 The Mentalist Chief Marnie Green Episode: "Where in the World is Carmine O'Brien?"
2014 Zero Impact Home Future Petal Short series
2015 The Comeback Kids Herself Episode: "Re-United and It Feels So Good"
1. ^ "Claudia Wells on Facebook: "So grateful for all of the love you've all shown me! ❤️❤️❤️"". Facebook. Retrieved August 25, 2024.
2. ^ a b "Claudia Wells, The Original 'Jennifer' From 'Back To The Future' Appears At Wondercon 2014 - CBS San Francisco". CBS News. April 22, 2014. Retrieved August 25, 2024.
3. ^ "Claudia Wells, the Original 'Jennifer' from 'Back to the Future' Appears at Wondercon 2014". April 22, 2014. Archived from the original on April 29, 2014.
4. ^ "Videos". November 8, 2019.
5. ^ "What Marty McFly's Girlfriend Is Up To In The Future". Yahoo!. May 2, 2012. Retrieved May 2, 2012.
6. ^ "Back to the Future's Claudia Wells: Shining Brighter Than Ever Before". The Huffington Post. July 7, 2015. Retrieved July 2, 2017.
7. ^ Huver, Scott (July 3, 2015). "Claudia Wells on Back to the Future". Peoplemag. Retrieved August 25, 2024.
8. ^ a b Nolasco, Stephanie (August 4, 2021). "'Back to the Future' star Claudia Wells on how faith helped her cope with tragedy: It's 'the reason I'm alive'". Fox News. Retrieved August 25, 2024.
9. ^ "Actress Claudia Wells talks about her high-end men's resale shop, Armani Wells". ktla.com.
10. ^ "Welcome to Armani Wells". www.armaniwells.com.
11. ^ Clint, Caffeinated. "Claudia Wells in Alien Armageddon". Moviehole. Archived from the original on March 4, 2016. Retrieved February 23, 2012.
12. ^ "Back To The Future Episode 1: It's About Time Video Game, Exclusive Behind The Scenes Part IV: How We Got Jennifer HD". GameTrailers.com. Retrieved March 24, 2011.
13. ^ Wells, Claudia. "Announcing My Next Project..." Twitter. Retrieved February 23, 2012.
14. ^ "How 'Back to the Future' actress Claudia Wells became a Christian". OpentheWord.org. October 19, 2016. Retrieved May 8, 2021.
15. ^ "Claudia Wells to Join 25th Anniversary 'Back to the Future' Reunion | Jan. 22, 2010". University of North Alabama. January 22, 2010. Retrieved August 25, 2024.
16. ^ Nolasco, Stephanie (August 4, 2021). "'Back to the Future' star Claudia Wells reveals her favorite theory about Jennifer Parker: 'It's wild'". Fox News. Retrieved August 25, 2024.
17. ^ "Back in Time Film". backintimefilm.com. Retrieved March 19, 2015.
* Official website
* Claudia Wells at IMDb
* Armani Wells, a clothing store founded and run by Wells.
* Back to the Future website
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215
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Back to the Future™
Claudia Wells
Claudia Wells is an accomplished actress, who gained worldwide fans & fame, by starring in the 1985 hit film BACK TO THE FUTURE as Jennifer Parker, Marty McFly’s girlfriend. Wells starred in STOP THE MADNESS, an anti-drug music video, in conjunction with the Reagan administration, & Entertainment Industry Council (EIC), starred in the Emmy Winning television movie, BABIES HAVING BABIES, and played the lead, Linda Barrett, in FAST TIMES, a television adaptation of the popular 1982 film FAST TIMES AT RIDGEMONT HIGH. Claudia is also known for starring in the TV series HERBIE, THE LOVEBUG, with Dean Jones & is considered a “car girl” by DeLorean lovers & Herbie lovers everywhere.
Taking a break from acting when her mother was diagnosed with cancer, Claudia came back & still loves acting, as well as traveling the world, hosting corporate events & making appearances for her fans.
Fun fact: Ms. Wells has four of her personal items (three personalized “Jennifer Parker,” BTTF photos & one with her Dad) in the actual Orion NASA shuttle that went around the world from Cape Canaveral to Baja, Mexico, within 24 hours in 2014.
Claudia has amassed over 60 credits; in film, TV, opera, and theater, but she considers her true on-screen career to still be ahead of her, as she is open to gritty roles that shy away from convention and push the envelope.
Claudia prioritizes personally running her fine men’s resale clothing store, Armani Wells, at its original Studio City location since she opened it in 1991. Dressing men and showing them the respect & dignity they deserve is a passion for Claudia, and one she is very dedicated to through her highly successful store.
Claudia keeps unusually busy between her store, doing appearances, speaking events, & serving as an actress on set. Her heart is blessed by the worldwide fan base & love shown her, due to being Jennifer Parker, in the hit film, BACK TO THE FUTURE. Her official website can be found at ClaudiaWells.com.
Jennifer Parker
CLAUDIA WELLS portrays Jennifer Parker, Marty McFly's beautiful girlfriend.
Born in Kuala Lumpur, Malaysia, Wells, 18, grew up in San Francisco, where her lovely soprano voice won her many performances with the San Francisco Opera. She also studied at the famed American Conservatory Theatre and performed with the San Francisco Dance Theatre.
In addition to a co-starring role in the recent TV comedy series "Off the Rack," she has appeared in such shows as "Family," "Simon and Simon," "Trapper John" and "Fame."
as of June 5, 1985
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Claudia Wells
* Awards
* 1 win & 1 nomination total
Photos6
+ 3
Known for
Back to the Future
8.5
* Jennifer Parker
* 1985
Back to the Future: The Game - 30th Anniversary Edition
7.9
Video Game
* Jennifer Parker(voice)
* 2015
CBS Schoolbreak Special
6.9
TV Series
* Wendy
* Lisa
Back to the 2015 Future
5.7
Short
* Jennifer Parker
* 2015
Credits
Edit
IMDbPro
Actress
----------------------------------------
* Upcoming
* 2
----------------------------------------
----------------------------------------
* Previous
* 32
----------------------------------------
* Bottle Monster
2.4
* Eleanor Key
* 2020
* Vitals
4.6
* Margaret Parks
* 2019
* System Failure
Short
* Mrs. Henderson
* 2018
* Groove Street
* Julie
* 2018
* EP/Executive Protection
3.7
* Pam Travis
* 2015
* The Comeback Kids
6.9
TV Series
* Claudia Wells (rumored)
* 2015
* Back to the 2015 Future
5.7
Short
* Jennifer Parker
* 2015
* Back to the Future: The Game - 30th Anniversary Edition
7.9
Video Game
* Jennifer Parker (voice)
* 2015
* Starship: Rising
2.3
* Captain Savage
* 2014
* Zero Impact Home
TV Series
* Future Petal
* 2014
* Max
4.4
Short
* Mom
* 2013
* You Are Not Alone
Short
* Cristina's Mom
* 2013
* The Mentalist
8.2
TV Series
* Chief Marnie Green
* 2011
* Alien Armageddon
2.1
* Eileen Daly
* 2011
* Back to the Future: The Game
7.9
Video Game
* Jennifer Parker (voice)
* 2010
----------------------------------------
Additional Crew
----------------------------------------
* Previous
* 1
----------------------------------------
* In-development projects at IMDbPro
Videos4
Clip 2:13
Back to the Future: 30th Anniversary
Trailer 2:33
Back in Time
Trailer 2:33
Back in Time
Trailer 0:52
Alien Armageddon
Trailer 1:21
Back to the Future
Personal details
Edit
* Official sites
* Armani Wells Distinctive Men's Resale Clothiers
* Facebook
* Height
* 5′ 4″ (1.63 m)
* Born
* July 5, 1966
* Kuala Lumpur, Malaysia
* Children
* Sebastian
* Relatives
Amy Josephine Klauber(Grandparent)
Did you know
Edit
* Trivia
Was unable to reprise the role of Jennifer Parker, Marty McFly's girlfriend in the sequels to Back to the Future (1985) because her mother had been diagnosed with cancer.
* Quotes
[on why she was replaced by Elisabeth Shue in the 'Back to the Future' sequels] There was a lot of stuff going on at home, my mom was diagnosed with fourth stage cancer and that was right before 'Back to the Future II' and 'Back to the Future III' were to be filmed so I backed out of those films to deal with the turmoil at home.
FAQ
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* How old is Claudia Wells?
58 years old
* When was Claudia Wells born?
July 5, 1966
* Where was Claudia Wells born?
Kuala Lumpur, Malaysia
* What is Claudia Wells's birth name?
Claudia Grace Wells
* How tall is Claudia Wells?
5 feet 4 inches, or 1.63 meters
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217
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Prague Castle
Pražský hrad
Prague Castle
Interactive map of Prague Castle
General information
Architectural style Baroque, Mannerism
Location Prague 1, Prague, Czech Republic
Coordinates 50°5′24″N 14°24′0″E / 50.09000°N 14.40000°E
Current tenants Petr Pavel
(2023–present)
Construction started 870
Design and construction
Architects Matthias of Arras, Peter Parler
Website
www.hrad.cz
Prague Castle (Czech: Pražský hrad; [ˈpraʃskiːˈɦrat]) is a castle complex in Prague, Czech Republic serving as the official residence and workplace of the president of the Czech Republic. Built in the 9th century, the castle has long served as the seat of power for kings of Bohemia, Holy Roman emperors, and presidents of Czechoslovakia. As such, the term "Prague Castle" or simply "Hrad" ("the Castle") are often used as metonymy for the president and his staff and advisors. The Bohemian Crown Jewels are kept within a hidden room inside it.
According to the Guinness Book of Records, Prague Castle is the largest ancient castle in the world,[1][2] occupying an area of almost 70,000 square metres (750,000 square feet), at about 570 metres (1,870 feet) in length and an average of about 130 metres (430 feet) wide. The castle is the most visited tourist attraction in the Czech Republic. In 2024, the castle attracted 2.59 million visitors.[3]
The history of the castle began in 870 when its first walled building, the Church of the Virgin Mary, was built.[4] The Basilica of Saint George and the Basilica of St. Vitus were founded under the reign of Vratislaus I, Duke of Bohemia and his son Wenceslaus I in the first half of the 10th century.
The first convent in Bohemia was founded in the castle, next to the church of St. George. A Romanesque palace was erected here during the 12th century.
Several 13th-century Venetian coins found there were studied by the numismatist Zdenka Nemeškalová-Jiroudková.[5]
King Ottokar II of Bohemia improved fortifications and rebuilt the royal palace for the purposes of representation and housing. In the 14th century, under the reign of Charles IV the royal palace was rebuilt in Gothic style and the castle fortifications were strengthened. In place of the rotunda and basilica of St. Vitus, building began of a vast Gothic church, that were completed almost six centuries later.
During the Hussite Wars and the following decades, the castle was not inhabited. In 1485, King Vladislaus II Jagiellon began to rebuild the castle. The massive Vladislav Hall (built by Benedikt Rejt) was added to the Royal Palace. New defence towers were also built on the north side of the castle.
A large fire in 1541 destroyed large parts of the castle. Under the Habsburgs, some new buildings in Renaissance style were added. Ferdinand I built the Belvedere as a summer palace for his wife Anne. Rudolph II used Prague Castle as his main residence. He founded the northern wing of the palace, with the Spanish Hall, where his precious art collections were exhibited.
The Third Defenestration of Prague in 1618 took place at the castle which kick-started the Bohemian Revolt. During the subsequent wars, the castle was damaged and dilapidated. Many works from the collection of Rudolph II were looted by Swedes in 1648 during the Battle of Prague (1648) which was the final act of the Thirty Years' War.
The last major rebuilding of the castle was carried out by Empress Maria Theresa in the second half of the 18th century. Following the abdication of Ferdinand I, in 1848, and the succession of his nephew, Franz Joseph, to the throne, the former emperor, Ferdinand I, made Prague Castle his home.
Presidential residence
In 1918, the castle became the seat of the president of the new Czechoslovak Republic, Tomáš Masaryk. The New Royal Palace and the gardens were renovated by Slovenian architect Jože Plečnik. In this period the St. Vitus Cathedral was finished on 28 September 1929. Renovations continued in 1936 under Plečnik's successor Pavel Janák.
On 15 March 1939, shortly after Nazi Germany forced Czech President Emil Hácha (who suffered a heart attack during the negotiations) to hand his nation over to the Germans, Adolf Hitler spent a night in the Prague Castle, "proudly surveying his new possession."[6] During the Nazi occupation of Czechoslovakia in World War II, Prague Castle became the headquarters of Reinhard Heydrich, the Reich Protector of Bohemia and Moravia. According to a popular rumor, he is said to have placed the Bohemian crown on his head; old legends say a usurper who places the crown on his head is doomed to die within a year.[7] Less than a year after assuming power, on 27 May 1942, Heydrich was ambushed during Operation Anthropoid, by British-trained Slovak and Czech resistance soldiers while on his way to the Castle, and died of his wounds, which became infected, a week later.[8] Klaus, his firstborn son, died the next year in a traffic accident, also in line with the legend.[9]
After the liberation of Czechoslovakia and the coup in 1948, the Castle housed the offices of the communist Czechoslovak government. After Czechoslovakia split in 1993 into the Czech Republic and Slovakia, the castle became the seat of the Head of State of the new Czech Republic. Similar to what Masaryk did with Plečnik, president Václav Havel commissioned Bořek Šípek to be the architect of post-communist improvements for Prague Castle, in particular of the facelift of the castle's gallery of paintings.
Architectural styles of Prague Castle
Prague Castle's architecture is a unique blend of styles from different periods, reflecting its long and complex history.[10] The castle buildings represent many of the architectural styles of the last millennium. Prague Castle includes Gothic St. Vitus Cathedral, Romanesque Basilica of St. George, a monastery and several palaces, gardens and defense towers. Most of the castle areas are open to tourists. The castle houses several museums, including the National Gallery collection of Bohemian baroque and mannerist art, exhibition dedicated to Czech history, Toy Museum and the picture gallery of Prague Castle, based on the collection of Rudolph II. The Summer Shakespeare Festival regularly takes place in the courtyard of Burgrave Palace.
The neighborhood around Prague Castle is called Hradčany.
* Katedrála svatého Víta, Václava a Vojtěcha (St. Vitus Cathedral)
* Bazilika svatého Jiří (St. George's Basilica, Prague) and Klášter svatého Jiří (St. George's Convent, Prague), it is the oldest surviving church building within Prague Castle.
* Chrám Všech svatých (All Saints Church)
* Kaple svatého Kříže (Holy Cross Chapel (cs))
* Starý královský palác (Old Royal Palace)
* Letohrádek královny Anny (Queen Anne's Summer Palace, better known as the Belvedere)
* Lobkovický palác (Lobkowicz Palace, not to be confused with the German embassy in Malá Strana)
* Nový královský palác (New Royal Palace (Prague) (cs))
* Sloupová síň (Column Hall (cs))
* Španělský sál (Spanish Hall)
* Rudolfova galerie (Rudolph's Gallery)
* Rothmayerův sál (Rothmayer's Hall)
* Vladislavský sál (Vladislav Hall)
* Bílá věž (White Tower (Prague Castle) (cs))
* Černá věž (Black Tower (Prague Castle) (cs))
* Daliborka (Dalibor Tower (cs))
* Prašná věž or Mihulka (Mihulka (cs))
* Zlatá ulička (Golden Lane)
* Staré purkrabství (Old Supreme Burgrave's House (cs) )
* Míčovna (Ball Game Hall (cs))
* Jízdárna Pražského hradu (Riding School (cs))
* Staré proboštství (Old Provost Residence (cs) )
* Nové proboštství (New Provost Residence (cs))
* Obrazárna Pražského hradu (Picture Gallery of the Prague Castle (cs))
* Konírna Pražského hradu (stable)
* Prašný most (Powder Bridge (cs))
* Královská zahrada (Royal Garden of Prague Castle)
* Oranžérie (Orangery)
* Zahrada na terase Jízdárny (Riding School Terrace Garden (cs))
* Zahrada Na Baště (The Garden on the Bastion)
* Jižní zahrady (South Gardens)
* Rajská zahrada (Paradise Garden (cs))
* Zahrada Na Valech (Garden on the Ramparts (cs))
* Hartigovská zahrada (The Hartig Garden (cs))
* Jelení příkop (Deer Moat)
* Svatováclavská vinice (St. Wenceslas vineyard (cs))
* Produkční zahrady Pražského hradu (Horticultural Gardens (cs))
* Kohlova kašna (Kohl's Fountain)
* Matyášova brána (Matthias Gate)
* Prague Castle Obelisk
* Socha svatého Jiří (Statue of Saint George)
* History of early modern period domes
* Prague Castle skeleton
Notes
1. ^ "Guinness Book of Records entry on Prague Castle". Guinness World Records. 21 July 2006. Archived from the original on 21 July 2006.
2. ^ Guinness world records 2015. Guinness World Records. 2014. p. 199. ISBN 978-1-908843-63-0. Archived from the original on 2024-07-11. Retrieved 2021-05-04.
3. ^ "Návštěvnost turistických cílů 2024" (PDF) (in Czech). CzechTourism. 2025. Retrieved 2025-08-20.
4. ^ Bocco, Diana (29 January 2017). "A Brief History of the Prague Castle". Culture Trip. Archived from the original on 16 June 2019. Retrieved 16 June 2019.
5. ^ Zaoral, Roman (25 September 2015). "The management of papal collections and long-distance trade in the thirteenth-century Czech lands". Mélanges de l'École française de Rome: Moyen Âge (127–2). doi:10.4000/mefrm.2732. ISSN 1123-9883. Archived from the original on 25 July 2020. Retrieved 15 May 2020.
6. ^ Klaus Fischer, Nazi Germany: A New History (New York: Continuum, 1995), p. 433.
7. ^ Mirna Solic, The gate open to the Bohemian crown jewels at Radio Prague Archived 2007-03-10 at the Wayback Machine.
8. ^ Gerald Reitlinger, The SS: Alibi of a Nation, 1922-1945 (Boston: Da Capo Press, 1989), p. 215.
9. ^ "Lina Heydrich". Archived from the original on 2017-12-07. Retrieved 2017-12-06.
10. ^ "Prague Castle Tickets". Archived from the original on 21 September 2023. Retrieved 21 September 2023.
Bibliography
* Di Duca, Marc (2015). Rough Guide to Prague. Rough Guides Ltd. ISBN 9780241196311.
* Fischer, Klaus. Nazi Germany: A New History. New York: Continuum, 1995.
* Reitlinger, Gerald. The SS: Alibi of a Nation, 1922-1945. Boston: Da Capo Press, 1989.
* Virtual visit with map and written commentary (in Czech)
* Virtual visit with map and written commentary (in English)
* Tourist information – Official tourist website
* Prague Castle – Official website
* History of Prague Castle
KML is from Wikidata
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Prague Castle
The largest castle complex not only in the Czech Republic, but anywhere in the world, forms part of Prague’s distinctive skyline. Stroll through the castle courtyards, see the Old Royal Palace, explore the Cathedral of Saints Vitus, Wenceslas and Adalbert, visit Saint George’s Basilica, and wander down the picturesque Golden Lane. We also recommend a meander through the Royal Garden, where, besides its numerous enchanting nooks and crannies, you will come across Renaissance gems – the Ball Games Hall and Queen Anne’s Summer Palace, also known as Belveder. Founded in the 9th century, Prague Castle became the seat of Bohemian kings and then Czech presidents and has been a symbol of the Czech state for more than a thousand years.
opening hours
november—march mon—sun 9:00—16:00
april—october mon—sun 9:00—17:00
Prague Castle complex: daily 6:00–22:00
Closing day: 24 December, the Castle complex is open to the public.
Exceptional changes to opening hours
admission
basic 450 CZK
reduced 300 CZK
family 950 CZK
Ticket sales
* Information Centres in Courtyards II and III
* Ticket office in the cathedral tower
* Tickets for exhibitions are sold directly at the exhibition venues.
* Advance sales for the castle sites via Ticketportal
Tickets are valid for 2 days. You may enter each building only once with a valid ticket.
accessibility
The visitor and exhibition buildings, with the exception of the towers (Daliborka, the White Tower, the South Tower of the Cathedral) and the defence corridor in Golden Lane, have barrier-free entrances.
For the blind and visually impaired, plastic guides in Braille are available.
admission
basic 450 CZK
reduced 300 CZK
family 950 CZK
Ticket sales
* Information Centres in Courtyards II and III
* Ticket office in the cathedral tower
* Tickets for exhibitions are sold directly at the exhibition venues.
* Advance sales for the castle sites via Ticketportal
Tickets are valid for 2 days. You may enter each building only once with a valid ticket.
tours
Basic Tour: Old Royal Palace + St George’s Basilica + St Vitus’ Cathedral + Golden Lane and Daliborka Tower: CZK 450 | CZK 300 | CZK 950
Permanent Exhibitions: Prague Castle Picture Gallery + Story of Prague Castle Exhibition + Mihulka Powder Tower (Castle Guard Exhibition) + Rosenberg Palace: CZK 300 | CZK 200 | CZK 700
Prague Castle Picture Gallery: CZK 200 | CZK 150 | CZK 500
St Vitus’ Cathedral Observation Tower: CZK 200 | CZK 150 | CZK 500
opening hours
november—march mon—sun 9:00—16:00
april—october mon—sun 9:00—17:00
Prague Castle complex: daily 6:00–22:00
Closing day: 24 December, the Castle complex is open to the public.
Exceptional changes to opening hours
Map of entrances to Prague Castle
Please note: Visitors may be asked to undergo random security checks upon entering the grounds of Prague Castle. The Prague Castle Administration kindly requests visitors not to bring any bulky luggage into the grounds of Prague Castle and to respect the Visitor Regulations.
changing of the guard
* every hour from 9 a.m. to 6 p.m. at the Titans Gate (Hradčanské náměstí) and at the Powder Bridge Gate
* ceremonial changing of the guard with fanfare and changing of the standard in Courtyard I every day at noon
history
National cultural monument, the symbol of more than millennial development of the Czech state. Since its foundation in the last quarter of the 9th century it has been developing uninterruptedly throughout the past eleven centuries. It is a monumental complex of ecclesiastical, fortification, residential and office buildings representing all architectural styles and periods, surrounding three castle courtyards and covering 45 hectares. Originally it used to be the residence of princes and kings of Bohemia, since 1918 it is the seat of the president. Since 1962, Prague Castle with its archaeological findings has been registered as the National Cultural Monument No. 1.
Beginnings of Prague Castle are connected with the first historically documented member of the Přemyslid family, Bořivoj. In the 880s, he transferred his original seat from Levý Hradec to a place where there had already been a Slavic settlement on the hill above the Vltava River with a very advantageous position. The first princely palace was probably made of wood. The fist stone building and the oldest Christian sanctuary was the Virgin Mary Church. Its remains were found between the second courtyard and the Bastion Garden (Na Baště). This church of Bořivoj was soon re-built by prince Spytihněv I, who was buried here in 915. The second church within the Castle premises was the St. George Basilica established by prince Vratislav I. The next of the Přemyslid princes, Václav (the saint) had the third sanctuary built nearby in the 920s – St. Vít Rotund, which was re-built by prince Spytihněv II to a mighty basilica in the 11th century.
In 973, when the episcopate was established in Prague, Prague Castle was not only the seat of the head of the state, but also the seat of the Prague bishop, the highest representative of the church. At the same time, the first Bohemian monastery was founded by the St. George Basilica.
In the 10th century, the Castle took up approximately 6 hectares. During the Romanic era, the former settlement was re-built to a strong Medieval castle, namely after 1135 thanks to Soběslav I, when the stone princely palace was built and new stone fortifications strengthened by several towers, the best preserved of which is the Eastern Black Tower.
The appearance of Prague Castle was very markedly affected by the Gothic era, namely by Charles IV (1346 – 1378), who succeeded in persuading the pope to promote the Prague episcopate to archiepiscopate, together with his father John of Bohemia (John the Blind) (1310 – 1346), and he laid the foundation stone to the building of the St. Vitus temple. During the reign of Charles IV, the Castle for the first time became an imperial residence. Charles IV had the Prague Castle fortifications strengthened; he generously rebuilt the royal palace with All Saints Chapel. He covered the roofs of the spires by gold-plated metal sheets, which gave rise to the saying Gold Prague. In 1382, Bohemian rulers moved their residence away from Prague Castle for more than 100 years. Royal court was located in what is today the Municipal House, and only returned to Prague Castle in 1483 with Vladislav from the Jagiellon family.
Although the ruler moved to Buda in 1490, he arranged for rebuilding of Prague Castle in late-Gothic style under the command of Benedikt Ried. He was the builder of the magnificent Vladislav Hall, the greatest profane vaulted premises in the contemporary Europe, with which the first marks of Renaissance arrived at Prague. He carried out generous constructional modifications, including the building of new fortifications, defence towers and extending the royal palace. In this era, Gothic was recessing and new building style Renaissance started to leak in.
Direct influence of the new-style Italian art was most noted in Prague during the reign of Ferdinand I (of Habsburg), and when he left Prague, he was succeeded by the governor Ferdinand of Tirol. Back then, the medieval castle was modified into a comfortable Renaissance castle with gardens. Typical Italian architecture of the Royal Summer House was built in the Northern Royal Garden.
Extensive building activity was brought about by the fire in 1541, which greatly damaged the objects within the Castle and around it. Both the residential premises and the church objects were re-built within the framework of the restoration. During the reign of the first Habsburgs, the Castle area was filled by noble palaces (such as the Pernštejn Palace – later the Lobkowicz Palace, Rožmberk Palace, and others). The stables were built in the North-West.
During the reign of emperor Rudolf II (1576 – 1611), the Renaissance and Mannerist reconstruction of the Castle was at its peak, and the Castle became for the second time the centre of European culture and science. New premises for Rudolf’s collections were built in the second courtyard – the New (today the Spanish) Hall and Rudolf’s Gallery. A linking block was built between the North-Western and the South-Eastern part of the Castle. This was the place of the famous “Kunstkomora” and more space for Rudolf’s collector activities. Moreover, further stables were built for his unique Spanish horses. Construction of the Golden Lane (Zlatá ulička) started during the reign of Rudolf. The laboratories of Rudolf’s alchemists are said to have been in the Powder Tower above the Deer Moat (Jelení příkop).
The Castle suffered bad damage when it was seized and plundered by the Saxon army in 1631, and then by the Swedes in 1648. After the Thirty Years’ War, the Habsburgs did not care much about the royal seat in Prague.
It was Maria Theresa in 1755 – 1775 who carried out an extensive reconstruction of Prague Castle into a representative castle complex. The reason for such massive building action was in war damages caused by extensive bombing of the Castle in the war conflicts in the beginning of her reign. The reconstruction was proposed by a Vienna architect Nicolo Pacassi, who made a project of the first courtyard with the monumental entrance gate. The Chapel of the Holy Cross on the second castle courtyard and other buildings, namely the Institute for Noble Women, were also built in the Theresian reconstruction era. The Southern front of the Castle gained a unified monumental late-Baroque facade of a representative seat. The architect’s plans influenced by Rococo in Vienna and French Classicism were realized by the builders Anselmo Lurago, Antonín Kunz and Antonín Haffenecker.
The Castle dilapidated during the 19th century; following the Joseph’s reforms, many buildings were settled by the army. Several objects were constructionally modified in relation to the stay of Ferdinand I the Good after his abdication in 1848, and also in relation with the preparation for the promised coronation of Franz Joseph I in the 1860s. After 1859, the Association for the completion of St. Vitus Temple was founded, and it was first repaired, and then actually completed in 1929, under the care of architect Josef Mocker.
Renowned Slovene architect Josip Plečnik carried out extensive modifications of Prague Castle as a seat of the Czechoslovak president in the years 1920 – 35, expertly uniting precious historical premises with modern civilisation demands. His modifications namely affected the first and the third castle courtyards, the Castle’s Southern gardens, the fourth courtyard with the Bastion Garden, and numerous interiors. For example, he was the author of the so called Column Hall (Sloupová síň), the private premises of the president’s flat, including the so called Masaryk’s office. His pupil, Otto Rothmayer, completed the resolution of several Castle interiors after the World War II in similar quality.
In 1936, Pavel Janák became the castle architect, to be succeeded by Jaroslav Fragner in 1959. After 1989, Prague Castle was opened to public in many locations. When Václav Havel was president, there were several modifications of interior and two new entrances were established at the second courtyard according to a project of artist and designer Bořek Šípek. The trench through the Deer Moat under the Powder Bridge (architect Josef Pleskot) was awarded a special prize for architecture. Also the modern greenhouse designed by world renowned architect Eva Jiřičná is interesting. The square Jiřské náměstí was newly paved and arranged. The mosaic of the Last Judgement was restored in cooperation with the Getty Institute professionals.
Since 1990, Prague Castle has been furnished with floodlighting, activated every day after dusk until midnight, or until 1 a.m. during the tourist season. The tradition of electric lighting in a much smaller extent started in 1928, when the lamps were installed for the first time to commemorate the republic’s 10th anniversary. Floodlighting similar to the current one was installed at the end of the 60s, yet it was only activated on festive occasions, such as national holidays or important days of the republic.
Over the past years, reconstruction has started in many castle objects, and much attention was paid to archaeological research, which has been in progress since 1925 and has brought about many findings about the Castle history. Research and restoration of the individual premises and objects after 1990 has been guided by the idea of revival via the greatest possible opening for public
guide services
* Private tours with the Prague Castle Administration’s professional guides can be booked by email at info@hrad.cz, by phone on +420 224 372 187, or in person at the Information Centre in Courtyard III.
* Tours in Czech, English, German, Italian, Spanish, Russian
Groups may have their own guide. Clearly labelled licensed guides (from EU countries) with clients who have purchased tickets to the visitor buildings are admitted free of charge.
* Audio-guided tours – the recording lasts for 3 hours and includes information on the exteriors and interiors. The audio guide is available in Czech, English, French, German, Italian, Spanish, Russian and Korean.
* For the blind and visually impaired, plastic guides in Braille are available.
public toilets
Operated by the Prague Castle Administration can be found at the Prague Castle Riding Hall and at the exit from Golden Lane. There are also privately run toilets at: Jiřské náměstí (U Kanovníků), the bistro in front of Golden Lane, Lobkowicz Palace.
parking
Parking is very limited in the surrounding area, so visiting Prague Castle by car is generally not recommended. The nearest (paid) car park is at tram stop 22 “Pražský hrad”.
Stopping points for tourist coaches:
* Jelení Street, on the right side, in the direction of Mariánské hradby Street (max. 4 hours)
* Mariánské hradby Street, on the right side, in the direction of Jelení Street (max. 15 minutes)
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Prague Castle for visitors
an ancient symbol of the Czech State, the most significant Czech monument and one of the most important cultural institutions in the Czech Republic.
UNESCO monument with a tradition of more than 1000 years.
Textbook of architecture and art history.
Destination for visitors from all over the world.
Prague Castle was most likely founded in around 880 by Prince Bořivoj of the Premyslid Dynasty (Přemyslovci). According to the Guinness Book of World Records, Prague Castle is the largest coherent castle complex in the world, with an area of almost 70,000 m². A UNESCO World Heritage site, it consists of a large-scale composition of palaces and ecclesiastical buildings of various architectural styles, from the remains of Romanesque-style buildings from the 10th century through Gothic modifications of the 14th century. The famous Slovenian architect Josip Plečnik was responsible for extensive renovations in the time of the First Republic (1918-1938). Since the Velvet Revolution, Prague Castle has undergone significant and ongoing repairs and reconstructions.
***
Explore the iconic Saint Vitus Cathedral like never before! Limited slots available for January tours – secure your spot now. Uncover hidden gems, from the Royal Crypt to the Saint Wenceslas Chapel, areas normally off-limits to the public. Our 75-minute guided tour in English offers an immersive experience, revealing the cathedral's rich heritage. Check our reservation calendar at Reservation calendar - Správa Pražského hradu - Pražský hrad for the last available dates.
More information about our guided tours can be found here.
***
All visitors of Prague Castle are kindly required not to bring any large baggage into Prague Castle area and to follow the instructions of the Rules and Regulations of Prague Castle (PDF, 89 kB).
Information for security searches (PDF, 537 kB).
We would like to inform you that the Prague Castle and it´s surroundings are part of no-flight zone. We ask you not to use flying devices known as drones in the area mentioned. Thank you.
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WNZK-AM 680 kHz
Dearborn Heights, Michigan
"Station of the Nations"
Website:
https://www.birach.com/wnzk.html
Audio Feed:
http://wnzk.birach.com:9000/stream
Station Owner:
Birach Broadcasting Corporation
find stations owned by Birach Broadcasting Corporation
this feature is only available to Gold Customers
Station Address:
21700 Northwestern Hwy
Ste 1190, Tower 14
Southfield, MI 48075
Phone: 248-557-3500
Fax: 248-557-2950
WNZK-AM Technical Details:
Is any of this information incorrect? You can submit a correction.
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Rifled breech loader
From Wikipedia, the free encyclopedia
A rifled breech loader (RBL) is an artillery piece which, unlike the smoothbore cannon and rifled muzzle loader which preceded it, has rifling in the barrel and is loaded from the breech at the rear of the gun.
The spin imparted by the gun's rifling gives projectiles directional stability and increased range. Loading from the rear of the gun leaves the crew less exposed to enemy fire, allows smaller gun emplacements or turrets, and allows a faster rate of fire.
These rapidly improving breech systems and the powerful new guns they facilitated led to an arms race in fortification and ironclad warship design that led to the battleship class of HMS Dreadnought and continued until the start of World War I.
The major problem to be solved with breechloading artillery was obturation: the sealing of the breech after firing to ensure that none of the gases generated by the burning of the propellant (initially gunpowder) escaped rearwards through the breech. This was both a safety issue and one of gun performance – all the propellant gas was needed to accelerate the projectile along the barrel.
The second problem was speed of operation – how to close the breech before firing and open it after firing as quickly as possible consistent with safety.
Two solutions were developed more or less in parallel, the "screw breech" block and "sliding wedge" or "sliding block".
At the time of development of the first modern breechloaders in the mid-19th century, gunpowder propellant charges for artillery were typically loaded in cloth bags, which combusted totally on firing. Hence, unlike with a metal rifle cartridge, the breech mechanism itself somehow needed to provide obturation.
The early "screw" mechanisms for sealing the breech consisted of threaded blocks which were screwed tightly into the breech after loading, but the threads themselves were insufficient to provide a gas-tight seal. This was further complicated by the need to screw and unscrew the breech as quickly as possible; this was met by the "interrupted thread" breech block, where the block circumference was alternately threaded and left unthreaded at a slightly smaller diameter to allow the whole block to be fully inserted and rotated a fraction to lock it. Hence if the block circumference was divided into two sets of threads and gaps, the block only needed to be rotated ¼ turn to lock it instead of several turns. The tradeoff was that only ½ the block's circumference was threaded, reducing the security accordingly.
The other possibility of sealing the breech was to enclose the propellant charge in a metal cartridge case which expanded on firing and hence sealed the breech, leaving the breech-block merely needing to lock the cartridge case in place. This was more easily accomplished by sliding the block in behind the cartridge case through a vertical or horizontal slot cut through the rear of the breech : the "sliding wedge" or "sliding block" breech.
Early breechloaders
The very first cannons of the Middle Ages were breech loaded, with gunpowder and shot contained in pots dropped at the back of the barrel, but the poor seals made them dangerous, and they wore quickly and could not be scaled to larger weapons. Until the 19th century, mainly muzzle-loaders were used.
In 1837, Martin von Wahrendorff patented a design for a breech-loader with a cylindrical breech plug secured by a horizontal wedge; it was adopted by Sweden in 1854. Independently, Giovanni Cavalli first proposed a breech-loader gun in 1832 to the Sardinian Army, and first tested such a gun in 1845.
Armstrong screw breech
Advances in metallurgy in the industrial era allowed for the construction of rifled breech-loading guns that could fire at a much greater muzzle velocity. After the British artillery was shown up in the Crimean War as having barely changed since the Napoleonic Wars the industrialist William Armstrong was awarded a contract by the government to design a new piece of artillery. Production started in 1855 at the Elswick Ordnance Company and the Royal Arsenal at Woolwich.[1][2]
His "Armstrong screw" breech involved loading the shell and gunpowder propellant charge in a cloth bag through the hollow breech screw, lowering a heavy block into a slot behind the powder chamber and screwing the breech screw tightly against the block to lock it in place. A degree of obturation was achieved via a cup on the face of the block being forced into a recessed ring on the chamber face. The system was in effect a vertical sliding block such as later used by Krupp in both horizontal and vertical form, with the crucial difference that Armstrong failed to make the progression to loading the powder charge in a metal cartridge, with the result that complete obturation was impossible.
Whatever obturation that was achieved relied on manual labour rather than the power of the gun's firing, and was hence both uncertain, based on an unsound principle and unsuited to large guns. Armstrong screw-breech guns were initially adopted by the British Army and Royal Navy, but concerns about limited armour penetration of the shells due to limited maximum velocity, safety concerns with the breech blocks blowing out of guns, and higher skill levels demanded of gunners led the British Government to revert to rifled muzzle-loaders from 1865 to 1880, when Britain finally deployed reliable screw breech mechanisms.
The Imperial Japanese Army used Armstrong cannon during the Boshin War to devastate the Aizu castle town and force its inhabitants to surrender quickly, and British Armstrong light field guns proved deadly against Chinese forces in the Second Opium War. However, the British Army and Navy preferred to revert to muzzle-loaders until larger high-powered breech-loaders with secure obturation systems that were relatively simple to operate were developed.
American engineer Lewis Wells Broadwell who worked as sales agent for the Gatling Gun Company in Europe replaced a papier-mache obturating cup in bag-loaded RBLs with a metallic gas ring and patented his invention in 1861, later perfecting it in 1864 and 1866; most countries paid royalties to Broadwell for the design, but in Germany the Krupp company stole it and used it for free.[3]
This section needs expansion. You can help by adding to it.
(July 2022)
In the meantime the French persevered with trying to develop breechloaders which combined faster loading than muzzle-loaders, high power, safety and solved the problem of obturation. The Lahitolle 95 mm cannon of 1875 with an interrupted screw breech met the first three requirements to a great extent and partially solved the obturation problem.
Finally the de Bange system introduced in 1877 solved the obturation problem with an asbestos pad impregnated with grease which expanded and sealed the breech on firing. The de Bange system formed the obturation system for all subsequent screw breeches to the present day. Britain adopted the de Bange breech when it returned to breechloaders in the early 1880s after some initial experiments with the inferior "Armstrong cup" obturation system.
Britain, France, and the United States preferred screw breeches for most calibres, but the major drawback of the de Bange interrupted screw as first implemented was that only half of the circumference of the breech block could be threaded, and hence it needed to be fairly long to achieve safe locking of the breech, which required three separate motions to open after firing; rotate to unscrew, retract the screw and swing to the side. Loading required the 3 operations in reverse. This was hence termed a "three motion block" and was slow to operate.
While working as a weapons designer for Thorsten Nordenfelt in London, Axel Welin solved this problem in 1889–1890 with his stepped interrupted screw Welin breech block. This had threads in sets of steps of increasing diameter so that instead of only half of the screw being threaded, the fraction threaded was number of steps / (1 + number of steps): i.e. if the block of a large gun had four steps of threads, 80% of the screw was threaded, allowing a much shorter screw and hence breech block. This allowed the block to be unscrewed and swung out in two motions – the "two motion interrupted screw" breech.
Bofors ogival screw
Also in the early 1890s, Arent Silfversparre of Bofors invented an ogival screw breech, similar to the Armstrong model in the way it eliminated the need to withdraw the screw before swinging it to the side. Bofors continued to use this in medium artillery into the 20th century. The Elswick conical screw breech is very similar in concept.
The German company Krupp in contrast, adopted "Horizontal sliding block" breeches, rather than screw breeches, for all artillery calibres up to 16 in (410 mm) naval guns. This was similar in some ways to the original "Armstrong screw"; the shot and powder cartridge were inserted through the open rear end of the breech into the gun bore, and a steel block was slid home into a horizontal slot cut through the breech to close the rear end of the breech.
However, unlike Armstrong, Krupp loaded the powder propellant in a metal cartridge case much like a large rifle cartridge, which expanded against the chamber wall on firing and effectively sealed the breech. The sliding block, in both horizontal and vertical forms, and metal cartridge case continued to be the preferred German breech system until after World War II (e.g. 7.5 cm Pak 40), and is still used by some modern artillery.
The first quick-firing light gun was the 1-inch Nordenfelt gun, built in Britain from 1880. The gun was expressly designed to defend larger warships against the new small fast-moving torpedo boats in the late 1870s to the early 1880s and was an enlarged version of the successful rifle-calibre Nordenfelt hand-cranked "machine gun" designed by Helge Palmcrantz. The gun fired a solid steel bullet with hardened tip and brass jacket.
It was superseded for anti-torpedo boat defence in the mid-1880s by the new generation of Hotchkiss and Nordenfelt "QF" guns of 47-mm and 57-mm calibre firing exploding "common pointed" shells weighing 3–6 lb (1.4–2.7 kg).
The French firm Hotchkiss produced the QF 3 pounder as a light 47-mm naval gun from 1886. The gun was ideal for defending against small fast vessels such as torpedo boats and was immediately adopted by the RN as the "Ordnance QF 3 pounder Hotchkiss".[4] It was built under licence by Elswick Ordnance Company.
Both the Hotchkiss and Nordenfelt guns loaded ammunition as a single cartridge with projectile, cartridge case and primer in a single unit. The cartridge case sealed the breech on firing and a vertical sliding wedge (block) locked it in place. These new guns incorporated recoil control devices which facilitated consistency of aim, allowed single-motion loading and could be fired as soon as the cartridge was inserted, and then ejected it after firing, these properties denoting a "quick-firing" gun. This set a new standard for artillery, and made firing cycles measured in seconds rather than minutes possible.
Britain used brass cartridge cases for all calibres up to 6 inches in the late 1880s and early 1890s. However, British-designed quickfiring ("QF" in British terminology, which became synonymous with charges in metal cartridge cases) continued to use screw breech blocks, but with their function merely to lock the cartridge in place rather than provide obturation. The powerful backward force generated by 6-inch QF guns still required a strongly seated breech screw with as much thread as possible. However, a basic interrupted-thread screw sufficiently long enough to have enough thread to secure the cartridge on firing still required three separate motions to operate – rotate, withdraw, swing aside after firing, and repeated in reverse before firing.
Elswick Ordnance Company (Armstrong's ordnance arm) developed a coned version of the interrupted-thread screw, with a decreasing rather than constant diameter towards the front. This eliminated the second "withdrawal" motion, with just two motions now necessary, rotate and swing aside. This proved short-lived, with Britain adopting charges in bags using the Welin stepped interrupted screw for all guns 5 in (130 mm) and up within several years of it becoming available.
* Armstrong Gun
* Anglo-German naval arms race
1. ^ Marshall J. Bastable (1992). "From Breechloaders to Monster Guns: Sir William Armstrong and the Invention of Modern Artillery, 1854–1880". Technology and Culture. 33 (2): 213–247. doi:10.2307/3105857. JSTOR 3105857.
2. ^ "William Armstrong".
3. ^ "Reports on the Vienna Universal Exhibition of 1873: Presented to Both Houses of Parliament by Command of Her Majesty". 1874.
4. ^ British forces traditionally denoted smaller ordnance by the weight of its standard projectile, in this case approximately 3 pounds (1.4 kg).
* Royal New Zealand Artillery Association, Breech Mechanisms
* W. L. Ruffell, The Gun – Rifled Ordnance Breech Mechanisms
* Willian F Fullam & Thomas C Hart, USN, Text-Book of Ordnance and Gunnery. Chapter IV Breech Mechanisms published by United States Naval Institute, Annapolis MD, 1905
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The History of Russian Artillery up to the mid 19th century
The defence of the motherland occupied a pivotal place in the life of ancient Slavs. Artifacts exhibited in the room are evidence of that. They reveal the initial stages of Russian military history and the first steps of developing Russian artillery.
As a result of East Slavic tribes who had resided on the vast plain from the Volkhov to the Dniestr and the Don uniting an ancient state, Kiev Rus with its center located in the city of Kiev, was formed in the 9th century. In order to have more trade ways and to protect the borders, the Russian state constantly had to carry on a ponderous struggle against tribes of nomads, Hazards, Pechenegi, Polovtsy, as well as Byzantium.
The life of one of the first princes of Kiev, Sviatoslav Igorevich (945–972), was spent in constant military campaigns. His sculpture by E. Lancere is displayed in the room. The visitor may also view next to it a portrait of Sviatoslav’s son, Vladimir, Prince of Kiev (980‑1015). He was known not only as a brave warrior, but also as one of the most significant figures of the Russian Orthodox Church. The Christening of Kiev Rus is associated primarily with his name. The portrait was made by an anonymous artist in the early 20th century.
On display is a model of the smithy in the 10th–11th centuries, with a set of blacksmith’s tools as well as samples of arms from Old Russian warriors; swords, arrowheads and tips of spears, battleaxes, maces and bludgeons. A set of arms from an equestrian warrior, a nomad of the 12th–13th centuries is also included; a helmet, chain mail, saber, stirrups and bit, tips of a spear and arrowheads. The objects were found during archaeological excavations of a barrow in the southern part of the province of Kiev, which were undertaken in 1891 by General Nikolai Brandenburg, director of the Artillery Museum from 1872 to 1903.
In the late 12th — early 13th century various missiles and battering machines started to be used in Rus as a principal combat means for the defence and siege of cities. The display includes models of such machines; a battering-ram from the 15th century, a veretenishch (mechanical sling from the early 13th century) and a heavy arbalest with a slideblock from the 13th–14th centuries. The missile machines were used in the Russian army until the mid16th century.
In 1237, MongolianTartar Khan Batyi attacked Russian lands. Rus which had been parceled out to small principalities could not resist the terrible onslaught of nomad hordes. Defenders of Riazan, Vladimir, Kozelsk and other Russian cities heroically fought, but perished. One of the most striking examples of resistance to the aggressors was the feat of the armed force of Riazan boyar Evpatii Kolovrat, which raided Tartars on the Suzdal land. Occupied from all sides his force fell during the unequal combat. The last battle of Evpatii Kolovrat with Tartars is pictured in the painting by P. Litvinskii on display in the room.
A process started to unite the lands around Moscow in the 14th century. Moscow princes did their best to strengthen the state and to strike a crushing blow to the MongolianTartar yoke. In 1380, the united Russian troops commanded by Moscow Prince Dmitrii Ivanovich (1350–1389) gained victory over troops of Khan Mamai in a battle on the Kulikovo field (not far from the place where the Nepriadva River joins the Don). Prince Dmitrii was called Donskoi (i. e. Prince Dmitrii of the Don) for this victory.
The culmination of the Kulikovskaia battle was to stab an ambush regiment into the back of the Tartar troops, deciding the outcome of the battle. Just this moment is reproduced in the model exhibited in the room. Also displayed is a portrait of Dmitrii Donskoi made by an anonymous artist in the early 20th century, as well as a model of the monument to Russian warriors who perished on the Kulikovo field. The monument was erected on the field in 1850. The author of the monument project was the architect A. Briullov.
According to Russian chronicles, the explosive characteristics of powder had already been known in Rus by the time of the Kulikovskaia battle. The earliest mention of combat using Russian artillery dates from 1382. Muscovites used tiufiaks and "great guns" during the defence of Moscow from troops of Khan Tokhtamysh in September of that year. One of the stands shows a fragment of the chronicle and a copy of the miniature from the 16th century telling about the first use of artillery in Rus, as well as an ancient sample of the Russian tiufiak, a weapon which fired drob, i. e. pieces of iron, road-metal and small stones. The visitor may view here three ancient samples of artillery guns made in the late 14th — early 15th century. These are a West European bombarde of the early 15th century on a wooden mount reconstructed in the 19th century and two breech-loading cannons of the late 14th — early 15th century. The cannon of a larger size is of special interest. It was heaved from the bottom of the Baltic Sea near the coast of Denmark in 1852. That same year the Danish King Frederik VII presented it to Russian Emperor Nicholas I. The cannon was then transferred to the Artillery Museum from the Tsarskoe Selo arsenal in 1876. An honor was given it in 1889 when the cannon "played the role" of being the first Russian gun during the 500th anniversary celebration of Russian artillery, which took place at the Artillery Museum (later, this date was referred to as 1382).
Three general types of arms had been used in the Russian artillery by the early 15th century. These are cannons, intended for plunging fire, pishchals[1] for flat trajectory firing with balls and tiufiaks for shortrange firing with drob.
Considerable changes took place in artillery of the 15th century. These connect first of all with new technology of making guns and powder. In the middle of the century iron forging was replaced with casting guns from bronze, an alloy of copper and tin which made the production process much easier and quicker. In addition sighting systems appeared in the form of front and back sights that were intended for visual homing guidance of the gun on a target. Also the army adopted wheeled carriages which considerably improved the mobility of artillery and allowed guns to be used not only for the defence or siege of fortresses, but also in field battles.
However, in spite of successful uses of bronze, the production of iron guns was still maintained in the 15th–16th centuries. Wonderful samples of Russian ironshod cannons are pishchals made in the late 15th — first half of the 16th century in UstiuzhnaZheleznopolskaia, one of the biggest centers for producing iron guns in Russia. The story of finding the collection of Ustiuzhna pishchals is of particular interest. It was accidentally found in the basement of an old city police building which was ready to be pulled down in 1852.
Hand firearms started being used in Russia by the mid15th century. Three barrels of hand pishchals of the late 14th–15th centuries, the oldest samples of Russian hand firearms are displayed in the glass case with objects from the armament of Russian warriors. Two small barrels with a caliber of 12.5 mm are prototypes of the cavalry carbines and pistols. They were made for arming the cavalry.
Russian artillery developed appreciably under Grand Duke of Moscow Ivan III (1440–1505), whose name is associated with organizing a united state. The so-called Pushechnaia izba (literally "cannon house") was constructed in Moscow for gun production in 1479. After the fire of 1488, it was expanded and acquired the name Pushechnyi dvor (i. e. cannon yard). Ivan III invited foreign foundry workers, including famous Italian architect, engineer and artillerist Aristotle Fiorovanti, who constructed the Uspenskii Cathedral in Kremlin, to teach cannon founding to Russian masters. The Porokhovoi dvor (i. e. powder yard) was arranged in Moscow during those same years, as well. Thus, Moscow became the center of Russian artillery production in the 15th century.
A brilliant sample of Russian guns of the 15th century is the bronze pishchal cast by Russian master Jacob in 1491. It is the only dated monument of Russian bronze cannon founding of the 15th century which has survived to the present day.
Since the early 16th century the word pushkar (i. e. gunner) may be found in Russian chronicles. It shows that people specially trained for firing guns appeared in the Russian army at that time. Previously cannon-founders were engaged in operating guns during battles. In addition, the quality of artillery guns and ammunition was considerably improved. The howitzer cast by master Ignatii in 1542 is notable for its beauty and elegance. It is evidence of a high level of mastership by Russian foundry workers. The howitzer shot both balls and drob.
The reign of the grandson of Ivan III, the first Russian Tsar Ivan Vasilievich IV, nicknamed Ivan the Terrible (1530–1584), occupies a special place in the military history of medieval Russia. As a result of reforms he instated in the mid16th century the streltsy army was formed. It laid down the foundations for a regular Russian army. The artillery was separated as an independent arm of the service and was divided into field, siege and fortress branches. Each streltsy regiment received several light guns which started the creation of regimental artillery in the Russian army.
Military campaigns to Kazan of 1547, 1550 and 1552 became the first serious ordeal for the young Tsar. The first two campaigns failed and only in 1552 as a result of careful preparation (150 pieces of ordnance were concentrated near Kazan) were Russian troops able to take the city after 38‑days of siege. A siege tower was constructed by an invention of talented Russian engineer deacon Ivan Vyrodkov who was responsible for the siege works. The tower rendered much assistance to the warriors who took part in the siege. 10 light guns and 50 gunners were placed on the upper landing of the tower which was higher than the walls of Kazan. As a result it became possible to throw fire upon the internal part of the city and to suppress any attempts of the beleaguered Kazan residents to make a sortie. In addition mine saps were used under the city walls. Their blasting served as a sign to start the storm.
The display includes two cannons which were part of the Russian ordnance used near Kazan. They were found near the city of Laishev near the Kama River. Also exhibited are V. Bodrov’s painting called The Russian Artillery near Kazan, and a model of The Seizure of Kazan by Russian Troops on October 2, 1552.
The Livonian War that lasted 25 years (1558–1583) and which Ivan the Terrible fought as neither good nor bad for going out to the Baltic coast abounded in losses and exploits, including those of Russian gunners. V. Nechaev’s painting The Exploit of Russian Gunners near Wenden is dedicated to one of the outstanding feats of Russian artillerists during the Livonian War. In October 1578, Russian troops seized the fortress Wenden which was the residence of the leader of the Livonian order. However, the day before the storm was to happen reinforcements came to the aid of the beleaguered. The Russian army retreated in a hurry, having no time to take out 17 siege guns. The gunners that were surrounded by the enemy fired to their very last and, not wishing to yield themselves as prisoners, then hanged themselves on their guns.
Two guns which were used in the Livonian War are displayed in the room. These are the pishchal cast by master Bogdan in 1563 and used during the siege of Polotsk and the Inrog [Unicorn] siege pishchal cast by master Andrei Chokhov in 1577 which was used during the Livonian and Smolensk Wars. The destiny of this pishchal is rather interesting. During the Smolensk War (1632–1634) it was captured by Polish troops and brought out to Elbing, where it was kept until 1703 when the city was taken by Swedes during the Northern War (1700–1721). In 1703, the cannon was brought out to Stockholm and its barrel cut into three parts was brought from there back to Russia by Swedish merchant Jahan Prim in 1723. By the order of Peter the Great a master from the St. Petersburg arsenal, Semen Leontiev, skillfully soldered the barrel in 1724. It was ordered by the Emperor to pay 7 rubles in silver for each pood[2] of the cannon’s weight to Jahan Prim.
The name of a talented Russian gun-maker and bell master Andrei Chokhov (circ. 1545–1629) occupies a special place in Russian history. He worked for more than sixty years at the Moscow Pushechnyi dvor and cast dozens of wonderful pieces of ordnance and bells, as well as teaching many apprentices. 12 big guns cast by Chokhov have been kept to the present day. Seven of them — the most significant collection — are exhibited in the St. Petersburg Museum. Three of Chokhov’s guns — the aforementioned Inrog pishchal, the Yegup mortar cast in 1587, and the so-called “mortar of the pretender” cast in 1605 may be seen in the room.
Guns of the 16th–17th centuries are notable for their rich finish and decorations, including artistic inscriptions. Many of them, especially the big ones, have names of their own. The sometimes anxious attitude of masters to their works is explained by the very process of producing barrels which took many months.
In addition to casting guns from bronze, the production of cast-iron started in the 16th c. A more comparative uniformity in gun founding and rather exact division into kinds and types, first of all depending on their length and caliber, was established that time. Not less than 2,000 pieces of ordnances were numbered in the Russian artillery by the late 16th century.
Two iron-shod breech-loading pishchals exhibited in the room are a sample of the outstanding mastership of Russian gun-makers of the 16th century. The barrel of the first one is forged on the outside in the form of an octahedron. It has 12 straight parallel rifling grooves with a length of about 50 cm in its chase. The breech is closed with a screwing breech button which is a prototype of screw breechblocks. Another pishchal was called Tri Aspida [Three Asps]. Its barrel was cast in the form of three serpents. One holds the tail of the other with its mouth. It is notable for its unusual length — 109 calibers (492 cm). The barrel bore is closed with a horizontal wedge resembling modern wedge breech mechanisms. In the breech bore there is a stuck lead shot. The Tri Aspida cannon was a bold technical experiment revealing the masters’ attempts to increase the firing range by lengthening the barrel.
Blank weapons, protective arms and firearms of the Russian army of the 16th–17th centuries displayed in the glass-cases are of great interest. The glass-case with blank weapons and protective arms shows a bow with arrows, battleaxes, a spear, a bear-spear, a chain mail and a yushman — a variety of annulated armor of the 15th–16th centuries. As well, a shestopior and a pernach (original maces — the former with 6 metal flanges, and the latter with 10) which served as a symbol of power for military commanders. The most notable samples of smallarms are two matchlock hand pishchals of the 16th century. Such pishchals which have been kept in their original appearance are very rare, since the majority of them were remade into flintlock in the 17th century.
In addition to matchlock pishchals the glass-case shows guns with improved types of locks invented in the 16th century — wheel-lock and flintlock ones. The wheel-lock was more reliable than the matchlock, which enabled production samples of firearms especially for the cavalry — pistols and carbines. However, the wheel-lock was rather expensive and difficult to produce. In addition a special key was required for its winding. So the wheel-locks were not widely practised. They were used mostly by cavalrymen. The invention of a simpler and less expensive flintlock favored the development of small arms.
In the 16th century Russian gun-makers started production of so-called rifle pishchals — with rifling grooves in the barrel bore. This increased the firing range and target accuracy. Breech-loading rifled weapons, however, took much longer to charge than smoothbore ones. A rifled pishchal of the second half of the 17th century is exhibited in the glass-case with small arms. A sample of a combined arm made in the 17th century is of undoubted interest. This is a small axe weapon, with the handle of a flintlock pistol.
The end of the 16th–17th century was quite hard for Russia. The dynasty of Russian rulers who had originated from the first Russian Prince Rurik stopped with the death of the son of Ivan the Terrible — Tsar Fedor Ioannovich — in 1598. The Boyars then started fighting for the throne. The situation became even more difficult when Polish detachments under prince pretender Grigorii Otrepiev invaded Russia in 1604. He made himself out to be the estranged son of Ivan the Terrible — Tsarevich Dmitrii. Many people believed in the pretender and he succeeded in quickly coming to Moscow. In July 1605, False Dmitrii I came into the capital. One of the most significant exhibits of the room and the Museum in general is the aforementioned "Mortar of the Pretender." It reminds us about his short reign (False Dmitrii was killed by Muscovites who rose in rebellion against him). The mortar was cast by foundry worker Pronia Fedorov under the guidance of Andrei Chokhov in 1605. Opposite the mortar, on the wall, there is V. Nikiforov’s painting called Andrei Chokhov with His Apprentices. It pictures Chokhov and Pronia Fedorov in the workshop near the "Mortar of the Pretender," which had been recently cast.
Important changes took place in the development of the Russian state armed forces in the 17th century. In the 1630’s, so-called regiments of a "new system" appeared in the Russian army. They were armed, fitted out and trained according to a Western-European model. By the early 1680’s, there were 63 such regiments numbering 90 thousand persons. Streltsy regiments, which in the early 1660’s had consisted of a little more than 40 thousand persons, were considerably reinforced as well. There is a glass-case in the room, which displays the figure of a strelets from the 17th century, samples of armament and outfit of the streltsy and soldiers of the regiments of the "new system." These include a matchlock musket, an iron helmet, and a berendeika — a cross-belt with wooden tubes for powder charges.
Artillery was considerably improved during that time as well. The guns started being made using drafts by the second half of the 17th century. The greatest number of guns of the same type (equalled in their caliber and length of barrel and different only by their weight) was produced by the Moscow Pushechnyi dvor. It is interesting that not only the year of casting and name of the master, but the caliber, length and weight of the barrel were inscribed on barrel bores. 14 general calibers were defined in the Russian artillery by the mid17th century. In addition to barrels of the same type, gun carriages of the same type started being produced. The process of loading guns became much easier and quicker due to implementing bag-loading in the mid17th century. Also paper cartages started to be used in hand firearms at the same time.
Three 2‑pounder regimental pishchals that are almost identical are displayed in the room as a sample of guns of the same type. The sameness is proved by the emblem, a cross with a spear on the right and a cane on the left, which is on their breeches. The pishchals were cast for the regiments of the "new system" in the 17th century. Another exhibit, a barrel of the small bronze Volk [Wolf] pishchal, attracts attention by the elegance of its decoration. This gun was adopted in the city of Tobolsk and the barrel was cast by master Yakov Dubina in 1684.
The art of early gun-makers of the 17th century. was revealed in three iron-shod breech-loading ceremonial pishchals intended for meetings with foreign ambassadors and various celebrations at the Tsar’s court. One of the pishchals was made by a master from the Moscow Armory, Ermolai Fedorov in 1661–1673. The barrel has 16 semicircular rifling grooves and is locked with a screwing button. It is decorated with chased ornament and inlaid with tinsel and silver, placed in a pivot yoke on a wooden box-shaped carriage which has collapsible seats on each side. The barrel of another pishchal is also inlaid with gold and silver, locked with a side wedge through the help of a handle. The third cannon is placed on a tripod carriage. Its bore is closed with a vertical wedge by the help of a handle.
One more interesting exhibit displayed in the room is a soroka (magpie) or an organ, i.e. multibarrelled gun. Such pieces of ordnance were adopted since the second half of the 16th century. The exhibited soroka has 105 barrels set in 7 rows. It was actuated with one percussion flintlock.
In a pier, almost opposite to the "participant" of the Azovian campaign of 1696, Chokhov’s Yegup mortar, there is a miniature cannon. Tsar Aleksei Mikhailovich (1629–1676) presented it to his youngest son, Tsarevich Peter, future Peter the Great (1672–1725). The tsarevich was not yet 4 years young when he received such a present. This small cannon was made according to the best traditions of artillery production of that time. It has an elegant bronze barrel and an oak carriage with all the appropriate iron bindings. It was possible to fire this cannon the right way. Peter grew up playing at war with children, and his poteshny detachment (i. e. the one which consisted of boysoldiers) increased as well. Soon the young tsar had two valuable infantry regiments, Preobrazhensky and Semenovsky (called by the names of villages near Moscow, where they were quartered). The regiments participated in many maneuvers in Moscow suburbs. An episode of maneuvers near the settlement of Kozhukhovo in 1694, called the “Kozhukhov Campaign,” is depicted in the painting by an anonymous artist of the 19th century. It is placed on the wall above the cannon.
In 1695 and 1696, troops commanded by Peter the Great realized two campaigns to the Turkish fortress of Azov. The first one failed, but a year later the Russian army together with the fleet took the fortress. It was the first victory for Peter. The Azovian campaigns finally convinced him of the necessity for radical military reforms. Nearby, in K. Weyerman’s engraving The Storming of the City of Azov on July 18, 1696 and the scheme disposing the Russian artillery near Azov in 1696, visitors may see the partisan (a pole arm, variety of pike) with which Peter participated in the first Azovian campaign. Other personal belongings of Peter the Great are also included in the display. In an individual glass-case there is the elk-skin kolet (a kind of man’s jacket usually made of white cloth) which the young Tsar wore as he mastered shipbuilding. He worked as an uriadnik (the lowest rank of noncommissioned officer) of the Preobrazhensky Regiment at shipyards in Saardam during the Great Embassy of 1697–1698. Leather kragi (boot tops) which Peter wore on the day of the Poltava battle lay beneath the kolet. Near them is a blade of the saber which belonged to the Tsar. Later Emperor Paul I handed over this blade to his son Grand Duke Konstantin Pavlovich before sending the latter to the army of A. V. Suvorov in 1799. There is one more partisan of Peter the Great in the room. It was granted to the Emperor in connection with his promotion to the rank of colonel of the Preobrazhensky Regiment on August 6, 1706.
The Northern War started breaking out for Russia with a defeat near Narva. On November 19, 1700, a small detachment under young Swedish King Charles XII (1682–1717) came to the rescue of beleaguered soldiers in the fortress and routed Russian troops outnumbering it. The majority of the Russian army consisted of streltsy, home guards and soldiers who did not have any combat experience. The Swedes took all 145 artillery guns. Only the heroic opposition of the Life Guards from the Preobrazhensky and Semenovsky Regiments saved the Russian army from utter defeat. It was they who protected the retreat of the demoralized regiments. In memory of the courageous guard near Narva, Peter ordered the date of the Narva battle placed on breastplates for the commissioned officers (in ranks from ensign to captain) of the Life Guards Preobrazhensky and Semenovsky Regiments. A similar breastplate, but of a later model (1741) is displayed in one of the glass-cases in the room.
The Svitok [Scroll] pishchal cast by Novgorod master Semen Dubinin in 1591 was a witness of that battle. It had been captured by the Swedes near Narva and only in 1723 was redeemed by Russian merchants Anikeev and Barsukov (Borsukov) in Stockholm. As it is said above, the Medved [Bear] pishchal of Semen Dubinin’s work, Chokhov’s Lev [Lion] and Skoropeia [Scorpio] pishchals were redeemed as well. The Svitok pishchal placed on an oak carriage of the 17th century is displayed in this room.
The Narva defeat led to further military reforms. The Russian regular army had been formed only during the Northern War. Peter I organized valuable regular armed forces out of heterogeneous lots of troops. Since 1699, the army was completed by recruitment. A recruit was proposed from a definite number of peasant households. Moreover peasants who became soldiers were automatically released from serfdom. The second birth of artillery is associated with the epoch of Peter the Great. In 1701, the field artillery had been brought together in the Artillery Regiment, whose staff was finally determined in 1712. Guns and ammunition had to be made strictly by drafts and any deviation from the uniformity in their production was severely punished. Regular Russian artillery kept 12 calibers. Pieces of ordnance were subdivided into cannons, howitzers and mortars.
A number of new guns were adopted by the Russian artillery at the beginning of the Northern War. Talented artillerist Vasilii Korchmin worked out a 3‑pounder (by the size of the shot) regimental cannon with two small 6‑pounder mortars on the carriage axle in 1706. In 1707, J. W. Bruce and V. D. Korchmin created a new ‘long’ ½pounder howitzer for arming the horse artillery. A 3‑pounder regimental cannon with a steel cylinder fixed to the chase for firing with 6‑pound grenades and the ½pounder howitzer are exhibited in the room. The latter is the only remaining sample of such guns.
The new Russian army won its first serious victory over the Swedes near the village of Errestfer on December 29, 1701. Russian troops commanded by future Field-Marshal Boris Sheremetev (1652–1719) smashed down the detachment of Swedish General Schlippenbach in that battle. The Yaroslaval Dragoon Regiment and the Guards regimental artillery under V. D. Korchmin distinguished themselves near Errestfer in a special way. This episode is pictured on the canvas by well-known painter of battle-pieces M. Grekov called The Attack of the Swedes by Yaroslavl Dragoons (1914).
Still more victories were won by Russian troops in the first years of the Northern War. They captured the fortresses Nöteborg (Oreshek), Nyenskans and Narva. In May 1703, the foundations of St. Petersburg were laid near the mouth of the Neva.
In late 1707, the Swedish Army commanded by Charles XII invaded Russia. The 17‑thousand troop corps of General A.L. Lewenhaupt went on a wagon train from Livland to support the general forces of the Swedes. On September 28, 1708, the corps of Lewnhaupt was routed by the Russian detachment under Peter the Great near the village of Lesnaia. Peter called this victory ‘the mother of the Poltava battle.’ The engraving depicting this battle is on display.
A. Sokolov and A. Semenov’s painting Artillery in the Poltava Battle is dedicated to operations of the artillery near Poltava on June 27, 1709. The canvas also may be seen in this room.
The fire of Russian guns brought to naught the offensive burst of Swedes. Commander of the Russian artillery Jacob Bruce (1670–1735), who had become a General Feldzeugmeister in 1711, was awarded with the St. Andrew Order, the only order in Russia at the time, for the Poltava battle. A portrait of J. W. Bruce with the order on his artillery full-dress uniform is exhibited in the room.
The 3‑pounder presentation cannon made by Tula gun-makers in late 1709 is an original memorial of the Poltava battle. It was presented to Peter the Great. The iron-shod barrel is inlaid with silver; decorations imitate a decor of damask steel, with gilded dolphins (handles on the barrel). Materials captured by Russian troops in the Northern War — two Swedish colors, arms, pectoral officers’ insignia — are displayed in the room, as well.
One of the stands shows a portrait of Sergei Bukhvostov (1659–1728), whom Peter the Great called ‘the first Russian soldier.’ After being a member of one of the first poteshnyi regiments, Bukhvostov participated in the Azovian campaigns and in the principal battles of the Northern War, near Narva, Lesnaia and Poltava. He went on the path from being a soldier to a major. In 1715, Bukhvostov was moved to the artillery of the St. Petersburg garrison, where he served until his death. He was responsible for the Zeughaus of the Peter-and-Paul Fortress, from which the Artillery Museum originates.
The Museum holds the greatest collection of guns from the first quarter of the 18th century. Among them there are a few worthy of special note. These are the 5‑poods mortar cast by master Semen Leontiev in 1700, the 6‑pounder cannon cast in 1709, which belonged to A. D. Menshikov, the 3‑pounder cast-iron fortress cannon cast in the presence of Peter I at the Olonets works in 1719. As well, there is a 3‑pounder cast-iron quick-firing breechloading cannon cast in Olonets in 1711.
A large collection of blank weapons and hand firearms of the Petrovian epoch is kept, with spears which were the main blank weapon in the Russian army in the early 18th century, including muskets and guns. Two small dragoon mortars are of interest. They were intended as long-range hand grenades. The mortars had a flint lock for igniting the powder and a wooden stock. The stock was rested against an earth or a saddle while firing. Firing the mortar with the rest of the stock against one’s shoulder, as it is sometimes depicted in modern drawings, was impossible because of a powerful firing reaction. Nearby the mortars, the visitor also may see a hand grenade of the early 18th c. and not far away in an individual glass-case, a sculpture of a grenadier from the epoch of the Northern War.
In the second half of the 18th century the history of Russian artillery is characterized with working out many experimental patterns for artillery guns that were offered for adoption in the army. Russian scientists-artillerists tried to solve problems of increasing the firing rate and fire power of guns. An interesting sample of such systems is the 3‑pounder experimental cast-iron cannon with a rectangular barrel bore cast in Olonets in 1722. It was intended for firing three 3‑pound balls, which were wrapped round with linen and placed in one row on a wooden tray.
A special place among artillerists-inventors of the second quarter of the 18th century is given to Andrei Nartov (1693–1756), member of the Russian Science Academy and personal turner of Peter the Great. A portrait of the scientist is hanging in the room above a window opposite to the 44‑barreled battery. A. Nartov invented machines for drilling guns’ barrels and turning trunnions. A telescopic sight was offered to help laying guns for the first time in the world. He also created a number of interesting artillery systems. Among them the most notable is the 44‑barreled "quick-firing" 3‑pounder mortar battery made by Nartov in 1754. 44 small copper mortars are placed on an oak circle and divided with copper disks into sections of 5–6 mortars. Each section has a common powder rack. After firing the section directed towards the enemy the circle was turned and then another section fired. Thus according to the plans of the inventor, the battery could deliver continuous grenade fire for a long time. In 1754, the battery was tested, but was not adopted into the army. In spite of good results, the carriage load appeared to be too much during firing.
Significant reforms took place in the Russian artillery in the 1850’s. They became closely connected with the name of Count Petr Shuvalov (1710–1762), who was a General Feldzeugmeister in 1756, the seventh in the history of the Russian artillery. Arrangements were made under the guidance of P. Shuvalov to improve the organization, combat training and arming of the artillery. Shuvalov also left a reminder of himself as an inventor. He offered the idea of making a howitzer intended especially for firing case shot. Elaboration of the new metal gun was realized by Major MusinPushkin and gun-maker M. Stepanov in 1753. The howitzer acquired the name of a "secret" one. The secret was in the oval form of the barrel bore which ended with a bell muzzle in the chase. Such a mechanism for the gun increased the angle of case shot dispersion in the horizontal plane. The barrel has a cylindrical form breech chamber. In the room there is one of the first "secret" howitzers cast in Moscow in 1753. However such howitzers did not justify the hopes that were set on them and were removed from the artillery service in the mid 1770’s.
In the mid 1750’s a group of officers-artillerists including Lieutenant-Colonel M. G. Martynov, Captains M. V. Danilov, I. I. Meller, I. V. Demidov, M. Rozhnov, M. Zhukov, as well as gun-makers Stepanov, Konstantinov and Kopiev guided by P. I. Shuvalov worked out a long howitzer with a conical breech chamber on the basis of the "long" howitzer Model 1707. Due to such a breech chamber the ball was centered better in the barrel bore. Clearance between the bore surface and the shot was minimal in the beginning period of the shot. It increased the range and closely-grouped fire (almost twice as much in comparison with usual guns of the same caliber). In addition the characteristics of the conical breech chamber made the barrel shorter, which significantly lightened the guns and increased their mobility. In 1757, these howitzers entered service in the Russian artillery. The dolphins and the button of the new guns were cast in the form of a unicorn (edinorog in Russian), so they were called edinorogs. (It is interesting that a unicorn was pictured on the count blazon of P. Shuvalov). Construction of the edinorogs was so good that they were adopted in the Russian artillery for about hundred years. In addition to Russia, edinorogs were also used in the Austrian artillery, which was considered the best one in the world in the second half of the 18th century. A few edinorogs Model 1757, including a drawing of P. Shuvalov’s blazon and his portrait made by L. Ostrova in 1947, are here on display.
In 1756, the Seven Years War (1756–1763) broke out in Europe as a result of contradictions between Prussia, England, Austria and France. Russia joined the Austrian-French coalition which acted against Prussia and England. This opposition was not easy, for the Prussian army had great war experience and had become the best in the world by that time. Prussian King Friedrich II the Great (1740–1786) was recognized as the best commander in Europe. At the same time Prussians faced the high combat qualities of Russians in the battles near Gro-Jgersdorf in 1757, near Zorndorf in 1758 and near Palzig and Kunersdorf in 1759. Russian artillerists bravely fought against the enemy along with the infantry and the cavalry.
The small regimental cannon of the Akhtyrka Village Cossack Regiment (later on, the famed Akhtyrka Hussar Regiment in the ranks of which D. Davydov, hero of the War of 1812, served) is a reminder about the victory near Gro-Jgersdorf. The regiment used this particular gun there.
N. Sablin and P. Balabin’s engraving The Battle near Palzig on July 12, 1759 is also of great interest. Russian artillerists fired over friendly troops for the first time in the world in that combat.
The Kunersdorf battle became an hour of triumph in the Seven Years War for the Russian artillery. Fighting under Russian General En-Chef Petr Saltykov (1698–1772) and Austrian General-Lieutenant G.E. Laudon (1716–1790), who had served in the Russian army for ten years, Russian and Austrian troops crushed the Prussian army commanded by Friedrich II on August 1, 1759. The Russian artillery was of decisive importance for the Kunersdorf victory. In spite of losses it bravely repulsed attacks from the Prussians. General Seidliz, a favorite of King Friedrich, twice sent iron rows of his Cuirassiers to attack Russian regiments, and twice they streamed back under the fire of Russian case shots. Two captured Prussian field cannons are a reminder of that glorious victory. The breeches of the cannons are engraved with an inscription in Latin ULTIMA RATIO REGIS (The Ultimate Reason of the King) above the monogram of Friedrich the Great. This inscription was copied by the Prussian King from French cannons. He considered the artillery to be the most powerful means of influence upon the enemy. Not far from the cannons there is a glass-case which displays the other trophies of the Russian army from the epoch of the Seven Years War. These are the Prussian colors of the 1st Harrison Regiment, blank weapons and firearms, an officer’s breast plate, along with keys from the city of Memel captured by Russian troops in 1757.
The only ceremonial kettledrum chariot in the world is a wonderful monument to the bravery and heroism of Russian artillerists during the Seven Years War. It was the property of the 1st Artillery Regiment, which participated in the main battles for the Russian army with Prussians.
The chariot was made in two months on the order of P. I. Shuvalov by Russian masters. They were headed by ‘painting master’ F. L. Zadubskii from the St. Petersburg Artillery Laboratory and under guidance of Major P. I. Melissino in 1760. The chariot was intended for carrying the colors of the 1st Artillery Regiment during parades. A copy of the colors presented to the Regiment in 1745 was put above the chariot. Its unique feature is in the fact that it is the last one in history of the Russian Imperial artillery. The artillery did not have colors between 1763 and 1917. From the epoch of Emperor Nicholas I the colors of the 1st Artillery Regiment acquired the status of the colors of all the Russian artillery. It was also used during burials of General Feldzeugmeisters and during celebrations of the 500th anniversary of this arm of the service.
The regimental colors is a width of white satin with colored images of a field cannon, two crossed bore brushes, and a powder barrel in the foreground. Above the cannon is a sparing double-headed eagle throwing lightning. The gilded Latin motto TUETUR ET TERRET (Protects and Frightens) is on top of the colors. In the top corners of the width are two grenades with burning fuses. The images were sewn on the cloth and partially embroidered. The unique original colors is kept in the Museum collection. A copy is displayed in the room.
The reign of Empress Catherine II (1729–1796) is marked with two victorious wars with Turkey (1769–1774 and 1787–1791), the annexation of Crimea (1783), and a victory over Sweden in the War of 1788–1790.
Glorious victories in the epoch of Catherine the Great were connected with the names of prominent Russian commanders, Field-Marshal Count P. A. Rumiantsev of the Danube (1725–1796) and Generalissimo Prince A. V. Suvorov of Rymnik (1729–1800).
Petr Rumiantsev had gained fame for himself as far back as the Seven Years War, near Gro
Jgersdorf and Kunersdorf. Friedrich the Great, Suvorov and Emperor Pavel I were friends of his and were proud of this fact. However, he acquired real fame in 1770 when he crushed the Turks in battles near the Larga (July 7) and the Kagul (July 21). Rumiantsev was awarded with the St. George Order, First Class for the Larga battle. He was the first who was honored with this highest military award instituted by Catherine II on November 26, 1769. A portrait of P. A. Rumiantsev by A. Gurin called The Battle near the Kagul on July 21, 1770 and a black-orange ribbon of the St. George Order First Class are exhibited. Also displayed is a portrait of another artillerist who gained fame many times during the war, General of Artillery Petr Melissino (1726–1796). He distinguished himself as a brave officer, talented scientist, inventor and pedagogue. He made a significant contribution to improving the technology of powder production. In 1793, the Russian artillery adopted a new alloy of artillery bronze worked out by Melissino that was used until the mid19th century. From 1783, P. I. Melissino was the director of the Artillery and Engineers Noble Military School (Cadet Corps). He headed the school up to 1796 and this was considered to be a wonderful period in the history of the Corps. In 1795, P. I. Melissino was charged with forming the first regular horse-artillery companies.
Aleksandr Suvorov gained his first famous victories during the Russian-Turkish War of 1768–1774. The victory near Kozludzha on June 9, 1774 was an especially striking success. There the 25‑thousand Russian detachment smashed the 40‑thousand Turkish army. A copy of N. Samokish’s drawing called Suvorov during the Battle near Kozludzha, 1774 is on display.
The commanding talent of A. V. Suvorov was revealed in all its glory during the RussianTurkish War of 1787–1791. At the end of the room against the background of a picture named Suvorov’s Herculeses made by an employee of the Museum ensign V. Ponomarev in 1989, visitors may see the sculpture A. V. Suvorov in the Battle near Kinburn. 1787. This is a copy of the monument by sculptor B. Eduards erected in Ochakov in 1907. The two-thousand member Russian detachment under A. V. Suvorov crushed the five-thousand landed Turkish troops. Suvorov was twice wounded during this battle, but continued to command the battle until the complete defeat of the enemy.
Pieces of ordnance as well as small-arms and blank weapons from the period of the RussianTurkish Wars of the second half of the 18th century are displayed in the room. Among the exhibits there are also keys from Turkish fortresses captured by Russian troops and trophy arms. Lithographs picturing officers and soldiers of the foot and horse artillery of the Gatchina troops are displayed along with these objects. The Gatchina troops appeared by the initiative of Grand Duke Paul Petrovich, the future Emperor Paul I (1754–1801) in 1782. They were a model regiment, following which Pavel was going to reform all the Russian army upon accession to the throne. Many things were borrowed from the Prussian army, including outdated tactical methods. The positive features of the Gatchina troops were the discipline and high combat training. Pavel Petrovich paid special attention to the Gatchina artillery, which excelled the rest of the Russian artillery by the level of drill and battle training. The organization, methods of training and materiel of the Gatchina artillery troops were assumed as a basis for reforms in the whole artillery in the late 18th — early 19th centuries.
On January 28, 1798 Grand Duke Mikhail Pavlovich (1798–1849), the youngest son of Emperor Paul, was appointed General Feldzeugmeister (though officially he took up his post in 1819). From that day onwards only representatives of the Emperor’s family were commanders of the Russian artillery.
Samples of small-arms and blank weapons adopted in the army under Emperor Paul are exhibited in this room. Also displayed are a grenadier cap for the Life Guards Preobrazhensky Regiment Model of 1797, a cartridge pouch and a photocopy of the title page of the Military Regulations about the Field Infantry Service implemented to the Russian army in November 1796. One of the glass-cases shows a medal of the St. Anne Order for low ranks. The medal was instituted in November 1796, and was intended for awarding non-commissioned officers for 20 years of blameless service. The medal of the St. Anne Order was the first in the world award for irreproachable service.
Suvorov’s Herculeses fought during the Italian and Switzerland campaigns of 1799 under colors with the monogram of Emperor Paul I. Russian troops won glorious victories for three months, near the Adda River on April 16, near the Trebbia River on June 6–9 and near the city of Novi on August 4. They helped liberate Italy from the French. The 20‑thousand corps of A. V. Suvorov advanced to Switzerland across the Alps in order to join with the corps of General A. M. RimskiiKorsakov. Suvorov, who had in fact been betrayed by the Austrians, was surrounded by the French on all sides. He had no ammunition or rations. Nevertheless, he and the troops broke out fighting the way to Switzerland.
The most striking page in the history of the Switzerland campaign was the battle for the Devil’s Bridge on September 14, 1799. Under a hurricane of French fire, the Russian soldiers managed to get across the tumbledown bridge and forced their way ahead with bayonets. The engraving called The Battle for the Devil’s Bridge is included in the display.
A monument to Suvorov’s soldiers was opened near the Devil’s Bridge on September 14, 1898. This is a 30‑meter cross cut out of rock. The Russian government redeemed the land at a radius of 100m around the monument. Thus a plot of Russian land appeared in the very core of Switzerland. A model of the monument is also on the display.
Emperor Paul granted the rank of Generalissimo to A. V. Suvorov for the unparalleled Switzerland campaign and ordered a monument to the commander placed on the Marsovo Field in St. Petersburg.
The opposition of Russia and Napoleonic France continued under Emperor Alexander I (1777–1825). The first campaigns of 1805–1807 took place against the background of military reforms. The Russian army received new samples of armament and uniforms. The army organization improved as well. Starting in 1807, regular divisions and corps were introduced. Greater attention was paid to achieving perfection in the artillery.
Artillery reforms in the early 19th century are associated with the name of General of Artillery Count Aleksey Arakcheyev (1769–1834), who was the general inspector of the artillery in 1799 and 1803–1808, general inspector of the infantry and the artillery since 1808 and Minister of War in 1808–1810.
In 1802, Arakcheyev headed a special commission which aim was to work out new artillery guns as well as the artillery staff. In 1805, new pieces of ordnance entered the service, and acquired the name of guns Model 1805 or guns of the Arakcheyev system. The Russian artillery used the Arakcheyev guns in all battles of the Napoleonic wars epoch starting with the campaign of 1805.
In the room there are guns Model 1805, sights for them, models of some lathes used since the early 19th century for making guns, standard bronze patterns for some elements of gun-carriages and limbers and a draft of the barrel of the 3‑pounder edinorog made life size on a copper sheet. Such drafts were used in arsenals since 1805 instead of those made on paper. Here also there is a portrait of A. A. Arakcheyev which is a copy of the portrait by D. Dawe exhibited in the Military Gallery of the Hermitage. An individual glass-case displays models of cars from an artillery train, including a charge wagon, charge and bomb caissons and a field smithy. Special cases show samples of firearms and blank weapons, as well as uniforms of the Russian army from the early 19th century, including a greatcoat for an officer of the Life Guards Preobrazhensky Regiment and a cartridge-box (liadunka) for an officer of the Life Guards Hussar Regiment, which belonged to Emperor Alexander I.
The Guards horse artillery participated in the battle near Austerlitz and assisted in capturing the only trophy, a battalion eagle of the 4th Battle Regiment. Four guns commanded by Staff-Captain Petr Kozen (1778–1853) broke the ranks of the battalion, which was threatening to repulse the cavalry attack, and the Life Guards Horse Regiment completed the defeat. The capture of the eagle is pictured on B. Villevalde’s painting The Exploit of the Horse Regiment in the Battle near Austerlitz.
Near the painting there is the sculpture The Exploits of a Non-Commissioned Officer Starichkov of the Azov Regiment and the Private Chuika of the Butyrka Regiment. Starichkov, standardbearer of the Azov Regiment was seriously wounded in the battle near Austerlitz. Bleeding he took great pains to take off the regimental colors from the staff and hid it on his breast. Dying in captivity, he handed over the colors to a private Chuika of the Butyrka Regiment and made him swear to return the sacred thing to the regiment. Just this very moment was depicted by the sculptor. Chuika kept the colors for a long time and then passed it to the Azov Regiment through Lieutenant-Colonel Treskin. On February 25, 1906, non-commissioned officer Starichkov was enrolled in the 45th Azov Infantry Regiment forever.
On June 2, 1807, the Russian and the French armies had to measure their arms again near the city of Friedlnd. Visitors may see V. Mazurovskii’s painting The Battle near Friedlnd on June 2, 1807. The painter pictured the counterattack of the Life Guards Horse Regiment against the French Cuirassiers who had attacked the left flank of Russian troops. In spite of the fact that this brilliant attack did not entirely save the situation and the Russian army had to retreat under pressure from the outnumbered forces of the enemy, the fortitude of the Russian Guards did not allow Napoleon to crush the Russian army completely.
On June 12, 1812, at the head of the 600‑thousand member French army and with 1,372 pieces of ordnance, Napoleon marched into Russia. He strove to beat the Russian army in a general battle near the border and then thrust a peace treaty advantageous for France at Russian Emperor Alexander I. Russia could oppose the enemy with only 220 thousand soldiers and 942 guns on its western border. The 1st and 2nd West Russian armies commanded by Generals of the Infantry Mikhail BarklaideTolli (1761–1818) and Prince Petr Bagration (1765–1812) started a hard retreat, seeking to unite with each other in order not to be routed one by one. Portraits of the two commanders are exhibited in the room.
The French suffered great losses near Kliastitsy, Krasnoe and Polotsk. The 1st and 2nd West Russian armies finally united and the forces of Napoleon dwindled as they made headway into the heart of Russia.
In August 1812, soon after the battle for Smolensk, the new commander-in-chief, General of the Infantry Mikhail Kutuzov (1747–1813), arrived to the army. In the room there is a portrait of the commander made by R. Volkov.
The Russian army slowly drew off to Moscow. It was decided to make the general battle near the walls of the ancient Russian capital. The Borodino battle, one of the bloodiest in world history, took place on August 26, 1812.
Napoleon directed his main attacks to the center and the left flank of the Russian position, at the Raevskii battery (also known as the Central, Kurgan or Shulman battery, by the name of commander of the 24th Artillery Brigade, Colonel Shulman) and the Semenov (Bagration) flech˜es (i. e. field fortifications). Artillerists fought with the enemy to the bitter end along with the infantry and the cavalry, obeying orders given before the battle by the chief of the Russian army artillery, General-Major Aleksandr Kutaisov (1784–1812).
The French attacked the Raevskii battery three times and were turned away twice. A. Kutaisov perished during the second attack. After the battle his body was never found. Only the horse of Kutaisov returned to the Russian positions with a bloody saddle. In the room there is a portrait of one more hero of that battle, V. Kostenetskii, who had the rank of General-Lieutenant at that time. Having taken a cleaning rod, like near Austerlitz, he violently shattered the French together with common artillerists. The third attack of the French to the Raevskii battery is shown on the model displayed in the room. Two infantry and two cavalry divisions of the French with difficulty broke the resistance of its bleeding defenders, though due to the massive fire of Russian artillery the enemy had to leave the battery towards evening.
The French attacked the Bagration fleches eight times. Only serious losses, including the wounding of a commander on the left flank of the Russian army, Prince P. Bagration, made the troops leave their positions near the village of Semenovskoe. The wounding of Bagration and the battle for Semenovskoe is depicted in A. Schwabe’s painting The Battle near Borodino on August 26, 1812 made after the original by P. Gess.
F. Roubaud and K. Becker’s painting dedicated to one of the episodes in the Borodino battle, the counterattack of the Life Guards Horse Regiment to the French cavalry ready to strike the regiments standing behind the Raevski battery, is exhibited in the room. Also displayed is a bullet which General N. Raevski was wounded with, as well as portraits of heroes of the battle, Generals M. F. Stavitskii (1779–1841), K. F. Levenshtern (1770–1840), P. A. Kozen (1777–1853). There is also a model of the monument to the 2nd Battery Company and the 2nd Light Company of the Life Guards Artillery Brigade which was erected on the Borodino field commemorating the 100th anniversary of the battle in 1912.
The Russian people’s volunteer corps and its partisans played an outstanding part in the victory over the conquerors. One of the exhibits connected with the home guard of 1812 is a miniature cannon made in 1812 and adopted by the 5th squad of the St. Petersburg home guard, commanded by Major Aleksei Tomilov (1779–1818). Being an officer and Maecenas, holder of one of the best painting collections in Russia, A. Tomilov bravely fought with his group near Polotsk on October 6, 1812. He headed the attack with members of the volunteer corps and dislodged the enemy from the Polotsk fortifications. A. Tomilov was badly wounded in the leg. He was awarded with the St. Vladimir Order, Fourth Class for bravery.
In the room there are portraits of famed commanders of the partisan detachments, Denis Davydov (1784–1839), Aleksandr Seslavin (1780–1858) and Aleksandr Figner (1787–1813).
A glasscase with personal belongings, arms and awards of heroes of the War of 1812 is of much interest. It displays a miniature portrait and a tobacco pipe of General-Lieutenant Dmitrii Neverovskii (1771–1813), the awards of Denis Davydov, a saber and a snuffbox of Ottoman of the Don River Army Region, Matvei Platov (1751–1818).
In early October 1812, the French army left Moscow. The Tarutino march-maneuver of M. Kutuzov did not let Napoleon penetrate into the Kaluga province and forced him to retreat by the old Smolensk way, which had been ravaged by soldiers of the "great army." The retreat soon turned into a flight. After a cruel battle near the settlement of Krasnoe on November 5, 1812, the French army stopped its existence as an organized battle force. In the middle of November its pitiful remainders crossed the Berezina. On December 25, 1812, Emperor Alexander I issued a manifesto for completely driving the enemy out of Russia.
Among the exhibits of the room there is the engraving from D. Scotty’s painting The Victory near Maloyaroslavets dedicated to the bloody battle on October 12, 1812, which marked the beginning of full-scale offensive operations by the Russian army. As well, K. Buinitskii’s drawing of The Life Guards Dragoons Attacking the French Battery on November 5, 1812 which depicts an episode of the battle near Krasnoe.
Some captured material is exhibited in the room also. There are French guns, pistols a saber and the standard of the 28th Dragoon Regiment, as well as the barrels of two French howitzers, one of which is decorated with the monogram of Napoleon. A glass-case with memorial trophies is of a special interest. It displays the sporting gun of Emperor Napoleon, pistols of Marshal Murat and the saber of the brother of Napoleon, Dutch King Louis. The saber is richly decorated with artificial stones made of polished metal that resemble precious ones. Glass-cases also demonstrate medals given in memory of the War of 1812.
On March 18, 1814, Russian troops approached the French capital fighting. The Battery Company of the Life Guards Artillery Brigade under Colonel Baron K. Taube occupied the Chamonix heights, beat off an attack from the defeated French infantry and started to fire on Paris. Half an hour later a French truce envoy came to Colonel Taube with a declaration surrendering the city. Taube accompanied the envoy to Emperor Alexander I, who was standing not far from the company positions. He later received the St. George Order, Third Class personally from the sovereign. Having found out about the surrender, Alexander ordered a ceasefire. This moment is pictured vividly on the canvas in the room, a copy from B. Villevalde’s painting The Last Shot at Paris.
One of the glass-cases shows a sword which belonged to a participant in the Italian and Switzerland campaigns of 1799, and a hero of the Napoleonic wars, General of Infantry Count Mikhail Miloradovich (1771–1825). According to legend, it dropped out of his hands when he was mortally wounded in the Senate Square during the revolt of December 14, 1825.
St. George Order silver trumpets instituted in 1806 and granted for service in battles to colorless cavalry regiments and units and first of all to artillery companies, is another reminder of the glorious exploits of the Russian army in the campaigns of 1812–1814. A few of the trumpets bestowed to the Guards artillery may be seen in the room. One of the glass-cases also shows shako badges “For Merit” instituted in 1813, which particularly awarded artillery companies.
The ten years which followed the Napoleonic wars epoch were marked with significant measures undertaken to raise the level of artillery education. In 1820, by the initiative of General Feldzeugmeister Grand Duke Mikhail Pavlovich, the Artillery College and the Training Artillery Brigade were founded in St. Petersburg. The former was intended for training officers of the artillery, and the latter for training fire-workers (non-commissioned officers) of the field artillery. In 1821, the Artillery Technical School was opened for training masters of powder works and arsenals. Among exhibits in the room are portraits of Grand Duke Mikhail Pavlovich and the first chief of the Artillery College, General-Major Aleksandr Zasiadko (1779–1837), one of the first missile-men.
The beginning of the reign of Emperor Nicholas I (1795–1855) was marked with two wars, both victorious for Russia: the Russian-Persian War (1826–1828) and the Russian-Turkish War (1828–1829) which strengthened Russia’s positions on the Black Sea coast. A small section of the display is dedicated to these wars. Visitors may see here a copy from V. Mashkov’s painting The Surrender of the Persian Fortress Abbas-Abad on July 7, 1827, the engraving Russian Troops Getting across the Mountain Ridge Soganlunge on March 19–20, 1829 and The Capture of the City of Selimno by Russian Troops on July 31, 1829. As well, keys captured by Russian troops from Turkish fortresses, Baiburt, Mandara and Kiustendzha, medals dedicated to the victories of Russian troops, and barrels of trophy guns. Here there are also portraits of General Field-Marshals Ivan Paskevich of Erivan (1782–1856) and Ivan Dibich of Balkans (1785–1831), whose names are associated with victories by the Russian army over Turkey and Persia.
Also exhibited is a portrait and the pistol of one of the heroes of the Caucasus War, General-Lieutenant Yakov Baklanov (1809–1873). He received his baptism of fire during the Russian-Turkish War of 1828–1829 and then linked his destiny with the Caucasus for a long time. He distinguished himself in actions with mountaineers, when his desperate bravery and mercilessness in combination with frightening appearance made an indelible impression. Once he received a big black shawl with an image of a dead head; a symbol of immortality. The shawl became the personal standard of Baklanov. Often it was enough for mountaineers to see the black standard in the distance and they laid down their arms. In 1914, the 17th Don Cossack Regiment commanded by Ya. Baklanov on the Caucasus for a long time received the right to have the dead head depicted on their papakhas (tall astrakhan hats).
In the second quarter of the 19th century the Russian artillery was rearmed with guns Model 1838, which were called guns of a "new design" in contrast with pieces of ordnance Model 1805. They differed by the unified calibers of land and navy artillery, with approximate calibers to whole lines (i. e. to 0.1 dm) and the absence of friezes (bands) on barrels. The breech of edinorogs started to be cast cylindrically from the outside just like guns, which reduced the barrel jump. In 1845, carriages with an improved design were added to the guns Model 1838. They had iron axles and an elevating handle made on the left. In 1846, an iron carriage was adopted for the seacoast and fortress artillery. It was designed by Colonel A. Venglovskii. An important innovation of the system of 1838 was working out patterns for the mountain edinorogs and mortars. They were rather light, what allowed them to be transported on horse packs or carried by arms.
The mobility of light artillery batteries, as artillery companies were called since 1833, was also considerably improved after the adoption of a light 12‑pounder field cannon, which was designed by Colonel L. Baumgarten in 1850.
Samples of pieces of ordnance, along with ammunition and accessories of the 1830’s1840’s are displayed in the room. Here is one of the most interesting experimental samples, the 7‑lined (17.5 mm) steam cannon designed by Engineer-Colonel Karelin made in 1826–1829. It fired usual gun bullets that flew out from the barrel bore under pressure of water steam (a steam-boiler was attached to the cannon). The gun had a firing rate unprecedented up to that time, close to 50 rounds per minute. However, tests administered in 1829, proved that the system was rather difficult and cumbrous and revealed that it was minimally effective at firing. Immediately after the tests the gun was handed over to the St. Petersburg Arsenal and soon came in the Artillery Museum.
In the second half of the 19th century rockets were used in combat conditions for the first time in Russia. Talented Russian scientists-artillerists General-Lieutenant A. Zasiadko and K. Konstantinov (1817–1871) were at the sources of Russian combat rocket production. A model of the 2‑inch battle rocket designed by K. Konstantinov is exhibited in the room. Such rockets were used by the Russian army during the Crimean (Oriental) War.
The artillery changes affected small-arms as well. In the 1830’s, the Russian army was reequipped with percussion arms. Samples of small-arms used in the Russian army in the 1830’s1850’s, including guns, rifles, stutzens and percussion pistols, are exhibited in the room. The greatest collection of blank weapons of that period is also displayed here. An individual glass-case shows samples of uniforms used in the Russian army under Emperor Nicholas I, including a doloman (jacket) for a general of the Life Guards Grodno Hussar Regiment and a hat which belonged to Emperor Nicholas I.
The Russian metallurgy experiments reached great success at that time due to the works of prominent scientists Pavel Anosov (1797–1851) and Pavel Obukhov (1820–1869). P. Anosov succeeded in reviving the technology of damask steel production and making steel of high quality. He was the first in the world who used a microscope for studying the metal structure in 1831. In 1837, he produced steel for the first time by melting cast iron. P. Anosov headed the Zlatoust Small Arms Factory. It produced beautiful blades of wonderful quality, including those made of famous ‘Anosov’ Damask steel. Masters Ivan Bushuev and Ivan Boyarshinov were especially well known in the second quarter of the 19th century. A portrait of P. Anosov and some Zlatoust blades, including the ones made by Bushuev and Boyaryshnikov are exhibited in the room.
P. Obukhov was also engaged in working out artillery steel of high quality. As early as 1859, he made the first significant steel castings. In 1863, Obukhov in conjunction with N. Putilov, established a steel mill foundry which was later on called Obukhovskii. The foundry played an important role in supplying the Russian army with heavy artillery pieces. Near the portrait of Obukhov there is a barrel of a 12‑pounder field light cannon cast of steel worked out by Obukhov in 1860. During the tests which took place from November 1860 to March 1861, the cannon fired more than 4 thousand shots. In 1862, it was displayed at the World Exhibition in London, where it was highly appreciated. The next year it was transferred to the Artillery Museum.
In the second quarter of the 19th century much success was achieved in the development of Russian science. The number of educational institutions, especially technical ones increased. However, a shortage of specialists was still noticeable. The industries of the country were in a difficult situation, especially the military industry. Enterprises subordinated to the Ministry of War did not capably perform orders for the Artillery Department. All of these adversely affected the military might of Russia and the fighting ability of the army.
Contradictions which arose between Russia, Turkey, England, France and Austria concerning territories and religions (e. g. the so-called oriental problem) caused the Crimean (Oriental) War of 1853–1856.
In June 1853, Russian troops marched into Moldavia and Valakhia, what caused a declaration of war by Turkey on Russia. A shattering rout of the Turkish navy by Vice-Admiral Pavel Nakhimov (1802–1855) during the Sinop sea battle prompted the operations of England and France to be more active. In spring 1854, they too officially declared war on Russia. The main military operations took place in the Caucasus and Crimea regions.
Turks suffered the first serious defeats in the Caucasus during battles near Bashkadyklar on November 19, 1853 and Kiuriuk-Dar on July 24, 1854.
The 11‑thousand Russian detachment under Prince Vasilii Bebutov (1791–1858) routed the 36‑thousand Turkish Anadolu army near Bashkadyklar. The major burden of the battle fell on the Caucasus Grenadier Brigade (Georgian and Erivan Grenadier Regiments). Second ensign of the Georgian Grenadier Regiment Prince Archil Andronnikov distinguished himself in this battle. He carried his friend Cadet Gogniev out from the battle during a brief defeat of one regiment under fire from the Turks. Later on he was promoted to the rank of ensign for his bravery. The exploit of ensign Andronnikov is shown in the sculpture by I. Kovshenkov exhibited in the room.
Two more exhibits are dedicated to the Bashkadyklar battle. These are B. Villevalde’s painting The Cavalry Attack near Bashkadyklar and the small trophy cannon called Herald of the Might which was a gift of the Turkish Sultan to the Commander-in-Chief of Turkish troops Abdy-Pasha on the Caucasus. Turkish soldiers were assured that their army would be invincible while the cannon was in their hands. Turks fought violently defending the cannon and Russian soldiers shed much of their blood getting it. Because of this the gun was called “the red cannon”.
One of the bloodiest battles of the Crimean War took place near the city of Kiuriuk-Dar. The 18‑thousand Russian detachment of Prince Bebutov smashed the 57‑thousand Anadolu army for a second time. The Georgian Grenadier Regiment distinguished itself here once more. Private Mikhail Gorbatenko captured the enemy’s colors during the bayonet attack against the Georgians. The Turks tried to recapture it. However, the brave grenadier broke through with the trophy to his people in spite of bad wounds. Mikhail Gorbatenko was awarded with the Military Order badge for his exploits. I. Kovshenkov’s sculpture The Exploit of Mikhail Gorbatenko is on display.
Crimea became the main theatre of war starting in 1854. On April 8, 1854, on the Great and Holy Saturday, an English-French squadron consisting of 28 ships came up to Odessa in the hope of enticing the Black Sea navy from the Sebastopol bay. On April 10, ships of allies started firing on the city. It lasted for 12 hours. 6 coastal hastily constructed batteries protected the city from the sea. The left flank battery #6, commanded by ensign of the 14th Battery of the Reserved Brigade of the 5th Artillery Division Aleksandr Shchegolev (1832?), had the hardest time. His battery was located on the Voennyi pier of the Odessa road and protruded far into the sea. The enemy’s ships centered their fire upon it. The battery had only four 24‑pounder cast-iron cannons made as early as the epoch of Peter the Great. In addition Shchegolev had to dig out these guns from the earth and clean them from rust, for they had been dug into the earth and served as columns which the boats had been tied to. Fortifications of the battery consisted of wooden frames filled with earth. Shchegolev had 8 artillerists, 22 infantrymen and 5 volunteers from local residents at his disposal. The battery fought the unequal action with nine ships of the enemy for more than seven hours. 360 English-French pieces of ordnance were concentrated against Shchegolev’s four cannons. Three out of four guns were shot down during the battle, but Shchegolev’s crew succeeded in damaging three hostile ships. The battery (to be exact the last remaining gun) fought until the last shot. The command of Shchegolev left the battery enveloped in a column of files, under the beat of drum, in full view of the enemy and under fire. On April 14 the squadron of the allies went to Sebastopol after staying inactive on the Odessa road for several days. Odessa was later rescued.
15 out of 30 officers of low ranks and five volunteers received Military Order badges, and all the surviving crew and the commander of the battery received a year’s pay. In addition, A. Shchegolev was honored with exceptional awards. Emperor Nicholas I was so delighted with the exploits of Shchegolev that he was promoted to the rank of second lieutenant, lieutenant and staff-captain all in one day. On April 20, Aleksandr Shchegolev was awarded with the St. George Order, Fourth Class. Successor to the throne Tsesarevich Aleksandr Petrovich sent him his own cross received for the battle with mountaineers on October 26, 1850 and a letter of thanks. General Feldzeugmeister Grand Duke Mikhail Nikolaevich also granted him a letter of thanks and a saber inlaid with gold letters TO THE BRAVE DEFENDER OF BATTERY #6 on one side of the blade, and ODESSA, APRIL 10, 1854 on the other side. Grand Duke Nikolai, Alexander (future Emperor Alexander III) and Vladimir Aleksandrovich sent staffcaptain’s epaulets to Shchegolev. According to the Emperor’s orders, the name of A. Shchegolev was included on the marble plaque in the Noble Regiment (later, the Grand Duke Konstantin Artillery College, now, the St. Petersburg Military Missile-Artillery College). Lithograph portraits of Shchegolev were sent out to all educational institutions in Russia. The destroyed coastal battery #6 was later restored on the order of Nicholas I and renamed into Shchegolev once and forever. Later, one of the streets in Odessa acquired his name, as well.
A. Shchegolev was an aide-de-camp to Emperor Alexander II. He was promoted into General-Major for his merits near Plevna and included in the suite of His Imperial Majesty. He retired with the rank of General-Lieutenant in 1888.
The 3‑poods cast-iron ball is visible with an inscription THE GREAT AND HOLY SATURDAY OF APRIL 10, 1854. ODESSA is chiseled with gold and Lilie’s lithograph, The Exploit of the Battery of Ensign Shchegolev are reminders of the exploits of Shchegolev’s battery. The lithograph pictures heroes who are holders of the St. George Order.
In early September, English-French and Turkish troops landed in Crimea near Yevpatoria. Russian troops made an attempt to resist them, but were defeated in a battle near the Alma River. The lithograph called The Attack during the Battle near the Alma River is on display.
Allied troops rushed to Sebastopol. On September 10, 1854 the work preparing the city for the defence was already in full swing. It was headed by Vice-Admiral Vladimir Kornilov (1806–1854) and Engineer-Colonel Eduard Totleben (1818–1884). In order to prevent the penetration of enemy ships into the Sebastopol road, on that day the Russian Black Sea fleet started sinking its own ships. Seven bastions were constructed to cover the city from the land and everybody, including local residents, took part in their building. The work was finished by October 5 and the Sebastopol epopee started on September 13. The enemy began bombarding Sebastopol on October 5. Six massive bombardments took place during the 349 days of defence. Defenders of Sebastopol fought to the bitter end. They repelled several enemy storms. However, the forces were unequal. On August 27, 1855, the enemy captured Malakhov Kurgan after 3‑days of bombarding. On the night of August 28 Russian troops left Sebastopol, whose defence became a symbol of courage and heroism for Russian soldiers and seamen.
In the center of the display there is a high relief model On the Kornilov Bastion by sculptor N. Tomskii. The relief is a fragment on the scale of the monument to P. Nakhimov in Sebastopol. The plan of the defence of Sebastopol is beneath the relief. On the wall near the window, there is a drawing by R. Fridman and M. Brusilovskii dedicated to the heroic operations of artillerists of the 3rd and 5th Light Batteries of the 11th Artillery Brigade which played an outstanding part in repulsing the attack of the enemy from the first and the second bastions on May 26, 1855. The young writer Lev Tolstoy (1828–1910) served as a lieutenant in the 11th Artillery Brigade. His photo-portrait is in one of the glass-cases. The portraits exhibited are also of Sebastopol heroes: Afanasii Yeliseev, Petr Koshka, Arsenii Rybakov, Vasilii Kochkarev and Lieutenant D. Brylkin. Visitors may see medals and badges for headdresses connected with events of the Crimean War, awards and trophy arms in the glass-cases. The photo of veterans from the Sebastopol defence who met during the ceremonial opening of the monument to P. Nakhimov in Sebastopol on October 5, 1895 is of a special interest.
The display of the room finishes with a model of the monument to artillerists who perished during the heroic defence of Sebastopol. It was to be erected in commemoration of the 50th anniversary of the defence. However, the Russian-Turkish War, which was happening at that time, prevented the realization of these plans.
The Crimean War was the last one in which Russian smoothbore muzzle-loading artillery participated. The epoch of rifle guns had begun.
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[1] Pishchal — A Russian variety of gun. Initially, the term was used for artillery and largecaliber handguns of the arquebus type, and later for firearms with a long barrel and a butt of specific form
[2] Pood — Old Russian measure of weight equal to 16.38 kg
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The Development of Rifled Ordnance | Proceedings
Gentlemen:—With the introduction of the 8 inch converted rifle, the United States Navy has taken its first decided step in the practical development of a system of rifled ordnance; and it becomes a matter not only of interest but of the greatest importance to all naval officers, that they should be able to form a rational opinion of the value and probable results of this first experiment. We are all aware that in the composition of this ship's battery there is but little that is original with Americans; and in considering its details, those who have but lightly followed up the progress of rifle development in Europe find themselves lost in a maze of inquiries. Why, for example, is the Palliser mode of conversion taken instead of the Parsons? Why do we insert a tube into a gun of a large calibre instead of rifling and hooping an 8 inch smooth-bore on the old French plan? Why do we convert guns at all? If we build them, should they be of steel like the German, steel and wrought iron like the English, steel and cast iron like the French, or cast and wrought iron like our own Parrott guns? Should we have breech or muzzle loaders; mechanical fitting, expanding or compressing projectiles; regular or increasing twist, square headed or pointed solid shot &c.?
I wish that it were in my power to satisfactorily answer all or even a great part of the perfectly rational questions that might be asked on the subject of the proper system of ordnance to be adopted; but as ordnance stands to-day, apparently so nearly perfect and yet developed in different countries in systems almost directly opposed to each other in details, no one can do more than carefully review the courses pursued by different nations; become acquainted with the difficulties that have been encountered and with the changes that have been introduced to surmount them, and then, by comparing the systems, choose such parts as seem most to embody correct principles, and combine them into an economical and trustworthy system. This is the course which I shall attempt to follow in my lecture. To enter fully into a discussion of the development of the different systems would carry me far beyond the limits of an evening discourse; I shall therefore restrict myself to the history of rifled artillery, dating from the commencement of the Crimean war, I shall take the systems as adopted in France, England, Germany, Russia, Austria, Italy, and Spain, confining myself as much as possible to naval artillery, and follow each system up from the time of its inception until the present; and although I may contribute no new ideas, I trust that such as I do express, will be detailed connectedly and in such a manner as not to prove a trial to your patience.
In this historical record I give to France the place of honor, as I believe that to Colonel Treuille de Beaulieu of the French Artillery belongs the merit of having proposed the first successful system of rifling for heavy artillery, about 1842, No opportunity or rather necessity for the development of his ideas occurred until the breaking out of the Crimean war when several experimental guns were put in the field and embarked on the French cruisers. The first of these guns sent to sea were of a calibre of 16 c. m, or about 6 ½ inches. Although of the 16 c.m. calibre, these guns were cast to the dimensions of the service 22 c.m. smooth-bore; that is, they were not unlike the old 68 pounders, with 32 pounder bores. The twist of the rifling was from right to left, the reason for this arrangement being that the naval firing-ground at Gavre was on a beach with the water on the right, so that had the twist been to the right, projectiles would have drifted into the water and their records would thus have been imperfect. It would be well to remember this point, as at the present time the French navy rifle is the only one in the world aside from a few unimportant Italian field-pieces, having the twist from right to left. Their own army guns are all rifled in the opposite direction. They had two grooves of a regular twist, the origin being at the front end of the chamber, and at the extremities of the horizontal diameter. The reason of this arrangement was that spherical as well as rifled projectiles might be used in the gun without destroying the grooves; since, as you know, the scoring caused by the balloting of round shot in a bore is always at its bottom and top.
The grooves were of a curved shape, the bottom being of a long radius and connected to the bore by sharper arcs, the loading and driving sides being similar. The studs on the projectiles were two in number, opposite the centre of gravity and cast in one with the shot, being finished to a size and shape such as would enable them to move easily in the grooves without jamming. This then was their first gun, and in this shape the experimental one first tested at Gavre stood one thousand rounds without bursting, while there was no noticeable deterioration of the grooves until after the six hundredth. In the course of experiments however, it was found that there was a great liability of the guns to burst without warning and after only a few rounds, and in 1858 we find several changes introduced; and here it is interesting to note the attempts to cure the gun of bursting. It was noticed that fractures were determined in the grooves and near the seat of the shot; so first we see the ingenious application of the increasing twist, commencing at nothing, so as to allow the shot to get started, and gradually increasing to the full twist at the muzzle. Then, since the planes of weakness caused by the grooves were opposite each other, we find another change, to three equidistant grooves, the grooves being made shallower. At first the origin of one of the grooves was at the top of the bore, so as to allow spherical shot to be fired. But here was a new difficulty. The vent opened into this groove, and the blast escaping through it rapidly destroyed its edges; so the position was reversed and the groove commenced at the bottom of the bore. Again, it had been noticed that owing to the loose fit of the shot it wobbled or was irregular in its flight. Here was introduced a decidedly novel improvement. The stud on the shot was decreased in size and on its driving side a zinc attachment was dovetailed. The object of this is plain. Zinc being very soft, when the shot started the edge of the groove sheared it so that before going far it became wedged firmly by the overriding of the stud. In order to make this shearing process certain, the driving side of the groove was cut square, the sharp edge being beveled off slightly to assist the overriding. When this had been done a new trouble showed itself. It was found that the sharp corner at the bottom of the driving side made the gun liable to crack there, so we find them compromising a little and making a curve at this angle. About this time the army discovered the idea of centering shots on the simple principle of the resolution of forces, and bear in mind the distinction between their idea and that of Commander Scott which will be detailed farther on. In the army, the driving side of the groove was made in an inclined plane perpendicular to the resultant of the forces acting on the stud, so that the shot instead of depending on the shearing of the stud for firmness, turned into a section of a smaller diameter. The navy people saw a flaw in this idea in the great increase of strain on the walls of the gun caused by the wedge-like action of the shot, so, as I said before, they seem to have compromised by a curve on the driving side of a less radius than that on the loading, thus making the bursting strain less directly radial in its action. This groove, the idea of naval officers, was what is known as the "anse de pannier" or basket handle, and is the one which under a modified form was adopted as the English Woolwich groove. It was never changed in the French navy and is the groove now used with their mechanical fitting projectiles.
While these experiments had been carried on, it had been found that the zinc part of the stud did not need the iron reinforcement, so it was abandoned; the shot were cast plain and the zinc stud was afterwards swedged into a countersunk hole. Ever since the commencement of the experiments, great trouble had been experienced with the breaking up of shot in the bore, and for a long time the trouble could not be accounted for, as the shot were made of the best material; but finally it was found to be owing to the thumping of the shot in the bore. Remember that there was but one row of studs on the shot so that the ends were free to wobble, and by bumping along the bore the base was cracked, and of course the shot broke up.
The first suggestion would naturally be, apply another row of studs; but this was impossible with the increasing twist, as both sets would not of course take the driving edge. To remedy this a smaller row of studs or buttons was put on the rear of the shot in such a manner, that when it was first entered into the bore the main studs and these "plaques isolantes" or steadying buttons both rode in freely, but when the shot was home, the stud being properly in its seat, the button bore hard on the driving side. Being much thinner it sheared very easily and so allowed the main stud to get a bearing and the shot came out straight. This was an effectual remedy for the breaking of shot. We have now brought the experiments down to 1859 at which time the 17 c. m. gun was introduced; this and higher calibers being given five grooves. At this time the idea of hooping guns was borrowed from England. This was accomplished by turning down the reinforce of the gun until it was cylindrical and then shrinking on hoops of soft puddled steel, the hooped part at first only coming as far forward as the trunnions, but, as charges and length of projectiles increased, the guns were cast without trunnions, and these were made up with one of the hoops. Great advantages were found from hooping. The gun was found to be greatly strengthened without the addition of much weight, the pieces did not fly about much when the gun burst and it was found that the gun would give a warning before bursting by a separation of the hoops. In 1860, immediately after the adoption of hoops, experiments were made in breech-loading and a system was adopted.
The gun being bored completely through was hooped, the last hoop being much heavier than the others and made with greater care. The breech mechanism was of the type known as the slotted screw. That is, a male screw-thread being cut on the breech-plug and a female one in its seat, three sectors of 60° each were cut out so that the plug could be pushed in and locked by one sixth of a turn. Through the axis of the plug ran an arm having at its outer end a handle, which served to push in or pull out the plug. On its inner end was a piece called the gas-check carrier. This was of steel and all except the front- portion was of the diameter of the plug seat. Three scores were cut in the circumference of this carrier corresponding to the screw sectors, which kept the carrier from turning when the plug was in place. This was necessary in order not to disturb the gas-check when it had been carefully jammed into place. The gas-check was made of a single piece of sheet-steel, hot pressed into shape. It was circular with a turned up and bearded edge. A circular piece was cut from the centre and the check was held in place by a broad-headed screw which made a tight joint. The breechblock was hollowed out in order to make it as light as possible without weakening it, but even this was not found sufficient to allow the block to be handled easily. In order to overcome this difficulty a heavy piece of bronze was bolted to the right and below the rear of the bore. This piece of bronze had a groove, in which travelled a saddle so shaped as to receive and hold the breech-block when withdrawn; by pulling to the right the block and saddle were slid aside and the bore was unmasked. A small iron plate shaped to the bottom of the bore was then pushed in until it took against the seat of the gas-check, so that its upper surface was flush with the bottom of the bore and carried a prolongation of the lower groove which served to guide the projectile to its seat in loading. There was danger, in loading, of pushing the projectile in too far, and to remedy this a short section of the lower groove was cut back making a little seat. On the projectile and alongside the "plaque isolante" a smaller button was dovetailed which brought up in this seat when the shot was home and was completely sheared off when it started out. In 1866 the sliding saddle was changed to the hinged one similar in its mode of working to that of our breech-loading three inch rifle. Since with breech loaders it became necessary to use great care against premature discharge and firing with the plug only partially locked, an arrangement was made which on locking caught and held the opening lever. Near this was an arrangement through which the primer lanyard rove and was firmly held until the locking lever released it. In addition, a small iron plate covered the vent until the breech was locked. All these attachments worked automatically by being touched by the locking lever when firmly in place.
At this time a slight change was made in the studs and grooves, the former, for the heavier patterns, were made of brass instead of zinc, and were a neat fit in the grooves when home. The grooves were made decreasing in depth from the seat of the shot to the muzzle so that the studs were pinched slightly. About this time, 1865, breech-loaders were definitely adopted as the service navy gun, and the calibres were increased up to 27 c. m. or 10 ½ inches. In 1865, Mr. Parsons, an Englishman, submitted a plan to the French government for strengthening guns by inserting a steel tube from the rear. A gun strengthened on this plan was tested at Gavre and showed a remarkable endurance. The French seeing at once a great advantage in this idea adopted it and worked it up. There was another point over which the French had studied for a long time. It was well known that the violent rush of gas through a windage ring causes quick deterioration of the bore. Many plans had been suggested for overcoming this difficulty and the first results from experiment appeared in 1871 when a new system was adopted full fledged. The calibres established for this system were 32, 27,24, 19 and 14 c. m., or 12 ½, 10 ½, 9 4-10, 7 4-10, and 5 ½ inches. These guns like those already described were of cast iron and hooped, and in addition were tubed on the Parsons plan, the tube being of Bessemer steel tempered in oil. The length of the tube corresponded to the length of the hooped section and it was secured in place by screw-threads worked on the rear end. They were breech-loaders as already described. The great change however was in the substitution of the compressing for the mechanical fitting projectiles. The number of grooves corresponded to the number of centimeters of calibre, or, when this was an uneven number, to the number plus one. I have called these grooves, although properly speaking they were ribs, this name for the projections being certainly more definite than the literal translation of the French term, "rayures saillantes," or projecting grooves. These ribs were equally spaced with square edges, the rib and bore being connected by an arc of small radius. The twist was increasing. The projectile was furnished with two belts, the forward one being of the diameter across the ribs and simply serving to hold the nose of the projectile in place, the rear one was of the diameter of the bore, the ribs cutting into it and giving the twist to the shot. These belts were made of brass and dovetailed into the shot. This, then, is the gun as fully developed up to the present time. It will be noticed that throughout the course of this development, the French held fast to a cast-iron body for the gun. They had two good reasons for it. First, there were no manufacturers in France who could produce steel of a proper quality in the required large masses and it would have been to the last degree impolitic to trust to foreign manufacturers. Again, throughout the whole course they, seemed to have an eye to the conversion of all their great stock of heavy smooth bores, which in a measure accounts for the careful nursing of the cast-iron. Here is a point that may well be soberly considered by those officers who sneer at the idea of doctoring up smooth bores. If such you meet, you may well cite to them the example of France, who is to-day contending for supremacy in ordnance power making new guns of cast-iron and still using effectively her old converted ones. I will here mention that the cast-iron system is not the final one of the French. Steel is their metal and they are now slowly introducing steel heavy guns, built I believe on the Vavasseur plan of hooping. This change cannot be called completed yet, however, as the steel is not considered fully enough worked up for the heavy calibres. Another point of interest is the tenacity with which they clung to the mechanical fitting projectile, doctoring studs and grooves and working against great odds until the minds of experimenters were fairly forced out of the rut they had been traveling in, when at once comes the radical change to the compression system. To sum up the French development then, that of the gun may be divided into five periods: 1st. that of the old smooth bore converted into a rifle by cutting two grooves in the bore, then the application of hoops to the outside, then the change from muzzle to breech loaders, then the introduction of the steel tube and finally the change now in progress, to an all steel gun. With the rifling; we have first the regular and then the increasing twist. With the grooves; first the similar sided curve and two grooves, then the bluff fronted followed by the anse de pannier groove, the change to three and afterward to five grooves, and finally the multi-groove system for the compressing projectile. With the studs; first cast iron in one with the body, then zinc reinforced by cast iron, then zinc alone, then the plaque isolante, then the button for breech-loading, then the brass snug fitting stud, and finally the belt.
I will now consider the English development. Before entering on this part of the lecture I wish to emphasize the point, that in France, while following the same system in the main, the army and the navy worked independently of each other, each one building its own guns. In England matters are managed differently. The navy at first had nothing to do with the guns. They were designed, manufactured and even put aboard ships by the army. Finally, after Commander Scott and a few other naval officers had patiently labored until the war office was obliged to take some notice of them, the navy was allowed to suggest what it thought proper for its armament; but beyond that it has not been allowed to go; as witness a request of the admiralty to the war office for a gun that shall pierce twenty inches of iron at one thousand yards. Their request was acceded to, and the army is now making the final experiments with the navy eighty-one ton gun. I sincerely hope that American naval officers may always be given credit for being able to do their own work, and I might add that I hope that they will see to it that the credit is not misplaced.
We cannot with the English rifle as with the French, enter at once into the discussion of naval guns. Whether rifles were used aboard ship during the Crimean war or not I am unable to state but I think not; the first bona fide English rifle, however, used in service was the Lancaster gun, so named from the system of rifling proposed by the inventor Mr. Lancaster. The first of these guns tried at Shoeburyness was an eight inch cast-iron gun strengthened at the chase and muzzle with wrought iron hoops, the bore being oval in section. It stood the test quite well and a number of eight inch and sixty-eight pounders were immediately rifled but not strengthened and sent to the front. It had been found that cast-iron projectiles would invariably break up in the bore as there was no twist in their shape to correspond to that of the bore nor could there be since it was an increasing twist. Wrought-iron projectiles were, therefore, supplied. This type of gun almost completely failed, as the gun invariably broke up at the forward part of the chase. They were used, however, and quite effectively after the chase had been blown away as howitzers in the parallels before Sebastopol. Mr. Lancaster afterward changed the twist of his rifling to a regular one and altered the shape of the projectile, but his system was never able to contend with the others presented. About the time of the introduction of the Lancaster gun Mr. Armstrong presented his system of breech-loaders. These guns were found good in every respect as field pieces and were formally adopted into service in 1858, Mr. Armstrong being shortly afterward knighted and appointed Superintendent of the Royal Gun factories. In order to follow up the development more clearly I will consider the changes in the different portions of the gun separately, commencing with the development of the groove. As before stated Lancaster's groove or rather oval bore with an increasing twist proved a failure, and the next in order is Armstrong's style of multi-groove for compressing projectile. As submitted in his early patterns, this groove was saw-toothed in shape, the driving side being radial to the centre of the bore and the loading side curved off. The number of grooves varied with the caliber of the gun from thirty-six to seventy-six and bad a regular twist. This system of grooves for the Armstrong breech loader has never been changed. In 1863 an Ordnance Special Committee was appointed to decide upon the respective merits of the Armstrong and Whitworth systems. In this contest three styles of grooves were presented. Whitworth's was hexagonal, a form with which you are no doubt all acquainted since it is one of the distinct features of his gun, differing from that of any other gun in the world. Armstrong's grooves were, the one just described, and the shunt groove for muzzle-loaders; an ingenious arrangement for centering shots. This groove was a double one, the driving half being shallower than the loading, gradually growing into the latter towards the seat of the projectile. The projectile being inserted into the muzzle with the studs in the loading side went home quite easily, being shunted off to the driving side by a slight cant of the loading side at the bottom of the bore. As in coming out it constantly met the driving side it gradually rose up into the shallower part where it was firmly pinched and centered. The result of the contest was in favor of the Armstrong systems, that is the breech-loader with the multi-groove and regular twist, with lead coated projectiles for the light guns and the muzzle-loader with shunt grooves, regular twist and soft metal studs for the heavier. Both of these patterns were introduced at once into the navy. The shunt groove was found objectionable in the following points.
It was complex, requiring great care in cutting. The projectile met with a sudden increase of resistance which endangered the life of the gun at its weakest part, near the muzzle, and the studs tended to override the grooves thus making the accuracy uncertain. As at this time the government had decided to adopt muzzle loaders for the heavy calibres, it became necessary amongst other things to find a suitable groove. Guns rifled on different principles were submitted to a competitive test. The most prominent of these systems were the Lancaster, Whitworth, Armstrong, Scott, Britten and French anse de pannier. I will here remark that of the ten or a dozen systems submitted but one was due to the genius of a British officer, that of Commander Scott of the Royal navy. His groove came very near winning in the contest and met with unqualified praise. It was a centering groove, constructed on scientific principles and certainly accomplished all that was demanded of it. The system submitted by Britten was suspiciously like our own Parrott rifling, being equally spaced rectangular rifling intended for a projectile with an expanding base-ring. It was condemned on account of the liability of the base-ring to fly to pieces. The contest resulted in favor of the Scott and French systems, Whitworth's being inseparable from his gun. Of the two successful grooves a compromise seems to have been made resulting in the Woolwich groove, which differs but slightly from the French navy groove. This is the groove as it stands to-day for all muzzle-loaders in the English service save the old Armstrong shunt guns which are still in use although none are manufactured. With regard to the pitch of the rifling, Armstrong had always used a regular twist but when the French groove was adopted the increasing twist seems to have been taken with it. Later, however, a return was made to the regular twist for all guns below a calibre of seven inches, above that the twist is increasing in order to distribute the strain better along the bore. I will now turn for a moment to the projectile. The segment shell, familiar to you all, was of Armstrong's invention and intended simply to present solidity enough for impact with breaking up power enough to serve also as shrapnel. The outer coating of lead of this projectile was about 1-10 of an inch in thickness, into which the grooves or fine teeth of the rifling cut. This shell was only used with the breech-loader. For the shunt groove a double row of gun metal studs was used. Studs are of course necessary with the Woolwich groove and since the twist is increasing for the heavier calibres, the rear studs served simply as bearings for the rear of the projectile, while the front studs gave the spin to the shot. For a long time great trouble was experienced with the action of the projectile. No doubt all of you have often read the discussions on the wobbling of the shot, and the battering of the bottom of the bore. Steel tubes were found to crack and become used up much faster than their strength seemed to warrant, and for a long time the excuse of poor steel was made; but evidently this excuse would not answer, for two reasons. First they used the best steel in the world and then the tubes always split in the same place. The true reason was this. Owing to the increasing twist, the rows of studs had to be quite close to each other to prevent the rear ones from overriding the loading side of the groove, so that the projectile was almost hung by its middle. It will be remembered that the French found difficulty with their single row of studs, in the shot breaking up through wobbling and they prevented it by adopting the "plaque isolante." Just why the English did not do the same thing long ago, I do not know, unless it was through obstinacy of the artillery officers who would not give up their plea of weak steel. However, they were all the time seeking a remedy not for the steel, but for the projectile and finally found it in adopting what they call a copper gas check, that is, a copper disc is bolted to the base of the projectile, which, if the projectile tends to thump, acts as a soft fender while being expanded by the explosion it stops up the windage ring and steadies the base of the projectile. This is the condition of the projectile at present, and if my opinion can be considered worth anything I should say that at least with the calibers below twelve inches it would be better to drop their mechanical fit projectiles and adopt the expanding base-ring on our system, instead of making a compromise between the two. If their copper gas-check can give the spin to their projectiles, and it certainly ought to if properly applied, the studs are useless. In 1867, Major Palliser introduced the chilled headed projectile which only differs from others in having the head chilled in a cast iron mould thus making it very hard. This is the present style of armor punching shot. I will now go back to the development of the gun. I mentioned that after the failure of the Lancaster gun, the Armstrong pattern was adopted. This gun was made up of a steel tube strengthened by wrought-iron coils. The merit of strengthening guns by hooping, in England, belongs to Captain Blakely, from whom I think that there is little doubt that Armstrong took his first ideas. They had a long controversy over the matter which was never definitely settled. There is this much, however, in favor of Armstrong, that his hoops were the first coiled ones introduced in England, and I think that the idea of coiled hoops instead of welded ones is his. His breech-closing apparatus consisted of a steel block which was dropped into a vertical hole through the gun in the plane of the bottom of the chamber, and was pressed against the bottom of the bore by a hollow tube working in a screw-thread in the direction of the axis of the bore; the screw was set up by a crank on its end, the crank being very heavy and working freely through a small arc so that the joint could be tightened or loosened by the shock of driving the crank around. This gun has remained almost unchanged ever since as a light piece for broadside and boat service. The navy found a great deal of fault with it at first and to satisfy this branch of the service, a mechanism of slightly different character was introduced known as the wedge gun. This was found to be worse than the other, however, and has gone out of service. In 1863, an Ordnance Select Committee was appointed to decide upon the merits of different systems of guns, projectiles &c., and in this contest Armstrong won. Many will doubtless remember the bitter newspaper war that was waged from '63 to '70, on account of the decisions of this committee. Whitworth has always found many supporters, not only in England but all over the world, until last year when his twelve inch steel gun tested in France completely failed in endurance. In 1865, the English government decided to adopt muzzle loading for all heavy calibers, while for the lighter ones the Armstrong breech-loader was retained. The Armstrong method of construction was also definitively adopted. This was essentially the steel tube with wrought-iron coils, the number and size of coils increasing with the caliber. The breech piece was forged in one, altering the direction of the grain of the iron in order to give greater longitudinal strength. The coils butted against each other and the layers covered joints. In 1867, Mr. Frazer modified the construction by doing away with the forged breech-piece and substituting a few large coils for the many small ones. Shortly afterwards Mr. Anderson farther improved the system by hooking the coils and since then the system has remained unchanged. In 1863, Major Palliser presented his plan for converting smooth bores, by means of inserting a reinforced coiled wrought iron tube from the muzzle, and securing it in place by a muzzle-ring. The plan was found to be excellent in every particular and was at once adopted. All the old guns, amounting I believe to about twelve hundred, 8 and 6 inch, that have been converted and sent into service, are rifled on this plan; with the Woolwich groove of course. This then constitutes the main part of the history of the development of rifled Ordnance in England. Unlike that of France we see that the original ideas are almost entirely those of civilians, and they have been numberless. While the French carefully worked out a system having an eye always to the strictest economy, the English at once plunged into a series of costly experiments. Puzzled and distracted by the many and radically different systems, it was with difficulty that she chose from the many a single system, and although she finally succeeded, it has been at great cost and has involved her artillery in a complexity of calibers and designs puzzling even to the English. To name them all would be almost useless and I confine myself to the different calibers of Naval Artillery, omitting the patterns. The Armstrong breech-loaders are the 6, 12, 20, 40 and 64 pounders, and the 7 inch or 110 pounders. The muzzle loaders are the 7 pounder bronze and steel, 9, 40 and 64 pounder Woolwich and the 64 pounder shunt guns, the 7, 8, 9, 10, 11 and 12 inch Woolwich guns, to which will soon be added the 16 inch making in all 19 patterns, not counting sub-divisions, as against the 6 or 8 in the French service.
The next country to be considered is Germany and you may thank Herr Krupp and German economy that I cannot find systems and changes enough to try your patience to a great extent. Prussia, like all other European countries, has carried on unimportant experiments in rifling bronze and cast iron guns for the past forty or fifty years, but I cannot find that anything worthy of mention was developed before 1859 or '60 when Krupp presented patterns of muzzle and breech loaders. The muzzle-loaders were at first cast-iron reinforced by steel and afterwards steel guns, but I will omit descriptions of these as they were soon dropped for breech loaders. Since that time this firm seems to have enjoyed the monopoly of developing rifled ordnance in Germany under the superintendence of government. The firm claims a secret method of preparing their steel, but of late years the outside world has inclined to the opinion that the only secret about the metal is that the firm are very careful, and strictly honest in their contracts. The first style of breech-loading gun, presented by Krupp, as far as I have been able to judge, was what might be called the infant from which the present model has grown. The breech of the gun had a transverse slot in it, square in front and hexagonal at the back. Into this slot a wedge fitted, having pivoted at its large end a lever for loosening it after the discharge. The wedge was lightened as much as possible and to save the trouble of withdrawing it completely, a hole of the size of the bore was cut out of the part of the small end that was masked by the wall of the gun when it was pushed home. I cannot warrant this description as being accurate, although it is taken from what purports to be Krupp's English patent. I am inclined to doubt its accuracy for the reason that I think there must have been some kind of a lock on the lever to hold the wedge in place during the discharge. I think also that there must have been a small chain or stop attached to the wedge to limit the withdrawal, so that the gunners could not accidentally pull the wedge all the way out and let it drop on the ground. The next pattern or possibly, it may be the first in point of time, was on the principle of Wahrendorff's mechanism, and here I will state that the Swedish Baron Wahrendorff is the real father of the present Krupp system, he having first shown the world the method of giving twist to a rifled shot by means of the lead coat and compressing system, besides the fact that his gun was similar in principle to the one about to be described. This system, known in Prussia as the Piston closure, was made secure by a keyed nut. The gun was bored completely through and a smaller transverse hole was bored at right-angles to the bottom of the bore. The breech-plug consisted of a heavy, short shaft with a disc on the end not unlike a piston and rod. The disc being pushed in from the rear formed the bottom of the bore when home. After it was in place it was keyed by a heavy cylindrical bar fitting through the transverse hole in the gun and a corresponding hole in the piston rod. A sort of door hinged across the face of the breech and when closed the end of the piston-rod projected through it. On this end a screw thread was cut and a sort of nut with a conveniently sized handle when screwed against this door set all the parts tight against the big transverse key. A chain attached to the key prevented it from being drawn back any farther than was necessary to release the piston. This system seems clumsy at first, but its manipulation was easy. Suppose for example that the gun had just been fired. A half turn back of the nut loosened the key which was pulled back the length of the chain; then by pulling straight back, the piston was withdrawn until the head struck the door which opened, swung the block aside and unmasked the bore. This system bears date 1861. The next improvement was what is known as the Kreiner system. In this a rectangular hole was cut through the gun transversely at the bottom of the bore. In this hole fitted two wedges having their inclined faces towards each other. Now it will be easily seen that by pushing the wedges in contrary directions the thickness of the two was increased or diminished. A short round arm projected from one wedge having a screw-thread cut on it, on which worked a nut which rested against the side of the gun. By turning this nut the wedge of course was moved. The other wedge was held fast by a collar which clasped the screw-shaft. The larger wedge was hollowed out on the masked part so as to admit of putting the load through it without pulling the wedges all the way out. This system was adopted in 1864 and is still, I believe, in vogue for light pieces; but when the heavy calibers were built, the well-known cylindro-prismatic or Krupp wedge was introduced. This was a single wedge, square in front and rounded at the back. The rear section of the slot was inclined at a slight angle to correspond with the slanting face of the wedge. On the back and at one end was the locking arrangement which was nothing more than a screw-shaft provided with half threads which travelled in female threads in the gun wall. These served both to lock and to set up or loosen the wedge. In the heavier calibers where the wedge is too heavy to be manipulated by hand there is another screw-shaft with a full thread working in the same manner in female threads and thus serving to traverse the block in or out. This is the Krupp gun of to-day. In the development of this idea we see, like the French, a system first carefully studied and adopted and then worked up. Unlike the French though, it commenced with an entirely new gun and while the French took cast-iron because they could not make the steel, and the English chose steel and wrought-iron probably more on account of Armstrong's powerful influence and reputation than anything else, the Germans went at once to work with the best and costliest material: they have brought forth an excellent system and apparently with less hindrance and false experiments than other nations, but precisely what and how many mistakes they have made it is probable no one will ever find out.
Next in the order of naval importance comes Russia. At the time of this rifle fever throughout Europe which may fairly be said to have infected the whole continent in 1860, Russia was in a similar position to the United States to-day. She had neither the work-shops nor experience necessary to turn out a good and original system. But she was not behind hand in the race, and after a short examination of the different growing systems she adopted the French; probably on account of its simplicity and economy and its adaptation to smooth bores. By 1864 she had converted a great many of her smooth bores. Then came a short season of muzzle loaders and shunt rifling which had as it were come into fashion all over Europe, and she came near adopting the Armstrong system throughout; but after the German war of 1867 she became enamored of the Krupp system and definitively adopted it. For some time she was totally dependent upon Krupp's factory, but with admirable energy she turned her whole attention to steel manufacture and in 1871 she could show a breech loader made of steel, claimed to be better than Krupp's. As far as experiment has been able to test it, it has shown itself at least equal to it. For light guns the breech-block is adopted from the Swiss system, which is almost identical with the Krupp, except that the block is rectangular instead of cylindro-prismatic. For heavier calibers the Kreiner system is used, differing from German guns in having the locking screw between the wedges so as to work both instead of but one, a simple and important improvement. For her heaviest calibers the Krupp system is used, differing slightly in a few minor details. For the comfort of Americans who so long clung to the idea that the smashing effect of huge spherical projectiles was superior to the penetrating effect of rifled ones, I will remark, that as late as 1871 I believe, the heaviest of Russia's iron clads the "Czar Peter the Great" was intended to carry a battery of twenty inch Rodman guns which with the fifteen inch had been definitively adopted into the Russian service.
Austria is the next country. In 1861, this country started out on independent experiments with gun cotton, and for a time bid fair to introduce a system of Artillery radically different from any other; but owing to frequent accidents with the gun-cotton, the idea was abandoned in 1869. She then found herself behindhand in the race and looked about for some system to borrow. Her smooth bores were, I believe, converted on the French plan while her navy was supplied with Armstrong rifles. These form her naval battery now, the majority of the guns being muzzle-loading shunt rifles. For light guns she adopted Krupp's Kreiner system, but owing to its cost and the dependent position it placed her in with regard to Prussia, she experimented with guns of her own, and by 1874, General Uchatius had perfected his improvement in bronze, and light batteries of steel bronze were introduced. The metal is ordinary bronze, cast in a sort of semi chill mould under pressure, the ingots after boring being put in a state of tension by driving mandrils through the bore. It seems that this metal cannot be applied to heavy calibers on account of the great cost of the large masses, and it will probably not find its way into the navy in calibers heavier than three inches.
We can hardly say that there was such a country as modern Italy previous to 1861. Her artillery at the time of the consolidation of the kingdom was in a very mixed state and even now it is not reduced to proper shape. In her navy, however, Armstrong guns are found almost exclusively, the majority being muzzle-loading shunt guns except the very heavy ones which carry the Woolwich grooves. This country cannot however be passed by without giving honorable mention to Colonel Cavalli of the Sardinian service, who in 1846 presented a reliable breech-loader which until the rifle fever broke out found great favor throughout Europe. It was a cast-iron gun with two grooves on Colonel de Beaulieu's plan. The breech-closing arrangement was a simple wedge, sliding transversely into place, but having no lock to hold it. It was always displaced by the discharge but never to a great extent. The bore of the gun extended all the way through, and in case the wedge stuck fast it was loosened by prying with a hand spike inserted from the rear and fitting in a notch in the back of the wedge. There was a handle on each end, one of them being formed in a loop so as to allow the load to be passed through it.
Spain has no artillery of her own. Her smooth-bores were converted on the French plan with steel hoops, and in her Navy the Armstrong is the principal gun, although many Whitworth and Blakely rifles are found. In making up her battery she did not appear to follow any system exclusively but purchased as she needed from England. I believe that she has no Krupp guns.
Her army however has made many good improvements in minor points and they have facilities for building heavy guns. It is cheaper however, to go into foreign markets.
I have thus reviewed the Artillery of the chief nations of Europe, and find that there are three main systems. The French breech-loader, the English muzzle-loader, and the German breech-loader. All others are offshoots from these, and the question that we have to settle is, can we invent a better one of our own, or shall we adopt one of these. Now let us see in what direction our prejudices lie. The Parrott gun has been our only one, if we throw out the few rifled cast-iron guns which were only used on a small scale during the war. This Parrott system did us good service during our war but the unfortunate explosions at Fort Fisher may be said to have killed it, the more so as every cue knows that it was only accepted provisionally, until we could get a better one. I think that if the question of efficacy was put to vote here now amongst you, the verdict would be an unsparing condemnation of a system based on the Parrott gun. I propose the English system; and am I not right in the assertion that most here would shake their heads at it? Have we not read the alarming tales of England's cemetery of suicides? Do we not see almost daily complaints of the great extravagance, the perversity of the English "artillery ring," the faulty studs, and the thousand and one other lame points heralded forth by English journals? And then are we not prone to say that her principle is wrong; that it is no use putting this stretchy wrought-iron around steel. No, you say we should not take England's pattern as long as even she is dissatisfied with it. And what do you say to French? Well we don't hear much about French guns, and then they use cast iron, and haven't all the books for the past fifteen years been condemning cast-iron for rifles? Then again don't we know that France is going to use steel, as soon as she can make it of the proper quality? No, that won't do. Well, how will Krupp's gun do. Now there is something like a gun. Steel is the best metal of all, that we know. Then Germany certainly ought to know what is best, for has she not frightened half the world with her military perfection? Have not Russia, Austria, Turkey, Egypt, Japan, Chili, Peru, and a dozen other nations gone to her market for rifles? Does not Krupp boast that England dare not bring on her system for a competitive trial, and have we not ourselves seen that beautiful 35 c.m. gun, shining like a new dollar, with a breech-mechanism that works to perfection? That is the gun for us—if we only could build it. But we can't make the steel. What shall we do, for of all the systems that is the only one absolutely without a flaw. I think that I make no false hypothesis in stating that these are the opinions of the majority. But let us go slowly for a moment and consider. Now you all are absolutely certain that cast-iron is not fit for a rifle; that goes without saying. Well! At this moment, in Italy, a gun of ninety tons weight, intended to throw a projectile weighing seventeen hundred and sixty lbs, with a charge of three hundred and thirty lbs, is being built and it is to be made of cast-iron; not tubed, but hooped over the seat of the charge. Russia, to-day is building a sixty-four ton gun with a cast-iron body. France has already her thirty-five ton breech-loading cast-iron guns. Would it not be well to hold back our judgments a little? Hasty people are the ones who have said that cast-iron is too weak, and while they have been making an uproar the students have tamed the powder until the metal will hold it. So much for the boasted superiority of steel. And if our cast-iron is strong enough, and it should be, for no country can show better, Ave can throw Germany and England out at once.
Do we want breech or muzzle loaders? This is a question that has not been fully solved, but I think that we might go the way of the world. This ninety ton gun that I spoke of is a breech-loader. The Russian sixty-four ton gun ditto. The French thirty-five ton guns the same, and now, in muzzle-loading England, Armstrong presents his twelve inch breech-loader. If then the navies of the world want breech-loaders, so do we. In the same way and for the same reason let our breech-loaders be on the French plan. All the heavy before-mentioned guns are, and when the world agrees we had best follow. But you ask, why don't we make breechloaders of the eleven inch guns. It may be accounted for I suppose by quoting the French saw "Le jeu ue vaut pas la chandelle." Those who are in favor of putting breech mechanism in the eight inch rifle, must not grumble at the three inch. You ask then, why make breech-loaders of the one hundred pounder Parrotts? Go back to Fort Fisher and you will see. The weak part is cut out and the gun strengthened and in making a breech-loader of it we can see just how to make one that will be effectual, on a larger scale. These eighty pounders, which I fear some are inclined to sneer at before looking at, are experimental guns. We are trying an experiment that we know will not spoil the gun and which may better it. In fact, gentlemen, I think that I can state with certainty that we are not engaged in foolishness in these few weak first steps. Remember, you who would criticize, that criticism of ordnance is at present delicate business for the best informed. We have converted eleven inch smooth-bores into rifles on the Palliser system because after a test of more than ten years it has proved to be as safe and efficient as the best, and absolutely the cheapest method. We have made them into eight inch instead of nine inch because the difference in power between the two calibers is not sufficient to counterbalance the increase in cost of ammunition and the increased difficulty of handling the greater weight. But with that weight of metal as it stands, eight inches is better than nine. We have mounted those guns on hydraulic-recoil geared carriages just to see for ourselves how to make such carriages for heavy calibers. And now it remains to watch carefully for the result. Failure there cannot be, imperfect success there no doubt will be, and when that imperfection has been cured we shall be ready to take another step but not before. Another word and I will finish. I think that the majority of those who only read of the progress of ordnance from time to time are prejudiced in favor of the Krupp system. There is something sublimely indefinite about it; and just for that reason I advise you all to study it closely. You know the minutest details of every English failure. French mistakes leak out, but if we go by what we casually see there is no such thing as a faulty Krupp gun. The truth is this; Krupp could originally throw a greater strain on his steel gun than other nations could on theirs and so when the battle began, the marvelous velocities and calibres of Krupp took the world by storm; but other nations while holding to their systems, worked up their powder until they also could get the high velocities, and now we see Krupp using steel where cast-iron will do as well. I do not condemn this system in the least, but I only wish to show to those who may be such firm believers in German Artillery that while it may be the strongest in the world, that very strength may be a weakness in that it increases the cost without giving a proportional benefit. To those who favor England I suggest a careful consideration of the immense difficulties that we must encounter in order to take such a system. We have no Government shops in which such guns can be built. No private firm would undertake the construction with such slight guarantees as we could offer. Above all, skillful as our mechanics are, they cannot at once enter into the construction of such refined ordnance, and neither time nor expense can be spared for instruction. Journalists have no doubt greatly magnified the faults of the system but still the facts alone are sufficient to make us hesitate about such a serious matter as the adoption of a system. To those who favor the French system I offer the warning, that the life of a French gun is short. Although it may be fully proved that cast-iron can serve the purpose, it still is not safe with such powder as we have or as others have. To hoop and tube a large gun requires experience and money, and we have neither. Finally with regard to trusting to our own inventive genius; we must beware of England. We cannot encumber ourselves with false experiments and a multiplicity of calibers. There may be a man in the interior of Kentucky who never saw a ship, that might design a craft superior to anything afloat, but still you wouldn't go to a great expense to test his model, because you know that he has no experience to guide him. Just so with ordnance. Because a man can handle a shot gun, it is no reason that be can design a twelve inch rifle. In fact, rather the contrary, he is more liable to be guided by crotchets. Let us then make haste slowly with our judgment, and not jump at conclusions. There is no use in getting frightened because we haven't our thirty-five ton rifles. Why, if we had, we haven’t any ships to carry them to sea ; and take my word for it, when we have the vessels to carry the guns, the latter will be forthcoming; good reliable weapons with which we need not be afraid to back up our assertions. Just now all we have to do is to calmly and diligently study, and when the time comes, and Congress turns to us for help and gives us money to work with, let US be ready to jump to the front and work quickly and intelligently.
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Class Notes - Graduate Studies
From the November/December 2017 Issue
Karen Williams Lantner ’69 AM (see ’69).
Maryann Cale McGuire ’72 AM, ’75 PhD was named Goodwill International’s 2017 Volunteer Mission Leader of the Year. Her Atlanta-based entrepreneurship program for minority women is presently under review for adoption by Goodwill. A retired Coca-Cola executive, she had previously served a two-year tour as a Peace Corps volunteer working with her husband, Peter McGuire ’75 PhD, on economic development in Ukraine.
Dennis Butcher ’73 AM (see ’72).
Mary Hutchings Reed ’73 AM (see ’73).
Jack Bonner ’84 AM writes: “I continue to write for Kirkus Reviews and Asheville Poetry Review. I miss hearing from my peers in the writing program.”
Jose Estabil ’88 ScM (see Theresa Diaz ’82).
Lorraine Robinson ’96 AM was awarded an Honorable Mention Award for Excellence in Theatre Education by the 2017 Tony Awards.
Carolyn Ernst ’03 ScM, ’08 PhD (see Jeremy Smith ’01).
Stephanie Elson Bruneau ’06 AM is a beekeeper in Philadelphia and has written a book, The Benevolent Bee, published in July by Quarry Books.
Adam Emrich ’09 ScM and Mike Huang ’09 ScM (see Robb Hughes ’08).
Alec Pinkham ’09 ScM (see Jean Trescott Lambert ’68).
David Andrews ’12 AM writes: “I returned from South Dakota on another mission as a volunteer with the Veteran Service Corps (VSC). As a veteran of the Rhode Island National Guard, I volunteered with Veterans Stand in December of 2016. I traveled to North Dakota in February of this year to assist in building a camp in support of the Dakota Access Pipeline protesters and water protectors at the nearby Oceti Sakowin camp. The Cheyenne River Sioux tribe of North Dakota leased the land where we built this support camp, called Four Bands. As a result, VSC has formed a partnership with the Cheyenne River Sioux. My son, Willem, and I collected sports equipment to donate to them and stayed on their reservation for a few days. While there, we helped refurbish a youth community center and set up outbuildings for the Sundance Ritual. I am continuing to try to spread the word about the travesties occurring in the United States.”
Jinaabah Showa ’13 MAT (see ’11).
Mary Laski ’14 AM, John S. Warren ’14 AM, Sinnjinn Bucknell ’14 AM, and Rachel Eggleston ’15 AM (see Mary Laski ’13).
Ben LeVeque ’14 ScM (see Doug Sisk ’72).
Stephen Zins ’15 PhD (see Richard Zins ’75).
From the September/October 2017 Issue
Bob Blakely ’59 MAT (see ’58).
Marilyn Tarasiewicz Erickson ’59 AM (see ’57 and Bob Hummerstone ’57).
Marie O’Donahoe Kirn ’62 AM (see Patricia Checchia Abbatomarco ’57.)
Raoul Smith ’64 AM, ’68 PhD (see George Bryant ’63).
Charles Shumway ’66 AM (see ’58).
Nancy Turck ’68 AM (see Sally Kusnitz Horn ’68).
Joan Bartlam Turner-Coven ’69 AM (see Joan Tomaszewski ’67).
Stuart Horn ’70 ScM (see Sally Kusnitz Horn ’68).
Paul Schopf ’73 ScM (see ’71 and Jane Seigler ’73).
John Bowe ’86 ScM and Dorothy Faulstich Bowe ’86 are celebrating their 30th anniversary in September. They met in a summer Unix internals course in 1985. They have lived outside Boston since graduation. Their eldest child just graduated from Simmons College, and their youngest is a sophomore at Lafayette College.
Lisa Kusel ’88 AM will publish her third book, Rash, A Memoir in September (WiDo Publishing).
Gregory Gross ’89 AM, ’94 PhD, was named chief creative officer at Greater Than One, a pharmaceutical advertising agency in New York City. Greg joined Greater Than One in 2013 as executive creative director.
Rachel Sexton ’89 MAT was named chief of the Area Cooperative Educational Services Institute, a regional educational service center, one of six in the state of Connecticut. It has been serving the educational needs of the 25 communities in Greater New Haven for close to 50 years. More information on ACES can be found at www.aces.org.
Stephen Eskilson ’90 AM, ’95 PhD (see Arlene Brown Eskilson ’59).
Jennifer Jang ’95 AM, ’03 PhD, coauthored Discovering Princeton: A Photographic Guide with Five Walking Tours, published May 28 by Schiffer Publishing.
Jarrod Lynn ’07 ScM (see ’05).
Leslie Shimotakahara ’07 PhD’s debut novel, After the Bloom, was published by Dundurn Press and received a starred review in Booklist. More information can be found at http://www.leslieshimotakahara.com/
Nathanael Geman ’10 AM (see Diana Wollach ’10).
Taryn Martinez ’12 AM (see ’08).
Rachel Cronin ’17 MAT (see Taryn Martinez ’08).
Amanda Duffy ’17 PhD (see Allison Bernstein ’09).
From the July/August 2017 Issue
Jeng-Eng Lin ’76 PhD retired from George Mason Univ. and is an adjunct faculty member at Georgetown.
Zachary Antonio ’80 AM (see Bill Olney ’70).
Joseph Coughlin ’85 AM writes: “Emily Geanacopulos Coughlin ’84 was named 2017 Massachusetts Defense Lawyer of the Year by the Massachusetts Defense Lawyer Assoc. Founding partner of Boston-based Coughlin Betke LLP, Emily was recognized for her state and federal court trial experience involving construction-related litigation, employment liability, professional liability, products liability, and premises litigation. She serves as a national director on the board of directors of Defense Research Institute, the 22,000 member national organization representing the defense bar. Emily is also a member of the International Association of Defense Counsel and was selected to serve on the prestigious IADC Trial Academy faculty at Stanford University Law School in 2015, where she taught trial skills to defense lawyers from across the country. Joseph and Emily live with their two daughters in Boston’s western suburbs.
Matthew A. Root ’00 ScM (see ’99).
Christopher Marashlian ’04 ScM (see Jacqui Hogans ’03).
Sargon M. De Jesus ’08 ScM (see Prentiss De Jesus ’61).
Sara C. Emmenecker ’11 AM (see ’04).
From the May/June 2017 Issue
Lee Jacobus ’59 AM (see ’57).
Atle Gjelsvik ’60 ScM, ’62 PhD (see Carol Canner Gjelsvik ’59).
Paul Taylor ’61 PhD (see ’54).
Allen R. Dyer ’70 MMSc (see ’67).
Stuart Horn ’70 ScM (see Sally Kusnitz Horn ’68).
Stephen Tillman ’70 PhD (see ’65).
Ken Kobre ’71 AM, emeritus professor of photo and video journalism at San Francisco State Univ., won the NPPA Sprague Award in March 2017, the highest honor in the field of visual journalism recognizing an individual who advances and elevates the visual journalism profession.
Leslie Lawrence ’73 MAT writes: “I’m sorry to have lost touch with my cohort of would-be high school English teachers, and I’d love to hear from you. After teaching in a high school for two years, I earned an MFA in creative writing. Since then I’ve been writing and teaching (mostly college students and adults). My first book, The Death of Fred Astaire: And Other Essays From a Life Outside the Lines (SUNY Press), was featured in the BAM’s January/February 2017 Fresh Ink column.”
Denise S. Orenstein ’73 MAT will publish her fourth novel for children, Dirt, in July.
Mary Hutchings Reed ’73 AM (see ’73).
Ashley Cross ’89 AM, ’94 PhD writes “My book, Mary Robinson and the Genesis of Romanticism, was published by Routledge in August 2016. The book traces Mary Robinson’s entanglements with a majority of the major Romantic writers, including William Wordsworth, Samuel Taylor Coleridge, William Godwin, Mary Wollstonecraft, and Charlotte Smith.”
Annie Gjelsvik ’03 PhD (see Carol Canner Gjelsvik ’59).
Nicholas Bredie ’09 MFA will publish Not Constantinople in June. As a writer he lived and worked in Istanbul from 2010 to 2013. He is a university fellow at the Univ. of Southern California.
Talisha Ramchal ’12 ScM, and Maswazi Sihlabela ’15 ScM (see Jen Stone ’11).
From the March/April 2017 Issue
Loren Pennington ’56 AM (see David Durfee ’56).
Peter Sibley ’05 ScM (see Amy Koo ’04).
Clarissa J. Ceglio ’09 AM, ’15 PhD became an assistant professor of Digital Humanities and associate director of research for Greenhouse Studios/Scholarly Communications Design at UConn in fall 2016. She and her husband, Jack, live in Connecticut.
Rachel Philbrick ’16 (see Larry Philbrick, Jr. ’67).
From the January/February 2017 Issue
Charlie Shumway ’66 AM (see Jill Hirst Scobie ’58).
Judith Ginsberg ’68 AM (see Sally Kusnitz Horn ’68).
Martie Barylick ’69 MAT (see Sally Kusnitz Horn ’68).
Lois Hodgins Monteiro ’70 PhD (see Jill Hirst Scobie ’58).
Stephen Tillman ’70 PhD (see ’65).
Richard W. Vorder Bruegge ’91 PhD (see ’85).
Thalia Field ’95 MFA (see ’88).
Alva Rogers ’98 MFA is one of the stars of the classic film Daughters of the Dust, which was rereleased nationally on Nov. 18.
Jessica Knauss ’04 AM, ’08 PhD, published Seven Noble Knights: A Novel of Medieval Spain (Bagwyn Books, an imprint of the Arizona Center for Medieval and Renaissance Studies). In May she will give a reading at the Harvard Book Store.
Demetrious Harrington ’05, ’06 ScM (see Ellen Wernecke ’06).
Praowpan Tansitpong ’08 ScM is a faculty member at Mahidol Univ. in Thailand. Praowpan received a 2016 US-ASEAN Fulbright Visiting Scholar Fellowship to conduct health analytic research for improving the medical process for developing countries in the ASEAN (Association of Southeast Asian Nations) community.
William T. Shore ’09 ScM (see Rula Patterson Shore ’67).
From the November/December 2016 Issue
Marilyn Tarasiewicz Erickson ’59 AM (see ’57).
Marie O’Donahoe Kirn ’62 AM (see ’57).
Karen Lauter Feinberg ’66 AM (see Dave Connell ’61).
Jerry Coker ’79 AM writes: “I’m back in New England for Kay Cassill’s latest show in Orleans, on Cape Cod, at the end of June. Many of her paintings for this show were the older ones, reflecting the early years for the family in France, Iowa, and the Cape. Kay Cassill is the wife of the late R.V. Cassill, my mentor and friend when I attended the Brown Writing Program. It was wonderful to see her and her oldest son, Orin, and kick around Truro and Wellfleet again, and have a great dinner in P’town. For those of you who remember Verlin and Kay and the old house on the hill and have lost touch, check out her work and website at www.kaycassill.com
Marina Budhos’s ’87 AM novel Watched was published by Random House in September.
Honor Molloy‘s ’91 MFA play, Crackskull Row, had its world premiere in September as part of the 1st Irish Theatre Festival in New York City.
Padma Rajagopalan ’96 PhD, professor of chemical engineering in the College of Engineering at Virginia Tech, has been awarded the Robert E. Hord Jr. Professorship in chemical engineering by the Virginia Tech Board of Visitors. She joined the Virginia Tech faculty in 2007 and is a leader in the field of liver tissue engineering. Her work has been supported by the National Science Foundation, the National Institutes of Health, and the Environmental Protection Agency.
Steve Anglin ’03 ScM will be publishing his 500th book in 2016 as an executive editor at Apress Media of Springer Nature. Prior to Apress, Steve was also a publisher of two web-zines for O’Reilly Media.
Danfeng Yao ’04 ScM, ’08 PhD, associate professor of computer science in the College of Engineering at Virginia Tech, has been awarded the Elizabeth and James E. Turner Jr. ’56 Faculty Fellowship in Engineering by the Virginia Tech Board of Visitors. A member of the Virginia Tech faculty since 2010, she has made significant technical contributions to the field of cybersecurity. She has published 15 papers in peer-reviewed journals, three book chapters, and 53 peer-reviewed papers at top security conferences. She has been an associate editor of the IEEE Computer Society journal in cybersecurity. She was named Virginia Tech’s L-3 Cyber Faculty Fellow in June 2014.
Susannah Flug ’09 AM (see Brandon Finegold ’02).
Alec Pinkham ’09 ScM (see Virginia Macmillan Trescott ’38).
Lauren Wier Guilhardi ’09 MPH (see Molly MacGregor ’04).
Liz Drewniak Watts ’11 PhD (see Molly MacGregor ’04).
From the September/October 2016 Issue
Marjorie Harvey Purves ’65 AM writes: “It’s hard to believe that over 50 years ago I received a master’s from Brown. I enjoyed my years at Brown, and now I’m enjoying life, especially any time I can spend with my grandson, Rodeo.”
Hilary Salk ’65 MAT (see ’63).
David Orsini ’66 AM, ’75 PhD, writes that Quaternity Books has published new editions of his novels The Woman Who Loved Too Well and The Ghost Lovers. Kirkus called The Woman . . . “a swiftly-paced, action-packed story.” Lois Cuddy, the author of Penelope’s Song, said that The Ghost Lovers “is wonderfully written and crafted with a strong, dramatic plot and unforgettable characters.”
John J. Macisco Jr. ’66 PhD writes that his cancer has been in remission for the last 10 years and that his daughter and grandson live with him in Scarsdale, N.Y.
Jill Winters Ortman ’71 AM (see Patricia Hartley Partnow ’70).
Susan Lukesh ’76 PhD (see ’68).
Jack Ryalls ’81 AM, ’84 PhD, published Foreign Accent Syndromes: The Stories People Have to Tell with Nick Miller of Newcastle Univ. It contains 28 personal testimonies of persons with FAS from around the world, as well as history, definitions, and clinical recommendations.
Andrew Mirsky ’00 ScM (see Richard Bettan ’01).
Jennifer Paolino Romano ’07 MPA (see ’06).
Brent Wetters ’07 AM, ’12 PhD writes: “This spring I put together a Festschrift in honor of David Josephson that featured tributes by many colleagues and former students. I think there are many other former students who might be happy to know that the book is available on Amazon at: https://www.amazon.com/Third-Hand-Festschrift-David-Josephson/dp/0692666923
Emma Berca Hatcher ’08 MPH and her husband, Jeffrey, announce the Feb. 26 birth of their daughter, Charlotte Rose Hatcher. Emma writes: “She is an energetic, healthy, and happy baby. Despite many sleepless nights, we feel very lucky to have this sweet little girl in our lives.”
Amber Ma ’14 MPA (see Kevin Hui ’07).
Mike Chon ’16 PhD (see Kevin Hui ’07).
From the July/August 2016 Issue
Judy Kelso Nass ’61 ScM (see Dave Nass ’58).
Marjory Miller Brenner ’70 MAT writes that her granddaughter, Talia Lily Brenner ’19 of Bethesda, Md., is at Brown.
John B. Hattendorf ’71 AM, a maritime historian at U.S. Naval War College in Newport, R.I., was awarded a Doctor of Letters degree by the Univ. of Oxford. John, who has produced scholarly work for nearly 50 years, has served as the college’s Ernest J. King professor of maritime history since 1984, and as chair of the maritime history department and director of the NWC museum since 2003. He has authored or edited more than 40 books and numerous articles in the field of maritime history, including being editor-in-chief of the multi-volume Oxford Encyclopedia of Maritime History, which was awarded the Dartmouth Medal of the American Library Association in 2008. His most recent work is a three-volume series U.S. Naval Strategy: Selected Documents from the 1970s Through the 1990s.
Russell Potter ’91 PhD writes that his book, Finding Franklin: The Untold Story of a 165-Year Search, will come out this September from McGill-Queen’s Univ. Press in Montreal. He writes: “The book tells the story of the more than 50 modern search expeditions that have sought to solve the disappearance of Sir John Franklin’s ill-fated 1845 Arctic expedition.”
Darline Berrios ’03 MAT writes: “In March, I successfully defended my dissertation, Sharing Our Unheard Stories: Perceptions of the Lived Experience of Teachers of Color. I graduated from the Educational Leadership Doctoral Program at Johnson & Wales University in May. I dedicated my doctoral journey to my parents, Jose and Gloria Berrios.”
Jennifer Knauss ’04 AM, ’08 PhD, released her literary paranormal novel, Awash in Talent, through Kindle Press in June. She writes: “It follows the tribulations of three narrators through a Providence I couldn’t help writing about with affection.” Her medieval epic novel, Seven Noble Knights, will be published in December through Bagwyn Books. Jennifer writes: “Seven Noble Knights took its inspiration when I was earning my PhD in Hispanic Studies.”
Vivette El Fawal ’10 ScM (see Danielle Raad ’10).
Han Jung Park ’11 PhD and his wife, Minhee Park, announce the Nov. 11 birth of their daughter, Katherine Yuna Park. They recently moved to Chattanooga, Tenn., for his teaching position at the Univ. of Tennessee at Chattanooga.
Matthew McCabe ’14 MPP (see Yifan Luo ’09).
From the May/June 2016 Issue
Michael Woods ’61 ScM joined the 43rd Annual March for Life in Washington, D.C., in January protesting the death penalty and the continued killing of the unborn.
Glenn Mitchell ’69 ScM, ’75 MD (see Brian Murphy ’67).
Joel Wolf ’73 PhD retired at the beginning of this year. He writes: “When I left Brown, I was pure as the driven snow. I went to Harvard as an assistant professor of mathematics, specializing in algebraic topology. After four years at Harvard I became pure as the driven-on snow, still doing mathematics but focusing on optimization in general, and scheduling theory in particular. I was named a distinguished member of technical staff at Bell Labs (for seven years) and a principal research staff member at IBM Research (for 32 years). All in all, great fun. My wife of 48 years, Catherine Gody Wolf ’72 AM, ’74 PhD, has had ALS for 20 years now. She also worked at Bell Labs and IBM Research and remains amazing. We have two daughters and five grandchildren.”
Anna Bobiak Nagurney ’80 ScM, ’83 PhD (see ’76).
Jose B. Gonzalez ’91 MAT published his poetry collection, Toys Made of Rock. He writes: “The book is based on my journey from a non-English speaking immigrant in El Salvador to a professor of English in the United States. Naturally, it mentions Brown as part of my journey.”
Karin Aguilar-San Juan ’95 AM, ’00 PhD, coedited The People Make the Peace: Lessons from the Vietnam Antiwar Movement. She writes: “We are having an event at Macalester College, where I teach and where, in August 1970, the National Student Congress planted the seeds for the People’s Peace Treaty. Several chapters of the book include reflections by student activists who were involved in the People’s Peace Treaty.”
Greg Seidman ’01 ScM (see Vic Weinstein ’73).
Angela Koine Flynn ’06 MAT (see ’04).
From the March/April 2016 Issue
Allen Goldman ’53 ScM (see ’51).
Lee Jacobus ’59 AM (see ’57).
Judith Kelso Nass ’61 ScM (see David Nass ’58).
Duncan Smith ’63 AM, ’67 PhD (see C. William Stamm ’58 and Shelley Atwood ’67).
Gale Williams Woolley ’63 MAT (see Jill Hirst Scobie ’58).
Joyce Reed ’65 AM (see ’61).
David M. Orsini ’66 AM, ’75 PhD, has two novels in bookstores and online this year entitled The Woman Who Loved Too Well and The Ghost Lovers. Visit www.quaternitybooks.com
Jane Donahue Eberwein ’69 PhD published Dickinson in Her Own Time: A Biographical Chronicle of Her Life, Drawn from Recollections, Interviews, and Memoirs by Family, Friends, and Associates. The book includes both new and reprinted materials that shed light on Emily Dickinson as surprisingly less morose than her poetry would suggest.
Carlynn Reed ’69 AM writes: “Three years ago I began to train with a world-class cabaret dancer, Carlos Zapata. Within a few months we started competing as a ProAm dance couple at Dancesport competitions in Ontario and Quebec. Last year we entered the world competition in the Ohio Star Ball, the largest in North America. We came in second. In November 2015, just before my 71st birthday, we competed again and took first place as the World ProAm Dancesport Champions in Theatrical Arts. With no age divisions in this category, it was a great accomplishment to win in an acrobatic dance style over competitors in their 20s and 30s. If you want to see a video of my work, google my name.”
Daniel J. Orsini ’74 PhD (see ’62).
Jesse Mavro Diamond ’75 AM published a book of poems, Swimming the Hellespont: Selected Poems 1971–2001. She writes: “I first composed some of these poems when I was studying with Brown professors Edwin Honig and Keith Waldrop from 1973 to 1975.”
Jack Bonner IV ’84 AM is a freelance writer for Kirkus Reviews. He interviewed Rick Moody ’83 about his recent novel, Hotels of North America. Jack writes: “I highly recommend the novel, not the interview.”
Tony Affigne ’91 AM, ’92 PhD (see Elliott Negin ’76).
Tecumseh Fitch ’94 PhD (see ’85).
Patrick MacRoy ’01 AM (see Andrew Dupuy ’01).
Sharon Sonenblum ’03 ScM (see Jenny Mitnick ’02).
Andi Fein ’05 ScM (see Daniel Leventhal ’07).
Sarah Hirschman ’06 AM (see Lizzy Klein ’05).
Christine Livoti ’09 ScM (see Blythe Crane ’08).
From the January/February 2016 Issue
Bruce Chick ’53 ScM (see ’50 and Paul Lipsitt ’50).
Neil Isaacs ’59 PhD writes: “I have published, on Kindle Direct, my 38th (and surely my last) book. Flirtations with Fame is a comic memoir that tells tales of my lifelong, failed pursuit of celebrity status. At least one of the early parts takes place on campus.”
Lee Jacobus ’59 AM (see ’57).
John Macisco ’66 PhD writes: “My daughter and her son have blessed me with their presence in our home in Scarsdale, N.Y. The young keep us honest. Praise God.”
William Stork ’66 MAT was appointed regional coordinator for East Asia and Southeast Asia by the Yale International Alliance. William is in Singapore.
Harvey Silverman ’68 ScM, ’71 PhD (see Ying Yu ’03 ScM, ’07 PhD).
Judith Sockut Silverman ’69 ScM, ’85 ScM (see Ying Yu ’03 ScM, ’07 PhD).
Nancy Rosenstein Mayer ’73 MAT (see Paul Lipsitt ’50).
Mary Hutchings Reed ’73 AM (see ’73).
Ladimir Nagurney ’74 ScM, ’86 PhD (see Ying Yu ’03 ScM, ’07 PhD).
Geoffrey Sadock ’74 PhD writes: “The Carnegie Foundation informs me that I have been named a Professor of the Year. I am a member of the English Department of Bergen Community College, where I have taught literature, composition, and Introduction to Religion for many years.”
Mark Asquino ’75 AM, ’78 PhD (see ’71).
Jerry Coker ’79 AM published his second novel, Into the Wet, through Black Oak Writing. He writes: “Into the Wet is a historical novel set in the Southwest Pacific during WWII. I received some good reviews off the manuscript.”
John Mousseau ’80 AM lives in Sarasota, Fla., where he directs fixed income management for Cumberland Advisors, a money management firm with $2.5 billion under management. He coauthored Adventures in Muniland: A Guide to Municipal Bond Investing in the Post-Crisis Era. He and his wife, Pam (Lehigh Univ. ’79), have three daughters who have all gone to Lehigh.
Anna Bobiak Nagurney ’80 ScM, ’83 PhD (see Ying Yu ’03 ScM, ’07 PhD).
Renée Rose Shield ’84 PhD (see Lily Shield ’09).
Stephanie Robinson ’88 AM (see ’87).
Edwidge Danticat ’93 MFA (see Andrew Blauner ’86).
Anthony Arnove ’94 AM, ’98 PhD, wrote the new introduction for the 35th anniversary edition of Howard Zinn’s A People’s History of the United States.
Karin Aguilar-San Juan ’95 AM, ’00 PhD, edited the newly published book The People Make the Peace: Lessons from the Vietnam Antiwar Movement. C-SPAN covered a panel discussion about the book, featuring Karin and several of the book’s contributors.
Tad Heuer ’99 AM (see ’99).
Emily O’Dell ’03 MFA, ’06 AM, ’08 PhD (see ’01).
Ying Yu ’03 ScM, ’07 PhD, married Eric Wehger at Saint Clements Castle in Portland, Conn. The Aug. 16 wedding included Ladimir Nagurney ’74 ScM, ’86 PhD; Anna Bobiak Nagurney ’76, ’80 ScM, ’83 PhD; Professor Harvey Silverman ’68 ScM, ’71 PhD; and Judith Sockut Silverman ’67, ’69 ScM, ’85 ScM.
W. Curt LaFrance ’07 MPH released his second and third books, Taking Control of Your Seizures: Workbook, and Treating Nonepileptic Seizures: Therapist Guide, from Oxford Univ. Press. He writes: “The books are used to treat both epileptic and nonepileptic seizures, and represent the first manualized evidence-based nonpharmacologic therapies for epilepsy and for conversion disorders based on clinical trials.” He is director of neuropsychiatry and behavioral neurology at Rhode Island Hospital; staff physician at the Providence VA Medical Center and clinical-lead of its National Telemental Health Center’s Tele-Seizures program; and associate professor of psychiatry and neurology at the Warren Alpert Medical School.
Joel Weinberger ’07 ScM (see David Pacheco ’07).
Eric Tamura ’07 ScM (see Jackie Chen ’06).
David Beckoff ’08 AM (see Renee Ahlers ’09).
Stephen Chambers ’09 AM, ’12 PhD, published his book No God But Gain: The Untold Story of Cuban Slavery, the Monroe Doctrine, and the Making of the United States in September.
Sargon de Jesus ’08 ScM (see ’07).
Kate Dumouchel ’09 ScM (see Jessica Gorkin ’08).
Christine Livoti ’09 ScM (see Jessica Gorkin ’08).
Heather Marshall ’15 EMHL (see Alan Vaskas ’67).
Anne-Caroline Sieffert ’15 AM married Claire Menard (Rutgers PhD candidate) on May 30. The wedding was in Manning Chapel, in the presence of families and friends from both sides of the Atlantic. Anne-Caroline writes: “The wine of honor—a French tradition—was held at the graduate student lounge, and dinner with close friends and family was held at Bravo Brasserie. The family and the brides would like to thank Brown’s staff, the office of the chaplain, and the Graduate Student Council for their help in prepping the spaces and helping make it a beautiful day.”
From the November/December 2015 Issue
Bob Blakeley ’59 MAT (see ’58).
Lee Jacobus ’59 AM (see ’57).
John Cross ’68 AM (see ’66).
Russell Kirkland ’76 AM (see ’76).
Laura Hallowell Putnam ’94 MAT is the author of Workplace Wellness That Works: 10 Steps to Infuse Well-Being and Vitality into Any Organization, released in June. She writes: “The book takes a critical look at the prevailing approach in promoting health and well-being in the workplace, then offers a 10-step strategy on how we might do this better. The book has already received some press, including a mention in a recent Business Insider article.”
Jeffrey Parrish ’97 PhD (see Jay Parker ’67).
Heidi Brevik-Zender ’02 AM ’06 PhD, published her book, Fashioning Spaces: Mode and Modernity in Late-Nineteenth-Century Paris.
N. Harry Rothschild ’03 PhD wrote Emperor Wu Zhao and Her Pantheon of Devis, Divinities, and Dynastic Mothers, recently published by Columbia. Harry is a professor of Asian History at the Univ. of North Florida.
Andrew Matheny ’06 AM (see Hannah Shulman ’08).
Joe Heymann ’12 MAT (see Cathy Mardula ’12).
From the September/October 2015 Issue
Marilyn Tarasiewicz Erickson ’59 AM (see ’57).
Judy Kelso Nass ’61 ScM (see David L. Nass ’58).
Jim Moody ’65 ScM (see Jill Hirst Scobie ’58).
Bernard Mendillo ’73 AM (see ’70).
Margaret E. M. Tolbert ’74 PhD writes: “Although I retired from the position of senior advisor at the National Science Foundation in 2011, I have kept busy with a variety of personal projects. Recently, I completed my autobiography, Resilience in the Face of Adversity: A Suffolkian’s Life Story. The cover and abstract are available online at barnesandnoble.com and at other websites. Personal and career details contained in the book will keep you reading.”
Jess Gilbert ’75 MAT published Planning Democracy: Agrarian Intellectuals and the Intended New Deal.
Sally Goldin ’75 AM (see ’75).
Denise Bledsoe Slaughter ’77 AM (see Rhonda Port Walker ’75).
Rachel Harding ’90 MFA (see ’86).
Albert Telfeian ’93 MD, ’93 PhD, an assistant professor of neurosurgery at Brown, recently performed the first-ever awake endoscopic removal of a spinal tumor at R.I. Hospital. The story made the front page of the Providence Journal and was featured on NBC News.
Ken Herndon ’96 ScM (see Donna Miele ’92).
Jeff Moore ’99 ScM (see Tony Quarnaccio ’96).
Thomas Devaney ’06 AM ’11 PhD published his book, Enemies in the Plaza: Urban Spectacle and the End of Spanish Frontier Culture, 1460–1492. He writes that the book “examines medieval personalities, cities, and pageants at the border of Castile and Grenada, illuminating how public spectacle reflected and altered attitudes toward Jews, Muslims, and converts. Although it once helped to dissipate anxieties, pageantry ultimately contributed to the rejection of religious minorities.”
Borislav Hristov ’10 ScM (see Christian Martell ’10).
Rocio Bravo ’11 AM (see Christian Martell ’10).
Sara Emmenecker ’11 AM (see Naia Cucukov ’04).
Stephen Zins ’15 PhD (see Richard Zins ’75).
From the May/June 2015 Issue
Susan Rosenfeld ’65 AM (see ’64).
John M. Cross ’68 AM (see ’66).
Harriette Rinaldi ’68 MAT, a former senior CIA officer who served in Cambodia from 1972 through 1975, last year published Four Faces of Truth, a book of historical fiction concerning the rise of the Khmer Rouge regime in Cambodia. While writing the book, which was one of the Providence Journal’s Top Books of 2014, Harriette had access to unique source material, including the recently declassified correspondence between Richard Nixon and Cambodian president Lon Nol, the secret archives of the Khmer Rouge discovered in the 1990s, and the medical records of Pol Pot’s wife. Details regarding Four Faces of Truth can be found at www.fourfacesoftruth.com and at www.fireshippress.com/authors.
Glen Mitchell ’69 ScM (see Sidney E. Okashige ’67).
Connie Sancetta ’73 ScM (see ’71).
Lim Chheng Siang ’74 AM retired from Tunghai Univ. in January 2005 after teaching 25 years in the department of computer science and information engineering.
David Watters ’79 PhD was reelected to the New Hampshire State Senate. He serves on the transportation and education committees and represents New Hampshire on the Atlantic States Marine Fisheries Commission.
Peter Balakian ’80 PhD published his seventh book of poems, Ozone Journal, and a book of selected essays, Vise and Shadow: Essays on the Lyric Imagination, Poetry, Art, and Culture. He writes that “a good piece of Vise and Shadow deals with the Armenian genocide and major poets, artists, and filmmakers who have made great art from this history. Trauma, memory, and imagination are the major themes. Also, an Armenian thread runs through the poems.”
Laurie Rubin Spangle ’84 AM (see Gwenn Masterman Snider ’83).
Eric Golin ’85 ScM, ’91 PhD (see Sanford Golin ’51).
Emily O’Dell ’03 AM, ’06 AM, ’08 PhD (see ’01).
Hanya El-Sheshtawy Sustache ’01 MAT (see Gilberto Sustache ’96).
Greg Moffitt ’05 MAT (see ’02).
Deborah Silverman Robbins ’05 ScM (see Joseph and Susan Greenhaus Silverman ’77).
Sara C. Emmenecker ’11 AM (see ’04).
Bevin Kelley ’11 AM, ’14 PhD, received the MacColl Johnson Fellowship in January. She works as a composer, sound designer, and electronic music/multimedia performer. She releases records under the name Blevin Blectum and also performs with Kristin Grace Erickson as Blectum from Blechdom. Their first CD won a top prize in Digital Music at the Arts Electronica Festival in Linz, Austria, in 2001.
Benjamin Simon ’12 ScM (see Ben Cohen ’10).
From the March/April 2015 Issue
Austin Caroll ’63 AM writes: “I officially retired from my position as undersecretary general of the Catholic Near East Welfare Association, a papal agency serving the ancient Christian churches of the Middle East, Northeast Africa, India, and the former U.S.S.R. I am enjoying the time to garden and work on my model railroad in our basement. I am also writing articles to add to the 150 I have in the digital cloud.”
Robert Ashcom ’69 MAT (see ’62).
Don Fletcher ’69 AM, ’72 ScM (see Paul Payton ’69).
Edward Kleinbard ’73 AM (see ’73).
Ken Finder ’77 AM (see Eric Nissley ’76).
Geoff Bakewell ’94 PhD lives in Memphis, where he teaches Greek and Roman Studies and directs the Search for Values in Light of Western History and Religion Program at Rhodes College. His book, Aeschylus’ Suppliant Women: The Tragedy of Immigration, was published in 2013 by the Univ. of Wisconsin Press.
Katherine Cannon ’04 AM (see ’03).
Dan Katz ’05 ScM, ’09 PhD, announces the November publication of his book, The Puzzle Files of Larry Logic.
From the January/February 2015 Issue
Lee Jacobus ’59 AM (see ’57).
Andrew Palmer ’65 PhD intends to retire this year. He writes: “Jane and I will stay in Singapore, and I shall consult and continue as an expert witness.”
Daniel Schwarz ’65 AM, ’68 PhD, published his book Reading the European Novel to 1900. His last book, Endtimes? Crises and Turmoil at The New York Times, was released in paperback in 2014.
Richard Snipes ’65 AM, ’67 PhD, retired after 30 years as a professor of anatomy and academic director at the Medical School of Giessen Univ. in Giessen, Germany. In his career, he taught anatomy and medical English to German students and physicians, served as the European Union commissioner in medicine for the medical school, and was the inter-European and world exchange coordinator for medical students. He is now traveling extensively and visiting his daughters and four grandchildren in Maine and Indiana. He has been married for 43 years.
Jean Chase McCarthy ’66 MAT (see ’60).
David Orsini ’66 AM, ’75 PhD, writes: “Take the adventure. Visit www.quaternitybooks.com for information about my books and for those of my twin brother, Daniel Orsini ’62, ’74 PhD. We are Phi Beta Kappas who cherish our memories of Brown.”
Laurence Goldstein ’70 PhD is a professor of English at the Univ. of Michigan. The Univ. of Michigan Press published his book Poetry Los Angeles: Reading the Essential Poems of the City, which is his 14th book as a writer or editor. He writes: “The book is a historical study of poems about Los Angeles, both an anthology and a commentary.”
Kenneth Cieplik ’74 MAT (see ’73).
Marly Youmans Miller ’76 AM published her book Glimmerglass.
Nomi Eve ’93 MFA published her second novel, Henna House. Her first novel, The Family Orchard, was published in 2000.
Jordan Rosenblum ’05 AM, ’08 PhD, and his wife, Valerie Maine, a former neuroscience lab technician at Brown, announce the Sept. 10 birth of their son, Josiah Henry Rosenblum. He writes: “One of the many reasons for his name is the connection with Brown, as we met at the GCB.”
Daniel Orenstein ’06 PhD announces the publication of his book Between Ruin and Restoration: An Environmental History of Israel, coedited with Char Miller and Alon Tal. The book, published by Univ. of Pittsburgh Press, covers major aspects of environmental history from the Ottoman Period through perspectives on the future, including the impact of grazing, population growth, desertification, and more.
From the November/December 2014 Issue
Lee Jacobus ’59 AM (see ’57).
Franklin Zawacki ’72 AM won the 2014 Robert Frost Foundation Poetry Award. He also served as Rhode Island’s first writer-in-residence after graduating from Brown, where he studied with Edwin Honig and Jim Schevill.
Raymond S. Broadhead ’77 ScM (see Sarah Broadhead Baird ’03).
Doug Halperin ’79 ScM (see ’79).
Pornchai Suchitta ’79 AM, ’83 PhD, retired from the United Nations Population Fund (UNFPA). In his last post, he served as the UNFPA representative in Timor-Leste. He now lives in Bangkok, Thailand.
M.B. McLatchey ’83 MAT is the 2013 recipient of the May Swenson Prize in Poetry for her debut collection of poems, The Lame God, published by Utah State Univ. Press. Additional information can be found on her website, www.mbmclatchey.com.
Nomi Eve ’93 MFA writes that her second novel, Henna House, was published by Scribner in August.
Anthony Arnove ’94 AM, ’98 PhD announces the release of his book Voices of a People’s History of the United States, 10th Anniversary Edition. Details can be found at http://www.peopleshistory.us/voices-book-tenth
Sarah McCabe England ’05 PhD writes: “My husband, Brent, and I are delighted to announce the arrival of our second son, Everett Varek England. He graced us with his presence five weeks early, on June 20.… He just couldn’t wait to join the family! Our ‘new’ England has been joyfully welcomed by his big brother, Oliver, who showers him with many hugs and kisses. We look forward to walking under the campus dogwoods with our stroller and 3-year-old.… Such a change from dashing to classes with backpack and coffee in hand.”
Jarrod Lynn ’07 ScM (see Deborah Dryer ’06).
Alec Pinkham ’09 ScM (see Virginia MacMillan Trescott ’38).
Andrew Clifford ’10 PhD (see Jason Lambrese ’06).
Emily Button Kambic ’11 AM (see Jason Lambrese ’06).
Janet Zwolinski ’11 AM was recently appointed to the position of senior manager of development with Historic New England.
Robert Kambic ’14 PhD (see Jason Lambrese ’06).
From the September/October 2014 Issue
Francis A. Brooks Jr. ’65 MAT (see ’55).
Susan Adler Kaplan ’65 MAT (see ’58).
L. Robert “Larry” Smith ’68 SCM received the National Society of Professional Engineers (NSPE) Award over the July 4 weekend in Washington, D.C. This is the highest award given to an individual by the Society and is presented to an engineer who has made outstanding contributions to the engineering profession, the public welfare, and humankind. The first recipient of the award was Herbert Hoover, and the second was David B. Steinman, the famous bridge engineer who designed the Mackinac Straits Bridge, among others. Steinman and Larry are both graduates of the engineering program at The City College of New York; Larry’s engineering classes were in Steinman Hall. The NSPE Award has only been presented five times in the last nine years. Larry was nominated by the NSPE state societies in Rhode Island, New Hampshire, Maryland, and South Carolina. Larry has also been named to the board of directors of the National Institute for Engineering Ethic, based at Texas Tech.
John Seater ’72 AM, ’75 PhD (see ’69).
David Cooper ’77 PhD recently published a career-spanning collection of essays, Learning in the Plural: Essays on the Humanities and Public Life. He writes: “The book poses some tough questions about teaching and learning, a habit I acquired while a graduate student at Brown in the 1970s. The collection includes an essay about my experiences at Brown—‘Bus Rides and Forks in the Road: The Making of a Public Scholar.’”
Susan Harris Seater ’78 PhD (see John Seater ’69).
Steve Greenbaum ’78 ScM, ’82 PhD, was selected as a 2014–15 Jefferson Science Fellow.
Susan Behrens ’86 AM, ’86 PhD has published Understanding Language Use in the Classroom: A Linguistic Guide for College Educators, and has released her first documentary, The Three Rs: On the Nature of Academic Discourse. She writes: “In addition, five of us from the linguistics department at Brown (as it was then called) reunited in May in Providence to attend the Acoustical Society of America conference and visit with the mentor we all grew up with, Sheila Blumstein. In attendance were Allard Jongman ’85 AM, ’86 PhD; Bill Katz ’85 AM; Amy Rakowsky Neeman ’84 AM, ’89 PhD; Joan Sereno ’86 AM, ’88 PhD; and me.”
Margaret Freije ’86 PhD has been named vice president for academic affairs and dean of the College of the Holy Cross. A mathematician and leader in Jesuit higher education, she is the first woman to hold the top academic post at the College.
Carla Thacker ’08 ScM (see Jennifer Redd ’07).
Aaron Kovalchik ’11 MFA (see Thomas Beatty ’03).
From the July/August 2014 Issue
Allen Goldman ’53 ScM (see ’51).
John Macisco ’66 PhD writes: “My daughter Rosalind runs the Santa Barbara Dance Institute in California.”
Karen Williams Lantner ’69 AM (see Louis P. Lantner ’68).
“Strategy and the Sea,” an international conference in honor of John B. Hattendorf ’71 AM, was held at All Souls College, Oxford, in April. The conference celebrated his distinguished career and leading role in expanding the field of maritime history. For 30 years, Hattendorf has been the Ernest J. King Professor of Maritime History at the U.S. Naval War College in Newport.
Paul Blocklyn ’73 MFA ’75 AM writes: “After a 40-year hiatus, I have moved back to Providence. I am living in Wayland Square, a block and a half from where I lived as a graduate student. I hope to continue to write, lecture, and teach part-time at a college or university in the Providence area.”
Gary Rosen ’76 ScM, ’80 PhD (see Jeffrey Eckber ’76).
Nancy Harris ’77 PhD writes: “Brad Parsons ’76 MD and I attended our middle son, Cameron’s, graduation from Brown in May. Cameron will join his older brother Spencer ’13 in moving to D.C. Our last son, Colby, is a junior at Milton Academy. Brad continues to practice dentistry, and I write book reviews for the Boston Globe and work as a psychologist to pay for all the tuitions.”
Lisa Heavey Evans ’85 ScM (see Katie Evans Goldman ’10).
Suzanne Keen ’86 AM (see ’84).
Benjamin Seigle ’98 AM (see ’97).
Sarah Rose ’07 ScM (see Randy Schwarzmann ’05).
Dan Rosenberg ’10 ScM (see Dan Rosenberg ’09).
From the May/June 2014 Issue
Don Breslow ’57 ScM (see ’54).
Lee Jacobus ’59 AM (see ’57).
Richard D. Hunt ’75 MAT was inducted into the Central New York Genesis Group Educator’s Hall of Distinction in November. He retired as Clinton High School principal in 2011 and now serves as an adjunct instructor at Utica College and Mohawk Valley Community College.
Melvin Donalson ’81 PhD (see Phillis Skye Dent ’76).
Susan Schilling Keats ’82 PhD (see John P. Keats ’75).
David Lloyd ’85 AM, ’85 PhD, directs the creative writing program at Le Moyne College in Syracuse, N.Y. He recently published two books: his third poetry collection, Warriors, and his second book of fiction, Over the Line.
Chuck Adler ’89 ScM, ’92 PhD (see ’87).
Karen Lehr ’89 AM (see Chuck Adler ’87).
Valerie Tutson ’90 AM (see ’87).
Steve Anglin ’03 ScM is a practicing applied mathematician specializing in partial differential equations through one-on-one consulting and workshops. Steve is also a lecturer of mathematics, formerly with Case Western Reserve Univ. and Saint Leo Univ.
Megan Reha Livingston ’03 MAT (see Corina Peters ’99).
Robert Newcomb ’08 PhD (see ’02).
Sarah Potts ’08 AM (see ’06).
Dan Rosenberg ’10 ScM (see ’09).
Robert Sarwark ’13 AM writes: “While completing my degree last year, I began to put together customized package tours for new visitors to the Republic of Cape Verde, West Africa. The idea for this business started as an extension of my experience living there, first as a Peace Corps volunteer and then as an expat working in the private sector. It seemed like a natural progression to turn helping curious travelers into a full-fledged travel and consulting agency. With my master’s degree in Portuguese and Brazilian Studies, I was able to add a very meaningful credential to my CV, especially since Cape Verde is one of the eight officially Portuguese-speaking nations.”
From the March/April 2014 Issue
Ron Rubin ’63 AM reports that his collection A Jewish Professor’s Political Punditry: Fifty Plus Years of Published Commentary, which contains material from both popular and scholarly journals, was published by Syracuse Univ. Press in 2013. He writes: “I researched ‘A Kosher Supermarket Fights the Blue Laws’ while I was in residence at Brown. I am currently a professor of political science at Borough of Manhattan Community College, CUNY.”
David Orsini ’66 AM, ’75 PhD published Bitterness/Seven Stories in December, and his first novel, The Woman Who Loved Too Well, was published in January with Quaternity Books.
Stanley Schretter ’68 ScM (see ’65).
James Alley ’71 AM (see Alexandra Brown ’08).
Joan Klingel Ray ’73 AM, ’77 PhD, professor emerita of English, retired on Dec. 31, 2012, after more than 34 years on the faculty and in the administration at the Univ. of Colorado, Colorado Springs. She was named a University of Colorado President’s Teaching Scholar in 1993. She remains president of the North American Friends of Chawton House Library, U.K., on the estate of Jane Austen’s brother Edward, up the road from the cottage where Austen wrote or revised her novels. Joan writes: “My career has included appearances about Austen on NPR and the Biography Channel and lectures and talks about Austen the world over, including the Library of Congress. I am in the special features of the DVDs for the films The Jane Austen Book Club and Becoming Jane, in spite of publishing in Notes and Queries a piece that corrects the film’s premise. I’m enjoying retirement. I made a three-week visit back east in the fall, which included attending operas at the Met, seeing old friends and family in New York City, and making a brief trip to Providence and the campus.”
Elizabeth M. Montgomery ’87 MAT (see Wilson Brown ’61).
Susan Meschwitz Sarazen ’89 PhD (see Arnold Sarazen ’83).
Jochen Wermuth ’92 AM (see ’92).
Barbara Lakeberg ’96 AM, ’96 PhD writes: “I worked for six years (2003 to 2009) in Iraqi Kurdistan/Northern Iraq as the general director and board chair of Concordia, a local Iraqi human rights organization I founded in November 2003 with Iraqis in Erbil and Duhok. We did many workshops and hundreds of seminars with local Yezidis, Muslims, Christians, Assyrians, Chaldeans, Armenians, Arabs, and Kurds, funded by grants from the United Nations, U.S. and Scandinavian organizations, and local and regional offices in Kurdistan. I returned to my hometown of Rochester, N.Y., and have not been able to find a political science or international relations job here. Meanwhile, I keep family members and myself happy by living in a safe place and working as a per diem substitute teacher with primary and secondary students in four school districts covering all subjects, including phys. ed. I hope I can find another good international relations job someday soon, and I also hope Iraq becomes safer.”
Jane Fronek ’99 MAT (see ’97).
Nikki Churchwell ’11 AM, Rickie Kostiner ’11 AM, and Meredith Lee ’11 AM (see Michaela Corrente ’09).
Michaela Corrente ’11 AM (see ’09).
From the January/February 2014 Issue
Marilyn Tarasiewicz Erickson ’59 AM. (see ’57).
Bill Owen ’59 MAT (see Evandro Radoccia ’58).
Atle Gjelsvik ’60 ScM, ’62 PhD (see Carol Canner Gjelsvik ’59).
Joyce Williams Warren ’60 AM (see Barbara Sears Tessmer ’57).
Gail Woolley ’63 MAT (see Brenda Williams McLean ’58).
Susan Adler Kaplan ’65 MAT (see ’58).
Ronald Germain ’70 ScM (see ’70).
Art Grossman ’71 ScM (see ’68).
Rudy Nelson ’71 PhD (see ’52).
John Seater ’72 AM, ’74 ScM, ’75 PhD (see Susan Harris Seater ’71).
Anthony Caldamone ’75 MMSc, ’75 MD (see Engagements & Weddings, Michaela Corrente ’09).
Roy Johnson ’75 ScM (see Georgiana White Johnson ’70).
Susan Harris Seater ’78 PhD (see ’71).
Joel Scheraga ’79 AM, ’81 PhD (see ’76).
Anna Bobiak Nagurney ’80 ScM, ’83 PhD (see ’76).
Jill M. Smith ’00 AM successfully defended her dissertation on the role of independent educational consultants in the college application process on Oct. 24. She was awarded a PhD in sociology from Brandeis in February.
Mark J. Sundahl ’00 PhD announces the publication of The Cape Town Convention: Its Application to Space Assets and Relation to the Law of Outer Space. He's the associate dean for administration and associate professor at Cleveland State Univ.’s Cleveland-Marshall College of Law. He specializes in laws and regulation governing the commercial use of outer space and advises the Federal Aviation Administration on commercial space regulation as a member of the Commercial Space Transportation Advisory Committee.
Sara Primo ’05 MAT (see Births & Adoptions, ’02).
Amandine Cagnioncle ’05 ScM, ’09 PhD (see Engagements & Weddings, Skyler Ng ’04).
Marshall Sundberg ’06 ScM, ’09 PhD (see Engagements & Weddings, Skyler Ng ’04).
Will Brucher ’07 AM, ’12 PhD (see Engagements & Weddings, Allison Lauterbach ’05).
Annie Johnson ’08 AM (see Engagements & Weddings, Allison Lauterbach ’05).
Caitlin Fisher ’10 AM (see Engagements & Weddings, Katharine Moore ’05).
Michaela Corrente ’11 AM, Nikki Churchwell ’11 AM, Rickie Kostiner ’11 AM, Meredith Lee ’11 AM (see Engagements & Weddings, Michaela Corrente ’09).
Kari Best ’12 MAT (see Engagements & Weddings ’09).
Steve Guglielmo ’13 PhD joined the Macalester College psychology department as a tenure-track assistant professor. His research explores the psychological processes of moral judgment. He joined Macalester from Yale, where he was a lecturer in the department of psychology and the program in cognitive science.
From the November/December 2013 Issue
Lee Jacobus ’59 AM (see ’57).
Kent Gardner ’62 MAT (see ’61).
Marie O’Donahoe Kirn ’62 AM (see ’57).
Joyce Reed ’65 AM (see ’61).
Vaughn Fuller ’68 MAT (see Bob O’Such ’55).
Carolyn Clark ’83 AM announces the publication of her poetry chapbook, Mnemosyne: The Long Traverse.
Nelson Ritschel ’84 AM, ’97 PhD is a professor of Irish literature and theater at Massachusetts Maritime Academy. He writes that Univ. of Florida Press published his fourth book, Shaw, Synge, Connolly, and Socialist Provocation, in 2011, in its Florida Bernard Shaw Series, and two months later he was invited to deliver the first plenary lecture at the George Bernard Shaw conference hosted by University College Dublin in Ireland. In February 2012, the president of Ireland, Michael D. Higgins, recognized the book while addressing the London School of Economics and later, in early May, Nelson and his wife received an invitation from the Irish consulate general’s office to attend President Higgins’s Famine Memorial speech in Boston. On May 29, 2012, Nelson returned to the Dublin Shaw Conference to greet the president. His book is now available in paperback, and Nelson has received Mass. Maritime’s Outstanding Faculty Achievement Award.
Paja Faudree ’92 MFA, assistant professor of anthropology, published Singing for the Dead: The Politics of Indigenous Revival in Mexico in May with Duke Univ. Press.
Vinesh Motwani ’03 ScM and Mitzi Sales ’03 MAT (see p. 53, Engagements & Weddings, Baldhiraj Singh Dang ’03).
Deborah Silverman Robbins ’05 ScM (see p. 53, Engagements & Weddings, Julia Riddle Winter ’08).
Sonia Handa ’06 MPH and Anthony Panzera ’06 MPH (see p. 53, Engagements & Weddings, Emma Berca ’08 MPH).
Carlos Rincon ’06 ScM and Eugene Wan ’06 ScM (see p. 53, Engagements & Weddings, Shirlene Liew ’07).
Jennifer C. Paolino ’07 MPA (see p. 53, Engagements & Weddings ’06).
Natalie Prosin ’07 MPP is the executive director of an animal rights organization that is preparing to file a first-of-its-kind lawsuit seeking legal personhood with specific legal rights for a chimpanzee. Her work has been featured in the Boston Globe, the New Yorker, and CNN.
From the September/October 2013 Issue
Donald Breslow ’57 ScM (see ’54).
Mel B. Yoken ’61 MAT, Chancellor Professor Emeritus of French Language and Literature at UMass Dartmouth, was recently presented with the Distinguished Alumnus Award from UMass Amherst. The university’s highest honor, it recognizes UMass graduates who have translated their life experience into the most distinguished achievements in the professional realm and have brought great honor to the university in their field of endeavor.
Allen R. Dyer ’70 MMSc (See ’67).
Dorothee Kocks ’89 AM, ’93 PhD is the author of the historical novel The Glass Harmonica: A Sensualist’s Tale and a companion illustrated history, Such Were My Temptations: Bawdy Americans, 1760–1830. The audiobook edition of the novel, released in June, features glass harmonica music with Linda Ronstadt, soprano. Dorothee’s website is BewareTheTimidLife.com
Jane Lancaster ’93 AM, ’98 PhD (see Elaine Piller Congress ’63).
Bobby Mander ’95 ScM (See Births & Adoptions ’92).
Gregory Sisco ’07 ScM (See James C. Sisco ’47).
From the May/June 2013 Issue
Rachael Deborah Amos ’66 MAT (See ’64).
William Stork ’66 MAT made a presentation, “China Rising,” at Yale on June 1.
A. Lynn Hickey ’69 AM (see ’67).
Ladimer S. Nagurney ’74 ScM, ’86 PhD (See Anna Nagurney ’76).
Joel Scheraga ’79 AM, ’81 PhD (See ’76).
Anna Nagurney ’83 PhD (See ’76).
Karin Aguilar-San Juan ’95 AM, ’00 PhD, writes that she was in Hanoi in January with a delegation of U.S. peace/antiwar activists in commemoration of the 40th anniversary of the Paris Peace Agreement of Jan. 27, 1973.
Dan O’Brien ’99 MFA received the inaugural Edward M. Kennedy Prize in drama for his work, The Body of an American. The play explores the ways in which a Paul Watson photo of the body of an American soldier dragged from the wreckage of a Blackhawk helicopter through the streets of Mogadishu, Somalia, in 1993, reshaped the course of global events. The play premiered at Portland Center Stage in 2012.
Alexander Kontos ’00 ScM (See Births & Adoptions, Emily Zobel Kontos ’00).
Jessica Knauss ’04 AM, ’08 PhD announces the publication of her translation of No Turning Back, the saga of the Spanish transition to democracy, by Lidia Falcon. This is the first time the work has been available in English. Jessica is available to give readings or talks in other selected areas about No Turning Back or translation.
Katharine Bacuyag Payson ’06 MAT (See Births & Adoptions ’04).
Nathaniel Manning ’08 AM (See Engagements & Weddings, Nathaniel Manning ’08).
Nathaniel Lepp ’09 MPH (See Engagements & Weddings ’08).
From the March/April 2013 Issue
Atle Gjelsvik ’60 ScM, ’62 PhD (See Carol Canner Gjelsvik ’59).
Andrew Palmer ’65 PhD writes: “I have no wish to retire. I will continue to research and teach at the National Univ. of Singapore for as long as they will put up with me, eat Chinese food, make class, and explore this fascinating region.”
Susan Rosenfeld ’65 AM (See ’64).
Ronald Markoff ’71 AM (see Engagements & Weddings, Sheryl Shapiro ’03).
Kenneth Cieplik ’74 MAT (See ’73).
In 2012 Marly Youmans ’76 AM published three books: a novel set in the Depression Era South, A Death at the White Camellia Orphanage (winner of the Ferrol Sams Award for Fiction) with Mercer Univ. Press; The Foliate Head (U.K.: Stanza Press), a collection of formal poetry profusely decorated with art by major artist Clive Hicks-Jenkins of Wales; and Thaliad (Montreal: Phoenicia Publishing), a post-apocalyptic epic in blank verse, also with art by Hicks-Jenkins. She also served on the judging panel for the National Book Award in Young People’s Literature. Her 12th and 13th books will be the upcoming Glimmerglass and Maze of Blood.
Diane Rallis Conover ’79 AM (see Engagements & Weddings, Margot Lawton ’07).
David Watters ’79 PhD was elected to the New Hampshire State Senate, District 4, for Barrington, Dover, Rollinsford, and Somersworth. He also serves on the Atlantic States Marine Fisheries Commission.
Jon Mukand ’95 PhD is the author of The Man with the Bionic Brain and Other Victories over Paralysis, which was favorably reviewed by Booklist, Library Journal, and the Washington Post.
The U.S. Secretary of Transportation has appointed Mark J. Sundahl ’00 PhD to the Commercial Space Transportation Advisory Committee (COMSTAC). The COMSTAC advises the Office of Commercial Space Transportation within the Federal Aviation Administration regarding new regulations governing private space activity.
Michael Clements ’02 ScM and Elizabeth Rubin Clements ’02 AM (See Births & Adoptions, Elizabeth Rubin Clements ’00).
Annie Gjelsvik ’03 PhD (See Carol Canner Gjelsvik ’59).
Pauline Hall ’06 AM received the ASCAP Foundation’s Joe Raposo Children’s Music Award for the song ‘When You’re a Dog,’ which she cowrote with Andrew Barkan. It appeared on their self-produced 2010 album Up and at ’Em. Joe Raposo was a founder of Sesame Street. “Even more exciting,” Pauline writes, “is that we were invited to perform the song at the ASCAP Foundation awards ceremony at Jazz at Lincoln Center in New York City on Dec. 12. We are the first children’s musicians to have performed at the event.” For more information go to: http://www.ascap.com/Playback/2012/10/foundation/polly_hall_andrew_barkan.aspx, http://www.examiner.com/article/ascap-foundation-honors-jason-mraz.
Brian Holt ’11 PhD (See Engagements & Weddings, Margot Lawton ’07).
Rachael L. Jeffers ’12 AM (See Barbara Clark Jeffers ’59).
From the January/February 2013 Issue
John J. Macisco ’66 PhD writes: “My cancer is in remission. Many thanks for all of your prayers.”
Marjory Miller Brenner ’70 MAT retired on June 30 from teaching fourth grade at Halliwell Memorial School in North Smithfield, R.I. She writes: “During my teaching career in that school district, I also taught third and sixth grades at Halliwell, as well as seventh, ninth, and tenth grades at the former North Smithfield Junior-Senior High School. I now look forward to traveling more with my husband, Jerry, visiting our four married sons and their spouses and our eight grandchildren who live in Maryland, New York, Massachusetts, and Rhode Island.”
Kenneth Burchard ’71 ScM (see ’69).
Susan M. Schneider ’82 AM writes that after a short career in engineering, she did a stint in the Peace Corps, then obtained a PhD in psychology (Univ. of Kansas, ’89). She specialized in learning from consequences, mathematical modeling of behavior, and the systems approach to nature-nurture relations. Her academic career has included faculty positions at St. Olaf College, Auburn Univ., and Florida International Univ. Her new book is The Science of Consequences: How They Affect Genes, Change the Brain, and Impact Our World (www.scienceofconsequences.com).”
Jon Mukand ’95 PhD published The Man with the Bionic Brain and other Victories over Paralysis. It has been favorably mentioned in Booklist, Library Journal, Stanford Magazine, and the Washington Post.
Yvonne Mark ’97 MMSc (see Rob Sokolic ’91).
Michele Ireland Gora ’98 AM writes: “Following a featured appearance in the Croatian documentary film Udruzena Nepravda, I launched my debut novel, Fragments of War, on Sept. 7, 2012. The book is based on my experiences as a humanitarian aid worker in the former Yugoslavia in 1993 and is available on Amazon.”
Ivo K. Dimitrov ’01 ScM, ’07 PhD writes: “I have been living in New York City since the beginning of July after I finished my post-doctoral research position at the Brookhaven National Laboratory in Upton, N.Y. Right now, I am unemployed and living in Queens with my mother. If you happen to be in the New York area and want to grab a coffee, drop me a line.”
Andy Selsberg ’01 MFA (see Engagements & Weddings, Lillian Marshall ’03).
Kevin McGinnis ’03 AM (see Engagements & Weddings, Jessica Pesce ’06).
Tisa Bryant ’04 MFA (see Engagements & Weddings, Gigi Otálvaro-Hormillosa ’98).
Jessie Cooper ’04 AM (see Engagements &Weddings, Loni Colegrove ’03).
Daniel Ullucci ’04 AM, ’09 PhD (see Engagements & Weddings, Jessica Pesce ’06).
Rishi Sanyal ’05 AM (see Engagements & Weddings, Serena Hon ’06).
Nate DesRosiers ’07 PhD, Steven Larson ’08 PhD, Jordan Rosenblum ’08 PhD, and Phil Marcelo ’10 MPA (see Engagements & Weddings, Jessica Pesce ’06).
From the November/December 2012 Issue
Rev. Larry Bradner ’60 MAT (see Bishop Arthur Williams ’57).
Jim Moody ’65 ScM (see Jill Hirst Scobie ’58).
Mark L. Asquino ’75 AM, ’78 PhD (see ’71).
Steve Hochstadt ’75 AM, ’83 PhD writes: “I just came back from a three-week trip to China, where I visited and talked with the leaders of Jewish studies programs there. I gave the opening address at the second Young Scholars Forum on Jewish Studies at the Shanghai Academy of Social Sciences. I also visited the community of Chinese Jews in Kaifeng, descendants of the medieval Jewish community in that former capital of the Song dynasty. At the same time, my new book about Jewish refugees in Shanghai has been published by Palgrave Macmillan. Besides my teaching at Illinois College, I write a weekly column for the Jacksonville Journal.
Barbara Keiler ’76 AM has published dozens of romantic novels under her pen name, Judith Arnold. Barbara writes: “This spring saw the release of my comic literary novel, Goodbye to All That, published by Bell Bridge Books.”
Susan Tiano ’79 PhD and Moira Murphy-Aguilar ’85 have coedited Borderline Slavery: Mexico, United States and the Human Trade (Ashgate). The book addresses human trafficking at the U.S.-Mexico border. Susan is director of the Latin American and Iberian Institute and professor of sociology at the Univ. of New Mexico. She is author of Patriarchy on the Line: Labor, Gender, and Ideology in the Mexican Maquila Industry and coeditor of Women on the U.S.-Mexico Border: Responses to Change. Moira works at the Center for Inter-American and Border Studies at the Univ. of Texas at El Paso and teaches in the Latin American and border studies program. Previously she was a professor of administration and social sciences at El Instituto Tecnológico y de Estudios Superiores de Monterrey in Mexico. She is editor of Ciudad Juárez: Entre la Frontera y el Mundo and coeditor of Educación e Investigación: Retos y Oportunidades.
James R. Burnell ’83 PhD was presented with the 2012 American Institute of Professional Geologists (AIPG) John T. Galey Sr. Memorial Public Service Award at the AIPG annual meeting in Rapid City, S.D., on Sept. 24. Jim is senior minerals geologist with the Colorado Geological Survey in Denver.
Caroline McCracken-Flesher ’86 AM, ’89 PhD, published The Doctor Dissected: A Cultural Autopsy of the Burke and Hare Murders (Oxford University Press, 2012) and Scotland as Science Fiction (Bucknell University Press, 2011). Approaches to Teaching the Works of Robert Louis Stevenson (which she edited) will appear in 2014 from the Modern Language Association.
Jessica Sunshine ’89 ScM, ’94 PhD (see Engagements & Weddings, Sean McLeod ’88).
Hans Uli Widmaier ’90 AM (see Engagements & Weddings, Sean McLeod ’88).
Timothy de Waal Malefyt ’91 AM, ’97 PhD, published Advertising and Anthropology: Ethnographic Practice and Cultural Perspectives (Berg). He has also accepted a position as visiting associate professor of marketing at Fordham Univ. School of Business in New York City.
Lisa Jarnot ’94 MFA published a biography of the San Francisco poet Robert Duncan, Robert Duncan, The Ambassador from Venus: A Comprehensive Biography (Univ. of California Press).
Tien-Lih Chen ’02 MAT and Mi-Mi Chen ’03 MAT (see Engagements & Weddings, Mi-Mi Chen ’02).
Jason D’Cruz ’09 PhD (see Births & Adoptions, ’09).
Amy Dodenhoff ’09 ScM (see Engagements & Weddings, Erik Resly ’08).
From the September/October 2012 Issue
Richard Cook ’48 AM and Arnold Soloway ’48 AM (see Bernie Bell ’42).
M. Wayne Wilson ’68 PhD retired and is moving to Reno.
Bernard Mendillo ’73 AM (see ’70).
Larissa Taylor ’82 AM, ’90 PhD writes: “I am professor of history at Colby College. My most recent book is The Virgin Warrior: The Life and Death of Joan of Arc. This spring, on the 600th anniversary of Joan’s birth, I was asked to comment on the off-Broadway production of George Bernard Shaw’s Saint Joan, and then filmed in Rouen and Chinon, France, with Ken Follett for a documentary to accompany his fall miniseries, World Without End. Info on both can be found at Yale London’s blog: http://yalebooks.wordpress.com/2012/05/24/bringing-joan-of-arc-to-life-larissa-taylor-on-the-virgin-warrior-and-collaborating-with-ken-follett/or at my author Facebook page: facebook.com/LarissaJulietTaylor.”
Dilip D’Souza ’84 ScM won the first Newsweek & The Daily Beast–Open Hands Prize for commentary. The $25,000 prize was created to promote South Asian journalism. A Mumbai-based freelance writer, Dilip was praised for “his elegant, vivid, and powerful reports—from the business of tutoring in India to how a rural hospital struggles to keep people alive.”
Don Fisher ’88 PhD (see Mary Ellen Davies Fisher ’89 MD).
Spyros Bartsocas ’91 ScM (see Births & Adoptions ’89).
Ned Stuckey-French ’92 AM has coauthored the collection Essayists on the Essay: From Montaigne to Our Time (Univ. of Iowa Press). It is described as “a path-breaking work that serves as a richly varied sourcebook for anyone interested in the theory, practice, and art of the essay.”
From the July/August 2012 Issue
Paula J. Diehl ’54 AM (see ’47).
William Chen ’62 ScM retired from IBM in 1997 and from the Institute of Material Research and Engineering in Singapore in 2001. He is now working at ASE in Sunnyvale, Calif. He is active in the Institute of Electrical and Electronics Engineering.
James Hogan Jr. ’72 PhD received an honorary Associate Degree from Gateway Community College in New Haven in May 2011.
Ted Clarke ’75 MAT (see ’74).
Laurence S. Costin ’78 PhD (see ’70).
Lorenzo Majno ’81 ScM (see Jed Kwartler ’79).
Larissa Juliet Taylor ’82 AM, ’90 PhD, a professor of history at Colby College, was invited to give an open question/discussion session based on her book The Virgin Warrior at the off-Broadway production of George Bernard Shaw’s Saint Joan. Larissa also plans to go to France for a joint British/German TV documentary to accompany Ken Follett’s books Pillars of the Earth and World Without End. The focus will be on medieval women, especially Joan of Arc, Hildegard of Bingen, and Marguerite Porete.
Robert K. Fitts ’89 AM, ’95 PhD has written Banzai Babe Ruth: Baseball, Espionage, & Assassination During the 1934 Tour of Japan, about “the doomed attempt to reconcile the United States and Japan through a tour of Major League all-stars in 1934.”
Joe Basile ’90 AM, ’92 PhD is now associate dean of liberal arts at Maryland Institute College of Art.
Christopher Whelan ’04 ScM (see Births & Adoptions).
Marc Manseau ’05 MPH (see Engagements & Weddings, Brian Fass ’05).
Dmitri Lemmerman ’06 ScM (see Engagements & Weddings, Allen Bonner ’02)
Shawna Sullivan ’11 MPP has been hired by Schneider Associates, an integrated marketing and public relations firm, as director of public affairs.
From the May/June 2012 Issue
Lenore Donofrio DeLucia ’60 AM, ’62 PhD (see ’58).
Maureen Connolly McFeely ’67 AM (see Engagements & Weddings, Maggie Connolly ’03).
Duane L. Cady ’70 AM, ’71 PhD, writes: “I published a 21st-anniversary second edition of my first book, From Warism to Pacifism: A Moral Continuum, late in 2010 and was promoted to permanent sabbatical (some dare call it “retirement”) in June 2011 after 40 years of full-time teaching at two fine liberal arts colleges. Now I plan to travel, like my hero, Professor Carberry.”
Elizabeth Pfeiffer Tumbas ’70 AM and Steve Tumbas ’73 AM (see Elizabeth Pfeiffer Tumbas ’69).
Jerome Zeldis ’72 ScM (see Births & Adoptions, Cara Zeldis Snyder ’04).
Caroline Beiler Brettel ’72 AM, ’78 PhD, has coauthored a new book with another anthropologist, Deborah Reed Danahay: Civic Engagements: The Citizenship Practices of Indian and Vietnamese Immigrants, published by Stanford Univ. Press in 2012. Caroline is a distinguished professor in the department of anthropology at Southern Methodist Univ. and has been working most of her career on immigration issues, beginning with her Brown dissertation on Portuguese migrant women in France. Other recent books are the second edition of Migration Theory: Talking Across Disciplines, which she coedited with James F. Hollifield, and Twenty-First Century Gateways, coedited with Audrey Singer and Susan Hardwick.
Tom Couser ’77 PhD retired from teaching at Hofstra Univ., where he was professor of English and director of the disability studies program, which he founded in 2003. His latest book, Memoir: An Introduction, has just been published by Oxford Univ. Press.
Daniel Cavicchi ’91 AM, ’96 PhD, writes: “I want to announce my new book, Listening and Longing: Music Lovers in the Age of Barnum (Wesleyan Univ. Press, 2011). It traces the emergence of music listening as a distinct cultural practice in the 19th-century United States, something that set the stage for the phonograph and modern music fandom.”
Honor Molloy ’91 MFA had her autobiographical novel Smarty Girl: Dublin Savage published by GemmaMedia in March. It is a portrait of 1960s Dublin filtered through the eyes of an impish little girl with a mischievous imagination. See Arts & Culture for a review.
Greg D’Alesandre ’96 ScM (see Engagements & Weddings, Caitlin Thompson ’97).
Karen An-hwei Lee ’97 MFA (see Karen An-hwei Lee ’95).
Christopher M. Whelan ’04 ScM (see Births & Adoptions).
Carrie Alexandrowicz Shandra ’06 AM, ’09 PhD (see Engagements & Weddings, Jessica Zerillo ’05).
Nhu-An Le ’07 ScM (see Engagements & Weddings, Jessica Zerillo ’05).
Seth Kadish ’08 ScM, ’11 PhD (see Engagements & Weddings, Dana Guterman ’08).
Chris Engels ’09 AM has taken on a new post as head of judicial and legal reform for the Organization for Security and Cooperation in Europe’s Mission to Bosnia and Herzegovina.
Ailish Kress ’10 ScM (see Engagements & Weddings, Dana Guterman ’08).
From the January/February 2012 Issue
Allen S. Goldman '53 ScM (see '51).
Lee Jacobus '59 AM (see '57).
Arthur Levin '62 AM (see '59).
Jim Moody '65 ScM (see '58).
John Macisco '66 PhD writes that he keeps active with his former students.
Terry Simon Murphy '69 MAT (see Gene Newman '67).
Tzvee Zahavy '76 PhD introduces readers to the archetypes within Jewish liturgy in God's Favorite Prayers, a new book directed to lay people, educators and academics, Jews and non-Jews. Tzvee has held professorial positions at the Univ. of Minnesota, where he won a distinguished teaching award, and at the Jewish Theological Seminary, where he taught Jewish liturgy.
Ian M Taplin '86 PhD published The Modern American Wine Industry: Market Formation and Growth in North Carolina. He is based at Wake Forest Univ., but is also a visiting research professor at Bordeaux Ecole de Management in France, where he teaches in the wine MBA program.
Geoffrey A Landis '85 ScM, '88 PhD, continues to write science fiction when he's not developing technology for missions to Venus and other destinations at NASA Glenn. His story "The Sultan of the Clouds" was on the final ballot for the Hugo and Nebula awards this year and won the Theodore Sturgeon Award for best short science fiction story of 2010. More can be found at www.geoffreylandis.com.
Peter McHugh '90 ScM, '92 PhD, professor of biomedical engineering at the National Univ. of Ireland, Galway, was elected to membership in the Royal Irish Academy, the principal learned society in Ireland.
Luk C. Yeung '01 ScM, '05 PhD (see Engagements & Weddings, Kristina Davitt '04 ScM, '06 PhD).
Tien-Lih Chen '01, '02 MAT (see Engagements & Weddings, Hansen Law '00).
Tien-Ye Mi-Mi Chen '02, '03 MAT (see Engagements & Weddings, Hansen Law '00).
Andrew Callan-Jones '03 ScM, '06 PhD (see Engagements & Weddings, Kristina Davitt '04 ScM, '06 PhD).
Ben Schrag '99 ScM, '03 PhD (see Engagements & Weddings, Kristina Davitt '04 ScM, '06 PhD).
Kristina Davitt '04 ScM, '06 PhD (see Engagements & Weddings).
Jessica Blanco Busam '04 MAT (see Engagements & Weddings, Gabrielle Johnson '03).
Daniel Ullucci '04 AM, '09 PhD (see Engagements & Weddings, Jessica Pesce '06).
Nicholas Yang '03, '04 ScM (see Engagements & Weddings, Peter Chai '06).
Sarah McCabe England '05 PhD (see Births & Adoptions).
Surena Namdari '07 MMS (see Engagements & Weddings, Gabrielle Johnson '03).
Peter Chai '07 MMS (see Engagements & Weddings, '06).
Hossein Khiabanian '08 PhD (see Engagements & Weddings, Kristina Davitt '04 ScM, '06 PhD).
Eileen Wang '07, '08 ScM (see Engagements & Weddings, Peter Chai '06).
Nathaniel Lepp '06, '09 MPH (see Trevor Stutz '07).
Wesley Wu '08, '09 MMS (see Engagements & Weddings, Peter Chai '06).
From the November/December 2011 Issue
Tzvee Zahavy '76 PhD has published God's Favorite Prayers, which introduces six archetypes within Jewish liturgy: the performer, the mystic, the scribe, the priest, the meditator, and the celebrity. He wrote the book to counter the dry theological approaches that have been applied to readings of the liturgy, with the result that in many synagogues worshippers are bored with or alienated from services. "Liturgy is not dry theology," he writes. This is the first volume published by Talmudic Books, a new imprint that Tzvee started in Teaneck, N.J.
Marjorie Thompson '79 PhD and Ian Thompson '79 PhD (see Births & Adoptions, Alexis Thompson '02 and Sarah Bowman '06).
Alice Lemos '81 PhD writes: "My son, Jesse Lemos, joined the Marines in August. He has turned down college scholarships to serve his country. I am proud of his sacrifice. He is a true patriot and, like his mother, a staunch conservative who loves the USA and the military."
Kathy Peiss '77 AM, '82 PhD published Zoot Suit: The Enigmatic Career of an Extreme Style ( Univ. of Pennsylvania Press), exploring the history and spread of the fabled fashion.
Edwidge Danticat '93 MFA (see Kim Wright-King '90).
Russell Potter '91 PhD is publishing the book, Pyg: The Memoirs of a Learned Pig, (Canongate Books) in the U.K. in November. It's based on the real-life exploits of Toby, the original learned or "sapient" pig of the 1780s, who was trained to respond to questions by spelling out the answers using cards on which letters and numbers were printed. An audio book read by Simon Callow will also be released.
Jenny Stuber '97 AMis an assistant professor of sociology at the Univ. of North Florida. She writes: "I just published my first book, Inside the College Gates: How Class and Culture Matter in Higher Education (Lexington Press, Rowman & Littlefield). This book offers valuable insight into issues of social class equity within higher education, and provides lessons that may be of use to administrators at universities like Brown, who educate and mold students from diverse class backgrounds inside and outside the classroom. Clearly, the sociological education that I received at Brown is alive and well."
Lisa Spector '07 MPP (see Engagements & Weddings).
Sara Emmenecker '11 AM (see Engagements & Weddings, Meredith Jones '04).
Linda Chernak '08 ScM, '11 PhD (see Engagements & Weddings).
From the September/October 2011 Issue
George Monteiro PhD (see Engagements & Weddings, Renya Larson '96).
Deborah Kapstein Bronitsky '69 MAT and Leonard Bronitsky announce the Apr. 7 birth of their first grandchild, Abigail Rose Cote.
Nancy Levitt-Vieira '72 AM, '79 PhD (see Engagements & Weddings, Renya Larson '96).
Bernard Mendillo '73 AM (see '70).
Onesimo Almeida '77 AM, '80 PhD (see Engagements & Weddings, Renya Larson '96).
Adeline Becker '77 PhD (see Engagements & Weddings, Renya Larson '96).
Mira Friedman Eides '78 AM (see Engagements & Weddings, Renya Larson '96).
Joel Scheraga '79 AM, '81 MD (See'76).
Alice Goldberg Lemos '81 PhD writes that her son, Jesse, is a true patriot. He graduated from high school and has enlisted in the Marines.
Luiz Valente '83 PhD (see Engagements & Weddings, Renya Larson '96).
Nelson Ritschel '84 AM, '97 PhD published his fourth book, Shaw, Synge, Connolly, and Socialist Provocation, in the Florida Bernard Shaw Series. The book explores Bernard Shaw's presence in Irish radical debate during the first two decades of the 20th century.
Russell Potter '91 PhD has written a novel entitled Pyg: The Memoirs of a Learned Pig, to be published in the U.K. by Canongate Books in November. Potter writes that his novel is "based on the real-life exploits of Toby, the original learned or 'sapient' pig of the 1780s, who was trained to respond to questions by spelling out the answers to audience questions using cards on which letters and numbers were printed."
Patricia Sobral '97 PhD (see Engagements & Weddings, Renya Larson '96).
Leonor Simas-Almeida '99 AM, '04 PhD (see Engagements & Weddings, Renya Larson '96).
Kyle Mitschele '01 MAT (see Births & Adoptions,'00).
Suzanne Magaziner '02 AM (see Engagements & Weddings, Jennifer Doorly '07).
Angela Koine Flynn '06 MAT (see Births & Adoptions '04).
Linda Chernak '08 ScM (see Engagements & Weddings).
Glenn Donovan '09 ScM, who lives in Bristol, R.I., and works at the Naval Undersea Warfare Center (NUWC) in Newport, R.I., is the winner of the 2010 Arthur S. Flemming Award for Applied Science, Engineering, and Mathematics. Working in the autonomous and defense system department of the NUWC, Glenn has spent the last eight years developing an autonomous underwater vehicle navigation method for the U.S. Navy.
From the July/August 2011 Issue
Allen S. Goldman '53 ScM (see '51).
Gregory E. Heath '65 ScM (see '62).
Susan Rosenfeld '65 AM (see '64).
David Orsini '66 AM, '75 PhD published his first book, Bitterness: Seven Stories, in 2010. Visit www.bitterness-sevenstories.com.
Paul Laurenza '70 AM was appointed managing member of the Washington, D.C., office of Dykema Gossett PLLC in November 2010.
Richard Minsky '70 AM was presented with the 2011 Worldwide Books Award for Publications by the Art Libraries Society of North America (ARLIS/NA) for his book The Art of American Book Covers 1875–1930, published by George Braziller Inc. Richard studied with Brown's master bookbinder, Daniel Gibson Knowlton, in 1968–69 while getting his master's in economics, which led Richard to found the Center for Book Arts in 1974. This year Braziller is publishing The Book Art of Richard Minsky. Last year Yale presented an exhibition of a half-century of his work. In one of the exhibit cases the curator included his certificate from the Brown extension course in Hand Bookbinding, Spring 1969. Yale is the repository of the Richard Minsky Archive, and the curator had 57 boxes of things to choose from. Richard writes: "You never know what will become important."
Bernard Mendillo '73 AM (see '70).
Douglas Skopp '74 PhD taught German and European history at both the introductory and advanced level at SUNY Plattsburgh from 1972 until his retirement in 2006. He continues to serve as college historian and as a mentor in the Institute for Ethics and Public Life. He recently completed his historical novel, Shadows Walking. For more information visit www.shadowswalking.com.
Adeline Becker '77 PhD (see Engagements & Weddings, Renya Larson '96).
Mira Friedman Eides '78 AM (see Engagements & Weddings, Renya Larson '96).
Onesimo Almeida '80 PhD (see Engagements & Weddings, Renya Larson '96).
Luiz Valente '83 PhD (see Drita Protopapa '91 AM, and Engagements & Weddings, Renya Larson '96).
Lisa Heavey Evans '85 ScM (see Engagements & Weddings, Sam Goldman '08).
Lee Anne Sylva Nugent '88 ScM (see '86).
Elizabeth Searle '88 AM has a fourth book of fiction, the novel Girl Held in Home, coming out in October from New Rivers Press. In January Tonya & Nancy: The Rock Opera, based on the skating scandal, premiered, at American Repertory Theater's Oberon Theater in Cambridge, Mass.; Elizabeth wrote the libretto. She teaches fiction and scriptwriting at the Univ. of Maine's Stonecoast creative writing program.
Drita Protopapa '91 AM writes: "In honor of my 20th reunion, I thought I should highlight a few key accomplishments since graduating from Brown! My oldest, Mateus, is graduating from high school and hopes to pursue a degree in music production and engineering. Alyssa, the middle child, is a sophomore in high school and is actively pursuing singing via participation in the premier choir of the Boston Children's Chorus. She recently started doing track and is getting back into acting and hopes to make it to Broadway or L.A. or both! Alexandre, the baby, is starting school in the fall and is into everything, but we are pretty certain he will be an athlete or stunt man! I've been living in the Boston area since 2007 and hoping to connect with other Brown alums. I have kept in touch with a few former students from my days as a TA for the intensive Portuguese class, and I see Professor Luiz Valente '83 PhD when possible. After much contemplation, I finally opened the doors to my own business, MAPA Translations & Language Solutions. I enjoy the freedom and flexibility being my own boss allows, and my family likes it too. My 'other half' also has his own business, but he uses his hands to create beautiful outdoor hardscape and landscapes. We enjoy home cooking, backyard BBQs, and traveling locally, especially to the Cape in August."
Sara Levine '94 AM, '98 PhD published a collection of short stories, Short Dark Oracles, available at independent bookstores and at www.caketrain.org. Tonga Books will publish her novel, Treasure Island, next year. She teaches writing at the School of the Art Institute of Chicago.
Patricia Sobral '97 PhD (see Engagements & Weddings, Renya Larson '96).
Olivier Barnouin '98 PhD (see Engagements & Weddings, Kuang Chiang '01).
David Tice '01 AM (see Engagements & Weddings, Atiya Ali '01).
Elizabeth Cho '02 AM (see Engagements & Weddings, Atiya Ali '01).
Leonor Simas-Almeida '04 PhD (see Engagements & Weddings, Renya Larson '96).
Carolyn Ernst '08 PhD (see Engagements & Weddings, Kuang Chiang '01).
Miranda Summers '09 AM writes: "I just got back from Tanzania, where I climbed Mt. Kilimanjaro on the five-day Lemosho route. I had a little bit of a surprise at the summit, where my boyfriend (sadly, not a Brunonian) proposed at 19,341 feet! Before altitude sickness set in, I found time to take a picture."
From the May/June 2011 Issue
Donald Breslow '57 ScM (see'54).
Mary Marinelli Gizzarelli '62 MAT (see '58).
Charles Shumway '66 AM (see '58).
William E. Olewiler '67 AM is an interim pastor at Community United Methodist Church in Lake Como, Fla.
Rod Dashnaw'69 MAT (see Don Arsenault '57).
Chris Klein '69 AM (see '68).
Carol Bonomo Ahearn Albright '70 AM published American Woman, Italian Style with Fordham Univ. Press. The volume is an anthology of articles about Italian American women from immigrant times to the present. Her first book with Fordham, Wild Dreams, an anthology of short stories, memoirs, and poetry, became a Fordham Press bestseller.
Christopher Kende '70 AM (see '70).
Randolph Steinen '73 PhD (see '62).
Regina Andrews '81 AM won the national 2010 AKW Books eNovel of the Year Award in fiction for her novel, Destiny's Designs. Regina writes: "Set in Newport, Rhode Island, Destiny's Designs is a fast-paced inspirational romance novel about an interior designer in Newport who meets a dashing sailor." This is Regina's fourth published inspirational romance e-novel; it was also selected as one of the two books of the month for November 2010 by the American Christian Fiction Writers. In March, she released book one of her nine-book Sterling Lakes Series, Light of the Heart. Visit her website, www.reginaandrews.com.
Gwen Hallsmith '84 AM, director of the department of planning and community development for Montpelier, Vt., in conjunction with the Parent Support Network of Rhode Island, will be on campus Aug. 4–7 to speak at the Time Banking Conference. In the fall of 2009 she authored one of only 12 grants given out by the U.S. Administration on Aging. Her book Creating Wealth will be published in May and featured at the conference
Kathy Hintz '90 MAT graduated in Dec. from the Univ. of North Dakota with a PhD in teaching and learning. She in an assistant professor in the teacher education department at Minot State Univ.
Amanda C. Burdan '97 AM, '06 PhD joined the Florence Griswold Museum in July 2008 as the museum's first Catherine Fehrer Curatorial Fellow and was promoted to assistant curator in January. She is putting together an exhibition on Walker Evans that will open in October.
Jessica Vander Salm '97 AM and Jamie Vander Salm '95 wrote a children's book app. It's called Maid Marian Muffins and is based on their adventures as Brooklyn's legendary bicycling bakers. Visit their website at www.maidmarianmuffins.com.
Ulle Viiroja Holt '00 PhD (see '66).
Evan Leventhal '10 PhD (see Alec and Jessica Galante O'Neill '03).
From the March/April 2011 Issue
Karen Williams Lantner '69 AM (see '69).
Nader Zamani '77 ScM, '80 PhD is associate dean of engineering at the Univ. of Windsor in Canada.
David H. Watters '79 PhD has been reelected to the New Hampshire House of Representatives. Governor John Lynch appointed him to the Atlantic States Marine Fisheries Commission.
Eswar Shanker Prasad '86 AM has written Emerging Markets: Resilience and Growth Amid Global Turmoil (Brookings) with M. Ayhan Kose. The Brookings Institution Press calls it "the definitive account of the evolution of emerging-market economies and use the lens of the global financial crisis to evaluate their strengths and weaknesses."
Stephanie Robinson '88 AM (see '87).
Jonathan Wiesen '92 AM, '98 PhD published Creating the Nazi Marketplace, which traces the ways National Socialists attempted to create their own distinctive world of buying and selling, and shows how corporate leaders and everyday Germans navigated what he calls "the Nazi marketplace."
Mary-Kim Da Silva Arnold '98 MFA (see '93).
John Kruk '70 MAT (see Engagements & Weddings, Nora Meghan Kruk '97).
Elizabeth O'Neill Larkin '08 AM(see Engagements & Weddings, Sara Cannata Emmencker).
Devi Ross '09 MPH (see Engagements & Weddings, Christopher Casey '03).
From the January/February 2011 Issue
Allen Goldman '53 ScM (see '51).
Ann Rademachor Burrow '55 AM (see Marshall H. Cohen '54).
Lee Jacobus '59 AM (see '57).
Calvin Goldscheider '63 AM '64 PhD (see Engagements & Weddings, Abigail Gilbert '02).
Charles Shumway '66 AM (see Larry Delhagen '58).
William W. Stork '66 MAT will travel with a group of alumni on an Alumni Service Corps two-week stay in July at an impoverished village in Anhui Province, China. Alumni from Tsinghua Univ. and Peking Univ. will join them.
Joanna E. Rapf '73 PhD (see '63).
Louis Schepp '74 ScM see (Elie Hirschfeld '71).
Karen S. Misher '77 AM (see '77).
Susan Harris Seater '78 PhD (see '71).
Joel D. Scheraga '79 AM, '81 PhD (see '76).
Susan Behrens '84 AM, '86 PhD published Grammar: A Pocket Guide. She writes: "Kind of a grammar-for-grownups guide. Among my family and friends, it's a big hit (and takes the burden off me when they have grammar questions)." The link to the book is http://www.routledge.com/books/details/9780415493598/.
Peter Harrington '84 AM (see Dick Marcus '57).
Anthony Arnove '94 AM, '98 PhD is working in partnership with AETN UK to create a unique stage performance and documentary, The People Speak. The project celebrates extraordinary moments in British history when ordinary people have spoken out for change.
Andrew Mirsky '00 ScM (see Engagements & Weddings, Seth Orkand '99).
Ulle Viiroja Holt '00 PhD (see '66).
Antony Augoustakis '01 PhD published Motherhood and the Other Fashioning Female Power in Flavian Epic with Oxford Univ. Press. He has also edited a volume of Brill's Companion to Silius Italicus.
Frank Costanzo '04 MAT (see Births & Adoptions).
Nhu-An Le '07 ScM (see Engagements & Weddings, Alida Kinney McGlone '05).
Jarrod Lynn '07 ScM (see Births & Adoptions '05).
Stephen Chambers '08 AM is a doctoral candidate in the history department at Brown. His young adult novel, Jane and the Raven King, was published in December. It is available on Amazon.com.
Suza Gilbert '09 ScM (see Engagements & Weddings, Abigail Gilbert '02).
Abby Murphy '10 MAT (see Hope Ford Murphy '79).
From the September/October 2010 Issue
Norman G. Einspruch '59 PhD retired from the Univ. of Miami after 33 years of service. After completing his studies, he was employed by Texas Instruments Inc. in Dallas for 18 years in a variety of technical/managerial positions, including director of the central research laboratories and as a corporate officer and a director of corporate development. At the Univ. of Miami, he served as dean of the College of Engineering and as chairman of the department of Industrial Engineering. He has been designated an emeritus dean, emeritus senior fellow in science and technology, and emeritus professor of electrical and computer engineering. His most recent research area, in which he has published extensively, relates to characterizing the similarities and differences between the goods and services sectors of the economy, with special emphasis on the role of technology and technology management. He is a life fellow of the Institute of Electrical and Electronics Engineers, a fellow of the American Physical Society, a fellow of the Acoustical Society of America, and a fellow of the American Assoc. for the Advancement of Science. He is a member of Tau Beta Pi, Sigma Xi, Eta Kappa Nu, and numerous other honorary societies. He and his wife, Edith, plan to divide their time between their homes in Coral Gables, Fla., and Lake Oswego, Ore.
Lee Jacobus '59 AM (see Britten Dean '57).
Wendell S. Brown III '67 ScM (see Dylan Brown '03).
Lawrence H. Cox '73 Ph.D. has been appointed assistant director for official statistics at the National Institute of Statistical Sciences (NISS). He has more than 150 publications in scientific journals, including more than 70 peer-reviewed publications. He has served on the ASA board of directors, the ISI Council, and the board of directors of the National Computer Graphics Assoc. He has been associate editor of several journals, including the Journal of the American Statistical Association; has taught, consulted, and presented more than 300 scientific lectures in the U.S. and abroad; and has organized many scientific meetings. He is the recipient of several awards, including a Department of Commerce Medal for Superior Federal Service. His primary research contributions are in mathematical and computational theory, methods, and optimization algorithms applied to problems in statistical science and surveys.
Peter J. Donaldson '74 PhD received an honorary doctorate from Mahidol Univ. in Thailand in recognition of his contributions to population studies and his work with the university's Institute for Population and Social Research. He is president of the Population Council.
Robert Mair '75 ScM, '79 PhD (see Dylan Brown '03).
Rebekah Ham '94 MAT (see '92).
Joshua Garren '96 AM (see '91).
Marti Rosenberg '97 AM (see Peter Asen '04).
Kristin Kantner Allio '99 MFA, '00 MAT writes that her short story "Clothed, Female Figure" was included in The PEN/O'Henry Prize Stories of 2010.
Alejandro Aixala '02 AM (see Alix Sobler '01).
Patrick Curran '07 ScM (see Michael Westbrook '05).
Rob Newcomb '08 PhD (see '02).
Devi Ross '09 MPH(see Dylan Brown '03).
MD
Eli N. Avila '86 MD (see '81).
Joshua Garren'97 MD (see '91).
Sapna Jain '04 MD (see Sandra Fernando '00).
Jordan Schecter '04 MD (see '99).
Amy Kaplan Schecter '04 MMS, '04 MD (see Jordan Schecter '99).
Daniel Kelly '07 MD (see Joanne Chiu '04).
Cameron McClure '07 MD (see Zoe Hunton '03).
Warren Young '07 MD (see Joanne Chiu '04).
Gina Coscia '08 MD (see Joanne Chiu '04).
Mike Joseph '08 MD (see Dylan Brown '03).
Joanne Chiu '09 MD (see '04).
Nick Monu '10 MD (see Courtney Olson '06).
Courtney Olson '10 MD (see '06).
From the July/August 2010 Issue
Ruth Manter Lind '42 AM (see '39).
John M. Cross '68 AM (see '66).
Paul Raymond Michaud '70 AM (see '70).
Adrienne Williams Covington '77 AM (see '77).
Kingston Wm. Heath '77 AM, '85 PhD recently published Vernacular Architecture and Regional Design: Cultural Process and Environmental Response.
Shuli Cohen Shwartz '82 ScM, '84 PhD announces that Adam Shwartz '81 ScM, '83 PhD is dean of electrical engineering at the Technion-Israel Institute of Technology.
Eileen Angelini '89 AM, '93 PhDwas recently awarded a position as a visiting scholar in the School of Canadian Studies at Carleton Univ. in Ottawa. This summer she is returning to the French language school at her undergraduate alma mater, Middlebury College, as a professor in the DML and MA programs. She's also teaching a graduate course in stylistics.
Larissa Taylor '82 AM, '90 PhD is vice president and president-elect of the American Catholic Historical Association.
Jacqueline Lentini McCullough '92 AM opened a solo law practice concentrating in business employment immigration.
Eric Huang '01 PhD (see '94).
Joel Weinberger '07 ScM (see Kate Schrire '06).
From the May/June 2010 Issue
Malcolm Freiberg '47 AM, '51 PhD (see Sarah Freiberg '80).
Allen S. Goldman '53 ScM, '51 MD and his wife, Rachel, will be visiting the North Cape of Norway and St. Petersburg this summer.
Glendon Rowell '58 PhD writes: "This year I beat multiple myeloma and moved my corporate base to Makati. The offices in China and the one in Hong Kong are doing very well. I have not retired. I like what I do, so why change?"
Raymond W. Houghton '57 AM (see '49).
Carole Gannon Potter '62 MAT (see '61).
Eugene Bouley '63 MAT (see '61).
Austin D. Carroll '63 MAT, chairman of the board of trustees of St. Thomas Aquinas College in Sparkill, N.Y., was named the Aquinas Chair of Catholic Studies for the 2010 spring semester. He was undersecretary general of the Catholic Near East Welfare Assoc. until his retirement last year.
John J. Macisco Jr. '66 PhD writes: "My lymphoma is in remission."
Harry Roy '66 ScM (see '65).
Frank Bason '68 ScM will retire from teaching in June 2010.
Allen R. Dyer '70 MMS (see Allen R. Dyer '67).
Tom Wadden '75 PhDand his wife, Jan Linowitz '75 celebrated their 25th wedding anniversary in Nov. 2009. They live in Wynnewood, Pa., and have three sons: Daniel, 22, Michael, 20, and Steven, 16. Jan works as a psychologist at the Thorne School of Bryn Mawr College, and Tom, also a psychologist, is the director of the Center for Weight and Eating Disorders at Univ. of Pennsylvania School of Medicine.
Laurence S. Costin '76 ScM, '78 PhD (see '70).
Neal Sondergaard '77 ScM, '77 PhD retired from the Naval Surface Warfare Center in July and now works for a small engineering firm. His wife, Sally Olver Sondergaard '76 MD, still practices obstetrics and gynecology full-time in Baltimore. Their daughter Krista graduated with a master's in genetics from North Carolina State Univ. She also received a national teaching assistant award this year.
Robert B. Nachbar '79 PhD (see Mary Finnerty Nachbar '74).
Joel Scheraga '79 AM, '81 PhD (see '76).
Regina Lawlor Andrews '81 AM wrote four full-length novels between July 2009 and March 2010: In Good Faith was released in July by Awe-Struck Publishing; Spotlight on Love was released by Desert Breeze Publishing; The Perfect Proposal was released in September by Mountain View Publishing/Treble Hearts Books; Destiny's Designs was released in March by Desert Breeze Publishing. By day, Regina is an ecopy manager for the Ross-Simons Web marketing team.
Dave Berman '85 ScM (see Sandy Kent Carielli '98).
Susan Behrens '86 PhD coedited Language in the Real World: An Introduction to Linguistics with Judith A. Parker '84 AM, '92 PhD, and it contains chapters by Carol E. Chaski '85 AM, 88 PhD; Nan Decker '85 PhD; and Mary Snider Boldt '86 AM, '91 PhD. It came out in April, from Routledge. Grammar: A Pocket Guide is due out in October, also from Routledge.
David Howard '95 PhD (see Pete Howard '58).
Larissa Juliet Taylor '82 AM, '90 PhD is a professor of history at Colby College and was elected vice president and president elect of the American Catholic Historical Assoc. for the 2010–12 term.
Writers Colony: A Play on Words, written by David Allyn '91 PhD, was the highest-grossing production at New York City's 2009 Fresh Fruit theater festival. His play Commencement will be read at the 2010 Baltimore Playwrights Festival.
Charles Larry McKay '92 ScM wrote Smart Real Estate Deals in the Bank Bailout Era and Beyond, a book that gives homeowners and investors strategies to save money, avoid foreclosure, and become more profitable. Brown alumni are mentioned in the book, which is available at www.authorhouse.com.
Matt Derby '99 MFA was one of three R.I. writers to receive a MacColl Johnson Fellowship.
Tad Heuer '99 AM (see '99).
Greg Seidman '01 ScM (see Jamie Martin-McNaughton '03).
James Coburn '03 ScM (see Jamie Martin-McNaughton '03).
Mary Curran Schiefelbein '03 ScM (see Mary Finnerty Nachbar '74).
Sharon Sonenblum '03 ScM (see Jamie Martin-McNaughton '03).
W. Curt LaFrance Jr. '07 MPH coedited Gates and Rowan's Nonepileptic Seizures, 3rd Edition, published in Jan. 2010 by Cambridge Univ. Press.
Christine Montross'07 MMS (see '06 MD).
Jim Yong Kim '09 DMS (see Praveen Basaviah '05).
From the March/April 2010 Issue
Bob Tavares '58 PhD(see Paul Johnson '58)
Lee Jacobus '59 AM (see '57)
Ellie Marks Zexter '62 MAT (see '58).
Jim Moody '65 ScM (see William Chadwick '58).
Susan Rosenfeld '65 AM (see '64).
Judith Mayer Barnet '66 AM writes: "This fall, finally, I found the perfect venue to teach a course in the subject of my thesis: Moby Dick. At the Academy for Lifelong Learning at Cape Cod Community College, I have 20 participants eager to find out what I had in mind in a course called The Other Moby Dick, which deals with my idea that Melville was conducting an elaborate but veiled critique of contemporary science and religious practices. I had a wonderful time working with Professor David Hirsch on it and always wanted to say thank you to him and to Brown."
Frances A. Cairncross '67 AM is the head rector of Exeter College at Oxford Univ.
James C. Hogan Jr. '72 PhD retired from the Connecticut Department of Public Health Laboratory after 22 years as a public health lab administrator. He has been a post-doctoral fellow and a research associate at Yale, an assistant professor at Howard, and a director and associate professor at UConn. He and his wife, Izola, have three children and six granddaughters.
Lois Abromitis Mackin '72 AM, '77 PhD (see '72).
Rick Schwertfeger '72 MAT (see '70).
Louis Schepp '74 ScM(see Lev Nelson '04).
Karen Misler '77 AM (see Lev Nelson '04).
Leslie Kamen Siegel '83 ScM, (see Hilary Gerstein '03).
Paul S. Bunten '86 AM (see '75).
Roger Nozaki '89 MAT writes that his MAT class held a 20th reunion on June 20 at Colt State Park in Bristol, R.I. Attending were T.J. Baker, Keith Corpus, Jonathan Goodman, Julie Henderson, John Kucich, Rebecca Leamon, Roger and Theresa Toomey-Fox.
Edrex Fontanilla '02 AM (see Shawn Zeller '00).
Robert Altshuler '03 ScM (see Courtney Brown '01).
Alice Kelman Keller '03 MAT (see Hilary Gerstein '03).
Jonah McBride '03 ScM (see Hilary Gerstein '03).
Jason Sobel '03 ScM (see Courtney Brown '01).
Dengnoi Phommasith Reineke '05 AM (see '01).
From the January/February 2010 Issue
Bob Blakely '59 MAT (see Jill Hirst Scobie '58).
Lee Jacobus '59 AM (see '57).
Arthur Levin '62 AM (see '59).
Nathalie Coulter Grabar '63 AM writes that she enjoys living in Paris and takes in its cultural treasures when her health permits.
Jim Moody '65 ScM (see Jill Hirst Scobie '58).
Gary Naftalis '65 AM (see Benjamin Naftalis '99).
Andrew Palmer '65 PhD reached the mandatory retirement age at Cambridge in 2005 and initially went back to being a consulting engineer in London, but he then was invited to research and teach at the National Univ. of Singapore, at first for a semester, but now until 2011. He writes: "It is a stimulating place to live and work, and it is not hard to see that Asian countries will be in a strong position in a few years. We should be delighted to see any friends passing through Asia."
Janice Riley Halvorsen '66 MAT (see David W. Halvosen '55).
Jane Donahue Eberwein '69 PhD reports that her book, Reading Emily Dickinson's Letters: Critical Essays, is being published in winter 2010 by the University of Massachusetts Press.
Joanna Rapf '73 PhD (see '63).
Leigh Abts '82 PhD (see Craig Martin '75).
Gregory Gross '89 AM, '94 PhD and his partner, Rafael Esquer (Art Center '96), have launched alfalfa-seeds.com, a new brand of quality graphic T-shirts. "Seven Deadly Sins" is the debut collection, followed by "Seven Latin Divas." Greg and Rafael live in Manhattan, where they work as creative directors in advertising and design, respectively.
Liz West Blakely '90 PhD (see '84).
Zachary Sng '94 AM (see Lindy Lek '94).
Charlotte Hunter '02 PhD and her family moved to Sacramento, Calif. for Charlotte to take the position of the California Bureau of Land Management's Deputy Preservation Officer. She is responsible for the archaeology, paleontology, and tribal relations for the state of California. There are 109 federally recognized tribes in California and 16 field offices. Charlotte writes, "thanks to Brown's training in stress management, I'm loving every minute of my new work!"
Rose Shuman '02 AM (see '02).
Ben Dalley '04 AM (see Sam Snead '00).
Daniel Ullucci '04 AM, '09 PhD (see Hilary Farrell '05).
Jae Lim '06 PhD (see Steven Chan '00).
Daniel Warren '06 PhD and Dania Villarnovo '03 were married on Oct. 24 in Davis, Calif. The ceremony was officiated by Brown Professor Emeritus Dr. Donald Jackson. Vanessa Toney Bobb '97, '04 PhD, '06 MD was in attendance. Dania is in her final year at UC Davis Veterinary School.
From the November/December 2009 Issue
Aldo Bernardo '47 AM (see Bernie Bell '42).
Edward Proctor '47 AM (see'42).
Richard P. Cook '48 AM (see Bernie Bell '42).
Jackie Jones '63 MAT (see Caryl-Ann Miller Nieforth '59).
Freda Egnal '65 MAT writes: "Retirement from my job with the Philadelphia Health Department means time to fight to keep city libraries and pools open, to work for progressive taxation to maintain essential services, and for tai chi and crafts, too!"
Bill Silvert '65 PhD (see '58).
John B. Hattendorf '71 AM, of the U.S. Naval War College, received the Dept. of the Navy's Superior Civilian Service Medal for his work from 2006 to 2008 as chairman/secretary of the Navy's advisory subcommittee on naval history.
John Silvia '73 AM was named Wells Fargo & Co.'s chief economist. He will lead a nationwide team to provide comprehensive coverage of the U.S. economy and will conduct research on major U.S. trading partners.
Larissa Juliet Taylor '82 AM, '90 PhD, a professor of history at Colby College, was interviewed by BBC Radio Woman's Hour on August 13 about her latest book, The Virgin Warrior: The Life and Death of Joan of Arc (Yale University Press).
Lynn Ewart-Paine '86 ScM, '90 PhD. (see '85).
Jane Lancaster '93 AM, '98 PhD (see Caryl-Ann Miller Nieforth '59).
Andrew Gentes '95 AM, '02 PhD begins a foreign-visitors fellowship at the Slavic Research Center of Hokkaido Univ. in September and has two new publications: Russia's Penal Colony in the Far East: A Translation of Vlas Doroshevich's "Sakhalin" (Anthem Press) and Exile to Siberia, 1590-1822 (Palgrave-Macmillan).
Michael Fontaines '03 PhD published his first book, Funny Words in Plautine Comedy, with Oxford University Press in October. Michael has also been appearing on the History Channel as a speaker in the series Clash of the Gods. Michael is married to Alyssa Hochberg Fontaine '02, who has been a practicing attorney since finishing Cornell Law School. They live with two dogs in Ithaca, N.Y.
Jessica Blanco-Busam '04 MAT (see Jim Busam '75).
Jae Lim '06 PhD, '07 MD (see Steven Chan '00).
Lindsey Ryckman Palardy '07 AM was married on May 30 to Jim Palardy on Captiva Island, Fla. Jim is completing his PhD in ecology and evolutionary biology at Brown.
Eli Feiman '08 AM met with Fulya Apaydin '05 AM, Matthias vom Hau '07 PhD, and Sinem Adar '09 AM in July for lunch at a rooftop restaurant overlooking the Golden Horn in Istanbul. Eli was en route to Tajikistan for a research project on political participation in post-conflict societies, while Sinem was headed for Cairo to study nationalism and urban planning, and Fulya and Matthias were on their way to Manchester.
Lindsey Musen '09 AM (see Erwin Musen '42).
From the September/October 2009 Issue
Ruth Manter Lind '42 AM (see Chuck Heims '39).
Allen S. Goldman '53 ScM (see '51).
Roxanne Karibian Arzoomanian '62 MAT (see '44).
Jim Moody '65 ScM (see Jill Hirst Scobie '58).
William Olewiler '67 AM is a retired United Methodist pastor; on May 11, he received his doctor of ministry from Wesley Theological Seminary in Washington, D.C.
Mary C. Livingston '74 AM (see '74).
Sharon Mosher '75 ScM has been named dean of the Jackson School of Geosciences at the Univ. of Texas at Austin. Sharon has served as president of the Geological Society of America and chair of the Council of Scientific Society Presidents, and is a founder and current member of GeoScienceWorld, an Internet resource for geoscientists.
Anthony Arnove '98PhDwill be coproducing a film with Howard Zinn, Chris Moore, Matt Damon, and Josh Brolincalled The People Speak, to air on the History Channel. The network will air a two-hour special this fall and plans to release at least 24 short-form segments through 2010 for online and VOD distribution. The film will focus on the nature of democracy and on ordinary Americans who changed the course of history.
Sarah Ruhl '01 MFA (see Lila Rose Kaplan '02).
Len Erickson '04 PhD (see '94).
From the July/August 2009 Issue
William Peterson '48 AM (see '48).
Norm Sprinthall '59 AM (see '54).
Jim Moody '65 ScM (see Jill Hirst Scobie '58).
Glenn Mitchell '69 ScM, '75 MD (see '67).
Anne Bercovitch '71 MMSc (see Rhana Ishimoto '00).
Naomi Neufeld '71 MMSc (see Rhana Ishimoto '00).
Michael Skerritt '84 ScB (see Joan Winter Skerritt '84).
Joan Winter Skerritt '85 AM (see '84).
Christopher Clouet '87 AM has been selected to serve as superintendent of schools in White Plains, N.Y. Since leaving Brown, Chris has worked in urban education as a public school teacher, a high school principal, and a superintendent. He completed a doctorate at Teachers College, Columbia Univ. He is currently superintendent of the New London (Conn.) Public Schools.
George Smith '89 PhD is founder and president of the Institute for Doctoral Studies in the Visual Arts. Headquartered in Portland, Me., it is the first U.S. school established for the sole purpose of providing doctoral studies in art theory and philosophy to visual artists.
Lawrence Morales '95 ScM recently completed his PhD in learning sciences and cognitive studies at the Univ. of Washington. Since receiving his master's degree in mathematics at Brown he's been a mathematics professor in Seattle, but he decided to return to school to study how students are motivated to learn in college mathematics classrooms.
John Robinson '95 MFA recently published his first novel, A Fistful of Diamonds, with McBooks Press. It is about the blood diamond trade in Rwanda and the Dominican Republic of the Congo and is an offshoot of his trip to Kigali in 2000 to research and write the plot for the movie Hotel Rwanda.
Rose Weaver LaMountain '00 MFA writes that she is performing one of her own plays in Los Angeles: her thesis play, Skips in the Record, about Alzheimer's disease. Her Menopause Mama continues to tour. The new piece is a solo work called The Incomparable Ethel Waters: A Night of Stormy Weather. Rose also revitalized the nonprofit she founded, Waterspill Junction, for this project. She writes: "I happened to mention to the Brown Women's Committee here in Los Angeles that I was developing this one-woman show for the Los Angeles Women's Theatre Festival. Not only have the ladies signed on to come to the show; it is now directed by Brooke Dammkoehler '85, with production management by Gay Lynn Parrish '68 and additional costume elements by Diane Heller '78."
Marisa Nardo '02 AM teaches English as a second language to kindergarten and grade one students for the Mass. Public School Department.
From the May/June 2009 Issue
Lee Jacobus '59 AM (see '57).
Marie O'Donahoe Kirn '62 AM (see '57).
Madeline Ehrman '65 AM (see '64).
John Macisco Jr. '66 PhD has been appointed an emeritus professor at Fordham and continues to work on his book with David Neft.
Robert Ashcom '69 MAT (see '62).
Elliot Perlman '71 AM (see '69).
Laura Leff Becker '72 AM (see '72).
Deborah Funkhouer Perlman '72 ScM, '91 PhD (see Elliot Perlman '69).
Bernard Mendillo '73 AM (see '70).
Ido Jamar '74 ScM, '77 PhD(see '69).
William Blumenthal '77 AM (see '77).
Douglas Cumming '80 AM, an assistant professor of journalism at Washington & Lee Univ., has published The Southern Press: Literacy Legacies and the Challenge of Modernity. His wife, Libby Cumming '84 ScM, is a lab instructor in Washington & Lee's physics and engineering department. All three of their children have moved on to college or beyond.
Irvin Lustig '83 '83 ScM (see Michele Berdinis Fagin '81).
Geoffrey A. Landis '84 ScM, '88 PhD recently published a short book of poetry, Iron Angels, with Van Zero Press, collecting many of his science- and science-fiction related poems. More details can be found at www.ironangels.net.
Donald Pate '84 AM, '89 PhD was promoted to full professor in the archaeology department at Flinders Univ., Adelaide, South Australia, in 2008. He joined the Flinders faculty following the completion of a post-doctoral fellowship in the anthropology department at Harvard in 1990.
John Ireland '87 ScM (see '86).
David Allen '88 MAT (see Suzy Ort '89).
Grace Kim '88 ScM (see Randy Haykin '85).
Robert K. Fitts '89 AM, '95 PhD announces that his latest book, Wally Yonamine: The Man Who Changed Japanese Baseball, has been released by the Univ. of Nebraska Press. More information is available at www.WallyYonamine.com.
Paul LePore '90 AM (see '90).
Dilip Barman '92 ScM and Sangeeta Godbole announce the Nov. 21 birth of their first child, Anuragini Sapna Barman. All are doing well.
Laurie Fields Brooks '92 AM, '95 PhD (see '89).
Roberto Serralles '93 MAT (see Evan Kimble '89).
Lisa Chick '94 MAT (see '93).
Andrew Flescher '95 AM, '00 PhD coauthored a book with Daniel Worthen, titled The Altruistic Species that recently won the Outstanding Academic Title Award issued by Choice Magazine.
John Stein '95 PhD (see Robert Sanchez '58).
From the March/April 2009 Issue
Allen S. Goldman '53 ScM (see '51).
Marilyn Tarasiewicz Erickson '59 AM (see '57).
Irene V. Gouveia '61 MAT (see '57).
John Worsley '63 MAT (see '56).
Jim Moody '65 ScM (see '58).
Bob Grafton '67 PhD (see'57).
Naomi Neufeld '69, '71 MMSc (see Pamela Neufeld Collingwood '99).
Warren Trepeta '76 AM, '81 PhD (see '73).
David Watters '79 PhDwas elected to the New Hampshire legislature in November, representing Strafford County District 4, Dover, N.H.
Richard G. Hardy '81 AM was appointed the new head of school for Concord (Mass.) Academy.
Lee Anne Sylva Nugent '88 AM (see '86).
Jeff Marshall '92 MAT is CEO of Brightstorm, a San Francisco–based, venture–backed learning company he cofounded last spring.
Nestor Matthews '95 AM, '97 PhD earned tenure and was promoted to associate professor of psychology at Denison Univ.
Carol Guzman Pagan '00 MAT (see '99).
Erin Northey '02 MAT (see Jon Gold and Julia Wolfson '06).
From the January/February 2009 Issue
Teresa Gagnon Mellone '39 '69 AM (see Justin Monti '99).
Howard Baetzhold '48 AM (see '44).
Paul B. Taylor '61 PhD (see '54).
Harry Roy '66 ScM (see '65).
Frank Bason '68 ScM continues to manage the consulting firm SolData Instruments. He plans to retire from teaching this year.
Walter Liedtke '69 AM is the curator of European paintings at the Metropolitan Museum of Art in New York City. His two-volume catalogue of the museum's Dutch paintings was published last year, and his book, Vermeer: The Complete Paintings, was published in October.
Mary Hutchings Reed '73 AM (see William R. Reed '74).
Mark Halliday '76 AM (see '71).
Mardges Bacon '78 PhD served as editor and author of the introduction to Ambolic Essence and Other Writings on Modern Architecture and American Culture by William H. Jordy.
Randall W. Betz '78 MAT has been appointed vice president for workforce development at Paul D. Camp Community College in Franklin, Va.
Joel Scheraga '79 AM, '81 PhD (see '76).
Alan Levenson '82 AM (see '82).
Selena Maranjian '86 MAT (see '84).
Elizabeth Montgomery '87 MAT (see '86).
Karen Cronacher '88 AM won the Jane Chambers Award for playwriting, and was interviewed about her plays and solo performances for a documentary film about Jane Chambers called, The Eight Faces of Jane. The film will open in Provincetown in October 2009.
Maurice Collins '90 AM, '92 PhD (see Joanna Grossman '03).
Brook Conner '96 ScM (see Robert Soule '99).
Michele Davis Collins '97 PhD (see Joanna Grossman '03).
Julia Lamenzo '00 PhD (see Robert Soule '99).
Andrew Selsberg '01 MFA (see Joanna Grossman '03).
Kevin M Middleton '03 PhD married Elizabeth G. King on August 23 on Amelia Island, Fla. Kevin is an assistant professor in the department of biology at California State Univ., San Bernardino. Elizabeth is finishing her PhD at UC Riverside.
Quiara Hudes '04 MFA (see Jill Furman Willis '90).
Wilson Brown '05 AM (see Julia Grob '05).
From the November/December 2008 Issue
Carol Bonomo Albright '70 AM coedited Wild Dreams: The Best of Italian Americana (published by Fordham Univ. Press, Sept. 2008).
Linda Hayward '72 AM (see James Hayward'01).
Mark Asquino '78 PhD (see '71).
Jody Ziegler '84 PhD (see '78).
Peg Hausman '88 PhD writes: "I have been working at DAI (formerly Development Alternatives Inc.) as a senior editor for the past year. My husband, Art, works for Booz Allen, our friendly rival across town. We're still living in Vienna, Va., and our sons, Kit and Greg, are both in Indiana at the moment and doing well. Drop by when you're in our nation's capital!"
Virgil Sharpton '85 PhD was appointed to the U.S. Arctic Research Commission. He is the vice chancellor of research at the Univ. of Alaska Fairbanks.
Judith Herd '87 PhD (see Kevin Sholes '91).
Robert Robertson '87 PhD (see Alexandra Matthews '86).
Carolyn Whitney-Brown '91 PhD edited and introduced Jean Vanier: Essential Writings, the 38th volume of the Orbis Modern Spiri-
From the September/October 2008 Issue
Helene Pat Hogan Shea '35 AM (See '30).
Lyman Allen '58 AMpublished To Save the Love that Was Lost (AuthorHouse, 2008). It is available at AuthorHouse.com, Barnes and Noble, and Borders.
Anthony Fratiello '62 PhD writes: "California State Univ., Los Angeles, recently dedicated a high field nuclear magnetic resonance laboratory in my honor, in recognition of my service for the past 45 years. I presently am assisting the administration of several research training grants for minority students underrepresented in the sciences."
Jim Moody '65 AM (see Jill Hirst Scobie '58).
Laura Anker '71 AM was promoted from professor of American studies to distinguished service professor by the SUNY. She has been a member of the faculty at Old Westbury since 1978. The title honors and recognizes substantial extraordinary service not only at the campus and within SUNY, but also at the community, regional, and state levels.
Charles Holland '72 PhD was recently recognized with a technology leadership award from Government Computer News. He is deputy director of the Defense Advanced Research Projects Agency (DARPA) Information Processing and Techniques Office and a program manager for DARPA's High Productivity Computing Systems program.
Chuck Primus '75 PhD (see '67).
Sigmund Roos '80 AM has been elected chair of Hampshire College's board of trustees. He is a partner at Block and Roos LLP, specializing in commercial litigation.
Anna Bobiak Nagurney '83 PhD (see '76).
Josue Ramirez '02 PhD (see '87).
Katherine Hagedorn '95 PhD was promoted to full professor of music at Pomona College.
Caroline Dahllof '99 ScM (see Norm Alt '63).
Drew Davis '99 ScM (see Kate Adamiak Davis '99).
Ulle Viiroja Holt '00 PhD (see Phyllis Kollmer Santry '66)
Alex Kontos '00 ScM (see Emily Zobel Kontos '00).
Tien-Lih Chen '02 MAT (see Regina Pei Chan '02).
Mi-Mi Chen '03 MAT (see Regina Pei Chan '02).
Deborah Silverman '05 ScM (see '03).
Amy Marks '07 PhD (see Deborah Silverman '03).
Rob Newcomb '08 PhD (see '02).
From the July/August 2008 Issue
Ruth Manter Lind '42 AM (see '39).
Maxwell M. Mozell '56 PhD (see '51).
J.R. Leibowitz '62 PhD recently published Hidden Harmony: The Connected Worlds of Physics and Art (Johns Hopkins).
Earl G. Alexander '63 PhD (see Olive Jeanfreau Alexander '60).
Raymond H. Lopez '63 AM is a professor of finance and economics at the Lubin School of Business, Pace Univ. His case, "Sula Vineyards," coauthored with Armand Gilinsky, professor of business at Sonoma State Univ., and Jigar Shah, won first prize at the 27th annual John Molson MBA International Case Competition, held in January in Montréal.
Nick McCave '67 PhD (see Will Howard '81).
Ted Clarke '75 MAT (see '74).
Tom Crowley '76 PhD (see Will Howard '81).
Howard Abrams '79 AM (see '77).
John Higgins '88 PhD has joined Merck Research Labs as a senior research investigator, leading the Pharmaceutical Lead Optimization Group at the West Point, Pa., site.
Robert B. Hackey '92 PhD, professor of health policy and management at Providence College, received the 2007–08 Joseph R. Accinno Faculty Teaching Award. The award is presented annually to the faculty member who best exhibits teaching excellence, passion, and enthusiasm for learning, and concern for students' academic and personal growth.
Will Howard '92 PhD (see '81).
Eileen M. Angelini '93 PhD writes: "At the beginning of March 2008, I received two pieces of wonderful news: I was promoted to full professor of French at Canisius College in Buffalo, N.Y, and I was the recipient of the 2008 American Association of Teachers of French (AATF) Dorothy Ludwig National Award for Distinguished Teaching at the University Level."
Bob MacDonald '93 PhD (see Monica Brady-Myerov '89).
Heather C. Akerberg '02 MFA has published her first book of poetry. Dwelling was released on May 15, 2008, by Burning Deck Press of Providence.
Sarah Berman '03 AM (see Rebecca Spielfogel Polivy '02).
Joel Park '03 PhD (see '88).
Christopher Whelan '04 ScM writes that he has been in Iraq since November 2007 on a military transition team. His job is to teach, coach, and mentor the commander and staff of a mechanized brigade in the new Iraqi army so they can become a self-sufficient force, paving the way for U.S. troops to leave Iraq. Additionally, he is engaged to Jennifer Walton, from Yarmouth, Me. They plan a wedding at the United States Military Academy following his November 2008 return from Iraq.
Jeffrey Reingold '06 PhD and his wife, Kristen, are happy to announce the February 5, 2008, birth of their daughter, Kaitlyn Ann.
Marlow Tessmer '08 PhD (see Barbara Sears Tessmer '57).
From the May/June 2008 Issue
Bernard Buonanno, Sr. '35 AM (see Elaine Berlinsky Fain '70).
Lee Jacobus '59 AM (see '57).
Robert J. Shapiro '60 MAT retired in June 2007 after 50 years as a teacher, principal, and superintendent of the Warwick, R.I., public schools.
Allister Fraser '62 ScM (see '54).
Richard F. Santopietro '64 ScM (see '61).
Susan Adler Kaplan '65 MAT (see Elaine Berlinsky Fain '70).
Hilary Salk '65 MAT (see '63).
William Stork '66 MAT writes that in fall 2007 he was awarded the Teacher Tribute by Stanford for exceptional teaching.
Terrell Simon Murphy '69 MAT (see Anna Murphy Deutmeyer '99).
Michael Weir '70 PhD (see '65).
D. Gordon MacLeod '71 ScM writes: "I retired in June 2007 after nine years as head of school at Tampa Preparatory School. I am now enjoying time playing golf and visiting grandchildren in New Jersey and California."
John S. Henke '73 MAT just received his MSLIS degree from the Syracuse Univ. School of Information Studies. He plans to retire from his position as a social studies teacher at Brookfield Central School in Upstate New York and enter the library field.
Wendy Orr Arienzo '77 ScM (see '77).
Jerry Tessendorf '84 PhD (see Johanna Masse '98).
Eric Golin '91 PhD (see '81).
Dan Tapiero'91 AM (see Jane Brodsky Sprung '88).
Tony Affigne '92 PhD (see '76).
Drew Davis'99 ScM (see Anna Murphy Deutmeyer '99).
Christine Gray '99 AM has accepted a job as the travel assignment editor for USA Today. She previously worked at the Philadelphia Inquirer as a deputy features editor responsible for the Image section. She married Don Faust in October 2007 on Captiva Island, Fla. Brown alum Stephanie Grace '87, political columnist for the Times-Picayune in New Orleans, was among the attendees.
Michael Kowalski '99 ScM (see Johanna Masse '98).
Joshua Marshall '03 PhD of Talking Points Memo was awarded a George Polk Award in 2008, most specifically for his role in reporting on the U.S. Attorney scandal. This also marked the first Polk Award to be awarded to an internet blogger.
Heather L. Brennan '05 MAT is teaching middle school and currently enrolled in an educational leadership program.
Andi Fein '05 ScM (see Susan Warren Weston '03).
From the March/April 2008 Issue
Allen S. Goldman '53 ScM (see '51).
Rev. William Olewiler '67 AM of White Hall, Va., and Nancy Payne of Orange Park, Fla., announce their engagement. The wedding is scheduled for April 26 in Orange Park at CrossRoads Lutheran Church. The couple will live in Orange Park, near Jacksonville, beginning in July. William's first wife, Mary Baugh, passed away two years ago from cancer.
Ronald A. Sudol '67 AM has been appointed dean of the College of Arts and Sciences at Oakland Univ. in Michigan. He was previously associate provost and continues as professor of rhetoric.
Dennis Butcher (see '72).
Bernard Mendillo '73 AM (see '70).
Joanna E. Rapf '73 PhD (see '63).
Mary Hutchings Reed '73AM (see '73).
Connie Sancetta '73 ScM (see '71).
Hon Fong Louie Mark '74 PhD and Roger Mark '76 PhD (see Yvonne Mark '92).
Jill Grigsby '77 AM (see '76).
Joel D. Scheraga '81 PhD (see '76).
Mark Spitzer '81 PhD (see Leah Sigal Spitzer '81).
Anna Bobiak Nagurney '83 PhD (see '77).
Russell Potter '91 PhD published a new book, Arctic Spectacles: The Frozen North in Visual Culture, 1818-1875, in September. He lives in Providence with his partner, Karen Carr, and their three children, two dogs, five cats, and one mouse.
Noel O'Dowd '92 PhD and Peter McHugh '92 PhD have recently been appointed to full tenure professorships in Ireland. Noel now holds the chair in mechanical engineering at the Univ. of Limerick, following 13 years in the department of mechanical engineering at Imperial College, London. Peter holds the newly established chair in biomedical engineering at the National Univ. of Ireland, Galway.
Eileen M. Angelini, PhD '93 writes: "In July 2006 my family and I relocated from the Philadelphia area to the Buffalo, N.Y., area for my new position as associate professor of French and chair of the department of modern languages at Canisius College. It is nice to be back in a liberal arts environment. Most recently, the New York State Association of Foreign Language Teachers gave me the Ruth E. Wasley Distinguished Teaching Award Post-Secondary. What an incredibly warm welcome to the state of New York. Most importantly, my 7-year-old daughter is thriving in the public school system in Williamsville, N.Y."
Nestor Matthews '97 PhD has earned tenure and was promoted to associate professor in the department of psychology at Denison Univ.
Andrew Flescher '00 PhD published a new book, The Altruistic Species, with Templeton Foundation Press in 2007.
Roger Mark Jr '00 MAT (see Yvonne Mark '92).
Andrew Mirsky '00 ScM (see Joshua Edelglass '99).
Eric Huang '01 PhD (see '94).
Lori Bielinski Matten '02 AM (see Joe Hou '98).
Len Erickson '03 PhD (see '94).
Andi Fein '05 ScM (see Susan Warren '03).
From the January / February 2008 Issue
Richard Cook ’48 AM (see Bernie Bell ’42).
Marilyn Tarasiewicz Erickson ’59 AM (see ’57).
Erich Kunzel ’60 AM (see Ben King ’64).
Mel B. Yoken ’61 MAT has published Breakthrough: Essays and Vignettes in Honor of John A. Rassias, a celebration of the educator who revolutionized the art of learning languages. Mel has published eight books, including this most recent one, and has received several prestigious awards from the French Academy, the French government, the New York State Foreign Language Association, and MaFLA. He is the director of the Boivin Center of French Language and Culture at UMass Dartmouth.
Susan Adler Kaplan ’65 MAT (see ’58).
William Silvert ’65 PhD (see ’58).
Gerald J. Michael ’66 ScM (see ’65).
Tom Kuhlman ’67 PhD, an associate professor emeritus of English at Creighton Univ., recently published Baroque Nebraska, published by AuthorHouse, and an article on
S.J. Perelman printed in Studies in Jewish Civi
lization; American Judaism in Popular Culture, printed by Creighton University Press.
Susan Johnston ’68 MAT is the coauthor of Princess Bubble, a modern-day book celebrating singleness and written to reduce the overwhelming sense of failure, self-doubt, and despair that some single women face.
L. Robert Smith ’68 ScM was elected treasurer of the National Council of Examiners for Engineers and Surveyors. He is still trying to figure out how he had time to work before he retired.
John Freeman ’69 ScM (see Isabel Jackson Freeman ’69).
Walter Liedtke ’69 AM was named Officer in the Order of Orange-Nassau by Queen Beatrix of the Netherlands, on the occasion of the opening of his exhibition, The Age of Rembrandt, at the Metropolitan Museum of Art in New York City. Walter’s 1100-page catalogue of the 228 Dutch paintings in the museum (where he has been curator of European paintings since 1980) was published in August 2007. In 1993 he was made Knight in the Order of Leopold by King Albert II of Belgium, in recognition of his publications on Flemish art.
Allen Dyer ScM ’70 (see ’67). Marilyn Friedman Hoffman ’71 AM
(see ’67).
Dirk T. Held ’72 PhD (see ’60).
Jaimee Wriston Colbert ’76 AM has published a new book, Dream Lives of Butterflies: Stories, which explores the discrepancy between the haves and the have-nots at the end of 20th century America. It is also a finalist for the USA BookNews National Best Books of 2007 Awards in Fiction/Stories.
Kristin Hayes ’77 AM (see David Lichtenstein ’99).
Joanne Schneider ’77 PhD writes: “My book Age of Romanticism appeared in May 2007. I am in my last year as chair of the history department at Rhode Island College. I look forward to returning to the rank of regular professor!”
Lisa Dennison ’78 AM was named to a newly created position, director of the Solomon R. Guggenheim Museum in New York City in October. She has held the position of deputy director and chief curator at the Guggenheim since 1996, and has been a member of the curatorial department since 1978. Lisa aided in the preparation of several important exhibitions,including Arshile Gorky, 1904–1948: A Retrospective (1981). She was promoted to assistant curator in 1981, associate curator in 1990, collections curator in 1991, curator of Collections and exhibitions in 1994, and deputy director and chief curator in 1996.
Susan Schilling Keats ’82 PhD (see John Keats ’75).
Cary Honig ’84 MAT (see Jennifer Borman ’85).
Sila Liane Chakrawarti ’89 AM (see ’79).
Valerie Tutson ’90 AM (see Justin Green ’48).
Erin Egan ’91 MAT (see Jennifer Borman ’85).
Deborah Merrill ’91 PhD released Moth-ers-in-Law and Daughters-in Law: Understanding the Relationship and What Makes Them Friends or Foe in September 2007. She is a sociology professor at Clark Univ.
David Durfee ’92 PhD (see Celinda Gourd ’04).
Alexander Merk ’92 ScM (see Hanna Tikkanen Merk ’91).
Diane Hoffman-Kim ’93 PhD (see Celinda Gourd ’04).
Anna Klosowska ’94 PhD, an associate professor of French at Miami Univ. of Ohio, is the editor of Madeleine de l’Aubespine: Selected Poems and Translations, published by the Univ. of Chicago Press as part of its series, The Other Voice in Early Modern Europe. Klosowska has published widely, including a 2004 book, Queer Love in the Middle Ages, and in 1988 conceived and edited Violence Against Women in Medieval Texts, widely hailed as an important volume in her field.
Mark Amerika ’97 MFA writes: “For those who are interested, I have just published two new books: META/DATA: A Digital Poetics and 29 Inches: A Long Narrative Poem More info at: markamerika.com.”
Brent Stuart Goodwin ’97 AM has been promoted to supervisor of the U.S. Departmentof HomelandSecurity’sLAXCommand Center. He oversees the coordination of state, local, and federal antiterrorism efforts. He also maintains the readiness of the department’s Emergency Operations Center. Contact him through classmates.com.
Sam Houser ’97 PhD was appointed secretary of the college and executive assistant to the president of Franklin and Marshall College in Lancaster, Pa.
Edward Bok Lee ’98 MFA was appointed assistant professor in the College of Arts and Sciences at Metropolitan State Univ. (Minn.). He will teach poetry, fiction,andmemoir writing with an emphasis on the experiences of
U.S. people of color. Stephen Martin’99 AM (see Jennifer Borman ’85). Andrew Mirsky ’00 ScM (see Josh Lawrence ’99). Dorkina Myrick ’01 MD, ’01 PhD (see ’01 MD). Thomas Kucera ’02 ScM (see Andrew Paulsen ’01). Christina O’Connor ’02 MAT (see David Lichtenstein ’99). Sharon Sonenblum ’03 ScM (see Rachel
Cruz ’01).
Jason Sobel ’03 ScM (see ’02).
Sean Cannella’04 ScM (see Nicole Fis
chler ’03). Maureen McCamley ’04 ScM (see Celinda Gourd ’04) Linda Yeh ’04, ’05 MAT (see Celinda Gourd ’04). Michaela Andrews ’03, ’06 MAT (see Celinda Gourd ’04). Elizabeth Deweerd ’05, ’06 ScM (see Celinda Gourd ’04). Melissa Labonte ’06 PhD (see Thad Williamson ’92). Portia Thurmond ’06 MPH (see Vincent Capaldi ’02). Gerald Patterson ’07 PhD (see Celinda Gourd ’04). Ninian Stein ’07 PhD (see Laura Schmitt Olabisi ’99 and Jasmine Waddell ’99).
From the November / December 2007 Issue
Paula Jespersen Diehl ’54 AM (see ’47).
Christine Holmberg Freiberger ’59 MAT (see ’56).
Douglas Anderson ’62 AM (see Celia Wu Sophonpanich ’83).
Wanni Wibulswasdi Anderson ’62 AM (see Celia Wu Sophonpanich ’83).
,Rosalie Greenberg Goldman ’66 MAT (see ’56).
Alice Clemente ’67 PhD (see ’56).
Sally Goldin ’75 AM (see Celia Wu Sophonpanich ’83).
Jack W. Silverstein ’75 PhD was named Fellow of the Institute of Mathematical Statistics (IMS). The induction ceremony took place July 30 at the IMS Annual Meeting in Salt Lake City. Jack received the award for seminal contributions to the theory and application of random matrices. He is a professor at North Carolina State.
Susan Lukesh ’76 PhD (see ’68).
Bella Brodzki ’80 PhD has published Can These Bones Live? Translation, Survival, and Cultural Memory (Stanford Univ. Press, 2007).
Richard Gourse ’80 PhD (see ’71).
Joan Lescinski ’81 PhD resigned after nine years as 14th president of Saint Mary-of-the-Woods College in Indiana to become the 13th president of St. Ambrose Univ. in Davenport, Iowa. Joan is the first woman to be president of St. Ambrose.
Pornchai Suchitta ’83 PhD (see Celia Wu Sophonpanich ’83).
Jeffrey Lesser ’84 AM (see ’82).
Lonzia Berry ’89 AM (see Celia Wu Sophonpanich ’83).
Ted McEnroe ’92 MAT (see Cindy Moser ’90).
Joseph Samuel Houser ’97PhDwas appointed secretary of the college and executive assistant to the president at Franklin Marshall College on July 1.
Asimina Georges ’00 PhD has joined Fish & Richardson PC as a technology specialist in the Boston office. She will support the firm’s Patent Prosecution Group in the area of chemistry. Before joining Fish, Asimina was a senior scientist at Infinity Pharmaceuticals.
Andrew Shen ’00 MAT (see ’99).
Patrick MacRoy ’01 AM (see Anna Goldberg ’02).
Jon Reiter ’01 ScM (see Anna Goldberg ’02).
Matt Herman ‘04 ScM (see William Starrett Esworthy ’05).
Sarah Lang ’04 MFA is currently touring North America in support of her new book, The Work of Days (Coach House Books). With the support of the Canada Council for the Arts, she will then circumnavigate the globe, writing her next book in and about airports.
Jarrod Lynn ’07 ScM (see William Starrett Esworthy ’05).
From the July / August 2007 Issue
Ernest Hofer ’47 AM (see ’46).
Arsen Shamshoian ’59 MAT (see Mike Rubin ’00).
Arthur Louis Levin ’62 AM (see ’59).
John Worsley ’63 MAT (see ’56).
Mike Griem ’66 ScM (see ’65).
John E. Finnerty ’68 AM (see ’65).
Geoffrey R. Barrow ’68 AM, ’71 PhD, manages the nonprofit indianasailing.org, which offers sail racing and adventure expeditions on Lake Michigan to young sailors, mostly Hispanics and African Americans in disadvantaged high schools. The sailors will compete in the Chicago–Mac race and Soling nationals again this year.
Stuart Flashman ’69 ScM (see ’69).
Louis Schepp ’74 ScM (see Barry M. Nathan ’70).
David Altshuler ’71 AM (see ’71).
Paul Schopf ’73 ScM (see Jane Seigler ’73).
Geoffrey Stewart ’73 AM (see ’73).
Ken Cieplik ’74 MAT (see ’73).
Tony Coelho ’80 PhD (see Mike Rubin ’00).
Glenn Cummings ’84 MAT was unanimously elected as the ninety-eighth speaker of the Maine House of Representatives in Dec. He is professor of economics and entrepreneurship at Southern Maine Community College and the Univ. of Southern Maine.
Steven Zhu ’92 PhD returned to New York, after working in Tokyo for three years. He is currently working at Bank of America as head of risk management analytics.
Mike Gleason ’94 PhD (see ’82).
Alejandra Placci ’00 MAT writes: “I have just recently accepted a job in the Buenos Aires office of Axialent. I moved there in late May 2007. I’m very excited to spend time in the ‘mother country’ and hope to be there for at least a few years. If anyone is in town, please drop me a line.”
Antonios Augoustakis ’01 PhD received tenure in the classics department of Baylor Univ. in Feb.
Liz Cho ’02 AM (see Valerie Phillips ’98).
Wendy Schiller ’02 AM (see George Rollinson ’57).
Heather L. Brennan ’05 MAT writes: “I’m currently teaching college writing at the Community College of R.I., as well as English language arts in the Mansfield schools. Over the summers, I teach poetry at the Hamilton House on Angell St.”
From the May / June 2007 Issue
Mary Ann Rossi ’57 AM has been included in a new publication, Feminists Who Changed America, 1963-1975, edited by Barbara J. Love, in partnership with Veteran Feminists of America. It was created to document the “Second Wave” movement and motivate younger generations.
Joyce Reed ’65 AM (see Leslie Armstrong ’62).
Stan Schretter ’68 ScM (see ’65).
John (Jack) Freeman ’69 ScM (see Isabel Jackson Freeman ’69).
Lynn Mooney Hickey ’69 AM (see ’67).
John V. Guttag ’73 ScM (see Peter Norvig ’78).
Cliff Hickey ’77 PhD (see Lynn Mooney Hickey ’67).
Mark L. Asquino ’78 PhD (see ’71).
Geoffrey A. Landis ’88 PhD writes: “In January, I finished my stint as the Ronald E. McNair Visiting Professor of Astronautics at MIT and returned to my home base, the NASA John Glenn Research Center in Cleveland, where I am a scientist in the photovoltaics and space environmental effects branch. I continue to spend half my time working on the Mars Exploration Rovers mission, and look forward to finding some time to start writing science fiction again.”
Stephen Eskilson ’95 PhD (see Maya Grosz ’93).
Christopher Hays ’95 ScB (see Elizabeth Perez ’99).
Antonios Augoustakis ’01 PhD received tenure in the classics department of Baylor University in Februrary.
Hanya El-Sheshtawy ’01 MAT (see Ron Kiino ’97).
Kristy Juaire’02 ScM (see Lisa Cisneros ’01).
Joe Coleman ’03 PhD (see Ellen Stern Griswold ’01)
Josh Schwartz’03 ScM (see Dana Ross ’99).
Benjamin Steinfeld ’05 MFA (see Jessie Ratey ’01).
From the March / April 2007 Issue
Dean Staats ’48 AM (see ’46).
Erich Kunzel ’60 AM, the conductor of the Cincinnati Pops Orchestra, was awarded a 2006 Medal of Arts by President George W. Bush. The National Medal of Arts is the highest award given to artists and arts patrons by the U.S. Government. Erich first appeared as conductor of the Pops in October 1965.
Austin D. Carroll ’63 MAT was elected this past summer as chairman of the board of trustees of St. Thomas Aquinas College, a Catholic college of the Dominican tradition located in Sparkill, N.Y. Brother Carroll remains active in the field of higher education through board service and publications.
Peter Gillis ’64 PhD (see ’52).
Susan Rosenfeld ’65 AM (see ’64).
Neal Sondergaard ’77 PhD (see Sally Olver Sondergaard ’76).
Mary Greene Horvath ’78 MAT writes: “Chas and I have two wonderful sons, ages 11 and 14. We are enjoying their transitions from elementary school to middle school and middle school to high school. It will be an interesting year.”
Jerry Weil ’84 ScM (see ’83).
Paul Beade ’88 ScM, ’94 MD (see Lauren Cohen Starr ’94).
George Hradil ’91 PhD (see Christina Boyd Zavell ’85).
Ted McEnroe ’92 MAT (see Naline Lai ’89).
Phil Lai ’95 AM, ’99 MD (see Lauren Cohen Starr ’94).
Catherine Torigian ’95 PhD, who has been head of the foreign language department at the Browning School in New York City since 2003, was awarded the American Philological Association’s Award for Excellence in Pre-Collegiate Teaching at the Association’s January 2007 meeting in San Diego. The award is given annually to two teachers of Latin at the pre-collegiate level. Catherine attended the meeting with her husband, Anthony Gini ’89 PhD, and their 2-year-old daughter, Elizabeth Catherine Torigian-Gini.
Brent Goodwin ’97 AM handles critical incident and crisis management and coordinates antiterrorism in the U.S. Department of Homeland Security’s Los Angeles Command Center. He writes: “In my spare time I like to fish for mahi mahi, albacore, or yellow-fin tuna. Otherwise, I enjoy sailing to Catalina Island. I can be reached through classmates.com.”
Esther Isabelle Wilder ’97 PhD writes: “In September my husband, Saam Trivedi, and I celebrated the birth of our daughter, Tara Naomi Trivedi. Both Saam and I are professors at the City University of New York (CUNY). Saam is in the philosophy department at Brooklyn College, and I am in the sociology program at Lehman College. We live in Riverdale, N.Y."
Tim Cooley ’99 PhD received the 2006 Orbis Prize for Polish Studies from the American Association for the Advancement of Slavic Studies in recognition of his new book, Making Music in the Polish Tatras (Indiana). Tim is an associate professor of music at U.C. Santa Barbara.
Benjamin Hertzog ’99 PhD (see Trevor S. Mottl ’98).
Chris Bowley ’00 PhD, a technical specialist for the past five years at Fish & Richardson, is now an associate in the Patent Prosecution Group. Prior to joining Fish & Richardson, he served as a senior research physicist in the Optical Systems Division of 3M.
Erik Sylven ’02 ScM (see Michael Jesionowski ’00).
Sam Marks ’06 MFA received the first-ever John C. Russell Fellowship from the Brown Graduate Program in Literary Arts. The fellowship is named in honor of John C. Russell ’91 MFA, a promising young playwright who died at age 31. Sam will serve as an adviser to graduate playwrights and will curate two staged readings of plays by Brown undergraduates while continuing to develop his own work.
From the January / February 2007 Issue
Arnold Soloway ’48 AM (see Laurie Reeder ’86).
Ed Clarke ’51 PhD (see Dick Tracy ’46).
Allen S. Goldman ’53 ScM (see ’51).
Richard Doenges ’55 AM retired in 1991 as dean of College of Arts and Hu man i ties at the University of Bridgeport.
Raymond H. Lopez ’63 AM has just completed his 40th year teaching finance and economics classes in the MBA program at the Lubin School of Business, Pace Univ. He is also chairman of the board of directors of the Academic Federal Credit Union, which provides financial services to employees of fifteen colleges, universities, and secondary schools in the New York metropolitan area.
Kenneth Pruitt ’65 PhD is professor emeritus at the University of Alabama at Birmingham.
Norman Reynolds ’65 ScM (see ’63).
John Brandenberg ’69 PhD was honored as the first recipient of Lawrence University’s Excellence in Scholarship and Creative Activity Award during its June 11 commencement. This new award recognizes professional accomplishment in scholarship of creative activity and symbolizes the importance of both endeavors in advancing the mission of Lawrence University.
George V. Frisk ’69 ScM, professor of ocean engineering at Florida Atlantic University, has been named vice president elect of the Acoustical Society of America. Professor Frisk is an expert on ocean and seafloor acoustics. He has authored and coauthored many publications. He also holds the title of scientist emeritus at Woods Hole Oceanographic Institution.
Glenn W. Mitchell ’69 ScM, ’75 MD (see ’67).
John A. Stankovic ’79 PhD (see ’70).
Carla Ballon Gorrell ’81 PhD (see Ellen Seely ’77).
Stephen Siegel ’85 PhD (see Alex Kruglov ’02).
Allyson Poska ’86 AM writes: “My book Women and Authority in Early Modern Spain: The Peasants of Galicia (Oxford Univ. Press, 2006) was just awarded the Bainton Prize, the Sixteenth-Century Studies Association’s award for the best book in early modern history or theology.”
Beth Montgomery Brown ’87 MAT (see Matthew Brown ’86).
Ann Harleman ’88 AM received the Rhode Island State Council on the Arts Fiction Fellowship Award. Ann is the author of two books, and one coming in 2007. She has won three previous Rhode Island State Council fellowships in the past, as well as Guggenheim and Rockefeller fellowships and many other writing honors. She is on the faculty at Brown and RISD.
Elizabeth Searle ’88 AM is the author of three books of fiction and received national media coverage for her latest work, Tonya & Nancy: The Opera, an original opera based on the infamous Harding–Kerrigan skating scandal. The opera, with music composed by Abigail Al-Doory, premiered at the American Repertory Theatre’s “new space for new works” in Boston in May. The show received coverage from the Associated Press, ESPN Hollywood, Sports Illustrated, MSNBC and National Public Radio. A new West Coast production of the opera is in the works. Elizabeth lives with her husband and their 8-year-old son, Will, in Arlington, Mass. She teaches fiction writing in the Stonecoast MFA program.
Elysabeth Bidwell Ray ’93 MAT (see ’92).
Lisa Chick ’94 MAT (see ’93).
Brook Conner ’94 ScM (see ’91).
Arthur Gianelli ’94 AM was appointed president and chief executive officer of the Nassau Health Care Corporation on Oct. 23. The corporation includes a tertiary teaching hospital, an extended care facility, and six community health centers and provides safety-net health care for the uninsured and underinsured in Nassau County.
Ann Costelloe Landenberger ’94 MAT (see ’76).
Esther Isabelle Wilder ’97 PhD married Saam Trivedi in early 2006. They welcomed their daughter, Tara Naomi Trivedi, on Sept. 14. Also in September, Esther’s book Wheeling and Dealing: Living with Spinal Cord Injury was published by Vanderbilt University Press. This is her second book in the area of disability. Her earlier book, Voices from the Heartland: The Needs and Rights of Individuals with Disabilities, was written with William H. Walters ’02 PhD and published in 2005 by Brookline Books.
Avijit Sen ’98 AM (see Indy Sen ’00).
Chao-Yang Lee ’00 PhD (see Irene Ho ’00).
Matthew Kromer ’01 ScM (see Elizabeth Schoenfeld ’01).
Jie Zhang ’01 ScM and Dongyuan Piao ’00 PhD married on Aug. 27. Jie and Dongyuan met and fell in love when both attended Brown graduate school. In attendance at the intimate wedding ceremony were the bride’s and groom’s family and friends.
Tien-Lih Chen (see Irene Ho ’00).
Douglas Klahr ’02 PhD (see ’77).
Grismaldy Laboy ’02 MAT (see Ivonne Ferrer ’01).
Bob Altshuler ’03 ScM (see Igor Helman ’01).
Chris Weeks ’03 ScM (see Melissa Zerofsky ’03).
Sheldon Provost ’04 ScM (see Melissa Zerofsky ’03).
From the September / October 2006 Issue
Walter Chucnin ’41 AM(see Beatrice Minkins ’36).
Margaret Porter Dolan ’43 AM (see Martha Ahlijian Kevorkian ’39).
Anne Maven Young ’48 ScM (see ’44).
Howard Young ’48 PhD (see Anne Maven Young ’44).
Lotte Van Geldern Povar ’62 MAT (see Nancy Cantor Eddy ’48).
Susan Rosenfeld ’65 AM (see ’64).
Robert J. Bucci ’67 ScM, technical consultant for product design and analysis at Alcoa, has been named a 2006 recipient of the ASTM award of merit and accompanying title of fellow—the highest ASTM recognition for individual contributions to standards activities.
Robert Marino ’69 PhD was appointed president of the American Univ. of Rome.
David Tarr ’70 PhD(see Rainy LaVenture ’00).
Hon Fong L. Mark ’74 PhD (see Seamus Mark ’02).
Bud Wiley ’77 MD (see ’74).
Jon Cristy ’76 AM (see Terri Kiser Cristy ’75).
Roger Mark ’76 PhD (see Seamus Mark ’02).
Panos J. Antsaklis ’77 PhD, the H.C. and E.A. Brosey Professor of Electrical Engineering at the Univ. of Notre Dame, received the 2006 Brown Engineering Alumni Medal at the engineering awards dinner on May 27 during Commencement weekend. Established in 1997 as part of the sesquicentennial celebration of engineering at Brown, the award is presented to alumni who have demonstrated exceptional accomplishments in their engineering careers. Panos previously served as a faculty member at Brown as well as at Rice Univ. and London’s Imperial College of Science, Technology and Medicine prior to joining the Notre Dame faculty. The medal was designed by Walter Feldman, professor of art at Brown.
Michael Toman ’78 AM has been appointed director of the RAND Corporation’s environment, energy, and economic development program.
Paul F. Barbara ’80 PhD was elected to the National Academy of Sciences in April 2006. He holds the R.J.V. Johnson Welch Chair in Chemistry and Biochemistry at the Univ. of Texas at Austin and is the director of the Center for Nano- and Molecular Science and Technology. Paul enjoys living in Austin with his wife, daughter (soon to go off to Wellesley College), and their two Jack Russell terriers.
Andrea Libresco ’82 MAT writes: “After a six-year journey, I finally got my doctorate in social studies education this spring from Teachers College at Columbia Univ.—just in time to go up for tenure this fall at Hofstra Univ. As was the case with course work at Brown, apparently there’s still nothing like a deadline to make me write the paper.”
Joanna Scott ’85 AM received the Ambassador Book Award for Fiction for her recent novel, Liberation. The English-Speaking Union of the United States presents the award annually to authors whose works make an outstanding contribution to interpreting the life and culture of the United States to other English-speaking people. Joanna is the Roswell S. Burrows Professor of English at the Univ. of Rochester.
Rich Vorder Bruegge ’91 PhD (see Beth Parks ’85).
H. Sanjeeva Balasuriya ’93 ScM, ’96 ScM has been hired as an assistant professor of mathematics at Connecticut College. Sanjeeva’s research interests include applied analysis, fluid dynamics, applications, modeling and nonlinear dynamics.
George Strander ’93 PhD, of Albion, Mich., has been elected president of the Michigan Probate and Juvenile Registers Association (MPJRA). George is court administrator and probate register for the Ingham County probate court in Lansing. He also serves on the Albion city council,
From the May / June 2006 Issue
Eleanor McMahon '54 A.M., Pawtucket, R.I., received an Honorary Doctor of Business and Economics degree from the Milwaukee School of Engineering on Nov. 21. She was honored for her devotion to her field and her contributions to the nation's educational institutions, systems, and policies. She is a distinguished visiting professor at the A. Alfred Taubman Center for Public Policy and American Institutions at Brown.
John Ainsworth '59 Ph.D. retired from the U.S. Department of Defense as a member of the senior executive service. He served for nine years as the scientific director of the Armed Forces Radiobiology Research Institute. He writes: "My wife, Carolyn (Hastings College '60), and I plan to stay in the Washington area and be tourists for about a year and then move back to the San Francisco area where our three grown children and six grandchildren reside."
Ting-wei Tang '64 Ph.D. has been elected a fellow of the Institute of Electronical and Electronic Engineers. A professor of electrical and computer engineering at the University of Massachusetts, Ting-wei was recognized for his contributions to numerical and computer modeling of high-speed and high-power semiconductor devices. These highly sophisticated models have helped improve the performance of a new generation of transistors and diodes, and have significantly reduced design and manufacturing costs for the semiconductor industry.
Michael M. Carroll '65 Ph.D. (see Carolyn Gahagan Carroll '64).
Susan L. Phillips '78 A.M. was elected as an international vice president of the 1.4 million-member United Food and Commercial Workers Union at the union's convention in July. She is responsible for planning and implementing programs involving women and retirees.
Gail Donovan '88 A.M., Portland, Maine, writes that her short story "Trying to Go Nowhere" was published in the Chicago Tribune as a winner of the 1998 Nelson Algren Literary Award.
Nina Zannieri '80 A.M., Pawtucket, R.I., was elected president of the New England Museum Association (NEMA) at the organization's recent conference in Burlington, Vt. Previously she served in several capacities on the NEMA board, most recently as vice president. Nina is director of the Paul Revere Memorial Association in Boston.
Adam Szpiro '94 Sc.M. (see Alex Klibaner '95).
From the November / December 2004 Issue
Two books written by Norm Morris ’62 AM, Ghetto Memories and Ghetto Memories Revisited, which relate stories about the old DRM suburbs of Boston, are being made into videos and DVDs. The producers are looking for any additional film footage or pictures that may be available. More information about the books and production can be obtained at www.ghettomemories.org.
Paul K. Nakane ’63 PhD, a professor at the Environmental Biotechnology Institute at California Polytechnic State Univ., was the first recipient of an award named in his honor by the International Federation of Societies for Histochemistry and Cytochemistry. The international group named the award in Paul’s honor in recognition of his scientific accomplishments and leadership in scientific societies in the United States and Japan.
Peter P. Gillis ’64 PhD (see ’52).
Sally E. Goldin ’75 AM (see ’75).
Robert A. Moffitt ’75 PhD has been named to the Krieger-Eisenhower Professorship in Economics at Johns Hopkins Univ. He is best known for his research on the economic consequences of welfare and other antipoverty programs on work, marriage, and childbearing. He has published important work on the economics of labor, population, and demography and has formulated and tested economic models of marriage, cohabitation, female headship, and fertility. This spring he was appointed editor in chief of American Economic Review and chaired a National Academy of Sciences panel of experts on welfare reform to review current research on the topic. Robert is a fellow of the Econometric Society and a national associate of the National Academy of Sciences.
Bob MacDonald ’93 PhD (see ’89).
Patrick Reynolds ’94 AM has been given a one-year appointment as assistant professor of theater at Eastern Mennonite Univ.
Tracy D. Sharpley-Whiting ’94 PhD has been named director of the African American studies program at Vanderbilt Univ. She held a chair of Africana studies for three years at Hamilton College.
Alan Arehart ’97 PhD and Robin McCarthy Arehart ’93 MAT had a daughter, Renée Alexi Arehart, on April 9, in Pasadena, Calif. Alan is an engineer at Northrop Grumman. Robin, who had been serving as English department chair at Crescenta Valley High School, is taking some time off to care for Renée.
John Iceland ’97 PhD (see ’92).
Duncan B. Black ’99 PhD was revealed as “Atrios,” one of the more notable bloggers who covered this year’s Democratic National Convention in Boston.
Keith Schmidt ’00 ScM (see ’00).
Sarah Chase ’04 PhD (see Paul B. Alexander ’52).
Jessica Cooper ’04 AM (see ’03).
Duncan Vinson ’04 PhD (see Joanne Wilkinson ’90).
From the September / October 2004 Issue
Homer Smith ’33 PhD (see ’29).
Peg Porter Dolan ’43 AM (see Hank Vandersip ’56).
Norman G. Einspruch ’59 PhD, a professor of electrical and computer engineering at the Univ. of Miami, has received the 2003 Alexander Orr Award for Excellence in Teaching. A faculty member of the college since 1977, Einspruch is a fellow of the Institute of Electrical and Electronics Engineers, the American Physical Society, the Acoustical Society of America, and the American Association for the Advancement of Science. He also coauthored a paper with Bonita Preston entitled “An Investigation Tool Resource,” which received the Outstanding Student Paper award at the International Conference on Productivity and Quality Research held in Miami.
Christine Holmberg Freiberger ’59 MAT (see Hank Vandersip ’56).
Norm Morris ’63 AM reports that his books Ghetto Memories and Ghetto Memories Revisited are being used to create a historical video and DVD about the Dorchester, Roxbury, and Mattapan areas of Boston; Arizona State is also using the books as part of a course in sociology. More information is available at www.ghettomemories.com.
John Worsley ’63 MAT (see Hank Vandersip ’56).
Steven C. Batterman ’64 PhD has been named a fellow of the American Society of Mechanical Engineers. He is managing partner of Batterman Engineering and a member of the American Academy of Forensic Sciences, the American Society of Civil Engineers, the Society of Automotive Engineers, the Society for Experimental Mechanics, the Biomedical Engineering Society, the American Society for Safety Engineers, the American Academy of Mechanics, and the American Society for Engineering Education.
Joyce Reed ’65 AM (see ’61).
Dave Halvorsen ’66 MAT (see ’55).
Frances McRae Cairncross ’67 AM, who lives in London and chairs the Economic and Social Research Council, was made a Commander of the Order of the British Empire. She is a senior editor of The Economist. Her latest book, The Company of the Future, examines the challenges and opportunities technology poses for corporate structure. In October she will take up the post of rector of Exeter College, Oxford.
Barrett Barnard ’70 MAT (see Hank Vandersip ’56).
Linda G. Thompson ’71 MAT, professor of mathematics at Carroll College, was honored at their commencement ceremony with the Benjamin F. Richason Jr. Faculty Award, which honors faculty who demonstrate excellence in teaching, research, and educational innovation.
John Mills ’73 PhD is president of Paul Smith’s College in Paul Smiths, New York. Previously he served as provost and vice president of academic affairs at the school, and taught at Dartmouth, Harvard, Temple, and Clarkson universities, as well as at the Univ. of Copenhagen.
Hon Fong Louie Mark ’74 PhD (see ’69).
Steve Hochstadt ’83 PhD (see ’70).
Robert Berchman ’84 PhD was appointed professor of philosophy and religious studies at Dowling College.
Jeffrey Lesser ’84 AM (see ’82).
Kathleen Mellor ’89 AM, an ESL teacher at Davisville Middle School in North Kingstown, R.I., was named 2004’s National Teacher of the Year in April. The first Rhode Island teacher to win the honor, she was recognized at a White House ceremony and was named godmother of a Royal Caribbean cruise ship, Jewel of the Seas. She has taught at Davisville for nineteen years.
Alana Thorpe-Bender ’91 PhD (see Hank Vandersip ’56).
Tony Affigne ’92 PhD (see ’76).
Owen Doonan ’93 PhD has just finished an eventful first year as assistant professor of art history at California State Univ. at Northridge. His wife, Nursel, gave birth to their first child, Dylan Ogan, in March. Two days earlier Owen’s first book was published. Sinop Landscapes: Exploring Connection in the Hinterland of a Black Sea Port (Univ. of Pennsylvania Museum Press) is based on his continuing research project along the Black Sea coast of Turkey.
Lisa Pruitt ’93 PhD, a professor of mechanical engineering at UC Berkeley, was one of nine people chosen for the Presidential Award of Excellence in Science, Mathematics, and Engineering Mentoring. Lisa was honored at an awards ceremony in Washington, D.C., in May.
Vivek Arora ’95 PhD was appointed IMF resident representative in South Africa in January.
Daniel Cavicchi ’96 PhD received the 2004 John R. Frazier Award for Excellence in Teaching at the Rhode Island School of Design. The award is given annually to a member of the faculty who demonstrates exceptional ability fostering student learning. He has taught a variety of courses in history, politics, music, and film over the past three years as assistant professor of American studies.
Tony Lee ’96 PhD (see Yeuen Kim ’92).
Adrienne Miller Drinkwater ’97 PhD and Matthew Drinkwater ’98 PhD announce the April 26 birth of Laura Danielle.
Sarah Ruhl ’01 MFA (see ’97).
Tien-Lih Chen ’02 MAT (see Franco Capaldi ’99).
Josue Ramirez ’02 PhD (see ’87).
Adam Fontecchio ’03 PhD (see ’96).
Tia Malkin-Fontecchio ’03 PhD (see Adam Fontecchio ’96).
Mijail Serruya ’03 PhD (see Jeffrey Wetzler ’96).
From the July / August 2004 Issue
Ruth Manter Lind ’42 AM (see ’39).
Arnie Soloway ’48 AM (see Bernie Bell ’42).
Norm Sprinthall ’59 AM (see Marshall H. Cohen ’54).
John Jeffers ’63 MAT (see Barbara Clark Jeffers ’59).
Jacqueline Jones ’63 MAT (see ’59).
Michael M. Carroll ’65 PhD (see Carolyn Gahagan Carroll ’64).
Grace Azevedo Murphy ’67 AM (see ’59).
John M. Cross ’68 AM (see ’66).
Kenneth Starr ’69 AM, former Whitewater special prosecutor, will take over as dean of Pepperdine Univ.’s School of Law on Aug. 1.
John Sapinsley ’70 AM (see Bernie Bell ’42).
Joe Augustyn ’71 AM, of Fairfax, Va., has joined the consulting firm of Booz/Allen/ Hamilton after a twenty-eight-year career with the Central Intelligence Agency.
Rick Schwertfeger ’72 MAT (see ’70).
Luis G. Sarmiento ’74 AM (see ’73).
Vikram K. Kinra ’75 PhD has been elected a 2004 Fellow of the American Academy of Mechanics. He is the General Dynamics Professor in the Department of Aerospace Engineering at Texas A&M Univ.
Sarah C. O’Dowd ’76 PhD has published A Rhode Island Original, the first biography of Frances Harriet Whipple Green McDougall: reformer, poet, editor, botanist, spiritualist, and early campaigner for women’s rights. Sarah, a retired professor of psychology, is a board member of the Pembroke Club of Providence. She lives in Barrington, R.I., and Venice, Fla.
Neil Selvin ’76 ScM has been appointed chief marketing officer for Approva Corp. He previously served as president and CEO of several technology companies, including Pivia, OneWorld Systems, and Global Village Communication, and was the director of marketing for portable computing at Apple Computer.
Ezra Greenspan ’81 PhD has been named Kahn Chair in the Humanities and Professor of English at Southern Methodist Univ. He has taught in the English departments at Tel Aviv Univ. and the Univ. of South Carolina. His son Noam is a member of the class of 2005.
Efstathios E. Michaelides ’81 PhD, a professor at Tulane, has been named a Fellow of the American Society of Medical Engineers.
Jeffrey Lesser ’84 AM (see ’82).
Pedro Noguera ’84 A.M. (see ’81).
Jeffrey A. Brown ’87 PhD was appointed senior deputy comptroller for International and Economic Affairs at the U.S. Department of the Treasury in the Office of the Comptroller of the Currency. He previously headed the risk analysis division at the OCC.
Jeffery J. Leader ’90 PhD has published Numerical Analysis and Scientific Computation. He is an associate professor of mathematics at Rose-Hulman Institute of Technology.
Valerie Tutson ’90 AM (see ’87).
Eileen M. Angelini ’93 PhD reports that France Divided, the film she cowrote, codirected, and coproduced, had its New York premiere at the New York City Jewish Film Festival at Lincoln Center Jan. 28 and 29.
Prema Kurien ’93 PhD, of Syracuse, N.Y., has joined the Maxwell School of Syracuse Univ. as an associate professor of sociology. Prema was an assistant professor of sociology at USC. She’s also a visiting fellow at Princeton’s Center for the Study of Religion.
Ed Bielawa ’96 ScM (see ’95).
Valérie Key Orlando ’96 PhD, associate professor of French at Illinois Wesleyan, has been selected to participate in a Fulbright-Hays Summer Seminar in Morocco.
Seth Boatright Horowitz ’97 PhD writes: “My sound design firm/independent record label NeuroPop is releasing its second music CD, Overload: The Sonic Intoxicant. The CD combines ambient electronic music with neurosensory algorithms to generate ‘emotional soundtracks’ and is available through CDBaby and Tower Records. For more information, go to www.neuropop.com.”
Bessie Dernikos ’98 AM (see Michael F. Keyes ’95).
Jane Wang Bielawa ’99 ScM (see ’95).
Jeff Moore ’99 ScM (see Michael F. Keyes ’95).
Lori Penna Bonynge ’00 ScM (see Sarah Livson Levy ’98).
Dmitriy Gershenson ’00 PhD and Victoria Gershenson announce the Feb. 14 birth of Anna Alexandra. Anna joins big sister Ilana, 3.
Dan Trelogan ’03 ScM (see Cathy Dechert Bernath ’97).
From the May / June 2004 Issue
Ernest H. Hofer ’47 AM (see ’46).
Edward Clarke ’51 PhD (see ’46).
Astrid Bottis Kromayer ’51 AM writes: “Last October my husband, Peter, and I traveled to Brown for a mini-reunion for a presentation by Robert Glickman ’51 AM, a fellow former graduate student, to a group of faculty and students in the Hispanic and Portuguese studies department. Also present was Jose Amor y Vasquez ’57 PhD, who is still teaching at Brown. Bob and I were grad students with him more than fifty years ago.”
Lee Jacobus ’59 AM (see ’57).
Parker G. Marden ’66 PhD, president of Manchester College in northern Indiana, received an honorary degree from Martin University in Indianapolis.
Bob Rothenberg ’67 MAT (see Dana Cook Grossman ’73).
Larry Smith ’68 ScM (see Nancy Schuleen Helle ’55).
Bob Blackburn ’68 AM (see Mort Gilstein ’55).
Monica Schaefer Devens ’70 AM (see ’70).
Barrett Barnard ’70 MAT (see Justin Monti ’99).
Chris Kende ’70 AM (see ’70).
Ronn Edmundson ’72 AM writes: “My son, Jordan Alexander, turned two on Dec. 12. Having observed his positive impact on ladies young and old at heart, I have decided to write him a book on how to conduct himself with the fairer sex over his lifetime.”
Gerald Fetner ’73 PhD joined the Educational Broadcasting Corp. in New York City as director of foundation and government grants. He has published Immersed in Great Affairs: Allan Nevins and the Heroic Age of American History (State Univ. of New York).
John A. Gable ’72 PhD edited The Man in the Arena: Selected Speeches, Letters & Essays by Theodore Roosevelt. The book has been included in the Legacy Project’s books for the armed forces. The paperbacks are oblong and sized to fit into pockets so they can be carried in the field. Similar books were distributed in World War II. John is executive director of the Theodore Roosevelt Association.
Najwa Adra ’75 AM writes: “I have been involved with a literacy project in Yemen that teaches women to read and write using their own oral poetry as text. I’m very pleased to report that National Geographic’s Web site has featured the project.”
Micheline Nilsen ’75 AM received a PhD in art history from the Univ. of Delaware in January.
Luiz Valente ’83 PhD (see Nancy Schuleen Helle ’55).
Michael E. Morris ’84 ScM writes: “I’ve been in this corner of Southeast Asia for almost six years now. Although the past year has been really tough on both a professional and personal level, I’m optimistic that 2004 will see a turnaround.”
Jessan Dunn Otis ’85 AM married Albert R. Otis on Dec. 30, at the White Street Pier in Key West, Fla. She writes: “We sold darn near everything we owned, bought a motor home, and began journeying down the East Coast to Key West. We plan to drive through the South, then head for Alaska—and beyond. Al and I, along with our ten-year-old Sheltie, Sassy, would enjoy suggestions and recommendations about where to go and what to see, taste, touch, feel, smell, and hear as we continue our journey.”
Kathleen Myers ’86 PhD has published Neither Saints Nor Sinners: Writing the Lives of Spanish American Women (Oxford). She was promoted to full professor at Indiana University in Bloomington.
Constantine Megaridis ’87 PhD, a professor at the University of Illinois–Chicago, has been named a fellow of the American Society of Mechanical Engineers. He is also a member of the American Physical Society, the American Institute of Aeronautics and Astronautics, and the Combustion Institute.
Carl Brownell ’89 MAT and his wife, Jeanine, announced the Nov. 6 birth of their first daughter, Amelia O’Nan Brownell.
Patricia Powell ’91 MFA recently had two novels released under Beacon Press’s Bluestreak imprint: A Small Gathering of Bones (with a new introduction by Thomas Glave ’98 MFA) and Me Dying Trial (with an introduction by Edwidge Danticat ’93 MFA). Patricia’s latest novel, The Good Life, is forthcoming.
Horacio D. Espinosa ’92 PhD, an associate professor of mechanical engineering at Northwestern, has been named a fellow of the American Society of Mechanical Engineers.
James Thomas Stevens ’93 MFA has been awarded a Robert and Charlotte Baron Fellowship from the American Antiquarian Society to research the Stockbridge Indian Community of Western Massachusetts for material for a long historical poem. Stevens is the author of Tokinish and Combing the Snakes from His Hair. He is professor of English and Native American studies at SUNY–Fredonia.
Bob Arellano ’94 MFA (see ’91).
Sara Lindheim ’95 PhD has published Mail and Female: Epistolary Narrative and Desire in Ovid’s Heroides (Wisconsin).
Kipp Bradford-Zeiler ’96 ScM (see Joanie Morris DiMicco ’95).
Ben Boer ’98 ScM (see Torri Still ’97).
Sarah Leavitt ’99 PhD has authored a new Web exhibit, “A Thin Blue Line: The History of the Pregnancy Test Kit,” at the National Institutes of Health history office.
Ai Ping Wendy Tan ’99 AM (see Leyla Goldsmith Leatherwood ’98).
Chrissy Woodward Dougherty ’00 ScM (see Jen Kay ’99 and Chrissy Wilt ’99).
Jonathan Segal ’02 AM (see Jonathan Grossberg ’02).
Mitzi Sales ’03 MAT (see ’00).
From the March / April 2004 Issue
William M. Peterson ’48 AM (see ’48).
James W. Hanner ’62 M.A.T (see ’58).
Jonathan Vaughan ’70 PhD, professor of psychology at Hamilton College, has been elected a fellow of the American Psychological Association for 2004.
Marcel Ausloos ’70 ScM writes: “I received a doctorate honoris causa from the Univ. of Houte-si-Plou on Feb. 8, 2003, for my work on econophysics.”
Ron Markoff ’71 AM (see ’71).
Morry Edwards ’73 MAT writes: “The newly expanded and revised second edition of my book Mind Body Cancer Wellness (Acorn) has been published. I will be presenting three poster abstracts at the first annual American Psychosocial Oncology Society Conference.”
Robert G. Mair ’79 PhD (see ’72).
Janet Bickel ’76 AM has started her own business as a career development coach specializing in medical school faculty. She is the author of two books: Educating for Professionalism: Creating a Culture of Humanism in Medical Education (Univ. of Iowa Press) and Women in Medicine: Getting In, Growing and Advancing (Sage). For more information, visit janetbickel.com.
Marly Youmans ’76 AM has published her debut poetry collection, Claire (Louisiana State). Marly is the author of three novels: The Wolf Pit, winner of the Michael Shaara Award for Excellence in Civil War fiction; Catherwood; and Little Jordan.
Lisa Rubin Neal ’81 ScM served as project manager for Plimoth Plantation’s online learning center. The center won the prestigious Massachusetts Interactive Media Council 2003 Education Award.
Warren Trepeta ’81 PhD (see ’73).
Kathryn Dunbar Gargiulo ’83 MAT writes that she completed a sabbatical from her position as English teacher at Oak Park and River Forest High School in Oak Park, Ill. During her break, Kathryn completed her plus-thirty certification with a concentration in the teaching of reading. She also became a literacy volunteer for western Cook County, Ill.
Irvin Lustig ’83 ScM (see ’83).
Susan Keen ’86 AM (see ’84).
Jose Estabil ’88 ScM (see Pay Boylan Ong ’84).
Ernest E. Rothman ’88 PhD, an associate professor and chair of the mathematical sciences at Salve Regina Univ., has coauthored Mac OS X Panther for Unix Geeks (O’Reilly & Associates). Ernie also won first prize at the 2003 Newf Tide Annual Photo Contest. The winning photograph of his Newfoundland, Max, appeared on the front cover of Newf Tide Magazine in 2003. Ernie lives in Newport, R.I., with his wife, Kim. Ernie’s Web site is homepage.mac.com/samchops/.
Jeff Fiedler ’94 AM (see Charles “Chip” Giller ’93).
David Danaher ’95 PhD (see Christopher Ott ’93).
Stacia Chmura Furtado ’01 ScM (see Jennifer DeLucia ’95).
Dan Filler ’02 MAT (see Stephen Filler ’69).
J.T. Park ’03 PhD (see ’88).
From the January / February 2004 Issue
Rowena Bellows ’33 A.M. (see Anita Bellows Rogowski ’31).
Dick Cook ’48 A.M. (see Bernie Bell ’42).
Atle Gjelsvik ’62 Ph.D. (see Carol Canner Gjelsvik ’59, Annie Gjelsvik ’91).
Nathalie Coulter Grabar ’63 A.M. writes: “I have wonderful memories of a small graduate school, where all members of all departments knew each other and enjoyed it. Thanks to the alumni directory, I found classmates and friends gathered all around the world.”
John Howard ’65 M.A.T. (see ’59).
Kenneth Barkin ’65 Ph.D. writes: “After thirteen years of editing Central European History, I have stepped down as editor.”
David Nicholas ’67 Ph.D. was awarded a fellowship from the John Simon Guggenheim Memorial Foundation. The Guggenheim fellowship will help fund David’s research on regional identities in Germanic Europe between 1270 and 1500.
Ruth Meyer ’68 A.M. was named senior curator at the Carl Solway Gallery. She will be responsible for exhibition research, organization, and documentation, and sales. Ruth has taught art history at the Univ. of Cincinnati and teaches at the Art Academy of Cincinnati.
Thomas Ryder Park ’68 Ph.D. continues to own and operate the Adirondack Center in St. Johnsville, N.Y., an experimental learning center for disadvantaged youth. Thom and Susan reside in Tallahassee, Fla.
Walter Liedtke ’69 A.M. writes: “I have been the curator of European paintings at the Metropolitan Museum of Art in New York since 1980. Since organizing “Vermeer and the Delft School,” at the Met and at the National Gallery, London, in 2001, I have been writing the first catalog of all the Met’s Dutch paintings.”
Bakul Kamani ’71 Sc.M. writes that after twenty years he is still in the office supplies business. “My son, Amit, has joined me in the business. My daughter, Anjali, is in Philadelphia working as a supervisor with Blue Cross/Blue Shield.”
Judith Wolder Rosenthal ’71 Ph.D. (see ’67).
Isabelle de Courtivron ’73 Ph.D. has edited two books, Beyond French Feminisms: Debates on Women, Culture and Society in Contemporary France and Livres in Translation: Bilingual Writers on Identity and Creativity.
Grace Farrell ’73 Ph.D. was named a finalist in the biography and memoir category of the Connecticut Book Awards for her book, Lillie Devereux Blake: Retracing a Life Erased (UMass Press). The awards, which are the Connecticut Center for the Book’s tribute to the state’s literary notables, were held in the atrium of Hartford’s City Hall.
Randolph Steinen ’73 Ph.D. (see ’62).
Ira L. Strauber ’73 Ph.D., professor of political science at Grinnell College, won the American Political Science Association’s C. Herman Pritchett Award for his book Neglected Policies: Constitutional Law and Legal Commentary as Civic Education.
Greg Exarhos ’74 Ph.D. has been named a Fellow of the American Vacuum Society. He is being recognized for his fundamental studies of charge transport phenomena in dielectric films and the use of spectroscopic methods to relate resident structure and chemistry to film properties.
Travis Hedrick ’74 Ph.D. writes that he is now professor emeritus of health management at Quinnipiac University in Hamden, Conn. He was a member of the health administration faculty for twenty-five years, and chairman for fifteen.
Rita Duarte Marinho ’79 Ph.D., also known as Rita Moniz, is dean of liberal arts at Towson University.
Michael Timberlake ’79 Ph.D. writes: “I moved to Utah in 2000. The mountains are great; the city is interesting. I’m currently chair and professor in the sociology department at the University of Utah.”
Anna Bobiak Nagurney ’80 Ph.D. (see ’77).
Anne Castleton ’86 A.M. writes that she manages internal communication for F. Hoffman La Roche in Basel, Switzerland. Anne’s four children are all grown and independent, and she is enjoying exploring Europe, although she says she does not enjoy having to explain the behavior of the Bush administration.
Geoffrey Landis ’88 Ph.D. was awarded the Hugo Award for his story “Falling onto Mars,” which was named the best short story of 2002 at the recent World Science Fiction Convention in Toronto. This is Landis’s second Hugo award. He also won in 1992.
Jay W. Bonner IV ’84 A.M. reviews books regularly for Oyster Bay Review and Asheville Poetry Review. A review of C.D. Wright’s Steal Away is forthcoming in the next issue of Asheville Poetry Review. He continues to teach writing and literature at Asheville School.
Jeffrey Lesser ’84 A.M. (see ’82).
Selena Maranjian ’86 M.A.T. (see ’84).
Makhosazana Matshitse ’90 M.A.T. (see ’89).
John Mustard ’90 Ph.D. (see Cameron Mustard ’75).
Peter Gizzi ’91 M.F.A. has published a new book of poems, Some Values of Landscape and Weather (Wesleyan).
Steven Hales ’92 Ph.D. (see Susan Hay Hales ’85).
Timothy D. Malefyt ’97 Ph.D. is the new director of cultural discoveries at BBDO Advertising in New York City and has published Advertising Cultures (Berg). A former dancer with Joffrey Ballet, Timothy taught ballet at Brown, received a Fulbright scholarship to study flamenco in Spain, and earned his Ph.D. in cultural anthropology. In his current position, he is often quoted in the New York Times, Business Week, and Rolling Stone.
Linda Reinen ’93 Ph.D., an associate professor of geology at Pomona College, won the Geological Society of America’s 2003 Biggs Award for Excellence in Geoscience Education.
John Robinson ’95 M.F.A. has published The Sapphire Sea (William Morrow).
Frank McLellan ’96 Ph.D. (see Scott Paley ’95).
Hanya Sheshtawy Sustache ’97, ’01 M.A.T. (see Gilberto Sustache ’96).
Monica J. Maurer ’98 Sc.M. announces the Oct. 27 birth of her son Lucas Kian George, at Princesse Grasse Hospital in Monte Carlo, Monaco.
David Fryer ’99 Ph.D. (see Terry Lubin ’98).
Jenifer Allsworth ’01 Ph.D. (see Annie Gjelsvik ’91).
Dina Silvaggio ’02 A.M. writes that she is teaching fifth grade E.S.L. at Asa Messer Elementary School in Providence.
Sarah Berman ’03 A.M. and Mike Panich ’03 Sc.M. (see Meagan McKenney Gillette ’02).
Sherry Weitzen ’03 Ph.D. (see Annie Gjelsvik ’91).
From the November / December 2003 Issue
Yung Hsuan Chou ’54 A.M. and Don Breslow ’57 Sc.M. (see Marshall Cohen ’54).
Jim Carroll ’57 Sc.M. (see Maxwell Howell ’51).
Elaine Richard Pastore ’58 A.M. (see Marshall Cohen ’54).
David Nicholas ’67 Ph.D., professor of history at Clemson, has been named a 2003 John Simon Guggenheim Memorial Foundation Fellow. He will use the fellowship to complete research on a book, The Northern Lands: Germanic Europe, c. 1270–1500.
Martha Cornog ’68 A.M. (see ’66).
Lynn A. DeNoia ’80 Ph.D. (see ’68).
Patricia Howell Geyer ’80 A.M. (see Maxwell Howell ’51).
Lourdes Morales-Gudmundsson ’81 Ph.D. writes: “I finished a five-year stint with my husband, Reynir Gudmundsson, at the Universidad Adventista de las Antillas, Mayagüez, Puerto Rico, and subsequently joined the Spanish faculty at the Univ. of Connecticut, Stamford, where I worked for eleven years, receiving tenure. In 1996, I accepted a position as full professor at La Sierra Univ., Riverside, Calif., to be close to my elderly parents. I chair the Department of Modern Languages and keep busy teaching, writing, and setting up tutoring centers for at-risk Latino children in the area.”
Joel Scheraga ’81 Ph.D. (see ’76).
Andrew Douglas ’82 Ph.D., the associate dean for academic affairs in the Whiting School of Engineering at Johns Hopkins, has been appointed to serve as interim dean of engineering.
Ian Taplin ’86 Ph.D. married Cindy Kelly in June 2003. They outdoor wedding ceremony took place in Hawaii. Ian and Cindy live in North Carolina, where Ian is a professor of sociology at Wake Forest Univ.
Jack Praschnik ’89 A.M. has joined Radian Asset Assurance Inc. as senior vice president of global strategies.
Eileen Angelini ’93 Ph.D. writes: “In October 2002 I finished my thirty-seven-minute documentary, La France Divisée/France Divided. Funded by the U.S. Department of Education and the National Endowment for the Humanities, the project took three years. My codirector, Barbara P. Barnett, and I are now fund-raising again so we can give the film free of charge to as many interested secondary and post-secondary teachers as possible, as well as create a Web site. The film is now also being entered in several national and international film festivals.”
Allison Smith-Estelle ’94 A.M. (see Craig Burns ’93 and Arielle D. Stanford ’93).
Phil Blair ’95 M.A.T. (see Craig Burns ’93).
David Primo ’98 A.M. (see Bonnie Meguid ’95).
Alva Rogers ’98 M.F.A. writes that she is the Theater Communications Group/NEA Playwright-in-Residence at the Joseph Papp Public Theater, where she is working on a commissioned play. She received a Rockefeller Multi-Arts Production Grant that was used to produce her play, the doll plays, at Atlanta’s Actors Express Theater. The play was directed by Peter Dubois ’97, artistic director of Perseverance Theater in Alaska. Alva’s collection of three short plays, belly, three shorts, was produced by New Georges at the Off-Off Broadway theater Here, in SoHo. It opened in September and ran through the first week of October.
Tad Heuer ’99, ’99 A.M. (see Lisa Cole ’99).
Sandi Pike ’00 Sc.M. (see ’99).
Dale Bertrand ’02 Sc.M. (see Mariah Sieber ’99).
From the May / June 2003 Issue
Ruth Manter Lind ’42 A.M. (see ’39).
Anne Maven Young ’48 Sc.M. (see ’44).
Donald D. Hook ’61 Ph.D. writes: “I have continued to write in the fields of linguistics, theolinguistics, history, and religion since my retirement from Trinity College in 1994. Some books include Switching Churches: A Layman’s Guide to a New Commitment and Psychograms of Sickness and Death: A Partial Autobiography. Another, Back Then—Those Were the Days: Recollections of a Boy Growing Up During the Great Depression, is due out soon.”
Wanni Wibulswasdi Anderson ’62 A.M. writes: “Thai Brown’s alumni classes, spanning forty-four years of Thai students and families studying at Brown, gathered at the Bangkok home of Pornchai Suchitta ’83 Ph.D. this January. Present were Supawan Lamsam Panyarachun ’77, Sudhana Napombejra ’81, Supaprat Panyarachun ’05, and me. Also joining the group was Douglas D. Anderson ’62 A.M.”
Victoria Santopietro Lederberg ’66 Ph.D. (see Sarah Lederberg Stone ’88).
Bob Rothenberg ’67 M.A.T. (see Susan Hsia ’97).
Charlotte Downey ’71 A.M., ’78 Ph.D., is editor of the series American Linguistics 1700-1900 and is now preparing the 44th volume.
Ted Clarke ’75 M.A.T. (see ’74).
Everett C. Goodwin ’79 Ph.D. has published Down by the Riverside: A Brief History of Baptist Faith (Judson Press, 2002). The volume joins two others by Goodwin, The New Hiscox Guide for Baptist Churches (Judson Press, 1995) and Baptists in the Balance: The Tension Between Freedom and Responsibility (Judson Press, 1997). Goodwin is senior minister of the Scarsdale Community Baptist Church in Scarsdale, N.Y., and formerly senior minister of the historic First Baptist Church of Washington, D.C.
Steven Ruby ’76 M.A.T. writes: “After three years of teaching and twenty-two in sales management for such media outlets as Comcast Cable and Cumulus Media, I opened my own ad agency last May. My wife, Linda, and I have been married almost twenty-four years. We have two sons, Ben, 22, and Jake, 20.”
Sally K. Ward ’77 Ph. D. writes: “I am the very happy recipient of the 2003 Lindberg Award for Outstanding Teacher-Scholar in the College of Liberal Arts at the University of New Hampshire.”
Tony Keats ’78 A.M. (see ’77).
Bob Mander ’95 Sc.M. (see Mary Ann Campo ’92).
Lisa Kusel ’88 A.M. and her husband, Victor Prussack, announce the Feb. 23, 2002, birth of their daughter, Loy. Lisa and Victor moved to the Sierra foothills in northern California a few years ago and restored an 1871 miner’s cabin. Lisa’s collection of interconnected stories, Other Fish in the Sea (Hyperion), will be published in the fall.
Ben Felzer ’96 Ph.D. (see Dena Hyman ’93).
Valerie Orlando ’96 Ph.D. has been awarded tenure and promoted to associate professor at Illinois Wesleyan University. She joined the faculty in 1999.
Wendy Webber Nelson ’98 Ph.D. (see ’93).
From the March / April 2003 Issue
William M. Peterson ’48 A.M. (see ’48).
Robert Burlingame ’54 Ph.D. has published four poems in Texas in Poetry 2 (Texas Christian University Press). His poem “Some Recognition of the Joshua Lizard” earned a Pushcart Prize.
Alan M. Levine ’70 A.M. (see ’70).
Denny Arar ’71 A.M. (see ’70).
Paul Burke ’72 A.M. (see ’70).
Bernard Mendillo ’73 A.M. (see ’70).
Randolph Steinen ’73 Ph.D. (see ’62).
Michael R. Hoffmann ’74 Ph.D., the James Irvine Professor of Environmental Science at the California Institute of Technology, was appointed dean of graduate studies effective July 2002.
Barbara Keiler ’76 A.M. reports that Publishers Weekly named her novel, Love in Bloom’s, one of the eight best mass-market books of last year. Love in Bloom’s, which was written under the pen name Judith Arnold, is a romantic comedy about a family-owned kosher-style deli on Manhattan’s Upper West Side. Barbara lives near Boston with her husband, Ted Fedynyshyn ’80 Ph.D., and their two sons.
Janis Clearfield Bell ’83 Ph.D. writes: “I have coauthored with Thomas Willette Art History in the Age of Bellori: Scholarship and Cultural Politics in Seventeenth-Century Rome (Cambridge University Press). I also announce my graduation as a naturopathic medical doctor from the Southern College of Naturopathic Medicine.”
Renee Rose Shield ’84 Ph.D. (see Elaine Berlinsky Fain ’70).
Gerry Crinnin ’87 A.M. has published four poems in the latest Modern American Poetry anthology. An associate professor of English at Jamestown (N.Y.) Community College, Gerry is the youngest poet included in the collection.
From the November / December 2002 Issue
Anne Milbouer Nelson '66 M.A.T. (see Robert N. Nelson '63).
William Sternfeld '69 M.M.S. (see '67).
John Sapinsley '70 A.M. (see Bernard Bell '42).
Rich Muratori '73 Sc.M. (see Matthew Medeiros '67).
Graciela Blanchet '80 Ph.D. was a featured scientist on the DuPont Global Web site this summer. The article described her work on using laser ablation to print on bendable surfaces, a technology that could lead to inexpensive printing on flexible plastics. Graciela has worked at DuPont for nineteen years.
Joel D. Scheraga '81 Ph.D. (see '76).
Anna Bobiak Nagurney '83 Ph.D. (see '77).
Don DePalma '86 Ph.D. has published Business Without Borders: A Strategic Guide to Global Marketing. He is an industry analyst and corporate strategist. He lives in Chelmsford, Mass., with his wife, Karen McGayhey '79 Sc.M., and their two children.
Lad Nagurney '86 Ph.D. (see Anna Bobiak Nagurney '77).
Alan Cienki '88 Ph.D. writes: "I will be on a sabbatical from Emory University for the academic year 2002-03 and will be a visiting scholar in the English depart-ment at the Vrije Universiteit Amsterdam."
Ernest E. Rothman '88 Ph.D. has coauthored Mac OS X for UNIX Developers (O'Reilly). He chairs the mathematical sciences department at Salve Regina University in Newport, R.I.
Richard Kogut '90 Sc.M (see '69).
Keith Greenbaum '93 Ph.D. (see Meg van Achterberg '93).
Elysabeth Bidwell Ray '93 M.A.T. (see '92).
Katherine Hagedorn '95 Ph.D., an associate professor of music at Pomona College, was elected a 2002 Wig Distinguished Professor by the college's junior and senior classes. The award recognizes exceptional teaching, outstanding research, and service to the college and community.
Alisa Sokol '00 A.M. (see Jennie Wolff '99).
Andrew Frishman '02 M.A.T. married Leigh Needleman in Mystic, Conn., on June 21. Andrew is the son of Kay Berthold '65.
From the September / October 2002 Issue
Homer Smith '33 Ph.D. and Pat Hogan Shea '35 A.M. (see Hank Vandersip '56).
Ruth Manter Lind '42 A.M. (see Peg Porter Dolan '39).
Annette Aaronian Baronian '43 A.M. (see Martha Wicks Bellisle '36).
Peg Porter Dolan '43 A.M. (see '39).
Allen Goldman '53 Sc.M. (see Charles A. Andrews Jr. '51).
Homer Smith '53 Ph.D. (see Hank Vandersip '56).
Donald Baker '55 Ph.D. (see '44).
Christine Holmberg Freiberger '59 M.A.T. and Ann Nelson '59 M.A.T. (see Hank Vandersip '56).
Norm Sprinthall '59 A.M. (see Marshall Cohen '54).
Teresa Gagnon Mellone '62 A.M. (see Peg Porter Dolan '39).
John Worsley '63 M.A.T. and Charlotte Lowney Tomas '65 A.M. (see Hank Vandersip '56).
Margaret "Ricky" Rickett Cranmer '67 M.A.T. (see Peg Porter Dolan '39).
Lewis Kamm '71 Ph.D. writes that he has been chosen by the National Endowment for the Humanities (NEH) as a panelist responsible for evaluating proposals to the NEH Division of Education. He has previously been selected five times as a seminar director in the NEH Program of Summer Seminars for School Teachers, and was recently appointed associate editor of Academic Exchange Quarterly, an interdisciplinary journal devoted to theoretical and practical applications of teaching across disciplines. He is a professor of French literature and computer science at UMass Dartmouth.
John Keedy '72 M.A.T. (see '66).
Andrea Libresco '82 M.A.T. writes: "I've changed jobs, though I'm still in the field of education. I'm now an assistant professor in the department of curriculum and teaching at Hofstra University, instructing teachers and prospective teachers on how to teach social studies."
Kingston Heath '85 Ph.D. has received the Vernacular Architecture Forum's Abbott Lowell Cummings Award for his book The Patina of Place: The Cultural Weathering of a New England Industrial Landscape. A professor of architecture at UNC Charlotte, Kingston writes that he spent a decade researching and writing about the transformation of New Bedford, Mass., from a whaling center to one of America's leading textile cities and about the effects of that transformation on the local architecture.
Joseph M. Proietta '92 M.F.A. received a law degree from Roger Williams University's Ralph R. Papitto School of Law in May. Joseph clerked for the District Court for the District of Rhode Island in Providence.
John P. Ranieri '94 Ph.D. has been named vice president of DuPont's bio-based materials business. He will be responsible for the rapid and sustainable growth of a broad portfolio of bio-based technologies. John was previously vice president and managing director of the biomaterials and cardiovascular businesses at Aortech, a medical device company.
Edward Beiser '95 A.M. (see Karen Wachtel '96).
Atul Butte '95 M.M.S. (see '91).
Christos Triantafillidis '95 Sc.M. (see Pavlos C. Krenteras '97).
Jacob Appel '96 A.M. (see Matthew Holzer '96 and Karen Wachtel '96).
Brian Lucena '98 Sc.M. (see Karen Wachtel '96).
Rose Weaver Lamountain '00 M.F.A. was awarded an independent research grant from the Rhode Island Committee for the Humanities. She will use the grant to investigate midlife changes in Rhode Island women.
Govind Menon '01 Ph.D. (see Karen Wachtel '96).
Josue Ramirez '02 Ph.D. (see '87).
Lauren Vigliotti Wincze '02 Sc.M. has joined the Massachusetts office of Woodard & Curran, an environmental consulting firm, as a scientist. For her master's thesis, she used chemistry to analyze sediment samples to evaluate climate changes in the Arabian Sea.
From the July / August 2002 Issue
Woodrow E. Johnson '42 Ph.D. (see Charlotte Gallup Cox '42).
David B. Walker '56 Ph.D. writes that he is retiring this year from the University of Connecticut. The second edition of his book, Rebirth of Federalism, came out in 2000.
Harriette Rinaldi '68 M.A.T. writes: "I'm retired from the Central Intelligence Agency after years as a member of the Senior Intelligence Service and Senior Executive Service. I'm currently training U.S. Army Special Forces Units at bases around the country. I completed a nonfiction book on African Americans at the battle of Gettysburg."
Walter Liedtke '69 A.M. writes: "I've been curator of European paintings at the Metropolitan Museum of Art for twenty-one years. Recent projects include the exhibition "Vermeer and the Delft School," which came with a 640-page catalog and had the highest attendance of any art museum exhibition in 2001 (555,000 in New York). My related book, A View of Delft: Vermeer and His Contemporaries, was published in 2001. I am currently cataloging the museum's permanent collection of 260 Dutch paintings. In 1993, I was knighted by the King of Belgium for my contributions to the study of Flemish art."
Jay Moskowitz '69 Ph.D. has been named associate vice president for health sciences research at Penn State University and vice dean for research at its College of Medicine.
Paul Laurenza '71 A.M. writes that he has joined the Washington, D.C., office of the law firm of Dykema Gossett.
Sam Woolford '74 Sc.M. (see Dana Frank '73).
Caroline Bieler Brettell '78 Ph.D. received a National Science Foundation grant for a three-year project, "Immigrants, Rights, and Incorporation in a Suburban Metropolis." Caroline is the 2001–∞02 president of the faculty senate at Southern Methodist University.
Ian Thompson '79 Ph.D. (see Marjorie Drucker Thompson '74).
Marjorie Drucker Thompson '79 Ph.D. (see '74).
Stephen Siegel '85 Ph.D. has been elected incoming board president of the Brown University Entrepreneurship Program. His term will last until July 2004. For more information visit www.brownep.org.
Eun Mee Kim '87 Ph.D. writes that she returned to Korea in 1997 after teaching at the University of Southern California for eleven years. She teaches in the Graduate School of International Studies at Ewha Women's University in Seoul. She is also the dean of the International Education Institute, which is in charge of international coed exchange programs at Ewha.
Harry J. Dowsett '88 Ph.D. writes: "In January I started a detail as associate director of the Paleoclimate Program at the National Science Foundation. Betty, Jonathan, 14, Matthew, 12, Harry, 9, and Morgan, 3, are fine."
Lee Anne Sylva Nugent '88 Sc.M. (see '86).
Linda M. Grasso '93 Ph.D. has published The Artistry of Anger: Black and White Women's Literature in America, 1820–±1860 (University of North Carolina Press).
Maureen Adams '94 M.F.A. writes: "I live in San Diego with my husband and 19-month-old daughter, Emma."
Wilson Hago '94 Ph.D. (see Cynthia Saenz '93).
Tracy D. Sharpley-Whiting '94 Ph.D. was recently granted tenure at Hamilton College. She is a professor of Africana studies.
David J. Howard '95 Ph.D. (see Peter B. Howard '58).
Lisa Buttner '96 A.M. (see Laura Flores '90).
Bessie Dernikos '98 A.M. (see Jeff Pickering '97).
Carrie Chorba Fross '98 Ph.D. writes: "I am teaching Spanish at Claremont McKenna. Last September my husband, Brad, and I welcomed Olivia Marie into the world."
Lawrence H. Price '98 A.M. has been appointed editor of the Brown University Psychopharmacology Update. Lawrence is professor of psychiatry and human behavior at Brown and an attending psychiatrist, clinical director, and director of research at Butler Hospital in Providence.
Jeff Pickering '99 Sc.M. (see '97).
From the May / June 2002 Issue
Ernest Hofer '47 A.M. (see '46).
Ed Clarke '51 Ph.D. (see '46).
Raymond G. Bayer '59 Sc.M. has published his third book on tribology, Wear Analysis for Engineers (HNB Publishing).
Arthur Levin '62 A.M. (see '59).
Madeline Ehrman '65 A.M. (see '64).
Peter DeFilippis '66 A.M. retired in June 2001 after thirty-five years at Bethlehem Catholic High School.
Mary McLaren Quadrini '68 M.A.T. married John Quadrini in August in Saunderstown, R.I. Mary is the chair of the mathematics department for the East Greenwich (R.I.) School District. John is an engineer with Electric Boat, a division of General Dynamics.
L. Robert "Larry" Smith '68 Sc.M. writes that he chairs the National Council of Examiners for Engineers and Surveyors Committee, which administers all the professional engineering exams offered nationally. In addition, he is in his twenty-second year as president of Waterman Engineering Company, the oldest engineering firm in Rhode Island.
David Chase '69 A.M. (see Katherine Chase '97).
Christopher Kende '70 A.M. (see '70). Beth A. Bower '75 A.M. guest-curated an exhibition of archival materials belonging to the late Massachusetts Rep. Joe Moakley at Suffolk University Law School. The exhibition ran from January through April.
Carol Shuchman '80 A.M. writes: "I joined Columbia as director of commercial leasing and development, overseeing the management and leasing of the university's retail office space. I had previously managed retail leasing at the mall at the World Trade Center, after 18 years with the Port Authority of New York and New Jersey. Though I survived the collapse of the World Trade Center, I lost close friends and colleagues in the disaster. Thanks to my friends and colleagues who wrote or called to make sure that I was okay. My husband, Kendall Christiansen, and I live in Brooklyn, with our children Benjamin, 13, Rachel, 11, and Noah, 7."
George V. Reilly '91 Sc.M. writes that he married Emma Bartholomew on May 5, 2000, in Seattle. Peter Granger '92 Sc.M. was the best man. George rejoined Microsoft in 1997 after a four-year hiatus. He has co-authored two computer books. For more information, visit george.reilly.org.
Simon Tiller '92 A.M. (see '91).
James Stevens '93 M.F.A. writes that he was awarded the Whiting Writer's Award in 2000. His new book of poetry, Combing the Snakes from His Hair, was released in March from Michigan State University Press.
Daniel Cavicchi '96 Ph.D. writes: "I was appointed assistant professor of American studies in the Department of History, Philosophy, and Social Sciences at Rhode Island School of Design, beginning September 2002. I have been teaching at RISD as an adjunct professor since 1996. Also, a reprint of a book I coedited with Susan D. Crafts and Charles Keil in 1993, called My Music: Explorations of Music in Daily Life (Wesleyan University Press), will be released this spring."
Barry Miller '98 A.M. (see Lee Khan '97).
Dan O'Brien '99 M.F.A. published An Irish Play (Dramatic Publishing Inc.) in January. The play was awarded the Mark Twain Comedy Playwriting Award through the Kennedy Center and was previously produced at Brown.
Andrey Vertikov '99 Ph.D. and Maria Petukhova '00 Ph.D. announce the Nov. 21 birth of Katerina.
From the November / December 2000 Issue
Joseph N. Gayles ’63 Ph.D. received an honorary degree from Morehouse School of Medicine. The degree recognizes the “key contributions made to the medical school in its early development and founding by Dr. Gayles and his colleagues in 1971–75 and thereafter.”
Bud Brooks ’65 M.A.T. (see George Caffrey ’56).
Jack Ryalls ’84 Ph.D. and Susan Behrens ’86 Ph.D. have published the textbook Introduction to Speech Science: From Basic Theories to Clinical Applications (Allyn and Bacon). Jack is an associate professor in the communicative disorders department at the University of Central Florida in Orlando. Susan is an associate professor in the communication science and disorders department at Marymount Manhattan College. Both were research assistants for Brown President Sheila Blumstein, who also worked with them on their theses. “We are certain that Brown is in excellent hands and we congratulate our mentor,” they write.
Elizabeth Searle ’88 A.M. writes that her third book, Celebrities in Disgrace, a novella and story collection, will be published in the spring by Graywolf Press. Her first book, My Body to You, won the Iowa Short Fiction Prize. Her second book, the novel A Four-Sided Bed, was a finalist for the American Library Association GLBT Book Award. She lives in Arlington, Mass., with her husband, John Hodgkinson, a principal software developer at Intuit, and their son, Will, 2.
Elizabeth Georgiopoulos Bradley ’89 A.M. is an art historian who has launched ArtDial.com, a new on-line art gallery. The site showcases emerging and established artists who live and work in New England.
Reva Stern ’89 A.M. (see Karen Stern Hammarstrom ’88).
George V. Reilly ’91 Sc.M., of Seattle, writes: “I married Emma Bartholomew in May. Peter Granger ’92 Sc.M. was the best man. In 1997, after a four-year hiatus, I went back to Microsoft, where I now lead the Internet information services performance team.”
Nomi Eve ’93 M.F.A. published her first novel, The Family Orchard (Knopf), in October.
Danielle Ford ’93 Sc.M., of Newark, Del., received the annual Outstanding Dissertation award from the National Association for Research in Science Teaching. She is an assistant professor of education at the University of Delaware. Her dissertation, completed at the University of Michigan, involved research on innovative ways to use textbooks as a supplement to hands-on experimentation in teaching elementary-school science.
Eurydice Kamvisseli ’93 M.F.A., of Miami Beach, announces the birth of her daughter, Photini. The author of Satyricon U.S.A. (Scribner), Eurydice writes a monthly column for Gear magazine.
Howie Rigberg ’94 M.A.T. (see Julie Kim ’93).
From the September / October 2000 Issue
Rose Whelan Sedgewick ’29 Ph.D. (see ’25).
Christine Holmberg Freiberger ’59 M.A.T. (see Hank Vandersip ’56).
Teresa Gagnon Mellone ’62 A.M. (see Margaret Porter Dolan ’39 and Hank Vandersip ’56).
William G. Shade ’62 M.A.T. (see ’61).
Nicoletta Barbarito Alegi ’63 A.M. (see Hank Vandersip ’56).
John Worsley ’63 M.A.T. (see Hank Vandersip ’56).
Robert L. Park ’64 Ph.D., of Adelphi, Md., authored Voodoo Science: The Road from Foolishness to Fraud (Oxford University Press). He is a professor of physics and former physics department chair at the University of Maryland. He also directs the Washington, D.C., office of the American Physical Society.
Stephen G. Bishop ’65 Ph.D., a professor of electrical and computer engineering and director of the microelectronics lab at the University of Illinois at Urbana-Champaign, was reelected in May to the Gettysburg College board of trustees. Before working at the University of Illinois, Stephen spent twenty-three years at the Naval Research Laboratory in Washington, D.C., during which time he was awarded six patents. He also did research at the Max Planck Institute in Stuttgart, Germany, and the Royal Signals and Radar Establishment in England. He and his wife, Helene, live in Champaign.
Kenneth M. Pruitt ’65 Ph.D. writes that he retired from the University of Alabama at Birmingham on April 3, after more than thirty-five years on the faculty. He was professor of biochemistry and molecular genetics and state project director for the National Science Foundation’s experimental program to stimulate competitive research. He was named professor emeritus.
Charlotte Lowney Tomas ’65 A.M. (see Hank Vandersip ’56).
Alan Sondheim ’69 A.M. (see ’64).
Barret Barnard ’70 M.A.T. (see Hank Vandersip ’56).
Phillip J. Campana ’70 Ph.D. writes that he was appointed to the editorial board of Die Unterrichtspraxis, the pedagogical journal of the American Association of Teachers of German. Philip has been chairman of the department of foreign languages at Tennessee Technological University for thirty years. He is also the only original member still serving on the board of the Tennessee Foreign Language Institute.
Jonathan Vaughan ’70 Ph.D., professor of psychology at Hamilton College, was appointed editor of Behavior Research Methods, Instruments, and Computers. The journal, which is part of Psychonomic Society Publications, focuses on computer technology in psychological research and software developments in the field.
Naomi Das Neufeld ’71 M.M.Sc. (see ’69).
Ken Kobré ’71 A.M. authored Photojournalism: The Professional’s Approach, the 20th anniversary edition of the photojournalism textbook. He directs the photojournalism sequence at San Francisco State University. His home page is www.focalpress.com/companion.
Caroline King Hall ’73 Ph.D. (see York A. King Jr. ’34).
Bernice Forrest Guillaume ’74 A.M. began her new job as assistant vice chancellor for academic and multicultural affairs at the University of Colorado at Colorado Springs on July 1. She was also named associate professor of history. Bernice, an expert in African American and Native American cultures, previously chaired the department of social sciences at Benedict College in Columbia, S.C.
C. Robert Phillips III ’74 Ph.D., of Bethlehem, Pa., has been on the Lehigh University faculty for twenty-five years. A professor of classics and ancient history, he specializes in the history of the Roman Empire, Greco-Roman religion, and classical scholarship. He also has a strong interest in the sociology of knowledge and literature. He is finishing a book on Roman religion. At Lehigh, he has taught Greek, Latin, classical civilization, and ancient religion. He has also served as chair of the department of classics and director of the College Scholars Program. He recently taught Roman religion at Universitaet Erfurt in Germany.
John Seater ’75 Ph.D. and Susan Harris Seater ’78 Ph.D. (see John Seater ’69).
Caroline Preston ’79 A.M. published her second novel, Lucy Crocker 2.0 (Scribner). Her first novel, Jackie by Josie, was named a New York Times notable book of the year. Caroline lives near Boston with her husband, Christopher Tilighman, and their three sons.
Alice Goldberg Lemos ’81 Ph.D. writes that she is the Republican candidate in the 37th assembly district of Queens in New York City. Her son, Jesse, is in second grade. On weekends she volunteers for Rick Lazio’s U.S. Senate campaign.
Jeffrey Lesser ’84 A.M.(see ’82).
Amy Kuntz Maxwell ’87 Sc.M. (see Allegra Hosford Scheirer ’95).
Kang Sun ’88 Ph.D. writes that he was appointed vice president of new ventures and technology at Honeywell International in Morristown, N.J.
Jian Lin ’89 Ph.D. (see Allegra Hosford Scheirer ’95).
John Saillant ’89 Ph.D. (see (Glenn Hendler ’84).
Rachel Harding ’90 M.F.A. (see ’86).
Eric Golin ’91 Ph.D. (see Sanford Golin ’51).
Patricia Kollander ’91 Ph.D., of Boca Raton, Fla., writes that she and her husband, Bruce Fuller (Purdue ’85), have been busy raising their children: Marcus, born in 1997, and Julia, born in December 1998. Patricia was awarded a sabbatical from Florida Atlantic University to write her second book on the life of a native German who fought in Patton’s Third Army in World War II.
Chris Shin Yin ’92 M.A.T. (see Clifford Yin ’91)
Eurydice Kamvisseli ’93 M.F.A. writes that she has published the nonfiction book Satyricon USA. The Brown community is mentioned in the introduction.
Anthony Arnove ’98Ph.D. writes that he edited and contributed to Iraq Under Siege: The Deadly Impact of Sanctions and War (Cambridge, Mass.: South End Press; London: Pluto Press).
James Conder ’98 Sc.M. (see Allegra Hosford Scheirer ’95).
Nancy Eichenlaub ’98 Sc.M. (see Jane Fronek ’97).
Aileen Yingst ’98 Ph.D. (see Allegra Hosford Scheirer ’95).
Jane Fronek ’99 A.M. (see ’97).
From the July / August 2000 Issue
Daniel Schwarz ’68 Ph.D. writes: "I am a professor of English at Cornell, where I have taught since 1968. My most recent book, Imagining the Holocaust, is about how the Holocaust has been rendered in diaries, memoirs, novels, fables, and cartoons. I discuss the first-person reminiscences in Wiesel’s Night, Levi’s Survival at Auschwitz, and The Dairy of Anne Frank; searingly realistic fictions such as Hersey’s The Wall, Kosinski’s The Painted Bird, and Borowski’s This Way for the Gas Chamber, Ladies and Gentlemen. In later chapters I explore diverse fictions and discuss the mythopoeic vision of Schwarz-Bart’s The Last of the Just, the psychoanalytic complexity of Styron’s Sophie’s Choice, the illuminating distortions of Epstein’s King of the Jews, the kafkaesque parables of Appelfeld, and the fantastic cartoons of Spiegelman’s Maus. I also include two works of fictions that have most shaped the popular response to the Holocaust as major films: Gerald Green’s The Holocaust, derived from his popular teledrama of the same name; and Keneally’s Schindler’s List. I have been awarded Cornell’s most prestigious teaching honor: a lifetime designation as a Stephen Weiss Presidential Fellow." To learn more, go to www.people.cornell.edu/pages/drs6/.
Elaine Ostrach Chaika ’72 Ph.D., professor of linguistics at Providence College, had her fifth book, Linguistics, Pragmatics, and Psychotherapy, published by Whurr Publishers of London and Philadelphia. Besides teaching, she is director of the Center for Teaching Excellence at Providence College.
Hon Fong Louie Mark ’74 Ph.D. (see ’69).
Roger Mark ’76 Ph.D. (see Yvonne Mark ’92).
Charlotte Downey ’78 P.h.D., of Cumberland, R.I., writes: "I have completed the thirty-ninth book of my series American Linguistics 1700-1900 and am now working on the fortieth."
Doug Cumming ’80 A.M.writes that this summer he will start an accelerated Ph.D. program in journalism at the University of North Carolina at Chapel Hill, sponsored by a Freedom Forum fellowship. The Freedom Forum, the foundation of the Gannett newspaper group, created this program at U.N.C. six years ago to give seasoned journalists the academic credentials needed for maximum impact in America’s journalism schools. Doug covers education for the Atlanta Journal-Constitution, where he has worked since 1990. He and his family will live in Chapel Hill for the next two and a half years. Doug served on the BAM board of editors from 1990 to 1996.
Amy Mandelker ’82 Ph.D. coedited Pilgrim Souls: An Anthology of Spiritual Autobiography (Simon and Schuster, 1999). She also edited Bakhtin in Contexts: Across the Disciplines (Northwestern University Press, 1985). She is associate professor of comparative literature at the graduate center of the City University of New York. She lives in Princeton, N.J., with her son, Nicholas.
Duncan MacFarlane ’85 Sc.M. (see ’84).
Harry Williams ’88 Ph.D. will participate in this year’s Fulbright German studies seminar called "History and Memory: Jewish Past and Present in Germany," to be held in June and July in Berlin, Leipzig, Frankfurt, and Munich. Harry is an associate professor of history at Carleton College in Northfield, Minn.
Edmond J. Nadler ’85 Ph.D. writes: "After five years living in Israel, my family and I returned to the United States in the summer of 1999. We live in Ann Arbor, Mich., and I develop CAD software for Autodesk, Inc."
Peter Watkins ’86 A.M. (see Peter DeChiara ’84).
Geoffrey A. Landis ’88 Ph.D. writes: "My first science fiction novel, Mars Crossing, is scheduled to be released in hardcover by Tor Books in December. In ‘real life’ I continue to be a scientist at the Ohio Aerospace Institute in Cleveland, and I also work on various space projects with the NASA Glenn Research Center. I am principal investigator of the DART (Dust Accumulation and Removal Test) experiment on the Mars Surveyor Lander, which has been delayed until at least 2003." To learn more, go to www.sff.net/people/geoffrey.landis.
Stephen Vincent ’91 Ph.D. has published Southern Seed, Northern Soil (Indiana University Press). The book is about the history of the Beech and Roberts settlements, which were two African-American and mixed-race farming communities that formed on the Indiana frontier in the 1830s. Stephen is an assistant professor of history at the University of Wisconsin at Whitewater.
Tom Oller ’93 Ph.D. writes that he is a senior fellow at Harvard’s Center for the Study of World Religions, where he researches Mongolian religions (mainly Buddhism and shamanism). He has visited Mongolia four times to conduct fieldwork. He also teaches religion and philosophy at Emmanuel College. He and his wife live in Stow, Mass.
Michael Brandstein ’95 Ph.D. (see Rube Weiner ’59).
Patricia Christian ’95 Ph.D. received the Dr. I. Joan Lorch Award for leadership at the annual women’s studies luncheon in April at Canisius College in Buffalo. Patricia is chair of the school’s sociology and anthropology department. She joined the faculty in 1990 as an assistant professor and formerly served as director of women’s studies.
Thomas Glave ’98 M.F.A. has published Whose Song? And Other Stories (City Lights Books). He is an assistant professor of English at the State University of New York at Binghamton. Glave won an O.Henry Award for his short story "The Final Inning" in 1997.
From the May / June 2000 Issue
Igor Ansoff ’48 Ph.D., who retired in February after nearly forty years of teaching, was named distinguished professor emeritus at the United States International University in San Diego, Calif., where he taught for seventeen years. The university is establishing the Ansoff Strategic Management Research Institute.
Allen S. Goldman ’53 Sc.M. (see ’51).
Celeste Griffin ’65 A.M. (see Earl W. Harrington Jr. ’41).
William Silvert ’65 Ph.D. (see ’58).
Bob Ashcom ’69 M.A.T. (see ’62).
Morris Edwards ’73 M.A.T. writes: "I have been at Borgess Medical Center for more than twenty-one years as a health and medical psychologist. I recently began consulting with Cancer Treatment Centers of America in Goshen, Ind., in addition to serving as director of psychological services at the West Michigan Cancer Center. I completed a book on stress management for cancer patients. My poetry and art are part of "The Art of Healing-2" exhibit. My poem "At Least 5,000 Views of the River from the Island City" was read at the dedication of the new riverwalk in Plainwell, Mich." Morris lives in Plainwell with his wife, Dawn, and son Micah, 4.
Roger M. Olien ’73 Ph.D. coauthored Oil and Ideology: The Cultural Creation of the American Petroleum Industry (University of North Carolina Press).
Thomas John Dimieri ’76 Ph.D. writes: "On Nov. 12 I married Danielle Sunday Bernstein, whom I met while working as director of institutional research at Simmons College. Danny is a psychiatric clinical case manager and coordinator of psychiatric triage at Blue Cross-Blue Shield of Massachusetts. We were married at the Cathedral of the Holy Cross in Boston, and then spent several weeks in Italy. We settled in our home in the South End neighborhood of Boston. I’m director of institutional research and planning at Bryant College. My wife and I are conducting research for a book that will take a historical look at Boston’s street names."
Maria Martins Brennan ’79 A.M. (see Tara Brennan Primis ’92).
William D. Wharton ’81 A.M. (see ’79).
Brian A. Dalio ’85 Sc.M. was appointed chief technical officer of Genedax in Portland, Ore., where he will research, develop, and prototype new technologies. Brian previously worked at Mentor Graphics for thirteen years.
John Bowe ’86 A.M. (see Dorothy Faulstich Bowe ’86).
Allard Jongman ’86 Ph.D.writes that he and Joan Sereno ’88 Ph.D. moved to Lawrence, Kans., after eight years at Cornell. Both work in the linguistics department at the University of Kansas. Allard; Joan; Katrina, 10; and Mark, 8, spent a sabbatical in the Netherlands last year. They would love to hear from old friends.
Tracy Lindsay ’87 Sc.M. (see ’85).
Reginald Shepherd ’91 M.F.A. of Ithaca, N.Y., has published his third book of poetry, Wrong (Pittsburgh University Press). His first book, Some Are Drowning, was the 1994 AWP award winner in poetry. His second collection, Angel, Interrupted, was a finalist for the 1997 Lambda Literary Award. Reginald is an assistant professor of English at Cornell.
James Thomas Stevens ’93 M.F.A. writes that his work opened a new anthology of postmodern Native American poetry, Visit Teepee Town: Native Writings After the Detours (Coffeehouse Press). James, who won a Kansas Arts Commission 2000 fellowship, is a creative-writing and Indian-literature instructor at Haskell Indian Nations University in Lawrence, Kans.
Lisa Chick ’94 M.A.T. (see Sonia Katyal ’93).
Rafael Rivera Leon ’95 Ph.D. writes: "I’m working at Yahoo!"
Mary Lou Jepsen ’96 Ph.D. (see ’87).
Mark Amerika ’97 M.F.A., founder of the Alt-X Online Network, was selected to participate in the Whitney Biennial 2000. To learn more about the biennial, go to www.altx.com/whitney.html.
Michelle Boue ’98 Ph.D. and Douglas McDermid ’98 Ph.D. announce the birth of Julia Elena McDermid Boue, on Aug. 17 in Mexico City.
From the March / April 2000 Issue
H.E. Francis ’50 A.M., of Huntsville, Ala., has a new collection of short fiction, The Sudden Trees.
Earl Pope ’62 Ph.D., a professor emeritus at Lafayette College, lectured twice last year to foreign-service officers assigned to the American Embassy in Bucharest at the National Foreign Service Institute in Arlington, Va. He conducted a seminar on the religious situation in Romania last June, and, under the auspices of the Appeal of Conscience Foundation, he briefed a second group of officers on religious life and freedom in Romania. He also helped to brief officers assigned to Bulgaria in November. Earl directed an international ecumenical seminar in Cluj, Romania, called “Challenges to the Religious Communities: Dialogue, Reconciliation, and Peacemaking,” at which there were more than ninety participants (priests, professors, social workers, theologians, and college and university students) from twelve religious communities. In November he gave the lecture, “Seeing God in the Neighborhood: A Lesson from the Balkans,” at Moravian Theological Seminary.
Larry Chimerine ’65 Ph.D. (see Meredith Chimerine Camp ’92).
C. Herndon Williams ’65 Ph.D. has retired from Radian International in Austin, Texas, after twenty years as a consultant in environmental health and safety. He plans to spend more time with his grandchildren and to sail, hike, and do community work.
Jean Chase McCarthy ’66 M.A.T. (see ’60).
John Brandenberger ’68 Ph.D. has been elected a fellow of the American Physical Society for his contributions to physics education in America. A professor of physics at Lawrence University in Appleton, Wis., John is the school’s first physicist to receive the honor. He was also named Lawrence’s Alice G. Chapman Chair in Physics in September. He is a specialist in atomic physics and laser spectroscopy and has played a leading role in building Lawrence’s Laser Palace.
Frank Kirkpatrick ’70 Ph.D. was awarded the Bishop’s Award for Distinguished Service from the Episcopal Diocese of Connecticut on Oct. 30. The award recognizes exemplary dedication to church and community. An Episcopal priest, he is a professor of religion at Trinity College in Hartford and has published two books, Community: A Trinity of Models and Together Bound: God, History and the Religious Community. He has also chaired the diocesan commission on peace and justice.
Christopher Hewitt ’71 Ph.D. and Tom Cheetham ’81 Ph.D. have completed the Encyclopedia of Modern Separatist Movements, a reference book on the world’s ethnic separatist and unification crusades, organizations, parties, campaigns, political events, and leaders. Christopher is a professor of sociology at the University of Maryland and has written two books on ethnic conflict and political violence, The Effectiveness of Anti-terrorist Policies and Consequences of Political Violence. Tom is an independent researcher and lecturer specializing in international relations and political science.
Hassan Mekouar ’77 Ph.D. has published The future remains, a book of poetry. It was published in Morocco, where he has been teaching American literature and administering a few institutions on higher education.
Mark Asquino ’78 Ph.D. (see ’71).
Hal Hirshon ’80 M.A.T. (see Mark Van Noppen ’81).
Peter J. Haas ’80 Ph.D. became the Abba Hillel Silver Professor of Jewish Studies and the director of the Samuel Rosenthal Center for Judaic Studies at Case Western Reserve University. Before moving to Cleveland in January, he taught Jewish studies in the religious-studies department of Vanderbilt University.
Stephen Belcher ’85 Ph.D. has published Epic Traditions of Africa (Indiana University Press). It is available in bookstores. Stephen also co-edited Oral Epics from Africa: Vibrant Voices from a Vast Continent.
Marina Budhos ’87 A.M. has published Remix: Conversations with Immigrant Teenagers (Henry Holt), which is about the lives of twenty young people from Asia, Europe, Central America, and Africa. She also authored The Professor of Light, a novel.
Anu Rangarajan ’90 Ph.D. was named associate director of human-services research at Mathematica Policy Research, an independent firm that conducts policy research and surveys for federal and state governments and private clients. Anu has been at Mathematica since 1989.
Camille Roman ’90 Ph.D. was awarded tenure and promoted to associate professor at Washington State University last spring. The co-editor of nine books and the author of numerous essays and reviews, she is publishing Elizabeth Bishop and the Cold War (St. Martin’s Press).
Axel Merk ’92 Sc.M. and Ronald Antony ’93 Sc.M. (see Hanna Tikkanen Merk ’91).
Sania Perez ’94 Sc.M. (see Maria Gracia Galvez Picon ’94).
Bill Martin ’95 Ph.D. (see Kelsey Lowitz ’94).
John Bukowski ’97 Ph.D. (see Cathy Stenson Bukowski ’94).
Xena Huff ’98 A.M. (see Evan Hazen Kimble ’89).
From the January / February 2000 Issue
Betty Horenstein Pickett '49 Ph.D. (see '45).
James Pickett '51 Ph.D. (see Betty Horenstein Pickett '45).
Andrew Palmer '65 PhD., a research professor of petroleum engineering at Cambridge University, returned to the academic world after twenty-one years in the offshore petroleum industry. He and Jane have a farmhouse in Maine and would like to see old friends.
Betty Horenstein Pickett '49 Ph.D. (see Betty Horenstein Pickett '45).
Pat Keating'80 Ph.D.(see Betty Horenstein Pickett '45).
Chiu-Yu Tseng'81 Ph.D. (see Betty Horenstein Pickett '45).
Aditi Lahiri '82 Ph.D. (see Betty Horenstein Pickett '45).
John Higgins '87 Ph.D., of Fort Washington, Pa., and his wife, Kate, announce the birth of Daniel on Sept. 16. John is a principal scientist at McNeil Consumer Healthcare and team leader of its New Concept Development and Preformulation Group.
Jeff Durso-Finley '91 M.A.T. (see Jennifer Seale Aitken '96).
Nomi Eve '93 M.F.A. (see Laura Cluff '96).
Laurie Teal '93 Ph.D. married Hamish Dempster '89 A.M. in Providence during March 1998. They live in New Zealand with their newborn son, Finlay Thomas Teal Dempster.
Elijah Sivin '94 M.A.T. (see Carl McCarthy '93).
Daniel Cavicchi '96 Ph.D. writes: "After teaching as an adjunct for three years at RISD, I have accepted a new position as director of education and public programs at the Experience Music Project, a new popular-music museum in Seattle. The museum, which will open in June, was founded by Microsoft cofounder Paul Allen and designed by architect Frank Gehry. It's going to be part traditional museum, with exhibits; part performance space, with several stages; part school, with classrooms; and part outreach center, with concerts, programs, and festivals for the community. I'm sad to be leaving my students and colleagues at RISD, but I'm excited about the opportunity to use my research and thinking about popular music in a new, dynamic context."
Valerie Orlando '96 Ph.D., an assistant professor of French, has received a tenure-track position at Illinois Wesleyan University.
Rizman Othman '97 Sc.M. (see Feisal Maroof '95).
David Fryer '99 Ph.D., an assistant professor of religion, has received a tenure-track position at Illinois Wesleyan University.
From the November / December 1999 Issue
Nils Y. Wessell '58 Ph.D. has published Directors and Trustees - a Candid Assessment of their Motivation and Performance (Vantage Press).
Samuel Pollock '56 Sc.M. (see Hyman L. Pollock '30).
Richard Shalvoy '77 Ph.D. has rejoined the analytical chemistry group at Arch Chemicals (formerly Olin Corp.) in Cheshire, Conn. He writes: "I've added SEM/EDS, XRD, and government auditing expertise to my surface-analysis skills first developed at Brown. I'm still living in Cheshire with my wife, Karol Ann, and daughters Stacy, Joanna, and Becky."
Mark D. Thomas '81 M.A.T. writes that he misses the friends he made in the M.A.T. program and would be glad to put together a list of addresses for those who contact him. Maybe a 20th reunion could be arranged.
Audrey Gup-Mathews '84 A.M. writes: "After moving to California, teaching English as a Second Language at the U.C.-Irvine Extension for five years, becoming academic coordinator of the ESL program, getting a divorce (Zvonimir Hlousek '88 Ph.D), meeting and marrying my husband, Brian Mathews, and moving to Maine, I am finally and happily settled down in Kennebunk, Maine, with Brian and our 2-year-old daughter, Castine (Cassie). I'm currently the business manager for Dale Carnegie Training in Maine as well as an author of children's books that I hope to see published sometime soon. I would love to hear from any alums I hung out with back in the old days."
Jeffrey Lesser '84 A.M. (see '82).
Felipe J. Gorostiza '88 A.M. has been appointed executive director of the Walter Rand Institute for Public Affairs at Rutgers University's Camden campus. He has served as a community builder fellow with the U.S. Department of Housing and Urban Development in New York City, where he worked with community leaders and local and state officials on housing and economic development issues. Felipe was a senior associate with Urban Partners, a Philadelphia consulting firm specializing in neighborhood revitalizations and strategic planning for municipalities and nonprofit groups along the eastern United States. He was previously the voice of Ernie the Elf in Spanish-language Nabisco commercials. Felipe lives with his wife, Lisa Taylor, in Yardley, Pa.
Scott Johnston '89 Sc.M. (see '87).
Bruce G. Hammond '90 M.A.T. has published Discounts and Deals at the Nation's 360 Best Colleges (St. Martin's Griffin). Bruce counsels thousands of parents of college-bound students each year as the college expert at Parent Soup. He has been editor-in-chief of The Insider's Guide to the Colleges, managing editor of The Fiske Guide to Colleges, and coauthor of The Fiske Guide to Getting into the Right College. He is currently a college counselor at an independent school in Albuquerque, where he lives.
Larissa Taylor '90 Ph.D., of Waterville, Maine, has published Heresy and Orthodoxy in Sixteenth-Century Paris: Franois Le Picart and the Beginnings of the Catholic Reformation (E.J. Brill). She was also appointed to the editorial board of French Historical Studies.
Coast guard Lt. Cmdr. Eric C. Jones '92 Sc.M. departed on a five-month South American deployment aboard the U.S. Coast Guard cutter Forward. Eric is part of the U.S. force participating in UNITAS, an annual deployment that circumnavigates South America and promotes interoperability and friendship between U.S. and Latin American navies.
James P. Sickinger '92 Ph.D. has published Public Records and Archives in Classical Athens (University of North Carolina Press).
Elysabeth Bidwell Ray '93 M.A.T. (see '92).
Zili Liu '94 Ph.D. has joined the psychology department as an assistant professor at Rutgers University in Newark.
Mark Destler '95 M.A.T. (see Kate Destler '96).
Catherine Imbriglio '95 Ph.D. read her poetry at the Providence Athenaeum in October as part of a poetry-reading series. Catherine's poems and criticisms have appeared in American Letters & Commentary, New American Writing, Caliban, New Voices #7, and Contemporary Literature. She has received an Untermeyer Fellowship in poetry. Catherine is a lecturer in English and the coordinator of the Writing Center at Brown.
Laura Okun '95 Sc.M. (see '94).
Bernard Yamron '95 Ph.D. ( see Jennifer Lewis Yamron '90).
Jennifer Lewis Yamron '95 Ph.D. (see '90).
Mark Amerika '97 M.F.A., of Boulder, Colo., founding director of the Alt-X Online Publishing Network, has created a new Web project called PHON:E:ME, which invites people to re-mix their own textual-auditory compositions. The project launched June 30 at http://phoneme.walkerart.org.
From the September / October 1999 Issue
Harumi Tanaka '71 Ph.D. writes: "At the end of March, I retired from Nanzan University in Nagoya, Japan, where I had taught English and linguistics for nearly twenty-three years. Now I am professor emeritus at Nanzan, and since March I have also been teaching at Nagoya University of Foreign Studies at the graduate and undergraduate levels. The assignment will last three to five years."
Lawrence Kaplan '60 A.M., '77 Sc.M., Essex, Conn., is a fellow of Zero to Three's Leaders for the 21st Century program. Lawrence is an associate clinical professor of pediatrics and director of the disabled-child care program and the center for children with special health-care needs at the Yale School of Medicine. During the two-year fellowship he will create a child health-and-development curriculum for parents of children with special health-care needs. He is a fellow of the American Academy of Pediatrics and the American Academy for Cerebral Palsy and Developmental Medicine.
Marc H. Friedberg '91 Ph.D. (see '87).
Harry Dowsett '88 Ph.D. and his wife, Elizabeth, announce the birth of Morgan Theresa on March 25 (Harry's birthday). Morgan joins her brothers Jonathan, 11, Matthew, 9, and Harry, 6. Harry is a geologist at the U.S. Geological Survey in Reston, Va., and a part-time teacher at George Mason University.
Alana Thorpe '91 Ph.D. (see Hank Vandersip '56).
George F. Raiser '93 Ph.D., Chandler, Ariz., is a senior mechanical engineer at Intel Corp. He writes: "After graduating from Brown, I went on to a postdoctoral research position at Washington State University. In 1995, I accepted a position as a visiting professor at Yale before being lured to Intel in January 1996. I've been here ever since, and have enjoyed the technical and social challenges immensely. Intel is very fast-paced, yet the people and the environment make the days sail. Personal news: I'm still single and looking for the right woman. I'm reading a lot now and continue to stay active. I am now enjoying the many outdoor activities here in Arizona. Classical music, cigars, and investing are some of my new hobbies."
Margaret Muckenhoupt '94 Sc.M. has published Sigmund Freud: Explorer of the Unconscious (Oxford University Press), which is now in paperback. Margaret is an independent psychological researcher. She has worked on clinical studies of schizophrenia and obsessive compulsive disorder, and has performed research on color vision and psycholinguistics.
Valerie C. Colas '99 A.M. is working for the United Nations and the International Institute for Sustainable Development. She attends U.N. conferences around the world, reporting on them to the U.N. secretariat general. This summer she attended the climate change conference in Bonn, Germany, as well as conferences in Rome, Geneva, South Africa, Brazil, and China.
From the July / August 1999 Issue
James M. Pickett '51 Ph.D. co-authored Acoustics of Speech and Communication (Allyn and Bacon). The book is a follow-up to his 1980 textbook, The Sounds of Speech Communication. The new book is geared toward graduate students in speech and audiology. James has been an emeritus professor at Gallaudet University since 1987 and lives in Surry, Maine, with his wife, Betty Horenstein Pickett '45, '49 Ph.D.
Mary C. Mulvey '53 A.M., Windham, Mass., continues as a founding board member of the National Council of Senior Citizens. She was master of ceremonies at the council's legislative conference last summer. One conference highlight was a rally opposing Wall Street's attempts to privatize social security.
Lewis L. Gould '61 Ph.D., Austin, Tex., co-edited Inside the Natchez Trace Collection: New Sources for Southern History (Louisiana State University Press). Bill Shade '61 M.A.T. contributed one of the essays that explores the riches of the primary source material in the Center for American History.
Brian Hunt '67 Ph.D. Costa Mesa, Calif., has been appointed vice president of engineering and technology, air combat systems, at the Northrop Greuzman Corp.
Wyman H. Herendeen '70 A.M. (see '70).
Leon F. Bouvier '71 Ph.D. published World Population: Challenges for the 21st Century (Seven Locks Press) in April. He co-authored the book with Jane Trowbridge Bertrand '71. Both are affiliated with the Tulane University School of Public Health, where Jane serves as professor and chair of the international health division and Leon is an adjunct professor of demography.
Paul Burke '72 A.M. (see '70).
Anthony Bukoski '73 A.M., Superior, Wis., published his third book, Polonaise, on March 1. He reports that the book received very nice reviews in Publishers Weekly, Kirkus Reviews, and Booklist.
Mary Counihan Livingston '74 A.M. (see '74).
David Maxwell '74 Ph.D. was named the twelfth president of Drake University (Des Moines). David officially assumed his new post on May 15. Previously he was director of Johns Hopkins University's National Foreign Language Center in Washington, D.C. He and his wife, Madeleine, a freelance creative director, have two children: Justin, 23, and Stephen, 20.
Gerhard F. Strasser '74 Ph.D., University Park, Pa., returned in 1993 to his primary area of knowledge -European literature of the 16th and 17th centuries -after training teaching assistants and running the language program in Pennsylvania State University's German department. He was promoted to professor of German and comparative literature in 1996, and was asked to head the newly merged Penn State department of Germanic and Slavic languages and literatures in 1997. When he is not involved in departmental administration, he spends research time at the Herzog August Bibliothek in Wolfenbttel, Germany, which houses the continent's best collection of 16th- and 17th-century print materials.
Kathleen Duffy Pannozzi '78 A.M. writes: "Though I'm not active in official alumni events, Susan Phillips '78 A.M. and I stay in close touch. She's in Silver Spring, Md., and is international vice president for the United Food and Commercial Workers. Susan had a big surprise last summer when she discovered that Bob Dreher '79 was a neighbor! I'm an adjunct history instructor at Rhode Island College, and I live in Providence with my husband, Frank, and two boys, John and Michael. My other Brown connection is my maternal grandfather, John Fitzgerald, class of 1893."
Paul A. Gilje '80 Ph.D. has published Rioting in America (Indiana University Press). Gilje is a history professor at the University of Oklahoma.
Lawrence E. Babits '81 Ph.D., Greenville, N.C., writes: "It was a good year for me. Two books and an edited volume on underwater archaeology: Maritime Archaeology (Plenum Press); A Devil of a Whipping: The Battle of Cowpens (UNC Press); and Underwater Archaeology 1998 (Society for Historical Archaeology). In addition, I was promoted to full professor here at East Carolina University."
Sonya Michel '86 Ph.D. has published Engendering America: A Documentary History, 1865 to the Present (McGraw-Hill), co-authored with Robyn Muncy; and Children's Interests/ Mother's Rights: The Shaping of America's Child Care Policy (Yale University Press). She is director of women's studies and associate professor of history and women's studies at the University of Illinois at Urbana-Champaign.
Andrew Hoffman '87 Ph.D (see Samuel Gourse '40).
Geoffrey A. Landis '88 Ph.D., Berea, Ohio, has been nominated for two Nebula awards, the highest literary honor in the genres of science fiction and fantasy. One nomination is for his novella Ecopoiesis, and the other for his short story "Winter Fire." Geoffrey is a scientist at the Ohio Aerospace Institute on permanent assignment to the NASA Lewis Research Center. He is the author of more than fifty published short stories and about twenty poems.
Ernest E. Rothman '88 Ph.D. has been granted tenure, promoted to associate professor of mathematics, and appointed director of the computational science program at Salve Regina University in Newport, R.I.
Kang Sun '88 Ph.D., Petersburg, Va., was appointed vice president of technology for the $2 billion Performance Polymer Business at AlliedSignal Inc. Previously he was general manager of Imaging Devices.
Michael Maiello '92 Sc.M. (see '91).
James Wen '92 Sc.M. writes: "Having been elected president of the Phi Beta Kappa Association of New York, I would like to hear from all PBK alums in the New York metropolitan area who would like to get involved."
Stephen O. Fought '93 Ph.D. is dean of academic affairs at the Air War College in Montgomery, Ala. The Air War College is the senior academic institution of the U.S. Air Force.
Bob MacDonald '93 Ph.D. (see '89).
Elysabeth Bidwell Ray '93 M.A.T. (see '92).
Peter Laurence O'Sullivan '94 Ph.D., Stirling, N.J., writes: "Following an extended courtship, I married Rebecca Yeaw on Nov. 13, 1998, in Providence." Peter works at Bell Labs, Murray Hill, N.J.
Andrew Sornborger '96 Ph.D. (see Christine V. Fiorello '90).
From the March / April 1999 Issue
Eleanor McMahon '54 A.M., Pawtucket, R.I., received an Honorary Doctor of Business and Economics degree from the Milwaukee School of Engineering on Nov. 21. She was honored for her devotion to her field and her contributions to the nation's educational institutions, systems, and policies. She is a distinguished visiting professor at the A. Alfred Taubman Center for Public Policy and American Institutions at Brown.
John Ainsworth '59 Ph.D. retired from the U.S. Department of Defense as a member of the senior executive service. He served for nine years as the scientific director of the Armed Forces Radiobiology Research Institute. He writes: "My wife, Carolyn (Hastings College '60), and I plan to stay in the Washington area and be tourists for about a year and then move back to the San Francisco area where our three grown children and six grandchildren reside."
Ting-wei Tang '64 Ph.D. has been elected a fellow of the Institute of Electronical and Electronic Engineers. A professor of electrical and computer engineering at the University of Massachusetts, Ting-wei was recognized for his contributions to numerical and computer modeling of high-speed and high-power semiconductor devices. These highly sophisticated models have helped improve the performance of a new generation of transistors and diodes, and have significantly reduced design and manufacturing costs for the semiconductor industry.
Michael M. Carroll '65 Ph.D. (see Carolyn Gahagan Carroll '64).
Susan L. Phillips '78 A.M. was elected as an international vice president of the 1.4 million-member United Food and Commercial Workers Union at the union's convention in July. She is responsible for planning and implementing programs involving women and retirees.
Gail Donovan '88 A.M., Portland, Maine, writes that her short story "Trying to Go Nowhere" was published in the Chicago Tribune as a winner of the 1998 Nelson Algren Literary Award.
Nina Zannieri '80 A.M., Pawtucket, R.I., was elected president of the New England Museum Association (NEMA) at the organization's recent conference in Burlington, Vt. Previously she served in several capacities on the NEMA board, most recently as vice president. Nina is director of the Paul Revere Memorial Association in Boston.
Adam Szpiro '94 Sc.M. (see Alex Klibaner '95).
From the January / February 1999 Issue
Keith Lehrer '60 Ph.D. is the Donald J. Cowling Visiting Professor of Philosophy at Carleton College in Minnesota.
Deidre Henderson '68 M.A.T. (see Marc Koplik '68).
Florence Castelle Eaton '69 M.A.T. (see Mary and Ken Eaton '33).
James Kallmerten '79 Ph.D. is the 1998 recipient of the Syracuse University Scholar/Teacher of the Year Award. James, a professor of chemistry, helped create Syracuse's new biochemistry major.
Andrew R. L. Cayton '81 Ph.D. has published Frontier Indiana (Indiana University Press), a history of the Trans-Appalachian frontier.
Robert J. Zatorre '81 Ph.D. writes: "I am still living in Montreal, which I love, and still working at a full-time research job at the Montreal Neurological Institute of McGill University. My two boys, Evan, 9, and Alex, 8, are doing just fine; they split their time between the pastoral pleasure of their home in Vermont and the multicultural excitement of Montreal. My most significant (and happy) news is that in October, I will marry Virginia Penhune, who recently earned her Ph.D. at McGill." They would love to hear from old friends.
Kathryn Dunbar Gargiulo '83 M.A.T. and her husband, Anthony Gargiulo Jr., Oak Park, Ill., announce the birth of Naomi Marie on May 6. She joins brothers John and Theodore. Kathryn is an English teacher at Oak Park and River Forest High School.
Cameron Marshall '84 Ph.D. has been appointed executive director of marketing for the European operations of Eli Lilly and Co., the Indianapolis pharmaceutical company. His group will be based at Lilly's R&D site near Ascot, west of London. Says Cameron, "I've been on the move constantly for the nine years since I pulled my last microelectrode - France, the U.K., Ireland, the U.K., and back to France for the last few years. It would be great to hear from old friends and colleagues in Europe and the United States. I'm living proof there is life after Neuro 100 - even for T.A.s!" Jay Davison '86 Sc.M. (see Chipper Brown '77).
Mathew T. Kapstein '87 Ph.D. has coedited Buddhism in Contemporary Tibet (University of California Press).
James von Geldern '87 Ph.D. has coedited Entertaining Tzarist Russia: Tales, Songs, Plays, Movies, Jokes, Ads, and Images from Russian Urban Life, 1779-1917 (Indiana University Press).
Afaa Michael Weaver (formerly Michael S. Weaver) '87 A.M. has accepted an endowed chair at Simmons College, where he is now the Alumnae Professor of English. His sixth book of poetry, Talisman (Tia Chucha/Northwestern University), has been published. Afaa received a $50,000 Pew fellowship in poetry this year. His seventh and eighth books of poetry, Sandy Point and The Ten Lights of God, are forthcoming from the Press of Appletree Alley and Bucknell University Press.
David Allen '88 M.A.T. has edited Assessing Student Learning From Grading to Understanding (Teachers College Press). David is an education researcher and has worked for the Annenberg Institute for School Reform and the Coalition for Essential Schools, both located at Brown.
Gail Donovan Kesich '88 A.M. writes: "My short story, 'Trying To Go Nowhere,' is a winner of the Chicago Tribune Nelson Algren Award. My name is now Gail Kesich, but I write under the name of Gail Donovan. I was a student of Meredith Steinbach and the late John Hawkes. It's also interesting to note that I am in a writing group with Elizabeth Searle and Ann Harleman."
Erich Fischer '91 Ph.D., Cleveland, is working at McKinsey after living in Boston for a few months.
Jason L. White '97 Sc.M., New London, Conn., has published his first book, A Witness to Faith (Dorrance Publishing Co.). He is a former member of the Institute of Electrical and Electronic Engineers and is active in the New London Adult Education Center.
From the November / December 1998 Issue
Peter P. Gillis '64 Ph.D. (see '52).
'66 Ph.D., Pittsburgh, has been appointed vice president for student development and dean of students at Point Park College. Charles has been dean of student development at Point Park since 1975. Previously he was assistant to the vice president for student affairs and dean of students at Marshall University in West Virginia, and associate dean of students at Maine's Colby College.
Charles R. Quillin
Arthur S. Reber '67 Ph.D. was named Broeklundian Professor of Psychology at Brooklyn College of C.U.N.Y., where he has taught since 1970. In the past few years he has published Implicit Learning and Tacit Knowledge (Oxford University Press), The Dictionary of Psychology (Penguin Books), and The New Gambler's Bible (Crown). The last was done, he says, so folks appreciate that even wooly-headed intellectuals get out and have some fun once in a while. Arthur's son Paul was just appointed assistant professor of psychology at Northwestern University, and daughter Emily to a similar post at Franklin Pierce College. "Yes, it runs in the family," Arthur writes.
Burton M. Leiser '68 Ph.D., distinguished professor of philosophy at Pace University, New York, is organizing a world congress on the philosophy of law, to take place in New York City in June 1999. The general theme of the congress, "The Transformation of Legal Systems and Economies in an Age of Global Interdependence," will be discussed at sessions on human rights, minority rights, the rights of women, computer ethics, laws of war and peace, medical ethics, and more. Burton anticipates attendance from every part of the world. Distinguished scholars in philosophy, law, politics, and related fields will be presenting major papers at the principal congress site and at the United Nations.
Michael Falkoff '69 Sc.M. has joined Nutter, McClennen and Fish as counsel in the intellectual property department. He previously specialized in patent law related to advanced electronics, optics, medical devices, and materials technologies at Lahive and Cockfield. He is a member of the Boston Intellectual Property Law Association, the American International Property Law Association, and the Boston Bar Association.
Ronald J. Quirk '71 Ph.D. has published Literature as Introspection: Spain Confronts Trafalgar, which examines the frequent appearance of Trafalgar in Spanish literature throughout the nineteenth century. He is a professor of modern languages at Quinnipiac College, Hamden, Conn.
Joyce Toomre '71 Ph.D. has published Classic Russian Cooking (Indiana University Press). A Slavicist and culinary historian, Joyce co-edited Food in Russian History and Culture. Isaac M. Colbert '74 Ph.D., Dorchester, Mass., is the new chair of the board of trustees at Chapel Hill-Chauncy Hall School in Waltham, Mass. Isaac has been a board member since 1991 and is the senior associate dean for graduate education at M.I.T.
Robert F. Allen '77 Ph.D. writes: "I am proud to report that my born-at-Brown daughter, Sarah, graduated from the University of Maryland in May. Son-number-one will follow her in another year. I put my Brown linguistic training to use translating documents for refugees from the former Yugoslavia. My partner and I are considering relocating overseas in a few years, exploring creative alternatives for a stockbroker and an architect."
Anna Bobiak Nagurney '80 Ph.D. (see '77).
Alice Goldberg Lemos '81 Ph.D. was made a member of the Queens County Republic Committee and hopes to run for office one day. She is vice chair of her election district for the Republic committee and is campaigning for Republican candidates in Queens. She recently invited ABC radio host Steve Maltzberg to speak at the Republic Club of Sunnyside/Woodside Queens and was a guest in his studio. Her son, Jesse, is entering kindergarten and is taking karate classes.
B. Michael Zuckerman '81 Ph.D. received the John Cotton Dana Award at the New Jersey Association of Museums's annual meeting on June 15. The award honors those who have advanced the service of museums to the region and demonstrated visionary and innovated leadership. He is director of Cape May's Mid-Atlantic Center for the Arts.
Louis Newman '84 Ph.D. has been promoted to professor of religion at Carleton College in Northfield, Minn. He is author of The Sanctity of the Seventh Year: A Study of the Mishnah Tractate Shebit, co-editor of Contemporary Jewish Ethics and Morality: A Reader, and has completed two other books to be published this year.
Michael Householder '90 M.A.T. (see Suzanne Rivera '91).
John D. Piette '92 Ph.D. won the Diabetes Research Award from the Society for Behavioral Medicine for his development of new technologies to improve population-based medicine. John is an assistant professor at Stanford and a senior research associate in the V.A. Center for Health Care Evaluation in Palo Alto.
William Martin '95 Ph.D. (see Hope Jarvis '93).
Benjamin Boer '98 Sc.M. (see Rachel Bishop '96).
From the September / October 1998 Issue
Irwin Yellowitz '61 Ph.D. has retired from the history department at City College, City University of New York, after a career that began in 1961.
Bill Shade '62 M.A.T. (see '61).
Freda R. Egnal '65 M.A.T. writes: "I am involved in organizing a secular Jewish community in the greater Philadelphia area and would love to hear from interested alumni. My son, Michael, is in ninth grade at Masterman High School, the top-rated public high school in Philadelphia."
Nachman Cohen '66 Sc.M., a rabbi, is the founding spiritual leader of Young Israel Ohab Zedek, an orthodox synagogue serving the communities of North Riverdale and Yonkers, N.Y. In May, he and his wife, Ellen, were honored at a tribute dinner for their eighteen years of service to the congregation.
Chain T. Liu '67 Ph.D. was selected to receive Brown's Engineering Alumni Medal. The medal honors alumni with a record of exceptional accomplishment in their careers. Recognized as a world authority in the field of structural intermetallics, Chain is senior corporate fellow at Oak Ridge National Laboratory, where he has worked since 1967.
Nancy Rosenstein Mayer '73 M.A.T. received the inaugural Good Housekeeping Magazine Award for Women in Government, which recognizes "outstanding women whose extraordinary efforts demonstrate how government can directly improve people's lives." Nancy is the general treasurer for the state of Rhode Island.
Stuart Rosenfeld '73 Ph.D. has published Basic Skills for Organic Chemistry: A Toolkit (Jones and Bartlett).
Debendra Kumar Das '74 Sc.M. has been appointed head of mechanical engineering at the University of Alaska, Fairbanks.
Linda J. Lehrer '76 Ph.D. is director of communications for the Aspen Institute and has spent her career in both media and education. Previously she taught journalism at Fordham and New York University. As a journalist, Linda reported for the Wall Street Journal and the Chicago Tribune. Her articles have appeared in Forbes, Ms., Health, and publications of the American Management Association. During her seven years with Dow Jones, she was responsible for setting up business operations for the European edition of the Wall Street Journal, as well as conducting a study on the feasibility of creating an edition of the Journal for Latin America. Linda has also worked for the PBS business show Adam Smith and for the Children's Television Workshop, creator of Sesame Street. While communication director at Scholastic, an educational multimedia company, she launched The Magic School Bus, an award-winning children's show, as well as the first on-line service for students and teachers. Linda serves on the board of Rolling Readers, a national literacy organization, and is a member of the Audience Development Committee of the Aspen/Snowmass Council on the Arts.
Roland Merullo '76 A.M. (see '75).
Rolf J. Goebel '77 A.M. has published Constructing China: Kafka's Orientalist Discourse (Camden House). Rolf is a professor of German at the University of Alabama, Huntsville.
Joseph McLaren '80 Ph.D. has published Langston Hughes: Folk Dramatist in the Protest Tradition, 1921-1943 (Greenwood Press). Joseph is a professor of English at Hofstra University.
Joan M. Lescinski '81 Ph.D. became president and professor of English at Saint Mary-of-the-Woods College (located near Terre Haute, Ind.) on July 1. Previously, she was vice president, dean for academic affairs, and professor of English at Fontbonne College in St. Louis.
Carolyn Beard Whitlow '84 A.M. was chosen as the commencement speaker by the senior class for the 161st Guilford College (N.C.) graduation. An associate professor of English at the college, Carolyn received the Board of Visitors Excellence in Teaching Award at the spring awards convocation.
Alexander Jones '85 Ph.D. was elected to the American Philosophical Society at its annual general meeting in April. The society, founded by Benjamin Franklin in 1743, is the oldest learned society in the United States. Alexander is a professor of classics and the history of science at the University of Toronto.
Dragana Pilipovic '86 Sc.M. has published Energy Risk: Valuing and Managing Derivatives, a text for traders, risk managers, engineers, and their managers. The book is based on Dragana's experience as founder and president of SAVA Risk Management Corp.
Jeff Marshall '92 M.A.T. writes: "After teaching for four years - three in Coalition Schools in Daly City, Calif., with Beth Rubin '92 M.A.T., Greg Nakata '93 M.A.T., and Laura Putnam '94 M.A.T., and in Sedona, Ariz., with Alixe Callen '92 - I attended the Haas School of Business at the University of California, Berkeley, and just received an M.B.A." Jeff plans to spend the next four months traveling in Europe and Africa. He will then begin work as a management consultant for the Mitchell Madison Group.
Simon J. Tiller '92 A.M. (see '91).
Sam Truitt '94 M.F.A. has published Anamorphosis Eisenhower (Lost Roads Publishers). Sam teaches at the Parsons School of Design and lives in New York City. His work has appeared in a range of literary journals, including Denver Quarterly, First Intensity, Gargoyle, and Talisman.
Jayne E. Triber '95 Ph.D. has published A True Republican: The Life of Paul Revere (Univ. of Massachusetts Press). A selection of the History Book Club, the book is the first full-length biography of Revere published in more than fifty years.
Frank MacLellan '96 Ph.D. (see Simon J. Tiller 91).
From the July / August 1998 Issue
John W. Tukey '37 Sc.M. (see '37).
Mel B. Yoken '61 M.A.T. received the 1998 Distinguished Alumnus Award of BMC Durfee High School in Fall River, Mass. The award honors a graduate who has attained preeminence in a profession. Mel is a French professor at the University of Massachusetts-Dartmouth.
Judith Ginsberg '68 A.M. (see '68).
Samuel C. Coale '70 A.M., Ph.D. published Mesmerism and Hawthorne: Mediums of American Romance (University of Alabama Press), which examines the profound influence that the mesmerist and spiritualist craze of the 1840s and 1850s had on Nathaniel Hawthorne's fictional techniques.
Joanna E. Rapf '73 Ph.D. (see '63).
Gurmukh D. Mehta '75 Ph.D. has had an eventful year. He writes: "All children are in college this year, one at the University of Virginia and the other two at Penn State. I was promoted to vice president at Science Applications International Corp. and just completed seventeen years there. And some old friends from Brown visited, which was great. Anyone in the Washington, D.C., area, please visit."
Jack Stankovic '76 Sc.M., '79 Ph.D. (see '70).
Ugur Akinci '78 A.M., '82 Ph.D. has accepted an offer from the Middle East Institute in Washington, D.C., to write a history of U.S.-Turkish relations as an adjunct scholar. He is the U.S. bureau chief of Turkish Daily News (www.turkishdailynews.com) and has been covering the State Department and Congress since 1994. From 1990 to 1994, he worked as managing editor and editor in chief of the Turkish Times. He has recently given two lectures on U.S.-Turkish relations, one at the Middle East Institute in January and one at the Foreign Service Institute in March.
Berkeley Miller '79 A.M., '88 Ph.D. was promoted from senior research scientist to principal research scientist and associate director of the Applied Behavioral Sciences Group at the American Institutes for Research in Palo Alto, Calif. Berkeley directs litigation- support projects and serves as a testifying expert in employment-discrimination lawsuits.
Joel Scheraga '79 Sc.M., '81 Ph.D. (see '76).
Laurie Rubin '84 A.M. (see '83).
Robert L. Dorman '85 A.M., '91 Ph.D. has published A Word for Nature: Four Pioneering Environmental Advocates, 1845-1913 (University of North Carolina Press).
Robert Hackey '90 A.M., '92 Ph.D. published Rethinking Health Care Policy: The New Politics of State Regulation (Georgetown University Press). Robert is an assistant professor of political science at the University of Massachusetts-Dartmouth. He formerly served as program manager of the Trauma Systems Development Project for the Rhode Island Department of Health.
Pilar Del Carmen Tirado '93 Ph.D. is the first recipient of the Robert G. Mead Jr. Travel and Study Scholarship Award from the American Association of Teachers of Spanish and Portuguese. Pilar will use the award to research the medieval pilgrimage route to Santiago de Compostela.
Susan M. Zimmermann '93 A.M, '97 Ph.D. published Silicone Survivors: Women's Experiences with Breast Implants (Temple University Press). Susan is a postdoctoral fellow at the Institute of Health, Health Care Policy, and Aging Research at Rutgers University.
Aaron Smith '94 A.M. (see Ann Pokora '93).
Claire E. Lang '95 A.M. is the executive director of the Summit Historical Society in Breckenridge, Colo.
Jonathan Weinberger '97 A.M. (see '95).
From the May / June 1998 Issue
Malcolm Freiberg '47 A.M., '51 Ph.D. (see Sarah Freiberg Ellison '80).
Richard H. Reis '57 A.M., '62 Ph.D., Marion, Mass., is retired from teaching English at the University of Massachusetts-Dartmouth. He has written a memoir about the political maneuvering that rocked UMass-Dartmouth (then Southeastern Massachusetts University) in the 1960s and 1970s. When he's not golfing, gardening, or cooking, Dick works on two writing projects: a cookbook and an Arthurian novel.
Carole Gannon Potter '62 M.A.T. (see '61).
James H. Herzog '63 Ph.D. served on various multinational and joint service staffs as a political/military expert. He retired from the U.S. Navy in 1972 as a highly decorated captain and joined the international staff in the defense plans and policy division of NATOheadquarters. He retired from NATO in 1980. From 1982 until last July, he taught in the European division of the University of Maryland. He offered special courses and seminars on U.S.-U.S.S.R. and NATO-Warsaw Pact relations and contemporary problems in the Middle East. James lives in Alexandria,Va., with his wife, Michele, who recently retired from the international staff of NATO Brussels.
Daniel R. Schwarz '65 A.M., '68 Ph.D. published Reconfiguring Modernism: Explorations in the Relationship between Modern Art and Modern Literature (St. Martin's Press). Daniel is a professor of English at Cornell University. He has written several other books and is editor of The Dead and The Secret Sharer and co-editor of Narrative and Culture.
John E. Finnerty '68 A.M. (see '65).
Anne Bratton Fairbanks '69 M.A.T. completed a Ph.D. in English at the University of Nebraska at Lincoln in May 1997.
Nancy Goldsmith Leiphart '70 A.M., Winston-Salem, N.C., is the assistant dean of general studies in the college division of the North Carolina School of the Arts. Nancy writes, "We are a cluster of performing arts conservatories teaching students dance, design and production, drama, filmmaking, and music at the high school, college, and graduate levels."
Gilbert T. Sewall '70 A.M. is editor of The Eighties: A Reader (Addison-Wesley), a collection of writing about the decade's politics, economics, and culture ("Anthologies Noted," Books, January/February). Gilbert is a cultural historian and the president of the Center for Education Studies in New York City. He is also the director of the American Textbook Council, a research organization that conducts independent reviews and studies of history curricula and textbooks.
Jack Henke '73 M.A.T. has been teaching social studies at Brookfield Central School, Brookfield, N.Y., for twenty-four years. Jack spends his spare time coaching basketball, writing local history, gardening, and fishing.
Eleanor Levie '73 M.A.T., Doylestown, Pa., writes: "I am an author, editor, and, now, a book packager in needlework and crafts. My book Country Living Country Paint just came out, and Creations in Miniature is due out in September. I advocate for civil rights and women's issues as state public affairs chair of the National Council of Jewish Women. Carl Harrington '73 M.A.T., and I are having our own 25th reunion celebration, plus a 16th wedding anniversary. Carl is in charge of marketing for K'NEX, the second-largest and fastest-growing construction toy company. Our 11-year-old son, Sam, happens to be an expert construction toy builder and a great business asset to his dad. This year, Carl won both his fantasy baseball and fantasy basket-ball league games. No couch potatoes here, though: Carl got us all to join a gym recently. With luck, we should be around for our 50th reunion."
William Gaulin '74 M.A.T. is a principal at Synectics Inc., in Cambridge,Mass.
Peter S. Thompson '75 Ph.D. published Littérature moderne du monde francophone: une anthologie (National Textbook Co.).
Jaimee Wriston Colbert '76 A. M.is the winner of the Willa Cather Fiction Prize for her second collection of short stories, Climbing the God Tree. Jaimee lives in Rockport, Maine, where she is an instructor of writing and communications at the University of Maine at Augusta. She also teaches creative writing at the state prison and is a faculty associate at the Stonecoast Writers Conference. Her short stories have been published in a variety of literary journals. Her short fiction collection Sex, Salvation, and the Automobile won the Zephyr Publishing Prize in Fiction in 1993.
David Felder '76 A.M. lives in London with his wife, Louise, and their children, Miriam, 9, and Naomi, 3. He is head of international fixed income for Dresdner RCM Global Investors, part of the Dresdner Bank Group.
Tom Couser '77 Ph.D. published Recovering Bodies: Illness, Disability, and Life Writing (University of Wisconsin Press), an analysis of the relationship between physical and cultural dimensions of illness and disability. Tom is an English professor at Hofstra University.
Jwo Pan '78 Sc.M., '82 Ph.D. was named a fellow of the American Society of Mechanical Engineers, an honor conferred on a member of the society who has at least ten years of active engineering practice and has made significant contributions to the field. Jwo is an associate professor of mechanical engineering at the University of Michigan.
Mary Martins Brennan '79 A.M. (see Tara Brennan '92).
Joseph McLaren '80 Ph.D. published Langston Hughes: Folk Dramatist in the Protest Tradition, 1921-1943 (Greenwood Publishing Group). A specialist in African-American literature and African literature in English, Joseph has written numerous articles on literary and cultural topics. His writings have appeared in Masterpieces of African-American Literature and The African American Encyclopedia. He is an associate professor of English at Hofstra University.
Ann-Louise Sticklor Shapiro '80 Ph.D. (see Michael D. Shapiro '62).
Bill Ferraro '83 A.M.,'91 Ph.D. married Laura Hellmann, a public health nutritionist, on Nov. 29 in Carbondale, Ill. Bill is a documentary editor with the Ulysses S. Grant Association at Southern Illinois University at Carbondale (SIUC). Todd Gernes '87A.M.,'92 Ph.D. and Thom Mitchell '81 A.M., '84 Ph.D. attended the wedding. Todd coordinates the upper-level writing program in the Gayle Morris Sweetland Writing Center and is a member of the department of English language and literature at the University of Michigan. Thom, who lives around the corner from Bill, is an associate professor of economics at SIUC.
Stephen Siegel '83 Sc.M., '85 Ph.D. (see Jayne Kurkjian-Siegel '84).
Patricia McDonnell '85 A.M. '91 Ph.D. is the author of the catalog for "Marsden Hartley: American Modern," an exhibition that will be on tour nationally through 2000. Patricia is a curator at the University of Minnesota's Weisman Art Museum.
J.M. Landsberg '86 Sc.M. (see '86).
Paul Bechta '88 Sc.M. (see '87).
Kang Sun '88 Ph.D. joined Allied Signal Inc. as a general manager of imaging devices. Prior to joining Allied Signal, he spent six years at Arkwright Inc. as a vice president of technology.
Manojit Sarkar '92 Sc.M. has two children, Arjun, 2, and Natasha, born in January. Manojit works in Silicon Valley, where he writes computer software for managing tele-communications networks. His wife, Pallabi, is pursuing biotechnology.
From the March / April 1998 Issue
Bernard Budiansky '50 Ph.D. received the American Society of Mechanical Engineers (ASME) medal for distinguished engineering achievement on Nov. 15 in New York City. Bernard is Gordon McKay Professor Emeritus of Structural Mechanics and Abbot and James Lawrence Professor Emeritus of Engineering at Harvard. His career in mechanics and engineering helped form the foundation of micromechanics. His work has also earned him such honors as the ASME Timoshenko Medal, the von Kármán Medal from the American Society of Civil Engineers, and the Eringen Medal from the Society of Engineering Science. He is a member of the National Academy of Engineering, the National Academy of Sciences, and the American Academy of Arts and Sciences.
John L. Thomas '61 Ph.D. received a Harriet W. Sheridan Award for Distinguished Contribution to Teaching and Learning at Brown on Oct. 25 for his commitment to reflective teaching as an integral part of higher education. Jack is the George L. Littlefield Professor of American History.
Earl A. Pope '62 Ph.D. recently attended the awards ceremony at Johns Hopkins University at which former President George Bush was presented the Albert Schweitzer Gold Medal for humanitarianism. Earl is one of seven board members who select the recipients for this award. He also briefed newly appointed foreign service officers assigned to the American embassies in Moldova and Romania on the religious situation in their respective countries. Earl's review of Romania: Orthodox Identity at a Crossroads of Europe, by Ion Bria, was in the October issue of Religion in Eastern Europe. Earl is a professor emeritus of religion at Lafayette College.
Alvin H. Rosenfeld '67 Ph.D. edited Thinking About the Holocaust (Indiana University Press). Alvin is a professor of English at Indiana University, where he is also director of the Robert A. and Sandra S. Borns Jewish Studies Program.
Lucie-Anne Dionne-Thomas '70 A.M. was promoted to captain in the Judge Advocate General's Corps of the U.S. Naval Reserves on Sept. 10. She spent four years on active duty after teaching French with the Naval Reserves for six years. As a naval reserve lawyer she translates documents and teaching materials and serves as an interpreter for foreign visitors at the international training department at the Naval Justice School in Newport, R.I. Lucie-Anne is married to Andrew Thomas, a lawyer in private practice in Middletown, R.I., and a Naval Reserve captain. They have a 10-year-old daughter, Kim.
Jeffrey L. Meikle '71 A.M. (see '71).
Kathleen C. Smith '75 A.M.has been a certified social worker in the chemical dependency field for seven years. She is engaged, and a June wedding is planned. Kathleen would love to hear from classmates.
Joyce Toomre '77 Ph.D. coedited Food in Russian History and Culture (Indiana University Press) with Musya Glants. Joyce, a Slavist and culinary historian, is a fellow at the Davis Center for Russian Studies at Harvard.
Charlotte Downey '78 Ph.D. (see '71).
Ambassador William H. Courtney '80 Ph.D. has become special assistant to President Clinton and senior director of the National Security Council for Russia, Ukraine, and Eurasia.
Andrea Libresco '82 M.A.T. was named Outstanding Secondary Teacher by the Long Island Council for the Social Studies. Andrea teaches history at Oceanside High School and is lead teacher for elementary social studies in the Oceanside public schools. She also teaches social studies methods to graduate students at Hofstra University.
M.D. Litonjua '82 Ph.D. published The Paradigm Shift (University Press of America). Utilizing the Kuhnian theory of scientific revolutions, the work contends that Latin American liberation theology constitutes a shift in theological paradigms. M.D. is associate professor of sociology at the College of St. Joseph in Cincinnati.
David Downie '84 M.A. published Enchanted Liguria, an account of the history and lifestyle of the Italian Riviera. David is a freelance writer and contributing editor of Departures magazine.
Yue-Kwun Kwok '85 Ph.D. won a 1997 School of Science Teaching Award at the Hong Kong University of Science and Technology, where he teaches mathematics for engineers.
Susan Miller '88 Ph.D. received an alumni citation from Trinity College for outstanding professional achievement in engineering. Susan is a technical manager at Bell Labs Innovations for Lucent Technologies, where she is responsible for systems engineering in the development of digital loop carrier systems for the global market. She is a member of Phi Beta Kappa and IEEE.
Sal Fratantaro '87 Ph.D. and his wife, Lucia (SUNY-Stonybrook '89 Ph.D.), following a Long Island wedding in 1994, embarked on a whirlwind honeymoon through southern Italy, Sicily, the Aeolian Islands, and five of the Greek Cycladic Islands. They then settled in a waterfront condo overlooking Narragansett Bay. The winters have been broken up by trips to Sanibel and Captiva islands, St. Maarten, and California. Most recently the couple spent Sal's sabbatical at Cambridge University in England, where Sal was completing research for a book. They lived in an authentic Tudor cottage and immersed themselves in British academic life. On his return, Sal learned that he had been selected as one of two scholars from the eastern United States to serve on the editorial advisory board of Collegiate Press for their next production of World Civilization. Sal is assistant professor of philosophy at Providence College and director of the Rhode Island chapter of Phi Sigma Tau. Lucia is a clinical neuropsychologist and director of psychology at the Child Development Center of Rhode Island Hospital. She is also clinical assistant professor of pediatrics in the Brown Medical School.
Michael Altman '88 Ph.D. won a 1997 School of Science Teaching Award at the Hong Kong University of Science and Technology. He teaches courses in electricity, magnetism, modern physics, and advanced experimental physics at the university.
Julie Henderson '89 M.A.T. and her husband, Michael W. Smith, have bought a house and moved to Ridgefield, Conn. Julie hopes to hear from other members of her M.A.T. class.
Larissa Taylor '90 Ph.D. has been promoted to associate professor with tenure in the history department at Colby College in Waterville, Maine.
Nona Olivia '94 Ph.D. married Stephen Black (UC-Santa Cruz '89 Ph.D.) last June in Jackson, Miss., where they both teach at Millsaps College. Nona is in the classical studies department and spent the summer in London and Paris with the college's European studies program. Stephen is chair of the psychology department and a second-degree black belt in hopkido and tae kwon do. He teaches women's self-defense classes in Jackson. Nona was a co-organizer of the third bi-annual women's studies conference sponsored by the Associated Colleges of the South. Her son Jasper is a junior at Jackson Preparatory School and a student of martial arts. Her older son, Scott, is studying anthropology at Millsaps and plans to graduate next year.
Claire Lang '95 M.A. (see '94).
Jon Mukand '95 Ph.D. received the American Heart Association's special service award for his work on the association's board of directors and his contributions to stroke rehabilitation education. Jon is medical director of the Southern New England Rehabilitation Center at St. Joseph Hospital for Specialty Care in Providence. He is a clinical assistant professor at the medical schools of Brown and Boston University.
Richard Pires '95 Ph.D. is an assistant professor of chemistry at Denison University in Granville, Ohio.
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FLORIDA STATE UNIVERSITY
COLLEGE OF ARTS AND SCIENCES
COLLEGIATE SYMBOLS AND MASCOTS OF THE AMERICAN LANDSCAPE:
IDENTITY, ICONOGRAPHY, AND MARKETING
By
GARY GENNAR DeSANTIS
A Dissertation submitted to the
Department of History
in partial fulfillment of the
requirements for the degree of
Doctor of Philosophy
2018
(c)2018 Gary Gennar DeSantis
Gary Gennar DeSantis defended this dissertation on November 2, 2018.
The members of the committee were:
Andrew Frank
Professor Directing Dissertation
Robert Crew
University Representative
Jonathan Grant
Committee Member
Jennifer Koslow
Committee Member
Edward Gray
Committee Member
The Graduate School has verified and approved the above-named committee members and
certifies that the dissertation has been approved in accordance with university requirements.
ii
I dedicate this dissertation to the memory of my beloved father, Gennar DeSantis, an avid fan of
American history, who instilled in me the same admiration and fascination of the subject.
iii
TABLE OF CONTENTS
Abstract ............................................................................................................................................v
1. FITNESS, BACK-TO-NATURE, AND COLLEGE MASCOTS ..............................................1
2. NITTANY LION: SYMBOL AND MYTH ............................................................................26
3. BEAVER: PRESERVATION OF A WETLANDS ENGINEER ............................................61
4. MOUNTAINEER: SYMBOL OF UNITY IN WEST VIRGINIA ..........................................99
5. AMERICAN BALD EAGLE: SYMBOL OF A NATION ...................................................129
6. CONCLUSION .......................................................................................................................160
References ....................................................................................................................................166
Biographical Sketch .....................................................................................................................216
iv
ABSTRACT
The rise of college symbols and mascots related to the American landscape directly
correlates with the rapid changes stemming from industrialization and urbanization in the late-
nineteenth century and first decades of the twentieth century. The loss of national identity
attributed to the closing of the western frontier had a devastating effect on young white males in
particular. The ensuing cultural crisis brought about by the wanton extirpation of wildlife and
destruction of the natural environment led directly to the preservationist movement of the turn-
of-the century. In the face of unparalleled immigration, the fitness and the back-to-nature
movements were believed to be instrumental in helping white American men avoid committing
"race suicide." Nurtured by the teachings and philosophies of conservationists and
preservationists, young white college men formed the first football teams and adopted symbols
of the American landscape as a means of team identity. Because iconography makes for a
powerful tool of identity and solidarity, students and college officials were likewise intrigued.
Eager to quell unruly student behavior, college administrators--who had a more than contentious
relationship with the student body throughout the late-nineteenth century--gladly assented. The
profits soon realized from college sports and the pageantry surrounding it proved irresistible to
colleges across the land. Consequently, by the early decades of the late-nineteenth century,
numerous American college athletic teams began using mascots related to the American
landscape and school colors to foment group solidarity.
v
CHAPTER 1
FITNESS, BACK-TO-NATURE, AND COLLEGE MASCOTS
Symbols and mascots employed by American colleges and universities remain essential
in creating group identity. They play a significant role in instilling values, building solidarity,
and reinforcing behavior. This dissertation argues that American colleges and universities from
the late-nineteenth to the early twentieth centuries sought to enshrine and honor potential and
rapidly disappearing species and figures of the American landscape by adopting them as symbols
and mascots for their sports teams. Beginning in the late-nineteenth century, new ways of
thinking about wilderness protection, reinforced with generous doses of white Eurocentrism,
paternalism, and gendered constructions peppered preservationist rhetoric during this era.
Troubled by industrialization and new immigration, the succeeding generation, which would
come to maturity and assume power at the turn-of-the-century, took lessons learned from early
advocates of nature preservation, such as Henry David Thoreau and George Perkins Marsh. This
peer group also derived knowledge from romanticists as well as nationalists and changed cultural
attitudes regarding preservation of the American environment. Similarly, white college-aged
males applied these ideas about preservation of the environment and its wildlife when they began
adopting symbols representative of the American landscape as mascots for their sports teams.
In order to understand the continued use of American collegiate mascots, fans' reverence
(or opposing teams' disdain) for them, and how and why they came into existence, one must look
at prominent cultural themes and concepts driving American culture at the time. The back-to-
nature movement and the fitness craze, both fueled by the idea of social Darwinism and "the
survival of the fittest" philosophies of the era, additionally remain paramount in this discussion.
Several other popular late-nineteenth-century and turn-of-the century American phenomena
1
including: the rise of organized sports, the vogue for fraternal societies, the relationship between
the student body and college administrators, the effect of print media, a longing for a retreat from
modernity in the guise of a constructed nostalgia for medieval codes of conduct, and the role of
popular culture also factor into the equation.
Social Darwinism--the idea that American society reflects the wild environment--
remained a popular concept at the time, which the nation used to justify the era's divided society.
Similarly, many different groups and individuals concerned with saving the country's dwindling
wildlife population as well as setting aside untouched lands and reclaiming exhausted tracts,
sought to instill a new generation with a more ethical awareness and respect for the physical
environment by inculcating a different set of beliefs and values than previous eras. Empowered
by these teachings, white male stakeholders at colleges and universities across the nation looked
to these themes and concepts when they began adopting animals and other characters emblematic
of the American landscape at this time. They used these symbols not only to represent their
colleges' sports teams but also to foment school solidarity. Wisely aligning their institutions and
teams with these common symbols associated so closely with nationhood, stakeholders sought to
not only preserve the memory of vanishing species once prominent to the United States but also
to exploit the imagery for profit.
In order to put the history of American college mascots into better perspective this
dissertation addresses several prominent areas of historiographical inquiry. First, contemporary
scholars of the Progressive Era argue that white men underwent a crisis of masculinity in the
late-nineteenth and early twentieth century. For example, gender historian Judith A. Allen
2
observes that it is a "pervasive theme of masculinity" to situate it "as a crisis-bound formation."1
Cultural historian Toby Ditz proposes American culture requires and even demands "to see the
masculine subject as everywhere fragile and endangered, and ever in constant crisis."2 This
dissertation adds to this growing body of literature by showing how college-aged white males co-
opted symbols of the American landscape to not only stay close to wild nature but also as
markers of manliness.3 Second, scholars of higher education too often ignore and overlook the
topic of college mascots altogether. For example, the classic texts of the field devote little more
than a paragraph to the topic even as they document the nascent stages of college sports
pageantry. For instance, historian of American higher education John Thelin offers only that
colleges adopted institutional colors and mascots during the late-nineteenth century to the early
part of the twentieth century.4 Even in his groundbreaking study, detailing the history of
American colleges and universities, cultural historian Frederick Rudolph merely notes American
football officially began with the Princeton-Rutgers match in 1869--and nothing else.5 More
recent insights on the role of socialization and sport in the Progressive Era entirely overlook
1
Judith A. Allen, "Men Interminably in Crisis? Historians on Masculinity, Sexual Boundaries,
and Manhood," Radical History Review, 82, (winter 2002): 191-207.
2
Toby Ditz, "The New Men's History and the Peculiar Absence of Gender Power: Some
Remedies from Early American Gender History," Gender and History, 16, no. 2, (August 2004):
5-6.
3
For newer treatments dealing with environmental preservation in the Progressive Era see
Carolyn Merchant, Spare the Birds! George Bird Grinnell and the First Audubon Society, (New
Haven: Yale University Press, 2016). Carolyn Merchant, "George Bird Grinnell's Audubon
Society: Bridging the Gender Divide in Conservation," Environmental History, 15, no. 1,
(January 2010): 3-30. Marc Miro-Badia, Vicente Pinilla, and Henry Willebald, eds., Natural
Resources and Economic Growth: Learning from History, (New York: Routledge, 2015).
4
John R.Thelin, A History of American Higher Education, (Baltimore: John Hopkins University
Press, 2004), 159.
5
Frederick Rudolph, The American College and University, (Athens: University of Georgia,
1990), 373.
3
college performance and pageantry.6 Third, similar to historians of American education, the
hallmark texts on college mascots ignore altogether the paramount position held by sports
mascots that are related to the American landscape. For example, What's in a Nickname:
Exploring the Jungle of College Mascots, Mascots: the History of Senior College and University
Mascots and Nicknames, and The Handbook of Mascots and Nicknames simply serve as
catalogs and offer little else.7 Fourth, more detailed sociological and anthropological
examinations of symbols and totems certainly have been documented by luminaries in the field.
Using a functionalist approach, sociologist Emile Durkheim emphasized how the group's totemic
image represented its own micro-society. Psychoanalyst Sigmund Freud referred to "totemism"
as both a religion and a social system.
For their part, anthropologists such as Claude Levi-Strauss and Victor Turner also
focused on totemic images. While the former posited a structural theory, the latter examined
how symbols are assigned meaning through myth. Clifford Geertz advanced the idea of culture
as a "thick description," agreeing with Durkheim that beliefs are mutually reinforced by the
group's sacred icons. And much like Levi-Strauss, cultural ethnographer Raymond Firth
concentrated on the roots of symbols and myths.8 Due to constantly changing academic views,
6
For newer insights on sports and education in Progressive Era see Gerald R. Gems, Linda J.
Borish, and Gertrud Pfister, "American Sport and Social Change during the Early Progressive
Era, 1890-1900" in Sports in American History: From Colonization to Globalization,
(Champaign: Human Kinetics, 2017), 157-186. Brian M. Ingrassia, "Progressive-Era Sport,
Education, and Reform," Chapter 4 in The Routledge History of American Sport, (New York:
Routledge, 2014), eds., Linda J. Borish, David K. Wiggins, and Gerald R. Gems. Steven A.
Riess, Sport in Industrial America, 1850-1920, (Chichester: Wiley-Blackwell, 2013).
7
Ray Franks, What's in a Name? Exploring the Jungle of College Mascots, (Amarillo: Franks
Publishing, 1982). Roy E. Yarbrough, Mascots: the History of Senior College and University
Mascots and Nicknames, (Bluff Universal Communications, 1998). Peter J. Fournier, The
Handbook of College Mascots and Nicknames, (Lithia: Raja and Associates, 2004).
8
Raymond Firth, Symbols: Public and Private, (Sydney: George Allen and Unwin Limited,
1973). Victor Turner, "Process, System, and Symbol: A New Anthropological Synthesis,"
4
the symbols of the American landscape used by colleges and universities nationwide however
require a more updated and detailed sociological and anthropological examination.9
At the advent of the Gilded Age, the number of colleges and universities and the student
population dramatically rose.10 During this time of great socio-economic flux, brought on by the
dual forces of industrialization and urbanization, the elements of a traditional college
education--a curriculum based on classical studies--gave way to new ideas based on science
and efficiency, whether in agriculture, mechanics, or preparing young men for the cut throat
world of nineteenth century business.11 As readers will see, this generation's beliefs and values
were not only an important element in the development of team sport but also considering the
Daedalus, 106, no. 1, (1977): 61-80. Clifford Geertz, The Interpretation of Cultures, (New
York: Basic Books, 1973), 11. Emile Durkheim, The Elementary Forms of Religious Life, (New
York: Free Press, 1965), 236. Sigmund Freud, Totem and Taboo, (New York: W. W. Norton,
1950), 104. Claude Levi-Strauss, Totemism, (Boston: Beacon Press, 1963).
9
For continuing debates on structuralism and functionalism see Michael J. Thompson, "A
Functionalist Theory of Social Domination," Journal of Political Power, 6, no. 2, (April 2013):
179-199. Ramon Flecha, "From Functionalism to Structuralism," Counterpoints, 250, no. 1,
(2001): 30-35. John H. Chilcott, "Structural Functionalism as a Heuristic Device,"
Anthropology and Education Quarterly, 29, no. 1, (1998): 103-111. For place of ritual in
sociological and anthropological context see Koksai Alver, "Emile Durkheim and Sociology of
Culture," Journal of Sociology, 21, no. 1, (2010): 199-210. Nina Eliasoph and Paul Lichterman,
"Culture in Interaction," American Journal of Sociology, 108, no. 4, (January 2003): 735-794.
Roy A. Rappaport, Ritual and Religion in the Making of Humanity (New York: Cambridge
University Press, 2002). Peter M. Magolda, "The Campus Tour: Ritual and Community in
Higher Education," Anthropology and Education Quarterly, 31, no. 1, (2000): 24-46. Donatella
Simon, "Religions, Symbols, and Society: On the Human Foundations of the Religious
Experience," Sociology, 33, no. 3, (1999): 122-124. Robert Wuthrow, Communities of
Discourse, (Cambridge: Harvard University Press, 1997).
10
Oscar Handlin and Mary F. Handlin, The American College and American Culture:
Socialization as a Function of Higher Education, (Berkeley: University of California Press,
1970), 43.
11
Alan I. Marcus, "If All the World Were Mechanics and Farmers: Democracy and the
Formative Years of Land-Grant Colleges in America," Ohio Valley History, 5, no. 1, (spring,
2005): passim. Rudolph, The American College and University, 287-306. Marilyn Tobias, Old
Dartmouth on Trial: The Transformation of the Academic Community in Nineteenth-Century
America, (New York: New York University Press, 1982). Tobias provides an excellent case
study of this shift.
5
changes occurring in American culture at the time played an instrumental role in the adoption of
symbols of the American landscape.
First, a wave of immigration from southern and eastern Europe in the closing decades of
the late-nineteenth century, not only alarmed status-conscious, white, Anglo-Saxon, Protestants,
but along with working class fears of increased competition from recently emancipated blacks,
fueled a much discussed crisis of white masculinity.12 Between 1880 and 1910, approximately
84 million immigrants from southern and eastern Europe came to the shores of the United
States.13 According to historian of immigration Roger Daniels, this created unrest and anxiety as
"attitudes toward immigration underwent an important transition that was shaped by the
contemporary economic crisis and the growing apprehension that many or most of the
contemporary immigrants were of the wrong sort."14 More recently, other scholars of migration,
such as Julia G. Young, comment that "both the masses and educated elites held deep suspicions,
hostility, and fear of immigrants."15
As a martial spirit swept over the nation, in practically everything from reshaping one's
body to expansion of the military, calls of "race suicide" from cultural luminaries such as
Theodore Roosevelt, stoked the physical fitness craze.16 Not entirely a novel idea, the bombastic
American president appropriated the term from turn-of-the-century sociologist and reformer
12
Kristin L. Hoganson, Fighting for American Manhood: How Gender Politics Provoked the
Spanish-American and Philippine-American Wars, (New Haven: Yale University Press, 1998),
passim. John Kasson, Houdini, Tarzan, and the Perfect Man: the White Male Body and the
Challenge of Modernity in America, (New York: Hill and Wang, 2000), 10.
13
United States Bureau of the Census, Historical Statistics of the United States, Colonial Times
to 1970, (Washington, D. C., 1975), 106.
14
Roger Daniels, Guarding the Golden Door: American Immigration Policy and Immigrants
since 1882, (New York: Hill and Wang, 2005), 30.
15
Julia G. Young, "Making America 1920 Again? Nativism and U. S. Immigration Past and
Present," Journal of Migration and Human Security, 5, no. 1, (2017): 218.
16
Richard Possner, The Rise of Militarism in the Progressive Era, 1900-1914, (Jefferson, NC:
McFarland and Company, 2009), passim.
6
Edward A. Ross.17 Fairly common among white elites airing grievances during this era,
journalists like Chester Rowell heeded the call and railed against the mongrelizing of white
society, writing in 1909: "It is the most dangerous possible form of race suicide and must be
stopped."18
Many Americans at the time echoed this sentiment and believed new immigrants
endangered the nation. According to scholars who study the construction of racial identity, such
as David R. Roediger, white nativists frowned on these newcomers, generally considering "their
races among those whose unfitness for citizenship threatened the very racial fiber of the
nation."19 As scholars of American sport such as Harvey Green note, this further encouraged the
drive for white males to organize participatory team sports.20 Contact sports, like football, were
regarded, especially in the collegiate setting, as gender historians Gail Bederman and Julie des
Jardins observe: "as crucial to the development of powerful manhood."21 For example, one
journalist for Harper's New Monthly Magazine in 1896 expressed a prevalent national anxiety
when he penned: "The role of the human species passes through a stage when he has ceased to
be a boy and is not yet a man, when his passions are virile and his judgment puerile. In the
essentials of life he must at that epoch, in spite of his impatience of restraint, remain under
tutelage. But how is he to find play for his growing manhood? Where is he to make his blunders
and learn his lessons of experience? In some sphere where he will do the least harm and the
17
Edward A. Ross, "The Causes of Race Superiority," Annals of American Academy of Political
and Social Science, 17, no. 1, (1909): 85-88.
18
Chester Rowell, "Chinese and Japanese Immigrants--a Comparison," Annals of the American
Academy of Political and Social Science, 34, no. 3, (September 1909): 230.
19
David R. Roediger, Working toward Whiteness: How America's Immigrants Became White,
(New York: Perseus Books, 2005), 36.
20
Harvey Green, Fit for America, (Baltimore: John Hopkins, 1986), 224-25.
21
Gail Bederman, Manliness and Civilization: A Cultural History of Gender and Race in the
United States, 1880-1917, (Chicago: University of Chicago Press, 1995), 15. See also, Julie des
Jardins, Walter Camp: Football and the Modern Man, (Oxford: Oxford University Press, 2015).
7
greatest good both to himself and the community. This sphere is so manifestly that of his
physical exercise and sport that the proposition is self-evident."22
An advocate of the strenuous life, Theodore Roosevelt extolled the virtues of organized
sport. Never one to shy away from offering his opinion, as president he weighed in on the
subject, writing to his son: "I believe in rough, manly sports."23 In 1906, a toastmaster at a Yale
ceremony honoring football, Julian W. Curtiss, called the sport "a game of men," adding that
"and if anybody thinks it can be made anything but rough, let them `forget it.'"24 In the same
address, Curtiss delivered a message from then Secretary of War and Yale alumnus William
Taft, in which the future president also touted the sport as "one of the most healthful influences
of college life."25
The back-to-nature movement, so trumpeted during this era in the United States,
exemplifies the national obsession with fitness. Popular authors of the day, such as Jack London,
not only highlighted the remaking of the body through physical exertion but also the necessity of
the frontier in counteracting the excesses of civilization.26 In this manner, organized sports,
especially football, offered college-aged white males an outlet for their aggressions; it
increasingly became the means by which virtues such as competiveness, courage, and stamina
were instilled in young men (as well as the beasts of prey and symbols of the American
landscape represented by their respective choices in mascots). Beginning in the last third of the
22
Henry T. Fowler, "A Phase of Modern College Life," Harper's New Monthly Magazine, April,
1896, 688-695.
23
Theodore Roosevelt, Theodore Roosevelt's Letters to His Children, (New York: Charles
Scribner's Sons, 1919), 53.
24
Staff, "Yale for Football," New York Tribune, January 20, 1906, 9.
25
Ibid. See des Jardins, Walter Camp.
26
For short stories and books with themes especially related to the "survival of the fittest
mentality," see Jack London, The Call of the Wild, (New York: Grosett and Dunlap, 1903).
"The Story of Jees Uck," in The Son of the Wolf: Tales of the Far North, (New York: Oxford
University Press, 1996), 182-205.
8
nineteenth century; these developments afforded school administrators the opportunity to use
student culture to build school spirit and solidarity by the means of marketing logos and mascots
to their own advantage.27
Second, although fraternal societies existed outside the collegiate world, their popularity
in the early nineteenth century only extended to organizations such as the Masons and other
male-based societies. However, nowhere were fraternal organizations more prevalent and
influential than in college.28 Despite their presence at American colleges, since Union College in
New York in 1825 sanctioned Kappa Alpha, fraternities amounted to little more than dining
clubs and offered scant socialization.29 However, during the Gilded Age, the fraternity system
also underwent a rapid change in terms of its role as a socializing agent on American campuses.
Since team sport, particularly football, went hand-in-hand with new socialization techniques and
the American fitness craze (a cultural habit with nineteenth century German origins), fraternities
increasingly became an important medium through which the process occurred.30 As sports
historian Harvey Green notes, during the late-nineteenth century, team sports, such as football,
became very important because they encouraged young men to be physically fit, while
simultaneously developing "team spirit" along with the "militaristic tendencies" best-suited for
success in business.31 Cultural historian Paula Fass studies the connection between fraternities
on American campuses and the socialization process in the late-nineteenth century. She notes:
27
Joseph R. DeMartini, "Student Culture as a Change Agent in American Higher Education: An
Illustration from the Nineteenth Century," Journal of Social History, Vol. 9, No. 4, (summer,
1976): 526-541.
28
W. S. Harwood, "Secret Societies in America," North American Review 164 (May 1897):
620-23. Mark Carnes, Secret Ritual and Manhood in Victorian America, (New Haven: Yale
University Press, 1989), 2. Paula Fass, The Damned and the Beautiful: American Youth in the
1920s, (New York: Oxford University Press, 1977), 142.
29
Fass, The Damned and the Beautiful, 142.
30
Green, Fit for America, 233.
31
Green, Fit for America, 89.
9
fraternities acted not only as a "centralizing force" but also supplanted older campus traditions
with "collegiate style and active organizational participation."32 According to Fass, by the
1890s, fraternities had not only become "conspicuous" on American college campuses but seized
control of an increasing number of organized sporting activities.33
Foremost in this respect, fraternities and sororities focused on social-based activities for
their members. When exploring the student culture relative to the University of California and
other colleges of the late-nineteenth century, historian of education Verne Stadtman also finds
that the fraternal system "contributed to the expansion of organized sport along with the
popularity of college pageantry by providing participants in wholesale numbers."34 By 1883,
American college fraternities numbered 505 chapters with 67,941 active student members as
well as 16 chapters of women's sororities with 2038 members.35 This may seem miniscule by
today's standards as there currently are 6,186 chapters with 380, 487 members across the
nation.36 However, these social organizations in the late-nineteenth century, proved instrumental
in using sports and the surrounding pageantry--crests, colors, and mascots--to galvanize
individuals into the larger group. Often at odds with the fraternal system and the student body's
focus on what college faculty and administrators saw as non-educational, extracurricular
distractions, university officials soon learned to use the peer society to unify an often disparate
32
Fass, The Damned and the Beautiful, 141.
33
Fass, The Damned and the Beautiful, 145.
34
Verne A. Stadtman, The University of California 1868-1968, (New York: McGraw-Hill,
1970), 287.
35
Fass, The Damned and the Beautiful, 142.
36
Alan D. DeSantis, Inside Greek University: Fraternities, Sororities, and the Pursuit of Power,
Pleasure, and Prestige, (Lexington: University Press of Kentucky, 2007), 191.
10
student body. Truly, as sports historian Benjamin G. Rader acknowledges, "Student involvement
in athletics transformed the spirit of college campuses."37
Third, by catering to mass--not just college--audiences, local sportswriters across the
nation played a key role in the rise of spectator sports as well as highlighting the surrounding
symbols as tools of social, cultural, economic, and political domination.38 Sports historian David
Rowe asserts that newspapers remained paramount as "key promotional tools" for entrepreneurs
interested in expanding business in this new era of media saturation.39 This was no different in
the college setting. On American college campuses, during this era, the majority of larger, co-
educational facilities and men's colleges published student newspapers five to seven times a
week.40 The first student-published daily newspaper, Yale News, which devoted much of its
content to sports coverage, began on January 28, 1878. By hailing the accomplishments of
sports heroes, Rader emphasizes that "student newspapers became major boosters of sport,"
which serendipitously served the colleges by providing a means to unite the student body in
solidarity.41 For example, in the Penn State student-run paper, the Freelance, one of the editors,
a student named T. F. Foltz, acknowledged as much in a 1904 editorial. He wrote: "It helps to
win athletic victories by unifying the college sentiment into an invisible whole."42 In this
manner, throughout the early history of organized sports and campus publication, college
37
Benjamin G. Rader, American Sports: From the Age of Folk Games to the Age of Televised
Sports, (Upper Saddle River, NJ: Prentice-Hall, 2004), 94.
38
Daniel Beck and Louis Bosshart, "Sports, Media, and Economy," Communication Research
Trends, 22, no. 4, (2003): 1-43.
39
David Rowe, Sport, Culture, and Media: the Unruly Trinity, (Berkshire: Open University
Press, 2004), 31.
40
Fass, The Damned and the Beautiful, 189.
41
Rader, American Sports, 94.
42
T. F. Foltz, "Exchanges," Freelance, February 1, 1904, 251.
11
newspaper columnists and editors not only strongly encouraged athletic boosters but also as
Stadtman observes: "helped sustain student activities by giving them publicity."43
During this era, newspapers began committing greater resources to the sports pages,
expanding print and photographic coverage.44 Besides the limited coverage afforded as well as a
much a smaller audience catered to strictly by the collegiate press, Rader finds that "by the mid-
1890s, the daily papers in New York, Philadelphia, and Boston were devoting a staggering
amount of space to college football," as well as offering just "as much space to the spectators and
their behavior."45 For instance, not content to deliver an account just on the football
championship of the year between Yale and Princeton in 1907, the New York Times took notice
of the event's pageantry, reporting that "as each cheer rang out the Blue flags on the east side
and the Orange and Black banners on the west side waved in unison, presenting a beautiful
moving field of color." In addition to highlighting the colorful pageantry, the newspaper focused
considerably on the schools' fashionable and status-conscious fans. "The women, beautifully
robed in rich furs and heavy Winter wraps, steamer tugs, and brilliant-colored Afghans , wearing
great bunches of violets or chrysanthemums; the men wearing heavy automobile coats and
43
Stadtman, The University of California 1868-1968, 287.
44
Rowe, Sport, Culture, and Media, 90. Robert Goldman, Reading Ads Socially, (New York:
Routledge, 1992), 131. Not only did sports marketing begin in this fashion but also the
commodification of femininity as author Robert Goldman succinctly observes in Commodity
Feminism (1992). Robert Goldman, "Commodity Feminism," Critical Studies in Mass
Communication, 8, no. 3, (1991): 333-351.
Aiming not only to establish a group identity through repetitive symbolism offered by mascots
and logos but also to profit from both sexes, college marketers "reduced femininity to the status
of a mere signifier or signified... re-encoded by advertisers as a sequence of visual cliches and
reified signifiers (336)."
45
Rader, American Sports, 97.
12
ulsters with boutonnieres of violets or chrysanthemums, presented a picture that could not be
reproduced anywhere in the world except at a similar occasion."46
Overzealous sport writers, too, in an attempt to sell more copies, began equating teams
and their individual playing styles to ferocious beasts of prey and the perceived savagery of
Native Americans.47 For example, they referred to college football squads as tigers or Indians.
Take for instance the case of Princeton and how the name of its sports teams evolved. The
colors associated with the university derived from the baseball team's use of orange and black
ribbons as school colors in 1869. Shortly thereafter, by the 1880s, local sports writers started
calling Princeton's teams the Tigers.48 In the case of Dartmouth, which used the symbol of the
Indian from the 1920s to 1974, Boston sports writers began referring to the squad as the Indians
before a 1922 meeting with Harvard.49 Even by 1930, when Stanford was shopping for a
mascot, the West Coast institution opted for the nickname Indians, a name which stuck until
1972.50
Fourth, medievalism also emblemized the era's longing for a simpler time based on
traditional values of patriarchy, loyalty, and honor as opposed to nineteenth century values based
on industrialism and rational self-interest.51 The genre was very popular at the time throughout
the United States in art, literature, as well as architecture; it appealed to many and for more than
just for its aesthetic qualities. Although not as strong as in Europe, America still had a medieval
46
"Yale Wins Remarkable Game: Beats Princeton 12 to 10," New York Times, November 17,
1907, C5.
47
Rader, American Sports, 99.
48
Sara E. Bush and P. C. Kemeny, "Princeton University: An Architectural and Religious
History," Princeton University Library Chronicle, 60, no.3, (spring 1999): 317-352.
49
Colin G. Galloway, The Indian History of an American Institution: Native Americans and
Dartmouth, (Hanover: Dartmouth College Press, 2010), 27.
50
Gary Migdol, Stanford: Home of Champions, (Champaign: Sagamore Publishing, 1997), 223.
51
Alice Chandler, A Dream of Order: The Medieval Ideal in Nineteenth-Century English
Literature, (Lincoln: University of Nebraska Press, 1970), 1, 5.
13
past.52 Nevertheless, according to scholars familiar with the Gilded Age and Progressive Era,
social alienation, which advocates of organized sport on college campuses intended to combat
through the peer group, remained a by-product of urbanization and industrialization.53 In the
classic study on how medievalism came to enjoy prestige in American culture, T. J. Jackson
Lears found the era's retreat from modernity not only served as a kind of "gilded religion for a
gilded age" but also a "hovering soul sickness" marked the "dry and passionless" state of life in
late-nineteenth-century America, and that restoring "a lost intensity of feeling" was vital to the
national zeitgeist.54 He additionally notes that: "Pale innocence, fierce conviction, physical and
emotional vitality, playfulness and spontaneity, an ability to cultivate fantastic or dreamlike
states of awareness, an intense otherworldly asceticism: those were medieval traits perceived by
late Victorians and embodied in a variety of dramatis personae."55 Lears further describes the
Gilded Age as one of "widespread yearning for regeneration for rebirth that was variously
spiritual, moral, and physical."56 Middle Ages historian Robin Fleming's depiction of the
"revolution in taste and culture in the 1840s, 1850s, and 1860s [and how it] had transformed
areas of prosperity in America from solemn settlements of saltbox meeting houses and
neoclassical facades to flamboyant neighborhoods of carpentered Gothic and red-brick
Romanesque" rings true based on the socio-economic, political, and cultural ramifications of the
52
For an insightful examination of the taproots, obvious differences, as well as striking parallels
between European and North American societies in social, cultural, and political development
during the period 900-1400 and the upheaval stemming from the resulting climatic change
involved irreparably in tearing both systems asunder see: Daniel K. Richter, Before the
Revolution: America's Ancient Pasts, (Cambridge: Harvard University Press, 2011, Chapter 1,
"Legacies of Power from Medieval America."
53
T. J. Jackson Lears, No Place of Grace: Antimodernism and the Transformation of American
Culture 1880-1920, (New York: Pantheon Books, 1981), 193.
54
Ibid, 142.
55
Ibid, 193.
56
T. J. Jackson Lears, Rebirth of a Nation: the Making of Modern America, 1877-1920, (New
York: Harper Collins, 2009), 1.
14
second half of the nineteenth century detailed by historians who study the Gilded Age along with
the Progressive Era.57 Fleming also finds that although only a "handful of Americans produced
medieval history, the larger number of men, women, and children who consumed it, did so
against a physical backdrop that was increasingly, self-consciously, and idiosyncratically
medieval."58
Mid-to-late-nineteenth century Americans perceived the Middle Ages as a more authentic
time filled with emotional and physical vitality. Consequently, medievalism additionally
permeated other aspects of late-nineteenth century American life. The large amount of books
aimed at children specifically during this era reflected the trend.59 The architecture of the era
also reveals the impact of medievalism on American culture. During this era, the Gothic
aesthetic remained a popular choice not only for religious institutions but also some of the era's
most enduring architecture. Episcopalian cathedrals as well as several universities across the
country opted for Gothic Revival. For instance, the Calvary Episcopal Church in Pittsburgh, the
Church of Saint Therese in Wilson, North Carolina, the Saint Thomas Church in New York City,
gothic monoliths at Princeton and the Universities of Chicago and Pennsylvania, as well as
American homes built in the Greek Revival, Gothic Revival, and Italianate styles all resonate as
examples, testifying to late-nineteenth century Americans' fascination with pre-modern,
57
Robin Fleming, "Picturesque History and the Medieval in Nineteenth-Century America,"
American Historical Review, 100, no. 4, (October 1995): 1061-1094.
58
Fleming, "Picturesque History and the Medieval in Nineteenth-Century America," 1061.
59
Take for instance, Walter Scott's Ivanhoe (1820), Arthur Pyle's The Merry Adventures of
Robin Hood (1883), The Story of King Arthur and his Knights (1902), and The Story of the
Champions of the Round Table (1905), Sidney Lanier's The Boy's King Arthur (1880), or Henry
Gilbert's King Arthur's Knights: the Tales Retold for Boys and Girls (1911); all didactic,
moralizing stories based on Arthurian legend. For more, see Jeanne Fox-Friedman, "Howard
Pyle and the Chivalric Order in America: King Arthur for Children," Arthuriana, 6, no. 1,
(spring 1996): 77-95.
15
European cultures.60 Begun in 1869 and opened to the public in late spring 1883, the Brooklyn
Bridge stands as an engineering triumph during a time of extreme cultural upheaval; its gothic
arches remain emblematic.61
Some of the more, long-lasting medieval traits co-opted by American college students
and the youth market during the late nineteenth century include the use of colors and crests to
denote specific universities. To promote loyalty to one's campus, according to historians of
education, such as John R. Thelin, Frederick Rudolph, Charles H. Pearson, and John D.
McCallum, among others, American colleges and universities adopted institutional colors and
mascots during the late-nineteenth century to the early part of the twentieth century.62 For
example, students at Rutgers (who later became known as the Scarlet Knights) originally chose
the color orange, to reflect the Dutch heritage of New Brunswick, the school's hometown;
however, a sizable quantity could not be obtained locally on such limited notice.63 Distinctive
school colors were long used by European universities from the time of the Middle Ages, most
notably in the higher centers of education in Bologna and Paris; Rutgers students and athletes
adorned scarlet scarves around their heads in turban fashion to distinguish themselves from their
Princeton counterparts in the first intercollegiate football game played in 1869.64 Prior to that
matchup, however, despite not officially choosing a school color through a referendum until
60
Thomas Fisher, "Gothic Revival," Progressive Architecture, 76, no. 2, (February 1995): 72.
Darlene Trew Crist, American Gargoyles: Spirts in Stone, (New York: Clarkson Potter, 2001,)
10-11. Clifford Edward Clark, The American Family Home, 1800-1960, (Chapel Hill:
University of North Carolina Press, 1986), 63.
61
Richard Haw, The Brooklyn Bridge: A Cultural History, (Piscataway: Rutgers University
Press, 2005), 10.
62
John R. Thelin, A History of American Higher Education, (Baltimore: John Hopkins, 2004),
159. Lawrence S. Cunningham and John J. Reich. Culture and Values: A Survey of the
Humanities. Vol. 1. Boston: Wadsworth, Cengage Learning, 2010, 7
63
Paul G. E. Clemens, Rutgers since 1945: A History of the State University of New Jersey,
(New Brunswick: Rutgers University Press, 2015), 14.
64
Cunningham, Culture and Values, 7. Clemens, Rutgers since 1945, 25.
16
1875, in which students chose the color crimson, Harvard claims the distinction as the first
American college to use colors to distinguish its teams from the opposition; when in 1858,
regatta crew members sported red bandanas.65 However, as testament to the long-standing
rivalry between the Cambridge and the New Haven institutions, Yale contends its rowing team
wore blue flannel as early as 1854.66
In the United States, unlike literature, arts, and architecture however, Middle Ages
historian Jonathan Good suggests medievalism remained "a way of mitigating (or even re-
invigorating) certain features of bourgeois capitalism while keeping its structure firmly in
place."67 For two more reasons, the cultural fascination with medievalism fits perfectly with the
adoption of symbols and mascots representative of the landscape and the introduction of
American college football at the particular time. First, as scholars of sport and gender, such as
Robert J. Higgs and others illustrate, perceiving of themselves as white Christian knights, yet
another rather obvious connection to the Middle Ages, the contact sport of football remained
analogous to the business world of the late-nineteenth century; a system not only premised on
market capitalism but also one which met well with the era's survival of the fittest mentality.
Higgs defines Christian knights as athletes who "attempt to achieve distinction from (and power
over) others by displays of skill and accomplishment, sometime called victory."68 Second,
football provided a battleground used to test a young man's mettle for future business endeavors.
One college president in the 1890s wrote that he sought "courage, coolness, steadiness of nerve,
65
Charles H. Pearson and John McCallum, eds., College Football USA, (New York: McGraw-
Hill, 1972), 81. Nikhil G. Mathews, "A Mascot for Us," Harvard Crimson, November 21, 2005.
66
Rader, American Sports, 99.
67
Jonathan Good, "King Arthur Made New Knights: the Founding of Casque & Gauntlet,"
Dartmouth University, Dartmouth College Library Bulletin, 40, no. 2, (April 2000): 66-74.
68
Robert J. Higgs, God in the Stadium: Sports and Religion in America, (Lexington: University
Press of Kentucky, 1995), 148.
17
quickness of apprehension, resourcefulness, self-knowledge, and self-reliance" in football
recruits.69 Along this line of thinking, beginning in the late-nineteenth century, when adopting
symbols and mascots for college teams, young white college males not only chose recognizable
animals and other figures indicative of the American landscape but also were influenced heavily
by medieval customs.
However, one of the most influential factors involved in the creation of American college
mascots stems from an 1881 operetta La Mascotte first staged in Europe, before being
popularized in the United States.70 The story centers on a young maiden, capable of bringing
good fortune to whoever possessed her, providing she remain chaste. Derived from Latin--
masco--meaning witch from the French word mascotte--the Oxford English Dictionary,
attributing the popular play as the basis, cites the origin of the word to the following year.71 In
her excellent study on Native American imagery in American sports, Linda Spindel points out
that a mascot remains imbued as a good luck charm, solely for the enjoyment of the team's fans,
"[it] may inspire feelings of affection but not of respect."72 Originally, the beloved figures used
by collegiate teams might be a living person, such as a high-spirited student, a beloved professor,
a local resident, or a wild, domestic, or even barnyard animal.73
69
Rudolph, The American College and University, 380.
70
Philip Deloria, Playing Indian, (New Haven: Yale University Press, 2000), 67.
71
Gerhard Falk, Football and American Identity, (New York: Haworth Press, 2005), 156.
William J. Tourdot, "Changing a High School Mascot," Edgewood College, 2007, 9.
E. S. C. Weiner, ed., Oxford University Press Dictionary, (Gloucestershire: Clarendon Press,
2015).
72
Carol Spindel, Dancing at Halftime: Sports and the Controversy over American Indian
Mascots, (New York: New York University Press, 2000), 29.
73
Betsy Kraus, "Traditions," The Oregon Stater, June, 1989, 10. John Richard Newton Bell, an
avid Oregon State student, alumni, and minister, for 35 years from 1893-1928, acted as the
mascot and later was officially recognized for his part. New York Times, "Heard about Town,"
December 19, 1899, 11. Twelve years earlier, at Yale, "Pop" Smith, an English shoemaker in
New Haven, a "most ardent" supporter of Yale athletics in its formative years was "regarded as a
18
The first use of a mascot by an American college or university occurred in 1890, during a
football game between Yale and Wesleyan, in which the former defeated the latter by a score of
76-0. The New Haven institution, utilizing a senior's English bulldog named Dan, outfitted with
a blue silk blanket emblazoned in white with the word "Yale," initiated the first use of the
mascot in the American collegiate system.74 In 1890, since Yale, boasted gate receipts of
$19,383.19 compared to Harvard's take of $8,922.57, too much incentive was at stake financially
for either institution not to pursue sports marketing.75
Intent on building school solidarity through aggressive promotional campaigns, Yale
focused considerable time and resources on commercializing the pageantry surrounding
organized collegiate sport. On the contrary, taking its cue from the tradition of amateurism in
English sport, Harvard, unlike Yale, wrestled considerably with professionalism and marketing
in college athletics. Remaining relatively isolated in its view, Harvard had few allies. The
popularity of football, not to say anything about the profits generated for university coffers
sort of mascot." John B. Horner, "History of Oregon State College, 1865-1907," Oregon
Historical Quarterly, 31, no. 1, (March 1930), 48. In 1892, to drum up support for the new game
of football among local farmers, Oregon State team members adopted resident Harvey
McAllister, dubbing him "Pap Hayseed." Kraus, Oregon Stater, June 1989, 10; Oregon State's
first animal mascot in 1893 was a coyote named Jimmie. Eli Miller, Daily Californian, "Oski
and Tree Have Rowdy, Long History," November 22, 2002,1. Two live bears in the early 1930s
served as the University of California's mascot but were eliminated due to obvious safety
concerns.
Prior to selection of the buffalo as the school mascot, the University of Colorado utilized a dog in
the 1890s, a goat beginning in 1912, and a donkey in 1923. Jackie Esposito, The Nittany Lion:
An Illustrated Tale, (University Park: Penn State, 1997), 18. A bulldog and "Old Coaly," a mule
served as Penn State's mascots before 1892 when the Nittany Lion first appeared.
74
Brooks Mather Kelley, Yale: A History, (New Haven: Yale University Press, 1999), 13. The
original "Handsome Dan," in taxidermy form, currently resides in Yale's Payne-Whitney
Gymnasium. "Yale Defeats Wesleyan," New York Times, November 2, 1890, 3. "Handsome
Dan: A History of Yale's Most Famous Dog," Yale Herald, November 20, 2009, 1.
75
David L. Westby and Allen Sack, "The Commercialization and Functional Rationalization of
College Football: Its Origins," The Journal of Higher Education, 47, no. 6, (November-
December 1976): 625-647.
19
across the country by the ensuing spectacle and pageantry surrounding the game, proved
irresistible.76 So popular was football at this time that due to the limited competition from other
spectator sports (on and off campus), the 25 American colleges and universities boasting football
squads at this time, sports historians James L. Shulman and William G. Bowen find, "had the
sports-entertainment market to themselves."77
Tantamount to success on the playing field, teams and institutions demanded symbols
and mascots evincing determination, ferocity, and tenacity of spirit. After the precedent set by
Yale, the installation of college mascots spread from coast-to-coast. Interspersed with regional
myth, folklore, and tall tales, collegiate mascots offered the immediate community an easily
recognizable, neatly packaged symbol; one representing regional values and norms.
The last vestiges of a potentially lost frontier additionally weighed heavily on the
American mindset during this era. According to historians of American wilderness, such as
Roderick Frazier Nash, the United States had not only undergone a transformation from an
agrarian to a mass, industrialized society throughout the course of the nineteenth century, but
witnessed as well a conversion in its view of the natural landscape. The nation's overall
mentality changed from an overwhelming fear of surrounding predators and the need to eradicate
them to a more empathetic view informed first by romanticism's appreciation of nature and later
by nationalists, who seized on its uniqueness as a means to achieve cultural distinctiveness.78
76
James L. Shulman and William G. Bowen, The Game of Life: College Sports and Educational
Values, (Princeton: Princeton University Press, 2001), 7.
77
Shulman and Bowen, The Game of Life, 7.
78
Roderick Frazier Nash, Wilderness and the American Mind, (New Haven: Yale University
Press, 1967), 67.
20
Fearing the loss of the natural environment, Americans in the late-nineteenth century
sought to empower the very symbols of the landscape generations earlier had vanquished.79
Within the vernacular of iconography related immediately to the landscape, symbols have what
human geographers, such as Yi-Fu Tuan, describe as: "the power to...call to mind a succession
of phenomena that are related analogically and metaphorically."80 In this way, American college
symbols and mascots function dually as a narratives as well as a repository of values and beliefs
relative to the cultural landscape.81 Stressing how social identity and reality are created and
transformed, cultural geographers Lester B. Rowntree and Margaret W. Conkey observe:
"Environmental symbols have strong potential to create and communicate temporal depth. Such
symbols have a traditionalizing effect, with potential for not only perpetuating old traditions, but
also for making new features appear traditional."82 According to Denis E. Cosgrove, a cultural
expression of society's interaction with the landscape, American symbols of the land additionally
represent an "articulation which embodies the different sets of experiences of practical shapers
and theoretical designers."83 According to Cosgrove as well as John R. Stilgoe, the symbolic
landscape also remains shaped not only by intellectuals but also by "people much less literate
and far more traditional."84 An authority on the symbolism of the landscape, Stilgoe refers to
79
Nash, "The Value of Wilderness," Environmental Review, 3, no. 1, (1977): 16.
80
Yi-Fu Tuan, Topophilia: A Study of Environmental Perception, Attitudes, and Values,
(Englewood Cliffs, NJ: Prentice-Hall, 1974), 23.
81
For latest information on cultural landscape see Jon Anderson, Understanding Cultural
Geography: Places and Traces, (New York: Routledge, 2010). W. J. T. Mitchell. "Imperial
Landscape" in 165-170. Cultural Geography Reader, Timothy Oakes and Patricia L. Price, eds.,
(New York: Routledge, 2008).
82
Lester B. Rowntree and Margaret W. Conkey, Annals of the Association of American
Geographers, 70, no. 4, (December 1980): 459-474.
83
Denis E. Cosgrove, Social Formation and the Symbolic Landscape, (London: Croom Helm,
1984), 162.
84
Cosgrove, Social Formation and the Symbolic Landscape, 162. John R. Stilgoe, Common
Landscape in America, (New Haven: Yale University Press, 1982,), 4.
21
America as a landscape of common knowledge; one "neither folk nor literate but a mixture of
both the `little tradition' transmitted by generations of half-literate peasants and the `great
tradition' of the literate innovative minority of scholars, rulers, and merchants."85
In keeping with the spirit of conservation sweeping the country at the time, which was
defined as reserving natural resources for future use, celebrating symbols of nature increasingly
became accepted as a means of American identity. Still today, symbols of the American
landscape, whether earth-dwelling, aquatic, or winged beasts of prey, account for almost 70% of
all collegiate mascots used throughout the country, regardless of affiliation or conference.86 In
this manner, whereas the American naturalist Charles Wilson Peale displayed actual wildlife
specimens indigenous to the United States during the last decades of the eighteenth century,
stakeholders at American colleges and universities from the late-nineteenth to the early twentieth
century instead sought to enshrine and honor potential and rapidly disappearing species by
adopting them as symbols and mascots for their sports teams.
Earlier nineteenth century Americans in their quest to fulfill Manifest Destiny did not
differentiate, subduing and extirpating all forms of life--human, fauna, and flora. However, by
the late-nineteenth century, Americans sought to venerate symbols of the landscape relative to
the closing of the frontier through association with their college teams. Notwithstanding the
ignorance displayed by college stakeholders in their selection of mascots , anthropologists find
that in frontier societies like the United States the symbols of the landscape later generations
often revere most are the very ones previously eradicated. For example, in American society,
which triumphed over indigenous peoples, the all too common depiction of the savage, bellicose
85
Stilgoe, Common Landscape in America, 4.
86
Joanne Sloan and Cheryl Watts, College Names and Other Interesting Traditions, (Northport,
AL: Vision Press, 2013).
22
Indian flourished because whites not only felt appropriate "honoring" a worthy adversary but
also could feel a sense of racial superiority.87 On the word of cultural anthropologist C. Richard
King, Native American imagery construes a form of "symbolic violence" which "underscores"
the production of whiteness, understanding Indianness, and the erasure of blackness.88 Cultural
historian Jennifer Giuliano--who offers the latest scholarship examining the cultural and
historical origins of college mascots--mainly portrayals of Native Americans--similarly argues
that identity, narratives, images, and performance comprise a major part of college spectacle.89
At American colleges and universities, Native rights advocate and anthropologist Philip Deloria
suggests, "the problem revolves around...alumni and officials who resist change and continue
their ignorant ways."90 Similarly, indigenous species destroyed and made extinct by overzealous
Americans in their national quest to conquer everything between the Atlantic and the Pacific,
also could be refashioned as fierce and dignified symbols worthy of respect. Furthermore, this
remains in keeping with what cultural geographer David Lowenthal observes: "In times of
87
Further discussion of stereotypical representations of Native American sports imagery can be
found in: Elizabeth Bird, ed., Dressing in Feathers: The Construction of the Indian in American
Popular Culture, (Boulder: Westview Press, 1998). Philip Deloria, Playing Indian, (New
Haven: Yale University Press, 1998). Circe Strum, "In Whose Honor? American Indian
Mascots in Sports," American Anthropologist, 102, no. 2, (June 2000): 352-353. C. Richard
King and Charles F. Springwood, eds., Team Spirits: The Native American Mascot Controversy,
(Lincoln: University of Nebraska, 2001). Jason E. Black, "The Mascotting of Native America:
Construction, Commodity, and Assimilation," American Indian Quarterly, Vol. 26, No. 4
(autumn 2002): 605-622. J. Gordon Hylton, "Before the Redskins Were the Redskins: the Use
of Native American Team Names in the Formative Era of American Sports, 1857-1933," North
Dakota Law Review, 86, no. 1, (2010): 879-903. Jacob S. Turner, "The Semiotics of a Native
American Sports Logo: the Significance of the Screaming Savage," Journal of Sports Media,
10, no. 2, (fall 2015): 89-114.
88
King and Springwood, "The Best Offense: Dissociation, Desire, and the Defense of the
Florida State Seminoles," in Team Spirits, 130, 149.
89
Jennifer E. Giuliano, "An American Spectacle: College Mascots and the Performance of
Tradition," (Ph. D. dissertation, University of Illinois-Urbana, 2009).
90
Deloria, Playing Indian, 95.
23
stress, nations safeguard the physical legacy that embodies their collective spirt."91 White male
college students similarly invested mascots and totems with comparable values and traits. This
helps to explain their propensity in choosing strong, fierce, and independent symbols of the
American landscape. In doing so, creators often turned a blind eye to purely historical
representation; instead relying heavily on regional or national mythic accounts, readily
understood by students, fans, and alumni.
Using this framework, this dissertation examines young white male students' motives
during the late-nineteenth century and early part of the twentieth century in the selection of their
respective college or university's symbol or mascot and how it relates to the American
landscape. In pursuit of that goal, each chapter addresses a particular college or university in the
United States which makes use of a unique symbol of the American landscape; tracing its
cultural antecedents and examining not only how, why, and when stakeholders chose the symbol
but also what purpose they had in mind when adopting it. The second chapter looks at Penn
State University's Nittany Lion and the factors involved in its construction; finding symbols and
myths premised on a combination of regional Eurocentric and Native American folktales,
changing perceptions of gender, the role of preservation, and the loss of cultural identity play a
large part in its creation. The third chapter focuses on Oregon State's Beaver, looking not only
at the industrious rodent's maligned past and the cultural and environmental ramifications which
resulted but also the symbol's many changing meanings over time. The fourth chapter
concentrates on the controversial figure of the frontiersman, emblematic of regional schools such
as West Virginia University, which utilizes the Mountaineer as its symbol and mascot. While
hailed as a symbol of unity in this rugged and mountainous border state, its representation and
91
David Lowenthal, "Past Time, Present Place: Landscapes and Memory," Geographical
Review, 65, no. 1. (1975): 12.
24
others like it (whether frontiersman or pioneer) are also seen increasingly by many non-white
males as divisive figures meant to uphold prototypical western narratives of oppression and
marginalization. The final chapter looks at Boston College's Eagle and the various factors
involved in its adoption. Religion, ethnicity, and nationality play a large part in its consideration
as well as changing environmental attitudes over the course of the twentieth century.
The introduction of American collegiate mascots and symbols, stem from a variety of
factors: the rise of organized sports, the fraternity system, the relationship between students and
administration, print media, the perceived authenticity of anything medieval, and the role of
popular culture. In addition to the aforementioned criteria, the importance of the back-to-nature
movement, the impact of the ideas of social Darwinism, and the need to preserve the nation's
environment figure prominently in white male college stakeholders' choices for symbols and
mascots during the era in question. In an attempt to emulate a number of desirable qualities
believed capable of intimidating the competition on the playing field, American colleges and
universities in the latter part of the nineteenth century set the process in motion of co-opting the
imagery of vanquished species particular to the American landscape--from the American Indian
to fauna, megaflora, aviculture, and other figures--as team mascots and symbols. Through the
use of these particular totems, which act to bond the group together in solidarity, creating a micro
society of adherents, American colleges and universities, utilizing the medium of organized
sports and cultural trends specific to the late-nineteenth century through the first decades of the
twentieth century, used mascots patterned after symbols of the American landscape as a means
of identity and to denote group solidarity--in effect, preserving images of America's once
abundant wildlife and pristine environment.
25
CHAPTER 2
NITTANY LION: SYMBOL AND MYTH
In 1906, white male students at Penn State constructed the symbol of the Nittany Lion as
a way to conceal their own cultural anxieties and psychological inadequacies. Heavily
influenced by preservationists and wildlife advocates of the turn-of-the-century era, these
students, unlike the previous generation, held different beliefs and values regarding the use of the
state's environment and its native wildlife. Refashioning outdated nineteenth century ideas
about the mountain lion; instead, they began hailing the animal as a symbol of state identity.
However, not merely a symbol to the overarching society of the Pennsylvania State University
(PSU), the icon of Penn State--the Nittany Lion--stands as the first indigenous North American
big cat chosen as an American collegiate mascot and symbol.
More than other American collegiate symbols related to the landscape, the moniker for
the Nittany Lion derives from several distinct criteria. Important factors in its composition
include: the physical landscape for which Native Americans named the surrounding area; legend
and folklore produced by early twentieth century local popular writers intent on highlighting the
region; the mountain lions which originally inhabited the nearby hills when Scots-Irish settlers
first arrived in the mid-1700s and remained abundant until the last third of the nineteenth
century; and, lastly, Penn State baseball player and, most importantly, school newspaper editor
Harrison "Joe" Mason's on field boast to the opposing Princeton Tiger squad in 1906 where the
idea for the symbol and mascot transpired. Evidence attesting to how Penn State's fan base of
students, alumni, and other supporters identify with the symbol of the Nittany Lion spans a wide-
ranging body of historical and cultural sources from student newspapers and yearbooks to alumni
publications, local accounts, and regional legends. This proof further testifies to the paramount
26
position of the big cats of the American landscape--whether cougar, mountain lion, panther,
puma, or in the case of Penn State--a Nittany Lion. Following Penn State's lead, other college
stakeholders, in search of a feline mascot, which engendered fear in opposing schools' teams and
also well aware of the long-standing tradition of dread and terror such beasts instilled, frequently
chose one of the big cats of the American landscape to symbolize their colleges and sports teams,
rather than the overly generic as well as non-native lion or tiger.92
Yet, further analysis reveals conflicting changes and apparent incongruencies in the
historical record; not to mention the multi-disciplinary contributions from scholars of gender,
race, and the environment over the past thirty years, which specifically add to a more succinct
and broader understanding of the themes and concepts relevant (but not always readily apparent)
in the rise of college athletics and its surrounding pageantry.93 To ascertain better how
underlying cultural currents and social mores helped stakeholders conceive of their world, the
topic requires a more discerning examination of not only the interplay between masculinity and
femininity but one also concerning conceptualizations of whiteness, Indianness, and blackness.94
A closer examination of how popular environmental ideologies of the era affected participants'
actions as well as their identities allows for a clearer picture of how the Progressive Era
92
For long extinct American Lion, see Bjorn Kurte, "The Pleistocene Lion of Beringia," Annales
Zoologici Fennici, 22, no. 1, (spring 1985): 117-121. Alan Turner, The Big Cats and Their
Fossil Relatives: An Illustrated Guide to Their Evolution and Natural History, (New York:
Columbia University Press, 1997).
93
On rise of college sports and pageantry, see Benjamin G. Rader, American Sports: From the
Age of Folk Games to the Age of Televised Sports, (Upper Saddle River, NJ: Prentice-Hall,
2004). James L. Shulman and William G. Bowen, The Game of Life: College Sports and
Educational Values, (Princeton: Princeton University Press, 2001).
Ronald A. Smith, Sports and Freedom: The Rise of Big-Time College Athletics, (New York:
Oxford University Press, 1988).
94
Anonymous, "College Sports Are Still Largely Segregated by Race," Journal of Blacks in
Higher Education, 37, no. 1, (autumn 2002): 63-64. C. Richard King and Charles F.
Springwood, Beyond the Cheers: Race as Spectacle in College Sport, (Albany: State University
of New York Press, 2001).
27
generation's values and beliefs formed amidst the cultural turbulence and economic upheaval
characterized by the rampant changes in industrialization, urbanization, and communication, so
prevalent and a point of much contention during the time.95 Upon further analysis of the
historiography of Penn State's Nittany Lion, a better understanding of the popular symbol not
only emerges but also sheds light on the conflicting changes occurring in American culture
during this time, and how those cultural currents affected stakeholders' ideas and choices.
Formed over 250 million years ago, the Nittany Valley, part of the Appalachian ridge and
valley system encompassing eastern Pennsylvania, spans a length of 31 miles and is 2 to 5 1/2
miles broad; it was created by several different earthquakes and erosion.96 Underlain by
limestone and dolomite, Nittany Mountain's crest consists of erosion-resistant sandstone.97
Today, Nittany Mountain reaches a peak of 2,077 feet whereas the Nittany Valley encompasses
heights from 980 to 1190 feet; however, a much larger Himalayan-size mountain once stood in
its place.
Such an important part of the regional landscape as well as Penn State identity, groups
intent on its preservation frequently rally on Mount Nittany's behalf. In 1945, Lion's Paw, an
oligarchic group formed originally in 1908 to promote school solidarity, brought together
95
David Demeritt, "Scientific Forest Conservation and the Statistical Picturing of Nature's
Limits in the Progressive-Era United States," Environment and Planning D Society and Space,
19, no. 1, (August 2001): 431-439. Richard H. Grove, Green Imperialism: Colonial Expansion,
Tropical Island Edens, and the Origins of Environmentalism, 1600-1860, (New York:
Cambridge University Press, 1995). Samuel P. Hays, Conservation and the Gospel of
Efficiency: The Progressive Conservation Movement, 1890-1920, (Cambridge: Harvard
University Press, 1959).
96
Jon D. Inners, "Chlorite-Replaced Fossils in Union County," Pennsylvania Geology, 16, no. 5,
(October 1985): 8. E.V. D'Invilliers, The Geology of Centre County, (Harrisburg: Board of
Commissioners Second Geographical Survey, 1964), 30. J. Thomas Mitchell, Centre County:
From its Earliest Settlement to the Year 1915, (University Park: Pennsylvania State University
Press, 2009), 3.
97
State College Bypass System, LR-1050-US-322 Environmental Impact Statement,
(Washington, D.C.: U.S. Federal Highway Administration, 1981), III-1.
28
concerned alumni and students who purchased 766 acres of the mountain to save it from
timbering and mining.98 Founded in 1984, to preserve the regional icon from additional
environmental destruction, the Mount Nittany Conservancy, formed by Lion's Paw members and
other concerned individuals, raised $120,000 to buy 120 acres after the owner at the time offered
to donate 89 acres.99 In no uncertain terms, group founder and Penn State alumnus Ben Novak,
stressed, "Mount Nittany is Penn State's most important symbol and legendary home of the
Nittany Lion."100
Intent on saving the mountain from further damage due to limestone mining, local
conservation organizations purchased the mountain in 2007. The Nittany Valley Society,
founded in 2012, also "aims to strengthen a sense of regional identity and enhance community
experience by sharing the stories of the place."101 Local conservationist and author Thomas A.
Shakely observes: "There's just something about it [Nittany Mountain] that instills awe in a
person. Even though there's nothing particularly special about the mountain, it's special to
us."102 According to Novak, the mountain falls nothing short of "magical and it turns out that it
does us some practical good to have some magic in our lives...we have such a place right in the
Nittany Valley, right where we live."103 Folklorist Simon Bronner agrees, noting natural
98
Damon Chappie, "In Room 419, a Myth Lives On," Daily Collegian, October 9, 1986, 1, 6.
The Lion's Paw, a secret society, remained exclusively male until 1972. "The Lion's Paw
Creed" sums up the group's dogma: "May the Lion's Paw ever rest as the guardian at the gates
of old Penn State--that its stroke may be the despair of her enemies and its strength the pride of
her friends."
99
Ben Novak, "Mount Nittany," Daily Collegian, October 19, 1984, 28.
100
Ben Novak quoted in: "Saving Mount Nittany," Daily Collegian, October 11, 1984, 8.
101
Nittany Valley Society Strategic Plan 2015-16, 5.
102
Thomas A. Shakely quoted in: Cathie Simpson, "New Book Tells the Story of Our
Mountain," Onward State, July 8, 2013, 1.
103
Ben Novak quoted in: Cathie Simpson, "New Book Tells the Story of Our Mountain,"
Onward State, July 8, 2013, 1.
29
formations like these: "Enspirit the land" and "cultivate civic values and regional pride."104
Since place and its prominent connection to identity remain popular subjects of active inquiry
across a wide range of disciplines, in relation to Penn State iconography, this area of scholarly
interest also requires further research.105
Derived from an Algonquin term meaning "single mountain," showcasing the conflation
of place and identity, the area's first inhabitants bestowed the word "Nittany" to the immediate
surrounding central Pennsylvania landscape.106 Preceded by the Muncy of the Lenni Lenape,
who moved west to the headwaters of the Allegheny River east of the present-day town of
Coudersport by 1728, the Shawnee inhabited the area when whites first arrived.107 However,
despite late-nineteenth century accounts citing the Shawnee previously resided in the American
South before driven out by Spanish colonizers, or the illustrious late-nineteenth century historian
Francis Parkman's assessment that their "eccentric wanderings... perplex the antiquary and defy
research," and even scholarship as recent as the mid-1980s which places the Shawnee as rootless
itinerants, the historical record shows prior to 1765 in Pennsylvania their numbers were not as
great as previously indicated and according to ethnographer Ian Steele, remained merely
"supporting actors."108 Recent scholarship instead shows Shawnee migratory patterns took place
104
Simon Bronner quoted in: Tim Shakley, "Conserving Mount Nittany," Nittany Valley
Society, 2015.
105
On place and social identity, see Tim Cresswell, Place: An Introduction, (Boston: John
Wiley, 2015). Jeff Malpas, ed., The Place of Landscape: Concepts, Contexts, Studies,
(Cambridge: Massachusetts Institute of Technology Press, 2011). Igor Knez, "Attachment and
Identity as Related to Place and its Perceived Climate," Journal of Environmental Psychology,
25, no. 1, (August 2005): 207-218.
106
Penn State University, "All Things Nittany," (University Park: Pattee Library, 2008).
107
John Blair Linn, History of Centre and Clinton Counties, (Philadelphia: J.B. Lippincott
Press, 1883), 1.
108
Reverend William C. Reichel, ed., Memoirs of the Moravian Church, Vol. 1, (Philadelphia:
Moravian Book Association, 1870), 103. Francis Parkman, The Conspiracy of Pontiac and the
Indian War after the Conquest of Canada, (Boston: John Wilson and Son, 1896), 32. Francis
30
at different times; took dissimilar routes; and involved kin and families rather than the entire
nation.109 However, white Eurocentric local histories, similar to the one propagated by Penn
State, seldom care or even see a need to differentiate between Native American groups;
preferring a romanticized prototypical vision of the Noble Savage living a peaceful existence
amidst a wooded wonderland prior to the introduction of what cultural critic Leo Marx terms
"the machine in the garden."110
In the mid-eighteenth century, Scots-Irish settlers, the first Europeans to enter the
region--such as James Potter, who ascended Mount Nittany in 1764--kept the name "Nittany"
and began using it to refer to the surrounding mountain and valley.111 The Centre County
government's home page, which hails Potter, who exclaimed: "I have discovered a paradise!"
remains a telling example of how locals routinely subjugate and flatly deny Native American
Jennings, The Ambiguous Iroquois Empire: The Covenant Chain Confederation of Indian Tribes
with English Colonies from its Beginnings to the Lancaster Treaty of 1744, (New York: Norton,
1984), 67-68. Ian Steele, "Shawnee Origins of Their Seven Years' War," Ethnohistory, 53, no.
4, (fall 2006): 657-87 (quotation, 659).
109
Stephen Warren, The Worlds the Shawnee Made: Migration and Violence in Early America,
(Chapel Hill: University of North Carolina Press, 2014). Sami Lakomaki, Gathering Together:
The Shawnee People through Diaspora and Nationhood, 1600-1870, (New Haven: Yale
University Press, 2014). Colin G. Calloway, The Shawnees and the War for America, (New
York: Penguin Books, 2007).
110
Leo Marx, The Machine in the Garden: Technology and the Pastoral; Idea in America, (New
York: Oxford University Press, 1964).
111
John Potter quoted in: Centre County Government, "Welcome Page," (Centre County,
Pennsylvania, 2017). F.B. Everitt, "Early Presbyterianism along the West Branch of the
Susquehanna River," Journal of the Presbyterian Historical Society, 12, no. 8, (October 1927):
484. 480-486. John Brady, Captain James Irvine, Lieutenant James Hays, and Lieutenant
Thomas Wiggins were among the first Scots-Irish settlers to press towards Nittany Mountain.
For Scots-Irish settlement in Pennsylvania's backcountry, see James Webb, Born Fighting: How
the Scots-Irish Shaped America, (New York: Broadway Books, 2005). Patrick Griffin, The
People with No Name: Ireland's Ulster Scots, America's Scots-Irish, and the Creation of a
British Atlantic World, 1689-1764, (Princeton: Princeton University Press, 2001). Jane T.
Merritt, At the Crossroads: Indians and Empires on a Mid-Atlantic Frontier, 1700-1763,
(Chapel Hill: University of North Carolina, 2003). Thomas L. Purvis, "Patterns of Ethnic
Settlement in Late-Eighteenth Century Pennsylvania," Western Pennsylvania Historical
Magazine, 70, no. 2, (April 1987): 107-122.
31
history; instead choosing to exalt and tacitly endorse a narrative based on a pantheon of white
heroes.112
The relationship between first English and Native Americans (and later American
settlers) remained contentious at best. Conversely, this directly opposes the veneer of tranquility
painted later by Penn State and other local stakeholders with a viable socio-economic interest. In
fact, interaction between the two groups stands in direct opposition to the white Eurocentric-
constructed legends that entertain romantic ideals of the image of the ecologically-minded Noble
Savage existing in a veritable, primordial Eden.113 Local histories routinely downplay the
importance of erosion of a middle ground, as well as the introduction of prestige goods, tenets of
historical inquiry in the past several decades and pivotal in understanding loss of Native
American autonomy.114 Regional accounts additionally obfuscate a polyglot borderland plagued
by the opposing dogmas of backcountry evangelical republicanism and pan-nativism, both in
their nascent stages at the time, along with the constant threat of violence along the westernmost
frontier; a tragic result of miscommunication between the two groups of each other's cultural,
economic, and political goals.115 Only in the past 25 years have historians begun to understand
112
James Potter quoted in: Centre County Government, "Welcome Page," Centre County
Pennsylvania, 2017).
113
For mythic constructions of Native Americans as stewards of the natural environment, see
Raymond Harnes, "The Ecologically Noble Savage Debate," Annual Review of Anthropology,
36, no. 1, (October 2007): 177-190. Ter Ellingson, The Myth of the Noble Savage, (Berkeley:
University of California Press, 2001).
Shep Krech, The Ecological Indian, (New York: W.W. Norton, 1999).
114
For idea of a "middle ground," see Richard White, The Middle Ground: Indians, Empires,
and Republics in the Great Lakes Region, 1650-1815, (New York: Oxford, 1991). For prestige
goods, see Daniel P. Richter, Before the Revolution: America's Ancient Pasts, (Cambridge:
Harvard University Press, 2011), 29.
115
Sean P. Harvey, "An Eighteenth Century Linguistic Borderland," The Pennsylvania Magazine
of History and Biography, 1, no. 4, (October, 2012): 495-498. For Pontiac's Rebellion, see
Alfred A. Cave, Prophet of the Great Spirit: Native American Revitalization Movements in
Eastern North America, (Lincoln: University of Nebraska, 2006), 22-44; Gregory Evans Dowd,
32
the loss of identity and the resulting turn to spirituality on the part of Native Americans during
the mid-eighteenth century due to land encroachment, genocide, and disease--a precursor to the
tumultuous events of the next century.116
Penn State propagates a regional history based on a one-sided, white, Eurocentric
interpretation in hopes of ameliorating a less than stellar past. Interestingly, in this equation, too,
although never a significant demographic in rural Pennsylvania, blacks remain conspicuously
absent.117 Despite the pains both Penn State and central Pennsylvania chambers of commerce go
to manufacture a narrative of an idyllic past, one where both whites and Indians inhabit a
War under Heaven: Pontiac, the Indian Nations, and the British Empire, (Baltimore: John
Hopkins Press, 2002,), 54-147; White, The Middle Ground, 269-289. On Paxton Boys, see
Krista Camenzind, "Violence, Race, and the Paxton Boys," in Daniel P. Richter, ed., Friends and
Enemies in Penn Woods: Colonists, Indians, and the Racial Construction of Pennsylvania,
(University Park: Penn State Press, 2010), 201-220.
116
For nascent stages of mid-18th century Native American spirituality, see Michael N.
McConnell, A Country Between: The Upper Ohio Valley and its Peoples, 1724-1774, (Lincoln:
University of Nebraska Press, 1992); Gregory Evans Dowd, A Spirited Resistance: The Native
American Struggle for Unity, 1745-1815, (Baltimore: John Hopkins Press, 1992), 23-35. For
encroachment and genocide, see Jeffrey Ostler, "To Extirpate the Indians": An Indigenous
Consciousness of Genocide in the Ohio Valley and Lower Great Lakes, 1750s-1810," The
William and Mary Quarterly, 72, no. 4, (October 2015): 578-622. For disease, see Barbara
Alice Mann, The Tainted Gift: The Disease Method of Frontier Expansion, (Santa Barbara:
University of Santa Barbara Press, 2009), 10-18. David S. Jones, Rationalizing Epidemics:
Meanings and Uses of American Indian Mortality since 1600, (Cambridge: Harvard University
Press, 2004), 94-103. Philip Ranlet, "The British, the Indians, and Smallpox: What Actually
Happened at Fort Pitt in 1763?" Pennsylvania History, 67, no. 3, (Summer 2000): 427-441. For
early 19th century pan-nativism leadership in Great Lakes and Southeast, see John Sugden, Blue
Jacket: Warrior of the Shawnees, (Lincoln: University of Nebraska, 2000). Tecumseh: A Life,
(New York: Henry Holt, 1997). Tecumseh's Last Stand, (Norman: University of Oklahoma,
1985). David R. Edmunds, Tecumseh and the Quest for Indian Leadership, (New York:
Pearson, 2003). The Shawnee Prophet, (Lincoln: University of Nebraska, 1983). Joel Martin,
Sacred Revolt: The Muskogee's Struggle for a New World, (Boston: Beacon Press, 1991).
117
Quintard Taylor, In Search of the Racial Frontier: African-Americans in the American West,
1528-1990, (New York: W. W. Norton, 1999). Merle G. Brouwer, "Marriage and Family Life
Among Blacks in Colonial Pennsylvania," Pennsylvania Magazine of History and Biography,
99, no. 3, (July 1975): 368-372.
33
pastoral setting, void of racial and ethnic strife, recent historiography and research, however,
tells a different story.118
Long preceding human inhabitants, mountain lions populated the hills of central
Pennsylvania. Settlers initially inhabiting the commonwealth quickly learned of the mysterious
predator.119 A natural history detailing early nineteenth century Pennsylvania notes: "In the
daytime, the cougar is seldom seen, but its peculiar cry frequently thrills the experienced traveler
with horror, while camping in the forest for the night."120 Elusive and enigmatic, depending on
the research consulted, the American cougar (Puma concolor couguar), called "an animal that
cannot really be understood at all," by wildlife preservationist Roger Caras, has been studied
closely by wildlife experts, who readily agree on the cat's private nature.121 Whereas wildlife
writer Bruce S. Wright refers to the panther as a "ghost," nature essayist Edward Hoagland uses
the word "elusory" to denote the animal's secretive nature.122 Additionally, while wildlife
biologist Gerald Parker calls the panther a "mystery," Richard I. Dodge, a hunter on the Great
Plains, recorded the mountain lion as a "huge" cat.123 As United States Fish and Wildlife Service
118
Daniel K. Richter and William A. Pencak, eds., Friends and Enemies in Penn's Woods:
Indians, Colonists, and the Racial Construction of Pennsylvania, (University Park: Penn State
University Press, 2007). Daniel K. Richter, Native Americans' Pennsylvania, (University Park:
Pennsylvania Historical Association, 2005).
119
J. Kenneth Doutt, "Mountain Lions in Pennsylvania?" American Midland Naturalist, 82, no.
1, (July 1969): 281-285.
120
John Godman, American Natural History, (Philadelphia: Carey and Lea, 1826), 295.
121
Roger Caras, Panther! (New York: Little, Brown and Company, 1969), 6.
122
Bruce S. Wright, The Ghost of North America: The Story of the Eastern Panther, (New York:
Vantage, 1959). Edward Hoagland, "Hailing the Elusory Mountain Lion" in Walking the Dead
Diamond River, (Guilford: Globe-Pequot Press, 1993).
123
Gerald Parker, Mystery Cat of the Appalachians, (Halifax: Nimbus Press, 1998). Richard I.
Dodge, Hunting on the Great Plains, (London: Chatto and Windus, 1893), 217.
34
field biologist Olaus J. Mune notes: "This American lion... is so secretive that the sight of one
in the wild is a rarity, and a choice experience."124
Part of the enigma surrounding big cats of the American landscape, such as the Nittany
Lion, derives from the more than forty names, many which hail from folklore, used to describe
them.125 Numerous different titles, yet all these names refer to one species of big cat--the
cougar. Names for the big predator cats of the American landscape stem from regional
dialects.126 An amalgamation of two South American Indian words, no less than 87 words in
Spanish, English, and Native American dialects denote the cougar.
Once frequent to the surrounding central Pennsylvania forest, by the mid-nineteenth
century, hunters and the ceaseless encroachment of civilization took their toll on the state's
mountain lions.127 A local hunter, Samuel Brush shot one of the last in Susquehanna County in
1856, which the Brush family subsequently donated to Penn State in 1893. Accordingly, 1893
124
Olaus J. Mune, A Field Guide to Animal Tracks, (Boston: Houghton Mifflin, 1954), 97.
125
Alexandra Powe Alfred, Cats' Most Wanted: The Top Ten Book of Mysterious Mousers,
Talented Tabbies, and Feline Oddities, (Washington, D.C.: Potomac Books, 2011), 50. Roger
Caras, North American Mammals: Fur-bearing Animals of the United States and Canada, (New
York: Meredith Press, 1967), 121. Known alternately by a wide array of colorful and fanciful, if
not totally inaccurate monikers--mountain lion, catamount (cat of the mountain, possibly from
Spanish gato montana), and deer tiger--not fond of carrion, mountain lions mainly survive on
deer. Robert H. Busch, The Cougar Almanac, (Guilford: Globe Pequot Press, 2004), 16. Other
colorful names include: yellow tiger, red tiger, panther, painter (a backwoods corruption of
panther), devil cat, ghost cat, Indian devil cat, king cat, tiger cat, and screamer. S.P. Young, The
Puma: Mysterious American Cat, (Washington, D.C.: American Wildlife Institute, 1946). J.
Clarke, Man is the Prey, (New York: Stein and Day, 1969). Still more names include:
mountain screamer, American lion, silver lion, brown lion, Mexican lion, red tiger, purple
panther, and leopard.
126
Harold P. Danz, Cougar! (Athens: Ohio University Press, 1999), 18. The word "panther"
remains an eastern and southeastern United States colloquialism. Hoagland, "Hailing the
Elusory Mountain Lion," 47. Wildlife writer, Edward Hoagland notes: "the panoply of names is
itself quite a tribute, and somehow the legends about panthers have lingered longer than bear or
wolf tales, helped by the animal's own limber, far-travelling stealth and as a carry-over from the
immense mythic force of the great cats of the world."
127
Michael R. Conover, "Effect of Hunting and Trapping on Wildlife Damage," Wildlife Society
Bulletin, 29, no. 2, (summer 2001): 521-532.
35
represented somewhat of a banner year for the symbol of the Nittany Lion. James Moore killed
the last mountain lion in Centre County (the county in which Penn State resides) the same year.
In addition, Penn State's Brush Lion appeared at the pivotal World's Fair in Chicago displayed
prominently in Pennsylvania's exhibit next to the famed Liberty Bell. Upon completion of its
hiatus from Penn State, the lion returned to State College; it lay abandoned and forgotten, slowly
deteriorating on campus at several locations: the wildlife museum in Old Main, the Zoology
Department, and finally the basement of the of the Agriculture Building.128 Beginning in 1953,
school curators lent the cat to the Carnegie Museum of Natural History in Pittsburgh for an
unspecified period of time; it did not return to Penn State for the next forty years.129
Today, the Brush Lion stands not only as an outstanding example of mid-nineteenth
century taxidermy but also, of utmost importance, remains the most complete specimen of the
Pennsylvania mountain lion--Felis concolor (the name bestowed by Carolus Linnaeus in 1771
meaning "cat of one color")-- in existence.130 Due to the concerned efforts of the aptly-named
Original Nittany Lion Committee, a striking panorama in the Pattee Library depicts the Brush
Lion roaming the central Pennsylvania mountainside.131 Of utmost importance in highlighting
the specie's extinction at the hands of rapturous hunters as well as exposing the environmental
damage wrought by developers and industry in the late-nineteenth century, the exhibit also
remains instrumental in educating students and the community about the commonwealth's
128
Jackie Esposito, The Nittany Lion: An Illustrated Tale, (University Park: Penn State, 1997),
76.
129
Henry D. Gerhold, A Century of Forest Resources, (University Park: Penn State University
Press, 2007), 157. Esposito, The Nittany Lion, 78.
130
Esposito, The Nittany Lion, 77.
131
Gerhold, A Century of Forest Resources, 157.
36
fragile ecosystems and the further steps which can be taken to protect its wildlife and identity.132
Penn State, too, has performed extensive genetic testing to determine if its icon is indeed a
specific sub-species. At best, however, studies remain inconclusive.133
Penn State's focus on determining if the Nittany Lion is indeed unique points to how
important regional identity remains in the realm of college mascots. Gary San Julian, professor
of wildlife resources at Penn State, believes: "We sort of give up the wild tradition and history
of a place when we lose something like this. People like to think that they're still out there."134
On the other hand, as the library panorama indicates, increased visibility of the Nittany Lion
along with updated information serves to heighten environmental awareness and wildlife
conservation efforts.135 Penn State biology professor George Perry concurs, saying, "People
know the Nittany Lion. It gives us a way to talk about conservation, genetics and extinction that
people can relate to."136
Much of the legend and folklore surrounding the region owes its existence to the pen of
newspaper publisher and local popularizer Henry T. Shoemaker. Purely fabrication,
Shoemaker's yarns stem from stories he heard in his youth, which he elaborated on for effect in
later years. From the mind of Shoemaker sprung "The Legend of Nittany Mountain," "The
Legend of Penn's Cave," Nit-a-nee, and Lion's Paw: all stories and mythical Native American
characters set in bucolic landscapes essential to a succinct understanding of the taproots of the
132
Michael E. Baltz and Mary J. Ratnaswamy, "Mascot Conservation Programs: Using College
Animal Mascots to Support Species Conservation Efforts," Wildlife Society Bulletin, 28, no. 1,
(spring 2000): 159-163.
133
Annie Ma, "PSU Student Uses Stuffed Nittany Lion for DNA Sequencing," Pittsburgh Post-
Gazette, May 3, 2015, 6.
134
Gary San Julian quoted in : Staff, "Extinction of Eastern Cougar Met with Sadness in Nittany
Valley," Penn State News, May 11, 2011, 1.
135
Staff, "Nittany Lion DNA Project 3," Penn State News, April 14, 2015, 1.
136
George Perry quoted in: Annie Ma, "PSU Student Uses Stuffed Nittany Lion for DNA
Sequencing," Pittsburgh Post-Gazette, May 3, 2015, 6.
37
popular imagery of Penn State.137 Shoemaker's Eurocentric-fashioned stories inspired similar
fabrications, such as the one which appeared in the 1916 student yearbook, La Vie. Simply titled
"The Legend of the Valley," the tale not only builds on previously established characters and
themes of heroism and tragic love but also incorporates the founding of the land-grant institution
into the legend.138 In this way, Penn State elites use stereotypical narratives to oppress and
marginalize indigenous culture while simultaneously reinforcing white supremacy.139
However, the newspaperman's efforts go far beyond just concocted stories; he proved a
prescient writer. An outspoken advocate on behalf of the Commonwealth's wildlife--especially
its mountain lions--he routinely castigated "those who slaughter wildcats wantonly as false to
posterity, unacquainted with natural history, and ignorant of the scheme of nature."140 An ardent
preservationist, Shoemaker worked tirelessly not only publicizing the Commonwealth but also
defending its ecosystems and wildlife.141 A Pennsylvanian transplant, Shoemaker followed the
teachings of the more well-known nineteenth century environmental spokesperson George
Perkins Marsh, who although not the first to advocate protection of nature over despoliation, did
recognize the interrelatedness of cultural practices and environmental declension.142 Long-time
137
Henry W. Shoemaker, Juanita Memories: Legends Collected in Central Pennsylvania,
(Philadelphia: J.J. McVey, 1916). To spur interest in the state and fuel tourism, the
Commonwealth of Pennsylvania hired Shoemaker to produce volumes of Pennsylvania folklore.
Many of the preceding book's stories serve as a basis for Penn State's ingeniously social
constructed traditions.
138
Pennsylvania State College, "Legend of the Valley," La Vie, (University Park: Penn State,
1916), 23-24.
139
Michael Yellow Bird, "Cowboys and Indians: Toys of Genocide, Icons of Colonialism,"
Wicazo Sa Review, 19, no. 2, (fall 2004): 33-48.
140
Henry W. Shoemaker, Pennsylvania Wildcats, (Altoona: Tribune Press, 1916), 7.
141
Simon J. Bronner, Popularizing Pennsylvania: Henry W. Shoemaker and the Progressive
Uses of Folklore and History, (University Park: Pennsylvania State Press, 1996).
142
Richard W. Judd, "George Perkins Marsh: The Times and Their Man," Environment and
History, 10, no. 2, (May 2004): 169-190. T. Gregory Garvey, "The Civic Intent of George
Perkins Marsh's Anthrocentric Environmentalism," The New England Quarterly, 82, no. 1,
38
advocates of fresh air, outdoors recreation, and the innumerable benefits offered by such
activities as mountain hiking, proponents of turn-of-the-century back-to-nature movements like
Shoemaker, who formed the Alpine Club to promote leisure and preservation, found the rewards
of the Keystone State's environment incalculable.143 Similar to Marsh, Shoemaker, too,
championed ecosystems and wildlife over environmental degradation.144 Both men exerted
tremendous influence on the development and institution of strong national as well as statewide
policies and organizations throughout Pennsylvania instrumental in calling attention to problems
associated with deforestation.145
Dubbed sentimentalists by what some anxious men saw at the time and opposed as the
feminization of American culture, writers, like Shoemaker, carefully crafted their tracts avoiding
discourse typically associated with women; balancing their rhetoric instead in unmistakable
terms of masculinity and couching appeals in the language of efficiency and science to avoid
(March 2009): 80-111. Char Miller, Gifford Pinchot and the Making of Modern
Environmentalism, (Washington, D.C: Island Press, 2001), 55-57. Donald J. Pisani, "Forests
and Conservation, 1865-1890," Journal of American History, 72, no. 1, (September 1985): 340-
359.
143
Silas Chamberlain, "`To Ensure Permanency': Expanding and Protecting Hiking
Opportunities in Twentieth-Century Pennsylvania," Pennsylvania History: A Journal of Mid-
Atlantic Studies, 77, no. 2, (spring 2010): 194. 193-216. For hiking and leisure, see Thomas R.
Wellock, Preserving the Nation: The Conservation and Environmental Movements, 1870-2000,
(Wheeling: Harlan-Davidson, 2007). Marguerite Shaffer, See America First: Tourism and
National Identity,1880-1940, (Washington, D.C.: Smithsonian Institution Press, 2001).Cindy S.
Aron, Working at Play: A History of Vacations in the United States, (New York: Oxford
University Press, 1999); Roderick Nash, Wilderness and the American Mind, (New Haven: Yale
University Press, 1967).
144
Marcus Hall, "The Provincial Nature of George Perkins Marsh," Environment and History,
10, no. 2, (May 2004): 191-204.
145
Peter Linehan, "The Teacher and the Forest, the Pennsylvania Forestry Association, George
Perkins Marsh, and the Origins of Conservation Education," Pennsylvania History: A Journal of
Mid-Atlantic Studies, 79, no. 4, (autumn 2012): 520-536.
39
charges of effeminacy by contemporaries.146 Long a concern to eco-minded critics of
exploitation of the Commonwealth's natural resources, a small group comprised primarily of
women, believing forests essential to public health, formed the Pennsylvania Forestry
Association following the release of a particularly scathing report on deforestation in 1895.147
However, as in other times, cultural discourse often remained ambivalent during the
Progressive Era. White males additionally not only believed interaction with nature built moral
fortitude while promoting physical fitness, but more importantly assumed environments similar
to "the mountain's topography literally elevated and sanctified Progressive Era masculinity and
national identity as the virile heroes conjoined their bodies with the power of the sublime."148
Progressive nativist men firmly believed protection and appreciation of America's sacred
mountains and hallowed forests rested squarely with them; trusting new immigrants with the task
seemed unwise.149 By framing his arguments on why Pennsylvanians should embrace its forests,
mountains, and woodland inhabitants, Shoemaker, like other turn-of-the-century, eco-minded,
white male activists, sought to imbue themes of masculinity and nationalistic sentiment in his
writing; simultaneously distancing himself from charges of unmanliness while persuading other
146
Adam Rome, "`Political Hermaphrodites': Gender and Environmental Reform in Progressive
America," Environmental History, 11, no. 3, (July 2006): 440-463.
147
Joel A. Tarr, "Lessons from Pennsylvania's Environmental Past," Pennsylvania Legacies, 10,
no. 1, (May 2010): 40-41. Peter Linehan, "Strategies for Forestry Success: Examples from the
Early Years of the Pennsylvania Forestry Association," Journal of Forestry, 103, no.3,
(July/August 2005): 224-229.
148
Peter L. Bayers, "Frederick Cook, Mountaineering in the Alaskan Wilderness, and the
Regeneration of Progressive Era Masculinity," Western American Literature, 38, no. 2, (summer
2003): 172. 170-193.
149
Adam Rome, "Nature Wars, Culture Wars: Immigration and Environmental Reform in the
Progressive Era," Environmental History, 13, no. 3, (July 2008): 432-453.
40
like-minded whites to preserve the Commonwealth's endangered environment in the most
recognizable nativist jargon.150
Shoemaker emphasized an ethical approach far beyond the reigning philosophy of the era
regarding the use of land and its resources. Reflecting ideas ahead of their time, Shoemaker
shared Aldo Leopold's ideology embraced later in the postwar era by American culture, which
stressed the interrelatedness of ecology, economics, and ethics.151 In a trenchant critique of the
state's less than stellar record of prizing profit over an environmental approach, Shoemaker
remarked, "Just as we look with scorn on the wasteful methods of the old-time lumbermen of
Pennsylvania, we will before long cherish the same opinion of the men who wantonly destroyed
the wildlife of the Commonwealth."152 Despite the well-worn cultural tropes the Altoona
journalist favored, whether the seemingly inexhaustible cachet of folk stories he created,
simultaneously reinforcing white superiority while denigrating Native American society or the
consciously specific terms, references, and analogies in both styles of rhetoric, one thing remains
constant however--the journalist's love and adoration for the surrounding central Pennsylvania
landscape and its own distinct fauna and flora.
Born in the spring of 1906, the symbol of the Nittany Lion owes its existence to Joe
Mason, a Penn State baseball player and editor of the unsanctioned student-published lampoon,
The Lemon. To buoy team spirit, prior to the anticipated meeting between State's team and the
Princeton University Tigers, the Penn State junior concocted the Nittany Lion on the spot;
150
Bronner, Popularizing Pennsylvania.
151
Aldo Leopold, Sand County Almanac, (New York: Oxford University Press, 1949). Curt
Meine, Aldo Leopold: His Life and Work, (Madison: University of Wisconsin Press, 1999).
Curt Meine and Richard L. Knight, eds., The Essential Aldo Leopold: Quotations and
Commentaries, (Madison: University of Wisconsin Press, 1999).
152
Henry W. Shoemaker, The Pennsylvania Lion or Panther: A Narrative of Our Grandest
Game Animal, (Altoona: Tribune Press, 1914), 12.
41
painting the mountain lion indigenous to central Pennsylvania as more ferocious than the elite
opponent's mascot, a Bengal Tiger. Not only did Penn State win the baseball game at the New
Jersey school that day but of more importance, Mason bestowed an identity to the land-grant
institution.
The following spring, Mason pushed for the symbol's acceptance in a series of
impassioned editorials in The Lemon. In the St. Patrick's Day edition, he informed readers:
"Every college the world over of any consequence has a college emblem of some kind--all but
the Pennsylvania State College." Mason proposed: "the King of the Beasts--the Lion!
Dignified, courageous, magnificent--`the Lion' allegorically represents all that our college spirit
should be." He then asked readers: "So why not `the Nittany Mountain Lion?'"153 Mason
continued his plea in the following week's issue, writing: "So let's get busy and adopt the `Old
Nittany Mountain Lion,' for ours before somebody else steps in ahead of us. Just now we can be
the only college in the land with this noble pet for our very own and it's about time Penn State
owned such an emblem."154 In this manner, the Pennsylvania school became forever associated
with the regional symbol of the Nittany Lion.
The choice of a central Pennsylvania mountain lion certainly seems obvious for a couple
reasons. First, and notably, students identified with a species that once inhabited the region; it
gave them a totem around which to rally and a key to fomenting group solidarity. Second,
regardless of its name--mountain, lion, panther, cougar, or puma--known for its guile, agility,
strength, speed, and poise as well as equipped with razor sharp claws, the big cat of the
American landscape--the Nittany Lion in Penn State's case--is a formidable opponent, instilling
fear in challengers under any circumstances.
153
Joe Mason, "Editorial," Lemon, March 17, 1907.
154
Joe Mason, "Editorial," Lemon, March 24, 1907.
42
A manufactured image, the Nittany Lion like all social constructions however uses
human existence as a model.155 People in this way reference nonhuman animals by assigning
particular markers of gender to them; often, attributing feminine qualities to felines. Long-
portrayed and associated with possessing feminine characteristics, male-derived social
constructions readily give way to generalizations about similarities between nonhuman animals
and women.156 For example, although the big cats' of the American landscape "screams, purrs,
and vocalizations are extremely rare," due to the mountain lion's high-pitched, caterwaul--they
hiss, cry, snarl, and scream at times--American culture deemed them as feminine.157 One
experienced hunter recalled: "it sounded like a lot of silly girls chattering."158 Another turn-of-
the-century interview with a different hunter revealed the big cats not only "squall most
abominably," but he also likened the sound to "a chorus of tomcats intensified by the resonance
of a steam calliope."159 A veteran central Pennsylvania hunter commenting on the big cat's
distinctive cry, said: "If a panther roared on the other side of Nittany Mountain, all Sugar Valley
would be aroused tonight."160 Other long-time mountain lion hunters and those who have lived
in the animal's habitat for thirty years or more say they "have heard a lot of talk about their
screaming sounding like a woman, but will have to hear one make a sound before I will believe
155
Adina Radulescu, "Archetypal Feminine Figures in Fairy Tales: A Study in Archetypal
Psychology," Journal of Research in Gender Studies, 4, no. 2, (2014): 1082-1090.
156
Tracey Smith-Harris, "Bringing Animals into Feminist Critiques of Science," Canadian
Woman Studies, 23, no. 1, (fall 2003/winter 2004): 85-89.
Lynda Birke, "Intimate Familiarities? Feminism and Human-Animal Studies," Society and
Animals, 10, no. 4, (2002): 429-436.
157
Claude T. Barnes, The Cougar or Mountain Lion, (New York: Ralton, 1960), 239. Caras,
North American Mammals, 122.
158
W. D. Young, "Do Cougars Scream? A Favorite Bugaboo of Wilderness Fictionists Upset by
Old Guides and Hunters," Outing, 70, no.1, (April 1917): 482-484.
159
Barnes, The Cougar or Mountain Lion, 239.
160
Franklin Shreckengast quoted in: Henry W. Shoemaker, The Panther and the Wolf, (Altoona:
Altoona Tribune Publishing, 1917), 44.
43
they scream."161 Some advocates of the outdoors chalk these noises up to coyotes, owls, and
other wildlife.
The feline species also exhibited other cultural traits associated with femininity in the
late-nineteenth and early twentieth century, ranging from positive descriptions of the archetypal
"good mother" to negative characterizations associated with manipulative behavior and
treachery.162 Known for their shy and elusory behavior, alternately demure or manipulative--
traits typically equated with feminine qualities--mistrust of cats abounded. Nature writer Chris
Bolgiano notes: "American panthers' earliest and most resounding attributes are the mythical
qualities of treachery and bloodlust."163 Although people rightly feared bear attacks, one proved
a manlier opponent in its conduct than a perfidious cat. Bears behave in a more aggressive
masculine manner than the deceptive and deceitful cat, which feigns courage.164 A bear usually
makes its presence known and will openly charge an opponent in a gruff, forward manner while
big cats methodically stalk their quarry; sometimes hesitantly striking; at other times, shirking
off indecisively.165 Since gender relations reflect maintenance of power, by assigning feminine
traits to their selection of a mascot in which women are predominately portrayed as subordinate;
either consciously or unwittingly, Penn State's white male student body's choice adds a new
dimension in the historiography of American colleges and the adoption of mascots in the early
161
Young, "Do Cougars Scream?" 481.
162
Radulescu, "Archetypal Feminine Figures in Fairy Tales," 1082-1090.
163
Chris Bolgiano, Mountain Lion: An Unnatural History of Pumas and People,
(Mechanicsburg, PA: Stackpole Books, 1995), 36.
164
Jerry Mayer, Bear Hunting, (Harrisburg: Stackpole Books, 1983), 3.
165
Kathy Eding, Cougar Attacks: Encounters of the Worst Kind, (Guilford, CT: Lyons Press,
2004), 9.
44
twentieth century.166 More research needs to be done in this area by scholars interested in how
cultural repertoires on gender affect social communication, group identity, and team sports.
Despite the gendered cultural rhetoric indicative of the era, which highlighted perceived
feminine aspects of the big cats of the American landscape and downplayed alleged masculine
qualities, Penn State's choice of the Nittany Lion by male students stands in stark contrast to the
reigning beliefs of the time. This additionally complicates the selection and the history of the
Nittany Lion as well as other college mascots of the time. Understanding stakeholders'
selections requires further research on how cultural factors replete with their own underlying
meanings and messages factor into mascot development.167 Gender historians, such as Richard
Godbeer, argue: "White males clearly associated certain attributes and roles with masculinity
and others with femininity, but they did not assume that these roles were or should be attached
only to one sex or the other: men and women could embody both masculine and feminine
attributes in appropriate contexts."168 When adopting an athletic symbol and mascot for the
institution, white men at Penn State in the early twentieth century anthropomorphically projected
whichever perceived masculine or feminine trait they believed would best help to shape a
narrative based on familiar cultural beliefs and values. In this manner, the Nittany Lion could
simultaneously represent a maternal, nurturing figure emblematic of the mountain; a deceiving
Jezebel; a reticent, sleek figure exhibiting the most graceful movements reminiscent of a dancer;
or an aggressive, brutal, vicious, blood-thirsty killer.169
166
Paula Nicholson, Gender, Power, and Organization, (New York: Routledge, 2005), vii.
167
Lin Rungtai,"A Study of Cognitive Human Factors in Mascot Design," International Journal
of Industrial Ergonomics," 23, no. 1, (January 1999): 108.
168
Richard Godbeer, The Overflowing of Friendship: Love between Men and the Creation of the
American Public, (Baltimore: John Hopkins Press, 2009), 4.
169
Suzanne J. Kessler and Wendy McKenna, Gender: An Ethnomethodological Approach,
(Chicago: University of Chicago Press, 1978).
45
Founded as the Pennsylvania Agriculture High School in 1855, under the Morrill Act,
which gave states land to establish agricultural and mechanical colleges, late nineteenth century
Penn State students identified with an assortment of different mascots.170 At first, they sought
familiar, innocuous animals associated with domestic and rural life, not the American landscape.
Not in the least original, students first opted for a bulldog and later "Old Coaly," a mule
instrumental in hauling stone for the construction of the school's first building in 1859--Old
Main--before selecting the Nittany Lion.171
Adopted in Mason's senior year in 1908, Penn State became the first American college to
use a lion as a symbol and mascot; however, since that time, at least 15 other colleges and
universities have followed suit.172 The same year, the student yearbook La Vie gave its nod of
approval for the Nittany Lion by devoting a page to its image.173 Regardless of the symbol's
particularly diverse cultural underpinnings and its multiple interpretations, evidenced further by
photographs taken shortly thereafter in 1910 of different papier mache mock-ups, students
readily accepted the Nittany Lion; using it for a variety of functions.174 Evolving throughout its
existence from a four-legged African lion to an American mountain lion perambulating about the
sidelines on two legs, student publications routinely acknowledge that "the Nittany Lion mascot
is the symbol of Penn State and it is the spirit and energy that puts the crowd on its feet."175
170
Lee S. Duemer, "The Agricultural Education Origins of the Morrill Land Grant Act of 1862,"
American Educational History Journal, 34, no. 1, (2007): 135-146. Alan I. Marcus, "If All the
World Were Mechanics and Farmers: Democracy and the Formative Years of Land-Grant
Colleges in America," Ohio Valley History, 5, no. 1, (spring 2005): 23-36.
171
Esposito, The Nittany Lion, 18.
172
Bob Carville, "Lion Hopeful Reaches Finals, Finds It's Not His Style," Daily Collegian, April
12, 1979, 1.
173
Pennsylvania State College, La Vie 1908, (University Park: Penn State, 1908).
174
Pennsylvania State University, "Papier Mache Nittany Lion in 1910 at Penn State,"
(University Park: Pennsylvania State University Archives).
175
Staff, Daily Collegian, March 30, 1982, 3.
46
Despite the symbol's acceptance by the student body, a student mascot portraying the
Lion did not appear not until the early 1920s. Since then, up until the time of this writing, no less
than 51 male students (the first and only African American, Ricky Williams, portrayed the
mascot from 1993 to 1995) have donned the suit.176 The first mascot, "Nittany Leo I," initially
delighted football fans in 1922 at the Penn State-Syracuse football game held at Polo Grounds in
New York City.177 Patterned after an African lion (the student mascot at the time, Richard
Hoffman, also held the role of the lion in the college's production of Androcles and the Lion),
the costume bears little resemblance to the Nittany Lion of the central Pennsylvania landscape
however. Unlike later lion mascots, Hoffman walked on all fours and roared through a
megaphone.178
Although a success with the fans that initial year, despite appearing in only the last three
games of the football season (a span in which the team won 1 game out of 3), football coach
Hugo Bedzek viewed the mascot's on field antics as undignified and distracting. Following a
second losing season the next year, the irate coach banned the student mascot (at least from the
football field) indefinitely.179 In 1927, Leo Skinner, a student who worked in the University
Creamery, appeared briefly as the second "man in the suit."180 Not until Gene Wettstone
176
Staff, Penn State News, "About the Nittany Lion Mascot," Penn State News, March 31, 2016,
1.
177
Staff, "Penn State and Syracuse Battle to Scoreless Tie," Penn State Collegian, October 31,
1922, 1.
178
Esposito, The Nittany Lion, 76.
179
Tim Panaccio, Beast of the East: Penn State vs. Pitt: a Game-by-Game History of America's
Greatest Football Rivalry, (West Point, Leisure Books, 1982), 100.
180
"About the Nittany Lion Mascot," 1.
47
reestablished the tradition twelve years later in 1939, however, would Penn State once again
witness its beloved mascot--which now resembled an actual mountain lion--in action.181
As time took its toll, by the immediate postwar era, the costume required constant repair.
Occasionally, the sometimes worn-out looking suit (which was actually made of rabbit fur) was
sewn up, and patched with sheepskin.182 "It was a lot different back then," commented Alex
Gregal, the Lion mascot from 1951 to 1953. "Now the suit looks really good, before it was made
out of rabbit fur and deer fur."183 Jack Behler, the Lion mascot from 1957 to 1960, wore the last
of the suits made from rabbit fur.184
For a time in the 1960s, the costume reverted back to an African lion. In Pittsburgh in
1969, after a staged wrestling match between the University of Pittsburgh Panther mascot and
Lion mascot Dave Lacey, Pitt fans destroyed the Lion costume, ripping it to shreds. A new suit
came to $250.185 Ironically, earlier the same year, students had sponsored a "Lucky Lion Lover
Membership Contest" to raise funds for the purchase of a new mascot suit.186 In the 1970s, no
doubt due to several winning football seasons, "the Nittany Lion emerged as a symbol central to
Penn State's identity."187 By the 1980s, the Nittany Lion began to resemble the current mascot
fans recognize today. An updated Lion suit debuted in 1990, featuring a new set of teeth and--
181
Jeff Nelson, "Gymnastics Coaching Legend Gene Wettstone Dies," Penn State News, July 31,
2013, 1.
182
Matthew Pencek and David Pencek, The Great Book of Penn State Sports Lists, (Philadelphia:
Running Press, 2011), 66. In the years that followed, Wettstone became gymnastics coach and
helped select the student mascot.
183
Alex Gregal quoted in: Tyler Jeffe, "Former Mascots Share Experiences," Daily Collegian,
October 20, 2008, 5.
184
Tiffany M. Spangenberg, "Former Lion Mascots," Daily Collegian, October 20, 1997, 10.
185
Barbi Stein, "The Lion Celebrates a Golden Era," Daily Collegian, October 1, 1970, 10.
Reportedly to be paid by Pitt, Penn State never received compensation.
186
Staff, "Lion Lovers Contest Seeks Scholarship Funds," Daily Collegian, May 8, 1969, 10.
187
Erin Servey, "Penn State History Lessons: The Nittany Lion Mascot," Onward State! March
31, 2016, 1.
48
as a precaution from the occasional fan that drops the mascot on his or her head--a football
helmet inside the head.188
Today, the Lion mascot, after removing a detachable tail, dives into the student section at
Beaver Stadium and "crowd surfs," approaching the upper levels of college football's second-
largest stadium 189 A widely popular crowd activity, the celebratory act of touching the Lion not
only raises the sacred above the earthly plane but also reinforces group identity, giving members
a sense of belonging to the Penn State community.190 Consistently among the finalists as voted
on by sports fans in Capital One Mascot of the Year contests; hailed as a cornerstone inductee at
Indiana's newly-constructed College Mascot Hall of Fame--a distinction that Penn State
Cheerleading and Mascot Coach, Curtis White calls: "a humble honor and something well
deserved for Penn State's greatest symbol." A major part of the school's imagery and traditions,
White adds, "One of the famous cheers by Penn Staters is `We Want the Lion.' I don't know of
any university that has a cheer solely for the mascot from their fans."191 Such an important
component in constructing Penn State's identity, the most-telling cultural and entertainment
statistic of all however might be that the leviathan of sports news, ESPN, cites the Nittany Lion
as the country's most recognizable mascot.192 Following crowd violence and damage done to
school property in the fall of 1938, school president, Ralph Hetzel implored students to cease
"demonstrations harmful to the student body and college," enlisting the help of the student
newspaper to find a permanent place on campus to hold bonfires and rallies, which resulted in a
188
Ibid, 1.
189
Penn State Football: Success with Honor, DVD, Narrated by Rosie Grier, Warner, 2006.
190
William Kornblum, Sociology in a Changing World, (Belmont: Thompson, 2008), 127.
191
Curtis White quoted in: Staff, "Mascot Hall of Fame Nod May Be Nittany Lion's Ticket to
Immortality," Penn State News, October 21, 2016, 1.
192
Elise Christenson, "Mascots: Is Lion King?" Newsweek, November 25, 2002, 25.
49
1939 fall campaign.193 Built in 1942, the Nittany Lion Shrine serves to appease the student body
and quell rowdy behavior. Instrumental in the construction, the Lion's Paw--the
aforementioned oligarchic student organization that seeks to build solidarity through
establishment of group identity--formed in 1908, following Hetzel's suggestion that students
needed a designated gathering spot on campus to focus their youthful energy in a positive
manner.
Ever since the adoption of the Nittany Lion as the school's symbol, speculation centered
on building a shrine on campus to instill pride in students and alumni. Proposed years earlier in
an issue of The Lemon by none other than Joe Mason, who, in an impassioned plea for school
spirit, wrote: "What a lasting and fitting memorial it would be for some class to place on campus
a huge figure of this champion of the forest, `Old Nittany!'"194 However, little happened until
1940, when that year's graduating class began to lobby for a permanent Lion shrine on campus.
Voted the Senior Class Gift of 1940--the class raised $5,340 to pay for the construction, a
considerable sum at the time.195 Initially, two noted sculptors, Heinz Warneke and John B.
Flanagan, signified interest in the project.196 Coincidentally, Warneke displayed work earlier at
the college's first international sculpture exhibition in 1937.197 Chosen by a faculty committee,
Warneke, a noted German animal sculptor, whose works include sculptures in both zoos in
Philadelphia and Washington, D. C., accepted the job as the shrine's sculptor. One of the
members of the faculty committee that recommended him for the project, art professor Francis
193
Ralph Hetzel quoted in: Lou Prato, 100 Things Penn State Fans Should Know and Do before
They Die, (Chicago: Triumph Books, 2015), 55.
194
Joe Mason, "Old Nittany--Our Lion!" Lemon, March 24, 1907.
195
Esposito, The Nittany Lion, 113.
196
Anonymous, "Sculptors Like Shrine Project," Penn State Collegian, January 9, 1940, 1
197
Anonymous, "Sculpture Pieces to Go on Display," Penn State Collegian, March 23, 1937, 1.
50
Hyslop, noted Warneke: "spurns the `crushed automobile' school of modernism."198 Warneke
himself said, "I believe in the work the College is doing for the sake of art, and I will try to
traditionalize the figure of the lion."199 Completed in less than four months, work proceeded in
front of wide-eyed spectators on the college lawn per contractual agreement; however, before
Warneke began to sculpt the statue, assistant, Joseph Garatti, cut the 13-ton block of white
Indiana limestone down to within a half-inch of the final size of the Lion.200 Penn State obtained
the last piece of limestone before the conversion of the quarry to make cement for the war effort.
The war severely limited the availability of bronze, too. "Hyslop said, "Originally, we wanted to
do it in granite, which is kind of hard to vandalize, but because we only had $5,000 to work with,
we had to get limestone."201
On October 24, 1942, students, fans, and alumni flocked to the Lion Shrine following its
dedication during the season's first football game with local rival Bucknell.202 While Warneke
could not attend the ceremony that day, he sent a letter stating, "Tell the students that I hope the
Lion roars them to victory after victory."203 Appropriately, Joe Mason, the man who had fixed
the sacred totem, which would become synonymous with the college that fateful day versus
Princeton in 1906, attended the dedication. Never one to shy away from an opportunity to speak,
Mason chose his words carefully. "The origin of the Nittany Lion, which in truth, I cannot give
198
Francis E. Hyslop, "A Rare Spiritual Innocence," Penn State Alumni News, October 12, 1965,
4.
199
Heinz Warneke quoted in: "Heinz Warneke Chosen as Lion Shrine Sculptor," Daily
Collegian, April 30, 1941, 1.
200
Francis E. Hyslop quoted in: Robert E. Kinter, "Presentation of Nittany Lion Climaxes Two
Years of Planning, Hard Work, Controversy," Daily Collegian, October 24, 1942, 8.
201
Francis E. Hyslop quoted in: "Lion's Place at Rec Hall Still Not Permanent," Daily
Collegian, June 13, 1979, 18.
202
Esposito, The Nittany Lion, 121.
203
Heinze Warneke, "Class Gift to College at Dedication Today," Daily Collegian, October 24,
1942, 1. Esposito, The Nittany Lion, 127.
51
you, as Old Man Lion was in charge over yonder on Mount Nittany long before Columbus
discovered America, and likely fifty-thousand years before that."204 Expressing gratitude to the
German sculptor, Mason said: "Finally into full flower came the realization of all our dreams
when sculptor Heinz Warneke created with his genius of heart, head, and hand this living,
breathing image in stone."205 Quite fittingly, years later, as testament to the immortality ascribed
to the totem in transcending even the death of its creator, the Nittany Lion mascot attended a
tribute to Harrison Denning `Joe' Mason at Mason's gravesite outside Pittsburgh.206 In this
manner, myth orders time and becomes timeless.207
Not only the athletic symbol of the university, the Lion is also one of the university's
most famous trademarks and attractions.208 Strictly a matter of reinforcing group identity, a trek
to sit on the Nittany Lion statue supports social order.209 The most photographed site on campus
(as well as in central Pennsylvania), on graduation day, Penn Staters, along with loved ones and
family, clamor to have a photograph taken with the Lion.210
Whereas Penn Staters hail the symbols of the institution and espouse the same behaviors
and values, opposing groups feel otherwise. Not every visitor to the Shrine comes to give praise
to the Lion. Some mean malice. From the time of its unveiling, opposing schools' fans have
204
Joe Mason, "Dedication of Lion Shrine," Penn State Alumni News, November 1, 1942, 1.
205
Joe Mason quoted in: Bob Yuskavage, "Why a Nittany Lion?" Daily Collegian, September 2,
1972, 16.
206
Steve Mellon, "Untitled," Pittsburgh Post-Gazette, April 20, 2004, 9.
207
William E. Paden, Religious Worlds, (Boston: Beacon, 1988), 75.
208
Steve Ostrosky, "Old Main, Lion Remain Favorite Tourist Attractions," Daily Collegian,
September 4, 1973, 3.
209
Jack Santino, All around the Year, (Chicago: University of Illinois Press, 1995), 11.
210
Pennsylvania State University, What is a Nittany Lion? (University Park: Pennsylvania State
University, 2003).
52
defaced the statue, dumping paint in their school colors over the Lion.211 Since the late 1940s,
some organizations and fraternities at Penn State have rallied together to guard the Lion before
especially heated football contests.212 By the late sixties, however, the tradition waned.
Distraught over student apathy, Sue Paterno, the wife of the coach, revived the tradition before a
game against Syracuse in 1966. She and two other women covered the Lion in orange tempera
paint to incite local fans to rally behind their mascot and team.213 Since then, up to eight hundred
students routinely guard the Shrine from vandalism on weekend home football games. "We
wouldn't have the Guard the Lion Shrine tradition without Sue Paterno, so she's definitely an
important part of Penn State history and tradition," said Kristin Avagliano, an avid booster.214
Yet another seamless way to instill identity while building solidarity; another enthused student
summed up the custom: "Guard the Lion is an awesome tradition that everyone should
participate in."215
Other more sacrilegious acts have resulted in damage to the Lion. In the fall of 1978,
Warneke returned to repair the Lion's broken right ear.216 In typical artist fashion, Warneke
211
Prato, 100 Things Penn State Fans Should Know and Do Before They Die. In the first few
years following its opening, Pitt, West Virginia, Alabama, and Temple each defaced the shrine.
Syracuse painted the Lion black in 1944. Villanova painted it red in1949. Georgetown dumped
blue paint on the statue in 1950. Sasha Kintzler, "Log," Daily Collegian, November 10, 1988, 3.
In the fall of 1988, Pitt students wrote their school's name on the statue, damages amounted to
$500.
212
Becky Zahm, "Spotlighting Kappa Alpha Theta," Daily Collegian, May 10, 1955, 27. Kappa
Alpha Theta began the tradition of assigning pledges to guard the shrine against vandals on
football weekends. Before its national affiliation with the Beta Phi Chapter, the group was
known as the Nit-a-nees. Kelsey Ginck and Kristen Kisiellos, "Ambassadors Protect Lion,
Tradition Lives On," Daily Collegian, October 20, 2008, 5. Following an attack by Villanova in
1949, Pi Lambda Phi became actively involved guarding the Lion as well.
213
Esposito, The Nittany Lion, 136.
214
Kristin Avagliano quoted in: Matthew Spolar, "Lion Shrine Safe from Vandalism," Daily
Collegian, October 23, 2006, 1.
215
Mike Motily quoted in: "Ambassadors Protect Lion, Tradition Lives On," 5.
216
Esposito, The Nittany Lion, 138.
53
remarked: "I came down to Penn State to fix the Lion because someone had to do it right."217
Before being destroyed in a fire, the original cast done by Warneke in 1942 went on display in
Philadelphia for several years.218 Per instructions from the German sculptor before his death in
1983 at the age of 88, he instructed a mold to be made to ensure that the Lion will be saved if
anything should happen to the original.219 Damaged by vandals again in 1994, workers used a
special bonding adhesive to reattach the broken piece. The statue sustained damage further in
2003, renewing debate over whether the Lion Shrine should be moved to an indoor facility.220
Whereas traditionalists favor keeping the Lion Shrine in its original location, others envision it as
the focal point of, perhaps, a sports complex.221 In 2013, the iconic spot received a well-do
makeover, replete with a pedestal made from Nittany Mountain stone and improved lighting to
aid in theatrical presentation as well as security.222
Further denoting conspicuous consumption, one that goes hand-in-hand with consumer
and marketing trends implemented over the past forty years, the logo--an affectation of the
1980s--remains not only a symbol of group identity but a merchandisable trademark; one that
garners considerable profits. More than a distinctive trademark or symbol, a logo remains a
merchandisable totem.223 A logo contributes enormously to group identity, giving fans the
opportunity to show which team they support.224 Today, backed by the federal government,
217
Heinz Warneke quoted in: "Warneke Returns to Repair Lion," Daily Collegian, June 13,
1979, 1.
218
Anonymous, "Lion's Place at Rec Hall Still Not Permanent," 18.
219
Anonymous, "Lion Sculptor Remembered," Daily Collegian, August 26, 1983, 14.
220
Ford Turner, "Nittany Lion Has Something to Growl About," Patriot-News, July 31, 2003, 1.
221
Lloyd Dell, "Nittany Lion May be Moved to New Center," Daily Collegian, October 24,
1988, 1.
222
Staff, "Renovated Nittany Lion Shrine Unveiled," Daily Collegian, September 20, 2013, 1.
223
Jean Baudrillard, Simulations, (New York: Semiotext, 1983), 88.
224
Rosemary J. Coombe, The Cultural Life of Intellectual Properties: Authorship,
Appropriation, and the Law, (Durham: Duke University Press, 1998), 194.
54
registration of the Nittany Lion logo and symbol allows Penn State proprietary rights over the
licensing of the image.225
Quite astonishingly from today's perspective, Penn State did not have an official
intercollegiate athletics symbol to represent the institution until 1983 when its first logo
appeared. Interestingly, at this point in time, neither did many other American universities or
college sports teams.226 Long-time Nittany Lion football radio announcer Fran Fischer, who at
the time also sat on a school licensing committee, found images not previously trademarked
offered the only money-making possibility for the university. Working in conjunction with the
New York law firm of Dixon and Parcels, an agency specializing in trademark legalities, Fischer
soon became aware of over 200 American secondary schools using lions as symbols or mascots.
"So we had to find a lion that couldn't look like a lion, but you'd need to have success with this
lion or you wouldn't get the trademark," said Roy Parcels.227 When Fischer informed Joe
Paterno, initially skeptical and overly concerned with exorbitant spending, the now disgraced
long-time coach responsible for helping to build the rural land-grant institution into a nationally-
known football juggernaut told him he did not want to "go bananas."228 Even though himself an
225
Timothy Lee Wherry, Trademarks in the Digital Age, (Lanham: Scarecrow Press, 2004), 18-
19.
226
Amy Smith, "PSU's Unregistered Name Saves Consumers," Daily Collegian, September 10,
1979.
227
Roy Parcels quoted in: Tim Gilbert, "The History of Penn State's Nittany Lion Logo,"
Onward State! February 7, 2014, 1.
228
Joe Paterno quoted in: "The History of Penn State's Nittany Lion Logo." Penn State takes in
$3.8 million annually from branding and licensing. Following the Sandusky scandal, which
revealed head football coach and icon, Joe Paterno not only had knowledge of football staffer
Jerry Sandusky's long-time sexual predation on minors involved in the university's summer
youth football camps but also chose to cover up those crimes, new licensing opportunities and
merchandise sales have suffered considerably, hurting profits from which the institution still has
yet to recover. Charles Thompson, "Penn State Merchandise Sales Slip in Hard Year,"
Harrisburg Patriot-News, December 1, 2012, A7. In 2012, Penn State slipped from 12th among
55
avid college football fan from New Jersey, Parcels, who came to State College to woo the coach
personally, admits he did not know what a Nittany Lion looked like. "I thought for sure there
must be one over in those mountains somewhere."229 On the choice for the logo, Paterno
expressed his disdain for "those ones with big teeth and big claws"230; instead, expressing an
infinity for a symbol that "has a lot of character, patience, and determination."231
After three months and sixteen different proposed designs, the resulting logo appeared.
Fans dubbed the now highly recognizable blue and white profile of the Nittany Lion "the
chipmunk" because of the Lion's sloping, rodent-like head.232 Despite fans' initial reaction and
observation, media exposure and intensive marketing helped to contribute to its high visibility,
propelling the logo to the popular stature it enjoys today.233
Released in 1996 to build further on the familiar identity, "Pride of the Lions" depicts the
Nittany Lion's head in a statelier yet aggressive pose.234 "Our intention wasn't to replace any of
the existing graphic representations of Penn State," commented Daniel Sieminski, chair of the
Penn State Licensing Committee, "but to supplement them in a fashion that might increase the
appeal to the various publics our licensees serve."235
major universities in royalty payments from merchandise to 20th according to Collegiate
Licensing Company.
229
Roy Parcels quoted in: "The History of Penn State's Nittany Lion Logo."
230
Joe Paterno quoted in: "The History of Penn State's Nittany Lion Logo."
231
Joe Paterno quoted in: Esposito, The Nittany Lion, 134.
232
Frank Fitzpatrick, The Lion in Autumn: A Season with Joe Paterno and Penn State Football,
(New York: Penguin Books, 2005), 100. Paul Norman Lee, Graphic Identities of Prestigious
American Colleges and Universities: Organizational Culture and Institutional Identity,
(Bloomington: University of Minnesota, 1992), 226.
233
Penn State University, "Background about Penn State's Visual Identity," (University Park:
Pattee Library).
234
Michele E. Johnston, "New Insignia Draws Mixed Reactions," Daily Collegian, August 21,
1996.
235
Penn State University, "Current Logos," August 8, 1996, (University Park: Pattee Library).
56
Other prominent Nittany Lion logos and visual representations not affiliated exclusively
to athletics include the Pozniak Lion, the University mark, and blue and white three and five-
toed paw logos.236 However, their use pales in comparison to the two aforementioned logos.
Referred to as the Pozniak Lion, created originally and subsequently given to the University by
alumnus and artist Ray Pozniak in 1976 for the Penn State hockey team, the logo depicts the
head of a forward-facing Nittany Lion, outlined in blue against a white background.237 Taken
from the shrine image, a few campus groups like the Lion Ambassadors still use the symbol.
The first mark issued in the mid-1980s featured a full-bodied, left-facing Nittany Lion in
a prone position replicating the stature of the Nittany Lion Shrine.238 Recently updated from its
original mid-1980s design because the pre-digital age design did not reproduce well, the current
mark focuses on the head and face; depicting a forward-looking Nittany Lion, reminiscent of the
pose struck at the familiar campus shrine.239 According to Lawrence Lokman, Penn State's vice
president for strategic communications, "the refreshed version provides an opportunity to
increase the visibility of Penn State while evolving the tradition of the Lion Shrine that Penn
Staters hold dear."240
Even though anatomically incorrect, as felines (big or small) possess only four toes and a
pad, Penn State has trademarks for the three-toed along with the five-toed paw print symbol
whereas the Clemson Tigers hold the trademark for the four-toed design.241 While misleading,
236
Pat Almony, "University Introduces New Logo," Daily Collegian, March 27, 1987, 4.
237
Megan Rogers, "Pozniak Lion Designer Dies," Daily Collegian, November 12, 2010, 5.
238
Almony, "University Introduces New Logo," 4.
239
Bill Schackner, "Penn State's Lion Gets a Makeover--Change Will Begin with Fall
Semester," Pittsburgh Post-Gazette, August 5, 2015, B1.
240
Lawrence Lokman quoted in: "Penn State Mark to Receive Refresh for Stronger, More
Contemporary Look," Penn State News, August 4, 2015, 1.
241
Staff, "Such School Spirit, and One Toe Too Many," Philadelphia Inquirer, October 3, 2005,
E1.
57
some students believe otherwise. "I guess Nittany is a special breed of lion," muses Abby
Brown, a junior in biology, "so it has an extra toe."242 Line drawings featuring the full-bodied
statue as well as a three-quarter view of the head, additionally qualify as standardized images.
More informal animations involving a Nittany Lion character reminiscent of the Pink Panther
involved in a variety of school-related activities also grace alumni newsletters and other
approved organizations' repertoires.243
Like other trademark holders, Penn State retains the exclusive right to license these
images and routinely blocks illegal use of the image of the Nittany Lion. As recently as 2012,
for example, Penn State successfully stopped several nationwide school districts from using the
likeness of the Nittany Lion logo.244 For instance, one elementary school in Virginia had
appropriated the exact image along with the same colors.245 Interestingly, another thing that sets
Penn State's logo licensing apart from other institutions is that 7.5% of every merchandise sale
domestically or internationally goes to fund academic and athletic scholarships.246 With overall
sales of merchandise totaling $26 million, Penn State ranks third nationally among universities;
only trailing its fellow Big Ten Conference opponents Ohio State and Michigan, which garnered
$33 million and $28 million respectively through marketing and licensing of their schools'
logos.247
242
Abby Brown quoted in: David Smith, "Three or Five-Toed Lion?" Daily Collegian, January
29, 1999, 8.
243
Penn State Alumni Association, Penn Stater Alumni Magazine, no. 3, (July 2013): 12.
244
Mindy Szkaradnik, "Alabama School Copies Nittany Lion Logo," Daily Collegian,
September 16, 2011, 1.
245
Hurley Goodall and Mary Andom, "Mascot Watch," Chronicle of Higher Education, 54, no.
21, (February 1, 2008): 6.
246
Penn State University, "Current Logos," August 8, 1996, (University Park: Pattee Library).
247
Gilbert, "The History of Penn State's Nittany Lion Logo."
58
Finally, with animals accounting for over half of college mascot nicknames, and the big
cat family remaining the "most favored" mascot, Penn State set precedent as the first university
to adopt a lion as its symbol.248 However, in choosing what some wildlife writers, such as
Rogers Caras regard as--"the (italics in original) big cat of the United States, our greatest
predator and quite legitimately the symbol of all our wildlife"249--the Pennsylvania school not
only bestowed a priceless identity to its students, fans, and alumni but also fabricated a cultural
marker based on a biased, paternalistic, Eurocentric understanding reminiscent of turn-of-the-
century Progressive elites. Nevertheless, whether a conscious decision or not, Penn State
stakeholders, such as Joe Mason in 1906, simultaneously chose a symbol culturally invested with
a broad range of beliefs and values; representations vital in reproducing gendered processes and
maintaining social order, along with shedding light on how "construction of difference...
supports subordination and oppression" according to gender historians Lori Gruen and Kari
Weil.250 Of course, especially in the case of Penn State as well as other institutions utilizing the
symbol of the big cat as a mascot, more multi-disciplinary research needs to be done, offering
further insights and perspectives into their existence from a historical and sociological basis.
Until then, however, collegiate supporters who hail symbols of the American landscape,
particularly fans of schools with a long tradition invested in big cat predators like Penn State,
will continue to believe that their favorite college teams' symbols remain based on the timeless
image of the elusive yet enigmatic big cat of the American landscape. A totem fans believe
248
Jim Wegryn, Funny Thing about Names: An Entertaining Look at Naming in America, (New
York: Universe, 2005), 44, 55.
249
Caras, North American Mammals, 120.
250
Stanley Eitzen, Fair and Foul: Beyond the Myths and Paradoxes of Sport, (New York:
Rowan and Littlefield, 2012). Lori Gruen and Kari Weil, "Teaching Difference: Sex and
Gender in Species," in Teaching the Animal: Human-Animal Studies Across the Disciplines, ed.,
Margo Demeilio, (New York: Lanham Books, 2010), 127.
59
stands for qualities long associated with what Caras calls "the unrelenting reaper--sleek, sure,
generally silent, excessively shy" as well as one known for its stealth, cunning, ambush, and
strength, symbolizing authority, confidence, leadership--and little else.251
251
Caras, Panther! 17. Caras, North American Mammals, 106. Paula Wild, The Cougar:
Beautiful, Wild, and Dangerous, (Madeira Park: Douglas and McIntyre, 2013), 1.
60
CHAPTER 3
BEAVER: PRESERVATION OF A WETLANDS ENGINEER
Between 1910 and 1920, the beaver came to be associated with the Oregon State
University as its symbol and mascot. Prior to its elevation to iconic status during this era by
white male college-aged students, the furry rodent did not enjoy wildlife protection. State
residents saw it as a commodity at best. Mostly, however, the beaver presented problems as a
pest and a nuisance. To curtail this behavior, during the same period, a handful of
preservationists in Oregon--as demonstrated first on the national level, by eastern sophisticates
such as George Perkins Marsh, and later, Theodore Roosevelt, and Gilford Pinchot, among
others--indoctrinated a younger generation of state residents in the ways of wildlife conservation
and protection.252 Nationalistic teachings, such as that of Frederick Jackson Turner, which
declared the frontier closed following the 1890 census, also had some effect on preservationists'
actions.253 All of this had great bearing on how Americans--particularly college youth and the
younger generation--regarded wildlife and the environment.254
252
Richard W. Judd, "George Perkins Marsh: The Times and Their Man," Environment and
History, 10, no. 2, (May 2004): 169-190. T. Gregory Garvey, "The Civic Intent of George
Perkins Marsh's Anthrocentric Environmentalism," New England Quarterly, 82, no. 1, (March
2009): 80-111. Stephen C. Trombulak, ed., So Great a Vision: The Conservation Writings of
George Perkins Marsh, (Middlebury: Middlebury College Press, 2001). David Lowenthal,
George Perkins Marsh: Prophet of Conservation, (Seattle: University of Washington Press,
2000). Donald J. Pisani, "Forests and Conservation, 1865-1890," Journal of American History,
72, no. 1, (September1985): 340-359. Curt Meine, "Roosevelt, Conservation, and the Revival
of Democracy," Conservation Biology, 15, no. 4, (August 2001): 829-831. Stephen Pounder,
"`Publicity in the Interest of the People': Theodore Roosevelt's Conservation Crusade,"
Presidential Studies Quarterly, 20, no. 3, (summer 1990): 547-555. Char Miller, Gifford
Pinchot and the Making of Modern Environmentalism, (Washington, D.C: Island Press, 2001),
55-57. H. K. Steen, ed., The Conservation Diaries of Gilford Pinchot, (Durham: Forest History
Society and the Pinchot Institute for Conservation, 2001).
253
T.R.C. Hutton, "Beating a Dead Horse? The Continued Presence of Frederick Jackson Turner
in Environmental and Western History," International Social Science Review, 77, no. 1, (2002):
47-57. David M. Wrobel, "Beyond the Frontier-Region Dichotomy," Pacific Historical Review,
61
This sea change in attitude explains the willingness of students--for example, in the case
of Oregon State and the beaver--to suddenly embrace wildlife by adopting animals and other
symbols of the American landscape as college mascots. Subsequently, due to a more ethical
approach to the environment during this era, which had a profound effect on the up-and-coming
generation, the image, representation, and nickname of the Beavers increasingly became popular
among students at Oregon State as a symbol of school solidarity and identity.255 While this rings
true with what contemporary scholars from such diverse fields as gender, sport, and environment
argue, the chapter herein builds on the literature by showing how college-aged white males in the
Pacific Northwest refashioned symbols of the American landscape in an effort to establish a
regional identity, preserve vestiges of a lost frontier, as well as lend credence to their own
conceptions of manhood.256
65, no. 3, (September1996): 401-429. Michael Steiner, "From Frontier to Region: Frederick
Jackson Turner and the New Western History," Pacific Historical Review, 64, no. 4, (November
1995): 479-501. Tiziano Bonazzi, "Frederick Jackson Turner's Frontier Thesis and the Self-
Consciousness of America," Journal of American Studies, 27, no. 2, (August 1993): 149-171.
Roderick F. Nash, Wilderness and the American Mind, (New Haven: Yale University Press,),
1968), Ch. 6-7.
254
For cultural attitudes toward environment and its meaning to the nation, see Terre Ryan, This
Ecstatic Nation: American Landscape and the Ethics of Patriotism, (Amherst: University of
Massachusetts Press, 2011). On mascots and performativity, see Synthia Syndor Slowikowski,
"Culture, Performance, and Sports Mascots," Journal of Sport and Social Issues, 17, no.1, (April
1993): 23-33.
255
Dewey W. Hall, Romantic Naturalists and Early Environmentalists: An Ecocritical Study,
1789-1912, (New York: Routledge, 2014). Thomas Welskopp and Alan Lessof, eds., Fractured
Modernity: America Confronts Modern Times, 1890s to1940s, (Munich: GMBH and Co.,
2013). Adam M. Sowards, United States West Coast: An Environmental History, (Santa
Barbara: ABC-CLIO, 2007). Clayne R. Jensen and Steven P. Guthrie, Outdoor Recreation in
America, (Champaign: Human Kinetics, 2006), 25. D. T. Kuzmiak, "The American
Environmental Movement," The Geographical Journal, 157, no. 3, (November 1991): 265-278.
Carl H. Moneyhon, "The Environmental Crisis and American Politics, 1860-1920," in Lester J.
Bilsky, ed., Historical Ecology: Essays on Environmental and Social Change, (Port
Washington: Kennikat Press, 1980), 143-155.
256
For crisis of masculinity, see Toby Ditz, "The New Men's History and the Peculiar Absence
of Gender Power: Some Remedies from Early American Gender History," Gender and History,
62
Most instrumental among this educated group of preservationists that accounted for this
change in Oregon was William L. Finley. He spearheaded many initiatives responsible for
changing people's minds and behaviors towards wildlife in the first few decades of the twentieth
century. Herman T. Bohlman, Edward F. Haverill, Arthur N. Pack, and Alex White also helped
in changing state residents' ideas towards wildlife preservation and utilization of the outdoors.257
Finley became Oregon's state game warden in 1911. Seeking cooperation across the
bureaucratic community, he initiated the first state natural history survey, which involved "the
Bureau of Biological Survey, Oregon University, Reed College, Willamette University, Oregon
State College, and State Board of Fish and Game Commissioners."258 While at the helm, Finley
sought to curb poaching and trapping on state lands; writing "that the game belongs to all the
people and that each individual cannot kill game when and where he sees fit."259 Another time,
he offered: "an important tale for farmers and stockmen... if a beaver is discovered doing any
16, no. 2, (August 2004): 5-6. Judith A. Allen, "Men Interminably in Crisis? Historians on
Masculinity, Sexual Boundaries, and Manhood," Radical History Review, 82, no. 1, (winter
2002): 191. John Kasson, Houdini, Tarzan, and the Perfect Man: the White Male Body and the
Challenge of Modernity in America, (New York: Hill and Wang, 2000). Kristin L. Hoganson,
Fighting for American Manhood: How Gender Politics Provoked the Spanish-American and
Philippine-American Wars, (New Haven: Yale University Press, 1998). Angus McLaren, The
Trials of Masculinity: Policing Sexual Boundaries, 1870-1930, (Chicago: University of
Chicago Press, 1997). George L. Mosse, Image of Man: The Creation of Modern Masculinity,
(New York: Oxford University Press, 1996).
257
For more on particular Oregon preservationists and naturalists, see Lawrence M. Lipin, `Cast
Aside the Automobile Enthusiast': Class Conflict, Tax Policy, and the Preservation of Nature in
Progressive-Era Oregon," Oregon Historical Quarterly, 107, no. 2, (summer 2006): 180-183.
Richard T. Read, "In Pursuit of Professionalism: The Oregon State Academy of Sciences, 1905-
1914," Oregon Historical Quarterly, 90, no.2, (summer 1989): 176-177. Worth Mathewson,
William L. Finley: Pioneer Wildlife Photographer, (Corvallis: Oregon State University Press,
1986). Harold C. Smith, "Early Biological Surveys of Oregon," Oregon State Game
Commission Bulletin, 16, no. 8, (August 1961): 3-7.
258
Smith "Early Biological Surveys of Oregon," 3.
259
William L. Finley, "Menace to Forests and Game," Oregon Sportsman, 11, no. 9, (September
1914): 247
63
damage, the first idea some people have is to kill him. This is a mistake."260 Finley's name
appears prominently on many of these projects of which he is also named frequently as the main
author.261 Primarily penned by Finley, these tracts proved more than influential in changing
public attitude and behavior. Local newspapers routinely lauded the naturalist, noting: "The
basis of all Finley's work is to educate the old and young to love the out of doors and to arouse
Oregonians to conserve their outdoor resources and develop a more healthful citizenship."262
The beaver's comeback remained paramount in this plan to Finley. For instance, in an
article from 1910 titled "Live-Beaver Trapping and Transplanting," which outlined a more
ethical approach, Finley and wildlife photographer, Herman T. Bohlman, who sought once again
the "cooperation of state game authorities, state forestry, forest services, National Park Service,
and soil conservation services," targeted such audiences using commentaries and subtitles
devoted to "Beaver in Relation to Soil and Water Conservation" as well as "Planning a Beaver-
Stocking Program."263 Other articles penned by Finley decreed "The Beaver, Foremost Wildlife
Citizen," extolled "Camera Hunting," deemed "Live Beaver Ably Ally of Farmer and Stockman
Realizing," as well as advising "Transplanting Beaver Found Best Solution," and ruling that the
"Value of Fur Small Part of Actual Worth."264 Gaining the ear of influential state politicians and
forestry officials additionally remained a key to success, Finley stressed, "We make a point of
260
William L. Finley, "Habits and History of the Beaver," 1930.
261
Mathewson, William L. Finley: Pioneer Wildlife Photographer.
262
Anonymous, "William L. Finley, Oregon's Naturalist, 56 Today," Oregonian, August 9,
1932, 13.
263
William L. Finley and Herman T. Bohlman, "Live-Beaver Trapping and Transplanting
Outline," 1910. Palle B. Petterson, Cameras into the Wild: A History of Early Wildlife and
Expedition Filmmaking, 1895-1928, (Jefferson, NC: McFarland and Company).
264
William L. Finley, "The Beaver, Foremost Wildlife Citizen," Louisiana Conservation Review,
January 1937, 12-14, William L. Finley, "Camera Hunting on the Continental Divide," The
Executives' Club News, January 24, 1930, 3. William L. Finley, "Live Beaver Able Ally of
Farmer and Stockman," Oregon Sunday Journal, October 20, 1935, 4.
64
keeping in pretty close touch with game protection in the different states."265 The Oregon
preservationist proudly recorded such successes, writing: "I was very glad indeed to hear that
such good arrangements had been made with the Fish and Game Commission to continue
investigations on bird and animal life."266 Between 1896 and 1915, actions like this and surveys
conducted by Oregon naturalists, which testified to a once pristine environment and bountiful
wildlife now in dire need of protection, accounted for the change in attitude among state
residents, helping to raise public awareness about destruction of the state's wildlife and
ecosystems.267
Public response favored preserving once abundant symbols of the American landscape.
For example, as early as 1899, state legislators prohibited trapping of beavers statewide.268 By
1905, the Game Protection Fund along with the Hunter's License Law took effect; both set aside
funds for wildlife preservation.269 Legislators passed further measures to protect wildlife in 1911
with the establishment of a State Game Farm.270 An article in the Oregon Sportsman, of which
Finley served as editor, explained the law plainly: "Beaver are protected at all time and it is
unlawful to have them in your possession. When beaver are doing actual damage to one's
property, the state game warden may issue a permit to trap a few, but the pelts must be sent to the
265
William L. Finley, William L. Finley to Gene Simpson, Correspondence, September 1910.
Oregon State University Library Archives.
266
William L. Finley, William L. Finley to W. T. Clark, Correspondence, December 19, 1910.
Oregon State University Library Archives.
267
B. J. Verts and Leslie N. Carraway, Land Mammals of Oregon, (Berkeley: University of
California Press, 1998), 9-12.
268
Michael R. Conover, "Effect of Hunting and Trapping on Wildlife Damage," Wildlife Society
Bulletin, 29, no. 2 (summer 2001): 521-532.
269
State of Oregon, Oregon Game Code 1905, (Salem: J. B. Whitney, 1905), 5. Jacqueline
Vaughn Switzer, Green Backlash: The History and Politics of Environmental Opposition in the
U.S., (Boulder: Lynee Rienner Publishing, 1997), 4.
270
William L. Finley, Game and Fish Protection and Propagation in Oregon, 1911-1912,
(Portland: Boyer, 1912), 2,5,12.
65
Fish and Game Commission."271 Making a point to carefully clarify "the importance of
intelligent legislation to conserve this asset to the state and the coming generation," other articles
focused on "the value of protection ... well-illustrated in the case of beaver," noting that "under
protection they have increased wonderfully all over the state of Oregon."272
Depending on the county or region however, for the next century, laws regarding the
trapping and removal of nuisance beavers ensued.273 In 1921, realizing the necessity of securing
more stringent legal protection for beavers within the state, Governor Ben W. Olcott, a
proponent of Finley's, told legislators: "All of the things we have been striving for, the
development of tourist travel; the urge to make and keep our state the most livable in the Union;
the desire to keep our children in God's own environment, surrounded by the beauties to which
they are the true heirs, all of these will be surrendered and lost unless we act and act
promptly."274
Finley and other preservationists worked adamantly to save the beaver and all forms of
fish and wildlife, including the state's birds and other species hunted solely for profit and as
commodities.275 He not only encouraged ethical environmental legislation but also helped to
change the attitudes of a younger generation of Oregonians. Using neighboring California as a
template on which to base ethical behavior, Finley and Edward F. Averill exhorted Oregonians to
scrutinize their own beliefs and values concerning proper management of their natural resources
271
William L. Finley, "Questions Asked about Game Laws," Oregon Sportsman, 3, no. 8,
(October 1915): 180.
272
William L. Finley quoted in: Stanley G. Jewett, "The Fur-Bearing Animals of Oregon,"
Oregon Sportsman, 3, no. 1, (January 1915): 5.
273
Verts, Land Mammals of Oregon, 262.
274
State of Oregon. Address for Governor of Oregon: "Governor Ben W. Olcott's
Administration," Oregon State Archives.
275
Conover, "Effect of Hunting and Trapping on Wildlife Damage," 521-532. Finley and
Bohlman's impressive photographs convinced President Theodore Roosevelt in 1907 of the
necessity to create Lower Klamath National Refuge for threatened birds.
66
and environment. They wrote: "In the hunt for new industry, many merchants have overlooked
Oregon's largest money-maker, the nature and make-up of the State itself, the forests, mountains,
rivers, coastline, the various kinds of wildlife, and the combined scenic and recreational
attractions. California knew how to play the game. The growth and development of this State
came through the wide advertising of climate and winter sunshine, a recreational retreat for
health and happiness. If the State is to build up and profit by its tourist industry, we must
conserve our woods, waters and wildlife."276
Ever a tireless proponent of the great outdoors and preserving the state's wildlife, Finley
also made use of film and other media to raise public awareness concerning ethical choices
involving beavers. Documentaries, such as The Forests (1927), a work produced by Finley
along with cameraman Arthur N. Pack, which detailed "wilderness areas where beaver are
abundant," helped to change state residents' attitudes and behavior towards the environment.
Accordingly, in this fashion, through film, newspaper articles, and even legislation, aimed to
curb inappropriate conduct towards wildlife, a younger generation of Oregonians came to
embrace the image and symbol of the beaver as synonymous with state character.277
Little wonder then, between 1910 and 1920, the beaver became a familiar motif at
Oregon State and a way for students and alumni to identify with their alma mater; appearing
numerous times through the school's yearbooks.278 Even though still called The Orange in 1910,
the editors of the student newspaper highlighted and paid an inordinate amount of attention to the
new totem and nickname of the Beavers. Several examples serve to suffice. For instance, when
276
William L. Finley and Edward F. Averill, "Profits in Scenery and Wildlife," Oregon Journal,
May 24, 1937, 71.
277
William L. Finley and Arthur N. Pack, The Forests, 1927, (0:15:03).
278
For popularity of the beaver at Oregon State, see: The Orange 1910-1919, (Corvallis: Oregon
State).
67
a local squad came to meet the school's team in a football contest, "there were many who
thought the Beavers would be defeated," wrote the yearbook staff, "but after a few plays the
OAC rooters were confident that their interests would be well taken care of."279
In this era, the symbol of the beaver became increasingly associated with the
northwestern state. A reoccurring moniker used to denote the state of Oregon, on the same page,
editors announce: "the Beavers were in the best form that they had displayed during the whole
of the season."280 On the next page, columnists trumpet: "the badly crippled Beaver team met
the invincible team of the University of Washington."281 Yet, another reference culled from the
same pages, mentions: "the team went into the game with the true Beaver spirit--to do or
die."282 At the bottom of the same page, writers exalt Frank R. Pendergrass "as Captain of the
Beavers." On another page, stakeholders praise Ralph "Peg" Cady for "his good work against
Whitworth last season [which] won the game for the Beavers."283 On still yet another page,
although decrying "Through lack of funds, OAC entered no team in the Pacific Northwest
Association meet," editors heralded one particular "Beaver athlete who participated for
Multnomah."284
The next year's yearbook staff kept up the tradition. Players such as Floyd J. Huntley
merited praise from editors who wished "the Beavers had more like him."285 Another page,
titled "Girls' Athletics," depicts female students playing golf and tennis. While its rhetoric
subtly demeans women's sports, stakeholders apparently remained more concerned with affixing
279
The Orange 1910, 272.
280
The Orange 1910, 273.
281
The Orange 1910, 274.
282
The Orange 1910, 274.
283
The Orange 1910, 279.
284
The Orange 1910, 292.
285
The Orange 1911, 187.
68
a statewide identity, mentioning: "the Beaver boys are always the lead in athletics."286 Lastly,
another page honors student athlete, J. Oscar Enberg, yearbook editors predict: "that he will
bring honor to himself... and the Beavers."287 Following this point in school history, further
references to the Beavers appear frequently and become increasingly commonplace throughout
school publications of the era. So, in this manner, through the evidence presented, it is
reasonable to assume that due to the attention warranted by preservation of the environment and
surrounding wildlife, socially-constructed references to the beaver as a means of identity
particular to Oregon State took hold during the era in question.288
The first ancestors of beavers appeared during the Pleistocene Era.289 Gigantic beaver
fossils of Castoroides ohioensis first found in Ohio and New York and later throughout the
eastern seaboard attest to prehistoric bear-sized beavers; an animal up to eight times larger than
beavers of today.290 At present, two slightly different sub-species inhabit North America and
Eurasia.291 The North American beaver ranges from Alaska, Hudson Bay, and northern
Labrador in the North to the United States' border with Mexico, and along the Gulf Coast north
286
The Orange 1911, 223.
287
The Orange 1911, 186.
288
The Orange 1910-1919.
289
Earl L. Hilfiker, Beavers: Water, Wildlife, and History, (Madison: Windswept Press, 1990),
16.
290
Sid Perkins, "Ancient Beavers Did Not Eat Trees: Now-Extinct Giant Creatures Had
Hippopotamus-Like Diet, Science News, 176, no. 11, (November 11, 2009): 10. Donald F.
Hoffmeister, Mammals of Illinois, (Urbana: University of Illinois Press, 2002), 37. Grady L.
Webster and Conrad J. Bahre, Changing Plant Life of La Frontera: Observations on Vegetation
in the United States/Mexico Borderlands, (Albuquerque: University of New Mexico Press,
2001), 63. "Giant Find: Jawbone of 350-Pound Beaver," Chicago Tribune, December 29, 1992,
F3.
291
R. Campbell-Palmer et al, The Eurasian Beaver Handbook: Ecology and Management of
Castor Fiber, (Exeter: Pelagic Publishing, 2016). Exterminated from Europe for use in the hat
industry, with the help of its American cousin and scientists, the Eurasian beaver (Castor fiber)
has been reintroduced.
69
of the Florida state line in the South.292 The largest rodent to inhabit North America (as well as
the world's second largest), only the South American capybara (Hydrochoerus hydrochaeris)
surpasses the beaver, which typically reaches 35-40 pounds as an adult, in size.293 Neither one of
the most majestic symbols of the American landscape nor nature's most aesthetically-pleasing
creatures, even environmental biologists, such as Dietland Muller-Schwarze, concede that
beavers waddle and are not only awkward on land but also are rather "squat, rotund, and
generally clumsy."294 However, always vigilant and alert, when a beaver senses impending
danger, the animal stands on two legs erectly at full height; attentively listening and sniffing the
air. At times such as these, naturalists, such as Earl L. Hilfiker, note: "the beaver becomes a
creature of majesty and beauty."295
Organized along patriarchal lines, the beaver's social network reflects its commitment to
monogamy and raising offspring. Although exiled from its home lodge at the age of two, a
beaver may have dozens of relatives living in proximity of a few miles.296 In turn, these busy
beavers create wetlands which provide safety and food for birds and animals; ponds with active
beaver in them contain nine times more water than ponds without the savvy hydro-engineer.297
The beaver, therefore, which even eighteenth century European skeptics like Frenchman George
Leclerc, the Comte Buffon, fond of generally belittling the New World's wildlife, declared
"superior to all other animals," and the ability to engineer and construct dams and lodges make it
292
Dietland Muller-Schwarze and Lixing Sun, The Beaver: Natural History of a Wetlands
Engineer, (Ithaca: Cornell University Press, 2003), 3.
293
Hilfiker, Beavers: Water, Wildlife, and History, 12-13.
294
Muller-Schwarze, The Beaver, 31.
295
Hilfiker, Beavers: Water, Wildlife, and History, 12.
296
Jim O'Brien, "The History of North America from the Standpoint of the Beaver," Annals of
the Insurgent Imagination, no. 1, (1982): 45-54.
297
Animal Life. "Leave it to Beavers," YouTube, 00.48, July 6, 2015.
70
"one of the most widely recognized forms of North American wildlife."298 In a small stream, the
average beaver colony constructs a dam a half-mile in length.299 A natural builder, the beaver's
engineering techniques simultaneously amazed and stymied colonists, who sought to forge
sometimes impassable streams ingeniously dammed by the animal.300 Prior to European
settlement, almost every creek would have had chains of beaver dams down each valley.301 One
beaver dam found was 2300 feet long--a distance of over four-tenths of a mile.302 Another
measured almost a mile in length.303 The tallest dam on record at the time was over 16 feet
high.304 Dams typically are six feet thick.305 Even today, satellite images reveal the largest
beaver dam on the planet lies in Alberta, Canada.306 One of the most ubiquitous symbols of the
American landscape, in North America, only cougars had a range larger than that inhabited by
beavers.307 The beaver population surpassed numbers of bison on the continent, too.308 Today,
298
Georges-Louis LeClerc, Comte de Buffon, Barr's Buffon, Vol. 6, (London: J. S. Barr, 1792),
294. Hilfiker, Beavers: Water, Wildlife, and History, 11.
299
Muller-Schwarze, The Beaver, 13.
300
N. Salant et al, "Colonial Era Impoundment of the Northeast United States: Beaver Trapping
and Low-Head Dam Construction," American Geophysical, 8, no. 3, (fall 2008): 339-352.
During the seventeenth century, the beaver population experienced a sharp decline, with harvest
rates estimated at 2,000-10,000 per year. By utilizing contemporary estimates of beaver pond
volumes, researchers estimate the calculated loss in pond storage between 1600 and 1840 was
approximately 17 million cubic meters of water and sediment, considerably larger than estimated
storage gains from dam construction in the same period, suggesting that beaver eradication was a
major driver of hydrologic change during the colonial era.
301
Animal Life, "Leave it to Beavers," YouTube, 00.48, July 6, 2015.
302
R. L. Ives, "The Beaver-Meadow Complex," Journal of Geomorphology, 5, no. 1, (1942):
191-203.
303
BBC Wildlife, "Beavers: The Master Builders," YouTube, 00.23, February 18, 2013.
304
J. E. Grasse and E. F. Putnam, Beaver Management and Ecology in Wyoming," Wyoming
Game and Fish Communication Bulletin, 6, no. 1, (1955): 24-31.
305
Ming-Ko Woo and James W. Waddington, "Effects of Beaver Dams on Subarctic Wetland
Hydrology," Arctic, 43, no. 3, (1990): 225-226.
306
"World's Biggest Beaver Dam Can Be Seen from Space," Telegraph, May 4, 2010. "Wow
this is One Big Beaver Dam," News Desk, May 13, 2010.
307
Hilfiker, Beavers: Water, Wildlife, and History, 14.
308
Muller-Schwarze, The Beaver, 5.
71
the animal has made such a resounding comeback from once being trapped to near extinction
that in some localities it is a nuisance.309 A more ethical approach to wildlife management,
hunting restrictions, and deliberate reintroductions stand as major factors in its return.310
Early settlers, trappers, and furriers placed extraordinary emphasis on the animal's
ingenuity, removal, and commercial value. Soon realizing the worth of the animal's pelt to
metropolis markets, the wanton slaughter of North America's beaver population followed.311
The classic studies by E. E. Rich, documenting the Hudson's Bay Company and its extreme
importance to the continent's economic history, and Calvin Martin's assessment of the cultural
ramifications involved on the part of Native Americans in the fur trade, still stand as solid
resources.312
An arduous and bloody endeavor, neither for the fainted-hearted nor the squeamish, the
beaver trade remains an item of scholarly interest in recent scholarship. Popular author Eric Jay
Dolin aptly points to beaver trapping and the fur trade as a driving factor in creating empire and a
"powerful force in shaping the course of American history... and in the growth of the United
States."313 Ethnographers, such as Bruce M. White, demonstrate the importance of not only race
but also gender in establishing and maintaining reciprocal trade networks between Native
309
Roland Kays and Don E. Wilson, Mammals of North America, (Princeton: Princeton
University Press, 2002), 44.
310
Bruce W. Baker and Edward P. Hill, "Beaver (Castor canadenis)," in George A. Feldhamer,
Bruce C. Thompson, and Joseph A. Chapman, Wild Mammals of North America: Biology,
Management, and Conservation, (Baltimore: John Hopkins University Press, 2003), 288-310.
311
Muller-Schwarze, The Beaver, 83.
312
E. E. Rich, Hudson's Bay Company 1670-1870, Vol. 1, 1670-1763, (London: Hudson's Bay
Record Society, 1958). Calvin Martin, Keepers of the Game: Indian-Animal Relationships and
the Fur Trade, (Berkeley: University of California Press, 1978).
313
Eric Jay Dolin, Fur, Fortune, and Empire: The Epic History of the Fur Trade in America,
(New York: W. W. Norton, 2010), xvi-xvii.
72
Americans and whites.314 While intellectual historians, such as David Walker Howe, focus on
the economic and racial ramifications of the beaver trade as well as its implications in
democratic expansion of the young republic.315 Economics, fashion, and demographics related
to the grisly trade stand as other points of scholarly inquiry. Europeans, who coveted the
beaver's luxurious fur for in-vogue hats, strictly viewed the beaver as a merchandisable
commodity.316 The Pilgrims, Virginia cavaliers, William Penn, George Washington, and
fashionable ladies all wore hats made from beaver fur.317
One of the most abundant symbols of the American landscape, the continent's boreal
forests and riparian valleys once teemed with beaver. The nineteenth century naturalist Ernest
Thompson Seton conservatively estimated 60 to perhaps upwards of 400 million beavers
inhabited the continent's forests, valleys, and woodlands when European colonizers first landed
on the shores of America.318 In New England alone, beavers occupied nearly every body of
water prior to European settlement.319 Between 1620 and 1630, trappers accounted for 10,000
beaver in Connecticut and Massachusetts.320 From 1630 to 1640, upstate and western New York
314
Bruce M. White, "The Woman Who Married a Beaver: Trade Patterns and Gender Roles in
Ojibwa Fur Trade," Ethnography, 46, no. 1, (winter 1999): 109-147.
315
David Walker Howe, What Hath God Wrought: The Transformation of America, 1815-1848,
(New York: Oxford University Press, 2007).
316
Clair Hughes, Hats, (London: Bloomsbury, 2017), 15-18. Frances Backhouse, Once They
Were Hats: In Search of the Mighty Beaver, (Toronto: ECW Press, 2015). Beverly Chico, Hats
and Headwear around the World: A Cultural Encyclopedia, (Santa Barbara: ABC-CLIO,
2013), 47.
317
"Enclosure: Invoice to Robert Cary and Company, July 10, 1773," Founders Online, National
Archives, June 29, 2017. Washington's purchase included: "One Man's best Beaver Hatt for a
pretty large head." Hilfiker, Beavers: Water, Wildlife, and History, 51.
318
Ernest Thompson Seton, Lives of Game Animals, Vol. 4, Part 2, Rodents, (Garden City, NY:
Doubleday, 1929).
319
R. Rudermann and W.J. Schoonmaker, "Beaver Dams as Geologic Agents," Science, 88, no.
1, (1938): 523-25.
320
F. X. Moloney, The Fur Trade in New England, 1620-1676, (Hampden, CT: Archon Books,
1967).
73
yielded 80,000 beaver per year.321 However, factors beyond traders' control, such as regional
flare-ups of hostilities either between different Native American factions or with multiple
European powers contributed to fluctuations in yearly beaver yields.322
Already in serious decline as well as almost extinct in New England by century's end,
from 1765 to 1800 traders shipped six million beaver pelts to Europe. By the beginning of the
nineteenth century, most wildlife--especially the American beaver--experienced a sharp
decline; eradication of the animal led trappers further westward in search of a more plentiful
supply of pelts.323 French, English, (the Dutch ceased to be a factor after losing New
Netherlands to England in 1664), and American trappers each maintained different policies, both
socio-economically as well as politically to best serve their own interests. However, detrimental
to not only both wildlife and the environment but also Native Americans, each nation's actions--
including introducing devastating diseases and poisonous alcohol--helped to contribute to the
beaver's demise.324
French often intermarried within local Indian tribes to cement long-term relationships;
securing coveted pelt trade routes.325 These energetic traders and rowdy fur trappers, known as
coureurs de bois (runners of the woods) and voyageurs, used canoes to transport vast quantities
of beaver pelts across the Great Lakes and inland waterways.326 Second only in exports to cod, a
321
W. J. Hays. "Notes on the Range of Some of the Animals in America at the Time of the
Arrival of the Whitemen," American Naturalist, 5, no. 1, (1871): 25-30.
322
Peter A. Thomas, "The Fur Trade, Indian Land, and the Need to Define Adequate
`Environmental' Parameters," Ethnohistory, 28, no. 4, (autumn 1981): 359-379.
323
Harold Adams Innis, The Fur Trade in Canada: An Introduction to Canadian Economic
History, (Toronto: University of Toronto Press, 1999), 268.
324
Dolin, Fur, Fortune, and Empire, passim.
325
Leroy R. Hafen, ed., French Fur Traders and Voyageurs in the American West: Twenty-Five
Biographical Sketches, (Lincoln: University of Nebraska Press, 1997).
326
Nicole St-Onge, "The Persistence of Travel and Trade: St. Lawrence River Valley French
Engages and the American Fur Company, 1818-1840," Michigan Historical Review, 34, no. 2,
74
source of immense wealth for the metropolis, much of New France's success rested on the
beaver trade.327
The New England colonies based their existence on farms, fish, forests, and furs--
notably beaver pelts. Beaver furs remained commonplace; for example, an inventory of a Maine
timber merchant's estate from 1682 lists "68 lb. of beaver at 5 shillings per pelt."328 In another
instance, between 1652 and 1674 the Bay Colony's most prominent fur trader, William Pynchon,
exported over 15,000 beaver pelts to European haberdashers.329 Destruction of beaver dams and
the surrounding forests for pastures and agricultural use by colonists quickly destroyed complex
ecosystems. Once drained, former beaver reservoirs appeared as bountiful meadows to European
colonists.330 So important to the survival of New England, one colonist noted: "These meadows
serve to feed great numbers of moose and deer, and are of still greater use to new settlers, who
find a mowing field already cleared... and though the hay is not equally as good as English, yet
(fall 2008): 17-37. Hafen, French Fur Traders and Voyageurs in the American West. Hilfiker,
Beavers: Water, Wildlife, and History, 59.
327
David Hackett Fischer, Champlain's Dream: The European Founding of North America,
(New York: Simon and Schuster, 2008), 231. Samuel de Champlain, Voyages of Samuel de
Champlain, Vol. 1, 1567-1635, Chapter 7, "Return to New France and Trade with the Indians."
As an indication of the volume of beaver pelts shipped to Europe, on Champlain's first return
voyage to France in late summer of 1603, the navigator recorded that he began with: "forty
canoes well laden with furs; others joined at different points on the way, and on reaching
Montreal the number had swollen to eighty." British National Archives, "Proposal to Claim
Lands in America for the English Crown," 1690. In 1690, the English estimated that New
France's "fur trade, most of which is brought through this land [the Ohio Valley] to Canada
brings them fifty thousand pounds profit each year." Hilfiker, Beavers: Water, Wildlife, and
History, 61.
328
"An Inventory of the Estate of Major Nicholas Shapleigh, 1682" in Carolyn Merchant, ed.,
Major Problems in American Environmental History, 1st edition, (Lexington, MA: D.C. Heath
and Co., 1993), 76.
329
Ruth A. McIntyre, William Pynchon: Merchant and Colonizer, 1590-1682, (Springfield:
Connecticut Valley Historical Museum, 1961), 9-11, 25-26.
330
Animal Life, "Leave it to Beavers," YouTube, 00.48, July 6, 2015. Ponds with active beaver
in them contain nine times more water than those without the semi-aquatic rodent.
75
it not only keeps their cattle alive, but in tolerable order; and without these natural meadows,
many settlements could not possibly have been made."331
An animal of extreme importance in the makeup of Native American cultural identity,
from creation myths to a symbol instructive of industry, the beaver also appears frequently
throughout a variety of different clans' totemic images and holds special significance.332 Long
ago, Hopewell art prized the beaver, depicting its image in carved-stone effigies.333 To
woodland Indians, the beaver was as important as the buffalo was to the Plains Indians.334 From
the Penobscot on the coast of Maine to the Mississauga as far as Lake Superior, the beaver
remains prevalent in creation stories. One colorful Osage myth relates how they descended from
a snail and a beaver.335
The image of the beaver holds great significance to many Native American groups,
appearing regularly on heraldry. For example, the industrious rodent graces the flags of the
Otoe-Missouria and Seneca Nations. In another instance, the brown shield on the Abenaki
Nation's flag represents a beaver hide.336 As a food source, Indians "held it in the highest esteem
331
Peirce, "Letter," in Jeremy Belknap, The History of New Hampshire, 5 Vols., (Dover: J.
Mann and J. K. Remick, 1812), 5: 118-119. Taken from: Edward Kendall, Travels Through
the Northern Parts of the United States in the Years 1807 and 1808, 3 Vols., (New York: J.
Riley, 1809), 3: 176.
332
Heike Owusu, Symbols of Native America, (New York: Sterling Publishing, 1999), 203, 265.
333
Sharon R. Steadman, Archaeology of Religion: Cultures and Their Beliefs in Worldwide
Context, (New York: Routledge, 2016), 114.
334
Hilfiker, Beavers: Water, Wildlife, and History, 56.
335
Stephen Denison Peet, Myths and Symbols: Or, Aboriginal Religions of America, (Chicago:
Office of the American Antiquarian, 1905), 31, 376.
336
Donald T. Healy, Native American Flags, (Norman: University of Oklahoma, 2003), 115,
215, 296.
76
and roasted beaver tail was a special delicacy."337 Indians additionally used beaver teeth as tools
and the coveted skins for bedding before selling to traders.
Europeans however coveted the furry rodent for entirely different reasons altogether.
Traders desired and paid more for luxuriously-oiled beaver furs called castor gras than the
typical castor sec, which still contained the coarse, outer guard hairs. By the process of Indians
using the pelts as bedding or wearing them as clothing, perspiration and constant friction caused
the sharp barbs to break off, leaving a softer, more lavish fur.338 More than proficient and adept
at hunting and skinning beaver, Indians remained complicit in this endeavor. Anticipating
advancement of personal standing, they sought prestige goods, such as metal pots, woven
fabrics, and iron, which had greater value as status symbols than as means of technology.339
Seeking to take advantage of this, trading firms, such as the Hudson's Bay Company, which,
following its merger with the Northwest Fur Company in 1821, held exclusive monopoly to the
crown's North American fur trade, sought to pattern Indian life on fur-hunting as well as
encouraging an "annual journey to the Bay to trade the furs."340 The Hudson's Bay Company
used beaver skins for bartering, almost as currency.341 Despite attempts at conservation by some
Indians, early colonists observed: "They killed animals only in proportion as they had need of
them. They never made an accumulation of skins of Moose, Beaver, Otter, or others, but only so
337
Hilfiker, Beavers: Water, Wildlife, and History, 57.
338
Dolin, Fur, Fortune, and Empire, 45-46.
339
Daniel K. Richter, Trade. Land, Power: The Struggle for Eastern America, (Philadelphia:
University of Pennsylvania Press, 2013).
340
Ann Carlos and Elizabeth Hoffman, "The North American Fur Trade: Bargaining to a Joint
Profit Maximum under Incomplete information, 1804-1821," Journal of Economic History, 46,
no. 4, (December 1986): 967-986.
Rich, Hudson's Bay Company 1670-1870, Vol. 1, 1670-1763, 76.
341
Hilfiker, The Beaver, 144.
77
far as they needed them for personal use."342 By killing more animals and through the exchange
of skins, American Indians inadvertently helped in hunting the beaver to the brink of extinction,
while simultaneously eroding their own animistic belief system.343
While Indians supplied beaver skins to more style-conscious Europeans, they often
received wool cloth in return from which they fashioned their own garments; believing woolen
clothing infinitely more authentic than beaver fur. When examining style of dress, instead of
strictly focusing on visual means of identity, such as Europeans, Algonquians, for instance,
around the Great Lakes, relied more on behavior in understanding identity.344 Anthropologists
describe this as a difference in the "locus of meaning."345 So, while the fur of the beaver
symbolized high status to white Europeans, instead, Indians placed little emphasis on identity
until confirmed by appropriate behavior.346
Following the War of Independence, while the vast lands west of the Ohio River opened
up to the great hordes of American settlers as well as trappers, the British still maintained their
fur trade from western frontier outposts on American soil.347 However, buoyed by the recent
discoveries of the Corps of Discovery in 1804 under Meriwether Lewis and William Clark, who
noted the headwaters of the Missouri River "abound more in beaver and otter than any other
342
Nicholas Denys, Description and Natural History of the Coasts of North America, (Toronto:
Champlain Society, 1672), 18.
343
Martin, Keepers of the Game, passim.
344
Cory Willmott, "Beavers and Sheep: Visual Appearance and Identity in Nineteenth-Century
Algonquian-Anglo Relations," History and Anthropology, 25, no. 1, (2014): 1-46.
345
B. Diamond, M. S. Cronk, and F. von Rosen, Visons of Sound: Musical Instruments of First
Nations Communities in Northeastern America, (Waterloo: Wilford Laurier University Press,
1994), 103.
346
D. Anderson, "The Flow of Trade Goods into the Western Great Lakes Region, 1715-1760,"
in The Fur Trade Revisited: Selected Papers of the Sixth North American Fur Trade
Conference, Mackinac Island, Michigan, 1991, J. S. H. Brown, ed., (East Lansing: Michigan
State University Press, 1994), 93-115.
347
Timothy D. Willig, Restoring the Chain of Friendship: British Policy and the Indians of the
Great Lakes,1783-1815, (Lincoln: University of Nebraska Press, 2008).
78
streams on earth," American entrepreneurs like John Jacob Astor in 1811 established the thriving
trading post of Astoria at the headwaters of the Columbia River in Oregon, building fortunes not
only at the expense of the beaver but also the environment.348 "The Face of the Country from the
Fort is very rugged and wild, thickly covered with Hemlock and Spruce," wrote Alfred Seton, a
trader, who concluded the region's "dreary and savage appearance seems well-suited to its naked
inhabitants." He further noted: "Above the Fort on both sides of the river are numerous villages
and tribes, some good, but mostly bad. They all furnish the Company with more or less fur."349
Whites obtained furs in Oregon by trading small shells valued by Northwest Indians
called dentalia. Three fathoms of the coveted wampum bought ten beaver skins.350 So great
were the profits to be realized in Oregon, for instance, in 1812, one group of trappers returned to
Fort Astoria alone with "450 skins of beaver."351 The same year, records indicate others traders
provided Astor's Pacific Fur Company with "upwards of one thousand Beaver skins."352 Even
as late as 1860, travelers to Oregon reported that "every stream thronged with beaver."353 The
rush to deplete the region's beavers began. By the early nineteenth century, three different
348
"To Thomas Jefferson from Meriwether Lewis, September 23, 1806," National Archives.
Alexander Emmerich, John Jacob Astor and the First Great American Fortune, (Jefferson, NC:
McFarland and Company, 2013). Arthur D. Howden Smith, John Jacob Astor: Landlord of
New York, (New York: Cosmo Classics, 2005). Axel Madsen, John Jacob Astor: America's
First Millionaire, (New York: Wiley, 2001). John D. Haeger, "Business Strategy and Practice
in the Early Republic: John Jacob Astor and the American Fur Trade," Western Historical
Quarterly, 19, no. 2, (May 1988): 183-202.
349
Robert F. Jones, ed., Astoria Adventures, (New York: Fordham University Press, 1993), 91.
350
George Wharton James, Indian Basketry: Forms, Designs, and Symbolism of Native
American Basketry, (New York: Skyhorse Publishing, 2015), 362.
351
Work Progress Administration Guide to Oregon: The Beaver State, (Washington D.C.,: U.
S. Government, 1940), 26.
352
Robert F. Jones, ed., Annals of Astoria: The Headquarters Log of the Pacific Fur Company
on the Columbia River, 1811-1813, (New York: Fordham University Press, 1999), 89.
353
Work Progress Administration Guide to Oregon, 26.
79
nations besides the United States held claim to Oregon: Spain, Russia, and Britain.354 After the
former two relinquished title to Oregon, through diplomatic treaties in the early nineteenth
century, only Britain stood in the way.355
Between 1823 and 1841, to thwart American encroachment, the Hudson's Bay Company,
in an effort to ensure bountiful harvests of their prized commodity, began a policy of
unprecedented beaver eradication; effectively using the animal as an environmental pawn in a
game of high stakes politics.356 In response to American infringement in Oregon Territory, the
company's governor, Sir George Simpson, bluntly stated, "If the country becomes exhausted in
furbearing animals, they can have no inducement to proceed hither."357 In a journal entry from
the 1840s, Simpson confided: "The country is a rich preserve of Beaver which for political
reasons we should endeavor to destroy as fast as possible."358 Expiration of beaver resulted in
creating a "fur desert" or buffer zone designed to limit--what prominent fur trapper and
frontiersman, James Clyman described as--"American control of the Rocky Mountain beaver
trade and exploitation of the great unknown districts lying between the Rockies and the Sierra
Nevada."359 For example, during the period from 1823 to 1848 the Hudson's Bay Company took
354
Anne F. Hyde, Empires, Nations, and Families: A New History of the North American West,
1800-1860, (New York: Ecco Press, 2012).
355
State of Oregon, "Fur Trade Exploits the Region." David Peterson del Mar, Oregon's
Promise: An Interpretative History, (Corvallis: Oregon State University Press, 2003).
Gordon B. Dodds, Oregon: A Bicentennial History, (New York: W. W. Norton, 1977).
356
Jennifer Ott, "Ruining' the Rivers in the Snake Country: The Hudson's Bay Company Fur
Desert Policy," Oregon Historical Quarterly, 104, no. 2, (summer 2003): 166-195.
357
Lorne Hammond, "Marketing Wildlife: Hudson Bay Company and the Pacific Northwest,
1821-1849," Forest and Conservation, 37, no. 1, (January 1993): 14-25.
358
Frederick Merk, ed., Fur Trade and Empire: George Simpson's Journal, (Cambridge:
Harvard University Press, 1931), 46.
359
Charles L. Camp, ed., James Clyman: American Frontiersman, 1792-1881: The Adventures
of a Trapper and Covered Wagon Emigrant, (San Francisco: California Historical Society,
1928), 11.
80
35,000 beaver in an attempt to slow American advancement in Oregon.360 In the first year of the
operation, the British eradicated 4500 beaver alone.361 In addition, even though the beaver
population rebounded slightly during the second decade of the company's fur desert policy, in
1834, an average of 665 beavers perished.362
Under increasing jingoism, Americans cried "54 or Forty!" in an effort to secure the
Northwest's prized resources and deep harbors.363 After the Mexican War, talk cooled
considerably of such action.364 In 1846, tensions lessened following an agreement between the
United States and Britain.365 Following the withdrawal of the British and the loss of their
exclusive monopoly on the fur trade, American interests secured the lucrative resources.366 Soon
realizing the pernicious environmental effects resulting from beaver extermination, state
legislators slowly took action to preserve the species. By adopting the beaver as the school
360
Merk, Fur Trade and Empire, 44, 280. E. E. Rich, Ogden's Snake Country Journals 1824-
1826, (London: Hudson's Bay Company Records Society, 1961), 216.
361
Gloria Griffin Cline, Peter Skene Ogden and the Hudson's Bay Company, (Norman:
University of Oklahoma, 1974), 85. K. G. Davies, Peter Skene Ogden's Snake Journal, 1826-
1827, (London: Hudson's Bay Company Record Society, 1961), 109.
362
D. W. Meinig, The Great Columbian Plain: A Historical Geography, 1805-1910, (Seattle:
University of Washington, 1968), 88.
363
Stuart Banner, Possessing the Pacific: Land, Settlers, and Indigenous People from Australia
to Alaska, (Cambridge: Harvard University Press, 2008), Ch. 7, 231-259. David Alan Johnson,
Founding the Far West: CA, OR, and NV, 1840-1890, (Berkeley: University of California
Press, 1992.
364
Raymond D. Gastil and Barnett Singer, The Pacific Northwest: Growth of a Regional
Identity, (Jefferson, NC: McFarland and Co., 2010).
365
Stephen Dow Beckham, "Oregon, My Oregon," Oregon Historical Quarterly, 105, no.2,
(summer 2004): 284-291. After President James K. Polk terminated the joint occupancy treaty
in 1845, American interests began negotiations for control of Oregon (which encompassed much
of Washington at the time as well).
366
Dolin, Fur, Fortune, and Empire. Richard Somerset Mackie, Trading Beyond the Nations:
The British Fur Trade on the Pacific, 1793-1843, (Vancouver: University of British Columbia,
2007). Hiram Martin Chittenden, The American Fur Trade of the Far West, (Lincoln:
University of Nebraska Press, 1986). John E. Sunder, The Fur Trade on the Upper Missouri,
1840-1865, (Norman: University of Oklahoma Press, 1965).
81
mascot and symbol, Oregon State College officials and students sought to incorporate an already
viable regional identity patterned on the animal's statewide popularity.367
Chartered in 1865 under the Morrill Land Grant, which afforded the state's inhabitants a
land-grant institution of higher learning, offering new scientific expertise in agriculture, the
Oregon State Agricultural College opened its doors two years later in 1867.368 Until 1892,
school officials strictly forbad sporting contests and public entertainment; believing athletics not
a proper activity for which students to engage.369 By the following year, the school's color
changed from navy blue to orange however and a football team formed.370 Concurrently, in
1893, students chose an actual living coyote named Jimmie as the school's first mascot.371 To
appease local farmers, who comprised many of the first onlookers at the agricultural college's
football contests in the late-nineteenth century, the squad dubbed local farmer Harvey McAllister
"Pap Hayseed" as another early mascot.372 Shortly thereafter, in 1893, Reverend J. R. N. Bell--
famed for throwing his hat into the St. Mary's River following a victory over cross-state rival
Oregon--became the official school mascot.373
Despite these earlier mascots, because of the increasing popularity of the furry, flat-
tailed, semi-aquatic rodent among the state's younger generation, primarily due to the efforts of
367
Richard W. Judd, Natural States: The Environmental Imagination in Maine, Oregon, and the
Nation, (Washington, D. C.: Resources for the Future, 2003).
368
John B. Horner, "History of Oregon State College, 1865-1907," Oregon Historical Quarterly,
31, no. 1, (March 1930): 42-50. First known as Corvallis College State Agricultural College
(S.A.C.), later names included: Oregon Agricultural College (O.A.C.), Oregon State
Agricultural College (O.S.A.C.), Oregon State College (OSC), and lastly, Oregon State
University (OSU).
369
Dick Gearhart, Orange and Black, (Corvallis: Oregon State College Alumni Association,
1938), 87.
370
Benjamin D. Forgard, "The Evolution of School Spirit and Tradition at Oregon State
University," (Corvallis: Oregon State University, 2012), 3.
371
Betsy Kraus, "Traditions," Oregon Stater, June, 1989, 10.
372
Horner, "History of Oregon State College," 42-50.
373
Randol B. Fletcher, Hidden History of Civil War Oregon, (Charleston: History Press, 2011).
82
William Finley and other concerned wildlife advocates, earliest references associating the school
and the beaver date to 1908 in several articles appearing in the student-run newspaper The
Barometer.374 During the same period, the beaver became such a prevalent symbol of identity
within the northwestern state; cross-state rival University of Oregon also utilized the animal's
name for its 1909 yearbook.375
Nevertheless, the first definitive material use of the beaver at Oregon State College began
in 1917 when the school yearbook changed its name from The Orange to The Beaver.376
Simultaneously, local sportswriter L. H. Gregory, of the Oregonian, also began referring to the
school's football team by the same name. Despite these initial attempts by various student
organizations and sports writers aimed at installing the familiar image of the buck-toothed rodent
as the school's mascot however, the first mention of the beaver as a symbol associated with the
institution appears in an article dated November 16, 1920 from The Barometer, which noted that
"the beaver was accepted as the official emblem only a few years ago."377 As a mascot, the
beaver displays eagerness while offering assiduousness and ingenuity.378 The popularity and
frequency of the beaver's likeness and image--buoyed by the northwestern state's reputation for
its heavily-wooded forests and raging rivers and streams--repeatedly appear through the
374
"Willamette Lost to OAC 28-0," Barometer, November 9, 1908, 1.
375
The University of Oregon Libraries, "University of Oregon Yearbooks." The first yearbooks
issued in 1902, 1903, and 1905 were titled Webfoot. In 1907 and 1908, the yearbooks were
published as Bulletin: A Class Book.
376
Oregon State College, Beaver 1917, (Corvallis: Oregon State College, 1917), 1.
377
Staff, "School Spirit," Barometer, November 16, 1908, 1. Joanne Sloan and Cheryl Watts,
College Names and Other Interesting Traditions, (Northport, AL: Vision Press, 2015), 231.
378
Rachel Poliquin, Beaver, (London: Reaktion Books, 2015). Peter J. Fournier, The Handbook
of College Mascots and Nicknames, (Lithia: Raja and Associates, 2004). Roy E. Yarbrough,
Mascots: the History of Senior College and University Mascots and Nicknames, (Bluff
Universal Communications, 1998). Ray Franks, What's in a Name: Exploring the Jungle of
College Mascots, (Amarillo: Franks Publishing, 1982).
83
school's history. For instance, even before officially adopting the beaver as the school mascot,
as early as 1910, then Oregon Agricultural College referred to its teams as the beavers.379
Drawing on the work of Finley and other state preservationists, which accounts for the
sea change in Oregonians' attitudes towards the buck-toothed rodent, stakeholders relentlessly
continued their efforts to equate the beaver with the educational institution during the 1920s--
the heyday of American college spirit. In 1921, The Barometer noted students rescued a young,
ill-fed beaver from the St. Mary's River; calling the mascot "Beavo" before pranksters stole it
shortly thereafter.380 According to the 1929 student yearbook: "a large, gold-painted Beaver,
constructed of wood and mounted on an automobile chassis depicting a beaver that has just been
chewing on a fallen log and is looking up in a defiant, challenging manner" became the official
school symbol. The appeal to school solidarity, imploring students to protect the totemic image
at all cost, continued, noting: "two years ago the Pep Committee organized the Beaver
Guardsmen to guard the huge Beaver mascot of the College which when drawn upon the field by
the Guardsmen, brings a cheer from the stands, instilling pep and fight into the rooters and the
team."381
Throughout the 1930s, the drive to protect the symbol of the beaver persisted. Referring
to the symbol's place of prominence, the 1932 yearbook toted "the mascot is the center of grave
danger during football season, many scars having been acquired by the Beaver in his conflicts
with rivals of Oregon State College." Once more, yearbook editors reiterated: "It is the duty of
the Beaver Guard to march besides the chassis on which he rests during parades and rallies and
379
Oregon State University, "A History of Athletic Mascots at Oregon State University."
380
Staff, "Real Live Beaver May Become Aggie Mascot," Barometer, April 22, 1921, 1. Oregon
State University, "A History of Athletic Mascots at Oregon State University."
381
Oregon State College, Beaver 1929, (Corvallis: Oregon State College, 1929), 124.
84
keep vigilant over him."382 Facilitating alumni to identify with the school mascot and bolster
fundraising in the process, a photograph identifying "Billy the Beaver," a live animal, as the
Oregon State mascot appeared on the cover of the school's alumni magazine in December
1935.383 Billy, too, died not long after a year.384 Shortly thereafter, generic cartoon beaver
characters involved in a variety of popular extracurricular college activities became increasingly
popular in school publications throughout the remainder of the 1930s.385 In yet another instance
aimed at building solidarity among alumni, to celebrate the institution's seventieth year of
existence in 1938, the Oregon State College Alumni Association issued The Orange and Black,
which on its cover featured the instantly recognizable shape of the beaver replete with its
unmistakable paddle-shaped tail bedecked in the longtime school colors.386
By the early forties, the beaver's image and likeness frequented school yearbooks on a
regular basis. For example, the 1942 publication featured numerous references and images of the
school mascot and symbol including: a homecoming parade float featuring a large papier-mache
beaver mocking that year's opponent, the University of California at Los Angeles (UCLA) bruin;
male students atop another float under a banner hailing "Bruin-burger--the Beaver's Meat"; and
a photograph subtitled "Homecoming Bosses," in which a mixed group of co-eds surround the
school's totem--a larger-than-life plaster beaver on a cart.387 Repertoires such as these further
helped to indoctrinate the image of the beaver into school tradition because students could easily
382
Oregon State College, Beaver 1932, (Corvallis: Oregon State College, 1932), 148.
383
"First Photo of `Billy the Beaver' Oregon State's Mascot," Oregon State Monthly, 15, no. 4,
(December 1935).
384
Fogard, "The Evolution of School Spirit and Tradition at Oregon State University," 21.
385
For examples, see: Beaver 1935, (Corvallis: Oregon State College, 1935), 187, 193. Beaver
1936, (Corvallis: Oregon State College, 1936), 2. Beaver 1939, (Corvallis: Oregon State
College, 1939), 42.
386
Gearhart, Orange and Black.
387
Oregon State College, Beaver 1942 Yearbook, (Corvallis: Oregon State College, 1942), 12-
16.
85
identify with their anthropomorphic, pennant-waving mascot engaging in similar undertakings as
themselves; whether cheering on the home team at a football game, studying late, or socializing
with friends.388
One of the most popular images equated with the institution belongs to Arthur Evans, a
longtime cartoonist and former Disney animator, who penned the iconic "Benny the Beaver"
logo in the 1951 for collegiate merchandiser Angelus Pacific.389 Not surprisingly, in the postwar
era, with the return of peace and prosperity, just as in the 1920s and 1930s, college spirit and
traditions flourished. According to Candace Hayes, Oregon State University's trademark and
license coordinator: "Evans drew many college cartoon character mascots for car window
decals. Several years ago, I was trying to track down the origin of OSU's cartoon Benny in order
to register it as an OSU trademark and discovered in the process that OSU was not the only
school with that same beaver cartoon mascot. Cal Tech also had the very same beaver but with
different letters on the beanie. Still, it was our Benny. When I called Angeles Pacific, I was told
Mr. Evans had passed away but that he had used the same cartoon for each school who had the
same mascot. So, every school with a beaver mascot got what Oregon Staters fondly knew for
decades as Benny Beaver. However, I haven't found any other schools except OSU and Cal
388
Nicholas Epley, Adam Waytz, and John T. Cacioppo, "On Seeing Human: A Three-Factor
Theory of Anthropomorphism," Psychological Review, 114, no. 4, (October 2007): 864-886.
389
Candace Hayes quoted in: Angelus Pacific Co., "History of the Angelus Pacific Company."
Hugh C. Waddell, Jr. founded Angelus Pacific in 1932. Together with Evans, in addition to the
Oregon State Beaver, they designed mascots for several universities, including: Auburn Tiger,
Florida Gator, Florida State Seminole, University of Mississippi Colonel Reb, Mississippi State
Bulldog, Oklahoma State Cowboy, Purdue Boilermaker, and University of Southern California
Trojan, and others.
86
Tech who adopted Mr. Evans' beaver drawing as their mascot. Angeles Pacific is still producing
OSU merchandise as a current licensee."390
The first officially-sanctioned student to appear dressed as Benny the Beaver made his
debut in the fall of 1952.391 Soon after the introduction of Evans' cartoon rendering, university
archival photographs show a student in a large, furry beaver head with oversized feet, donning a
black sweater and a prominent orange letter "B" emblazoned across the chest.392 Prior to the
official costumed student mascot, the same plaster beaver photographed in the 1942 yearbook
astride a wagon sufficed as the Oregon State University symbol at sporting events.393 In an
effort to increase student interest and participation, pep squad leader Bill Sundstrom nominated
fellow fraternity brother Ken Austin as the first costumed beaver mascot--known henceforth as
Benny the Beaver. With a paltry budget of less than $100, he obtained a papier mache tail and
head from a Portland costume shop and covered them in brown shag carpet.394 Austin recalls: "I
had to create my own ideas." Growing up around rodeos, Austin incorporated routines, antics,
and props from the western-themed shows into his on-field performance. For example, he
carried a revolver that shot blanks just as the rodeo clowns he witnessed in his youth had done.395
However, according to recently found photographic evidence in Oregon State University
archival records, a student in an unofficially-sanctioned beaver costume--pictured seated in the
390
Oregon State University, "A History of Athletic Mascots at Oregon State University,"
(Corvallis: Oregon State University Library).
391
Sloan, College Names and Other Interesting Traditions, 232.
392
"First Appearance of OSC Mascot Benny the Beaver at 1951 Rally," Oregon State Monthly.
15. No. 4. (December 1935).
393
Karl McCreary, "The Many Faces of Benny the Beaver," Messenger, 25, no. 1, (spring 2010):
14.
394
Oregon State University, "Beaver Believer: Ken Austin, OSU's First Benny Beaver, Returns
to the Homecoming Parade," (Corvallis: Oregon State University Library, 2008).
395
Mike Dicianna, "Interview with Ken Austin," Oregon State University Sesquicentennial Oral
History Project, March 24, 2015, (Corvallis: Oregon State University Library).
87
middle of the football field and playing a hand of cards--was witnessed by 9,000 spectators
during intermission at a home game versus California on November 18, 1939.396 The student in
the beaver costume--Doug Chambers--also appeared at two other halftime shows in 1939 and
1940. According to Chambers, the suit, made by a local seamstress for ten dollars, had a four-
foot long tail that was "stiff as a board."397 The incident serves to highlight just how much the
student body continued to identify with the beaver, as well as the lengths classmates would go to
include the cherished totem in school activities.398
Along the way, the student-clad mascot as well as the symbol and logo have undergone
numerous changes. Used from 1959 to 1966 and then intermittingly until 1969, the furry mascot
retained its cheerful disposition but instead a plastic head on the beaver costume worn by the
student replaced the earlier incarnation fashioned from papier mache.399 By1966, the original
suit had deteriorated so badly that Benny temporarily ceased making appearances at school
athletics contests.400 Due to the efforts of the Home Economic Department the following year
however, the mascot and tradition continued.401
In 1973, Oregon State introduced its first beaver logo. Lasting until 1996, the logo
featured a very traditional-looking cartoon of a furry, brown, left-facing, smiling, albeit buck-
toothed, wide-eyed beaver in a college sweater wearing an orange beanie emblazoned with the
396
Oregon State University, Photographic History of Oregon State University, "Benny Beaver,
1939," (Corvallis: Oregon State University Library).
397
Ben Forgard, "Benny's Family Tree," Messenger, 27, no. 1, (summer 2012): 13.
398
Tom Postmes, Russell Spears, Antonia T. Lee, and Rosemary J. Novak, "Individuality and
Social Influence in Groups: Inductive and Deductive Routes to Group Identity," Journal of
Personality and Social Psychology, 89, no. 5, (June 2005): 747-763.
399
Ben Fogard, "Ben Fogard and His Benny the Beaver Adventure," (Corvallis: Oregon State
Library, 2012).
400
Forgard, "The Evolution of School Spirit and Tradition at Oregon State University," 13.
401
Staff, "Benny Beaver is Back Again Due to Efforts by OSU Clubs," Daily Barometer,
October 22, 1965, 1.
88
school's acronym.402 By the 1980s, the costumed mascot also underwent drastic changes. Not
only did Benny gain weight and a larger smile but also a wife--Bernice Beaver--who appeared
at most athletic events from 1982 to 1999, giving Oregon State the distinction of having the only
partnered mascot couple in the NCAA.403 According to the 1993 yearbook, the couple "was
always there to support Oregon State and entertain onlookers with their playful antics."404
Bernice wore a wedding dress every homecoming game while Benny donned a tuxedo. In this
manner, through the domestication of its costumed mascots, Oregon State University tacitly
endorsed not only traditional paternalistic values but also heterosexual norms and practices.405
Commenting on its inclusion, one of four students chosen each year to portray the female beaver
mascot, Mariane Shay, who spent summers as a costumed mascot at Disneyland, said, " it's nice
to play a female for once and be feminine."406
Never a fan favorite, Bernice's exit coincides with the appearance of an angrier-looking
beaver symbol and logo, which underwent cosmetic changes in 1999 to bolster the school's
competitive image.407 Known as the "angry beaver," Oregon Staters use this reference to note
the difference between the beloved happy-go-lucky, beanie-wearing, grinning logo reminiscent
of the long-used costumed mascot and the one introduced near century's end.408 Although still
highlighting the irrepressible, brown-faced rodent's menacing incisors, Oregon State changed its
402
Fogard, "The Evolution of School Spirit and Tradition at Oregon State University," 21.
403
Larry Landis and George P. Edmonston, Jr., "A History of Athletic Mascots at Oregon State
University."
404
Oregon State University, Beaver 1993, (Corvallis: Oregon State University, 1993), 237.
405
Kyle Odegard, "Where Have You Gone, Bernice Beaver?" Corvallis Gazette-Times, October
10, 2004, 5.
406
Mariane Shay quoted in: Oregon State University, Beaver 1993, (Corvallis: Oregon State
University, 1993), 237.
407
Jennifer Yachnin, "Mascot Watch," Chronicle of Higher Education, 47, no. 33, (April 27,
2001). Staff, "Endangered Icons," Sports Illustrated, 94, no. 21, (May 21, 2001): 22.
408
Alexandra Rumpakis, "The `Re-Beav' Branding: An Examination of the Process and
Outcomes of the Oregon State Athletics Brand," (Corvallis: Oregon State University, 2015), 29.
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logo in 1997 to a right-facing, grimacing animal with the name "Beavers" inscribed prominently
beneath. The costumed mascot used currently also differs considerably from previous
incarnations.409 Not nearly as amicable-looking; again, in 2005, a different design appeared;
marketed more towards children--the intent is to be more "kid-friendly."410 Instead of a college
letter sweater, today's Benny the Beaver costumed mascot opts for shoulder pads under the
colors of the school's football jersey.411 To the ire of many Oregon State alumni and fans, in
January 2001, the newer logo of the "angry beaver" officially replaced the older symbol.412
Sports outfitter, Nike, recently redesigned the school's current symbol and logo again in 2012,
which features a more streamlined representation. Still showcasing the animal's famous overbite
but drawing attention to piercing eyes and a more tenacious-looking facial expression, a sloping,
sleeker, orange-colored beaver head appeared in 2012; designed to facilitate and standardize the
brand in marketing and production.413
Not only the costume has evolved since earlier incarnations but also the mascot's antics,
routines, mannerisms, and, especially, due to the beaver mascot's popularity within the
northwestern state, its more than 250 scheduled appearances per year.414 To accomplish this
herculean task, similar to other colleges and universities with popular regional mascots, Oregon
409
Alexandra Rumpakis, "Collegiate Athletic Rebranding: Transforming the Visual Identity of
Oregon State University," Journal of School Public Relations, 37, no. 2, (spring 2017): 148-165.
410
Kyle Odegard, "A New `Benny' Fit for Younger Beavers," Corvallis Gazette-Times,
November 12, 2008, 5.
411
Erik Siemers, "Oregon State Hopes Nike-Led Rebrand Boosts National Identity," Portland
Business Journal, March 4, 2013.
412
Oregon State University, "Proposed Design Drawing for a New Benny the Beaver Logo,"
(Corvallis: Oregon State University Library, 2003).
413
Chris Anderson, "Oregon State Beavers May Have New Logo," Eugene Daily News,
February 2, 2013, 1.
414
Karl McCreary, "Variations on a Beaver: The Many Faces of Benny in the OSU Archives,"
Messenger, 25, no. 1, (spring 2010): 14.
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State University employs numerous students to perform the role of the costumed mascot.415
Since the mid-1980s at least, this has been the case for student performers. While many
costumed mascots and the programs they represent strive for anonymity, Oregon State
University takes this policy to the extreme and seeks to keep its student participants' names
anonymous.416 Due to the lack of transparency or perhaps because no official record exists,
scouring yearbooks and newspapers for past mascots yields limited results. Although the general
public knows little about the student performers however, due to excessive media coverage,
Oregon State fans and opposing rivals are quite familiar with the mascot's antics on and off the
field.417
Depending on one's point-of-view, the beaver's actions are spirited hi-jinx or deliberate
agitation. Recent wearers of the beaver costume, such as Beth Giers, one of only two female
mascots out of a group of thirty participants, won a silver medal after skiing (in costume) at
fellow college mascot's--Chip the Buffalo from the University of Colorado--invitational ski
race held in Winter Park, Colorado and hosted by People and ESPN. "It was just a great time,
but it isn't easy skiing a slalom in your costume," said Giers, "they were all pretty surprised to
find out that I was a female after the runs."418 However, as with other mascots, the student clad
in the beaver costume often encounters hostility from opposing fans and students in the form of
verbal tirades or even physical abuse. For instance, in the fall of 1995, after tapping a 330-pound
California State lineman on the shoulder with an inflatable, toy hammer, he struck the 5 foot 9
415
Alex Krebs, OSU Assistant Director of Marketing and Fan Engagement, telephone
conversation with author, March 30, 2018.
416
Arianna Schmidt, "Benny Beaver's Identity Remains Secret," Daily Barometer, November,
20, 2017. For anonymity and performance, see: Rebecca Schneider, The Explicit Body in
Performance, (London: Routledge, 1997).
417
"LG Celebrates 2017 March Madness," March 14, 2017. In a nationally-run commercial,
Oregon State mascot Benny Beaver appears alongside several other well-known college mascots.
418
Staff, "Different Versions of New Javelin," Eugene Register-Guard, April 8, 1986, 2C.
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inch, 135-pound female student inside the mascot costume.419 Later, the same season, an
Arizona player also punched Benny on the field.420 Referring to the position of the costumed
mascot, Marri Hollen, that year's unfortunate student, said: "I love doing it but I'm fed up with
being hit."421
No matter who is inside the costumed mascot however, Oregon State University students,
fans, and alumni identify closely with the school mascot. Michael Swindle, a senior band
member, noted: "He's a pretty integral part of the whole game day. He cheers with the band and
helps with the fans. People just love him and always want their picture with him."422 An adored,
playful, plush costumed college mascot to Oregon State students, alumni, and fans of all ages;
the deliberately mischievous bane of the Pacific Northwest to its collegiate rivals; and not least
of all, a furry, brown woodland creature with a penchant for damming ponds and waterways--
the state symbol remains synonymous with regional pride and identity.423
Because the beaver--prominent throughout state's wooded areas, with highest densities
in the Coast Range--is such an important part of the northwestern state's history and identity,
mapping its genetic material remains of paramount importance to researchers at Oregon State
University.424 Similar to other institutions engaging in tracking the lineage of their beloved
mascots, beginning in 2013, Oregon State, too, actively began to tote the beaver as an emblem of
419
Tim Stephens, "Tough Times for Mascots," Rocky Mountain News, January 17, 1996, 1B.
420
Michael Atkinson, Battleground Sports, (Westport: Greenwood Press, 2009), 263.
421
Marri Hollen quoted in: Jim Litke, "It's Open Season on Sports Mascots," Argus Press,
December 3, 1995, 8B.
422
Michael Swindle quoted in: Dylan McDowell, "History of the Beaver and OSU Revealed,"
Barometer, September 30, 2010.
423
Emily McAuliffe, Oregon Facts and Symbols, (Mankato: Capstone Press, 2003), 19.
424
City of Portland Environmental Services, "Guidance: Living with American Beaver,"
October 29, 2010, 4. Makennah Hines, "Sequencing the Beaver Genome," Barometer, October
13, 2015, 1. Relying on crowd funding to raise the needed $30,000, participants are entered for a
chance to have the gene named after them.
92
environmental awareness throughout the state. "Sequencing beaver DNA improves
understanding of the entire species including their amazing engineering skills and feats and
important contributions to stream and forest ecosystems," said, Brett Tyler, Director of the
Center for Genome Research and Biocomputing in the Oregon State University College of
Agricultural Sciences. Tyler implores fans to: "Become a beaver sequencer and help us to be
the first PAC-10 school to sequence the DNA of their mascot and advance beaver science."425
The beaver genome-sequencing project remains of particular importance to regional
identity and state bragging rights. Since the Oregon State University's chief rivals are cross-state
opponents the University of Oregon Ducks, a university represented by an animal whose genes
have already been mapped, state residents and the school's fans follow developments closely.
While done in the spirit of fun, the project, which solicited $20,001 from 103 Oregon Staters,
seeks to raise beaver awareness by advancing science, providing insight into the animal's
population, diseases, and place in evolutionary history.426
Yet, while the beaver holds longstanding symbolic, socio-economic, political, cultural,
and environmental value, concerning the semantics of the word--due to the prominence of late-
twentieth century slang, the term has come to refer to the female genitalia.427 Initially, a specific
reference to the supposed similarity between the beaver's coat and female pubic hair, owing its
existence to the increased sexual permissiveness of the era, the word traces its origins to 1922.428
425
Oregon State University, "Beaver Genome Project," (Corvallis: Oregon State University
Library, 2013).
426
Diane Dietz, "Beavers Fill Big Genes, and OSU Wins Bragging Rights," Eugene Register-
Guard, January 20, 2017, 1.
427
M. Spadola, Breasts: Our Most Public Private Parts, (Berkeley: Wildcat Canyon Press,
1998). A female's breasts act as the central symbol of femaleness in American society.
428
Jonathan Green, Cassell's Dictionary of Slang, (London: Weidenfeld and Nicholson, 2005),
87. K. Allan and K. Burridge, Euphemism and Dysphemism: Language Used as a Shield and as
a Weapon, (New York: Oxford University Press, 1991), 99. Allan and Burridge note: "the
93
Since words and their meaning often change on a regular basis, it seems highly unlikely that
predominately male college students, especially during the era under review, would choose a
mascot equated with a female body part. From the time of the late-nineteenth century however,
the slang connotation more than likely referred to a man's beard or hat instead.429
The word's increasing popularity can be attributed to pornographic magazines and films
in the late 1960s through the mid-1970s. The idiom gained mass acceptance throughout
American culture, as denoted by its frequent use in well-known films of the era.430 An
oppressive expression, the term denigrates women; its purpose remains to commodify and
exploit female bodies solely for the purpose of male pleasure and domination.431 Similar to the
case of the furry, semi-aquatic rodent, the vulgar euphemism empowers men to re-enact its
subjugation. By hunting down and exploiting women's bodies, just as trappers of yesteryear did,
men become complicit in the act.432
Because slang usage fluctuates over time and reflects cultural changes, so, too, has the
meaning of the word--beaver. Consequently, given the prevalence of search engine responses
correlation of the female pudend with furry animals may result from the fact that--in contrast to
many men--on most women, pubic hair is the only substantial patch of body hair." John Ayto
and John Simpson, Oxford Dictionary of Modern Slang, (New York: Oxford University Press,
2010), 17. Tom Dalzell and Terry Victor, Sex Slang, (New York: Routledge, 2008), 10.
429
Kelly Dennis, "`Leave it to Beaver': The Object of Pornography," Strategies, 6, no. 1,
(1991): 122-167.
430
Hal Lipper, "Bawdy But Nice--`Naked Gun': Sophomoric Humor with Class," St.
Petersburg Times, December 2, 1988, M-6. One of the most memorable comical uses of the
phrase to appear on the silver screen, which, in turn, highlights its common acceptance in
vernacular use, appears in the comedy Naked Gun (1988). Bumbling police detective Frank
Drebin (played by Leslie Nielson) appears to look up his love interest's skirt as she climbs a
ladder, casually saying to her: "Nice beaver!" To which Jane (played by Priscilla Presley), who
is holding the replica of one of the buck-toothed animals, replies matter-of-factly: "Thanks, I
just had it stuffed."
431
Jonathan Green, Chambers' Slang Dictionary, (London: Chambers, 2009), 141.
432
Kathy Davis, The Making of Our Bodies, Ourselves: How Feminism Travels Across Borders,
(Durham: Duke University Press, 2007), 171.
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related to pornography, groups and organizations using the term often choose another a less
vulgar name.433 For example, the Canadian Historical Society, which used the symbol of the
industrious rodent long associated with its nation's fur trade and history and published its
quarterly publication under the title Beaver for ninety years from 1920 until 2010, changed its
journal's moniker to avoid further confusion.434 In addition, a western Pennsylvania
undergraduate college, founded in 1851 by Methodists and located in Beaver County, upon
receiving university status changed its name from Beaver College to Arcadia University in 2001;
administrators cited a 30% response from prospective applicants as a reason not to matriculate at
the college, which attributed the negative association to the school's name.435
Opposing male fans regularly demean Oregon State's mascot; painting the Corvallis
institution and its fans as less manly or even feminine. In return, Oregon State's male students,
alumni, and fans have co-opted the slang word, fashioning it to their specific needs.436 In this
manner, Oregon State's male students equate their totem with traditional gender roles; assuming
submission of not only women to men but their bodies as well.437
As readers have seen, Oregon State University uses the symbol and mascot of the beaver
not only to highlight the institution's hardworking and ingenious ethic but also as a means of
state and regional identity. The image of the beaver reflects outmoded Eurocentric narratives
433
Lance Strate, "Be (a) Very Afraid," ETC 1, no. 4, (April 2010): 149-155. Rod Nickel,
"Internet Mix-Ups Force Canadian Magazine the Beaver to Change its Name," Scotsman,
January 13, 2010, 5.
434
United Press International, "Web Forces Beaver Magazine Name Change," January 12, 2010.
435
Ron Todt, "Beaver College Announces New Name," Philadelphia Inquirer, November 20,
2000, 7.
436
Laurel A. Sutton, "Bitches and Skankly Hobags: The Place of Women in Contemporary
Slang," in Gender Articulated: Language and the Socially-Constructed Self, Kira Hall and Mary
Bucholtz, eds., (New York: Routledge, 1995), 279-296.
437
Janice W. Lee, ed., Gender Roles, (New York: Novo Biomedical Books, 2005). Hortensia
Amaro, "Love, Sex, and Power: Considering Women's Realities," American Psychologist, 50,
no. 6, (June 1995): 437-447.
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which prize white manliness, paternalism, and sexual and environmental conquest while
obfuscating the roles of women, along with other races.438
Opposition generated towards the beaver by rival schools instead seeks to frame the
mascot as ineffectual and frail. For instance, rival schools such as the University of Oregon
wield the slang connotation as a weapon, deriding Oregon State fans as effeminate and weak--
literally the antithesis of manliness--to elevate their own group's status and identity; using the
term to demean and positioning the beaver as a fragile, indefensible creature endowed with
feminine qualities and, therefore, unfit to compete in the hostile environment of the American
wilderness: a formidable and inhospitable domain for a timid, subversive rodent to share with
aggressive, bloodthirsty predators.439
On the contrary, however, Oregon State University officials downplay, refuse to
acknowledge, and purposely obscure the near destruction of the beaver in regional history; along
with the host of environmental, racial, and gendered problems connected to the egregious fur
trade. Instead, stakeholders choose to ignore the uglier side of the fur trade, relying on
anthropomorphic imagery to indoctrinate students, alumni, and fans into the micro-society of
college life at the state institution.440 Tapping into popular yet erroneous cultural narratives
which frame the beaver strictly as a harmless, yet diligent, and hardworking woodland creature,
Oregon State University marketers, even in their latest efforts to make the symbol more
aggressive-looking, opt to position the image of the beaver as a central symbol of state pride.
One sees evidence of this in the way the publishers of Oregon State's alumni magazine implore
438
Margot Francis, Creative Subversions: Whiteness, Indigeneity, and the National Imaginary,
(Vancouver: University of British Columbia Press, 2011), 31.
439
Janet Vorwald Dohner, The Encyclopedia of Animal Predators, (Boston: Storey Publishing,
2017).
440
Margot Francis, "The Strange Career of the Canadian Beaver: Anthropomorphic Discourse
and Imperial History, Journal of Historical Sociology, 17, no. 2, (June 2004): 209-239.
96
readers to show their commitment and display school solidarity by wearing the school colors and
logo. "The elements of [OSU alumni] community center first on an inward sense of "we," that is
a personal understanding that you belong to a group. The second dimension of community
involves the way we exhibit our community connectiveness to others. Such exhibitions manifest
themselves in two ways: (1) how we display our affiliation to other members within the group
and, (2) how we exhibit these connections to members of the public who are not members. At
OSU, such behavior might include the wearing of orange logo clothing or orange day-glow wigs
or singing the Fight Song or Alma Mater. These actions all have a role in reinforcing the notion
of community and represent some of the ways we exhibit our membership so that others might
see who we are. Such symbols may also provide outlets for extreme exhibition. This is common
at athletic events and other highly charged situations in which in-your-face behaviors such as
wearing orange clothing "nose-to-toes" is perfect for the occasion. A third element of
community is that in striving for a sense of `we,' it is important to also have a sense of `they.'
This sets up a boundary that reinforces the notion of community by differentiating members from
outsiders. Even to a casual observer, it becomes instantly clear that even a lukewarm Beaver is
not a Duck."441 The case above demonstrates the heated contest between the two rival
institutions within the state and how Oregon State University utilizes the state symbol of the
beaver to gain not only the allegiance of Oregonians but their money as well; allowing the
educational institution to not only continue but also perpetuate the mythic visual narratives the
symbol represents.442
441
Dwayne Foley, "Celebrating Our Colors," Oregon Stater, 87, no. 2, (September 2002), 14.
442
Michael Geisler, National Symbols, Fractured Identities, (Hanover: University Press of New
England, 2005), 5-34. Lauren Berlant, Anatomy of National Fantasy, (Chicago: University of
Chicago Press, 1991), 25. Anthony D. Smith, National Identity, (Reno: University of Nevada,
1991), 77.
97
Finally, Oregon State University's selection of its mascot--the eager,
hardworking, yet innocuous beaver--reflects not only the changing ethics of the early
years of the twentieth century and the effect the teachings of preservationists had on the
youth of the era but also the newfound reverence for regional symbols of the American
landscape which quickly became a means of state identity. This cultural shift helps to
explain why a group of young white male college students would choose to identify and
herald such a relatively non-threatening and unintimidating animal for a symbol and
mascot; especially when the idea of "survival of the fittest," even in the context of
training young men for the cut throat world of turn-of-the-century business, reigned
supreme. Similar to other American college symbols and mascots, which trace their
existence to the early decades of the twentieth century and have evolved over the years,
the Oregon State University Beaver also reflects and highlights the pervasive influence of
media, film, and television. However, despite the aesthetic changes to the symbol and
mascot throughout the twentieth century--invariably a point of contention for some
longtime supporters at Oregon State--with continued emphasis on the importance of
protection of wildlife and the environment, especially in such a fervently eco-conscious
state such as Oregon, the future of the wetlands engineer appears brighter than many
other once abundant symbols of the American landscape currently serving as mascots for
a variety of colleges and universities nationwide. With Benny the Beaver making over
250 appearances per year throughout Oregon while simultaneously helping to raise
ecological awareness, the longtime Oregon State University symbol and mascot will
continue to make a difference and remain a fan favorite on and off the field.
98
CHAPTER 4
MOUNTAINEER: SYMBOL OF UNITY IN WEST VIRGINIA
Coinciding with a regional trend that witnessed a return to traditional backcountry values
and glorified the state's progenitors as rugged, independent-minded individuals, along with the
impact of early twentieth century Hollywood representations of the American frontiersman, the
figure of the Mountaineer--the symbol and mascot of the West Virginia State University--first
appeared in the fall of 1934. College stakeholders seized wisely on the occasion surrounding the
seventieth anniversary of West Virginia's statehood to bolster nearly unanimous statewide
approval from white state residents for its adoption. In this manner, the Mountaineer became the
symbol of the West Virginia State University.
An examination of the figure of the legendary American frontiersman--typically
depicted as a white, buckskin-clad, gun-toting, pioneer in a coonskin cap--and its importance as
a collegiate mascot specifically to West Virginia University (WVU) reveals what beliefs the
institution historically values. A closer analysis of similar mascots based on the fabled
representation of the frontiersman at other American colleges and universities tells a different
story however. Whereas at WVU, an institution in a state known for its rugged mountains and a
place students, fans, and alumni identify strongly with the symbol of the Mountaineer, hold the
current icon in high esteem, and hail the achievements of the mythic folk hero as nothing short of
virtuous and heroic; other universities situated in more cosmopolitan environments which cater
to a more diverse students hold the character--whether frontiersman, pioneer, or mountaineer--
in contempt--citing such figures as symbols of marginalization, racism, genocide, and
oppression. An examination of popular literature and imagery depicting the figure of the
frontiersman and its prominence in American culture divulges where its creators found their
99
ideas; what fueled their inspiration, and from where along with why they drew such mythic
iconography to construct the symbols integral to such an identity. Glorified throughout
consensus history as a heroic figure; blazing forth the way for American civilization; or vilified
as a racist, misogynistic, land-grabbing opportunist in recent scholarship. Depending on one's
point of view, the figure of the frontiersman--defined by many consensus historians, such as
Howard Glenn Clark, as "certain individuals [who] went ahead of a more organized movement"
and, more recently, by some revisionists who contest western narratives, like Patricia Limerick,
as a figure of conquest and an "obstacle to understanding"--remains a highly-contested figure
fraught with complications.443 While the former reading serves to reinforce static views of
western history, highlighting white Anglo patriarchal dominance, and subverting gender and
racial equality; the latter new western histories encompass a much more pluralistic, inclusive
approach.444
Romanticized figures from the wilderness and their legendary adventures inform
American literature and frontier mythology, forming the basis on which the nation's cultures and
beliefs stand.445 Thomas Jefferson, one of the most prominent figures extolling national
expansion in the Early Republic, linked the country's prosperity to the virtuosic yeoman farmer;
443
Howard Glenn Clark, "John Fraser, Western Pennsylvanian Frontiersman," Western
Pennsylvania Historical Magazine, 38, no. 3, (fall 1955): 83-93. Patricia Limerick, The Legacy
of Conquest: the Unbroken Past of the American West, (New York: W.W. Norton, 1994), 18.
444
Karen Leong, "Still Walking, Still Brave: Mapping Gender, Race, and Power in U.S.
Western History," Pacific Historical Review, 79, no. 4, (November 2010): 618-628. Peggy
Pascoe, Relations of Rescue: The Search for Female Moral Authority in the American West,
1874-1939, (New York: Oxford University Press, 1990). Valerie J. Matsumoto and Blake
Allmendinger, eds., Over the Edge: Remapping the American West, (Berkeley: University of
California Press, 1999). Quintard Taylor, In Search of the Racial Frontier: African-Americans
in the American West, 1528-1990, (New York: W.W. Norton, 1998).
445
James J. Donahue, Failed Frontiersmen: White Men and Myth in the Post-Sixties American
Historical Romance, (Charlottesville: University of Virginia Press, 2015), 1.
100
writing, "Those who labour in the earth are the chosen people of God."446 French observers of
American culture in the late eighteenth and early nineteenth centuries, such as J. Hector de
Crevecoeur and Alexis Tocqueville, remained supportive yet simultaneously ambivalent.
Similar to Jefferson, de Crevecoeur, too, believed the tillers of the soil distinguished the
American persona. No feudal system run by absentee landlords and corrupt barons tarnished the
image of the New World as in Europe. In America, when the frontier beckoned with its
abundance, bucolic beauty, and promise of autonomy, the people heeded its call. Crevecoeur
found in the figure of the frontiersman the best traits of the American yeoman farmer in the
strictest meaning of the Jeffersonian tradition; he discovered backcountry individuals free of the
toils and strife found in Europe with its ruthless aristocracy and meaningless titles; he saw a
people free of the squalor of the Old World's overcrowded cities, ready to embrace America's
wilderness, its sublime beauty, and its plentiful bounty. Furthermore, the Frenchman observed
the different beliefs and values between rural and urban residents, writing: "it is natural to
conceive that those who live near the sea must be very different from those who live in the
woods--the intermediate space will afford a separate and distinct class." Lastly, to Crevecoeur,
the availability of pristine, untouched land instilled not only a sense of pride in transforming the
land, but also more importantly conferred an identity. "He is an American, who leaving behind
him all his ancient prejudices and manners, receives new ones from the new mode of life he has
embraced, the new government he obeys, and the new rank he holds."447
For his part, Tocqueville also lauded the achievements of the backwoods pioneer. The
French observer decreed the frontier cabin "the ark of civilization." He noted the American
446
Thomas Jefferson, Notes on the State of Virginia, (London: J. Stockdale, 1787).
447
J. Hector de Crevecoeur, Letters of an American Farmer, (New York: Fox and Duffield,
1904), 27, 1. 4, 3.
101
frontiersman "has braved exile, the loneliness, and numberless miseries of the savage life, he has
slept on the ground, he has exposed himself to the forest fevers, and the tomahawk of the
Indian." An arresting figure, Tocqueville asserted the frontiersman, "[put] his name to a
wilderness which none before him had traversed, has not seen the first forest tree fall and the first
planter's house rise in solitude, where a community came to group itself, a village grew, and
today a vast city stretches."448
Other commentators, such as the naturalist John A. Audubon, hailed pioneers as integral
to the very fabric of the nation. He praised frontiersmen like Daniel Boone as "daring hunter(s)"
who praised newly-opened lands for: "the richness of its soil, its magnificent forests, its
numberless navigable streams, its salt springs and licks, its saltpetre caves, its coal strata, and its
vast herds of buffaloes and deer that browsed on its hills and amidst its charming valleys,
afforded ample inducements to the new settler, who pushed forward with a spirit far above that
of the most undaunted tribes, which for ages had been the sole possessors of the soil."449
Squatters or people who opened new lands to develop mills and farmsteads remained particularly
interesting to Audubon. They embodied the yeoman spirit Jefferson extolled.450
Audubon also celebrated frontiersmen as the underlying force propelling the nation.
Accompanied by their families and some livestock, they carved out an existence on the edge of
the frontier. Audubon added: "An axe, a couple of horses, and a heavy rifle, with a store of
ammunition, were all that were considered necessary for the equipment of the man, who, with his
448
Alexis de Tocqueville, Democracy in America, (Baltimore: John Hopkins University Press,
1938), 287, 243, 119.
449
John James Audubon, Ornithological Biography and Account of the Habits of the Birds of the
United States of America, (Edinburgh: Adam Black, 1831), 290.
450
Jefferson, Notes on the State of Virginia. Alton A. Lindsey, The Bicentennial of John James
Audubon, (Bloomington: Indiana University Press, 1985,), 93. Chester E. Eisinger, "The
Freehold Concept in Eighteenth-Century American Letters," William and Mary Quarterly, 4, no.
1, (January 1947); 42-59.
102
family, removed to the new State, assured that, in that land of exuberant fertility, he could not
fail to provide amply for all his wants."451 Interestingly, no less than Frederick Jackson Turner,
who decreed the American frontier closed in the last decade of the nineteenth century, believed
wilderness comprised a necessary safety valve and held a prominent place in the national
mindset as a place of refuge and exodus, noted: "The wilderness masters the colonist. It finds
him a European in dress, industries, tools, modes of travel, and thought. It takes him from the
railroad car and puts him in the birch canoe. It strips him the garments of civilization, and arrays
him in the hunting shirt and moccasin."452 Even though Turner's frontier thesis no longer holds
sway in academic discourse, as continuous waves of people of color, not only white settlers,
influenced Western history, college stakeholders similarly saw the West as a burgeoning empire
and its pioneering frontiersmen as legendary folk heroes.453 These emblematic figures from
frontier history, as historian Henry W. Brands notes: "profoundly affected the American mind
and imagination."454 Additionally, scholar of American literature Michael Lofaro sees the
frontiersman "as a vital evolving part of the `spirit of America," and historian Jesse A. Jones
maintains "the backwoodsman was free and easy, untamed, and independent."455
451
Audubon, Ornithological Biography, 290.
452
Frederick Jackson Turner, The Significance of the Frontier in American History, (New York:
Penguin, 2008), 4.
453
James R. Grossman, The Frontier in American Culture, (Berkeley: University of California
Press, 1995). Patricia Nelson Limerick, ed., Trails toward a New Western History, (Lawrence:
University of Kansas, 1991). William Cronon, "Revisiting the Vanishing Frontier: The Legacy
of Frederick Jackson Turner," Western Historical Quarterly, 18, no. 2, (April 1987): 157-176.
454
H.W. Brands et al, American Stories: A History of the United States, (Boston: Pearson,
2015), 401.
455
Michael A. Lofaro, "Tracking Daniel Boone: The Changing Frontier in American Life," The
Register of the Kentucky Historical Society, 82, no. 4, (autumn 1984): 321-333. Jesse A. Jones,
"Say it Ain't True, Davy! The Real David Crockett vs. the Backwoodsman in Us All,"
Appalachian Journal, 15, no. 1, (fall 1987): 45-51.
103
Recent historians portray Daniel Boone and Davy Crockett either as archetypal figures
based on the symbol of the mythic, legendary frontiersman; failed entrepreneurs, and itinerants;
but, above all, as products of the American wilderness.456 Whereas newer accounts of Boone,
such as that of John M. Faragher, succeed in demythicizing earlier portrayals, they still
aggrandize his role in Trans-Appalachian settlement, mistakenly placing him squarely at the
center of the movement.457 Despite a contemporary proclivity to revisionism--giving a voice to
traditionally marginalized historical actors, which paints a multi-ethic picture--others, such as
Meredith Mason Brown, remain dismissive; failing to connect issues of race, class, and gender to
overarching questions related to American expansion.458 Other accounts, such as Michael
Lofaro's assessment, still trumpet white frontiersmen like Boone, positioning him as one of the
cornerstones of American culture.459 Similarly, more recent works on Crockett, such as that of
popular writer Mark Derr, remain cautionary but offer fresh revisions of popular legends and
historical understanding.460
Real life individuals culled from American history along with the tale tales, legends,
folklore, and myth surrounding them serve as the basis for many images and symbols of the
pioneer and the frontiersman. Tracing roots to Arthurian legend, sociologist John Fraim finds
456
James R. Boylston and Allen J. Weiner, Davy Crockett in Congress: the Rise and Fall of the
Poor Man's Friend, (Houston: Bright Sky Press, 2009). Buddy Levy, American Legend: the
Real Life Adventure of Davy Crockett, (New York: Berkley Books, 2005). Manley F. Cobia, Jr.,
Journey into the Land of Trials, (Hillsboro, KS: Hillsboro Press, 2003). Richard Slotkin,
Regeneration through Violence: the Mythology of the American Frontier, 1600-1860,
(Middlebury, CT: Publisher, 1973).
457
John M. Faragher, Daniel Boone: the Life and Legend of an American Pioneer, (New York:
Henry Holt, 1992).
458
Meredith Mason Brown, Frontiersman: Daniel Boone and the Making of America, (Baton
Rouge: Louisiana State University Press, 2008).
459
James Russell Harris and Kenneth H. Wins, "Daniel Boone's American Life: An Interview
with Biographer Michael Lofaro," The Register of Kentucky Historical Society, 100, no. 4,
(autumn, 2002): 497-504.
460
Mark Derr, The Frontiersman, (New York: William Morrow and Company, 1993).
104
the frontiersman symbolizes an individual who blazes a trail and "carves out a living in an
inhospitable place."461 Viewed often as having a symbiotic relationship with the land--the font
of the frontiersman's aura emanates from eighteenth century European philosopher Jean Jacques
Rousseau's idea of the "man of nature."462
Whether through historical account or myth, Daniel Boone stands as perhaps the best
known "frontiersman" in early American history. Like other Scots-Irish colonists who chose to
ignore the British Crown's decree, and, instead, crossed the Appalachians into the uncharted
lands of Virginia, Pennsylvania, and Kentucky--the gateway to the American West, the Ohio
Valley, Daniel Boone, born in 1734 in Exeter, Pennsylvania, moved south with his family in
1751 to Rowan County, North Carolina, before venturing westward to make a name for
himself.463 The son of a yeoman farmer, Boone's image became emblematic as the symbol of
the frontiersman. A key factor paramount to the image of authenticity remains the
frontiersman's trademark garb. According to Fraim, the backwoodsman's apparel "crosses
gender, sexual, and cultural boundaries," readily bringing to mind simplicity, authenticity, "wide
461
John Fraim, Battle of Symbols: Global Dynamics of Advertising, Entertainment, and Media,
(Einsiedeln: Verlag, 2003), 186.
462
Jean-Jacques Rousseau, Discourse on Inequality, (New York: P. F. Collier 1910).
463
"The Royal Proclamation--October 7, 1763," in Brief American Pageant: a History of the
Republic, David M. Kennedy, (Boston: Cengage, 2017), 84. The Proclamation of 1763 stated:
"We do, with the advice of our Privy Council strictly enjoin and require, that no private person
do presume to make any purchase from the said Indians of any lands reserved to the said
Indians... but that, if any time any of the said Indians should be inclined to dispose of the said
lands, the same shall be purchased only for us [the British Crown], in our name..." "The Papers
of Colonel Henry Bouquet Papers," September 21, 1761, (London: British Museum), Vol.
21656, 24-25. Even before the more well-known Royal Proclamation of 1763, issued to deter
frontier settlement beyond the Appalachians, British officials issued several pieces of legislation
aimed at barring colonial settlement west of the Alleghenies as well as the Appalachian
Mountain range. Pennsylvania signed the Treaty of Easton in 1758 with the Shawnee and Lenni
Lenape (Delaware) guaranteeing no settlement west of the Alleghenies. Henry Bouquet--a
Swiss officer in the employ of the British Army, put in charge following the death of Brigadier
General John Forbes--also issued his own proclamation in 1761, which decreed land west of the
Alleghenies specifically as Indian hunting grounds and made white settlement illegal.
105
open spaces, and a hero."464 Cloaked in fringed buckskin from head-to-toe; wearing a trademark
raccoon skin cap replete with its signature dangling striped tail; a powder horn hanging from the
belt, a long blade on the hip, and brandishing a rifle, Boone epitomized the image of the
frontiersman. Anthropologists Patricia A, Cunningham and Susan Vos Lab assert that the
trappings and accoutrement of the backwoodsman--exemplified in this instance by Boone--
served as a kind of "shorthand" for quickly communicating a specific set of beliefs, norms, and
behaviors; and also as way of "maintaining and preserving values of culture."465 The
backwoodsman's garb would prove instrumental later when young white men sought to replicate
their heroic figure's manner of dress, which they genuinely believed constituted part of the
authentic frontier experience.466
The myth surrounding Boone began during his life. John Filson's the Adventures of
Daniel Boon (1784) ensconced the image of Boone as the quintessential frontiersman,
introducing Boone into the public consciousness and making the outdoorsman into a legend in
his own time.467 Published on Boone's fiftieth birthday, crafted with more literary prowess than
the backwoodsman possessed, Filson's hagiography begins in 1769 when Boone "resigned my
domestic happiness and left my family and peaceful habitation of the Yadkin River, in North
Carolina, to wander through the wilderness of America, in quest of the country of Kentucke."
Fashioned with a flair for romanticism, Filson wrote that upon first sight of "the beautiful level
464
Fraim, Battle of Symbols, 198.
465
Patricia A. Cunningham and Susan Voso Lab, eds., Dress and Popular Culture, (Madison:
Popular Press, 1991), 7, 12.
466
Don Corbly, The Last Colonials, (Morrisville, NC: Lulu, 2009), 115. Rory Fitzpatrick,
God's Frontiersmen: The Scots-Irish Epic, (University Park: Penn State University Press,
1989), 68.
467
Richard Taylor, "Daniel Boone an American Icon: A Literary View," The Register of
Kentucky Historical Society, 12, no. 4, (autumn, 2004): 512-533. "Historic Missourians--
Daniel Boone," State Historical Society of Missouri, 2016.
106
of Kentucke," Boone's party who "found abundance of wild beasts in this vast forest" quickly
"encamped, made a shelter to defend us from the inclement season, and began to hunt and
reconnoitre the country."468 Using literary tropes long preceding Rousseau, according to cultural
critic Richard Taylor, Filson not only "fathered his legend and granted him immorality" but also
frames the frontiersman as a product of American wilderness, "represent[ing] the birth of Boone
in the public consciousness."469 Numerous other books--published domestically as well as
abroad during his lifetime--testify to the ability of Boone's exploits to captivate readers as well
as ingraining the image of the model frontiersman in popular imagination.470 When Boone died
in 1820, obituaries of the day not only praised him as "the first settler of Kentucky" but also as
"one of the few men of our country whose enterprize [sic] lead [sic] him to search into the
wilderness for the best tracts of land for men to inhabit."471
Popular art aimed at mass audiences increasingly during this era, such as images of
Boone published posthumously; additionally, dictate the parameters the symbol of the
frontiersman would follow subsequently in American culture. Chester Harding's portrayal of
Boone from 1820, the only portrait painted during the backwoodsman's lifetime, had wide
appeal.472 The rendering found in the inside cover of Timothy Flint's biographical memoir of
Boone published in 1833 further fixed the image of the iconic frontiersman in readers' minds.
468
John Filson, The Adventures of Colonel Daniel Boon, (Norwich, CT: Trumbull, 1786), 3.
469
Taylor, "Daniel Boone an American Icon," 532, 516.
470
Francis Scott, The Adventures of Colonel Daniel Boone, (Norwich, CT: John Trumbull,
1785), Gilbert Imlay, Topographical Description of the Western Territory of America, (Dublin:
William Jones, 1793), Daniel Bryan, The Mountain Muse: Comprising the Adventures of Daniel
Boone, (Harrisonburg, VA: Davidson and Bourne, 1813).
471
"Obituary for Daniel Boone," Missouri Gazette and Public Advertiser, October 3, 1820, 3.
472
Chester Harding, Sketch of Chester Harding. Artist: Drawn by His Own Hand, (Boston:
Houghton-Mifflin, 1890), 48. Leah Lipton, "Chester Harding and the Life Portrait of Daniel
Boone," American Art Journal, 16, no.3, (summer 1984): 4-19. Harding completed a pencil
sketch of Boone while the portrait was completed later in a temporary studio in Franklin,
Missouri, witnessed by George Caleb Bingham.
107
Dime novels of the era typically depicting Boone fighting Indians clad in familiar buckskins and
trademark coonskin cap additionally disseminated the mythic image.473 James Otto Lewis
popularized full-length engravings of Boone based on Harding's portrait, lending additional
cultural credence to the image of Boone as the quintessential frontiersman.474 Completed in
1826, Enrico Causici's sand relief adorning the Capitol in Washington, D. C. depicts Boone
engaged in mythic combat with a knife-wielding Indian warrior.475 George Caleb Bingham's
1851 painting aptly-titled Daniel Boone Escorting Settlers through the Cumberland Gap
highlights the frontiersman's prominent place in American history; showing Boone at the helm
of western expansion, leading pioneers into Kentucky.476 Lastly, a sculpture of Boone fighting
an exaggerated Indian titled The Rescue Group (1851) from nineteenth century artist Horatio
Greenough further mythicizes the image of the frontiersman; trumpeting the use of force and
violence to effectively quell indigenous culture while simultaneously advancing white hegemony
and fostering nationalism under the doctrine of Manifest Destiny.477
473
Dime novels featuring Boone as a character include: John Hovey Robinson, "Pioneers of
Kentucky," Ballou's Novelettes, no. 108, (1850). Albert W. Aiken, "The Queen of Kanawha,"
Beadle's Dime Library, no. 49, (August, 28, 1878). Joseph E. Badger, Jr., "Daniel Boone's Last
Trail," Dime Novels, no. 288, (August 12, 1873). Paul Braddon, "Daniel Boone: The Hero of
Kentucky," Wide Awake Library, no. 152, (August 25, 1879). Burke Brentford, "Daniel Boone
on the Warpath," Log Cabin Library, no. 125, (August 6, 1891).
474
Clifford Amyx, "The Authentic Image of Daniel Boone," Missouri Historical Review, 82, no.
2, (January 1988): 153-164.
475
Adriana Rissetto, "Capitol Savages: Representations of American Indians in the Capitol,"
University of Virginia. Lyman C. Draper, Life of Daniel Boone, (Mechanicsburg: Stackpole
Books, 1998), 485.
476
Paul C. Nagel, George Caleb Bingham: Missouri's Famed Painter and Forgotten Politician,
(Columbia: University of Missouri Press, 2005), 129. Patricia Hills, "Picturing Progress in the
Era of Westward Expansion, 1820-1920" in The West as America: Reinterpreting Images of the
Frontier, 1820-1920, ed., Nancy K. Anderson, (Washington, D. C.: Smithsonian Press, 1991),
114.
477
Richard A. Saunders, Horatio Greenough: An American Sculptor's Drawings, (Middlebury:
Middlebury College Museum of Art, 1999), 21. J. Gray Sweeney, Columbus of the Woods:
Daniel Boone and the Typology of Manifest Destiny, (St. Louis: Washington University Press,
108
Following Boone's death in 1820, Americans turned their attention to the figure of the
vanishing woodsman. Real life individuals from the frontier like Boone became a template on
which Americans increasingly based their understanding of the mythic frontiersman.478 Popular
literature and songs of the era additionally reflect relevant themes. For example, in the nascent
stages of American literature at the time, James Fenimore Cooper based his The Pioneers (1823),
part of his larger Leatherstocking Tales and especially his fictional character, Natty Bummpo, on
the real-life figure of Daniel Boone.479 Similar to Boone in physique and stature, Cooper
describes his emblematic character as "tall [and] gaunt... with his rifle hanging on his arm."480
Larger-than-life in presentation, which many readers believed constituted an authentic portrayal
of an autonomous, backwoods individual, these tales not only simultaneously set the criteria of
what American culture expected and did not expect in a frontiersman and mountaineer but also
inculcated these values and beliefs into the national zeitgeist.481
Popular song also glorified the image of the crack shot frontiersman of the American
landscape. For instance, following the American victory in the final confrontation in the War of
1992). Vivian Green Fryd, "Two Sculptures for the Capitol: Horatio Greenough's `Rescue' and
Luigi Persico's `Discovery of America,'" American Art Journal, 19, no. 2, (spring 1987): 16-39.
In 1845, newspaper editor John L. O'Sullivan first used the term to describe how Providence
favored American expansion of democratic market values across the continent.
478
Brown, Frontiersman: Daniel Boone and the Making of America. Michael A. Lofaro, Daniel
Boone: An American Life, (Lexington: University Press of Kentucky, 2003). Lee Clark
Mitchell. "Whose West is it Anyway? Or, What's Myth Got to do With it? The Role of
`America' in the Creation of the Myth of the West," American Review of Canadian Studies, 33,
no. 4, (winter 2003): 497-508. Faragher, Daniel Boone: The Life and Legend of an American
Pioneer. Slotkin, Regeneration through Violence, 155-157.
479
Cratis D. Williams and Martha H. Pipes, "The Southern Mountaineer in Fact and Fiction:
Part II," Appalachian Journal, 3, no. 2, (winter 1976): 100-162.
480
James Fenimore Cooper, The Pioneers, (London: Routledge and Sons, 1895), 247.
481
Wayne Franklin, James Fenimore Cooper: The Later Years, (New Haven: Yale University
Press, 2017). Cooper (1789-1851) penned the five novel series of Leatherstocking Tales: The
Pioneers (1823), The Last of the Mohicans (1826), The Prairie (1829), The Pathfinder (1840),
and The Deerslayer (1841).
109
1812 with British forces; songs such as The Hunters of Kentucky praised the valiant efforts
played by backwoodsmen in the Battle of New Orleans.482 Even though he did not participate in
the actual battle, the fact remained of little importance in the public mindset. In this manner, not
only through popular literature and art but also song, images of the rough-hewn, Indian fighting,
frontiersman--emblematic of Boone--further entered popular imagination.483
A real life figure as well as one of legend and tall tale, David Crockett (and the exploits
of the fictional Davy Crockett) remains embedded in the collective American psyche as one of
its most beloved, mythic frontiersman. Just as in the case of Boone, where the line between real
life and myth became exceedingly hard to distinguish, the character Davy Crockett first appeared
during the real David Crockett's lifetime.484 David Crockett recognized the paramount position
of the independent backwoodsman as a cultural motif or vehicle to exploit for self-gain,
especially in rural areas far removed from the eastern seaboard. He wisely employed the image
of the frontiersman for the purpose of advancing his own economic enterprises, such as interests
he had in grain refining, distilling, or gunpowder-making.
However, he also relished the role of the homespun backwoodsman. A veritable
braggadocio; hyperbolizing himself as part "half alligator, half horse,"--the Tennessean boasted
he could "wade the Mississippi, leap the Ohio, ride upon a streak of lightning, slip without a
scratch down a honey locust, and whip my weight in wildcats."485 According to popular writer
Mark Derr, David Crockett, the politician and writer, understood the American people longed
482
C. Edward Skeen, Citizen Soldiers in the War of 1812, (Lexington: University of Kentucky
Press, 1999), 83. Frank Weitenkampf, "Our Political Symbols," New York History, 33, no. 4,
(October 1952): 371-378.
483
Chad A. Barbour, From Daniel Boone to Captain America: Playing Indian in American
Popular Culture, (Jackson: University Press of Mississippi, 2016).
484
Levy, American Legend. Derr, The Frontiersman.
485
David Crockett, Narrative of the Life of David Crockett, (Lincoln: University of Nebraska,
1987), xx.
110
more for tales of a "bear hunter than a farmer."486 Readers took pleasure in stories where
Crockett wrote that he "killed fifteen bears" or accounts where the legendary folk hero "pointed
as near [the bear's] hump... and fired away" before he "made a lounge [sic] with my long knife
and fortunately stuck him right through the heart."487 He misjudged the national audience's
appetite for glorified stories of backwoods exploits however.
In response to popular tastes and literary currents of the era, books featuring
Crockettesque characters flooded the American market in the decades prior to the mid-nineteenth
century.488 Drawing on caricatures, common traits, and colloquial language associated with the
backwoodsman, long established in American literature since the publication of William Byrd's
History of the Dividing Line betwixt Virginia and North Carolina (1728), James Strange French
first popularized the image of the Tennessean folk hero as the archetypal frontiersman in 1833.489
Taking advantage of his newfound popularity, shortly after the publication of French's book,
Crockett released his own autobiography the same year; basing his character on Benjamin
Franklin's own portrayal in The Autobiography of Benjamin Franklin (1818) along with
patterning his backwoods image from Seba Smith's character, Major Jack Downing.490
Although not memorable for their literary prowess, books, such as The Kentuckian in New York
486
Derr, The Frontiersman, 118.
487
David Crockett, Narrative of the Life of David Crockett, ed., Joseph J. Arpad, (New Haven:
College and University Press Services, 1972), 148, 157-158.
488
Jennifer Schlueter, "`A Theatrical Race': American Identity and Popular Performance in the
Writings of Constance M. Rourke," Theatre Journal, 60, no. 1, (2009): 529-543. The best
treatment of American tall tale still remains: Constance M. Rourke, Roots of American Culture,
(New York: Harcourt Brace, 1942), 130.
489
William Byrd, History of the Dividing Line between Virginia and North Carolina, (New
York: Courier, 1929). Byrd's sometimes satirical account of frontier life depicts a borderland
inhabited by a diverse community of people including Native Americans, Scots-Irish, English,
French, and Spanish. He identified some backcountry residents who have "no other habitation
but a green bower or harbour" such as an English hermit "with a female domestick as wild and
dirty as himself (47)."
490
Crockett, Narrative of the Life of David Crockett, 29-30.
111
or, the Adventures of Three Southerns (1834) by William Alexander Caruthers; Elkswatawa
(1835) by James Strange French; Davy Crockett's Almanack of Wild Sports of the West (1835);
and Bostonian, Charles Elms' Life in the Backwoods (1835) remain prime examples of how
popular images of Davy Crockett gained further cultural currency; becoming synonymous with
the idea of the rough-hewn frontiersman, taking on a life of its own in American culture.491
Tall tales, myths, folklore, and works of fiction further entrenched the image of the
backwoods frontiersman (Crockett in this case) in the national mindset. An icon of frontier
American culture, certain college stakeholders gravitated to images of frontiersmen like Crockett
in hopes of forging a regional identity to which many students could easily relate and
understand.492 Major Jack Downing, a fictitious character based on the exploits of Crockett by
creator Charles A. Dans in 1833 epitomized such a figure.493
Other stock characters from the panoply of American backwoods figures, which appeared
throughout the nineteenth century, contributed to people's conception as well as understanding
the differences between the heroic backwoods figure of the frontiersman and the mountaineer.
491
Ian Marshall, Storyline: Exploring the Literature of the Appalachian Trail, (Charlottesville:
University Press of Virginia, 1998), 217. Gregory H. Nobles, American Frontiers: Cultural
Encounters and Continental Conquest, (New York: Hill and Wang, 1997). Alan Taylor, Liberty
Men: The Revolutionary Settlement of the Maine Frontier, 1760-1820, (Chapel Hill: University
of North Carolina Press, 1990). William A. Caruthers, The Kentuckian in New York or, the
Adventures of Three Southerns, (New York: Harper, 1836). James Strange French, Elkswatawa:
Or, Prophet of the West. Tale of the Frontier, (New York: Harper, 1836). Davy Crockett, Davy
Crockett's Almanack of Wild Sports of the West, (Nashville: Heirs of Colonel Crockett, 1838).
Charles Elms, Life in the Backwoods, (Boston: Houghton, 1835).
492
Carolyn S. Brown, Tall Tale in American Folklore and Literature, (Knoxville: University of
Tennessee Press, 1987), 3, 54-57. Constance Rourke, American Humor: A Study of the National
Character, (New York: Harcourt, 1931). 52-64,
493
John H. Schroeder, "Major Jack Downing and American Expansionism: Seba Smith's
Political Satire, 1847-1856," New England Quarterly, 50, no. 2, (June 1977): 214-233. Charles
A. Dans, The Life and Writings of Major Jack Downing of Downingville, (Boston: Lily, Wait,
and Colman, 1834). Charles A. Dans, Major Jack Downing of the Downingville Militia,
(London: Frederick Warne, 1865).
112
Notably, George Tucker's The Valley of the Shenandoah (1824) first identifies the figure of the
mountaineer in American literature. Described as a "worthy" and "free-spoken mountaineer,"
simply dressed in homespun, Tucker paints the figure of his Scots-Irish mountaineer,
McCullogh, as quick to anger but slow to understand.494 In terms of comprehending how the
figure of the mountaineer fits into regional identity within the state of West Virginia; known as
the "Mountain State," the moniker and mascot not only point to the state's rugged individual
spirit but also reflect the state's motto: "Mountaineers are always free."495
Throughout the mid-to-late-nineteenth century, other forms of media sought to capitalize
on the image of Crockett as the prototypical frontiersman. Spawned by changes implemented in
the expansion of Jacksonsian democracy, popular theatrical plays, such as James Kirke
Paulding's the Lion of the West or A Trip to Washington (1830) and Davy Crockett; Or Be Sure
You're Right, Then Go Ahead (1872) highlighted the Tennessean's exploits--real or imagined--
further establishing the image of the irrepressible frontiersman as a symbol of the American
landscape.496 During his lifetime, folk and popular songs, too, which underscored the tenets of
the Tennessean's life--as "king of the wild frontier"--featured Crockett's name prominently.497
Songs such as, The Crockett Victory March in the early 1830s, Crockett's Free and Easy
Songbook in 1837, Colonel Crockett: A Virginia Reel in 1839, and unquestionably the most
popular Pompey Smash: the Everlastin and Unkonkerable Skreamer, a standard of blackface
494
George Tucker, The Valley of the Shenandoah, (New York: Orville A. Roorbach, 1824), 42.
495
Joanne Sloan and Cheryl Watts, College Names and Other Interesting Traditions, (Northport,
AL: Vision Press, 2013), 162. Mark A. Snell, West Virginia and the Civil War: Mountaineers
are Always Free, (Charleston: History Press, 2011), i.
496
Crockett, Narrative of the Life of David Crockett, 21. J. K. Paulding, Lion of the West, (Palo
Alto: Stanford University Press, 1954). Frank Murdoch, Davy Crockett; Or Be Sure You're
Right, Then Go Ahead, (New York, 1872).
497
Crockett, Narrative of the Life of David Crockett, 1.
113
minstrelsy, which substituted a black alter ego for Crockett, additionally entrenched the figure of
the backwoodsman in America's pantheon of folk heroes.498
Similar to the case of Daniel Boone, following Crockett's death in 1836, the image of the
frontiersman became further ensconced in national myth. Remembered more for his heroism
where he died at the Alamo valiantly defending American values rather than for the financially
destitute apostate he became; just as the public immortalized Daniel Boone, Americans, too,
quickly came to equate the image of Crockett as the exemplary backwoods frontiersman.499 No
less than Ralph Waldo Emerson epitomized Crockett not only as a national hero but as the image
of the American frontiersman. Emerson observed: "Our eyes will be turned westward...the
Kentucky stump oratory, the exploits of Boone and David Crockett, the journals of western
pioneers, agriculturalists, and socialists, and the letters of Jack Downing are genuine growth,
which are sought with avidity."500
Other than representations of the figure of the frontiersman appearing in accounts of the
day, popular literature, or distributed through printed images--film, radio, and television further
instilled the image of the legendary frontier hero into the public mind. In its emerging phase in
the early twentieth century, the medium of film played an important role in further disseminating
the mythic image of the classic frontiersman.501 Concurrent with the popularization of the
498
Lara Langer Cohen, The Fabrication of American Literature: Fraudulence and Antebellum
Print Culture, (Philadelphia: University of Pennsylvania Press, 2012). William Groneman,
David Crockett: Hero of the Common Man, (New York: Tom Doherty Associates, 2007). Derr,
The Frontiersman, 264.
499
Jason C. Pierce, Making the White Man's West: Whiteness and the Creation of the American
West, (Boulder: University of Colorado Press, 2016). James E. Crisp, Sleuthing the Alamo:
Davy Crockett's Last Stand and Other Mysteries of the Texas Revolution, (New York: Oxford
University Press, 2005).
500
Ralph Waldo Emerson, "Young America," Dial, 3, no. 1, (April 1843), 511-12.
501
Eileen Bowser, The Transformation of Cinema, 1907-1915, (Berkeley: University of
California Press, 1990), 170.
114
mountaineer at West Virginia University but before its official adoption, films such as The
Immortal Alamo (1911) glorified Crockett not only as an American patriot but also as a
frontiersman.502
While these two main examples--Daniel Boone and Davy Crockett--serve as prototypes
for the image and ideal behind the frontiersman; despite their popularity however, countless, far
lesser known men and women also stand as paramount examples of individualistic trailblazers
instrumental in shaping the nation's history.503 Hailed as the first English settler west of the
Alleghenies, John Fraser, a Scottish trader, who spent a quarter of a century on the western
Pennsylvania frontier, embodies the image of the rough and tumble frontiersman.504 Credited
with building the first house of Anglo design in the wilderness; forced out by French troops in
1752, the Indian trader, whose bagpipe playing caused consternation among the Indians, settled
north of the Forks of the Ohio (present day Pittsburgh) at the mouth of the Monongahela
River.505 Other early frontiersmen, such as eighteenth century Maryland pioneer Thomas
502
Derr, The Frontiersman, 225.
503
Fitzpatrick, God's Frontiersmen, 68. For representation of archetypal female presence in
American frontier myth and history, see Annette Kolodny, The Land before Her Fantasy and
Experience of the American Frontier, 1630-1860, (Chapel Hill: University of North Carolina
Press, 1984).
504
Clark, "John Fraser, Western Pennsylvanian Frontiersman," 83.
505
Alfred P. James, "Review of American History for Pennsylvania," Western Pennsylvania
History Magazine, 17, no. 1, (1934): 57. Pittsburgh Press, January 15, 1933. William Hunter,
ed., Journal of Major George Washington, (Williamsburg: Hunter, 1754), 3, 17, 21-22, 26. On
two different occasions, during his unsuccessful attempt to oust the French from the Upper Ohio
Valley, George Washington lodged at Fraser's cabin located on Turtle Creek at the mouth of the
Monongahela River. On his initial trek to Fraser's cabin in late October 1753, Washington
noted: "The excessive Rains and vast Quantity of Snow that had fallen, prevented our reaching
Mr. Frazier's, an Indian trader, at the Mouth of Turtle Creek, on Monongahela, till Thursday the
22nd" Before staying at Fraser's cabin a second time, from December 29, 1753 to New Year's
Day 1754, Washington had fallen overboard into the icy waters of the Allegheny River after his
"setting pole" became lodged in the ice.
115
Cresap's actions proved essential in early American expansion and its spirit of individualism.506
Cresap's more well-known contemporaries like Benjamin Logan and George Rogers Clark also
stand as exemplars and instrumental in opening new lands to American settlement.507
The figure of the frontiersman remained equally pivotal in the settlement of the Trans-
Mississippian West.508 Take for example the nineteenth century American trapper and covered
wagon emigrant, James Clyman. Referring to the imperative actions of Clyman as well as other
adventurers, his biographer, Charles L. Camp eulogized the pioneer, writing: "The discoveries
made by these scouts led almost immediately to American control of the Rocky Mountain beaver
trade and the exploration of the great unknown districts lying between the Rockies and the Sierra
Nevada."509 Numerous other individuals throughout American history who set off from
civilization in search of an authentic experience amidst the American landscape as backwoods
hunters, scouts, and Indian fighters--certainly qualify as models on which Americans based their
understanding of the frontiersman.510
Along this line of thinking, in the late-nineteenth and early twentieth centuries, the image
of the frontiersman and the pioneer, whether through history or folklore, informs several colleges
506
Kenneth P. Bailey, Thomas Cresap, Maryland Frontiersman, (Boston: Christopher
Publishing, 1944).
507
Charles Gano Talbert, Benjamin Logan: Kentucky Frontiersman, (Lexington: University of
Kentucky Press, 1962). Michael Burgan, George Rogers Clark: American General,
(Philadelphia: Chelsea House, 2002).
508
John V. H. Dippel, Race to the Frontier: White Flight and Westward Expansion, (New York:
Algora, 2005), 221.
509
James Clyman, James Clyman, American Frontiersman, 1792-1881: the Adventures of a
Trapper and Covered Wagon Emigrant, ed., Charles L. Camp, (San Francisco: California
Historical Society, 1928), 11.
510
E. Anthony Rotunda, American Manhood: Transformations in Masculinity from the
Revolution to the Modern Era, (New York: Basic Books, 1994), 227-232.
116
and universities' choices in symbols and mascots.511 Although white college stakeholders opted
for regional characters and mascots to embody what they genuinely believed at the time to be
authentic and honorable values, today's often more enlightened as well as more diverse student
populations increasingly take exception to one-sided, narrow interpretations they argue remain
solely designed to uphold white paternalism and racial superiority.512
Concerned over the rapidly depleting frontier, which Americans believed essential in
shaping national character, veneration of traditional backcountry values and the authenticity of
the frontier lifestyle became increasingly popular following the turn-of-the century.513 As
testament to this, in 1915, the West Virginia University football squad, which fielded a team
since the late 1880s, adopted the moniker--the Mountaineers.514 In another affirmation of
regional pride, the school's upperclassmen previously adopted the "Old Gold and Blue" of the
state seal as the official colors in 1890.515 Die-hard WVU fans stress "Old Gold and Blue" as
blue and gold denote the colors of the school's nearby and longtime rival--the University of
Pittsburgh Panthers.516
511
Sloan, College Names and Other Interesting Traditions. Peter J. Fournier, Handbook of
College Mascots and Nicknames, (Lithia: Raja and Associates, 2004). Roy E. Yarbrough,
Mascots: the History of Senior College and University Mascots and Nicknames, (Bluff
Universal Communications, 1998). Ray Franks, What's in a Name? Exploring the Jungle of
College Mascots, (Amarillo: Franks Publishing, 1982).
512
Joe R. Feagin, White Racism: The Basics, (New York: Routledge, 2001), 184-185. David
Hamer, New Towns in the New World: Images and Perceptions of the Nineteenth-Century
Urban Frontier, (New York: Columbia University Press, 1990).
513
Roderick Frazier Nash, Wilderness and the American Mind, (New Haven: Yale University
Press, 1967), 145.
514
William T. Doherty, Jr., and Festus Summers, West Virginia University: Symbol of Unity in a
Sectionalized State, (Morgantown: West Virginia University Press, 1982), 104.
515
West Virginia University Alumni Association, "School Colors," (Morgantown: West
Virginia University Library, 2014).
516
John Antonik, The Backyard Brawl: Stories from One of the Weirdest, Wildest, Longest
Running, and Most Intense Rivalries in College Football, (Morgantown: West Virginia
University Press, 2012).
117
In 1934, the Mountaineer became the official symbol and mascot of the University.517
Not merely a coincidence, several films which depicted mythic American frontiersmen appeared
just prior to the figure's adoption at WVU.518 As evidenced by the dozen full-length feature
films portraying either Daniel Boone or Davy Crockett, released in the years 1910 to 1934,
Hollywood constructions of the noble frontiersman resonated thoroughly with young white male
students in the mountainous state.519 These traits and characteristics played an important role in
how students envisioned their incarnation.
Tailored to fit each winner specifically, the Mountaineer's garb and appearance remain
absolutely paramount in the identity of the backwoods frontiersman. The first student mascot
officially clad as the Mountaineer in pioneer garb appeared at WVU sporting events during the
1934-35 school year.520 Prior to that, starting in 1927, students dressed in mountain garb and
buckskin began unofficially cheering on the team from the sidelines. Selected each year by the
Mountain Honorary--the University's most prestigious academic society--over fifty-seven
students have portrayed the Mountaineer.521 Of the sixty-four students portraying the mascot,
517
West Virginia University Alumni Association, "Mountaineer Mascot," (Morgantown: West
Virginia University Library, 2014).
518
Ed Andreychuk, American Frontiersmen on Film and Television, (Jefferson: McFarland and
Company, 2005). Jerry Wayne Williamson, Hillbillyland: What the Movies Did to the
Mountains and What the Mountains Did to the Movies, (Chapel Hill: University of North
Carolina Press, 1995).
519
Films on Crockett and Boone appearing before (or shortly after) the Mountaineer's first
appearance include: Daniel Boone: Or, Pioneer Days in America (1907), Davy Crockett--In
Hearts United (1909), Davy Crockett (1910), The Chief's Daughter (1911), Daniel Boone's
Bravery (1911), The Life of Daniel Boone (1912), Martyrs of the Alamo (1915), Davy Crockett
(1916), Daniel Boone (1923), In the Days of Daniel Boone (1923), Daniel Boone through the
Wilderness (1926), Davy Crockett at the Fall of the Alamo (1926), Daniel Boone (1936), The
Painted Stallion (1937), and Heroes of the Alamo (1937).
520
West Virginia University Alumni Association, "Mountaineer Mascot," (Morgantown: West
Virginia University Library, 2014).
521
West Virginia University Alumni Association, "List of WVU Mascots," (Morgantown: West
Virginia University Library, 2014).
118
only two have been females--the first appearing in 1990.522 Noting an increase in female sports
fans accoutered in buckskin following jettisoning the male-only restriction, Cathy Jasper, an
administrative assistant at WVU's Center for Women Studies, says the addition of a female "has
been so inspiring for so many of us"523; while the director of the center, Judith Stitzel, described
the inclusion of a female as a "new tradition."524
Not only in illustration but also on the real-life mascot portrayed by a student, yet another
indistinguishable symbol of frontier domination--the rifle--can be found. Despite reprimands
from school officials prohibiting mascots from using the gun in any fashion, some have engaged
regardless.525 Most recently, in 2012, WVU officials chided Mountaineer Jonathan Kimble for
shooting and killing a black bear.526 Notwithstanding the warning, Kimble broke no state
hunting laws however. An acceptable behavior to many alumni and fans, they point to the state's
rich outdoors tradition.527 Many opposing teams' fans remain unaware or may be shocked to
learn that the Mountaineer carries a real, working, flintlock-style rifle, which he or she fires
when the team scores.528 Equipped only with a rifle and powder horn, the Mountaineer carries
no bullets or projectiles. Since lambasted as dangerously irresponsible by several opposing
522
Candace Nelson, "Mountaineer Hangs Up Her Musket," Charleston Daily Mail, March16,
2010, B8. Staff, "But Make the Biscuits First," Appalachian Journal, 18, no. 2, (winter 1991):
168.
523
Cathy Jasper quoted in: Cassie Shaner, "Brock Burwell to Debut as Mascot Tonight,"
Tribune-Business News, April 30, 2010, C1.
524
Judith Stitzel quoted in: "For First Time, Woman is Mascot at Sports Events: West Virginia,"
New York Times, March 4, 1990, 36.
525
Joe LaPointe, "Rifle-Toting Mountaineer Breezes Through Security," New York Times,
March 9, 2007, D3. Staff, "Have Rifle, Will Enter," San Jose Mercury, March 11, 2007, SP2.
526
Brian Ach, "Mountaineer Mascot Kills Bear with His Musket," New York Daily News,
December 7, 2012.
527
Staff, "WVU Traditions," Charleston Gazette-Mail, March 29, 2017, P6. Staff, "2010
Mountaineer Week Continues at WVU," Charleston Gazette, November 10, 2010, P8.
528
LaPointe, "Rifle-Toting Mountaineer Breezes Through Security." "Not a musket" according
to 2007 Mountaineer Brady Campbell, the .45 caliber rifle made of curly maple and brass
measures more than four feet.
119
schools, the Mountaineer now carries and discharges the firearm strictly at home contests.529 On
the one hand, WVU spokesperson Shelly Poe acknowledges: "There's several places that don't
want us to shoot, and that's fine."530 However, on the other hand, "with regard to the rifle,"
officials at venues like New York City's Madison Square Garden acknowledge that "it gets
checked." "We know it's not real. We understand it is a part of his costume."531
More than simply a prop, the Mountaineer's rifle remains an important component of
rustic frontier identity to many West Virginians. The customary exchange of the firearm--a
vaunted rite at WVU known as the Passing of the Rifle begun in 2004--stands as a time-honored
tradition where the outgoing student portraying the role of the Mountaineer presents the
cherished weapon--still a symbol of authenticity and a necessity of home and hearth in a
mountainous state--to the incoming mascot.532 The event takes place at the first home football
game of the season in front of a packed stadium of the WVU faithful eager to embrace an
identity based on a homogenous regional narrative. In yet another nod to the authenticity of the
frontier, while not a requirement for the mascot position, male Mountaineers customarily grow
beards during their tenure to go along with the coonskin cap and rifle.533
Despite the Mountaineer's seemingly popularity with fans throughout its existence, at the
onset of the postwar era, school boosters increasingly fretted over the mascot's image and
depiction. During this period, identity and racial boundaries became increasingly conflated to
529
Todd Finkelmeyer, Madison Capital Times, "West Virginia Fans Blast `Stupid
Cheeseheads,'" September 7, 2002, 3C. Marc Lancaster, "UC to Mountaineers: Don't Shoot,"
Cincinnati Post, September 6, 2002, 1B.
530
Shelly Poe quoted in: Lancaster, "UC to Mountaineers: Don't Shoot," Cincinnati Post,
September 6, 2002, 1B.
531
Lapointe, "Rifle-Toting Mountaineer Breezes Through Security," D3.
532
West Virginia University, "Passing of the Rifle," (Morgantown: West Virginia University
Library, 2014).
533
West Virginia University Alumni Association, "List of WVU Mascots," (Morgantown: West
Virginia University Library, 2014).
120
many ethnic whites seeking full inclusion in postwar society. According to folklorist Rosemary
V. Hathaway, in stark contrast to the noble, virtuous image of the able Mountaineer, while some
students still embraced the figure of the long-popular hillbilly, "the frontiersman Mountaineer
became the officially-sanctioned version."534 Much of this postwar identity crisis stemmed from
depictions of the American frontiersman in the postwar era. For example, the well-known song
The Ballad of Davy Crockett, owing its popularity to the epoch's Crockett craze, topped the
charts in 1955. 535 Vastly popular from 1954-1956, Disney's Crockett movies, according to
Michael A. Lofaro, "have remained more ingrained in the American consciousness."536 In
addition, testifying to the popularity of the figure of the frontiersman, the same actor Fess Parker
appeared from 1964 to 1970 on television as Daniel Boone. Although the real-life figure Daniel
Boone only wore beaver hats, Hollywood's earlier inaccurate portrayal of a coonskin cap-
festooned Davy Crockett led to the first popular fad attributed to the new medium of television in
1955; only to become vastly unpopular by the following year.537 Helpful only in misinforming
while further glorifying and ensconcing the image of the frontiersman in the public mindset as a
virtuous, well-meaning figure who engaged in subjugation of indigenous cultures,
marginalization of women, oppression of people of color, and exploitation of environmental
resources--television and film still often persist in presenting not only inaccurate but incredibly
offensive depictions based on perceived traits and common inaccuracies.
534
Rosemary V. Hathaway, "From Hillbilly to Frontiersman: The Changing Nature of the WVU
Mountaineer," West Virginia History, 8, no. 2, (fall 2014): 15-45, (quote 35).
535
Robert Dietsche, Jumptown: The Golden Years of Portland Jazz, 1942-1957, (Corvallis:
Oregon State University Press, 2005). George Burns, a Dixieland trombonist, penned the hit
song for Walt Disney.
536
Michale Lofaro,"Introduction," in James A. Shackelford, David Crockett: The Man and the
Legend, (Lincoln: University of Nebraska, 1986), xiv.
537
Paul F. Anderson, The Davy Crockett Craze: A Look at the 1950s Phenomenon and Davy
Crockett Collectibles, (Chicago: RG Productions, 1996). Landon Y. Jones, Great Expectations:
America and the Baby Boom Generation, (New York: Ballantine Books, 1981), 50-51.
121
In this highly-charged, media-obsessed atmosphere, even though the representation of a
mountain hillbilly experienced somewhat of revival at campus events during this era, many
students and administrators felt ambivalent and began to rethink what exactly constituted the
figure of the Mountaineer. In an official report documenting the school's activity in the
immediate postwar period and released in 1958, administrators shared their vision about the
mascot:
It is a constant objective of the University to increase the pride in West Virginians in themselves
and in their State. The tattered hillbilly, with his jug and his unkempt appearance, is no longer a
symbol of West Virginia, if ever he was an accurate one. The true symbol is the Mountaineer, the
erect individual--proud of himself and of his accomplishments. He holds the future of West
Virginia. In that future, there is no place for the easy acceptance of the idea that an inferior result
should be accepted because that is all one may expect from West Virginia. In its place there will
be the determination of the pioneer who made his living from a sometimes unpromising land. It
will be a determination to be content with nothing less than the vast, accompanied by the
realization that it is within reach. University students are intent upon erasing the hillbilly concept.
By formal resolution, Student Government requested the University Book Store to stop selling
stickers and other devices carrying the hillbilly picture which had been widely circulated
previously. For that picture was substituted one depicting the mountaineer as a man of simple
dignity. It is hoped that others will follow the lead of the University Book Store. Mountain,
ranking honorary for men, is well advanced on a campaign for funds to erect on the campus a
statue of a mountaineer in the Daniel Boone tradition. The existence of such a statue should
facilitate the substitution of a symbol of dignity and purpose for one of laziness and disrepute.538
Strictly a matter of identity and perception, in 1957, student government requested that the
campus cease sales of "all products depicting a tattered hillbilly with his jug, felt hat, bare feet,
538
West Virginia State University 1946-1958: A Report Covering the Administration of Irvin
Stewart as President of the University, July 1, 1946-June 30, 1958, (Morgantown: West Virginia
State University Press, 1958), 26-27.
122
and ragged clothes." Instead, students asked the store to embrace a more politically-correct
Mountaineer in the image of the archetypal frontier pioneer; one clad in buckskin and a coonskin
cap with a temperate disposition.
In realization of this goal, beginning in the early 1950s, students began collecting funds
to erect a Mountaineer statue on campus in the tradition of Daniel Boone. Future governor of the
state Arch A. Moore, Jr., who personally collected $100 from administration officials,
spearheaded the project. In addition to the sacred space set aside for the Mountaineer statue, the
University began sponsoring the long-running Mountaineer State Festival the same year to instill
solidarity as well as collecting needed revenue to aid in construction of the proposed statue.
From concession sales and entertainment, the University raised $15,000--the estimated price of
the monument.539 Dedicated in 1971, the ever-vigilant yet stoic bronze figure of the autonomous
Mountaineer looms large not only on the WVU campus but also in state and regional identity.
The socially-constructed imagery, symbols, iconography, and mascot of the West Virginia State
University Mountaineers serve to reinforce a certain representation the institution chooses to
align itself with, as well as informing American cultural beliefs and regional narratives related to
history and identity.540
Tantamount to a sacred icon, the importance not only in myth, but also in celebrating
identity at WVU remains paramount. The image of the totem--in this case the roughhewn
image of the independent and noble frontiersman--holds a prominent place in the mindset and
the daily life of students, alumni, and fans of the University.541 For WVU's purposes, the
539
Doherty, West Virginia University, 60, 185, 189-190.
540
Sherene H. Razack, "When Place Becomes Race" in Race, Space, and the Law: Unmapping
a White Settler Society, ed., Sherene H. Razack, (Toronto: Between the Lines, 2002), 1-20.
541
Giovanni Paoletti, "The Cult of Images of The Elementary Forms" in On Durkheim's
Sociology of Religion, ed., N. J. Allen, (London: Routledge, 1998), 78-91.
123
Mountaineer functions as the clan's totem--a heroic backwoods individual who represents the
society or group itself. To West Virginians, the mascot represents the determination and the
individualistic frontier spirit of America.542 The Mountaineer, like the yeoman farmer, remained
a virtuous figure--a maverick and a laborer of the land--a noble profession in a wide open
pastoral setting such as America.543
The vanguard of civilization to some, yet its antithesis to others, the image of the
frontiersman remains a complicated figure. While revered at WVU however, the symbol
remains controversial at some other American colleges and universities.544 As a case in point,
the University of Denver's mascot, Denver Boone--a comically exaggerated representation of a
bearded, white frontiersman donning a coonskin cap and regaled in buckskin--which appeared
in the postwar era, recently came under fire from student groups opposed to such chauvinistic,
racist depictions which foster a cycle of oppression. Boone, the University's symbol from 1968
to 1999, stems from an animation created by Disney cartoonists in 1968.545 A student write-in
542
Matthew M. Polka, "Mountaineer Pride," Pittsburgh Post-Gazette, January 13, 2006, F2.
Elisabeth Evans Wray, The West Virginia Adventure, (Layton: Gibbs Smith Publishing, 2003),
101.
543
Randall Gene Lawrence, Appalachian Metamorphisms: Industrializing Society on the
Central Appalachian Plateau, 1860-1913, (Durham: Duke University, 1983).
544
Mike Chambers, "Boone-Doggle Erupts in Mascot Brouhaha," Denver Post, June 5, 2013,
6B.
545
Staff, "Effort to Identify New `Pioneer' Symbol Kicks Off," University of Denver Magazine,
November 7, 2008. Founded as a Methodist seminary in 1864, local sportswriters called the
school's earliest teams "the Ministers" and "the Fighting Pastors." DU students chose the
nickname "Pioneers" along with the mascot "Pioneer Pete" in the 1920s before adopting Denver
Boone in 1968. Anonymous, "Boone's History at DU," Denver Clarion, October 2, 1986, 1. In
1910, DU adopted the name Pioneers and its first mascot, Pioneer Pete, in an effort to boost the
appeal of its newly-formed football team. By the beginning of the 1960s, DU's football program
fell on hard times. With its elimination, Pioneer Pete, too, was terminated. However, hockey
became very popular during the same time and the search for a mascot began. But it was
basketball coach Stan Albeck who derived his inspiration for the new mascot from Disney
cartoon characters. After contacting Disney studios, its artists came up with the animated
character.
124
determined the outcome.546 Boone appeared regularly throughout the 1970s and 1980s at a
variety of team sports.
Following a strongly worded statement from school officials in 1984, where some
questioned Boone's legitimacy, the situation became clear that the administration likely would
not tolerate the symbol much longer. In 1998, coinciding with the opening of the new Ritchie
Ice Center, officials introduced a new mascot.547 Despite the well-meaning effort, unfortunately,
Boone's replacement, a red-tailed hawk named Ruckus, never caught on with students.548
Determining that the cartoon pioneer "does not reflect the broad diversity of the DU community
and is not an image that many of today's women, persons of color, international students and
faculty, and others can easily relate to as defining the pioneering spirit," college administrators,
holding fast to their stance, decreed: "[the University] cannot adopt an official mascot that has a
divisive rather than unifying influence on our community."549
While some students detest the use of a mascot as troublesome as Boone, others point to
the symbol as a tool of group solidarity. Editorialists' opinions in the student newspaper
differed. Whereas some found the school's mascot "offensive to individuals on our campus,"
others remarked: "Boone enables them to feel a sense of unity that not only connects them to
546
Staff, "Boone's History at DU," 1. In a 1968 naming contest, junior Steve Kiley submitted
the winning bid of the name "Denver Boone."
547
Katie Niekerk, University of Denver: Off the Record, (Pittsburgh: College Prowler, 2005),
77.
548
Steve Fisher, a Brief History of South Denver and University Park, (Charleston: History
Press, 2012).
549
Valerie Richardson, Washington Times, "Denver Axes Mascot `Boone' in Diversity Drive,"
December 27, 2008, 4. Anonymous, "`Divisive' Mascot of DU Won't Rise Again," Denver
Post, October 21, 2008, 2.
125
other students, but to the DU alumni and fans."550 A 2013 resolution passed by Undergraduate
Student Government (USG) decreed: "We as a student task force are here because there is no
mascot around which students can rally that accurately reflects the University of Denver and its
identities, beliefs, traditions and what it means to be a pioneer. We shall facilitate the selection
of a mascot that empowers, inspires and celebrates the diversity of the University of Denver
community. Remembering our history, while pioneering our future, the new mascot will be
implemented by a rebranding of University of Denver merchandise and marketing."551
Although suppressed by school administrators, recent polls indicate students
overwhelmingly prefer the incarnation of Denver Boone; as opposed to other proposed school
mascots, such as a mountaineer, elk, mustang, hiker, jackalope, golden retriever, or robot.552
Efforts in recent years by some students and alumni to reinstate Boone have resulted in an
unofficial mascot not recognized by administration officials. Referring to the booster and
alumni-backed initiative to revive the maligned mascot, supporters such as former Boone mascot
Zeke Perez, who wore the costume for three years and believes Boone to be a major component
of school identity, says, "it's definitely a way for them to identify with DU"; the former mascot
views the situation otherwise, arguing: "I don't know how much it [the resolution] would really
do, because the alumni have really done a great job of funding Boone."553 While the once hotly-
550
Lindsey LaRocque, "Senate Ponders Boone's Future," Denver Clarion, September 29, 2008,
1. Meg McIntyre, "Boone's Status as Unofficial Mascot Unknown to Many," Denver Clarion,
May 18, 2015, 1.
551
Sarah Ford, Denver Clarion, "Boone's Final Stand?" February 26, 2013, 1.
552
Richardson, "Denver Axes Mascot `Boone' in Diversity Drive," Washington Times,
December 27, 2008, 5. Mike Chambers, "Denver Boone Wins Suppressed Mascot Poll at DU,"
Denver Post, June 7, 2013, 6. Former editor-in-chief of the Denver Clarion, Anita Balakrishnan,
did not publish the results from the May 16, 2016 poll. According to the final tally of the student
survey, Boone led all mascot choices with 96 votes; the mountaineer came in second with 62;
and the elk finished third with 31.
553
Ford, "Boone's Final Stand?" February 26, 2013, 1.
126
contested issue remains tepid at the time of this writing, administration officials stand by their
initial ruling. Although to stakeholders Boone is merely an innocuous animated caricature
designed to foster solidarity, symbolizing nothing more than the mythical white American
frontier hero; nonetheless, to others in the University's diverse and pluralistic community, the
image of the frontier pioneer remains an inimical and troublesome figure based on white
Eurocentrism, lording over the genocidal and environmental conquest of a continent in the name
of democracy and freedom.554 Similar to the heated controversy over the continued use of
indigenous people's imagery as oppressive yet languishing tools of colonization, debates over
hotly-contested figures, such as the symbol of the mythical frontiersman of the American
landscape, relate to issues of identity.555 So, whereas at the West Virginia University, while
students revere, herald, and hold the image of the frontiersman--the Mountaineer--as
sacrosanct; quite the opposite holds true at the University of Denver, where the figure of the
pioneer remains disparaged and reviled.
Finally, because of its obsequious position in American culture, primarily due to media
dissemination, imagery of the heroic, backwoods individual permeates mainstream ideology.
Often times, whether at the institutions discussed or any other American colleges and universities
utilizing symbols of the frontier--namely frontiersmen, pioneers, and, mountaineers--these
images serve as tools of domination which not only foster institutional racism but also promote a
554
Carroll P. Kakel, The American West and the Nazi East: A Comparative and Interpretive
Perspective, (New York: Palgrave Macmillan, 2011), 183. Mark Levene, "Empires, Native
Peoples, and Genocide" in A. Dirk Moses, ed., Empire, Colony, Genocide, Conquest,
Occupation, and Subaltern Resistance in World History, (New York: Berghahn Books, 2008),
183-204. Fisher, Brief History of South Denver and University Park.
555
Phil Chidester, "Farewell to the Chief: Fan Identification and the Sports Mascot as
Postmodern Image" in Sports Fans, Identity, and Socialization: Exploring the Fandemonium,
ed., Adam C. Earnheard, (Lanham, MD: Lexington Books, 2012), 49-62. Kenneth Thompson,
"Durkheim and Sacred Identity" in On Durkheim's Sociology of Religion, ed., N. J. Allen,
(London: Routledge, 1998), 92-104.
127
hegemonic narrative. So, whereas WVU venerates the state's history of rugged individualism
and white paternalism, choosing to surround the institution with iconography denoting frontier
authenticity; conversely, other colleges and universities, such as exemplified by DU
contemporaries, disown their former mascot, which, from their point-of-view, continues a legacy
and pattern of western oppression. For better or worse however, the striking figure of the
frontiersman of the American landscape--partly based on historical actors, along with mythic,
patriotic crusaders--above all, remains a controversial symbol and mascot; an image alternately
symbolizing continental exploitation on the grandest scale, which encompassed subduing a
"howling wilderness," as well as entailed vanquishing nature in all its forms, racially exploiting
labor, marginalizing women, and extermination of indigenous culture.
128
CHAPTER 5
AMERICAN BALD EAGLE: SYMBOL OF A NATION
In the 1920s, attempting to cement their patriotism as Americans, as well as to downplay
otherness, Irish Catholic stakeholders at Boston College adopted the American bald eagle as the
school's symbol and mascot. The choice of the eagle, which during this era began to be thought
of as less as a nuisance, additionally highlights Americans' changing attitude towards raptors and
birds of prey as more than pests but as an important part of the environment. In this fashion, the
campaign to install the bald eagle at Boston College not only utilized a well-known patriotic
symbol but also a uniquely American species to counter rampant anti-Catholic prejudice.
Soaring majestically aloft, the qualities embodied by the bird--independence, bravery,
strength, and exemplary vision--encompass the traits coveted and exploited by a wide variety of
amateur and professional sports teams, American colleges and universities notwithstanding.556
As such, fifty-seven American colleges and universities use the eagle as their symbol and
mascot.557 One such institution: Boston College, a school founded by Irish Jesuits and the first
American college or university to employ the symbol of the eagle, presents an interesting case of
ethnic inclusion into American society through the use of potent national symbols, as well as one
that parallels the mercurial environmental saga of the white-headed raptor throughout the
556
Andrew Solway, Eagles and Other Birds, (Chicago: Reed Elsevier, 2007), 15. From the
skies above, the American bald eagle can see something the size of a rabbit from a distance of
three miles. For professional American teams utilizing eagle, see Ray Didinger and Robert S.
Lyons, The Eagles Encyclopedia, (Philadelphia: Temple University Press, 2005), 4-5. Formed
in 1933, the Philadelphia Eagles of the National Football League grew out of the remnants of the
Frankford Yellow Jackets, a colorful Philadelphia neighborhood team which played in the league
from 1924 finishing third or better four times until the club's demise midway through the 1931
season.
557
Sarah and Harry Choron, College in a Can, (Boston: Houghton-Mifflin, 2014), 29. Jody
Veenker, "Eagles, Crusaders, and Trolls--Oh My! Christian Colleges Rethink Sports Mascots,"
Christianity Today, June 12, 2000, 18. The eagle is the most popular choice for a mascot at all
Christian-affiliated colleges and universities in the United States, regardless of denomination.
129
twentieth century. Informed by a wide array of cultural symbolism from national iconography--
perpetuated from antiquity and influenced by white Eurocentric beliefs along with Native
American mythology--to changing societal conceptions of the raptor's place in the ecosystem,
Boston College's use of the eagle establishes a decidedly American identity by equating and
aligning Irish-Catholicism with the dominant beliefs and values of the United States.558 In this
manner, through the crucible of nationalism, exploiting a symbol endowed with specific
American principles and ideals, college stakeholders enmeshed the city's Gaelic community
further into the fabric of American society; leaving no doubt to Protestant naysayers about
Boston's Hibernian citizens' allegiance.
New England boasts a long history of higher education. Puritans, who stressed the
paramount importance of education, founded Harvard in 1636.559 Yale began admitting students
in 1701.560 Banned and persecuted by Puritans; not accorded religious freedom until 1788,
Massachusetts's Catholics gained minor acceptance by the early nineteenth century.561
However, in the wake of the Irish potato famine in the 1830s and 1840s, waves of immigration
swelled the newcomers' ranks considerably; leading to varying degrees of anti-Catholic nativism
in the years preceding the Civil War.562 In turn, anti-Catholic political parties like the Order of
558
John E. Bodnar, Remaking America: Public Memory, Commemoration, and Patriotism in the
Twentieth Century, (Princeton: Princeton University Press, 1992), 68.
559
George H. Williams, Divinings: Religion at Harvard from its Origins in New England
Ecclesiastical History to the 175th Anniversary, (Gottingen: Vandenhoeck and Ruprecht, 2014).
Samuel Eliot Morison, Founding of Harvard College, (Cambridge: Harvard University Press,
1935).
560
Rosalind D'Eugenio, "Yale University Celebrates 300 Years of Academic History," History
Today, 51, no. 10, (October 2001): 6-7. Brooks Mather Kelley, Yale: A History, (New Haven:
Yale University Press, 1999), 3.
561
Maura Jane Farrelly, Anti-Catholicism in America, 1620-1860, (New York: Cambridge
University Press, 2018), 110.
562
Thomas H. O'Connor, Boston Catholics: A History of the Church and its People, (Boston:
Northeastern University Press, 1998). John D. Brewer and Gareth I. Higgins, Anti-Catholicism
130
the Star-Spangled Banner, which formed in 1849 before developing into the Know-Nothings,
flourished in the North, particularly Massachusetts where the influx of Irish greatly perturbed
Protestant society.563
As Boston historian Thomas H. O'Connor notes, met with scorn, derision, and hatred
from white, Anglo-Saxon Bostonians upon their arrival, Irish newcomers quickly found
Protestants "dominated virtually the whole range of the city's civic, cultural, and educational
institutions."564 Anathema to the Protestant way of life, historian and ethnographer Irene Whelan
writes the group framed Irish-Catholics as polar opposites: "disloyal, slovenly, untrustworthy,
sexually licentious, and ignorant... unworthy of participation in the public sphere."565 However,
once Irish-Catholics began to establish themselves politically, economically, and culturally, the
in Northern Ireland, 1600-1998, (London: Macmillan, 1998). Brewer and Higgins argue
Protestants engage in anti-Catholic behavior as a means to protect socio-economic interests.
Steven Bruce, "The Sociology of Anti-Catholicism," Studies: An Irish Quarterly Review, 89, no.
355, (autumn 2000): 205-214. Bruce amends Brewer's thesis slightly, similarly stressing anti-
Catholicism stems from Protestant fears, anxieties, and prejudices related to loss of socio-
economic standing but he additionally examines loss of cultural status. On history of anti-
Catholicism in the nineteenth century and early twentieth century, still an excellent overview; see
John Higham, Strangers in the Land: Patterns of American Nativism, 1860-1925, (New
Brunswick: Rutgers University Press, 1969), 35-105, 178-194. For anti-Catholicism in the
1920s, see Edward Cuddy, "The Irish Question and the Revival of Anti-Catholicism in the
1920s," Catholic Historical Review, 67, no. 2, (April 1981): 236-255.
563
On rise of Know-Nothing Party in 1850s, see John L. Mulkern, The Know-Nothing Party in
Massachusetts: The Rise and Fall of a People's Movement, (Boston: Northeastern University
Press, 1990). Dale Baum, "Know-Nothingism and the Republican Majority in Massachusetts:
The Political Realignment of the 1850s," Journal of American History, 64, no. 4, (March 1978):
959-986.
564
Thomas H. O'Connor, Boston Irish: A Political History, (London: Northeastern University
Press, 1995), 63.
565
Irene Whelan, "Religious Rivalry and The Making of Irish-American Identity" in Making the
Irish American: History and Heritage of the Irish in the United States, eds., Marion Casey and
Joseph Lee, (New York: New York University Press, 2006), 273.
131
community felt a need for its own religiously-affiliated institution.566 While nineteenth century
Ireland witnessed great change in the power of the Catholic Church in primary and secondary
education, no Catholic university existed until 1908.567 Unlike their Gaelic counterparts
however, Boston's Irish-Catholics undertook the initiative earnestly. Staunchly opposed to
individualistic thought because of its supposed pernicious effect on morality, nineteenth century
Catholic theology shunned freedom of speech, press, teaching, or conscience.568 In contrast to
their secular counterparts, American Catholic universities sought to make faith pivotal in
education.569 This also would remain true in the founding of Boston College.
Founded by the Society of Jesus (the Jesuits), Boston College opened its doors in 1864.570
Even though many nativists voiced concerns over immigrants' ability to assimilate to American
norms and values, Boston College emphasized patriotism over ethnicity.571 In the early 20th
century, nationalism and religious identity did not necessarily conflict.572 Basing research on the
second generation's eclectic mix of devout Catholicism and American popular culture, Tim
Meagher and other scholars find the early 20th century the most critical era in formation of a
566
For complete history of Catholic primary and secondary education in Boston, see: James W.
Sanders, Irish vs. Yankees: A Social History of the Boston Schools, (New York: Oxford
University Press, 2018).
567
Senia Paseta, "The Catholic Hierarchy and the Irish University Question, 1880-1908,"
History, 85, no. 278, (April 2000): 268-284.
568
Charles E. Curran, "Academic Freedom: The Catholic University and Catholic Theology,"
Academe, 66, no. 3, (April 1980): 126-135. Following the changes implemented by the Second
Vatican Council in 1961, which recognized religious liberty for all peoples, discussions of what
constitutes academic freedom continue.
569
Alasdair McIntyre, God, Philosophy, and Universities: A Selective History of the Catholic
Philosophical Tradition, (Lanham, MD: Rowan and Littlefield, 2010).
570
Boston College, "Mission and History," (Boston: Boston College Library, 2005).
571
Kathleen A. Mahoney, Catholic Higher Education in Protestant America: The Jesuits and
Harvard in the Age of the University, (Baltimore: John Hopkins Press, 2003), 50.
572
James M. O'Toole, The Faithful: A History of Catholics in America, (Cambridge: Harvard
University Press, 2008).
132
strictly Irish-American identity.573 In light of divided loyalties by Irish-Americans regarding
continued home rule of Ireland by Britain following the Great War; and further compounded by
the rising nativism reflected by the Red Scare along with the growth of the Second Ku Klux
Klan, which demonized Irish Catholics as anarchists and papists, Protestant America fearing loss
of status and identity harbored suspicion.574 Awash in a sea of Protestantism, in an effort to
galvanize the college's patriotism, promoters worked fervently to associate the Catholic school
with national symbols, songs, and practices. For instance, other than the adoption of the bald
eagle, students regularly sang the national anthem, and engaged in military drills.575 The
school's focus on nationalism set the stage for upcoming events.
Alarmed by the depiction of a stray cat in a local newspaper, which served to highlight
Boston College's recent ascension in New England collegiate sports, Reverend Edward J.
McLaughlin suggested the idea of an eagle as the school's symbol and mascot. He proposed
using the national symbol to his fellow Jesuits in the school newspaper, The Heights, dated May
14, 1920. Like other males at the Boston school, he equated felines with the negative
connotations associated with feminine attributes.576 He additionally bristled at the idea of a feral
cat; it conveyed the unsophisticatedness of a backstreet alley. McLaughlin queried readers:
"Why not select the Eagle, symbolic of majesty, power, and freedom? Its natural habitat is in the
573
Timothy J. Meagher, Inventing Irish America: Generation, Class, and Ethnic Identity in a
New England City, 1880-1928, (South Bend: Notre Dame University Press, 2001). Marion R.
Casey, "Ireland, New York, and the Irish Image in American Popular Culture, 1890-1960," (Ph.
D. Dissertation, New York University, 1998).
574
Cuddy, "The Irish Question and the Revival of Anti-Catholicism in the 1920s," 236-255.
575
Mahoney, Catholic Higher Education in Protestant America, 50. David Ronan Dunigan,
History of Boston College, (Milwaukee: Bruce Publishing, 1947), 109.
576
Readers will recall from Chapter 2 where many in American culture during this era (and some
still to this day) equated felines with feminine behavior. See, Lynda Birke, "Intimate
Familiarities? Feminism and Human-Animal Studies," Society and Animals, 10, no. 4, (2002):
429-436. Tracey Smith-Harris, "Bringing Animals into Feminist Critiques of Science,"
Canadian Woman Studies, 23, no. 1, (fall 2003/winter 2004): 85-89.
133
high places. Proud would the B.C. man feel to see the B.C. Eagle snatching the trophy of victory
from old opponents, their tattered banners clutched in his talons, as he flies aloft. Glad would a
Booster be to see his mascot grasping the Yale pup--heading north from the New Haven Bowl,
or soaring triumphantly aloft over the Stadium walls, bearing John Harvard's top-piece to the
Trophy Room at Chestnut Hill. Think this over and send in your suggestions."577
Notably, McLaughlin's plea singles out both of America's two oldest, prestigious, and
neighboring Protestant colleges, setting the bar of excellence the Catholic college sought not
only to emulate but also surpass--equating Boston College as scholastically, morally, and
athletically superior. More so, not only the particular schools but the symbols and mascots of the
two rivals earn the priest's derision as well.578 Beseeching the competitive sportsmanship of the
predominately male readership, he even points to the spoils of victory--the two opposing teams'
well-publicized mascots and treasured symbols of their well-to-do Protestant schools'
identities--as incentives to motivate Boston College undergraduates to adopt the eagle as the
Catholic school's symbol and mascot.
In contrast to the aforementioned rival mascots' domesticated natures, the eagle is a wild,
top-of-the-food chain predator equipped with a razor sharp beak and talons; it is one of the most
formidable symbols of the American landscape.579 Hence, the reason it is the national symbol--
one of power, independence, loftiness, and prescience.580 McLaughlin offered similar criteria as
to why Boston College should select the eagle as its symbol and mascot; insinuating both Yale's
577
Edward J. McLaughlin, "B.C. Mascot," Heights, May 14, 1920, 2.
578
For history of mascots at Harvard and Yale respectively, see: Morison, The Founding of
Harvard College, (Cambridge: Harvard University Press, 1936). See especially Chapter 5, 92-
107. "Handsome Dan: a History of Yale's Most Famous Dog," Yale Herald, November 20,
2009, 1.
579
Pete Dunne, Birds of Prey: Hawks, Eagles, Falcons, and Vultures of North America,
(Boston: Houghton Mifflin, 2016), 63.
580
Janine Rogers, Eagle, (London: Reaktion Books, 2015), 77.
134
small, rotund canine and Harvard's well-mannered dandy bedecked in a top hat seem quite
innocuous in comparison. McLaughlin's entreaty also highlights key words like majesty, power,
and freedom, as well as situating the eagle's domain as high above; this raptor is king of the
birds because it flies the highest; powerful rhetorical appeals and romanticized imagery designed
to elicit the same sentiment students, alumni, and fans associate with the national symbol.581
Introduced by a Catholic priest--called "father" by his parishioners--the eagle, long a symbol of
patriarchy, too, fits well with the group's established socio-religious beliefs and cultural
norms.582 Long associated with Christianity, historians of religion, such as Diana Walsh Pasulka
assert the eagle symbolizes Christ's resurrection as well as St. John and John the Baptist.583 By
doing this, McLaughlin further syncretizes Irish-Catholicism and customs with nationally
revered symbols of American patriotism and power.584
McLaughlin's call did not go unheeded. Less than a month following his plea, in a
special edition, The Heights published an artist's rendering of an eagle soaring above the school
banner.585 That autumn, an issue highlighted Boston College's second victory in as many years
over vaunted rival Yale with an artist's depiction of an eagle perched on a Boston College
581
Michael Ferber, "The Eagles of Romanticism," Literature Compass, 3, no. 4, (2006): 846-
866.
582
J. E. Cirlot, Dictionary of Symbols, (Dover: New York, 1971), 151.
583
Diana Walsh Pasulka, "The Eagle and the Dove: Constructing Catholic Identity through
Word and Image in Nineteenth-Century United States," Material Religion, 4, no. 3, (2008): 306-
324.
584
Lawrence J. McCaffrey, The Irish-Catholic Diaspora in America, (Washington, D. C.:
Catholic University of America Press, 1997), 94.
585
J. Robert Brawley, Heights, June 17, 1920, 1. Boston College, "Boston College Eagle Exhibit
Summer 2005," (Boston: Boston College Library, 2005). Heights artist J. Robert Brawley, who
drew the eagle depicted in the article, recalled in a 1944 interview, "I was sold on the eagle idea
of Father McLaughlin and went to work that night."
135
football player's shoulder and taming the New Haven school's bulldog mascot.586 In the same
issue, a well-placed advertisement reminds readers to "Talk up the Eagle for a Boston College
Mascot."587 One month later, an editorialist in The Heights chastised local newspaper cartoonists
for their less than dignified illustrations depicting the school's newfound eagle mascot and
questioned whether "our mascot idea has flivvered [sic]."588 The most audacious depiction of
the eagle however appeared following the victory over fellow Catholic school, Holy Cross the
same year; showing the eagle knocking a Holy Cross player from the top of Boston College's
Gasson Hall.589 Similar to America's national symbol, the artist renders the Boston College
eagle exhibiting magnificence, supremacy, liberty, and independence, while displaying
fearlessness, strength, and mastery over its opponents; offering the school's mostly Irish-
Catholic male fan base a compelling identity and familiar, yet effective totem around which to
rally. So, during a time span of a less than seven months, through the efforts of influential
school newspaper editorialists, journalists and artists, the selection of the eagle--as not merely
the symbol and mascot of Boston College but also a highly-conspicuous marker synonymous
with American identity--became a reality.
A deliberate choice indeed on the part of Boston College; its supporters wisely selected a
signifier already endowed with a wealth of specific meanings.590 The bald eagle symbolizes not
only the American nation but its beliefs and values as well. Prevalent from Canada to Mexico in
North America--rivaled only by the buffalo as a trademark and icon--the bald eagle, a symbol
586
"Boston College Trounces Yale 21-13 and Clearly Demonstrates Superiority Over the Blue,"
Heights, October 15, 1920, 1.
587
"Talk up the Eagle for a Boston College Mascot," Heights, October 15, 1920, 6.
588
"About That Bird," Heights, November 12, 1920, 2.
589
John Sullivan, "Boston College Plasters Purple 14-0 in Muddy Melee," Heights, December
10, 1920, 1.
590
Pamela J. Erwin, Critical Approach to Youth Culture, (Grand Rapids: Zondervan, 2010), 40.
136
of the nation's identity, powerful, graceful, and of formidable size, affirms American principles,
such as democracy, freedom, independence, and liberty.591 Additionally, only two national
symbols: the flag and the great seal of the United States which features the American bald
eagle--one of the most recognized, if not revered, symbols of the American landscape--have
been created by law.592 Furthermore, throughout the United States, numerous applications and
advertisements employ the eagle to evoke feelings of patriotism, making it the most pictured bird
in the country.593 According to wildlife expert Alfred Stefferud, whether through economic,
political, cultural, or military means, the image of the bald eagle "has been spread to the most
remote areas of the world, undoubtedly to a greater extent than that of any other living
creature."594 So, by aligning its institution and sports teams with the national symbol, an often
disparaged ethnicity professing a faith differing from the Protestant majority became more
readily able to overcome previous socio-cultural stigmas and prejudices. As historian and
ethnographer Noel Ignatiev demonstrates, the Irish affirmed their social and civil status much
earlier in the nineteenth century, particularly through membership in national organizations such
591
Kristy A. Brugar and Andrew H. Dickman, "Oh, Say Can You See? Visualizing American
Symbols in the Fifth Grade," Social Studies and the Young Learner, 25, no. 4, (2013): 17-22.
Hal Morgan, Symbols of America, (New York: Viking Press, 1986), 28.
592
Elizabeth Atwood, "Symbol of a Nation: The Bald Eagle in American Culture," Journal of
American Culture, 13, no. 1, (1990): 63-69. John Engle, "Political Symbols and American
Exceptionalism," ETC: A Review of General Semantics, 71, no. 4, (October 2014): 324-329.
Engle concludes, for Americans, national symbols "hold a deeper significance (325)" than they
do for other nations; constructed to not only set America apart from other states but also put it on
a "philosophical pedestal (326)," which greatly contributes to American exceptionalism.
593
Anonymous, "Celebrating America's Freedoms: The American Bald Eagle," Social Studies,
87, no. 4. (July-August 1996): 148.
594
Alfred Stefferud, ed., Birds in Our Lives, (Washington, D.C.: U.S. Department of Interior,
Bureau of Sport Fisheries and Wildlife, 1966), 113.
137
as the Catholic Church and the Democratic Party, along with the group's monopolization of local
civil service positions in police and fire departments.595
However, following the incidents of the First Red Scare and the government's obsession
with "100% Americanism" during World War I still resounding in the nation's collective
conscience, Americans of all ethnicities sought to garb themselves in a cloak of red, white, and
blue patriotism.596 Boston's Irish-Catholics differed little in this aspect. School leaders'
selection of the eagle as a symbol of identity around which to foment solidarity helped reaffirm
Boston College's commitment to "100% Americanism" while demonstrating unwavering
allegiance and patriotism.597 Still, other choices abounded for a school symbol and mascot. Up
until this time, antelope, owl, and llama remained strong contenders for the coveted position.598
Nonetheless, Boston College--a seminary administered and taught by Jesuits--too, forever
associated its institution with American beliefs and values through the use of the bald eagle.
Truly, an "all-American bird," native to only North America, the bald eagle ranges from
northern reaches of Alaska to Mexico.599 Descendants of eagles date to the beginning of the
595
Noel Ignatiev, How the Irish Became White, (New York: Routledge, 1995), passim.
596
David Goldberg, Discontented America: The United States in the 1920s, (Baltimore: John
Hopkins Press, 1999), 132. Referring to attacks on the Catholic Church and Irish-Americans in
the 1920s by the Ku Klux Klan, Goldberg observes: "The Irish were in no mood to hear some
Protestant secret order question their patriotism."
597
J. Joseph Huthmacher, Massachusetts People and Politics, 1919-1933, (Cambridge: Harvard
University Press, 1960).
598
Staff, "Eagle Finally Settled Upon as College Mascot: Present Bird Succeeds Antelope,"
Heights, April 7, 1925, 4. Staff, "Through the Eagle's Eye," Heights, October 4, 1933, 6. The
reporter notes: "The llama was seriously considered."
599
Robbyn J. Abbitt and J. Michael Scott, "Examining Differences between Recovered and
Declining Endangered Species," Conservation Biology, 15, no. 5, (2001): 1274-1284. Bald
Eagle--Endangered Species Story," (Washington, D.C.: U.S. Department of Interior, U.S. Fish
and Wildlife Service, 1995), 1. Stefferud, Birds in Our Lives, 112.
138
Pleistocene Era.600 Before conquest, 500,000 bald eagles spanned the North American continent,
filling the skies.601 Researchers additionally estimate 50,000 breeding pairs inhabited the lower
48 states in the pre-colonial era.602 Before the bird's association with the United States as its
national symbol--empires and other nations heralded eagles in their imagery.603 Interestingly,
the snake, which in this instance represented colonial-wide solidarity, preceded the bald eagle as
a national symbol. A segmented snake (common folklore dictated that a "joint snake" could
reassemble itself if cut in pieces) first appeared on the masthead of Ben Franklin's Pennsylvania
Gazette prior to the French and Indian War in 1754.604 However, from the War of Independence
to the Civil War, regular troops commonly fought and died under a blue flag with an eagle,
shield, and stars.605 Displayed prominently also on banners carried by George Washington's
Life Guards during the Revolutionary War, the use of the symbol of the eagle soon surpassed
that of the image of the serpent.606 Yet, another important material artifact, the buttons on
600
Blaire Van Valkenburgh and Fritz Hertel, "Predators during the Late Pleistocene," Quarterly
Paleozoology in the Northern Hemisphere, 27, no. 1, (1998): 357-374. Bureau of Sport
Fisheries and Wildlife, "America's Eagle Heritage," (Washington, D.C.: U.S. Department of
Interior, Bureau of Sport Fisheries and Wildlife, 1968), 1.
601
Charles Enloe, "Once Again, a Land of Eagles," American Forests, (autumn 2002): 32-37.
602
William Beinart and Peter Coates, "Hunting and Animals: From Game to Wildlife,"
Environment and History, (January 2002): 29-45. U. S. Fish and Wildlife Service, Bald Eagle--
Haliaeetus Leucocephelus," (Pierre, SD: U.S. Fish and Wildlife Service, 1993), 1.
603
Perry Dane, "Flags in Context: A Discussion of Design, Genre, and Aesthetics," Raven:
Journal of Vexillology, 15, no. 1, (July 2008): 43-80. "America's Eagle Heritage,"
(Washington, D. C.: U. S. Department of Interior, Bureau of Sport Fisheries and Wildlife,
1968), 1. The first use of the eagle as a symbol of power dates to 600 B.C.E. in the court of
Belshazzar of Babylonia. Heralded prominently in ancient Greece and Rome as well as early
Christian imagery; insignia of the Holy Roman Empire and Czars, too; no less than four
countries, including: Austria, Germany, Mexico, along with the United States, have adorned
their flags with image of the eagle.
604
Ted Levin, America's Snake: The Rise and Fall of the Timber Rattlesnake, (Chicago:
University of Chicago Press, 2016), 16.
605
Bertha K. Whyte, "On Eagles and Flags," Wisconsin Magazine of History, 35, no. 2, (winter
1952): 123.
606
William Hale, "Flags of the Revolution," Harper's Round Table, 17, no. 1, (1896): 1244.
139
Washington's 1789 inauguration suit were also inlaid with eagle symbols and attest not only to
the popularity of neoclassical fashion in eighteenth century America but also highlight the
significance of the image as means of national identity.607
Prior to its selection by Congress as the national symbol in 1782, the bald eagle first
gained popular acceptance on a variety of currency and stamps. As early as 1776, Massachusetts
issued a copper one-cent coin bearing the image of an eagle. By 1795, the first American gold
coins in the form of ten dollar "eagles" and the lesser "half eagles" appeared.608 The first stamps
bearing the image of the bald eagle however would not be issued until 1869 by the United States
Post Office.609 Following the introduction of the Great Seal of the United States in 1782, which
incorporated numerous changes implemented under George Dumettiere, the French
Philadelphian chosen by the committee of John Adams, Thomas Jefferson, and Benjamin
Franklin to design appropriate heraldry for the young nation; William Barton crafted the familiar
image viewers recognize today. Barton's image (with alterations by Charles Thompson) was the
first design of the Great Seal to appear with an eagle--as a "central element of the final seal
deign."610 Partly tongue in cheek, when he proposed the wild turkey for the symbol of the
fledging American nation instead of the bald eagle, fellow committee members frowned on
Benjamin Franklin's suggestion. For his part, Franklin felt the turkey more respectable, writing,
"I wish the bald eagle had not been chosen as representative of our country; he is a bird of bad
607
Rogers, Eagle, 97-99.
608
Stefferud, Birds in Our Lives, 112.
609
Anonymous. "`Eagle' Stamps of 1869," Epworth Herald, June 2, 1906, 78. Janet Klug,
Guide to Stamp Collecting, (New York: Harper Collins, 2008), 14. The United States Post
Office released its first postage stamps in 1847; a five cent stamp featuring Benjamin Franklin,
the first postmaster, and a ten cent stamp bearing the image of George Washington. Prior to the
appearance of the 1869 pictorials, only national leaders had been depicted.
610
Richard S. Patterson and Richardson Dougall, Eagle and the Shield: A History of the Great
Seal of the United States, (Washington, D. C.: Department of State, 1978), 64.
140
moral character; he does not get his living honestly."611 Despite the Philadelphian's overtures
(Franklin published two pamphlets in France in 1783, placing a forerunner of the Great Seal
replete with the rendering of an eagle prominently on each of the covers; the bald eagle prevailed
as the national symbol.612 In light of the incident, Franklin's use of the eagle on official
publications, historians Richard S. Patterson and Richardson Dougall write: "is evidence that his
later expression of preference for the turkey as a symbol of the United States government is not
to be taken seriously."613 The symbol of the eagle assumed paramount importance in the
founding of nation's capital in 1790. When British troops burned Washington, D. C. in 1814,
images and representations of the national bird perished as fire spread throughout noteworthy
federal buildings such as the Capitol and the White House.614 For example, as flames tore
through the Capitol Building, they destroyed artist Giuseppe Franzoni's stone carving of an
enormous American bald eagle located on the frieze above a larger-than-life statue of the figure
of Liberty sitting on a pedestal; the bird's wings measured 12 feet by 6 inches.615
A symbol of democracy throughout the young republic, eagle motifs quickly came to
adorn a variety of material artifacts beyond legal tender. Flagpoles, buildings, bridges, other
public structures, naval insignia, and the federal watermark were among some of its first
applications. Additional modifications occurred in 1841 when the eagle's conspicuous white
611
Jared Sparks, ed., Works of Benjamin Franklin, Vol. X, (Chicago: Townsend and MacCoun,
1882), 63.
612
Franklin published both Constitutions des Treize Etats-Unis de l'Amerique and The Definitive
Treaty Between Great Britain and the United States of America, Signed at Paris, the 3rd day of
September 1783.
613
Patterson, Eagle and the Shield, 384.
614
Peter Snow, When Britain Burned the White House: The 1814 Invasion of Washington, (New
York: Thomas Dunne, 2013), 114.
615
Anthony S. Pitch, The Burning of Washington: The British Invasion of 1814, (Annapolis:
Naval Institute Press, 1998), 29.
141
head first appeared and later in 1902 when a more cocksure and muscular eagle strutted onto the
world stage.616
Hardly a coincidence, the choice to highlight the color of the bird's head in the early
1840s parallels the rise of the expansionist mood indicative of the era. This time period marked
the ascendancy of Young America; typified by a younger generation comprised chiefly of
Democrats intent on the United States securing its--in the words of its greatest proponent as well
as the editor of the influential United States Magazine and Democratic Review, John L.
O'Sullivan, who coined the phrase--"Manifest Destiny."617 The American eagle's white head
stands in direct opposition racially, culturally, and politically to that of its southern neighbor,
Mexico, which after gaining independence from Spain in 1821 adopted a golden eagle, noted by
its dark-feathered crown, for its national symbol and figures prominently in its flag.618 Take for
example a political cartoon from 1847 in Yankee Doodle, a satirical weekly newspaper, titled
"Plucked," which depicts Mexico's national symbol--the eagle--before and after the Mexican-
American War of 1846-1848.619 The white-headed American eagle of the same era stands tall
and resolutely proud; it is a symbol of strength and freedom whereas the artist portrays the
Mexican eagle as a symbol of otherness. Even in the "before" depiction, prior to its denuding,
the Mexican eagle's darker head stands in direct contrast to the white crest of the American bird.
616
James G. King, "The Bald Eagle in American Culture," (Washington, D. C.: U. S.
Department of Interior, U. S. Fish and Wildlife Service, 2009), 27.
617
John L. O' Sullivan, "Annexation," United States Magazine and Democratic Review, July
1845. O'Sullivan wrote: "The fulfillment of our manifest destiny to overspread the continent
allotted by providence for the free development of our yearly multiplying millions."
618
Prominent symbols of Mexican nationalism include the eagle and the brown-skinned Virgin
of Guadalupe. David Fitzgerald, "Beyond `Transnationalism': Mexican Hometown Politics at
an American Labor Union," Ethnic and Racial Studies, 27, no.2, (2004): 228-247. Due to an
erroneous rumor, some Mexican nationals have been led to believe, American citizenship
involves stomping and spitting on the Mexican flag.
619
Anonymous, "Plucked or, the Mexican Eagle before the War! The Mexican Eagle after the
War!" Yankee Doodle, 2, no. 32, May 15, 1847, 55.
142
However, unlike the "before" picture, the "after" caption does not merely call attention to racial
difference but also seeks to boost its own cultural hegemony while simultaneously emasculating
the Mexican symbol. Beaming with pride before the war, the Mexican eagle diligently stands
erect; its imposing talons grasping another one its nation's popular indigenous images--the
cactus. However, after the hostilities in which America's southern neighbor relinquished one-
third of its former territory, the once prideful bird--its parched tongue hanging from the side of
its mouth--now appears forlorn, dejected, and fatigued. Left with only a withered cactus on
which to stand, its brow furled in consternation, the previously enduring emblem of strength,
looking like the product of a poultry processing plant, wearily accepts its fate as a mere entree.
By definition, the Mexican national symbol is the antithesis of its superior northern neighbor in
every aspect.620
Interestingly, even though American troops first carried the red, white, and blue flag--the
Stars and Stripes--in the Mexican American War, state regiments continued to march into battle
under a variety of eagle banners throughout its duration along as well as into the Civil War.621
Additionally, although the Stars and Stripes first became the official flag of military artillery
brigades in 1834, the infantry did not adopt it until 1841. Even until well into the Civil War, a
field of azure with an eagle, shield, and stars denoted national heraldry.622 Furthermore, during
the war, eagle heraldry denoted Union headquarters. Until 1862, the Indian Department
additionally bequeathed red, white and blue American flags adorned with an eagle in the upper
620
Mary K. Vaughan and Stephen E. Lewis, "Introduction" in The Eagle and the Virgin: Nation
and Cultural Revolution in Mexico, 1920-1940, (Durham: Duke University Press, 2006), 1, eds.,
Mary K. Vaughan and Stephen E. Lewis.
621
Mark Leepson, Flag: An American Biography, (New York: MacMillan, 2007), 86. Spencer
C. Tucker, ed., Encyclopedia of the Mexican-American War: Political, Social, and Military
History, (Santa Barbara: ABC-CLIO, 2013), 236.
622
Whyte, "On Eagles and Flags," 123-125.
143
right-hand corner of the azure field (where the stars usually appear) to nations which earned
federal protection.623
Similar to the way the eagle design of mid-nineteenth century glorifies white Anglo-
Saxon intracontinental expansion, the 1902 design heralds the United States' arrival on the
global scene as a major player. The symbol expresses unbridled confidence in not only the
nation's beliefs and values but also its political, socio-economic, cultural, military, and racial
superiority. Following the short-lived Spanish-Cuban-Filipino War, which secured American
hegemony throughout the Caribbean and further entrenched the nation's presence in the Pacific,
although some expressed concerns over the nation's new role in foreign affairs; others trumpeted
its increased prestige and status on the world stage.624 Indicative of America looking outward
during this era, the symbol of eagle came to accentuate hubris and more. For example, the
Philadelphia Press's 1898 headline which proclaimed American territorial expansion and
imperialistic designs through the depiction of an eagle with outstretched wings, routinely equates
the bald eagle with American hegemony.625
Throughout the remainder of the twentieth century, the American bald eagle, the
country's national symbol and one its most recognizable and prominent symbols of the
landscape, continued to appear in a variety of contexts; conveying the nation's beliefs and
values. The Boy Scouts, founded in 1910, accord the organization's highest rating as "Eagle
Scout."626 A familiar sight during the Great Depression, the National Recovery Administration
623
New York State Military Museum, "Historic Battle Flags," (Saratoga Springs: New York
State Military Museum).
624
Kristin L. Hoganson, Fighting for American Manhood: How Gender Politics Provoked the
Spanish-American and Philippine-American Wars, (New Haven: Yale University Press, 1998).
625
Anonymous, "Ten Thousand Miles from Tip to Tip," Philadelphia Press, 1898).
626
Alvin Townley, Legacy of Honor: The Values and Influence of America's Eagle Scouts,
(New York: St. Martin's Press, 2007), 12.
144
(NRA) Blue Eagle denoted businesses that earned federal approval.627 During World War II,
American propagandists simultaneously employed the image of the eagle as the national symbol,
likewise discovering that wings could be turned into a "V"--reminiscent of the popular home
front slogan: "`V' for Victory."628 A fierce and ardent defender of freedom and democracy, the
symbol of the eagle in advertisements proclaiming "America Calling--Take Your Place in Civil
Defense" helped supply valuable assistance on the home front.629 During the postwar era,
rhetorical appeals aimed at exciting jingoism routinely equated the bald eagle with American
beliefs and values. The most powerful instance perhaps includes the immortal words uttered
during the United States' historic moon landing in the summer of 1969 by astronaut Neil
Armstrong: "The Eagle has landed."630 Although opponents of colonialism make a valid
argument when they deride the image of the bald eagle as a symbol of racist ideology,
oppression, and marginalization, they tend to overlook the power and importance of American
symbols to the nation's citizenry and how these representations reinforce the values and beliefs
of American exceptionalism.631 Similarly, as cultural critic Lauren Berlant observes about
constructed imagery, Boston College's choice of such a conspicuous national symbol of
627
"Act to Encourage National Industrial Recovery," June 16, 1933, Enrolled Acts and
Resolutions of Congress, 1789-1996, General Records of the United States, Record Group 11,
National Archives.
628
Edward Alden Jewell, "Whitney Museum Shows Sculpture: Eagle Employed in Many
Instances as a Motif," New York Times, June 19, 1942, 26.
629
Herbert Matter, "America Calling--Take Your Place in Civil Defense," 1941, Washington,
D. C., Library of Congress.
630
National Aeronautics and Space Administration, "One Giant Leap for Mankind," July 14,
2014.
631
Deborah L. Madsen, American Exceptionalism, (Jackson: University Press of Mississippi,
1998), 96.
145
republicanism further "sutured" Irish-Catholic identity to the collective of American
nationalism.632
Well-known throughout American culture, symbolic representations of the eagle also
remain prominent in American Indian imagery; possibly influencing college stakeholders in their
adoption of the eagle as the school mascot. Whereas earlier Mississippian iconography
highlighted the bald eagle as a symbol of peace and used it in adoption ceremonies, Native
Americans later began to associate the bald eagle with bravery, visual acuity, and strength.633
Indians highly prized eagle tail feathers not only as a symbol of valor but also one that denoted
rank and military prowess. Only the most courageous Plains warriors wore elaborate
headdresses adorned with eagle feathers.634 Writer David Wagoner observes: "A Crow
medicine man would crouch in a hole under a dead horse. When an eagle stooped to the feast, he
would grapple its legs with his bare hands, suffer whatever the beak could do to him, pluck three
sacred feathers, and turn it loose."635
Not only identified with valor and a symbol of courage, eagle feathers reflected status
and personal achievement.636 In the eastern woodlands during the French and Indian War,
induced by bounties, scalps of British Grenadiers replaced eagle feathers in some tribes.637
Around the Great Lakes Region, Ojibwa also respected the bird of prey as a symbol of valor and
632
Lauren Berlant, Anatomy of National Fantasy, (Chicago: University of Chicago, 1991), 25.
633
Greg O'Brien, Choctaws in a Revolutionary Age, 1750-1830, (Lincoln: University of
Nebraska Press, 2002), 58, 6. Hope B. Werness, The Continuum Encyclopedia of Animal
Symbolism in Art, (New York: Continuum, 2003), 151.
634
Stefferud, Birds in Our Lives, 281.
635
David Wagoner, "The Eagle," Western Humanities Review, (winter 2011), 65, no. 1, 105.
636
George Jean, Discoveries: Signs, Symbols, and Ciphers, (New York: Harry N. Abrams,
1998), 161. Linea Sundstrom, Storied Stone: Indian Rock Art of the Black Hills Country,
(Norman: University of Oklahoma Press, 2004), 115.
637
"America's Eagle Heritage," (Washington, D. C.: U. S. Department of Interior, Bureau of
Sport Fisheries and Wildlife, 1968), 1.
146
called the bald eagle wah-be-shak-wa, which, according to scholar of American literature Robert
E. Nichols, Jr. means "white-headed one"; carved on wooden ceremonial spears, he also notes
that eagles further represented "wakefulness of the senses."638 In the Southeast, the eagle tail
dance remained an integral part of Choctaw diplomacy from the eighteenth to the early
nineteenth century.639 James Adair, a British trader in the early nineteenth century, observed that
"the Indians cannot shew [sic] greater honor to the greatest potentate on earth than to... dance
before him with the eagles tails."640 According to ethnologist Daniel G. Brinton, "Its feathers
comprised the war flag of the Creeks, and its image, carved in wood, or its stuffed skin,
surmounted their council lodges. None but an approved warrior dare wear it among the
Cherokees, and the Dakotas allowed such honor only to him [sic] who first touched the corpse of
a common foe."641
Native tales from the Northwest additionally attribute good fortune in hunting to eagle
spirits.642 Only used by Indians of the Northwest--from southeast Alaska southward to Puget
Sound in Washington--the figures on totem poles, whether the bald eagle (noted by a short beak
downturned at the tip), raven, beaver, whale, bear, wolf, hawk, frog, whale, shark, mosquito,
halibut, mountain goat, sun, moon, or other symbols, which relate to a group's social affiliation
and status, serve as memory prompts relating to clan identity.643 According to art historian Hope
638
Robert E. Nichols, Jr., Birds of Algonquin Legend, (Ann Arbor: University of Michigan
Press, 1995), 57, vii.
639
O'Brien, Choctaws in a Revolutionary Age, 57.
640
James Adair, History of American Indians Particularly Those Nations Adjoining the
Mississippi, East and West Florida, Georgia, South and North Carolina, and Virginia, (Johnson
City, TN: 1930), 176-7.
641
Stefferud, Birds in Our Lives, 110.
642
Daniel Merkur, "Eagle, the Hunter's Helper: The Cultic Significance of Inuit Mythological
Tales," History of Religions, 27, no. 2, (November 1987): 171-188.
643
Edward Malin, Totem Poles of the Pacific Northwest Coast, (Portland: Timber Press, 1986),
3. Hilary Stewart, Totem Poles, (Seattle: University of Washington Press, 1990), 38, 6. Vickie
147
B. Werness, to the Chumash of California, the bald eagle "was associated with death and the
afterlife, the place where all the bones of the dead went." She further notes that the group's
"funeral rites involved the ritual[istic] strangling of a bald eagle." In the Southwest, Werness
also emphasizes that Hopi adorned kachina dolls, known as Kwa (or Kwahu), with eagle
feathers, "believed to release the soul to soar aloft, carrying the message of Hopi rectitude, duty,
and respect."644 Still an important part of Native American rites and rituals, since the bald eagle
remains protected under federal law, the U. S. Fish and Wildlife Service established the National
Eagle Repository in the early 1970s to provide Indians with eagle feathers for religious
purposes.645 The American Indian contribution to eagle mythology and legend continues to be
an important aspect in the construction of mainstream cultural symbolism in the United States.646
Anthropologists, sociologists, semioticians, cultural critics, and historians have thoroughly
assessed and interpreted eagle imagery in a variety of contexts in American culture. However, as
for the emblem's significance, in the rise of professional and amateur American spectator sports
and the formation of team identity, more scholarly research on this subject still remains to be
done.647
Revered as the nation's symbol of majesty and freedom; however, long the bane to
farmsteads and livestock herders alike, eagles have traditionally held a precarious position in
Jensen, Where the People Gather: Carving a Totem Pole, (Seattle: University of Washington
Press, 1992), 13.
644
Werness, The Continuum Encyclopedia of Animal Symbolism in Art, 151-152.
645
U. S. Fish and Wildlife Service, "National Eagle Repository," (Commerce City, CO: U. S.
Fish and Wildlife Service, 1998), 3.
646
Kenneth Cohen, Honoring the Medicine: The Essential Guide to Native American Healing,
(New York: Ballantine Books, 2003), 56.
647
The following texts barely scratch the surface on the rise of sports mascots: Murry R. Nelson,
American Sports: A History of Icons, Idols, and Ideas, (Santa Barbara: ABC-CLIO, 2013), 787.
Roy Yarborough, Mascots: The History of Senior College and University Mascots and
Nicknames, (Lynchburg: Bluff University Communications, 1998).
148
American culture. Hence, throughout differing eras, Americans remained somewhat ambivalent
towards the species.648 Similar to other raptors, the eagle historically has had a contentious
relationship with people; considered by some trouble akin to vermin which mandated
eradication. Along with plume hunters, who shamelessly destroyed a variety of avian life to
support the millinery trade in the late-nineteenth and early twentieth centuries, ranchers and
farmers, through their efforts to reduce nuisances and pests, helped to further destroy the eagle
population.649 Not until the near extinction of the bison in the late-nineteenth century did
Americans come to realize the pernicious effects caused by wanton environmental destruction.
The first large-scale bird protection movements swept across the nation in the late-
nineteenth century.650 In the early twentieth century, faced with the genuine possibility of the
bird's extinction, steps taken by private organizations and the federal government averted its
demise. The ideas of naturalist George Perkins Marsh, put forth in the mid-to-late-nineteenth
century which stressed that the nation's wildlife and natural resources were not limitless, had
648
Todd E. Katzner and Ruth E. Tingay, "Eagle Diversity, Ecology, and Conservation" in The
Eagle Watchers: Observing and Conserving Raptors around the World, eds., Ruth E. Tingay
and Todd E. Katzner, (Ithaca: Cornell University Press, 2010), 1-25.
649
For history of plume hunters, see Stuart B. McIver, Death in the Everglades: the Murder of
Guy Bradley, America's First Martyr to Environmentalism, (Gainesville: University Press of
Florida, 2003). Michael Grunwald, The Swamp: the Everglades, Florida, and the Politics of
Paradise, (New York: Simon and Schuster, 2006). Linton Weeks, "Hats Off to Women Who
Saved the Birds," National Public Radio, July 15, 2015.
For insight into contentious relationship between eagles, agribusiness, and animal husbandry, see
Matthew J. Lindstrom, Encyclopedia of the U. S. Government and Environment: History,
Policy, and Politics, (Santa Barbara: ABC-CLIO, 2011), 118. Farmers and ranchers
unknowingly killed young bald eagles, believing they were golden eagles. Dorothy Hinshaw
Patent, Where the Bald Eagles Gather, (New York: Clarion Books, 1990), 49. Ranchers often
believe incorrectly that all eagles pose a grave threat to their livestock.
650
Mark V. Barrow, Jr., Nature's Ghosts: Confronting Extinction from the Age of Jefferson to
the Age of Ecology, (Chicago: University of Chicago Press, 2009), 100.
149
become widely accepted by this time as well.651 Combined with a new ethical awareness and
greater understanding of wildlife--in no small part due to the teachings of preservationists along
with the proactive approach taken by activists and officials--public opinion over the role of
predatory species changed greatly.652 Raptors, chief among them--the American bald eagle--
would surely benefit from the sea change in attitude. The overwhelming success of earlier
protective measures led to the Bald Eagle Protective Act passed by Congress in 1940.653
Whereas the upsurge of wartime patriotism undoubtedly had much to do with the passing of the
legislation, the proliferation of pesticides in the postwar era, while a blessing to a consumer
society intent on feeding a rapidly growing population, further obfuscated an already bleak
outlook for the national symbol.
Unfortunately, in the postwar war era, the nation's eagles faced extinction once again. In
the 1950s, scientific findings documenting the eagle's perilous position spelled doom for the
future of the species, referring to its unlikely future as "by no means promising" as well as "far
from encouraging." Alarmed at the shocking rate of decline in the eagle population nationwide
at mid-century, one ornithologist cryptically announced: "At the present state of decrease, by
651
Richard W. Judd, "George Perkins Marsh: The Times and Their Man," Environment and
History, 10, no. 2, (May 2004): 169-190. T. Gregory Garvey, "The Civic Intent of George
Perkins Marsh's Anthropocentric Environmentalism," The New England Quarterly, 82, no. 1,
(March 2009): 80-111. Donald J. Pisani, "Forests and Conservation, 1865-1890," Journal of
American History, 72, no. 1, (September 1985): 340-359. Char Miller, Gifford Pinchot and the
Making of Modern Environmentalism, (Washington, D.C: Island Press, 2001), 55-57.
652
Thomas R. Dunlap, Saving America's Wildlife, (Princeton: Princeton University Press,
1988), passim.
653
U. S. Department of Interior, Bald Eagle Protection Act. Ch. 278, Sec. 54, Stat.250 (1940).
The text states: Whoever, within the United States or any place subject to the jurisdiction
thereof, except the Territory of Alaska, without being permitted to do so as [provided in sections
668-668d of this title], shall take, possess, sell, purchase, barter, offer to sell, purchase or barter,
transport, export, or import, at any time or in any manner, any bald eagle, commonly known as
the American eagle, alive or dead, or any part, nest, or egg thereof, shall be fined not more than
$500 or imprisoned not more than six months, or both. See also Barrow, Nature's Ghosts, 234.
150
sometime in the next century, this country's seal will be carrying the figure of a mythical
bird."654 By the early 1960s, the clarion call began to resound from the highest levels of the
federal government. In a letter to the National Audubon Society in 1961, none other than
President John F. Kennedy, addressing the possibility of a future where the national symbol
ceased to exist, echoing similar concerns voiced by birdwatchers and scientists alike, wrote:
"The Founding Fathers made an appropriate choice when they selected the bald eagle as the
emblem of the nation. The fierce beauty and proud independence of this great bird aptly
symbolizes the strength and freedom of America. But as latter-day citizens we shall fail our trust
if we permit the eagle to disappear."655
Despite further protective federal legislative efforts which appeared with the Bald and
Golden Eagle Protection Act of 1962, offering golden eagles the same protective measures
accorded to bald eagles, more needed to be done.656 In the case of the demise of the nation's
eagle population, biologist Rachel Carson's 1963 publication of Silent Spring brought popular
attention to scientific findings exposing how insidious use of the pesticide
dichlorodiphenyltrichloroethane (DDT) weakened the shells of eagle eggs.657 Following the
banning of DDT in 1972, legislators approved the Endangered Species Act of 1973.658 Even as
654
"Mount Johnson Island Sanctuary for Bald Eagles," Baltimore Sunday Sun, June 21, 1959.
655
John F. Kennedy Presidential Library and Museum, President John F. Kennedy to Audubon
Society, "Celebrating America's Freedoms--the American Bald Eagle," July 18, 1961, JFK
Presidential Library and Museum.
656
Bald and Golden Eagle Protection Act, Pub. L. No. 87-884, 76 Stat. 1246, (1962).
657
Rachel Carson, Silent Spring, (Boston: Houghton-Mifflin, 1962).
658
U. S. Environmental Protection Agency, Environmental Protection Agency Press Release,
December 31, 1972. The text states: The general use of the pesticide DDT will no longer be
legal in the United States after today, ending nearly three decades of application during which
time the once-popular chemical was used to control insect pests on crop and forest lands, around
homes and gardens, and for industrial and commercial purposes.
151
late as the 1973, following myriad legislation, skepticism abounded whether the national bird
would survive.
Due to the change in public attitude geared towards a more compassionate approach to
the environment and wildlife in the early 1970s, which profoundly reverberated through
American society at this juncture, fewer schools and teams utilized live animals as mascots.659
Consequently, Boston College would not renew the tradition of having a live eagle at home
football games again until 2013.660 Similar to the mythical bird--the phoenix--ascending from
fiery ashes to live miraculously again, the American bald eagle, too, arose from near extinction.
Unlike the legendary fowl however, due to the resounding efforts of protective legislation, as
well as a more ethical approach demonstrated on the part of the public, the bald eagle soars
again.661 While the bird of prey's future prospects looked precarious, as fewer than 400 nesting
pairs at best remained in the lower 48 states at the time of the law's passage, when Congress
passed the Endangered Species Act of 1973, by 1995, the eagle population rebounded
significantly enough from dangers posed by chemicals, loss of habitat, and hunting to merit
downgrading from endangered to threatened status.662 In 2007, after several years typified by
659
Tamara L. Wandel, "Brand Anthropomorphism: Collegiate Mascots and Social Media" in
Driving Customer Appeal through the Use of Emotional Branding, ed., Ruchi Garg et al,
(Hershey: IGI Global, 2018), 171-193. Still today, live animal mascots roam the sidelines at
many American colleges and universities. The list includes different breeds of dogs, of which
the bulldog is the most popular, bears, buffalo, eagles, falcons, gamecocks, goats, mules, owls,
steer, and tigers. Live bulldogs are the most popular of all living animal mascots, appearing at
nine institutions.
660
Boston College News Release, "Boston College Brings Back Live Bald Eagle Mascot after 47
Years," September 7, 2013. Eleanor Hildebrandt, "PETA Objects to BC's Use of Live Bald
Eagle at Games," Heights, September 26, 2013. Animal rights group People for the Ethical
Treatment of Animals (PETA) objects to the use of an eagle, citing possessing, transporting, and
disturbing the species as illegal under the Eagle Protection Act.
661
U. S. Fish and Wildlife Service, "Bald Eagles: Life History and Conservation Success," April
20, 2015, Accessed April 27, 2018, https://www.fws.gov/midwest/eagle/recovery/index.html
662
Enloe, "Once Again, a Land of Eagles,"33-37.
152
bureaucratic procedure, the U. S. Fish and Wildlife Service, the federal agency which oversees
protective measures for endangered species, removed the American bald eagle from the
department's list.
Today, bald eagle populations remain at all-time highs.663 At present and in the future,
maintaining suitable bald eagle habitats amidst the profits to be realized by avaricious builders
may prove detrimental once again to the nation's living symbol of freedom and independence
unless federal, state, and local governments can learn to control development and manage the
land ethically.664 Another pressing concern to the health of the American bald eagle is the
predominance of lead shot, which the bird ingests through eating carrion; often comprising a
major part of its diet. Although steps have been taken to curtail use of lead ammunition, its
predominance still affects the overall health of the bald eagle and remains a source of grief to
scientists and ornithologists.665 In deference to these and other ecological hazards, by the mid-
1970s, Boston College ceased using a live eagle as a mascot. So, in part, due to a significant
change in Americans' attitudes towards environmental issues--brought about largely by a
combination of Rachel Carson's bellwether-sounding about the malicious effects of the widely-
used pesticide DDT on the ecosystem and ethical concerns regarding humane treatment of
captive animals, the public increasingly frowned on exploitation of wildlife.
663
Bill Sherwonit, "Eagles of Chilkat," Birders' World, 12, no. 5, (October 1998): 32. Annually,
the largest concentration of bald eagles occurs at Chilkat Bald Eagle Preserve in Alaska's
panhandle. Established in 1982, the United States Fish and Wildlife Service counted a record
number of 3,988 eagles in 1984; since then, annual highs have ranged from 2,137 to 3,284 birds.
664
Erik Stokstad, "Can the Bald Eagle Still Soar after It Is Delisted? Science, 316, no.1, (June
2007): 1698-1699.
665
Mirjam Nadjafzadeh, Heribert Hofer, and Oliver Krone, "The Link between Feeding Ecology
and Lead Poisoning in Eagles," Journal of Wildlife Management, 77, no. 1, (January 2013): 48-
57.
153
An important component in fomenting group identity and establishing solidarity, Boston
College has long incorporated different eagle mascots. In 1921, the first live mascot, a hawk,
sent by an alumnus who mistook the bird for an eagle, made its appearance.666 In 1924, a bald
eagle, jokingly nicknamed "Herpy" after a supposed cure for baldness called herpicide, appeared
briefly but did not adjust well to its new environment, so the program met its demise.667 Boston
College instead relied on a chemically-preserved eagle for the next thirty-seven years.668 During
this time, opposing teams' fans regularly attempted to deface Boston College's mascot--whether
the stuffed specimen or one of the many such statues adorning campus.669 For example, a
conspicuous target was the four foot high bronze eagle with six foot wings perched atop a 30-
foot granite pedestal prominently adorning the campus, donated in 1954 by former United States
ambassador to Japan, Lars Anderson.670 Another equally as prominent eagle statue stands
outside of Conte Forum, Boston College's hockey and basketball arena and home to the athletic
department. A gift from the Class of 1939, the iconic bronze figure serves as a rallying point for
campus assemblies prior to sporting events.671
Although the figure of the eagle remained well-represented on campus, not until 1961 did
interest in bringing a live eagle to campus peak again. Despite enthusiasm, the eagle, named
"Margo" taken from the school's colors, maroon and gold, languished in Franklin Zoo until its
666
David Raymond, "What Made the Eagle Soar: the Origins of BC's Mascot," Heights,
December 4, 2006, C3.
667
Staff, "Herpy 1928 Mascot," Heights, February 3, 1925, 2.
668
Joanne Sloan and Cheryl Watts, College Logos, (Northport, AL: Vision Press, 2015), 34.
The same benefactor, John A. Risacher first donated the live eagle and later the stuffed
specimen.
669
Anthony J. Kuzniewski, Thy Honored Name: A History of the College of Holy Cross,
(Washington, D. C.: Catholic University of America Press, 1999), 334.
670
Charles F. Donovan, David R, Dunigan, Paul A. Fitzgerald, History of Boston College: From
Beginnings to 1990, (Chestnut Hill: University Press of Boston College, 1990), 266.
671
Boston College, "Boston College Eagle Exhibit Summer 2005," (Boston: Boston College
Library).
154
death in 1966.672 Shortly thereafter, Cass, an eagle donated by the now-defunct Ballantine Beer
Company, appeared.673 The bird died of natural causes in 1974 and was replaced by yet another
live (albeit ill-tempered) eagle named Butch the very same year.674 The eagle's distrustful nature
and erratic behavior compounded by changing public perceptions over exploitation of wildlife
soon brought the tradition of using a tethered raptor to its demise.
Despite other American colleges and universities' penchant for making use of a costumed
mascot, Boston College did not employ one until 1966 when the first student mascot attired in
ill-fitting eagle garb appeared. Other than a recently discovered photograph, which appears in
The Heights dated February 11, 1966 showing the Boston College Eagle mascot (identified only
as student John Flynn) at a basketball game, official histories do not make any mention of this
fact.675 Interestingly, the incredible upsurge in the popularity at the time of other American
sports mascots and the interest devoted by the media to innocuous characters geared towards
attracting families and children, such as Major League Baseball's Mr. Met, the San Diego
Chicken, and the Phillie Phanatic, led to not only Boston College's students pursuing another
costumed mascot but numerous other American collegiate and professional sports teams
following suit as well.676
672
Jerry Farrell, "Eagle Tagged `Margo' by Two," Heights, October 21, 1960, 8. Interestingly,
in an effort to syncretize Catholicism with nationalism, Boston College adopted the symbol of
United States but chose the colors of the Papacy.
673
Victor J. Tremblay, The U. S. Brewing Industry: Data and Economic Analysis, (Cambridge:
Massachusetts Institute of Technology Press, 2005), 94-95. Peter Ballantine emigrated from
Scotland and opened his first brewery in 1840 in Newark, New Jersey. In 1950, Ballantine, a
long-time sponsor of the New York Yankees, ranked third among American brewers before
merging with Falstaff in the early 1970s.
674
Lillian Slomkowski and Timothy Walsh, "BC Eagle Passes Away," Heights, January 28,
1974, 5.
675
Staff, "Fine Feathered Friends," Heights, February 11, 1966, 9.
676
Jonathan Fraser Light, The Cultural Encyclopedia of Baseball, (Jefferson, NC: McFarland
and Company, 2005), 569. The first professional league costumed sports mascot was the New
155
In this charged atmosphere, where excitement for costumed sports mascots ran high,
sophomore Michael Burness, a sports fanatic, resurrected the tradition in the fall of 1976.677
With the help of his dormitory resident assistant, he raised the $25 needed to rent an eagle suit
from a costume supply shop; first appearing during a home football victory against Texas that
year.678 He received no financial support or formal recognition until his junior year when the
school newspaper, The Heights began to offer assistance. While an article in The Heights, dated
March 12, 1979 incorrectly exclaims, "Thanks go to Michael, at BC, "The Eagle Has Landed"; it
also notes mascot tryouts will be conducted by the Boston College cheerleaders but only if
enough students apply.679
However, after this date, no mention of another eagle mascot appears until 1981 in either
the student-run school newspaper or any other Boston College histories.680 While the historical
record remains incomplete, perhaps the required number of students did not apply for the mascot
position or possibly no students expressed interest. Either way, the situation appears "Ed the
Eagle," aptly named for its creator, junior Ed Rovegno, made his debut, filling the vacuum in the
fall of 1979 when he unofficially began to attend Boston College athletic events dressed as an
York Mets' Mr. Met who debuted in 1964. Starting in 1974, the San Diego Chicken made
appearances for a San Diego radio station before attending sporting events, which led to and
ultimately accounts for the mass acceptance of costumed mascots in the United States and
abroad. Prior to the Phillie Phanatic, the Philadelphia Phillies utilized two 18th century-themed
characters named Philadelphia Phil and Phillis from 1971 to 1979. The Pittsburgh Parrot of the
Pittsburgh Pirates additionally began in the spring of 1979. Interestingly, however, the Boston
Red Sox did not have a costumed mascot until 1997 when Wally the Green Monster first
appeared.
677
Michael Rosen, "B. C.'s Eagle is Nearly Shot Down," Heights, October 3, 1977, 19.
678
Brian Murphy, "Will the Real Mike Burness Please Stand Up," Heights, April 3, 1978, 17.
679
Eric Shulman, "The $60,000 Question: Who Will Be the Next Eagle?" Heights, March 12,
1979, 21.
680
Tony Stankiewicz, "Our Beloved Mascot," Heights, March 23, 1981, 16.
156
eagle.681 Rovegno, who commented he knew of no "better way to show appreciation than to be
the heart and soul of the symbol of spirit for all levels of the college," donned a felt costume and
wore a foam head complete with trademark beak.682 Despite his intentions however, the third
incarnation of Boston College's costumed mascot acted more as a cheerleader than as a symbol
of school solidarity. Following Rovegno's graduation however, responding to the students'
acceptance of the character, Boston College's athletic department began overseeing the program
and holding official auditions for the mascots.683
Because as many as five student alternates at any given time may appear as the eagle
mascot, since 1980, numerous students have filled the position. Today, according to a
representative in the school's sports marketing department, nine students "bring the Eagle to
life."684 The first female student outfitted as the eagle, Danielle Forgione, appeared in 1996.685
The eagle costume like the popularity and the caliber of the mascot's performance has improved
greatly over the years. The latest eagle mascot, a more realistically designed synthetic costume
aptly named "Baldwin," an amalgamation of the words "bald" from bald eagle and "win" from
the desire to triumph, first appeared in 2000.686 Over two inches thick in some areas, much like
other mascot costumes currently built to protect the person portraying the character from
681
Jack Falla, `Til the Echoes Ring Again: A Pictorial History of Boston College Sports,
(Brattleboro: Stephen Greene Press, 1982).
682
Stankiewicz, "Our Beloved Mascot," Heights, 16. Incidentally, the National Rifle
Association's mascot goes by the name "Eddie," which the group has used since 1988 and
defends quite litigiously; recently blocking the University of Wisconsin-Madison's eagle mascot
from using the same name.
683
John Conceison, "Action Has Been Off the Field," Heights, April 19, 1982, 23.
684
Quoted in: Roseanne Palatucci, "Ask Features," Heights, March 16, 2004, 5.
685
Brian Cohen, "Surprise! Eagle Mascots Unmasked," Heights, April 28, 1997, 9.
686
Mary C. Daily, "Mascots: Performance and Fetishism in Sports Culture," Platform, 3, no. 1,
(2004): 40-55. Casey O'Connell, "Hasselbeck, Eagles Maul Middies," Heights, September 26,
2000, B1. James Sheppard, "Eagles Come Home to Thrash Navy," Heights, September 26,
2000, B6.
157
physical harm, the suit affords little comfort.687 Presently, Boston College additionally utilizes a
9 1/2 feet tall inflatable mascot affectionately named "Baldwin, Jr." to highlight the college's
identity at a variety of functions.688 Along these lines, Boston College uses live eagles, statues,
taxidermies, costumed mascots, as well as inflatables to fashion a common identity and build
group solidarity around commonly-held national symbols which evoke patriotic sentiments.689
Not merely self-serving however, by using the mascot to support species conservation efforts,
Boston College's use of what is arguably the greatest as well as most well-known symbol of the
American landscape also helps to not only call attention to bald eagle preservation efforts but to
greater overall environmental awareness in general.690
Finally, Boston College's choice of the bald eagle--the national symbol--as its totem
and mascot stems from the need of school founders and stakeholders to instill American
nationalism into the student body by equating Irish-Catholicism with the core beliefs and values
of the United States while simultaneously recasting patriotic images and practices to highlight
similarities; an effective tool in minimizing the group's otherness and countering claims of
disloyalty. Informed by a wide range of representations from classical antiquity to popular
culture, partly based on myth and nationalistic sentiment, Boston College stakeholders fashioned
687
James Lucey, "Behind the Mesh: The Secret Life of Baldwin," Heights, April 10, 2016, 3B.
688
Stephen Linn, The Ultimate Tailgater's ACC Handbook, (Guilford, CT: Globe Pequot Press,
2007), 13. Frank Bodani, "Penn State Tailgate Tales: Boston College Mascot is One for the
Birds," York Daily Record, December 26, 2014, C1.
689
Bert N. Adams and R. A. Sydie, Classical Sociological Theory, (Thousand Oaks: Sage
Publications, 2002), 103.
690
Michael E. Baltz and Mary J. Ratnaswamy, "Mascot Conservation Programs: Using College
Animal Mascots to Support Species Conservation Efforts," Wildlife Society Bulletin, 28, no. 1,
(spring 2000): 159-163. Shiloh R. Krupar, "The Bio-Politics of Spectacle: Salvation and
Oversight at the Post-Military Nature Range," in Spectacle, Bruce Magnusson and Zahi Zalloua,
eds., (Seattle: University of Washington Press, 2016): 116-153. Krupar argues: "Wilderness
plays an important role in this: animal bodies such as the American bald eagle have become
indicators of survival (127)."
158
a symbol and mascot for its student body to rally behind. Through the selection of the eagle as
well as by means of other patriotic songs and practices, Boston College, in an effort to quell
long-standing prejudices which questioned Irish-Catholic allegiance, staked its claim to a
decidedly American identity. Boston College's utilization of a variety of different eagle
repertoires additionally mirrors the changing attitudes about the role of raptors and their place
within the ecosystem held by Americans throughout the twentieth century; effectively paralleling
a more ethical approach towards wildlife management and environmental preservation not
previously exhibited in American culture. By choosing to align its school with the national
symbol of the American bald eagle, college stakeholders at Boston College sought to overcome
claims of disloyalty, ameliorate socio-cultural stigma, and downplay religious difference while
constructing and framing student identity around long-standing patriotic associations.
159
CHAPTER 6
CONCLUSION
In the fall of 1869, when Princeton met Rutgers on the field in New Brunswick, New
Jersey, more than one tradition began in American college sports history. First, American
football came into existence that day. Unrecognizable to most fans today, marked by its dogpile
of players and excessive violence, the game resembled more a rugby scrum. More importantly,
however, the pageantry surrounding college sports (especially football), including the use of
colors to denote differing teams became a reality.691 Concurrently, other Ivy League schools,
such as Yale and Harvard respectively, claimed the distinction of first using colors as a means of
differentiating between teams.692 While fans and scholars can fuss over the chronology, the
juggernaut of college pageantry that began on that autumn afternoon and the effect it would have
on American culture continues to this day. As testament to the increased media saturation of the
era, soon local sportswriters across the nation began referring to the college squads as Indians
and tigers.693 Associating teams with ferocious beasts of prey and the alleged savagery of Native
Americans quickly caught on with readers and fans alike.
Not merely the product of the American college and university system, college symbols
related to the American landscape owe their existence to a combination of seemingly unrelated
themes and concepts particular to American society during the time period between the Gilded
Age and the 1920s--the heyday of college football. These dramatic social, political, economic,
691
Frederick Rudolph, The American College and University, (Athens: University of Georgia,
1990), 373.
692
Charles H. Pearson and John McCallum, eds., College Football USA, (New York: McGraw-
Hill, 1972), 81. Nikhil G. Mathews, "A Mascot for Us," Harvard Crimson, November 21, 2005.
Benjamin G. Rader, American Sports: From the Age of Folk Games to the Age of Televised
Sports, (Upper Saddle River, NJ: Prentice-Hall, 2004), 99.
693
Sara E. Bush and P. C. Kemeny, "Princeton University: An Architectural and Religious
History," Princeton University Library Chronicle, 60, no.3, (spring 1999): 317-352.
160
and cultural changes--still such a topic of scholarly interest--account for the search for order so
well-documented by historians of the Gilded Age and the Progressive Era.694 The back-to-nature
movement and the fitness craze of the closing decades of the nineteenth century, which
advocates hoped would reinvigorate the nation's patriotic zeitgeist, also proved instrumental in
American colleges and universities' adoption of symbols related to the landscape.695 Other
cultural trends, such as the popularity of medievalism, which helped calm an anxious society
mired in change, played an important part in instilling colors, crests, and heraldry in the
collegiate setting.696
Released in the 1890s, the theatrical play The Mascotte, which became popular with
American college students, remains another important factor in the adoption of college symbols
and mascots.697 The term quickly gained acceptance among white college students. These
students immediately seized on the idea of a mascot as a symbol of good luck and as the perfect
representation of their schools' sports teams.698 The very same fauna, flora, and indigenous
peoples previous generations sought to eradicate now became exalted and revered socially-
constructed symbols associated with nationalism, gender, and race. Interestingly, white male
college students coveted the traits exhibited by the figures of the American landscape, such as
tenacity, ferocity, and agility; seeking to associate their teams' images with them. In some
instances, students reinterpreted cultural meanings and former associations; carefully crafting a
694
Michael McGerr, Fierce Discontent: The Rise and Fall of the Progressive Movement in
America, 1870-1917, (New York: Free Press, 2003). Lewis L. Gould, America in the
Progressive Era, 1890-1914, (London: Routledge, 2001).
695
Harvey Green, Fit for America, (Baltimore: John Hopkins University Press, 1986).
696
.T. J. Jackson Lears, No Place of Grace: Antimodernism and the Transformation of American
Culture 1880-1920, (New York: Pantheon Books, 1981).
697
Philip Deloria, Playing Indian, (New Haven: Yale University Press, 2000).
698
Carol Spindel, Dancing at Halftime: Sports and the Controversy over American Indian
Mascots, (New York: New York University Press, 2000).
161
symbol to meet their particular community's needs.699 In this manner, white male students began
utilizing symbols of the American landscape as a way to preserve the lost vestiges of a once,
seemingly inexhaustible frontier. To overcome an excess of cultural anxieties, they additionally
projected ideas related to masculinity into such iconography.
In turn, college administrators assented to student demands and helped appropriate
imagery from the American landscape without any regard for the preservation or survival of
particular species or peoples. All that mattered to them was that they could profit from the
particular images financially, culturally, and socially. In several ways, this serendipitous turn of
events proved most beneficial to college administrators, who typically were at odds with the
student body. Hoping to control a sometimes unruly campus, these symbols helped foment
group solidarity and instill common values. As cultural historians of the early decades of the
twentieth century, such as Paula Fass, note this was paramount in helping the American college
system survive because it ameliorated longstanding divisions between students and
administrators.700
Moreover, using symbols of the American landscape gave universities a marketable
device. Throughout the twentieth century the use of mascots related to the American landscape
by colleges and universities continued to expand. For example, an upsurge in college pageantry
accompanied the aftermath of both world wars and the Korean conflict. While the literature on
the increase of postwar college attendance and the effect it had on college sports is well-known
to scholars of the twentieth century, not nearly documented well enough is the role college
699
Richard Godbeer, The Overflowing of Friendship: Love between Men and the Creation of the
American Public, (Baltimore: John Hopkins Press, 2009).
700
. Paula Fass, The Damned and the Beautiful: American Youth in the 1920s, (New York:
Oxford University Press, 1977).
162
mascots play and the ensuing pageantry surrounding the spectacle of college sport. This remains
another area of scholarly interest in need of revision.
As indicated in chapter 5, using symbols associated with the American landscape
remained yet another way for groups seeking full inclusion into mainstream society.
Predominately before (but also occurring in) the postwar era, many communities made use of
such symbols to downplay otherness and also to showcase their patriotism. Boston College's
utilization of one of the most recognizable symbols of the American landscape readily comes to
mind and remains a telling example. However, as readers have deducted from other chapters,
colleges, universities, and their students, such as the ones examined in this dissertation, also
relied on similar symbols to assimilate to cultural and societal expectations.701
The use of symbols of the American landscape by colleges and universities in the United
States additionally reflects the roots of its imagined frontier society. Initially, white male
college-aged students adopted these symbols to represent their sports teams. They looked to
equate their team mascot or symbol with qualities judged inherent in the nation's wildlife and its
inhabitants: ferocity, strength, power, and tenacity. These choices made by stakeholders when
adopting symbols and mascots also reflect issues related to modernity, gender, and white male
anxiety. Despite a relatively large body of scholars focusing on issues of gender, barring the
literature on Native American mascots, few have critically assessed--let alone questioned--the
role played by college mascots at all.702
While American students and college sports fans have been indoctrinated to symbols
representing fierceness and determination, an examination of collegiate symbols and mascots in
701
Rosemary V. Hathaway, "From Hillbilly to Frontiersman: The Changing Nature of the WVU
Mountaineer," West Virginia History, 8, no. 2, (fall 2014): 15-45.
702
Jennifer E. Giuliano, "An American Spectacle: College Mascots and the Performance of
Tradition," (Ph. D. dissertation, University of Illinois-Urbana, 2009).
163
other, non-frontier societies reveals an altogether different cast of characters. Depending on the
particular culture and history, college mascots differ from one country to another. Rarely,
however, will one find college mascots based on ferocious, blood-thirsty predators such as those
found in the American pantheon. Several examples will suffice. Looking overseas, Japanese
universities utilize mascots based on cultural qualities attributed to flora--particularly flowers.
Instead of regional animals in Europe, possibly due to the eradication of many species long ago,
colleges and universities have long used colors, crests, heraldry, as well as the occasional lion or
tiger.703 Interestingly, in Latin America, class and neighborhood dictate the parameters of a
college team's mascot as well as one's loyalty. So, as one can construe, the use of mascots by
colleges and universities in the United States not only differs greatly from the uses in other non-
frontier cultures but also remains a peculiar American phenomenon.
Finally, in the late-nineteenth to early part of the twentieth century colleges and
universities in the United States began using symbols and mascots related to the American
landscape to not only represent their respective institutions but also as a way to commemorate
and immortalize the nation's once abundant but rapidly disappearing wildlife and frontier. In
general, white male college-aged stakeholders began the process by introducing mascots; many
which are based on the symbols of the American landscape. Hoping to ease tensions that
historically existed between students and administration, as well as to make college sports
profitable, administrators acquiesced to student demands and quickly adopted suggested symbols
and mascots. College symbols and mascots based on the American landscape along with mythic
representations not only remain important components of college culture in the United States but
also are integral in fomenting group solidarity. While more scholarship remains to be done on
703
Lawrence S. Cunningham and John J. Reich. Culture and Values: A Survey of the
Humanities. Vol. 1. (Boston: Wadsworth, Cengage Learning, 2010).
164
this subject, when examining the introduction of symbols and mascots at American colleges and
universities in the late-nineteenth to early part of the twentieth century, one not only gains a
sense of myriad change taking place in society but also how students and college officials chose
to respond.
165
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215
BIOGRAPHICAL SKETCH
Gary Gennar DeSantis is a college lecturer and independent scholar who holds an MA as
well as a BA in American Studies from the University of South Florida. He anticipates receiving
a Ph. D. in Twentieth Century American History from Florida State University in the fall of
2018.
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The Russian Revolution of 1917 – Speak Out Now
download an illustrated pdf of this pamphlet
Table of Contents
The Russian Revolution of 1917: The Beginning of the Liberation of Humanity
The Bolshevik Party – A Party of the Revolutionary Working Class
Soviets: What Does Workers’ Power Look Like?
The Revolt of the Peasantry in Russia
With Guns in their Hands
Workers of the World Unite: You Have Nothing to Lose but Your Chains
The “National Question” and the Right of Nations and Peoples to Self-Determination
Women in the Russian Revolution
Culture, Arts, and Education in Revolutionary Russia
The Stalinist Bureaucracy: Gravedigger of the Revolution
----------------------------------------
The Russian Revolution of 1917 – The Beginnings of the Liberation of Humanity
The 100th anniversary of the Russian Revolution celebrates that the Russian working class, fed up with the misery of capitalist rule, overthrew the capitalists and launched a workers’ state. The Russian workers led the people of Russia in an effort to build a better world, and they reached out to help the rest of the international working class to do the same. The workers of Russia created their own system to govern the country, guaranteeing that the majority would have the final say. They created this system to solve the severe social crisis that Russia suffered as a result of World War I, a war fought by the major capitalist powers to redivide the world’s resources among themselves. In achieving this victory, the Russian workers showed how the working class might begin to solve the problems of modern society.
However, the Soviet Union no longer exists, and capitalists continue to rule the world today. So what can we learn from the Russian workers’ experience 100 years ago that can help us in our own struggles today?
Prelude to Revolution
At the turn of the 20th Century, Russia was just entering the Industrial Revolution. The vast majority of the population were poor peasants; they were ruled by a nobility headed by a dictatorial hereditary ruler, the Tsar (king). Until 1861, peasants (called serfs) were obligated by law to till the land for their noble masters. Fearing serf rebellions, the Tsar abolished serfdom in 1861, but little changed in the living conditions of the poor peasants.
By 1900, the tsars had built a modern standing army, roads and railroads, and developed a military industry. Neighboring countries such as Georgia and Ukraine were invaded and swallowed up into the Russian Empire; Siberia was colonized. The peasants were taxed heavily to pay for these developments, and it was the peasantry that built the roads and fought in the army. Capitalists based in England, France, and other countries were investing in modern factories in St. Petersburg [renamed Petrograd in 1914], Moscow, and other cities. Many peasants went to the cities to work in the factories. The industry and military of the Russian Empire was built on the suffering of the Russian people.
The millions of peasants who moved to the cities were hoping for a better life. But they were frustrated by low wages and terrible working conditions. High prices and the lack of land for subsistence had caused enormous famines and peasant uprisings throughout the 1890s. Workers and peasants all over the country were rebelling. Large strikes took place in the cities. In 1902, workers started a wave of illegal strikes across the country. In 1903, fully one-third of the army was engaged in holding back this revolutionary tide. There were no political rights and there was no democracy. All political organizations were forbidden, and trade unions were outlawed.
The Tsarist government attempted to shore up the country’s political situation by invading and seizing the territories of Manchuria and Korea. In February of 1904, this provoked a bloody war with imperial Japan, which also sought control over the Asian mainland. The war, while generating an initial spark of patriotism, failed to unify the country behind the Tsar and only served to deepen the turmoil.
In December 1904, citywide strikes practically shut down St. Petersburg, where the Tsar’s government was headquartered. A mass march on the Tsar’s winter palace in January 1905 was met by gunfire from the Tsar’s troops, killing hundreds. This led to nearly a year of mass strikes and peasant uprisings. In the process of the struggle, workers organized themselves into workplace and citywide democratic councils (called “soviets” in Russian) to plan and carry out their activities. Many members of the soviets came from several different political parties, representing different sections of the workers as well as soldiers, sailors, and peasants. The revolutionary movement of 1905 was defeated within the year, largely because the workers had failed to see the importance of linking their fight with that of the peasants. The Tsar’s army was composed mostly of peasants, who did not yet see that they had common interests with the workers. This allowed the Tsar to use them as a force against the workers. The 1905 revolutionary movement ended with severe repression and with a series of token reforms by the regime, including the creation of a powerless legislative body called the Duma.
Socialist organizations were illegal and by necessity operated underground. They came to the fore as leaders and organizers when the workers themselves were ready to fight. While these fights generated few gains and were always met with intense repression, they showed the workers which organizations could be relied on to support and perhaps lead their struggles. Between 1905 and 1917, there were periods of workers’ strikes and peasant uprisings. The Duma had no real power. Unlike other revolutionary parties, the Bolsheviks had no illusions about the role of the Duma. They ran candidates for the Duma because the speeches of representatives to the Duma could be published, while the newspapers of workers’ organizations were banned. The representatives could expose the conditions in the factories. They could discuss the struggles of the workers and lay out their programs through speeches. This helped keep political discussion alive in the working class.
Revolutionaries differed on perspectives and tactics, and they were split into three main political groupings: the Mensheviks, the Bolsheviks, and the Socialist Revolutionaries. The Mensheviks and the Bolsheviks were two factions of the same party, the Russian Social Democratic Labor Party. They agreed that the immediate task of the coming revolution was to do away with the Tsarist state and to expropriate the large landlords so the peasants could take the land. The Mensheviks and the Bolsheviks both expected that through the revolution, the workers would be able to win reforms like the eight-hour day. They differed on matters of party organization and their analysis of the role that the working class would play in the Russian Revolution.
The Mensheviks argued for a party of all who agreed in principle with the ideas of socialism. They had many workers in their ranks but they were loosely organized alongside their middle-class members. They believed the working class would participate in the coming revolution in an alliance under the leadership of the Russian capitalists, following in the tradition of the French Revolution.
The Bolsheviks were more closely linked to the industrial working class. They organized into the party only those who were participants in revolutionary activity among the workers – those who were professional revolutionaries. They understood that if the working class were to play a role in the revolution, it would need to struggle for leadership of that revolution, against the capitalists, and in alliance with the peasantry.
The Socialist Revolutionaries were descended from the older Russian non-Marxist revolutionary movements called the Populist or Narodnik movements. These were made up of young revolutionaries from the nobility and the middle class who had gone to the countryside to organize the peasantry. Their theories put forward a utopian socialism of Russian peasant communes, freed from the influence of Europe. They demanded land reform and a democracy based on peasant communes.
Because British and French capitalists had invested so much in Russia’s industrial modernization, the Tsar was the loyal servant of these countries in their conflicts with the capitalists of Germany and Eastern Europe. World War I (1914-1918) was a fight among capitalist powers to take colonies and markets from each other. Russia was aligned with England, France, and their allies against Germany, Austria-Hungary, and others. Workers and peasants on both sides were sent by the millions to the trenches to die so the capitalists could enhance their profits. The war meant millions of lives lost in Russia alone through combat and starvation.
1917: February to June
In early 1917, after three years of horrific war, a mass movement of workers, peasants, soldiers, and sailors overthrew the Tsar’s government, demanding an end to the war. It started in February when strikes broke out in the major factories, including the Putilov iron works, the largest factory in Petrograd (St. Petersburg’s new name since 1914). Enormous demonstrations filled the streets. The Tsar’s troops, sick of the war, refused to fire on the people. They mingled with the crowds and dissolved into the population.
On February 23, International Women’s Day (a day of protest begun by women workers in the U.S. in 1909 that became an international workers’ holiday), the women of Russia demonstrated against the slaughter of the war, calling for bread and peace. They marched to where the Tsar hid in his palace in Petrograd and rallied there. The Tsar was unable to rely on his soldiers to break up the demonstration. Without anyone obeying his orders, the Tsar’s power dissolved and he fled the city.
Workers and their allies responded to the disintegrating social and political situation by organizing soviets like they had in 1905. The property-owning classes feared the soviets, and with their remaining legitimacy, they created a Provisional Government of pro-capitalist politicians. It promised democratic elections, but it continued the Russian alliance with the English, French, U.S., and other capitalists in the war against Germany and Austria-Hungary. The Provisional Government was built on top of what remained of the Tsarist state apparatus: its police, its bureaucracy, and portions of the army. It was set up by representatives of the same classes that had ruled before, with the addition of some moderate middle class democrats. It promised democracy and land reform but only after the “experts” sat down to write a constitution. Until then the Provisional Government would rule. The war policy and starvation would continue.
The situation was dire, but the prospects for a working-class revolution were uncertain. In fact, even many Bolsheviks believed the most that could happen in Russia would be the establishment of a pro-capitalist liberal democratic government. A number of Bolshevik leaders, including Vladimir Lenin, were in exile in other countries. With the overthrow of the Tsar’s regime, they made their way back into Russia. Lenin arrived in April.
Many workers were active in or followed several different political parties; all of the parties participated in the soviets, including the Bolsheviks, Mensheviks, and Socialist Revolutionaries. Lenin realized that even a majority of Bolsheviks did not yet believe that the working class could lead the revolution beyond liberal democracy. The working class was a minority of Russian society, while poor peasants in the countryside were the largest social class. So one of the key problems was for the workers to win the confidence of the peasants. Lenin argued that the working class could win the peasantry to its side by making confiscation of the estates of the landed nobility (the big land owners) a key element of the revolutionary program. He called for no confidence in the Provisional Government and for its replacement by the direct rule of the workers’ and peasants’ soviets, and through them the withdrawal of Russia from the war, the nationalization of the banks, and workers’ control of industry. His ideas took root in the Bolshevik Party and began to influence the soviets.
Lenin called for the building of a new International (an organization of socialist parties from around the world), one that was not compromised by alliances with the capitalists during their bloody competition for domination through World War I. The Bolsheviks recognized that a working-class revolution in Russia or any country could not survive on its own. Socialism would be built in an advanced industrial economy, using the world’s resources under the control of the international working class. But they also believed that a Russian workers’ revolution could be the spark to ignite revolutions in Germany, England, and other more industrially advanced countries.
June to September
Very quickly the revolutionary tempo picked up. In June, the Provisional Government ordered a major new war effort. They tried to mobilize demonstrations in Petrograd in favor of the war. But the workers organized a larger demonstration, opposing the war and opposing the capitalists. A million armed workers marched in the streets of Petrograd.
The mood of the Petrograd workers was revolutionary. They felt power within their reach and could hardly bear to suffer the existence of the war-mongering Provisional Government any longer. They demanded an end to the Provisional Government, demonstrating under banners that proclaimed the Bolshevik slogan “All Power to the Soviets!”
The Bolsheviks, however, through the network of their organization, were more keenly attuned to the mood of the rest of the country. They believed that an uprising in Petrograd would be premature. Workers in Moscow and other urban centers were not as organized, confident, and ready to take power into their own hands. Most importantly, the growing peasant movement was not ready. And that meant that the army would likely oppose an insurrection.
Despite their concerns and their opposition to a demonstration that openly challenged the power of the Provisional Government, the Bolsheviks participated in the Petrograd demonstration. The demonstration was a show of the workers’ strength and the Bolsheviks could not stand on the sidelines. They went through this experience alongside the rest of the working class. The demonstration did not break out into an open confrontation with the Provisional Government. Those in the Provisional Government clearly understood the threat that was posed to their continued rule. They turned their attention to the Bolsheviks, using their police to harass and imprison many known Party members. The Socialist Revolutionaries and Mensheviks, with their ministers and functionaries in the government, proved their loyalty to the Provisional Government by actively supporting the repression of these so-called “dangerous extremists” who stood on the side of the working class. As a consequence, they proved for all to see whose side they were really on.
Despite its attacks on the workers’ movement, the power of the Provisional Government continued to slip. More and more workers, soldiers, sailors, and peasants were supporting the Bolsheviks and their program. In September, a capitalist faction tried to launch a coup and install a military dictatorship. But the military leadership couldn’t control its own troops. Rail workers mobilized and disabled rail lines to prevent the transportation of troops to Petrograd, workers’ militias blocked troop trains, and Bolsheviks agitated within the ranks of the military, encouraging desertions and the refusal to follow orders. The workers in Petrograd organized their own militias, called Red Guards, to defend the soviets in the factories. The coup failed, signaling the end of capitalist rule and the beginning of a new era.
October—All Power to the Soviets!
Arms in hand, the workers didn’t need to wait long to test their strength against the Provisional Government.
Well before 1917, the workers had begun building their own defense guards to protect strikes and demonstrations. In September, workers at 79 Petrograd factories were teaching themselves to use weapons and fight together. Workers stood guard on a rotating basis, a third of the workforce standing guard while the others worked. Regular wages were paid for hours on guard duty. Officers were elected. On the eve of the October uprising, there were 20,000 Red Guards in Petrograd, and 100,000 in the country as a whole. The people were armed and ready to build a new society. They had the means to back up their demands for “All Power to the Soviets!”
Clearly, the Soviets and the Provisional Government could not coexist. The working class anticipated the coming national Congress of Soviets on October 25. And with a Bolshevik majority, they would make a clear break with the Provisional Government and dissolve it, placing state power directly in the hands of the workers. But circumstances didn’t wait for the 25th. The decisive moment came a few days earlier. On October 22, Soviet power was put to the test when the Provisional Government ordered the Battleship Aurora to leave the harbor of Petrograd. The crew of the Aurora was known to all. The sailors, many having been skilled factory workers, were some of the most committed revolutionaries. If the revolutionaries lost their control of this modern warship, it would be a decisive defeat for the workers’ revolutionary movement. The crew took control of the ship, positioning it across from the Winter Palace where the Provisional Government was meeting in support of the Revolution. Quickly the Bolsheviks and other revolutionaries mobilized and sent armed detachments to the hall where the Provisional Government was meeting. The Red Guard announced that the old government served no purpose and was ordered to retire. The Provisional Government dissolved just as the Tsar’s government had. It had no choice; its troops would no longer follow its orders. The Congress of Soviets met two days later with full power and authority. All power lay in the hands of the workers, soldiers, sailors, and peasants.
What the Workers Did
The Soviet government was the first example of what workers can do on a national scale with the power in their hands. They withdrew Russia from the war. They offered national independence to the peoples subjugated by the Russian Empire. They supported the peasant movement which had already begun to redistribute the land. They took over the factories, sending their Red Guards to defend striking workers in every dispute with the old bosses. The workers’ police force was for protecting people, not rich people’s property. They established fair and open courts for the first time in Russia. Judges were elected rather than appointed, and trials were held before juries of ordinary people. They separated church and state while recognizing the rights of all to freedom of speech and belief. They established equal rights for women, legalizing abortion and setting up communal day care, public laundries, and public kitchens, to liberate women from housework. They ended the persecution of Jews, gays and other oppressed members of society.
Ordinary people participated in culture and politics. Organizations of working people took control of the print media proportional with their support. For example, if a political organization or newspaper had 1000 supporters, it would be given a certain amount of ink and paper and access to printing. If it had 10,000 supporters it would get ten times as much. This is the opposite of the so-called “free press” under capitalism, in which audiences are force-fed misinformation by corporations who own every aspect of the media. Workers actively sought out information. Meetings ran non-stop on political and educational themes. Libraries were open seven days a week and 15 hours a day. Museums, previously the realm of the rich, were open to all.
Perhaps most importantly, the Russian working class offered the rest of the world’s workers aid and partnership, forming the Communist International, a network of revolutionary workers’ parties, to spread the revolution. This body called together the revolutionary tendencies from socialist organizations and militant unions all over the world. Together they would coordinate their activities, forming revolutionary Communist organizations in their respective countries.
The “Civil War”: The Revolution Under Siege
Russia suffered immensely from World War I. Millions died in the bloody conflict. The population faced a situation of collective desperation. The economy was in shambles and starvation was rampant. The response of the capitalists in the major centers of power to the Revolution was to join together and send their armies to destroy the workers’ state. Revolutionary Russia was invaded by 14 countries, including Britain, France, the United States, Japan, Italy, Canada, Romania, Czechoslovakia, Estonia, China, and Serbia. Some reactionary layers of the peasantry, led by former members of the aristocratic land-owning class, organized remnants of the Tsarist army into the White Army to fight against the Revolution. The Revolution faced a civil war. But it was largely an attempt by the imperialist powers to overthrow the Revolution and put the country back under the control of the Tsar’s old generals.
The country was blockaded, starved, and battered. Many of the best revolutionary organizers and workers, educated by the process of revolution, volunteered for and died on the front lines. Workers, who had been the driving force of the Revolution, found themselves unemployed and starving thanks to the ravaged economy. Many left the cities to return to their ancestral villages in search of food. The soviets ceased to meet and oversee the functions of the state. Without the active participation of the population, the Bolshevik Party became not only the source of state personnel, but also the decision-making body as well. The Party had fused with the state.
Without aid from workers’ revolutions taking over other parts of the world economy, Russia was doomed to reproduce all of the pettiness and degradation that hopelessness and long-term scarcity can inflict on people.
Internationalism
The workers’ leadership in the Bolshevik Party knew that the workers couldn’t hold power for long in a poor and devastated country without support from similar revolutions in wealthier countries. Following the workers’ victory in Russia, between 1917 and 1927 workers all over the world felt a wave of revolutionary enthusiasm, and they responded to their own oppression. There were workers’ uprisings of one sort or another—from strikes to general strikes to revolutionary attempts—from Europe to North America to Asia. The slaughter and insanity of World War I proved to many that the capitalists were incapable of running the world for the benefit of humanity.
The leadership of the Russian working class sought to support workers’ movements in other countries. But their resources were very limited and the revolutionary attempts in other countries failed, largely because they lacked revolutionary parties like the Bolshevik Party. A revolution in an industrial powerhouse such as Germany would have changed the course of history. Another revolutionary power, especially an industrialized country, would be able to lend its technological and industrial strength to Russia’s recovery. As it stood, all the Russian workers had to share was poverty and the hope for revolution elsewhere. Without the high level of technology and material wealth generated by the world market – the material basis for socialism – the people of Russia faced a situation of desperate poverty. For most, their first thought was to survive.
Disappointed and frustrated, the workers fell away from the government they had created to concentrate on their own individual survival. This created a situation where those in the governing apparatus made an increasing number of decisions without the consultation of the majority of the people. Unchecked, this led to the development of a bureaucracy that gradually grew, until it eventually assumed control of the country, taking more and more privileges for itself and ruling in its own interests. The soviets became rubber stamps for a bureaucracy that replaced the revolutionary organization that had been the Bolshevik Party.
Stalin was the leader of this reactionary bureaucracy. With no perspective of the essential need for a world revolution, Stalin put forward the theory of “socialism in one country”: that Russia by itself could build a socialist society. This was the negation of the basic tenets of socialism that had been developed in the workers’ movement and developed by Marx, Lenin, and the Bolshevik Party.
At its core, the bureaucracy represented a truce with capitalism so that it could stay in power. The international working class remained in chains, but the “Soviet” state withdrew from the working-class fight to liberate humanity through the overthrow of the capitalist order. To achieve a truce of sorts with the capitalists, the Russian state couldn’t be seen as a threat to imperialism. The Stalinist policy attached the Communist Parties around the world to capitalist parties, especially those that were seen as being more “progressive.” This meant dissolving the revolutionary forces into nationalist movements in the colonized world, instead of fighting for the working class to lead the revolutions and take power as it had in Russia. It threw its support behind the left-wing bourgeois parties of the capitalist countries, which manipulated the militancy of the workers into struggles through their unions or hopes in elections in the capitalist governments. And when the workers were hesitant to follow a path of mild reforms, the governments and the Stalinist organizations didn’t hesitate to suppress the revolutionaries. In China and in Spain, in Britain and in France, mass movements of the working class were strangled, and revolutionary attempts by the workers were sabotaged. The bureaucrats in the Soviet Union presided over a decimated working class, and betrayed the international working class by turning the Communist International into a brake on the world revolution.
The Bolshevik Party was not dead, however, nor were its allies in other countries. Many revolutionaries struggled against the odds to reverse this degeneration. The International Left Opposition was formed as a means to attempt a regeneration of the Bolshevik Party and the Revolution. With the leadership of Leon Trotsky, it collected some of the most devoted and politically conscious of the revolutionary generation. In Russia, they organized meetings in the unions, in the Party, and among workers who were no longer in these organizations. In other countries, they set out to win the revolutionaries in the Communist Parties away from the counter-revolutionary policies of Stalinism. Against all odds, they continued the Bolshevik legacy, attempting to explain what was happening in Russia and the international workers’ movement. They fought against the demoralization encouraged by Stalinism, arguing that the working class could return to power in Russia and win power in other countries by organizing under their own banner. The revolution did not spread, and the international working class suffered many defeats.
The success of the Russian workers opened the door to the possibilities of a livable future for all of humanity. The incredible gains of the working class and peasantry in one of the poorest of the newly industrializing countries began to show what is possible when the working class takes power. The Russian workers ended a bloody imperialist war. They shattered the traditions of Russian feudalism that had kept tens of millions of people mired in an oppressive social order. Women, members of minority groups, gays and others trapped in the prejudice and exploitation of Tsarist rule got their first taste of freedom. For the first time, the workers and other oppressed members of society began reorganizing society along cooperative and truly democratic lines in the interest of the majority rather than a minority. They began the task of organizing the international revolution along with revolutionaries from other countries. We can learn and take inspiration from their example.
----------------------------------------
The Bolshevik Party – A Party of the Revolutionary Working Class
Introduction
The Bolshevik Party was a reflection of its time. Its organizational structures, the perspectives of its leaders, and its interventions and activities in the working class were all conditioned by the situation of twentieth-century Russia. But the Bolshevik Party also serves as a concrete example for revolutionaries today of how a revolutionary organization based in the working class can lead a successful socialist revolution.
The history of the Bolshevik Party is often distorted. The Bolsheviks are portrayed as a rigid top-down organization controlled by one leader, Vladimir Lenin. This is the story told by historians, who defend the capitalist system and whose perspectives are hostile to socialism and the working class. Their writings repeat the version told by the Russian bureaucrats led by Joseph Stalin; amidst the devastation and chaos resulting from World War I and three years of civil war, they consolidated power in their hands in the most brutal fashion. The original members and leaders of the Bolshevik Party were either killed or imprisoned and tens of thousands of workers and peasants who resisted met a similar end. Both of these sources put forward a history of the Bolshevik Party to show that Stalinism and dictatorship are built into socialism and Marxism, and were essential to the Bolshevik Party itself. When we look at the real history of the Bolshevik Party, nothing could be further from the truth.
The Bolshevik Party was as democratic as the society it hoped to create. The Bolshevik Party had political factions who fought over slogans, tactics, and overall political perspectives. Lenin was a respected leader with recognized capacities, but he was by no means a dictator. Bolshevik policies were debated, voted on, and carried out, based on the will of the majority. There were harsh arguments and criticisms and leaders like Lenin did not always win out. The self-sacrifice and dedication of Bolsheviks to carry out the Party’s politics came from the fact that they themselves had democratically participated in formulating those politics. How else could an organization of the most rebellious and independent-minded individuals be built?
The Early Russian Revolutionary Movement
The Russian revolutionary movement of the nineteenth century arose from two sources. The first and most important source was the anger and misery of millions of Russians, the majority of whom were impoverished peasants bound to the land and forced to work for a small aristocratic class of landlords – the rulers of Russia. Throughout Russian history, there were repeated peasant uprisings against the landlords. But those ended as much from the necessity of the peasants returning to plant and harvest the land as from the Tsarist regime’s brutal repression.
The second strand of the Russian revolutionary movement came from intellectuals, the sons and daughters of the aristocrats. Young Russian elites were sent to Germany or France to study in prestigious universities. They compared the relatively free and open culture of their host countries to the narrow traditions of Russia. They learned about constitutions, democracy, freedom of speech and assembly, and even socialism. Some brought these ideas home with them.
In the 1860s and 1870s the growing ranks of these young dissidents worried the authorities, who were often their parents. They called these young people “nihilists,” saying that they believed in nothing – no tradition, no god, no authority. The young people proudly took up this label. There was a rebellious youth culture, and while for many this was just a youthful episode, some returned to Russia as revolutionaries.
These two strands of the Russian revolutionary movement came together in a movement known as “going to the people.” Intellectuals abandoned their aristocratic lives and went to the peasant villages to educate and organize “the people.” They did this by preaching the radical ideas they learned in Western Europe. They came to be known as “Narodniks,” coming from the term Narod which means ‘people’ in Russian. The Narodniks viewed the Russian peasantry, which made up 80% of the Russian population, as the class that was most capable of the revolutionary overthrow of the Tsar’s regime.
In general, the attempts to educate and organize the peasantry fell flat. Peasants focused their anger locally, at their immediate landlords, and often romanticized the Tsar, imagining that if he only knew what was really happening he would put a stop to it. When the Narodniks showed up in the villages preaching the overthrow of the Tsar, the people they hoped to educate and organize would often run them out of town or turn them in to the authorities. In despair, a section of the Narodniks formed an underground organization, called “Narodnya Volya,” or the “People’s Will.” They set out to assassinate the Tsar and do for the peasants what the peasants were unwilling to do for themselves.
One of these militants, George Plekhanov, took another path. He had been part of a Narodnik effort to “go to the people,” in an organization called “Zemlya i Volya” (Land and Freedom), which formed in 1876. In 1877 Plekhanov was tasked by the organization with building up an urban section of Land and Freedom (there was also a peasant and a youth section). In 1878, soon after he began his political activity, there was an explosion of strikes. Inspired by the strike wave, Plekhanov helped form a new group called Black Repartition, which supported a mass propaganda campaign among workers and peasants and opposed acts of terrorism against the Tsar’s regime.
In 1880, facing capture by the police, Plekhanov and others close to him were forced to flee to Europe, where they were exposed to the European socialist movement. The socialist movement was made of mass working-class parties in Germany, France, Belgium and England, with regular international conferences and meetings, dozens of theoretical journals, and most importantly a tradition rooted in working-class struggle. Their connection to the socialist movement had a transformative impact on these exiled and isolated Russian socialists. Exile afforded them time to read and discuss ideas. It was during this time that Plekhanov became a convinced Marxist. Marx argued that the working class has the unique capacity to lead a revolutionary movement of all the oppressed, seize power, and abolish exploitation. Marxism provided a theory to explain the emerging movement of workers that Plekhanov had witnessed and that had shaped his political outlook.
But during that same time in Russia, the Narodnaya Volya terrorists carried out attacks on government officials and ultimately assassinated Tsar Alexander II in 1881. After the assassination, repression shattered the revolutionary organizations. The assassination of the Tsar had the opposite of the intended effect – peasants mourned the Tsar and dozens of revolutionaries were hanged. In disarray, the revolutionaries questioned their methods and ideas to consider where they had failed. Most Narodniks rejected Marxism and continued to focus on the peasantry, eventually winning some influence and forming the Socialist Revolutionary Party. A whole section of the Narodniks followed Plekhanov in adopting Marxist ideas. The influence of Marxism in Russia grew and many revolutionaries began to look to the working class as the class with revolutionary potential. In 1883 Plekhanov helped form the first Russian socialist organization, “The Emancipation of Labor.”
The repressive atmosphere in Russia posed many challenges for revolutionary activity. The Narodniks had developed methods to communicate with their comrades in prison, in exile or in other regions of Russia. Their methods were taken up by Marxist revolutionaries. They developed encryption systems and invisible ink. They built false compartments in suitcases to hide documents and literature. In exile in Siberia, they created centers of revolutionary recuperation and education, using books and newspapers that were smuggled in. Workers would enter prison without much exposure to revolutionary ideas and would come out as Marxist revolutionaries.
1890s – From Propaganda Circles to Agitation
A new generation of revolutionaries was emerging. At first, in the 1880s, this movement numbered less than a hundred. They began activities in working class districts across the Russian empire, forming small underground revolutionary circles. Due to police repression, revolutionaries went to great lengths to remain clandestine. They would use the pretense of organizing adult literacy classes or Sunday schools or tutoring sessions to meet with workers. Revolutionaries would meet workers to read and discuss all sorts of ideas from revolutionary theory to history, science and more. By the end of the 1880s there were hundreds of Marxist propaganda circles reflecting this hunger in the working class for revolutionary ideas. Plekhanov describes a typical worker interested in the circles like this:
After working at the factory 10-11 hours a day, and returning home only in the evening, he would sit at his books until 1 o’clock at night…I was struck by the variety and abundance of the theoretical questions which concerned him…political economy, chemistry, social questions, and the theory of Darwin all occupied his attention…It would have taken decades for him to assuage his intellectual thirst.
Vladimir Ilyich Ulyanov, known by his revolutionary nickname, Lenin, was a talented young student organizer in the Emancipation of Labor group. Lenin had been expelled from Kazan University for his revolutionary student activity. Another event that greatly affected him was the execution of his elder brother for a failed assassination attempt on Tsar Nicholas II in 1887.
In 1888, Lenin joined his first propaganda circle to study Marxism. He continued his revolutionary education, moving from one Marxist circle to another as the police broke them up. The struggles of the working class were heating up and as a consequence the education circles were evolving from a discussion of ideas to a discussion of the workers’ daily concerns and how to organize a response. Revolutionaries from both the intelligentsia and the working class wrote leaflets describing workers’ experiences and concerns, tying them to a general critique of society. They secretly printed the leaflets or often wrote the leaflets by hand. Then the leaflets would be delivered to the workers to pass out inside the factory.
In 1895, Lenin participated in building the St. Petersburg League of Struggle for the Emancipation of the Working Class, consisting of about twenty people, from both the intelligentsia and the working class. It saw its primary task as building broader links to St. Petersburg factory workers using agitational leaflets. Within months, the main leaders of the group were arrested, including Lenin, but the seeds they planted bore fruit. In 1896 a massive strike wave broke out in St. Petersburg. The workers demanded shorter hours and higher wages. It lasted three weeks, spread to over twenty factories and involved about 30,000 workers. The leaders of the strikes were workers educated in the revolutionary circles.
Iskra – From Disconnected Groups to a Revolutionary Party
Even though the strike wave was enormous, it was not able to spread to other cities. There was little to no communication between revolutionaries in different cities allowing them to share experiences and learn from each other’s successes and failures. They needed a national organization that could bring all of the circles together, allowing for greater collaboration and division of labor.
In 1898, nine delegates from different groups organized a conference to form the Russian Social Democratic Labor Party (RSDLP). The goal was to build a mass workers’ organization, modeled on the European social democratic parties. They agreed on the need to create a central committee to facilitate communication between the various regional committees, to establish methods to fund the committees and to produce literature. But about a week after the first congress met, most of the delegates were arrested, along with two of the three members of the central committee. Nevertheless, the idea of a party had taken hold.
While in exile, Plekhanov joined forces with Lenin and his co-thinker Ivan Martov, the two principle leaders of the League of Struggle. They formulated an organizational strategy to cohere a revolutionary party. They saw the publication of a national newspaper as an important step. It could connect revolutionaries scattered abroad with those in Russia. It would solidify a national organization of revolutionaries that could intervene politically in the class struggle, and also allow its members to engage in political debate on important questions. The first newspaper of the RSDLP, Iskra (The Spark), started publication in December of 1900. The editorial board in Europe consisted of Lenin, Plekhanov, Martov and three others. After about three years of publishing Iskra, the RSDLP began to cohere a national organization and grew to a few thousand revolutionaries and supporters.
The Bolsheviks and the Mensheviks
Between 1901 and 1903, the number of strikes increased and grew to involve tens of thousands of workers. In July and August of 1903, the Second Congress of the RSDLP met in London. A majority of the Second Congress’ delegates were supporters of Iskra, and everyone anticipated the formation of a unified party organization led by the Iskra team. However, instead the Second Congress marked the beginning of what would become a major split in the organization. Ivan Martov proposed a loose definition of membership that would allow anyone who supported the organization to vote on organizational decisions. Lenin wanted only active members who did work to be able to vote, not those who he labeled “chatter boxes.” The RSDLP split into two factions over this question: the Bolsheviks (from the Russian word for ‘majority’) around Lenin, and the Mensheviks (from the Russian word for ‘minority’) around Martov.
Both factions believed that the primary goal of the revolution would be to overthrow the Tsar and abolish the landlord class by dividing the land among the poor peasants. Both factions believed it was likely that after the overthrow of the Tsar, Russia would enter a period of capitalist development during which time the workers would build their organizations in the open as workers had in Europe, and prepare for the future socialist revolution.
The Mensheviks adopted the position that capitalists would lead the revolution at the head of a coalition of all of those who were oppressed by the Tsar and the landlords. According to the Mensheviks, the task of the revolutionaries was to operate as the leftwing in coalition with the capitalists against the monarchy and to defend the workers against any attacks by the new ruling class of capitalists.
The Bolsheviks shared the analysis that the primary task of the revolution was to smash the Tsarist state and the landlords. But they argued that because the small class of capitalists was so weak and so tied to the old Tsarist regime, they would end up siding with the monarchy, and try to crush any revolutionary attempts by the working class. The Bolsheviks believed that the only social force capable of overthrowing the Tsar was the working class united with the peasantry. The working class would have to form its own revolutionary government in alliance with the peasantry.
Leon Trotsky, a young revolutionary organizer in the Ukraine, opposed the theories of both factions. Trotsky agreed with the Mensheviks on the question of organization. But he agreed with the Bolsheviks on the question of the seizure of power by the working class. He went even further, arguing that the working class could not limit itself to abolishing the landlord class and the Tsar’s state. If the workers gained power they would have to begin transforming society in a socialist direction, and the Russian workers’ revolution would be the first in a chain of workers’ revolutions in other countries. This theory of “permanent revolution” was seen by both Mensheviks and Bolsheviks as a wild fantasy, but actually turned out to be an accurate forecast of later events.
Organized as two factions, the Bolsheviks and Mensheviks cooperated as two wings of the same party, working together in most day-to-day activities. Yet the split was important because it began to draw the lines between those preparing for workers’ power and those preparing to organize the working class to support the capitalists.
The 1905 Revolution
In 1904, the Tsarist government provoked a war with Japan over control of territory in Mongolia and Korea. The demands of the war intensified the exploitation of workers, who responded with new strike waves. By January of 1905, thousands of workers marched to the Tsar’s palace with a petition demanding an 8-hour day, pay increases and other demands. The Tsar ordered the palace guards to fire on the workers, killing about 1,000 people. The event became known as Bloody Sunday.
Soon strikes spread to other cities involving tens of thousands of workers. A new form of workers’ organization was born: the workers’ soviet (‘soviet’ means ‘council’ in Russian). The soviet emerged as a way for the working class to organize itself and coordinate the new movement. Workers elected their own representatives to a council; these delegates were known militants, elected and recallable at any time. Decisions were taken openly and democratically by a majority vote in assemblies where all questions were thoroughly discussed. The soviet entered into the revolutionary toolkit of the Russian working class.
Workers elected representative to the soviets from the Bolsheviks, Mensheviks, Socialist Revolutionaries, Anarchists and even members of religious cults. Some Bolsheviks, not seeing the potential of this new organizational form, walked out of the St. Petersburg Soviet. But the majority of socialist militants were swept up in the movement and took their places as representatives of the workers in the soviets. Trotsky was elected president of the St. Petersburg Soviet, the heart of the workers’ movement.
Reaction and Retreat
The 1905 Revolution was a massive challenge to the Tsar. The soviets organized strikes and marches, demanding a constitutional government, democracy, freedom of speech and organization. The navy, recruited mainly from the industrial working class, mutinied to support the Revolution. The naval battleship Potemkin was taken over by its crew and sailed into the Odessa harbor to support the Revolution. The sailors of the Kronstadt naval fortress, the main protection from invasions from the sea for St. Petersburg, formed a soviet and took control of this key military installation. But the workers’ movement was isolated from the peasantry, who made up the bulk of the army. The Tsar was able to call upon the troops, and the army put down the 1905 Revolution. The delegates to the Soviet were arrested; in a dramatic trial they denounced the Tsar’s regime. During the trial, workers snuck into the courthouse and left flowers on the Soviet delegates’ chairs. The revolutionaries were sent into prison and exiled, but the memory of their accomplishments remained.
The failure of the 1905 Revolution led to a massive retreat for the revolutionaries and the working-class movement as a whole. Revolutionaries were hunted down by the police, thrown in prison, exiled, and executed by the thousands. Large sections of the RSDLP and the workers around it became disillusioned. There were years of significant economic depression with high unemployment and growing poverty. It was difficult to maintain communication between the Party sections in the different cities. The majority of the central leadership fled to Europe.
At the same time, the Revolution of 1905 confirmed the Bolshevik hypothesis that the capitalist class would prove to be counter-revolutionary and side with the monarchy. As the strength and revolutionary confidence of the working class grew through the soviets, the Russian bourgeoisie clung to the Tsar. The 1905 Revolution also confirmed the hypothesis that the working class could only be victorious if it found a way to forge an alliance with the masses of the peasantry and seize power. Rather than “stopping half way,” Lenin argued, “we stand for uninterrupted revolution.”
The Tsar’s government carried out intense repression combined with a series of reforms hoping to separate the masses from the revolutionaries. The Tsar created a parliament, the Duma, where each sector of the population could elect representatives – the workers, the peasants, the aristocracy, and so forth. The Duma could hold debates and pass resolutions, but it had no real power. The Tsar’s officials hoped that workers would be duped by this parliament and focus on electing powerless representatives. The revolutionaries also began to use the Duma. While the revolutionary organizations and their publications were outlawed, the Duma provided a legal loophole for political expression. If Duma representatives gave speeches exposing the working conditions and living conditions of the working class, or denouncing the failures of the Duma, they could be printed and distributed legally. Badayev, a Bolshevik worker activist from the huge Putilov iron works, which had played a leading role in the workers’ revolutionary movement, described it like this:
> We used the Duma rostrum to speak to the masses over the heads of the parliamentarians of various shades. But this was only rendered possible by the existence of our workers’ press, as the so-called liberal newspapers devoted only a few lines to our speeches and sometimes passed them over in silence. Had there been no workers’ Bolshevik paper, our speeches would not have been known of outside the walls of the Taurida Palace [the Duma].
At the same time, trade unions and mutual aid associations were legalized. The police hoped that legal unions and associations would elect non-revolutionaries to represent the workers. Needless to say, these measures failed to contain the revolutionary movement. If trade unions were legal, the revolutionaries participated in them and ran candidates for positions. They also organized underground groups within the unions to politicize workers around them and coordinate between different workplaces. From women’s groups, to workers’ co-ops, to social insurance groups – the socialists tried to connect with the working class in order to organize and argue for a revolutionary perspective. The Tsarist police noted that in all of these activities, the Bolshevik faction of the RSDLP was the most active, organized, and militant, therefore causing them the biggest problems.
By 1911 working class militancy was slowly spreading across the country. It was clear that another wave of revolutionary struggle was on the horizon. The disagreements in perspectives for the coming revolution weighed on the minds of Lenin’s Bolshevik faction. After years of attempting to keep the Party unified, the Bolsheviks called for an official break with the Mensheviks. In January of 1912, the Bolsheviks declared themselves a separate party, openly explaining their choice to workers.
The year 1912 saw massive strikes centered in the Lena River gold mining area. In April 1912, Tsarist troops fired upon 6,000 striking miners, killing hundreds; it was like Bloody Sunday all over again. This time, Bolshevik militants were able to organize strikes and demonstrations, and to challenge the perspective put forward by those who wanted to contain the movement. Young working-class militants that were politicized by the growing class struggle increasingly began to see the Bolsheviks as the most militant party.
War and Revolution
The Tsar’s regime was drawn into World War I on the side of France and Britain, whose economic investment and military and technical support had all been designed to strengthen Russia as a weapon against Germany. When World War I broke out, the Tsar launched a full assault on Germany and its Austrian allies. The peasants and workers of Russia were drafted into the army and thrown into the bloody conflict.
The war stirred up patriotic and nationalist feelings in the Russian population, even infecting the working class. The Mensheviks declared their support for the war. Their policy mirrored that of socialist parties of the Second International around the world that had shamefully surrendered their internationalism to nationalism and urged their workers to fight the war based on the interests of the ruling class of their nations. The Bolshevik Party called for workers and peasants, drafted into the army, to turn the guns the other way – to turn the imperialist war into a civil war. During the war, the Bolsheviks organized conferences with other revolutionaries to oppose the policies of these socialist traitors and begin to build the foundation for a new revolutionary international.
The realities of war were quick to break the patriotic mood. Working families in the cities were hungry for bread and tired of waiting in lines for crumbs. By 1915, the working class began to fight back. From August to October 1915 there were 340 strikes, involving an estimated 246,000 strikers. In many of these strikes, the Bolsheviks played a key role. Increasing numbers of soldiers turned against the war and took any chance they could to desert. And peasants too began to see nothing to be gained from this horrible war except the slaughter of their sons.
On February 23, 1917 International Women’s Day in Petrograd (formerly called St. Petersburg), women textile workers went out on strike and sent delegates to other workplaces to ask other workers to join them. About 90,000 workers went out on strike. They marched to the Duma and demanded bread, and an end to the monarchy and the war. The strikes and demonstrations continued and increased over the course of the next few days, spreading to other cities. The turning point was when the Tsar’s troops were ordered to crush the workers and the troops refused. Soon after, the Tsar abdicated the throne. A monarchy that had lasted for centuries was gone within a few days.
But who would rule in the Tsar’s place? The workers on strike began forming Soviets, as they had in 1905. The Soviets quickly became the organizing center for the workers’ movement. But at the same time, some former Tsarist government officials declared themselves in support of the revolution. They formed a Provisional Government and proposed to write a new constitution. The important positions in this Government were held by members of the capitalist class, alongside a few token socialists. The workers, wildly enthusiastic about the promises of the Provisional Government, voted in the Soviets for the Mensheviks and the Socialist Revolutionaries who supported the Provisional Government. The Provisional Government, with full support from the Mensheviks and Socialist Revolutionaries, launched a new offensive in the war, but told the peasants they would have to wait for the passage of a law to re-divide the landed estates. They told the workers to continue to work in miserable conditions to support the war. On all the key issues that mattered to people, the Provisional Government offered nothing new. What was beginning to emerge was a situation described as “dual power,” with the Provisional Government representing a modification of the old order and the soviets representing the true democratic expression of the interests of the majority.
The April Theses
In early March, some leaders of the Bolsheviks wrote in Pravda, the Bolshevik newspaper, that they supported the Provisional Government “in so far as it struggles against reaction or counter-revolution.” Lenin was still in exile at the time and when he read the articles in Pravda supporting the Provisional Government, he was outraged. He returned to Petrograd on April 3 and fought to change the Bolshevik position towards the revolution. Upon his arrival, Lenin announced what became known as his April Theses, arguing that there were two powers in society: the power of the capitalists in the Provisional Government and the power of the working class, soldiers and poor peasants, organized in the Soviets. He argued that the Bolsheviks should call for a boycott of the Provisional Government and a seizure of power by the working class and the peasantry through the soviets. At first the Bolshevik Petrograd Committee voted against his proposals 13 to 2. Lenin threatened to resign his position and take his case to the rank and file of the Party. But Lenin steadily won his comrades over to his positions. The surging strike wave gave a strong support for his case. In April, 79 delegates representing about 79,000 Bolsheviks voted in favor of “no support for the Provisional Government…the illusion-breeding government of the capitalists”; and “that the Soviets of Workers’ Deputies are the only possible form of revolutionary government.”
The Bolsheviks were joined by former Mensheviks who were disgusted with their party’s policy. Trotsky’s organization, the Mezhraiontsy, fused with the Bolshevik Party, and thousands of other individual militants joined too. The Bolsheviks had succeeded in becoming a pole of attraction for other militant forces in the working class that stood for soviet power. But they recognized that within the various soviets their position was not yet the majority position. The perspective of the Mensheviks and Socialist Revolutionaries still held sway among the masses of workers. Lenin argued that the main task of the Bolsheviks was to expose the errors and betrayals of the Provisional Government, until the majority in the soviets agreed with the overthrow of the Provisional Government and the setting up of a government based on the soviets. This perspective was summarized in the Bolshevik slogan: “All Power to the Soviets.”
From April to October, the Bolsheviks followed through with their policy of “patiently explaining” as the Provisional Government continued to betray the working class, the soldiers and the peasants. The Bolshevik slogan, “Peace, Land, Bread!” expressed what the workers and peasants wanted – an end to the war, land to the peasants and food for the hungry. More and more the masses of people were taking matters into their own hands. The soldiers were deserting the front, and refusing to follow their officers’ commands. The peasants were seizing the land. They were deeply opposed to the war, tired of seeing the suffering it caused and the deaths of their sons in the army. The workers and soldiers increasingly looked to the soviets for leadership. It was only through their own activity that the oppressed masses of workers and peasants were winning real gains. With every betrayal by the Provisional Government, new soviets of soldiers and peasants formed throughout the country. The patient explaining was working. Bolshevik militants like Shlyapnikov the metalworker and Raskolnikov the Kronstadt sailor carried out a tireless campaign in the soviets to combat the illusions in the Provisional Government and win the workers and soldiers to the direct struggle for power.
The July Days and General Kornilov’s Revolt
By July the tension peaked. The Bolsheviks did not yet have majority support in the soviets. They won only one out of seven delegates to the All-Russian Congress of Soviets held in early July. But the Petrograd Soviet overwhelmingly supported the Bolsheviks. And when the Provisional Government agreed to send more soldiers from Petrograd to the front, it infuriated many soldiers and convinced large sections of the Petrograd Soviet that they needed to organize the insurrection now, even without the support of the majority of the soviets.
At meetings of soviets of workers and soldiers, a call was made for an armed demonstration in Petrograd. For some this was understood as the beginning of the insurrection to overthrow the Provisional Government. The Bolsheviks opposed what they viewed as a premature insurrection, one that did not have the support of the majority of the soviets in the country and thereby the majority of the working class and peasants. The Bolsheviks understood that a premature insurrection could be seen as a coup and could provoke an unnecessary clash with forces still aligned with the Provisional Government. They argued against this armed demonstration. But once it was clear it was going to take place anyway, and support for it was growing outside of Petrograd, they had no choice but to march with the revolutionary workers and soldiers. Their plan was to join the demonstration, not in order to carry out the insurrection but to restrain the workers from a premature rising, while they continued to argue for the need to wait until there was a majority of support for an insurrection in the soviets.
The armed demonstration happened. It remained mostly peaceful. The insurrection was not attempted. But the Provisional Government used this demonstration as an excuse to slander the Bolsheviks, spreading lies that they were German agents trying to destroy the Provisional Government. The Provisional Government ordered the arrest of the Bolshevik leaders, imprisoning some while others went into hiding.
As the war dragged on, support for the Provisional Government dissipated. By August the Provisional Government appointed a new general, Kornilov, to head the military. Kornilov recognized that either the soviets would overthrow the Provisional Government, or the generals and sections of the army would stage a coup and drown the soviets in blood.
In August, Kornilov prepared a coup, and by September, he thought he had enough support to take power and crush the soviets. But his plans were leaked. The Provisional Government was so discredited that it could not organize the population to defend it. The Bolsheviks helped organize the resistance through their massive networks of rank-and-file workers and soldiers. They organized a united front of the revolutionary parties. Workers were let into (and broke into) the government arsenals, and armed themselves to defend the revolution against the Kornilov coup. The coup failed, outmaneuvered by detachments of workers and soldiers who dismantled troop transports, won soldiers to their side, and outnumbered the isolated forces of the coup. After the failed coup, the workers and soldiers, arms in hand, now turned to the soviets as the leadership of the revolution. The influence of the soviets continued to expand. The Bolsheviks were confident they now had a majority in the soviets to organize the insurrection to seize power.
October – The Insurrection
The Bolsheviks voted in their Central Committee to organize an insurrection and put the soviets in control. However, this presented a problem – organizing an insurrection before it was voted on by a soviet congress could seem like the Bolsheviks were making a bid for power for themselves. But waiting for a congress of soviets to vote on an insurrection provided one last opening for counter-revolution. The Bolsheviks responded to this problem with a brilliant plan put forward by Trotsky. The Bolsheviks formed the Military Revolutionary Committee (MRC), composed mostly of Bolsheviks but also revolutionaries from other parties and some anarchists, who opposed the Provisional Government. The MRC was set up to respond to any counter-revolutionary move by the Provisional Government. The Provisional Government ordered revolutionary soldiers back to the front, hoping to disarm the soviets. The MRC responded by signaling the insurrection. Workers’ detachments and revolutionary soldiers stormed the Tsar’s Winter Palace and arrested the Provisional Government. The insurrection spread across the country, with soviets taking power and replacing the authority of the Provisional Government.
The convening of the Second All-Russian Congress of Soviets followed the insurrection. On October 27, the first revolutionary workers’ government of Soviets was formed. It called for bread for the poor, an end to the war, workers’ control of the factories, land to the peasants, freedom for the oppressed, and the organization of the international socialist revolution. The goal was to transform Russian society along socialist lines with the help of workers’ revolutions in the more advanced European countries. This was the only way the gains of the first workers’ revolution could be maintained and spread throughout the world.
Conclusion: The Revolutionary Party
The Bolshevik Party succeeded in doing something that had never been done before, leading a successful revolution that culminated in the first workers’ state. At every twist and turn of the class struggle, they provided the leadership necessary to prepare the working class for the seizure of political power. The Bolsheviks were able to play this role because, from 1903 on, they were preoccupied with building a revolutionary party that based itself on the self-activity of the working class. The Bolshevik Party proved its ability to lead workers’ struggles in two revolutionary periods and to withstand and continue its work during long periods of repression. It was able to influence revolutionary activists all over the world.
The revolutionary parties of the 21st century will not be identical to the Bolshevik Party. Much time has passed and many things are different about the context we are active in today. But the Bolshevik Party remains a model for revolutionary socialists because it stood fast for workers’ taking power themselves and for international socialism. The Bolsheviks showed how a party can democratically define its principles, strategies and tactics and also carry these policies out in a disciplined way. For all these reasons, it is essential to study the history of the Bolshevik Party as we take on the challenge of overturning the capitalist order that dominates the world today.
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Soviets – What Does Workers’ Power Look Like?
The Russian Revolution demonstrated that the working class, through its own self-activity, is able to take control of society and begin to transform it in the interests of the majority. In particular, the Revolution showed that in order for its revolutionary struggle to succeed, the working class needs to take state power. In the Russian Revolution of 1917, this mechanism arose in the form of the soviets.
The soviets were the main weapon of the workers. They were adopted by the Russian working class as a way to organize its struggle and, ultimately, take power. But what exactly were the soviets? How did they form and what made them so distinctive? How did they function and why were they seen as the embodiment of working-class democracy?
Origin of the Soviets
The soviets first appeared during the Revolution of 1905. This revolution was triggered by a disastrous war with Japan that pushed the working class of Russia to the breaking point. Strikes erupted throughout Russia and workers began forming elected councils to coordinate their struggles. These councils, or soviets (the Russian word for council), evolved into organizing centers for the workers’ growing revolutionary movement against the Tsarist autocracy.
Soviets were created in almost all the large industrial cities. The Revolution of 1905 was ultimately defeated. However, the soviet experience left such a deep impression on workers that when revolution broke out again in 1917, the soviets reemerged as the main form of workers’ organization. Workers began forming soviets throughout the country.
The revolutionary mood inspired all of the oppressed in society, fueling the creation of soldiers’ and peasants’ soviets. For the soldiers, the soviets became symbols of the Revolution, and their organizations were modeled on the workers’ soviets. The peasantry, motivated by their old demand for land reform, also formed soviets throughout the provinces, districts, and villages.
As the revolutionary movement progressed, the soviets became not just organizations for the coordination of struggle, they came to be seen as an alternative government representing all the poor and working masses. The soviets were recognized as the real authority in revolutionary Russia. With this realization, the workers opened the way for the soviets to take all power in the October Revolution and to become the governing foundation of the new workers’ state.
Nature of the Soviets
Prior to the 1905 Revolution, there were no effective organizations to unify and represent the interests of the working class. Though some still managed to operate underground, labor unions and political parties were illegal; therefore, their ability to organize and fight for workers’ rights was limited. However, the 1905 Revolution forced the Tsar’s government to make concessions to the workers, including the right for them to form trade unions. Union membership increased significantly after 1905. However, though they were a powerful tool for workers to learn to organize, unions only engaged the most active workers, who assumed union positions and responsibilities. Most workers were preoccupied with their daily lives.
The Revolution threw hundreds of thousands of workers into action. The revolutionary upsurge overflowed the structure and routines of the unions and took on a political character. The movement required coordination on an entirely new scale, which fostered the formation of soviets.
The feature that made the soviets distinct from other forms of organization was that soviets were elected by workers in struggle. Unlike the unions and political parties, which represented workers during normal times, the soviets were a means for workers to take direct control of their own battles and submit their unions and political parties to the decisions of the movement, breaking any routines or conservatism that could hold the movement back.
The soviets were true organizations of workers’ democracy. There was no distinction between leaders and followers. All workers who supported the soviets took part in them, both in leadership as well as in action. The masses didn’t simply offer their opinion on matters or elect people to do the organizing work for them; they were actually engaged in the work themselves. Workers thought and made decisions on their own, discussed key issues with each other, and voted actively and openly. They took on tasks willingly and according to each of their capacities. No organizations as democratic and unified as the soviets had ever existed in Russia, or in the world at large.
Activity of the Soviets
The soviets were able to change their role and function according to the changing circumstances and consciousness of the workers. The soviets proved to be responsive to the popular will of the masses, which changed very quickly during the Revolution.
When the soviets first emerged in the form of strike committees, they were mainly used by workers to demand economic rights from their exploitative employers. This included the right for an eight-hour work day, better working conditions, higher wages, and union recognition.
Later on, however, the role and function of the soviets changed. Workers became more politicized and began putting forth political demands from the government, including the establishment of parliamentary elections, the removal of the police, freedom of speech and press, and the right to form political parties. What began as organizations to address workers’ economic and civil discontent, gradually matured, evolved, and took on new forms as general and political representatives of the workers. The soviets also found themselves taking on a revolutionary role. With the influence of revolutionary parties like the Bolsheviks, workers became increasingly conscious of their political independence and the need to take power themselves.
The revolutionary activity of the working masses transformed the function of the soviets from organizations of struggle to the framework for a new revolutionary workers’ government. A central role of the soviets became the defense and consolidation of the Revolution itself.
The Petrograd Soviet
In 1917, the most important soviet was the Petrograd Soviet. It had the most combative and class-conscious workers in all of Russia. Even before the overthrow of the Provisional government, the Petrograd Soviet had taken charge of things. It coordinated the activities of people, organized production, formed workers’ military units, and, above all, ensured the endurance of the Revolution. This showed the workers the effectiveness of the soviets and the inability of the Provisional Government to address their needs. More importantly, it revealed to them that in order to get what they wanted, they needed to turn the soviets into organizations that could govern.
In October 1917, that’s exactly what happened for the first time. All power was put into the hands of the soviets, and they became the building blocks of the first workers’ state in history.
Once in charge, the soviets were a conscious “dictatorship of the proletariat”; that’s to say, the majority of the population had control against the interests of the exploitative and oppressive ruling class. Thus in no way did “dictatorship” mean the rule over the majority of people. Rather, it referred to the disarmament and expropriation of the capitalist class through the worker’s new state power. The soviet state became a much more genuinely popular form of democracy — a worker’s democracy.
Structure of the Soviets
There was no standard way of organizing the soviets. Their form of organization depended on the location, circumstances, and people being represented (workers, peasants, soldiers, etc.). However, workers’ soviets, for the most part, were organized as follows:
* Workers’ soviets were based on deputies, or delegates, that were elected by workers from each workplace. The rules for electing delegates varied by locality but all workers were allowed to participate in the elections and were given proportional representation. Workers elected representatives from among their ranks, people they knew and trusted, and who had proven their competency to lead worker’s struggles.
* Delegates were paid a worker’s wage, were required to organize their own work, and were directly accountable to the workers who elected them.
* Representatives were not elected to a specific term, and those that did not satisfactorily perform their duties were recallable at any time. In such a way, the soviets were directly accountable.
* Elections to the soviets were held on a regular basis and were usually based on people’s workplaces (factories, workshops, etc.). Any citizen over the age of 18 (male or female), who had earned their living through productive and socially useful labor, had the right to vote. Those that employed workers or lived on unearned income, merchants, clergy, and agents of the former Tsarist regime were not allowed to vote. This ensured the working class was fully in charge of its own organizations.
* Almost all of the soviets were headed by an executive committee made up of several members that would address the day-to-day affairs of the soviet. All important matters were discussed with delegates and workers in biweekly plenary sessions where they voted on decisions publicly with a show of hands.
* A national coordinating body, called the All-Russian Congress of Soviets, was established in June of 1917. Composed of delegates who were elected at least twice a year from soviets throughout Russia, it was created to help centralize the organizing activities of the growing establishment of soviets. It became the largest democratic representative body in Russia. At its head was the Central Executive Committee which served as the supreme soviet organ throughout Russia. It had the right to decide on basic political questions so long as these were within the guidelines established by delegates of the All-Russian Congress.
* There was no separation of legislative and executive functions of the soviets. On all levels, the legislative resolutions were adopted by the executive committee and were executed by the soviet members themselves. This insured that those who passed laws were also responsible for carrying them out. This unification of powers was voted on and enacted by the All-Russian Congress.
* The soviets had several active political parties which workers could follow. These included the Bolsheviks, Mensheviks, and Socialist Revolutionaries. All the parties were given the opportunity to run candidates for the various positions available in the soviets. This way workers were not only able to analyze and judge the different political perspectives put forth by the parties, but also the people who stood for those perspectives as well.
The Soviet Idea and Its Implications
The soviet form of organization emerged in Russia, but workers and oppressed people around the world quickly took notice. Workers in Germany formed their own councils, or Räte. In Spain workers led a general strike and formed councils, or juntas. And in Britain, a movement of rank and file union militants set up committees of independent shop stewards. In each of these examples, workers began to submit the unions and political parties to the control of the movement through soviet-style councils. The soviet idea had gone global.
While soviet-style councils were formed in many countries, nowhere but in Russia did the councils succeed in seizing power. This failure of the working class outside of Russia condemned the Russian Revolution to isolation. The failure of the Revolution to spread from Russia to other countries was a defeat, but it was in no way a failure of the working class or the idea of a democratic workers’ state based on councils or soviets.
In struggles big or small, and in the crises that capitalism is producing and will produce in the future, there is only one meaningful solution, the seizure of political power by the working class, the dictatorship of the working majority over the exploiting minority, and the socialist reconstruction of society.
For this reason, in every struggle revolutionary socialists fight for the direct, democratic control by workers over their own struggles. We fight to put unions, political organizations, and our own efforts under the democratic control of workers in struggle. In this way, even in the smallest instances, we are laying the groundwork for workers’ democratic government in the tradition of the soviets of 1917.
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The Revolt of the Peasantry in Russia
In 1917, the working class led a socialist revolution in Russia. But this was not a revolution that was just for the interests of workers, but rather a revolution for the entire society, particularly the peasantry. At the time of the revolution, Russia was an overwhelmingly peasant country based on agriculture, with the peasantry representing roughly 80-85% of the population. This meant that it would have been impossible for it to be successful without the peasantry. An alliance between the two classes was essential for a socialist revolution to be successful. Therefore to understand the Russian Revolution, it is vital to understand the role of the peasants.
For most of its history, Russia was a feudal society dominated by a system called serfdom. Feudalism is a system based on traditional agreements. In the case of the countryside, the serf is obligated to work for the landlord while the landlord is expected to “provide” a piece of land for the serf to work. By the 1860s, divisions between rich and poor peasants began to develop with the introduction of markets in the mir (peasants’ communal villages). Members of the Russian ruling class saw this process taking place and began to see that serfdom had to become a thing of the past if Russia were to transition from a feudal society into an industrial capitalist one. They hoped that the abolition of serfdom would jumpstart this transition. In 1861, the Tsar (the king of Russia) abolished serfdom, centuries after other countries. The abolition of serfdom was both a response to the waves of peasant rebellions and riots, as well as a political move led by members of the ruling class, particularly landlords who owned factories. With the abolition of serfdom, the landlords were compensated for any land they lost; meanwhile, the peasants had to take on burdensome debts to purchase tiny plots of poor-quality land that yielded small harvests. Many of the former serfs, who could no longer survive on the land, were pushed into the cities looking for jobs. This met the needs of the factory owners, as the growth of capitalism required a replacement of the serf with a “free” worker, that is, someone who was free to sell their labor.
After the emancipation of the serfs, they were forced to pay enormous “reparations” to their former owners through heavy taxes, trapping them in poverty. It was normal to see people walking around unpaved streets barefoot with no shoes. They were isolated in small villages, completely at the mercy of their landlords. To modernize agriculture, from 1906 to 1914, members of the ruling class wanted to break up the mir communal villages, so that a new layer of small landowners could emerge. One result of the privatization of the mir was that the “emancipated” peasants no longer had access to pastoral land to graze their animals and forested areas to collect firewood. Because many peasants did not have enough land to support themselves and their families, the struggle for land in the face of such inequality was a fundamental reason for the revolutionary ferment. By 1917, 90% of all arable land was controlled by wealthy landowners called “kulaks,” with most peasants forced to work on their land.
What Kind of a Revolution Would Take Place in Russia?
The revolutionary movement in Russia began with dissident intellectuals, often the sons and daughters of the ruling class, or at least the better off sections of the peasantry. These young people looked at feudal Russia, and compared it to Western Europe where they often spent time as students in the universities. A section of young people decided that a revolution was needed to overthrow the Tsarist system and create something new. But what kind of revolution? The working class was nowhere near as numerous as the peasantry. There were debates among radicals about how a revolution would take place in Russia. The first wave of Russian revolutionaries looked to the peasants in the countryside. These “Narodniks” (coming from narod, the Russian word for “people”) were children of the elite who saw no future for themselves in the backwards feudalism of Russia and were attracted to revolutionary ideas from the West. There was a movement to “go to the people” in the countryside and encourage them to rise up against the oppressive order. When the peasants didn’t rise up as the Narodniks hoped, some felt compelled to rise up for them. They came to believe that peasant uprisings could be inspired by revolutionary violence and assassinations of members of the ruling class such as large landowners, generals, judges and even the Tsar himself. These Narodniks formed a party called Narodnaya Volya (“People’s Will”). As brave and selfless as they were, and as horrible as the people they targeted were, they did not inspire mass uprisings and only invited extreme repression on themselves.
By 1902, after the repression, the disparate groups of Narodniks evolved into the Socialist Revolutionary Party. The Socialist Revolutionaries rooted themselves in the peasantry, especially taking part in elections to the zemstvos, elected councils in the rural districts that held no real power. This led the Socialist Revolutionaries to draw closer to the rich peasants than the poor peasants. With real divisions between wealth and power, the wealthier peasants dominated the villages. The Socialist Revolutionaries romanticized the villages and maintained that peasants, rich and poor, all had the same interests. This was a viable political position before the revolution as most of the time the poor peasants followed the lead of the richer peasants. But as the revolution threw the peasantry into motion, the Socialist Revolutionaries would split along the same lines as the peasant village – between the richer and the poorer peasants whose interests diverged.
World War I and Revolution
When world war broke out in 1914, the leadership of the Socialist Revolutionaries tabled their vision for peasant communes and supported the monarchist government that was leading the Russian war effort. The desire to win the war meant leading the peasants and workers to their slaughter at the front.
Following the overthrow of the Tsar in February 1917, a Provisional Government was established. It was made up of capitalist politicians and former members of the Tsar’s regime. They were soon joined by the Socialist Revolutionaries and other moderate socialists. After the February Revolution, the Socialist Revolutionary Party became extremely popular and experienced massive growth. Thousands of new peasants, workers, soldiers and intellectuals joined the party. The SRs played a leading role in the Provisional Government. One of their members, Alexander Kerensky, became the head of the Provisional Government. The Provisional Government debated the “agrarian question”—what would happen to peasants and the land. But in fact, many peasants were beginning to decide their future for themselves. What began as disputes over paying rent, or taking lumber from the landowners’ estates, developed into much more militant action. Peasants took over the land of wealthy landlords and drove them out where the landlords hadn’t left already.
Because most of the military was overwhelmingly composed of peasants, many of them supported this direct action. Soldiers, who were peasants in uniform, were fed up with the war and hundreds of thousands of them simply walked away from the front. These soldiers often became the armed protectors of the peasant movement when they returned to the countryside.
The Struggle in the Countryside
The revolutionary changes in the countryside were sometimes led by whole communities of peasants and sometimes with peasant women in the leadership. Soviets (workers’ councils), which had been integral in the struggle in 1905, were recreated in the cities. Peasants began forming their own soviets in the villages to collectively determine the direction of their struggle and how these struggles would be carried out. During the land revolts of 1917, the Socialist Revolutionaries went through a polarization. The rich peasants feared the poor peasants and opposed immediate land distribution. The rich peasants also supported the war, much like their cousins in the capitalist class. As a result of this, the Socialist Revolutionaries split into two parties. The Left Socialist Revolutionaries represented poorer peasants, calling for a re-division of the land and an end to the war. The majority, or Right Socialist Revolutionaries, were much more tied to the wealthier peasants. They opposed immediate land division and supported the war.
The Mensheviks and the Bolsheviks did not have a fully worked out program to address the peasantry before 1917. They were forced by the events of the revolution to develop one. Because the Mensheviks supported the Provisional Government led by capitalists, they opposed land distribution and supported the war. This made them natural allies of the Right Socialist Revolutionaries.
On the other hand, the Bolshevik Party saw the necessity of pushing for a total transformation of society led by the working class with the support of the peasantry. Up until 1917, the Bolsheviks advocated for the collectivization of the land. But it became clear that the poor peasants overwhelmingly opposed this. Even the poorest peasants wanted to become the proprietors of their own piece of land, not to share and cultivate it collectively. Acknowledging this, the Bolsheviks adopted the program of the Left Socialist Revolutionaries, which was to let the peasants form land committees to immediately divide up the land. One of the first acts of the new government after the October Revolution was to issue the “Decree on Land,” which transferred privately held land to the peasants. In many ways, the decree just legitimized what was already taking place; the peasants had already seized most private land themselves by October. But the decree was very important because it showed the small peasants who were unsure about the revolution whose side the Soviet regime was on.
By adopting the program of the Left Socialist Revolutionaries, the Bolsheviks cemented the alliance that was made possible by a unity of interests between the working class and the peasantry. Without making this alliance, and supporting the most radical measures of land distribution in the countryside, the October Revolution would have been impossible. The struggles of the peasantry in Russia showed us that even the most oppressed people can take their destiny in their own hands and transform society, and that the working class is capable of leading this transformation.
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With Guns in Their Hands
> This way we can go no farther, we must break a road into the future. –Trotsky
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> We are at our posts, ready to conquer or die. –The Petrograd garrison of soldiers
On a crisp October evening, shots ring out across Petrograd. Boots strike the ground in a staccato rhythm, piercing the inky blackness of the night. A rag-tag assembly of factory workers clutch rifles and pistols pilfered from the deposed Tsar. They are standing guard at the Liteiny Bridge, running off the Loyalist forces that threaten the Revolution. Their pockets and bellies might be empty, but they are full of pride. They are the Red Guard: the workers’ militia, the people’s army.
Birth of the Red Guard
The Red Guard was born in the factories and working-class neighborhoods of Russia in 1905. Factory workers armed themselves during this first attempt at revolution, but were ultimately crushed by the counter-revolutionary forces of the Tsar. In 1917, the soviets (local councils of workers, peasants, and soldiers) decided to revive these fighting units. Although the Red Guard emerged spontaneously and was not initially bound to any particular party, the Bolsheviks spearheaded its centralization.
Members of the Red Guard trained to defend their factories from sabotage by owners and to act as security for committee meetings; they guarded the factories day and night and were paid their regular wages when they trained or were on guard duty. Workers elected their officers, and a court of workers judged all disciplinary violations; anyone who had more than three absences was dismissed. Women workers established Red Cross divisions and trained to care for wounded comrades.
A Worker’s Militia: A Nightmare for the Ruling Class
This workers’ militia was a direct threat to the dominance of the ruling class. The power of the bourgeois state, which represents the wealthy ruling class, comes from the army, the police, and the prison system. They are what Friedrich Engels, co-founder of Marxist theory, called “special bodies of armed men.” The army and the police protect the private property of the 1% and enforce the iron law of exploitation. They break up strikes, rain bullets and batons on workers and the poor, and ensure that a tiny elite remains in power. If the masses are armed and ready to defend themselves, the balance of forces tips in the direction of workers. After all, what are a few thousand policemen in the face of millions of class-conscious, armed workers ready to demand an end to wage slavery? Thus in 1871, when workers seized power for the first time by creating the Paris Commune, they knew exactly what they needed to do with these special bodies of armed men. Their very first decree was “the eradication of the standing army and its replacement by the armed people.” The existence of a standing army means the rich rule. The armed people means we decide our future.
The creation of the Red Guard also echoed the Bolsheviks’ emphasis on the self-organization of the working class. Lenin, one of the leaders of the Bolshevik Party, pressed the workers and the party to focus their energies on building this force from the bottom up: “Set up a militia that will really embrace the entire people, be really universal, and be led by the proletariat!” This militia would be a collective effort of the toiling masses, and would “draw the women into public service on an equal footing with the men.” Unlike the Socialist Revolutionaries, a socialist party that trained a few dozen militants in the art of assassination, the Bolsheviks realized that only a movement of the masses would topple the capitalist system. Hence the Red Guard: the armed defense of the working-class movement by the workers themselves.
The Red Guard in Action
By August 1917, the political situation in Russia was precarious. In February, the people overthrew the Tsar, and two governments competed for power. On the one hand, the Soviets were elected across Russia by workers, peasants, and soldiers. The Provisional Government, on the other hand, represented the interests of the rich and the middle classes. As Russia’s participation in World War I dragged on for a third year, it was wracked by famine, poverty, and chaos. Amidst this turmoil, General Kornilov planned to march on Petrograd in an August coup attempt. The Provisional Government and the Soviets turned to the workers for protection. The Bolsheviks eagerly agreed to direct these efforts, on one condition: they wanted the largest possible mobilization of the people from the ground up. In other words, the workers must be armed! Forty thousand people enthusiastically registered for the workers’ militia, and they got to work immediately. They dug trenches, built barricades, hung barbed wire across the roads, and kept the factories humming non-stop to produce supplies for the fight.
Their activity soon spread far beyond Petrograd; at Yamburg and Vritsa, workers tore up the rails so that Kornilov’s troops couldn’t reach the city. In these same towns, stranded troops were greeted by crowds of workers and radical soldiers who demanded that they abandon the coup. Meanwhile, in Luga, an entire division of revolutionary troops surrounded the First Don Cossacks, the elite shock troops of the Russian Empire, and stopped them from joining Kornilov. Bolshevik militants agitated from within the ranks, and many soldiers deserted while entire regiments refused to participate. Mass mobilization saved Petrograd: the blood and sweat of workers and soldiers stopped Kornilov cold in his tracks, and he never even reached the city. The participation of so many people is an important reminder that the Russian Revolution was driven by the masses; the decisive action of everyday people is what prevented the destruction of Petrograd and the workers’ movement.
The October Revolution
This success paved the way for the October Revolution; it showed the workers their numbers, their power, and their resolve. It showed them that through collective action and organization, they would emerge victorious. As one revolutionary observed, “When the Kornilov adventure was over, our next task was to see that the arms remained in the hands of the workers and so create an armed force which we could use to seize the reins of government…Thus a close, purposeful military network, built up by us according to plan, came into existence.”
Of course, the workers were not alone in this revolutionary undertaking. Soldiers and sailors became increasingly radicalized by the slaughter taking place on the battlefields of World War I. As workers blew each other to bits to advance the interests of their respective national ruling class, the ideas of revolutionary socialism gained ground. Russian and German soldiers crossed the blood and bones of no-man’s land to fraternize with each other. They broke bread, drank, and laughed with each other to resist the barbaric carnage of the war. Desertion was widespread; by July 1917, entire regiments were completely radicalized. On the fourth of that month, as many as 500,000 soldiers, sailors, and workers marched through the streets of Petrograd, weapons in hand as they demanded “All power to the Soviets!” Again, it was the workers and the soldiers who pushed the movement forward through mass mobilization.
After they crushed Kornilov’s coup attempt at the end of August, the Red Guard and the revolutionary units in the Russian army seized power for the working class just a few weeks later. While the party guided and centralized the insurrection, it was the participation of workers and soldiers that sealed its success. In the words of Trotsky, another Bolshevik leader, “The initiative in getting possession of institutions came in most cases from below…It was only necessary to appeal to the committee of the soldiers, workers or clerical employees of the given institution or store, and the resistance of the administration would be immediately broken.”
And the Bolsheviks did appeal to the workers and soldiers before planning the insurrection against the Provisional Government and the ruling class. At this point, they formed the Military Revolutionary Committee (the MRC) to defend the workers from counter-revolutionary forces. In an extraordinary incident, Trotsky appeared at the Peter and Paul Fortress, one of the most important military installations in Petrograd, and debated the garrison commanders. Their words spilled over the soldiers; it was Trotsky that spoke straight to their deepest hopes for human dignity. The answer was clear: by the end of the night, almost every single soldier at the fortress voted to follow orders from the MRC, and to ignore any commands from the Provisional Government. The soldiers chose insurrection with their eyes wide open, in front of their very commanders. Of course, this was the case throughout the country, as the Bolsheviks now held a majority in the soviets. In the army and navy, it was the same story. Soldiers and sailors elected committees, and in the next set of elections, there was a hard turn toward the Bolsheviks.
On the night of October 25, workers, soldiers, and the Red Guard quickly and bloodlessly took control of the electric station, the railroads, the army garrison, the post office, the telegraph stations, and other key locations throughout Petrograd. When units of the Military Revolutionary Committee arrived at the Petrograd State Bank, the regiment that was posted there stood by and let them assume power. With the Provisional Government holed up in the Winter Palace, radicalized sailors on the navy cruiser Aurora mutinied, elected a revolutionary committee, and sailed up the Nava River to support the takeover of the palace. It was the last place to fall, and with its seizure, the workers and soldiers dealt the death blow to the Provisional Government and fulfilled the cry of “All power to the Soviets!”
After the success of the October Revolution, the Red Guard became the foundation of the Red Army. Its ranks swelled with soldiers who disobeyed their generals; they flocked to the promise of a new world, one in which a tiny elite no longer controlled the destiny of millions. Together, these workers and soldiers were transformed into the fighting force of the revolution. And when the bankers and landlords assembled the forces of reaction, the Red Army ensured the victory of the first workers’ state.
Legacy of the Revolution
During the heady days of the Revolution, the opportunists “made straight for the corridors of power; the Bolshevik for the workers’ districts.” This is the revolutionary tradition we must uphold. We don’t dream and scheme for a handful of revolutionaries to seize power in a conspiracy of the few. Instead, we must organize and prepare for the day when the majority actively decides to take power from the ruling class and establish a socialist society. This is the task we face. The Red Guard stands as an inspirational reminder of the tremendous creativity and self-activity of the working class, and of the potential for revolutionary change when that energy is linked with the organizing force of a workers’ party.
Workers of the World Unite: You Have Nothing to Lose but Your Chains!
The revolutionaries who led the Russian Revolution of October 1917 hoped the Russian victory would be the first in a series of workers’ revolutions that would sweep across Europe. Capitalism had spread its oppressive and exploitative tentacles across the globe for centuries, and they strongly believed that its domination could only be removed by an international revolutionary victory of the working class. The workers would then be able to reorganize the global political and economic system in the interest of the majority of the world’s people. This had been the perspective of revolutionaries since the time of Karl Marx and The Communist Manifesto in 1848.
This tradition of internationalism had been carried on by the Second International, the organization of socialist parties around the world, which had stood for international revolution and against imperialist wars. Many of the parties of the Second International were mass parties with significant influence, but they had failed to stand up to the national pressures of World War I. Almost all of the Second International’s parties had supported their own capitalist classes and defended their respective nations’ participation in the Europe-wide slaughter, instead of saying that workers everywhere have no interests in common with the capitalists. The German Social Democrats had even voted war credits, funding the German war effort in their parliament.
During World War I, sections of these parties opposed this capitulation to nationalism. The socialist movement was divided between the revolutionary left, who were internationalists, and the reformist right, who were the national chauvinists, that is people who supported their national government. New revolutionary organizations were born. Small international conferences were held during World War I in Switzerland, a neutral country, at Zimmerwald and Kienthal. These conferences were attended by socialists who disagreed with the nationalist positions of the Second International and issued manifestos opposing the war and calling for an immediate peace. But they didn’t agree on how to bring peace about. The strongest anti-war position was that of the Bolshevik Party with the slogan “Turn the guns around,” that is turn the imperialist war into a class war, expressing that the workers of the world had no reason to fight each other, that their real enemy was their own ruling class in each country. These anti-war conferences began to lay the groundwork to create a new international revolutionary organization.
The Russian Revolution of 1917 – A First Step to International Revolution
When Vladimir Lenin, one of the most important leaders of the Bolshevik Party, and a major figure in the Russian revolutionary movement, returned to Russia in April of 1917, he stated clearly that the question of building a new international party of the working class was linked with the Russian working class and peasants taking power. For the Russian Revolution to succeed, to begin to construct a socialist future, the revolution would need to spread, and gain international support and aid from the European working class. In his address to the victorious soviets in Petrograd in October of 1917, Lenin proclaimed: “We will now begin to construct the world socialist order.” Internationalism was the banner of October 1917, as it was in 1871 for the Parisian working class when it created the Paris Commune, also in a time of war. Russian revolutionaries never believed that socialism could be constructed in one country, but rather that it must be brought into being by an extension of the Russian Revolution to other countries.
No sooner had the workers taken power in Russia than they immediately acted as internationalists. A decree on peace, on October 26, called upon “all the belligerent peoples and governments to start immediate negotiations for a just and democratic peace.” They proposed a peace with no indemnities or fines and no annexations of other countries or territories. They published the secret treaties and intelligence gathered by the Tsarist government. They pledged no more deals behind the backs of the people.
The Brest-Litovsk peace talks between Germany and revolutionary Russia to end Russian involvement in World War I were quite an unusual event. Victor Serge, a lifelong revolutionary activist and supporter of the Russian Revolution, describes the incredible character of these negotiations between the new order in Russia and the old order in Europe in his book, Year One of the Russian Revolution. He writes:
These negotiations were a sort of duel. It was the first time in modern history that men so different, representing not hostile states, but warring classes, faced each other calmly across a green tablecloth: polite, reserved, observant, dominated by a coldly calculating hatred. On the one side, embroidered uniforms, sparkling with decorations, the decorations of princes and generals: on the other the insolence of a sailor’s jerkin, a peasant’s smock, a trooper’s greatcoat, the blouse of a perpetual student-girl, somber garments without a badge of rank, the plain dress of yesterday’s exiles, who now had the sober bearing of victorious insurgents.
At Brest-Litovsk, the Russian revolutionaries were caught between two contradictory goals. On the one hand they felt under great pressure to quickly make a deal to end the German offensive. While this would end the bloody sacrifice caused by the war and help the Russian Revolution to survive, it would also mean ceding territories of the former Tsarist Russian Empire to Germany which they would then continue to occupy. On the other hand, the Russian revolutionaries knew that there was a real potential for a socialist revolution in Germany, and they felt if they could stall the talks this could help the German revolutionaries. So the question of internationalism was a very serious and vital question for them, even if it meant a high cost and sacrifice for the Russian Revolution.
Workers and Soldiers of the World Revolt
There was good reason for the leaders of the Bolshevik Party to believe that international revolutionary change was possible. The horrendous conditions of World War I had left millions dead, millions maimed, millions starving, and countless homeless in a bloody confrontation on a scale never seen before. Workers all over the world were radicalized by the World War and capitalist crisis. They responded with celebration and support for the revolution of October 1917. Between 1918 and 1920, there was a wave of working class activism in cities on a global scale – from sit-down strikes, general strikes, and occupations, to the formation of workers committees in Glasgow, Belfast, Winnipeg, Seattle, and Barcelona. There were revolutionary crises that posed the question of workers’ power in Finland, Germany and Hungary. In 1918 the German workers formed councils, overthrew the last vestiges of absolutism and fought hard battles against the old army. In Italy, workers formed councils and peasants began seizing land from the big landowners. In Finland, industrial and agricultural workers fought to establish a workers’ government. In Japan, workers seized rice that the capitalists were hoarding. In Britain, workers launched a wave of strikes led by committees of shop stewards. In Ireland, workers took over factories and formed workers’ councils like the Russian soviets.
In the United States, workers seized the city of Seattle and ran it for three days during the course of a strike. Workers demanded an end to the attacks on revolutionary Russia; as the capitalist and imperial powers of the world prepared to invade Russia and crush the revolutionaries, workers refused to load arms bound for the invasion. In the colonial world, movements to break free of imperialism also raged. A huge general strike wracked British-occupied Palestine in 1919. There were major anti-imperialist demonstrations in China, Egypt, and Iraq, and massive civil disobedience against colonial power in India. In China, the growing revolutionary movement would culminate in an attempted revolution in 1925-27.
Faced with the war’s carnage and devastation, there were mass desertions, strikes, and demonstrations across the European continent by soldiers of all countries, who turned towards revolutionary solutions. Neil Faulkner, a Marxist historian, gives a vivid picture of this opposition in his book A People’s History of the Russian Revolution:
> Two-thirds of the French army on the Western Front mutinied and refused to mount further attacks. The Italian army fled the battlefield at Caporetto, and tens of thousands threw away their rifles and headed for home singing the Internationale and shouting “Viva Russia!” From late 1918 onwards, the revolutionary contagion spread though the former Central Powers… German sailors mutinied when ordered out to sea and triggered a revolution that ended the war and brought down the Kaiser within a fortnight. By the end of 1918, red flags flew over Berlin, Munich, Vienna, and Budapest. Everywhere, in the forefront of the revolt, were soldiers and sailors. Quite literally, millions of men across Europe broke discipline to join mass revolutionary movements of workers and peasants directed against their own political and military elite.
A New International Was Born But Lacking a Revolutionary Leadership
A new revolutionary communist international was being organized. But this task did not mean starting from scratch. Despite the betrayal by the leadership of the Second International, it had educated and assembled the oppressed classes of Europe in one international body and had passed on a rich set of ideas, analyses and organizational experience. Revolutionary tendencies from within the discredited Second International flocked to support the victory in Soviet Russia. Revolutionary committees and organizations were formed around the world. The First Congress of the new Communist International took place in Russia, in March of 1919, during the Russian Civil War. Fifty-one delegates attended from 33 countries. Given the difficult conditions, many delegates were unable to reach Russia and attend the conference. The Fourth Congress in 1922 had 408 delegates from 61 countries.
While there was a great degree of enthusiasm and talent, there was also a real lack of tried and experienced leadership in the revolutionary organizations outside of Russia. In country after country, the masses of workers and soldiers were ready to fight, but what was lacking was a real leadership. In other words, workers lacked a revolutionary organization like the Russian Bolshevik Party, one that had deep roots in the working class, with militants who had been active for years and had won the workers’ confidence and the confidence of large sections of the soldiers and peasants.
And the influence of the parties in the Second International continued to be felt in horrendous ways. The German Social Democrats actively worked to prevent revolution from taking place in Germany on three occasions. They were even willing to bloody their hands with the murder of two of the most important revolutionaries of the time, Karl Liebknecht and Rosa Luxemburg, former leaders of the German Social Democratic Party, who had formed a new German revolutionary organization, the Spartacus League. Social democracy also engineered the fall of the short-lived Hungarian Soviet in 1919. These defeats dealt big blows to the hopes for international revolution.
Revolution Betrayed by Stalinism
Following the successful revolution in October of 1917, Soviet Russia faced an invasion by 14 imperialist powers and a civil war supported by the former Russian Tsarist forces and capitalists. Many of the most revolutionary workers fought on the front lines and lost their lives. After the devastation of World War I and a year of revolutionary activity, the Russian economy nearly collapsed. Socialism is supposed to mean a better life than capitalism. But the Russian population faced poverty and scarcity instead. While the Soviet leadership negotiated an end to World War I and eventually, after much suffering, won the civil war, the attempts to spread the revolution had failed. The dreams of October lay in tatters.
Isolated, faced with poverty and exhaustion, the workers lost their hold on the democratic collective power they had created. A bureaucracy, led by Joseph Stalin, arose and imposed dictatorial powers through the new workers’ state. Stalin proclaimed that socialism could exist in one country and turned his back on and even opposed international revolution. The actions of Stalin and the Soviet bureaucracy, who now controlled the Communist International, led to the defeat of revolutions in Germany in 1923 and in China in 1927, as well as to the victory of fascism in Germany and the defeat of the Spanish Revolution in 1939. Instead of supporting international revolution, the bureaucracy tried to co-exist with the imperialist powers of the world. The Communist International became a rubber stamp for the Russian bureaucracy’s foreign policy.
There was a major opposition to the bureaucracy in Russia, led by Leon Trotsky, one of the leaders of the October Revolution. Once again there were splits and the formation of new revolutionary groups around the world who defended the international banner of October 1917 and who tried to intervene in the revolutionary struggles of the 1920s and 1930s. But they were defeated, and the bureaucracy won and held power for decades. The bureaucracy betrayed the Russian Revolution of 1917. It gave an ugly and distorted picture of socialism and revolution. Instead of an internationalist perspective it defended the narrow interests of the new bureaucracy itself.
Nonetheless We Celebrate 1917
One hundred years later, those of us who want a different world still look to the October Revolution of 1917 and the international revolutionary upsurge it inspired for almost a decade afterwards. The struggles of this period showed that millions of ordinary people around the world could stand together and do extraordinary things. They could and did create a just and collaborative society. They showed that they could overcome the divisions of different languages, of gender, ethnicity, nationality, culture and religion – and join together. For a short time, a new world order seemed imminent, one in which the domination of capitalism, its lust for profits and disregard for decency, could be defeated.
Today the proletariat exists all over the world, concentrated often in cities of tens of millions. A new, just, and equal world, run by and for the great majority of the world’s people, is both possible and necessary. Now it remains for us to complete the work begun in 1917.
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The “National Question” and the Right of Nations and Peoples to Self-Determination
> The nation that oppresses another nation forges its own chains. – Karl Marx, Konfidentielle Mitteilung
The National Question
The Russian Revolution of 1917, like all revolutions, confronted the problems inherited from the regime it was replacing. Tsarist Russia was not a cohered nation state, but a vast empire stretching over two continents and comprised of many different peoples and nationalities. It occupied nearly one-sixth of the earth’s landmass – an empire nearly as large as the British Empire. It included part of Poland and Ukraine, Finland, Siberia, and nations on the Baltic among others. Ethnic Russians made up 45% of the population of the Empire. The majority of the Empire was comprised of diverse societies with different languages and ways of life – nomadic herders, agriculturalists, and people who lived by a mixture of hunting, gathering, fishing and agriculture. Nearly a decade after the Revolution, the first complete census listed 194 ethnic groups, that is, people with distinct languages and cultures.
The Russian Empire had been called the “prison house of nations.” Tsarist rule had followed a policy of rigid Russian domination and oppression of the groups and nations of people who found themselves trapped within the Empire. This produced a deep and profound mistrust and often hatred of all things Russian. This is what is often referred to as “national feelings,” even though people were not organized into nations, but often in tribes or other kinship-based groups.
Not all questions the Revolution faced were ones that directly confronted the seizure of power by the working class, but they were consequences of class domination. The Revolution confronted the many inequalities of the Tsarist regime, including oppression of women, the persecution of gays, of Jewish people and other religious groups, the impoverishment of the peasantry as well as the oppression of the large non-Russian population, most of whom lived far from the urban centers of the Revolution. The situation of the people of these societies and the roles they would play in the Revolution were of great importance to the success of the Revolution and the beginnings of the construction of a socialist society. The “National Question,” that is, the situation of the various minorities who together made up the majority of the Russian Empire’s population, was a major question. How was the new society to be organized? How would the relations of the many diverse populations evolve? Would the right of self-determination of the majority of the people, to allow them to decide their future for themselves, undermine or shatter the gains of the first successful workers’ revolution?
The National Question was not a new question, but one that had already been posed for decades to the revolutionary movement in Europe. It had been taken up before, with far-ranging discussions and positions on the question of colonized peoples and those who found themselves trapped in the larger empires. In Marx’s time in the 1800s, the debates included the discussion of the rights of the people of Ireland, who had been subjugated by the British for centuries, to the question of the rights of the people of Poland, whose country had been partitioned between Prussia, Austria and Russia since 1795. Independence for Poland was a key demand of Marx and Engels and other revolutionaries of their time.
By the beginning of the 20th century, the analyses developed by Marx and Engels had largely been forgotten. The parties of the Socialist International, the international grouping of all socialist parties, argued mechanically that socialists should oppose nationalism at all costs. This perspective had two sources. First, the reforms that the socialist movement won through bitter struggle had resulted in an uneasy truce between the working class and capitalist class of the imperialist countries. Some socialist leaders shied away from criticizing the imperialist and colonial policies of the capitalist class to avoid endangering the reforms they had won and ending that uneasy truce. Some socialist leaders even went so far as to argue that the domination of so-called “backwards nations” by advanced capitalism was a progressive step that workers of the imperialist countries should support. This was certainly not the only perspective held by those in the socialist movement. Revolutionaries such as Rosa Luxemburg, a founder of the Polish Socialist Party and a major theoretician of the Socialist International, condemned the imperialist governments’ domination of other nations in moral terms. But her perspective, the perspective held by the Polish Socialist Party, converged with the mainstream of the Socialist International in opposing the right of national self-determination. Socialists from countries that were subjugated or dominated by more powerful nations were often totally opposed to nationalism because the capitalists of their nations were their main opponents and competitors for political leadership of the working class in these countries. This was the second source of the perspective that dominated the Socialist International – the socialists of the subject nations themselves. In fact, the Bolsheviks, confronted with the National Question in Russia, were unique in seeing that the right of self-determination was a necessary principle of the socialist movement, as Marx and Engels had originally argued.
Stalin, who was the People’s Commissar on Nationality Affairs, Lenin, and others in the Bolshevik Party, had participated in these discussions prior to the Revolution. But most members of the Party hadn’t considered this to be essential to the making of the Revolution. But for Lenin it was a central question linked to the success of the Revolution, beyond the seizure of power. The debates in the Socialist International focused largely on the right to nationhood or self-determination of peoples or nations who were colonized or trapped within larger nations or empires, such as Poland. In Russia, the debate included discussions of the societies that existed on the margins of capitalist development and were not identified with the nation states of Europe. Some maintained the position that if the people of those societies weren’t to be fully integrated into the structure of socialist society, it would be divisive and weaken the efforts to build socialism. Lenin and his co-thinkers had a different view. Lenin’s position was that, since there were many peoples with distinctively different cultures and social organization trapped within the vast Russian Empire, it had to be their decision how they would relate to a socialist society and its state. In his work, The Socialist Revolution and the Right of Nations to Self-Determination, written in 1916, Lenin argued that “mankind can proceed towards the inevitable fusion of nations only through a transitional period of the complete freedom of all oppressed nations.” That is, people in the previously dominated societies had to experience for themselves the advantage of affiliating with and eventually integrating into the socialist economy. Disagreements on this question existed within the Bolshevik Party. But, as it was not viewed as being as important as other questions, discussion was often limited, with Lenin’s perspective usually winning out but not fully understood or agreed upon.
The “Right of Nations or Peoples to Self-Determination” was a popular concept promoted by many with very different meanings and intentions. The Russian Provisional Government of 1917 paid lip service to this democratic idea, while continuing to carry out the policies of the Tsar. In 1918 the U.S. President, Woodrow Wilson, talked about the right of “self-determination” when he elaborated his fourteen-point Program for Peace. Wilson’s so-called Program for Peace was largely in response to Lenin’s “Decree on Peace.” In November, immediately following the October Revolution, the Bolsheviks exposed the secret treaties between Russia and its wartime allies. These secret agreements detailed the plans to carve up the territories controlled by the defeated nations at the end of World War I. The Russian, British and French governments planned to divide up the territories and resources of Central Asia, Europe and the Far East. This exposed the real motivations behind dividing up of these regions by the victorious capitalist regimes who claimed they were freeing people from their former oppressors.
The goals of those pursuing the maintenance of the capitalist order and the goals of their enemy, the Bolsheviks, whose goal was to bring about the socialist order, were made clear to all. Those defending the interests of capitalism wanted people freed from the domination of their past exploiters so new systems of exploitation and control could be fastened over them. Wilson spoke in favor of freeing the colonies of Europe because it would allow U.S. corporate and financial interests to access the natural resources and labor power controlled by European colonial powers. And for Britain and France, it was a divide-and-conquer strategy: take German-controlled regions and divide the Austro-Hungarian Empire to unseat those who controlled the wealth.
For the Bolsheviks, the goal was the opposite – to build a socialist society based on the self-activity of oppressed people under the leadership of the working class. The Bolsheviks had no interest in maintaining the oppressive features of the Tsarist Empire. As Lenin wrote in 1915, “That is why we must declare to the other nations that we are out-and-out internationalists and are striving for a voluntary union of the workers and peasants of all nations.” And that possibility was realizable in Russia. Following the ouster of the Tsar by the February Revolution, in the months leading up to the October Revolution, people in the farthest reaches of the Empire began to mobilize and organize themselves as part of the revolutionary wave that was sweeping the country. The Revolution offered hope for the long-awaited freedom from the repressive bonds of the Empire. Like other political choices at the time, the Bolshevik position on the National Question was a practical recognition of the realities of the situation in revolutionary Russia.
As Trotsky wrote in his history of the Russian Revolution on The Problem of Nationalities:
> The Bolshevik Party did not by any means undertake an evangel of separation. It merely assumed an obligation to struggle implacably against every form of national oppression, including the forcible retention of this or that nationality within the boundaries of the general state. Only in this way could the Russian proletariat gradually win the confidence of the oppressed nationalities.
Freed from National Oppression
The following excerpts from China Miéville’s October presents a vivid account of the upsurge throughout the country as the oppressive conditions of Tsarist rule were eliminated:
March 1917
> The Provisional Government abolished the loathed police department…. It began to dismiss Russia’s regional governors. Cautiously, it probed concessions to and accommodations with the empire’s regions and minorities. Within days of the Revolution, the Muslims in the Duma formed a group calling for a convention on 1 May, to discuss self-determination. On 4 March, in Kiev, Ukrainian revolutionaries, nationalists, social democrats and radicals formed the Ukrainian Central Rada, or council. On 6 March the Provisional Government restored partial self-rule to Finland, reinstating the Finnish constitution after thirteen years of direct rule, and announced that a forthcoming Constituent Assembly would finally decide relations – such deferral emerging as the favoured technique for evading political difficulties. On the 16th it granted independence to Poland – though Poland being occupied by enemy powers, this was a symbolic gesture.
April
> Nor were such probings towards progress only in the arena of nationhood. The All-Russian meeting of Muslims, called for by Muslim Duma deputies immediately after the February Revolution, was fast approaching – but before this, on 23 April, delegates gathered in Kazan in Tatarstan for the All-Russian Muslim Women’s Congress. There, fifty-nine women delegates met before an audience 300 strong, overwhelmingly female, to debate issues including the status of Sharia law, plural marriage, women’s rights and the hijab.
May
> Between 1 and 11 May, Moscow hosted the convention demanded by Muslim Duma deputies in February. Nine hundred delegates from Muslim populations and nations arrived in the city – Bashkirs, Ossets, Turks, Tatars, Kirghiz and more. Almost a quarter of those present were women, several fresh from the Women’s Muslim Congress in Kazan; one of the twelve-person presidium committee was a Tatar woman, Selima Jakubova. When one man asked why men should grant women political rights, a woman jumped up to answer. ‘You listen to the men of religion and raise no objections, but act as though you can grant us rights,’ she said. ‘Rather than that, we shall seize them!’
>
> Up until the seizure of power the revolutionary fervor and sense of freedom spread across the country with soviets and revolutionary committees formed in Siberia, Uzbekistan.
September
> From the 8th to the 15th, the Ukrainian Rada provocatively convened a Congress of the Nationalities, bringing together Ukrainians, Jews, Poles, Lithuanians, Tatars, Turks, Bessarabian Romanians, Latvians, Georgians, Estonians, Kazakhs, Cossacks and representatives of various radical parties.
It was the recognition of this reality – of people in struggle throughout the former empire – that solidified the Bolshevik’s position on the National Question and laid the basis for the formation of the socialist society to be constructed. An end to the war meant an end to the Russian Empire, which meant freedom of choice for those peoples who had found themselves trapped inside that empire, their cultures dismissed and dominated by Great Russians (the term used to describe ethnic Russians). And with the victory of the Revolution and the declarations and policies that followed, the Revolution began to deliver on the promises it held out.
1917 – The Soviets’ Declaration of the Rights of the People of Russia
In response to the movements throughout Russia, in June 1917, the first Congress of Soviets proclaimed the right of the peoples of Russia to free self-determination. These were only statements of intent, as the soviets had not yet exerted their power and the Provisional Government was largely maintaining the policies of Tsarist Russia.
In October 1917, the Second Congress of Soviets passed the following resolution:
> The united will of this Congress, The Councils of the People’s Commissars, resolved to base their activity upon the question of the nationalities of Russia, as expressed in the following principles:
>
> 1. The equality and sovereignty of the peoples of Russia.
> 2. The right of the peoples of Russia to free self-determination, even to the point of separation and the formation of an independent state.
> 3. The abolition of any and all national and national-religious privileges and disabilities.
> 4. The free development of national minorities and ethnographic groups inhabiting the territory of Russia.
>
> The concrete decrees that follow from these principles will be immediately elaborated after the setting up of a Commission of Nationality Affairs.
>
> In the name of the Russian Republic,
>
> Chairman of the Council of People’s Commissars, V. Ulyanov (Lenin).
>
> People’s Commissar on Nationality Affairs, Josef Dzhugashvili (Stalin).
Following the Revolution – To Construct a Nation
Following the successful seizure of power, the Russian working class was soon faced with a counter-revolution of Tsarist forces, aided by the armies of the major imperialist countries. This made defending the gains of the Revolution a military question. But the Revolution could not be defended by military means alone. The socialist revolution could only win if it was international and the role of this first workers’ revolution was to expand and support the world revolution. The policies toward “nationalities” in Russia were guided by that perspective.
Lenin understood the depth of what was called “Great Russian chauvinism” – the belief that Russian culture and society was superior to that of non-Russians. He recognized its existence throughout Russian society and even in the Bolshevik Party (renamed the Communist Party in 1918). In a sharp exchange with opponents of his perspective at the Eighth Party Congress in 1919, Lenin argued,
> We concluded a treaty with the Red Finnish government, which existed for a short time, we consented to make certain territorial concessions, on account of which I have heard not a few purely chauvinistic objections, such as, ‘There are excellent fisheries there, and you have surrendered them.’ They are the kind of objections of which I have said: Scratch some Communists and you will find Great Russian chauvinists.
The policy Lenin fought for was to provide populations that had suffered under the yoke of Tsarism a wide-ranging territorial autonomy that could range from organization through soviets to independence from Russia – as long as the independence didn’t give the forces of Tsarism or imperialism a base for counter-revolutionary activity. Class, Lenin argued, would become the politically dominant social identity only if national identity was given proper respect. That is, the realities of an oppression imposed on the minorities of the former empire by the capitalists of their territories, would increase class antagonisms and class-consciousness. This meant that those living within the formal territory of the newly formed RSFSR (Russian Soviet Federative Socialist Republic) would not be automatically integrated into the state or governing apparatus, nor was there a pressure for them to integrate themselves.
The Bolshevik policy was put to the test following the successful revolution with the demands of people, often led by their own ruling class, to break free from the prison house of nations. Finland was the first test. As Trotsky wrote later, “The proclamation of equal rights meant nothing to the Finns especially, for they did not desire equality with the Russians but independence of Russia.” The Senate of Finland declared independence on December 6, 1917 under the leadership of the Finnish capitalists. The Soviet Government recognized Finland’s independence 12 days later with formal approval by the All-Russian Central Executive Committee, the highest Soviet executive body, early in January.
There were four basic forms of nationhood that were recognized and guided policy: national territories, national languages, national elites and national cultures. This meant that people’s customs were not marginalized and viewed as inferior. The preservation of culture was essential. Local territorial autonomy was guaranteed and local elites were not to be overthrown by outside forces, but could be replaced by the people themselves. Schools were built and classes taught in the languages of the region. Books were written and printed in local languages and, if a written language did not exist, a written form was developed. The land taken by Russian colonists was returned to native peoples, and those who had been forcibly removed from their lands were provided the means to return home, if they wished. There was an effort to cultivate and develop local leadership to provide direction to these new formations.
The seizure of power by the working class and its allies did not go unopposed. The Civil War in 1918 was the attempt by the White Army, which represented the big landowners and others linked to the former Tsarist regime, to institute a reconstituted prison of nations under the control of the Russian capitalists. This was backed by the imperialist powers of the world, 14 of which sent their own armies against the new workers’ state. Many of the formerly oppressed groupings joined with the forces of the Red Army to hold on to their newfound freedoms. Trotsky, as head of the Red Army, helped form detachments made up of national groups. They were some of the most steadfast and heroic fighters in the defense of the Revolution against the White Army and the invading forces of imperialism.
By June 1923, with the end of the Civil War and the victory of the workers and poor peasants, the new Soviet state was taking shape. This was the Union of Soviet Socialist Republics (USSR), or the Soviet Union. It was already comprised of two federal republics (including the RSFSR), five union republics, twelve autonomous republics, and eleven autonomous oblasts. (The autonomous oblasts were administrative units created for a number of smaller nations, which were given autonomy within the various republics of the Soviet Union.)
The National Question – A Fight to Defend the Revolution
Because the long civil war compounded the destruction suffered in World War I, the ranks of the revolutionary workers and peasants were decimated. And, as often is the case when optimism sinks into despair, old prejudices and cynicism rose to the surface again. This was reflected in the National Question and the attitude toward the autonomous organization of the minority groups in the new socialist state. Lenin, who was the central figure in the fight to defend the right of minority populations, faced serious health problems, compounded by a nearly successful assassination attempt and finally a number of serious strokes. With Lenin largely sidelined due to his health, the isolation of the Revolution, and Stalin’s tightening grip on the Party, Great Russian chauvinism raised its ugly head.
Despite his declining health, one of Lenin’s last political fights in the Party was over the National Question, which was tied to the bureaucratization of the Party. He focused on Stalin’s policies toward the non-Russian territories within the Soviet Union and his attitude toward leading Party members in Georgia. Stalin’s plan was to make the independent republics part of the Russian republic – in direct contradiction to the policy of the right of nations to self-determination. In 1922, Lenin wrote, “a distinction must necessarily be made between the nationalism of an oppressor nation and that of an oppressed nation, the nationalism of a big nation and that of a small nation.” His words echoed those of Marx decades before when Marx directed his words toward the English working class. Marx said that the English working class would give up any hope for its own liberation if it did not join in the fight to free Ireland from English domination. It was the same in Russia. To block the freedom of choice for minority populations of Russia would be to sabotage the struggle for socialism.
Because of a third debilitating stroke, Lenin was forced to withdraw from political activity in 1923. He died the next year, in January 1924. By the end of the year, Stalin had openly adopted Nikolai Bukharin’s theory of “Socialism in One Country.” This was a nationalist policy implemented under the guise of defending the Soviet Union from the attacks of imperialism. This nationalist stance abandoned the internationalist perspective that had guided the Revolution in all its aspects, including “the National Question.”
It laid the basis for the imposition of Russian language and culture throughout the Soviet Union – a “Russification” of non-Russian people within its borders. But, just as other gains of the Revolution were greatly distorted and undermined but not totally lost through the degeneration of the Revolution, the gains for minority populations across the former “prison house of nations” were not completely lost. This could be seen some 70 years later with the dissolution of the Soviet Union, which resulted in the emergence of 15 states, including Russia. The people of those regions had maintained a sense of themselves, their cultures, and their languages over decades of bureaucratic rule.
The lessons, accomplishments and failures in the policies addressing “the National Question” remain important for us today. Every corner of the planet is dominated by imperialism, and cultures are destroyed and undermined in a myriad of ways. The controlling forces of imperialism go beyond its militarized state apparatus. It penetrates every aspect of our lives – creating divisions among people around the world. And those divisions extend into every society, infecting the working class and other parts of the population with racism, ethnic and religious prejudices, and other divisions that tie us to the current order. And as Lenin heeded the words of Marx, we must be aware of the many traps that stand in our way in bringing an end to the chaos and cruelty of the current social order imposed on us.
What was attempted 100 years ago shows a major effort to respond to the divisions created by the hierarchical system of capitalism. The Bolsheviks’ response to “the National Question” reflected a confidence that the vastly superior organization of socialism would not have to rely on the coercion that is a necessary feature of capitalism. Socialism is the beginning of the development of a society genuinely based on the free association of equals.
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Women in the Russian Revolution
In the wealthiest country in the world, in 2017 – 100 years after the Russian Revolution – what are women up against? Misogyny is still commonplace, as are the dangers of domestic abuse, harassment and rape. In Trump, we have a president who defends his right to grab any woman, and a Secretary of Education who protects the rights of rapists on college campuses. Abortion is under attack, with clinics impossible to access in an increasing number of states.
Today under capitalism, our lives as women are organized for us rather than by us: at our jobs we fit into what suits our bosses or their state. What and how we produce, time off for maternity leave, our pay, our sick time, and the organization of childcare are outside our control. Corporations suck our energy dry; state workers find that the budget is a fraction of what is needed – and what is available if we consider what has been stolen from the working class every day for generations – for our care. Capitalist exploitation continues to deliver economic conditions for working-class women that are harsh: long hours at work, or underemployment, and frighteningly expensive childcare and rent, just to mention a few. As working-class families struggle to make ends meet, women are pulled in all directions, often finding themselves trapped in bad relationships for economic reasons, working one or two jobs, usually topped off by the traditional burden of housework and childcare.
Women Before the Revolution
What better time to look back at the Russian Revolution for inspiration? Gathering together in meetings and conferences, women old and young, from the fields and the factories, questioned life as it was and began reorganizing social life to suit their own needs. It’s hard to believe that the first country in the world to legalize abortion did so 98 years ago, in a land where 80 percent of the people were peasants raised in a culture of extreme disdain for women, in conditions of terrible poverty, and on the background of a brutal war. A census shows that in 1907, only 17% of Russian women were literate. For men the percentage was 45%. The traditional oppression of women was so extreme that Russian marriage ceremonies at the time included the bride giving her husband a whip, sometimes braided by her own hands, sometimes passed from her father to her husband, with which the groom stroked the bride’s shoulders to symbolize her total submission to him.
In the countryside, peasant women, by far the majority, did the brutal work of the farm together with the men. Along with plowing the fields and harvesting the crops, they were charged with tending the vegetable plots the family depended on, sowing and mending the clothes, cooking the meals, turning milk into butter and cheese, canning, and all this, of course, in addition to bearing and caring for children. It was a culture of obedience to the Tsar, to God, the Eastern Orthodox Church, and more immediately, to fathers and husbands.
The development of industry in the late 1800s and early 1900s transformed the lives of millions of peasant women as their families were drawn to the cities by industrial jobs. Factory owners pulled women into the industrial workplaces by the tens of thousands, happy to have laborers that were considered docile and compliant, resulting in more work for less pay. But this docility and compliance were traits that the social struggles of the late 1800s and the early 1900s would alter. From the late 1800s, through the failed revolution of 1905, and to the beginning of World War I, there were waves of conflict in the cities: strikes and protests against brutal conditions that transformed many of these women. These were fights that created a culture of organizing and solidarity among the working class.
To add to the brutality of the world of work, by 1917, urban as well as peasant women found themselves profoundly impacted by World War I. Many were alone with their children, as their brothers and husbands were conscripted in the war. Women went days without eating at times, and spent hours waiting in line for food.
The February Revolution
How did the February Revolution of 1917 begin? January and February were marked by strikes in Petrograd, but on International Women’s Day, March 8, 1917 (February 23 by the old Russian calendar), the working women in an industrial district of Petrograd left their factories to fight for an increase in their rations to feed their families. They poured out into the streets, and marched through their neighborhood and other working-class districts nearby. As they marched they called on others to join them, and attracted thousands onto the streets. Later that day and the next there were confrontations with the police, soldiers, and Cossacks. Women organized “flying pickets,” groups of women who went to defend the demonstrations; when they were attacked they convinced the soldiers and Cossacks to hold their fire and swords. His power having crumbled, the Tsar fled the city. This strike of the women was the fight that set the February Revolution into motion, launching Russia into its first experiment with democratic rule. Though it eliminated the Tsar, it did not eliminate the power of the factory owners and landowners, nor their alliance with the international capitalist – their allies in the World War – and so the conditions of the women were not transformed either. The oppression and the hunger continued.
The Revolution: A New World for Women
The position of women in society changed dramatically in October when the soviets, the Russian name for the councils of workers, peasants and soldiers, seized the power from the Provisional Government established in February. The new workers’ state gave women the opportunity to make changes that would be enviable in our place and time.
Just as the October Revolution was taking place, the First All-City Conference of Petrograd Working Women was being held. The conference was attended by 500 delegates, elected by 80,000 working women, organized by the Bolshevik women’s journal Rabotnitsa (The Woman Worker, started in 1914). Their goal was to prepare women who were not in the Bolshevik Party to think about women’s welfare and the program that could be implemented by the workers’ state. Of course, the conference was suspended while the delegates joined the armed uprising. Women dug entrenchments, bore arms, stood guard, and nursed the wounded.
Immediately after the workers seized power in the October Revolution, the Bolshevik Party (renamed the Communist Party in 1918) introduced a series of laws that gave women new rights. The Revolution abolished the inferior legal status of women and imposed equality in the workplace for the first time, with equal wages for equal work. The Family Code of 1918 established civil, non-religious marriages, and gave men and women the right to a divorce on demand, initiated by either partner. Illegitimacy was abolished, so that both men and women would both be responsible for all of their children. Women benefited from the introduction of the 8-hour day, but at work new rules also forbade pregnant women working overtime and at night. For nursing women, a 30-minute breast-feeding break was required every three hours. The Soviet government created a paid maternity leave program, allowing working mothers eight weeks paid leave and other benefits. In addition, it created the Matmlad, a department “for the Protection of Mothers and Infants.” This department provided maternity clinics, daycares and homes for single mothers in Russian cities and large towns.
In 1920, the Family Code was updated; abortion was legalized and made free on demand. Can we imagine such a thing in the United States in 2017? As to sexuality, the Revolution eliminated all references to sexual practices in the Criminal Code in 1922. After this date the only kind of sex crime was one that violated the individual’s right to “life, health, freedom and dignity.” There was even a court case that confirmed the right of two women to marry!
The organization that sought to transform the lives of women was the Zhenotdel, the women’s section of the Central Committee of the Communist Party. In the fledgling workers’ state, the Zhenotdel became the first Government Department ever to be established to care for the welfare of women. Its first leader, Alexandra Kollontai, a member of the Russian Social Democratic Labor Party since 1899 and a Bolshevik since 1904, had long written about her notion of free love: a relationship between men and women that was completely liberated from any kind of social or economic compulsion. She believed society needed a revolution in attitudes toward sexuality. She and the other leaders of the Zhenotdel, the Bolshevik leaders Inessa Armand and Konkordiia Samoilova, imagined the end of marriage, to be replaced by free unions, and even the end of the family itself with communal childcare, nurseries, restaurants, laundries: all traditional women’s work being carried out communally with individuals paid for their work. From these ideas followed experimentation. Rather than convincing men to share the drudgery of housework, the feminists of the day thought that paid labor in a communal setting was the answer. Communal nurseries, laundries and dining rooms were established. Our modern models of co-housing had a precedent in Soviet architects’ designs for new homes that took into account plans for communal facilities. The Zhenotdel was the power-house of action that encouraged women and men to re-think their social lives.
The volunteers from the Zhenotdel traveled throughout Russia to spread their revolutionary ideas. They had special trains and ships dubbed “agit-trains” and “agit-ships” to bring their vision to peasant villages far from the centers of power. To communicate their vision they used art, posters, and song and dance troupes; they held meetings and showed films and plays. They taught women how to read and write, establishing over 125,000 literacy schools.
In the Bolshevik Party the percentage of women was small – about 10% – but they had an enormous influence on the new workers’ state. Women in the Bolshevik Party such as Nadezhda Krupskaya, Inessa Armand, Alexandra Kollontai, and Konkordiia Samoilova were leaders of tens of thousands more, and carried out an experiment that gave us a glimpse of where workers’ power and imagination could take us.
The new Communist Party government not only changed the situation of women but challenged and eradicated the old laws regarding sexual relations, effectively legalizing homosexual and transgender activity within Russia. Under Lenin’s leadership, homosexuals were allowed to serve in government.
The time these revolutionaries had and the circumstances they faced as they tried to implement these changes were very limited. Many of their experiments with change were stopped by the rise of Stalinism. Nonetheless these changes point the way forward and show how the fight against oppression and exploitation translates to all areas of life and social relations.
The Possibilities for Women Today
Working women in the 21st century would certainly envision changes that would differ in many ways from those imagined 100 years ago by our sisters in Russia. We will make a new and different revolution. But having the power to decide, to experiment, and to organize, without capitalists sucking us dry for their profits, will be an extraordinary liberation. We can use our massive social surplus, which is hoarded today by the .01%, to revolutionize the way we meet our social needs, with a blossoming of local communal experiments. The socialist women of today may be the visionaries that reinvent their liberation under socialism.
Culture, Arts, and Education in Revolutionary Russia
In the modern world, our culture is dominated by the forces of capitalism and the overwhelming wealth of a tiny minority. From the corporate-owned news and entertainment media to the realms of art, music, film, and even social media, much of what we see and hear represents the views and ideas of the 1%, or is simply designed to keep us shopping as much as possible. Even our education, from pre-school to grad school, is shaped by this system. College education is turned into an expensive product to be sold to a population desperate to improve their options to sell their labor to the bosses. Even when education is free, it’s a method of training people to be obedient and competent only in the skills which the job market requires.
We have seen multiple times throughout history that during social movements, when more and more people are involved together in the struggle to change their lives, old assumptions are called into question and whole new worlds are within reach. Even the way people interact with each other in public changes.
Culture and the Arts
The Russian Revolution was no exception; it ushered in a blossoming of public artistic expression and the exchange of knowledge. In the years following October 1917, streets, public squares and buildings became canvasses for Expressionist paintings and constructions. Monuments commemorating different moments of the Revolution were common sights, often built spontaneously by amateurs using the materials that were ready at hand. Meanwhile, the Revolution inspired countless works of literature and poetry, though some poets and authors were so busy participating in the remaking of society that they hardly found time to write as they used to.
Performance art also became accessible to workers and the poor in a way it never had been before. In the major cities, concert venues were opened to the public with free admission, and the workers’ state set aside funds for artists. Even when Petrograd was under siege during the worst days of the Civil War, ballet companies and theater companies performed for crowds of workers and soldiers, in the same grand halls where not long before they had performed only for the upper classes of the Tsarist regime.
Museums too were opened to the public, and their collections were greatly expanded as the private art collections of aristocrats were carefully expropriated. Access to cultural heritage was likewise expanded by the construction of new libraries in poorer neighborhoods. In the two-year period from October 1917 to October 1919, the number of libraries in Petrograd doubled, while in Moscow it tripled. Meanwhile, post offices became distribution centers for free literature of every description. And as rapidly as public access to knowledge was expanding, it was matched every step of the way by people’s appetite for it.
Education
We can see this when we look at the way education was transformed following the Revolution. The old system provided inferior schools for the general population, while high schools were in practice reserved for the children of the capitalist class. This was all replaced by a unified system, which included a joining of formal education to practical education in “labor-schools.” While religious freedom was guaranteed in Soviet Russia, religious indoctrination was taken out of schools. As the contemporary revolutionary Victor Serge remembers in Year One of the Russian Revolution:
> The old syllabuses, which trained subjects for the Tsar and believers for the Orthodox Church, were replaced by a necessarily improvised scheme which was anti-religious, Socialist and based upon the educational role of work – the aim was to train producers who would be conscious of their role in society. Projects were drawn up to unify the school and the workshop. In order to implement sex equality from childhood onwards, co-education was frequently introduced in the schools. But everything had to be organized from scratch.
In addition to introducing co-education, the workers’ state built pre-schools to help lessen the burden on mothers, as well as schools for children with disabilities. State funds were set aside for schools to offer free meals to all children, as well as clothes and shoes for those who needed them.
But the expansion of education was not limited to children. Free adult schools and colleges were set up throughout the country to offer special courses for workers, in consistently packed lecture halls. In the two years following the October Revolution, the number of universities in the country (each free and open to all) grew from 6 to 16, and university enrollment doubled.
The accessibility, the content, and even the purpose of public education were all transformed by the Revolution and the policies of the workers’ state. But these were not the decrees of some distant dictatorial power – the workers’ state expressed the will of the working class itself. While elected leaders and revolutionaries provided the framework for change, at every stage the energy and initiative behind putting such policies into practice had to come from below, from people throughout society taking charge of these tasks.
The New Life for Which We Labor
All this cultural rebirth and artistic blossoming, all the transformative accomplishments of the workers’ state, are especially remarkable given the fact that they were happening in one of the most socially and economically backward countries in Europe, in a period wracked by foreign invasion, civil war, famine and terrible deprivation. Artists and scientists continued their work under food rationing; pencils had to be passed around among students in classrooms warmed by furniture used for firewood. This society run by and for the working class, under the most challenging circumstances and in the midst of mass poverty, demonstrated its priorities in addressing not only the material needs, but the cultural needs of the majority. We can draw inspiration from this extraordinary spirit of optimism and determination. In the words of Maxim Gorky, one of the first well-known literary artists won over to the Revolution:
> The experiment now undertaken by the Russian working class and by those intellectuals who have fused spiritually with it, this tragic experiment which will perhaps drain Russia to the last drop of her blood, is one of greatness, from which the whole world can learn. Almost every people in its time feels a Messianic mission, feels itself called to save the world, to breathe new life into its best forces. Come with us in our journey towards the new life for which we labor.
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The Stalinist Bureaucracy: Gravedigger of the Russian Revolution
The Russian Revolution of 1917 produced the first state of its kind, a workers’ state based on the working class organized through a system of democratic councils, the soviets. From bottom to top, the soviets were elected from the ranks of the workers in a directly democratic process that could not have been more transparent and open. Within a few short years though, that system had been hollowed out and replaced with a stifling bureaucracy. This was in no way a choice made by the Bolshevik Party in its role as the leading party of the working class and the Revolution. It was a consequence of the dire conditions of war, famine, and economic collapse. The hope that revolution would spread to neighboring countries was crushed as workers’ revolutions from Finland to Germany to Hungary failed to take and hold power. The Russian workers and peasants were left with nothing but shattered hopes and material deprivation. This deprivation gave rise to a bureaucracy led by Joseph Stalin. For most of the 20th century, these bureaucrats spoke in the name of socialism and the Bolshevik Party and called their system socialist. The capitalist countries were happy to agree that this grim, grey, regimented system was socialism. Beneath these lies, the facts could not be clearer. The bureaucrats were not representatives of socialism or the Bolshevik Party; they were the gravediggers of the Russian Revolution.
Russia After 1917
As soon as the workers took power through the soviets, they were faced with an array of military and economic attacks from the world’s capitalist powers, hell-bent on destroying this new manifestation of workers’ power. From late 1917 to 1921, civil war raged across the former Russian Empire from Ukraine to Siberia. In fact, this was a civil war and an invasion at the same time, as armies composed of former Tsarist military troops and peasants were joined by forces from 14 different capitalist countries armed and funded by the major capitalist powers. These forces, called the White Armies, fought to establish a military dictatorship and drown the Revolution in blood. Against this threat, the Soviet state formed the Red Army, five million strong, led by Bolshevik leader Leon Trotsky. In a matter of months after October 1917, the workers who had struggled for revolution, and who had built the soviets and infused them with democratic life, were mobilized on a military footing to staff the administrative institutions of the new state and the Red Army.
The capitalist powers also set up an economic blockade of Soviet Russia, which shattered the economy and put industry at a standstill. The once-thriving factories and workers’ districts slumped into inactivity. In multiple regions of Russia, people resorted to cannibalism to survive during the period of the Civil War. A system of starvation-level rationing was imposed in order to keep the cities, the army, and navy fed. This system was necessarily unequal as the remaining industrial workers, along with the soldiers and sailors, received barely adequate rations, while the unemployed and workers in less essential industries were given little more than crumbs. The peasants would have fared somewhat better than the workers due to their access to land, and their capacity to feed themselves. However, in order to maintain the necessary provisions for the urban population and the military, the Soviet government was forced to send grain requisition squads into the countryside to simply take grain and other produce. This brutal necessity generated bitter anger among the peasants, who were forced to go hungry to feed the workers and received nothing in return.
While most politically conscious workers had been absorbed into the state and military apparatus, those who remained struggled to survive. Many workers simply left the cities to rejoin their peasant relatives on newly-acquired plots of land in the countryside, abandoning the soviets, collective life, and revolution. Many more who chose to remain in the cities turned to the black market, crime, and prostitution to survive. The working class of Petrograd, the heart of the Revolution, was reduced to almost one-third of its former size. The absence of the most conscious, revolutionary workers, and the desperate conditions of life eroded the class consciousness of those workers who remained.
The soviets were no longer the rich democratic organs of power that they had once been. The workers who had organized and facilitated soviet democracy were dying by the thousands on the front lines of the civil war or were active as administrators in the new state. Many of the remaining workers had lost hope that the Revolution would provide them a better life. As the workers lost confidence in the Revolution, the parties that represented the peasants, small business-owners, and middle-class professionals lost confidence in the workers. These were the Socialist Revolutionary and Menshevik parties, who demanded a retreat from soviet to liberal capitalist democracy. They turned to open rebellion rather than simply arguing for this position in the soviets. The Socialist Revolutionaries launched an armed rebellion in 1918, leading peasant uprisings in the countryside, some going as far as joining up with the counter-revolutionary White Armies. Socialist Revolutionary activists carried out terrorist attacks against the Soviet government, including an assassination attempt on the Bolshevik leader Vladimir Lenin. The Mensheviks supported a counter-revolutionary regime in Georgia that used police methods to kill Bolsheviks, anarchists, and other revolutionaries. After months of pleading with them to end their open hostilities against the Soviet state, the Bolshevik Party government outlawed the Socialist Revolutionary and Menshevik parties. Their newspapers were suppressed, and their activists were thrown in jail. A special police force was formed and given extraordinary powers to seek out insurgents. This police force was called the “Cheka,” derived from the Russian for “exceptional commission,” words that signified that this unfettered police force was by no means meant to be a permanent feature of the Soviet state.
These measures, taken to defend workers’ democracy against capitalist restoration, had dire consequences. The Bolshevik Party remained as the only political party, with no democratic check on its power coming from other parties. The Bolshevik leaders were conscious that this situation was a danger to the Soviet regime, not in any way a strength. Of these policies, Lenin wrote, “It was like a car that was going not in the direction the driver desired but in the direction someone else desired; as if it were being driven by some mysterious, lawless hand, God knows whose, perhaps of a profiteer, or of a private capitalist, or of both.”
Critics from the left – anarchists and many Bolsheviks – raised an alarm against this consolidation of power. These left-wing critics proposed artificial solutions to the problems of the economy. They called for legalization of some or all of the other parties in spite of what they had done. They called for new large-scale democratic structures to run the economy in spite of the shattered state of the working class. Some even called for the expulsion of the Bolshevik Party from the government. These ultra-left activists joined with the remaining militants of the Menshevik and Socialist Revolutionary parties and led workers’ strikes in Petrograd and ultimately an armed uprising in the naval garrison of Kronstadt, which was suppressed militarily by the Soviet government.
The fact is, many of the criticisms raised by these leftists were as justified as their solutions were unrealistic. The Bolshevik leaders, Lenin and Trotsky, shared their criticisms against the bureaucratic degeneration of the Russian Revolution. But Lenin and Trotsky knew the problem of bureaucracy could not be solved by drawing up utopian schemes. The working class was shattered. Who would replace the Bolsheviks? What would their replacements possibly do differently? In fact, the only real answer to who would replace the Bolsheviks was another regime led by the anti-Soviet parties who sought a capitalist restoration and a bloody vengeance against the working class.
The Bolshevik Party was under huge stress, and its role in governing the country without the support of other parties placed it under even greater pressure. The debate over what to do threatened to tear the party itself apart. As a means of forestalling this danger and keeping the party together in spite of these internal conflicts, the Bolsheviks temporarily suspended the right of groups within the party to form factions and criticize the overall party policy. This was seen as a temporary measure put in place to help the party weather a particularly difficult moment. This measure, imposed by circumstances, was one more step in the collapse of workers’ democracy, this time in the heart of the workers’ own revolutionary party.
The Consolidation of the Bureaucracy and the Rise of Stalinism
By the early 1920s, not only was the vibrant democracy of 1917 nowhere to be seen, but a creeping corruption was eating away at the machinery of the Soviet state and the Bolshevik Party itself. In order to carry out the technical tasks of the state, of industry, and of the army, thousands were recruited to the Bolshevik Party. Many of them were not as reliable as the revolutionaries who had participated in a wide range of political activities before the Revolution. The conditions of starvation and rationing created the basis for a system of corruption within the ranks of the Party and the state. A network of these functionaries used their positions to guarantee the basic means of survival to their friends and families. Some began to consciously defend this emerging bureaucratic order. Critics were removed from positions of responsibility, and workers who spoke up were threatened with the loss of their rations. Workers quickly learned that the road to a full belly was to follow the bureaucrats and not raise any criticism. The bureaucracy was reshaping the state and the Party itself in its own interests, to defend its privileges. Lenin was horrified. In 1922 he wrote,
> If we take the huge bureaucratic machine, that gigantic heap, we must ask: who is directing whom? I doubt very much whether it can be truthfully said that the Communists are directing that heap. To tell the truth, they are not directing, they are being directed.
Joseph Stalin was the leader of this “gigantic heap” of bureaucracy. Stalin had been a long-time member of the Bolshevik Party, but unlike Lenin, Trotsky, or the other well-known Bolshevik leaders, Stalin was never a prominent political strategist or mass leader elected by workers. Stalin was a man of the party machinery. He played a prominent role in the internal life of the Bolshevik Party as an organizer, not a political leader. Stalin was an excellent judge of people and what they could do, and he was an extremely energetic worker. During the pre-revolutionary period, Stalin’s talents were used to organize the distribution of materials and to carry out bank robberies to fund Party efforts. By 1917, Stalin was included in the leadership of the Bolshevik Party where he could be relied on to marshal the necessary personnel to carry out the decisions and policies shaped by the political leadership of the Party, leaders like Lenin.
Stalin’s strengths were also his defects. His skill with people crossed over into manipulation, his energy was a reflection of his personal ambition, and he was known to be rough and cruel in his behavior. These negative aspects were kept in check by the democratic traditions of the Party and its leadership. This was the case with many other talented members of the Bolshevik Party whose useful qualities came along with personal defects. How could it be otherwise in a party of imperfect human beings? Democracy and control from below are the best insurance against individual defects, but by the 1920s this democracy had disappeared, in the soviets and in the Party. The general deprivation of the working class opened up possibilities for corruption and, in this situation, Stalin began to assume a new and deadly role. In 1922, Stalin assumed the title of General Secretary, the most important administrative role in the Bolshevik Party. In Stalin, the bureaucracy found a champion in the Central Committee – someone who was rough and manipulative, power-hungry, and whose personal ambition was not limited by methodical political analysis or political principles.
Lenin was the first leader of the Bolshevik Party to begin an open struggle against the bureaucracy. As the leading personality of the party leadership that had carried out the revolution, Lenin had an immense role in holding back the tide of bureaucratic degeneration. After the Civil War, Trotsky had immersed himself in the industrial reconstruction efforts. He initially decided not to confront the problem of bureaucracy but with Lenin’s urging, Trotsky joined the fight.
Lenin and Trotsky could not abolish the social conditions that gave rise to bureaucracy. But, while they remained in the leadership of the Party, the bureaucracy could not change the overall policy of the Party where it mattered: the international revolution. Inspired by the Russian example, workers in Hungary, Finland, Italy, China, and above all, Germany made revolutionary attempts, aided by the newly established Communist International. Another workers’ state anywhere, but especially in an industrialized country, would be able to lend its technological and industrial strength to Russia’s recovery, and bring immediate economic relief. And even a little hope that Russia’s isolation was about to be broken might have given workers the confidence to raise their heads against the bureaucrats who were taking over their state from within. A successful revolution in an industrial powerhouse such as Germany, the leading manufacturer of heavy machinery, could have changed the course of history.
The Death of Lenin
The failure of the revolutions in other countries ensured the survival of the bureaucracy, but it was the death of Lenin that cemented its victory. Lenin suffered from arteriosclerosis, a hardening of the arteries. The damage from the bullet that remained in his body after the Socialist Revolutionaries’ assassination attempt made his condition worse. In 1922, he began to experience strokes that put him in the hospital and took him out of regular Party work. After his second stroke, Lenin understood his days were numbered and redoubled his efforts against the bureaucracy. He dictated a message to the Central Committee assessing the problems faced by the Party. In this message, he demanded the removal of Stalin as General Secretary, and the appointment of a comrade “who in all other respects differs from Comrade Stalin.” By that time, Stalin had manipulated and blackmailed the other Central Committee members and Lenin’s last wishes were suppressed.
Finally, in 1924, Lenin suffered a fatal stroke and died. Stalin took advantage of Lenin’s death to expand his base of support in the bureaucracy. In a false tribute to Lenin, Stalin proposed a “Lenin Levy,” a recruitment to the Party of 240,000 new members, increasing the party membership by over 50%. These new members were for the most part recruits to the bureaucracy, people who joined to secure a position and ensure their own survival, not people who joined because of their political convictions.
With the bureaucracy massively reinforced, Stalin launched an assault on the international perspective of revolution that had been the foundation of Bolshevism. Stalin put forward the absurd theory of “socialism in one country”: that Russia by itself could build a socialist society. This had nothing to do with the theories of Marx or Lenin and the Bolshevik Party. At its core, “socialism in one country” represented an attempted truce with capitalism, an abandonment of internationalism, and a complete betrayal of socialism. The international working class remained in chains, while the Soviet state withdrew within itself.
The Menshevik policy of following after the capitalist class was reborn on the world scale as Stalinist policies attached the Communist Parties to the left-wing capitalist parties. This meant dissolving the revolutionary forces into nationalist movements in the colonized world, and supporting the left-leaning capitalist parties of other countries in their manipulations, posing as “progressive” forces. The Stalinists urged workers to become uncritical followers of capitalist politicians from Chiang Kai-Shek and the Guomindang in China, to the Roosevelt administration and the Democrats in the USA. In China, in Spain, in Britain and France, mass movements of the working class were strangled, and revolutionary attempts by the workers were sabotaged. The Stalinist bureaucracy betrayed the international working class by turning the Communist International into a brake on the world revolution.
Nationalized Property and the Bureaucracy
The bureaucracy thrived on the preservation of inequality and the international isolation of the Russian working class. In fact, the bureaucracy itself acted against the interests of the working class. However, it presided over a nationalized, collective economy, the product of the October Revolution. The Soviet state was produced by the working class, and the transformations the state made to the economy were marked by the state’s origin in a workers’ revolution. This remained the case even after the bureaucracy took control.
In 1917, the working class took political control through the soviets, but this did not immediately result in the workers taking control of the economy. During the Revolution itself, some major factories were seized by the workers, but many more were still operating under capitalist ownership. Immediately after the Revolution, most of the remaining owners of private industry actively worked to sabotage the economy, hoping to use their economic power as a lever to overthrow the working class. The only recourse for the working class was a step-by-step seizure of control of the major industries. Factories and firms were either seized out-right by shop-floor committees, or these committees took over day-to-day management of the factories that were still privately run. As the workers’ state undertook construction of new industries, these were not handed over to private capitalists, but were directly controlled by the Soviet state. Over the course of the 1920s, private ownership of industry in Soviet Russia was extinguished and private industrial property was nationalized.
The question of land and agriculture, the biggest and most important part of the Russian economy, presented even greater challenges and dangers. The October Revolution had unleashed a massive land reform. The peasants of Russia formed committees to redistribute the land of the big landowners. The land reform won the peasants to support the Soviet regime. But the result was that the countryside became a patchwork of individual peasant farms of various sizes. The peasants produced their goods to meet their own needs, and anything beyond this they sold on the market. In other words, a peasant economy was an economy of small capitalists.
Almost immediately after the Revolution, the working class came into conflict with the peasantry. The workers in the cities needed to eat. The Red Army needed provisions. But industry had been thrown into crisis by capitalist sabotage from within, as well as by an international blockade and the boycott of the capitalist countries of the world. Russian industry was crippled. The result was that the working class had nothing to offer the peasantry in exchange for their agricultural products. Initially, during the Civil War, the recourse of the Soviet state was to take control of the markets and set prices. In 1921 this regime of “War Communism” was replaced by the New Economic Policy, a relaxation of state control and a reintroduction of the market within the Russian economy. The New Economic Policy (NEP) succeeded in jump-starting the economy as peasants’ self-interest was allowed to drive production. However, this also accelerated the rise of the “kulaks,” peasant proprietors who took advantage of land redistribution to amass large landholdings and push out smaller peasants. They enriched themselves in the new conditions set by the NEP. But they also bitterly resented the fact that the Soviet state retained a monopoly on foreign trade so that foreign capital could not manipulate the Soviet economy or cultivate independent links with the kulaks.
The kulaks dreamed of becoming like the large landowners of the past. As they grew rich under the NEP, they grew bolder. They began to plot a counter-revolution to overthrow the Soviet state and its monopoly on foreign trade. The Stalinist bureaucracy ignored this threat until it was almost too late. In 1928, the bureaucracy shifted from toleration of the kulaks to a campaign of extermination, forcing all peasants into collective farms and massively industrializing the economy to shift the balance of economic forces away from the peasantry into the hands of the state. This policy was carried out with a maximum of brutality, stupidity, and incompetence, resulting in famine, the deaths of millions and, as Trotsky put it, “dragging the name of socialism through the mud.”
The gradual nationalization of the economy under the Soviet state, for all its flaws, flowed from the logic of the class struggle of the working class against the capitalist industrialists and against the peasants with large landholdings. At each step of this struggle, the workers’ state took control against the resistance of private owners of capital or land. But this does not change the fundamental fact – the nationalized property in the Soviet Union was a product of the seizure of political power by the working class. This was a fundamentally different process than what occurred in other countries such as China, Yugoslavia, or Cuba, where popular revolutions produced nationalist regimes that called themselves communist and that used the state to take control of the economy and develop industry and infrastructure.
The Left Opposition and the Socialist Consciousness of the Working Class
Lenin began the open struggle against bureaucracy in 1922 and convinced Trotsky to support him. After Lenin’s death in 1924, Trotsky carried on the fight, forming the Left Opposition, gathering thousands of Bolshevik militants opposed to Stalinist policies. In Russia, the Left Opposition organized meetings in the unions, in the Party, and among the workers. They met in workers’ houses at night, or deep in the forest, reviving the underground revolutionary methods of the Bolshevik past. They were hounded, persecuted, thrown out of Party meetings, and deprived of rations by the bureaucrats. Worker-oppositionists risked their lives and their families’ lives to stand up for their convictions. Against all odds, they continued the Bolshevik legacy, attempting to explain what was happening and point towards the only solution: that the workers could return to power in Russia and win power in other countries by marching under their own banner again.
The bureaucracy consolidated its privileges by police methods but it could not rule by police methods alone. It had to claim the mantle of the October Revolution, the Bolshevik Party, and socialism. The working class retained a consciousness of the Revolution’s socialist nature. Russian workers, or at least their parents, had a living experience of soviet democracy in the days of 1917. The Revolution, in which the working class had fought for a socialist reorganization of society, was a living memory. The bureaucrats derived their privileges, which they enjoyed at the workers’ expense, by their control of the state. Unlike capitalists, who own the means of production outright and do not hide this fact, the bureaucracy controlled the means of production through the state in the name of society, and had to hide or justify their privileges in the name of socialism.
Trotsky argued that a revolutionary policy in the Soviet Union would be based on a reform of the Bolshevik Party and the Soviet state – a political, not a social revolution. The working class would carry out its struggle in the name of a return to the principles and practices of the October Revolution. The starting point of this struggle would be the socialist consciousness of the population. If such a struggle were successful, the nationalized property would not be handed back over to the capitalists or peasant proprietors. Instead, the working class would use the nationalized property as the basis for meeting the needs of the whole population. In other words, a regeneration of the Soviet state would take the nationalized property and the socialist consciousness of the working class as its starting point. The Left Opposition called for a merciless criticism and struggle against the Stalinist bureaucracy. But at the same time, Trotsky called for an unconditional defense of the Soviet Union to preserve the gains of the Revolution against any attack by imperialism.
The Left Opposition in the World Communist Movement
The 1920s and 1930s saw massive social struggles and revolutionary attempts break out around the world. Germany saw the rise of the Nazis battling against the Communist and Socialist parties. In France, the election of a Socialist Party-led government was followed by a wave of strikes and factory occupations. In the United States, massive sit-down strikes led to the creation of industrial unions. And in Spain, the fascist rebellion led by General Franco began a revolutionary conflict and civil war. The possibility existed for another workers’ revolution, another October.
Since 1917, the revolutionary forces of the working class had regrouped themselves around the banner of the Russian Revolution and everything it stood for. Many of these forces had been organized in the Communist International. The result, with a few exceptions, was that in most industrialized countries, thousands of revolutionary workers were gathered in the Communist Parties and millions looked to the Communist Parties for leadership. But these parties were misled by the policy of the Stalinist bureaucracy. Everywhere the Communist Parties led the workers, not to prepare for the seizure of power, but instead into coalitions or “popular fronts” led by capitalist parties with a nationalist policy. Everywhere the revolutionary forces were being dissipated, disorganized, and decimated.
In Trotsky’s analysis, the Communist Parties, like the Soviet Union, had a dual nature – they were full of the best and most conscious revolutionary forces in the working class. But they were led by a corrupt bureaucracy that relied on support from the Soviet bureaucracy and therefore served its interests. The Stalinists feared a new revolutionary victory for the working class, because it would certainly result in a new wave of revolutionary energy in the Soviet Union. Instead, they used their influence via the Communist Parties to block this possibility at all costs.
The problem for the Left Opposition was to expose the bureaucratic leadership of the Communist Parties and to win over the workers to a revolutionary policy. The Left Opposition began as a real current among the parties of the Communist International. Some leaders with real influence in the working-class movement rallied to the Left Opposition in Italy, Belgium, Germany, Spain, China, and the United States. Other parties in Bolivia, Vietnam, and Sri Lanka were built by, or won to, the Left Opposition. The hope was that a new revolution, led by these forces, could show the way forward to the world communist movement. This would give the Russian working class the confidence to defeat the police apparatus of the bureaucracy, and carry out a thorough top-to-bottom reform of the state and the Party.
But the Left Opposition faced enormous difficulties, especially in its strongest base of support, Russia. Trotsky himself was exiled in 1927, but thousands of Left Oppositionists remained in Russia. As the bureaucracy grew more confident the harassment of oppositionists led to outright repression. Thousands of oppositionists were sent to prison camps and to exile in Siberia, where they were worked to death or executed. The Russian section of the Left Opposition was shattered by this repression. Elsewhere in the world, oppositionists were hunted down by Stalinists. Trotsky’s son Leon Sedov was assassinated by Stalinist agents in France. The result was that the ideas of the Left Opposition were cut off from the mainstream of the Communist movement. Only Stalin’s distortions and lies were allowed through the filter of the bureaucracy.
It was not enough for Stalin to physically repress the Left Opposition. Trotsky had a significance for people in the Soviet Union even though the Left Opposition there had been obliterated. Everyone in Russia knew that Trotsky was alive in exile in Turkey, then France, then Norway, and then finally in Mexico. It was not just a question of personality; Trotsky represented a genuine alternative to Stalin’s policies, and everyone understood this as well. If Stalin led the Soviet Union into a catastrophe, who was to say that even the most staid bureaucrats wouldn’t consider supporting Trotsky’ s revolutionary policies to save their own skin from the dangers of war and from indignant workers fed up with the bureaucrats’ sabotage? Who was to say that some of the Red Army generals wouldn’t recall Trotsky’s leadership of the Red Army during the Civil War and decide they preferred a leader who had already proved his capacities in wartime?
A catastrophe was looming as the capitalist powers were preparing a new worldwide slaughter, World War II. The period of 1936-1939 saw Stalin eliminate one by one, not only the Left Opposition, but anyone who had played a role in the Bolshevik Party. The Moscow trials of 1936-1939 saw the execution of 600,000 people, with many more harassed and imprisoned in work camps called “gulags.” Just before the war, Stalin launched a purge of the Red Army. He eliminated officers and soldiers who had worked personally with Trotsky. Finally, in 1940, Stalin sent an assassin, Ramon Mercador, to assassinate Trotsky in Coyoacán, Mexico. With every last potential opponent out of the way, Stalin’s regime survived World War II without being overthrown from within or from without. Stalin and his bureaucratic caste stood victorious over the battered and distorted workers’ state, and the corpse of the Bolshevik Party.
The Legacy of Stalinism
Stalinism not only persisted for another 50 years after the death of Trotsky, its worst features became identified with socialism and communism. Stalin created a cult of personality around Lenin, who Stalin portrayed as the infallible disciple of Marx and Engels. Stalin set himself up as the high priest who could interpret the teachings of these great socialist prophets. Stalinists treated the words of Marx, Engels, and Lenin like religious texts, but twisted their meanings to justify Stalinist policies. All of the exceptional measures taken by the Bolsheviks during the Revolution were made into virtues of the monolithic Stalinist state. Brutality, terror, hypocrisy, and bureaucratic indifference to suffering became the norms of everyday life.
Nevertheless, the revolutionary foundations of the Soviet state carried the Soviet Union forward on the economic plane despite its isolation. The nationalized, planned economy enabled underdeveloped Russia to become an economic and military powerhouse, the second super-power next to the United States. The Soviet Union went from a peasant country with medieval technology to an advanced industrial power sending people into space. Even capitalist economists remarked at the economic power of the Soviet planned economy.
The Stalinist regime and Stalinist methods persisted even after the death of Stalin in 1953. Through the role it played internationally, the Soviet Union was both a barrier to workers’ revolution and a counter-weight to imperialism. The threat of war, especially nuclear war, made it much more difficult for capitalist countries to carry out their wars for profit. Soviet weapons as well as economic and technical aid were made available to national liberation movements in Africa, Asia, Eastern Europe, and the Middle East. Thousands of nationalist revolutionaries studied politics and military techniques in the Soviet Union. This led to revolutions and parties, while not based in the working class, that took power under the banner of socialism and communism. The so-called socialist regimes in Cuba, China, Vietnam, North Korea and elsewhere took Stalinism as a model and created their own bureaucratic regimes. Unlike Russia, the working class never played a leading role and never created a democratic workers’ state in any of these places. The economies of these countries were nationalized in a way that resembled the Soviet Union’s economy, but without the working class ever coming to power.
Finally, beginning in the 1980s, the bureaucracy in the Soviet Union took the final step in its evolution towards integration into the capitalist system. They began to privatize the economy under their personal control and eventual ownership. This led to the dissolution of the Soviet Union, the shedding of any pretense of socialism, and the creation of today’s Russian Federation – a capitalist state. The inability of the working class to oppose these privatizations indicated that their socialist consciousness had faded sufficiently for the bureaucrats to seize the opportunity. It is no surprise that today’s leading Russian politicians and billionaires are the former bureaucrats who were trained in the Stalin school of brutality. Vladimir Putin, himself a former officer in the Soviet secret police, is the leader of this new generation of rulers. The bureaucracy developed into a full-blown capitalist class by taking the wealth of Russian society and making it their own private property to be bought, sold, and traded on the market.
What was Stalinism?
It is important to see Stalinism for what it was, and to extract the real history of socialism, Marxism, and the Russian Revolution from the myths – the myths told by anti-communists, and the myths told by those who claim to be socialists but make excuses for the Stalinist bureaucracy and its imitators in other so-called socialist countries. Stalinism was not a political choice made by the working class; it arose from the condition of isolation imposed on the Russian Revolution. While Stalinism emerged from the Soviet state and the Bolshevik Party, it was not in any way the logical product of either soviets or the Party. The Stalinist bureaucracy in its rise to power subordinated the soviets and the Party to the will of the bureaucracy. For a significant time period, after eliminating all its opponents, the bureaucracy was still obligated to extend and maintain the economic foundations of the Revolution. It was dependent on the existence of this state that the imperialist countries were determined to smash. To defend itself, the bureaucracy used the power of the Soviet state to reinforce movements against imperialism, so long as they were led by forces other than the working class. Finally, in seizing the means of production as private property, the bureaucracy revealed the logical outcome of its evolution. It became the Russian capitalist class of today.
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European History
Q u a r t e r l y
Volume 33 Number 1 January 2003
ARTICLES
Timothy J. McHugh
Hospitals and Huguenots: Confessional Coexistence
in Nimes, 1629-85 5
Roger Bartlett
Serfdom and State Power in Imperial Russia 29
Mervyn O'Driscoll
`To Bring Light Unto the Germans':
Irish Recognition-seeking, the Weimar Republic
and the British Commonwealth, 1930-2 65
HISTORIOGRAPHICAL ESSAY
P. Dwyer
New Avenues for Research in Napoleonic Europe 101
BOOK REVIEWS
David J. Siddle, ed., Migration, Mobility and Modernization
Reviewed by John K. Walton 125
David Gates, Warfare in the Nineteenth Century
Reviewed by Ian F.W. Beckett 127
Marcelline J. Hutton, Russian and West European Women. 1860-1939:
Dreams, Struggles, and Nightmares
Reviewed by Corinna Peniston-Bird 128
Sabrina P. Ramet, ed., The Radical Right in Central and
Eastern Europe Since 1989
Reviewed by Johanna Granville 130
John Erickson, The Soviet High Command
Reviewed by Johanna Granville 132
Karina Urbach, Bismarck's Favourite Englishman:
Lord Odo Russell's Mission to Berlin
Reviewed by O.J. Wright 136
Robert Gellately, Backing Hitler: Consent and Coercion in Nazi Germany
Reviewed by Lisa Pine 137
Dan Stone, Breeding Superman: Nietzsche, Race and Eugenics
in Edwardian and Interwar Britain
Reviewed by John Waller 139
Cecile Laborde, Pluralist Thought and the State in Britain and
France, 1900-25
Reviewed by David Hanley 142
Herman Schwartz, The Struggle for Constitutional Justice in
Post-Communist Europe
Reviewed by Johanna Granville 144
Eric Bussiere, Michel Dumoulin and Gilbert Trausch, eds, Europa:
The European Idea and Identity, From Ancient Greece to the 21st Century
Reviewed by Michael Wintle 146
ABSTRACTS 149
Timothy J. McHugh
Hospitals and Huguenots: Confessional
Coexistence in Nimes, 1629-85
Louis XIV's Edict of Fontainbleau, which was issued in 1685,
ended the guarantee of civil rights to the Protestant population of
France under the terms of the 1598 Edict of Nantes and restored
the official monopoly of faith in the kingdom to Catholicism.
However, for over fifty years prior to that, after periods of unrest
culminating in the siege of La Rochelle and the Peace of Ales, the
confessional peace had lasted from 1629 to 1685. The effects of
the Revocation are well known, but the problem of how the
Reformed and Catholic congregations interacted during the years
when the Edict of Nantes was in effect has been studied to a
lesser extent.1 It has long been assumed that the middle decades
of the seventeenth century marked a time when tensions and
hostilities between the two faiths remained but went under-
ground.2 Those interested in finding points of intolerance and
conflict within the kingdom are able to list devout organizations,
angry publications, isolated riots and disturbances to confirm a
long-held view that the two religions inhabited separate spaces.3
Some, however, have dug deeper into the relationships between
communities to search out similarities and toleration. Elisabeth
Labrousse argues that, in terms of daily life in the localities, there
was no great controversy over coexistence between Catholic and
Protestant. In fact, she has found that in many parts of France, it
was difficult for the two faiths to stay separate for reasons of
family, neighbourhood and professional ties.4 Gregory Hanlon
has argued convincingly that the seventeenth-century definition
of toleration included a deep-seated hostility toward the other
religion that recognized the inability to destroy it without causing
unacceptable damage to society. As he has found in Aquitaine,
European History Quarterly Copyright (c) 2003 SAGE Publications, London, Thousand
Oaks, CA and New Delhi, Vol. 33(1), 5-27.
[0265-6914(200301)33:1;5-27;030637]
6 European History Quarterly Vol. 33 No. 1
after 1629 communities with sizable minorities, fearing the
return of violence, chose often uneasy coexistence as an alterna-
tive to war.5 It is not surprising that closely-knit urban popula-
tions should seek compromise in order to heal wounds rent open
by the wars of religion.
Following the triumph of Catholic forces at the siege of La
Rochelle (1627-9), Nimes, located in the Bas-Languedoc,
became the heart of French Calvinism until 1685. The city had a
population of approximately 15,0006 (of which two-thirds were
Protestant) dependent mostly on the manufacture of textiles for
employment. A four-man consulate composed of two Protestants
and two Catholics (selected strictly from the wealthy citizens of
the town) formed the civic government. After the city suffered
setbacks caused by the wars of religion, it enjoyed economic
growth during the seventeenth-century peace. Although the
period under study witnessed the decline of the cloth trade in the
city, the more lucrative manufacture of silk replaced it.7 During
the sixteenth century, Calvinism had become the dominant faith
in Nimes, and despite the influx of mostly Catholic rural immi-
grants during the mid-seventeenth-century boom, Protestants
still held a majority in the diocese in 1685 with approximately
two-thirds of the population.8 After 1629, two groups composed
the city's ruling classes: wealthy Protestants who had made their
fortune in the various industries of the city and Catholic members
of the judiciary in the Presidial court. Despite the religious and
occupational differences between them, the city's rulers were
fairly homogeneous in terms of wealth, attitude, aspirations and
concerns. As Nimes did not possess a senior sovereign court,
there was little social difference between a wealthy Protestant
bourgeois and a Catholic judicial figure. While the presence of a
Calvinist majority naturally pushed the Catholic minority toward
toleration, there was also a significant pull toward intolerance
during the period. Being the de facto capital of Protestant France
after 1629, it attracted numerous Catholic partisans who wished
to prove the strength of their faith by entering into dispute with
the Protestants, making the city a site where religious tensions
potentially could erupt into conflict.
This article examines an important factor of urban society in
Nimes, welfare provision for the ill poor, in order to highlight one
facet of the interaction between Catholics and Protestants from
1629 to 1685.9 The history of charity in such a city sheds light on
McHugh, Hospitals in Nimes, 1629-85 7
the relationship between confessions, since, from the earliest
days of the Reformation, both Catholics and Protestants used
their approach toward charity as a way in which to define their
faiths.10 The divide over the role that good works played in an
individual's salvation obscures the fact that both saw charitable
giving to the deserving poor as part of every Christian's duty
toward God. Charity was a way to profess the strength of the
faith,11 especially for those Catholic religious who came to the
city in order to combat Protestantism. The devout of both faiths
viewed charity as a means to prevent the poor (a group perceived
to succumb more easily to conversion due to its ignorance of
proper religious practices) from switching religions. This was
important, particularly to the Catholic minority of Nimes, since
its population was the most likely to convert in the years before
1679.12 For laymen and for secular authorities, poor relief was
essential for the maintenance of civic order.13 In this respect, the
study of charitable institutions highlights the value placed by
the city's ruling classes on their relationships with the poorer ele-
ments of society.14 In Nimes, with its mixed population, there
was great potential for issues surrounding the municipal hospital
to devolve into conflict.
In 1629, the restoration of Catholicism in the city was a
significant turning point for the laymen of Nimes. Despite the
possibility of civil strife in the city, order was maintained from
1629 to 1685. With peace came a determination to prevent a
return of civil disorder and bloodshed in the future. While many
partisans came to the city in an effort to undermine the fragile
coexistence in the decades that followed, Nimes' ruling elites did
what they could to maintain it. This is not to say that the civic
fathers of either faith believed in a modern definition of tolera-
tion. It is likely that neither side was happy about the situation,
but the relative strengths of the two communities meant that both
were forced to coexist.15 By means of an examination of the
history of one aspect of this coexistence, charitable assistance,
and the tensions and conflicts around it, the strong desire of the
city's ruling classes to preserve the religious peace can be seen.
8 European History Quarterly Vol. 33 No. 1
I
Ever since the medieval period, the focus for nimois charity had
been the municipal hospital. The Hotel Dieu of Nimes16 traced
its origins to the foundation of an institution in 1313 to care for
the sick poor of the city. Secularized and put under the govern-
ance of the city's four-man consulate, the hospital fell to
Protestant control during the early sixteenth century.17 In an
attempt to undo Calvinist control in 1549, the fiercely Catholic
Parlement of Toulouse imposed the hospital's first official con-
stitution which, while confirming the consulate as the board of
directors, decreed the administration to be under the authority of
the Bishop of Nimes.18 However, the Protestant consulate
ignored the ruling and met as sole directors of the Hotel Dieu
until the restoration of civil peace in 1629, excluding the bishop
from his place on the board.19
The public practice of Catholicism, which had been suspended
in the city as late as 1628 when the cathedral chapter had fled
during the Huguenot rebellion, reasserted its interests following
the Peace of Ales in 1629. At the Crown's insistence, the mem-
bership of the city's consulate was divided equally in October
1631 between the two congregations, resulting in a return to lay
Catholic representation on the hospital board.20 The cathedral
chapter re-established itself, and religious orders from other parts
of the kingdom founded new houses in the city. The most impor-
tant of these newcomers were the Jesuits, who had been active in
the city as early as the 1590s, but built their college only after the
peace was signed.21 During the 1630s, the regular orders acted in
concert with the cathedral chapter in petitioning local, provincial
and royal authorities for increased rights for Catholics. At the
same time, the strength of Catholicism in Nimes grew as the
Huguenots suffered from serious demographic challenges. The
percentage of the Reformed population of the city compared with
the Catholic decreased in the 1630s for two reasons: the devastat-
ing effects of the plague of 1629-30, and the influx throughout
the decade of large numbers of Catholic migrants seeking
employment in the silk trade.22 This growth in their population
gave Catholics the excuse to insist on taking part in the adminis-
tration of charitable institutions to protect the concerns of their
poor. To add to their fears, although the population balance of
the city shifted slightly away from that prior to 1629, Catholics
McHugh, Hospitals in Nimes, 1629-85 9
still formed the minority and, consequently, were never wholly
confident in their position in Nimes since some workers abjured
their faith in order to secure work with Protestant employers
throughout the period before 1685.23
Buoyed by the defeat of militant Calvinism in 1629 and the
subsequent rise in Catholic numbers, the early 1630s was a period
of increased Catholic initiative in Nimes led by the bishop,
Anthyme-Denis Cohon, and the newly-arrived religious orders.24
Cohon was an activist strongly in favour of Tridentine reform.
Following his arrival, the church petitioned the civic authorities
to comply with existing canon law, much of which followed the
Council of Trent in matters concerning the primacy of bishops
in hospital administrations. Despite significant Protestant com-
plaints, the bishop secured his place in the administration as a
member of the board of directors in 1635.25 As well as having a
mixed directorate, the institution derived its finances from both
congregations. Financially, the hospital relied on local sources of
revenue: legacies, pensions, a customary tax on meat sold in the
diocese, occasional door-to-door collections and, in emergencies,
a tax on all citizens subject to paying the taille. Although the
revenue was divided equally by a consulate decision in 1656
between the Catholic Hotel Dieu and the new Protestant hospital,
these sources remained the basis for the finances with only minor
alterations throughout the seventeenth century.26
While the wards continued to be open to Protestants and
Catholics alike, as Catholics gained places on the board of direc-
tors in the 1630s, the practice of Protestantism in the hospital
came under threat. The board dismissed the Calvinist school-
master paid to instruct patients and hired a Catholic priest as the
hospital chaplain.27 This was done at the request of the bishop, in
order to bring the institution in line with his interpretation of
French laws which viewed the religious functions of hospitals as
his responsibility. This change could have been a flashpoint for
civil unrest since the link between religion and healing was very
strong; however, it proved to be the only serious grievance for
Protestants following the rearrangement of the consulate's com-
position. From the late 1630s until the early 1650s the main
effects of this change on the poor were not very drastic, because
Calvinist ministers and visitors nominated by the consistory, the
governing body of the city's Protestant congregation, continued
to visit the hospital at regular intervals.28 For the most part,
10 European History Quarterly Vol. 33 No. 1
during the 1630s and 1640s, the terms of the Edict of Nantes
were respected: Protestants were given unfettered access to treat-
ment; there were regular visits by Calvinist ministers; and few
attempts were made by the Catholic Church to secure conver-
sions among the poor in the wards.
Despite the agitation of the early 1630s, in the period between
1635 and 1650 tensions over the control of the hospital
decreased. Catholic gains in the early 1630s were not exploited
during the 1640s to exclude the Protestant consuls from the
hospital board. Although the bishop had been successful in secur-
ing a place among the hospital directors, there were no serious
attempts to challenge the religious armistice following the Peace
of Ales. After gaining a seat on the board, Cohon diverted his
energies towards other projects in the city, such as the recon-
struction of the cathedral and the establishment of various reli-
gious houses.29 The Bishop of Nimes during the 1640s, Hector
Douvrier, attended few meetings of the board, which left wealthy
laymen (represented by the consuls) to administer the hospital in
the way that they thought best for the interests of both faiths. In
the early 1650s, however, there was a renewed vigour on the part
of Catholic partisans. Beginning in 1653, the regular orders in
Nimes initiated a campaign to preach against Protestantism in an
effort to win new converts.30 The Protestant consistory feared
that its poor would be targeted for conversion in the hospital
since the sick in the wards could prove to be easy prey. At the
same time, members of the city's religious orders ensured that
Protestant visitors had difficulties in gaining access to those of
their religion in the wards. After a letter of complaint had been
sent to the Crown by the Calvinist Synod of Languedoc about
Catholic contraventions of the Edict of Nantes in 1654, the
Huguenot consuls established an independent Protestant hospital
on their own authority.31
II
The creation of Nimes' Protestant hospital demonstrates the
degree of independent action which a local community on the
periphery of the kingdom could take during the seventeenth
century. The decision for the Reformed consuls to withdraw from
the administration of the Hotel Dieu and found a hospital of their
McHugh, Hospitals in Nimes, 1629-85 11
own came about in a meeting of the consistory on 29 July 1653.32
The consuls gave two reasons why they had the right to divide the
funds of the hospital. First, they argued that the division of the
consulate between the city's two communities created a prece-
dent for civic institutions, and the funds available to the Hotel
Dieu, being managed by the consuls, ought to be divided as
well.33 Second, they argued that the Huguenots were owed one-
half of the municipal poor relief funds, because of the terms of
the Edict of Nantes which allowed free access to all hospitals of
the kingdom by the poor of both faiths. The basis for creating a
separate hospital stemmed from the belief that the activism of the
Catholic clergy during the early 1650s prevented the Protestant
sick from being treated in the Hotel Dieu free from harassment,
as guaranteed by the Edict. The two Protestant consuls stated
that
le Roy par ses edicts et declarations a accorde aux habitans de lad. ville faisans
profession de la religion reformee la moitie de l'hospital et rentes d'icellui pour
l'entretien des pauvres de lad. religion. Neantmoiyns depuis certain temps
l'entier hospital a este possede par les habitans de la religion Romaine . . . les
pauvres de lad. religion souffroient.34
The consistory determined that the only course of action to
resolve this situation was to take possession of half of the hospi-
tal's assets and to build a new institution for the care of the
Protestant ill.35 The consuls must have understood that their
interpretation of the law was unlikely to hold up in any court held
by Catholic judges. Since 1579, the foundation of new hospitals
in the kingdom had required the sanction of both the local bishop
and the Crown.36 While in theory the government of Mazarin was
favourable to Huguenots thanks to their loyalty during the
Frondes, no Catholic bishop would have agreed to the foundation
of a Protestant hospital in his diocese.
In 1655, the return of a known partisan of the counter-
Reformation as bishop, Anthyme-Denis Cohon, served only to
increase the tension felt by the Protestants.37 After his first term
as bishop (1633-44), he had been appointed to the bishopric of
Dol, and was a supporter of Mazarin in Paris at the time of the
Frondes, publishing tracts in favour of the cardinal. Cohon was
reappointed at his own request to the See of Nimes in 1655 by the
cardinal,38 and on his arrival, Calvinist merchants threatened to
refuse to cooperate with Catholics in business and to withhold
employment from all but Protestant workers.39 The fear of civil
12 European History Quarterly Vol. 33 No. 1
unrest created an anti-Cohon faction among Catholics as well,
disrupting the consular elections in that year.40 A significant
portion of the whole urban community disliked the disruption of
the social peace of the city caused by the bishop's presence. The
consuls, recognizing the need for both communities to have a
measure of control over such a charged issue as charity, limited
the damage done to confessional coexistence by coming to an
agreement, against the bishop's wishes, to divide officially the
revenues of the Hotel Dieu in 1656.41
During the middle decades of the century, the two confessions
were very interconnected in terms of social life. While the bishop
and religious houses might have wished to confront and convert
Protestants, lay Catholics preferred to keep the peace with their
Huguenot neighbours, relatives, friends and business associ-
ates.42 In addition, members of the Protestant elites accounted
for a majority of the employers of the city. Should they have
ceased to provide work for the large numbers of mostly Catholic
migrant labourers, the system of Catholic poor relief in the city,
dependent on fewer individuals for funding, would have been
heavily burdened. Neither did the legal professionals who served
on the board of the Hotel Dieu wish the bishop and regular
orders to put the social peace of the city in jeopardy, so they
agreed to dividing the revenue to ensure the survival of the two
hospitals.43
Early in 1654, the consistory donated the money necessary to
construct an entirely new building organized along similar lines
as the Hotel Dieu.44 The new foundation was a small institution
with space to hold between fifty and 100 patients. Despite the
opportunity given by the need to construct an entirely new space
for Protestant charity to flourish the building was functional in
design and simple in decoration. The wealthy merchants who
sponsored the new hospital did not embark on a showpiece of
baroque piety similar to that of the new Jesuit College, or the
renovated Hotel Dieu of their Catholic neighbours, because
Calvinists believed that charity was an obligation owed by all
good Christians without resorting to personal aggrandisement.
Additionally, because the legality of the hospital was in doubt
(and it was certainly seen by the bishop as a source of irritation)
the community had no desire to call attention to it as a rival to the
Catholic Hotel Dieu.
The hospital was administered by the two Protestant consuls
McHugh, Hospitals in Nimes, 1629-85 13
with temporary assistance given to them by members of the faith
nominated by the consistory. The men who ran the institution
came from the ranks of wealthy merchants or bourgeois of the
city.45 Figures from such a background would have given those
who donated money to it as benefactors confidence that their
investment would be well managed. To assist the consuls in
administering the day-to-day accounts of the institution, a re-
ceiver of funds was appointed. This post was always filled by
men from a bourgeois or merchant background.46 The consuls
appointed men of these ranks because they were considered to be
the most responsible, and because many of them would have also
been former consuls with experience in the Protestant hospital's
affairs.47
The duties of the board were to pay for the regular visit of a
physician and surgeon to the hospital, for food and medicine and
for the shelter and clothing of the patients. Medical care in the
Protestant institution was limited by the standards of those in
larger cities such as Paris and Lyon, but similar to that dispensed
in Catholic hospitals in other provincial towns. Jean Chabrier,
the local surgeon who attended the patients in the hospital during
the 1660s on a weekly basis, seems to have been capable of
performing some minor invasive operations, but his main task
was to set the broken bones of injured workers.48 The difference
between this level of service and more advanced surgical care
provided by the Catholic hospitals in Paris and Montpellier owed
more to the presence of colleges of surgery in those cities than to
a lack of desire on the part of the Protestant elites.
As with the many hospitals caring for those ill and poor who
had no family network to sustain them at home, the governors
understood the need to accept patients who had come to the city
from other regions. The only two criteria for acceptance of such
strangers in the hospital were proof of being a Protestant and a
reference of worthiness by the consistory. To the chagrin of the
Catholic clergy, who were opposed to the use of the hospital's
charitable resources to aid the growth of Calvinism in the city, the
consuls occasionally gave beds in the wards to foreign travellers,
many of whom were not ill but were Protestant students or
ministers journeying back and forth from France to Reformed
centres in Switzerland or the United Provinces.49
Besides offering food, shelter and basic surgical care for the
sick and injured, from its foundation the Protestant institution
14 European History Quarterly Vol. 33 No. 1
assumed the responsibility to care for orphans and abandoned
children. It fulfilled this duty by hiring suitable rural women to
house and feed these children. Because the care of abandoned
and orphaned children was a great burden on the expenses of the
hospital, the consuls developed a network of Protestant women in
the countryside who regularly accepted the care of infants from
the hospital for a period of up to two years. These rural wet-
nurses used their care of urban children as a means of augment-
ing their family incomes, each earning between three and four
livres per year for their services.50
The daily staff of the Protestant establishment was smaller
than that of similar Catholic hospitals. However, this did not
reflect the regard that wealthy Huguenots had for charity. Unlike
many Catholic institutions at the time, because of its religion the
hospital did not have access to a female religious order, such as
the Daughters of Charity, to provide nurses to serve the sick
poor.51 A single porter and his wife took care of all of the daily
needs of the patients, including feeding and clothing, administer-
ing the medicines prescribed and cleaning and heating the wards.
Members of the Protestant community inspected the wards
during regular visits organized by the consistory, allowing it to
monitor the quality of care. These visits by members of the
congregation echoed similar visitations by lay Catholics to their
institutions. Those who donated to the poor either through
charitable requests or by paying the poor taxes of both the city
and consistory did not wish to finance a building which would
act, in effect, as a warehouse for the ill and dying. These visits
were an important part of the system of poor relief in the nimois
Calvinist community. It gave lay members, particularly women,
who would otherwise have no say in the operation of the hospi-
tal, a way to participate in the charitable care of the poor. The
consuls and consistory encouraged women to see the wards for
themselves, in the knowledge that their approval mattered in
securing funds for the hospital from their families. The visits by
members of the Protestant community were quite different from
those made by their ministers for religious reasons. While women
inspecting the hospital might pray with selected patients, their
true importance lay in maintaining standards and improving the
efficiency of the establishment. Women could be very effective in
securing change. For example, following complaints made by
visitors to the hospital about `la mauvaise vie et conduite de
McHugh, Hospitals in Nimes, 1629-85 15
l'hospitalier et sa femme' in January 1660, the couple were
replaced.52 Even after the hospital's closure the consistory con-
tinued to organize visits to Protestant patients in the Catholic
hospital by its `ladies of charity'.53 These visitations became more
important because greater numbers of the Protestant poor wound
up at the Hotel Dieu, which no longer had any Protestant repre-
sentation on its board.
The history of the hospital's finances suggests that the com-
munity was committed to providing relief to its members who
were ill. In 1654, the first year of operation of the Protestant
hospital, its finances were derived mostly from charitable
sources. The consistory provided the greater portion of the
income, granting 1249 livres from its own charitable funds.54 A
further 400 livres came from a personal donation from the second
consul, Jean Roux. Continuing a strategy which had been suc-
cessful previously for the municipal hospital, the wives of the
Protestant consuls assisted, raising 944 livres for the hospital by
means of a door-to-door collection from Huguenot households.
Without recourse to the revenues of the Catholic Hotel Dieu, the
Protestant hospital operated in its first year at a shortfall of 880
livres, which was made up by a second door-to-door collection
of the Protestant community.55 The permanent revenues were
increased with an unofficial tax of 2000 livres placed on Protes-
tant households, which continued to be paid until 1657 when it
was deemed no longer necessary due to the strong financial basis
of the hospital.56
The shortfall in the revenues of the Protestant hospital in 1654,
coupled with the financial difficulties faced by the Hotel Dieu at
the same time, led the city government to impose in 1656 a direct
tax on residents of both faiths to be shared equally by the two
hospitals.57 In 1661, this single imposition was continued perma-
nently as a 4000 livres per annum tax to be divided between them.
In 1656, as has been mentioned above, the Protestant consuls
increased the income of the hospital by claiming and receiving
one-half of all the revenues from legacies and from the civic meat
tax from the Catholic hospital which it had collected since the
Middle Ages. The combination of direct and indirect taxes made
up the majority of the hospital revenues, for example, in 1660
when the hospital had a total income of 4716 livres, of which 2900
derived from these sources.58 The Protestant institution owed its
financial success to a good base of support among the com-
16 European History Quarterly Vol. 33 No. 1
munity, and it continued to meet its expenses until it was closed
in 1667.59 Protestants were willing to pay what was necessary to
keep it in operation both through taxation and through the yearly
collection. Because of these measures, the hospital, unlike many
others in seventeenth-century France, fared well financially
between 1656 and 1667, being solvent during its lifetime.60
III
For Catholic nimois the Protestant departure from the Hotel
Dieu's board in 1654 was seen as a new opportunity. The 1549
constitution of the hospital administration recognized that the
four consuls of the city acted as governors, as had long been the
tradition. According to these rules, the decisions taken by them
were to be approved by the bishop and the Senechal, who were to
head the board as the senior religious and judicial figures of the
city. However, following Cohon's move to the See of Dol there
seems to have been very little participation of either of these
important men in the administration. Once the Reformed consuls
left, the remaining two Catholic consuls, acting as the hospital
administration, soon recognized that there was a need for new
members to help them manage the hospital. A revised version of
the official constitution was quickly adopted. The new hospital
board became more visibly Catholic in orientation, moving its
meetings to the newly-built Catholic chapel of the hospital to
emphasize the religious purpose of the institution.61 From 1655
the directors consisted of the bishop (represented by his vicar),
the juge-mage of the Presidial (or his deputy), the two Catholic
consuls, and a number of intendants invited by the board to serve
without fixed term from the ranks of the lawyers in the Presidial
court and the Catholic bourgeois of the city.62
From the beginning of its existence as a strictly Catholic insti-
tution the directors committed themselves to making the Hotel
Dieu a better functioning establishment, increasing its size by
building a new ward to admit more poor and to alleviate over-
crowding in the old building. To improve the efficiency of treat-
ment, as well as to provide religious instruction for the sick, the
administration entered into a contract with an order of serving
nuns, the dames religieuses hospitalieres de Saint-Joseph.63 By
1661, the Huguenot departure had allowed the hospital to trans-
McHugh, Hospitals in Nimes, 1629-85 17
form itself into an institution that reflected contemporaneous
Catholic values about the religious virtue of charity and poor
relief. From the 1654 departure of the Protestant consuls from
the administration until long after the revocation of the Edict of
Nantes in 1685, the hospital commonly presented itself as a
showpiece of Catholic charity to entice the Protestants of the city
to convert.64 A redecoration scheme was begun and artwork com-
missioned to fill the wards. The board also altered the fabric of
the hospital in order to demonstrate their charitable impulses.
Much of this seems to have been the inspiration of Cohon, who
was very influenced by the ideas of Catholic reform theolo-
gians.65 Financial concerns took second place to the desire to
demonstrate the Catholic community's religious verve in the
years after 1654. The board's building projects created a mount-
ing debt during the 1660s, coming at a time when the institution
had lost one-half of its earlier revenues in 1656 as a result of the
creation of the Protestant hospital.66
After the foundation of the Protestant hospital, as mentioned
above, financial problems created the need for a new tax to sup-
port both hospitals which was approved by the whole city con-
sulate in 1656. As we saw, the consulate imposed a levy of 4000
livres applied to all the residents of the city, divided equally
between the two institutions. The agreement of the Reformed
consuls for this tax was secured in return for the division of the
other revenues of the Hotel Dieu and for tacit acceptance of the
Protestant hospital's existence. Each confession wanted this new
tax to secure a future for its hospital. The consuls decided among
themselves that the fairest and least damaging solution was the
division of all the civic poor relief revenues between both institu-
tions in 1656. The Hotel Dieu earmarked the funds from the new
levy to help purchase grain to feed the poor in the wards, which
was constantly the greatest burden on its finances.67 The division
of revenues, coupled with the building plans of its directors,
proved to be a long-term pressure on the finances of the Hotel
Dieu, however. For example, in 1656, the loss of revenues forced
the administration to borrow 10,000 livres, including a single loan
worth 7000 livres from the influential Catholic Fabre family. In
1659, the directors borrowed 4734 livres from a Catholic lawyer,
Louis Gaillard, and 1000 livres from the city's Ursuline convent
to pay for food for the poor.68 The fact that the church saw the
hospital as a Catholic institution also caused problems. The
18 European History Quarterly Vol. 33 No. 1
desire of the Hotel Dieu's administration to emulate other
Catholic hospitals in the kingdom by utilizing an order of nursing
sisters to tend the sick, required it to contract large loans, not only
for the sisters' accommodation but also to feed them.69 In order
to cover these costs, the Hotel Dieu borrowed a total of 15,000
livres from local notables and religious houses. Many of these
debts were repaid as lifetime or perpetual pensions to the lenders.
In the period between 1653 and 1668, the hospital's debt grew to
over 45,000 livres.70 Money owed to pay for the services of the
sisters of Saint-Joseph continued to burden the Hotel Dieu until
the dames de la Visitation of Nimes undertook the responsibility
for the debt in 1676 in return for a substantial pension (which the
hospital continued to pay until the Revolution).71 The pattern of
borrowing from local devout notables and religious houses of
the city in favour of long-term or perpetual loans financed by
hospital revenues continued through the period 1670-1715 and
beyond.72 Despite being high, the hospital's debt does not seem
to have been particularly troublesome for the Catholic elites of
Nimes. Throughout the rest of the reign of Louis XIV, the hos-
pital regularly maintained a debt of around 24,000 livres which
was repaid to lenders at an interest rate of 4 per cent.73 That
lenders continued to give money to the hospital, despite its
indebtedness, even at points such as 1694 when repayments
could be suspended for years, would suggest that they either
regarded the institution as a secure risk in the long term because
of its assured income through the municipal taxes it possessed, or
that they used these loans as charitable donations on which
repayments might be excused during troubled financial years in
return for spiritual gain.
In the years of the Protestant hospital's existence, from 1654
to 1667, while points of contention arose between the two con-
fessions there were few open disputes over the assistance of the
poor.74 With the exception of some individuals, each side seems
to have preferred to allow the other the freedom to take care of its
own sick and unemployed. This peace did not mean that other
tensions which lay under the surface disappeared. While the
business and social relations between the Catholic and Protestant
community of Nimes were interconnected and encouraged toler-
ation on both sides, each side remained worried about losing
members of its faith and sought to prevent abjurations.75 The new
opportunities to Catholicize the Hotel Dieu after 1654 allowed
McHugh, Hospitals in Nimes, 1629-85 19
lay Catholics to protect their poor and demonstrate the strength
of their faith, but the lay elites were careful not to damage rela-
tionships with their Protestant neighbours.
IV
The end of the Protestant hospital came in 1667, when it was
closed by order of the Parlement of Toulouse. Wilma Pugh
argues that it was the end of a significant period of confessional
struggle and part of a general Catholic triumph in the city.76
However, there had been no previous attempt on the part of the
Catholic-controlled Presidial or the city consulate to shut it down.
The reunification of the two hospitals was commanded on 22
February 1667 by the staunchly Catholic judges of the Parlement
of Toulouse at the Grands Jours held at Nimes.77 The official
reason given for the closure of the Protestant hospital was the
illegality of its foundation on the sole authority of the Protestant
consuls. They had not gained the approval of the Crown and the
bishop, both of which were required by law to found such an
institution. Using a different interpretation of the terms under
which the Protestants had claimed the right to open the institu-
tion, the Parlement decreed the hospital's existence contrary to
the Edict of Nantes because it did not provide shelter for the poor
of both faiths:
que les consuls de la ville de Nismes, faisant profession de la religion pretendue
reformee, soient condamnes a faire delaissement de l'hospital par eux etabli de
nouveau pour les seuls pauvres de ladite religion pretendue reformee . . . ledit
nouveau hospital sera uny avec tous les susdits biens et revenus et dependans
a l'hospital ancien de ladite ville, pour estre le tout administre par les adminis-
trateurs dudit ancien hospital, et que dans iceluy, conformement a l'article
XXII de l'edit de Nantes, les pauvres et malades de ladite R.P.R. seront
traduicts indiferement, de mesme que les catholiques, sans pouvoir estre con-
straits ny forces sur le fait de leur religion.78
The Parlement stressed that many of the rentes and pensions
which the Protestant hospital used as revenue had been left to the
Hotel Dieu before the Reformation when it had been a Catholic
establishment. This went to the heart of the belief of the king-
dom's elites, especially the men of the judiciary, that the inten-
tions of donors ought to have been respected, even after several
centuries.79
20 European History Quarterly Vol. 33 No. 1
Bishop Cohon was the principal figure who acted to close the
Protestant hospital. He had already been vocal in his opposition
to its presence in the city, citing it as an institution whose mere
existence served to spread ignorance and heresy among the popu-
lation.80 The Grands Jours sessions of the Parlement of Toulouse
in the city in 1667 had been his first chance to use a court of
favourable judges to win a legal decision against the right of the
Protestant consuls to manage the hospital.81 Until then, neither
the consulate nor the Presidial court had been willing to do so in
the interests of maintaining harmony between the two faiths.
Indeed, the Catholic consuls in particular seem to have been
tacitly supportive of the interests of their Calvinist neighbours,
for they had not made any attempt to have the hospital closed and
had gone as far as making deals that ensured its survival. The
bishop understood that the judges from Toulouse were hostile to
the interests of the Protestant population of Nimes. He argued
that neither he nor the previous bishop had given the necessary
approval for the hospital's foundation or for its continued exist-
ence.82
The Parlement ordered the closure of the hospital and the
return of all properties and revenues which had originally been
donated to the Hotel Dieu. However, the Reformed consuls did
not relinquish the enjoyment of the half of the imposition made
for poor relief nor their half of the meat tax. In the interest of
civic harmony, the Catholic consuls preferred not to challenge
the Protestant claim to these levies. The simple closure of the
hospital was the most important object for the bishop so that the
Hotel Dieu would become the city's sole institution to care for
the ill poor. He believed it would gain considerable advantage in
converting Protestant poor who tended to enter the wards more
often, even though the consistory began to house the sick of its
faith in private homes.
After the hospital closed, with the toleration of the Catholic
secular authorities, Protestants in Nimes continued to manage
their own poor relief, concentrating more and more on those
forms designed to prevent abjurations. There was no effort to
restore some Calvinist representation to the board of the Hotel
Dieu. The congregation chose instead to focus on dispensing aid
outside of an institution in the years following 1667. While the
consistory managed outdoor relief to widows and to the un-
employed, the Reformed consuls continued to use the half-share
McHugh, Hospitals in Nimes, 1629-85 21
in the civic poor taxes originally destined for the hospital to care
for the poor who were ill. To prevent the sick from falling into the
care of the nursing sisters at the Hotel Dieu, they organized hous-
ing and medical visits for them in private homes. In theory, this
was illegal, being contrary to royal laws intended to prevent the
spread of communicable diseases, but it protected Protestants
from being subject to conversion attempts. The Catholic consuls
allowed this situation to continue until pressure from the Crown
forced them to put a stop to the practice in 1684.83 In 1676, after
the beginning of the Crown's repressive legal campaign against
the Huguenots, the charitable practices of the congregation as a
whole came to focus on granting outdoor assistance in secret
away from the prying eyes of the Catholic clergy. In the final
years before 1685, as little attention as possible was called to acts
of charity done by Protestants. The shift away from institutional
care did bring about some benefit for the community. In general,
it was less expensive to maintain the sick poor in either their own
homes or in private residences than it had been to finance the
hospital. While costs decreased, the number of people being
assisted increased, which led to a direct levy on Protestants to
provide for their poor.84 The increase in the number of Protes-
tants on poor relief seems to have been the result of two factors.
First, the economy of the city suffered a recession as the wool
industry declined in the years after 1670, the effects of which
were felt by both the Protestant and Catholic communities of the
city. Second, the consistory was put under more pressure after
1679, as Catholic repression increased, to prevent its parishioners
from converting by any means necessary.
In the early 1680s, following the exclusion of Protestants
from the consulate, the consistory continued to offer most of its
various forms of poor relief. By 1683, however, the payment of
assistance to keep the Protestant poor away from Catholic
sources of charity consumed most of the funds of the consistory.85
The door-to-door collections for the congregation's poor con-
tinued until 1684, which shows that while the bishop and the
city's clergy were opposed to Protestant poor relief, the Catholic
magistrates were willing to cooperate with, or at least turn a blind
eye to, the activities of their neighbours.86 However, even the city
consuls, who had not shown much interest in alienating their
Huguenot neighbours by interfering with their system of poor
relief, were drawn into the official repression in 1684 when they
22 European History Quarterly Vol. 33 No. 1
discussed removing Protestants who were ill from private homes
and forcing them into the Hotel Dieu.87 But by that point, deci-
sions made in Versailles put an end to the precarious coexistence
of the two faiths. The Revocation of the Edict of Nantes in 1685,
lauded as it was by both Catholic clergy and laity alike, dramatic-
ally altered the nature of civic society in Nimes.
V
The spectacle of a mass public `conversion' of Protestants in
Nimes in 1686 shortly after the Revocation of the Edict of
Nantes papered over serious problems facing the city which were
caused by the end of official religious toleration. Poor relief in
those areas of Languedoc possessing large Calvinist populations
suffered from difficulties unforeseen by the architects of the
Revocation. The newly converted, and most importantly for
Nimes, the wealthy silk merchants who had financed and man-
aged much of the Reformed church's charities, were reluctant to
give money to the Catholic Hotel Dieu.88 However, those who
were ill among the nouveaux convertis had little choice but to seek
admission to the hospital. After 1685, a crisis of social welfare
pressed the city fathers who were unable to turn away the
increased numbers of poor. Despite the efforts of the intendant of
Languedoc, Nicolas de Lamoignon de Basville, to create a con-
finement hospital similar to the Paris Hopital General the crisis
was never wholly solved during the reign of Louis XIV.89
The Revocation brought an end to a unique period when most
lay Catholics and Protestants in Nimes sought to coexist. The
tolerant attitude that the elites of each faith demonstrated toward
the other should not be confused with a modern definition of
toleration, however. Neither Protestants nor Catholics believed
that their neighbours' religion had a right to exist. Each side
believed that there was only one way to worship God: its own.
Indeed, it was commonly accepted that it was impossible to
compel religious uniformity without damaging civil society.
Coexistence in Nimes came about, not because of a new belief in
freedom of worship, but because of the memories of the bloody
civil wars of the sixteenth century. This seventeenth-century
toleration that contained within it such distaste for the other side
is clearly shown in the care each confession took in caring for its
McHugh, Hospitals in Nimes, 1629-85 23
own poor. The Catholic and Protestant communities considered
the survival of their charitable hospitals to be vital because the
poor who wound up at the wrong one were considered likely to
abjure their faith. Protestant and Catholic alike felt that the
religious commitment to charity justified the heavy financial
burdens of their respective institutions.
That their definition of coexistence had at its basis the fact that
before 1685, neither side was strong enough to eliminate the
other, should not cloud the fact that in order to preserve order in
the locality, the lay elites of both denominations actively ignored
royal and episcopal rulings. It is striking that this peace should
extend as far as cooperation at times bordering on collusion in a
religiously charged aspect of urban life such as poor relief. Those
who held the office of Catholic consul demonstrated their desire
to live alongside their Calvinist neighbours many times over the
years from 1629 to 1685. The otherwise legally-minded consuls
took no action to prevent the foundation of the Protestant hospi-
tal in 1654, and they raised no complaint over the illegality of the
new institution's existence in any court of law. In many ways the
Catholic judges and lawyers who sat as consuls were willing to
anger partisans among the clergy and population of their own
faith, so long as relations with the Protestant community
remained peaceful. The Huguenots, for their part, went equally
far to ensure the continuance of Calvinist charity in the city. The
foundation and operation of an independent hospital was bound
to enrage such a zealous proponent of Tridentine reform as
Bishop Cohon, and came at a time when the best strategy for the
community's welfare would have lain in not challenging the
Catholic church's authority over such matters.
The `intolerant' nature of seventeenth-century tolerance most
likely meant that the type of confessional coexistence present in
Nimes did not exist in areas of the kingdom where Calvinism had
small and dwindling numbers after 1629. But in regions such as
the Bas-Languedoc where the Huguenots remained the majority
or a significant minority, such peace was likely the rule of inter-
action between the faiths before the Revocation. This kind of
localized toleration, bred by close proximity, must have devel-
oped not only in France, but in many other areas of early modern
Europe after the Reformation.90 Although local relations
between confessions of similar strength gave rise to coexistence,
the power of external forces often forced the issue in the opposite
24 European History Quarterly Vol. 33 No. 1
direction. The outward signs of joy displayed by Catholic nimois
at the announcement of the Revocation of the Edict of Nantes
may have hidden grave fears that the Crown's unilateral decision
to restore the Roman Church's spiritual monopoly would have
serious repercussions for the social fabric of their city.
Notes
1. Most notably, G. Hanlon, Confession and Community in Seventeenth-
Century France (Philadelphia, PA 1993); E. Labrousse, Une Foi, une loi, un roi? La
Revocation de l'Edit de Nantes (Paris 1985); P. Benedict, The Faith and Fortunes of
France's Huguenots, 1600-1685 (Aldershot 2001); and P. Benedict, The Huguenot
Population of France, 1600-85 (Philadelphia, PA 1991). The general history of
seventeenth-century Catholicism in France is covered in: J. Delumeau, Le
Catholicisme entre Luther et Voltaire (Paris 1971); F. Lebrun, Histoire des
Catholiques en France (Toulouse 1980); and R. Taveneaux, Le Catholicisme dans
la France classique, 1610-1715 (2 vols, Paris 1980). P.T. Hoffman, Church and
Community in the Diocese of Lyon, 1500-1789 (London 1984) and Y. Durand, Le
Diocese de Nantes (Paris 1995) are important studies of individual regions. Nimes
itself is studied in R. Sauzet, Contre-reforme et reforme catholique en bas-
Languedoc; le diocese de Nimes au XVIIe siecle (Paris 1979), although little of the
city's poor relief history is covered. The relationship between the Protestant
community and the Catholic community in La Rochelle, where the Catholic elites
were able to undermine the terms of the Edict of Nantes after the reconquest of the
city is studied in K. Robbins, `Municipal Justice, Urban Police and the Tactics of
Counter Reformation in La Rochelle', French History, Vol. 9, no. 3 (1995), 273-93.
2. For example, W. Pugh, `Social Welfare and the Edict of Nantes', French
Historical Studies, Vol. 8, no. 3 (1974), 350; W. Pugh, `Catholics, Protestants,
and Testamentary Charity in Seventeenth-Century Lyon and Nimes', French
Historical Studies, Vol. 11, no. 4 (1980), 503 who argues that the political and
religious life in Nimes during the seventeenth century was dominated by the strug-
gle between Catholic and Protestant to control poor relief.
3. D. Ligou, Le Protestantisme en France, 1598-1715 (Paris 1968); J.
Garrisson, L'Edit de Nantes et sa revocation: Histoire d'une intolerance (Paris
1985); C. Martin, Les Compagnies de la propagation de la foi (1632-1683) (Geneva
2000).
4. Labrousse, La Revocation, 81-9.
5. Hanlon, Confession and Community, 1-7.
6. Sauzet, Contre-Reforme, 359-60. Sauzet's estimate that there were 8000
Catholic inhabitants and 12,000 Protestant inhabitants reflects the city's popula-
tion in 1685.
7. Ibid.
8. Ibid.
9. The history of charity has been successfully used to study the relationships
between various groups in society in early modern Europe, see C. Jones, Charity
and Bienfaisance (Cambridge 1982); idem, The Charitable Imperative (London/
McHugh, Hospitals in Nimes, 1629-85 25
New York 1989); S. Cavallo, Charity and Power in Early Modern Italy (Cambridge
1995); J. Gutton, Societe et les pauvres: L'Exemple de la generalite de Lyon,
1534-1789 (Paris 1970); C. Fairchilds, Poverty and Charity in Aix-en-Provence,
1640-1789 (Baltimore, MD 1976); K. Norberg, Rich and Poor in Grenoble,
1600-1814 (Berkeley, CA 1985). The most recent assessments of hospital admin-
istration and organization in seventeenth-century France are D. Hickey, Local
Hospitals in Ancien Regime France: Rationalization, Resistance, Renewal, 1530-
1789 (Montreal/Kingston 1997) and T.J. McHugh, `The Hopital General, the
Parisian Elites and Crown Social Policy during the Reign of Louis XIV', French
History, Vol. 15, no. 3 (2001), 235-53.
10. E. Cameron, The European Reformation (Oxford 1991), 258-61.
11. For example, F. de Sales, Introduction a la vie devote (Paris 1641), 232.
12. J. Queniart, La Revocation de l'Edit de Nantes (Paris 1985), 28.
13. For example, Colbert's opinion on the subject. P. Clement, ed., Lettres,
instructions, et memoires de Colbert (Paris 1861-73), tom. II, 656.
14. The nature of the relationships between rich and poor in early modern
European cities is best explored in Cavallo, Charity and Power.
15. Hanlon, Confession and Community, 7. Benedict, Faith and Fortunes, 280-2.
16. The institution was known simply as the Hopital de Nimes before 1661. It
will be referred to as the Hotel Dieu for the period before its official change of
name in order to avoid confusion with the Protestant hospital founded in 1654.
17. Pugh, `Social Welfare', 350.
18. Archives des hopitaux aux Archives departmentales du Gard, fonds
Hopital de Nimes (Hotel Dieu), archives anterieures a 1790 (hereafter ADG HD)
A1, A3 and E1.
19. ADG HD E3.
20. Sauzet, Contre-Reforme, 275.
21. Ibid, 131-9, 204.
22. Pugh, `Social Welfare', 354-62.
23. Queniart, La Revocation, 28.
24. See Sauzet, Contre-Reforme.
25. ADG HD E3.
26. ADG HD E62 and Pugh, `Social Welfare', 351.
27. Pugh, `Social Welfare', 345.
28. Archives Nationales (hereafter AN) TT 260/119.
29. Sauzet, Contre-Reforme, 276-94.
30. L. Menard, Histoire civile, ecclesiastique et litteraire de la ville de Nimes
(Paris 1755), tom. 6, 108-9; AN TT 260/208; AN TT 431/6.
31. Menard, Histoire civile, tom. 6, 108 and AN TT 259 and 260. Cf. Pugh,
`Social Welfare', 363-4 where it is argued that Protestant loyalty during the
Frondes was rewarded with royal permission to found the new hospital. The fact
that the institution was closed because it was deemed to have been founded con-
trary to the law argues against this case.
32. ADG/42/J/39.
33. AN TT 260/208.
34. ADG/42/J/39.
35. ADG/42/J/39. The Protestant hospital claimed one half of the income of
the Hotel Dieu in 1653, but these funds became available to it only in 1656.
36. J. Imbert, Le Droit hospitalier de l'ancien regime (Paris 1993), 9-15.
26 European History Quarterly Vol. 33 No. 1
37. Menard, Histoire civile, tom. 6, 113-14.
38. C. Robert, `Anthyme-Denis Cohon, eveque et comte de Dol; son role
pendant la Fronde', Bulletin et memoires de la Societe archeologique du departement
d'Ille-et-Vilaine, vol. XXIV (Rennes 1895), 115-59; J. Bergin, The Making of the
French Episcopate, 1589-1661 (New Haven, CT 1996), 598.
39. Menard, Histoire civile, tom. 6, 123-6.
40. Ibid.
41. ADG HD E3.
42. An exception to this was the notary Etienne Borrelly, see R. Sauzet, Le
Notaire et son roi, Etienne Borrelly (1633-1718), un Nimois sous Louis XIV (Paris
1998).
43. ADG HD E3 and ADG/30/J/82.
44. ADG/30/J/80.
45. ADG/30/J/80-7.
46. Ibid. It should be noted that Protestants who claimed bourgeois status in
Nimes were mostly retired merchants or their descendants living off investments.
47. Ibid.
48. ADG/30/J/81.
49. ADG/42/J/40.
50. ADG/30/J/80 and 81.
51. C. Jones, The Charitable Imperative (London 1989), 162-205. The role of
women in French hospitals during the period is well covered in E. Rapley, The
Devotes, Women and Church in Seventeenth-Century France (Montreal/Kingston,
1990).
52. ADG/42/J/40 and 41.
53. ADG/42/J/42.
54. ADG/30/J/80-7.
55. Ibid.
56. ADG/30/J/82. The 2000 livres imposition levied on the Protestant com-
munity was discontinued after 1656, a year in which the hospital showed a profit
of 2886 livres. The surplus came after the initial cost of founding the hospital had
been fully paid.
57. Ibid. The initial value of this tax was 6000 livres (subsequently reduced to
4000 livres in 1661).
58. ADG/30/J/84. 2400 livres of the total income came from the direct tax and
500 livres from the indirect tax on meat. It should be noted that the total expenses
of the Protestant hospital between 1754 and 1667 were never more than 3500
livres.
59. ADG/30/J/84-8.
60. ADG/30/J/84-8.
61. ADG HD E3.
62. Ibid and ADG HD E71.
63. Menard, Histoire civile, tom. 6, 173; ADG HD E22, E71 and H22.
64. ADG HD E3.
65. Sauzet, Contre-Reforme, 239-40, and Robert, `Anthyme-Denis Cohon,
111-15.
66. ADG HD E22 and E71.
67. ADG HD E3.
68. ADG HD H22.
McHugh, Hospitals in Nimes, 1629-85 27
69. Ibid.
70. Ibid.
71. Ibid.
72. Ibid.
73. ADG HD E22.
74. Sauzet, Contre-Reforme, 311-24.
75. ADG/42/J/40.
76. Pugh, `Social Welfare', 365.
77. Toulouse, located at the other end of the province of Languedoc, was the
seat of the Parlement that had final authority over legal affairs in Nimes. The
Grands Jours were sessions of the Parlement of Toulouse held in other towns of its
jurisdiction.
78. P. LeBlanc, ed., Journal de J. Baudouin sur les Grands-Jours de Languedoc
(1666-1667) (Paris 1869), 234-6.
79. AN TT 260/119 and P. Gachon, Quelques preliminaires de la revocation de
l'edit de Nantes en Languedoc (1661-1685) (Toulouse 1899), LIII-LV.
80. R. Debant, `Une OEuvre Catholique d'assistance et de conversion des
pauvres au cours du dernier tiers du XVIIe siecle: la Maison de la Providence de
Nimes', in La Revocation de l'Edit de Nantes dans les Cevennes et le bas-Languedoc
(Nimes 1986), 65.
81. AN TT 260/119 and Gachon, Quelques preliminaires, LIII-LV.
82. Ibid.
83. Pugh, `Social Welfare', 365.
84. ADG/42/J/42.
85. ADG/42/J/43. The amount of time spent on poor relief in the deliberations
of the consistory of Nimes following 1667, but particularly in the early 1680s,
increased dramatically, representing the increased burden as elements of the
Catholic church increased their efforts to convert the poor before the final revoca-
tion of the Edict of Nantes in 1685.
86. Archives communales de Nimes, TT8.
87. Ibid.
88. ADG fond Hopital General, A1.
89. Ibid.
90. See, for example, R. Po-Chia Hsia, Society and Religion in Munster, 1535-
1618 (New Haven, CT 1984). A similar form of toleration that developed in many
cities in the Netherlands is covered in J.I. Israel, The Dutch Republic, Its Rise,
Greatness, and Fall, 1477-1806 (Oxford 1995), 637-76.
Dr Tim McHugh is Lecturer in Early Modern
History at Oxford Brookes University. He is a
graduate of the University of London and has
taught on both sides of the Atlantic. He is the
author of several articles on the subject of
hospitals and society during the reign of Louis
XIV.
Roger Bartlett
Serfdom and State Power in Imperial Russia
The institution of serfdom has been a central and much debated
feature of early modern Russian history: it has sometimes been
described as Russia's `peculiar institution', as central to the
Russian experience as black slavery has been to the American.1
It is striking, however, that the rise and dominance of serfdom
within Muscovite/Russian society coincided closely in historical
terms with the rise to European eminence and power of the
Muscovite state and Russian Empire. The subjection of the
peasantry to its landlord masters was finally institutionalized in
1649, at a time when for most of the rest of Europe Muscovy was
a little-known and peripheral state, in John Milton's words, `the
most northern Region of Europe reputed civil'.2 When Peter I
proclaimed Russia an empire, in 1721, it had displaced Sweden
to become the leading state of Northern Europe; one hundred
years later Russia was the premier European land power. Its loss
of international status after the Crimean War in 1856 helped to
precipitate the abolition of serfdom (1861); but the `Great
Reforms' of the 1860s did not enable it to regain the international
position achieved after the Napoleonic Wars. Thus the period of
history from the mid-seventeenth to mid-nineteenth centuries,
when serfdom became a securely entrenched legal and economic
institution, was also the period in which Russia -- the Muscovite
state and Russian Empire -- became relatively more powerful
than at any other time in its history before 1945. This article
seeks to examine some of the features of serfdom in Russia, to
look briefly at its place in the structure and dynamics of Russian
society, and to investigate the relationship between the establish-
ment of serfdom in practice and the success of Russian govern-
ments both in domestic affairs and on the international stage.
European History Quarterly Copyright (c) 2003 SAGE Publications, London, Thousand
Oaks, CA and New Delhi, Vol. 33(1), 29-64.
[0265-6914(200301)33:1;29-64;030638]
30 European History Quarterly Vol. 33 No. 1
The significance of serfdom has been interpreted in a variety of
ways, and an understanding of its principal features is obviously
essential to this enquiry. A standard view has seen it as the
central cause of Russian `backwardness'.3 Conversely, it has been
interpreted simply as a symptom of underdevelopment.4 One
recent Russian study, to which we will return later, defines serf-
dom as a corporate phenomenon encompassing all social rela-
tions in the Empire.5 Another Russian account has gone so far as
to conclude that enserfment of the population was a necessary
and inevitable condition for Russian survival on the dangerous
and inhospitable north European plain.6
Russian serfdom (krepostnoe pravo) was an outgrowth of state
power, originating in delegation of certain powers by the Crown
to its supporters and noble servitors: as elsewhere in Eastern
Europe, it owed its origin to government decree.7 As with all
other variants of the institution, Russian serfdom was a set of
relationships enforced by the judicial and coercive power of the
state. Peasants' right of movement, the crucial variable, was
abolished by decrees of the 1580s and 1590s which bound them
to their place of residence and made them in practice glebae
adscripti (dependent through being tied to the land); and the final
form of full hereditary subjection was put in place by the 1649 Law
Code. In its measures regarding the peasantry, the Law Code was
concerned exclusively with means to ensure their subordination
to their landlords, and with remedies against peasant flight and
landlord harbouring of runaways: it did not provide a comprehen-
sive definition of their legal status. However, its stipulations
presupposed that both peasant property and labour were at the
disposal of the lord, and the legal enactment of peasant depen-
dence and obligation to render dues and services to their lords left
the way open to new forms of exploitation without explicit legal
sanction. In fact, Russian serfdom as an institution was not prop-
erly defined in law before the nineteenth century.8 A century after
the Law Code, nobles' peasants had been deprived by discrete
enactments of almost all legal rights, except that killing them was
forbidden; and without any specific general enabling legislation
being passed, they had become chattels of their owners, bought,
sold and bequeathed like any other property. Noble owners were
at least required by law in 1734 to look after their peasants in
times of famine,9 but there were few other legal restrictions.
However, the completeness of peasant subjection did not mean
Bartlett, Serfdom and State Power in Imperial Russia 31
that serfdom was inflexible, or that lack of legal rights might not
be tempered by tradition or the master's self-interest. The lack of
legislative definition meant in any case that relations and usage
differed considerably: in this sense Steven Hoch is right to argue
that Russian serfdom `was not a system, but a widely varying set
of practices'.10 There are well-known cases of wealthy serf entre-
preneurs, who amassed fortunes in property and goods held and
traded in their masters' names, and often themselves owned serfs
on the same basis. Equally well-known are the serf artists and
artistes of Imperial Russia, gifted individuals who received train-
ing, sometimes abroad, in many cases achieved high professional
standards, and made a major contribution to the growing artistic
achievements of post-Petrine Russia.11 These cases are symptom-
atic, though not typical, of the nature of servile relations; and
serfs could be found in a wide range of occupations. It was often
in landlords' interest to diversify estate economic activities, or to
facilitate off-estate employment for their peasants, and the servile
economy could make use of contractual or `free' labour, as well
as compulsory labour: the petty trader, the hired agricultural
labourer or industrial worker was often a landlord's serf on
otkhod (travelling to find work), and bearing a passport from his
master. The dues of such a peasant, who might be left very much
to his own devices, would be rendered by obrok or quit-rent, pay-
ments to the lord in cash (or kind), whereas serfs whose obliga-
tions consisted of barshchina (corvee or labour rent, providing
labour for the demesne) usually led a life closely regulated by
the estate administration and were kept on the estate. There was
thus scope for variation, change and innovation within the servile
system.
Despite a number of notorious cases, it was not in the land-
owners' interest to harm their peasants, or ruin them economi-
cally: the prosperity, or at least the economic viability, of the
peasantry was the guarantor of landlord well-being. Recent
research also suggests that Russian peasants under serfdom did
not necessarily live much worse than their counterparts else-
where. This is a difficult area to document exactly, and social
status is by no means the only variable. One may at least find
contemporary Western commentators comparing the Imperial
Russian situation favourably with that of the Irish peasantry
under their Anglo-Irish landlords;12 and one scholar has recently
declared with reference to the 1780s that `the Russian peasant . . .
32 European History Quarterly Vol. 33 No. 1
lived in a state of rude abundance', with an average per capita
income which placed Russia at that time, with Britain, second
only to France in the European league tables of national
income.13
Likewise, it should be borne in mind that serfdom in the strict
sense did not encompass the whole of the Russian peasantry.
Serfs proper -- those termed krepostnye -- belonged to noble
landlords. The Orthodox Church owned so-called monastery
peasants, but its rights over them were less complete and in any
event it lost them in 1764. Peter I created the category of state
(gosudarstvennye) or treasury (kazennye) peasants who were
administered by state officials, but whose dues were paid direct
to the treasury. In Peter I's day (1719 revision) these consisted of
some 19 per cent, but by 1858 about 47 per cent, of the empire's
peasantry. It was also the case that differences of law in different
regions produced practical differences in peasant status. Peasants
in Russian Finland, seized by Peter I in the Great Northern War
(1700-21), retained real personal freedom even when the estates
on which they lived were granted to Russian nobles. The peasants
of Hetman Ukraine remained technically free even after 1783,
when the introduction of the poll tax caused them to be bound to
their place of residence: though in this case that legislation was
merely the last step in fact towards ultimate enserfment.14 In
short, the Imperial Russian institution of serfdom, despite its
extreme forms approximating to chattel slavery, and the un-
doubtedly severe influence that it exercised in general upon the
state of the peasantry, was a flexible and variable institution, and
was capable of accommodating considerable social and econom-
ic variety and change.
The term `serfdom' has so far been applied to one category of
the population, the peasantry, and within that category to one
sub-group, the landlords' peasants (pomeshchich'i or krepostnye
krest'iane). What distinguished the latter from all other categories
of the lower orders was that they could be bought and sold, that
they were comprehensively and utterly at the disposal of their
masters. The situation of the individual serf was dramatized in
the memoirs of August Ludwig Schlozer, German adjunkt of the
Imperial Academy of Sciences, in his account of a manservant
assigned to him in St Petersburg in the 1760s. This young man,
an urbanized, intelligent peasant, appeared one day drunk on
duty, and Schlozer upbraided him, exhorting him to make use of
Bartlett, Serfdom and State Power in Imperial Russia 33
his talents and work hard in order to rise in the world. The valet
heard him out impassively and replied simply: `Ia krepostnoi
chelovek' (`I am a serf'). Schlozer was silenced: pride, hard work,
self-betterment were instantly irrelevant, since the serf's world
was shaped solely by the lord's whim, and especially so that of the
house-serf who lived directly under his master's (or her mis-
tress's) eye. `Accursed serfdom!', wrote Schlozer. `Since that
time I can never think without bitterness about this invention of
inhuman monsters.'15 No other category of Russian peasant was
so helpless.
The most numerous group of peasants, apart from the land-
owners' serfs, were the state or treasury peasants, a body made
up of numerous sub-groups. Some historians call these peasants
state serfs,16 equating their status with that of the landlords' right-
less peasants. In many respects this is clearly a misnomer. State
peasants were subject to no private individual; they could not
legally be bought or sold, could enter juridical relationships, and
could change their social status (become townsmen) on fulfil-
ment of certain conditions. They had an effective right of com-
plaint and petition against the state officials responsible for their
administration; and they were recognized by Catherine II in the
1760s as among those subjects eligible for participation in her
Legislative Commission.17 On the other hand, they could not
choose their own administrators, who were appointed govern-
ment officials; they had to meet certain requirements before leav-
ing their community; they paid obligatory dues to the state; and
they could be conscripted by the government for whatever pur-
poses it found necessary, not only the army but settlement,
labour in factories or special projects. When Peter I assigned
areas of forest on the middle Volga to the admiralty, for example,
in order to ensure a timber supply for shipbuilding, he created in
passing a separate state-peasant sub-category of `ship peasants'
(korabel'nye krest'iane) from the local Tatar peasant population,
who were obliged thenceforth to provide labour for lumbering
and other operations.18 `Ascribed' (pripisnye) state peasants were
assigned to other state industrial enterprises. Moreover, state
peasants were not allowed to regard their lands as their own, and
were subject to direction in the holding and use of them: the
development of repartitional communal tenure among the state
peasantry, encouraged by official intervention and legislation,
was a significant trend in landholding in the Imperial period.19
34 European History Quarterly Vol. 33 No. 1
The state peasants are best described as part of the juridically
non-servile but materially obligated part of Imperial Russian
society which also included the townsfolk, the army and to some
extent the clergy, but not the nobility after 1762 (when they were
freed from compulsory state service). But the term `state serf'
does correctly reflect the power which the authorities held to con-
trol the labour and the lives of state as well as landlord peasants.
This leads to a larger consideration of the meanings of servitude.
In a recent contribution already referred to above, Boris Mironov
portrays serfdom (krepostnoe pravo), or the servile system (kre-
postnichestvo), as a concept to be applied to the whole of Russian
society, including its noble elite, and develops the concept of
`corporate' or `communal serfdom': `The servile system could
exist as a state, corporate or private phenomenon, depending on
who was the [juridical] subject of the servile relations (krepost-
nicheskikh otnoshenii): the state, a [social] corporation or an
individual person.'20 Mironov distinguishes three main schools
of historical thought on the subject. Pre-revolutionary Russian
historiography, he says,
dated the emergence of serfdom to the 16th-17th centuries and connected it
with the state's need to tie its population to a particular place of residence and
social group in order to facilitate control of tax collection and the fulfilment of
obligations [. . .] In the final analysis considerations and requirements of state,
above all social order and stability, were [seen as] the principal factors in both
the enserfment (zakreposhchenie) and the liberation of all social estates. In
Soviet historiography, it was customary to talk of the enserfment only of the
peasantry, and to a limited extent of the enserfment of the lower urban strata
(the so-called townsmen [posadskie]) [. . .].
Soviet scholars, Mironov continues, sought the causes of enserf-
ment in the intensification of extra-economic coercion, the
peasant flight which this provoked, or in the interests of the
landowning service classes.
Western historiography in principle supports the pre-revolutionary Russian
view concerning the enserfment of all estates of the realm, but when discussion
turns to serfdom (krepostnoe pravo) as such, usually the peasantry is seen as the
sole enserfed estate [. . .].21
This summary of previous scholarship correctly highlights
European and American scholars' awareness of the services
required by state authorities from all parts of Russian society at
different times, and the separate use of the term `serfdom' to
describe the state of the peasantry. The latest Western writings in
Bartlett, Serfdom and State Power in Imperial Russia 35
the field demonstrate very clearly that the terms `serfdom' and
`enserfment' are not generally considered by Western scholars to
be applicable to urban and elite social groups.22 Nor has the
usage in fact been common in Russia -- historically the term
krepostnoe pravo (deriving from krepost', a legal deed of sale or
possession of property, and meaning, strictly, law embodied in
legal documentation, the document proving the lord's right over
the peasant)23 was not applied in Russia to any social group
except those who could be, in hard practice, the object of deeds
of possession and bills of sale. Mironov himself notes that his
term `corporate serfdom' has not been used before;24 and for the
Imperial period it represents an historically or terminologically
inaccurate invention. Moreover, the broad usage of terms such as
krepostnichestvo begs important questions concerning relations
between individuals and state power, the limits of acceptable
obligation in any society.25
The concept of serfdom in Imperial Russia is conventionally
applied to the rights of individuals (landowners) over other indi-
viduals (peasants) subject to them, and that is an accurate histori-
cal usage. But Mironov is correct nevertheless in emphasizing the
universality of the duties which the population of Muscovite and
Imperial Russia bore in relationship to the Crown: the regime as
a whole was based on concepts of hierarchy and obligation. And
for this reason his historically inaccurate concept of `corporate
serfdom' is a useful heuristic device. At least from 1556, when
Ivan IV decreed that `all land shall serve', to 1762 and beyond,
Russia was a service state: all sections of society bore service
obligations, initially to the tsar, then to the state.26
Mironov observes that
if one understands serfdom within the [broad] limits sketched above, then it
turns out that in Russia at the start of the eighteenth century the only free
person was the Tsar, and all others were in one or another degree enserfed.27
To the extent that Tsar Peter I considered himself the first
servant of the state, and was prepared to kill his own son
(Tsarevich Aleksei Petrovich) to ensure the survival of his work
on behalf of the state, even this definition may be too limited.
And such a view is not new. One of its best-known formulations
was that of the statesman Michael Speranskii, who famously
wrote in the early nineteenth century that there were no free men
in Russia, save beggars and philosophers.28 Theoretically this was
36 European History Quarterly Vol. 33 No. 1
true: everyone bore obligations. In principle nobles were also still
obliged to serve if called upon, and to prepare themselves for
service. In practice, however, a crucial change had taken place
under Peter I. Peter's extensive social engineering, undertaken
exclusively for his own state purposes, affected all groups in soci-
ety. His measures on the peasantry created new legal categories
and decreed some degree of protection for serfs from excessive
landlord exploitation, but also imposed new and heavy state
obligations of taxation and conscripted military service. One of
his purposes was to impose obligations on the state peasantry
equivalent to those already borne by the serfs: all should stand in
the same relationship to state interests. The old `noble' service
personnel was tied to state service more systematically than ever
before and for an unlimited period, through the Table of Ranks,
but at the same time it was unified into a single corporation with
a new name and identity, the shliakhetstvo or dvorianstvo (nobili-
ty). And critically for our purposes, Peter divorced noble service
obligation from landholding. Both votchina (hereditary/family)
and pomest'e (service) holdings now became private property,
and service was to be rewarded by monetary salary.29 Noble
service and land were no longer organically connected. The
effects were twofold. First, the full burden of state service began
to pass from those who owned land to those who tilled it. Nobles
who served received direct compensation; after 1762, although
theoretically obliged to serve if called, in practice they served or
not as they chose. Prestigious military service in officer rank was
normally seen as a noble privilege; nevertheless `some adjust-
ments in [officer] recruitment were necessitated [after 1762, since
. . . ] appeals to altruism failed to persuade many nobles from
abandoning service careers for other pursuits'.30 Peasants had no
such choices, and provided the money (taxes) and rank-and-file
manpower which supported both the fisc and the armed forces.
All the lower classes were subjected to increased taxation, cul-
minating in the poll tax, to compulsory lifelong service in the
army, to control of movement through a passport system, and to
labour direction for the benefit of Peter I's new industrial
projects. Second, serfdom, being an adjunct of landholding, now
became a matter as much of private as of state relations: succes-
sive governments increasingly circumscribed the public actions
of the serf and left him to the control of his master. It was in the
late- and post-Petrine period that decrees deprived the serfs of the
Bartlett, Serfdom and State Power in Imperial Russia 37
right to pay their own taxes, make contracts, freely engage in
trades and swear the oath of allegiance.31 Practically speaking, by
Speranskii's time the noble elite had gained considerable free-
doms and privileges, and also shared many of the ruler's prerog-
atives in relation to lesser subjects. They participated in the direc-
tion of labour employed by the post-Petrine state throughout the
economy, and of which krepostnoe pravo was the most extreme
expression. Although, as before, only landlords' peasants (and
after 1721 and under certain conditions, their industrial counter-
parts, `possessional' peasants) could be directly bought and sold,
social relations were not fundamentally different on landlords'
estates, in bureaucratically-run industries or eighteenth-century
private manufactories using ascribed labour, or in the post-
Petrine army. Serfdom in its strict sense was thus a specific
instance and distillation of a general syndrome, and it is both this
general syndrome and its particular instance with which we must
be concerned here, as they manifested themselves in the life of the
Russian Empire.
Russia's formal status as an empire, and its emergence as a
major European power, were both the product of Peter I's Great
Northern War against Sweden. In the course of his reign, Peter
geared Russia up to face Sweden and similarly formidable com-
petitors by modernizing and reinforcing the Muscovite service
system: a process in which compulsion was central. Peter's
measures imposed harsh new forms of service on all sectors of
society, systematizing and intensifying what had existed pre-
viously, including the servile peasant regime. The question of the
validity of serfdom was raised in his reign; and he has recently
been condemned for not abolishing it.32 It is scarcely surprising
that he did not do so: such a step would have been contrary both
to the dominant ideology of the time, to Peter's general line of
policy and to his immediate practical advantage. In 1700, both
slavery and serfdom were still taken for granted in European elite
and ruling circles; in Russia the matter was not a public issue.
After Peter's death, the different parts of his service structure
evolved in different ways. As already noted, service obligations
on the nobility were lightened progressively until, finally, the
Charter to the Nobility of 1785 guaranteed nobles' property
rights in land (and by implication, serfs) without requiring any
service quid pro quo at all. On the other hand, the peasantry con-
tinued to be principal taxpayers, remained subject to compulsory
38 European History Quarterly Vol. 33 No. 1
recruit levies into the army until 1874 and to labour direction by
the state in different forms well into the nineteenth century.
The middle decades of the eighteenth century and the reign of
Catherine II are often said to be the apogee of the Russian servile
regime: as the peasants lost juridical status, the power and privi-
lege of the nobility grew. At the same time, the position of the
servile peasantry in society gradually became an issue of public
concern in Russia.33 There was a European context. The develop-
ment of agriculture was making the status of primary producers
more important than ever before, and the cameralist doctrines of
the `well-ordered police state' emphasized the need to protect and
increase population. Across Europe, abolitionist tendencies were
stirring, moral opposition to black slavery as well as white
serfdom, and the new philanthropy of the Enlightenment was
prompting concern for the welfare and improvement of the lower
classes. The values proclaimed by the French Revolution at the
end of the century finally presented choices in stark terms (while
making the Russian governing elite, however, even less inclined
to reformism than before). In Russia it was Catherine II herself,
the pupil of Montesquieu and the cameralists, who first put
the peasant question on the national agenda, where it was to
stay with intermissions until 1861. At her accession in 1762,
Catherine genuinely disapproved of serfdom and wanted to
change matters. It was due to her initiatives that the `peasant
question' emerged as a matter of public debate.34 But as with
Peter, there were good reasons for her failure to take any decisive
steps in this sphere. She soon found that changing the status of
the peasants, let alone abolishing serfdom, raised major diffi-
culties. Not only was there no consensus in favour of it among
the noble serf-owners, which was not surprising, but without such
a consensus any change would be enormously difficult to imple-
ment administratively, in practice; and moreover, the peasants
themselves were highly resistant to change. When Catherine
tried to carry out reforms on her own estates, her own peasants
resisted, violently. This disorder in miniature was soon matched
by the major Cossack and peasant rising of 1773-5 in the Volga
frontier-lands, headed by the Don Cossack Emel'ian Pugachev,
which put the security of the whole state in question. After
that date Catherine made no more public gestures towards the
peasant question. But most importantly for Catherine, there was
in fact no pressing need actually to do anything at all in this area.
Bartlett, Serfdom and State Power in Imperial Russia 39
Majority public opinion in Europe as in Russia was still pro-
slavery. And the policies nearest to Catherine's heart, the goals to
which the empress attached the greatest significance, could be
pursued effectively without major change in the status of the ser-
vile peasantry. Catherine's overarching aims were to strengthen
Russian society and the state, to maximize national wealth, and
to develop Russian power and influence in Europe. All of these
aims were fulfilled to a considerable degree in her lifetime. Her
institutional and social reforms, while not successful in solving
all of Russia's administrative problems, made the system more
flexible and responsive to local stimuli. During her reign the
economy flourished, even if finances were overstretched by wars
abroad and court expenditures at home. Her foreign policy, very
successful in its own terms, both brought valuable new lands and
commerce in the West and South, and made Russia into one of
the most influential European powers. And neither the practical
success of her policies internally and internationally, nor her own
security and contemporary reputation, required action on serf-
dom. In other words, in the short term, serfdom was not an
insuperable problem of public policy, nor did its abolition have to
be a government priority. The rulers whom eighteenth-century
Europe revered as exemplary, Henri IV of France and Peter the
Great,35 were seen as warriors, lawgivers, and administrators
concerned with the good of their subjects. In all three of these
areas Catherine was able to take effective action, and to make a
name for herself, without noticeably improving the position of
the peasantry. She established herself early as legislatrix: it was
her activity here which earned her the sobriquet `the Great' from
the Legislative Assembly and foreign enthusiasts. Her genuine
passion for the good of her subjects found expression directly in
her public welfare and education policies, more generally in such
things as the arrangement of the grain trade.36 And the successes
of her armed forces, systematically built up, and her foreign
undertakings, aggressively pursued, confirmed Russia's position
as a European Great Power by land, and by sea. All this could be
achieved without changing serfdom.
The same was true of Alexander I: he had to confront the
same problem in 1801 after the brief reign of his father Paul
(1796-1801), who had viewed serfdom positively, as a valuable
institution, since he held that individual owners provided greater
welfare for peasants than would unprotected freedom and expo-
40 European History Quarterly Vol. 33 No. 1
sure to the rapacity of officials and outsiders. Alexander agonized
over the peasant question throughout his reign, commissioned
various projects, sanctioned the first legal mechanism for eman-
cipating serfs with land (the Free Agriculturists' Law of 1803),
and gave a guiding hand to the landless emancipation of the Baltic
Germans' serfs in Livonia in 1816-19. That was all.37 His moti-
vation was complex; but fundamentally he could also manage
perfectly well without changing the peasants' status, and could
subordinate the peasant question to more pressing or personal
considerations. Servile Russia defeated, in fact crushed Bona-
parte, the greatest soldier with the greatest army of his age. After
1815 Russia was the premier land-power of Europe: there was no
pressing need to change this winning formula. Alexander's suc-
cessor Nicholas I disliked serfdom just as much as Alexander on
moral grounds and for reasons of state: but he followed a similar
line of policy with regard to it. In a much-quoted declaration of
1842 to the Council of State, he had `no doubt that serfdom in its
present situation in our country is an evil, palpable and obvious
for all; but to attack it now would be something still more harm-
ful'.38 For a quarter of a century from his accession in 1825 he
was very successful in his immediate aims, until disaster befell,
and it was only the discrediting of his entire regime in the
Crimean War that brought the issue of serfdom to the top of the
Imperial agenda. Serfdom was abolished in 1861.
Thus serfdom in Russia was a flexible and variable institution
and, despite growing concerns about it, mainly (but by no means
solely) moral, it did not prevent Russian success on the national
and international stage. However, to recapitulate: serfdom, and
servile relations between Crown and population, grew and
flourished in close parallel with the successful development of
Russian power abroad and Russian society at home. Did the
status of the peasantry and the institution and practice of serfdom
in fact support or hinder the relative success of Imperial policies
at large? To answer this question, several areas of national life
must be examined: the economy, political culture, internal sta-
bility and military power.
An approach to the economy should begin with finance. The
activities of Peter I and his successors required vast additional
sums of money. The expansion of Russian financial resources in
the eighteenth century was in the short term very successful,
while laying long-term foundations for inflation and instability.
Bartlett, Serfdom and State Power in Imperial Russia 41
The eighteenth-century taxation system was not intrinsically tied
to servile status.39 The soul or poll tax introduced by Peter I, pay-
ment of which was required of all lower classes, nevertheless
became the great divider, the badge of podlost' (`baseness', low
status) and subservience. Townsmen and state peasants, who also
paid it, had property rights and were not formally glebae adscripti,
but neither had full freedom to leave their place of domicile: they
were (as already noted) bound to obligation, and the government
did not scruple to add to their burdens. One of the clearest
examples of this general approach is the introduction of the poll
tax into Western borderlands previously exempt from it, under
Catherine II, as part of her 1775 reform of local government. For
the empress, the primary goals in this case were standardization
of law and administration (and elite status), and fiscal advan-
tage.40 But the effect of the measure was not only to enhance
central revenues: it also increased Baltic peasant obligations,
causing riots, and in the Ukraine the peasants lost their right of
departure, which facilitated their final enserfment. The govern-
ment appears to have been happy with these outcomes (if not the
social unrest which they engendered). The maintenance of the
poll tax, payment of which was determined by the social estate
(soslovie) to which an individual belonged, fitted in with the exist-
ing hierarchical social structure, which was favoured by both
government and elites. The tax censuses (revizii), which deter-
mined who did and did not pay the tax remained a major indica-
tor of inferior status, and at least initially a significant factor in
determining who was categorized as a serf;41 and the responsi-
bility of the landlord for payment of his peasants' taxes was
equally important in consolidating servile relations on the nobles'
estates. Thus the largest single Russian tax, the sole direct one,
was closely intertwined with the servile system, which facilitated
its assessment and its collection.
During the eighteenth century, in 1754, another major source
of government revenue, the distilling of spirits, was made a
monopoly of noble estate-owners.42 Just as serf-ownership
became a clear social identifier,43 so the soslovie privilege of own-
ing landed estates with servile labour brought other privileges in
its wake. And the huge profits which the government (and the tax
farmers who controlled distribution) made from the liquor trade
relied on the low production costs of estate agriculture serviced
by serfs.
42 European History Quarterly Vol. 33 No. 1
Closely allied to questions of tax revenue was the development
of the economy and the labour force. The problem of labour
supply was central to the economics and the origins of serfdom.
As Evsey Domar reminded us,44 serfdom was valuable to
Muscovite servicemen and the Muscovite state because while
land was relatively abundant, labour was scarce. Russia's popu-
lation density was the lowest in Europe: it suffered perennially
from `that perpetual evil of the Russian land, the physical lack of
people, the disproportion of the population to the area of the
enormous state'.45 This situation obtained throughout the eigh-
teenth century, despite rapid population growth: government
projects required numerous new personnel, and the territorial
consolidation and expansion of the period, the economic develop-
ment of outlying areas, demanded large numbers of settlers for
the border regions of European Russia, not to mention the empty
spaces of Siberia. Moreover, population was perceived to be
scarce even when in fact it was expanding.46 It was not until the
middle decades of the nineteenth century, after exceptional popu-
lation increases by European standards, that both state policy and
noble opinion began seriously to contemplate problems of land-
shortage and overpopulation in the central serf-owning regions of
the country. Even so, this relative reversal of the land-labour
ratio did not persuade the majority of landowners that they
should enter upon new economic arrangements -- most still
clung to the familiar and tried-and-tested servile model -- while
until 1856, nineteenth-century governments continued to make
use of labour direction, and were concerned more with stability
and security than with promoting economic and social change.
Population growth contributed to the considerable expansion
of Russian agriculture during the eighteenth century, though
this was extensive rather than intensive. These developments
reflected, on the one hand, lack of investment capital and the
reluctance or inability of most farmers (noble or peasant) to take
the risk of adopting new or more intensive crops and methods.
On the other hand, despite the first signs of relative land shortage
in central European Russia, extensive expansion was also facili-
tated by the availability of the new lands already mentioned, in
the south and south-east. These were the product of conquest,
and of consolidation and extension of state control into border
areas. The government's eagerness to expand its territories and
its grasp in this way was dictated by a mixture of motives: they
Bartlett, Serfdom and State Power in Imperial Russia 43
involved international relations (interactions with border peoples
in the Trans-Volga region) and defence (especially against the
Turks), social control over border regions, and state-led settle-
ment and economic development. But the increasing availability
of new lands matched noble aspirations for more landed estates;
and the manner of distribution and settlement of much of the
newly-developed areas favoured noble estates with servile popu-
lation. Land grants in the south were routinely made on condition
of their settlement with peasants within a stated period; such
estates were granted almost exclusively to nobles, and the new
landlords frequently made use of their coercive powers to transfer
serfs from internal provinces.47
The extensive expansion of agriculture was fuelled by the
growing profitability of commercial agriculture, and this was
actively promoted by the government. In terms of agronomy and
agricultural techniques, eighteenth-century Russia was open to
the new ideas of the European `agricultural revolution', and
some attempts were made to introduce new methods, crops and
approaches.48 But both the harsh conditions under which Russian
agriculture had to be conducted, and the peasant conservatism
which these conditions reinforced, militated against innovation.
The principal area of development remained the existing estate
and landowner economy, based upon servile labour and dues. On
the other hand, the rising expectations and consumption of the
post-Petrine noble lifestyle made ever-growing demands upon the
noble budget and economy,49 which encouraged not only agricul-
tural expansion but also diversification into estate industries and
entrepreneurial activities: liquor production was simply the most
notable example.50 However, landowners as a whole were pri-
mary beneficiaries of the opening-up of internal and international
markets. They benefited equally from the price revolution which
took place in Russia during the eighteenth century, as prices of
Russian commodities rose to world levels.51 The volume of agri-
cultural production and of trade in agricultural products rose
sharply during the second half of the eighteenth century, to the
advantage of the treasury and of all producers, but especially the
nobility.52 The primary carrier of this expansion in terms of
production was the noble serf-employing estate economy,
encouraged by the availability of new land and markets, labour
resources and landowners' direct control over their peasants.53
Not only were landowners able to increase their own production
44 European History Quarterly Vol. 33 No. 1
by seeking new land or engrossing land on their existing estates
previously used by peasants; they also competed successfully with
towns in the processing and marketing of agricultural produce,
exploiting once more the servile labour available to them and the
items which it produced. In the contemporary controversy over
`trading peasants' who competed with urban traders, the urban
population was hard pressed to make its case against invasion
by serfs retailing their masters' or their own produce.54 And in
1800, one-half of all fairs in Russia were held upon the lands
of pomeshchiki (estate-owners).55 In the late eighteenth and
early nineteenth centuries the servile agrarian economy and its
related enterprises were still well adapted to prevailing condi-
tions.
If the estate-owning nobility found their power over the labour
force valuable in the establishment of estate industries, which
were a growing feature of the later eighteenth and early nine-
teenth centuries, industrial development at the national level in
the eighteenth century shows a similar pattern. Ascription of
labour was a central feature of eighteenth-century Russian indus-
trial growth, used both in the mining complexes of Karelia, the
Urals, Siberia and in merchant and `possessional' enterprises in
many other branches of industry. Powers of conscription and
ascription allowed the government to find workers and to direct
labour to otherwise unpopulated sites. State peasants thus com-
pelled to work for the state were dragooned in the same way as
landlords' peasants by their masters. These government policies
permitted payment of low wage rates and kept costs down; and if
this sometimes took place at the expense of production efficiency
and technical advance, that was a problem which had a serious
effect only in the mid-nineteenth century. Decline in available
labour supply when the `possessional' peasant system was cur-
tailed in the 1760s has been cited as a significant (though not the
only) reason for the decline of the precious metal industries at the
end of the eighteenth century.56 The availability of ascribed labour
was crucial to the development of the Urals mining complex from
the end of the seventeenth century onwards, while lack of free
labour became one of its problems in the nineteenth century. The
admiralty, the largest industrial complex of eighteenth-century
Russia, met its considerable but fluctuating labour requirements
by a mixture of conscription and voluntary inducements, in
which coercive measures greatly predominated.57
Bartlett, Serfdom and State Power in Imperial Russia 45
In short, in all three areas of the economy examined here,
finances, agriculture and industry, the existence of servile rela-
tions and coercive direction of labour did not hinder, but rather
materially facilitated, both the policy of the Crown and the inter-
est of the elites in developing Russia's economic potential during
the eighteenth century. Also, in the first half of the nineteenth
century, despite much discussion in some government and spe-
cialist circles, the relatively conservative officials in charge of
economic policy found little reason seriously to change existing
arrangements.
One reason why the establishment was slow to make changes
in servile relations was that these were wholly consistent with
Russian political culture for much of the Imperial period. The
autocratic political system lacked major structures and institu-
tions for the articulation of social interests or adversarial social
relations, the protection of social rights, and the resolution of
social conflict. Until the 1864 judicial reform the judicial system
and the courts, for example, were notoriously inefficient,
slow, corrupt and arbitrary, and peasant society was in any case
largely governed by customary law. The attempts of successive
eighteenth-century regimes to construct socially independent
organs, social institutions dependent less on central government
than on their own members, and to encourage autonomous social
action, had limited success.58 It is therefore not surprising that the
place of law in determining social action and resolving social con-
flict was restricted in practice, and that law was largely replaced
by a culture of patronage. Patronage and personal connections or
influence were fundamental to the workings of both the political
and the social systems in Imperial Russia, and underpinned
the power of the monarchy and the social pre-eminence of the
aristocracy and nobility. The autocratic system has recently been
described as the `statization' of personal power.59
The political expression of the patronage system was the cul-
ture of petitions, which in the Muscovite and Imperial periods
became a standard mode of communication between the popula-
tion, the nobility/aristocracy and the Crown. Indeed, the petition
had long been part of the popular Russian `moral economy'; the
refusal of Tsar Aleksei Mikhailovich to accept a mass petition,
and thereby acknowledge his responsibility in matters of popular
grievance, led to the riots of 1648 which compelled composition
of the Law Code of 1649.60 In the eighteenth century, peasants
46 European History Quarterly Vol. 33 No. 1
became skilled in using state laws as instruments to maximize the
efficiency of their petitions.61 But patronage, in Russia as else-
where in eighteenth-century Europe, was a powerful but un-
reliable mechanism. Although it implied a certain mutuality, in
which the patron was expected to respond to his client's needs
and confer favours when required, it was always an uncertain
and unbalanced relationship, in which power was personal and
arbitrary, the client was largely dependent on the patron, and
little redress was available in case of dissatisfaction. The values
underlying the petition culture, even when it had been given
structural definition by Imperial decree, were personal, patri-
archal, hierarchical and authoritarian.
Serfdom was an integral part of this system of informal power.
Advocates of serfdom idealized it as part of a set of paternalistic
relationships based upon the love, morality and respect which
should characterize both family life and subjects' devotion to the
tsar. Count D.P. Buturlin remarked in 1803, for example, that
`there is something paternal and gentle in the reciprocal relation-
ship between the master and his born servant, whereas the same
relationship strikes me as purely mercenary when between the
hired servant and his master'.62 Despite such views, it is perhaps
going too far to suggest that serfdom was itself a form of patron-
age.63 Patronage rests upon consent and at least theoretical
mutuality. While serfdom could, and sometimes did, operate on
this basis, its ultimate foundation was coercion and silent obedi-
ence. Nevertheless the servile system encapsulated, underpinned
and exemplified the non-legal, personal nature and projection of
power in Russian society. The serf was absolutely at the disposal
of his owner in the same way that the Petrine nobility was at the
mercy of Peter's government, and this remained the case long
after the nobility's position had been secured with a large mea-
sure of legal protection granted by later monarchs. The practical
lawlessness of serf-master relations was mirrored not only in the
relations (theoretical but not always actual) of noble and tsar, but
also in social relations generally. Such despotic and unregulated
relations characterized the peasant family which formed the
fundamental unit of Russian society.64 Extreme awareness of
rank and hierarchy, grounded both in the Table of Ranks, in the
militaristic model of society favoured by so many Romanov
rulers, and in the weakness of legal safeguards against abuse,
produced a subservience and servility towards superiors and an
Bartlett, Serfdom and State Power in Imperial Russia 47
inhumane lack of consideration for inferiors which became a
standard theme of Russian literature in the nineteenth century.
(It also gave rise to, or at least great encouragement to, the noble
duelling culture of the late eighteenth and nineteenth centuries
which provided a rare escape-route for nobles who sought to
preserve their sense of dignity and self-worth against the tyranny
of hierarchical social relations.)65 A.I. Koshelev was correct in
the 1850s in denouncing serfdom as a system which corrupted
not only the peasants but also the masters.66
However, the lack of legal restriction on power exercised from
above was an essential component of the autocratic system; and
the nature of Russian serfdom both justified this lack, and re-
inforced the social structure and social relations which helped to
preserve it. Observers, from G.F. Muller in the 1750s to S.S.
Uvarov in the 1840s, correctly saw that serfdom and servile rela-
tions were intrinsic to the existing system.67 It was precisely this
that finally undermined the autocratic regime of Nicholas I: not
any diminution or failing in the institutional strength of the
monarchy and its social support, but the fatal impact on national
life of unaccountable power both at government level and in
army, society and administration lower down -- `administrative
[and, one might add, social -- RB] arbitrariness' and the `univer-
sal official lie'. It was these features of the Russian polity,
according to P.I. Valuev in his famous memoir Duma russkogo
(Thoughts of a Russian, 1855), which were ultimately responsible
for Russia's failure in the Crimean War. And when in 1856 the
regime, so successful hitherto, finally proved to be incapable of
fulfilling its own state goals, a failure which called its legitimacy
into question, the abolition of serfdom was a logical conse-
quence.68
In Imperial Russia the state's legitimacy was founded upon
military power in external relations, and the support or acqui-
escence of the population internally. Throughout this period, and
even in face of the Crimean debacle, the legitimacy of the auto-
cratic system was never seriously challenged from within; and
in the 1860s the monarchy led reforms of almost all areas of
public life except the political, while keeping its own power and
prerogatives largely intact. The same had been true in the
eighteenth century, despite the turbulence around the Russian
throne: the battles of court factions and frequent palace coups
called into question neither the institution of the unlimited
48 European History Quarterly Vol. 33 No. 1
monarchy (except once, in 1730) nor the privileged social posi-
tion of the service nobility. Peter I, who enforced his personal
will both with his cudgel and through the workings of a police
state system and the inquisitions of the Preobrazhenskii Prikaz
(his secret police office),69 at once tied his servitor class more
tightly to service and made service a correlative of privilege.
Peter I's often-alleged meritocratic tendencies did not prevent
him from enshrining noble advantage in his Table of Ranks, and
enabling the established aristocratic clans to dominate it.70
Catherine II was typical of most monarchs of the ancien regime
in thinking of the aristocracy as her fellows -- `je suis aristocrate,
c'est mon metier'. Moreover, the nobility was simply too useful,
too essential a tool, to be neglected by the Crown. Imperial enact-
ments had the effect of consolidating both noble social dominance
and noble property rights. As O.A. Omel'chenko has remarked,
despite noble insecurities a solid tradition of civil rights (or at
least liberties) evolved in eighteenth-century Russia which was
borne by the nobility:71 under Catherine they enjoyed a good
measure of liberty and property. This also consolidated their
rights of serf-ownership; and when the western borderlands were
brought into line with the Russian centre after 1775, this was
made acceptable to their respective elites by the offer of equal
access for all nobles to freehold of property in land, and to servile
labour.72 Russian noble credit institutions demanded serfs rather
than land as security, and wealth was counted in souls. Govern-
ment enactments had the effect of entrenching the position of the
nobility as the pre-eminent social class and as the sole private
owners of populated land between 1764-1801, and the govern-
ment enjoyed noble support on this basis.73
Noble ownership of the servile peasantry also served as a con-
trol measure in the countryside. Although eighteenth-century
monarchs probably never came to see landowners quite as
Nicholas I did, simply as 100,000 rural police chiefs, throughout
the Imperial period public law effectively stopped at the gates to
the estate. The estate owner bore primary responsibility for good
order on his lands, and estate discipline was the first recourse for
social control. (Many estate owners were absentee landlords, but
in such cases their authority was delegated to a steward, or even
to the elder of the peasant community.) Landlords' control over
serfs thus served in some measure as a substitute for local
government. The `great reforms' of the 1860s retained corporal
Bartlett, Serfdom and State Power in Imperial Russia 49
punishment as a penalty for peasants. Traditional views, both
liberal and Soviet, have seen a sea of suppressed peasant dis-
content in the Imperial countryside, with a rising tide of unrest in
the early nineteenth century. Peasant resistance was undoubted-
ly a common occurrence, occasionally taking violent forms of
arson or murder. Against this, Stephen Hoch in his study of a
large nineteenth-century barshchina estate has argued that we
should be impressed, not that there were so many instances of
landlord-peasant conflict, but that there were so few. The con-
clusions of his analysis of village relations in Petrovskoe have
been amplified by subsequent research. He suggests persuasively
that these relations operated at grassroots level to maintain the
servile system: the village elite and estate management both had
privileged positions to defend, they both benefited from the
system, and they therefore colluded in defence of their own
respective power positions and to maintain the status quo which
guaranteed these.74
Peter I's recruiting system gave both landowners and also
state-peasant and urban communities the power to select indi-
viduals for dispatch as recruits to the army, and the same groups
were given in 1760 the right to exile serfs or community members
who incurred their displeasure. Landowners frequently delegated
part or all of these powers to the village commune. These
mechanisms, which formed part and parcel of the servile system,
created an authoritarian system of social exclusion, which con-
tributed to social stability by exerting pressure on community
members to conform, and by removing physically those who
would not or could not do so.75 To the extent that the servile
system militated against peasant mobility, independence and
knowledge, it also served the purpose of buttressing a relatively
stable social order. Outside the estate, the passport system intro-
duced by Peter allowed serf owners to determine the movements
of their peasants; it enabled the authorities to track peasants, and
in general to check the legitimacy of any population movement.
Religious and ideological beliefs also served to mobilize peasant
allegiances in favour of the established regime. Both Orthodox
teaching and belief, and peasant conceptions of right social order,
hallowed the figure of the tsar; and as nineteenth-century Popu-
list revolutionaries were to find,76 it was very difficult to rouse
peasants against the status quo in the name of anything but the
tsar's will. Even Pugachev presented himself as a replacement
50 European History Quarterly Vol. 33 No. 1
tsar, and promised freedom only through subjection and service
to himself. Moreover, peasant `naive monarchism' and trust in
the ideal benevolence of the tsar was mirrored by what Daniel
Field called the authorities' `myth of the peasant': the frequent
readiness of government to pardon peasant rebellion on the
grounds that the peasants in their simplicity had been misled,
either by misguided loyalty to an imposter or by malicious out-
siders.77 In general, social mechanisms worked powerfully to
underpin popular support for the established order. Dissent was
usually localized, rarely if ever directed against the system as a
whole rather than specific abuses, and normally easily controlled
by the forces of the state, by the regular army as the last resort.
Public order was seriously threatened only by major unrest.
The most important popular movements of the Imperial period
were traditionally treated by Soviet scholars as `peasant wars',
expressive of broad class struggle;78 more recent emphasis has
focused on their specific social composition and geographical set-
ting. Kondratii Bulavin (1708) and Emel'ian Pugachev (1773-
5), like Stenka Razin before them (1670-1), were Cossack
leaders operating in frontier territory, whom peasants joined in
greater or lesser numbers; they might articulate widespread as
well as local grievances, but they never seriously threatened the
heartland of serfdom and Imperial control. The government's
response to such episodes was invariably military, and invariably
successful. The Pugachev revolt of 1773-4 was probably the
greatest popular rising of early modern Europe. But after initial
setbacks, and some panic among noble circles, the authorities
were able to suppress it comprehensively. Pugachev was defeated
on his own terms, both militarily and ideologically, and physi-
cally destroyed. The unrest was contained and the Imperial order
re-imposed, although Catherine hastened the implementation of
a major reform of provincial administration to improve control of
outlying regions. The government also emasculated Cossack
autonomy, and integrated the Cossack `hosts' into the regular
army structure, which deprived potential future peasant insur-
gents of access to crucial military experience and leadership and
completed the Cossacks' conversion from potential dissidents to
an arm of the ruling power. The government was well aware that
serfdom had dual significance for public order, as a method of
control and a source of discontent, and after 1775, as already
noted, whatever private projects may have been considered, there
Bartlett, Serfdom and State Power in Imperial Russia 51
was no public discussion of serfdom and the peasant question.
Therefore, in terms of the Imperial state's ability to control and
mobilize its population and resources, these social movements
were not of great importance. Their significance lay more in the
realm of social psychology: ruling elites were always fearful of
what rampant peasants might do, and in times of social tension
this could become a factor in elite behaviour79 and state policy.
Nicholas I justified his famous statement of 1842 by reference to
the fury and unreliability of the masses. The same was true of
the French Revolution: the spectre of peasant sans-culottism
could be terrifying to Russian nobles, but there is no evidence at
all that Russian peasants in the mass were affected by events in
France.80
Overall, therefore, the existing serf-based social order con-
tained adequate mechanisms for its own defence, including the
collusion of the mass of the population. But its final guarantor, of
course, remained the military forces of the state. In using armed
force to put down civil unrest and peasant disturbances, natural-
ly the government had to rely upon the army. This was composed
overwhelmingly of peasants;81 yet it was used very successfully to
crush peasant discontent. The Imperial Russian standing army
successfully divided peasant soldiers with military experience
from the civilian population. It has been argued that it was this
fact above all others which brought Tsar Alexander II to embrace
the abolition of serfdom in 1856. Reform which was essential for
military purposes -- the introduction of a reserve system involv-
ing the training and subsequent return home of large numbers of
peasant conscripts -- posed impossible social dangers without
prior emancipation, and its necessity therefore precipitated the
end of the servile regime.82 The old order certainly operated to
insulate the Russian soldier from the grievances of his fellow-
peasants in the villages. The military system depended on the
lack of rights of the lower classes who were subject to the recruit
levy, and mirrored the servile system. The serf recruit, freed de
jure from the control of his master, was in some respects a privi-
leged member of society;83 but he exchanged subservience in
the village to bol'shak (head of household), starosta (elder) and
pomeshchik (landowner) for subservience in the regiment to
company discipline, artel' (cooperative), starosta and command-
ing officer. Service for life (twenty-five years after 1793) meant
that the young soldier lost contact with family and village life and
52 European History Quarterly Vol. 33 No. 1
peasant concerns: induction into the army was a civil death.84 The
soldier was distanced from his village, losing family (and usually
his wife if he had one), and communal rights; and in the rare
event of returning as an old man he usually found himself greeted
as an unwelcome stranger. The village community perforce came
to accept the recruiting system, which meant that those who
remained in the village had no direct experience of military life,
and that the recruiting system was built into estate management
and village politics. As already noted, the owner/steward and the
village elite could both use it to their advantage, to rid the village
of weak or undesirable members, or to pay old scores, and so
on.85 On the other hand, induction into the army also meant a
social rebirth. The regimental company and the artel' system in
the army recreated the communal framework around which
village (and peasant family) life was organized; they provided the
new recruit with social support and a social structure uniquely his
own. Common bonds to his fellow rank-and-filers in the com-
pany gave the soldier an outlook and identity of his own as well
-- something, however, which has been little researched. Ironic-
ally, in view of the discussions concerning peasant property
which agitated Russian elite society in the 1760s, a contemporary
noted that the artel' system -- which accumulated means of sub-
sistence for its members -- allowed Russian soldiers to become
in some limited sense property-owners,86 with all that this could
entail in motivating loyalty to their unit (even if officers were
often able, illegally, to take control of that property in the same
way as pomeshchiki dealt with the property of their peasants).
This social and economic situation, and the solidarity which
soldiers could develop in this way to comrades-in-arms who were
also fellow company members, gave a powerful incentive to sup-
port the army and obey its commands.87 Not surprisingly, such
troops could be used with assurance in putting down peasant
unrest; and the failure of the post-reform army in the later nine-
teenth century to inculcate similar loyalties among its conscript
soldiers was a crucial factor in the disintegration of army disci-
pline in the revolutionary period.88
The same features may also help to explain the success of the
Russian army on the international battlefield. In the eighteenth
and early nineteenth centuries the Russian Empire enjoyed an
extraordinary period of military success. Although Russian inter-
national status fluctuated in the short term and suffered some
Bartlett, Serfdom and State Power in Imperial Russia 53
serious setbacks, these all proved merely temporary (for example,
1700, 1711, 1805, 1812), and the empire's long-term rise led in
1815 to the pinnacle of Great Power status. This was lost in
1856, and never regained in the same measure. Russia's Crimean
debacle was due in part to defective diplomacy and bad general-
ship, in part to other practical defects of the `Nicholas system',
particularly the failure or inability to modernize in the sphere of
technology, military practice and the economy. Despite extensive
reforms of military administration carried out in the 1830s,
accelerating changes in the financial, economic and technical pre-
requisites of warfare among the industrializing Great Powers
proved to have outstripped Russia's capacities. But in the pre-
industrial era, as the research of Walter Pintner and William
Fuller suggests,89 technical advance and sophistication were
much less important than they became in the mid-nineteenth
century. One of the most crucial determinants of success in
eighteenth-century military campaigns was the simple ability to
put an army in the field and maintain it there, supplying and
replacing it as necessary. This affected various aspects of military
organization and fighting technique: manpower, supply, medical
provision and attrition rates. For present purposes the most
important features are the recruitment, retention and morale of
the rank and file soldiery.
In these respects the Imperial Russian system constructed by
Peter I and essentially continued by his successors until 1874 had
significant advantages. The Petrine military system of a standing
army, maintained by involuntary `estate'-based conscription and
quartered on the land, allowed full access to manpower reserves
at relatively low cost.90 It was not part of the servile system as
such: on the contrary, as already remarked, serfs sent as soldiers
were removed from the ownership of their lord, they became
technically free, and truly so if they survived to old age and
veteran or invalid status. Nevertheless, their position within the
army remained one of total subordination.
The social dynamics of the soldier's company, the artel' system
and the personal, social and economic situation of the rank-and-
file soldiery which has already been discussed were not only vital
factors in the army's effectiveness against internal insurgency,
but probably contributed materially to the fighting qualities for
which the Russian infantryman became famous: preparedness to
suffer and endure, stoicism in the face of attack and danger, and
54 European History Quarterly Vol. 33 No. 1
readiness to go over to the offensive even under conditions of
extreme adversity.
In contrast with the armies of [late eighteenth-century] Europe . . . the Russians
had fashioned something approaching a truly national army. The peasants who
manned its ranks were illiterate, but they rendered their sovereign a primitive
devotion that commanders could readily exploit to build loyalty and confidence
without excessive use of the whip and cudgel.91
This must also have been a significant factor in preventing deser-
tion, something which had plagued Peter but which became rarer
in the army in the later eighteenth century while still rife else-
where in Europe.
This military system relied fundamentally on the coercive
powers which enabled the Muscovite state to direct all its sub-
jects' labour and which Peter adopted and adapted in military as
in other spheres. The total subordination of the peasantry on
which the new Petrine army rested was essentially a reflection of
the Muscovite service regime. Despite suggestions, at the time
and since, that Peter could and should have abolished the servile
relationship between landlord and peasant, the need and ability to
direct labour resources, for military, fiscal, industrial or social-
economic purposes (maintenance of the elite), clearly out-
weighed considerations of humanity or the marginal gains
offered by peasant emancipation in other spheres. The Petrine
army and its post-Petrine history demonstrated the success of this
military model, which was maintained by his successors into the
nineteenth century.
To conclude: serfdom and servile relations arose in Muscovite
Russia because under the conditions of an undeveloped and
underpopulated society and economy, the government found
them a convenient tool for the practical realization of its goals,
primarily military. Serfdom was one principal manifestation of
the power of the ruling elite to control society at large. The recent
argument of L.V. Milov92 that the needs of national survival
made serfdom an inescapable necessity in Russia is excessively
deterministic, and begs the question as to the reasons for con-
tinuous Muscovite expansion. Nevertheless, it is clear that
successive regimes found the system useful, and that it offered
effective means to direct society and control resources. At the
same time, the reasons for the domestic and international success
of the Imperial Russian governments in the eighteenth and first
Bartlett, Serfdom and State Power in Imperial Russia 55
half of the nineteenth centuries were various. Social relations
were not their sole determinant, nor was government action.
Serfdom was only one factor influencing the dynamics of the
period: others include the country's size, location, resources and
demographics, or the favourable intellectual and commercial
conjunctures of the eighteenth century. Nor did Russian suc-
cesses derive only from circumstances inside the empire: in the
international arena, throughout the period considered, the weak-
nesses of Russia's adversaries and competitors were just as
important as Russian strength. (If the decline of Sweden, Poland
and the Ottoman Empire facilitated Russia's rise in Europe, the
unification and power of Germany was a significant factor in her
incomplete recovery after 1856.)93 The present discussion sug-
gests, however, that the existence of servile relations in Imperial
and especially eighteenth-century Russia did not hinder, and in
some respects positively assisted, developments which served to
strengthen the country's economic and military capability, sup-
port the existing political structure, and realize the ruling
regime's policy goals. The immediate economic and social utility
of the servile system to the Imperial ruling elite remained con-
siderable well into the nineteenth century, and outweighed in
their eyes serfdom's acknowledged dangers and disadvantages;
these could be fairly easily contained or were not of sufficient
gravity to make change essential. The striking economic, cultural
and military achievements of successive Russian regimes pro-
vided justification for the status quo. From the point of view of
the pre-industrial period, the abolition of serfdom, or even
serious improvement in the condition of the servile peasantry,
was not a prerequisite for Russian achievement of acceptable
internal order and Great Power status. Nor was it essential,
either, to the good reputation of successive tsars, at least among
most contemporaries;94 it was principally later public and schol-
arly opinion which was affronted by the Imperial rulers' failure
to act. It is therefore not surprising that for much of the Imperial
period, servile relations and the institution of serfdom were
considered by government and elites as serviceable tools of
social and economic organization and control, and that they
commanded widespread support right up until the abolition of
serfdom in 1861.
56 European History Quarterly Vol. 33 No. 1
Notes
Parts and versions of the arguments presented in this article have been rehearsed
before several scholarly audiences and read by several colleagues: I acknowledge
most gratefully their comments and criticisms, also those of the anonymous EHQ
referee. Needless to say, responsibility for the opinions expressed here, and for any
deficiencies, is mine. A short early version focused upon the late eighteenth
century appeared as `Das Recht der Leibeigenschaft in Russland in der
Regierungszeit Katharinas II', in C. Scharf, ed., Katharina II, Russland und
Europa. Beitrage zur internationalen Forschung. (Mainz 2001), 403-19.
1. The comparison has often been made; a full discussion lies beyond the scope
of this article. See further, P. Kolchin, Unfree Labour: American Slavery and
Russian Serfdom (Cambridge, MA/London 1987); M.L. Bush, ed., Serfdom and
Slavery: Studies in Legal Bondage (Manchester 1996).
2. J. Milton, A Brief History of Moscovia, and of Other Less-Known Countries
Lying Eastward of Russia as Far as Cathay. Gather'd from the Writings of Several
Eye-Witnesses (London 1682, reprint edn London 1929), 32.
3. J. Blum, Lord and Peasant in Russia from the Ninth through the Nineteenth
Century (New York 1964), 612-13; A. Gerschenkron, Economic Backwardness in
Historical Perspective: A Book of Essays (Cambridge, MA/Oxford 1962).
4. O. Crisp, Studies in the Russian Economy Before 1914 (London/Basingstoke
1976), 95.
5. B.N. Mironov, Sotsial'naia istoriia Rossii perioda Imperii (XVIII-nachalo
XXvv.) Genezis lichnosti, demokratischeskoi sem'i, grazhdanskogo obshchestva i
pravovogo gosudarstva (2 vols, St Petersburg 1999), I, 360-80. English version:
B.N. Mironov with B. Ekloff, A Social History of Imperial Russia, 1700-1917,
(Boulder, CO 1999).
6. L.V. Milov, Velikorusskii pakhar' i osobennosti rossiiskogo istoricheskogo
protsessa (Moscow 1998), `Conclusion'.
7. M.L. Bush, `Serfdom in Medieval and Modern Europe: a comparison', in,
Bush, op. cit., 199-224, 222. The most recent discussion of Russian serfdom, by
C.S.L. Dunning, notes that `The development of serfdom is one of the most con-
troversial topics in Russian history, but there is no doubt that it was due to state
action in response to the crisis of the late sixteenth century.' Dunning emphasizes
financial pressures as motivating factors. C.S.L. Dunning, Russia's First Civil War.
The Time of Troubles and the Founding of the Romanov Dynasty (University Park,
PA 2001), 67-9.
8. See Blum, op. cit., 262-5, and in general, A. Man'kov, Razvitie krepostnogo
prava v Rossii vo vtoroi polovine XVII veka (Leningrad 1962).
9. D. Moon, `Reassessing Russian Serfdom', European History Quarterly, Vol.
26 (1996), 504 and n. 88. The decree had to be repeated on several occasions.
10. S. Hoch, `The Serf Economy and Social Order in Russia', in Bush, op. cit.,
311-22, 320.
11. See M.D. Kurmacheva, Krepostnaia intelligentsiia v Rossii, vtoraia polovina
XVIII-nachalo XIX vv. (Moscow 1983); K. Gestwa, `Das "russische Manchester"
und die Grafenfamilie Seremet'ev. Baumwollgewerbe und Gutsherrschaft auf dem
Landgut Ivanovo, 1741-1861', Jahrbucher fur Geschichte Osteuropas, Vol. 47
(1999), 20-39.
Bartlett, Serfdom and State Power in Imperial Russia 57
12. See The Marchioness of Londonderry and H.M. Hyde, eds, The Russian
Journals of Martha and Catherine Wilmot [. . .] 1803-1808 (London 1934), 146.
Further on serf standards of living, see S.L. Hoch, Serfdom and Social Control in
Russia. Petrovskoe, A Village in Tambov (Chicago, IL/London 1986); R. Bideleux,
`Agricultural Advance under the Russian Village Commune System', in R.
Bartlett, ed., Land Commune and Peasant Community in Russia. Communal Forms
in Imperial and Early Soviet Society (London 1990), 196-218.
13. I. Blanchard, `Eighteenth-Century Russian Economic Growth: State Enter-
prise or Peasant Endeavour?', Jahrbucher fur Geschichte Osteuropars, Vol. 45
(1997), 547-8; first published in I. Blanchard, ed., Studies in Economic and Social
History: Discussion Papers, No. 95-1 (University of Edinburgh, Dept. of Economic
and Social History 1995).
14. J. Paaskoski, `Noble Landlords and Serfdom in Old Finland', in L.A.J.
Hughes and M. di Salvo, eds, A Window on Russia. Papers from the 5th Inter-
national Conference on Eighteenth-Century Russia, Gargnano 1994 (Rome 1996),
83-91; I. de Madariaga, Russia in the Age of Catherine the Great (London 1981),
313-14.
15. A.L. von Schlozer, A. L. Schlozers offentliches und Privat Leben, von ihm
selbst beschrieben. Erstes Fragment (Gottingen 1802), 125-8. However, much still
remains unclear about daily practice in this area, and the practical realities of
servile relations overall.
16. For example, A. Kahan, The Plow, the Hammer and the Knout. An Economic
History of Eighteenth-Century Russia (Chicago, IL/London 1985), 23.
17. Sbornik Imperatorskogo Russkogo Istoricheskogo Obshchestva Vol. X (St
Petersburg 1872), 285-8; Madariaga, op. cit., 139.
18. V.I. Semevskii, Krest'iane v tsarstvovanie Ekateriny II (2 vols, St Petersburg
1900-1), I, 579-92.
19. Ibid., I, 593-676; N.M. Druzhinin, Gosudarstvennye krest'iane i reforma
P.D. Kiseleva (2 vols, Moscow/Leningrad 1946-53), I, ch. 1; S.G. Pushkarev,
Krest'ianskaia pozemel'no-peredel'naia obshchina v Rossii (new edn, ed. M. Raeff,
(Newtonville, MA 1976), passim.
20 Mironov, I, 361 (emphasis in the original), 368-77. See also the extensive
collective review in Slavic Review, Vol. 60 (2001), 550-99, and Mironov's article,
`When and Why was the Russian Peasantry Emancipated?', in Bush, op. cit.,
323-47.
21. Mironov, Sotsial'naia istoriia, I, 360.
22. See, e.g. Bush, op. cit.; J.M. Hartley, A Social History of the Russian Empire,
1650-1825 (London/New York 1999), 19ff. Dunning, op. cit., 69, writes that
lower status service men bound to the posed found themselves `in effect enserfed'
(my italics).
23. `Initially this word [krepostnoi] indicated a peasant or slave for whom the
owner possessed a `deed' [krepost'], that is, some written document. In this sense
`servile' [krepostnye] peasants and people were contrasted with `old-established'
ones [starinnye]. But `old-established' people also became `servile' when an entry
in a government document became the proof of their old establishment. Alongside
this entry, the [old] free agreement [between lord and peasant] retained its signifi-
cance only for those persons who enrolled themselves in the peasantry from a
free status. The private document [krepost'] was replaced or supplemented by a
government one, and at the same time the concept krepostnoi acquired new mean-
58 European History Quarterly Vol. 33 No. 1
ing. It designated a peasant tied to a servitor for reasons of state interest, just as the
serviceman was bound to his military-service obligations in view of those same
interests.' I.I. Andreevskii, ed., Entsiklopedicheskii Slovar' Brokgauz-Efron, Vol.
XVIA (St Petersburg 1895), 681, s.v. `Krest'iane'. Emphasis in the original. Cp.
Slovar' russkogo iazyka XVIII veka, fasc. 10, ed. I.S. Sorokin (St Petersburg 1998),
s.v. `krepostnoi', 2 and 3.
24. Mironov, op. cit., I, 368, n. 29.
25. Is the modern tax-payer unfree? Were Germans seized by a recruiting patrol
for Frederick II's armies, `enserfed'? Such essential questions of status, definition
and terminology have confused previous discussions of the origins of Russian
serfdom as well as modern social analysis. However, they are unfortunately
beyond the scope of the present article.
26. A distinction made, allegedly, by Peter I himself in addressing his troops
before the battle of Poltava. Cp. L.A.J. Hughes, Russia in the Age of Peter the Great
(New Haven, CT/London 1998), 40.
27. Miranov, Op. cit., I, 370. Jerome Blum in his comparative analysis of
`The Rise of Serfdom in Eastern Europe', American Historical Review, Vol. LXII
(1957) identified as fundamental causes of serfdom throughout the region not
royal power, but the political leverage of lesser nobilities, and the absence of
countervailing urban communities: he consequently concluded that `the history of
agrarian institutions in Russia would have taken much the same course without the
creation of the absolutist state'. But even if it is true, as Blum asserts, that `the new
[Russian] absolutism only channelled and intensified already existing tendencies',
he finds the point of divergence from Russia's neighbours far back in time, when
`the Muscovite rulers unified the country', and also points out that in Russia the
lesser nobility's triumph over the peasantry was paid for, exceptionally, with
obligations of their own to the `service state', Blum, Lord and Peasant, 605-7. The
present discussion is concerned essentially with the Imperial period.
28. Quoted, for example, in M. Raeff, Michael Speransky, Statesman of Russia,
1772-1839 (2nd edn, Den Haag 1957), 121.
29. Muscovite servicemen had also received some cash remuneration; and
ownership of land and serfs continued to be a reward aspired to by Petrine and
post-Petrine servitors. But the automatic and causal link had been broken.
30. F.W. Kagan and R. Higham, eds, The Military History of Tsarist Russia
(New York/Basingstoke 2002), 82. In the eighteenth century after 1762, some
period of state service seems to have remained the norm, and was often desirable
for financial or social reasons (it was also expected by Paul I, 1796-1801); but
retirement, if desired, was not difficult to encompass at any age. The `superfluous
man' portrayed in classical Russian literature -- the educated, economically secure
estate-owner who feels no obligation to, need for, nor satisfaction in state service,
but also has no other object in life -- if real, was a nineteenth-century phenomenon.
31. R. Bartlett, ` "Liberty and Property, Land and Freedom". Landholding and
Agriculture in Imperial, Soviet and post-Soviet Russia', in G. Hosking and R.
Service, eds, Reinterpreting Russia (London 1999), 75-88; Brokgauz-Efron,Vol.
XVIA, 682-3.
32. F.C. Weber, The Present State of Russia, Vol. 1 (London 1723), reprint edn,
49; see the argument in E.V. Anisimov, Vremia petrovskikh reform (Leningrad
1989; translated as The Reforms of Peter the Great. Progress through Coercion in
Russia (Armonk/London 1993) ).
Bartlett, Serfdom and State Power in Imperial Russia 59
33. See R. Bartlett, `Defences of Serfdom in Eighteenth-Century Russia', in
Hughes and di Salvo, op. cit., 67-74.
34. See R. Bartlett, `Catherine II, the Debate on Serfdom, and the View from
the Western Periphery: J.G. Eisen and G.H. Merkel', in R. Bartlett and J.M.
Hartley, eds, Russia in the Age of Enlightenment. Essays for Isabel de Madariaga
(Basingstoke/London 1990), 142-66.
35. M. Reinhard, La legende de Henri IV (Saint-Brieuc 1935); C.H. Whittaker,
`The Reforming Tsar. The Redefinition of Autocratic Duty in Eighteenth-Century
Russia', Slavic Review, Vol. 51 (1992), 77-98; G. Goggi, `The Philosophes and the
Debate over Russian Civilization', in Hughes and di Salvo, op. cit., 299-305.
36. When the grain trade was liberalized in the 1760s, consideration was given
to such problems as control of internal prices and availability of emergency grain
supplies. For a judicious review of Catherine's approach to this area of public life,
see R.E. Jones, `Morals and Markets: The Conflict of Traditional Values and
Liberal Ideas in the Economic Thought and Policies of Catherine II', Jahrbucher
fur Geschichte Osteuropars, 45 (1997), 526-40.
37. On Alexander, see S.V. Mironenko, Samoderzhavie i reformy. Politicheskaia
bor'ba v Rossii v nachale XIX v. (Moscow 1989); J.M. Hartley, Alexander I
(London 1994).
38. Cited, for example, by H. Seton-Watson, The Russian Empire 1801-1917
(Oxford 1967), 227.
39. Although in some respects the dues paid by serfs to state and owners influ-
enced the levels of dues set for state peasants. Madariaga, op. cit., 479.
40. V.A. Miakotin, Prikreplenie krest'ianstva levoberezhnoi Ukrainy v XVII-
XVIII vv., in Godisnik na Sofijskija Universitet. Istoriko-fil. fak., fasc. 28 no. 1 (Sofia
1932); Zenon E. Kohut, Russian Centralism and Ukrainian Autonomy. Imperial
Absorption of the Hetmanate 1760s-1830s (Cambridge, MA 1988).
41. It was not unknown for landowners to enserf members of their own family
with whom they had fallen out, by entering their names as serfs in the revision lists.
42. On the history of the vodka industry, see D. Christian, Living Water: Vodka
and Russian Society on the Eve of Emancipation (Oxford 1990).
43. E. Kimerling Wirtschafter, Social Identity in Imperial Russia (DeKalb
1997), 24.
44. E.P. Domar, `The Causes of Slavery and Serfdom: A Hypothesis', Journal
of Economic History, Vol. 30 (1970), 18-32; further on the development of serfdom
in Russia, see R. Hellie, Enserfment and Military Change in Muscovy (Chicago,
IL/London 1971).
45. S.M. Solov'ev, Istoriia Rossii s drevneishikh vremen (ed. L. Cherepnin, 29
vols in XV, Moscow 1959-66), Vol. IX, 455.
46. R.P. Bartlett, Human Capital. The Settlement of Foreigners in Russia 1762-
1804 (Cambridge 1979), 23-34, 108, 235. Population statistics may be found in
Kahan, op. cit., and in V.M. Kabuzan, Izmeneniia v razmeshchenii naseleniia Rossii
v XVIII-pervoi polovine XIX vv. (Moscow 1971).
47. B.E. Nolde, La formation de l'Empire russe (2 vols, Paris 1952-53); N.D.
Polon'ska-Vasilenko, The Settlement of the Southern Ukraine (1750-1775) (New
York 1955, Annals of the Ukrainian Academy of Arts & Sciences in the U.S., Vols.
IV-V, Summer-Fall 1955, No. 4/14-1/15); E.I. Druzhinina, Severnoe Pricher-
nomor'e 1775-1800 gg. (Moscow 1959).
48. On the successes and failures of this development, see M. Confino,
60 European History Quarterly Vol. 33 No. 1
Domaines et Seigneurs en Russie vers la fin du XVIIIe siecle (Paris 1963); M.
Confino, Systemes agraires et progres agricoles: l'assolement triennal en Russie au
XVIIIe-XIXe siecles. Etudes d'economie et de sociologie rurales (Paris 1970).
49. A. Kahan, `The Costs of Westernization in Russia: the Gentry and the
Economy in the Eighteenth Century', Slavic Review, Vol. 25 (1965), 40-66.
50. See, for example, W. Daniel, `Conflict between Economic Vision and
Economic Reality: the Case of M.M. Shcherbatov', Slavonic and East European
Review, Vol. 67 (1989), 42-67, and more generally N.W. Cornwell, `The Role of
the Nobility in Agricultural Change in Russia During the Reign of Catherine II'
(PhD thesis, University of Illinois, 1972). On the somewhat exceptional case of
textile development in the Sheremet'evo estate of Ivanovo, see Gestwa, op. cit.
Gestwa notes with emphasis the economic potential of the Russian servile regime,
`that the servile order could not only accommodate itself to the development of
monetary and market relations, but even give them decisive impulses' (op. cit., 20).
On the larger history of Ivanovo and early industrial activity, see Gestwa's out-
standing monograph, Protoindustrialisierung in Ruland. Wirtschaft, Herrschaft und
Kultur in Ivanovo und Pavlovo, 1741-1932 (Gottingen 1999).
51. B.N. Mironov, `Vliianie revoliutsii tsen v Rossii XVIII veka na ee
ekonomicheskoe i sotsial'no-politicheskoe razvitie', Istoriia SSSR (1991) no. 1,
86-101. The recent work of Mironov and of Ian Blanchard raises new questions
and perspectives on the eighteenth-century Russian economy: see further B.N.
Mironov, Russkii gorod v 1740-1860e gody (Leningrad 1990); I. Blanchard,
Russia's `Age of Silver'. Precious-Metal Production and Economic Growth in the
Eighteenth Century (London/New York 1989), critically reviewed by Mironov in
Slavonic and East European Review, Vol. 69 (1991), 361-3, and Blanchard,
`Eighteenth-Century Russian Economic Growth'.
52. Mironov, `Vliianie revoliutsii tsen', 92-8. If we may believe Mironov's
figures, agricultural expansion was one major cause of relative decline in Russia's
urban population in the later eighteenth century, even reflecting in some cases a
process of `re-ruralization': B.N. Mironov, Russkii gorod, 227. In general on urban
development in this period see M. Hildermeier, Burgertum und Stadt in Ruland
1760-1870. Rechtliche Lage und Soziale Struktur (Koln-Wien 1986).
53. P.B. Struve, Krepostnoe khoziaistvo: issledovanie po ekonomicheskoi istorii
Rossii v XVIII i XIX vv. (Moscow 1913); Kahan, The Plow, the Hammer and the
Knout.
54. See inter alia D. Morrison, `Trading Peasants' and Urbanisation in
Eighteenth-Century Russia: The Central Industrial Region (New York 1987).
55. Mironov, `Vliianie revoliutsii tsen', 90-4; Kahan, op. cit., 134-6 ff. This
positive evaluation of the economy in the `golden age' of the Russian nobility
masks the fact of extensive poverty at the lower end of the nobles' social scale. I
am concerned here with the landed-estate economy as a whole.
56. Kahan, op. cit., 85; Blanchard, Russia's `Age of Silver', Part II, highlights
the adverse effect of government attempts in 1779 to improve the conditions of
ascribed peasants in the metallurgical industry.
57. Kahan, op. cit., 87. The labour ascription system permitted harsh usage of
the workforce by managements, and labour unrest was a constant by-product.
However, even the most serious episodes were easily contained, by military force
if necessary, and did not prevent (though they may in the long term have hindered)
industrial growth.
Bartlett, Serfdom and State Power in Imperial Russia 61
58. D. Geyer, `"Gesellschaft" als staatliche Veranstaltung. Bemerkungen zur
Sozialgeschichte der russischen Staatsverwaltung im 18. Jahrhundert', Jahrbucher
fur Geschichte Osteuropars, NF Bd. XIV (1966), 21-50; L. Behrisch, `Social Disci-
pline in Early Modern Russia`, in H. Schilling, ed., Institutionen, Instrumente und
Akteure sozialer Kontrolle und Disziplinierung im fruhneuzeitlichen Europa
(Frankfurt am Main 1999), 325-57, esp. 330.
59. G. Hosking, `Patronage and the Russian State', Slavonic and East European
Review, Vol. 78 (2000), 320. Hosking has developed his argument at greater length
in his magisterial Russia and the Russians (London 2001). See also the excellent
material and challenging analysis in J.P. LeDonne, Ruling Russia. Politics and
Administration in the Age of Absolutism, 1762-1796 (Princeton, NJ 1984), further
developed in his Absolutism and Ruling Class. The Formation of the Russian Political
Order 1700-1825 (Oxford 1991).
60. V.A. Kivelson, ` "The Devil Stole His Mind": the Tsar and the 1648
Moscow Uprising', American Historical Review, Vol. 98 (1993), 733-56. On the
concept of moral economy, see E.P. Thompson, `The Moral Economy of the
English Crowd in the Eighteenth Century', Past and Present, Vol. 50 (1971),
76-136; J.C. Scott, The Moral Economy of the Peasant: Rebellion and Subsistence
in South-East Asia (New Haven, CT/London 1976).
61. D. Raskin, `Ispol'zovanie zakonodatel'nykh aktov v krest'ianskikh chelo-
bitnykh serediny XVIII v.', Istoriia SSSR (1979) No. 4, 179-92.
62. Cited by P. Kolchin, `In Defense of Servitude: American Pro-Slavery and
Russian Pro-Serfdom Arguments, 1760-1860', American Historical Review, Vol.
85 (1980), 811-12.
63. Hosking, `Patronage and the Russian State', 315.
64. See Hoch, `The Serf Economy and Social Order', 316, and his description
of peasant life in Serfdom and Social Change.
65. See I. Reifman, `The Emergence of the Duel in Russia: Corporal Punish-
ment and the Honor Code', Russian Review, 54 (1995), and note 69 below.
66. Seton-Watson, op. cit., 334.
67. G.F. Muller: Johann Georg Eisen (1717-79): Ausgewahlte Schriften.
Deutsche Volksaufklarung und Leibeigenschaft im Russischen Reich, ed. R. Bartlett
and E. Donnert (Marburg 1998), 112; S.S. Uvarov and N. Riasanovsky, Nicholas
I and Official Nationality in Russia, 1825-1855 (Berkeley/Los Angeles, CA 1967),
140.
68. P. Valuev, Duma russkogo, quoted in M.O. Gershenzon, ed., Epokha
Nikolaia I (Moscow 1910), 184. Recently F.W. Kagan has attacked the notion that
the Crimean defeat discredited Nicholas' regime, F.W. Kagan, The Military
Reforms of Nicholas I. The Origins of the Modern Russian Army (Basingstoke/
London 1999), 243. Kagan's revisionist view of the relative success of Russia in
fighting the Crimean War under extremely adverse conditions may be plausible,
but his conclusion does not take into account his own observations that the
government successfully concealed Russia's systemic military vulnerability under
an image of continuing strength.
69. See, most recently, E.V. Anisimov, Dyba i knut: politicheskii sysk i russkoe
obshchestvo v XVIII veke (Moscow 1999).
70. B. Meehan-Waters, Autocracy and Aristocracy. The Russian Service Elite of
1730 (New Brunswick, NJ 1982).
71. O.A. Omel'chenko, `Zakonnaia monarkhiia' Ekateriny II (Moscow 1993),
62 European History Quarterly Vol. 33 No. 1
358-9. The 1785 Charter guaranteed a wide range of rights in law and (as already
observed) subsequent monarchs found it difficult or inexpedient seriously to
diminish these legal rights. There was a difference between the position of nobles
in the later eighteenth and the nineteenth centuries and that in the first half of
the eighteenth century, when the outcome of noble and court faction-fighting fre-
quently meant exile, expropriation of property, and sometimes death. Against this,
much emphasis has been placed in the literature on noble insecurity and alienation
throughout the eighteenth century. Day-to-day practice in the localities and in per-
sonal relations between nobles were a somewhat different matter from government
policy and legislation, and here nobles may well have felt insecure or ill at ease,
although this view of contemporary noble culture and psychology requires further
substantiation: insecurity should not be confused with changing values and self-
image. See, most recently, the remarks on this point of Gary Marker, `The
Ambiguities of the Eighteenth Century', Kritika, Explorations in Russian and
Eurasian History, Vol. 2 (2001), 245-7.
72. Cp. LeDonne, Ruling Russia, 339.
73. Mikhail M. Shcherbatov, in his essay opposing serf emancipation, imagined
the nobility threatening Catherine with rebellion if their serfs were freed: some-
thing she said that she herself feared in the Baltic provinces, were she to push the
matter there too far. Bartlett, `Defences of Serfdom in Eighteenth-Century
Russia', 73.
74. Hoch, Serfdom and Social Control in Russia. Hoch's analysis of serfdom as
a symbiotic relationship has been developed further by the excellent studies of
Edgar Melton in his contribution on Russia to T. Fox, ed., The Peasantries of
Europe from the Fourteenth to the Eighteenth Centuries (London/New York 1998),
227-68 and of David Moon, `Reassessing Russian Serfdom' and The Russian
Peasantry 1600-1930. The World the Peasants Made (London 1999). See also
Moon's recent work, The Abolition of Serfdom in Russia 1762-1907 (London 2001).
75. See D. Moon, `The Problem of Social Stability in Russia, 1598-1998', in
Hosking and Service, op. cit., 66.
76. A situation which drove them in the late 1870s to engineer the abortive
Chigirin conspiracy: see D. Field, Rebels in the Name of the Tsar (Boston, MA/
London 1976), ch. 3.
77. Ibid., 208-14; Moon, `The Problem of Social Stability', 67.
78. I.I. Smirnov, ed., Krest'ianskie voiny v Rossii XVII-XVIII vv. (Leningrad
1966); V.I. Buganov, ed., Krest'ianskie voiny v Rossii XVII-XVIII vv. (Moscow
1976).
79. The Decembrist revolutionaries of 1825 deliberately sought to use military
models in order to limit unpredictable popular action, and this was a contributary
cause of their failure.
80. Seton-Watson, op. cit.; R. Bartlett, `The Russian Peasantry on the Eve of
the French Revolution', History of European Ideas, Vol. 12 (1990), 410-14.
81. See, in general, D. Beyrau, Militar und Gesellschaft im vorrevolutionaren
Ruland (Koln/Wien 1984); E. Kimerling Wirtschafter, From Serf to Russian
Soldier (Princeton, NJ 1990); F.W. Kagan, op. cit; Kagan and Higham, op. cit.;
and additionally on the artel', J. Bushnell, `The Russian Soldiers' Artel', 1700-
1900. A History and an Interpretation', in R. Bartlett, ed., Land Commune and
Peasant Community in Russia. Communal Forms in the Imperial and Early Soviet
Periods (Basingstoke 1990), 376-94.
Bartlett, Serfdom and State Power in Imperial Russia 63
82. A. Rieber, ed., The Politics of Autocracy: Letters of Alexander II to Prince
A.I. Barjatinskij 1857-1864 (Paris 1966), Introduction; Kagan, The Military
Reforms, 250-1. In 1832 Nicholas I, concerned at the length of time required
before new recruits became battle-ready, had personally proposed the introduction
of a form of reserve system, as a mechanism to speed up recruits' integration into
the army: recruits would be registered and prepared, but then released back into
society to await a further summons to their regiment. However, this was rejected
by his military advisers, on grounds of impracticability and potential economic and
social damage, including a `threat to domestic tranquillity', (Russian State
Military-Historical Archive, Moscow, fond VUA, d. 18027. I am indebted to Alex
Bitis who kindly made this material available to me.) However, the furlough
system introduced in 1834 for long-serving soldiers seems to have been acceptable.
On this, and for the context of the 1830s, see Kagan, op. cit., esp. 212-35. Kagan's
work demonstrates admirably the increasing problems faced by Nicholas and his
government in the military sphere, and the inadequacies of responses conceived
within the framework of the existing servile system, though Kagan's use of the
term `serf[dom]' is questionable, and he does not consider such things as Russian
railway policy.
83. Wirtschafter, op. cit., 120.
84. W.C. Fuller, Strategy and Military Power in Russia 1600-1914 (New York
1992), 172; Wirtschafter, op. cit., 34-5. In peacetime, troops spent much time
quartered in peasant villages; but this does not seem to have led them to identify
themselves with their hosts.
85. On conscription, and village attitudes to recruitment and recruits, see V.A.
Aleksandrov, Sel'skaia obshchina v Rossii (XVIII-nach. XIX v.) (Moscow 1976),
273-94; Wirtschafter, op. cit., ch. 1.
86. Count A. Lanzheron [Langeron], `Russkaia armiia v gody smerti Ekateriny
II', Russkaia Starina, Vol. 83 (April 1895), 148-9, also quoted in Fuller, op. cit.,
173.
87. On the organization and socialization of Russian soldiers see, further,
Wirtschafter, op. cit., passim, and John Curtiss, The Russian Army under Nicholas
I, 1825-1855 (Durham, NC 1965).
88. Moon, op. cit., 67. See also J. Bushnell, Mutiny Amid Repression: Russian
Soldiers in the Revolution (Bloomington, IN 1985).
89. W.M. Pintner, `Russia as a Great Power, 1709-1856: Reflections on the
Problem of Relative Backwardness with Special Reference to the Russian Army
and Russian Society', Kennan Institute of Advanced Studies, Occasional Papers, No.
33 (Washington, DC 1978); W.M. Pintner, `The Burden of Defense in Imperial
Russia, 1725-1914', Russian Review, Vol. 43 (1984), 231-60; Fuller, op. cit.,
passim.
90. Absolute costs were of course not low; and the `estate' basis of recruitment
finally became restrictive as larger and larger numbers were required after 1815.
These problems led in the nineteenth century to the creation of Alexander I's noto-
rious military colonies and were also a major factor in the military reforms of the
1830s. The military colonies were designed to divert costs still further from the
treasury onto the land and the soldiers themselves: they combined the economic
autonomy of the peasant village with the reserve requirements of the military
establishment. Russia already had a number of settled military forces -- the
Cossack hosts, the Serbian and other military border settlements created in the
64 European History Quarterly Vol. 33 No. 1
1750s, and the militarized settlements promoted by Potemkin in New Russia. The
Alexandrine military colonies operated entirely within the assumptions of serfdom:
they relied on the model of the peasant village which financed itself while also
providing services to lord and Crown, and they deployed to the full the directive
powers of the servile regime. The military colonies were undermined by the
martinet management which Arakcheev and his successors imposed upon them,
but they were maintained until 1857, when they contained altogether some
620,000 troops.
91. Kagan and Higham, op. cit., 71; cp. Fuller, op. cit., 174.
92. Milov, Velikorusskii pakhar', Conclusion.
93. A full consideration of the questions raised here would require further
comparative analyses, both of the dynamics of serfdom in other European states,
and of the roots of state and military power among Russia's principal competitors
-- of particular interest in this respect might be France and the Ottoman Empire,
as well as the other two great absolute monarchies of Eastern Europe, Prussia and
Austria. This work must be left to another occasion.
94. See, for the eighteenth century, D. Griffiths, `To Live For Ever: Catherine
II, Voltaire and the Pursuit of Immortality', in R. Bartlett, A. G. Cross and K.
Rasmussen, eds, Russia and the World of the Eighteenth Century (Columbus, OH
1988), 446-68. Scepticism appeared earlier among foreign observers, who however
also included many admirers.
Roger Bartlett is Professor Emeritus of
Russian History at the School of Slavonic and
East European Studies, University College,
London. His research has focused on the
social, cultural and economic history of
Imperial Russia, especially the eighteenth
century: peasant society and its relationship
with government and educated society, the
`peasant question', foreigners in Russia and
Russia's cultural relations with other countries.
His latest publications include Johann Georg
Eisen (1717-1779): Ausgewahlte Schriften.
Deutsche Volksaufklarung und Leibeigenschaft
im Russischen Reich (together with E. Donnert,
Marburg: Vg. Herder-Institut, 1998) and The
German Lands and Eastern Europe. Essays in
their Historical, Political and Cultural Relations
(ed. with K. Schonwalder, Basingstoke/
London: Macmillan, 1999).
Mervyn O'Driscoll
`To Bring Light Unto the Germans': Irish
Recognition-seeking, the Weimar Republic and
the British Commonwealth, 1930-2
Our former relations with England have given the impression to the German
people that Ireland was to all intents and purposes nothing more than a
province of Great Britain. It will take some time before Germany comes to
realize that Ireland has really come out of the corner. It is our duty to make our
status clear to the German people and not the duty of the German people to go
and look for the facts.1
The development of Irish-German relations in the first decade of
the Saorstat (Free State) paralleled substantial changes in both
the British Empire-Commonwealth and the international system.
The first official usage of the term `British Commonwealth of
Nations' was in the Anglo-Irish Treaty of 1921.2 Unfortunately,
as Troy D. Davis relates, after the Anglo-Irish Treaty `the exact
relationship of the Dominions to Britain and the Crown was not
so clearly defined'.3 The precise nature of intra-Commonwealth
relations was only eventually clarified after a decade of incre-
mental discussions with the signing of the Treaty of Westminster
1931. Finally the British Commonwealth of Nations came of
age. Until then ambiguous relations reigned within the British
Empire, as the multifaceted implications of autonomous, co-
equal relations between the Commonwealth members in the
areas of trade, foreign relations and passports had to be gradually
disentangled.4 This induced confusion in the minds of all con-
cerned about the nature of the organizational metamorphosis
during the shift from empire to commonwealth proper.
The first decade of the Saorstat witnessed this unparalleled
shift in both the internal and external relations of the Empire.5
The formation of the Saorstat occurred at this `transitional
European History Quarterly Copyright (c) 2003 SAGE Publications, London, Thousand
Oaks, CA and New Delhi, Vol. 33(1), 65-100.
[0265-6914(200301)33:1;65-100;030640]
66 European History Quarterly Vol. 33 No. 1
moment':6 the Great War had transformed international rela-
tions. Though Britain had emerged victorious it was not without
financial and political costs. It experienced a `mismatch between
strategy and actual power'. The British Empire was slowly evolv-
ing into a free and co-equal association of Dominions and the
Saorstat played a central role in this process.7 The Anglo-
Irish Treaty was the `unprecedented midwife for the birth' of
the British Commonwealth,8 and held wide implications for the
`wider imperial sphere'.9 Dominion status consigned upon the
Saorstat was an `experiment' to reconcile Irish nationalism with
the British Imperial idea.10 Unfortunately, this new status `lacked
precision' since the Commonwealth was in the `process of con-
tinuing development'.11 The contradiction between equality in
practice and subordination in theory to the British constitution
irked nationalists across the Empire. The Saorstat supplemented
the `reforming zeal' of MacKenzie King, the Canadian Prime
Minister, and the Afrikaaners in an effort to demonstrate dom-
inion autonomy internationally through total self-government.
In intra-Commonwealth affairs these `revisionist' dominions
advocated decentralization, external autonomy of dominions and
voluntarism.12
By contrast, the metropole sought to maintain Commonwealth
unity and solidarity. In line with its pragmatic political culture,
Britain resisted codification and regularization of the practice
of the emerging intra-Commonwealth relationship, favouring
evolutionary, flexible and adaptable responses to change. This
echoed Joseph de Maistre's maxim: `In all political systems there
are relationships which it is wiser to leave unidentified.'13 None-
theless, under pressure from the `revisionist' dominions, intra-
Commonwealth discussion of constitutional relations occurred in
order to reconcile the discrepancy between theory and practice.
The piecemeal reforms gained speed after the Imperial Con-
ference of 1926 and climaxed with the Treaty of Westminster to
the satisfaction of moderate dominion nationalists.
In sum, between 1921 and 1931 the `revisionist' dominions
(Canada, South Africa, Saorstat) had a dual problem in seeking
international enhancement. Firstly, they had to devote sub-
stantial resources to intra-Commonwealth negotiations to further
their status constitutionally in relation to the metropole. The
Saorstat had been granted `dominion home rule' in Article 2 of
the Anglo-Irish Treaty.14 But what it meant remained to be
O'Driscoll, Irish Recognition-seeking, 1930-2 67
defined. The British position was well put by Lionel Curtis, who
played an instrumental role in the Anglo-Irish negotiations of
1921. Dominion status, according to Curtis, `can only be
described as it is today without attempting to conjecture what it
may become'. Furthermore, Curtis claimed the status of a
dominion `is exactly the same as the status of the United
Kingdom' in domestic affairs.15
But the position of Irish nationalists was somewhat different
from that of other dominions with the possible exception of
French-Canadians and Afrikaaners. The Irish nationalist move-
ment had reluctantly accepted dominion status at the cost of
domestic political unity. According to John M. Ward, it was
`the only conscript member of the British Commonwealth of
Nations'.16 Furthermore, the Treaty settlement had equated the
position of the Saorstat explicitly with that of Canada, the `senior
dominion'. This analogy to Canada occurred at a time when the
Canadians were in the process of elaborating and expanding the
meaning of dominionhood, thereby adding further ambiguity to
the Saorstat's precise status.17 The Saorstat was an uncomfort-
able dominion. As Lowry has indicated, the Irish Government
`wished to approximate a European Christian nation rather than
a dominion . . . [but] the Commonwealth dimension was inescap-
able for defence and economic reasons . . .'18 It was not one of
Britain's `daughter nations'. As Curtis admitted, Ireland was `one
of the most prolific of all mothers'.19 Such considerations led to
the Saorstat's occupation of an anomalous position in the British
Commonwealth. It had an old European nation claim, but it was
also the `oldest overseas possession' of the British Crown.20
Unlike the non-European dominions, geographical propinquity
meant that the Saorstat intruded in British policy towards the
continent in the inter-war period.
The ambivalences, complexities and evasions of the `becom-
ing' Commonwealth created a problem for the dominions, in
particular the Saorstat. At an extra-Commonwealth level, they
had to present their evolving -- though still imperfect -- incre-
mental gains in the foreign policy sphere to the international
community at large, both at a bilateral and a multilateral level
(the League of Nations). The Saorstat energetically pursued
this proactive form of diplomatic propaganda. In particular, the
Cumann na nGaedheal government attempted to demonstrate to
a disgruntled anti-Treaty domestic opposition that acceptance of
68 European History Quarterly Vol. 33 No. 1
the Anglo-Irish Treaty as a `stepping stone' to full independence
worked.21
This whole problematical process of gaining a greater inter-
national and diplomatic profile through painful negotiation
within the Commonwealth, and subsequently demonstrating it
domestically and internationally, was enormously taxing for the
small and inexperienced diplomatic services of the dominions.
Therefore, the Anglo-Irish relationship had ripple effects on the
`wider imperial sphere',22 and on extra-Commonwealth relations.
Irish-German relations were part of a larger interactive modality
of relationships that required considerable powers of explication
at the diplomatic level.
The opening of the Irish legation in Berlin was part of such
groundmaking moves by the Irish Department of External
Affairs in an initial phase of self-advertising statehood. It aimed
at illustrating and entrenching Irish diplomatic autonomy. Irish-
German diplomatic reciprocity was one more step in Ireland's
evolving self-government after the signing of the Anglo-Irish
Treaty. A full German legation in Dublin symbolized German
acceptance of Irish autonomy and co-equality within the British
Commonwealth of Nations in accordance with the 1926 Balfour
Declaration.23 Thus Berlin was one of the first test areas for a new
assertive international policy designed to demonstrate the Irish
ability to operate an independent international profile. It is with-
in this constrained, but evolving and nuanced, Commonwealth
situation that the establishment of the Berlin legation and bi-
lateral relations with the Weimar Republic must be placed.
The objective of this analysis, therefore, is to trace the negoti-
ations concerning the opening and subsequent functioning of the
Irish legation in Berlin. The Saorstat only gained formal recogni-
tion from the Weimar Republic in 1929. Previously, during the
Anglo-Irish War and the Irish Civil War, the Irish nationalist
movement operated an unofficial mission in Berlin which
endeavoured to persuade Weimar to extend official recognition
to the Irish secessionists. The mission imploded when the frater-
nal strife of the Irish Civil War infected the personnel there. It
was exacerbated by the instability of the early Weimar regime.
But the experience demonstrated that the main difficulty inherent
in the Irish position after the signing of the Anglo-Irish Treaty
was explicating Commonwealth membership to the Germans in
a way that was advantageous to the Saorstat. When the Saorstat
O'Driscoll, Irish Recognition-seeking, 1930-2 69
eventually gained the right to formally develop bilateral relations
with Weimar, it remained difficult to explain the new state's
Commonwealth role to the Germans and other third parties. The
Saorstat's status raised a number of intriguing questions for the
Germans: what did Dominion Home Rule mean? What was the
Saorstat's exact relationship with the Commonwealth and
Britain? Could the Saorstat influence British foreign policy by
virtue of its Commonwealth membership?
In this light, the entire tenure of the first Irish Minister
Plenipotentiary in Berlin, Professor Daniel A. Binchy, merits
treatment. This provides insights into how one of the allegedly
`happiest'24 and most trusted earliest Irish diplomatic appoint-
ments explicated and operated the anomalies and ambivalences
of this early phase of Irish foreign policy. Attention will be paid
to Binchy's relationship with Wilhelmstrasse (German Foreign
Office) and the British Embassy. The local foreign ministry is the
main point of contact that a minister has with his host country,25
the welcome and treatment that he receives from it are very
important in the diplomat's mind since they reflect the level of
respect with which the host nation regards his home country. The
Irish Minister's initially delayed welcome in Berlin and the
failure of Wilhelmstrasse to extend automatic reciprocity, by
upgrading its consulate in Dublin into a legation, proved to be a
severe test. In light of the domestic crisis in Weimar, Irish-
German relations were of minor importance for the Germans. To
German eyes the Saorstat was a small distant country peripheral
to German interests, and one which could prove to be a destabiliz-
ing factor in the pre-eminent Anglo-German relationship. The
British Embassy also appeared uncomfortable with the encroach-
ment of Irish diplomacy in Berlin. These triangular considera-
tions added to Binchy's difficulty in explaining the rich and
evolving implications of Irish membership of the Commonwealth
to his hosts.
Binchy's presence in Berlin exposed him to the final phase of
the Weimar Republic. It was the transitional period of the
ill-fated Weimar democracy that saw the crumbling of fragile
coalition governments in the aftermath of the Wall Street Crash.
Therefore, Binchy had first-hand experience of the Weimar
imbroglio and was a key source of information for Dublin.
70 European History Quarterly Vol. 33 No. 1
Unofficial Mission, 1920-2
Though Germany was not a primary Irish diplomatic objective,
it nevertheless attracted attention.26 Several German universities
established celtic studies and partook in the Irish cultural revival
at the end of the nineteenth century.27 Since German academics
led the field of philology and linguistics, they also pioneered
research into the Irish language. The interest of these `leading
German scholars' in the Gaelic language and culture nurtured
close contact with Irish nationalism.28 These cultural exchanges
created an intimate community of Irish and German linguists
which indirectly fostered political and economic cooperation.
Anglo-German antagonism after the 1890s and the formation
of the two rival alliance systems (Germany's Central Powers and
the Anglo-French-Russian Triple Entente) led Irish revolution-
aries to seek German aid. Irish Republicans now sought aid from
the German kaiser rather than from French Republicanism.29
Cooperation between the Second Reich and Irish nationalist
revolutionaries climaxed with Roger Casement's fatal double
failure to establish an Irish Brigade in Germany during the First
World War and land German armaments for the Easter Rising
1916. In 1919 the Anglo-Irish War began in earnest. With
Germany's defeat in the First World War, Irish agents concluded
that Germany was sympathetic to the Irish cause. George Gavan
Duffy, the roving envoy of the Irish independence movement,
considered the German attitude to Britain complemented
Ireland's. As he optimistically reported:
they . . . do not trust Albion one inch . . . There is profound distrust of England
and ill-concealed anxiety to punish her in all circles . . . I have come back with
the conviction that the Germans, who consider the war was lost through bad
leadership only, are counting the days till they can start afresh and make no
mistake this time.30
In January 1921 Eamon de Valera, President of the Dail,
asserted control over the external relations of the Dail intending
to organize Irish foreign affairs effectively for the first time and
improve Ireland's international status.31 Influenced by Duffy's
analysis, in March 1921 he decided to open a propaganda bureau
in Berlin, `camouflaged perhaps under a trade title'.32 Relying on
the foundation built up by the pre-existing German-Irish Society
in Berlin, an unofficial Irish delegation was established. By early
O'Driscoll, Irish Recognition-seeking, 1930-2 71
1922 a sizeable Irish representation was present but it encoun-
tered an adverse operational environment. The Weimar Republic
refused to extend diplomatic recognition to the Irish Delegation
during the Irish War of Independence. Throughout 1921 the
infant Weimar Republic deferred to Britain, following Germany's
military defeat in the First World War, in order to defend against
the French desire for vengeance.33 The German people were
demoralized by defeat, domestic political turmoil and economic
hardship. They were unwilling to provoke `the late enemy' by
such an independent move as recognizing the Irish claims for
independence. Such compliance with English sensitivities frus-
trated Irish Republicanism. John Chartres, head of the political/
publicity bureau in Berlin, remarked: `the Germans have always
had that form of snobbery which admires foreign ways . . . There
is a sort of feeling that what is English is best.'34 To maintain
Britain's favour, Wilhelmstrasse was unwilling to recognize the
Irish mission. Chartres adopted a low profile. He reported:
[T]o announce oneself openly as the envoy of the Irish Government would lead
to private protests from the English . . . it seems anomalous that in the allied
capitals the Irish envoys should be able to announce themselves without
restraint while in an enemy capital the envoy should be obliged to remain
almost incognito.35
His situation was epitomized by the grant of only a temporary
visa to reside in Berlin.36 In the event of a British protest,
Wilhelmstrasse would simply not renew his visa.37
At the outset, the Anglo-Irish Truce done on 11 July 1921,
promised an improvement in Irish-German relations. The subse-
quent Anglo-Irish negotiations were greeted by `genuine admira-
tion' in Germany.38 The Berlin mission reported: `In private
conversation one constantly hears it said, "Germany had much to
learn from Ireland." '39 Nonetheless, the Berlin mission remained
undercover pending the outcome of the Anglo-Irish negotiations.
Chartres summed the situation up thus: `Their one aim . . .
through sheer fear of the consequences of a more independent
attitude, is to stand as well with the English as possible.'40 The
British protest eventually materialized in October and November
1921. By this stage Chartres was recalled from Berlin temporarily
and appointed as second secretary to the Irish plenipotentiaries
sent to London to negotiate with David Lloyd George.41
Simultaneously, IRA gunrunning threatened the Berlin mis-
72 European History Quarterly Vol. 33 No. 1
sion and the future of the Anglo-Irish negotiations. A group of
IRA covert operatives, namely John T. Ryan, Robert Briscoe,
Sean MacBride and Charles McGuinness, were active through-
out the entire period of Chartres' posting in Berlin.42 Robert
Briscoe was gunrunning on the orders of Michael Collins, the
leader of the IRA. The IRA gunrunning trawler, the Anita, and
its cargo of arms were discovered and impounded in Hamburg
and its crew arrested on 6 October 1921.43 The news of Irish gun-
running in Berlin coincided with the British discovery of another
IRA gunrunning plot in Cardiff. These escapades produced a
`very uncomfortable meeting for the Irish' with Lloyd George
during the Anglo-Irish negotiations in October.44 British pressure
on Wilhelmstrasse during the Hamburg crisis threatened the
existence of the Berlin press bureau.45
Meanwhile, German newspapers demanded an explanation for
the Weimar government's contacts with London during the
Hamburg gunrunning affair. They reported Lloyd George `as
saying that "he had been warned by the German Government of
impending importation of arms into Ireland" '. Weimar initially
issued a `semi-official denial' that it had `officially communicated
the occurrence to the English Government, official circles here
have no idea of the manner in which the English Government
was notified of the matter'. Press unhappiness with this `weak
denial' eventually led to an official statement in the Reichstag to
the effect that the government had sent `no communication of the
kind suggested . . .'46
German assistance was forthcoming in the subsequent Ham-
burg gunrunning trial. Under the Treaty of Versailles the arms
had to be destroyed, but `sympathetic authorities' saw to it that
they were not. Instead, they arrived at the back door of Briscoe's
warehouse. `Those Germans did not like the British at all.'47
Briscoe says of his aide-de-camp, Major Hassenhauer, that `[s]o
great was his hatred of England, that I felt safe in confiding to
him in detail the purpose of my mission. He was more than will-
ing to help.'48 Therefore, the hostility of demobbed German army
officers was invaluable in the IRA's search for arms during the
Anglo-Irish War. However, the feeling was `even bitterer against
France' as a result of France's aggressive interpretation of the
Versailles Treaty, and this guided Weimar's overriding foreign
policy of Anglo-German friendship.49
Despite Weimar realpolitik, successive German governments
O'Driscoll, Irish Recognition-seeking, 1930-2 73
tolerated the activities of the unrecognized Irish representatives
on condition that they avoided provoking Britain. Privately many
Germans were `sympathetic' to the Irish cause.50 The German
press expressed `general friendliness' towards Ireland on the
signing of the Anglo-Irish Treaty (6 December 1921).51 Weimar
welcomed it on the basis of self-interest. Germany surveyed the
Treaty and the subsequent Irish Civil War from a continentalist
power-political perspective. It considered that the Treaty
released Britain from its Irish distractions to combat `French
designs' on Germany more effectively.52
Unpredictable domestic and international circumstances, com-
plicated by the difficulty of interpreting the Saorstat's new
dominion status, led to Weimar's continuance of a circumspect
policy towards the Irish mission. As late as June 1922 Charles
Bewley, the Irish trade representative, warned that `the German
Government will not and could not afford to take even the slight-
est step which might risk offending English susceptibilities'.53 Dr
Knecht, the editor of Germania, a Centre Party paper, revealed
`he was full of sympathy with the Irish nation and would do all he
could to promote its interests', but `the exigencies of the German
situation precluded him from ever printing anything which might
look like an attack upon Mr. Lloyd George'. Consequently, even
`friendly' papers would only print `sympathetic historical articles
. . . while observing an attitude not precisely cordial . . . on
the current questions . . .'54 In the unlikely case that Weimar
`informally recognized' the Irish mission, Bewley argued that it
would first seek `some sort of modus vivendi' with the British
Ambassador.55
Though the Irish presence in Berlin grew after the Anglo-Irish
Treaty, the Irish delegation remained unrecognized and dedi-
cated to basic publicity functions, while the trade representative
was simply a travelling salesman. Hence, the Treaty failed to
advance Irish-German diplomatic relations and the mission con-
tinued to live `in a sort of semi-transparent incognito'.56 The
attitude of the Weimar regime was symbolized by its reluctance
to appoint a German consul to Cork in mid-1922.57 The German
authorities wanted a guarantee that the appointment would
not create difficulties in their relationship with England.58 In
sum, Wilhelmstrasse was dedicated to its `policy of conciliation
towards England'.59
74 European History Quarterly Vol. 33 No. 1
Disintegration, 1922-4
Opinions polarized in Ireland during the first half of 1922, lead-
ing to the Treaty split and the Irish Civil War. This undermined
the cohesiveness of the embryonic Irish Foreign Service. The
representatives in Berlin were now officers of the provisional
government. George Gavan Duffy, Minister for External
Affairs, believed the Treaty granted too many concessions to
England but he refused to join the emerging anti-Treaty party.60
Consequently, his subordinate Chartres was left without clear
instructions about how to present the emerging Irish divisions to
the German public. Ernest Blythe, an avowed pro-Treatyite
by comparison, closely supervised Bewley. Bewley also was a
decided `Free Stater': the Treaty made available `wide powers of
self-government' to the Saorstat in his estimation.61 He presumed
that `it was far better than we could have hoped to obtain at the
beginning of the struggle, and there was nothing which we could
not alter, once the executive power was in our hands'.62
Bewley complained that no steps had been taken to present the
provisional government's views to the German public.63 He
alleged that the Irish Bulletins64 of 8 and 10 July contravened
Blythe's instructions whereby the Irish unrest should be pre-
sented as a rebellion by a disloyal anti-Treatyite minority against
the legitimate pro-Treatyite government.65 Bewley suggested that
the Irish Bulletin took a neutral, perhaps hostile, attitude towards
the government.66 Thereupon, Chartres was chastized for extol-
ling `de Valera and his friends at the moment when they are
wrecking the country'.67 Simultaneously, Dublin ordered the
Bulletin to halt production in the months of August and
September.68 Both Chartres and his personal assistant, Nancy
Power, were recalled to Dublin for an investigation into the
alleged anti-Treatyite misdemeanours of their political mission.69
In late September 1922, Chartres was transferred to the Depart-
ment of Trade and Commerce.70 Then in October 1922, Power
was formally transferred to the home service.71
All commercial agents were brought under the authority of
External Affairs.72 Bewley continued his commercial work. The
political arm of the Irish mission was closed. The matter of pass-
ports and visas was largely taken over by the British consul in
Berlin, and visas were granted in consultation with the British
authorities.73 Bewley became frustrated by what he conceived as
O'Driscoll, Irish Recognition-seeking, 1930-2 75
undue Irish deference to Britain,74 and Josef Marks's visa appli-
cation to enter Ireland on commercial business highlighted
Bewley's growing disenchantment.
Josef Marks, a German civil engineer,75 met Sir Roger
Casement in Berlin at the outbreak of the First World War. He
was the personal friend of Lieutenant Spindler, who later orga-
nized the gunrunning operation for Casement.76 While interned
in Maidstone for espionage he met Irish Republican internees
who had participated in the Easter Rising of 1916. He joined
their `Mutiny' in Maidstone, earning a transfer to Dartmoor77 to
serve his full sentence. After his release in 1920 he continued
close correspondence with de Valera and Dr Richard Hayes
(who later became Director of the Irish National Library).
Finding himself penniless on his return to Berlin he developed a
German-Irish import-export business. Through the good offices
of Hayes,78 he made the acquaintance of Bewley.79 When Marks
applied for a visa to enter the Saorstat in 1923 the Department of
Home Affairs could not grant the necessary permission `in view
of the established fact that he was employed in the German S.S.
[Secret Service] in England'. Bewley fulminated at the decision
on the grounds that if Marks acted at all, it had been `in the inter-
ests of our "gallant allies on the continent of Europe" in 1916'.
He believed `[t]hat the Government of the Irish Free State feels
itself under an obligation, whether from motives of principle or
expediency, to consider English susceptibilities in deciding such
questions as the admission of a foreigner to Ireland'.80 External
Affairs' response was that Bewley had supplied insufficient
information about Marks. They still did not know the exact
nature of Marks's business connections in Ireland. Moreover,
even with government `goodwill', Marks could not land in
Ireland without a British passport.81 Bewley was irritated and
resigned in February 1923.82
Conor Duane succeeded Bewley as trade representative.83
However, circumstances were inimical to the development of
Irish-German trade. The `disturbed state in Ireland' during the
Civil War deterred German businessmen. Only a return to `peace
and quiet' in Ireland would improve trade. Furthermore, an expli-
cation of the new status of the Saorstat and Irish identity was nec-
essary. Duane believed more attention should be paid to positive
propaganda highlighting the distinctiveness of Irish identity. The
Germans perceived the Irish to be a derivation of the English
76 European History Quarterly Vol. 33 No. 1
race.84 A further obstacle to normal Irish-German trade relations
was the commercially unfavourable German political and
economic environment. Duane, as a trade representative, had
the misfortune to operate in an inflationary unstable German
economy.
The impoverished state of the German economy and German
restrictions on imports severely limited the opportunity for Irish
exporters.85 Weimar experienced `catastrophic' hyperinflation
during 1922 and 1923 as a result of the Republic's `cheap money
policy'. Weimar governments used the hyperinflation as an argu-
ment for the reduction of reparations.86 Duane felt that `[on] the
political side we would have very little to gain at present in
Germany as the country is politically sick at heart'.87 Just as
the Saorstat was `turning the corner', in Duane's parlance, by
defeating the anti-Treatyites, Weimar sank to new depths during
the Ruhr Crisis of 1923 when France occupied the zone. The
German response was a `general strike' and `passive resistance',
which completely devalued the German mark and led to hyper-
inflation.88 Duane's salary was worthless. By November 1923,
he faced `financial embarrassment' and hunger loomed.89
Weimar was under serious threat from political extremists. In
November, Hitler attempted the takeover of Bavaria and
launched a `national revolution' with his ill-fated Beer Hall
Putsch. The political instability at the heart of Weimar parlia-
mentary politics showed no sign of abating. After repeated diffi-
culties, the Irish mission was terminated. Duane ended his
appointment to Berlin, reporting pessimistically, `[t]he political
structure of Germany has been shattered and the economy has
been in agony since 1918'.90
Resurrection
Formal diplomatic relations with European countries were
neglected in the mid-1920s, because under the Treaty the exter-
nal representation role of the dominions was ascribed to the
metropolitan power. The Irish Foreign Service had only a con-
sular role. Redefining its Commonwealth and dominion status
became the central preoccupation of the Saorstat, but it also
evolved a distinctive, though initially limited, role in inter-
national bodies. Thus its inadequate resources and personnel
O'Driscoll, Irish Recognition-seeking, 1930-2 77
were dedicated to multilateral relations within the Common-
wealth and League of Nations, and the bilateral Anglo-Irish rela-
tionship. Cumann na nGaedheal's91 policy after 1922 was one of
a constructive reinterpretation of Commonwealth ties in terms
congenial to Irish nationalism and in accordance with Irish inter-
ests and aspirations.92 The 1926 Imperial Conference declared
that dominions were autonomous actors within the British
Empire. They were `equal in status, in no way subordinate one to
another in any aspect of their domestic and external affairs' (the
Balfour Declaration).93 This landmark decision gave the domin-
ions an opportunity to extend and upgrade their representation
internationally. With the appointment of Professor T.A. Smiddy
to Washington, DC in 1927, the Saorstat was the first dominion
to accredit a Minister Plenipotentiary abroad.94 After October
1927 a capable Irish External Minister, Patrick McGilligan,
aided by the ambitious secretary, Joseph Walshe, enacted a
challenging diplomatic programme. As an intrinsic element of
this, the Irish Executive Council authorized the establishment of
a legation at Berlin on 31 July 1928.95 Weimar consented to the
Irish proposal to open diplomatic relations on 22 November
1928.96 By 1930, less than ten years after Irish independence, the
Saorstat had founded a complex web of bilateral and multilateral
relations ensuring that that it was represented in the USA, the
main European countries and the League of Nations.
External Affairs and the Cumann na nGaedheal were impelled
to undertake this diplomatic expansionism as an illustration of
diplomatic independence from Britain for both domestic and
international consumption. This projection of Irish sovereignty
abroad reinforced Irishness at home. Irish membership of the
Commonwealth was both an opportunity and a hindrance. On the
one hand, the global dimensions of the British Commonwealth
offered continuity and a world stage that other small new
European states, particularly in Eastern and Central Europe,
lacked. Conversely, this was not a welcome opportunity, in that
Commonwealth membership was an anathema in Irish Republic-
anism, which sought the total severance of the Anglo-Irish link
and a republic. As Mansergh has stated:
She had not, like Canada or Australia, moved gradually from colonial to
dominion status; on the contrary she had acquired a dominion status her
leaders had never sought as a result, not of evolutionary, constitutional pro-
cesses, but of revolutionary action.97
78 European History Quarterly Vol. 33 No. 1
The rise of a democratic republican party, de Valera's Fianna
Fail, reiterated this point to the government. Moreover, on the
international plane, established states such as France and
Germany failed to comprehend fully the intricacies of the evolu-
tion of the British Empire into a Commonwealth and the impli-
cations therein for their relationship with dominions. Lacking a
full appreciation of the complexities of the Irish position, they
were more inured to British sensitivities owing to the latter's
pivotal role in post-Versailles continental diplomacy.
The Irish challenge was to play to and reconcile these com-
peting and contradictory constituencies, the domestic audience,
political opposition, the British government, the Commonwealth
and international opinion. Cumann na nGaedheal adopted a
gradualist, pragmatic approach whereby it expanded foreign
policy freedom within the limitations of the Commonwealth
envelope, while maintaining valued economic and political con-
nections with other Commonwealth members. Self-interested
constructive ambiguity ensured that the Commonwealth link
should be accentuated or downplayed on a case-by-case basis.
This led to a dual approach. Ireland's influence in the Common-
wealth was emphasized as appropriate to purchase additional
leverage with continental governments that believed `the Irish
were privy to British policy considerations',98 but normally inde-
pendent Irish political and economic interests were promoted,
and any use of the `Commonwealth card' had to be masked from
a largely sensitive Irish public. In sum, it was not the ideal con-
text for a small youthful state ambivalent about its Common-
wealth links that was seeking to upgrade its diplomatic links, but
forced to operate within the realities of power politics.
Initially, the indicators for a fruitful understanding with
Germany were positive due to the extensive multilateral, cultural
and economic exchanges that had developed between the two
countries since the early 1920s. Despite the lack of formal bi-
lateral diplomatic relations in the 1920s, Irish-German contacts
flourished. Cultural relations were strengthened after the Civil
War and with the achievement of stability in Weimar during the
`Stresemann Era'. German scholarly interest in Gaelic culture
acted as a gel between the academic communities of both states.
The National University of Ireland (NUI), the Royal Irish
Academy and the Saorstat government encouraged and spon-
sored academic exchanges. In addition, the German presence
O'Driscoll, Irish Recognition-seeking, 1930-2 79
infiltrated other areas of Irish life with the employment of many
talented Germans in the service of the Saorstat. In 1923, Colonel
Wilhelm Fritz Brase, the music instructor to the First Regiment
of the German Grenadier Guards and the former head of the
Royal School of Music in Prussia, and his assistant Captain
Sauerzweig, were recruited to found the Irish Army School of
Music.99 Aloys Fleischmann spearheaded the Music Department
in University College, Cork. Walter Bremen became the Director
of the National Museum of Ireland. The Austrian Dr Adolf
Mahr was appointed as Keeper of the Antiquities Division of the
National Museum in September 1927, and later became the
Director of the Museum.100 Thus a small but significant number
of Germans emigrated to the Saorstat in the 1920s, many of them
marrying into Irish society.
Irish-German relations also progressed in the commercial or
consular area. In April 1923 Saorstat renounced the 26 per cent
reparations tax on all German imports, conveying Irish sympathy
to Germany.101 The renunciation of the tax gave German
exporters an export advantage to the Saorstat in comparison to
the rest of the Commonwealth. A German consulate opened in
Dublin in 1923 under Dr Georg von Dehn Schmidt, the former
German Consul to Liverpool. Dehn was highly regarded in
government circles, and increasing Irish-German trade led to the
upgrading of the consulate to a consulate general in 1925.102
German industry benefited from both Dehn's good standing and
his strong representation of Weimar. The steady improvement in
maritime communication augmented trade contacts. Several
German merchant companies began to operate regular services
from Hamburg to Cobh and Galway.103
The Saorstat's industrialization efforts facilitated German-
Irish trade in the mid-1920s. German expertise in electrics, chem-
icals, steel structures and plant machinery won contracts from
government and semi-state bodies such as the Electrical Supply
Board.104 In 1925, Siemens-Schuckert was awarded the contract
to build the Shannon hydroelectric plant at Ardnacrusha. Dublin
Corporation and the Tramway Company of Dublin also granted
German firms large contracts. As a result German imports to the
Saorstat grew.105
Following the precedent-making Canada-United States Hali-
but Fisheries Treaty of 1923, the Imperial Conference of 1923
recognized the right of a dominion to negotiate and sign a trade
80 European History Quarterly Vol. 33 No. 1
treaty without the involvement of Britain. This `opened the way
in a vital aspect to separate dominion control over foreign rela-
tions'.106 The Saorstat and Weimar began negotiating a commer-
cial treaty in 1925. The negotiations were one of a series begun
with Irish trading partners in 1924 and 1925. Until then, com-
mercial treaties concluded by Britain prior to Irish independence
had regulated Irish trade relations. External Affairs advocated
the negotiation and conclusion of separate bilateral commercial
treaties as a reinforcement of Irish sovereignty and international
status. These bilateral trade negotiations, therefore, had a distinct
political dimension.107 In anticipation of the Irish-German com-
mercial negotiations in 1925, the Minister of External Affairs
assured Weimar that the Saorstat did not intend to `to seize the
property of German nationals' as was its right under the
Versailles Treaty.108 After prolonged negotiations, the Saorstat
signed a Treaty of Commerce and Navigation with Weimar
on 12 May 1930.109 This was a watershed in Irish commercial
relations as it was the first such treaty negotiated successfully.110
It was doubly significant, since Weimar was the Saorstat's
second largest trading partner after Britain which remained the
Saorstat's predominant trading partner in the 1920s and the
1930s, accounting for over 90 per cent of Irish foreign trade.111
At the international level, the Saorstat adhered to the view that,
`[i]t was essential that Germany be brought into the international
community'.112 In the winter of late 1924 and early 1925, Strese-
mann prepared the ground for German membership of the
League of Nations. Dehn canvassed the Saorstat as a possible
supporter of Weimar's application.113 Although the Saorstat was
a minor state, it was an active League member and a revisionist
small power in favour of equality of rights for all nations. The
Irish nationalist lens perceived British jurisdiction over the
Treaty ports as paralleling the allied occupation of the Rhineland.
Though the Saorstat had little influence or input into the ongoing
League of Nations' disarmament negotiations, its line in the
assembly was broadly similar to that of Weimar. Like Weimar, it
saw the Versailles system as territorially unjust and dictated by
the victors of the Great War. French security concerns had re-
sulted in the enforced disarmament of Weimar, rendering it
defenceless.114 The Versailles Treaty stated that the disarming of
defeated powers was `to render possible the conclusion of a
general limitation of the armaments of all nations'.115 Un-
O'Driscoll, Irish Recognition-seeking, 1930-2 81
fortunately, this proved impossible to implement because France
wanted `security before disarmament'.116 With the lack of will
among the victors to pursue general disarmament, Weimar felt
victimized.117 The Minister for External Affairs promised Dehn
that he would lobby for an alleviation of Germany's situation.118
Germany applied for membership of the League in February
1926 on condition that it gained a permanent seat on the League
Council in recognition of her equality as a Great Power.119 The
Irish external minister was a member of the Extraordinary
Assembly's political commission which `unanimously' recom-
mended Weimar's admission.120 Like Weimar,121 the Saorstat
demanded the calling of a general disarmament conference and
backed the Kellogg-Briand Pact.
The general growth in Irish-German interaction attracted the
indignation of Alfred Blanche, the French Consul in Dublin.
Blanche felt humiliated that Weimar's upgrading of its consulate
to a consulate general in 1925 pre-empted France's correspond-
ing elevation.122 His persistent contention was that the Germans
had disproportionate influence in Irish affairs. He feared the
extension of German influence in the Saorstat to the detriment of
French economic and strategic interests. During this period,
Irish-French trade remained static. In his more lurid outpourings
to the Quai d'Orsay in Paris, Blanche held up the spectre of the
Saorstat as a protectorate of a resurrected German Reich.123 As a
proponent of the anti-German mindset that afflicted inter-war
French foreign policy, he interpreted any evidence of greater
Irish-German intimacy as `confirmation of the Irish govern-
ment's pro-German sympathies'.124 Blanche was concerned
about the relative failure of France to influence the Saorstat. To
an extent this Irish antipathy towards France was explained by
the secular and anti-clerical nature of the French state, which
was abhorrent to the Catholic conservatism of Cumann na
nGaedheal.125 The fundamental obstacle towards improving
Irish-French relations was the application of French continental
logic to the Saorstat. After 1918, France's primary foreign policy
goal was to prevent the revival of the German threat. It sought
Britain as an ally in this policy and `French foreign policy
towards the Saorstat in the 1920s was dominated by a prudent
desire to avoid any controversy with Great Britain'.126 A robust
Commonwealth counterbalanced prospective German recovery.
The Saorstat's drive as a `revisionist' dominion to increase intra-
82 European History Quarterly Vol. 33 No. 1
Commonwealth autonomy was a potential threat to the cohesion
of the Commonwealth in French eyes.
By 1929, therefore, the Saorstat had developed a `continental-
ist' perspective, despite the neglect of this facet in publications
relating to its external relations. Franco-German antagonism on
the European mainland intruded upon Anglo-Irish `offshore'
relations and the Commonwealth calculus. These were the prob-
lems that an Irish legation would have to deal with in Berlin.
Recognition
Professor Daniel A. Binchy was appointed Minister Pleni-
potentiary and Envoy Extraordinary at Berlin by the Irish
Executive Council on 8 January 1929.127 Binchy had extensive
knowledge of Germany. Following his education at Clongowes
Wood College and University College, Dublin, he studied law
and history at the universities of Munich and Paris in the early
1920s. He later studied at The Hague and Geneva, concentrating
on special legal studies. A professor of jurisprudence and inter-
national law in University College, Dublin from 1924 to 1928,128
he had extensive experience of German and continental life.129
Binchy was initially `reluctant to go as Minister to Berlin because
he did not like the Germans'. This convinced the Executive
Council that Weimar was perfect for Binchy who, it was widely
believed, could be counted on for `mannerly discretion', objective
reporting and diplomatic behaviour.130
The official welcome that Binchy received when he arrived in
Berlin was ominous. Binchy thought the Wilhelmstrasse's `atti-
tude throughout . . . was one of complete unconcern mixed with
a great deal of prevarication'.131 Before 1928 the German
consul-general to the Saorstat, Dehn, had repeatedly indicated
that Weimar circles were anxious to have an Irish Minister in
Berlin. However, Binchy suspected that Dehn had played
External Affairs and Wilhelmstrasse off against each other to
upgrade Irish-German relations and to gain promotion. When
Binchy visited Berlin in July 1929, he discovered that Wilhelm-
strasse was unprepared for his arrival and was anxious that he
should not present his credentials immediately. He returned to
Dublin temporarily, before departing for Berlin again in October
1929. Binchy's presentation of his credentials to President
O'Driscoll, Irish Recognition-seeking, 1930-2 83
Hindenburg was arranged `only with considerable difficulty' for
26 October 1929. A perturbed Binchy noted: `This delay, which
would have been unusual in the case of an ordinary new Minister,
was still more remarkable in the case of a completely new Lega-
tion, and does not fit in very well with Dehn's description.'132
Subsequent German tardiness to extend diplomatic reciprocity
compounded Binchy's and Dublin's annoyance. Although Binchy
presented his credentials in October 1929, Dehn's corresponding
credentials as German minister to the Saorstat were presented
nearly a year later on 2 September 1930. Binchy considered the
German `excuses' for this lapse `incoherent' and `even contradic-
tory'.133 Undoubtedly, the political and economic turmoil of
Weimar inhibited the smooth upgrading of diplomatic relations.
Dr Gustav Stresemann, the German Foreign Minister, died on 3
October 1929 and was hurriedly succeeded by Julius Curtius,
who was unfamiliar with the portfolio. Later in October, the Wall
Street Crash exacerbated the unstable and unpredictable politi-
cal and economic environment of temperamental coalition and
sectional politics.134 Binchy concluded that the delays in extend-
ing diplomatic reciprocity `may be one of the consequences of the
present panic about financial reform which . . . may even lead to
the fall of the present Government'.135 To expedite the situation,
he reminded Wilhelmstrasse that the French would anticipate
them and establish a legation at Dublin first.136 However, Binchy
judged that the `acute political crisis in Germany' meant that there
was `little chance of much attention being paid to the matter'.137
The financial crisis and the controversy generated by the ratifica-
tion of the Young Plan was the central German preoccupation.138
On 27 March 1930, Chancellor Muller resigned and the Grand
Coalition fell before the foreign affairs estimates could be rati-
fied.139 The succeeding government, Bruning's non-party admin-
istration, was a minority one.140 As an interim measure, Dehn
was appointed as charge d'affaires.141 By 27 May 1930 a disillu-
sioned Binchy suggested he should `enter a very sharp protest'.
The Saorstat was a low priority on Weimar's agenda, especially
during this period of acute domestic crisis. Binchy admitted that
he had fallen
into the error of overestimating German interest in us . . . Apparently the
Foreign Office thinks that it has salved its conscience by appointing a Charge
d'Affaires ad interim and that the question of a full Legation can be con-
veniently shelved until more important matters have been dealt with.142
84 European History Quarterly Vol. 33 No. 1
Eventually, the repeated failure of elections to generate workable
government coalitions led President Hindenburg to dissolve the
Reichstag, allowing Bruning to govern with the support of presi-
dential decrees.143 In July 1930, a Presidential decree sanctioned
the long awaited upgrade of the Dublin consulate-general.144
Thus, the German legation in Dublin had the dubious honour of
being established by one of the first acts of Weimar `presidential
government'. It was part of the general process undermining
democracy in Germany and easing the path to dictatorship.
Gaining accreditation and reciprocity were not the only imped-
iments to the establishment of formal relations: the choice of a
German minister created difficulties. External Affairs, satisfied
with Dehn's performance both as consul-general (1924-30) and
charge d'affaires (1930), assumed he would be automatically pro-
moted to Minister Plenipotentiary.145 This was not the ideal of the
Catholic Centre Party (Zentrum), which `energetically pushed'
Baron von Ow-Wachendorf, the Wilhelmstrasse official respon-
sible for Irish-German matters.146 The baron was appointed to
the post without consulting the Irish authorities and even received
a briefing from the chancellor.147 Unaware of this, Binchy made
`strong representations' on Dehn's behalf.148 Binchy preferred
Ow-Wachendorf to Dehn on a personal level,149 but the Baron
had anglophile inclinations.150 Binchy suggested: `To him the
Dublin Legation might only seem the sure stepping stone to the
London Embassy.'151 Moreover, Ow-Wachendorf was closely
associated with the Zentrum,152 while Dehn was a proven and
balanced career diplomat well acquainted with the Irish situation.
On instructions from Dublin, Binchy intervened and secured
Dehn's appointment. But this had negative repercussions. First,
it damaged Binchy's relations with what should have been the
most cooperative German political party from the Irish view-
point, the Zentrum. Second, a disgruntled Baron Ow-Wachendorf
remained Binchy's main contact in the Wilhelmstrasse. Attempt-
ing to repair this vital working relationship, Binchy invited
Ow-Wachendorf to dinner at the legation to discuss the matter,
and indicated that he would not have intervened if the baron's
appointment to the post had been publicized. Binchy's approach
soon led to improved relations with Ow-Wachendorf.153 How-
ever, Binchy remained troubled about `the general attitude' of the
Wilhelmstrasse officials towards Ireland.154
O'Driscoll, Irish Recognition-seeking, 1930-2 85
Explaining the Commonwealth
Although the legation's relations with the Wilhelmstrasse offi-
cials were `of the happiest', Binchy was agitated by their attempts
to `ignore' Irish membership of the Commonwealth and by their
treatment of the Saorstat as `a small completely isolated state':
[T]he Foreign Office is not really interested in us any more than it is in any
small unimportant state situated a considerable distance from its frontiers. It
thinks of us in precisely the same terms as it thinks, say, of Bulgaria or a small
Central American Republic. It is concerned to maintain the most friendly rela-
tions possible with us, but it apparently has no appreciation whatever of our
importance as a member of the British Commonwealth.
Ironically, `the whole policy of the Foreign Office seems to be to
treat us as if we were a republic in name as well as in fact'.155
Overall, this suited Irish foreign policy. It reaffirmed Irish sover-
eignty and meshed with Binchy's wider efforts to publicize Irish
independence within the Commonwealth. On the other hand,
Binchy considered that it underplayed the Saorstat's larger
significance as a player in the British Commonwealth.
Diplomats of `small and more distant powers' led an `exotic
existence' of unceasing entertainment. The concomitant danger,
according to Binchy, was that `the smaller and more unimportant
the country which a particular Minister represents the more
conscious he is of his great dignity and the more sensitive about
its acknowledgement'.156 To avoid this danger of diplomatic
pomposity, he sought not to allow Irish powerlessness relative to
the Great Powers to stifle his initiative.157 He built up a useful
network of contacts in the highest political and diplomatic
circles in Berlin.158 Although he was successful in this wider
sphere, Binchy's primary objective was `to bring light unto the
Germans'.159 He was in frequent contact with the successive
Staatssekretars of the Foreign Office (von Schubert and von
Bulow) and the chief of the section dealing with the British
Commonwealth (Herr de Haas).160 He also had close contact with
the Chancellor, Heinrich von Bruning, his vice-chancellor,161 and
the former Socialist Chancellor Hermann Muller.162 Binchy's
academic credentials were catalysts in achieving widespread
`clubability' in the six months following his accreditation. He
communicated easily with fellow intellectuals such as Bruning.163
Binchy realized that the German upper classes indulged in `a
cult of English ways and English fashions which amounts almost
86 European History Quarterly Vol. 33 No. 1
to a religion', and that this made his job of representing Ireland
in elite circles difficult. Englishmen set the standards of `good
breeding and smartness'. Berlin's socialites believed that Ireland
was the `next best thing' to Britain, mainly for its imitative
qualities.164 However, Berlin society was not a typical cross-
section of the German people. Public opinion was crucial. The
general German attitude towards Ireland was, according to
Binchy, one of `uninformed sympathy' and `[t]he average
German, while sharing to a certain extent the respect of his
"betters" for England, is exceedingly friendly to Ireland, though
he knows little or nothing about us'.165
Binchy therefore opted for `a steady campaign of publicity'.166
He maximized the exposure that his appointment received and
used the occasion to emphasize the status of the dominions,
ensuring all interviews were published and `widely circulated'.167
Once initial mass media interest waned, he wrote articles for
German newspapers, magazines and journals, as well as deliver-
ing numerous lectures to important societies and clubs. These
included the American Chamber of Commerce, the League of
Nations Society of the University of Berlin, the Society for the
Study of Foreign Affairs (Aussenpolitisches Kommittee), the
Deutsche Herrenclub and the Juristische Gesellschaft.168 He concen-
trated on Irish political affairs, especially the state's `constitu-
tional and international status'.169 For example, at the League of
Nations Society of the University of Berlin he spoke about the
`Dominions in the League of Nations', focusing on dominion
status. He demonstrated the degree of independence that Ireland
possessed as a dominion within the British Commonwealth
of Nations, attempting to destroy any false notions held by
Germany that Ireland was a British colony or a British prov-
ince.170 This work was appreciated by his superiors.171
In the Berliner Tageblatt of 9 February 1930, Binchy empha-
sized that each dominion had a separate diplomatic service, and
that it was free and co-equal to Britain. The dominions legislated
and governed themselves. A theoretical question of `subordina-
tion' did not even arise.172 The Berliner Tageblatt, `perhaps the
most widely read newspaper' in Berlin,173 drew the conclusions
that the Crown was the `only legal bond' between the dominions
and Britain, and that its power was severely curtailed. Its value
was symbolic as,
O'Driscoll, Irish Recognition-seeking, 1930-2 87
the king has in each Dominion a separate Government, and in all questions
concerning a Dominion, he has to be advised by the Government of the
Dominion concerned and act upon its advice, both in domestic and external
politics.174
He hoped that such publicity about dominion status empha-
sized Irish autonomy, and hence the legitimacy of a separate
diplomatic service.175
The minister for external affairs was `exceedingly gratified'
with the success of Binchy's publicity campaign.176 Patrick
McGilligan congratulated Binchy on the execution of the primary
part of his task: `that of securing the goodwill and esteem of the
German people for the Saorstat'. The cabinet was in `the fullest
agreement with the line of policy you have followed concerning
our position in the Commonwealth'. The general attitude of the
German press since Binchy's arrival was `most hopeful'.177
It was valuable that the German public was fully aware of
Ireland's independent position. But Irish membership of the
Commonwealth should have meant that Wilhelmstrasse would
pay more attention to Ireland than to other isolated, small and
distant nation states. Bruning's intense questioning of Binchy
regarding the position of the dominions within the Common-
wealth in February 1931 corroborated Binchy's belief that
Ireland could rate far higher in German foreign policy priorities.
The chancellor `was chiefly anxious to know whether we were in
a position to influence the policy of the British Commonwealth as
a whole and of Great Britain in particular towards Germany'.178
If Ireland was to influence Weimar, Binchy surmised that it must
convince Wilhelmstrasse that it exercised an influential role in
the Commonwealth.179 The British Embassy was the one major
obstacle to utilizing the Saorstat's membership of the Common-
wealth to greater effect in Berlin.
The British Embassy
Binchy's interpretation of the role of the British Embassy in
Berlin offered an interesting commentary on Irish suspicions
about the actions and role of the former imperial power, and the
difficulties that a small emerging state encountered in projecting
an autonomous foreign policy as part of the loose multinational
Commonwealth association. In the Irish minister's view,
88 European History Quarterly Vol. 33 No. 1
Wilhelmstrasse and the British Embassy treated the legation
similarly. Undoubtedly, considering the position of power that
the Embassy maintained in German politics, and the Anglophile
character of Wilhelmstrasse, Britain had the means to influence
Weimar's attitude towards the Saorstat. According to Binchy,
British practice contravened the spirit of the 1926 Agreement
and the subsequent Westminster Agreement (1931). Contrary to
the Commonwealth decision that consultation should occur on
`matters of common concern' between local British embassies
and dominion legations, the British Embassy in Berlin inter-
preted the terms of reference `in the most restrictive sense possi-
ble'.180 No consultation ever occurred, and Binchy conjectured:
Now that an Irish Legation has come to stay in Berlin, the only thing to be done
from the `Imperial' point of view is to circumscribe and localize its activities
as much as possible, and to secure that, while dealing with all questions exclu-
sively connected with Germany and Ireland, it should be carefully kept out
of discussions of all important general matters which, as hitherto, should be
settled between the Foreign Office and H.M. Embassy.181
He continued:
The idea of this policy of isolation is, of course, to convey the impression that
the Irish Legation is only competent to deal with exclusively Irish matters, and
that matters involving the Commonwealth as a whole are still the inviolable
preserve of the British Embassy.182
The Embassy's members were `personally agreeable and easy to
work with'.183 For example, the press secretary, Tim Breen,
assisted Binchy in his search for `suitable Legation premises' in
1929. Nonetheless, the Embassy maintained almost `complete
political detachment' from the legation.184 According to Binchy,
`[t]he rule seems to be that all political matters are tabu in con-
versation unless I introduce them, and then they are to be treated
with polite reserve'.185 Nevertheless, he persevered in cultivating
`good relations' with the Embassy. He attended many functions
there, and invited its members to legation functions.186 Binchy
informed the Embassy in advance of all the public lectures that
he delivered on the subject of the Commonwealth. The Embassy
sometimes failed to reciprocate when they delivered their own
lectures on the Commonwealth, even though the Irish minister
found these to be largely inoffensive in content.187
In May 1930 Leopold Amery, Dominions Secretary, addressed
the Pan-European conference on the topic of Pan-Europe and
O'Driscoll, Irish Recognition-seeking, 1930-2 89
the British Empire. Binchy attended and was `very favourably
impressed' by Amery's thesis that a Pan-European organization
should model itself on the Commonwealth, not on the US federa-
tion. Binchy stated: `there was practically nothing in his descrip-
tion which I could not have said myself in a lecture here'.188
Nevertheless, when Binchy rang the Embassy prior to Amery's
lecture, he was informed that the Embassy did not know whether
the dominion secretary had arrived. Yet, Ambassador Sir Horace
Rumbold later told Binchy that Amery had lunched at the
Embassy earlier.189 In February 1931, Binchy was not invited to a
widely attended lecture entitled `An Apology for the British
Empire' by Duff Cooper, a young conservative. Binchy felt that
the `omission was deliberate'. Leo T. MacCauley, the Irish lega-
tion secretary, was in constant contact with the Embassy about
other matters, and he had not been informed.190 The Embassy
might have been afraid of Irish sensitivities. Although inoffensive
on the whole, Amery's lecture failed to mention Ireland and
assumed that all dominions were distant from, and uninterested
in, European affairs.
Though Binchy found most of the Embassy staff `personally
agreeable and easy to work with', the ambassador initially proved
problematical. Rumbold ignored Binchy at social functions,
behaviour which Binchy was unable to explain. Perhaps it was
personal, or `a certain sense of awkwardness in regard to me, as
a strange and uncomfortable phenomenon for the treatment of
which no diplomatic precedents existed'.191 Binchy was con-
cerned that Rumbold's rather cool relationship with him could
have deleterious consequences if `other members of the Diplo-
matic Corps might notice it'. As he wrote: `Rumbold's personal
feelings towards me, as long as they did not effect good relations
with the Embassy in general, were of course a matter of complete
indifference to me.'192 He invited the ambassador and his staff to
a dinner party at the legation on 11 March 1930, to return the
hospitality they had extended to the legation, in particular Tim
Breen. After Rumbold dined at the legation his attitude changed
and Binchy welcomed this `for the sake of appearance'.193 Irish
and British diplomats were slowly adapting to the evolving
Commonwealth intricacies.
In June 1930, Binchy believed he had found a public means to
assert Irish membership and co-equality within the Common-
wealth. He sought, and received, permission to flag the legation
90 European History Quarterly Vol. 33 No. 1
for the king's birthday (3 June 1930), hoping to emphasize
Ireland's Commonwealth significance with both the Embassy
and his poorly-informed German hosts in an ostentatious display
of tactical royalism.194 As he wrote:
I am inclined to think that it would be a useful purpose, in opening people's
eyes to the real nature of the Commonwealth and the separate personality of the
crown in each State. I should say that the only people likely to be shocked here
by our flagging would be the members of the British Embassy, who, as I
describe in my detailed reports are most anxious to keep the King entirely and
exclusively for themselves.195
Though flagging the Irish legation was designed to prove a diplo-
matic point to the Germans and the British Embassy, Binchy
overlooked the potential embarrassment that it could cause to the
Cumann na nGaedheal government, which had to face down the
Fianna Fail opposition. The legation gained acceptance from
the Embassy, but amicable tensions were clearly in existence
between the two. One final instance of this occurred during
Binchy's attendance at an embassy dinner for Prime Minister
MacDonald and Henderson on 28 July 1931. He again noted the
Embassy's `lack of appreciation of the nature of the British
Commonwealth'. Binchy sarcastically reported MacDonald's
belittling humour:
The Prime Minister was pleased to be humorous: he asked me if I was return-
ing home for the Horse Show and on my replying that I had no leave to spare,
suggested laughingly that I should ask leave from him and thereby precipitate
a constitutional crisis!196
Conclusion
The establishment of the Saorstat's separate diplomatic identity
was inseparable from changes in the Empire-Commonwealth. As
Donal Lowry has indicated, a simplistic linear perspective in
much of the recent historiography lionizes an `intrepid', talented
Irish administration and diplomatic corps which is held to have
single-handedly established Irish sovereignty on the international
plane.197 While the commitment of the Irish personnel in the first
decade of the state is largely indisputable, an interpretive error
arises in not viewing the Irish foreign posture holistically. The
narrow linear approach tends to disregard the commonality of
O'Driscoll, Irish Recognition-seeking, 1930-2 91
interests that existed with other `revisionist', but moderate,
dominions. It also largely disregards the significance of the
Anglo-Irish Treaty in the transformation of Commonwealth. Just
as Ireland affected, and was affected by, the British Empire prior
to independence,198 it continued to do so subsequently, particu-
larly in the 1920s. Therefore, Irish non-Commonwealth relations
cannot be detached from the Commonwealth consideration.
In the post-independence decade the situation in which the
Saorstat found itself, as a member of a changing Empire-
Commonwealth, deprived its status of both certainty and clarity
and complicated its international profile. The tendency in the
existing literature is to focus on one aspect of Irish foreign rela-
tions, either a bilateral relationship or the Irish position in the
League of Nations. This article argues that these were not dis-
crete spheres of action. Ireland made its first breakthrough in the
League because of backing from the Commonwealth. Ireland
was prepared to utilize its Commonwealth membership, if neces-
sary, in bilateral relationships to increase its influence on its
bilateral partners. As Binchy discovered, its bilateral non-
Commonwealth partners viewed the Irish as significant by virtue
only of their relationship to the British or of their membership of
the British Empire-Commonwealth.199 Any increase in Irish
influence which emphasized its Commonwealth membership
implied a moderation of British influence in foreign capitals,
which the British senior diplomatic corps were understandably
loathe to relinquish. The Irish position in European capitals such
as Berlin was further undermined by the weak or absent presence
of its sister dominions in these cities, owing to their largely
extra-European interests. Ireland was thus a lone dominion over-
shadowed by the power, prestige and reputation of its former
ruler. Commonwealth membership did not translate into signifi-
cant influence in European capitals because of the reality of
Ireland's small power status and the traditional primary role of
Britain in the European `balance of power'.
In actuality, the Irish position on the Commonwealth was not
clear cut -- it had to work within the constraints of the evolving
Commonwealth, appease domestic opposition, and deal with
third-party perceptions of its unique and opaque Commonwealth
status. The early Irish diplomatic service had the problem of
explicating its membership of a new sui generis multinational
experiment, that of the Commonwealth. There were no com-
92 European History Quarterly Vol. 33 No. 1
parable precedents for the Irish position. Together with the other
dominions it was actively creating a new model of international
behaviour within the constraints of the Commonwealth. The
`[c]entral role of protocol and legalism in understanding the
progress of the dominions to international sovereignty',200 com-
plicated international perceptions of the dominions' foreign
policy roles.
In a sense, the Cumann na nGaedheal Government acted like
other dominions at the time and displayed a Commonwealth
focus. They were determined to justify their stance during the
Irish Civil War, namely that the Anglo-Irish Treaty was work-
able and that the embryonic Commonwealth could be adapted to
suit Irish nationalist aspirations. Thus they were implicitly in
favour of the Commonwealth in theory and practice and operated
within the rules and conventions of that evolving entity's con-
figuration. Their overriding objective was to transform the
British Empire into a Commonwealth of Nations amenable to
full Irish national independence. The career of the first Irish
minister to Germany demonstrates how difficult the new diplo-
matic service found it to represent this delicate process of redefin-
ing Ireland's international profile. The gradual expansion of the
Irish diplomatic service in Berlin, following the initial stillbirth of
its consular mission in 1924, is indicative of the enhancement of
the state's international role through constructive renegotiation
of the Empire-Commonwealth calculus.
Following the signing of the Statute of Westminster, Patrick
McGilligan, the Irish Minister for External Affairs, was thus
prompted to proclaim euphorically that the British Empire was
`finally demolished'.201 Though there was some justice in this
assertion, even after a decade of discussions the newly redefined
intra-Commonwealth relationship remained complex and practi-
cally unintelligible to outsiders and laypeople. This was, indeed,
its greatest weakness. Cumann na nGaedheal believed that it had
succeeded in its overriding objective and the British government
hoped that the Irish `bugbear' was now largely appeased. How-
ever, the Commonwealth `experiment' was not explained satis-
factorily (if at all) to the Irish electorate, substantial sections of
which saw it as a humiliation. The resurgent nationalism of
Eamon de Valera's Fianna Fail governments after 1932 upset the
equation. Ultimately, the faction that had lost the Irish Civil War
won the peace and left their indelible imprint on the Irish state for
O'Driscoll, Irish Recognition-seeking, 1930-2 93
the succeeding two generations. A Commonwealth compromise
could no longer salve the collective Irish nationalist psyche.
Cumann na nGaedheal retained its Commonwealth sympathies
into the Second World War, but was powerless. The first Irish
minister to Berlin, Binchy, shared a similar mindset.
Binchy resigned on 23 March 1932.202 Though he was well
regarded in Berlin's diplomatic and social circles, he decided to
return to his academic interests. Explanations for Binchy's resig-
nation vary considerably. According to Dermot Keogh's exposi-
tion he was frustrated by his evident powerlessness as an envoy
and was concerned that his reports on Weimar were not treated
with due seriousness in Dublin.203 Undoubtedly, Binchy's re-
puted Germano-scepticism, which has been recorded by John
Duggan,204 may have played a role. As for Elsasser's implicit
suggestion that Binchy was a disorganized academic don un-
suited to the diplomatic world, this is speculative.205
Instead, a hint at the most plausible primary cause for Binchy's
resignation can be drawn from the timing of his resignation. He
resigned just after the announcement that de Valera's Fianna Fail
party gained the most seats in the Irish general election of 16
February 1932, and was negotiating a coalition with the Labour
Party to form a government on 8 March 1932.206 Binchy left
the service later that month. This is hardly coincidental, since
Binchy, like many of the past pupils of the middle-class
Clongowes Wood School, in County Wicklow, who were strong-
ly identified with the Cumann na nGaedheal government and the
Department of External Affairs at the time,207 felt an antipathy
towards those whom they believed had tried during the Civil
War to `wreck' the nascent Saorstat.208 Therefore, the timing of
Binchy's decision to leave the Foreign Service is instructive and
was politically motivated rather than a matter of job satisfaction.
The anti-Commonwealth ethos of Fianna Fail and the conse-
quent threatened `revolution' in Irish foreign policy were an
intrinsic part of Binchy's calculations.
Notes
1. National Archives of Ireland (hereafter NAI), Department of Foreign
Affairs (hereafter DFA), DE, box 34, file 240, Duane to DFA, 19 October 1923.
2. David Harkness, `Ireland', in Robin W. Winks, ed., Historiography, Vol. V,
The Oxford History of the British Empire (Oxford 1999), 125.
94 European History Quarterly Vol. 33 No. 1
3. Troy D. Davis, `Diplomacy as Propaganda: The Appointment of T.A.
Smiddy as Saorstat Minister to the United State', Eire-Ireland, Vol. XXXI, Nos.
3-4 (1996), 117.
4. See David Harkness, The Restless Dominion: The Saorstat and the British
Commonwealth of Nations, 1921-31 (London 1931); Nicholas Mansergh, The
Commonwealth Experience (London 1969), 187-246; Joseph O'Grady, `The
Saorstat Passport and the Question of Citizenship, 1921-4', Irish Historical
Studies, Vol. XXVI, No. 104 (1989), 396-405.
5. Antony Clayton, ` "Deceptive Might": Imperial Defence and Security,
1900-1968', in Judith M. Brown and William Roger Louis, eds, The Twentieth
Century, Vol. IV, The Oxford History of the British Empire (Oxford 1999), 281.
6. Donal Lowry, `New Ireland, Old Empire and the Outside World, 1922-49:
The Strange Evolution of a "Dictionary Republic"', in Mike Cronin and John M.
Regan, eds, Ireland: The Politics of Independence, 1922-49 (Houndmills 2000),
165.
7. Clayton, ` "Deceptive Might" ', 281.
8. Harkness, `Ireland', 126.
9. Deirdre McMahon, `Ireland and the Empire-Commonwealth, 1900-1948',
in Judith M. Brown and William Roger Louis, eds, The Twentieth Century, Vol.
IV, The Oxford History of the British Empire (Oxford 1999), 154.
10. Nicholas Mansergh, Nationalism and Independence (Cork 1997), 96.
11. Ibid., 97.
12. Nicholas Mansergh, Survey of British Commonwealth Affairs: Problem of
Wartime Co-operation and Post-War Change 1939-52 (London 1968), 6-9.
13. Lowry, `New Ireland, Old Empire', 165.
14. Davis, `Diplomacy as Propaganda', 123.
15. Quoted in McMahon, `Ireland and the Empire-Commonwealth, 1900-
1948', 152.
16. Quoted in Harkness, `Ireland', 128.
17. Mansergh, Nationalism and Independence, 97; Lowry, `New Ireland, Old
Empire', 167; Davis, `Diplomacy as Propaganda', 123.
18. Lowry, `New Ireland, Old Empire', 181.
19. Ibid., 170.
20. Ibid., 168.
21. Davis, `Diplomacy as Propaganda', passim.
22. McMahon, `Ireland and the Empire-Commonwealth', 154.
23. Francis S.L. Lyons, Ireland since the Famine (London 1971), 508.
24. Dermot Keogh, Ireland and Europe 1919-1989: A Diplomatic and Political
History (Cork/Dublin 1989), 29.
25. See Eric Clark, Corps Diplomatiques (London 1973).
26. See Michael Kennedy, `Our Men in Berlin: Some Thoughts on Irish
Diplomats in Germany 1929-39', Irish Studies in International Affairs, Vol. 10
(1999), 54.
27. For a survey of Irish-German links see Martin Elsasser, Germany and
Ireland: 1000 Years of Shared History (Dublin 1997), especially 26-9.
28. Priscilla O'Connor, `France and the Saorstat: Franco-Irish Diplomacy
1922-1931', (unpublished MA thesis, St. Patrick's College, Maynooth, 1991),
98-9.
29. Ibid., 40.
O'Driscoll, Irish Recognition-seeking, 1930-2 95
30. NAI, DFA, ES, box 33, file 232, George Gavan Duffy to Robert Brennan,
11 March 1921.
31. Documents on Irish Foreign Policy, Vol. 1 (hereafter DIFP I), 1919-1922
(Royal Irish Academy, Dublin 1999), doc. 59, 109.
32. DIFP I, doc. 64, 116.
33. NAI, DFA, ES, box 33, file 232, E.S. memo, 5 September 1921.
34. Ibid., 1.
35. NAI, DFA, ES, box 33, file 232, E.S. memo, 5 September 1921, 3.
36. Ibid.
37. NAI, DFA, ES, box 33, file 032, E.S. memo, 4 July 1921; NAI, DFA, ES,
box 14, file 96, Robert Brennan to de Valera, No. 121, 25 July 1921.
38. NAI, DFA, ES, box 33, file 232, Chartres to Brennan, 5 September 1921,
2.
39. NAI, DFA, ES, box 14, file 96(11), USFA to President, 28 September
1921.
40. Ibid.
41. Brian Murphy, John Chartres: Mystery Man of the Treaty (Dublin 1995), 51.
42. Ibid., pp. 48-9. NAI, DFA, ES, box 23, file 140, memorandum, 6 March
1922 throws some light on the shady underworld of arms trading and the setting
up of entrapment operations by the British Embassy in Berlin.
43. Robert Briscoe (with Alden Hatch), For the Life of Me (Boston and
Toronto, 1958), 99.
44. Tim P. Coogan, De Valera: Long Fellow, Long Shadow (London 1993), 258.
45. NAI, DFA, ES, box 33, file 233, Power to De Valera, 5 November 1921.
46. DFA, ES, box 33, file 233, Chartres to USFA, 26 November 1921.
47. Briscoe, For the Life of Me, 100-1.
48. Ibid., 92.
49. NAI, DFA, ES, box 233, S.E.O. to DFA, 10 February 1921.
50. NAI, DFA, ES, box 34, file 239(3), C.S. minute, 5 September 1921; NAI,
DFA, ES, box 34, file 239(2), Bewley to Aireacht Trachtala, 1 June 1922.
51. NAI, DFA, ES, box 34, file 239(3), J.C. minute, 4 February 1922.
52. NAI, DT, S 2305, Bewley to Trade, 8 August 1922,
53. NAI, DFA, D/PG/Saorstat Berlin 1922-24 (Berlin 1922), Bewley to
Trade, 1 June 1922.
54. NAI, DFA, ES, box 34, file 239, Chartres to Duffy, 7 March 1922.
55. NAI, DFA, ES, box 36, file 255, Bewley to Trade, 21 September 1922.
56. NAI, DFA, ES, box 34, file 239(3), John Chartres report, 4 February 1922.
57. NAI, DFA, D/PG/Saorstat Berlin 1922-24 (untitled folder), DFA to
Messrs. Dowdall & Co., 6 June 1922.
58. NAI, DFA, D/PG/Saorstat Berlin 1922-24 (Berlin 1922), Bewley to
Trade, 1 June 1922.
59. NAI, DFA, ES, box 34, file 239(6), Bewley to Blythe, 29 March 1922.
60. Keogh, Ireland and Europe, 14-15.
61. Charles Bewley, Memoirs of a Wild Goose (Dublin 1989), 76.
62. Keogh, Ireland and Europe, 14-15.
63. NAI, DFA, ES, box 31, file 234(2), Bewley to Blythe, 11 July 1922.
64. The Irish Bulletins were publicity publications produced by the publicity
section of the Berlin mission, namely, Chartres and Power.
65. NAI, DT, S 2305, Bewley to Blythe, 17 July 1922.
96 European History Quarterly Vol. 33 No. 1
66. NAI, DFA, ES, box 33, file 234(2), Bewley to Blythe, 11 July 1920.
67. NAI, DFA, ES, box 33, file 234(1), file Duffy to Chartres, 21 July 1922.
68. NAI, DFA, D/PG/IFS Berlin 1921, 1922, 1923 `Berlin Office', Walshe to
Chartres, 8 August 1922.
69. Power to Walshe, 8 August 1922, op. cit.
70. NAI, DFA, ES, box 33, file 234(2), Chartres to President, 28 October 1922.
71. NAI, DFA, ES, box 34, file 239(5), Walshe to Power, 2 October 1922.
72. NAI, DFA, ES, box 33, file 238(1), Walshe to Bewley, 30 September 1922.
73. NAI, DFA, ES, box 33, file 238(1), Gearoid O Lochlainn's report on
Brussels and Berlin (November-December 1922), and Bewley, Memoirs, 88.
74. Ibid.
75. NAI, DFA, GR289, report by the German Consul, 16 February 1925.
76. NAI, DFA, GR289, Marks to O'Higgins, 9 March 1926.
77. NAI, DFA, GR289, Marks to FitzGerald, 6 July 1925.
78. NAI, DFA, ES, box 34, file 239(6), Blythe (?) to Bewley, 5 November
1921.
79. NAI, DFA, GR289, Marks to O'Higgins, 9 March 1926.
80. NAI, DFA, ES, box 34, file 241(4), Bewley to Ministry of Foreign Affairs,
6 February 1923.
81. NAI, DFA, ES, box 34, file 241(4), Undersecretary to Bewley, 10
February 1923.
82. NAI, DFA, ES, box 34, file 241(4), Bewley to DFA, 10 February 1923.
83. NAI, DFA, ES, box 34, file 240(4), O'Duffy's memorandum, undated.
84. NAI, DFA, DE, box 34, file 240, Duane to DFA, 19 October 1923.
85. NAI, DFA, GR 149, Walshe to von Dehn, 11 November 1925, pp. 2-4.
86. Detlev J.K. Peukert, The Weimar Republic: The Crisis of Modernity (trans.
Richard Deveson, Harmondsworth 1991), 52-66.
87. NAI, DFA, DE, box 34, file 240, Duane to DFA, 19 October 1923.
88. Graham Ross, The Great Powers and the Decline of the European States
System (London 1983), 47-8.
89. NAI, DFA, ES, box 34, file 240(1), Duane to DFA, 13 November 1923.
90. Ibid., 2.
91. The government party between 1922 and 1932.
92. N. Mansergh, `Ireland: External Relations 1926-1939', in Francis
MacManus, ed., The Year of the Great Test (Cork 1967), 127.
93. Keogh, Ireland and Europe, 24.
94. The Canadian government made similar parallel moves and opened lega-
tions in Washington DC (1927) and Paris (1928), bolstering the Irish initiative.
95. NAI, DT, S 5736A, Executive Council minutes, 31 July 1928.
96. NAI, DT, S 5736A, Rumbold to Cushendum, 23 November 1928.
97. Mansergh, `Ireland: External Relations 1926-1939', 127.
98. Gerard Keown, `Taking the World Stage: Creating an Irish Foreign Policy
in the 1920s', in Michael Kennedy and Joseph Morrison Skelly, eds, Irish Foreign
Policy: From Independence to Internationalism (Dublin 2000), 35.
99. Elsasser, Germany and Ireland, 45; Dermot Keogh, Jews in Twentieth-
Century Ireland: Refugees, Anti-Semitism and the Holocaust (Cork 1998), 106;
O'Connor, `France and the Saorstat', 104.
100. David O'Donoghue, Hitler's Irish Voices: The Story of German Radio's
Wartime Irish Service (Belfast 1998), 4-7.
O'Driscoll, Irish Recognition-seeking, 1930-2 97
101. O'Connor, `France and the Saorstat', 104-5.
102. Elsasser, Germany and Ireland, 45.
103. O'Connor, `France and the Saorstat', 116.
104. Ibid., 106.
105. Ibid., 106-7.
106. Mansergh, The Commonwealth Experience, 220-1.
107. NAI, DFA, 314/88, Memo on Commercial Treaties, signed SM/MCK,
6 March 1928.
108. NAI, DFA, DT, S. 4825, Walshe to Secretary of Executive Council, 8
April 1928.
109. Treaty of Commerce and Navigation between the Saorstat and Germany
(Stationery Office, Dublin Paper No. 223, 1930).
110. Elsasser, Germany and Ireland, 44.
111. Kieran A. Kennedy, Thomas Giblin and Deirdre McHugh, The Economic
Development of Ireland in the Twentieth Century (London 1988), 182-3.
112. Kennedy, Ireland and the League of Nations, 73.
113. NAI, DFA, LN 37, Dehn to FitzGerald, 1 January 1925 and Dehn to
FitzGerald, 7 March 1925.
114. J. Hiden, Germany and Europe 1919-1939 (London 1977), 15-16.
115. Philip Towle, `British Security and Disarmament Policy in Europe in the
1920s', in Rolf Ahmann, Adolph M. Birke and Michael Howard, eds, The Quest for
Stability: Problems of West European Security 1918-1957 (Oxford 1993), 129.
116. For up-to-date and authoritative accounts of British and French security
and disarmament policies in the 1920s, see: Kalervo Hovi, `Security before Dis-
armament, or Hegemony? The French Alliance Policy 1917-1927', in Ahman et
al., eds, The Quest for Security, 115-26; Towle, `British Security and Disarmament
Policy in Europe in the 1920s', 127-54.
117. NAI, DFA, LN 37, untitled and unsigned memorandum, c. December
1924/January 1925.
118. NAI, DFA, LN 37, FitzGerald to Dehn, 3 January 1925.
119. Michael Kennedy, `The Saorstat and the League of Nations: 1922-1932'
(unpublished PhD thesis, National University of Ireland, University College
Dublin, November 1993), 122.
120. NAI, DFA, D/T, S 8176, Report of the Delegate of Saorstat Eireann to
the Extraordinary Assembly of the League of Nations (March, 1926); NAI, DFA,
LN 37, MacWhite to FitzGerald, 13 February 1926.
121. Michael Kennedy, Ireland and the League of Nations, 1919-1946: Inter-
national Relations, Diplomacy and Politics (Dublin 1996), 122.
122. O'Connor, `France and the Saorstat', 97.
123. Ibid., passim.
124. Ibid., 111-12.
125. Ibid., 103.
126. Ibid., 41.
127. NAI, DT, S 5736A, Decision of the Executive Council, Item No. 5, 8
January 1929.
128. NAI, DT, S 5736A, McGilligan toAmery, 29 January 1929.
129. Keogh, Ireland and Europe, 29-30.
130. J. Duggan, Ireland and the Third Reich (Dublin 1989), 26-7.
131. NAI, DFA, 18/10, Binchy to Walshe, 12 August 1930.
98 European History Quarterly Vol. 33 No. 1
132. NAI, DFA, EA 231/4B, Binchy memorandum, 27 May 1930, 3-5.
133. NAI, DFA, EA 231/4B, Binchy memorandum, 27 May 1930, 5-6.
134. See William Carr, A History of Germany 1815-1945 (London 1969); A.J.
Nicholls, Weimar and the Rise of Hitler (London 1974); V.R. Berghahn, Modern
Germany: Society, Economy and Politics in the Twentieth Century (Cambridge
1987); K.D. Bracher, The German Dictatorship: The Origins, Structure, and Effects
of National Socialism (trans. Jean Steinberg, Harmondsworth 1973).
135. NAI, DFA, 18/10, Binchy to Walshe, 11 December 1929.
136. Ibid.
137. Ibid.
138. NAI, DFA, 18/10, Binchy to Walshe, 7 March 1930.
139. NAI, DFA, 18/10, Binchy to Walshe, 8 April 1930.
140. William Carr, A History of Germany 1815-1945, 298-9; Antony Nicholls,
Weimar and the Rise of Hitler, 109.
141. NAI, DFA, EA 231/4B, Binchy memorandum, 27 May 1930, 6.
142. NAI, DFA, 18/10, Binchy memorandum, 27 May 1930.
143. Berghahn, Modern Germany, 94.
144. NAI, DFA, 18/10, MacCauley to Walshe, 31 July 1930.
145. NAI, DFA, 18/10, McGilligan to Curtius, 1 January 1930; NAI, DFA,
EA 231/4, Walshe to Binchy, 27 August 1930.
146. NAI, DFA, EA 231/4B, Binchy to Walshe, 21 August 1930.
147. NAI DFA, Confidential Report Series, 19/10, Binchy to Walshe, 14
March 1931.
148. NAI, DFA, EA 231/4B, Binchy to Walshe, 21 August 1930.
149. Ibid.
150. NAI, DFA, 231/4B, Binchy memorandum, 27 May 1930.
151. NAI, DFA, 231/4B, Binchy to Walshe, 21 August 1930.
152. Ibid.
153. NAI, DFA, EA 231/4B, Binchy to Walshe, 21 August 1930.
154. NAI, DFA, E/A 231/4B, Binchy memorandum, 27 May 1930, 6.
155. Ibid., 7.
156. NAI, DFA, EA 231/4B, Binchy minute, 27 May 1930, 28.
157. Keogh, Ireland and Europe, 28.
158. See NAI, DFA, EA 231/4B, Binchy minute, 27 May 1930, 19, 28-31.
159. NAI, DFA, EA 231/4B, Binchy minute, 27 May 1930, 28.
160. Ibid., 10-11.
161. NAI, DFA, Confidential Report Series, 19/10, Binchy to Walshe, 2
March 1931.
162. NAI, DFA, EA 231/4B, Binchy to Walshe, 15 May 1930.
163. NAI, DFA, Confidential Report Series, 19/10, Binchy to Walshe, 2
March 1931.
164. NAI, DFA, EA 231/4B, Binchy minute, 27 May 1930, 13.
165. Ibid., 14-15.
166. Ibid., 15, 28.
167. Ibid., 15, 28.
168. NAI, DFA 231/4.
169. NAI, DFA, EA 231/4B, Binchy minute, 27 May 1930, 15.
170. NAI, DFA, EA 231/4, Binchy to Walshe, 8 February 1930.
171. NAI, DFA, EA 231/4B, Walshe to Binchy, 25 February 1930.
O'Driscoll, Irish Recognition-seeking, 1930-2 99
172. Berliner Tageblatt, 9 February 1930.
173. NAI, DFA, EA 231/4, Binchy to Walshe, 14 February 1930.
174. Berliner Tageblatt, 9 February 1930.
175. NAI, DFA, EA 231/4B, Binchy to Walshe, 9 April 1930.
176. NAI, DFA, EA 231/4B, Walshe to Binchy, 25 February 1930.
177. Ibid.
178. NAI, DFA, Confidential Report Series, 19/10, Binchy to Walshe, 2
March 1931.
179. Ibid.
180. Ibid., 18.
181. Ibid., 8.
182. Ibid., 8.
183. NAI, DFA, EA 231/4B, Binchy memorandum, 27 May 1930, 25.
184. Ibid.
185. Ibid., 18.
186. Ibid., 17.
187. NAI, DFA, EA 231/4, Binchy to Walshe, 19 May 1930.
188. Ibid.
189. NAI, DFA, EA 231/4, Binchy memorandum, 27 May 1930, 27.
190. NAI, DFA, Confidential Report Series, 19/10, Binchy to Walshe, 2
March 1931.
191. NAI DFA EA 231/4B, Binchy minute, 27 May 1930, 20-1.
192. Ibid., 30.
193. Ibid.
194. NAI, DFA, EA 231/4, Binchy to Walshe, 26 May 1930.
195. Ibid.
196. NAI, DFA, Confidential Report Series, 19/10, Binchy to Secretary, 29
July 1930.
197. Lowry, `New Ireland, Old Empire', 178.
198. Harkness, `Ireland', 123.
199. See also Michael Kennedy, `Our Men in Berlin', 53.
200. Lowry, `New Ireland, Old Empire', 171.
201. Quoted in Mansergh, The Commonwealth Experience, 239.
202. NAI, DT, S. 5736A, Walshe to Secretary of the Executive Council, 2
March 1932.
203. Keogh, Ireland and Europe, 33.
204. Duggan, Neutral Ireland, 27, 34.
205. Elsasser, Germany and Ireland, 46.
206. Keogh, Twentieth-Century Ireland, 61-2.
207. Duggan, Neutral Ireland, 26.
208. Keogh, Ireland and Europe, 34-5.
Mervyn O'Driscoll (MA, NUI, PhD Cantab)
is College Lecturer at the Department of
History, NUI University College Cork. His
research and teaching interests lie in the areas
of modern European history and politics,
100 European History Quarterly Vol. 33 No. 1
international history/relations, nuclear diplo-
macy, and European integration. A selection
of his previously published articles can be
found in: Cambridge Review of International
Affairs (1997); Diplomacy & Statecraft (1998);
Journal of European Integration History
(1998); Irish Studies in International Affairs
(1999); M. Kennedy and J.M. Skelly (eds.),
Irish Foreign Policy, 1919-69: From Independ-
ence to Internationalism (2000). Recently he
has published with G. Lake and J. Lodge, The
European Parliament and the Euratom Treaty:
Past, Present and Future (Luxembourg, 2002).
Publications in preparation include: with
Prof. Dermot Keogh (ed.), Ireland and the
Second World War (Cork, forthcoming 2003);
Ireland and Germany between the Wars
(Dublin, forthcoming 2003).
Reviews
David J. Siddle, ed., Migration, Mobility and Modernization, Liver-
pool, Liverpool University Press, 2000; ix + 225pp.; 0853239630,
14.95 (pbk)
David Siddle, whose work over many years on early modern Savoy
has embraced issues relating to migration as well as (for example)
family structures and relations, inheritance and literacy, here edits
and introduces an important collection of essays on this theme across
Western and Central Europe from the sixteenth to the twentieth cen-
turies. Three of the chapters deal with north-west England (Langton
on coal miners in eighteenth-century south and central Lancashire,
Ascott and Lewis on eighteenth-century Liverpool, and Pooley and
Turnbull on north-west England from the eighteenth to the twentieth
centuries). Two others present material on Ireland (Smyth on the
rural parish of Clogheen-Burncourt in the nineteenth and twentieth
centuries and, by contrast, Prunty on women in nineteenth-century
Dublin), while Fontaine and Siddle reinterpret the migration experi-
ence of Alpine societies over three centuries, Fauve-Chamoux
provides a detailed study of women, migration and the life course in
eighteenth-century Rheims, and Ehmer offers another densely-
textured analysis, this time based on what guild records can tell us
about the movement patterns of artisans in and through nineteenth-
century Vienna.
This is a strongly-themed collection, whose contributors combine
quantitative and qualitative approaches with (at times) fascinating
results. The quality of individual contributions is (almost inevitably)
uneven, but the book as a whole is decidedly successful. Recurrent
themes highlighted in the editorial introduction involve the ways in
which individual life-stories can be constructed, linking an ever-
widening array of records, to challenge and complicate the over-
simplified patterns that have been drawn using data on birthplace
and current residence from official censuses, and to emphasize the
importance of migration within towns, between towns of similar size,
and from town to country as well as up the urban hierarchy. As
Siddle reminds us, this kind of work has been pursued for a quarter
of a century, but this collection marks a welcome reaffirmation and
extension of such approaches. As Pooley and Turnbull point out,
Ravenstein's original `laws' of migration took account of circulatory
European History Quarterly Copyright (c) 2003 SAGE Publications, London, Thousand
Oaks, CA and New Delhi, Vol. 33(1), 125-148.
[0265-6914(200301)33:1;125-148;030642]
126 European History Quarterly Vol. 33 No. 1
and return migration within an overall context of strong `net' popu-
lation flows from `country' to `town' (one of several binary opposi-
tions which the contributors are at pains to challenge), although his
followers did not always take this on board. These essays are par-
ticularly valuable for the ways in which they extend the remit of
historical demography to pursue understanding of the complex
circumstances in which decisions about mobility were taken or
imposed, looking especially at family ties, survival strategies, the
impact of government surveillance and welfare policies, and the
terms under which charitable assistance might be made available.
The big problem is to find ways of reconciling the chaotic and
ultimately indeterminate characteristics (as regards motives) of the
individual stories, with ways of generalizing that do justice to the
complexity while enabling us to make provisional sense of it.
The extent to which this conundrum is resolved is the most impor-
tant variable in assessing the quality of the individual contributions.
Outstanding in this respect is the chapter by Pooley and Turnbull,
which uses life-histories made available by family historians to
generate a large sample of personal migration histories based on
north-west England. It discriminates convincingly between pre-
dominantly work-related motives for longer-distance migration and
housing quality and convenience motives for shorter-distance moves,
while bringing out the enduring importance of the family (especially
for single women), demonstrating interesting patterns of change over
time. Another virtue of this study is its scrupulous attention to the
problems presented by the evidence, especially as regards repre-
sentativesness and the attribution of motive. The chapter by
Fontaine and Siddle which reassesses Alpine migration patterns by
pointing to the existence of prosperous and well-connected itinerant
businesses based in mountain villages, and setting this evidence
convincingly against the assumption that out-migration from Alpine
settlements was overwhelmingly poverty-driven, is also very effec-
tive. Towards the other extreme, Ascott and Lewis are much less
successful in making their record linkage database on eighteenth-
century Liverpool deliver at the crucial intermediate level between
the large generalization and the individual life-history. The two
chapters dealing specifically with women and migration, by Prunty
on Dublin and Fauve-Chamoux on Rheims, work better because of
the careful way in which they attempt to classify the experiences of
their subjects, although Prunty's database is smaller and less reveal-
ing than that of Fauve-Chamoux.
What no one succeeds in resolving is the problem of motivation.
We can infer the balance of probabilities from the patterns that we
see, and the greater the availability of intimate material, the more
Reviews 127
plausible the approximation; but here, perhaps, we approach the
point at which further enquiry runs into the sand. The work of Pooley
and Turnbull, in particular, seems to offer the best ways forward
from the advanced position that these chapters, in general, occupy;
and we must hope that future work will look beyond national and
linguistic boundaries, as this collection encourages, to transfer ideas,
insights and approaches to sources across academic communities,
bringing about a truly European history of migration and mobility.
John K. Walton
Department of Historical and Critical Studies,
University of Central Lancashire
David Gates, Warfare in the Nineteenth Century, Basingstoke,
Palgrave, 2001; viii + 205pp.; 033373534X, 13.99 (pbk)
Having previously contributed a volume on the Napoleonic Wars to
the Edward Arnold `Modern Wars' series, David Gates has now
turned to a study of the development of warfare between 1800 and
1904. Just as his earlier volume was rivalled by Charles Esdaile's
contribution to the Longman `Wars in Modern Perspective' series, so
Gates's new study is matched by Geoffrey Wawro's Warfare and
Society in Europe, 1792-1914 published in Routledge's `Warfare and
History' series. The fact that Gates's study appears not in one of the
main military series but in Palgrave's `European History in
Perspective' series is in itself suggestive of the renewed attention
being paid to studies of warfare and its relationship with society.
Gates's earlier study of the Napoleonic Wars was not always
sufficiently broad in its scope compared to that of Esdaile. Happily,
however, whereas Wawro emphasizes `warfare' rather than `society',
this time Gates displays an impressive command of the broader
social, economic, political, cultural and philosophical canvas.
Indeed, even Mrs Beeton makes an appearance. There is perhaps
almost too much coverage of military influences on music -- though
the exploration of the concomitant influence of music on war is inter-
esting -- and less than might be desirable on the institutional role of
armies and navies within the state in the period between 1815 and
1854. Nevertheless, the balance between the tactical and logistic
implications of developing weapons systems on the one hand, and
the impact of war upon societies on the other is about right. The
treatment of the American Civil War and the Franco-Prussian War
is generally impressive although some individuals mentioned only in
128 European History Quarterly Vol. 33 No. 1
passing, such as Montgomery Meigs and Edwin Stanton, needed
some additional explanation as to their precise offices. Gates gives
equally good coverage of both military and naval developments and
is generally sound on technological aspects. Lack of space perhaps
prevented more coverage of military and naval theorists, but lumi-
naries such as Jomini, Du Picq, Mahan and Corbett all make their
due appearance. Clausewitz is less well covered, doubtless on the
grounds that his influence was not pronounced until comparatively
late in the century and then primarily only in Germany, though his
increasing popularity was enhanced by Moltke's endorsement.
Colonial warfare also gets its due, with particularly good coverage of
the French experience in Algeria while there is a nice, but sadly brief,
discussion of totality in warfare in the first chapter, which could have
been profitably revisited in the last, which covers the period between
1871 and 1904-5.
There are some errors. McClellan was not superseded by Pope,
since the army of the Potomac remained separate from the army of
Virginia. Nor was there any such weapon as the Lee Enfield in the
1860s, the rifled musket being rather the Enfield. However, these are
only minor distractions compared to the irritating modern habit of
copy editors and publishers in rendering all measurements such as
calibre of gun and weight and length of bayonets in metric rather
than imperial. Generally, however, the book is very well written and
Gates has the great merit of making some welcome intellectual
demands upon his readers.
Ian F.W. Beckett
US Marine Corps University,
Quantico, Virginia
Marcelline J. Hutton, Russian and West European Women. 1860-
1939: Dreams, Struggles, and Nightmares, Lanham, MD, Boulder,
CO, New York, Oxford, Rowan & Littlefield Publishers, 2001; 468
pp.; 0742510441, 24.95 (pbk)
There are still relatively few comparative histories, and even fewer
comparative histories of women. Studies such as Sheila Row-
botham's A Century of Women draw together material from different
countries, but leave much of the comparison to the reader.
Marcelline Hutton draws together material from Russia and
Western Europe, specifically France, Germany and England, under
the overarching themes of continuity and change. Despite the
Reviews 129
emphasis on nations, Hutton points out that prior to the First World
War, class and occupation often defined identity to a greater extent
than nationality. The dreams of the title are suggested by such
activities as cinema-going and reading; the struggles by women's
efforts to acquire the vote, an education and equal wages; and the
nightmares range from sexual harassment and abortion to interroga-
tion by former childhood friends (289).
The approach is more chronological than thematic however.
Russian and European Women is organized into twelve chapters
covering society, education, employment and political activity in the
late nineteenth century, the First World War, the 1920s and 1930s.
Each section is ushered in by a clear introduction and concluded by
detailed endnotes. There are some repetitions within the text, and
misspellings of many of the German terms. The volume includes a
lengthy bibliography organized into government and public docu-
ments, newspapers and journals, and intermingled primary and
secondary sources. The primary sources include statistical hand-
books, censuses, novels, plays, poems, cookbooks, childcare manu-
als, housekeeping guides, memoirs and belles lettres. These are used
to add colour and illustration, such as the quotation by Osip
Mandelstam on poetry in Russia: `Poetry is respected only in this
country . . . There's no place where more people are killed for it.'
However, the nature and impact of cultural representations are
incorporated without critical reflection, Hutton simply indicating `it
is hard to know how accurately literature reflects life' (214).
The author concludes that between 1860 and 1939, women made
inroads into government and politics; that access to higher education
permitted career development and led to limited political and eco-
nomic power; that large numbers of women entered white-collar
work and service industries in the 1920s and 1930s; that greater
educational and economic opportunities created more leverage in
marriage; and that the greater availability of divorce allowed increas-
ing numbers of women to escape abusive marriage. The overall
summation is that women proved
incredibly resourceful in surviving difficult social, educational, economic and
political situations in both centuries . . . they proved they were not the fragile
flowers many thought they were, but hardy, nurturing women who lived
respectable lives, survived hard times, and employed a variety of social, eco-
nomic, and political strategies to obtain the lives they cherished. (408)
As these conclusions indicate, there is an emphasis on breadth rather
than depth and, a peril of this type of approach to comparative
history, frequent recourse to generalization -- so that the reader is
informed that `most women of all classes dreamed of marrying', for
130 European History Quarterly Vol. 33 No. 1
example. Russian and West European Women would serve as a possi-
ble introductory text for undergraduates (a debt to whom the author
acknowledges), but its value lies in presenting an overview in one
volume rather than in the sophistication of its analysis.
Corinna Peniston-Bird
Lancaster University
Sabrina P. Ramet, ed., The Radical Right in Central and Eastern
Europe Since 1989, University Park, PA, Penn State University
Press, 1999; 383pp.; 0271018119, $22.50 (pbk)
The Radical Right is a collection of fifteen essays originally presented
at a conference on ultra-conservatism and nationalism at the Uni-
versity of Washington in Seattle on 21-23 March 1996. An eminent
Europeanist, Sabrina Ramet, edited this volume, in addition to
thirteen others. She has written seven books, including Coming In
From The Cold War: Changes In U.S.-European Interactions Since
1980 (Rowan & Littlefield, 2002); Balkan Babel: the Disintegration of
Yugoslavia from the Death of Tito to the War for Kosovo (4th edn,
Westview, 2000); and Eastern Europe: Politics, Culture, And Society
Since 1939 (Indiana University Press, 1998).
As typical scholars, the presenters at the conference, as well as
students of fascism who did not attend, disagree on the definition
and causes of radical rightism. In her classic work, Origins of
Totalitarianism, the late Hannah Arendt traced twentieth-century
totalitarianism to medieval antecedents in anti-Semitism (5). How-
ever, Michael Shafir (Radio Free Europe/Radio Liberty), author of
the essay `The Mind of Romania's Radical Right', contends that
`there were no historical precedents for the intolerance characteristic
of radical right movements in the twentieth century' (4). Moreover,
whereas Markus Birzer, Herbert Kitschelt and Wilhelm Reich have
identified the radical right with irrational nationalism, David Ost
(Hobart & William Smith College) characterizes the radical right as
`rational' in his essay `The Radical Right in Poland: Rationalist of
the Irrational' (107). Although Stanley Payne in his History of
Fascism (Wisconsin University Press, 1996) concludes that `fascism
was a historical phenomenon primarily limited to Europe during the
era of world wars', Christopher Williams (University of Central
Lancashire) states in his essay `Problems of Transition and the Rise
of the Radical Right' that there is a `growing fascist/radical right
constituency in the former USSR and East-Central Europe today'
Reviews 131
(46). Finally, whereas Ramet maintains that ultra-rightists are
usually `past-oriented' and defend their intolerance by appealing to
`tradition', Roger Griffin (Oxford Brookes University) posits in his
`Afterword -- Last Rights?') that fascism, even when radically anti-
urban, anti-secular and historically nostalgic, must be seen as an
`alternative form of modernism rather than as a repudiation of
modernity' (300). In her opening essay `Defining the Radical Right',
Ramet deftly synthesizes all these differing views and then subsumes
radical right politics within the larger phenomenon that she terms
`organized intolerance'. She defines this term as `that segment of the
political landscape which arose, historically, as a dimension of cul-
tural "irrationalism", and is inspired by intolerance (or any defined
as "outsiders"), and hostility to notions of popular sovereignty or
popular rule'. This intolerance can manifest itself in diverse places,
she states, but when it emerges from `the Right' it is `characterized
by ideological and programmatic emphasis on restoring supposedly
traditional values of the Nation or community' (4). Ramet differs
from others in maintaining that intolerance need not be limited to the
national or racial sphere but may manifest itself in the spheres of
`sexual norms, religious practice, and elsewhere' (7).
The other essays present more detailed data on the radical Right
parties in specific countries such as Hungary, Slovenia, Croatia,
Slovakia, Germany, Poland, Serbia, Romania, Bulgaria, Russia and
the Ukraine. In his essay on Hungary, Laszlo Karsai (Attila Jozsef
University of Szeged) finds strong continuity between the current
right-wing parties such as Istvan Csurka's Magyar Igazsag es Elet
Partja (MIEP) and the fascist parties before the Second World War
such as the Arrow Cross Party led by Ferenc Szalasi. Karsai explains
that anti-Semitism continues to prevail in Hungary, where more
Jews live today (approximately 50,000-80,000) than in Bulgaria, the
Czech Republic, Slovakia, Romania and Yugoslavia combined
(142). While it may be true, as he and other contributors to this
volume state, that various anti-Semitic, xenophobic, and racist
movements and parties appeared throughout Eastern Europe with
`surprising vigor after the collapse of the Soviet empire', it should be
noted that some rightist parties have fared poorly in the most recent
parliamentary elections, which took place after this book was pub-
lished. In the April 2002 Hungarian elections, for example, MIEP
did not receive enough votes to earn even one representative in the
386-member parliament, whereas in 1998 the party had fourteen
representatives, or 3.63 per cent. Moreover, in the October 2000
parliamentary elections in Slovenia, the right-of-centre party SLS/
SKD won only nine seats in the National Assembly (Drz avni Zbor),
whereas in 1996 it had nineteen seats. In his essay `Radical Right
132 European History Quarterly Vol. 33 No. 1
Politics in Slovenia', Rudolf Rizman (Ljubljana University) refers to
the Slovenian People's Party (Slovenska Ljudska Stranka or SLS)
and Slovenian Christian Democrats (SKD) as two separate parties in
the rightist bloc; actually, these two parties merged in April 2000
(after this book was published).
Despite these and other outdated parts, however, Ramet's book is
a key theoretical contribution to the literature on radical conserv-
atism in East-Central Europe. Although it lacks essays on the Czech
Republic, Greece and Albania (only because the designated authors
could not complete their assigned chapters on time), no other edited
volumes of this type exist in print. The Radical Right would be a use-
ful text to assign in both undergraduate and graduate courses on
East-Central European political history, perhaps supplemented by
books such as The Extreme Right: Freedom And Security At Risk
(1997) by Aurel Braun and Stephen Scheinberg, and Postsocialist
Pathways: Transforming Politics And Property In East Central Europe
(1998) by David Charles Stark and Laszlo Bruszt.
Although reading about these ultra-rightist exclusionary parties
that preach the `politics of hate' may induce in readers a healthy
indignation, they must remember that such extreme parties have a
right to compete in free elections. To be exclusionary toward rightist
groups is to become like them. Two wrongs do not make a right, but
understanding is a useful guide to action.
Johanna Granville
Clemson University
John Erickson, The Soviet High Command: A Military-Political
History, 1918-1941, 3rd edn, London, Frank Cass, 2001; 889pp.;
0714651788, $62.50 (hbk)
The Soviet High Command is a classic work by a distinguished
scholar, sadly recently deceased. It traces the growth of the Soviet
military machine from the formation of the Workers-Peasants Red
Army and its performance in the Civil War (1918-21) to its secret
collaboration with the German Reichswehr, its abysmal war with
Finland (1939-40), and finally its struggle against the Nazi invasion
of 1941, beginning the Great Patriotic War (1941-45). First pub-
lished in 1962, and then reprinted in 1984, this third edition contains
a new preface by the author, as well as a foreword by Colonel David
Glantz, noted military historian and editor of the Frank Cass Series
on Soviet and Russian Military Institutions. Unfortunately, this
third edition was posthumously published; John Erickson, 72, passed
away in February 2002.
Reviews 133
The book is organized into six parts, each of which contains three
chapters: (1) the Revolutionary Military Command (1918-1920);
(2) military debates and political decisions (1921-6); (3) foreign
adventures and strategic priorities; (4) the politics of mechanization;
(5) the military purge and reconstruction of the Command; and
(6) the beginning of the ordeal (1941).
Despite the craftiness of Lenin and the Bolsheviks, Erickson
reminds us, the multi-million mass of peasant infantrymen in the
Imperial Russian Army in the revolutionary year of 1917 was so
war-weary and unruly, that `no military or political group could
either control it or be held responsible for the army's final disinte-
gration' (3). As Lenin cynically observed: `The Army voted with its
legs.' While the history of the Bolsheviks' early struggles is well
known, Erickson's analysis focuses closely on the plight of the
ordinary infantryman as well as individual military leaders such as
Trotsky, Tukhachevsky, Zhukov and others. In March 1917, for
example, while the Provisional Government and the Petrograd
Soviet of Workers and Soldiers' Deputies were trying to govern after
the tsar's abdication, soldiers on each of the five Russian battlefronts
`tasted for the first time the hitherto forbidden fruits of political activ-
ity'. Soldiers could enjoy all the rights of an ordinary citizen. For
example, no longer did they need to salute when off duty. On the
other hand, officers were stripped of their privileges; they lost their
exalted titles and were prohibited from treating soldiers rudely.
Thus, the social class struggle emerged. An officer came to be
regarded as merely `the land-owner in military uniform'.
The Russian offensive, scheduled for 29 June 1917, `fizzled
away', thus sacrificing the few remaining disciplined troops (7). By
November and December 1917, the army was in no condition to be
used against the Bolsheviks, who were consolidating their power in
the northern and central regions of Russia. At the end of November
1917 the Chief of Staff of XIIth Army, General Posokhov, reported
that `. . . the army just didn't exist' (13).
Initially suspicious of Lenin, who was dispatched by the Germans
to Petrograd in a sealed train, the disillusioned soldiers and workers
eventually warmed to the Bolshevik views as circulated by so-called
`military organizations', as well as by agitation and propaganda. At
the end of June 1917, the Bolsheviks assembled in Petrograd for
their first large-scale conference: the All-Russian Conference of
Front and Rear Military Organizations of the RSDRP. After the
sluggish `July days', when Lenin was forced to go into hiding, the
Bolsheviks were finally able to launch the Revolution, beginning at
2.00 a.m., on 7 November 1917. When the Kerensky government
closed the Bolsheviks' printing presses and cut the telephone link
134 European History Quarterly Vol. 33 No. 1
with their headquarters (the Smolny Institute), the Bolsheviks
responded by calling upon the soldiers of the garrison to re-open the
presses and by countermanding the order for the cruiser Aurora to
put to sea (11).
Erickson's skilful use of details and broad descriptions helps one
to realize the tremendous odds that the Bolsheviks faced. It was one
thing for the Bolsheviks to launch a revolution successfully in the
capital city of Petrograd: issuing a decree for general mobilization,
seizing the War Ministry and all military schools and isolating all
military personnel. It was another thing entirely to register the vic-
tory throughout Russia. The head of the Provisional Government,
Kerensky, left for the front, hoping to rally resistance in the army.
Bitterly hostile anti-Bolshevik senior officers travelled to the south to
form a volunteer army. `Red' and `white' forces first played out the
first scenes of the Civil War in the Ukraine (13).
Erickson paints an especially vivid picture of the dilemma that
Leon Trotsky, People's Commissar for War, found himself in as he
sought to transform the Red Army into a real fighting machine.
Given the dearth of high-ranking military experts loyal to the
Bolshevik Party, Trotsky had to resurrect non-communist officers
from the Imperial Army. To ensure their loyalty, Trotsky then
arranged to have two armed `commissars' flank each tsarist officer
on a continual basis. Trotsky was heavily criticized for this policy by
other party leaders who claimed that loyalty to the party, not military
expertise, was the primary criterion.
In parts two and three of the book, Erickson draws on the unpub-
lished captured German military documents to describe the secret
military collaboration between the Soviet Red Army and the
German Reichswehr. He states that several factors induced the two
armies to help each other in the 1920s. Just as the Versailles Treaty
imposed stringent demands on Weimar Germany and removed some
of its territory, so the Brest-Litovsk Treaty reduced Soviet Russia to
the original size of Muscovy. Both countries were also planning
for a possible attack by Poland, which had received considerable
military aid in its alliance with France. (This common Polish threat
would bring the two countries together later in 1939 when the
Nazi-Soviet Pact was drafted, containing its secret protocol for the
partition of Poland.) On 7 April 1921 Viktor Kopp (a former
Menshevik and associate of Trotsky in Vienna before the First
World War) reported to Trotsky that German firms such as the
Krupp Works, Blohm and Voss and the Albatross Werke were inter-
ested in supplying artillery, submarines, and aircraft to Soviet
Russia. Later that year the Gesellschaft zur Forderung Gewerblicher
Unternehmungen, or GEFU (`Trade Enterprises Development
Reviews 135
Company') opened offices in Berlin and Moscow to handle the
military-industrial arrangements (151). By the late 1920s special
training schools had been established in the USSR, including an
aviation school in Lipetsk, a tank school in Kazan and a submarine
school on the Black Sea. German advisors travelled regularly to the
USSR, while German army and naval commanders participated in
Russian military exercises. Bolshevik officials launched plans for the
production of artillery, optical and precision instruments, and poison
gas (249). The Red Army chemical warfare arm owed much to
German assistance. In fact, according to Erickson, its director, Y.M.
Fishman, had served at one time as Soviet military attache in Berlin.
His German hosts observed him to be `adroit, energetic, and
unscrupulous' (266). On 18 May 1927, the Reichswehrminister Dr
O. Gessler announced plans to set up gas experiments in the Soviet
city of Orenburg. The Russians had shown such keen interest in the
German chemical and biological warfare programme, however, that
the Reichswehrminister did have reservations about siting these
experiments in the Soviet Union. Ever the realpolitician, he con-
sidered the possibility that the Russians might one day become
Germany's enemies once again. Bearing this in mind, he also issued
a proviso that no Reichswehr officers on the active list were to be
sent in 1927 for training in the USSR, and they were forbidden to
participate in the `scientific gas experiments' (256).
Dr Gessler's reservations were confirmed of course with the Nazi
invasion of the USSR in June 1941, where Erickson ends his narra-
tive. In sum, The Soviet High Command is a valuable and prodigious
research effort. In David Glantz's words, `it captures the immense
and elusive intricacies of a system that few then [in 1962, when the
first edition was published], and even now, fathomed' (xii). In com-
parison to other classic histories, such as Richard Pipes's The Russian
Revolution (1990) and Russia Under the Bolshevik Regime (1994), or
Adam Ulam's The Bolsheviks, Erickson's book covers a longer his-
torical period (1917-41) and probes more deeply the establishment
and force structure of the Red Army, as well as Soviet strategic
thinking. Given the eleven detailed military maps, five separate
appendices of additional charts and figures, extensive bibliography,
and detailed biographical index, this book remains a key reference
source for any serious student of Soviet military history. It is ideal
for graduate courses in Soviet foreign policy, and selected portions
could be assigned even in undergraduate courses.
Johanna Granville
Clemson University
136 European History Quarterly Vol. 33 No. 1
Karina Urbach, Bismarck's Favourite Englishman: Lord Odo Russell's
Mission to Berlin, London, New York, IB Tauris, 1999; 279 pp.;
1860644384, 39.50 (hbk)
This study, principally focusing on Odo Russell's Versailles mission
(1870) and his subsequent embassy to Berlin (1871-84), is a multi-
faceted work. It combines an indepth analysis of the British-German
relations of the period, and their place in the wider context of inter-
national affairs, with a broadly biographical examination of the
British diplomat himself, his life and career. Karina Urbach
describes Odo's Whig family heritage, along with the events of
his early career in Paris and the Holy See in Rome, to build the
background for the central feature of her work, his role as British
ambassador to Germany.
Throughout, much is made of Odo's love of all things German,
and his tendency to use German phrases in his writings and everyday
speech. Urbach describes how he and his wife, Emily, became
thoroughly immersed in the culture of their host nation, and were
enthusiastically accepted into the colourful society of 1870s Berlin.
But she is careful to point out that although many at home suspected
Odo Russell to have fallen irredeemably under the spell of Otto von
Bismarck and his new empire, the ambassador always remained a
patriotic Englishman, who could soberly lay aside his personal
attachment to Germany when reporting back to London. Thus
Urbach leaves the reader in no doubt as to this particularly interest-
ing diplomat's suitability for the position to which he was elevated,
as something of a surprise choice, in 1871. The chapters on Odo
Russell's years in the new German capital are both readable and
informative, and they shed a good deal of light not only on the man
himself but also on the activities, with regard to foreign representa-
tives, of the German chancellor. Urbach asserts that Odo was
capable of making `extraordinary insights' into the man at the helm
of the Wilhelmine Reich, and the most important and interesting
aspect of the study is its close and thorough examination of his
professional and personal relationship with Bismarck. This is com-
plemented by occasional glances at Odo's contacts with the German
emperor.
The author often refers to Odo Russell's frustration that his own
sense of amity and constant desire for greater cooperation between
the new empire and his homeland were not shared in London. He is
portrayed as far less cynical towards the methods of Bismarck in the
German unification process than politicians at home, and nowhere is
this more in evidence than during the `war-in-sight' crisis of 1875.
Urbach uses the affair as an indication of how finely-tuned were
Reviews 137
Odo's diplomatic senses at Berlin, and how much more in touch he
was than the British government he served, which appeared reluctant
to listen to his assurances that the German chancellor was not bent
on further conflict; only when the crisis had passed did it become
clear that Odo's belief had been correct all the time.
Urbach is careful to stress that, although Odo found Bismarck
something of an `irresistible phenomenon', particularly after their
first encounter at Versailles when the German leader was at the
peak of his career, the diplomat did not become the chancellor's
creature during his subsequent years in Berlin. Despite his stance
during the `war-in-sight' crisis, it took Odo some time to be com-
pletely convinced that the new Germany was of peaceful intent, and
during the Kulturkampf of the 1870s, the ambassador thoroughly dis-
approved of Bismarck's policy, despite not fully understanding the
chancellor's motives in the matter.
Finally the author considers how far Odo Russell was able to
influence the British policy while at Berlin. During his lengthy tenure
of the Berlin embassy, she concludes that his main achievement was
in enabling Britain to understand the new German empire, and thus
he succeeded in removing its status as the `unknown quantity' of
Europe. Urbach attributes Odo's success in this matter to the special
working relationship which the diplomat forged with Bismarck,
stemming from his fascination with the Iron Chancellor, and the
unusually high regard with which the Englishman was held by
Bismarck in return.
O.J. Wright
Department of History,
Lancaster University
Robert Gellately, Backing Hitler: Consent and Coercion in Nazi
Germany, Oxford, Oxford University Press, 2001; xvi + 359pp.;
019820560, 19.99 (hbk)
Robert Gellately's excellent book is both wide-ranging in scope and
detailed in analysis. It covers important subjects including law and
order in the new Nazi regime, `police justice', the fate of Jews,
`Gypsies', `asocials', foreign workers and internal `enemies'. It
investigates the public side of terror in Nazi Germany and examines
the nature of the relationship between coercion and consensus in the
Third Reich, with fascinating conclusions.
While Hitler wanted popular backing, the Nazis did not need
more than a `mini-wave of terror' in order to establish the regime in
138 European History Quarterly Vol. 33 No. 1
1933. Terror was not required against the population in general.
Gellately argues that the Germans convinced themselves of the
positive side of the Nazi dictatorship and accepted a `surveillance
society' in exchange for crime-free streets, economic recovery and
law and order. From his new research into the press in Nazi
Germany, Gellately has demonstrated that the coercive side of
the dictatorship was widely publicized, with much coverage of the
activities of the `People's Court' and the concentration camps. The
use of `police justice' and special courts for dealing with specific
`enemies' throughout the 1930s was overt. Gellately suggests that
there was a great deal of popular support for their use, particularly
against political enemies, criminals and `asocials'. The relationship
between the police and society was fostered by publicity events such
as the `Day of the German Police' held for the first time in 1934 (43).
The mission of the police in Nazi Germany to cleanse the nation of
`harmful' or `degenerative elements' was carried out rigorously and
publicly (50).
Building on his earlier work The Gestapo and German Society:
Enforcing Racial Policy, 1933-1945 (Oxford 1990), in which he
demonstrated the largely reactive nature of the Gestapo, in this book
Gellately further investigates the issue of denunciation. He shows
that the motivations of informers were `clearly mixed'. There were
affective motivations, such as anti-Semitism, but also a vast array of
instrumental or selfish motivations that provided the impetus for
denunciations. Indeed, there was proportionally a higher rate of
German-on-German denunciations than racially-inspired ones.
Denunciations were often used to settle family conflicts or disputes
between workmates. Gellately argues that this showed a growing
social consensus and acceptance of the system. He goes on to suggest
that many Gestapo cases reflected the development of a kind of
`therapeutic system' in the Hitler dictatorship, that is, that the state
or its organs were utilized by members of the public to regulate
aspects of social life and to settle personal disputes. Informing was
used to gain personal advantage. There were examples of denuncia-
tions by spouses and siblings. A case is cited of a girl who lodged a
complaint against her brother `to show him he's not always right'
(194). This denunciatory atmosphere was the result of citizen col-
laboration, notes Gellately, but not always the product of racism or
belief in Nazism. Regardless of the motives, however, denunciations
were all `system-supportive'.
Once the war began, Nazi terror took on new dimensions. One
indication of the extent of the radicalization of the justice system
during the war was the increased use of the death penalty. In 1939,
there were three offences punishable by death; by 1945, there were
Reviews 139
forty-six. In 1944 alone, the People's Court sentenced more than
2000 people to death (86). In addition to this, military courts also
handed out the death penalty with increasing frequency throughout
the wartime period.
During the course of the war, there was a vast expansion of the
concentration camp system to take in ever greater numbers of Jews
and foreign slave labourers. Particularly interesting is the example of
the camp at Flossenburg in north-eastern Bavaria, which was set up
in the spring of 1938, as a camp for `asocial' and other non-political
prisoners. From a prewar camp population of approximately 1500,
by 1945, the camp held 52,000 prisoners, of which the largest con-
tingents were Poles and Soviets. Flossenburg grew so much in size
during the wartime period that by 1945 it had ninety-two subcamps
linked to the main camp.
Gellately also details the Gestapo's `educative work camps' (209)
and the exploitation of concentration camp prisoners as workers for
private companies including Heinkel, IG Farben, Siemens, Volks-
wagen, Daimler-Benz and BMW. The book ends with an examina-
tion of the last six months of the dictatorship, with its increasingly
desperate measures, including `drum-head justice' (230) and the final
tragedy of the death marches. It is an outstanding account of the
nature of terror in the Third Reich and of the degree of social con-
sensus for the Nazi regime, and an important contribution to the
secondary literature.
Lisa Pine
South Bank University
Dan Stone, Breeding Superman: Nietzsche, Race and Eugenics in
Edwardian and Interwar Britain, Liverpool, University of Liverpool
Press, 2002; 197 pp.; 0853239878, 39.50 (hbk)
Dan Stone's Breeding Superman is an important contribution to the
literature on the motivations, influences and objectives of the British
far Right in the first half of the twentieth century. Stone's core thesis
is that the affinities between German fascism and the British right
wing of the Edwardian and inter-war years have been seriously
under-emphasized. He argues that the far Rights of both countries
were strongly attracted to interpretations of Nietzsche that esteemed
anti-Semitism, the creation of a superior ruling caste, and a racist-
fuelled advocacy of eugenics. By the early decades of the twentieth
century, Breeding Superman contends, the British far Right had a
140 European History Quarterly Vol. 33 No. 1
well-honed ideological platform, several influential opinion-formers,
a solid commitment to anti-Semitic beliefs, even a willingness to
speak of the introduction of `lethal chambers' for the eradication of
the socially and racially `degenerate'. The British Nietzschean far
Right, Stone claims, has not received the attention it deserves from
historians.
In challenging the prevalent assumption that the British far Right
of this period was a relatively inconsequential grouping of hopelessly
reactionary and politically-effete individuals, Breeding Superman
makes two thoughtful historiographical points. First, Stone observes
that the failure of far Right principles to win legislative expression in
Britain does not mean that fascist ideologies themselves were politi-
cally marginal. Stone argues, for example, that eugenical ideas,
infused with Nietzschean and anti-Semitic value-systems, enjoyed
widespread support in Britain even if they were never translated into
legislative form. Second, Stone maintains that the history of ideas
has neglected certain important figures because it has proven to be
hard to locate them within single intellectual traditions. Breeding
Superman especially emphasizes Oscar Levy and Anthony Mario
Ludovici, both committed Nietzscheans, anti-Semites (albeit in
different ways) and aristocratic revivalists, who may have lacked
dedicated followings but whose ideas appealed in different ways to
many sections of the British Right. If we are to fully understand
British political life, Stone believes, we need to take the attitudes of
such leading right-wing authors much more seriously.
Not all historians of the period will significantly revise their inter-
pretations of the far Right in light of Stone's analysis. But Breeding
Superman does offer a powerful antidote to the arguably Whiggish
assumption that British fascists were always doomed to political iso-
lation. Stone raises the genuinely important question: was British
political culture really as immune to fascism as historians have for so
long assumed? And his book may usefully encourage scholars to
consider whether Levy and Ludovici might not have achieved greater
legislative influence had various contingent factors altered, even
slightly, the trajectory of British political life. At the very least, Stone
shows that certain elements of fascist ideology were embraced by a
wide range of political conservatives and that interlocutors of
Nietzschean philosophy, such as Levy and Ludovici, were often
published and discussed in popular, mainstream journals.
However, this book does have a few weaknesses. In particular, at
several junctures Stone seems to overstate his case. Breeding Super-
man presents a picture in which the first stage of `fascist formation',
the creation of ideologically-driven movements, was largely accom-
plished in Britain by the early 1930s and Stone argues that extremist
Reviews 141
beliefs could have gone on to become rooted in the political system,
had circumstances been different. This is a debatable claim. That
such far Right objectives as eugenical legislation never appealed to
more than a tiny clique of politicians strongly indicates that the ide-
ology itself was never very palatable. Thus, in the debates preceding
the introduction of the Mental Deficiency Bill 1913 most eugenicists
kept a low profile because they knew that any association between
their objectives and this bill would only harm its chances of winning
the assent of the political nation. The fact that Stone often cites the
same handful of names in support of his thesis further implies that far
Right ideologies were never more than a weak counterpoint to pre-
vailing liberal sensibilities.
Stone's assertion that the British eugenics movement was pro-
foundly influenced by Nietzschean writings and racist values is also
in some respects overplayed. Several British eugenicists did cite
Nietzsche as an important source of inspiration. But for most of
those who invoked Nietzsche, his appeal was largely cosmetic. The
British eugenicists' belief in the need for a new aristocracy of strong,
intelligent and moral beings was above all driven by the longstand-
ing fear of a volatile urban underclass, and an aspiration cultivated
by the professional middle classes for greater political authority in
many ways embodied in Thomas Carlyle's anti-egalitarian notion of
a governing clerisy of the nation's best. Similarly, while Stone is
perhaps right to say that historians have underestimated the degree
to which British eugenicists were animated by racism, his claim that
eugenics was a fundamentally `racist worldview' goes too far.
Especially after the passage of the Aliens Act 1906, eugenic goals in
Britain were very largely directed at the lower class; and if many of
the poorer members of society were of foreign extraction, most were
not. British eugenics, in other words, was a response at least as much
to national circumstances as to imported ideologies.
Notwithstanding these criticisms, Stone's claim that historians
have paid too little attention to the British far Right warrants being
taken seriously. His argument that there are many ideological paral-
lels between British and German fascist ideologies will also provide
a useful complement to existing analyses that focus primarily on
local context and indigenous political traditions. In sum, Breeding
Superman is a valuable book and it deserves a wide readership.
John Waller
Wellcome Trust Centre For the History of Medicine,
University College London
142 European History Quarterly Vol. 33 No. 1
Cecile Laborde, Pluralist Thought and the State in Britain and France,
1900-25, New York, St Martin's Press, 2000; vii + 240pp.;
0312229348, $65 (hbk)
At a time of much debate about the scope and competence of the
modern state (often encapsulated in the juxtaposition of government
and governance), when the state's relationship with groups is increas-
ingly questioned, this study offers a comparative view of a number of
early twentieth-century theorists of pluralism. The concept is defined
along two axes: groups are seen as either organic or contractual, and
state attempts to regulate them are seen under the headings of co-
ordination or integration. In the tradition of the doctoral thesis,
which this work clearly once was, a number of theorists from either
side of the channel have been selected and slotted into the above
theoretical framework.
This makes for a tidy, if at times repetitive, analysis. Readers are
guided thoroughly through the theory of organicists as different as
Figgis and Duguit, or contractualists as opposed as Berth or Laski.
One might argue with the choice of some theorists rather than others.
Why is Pelloutier only briefly mentioned? He was a key activist in
the Bourses du Travail movement, and his writings were informed by
grassroots praxis, unlike some of the lawyers and other apparatchiki
who theorized elegantly about working-class revolution. The treat-
ment of Duguit, on the other hand, is a bonus for English readers.
The book's best pages are devoted to him, and they show a decisive,
fairly ruthless thinker, aware of the problems faced by the Third
Republic and with clear ideas (heavily corporatist) for addressing
them.
What all these figures have in common is that they fit the defini-
tion of pluralist, that is, they are concerned with the nature (ontologi-
cal as well as political) of social groups and how they relate to the
state. The author's broad definition and her dialectical skills enable
her to postulate fundamental similarities between her subjects.
Readers may wonder, however, how much real relationship there is
between a stuffy, middle-class, ethnocentric conservative such as
Figgis, clearly terrified of any kind of change, and enthusiasts of
class war and revolution such as Berth. One might equally wonder
how much there is in common between a compulsive libertarian such
as Cole and an unsentimental professional jurist such as Duguit, who
sought to ensure that state employees served the Jacobin Republic
uncomplainingly, under the guidance of elites rather like himself.
One answer to these questions might be that all these figures were
professional intellectuals, whose engagement with the politics of
their day was ideological rather than participatory (though Cole and
Reviews 143
Laski should be exempted from this). One wonders therefore how
important they actually were. Studies in the history of ideas can
sometimes get so close to their subject as to assume that these ideas
had a real effect on the politics and society of their day. This is indeed
implied in the book, but not really substantiated. When the author
discusses, for example, how French theorists saw the state, it would
have been helpful to discuss which state. The Third Republic was a
peculiar artefact, not just by virtue of the `absolute parliamentarian-
ism' which provided its governments, but also because of the subtle
social compromise which underlay it and which Hoffmann called the
`Republican synthesis'. There is little hint of the specificity of this
state and how it may have affected thinkers in this discussion which,
for all its lucidity, remains at a very abstract level. Thus, on p. 29, the
`levelling pretensions of the Republican state' implies some impulse
of social reformism among mainstream republicans. This was far
from being the case, as American historians such as Stone and Elwitt
have shown. Republicans sought mainly to ensure the rule of the
middle groups which they represented. They would integrate lower
groups and their representatives only in so far as they thought it
necessary (cf. the gradual incorporation of the SFIO as a potential
coalition partner), often by subtle means. The author seems uninter-
ested in these processes, but consideration of them might have helped
in asking why syndicalism emerged as such a radical, oppositionist
current (p. 134 ff.). The inept attempts of Guesdist socialists to man-
handle the labour movement are one explanation. However, equally
important are the attitudes of mainstream republicans. Could it have
been that they knew how to evaluate a rapport de force and that they
simply never saw syndicalism as having enough momentum to cause
a threat? Such crudely instrumental considerations do not figure
much in this clear, well written study of ideological debates. Yet they
are the stuff of everyday politics. As so often happens with ideologi-
cal histories, one always feels compelled to look beneath the surface
and ask how these ideas engaged with the real struggles and conflicts
of the French polity.
David Hanley
Cardiff University
144 European History Quarterly Vol. 33 No. 1
Herman Schwartz, The Struggle for Constitutional Justice in Post-
Communist Europe, Chicago, IL, University of Chicago Press, 2000;
347pp.; 0226741958, $47.50 (hbk)
In The Struggle for Constitutional Justice, Herman Schwartz chroni-
cles the rise of constitutional courts in Poland, Hungary, Russia,
Bulgaria and Slovakia. Schwartz, a lawyer and professor in the
Washington College of Law at American University, is also the
author of Packing the Courts: The Conservative Campaign to Rewrite
the Constitution (Scribner 1988) and the editor of The Burger Years:
Rights and Wrongs in the Supreme Court, 1969-1986 (Penguin 1987).
He has advised numerous East-Central European and former Soviet
bloc countries on constitutional and human rights reform. In The
Struggle for Constitutional Justice, Schwartz shows how these novel
courts have performed during the first years of their existence. He
raises the question: have the courts contributed significantly to the
transition from authoritarian communism to constitutional demo-
cracy and the rule of law? (5). After offering the caveat that ten years
is too soon to judge definitively, Schwartz concludes that progress
has been uneven. Some countries such as Poland, Hungary,
Slovenia, Estonia and the Czech Republic, have made great strides.
Others, such as Bulgaria, Romania and Slovakia, have had some
serious setbacks. Still shaky are Russia, Georgia and Armenia. The
rest of the former bloc states have either lost interest in democracy or
never even tried to establish it (3). To be sure, democracy is a diffi-
cult form of government under the best of circumstances. Even in the
advanced democracies in the West, constitutional tribunals naturally
arouse resentment in performing their duty as a key check on the
executive and legislative branches of government. Since the court's
function is to oversee, and if necessary curb, the exercise of power,
it will often have to say no to powerful private entities, in addition to
the legislature and executive branch. As Schwartz writes: `If any of
these groups believe the issue is important to them, they will
inevitably challenge the right of this coterie of lawyers to tell them
what they can do' (4). Lacking the power of the purse or the sword,
the court has little power to defend itself.
Fledgling courts in Eastern Europe and the former Soviet Union
face additional obstacles, however. First, as Schwartz points out,
communist legal philosophy itself is inconsistent with the notion that
a state should be governed by the rule of law. Communist societies
have long considered either executive authority or parliamentary
sovereignty as the primary source of law; judges were regarded as
mere bureaucrats (4).
Second, the entrenched mafia has reinforced the lack of faith in the
Reviews 145
efficacy of legal rules (3). In most of the former communist
countries, much of the bureaucracy, the working apparatus of every
modern government, remained in the hands of the nomenklatura.
Many of those who were privileged under the communist regimes
entered the private sector and used their former connections to attain
key posts and amass wealth, usually by corrupt means. Third, the
continuing economic misery hinders growth and gives opponents of
constitutional democracy an opportunity to exploit the situation in
self-serving ways (3). Finally, Schwartz has discovered that in some
of these countries, few people are even aware of the constitutional
court's existence.
The Struggle for Constitutional Justice is well constructed. In the
Introduction, Schwartz carefully defines key concepts such as `con-
stitutional democracy', `liberalism', and the `rule of law'. He then
explains his methodology, selection of case studies, and source
material, admitting forthrightly that he did not base his assessments
on the full texts of the courts' decisions, except in the rare cases when
they were available. Rather, his analysis stems from the reports of the
courts' decisions from summaries, articles, news reports and similar
abbreviated sources (10). Not knowing Russian or other East-
European languages, Schwartz had to rely on foreign translations,
which often proved unreliable. Politically, he considers himself to be
`a conventional liberal of the New Deal variety and in Europe would
probably be considered a Social Democrat' (11). After a brief
history of judicial review and another lengthy chapter on its formal
aspects, Schwartz then devotes the next five chapters to Poland,
Hungary, Russia, Bulgaria and Slovakia. He argues that courts in
Poland and Hungary fared the best, in part because neither faced a
serious threat to its existence (9). (The Polish Constitutional
Tribunal, established in 1986, was the very first tribunal set up in the
Iron Curtain countries.) By contrast, courts in Russia, Bulgaria and
Slovakia came under direct attack. One will recall, for example, that
Russian President Boris Yeltsin suspended the Russian court from
October 1993 to February 1995.
While a plethora of books on legal reform in the former communist
states abound in Russian, Italian and other languages, Schwartz's
book is the first comparative case study in English. Cogent and
timely, The Struggle for Constitutional Justice is an ideal text for
graduate courses in comparative law; selected portions would also
enhance undergraduate syllabi for courses in comparative politics,
international relations, or Russian and East European politics.
Johanna Granville
Clemson University
146 European History Quarterly Vol. 33 No. 1
Eric Bussiere, Michel Dumoulin and Gilbert Trausch, eds, Europa:
the European Idea and Identity, From Ancient Greece to the 21st
Century, Antwerp, Mercatorfonds and the Fundacion Academia
Europea de Yuste, 2001; xi + 397pp.; 9061534852; E90 (hbk)
This is a book in two halves: the text, and the illustrations. There is
some integration between the two, but not enough. The text is satis-
factory; the illustrations are quite wonderful. Together they make a
very beautiful volume, from a publisher which specializes in this
kind of luxurious and lavish book-as-art.
The subtitle, to do with idea and identity in Europe, promises
more than it delivers. The fifteen chapters are all from different
hands, some of them highly distinguished, coordinated from several
different countries by the Institute of European Studies at the
Catholic University of Louvain, where Michel Dumoulin holds
sway. The book was published simultaneously in four languages, and
the translation into English is generally excellent. The first seven
chapters are roughly chronological, from the ancient world (of which
more later) to the nineteenth century; they are broad histories of
Europe, concentrating on a particular theme such as the Vikings,
the idea of empire (a thoughtful and wide-ranging essay by Wim
Blockmans) the churches, commerce or the Enlightenment. These
are sound enough, but they have little or nothing to say about the
idea of Europe, or European identity. This is, for the most part,
old-fashioned European textbook history. The eighth chapter, by
Dumoulin himself on `Europeanism', performs a fulcrum function
between the two parts of the book: here, finally, we get to grips with
the idea and identity of Europe. He rejects any teleological notions
of European history, which so often are used to give an ancient
lineage and legitimacy to the European Union, and indeed ends with
Sorel's sentiment of `this cemetery called Europe'. He understands
the importance of `the Other' for European identity, and has a sec-
tion on the Turkish threat; he then lists a number of early schemes
for possible (and thoroughly utopian) European unity. The problem
(and it is one that permeates the genre of the history of the idea of
Europe) is that, despite denials of teleology, there is an impercep-
tible and almost effortless shift from talking about the idea of Europe
and about what makes up a European identity, to very specific
European projects, such as a Latin Monetary Union of 1864, and of
course the European Union itself. The ensuing essays compound this
elision between `Europe' and what was to become the EU, often to
the exclusion of the rest of the continent, and the EU's circle of
twelve stars is deeply embossed on the front cover. There are four
solid narrative chapters on schemes for European unity since the
Reviews 147
First World War up to the 1980s, which focus -- increasingly and
inevitably -- on the EU. This book is too expensive (and too heavy)
to be a textbook, but students of history, European studies and poli-
tics will find these pieces particularly useful. The last three chapters
deal with the 1990s and the future, and are of less interest to the
historian. The painfully slow reintegration of Europe since the 1989
revolutions receives attention, as does the defence that the EU can
offer against the dangers of globalization, and some notions of what
European (or is it EU?) core values might be as opposed to those held
in America, or elsewhere. The editorial team has succeeded in
achieving a degree of cohesion, and there is little repetition, but
neither is there a unified vision presented about what Europe has
been, or how we should approach European history, let alone about
what should be done about Europe's present and future.
If the texts in this collection are worthy but, as a whole, not
especially remarkable, the `other half' of the book, consisting of
literally hundreds of illustrations, certainly makes up for it. Even
without the text, every library should hold this book for the brilliance
of the picture research and presentation. I have never seen such a
wonderful collection, and the quality of the colour reproduction is
superb. This is the kind of project that the Mercatorfonds delivers
really well. And they are more than just pretty pictures, although
some of them are just that, of course. The picture research team has
evidently been handed the written chapters, and told to `illustrate'
them after the event. If there was ever any dialogue between the
authors and the picture editors, then there is little evidence of it: there
almost never is in such works. The pictures are `tacked on' to `beau-
tify' the prose, or at least to break it up a little. The team has done its
best: a huge range of imaginatively chosen visual representations of
the continent has been spliced into the text, more or less appro-
priately, but nowhere do the other authors discuss the pictures (with
the exception of the first chapter). When they do discuss images, they
are often not among the illustrations. Text and image exist inde-
pendently, which is a sadly lost opportunity.
However, the crowning glory of the book forces these rather
run-of-the-mill faults into the background. The picture-editing team
has been given a licence to produce something really special here,
and they have excelled themselves. Odile Wattel-de Croizant is the
author of the first chapter of the book, on antiquity, and she has
chosen to concentrate on the portrayal of the legend of the Rape of
Europa as a way of approaching the question of the idea of Europe.
She shows a clear link between the legend about Zeus in the form of
a bull, and the thinking of Greek and Latin poets about geographical
concepts, and even continents. The subtle shifts in the presentation
148 European History Quarterly Vol. 33 No. 1
of the myth in art and literature are picked out in a way which
informs us about the mentality and cultural assumptions of the
Ancients. She has the collaboration of Elisabeth Lauwers-Derveaux
and of Jacques-Rene Rabier in assembling photographs of a won-
drous range of ceramics, mosaics, coins, pots, vases and frescoes, all
decorated with Europa and her bull. But there is more: after each and
every chapter, in addition to the illustrations inserted into the text,
Wattel-de Croizant and her team have compiled sections of a few
pages of visual representations of the continents, with short but
highly informative captions about the transition from one type of
image to another, throughout the ages. Many of these are of the Rape
of Europa, but many others are of maps, personifications of Europe
and the other continents, the Minotaur, cartoons, banknotes, stamps
and buildings, all speaking of or for Europe in one form or another.
We are shown the unbroken tradition of this kind of representation
for nearly 3000 years (albeit with a weak link in the Middle Ages),
and the nuances are inexhaustible. It is a ravishing but intelligently
and coherently presented set of images, and -- improbably -- it
makes the very high price tag worth every penny.
Michael Wintle
University of Amsterdam
P. Dwyer
New Avenues for Research in
Napoleonic Europe
The approaching bicentennial of the founding of the Napoleonic
Empire is an appropriate occasion to review the state of research
and to suggest possible avenues for further study. Despite two
hundred years of historiography, it is safe to say that there is
virtually no part of Napoleonic Europe, or any aspect of the
Napoleonic Empire, that does not cry out for further research (or
at least the dissemination of foreign scholarship by means of
English-language synthesis). Generally speaking, the history of
the Napoleonic period lags behind that of the French Revolution,
but it has also suffered from short-term, relatively narrow
approaches that focus on the somewhat artificial timeframe of
1799-1815. Some of the following suggestions, therefore, point
to themes that take into account much broader time periods
including the late eighteenth up to the mid-nineteenth centuries.
They have been provided by a number of specialists in the field,
who were asked to contribute ideas based on their extensive
knowledge of both the archival and secondary material. It goes
without saying that the avenues for future research into
Napoleonic Europe are by no means limited to what one can find
here.
The wars are as good a place as any to start. Though the narrowly
military aspects of the period have been thoroughly trawled over
-- of very uneven quality, there are countless studies of generals
and battles -- there are many others crying out for further re-
search. For example, the structure and personnel of Napoleon's
officer class could benefit from systematic study, in the manner
of Jean-Paul Bertaud.1 This is also the case for the various satel-
lite armies where it would be nice to know a lot more about the
European History Quarterly Copyright (c) 2003 SAGE Publications, London, Thousand
Oaks, CA and New Delhi, Vol. 33(1), 101-124.
[0265-6914(200301)33:1;101-124;031245]
102 European History Quarterly Vol. 33 No. 1
social composition of their officer corps. The wars themselves
have been quite well covered although, with a few exceptions,
there is no good general history that aspires to be anything other
than a `campaigns of Napoleon'.2 One can also point to the
absence of any study of the popular experience of either French
occupation or the wars in general. How did the French armies
behave? What was the experience of women at their hands? To
what extent did the civilian population suffer the ravages of star-
vation and disease? How many people actually died in the wars?
What is needed here is some sort of `people's history', even if it
has to be said that setting about such a work might well present
insuperable difficulties. In short, interest has tended to be too
narrowly focused on the armies in their role as fighting machines,
a role generally viewed from above. We also need to know more
about the history of the military from below -- the perceptions of
ordinary soldiers and of their morale during the long years of
campaigning. Nor are armies merely fighting machines.
Throughout this period they were used extensively for civilian
policing duties, which implies a whole raft of different relation-
ships with civilians. These could usefully be the subject of further
research, both in France itself and in the annexed territories.
So, too, could the criminal activities of soldiers, another area
which necessarily brought them into conflict with civilian popu-
lations. Here there is still considerable work to be done in the
archives of the Justice Militaire at Vincennes. More research on
military supply -- with the conscription not just of men (carters,
bargees and others) but also of carts and horses and even donkeys
for the war effort -- and the mobilization of the economies
of European states for the Napoleonic campaigns is needed.
Despite Napoleon's concern to project a caring image towards
his men and the detailed work that has been done on one or two
well-known medical figures such as Dominique Larrey, surpris-
ingly little work has been done on military medicine as a whole.
We could learn with profit more about the standard of medical
care that was provided in the armies and the resources which
Napoleon put into it; about the impact of military demands on
civilian hospitals in France and across Europe; and about the
effects of disease on both the military and the civilian populations
with whom they came into contact.
Law, order and policing in Napoleonic Europe were bound up
inextricably with problems of conscription, and there is no doubt
Dwyer, New Avenues for Research in Napoleonic Europe 103
that this subject has been the one that has done more than any
other to open up the domestic history of the Napoleonic period
to serious study. Conscription was to dominate so much of the
political agenda and arouse much opposition among ordinary
people. The most profound, seminal work has been done by
Anglo-Saxon scholars, most notably by Alan Forrest in his indis-
pensable work on conscription and desertion in France, and the
crucial article by Isser Woloch.3 Forrest's work ranges over the
whole Revolutionary-Napoleonic period, and is based on inten-
sive archival work in French departments, thus -- almost for the
first time -- giving students a study of the regime `on the ground',
and yielding valuable insights into popular resistance to the state
at the local level. By contrast, Woloch's article (which was later
followed by his wider book length study) views the history of
conscription from the centre.4 Whereas Forrest senses that con-
scription sparked fierce, deeply-rooted resistance to authority
in many communities, Woloch sees it as a catalyst for change
and the advance of the state into hitherto isolated, autonomous
areas.
The progress of conscription, and popular reactions to it, may
be well-known for France itself, but we know far less of the
territories which France annexed. The production of Forrest-
style studies with regard to military affairs in every part of the
Empire is, in fact, badly needed. Charles Esdaile has dealt with
the Spanish case, but Holland, the Grand Duchy of Warsaw,
Central Europe (although we can look forward to the work by
Michael Rowe, who is currently doing research on conscription
in the Rhineland), southern Italy,5 and the Illyrian Provinces are
all areas that would be worth examining.6 Was resistance in the
annexed territories born of the same impulses as in metropolitan
France, or did ideology play a greater part? Did anti-French feel-
ing or proto-nationalism help to explain it? This in turn raises the
important question of perceptions of the French army outside
France. Did French propaganda about bringing liberty to the
oppressed bear any fruit, or was their vision one of suffering, as
the victims of French conquest, of soldiers bringing fire and
slaughter in the tradition of any invading force in early modern
Europe? Work on popular images of the army (in folklore, popu-
lar prints and caricatures) is well advanced for France itself;
again, it would be interesting to see how others perceived and
represented the French, and whether the image of soldiering
104 European History Quarterly Vol. 33 No. 1
generally was undergoing any sort of transformation during the
Napoleonic years.
The militarization of French and European society under
Napoleon also spills over into social history. Some years ago,
Theodore Zeldin highlighted ambition as a category of analysis
for French history, and that is particularly apt in assessing soci-
ety during the Napoleonic experience. We need to know a great
deal more about the hold of military values and ambition on the
population at large, or their indifference to all of it. There is also
the abrupt discontinuity of ambition that had to be negotiated
after 1814, when the army's size and role shrank dramatically,
and when domination of the upper officer corps largely reverted
to the old aristocracy.
Quite naturally, Napoleon's vast military machine and the
durable interests created by it do not stop in 1815. This is re-
flected in Jean Vidalenc's rather old study of the demobilized
officers of the ex-Napoleonic army who were involuntarily put
on half-pay after the Restoration.7 More generally there is the
question of national pride after 1815, the continued love affair of
some elements of the French population, despite all the carnage
and disasters, with the military `glory' of the revolutionary and
Napoleonic armies. This mystique, for example, captivated
Lazare Carnot, and led him to rally to Napoleon during the
Hundred Days even though he generally loathed Napoleon as a
tyrant.
Some areas of social history invite further research specific to
the Napoleonic years, while others have trajectories reaching
back into the revolutionary decade or the ancien regime, and
going past Napoleon's abdication well into the nineteenth cen-
tury. As an example of the former, the everyday life of both
French and European men and women has been neglected,
despite the fact that there is an abundance of archival material
that could potentially help researchers to portray a more accurate
picture of imperial Europe. Justice, finance and education are
areas where state control most affects the lives of ordinary people
and yet, despite the abundance of archival material, studies have
rarely gone beyond analyses of institutions. For example, we
do not really know how justice was able to contribute to the
consolidation of the bourgeois order on an everyday level.
An example of research transcending the traditional timeframe
of the period is Judith Miller's work on the grain trade in
Dwyer, New Avenues for Research in Napoleonic Europe 105
Northern France.8 She situates the serious subsistence crisis of
1812 in a much broader context, both before and after that
traumatic episode. Similarly, one might study how changes in
family law codified by the Civil Code affected actual practice in
different regions, not only during the short period of the Empire,
but during the cycle of family life that continued after 1815, as
exemplified in the work by Margaret Darrow on family, class and
inheritance in the south of France.9 We still do not know, for
example, how the establishment of political stability under
Napoleon affected the character of urban life during and after the
Empire.
We already have dependable and generally sufficient scholar-
ship on such subjects as the local Napoleonic notables (though
here, too, there is need for deeper treatment), the imperial nobil-
ity, governing state institutions, marshals, prefects, mayors, and
certain cultural, professional and educational institutions. But
there are also blank spaces or question marks. The most obvious
concerns the networks of patronage and nepotism in the regime.
One way to think of this is from the `bottom up', as a question of
individual family strategies and connections. Friendship and
kinship alike could bring an entree to government service.10 At
the higher reaches of the government, blatant nepotism could be
found on behalf of brothers, nephews, in-laws, and sons (the
Portalis family comes to mind). But how, in particular, did well-
connected young men begin their ascent? The recruitment of
auditeurs for the Council of State and the ministries was a prized
entry point for advancement, and a hothouse for patronage and
nepotism. This institution has been mapped by Charles Durand,
but his book could be used as a starting point or as a resource for
further research on particular families or patterns of influence.11
Of course no regime before or after Napoleon lacked elements of
nepotism, but by virtue of its relatively artificial nature, the
Napoleonic regime seems highly prone to that influence.
For the study of local society, a remarkably rich collection of
source material is available in the over fifty departmental hand-
books compiled under the direction of various prefects.12 Few of
the local monographs in which the French generally excel actual-
ly deal with Napoleonic social history, as opposed to administra-
tive and political developments.13
106 European History Quarterly Vol. 33 No. 1
Some progress has been made in the area of cultural history, but
here much more remains to be done. Annie Jourdan's examina-
tion of the construction of Napoleon's public image, and Werner
Telesko's analysis of contemporary paintings, are good starting
points. 14 Some recent work has also been done on Napoleonic
caricature.15 We can look forward to Pascal Dupuy's forth-
coming monograph on representations of France and the French
in English caricature (1750-1815).
As well as the politics of culture, the culture of politics is
another area that has begun to be explored in recent times. Isser
Woloch's splendid book on Napoleon and his collaborators falls
into that category.16 Malcolm Crook has begun to make some
inroads into the plebiscites and elections during the Napoleonic
era, not in terms of their outcomes (which were pretty pre-
dictable), but in terms of the way in which voters regarded the
process and how they responded.17 The plebiscites were an inge-
nious way devised by the regime of managing popular sovereign-
ty so that the will of the people could still be invoked.
Compared to the eighteenth century and the later nineteenth
century, women and gender issues have received very little
attention in studies of the Napoleonic period and have only very
recently begun to be explored.18 It is common for historians to
remark on the anti-feminist, if not downright misogynist charac-
ter of the Napoleonic Code, but that is usually the extent of the
analysis. Jennifer Heuer has looked at the ways in which the
institutionalization of the Civil Code changed the application of
citizenship law,19 while Denise Davidson is currently preparing a
study on women and urban life in France between 1800 and
1830. Davidson argues that women's behaviour became a yard-
stick for measuring the health of French society in the aftermath
of the turmoil of the Revolution, and that gender norms were
integrally connected to the construction of a stable social order.20
Steven Kale has worked on women and salon culture in the after-
math of the Revolution, and has some interesting things to say
about Napoleon and the revival of salon sociability.21 Much of
the existing work, however, focuses on the prescriptive such as
the Civil Code and its restrictions or on medical discourse, but
also on prominent figures such as Josephine and in a different
context Madame de Stael. This is partly a question of sources,
partly an assumption that the drama of the Revolution is played
out (or at least that struggles for women's rights are temporarily
Dwyer, New Avenues for Research in Napoleonic Europe 107
quiescent), and partly a continuation of the emphasis on great
men and armies, but there is still a lot of space open for further
investigations. One avenue worth exploring is gender and the
Napoleonic Empire outside of France. Here we are beginning to
see some interesting work appear. John Lawrence Tone has
written on women and the Spanish resistance,22 while Karen
Hagemann has studied the construction of a German (and
manly) identity during the Wars of Liberation.23 In this context,
much more could be done to use gender to illuminate resistance
to Napoleon and Napoleon's armies, the nature and role of
`nationalism' or religion in resistance in different parts of con-
quered Europe, the impact of war and conscription, and the
extent to which the Napoleonic Code was implemented in the
Empire and what social changes that brought about.
Religious life in Napoleonic France remains appreciably under-
examined by comparison with either the pre-1799 or the post-
1815 eras, although it is one of the potential growth areas. As
Gerard Cholvy has already noted, we have little on religious
activities in the years following the Concordat.24 To begin with,
there is scope for an authoritative study of church-state relations
in France building on the recent work of Michael Broers
and Edouard Leduc.25 How much did the regime's later anti-
sacerdotalism diminish popular affection for the Empire within
France? To what extent was there an attempt to exert centralized
imperial control over other Catholic churches outside France
where concordats formed an essential part of the Napoleonic
settlement of religion? The Concodatory Church of 1802 (Eglise
concordataire) represented a genuinely new creation, an attempt
by the consul to end the religious rupture caused by the civil
constitution of the clergy. But how did the Eglise concordataire
actually operate? How successful was this attempted junction
between refractory and constitutional clergy? We need more
local studies comparable to Thierry Blot's study on the church in
Bayeux to make sense of events.26 Diocesan studies are one way
into this area, and with the excellent Privat series complete, the
springboard is in place. There is also the recently submitted
Cambridge doctoral dissertation by D.O.A. Hawes on the Con-
stitutional clergy and the Concordat in the diocese of Dijon,
which argues that popular disaffection owed much to the mar-
ginalization of the constitutional clergy within the post-1802
108 European History Quarterly Vol. 33 No. 1
united church. That church made a precarious start. Scholars
found it recovered during the Restoration, but how far had that
recovery gone before 1815, and in what regions? Why did the
challenge from the Petite eglise, potentially so serious in 1801-2,
turn out to be a damp squib. The last collective study of that
Catholic remnant dates back to the 1890s. Above all, there is an
acute need for a study of male religiosity in the Napoleonic
period. This would better permit us to gauge and understand how
much the militarization of the male population continued to act
as an agency of de-Christianization, and the extent to which
Catholics, Protestants and Jews were able to counteract it.
Remaining within France, not enough attention has been given
to the post-1809 breach with Rome; the weight tends too much to
stay with the restoration of the church in the early years. There is
a wealth of archival material in the Archives nationales on
the unease in many areas (usually previous centres of counter-
revolution) in the last years of the empire. The Concile Nationale
of 1810-11, and the second Concordat of Fontainebleau (1813)
also need examination, in the same context. Indeed, Michael
Broers's emphasis on the importance of the Concordat of
Fontainebleau as a landmark in imperial-papal relations suggests
that this deserves a book in itself. These aspects of the subject
and period paint the late Empire in a rather more `radical', revo-
lutionary light than it usually receives -- it was anything but
crypto-monarchist!
Finally, the Concordat was a real, if short-lived, revolution
outside France -- the Rhineland, Italy and the Belgian depart-
ments. Few seem to have grasped the potential for opposition
until recently, or the capacity of clergy and laity to ally against
many of its terms (even if sometimes their objections were to
different aspects of the Concordat, the Concordat came as a
package deal, so it welded opposites together). The capacity for
religion to act as a politicizing catalyst needs examination, at the
grassroots level.
As a general rule, historians have tended to neglect the
Napoleonic administration, although there have been a number
of French theses and articles on the prefectural system in various
parts of France.27 In addition, a number of older studies are still
of some use.28 The French departments too remain very neg-
Dwyer, New Avenues for Research in Napoleonic Europe 109
lected. The 1970s saw a string of local revolutionary studies
appear but the Napoleonic period was simply passed over. Gavin
Daly's recent study on Rouen and the Seine-Inferieure illustrates
the various approaches open to scholars, which could be applied
to any number of imperial departments.29 The same argument
applies with even greater force to the annexed departments with-
in the Empire. An in-depth analysis of the type written by Clive
Church could be applied with great value to subjects such as
taxes, state expenditure, financial administration and public debt
which, despite their central importance, have not received the
appropriate attention they deserve in both Napoleonic France
and throughout the Napoleonic Empire.30 An even greater prob-
lem than the departments is neglect of the communal perspective,
although John Dunne is currently trying to rectify that lacuna, at
least for selected annexed departments.31
There is no recent synthesis of the French state's financial and
fiscal institutions, which is possibly the least-researched topic in
Napoleonic France and Europe. Indeed, the most comprehensive
work on finances in Napoleonic France is more than seventy
years old.32 Clearly, there is need for a more updated study on
that area. Alexander Grab and Donald Sutherland are good start-
ing points.33 Francois Crouzet deals specifically with Napoleonic
finances at the end of a recent book, but his treatment is really
quite slight (it ends in 1804).34 However, it does at least establish
the importance of the `franc de germinal' of 1803 as a bimetallic
standard that brought lasting monetary stability to France for
over a century. Specific works on finances are also necessary for
most of the satellite states which, after all, were forced to help pay
for a large portion of the huge military expenditures of the French
emperor. Legislative history is also an area that could do with
further research. For most of the Napoleonic satellites, studies on
financial policies have yet to be written.35 There is little or noth-
ing, for example, on the Secretariat d'Etat.36 There is nothing on
the history of Napoleon's supply service.
There is a need for discussions of the French and European
economies under Napoleon, and the implementation and impact
of such policies as the emancipation and the expropriation of the
church. Further studies of the Atlantic ports and the impact of
the Continental Blockade in the Empire and in the lands of the
`Grand Empire' are needed.37 Francois Crouzet has done this in
a general sense, while Paul Butel has focused on Bordeaux, and
110 European History Quarterly Vol. 33 No. 1
Gavin Daly on Rouen, but much more needs to be done on the
commercial classes, and indeed the fate of maritime ancillary
industries.38
The dearth of current research into Napoleonic agriculture is
also notable. Was there stability or growth during the Napoleonic
era? What were the effects of the Revolutionary land sales? Did
they hold back both an agricultural and an industrial revolution
in France? Did peasants acquiesce in Napoleon's regime? Was
there simply a `luck factor' of generally good harvests during
the Empire? The relevant entry in Jean Tulard's Dictionnaire
Napoleon says very little, and the further bibliographical leads
that it cites are all pretty old. The challenge is finding researchers
who are prepared to delve into these subjects which are not
exactly scintillating.
There is a real irony in the fact that, despite the traditional
labelling of the Napoleonic regime as a `police state', and fre-
quent references to Fouche's ubiquitous network of spies and
informers, it is only comparatively recently that scholars have
turned to this aspect of the Napoleonic period in earnest. Even
then, a great deal of the recent research centres on non-French
parts of the Empire, especially Italy, although in the context of
policing there is a need for more work in English on the states of
the Confederation of the Rhine.39 There is also a definite need for
scholarly biographies in English on the Ministers of General
Police, Fouche and Savary. The history of the gendarmerie, on
the other hand, is well served.40
Many of the central problems of the period associated with
policing were traced best by Colin Lucas in a series of seminal
articles on the Directorial period, which have done much to set
the agenda for those who followed.41 Building on this is the per-
ceptive article by Howard Brown, which widens these issues
beyond a regional perspective.42 A clear area for further study is
to follow in the footsteps of these people and to provide more
detailed studies of France itself. The lack of such work is odd,
given the real and easily accessible riches of the Archives
nationales de Paris for the Napoleonic period.
The archival material can be used in a multiplicity of ways.
Police bulletins, for example, give not only an abundance of
information regarding common crimes, but also detailed inform-
ation on the movement of travellers, the population of Paris
Dwyer, New Avenues for Research in Napoleonic Europe 111
prisons, the situation of prisoners of war and deserters, the state
of the roads, internal and external commerce, the price of wheat,
and the leves of conscripts. They provide information on the state
of public opinion, the maintenance of law and order, the reaction
to religious policies and information on intercepted foreign
correspondence.43
The Archives nationales also hold thousands of cartons of
police records and there is also considerable material on policing
to be found in France's many departmental and communal
archives. It would be useful to have an institutional study of the
Ministry of General Police and its dealings with local officials
throughout the Empire. Police archives could be used in con-
junction with France's rich judicial records (held in the depart-
mental archives) to study various aspects of crime, criminality
and criminals. An examination of municipal archives would also
reveal much about policing in the Empire's towns and cities.
Much research still remains to be done on the many conspira-
cies against Napoleon by royalists and republicans and on the
machinations of foreign (especially British) agents and spies in
France.44 The opposition to Napoleon by liberal intellectuals,
returned (royalist) emigres, priests who sided with the Pope in his
quarrel with Napoleon, and the many thousands of ordinary men
and women who resented high taxes and heavy conscription,
offers many possibilities for fresh and exciting research. Linked
in with this, of course, is the need for much more work on col-
laboration, especially at the lower levels.
The history of the Napoleonic Empire is mixed in terms of out-
put. We are relatively well provided for in English works on
Napoleonic Italy, thanks to the research of scholars such as
Stuart Woolf, Michael Broers, John Davis, and Alexander Grab.
There are also encouraging signs that Spain is beginning to
attract more interest (we can look forward to Charles Esdaile's
forthcoming work on the Peninsular Wars). However, if we can
turn to Simon Schama for his magisterial treatment of Holland,45
we still lack similar detailed accounts of Napoleonic Belgium,
Germany and Switzerland. English writings on Poland (the
Duchy of Warsaw) are even thinner on the ground, apart from
the general histories, and there is nothing substantial at all on the
`Illyrian Provinces'. What we need is a series of syntheses in
English of the major and prolific research published in most of
112 European History Quarterly Vol. 33 No. 1
the main European languages on all those countries over the past
forty years or so. Only then will we understand how the instru-
ments of French rule (administration, justice, financial exactions,
military recruitment, the Continental System) were applied in the
subject and allied states of the `Grand Empire', and with what
effect. Only then, in particular, will we be able to assess the full
impact of the sale of property confiscated from the church, of the
Code Napoleon, of French `cultural imperialism' in the more and
less receptive conquered lands, and of Napoleon's `politics of
grandeur' and `spoils system' in his larger imperial scheme. The
issue at stake is much bigger than Napoleon himself. It reaches
well beyond old questions, such as: was he the true heir of the
French Revolution? What did he owe to his Revolutionary
inheritance? Was he the last of the enlightened despots or a
prophet of the modern state? Was he a radical or a conservative
at heart? Was he ultimately a force for good or ill? The issue we
face is nothing less than how his imperial system actually worked
under the administrators and military commanders who were
called upon to implement it, how the various subject peoples
actually reacted to that system at the time, and what institutional
legacy it actually left, or did not leave, in all parts of the former
`Grand Empire' after 1815.
Linked to the Empire is of course foreign policy that, along
with military aspects, is another area where there is a great
deal of research of uneven quality. While relations between the
great powers and France have largely been examined -- Paul
Schroeder provides some thought-provoking alternative interpre-
tations of relations between the major powers, and the European
states system46 -- we could still benefit from more research on the
middle and smaller powers such as Prussia, Spain, Sweden,
Denmark and various Italian and German states. The role of the
various interest groups in the formation of foreign policy in
France -- French (proto)-industrialists, the military, the imperial
family, Napoleonic elites -- has received little or no attention
from scholars (assuming of course they actually had a role to
play). In this vein, it would be worthwhile examining the notion
of an `ideological consensus' formed in favour of France's bid for
hegemony in Europe (and indeed the world) among, not only the
French elites, but also the military, businessmen and the French
people. Some attention should also be given to the perceptions
and prejudices of the statesmen and officials who advised
Dwyer, New Avenues for Research in Napoleonic Europe 113
Napoleon, especially with regard to Britain. In short, a study of
Napoleon's foreign/military objectives, which does not get
bogged down in the operational history of individual campaigns,
and which incorporates factors such as domestic pressures,
finances and manpower, would be invaluable. What is needed, in
fact, is a counterpart to Rory Muir's study of Britain, but which
focuses on the French perspective.47
Indeed, there are a number of other important questions that
may lead to new insights into the ways in which foreign policy
was formulated and implemented in France under Napoleon.
These include: the family/dynastic aspect of expansion; the
charismatic nature of Napoleon's leadership; the apparent self-
destructive nature of his behaviour; the continuing, almost obses-
sive, unresolved conflict with Britain; Napoleon's relations with
Alexander I of Russia; the increasing distance that Napoleon
placed between those (including the French) over whom he ruled;
Napoleon's inability to cope with defeat; his inability to accept
responsibility for his actions along with the tendency to blame
subordinates or simply circumstances for his failures; his sensi-
tivity to criticism; the tendency to bear grudges for long periods
of time; the uncertain foundations of Napoleon's power and the
belief that he was obliged to produce victories in order to main-
tain power; and his seemingly boundless aggression.
Popular responses to foreign policy in France, and the role of
public opinion in general, is lacking. Something similar to Arlette
Farge's approach to eighteenth-century public opinion could be
used profitably to study both the Revolutionary and Napoleonic
periods.48 This would most certainly benefit an analysis of the last
years of the Empire. The apparent absence of an insistent popu-
lar clamour for peace -- the lack (to use an anachronism) of any
`peace movement' in the later years of the Empire -- has always
been puzzling. From the government's prefectorial and police
reports, we know of widespread war weariness and the fervent
hope for a durable peace in the wake of French victories as late
as Lutzen in 1813. The desire for peace was no doubt all the
greater, in light of the remarkable success of the regime in sup-
pressing most draft evasion by 1810 through bureaucratic pres-
sure and coercive techniques. The question is: how did this war
weariness express itself? And why did it not have a greater impact
until the game was over, during the final `Battle of France'? The
flow of official reports and correspondence (at various local as
114 European History Quarterly Vol. 33 No. 1
well as national levels) could be combed systematically with an
eye on this question.
On this point, perhaps the clergy should be reconsidered.
Certainly, priests had generally become Napoleon's `moral pre-
fects' and part of his propaganda machine. But was any anti-war
sentiment finding expression in the pulpit or elsewhere in the
clergy's rounds? Mercantile communities, particularly in the
hard-hit Atlantic ports, might also be revisited with this question
in mind. And related to this, how did the families of the soldiers
who perished in the Russian debacle, and who were mostly unac-
counted for, react to the news or the lack of news about their
kin?
The Empire brought with it popular resistance, another area that
is crying out for research. The material is neither abundant nor
particularly satisfactory, and it is only in recent years that histo-
rians have begun to examine the problem in terms other than
those of narrative military history. Recent introductions all stress
the importance of such issues as banditry, social unrest and
resistance to enlightened reform, whether Napoleonic or abso-
lutist.49 Here again, Charles Esdaile is looking at Spain, but it is
a shame that John Tone has not gone on to analyse some other
region of the country than the quite exceptional example of
Navarre.50 As to other parts of the Empire, we really do know
extraordinarily little, the one exception being the Kingdom of
Italy and, to a lesser extent, Holland.51 Milton Finley provides a
basic narrative and quite a lot of suggestive detail, but we really
must have some decent works on the nature of the Calabrian
revolt.52
However scant, coverage of popular resistance in Italy is
princely indeed compared to that accorded to Germany and the
Tyrol. Insofar as the former is concerned, there is almost nothing
in English other than an extremely suggestive chapter in Tim
Blanning's study on the Rhineland.53 It would be very helpful to
know why the attempts to stir up revolt in Germany 1809 failed
so conspicuously? Was the disorder described in Blanning's
study replicated in such comparable districts as the Black Forest?
How widespread was draft evasion? Discussion of the revolt in
the Tyrol is confined to a couple of narratives, although the 1980s
Dwyer, New Avenues for Research in Napoleonic Europe 115
saw a spate of German works.54 It may well be that these contain
fresh insights.
The growth of the state seems to dominate recent research on
Napoleonic Central Europe, especially on the Confederation of
the Rhine. Up until about the 1970s, research into Napoleonic
Germany was geographically skewed in favour of Prussia. Since
then, much work has been done on the `Third Germany'. The
Habsburg monarchy, by contrast, is neglected for this period,
which falls between the two stools occupied by Joseph II and
Metternich.
The rise of the bureaucratic, centralized, sovereign state in
Central Europe is connected to several debates, including the
nature of the transition from the enlightened absolutism/privi-
leged estates of the eighteenth century to the constitutional liber-
alism of the nineteenth. To what extent did the intervening
Napoleonic period (marked, perhaps, by `bureaucratic state
absolutism') represent natural progression from the one period to
the other? To what extent was it a deviation or a break? Related
to this, in turn, is the question of which reforms were the most
progressive in the Napoleonic period: those of Prussia, which
Thomas Nipperdey argues went beyond the enlightened abso-
lutism of the eighteenth century and prefigured nineteenth-
century developments; or the reforms of the south German states,
which many argue were more progressive because they subordi-
nated the nobility to the state more thoroughly than in Prussia,
thereby paving the way for constitutional liberal developments
later on? According to this last interpretation, the subordination
of the nobility (and, indeed, other intermediate bodies such as
independent cities, guilds, etc.) was a prerequisite for constitu-
tional liberalism. This failed to occur in Prussia, hence its
ultimately disastrous Sonderweg.
Within these wide competing interpretative frameworks, the
fate of the nobility and other intermediate bodies standing
between state and citizen assumes importance. While much has
been written about the Prussian Junkers, less research has been
done into the nobility in the western states. Granted, Elizabeth
Fehrenbach has shown how Confederation of the Rhine nobles
successfully fended off or watered down the Napoleonic Code,
while Christof Dipper has done some work on the fate of the
`mediatized' nobility.55 Yet lacunae still remain in numerous
other areas, especially the relationship between the old nobility
116 European History Quarterly Vol. 33 No. 1
and the new bureaucracies of the south German states (although
this gap in our knowledge is closing fast with several recent
publications on bureaucracy in these states).
The nobility was not the only formerly privileged estate
challenged by state building in Central Europe. The formerly
independent imperial cities and hometowns, with their patrician
elites and fractious guilds, were another. Despite Mack Walker's
seminal contribution, more research could be done on the rela-
tionship between this group and the bureaucratic states to which
they found themselves subordinated in the Napoleonic period.56
Again, this area is linked to the origins of nineteenth-century
German liberalism, the focus for Lothar Gall's recently com-
pleted large-scale research project that examined seventeen
German cities in this period from the perspective of the role of the
urban middle class (Burgertum) in the transition to nineteenth-
century liberalism.57 Further east, in Hungary, where a substan-
tial Burgertum did not exist, a similar unresolved debate centres
on the connection (or lack of one) between the eighteenth-
century Enlightenment that infused much of the nobility, and the
nineteenth-century liberal nationalism that was also sustained by
this group.
Another privileged ancien regime institution that has been
neglected to an even greater extent is the Catholic Church in
Germany. This is surprising, given that the Napoleonic era was a
crucial period in its development. After all, 1803 marked the end
of an institution (the Reichskirche) that had existed for almost a
millennium. Arguably, the destruction of this institution paved
the way for the resurgence of the Catholic Church in Germany on
the spiritual plane in the nineteenth century. Furthermore, it is
hard to envisage the emergence of another important nineteenth-
century movement, political Catholicism, in a context where the
Catholic Church had remained as institutionally important as
before 1803. The exact nature of this transition has not been
adequately explored.
The `perspective from below' to state-formation is generally
neglected. What did the interface between state and locality look
like in those areas that experienced rapid state formation? Were
local elites undermined, preserved or reinforced by the intrusion
of the state? To what extent was progress made in transforming
peasants into Bavarians, Westphalians or Badenese? This last
question is potentially interesting. Central Europe's bureaucrats
Dwyer, New Avenues for Research in Napoleonic Europe 117
were not only destroyers of existing privileges and exploiters of
ordinary people. While the actual state and legal institutions that
they created are relatively well known, less had been written,
until recently, on their attempts to create new identities to under-
pin these institutions. This vein -- containing material on public
opinion and the formation of identity by newly-emerging states
-- is now being mined actively, but no doubt has much more to
yield. This particular area of research is also linked to the transi-
tion from medieval/early-modern concepts of civic rights to the
modern notion of state citizenship. The `symbolization' of this
transition, and efforts by the German states to forge a new state
identity out of the various local allegiances and supranational
(Catholic and Reich) identities that had existed earlier, appears to
be an especially fruitful area for future research.
Perhaps the best covered of all the countries under Napoleon's
rule is Spain, although here also there is much room for improve-
ment (alas, Portugal has by contrast been absolutely ignored).
However, if we know a great deal about the war in Iberia in terms
of big names, big battles and high politics, we know very little
about such issues as popular motivation and mobilization -- the
very issues, indeed, that could be said to be most important to an
understanding of the conflict. With regard to Spain, in particular,
this is the result of a combination of a variety of factors. Thus,
until comparatively recently, in Spain academics have shunned
the military aspects of the War of Independence, while the major-
ity of foreigners who have looked at the conflict have been `old'
historians who, in addition, have lacked both the language skills
and the financial resources necessary to pursue research in the
Spanish archives. In recent years, however, a number of scholars
have shown that researchers willing to do the demanding work of
the social historian can make an enormous difference. Certainly,
the issue is not want of information insofar as such issues as con-
scription, collaboration, irregular resistance and the emergence
of new forms of political authority are concerned. Important
collections of material may be found in a number of provincial
archives, good examples being the Archivo General de Navarra,
the Archivo Historico Provincial de Cadiz, the Archivo del
Reino de Galicia at La Coruna, the Archivo Historico Provincial
de Badajoz, and the Archivo de la Corona de Aragon in
118 European History Quarterly Vol. 33 No. 1
Barcelona. Many municipal archives also contain much of inter-
est, for example, the Archivo Municipal de Zaragoza, which
houses a very large collection relating to General Palafox's
administration of Aragon.
There is, however, a persistent myth that because the struggle
against the French was by definition local, it can most effectively
be studied at the local or municipal level. This is simply untrue.
From the very beginning of the war, successive Spanish govern-
ments struggled to remain in close touch with the provinces,
whether or not they were free or occupied by the enemy, while the
local authorities were in their turn keen to stay in contact with the
centre. As a result, the national archives are just as indispensable.
Two sources of particular importance in this respect are the
papers of the Junta Central, which are held by the Archivo
Historico Nacional, and the papers of the cortes of Cadiz, which
are held by the Archivo de las Cortes. Nor to be scorned are col-
lections of private papers such as those of General Francisco
Copons y Navia, the latter being held by the Real Academia de
Historia and the Servico Historico Militar respectively.
An especially rich source on all matters relating to the Spanish
war effort may be found in the extensive pamphlet literature of
the period. Important collections here include the holdings of the
Colleccion Documental del Fraile (Servico Historico Militar),
the Colleccion Gomez Imaz (Biblioteca Nacional) and the Col-
leccion Gomez Imaz (Biblioteca del Senado). For the burgeon-
ing press, meanwhile, a good place to start is the Hemeroteca
Municpal de Madrid.
Just as Anglo-Saxon historians have tended to neglect the
Spanish provinces, so Spanish scholars have tended to neglect the
British ones. While Britain's archives are obviously primarily
used for matters relating to the operations of Wellington and
Moore, this is unfortunate since they contain much useful
information on the Spanish war effort. Housed at the University
of Southampton, the Wellington Papers, for example, are of par-
ticular interest for the study of the Spanish army and guerrillas in
the period 1812-14, while the situation in 1808 is well covered by
the reports of such liaison officers as Charles William Doyle in
the War Office Papers (Public Records Office). Last but not
least, there are important collections of private papers at the
British Library (Moore, Lord Wellesley, James Willoughby
Gordon), the University of Nottingham (Bentinck), the Uni-
Dwyer, New Avenues for Research in Napoleonic Europe 119
versity of Liverpool (Blanco White), and the University of
Manchester (Clinton).
Armed with material culled from these sources, it should be
possible to arrive at a much more accurate picture of Spain's
resistance to Napoleon than the one offered by current ortho-
doxy. No more, for example, will it be possible to generalize
about the people of Spain rushing to take up arms for God, king
and country, or maintain that the populace fought the French
while the upper classes collaborated. Through the use of such
material as notarial records and parish registers -- in which most
provincial archives are extremely rich -- it should be feasible to
examine the impact of the war on Spanish society, this being
another area on which much work could still be done.
The possibilities for future research that focuses either specific-
ally on the Napoleonic era, or which transcends the traditional
timeframe to incorporate the Revolution and even the Restora-
tion, are abundant. It is evident in the last decade, since the
appearance of Charles Esdaile's piece in this journal, that research
has moved away from the traditional limits placed on the period
by diplomatic and military histories.58 Nevertheless, progress has
been slow and much remains to be done. Indeed, in terms of
scholarly research, it is safe to say that the Napoleonic era is one
of the most under-exploited periods in French and European
history. There is no longer any reason for it to remain the poor
cousin of the French Revolution.
Notes
This article is a compilation of suggestions and comments made by Nigel Aston,
Michael Broers, Malcolm Crook, Gavin Daly, Denise Davidson, John Dunne,
Geoffrey Ellis, Charles Esdaile, Alan Forrest, Alexander Grab, Jennifer Heuer,
Michael Rowe, Michael Sibalis, John Lawrence Tone, and Isser Woloch. I would
like to thank them all for their valuable suggestions.
1. Jean-Paul Bertaud, The Army of the French Revolution: From Citizen-
Soldiers to Instrument of Power (Princeton, NJ 1988); idem, `Napoleon's officers',
Past & Present, Vol. 112 (1986), 91-111.
2. Those exceptions are: David Gates, The Napoleonic Wars, 1803-1815
(London 1997); Charles Esdaile, The Wars of Napoleon (London 1995), and his
more recent The French Wars, 1792-1815 (London 2001).
3. Alan Forrest, Conscripts and Deserters: The Army and French Society During
120 European History Quarterly Vol. 33 No. 1
the Revolution and Empire (Oxford 1989); Isser Woloch, `Napoleonic Con-
scription: State Power and Civil Society', Past & Present, Vol. 111 (1986), 101-28.
4. Isser Woloch, The New Regime. Transformations of the French Civic Order,
1789-1820s (New York 1994).
5. Some work has been done for Italy by Alexander Grab, `Popular Uprisings
in Napoleonic Italy', Consortium on Revolutionary Europe, Proceedings XIX (1990),
112-19; `State Power, Brigandage and Rural Resistance in Napoleonic Italy',
European History Quarterly, Vol. 25 (1995), 39-70; `Army, State and Society:
Conscription and Desertion in Napoleonic Italy, 1802-1814', Journal of Modern
History, Vol. 67, no. 1 (1995), 25-54.
6. Charles Esdaile, The Spanish Army in the Peninsular War (Manchester
1988).
7. Jean Vidalenc, Les Demi-Solde: etude d'une categorie sociale (Paris 1955).
8. Judith A. Miller, Mastering the Market: The State and the Grain Trade in
Northern France, 1700-1860 (Cambridge 1999).
9. Margaret H. Darrow, Revolution in the House: Family, Class, and
Inheritance in Southern France, 1775-1825 (Princeton, NJ 1989).
10. Friendship ties, for example, are evoked in Pierre Marot, Recherches sur la
vie de Francois de Neufchateau a propos de ses lettres a son ami Poullain-Grandprey
(Nancy 1966), and in the valuable Memoires de A.-C. Thibaudeau, 1799-1815
(Paris 1913).
11. Charles Durand, Les Auditeurs au Conseil d'etat de 1803 a 1814 (Aix-en-
Provence 1958).
12. They have been republished and introduced by Jean-Claude Perrot under
the title Sources statistiques de l'histoire de France: les enquetes des prefets de
l'Empire, published by the Bibliotheque nationale in Paris and on microfiche by
Clearwater Publishing (New York 1975). Jean-Claude Perrot and Stuart Woolf,
State and Statistics in France, 1789-1815 (New York 1984) puts this valuable
source in perspective.
13. The exceptions, to one degree or another, include Maurice Agulhon, La vie
sociale en Provence interieure au lendemain de la Revolution (Paris 1971); Jean-
Pierre Jessenne, Pouvoir au village et revolution: Artois, 1760-1848 (Lille 1987);
Fernand L'Huillier, Recherches sur l'Alsace napoleonienne (Paris 1947); and Peter
Jones, Politics and Rural Society: The Southern Massif Central c. 1750-1880
(Cambridge 1985).
14. Annie Jourdan, Napoleon. Heros, imperator, mecene (Paris 1998); Werner
Telesko, Napoleon Bonaparte (Vienna 1998).
15. See the works by Pascal Dupuy, `Le 18 brumaire en Grande-Bretagne: le
temoignage de la presse et des caricatures', Annales historique de la Revolution
francaise, Vol. 318, no. 4 (1999), 773-87; and idem, `La campagne d'Italie dans
les gravures anglaises sous le Directoire: diffusion et interpretations (1796-1798)',
in Jean-Paul Barbe and Roland Bernecker, eds, Les intellectuels europeens face a la
campagne d'Italie, 1796-1798 (Munster 1999), 209-31. There is also the massive
work on caricature by Hans-Peter Mathis et al., Napoleon im Spiegel der Karikatur
(Zurich 1998).
16. Isser Woloch, Napoleon's Collaborators: The Making of a Dictatorship (New
York 2001).
17. Malcolm Crook, `The Uses of Democracy. Elections and Plebiscites in
Napoleonic France', in Maire F. Cross and David Williams, eds, The French
Dwyer, New Avenues for Research in Napoleonic Europe 121
Experience from Monarchy to Republic, 1792-1824. New Dawns in Politics,
Knowledge and Culture (Basingstoke 2000), 58-71.
18. See, for example, Susan Conner, `Up from the Footnotes: Amazons,
Miscreants, Marginal and Not-So-Marginal Women in Napoleonic Social
History', Consortium on Revolutionary Europe, Proceedings (1997), 213-20.
19. Jennifer Heuer, ` "Afin d'obtenir le droit de citoyen . . . en tout ce qui peut
concerner une personne de son sexe': devenir ou cesser d'etre femme francaise a
l'epoque napoleonienne', Clio: histoire, femmes et societes, Vol. 12 (2000), 15-32;
and with Anne Verjus, `L'invention de la sphere domestique au sortir de la
Revolution', Annales historique de la Revolution francaise, Vol. 327 (2002), 1-28;
the last section deals with the Napoleonic period.
20. See also Denise Davidson, `Bonnes Lectures: Improving Women and
Society Through Literature in Post-Revolutionary France', in M. Cross and D.
Williams, eds, The French Experience from Republic to Monarchy; and idem,
`Women Counted Too: Napoleonic Festivals and First Empire Politics', French
History, Vol. 16, no. 3 (2002).
21. Steven D. Kale, `Women, Salons, and the State in the Aftermath of the
French Revolution', Journal of Women's History, Vol. 13 (2002), 54-80.
22. John Lawrence Tone, `Spanish Women in the Resistance to Napoleon,
1808-1814', in Victoria Loree Enders and Pamela Beth Radcliff, eds, Constructing
Spanish Womanhood: Female Identity in Modern Spain (Albany 1999), 259-82.
23. Karen Hagemann, "Mannlicher Muth und Teutsche Ehre". Nation, Militar
und Geschlect zur Zeit der Antinapoleonishe Kriege Preuens (Paderborn 2002).
Some of the findings have been published in English as `A Valorous Volk Family:
the Nation, the Military, and the Gender Order in Prussia in the Time of the Anti-
Napoleonic Wars, 1806-15', in Ida Blom, Karen Hagemann and Catherine Hall,
eds, Gendered Nations: Nationalisms and Gender Order in the Long Nineteenth
Century (Oxford, 2000), 179-206; and `Of "Manly Valor" and "German Honor".
Nation, War and Masculinity in the Age of the Prussian Uprising against
Napoleon', Central European History, Vol. 30, no. 2 (1997), 187-220.
24. Gerard Cholvy, `Les peuples de France entre religion et revolution
(1760-1830)', in J. Martin, ed., Religion et Revolution (Paris 1994), 19.
25. Michael Broers, Politics and Religion in Napoleonic Italy: The War Against
God, 1801-1814 (London 2001); Edouard Leduc, Portalis 1746-1807 (Paris
1991).
26. Thierry Blot, Reconstruire l'Eglise apres la Revolution: le diocese de Bayeux
sous l'episcopat de Mgr Charles Brault, 1802-1823 (Paris 1997).
27. Of the recent studies focusing directly on prefectoral administration, the
most comprehensive are R. Carrier's Une isle au milieu de l'Empire'. Le departe-
ment de l'Aveyron sous le Consulat et l'Empire (1800-1813) contribution a l'histoire
de l'administration prefectorale (Toulouse-I 1993), and Francois de Lannoy's
L'Administration prefectorale de la Manche l'Aveyron sous le Consulat et l'Empire
(1800-1815) (Paris-IV 1992). The most accessible recent French article is
Catherine Lecomte, `L'administration departementale, acteur du renouveau en
Seine-et-Oise, 1800-1815', Revue Historique, Vol. 576 (1990), 305-32.
28. See Nathalie Petiteau, Napoleon, de la mythologie a l'histoire (Paris 1999),
303-10.
29. Gavin Daly, Inside Napoleonic France: State and Society in Rouen, 1800-
1815 (Burlington, VT 2001); and Jeff Horn, `Building the New Regime: Founding
122 European History Quarterly Vol. 33 No. 1
the Bonapartist State in the Department of the Aube', French Historical Studies,
Vol. 25, no. 2 (2002), 225-63.
30. Clive H. Church, Revolution and Red Tape: The French Ministerial
Bureaucracy, 1770-1850 (Oxford 1981).
31. See, for example, John Dunne, `Napoleon's "Mayoral Problem": Aspects
of State-Community Relations in Post-Revolutionary France', Modern & Con-
temporary France, Vol. 8, no. 4 (2000), 479-91.
32. Marcel Marion, Histoire financiere de la France depuis 1715, Tome IV
1797-1818: La fin de la Revolution, le Consulat et l'Empire, la liberation du terri-
toire (Paris 1925).
33. Alexander Grab, `State, Society and Tax Policy in Napoleonic Europe', in
Philip G. Dwyer, ed., Napoleon and Europe (London 2001), 169-86; Donald M.G.
Sutherland, `Taxation, Representation and Dictatorship in France, 1789-1830', in
William M. Ormrod, Margaret and Richard Bonney, eds, Crises, Revolutions and
Self-Sustained Growth (Stamford, CT 1999).
34. Francois Crouzet, La grande inflation: la monnaie en France de Louis XVI a
Napoleon (Paris 1993).
35. The exception is Alexander Grab, `The Politics of Finance in Napoleonic
Italy (1802-1814)', Journal of Modern Italian Studies, Vol. 3, no. 2, (1998),
127-43; and Simon Schama, `The Exigencies of War and the Politics of Taxation
in the Netherlands, 1795-1810', in J.M. Winter, ed., War and Economic
Development: Essays in Memory of David Joslin (Cambridge 1975), 103-37.
36. Other than the book by Baron Ernouf, Maret, duc de Bassano (Paris 1893).
37. For further directions one should consult Geoffrey Ellis, The Napoleonic
Empire (London 1991), ch. 6, now revised in a second edition for prospective pub-
lication in 2003, and in the relevant section headed `The Continental Blockade'
(pp. 101-12) of Ellis's Napoleon (London 2000). These are really only updated
digests of material in Ellis's published doctoral thesis, Napoleon's Continental
Blockade: The Case of Alsace (Oxford 1981).
38. See Gavin Daly, `Merchants and Maritime Commerce in Napoleonic
Normandy', French History, Vol. 15, no. 1 (2001), 26-50. Butel's publications on
Bordeaux appeared in the 1970s and 1980s. Among the most important are: `Crise
et mutation de l'activite economique a Bordeaux sous le Consulat et l'Empire',
Revue d'histoire moderne et contemporaine, Vol. 17, no. 3 (1970), 540-58; `Guerre
et commerce: L'activite du port de Bordeaux sous le regime des licences,
1808-1815', Revue d'histoire moderne et contemporaine, Vol. 19, no. 1 (1972),
128-49; and `Succes et declin du commerce colonial francais, de la Revolution a
la Restauration', Revue Economique, Vol. 40, no. 6 (1989), 1079-96, along with a
number of other essays on various aspects of maritime trade under Napoleon.
39. For the imperial departments of Piedmont, see Michael Broers, `Policing
Piedmont: "the Well Ordered Police State" in the Age of Revolution, 1794-1821',
Criminal Justice History, Vol. 15 (1994), and the relevant chapters of Napoleonic
Imperialism and the Savoyard Monarchy, 1773-1821. State Building in Piedmont
(Lampeter 1997). In the wider context of Napoleonic Italy as a whole, see Michael
Broers, `The Police and the Padroni: Italian Notabili, French Gendarmes and the
Origins of the Centralised State in Napoleonic Italy', European History Quarterly,
Vol. 26, no. 3 (1996), 331-53. The well-established study by John Davis, Conflict
and Control. Law and Order in Nineteenth Century Italy (London 1988), sets the
Napoleonic period in a wider chronological framework.
Dwyer, New Avenues for Research in Napoleonic Europe 123
40. Clive Emsley, Gendarmes and the State in Nineteenth-Century Europe
(Oxford 1999).
41. Colin Lucas, `The First French Directory and the Rule of Law', French
Historical Studies, Vol. 10, no. 2 (1977), 231-60 ; and `The Problem of the Midi in
the French Revolution', Transactions of the Royal Historical Society, Vol. 28
(1978), 1-25.
42. Howard Brown, `From Organic Society to Security State: The War on
Brigandage in France, 1797-1802', Journal of Modern History, Vol. 69, no. 4
(1997), 661-95.
43. A good starting point, before going into the archives, is Ernest d'Hauterive,
ed., La Police secrete de premier Empire: Bulletins quotidiens adresses par Fouche a
l'Empereur (3 vols, Paris 1908-22) and Jean Grassion (2 vols, Paris 1963-4); and
Nicole Gotteri, La Police secrete du Premier Empire, bulletins quotidiens addresses
par Savary a l'empereur (4 vols, Paris 1997-2000) with more volumes to appear.
44. See Elisabeth Sparrow, `The Swiss and Swabian Agencies, 1795-1801',
Historical Journal, Vol. 35, no. 4 (1992), 861-84; and idem, Secret Service: British
Agents in France, 1792-1815 (Rochester, NY 1999).
45. Simon Schama, Patriots and Liberators: Revolution in the Netherlands 1780-
1813 (London 1977).
46. Paul W. Schroeder, The Transformation of Europe, 1763-1848 (Oxford
1994).
47. Rory Muir, Britain and the Defeat of Napoleon, 1807-1815 (New Haven,
CT 1996).
48. Arlette Farge, Subversive Words: Public Opinion in Eighteenth-Century
France (trans. Rosemary Morris, Cambridge 1994).
49. Esdaile, The Wars of Napoleon; Stuart Woolf, Napoleon's Integration of
Europe (London, 1991); and Michael Broers, Europe Under Napoleon (London,
1996).
50. John Lawrence Tone, The Fatal Knot: the Guerrilla War in Navarre and the
Defeat of Napoleon in Spain (Chapel Hill, NC 1994); idem, `Napoleon's Un-
congenial Sea: Guerrilla Warfare in Navarre during the Peninsular War,
1808-1814', European History Quarterly, Vol. 26, no. 3 (1996), 355-82.
51. Schama's Patriots and Liberators has quite a lot about anti-conscription
riots.
52. Milton Finley, The Most Monstrous of Wars: The Napoleonic Guerrilla War
in Southern Italy, 1806-1811 (Columbia, SC 1994).
53. Timothy C.W. Blanning, The French Revolution in Germany: Occupation
and Resistance in the Rhineland, 1792-1802 (Oxford 1983).
54. F. Eyck, Loyal Rebels: Andreas Hofer and the Tyrolean Uprising of 1809
(New York 1986); and L. Harford, `Napoleon and the Subjugation of the Tyrol',
CREP (Consortium on Revolutionary Europe) (1989), XIX, 704-11. The German
works include W. Pfaundler and W. Kofler, Der Tiroler Feiheitskampf unter
Andreas Hofer (Munich 1984); D. Stutzer, Andreas Hofer und die Bayern in Tirol
(Munich 1983); and B. Wurzer, Tiroler Freiheitskampf: Andreas Hofer und der
Heldenhafte Aufstand eines Volkes 1809 (Nuremberg 1984).
55. Elizabeth Fehrenbach, Der Kampf um die Einfuhrung des Code Napoleon in
den Rheinbundstaaten (Wiesbaden 1973), and Traditionale Gesellschaft und revolu-
tionares Recht: Die Einfuhrung des Code Napoleon in den Rheinbundstaaten
(Gottingen 1974); Christof Dipper, `Die Reichsritterschaft in napoleonischer
124 European History Quarterly Vol. 33 No. 1
Zeit', in Eberhard Weis, ed., Reformen im rheinbundischen Deutschland (Munich
1984), 53-73.
56. Mack Walker, German Home Towns: Community, State, General Estate,
1648-1871 (Ithaca, NY 1971).
57. Lothar Gall, ed., Vom alten zum neuen Burgertum. Die mitteleuropaische
Stadt im Umbruch 1780-1820 (Munich 1997).
58. Charles Esdaile, `The Napoleonic Period: Some Thoughts on Recent
Historiography', European History Quarterly, Vol. 23, no. 3 (1993), 415-32.
Abstracts
Timothy J. McHugh, Hospitals and Huguenots: Confessional
Coexistence in Nimes, 1629-85
This article examines the relationship between Catholic and
Protestant communities in mid-seventeenth century Nimes.
During the period under study, the city's ruling classes were
divided almost equally between the two faiths. Traditional histo-
riography asserts that the period between the 1629 Peace of Ales
and the 1685 revocation of the Edict of Nantes was a time of
underground hostility between the two communities. The history
of poor relief in the city would suggest otherwise. Despite pres-
sure from outsiders, the city's Catholic and Protestant elites
shared an uneasy toleration of each other's efforts to administer
their own community's hospital. Even after the ultra-Catholic
bishop and the Parlement of Toulouse succeeded in closing the
Protestant hospital, the Catholic city fathers allowed their
Huguenot neighbours to continue to levy municipal taxes for
more informal forms of social welfare. The article argues that, in
similar communities both in France and in the rest of Europe,
localized toleration developed despite external forces acting to
incite intolerance.
Key Words: Edict of Nantes, France, Louis XIV, poor relief,
toleration
Roger Bartlett, Serfdom and State Power in Imperial Russia
The rise of Russia to Great Power status and European pre-
eminence in the period between 1650 and 1850 was contempora-
neous with the consolidation of the institution of serfdom. Russia
lost her dominant position in 1856; serfdom was abolished in
1861. This article enquires into the relation between the two
phenomena, and the ways in which the servile system may have
European History Quarterly Copyright (c) 2003 SAGE Publications, London, Thousand
Oaks, CA and New Delhi, Vol. 33(1), 149-151.
[0265-6914(200301)33:1;149-151;030646]
150 European History Quarterly Vol. 33 No. 1
enhanced Russian effectiveness as a Great Power. The initial
section examines some of the features of Russian serfdom,
including its lack of any determining legal definition, its variety
and flexibility in practice, serf standards of living, the semantics
of serfdom in Russia, and its place within the dynamics of the
Russian `service state'. Serfdom's contribution to the regime's
ability to develop and project its power, both internally and exter-
nally, is then examined in relationship to the economy, political
culture, social structure and military system of the pre-reform
Empire. The investigation concludes that serfdom did not hinder
and in some respects materially enhanced Russian power projec-
tion before the mid-nineteenth century, which helps to explain its
retention until 1861.
Key Words: army, monarchy, patronage, peasants, social relations
Mervyn O'Driscoll, `To Bring Light Unto the Germans': Irish
Recognition-seeking, the Weimar Republic and the British
Commonwealth, 1930-2
This case study of the first years of the Irish Legation in Berlin
(1929-1932) sheds light on the challenges created in the transition
from Empire to Commonwealth. It serves as a counterbalance to
the existing work which has tended to focus almost exclusively on
the relationship between the metropole (Britain) and the domin-
ions. This approach neglects a third set of actors, namely third
states with which Britain and the dominions had diplomatic
relations, such as Weimar Germany. How did the Saorstat repre-
sent its co-equal status within the British Commonwealth and
how did Weimar perceive the Irish role in the Commonwealth?
This article demonstrates that the Saorstat encountered difficul-
ties in explaining the Commonwealth experiment and expressing
their national autonomy in the face of incomprehension by the
pre-existing European state system and the resistance from the
local British embassies. Established power relations and percep-
tions were ingrained, inhibiting the international recognition the
Free State considered that it warranted.
Key Words: Commonwealth, diplomacy, dominions, empire,
Ireland
Abstracts 151
P. Dwyer, New Avenues for Research in Napoleonic Europe
Despite the vast number of books and articles on Napoleon and
the Empire that have been written over the last two hundred
years, there is virtually no aspect of European history during this
period that does not cry out for further research. During the last
decade or so, research has moved away from the traditional limits
placed on the Napoleonic era by diplomatic and military history,
but progress has been slow and much remains to be done. The
possibilities for future research suggested here not only point to a
number of lacunas in the historiography, but also encourage
researchers to apply recent historical methodologies, and to tran-
scend the traditional timeframe (1800-15) to incorporate the
French Revolution and even the Restoration.
Key Words: 1787-1830, First Empire, Europe, Napoleon
Bonaparte
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Emancipation of the Serfs (1861) Flashcards
Alexander's first step to Modernisation...
Students also studied
Alexander 1's emancipation experiment
Alexander 1 had previously emancipated Serfs in Russia's Baltic states (as they were mainly non Russians) yet never tried in Russia itself as it was too ingrained in Russian society.
Quotes/ Views on Serfdom (Nicholas: 1842)
There is no doubt that serfdom, in its present form, is a flagrant evil which everyone realizes, yet to attempt to remedy it now would be, of course, an evil even more disastrous."
Quotes/ Views on Serfdom (Alexander 2 1861)
"it is better to liberate the peasants from above" than to wait until they won their freedom by uprisings "from below."
Quotes/ Views on Serfdom (Tolstoy)
On Emancipation: "an accursed question, Serfdom is an evil but a very pleasant one."
Why was Serfdom so Important to Russian Society ?
-Makes taxation easier, as all peasants are accounted for by the Mir and the Land Lord.
-Paradox: to enforce modernisation, Russia increased Taxation which was easier through Serfdom. Therefore when Russia modernises, Serfdom is strengthened.
-Orthodoxy supported Serfdom, the serfs were at the bottom of the chain, the "Little Father "was at the top.
-Serfdom also supplied a large work force and military, however both were extremely inefficient.
-Serfdom stabilises the Russian state (however also impedes progress)
Causes of Emancipation (Crimea)
-Showed Russia's backwardness compared to the west
-Army is inadequate and impossible to fully utilise
-Equipment made by Serfs was inadequate for soldiers
Causes of Emancipation (Alexander 2)
Alexander was a humane liberal and desired to help his subjects. Image= 'Little Father' 'Tsar Liberator - Tolstoy
New Tsar = Opportunity for change
Causes of Emancipation (Moral)
-Growing moral unrest over the ownership of people (e.g. Emancipation proclamation: USA)
-Blot on Russia's International reputation
Causes of Emancipation (Peasant Unrest)
1770s Pugachev revolt inspired by rumors of liberation killed 1000s of Lords. Fear of reoccurrence. "Better to reform from above rather than wait for them to reform from below.' Increasing famine due to state rationing.
Causes of Emancipation (Economic)
-Harmful effects of Serfdom on the economy. Anti enterprising, poor efficiency and lack of progress.
-Benefits of free labour in Siberia being realised
-Increasing famine due to state rationing.
Causes of Emancipation (General)
-War Minister Milyutin (1861-1881)was in favour.
Army could not be reorganised with Serfdom in place
Lessen the armies size to lesson financial strain
-Serfdom see n as Russia's main inefficiency
Other major reforms could not take place while Serfdom remained. Railways could not be successful whilst Serfs' immobility was still a large problem.
Terms of Emancipation (Land)
-If peasants weren't given land it would cause mass destitution and vagabondage. However, if given land on generous terms, Alexander would upset the gentry.
-All non-state land was declared under Noble ownership and so had to be bought by Serfs.
-Peasants had to buy land that they had previously thought to be their own. They lost 20-40% overall as cut offs. (Land kept by Lord for estate)
Maximum/ Minimum plots set by commissioners.
-Peasants lots rights to local woods,
-Domestic Serfs not given Land
-Principle of reform was weakened as Serfs were not given enough Land.
Terms of Emancipation (Personal)
-Peasants no longer owned by Lords
-Free to marry, trade and work as pleased
-Can no longer be beaten by Lords .
-No longer forced to work for/ give money to Lords.
Terms of Emancipation (Compensation and Finance)
-Lords compensated for the loss of Serf Labour through redemption land payments(with interest)made by Serfs.
-Hidden Compensation as the Lands Value increased.
-Redemption Payments last 49 years
-State gave Lords 80% of value lost from land in bearer bonds and collected Mir payments.
Terms of Emancipation (The Mir)
-Powers Strengthened, took Lord's former powers
Taxing/ army recruits/maintain order
-Collectively owned peasant land, responsible for collection of redemption payments.
-Had to agree if a peasant wanted to leave.
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Shapes of Distributions (skewed, symmetric bell-shaped, etc)
LearnYouSomeMath • Apr 4, 2020
Introduction to the shape of a distribution - from histograms, box plots or a general description.
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Assignment 3 Flashcards
s = 1: histogram B
s = 3: histogram C
s = 5: histogram A
Match each standard deviation with one of the histograms given above.
(See: https://imgur.com/a/Xu8f1rH)
10th percentile: 62
90th percentile: 73
There are n equals 100 data points included in the dotplot. Estimate values at the 10th percentile and the 90th percentile for the data in the histogram given above. Round your answers to the nearest integer.
(See: https://imgur.com/IF9P1mL)
Indicate whether the following five number summary corresponds most likely to a distribution that is skewed to the left, skewed to the right, or symmetric.
(93, 107, 110, 151, 207)
The value is 2 standard deviations above the mean
Find and interpret the z-score for the data value given.
The value 233 in a dataset with mean 189 and standard deviation 22. Round your answer to two decimal places.
The interval is 180 to 300.
Use the 95 % rule and the fact that the summary statistics come from a distribution that is symmetric and bell-shaped to find an interval that is expected to contain about 95 % of the data values.
A bell-shaped distribution with mean 240 and standard deviation 30
Use the 95 % rule and the fact that the summary statistics come from a distribution that is symmetric and bell-shaped to find an interval that is expected to contain about 95 % of the data values.
A bell-shaped distribution with mean 11 and standard deviation 3
(a) (2, 12, 14, 17, 25): boxplot S
(b) (5, 15, 18, 20, 23): boxplot R
(c) (10, 12, 13, 18, 25): boxplot Q
(d) (12, 12, 15, 20, 24): boxplot T
Match each five number summary with one of the boxplots in the figure shown below.
(See: https://imgur.com/FDWc8CE)
A boxplot for a set of data is shown below.
(See: https://imgur.com/POqJ7Ij)
(a) Indicate whether the distribution of the data appears to be skewed to the left, skewed to the right, approximately symmetric, or none of these.
There are 3 low outliers and 0 high outliers
A boxplot for a set of data is shown below.
(See: https://imgur.com/POqJ7Ij)
(b) Are there any outliers? If so, how many and are they high outliers or low outliers? If not, enter 0 in the appropriate answer box. Enter the exact answers.
A boxplot for a set of data is shown below.
(See: https://imgur.com/POqJ7Ij)
(c) Give a rough approximation for the mean of the dataset. Round your answer to the nearest integer.
Lowest: S (South)
Highest: W (West)
The variables in USStates include the percent of the people in each state who say they have engaged in any physical activity in the last month as well as the region of the country in which the state is found (Midwest, Northeast, South, or West). One of these variables is quantitative and one is categorical, and Figure 1 allows us to visualize the relationship between the two variables.
(See: https://imgur.com/Fr0j5Os)
(a) Which region shows the lowest level of physical activity? Which region shows the highest?
The variables in USStates include the percent of the people in each state who say they have engaged in any physical activity in the last month as well as the region of the country in which the state is found (Midwest, Northeast, South, or West). One of these variables is quantitative and one is categorical, and Figure 1 allows us to visualize the relationship between the two variables.
(See: https://imgur.com/Fr0j5Os)
(b) Which region appears to have the biggest range?
The variables in USStates include the percent of the people in each state who say they have engaged in any physical activity in the last month as well as the region of the country in which the state is found (Midwest, Northeast, South, or West). One of these variables is quantitative and one is categorical, and Figure 1 allows us to visualize the relationship between the two variables.
(See: https://imgur.com/Fr0j5Os)
(c) Are there any outliers?
The variables in USStates include the percent of the people in each state who say they have engaged in any physical activity in the last month as well as the region of the country in which the state is found (Midwest, Northeast, South, or West). One of these variables is quantitative and one is categorical, and Figure 1 allows us to visualize the relationship between the two variables.
(See: https://imgur.com/Fr0j5Os)
(d) Does there appear to be an association between amount of physical activity and region of the country?
The following describes a sample. The information given includes the five number summary, the sample size, and the largest and smallest data values in the tails of the distribution.
Five number summary: (11, 38, 48, 52, 67); n = 120
Tails: 11, 16, 24, 26, 27,..., 60, 61, 61, 62, 67
Clearly identify any outliers. Select all that apply.
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Khan Academy
If you're seeing this message, it means we're having trouble loading external resources on our website.
If you're behind a web filter, please make sure that the domains *.kastatic.org and *.kasandbox.org are unblocked.
New dashboard for parents: add your child and start assigning lessons.
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https://www.khanacademy.org/math/cc-sixth-grade-math/cc-6th-data-statistics/cc-6-shape-of-data/v/shapes-of-distributions
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Understanding Denial-of-Service Attacks
What is a denial-of-service attack?
A denial-of-service (DoS) attack occurs when legitimate users are unable to access information systems, devices, or other network resources due to the actions of a malicious cyber threat actor. Services affected may include email, websites, online accounts (e.g., banking), or other services that rely on the affected computer or network. A denial-of-service condition is accomplished by flooding the targeted host or network with traffic until the target cannot respond or simply crashes, preventing access for legitimate users. DoS attacks can cost an organization both time and money while their resources and services are inaccessible.
What are common denial-of-service attacks?
There are many different methods for carrying out a DoS attack. The most common method of attack occurs when an attacker floods a network server with traffic. In this type of DoS attack, the attacker sends several requests to the target server, overloading it with traffic. These service requests are illegitimate and have fabricated return addresses, which mislead the server when it tries to authenticate the requestor. As the junk requests are processed constantly, the server is overwhelmed, which causes a DoS condition to legitimate requestors.
* In a Smurf Attack, the attacker sends Internet Control Message Protocol broadcast packets to a number of hosts with a spoofed source Internet Protocol (IP) address that belongs to the target machine. The recipients of these spoofed packets will then respond, and the targeted host will be flooded with those responses.
* A SYN flood occurs when an attacker sends a request to connect to the target server but does not complete the connection through what is known as a three-way handshake—a method used in a Transmission Control Protocol (TCP)/IP network to create a connection between a local host/client and server. The incomplete handshake leaves the connected port in an occupied status and unavailable for further requests. An attacker will continue to send requests, saturating all open ports, so that legitimate users cannot connect.
Individual networks may be affected by DoS attacks without being directly targeted. If the network’s internet service provider (ISP) or cloud service provider has been targeted and attacked, the network will also experience a loss of service.
What is a distributed denial-of-service attack?
A distributed denial-of-service (DDoS) attack occurs when multiple machines are operating together to attack one target. DDoS attackers often leverage the use of a botnet—a group of hijacked internet-connected devices to carry out large scale attacks. Attackers take advantage of security vulnerabilities or device weaknesses to control numerous devices using command and control software. Once in control, an attacker can command their botnet to conduct DDoS on a target. In this case, the infected devices are also victims of the attack.
Botnets—made up of compromised devices—may also be rented out to other potential attackers. Often the botnet is made available to “attack-for-hire” services, which allow unskilled users to launch DDoS attacks.
DDoS allows for exponentially more requests to be sent to the target, therefore increasing the attack power. It also increases the difficulty of attribution, as the true source of the attack is harder to identify.
DDoS attacks have increased in magnitude as more and more devices come online through the Internet of Things (IoT) (see Securing the Internet of Things). IoT devices often use default passwords and do not have sound security postures, making them vulnerable to compromise and exploitation. Infection of IoT devices often goes unnoticed by users, and an attacker could easily compromise hundreds of thousands of these devices to conduct a high-scale attack without the device owners’ knowledge.
How do you avoid being part of the problem?
While there is no way to completely avoid becoming a target of a DoS or DDoS attack, there are proactive steps administrators can take to reduce the effects of an attack on their network.
* Enroll in a DoS protection service that detects abnormal traffic flows and redirects traffic away from your network. The DoS traffic is filtered out, and clean traffic is passed on to your network.
* Create a disaster recovery plan to ensure successful and efficient communication, mitigation, and recovery in the event of an attack.
It is also important to take steps to strengthen the security posture of all of your internet-connected devices in order to prevent them from being compromised.
* Install and maintain antivirus software.
* Install a firewall and configure it to restrict traffic coming into and leaving your computer (see Understanding Firewalls for Home and Small Office Use).
* Evaluate security settings and follow good security practices in order to minimalize the access other people have to your information, as well as manage unwanted traffic (see Good Security Habits).
How do you know if an attack is happening?
Symptoms of a DoS attack can resemble non-malicious availability issues, such as technical problems with a particular network or a system administrator performing maintenance. However, the following symptoms could indicate a DoS or DDoS attack:
* Unusually slow network performance (opening files or accessing websites),
* Unavailability of a particular website, or
* An inability to access any website.
The best way to detect and identify a DoS attack would be via network traffic monitoring and analysis. Network traffic can be monitored via a firewall or intrusion detection system. An administrator may even set up rules that create an alert upon the detection of an anomalous traffic load and identify the source of the traffic or drops network packets that meet certain criteria.
What do you do if you think you are experiencing an attack?
If you think you or your business is experiencing a DoS or DDoS attack, it is important to contact the appropriate technical professionals for assistance.
* Contact your network administrator to confirm whether the service outage is due to maintenance or an in-house network issue. Network administrators can also monitor network traffic to confirm the presence of an attack, identify the source, and mitigate the situation by applying firewall rules and possibly rerouting traffic through a DoS protection service.
* Contact your ISP to ask if there is an outage on their end or even if their network is the target of the attack and you are an indirect victim. They may be able to advise you on an appropriate course of action.
In the case of an attack, do not lose sight of the other hosts, assets, or services residing on your network. Many attackers conduct DoS or DDoS attacks to deflect attention away from their intended target and use the opportunity to conduct secondary attacks on other services within your network.
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Unit 2 Eh | PDF | Denial Of Service Attack
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A denial-of-service (DoS) attack is a cyber attack that aims to make a computer or device unavailable to its users by overwhelming it with requests. DoS attacks can be categorized into buffer overflow and flood attacks, and they can be distinguished from distributed denial-of-service (DDoS) attacks, which involve multiple sources. Indicators of a DoS attack include slow network performance and loss of connectivity, and various historical examples highlight the evolution of such attacks.
0% found this document useful (0 votes)
27 views17 pages
Unit 2 Eh
A denial-of-service (DoS) attack is a cyber attack that aims to make a computer or device unavailable to its users by overwhelming it with requests. DoS attacks can be categorized into buffe…
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https://www.scribd.com/document/896770438/UNIT-2-EH
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CEH Chapter 10: Denial of Service Flashcards
An attack on a computer or network that reduces, restricts, or prevents accessibility of system resources to its legitimate users.
Attackers flood a victim's system with non-legitimate service requests or traffic to overload its resources, bringing the system down, leading to unavailability of the victim's website or at least significantly slowing the victim's system or network performance.
Volume-based DDoS attack with at least 1 000 000 bots sending the traffic from the entire globe can be counter how?
Block the traffic at the provider level
A protocol-based DDoS attack with at least 10 000 bots sending the traffic from the entire globe can be countered how?
Application layer-based DDoS attack which sends at least 1000 malicious POST requests per second spread through the entire globe can be countered how?
Examples of types of DoS attacks
Flooding the victim's system with more traffic than can be handled
Flooding a service (e.g., internet relay chat (IRC)) with more events than it can handle
Crashing a transmission control protocol (TCP)/internet protocol (IP) stack by sending corrupt packet
Crashing a service by interacting with it in an unexpected way
Hanging a system by causing it to go into an infinite loop
-Consumption of scarce and nonrenewable resources
-Consumption of bandwidth, disk space, CPU time, or data structures
- Actual physical destruction or alteration of network components
-Destruction of programming and files in a computer system
Distributed Denial of Service (DDoS)
Attack is a large-scale, coordinated attack on the availability of services on a victim's system or network resources, launched indirectly through many compromised computers (botnets) on the Internet.
An attack uses many computers to launch a coordinated DoS attack against one or more targets.
The primary objective of any attacker is to first gain administrative access on as many systems as possible.
Mainly aimed at the network bandwidth, exhaustion of network, application, or service resources, thereby restricting the legitimate users from accessing their system or network resources.
How Distributed Denial-of-Service Attacks Work?
Many applications pound the target browser or network with fake exterior requests that make the system, network, browser, or site slow, useless, and disabled or unavailable.
The attacker initiates the DDoS attack by sending a command to the zombie agents. These zombie agents send a connection request to a large number of reflector systems with the spoofed IP address of the victim. The reflector systems see these requests as coming from the victim's machine instead of the zombie agents due to spoofing of source IP address.
they send the requested information (response to connection request) to the victim. The victim's machine is flooded with unsolicited responses from several reflector computers at once. This either may reduce the performance or may cause the victim's machine to shut down completely.
These attacks exhaust the bandwidth either within the target network/service, or between the target network/service and the rest of the Internet, and result in traffic blockage preventing access to legitimate users.
The magnitude of attack is measured in bits per second (bps).
- slow down performance and degradation of the network
generally target protocols that are stateless and do not have built-in congestion avoidance.
This has two types of bandwidth depletion flood attacks and amplification attacks.
Types of Bandwidth depletion
Flood attack - involves zombies sending large volumes of traffic to victim's systems in order to clog these systems' bandwidth
Amplification attack - engages the attacker or zombies to transfer messages to a broadcast IP address. This method amplifies malicious traffic that consumes victim systems' bandwidth
DDoS Volumetric Attack Techniques
-o User Datagram Protocol (UDP) flood attack
-o Internet Control Message Protocol (ICMP) flood attack
-o Ping of Death attack
-o Smurf attack
-o Malformed IP packet flood attack
-o Spoofed IP packet flood attack
Attacks exhaust resources available on the target or on a specific device between the target and the Internet.
These attacks consume the connection state tables present in the network infrastructure devices such as load-balancers, firewalls, and application servers, and no new connections will be allowed since the device will be waiting for existing connections to close or expire.
The magnitude of attack is measured in packets per second (pps) or connections per second (cps).
These attacks can even take over state of millions of connections maintained by high capacity devices
DDoS Protocol Attack techniques
- SYN flood attack
- ACK flood attack
- TCP connection flood attack
- TCP state exhaustion attack
- Fragmentation attack
- RST attack
Attacker tries to exploit the vulnerabilities in application layer protocol or in the application itself to prevent the access of the application to the legitimate user.
-Application resources will be consumed by opening up connections and then leaving them open until no new connections can be made.
Attacks result in the loss of services of a particular network, such as emails, network resources, temporary ceasing of applications and services, and so on.
These attacks destroy a specific aspect of an application or service and are effective with one or few attacking machines producing a low traffic rate (very hard to detect and mitigate). The magnitude of attack is measured in requests-per-second (rps).
Application-level flood attacks
This result in the loss of services of a particular network, such as emails, network resources, temporary ceasing of applications and services, and so on.
This attack can result in substantial loss of money, service, and reputation for organizations
These attacks occur after the establishment of a connection. Because the connection is established and the traffic entering the target appears to be legitimate, it is difficult to detect these attacks. However, if the user identifies the attack, he or she can stop it and trace it back to a specific source more easily than other types of DDoS attacks
Attackers attempt to:
-o Flood web applications to legitimate user traffic
-o Disrupt service to a specific system or person, for example, blocking a user's access by repeating invalid login attempts
-o Jam the application database connection by crafting malicious SQL queries
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Veronica Mars
Season 3 intertitle
Genre * Mystery
* Neo-noir
* Teen drama
Created by Rob Thomas
Starring * Kristen Bell
* Percy Daggs III
* Teddy Dunn
* Jason Dohring
* Sydney Tamiia Poitier
* Francis Capra
* Enrico Colantoni
* Ryan Hansen
* Kyle Gallner
* Tessa Thompson
* Julie Gonzalo
* Chris Lowell
* Tina Majorino
* Michael Muhney
Narrated by Kristen Bell
Opening theme "We Used to Be Friends" by The Dandy Warhols
Composer Josh Kramon
Country of origin United States
Original language English
No. of seasons 4
No. of episodes 72 (list of episodes)
Production
Executive producers * Joel Silver
* Rob Thomas
* Diane Ruggiero
* Jennifer Gwartz
* Danielle Stokdyk
* Kristen Bell
Production location California
Running time * 42 minutes (seasons 1–3)
* 48–54 minutes (season 4)
Production companies * Stu Segall Productions
* Silver Pictures Television (seasons 1–3)
* Rob Thomas Productions (seasons 1–3)
* Spondoolie Productions (season 4)
* Warner Bros. Television
Original release
Network UPN
Release September 22, 2004 –
May 9, 2006
Network The CW
Release October 3, 2006 –
May 22, 2007
Network Hulu
Release July 19, 2019
Related
Veronica Mars (film)
Veronica Mars is an American teen neo-noir mystery drama television series created by screenwriter Rob Thomas. The series is set in the fictional town of Neptune, California, and stars Kristen Bell as the eponymous character. The series premiered on September 22, 2004, during television network UPN's final two years, and ended on May 22, 2007, after a season on UPN's successor, The CW, airing for three seasons total. Veronica Mars was produced by Warner Bros. Television, Silver Pictures Television, Stu Segall Productions, and Rob Thomas Productions.[1] Joel Silver and Thomas were executive producers for the entire run of the series, while Diane Ruggiero was promoted in the third season.[2]
The character Veronica Mars is a student who progresses from high school to college while moonlighting as a private investigator under the tutelage of her detective father. In each episode, Veronica solves a different stand-alone case while working to solve a more complex mystery. The first two seasons of the series each had a season-long mystery arc, introduced in the first episode of the season and solved in the season finale. The third season took a different format, focusing on smaller mystery arcs that would last several episodes.
Thomas initially wrote Veronica Mars as a young adult novel, which featured a male protagonist; he changed this because he thought a noir piece told from a female point of view would be more interesting and original. Filming began in March 2004,[3] and the series premiered in September to 2.49 million American viewers.[4] The critically acclaimed first season's run of 22 episodes garnered an average of 2.5 million viewers per episode in the United States. The series appeared on several fall television best lists and garnered awards and nominations. During the series' run, it was nominated for two Satellite Awards, four Saturn Awards, five Teen Choice Awards and was featured on AFI's TV Programs of the Year for 2005.
The show was cancelled after its third season, and Thomas wrote a feature film script continuing the series. Warner Bros. opted not to fund the project at the time. On March 13, 2013, Bell and Thomas launched a fundraising campaign to produce the film through Kickstarter and attained the $2 million goal in less than 11 hours.[5] They accumulated over $5.7 million on Kickstarter.[6][7] The film was released on March 14, 2014.[8] An eight-episode fourth season was released on July 19, 2019 on Hulu.[9][10][11]
In November 2019, it was announced that there were no plans for Hulu to order a fifth season.[12]
Season 1 revolves around Veronica Mars, a high school student and private investigator in the fictional Southern California seaside town of Neptune. As the daughter of well-respected County Sheriff Keith Mars, Veronica's biggest life problem was getting dumped by her boyfriend, Duncan Kane, until the murder of her best friend, Lilly Kane. After Lilly's murder, Veronica's life falls apart. Keith mistakenly accuses Lilly's father, popular software billionaire Jake Kane, of involvement. When Mr. Kane is proven to be innocent, he has Keith ousted as sheriff in a recall election; Keith is replaced by the corrupt Don Lamb. Veronica's mother, Lianne, develops a drinking problem and leaves town, never to return. Veronica's "09er" friends—wealthy students from the fictional 90909 ZIP Code—demand that she choose between them and her father; Veronica chooses her father. After losing the election for sheriff and being ostracized by the entire community, Keith opens a private investigation agency, Mars Investigations, where Veronica works part-time. Veronica helps her father solve cases and conducts her own investigations on behalf of schoolmates.
Veronica discovers evidence suggesting that Abel Koontz, the man imprisoned after confessing to Lilly's murder, is innocent. Veronica explores the murder case. She also works on other investigations, seeks her estranged mother's whereabouts, and copes with being raped during an 09er party after her drink was spiked. Veronica, no longer part of the school's wealthy and elite "in-crowd," makes some new friends: Wallace Fennel, Neptune High basketball star and new student; Eli "Weevil" Navarro, leader of the PCHers, a Latino biker gang; and Cindy "Mac" Mackenzie, Neptune High's resident computer genius. Using her friends' resources and those provided by her father and his contacts, Veronica gains a reputation for sleuthing and finds her skills in increasingly high demand at her school and in the community. Things get more complicated when Veronica falls into a relationship with Lilly's ex-boyfriend Logan Echolls, who for a time held Veronica partly responsible for Lilly's death and went out of his way to harass her. It is eventually revealed that Lilly was killed by Aaron Echolls, Logan's father.
The second season begins with introducing two new cases: a bus accident that kills several of Veronica's classmates and the death of PCH gang member Felix Toombs. A school bus carrying six Neptune High students and a teacher plunges off a cliff, killing all but one passenger. Veronica, who was supposed to be on the bus, makes it her mission to discover why the bus crashed and who is responsible. Logan picks a fight with Weevil and the PCHers and ends up accused of killing Felix (a charge he denies). Through the season, Weevil becomes convinced of Logan's innocence, and they team up to find the real killer. This season shows Veronica's life returning to much the way it had been before Lilly's death: having broken up with Logan during the summer, she reunites with Duncan and is somewhat accepted by the 09ers. Her sleuthing sideline and tough persona keep her from fully assimilating into the wealthy crowd. 09ers Dick Casablancas and Cassidy "Beaver" Casablancas deal with a gold-digging stepmother, Kendall Casablancas, with whom they are left when their father flees the country while under investigation for real estate fraud. Wallace discovers that his biological father is alive and takes a romantic interest in Jackie Cook, the daughter of baseball legend Terrence Cook who is investigated for the bus accident. Veronica discovers that the town mayor, who years ago coached a little league baseball team, sexually molested several team members, including Cassidy. In the finale, it is discovered that Cassidy is responsible for the bus accident and Veronica's rape, as well as a plane crash that kills the mayor (Veronica's dad was supposed to be on the plane, so she thinks he is dead). Veronica confronts Cassidy on the roof of the Neptune Grand hotel, where he tries to kill her. Logan saves her, but Cassidy dies by suicide.
Veronica, Logan, Wallace, Mac, and Dick are freshmen at Neptune's Hearst College in the third season. Two new regular main characters are introduced: Stosh "Piz" Piznarski and Parker Lee, Wallace and Mac's respective roommates. The first mystery is established when Parker becomes a victim of the Hearst serial rapist, a storyline carried over from the second season. Feeling guilty for not helping her and remembering her rape, Veronica works to catch the rapist. The next mystery, the murder of the College's Dean, commences in the same episode that the rapist is caught. Keith begins an adulterous affair with a married client, Wallace struggles to balance academics and sports, Mac begins dating again after previous failed relationships, and Dick has a breakdown and appeals to Logan for help. The season chronicles Veronica and Logan's failing attempts to maintain their relationship in the face of Veronica's increasing mistrust.
The fourth season opens in 2019, twelve years after the series finale and five following the film. Veronica is living with Logan in Neptune and still solving mysteries with Keith. A significant case arises when several Spring break locations are bombed, with suspects including a US Representative to a Mexican cartel.
Cast and characters
The first season had seven regular characters. Kristen Bell portrayed the title character Veronica Mars, a high school junior and skilled private detective. Teddy Dunn played Duncan Kane, Veronica's ex-boyfriend and Lilly's brother. Jason Dohring played Logan Echolls, the "bad-boy" 09er, the son of an A-list actor. Percy Daggs III portrayed Wallace Fennel, Veronica's best friend and frequent partner in solving mysteries. Francis Capra portrayed Eli "Weevil" Navarro, the leader of the PCH Biker gang and Veronica's friend. Enrico Colantoni played Veronica's father Keith Mars, a private investigator and former Balboa County Sheriff. Sydney Tamiia Poitier played Mallory Dent, Veronica's journalism teacher at Neptune High.[14] Although she was given series regular billing, Poitier appeared in only four episodes, but was given credit for seven. Poitier's removal from the series was rumored to be due to budget issues.[15]
Thomas, who said he "conceive[d] the show as a one-year mystery," decided that he needed to introduce and eliminate several characters to be able to create an "equally fascinating mystery" for the series' second season. Thomas felt that he could not bring back the Kanes and the Echolls and "have them all involved in a new mystery"; he needed "new blood".[16] The second season saw the introduction of Tessa Thompson as Jackie Cook, a romantic interest of Wallace and daughter of a famous baseball player. Previous recurring characters Dick Casablancas and Cassidy "Beaver" Casablancas were upgraded to series regulars. Dick, played by Ryan Hansen, was an 09er friend of Logan, a womanizer and former high-school bully turned frat boy. Kyle Gallner portrayed "Beaver," Dick's introverted younger brother.[17] Dunn left the series midway through the season, although was credited as a main cast member throughout that season.[18] Thomas explained that the Logan-Veronica-Duncan love triangle had run its course, and to keep the series fresh, there would need to be "other guys in her life." He attributed Dunn's removal to fan interest dominating the Logan-Veronica relationship,[19] saying "it became clear that one suitor won out".[20]
The third season introduced two new series regulars, Parker Lee and Stosh "Piz" Piznarski. Julie Gonzalo portrayed Parker, Mac's extroverted roommate and "everything that Mac is not."[20] Piz, played by Chris Lowell, was Wallace's roommate and a music lover with his campus radio show. Piz was named after the director of the pilot, Mark Piznarski. The character gave Veronica another middle-class male friend. Thomas used the radio show as a narrative device to capture the mood of the university.[21] Cindy "Mac" Mackenzie and Don Lamb, recurring characters in the first two seasons, were upgraded to series regulars. Mac, portrayed by Tina Majorino, was a computer expert befriended by Veronica. Lamb, portrayed by Michael Muhney, was the Balboa County Sheriff who won the office from Keith in the recall election.[20]
Rob Thomas originally wrote Veronica Mars as a young adult novel for publishing company Simon & Schuster. Before his first television job on Dawson's Creek, Thomas sold two novel ideas. One of these was provisionally titled Untitled Rob Thomas Teen Detective Novel, which formed the series's basis. The novel had many elements similar to Veronica Mars, though the protagonist was male. Thomas's father was a vice-principal at Westlake High School near Austin, Texas, and the main character attended a "thinly disguised version" of the school. As Thomas had begun writing for film and television, he did not resume his teen detective idea for several years. Writing a novel could take months for Thomas, whereas a television script only took several weeks. Knowing that television scripts paid more, Thomas wrote the teen detective project's television version as a spec script before it became a novel. Since no studio or network had asked him to write it, and he would not get paid unless it sold, Thomas said that "it was never a very pressing project for me." Tinkering with it from time to time, Thomas wrote project notes a year before writing the television script. Most of his original ideas made it into the script, but some changed drastically. Thomas wanted to use flashbacks, and he had to shorten the timeline so that the murder could happen in a recent time.[22] Thomas changed the gender of the protagonist because he thought a noir piece told from a female point of view would be more interesting and unique.[23]
Kristen Bell was chosen to play Veronica Mars from more than 500 women who auditioned for the role. Bell felt that it was "just luck" that Rob Thomas saw that "I have some sass to me, and that's exactly what he wanted." Bell thought that her cheerleader looks and an outsider's attitude set her apart from the other women who auditioned.[24]
Jason Dohring, who played Logan, originally auditioned for the role of Duncan. Teddy Dunn originally auditioned for Logan, but ended up portraying Duncan.[25] Dohring felt that his audition for Duncan "was a little dark",[25] and he was told by the producers that it was "not really right".[26] The producers asked Dohring to read for the role of Logan. Dohring acted one scene from the pilot, in which he shattered the headlights of a car with a crowbar. During the final auditions, Dohring read twice with Bell and met with the studio and the network. When reading with Bell, Dohring acted the whole scene as if he had raped her and tried to give the character an evil and fun feel.[26] At the time of Dohring's audition for Logan, the character was only going to be a guest star in the pilot.[25]
Percy Daggs III auditioned for Wallace Fennel's role twice and took three tests with studio and network executives. During his first audition, Daggs read four scenes from the pilot. Just before his studio test, Daggs read with Bell and had "a great conversation." He said that she "made me feel comfortable about auditioning" and was a big reason why he became more comfortable playing Wallace as the season went on.[27]
Thomas described Amanda Seyfried, who portrayed the murdered Lilly Kane, as "the biggest surprise of the year." When casting a series regular, he was able to see all the best actors in town, mainly because they all wanted to be a series regular. When casting Lilly Kane, who would only appear from time-to-time as "the dead girl," Thomas did not receive the same level of actors. Thomas said that he had "never had a more cut and dried audition" than he did with Seyfried. He said that she was "about 100 times better than anyone else that we saw; she was just spectacular". He continued by saying that she ended up being so good in the series that he used her three or four more times than he initially planned.[13]
"To service a 22-episode mystery, you have to have a large
playing field. To service a 9-episode mystery, we can keep
that tighter, more focused. Instead of having 12 people who
can be in the running for the villain, there might be five
in one of those mysteries. I think it will be much cleaner.
I think it will also give a new audience more jumping-in
points."
— Series creator Rob Thomas on the change of format for the
third season.[20]
Episodes have a distinct structure: Veronica investigates a different "case of the week" while trying to solve a larger mystery that spans several episodes or a whole season.[28] The first two seasons of Veronica Mars have a season-long mystery arc, which is introduced in the first episode of the season and solved in the finale. The third season takes on a different format, focusing on two smaller mystery arcs that last the course of nine and six episodes respectively. The final five episodes of the season feature stand-alone mysteries.[29]
During the first season, Thomas was unsure if the series's success was attributed to each episode's "case of the week" or the overarching story. He realized that fans were cool with the "case of the week" but returned for the ongoing mystery.[16] Thomas felt that Bell had been overworked in the first season, and the mystery involving Logan and Weevil in the second season was an attempt to give her some time off. He said that the mystery arcs of the second season had "way too many suspects, way too many red herrings" and that the third season needed a change.[20]
The third season was initially planned to include three separate mysteries that would be introduced and resolved in a series of non-overlapping story arcs.[20] Thomas realized by talking to CW Entertainment President Dawn Ostroff that viewers got too confused by his original format, and the new format would allow new viewers to start watching at any point in the season.[18] Inspired by the improvised thriller Bubble, Thomas started laying "subtle" motives for the second mystery during the first one, so that fans would have "a theory on whodunit" when it occurred.[21] The first mystery took place over the first nine episodes. Originally, the second mystery was to be seven episodes long, and the third mystery was to occur over the last six episodes of the season.[20] This was changed when The CW ordered a 20 episode season instead of the usual 22 episodes.[30] The second mystery arc was shortened from seven episodes to six,[31] and the third mystery was first changed from a six-episode arc to a five-episode arc. After an eight-week hiatus for the series was announced, the final mystery was changed to five stand-alone episodes designed to be friendlier to new viewers.[32] The final mystery was originally going to be "unlike any of the others we've done before." Previously, "nice characters" like Wallace and Mac had always been absent from the big mystery because no one was going to believe them as a suspect. For the third mystery, Thomas had wanted to present a situation where Wallace and Mac could be fully involved, "key players really interesting stuff to do."[21]
The original pilot was darker in tone than the one aired. Thomas intended to take the script to FX, HBO or Showtime, but gave UPN "credit" as they only wanted it a bit lighter to match their standards and practices. A lengthy debate considered whether Veronica could be a rape victim; UPN eventually agreed.[22] In the aired pilot, Lilly was found by the pool in the same spot where she was murdered. However, Thomas stated that Lilly's body was originally going to be found in the ocean, and he had a plan for events that led there. Thomas pitched the idea to UPN, but the network felt that it was "too dark and creepy" for Jake to dispose of his daughter's body to protect his son, and the idea was changed.[13]
Many of the series' scenes were filmed at Stu Segall Productions in San Diego, California.[33] Producer Paul Kurta said that most of the Neptune scenes were filmed in Oceanside, California. Kurta liked that it was "a seaside town that still feels like middle-class people live there [...] Most of the seaside towns feel resort driven."[3] It was estimated that the series spent $44 million a year shooting each season in San Diego, comprising more than half of the revenue generated by film production there in 2006.[34]
The Neptune High setting was also in Oceanside. The school, Oceanside High School, was paid $7,750 by Stu Segall Productions for the use of the campus and extras.[3] The series' third season setting of Hearst College was mostly filmed on the campuses of San Diego State University,[35] University of San Diego[36] and the University of California, San Diego.[37] Filming locations were chosen by the director and by production designer Alfred Sole. Sole reportedly "really liked the look and feel of the school", and San Diego State University invited the series with "open arms".[35] Taping at the university led to financial and employment benefits for the university and its students. Alumni worked as crew members while students worked as actors; half of the third season extras were students from the university's film department.[35]
The fourth season was filmed in Hermosa Beach, California, primarily at the Sea Sprite Hotel.[38]
"We Used to Be Friends" by The Dandy Warhols was used as the series' theme song. Composer Josh Kramon was originally going to produce a noir version of a 1980s song for the theme. However, Rob Thomas was "pretty much set on finding a song," and "We Used to Be Friends" was chosen right from the beginning.[39] TV critic Samantha Holloway considered this theme to be one of "the five most recognizable, sing-along-able, memorable and best theme songs." The theme song was remixed in a softer piano style with dark and vibrant electronic beats to reflect the more noir-influenced opening credits in the third season.[40]
Kramon wrote the original background music to convey the film noir themes. For the pilot, Thomas wanted "a really atmospheric, kind of modern noir type of vibe," and Kramon used sounds similar to that of Air and Zero 7. Kramon used "traditional sounds" for the series but also processed and filtered them. Among the instruments used were piano, vibraphone, and guitar. When using an acoustic piano, Kramon would use compression to not sound like a traditional piano. Live bass and percussion were also used, as Kramon did not like to program them. The main instrument used was the guitar, but Kramon felt that the piano was "by far the most important instrument for working on TV shows, especially when you're doing everything yourself."[39]
A week before choosing the sounds for the episodes, the crew had a "spotting session," where they would discuss with Thomas and the producers which type of music would be featured. Kramon did not decide the songs to be featured but composed and created the whole score. Since there was little orchestral music, and Kramon could play guitar, piano, bass, and drums, he played all parts without another musician.[39] Veronica Mars: Original Television Soundtrack, a song compilation from the series' first and second seasons, was released by Nettwerk Records on September 27, 2005.[41] Thomas revealed that the primary goal for the soundtrack was to "get more publicity, which will in turn hopefully get more viewers for the show".[42]
Cancellation, film and revival
In January 2007, Dawn Ostroff announced that while she was pleased with the gradual ratings improvement of Veronica Mars, the series would be put on hiatus after the February sweeps to air a new reality series, Pussycat Dolls Present. When the hiatus ended, the series returned for the last five episodes of the season.[43] At the 2007 CW Upfront, Ostroff announced that Veronica Mars was not part of the new primetime lineup and was "not coming back". Thomas created a trailer that took place four years after the third-season finale, with the working title "Veronica in the FBI", and released it on the third season DVD.[44] When asked if the FBI concept could happen, Ostroff said that the series was probably completely gone "in any form". Ostroff also said that Kristen Bell and Rob Thomas might collaborate on another project for the CW network.[45] In June 2007, TV Guide writer Michael Ausiello confirmed that the cancellation of Veronica Mars was official.[46]
Potential film progress
Thomas stated that he was interested in writing a feature film based on the series to provide closure to the storylines and character arcs. In September 2008, Michael Ausiello, writing for Entertainment Weekly, reported that Thomas had met with Bell to discuss the plot, which would likely involve Veronica solving crime in college rather than as an FBI agent. Thomas felt that the "FBI scenario was more of a 'What if...?'", aimed at getting a fourth season and that he "would want to bring back our key players, and it would be tough to believe that the FBI stationed Veronica in Neptune."[47] Ausiello later reported that Enrico Colantoni would be involved in the project. Colantoni said that he was fully aware of the talks taking place, adding, "cult shows have translated well into the film arena. Nothing's official, but they're talking about it."[48] In addition to the feature-film possibility, Thomas had a meeting with DC Comics to talk about a Veronica Mars comic book series.
In September 2008, Thomas told Entertainment Weekly that "I thought I had the idea broken, but I've hit a wall in the final act that I haven't quite figured out." Thomas explained that he had been very busy writing for Cupid and Party Down, both of which he created.[48] In January 2009, TV Guide reported that the film was Thomas' first priority after Cupid. Thomas noted that as well as writing the script, someone would need to pay for the film, but indicated that producer Joel Silver was ready to green-light the film.[50] In June 2009, Bell said "I don't think it will ever happen, and here's why: Rob Thomas and I had a powwow, and we were both 100 percent on board. We took our proposal to Warner Bros., and Joel Silver told us that there is no enthusiasm to make a Veronica Mars movie, and that is, unfortunately, a roadblock we cannot compete with."[51] At the 2010 TCA Winter Press Tour, Rob Thomas stated that the movie wouldn't be happening, "I would write it if anyone would finance it. If anyone's interested in making that movie, I am available, Kristen's available. I would love to do it. I think the closest we came was Joel pushing it at Warner Bros., and they didn't bite. It has sort of gone away."[52] In April 2010, Thomas insisted, "it's not dead. I continue to want to do it [...] We're still looking into it."[53] In June 2010, Silver was less optimistic about the film happening; "we analyzed all these areas about it. I talked to the home video people because a movie like that would be driven by video. The didn't do that well... So they didn't feel there was a need or an audience."[54]
Kickstarter project
On March 13, 2013, Rob Thomas and Kristen Bell launched a Kickstarter fundraiser in an attempt to get the film made, with the help of fans to reach the goal of $2 million. The campaign offered various incentives to those who donated more than $10. Thomas and Bell stated that they approached Warner Bros. with the idea and they approved and will be distributing the finished title. Bell, Thomas, Enrico Colantoni, Ryan Hansen, and Jason Dohring appeared in a video promoting the campaign that was shot in February 2012.[7] The goal was met within 10 hours of the start of the campaign.[6] The project broke several Kickstarter records, becoming the site's largest successful film project.[55][56][57] The campaign ended on April 13, with 91,585 donors raising $5,702,153.[6] Production began in June 2013, with a projected early 2014 release.[58] In December 2013, Thomas announced that the release date would be March 14, 2014, a year and a day after the start of the Kickstarter project.[8]
On April 5, Thomas had completed the first draft of the script.[59] Several casting announcements were made through April to June, with confirmation of several returning cast members, including Jason Dohring (Logan Echolls), Enrico Colantoni (Keith Mars), Percy Daggs III (Wallace Fennel), Chris Lowell (Stosh "Piz" Piznarski), Francis Capra (Eli "Weevil" Navarro), Ryan Hansen (Dick Casablancas), and Tina Majorino (Cindy "Mac" Mackenzie), among several others.[58]
The film had its world premiere at the South by Southwest film festival on March 8, 2014,[60] and was released in theatres and through online platforms on March 14, 2014.[61] The film grossed $3.5 million worldwide,[62] and received positive reviews from critics, with a 79% approval rating on review aggregation website Rotten Tomatoes based on reviews from 125 critics, with an average score of 6.7 out of 10.[63]
In September 2018, Hulu officially confirmed the revival of Veronica Mars, and announced it would consist of eight episodes, and series creator Rob Thomas and Kristen Bell were confirmed to return. The plot revolves around a serial killer murdering spring breakers.[9] Other returning cast members include Jason Dohring (Logan Echolls), Enrico Colantoni (Keith Mars), Percy Daggs III (Wallace Fennel), Francis Capra (Eli "Weevil" Navarro), Ryan Hansen (Dick Casablancas), and several others. New cast members include Dawnn Lewis, Patton Oswalt, Clifton Collins Jr., and J. K. Simmons.[64] It was originally scheduled for release on July 26, 2019; however, Hulu released the season one week early on July 19 shortly after the series' appearance at San Diego Comic-Con.[10][11]
A series of novels, written by series creator Rob Thomas and Jennifer Graham, continue the story after the events of the Veronica Mars film and also feature Logan, Mac, Wallace, and Dick. The first novel, Veronica Mars: The Thousand Dollar Tan Line, was released by Random House on March 25, 2014, as a Vintage Books trade paperback (ISBN 978-0-8041-7070-3), an eBook (ISBN 978-0-8041-7071-0), and an unabridged audiobook read by Kristen Bell (ISBN 978-0-8041-9351-1).[65][66][67] It featured the return of Veronica's mother, Lianne Mars. The second novel, Veronica Mars: Mr. Kiss and Tell, also published by Vintage Books, was released on January 20, 2015.[68] Thomas has said in interviews that the novels are canon, and would not be negated by a future film.[69]
In January 2014, it was announced that a digital spin-off of Veronica Mars was in development with creator Rob Thomas. The metafictional concept features Ryan Hansen portraying himself in an attempt to make a spin-off based on his character Dick Casablancas.[70] On August 13, 2014, it was announced that the web series, titled Play It Again, Dick, would premiere on September 18, 2014 on The CW's digital content website, CW Seed in 8-episode installments with a length of 8–10 minutes per installment. Other cast members returning include Kristen Bell, Jason Dohring, Enrico Colantoni, Percy Daggs III, Daran Norris, Francis Capra, Chris Lowell and Ken Marino, who portrayed their "Veronica Mars" characters as well as fictionalized versions of themselves.[71]
Below, "rank" refers to how well Veronica Mars rated compared to other television series which aired during primetime hours of the corresponding television season. The television season begins in September of any given year and ends during the May of the following year. "Viewers" refers to the average number of viewers for all original episodes broadcast during the television season in the series' regular timeslot. "Rank" is shown with the total number of series airing on the six/five major English-language networks in a given season. The "season premiere" is the date that the first episode of the season aired. Similarly, the "season finale" is the date that the final episode of the season aired.
Season Timeslot (ET) Network Season premiere Season finale TV season Rank/ Viewers
total series (in millions)
1 Tuesday 9:00 pm UPN September 22, 2004 May 10, 2005 2004–2005 #148/156 2.5[72]
2 Wednesday 9:00 pm (September 28, 2005 – April 5, 2006) September 28, 2005 May 9, 2006 2005–2006 #145/156 2.3[73]
Tuesday 9:00 pm (April 11, 2006 – May 9, 2006)
3 Tuesday 9:00 pm (October 3, 2006 – May 22, 2007) The CW October 3, 2006 May 22, 2007 2006–2007 #138/142 2.5[74]
Tuesday 8:00 pm (May 22, 2007)
Although not a ratings success, the series was a critical success from its first season. Robert Abele of LA Weekly said "in this smart, engaging series about a former popular girl turned crime-solving high school outcast, the hard-boiled dialogue comes from its teen protagonist's mouth in a way that stabs any potential cutesiness in the heart with an ice pick."[81] In her review, Paige Wiser of the Chicago Sun Times said that "on Veronica Mars, wholesome is out; gritty reality is in. The show never soft-pedals the timeless, fundamental truth that high school is hell."[82] Joyce Millman of The Phoenix felt that the series was "a character study masquerading as a high-school drama".[83] Joy Press of The Village Voice saw the series as "a sharp teen noir in the making. Tinged with class resentment and nostalgia for Veronica's lost innocence, this series pulses with promise."[84] Michael Abernethy of PopMatters said that "intrigue, drama, and humor, Veronica Mars is also a lesson book for the disenfranchised. Few TV series aim so high; even fewer succeed so well."[85] James Poniewozik of Time labeled it as one of the six best dramas on television. He praised Bell as "a captivating star", and said that the series "uses its pulp premise to dramatize a universal teen experience: that growing up means sleuthing out the mystery of who you really are."[86] Kay McFadden of The Seattle Times called the series an update to the "classic California film noir". She felt that Veronica Mars was the best new series on UPN, and that the title character was potentially "this season's most interesting character creation". McFadden described the series as "Alias in its attitude, Raymond Chandler in its writing and The O.C. in its class-consciousness."[87] Stephanie Zacharek of Salon praised the first-season finale for being "just the sort of satisfying capper you look for in a series that, week after week, keeps you asking questions."[88]
Veronica Mars was also positively received by other writers. Joss Whedon, who made a guest appearance in the second-season episode "Rat Saw God", said that it was the "Best. Show. Ever. Seriously, I've never gotten more wrapped up in a show I wasn't making, and maybe even more than those [...] These guys know what they're doing on a level that intimidates me. It's the Harry Potter of shows."[91][2] Kevin Smith, who guest starred in the episode "Driver Ed", said that Veronica Mars was "hands-down, the best show on television right now, and proof that TV can be far better than cinema."[92] Stephen King described the series as "Nancy Drew meets Philip Marlowe, and the result is pure nitro. Why is Veronica Mars so good? It bears little resemblance to life as I know it, but I can't take my eyes off the damn thing."[93] Ed Brubaker called it "the best mystery show ever made in America."[94]
Despite being a critical success throughout its run, criticisms began to emerge in its third season. Keith McDuffee of TV Squad described the third season as "disappointing," mainly because the episodes offered nothing new: "most fans of Veronica Mars felt that season three was clearly its weakest."[95] Eric Goldman of IGN said that the main issue was the shift in the overall tone, with a lighter feeling than the previous seasons. He felt that Logan had been most affected by the tone change, robbed of his darker aspects, and changed into an "increasingly extraneous character." Goldman felt that despite the concerns over the final five episodes, the series ended with "three very strong episodes, with lots of strong dialogue and Veronica proving again just how tough she can be, and what a strong character she is." Goldman concluded that although the third season "was very choppy," it still had "plenty of witty dialogue and a continually engaging performance by Kristen Bell as the title character."[29] The Pittsburgh Post-Gazette opined that Veronica Mars had taken a dive "creatively", from "the mopier version of its theme song to stalled storylines." The reviewer felt that "the arcing mysteries had grown less convincing and compelling as time went on and were too drawn out."[96] Fox News Channel's Bridget Byrne pointed out that Veronica had "gone from punky to—dare we say—preppy" in the third season. Byrne further explained that "with her quick, bright wit and sharp eye for life's darker moments has left high school and is going to college, doffing her dark threads and spiked tresses for something a little more stylish."[97]
The series, described as a "critical darling", appeared on a number of fall television best lists.[98] In 2005, the series was featured on AFI's TV Programs of the Year,[99] and on the lists of MSN TV,[100] The Village Voice, the Chicago Tribune, People Weekly and the Pittsburgh Post-Gazette.[101] It was named the second best series by Ain't It Cool News, fourth best returning series by Time, fifth best series by Newsday, PopMatters and San Jose Mercury-News, and sixth best by Entertainment Weekly and USA Today.[101] In 2006, the series was ranked number one on the lists of Ain't It Cool News and the Chicago Sun-Times, and was ranked number six by Metacritic.[102][103] In 2007, the series ranked number 18 on TV Guide's list of the "Top Cult Shows Ever".[104] In 2008, AOL TV ranked Veronica Mars the 10th Best School Show of All Time.[105] The same year, British film magazine Empire ranked it number 48 in their list of the "50 Greatest TV Shows of All Time". The magazine said that "smart storylines and witty riffs on pop culture pepper the scripts, while Kristen Bell lent ballsy charm to the title role and ensured that every episode of the show's three seasons was television gold. Its untimely cancellation was a slap in the face that still smarts to this day." Empire named "Not Pictured" the best episode of the series.[106] In 2010, Kristin dos Santos of E! ranked Veronica Mars number 8 on her list, "Top 20 TV Series of the Past 20 Years".[107] The A.V. Club named it the 15th best TV series of the 2000s (decade).[108]
In 2012, Entertainment Weekly listed the show at #13 in the "25 Best Cult TV Shows from the Past 25 Years", with the comments, "It's not easy telling the story of a girl's mission to solve her best friend's murder – while also investigating her own rape – but creator Rob Thomas' tough assignment was made easier by putting the tirelessly smart and snarky Veronica Mars on the case. Her wry one-liners injected much-needed lightness into sometimes grim mysteries."[109]
In 2020, Briana Kranich of Screen Rant ranked Veronica Mars as the top contender of The 10 Best TV Teen Heroines.[110]
Veronica Mars has attracted a loyal and dedicated fan base.[111] A group of fans calling themselves the "Cloud Watchers" organized several campaigns to bring more viewers to the series to ensure its continuation. The group hired a plane to fly over the CW offices, carrying a banner reading "Renew Veronica Mars." The group hired street teams in New York, Los Angeles, Philadelphia, and Chicago to distribute 30,000 fliers advertising the series' return after its midseason hiatus in the third season. The "Cloud Watchers" raised $50,000 in donations and through the sale of Veronica Mars clothing and tchotchkes.[112] Upon the cancellation of the series, fans sent more than 10,000 Mars Bars to the CW,[106] hoping that the network would reverse its decision and renew the series. Rob Thomas thanked the fans of the series for their efforts, saying, "I love those people, and they have been so good to me, but it's not going to happen." A feature film continuation was made possible in 2013 through a Kickstarter fund, in which 91,585 fans donated $5,702,153 to get the film made.[6] Fans have also come to refer to themselves and be referred to as "Marshmallows" by media as well as the cast and crew of the series after a line delivered by Wallace (Percy Daggs III) in the pilot episode: "You're a marshmallow, Veronica Mars. A Twinkie."[113] At the end of the same episode, Veronica in voiceover remarks "Well, you know what they say: 'Veronica Mars, she's a marshmallow.'"[113] A reference to the term was also included in the fan-funded film.[114]
Awards and nominations
Year Award Recipient Result
2004 Saturn Award for Best Television Actress Kristen Bell Nominated[115]
2005 American Film Institute Award for Television Programs of the Veronica Mars Won[99]
Year
Satellite Award for Outstanding Actress in a Series, Drama Kristen Bell Nominated[116]
Saturn Award for Best Television Actress Kristen Bell Won[117]
Saturn Award for Best Network Television Series Veronica Mars Nominated[118]
Teen Choice Award for Choice TV Breakout Show Veronica Mars Nominated[119]
Teen Choice Award for Choice TV Breakout Performance, Female Kristen Bell Nominated
Television Critics Association Awards for Outstanding New Veronica Mars Nominated[120]
Program of the Year
Television Critics Association Awards for Individual Kristen Bell Nominated
Achievement in Drama
2006 Family Television Award for Favorite Father/Daughter Kristen Bell Won[121]
Enrico Colantoni
International Cinematographers Guild Publicists Award for Veronica Mars Nominated[122]
The Maxwell Weinberg
Publicist Showmanship Award for Television
Satellite Award for Actress in a Series, Drama Kristen Bell Nominated[123]
Saturn Award for Best Actress on Television Kristen Bell Nominated[124]
Teen Choice Award for Choice TV Actress: Drama/Action Kristen Bell Nominated[125]
Adventure
Teen Choice Award for Choice TV Sidekick Percy Daggs III Nominated
Teen Choice Award for Choice TV Parental Unit Enrico Colantoni Nominated
Writers Guild of America Award for Episodic Drama Rob Thomas for "Normal Is the Watchword" Nominated[126]
The CTV Television Network began airing Veronica Mars in Canada as a mid-season replacement on May 30, 2005.[127] CTV decided not to pick up the second season, which began broadcast by Sun TV on July 18, 2006.[128] The third season was initially only available through American border stations. The fourth season premiered in Canada on the Crave streaming service (owned by the same company as CTV) within a few hours of its U.S. release on Hulu on July 19, 2019.[129]
Subscription channel Living began showing the series in the United Kingdom in October 2005,[130] averaging 50,000 viewers per episode for its first season.[131] The channel began airing the second season on June 8, 2006,[132] airing one episode per week rather than showing one every night as they did in the first season.[133] Despite low ratings in the second season, Living decided to air the series' third season.[134] It was syndicated through the Living TV Group platform, airing on the now defunct channel Trouble just before its closure. Free-to-air channel E4 began broadcasting the series from July 16, 2009.[135]
Veronica Mars premiered in Australia by Network Ten on November 28, 2005, where the series saw erratic airings.[136][137] TV2 began showing the series in New Zealand on July 15, 2005.[138]
The first season of Veronica Mars was released in region 1 as a widescreen six-disc DVD box set on October 11, 2005.[139] In addition to all the episodes that had been aired, DVD extras included an extended "Pilot" episode (through the inclusion of an unaired opening sequence) and over 20 minutes of unaired scenes.[28] The same set was released on May 16, 2008 in Region 2,[140] and on June 4, 2008 in Region 4.[141]
The second season was released in region 1 as a widescreen six-disc DVD box set on August 22, 2006,[142] Region 2 on August 15, 2008,[143] and Region 4 on September 8, 2008.[144] In addition to all the aired episodes, DVD extras included two featurettes: "A Day on the Set with Veronica Mars" and "Veronica Mars: Not Your Average Teen Detective", a gag reel, a promo trailer for the third season and additional scenes, including an alternate ending to "My Mother, the Fiend".[17]
The third season was released in region 1 as a widescreen six-disc DVD box set on October 23, 2007,[145] Region 2 on December 12, 2008,[146] and Region 4 on February 11, 2009.[147] In addition to all the aired episodes, DVD extras included "Pitching Season 4", an interview with Rob Thomas discussing a new direction for the series that picks up years later, with Veronica as a rookie FBI agent; "Going Undercover with Rob Thomas"; webisode gallery with cast interviews and various set tours; unaired scenes with introductions by Rob Thomas; and a gag reel.[148]
In the United Kingdom, Veronica Mars: The Complete Collection was released on May 12, 2014. The set contains all three seasons and the film in an 18-disc set.[149] This is the first time the series received a release in the UK, as the seasons were not released individually.
In July and August 2005, four episodes of the first season aired on CBS, UPN's sibling network, to gain more exposure for the series.[150]
The series aired on SOAPnet in 2012.[151] Pivot began airing the series in January 2014.[152]
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138. ^ "Veronica Mars – The Complete First Season". Amazon. October 11, 2005. Retrieved September 17, 2008.
139. ^ "Veronica Mars - Season 1". Amazon Germany. Retrieved September 22, 2008.
140. ^ "Veronica Mars - The Complete 1st Season (6 Disc Set)". EzyDVD. Archived from the original on April 26, 2012. Retrieved September 19, 2008.
141. ^ "Veronica Mars - The Complete Second Season". Amazon. August 22, 2006. Retrieved September 17, 2008.
142. ^ "Veronica Mars - The Complete Second Season". Amazon Germany. Retrieved September 22, 2008.
143. ^ "Veronica Mars - The Complete 2nd Season (6 Disc Set)". EzyDVD. Archived from the original on May 3, 2012. Retrieved April 2, 2009.
144. ^ "Veronica Mars - The Complete Third Season". Amazon. October 23, 2007. Retrieved September 17, 2008.
145. ^ "Veronica Mars – The Complete Third Season". Amazon Germany. Retrieved November 16, 2008.
146. ^ "Veronica Mars - The Complete 3rd Season (6 Disc Set)". EzyDVD. Archived from the original on April 26, 2012. Retrieved April 2, 2009.
147. ^ Goldman, Eric (October 23, 2007). "Veronica Mars – The Complete Third Season". IGN. Retrieved September 17, 2008.
148. ^ "Veronica Mars: The Complete Collection DVD". Blu-ray.com. Retrieved November 14, 2014.
149. ^ "CBS Will Air Four Episodes of UPN's Critically Acclaimed Drama "Veronica Mars," Beginning with Two Episodes on Friday, July 29 (8:00–10:00 Pm, ET/PT)" (Press release). UPN. July 21, 2005. Retrieved April 26, 2013.
150. ^ MacKenzie, Carina Adly (March 13, 2012). "'Veronica Mars' to begin airing on SOAPnet: Tell everyone you know". Zap2it. Archived from the original on December 19, 2013. Retrieved December 18, 2013.
151. ^ "Pivot Acquires 'Buffy The Vampire Slayer' And 'Veronica Mars'". Deadline Hollywood. December 17, 2013. Retrieved December 18, 2013.
* Rob Thomas, Leah Wilson (Hrsg.): Neptune Noir: Unauthorized Investigations Into Veronica Mars. Jennifer Canzoneri, 2007, ISBN 978-1-933771-13-7. (online copy at Google Books)
* Sue Turnbull: Veronica Mars. In David Lavery (ed.): The Essential Cult TV Reader. University of Kentucky Press, 2010, ISBN 978-0-8131-2568-8, pp. 314–321. (online copy, p. 314, at Google Books)
* George A. Dunn (ed.), William Irwin (ed.): Veronica Mars and Philosophy: Investigating the Mysteries of Life (Which is a Bitch Until You Die). Wiley, 2014, ISBN 9781118843697
* Melissa Sartore: Robin Hood Goes to Neptune: The Collective Social Bandit in "Veronica Mars". Studies in Popular Culture, volume 40, no 1 (fall 2017), pp. 53–77 (JSTOR)
* Rhonda V. Wilcox, Sue Turnbull: Investigating Veronica Mars: Essays on the Teen Detective Series. McFarland, 2011, ISBN 978-0-7864-4534-9.
* Corine Elizabeth Mathis: "That Girl of Yours, She's Pretty Hard-boiled": Film Noir and the Claiming and Performance of Gender in Veronica Mars. Master Thesis, Auburn University 2009
* Kim Johansen Ostby: Investigating Veronica Mars. The Noir and Teen Clash in Neptune, California. Master Thesis, Sarpsborg, May 2010
* Veronica Mars at Hulu
* Veronica Mars at IMDb
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Fictional character
Veronica Mars
Kristen Bell as Veronica Mars
First appearance "Pilot" (2004)
Last appearance "Years, Continents, Bloodshed" (2019)
Created by Rob Thomas
Portrayed by Kristen Bell
In-universe information
Gender Female
Occupation * Student
* Barista at Java the Hut
* Journalist for the Hearst Free Press
* Private detective
* FBI intern
* Help desk attendant at Hearst Library
Family * Keith Mars (father)
* Lianne Mars (mother)
* Tanner Scott (step-father)
* Aurora Scott (step-sister)
* Hunter Scott (half-brother)
Significant other * Logan Echolls (husband, deceased)
* Stosh "Piz" Piznarski (ex-boyfriend)
* Duncan Kane (ex-boyfriend)
* Leo D'Amato (ex-boyfriend)
* Troy Vandegraff (ex-boyfriend)
Veronica Mars is the fictional protagonist, occasional narrator (through voice-overs), and antiheroine of the American television series Veronica Mars, which aired on UPN from 2004 to 2006 and on The CW from 2006 to 2007. The character, portrayed by Kristen Bell, remained the central figure throughout the show's run. After the series was canceled, Bell reprised her role in the 2014 film continuation and the 2019 revival on Hulu. The character was created by Rob Thomas and was originally conceived as a male protagonist for his unproduced novel Untitled Rob Thomas Teen Detective Novel. However, when the concept transitioned into a television series, Thomas changed the character's gender, believing that a noir narrative from a female perspective would be more compelling.
Before the events of the show, Veronica's best friend, Lilly Kane, is murdered, and her father, Keith Mars, loses his job as sheriff of the fictional town of Neptune, California after accusing Lilly's father of involvement in the murder. This accusation also damages his reputation and results in his wife leaving him. The series opens with Veronica at the bottom of her high school's social hierarchy, having been ostracized by her peers after losing her popular status and friends due to her father's actions.
Character history
Background and Plot
At the beginning of the series, Veronica Mars is a 17-year-old junior at Neptune High in the fictional town of Neptune, California, located near San Diego. According to series creator Rob Thomas, Veronica's birthday is in August. After school, Veronica works for her father, Keith Mars, a private investigator and the former sheriff of Balboa County, California. Initially, Veronica has few friends due to her social downfall after her father’s controversial actions, but her situation changes when she meets Wallace Fennel, whom she helps out of a difficult situation. Wallace quickly becomes Veronica's best friend and closest ally throughout the series.
Back-story to season one
Veronica's story is narrated through voice-overs and flashbacks, woven into the main plot of the series. A year before the events of the show, Veronica was part of the popular "in-crowd" at Neptune High, which was dominated by the wealthy and influential "09er" clique, named after Neptune's elite 90909 zip code. Veronica's best friend was Lilly Kane, and she was dating Lilly's brother, Duncan Kane. Meanwhile, Lilly was in a relationship with Logan Echolls, Duncan's good friend. Though Veronica didn't come from the same wealth as other 09ers, she was accepted into the group because of her relationship with Duncan and her father Keith Mars' position as sheriff.
However, Veronica's life took a sharp turn when Duncan suddenly broke up with her without explanation, and Lilly refused to tell her what had gone wrong. Shortly afterward, Lilly was found murdered near her family's pool. In the aftermath, Sheriff Keith Mars accused Lilly's father, Jake Kane, a beloved and powerful software entrepreneur, of involvement in the murder. The accusation shocked the citizens of Neptune, and Keith was swiftly voted out of office and shunned by the wealthy 09er community.
Keith's situation worsened when his successor, Sheriff Don Lamb, arrested Abel Koontz, a former disgruntled employee of Kane Software, who confessed to Lilly's murder. This further tarnished Keith's reputation, leading the community to view him as a pariah.
The shock and loss of income following Keith Mars' fall from grace devastated the Mars family. Veronica's mother, Lianne Mars, turned to alcohol and eventually abandoned the family a few months later. Despite the social pressure, Veronica refused to denounce her father, solidifying her status as an outsider. Duncan Kane and the rest of the 09ers cut ties with her, leaving Veronica isolated and banished from Neptune High's elite social circle.
Two months after Lilly's death, in an act of defiance, Veronica attended an 09er party hosted by Shelley Pomroy to show her former friends that she no longer cared about their opinions. At the party, Veronica’s drink was spiked with GHB, a date-rape drug, and she woke up the next morning in a guest bedroom, disoriented and without any memory of the night. To her horror, she realized she had been raped. When she reported the assault to Sheriff Don Lamb, he dismissed her claims, calling her a liar and humiliating her by throwing her out of his office.
These traumatic events left a deep mark on Veronica, fueling her cynicism and disgust toward her classmates and Neptune’s wealthy elite. Like her father, she became a social outcast. Veronica began channeling her anger and energy into working at her father’s detective agency, assisting with investigations. A turning point came when she met new transfer student Wallace Fennel, who became her best friend. With his friendship and support, Veronica started using her investigative skills to help fellow students and, in doing so, found herself frequently confronting the 09ers.
Over time, with the help of Wallace, as well as her newfound friends Wallace Fennel, Cindy "Mac" Mackenzie, and Meg Manning, Veronica slowly began to outgrow her bitterness and cynicism, allowing her to rebuild her sense of purpose and move forward.
Detective
After being ousted from the Sheriff's Department, Keith Mars opens Mars Investigations, a private investigation agency. Veronica takes on an after-school job as his secretary, but despite her father's wishes, she often oversteps her role, tackling cases on her own. In fact, she frequently solves cases before her father, including some that she is explicitly told not to get involved with. At Neptune High, Veronica also becomes an unofficial private investigator, using her skills to track down computer hackers, uncover secrets about parents, find stolen items like the school’s mascot, and much more. She stays one step ahead of both her father and Vice-Principal Van Clemmons, often with the help of her best friend Wallace Fennel, who becomes the Watson to her Holmes and Eli "Weevil" Navarro, the leader of the PCH Biker Gang.
One of the key relationships in Veronica’s life is with Logan Echolls (played by Jason Dohring). Once her close friend, Logan had been instrumental in organizing her blacklisting from the 09er clique. Their relationship remains strained, and they often clash until Logan seeks Veronica’s help to investigate whether his mother, Lynn Echolls, had faked her death after jumping into the ocean. Still dealing with the abandonment of her own mother, Veronica empathizes with Logan’s situation, and they reconcile most of their differences.
By the end of the third season, Veronica successfully completes her California state examination and earns her official license as a private investigator, scoring an impressive 95 on her test.
Years later, Veronica is shown to have moved on from her life as a private investigator and is on the verge of accepting a prestigious job offer from a law firm in New York. However, when Logan is accused of murder, Veronica returns to Neptune to clear his name. This case reignites her passion for justice, leading her to stay in Neptune, where she decides to continue fighting against the local corruption and classism that have worsened since her departure.
Romantic relationships
Duncan Kane
Veronica dated Duncan Kane until approximately September 2003, though both her mother, Lianne Mars, and Duncan’s mother, Celeste Kane, were against their relationship. Veronica didn’t understand why until much later. Prior to Lilly Kane's death, Celeste revealed to Duncan that his father, Jake Kane, had an affair with Lianne, raising the possibility that Veronica might be Duncan’s half-sister. This revelation prompted Duncan to break up with Veronica without explanation. However, after Keith Mars conducted a paternity test, it was confirmed that he, not Jake, was Veronica’s father.
Veronica and Duncan did not speak until well into her junior year. A few episodes into the series, they begin to rebuild their relationship, becoming friends again. This is briefly halted when Veronica believes Duncan raped her during a party where both were under the influence of GHB. However, the misunderstanding is cleared up once the circumstances of that night come to light.
During the summer between the first and second seasons, Veronica and Duncan rekindle their romance on her 18th birthday, staying together until about midway through season two. Unbeknownst to Duncan, his former girlfriend, Meg Manning, was pregnant when they broke up. Meg was on the school bus that crashed at the beginning of season two and, although she survived initially, she was left in a coma. She later died from a blood clot after briefly regaining consciousness. Their daughter was born just before Meg's death.
To prevent Meg's abusive parents from gaining custody of his daughter, Duncan decides to kidnap the baby and flee. Veronica helps him with the plan, and the two share an emotional farewell, knowing they can never see each other again. Duncan does not return to the series, except for a brief cameo at the end of season two, where he is shown living in Australia with his daughter. In this scene, Duncan is seen on a beach when his phone rings. He answers with "CW?" (a meta-joke about the show moving to the new CW network), and Clarence Weidman informs him, "It’s a done deal," implying Duncan orchestrated the killing of Aaron Echolls in revenge for Aaron being acquitted of Lilly’s murder.
Troy Vandegraff
Troy Vandegraff was a childhood friend of Duncan Kane who briefly attended Neptune High during the early episodes of the first season. Despite the negative rumors circulating about Veronica, Troy took an interest in her. Initially hesitant, Veronica eventually warmed to him after seeing his seemingly genuine intentions. However, in the fifth episode, Troy deceives Veronica, manipulating her into helping him escape being sent to boarding school so he can run away with his old girlfriend. Veronica uncovers his plan and, in a twist, double-crosses him, thwarting his escape.
Veronica doesn’t encounter Troy again until the second season episode titled "The Rapes of Graff", when both of them visit Hearst College. Initially cold towards him, Veronica listens as Troy insists he has changed and apologizes for how he treated her. He also admits that his feelings for her were real when they dated. When Troy becomes a suspect in the rape and head-shaving of a student after a party, Veronica steps in to help prove his innocence. After the situation is resolved, the two part on amicable terms.
Leo D'Amato
Leo D'Amato (played by Max Greenfield) is a deputy at the Neptune Sheriff’s Department, who briefly dated Veronica during the middle of the first season. Initially, Veronica sought Leo's help to gain access to classified evidence or police files for her investigations, but over time, she developed romantic feelings for him. Their relationship ended when Veronica kissed Logan Echolls, leading her to break up with Leo as she didn’t want to continue dating him while sorting out her feelings for Logan.
Years later, in the fourth season, Leo reappears as an FBI agent working on the same case as Veronica. While their friendship is rekindled and there is still evident chemistry between them, the flirtation ultimately helps Veronica solidify her decision to be with Logan.
Logan Echolls
Veronica began dating Logan Echolls at the end of the first season. While she was still dating Leo D’Amato, she kissed Logan as a thank-you for saving her from a would-be kidnapper (played by Jonathan Taylor Thomas), who was later revealed to be an ATF agent. The kiss quickly turned into something more as Logan pulled her into a passionate embrace, leading them to begin secretly dating.
Their relationship soon hit a rough patch when it was revealed that Logan had supplied the GHB that was used to drug Veronica at Shelly Pomroy's party, the night she was raped. For a time, Veronica even suspected that Logan was her rapist. However, after discovering that he wasn’t responsible, she reconciled with him. Their relationship became public at a party attended by Logan's fellow 09ers. During the same party, Veronica discovered hidden cameras in the bed of Logan's pool house, leading her to flee in distress. Around this time, Veronica also learned that Logan had no alibi on the day Lilly Kane was murdered, which made her fear that Logan might have been involved in Lilly's death.
Veronica later discovered that the cameras in the pool house had been installed by Logan's father, Aaron Echolls, who had been secretly having an affair with Lilly. Aaron murdered Lilly after she stole tapes of their encounters. The night Aaron was arrested for Lilly's murder, Logan showed up at Veronica's house, having been brutally beaten by the PCHers. Despite the accusations against him, Veronica stood by Logan when he was accused of murdering Felix Toombs, one of the PCH bikers. Although Logan was acquitted, his behavior became increasingly erratic during the summer, fueled by the emotional toll of his trial and the shocking revelations about his father’s affair with Lilly and her murder.
After Logan and the 09ers started a violent turf war with the PCHers, Veronica broke up with him, telling him that he had become out of control and seemed to enjoy the violence too much.
Later in the season, Logan drunkenly confessed to Veronica that he still had deep feelings for her, calling their love "epic." The next morning, Veronica visited Logan to tell him she felt the same, but he had no memory of what he’d said and had spent the night with his ex, Kendall Casablancas. Despite this, during her confrontation with Cassidy Casablancas on the roof of the Neptune Grand, it was Logan whom Veronica called for help. Logan arrived in time to tackle Cassidy, stopping him from shooting Veronica. He then talked her out of shooting Cassidy herself and comforted her when she feared her father had died in the explosion of Woody Goodman's plane.
Following this intense encounter, Veronica and Logan resumed their relationship and grew closer over the summer. As the third season begins, they both attend Hearst College, and their relationship remains as passionate as before. However, Veronica's trust issues—developed over the past few years—start to take a toll. She struggles with the impulse to monitor and verify everything Logan says or does, while Logan grows frustrated with the pressure she places on him and her inability to admit she could be wrong.
Their relationship faces a breaking point when Logan reveals that he and Mercer had left a motel in Tijuana in flames without helping anyone escape. Veronica is furious and distances herself from him. However, when Logan comes to her rescue after she is drugged and attacked by the Hearst rapist, Veronica realizes that her feelings for him are still strong.
Unable to handle the constant danger Veronica faces, Logan tries to persuade her to stop investigating the rapes at Hearst College. He even goes as far as hiring a bodyguard to follow her without her knowledge, which infuriates Veronica when she finds out. Though they work through their issues and both admit their love for each other, Logan breaks up with Veronica in the ninth episode of season three. He explains that despite their feelings, they both know their relationship isn’t working—Veronica's trust issues and Logan’s need to protect her, despite her wishes, have created an unresolvable tension. He tells her that he would rather deal with a little pain now than face a much bigger heartbreak later. Logan assures her he will always be there for her. Veronica is devastated by the breakup and breaks down when she gets home.
Though Logan continues to help Veronica in her search for the rapist, he is elsewhere when Mercer and Moe attack her. When Logan learns that Mercer was behind the assault, he deliberately gets himself arrested to land in the same cell as Mercer—seeking revenge.
The couple spends the next six weeks apart. During the breakup, Dick Casablancas tries to help Logan move on by taking him to the beach, where they meet up with a group of girls. Later, Veronica shows up at Logan's place, and the two share a passionate kiss, realizing how much they missed each other, leading them to get back together.
However, in the following episode, Logan confesses that he had hooked up with someone during their six-week break, though he insists it meant "less than nothing" to him. It is later revealed that Logan slept with Madison Sinclair in Aspen, which Veronica sees as one of the worst possible betrayals due to their complicated history. This time, jealousy and Veronica's inability to forgive end their relationship once more.
Logan eventually moves on with Parker Lee, while Veronica starts dating Stosh "Piz" Piznarski. Veronica vows never to speak to Logan again after he violently attacks Piz, mistakenly believing that Piz had shared a racy video of him and Veronica across campus. The series ends with Logan and Veronica sharing a final, ambiguous look, leaving their relationship unresolved.
After not seeing each other for nine years, Logan and Veronica reconnect in the Veronica Mars film, where Veronica returns to help Logan when he is accused of murder. They rekindle their relationship, and Logan vows to return to Veronica after his deployment with the Navy. This relationship continues into the fourth season, which includes a subplot involving Logan’s proposal to Veronica. Though she initially rejects it, she later accepts, and the two get married.
In a tragic turn, the series ends with Logan’s death. The Neptune Bomber's final attack occurs when a bomb left in their car detonates just as Logan and Veronica are about to leave for their honeymoon.
Stosh "Piz" Piznarski
Veronica first met Piz Piznarski on her first day at Hearst College, introduced through her best friend Wallace Fennel, who was Piz's roommate. In the episode "Welcome Wagon", Wallace asks Veronica to help Piz find his stolen belongings. Upon their first meeting, Piz is immediately captivated by Veronica, developing a crush on her. However, at the time, Veronica is still dating Logan Echolls, and while Piz’s feelings for her are clear, she doesn’t reciprocate them, though they develop a steady friendship.
Throughout their friendship, Veronica confides in Piz about her relationship troubles with Logan. Although Piz is quietly disappointed, he offers her advice that leads to her reconciliation with Logan. Despite this, Piz and Veronica remain close, and later, when her relationship with Logan ends, their friendship gradually evolves into a romantic relationship.
Piz and Veronica seem to be happy together, especially when they support each other through a crisis involving a racy video of them that gets emailed around Hearst College. When Logan—jumping to conclusions—attacks Piz, believing he made the video, Veronica vows never to speak to Logan again. This incident also leads to Logan's breakup with Parker Lee, as Parker realizes Logan still has feelings for Veronica.
Later, after Veronica and Piz discover the real culprit behind the video, Piz advises Veronica to drop the matter when she angrily confronts the person responsible. Although Veronica is reluctant, she listens to Piz and walks away. However, when Logan learns that the student responsible for the video has mob connections, he confronts him and beats him up, showing his continued emotional investment in Veronica. Logan apologizes to Piz for attacking him, as Veronica had suggested, and leaves without looking back. This moment leaves Piz with the realization that, despite his relationship with Veronica, he may never have the deep, unshakable connection with her that Logan does. Veronica's lingering gaze on Logan further cements this feeling of doubt in Piz.
In the Veronica Mars film, it is revealed that Piz and Veronica broke up after she transferred to Stanford following her freshman year. They reconnect when Veronica moves to New York for law school, and at the start of the film, they are dating again. However, Piz breaks up with her when her reluctance to leave Neptune—and Logan—makes him question her true feelings for him.
Reception
AOL included Veronica Mars in its list of TV's Smartest Detectives.[1] The same website ranked her as the 8th Most Memorable Female TV Character.[2] She was also featured on UGO.com's list of 50 Top TV Characters, where she was ranked at No. 17.[3] Additionally, AfterEllen.com placed her at No. 14 in their Top 50 Favorite Female TV Characters.[4]
Media journalists frequently noted that Bell's portrayal of Veronica Mars was critically underrated, with many arguing that her performance deserved both an Emmy nomination and win.[5][6][7]
References
1. ^ "TV's Smartest Detectives". AOL TV. November 18, 2011. Archived from the original on January 3, 2012. Retrieved February 3, 2013.
2. ^ Potts, Kim (March 2, 2011). "100 Most Memorable Female TV Characters". AOL TV. Archived from the original on July 2, 2015. Retrieved July 20, 2012.
3. ^ K. Thor Jensen (November 20, 2008). "Top 50 TV Characters - Veronica Mars". UGO.com. Archived from the original on December 29, 2011. Retrieved February 3, 2013.
4. ^ "AfterEllen.com's Top 50 Favorite Female TV Characters". AfterEllen.com. February 27, 2012. Archived from the original on April 15, 2012. Retrieved June 24, 2012.
5. ^ "Emmy Nominations: 24 Is Loved, Lost Snubbed - Today's News: Our Take | TVGuide.com". www.tvguide.com. Archived from the original on August 9, 2009.
6. ^ "As Emmys loom, it's time to accept that rage is futile". September 16, 2005.
7. ^ "Emmy 2007: Down and Dirty Predictions - Blogcritics Video". Archived from the original on June 16, 2009. Retrieved January 3, 2008.
External links
* Veronica Mars: The Complete First Season, Warner Home Video, 2005, UPC 01256972774.
* Official character MySpace
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Veronica Mars (character)
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Veronica Mars (TV Series 2004–2019)
Episodes72
Videos12
Featured reviews
This show was so ahead of its time
I loved this show more than anything. It may or may not have had influence on me going to school to be a private investigator for some time.
It addressed concepts so before it's time. Rape, victim shaming, sexual freedom, women's rights, alcoholism, abuse on many levels. It took every concept seriously.
It seems like high school drama but it really was well written, well acted and funny at times.
Best show.
I can't believe I'm saying this...
I hate being sucked in. More than anything. I avoid anything that's popular just because I can't stand the herd mentality. It took me three years before I touched a Harry Potter book. I would not have watched this show willingly. My one uplifting, redeeming quality is that I'm a good friend. Always. Even at the sacrifice of my Wednesday evenings. I originally started watching VM because I was taping it for a friend who didn't get UPN in her new town. I was just going to tape it, but I thought it would be nice if I cut the commercials for her. Now, half a season later...I can't stop watching it. It's horrible. I actually rented the entire first season and watched it in one twenty-four hour sitting. If you start watching this show, be warned you WILL get hooked, no matter how hard you try to resist. It is a great mystery. Each episode has its own mystery that is self inclusive, but the overall season mystery is what keeps you speeding through traffic to get home in time on Wednesday nights. Kudos to the creators, they did a great job!
Are you kidding me?
After reading quite a few comments from people who thought this show is "horrible," I was really surprised with their reasons. First of all, there are very few TV shows out there that are in every way true to life. Of course the situations aren't completely plausible! That's why we watch TV shows in the first place - we're entertained by things that we would not normally do or see. If I wanted to watch something "realistic" I'd just tape myself and watch it at the end of the day.
What's real in this show is that every character is complicated and has layers in their personality. The bad guy isn't all bad, and the good guy isn't so great either. There's just this gray area - just the way people are.
Then there's the complaint that Veronica Mars is "too smart." And that's a bad thing because...? I'm sick of mindless shows that give away the ending in the first minute and/or have the same tired plots. If witty is not your thing, that is sad and someone needs a good dose of "sense of humor." Maybe everything we watch on TV should be bland and predictable from now on? By the way, detective work is supposed to be logical - not flashy. When you want to look for someone, you'd automatically put a trace on things they own. What did you expect would happen? Some kind of laser tracking thingy?
The writing on this show is amazing, as are the actors and everything else. The artistic value is also incredible. If TV watchers can't appreciate that, then I really am worried about the population.
Excellent - Not your average UPN show
The story of Veronica and her search for the truth in the spoiled and famous Nepture is far more compelling that your average UPN teen drama.
Real characters, complex situations and issues and topics beyond who is hooking up with whom. The detailed story arc might make it a bit challenging for new viewers to pick up the threads, but each episode stands alone.
Like Buffy the Vampire Slayer, Veronica Mars mixes, humour and pathos, into both complicated life and death issues and high school life. Just as Buffy was about more than surviving high school with a social life, Veronica Mars looks at real things with a sceptical eye and an ironic twist.
TV history in the making
Veronica Mars is a fantastic show - the greatest since Twin Peaks. I feel very sorry for those who can't appreciate its incredible acting, suave and wry humor, amazingly detailed storytelling and hyper-complex characters. The massive amounts of angst and intensity among these high schoolers is the only unrealistic (or rather, surrealistic) aspect of the show, and it is forgiven because this is an superbly crafted exercise in stylized fiction and symbolism.
The names, for one thing - Neptune, Tritons, Mars -, are not only planetary, but mythological. Neptune is a cold, distant place, but reluctant gods of war inhabit it. Keith and Veronica Mars do not instigate war, but when others declare it on them, they prove supremely good at it.
The show represents one of those very rare couplings of a great concept, great writing and great directing with a remarkable actress who totally "gets" the whole complex atmosphere of it, and can act the part perfectly. Kristen Bell is an incredible actress (I, for instance, became aware of this show solely because I took an interest in Bell after seeing her tiny but impressively acted part in the movie Spartan); she has every conceivable facial expression completely nailed, and on top of that she is also fabulously gorgeous - all the more so because of her obvious intelligence.
Veronica Mars is, as far as I'm concerned, one of the two best American TV-shows I've ever seen, and my rating of it would be 9 or 10.
This show WILL go down in history as a timeless TV classic.
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Aerowisata
From Wikipedia, the free encyclopedia
Company type Subsidiary
Industry Tourism
Founded 1973 (Jakarta)
Headquarters Jakarta
,
Indonesia
Area served Asia Pacific
Key people Alexander Maria Tae Maneklaran (CEO)
Doddy Virgianto
(Director of Finance and Business Development)
Products International flight catering services, hotel & resort,
travel & leisure, land transportation and cargo
Operating income Rp 1,089 billion
Parent Garuda Indonesia Group
Subsidiaries * Garuda Orient Holidays - Australia Pty, Ltd
* Garuda Orient Holidays - Australia Pty, Ltd
* PT Belitung Inti Permai
* PT Mirtasari Hotel Development
* PT Senggigi Pratama Internasional
* PT Angkasa Citra Sarana Catering Service
* PT Mandira Erajasa Wahana
* PT Biro Perjalanan Wisata Satriavi
* PT Aerojasa Perkasa
* PT Bina Inti Dinamika
* Garuda Orient Holidays - Korea Co, Ltd
* Garuda Orient Holidays - Jepang Co, Ltd
Website www.aerowisata.com
Aerowisata is an Indonesian hospitality company based in Jakarta. It has five main businesses, consisting of Foodservice, Hotels, Travel, Transportation and Logistics. It is a subsidiary of the Garuda Indonesia Group.
On 7 February 1974, Garuda Indonesian Airways handed the management of PT Satriavi Tours and travel to Aerowisata. The next company that later changed its name to PT Biro Perjalanan Satriavi became first subsidiary Aerowisata.
On 29 July 1974, Aerowisata began operating the Hotel Sanur Beach in Bali as the first hotel of Aerowisata.[1]
On 23 December 1974, Aerowisata started a catering business for Garuda Indonesian Airways to serve under the flag of PT Garuda Dairy Farm Aero Catering Service. Since 1991, the company located at the terminal end of the Soekarno-Hatta International Airport was renamed Aerowisata Catering Service (ACS).
After forming Garuda Orient Holidays (GOH) in Australia in 1981 and PT Aero Service Perkasa in 1987, founded the PT Mandira Erajasa Aerowisata spacecraft in July 1988. Marked the establishment of business expansion into the realm of transportation Aerowisata. In 1991, holdings included the Sengiggi Beach hotel which includes the Nusa Dua and the Nusa Indah, as well as Sanur Beach.[2]
As of December 2009, Aerowisata has eleven subsidiaries and eight affiliated companies. Aerowisata currently owns 4 hotels located in 4 different provinces in Indonesia with 3 different hotel star level. Those are:[3]
* Five stars: Prama from Sanskrit language means Excellence
* Four stars: Kila from Javanese language means Sparkle
* Three stars: Asana, an acronym of the Indonesian words Akrab, Santun and Mempesona means Friendly, Polite and Charming
1. ^ "Aerowisata Hotel & Resorts". Aerowisata. Retrieved 12 May 2017.
2. ^ Sutton, Horace (9 June 1991). "Lombok, or little Bali, seen as island waiting to be discovered". The Tennessean. Nashville, Tennessee. North American Syndicate. p. 5J.
3. ^ Hamdani, Sylviana (12 May 2014). "Aerowisata Taps Into Tradition for a Sizeable Revamp". Jakarta Globe. Archived from the original on 13 May 2014. Retrieved 13 May 2014.
* Official website
|
https://en.wikipedia.org/wiki/Aerowisata
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elfiorP yn apmoC
at asiW or eA TP
COMPANY PROFILE
Company
Company
Profile
Profile Aerowisata
Aerowisata
Table
Table
ofofCont
Contens
ents
02 02
Ae rowisata
Ae rowisata
06 06
Foodservice
Foodservice
14 14
Hotels
Hotels
20 20Travel
Travel
26 26Transportation
Transportation
32 32
Logistics
Logistics
38 Air Charter
01 01
Company
Company
Profile
Profile
AEROWISATA
AEROWIST ATA
Overview
Overview
Vision
Vision
& Mission
& Mission
Corporate
Corporate
Va lues
Va lues
Aerowisata
Aerowisata
Group
Group
Global
Global
Presence
Presence
02 14
14 02
Aerowisata
Aerowisata
Overview
Overview
OverOver
45 years,
50 years,
Aerowisata
Aerowisata
continuously
continuously
upholds
upholds
commitment
commitmentto to
provide
provide
integrated
integrated
services
services
in hospitality
in hospitality
service
service
on the
on basis
the basis
of of
cordiality
cordiality
and and
friendliness
friendliness
principles.
principles.
PT Aero
PT Aero
Wisata
Wisata
is a part
is a of
part
Garuda
of Garuda
Indonesia
Indonesia
Group Group
supporting
supporting
Indonesian's
Indonesian's
tourism
tourism
sector.
sector.
FormedFormedin Jakarta
in Jakarta
on June
on June30th,30th,
1973,1973,
Aerowisata
Aerowisata
has has
become
become
the pioneer
the pioneer
of Indonesia's
of Indonesia's
hospitality
hospitality
industry.
industry.
All forms
All forms
of products
of products
and services
and services
which which
werewereproduced
produced
by Aerowisata
by Aerowisata
are made
are madeto reflect
to reflect
the the
unique
unique
characteristics
characteristics
of Indonesian
of Indonesian
culture.
culture.
Foodservice
Foodservice Hotels
Hotels
TravelTravel Transportation
Transportation
Logistics
Logistics Air Charter
03 03
Company
Company
Profile
Profile
Vision
Vision
and
and
Mission
Mission
Vision
Vision
To become world class hospitality corporation with
Indonesian authenticity.
Mission
Mission
Aerowisata is a holding company in hospitality
business with high performance standards through
qualified human capital and process to deliver
optimum values to all the stakeholders.
Corporate
CorporateValues
Values
Integrit y Syne rgy
Be consistent in thoughts, words and deeds by Able to establish and build quality cooperation
upholding the honesty of openness, ethics and to produce added value with mutual respect,
determination in any condition. mutual trust, mutual openness and mutual
benefit.
Professional Care for Environment
Work wholeheartedly in a smart and disciplined manner Build and increase positive awareness of the importance
which is oriented to excellent service and customer of moral and social responsibility and create a healthy,
satisfaction in order to achie ve maximum results with safe and comfortable environment for the sustainability
optimal efforts in accordance with authority, of the company and quality community life.
responsibilities, rules, role models, norms and
professional ethics.
04 04
Aerowisata
Aerowisata
Aerowisata
Aerowisata Group
Group
Associated Company:
PT Aeronurti Catering Service
PT Aeroprima
Associated Company:
PT Bumi Minang Padang Plaza Hotel
PT Manajemen CBTN Other Associated Company:
PT Nusa Dua Graha International PT Aero Systems Indonesia
PT Taspen Properti Indonesia PT Garuda Maintenance Facility Aero Asia Tbk
PT Wika Realty PT Citilink Indonesia
Global
GlobalPresence
Presence
Balikpapan,
Balikpapan,
Banjarmasin
Banjarmasin
Manado,Manado,
Palu Palu
Aceh Aceh Jambi, Palembang
Jambi, Palembang
AEROEXPRESS
AEROEXPRESS
25 25INTERNINTERN
AT IONAATLIONA L
BengkuluBengkulu
Pekanbaru
Pekanbaru AEROEXPRESS
AEROEXPRESS Kendari, Kendari,
Ambon Ambon
Batam Batam
AEROEXPRESS
AEROEXPRESS
Padang Padang
49 49DOMESTIC
DOMESTIC
Semarang
SemarangSolo Solo
GARUDA INDONESIA
GARUDA INDONESIA
HOLID AYS
HOLID AYS
61 61BRANCHBRANCH
OFFICEOFFICE
GIA CHARTER
05 05
Company
Company
Profile
Profile
FOODSERVICE
FOODSERVICE
In-flight
In-flight
Services
Services
Industrial
In-flight
Services
Service
Total Solution
Laundry Services
Industrial Catering
F&B Retail and
Commodity Supplies
Fa cility Management
Services
Commercial Laundry
F&B Retails
Sales on Board
Commodity Supplies
06 14
14 06
Foodservice
Foodservice
Overview
Overview
AfterAfter
moremore
thanthan
40 years
50 years
of servicing
of servicing
our our
customers,
customers,
withwith
delightful
delightful
tastetaste
and and
creativity,
creativity,
Aerofood
Aerofood
ACSACS
has has
successfully
successfully
emerged
emerged
as the
as the
cutting
cutting
edgeedge
of the
of hospitality
the hospitality
industry.
industry.
As aAssubsidiary
a subsidiary
of Indonesia's
of Indonesia's
admirable
admirable
Airline
Airline
company,
company,
GarudaGaruda
Indonesia,
Indonesia,
known
known
for its
forpremium
its premium
class class
services,
services,
Aerofood
Aerofood
ACS ACShas been
has been
established
established
sincesince
1974.1974.
Operates
Operates
underunder
the name
the name
of PT.ofAero
PT. Aero
GarudaGaruda
DairyDairy
Farm,Farm,
collaborating
collaborating
with with
HongHong
Kong-based
Kong-based
DairyDairy
Farm,Farm,
and later
and later
on changes
on changesits name
its name
to PT.toAngkasa
PT. Angkasa
Citra Citra
Sarana
Sarana
Catering
Catering
Service.
Service.
In 1991
In 1991
the business
the business
is officially
is officially
running
running
underunder
the brand
the brand
of ACS
of ACS
(Aerowisata
(Aerowisata
Catering
Catering
Services).
Services).
As theAsexpansion
the expansiongrows,grows,
exactly
exactly
in 2010,
in 2010,
Aerofood
Aerofood
ACS launched
ACS launched
a new a new
logo logo
of Aerowisata
of Aerowisata
Group Group
as theasholding
the holding
company,
company,
forming
forming
a tremendous
a tremendous
look look
of the
ofcompany
the companyand its
anddivisions.
its divisions.
In theInsame
the same
year,year,
PT Aerowisata
PT AerowisataCatering
Catering
Services
Services
also transformed
also transformed
its name
its name
to PTtoAerofood
PT Aerofood
Indonesia
Indonesia
with with
Aerofood
Aerofood
ACS as
ACS as
their their
trademark.
trademark.
Leading
Leading
the market
the market
of Indonesia's
of Indonesia's
inflight
inflight
catering,
catering,
Aerofood
Aerofood
ACS ACS
has branches
has branches
accross
accross
9 major
8 major
citiescities
of Indonesia,
of Indonesia,
starting
starting
fromfrom
Jakarta,
Cengkareng,
Bandung, Jakarta,
Yogyakarta,
Yogyakarta,
Surabaya,
Surabaya,
Denpasar,
Denpasar,
Lombok,
Lombok,
Balikpapan
Balikpapan
and all
andthe
allway
the to
wayMedan.
to Medan.
Having
Having
the mastery
the masteryin catering
in catering
services
services
field field
doesdoes
not avert
not avert
Aerofood
Aerofood
ACS ACS
in in
visioning
visioning
the future
the future
with with
innovations,
innovations,
and and
continue
continue
to discover
to discover
otherother
business
business
opportunities,
opportunities,
for the
formodesty
the modesty
to learn
to learn
freshfresh
demands
demands
in theinmarket is ourisway
the market our to
way to
stay success,
stay success,
and toandremain
to remain
in theinvanguard
the vanguard
of theofindustry.
the industry.
07 07
Company Profile
Company Profile
In-flight Services
In-flight Services
Having a line of In-flight catering services, we
delivered great efforts in bringing our brand to the
front
Having gate of ofpremium
a line In-flight catering services,
providers.we
Sophisticatedly,
delivered greatworking with
efforts in the latest
bringing ourtechnology,
brand to the
our in-flight
front gatecatering is keepingcatering
of premium tracks in providers.
how to
convey detailed services
Sophisticatedly, working forwith
the customers. We took
the latest technology,
mental note over
our in-flight the years,
catering is on the growing
keeping tracks demands
in how to
ofconvey
food to be made
detailed onlyfor
services with
the fine and selected
customers. We took
ingredients.
mental noteOur overdivisions
the years,are
ondesigned
the growing to demands
sustain
punctual
of food timeto bemanagement
made only in thefine
with delivery of the
and selected
products, right Our
ingredients. on schedules.
divisions are designed to sustain
punctual time management in the delivery of the
Today, Aerofood
products, right ACS owns 9 In-flight facilities, with
on schedules.
the largest production capacity in Jakarta up to
50.000
Today,portion
Aerofood of ACS
meals
ownsper8 day, catching
In-flight upwith
facilities, in
Denpasar
the largestserving 22 air-lines
production customers,
capacity Suraba ya up to
in Cengkareng
up50.000
to 42 flights
portiona day, and then
of meals perMedan,
day. Balikpapan,
Yogyakarta, Bandung, Lombok and Pekanbaru, all in
different operational sizes.
Being a vanguard in the
business, Aerofood ACS
relentlessly proving to
the world with more than
70.000 meals a day
provided on board, in 40
commercial airlines.
08
Foodservice
Foodservice
In-flight Service
To tal Solution
Being a vanguard in the
The business, AerofoodTotal
In-flight Service ACSSolution
relentlessly
(ISTS)
proving
concept to the
allows theworld with to
company more than high
provide 70.000
meals
quality a day provided
management on board,
services of inin-flight
40
commercial airlines.
logistics, especially in terms of food equipment
handling, cabin services and supplies, dry
goods, beverages and reading materials
distribution.
Our company's expertise and the capacity to integrate
procurement, storage, and logistic services, are
successfully delivered by applying the concept of
In-flight Service Total Solution (ISTS), in vented by
Aerofood ACS for Garuda Support Division. ISTS allows
the company to provide a high quality of in-flight
logistics management services in food appliances
handling, cabin services and supplies, dry goods,
beverages and reading materials distribution.
09
Company
Company
Profile
Profile
Industrial
Industrial
Services
Ca tering
Aerofood
Aerofood
ACS ACS
has made
has madehis name
his name
synonymous
synonymouswith with
premium
premium
catering
catering
service
service
in theinoil,
themining
oil, mining
and gas,
and town
gas, town
catering,
catering,
as well
as well
as health
as health
care and
carewellness
and wellness
industry.
industry.
At present,
At present,
we cater
we cater
to more
to more
than than
5 million
5 million
staff staff
mealsmeals
for more
for more
than than
60 customers
60 customersfromfrom
the the
aboveabove
industries
industries
with with
a broada broad
spectrum
spectrum
of integrated
of integrated
services.
services.
Our Our
industrial
industrial
services
catering
division
division
takestakes
safetysafety
and andhealth
health
requirements
requirements
as utmost
as utmost
importance
importance
to attain
to attain
in preparing
in preparing
nutritious
nutritious
meals.meals.
WhichWhich
is whyis why
in each
in eachhospital
hospital
kitchen
kitchen
construction,
construction,
we provide
we provide
consultancy
consultancy
service
service
to assist
to assist
customers
customers
in reaching
in reaching
safetysafety
and health
and health
standards.
standards.
Aerofood
Aerofood
ACS serves
ACS serves
the catering
the catering
needsneeds
for some
for some
of theoflargest
the largest
multinational
multinational
names names
in mining,
in mining,
oil and
oil gas
and industries
gas industries
that that
are are
operating
operating
in Indonesia.
in Indonesia.
Acquiring
Acquiring
the art
theofartcatering
of catering
services
services
in Indonesia,
in Indonesia,
it hasour
theIndustrial
experience
Catering
We have
We havealso also
worked
workedwith with
several
several
renowned
renowned healthcare
healthcare
in in
in handling
has the clientsexperience
in oil, mining
in handling
and gas
Jakarta.
Jakarta.
EitherEither
working
working
side side
by side
by with
side with
the hospital
the hospital
authorities,
authorities,
as well
clients
in healthcare
in oil, miningindustry.
and gas, as well
or acting
or acting
as a as
consultant
a consultant
in helping
in helping
themthemto plan
to plan
and and
prepare
prepare
as in healthcare industry.
nutritious
nutritious
mealsmeals
for the
for patients,
the patients,all foods
all foods
and andbe verages
be verages
handled
handled
properly
properly
according
according
to international
to international
safetysafety
and and
hygiene
hygiene
standards,
standards,
according
according
to local
to local
healthhealth
requirements.
requirements.
MealsMeals
can be
can be
set according
set according
to thetoindividual
the individual
request,
request,
or toorthe
topatient
the patient
served
served
hot and
hotpresented
and presented
in theinhospital's
the hospital's
mealsmeals
time time
table.table.
10 10
Foodservice
Foodservice
Facility
Laundry
Management
Services
Services
As a developing company, Aerofood ACS continues to move ahead. Aside from Industrial Catering, Aerofood ACS also provides
Facility Management Services that includes:
Aerofood ACS has two high capacity laudry facilities to handle in-flight laundry, hotel and restaurant. Both facilites use the
- Public Area Cleaning - Highrise Cleaning - Gardening - Electronic Pumbling System
latest machinery to utilize purified, filtered and softened water to guarantee maximum cleanliness safeguarding the lines
- Housekeeping Service - Electrical System - Air Flow System - Fire Extinguisher
Commercial
Laundry Laundry
Services
With With
the experience
the experience
in handling
in handling
corporate
corporate
customers
customers
sincesince
20102010
and andhavinghaving
se veral
se veral
domestic
domestic and and
international
international
clients,
clients,
at theat the
beginning
beginningof 2019,
of 2019,
Aerofood
Aerofood
ACS Laundry
ACS Laundry
Services
Services
has launched
has launched its new
its new
brand,
brand,
80 Degrees
80 Degrees
"Laundry
"Laundry
& Dry&Clean".
Dry Clean".
Under Under
this this
new new
brand,brand,
Aerofood
Aerofood
ACS tries
ACS tries
to penetrate
to penetrate
the B2C the B2C
service.
service.
80 Degrees
80 DegreesLaundry
Laundry
& Dry& Clean
Dry Clean
now now has has
several
several
outlets
outlets
in Jakarta,
in Tangerang,
Tangerang,andand
Bali.Bali.
Quality
Quality
machinery,
machinery,
process,
process,
control,
control,
and and
finishing
finishing
ensure
ensure
the quality
the quality
laundry
laundry
service
service
we provide
we provide
to to
customers.
customers.
11 11
Company
Company
Profile
Profile
F&B
F&BRetails
Re tails
For wide
For wide
rangerange
customers,
customers,
we also
we also
provide
provide
premium
premium
banquet
banquet
for meeting,
for meeting,
catering
catering
service
service
for private
for private
and and
waiting
waiting
lounge,
lounge,
as well
as well
as as
restaurant.
restaurant.
Our Our
passion
passion
for keeping
for keeping
the high
the high
standard
standard
of of
services
services
has led
hasus ledtousserve
to serve
a wide
a wide
selection
selection
of of
healthy
healthy
and and
tasteful
tasteful
local local
and and
international
international
cuisine
cuisine
for many
for many
people.
people.
Commodity
Sales On Board
Supplies
As one
As of
onetheof subsidiary
the subsidiary
companies,
companies,
Aerofood
Aerofood
ACS is
ACSappointed
is appointed
by airlines
by airlines
to produce,
to produce,
manage
manage
and packed
and packed
souvenirs
souvenirs
and merchandises.
and merchandises.
Various
Various
type type
of souvenirs
of souvenirs
such such
as keychains,
as keychains,
t-shirts
t-shirts
for kids,
for kids,
scarfsscarfs
and and
manymany
moremore
are are
offered
offered
to passengers
to passengers
on boards.
on boards.
Commodity Supplies
As one
As effort
one effort
to expand
to expand
its business
its business
and with
and with
expertise
expertise
in food
in food
catering
catering
industry,
industry,
Aerofood
Aerofood
ACS also
ACS produces
also produces
readyready
to eattomeals
eat meals
and ready
and ready
to use
tospices
use spices
for customers.
for customers.
12 12
Foodservice
Foodservice
Awards
Awards
& Certifications
& Certifications
ISO 14001:
ISO 14001:
2015 2015 ISO 22000:
ISO 22000:
2005 2005 ISO 9001:
ISO 2015
9001: 2015
Certificate
Certificate
from QA
from
Technic
QA Technic Food Safety
Food Safety
Management
Management
System
System QualityQuality
Management
Management
System
System
SafetySafety
Certificate
Certificate HouseHouse
Keeping
Keeping
Certificate
Certificate
from PT.
from
Aerofood
PT. Aerofood
Industrial
Industrial
Catering
Catering from SKKMGAS
from SKKMGAS
Pertamina
Pertamina
OHSASOHSAS
18001:2007
18001:2007 Sertifikasi
Sertifikasi
Halal Halal 1 Year1ofYear
Excellence
of Excellence
ServiceService
AwardAward
from QA
from
Technic
QA Technic from Majelis
from Majelis
UlamaUlama
Indonesia
Indonesia from Bluescope
from Bluescope
13 13
Company
Company
Profile
Profile
HOTELS
HOTELS
Leisure
Leisure
Hotels
Hotels
Business
Business
Hotels
Hotels
Hotels
Hotels
Operator
Operator
14 14
14 14
Hotels
Hotels
Overview
Overview
Reinventing
Reinventing
Hotel
Hotel
Management
Management
withwith
Indonesian
Indonesian
Hospitality.
Hospitality.
Aerowisata
Aerowisata
Hotels
Hotels
began began
in 1973
in 1973
as one
as of
one theofsix-line
the six-line
of business
of business
underunder
PT PT
Aerowisata.
Aerowisata.
The ever-changing
The ever-changing
hospitality
hospitality
industry
industry
has encouraged
has encouraged
it to grow
it to grow
and evolve
and evolve
into an
intoIndonesian
an Indonesian
hotelhotel
chainchain
that offers
that offers
caring
caring
hospitality
hospitality
and and
generous
generous
services.
services.
The worldwide
The worldwidenetwork
network
and the
andsubstantial
the substantial
support
support
fromfrom
the group,
the group,
particularly
particularly
with with
PT Garuda
PT Garuda
Indonesia
Indonesia
as theasholding
the holding
company
companyof of
PT Aerowisata,
PT Aerowisata,
further
further
add to
add
thetostrengths
the strengths
of Aerowisata
of Aerowisata
Hotels
Hotels
& Resorts.
& Resorts.
Our Vision
Our Vision
is to be
is to
internationally
be internationally
recognized
recognized
as Hotels
as Hotels
& Resorts
& Resorts
company.
company.
To support
To support
the vision,
the vision,
our missions
our missions
are: are:
- Positing
- Positing
and expanding
and expandingthe brand
the brand
(Prama,
(Prama,
Kila, Asana)
Kila, Asana)
as theaspreferred
the preferred
Indonesian
Indonesian
HotelHotel
Operator.
Operator.
- Creating
- Creating
excellent
excellent
customer
customer
experience
experience
through
through
excellent
excellent
service,
service,
qualified
qualified
human human
capital
capital
dan continuous
dan continuous
innovation.
innovation.
- Manage
- Manage
with sustainability
with sustainability
of theofbusiness
the business
performance.
performance.
Through
Through
over over
four four
decades
decades
of experience,
of experience,
our Hotels
our Hotels
line of
linebusiness
of business
is a is a
seasoned
seasonedplayer
player
in the
in the
hospitality
hospitality
business,
business,
providing
providing
comprehensive
comprehensive
consultancy
consultancy
services.
services.
Prior Prior
to opening
to opening
a property's
a property's
door,door,
the company
the companycan can
take care
take of
care
everything
of everything
to thetosmallest
the smallest
details
details
with with
the highest
the highest
standard.
standard.
The The
success
success
of a of
hotel
a hotel
or resort
or resort
then then
reliesrelies
on theonday-to-day
the day-to-day
operations,
operations,
wherewhere
Aerowisata
AerowisataHotels
Hotels
& Resorts
& Resorts encompasses
encompasses everyevery
element,
element,
focusing
focusing
specifically
specifically
withinwithin
the human
the humanresources
resources
and sales
and sales
& marketing
& marketing
divisions.
divisions.
15 15
Company
Company
Profile
Profile
Overview
Overview
WhileWhile
others
others
rebrand
rebrand
themselves
themselves
to betomorebe more
familiar
familiar
with with
the global
the global
market
market
perspective,
perspective,
Aerowisata
Aerowisata
HotelsHotels
remains
remains
true true
to Indonesian
to Indonesian
culture
culture
and values.
and values.
The company
The companyoffersoffers
a service
a service
concept,
concept,
"Authentic
"Authentic
Indonesian
Indonesian
Hospitality",
Hospitality",
that can
thatbe
canfelt
bethrough
felt through
the five
thesenses.
five senses.
SIGHTSIGHT
SightSight
comescomes
through
through
the warm
the warm
greeting
greeting
`Salam
`Salam
Aerowisata'
Aerowisata'
and the
and the
traditional
traditional
elements
elements
spread
spread
fromfrom
the uniforms
the uniforms
to thetohotels'
the hotels'
interiors.
interiors.
SOUNDSOUND
The rich,
The relaxing
rich, relaxing
SoundSound
of traditional
of traditional
Indonesian
Indonesian
history
history
tell the
tellhistory
the history
and culture
and culture
of theofplace
the place
wherewhere
they they
camecame
from.from.
SCENTSCENT
UsingUsing
signature
signature
unique
unique
`Scent'
`Scent'
of Green
of Green
Bamboo
Bamboofromfrom
Sumatra,
Sumatra,
the the
tradition
tradition
of using
of using
exotic
exotic
flower
flower
petalspetals
and herbs
and herbs
to soothe
to soothe
the bodies
the bodies
is is
continued
continued
through
through
aromatherapy
aromatherapy
and modern
and modern
spa treatments.
spa treatments.
TASTETASTE
Rich Rich
culinary
culinary
selections
selections
offer offer
true true
Indonesian
Indonesian
TasteTaste
that that
createscreates
an an
everlasting
everlasting
memory.
memory.
Bolster,
Bolster,
or also
orknown
also known
as `Dutch
as `Dutch
Wife',Wife',
are placed
are placed
in in
eacheach
roomroom
to give
to give
our guests
our guests
that comfortable
that comfortable
TouchTouch
duringduring
their their
stay stay
with with
us us
TOUCHTOUCH
TouchTouch
will be
willpresented
be presented
by body
by body
pillows
pillows
or also
or known
also known
as 'Dutch
as 'Dutch
Wife',Wife',
are placed
are placed
in each
in each
roomroom
to give
to give
our guests
our guests
that that
comfortable
comfortable
feeling
feeling
during
during
their their
stay stay
The spirit
The spirit
of locality
of locality
is carried
is carried
throughout
throughout
the the
properties.
properties.
FromFrom
economyeconomy
to midscale
to midscale
and onand on
to upscale
to upscale
levels,
levels,
Aerowisata
Aerowisata
HotelsHotels
& Resorts
& Resorts
caterscaters
to bothto both
leisure
leisure
and business
and business
travelers
travelers
as as
well as
welltheasMICE
the MICE
market.
market.
The company
The company currently
currently
operates
operates
6 hotels
6 hotels
and and
villasvillas
throughout
throughoutIndonesia
Indonesia
with with
meticulously
meticulously
selected
selected
locations
locations
to offer
to offer
beautiful
beautiful
viewsviews
and and
an authentic
an authentic Indonesian
Indonesian
hospitality
hospitality
guestguest
experience
experience
like nolikeother.
no other.
16 16
Hotels
Hotels
Prama
Prama
The upscale
The upscalecategory
category
is represented
is represented
by Prama,
by Prama,
reserved
reserved
for for
guestsguests
who who
needneed
an environmental
an environmental
friendly
friendly
hotelhotel
with with
luxurious
luxurious
facilities
facilities
and strategic
and strategic
location,
location,
such such
as Prama
as Prama
SanurSanur
BeachBeach
Bali. Bali.
Pra ma Sanur
Prama Beach
Sanur BaliBali
Beach
PramaPrama
SanurSanur
BeachBeach
HotelHotel
Bali isBali
located
is located
rightright
on theon sandy
the sandy
beachbeach
of Sanur,
of Sanur,
one of
one
Bali's
of Bali's
mostmostpopular
popular
areas.areas.
The resort
The resort
is is
surrounded
surrounded
by 9 by
hectares
9 hectares
of tropical
of tropical
gardens
gardens
filledfilled
with with
manymany
mature
mature
treestrees
and coconut
and coconut
palms.palms.
It only
It only
takestakes
25 minutes
25 minutes
fromfrom
the airport.
the airport.
The hotel
The hotel
features
features
428 rooms
428 rooms
and suites,
and suites,
including
including
a restaurant
a restaurant
and bar.
and Moreover,
bar. Moreover,our fitness
our fitness
centercenter
with with
2 swimming
2 swimming
pools,
pools,
tennis
tennis
courts,
courts,
spa, and
spa, water
and water
sports
sports
facilities
facilities
are always
are always
readyready
to help
to help
you maintain
you maintain
your your
health
health
during during
the stay.
the stay.
Meeting
Meeting
and and
banquet
banquet
facilities
facilities
accommodate
accommodategroupsgroups
of upoftoup1,000
to 1,000
guests
guests
at Waatntilan
Wa ntilan
Convention.
Convention.
The main
The main
reasons
reasons
to st to
ay st
here
ay here
with with
us during
us during
your your
holiday
holiday
are are
spending
spending
time time
at our
atlargest
our largest
swimming
swimming
pool pool
in Sanur,
in Sanur,
Lagoon
Lagoon
pool,pool,
dedicated
dedicated
to adults
to adults
and Splash
and Splash
ZoneZone
Pool,Pool,
features
features
waterwater
play play
areasareas
specially
specially
designed
designed
for children.
for children.
We haveWe have
exquisite
exquisite
diningdining
options
options
of International,
of International,
Balinese,
Balinese,
Indonesian
Indonesian
and and
Italian
Italian
cuisine
cuisine
to indulge
to indulge
your your
appetite as well
appetite as as bars
well to serve
as bars to serve
a wide rangerange
a wide selection of beverages.
selection of beverages.
ThereThere
are also wellness
are also activities
wellness in Prama
activities Spa, Spa,
in Prama Fitness Club,Club,
Fitness
Tennis Club,Club,
Tennis Basketball, Badminton,
Basketball, Badminton,Yoga,Yoga,
Cycling, or Wa
Cycling, orter
Wa ter
sportsport
with with
Rip Curl
Rip School of Surf.
Curl School of Surf.
17 17
Company
Company
Profile
Profile
Kila
Kila
Kila stands
Kila stands
for the
formidscale
the midscale
category,
category,
specially
specially
designed
designed
for for
thosethose
who whoconsider
consider
an excellent
an excellent
experience
experience
but with
but with
a a
competitive
competitive
price.price. We are proud to introduce you to Kila
Senggigi Beach and Pool Villa Club as our hotel located in
one of Indonesia's paradises, Lombok.
Kila Senggigi Beach and Pool Villa Club Lombok
Set on the 12.5 hec tares garden at the Senggigi coastline on
the west coast of Lombok which is the island's main tourist
strip, only 60 minutes from Lombok International Airport.
Features 150 rooms and bungalows, 16 Pool Villa Club,
Restaurant, Bar, and lounge.
The hotel also has its private beach, spa, sport and
recreation facilities including swimming pool, facilities for
beach volleyball, cycling, table tennis, snorkeling, and diving.
Moreover, meeting and banquet settings can accommodate
groups of up to 900 guests at Trawangan Ballroom.
18 18
Hotels
Hotels
Asana
Asana
Asana hotels
Asana are spread
hotels throughout
are spread various
throughout regions
various in in
regions
Indonesia,
Indonesia, from from
Asana Asana Sincerity
Sincerity Dorm Biak Asana
Dorm, Asana Papua, Biak
Papua
Asana Grand These hotels
Pangrango are and
Bogor, theAsana
preferred
Grovechoice of hotel
Yogyakarta.
Theseguests
hotelswhoare only
the stay for one
preferred or twoofdays.
choice hotel guests who
only stay f or one or two days.
Asana Biak Papua
Asana Biak Papua
Strategically located only a view minutes walking distance
Asana
Asana
Grand
Sincerity
Pangrango
DormBogor
Strategically
away fromlocated onlyKaisiepo
Frans a view minutes
Airport,walking
the hotel is popularStrategically
distance located inDorm
Asana Sincerity the heart of Bogor,
is located Asana Grand
at Garuda Indonesia
awayamong
from Frans
travelers
Kaisiepo
as the Airport,
starting place
the hotel
to explore the naturalPangrango
is popular TrainingBogor is only
Centre (GIT50C),
minutes
West driving
Jakarta.from Jakarta takes
It only via 25
among beauty
travelers
of Biak
as the
andstarting
beyond.place
Asana
to explore
Biak Papua features 47 Jagorawi
the natural toll road.
minutes The hotel
to drive fromfeatures 93 spacious
Soekarno Hattarooms and
International
beautyrooms
of Biak
andandsuites.
beyond.
It also
Asana
hasBiak
Matoa
Papua
Restaurant
features 47and Tifa suites, including
Airport. The a dorm
restaurant
featuresand81 bar.
rooms,TheCustomer
ballroomFocus
rooms Bar,
and
as suites.
well asItKasuari
also has
Meeting
Matoaroom
Restaurant
can accommodate
and Tifa up accommodates
Restaurant, upandtoBrilliant
250 persons
Ballroomfor which
intimate events andup to
accommodate
Bar, as
towell
150 as
guests.
Kasuari Meeting room can accommodate up wedding
200 celebrations.
persons. It also has medium-size meeting rooms
to 150 guests. named Synergy, Integrity, Agility, and Safety which can
accommodate up to 20 persons.
Asana G rove Yogyakarta Asana Sincerity Dorm
Asana Grove Yogyakarta is located in the city center of Asana Sincerity Dorm is located at Garuda Indonesia Training
Yogyakarta, only 10 minutes drive from Ambarukmo Plaza, Centre (GIT C), West Jakarta. It only takes 25 minutes to drive
the famous Malioboro Street and 15 minutes drive to Adi from Soekarno Hatta International Airport. The dorm
Sucipto International Airport. The hotel features 40 rooms, features 81 rooms, Customer Focus Restaurant, and Brilliant
Wooden Plate Restaurant, Teak Wood function room can Ballroom which accommodate up to 200 persons. It also has
accommodate up to 80 persons for intimate business and medium-size meeting rooms named Synergy, Integrity,
events. Agility, and Safety which can accommodate up to 20 persons.
19 19
Company
Company
Profile
Profile
TRAVEL
TRAVEL
Travel
Travel
Agent
Agent
TourTour
Package
Package
Travel
Travel
Documents
Documents
SalesSales
Outlet
Outlet
Management
Management
General
General
SalesSales
AgentAgent
(GSA)
(GSA)
Integr
Integr
atedated
Travel
Travel
Management
Management System
System
Wholesale
Wholesale
Tic ket
Tic ket
Umrah
Umrah
and and
Hajj Hajj
LandLand
Arrangement
Arrangement
MICEMICE
20 14
14 20
TravelTravel
Overview
Overview
Aerowisata
Aerowisata
Travel
Travel
is committed
is committedto offer
to offer
high-quality
high-quality
service
service
thatthat
would
would
bringbring
more more
valuevalue
to various
to various
traveling
traveling
needs.
needs.
We believe
We believe
thatthat
no place
no place
is too
is too
hardhard
to discover
to discover
and and
no destination
no destination
is too
is too
far to
far to
reach.
reach.
Our Ourcommitment
commitment in travelling
in travelling
business
business
has has
earned
earned
us the
us the
well-deserved
well-deserved
accreditation
accreditation
givengiven
by some
by some
of theofmost
the most
respected
respected
organizations
organizations
in theinindustry,
the industry,
whichwhich
includes
includes
IATA IATA
(International
(International
Air Transport
Air TransportAssociation),
Association),
PATAPATA
(Pacific
(Pacific
Asia Asia
TravelTravel
Association),
Association),
AFTAAFTA(Australian
(Australian
Federation
Federation
of Travel
of Travel
Agents),
Agents),
JATA JATA
(Japan(Japan
Association
Association
of Travel
of Travel
Agents),
Agents),
ASITAASITA
(Association
(Association
of the
of Indonesian
the IndonesianToursTours
& &
TravelTravel
Agencies)
Agencies)
and Indonesia
and Indonesia
Ministry
Ministry
of Religious
of Religious
AffairAffair
(Hajj (Hajj
& Umrah).
& Umrah).
As a As a
traveltravel
agent,
agent,
we have
we have beenbeencertified
certified
by Komite
by Komite
Akreditasi
Akreditasi
Nasional
Nasional
(Biro (Biro
Perjalanan
Perjalanan
Wisata)
Wisata)
and andha vehareceived
ve receivedISO 9001
ISO 9001
Certification
Certification
for Quality
for Quality
Management.
Management.
Aerowisata
AerowisataRetailRetail
Management,
Management,underunder
PT Aero
PT Aero
Globe Globe
Indonesia
Indonesia
has been
has been
appointed
appointedby Garuda
by Garuda
Indonesia
Indonesia
to manage
to manage
its 114
its sales
114 sales
outlets
outlets
nationnation
wide.wide.
Also,Also,
PT GIHPTIndonesia
GIH Indonesia
acts as
acts
a General
as a General
SalesSales
AgentAgent
(GSA)(GSA)
of Citilink,
of Citilink,
managing
managing
its sales
its sales
officeoffice
abroad.
abroad.
Tokyo,
Tokyo,
Japan
Japan
21 21
Company
Company
Profile
Profile
Aerotravel
Aerotr avel
Aerotravel
Aerotravel
is ais brand
a brand name
nameof PTof PT
AeroAero
Globe
Globe
Indonesia.
Indonesia.
AimedAimed
to betoone
be one
of the
of biggest
the biggest
integrated
integrated
travel
travelmanagement
managementcompany companyin inIndonesia,
Indonesia,
Aerotravel
Aerotravel
provides
provides
excellent
excellent
travel
travel
products
products
through
through
modern
modern
and and
traditional
traditional
channels.
channels.
Aerotravel
Aerotravel
also also
promotes
promotes
amazing
amazing
destinations
destinations
of Indonesia
of Indonesia
and the
andworld.
the world.
In theInsame
the same
time,time,
the unique
the unique
and personalized
and personalized
relationships
relationships
to customers
to customers
and partners
and partners
werewere
alwaysalways
in mind
in mind
as as
one ofone
many
of many
waysways
to sust
toain
sustcompany
ain company
growth
growth
in theinsame
the same
time.time.
Our company
Our companydeploys
deploys
the latest
the latest
sophisticated
sophisticated
IT support
IT support
and and
applications
applications
to manage
to manage end-to-end
end-to-endprocesses
processesof travel
of travel
management.
management. The The
IT system
IT systemprovides
provides
seamless
seamless
transaction
transaction
flowsflows
for individual
for individual
customers
customers
and and
corporate
corporate
travelers,
travelers,
fromfrom
product
product
selections
selectionsup to up administration
to administration stages.
stages.
As an As an
experienced
experienced
traveltravel
agent,agent,
Aerotravel
Aerotravel
is also
is also
an accredited
an accredited
member
member
of IATA
of IATA
(International
(International
Air Transport
Air Transport
Association)
Association)
and and
ASITAASITA
(Association
(Association
of theofIndonesia
the Indonesia
ToursTours
and and
Travel).
Travel).
Aerotravel
Aerotravel
is ais part
a part
of of
Travel
Travel
line line
of business
of business
specialized
specialized
in travel
in travel
and and
leisure
leisure
business.
business.
The The
40 40
yearsyears
experience
experience
is the
is the
key key
to master
to master
the the
tourtour
and and Labuan
Labuan
Bajo,Bajo,
Indonesia
Indonesia
travel
travel
industry.
industry.
Our Our
Distinguished
Distinguished
Product
Product
- Airline
- Airline
TicketTicket
for Domestic
for Domestic
and International
and International
- Hotel
- Hotel
Voucher
Voucher
for Domestic
for Domestic
and International
and International
- Customized
- Customized
Tour Tour
Package
Package
- Corporate
- Corporate
Incentive
Incentive
Program
Program
- Travel
- Travel
Document
DocumentArrangement
Arrangement
- Airport
- Airport
Transfer
Transfer
and Handling
and Handling
22 22
TravelTravel
AeroMICE
AeroMICE
AeroMICE
AeroMICE
is a brand
is a brand
of PTofAero
PT Aero
Globe Globe
Indonesia
Indonesia
as well
as as
well
part
as part
of PT.ofAerowisata,
PT. Aerowisata,
which which
established
established
sincesince
AprilApril
5th of5th2010
of 2010
as as
an event
an event
organizer
organizer
focusing
focusing
in theinfield
the field
of meeting,
of meeting,
incentive,
incentive,
conference,
conference,
and exhibition
and exhibition
(MICE).
(MICE).
AeroMICE
AeroMICE
is planning
is planning
and and
conducting
conductingactivities
activities
according
according
to clients
to clients
needs'.
needs'.
AeroMICE
AeroMICE
also also
has has
a desire
a desire
to become
to becomea friendly
a friendly
and and
professional
professional
consultant
consultant
for strategic
for strategic
business
business
partners.
partners.
BeingBeing
an Event
an Event
Organizer
Organizer
underunder
the management
the managementof Garuda
of Garuda
Indonesia
Indonesia
Group,Group,
AeroMICE
AeroMICEhas the
has ultimate
the ultimate
opportunity
opportunity
to to
handle
handle
its event
its event
with with
its parent
its parent
company
company
as well
as well
as the
aswide
the wide
rangerange
of their
of their
corporate
corporate
clients
clients
bothboth
in Jakarta
in Jakarta
and and
acrossacross
Indonesia,
Indonesia,
eveneven
abroad.
abroad.
Our Our
Expertise
Expertise
- Planning
- Planning
and budgeting
and budgeting
- Determining
- Determiningthe venue
the venue
and location
and location
of theofexhibition
the exhibition
- Budget
- Budget
efficiency
efficiency
- Completion
- Completion
of events
of events
and exhibition
and exhibition
productions
productions
- Activities
- Activities
of exhibition
of exhibition
activities
activities
23 23
Company Profile
Company Profile
Mecca, Saudi Arabia Aerohajj
Mecca, Saudi Arabia Aerohajj
Aerohajj is one of the business units of Aerowisata,
subsidiary
Aerohajj ofis Garuda
one of Indonesia, engaged
the business units inofthe services
Aerowisata,
ofsubsidiary
Hajj and ofUmrah.
Garuda Formerly known
Indonesia, as Satriavi
engaged in theHaji &
services
Umrah,
of HajjAerohajj was established
and Umrah. in 1987.asBesides
Formerly known holding
Satriavi Haji &
a Umrah,
reputation as an
Aerohajj excellent
was hajj inand
established umrah
1987. Besidesoperator,
holding
Aerohajj caters
a reputation as anto excellent
your pilgrimage
hajj and umrah journey with
operator,
experienced and formal
Aerohajj caters Islamicpilgrimage
to your scholar adviser license.
journey with
We also use the Hajj and Umrah Management
experienced and formal Islamic scholar adviser license. System
that
Weisalso
synchronized
use the Hajj with theUmrah
and Ministry of Religious Affairs
Management System
ofthat
the is
Republic of Indonesia.
synchronized with the Ministry of Religious Affairs
of the Republic of Indonesia.
Aerohajj was awarded the 1st Islamic Business and
Company
Aerohajj Award 2012 inthe
was awarded the1stcategory
Islamic of "The Best
Business and
Service Excellent of the Year".
Company Award 2012 in the category of "The Best
Service Excellent of the Year".
Our Product
Our Product
- Umrah Reguler Package
- Umrah
- UmrahExclusive
Reguler Package
Package
- Umrah Plus Package
- Umrah Exclusive Package
- Hajj ONHPlus
- Umrah PlusPackage
Package
- Visa
- HajjUmrah
ONH Plus Package
- Visa Umrah
24
24
Travel
Travel
Garuda Indonesia Holid ay s
Garuda Orient Holidays
An integrated part of Garuda Indonesia, Garuda
Indonesia Holidays provides various choices of business
Garuda Orient Holidays blends the best combination of
and vacation travel packages for domestic and
Skytrax's Five-Star Airline Garuda Indonesia with the
outbound Indonesia.
customizable broad range of hotels, transportation,
attractions, and other lifestyle services across Bali and b eyond.
Garuda Indonesia Holidays have undergone a rejuvenation and
Garuda refreshed its look,istone,
Orient Holidays and manner.
a great way to have an interesting authentic
experience of Indonesia for people living abroad. In partnership with our
Tapping into
parent company, the modern
Garuda traveler
Indonesia, segment,
Garuda Orient Garuda Indonesia
Holidays plays an
Holidays provides choices from business, vacation, hobbies,
important role to create a unique and remarkable tr aveling experience and
throughcommunities, adventure
several attractive choicesand ecotourism
of tour travel packages. New and
packages.
exciting travel packages are available, such as art and culture,
sports, fashion and culinary, as well as specific community
interests.
Amsterdam, Netherlands
Amsterdam, Netherlands
Garuda Orient Holid ay s
Garuda Orient Holidays blends the best combination of
Skytrax's Five-Star Airline Garuda Indonesia with the
customizable broad range of hotels, transportation,
attractions, and other lifestyle services across Bali and b eyond.
Garuda Orient Holidays is a great way to have an interesting authentic
experience of Indonesia for people living abroad. In partnership with our
parent company, Garuda Indonesia, Garuda Orient Holidays plays an
important role to create a unique and remarkable tr aveling experience
through several attractive choices of tour packages.
Kawah Ijen, Indonesia
25
25
Company
Company
Profile
Profile
TRANSPORTATION
TRANSPOR TATION
Tourism
Tourism
Coach
Coach
FleetFleet
Management
Management
System
System
Air Crew
Air Crew
Transportation
Transportation
Car Car
Rental
Rental
Logistic
Logistic
Transportation
Transportation
Ground
Ground
Handling
Handling
26 26
Transportation
Transportation
Overview
Overview
Our Our
mainmain
goalgoal
is toisdeliver
to deliver
perfect
perfect
results
results
through
through
reliable
reliable
and and
satisfactory
satisfactory
guaranteed
guaranteed
services
services
for our
for valuable
our valuable
customers.
customers.
Our Transportation
Our Transportation
line ofline
business
of business
provides
provides
superb
superb
transportation
transportation
services
services
by by
providing
providing
moremore
than than
13001300 fleetsfleets
including
including
busesbuses
in various
in various
sizes,sizes,
numerous
numerous
four-wheeled
four-wheeled
commercial
commercial vehicle
vehicle
(van,(van,
box box
and and
pick-up),
pick-up),
groundground
support
support
vehicle
vehicle
for aviation
for aviation
(hi-lift(hi-lift
truck,truck,
low deck
low deck
buses)
buses)
and rented
and rented
vehicle
vehicle
(sedan,
(sedan,
MPV).MPV).
MoreMore
than than
20002000 manpowers
manpowers are assigned
are assigned
to maintain
to maintain
the fleets
the fleets
carefully.
carefully.
Safety
Safety
first first
is ouris our
mainmain
concern.
concern.
Complying
Complying
the the
Health,
Health,
Safety,
Safety,
and and
Environment
Environment (HSE)(HSE)
principles
principles
is a isnon-negotiable
a non-negotiable value.value.
EveryEvery
detaildetail
concerning
concerning
the operations
the operations
has tohas
pass
to pass
through
through
several
several
stages
stages
of a test
of aconsist
test consist Balikpapan,
Balikpapan,
Banjarmasin
Banjarmasin
of quality,
of quality,
security
security
and and
safetysafety
standards.
standards.
Furthermore,
Furthermore,
we provide
we provide
traveltravel
insurance
insurance
for every
for every
passenger
passenger
as ourasnumber
our number
one priority.
one priority.
Operated
Operated
by certified
by certified
professional
professional
drivers,
drivers,
our fleets
our fleets
are equipped
are equipped
with with
radioradio
communication
communicationdevices,
devices,
GPS GPS
and and
safetysafety
tools.tools.
We also
We also
havehave
a 24-hour
a 24-hour
contact
contact
center
center
as well
as as
well
24-hour
as 24-hour
road road
assistance
assistance
to guarantee
to guarantee
you you
a peace
a peace
of mind.
of mind.
27 27
Company
Company
Profile
Profile
AirAir Crew
Crew Tr ansportation
Transportation
For decades,
For decades,
a valuable
a valuable
partnership
partnership
with with
Garuda
Garuda
Indonesia
Indonesia
has been
has been
established
established
as a as
great
a great
example
example
of our
of Air
ourCrew
Air Crew
Transportation
Transportation
service.
service.
The The
service
service
is aimed
is aimed
to meet
to meet
the the
company's
company's
demands
demands
for operational
for operational
transportations.
transportations.
We also
We also
makemake
sure sure
that that
everyevery
needneed
is addressed
is addressed
on time
on time
so that
so the
that the
aircraft
aircraft
can depart
can depart
on schedule.
on schedule.
To deliver
To deliver
service
service
at itsat most,
its most,
Aerotrans
Aerotrans
Integrated
Integrated
Management
Management SystemSystem(AIMS)(AIMS)
was wasbuilt built
to support
to support
Transportation
Transportation
Control
Control
CentreCentre
(TCC)(TCC)
or carpooling
or carpooling
as Garuda
as Garuda
Indonesia's
Indonesia's
official
official
aircrew
aircrew
transportation
transportation
service.
service.
Car
CarRental
Re nta l
Our Car
OurRental
Car Rental
service
service
is perfect
is perfect
for those
for those
who who
are looking
are looking
for long-term
for long-term
and short-term
and short-term
rentalrental
cars. cars.
The service
The service
is is
divided
divided
into the
intoself-drive
the self-drive
rentalrental
and pick
and up
pickand
updrop
and drop
off off
rentalrental
on the
onhourly
the hourly
or daily
or daily
term.term.
A selection
A selection
of standard
of standard
and luxury
and luxury
vehicles
vehicles
is available
is available
for your
for your
preference.
preference.
28 28
Transportation
Transportation
Fleet Management
Fleet ManagementSys
tem
System
BeyondBeyond transportation
transportation service,
service, Aerotrans
Aerotrans FleetFleet Management
Management
is a system
is a system to ensure
to ensure that each
that each vehicle
vehicle is effectively
is effectively managed.
managed.
A wideA wide variety
variety of standard
of standard and luxury
and luxury vehicles
vehicles are rented
are rented for a for a
long long
termterm
with with or without
or without a driver.
a driver. This This
allows allows youride
you to to ride
comfortably
comfortably without
without havinghaving to worry
to worry aboutabout the maintenance
the maintenance
andinsurance
and the the insurance
fee. fee.
29 29
Company
Company
Profile
Profile
Tourism
Tourism
Coach
Coach
The great
The great
thingthing
fromfrom
our Tourism
our Tourism
Coach Coach
service
service
is theisvariety
the variety
of buses
of buses
it has.it Our
has. chartered
Our chartered
bus, big
bus,and
big medium-size,
and medium-size,are are
provided
provided
for business
for business
and leisure
and leisure
purpose.
purpose.
The capacity
The capacity
of of
regular
regular
and air-conditioned
and air-conditioned busesbuses
is ranged
is ranged
fromfrom
21 to2159to 59
seaters,
seaters,
completed
completed with with
reclining
reclining
seatsseats
and and
adequate
adequate
legroom.
legroom.
An LCD An TV,
LCDand
TV, DVD
and DVD
are added
are added
as anasentertaining
an entertaining
part to
part
accompany
to accompany your your
trip. trip.
Operated
Operated
by certified
by certified
professional
professional
drivers,
drivers,
we ensure
we ensure
your your
comfort
comfort
and safety
and safety
during
during
your your
trip. trip.
Logistic
LogisticTransportation
Tr ansportation
In logistic
In logistic
transportation,
transportation,
Aerotrans
Aerotrans
provides
provides
transportation
transportation
solutions
solutions
for moving
for moving
products
products
and and
materials
materials
fromfrom
one one
area area
to to
another
another
with with
safe and
safeefficient
and efficient
procedures.
procedures.
The service
The service
is intended
is intended
to fulfill
to fulfill
the transportation
the transportation
needsneeds
for coal
for as
coal as
well as
well
consumer
as consumergoods.goods.
Discuss
Discuss
your your
needsneeds
for further
for further
information
information
and we
andwill
webewill
ready
be ready
for a for
great
a great
partnership.
partnership.
Ground
Ground
Handling
Handling
A very
A long
very long
experience
experience
in managing
in managing
airport
airport
transportation
transportation
business
business
helpshelps
us tous
develop
to develop
the so-called
the so-called
apronapron
service
service
verycarefully.
verycarefully.
Drivers
Drivers
are equipped
are equipped
by TIM
by(Tanda
TIM (Tanda
Izin Mengemudi
Izin Mengemudi
Sisi Udara)
Sisi Udara)
and basic
and basic
knowledge
knowledge
of aviation
of aviation
security.
security.
30 30
Transportation
Transportation
Awards
Awards&&
Certifications
Certifications
Good Good
serviceservice
in completing
in completing
Working
Working
Agreement
Agreement
on on Mine Safety
Mine Safety
Management
Management
System
System Certificate
Certificate
of Abdiy
of Abdiy
asa Teladan
asa Teladan
Tingkat
Tingkat
Employee
Employee
Transportation
Transportation
ServiceService
of the of
year
the2012
yearto
2012 to from Duta
fromKeselamatan
Duta Keselamatan
Kerja Indonesia
Kerja Indonesia Nasional
Nasional
TahunTahun
2018 2018
from Ministry
from Ministry
of of
2017 from
2017 PT
from
Krakatau
PT Krakatau
Posco Posco Transportation
Transportation
Republic
Republic
of Indonesia
of Indonesia
ISO 9001:2015
ISO 9001:2015 ISO 45001:2018
ISO 45001:2018 Certificate
Certificate
of Appreciation
of Appreciation
QualityQuality
Management-S
Management-S
ystemsystems
Requirements
Requirements Occupational
Occupational
HealthHealth
and Safety
and Safety
Management
Management
System
System Occupational
Occupational
SafetySafety
and Health
and Health
from Sucofindo
from Sucofindo
International
International from Empowering
from Empowering
Assurance
Assurance
Systems
Systems
(EAS) (EAS) Management
Management
System
System
(2019 (2019
- 2021)- 2021)
31 31
Company
Company
Profile
Profile
LOGISTICS
LOGISTICS
Express
Express
Service
Service
Regular
Regular
Service
Service
Freight
Freight
Forwarding
Forwarding
Service
Service
Wa rehouse
Wa rehouse
Management
Management
& Distribution
& Distribution
Project
Project
Logistics
Logistics
Trucking
Trucking
Service
Service
Regulated
Regulated
Agent
Agent
Retail
Retail
Service
Service
Custom
Custom
Clearance
Clearance
Service
Service
32
Logistics
Logistics
Overview
Overview
Logistics
Logistics
is Aerowisata
is Aerowisata
line line
of business
of business
operated
operatedby PT.
by Aerojasa
PT. Aerojasa
Cargo.
Cargo.
The The
company
companyare aare
part
a part
of of
Aerowisata
Aerowisatagroupgroup
and and
playing
playing
important
important
role role
in logistics
in logistics
services
services
ranging
ranging
fromfrom
door-to-door,
door-to-door,
port-to-port
port-to-port
and and
cargo
cargo
handling
handling
services.
services.
Our Logistics
Our Logistics
line of
line
business
of business
startsstarts
its journey
its journey
as logistics
as logistics
provider
provider
for internal
for internal
service.
service.
LaterLater
on, valuable
on, valuable
experience
experience
is is
well-gathered
well-gathered
to continue
to continue
the business
the business
journey.
journey.
Today,Today,
we have
we have
branched
branched
out toout
34to
distribution
34 distribution
channels
channels
and 650
andremote
650 remote
areas.areas.
Our Our
Networks
Networks
Ambon
Ambon
- Batam
- Batam
- Balikpapan
- Balikpapan
- Bandung
- Bandung
- Banjarmasin
- Banjarmasin
- Banda
- Banda
AcehAceh
- Bengkulu
- Bengkulu
- Cirebon
- Cirebon
- Denpasar
- Denpasar
- Gorontalo
- Gorontalo
- Jakarta
- Jakarta
- Jambi
- Jambi
- Jayapura
- Jayapura
- Kendar
- Kendar
- Kupang
- Kupang
- Lampung
- Lampung
- Manado
- Manado
- Malang
- Malang
- Makasar
- Makasar
- Madiun
- Madiun
- Medan
- Medan
- Padang
- Padang
- Palangkaraya
- Palangkaraya
- Palu- -Palu
Pangkal
- Pangkal
pinang
pinang
- Palembang
- Palembang
- Pekanbaru
- Pekanbaru
- Purwokerto
- Purwokerto
- Samarinda
- Samarinda
- Semarang
- Semarang
- Suraba
- Suraba
ya - Sorong
ya - Sorong
- Solo- Solo
- Ternate
- Ternate
- Timika
- Timika
- Tasikmala
- Tasikmala
ya - Yogyakarta.
ya - Yogyakarta.
33 33
Company
Company
Profile
Profile
Express
Express
Service
Service
In order
In order
to handle
to handle
your your
shipment
shipment
in the
in best
the best
and and
efficient
efficient
way, way,
Express
Express
Service
Service
always
always
carries
carries
out the
outduties
the duties
in accordance
in accordance
with with
our our
flightflight
schedules
schedules
and cargo
and cargo
spacespace
availability.
availability.
Express
Express
Service
Service
offersoffers
freight
freight
and packages
and packages
through
through
door-to-door
door-to-door
air air
cargocargo
with with
special
special
attention
attention
that that
guarantees
guarantees
your your
shipment
shipment
arrives
arrives
safelysafely
at theatpromised
the promised
time.time.
Through
Through
full support
full support
fromfrom
GarudaGaruda
Indonesia
Indonesia
Group Group
as Aerowisata's
as Aerowisata's
holding
holding
company,
company,
the line
theof
line
business
of business
provides
provides
a shipment
a shipmentservice
service
of of
various
various
goods goods
and packages
and packagesby airbycargo.
air cargo.
If timeIf time
is an isissue
an issue
for you,
for you,
this this
is a isvaluable
a valuable
service
service
you you
are looking
are lookingfor. Implementing
for. Implementing a a
door-to-door
door-to-door
based based
system,
system,
your your
shipment
shipment
will arrive
will arrive
safelysafely
to your
to your
preferred
preferred
destination.
destination.
Regular
Regular Service
Service
Regular
Regular
Service
Service
is a service
is a service
that offers
that offers
shipment
shipment
by land
by land
and sea
andatsea
efficient
at efficient
cost while
cost while
providing
providing
a clear
a clear
delivery
delivery
timeline
timeline
and arrival.
and arrival.
This This
service
service
is perfect
is perfect
for those
for those
of of
you you
who who
needneed a well-scheduled
a well-scheduled delivery
delivery
but but
in a in a
cost-effective
cost-effective
way. way.
Through
Through
our vast
our network
vast network
spreading
spreading
around
around
Indonesia,
Indonesia,
we always
we always
ensure
ensure
that your
that your
shipment
shipment
will arrive
will arrive
on time
on time
at your
at your
preferred
preferred
destination
destination
and in
and
a mint
in a mint
condition.
condition.
The service
The service
is perfect
is perfect
for those
for those
who who
wantwant
to deliver
to deliver
goodsgoods
at anat
affordable
an affordable
price.price.
34 34
Logistics
Logistics
Pro
Project
ject Logistics
Logistics
Project
Project
Logistics
Logistics
provides
provides
special
special
handling
handling
for specified
for specified
projects,
projects,
be it be
a telecommunication
it a telecommunication delivery
delivery
and/orand/or
pick pick
up toupspecific
to specific
locations.
locations.
This This
includes
includes
installation
installation
and and
dismantling
dismantling
services
services
at certain
at certain
locations.
locations.
We always
We always
cooperate
cooperate
with with
customers
customers
to ensure
to ensure
that that
everyevery
action
action
is completed
is completed
as expected
as expected
and all
andshipments
all shipments
are delivered
are delivered
on time.
on time.
AsideAside
fromfrom
operational
operational
services,
services,
we also
we help
also help
customers
customers
with with
planning
planning
and and
provide
provide
a thorough
a thoroughreport.
report.
Our Our
experienced
experienced
teamteam
will handle
will handle
and monitor
and monitor
eacheach
process
process
of theofservice.
the service.
ReRetail
tail Service
Service
The existence
The existence
of anof
online
an online
marketplace
marketplace
creates
creates
a giant
a giant
number
number
of online
of online
stores.
stores.
Online Online
retailretail
trading
trading
is ais a
superb
superb
thingthing
as theascake
the cake
is big.is big.
Support
Support
your your
business
business
with with
ourRetail
ourRetail
Service
Service
and never
and never
be left
be behind
left behind
the hype.
the hype.
That That
way, way,
you can
you always
can always
keepkeep
up with
up with
the growing
the growing
online
online
retailretail
industries.
industries.
35 35
Company
Company
Profile
Profile
Wa rehouse
Warehouse Management
Management and
and Distribution
Distribution
We have
We have
the the
know-how
know-how
and and
yearsyears
of experience
of experience
in handling
in handling
warehouse
warehouse
management
management
and distribution.
and distribution.
Through
Through
warehouse
warehouse
management
management and goods
and goods
distribution
distribution
services,
services,
Wa rehouse
Wa rehouse
Management
Managementand Distribution's
and Distribution's
service
service
allowsallows
customers
customers
to focus
to focus
on their
on their
core core
business.
business.
With With
the help
the help
of ourof experienced,
our experienced,
professional
professional
humanhuman
resources
resources
and and the the
implementation
implementation of anof an
integrated
integrated
management
managementconcept,
concept,
we makewe make
sure that
sure your
that your
warehouse
warehouse
management
management
and distribution
and distribution
will be
will
well-organized.
be well-organized.
Our Wa
Ourrehouse
Wa rehouse
Management
Management& distribution
& distribution
service
service
offersoffers
thorough
thorough
warehouse
warehouse
management
management
and distribution
and distribution
service
service
that includes
that includes
stockstock
planning,
planning,
stockstock
report,
report,
and shipment
and shipment
monitoring
monitoring
(by air,
(byland,
air, land,
and sea
and sea
transportation)
transportation)
to make
to make
sure sure
it arrives
it arrives
safelysafely
at your
at your
preferred
preferred
destination.
destination.
Freight
Freight Forwarding
Forwarding Service
Service
The fast-paced
The fast-paced
life demands
life demands
speedspeed
as a vital
as a element
vital element
of of
any service.
any service.
Therefore,
Therefore,
our freight
our freight
forwarding
forwarding
service
service
is is
alwaysalways
readyready
to serve
to serve
your your
shipping
shipping
needs needs
speedily
speedily
and and
safelysafely
so you
so youcan can always
always
keepkeep
business
business
growth
growth
momentum
momentumin a more
in a more
connected
connected
world.
world.
36 36
Logistics
Logistics
Trucking
Trucking
Service
Service
The service
The service
emphasizes
emphasizes
the truck
the truck
fleet fleet
for delivery
for delivery
purposes.
purposes.
Through
Through
AeroAero
Express,
Express,
we areweready
are ready
to to
deliver
deliver
and distribute
and distribute
packages
packages
or goods
or goods
to theto the
pointpoint
agreed
agreed
upon.upon.
We We ensureensure
that that
our our
trucktruck
fleet fleet
is always
is always
well-maintained
well-maintained
so your
so your
goodsgoods
and packages
and packages will will
alwaysalways
reachreach
the thedestination
destination
safely.
safely.
TimeTime
efficiency
efficiency
and effectiveness
and effectiveness
of ourof priority,
our priority,
the the
valuevalue
we hold
we hold
tighttight
so wesoalways
we always
utilize
utilize
our fleet,
our fleet,
not others.
not others.
The driver
The driver
and team
and team
of professionals
of professionals
will will
be ready
be ready
to send
to send
your your
package
packageto its
to its
destination
destination
as well.
as well.
Regulated
Regulated
Agent
Agent
SomeSomematerials
materials
are are
hazardous.
hazardous.
TheyTheyare are
very very
sensitive
sensitive
to temperature,
to temperature, pressure
pressure
and and
vibration.
vibration.
Beyond
Beyond
disruption
disruption
to the
tohuman
the humanand animal
and animal
health,
health,
they they
can cause
can cause
damage
damage
to transport
to transport
equipment
equipmentand and
eveneven
able able
to endanger
to endanger
the safety
the safety
of the
of flight.
the flight.
To To
makemake
sure sure
your your
materials
materials
are safe,
are safe,
two two
important
important
documents
documents are areobviously
obviously needed--Shippers
needed--Shippers
Declaration
Declaration
and Material
and Material
SafetySafety
Data Data
SheetSheet
(MSDS).
(MSDS).
Our experience
Our experience
as a as
trusted
a trusted
regulated
regulated
agentagent
helpshelps
your your
materials
materials
meetmeet
the regulations,
the regulations,
making
making
sure you
sure you
growgrow
the business
the business
in a safe
in a way.
safe way.
37 37
Aerowisata
Aerowisata Building
Jl. Prajurit KKO Usman & Harun
No.32 Jakarta 10410
Tel. (62 21) 231 0002
Fax. (62 21) 231 0003
info@aerowisata.com
www.aerowisata.com
Foodservice Transportation
Aerofood ACS Building Aerotrans
PO Box 1023 Jl. Husein Sastranegara No. 2,
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The Celebration of Life for William McCord Thigpen III - 10/15/2022
St. Bartholomew's Episcopal Church - Atlanta • Streamed live on Oct 15, 2022
Celebrate the life of the Rev. William McCord
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Romulus, My Father (film)
From Wikipedia, the free encyclopedia
Romulus, My Father
Theatrical release poster
Directed by Richard Roxburgh
Screenplay by Nick Drake
Based on Romulus, My Father
by Raimond Gaita
Produced by Robert Connolly
John Maynard
Starring Eric Bana
Kodi Smit-McPhee
Franka Potente
Marton Csokas
Cinematography Geoffrey Simpson
Edited by Suresh Ayyar
Music by Basil Hogios
Distributed by Dendy Films
Release date * 31 May 2007
Running time 104 minutes
Country Australia
Language English
Box office $2,589,674
Romulus, My Father is a 2007 Australian drama film directed by Richard Roxburgh. Based on the memoir of the same name by Raimond Gaita, the film tells the story of Romulus (Eric Bana) and his wife Christine (Franka Potente), and their struggle in the face of great adversity to raise their son, Raimond, played by the nine-year-old Kodi Smit-McPhee. The film marks the directorial debut for Australian actor Richard Roxburgh. It was commended in the Australian Film Critics Association 2007 Film Awards.
The film tells the story of Romulus Gaita, a Yugoslavian immigrant to Australia after World War II and his struggle to bring up his son, Raimond, in an isolated shack in the Victorian bush. Raimond's mother has an undiagnosed mental illness and engages in promiscuous behaviour, before taking her own life, and Raimond has to deal with the deterioration of his father's mental health.
* Eric Bana as Romulus Gaita, the father of Raimond.
* Kodi Smit-McPhee as Raimond Gaita, the son of Romulus and Christine.
* Franka Potente as Christine Gaita, the mother of Raimond and the wife of Romulus.
* Marton Csokas as Hora, friend of Romulus, and temporary father figure for Raimond while his father is in a psychiatric hospital.
* Russell Dykstra as Mitru
* Jacek Koman as Vacek
* Alethea McGrath as Mrs Lillie
* Terry Norris as Tom Lillie
* Esme Melville as Miss Collard
* Heather Mitchell as Television Presenter
Roxburgh wanted to make a film straight after reading the book, Romulus, My Father, given to him by his sister. However, there were seven years between his first meeting with Gaita and the film's release. Gaita fielded several offers soon after the publication of the book, but turned them down "because it's very hard to make a film about people with mental illness without being kitschy or in some way offensive". Although Gaita warmed to Roxburgh after meeting him in London, it was not until Roxburgh had secured Robert Connolly and John Maynard as producers that Gaita felt that he could trust the three of them to make a good film. Roxburgh later described making the film as "absolutely terrifying", because he didn't want to mess it up. Gaita said finding nine-year-old Kodi Smit-McPhee to play the young Raimond was a turning point because he "miraculously captured exactly as I felt".[1]
In an article with The Guardian, the director, Richard Roxburgh, said that they'd shot the film on location, "Very close to where Rai’s house once stood" in Frogmore, NSW.[2]
* Ballarat, Victoria
* Bendigo, Victoria
* Carisbrook, Victoria
* Castlemaine, Victoria
* Maldon, Victoria
* Maryborough, Victoria
* "Real Wild Child" (Johnny O'Keefe, Dave Owens, John Greenan) — Jerry Lee Lewis
* "My Prayer" — The Platters
* Winner, Golden Tripod Award, Australian Cinematographers Society — 2007
* Winner, AFI Award for Best Film, Best Lead Actor (Eric Bana), Best Supporting Actor (Marton Csokas), and Young Actor's Award (Kodi Smit-McPhee) – 2007
* Nominated, AFI Award for Best Cinematography (Geoffrey Simpson), Best Costume Design, Best Direction, Best Editing, Best Lead Actor (Kodi Smit-McPhee), Best Lead Actress (Franka Potente), Best Original Music Score, Best Production Design, Best Screenplay, Best Sound, Best Supporting Actor (Russell Dykstra), Best Supporting Actress (Esme Melville) – 2007
* Winner, Australian Screen Sound Guild Award for Best Achievement in Sound for Film Sound Recording — 2007
* Nominated Australian Screen Sound Guild Award for Best Achievement in Sound for Film Sound Design, Best Achievement in Sound for Film Sound Mixing, Feature Film Soundtrack of the Year — 2007
* Winner, FCCA Award for Best Actor in Supporting Role [Marton Csokas) – 2008
* Winner, Special Achievement Award, FCAA to Kodi Smit-McPhee — 2008
* Nominated, FCAA Award for Best Actor (Eric Bana), Best Actor in Supporting Role (Kodi Smit-McPhee), Best Cinematography, Best Director, Best Editing, Best Film, Best Music Score — 2008
* Nominated, Young Artist Awards, Best Performance in an International Feature Film (Kodi Smit-McPhee)
Romulus, My Father grossed $2,589,674 at the box office in Australia.[3]
1. ^ Spring, Tracey (18 May 2024). "The Moral Philosopher". ABC News. Compass. Australian Broadcasting Corporation. Retrieved 30 May 2024.
2. ^ Cain, Sian; Cain, As told to Sian (10 August 2024). "How we made Romulus, My Father: 'I said no to 10 to 12 offers – I didn't want there to be a film'". The Guardian. ISSN 0261-3077. Retrieved 1 December 2025.
3. ^ Film Victoria – Australian Films at the Australian Box Office
* Official website
* Romulus, My Father at IMDb
* Romulus My Father at Oz Movies
* Romulus, My Father is available for free viewing and download at the Internet Archive
* Romulus, My Father at the National Film and Sound Archive
* Interview with the cast at the Australian movie premiere on WHO.com
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Romulus, My Father (2007)
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Featured reviews
An amazing story with truly convincing performances
After watching Romulus, My Father I was really impressed with how realistic and convincing the performances were in this film. The acting was superb especially Eric Bana and the boy and I was really drawn into the film. I completely forgot about everything else and felt like I was right there. The acting was so convincing, the sounds, the scenes, the mood and the whole atmosphere in the film really pulled me in. At times during the first half of the film it was slightly slow-moving but this was mainly due to a lot of good character development and getting to know the setting, and we really get to know the boy in the film. Some of Eric Bana's moments near the end of the film were just amazing. Although he was great throughout the whole film, he really did hit the mark near the end. It's just the way that his character gradually changed that amazes me and it looks like he really did put a big effort into his performance because it is (or very close to) the performance of his career so far. As an Aussie, I've been disappointed with a few recent Aussie films but this one was no disappointment. Some people may find it a little slow-moving to begin with but easily makes up for that with all of its great qualities and an ending that may draw some tears from some people. 8/10
a truly great new Australian film.
Arena Films in Sydney Australia have developed and produced some of the best small films made here in the last ten years. I have seen ROMULUS; I saw it at a media screening in Sydney mid April 2007. I understand the film will go into release in May 2007. Helmed by John Maynard and Robert Connolly, Arena are responsible for THE BANK, THE BOYS with David Wenham, and SWEETIE among their excellent library of films. However this time, I am delighted to say they have managed to create a film so genuinely superb, so astonishingly well cast and with a major turn as director by actor Richard Roxburgh, I find myself actually struggling for adequate superlatives as to not sound like I am overstating the quality and qualities of this profoundly satisfying and emotionally moving father/son relationship drama. Set in the early 1960s in rural Victoria Australia, it basically tells of the marriage difficulties of a migrant family from eastern Europe. It is the mother with wanderlust that causes the central emotional drama and ripples of overwhelming joy and despair as the men around her, husband his brother and her lovers, and including her 8 year old son Raimond, attempt to hold their extended family together, survive on a farm, and deal with her fracturing emotions. I was the same age as the boy in this film in 1961 and I lived in Sydney among many migrant families from Europe who had moved post WW2 to find a better life here. Many did but equally as many became bewildered in Australia, emotionally lost because they had lost the thread of their village life and European life/morality and found their freedom here created mental and moral abandon... they became lost and found the new country too huge too free and too full of emotional pitfalls: it was just too different: sunny and open yes, but no family bonds and not strong with religious ties. As a result emotional inertia and immorality and sometimes drink and violence took over; just as often was a nervous breakdown. ROMULUS charts all this with skill and motion like no other major new film in the last ten years has been able to do. David Elfick's 1993 film NO WORRIES maybe, or CAREFUL HE MIGHT HEAR YOU from 1983 are very close past emotional and critical successes; this film certainly surpasses them in the child's eye view of a marriage and a family collapse. The casting is just so perfect and I defy anyone to not to be absolutely transfixed at the young boy actor Kodi Smitt who is front and center at all times here. His performance is one of the great child acting performances in any film; period, ever. Richard Roxburgh as an actor is very good, but who knew (apart from savvy Connolly and Maynard) that he could create a visually breathtaking emotionally solid and superbly told story; so often in a dozen scenes he shows one more shot of Raimond just being, as a tail end of the scene and it caps every part of this film perfectly each time. ROMULUS sets a new standard for excellent emotional drama produced here are hopefully erases the bad credit and ill feelings of so many useless and lousy films produced here so far this century:. So many cinemas and their owners have been wringing their hands in despair at the poor results of so many terrible Oz films of late.
The good ones? try these: KENNY, THE BANK, RABBIT PROOF FENCE and THE OYSTER FARMER being the only real shining lights in a very dim recent release schedule. ROMULUS MY FATHER will go into history as one of Australia's best produced films and I personally hope it is loved and applauded Internationally as I expect it to be here.
On the down side: Arena have taken a serious risk in involving Arclight films in an executive production and sales partner role here; Arclight exec producers have been seen for over 10 years as being responsible for some of Australia's worst and most reviled and truly embarrassing films: often critically spewed upon and a complete waste of resources and reputation: for example: the vile cruel CUT or the disgusting WOLF CREEK or CUBBYHOUSE, or lame DECK DOGZ, or idiotic SHOTGUN WEDDING or nonevent BACK OF BEYOND or woeful EXCHANGE LIFEGUARDS are simply hated by the few viewers who wasted time on them or by cinemas who took a chance on them. The appalling WOLF CREEK is now credited with being the start of thew 'torture porn' cycle currently debasing cinemas and communities encouraged to see them (HOSTEL and HOSTEL PART 2 is a direct result of this awful movie)... so I hope Arena survive their relationship with Arclight.
Australian cinema tour de force within a modest, yet unpleasant display
A broken family have a growing boy at his early teenage years and have no sense of responsibility to grow a child. Considering that both mother and the father is uneducated and clueless, they live in a farm before the World War II; we still have no idea upon why they ruin a child's life making a havoc of his psychology.
Proved by adversity the family have nothing to distinguish their boy, nor to give anything to make him happy, nor to teach him anything precisely good. Father gets to figure out that the kid needs a college education, and sends him to a college. Then after the suicide of the mother, the boy gets closer to his father. A happy ending occurs and mops up all the pain and unpleasant situations out of the movie, and hopefully out of the boy's memory. Thus, his father taught him one thing, a very important one, how to be patient of adversity.
For a tough story to put on silver screen, the actors' performances are somewhat exhilarating; and that's the mainspring to tolerate this movie. Within low-budget movies with no technical endeavors, if you like to witness a modest triumph of a child, much better than My Father Romulus, I advise you to watch "I am David".
A Very Fine Movie
This is what I would call a "slice of life" movie that works, and it works pretty well. It's based on the memoirs of Raimond Gaita, who's now a philosopher and writer, and details what seem to be just a couple of summers in his childhood. And it's a troubled childhood - one that undoubtedly gave him fodder for becoming a philosopher, because one would have to spend a lot of time figuring out what life's about after being raised in that environment.
The title character is Raimond's dad, obviously, Romulus. That part was played by Eric Bana. Bana was quite good and quite convincing in the role. The Gaita family came to Australia from Germany in 1950. Romulus was Romanian, married to a German woman, Christina, played by Frankie Potenta. Christina was obviously emotionally ill, flitting in and out of the family's life, obviously interested in Raimond (who's quite devoted to his mother) but totally incapable of being a mother to him. Romulus is hard-working and devoted, but heavily burdened by raising Raimond essentially alone, with help from a wide and diverse array of family and friends. Eventually he has a breakdown himself and lands in a mental hospital.
As good as Bana (and, for that matter, Potenta) was, it's really Kodi Smit-McPhee as Raymond who stole the show. Large parts of this movie are pretty slow (with sudden outbursts caused by the various trials the family is undergoing) but you develop an interest in Raimond's story, and there comes a point when you feel real pain for him; real sympathy; wondering how in the world he's going to ever be able to overcome this kind of upbringing. Smit-McPhee draws us very powerfully into Raimond's life. It was a fine piece of work by a very young actor.
Not knowing anything about the background of the movie, it was made more powerful when I realized that Raymond was a real person, and that the movie was based on his memoirs. That he could obviously become successful after such a troubled upbringing is a great credit to him. (7/10)
Wow..
I managed to catch this movie at the Singapore International Film Festival.It was only one of the few movies that I was interested in catching because the story intrigued me.Not to mention that it had a great cast too. So Romulus My Father is story centered around young Raimond and his relationships with his dad Romulus and his mother Christina.Both Romulus and Christina are migrants settling in Australia and we see the emotional toll that happens between the three of them and also with Hora and Mitru both playing a big part in the lives of those three.
From the moment Romulous stars you have this strong feeling that your in for a great movie.And trust me,during those hundred and four minutes you will see a great story of courage,love and betrayal.It is a very emotional story and brilliantly made.You just know that everyone involved in this movie put their heart and soul into it and their efforts have certainly paid off.Romulous My Father is a story that everyone can identify with.The characters in this movie and their actions leave you thinking even long after the movie has ended.
Performances naturally are one of the highpoints for this film.Nothing new for Bana and Potente here.Both of them are great which is nothing surprising here since both are very talented actors.Suppoting cast is great too,Martion Csokas and Russel Dykstra are moth magnificent.But the real show-stealer here is the young but talented Kodi Smit McPhee who plays the young Raimond.His role is not an easy role to portray yet he does it with such confidence. You feel for him,for everything he has to go through with his parents and every scene he's in is just brilliant.Move over Dakota Fanning,this kid is here to stay! Romulus my father is one solid drama, with a captivating story that everyone can relate to. Not to mention is vibrant cinematography and top-notch acting. Its one of the films where it deserves a bigger release and seen by a wider audience. One can only hope that happens.
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The Origins of Grazia Magazine: Italy’s Iconic Fashion and Lifestyle P
For nearly a century, Grazia magazine has been synonymous with elegance, sophistication, and cutting-edge style. A trailblazer in the world of fashion and lifestyle media, this Italian magazine has transcended its humble beginnings to become a global phenomenon. But how did Grazia originate, and what inspired its creators to establish a publication that would redefine women’s media?
Grazia was founded in Milan, Italy, in 1938 by the publishing house Mondadori, under the vision of its founder, Arnoldo Mondadori. At the time, Europe was on the brink of World War II, and Italian society was undergoing significant changes. Mondadori sought to create a magazine that would speak directly to modern women, offering them a blend of high fashion, practical advice, and cultural commentary.
The name “Grazia,” meaning “grace” in Italian, reflected the magazine’s mission: to embody elegance and refinement while remaining accessible to everyday women.
Unlike other publications of the era, Grazia was not just about fashion. It aimed to provide a holistic lifestyle guide, blending aspirational content with practical tips. From haute couture and beauty to home décor, relationships, and current events, Grazia addressed the multifaceted lives of its readers.
The magazine’s editorial strategy was innovative for its time. It showcased the latest trends from Italy’s burgeoning fashion industry while also celebrating the artistry of Italian design. Through its pages, Grazia became a key platform for promoting Italian brands that would later become global icons, such as Gucci, Prada, and Ferragamo.
The magazine’s early years were marked by the turbulence of World War II. Despite the challenges, Grazia continued to publish, adapting its content to reflect the realities of wartime Italy. During this period, it focused on practical fashion solutions, such as how to repurpose materials or create stylish outfits on a budget.
Beyond fashion, Grazia offered a sense of escapism and optimism, showcasing the resilience and creativity of Italian women. This balance between practicality and aspiration cemented its place in Italian households.
The post-war era was a golden age for Grazia. As Italy underwent a cultural and economic renaissance, the magazine played a pivotal role in shaping the image of the modern Italian woman. With the rise of “Made in Italy” fashion in the 1950s and 1960s, Grazia became a bridge between designers and consumers, helping to establish Italy as a global fashion capital.
By this time, Grazia had expanded its scope to include interviews with prominent figures, cultural features, and in-depth reporting on social issues, making it a publication that combined style with substance.
While Grazia was firmly rooted in Italian culture, its influence began to extend beyond Italy’s borders. In the early 2000s, the magazine launched its first international edition, and today, Grazia is published in over 20 countries, including the UK, France, India, and the Middle East. Each edition reflects the unique tastes and cultures of its audience while retaining the core values of the original Italian publication.
What makes Grazia so enduring is its ability to evolve with the times while staying true to its roots. From its origins as a fashion and lifestyle magazine for 1930s Italian women to its current status as a global media powerhouse, Grazia has consistently celebrated the spirit of modern womanhood.
Its blend of high fashion, cultural commentary, and practical advice continues to resonate, proving that Arnoldo Mondadori’s vision was ahead of its time. Grazia is not just a magazine—it’s a cultural institution that reflects and shapes the world of its readers, one stylish page at a time.
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* Fashion History
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Each piece tells a story — of voyages taken, hotels remembered, ports kissed by sun.
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Introducing GRAZIA: A Short History Of Fashion's Game-Changing Magazine
Made in Italy. For decades, these three words have come to embody a multitude of admirable qualities: artisanship; creativity; sophistication; wit. For almost as long, these same words have been used to describe the magazine GRAZIA, first launched in Italy in November 1938.
Born out of the dynamism of the 1930s and on the eve of World War II, GRAZIA has always been necessarily of the moment. Not just a sophisticated fashion and beauty magazine, GRAZIA is a boldly empowered cultural touchstone, engaging in the most relevant conversations of the day while offering incisive critique, powerful inspiration and unwavering support for women leading the way towards change. For example, in 1968, GRAZIA made headlines—literally—with an interview with Italian author Camilla Cederna. Credited with introducing investigative journalism to the Italian news media, she was unsparing in her takedown of the scandal‑ridden Italian government in her books and on the pages of GRAZIA.
Throughout the decades that followed, GRAZIA continued to lead the way in championing progressive causes—especially those impacting the lives of women around the world. In the 1970s, the magazine gave its support to women’s abortion rights—a bold stance in its largely Catholic home nation. Feminism was proudly celebrated in many issues and regular political cartoons offered a witty take on the topics mattering most to readers.
GRAZIA has always been a cultural leader, taking decisive steps towards evolution and transformation years before others did. In 1988, for example, it made the surprising and agenda‑setting move to officially go fur‑free within its pages. Ten years later, more than 250,000 GRAZIA readers endorsed the magazine’s “A Flower for Kabul” campaign protesting against human rights violations against women in Afghanistan. The issue was brought to the United Nations in Geneva by Italian politician and then minister of foreign affairs Emma Bonino and GRAZIA’s editor at the time, Carla Vanni. (How heartbreaking that nearly 30 years later, yet another campaign could again be called for soon.)
While championing and protecting the rights and voices of women around the world, GRAZIA has also defined itself by celebrating the singularity, beauty and style of individual women everywhere. In 1966, for instance, the magazine celebrated reaching 100,000 subscribers by delivering a bouquet of flowers to 1,000 women worldwide. Then, in 1989, GRAZIA honoured former prime minister of the United Kingdom Margaret Thatcher’s 10‑year career with an exclusive portrait series of the woman at the peak of her power. International icons such as Isabella Rossellini and Eva Herzigová also gained worldwide acclaim through their features in GRAZIA.
The cultural influence of the magazine has always known no borders. Made in Italy but a global citizen, GRAZIA was launched internationally in 2004 in Bulgaria. Twenty‑three international editions followed, including editions in the U.K. (2005), the Balkans (2006), the Netherlands (2007), Russia (2007), India (2008), China (2009), France (2009), the U.S. (2020) and, of course, here in Singapore as well as Malaysia (2023).
Through it all, there has been a wealth of truly breathtaking fashion (and, naturally, some sartorial choices that now appear somewhat cringeworthy). Intimately linked to Italian designers—such as one‑time guest editor Giorgio Armani and perennial favourite Gianni Versace, a close friend of GRAZIA Italy’s then-editor Carla Vanni—GRAZIA has also given a share of the spotlight to emerging designers who would later become iconic—think André Courrèges, whose jumpsuits brought mass appeal to the high‑fashion market in the 1970s. In the 1980s, Krizia’s new and dynamic silhouettes were first highlighted and celebrated by GRAZIA. Even the return to minimalism in the ’90s was predicted and impeccably chronicled by the magazine.
Where to next? The Singapore team is proud to pick up the mantle that has been so expertly woven by the generations of GRAZIA teams that came before it and look forward to adding its own threads to the tapestry that is the brand’s history. Effortlessly chic and boldly empowered, GRAZIA is a cultural touchstone that inspires, educates, and celebrates the individuality, beauty and style of women everywhere. As a global brand and a publication here in Singapore, GRAZIA is just getting started.
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Grazia
From Wikipedia, the free encyclopedia
Cover page dated January 2009
Editor Silvia Grilli
Categories Women's magazine
Frequency Weekly
First issue 1 October 1938; 87 years ago
Company Arnoldo Mondadori Editore (1938–2022)
Reworld Media (2023–present)
Country Italy
Based in Milan
Language Italian
Website graziamagazine.com
ISSN 1120-5113
Grazia (Italian: [ˈɡrattsja]; Italian for 'Grace'; stylized in all caps) is a weekly women's magazine that originated in Italy with international editions printed in Albania, Argentina, Australia, Bahrain, Bulgaria,[1] China, Croatia, Colombia, France, Germany,[2] Greece, Indonesia, India, Jordan, North Macedonia,[3] Mexico, the Netherlands,[4] Poland, Portugal, Pakistan, Qatar,[5] Serbia, Slovenia, South Korea, Spain, Thailand, and the United Kingdom.
History and profile
The Italian edition of Grazia was first published by Mondadori in November 1938.[6] Mondadori started the magazine to compete with Lei, a women's magazine published by the Rizzoli company.[7] Grazia was modelled on the American magazine Harper's Bazaar.[8] The start of Grazia was a return in Italy to traditionalist values such as cooking and child-rearing.[9]
During the fascist rule in the country the magazine followed the Fascist policies and propaganda.[9] Following World War II the magazine was renewed, but its conservative stance remained.[9] Its conservatism continued during the late 1960s in that although miniskirts were featured in the fashion pages, these garments were commented from a conservative perspective in its social commentaries.[10]
From its beginning in 1938 to September 1943, Bruno Munari served as the art director for the magazine and for another Mondadori title, Tempo.[11]
In Italy it is owned by Mondadori[6][12] which later became one of Silvio Berlusconi's companies.[13]
Grazia published an article in July 2015 that promoted the breeding of family pets to make money with a statement from the British Royal Society for the Prevention of Cruelty to Animals (RSPCA) critical of Grazia.[14]
International editions
Grazia has international editions in several countries.[15] Its first international edition was published in Bulgaria in March 2004.[16] The British edition of the magazine began publication in February 2005[15] and is owned in the UK under licence by Bauer Consumer Media. The Greek version was launched in April 2005.[15] In November of the same year its edition in the United Arab Emirates was first issued.[15]
The magazine had an edition in Croatia from February 2006 and in Serbia from June 2006.[15] The Russian edition began publication in March 2007,[15] while the Netherlands followed in August 2007.[15] Grazia India was launched in May 2008.[15] The magazine's Australian edition began publication in July 2008,[15] but folded in February 2013.[17][18] Grazia Australia reopened in 2015 under new management. In February 2009 the Chinese version of Grazia was started, being its twelfth international edition.[19] The French version of the magazine was first published in August 2009.[20]
The inaugural issue of Grazia Korea was launched on 20 February 2013. It features a photospread of actors Lee Byung-hun, Bae Soo-bin and Kim Do-hyun for the play based on the film Masquerade (2012).[21] Grazia Pakistan was launched in February 2017.[22] The launch party took place at the HSY Mansion in Krachi on 6 February 2017 with publisher and editor-in-chief of Grazia Pakistan, Zahraa Saifullah and the first issue cover girl Mawra Hocane.[23] Grazia Arabia is published in Qatar,[5] and it gives annual Grazia Style awards. In 2018 the awards went to the Italian ambassador in Qatar and Asma Al Thani who is a Qatari adventurer.[24]
Only one and a half years after the start of the German edition of Grazia, Mediengruppe Klambt brought the title 2011 into a joint venture in which Gruner + Jahr barely held the majority. in 2017, the women's magazine has been bought back completely. As of 1 January 2018, Mediengruppe Klambt is taking over the 50.1% share, which was previously held by Gruner + Jahr.[25]
Grazia had a circulation of 374,213 copies in 1984.[26] The Italian version of the magazine had a circulation of 240,000 copies from January to August 2003.[27] The 2007 circulation of the Italian edition was 218,083 copies.[28][29] In Italy, the circulation of the magazine rose to 382,000 copies in the first half of 2011.[30] During the same period, the British edition of the magazine had a circulation of 219,741 copies.[31] The circulation in the UK for the second half of 2013 was 160,019 copies.[32]
The German version's published circulation in the third quarter 2017 was 96,632 copies – a drop of around 20 percent compared to the same period of 2016. Since 2016 Grazia has come under pressure at the kiosks with the magazine Olivia of Bauer Media Group.[25]
* List of magazines in Italy
1. ^ "Media landscapes. Bulgaria". European Journalism Center. Archived from the original on 21 December 2017. Retrieved 13 June 2015.
2. ^ "Grazia Germany". Retrieved 12 March 2010.
3. ^ Paula Brito (10 November 2005). "Revista 'Grazia' chega a Portugal em Janeiro". Diário de Notícias. Archived from the original on 25 March 2008. Retrieved 21 September 2007.
4. ^ "Partners". Fashion Week. Archived from the original on 16 June 2015. Retrieved 9 May 2015.
5. ^ a b Nicholas Rapp. "CNA-Q LibGuides: Print Journals - Tables of Contents: Grazia". library.cna-qatar.com. Retrieved 8 January 2022.
6. ^ a b David Forgacs; Stephen Gundle (2007). Mass Culture and Italian Society from Fascism to the Cold War. Indiana University Press. p. 7. ISBN 978-0-253-21948-0.
7. ^ Manuela Di Franco (April 2018). Popular Magazines in Fascist Italy, 1934 – 1943 (PhD thesis). University of Cambridge. p. 40. doi:10.17863/CAM.33377.
8. ^ Adam Arvidsson (2003). Marketing Modernity: Italian Advertising from Fascism to Postmodernity. New York: Routledge. p. 23. ISBN 9781138880023.
9. ^ a b c Penelope Morris (2007). "A window on the private sphere: Advice columns, marriage, and the evolving family in 1950s Italy". The Italianist. 27 (2): 304–332. doi:10.1179/026143407X234194. S2CID 144706118.
10. ^ Cesare Amatulli; et al. (2019). "Temporal dynamism in country of origin effect: The malleability of Italians' perceptions regarding the British sixties". International Marketing Review. 36 (6): 970. doi:10.1108/IMR-08-2016-0165. hdl:2299/22819. S2CID 166900653.
11. ^ "Bruno Munari: art director, 1943-1944". Domus. 24 March 2012. Retrieved 25 April 2015.
12. ^ "Time Inc in Joint Venture to Publish talian Fortune". Associated Press. 7 November 1988. Retrieved 17 February 2015.
13. ^ Eric Lyman (5 March 2014). "Italian publisher unveils magazine dedicated to Pope Francis". National Catholic Reporter. Rome. Retrieved 2 November 2014.
14. ^ "Grazia article sparks criticism from pet lovers". Pet Gazette. Retrieved 8 July 2015.
15. ^ a b c d e f g h i "10 Pure Italian Fashion Magazines You can't Miss". Studying It. 5 July 2014. Archived from the original on 18 June 2015. Retrieved 18 June 2015.
16. ^ "Bulgaria". Grazia International. Retrieved 13 June 2015.
17. ^ "Grazia gone as magazines slump", The Australian.
18. ^ Max Mason (11 February 2016). "New editor-in-chief of The Australian Women's Weekly named as Kim Wilson". The Sydney Morning Herald. Retrieved 18 February 2017.
19. ^ Chen Duo Icy; Chen Jiaxi Viola; Liu Wenman Nicole; Wu Ge Mavis (May 2013). "'Grazia China' Study Report" (PDF). Hong Kong Baptist University. Archived from the original (PDF) on 18 June 2015. Retrieved 27 April 2015.
20. ^ "France". Mondadori. Retrieved 1 November 2014.
21. ^ So Hyoun An (23 February 2013). "The Three Gwanghaes Lee Byung Hun, Bae Soo Bin and Kim Do Hyun Pose for Grazia". enewsWorld. CJ E&M. Archived from the original on 19 April 2013. Retrieved 23 February 2013.
22. ^ "Pakistan".
23. ^ "Mawra Hocane becomes the first cover girl for Grazia Pakistan". HIP. 2 February 2017. Archived from the original on 29 September 2017. Retrieved 28 September 2017.
24. ^ "Grazia Style awards recognise ..." Gulf Times. 12 November 2018. Retrieved 8 January 2022.
25. ^ a b David Hein (8 November 2017). "Klambt übernimmt Grazia komplett". horizont.net. Retrieved 9 November 2017.
26. ^ Maria Teresa Crisci. "Relationships between numbers of readers per copy and the characteristics of magazines" (PDF). The Print and Digital Research Forum. Retrieved 14 April 2015.
27. ^ "News magazines" (PDF). Lombard Media. Archived from the original (PDF) on 2 April 2015. Retrieved 15 March 2015.
28. ^ Anne Austin; et al. (2008). "Western Europe Market and Media Fact" (PDF). Zenith Optimedia. Archived from the original (PDF) on 5 February 2015. Retrieved 10 April 2015.
29. ^ "Dati ADS (tirature e vendite)". Fotografi (in Italian). Archived from the original on 24 April 2015. Retrieved 26 April 2015.
30. ^ "Top 10 Italian Fashion Magazines". Cision. 3 February 2011. Archived from the original on 2 November 2014. Retrieved 2 November 2014.
31. ^ Mayer Nissim (18 August 2011). "FHM, Heat, Zoo sales slump in Bauer Media magazine ABCs". Digital Spy. Retrieved 30 July 2015.
32. ^ "ABC Certificates and Reports: Grazia". Audit Bureau of Circulations. Archived from the original on 3 December 2013. Retrieved 7 March 2014. July to December 2013, combined print and digital editions.
* Official website
* (in Italian) Grazia Italia's website Archived 25 November 2010 at the Wayback Machine
* Information on Grazia from the parent company
* Grazia UK's homepage
* Italian Grazia – magazine profile at Fashion Model Directory
* Media related to Grazia (magazine) at Wikimedia Commons
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Television Frontman Tom Verlaine Dead at 73, Rockers Mourn Legend
Guitarist/vocalist Tom Verlaine – who co-founded and fronted post-punk progenitors Television – has died at 73, the band’s official Twitter page confirmed yesterday afternoon (Jan. 28). Since then, numerous rockers have paid tribute to the legendary musician on social media.
Born Thomas Miller in Denville, N.J. in 1949, Verlaine grew up listening to artists such as The Rolling Stones and Miles Davis amidst maintaining an interest in creative writing. (In fact, his professional name was an homage to French poet Paul Verlaine.) Eventually, he met future bassist Richard Hell at school, and by 1973, the two would move to New York City and start Television with drummer Billy Ficca and guitarist Richard Lloyd.
Before long, however, Hell was replaced by former Blondie bassist Fred Smith; together, the reformed quartet quickly became one of the most influential and revered parts of the mid-70s CBGB scene alongside cultural figures such as Verlaine’s then-girlfriend, Patti Smith.
1977’s critically and commercially lucrative debut LP, Marquee Moon, cemented their artistic impact and daringness. Essentially, it combined and/or innovated relatively complex blends of punk, garage rock, new wave, jazz and other styles with equally sophisticated lyricism. Over the subsequent decades, it’s appeared on numerous prestigious lists of the greatest albums of all time.
Although not as successful, 1978’s Adventure was a respectable and enjoyable follow-up. Unfortunately, various personal and professional issues led to Television breaking up shortly after Adventure came out. It would be another 14 years before they’d reunited for 1992’s self-titled third studio album (which received mostly positive reviews). They continued to play gigs here and there, too, with Lloyd “amicably severing all ties” with Television in June 2007. He was replaced by Jimmy Rip (Jerry Lee Lewis, Paul Collins & the Beat).
During Television’s hiatus, Verlaine embarked on a prosperous solo career that began with 1979’s Tom Verlaine. Between 1981 and 2006, he put out several more original albums, and he also collaborated with many noteworthy creators (including Luna, Patti Smith, Smashing Pumpkins’ guitarist James Iha). He also formed Million Dollar Bashers, a supergroup that featured bassist Tony Garnier (Bob Dylan), Wilco guitarist Nels Cline and Sonic Youth members Lee Ranaldo and Steve Shelley.
While no precise cause of death has been given, The New York Times confirmed that Jesse Paris Smith – daughter of Patti Smith – stated that it occurred “after a brief illness.”
Naturally, Patti Smith was among the first to share heartfelt reactions to the news. Last night (Jan. 28), she posted an old picture of herself with Verlaine, captioning: “This is a time when all seemed possible. Farewell Tom, aloft the Omega.” This morning (Jan. 29), she posted a photo of a flower and a handwritten note, commenting, “This is morning thinking about Tom. Grief is not an affliction, but a privilege.”
The first person to respond to it was RHCP’s Flea, who wrote: “[T]hat’s the most beautiful thing to hear patti. Love you so much.” He also posted his own tribute on Twitter: “[L]istened to Marquee Moon 1000 times. And I mean LISTENED, sitting still, lights down low taking it all in. awe and wonder every time. Will listen 1000 more. Tom Verlaine is one of the greatest rock musicians ever. He effected the way John and I play immeasurably. Fly on Tom.”
Many other musicians have since uploaded endearing remembrances, too. For instance, Billy Idol tweeted: “Sad 2 hear of @TELE_VISION_TV #tomverlaine passing today. He made incredible music that greatly influenced the US & UK punk rock scene in the ‘70’s RIP.” Similarly, The Bangles’ Susanna Hoffs remarked, “Peace and love, Tom Verlaine,” whereas “She Blinded Me with Science” mastermind Thomas Dolby lamented: “Another of my heroes gone, away to the great Marquee Moon in the sky.”
You can view more reactions below, as well as check out some of Verlaine’s work. Of course, Loudwire sends our condolences to Verlaine’s friends, family and fans.
Rockers Mourn the Death of Television’s Tom Verlaine
Television, “Marquee Moon”
Television, “Guiding Light”
Television, “Adventure”
Television, “Beauty Trip”
Tom Verlaine, “Red Leaves”
In Memoriam: Rockers We Lost in 2023
Rock and metal musicians and icons who died in 2023.
Gallery Credit: Loudwire Staff
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Tom Verlaine | A fitting tribute by my friend Michael Krilich :-
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Tom Verlaine of the rock band Television dies at 73 | News
Tom Verlaine, a founding member of the band Television, has died. He was 73.
Verlaine’s death was confirmed by Jesse Paris Smith, Patti Smith’s daughter, in an obituary dated Saturday, Jan. 28 and obtained by TODAY.com. The late musician died peacefully in New York City after an unspecified “brief illness” and was surrounded by his close friends.
Jesse Paris Smith reflected on Verlaine’s death in a statement shared with TODAY.com via email, recalling meeting the musician as a child shortly after her father, Fred Smith, died in 1994.
“In him, I felt the energy of a father — a man to hug, to laugh with, to share in mischievous jokes and wild imagination,” the 36-year-old wrote. “He was the perfect friend and support for me as a little girl. Into adulthood, that shared imagination evolved into creativity, sharing in music and collaboration, curiosity and discovery, and surrounding everything was the evolution of a very pure love, an energy that was felt immensely and deeply to the last breaths of his life.”
Jesse Paris Smith noted that Verlaine and her mother have shared years of memories that have ended up “bonding them forever.”
Verlaine was born Thomas Miller in New Jersey, before moving to Delaware as a child where he grew up. He adopted his stage name when he moved to New York City in late 1968, emulating the French poet Paul Verlaine.
In 1973, alongside Richard Hell and Billy Ficca, Verlaine formed the group known today Television, which became a fixture of the legendary East Village music club CBGB, best known as the birthplace of punk.
TV TOM
Tom Verlaine of Television performs on stage at Hammersmith Odeon, London, May 28, 1977. He is playing an Ampeg Dan Armstrong guitar.
Though the group’s lineup changed over the years, the legacy of the band and their first album “Marquee Moon” would live on, even earning the No. 107 spot on Rolling Stone’s “500 Greatest Albums of All Time” list, in part for the "cryptic electricity and strangled existentialism of guitarist Tom Verlaine’s voice and songwriting."
After the band’s break-up in 1978, Verlaine embarked on a solo career throughout the ‘80s. By the ‘90s, Verlaine went on to collaborate with several musicians, most famously Patti Smith, as well as with members of Sonic Youth and the Smashing Pumpkins.
Tributes to the punk rock icon poured in across social media from fans and fellow musicians, including Patti Smith.
The “Because the Night” singer shared a black and white photo of the duo together on Instagram on Jan. 28, writing in the caption, “This is a time when all seemed possible. Farewell Tom, aloft the Omega.”
In another post shared on Sunday, Jan. 29, Patti Smith shared a photo of a small bouquet of yellow flowers in a coffee mug. She penned another short message in the caption, writing, “This is morning thinking about Tom. Grief is not an affliction, but a privilege.”
Jesse Paris Smith publicly mourned his death on Saturday, Jan. 28, sharing two black and white photos of Verlaine on Instagram before penning a heartfelt message about his death in the caption.
“Dearest Tom. The love is immense and forever,” she wrote in part. “My heart is too intensely full to share everything now, and finding the words is too deep of a struggle. The feeling inside is so heavy, though your spirit is light and lifted, it is everywhere, completely and truly free.”
Jackson Smith also honored the legacy of Verlaine on Instagram, posting an older photo of the duo.
PATTI SMITH AND TOM
Patti Smith backstage with Tom Verlaine of Television before performing at the event "Arista Records Salutes New York with a Festival of Great…
“A huge influence on me as a musician, but much more than that he was an influence on me as a person,” he wrote. “I will miss you, till we meet again. Love ya Tom.”
Billy Idol paid tribute to the late musician on Twitter, posting a black and white photo of Verlaine playing guitar on stage.
“Sad 2 hear of @TELE_VISION_TV #tomverlaine passing today,” Idol wrote. “He made incredible music that greatly influenced the US & UK punk rock scene in the ‘70’s RIP.”
Blondie co-founder and guitarist Chris Stein reflected on the first time he met Verlaine several decades.
> listened to Marquee Moon 1000 times. And I mean LISTENED, sitting still, lights down low taking it all in. awe and wonder every time. Will listen 1000 more. Tom Verlaine is one of the greatest rock musicians ever. He effected the way John and I play immeasurably. Fly on Tom.
>
> — Flea (@flea333) January 29, 2023
“I met Tom Verlaine when he just arrived in NYC I guess ‘72,” Stein tweeted. “He had long hair and came to my apartment with an acoustic guitar and played some songs he’d written. Both Tom and Richard Hell have told me that I auditioned for the Neon Boys but I don’t remember.”
Red Hot Chili Peppers’ bassist Flea, born Michael Balzary, shared a tweet mourning the loss of the musician.
> I met Tom Verlaine when he just arrived in NYC I guess '72. He had long hair and came to my apartment with an acoustic guitar and played some songs he'd written. Both Tom and Richard Hell have told me that I auditioned for the Neon Boys but I don't remember.
>
> — Cʜʀɪs Sᴛᴇɪɴ (@chrissteinplays) January 28, 2023
“listened to Marquee Moon 1000 times,” he wrote, referring to Television’s 1977 record. “And I mean LISTENED, sitting still, lights down low taking it all in. awe and wonder every time. Will listen 1000 more. Tom Verlaine is one of the greatest rock musicians ever. He effected the way John and I play immeasurably. Fly on Tom.”
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https://www.nbcrightnow.com/news/tom-verlaine-of-the-rock-band-television-dies-at-73/article_342f55d0-a014-11ed-8677-47d3ba733a59.html
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Xi Jinping Thought
From Wikipedia, the free encyclopedia
* Xi Jinping Thought on Socialism
* with Chinese Characteristics
* for a New Era
Simplified Chinese 习近平新时代中国特色社会主义思想
Traditional Chinese 習近平新時代中國特色社會主義思想
Xi Jinping Thought on Socialism with Chinese Characteristics for a New Era, commonly abbreviated outside China as Xi Jinping Thought or Xi-ism, is a political doctrine created during the general secretaryship of Xi Jinping of the Chinese Communist Party (CCP) that combines Chinese Marxism and national rejuvenation.
In January 2013, Xi's speech at the 18th National Congress of the Chinese Communist Party in 2012 were collectively termed "General Secretary Xi Jinping's Series of Important Speeches", followed by a campaign within the CCP to study Xi's speeches. These developed into Xi Jinping Thought, which was first officially mentioned at the 19th National Congress of the Chinese Communist Party in 2017, which incorporated it into the Constitution of the Chinese Communist Party. At the first session of the 13th National People's Congress on 11 March 2018, the preamble of the Constitution of China was amended to mention Xi Jinping Thought.
According to the CCP, the Thought "builds on and further enriches" previous party ideologies and has also been called as the "Marxism of contemporary China and of the 21st century" and "a new breakthrough in the Sinicization of Marxism". It is a component of the theoretical system of socialism with Chinese characteristics and the development of Marxism–Leninism, Mao Zedong Thought, Deng Xiaoping Theory, the Three Represents and the Scientific Outlook on Development. The theory's main elements are summarized in the ten affirmations, the fourteen commitments, and the thirteen areas of achievements.
In official CCP discourse, Xi Jinping Thought is referred to as "Xi Jinping Thought on Socialism with Chinese Characteristics for a New Era",[1] or Xi Jinping Thought on a specific field, such as Xi Jinping Thought on Diplomacy.[2]: 31 The "New Era of Socialism with Chinese Characteristics" refers to the historical period of China beginning from 2012 after the 18th National Congress of the Chinese Communist Party. The CCP says that the new era is "both consistent with and significantly different from the development of the past nearly 40 years of reform and opening up".[3]
As of at least early 2024, the CCP does not use "Xi Jinping Thought" in official discourses.[2]: 31 In English, "Xi Jinping Thought" is the most common usage, with others including Xi Thought[4][5] and Xiism.[6]
History and development
"Xi Jinping Thought on socialism with Chinese characteristics for a new era" was formally launched at the 19th National Congress of the Chinese Communist Party having gradually been developed since 2012, when Xi became General Secretary of the Chinese Communist Party.[2]: 21–26 News sources have stated that Xi helped create this ideology together with his close advisor, then director of the Central Policy Research Office Wang Huning.[7][8] The first indications of Xi's platform had come out in a speech titled "Some Questions on Maintaining and Developing Socialism with Chinese Characteristics" given to the newly elected Central Committee on 5 January 2013, and was later published by Central Documents Press and the journal Qiushi.[9][10]
Speech at the 18th Congress
Much of Xi Jinping Thought comes from Xi's 2013 speech delivered at the 18th National Congress of the Chinese Communist Party, delivered a month after he became the CCP General Secretary.[10] Beginning his speech, Xi said:
> First of all: Socialism with Chinese characteristics is socialism, not any other "ism." The guiding principles of scientific socialism thus cannot be abandoned. Our Party has always emphasized adherence to the basic principles of scientific socialism, but adapted to the particular conditions of China. This means that socialism with Chinese characteristics is socialism, not some other doctrine... It was Marxism–Leninism and Mao Zedong Thought that guided the Chinese people out of the long night and established a New China, and it was socialism with Chinese characteristics that led to the rapid development of China.[11]
According to Xi, "the consolidation and development of the socialist system will require its own long period of history... it will require the tireless struggle of generations, up to ten generations."[10] On the relationship with capitalist nations, Xi said, "Marx and Engels' analysis of the basic contradictions in capitalist society is not outdated, nor is the historical materialist view that capitalism is bound to die out and socialism is bound to win."[10] Xi also stated: "The fundamental reason why some of our comrades have weak ideals and faltering beliefs is that their views lack a firm grounding in historical materialism."[12]
Xi showed great interest in why the Soviet Union dissolved, and how to avoid that failure in China:
> Why did the Soviet Union disintegrate? Why did the Communist Party of the Soviet Union fall from power? An important reason was that the struggle in the field of ideology was extremely intense, completely negating the history of the Soviet Union, negating the history of the Communist Party of the Soviet Union, negating Lenin, negating Stalin, creating historical nihilism and confused thinking. Party organs at all levels had lost their functions, the military was no longer under Party leadership. In the end, the Communist Party of the Soviet Union, a great party, was scattered, the Soviet Union, a great socialist country, disintegrated. This is a cautionary tale![9]
In January 2013, Politburo Standing Committee member Liu Yunshan referred to Xi's speech as the "General Secretary Xi Jinping's Series of Important Speeches". This was followed by Organization Department Director Zhao Leji and CCP General Office Director Li Zhanshu ordering provincial and ministerial officials to study Xi's speeches. In November 2013, Liu announced that the Central Party School would launch a training program on General Secretary Xi Jinping's whole series of important remarks; by 2014, seven cohorts of provincial cadres, numbering 2,300, had completed the program. Liu's announcement was followed by a meeting by Li Zhansu regarding the speech for heads of the party units directly under the Central Committee.[2]: 21–26
In June 2014, the Publicity Department published Reader of General Secretary Xi Jinping's Series of Important Speeches, which the Publicity and Organization Departments ordered to be mandatory, leading party schools and universities to incorporate the book into their curricula. The concepts were further elaborated in Xi's The Governance of China book series, published by the Foreign Languages Press for an international audience.[2]: 21–26 Volume one was published in September 2014, followed by volume two in November 2017,[13] followed by volume three in June 2020,[14] followed by volume four in July 2022.[15] Xi has praised Karl Marx as "the greatest thinker of modern times" whose teachings enlightened the working classes of the world and has called upon party cadres to adopt Marxist revolutionary principles as a "way of life".[16]
> Socialism with Chinese characteristics is the dialectical unity of the theoretical logic of scientific socialism and the historical logic of China’s social development. It is a scientific socialism rooted in China’s soil, one that reflects the aspirations of the Chinese people, and one that is adapted to the conditions of progress in our times. It is the only way to comprehensively build a prosperous society, accelerate socialist modernization and realize the great rejuvenation of the Chinese nation.
— Xi Jinping, "Uphold and Develop Socialism with Chinese Characteristics", January 5th, 2013, [17]
At the fourth plenum of the 18th Central Committee in October 2014, CCP members were required to "implement deeply the spirit of General Secretary Xi Jinping's series of important remarks". In October 2015, at the fifth plenum of the 18th Central Committee, Xi introduced "new visions, new thoughts, and new strategies for governing the country and administrating the regime".[2]: 21–26 In February 2016, the Central Committee announced the "Two Studies and One Action" campaign, which asked all CCP members "to study the Party Constitution and rules, and speeches of Xi Jinping, and to become qualified Party members". In February 2017, at a meeting of the CCP General Office, Li Zhanshu Xi's visions, thoughts and strategies "have already preliminarily become a complete theoretical system". In May 2017, Liu Yushan said that General Secretary Xi Jinping's whole series of important remarks were "the latest achievement of the theoretical system of socialism with Chinese characteristics" and "latest development of Marxism in modern China".[2]: 21–26 The first public usage of Xi Jinping sixiang ("Xi Jinping Thought") came in 2017 when Liu Mingfu and Wang Zhongyuan published a book by that name.[2]: 25
Speech at the 19th Congress
Xi first used the phrase "Thought on Socialism with Chinese Characteristics for a New Era" in his speech delivered on the opening day of the 19th Party Congress in October 2017. The Politburo Standing Committee (top decision-making body) then prepended "Xi Jinping" to the phrase, in their review of his speech.[18] The Congress then affirmed Xi's speech as a guiding political and military ideology of the Chinese Communist Party[18] and approved its incorporation into the constitution of the party,[19] with unanimous support in a show of hands.[20] The incorporation made Xi the third Chinese leader (after Mao Zedong and Deng Xiaoping) to have their names incorporated into the list of fundamental doctrines of the CCP. This demonstrated that Xi was more influential than his two predecessors as General Secretary (Hu Jintao and Jiang Zemin). Xi promised to make China strong, propelling the country into a "new era".[21]
At the first session of the 13th National People's Congress on 11 March 2018, the preamble of the Constitution of China was amended to mention Xi Jinping Thought. In September 2018, the Two Upholds, referring to "resolutely uphold the status of General Party Secretary Xi Jinping as the core of the Party Central and the whole party, as well as the Party Central's authority and centralized and unified leadership", was first put forward.[2]: 29 In 2021, the sixth plenary session of the 19th Central Committee of the Chinese Communist Party approved of the Resolution on the Major Achievements and Historical Experience of the Party over the Past Century, which declared Xi Jinping Thought "a new breakthrough in the Sinicization of Marxism".[22] The document says the Thought is the "Marxism of contemporary China and of the 21st century and embodies the best Chinese culture and ethos of this era".[23] The document also put forward the Two Establishes, referring to "establish the status of comrade Xi Jinping as the core of the Party Central and the whole party" and "establish the guiding status of Xi Jinping Thought on socialism with Chinese characteristics for a new era".[2]: 30
Xi Jinping Thought is a component of the theoretical system of socialism with Chinese characteristics. In official party documentation and pronouncements by Xi's colleagues, the thought has been said to be a continuation of previous party ideologues, and it "builds on and further enriches" Marxism–Leninism, Mao Zedong Thought, Deng Xiaoping Theory, the Theory of Three Represents and the Scientific Outlook on Development as part of a series of guiding ideologies that embody "Marxism adapted to Chinese conditions".[18] Xi Jinping Thought is summarized into the ten affirmations (十个明确), the fourteen commitments (十四个坚持), and the thirteen areas of achievements (十三个方面成就).[24] Additionally, the six musts (六个必须坚持) are the worldview and methodology of Xi Jinping Thought.[25]
During his speech to the 19th CCP National Congress, Xi Jinping introduced the "eight affirmations" (八个明确), which later developed to the "ten affirmations" with the addition of the 7th and 10th points during the sixth plenum of the 19th Central Committee in 2021.[26] The ten affirmations are:[25]
1. Affirm that the most essential feature of socialism with Chinese characteristics is the leadership of the Chinese Communist Party, the greatest advantage of the system of socialism with Chinese characteristics is the leadership of the Chinese Communist Party, the Chinese Communist Party is the highest political leadership force, and the entire Party must strengthen its "Four Consciousnesses", firm up its "Four Confidences", and achieve "Two Upholds".
2. Affirm that we must clearly uphold and develop socialism with Chinese characteristics. Our overall task is to realize socialist modernization and the great rejuvenation of the Chinese nation. On the basis of building a moderately prosperous society in all respects, we will take two steps to build a great modern socialist country that is prosperous, strong, democratic, culturally advanced, harmonious and beautiful by the middle of this century, and promote the great rejuvenation of the Chinese nation through Chinese-style modernization.
3. Affirm that the principal contradiction facing Chinese society in the new era is the contradiction between the people's ever-growing needs for a better life and unbalanced and inadequate development. We must adhere to the people-centered development philosophy, develop people's democracy throughout the entire process, and promote more significant and substantial progress in the all-round development of people and the common prosperity of all the people.
4. Affirm that the overall layout of the cause of socialism with Chinese characteristics is a five-pronged approach encompassing economic, political, cultural, social, and ecological progress, while the strategic layout consists of four comprehensive initiatives: building a modern socialist country in all respects, deepening reform in all respects, governing the country according to law in all respects, and strengthening Party discipline in all respects.
5. Affirm that the overall goal of comprehensively deepening reform is to improve and develop the system of socialism with Chinese characteristics and to modernize the national governance system and governance capacity.
6. Affirm that the overall goal of comprehensively advancing the rule of law is to build a socialist rule of law system with Chinese characteristics and a socialist rule of law state.
7. Affirm that we must uphold and improve the basic socialist economic system, allow the market to play a decisive role in resource allocation, better leverage the role of the government, grasp the new stage of development, implement the new development philosophy of innovation, coordination, green development, openness, and sharing, accelerate the construction of a new development pattern with the domestic cycle as the mainstay and the domestic and international cycles mutually reinforcing each other, promote high-quality development, and coordinate development and security.
8. Affirm that the Party's goal for building a strong military in the new era is to build a people's army that obeys the Party's command, is capable of winning battles, and has an excellent style of work, and to build the people's army into a world-class military.
9. Affirm that China's major-country diplomacy with Chinese characteristics should serve national rejuvenation, promote human progress, advance the building of a new type of international relations, and promote the building of a community with a shared future for mankind.
10. Affirm that the strategic policy of comprehensively and strictly governing the Party, puts forward the general requirements for Party building in the new era, comprehensively promotes the Party's political, ideological, organizational, style, and disciplinary building, integrates institutional building throughout, deepens the anti-corruption struggle, implements the political responsibility of governing the Party, and leads the great social revolution with the great self-revolution.
Fourteen commitments
During his speech to the 19th CCP National Congress, Xi Jinping introduced the fourteen commitments. They are:[27][28]
1. Ensuring Party leadership over all forms of work in China.
2. Committing to a people-centered approach.
3. Continuing the comprehensive deepening of reforms.
4. Adopting new science-based ideas for "innovative, coordinated, green, open and shared development".
5. Following socialism with Chinese characteristics with people as the masters of the country.
6. Governing China with the Rule of Law.
7. Practising socialist core values, including Marxism–Leninism and socialism with Chinese characteristics.
8. "Improving people's livelihood and well-being is the primary goal of development".
9. Coexisting well with nature with "energy conservation and environmental protection" policies and "contribute to global ecological safety".
10. Strengthening the national security of China.
11. Upholding absolute Party leadership over the People's Liberation Army.
12. Promoting the one country, two systems system for Hong Kong and Macau with a future of "complete national reunification" and to follow the One-China principle and 1992 Consensus for Taiwan.
13. Establishing a common destiny between the Chinese people and other peoples around the world with a "peaceful international environment".
14. Exercising "full and rigorous governance" over the CCP.
Thirteen achievements
The thirteen achievements was first put forward at the Resolution on the Major Achievements and Historical Experience of the Party over the Past Century approved by the sixth plenary session of the 19th CCP Central Committee in 2021. The thirteen achievements are:[29]
1. In upholding the Party's overall leadership
2. In comprehensively and strictly governing the party
3. In economic construction
4. In comprehensively deepening reform and opening up
5. In political construction
6. In comprehensively governing the country according to the law
7. In cultural constructions
8. In social construction
9. In the construction of ecological civilization
10. In national defense and army building
11. In safeguarding national security
12. In adhering to one country, two systems and promoting reunification of the motherland
13. In diplomatic work
The "six musts" were first put forward at the 20th CCP National Congress in October 2022.[25] It conveys the methods and worldview of the CCP. It outlines that the CCP:[30]
1. Must put the people first: meaning that theories that depart from the people are "pale and feeble", and those that do not bring prosperity to the people "have no vitality".
2. Must be self-confident and independent: meaning that China must have a "firm faith" in the tenets of socialism, and a "firm belief" in Xi Jinping Thought. This includes the Four Confidences.
3. Must uphold the principle of integrity and innovation: meaning the importance of science and having a scientific attitude toward problems, as well as emphasizing the pursuit of "truth".
4. Must be problem-oriented: meaning the need to "raise new concepts, new thoughts, and new methods that can truly resolve issues".
5. Must adhere to a systematic approach: meaning the CCP must think and act systematically, adhering to seven types of "thinking" in its work, including: "strategic thinking"; "historical thinking"; "dialectical thinking"; "systematic thinking"; "innovative thinking"; "rule of law thinking"; and "bottom-line thinking".
6. Must have a global vision: meaning that China and the CCP must expand their "global view", and must "answer the concerns of the people of various nations" (各国人民普遍关切) as that China's core interests are interconnected with those of the world and that China can contribute to solving the most pressing issues facing the world.
Xi Jinping Thought is divided into several main components, including:
* Xi Jinping Thought on Culture
* Xi Jinping Thought on Diplomacy
* Xi Jinping Thought on Ecological Civilization
* Xi Jinping Thought on Economy
* Xi Jinping Thought on the Rule of Law
* Xi Jinping Thought on Strengthening the Military
Xi Jinping Thought seeks to reinvigorate the mass line.[2]: 10 In economic matters, Xi Jinping Thought highlights the historical importance of state-owned enterprises:[31]: 217
> [W]ithout the important material foundation that state-owned enterprises have laid for China's development over a long period of time, without the major innovations and key core technologies achieved by state-owned enterprises, and without state-owned enterprises' long-term commitment to a large number of social responsibilities, there would be no economic independence and national security for China, no continuous improvement in people's lives, and no socialist China standing tall in the East of the world.
Influence and reception
Finding cultural expressions for Xi Jinping Thought has been a priority. On 27 November 2017, more than 100 of China's top filmmakers, actors and pop stars were gathered for a day in Hangzhou to study the report of the 19th Party Congress featuring Xi Jinping Thought.[32]
Content from Xi's 2017 speech is used in public messages, described as being 'pervasive' by a Beijing correspondent for The New York Times.[33] A poster featuring the slogan Chinese Dream comes from the speech, where the phrase is used 31 times.[34][35] In July 2018, the carriages of a train in Changchun Rail Transit were decked out in red and dozens of Xi's quotes to celebrate the 97th anniversary of Chinese Communist Party. The train was described as a "highly condensed spiritual manual" of Xi Jinping Thought by the local government.[36] In January 2019, Alibaba Group released an app called Xuexi Qiangguo for studying Xi Jinping Thought.[37] In May 2024, the China Cyberspace Research Institute, which is under the Cyberspace Administration of China, announced a large language model whose training data includes Xi Jinping Thought.[38][39]
On 25 October 2017, Renmin University established a Xi Jinping Thought research center, the first of its kind.[2]: 29 By December 2017, 10 such research centers or institutes were approved and, by March 2018, all were in operation.[2]: 29 Several dozen were opened by the end of 2018, and degree programs and online modules on Xi Jinping Thought were developed.[2]: 29 On 20 July 2020, the China Institute of International Studies opened the Xi Jinping Thought on Diplomacy Studies Center.[40]
Academics such as Jiang Shigong went on to write expositions of Xi Jinping Thought.[41] In December 2019, Fudan University added content concerning the inculcation of teachers and students in Xi Jinping Thought into its charter, leading to protests about academic freedom among the students.[42][43] In mid-2021, the Ministry of Education announced that Xi Jinping Thought would be taught to Chinese students beginning at the primary school level as part of ideological and political education, and announced the Outline for the Study of Xi Jinping Thought on Socialism with Chinese Characteristics for a New Era textbook.[44] In August 2023, the Introduction to Xi Jinping Thought on Socialism with Chinese Characteristics for a New Era was added as a textbook for ideological and political education in colleges and universities.[45]
In June 2023, the Institute of China and Contemporary Asia (ICCA) at the Russian Academy of Sciences opened the Modern Ideology of China Research Laboratory, the first research center dedicated to Xi Jinping Thought outside China.[46] The ICCA director Kirill Babaev said that the institute aimed to conduct an "in-depth analysis of the ideas and concepts that make up the foundation of the modern Chinese state" and said that the institute would focus on "five areas of modern Chinese ideology – economic policy, internal policy and lawmaking, foreign policy and international relations, defence and security, and ecology and society".[46]
1. ^ Buckley, Chris (26 February 2018). "Xi Jinping Thought Explained: A New Ideology for a New Era". The New York Times. Archived from the original on 31 October 2022. Retrieved 16 November 2022.
2. ^ a b c d e f g h i j k l m n Tsang, Steve; Cheung, Olivia (2024). The Political Thought of Xi Jinping. Oxford University Press. doi:10.1093/oso/9780197689363.001.0001. ISBN 9780197689363.
3. ^ "新时代是从什么时候开始的？" [When did the new era begin?]. Central Commission for Discipline Inspection. 14 November 2017. Archived from the original on 5 February 2023. Retrieved 10 November 2025.
4. ^ "China's Netizens Push Back on 'Xi Thought'". Voice of America. Archived from the original on 1 August 2019. Retrieved 1 August 2019.
5. ^ 江巍. "Courseware on Xi thought launched". China Daily. Archived from the original on 1 August 2019. Retrieved 1 August 2019.
6. ^ Kuohsiang, Chen. "With Xi-ism, is extreme power quietly taking shape in China?". ThinkChina. Lianhe Zaobao. Retrieved 27 May 2024.
7. ^ Perlez, Jane (13 November 2017). "Behind the Scenes, Communist Strategist Presses China's Rise". The New York Times. ISSN 0362-4331. Archived from the original on 23 February 2020. Retrieved 9 January 2020.
8. ^ "The meaning of the man behind China's ideology". The Economist. ISSN 0013-0613. Archived from the original on 15 October 2019. Retrieved 9 January 2020.
9. ^ a b "30 Years After Tiananmen: Memory in the Era of Xi Jinping". Journal of Democracy. Retrieved 11 December 2020.
10. ^ a b c d Greer, Tanner (31 May 2019). "Xi Jinping in Translation: China's Guiding Ideology". Palladium Magazine. Retrieved 11 December 2020.
11. ^ Jinping, Xi (11 April 2022). "Regarding the Construction of Socialism with Chinese Characteristics (2013)". Redsails.org. Archived from the original on 11 April 2022.
12. ^ Roa, Carlos (4 June 2019). "On the Anniversary of Tiananmen Square, What Is Xi Jinping Thinking?". The National Interest. Retrieved 13 December 2020.
13. ^ "Second volume of Xi's book on governance published". Xinhua News Agency. Archived from the original on 6 December 2017. Retrieved 6 December 2017.
14. ^ "Xi Focus: Third volume of "Xi Jinping: The Governance of China" published". Xinhua News Agency. Archived from the original on 2 July 2020.
15. ^ "Fourth volume of "Xi Jinping: The Governance of China" published". Xinhua News Agency. 12 August 2022. Archived from the original on 12 August 2022. Retrieved 18 June 2023.{{cite web}}: CS1 maint: bot: original URL status unknown (link)
16. ^ "China's Xi: Karl Marx a tool to 'win the future'". Deutsche Welle. 4 May 2018. Archived from the original on 2 June 2018.
17. ^ "Xi Jinping in Translation: China's Guiding Ideology". 31 May 2019. Retrieved 19 January 2023.
18. ^ a b c Zhang, Ling (18 October 2017). "CPC creates Xi Jinping Thought on Socialism with Chinese Characteristics for a New Era". Xinhua News Agency. Archived from the original on 18 October 2017. Retrieved 19 October 2017.
19. ^ Phillips, Tom (24 October 2017). "Xi Jinping becomes most powerful leader since Mao with China's change to constitution". The Guardian. ISSN 0261-3077. Archived from the original on 24 October 2017. Retrieved 24 October 2017.
20. ^ "Xi Jinping asks party congress if anyone opposes...Xi Jinping". BBC News. Retrieved 28 October 2017.
21. ^ Buckley, Chris (25 October 2017). "China Enshrines 'Xi Jinping Thought,' Elevating Leader to Mao-Like Status". The New York Times. ISSN 0362-4331. Retrieved 6 May 2023.
22. ^ Wo-Lap Lam, Willy (23 March 2023). "Xi Jinping Thought and The End of (Chinese) History". Jamestown Foundation. Retrieved 30 March 2023.
23. ^ "Full text of resolution on Party Constitution amendment". Xinhua News Agency. 22 October 2022. Archived from the original on 22 October 2022. Retrieved 25 October 2022.
24. ^ Rudolf, Moritz (24 April 2023). "Xi Jinping Thought on Socialism with Chinese Characteristics for a New Era". El País. Retrieved 25 December 2023.
25. ^ a b c "习近平新时代中国特色社会主义思想" [Xi Jinping Thought on Socialism with Chinese Characteristics for a New Era]. Chinese Communist Party (in Chinese). Retrieved 6 February 2025.
26. ^ "Ten Definites". China Media Project. 12 April 2022. Retrieved 25 December 2023.
27. ^ Goh, Sui Noi (18 October 2017). "19th Party Congress: Xi Jinping outlines new thought on socialism with Chinese traits". The Straits Times. Archived from the original on 26 October 2017. Retrieved 28 October 2017.
28. ^ "His own words: The 14 principles of 'Xi Jinping Thought'". BBC Monitoring. Archived from the original on 28 October 2017. Retrieved 28 October 2017.
29. ^ "Full Text: Xi's explanation of resolution on major achievements and historical experience of CPC over past century". Xinhua News Agency. 16 November 2021. Archived from the original on 16 July 2024. Retrieved 26 September 2024.
30. ^ "Six Adheres". China Media Project. 17 April 2023. Retrieved 10 November 2025.
31. ^ Marquis, Christopher; Qiao, Kunyuan (2022). Mao and markets the communist roots of Chinese enterprise. New Haven: Yale University Press. doi:10.2307/j.ctv3006z6k. ISBN 978-0-300-26883-6. JSTOR j.ctv3006z6k. OCLC 1348572572.
32. ^ "China sends its top actors and directors back to socialism school". The Washington Post. 1 December 2017. Archived from the original on 7 December 2017.
33. ^ Hernández, Javier C. (28 January 2018). "The Propaganda I See on My Morning Commute (Published 2018)". The New York Times. ISSN 0362-4331. Retrieved 12 December 2020.
34. ^ Fewsmith, Joseph. "Xi Jinping's Fast Start" (PDF). China Leadership Monitor. 41. Hoover Institute.
35. ^ "Full text of Xi Jinping's report at 19th CPC National Congress". China Daily. Retrieved 12 December 2020.
36. ^ Gan, Nectar (3 July 2018). "All aboard the propaganda express for Xi Jinping's 'New Era'". South China Morning Post. Archived from the original on 3 July 2018. Retrieved 3 July 2018.
37. ^ Linder, A. (14 February 2019). "China's hottest app is all about making users study Xi Jinping Thought". shanghaiist. Archived from the original on 12 November 2019. Retrieved 25 July 2019.
38. ^ Zhuang, Sylvie (21 May 2024). "China rolls out large language model based on Xi Jinping Thought". South China Morning Post. Retrieved 21 May 2024.
39. ^ "China's latest AI chatbot is trained on President Xi Jinping's political ideology". Associated Press. 24 May 2024. Retrieved 28 May 2024.
40. ^ Bandurski, David (21 July 2020). "New Xi Jinping Foreign Affairs Center Opens". China Media Project. Retrieved 26 July 2020.
41. ^ Backer, Larry Catá (June 2018). "Reflections on Jiang Shigong on 'Philosophy and History: Interpreting the "Xi Jinping Era" through Xi's Report to the Nineteenth National Congress of the CCP'" (PDF). Working Papers. Coalition for Peace and Ethics. pp. 1–2. Archived (PDF) from the original on 26 July 2019. Retrieved 26 July 2019.
42. ^ "Students protest at Shanghai's Fudan University". Asia Times. 19 December 2019. Retrieved 19 December 2019. A video circulating this week showed students at Shanghai's Fudan University singing the school song – which extols 'academic independence and freedom of thought' – in an apparent protest. [...] Besides removing 'freedom of thought,' the ministry adds to the charter 'arming the minds of teachers and students with Xi Jinping's new era of socialist ideology with Chinese characteristics.' It also obliges faculty and students to adhere to "core socialist values" and build a 'harmonious' campus environment – a code phrase for the elimination of anti-government sentiment.
43. ^ 復旦大學章程刪除思想自由 學生唱校歌抗議要求學術獨立[影] [Freedom of thought was deleted from Fudan University’s constitution, students sang the school song and protested for academic independence]. Central News Agency (in Chinese (Taiwan)). 18 December 2019. Archived from the original on 18 December 2019. Retrieved 19 December 2019.
44. ^ "China to add 'Xi Jinping Thought' to national curriculum". Reuters. 25 August 2021.
45. ^ 中央人民政府. "习近平新时代中国特色社会主义思想概论教材出版发行". Archived from the original on 28 October 2023. Retrieved 28 August 2023.
46. ^ a b Liu, Zhen (2 July 2023). "Russia opens research centre on Xi Jinping's ideology, the first outside China". South China Morning Post. Retrieved 3 July 2023.
* Mitter, Rana (20 February 2024). "The Real Roots of Xi Jinping Thought". Foreign Affairs. Vol. 103, no. 2. ISSN 0015-7120. Retrieved 2 December 2025.
* Mittelstaedt, Jean Christopher; Thornton, Patricia M. (7 March 2024), "How to Think Xi Jinping Thought", Chinese Politics (2 ed.), London: Routledge, pp. 142–160, doi:10.4324/9781003257943-8, ISBN 978-1-003-25794-3
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The Centenary of the CPC Special Edition
Xi Jinping Thought on Socialism with Chinese Characteristics for a New Era
Today, as China is undergoing extensive and profound social changes, it is also engaging in reform and innovation unique in human history. On the basis of its tremendous achievements since 1949, particularly since the late 1970s, China now stands at a new starting point, and Chinese socialism has entered a new era. Xi Jinping Thought on Socialism with Chinese Characteristics for a New Era was created and has developed in the course as the Chinese nation rose up, became prosperous, and grew strong.
Since the Party's 18th National Congress in 2012, the Central Committee with Xi Jinping (b. 1953) at its core has put forward a number of new concepts, new visions, and new strategies for governance and shown how socialism with Chinese characteristics should develop in the new era, thus giving shape to the thought.
The thought was first summarized at the Party's 19th National Congress in 2017, established as a long-term guiding thought of the CPC, and written into the Party's Constitution as an updated guiding thought. In March 2018 at the First Session of the 13th NPC, it was written into the Constitution of the PRC, thus turning the Party's guiding thought into that of the state and updating both.
Xi Jinping Thought on Socialism with Chinese Characteristics for a New Era encompasses the overall goal, overarching task, overall plan, overall strategy, modes and driving forces of development, external conditions, and political guarantees. It provides theoretical analysis of and policy guidance to the economy, politics, rule of law, science and technology, culture, education, wellbeing, ethnic affairs, religious affairs, society, ecological conservation, national security, defense and the military, "one country, two systems" and China's reunification, the united front, foreign affairs, and Party development. The core of the thought is upholding and developing socialism with Chinese characteristics.
Xi Jinping Thought on Socialism with Chinese Characteristics for a New Era makes the following eight priorities clear:
– It makes clear that the overarching task of upholding and developing socialism with Chinese characteristics is to realize socialist modernization and national rejuvenation, and that, on the basis of completing the building of a moderately prosperous society in all respects, a two-step approach should be taken to build China into a great modern socialist country that is prosperous, strong, democratic, culturally advanced, harmonious, and beautiful by the middle of the century.
– It makes clear that the principal problem facing Chinese society in the new era is unbalanced and inadequate development holding back the people's ever-growing desire for a better life. We must therefore continue commitment to our people-centered philosophy of development and work to promote well-rounded human development and common prosperity for everyone.
– It makes clear that the overall plan for building socialism with Chinese characteristics is the Five-sphere Integrated Plan, and the overall strategy is the Four-pronged Comprehensive Strategy. It highlights the importance of fostering stronger confidence in the path, theory, system, and culture of socialism with Chinese characteristics.
– It makes clear that the overall goal of continuing reform in every field is to improve and develop the system of socialism with Chinese characteristics and modernize China's system and capacity for governance.
– It makes clear that the overall goal of comprehensively advancing law-based governance is to establish a system of socialist rule of law with Chinese characteristics and build a country of socialist rule of law.
– It makes clear that the Party's goal of building a strong military in the new era is to build the people's armed forces into world-class forces that obey the Party's command, are able to fight and win, and maintain excellent conduct.
– It makes clear that major country diplomacy with Chinese characteristics aims to foster a new form of international relations and build a community with a shared future for humanity.
– It makes clear that the defining feature of socialism with Chinese characteristics is the leadership of the Communist Party of China; the greatest strength of the system of socialism with Chinese characteristics is the leadership of the Communist Party of China; the Party is the paramount force for political leadership. It sets forth the general requirements for strengthening the Party in the new era and underlines the importance of the political element in internal governance of the Party.
The thought also emphasizes 14 points:
•Ensuring Party leadership over all work,
•Committing to a people-centered approach,
•Continuing to deepen reform in all respects,
•Adopting a new concept for development,
•Committing to the people's role as the masters of the country,
•Ensuring every dimension of governance is law-based,
•Upholding core socialist values,
•Ensuring and improving living standards through development,
•Ensuring harmony between human and nature,
•Pursuing a holistic approach to national security,
•Upholding absolute Party leadership over the people's armed forces,
•Upholding the principle of "one country, two systems" and promoting national reunification,
•Promoting the building of a community with a shared future for humanity, and
•Exercising full and strict self-governance of the Party.
The above eight priorities and 14 points are an integrated whole that sums up the CPC's experience in developing Chinese socialism. They mark a new height of the central leadership's understanding of the Party's governance, Chinese socialism, and social evolution.
Xi Jinping Thought on Socialism with Chinese Characteristics for a New Era builds on and further enriches Marxism-Leninism, Mao Zedong Thought, Deng Xiaoping Theory, the Theory of Three Represents, and the Scientific Outlook on Development. It represents the latest achievement in adapting Marxism to the Chinese context and encapsulates the practical experience and collective wisdom of the CPC and the Chinese people. It is an important component of the theory of socialism with Chinese characteristics, and serves as the guide for promoting socialism in the new era and as an action program for all CPC members and the Chinese people as they strive to achieve national rejuvenation.
习近平新时代中国特色社会主义思想
当代中国正经历着历史上最为广泛而深刻的社会变革，也正在进行着人类历史上最为宏大而独特的实践创新。在新中国成立以来特别是改革开放以来取得的重大成就基础上，中国发展站到了新的历史起点上，中国特色社会主义进入新时代。习近平新时代中国特色社会主义思想，正是在中华民族迎来从站起来、富起来到强起来的伟大飞跃中创立并不断丰富发展的。
2012年中共十八大以来，以习近平同志为核心的中共中央在系统回答“新时代坚持和发展什么样的中国特色社会主义”这一重大时代课题中，提出一系列治国理政新理念新思想新战略，形成了习近平新时代中国特色社会主义思想。2017年10月，中共十九大概括和提出了习近平新时代中国特色社会主义思想，将其确立为中国共产党必须长期坚持的指导思想并写进党章，实现了党的指导思想的与时俱进。2018年3月，十三届全国人大一次会议将习近平新时代中国特色社会主义思想载入宪法，实现了从党的指导思想向国家指导思想的转化，实现了国家指导思想的与时俱进。
习近平新时代中国特色社会主义思想内涵十分丰富，包括新时代坚持和发展中国特色社会主义的总目标、总任务、总体布局、战略布局和发展方式、发展动力、战略步骤、外部条件、政治保证等方面的基本问题，并根据新的实践对经济、政治、法治、科技、文化、教育、民生、民族、宗教、社会、生态文明、国家安全、国防和军队、“一国两制”和祖国统一、统一战线、外交、党的建设等各方面作出理论分析和政策指导。习近平新时代中国特色社会主义思想的核心要义是坚持和发展中国特色社会主义，核心内容是中共十九大报告概括的“八个明确”和“十四个坚持”。
“八个明确”，就是明确坚持和发展中国特色社会主义，总任务是实现社会主义现代化和中华民族伟大复兴，在全面建成小康社会的基础上，分两步走在本世纪中叶建成富强民主文明和谐美丽的社会主义现代化强国；明确新时代我国社会主要矛盾是人民日益增长的美好生活需要和不平衡不充分的发展之间的矛盾，必须坚持以人民为中心的发展思想，不断促进人的全面发展、全体人民共同富裕；明确中国特色社会主义事业总体布局是“五位一体”、战略布局是“四个全面”，强调坚定道路自信、理论自信、制度自信、文化自信；明确全面深化改革总目标是完善和发展中国特色社会主义制度、推进国家治理体系和治理能力现代化；明确全面推进依法治国总目标是建设中国特色社会主义法治体系、建设社会主义法治国家；明确党在新时代的强军目标是建设一支听党指挥、能打胜仗、作风优良的人民军队，把人民军队建设成为世界一流军队；明确中国特色大国外交要推动构建新型国际关系，推动构建人类命运共同体；明确中国特色社会主义最本质的特征是中国共产党领导，中国特色社会主义制度的最大优势是中国共产党领导，党是最高政治领导力量，提出新时代党的建设总要求，突出政治建设在党的建设中的重要地位。
“十四个坚持”，就是坚持党对一切工作的领导，坚持以人民为中心，坚持全面深化改革，坚持新发展理念，坚持人民当家作主，坚持全面依法治国，坚持社会主义核心价值体系，坚持在发展中保障和改善民生，坚持人与自然和谐，坚持总体国家安全观，坚持党对人民军队的绝对领导，坚持“一国两制”和推进祖国统一，坚持推动构建人类命运共同体，坚持全面从严治党。
“八个明确”和“十四个坚持”有机融合、有机统一，凝结着中国共产党坚持和发展中国特色社会主义的宝贵经验，反映了以习近平同志为核心的中共中央对中国特色社会主义规律性认识的深化、拓展、升华，体现了理论与实际相结合、认识论和方法论相统一的鲜明特色，使中国共产党对共产党执政规律、社会主义建设规律、人类社会发展规律的认识达到了新高度。
习近平新时代中国特色社会主义思想是对马克思列宁主义、毛泽东思想、邓小平理论、“三个代表”重要思想、科学发展观的继承和发展，是马克思主义中国化最新成果，是中国共产党和中国人民实践经验和集体智慧的结晶，是中国特色社会主义理论体系的重要组成部分，是新时代坚持和发展中国特色社会主义、推进中国特色社会主义事业的基本遵循，是为实现中华民族伟大复兴而奋斗的行动指南。
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In Their Own Words:
Translations from Chinese source documents
Basic Issues of Xi Jinping Thought on
Socialism with Chinese Characteristics for a
New Era
In Their Own Words
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Basic Issues of Xi Jinping Thought on Socialism with Chinese Characteristics for a New Era
[]
(XI JINPING XINSHIDAI ZHONGCUO TESE SHEHEIZHUYI JIBEN WENTI)
Party School of the Central Committee of the Communist Party of China (National Academy of
Administration)
[]
People's Publishing House
[]
Central Party School Press
[]
China Aerospace Studies Institute Translation published Fall 2023
Preface
Attaching importance to ideological party building and strengthening the party in theory is our
party's valuable experience. In the new era of socialism with Chinese characteristics, the most
fundamental thing to strengthen the party's ideological and theoretical construction is to learn to
understand and implement Xi Jinping Thought on Socialism with Chinese Characteristics for a
New Era, so as to achieve the unity of learning and thinking, and knowledge and belief.
Since the 18th National Congress of the Communist Party of China, the Party Central Committee
with Comrade Xi Jinping as the core has put forward a series of new concepts, ideas and strategies
of pioneering significance in response to the changes of the times, the tide of the times, and the
voice of the times, in the great practice of uniting and leading the whole party and the people of
all ethnic groups throughout the country to adhere to and develop socialism with Chinese
characteristics, and created Xi Jinping Thought on Socialism with Chinese Characteristics for a
New Era. This contemporary Chinese Marxism and 21st century Marxism have led the Party and
the country to historic achievements and historic changes. Xi Jinping Thought on Socialism with
Chinese Characteristics for a New Era is the inheritance and development of Marxism-Leninism,
Mao Zedong Thought, Deng Xiaoping Theory, the important thinking of "three represents" and the
scientific outlook on development, the latest achievement of the Sinicization of Marxism, the
crystallization of the practical experience and collective wisdom of the Party and the people, an
important part of the theoretical system of socialism with Chinese characteristics, and the action
guide for the whole Party and the people of the whole country to strive for the great rejuvenation
of the Chinese nation.
China Aerospace Studies Institute Translation published Fall 2023
Strengthening the Party's theoretical education and Party spirit education is the main course of the
Central Party School (State Administration Academy). Since the 18th National Congress of the
Communist Party of China, the Central Party School has closely followed the party's theoretical
innovation process and made it a top priority to learn and apply well Xi Jinping Thought on
Socialism with Chinese Characteristics for a New Era. According to the unified deployment of the
Party Central Committee, together with the Organization Department of the Central Committee,
since November 2013, seven seminars for provincial and ministerial-level cadres on "studying and
implementing the spirit of General Secretary Xi Jinping's series of important speeches" have been
held, and after the 19th National Congress of the Communist Party of China, they have focused
on "studying and implementing Xi Jinping Thought on Socialism with Chinese Characteristics for
a New Era and the spirit of the 19th National Congress of the Communist Party of China" , once
again held seven consecutive special seminars for provincial and ministerial-level cadres, opened
a senior seminar for provincial and ministerial-level cadres Xi Jinping Thought on Socialism with
Chinese Characteristics for a New Era, opened a special topic and theoretical study class on Xi
Jinping's thought on socialism with Chinese characteristics for a new era in the department-bureau-
level cadre training class, and further highlighted the teaching content of Xi Jinping's thought on
socialism with Chinese characteristics in the new era in training courses and various classes for
young and middle-aged cadres, basically achieving full coverage of the "key minority." At the
same time, we have continuously optimized the teaching layout, improved the curriculum system,
formed a "1+N" teaching framework, and continuously increased the proportion of teaching of Xi
Jinping Thought on Socialism with Chinese Characteristics for a New Era. At present, the relevant
teaching content has accounted for more than 70% of the theoretical course teaching in each shift.
There is a process of continuous deepening to study and understand Xi Jinping Thought on
Socialism with Chinese Characteristics for a New Era, and there is also a process of continuous
deepening in studying and interpreting this thought. The Central Party School (National Academy
of Administration) Committee organized an in-depth study of the basic issues of Xi Jinping's
thought on socialism with Chinese characteristics in the new era, which began after the 18th
National Congress of the Communist Party of China and has been consistent and continuous in the
past eight years, with the aim of providing a study material with in-depth research and
interpretation for deepening the party's theoretical education.
China Aerospace Studies Institute Translation published Fall 2023
The Central Party School has good traditions and good experiences, and has organized and
compiled a series of "three basics" textbooks entitled "Basic Issues of Marxism-Leninism," "Basic
Issues of Mao Zedong Thought," and "Basic Issues of Deng Xiaoping Theory," which have
produced good training results and social influence, and are still the basic teaching materials for
education and training in the party school system. The compilation of "Xi Jinping Thought on
Socialism with Chinese Characteristics for a New Era" is a powerful measure to inherit and carry
forward the good traditions and good experience of party schools, and it is also a practical action
to deeply promote the study and education of the party's theoretical innovation achievements.
The basic idea of compiling this book is to focus on comprehensively and accurately grasping the
connotation of Xi Jinping Thought on Socialism with Chinese Characteristics for a New Era, and
mainly highlight two aspects: First, focus on clarifying the basic issues that constitute this thought.
According to the internal logic of this thought, it closely revolves around the basic issues that are
fundamental and play the role of "four beams and eight pillars", revealing and explaining the
foundation, background of the times, the main theme of this thought, the historical contribution,
as well as the fundamental position, essential characteristics, overall layout, strategic arrangement,
fundamental driving force, important guarantee, political guarantee, etc. of adhering to and
developing socialism with Chinese characteristics in the new era, so as to better display the basic
context of Xi Jinping's thought on socialism with Chinese characteristics in the new era. The
second is to focus on clarifying the original contribution of this idea. On the basis of fully absorbing
the existing research results in the ideological and theoretical circles, we will focus on in-depth
research and exposition of the original major viewpoints and theories of this idea from the
academic theory, and clearly explain the location and inner meaning of innovation from the
perspectives of theoretical origin, historical context, practical results, and international comparison,
so as to show the fundamentals and highlight the key points, so as to achieve the combination of
points and surfaces, and bring the areas with points. This is also the starting point and focus of the
layout of this book.
Xi Jinping Thought on Socialism with Chinese Characteristics for a New Era is a majestic
theoretical peak and a rich treasure trove of ideas that needs to be constantly explored. This book
is only a phased research result.
China Aerospace Studies Institute Translation published Fall 2023
The Central Party School (National Academy of Administration) will continue to promote the
study and interpretation of Xi Jinping's Thought on Socialism with Chinese Characteristics for a
New Era.
School (Academy) Committee of the Central Party School (National Academy of Administration)
August 2020
China Aerospace Studies Institute Translation published Fall 2023
Contents
Introduction: Marxism in Contemporary China and Marxism in the 21st Century..................................................1
1. The background in which Xi Jinping Thought on Socialism with Chinese Characteristics for a New Era was formed ............... 1
2. Xi Jinping Thought on Socialism with Chinese Characteristics for a New Era has opened up a new realm of Marxism ............. 7
3. The scientific system of Xi Jinping's thought on socialism with Chinese characteristics for a new era ...................................... 14
4. Comrade Xi Jinping is the main founder of Xi Jinping Thought on Socialism with Chinese Characteristics for a New Era ..... 18
Chapter I: Socialism with Chinese Characteristics Enters a New Era..................................................................23
Section 1: The basic basis for socialism with Chinese characteristics to enter a new era ............................................................... 23
Section 2: The scientific connotation of socialism with Chinese characteristics entering a new era .............................................. 30
Section 3: The great significance of socialism with Chinese characteristics entering a new era ..................................................... 37
Section 4: The new era is the age of strivers ................................................................................................................................... 43
Chapter II: Better Upholding and Developing Socialism with Chinese Characteristics............................................49
Section 1: Adhering to and developing socialism with Chinese characteristics is the fundamental direction of development and
progress in contemporary China ..................................................................................................................................................... 49
Section 2: The Core Essence of Socialism with Chinese Characteristics in the New Era ............................................................... 56
Section 3: Realize the great rejuvenation of the Chinese nation on the road of socialism with Chinese characteristics ................. 64
Section 4: Take charge of the "four greatness", make overall plans to promote the "five-in-one" overall layout, and coordinate the
promotion of the "four comprehensive" strategic layout................................................................................................................. 70
Chapter III: The leadership of the Communist Party of China is the most essential feature of socialism with Chinese
characteristics......................................................................................................................................77
Section 1: The party's leadership is the most fundamental law summary for adhering to and developing socialism with Chinese
characteristics........................................................................................................................................77
Section 2: The Party is the supreme political leading force ............................................................................................................ 86
Section 3: Resolutely achieve "two maintenances"......................................................................................................................... 92
Section 4: Establish and improve the institutional mechanism for the party's comprehensive leadership ...................................... 97
Chapter IV: Adhere to the fundamental position of centering on the people.........................................................104
Section 1: Taking the people as the center is the essential embodiment of the materialist view of history ................................... 104
Section 2: The people's yearning for a better life is the party's goal ............................................................................................. 109
Section 3: Steadily advancing in the direction of common prosperity for all the people .............................................................. 115
Section 4: Continuously promote the all-round development of the human person ...................................................................... 119
Chapter V: Adhere to the new development concept of innovation, coordination, green, openness and sharing.............126
Section 1: Scientific guidance that conforms to the trend of the times and reflects the law of development ................................ 126
Section 2: It has enriched and developed the Marxist outlook on development ........................................................................... 133
Section 3: Adhere to the new development concept to lead the overall development situation .................................................... 140
Chapter VI: Embark on a new journey of building a modern socialist country in an all-round way...........................147
Section 1: Attaching importance to strategic arrangements is an important experience of the CPC in governing the country ..... 147
Section 2: Comprehensively grasp the strategic connotation and characteristics of a modern and powerful socialist country ..... 153
Section 3 Firmly implement the strategic arrangement for building a modern socialist country in an all-round way .................. 160
Chapter VII: Persisting in Comprehensively Deepening Reform and Comprehensively Opening Up..........................167
Section 1: Reform and opening up is a new great revolution ........................................................................................................ 167
Section 2: Persist in comprehensively deepening reform.............................................................................................................. 174
Section 3: Adhere to comprehensive openness ............................................................................................................................. 183
Section 4: Persist in using scientific methods to promote reform and opening up ........................................................................ 189
Chapter VIII: The New Normal of Economic Development and Achieving High-Quality Development.......................196
Section 1: Economic development has entered a new normal ...................................................................................................... 196
Section 2: Deepen supply-side structural reform .......................................................................................................................... 204
Section 3: Promoting high-quality economic development .......................................................................................................... 211
Chapter IX: Upholding and Developing Socialist Democratic Politics................................................................224
Section 1: Follow the path of socialist political development with Chinese characteristics.......................................................... 224
Section 2: Improve the institutional system in which the people are masters of their own affairs ................................................ 233
Section 3: Comprehensively advancing the rule of law ................................................................................................................ 243
Chapter X: Building a Socialist Cultural Power...........................................................................................252
Section 1: Strengthens cultural self-confidence ............................................................................................................................ 252
China Aerospace Studies Institute Translation published Fall 2023
Section 2: Promote the prosperity of socialist culture ................................................................................................................... 259
Section 3: firmly grasps the leadership of ideological work ......................................................................................................... 269
Chapter XI: Strive to make life better for the people.....................................................................................279
Section 1: The situation and requirements for promoting social construction in the new era ....................................................... 279
Section 2: Ensuring and improving people's livelihood in the course of development ................................................................. 285
Section 3: Strengthen and innovate social governance ................................................................................................................. 295
Chapter XII: Towards a New Era of Ecological Civilization............................................................................304
Section 1: Relating to the fundamental plan for the sustainable development of the Chinese nation ........................................... 304
Section 2: Firmly establish the concept of socialist ecological civilization .................................................................................. 314
Section 3: The practical path of building a beautiful China .......................................................................................................... 322
Chapter XIII: A Strong Guarantee for National Rejuvenation.........................................................................332
Section 1: Adhere to the overall concept of national security ....................................................................................................... 332
Section 2: Continuously open up a new situation of strengthening the army and rejuvenating the army ..................................... 340
Section 3: Promoting the complete reunification of the motherland ............................................................................................. 347
Chapter XIV: Building a Community with a Shared Future for Mankind...........................................................359
Section 1: China's Plan for Human Development and the Future of the World ............................................................................ 359
Section 2: Responsibilities and Responsibilities of Great Power Diplomacy in the New Era....................................................... 367
Section 3: The Belt and Road Initiative is an important platform for building a community with a shared future for mankind ... 373
Chapter XV: Unswervingly Promoting Comprehensive and Strict Party Management...........................................383
Section 1: Comprehensively and strictly administering the party is always on the way ............................................................... 383
Section 2: The political building of the Party is the fundamental building of the Party ................................................................ 391
Section 3: Courageous to self-revolution ...................................................................................................................................... 397
Section 4: Building the world's most powerful party .................................................................................................................... 405
Conclusion: The guiding ideology that the party and the state must adhere to for a long time..................................413
1. Deeply grasp the great significance of Xi Jinping Thought on Socialism with Chinese Characteristics for a New Era as the guiding
ideology of the Party and the state ................................................................................................................................................ 413
2. Strive to master the Marxist standpoints and viewpoints that run through it ............................................................................ 420
3. Promote the study and implementation of Xi Jinping Thought on Socialism with Chinese Characteristics for a New Era and
continuously achieve practical results ........................................................................................................................................... 425
4. Continuously enrich and develop Xi Jinping Thought on Socialism with Chinese Characteristics for a New Era in the great
practice of the new era .................................................................................................................................................................. 428
Postscript..........................................................................................................................................432
China Aerospace Studies Institute Translation published Fall 2023
Basic Issues of Xi Jinping Thought on Socialism with Chinese Characteristics for a New Era
Introduction: Marxism in Contemporary China and
Marxism in the 21st Century
Marxism is the fundamental guiding ideology of the CPC in building the party and the state. Keeping
pace with the times is the theoretical character of Marxism. In the 19th century there was Marxism
in the 19th century, Marxism in the 20th century in the 20th century, and of course there must be
Marxism in the 21st century. Xi Jinping Thought on Socialism with Chinese Characteristics for a
New Era is contemporary Chinese Marxism and 21st century Marxism. The formation and
establishment of this ideology as the guiding ideology that the Party and the state must adhere to for
a long time, held high the spiritual banner for adhering to and developing socialism with Chinese
characteristics in the new era, provided a Chinese solution for world peace and human progress, and
was of landmark significance in the history of the rejuvenation of the Chinese nation, the history of
the development of Marxism and the progress of human society.
1. The background of the times in which Xi Jinping Thought on Socialism with Chinese
Characteristics for a New Era was formed
Xi Jinping Thought on Socialism with Chinese Characteristics for a New Era was put forward to
answer the questions of the times under the historical conditions of the new era of socialism with
Chinese characteristics and complex and profound changes in the world, national and party
conditions.
(1) The world is in a major change unprecedented in a century
Today's world is undergoing major changes unprecedented in a century, which is a major strategic
judgment put forward and repeatedly emphasized by Comrade Xi Jinping after the 18th National
Congress of the Communist Party of China by scientifically analyzing the development and changes
of the world situation.
China Aerospace Studies Institute 1 Translation published Fall 2023
Basic Issues of Xi Jinping Thought on Socialism with Chinese Characteristics for a New Era
Against the background of historic changes in the relations between contemporary China and the
world, and the closer connection between the future and destiny of contemporary China and the
future and destiny of the world, a profound understanding of this great change will help the whole
party and the people of the whole country better grasp the trend of the times and the general trend
of the world, better grasp the historical opportunities and risks and challenges, and win the initiative
and win advantages in the great changes. This is an important foothold of Xi Jinping's thought on
socialism with Chinese characteristics for a new era.
The most important trend of the great changes in the world is that the international order and the
balance of international power are undergoing fundamental changes. Looking back at history,
today's world pattern is the result of the gradual evolution of the international order after the First
World War. After the First World War, through the Paris Peace Conference and the Washington
Conference, the imperialist powers established the "Versailles-Washington system", which
established the imperialist ruling order in Europe, West Asia, Africa, East Asia and the Pacific, and
the United States gradually replaced Britain as the leader of the Western camp and the leader of the
world order. After the Yalta system after World War II, the drastic changes in Eastern Europe after
the Cold War, the disintegration of the Soviet Union, and the continuous reconstruction of the global
order, the United States gradually achieved world domination. Since the beginning of the 21st
century, with the development of world multipolarization, economic globalization, social
informatization and cultural diversification, emerging market countries and a large number of
developing countries have risen rapidly, international influence has been continuously enhanced, the
world dominance of Western developed countries has continued to weaken, and the international
pattern has shown a relatively balanced development trend. This was the most revolutionary change
in the international order and the balance of power in more than a hundred years after World War I.
The new round of scientific and technological revolution and industrial revolution has promoted the
rapid development of productive forces in today's world, which is an important factor causing great
changes in the world. After the first industrial revolution, the second industrial revolution and the
third industrial revolution, human society has entered an unprecedented period of innovation and
activity. Original breakthroughs in the fields of information, life, manufacturing, energy, space, and
oceans have provided more sources of innovation for cutting-edge technologies and disruptive
technologies, the transformation speed of scientific and technological achievements has accelerated
significantly, the form of industrial organization is undergoing new major changes, and the
reconstruction of the global innovation map and the reshaping of the global economic structure have
become more prominent. Science and technology have never been as profound as they are today,
profoundly affecting the future and destiny of all countries in the world, the production and life of
the people, and profoundly affecting the rise and fall of the strength of various countries.
In today's world changes, the governance deficit, trust deficit, peace deficit and development deficit
are particularly prominent. On the centenary of the end of World War I, the world stepped into the
era of strategic competition between great powers.
China Aerospace Studies Institute 2 Translation published Fall 2023
Basic Issues of Xi Jinping Thought on Socialism with Chinese Characteristics for a New Era
The battle for geostrategy, the battle for high technology, the dispute over "new frontiers" such as
the deep sea, polar regions, outer space, and the Internet, the dispute over the dominance of
international regulation, and the dispute over national governance models are in full swing. Regional
conflicts and local wars are emerging one after another, security threats are becoming increasingly
complex and integrated, and the international arms control, disarmament and non-proliferation
system is facing new challenges. The process of informatization has reshaped the social and political
ecology of various countries, widened the digital divide and gap between the rich and the poor,
spread extremism and terrorism, and raised global challenges such as cybersecurity, major infectious
diseases, and climate change. Protectionism and unilateralism are on the rise, the global pandemic
of the new crown pneumonia epidemic has caused economic globalization to encounter greater
headwinds and waves of reversal, and the world economy has fallen into a deep recession. Countries
face many common threats, live in a more unstable and uncertain world, no country can cope with
it alone or alone, and the world's expectations for a new global architecture are becoming more and
more urgent.
With a history of more than 5,000 years of civilization, China is the world's largest developing
country and the largest socialist country. Since the founding of New China, especially since the
reform and opening up, China has gradually moved towards the world. The process of going global
is also a process of China's sustained and rapid development. With the development and growth of
economic strength and scientific and technological strength, China's international status has been
significantly improved, its international influence has been significantly enhanced, and it has
increasingly approached the center of the world stage. Since the international financial crisis in 2008,
China has contributed more than 30% to world economic growth for many consecutive years,
becoming the main source of world economic growth. China has become a decisive factor in the
changes in the world pattern and an important stabilizing force in the world's great uncertainty.
At this time of great development, great change and great adjustment, China is changing, the world
is changing, and the relationship between China and the world is also changing. How should China
better develop itself and how should it make new and greater contributions to human society? The
questions of the times arising from the great changes require scientific answers from contemporary
Chinese communists. Standing at the height of world history and human civilization, Comrade Xi
Jinping accurately grasps the pulse of the world's general trend with a correct view of history, the
overall situation and the role, deeply analyzes the law of the evolution of the international pattern,
and puts forward a series of pioneering new concepts, ideas and strategies around the questions of
the times, providing Chinese wisdom, Chinese ideas and Chinese solutions for the better future of
the world.
(2) Today, China is in a critical period from becoming rich to strong
When the world is in a major change unprecedented in a century, China's development is in the best
period since modern times.
China Aerospace Studies Institute 3 Translation published Fall 2023
Basic Issues of Xi Jinping Thought on Socialism with Chinese Characteristics for a New Era
Socialism with Chinese characteristics has entered a new era. After the sustained development since
the founding of New China, especially since the reform and opening up, China's social productive
forces, comprehensive national strength, and people's living standards have achieved a historic leap,
and its economic strength, scientific and technological strength, and national defense strength have
entered the forefront of the world, and it has become the world's second largest economy, the largest
manufacturing country, the largest country in goods trade, the second largest country in commodity
consumption, and the second largest country in the flow of foreign capital, and its foreign exchange
reserves have ranked first in the world for many consecutive years. Today's China has long bid
farewell to the era of poverty and weakness and the era of material shortage; the people's living
standards have achieved a great leap from insufficient food and clothing to moderate prosperity; the
country as a whole has advanced to the period of "after development" pointed out by Comrade Deng
Xiaoping, and is on the road of building a moderately prosperous society in an all-round way and
starting a new journey of building a modern and powerful socialist country in an all-round way.
There is no doubt that we are closer, more confident and capable of realizing the goal of the great
rejuvenation of the Chinese nation than at any time in history, and we are more confident and capable
of making greater contributions to world peace and human progress than at any time in history.
China's social changes are historic, and China's development achievements are historic, but the basic
national conditions in which China is still in the primary stage of socialism and will remain for a
long time remain unchanged, and China's international status as the world's largest developing
country has not changed. There is a long way to go to persist in developing the party's primary task
of ruling and rejuvenating the country, persist in taking economic construction as the central task of
the party and the country, and comprehensively build a moderately prosperous society, basically
realize socialist modernization, and then comprehensively build a modern and powerful socialist
country in the course of deepening reform and opening up. It should also be noted that the main
contradiction in our society has been transformed into a contradiction between the people's growing
need for a better life and unbalanced and inadequate development. On the one hand, the people's
needs are becoming more and more extensive, not only putting forward new and higher requirements
for material and cultural life, but also putting forward more and higher requirements for democracy,
rule of law, fairness, justice, security, environment, etc.; on the other hand, unbalanced and
insufficient development has become more prominent, which has become the main constraint to
meeting the people's growing needs for a better life. Such characteristics of the times have set new
and higher demands on the work of the party and the state in all fields.
Looking further, the boat to the middle wandering is more urgent, and the road to the mid-level is
steeper. The new era is also a critical period for China's development, a period of tackling difficult
problems in reform and a period of prominent contradictions. The task of reform, development and
stability is unprecedentedly heavy, the number of contradictions, risks and challenges is
unprecedented, and the test of governing the country is also unprecedented. Many old problems
have not yet been fully solved, new ones are emerging, and other countries have no ready-made
experience to draw from. Achieving socialist modernization in a country with a population of 1.4
billion is an unprecedented feat in human history.
China Aerospace Studies Institute 4 Translation published Fall 2023
Basic Issues of Xi Jinping Thought on Socialism with Chinese Characteristics for a New Era
Realizing the "two centenary goals" and the Chinese dream of the great rejuvenation of the Chinese
nation will once again create an earth-shaking development miracle in the history of human
development. In the face of such tasks, challenges, and tests, China's reform needs to "wade into
deep waters" and "break through dangerous shoals," need to overcome the "middle-income trap,"
"Tacitus trap," and "Thucydides trap," and need to guard against and defuse various major risks such
as the "black swan" and "gray rhino" incidents.
Standing at the intersection of history, the Communist Party of China and the Chinese urgently need
scientific theories that keep pace with the times to raise the flag and illuminate the future. Xi Jinping
Thought on Socialism with Chinese Characteristics for a New Era is precisely the ideological guide
and spiritual weapon for us to make new achievements and contributions in the new era.
(3) The Communist Party of China Faces a New "Rush Test" in the New Era
"Catching up for the exam" is an important point of Xi Jinping's thought on socialism with Chinese
characteristics for a new era. In July 2013, Comrade Xi Jinping went to Xibaipo to investigate, and
in a discussion with rural cadres and the masses in the county, he said: "When the Party Central
Committee left Xibaipo, Comrade Mao Zedong said that 'going to Beijing to catch up with the exam'.
More than 60 years have passed, we have made great progress, Chinese people have stood up and
become rich, but the challenges and problems we face are still severe and complex. "1
The Communist Party of China is indeed facing a new "rush test" in the new era. As the world's
largest party with more than 90 million members and more than 4.6 million grassroots party
organizations, and as a party that has been in power for a long time in a large country with a
population of 1.4 billion, whether or not it can always maintain its advanced nature and purity, and
whether it can always maintain leadership and ruling ability consistent with the mission of ruling
and rejuvenating the country is directly related to the prospects for realizing the "two centenary
goals" and the great rejuvenation of the Chinese nation.
In the second decade of the 21st century, the Communist Party of China has gone through a glorious
course of more than 90 years. The scale of Party members has been continuously expanded, the
structure has been continuously improved, and the quality has been continuously improved, and the
vanguard and exemplary role of Party members and the role of Party organizations as fighting
fortresses have been effectively brought into play. At the same time, there were structural changes
in the party's cadre ranks, cadres born before the founding of New China gradually withdrew from
leading posts, and cadres born in the 60s and even 70s of the 20th century became the main body of
the cadre ranks.
1 "The Party's Face of 'Rushing Exam' Is Far from Over: Xi Jinping's Revisit to Xibaipo," People's Daily, July 14, 2013.
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Basic Issues of Xi Jinping Thought on Socialism with Chinese Characteristics for a New Era
This change of cadres between the old and the new ensures that the cause of the party and the country
is passed on from generation to generation and that the party is vigorous and vigorous. However,
we should also realize that the vast number of middle-aged and young cadres generally lack the
experience of weathering storms and seeing the world in major struggles, and whether they can have
the corresponding fighting spirit and ability to fight in the great struggles with many new historical
characteristics is a major issue that needs to be solved. In particular, profound changes have taken
place in the ruling environment and social conditions facing the party; the tests of ruling, reform and
opening up, market economy, and external environment are long-term, complex, and severe; and the
dangers of mental slackness, lack of ability, separation from the masses, and negative corruption are
more acutely placed before the whole party. How to maintain the party's advanced nature and purity,
and how to ensure that the party always walks in the forefront of the times and can withstand the
tests of various storms and waves, is a major issue that the CPC has always faced in winning the
"catch up with the exam" in the new era.
Adhering to strict party management and courage in carrying out self-revolution is the secret of the
CPC's evolution from weak to strong and constantly moving from victory to victory. However, for
some time now, in some localities and departments, there have been problems of lax and soft
management of the party and party management; some party organizations have been weak and lax
in discipline; some party-member cadres have found it difficult to be supervised; and there have
been many cases of lack or failure to manage the contingent; some party-member leading cadres
have serious problems such as unhealthy work style, wavering beliefs, ideological slippage, moral
aberrations, and corruption, and even violate discipline and law to seize profits, which the masses
of the people deeply loath. If this situation is not changed, it will weaken the party's ability to govern
and shake the party's ruling foundation. As Comrade Xi Jinping pointed out: "If the management of
the party is not effective and strict, and the prominent problems within the party that the people
strongly reflect cannot be solved, then sooner or later our party will lose its qualification to govern
and will inevitably be eliminated by history."1
Since the 18th National Congress of the Communist Party of China, Comrade Xi Jinping has led the
whole party to carry out a new "rush examination" with a strong sense of distress, promoted the
comprehensive and strict management of the party with firm determination, tenacious will and
unprecedented strength, adopted a series of major measures and made arduous efforts, and promoted
the profound transformation of party management from "loose and soft" to "strict and hard", so that
the party has rejuvenated new vitality in the revolutionary forging. Xi Jinping Thought on Socialism
with Chinese Characteristics for a New Era is a theoretical summary and ideological crystallization
of comprehensively administering the party strictly, deepens the understanding of the law of Marxist
ruling party building, and demonstrates the high consciousness and superb ability of the Marxist
ruling party in the new era of self-purification, self-improvement, self-innovation and self-
improvement.
1 Xi Jinping on Governing the Country, Vol. 2, Foreign Languages Publishing House, 2017, p. 43.
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Basic Issues of Xi Jinping Thought on Socialism with Chinese Characteristics for a New Era
2. Xi Jinping Thought on Socialism with Chinese Characteristics for a New Era has
opened up a new realm of Marxism
A history of the development of Marxism is a history of the continuous development of Marx, Engels
and their successors in accordance with the development of the times, practice and understanding,
and the history of constantly absorbing all the excellent ideological and cultural achievements in
human history to enrich themselves.
The Communist Party of China persists in taking Marxism as its guide, persists in integrating the
basic tenets of Marxism with China's specific conditions in the process of leading China's revolution,
construction and reform, constantly promotes the Sinicization of Marxism, and constantly opens up
new realms of Marxism in the course of advancing with the times. After the birth of the Communist
Party of China, it united and led the people to complete the new democratic revolution and socialist
revolution through a long struggle, realizing the great leap of the Chinese nation from being the
"sick man of East Asia" to standing up. In the process of realizing this leap, Mao Zedong Thought,
the theoretical achievement of the first historical leap in the Sinicization of Marxism, was created.
Since the reform and opening up, the Party has united and led the people to carry out the new great
practice of building socialism with Chinese characteristics, enabling China to make great strides to
catch up with the times and realize the great leap of the Chinese nation from standing up to becoming
rich. The theoretical achievement of this great leap is the realization of the second historical leap in
the Sinicization of Marxism and the formation of a theoretical system of socialism with Chinese
characteristics, including Deng Xiaoping Theory, the important thinking of "three represents" and
the scientific outlook on development.
In the new era, the Communist Party of China has integrated the basic tenets of Marxism with
China's specific conditions in the new era, united and led the people to carry out great struggles,
build great projects, advance great causes, realize great dreams, and promote historic achievements
and changes in the cause of the party and the country. The theoretical achievement of this great leap
is to realize another new leap in the Sinicization of Marxism and create Xi Jinping Thought on
Socialism with Chinese Characteristics for a New Era.
Xi Jinping Thought on Socialism with Chinese Characteristics for a New Era is the inheritance and
development of Marxism-Leninism, Mao Zedong Thought, Deng Xiaoping Theory, the important
thinking of "three represents" and the scientific outlook on development.
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Basic Issues of Xi Jinping Thought on Socialism with Chinese Characteristics for a New Era
It is the latest achievement of the Sinicization of Marxism, the crystallization of the practical
experience and collective wisdom of the Party and the people, an important part of the theoretical
system of socialism with Chinese characteristics, and a guide to action for the whole Party and the
people of all ethnic groups throughout the country to strive for the great rejuvenation of the Chinese
nation. This ideology adheres to the world outlook methodology of dialectical materialism and
historical materialism, adheres to the people's stand, adheres to the ideological line of seeking truth
from facts, and adheres to the ideals and convictions of communists, and is a model for adhering to
Marxism. This idea is also a model of innovative development of Marxism, which understands and
grasps a series of major strategic issues facing contemporary China's development with a broad and
long-term perspective, and constantly expands new horizons in theory. He made new generalizations
and said many "new words" that had not been said before, and made a major original contribution
to the development of Marxism. These original contributions are profound and systematic, running
through the three major components of Marxist philosophy, political economy and scientific
socialism, covering all aspects of the cause of the party and the country, deepening the understanding
of the law of the Communist Party's ruling power, the law of socialist construction and the law of
the development of human society with a new vision, and writing a new chapter in contemporary
Chinese Marxism and Marxism in the 21st century.
(1) It has deepened the understanding of the law governing the Communist Party
Marx and Engels founded the theory of proletarian parties, but due to the limitations of historical
conditions, they did not lead the practice of ruling the Communist Party. The Communist Party of
the Soviet Union ushered in a brand-new history of a Marxist party holding national political power
and gained a lot of experience in ruling power in practice, but it did not fundamentally solve such
major historical issues as what socialism is, how to build socialism, what kind of party to build, and
how to build the party, and made many major mistakes, including major historical mistakes,
resulting in the loss of power after 74 years in power. Practice has proved that it is not easy for a
Marxist party to seize political power, it is even more difficult to consolidate political power, and it
is especially difficult to hold power for a long time.
Since the Communist Party of China came to power, it has always regarded jumping out of the
historical cycle rate of "its prosperity is also vigorous, and its death is also sudden" as a historical
topic that must be solved well in the party's long-term ruling power, and has continuously expanded
its understanding of the law governing the Communist Party in the practice of administering the
party and the country. Since the 18th CPC National Congress, focusing on achieving the long-term
ruling goal, Comrade Xi Jinping, with the political consciousness that "iron must be hard by itself,"
has continuously deepened theoretical exploration and practical creation of the CPC's ruling law,
put forward a series of new concepts, new ideas and new strategies for party building, enriched and
developed Marx's theory on political parties, and guided the practice of comprehensively
administering the party strictly to achieve great achievements.
China Aerospace Studies Institute 8 Translation published Fall 2023
Basic Issues of Xi Jinping Thought on Socialism with Chinese Characteristics for a New Era
This idea creatively puts forward that the most essential feature of socialism with Chinese
characteristics is the leadership of the Communist Party of China, the greatest advantage of the
socialist system with Chinese characteristics is the leadership of the Communist Party of China, and
the party is the highest political leading force of the country. This fundamentally and highly
expounds the party's historical position and core role in leading the development of the socialist
cause, profoundly reveals the most fundamental and important issue in the ruling law of the
Communist Party of China, and clarifies the ambiguous understanding that has existed inside and
outside the party on the issue of party leadership for some time.
This ideology creatively puts forward the need to uphold and strengthen the party's comprehensive
leadership, stressing the need to enhance political awareness, awareness of the overall situation, core
awareness, and awareness of alignment, and consciously safeguarding the authority of the party
Central Committee and centralized and unified leadership; stressing the need to improve the party's
leadership system and mechanism, enhance the party's ability and determination to set the direction,
seek the overall situation, formulate policies, and promote reform, and ensure that the party always
controls the overall situation and coordinates all parties. This is not only a profound summary of the
historical experience of the Communist Party of China, but also a systematic exposition of the
fundamental requirements, practical path, and goal orientation of upholding and strengthening the
party's leadership in the connection between history and reality.
This idea creatively puts forward that the courage of self-revolution is the most distinctive character
of the Communist Party of China and is also the greatest advantage of the Party; it emphasizes that
all comrades in the Party must maintain the revolutionary spirit and revolutionary fighting spirit,
and use the Party's self-revolution to promote the great social revolution led by the Party to the
people. This profoundly expounds the dialectical relationship between the Party's self-revolution
and the social revolution that complement each other and organically unifies, and reveals the internal
logic of Marxism's unity in transforming the objective world and transforming the subjective world.
This ideology creatively puts forward the idea of comprehensively administering the party strictly,
stressing that the core of comprehensively administering the party strictly lies in strengthening the
party's leadership, the foundation is comprehensive, the key is strict, and the key is in ruling the key
points; it emphasizes that comprehensively administering the party strictly is always on the road,
and it is necessary to really manage the party strictly, dare to manage the party strictly, and manage
the party for a long time. This is not only the historical inheritance of the fine tradition of party
building, but also a sober understanding of the problems existing in the party in the new era and a
scientific grasp of the party's ruling mission and ruling methods.
This ideology creatively puts forward that the party's political building is the fundamental building
of the party and determines the direction and effect of party building; it emphasizes putting the
party's political building in the first place and using the party's political construction to guide all
aspects of party building in the new era. This further highlights the fundamental political nature of
the Marxist ruling party and is the development and innovation of Marxist party building theory.
China Aerospace Studies Institute 9 Translation published Fall 2023
Basic Issues of Xi Jinping Thought on Socialism with Chinese Characteristics for a New Era
This ideology creatively puts forward the general requirements for party building in the new era,
further clarifies that the main line of party building is to strengthen the party's long-term ruling
capacity building and the building of its advanced nature and purity, the foundation is to strengthen
ideals and convictions, the key is to take political construction as the command, and the focus is to
mobilize the enthusiasm, initiative, and creativity of the whole party; it further clarifies that the
general layout of party building is to comprehensively promote the party's political, ideological,
organizational, and work style building. It further clarifies that the general goal of party building is
to continuously improve the quality of party building and to build the party into a Marxist ruling
party that is always in the forefront of the times, wholeheartedly supported by the people, brave in
self-revolution, and able to withstand the tests of all kinds of storms, and full of vigor. This
scientifically answers the fundamental question of what kind of party to build and how to build the
party in the new era, and injects the connotation of the new era into the theory of party building.
These new concepts, ideas and strategies for managing the party and ruling the party put forward by
Comrade Xi Jinping have expanded the vision, layout and pattern of party building, innovated party
building methods, paths and measures, and enriched and developed the Marxist theory of ruling
party building. These theoretical explorations and innovations have been successfully applied and
tested in the great practice of guiding the CPC to comprehensively and strictly administer the party,
greatly enhancing the party's creativity, cohesion and combat effectiveness, and promoting the
party's new strong vitality in the revolutionary forging.
(2) It has deepened the understanding of the law governing socialist construction
Over the past 500 years, socialism has undergone the evolution from utopia to science, from theory
to practice, and from the practice of one country to the practice of many countries, which has
profoundly changed the development process of world history. In the late 80s and early 90s of the
20th century, with the drastic changes in Eastern Europe and the disintegration of the Soviet Union,
world socialism suffered serious setbacks. Once upon a time, the so-called "conclusion of the end
of history," "theory of the defeat of socialism," and "theory of the collapse of China" were very
popular. Thirty years have passed, with the vigorous development of the cause of socialism with
Chinese characteristics, the world has witnessed the end of the "conclusion of the end of history",
the collapse of the "theory of the collapse of China", and the failure of the "theory of the defeat of
socialism"; the contest between the two roads, two systems and two isms in the world is undergoing
profound changes in favor of socialism and Marxism, and scientific socialism has radiated strong
vitality in China in the 21st century. Xi Jinping Thought on Socialism with Chinese Characteristics
for a New Era uses Marx's position and viewpoint method, adheres to what we are doing as the
center, adheres to problem awareness and problem orientation, condenses the essence of the times,
and summarizes practical experience.
China Aerospace Studies Institute 10 Translation published Fall 2023
Basic Issues of Xi Jinping Thought on Socialism with Chinese Characteristics for a New Era
He has put forward many important ideas, important viewpoints, and important theories in reform,
development, and stability, internal and foreign affairs, national defense, and the management of the
party and the country, and the army, systematically answering the major questions of the times about
what kind of socialism with Chinese characteristics to uphold and develop in the new era and how
to uphold and develop socialism with Chinese characteristics, raising the understanding of socialism
with Chinese characteristics to a new scientific level, and further enriching and developing the
theory of scientific socialism.
On the question of the essence of socialism, this thinking attributes the most essential characteristics
of socialism with Chinese characteristics and the greatest advantages of the socialist system with
Chinese characteristics to the leadership of the Communist Party of China, deepens our
understanding of the most essential law of socialism, and enables us to reach a new level of
understanding of the basic Marxist principle that the leadership of the Communist Party and the
cause of socialism are inseparable, complementary and intrinsically unified.
In terms of the basic connotation of socialism, this idea proposes that socialism with Chinese
characteristics is composed of "four in one" of road, theory, system and culture, and requires the
whole party to strengthen self-confidence in the road, theory, system and culture of socialism with
Chinese characteristics, emphasizing that cultural self-confidence is a more basic, broader and
deeper self-confidence, and a more basic, deeper and more lasting force. This profoundly reveals
the intrinsic unity relationship between the practice, theory, system and culture of socialism with
Chinese characteristics, and enriches and expands the connotation and extension of socialism with
Chinese characteristics.
In terms of the value stand of socialism, this ideology clearly puts forward the need to always adhere
to the fundamental position of taking the people as the center, always put the people in the highest
position in our hearts, take the people's yearning for a better life as the party's goal, constantly
promote the all-round development of people, and gradually realize the common prosperity of all
the people. This has established the CPC's outlook on the people in the new era, further demonstrated
the fundamental value stand of Marxism for the interests of the people, and deepened the
understanding of socialist values and goals.
In the stage of socialist development, this thinking has made a major political conclusion on the
basis of accurately judging that the main contradiction in our society has been transformed into the
contradiction between the people's growing need for a better life and unbalanced and inadequate
development. This has further enriched and developed the Marxist outlook on the times and injected
a new connotation of the times into the CPC's theory of the initial stage of socialism.
China Aerospace Studies Institute 11 Translation published Fall 2023
Basic Issues of Xi Jinping Thought on Socialism with Chinese Characteristics for a New Era
In terms of the development goal of socialism, this idea puts forward that the goal of adhering to
and developing socialism with Chinese characteristics in the new era is to realize the great
rejuvenation of the Chinese nation; it puts forward that the Chinese dream is the dream of the country,
the national dream, and the dream of every Chinese sons and daughters; and points out that to realize
the Chinese dream, we must follow the Chinese road, carry forward the Chinese spirit, and unite
China's strength. This organically combines the class mission of realizing socialism and communism
with the national mission of realizing the great rejuvenation of the Chinese nation, embodies the
dual mission and distinctive characteristics of the Communist Party of China, finds the greatest
common divisor of the unity and struggle of the Chinese nation, and deepens the understanding of
the common ideal of socialism with Chinese characteristics and the lofty ideal of communism.
In terms of the socialist development concept, this idea puts forward a new development concept of
innovation, coordination, green, openness and sharing, which epitomizes the party's profound
insight and scientific grasp of the basic characteristics of social development in the new era. This
has raised the CPC's understanding of the law of economic and social development to a new height
and enriched and developed Marxist political economy.
In terms of the development momentum of socialism, this idea creatively puts forward the overall
goal of comprehensively deepening reform is to improve and develop the socialist system with
Chinese characteristics, promote the modernization of the national governance system and
governance capacity, and foresight proposes to take the initiative to participate in and promote the
process of economic globalization, develop a higher-level open economy, and promote the formation
of a new pattern of comprehensive opening up. This has further enriched and developed Marxist
thinking on the movement of basic contradictions in society and deepened the understanding of the
driving force of socialist development.
In terms of the layout of socialist construction, this idea puts forward the overall layout of "five-in-
one" economic construction, political construction, cultural construction, social construction and
ecological civilization construction, and coordinates the promotion of the "four comprehensive"
strategic layout of comprehensively building a moderately prosperous society, comprehensively
deepening reform, comprehensively governing the country according to law, and comprehensively
administering the party strictly. This has deepened the systematic grasp and strategic planning of
socialism with Chinese characteristics, and raised the understanding and practice of socialism with
Chinese characteristics to a new scientific level.
In terms of the strategic arrangement of socialist modernization, this idea clearly proposes to take
two steps on the basis of building a moderately prosperous society in an all-round way, basically
realize socialist modernization by 2035, and build China into a prosperous, strong, democratic,
civilized, harmonious and beautiful modern socialist power by the middle of this century. This has
more clearly designed the timetable and road map for building a modern socialist power, enriched
and expanded the connotation of the times of a modern socialist power, and further deepened the
understanding of the law governing social modernization.
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Basic Issues of Xi Jinping Thought on Socialism with Chinese Characteristics for a New Era
Standing at a new historical starting point, Comrade Xi Jinping deepened his understanding of the
law of socialist construction with a new vision, not only guiding China to usher in unprecedented
bright prospects, but also expanding the ways for developing countries to modernize with creative
exploration, so that the banner of socialism with Chinese characteristics is flying high in today's
world.
(3) It has deepened the understanding of the law governing the development of human society
Marxism adheres to the materialist view of history and the theory of surplus value, scientifically
reveals the general law of the development of human society and the special law of the development
of capitalist society, makes scientific conclusions of "two inevitable" and "two never", and points
out the correct direction of the development of human society and the realistic path to realize the
free emancipation of man. Although the present era has undergone tremendous and profound
changes compared with Marx's time, the general trend of human historical development expounded
by Marxism has not changed.
Xi Jinping Thought on Socialism with Chinese Characteristics for a New Era adheres to the Marxist
understanding of the laws of the development of human society, adheres to the communist ideal and
belief in socialism with Chinese characteristics, and takes this as the political soul of communists
and the spiritual pillar that can withstand any test. This thinking looks at the overall situation and
the general trend from the perspective of the development of the times and human progress, has an
insight into the logic of historical progress and the trend of world development, and puts forward a
series of creative ideas and propositions around promoting the establishment of a new type of
international relations, promoting the construction of a community with a shared future for mankind
and building a better world, pointing out the correct development direction for human society that
is experiencing great changes unprecedented in a century, and contributing Chinese wisdom and
Chinese solutions to the development and progress of the world.
China's proposal on global governance. Xi Jinping Thought on Socialism with Chinese
Characteristics for a New Era advocates the global governance concept of consultation, co-
construction and sharing, advocates the common values of peace, development, fairness, justice,
democracy and freedom, advocates a new civilization concept of equality, mutual learning, dialogue
and inclusiveness, and advocates the correct concept of justice and justice, equal treatment, mutual
benefit and win-win results, and common development. Guided by this concept, China has actively
promoted the establishment of multilateral financial frameworks such as the Asian Infrastructure
Investment Bank, the BRICS New Development Bank, and the Silk Road Fund, promoted the
construction of the "Belt and Road" international cooperation mechanism, and actively participated
in multilateral international cooperation platforms such as the G20, Asia-Pacific Economic
Cooperation (APEC), the Shanghai Cooperation Organization, the BRICS Summit, and the
Conference on Interaction and Confidence-Building Measures in Asia, providing effective guidance
for optimizing global governance.
China Aerospace Studies Institute 13 Translation published Fall 2023
Basic Issues of Xi Jinping Thought on Socialism with Chinese Characteristics for a New Era
On the Chinese plan to enhance trust. Xi Jinping Thought on Socialism with Chinese Characteristics
for a New Era advocates putting mutual respect and trust in the forefront, emphasizing the need to
persist in seeking common ground while reserving differences, gathering and assimilating
differences, and enhancing strategic mutual trust and reducing mutual suspicion through frank and
profound dialogue and communication. It is proposed to adhere to the correct concept of
righteousness and benefit, put righteousness first, take both righteousness and benefit into
consideration, and build a global partnership with a common destiny; strengthen exchanges and
dialogues among different civilizations, deepen mutual understanding and mutual recognition, and
let the people of all countries know each other, trust and respect each other, etc., so as to provide the
correct guidelines for all countries in the world to trust each other, move forward side by side, and
jointly build a better world.
China's plan for world peace. Xi Jinping Thought on Socialism with Chinese Characteristics for a
New Era puts forward the concept of international exchanges based on dialogue rather than
confrontation and partnership rather than alliance, a new security concept of common,
comprehensive, cooperative and sustainable, a new type of international relations featuring mutual
respect, fairness and justice, and win-win cooperation, and a new type of major-country relationship
based on non-conflict, non-confrontation, mutual respect and win-win cooperation, contributing
China's strength to safeguarding world peace, promoting common development and reconstructing
the world security order.
China's program on world development. Xi Jinping Thought on Socialism with Chinese
Characteristics for a New Era advocates an open, inclusive, inclusive, balanced and win-win new
type of globalization, advocates the development concept of innovation, coordination, green,
openness and sharing, advocates the concept of open, integrated, mutually beneficial and win-win
cooperation, and puts forward the "Belt and Road" initiative, etc., making positive contributions to
safeguarding world peace and development, innovating global development concepts, accelerating
world economic recovery, and firming the direction of globalization development.
Xi Jinping Thought on Socialism with Chinese Characteristics for a New Era is such a big country
with a broad world vision, broad world sentiments, and frank responsibilities, not only seeking
happiness for the Chinese and the people, seeking rejuvenation for the Chinese nation, but also
seeking peace for mankind and development for the world; it not only clearly outlines the future and
destiny of China and socialism in the 21st century, but also points out the direction for the world
ship at the crossroads, and greatly deepens the understanding of the law of human social
development.
3. The scientific system of Xi Jinping's thought on socialism with Chinese characteristics
for a new era
To judge whether a theory has become a scientific system, it mainly depends on whether it contains
a distinct theme, whether it systematically answers a series of basic questions raised by its era,
whether it has rigorous logic and complete structure, and continues to open up and develop.
China Aerospace Studies Institute 14 Translation published Fall 2023
Basic Issues of Xi Jinping Thought on Socialism with Chinese Characteristics for a New Era
Xi Jinping Thought on Socialism with Chinese Characteristics for a New Era is such an open
scientific system that integrates epochality, systematization and originality.
(1) It systematically answers the major issues of the times in adhering to and developing socialism
with Chinese characteristics in the new era
Ingels pointed out: "The theoretical thinking of every era, including that of our time, is a product of
history, which has completely different forms and at the same time completely different contents in
different eras. "1 The historical mission to be fulfilled by a political party in a period and the issues
of the times to be solved by a generation of leaders at a stage are all determined by the requirements
of the times and the wishes of the people at that time. Since the reform and opening up, the CPC's
innovative theory has always focused on answering major questions of the times, from "what is
socialism and how to build socialism", to "what kind of party to build and how to build the party",
to "what kind of development to achieve and how to develop." The basic issues affecting the
development of socialism with Chinese characteristics as it enters a new era boil down to what kind
of socialism with Chinese characteristics to uphold and develop, and how to uphold and develop
socialism with Chinese characteristics. This is undoubtedly a new topic in the new era.
Xi Jinping Thought on Socialism with Chinese Characteristics for a New Era, based on the new era,
profoundly answers what banner the Communist Party of China raises, what road to take, what
mental state it takes, and what historical mission it undertakes from the perspective of the long-term
peace and stability of the party and the country, and from the perspective of the future and destiny
of socialism. A series of fundamental questions, such as what kind of goal to achieve, once again
show the world that China will neither follow the old road of closure and rigidity, nor follow the
evil path of changing the banner, but will unswervingly take the clear position of taking the road of
socialism with Chinese characteristics, pointing out the way forward for China in the new era.
----Profoundly answered the question "where did socialism with Chinese characteristics come
from." It is further emphasized that socialism with Chinese characteristics is the dialectical unity of
the theoretical logic of scientific socialism and the historical logic of China's social development.
1 Selected Works of Marx and Engels, vol. 3, People's Publishing House, 2012, p. 873.
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Basic Issues of Xi Jinping Thought on Socialism with Chinese Characteristics for a New Era
It is scientific socialism rooted in the Chinese land, reflecting the will of the Chinese people, and
adapting to the development and progress requirements of China and the times.
----Profoundly answered the question "what is the nature of socialism with Chinese
characteristics?" It has further clarified the firm political stand of the Communist Party of China,
clearly emphasized that socialism with Chinese characteristics is first and foremost socialism and
not any other ism, unswervingly adhered to the direction of socialism with Chinese characteristics,
and must not make subversive mistakes on fundamental issues.
----Profoundly answered the "where are the characteristics" of socialism with Chinese
characteristics? It further explained the practical, theoretical, national and contemporary
characteristics of socialism with Chinese characteristics, systematically summarized the 13
significant advantages of China's state system and national governance system, and emphasized that
these significant advantages are the basic basis for strengthening self-confidence in the road, theory,
system and culture of socialism with Chinese characteristics.
----Profoundly answered the question of "where to go" socialism with Chinese characteristics. It
further emphasized the need to continue to write a new great chapter of socialism with Chinese
characteristics, put forward the overall goal of adhering to and improving the socialist system with
Chinese characteristics, promoting the modernization of the national governance system and
governance capacity, comprehensively promoting the historical exploration of the second half of
socialism with Chinese characteristics, and constantly forging ahead towards the realization of the
great rejuvenation of the Chinese nation and the lofty ideal of communism.
(2) It has formed a systematic and interconnected ideological system
Xi Jinping Thought on Socialism with Chinese Characteristics for a New Era has a distinct theme
and goal, provides all-round and three-dimensional answers to a series of important questions from
the combination of history and reality, theory and practice, domestic and international, and forms
systematic ideological views in all fields and aspects, which is a rich connotation, systematic and
complete, interconnected and logical ideological system. The report of the 19th CPC National
Congress summarized the main contents of this ideological system with "Eight Definites" and
"Fourteen Persistences."
The "Eight Definites" and "Fourteen Persistences" epitomize the CPC's all-round thinking from
theoretical consciousness to practical consciousness. The "eight clear" is the most important and
core content of Xi Jinping's thought on socialism with Chinese characteristics in the new era, which
mainly answers the question of what kind of socialism with Chinese characteristics to build and
develop from the theoretical level. As the basic strategy for adhering to and developing socialism
with Chinese characteristics in the new era, the "Fourteen Persistences" is an important content of
Xi Jinping's thought on socialism with Chinese characteristics in the new era.
China Aerospace Studies Institute 16 Translation published Fall 2023
Basic Issues of Xi Jinping Thought on Socialism with Chinese Characteristics for a New Era
It mainly answers the question of how to uphold and develop socialism with Chinese characteristics
from the practical level. In other words, "Eight Definites" answers the question of "what", and
"fourteen insistence" answers the question of "what to do." One is the "four beams and eight pillars"
that support the entire ideological system, and the other is the "road map" and "methodology" for
adhering to and developing socialism with Chinese characteristics and realizing the great
rejuvenation of the Chinese nation. The two are integrated and organically unified, and together
constitute the main content of Xi Jinping's thought on socialism with Chinese characteristics for a
new era.
Xi Jinping Thought on Socialism with Chinese Characteristics for a New Era is systematic and
complete. This thinking closely revolves around the theme of adhering to and developing socialism
with Chinese characteristics, runs through Marxist philosophy, political economy, scientific
socialism and other disciplines, covering reform, development and stability, internal and foreign
affairs, national defense, party governance, country and military, etc., including a comprehensive
and profound exposition of the general goals, general tasks, overall layout, strategic layout and
development direction, development mode, development momentum, strategic steps, external
conditions, political guarantees and other basic issues of adhering to and developing socialism with
Chinese characteristics in the new era. Theoretical analysis and policy guidance in various fields
such as politics, rule of law, science and technology, culture, education, people's livelihood, ethnicity,
religion, society, ecological civilization, national security, national defense and the armed forces,
"one country, two systems" and the reunification of the motherland, united front, diplomacy, party
building and other fields.
Xi Jinping's Thought on Socialism with Chinese Characteristics for a New Era is interconnected.
The "eight clear" and "Fourteen Persistences" not only put forward the fundamental viewpoint of
understanding the world and analyzing problems, but also provide scientific methods for solving
problems and guiding practice, and embody the integration of world outlook and methodology; they
not only pay attention to the pulse of the development of the times, but also conform to the wishes
and expectations of the people, and embody the continuity of truth and value; they are theoretical
innovations based on practice, and they also guide new practice with innovative theories, embody
the integration of theory and practice; and focus on the overall situation, long-term nature, and The
planning of overall major issues also pays attention to the specific path and practical process of
solving problems, which embodies the integration of strategy and tactics; emphasizes the solution
of practical problems and puts forward grand goals, which embodies the integration of problem
awareness and goal orientation; it not only pays attention to the future and destiny of the Chinese
nation and the Chinese people, but also emphasizes the struggle for the cause of human progress,
reflecting the connection between China and the world.
China Aerospace Studies Institute 17 Translation published Fall 2023
Basic Issues of Xi Jinping Thought on Socialism with Chinese Characteristics for a New Era
4. Comrade Xi Jinping is the main founder of Xi Jinping Thought on Socialism with
Chinese Characteristics for a New Era
Xi Jinping Thought on Socialism with Chinese Characteristics for a New Era is the crystallization
of the practical experience and collective wisdom of the Party and the people, and its main founder
is Comrade Xi Jinping, as the core of the Party Central Committee and the core of the whole Party.
In the great practice of leading the whole party, the whole army and the people of all ethnic groups
throughout the country to promote the development of the cause of the party and the country,
Comrade Xi Jinping, with the profound insight, keen judgment and determination of Marxist
politicians, theorists and strategists, put forward a series of groundbreaking new ideas, ideas and
strategies, which played a decisive role and made decisive contributions to the establishment of Xi
Jinping Thought on Socialism with Chinese Characteristics in the New Era.
(1) Comrade Xi Jinping's firm political belief and simple people's feelings have injected powerful
spiritual genes into this thinking
All great ideas carry their founder's own value stance and value judgment, reflecting his deeply
rooted beliefs and ideals. Great ideas run through the sincere and ardent pursuit of faith, exude
simple and rich humanistic care, and thus inspire, inspire and unite people. Xi Jinping Thought on
Socialism with Chinese Characteristics for a New Era is such a great idea
Comrade Xi Jinping has the red foundation of firm faith. He was born in a revolutionary family with
a red family style tutor and received a strict revolutionary traditional education from an early age,
which enabled him to establish a firm belief in communism and socialism and a heroic feeling that
"revolutionary ideals are higher than heaven." The power of his parents' example and example made
him unwavering in his original intention and beliefs even when his life was most difficult. He has
written 8 applications for the People's League and 10 applications for the People's Party, so that
many foreigners lament that "Xi Jinping has the genes of patriotism and loyalty to faith."
Comrade Xi Jinping has the feeling of being close to the people and loving the people. At the age
of 15, he went to Liangjiahe on the northern Shaanxi plateau to join the queue, and his father and
fellow villagers in northern Shaanxi accepted him with warm arms and influenced him with his
simple and simple qualities, which made him personally feel the simplicity, kindness, integrity and
selflessness of the people when he was a teenager, and set up the youthful aspiration to do something
practical for the masses and change the poor and backward appearance of Liangjiahe.
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Basic Issues of Xi Jinping Thought on Socialism with Chinese Characteristics for a New Era
The tempering of his career as a young person has enabled Comrade Xi Jinping to understand the
national conditions, but also the hearts of the people, and harvest a treasure book of life that can be
used for life without writing a word. He once recalled, "As a public servant of the people, the
Northern Shaanxi Plateau is my roots, because it has cultivated my unchanging belief: to do practical
things for the people!" In 1982, he resolutely gave up his work in the central organs, went down to
the grassroots level, and returned to the masses. Since the 18th National Congress of the Communist
Party of China, Comrade Xi Jinping has clearly put forward the people-centered development
thinking and taken the yearning of all the people for a better life as the party's goal. This is not only
the natural expression of his consistent feelings for the people, but also his greatest political
confidence in not forgetting his original intention and forging ahead.
(2) Comrade Xi Jinping's rich cultural accumulation and solid philosophical literacy have laid a
profound theoretical foundation for this thought
Throughout the ages, any great theory has been full of the penetrating power of thought, the vitality
of logic, and the appeal of words, which can inspire people, give people warmth, and give people
strength. The reason why Xi Jinping Thought on Socialism with Chinese Characteristics for a New
Era exudes infinite charm is closely related to the rich cultural accumulation and solid philosophical
literacy of its founder.
Comrade Xi Jinping has a profound cultural heritage. He has a deep affection for traditional Chinese
culture, and always conveys his thoughts with classic phrases that are natural and human. He has a
wide range of foreign masterpieces, including famous writers and literary masterpieces in Russia,
the United States, France, Germany, Britain, India and other countries. "Thousands of miles are not
a day's work." Comrade Xi Jinping said that his biggest hobby is reading. At the age of 15, he put
forward to himself the requirements of reading and self-cultivation that "I don't know anything and
I am deeply ashamed." When he went to Liangjiahe to cut the queue, he brought two "dead and
dead" book boxes, and under the kerosene lamp in the dead of night, he could always be seen
immersed in reading. After entering politics, he still maintained the good habit of reading, not only
regarded reading as a way of life, but also strongly advocated to love, read, and read well. It is this
kind of persistent mass reading and deep thinking that cultivates his rich knowledge and profound
insights, giving his thoughts a broad vision and profound foundation.
Comrade Xi Jinping has solid philosophical literacy. When he joined the queue in northern Shaanxi,
he became deeply interested in philosophy, often holding the "brick-thick" Marxist classics to study
diligently, and devoted great efforts to studying dialectical materialism and historical materialism.
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When he studied Capital, he wrote a full 18 notebooks. Since the 18th CPC National Congress, he
has issued a call to the whole party to "study philosophy and use philosophy," regard Marxist
philosophy as the housekeeping skill of the Chinese communists, lead the Politburo of the Central
Committee to collectively study dialectical materialism and historical materialism, and set an
example for the whole party. It is precisely because of the long-term study and study of philosophy,
especially Marxist philosophy, that Comrade Xi Jinping has developed keen and profound
philosophical thinking, mastered systematic and complete philosophical methods, and successfully
used them to guide the great practice of socialism with Chinese characteristics. Whether it is works
such as "Knowing the Deepest Love," "Getting Out of Poverty," "Walking in the Forefront in
Practical Practice," and "Zhijiang Xinyu" when working at the local level, or a series of important
speeches made after working in the Central Committee, especially since the 18th CPC National
Congress, all of them run through the world outlook and methodology of dialectical materialism and
historical materialism, and all shine with the light of wisdom of Marxist philosophy.
(3) Comrade Xi Jinping's long-term hard work and solid political experience have accumulated
sufficient practical nutrients for this thinking
The process of the emergence of the leaders of the proletarian party is a process of historical
selection, as well as a process of constantly shaping and testing the character qualities of individuals.
Only those who have the whole world in mind, care for the people, and have the feelings of home
and country, those who are strategic, full of wisdom and strategic, can withstand the severe test of
adversity, be pampered, calm in their dealings, stand out in the torrent of the times, and be chosen
by history and the people. Comrade Xi Jinping's long-term hard work at the grassroots level and
solid political experience at multiple levels and positions have accumulated sufficient practical
nutrients for the establishment of Xi Jinping Thought on Socialism with Chinese Characteristics in
the New Era.
Comrade Xi Jinping is the leader of our Party who grew up in the face of adversity. Xi Jinping was
9 years old when Comrade Xi Zhongxun was wronged in 1962. During his father's mistreatment, he
was criticized, starved and even wandered, and at the age of 15, he took the initiative to join the
team in northern Shaanxi to become a farmer, and worked for seven years. Among the "old three"
educated youth, Comrade Xi Jinping is one of the very few educated young people who are the
youngest, go to the most difficult places, and have spent the longest time in the countryside. In the
face of such an environment, he experienced self-cultivation in the arduous struggle, cultivated a
tenacious, persevering and strong character, and forged a feeling of self-improvement and lofty
ambitions. Years of grinding in the countryside have allowed Comrade Xi Jinping to complete the
first transformation in his life, allowing him to truly understand what is practical, what is seeking
truth from facts, and what is called the masses."
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Comrade Xi Jinping is a leader of our Party who has been trained in the practice of politics in many
fields and at multiple levels. Judging from the growth process of Comrade Xi Jinping, the seven
years of knowing youth are the "origin" of his original aspiration for the people and the formation
of his thoughts. The three years of Zhengding, an agricultural county in the central Hebei Plain, was
a "test field" for him to display his political talents and show his historical responsibility. The series
of ideas and measures he put forward at that time fully reflected his innovative spirit, pragmatic
style and responsibility, and became the practical foundation and ideological source accumulated in
Xi Jinping's Thought on Socialism with Chinese Characteristics for a New Era. In the political
practice of Fujian, a southeast coastal province for more than 17 years, his political ability and
governance ability have been comprehensively experienced and displayed, focusing on "getting rid
of poverty" when he was in Ningde, blowing the "clarion call" for state-owned enterprise reform
when he was in Fuzhou, and putting forward the strategic concept of "ecological province"
construction and "digital Fujian" when he was governor, etc., so many innovative actions constitute
an important practical foundation and important source of thought for Xi Jinping Thought on
Socialism with Chinese Characteristics in the New Era. The six years in charge of Zhejiang and
Shanghai were a crucial period for Comrade Xi Jinping's politician quality to be comprehensively
improved, and also a crucial period for the formation of his thinking on governing the country. From
proposing the implementation of the "Eight-Eight Strategy" to bring Zhejiang on the fast track of
development to deepening the people's promotion of Shanghai's reform and opening up, these
strategic and overall thinking and practices have fully prepared and tested him for planning the great
chess game of national development in the future.
(4) Comrade Xi Jinping's extraordinary political boldness and superb political wisdom have opened
up a broad vision for this thought
Times make heroes. Since the 18th National Congress of the Communist Party of China, Comrade
Xi Jinping has taken up the burden of leaders of major countries with extraordinary political courage,
superb political wisdom and excellent political ability, and has become the core of the Party Central
Committee and the core of the whole Party, which has provided a broad practice for the
establishment of Xi Jinping Thought on Socialism with Chinese Characteristics for a New Era
Comrade Xi Jinping has extraordinary political boldness. "The true colors of heroes are revealed
through the sea." Since the 18th National Congress of the Communist Party of China, the Party
Central Committee with Comrade Xi Jinping as the core has led the whole Party and the people of
the whole country to carry out great struggles with many new historical characteristics. In the face
of reform, Comrade Xi Jinping stressed that deepening reform will inevitably touch the "cheese" of
some people, and it is impossible for everyone to be happy when encountering the fetters of various
complex relationships. He personally served as the main person in charge of the central leading
institution for comprehensively deepening reform, and promoted the reform to achieve historic
results.
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In the face of corruption, he stressed that "there is no exoneration; there is no iron coupon, and there
is no 'iron hat king'."1 With the determination to eliminate the problem with strong medicine and to
remedy chaos, and with the courage of scraping bones to cure poison and breaking the wrists of
strong men, they have "fought tigers," "flapping flies," and "hunting foxes," and promoted a marked
improvement in the party's political ecology. In the face of environmental pollution, he stressed the
need to settle the big account, the long-term account, the overall account, the comprehensive account,
and resolutely start the battle against pollution, and so on. With his selfless and fearless historical
responsibility, Comrade Xi Jinping has solved many difficult problems that he has wanted to solve
for a long time but has not solved, accomplished many major things that he wanted to do but failed
to do in the past, and promoted socialism with Chinese characteristics into a new era.
Comrade Xi Jinping has superb political wisdom. He has established a clear understanding of
China's national conditions in various fields and at multiple levels, accumulated rich political
experience, cultivated a broad vision pattern through persistent and unremitting study and thinking,
and mastered scientific thinking methods and working methods. These practical accumulations and
theoretical reflections have been transformed into the superb political wisdom of Marxist politicians,
theorists, and strategists. In order to realize the great rejuvenation of the Chinese nation, he made
overall plans to promote the overall layout of the "five-in-one" and coordinated the promotion of
the "four comprehensive" strategic layout; he kept the overall situation in mind and grasped the key
points, not only persisted in comprehensively deepening reform, but also emphasized that the reform
of the economic system was the focus, and both insisted that the party would always be on the road
to administering the party strictly in an all-round way, and also stressed that the party's political
construction should lead the party's building in all aspects; he was not shocked and resolute in every
situation, so as to see Ye Zhiqiu's keenness. Scientific and rigorous deployment, command and
response to a series of major risks and challenges such as the new crown pneumonia epidemic; he
led the rudder and strategized, from the strategic arrangement of building a modern socialist power
in an all-round way to the implementation of the new development principle, building a world-class
army, and launching great power diplomacy in the new era, and so on.
1 "Digest of Xi Jinping's Expositions on Strict Party Discipline and Rules", Central Literature Publishing House, 2016, p. 87.
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Chapter I: Socialism with Chinese Characteristics Enters
a New Era
Scientifically judging the historical orientation and formulating lines, principles, and policies based
on this is the valuable experience accumulated by the CPC's long-term struggle. Since the 18th
National Congress of the Communist Party of China, in the face of profound changes in the
conditions of the world, the country and the party, the Party Central Committee with Comrade Xi
Jinping as the core has led the whole party and the people of all ethnic groups throughout the country
to overcome difficulties and struggle, opening a new era of socialism with Chinese characteristics.
The entry of socialism with Chinese characteristics into a new era scientifically marks the new
historical orientation of the primary stage of socialism in China, gives the party's historical mission,
theoretical follow-up, goals and tasks a new connotation of the times, and provides the coordinates
of the times for deeply grasping Xi Jinping Thought on Socialism with Chinese Characteristics in
the New Era.
Section 1: The basic basis for socialism with Chinese
characteristics to enter a new era
The entry of socialism with Chinese characteristics into a new era is based on the characteristics of
different stages in the process of socialist social development, marking a new stage in the process
of the development of socialism with Chinese characteristics, and reflecting the new progress of the
cause of socialism with Chinese characteristics. Comrade Xi Jinping pointed out: "The new era is a
new era of socialism with Chinese characteristics, not some other new era."1
1 Xi Jinping on Governing the Country, Volume 3, Foreign Languages Publishing House, 2020, p. 70.
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The new era is one stage in the initial stage of socialism, not any other stage. Socialism with Chinese
characteristics has entered a new era with a solid historical foundation and sufficient practical basis.
1. Solid historical foundation
Socialism with Chinese characteristics was founded in a new period in the history of reform and
opening up, and was built on the basis of the long-term struggle of the Communist Party of China
in the past century, and its origins in ideology, theory and practice can be traced back even further.
When combing and reviewing the 500-year history of world socialism, Comrade Xi Jinping stressed
that socialism with Chinese characteristics did not fall from the sky, but was a fundamental
achievement achieved by the Party and the people through thousands of hardships and at various
costs, with profound historical origins and practical foundations. The entry of socialism with
Chinese characteristics into a new era was realized in the continuous struggle of several generations
of Chinese communists to establish a new China, open a new era, cross the new century, and stand
at a new starting point.
The Chinese Communists, mainly represented by Comrade Mao Zedong, integrated the basic tenets
of Marxism-Leninism with the concrete practice of the Chinese revolution, founded Mao Zedong
Thought, united and led the whole party and the people of all ethnic groups throughout the country,
completed the new democratic revolution, established New China, established the basic socialist
system, successfully realized the most profound and greatest social reform in Chinese history, and
laid the fundamental political prerequisite and institutional foundation for all development and
progress in contemporary China. In the process of exploring the road of socialist construction in
China, although there have been twists and turns, the original theoretical achievements and
tremendous achievements made by the Party in socialist revolution and construction have provided
valuable experience, theoretical preparation and material foundation for the creation of socialism
with Chinese characteristics in the new historical period.
After the Third Plenary Session of the 11th CPC Central Committee, the Chinese Communists,
mainly represented by Comrade Deng Xiaoping, united and led the whole party and the people of
all ethnic groups throughout the country to profoundly sum up the positive and negative experiences
of China's socialist construction, draw on the historical experience of socialism in the world,
creatively answer the major questions of what socialism is and how to build socialism, create Deng
Xiaoping Theory, and make a decision to shift the focus of the work of the party and the state to
economic construction. The historic policy decision to implement reform and opening up has
profoundly revealed the nature of socialism, established the basic line for the initial stage of
socialism, clearly proposed to follow its own path and build socialism with Chinese characteristics,
scientifically answered a series of basic questions on building socialism with Chinese characteristics,
formulated a development strategy for basically realizing socialist modernization in three steps by
the middle of the 21st century, and successfully opened a new period of socialism with Chinese
characteristics.
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After the Fourth Plenary Session of the 13th CPC Central Committee, the Chinese Communists with
Comrade Jiang Zemin as the main representative united and led the whole party and the people of
all nationalities throughout the country, adhered to the party's basic theory and basic line, deepened
their understanding of what socialism is, how to build socialism, what kind of party to build, and
how to build the party, and formed the important thinking of "three represents." In the face of the
severe test of the very complicated situation at home and abroad and the serious twists and turns of
socialism in the world, we have defended socialism with Chinese characteristics, established the
reform objectives and basic framework of the socialist market economic system, established the
basic economic system and distribution system in the initial stage of socialism, opened up a new
situation of comprehensive reform and opening up, promoted the new great project of party building,
and successfully pushed socialism with Chinese characteristics into the 21st century.
After the 16th CPC National Congress, the Chinese Communists, mainly represented by Comrade
Hu Jintao, united and led the whole party and the people of all ethnic groups throughout the country,
persistently took Deng Xiaoping Theory and the important thinking of the "three represents" as their
guide, profoundly understood and answered major questions such as what kind of development to
achieve and how to develop in accordance with the new development requirements, and formed a
scientific outlook on development that is people-oriented and comprehensively coordinates
sustainable development. Seize the period of important strategic opportunities, promote practical
innovation, theoretical innovation and institutional innovation in the process of building a
moderately prosperous society in an all-round way, adhere to people-oriented, comprehensively
coordinated and sustainable development, form the overall layout of the cause of socialism with
Chinese characteristics, focus on ensuring and improving people's livelihood, promote social
fairness and justice, promote the construction of a harmonious world, promote the building of the
party's ruling capacity and advanced nature, and successfully adhere to and develop socialism with
Chinese characteristics at a new historical starting point.
Adhering to and developing socialism with Chinese characteristics requires Chinese communists to
keep pace with the times, constantly create new things in theory, and show new achievements in
practice. Comrade Xi Jinping pointed out: "Adhering to and developing socialism with Chinese
characteristics is a big article, Comrade Deng Xiaoping has defined the basic ideas and basic
principles for it, and the third generation of the party's central leading collective with Comrade Jiang
Zemin as the core and the party Central Committee with Comrade Hu Jintao as general secretary
have written wonderful chapters on this big article." Now, the task of our generation of communists
is to continue to write this big article."1
1 Selected Important Documents Since the 18th National Congress (Part I), Central Literature Publishing House, 2014, p. 114.
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2. Historic achievements and historic changes
The 18th National Congress of the Communist Party of China opened a new journey for the cause
of the Party and the country, and opened a new chapter in the great practice of socialism with
Chinese characteristics. In the face of profound and complex changes in the domestic and
international situation, the Party Central Committee with Comrade Xi Jinping as the core, with great
political courage and strong responsibility, has raised the banner and directed itself, strategized,
scientifically grasped the general development trend of today's world and contemporary China,
taken charge of great struggles, great projects, great undertakings and great dreams, coordinated the
promotion of the overall layout of "five-in-one" economic construction, political construction,
cultural construction, social construction and ecological civilization construction, coordinated the
construction of a moderately prosperous society in an all-round way, comprehensively deepened
reform, and comprehensively governed the country according to law. Comprehensively
administering the party's "four comprehensive" strategic layout, adhering to the general tone of
seeking progress while maintaining stability, and comprehensively opening up a new situation in
the cause of the party and the country. In the report of the 19th National Congress of the Communist
Party of China, Comrade Xi Jinping made a comprehensive summary of the development of the
cause of the Party and the country since the 18th National Congress, which was summarized as
follows: "historic achievements" and "historic changes."
What can be called historic achievements and historic transformations are extraordinary
achievements that are extremely far-reaching, extremely unusual and able to leave a mark on history.
Since the 18th National Congress of the Communist Party of China, it is precisely such
achievements and changes that socialism with Chinese characteristics has presented a new historical
atmosphere.
Let's start with historic achievements. In the report of the 19th National Congress of the Communist
Party of China, Comrade Xi Jinping summarized the important progress made by our country in the
past five years into ten aspects: major achievements in economic construction, major breakthroughs
in comprehensively deepening reform, major strides in the construction of democracy and rule of
law, major progress in ideological and cultural construction, continuous improvement of people's
lives, remarkable results in the construction of ecological civilization, new progress in strengthening
the army and rejuvenating the army, new progress in the work of Hong Kong, Macao and Taiwan, a
comprehensive diplomatic layout has been carried out in depth, and outstanding results have been
achieved in comprehensively administering the party strictly. These major achievements cover
reform, development, stability, internal and foreign affairs, national defense, and the management
of the party and the country, and the military. At the same time, these major achievements are
groundbreaking and have had and will continue to have a profound impact on China's social
development. For example, it creatively proposed to let the poor people and poor areas join the
whole country in a well-off society in all respects, adhere to targeted poverty alleviation and targeted
poverty alleviation, and launch an unprecedented anti-poverty struggle in human history, so that
more than 93 million poor people can be stably lifted out of poverty, and the problem of absolute
poverty that has plagued the Chinese nation for thousands of years is about to come to a historic end.
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Another example is the creation of socialism with characteristics, which creatively proposes that
green waters and green mountains are gold and silver mountains, and promotes the dual promotion
of economic development and ecological protection. Another example is creatively proposing to
promote the construction of a community with a shared future for mankind and the construction of
the "Belt and Road", contributing Chinese wisdom and Chinese solutions to global governance. This
series of all-round and groundbreaking historical achievements has pushed China closer to the center
of the world stage than ever before, to the goal of realizing the great rejuvenation of the Chinese
nation as never before, and to have unprecedented ability and confidence to achieve this goal.
Let's look at historic change. Since the 18th CPC National Congress, the CPC Central Committee
has put forward a series of new concepts, ideas, and strategies, introduced a series of major
principles and policies, introduced a series of major measures, promoted a series of major tasks,
solved many difficult problems that have been wanted to be solved for a long time but have not been
solved, accomplished many major things that were wanted to be done in the past but failed to
accomplish, and promoted historic changes in the cause of the party and the country. These historic
changes are profound and fundamental, and can only be achieved with extraordinary efforts and
extraordinary efforts. For example, in the face of the continuous downturn in the world economy
and the new situation of the "three-phase superposition" of the domestic economy, the Party Central
Committee made a major conclusion that China's economic development has entered the new
normal, put forward a new development concept of innovation, coordination, green, openness and
sharing, accelerated the improvement of the institutional mechanism that makes the market play a
decisive role in resource allocation and better play the role of the government, unswervingly
promotes supply-side structural reform, and promotes the construction of the "Belt and Road", the
coordinated development of Beijing-Tianjin-Hebei, the development of the Yangtze River
Economic Belt, the construction of the Guangdong-Hong Kong-Macao Greater Bay Area, the
integrated development of the Yangtze River Delta, Major strategies such as ecological protection
and high-quality development of the Yellow River Basin have promoted profound changes in
development concepts and development methods. Another example is that in the face of the reform
period and the deep-water area, we resolutely promote the comprehensive deepening of reform,
wade into deep water, break through dangerous shoals, gnaw hard bones, and promote
breakthroughs in reform in important fields and key links with unusual intensity, breadth and depth.
Another example is to make a historic decision to comprehensively deepen the reform of national
defense and the armed forces in view of the many institutional obstacles and structural
contradictions existing in national defense and army building, as well as unhealthy tendencies and
corruption within the armed forces, persist in reforming and strengthening the armed forces, and
promote the revolutionary reshaping of the organizational structure and force system of the people's
army. In particular, in the face of the major risks and tests facing the party and the conspicuous
problems existing within the party, we should comprehensively strengthen the party's leadership and
party building, resolutely change the lax and soft situation of managing the party and the party,
eliminate serious hidden dangers within the party and the state with tenacious will and quality,
uphold discipline and fight corruption, eliminate serious hidden dangers within the party and the
state, update the weather in the party's political life, markedly improve the party's political ecology,
markedly enhance the party's creativity, cohesion, and combat effectiveness, consolidate the party's
unity and unity, markedly improve the relationship between the party and the masses, and become
stronger in the revolutionary forging, and so on.
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The changes promoted by the Party Central Committee with Comrade Xi Jinping at the core are of
pioneering significance in the history of the Party, the development of New China and the
development of the Chinese nation.
The historic achievements and changes since the 18th National Congress of the Communist Party
of China have covered all aspects from productive forces to production relations, from the economic
base to the superstructure, promoted the realization of the historic development and historic leap of
society as a whole, greatly changed the face of the Communist Party of China, the country, the
people, the army, and the Chinese nation, and pushed socialism with Chinese characteristics into a
new historical stage.
3. Historic transformation
Historic achievements and changes will inevitably have a historic impact and bring about historic
changes. The most concentrated influence and change is to promote the historical transformation of
the main contradictions in our society. The 19th National Congress of the Communist Party of China
made the statement that "the main contradiction in our society has been transformed into a
contradiction between the people's growing need for a better life and unbalanced and inadequate
development." 1 This major political judgment embodies the dialectical unity of contradictory
movements and social changes, is a profound reflection of historic achievements and historic
changes, and is a major achievement of Xi Jinping Thought on Socialism with Chinese
Characteristics for a New Era.
Contradiction is the source and driving force of the development of things. Human society is
constantly moving forward in the course of the movement of basic social contradictions. Every era
has major social contradictions corresponding to the nature and situation of basic social
contradictions. The Communist Party of China attaches importance to the use of the Marxist theory
of contradiction to analyze and judge the main contradictions in society, and to determine the party's
guiding principles, strategic objectives and policy measures accordingly, so as to promote the
continuous development of Chinese society. After the establishment of the basic socialist system,
the Eighth National Congress of the Communist Party of China in 1956 clearly put forward and
explained for the first time the main contradictions in our society:
1 Compilation of Documents of the 19th National Congress of the Communist Party of China, People's Publishing House, 2017, p.
9.
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"The main contradiction in our country is already the contradiction between the people's demand
for the establishment of an advanced industrial country and the reality of a backward agricultural
country, and the contradiction between the people's need for rapid economic and cultural
development and the current situation in which the economy and culture cannot meet the people's
needs." 1 After careful discussion and study in the early stage of reform and opening up, the
"Resolution on Several Historical Issues Concerning the Party Since the Founding of the People's
Republic of China" adopted by the Sixth Plenary Session of the 11th CPC Central Committee further
defined the main contradiction in our society: "After the socialist transformation is basically
completed, the main contradiction to be resolved in our country is the contradiction between the
people's growing material and cultural needs and backward social production."2 This judgment, on
the one hand, inherits the judgment of the Eighth National Congress of the Communist Party of
China, and on the other hand, it is more in line with China's reality, and it is more concise and clear,
and was confirmed at the 12th National Congress of the Communist Party of China. From then until
the 19th Party Congress, our Party has continued to use this judgment and expression.
Marxism tells us that the transformation of the main contradictions in society is closely related to
the level of development of the social productive forces and is not subject to human will. From the
perspective of social production, after more than 40 years of rapid development through reform and
opening up, fundamental changes have taken place in the long-standing shortage economy and
insufficient supply; China has steadily solved the problem of food and clothing for more than one
billion people; the people's living standards have generally achieved moderate prosperity, and a
moderately prosperous society will soon be built in an all-round way; China's social development
has taken on new phased characteristics; and generally speaking, "backward social production" no
longer conforms to today's reality. From the perspective of social needs, with the significant
improvement of people's living standards, people's needs are not only becoming more and more
extensive and diversified, but also the level of demand has been significantly improved, and has
been upgraded from the need for material culture to the need for a better life. People not only put
forward higher requirements for material and cultural living standards, but also put forward more
and higher requirements for democracy, rule of law, fairness, justice, security and the environment,
and pursued all-round human development and social progress. Talking only about "growing
material and cultural needs" can no longer truly reflect the changing needs of the masses. It should
also be noted that after long-term efforts, the level of China's social productive forces has been
markedly improved on the whole, and the social productive capacity has entered the forefront of the
world in many aspects. Unbalanced development mainly refers to the lack of balance in all aspects
of development in various regions and fields; insufficient development mainly refers to the problem
of underdevelopment in some regions, some fields and some aspects, and the task of development
is still arduous.
1 Selected Important Documents Since the Founding of the People's Republic of China, Volume 9, Central Literature Publishing
House, 1994 edition, page 341.
2 Selected Important Documents Since the Third Plenary Session (Part II), People's Publishing House, 1982 edition, p. 839.
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Unbalanced and inadequate development has become a major constraint to meeting people's
growing needs for a better life. Therefore, the previous expression of the main contradictions in
domestic society can no longer reflect the changed objective reality, and it is necessary to make new
judgments and expressions based on the historical orientation of China's social development. The
19th CPC National Congress comprehensively analyzed various situations and clearly pointed out
that "the contradiction between the people's growing need for a better life and unbalanced and
inadequate development" is the main contradiction in Chinese society in the new era, which is
scientifically correct and very timely.
The entry of socialism with Chinese characteristics into a new era is precisely the phased
presentation of the changes in the main contradictions in society. It must be pointed out that the
historical change of the main contradictions in society has not changed the basic national conditions
of our country, which is still in the initial stage of socialism. The new era still belongs to one stage
of development of the primary stage of socialism, and not to other stages of development external
to the primary stage of socialism. In the new era, although profound changes have taken place in
our development stage and development tasks, work objects and working conditions, China's level
of development is still relatively low on the whole compared with the developed countries in the
world, and its per capita GDP still ranks seventy or eighty in the world. We must firmly adhere to
the party's basic theory, basic line, and basic strategy in the initial stage of socialism, firmly grasp
the development of the party, the most important task of ruling and rejuvenating the country, and
must always grasp the central task of economic construction without wavering; this is the
fundamental stand that we must adhere to in grasping the main contradictions in domestic society
in the new era.
Section 2: The scientific connotation of socialism with
Chinese characteristics entering a new era
The major political judgment of socialism with Chinese characteristics entering a new era has rich
and profound ideological connotations. In the report of the 19th National Congress of the
Communist Party of China, Comrade Xi Jinping revealed the scientific connotation of the new era
of socialism with Chinese characteristics from five dimensions, comprehensively described the
beautiful prospects of China in the new era from the perspective of the continuity of history and
reality, the combination of goals and approaches, and the connection between domestic and
international, and clarified the direction of efforts to win new victories of socialism with Chinese
characteristics in the new era.
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1. The new era is an era of carrying forward the past and forging ahead into the future,
and continuing to win the great victory of socialism with Chinese characteristics under
new historical conditions
The connotation of the new era of this dimension focuses on the historical development of socialism
with Chinese characteristics, bases itself on today's reality, plans the positioning of future
development, clarifies the historical context of the new era, and highlights the temporal and spatial
nature of the new era.
Only by not forgetting the original and absorbing foreign countries can we face the future. Socialism
with Chinese characteristics, bearing the ideals and explorations of generations of Chinese
communists, the long-cherished wishes and expectations of countless people with lofty ideals, and
embodying the struggle and sacrifice of hundreds of millions of people, is the inevitable choice of
China's social development since modern times, and is the fundamental achievement of the party
and the people in the past hundred years of struggle, creation and accumulation. China's historical
development since 1840 has proved that only socialism and no other doctrine can save China; the
historical practice of China's socialist construction proves that China cannot develop China by
following the old road of closure and rigidity; the historical lessons of the drastic changes in Eastern
Europe and the disintegration of the Soviet Union prove that taking the evil road of changing the
banner will inevitably bury socialism; and the latest practice since the beginning of reform and
opening up has proved that only socialism with Chinese characteristics can develop China. Over the
past 40 years of reform and opening up, our party has led the people to adhere to their own path and
adhere to and develop socialism with Chinese characteristics, which has greatly stimulated the
creativity of the Chinese people, greatly liberated and developed the social productive forces, greatly
enhanced social vitality, and enabled China to develop and grow at an unprecedented speed.
In the new era, adhering to and developing socialism with Chinese characteristics is the fundamental
guarantee for us to open up the future. To promote the development of the cause of the party and the
country, we must persistently hold high the great banner of socialism with Chinese characteristics.
Comrade Xi Jinping stressed: "Our generation has inherited the cause of our predecessors, carried
out today's struggle, and opened up tomorrow's road." 1 To continue to win the great victory of
socialism with Chinese characteristics under the new historical conditions, we must, as always,
closely focus on the theme of adhering to and developing socialism with Chinese characteristics,
which is the party's entire theory and practice, unite and lead the people to strive to achieve the "two
centenary goals", so that socialism can show strong vitality in China.
1 Xi Jinping on Governing the Country, Volume 2, Foreign Languages Press 2017 edition, p. 57.
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2. the new era is an era of decisive victory in building a moderately
prosperous society in an all-round way and then building a modern and
powerful socialist country in an all-round way
The connotation of the new era of this dimension, focusing on the national development goals, based
on the existing foundation of struggle, makes strategic planning for the steps of socialist
modernization, clarifies the practical path of the new era, and highlights the practical nature of the
new era.
In the early days of reform and opening up, our party made strategic arrangements for China's
socialist modernization drive and put forward a "three-step" development strategy, in which the two
goals of solving the problem of food and clothing for the people and achieving a moderately
prosperous level of living standards on the whole have been achieved ahead of schedule. On this
basis, our party has put forward the "two centenary goals." Focusing on the realization of the "two
centenary goals", the 19th National Congress of the Communist Party of China made strategic
arrangements for economic construction, political construction, cultural construction, social
construction, ecological civilization construction and party building, which are highly strategic,
forward-looking and targeted.
Building a moderately prosperous society in an all-round way by 2020 is a solemn commitment
made by the Communist Party of China to the people and to history. According to the actual
completion of various indicators of economic and social development, we are fully confident that
we will build a moderately prosperous society in an all-round way by 2020 and achieve the first
centenary goal as scheduled. From the 19th CPC National Congress to the 20th CPC National
Congress, it is a period of historical convergence of the "two centenary goals." We must not only
build a moderately prosperous society in an all-round way and achieve the first centenary goal, but
also take advantage of the situation to start a new journey of building a modern socialist country in
an all-round way. Building a modern and powerful socialist country in an all-round way is the goal
of the second centenary struggle. From the perspective of world development history, most of the
countries and regions that have achieved modernization have experienced nearly 300 years since
the industrial revolution to gradually complete, and China will take 100 years to complete the
modernization process that developed countries have gone through for hundreds of years, which is
not only extraordinary in speed and scale, but also extraordinary in the breadth, depth and difficulty
of change.
Comprehensively analyzing the international and domestic situations and China's development
conditions, the 19th CPC National Congress clearly made a new strategic arrangement of "two
steps," that is, basically realizing socialist modernization by 2035 and building China into a
prosperous, strong, democratic, civilized, harmonious, and beautiful modern socialist power by the
middle of this century.
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Compared with the requirements of the third step in the original "three-step" strategy, the "two-step"
strategic arrangement has a fuller connotation, more comprehensive content and more ambitious
goals. What we want to achieve is not modernization in the ordinary sense, but to build a prosperous,
strong, democratic, civilized, harmonious and beautiful modern socialist power. Comrade Deng
Xiaoping once said, "In the end, convincing those who do not believe in socialism depends on our
development." If we reach the level of moderate prosperity within this century, we will be able to
sober them up a little; by the middle of the next century when we build a moderately developed
socialist country, we will be able to convince them further."1 Comrade Xi Jinping further pointed
out: "Big does not equal strong, and weight does not equal strong."2 If you are strong in all aspects,
you are a strong country. The new era of socialism with Chinese characteristics is essentially an era
that highlights the superiority of socialism with Chinese characteristics and an era in which China
becomes stronger.
3. the new era is an era in which the people of all ethnic groups in the country
unite and struggle, continuously create a better life, and gradually realize the
common prosperity of all the people
The connotation of the new era of this dimension, focusing on the essential requirements of
socialism, based on the direction of struggle, makes plans for the future life of the people, clarifies
the value orientation of the new era, and highlights the people's nature in the new era.
Socialism is the cause of happiness for the vast majority of people. To build socialism, the
fundamental thing is to liberate the productive forces, develop the productive forces, eliminate
exploitation, eliminate polarization, and ultimately achieve common prosperity. Since the 18th
National Congress of the Communist Party of China, Comrade Xi Jinping has repeatedly stressed
that we must always take the realization, safeguarding and development of the fundamental interests
of the broadest masses of the people as the starting point and foothold of all work, and have stressed
on many occasions: "The people's yearning for a better life is our goal."3 The CPC leads the people
in revolution, construction, and reform in order to enable the people to live a good life. In the new
era of socialism with Chinese characteristics, our party regards the continuous creation of a better
life and the gradual realization of common prosperity of all the people as the goal and destination
of development, embodies the people-centered development thinking, embodies the fundamental
purpose of serving the people wholeheartedly, and embodies the essential requirements of socialism
with Chinese characteristics.
1 Selected Works of Deng Xiaoping, vol. 3, People's Publishing House, 1993, p. 204.
2 Digest of Xi Jinping's Expositions on Scientific and Technological Innovation, Central Literature Press, 2016, p. 26.
3 Selected Important Documents Since the 18th National Congress (Part I), Central Literature 2014 Edition, p. 70.
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After rapid development since the reform and opening up, the living standards of our people have
improved markedly and their prosperity has continued to increase. In the new era, on the one hand,
the needs of the people are characterized by diversification, multi-level and multi-faceted
characteristics, and the people's yearning for a better life is stronger, looking forward to better
education, more stable work, more satisfactory income, more reliable social security, higher level
of medical and health services, more comfortable living conditions, a more beautiful environment,
a richer spiritual and cultural life, and so on. On the other hand, with the continuous expansion of
the "cake" of China's economic development, the problem of unfair distribution has gradually
become prominent, the gap between income and the level of public services in urban and rural areas
is large, and achieving common prosperity and promoting social fairness and justice have become
urgent requirements.
Comrade Xi Jinping stressed: "Sharing the fruits of reform and development by the broad masses
of the people is the essential requirement of socialism and an important embodiment of our party's
fundamental purpose of serving the people wholeheartedly." 1 The development we pursue is
development that benefits the people, and the prosperity we pursue is the common prosperity of all
the people. In the new era, the major task of the Communist Party of China is to focus on solving
the needs and expectations of the people, pay more attention to the people's new and diversified
needs for a better life, respect the people's status as the main body, respect the people's will, the
experience they have created, and the rights they have in their practical activities. The role played
by it fully stimulates the creative power hidden in the people, regards the realization of all-round
human development as the noble realm of a better life, and better meets the people's growing needs
for a better life; pays more attention to enabling all people to share the fruits of economic, political,
cultural, social, ecological and other aspects of development, so that the people's sense of gain,
happiness and security is more perfect, more sustainable, and more sustainable. More secure; pay
more attention to social fairness and justice, unite and lead all the people, and continuously
guarantee and improve the people's livelihood with their own hard work and unremitting efforts, so
that the results of reform and development can benefit all the people more equitably, so that all the
people can enjoy a happier and healthier life, and continue to make real new progress in realizing
common prosperity for all the people.
1 "Digest of Xi Jinping's Expositions on the Construction of Socialist Society", Central Literature Publishing House, 2017, p. 34-35.
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4. the new era is an era in which all the sons and daughters of China work
together to realize the Chinese dream of the great rejuvenation of the Chinese
nation
The connotation of this dimension of the new era, focusing on the historical mission of the
communists, based on unity and struggle, expounds the development vision of the Chinese nation,
clarifies the national characteristics of the new era, and highlights the national nature of the new era.
Realizing the great rejuvenation of the Chinese nation is the greatest dream of the Chinese nation in
modern times, and it embodies the long-cherished wish of several generations of Chinese. Once
founded, the Communist Party of China has no hesitation in shouldering the historical mission of
realizing the great rejuvenation of the Chinese nation. The founding of New China laid a solid
foundation for national rejuvenation. The new great revolution of reform and opening up has
injected new strong vitality into national rejuvenation, enabled the Chinese nation to gradually
realize the great leap from standing up to becoming rich, and laid the basic conditions for becoming
strong. Under the leadership of the Communist Party of China, China, the world's largest developing
country, has created an earth-shaking development miracle in the history of human social
development, and the Chinese nation has radiated new vigor.
Since the 18th National Congress of the Communist Party of China, under the strong leadership of
the Party Central Committee with Comrade Xi Jinping as the core, the Chinese nation has ushered
in a great process of becoming stronger, its comprehensive national strength has been greatly
enhanced, the people's living standards have been further improved, and the realization of the
Chinese dream of the great rejuvenation of the Chinese nation has become the "greatest common
divisor" that inspires the sons and daughters of China at home and abroad. In the new era of
socialism with Chinese characteristics, we are closer than ever before, more confident and capable
of realizing the goal of the great rejuvenation of the Chinese nation.
He who travels a hundred miles is half ninety. The great rejuvenation of the Chinese nation is by no
means easy and can be achieved by banging gongs and drums. To realize the great dream of the
rejuvenation of the Chinese nation, the party must unite all forces that can be united, mobilize all
the enthusiasm that can be aroused, arouse all the spirit and spirit that can be aroused, concentrate
on construction, devote oneself to development, and be prepared to make even more arduous and
arduous efforts with high fighting spirit and fearless spirit. If the Chinese Communists in the new
era lead the Chinese people to continue to take the new Long March, they will certainly be able to
achieve the grand goal of the great rejuvenation of the Chinese nation.
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5. the new era is an era in which China is moving closer to the center of the
world stage and constantly making greater contributions to mankind
The connotation of the new era of this dimension, focusing on the responsibility of major countries,
based on its own development, makes a forward-looking description of China's role in the world,
clarifies China's positioning in the world in the new era, and highlights the cosmopolitan nature of
the new era.
China is the China of the world, China's development is inseparable from the world, and the
development of the world also affects China. In the profound adjustment of the international system
and international order, China plays an important role. For a long time in the past, China was not
the protagonist of the international community, and China's international influence and role were
relatively limited. After long-term efforts, especially the historic achievements made since the 18th
National Congress of the Communist Party of China, China's role as a responsible major country
has been fully played and has become the main stabilizer and power source of world economic
growth; China actively participates in and leads global governance, and China's initiatives are
increasingly translated into international consensus and global actions, especially focusing on jointly
building the "Belt and Road", and working with all parties to build a new platform for international
cooperation, adding new impetus to the common development of the world. This series of major
achievements and measures shows that China is an important player that has attracted global
attention, greatly improved its international influence, appeal and shaping power, and has become a
leader in globalization, an important promoter of global governance system reform, and an active
advocate of a community with a shared future for mankind, and is increasingly approaching the
center of the world stage.
Comrade Xi Jinping pointed out: "The Communist Party of China is a political party that seeks
happiness for the Chinese and the people, and it is also a political party that strives for the cause of
human progress. The Communist Party of China has always regarded making new and greater
contributions to mankind as its mission."1 In the new era of socialism with Chinese characteristics,
in the face of the deep adjustment of the international pattern and international relations, and in the
face of the external environment in which local conflicts and turbulence are frequent and mankind
needs to cope with many common challenges, we must, on the basis of practicing "internal strength",
give full play to the wisdom and talents of the Chinese people, and contribute Chinese wisdom and
provide Chinese solutions for the healthy and sustainable development of the international
community.
1 Compilation of Documents of the 19th National Congress of the Communist Party of China, People's Publishing House, 2017, p.
46.
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In the new era, China will unswervingly follow the path of peaceful development, pursue an open
strategy of mutual benefit and win-win results, and firmly safeguard multilateralism and the
international system with the United Nations at its core. Actively participate in the reform and
improvement of the global governance system, unswervingly safeguard an open world economy,
and promote the construction of a community with a shared future for mankind. Strengthen
communication, dialogue, coordination and cooperation with major powers, deepen relations with
neighboring countries, and expand mutually beneficial cooperation with developing countries.
Actively provide more constructive solutions for properly responding to global challenges and
resolving regional hotspot issues. We will work hand in hand with other countries and work together
to always be a builder of world peace, a contributor to global development and a defender of
international order. Historically, China has made outstanding contributions to human civilization. In
the new era of socialism with Chinese characteristics, China will certainly be able to make new and
greater contributions to promoting lasting peace and common development in the world and
promoting the prosperity and progress of mankind.
Section 3: The great significance of socialism with Chinese
characteristics entering a new era
The 19th National Congress of the Communist Party of China pointed out: "The entry of socialism
with Chinese characteristics into a new era means that the Chinese nation, which has suffered for a
long time in modern times, has ushered in a great leap from standing up, getting rich to becoming
strong, and ushered in the bright prospect of realizing the great rejuvenation of the Chinese nation;
it means that scientific socialism has radiated strong vitality in China in the 21st century and held
high the great banner of socialism with Chinese characteristics in the world; it means that the path,
theory, system, and system of socialism with Chinese characteristics have been brought high. The
continuous development of culture has expanded the way for developing countries to modernize,
provided new choices for countries and nations in the world that want to accelerate development
while maintaining their independence, and contributed Chinese wisdom and Chinese solutions to
solving human problems."1 These "three meanings" profoundly expound the historical, political and
world significance of socialism with Chinese characteristics in the new era.
1 Compilation of Documents of the 19th National Congress of the Communist Party of China, People's Publishing Edition, p. 819.
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1. The great rejuvenation of the Chinese nation ushered in bright prospects
Peoples that have created glorious things better understand the meaning of rejuvenation; nations that
have experienced hardship are more eager to realize rejuvenation. With a long history of more than
5,000 years and splendid culture, the Chinese nation has been at the forefront of the world for a long
time and has made indelible contributions to the progress of human civilization. From the end of the
Ming Dynasty and the beginning of the Qing Dynasty, due to the ideological imprisonment of the
ruling class and the obstacles of the feudal social system, the Chinese nation gradually entered the
modern history of humiliation after experiencing the prosperity of the Kang Qian era. After the
Opium War, China gradually degenerated into a semi-colonial and semi-feudal society. From the
cry of the enlightenment thinkers to "master and destroy with great skill", to the attempts of
bourgeois reformists to restore and change the law, to the Xinhai Revolution of the bourgeois
revolutionaries to overthrow the feudal monarchy, it has not changed the miserable situation of
modern China. It was not until Marxism spread to China and the Communist Party of China entered
the historical stage that the Chinese nation truly found the backbone of seeking national
independence, the people's liberation, the country's prosperity and strength, and the people's
happiness, and that the Chinese people changed from passive to active spiritually.
The birth of the Communist Party of China was a "groundbreaking event" and a major milestone in
realizing the great rejuvenation of the Chinese nation in modern times, profoundly changing the
direction and course of the development of the Chinese nation after modern times, and profoundly
changing the future and destiny of the Chinese people and the Chinese nation. Just as Comrade Xi
Jinping pointed out: After the birth of the Communist Party of China, it united and led the whole
party and the people of all ethnic groups throughout the country to complete the new democratic
revolution and socialist revolution through protracted struggle, established the People's Republic of
China, established the basic socialist system, and realized the great leap of the Chinese nation from
being the sick man of East Asia to standing up; since the reform and opening up, the Chinese
Communists have united and led the people to carry out the new great practice of building socialism
with Chinese characteristics, enabling China to catch up with the times in great strides and realize
the great leap of the Chinese nation from standing up to becoming rich; since the 18th National
Congress of the Communist Party of China, Chinese Communists have united and led the people in
great struggles, building great projects, advancing great causes, realizing great dreams, promoting
all-round and groundbreaking historical achievements in the cause of the party and the country, and
taking place profound and fundamental historical changes, the Chinese nation has ushered in a great
leap from prosperity to strength.1
1 Xi Jinping, "Speech at the Commemoration of the 200th Anniversary of Marx's Birth," People's Daily, May 5, 2018.
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The successive three great leaps are the "trilogy" in which the Communist Party of China has led
the people to realize the great rejuvenation of the Chinese nation in modern times.
Socialism with Chinese characteristics has entered a new era, opening a new chapter in the third
part of the great rejuvenation of the Chinese nation and ushering in a new journey for the Chinese
nation from prosperity to strength. The new era is a fundamental leap period to realize national
rejuvenation from quantitative change to qualitative change, and a period of historical
transformation of China from a big country to a strong country. This leap is not simply the
improvement of the total amount of material wealth, but also the process of overall leap in
comprehensive strength such as economic strength, national governance ability, cultural soft power,
social development level, ecological civilization level, military and national defense strength,
scientific and technological innovation ability, international discourse power and world influence,
political party leadership ability and governance level, and it is also the decisive process of the final
realization of the Chinese dream of the great rejuvenation of the Chinese nation. Focusing on
achieving the goal of the new era, under the guidance of Xi Jinping Thought on Socialism with
Chinese Characteristics for a New Era, the Chinese Communists have systematically planned, made
overall layouts and all-round efforts in various fields such as economy, politics, culture, society,
ecological civilization, military national defense, motherland reunification, diplomacy and party
building, and promoted the comprehensive national strength and international influence, and the
Chinese nation has taken more solid steps on the journey of becoming stronger. By the middle of
the 21st century, China will be built into a prosperous, strong, democratic, civilized, harmonious
and beautiful modern socialist country in an all-round way, material, political, spiritual, social and
ecological civilizations will leap forward in an all-round way, becoming a country with leading
comprehensive national strength and international influence, and the Chinese nation will stand tall
among the nations of the world with a more lofty attitude.
2. scientific socialism has radiated strong vitality in China in the 21st century
Faced with the low tide of world socialism in the late 80s and early 90s of the 20th century, Comrade
Deng Xiaoping pointed out: "I firmly believe that there will be more people in favor of Marxism in
the world, because Marxism is a science."1 "As long as socialism in China does not fall, socialism
will always stand in the world."2 Under the strong leadership of the Communist Party of China,
China, which accounts for one-fifth of the world's population, has not only adhered to and defended
the largest position of socialism in the East and retained the inextinguishable fire of socialism, but
also successfully explored a path of socialist development with Chinese characteristics by
integrating the basic tenets of Marxism with China's specific conditions.
1 Selected Works of Deng Xiaoping, vol. 3, People's Publishing House, 1993, p. 382.
2 Selected Works of Deng Xiaoping, vol. 3, People's Publishing House, 1993, p. 346.
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Instead of collapsing, China's comprehensive national strength is increasing day by day, and "the
scenery is unique here." The "Chinese miracle" created by more than 40 years of reform and opening
up has revitalized socialism, which was once at a low point, and revived people's confidence in
socialism around the world.
After the 18th National Congress of the Communist Party of China, Comrade Xi Jinping made a
systematic review of the 500-year historical development of world socialism in the "Speech at the
Seminar for New Members and Alternate Members of the Central Committee to Study and
Implement the Spirit of the 18th National Congress of the Communist Party of China", dividing the
historical process of socialist thought from its inception to the present into six time periods: the
emergence and development of utopian socialism; Engels founded the theoretical system of
scientific socialism; Lenin led the October Revolution to victory and practiced socialism; the Soviet
model gradually took shape; the Communist Party of China explored and practiced socialism after
the founding of New China; and our party made the historic decision to carry out reform and opening
up, and created and developed socialism with Chinese characteristics. The division of these six
stages clearly defines the position of socialism with Chinese characteristics in the history of socialist
development, and also clarifies the relationship between socialism with Chinese characteristics and
scientific socialism that is consistent, consistent and advancing with the times.
In the new era, the world is undergoing major changes unprecedented in a century, China is
experiencing extremely extensive and profound social changes in history, and is also carrying out
the most grand and unique practical innovation in human history. Comrade Xi Jinping demanded
that the Chinese Communists neither follow the old road of closure and rigidity, nor take the evil
path of changing the banner, but also adhere to the basic principles of scientific socialism and give
it distinctive Chinese characteristics according to the conditions of the times, enrich and develop the
connotation of the times of socialism with Chinese characteristics from both theoretical and practical
aspects, and open up a new journey of socialism with Chinese characteristics from a big country to
a strong country. The basic principles and value pursuit of scientific socialism have been fully
demonstrated in China in the new era, and the theoretical vitality and institutional superiority of
scientific socialism have been best proved in China in the new era. As Comrade Xi Jinping pointed
out: "The success of scientific socialism in China is of great significance to Marxism and scientific
socialism and to world socialism."1
1 Xi Jinping on Governing the Country, vol. 3, Foreign Languages Publishing House, 2020, p. 70.
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At the meeting to commemorate the 200th anniversary of Marx's birth, Comrade Xi Jinping further
emphasized: "In the new era, the communists who rush to the country should still study Marx, study
and practice Marxism, constantly draw scientific wisdom and theoretical strength from it, and adhere
to and develop socialism with Chinese characteristics in the new era with more determination,
confidence and wisdom in the overall layout and coordinated advancement of the five-in-one and
the four comprehensive" strategic layout, so as to ensure that the giant ship of the great rejuvenation
of the Chinese nation always moves forward along the correct course and breaks the waves." 1
3. socialism with Chinese characteristics has broadened the way for
developing countries to move toward modernization
Generally speaking, modernization is the process of transforming from traditional agricultural
society to modern industrial society, and it is a process of achieving a leap in the development of
human civilization. The historical process of modernization began in Europe and the United States.
Therefore, relying on their own hegemony in discourse, Western countries have tried their best to
advocate the "universality" of their modernization path, and "Western-centrist" people even describe
the modernization path that began in Europe as the only successful and correct development path,
believing that modernization is equal to Westernization. Affected by this, after World War II, many
developing countries either passively or actively chose the path of Western modernization. Decades
on, however, most countries that had pinned their hopes on the Western model of modernization
have not ushered in the bright prospects they wanted. On the contrary, many countries have
developed slowly, with many difficulties, and some even have constant wars and people's
livelihoods, and even if a few countries have achieved modernization with Western assistance, they
have to sacrifice political autonomy and bury hidden dangers for long-term development. In recent
years, due to the intensification of the inherent contradictions in capitalist society, some old capitalist
countries have also suffered from development crises repeatedly, and the authority and influence of
Western modernization theory have continued to decline.
In sharp contrast, under the leadership of the Communist Party of China, New China has embarked
on a development path of independently exploring socialist modernization. In 459, Comrade Mao
Zedong for the first time put forward the development goals of building socialist industrial
modernization, agricultural modernization, scientific and cultural modernization, and national
defense modernization. In 1964, Comrade Zhou Enlai followed Comrade Mao Zedong's instructions
and wrote it into the "Government Work Report" of the First Session of the Third National People's
Congress.
1 Selected Important Documents Since the 19th National Congress (Part I), Central Literature Publishing House, 2019 Edition, p.
428.
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Under the guidance of this goal, China has gradually established an independent and relatively
complete industrial system and national economic system, laying an important material foundation
for modernization. After the Third Plenary Session of the 11th CPC Central Committee, Comrade
Deng Xiaoping clearly put forward the idea of "Chinese-style modernization" and opened the relay
exploration of building socialist modernization with Chinese characteristics. The 13th CPC National
Congress made a "three-step" strategic arrangement for socialist modernization. The 18th CPC
National Congress further put forward the "two centenary goals." While making decisions and
arrangements for the first centenary goal of building a moderately prosperous society in an all-round
way, the 19th CPC National Congress made two-stage strategic arrangements for the second
centenary goal, thus opening a new journey of building a modern socialist country in an all-round
way.
In terms of guiding ideology, the path of socialist modernization with Chinese characteristics
adheres to the guiding position of Marxism and the practice of using the developing Marxism to
guide practice, which not only adheres to the ideological and theoretical advancement with the times,
but also ensures a high degree of ideological unity between the whole party and the people of all
ethnic groups throughout the country; in the political aspect, it adheres to the path of socialist
political development with Chinese characteristics, adheres to the party's leadership, the people are
masters of their own country, and The organic unity of governing the country according to law,
centering on adhering to and improving the socialist system with Chinese characteristics,
continuously promoting the modernization of the national governance system and governance
capacity; in the economic aspect, unswervingly taking development as the primary task of the party's
governance and rejuvenating the country, implementing the basic economic system with public
ownership as the main body and the common development of various ownership economies,
insisting on making the market play a decisive role in the allocation of resources and giving better
play to the role of the government, and constantly building a modern economic system, * Promote
the realization of high-quality development; in terms of culture, adhere to the direction of progress
of advanced socialist culture, adhere to the position of Chinese culture, and develop a national,
scientific, and popular socialist culture oriented to modernization, the world and the future; in the
social aspect, we always put the interests of the people in the supreme position, persist in ensuring
and improving the people's livelihood in the process of development, constantly meet the people's
growing needs for a better life, and constantly promote social fairness and justice, so that the people's
sense of gain, happiness and security will be more fulfilling and more secure. More sustainable; in
terms of ecological civilization, adhere to the principle of giving priority to conservation, protection
and natural restoration, form a spatial pattern, industrial structure, production mode and lifestyle
that conserve resources and protect the environment, and strive to achieve harmonious coexistence
between man and nature. This road of modernization "is not a simple continuation of the master
version of China's history and culture, it is not a simple application of the template conceived by the
classic writers of Marxism, it is not a reprint of the socialist practice of other countries, nor is it a
copy of the modernization development abroad."
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1
Instead, proceeding from China's reality and striving to realize comprehensive modernization, it is
the road of seeking modernization independently and self-reliantly. In particular, the path of socialist
modernization with Chinese characteristics is a path of seeking modernization through peaceful
development, which is fundamentally different from the Western modernization path of
accumulating the foundation of modernization by colonial plunder and relying on power politics to
engage in development models and value export.
The entry of socialism with Chinese characteristics into a new era indicates the historical orientation
of China's comprehensive realization of modernization, the degree of modernization will leap from
a lower level to a higher level, the scope of modernization will be from some fields and some regions
to all fields and all-round coverage, and the connotation of modernization will extend from the
material level to the spiritual level and human literacy. Achieving this goal of the times means that
the largest developing country, which surpasses the total population of the existing developed
countries, will enter the ranks of modernization, and it also means that the world's largest socialist
countries will modernize people. The success of socialist modernization with Chinese characteristics
has broken the "path dependence" of developing countries on Western modernization, and "China's
development has provided successful experience and bright prospects for the vast number of
developing countries to modernize, is a powerful force for promoting world peace and development,
and is a major contribution of the Chinese nation to the progress of human civilization."2
Section 4: The new era is the age of strivers
Socialism with Chinese characteristics is a struggle, and adhering to and developing socialism with
Chinese characteristics in the new era also requires struggle. Comrade Xi Jinping stressed, "We must
persist in taking the people's yearning for a better life as our goal, always make unremitting efforts
for the people, work together with the people, and earnestly implement the spirit of struggle in the
whole process of carrying out great struggles, building great projects, advancing great causes, and
realizing great dreams, forming a vivid situation of competing and fighting in unity."3
1 Xi Jinping on Governing the Country, Vol. 2, Foreign Languages Publishing House, 2017, p. 344.
2 "Selected Important Documents Since the 19th National Congress" (Part I), Central Literature Publishing House, 204th Edition, p.
729.
3 "Xi Jinping's Exposition on "Not Forgetting the Original Intention, Remembering the Mission", Party Building Reading, Central
Literature Publishing House, 2019 edition, page 242.
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1. always maintain the fundamental motivation to never forget the original
intention and keep the mission in mind
To carry out great struggles, build great projects, advance great causes, and realize great dreams
require long-term struggle, relay struggle, and common struggle. Comrade Xi Jinping stressed: "The
original aspiration and mission of the Chinese communists is to seek happiness for the Chinese
people and rejuvenation for the Chinese nation. This original intention and mission is the
fundamental motive force that motivates the Chinese Communists to keep advancing." 1
The original aspiration and mission of the Chinese Communists are determined by the nature of the
Party and the Party's guiding ideology. The original intention is the purpose of the original departure,
that is, why the departure, the goal to be achieved or the task to be completed. Marx and Engels
pointed out in the Communist Manifesto: "The movement of the proletariat is an independent
movement of the overwhelming majority of the people, for the interests of the overwhelming
majority of the people."2 Communists "have no interests different from those of the proletariat as a
whole."3 That is to say, the original intention and mission of Marxism and the communists under its
guidance is to seek the interests of the overwhelming majority of the people. After its founding, the
Communist Party of China took Marxism as its guiding ideology, regarded the realization of
communism as the party's highest ideal and ultimate goal, shouldered the historical mission of
realizing the great rejuvenation of the Chinese nation without hesitation, united and led the people
in an arduous struggle, and composed a magnificent epic that swallowed mountains and rivers.
As a political organization, the original mission of the Communist Party of China was to follow the
path guided by Marxism and seek the independence and prosperity of the country and the freedom
and happiness of the people. We reaffirm the original intention of the Party and the historical mission
of the Chinese Communists in the new era, that is, to enable more than 90 million Party members
to continuously gain strong primary impetus from it. Comrade Xi Jinping pointed out, "Our party
requires all comrades in the party not to forget their original intention and remember their mission,
that is, to remind all comrades in the party that the party's original intention and mission are the
concentrated embodiment of the party's nature, purpose, ideals and beliefs, and fighting goals, and
the longer they stay in power, the more they must not lose the true colors of a Marxist political party,
the more they must not forget the party's original intention and mission, and the more they must not
lose their self-revolutionary spirit."
1 Compilation of Documents of the 19th National Congress of the Communist Party of China, People's Publishing House, 2017, p.
1.
2 Selected Works of Marx and Engels, vol. 1, People's Publishing House, 2012, p. 411.
3 Selected Works of Marx and Engels, vol. 1, People's Publishing House, 2012, p. 413.
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1
No matter how far we go and how great our achievements are, we must not forget the road we
came from, the history written by the Party with blood, sweat, and tears, why we set out, the goal of
achieving the prosperity and strength of the country, the rejuvenation of the people, and the lofty
ideal of communism. Whether in the revolutionary years of the blazing flames, or in the years of
vigorous construction and the period of magnificent reform, the unchanged original intention is the
spiritual code of uniting and condensing the communists to continue their struggle, and is the key
to the success of the party from victory to new victory.
In July 2013, Comrade Xi Jinping went to Xibaipo, Hebei Province to conduct research, revisit the
"two musts" and issue a call to the whole party to "catch up for the exam"; only one week after the
conclusion of the 19th National Congress of the Communist Party of China, Comrade Xi Jinping
led the new Politburo Standing Committee members to Shanghai and Jiaxing, Zhejiang Province to
visit the site of the First Congress and the Red Boat on Nanhu, review the history of the founding
of the Party, relive the oath of the People's Party, and declare the firm political conviction of the new
leadership of the Party Central Committee. According to the arrangements of the 19th National
Congress of the Communist Party of China, starting from June 2019, the theme education of "not
forgetting the original intention and remembering the mission" will be carried out in two batches
from top to bottom in the whole party, promoting the whole party to firmly grasp the general
requirements of "keeping the original intention, undertaking the mission, finding the gaps, and
grasping implementation", and strive to achieve the specific goals of gaining gains in theoretical
study, being baptized ideologically and politically, daring to take responsibility for entrepreneurship,
serving the people and solving problems, and setting an example of honesty and integrity. The
Fourth Plenary Session of the 19th CPC Central Committee proposed that we should establish a
system that does not forget our original aspiration and keep our mission firmly in mind, and regard
not forgetting our original aspiration and keeping our mission in mind as an eternal task for
strengthening party building and a lifelong task for all party members and cadres. All this is to tell
the world that the Communist Party of China will always maintain the spirit of struggle in the
revolution and always maintain its heart for the people. This fully demonstrates the firm
determination of the Party Central Committee with Comrade Xi Jinping as the core to never forget
its original intention and strive forever.
Comrade Xi Jinping pointed out: "Ideals and beliefs are the spiritual calcium of communists, and if
the ideals and beliefs are firm, the bones will be hard; without ideals and beliefs, or if the ideals and
beliefs are not firm, the spirit will be 'calcium deficient', and you will get: cartilage." 2 He also
emphasized:
1 Xi Jinping: "Remember the original mission, promote self-revolution", Qiushi, No. 15, 2019.
2 Selected Important Documents Since the 18th National Congress (Part I), Central Literature Press, 2014, p. 339.
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"History and practice have repeatedly proved that if a political party has lofty ideals and lofty
pursuits, it will be strong, invincible, and invincible, and will be able to withstand setbacks again
and again and rise up again and again; if a cadre has firm ideals and convictions, he will be able to
stand tall and broad-minded, and he will be able to adhere to the correct political orientation and be
as calm as a mountain without moving through storms." 1 The ideals and beliefs of the Chinese
Communists have never been ethereal, but have always been embodied in their original aspiration
and mission of seeking happiness for the Chinese people and rejuvenation for the Chinese nation.
We must adhere to the Marxist faith and the lofty ideals of communism, engrave in our hearts the
original intention of the Party and the mission of the Party, build a solid foundation of faith, replenish
the calcium of the spirit, stabilize the rudder of thinking, always breathe with the people, share a
common destiny, and link hearts with each other, always regard the people's yearning for a better
life as the goal of struggle, and continue to forge ahead courageously towards the grand goal of
realizing the great rejuvenation of the Chinese nation with an unremitting mental state and an
indomitable attitude of struggle.
2. Always maintain the spirit of having the courage to assume responsibilities
and dare to struggle
The eyes are difficult and difficult, and the jade is successful. The more difficulties and
contradictions stand in the way, the more it is necessary to rely on responsibility and struggle to
overcome difficulties and keep innovation upright. Strong historical responsibility and fighting spirit
are the spiritual characteristics of Xi Jinping Thought on Socialism with Chinese Characteristics for
a New Era. Since the 18th National Congress of the Communist Party of China, Comrade Xi Jinping
has taken the lead in setting an example, clearly pointing out the ruling philosophy of "serving the
people and shouldering the responsibilities that should be shouldered", clearly putting forward that
"I will live up to the people without myself", and repeatedly emphasizing that "the ministry must
have a responsibility, how much responsibility can do how much cause, how much responsibility
can make great achievements", and "push forward socialism with Chinese characteristics with a new
mental state and fighting attitude."
Our party is a party that is born, grows and grows in the course of struggle. After nearly a century
of struggle, the spirit of struggle has long been in the bloodline of the Party and runs through all
periods of revolution, construction and reform. Today, the Chinese nation is in a crucial period of
great rejuvenation, reform and development are in an important stage of overcoming difficulties and
conquering difficulties, and the road ahead cannot be smooth. This is the time when the struggle is
most needed, and it is also the time when the responsibility is most tested. In the face of the new
mission, we must fully understand the protracted, complex, and arduous nature of the struggle, and
we must carry forward the spirit of having the courage to assume responsibilities and dare to struggle.
1 Xi Jinping on Governing the Country, Volume 3, Foreign Languages Publishing House, 2020, p. 519.
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Basic Issues of Xi Jinping Thought on Socialism with Chinese Characteristics for a New Era
Only by taking the posture of opening up roads every mountain and building bridges when
encountering water, and with abundant and tenacious fighting spirit, can we cross the "snowy
mountains" and "meadows" on the new Long March, conquer the "Loushan Pass" and "Laozikou"
on the new journey, and constantly win new victories in the great struggle of the new era.
Big things are difficult to bear, and major risks especially need to be fought for. At present, the
international situation is turbulent, the surrounding environment is complex and sensitive, the tasks
of reform, development and stability are heavy, various problems are superimposed, various
contradictions are prominent, various ideologies and interests are stirring each other, and various
risks and challenges are coming one after another. In particular, it is necessary to dare to take
responsibility and fight well in preventing and resolving major risks. Comrade Xi Jinping pointed
out: "We must always maintain a high degree of vigilance, both the black swan 'incident' and the
gray rhino 'incident; we must have the first hand to prevent risks, and we must also have the high
tactics to deal with and resolve risk challenges; we must fight a prepared battle to prevent and resist
risks, and we must also fight a strategic initiative battle to turn dangers into opportunities and turn
crises into opportunities."1 We must fully understand the importance and urgency of preventing and
defusing major risks, maintain the spirit of struggle, strengthen the experience of struggle, constantly
undergo strict ideological tempering, political experience, and practical tempering, do not bow our
heads in the face of difficulties, do not shrink in the face of challenges, do not trade principles, and
constantly improve our fighting skills in the midst of strong winds and waves and in the tempering
of practice. At the same time, we should dare to show our sword in the face of major right and wrong,
dare to face difficulties in the face of contradictions, dare to stand up in the face of crises, dare to
stand up in the face of crises, and dare to resolutely struggle in the face of unhealthy tendencies and
evil tendencies, so as to "step on the bumpy road and fight against hardships and dangers again." 's
tenacious will, coping well with every major risk and challenge, and pushing forward the cause of
the party and the people without hesitation.
3. Always maintain the practical character of integrating knowledge with
action and doing solid work
Struggle cannot be shouted in vain, it must be translated into action. The unity of knowledge and
action and real work are the distinctive qualities of Xi Jinping Thought on Socialism with Chinese
Characteristics for a New Era. Comrade Xi Jinping has repeatedly stressed that "empty talk misleads
the country, practical work rejuvenates the country"; he stressed that the Communist Party of China
started and developed by seeking truth from facts, and that adhering to seeking truth from facts can
rejuvenate the party and the country, and violating the truth from facts will lead to misleading the
party and the country;
1 Xi Jinping on Governing the Country, Volume 3, Foreign Languages Publishing House, 2020, p. 219-220.
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He stressed that it is necessary to persist in the persistence of the political elite, establish that success
does not have to be carried out in my thinking, and work through to the end with a blueprint, and do
not engage in things that are divorced from reality, divorced from the masses, and labored and the
people and hurt money. At the opening ceremony of the 2019 spring semester training course for
young cadres at the Central Party School (National Academy of Administration), Comrade Xi
Jinping encouraged the vast number of cadres, especially young cadres, to adhere to the unity of
knowledge and action, really grasp practical work, be actors who start and do, talk about things
without sitting and talking, be strugglers who overcome difficulties, and bodhisattvas who should
not be afraid of wind and rain. These important expositions are earnest, demonstrating Comrade Xi
Jinping's political character of integrating knowledge with action and doing real work.
Since the 18th National Congress of the Communist Party of China, the reason why the party and
the country have been able to establish a new wind and open up a new situation is closely related to
Comrade Xi Jinping's efforts to integrate knowledge with action and really do solid work. As the
leader of the party and the state, Comrade Xi Jinping not only pays attention to systematic thinking
and scientific planning on internal and foreign affairs, national defense, party and military
management, world development and global governance, but also pays attention to promoting
practical innovation with theoretical innovation, testing and promoting theoretical innovation with
practical innovation, and comprehensively promoting the "four greats", so as to promote historic
achievements and changes in the development of the cause of the party and the country.
Comrade Xi Jinping stressed: "Great dreams are not something that can be waited for and shouted
about, but spelled out and done." "We must show the tenacity to grasp the traces of iron and step on
stones, grasp the implementation with the spirit of nails, and ensure that all major reform measures
are implemented."1 Today, Xi Jinping Thought on Socialism with Chinese Characteristics for a New
Era has become the guiding ideology of the Party and the country, and the goal and task of winning
the victory in building a moderately prosperous society in an all-round way and then building a
modern and powerful socialist country in an all-round way have been clear, and the most important
thing is "action, action, and action" and "implementation, implementation, and implementation." It
is necessary to establish a correct outlook on undertakings and political achievements, do practical
things without seeking false prestige, seek practical results and do not do false merits, do more work
to lay a foundation and benefit the long term, let it become a common practice to bury one's head in
hard work and really grasp solid work, and strive to create achievements that can stand the test of
practice, the people, and history.
1 Selected Important Documents Since the 19th National Congress (Part I), Central Literature Publishing House, 2019 Edition,
p738, 736.
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Basic Issues of Xi Jinping Thought on Socialism with Chinese Characteristics for a New Era
Chapter II: Better Upholding and Developing Socialism
with Chinese Characteristics
Adhering to and developing socialism with Chinese characteristics is the theme of all the party's
theories and practices since the reform and opening up, and it is also the theme of Xi Jinping Thought
on Socialism with Chinese Characteristics for a New Era. To realize the party's historical mission in
the new era, we must strengthen the "four self-confidences", unify the "four greatness", make overall
plans to promote the overall layout of the "five-in-one", coordinate the promotion of the "four
comprehensive" strategic layout, and realize the great rejuvenation of the Chinese nation in the great
practice of better adhering to and developing socialism with Chinese characteristics.
Section 1: Adhering to and developing socialism with
Chinese characteristics is the fundamental direction of
development and progress in contemporary China
Socialism with Chinese characteristics is the only way to develop China, stabilize China, make
China prosperous and prosperous, and also the only way to realize China's modernization. Only by
unswervingly adhering to and developing socialism with Chinese characteristics can we smoothly
advance the process of China's socialist modernization and constantly open up a new horizon for
China's development and progress.
1. Socialism with Chinese characteristics is the only way to realize socialist
modernization
Modernization is the product of the development of human social productive forces to a certain
stage, an important symbol of the progress of human social civilization, the embodiment of the law
of the development of human society, and a worldwide historical process.
Modernization originated in Western capitalist countries and was led by the West for a long time,
mainly due to the development of Western capitalism and the rise of the bourgeoisie, which
gradually dominated and dominated the life of the state and society. It is precisely because the
modernization process of human society first began in Western countries, so in a long historical
period, modernization through the development of capitalism has become the choice of many
countries.
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The changes of times and history have made China choose a path of modernization different from
that of Western countries, that is, to achieve modernization by taking the socialist road on the basis
of the new democratic revolution. Before the Opium War, there was already a budding capitalism
within Chinese society, and the invasion of Western powers pulled China into the world capitalist
system and accelerated the growth of capitalist factors. However, the human invasion of Western
countries is to extract resources by colonizing China, not to promote China's modernization. In the
face of the country's internal and external troubles, some benevolent people who advocate following
the example of Western countries have made attempts at modernization, but they have not succeeded.
When China's social development was in a difficult situation, the victory of socialism in Russia
made the advanced elements who were struggling to find a way out for China see new hope and
gradually decided that China's way out could only be socialism. After the founding of the
Communist Party of China, it clearly put forward the idea of using socialism to save China, and
explored and opened up a revolutionary road from new democracy to socialism. After the
establishment of the socialist system, the Party finally created socialism with Chinese characteristics
after long-term exploration, making the development of socialism in China and China's
modernization a closer integration cause and integration process.
The modernization goal of China's socialist development and the socialist nature of China's
modernization have always been the political principles adhered to by the Communist Party of China.
Comrade Mao Zedong clearly pointed out: "China's future is to engage in socialism" and "only
socialism can save China." 1 He repeatedly stressed that one of the arduous historical tasks
shouldered by the Communist Party of China is to build poor and backward China into a prosperous
and powerful modern country. "We will definitely build a socialist country with modern industry,
modern agriculture, and modern science and culture."
1 The Collected Works of Mao Zedong, Volume 7, People's Publishing House, 1999, p. 124, 214.
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Basic Issues of Xi Jinping Thought on Socialism with Chinese Characteristics for a New Era
1
Later, the Communist Party of China clearly put forward the goal and strategic concept of realizing
the "four modernizations", led the people to gradually establish an independent and relatively
complete industrial system and national economic system, laid an important material and
technological foundation for promoting China's modernization, and accumulated valuable
experience in socialist construction.
In the process of creating socialism with Chinese characteristics, the Communist Party of China has
continuously deepened its understanding and grasp of the law of organic unity between socialist
development and modernization based on the new changes in the world and national conditions.
Comrade Deng Xiaoping stressed: "Whether or not we can realize the four modernizations
determines the fate of our country and the destiny of our nation."2 "If you do not take the socialist
road, China will have no future." 3 Only by "building our country into a modern and powerful
socialist country can we more effectively consolidate the socialist system."4 Comrade Jiang Zemin
proposed: "In the new situation, we attach greater importance to taking advantage of favorable
international conditions and persistently opening up to the outside world in order to accelerate
China's socialist modernization drive." 5 Comrade Hu Jintao stressed: "China's socialist
modernization drive is carried out on the basis of China's specific national conditions and under the
conditions of the development of the times, which requires us to profoundly understand and grasp
both the general law of modernization and the general law of socialist modernization, as well as the
special law of China's socialist modernization."6 Socialism with Chinese characteristics is not only
a new way for China to adhere to and develop socialism, but also a new way for China to realize
modernization. Over the past 40 years of reform and opening up, the party's national congresses
have gradually drawn up a grand blueprint for China's realization of socialist modernization around
the theme of adhering to and developing socialism with Chinese characteristics.
Combining and unifying socialism with modernization is the great practice and great creation of the
Communist Party of China in contemporary China and the world today.
1 The Collected Works of Mao Zedong, vol. 7, People's Publishing House, 1999, p. 268.
2 Selected Works of Deng Xiaoping, vol. 2, People's Publishing House, 1994, p. 162.
3 Selected Works of Deng Xiaoping, vol. 3, People's Publishing House, 1993, p. 311.
4 Selected Works of Deng Xiaoping, vol. 2, People's Publishing House, 494 edition, p. 86.
5 Selected Important Documents Since the Thirteenth National Congress (middle), People's Publishing House, 1991 edition, p. 616.
6 "Continue to Explore and Grasp the Law of Socialist Modernization to Better Advance Socialist Modernization," People's Daily,
September 10, 2009.
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Socialism with Chinese characteristics contains the basic principles of scientific socialism, contains
the basic requirements of modernization, and embodies the particularity of China's social
development process. The reason why socialism with Chinese characteristics is groundbreaking is
that it has always deployed and promoted socialist construction in accordance with the process and
goals of China's modernization, and has always planned the consolidation and development of the
socialist system in China from the macro process of modernization.
Today's China is approaching the center of the world stage, and has grown from a participant in
economic globalization to an important force promoting the development of the world economy,
and has changed from a catcher of the trend of the times to a leader of the trend of the times.
Socialism with Chinese characteristics has profoundly influenced the world with its own
development. Seventy years ago, China was still the object of slaughter, Chinese called the "sick
man of East Asia"; 40 years ago, China had not yet got rid of poverty and the people had not yet
solved the problem of food and clothing; and now, an increasingly prosperous China is rising, and
the Chinese people are entering the world with a new image. The reason for this change boils down
to the fact that the Communist Party of China has created, adhered to and developed socialism with
Chinese characteristics. As Comrade Xi Jinping profoundly pointed out: "The direction determines
the future, and the road determines the destiny." If we want to take our destiny into our own hands,
we must have the firmness of unchanging our will and the same way. Over the past 40 years of
reform and opening up, the theme of all our party's theories and practices has been to uphold and
develop socialism with Chinese characteristics. In China, a large country with a history of more than
5,000 years of civilization and a population of more than 1.3 billion, there is no textbook that can
be regarded as the golden rule, and there is no teacher who can command the Chinese people. "The
road of socialism with Chinese characteristics is a broad road for contemporary China to make great
strides to catch up with the times and lead the development of the times, and we must unswervingly
follow it."1
2. Strengthen self-confidence in the path, theory, system and culture of
socialism with Chinese characteristics
Socialism with Chinese characteristics includes four aspects: road, theory, system and culture. The
road is the way to realization, theory is the guide to action, system is the fundamental guarantee,
and culture is the spiritual force, these four aspects are unified in the great practice of socialism with
Chinese characteristics.
1 Selected Important Documents Since the 19th National Congress (Part I), Central Literature Publishing House, 2019 Edition, p
732.
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Confidence in the path, theory, system and culture of socialism with Chinese characteristics stems
from the great achievements made in the practice of socialism with Chinese characteristics and from
the CPC's firm belief in adhering to and developing socialism with Chinese characteristics. Comrade
Xi Jinping pointed out: "In today's world, if any political party, country or nation can be confident,
then the Communist Party of China, the People's Republic of China and the Chinese nation have the
most reason to be confident."1 Adhering to and developing socialism with Chinese characteristics
requires that Communist Party members, especially leading Party cadres, must be confident in their
road, theory, system and culture.
Firm confidence in the road is because the path of socialism with Chinese characteristics has led
China to achieve world-renowned achievements and opened up broad prospects for promoting
China's development and progress. Comrade Xi Jinping pointed out: "The path of socialism with
Chinese characteristics is the only way to realize China's socialist modernization and create a better
life for the people."2 He also particularly emphasized: "The road determines destiny, how difficult
it is to find a right path, we must unswervingly follow it."3 The historical process of contemporary
China has indisputably proved that the road of socialism with Chinese characteristics is plausible,
correct and good. Comrade Xi Jinping pointed out that this path is neither "traditional" nor "foreign",
nor "Westernized", but our "original." In the new era, taking the road of socialism with Chinese
characteristics has an incomparably broad stage, an incomparably profound historical heritage, and
an incomparably strong determination to advance. We can neither follow the old road of closure and
rigidity, nor can we follow the evil road of changing the banner and changing the banner, and we
must unswervingly follow the road of socialism with Chinese characteristics.
Strengthening theoretical self-confidence is because the theory of socialism with Chinese
characteristics is the correct theory to guide the Party and the people to continuously advance along
the road of socialism with Chinese characteristics and realize the great rejuvenation of the Chinese
nation, and it is a scientific theory that stands at the forefront of the times and advances with the
times. The theoretical system of socialism with Chinese characteristics, composed of Deng Xiaoping
Theory, the important thinking of "three represents", the Scientific Outlook on Development and Xi
Jinping Thought on Socialism with Chinese Characteristics for a New Era, has written a new chapter
in scientific socialism, condensed the wisdom and painstaking efforts of several generations of
Chinese communists in uniting and leading the people in unremitting exploration, is the theoretical
innovation achievement of the Communist Party of China in promoting the Sinicization of Marxism
since the reform and opening up, is the most valuable political and spiritual wealth of the party, and
is the common ideological basis for the people of all ethnic groups in the country to unite and
struggle.
1 Xi Jinping on Governing the Country, vol. 2, Foreign Languages Publishing House, 2017, p. 36.
2 Selected Important Documents Since the 18th National Congress (Part I), Central Literature Press, 2014, p. 75.
3 Xi Jinping on Governing the Country, Vol. 1, Foreign Languages Publishing House, 2018, p. 36.
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Basic Issues of Xi Jinping Thought on Socialism with Chinese Characteristics for a New Era
This theoretical system, rooted in the great practice of reform, opening up and socialist
modernization, conforms to the fundamental interests of the Chinese people, conforms to the
development trend of today's world and contemporary China, and has a distinct scientific, people's
nature, practical and open nature. In contemporary China, adhering to Xi Jinping Thought on
Socialism with Chinese Characteristics for a New Era is truly adhering to Marxism.
Strengthening institutional self-confidence is because the socialist system with Chinese
characteristics is an advanced system with distinctive Chinese characteristics, obvious institutional
advantages and strong self-improvement ability. The socialist system with Chinese characteristics
includes a series of fundamental systems, including the fundamental system of upholding the party's
centralized and unified leadership and comprehensive leadership, the fundamental system of the
people's congress system, the fundamental system of upholding the guiding position of Marxism in
the ideological field, and the fundamental system of upholding the party's absolute leadership over
the people's army; the system of multi-party cooperation and political consultation under the
leadership of the Communist Party of China, the system of regional ethnic autonomy, the system of
grassroots mass autonomy, the public ownership as the mainstay, the common development of
various ownership systems, and distribution according to work as the mainstay. A variety of
distribution methods coexist, a series of basic systems such as the socialist market economic system,
and important systems such as legal rule of law, administrative management, cultural construction,
people's livelihood security, social governance, ecological civilization, "one country, two systems",
foreign affairs, party and state supervision, etc. This complete set of systems and governance
systems is guided by Marxism, rooted in the Chinese land, has a profound Chinese cultural
foundation, and is deeply supported by the people, a system and governance system with strong
vitality and great superiority, and a system and governance system that can promote the progress
and development of a country with a population of 1.4 billion and ensure that the Chinese nation,
which has a civilization history of more than 5,000 years, can achieve the "two centenary goals" and
then achieve great rejuvenation. Of course, with the continuous development of the cause of
socialism with Chinese characteristics, we must also continue to promote institutional innovation to
ensure that by the 100th anniversary of the founding of our party, obvious results will be achieved
in making all aspects of the system more mature and more stereotyped; by 2035, all aspects of the
system will be more perfect, and the national governance system and governance capacity will be
basically modernized; by the 100th anniversary of the founding of New China, the national
governance system and governance capacity will be fully modernized, so that the socialist system
with Chinese characteristics will be more consolidated and its superiority will be fully displayed.
Strengthening cultural self-confidence is because socialist culture with Chinese characteristics is
based on the excellent traditional Chinese culture, guided by Marxism, with socialist core values as
the soul, and advanced socialist culture as the main content and essential characteristics, which is
the fundamental spiritual driving force for enhancing China's self-confidence and realizing the "two
centenary goals."
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To strengthen cultural self-confidence is to have a high degree of cultural identification with
socialism with Chinese characteristics. Comrade Xi Jinping pointed out: "Cultural self-confidence
is a more basic, broader and deeper self-confidence." 1 Only by strengthening cultural self-
confidence can we make the road, theory, and system more firm. We should run cultural self-
confidence through the whole process of road expansion, theoretical development and institutional
improvement, and give full play to the soulful guiding and promoting role of socialist culture with
Chinese characteristics in the practice of socialist construction with Chinese characteristics.
3. Constantly write a new chapter in socialism with Chinese characteristics
in the new era
Socialism with Chinese characteristics is a pioneering cause and a historical process that is
constantly advancing. The Chinese Communists, mainly represented by Comrade Xi Jinping, have
promoted historic achievements and changes in the cause of the Party and the country with great
political courage and strong responsibility, so that China's development will stand at a new historical
starting point. China's economy has sustained and stable growth, the economic structure has been
gradually optimized and upgraded; the coordination of development has been continuously
enhanced, the development gap between urban and rural areas and between regions has gradually
narrowed; the people's living standards and quality of life have been significantly improved, and the
people's sense of gain has been increasing; the comprehensive national strength has been
continuously enhanced, and the international influence has been significantly enhanced. Socialism
with Chinese characteristics has shown more and more beautiful development prospects, which has
not only won unprecedented international status and influence for China, but also won
unprecedented dignity and self-confidence for the Chinese people. This is an important embodiment
of writing a new chapter of socialism with Chinese characteristics in the new era, and it is also a
firm foundation for striving for good governance and forging ahead into the future.
Practice is unfolding at a new stage of development, and theoretical innovation must inevitably be
elevated to a new level. In the new era of socialism with Chinese characteristics, the Party Central
Committee with Comrade Xi Jinping as the core focuses on the theme of adhering to and developing
socialism with Chinese characteristics, has a profound insight into the trend of the times with the
strategic thinking of Marxist politicians, answers the new issues facing the development of the times
and practice with superb political wisdom and a high degree of theoretical consciousness, puts
forward a series of innovative new concepts, ideas and strategies, and creates Xi Jinping Thought
on Socialism with Chinese Characteristics for a New Era, which provides us with guiding ideology
and a program of action for understanding and solving new contradictions and problems in practice.
1 Selected Important Documents Since the 18th National Congress (Part II), Central Literature Publishing House, 2018 Edition,
page 349.
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Adhering to the guidance of Xi Jinping Thought on Socialism with Chinese Characteristics for a
New Era is an inevitable requirement for adhering to and developing socialism with Chinese
characteristics, and also an inevitable requirement for writing a new chapter of socialism with
Chinese characteristics.
Socialism with Chinese characteristics is still in practice. Whether it is now or in the future, there
are many new questions that need to be explored and answered, requiring us to make unremitting
efforts in "keeping the right and making new things." Comrade Xi Jinping pointed out: "Our
understanding of socialism and our grasp of the law of socialism with Chinese characteristics have
reached an unprecedented new height, which is beyond doubt. At the same time, we must also realize
that socialism in our country is still in its initial stage, we are still facing many problems that have
not yet been clarified and difficult problems to be solved, and there is no doubt that our
understanding and handling of many major issues are still in the process of deepening." 1 We must
think about and grasp a series of major issues facing the country's future development with a broader
vision and a longer-term perspective, improve our ability of strategic thinking, more accurately
grasp the changing characteristics of the initial stage of socialism in our country, continuously
enhance the principled, systematic, foreseeable and creative nature of our work, improve the
development strategy and various policies, do a good job in reform, development and stability, and
push forward socialism with Chinese characteristics with a new mental state and fighting attitude.
Section 2: The Core Essence of Socialism with Chinese
Characteristics in the New Era
The 19th National Congress of the Communist Party of China used "eight clear" and "Fourteen
Persistences" to systematically summarize and deeply explain Xi Jinping Thought on Socialism with
Chinese Characteristics for a New Era. The "Eight Clarifications" are the action guide for adhering
to and developing socialism with Chinese characteristics in the new era, focusing on answering what
kind of socialism with Chinese characteristics to adhere to and develop; the "Fourteen Persistences"
is the program of action for adhering to and developing socialism with Chinese characteristics in
the new era, focusing on answering how to uphold and develop socialism with Chinese
characteristics.
1 Selected Important Documents Since the 18th National Congress (Part I), Central Literature Publishing House, 2014, p. 114.
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The "eight clear" and "Fourteen Persistences" constitute the core essence of adhering to and
developing socialism with Chinese characteristics in the new era.
1. The "Eight Clear" are the action guide for adhering to and developing socialism with
Chinese characteristics
The core content of Xi Jinping Thought on Socialism with Chinese Characteristics for a New Era is
the "Eight Clear" It is clear that the general task of adhering to and developing socialism with
Chinese characteristics is to realize socialist modernization and the great rejuvenation of the Chinese
nation, and on the basis of building a moderately prosperous society in an all-round way, we should
take two steps to build a prosperous, strong, democratic, civilized, harmonious and beautiful modern
socialist country by the middle of this century; make it clear that the main contradiction in our
society in the new era is the contradiction between the people's growing need for a better life and
unbalanced and inadequate development. Common prosperity for all the people; it is clear that the
overall layout of the cause of socialism with Chinese characteristics is "five-in-one" and the strategic
layout is "four comprehensive", emphasizing firm confidence in the road, theory, system and culture;
it is clear that the overall goal of comprehensively deepening reform is to improve and develop the
socialist system with Chinese characteristics and promote the modernization of the national
governance system and governance capacity; it is clear that the overall goal of comprehensively
promoting the rule of law is to build a socialist rule of law system with Chinese characteristics.
Build a socialist country ruled by law; make it clear that the party's goal of strengthening the army
in the new era is to build a force that obeys the party's command and can win battles. It is clear that
the people's army with excellent work style will build the people's army into a world-class army; it
is clear that the diplomacy of major countries with Chinese characteristics should promote the
construction of a new type of international relations and promote the construction of a community
with a shared future for mankind; it is clear that the most essential feature of socialism with Chinese
characteristics is the leadership of the Communist Party of China, and the greatest advantage of the
socialist system with Chinese characteristics is the leadership of the Communist Party of China, and
the party is the highest political leading force, put forward the general requirements for party
building in the new era, and highlight the important position of political construction in party
building.
These "Eight Definites" scientifically expounded a series of basic issues on adhering to and
developing socialism with Chinese characteristics in the new era, and provided ideological guidance
for the party and the people to better adhere to and develop socialism with Chinese characteristics.
First, it clarifies the general task for adhering to and developing socialism with Chinese
characteristics in the new era. This general task is to realize socialist modernization and the great
rejuvenation of the Chinese nation and build a modern and powerful socialist country.
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Realizing the great rejuvenation of the Chinese nation and building a modern and powerful socialist
country is a great goal established by the Communist Party of China. The Chinese Communists have
worked hard for a century and successfully opened up a path of socialist modernization with Chinese
characteristics that is different from the West. Standing at a new height in the overall development
of the cause of the party and the country, the 19th National Congress of the Communist Party of
China formulated a grand blueprint for building a modern and powerful socialist country in an all-
round way, and made brand-new strategic arrangements for realizing the "two centenary goals": by
2020, build a moderately prosperous society in an all-round way; basically realize socialist
modernization by 2035; and build a modern and powerful socialist country by 2050 to realize the
great rejuvenation of the Chinese nation. This strategic arrangement is not only inspiring and urging
people to forge ahead, but also scientific, rational and in line with reality, and is a powerful spiritual
driving force that inspires the Chinese communists and Chinese people to continue to struggle for a
better life.
Second, for adhering to and developing socialism with Chinese characteristics in the new era, it has
clarified the fundamental strategic arrangements formulated for accomplishing the overall tasks and
achieving the overall goals, which must be based on an accurate judgment of the reality of national
development and the main contradictions in our society. The report of the 19th National Congress
of the Communist Party of China clearly pointed out that the main contradiction in our society has
been transformed into a contradiction between the people's growing need for a better life and
unbalanced and inadequate development. This transformation of the main contradiction in society
reflects the tremendous progress of China's social development and the new changes in stages of
development, reflects the new requirements for the development of the cause of the party and the
country, and is an important basis for determining the strategic deployment of socialism with
Chinese characteristics in the new era. Only by clarifying this main contradiction can we grasp the
overall situation of development and clarify the direction, tasks and key points of development.
Third, it has clarified a new layout for adhering to and developing socialism with Chinese
characteristics in the new era. Based on the new historical orientation, Xi Jinping Thought on
Socialism with Chinese Characteristics for a New Era clearly points out that the overall layout for
promoting the cause of socialism with Chinese characteristics in the new era is "five-in-one" and
the strategic layout is "four comprehensive." The overall layout of the "five-in-one" clarifies the
overall deployment for promoting national modernization in the new era, that is, the comprehensive
advancement of economic construction, political construction, cultural construction, social
construction and ecological civilization construction. The "four comprehensive" strategic layout has
clarified the important aspects that have overall driving and leading significance in the development
of the party and the country in the new era, that is, comprehensively building a moderately
prosperous society, comprehensively deepening reform, comprehensively governing the country
according to law, and comprehensively administering the party strictly. Promote the cause of
socialism with Chinese characteristics in an overall layout, and take the strategic layout as the
strategic goal and strategic measure of all work;
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It has established the strategic direction, key areas and main targets for the development of the cause
of the party and the country in the new era, made top-level design and strategic deployment for
adhering to and developing socialism with Chinese characteristics, and also provided more scientific
layout arrangements.
Fourth, it has defined new requirements for adhering to and developing socialism with Chinese
characteristics in the new era. The Third Plenary Session of the 18th Central Committee of the
Communist Party of China proposed that the overall goal of China's comprehensive deepening
reform is to improve and develop the socialist system with Chinese characteristics and promote the
modernization of the national governance system and governance capacity. This is to continuously
promote the maturity and improvement of the socialist system with Chinese characteristics by
comprehensively deepening reform, improving the system and updating the institutional mechanism,
and promoting the modernization of the national governance system and governance capacity. On
the basis of summing up China's historical experience, especially the lessons learned from the
governance of socialist countries, Comrade Xi Jinping stressed that "the national governance system
and governance capacity are a concentrated embodiment of a country's system and system
implementation ability." 1 This important thesis shows that through comprehensively deepening
reform, improving and developing the socialist system with Chinese characteristics, it provides an
endogenous driving force and institutional guarantee for promoting the modernization of the
national governance system and governance capacity, and promotes the modernization of the
national governance system and governance capacity to prepare supporting forces and innovative
ways for the improvement and development of the socialist system with Chinese characteristics.
Fifth, it clarifies the guarantee of the rule of law for adhering to and developing socialism with
Chinese characteristics in the new era. Xi Jinping Thought on Socialism with Chinese
Characteristics for a New Era clearly states that the overall goal of comprehensively promoting the
rule of law is to build a socialist rule of law system with Chinese characteristics and a socialist
country under the rule of law. "Law is the most important instrument of governance, and the rule of
law is an important support for the national governance system and governance capacity.
Comprehensively promoting the rule of law is the fundamental requirement for solving a series of
major problems facing the development of the cause of the party and the country, liberating and
enhancing social vitality, promoting social fairness and justice, maintaining social harmony and
stability, and ensuring the long-term peace and stability of the party and the country. In order to
promote the sustained and healthy development of China's economy and society and continuously
open up broader development prospects for the cause of socialism with Chinese characteristics, we
must comprehensively promote the construction of a socialist country under the rule of law and
provide institutionalized solutions to these problems from the perspective of the rule of law." 2
Governing the country according to law in an all-round way is a strategy for governing the country,
an essential requirement and important guarantee for socialism with Chinese characteristics, and a
profound revolution in national governance.
1 Xi Jinping on Governing the Country, Volume 1, Foreign Languages Publishing House, 2018, p. 91.
2 Xi Jinping, "Explanation on the Decision of the Central Committee of the Communist Party of China on Several Major Issues on
Comprehensively Promoting the Rule of Law," People's Daily, October 29, 2014.
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We must adhere to the path of socialist rule of law with Chinese characteristics, improve the socialist
legal system with Chinese characteristics with the Constitution as the core, and better play the role
of the rule of law as a guarantee for solidifying the foundation, stabilizing expectations, and
benefiting the long term.
Sixth, it has clarified the strategic support for adhering to and developing socialism with Chinese
characteristics in the new era. A strong country must strengthen its military. Comprehensively
promoting the modernization of national defense and the armed forces, adhering to the road of
strengthening the military with Chinese characteristics, and building a world-class army are not only
important tasks for the development of socialism with Chinese characteristics, but also an important
foundation and strategic support for safeguarding the stable development of the cause of socialism
with Chinese characteristics. In the face of the requirements of the times to strengthen the country
and the army, the Party Central Committee with Comrade Xi Jinping as the core has formed Xi
Jinping's thinking on strengthening the army around the major issue of "what kind of strong people's
army to build in the new era and how to build a strong people's army." Xi Jinping Thought on
Strengthening the Army profoundly grasps the new requirements for national defense and army
building put forward by the development of socialism with Chinese characteristics in the new era,
and clarifies that the party's goal of strengthening the army in the new era is to build a people's army
that obeys the command of the party, can win battles and has excellent work style, and builds the
people's army into a world-class army, providing a strong guarantee for adhering to and developing
socialism with Chinese characteristics in the new era.
Seventh, it clarifies the diplomatic goal for adhering to and developing socialism with Chinese
characteristics in the new era. Since the 18th National Congress of the Communist Party of China,
the Party Central Committee with Comrade Xi Jinping as the core has focused on the development
trend of human society, continued to answer major issues related to national development and the
future and destiny of mankind, such as "what kind of world to build and how to build this world",
put forward the proposition of building a community with a shared future for mankind, and included
"persisting in promoting the construction of a community with a shared future for mankind" into the
basic strategy of adhering to and developing socialism with Chinese characteristics, so as to achieve
the common development of human society. Continued prosperity has charted a new blueprint and
provided Chinese solutions to the complex problems facing humanity. Promoting the construction
of a new type of international relations with win-win cooperation as the core is a strategic choice
made by the Party Central Committee with Comrade Xi Jinping as the core based on the
development trend of the times and the fundamental interests of our country, which has created a
more favorable international environment for maintaining and extending the period of important
strategic opportunities for China's development, and for promoting the great cause of socialism with
Chinese characteristics and realizing the goal of the great rejuvenation of the Chinese nation.
Eighth, it has clearly defined the political guarantee for adhering to and developing socialism with
Chinese characteristics in the new era. Socialism with Chinese characteristics has entered a new era,
and the environment facing China's development has become more complicated.
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New changes have taken place in the international balance of forces, domestic reform has entered
the deep water area, and the task of comprehensively administering the party strictly remains
arduous. It is clear that the most essential feature of socialism with Chinese characteristics is the
leadership of the Communist Party of China, and the greatest advantage of the socialist system with
Chinese characteristics is the leadership of the Communist Party of China, which provides a strong
political guarantee for adhering to and developing socialism with Chinese characteristics under
complex historical conditions. Xi Jinping Thought on Socialism with Chinese Characteristics for a
New Era, based on historical experience and practical requirements, further clearly emphasizes the
party's core position and leading role in the cause of socialism with Chinese characteristics, and
provides a fundamental political guarantee for the new victory of socialism with Chinese
characteristics in the new era.
Based on the new historical orientation and historical starting point, these "Eight Definites" form a
systematic, complete and logical scientific theoretical system, which concentrates on the new
development of Marxism in contemporary China and the 21st century.
2. the "Fourteen Persistences" are a program of action for adhering to and developing
socialism with Chinese characteristics
Proceeding from the practical requirements of socialism with Chinese characteristics in the new era,
the "Fourteen Persistences" constitute the basic strategy for adhering to and developing socialism
with Chinese characteristics, profoundly answer the major practical topic of "how to uphold and
develop socialism with Chinese characteristics" in the new era, and are the concrete manifestation
of the "eight clear" ideological propositions in practice. It is organically unified with the "eight clear"
and together constitute an important part of Xi Jinping's thought on socialism with Chinese
characteristics for a new era.
The "Fourteen Persistences" include: upholding the party's leadership over all work, adhering to the
people-centered, persisting in comprehensively deepening reform, adhering to the new development
concept, adhering to the people as masters of the country, adhering to the comprehensive rule of law,
adhering to the socialist core value system, adhering to ensuring and improving people's livelihood
in the process of development, adhering to the harmonious coexistence between man and nature,
adhering to the overall concept of national security, upholding the party's absolute leadership over
the people's army, adhering to the "two countries, two systems" and promoting the reunification of
the motherland, persisting in promoting the construction of a community with a shared future for
mankind, and adhering to comprehensively and strictly administering the party. As the basic strategy
for adhering to and developing socialism with Chinese characteristics in the new era, these "14
persistences" are a summary and enhancement of our party's basic program, basic experience and
basic requirements since the reform and opening up.
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First, the "Fourteen Persistences" answer the question of "who will lead" in the practice of adhering
to and developing socialism with Chinese characteristics in the new era. A prominent feature of the
superiority of China's political system is that it has always adhered to the party's leadership position
of controlling the overall situation and coordinating all parties. During the period of socialist
construction, Comrade Mao Zedong stressed: "In the seven aspects of industry, agriculture,
commerce, study, soldiers, government, and the party, the party leads everything. "1 In the new era,
Comrade Xi Jinping further proposed on the basis of summing up the historical experience of
socialism: "Adhere to the party's leadership over all work. "2 It clearly answers the question of "who
will lead" in adhering to and developing socialism with Chinese characteristics in the new era. The
leadership of the Communist Party of China is the choice of history and the choice of the people; it
is the fundamental and lifeline of the country and the nation, and the interests and happiness of the
people of the whole country are related. In the new era of socialism with Chinese characteristics, in
the face of the new situation and new tasks, ensuring the party's role as the core of leadership has
put forward new requirements for the party's self-building, and "persisting in comprehensively and
strictly administering the party" has become the top priority. Such a basic strategy is based on the
party's scientific Lan of its own development experience, correct judgment of the international and
domestic situation, and always adhere to the original mission. The Communist Party of China is
China's supreme political leading force, and all fields and aspects must consciously uphold the
party's leadership, including "upholding the party's absolute leadership over the people's army."
Only by always adhering to the party's leadership over all work can we achieve ideological unity,
political unity and unity in action of the whole party and society at a higher level, further enhance
the party's creativity, cohesion and combat effectiveness, and ensure the success of socialist
construction.
Second, the "Fourteen Persistences" clarify the question of "for whom and on whom" in the practice
of adhering to and developing socialism with Chinese characteristics in the new era. The great cause
of socialism with Chinese characteristics has the most profound and extensive people's character.
First, it has always regarded the realization, safeguarding and development of the fundamental
interests of the broadest masses of the people as its value orientation; second, it has always taken
the broadest masses of the people as the main body of practice. Important strategies such as
"persisting in taking the people as the center", "upholding the people as masters of the country" and
"persisting in ensuring and improving people's livelihood in the course of development" show that
building socialism with Chinese characteristics is an unprecedented great cause, and it is necessary
to closely unite and highly unite the strength of the whole nation and fight unremittingly for it with
one heart and one mind.
1 Selected Documents of the Central Committee of the Communist Party of China, vol. 50, People's Publishing House, 2013, p.
203.
2 Compilation of Documents of the 19th National Congress of the Communist Party of China, People's Publishing House, 2017, p.
16.
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Comrade Mao Zedong once said: "The concept of the people has different contents in different
countries and in different historical periods of each country. "1 In contemporary China, all classes,
strata and social forces that support, support and participate in the construction of socialism with
Chinese characteristics belong to the category of the people and are all relying forces for the cause
of building socialism with Chinese characteristics. Our party must ensure that development is for
the people, development depends on the people, and the fruits of development are shared by the
people.
Third, the "Fourteen Persistences" respond to the question of "how to promote development" in the
practice of adhering to and developing socialism with Chinese characteristics in the new era. As
socialism with Chinese characteristics enters a new era, major changes have taken place in the main
contradictions in our society, but the basic national conditions of our country in the initial stage of
socialism have not changed, and our international status as the world's largest developing country
has not changed. This determines that development remains the foundation and key to solving all
our problems. "How to promote development" has become a question that the ruling party must
answer. "Persisting in comprehensively deepening reform" shows that reform and opening up is a
key measure and powerful driving force for promoting the realization of the "two centenary goals"
and realizing the great rejuvenation of the Chinese nation. In contemporary China, only reform and
opening up can develop China, socialism and Marxism. "Reform and opening up is only carried out
when it is not completed. "2 Adhering to the new development concept of "innovation, coordination,
green, openness and sharing" reflects the party's new thinking and understanding of the law of
economic and social development, points out China's development ideas, development directions,
and development focuses, and is an important follow-up that must be adhered to for a long time in
building socialism with Chinese characteristics. "Adhering to the harmonious coexistence of man
and nature" reflects a major change in China's development mode, further enriches the connotation
of development, expands the vision of development, clarifies new requirements for development,
and has both theoretical innovation and practical breakthroughs.
Fourth, the "Fourteen Persistences" respond to the question of "how to provide effective guarantees"
in the practice of adhering to and developing socialism with Chinese characteristics in the new era.
Under the new historical conditions, to smoothly advance the cause of socialism with Chinese
characteristics, it is necessary to provide effective guarantees and favorable conditions. "Adhering
to the socialist core value system" fully embodies the powerful goal and guiding role of the lofty
ideal of communism and the common ideal of socialism with Chinese characteristics in promoting
the development of the cause, and embodies the profound nourishing role of China's excellent
traditional culture and the spiritual guiding role of revolutionary culture and advanced socialist
culture.
1 The Collected Works of Mao Zedong, vol. 7, People's Publishing House, 1999 edition, p. 205.
2 Xi Jinping on Governing the Country, vol. 1, Foreign Languages Publishing House, 2018, p. 69.
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"Adhering to the comprehensive rule of law" is the essential requirement for adhering to and
developing socialism with Chinese characteristics, an inevitable requirement for realizing the
modernization of the national governance system and governance capacity, and is related to the
party's ruling and rejuvenating the country, the people's happiness and well-being, and the long-term
peace and stability of the party and the country. "Adhering to the overall concept of national
security" and taking national security as an important cornerstone of stability and stability are in the
fundamental interests of the people of all ethnic groups in the country, and it will ensure the smooth
progress of the practical process of the great rejuvenation of the Chinese nation. "Persistently
promoting the construction of a community with a shared future for mankind" has drawn a blueprint
for human society to achieve common development, sustained prosperity and long-term stability,
pointed out the way forward, and also created a good external environment for China's development.
"Upholding one country, two systems' and promoting the reunification of the motherland" is an
inevitable requirement for realizing the great rejuvenation of the Chinese nation and is also where
the fundamental interests of the Chinese nation lie.
The "14 Adherence Principles" basic strategy makes top-level designs for economic, political,
cultural, social, ecological and rule of law, national security, national defense and the military, "one
country, two systems" and the motherland's reunification, united front, diplomacy, party building
and other aspects, clarifies the major policies for the development of various undertakings in the
new era, points out the goals, paths and methods for adhering to and developing socialism with
Chinese characteristics in the new era, and is the "road map" for realizing the "two centenary goals"
and realizing the Chinese dream of the great rejuvenation of the Chinese nation .
Section 3: Realize the great rejuvenation of the Chinese
nation on the road of socialism with Chinese characteristics
The Communist Party of China is the vanguard of the Chinese working class, as well as the vanguard
of the Chinese people and the Chinese nation. The Party takes the realization of socialism and
communism as its goal and undertakes the historical mission of realizing the great rejuvenation of
the Chinese nation. Adhering to and developing socialism with Chinese characteristics epitomizes
the organic combination of realizing socialism and communism and realizing the great rejuvenation
of the Chinese nation. To realize the great rejuvenation of the Chinese nation on the road of socialism
with Chinese characteristics, generations of Chinese communists need to lead the people to continue
to struggle.
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1. Realizing the great rejuvenation of the Chinese nation is the historical
mission of the Chinese Communists
Leading the Chinese nation toward rejuvenation is not only the historical mission entrusted to the
Chinese Communists by the development of China's modern history, but also the conscious choice
and initiative of the Chinese Communists. Since its birth, the Communist Party of China has
regarded seeking happiness for the Chinese people and rejuvenation for the Chinese nation as its
original aspiration and mission. The nature, ideals and purposes of the Party doom it to take the
realization of national independence and the prosperity and strength of the country as her own
responsibility, to devote all her wisdom and painstaking efforts to the realization of national
rejuvenation, and to the fact that she must closely unite and rely on the broadest masses of the people
and gain from them the tremendous strength to promote historical progress.
In order to realize the historical mission of the great rejuvenation of the Chinese nation, whether it
is weak or strong, whether in good times or bad, the Communist Party of China has never changed
its original intention and unswervingly determined, dared to overcome any difficulties, is willing to
make any sacrifice, has the courage to correct any mistakes, unites and leads the Chinese people to
carry out the new democratic revolution, socialist revolution, socialist construction, reform and
opening up, and the Chinese nation has ushered in a great leap from standing up, getting rich to
becoming strong. Facts have eloquently proved that it is precisely under the leadership of the
Communist Party of China that the Chinese nation has completely shaken off the miserable situation
of being slaughtered by others, and that the Chinese people have completely bid farewell to the weak
state of poverty and backwardness; in contemporary China, only the Communist Party of China and
no other political force can lead the Chinese people to realize the great historical cause of national
rejuvenation.
Since the 18th National Congress of the Communist Party of China, the Party Central Committee
with Comrade Xi Jinping as the core has taken over the baton of history, united and led the whole
party and the people of all ethnic groups throughout the country to promote the overall layout of the
"five-in-one" and the "four comprehensive" strategic layout, promoted the historic achievements
and changes in the cause of the party and the country, entered a new era of socialism with Chinese
characteristics, and entered the decisive stage of building a moderately prosperous society in an all-
round way, and the great rejuvenation of the Chinese nation ushered in unprecedented bright
prospects. At the same time, China's reform into the "deep water area" is faced with "hard bones"
that are difficult to gnaw; development has entered a period of concave contradictions between
people, and various risks and tests are intertwined and superimposed. As Comrade Xi Jinping
pointed out: "What we are now in is a time when the boat is wandering more urgently, and the road
to the middle of the mountain is steeper, and it is a time when it is more and more difficult to advance,
more and more dangerous, and if you do not advance, you must retreat, you must enter."
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1
At this critical historical juncture, only the Communist Party of China can play its role as the
"backbone" ideologically and politically, maintain the political determination not to follow the old
road and not to take the evil road, unite the invincible and majestic strength of the whole party and
the people of all ethnic groups throughout the country, and continue to forge ahead courageously
towards the goal of the great rejuvenation of the Chinese nation.
2. the essence of the Chinese dream is national prosperity and strength,
national rejuvenation and people's happiness
The 19th National Congress of the Communist Party of China pointed out: "Realizing the great
rejuvenation of the Chinese nation is the greatest dream of the Chinese nation in modern times. "2
This great dream, with profound historical accumulation and rich ideological connotation, embodies
the long-cherished wishes of several generations of Chinese, embodies the overall interests of the
Chinese nation and the Chinese people, and is the common aspiration of every Chinese sons and
daughters. In November 2012, when Comrade Xi Jinping led all the comrades of the Standing
Committee of the 18th Politburo and the Secretariat of the CPC Central Committee to visit the
exhibition "The Road to Rejuvenation", he first proposed the concept of the Chinese Dream. In
March 2013, in his speech at the first session of the 12th National People's Congress, Comrade Xi
Jinping pointed out: "To realize the Chinese dream of the great rejuvenation of the Chinese nation
is to realize the prosperity and strength of the country, national rejuvenation and people's happiness,
which not only deeply embodies the ideals of today's Chinese, but also deeply reflects the glorious
tradition of our ancestors in their unremitting pursuit of progress", 3 further clarifying the basic
connotation of the Chinese dream.
The most distinctive feature of the Chinese dream is that it closely links the destinies of the country,
the nation and the people, and integrates the pursuit of the country, the yearning of the nation and
the expectations of the people. Comrade Xi Jinping pointed out: "History tells us that everyone's
future and destiny are closely linked to the future and destiny of the country and the nation. If the
country is good and the nation is good, everyone will be good. "4
1 Xi Jinping: "On Persisting in Comprehensively Deepening Reform", Central Literature Publishing House, 2018, p. 524.
2 Compilation of Documents of the 19th National Congress of the Communist Party of China, People's Publishing House, 2017, p.
11.
3 Selected Important Documents Since the 18th National Congress (Part I), Central Literature Press, 2014, p. 234.
4 "Xi Jinping's Exposition on the Chinese Dream of Realizing the Great Rejuvenation of the Chinese Nation", Central Literature
Press, 2013, p. 3-4.
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From the national level, the Chinese dream is the dream of a strong country, and it is necessary to
completely shake off the country's poverty and weakness and build a modern and powerful socialist
country in an all-round way; from the national level, the Chinese dream is the dream of rejuvenation,
to completely shake off backwardness, so that the Chinese nation can stand stronger and more on
its own feet among the nations of the world and make greater contributions to the noble cause of
pursuing peace and progress of mankind; from the people's level, the Chinese dream is the dream of
prosperity, and it is necessary to completely shake off poverty and strive to live a better life.
The Chinese dream is the dream of the country and the nation, but in the final analysis, it is the
dream of the people. The people are the main body of the Chinese Dream, the creators and enjoyers
of the Chinese Dream. The deepest foundation of the Chinese dream lies in the hearts of the Chinese
people, and we must rely closely on the people to realize it. The realization of the great rejuvenation
of the Chinese nation is not the dream of any one person or part of the people, but the common
pursuit of all Chinese people; the realization of the Chinese dream is not the achievement of any one
person or part of the people, but the benefit of all the people. Comrade Xi Jinping stressed that all
people who are interested in this great cause can make great achievements, and should "consciously
integrate life ideals and family happiness into the great cause of national prosperity and national
rejuvenation, and closely link personal dreams with Chinese dreams."1 Everyone is a participant and
writer of the Chinese Dream, and enjoys the opportunity to shine in life; everyone's continuous
efforts towards the dream are also a force for realizing the great Chinese Dream.
The dreams of the Chinese people are closely related to the dreams of the people of all countries.
The Chinese dream is a dream of peace, development, cooperation and win-win results. In the
process of realizing the Chinese dream, China will work with other countries to promote the people
of all countries to better realize their dreams. The realization of the Chinese Dream is inseparable
from a peaceful international environment and a stable international order, as well as the
understanding, support and assistance of the people of all countries. In the process of realizing the
Chinese Dream, "we will unswervingly follow the path of peaceful development, unswervingly
pursue a mutually beneficial and win-win opening strategy, not only devote ourselves to China's
own development, but also emphasize our responsibility and contribution to the world; not only
benefit the Chinese people, but also benefit the people of the world."2 China's development is the
growth of the world peace force and the positive energy of friendship. Comrade Xi Jinping pointed
out:
1 "Xi Jinping's Exposition on the Chinese Dream of Realizing the Great Rejuvenation of the Chinese Nation", Central Literature
Publishing House, 2013, p. 15-16.
2 "Xi Jinping's Excerpt on the Chinese Dream of Realizing the Great Rejuvenation of the Chinese Nation", Central Literature Press,
2013, p. 70.
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"China's development will surely be embedded in the trend of world development, and will also
inject more vitality and bring more opportunities for the common development of all countries in
the world." 1 History will prove that the realization of the Chinese dream brings to the world
opportunities rather than threats, peace rather than turmoil, and progress rather than retrogression.
3. to realize the Chinese dream, we must adhere to the Chinese path, carry
forward the Chinese spirit, and unite China's strength
In his speech at the first session of the 12th National People's Congress, Comrade Xi Jinping clearly
pointed out that to realize the Chinese dream, we must take the road of China as a country, carry
forward the Chinese spirit, and unite China's strength.
The Chinese road is the road of socialism with Chinese characteristics. History and reality tell us
that the road determines destiny, and it is extremely difficult to find a correct path. Since the reform
and opening up, the Communist Party of China has summed up historical experience, made
continuous arduous explorations, and finally found the correct path to realize the great rejuvenation
of the Chinese nation, which is the path of socialism with Chinese characteristics. The path of
socialism with Chinese characteristics is to base on the basic national conditions under the
leadership of the Communist Party of China, take economic construction as the center, adhere to the
four basic principles, adhere to reform and opening up, liberate and develop social productive forces,
build a socialist market economy, socialist democratic politics, advanced socialist culture, socialist
harmonious society and socialist ecological civilization, promote all-round human development,
gradually realize common prosperity for all the people, and build a prosperous, strong, democratic,
civilized, harmonious and beautiful modern socialist country. The connotation and orientation of
this road are completely consistent and highly unified with the grand goal of realizing national
rejuvenation. Practice has also fully proved that this is a bright road suited to China's national
conditions and guiding China's development and progress, and is of decisive significance to
realizing the Chinese dream of the great rejuvenation of the Chinese nation. This road has enabled
the Chinese nation to make great strides to catch up with the advancing trend of the times and
enabled the Chinese people and the Chinese nation to make more and more contributions to world
peace and development.
The Chinese spirit is the national spirit with patriotism as the core and the spirit of the times with
reform and innovation as the core. People cannot stand without spirit, and the spirit of the country
is not strong.
1 Xi Jinping, "Jointly Advocating Openness, Inclusiveness and Promoting Peaceful Development - Speech at the City of London
Dinner", People's Publishing House, 2015 edition, p. 7.
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The Chinese spirit is the soul of rejuvenating the country and the soul of strengthening the country
that condenses the strength of the Chinese nation. The great national spirit is fostered, inherited and
developed by the Chinese people in their long-term struggle, and its core is patriotism, the main
content of which is unity and unity, peace-loving, industriousness and courage, and unremitting self-
improvement, which is embodied in the spirit of great creation, great struggle, great unity and great
dream. It is precisely with the great national spirit that the Chinese nation has created and developed
the splendid traditional Chinese culture and provided a strong spiritual impetus for China's
development and the progress of human civilization. The timeless great national spirit is the
foundation for strengthening the "four self-confidences" and the fundamental force for China's
march forward. Since the reform and opening up, the Party has injected a new connotation of the
times into the Chinese spirit in the innovative practice of leading the people, which is the spirit of
the times with reform and innovation as the core. The opening up of the road of socialism with
Chinese characteristics, the formation of the theoretical system of socialism with Chinese
characteristics, the continuous improvement of the socialist system with Chinese characteristics, and
the continuous development of socialist culture with Chinese characteristics shine everywhere with
the light of the spirit of the times. The spirit of reform and innovation of the times has become the
most important character of socialism with Chinese characteristics and the foundation of the
vigorous vitality of socialism with Chinese characteristics. On the new journey of realizing the
Chinese dream, only by vigorously carrying forward the great national spirit and the spirit of the
times, making the Chinese spirit an internal spiritual support for promoting social development and
progress, and becoming a spiritual bond to strengthen the unity and struggle of the people of the
whole country and a spiritual driving force for unceasing self-improvement, can we compose a
wonderful movement of the great rejuvenation of the Chinese nation.
China's strength is the strength of the great unity of the Chinese people of all ethnic groups. Among
them, the Communist Party of China is the core force. Without the leadership of the Communist
Party, an advanced Marxist political party, the Chinese people of all ethnic groups would have no
"backbone" and would find it difficult to form cohesion. To pool China's strength, we must, under
the leadership of the Communist Party of China, consolidate and develop the broadest patriotic
united front, unite all forces that can be united, mobilize all positive factors that can be mobilized,
fully stimulate everyone's enterprising spirit and creativity, and fully mobilize the initiative and
creativity of all social strata and social groups. The masses of the people are the main force, and
China's strength is fundamentally the strength of the people of all ethnic groups in China to unite
and struggle, and the strength of the 1.4 billion Chinese to think and work hard in one place. The
people's yearning for a better life, their desire for brilliant opportunities in life, and their pursuit of
making their dreams come true contain endless potential for struggle and creative vitality. The
strength of the Chinese people to realize their dreams will be incomparably strong, and everyone's
efforts to realize their dreams will have broad space, and the Chinese dream of the great rejuvenation
of the Chinese nation will certainly be realized.
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Section 4: Take charge of the "four greatness", make
overall plans to promote the "five-in-one" overall layout, and
coordinate the promotion of the "four comprehensive"
strategic layout
To better adhere to and develop socialism with Chinese characteristics in the new era, we must take
charge of the "four greatness", make overall plans to promote the overall layout of the "five-in-one",
and coordinate the promotion of the "four comprehensive" strategic layout, which is the overall plan
of the Communist Party of China to promote the great cause of socialism with Chinese
characteristics and the top-level design of the party to realize socialist modernization.
1. the "four greats" are closely linked, interconnected and interact
The proposal of the "four greats" as a whole is a major theoretical innovation, which clarifies the
party's general strategy for governing the country in the new era and the general blueprint for leading
the overall situation, embodies the high degree of unity of the goal of struggle, the path to realization,
and the driving force for progress, embodies the high degree of unity of historical inheritance,
practical tasks, and future direction, embodies the high degree of unity of the party's future and
destiny, the country's future and destiny, and the nation's future destiny, and profoundly answers
what is the party's historical mission in the new era. The major theoretical and practical issue of how
to realize the party's historical mission in the new era has brought the party's understanding of its
own historical mission to a new height.
Comrade Xi Jinping clearly pointed out: "The great struggle, the great project, the great cause, and
the great dream are closely linked, interconnected and interacting, and the decisive role is the new
great project of party building."1 This is of crucial significance for the correct understanding of the
"Four Greats."
The "four greats" are an organic and unified whole.
1 Compilation of Documents of the 19th National Congress of the Communist Party of China, People, 2017 Edition, p. 14.
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Great dreams guide the correct direction and provide the course for great struggles, great projects,
and great causes; great struggles show the spirit of responsibility and provide traction for great
projects, great causes, and great dreams; great projects forge leading forces and provide a strong
guarantee for great struggles, great causes, and great dreams; and great causes declare the banner of
the road and open up a path of advance for great struggles, great projects, and great dreams. The
"Four Greats" epitomize the new concepts, ideas and strategies of the Party Central Committee in
governing the country with Comrade Xi Jinping as the core since the 18th National Congress of the
Communist Party of China, highlight the historical mission and grand goal of the Communist Party
of China under the new historical conditions, and form the overall framework of the Party Central
Committee's governance of the country. The historic changes in the party and the country were
achieved precisely under the correct leadership of the Communist Party of China in the great
struggle with many new historical characteristics, were guaranteed by the new great project of party
building, advanced in the direction of the great cause of socialism with Chinese characteristics, and
were inspired by the dream of the great rejuvenation of the Chinese nation.
Great projects play a decisive role in the "four greats." To administer the country, we must first
administer the party, and we must administer the party strictly; this is the profound conclusion drawn
by the CPC in its own construction. Deepening the people's promotion of the new great project of
party building is an inevitable requirement for maintaining the party's advanced nature and purity,
for improving the party's ruling ability and level, and for ensuring the party's comprehensive
leadership. The reason why the great project plays a decisive role is because the Communist Party
of China is the leading body of the great cause, the great struggle and the great dream: advancing
the great cause cannot be separated from the party, the strong core of leadership; the party, the
backbone of the people of the whole country, cannot be separated from the party as the backbone of
the people of the whole country to carry out the great struggle; and the realization of the great dream
is even more inseparable from the party, the vanguard that will always walk in the forefront of the
times. The iron must be its own. In order to unite and lead the people in waging great struggles,
advancing great causes, and realizing great dreams, the party must unswervingly uphold and
improve the party's leadership, unswervingly promote the comprehensive and strict management of
the party, and build the party into a stronger and more powerful party. As long as the party builds
itself well and strongly, it will certainly be able to lead the ship carrying the great dream of the
Chinese nation to travel steadily and far.
2. make overall plans to promote the overall layout of the "five-in-one"
The overall layout of the "five-in-one" economic construction, political construction, cultural
construction, social construction and ecological civilization construction involves all links of
productive forces and production relations, economic foundation and superstructure
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Penetrating all aspects of socialist modernization is a scientific summary of the CPC's practical
experience in socialist construction.
The overall layout of the "five-in-one" is a major achievement of the party's deepening
understanding of the law governing socialist construction. Before the victory of the Chinese
revolution, Comrade Mao Zedong proposed that the new country and society we want to build must
not only have a new politics and a new economy, but also a new culture. After the founding of New
China, the party united and led the people to carry out the comprehensive construction of socialism
and carried out profound explorations on the layout and construction methods of socialist
construction. In the new period of reform and opening up, Comrade Deng Xiaoping, on the basis of
summing up the experience of socialist construction, put forward the idea of taking economic
construction as the center and promoting all-round social development and all-round progress. In
accordance with this important thought of Comrade Deng Xiaoping, the Sixth Plenary Session of
the 12th CPC Central Committee put forward for the first time the concept of "the overall layout of
socialist modernization" and preliminarily established the overall layout of China's socialist
modernization construction, namely: "With economic construction as the center, unswervingly carry
out economic structural reform, unswervingly carry out political structural reform, unswervingly
strengthen the building of spiritual civilization, and make these aspects cooperate and promote each
other."1 Economy, politics and culture have become important contents of building socialism with
Chinese characteristics. The 15th and 16th National Congresses of the Communist Party of China
further clarified the goals and requirements for the comprehensive economic, political and cultural
construction and all-round development of socialism with Chinese characteristics, and deepened the
understanding of the overall layout. After the 16th National Congress of the Communist Party of
China, the Party put forward the task of social construction, so that the cause of socialism with
Chinese characteristics has developed more clearly from the "trinity" to the "four-in-one." The 17th
National Congress of the Communist Party of China further put forward the construction of
ecological civilization as a new requirement for achieving the goal of a moderately prosperous
society in all respects. The 18th National Congress of the Communist Party of China formally
established the overall layout of the "five-in-one" construction of socialism with Chinese
characteristics.
Xi Jinping Thought on Socialism with Chinese Characteristics for a New Era profoundly expounds
the goals, directions and strategic deployment of the overall layout of the "five-in-one."
----In economic construction, it is to adapt, grasp and lead the new normal of economic development and
adhere to the new development concept;
1 Selected Important Documents Since the Twelfth National Congress (Part II), People's Publishing House, 1988 edition, p. 1173-
1174.
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Vigorously promote supply-side structural reform, optimize the economic structure, accelerate the
construction of a modern economic system, build an innovative country, promote the formation of
a new pattern of comprehensive opening up, and achieve high-quality economic development.
-- In political construction, it is to adhere to the organic unity of the party's leadership, the people's
mastery of the country, and the rule of law, improve the system of the people being the masters of
the country, improve the grassroots democratic system, improve the consultative democratic system,
consolidate and develop the patriotic united front, improve the supervision system of the party and
the state, strengthen the restraint and supervision of power, and comprehensively promote the rule
of law.
-- In terms of cultural construction, it means strengthening cultural self-confidence, firmly grasping
the leadership of ideological work, cultivating and practicing the core socialist values, strengthening
ideological and moral construction, prospering and developing socialist literature and art, promoting
the development of cultural undertakings and cultural industries, and building a socialist cultural
power.
-- In terms of social construction, it is to ensure and improve people's livelihood, solve the most
direct and practical interests of the people, strengthen and innovate social governance, create a social
governance pattern of joint construction, co-governance and sharing, and effectively safeguard
national security.
----In the construction of ecological civilization, it is to promote green development, build a
beautiful China, strengthen the construction of ecological civilization system, increase the
protection of ecosystems, focus on solving prominent environmental problems, and form a spatial
pattern, industrial structure, production mode and lifestyle that conserves resources and protects the
environment.
The formation and deepening of the overall layout of the "five-in-one" in the new era reflects the
continuous accumulation of experience and sublimation of understanding of the Communist Party
of China in promoting socialist construction, and enables us to have a more comprehensive and
profound understanding of the development of socialism with Chinese characteristics.
3. Coordinate and promote the "four comprehensive" strategic layout
In the new era, the Party Central Committee with Comrade Xi Jinping as the core has formed a "four
comprehensive" strategic layout based on the overall situation of adhering to and developing
socialism with Chinese characteristics, basing itself on the actual development of contemporary
China, and conforming to the new expectations and new requirements of the people.
"The strategic layout of the 'four comprehensives' is derived from the actual needs of China's
development and from the ardent expectations of the masses
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It is also put forward to promote the resolution of the outstanding contradictions and problems we
are facing. "1 In November 2012, the 18th National Congress of the Communist Party of China
proposed to build a moderately prosperous society in an all-round way; In November 2013, the
Third Plenary Session of the 18th CPC Central Committee proposed to comprehensively deepen
reform; in October 2014, the Fourth Plenary Session of the 18th CPC Central Committee proposed
to comprehensively promote the rule of law; in October 2014, Comrade Xi Jinping proposed at the
summary meeting of the party's mass line education practice activities to comprehensively promote
strict party management; In November 2014, when Comrade Xi Jinping visited Fujian for inspection
and investigation, he proposed " In December 2014, during his investigation in Jiangsu, Comrade
Xi Jinping raised the "three comprehensives" to "four comprehensives", that is, "coordinating and
promoting the comprehensive construction of a moderately prosperous society, comprehensively
deepening reform, comprehensively governing the country according to law, comprehensively
administering the party strictly, and promoting reform, opening up, and socialist modernization to a
new level." Thus, the term "four comprehensives" was formally formed.
The "four comprehensive" strategic layout has expanded the new vision of the development strategy
of socialism with Chinese characteristics. Comrade Xi Jinping pointed out that the "four
comprehensive" strategic layout, "both strategic goals and strategic measures, each 'comprehensive'
has great strategic significance." Building a moderately prosperous society in an all-round way is
our strategic goal, and "comprehensively deepening reform, comprehensively governing the country
according to law, and comprehensively administering the party strictly are the three major strategic
measures." 2 The "four comprehensive" strategic layout is a strategic layout that organically
integrates goals and measures, and a top-level design that connects strategy and tactics, reflecting
the party's inheritance and development of strategic thinking, and the organic unity of persistence
and innovation.
Building a moderately prosperous society in an all-round way is a development goal and is in a
leading position. On the basis of summing up the achievements and experiences in building a
moderately prosperous society in an all-round way, the 18th CPC National Congress clearly put
forward the grand goal of building a moderately prosperous society in an all-round way. To build a
moderately prosperous society in an all-round way, including sustained and healthy economic
development, continuous expansion of people's democracy, significant enhancement of cultural soft
power, comprehensive improvement of people's living standards, and major progress in the
construction of a resource-saving and environment-friendly society. "Achieving this goal is a crucial
step in realizing the Chinese dream of the great rejuvenation of the Chinese nation."
1 Xi Jinping on Governing the Country, Vol. 2, Foreign Languages Publishing House, 2017, p. 24.
2 "Xi Jinping's Exposition on Coordinating and Promoting the "Four Comprehensive" Strategic Layout", Central Literature Press,
2015 edition, page 17.
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1
It represents the pursuit of the Party and the aspirations of the people, strengthens the ideological
foundation of the Party and the people in unity and struggle, and plays a strategic leading role in the
development of the cause of the Party and the country at the present stage. After the comprehensive
construction of a moderately prosperous society is realized as scheduled in 2020, it will be followed
by the comprehensive construction of a modern socialist power, which still plays a leading role in
the "four comprehensive" strategic layout.
Comprehensively deepening reform is the fundamental driving force. To build a moderately
prosperous society in an all-round way and then build a modern and powerful socialist country in
an all-round way, we must comprehensively deepen reform, further eliminate all ideological
concepts and institutional mechanisms that hinder scientific development, build a systematic,
scientific, standardized, and effective institutional system, and make all aspects of the system more
mature and more formalized. To realize socialist modernization and realize the great rejuvenation
of the Chinese nation, the most fundamental and urgent task is still to further liberate and develop
the social productive forces. The purpose of comprehensively deepening reform is to let the vitality
of all labor, knowledge, technology, management, capital and other elements burst out and let all
the sources of creating social wealth fully flow. It is necessary to focus on the reform of the economic
system, give play to the leading role of the reform of the economic system, and at the same time
adhere to the direction of the reform of the socialist market economy and constantly improve the
socialist market economic system.
Comprehensively governing the country according to law is an important guarantee. To build a
moderately prosperous society in an all-round way and then build a modern and powerful socialist
country in an all-round way, the rule of law is needed as a reliable guarantee. At present, the
development of the cause of our party and country is facing many unprecedented contradictions,
risks and challenges, and the position and role of governing the country according to law in the
overall work of the party and the country are more prominent and more important. Comprehensively
promoting the rule of law is a major strategic issue related to our party's ruling and rejuvenating the
country, the happiness and well-being of the people, and the long-term peace and stability of the
party and the country, and is an important aspect of improving and developing the socialist system
with Chinese characteristics and promoting the modernization of the national governance system
and governance capacity. Only by comprehensively promoting the rule of law can the state and
social life operate in an orderly manner, achieve social harmony and stability, and provide a reliable
guarantee for socialist modernization.
Strictly administering the party in an all-round way is the fundamental guarantee. Adhering to the
party's leadership is the fundamental guarantee for building a moderately prosperous society in an
all-round way and then building a modern and powerful socialist country in an all-round way. Under
the new historical conditions, the environment in which the Party finds itself and the tasks
shouldered by it have undergone great changes;
1 "Digest of Xi Jinping's Exposition on Coordinating and Promoting the "Four Comprehensive" Strategic Layout", Central
Literature Press, 2015 edition, p. 37.
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The party's ideological, political, organizational, and work style building is facing many new
situations and problems, and the task of strictly administering the party is heavier and more urgent
than ever. Only by strengthening the party's self-building, keeping the party's self-building up with
the requirements of the times, continuously improving the party's leadership and ruling level,
continuously improving its ability to resist corruption, guard against degeneration, and resist risks,
and continuously improve its ability to control the overall situation, resolve contradictions, and cope
with risks, can the party's ruling foundation and mass foundation be consolidated and the party's
role as the core of leadership in the process of realizing socialist modernization and the great
rejuvenation of the Chinese nation be brought into full play.
To coordinate and promote the "four comprehensive" strategic layout, we must firmly grasp the
theme of adhering to and developing socialism with Chinese characteristics. Comrade Xi Jinping
pointed out: "Coordinating and promoting the four comprehensive and strategic layouts is the
strategic choice of the Party Central Committee to promote reform, opening up and socialist
modernization, and adhere to and develop socialism with Chinese characteristics under the
conditions of the new era to promote reform, opening up and socialist modernization, and adhere to
and develop socialism with Chinese characteristics under the conditions of the new era."1 Every
aspect of the "four comprehensive" strategic layout embodies the inherent requirements for adhering
to and developing socialism with Chinese characteristics, and at the same time injects new
connotations into adhering to and developing socialism with Chinese characteristics.
1 Xi Jinping, "Explanation on Several Guidelines for Inner-Party Political Life in the New Situation and Regulations on Intra-Party
Supervision of the Communist Party of China," People's Daily, November 3, 2016.
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Chapter III: The leadership of the Communist Party of
China is the most essential feature of socialism with
Chinese characteristics
Comrade Xi Jinping pointed out in the report of the 19th National Congress of the Communist Party
of China: "The most essential feature of socialism with Chinese characteristics is the leadership of
the Communist Party of China, and the greatest advantage of the socialist system with Chinese
characteristics is the leadership of the Communist Party of China, and the Party is the highest
political leading force."1 This major political thesis has further deepened the understanding of the
law of adhering to and developing socialism with Chinese characteristics, enriched and developed
the Marxist party theory and state theory, greatly expanded the theoretical and practical vision of
party building in the new era, and reached a new height in grasping the party's leadership and the
internal relationship between socialism.
Section 1: The party's leadership is the most fundamental
law summary for adhering to and developing socialism with
Chinese characteristics
After the founding of New China, the party made long-term explorations in socialist construction
and accumulated rich experience in both positive and negative aspects. After the Third Plenary
Session of the 11th CPC Central Committee, a path of socialism with Chinese characteristics was
embarked upon, and many understandings of regularity were formed. The most fundamental law
summed up is that to build socialism, we must adhere to the leadership of the Communist Party of
China.
1 Compilation of Documents of the 19th National Congress of the Communist Party of China, People's Publishing House, 2017, p.
16.
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The party's leadership is the embodiment of the common will and fundamental interests of the whole
party and the people of all ethnic groups throughout the country, and the fundamental guarantee for
the decisive victory in building a moderately prosperous society in an all-round way and winning
the great victory of socialism with Chinese characteristics in the new era. Without the leadership of
the Party, other laws would become water without source and wood without roots.
1. The Party's leadership and the socialist cause are intrinsically unified
The Communist Party regards the realization of socialism as its phased goal and the realization of
communism as its highest ideal. Marx and Engels repeatedly expounded a truth in the Communist
Manifesto: socialized large-scale production will inevitably lead to the transformation of the means
of production into social ownership, laying the material foundation for the advent of socialism, and
at the same time inevitably lead the proletariat to form its own party organization. The Communist
Party, which provided the political guarantee for the advent of socialism. The proletarian party is
not only the product of socialized large-scale production, but also a political tool for realizing the
social appropriation of the means of production. "At all stages of development of the struggle
between the proletariat and the bourgeoisie, the Communists always represent the interests of the
movement as a whole."1 In other words, socialism is the noble cause of the Communist Party, and
the establishment, improvement and consolidation of the socialist system cannot be separated from
the Communist Party. To establish the Communist Party is to establish and consolidate the socialist
system and uphold and develop socialism. Specific to China, socialism can only be led by the
Communist Party of China, and the cause led by the Communist Party of China can only be a
socialist cause. Upholding the leadership of the Communist Party of China and upholding socialism
are organically unified and mutually reinforcing. Without the leadership of the Communist Party,
the socialist cause will lose the necessary political, organizational, and ideological guarantees;
without socialism, the Communist Party will not be able to practice its original aspiration and
mission.
The intrinsic unity of the Communist Party and socialism has been repeatedly proved by the history
of socialism in the world. The success of the October Revolution in Russia marked that socialism
as an institutional form under the leadership of the Russian Social Democratic Labour Party first
broke through the weak links of imperialism and changed from theory to reality. After the Second
World War, socialism expanded from one country to many countries, and the Communist Party
became the ruling party of these countries, writing a glorious chapter in the history of human
civilization. In the eighties and nineties of the 20th century, Eastern Europe underwent drastic
changes, the Soviet Union collapsed, the Communist Party lost power, and the socialist system was
subverted in these countries.
1 Collected Works of Marx and Engels, vol. 2, People's Publishing House, 2009, p. 44.
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In sharp contrast, in the course of reform and opening up, China has always adhered to and
strengthened the party's leadership and always held high the great banner of socialism with Chinese
characteristics, so that scientific socialism has radiated strong vitality in China. Practice shows that
the stronger and more effective the leadership of the Communist Party is, the more steadily the
socialist cause will advance in the correct direction; the more prosperous the socialist cause is, the
more indestructible the leadership of the Communist Party will be.
This logic of governance and history is particularly fully reflected in China. Chinese and foreign
history shows that the key to what kind of doctrine a country practices and what kind of road it takes
depends on whether this doctrine and this road can solve the historical issues facing the country;
whether this doctrine or this road is good or bad depends on the historical role it plays, depends on
its actual results, and is judged by the people.
After the Opium War, the human invasion of the Western powers brought China to the brink of
extinction, and China was trapped in a dark situation of broken people, frequent wars, internal and
external troubles, and Chinese the people fell into the deep suffering of the people. In order to save
the country from peril and realize national rejuvenation, countless people with lofty ideals have
designed various political propositions, attracted many "isms", established various political parties,
and put forward various national salvation plans, but none of them can fundamentally solve China's
problems. The Taiping Rebellion failed; the peasant class was not the representative of the advanced
productive forces, could not put forward a system and program that represented the requirements
for the development of the advanced productive forces, and the old-style peasant revolution could
not defeat the feudal dynasty; the foreign affairs movement failed, the self-help movement of the
feudal clique could not resist the Western powers, and the establishment of "foreign affairs" could
not revive China; the reform of the law failed, the bourgeois reformists could not defeat the feudal
diehards, and the restoration and reform of the law could not save China; the Xinhai Revolution
overthrew the rule of the Qing dynasty. After the Xinhai Revolution, the Chinese ruling clique tried
the presidential system and parliamentary system, but they did not work, and finally fell under the
KMT-Party dictatorship, and the national rejuvenation still did not know where the road was.
History calls for truly qualified mission bearers. In the repeated comparisons of history, in the
repeated weighing of various propositions and roads, in the repeated contests of various political
forces, in the fierce struggle of the Chinese people against feudal rule and foreign aggression, and
in the process of combining Marxism-Leninism with the Chinese workers' movement, the Chinese
people finally chose the Communist Party of China and, under the leadership of the Party, finally
chose socialism.
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From the Chinese Communists with Comrade Mao Zedong as the main representative exploring the
socialist road and laying the institutional foundation for socialism, to the Chinese Communists with
Comrade Deng Xiaoping as the main representative successfully opening up the road of socialism
with Chinese characteristics, to the Chinese Communists with Comrade Jiang Zemin as the main
representative successfully pushing socialism with Chinese characteristics into the 21st century, to
the Chinese Communists mainly represented by Hu Jintao successfully adhering to and developing
socialism with Chinese characteristics at a new historical starting point, the road of socialism with
Chinese characteristics has become more and more extensive under the leadership of the Communist
Party of China.
Since the 18th National Congress of the Communist Party of China, the Party Central Committee
with Comrade Xi Jinping as the core has united and led the whole party and the people of all ethnic
groups throughout the country to comprehensively examine the new international and domestic
situations, and by summarizing practice and looking forward to the future, has profoundly answered
the major topic of the times of "what kind of socialism with Chinese characteristics to adhere to and
develop in the new era, how to adhere to and develop socialism with Chinese characteristics", and
founded Xi Jinping Thought on Socialism with Chinese Characteristics for a New Era, promoting
the Party and the country's cause to achieve historic achievements. Historic changes have taken
place, and socialism with Chinese characteristics has entered a new era.
It is precisely by relying on the relay struggle of generations of Chinese Communists that China has
made great strides along the socialist road to catch up with the times, and the Chinese nation has
ushered in a great leap from standing up, getting rich to becoming strong, and ushered in an
unprecedented bright prospect of great rejuvenation. In this way, the leadership of the Communist
Party of China is closely related to the creation, development and improvement of socialism with
Chinese characteristics, and the leadership of the Communist Party of China determines the fate and
future of socialism with Chinese characteristics.
2. The greatest advantage of the socialist system with Chinese characteristics
is the leadership of the Party
The system manages the fundamentals, the overall situation, and the long term. The socialist system
with Chinese characteristics is a scientific system formed by the party and the people in long-term
practice and exploration, and it is the fundamental, basic and important systems that play the role of
"four beams and eight pillars." This set of institutional systems includes the party's leadership
system, the people's mastery system, the socialist rule of law system with Chinese characteristics,
the socialist administrative system and government governance system with Chinese characteristics,
the basic socialist economic system, the system for prospering and developing advanced socialist
culture, the people's livelihood security system that coordinates urban and rural areas, the social
governance system of joint construction, co-governance and sharing, the ecological civilization
system, the party's absolute leadership system over the people's army, the "one country, two systems"
system, the independent foreign policy of peace, Party and state supervision system.
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This system is suitable for China's national conditions, conforms to the trend of the times, has unique
advantages, and has played an irreplaceable and important role in the practice of governing the
country and achieved remarkable results. The dominant position in this system is the party's
leadership system. The party's leadership is the greatest advantage of the socialist system with
Chinese characteristics, and the party's leadership system is the fundamental leadership system of
our country, which determines the characteristics and advantages of other systems.
First, the Party's leadership ensures that the people enjoy broader and more fulfilling rights and
freedoms, and is conducive to mobilizing the people's enthusiasm and creativity to participate in
national construction and governance. The fundamental purpose of the Communist Party of China
is to serve the people wholeheartedly. The Party leads the people to establish a socialist democratic
political system with Chinese characteristics and develop socialist democracy, which is to embody
the people's will, protect the people's rights and interests, stimulate the people's creative vitality, use
the system to ensure that the people are masters of the country, and realize the organic unity of the
party's leadership, the people's mastery of the country and the rule of law. Among them, the party's
leadership is the fundamental guarantee for the people to be masters of the country and to govern
the country according to law, the people's mastery of the country is the essential feature of socialist
democratic politics, and governing the country according to law is the basic way for the party to
lead the people to govern the country, and the three are unified in the great practice of socialist
democratic politics. Since the reform and opening up, the leadership system of the party and the
state has become increasingly perfect, the comprehensive rule of law has been advanced, the
socialist legal system with Chinese characteristics has become increasingly perfect, the institutional
guarantee and legal guarantee for the people being masters of the country have become more
powerful, the cause of human rights has developed in an all-round way, the patriotic united front has
been further consolidated, the content of the people's enjoyment and exercise of democratic rights
in accordance with the law has become richer, the channels more convenient and the forms more
diverse, and the Chinese people have shown unprecedented enthusiasm, initiative and creativity.
Practice has proved that socialist democracy with Chinese characteristics is the most extensive,
authentic and effective democracy, and it is an institutional arrangement in which the people are
masters of their own affairs.
Second, the party's leadership has ensured the effective regulation of major political and economic
relations, which is conducive to maintaining a stable and united political situation. Comrade Deng
Xiaoping once pointed out: "In a big country like China, it is impossible to conceive of unifying the
thinking and strength of hundreds of millions of people to build socialism without a party composed
of party members with a high degree of consciousness, discipline and self-sacrifice that can truly
represent and unite the masses of the people, and without such a unified leadership of the party."
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It will only fall apart and achieve nothing. "1 Since the reform and opening up, despite all kinds of
challenges, risks, resistances and contradictions, China's overall social stability and political
situation of stability and unity have always been maintained, and the most important reason behind
this is that the party's leadership has ensured the effective regulation of major relations in all aspects.
For example, in the relationship between political parties, adhering to the system of multi-party
cooperation and political consultation under the leadership of the Communist Party of China not
only ensures extensive political participation, fully reflects social conditions and public opinion, and
the interests of all strata, but also ensures the unity and harmony of political life and the effective
convergence of forces of all aspects, and avoids the drawbacks of party rivalry under the multi-party
system in the West. For example, in the relationship between the legislative, executive, and judicial
departments, the party insists on controlling the overall situation and coordinating all parties,
avoiding the situation of fighting and working separately. For example, in terms of different
ownership relations, the establishment of a basic economic system with public ownership as the
main body and the common development of various ownership economies, the unswerving
consolidation and development of the public ownership economy, and the unswerving
encouragement, support and guidance of the development of the non-public economy, which not
only conforms to the basic national conditions of the initial stage of socialism, but also reflects the
development direction of steadily realizing common prosperity. For example, in the relationship
between the government, the market and society, we insist on giving play to the decisive role of the
market in the allocation of resources, give better play to the role of the government, attach
importance to the role of social organizations, and effectively ensure social vitality and order. All
these have fundamentally safeguarded the political situation of national stability and unity, social
harmony and stability, and the people living and working in peace and contentment.
Third, the party's leadership ensures the overall planning and coordination of forces in all quarters,
which is conducive to concentrating forces to do major things. China is a big country, and the
Communist Party of China is a big party. To build and develop socialism in a large country with a
large population, a weak foundation, and an underdeveloped level of productive forces, a big party
must mobilize the enthusiasm of the whole party and the people of all nationalities throughout the
country, pool its limited resources and forces, concentrate its forces on doing major things, and
concentrate its forces on solving the most direct and realistic interests of the masses of the people.
Comrade Deng Xiaoping pointed out: "Compared with capitalism, the superiority of socialism lies
in its ability to play chess in the whole country, concentrate forces, and ensure key points."2 Comrade
Xi Jinping pointed out: "Our biggest advantage is that our socialist system can concentrate on doing
great things.
1 Selected Works of Deng Xiaoping, vol. 2, People's Publishing House, 1994, p. 341-342.
2 Selected Works of Deng Xiaoping, vol. 3, People's Publishing House, 1993, p. 16-17.
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This is an important weapon for us to achieve our career."1 Practice has shown that important fields,
key industries, and major projects related to the national economy and people's livelihood are
difficult to achieve by relying only on the strength of a certain region or department, and must be
promoted by the strength of the whole country. It is precisely because we have given full play to the
institutional advantages of concentrating forces to do great things that we have completed the "two
bombs and one satellite" project, which can be called a historical monument, and successively
completed the Three Gorges Project, high-speed railways throughout the country, world-class
projects that have attracted worldwide attention, such as the West-to-East Gas Transmission Project,
the West-to-East Power Transmission, the South-to-North Water Diversion Project, and the Cross-
Sea Bridge; completed high-tech projects such as the "Shenzhou", "Tiangong", "Tianhe", "Jiaolong",
quantum communications, and large aircraft. Major natural disasters or major diseases such as major
earthquakes, and major livelihood projects such as aid to Tibet, aid to Xinjiang, and targeted poverty
alleviation have been effectively implemented. It is precisely because of the institutional advantages
of concentrating on major things that we have effectively realized unified leadership, unified
command and unified action for the prevention and control of the new crown pneumonia epidemic,
formed a strategic pattern of comprehensive mobilization, comprehensive deployment, and
comprehensive strengthening of epidemic prevention and control, initially curbed the spread of the
epidemic in more than a month, controlled the daily new cases in the local area within single digits
in about two months, and achieved the Wuhan defense battle in about three months. The decisive
results of the Hubei defense war, the national epidemic prevention and control battle has achieved
major strategic results. Comrade Xi Jinping pointed out: "The strength of everyone is limited, but
as long as we are united in one heart and one mind, there will be no difficulties that cannot be
overcome."2 In a few decades, we have completed the process of industrialization that developed
countries have gone through for hundreds of years. In the hands of Chinese people, the impossible
becomes possible. This vividly reflects the extraordinary role and great significance of the party's
leadership, which is the essential feature of socialism with Chinese characteristics.
Fourth, the party's leadership ensures the stability and continuity of the country's major policies and
policies, which is conducive to safeguarding the fundamental and long-term interests of the country.
Doing a good job of current affairs in a down-to-earth manner and strategically planning for long-
term development is the consistent leadership method of the Communist Party of China and an
important experience of the party in ruling and rejuvenating the country. This is conducive to
maintaining the stability and sustainability of the country's major policies, combining current
interests with long-term interests, and aligning partial interests with overall interests.
1 Selected Important Documents Since the 18th National Congress (Part II), Central Literature Publishing House, 2018, p. 336-337.
2 Xi Jinping on Governance, Vol. 1, Foreign Languages Publishing House, 2018, p. 5.
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The reason why the road of rejuvenation of the Chinese nation has been moving fast and steadily,
and the reason why the cause of reform and opening up has achieved great success, is inseparable
from the work of the Chinese Communists from generation to generation and drawing a blueprint
to the end. Focusing on the realization of socialist modernization, Comrade Mao Zedong put forward
the "two-step" strategic consideration in 1963; at the beginning of reform and opening up, Comrade
Deng Xiaoping put forward the "three-step" strategic concept; in 1997, Comrade Jiang Zemin put
forward the new "three-step" strategic goal at the 15th CPC National Congress and put forward the
"two centenary goals" for the first time; and in 2007, Comrade Hu Jintao further perfected the "two
centenary goals" at the 17th CPC National Congress In 2017, Comrade Xi Jinping proposed at the
19th National Congress of the Communist Party of China to realize the Chinese dream of the great
rejuvenation of the Chinese nation in "two steps" after building a moderately prosperous society in
an all-round way. These major strategies are all top-level designs and practical arrangements
focusing on the long-term development of the country, reflecting the ruling character of the
Communist Party of China that is both in the same vein and advancing with the times.
Although some ruling parties in Western countries also try to plan for the long-term development of
the country, they are bound by the dilemma of interest games and the rotation of political parties,
and long-term reforms often become difficult. Political parties fight, focusing only on short-term
interests and ignoring long-term interests, focusing only on term goals and ignoring strategic goals,
which is the norm in Western multi-party politics. Political parties and politicians compete to curry
favor with voters for the sake of votes, and the ballot becomes the baton of the party. Comrade Deng
Xiaoping once pointed out sharply: "The United States has blown its system so well, but it was a
statement when the president campaigned, a statement just after taking office, a statement in the
midterm elections, and another statement when the next general election was approaching." The
United States also says that our policy is unstable, and that our policy is much more stable than that
of the United States. "1
Fifth, the Party's leadership ensures the concrete implementation of the principle of fairness and
justice, which is conducive to achieving common prosperity for all the people. Realizing social
fairness and justice and achieving common prosperity for all the people are the most fundamental
values of the Communist Party of China and the goal of the Chinese Communists. The most
fundamental thing for the Party to lead the people to socialize in China is to liberate and develop the
productive forces, eliminate exploitation, eliminate polarization, and ultimately achieve common
prosperity. The reason why China has been able to do this is because it has established a basic
economic system with public ownership as the main body and the common development of various
ownership economies, the state-owned economy firmly controls the country's economic lifeline, and
the material and economic forces that dominate society are always in the hands of the broad masses
of the people.
1 Selected Works of Deng Xiaoping, vol. 3, People's Publishing House, 1993, p. 31.
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Today, China's basic national conditions that are still in the primary stage of socialism and will
remain for a long time have not changed, China's international status as the world's largest
developing country has not changed, and the problems of the gap between the rich and the poor and
the problems of fairness and justice facing our country are all in the process of being resolved. We
must not only give play to the decisive role of the market, but also avoid the negative impact of the
market; we must not only make various factors of production, including capital, active, but also
avoid the capriciousness of capital logic. Only by adhering to and strengthening the party's overall
leadership and adhering to the party's basic economic system in the initial stage of socialism can we
ensure that the development of the socialist market economy always advances in the right direction
and makes the fruits of development more and more equitable to benefit all the people.
In short, the party's leadership, as the greatest advantage of the socialist system with Chinese
characteristics, has been fully reflected in China's practice and widely recognized by more and more
foreign people of insight. Of course, any system must be continuously improved and developed in
practice, and the embodiment of any system's advantages will be a historical process. Under the
leadership of the Communist Party of China, with the advancement of the cause of the Party and the
country, the socialist system with Chinese characteristics will certainly be more systematic,
scientific and standardized, and effective in operation, and the systems in all aspects will be more
mature and more formalized, and the greatest advantages of the leadership of the Communist Party
of China will be brought into full play.
3. the party's leadership is the fundamental guarantee for the prosperity of the
cause of socialism with Chinese characteristics
The party's leadership is the fundamental and lifeline of the party and the country, and the interests
and happiness of the people of all ethnic groups throughout the country. Since the beginning of
reform and opening up, the Communist Party of China has persisted in strengthening and improving
the party's leadership, actively coped with various risks and tests faced by the party under the
conditions of long-term ruling and reform and opening up, continued to promote the new great
project of party building, maintained the party's advanced nature and purity, and maintained the
flesh-and-blood ties between the party and the masses. Practice has proved that the Communist Party
of China has undergone a long period of revolutionary forging and firmly walked in the forefront of
the times, always being the backbone of the Chinese people and the Chinese nation, and always the
leading core of the cause of socialism with Chinese characteristics.
For some time now, there has been a serious erroneous tendency inside and outside the party to
downplay or even negate the party's leadership.
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Some people are secretive and vague about upholding the party's leadership, a major issue of
principle, and some people downplay or even openly deny the party's leadership, and so on. Since
the 18th National Congress of the Communist Party of China, Comrade Xi Jinping has taken a clear
stand on upholding and strengthening the party's leadership, expounded a series of major issues with
direction and principle, effectively clarified ambiguous understanding, and declared a firm position
and high confidence in the party's leadership. Over the past few years, no matter what field and
aspect of work the Party Central Committee has promoted, it has always started by strengthening
the Party's leadership and eventually settled on strengthening Party building. Through unremitting
efforts, the weakening of the Party's leadership has been fundamentally reversed, the Party's
institutional mechanism for leadership over all work has been continuously improved, the Party's
political leadership, ideological leadership, mass organization and social appeal have been
continuously enhanced, and the political and organizational guarantees for the cause of socialism
with Chinese characteristics have become more powerful.
Socialism with Chinese characteristics has entered a new era, and the Chinese nation has ushered
in a bright prospect of great rejuvenation, but it still faces risks and challenges on the way forward.
From an international point of view, the contest between the two roads and systems of socialism and
capitalism has never stopped, and hostile forces regard the development and growth of socialist
China as a challenge to the capitalist road, system and values, constantly change tactics and methods
to Westernize and divide China, strengthen political misdirection, strategic containment and value
containment against China, and the struggle between infiltration and anti-infiltration in the political
and ideological fields is complex and sharp, and there is no room for slackening in safeguarding
national political and cultural security. From a domestic point of view, with the comprehensive
construction of a moderately prosperous society entering the decisive stage of the people, the reform
entering the period of tackling tough problems and deep-water areas, various contradictions, risks
and challenges have become more severe, and the task of maintaining reform, development and
stability has become more arduous. Only by adhering to and strengthening the party's leadership
and giving play to the party's core role in controlling the overall situation and coordinating all parties
can we effectively prevent and resolve various risks and tests on the way forward and ensure the
stable and long-term development of socialism with Chinese characteristics.
Section 2: The Party is the supreme political leading force
An important content of Xi Jinping's Thought on Socialism with Chinese Characteristics for a New
Era is to clearly state that the Communist Party of China is the supreme political leading force.
Comrade Mao Zedong once clearly pointed out: "In the seven aspects of industry, agriculture,
commerce, study, soldiers, government, and the party, the party leads everything."
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The Party should lead industry, agriculture, commerce, culture and education, the army and the
government. "1 In the new era of socialism with Chinese characteristics, Comrade Xi Jinping further
pointed out: "In today's China, there is no greater political force than the Communist Party of China
or any other force. In the study of the party, the government, the military, and the people, in the east,
west, south, north, and middle, the party is the leader of everything and the highest political leading
force. "2 The national governance system is a complex system of many subsystems, the core of
which is the Chinese Communist Party. The major political thesis that the Communist Party of China
is the supreme political leading force has directly and thoroughly revealed the status and role of the
Communist Party of China in the country's political life.
The Party is the supreme political leading force, which is determined by the nature of our country
and the state system of government, established by the national constitution, tested by the great
practice of China's revolution, construction and reform, and has undoubted historical rationality,
practical rationality and value rationality. The party is the highest political leading force, which is
mainly reflected in leading the political direction, ruling the political system, deciding major issues,
and leading social governance.
1. the Party is the leader of the political direction
The direction determines the path, and the road determines the destiny. Lenin pointed out: "Politics
is to participate in the affairs of the state, to set the direction of the state, to determine the form, tasks
and content of state activities."3 The political direction pointed out by the Communist Party of China
to the whole party and the people of all ethnic groups throughout the country is socialism, and the
ultimate goal pointed out is to realize communism. During the revolutionary war years, the Party
went through hardships and dangers, overcame one difficulty after another, corrected one deviation
after another, led the people to overthrow the "three mountains," won the great victory of the new
democratic revolution, and established New China.
After the founding of New China, the CPC, as the ruling party, inevitably had ties with various
democratic parties and political organizations. In all these connections, the Communist Party of
China "is the force of leadership", "the Party relies on politics to lead", and the Party always holds
the steering wheel.
1 The Collected Works of Mao Zedong, vol. 8, People's Publishing House, 1999 edition, p. 305.
2 Digest of Xi Jinping's Expositions on Socialist Political Construction, Central Literature Publishing House, 2017, p. 30.
3 The Complete Works of Lenin, vol. 31, People's Publishing House, 2017, p. 128.
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In 1954, Comrade Mao Zedong proposed at the First National People's Congress that the core force
leading our cause is the Communist Party of China. In March 1957, he once again pointed out that
"China's reform and construction depend on our leadership."1 On May 25 of the same year, when
receiving delegates to the Third National Congress of the Chinese New Democratic Youth League,
he emphasized even more clearly: "The Communist Party of China is the core of leadership of the
entire Chinese people. Without such a core, the socialist cause cannot triumph." 2 During the
exploration of the road of socialist construction, although the Party experienced setbacks of all kinds,
including the twists and turns and mistakes of the "Cultural Revolution", it always maintained the
spirit of self-revolution, persisted in self-correcting mistakes and deviations, firmly grasped the
direction of socialist progress, and finally established the correct political, ideological and
organizational lines, and successfully created socialism with Chinese characteristics.
In China, a large country with a history of more than 5,000 years of civilization and a population of
1.4 billion, there is no textbook that is regarded as the golden rule, and there is no teacher who can
command the Chinese people. The Communist Party of China firmly grasps the direction of progress
of socialism with Chinese characteristics, neither follows the old road of closure and rigidity, nor
does it take the evil road of changing the banner, fully mobilizes the enthusiasm of all parties under
the background of market economy and globalization, unites forces of all aspects, and gathers into
a majestic force to promote the cause of socialism with Chinese characteristics.
Since the 18th National Congress of the Communist Party of China, the Party Central Committee
with Comrade Xi Jinping as the core has held high the great banner of socialism with Chinese
characteristics and set the steering wheel of reform and opening up in the new era. This direction is
the path of socialism with Chinese characteristics, not any other path. Today, reform and opening
up enter a new era, "what to change and how to change must be based on whether it meets the overall
goal of improving and developing the socialist system with Chinese characteristics and promoting
the modernization of the national governance system and governance capacity. "3 Make sure not to
make subversive mistakes in the political direction.
1 The Collected Works of Mao Zedong, vol. 7, People's Publishing House, 1999, p. 275.
2 The Collected Works of Mao Zedong, vol. 7, People's Publishing House, 499 edition, p. 303.
3 Selected Important Documents Since the 19th National Congress (Part I), Central Literature Press, 2019, p. 732.
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2. the Party is the leader of the political system
The national political system is a large system, which consists of the fundamental political system,
the basic political system and the specific institutional mechanisms of all aspects of national
governance, covering state organs, political party organizations and various political subjects. In
this large system, the Chinese Communist Party is in a dominant position.
The Communist Party of China is the ruling party, and the Party leads state and social affairs through
the system of people's congresses. The Party leads, supports and guarantees that the people are
masters of their own country, mobilizes and organizes the masses of the people to manage state and
social affairs and economic and cultural undertakings in accordance with the law. The Party leads
the people in formulating the Constitution and laws, and the Party itself operates within the scope
of the Constitution and laws. The Party's leading role in the system of people's congresses is good
at transforming the Party's propositions into the will of the State through legal procedures, at making
candidates recommended by the Party become leading personnel of organs of state power through
legal procedures, at implementing the Party's leadership over the state and society through organs
of state power, at using the principle of democratic centralism to safeguard the authority of the Party
and the State, safeguarding the unity of the whole Party and the whole country, and supporting and
ensuring that organs of state power carry out their work proactively, independently responsible, and
in a coordinated manner in accordance with the Constitution and laws.
The Communist Party of China is the core force leading China's various undertakings, and the
national governance system must adhere to the leadership of the party. Since the beginning of reform
and opening up, no matter how the party has adjusted the relationship between the party and the
government, one thing remains unchanged, that is, upholding the party's leadership has always been
the fundamental prerequisite for handling the relationship between the party and the government.
Compared with many large countries in the world, China's national governance system is unique.
Most of the world's countries with more than 100 million people are federal, and China's 1.4 billion
people, unitary production is the organizing principle of state power, and it is very successful, and
the secret is the leadership of the Chinese Communist Party. In contemporary China, the Communist
Party of China has inherited the idea of "one game of chess" national governance formed by Chinese
society for a long time, coordinated, comprehensive, and represented the interests of all parties,
sought the "greatest common divisor" of all interests, and coordinated all forces to advance in the
same direction, and the party's leadership has become the core component of the national governance
system.
"As a basic political system in our country, the system of multi-party cooperation and political
consultation under the leadership of the CPC is a great political creation of the CPC, China, various
democratic parties, and personages without party affiliation, and is a new-type political party system
that grows out of Chinese soil." "
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"It is not only in line with the reality of contemporary China, but also in line with the excellent
traditional culture advocated by the Chinese nation, such as serving the common good, being
inclusive, and seeking common ground while reserving differences, and is a major contribution to
human political civilization."1 This political system is different from the multi-party system or two-
party system of many capitalist countries, nor the one-party system of some countries, but is an
original system rooted in China and has distinct Chinese characteristics. This characteristic is first
embodied in the leadership of the Communist Party of China. Party leadership is the conscious
choice of all democratic parties and is also the basic prerequisite of China's political party system.
The relationship between the CPC and other democratic parties is the leadership of the CPC, multi-
party cooperation, and the ruling power of the CPC and multi-party participation in politics. The
democratic parties are not opposition parties and opposition parties, but friendly parties and
participating parties that cooperate closely with the CPC. Adhering to the leadership of the
Communist Party of China is not to stop democracy, but to form a broader and more effective
democracy. The CPC and the democratic parties have conducted democratic consultations, made
concerted efforts on major national issues, and concentrated their efforts on major affairs.
3. The Party is the decider of major decisions
As the highest political leading force, it is very important for the Communist Party of China to make
decisions on major issues of the Party and the country. Without decision-making power, the so-
called leadership is an empty phrase. Along the way, the Communist Party of China has continuously
moved from victory to victory, and every step is inseparable from scientific and effective decision-
making, careful planning and effective implementation. Being good at grasping problems, thinking
of methods, and making decisions is a concentrated embodiment of the party's leadership level and
ruling ability.
The Chinese Communist Party uses scientific and democratic methods to make decisions. Formulate
lines, principles, policies, and make major policy decisions and arrangements, extensively solicit
the opinions and suggestions of the broad masses of the people, democratic parties and personages
without party affiliation, party-member cadres, experts, and scholars, and finally transform the
party's propositions into the will of the state through scientific demonstration and democratic
centralization. In decision-making,
1 "Xi Jinping Emphasizes Adherence to Multi-Party Cooperation, Development of Socialist Democratic Democracy, Unity and
Struggle for Victory in Building a Moderately Prosperous Society in All Respects when Visiting Members of the Democratic
League Zhigong Party Non-Party Personages and Overseas Chinese Circles Attending the CPPCC Meeting," People's Daily, March
5, 2018.
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The party has always adhered to the people-centered value concept and political stance, grasped the
most direct and practical interests of the masses, and formulated effective policies and measures.
The party formulates policies, adheres to the attitude of seeking truth from facts, scientifically
carries out investigation and research, persists in coming from the masses to the masses, and
analyzes specific problems in detail, so that policy decisions, programs and measures conform to
the spirit of the central authorities and local realities, meet the needs of the people and are feasible.
The Communist Party of China not only makes scientific decisions, but also pays attention to the
implementation of decisions. The Communist Party of China is a big party, China is a big country,
and to govern a big country, a big party first needs an authoritative party central committee that can
observe problems from the perspective of the overall situation and be able to make decisions "with
one hammer and the final word"; moreover, once the party Central Committee makes policy
decisions and arrangements, all party departments must resolutely implement them; the party
organizations of the people's congresses, governments, CPPCC, supervision commissions, courts,
and procuratorates must resolutely implement them; and party organizations such as public
institutions and people's organizations must also resolutely implement them.
4. the Party is the leader in social governance
Social governance is inseparable from a certain organizational form. The organizational form of the
Communist Party of China not only promotes the orderly governance of society, but also ensures
that society is full of vitality. First, the political function of the Chinese Communist Party provides
direction for social governance. The first attribute of the party is the political attribute, and the first
function is the political function. Political functions are embodied in political stance, political
direction, political road and other aspects, and the political function of the party can provide
direction, standards and values for social governance, and enhance the cohesion and sense of
direction of social governance. Second, the Communist Party of China promotes the effective
operation of society with the service function of the party. Comrade Deng Xiaoping once pointed
out: "What is leadership? Leadership is serving the people." 1 Adhering to the mass line is the
fundamental method by which the Party leads the masses of the people. By serving the masses of
the people, solving the problems of their interests, the Party promotes the effective operation of
society. Finally, the Communist Party of China ensures harmonious and orderly social governance
with a strong organizational system. The party adheres to the principle that "where there are masses,
there is party organization, and where there are party members, there is party work", and vigorously
promotes the coverage of party organizations and party work. Over the past 40 years of reform and
opening up, China has been one of the countries with the most profound social transformation in the
world, facing domestic and foreign contradictions and risks rarely seen in the world
1 Selected Works of Deng Xiaoping, vol. 3, Publishing House, 1993, p. 121.
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However, Chinese society has always maintained overall stability, which is inseparable from the
strong organizational ability and excellent governance ability of the Communist Party of China.
Since the 18th National Congress of the Communist Party of China, the Party Central Committee
with Comrade Xi Jinping as the core has closely focused on the social governance theme of co-
construction, co-governance and sharing, continuously improved the social governance system and
mechanism, established a social governance system under the leadership of the Party committee,
the responsibility of the government, social coordination, public participation, and the guarantee of
the rule of law, and continuously improved the socialization, rule of law, intelligence and
professionalism of social governance. For example, strengthen the construction of mechanisms for
preventing and resolving social contradictions, correctly handle contradictions among the people;
comprehensively improve the level and coverage of public services, continuously meet the people's
growing needs for a better life, and let the people have more sense of happiness, attainment, and
security; strengthen the construction of community governance systems, promote the focus of social
governance to shift down to the grassroots level, give play to the role of social organizations, and
realize benign interaction between government governance and social regulation and residents'
autonomy. In the practice of party leadership in social governance, leading grassroots social
governance with party building has become the consensus of Chinese society and a successful
experience of Chinese social governance.
Section 3: Resolutely achieve "two maintenances"
To uphold and strengthen the party's overall leadership and give full play to the role of the highest
political leadership force of the Communist Party of China, the most fundamental thing is to
resolutely safeguard the core position of General Secretary Xi Jinping of the Party Central
Committee and the core position of the whole party, and the most important thing is to resolutely
safeguard the authority and centralized and unified leadership of the Party Central Committee.
Achieving the "two safeguards" is a major issue of principle that has a bearing on the future and
destiny of the party and the country, the primary task of the party's political construction, and the
fundamental political discipline and political rules that the whole party must abide by.
1. safeguarding the core position of General Secretary Xi Jinping of the Party Central
Committee and the core of the whole Party is where the fundamental interests of the
Party and the country lie
The Sixth Plenary Session of the 18th CPC Central Committee clarified the core position of General
Secretary Xi Jinping of the Party Central Committee and the core of the whole Party. This is the
inevitable result of the party's adherence to the principle of democratic centralism and the solemn
choice of the whole party and the people of the whole country.
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As the core of the Party Central Committee and the core of the whole Party, General Secretary Xi
Jinping was formed in the practice of the new great struggle, reflects the common aspirations of the
whole Party, the whole army and the people of all ethnic groups throughout the country, is where
the fundamental interests of the Party and the country lie, is the fundamental guarantee for upholding
and strengthening the Party's leadership, and is an urgent need to carry out the great struggle with
many new historical characteristics and to uphold and develop the great cause of socialism with
Chinese characteristics.
The historical mission of the proletarian party objectively requires a strong core of leadership. Marx
once vividly compared that "a single violinist conducts himself, and an orchestra needs an orchestra
director."1 Engels also used the example of sea navigation to illustrate the extreme importance of
the core of authority: "At a critical moment, whether everyone's life can be saved depends on
whether all people can immediately and absolutely obey the will of a person."2 Lenin also pointed
out: "It is a long-term and difficult task to bring up a group of experienced and extremely prestigious
party leaders. But without this, the dictatorship of the proletariat and the 'unity of will' of the
proletariat can only be empty words. "3 Comrade Mao Zedong stressed: "It is necessary to establish
a core of leadership and oppose 'one country, three publics.'"4 Comrade Deng Xiaoping had a deep
understanding and thorough explanation of the core issue of leadership, pointing out: "The key to
the China issue lies in the fact that the Communist Party must have a good Politburo, especially a
good Politburo Standing Committee. As long as there are no problems in this link, China will be as
stable as Mount Tai. "If it stays like this for fifty, sixty years, socialist China will be invincible."5
The historical experience of socialism in the world shows that in order for a Marxist political party
to safeguard the unity of the Party and effectively carry out struggle, it must form a strong core of
leadership and a strong leading collective at the level of the Party Central Committee. The historical
experience of the Communist Party of China shows that there must be a strong central leading
collective formed in practice, and there must be a strong leadership core in this leading collective.
Otherwise, the party's cause will not be able to advance from victory to victory.
Comrade Xi Jinping possesses the extraordinary political wisdom, superb leadership ability and
strong personality charm of a Marxist politician, and as the core of the Party Central Committee and
the core of the whole Party, he was formed in the long-term revolutionary practice, in the new great
struggle, in the close contact with the people and in the common struggle.
1 Selected Works of Marx and Engels, vol. 2, People's Publishing House, 2012, p. 208.
2 Selected Works of Marx and Engels, vol. 3, People's Publishing House, 2012, p. 276.
3 The Complete Works of Lenin, vol. 42, People's Publishing House, 2017, p. 108.
4 The Collected Works of Mao Zedong, vol. 3, People's Publishing House, 1996, p. 69.
5 Selected Works of Deng Xiaoping, vol. 3, Publishing House, 1993, p. 365.
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Since the 18th National Congress of the Communist Party of China, Comrade Xi Jinping, with a
strong sense of responsibility, has led the whole party and the people of all ethnic groups throughout
the country to solve many difficult problems that have been wanted to be solved for a long time but
have not been solved, accomplished many major things that were wanted to be done in the past but
have not been accomplished, promoted historic changes in the cause of the party and the country,
promoted historic changes in the management of the party and the party, and promoted socialism
with Chinese characteristics into a new era. The fundamental reason why the cause of the Party and
the country can create a new situation in an all-round way lies in the Party Central Committee with
Comrade Xi Jinping as the core in raising the banner and strategizing, and in the scientific guidance
of Xi Jinping Thought on Socialism with Chinese Characteristics for a New Era. The Sixth Plenary
Session of the 18th CPC Central Committee made it clear that Comrade Xi Jinping is the core of the
Party Central Committee and the core of the whole Party, and the 19th CPC National Congress will
firmly safeguard the authority of the Party Central Committee with Comrade Xi Jinping as the core
and the centralized and unified leadership to write the Party Constitution, which is the choice of
practice, history, the choice of the whole Party and the choice of the people.
Safeguarding General Secretary Xi Jinping's position as the core of the Party Central Committee
and the core of the whole Party is an urgent need for the development of the cause of the Party and
the country. The Communist Party of China has more than 90 million members and more than 4.6
million grassroots party organizations, and the party unites and leads the people to carry out socialist
modernization. Having a leader recognized by the whole party and loved by the people is an
important sign of the maturity of the party. The ship weighs a thousand pounds and has one person
at the helm. To govern a large country with a population of 1.4 billion, to carry out great struggles
with many new historical characteristics, to cope with major changes unprecedented in a century, to
resist major risks and challenges, and to overcome major contradictions and resistances, it must have
a strong core of leadership. Without Comrade Xi Jinping, the core of the Party Central Committee
and the core of the whole Party, there would be no authority and centralized leadership of the Party
Central Committee, there would be no unified thinking and unified action, and there would be no
separate battles and separate administrations, and nothing would be accomplished.
2. Safeguarding the authority of the Party Central Committee and centralized and unified
leadership is the highest principle of Party leadership
Comrade Xi Jinping pointed out: "The history of the Party and the history of the development of
New China tell us that in order to govern our big party and our big country well, it is very important
to ensure the unity and centralization of the party, and it is of great importance to maintain the
authority of the party Central Committee."
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1
Resolutely safeguarding the authority of the Party Central Committee and centralized and unified
leadership is a major founding principle of the Marxist ruling party, the primary political rule of the
Party, and a magic weapon to ensure that the whole Party is in lockstep.
First, safeguarding the authority of the Party Central Committee and centralized and unified
leadership are the major founding principles of the Marxist ruling party. A Marxist political party is
not a free and loose club, but a new type of political party shouldering a major historical mission, a
fighting force with strict organization and strict discipline. Marx and Engels once severely criticized
Bakunin's views of "branch autonomy, free association of autonomous groups, anti-authoritarianism,
and anarchy", believing that these slogans were nothing more than an attempt to cover up the
extreme poverty of thought and the fundamental ignorance of the conditions of daily life in society.
When summing up the lessons of the failure of the Paris Commune, Engels clearly pointed out: "The
Paris Commune was destroyed because of the lack of centralization and authority. "2 Engels also
pointed out that authority is needed not only in the period of proletarian revolution, but also in the
period of peacebuilding. Whether it is factory production, railway management, ship navigation, or
even daily travel, it is necessary to obey the authority of rules and regulations. Without serious
authority and strict discipline, such a party can only be a loose club or social organization, and such
a party cannot unite its will and achieve political goals. The Communist Party of China is a Marxist
political party organized by revolutionary ideals and iron discipline, and safeguarding the authority
of the Party Central Committee and centralized and unified leadership is the fundamental experience
of China's revolution, construction and reform.
Second, safeguarding the authority of the Party Central Committee and centralized and unified
leadership is the primary political rule of the Party. To uphold the party's leadership, we must first
uphold the centralized and unified leadership of the party Central Committee. The right to decide
on the major policies and policies of the party and the state rests with the party Central Committee,
and it is necessary to safeguard the authority of the party Central Committee with practical actions.
Comrade Xi Jinping emphasized: "The party is the core of our leadership in all undertakings, as the
ancients said; six contract winds, Kyushu cooperates', in contemporary China, without the
leadership of the party, this cannot be done." 3 Safeguarding the authority of the Party Central
Committee is a matter of direction and principle, and has a bearing on the future and destiny of the
Party, the nation, and the country.
1 Xi Jinping on Governing the Country, vol. 2, Foreign Languages Publishing House, 2017, p. 188.
2 Selected Works of Marx and Engels, vol. 4, People's Publishing House, 2012, p. 500.
3 "Xi Jinping's Exposition on Coordinating and Promoting the "Four Comprehensive" Strategic Layout", Central Literature Press,
2015, p. 134.
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Any organization and member of the Party, no matter what field, level or unit he or she works in,
must obey the centralized and unified leadership of the Party Central Committee and safeguard the
authority of the Party Central Committee.
Third, safeguarding the authority of the Party Central Committee and centralized and unified
leadership is the magic weapon to ensure that the whole Party is in lockstep. The theories, lines,
principles, and policies formulated by the Party Central Committee are the basis and basis for the
whole Party and the people of all ethnic groups throughout the country to unify their thinking, will,
and actions. Only when the Party Central Committee has authority can the whole Party be firmly
united, and then the people of all ethnic groups in the country can be closely united, forming a
majestic force that is united and invincible. Comrade Xi Jinping pointed out: "We are such a big
party and such a big country, if there is no authority of the Party Central Committee to set a statue,
and the Party Central Committee does not do what it decides, or if each says its own thing and does
its own thing, then nothing can be done." 1 In our party, we must never allow ourselves to act
independently and go our own way, we must not allow orders not to be carried out or prohibitions
to continue, and we will never allow policies at the top and countermeasures at the bottom. The
more complicated the situation facing the Party and the more arduous the tasks it shoulders, the
more it is necessary to safeguard the centralization and unity of the Party.
3. the practical requirements of "two maintenance"
Safeguarding the core position of General Secretary Xi Jinping of the Party Central Committee and
the core of the whole Party, safeguarding the authority and centralized and unified leadership of the
Party Central Committee, is not abstract but concrete, and must be implemented in reality and seen
in action.
To achieve the "two safeguards," we must persist in being loyal to the party. This is the basic
requirement of the Party Constitution for Party members. Loyalty to the party must be pure, and one
must not be "two-faced" or engage in "pseudo-loyalty"; it must be embodied in loyalty to the party's
beliefs, loyalty to the party organization, and loyalty to the party's theory, line, principles, and
policies. If "loyalty" doesn't pass, nothing else.
To achieve the "two safeguards," we must strictly abide by political discipline and political rules.
Political discipline is the most important discipline of the Party, political discipline is the most
fundamental rule of the Party, and abiding by political discipline and political rules is the basis for
observing all discipline of the Party. First, we must safeguard the authority of the Party Central
Committee, never allow deviations from the Party Central Committee's requirements to set up
another set of things, maintain a high degree of unity with the Party Central Committee ideologically,
politically, and in action, and obey the command of the Party Central Committee.
1 Selected Important Documents Since the 19th National Congress (Part I), Central Literature Press, 2019, p. 276.
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Second, it is necessary to safeguard the unity of the party, persist in all parts of the world, unite all
comrades loyal to the party, unite the majority, draw lines with others, engage in any form of
factional activities, and still less allow the cultivation of private forces within the party; third, it is
necessary to follow organizational procedures, and it is absolutely not allowed to make unauthorized
claims and opinions on major issues and reports. Fourth, we must obey the organization's decisions,
never allow non-organizational activities, bargain with the organization, go against the
organization's decision, seek and rely on the organization when encountering problems, and must
not deceive the organization or confront the organization.
To achieve the "two safeguards," we must firmly establish a political awareness, an awareness of
the overall situation, a core awareness, and a sense of alignment. The most important thing is to
highly identify ideologically, resolutely safeguard politically, fully trust organizationally, and
closely follow the Party Central Committee with Comrade Xi Jinping as the core in action. We must
achieve "two safeguards" and enhance the "four consciousnesses," and we must not shout empty
slogans, engage in formalism, and turn serious political discipline into "low-level red" and "high-
level black." The core consciousness is called "core", that is, the core of the Party Central Committee
and the whole party, and cannot be said to be "core" layer by layer; the "alignment" of aligning
consciousness means aligning with the Party Central Committee, General Secretary Xi Jinping, and
the party's basic theory, basic line, and basic strategy, and cannot shout "alignment" layer by layer.
Section 4: Establish and improve the institutional
mechanism for the party's comprehensive leadership
The party's overall leadership is concrete and must be embodied in all aspects of governing the
country and in the design, arrangement, and operation of the institutions, systems, and systems of
state power. Establishing and improving scientific and effective systems and mechanisms is the key
to implementing the party's comprehensive leadership.
1. Adhere to the Party's position as the core of leadership in controlling the overall
situation and coordinating all parties
Adhering to the party's position as the core of leadership in controlling the overall situation and
coordinating all parties is a prominent feature of the superiority of the socialist system with Chinese
characteristics.
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Comrade Xi Jinping stressed that "the Party Central Committee is the brain and center, and the Party
Central Committee must have the authority to set a statue and hammer the final word."1 The Central
Committee, the Political Bureau of the CPC Central Committee, and the Standing Committee of the
Politburo of the CPC Central Committee are the core of the Party's leadership and decision-making;
the decisions and arrangements made by the Party Central Committee must be resolutely
implemented by the Party's discipline inspection organs and organizational, propaganda, united front,
political and legal departments, the Party organizations of the state's legislative, judicial,
administrative, and supervisory organs, and the Party organizations of enterprises, institutions, and
people's organizations. Local Party organizations must ensure that the decisions and arrangements
of the Party Central Committee are implemented as soon as orders are made and stopped when
prohibited. In the big chess game of the national governance system, the Party Central Committee
is the "handsome" who sits in the military tent in the town, and the horses and cannons each show
their strengths, and the overall situation is clearly defined, so that only in governing the country can
there be direction, rules, and strength.
Strengthen the leadership position of Party committees (Party groups) in organizations at the same
level. Straighten out the relationship between party organizations and other organizations, and better
play the role of overseeing the overall situation and coordinating all parties. Party committees
(leading Party groups) established in state organs, public institutions, mass organizations, social
organizations, enterprises and other organizations shall accept the unified leadership of the Party
committees approved for their establishment, report regularly on their work, and ensure that the
Party's principles, policies and decision-making arrangements are implemented in organizations at
the same level. Party committees at all levels should concentrate their energies on setting the
direction, grasping major matters, coming up with ideas, and managing cadres. Party committees at
all levels should give overall consideration to the overall work, plan as a whole, and form a working
mechanism for comprehensive advancement. It is necessary to rationally divide the work levels,
properly handle the relationship between key tasks, clarify which work is personally grasped by the
party committee, which is promoted by the party committee, and which is supported by the party
committee, and form a working mechanism for categorical promotion; within the party committee,
it is necessary to give play to the collective role of the leading body, and at the same time ensure
that the members of the leading body each shoulder their own responsibilities and carry out their
work in unison.
Enhance the organizational strength and leadership of the Party's grassroots organizations. Persist
in focusing on improving organizational strength, highlight political functions, and build the party's
grassroots organizations into strong fighting fortresses for publicizing the party's propositions,
implementing the party's decisions, leading grassroots governance, uniting and mobilizing the
masses, and promoting reform and development. Strengthen the building of grass-roots party
organizations in enterprises, rural areas, organs, institutions, and communities, strengthen the work
of grass-roots party building of social organizations, explore the building of grass-roots party
organizations in the fields of new business formats and the Internet, strengthen the standardization
and standardization of branches, and realize that all the party's work goes to the branches. Party
organizations in villages and communities should comprehensively lead all kinds of organizations
and all work subordinate to their own villages and communities.
1 Selected Important Documents Since the 19th National Congress (Part I), Central Literature Publishing House, 2019, p. 560.
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Continue to promote the institutionalization of the party's comprehensive leadership and the rule of
law. Study and formulate inner-party laws and regulations on the party's leadership of important
economic and social work, and implement the party's comprehensive leadership in the entire process
and in all aspects of comprehensively governing the country according to law; implement the
provisions of the Constitution, formulate and revise relevant laws and regulations, and clearly
stipulate the legal status of work related to party leadership; enshrine the requirements for upholding
the party's comprehensive leadership in the organic laws of people's congresses, governments, courts,
and procuratorates, and enshrine the people's consultative conference, democratic parties, the
Federation of Industry and Commerce, people's organizations, state-owned enterprises, schools of
higher learning, and The charters of social organizations are to improve the Party's system for
exercising leadership over these organizations, ensuring that they are always active, independent,
responsible, and coordinated under the leadership of the Party.
2. Strictly implement the system of requesting instructions and reporting from the Party
Central Committee
The system of requesting instructions and reporting is an important system of the Communist Party
of China, which fundamentally guarantees the authority and centralized and unified leadership of
the Party Central Committee. As early as 1948, Comrade Mao Zedong drafted the "Intra-Party
Directive on the Establishment of the Reporting System" for the Party Central Committee, and then
the Party Central Committee issued the "Supplementary Instructions on the Establishment of the
Reporting System." This has played an important role in the political construction of the Party.
Timely reporting of major issues and important matters by party-member cadres is a political
discipline and political rule that must be observed. Comrade Xi Jinping stressed: "Party
organizations in all fields should be responsible to the party committee and report their work to the
party committee. Some comrades are accustomed to treating the work in charge as their own
forbidden, feeling that since they are in charge, there is no need to report, and they do not want
others to come and ask questions, and some do not even want the party committee to ask questions,
otherwise there is no separation between the party and the government. This thinking is incorrect.
"1
The Sixth Plenary Session of the 18th CPC Central Committee detailed the system of requesting
instructions and reports on major issues, stipulating that the Standing Committee of the National
People's Congress, the State Council, the National Committee of the Chinese People's Political
Consultative Conference, the Central Commission for Discipline Inspection, the Supreme People's
Court, the Supreme People's Procuratorate, all departments of the central and state organs, all
people's organizations, and all provinces, autonomous regions, and municipalities directly under the
Central Government must regularly report their work to the Party Central Committee.
1 "Digest of Xi Jinping's Expositions on Socialist Political Construction", Central Literature Publishing House, 2017, p. 27.
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In February 2019, the CPC Central Committee issued the Regulations of the Communist Party of
China on Requesting Instructions and Reports on Major Matters, further improving the relevant
work system. In accordance with the Party Constitution and internal Party regulations, all members
of the Political Bureau of the CPC Central Committee report their duties in writing to the Party
Central Committee and the General Secretary every year; the Secretariat of the CPC Central
Committee and the Central Commission for Discipline Inspection, the leading party groups of the
Standing Committee of the National People's Congress, the leading party groups of the State Council,
the leading party groups of the National Committee of the Chinese People's Political Consultative
Conference, the leading party groups of the Supreme People's Court, and the leading party groups
of the Supreme People's Procuratorate report annually to the Standing Committee of the Political
Bureau and the Political Bureau of the CPC Central Committee; and the party committees (leading
party groups) of all regions and departments have strengthened their reporting to the party Central
Committee. When studying major matters involving the overall situation or making major decisions,
it is necessary to promptly request instructions and report to the Party Central Committee, and
special reports should be made on the implementation of important decisions of the Party Central
Committee. In case of sudden major problems and major problems in work, it is necessary to
promptly ask for instructions and report to the Party Central Committee, and if the situation is urgent
and must be dealt with immediately, it is necessary to do a good job in their duties and report quickly.
3. Coordinate the reform of party and state institutions
The functional system of the party and state institutions is an important guarantee for the CPC's
governance of the country, and an important support for ensuring that the party always controls the
overall situation and coordinates all parties. In order to smoothly advance the cause of socialism
with Chinese characteristics in the new era, the party must give full play to the party's leadership,
which is the greatest institutional advantage, from the organizational structure, implement the party's
leadership in all fields and links of the party and state organs in comprehensively and correctly
performing their duties, and ensure the party's long-term ruling power and the country's long-term
peace and stability in terms of system.
The Third Plenary Session of the 19th CPC Central Committee focused on improving and
developing the socialist system with Chinese characteristics, promoting the modernization of the
national governance system and governance capacity, strengthening the party's long-term ruling
capacity, and promoting the comprehensive and strict management of the party, and made strategic
arrangements for deepening the reform of party and state institutions. The goal of the reform is very
clear, that is, to promote the optimization of the functions of the party and state institutions as the
focus of efforts, to form a leadership system that oversees the overall situation and coordinates all
parties, a government governance system with clear responsibilities and administration according
to law, a world-class armed forces system with Chinese characteristics, a mass work system with
extensive contacts and serving the masses, and to promote the coordinated actions of people's
congresses, governments, CPPCC, supervisory organs, judicial organs, procuratorial organs,
people's organizations, enterprises and institutions, social organizations, etc. under the unified
leadership of the party. Strengthen synergy and comprehensively improve national governance
capacity and governance level.
To deepen the reform of the Party and state institutions, the first thing is to establish and improve
the Party's leadership system and mechanism for major work, and improve the institutional
arrangements to ensure the Party's overall leadership;
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Strengthen the party's centralized and unified leadership over major work involving the overall
cause of the party and the country, and enhance the party's ability and determination to set the
direction, seek the overall situation, formulate policies, and promote reform. At the central level, it
is to optimize the decision-making and deliberation coordination organs of the Party Central
Committee, and then strengthen and optimize the Party's leadership over deepening reform,
governing the country according to law, economy, agriculture and rural areas, discipline inspection
and supervision, organization, propaganda, ideology and culture, national security, political and
legal affairs, united front, ethnic and religious affairs, education, science and technology, Internet
information, diplomacy, auditing, etc. The Third Plenary Session of the 19th CPC Central
Committee decided to set up the Central Committee for Comprehensive Rule of Law, the Central
Audit Commission, and the Central Leading Group for Education Work, and at the same time
renamed the Central Leading Group for Comprehensively Deepening Reform, the Central Leading
Group for Cybersecurity and Informatization, the Central Leading Group for Finance and
Economics, and the Central Leading Group for Foreign Affairs to the Committee, and adjusted and
optimized the leadership system of the Central Institutional Establishment Committee. These
institutions, as the decision-making and deliberation coordination bodies of the Party Central
Committee, work under the leadership of the Political Bureau of the Central Committee and its
Standing Committee, and are responsible for the top-level design, overall layout, overall
coordination and overall promotion of major work in related fields, further ensuring the effective
implementation of the Party's leadership.
The functional departments of the Party are the political organs of the Party exercising political,
ideological and organizational leadership, and the executive organs that implement the decisions
and arrangements of the Party Central Committee and local Party committees at all levels,
implement the Party's leadership, strengthen Party building, and promote the Party's cause. To
coordinate the reform of party and state institutions and uphold and strengthen the party's overall
leadership, it is necessary to optimize the functional allocation of the party's organization,
propaganda, united front, political and legal affairs, party building in organs, education and training,
strengthen the coordination function, and coordinate the work of the system and its own field. At
the same time, it is also necessary to optimize the establishment of various party committee offices,
and the matters that can be undertaken by functional departments are undertaken by functional
departments; optimize and standardize the establishment of party dispatched organs, strengthen
leadership over relevant fields, industries, and system work; and set up institutions directly under
party committees at all levels in accordance with the principle of lean and efficient. The relevant
organs of the Party may be set up in an overall manner with other departments with similar functions
and close ties, and implement the merger and establishment or joint office to prevent overlapping of
institutions, functions and work, and then integrate and optimize forces and resources to bring into
play comprehensive benefits.
Top-level planning and overall design of the reform of party and state institutions is an important
embodiment of the party's leadership. Deepening the reform of party and state institutions, covering
the institutional reform of the Party Central Committee, the National People's Congress, the State
Council, the CPPCC National Committee, the administrative law enforcement system, the cross-
military reform, the mass organization reform, and the local institutional reform, is a systematic,
holistic and reconstructive major change. After the gradual advancement from the central to the local
level since the Third Plenary Session of the 19th CPC Central Committee, a functional system of
party and state institutions that is compatible with upholding and strengthening the party's leadership
is taking shape.
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4. Improve the specific system for strictly implementing democratic centralism
Democratic centralism is the fundamental organizational principle and fundamental leadership
system of the Party. It regulates the relations between Party members and Party members, Party
members and organizations, subordinate organizations and higher-level organizations, and the
whole Party and the Central Committee, and standardizes the relations between Party and State
organs of power, administrative organs, supervisory organs, judicial organs and people's
organizations. Over the past some time now, quite a few problems have arisen in some party
organizations in the process of implementing democratic centralism: In some localities, "laissez-
faire democracy" has appeared, and "the number one" does not take responsibility, and the leading
body is weak and loose; in some localities, the number one leader "acts arbitrarily, inner-party
democracy is undermined, and the party's leadership has become individual leadership; in some
localities, the party-government relationship is not coordinated, and the so-called separation of the
party and the government is carried out without paying attention to preconditions, or the party
committee directly interferes in government work without any detail, resulting in tension between
the party and the government; in some places, the party and government are divided and departments
are hampered. Fights up and down, fragmentation of local governance; and so on. These problems
greatly restrict the role of the party's leadership as the core, and ultimately affect the comprehensive
economic and social development of a locality.
To uphold and strengthen the party's comprehensive leadership, it is necessary to improve and
implement various specific systems of democratic centralism and institutionalize, standardize, and
scientificize relations between the party and all quarters. In particular, it is necessary to improve the
system of the party leading organs of state power, administrative organs, supervisory organs, judicial
organs, and people's organizations, improve the work system and code of conduct of party
committees (leading party groups) at all levels; strictly implement the "Several Guidelines for Inner-
Party Political Life in the New Situation," improve the rules for deliberation and decision-making
of party committees at all levels, improve the specific system for correctly handling the working
relations between party organizations at higher and lower levels, and ensure that the whole party is
highly consistent ideologically, politically, and in action.
Safeguarding the authority of the Party Central Committee and centralized and unified leadership
are unified with promoting inner-Party democracy. Comrade Xi Jinping pointed out, "Adhering to
the authority of the Party Central Committee and centralized and unified leadership does not mean
that there is no need for democratic centralism, do not promote inner-party democracy, and it is
wrong to oppose the two."1 Democratic centralism organically combines the full development of
inner-party democracy with the correct practice of centralism; it can not only stimulate the creative
vitality of the whole party to the maximum, but also unify the thinking and actions of the whole
party, and effectively prevent and overcome decentralism in which deliberation is not decided and
decision is not done, and it is a scientific, rational, and efficient system.
1 Selected Important Documents Since the 19th National Congress (Part I), Central Literature Press, 2019, p. 276.
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Democratic centralism includes two aspects, democracy and centralization, which are mutually
conditional, complementary and opposite. It is necessary to organically unify democracy and
centralism, and truly turn the advantages of democratic centralism into the party's political,
organizational, systemic, and work advantages.
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Chapter IV: Adhere to the fundamental position of
centering on the people
The masses of the people are not only the creators of material wealth, but also the creators of spiritual
wealth, and even more the decisive force for social change. Comrade Xi Jinping pointed out: "We
must always take the people's position as the fundamental position, take the happiness of the people
as the fundamental mission, adhere to the fundamental purpose of serving the people wholeheartedly,
implement the mass line, respect the people's dominant position and initiative, always maintain
flesh-and-blood ties with the people, unite the majestic force of all wills, and unite and lead the
people to jointly create a great historical cause."1 Adhering to the people-centered thinking, further
developing the Marxist outlook on the people, and fully demonstrating the distinct value orientation
of Chinese communists in the new era.
Section 1: Taking the people as the center is the essential
embodiment of the materialist view of history
To uphold the fundamental stand of centering on the people, we must always persist in relying on
the people to create great historical causes, persist in doing everything for the people, and persist
in implementing the party's mass line in all activities of governing the country.
1 Selected Important Documents Since the 19th National Congress (Part I), Central Literature Press, 2019, p. 429.
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1. Relying on the people to create great historical deeds
In the long history of the development of the Chinese nation, Chinese people have created splendid
achievements in material and spiritual civilization and forged the great spirit of the Chinese nation
through their own diligence and wisdom. Since modern times, under the leadership of the
Communist Party of China, the Chinese people have won great victories in the new democratic
revolution, established the People's Republic of China, established the socialist system in which the
people are masters of their own affairs, won great victories in reform and opening up, formed the
path, theory, system and culture of socialism with Chinese characteristics, and ushered in the great
leap of the Chinese nation from standing up, getting rich to becoming strong. Historical materialism
emphasizes that the masses of the people are the creators and true heroes of history; the masses of
the people themselves create their own history and are the main body of historical activities.
Historical experience also fully shows that the fundamental strength for adhering to and developing
socialism with Chinese characteristics in the new era lies with the people, and only by relying on
the people can we create a great historical cause and continue to write a new chapter of socialism
with Chinese characteristics in the new era.
To rely on the people to create great historical causes, we must firmly establish the idea of the
people's status as the main body. Comrade Mao Zedong pointed out that "the people, and only the
people, are the driving force for creating world history," 1 and he proclaimed with emotion the
strongest voice in history, "Long live the people." Comrade Xi Jinping has repeatedly stressed that
the people are the creators of history and the people are the real heroes. Whether or not we respect
the people's status as the main body and whether we recognize the main role of the masses in creating
history is the fundamental mark that distinguishes the materialist view of history from the idealistic
view of history. The foundation of the Party lies in the people, its bloodline lies in the people, and
its strength lies in the people. Only by unifying respect for the law of social development with
respect for the people's status as the main body of history can we unite the strong force for realizing
the great rejuvenation of the Chinese nation.
To rely on the people to create great historical deeds, we must go deep among the masses, conduct
investigations and studies, learn from the people, and seek education from the people. "Those who
know the house leak are in Uxia, and those who know the government are in the grass field. "The
people know the actual situation best, find problems the most, have the most experience in solving
problems, and are the most able to create solutions to problems." Comrade Deng Xiaoping said:
"Many things in the course of reform and opening up were put forward by the masses in practice...
1 Selected Works of Mao Zedong, vol. 3, People's Publishing House, 1991 edition, p. 1031.
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It is the wisdom of the masses, the wisdom of the collective. "1 The great cause of building socialism
with Chinese characteristics is fundamentally the cause of the broad masses of the people themselves,
and the experience created by the masses in practice reflects the objective law of the development
of things and represents the direction of social progress. As Comrade Xi Jinping pointed out, "Every
breakthrough and development in the understanding and practice of reform and opening up, the
emergence and development of every new thing in reform and opening up, and the creation and
accumulation of experience in every aspect of reform and opening up all come from the practice
and wisdom of hundreds of millions of people." 2 To sum up the experience of the CPC's
development and growth, it is very important to always regard the people as the source of wisdom
and strength, and always deeply root the growth of political wisdom and the enhancement of ruling
skills in the creative practice of the people. Comrade Xi Jinping warned the whole party to soberly
realize: "In front of the people, we will always be primary school students, and we must consciously
worship the people as teachers, seek advice from the able, and ask the wise for advice."3 Only by
deeply understanding the masses, understanding reality, promptly discovering and summing up the
fresh experiences created by the masses of the people, elevating them to theories and policies, and
mobilizing and guiding the people to carry out new practices can the cause of the party and the state
always maintain its vitality.
To rely on the people to create great historical causes, we must take whether the masses of the people
are satisfied or not as the first criterion for testing our work. The masses of the people can encourage
what they support, do well what they expect, and correct what the masses oppose. The fundamental
criterion for judging whether the party's line, principles, and policies are correct can only be
"whether the people agree or not, whether they are happy or not, whether they support it or not, and
whether they approve or disapprove." Whether the Communist Party of China can hand over
qualified answers can only be judged by the people and tested by history.
2. insist on doing everything for the people
The Communist Party of China is a Marxist party, the vanguard of the Chinese working class, the
vanguard of the Chinese people and the Chinese nation, and has no special interests of its own other
than the interests of the people.
1 Deng Xiaoping Chronology (1975-1997) (Part II), Central Literature Press, 2014, p. 1350.
2 Xi Jinping on Governing the Country, Vol. 1, Foreign Languages Publishing House, 2018, p. 68.
3 Xi Jinping on Governing the Country, Vol. 1, Foreign Languages Publishing House, 2018, p. 68.
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Adhering to doing everything for the people is the starting point and foothold of all the work of the
Communist Party of China, and it is also the intrinsic meaning and practical requirement of adhering
to the people-centered approach in the new era.
The Communist Party is a political party that emerged for the benefit of the people. The Communist
Manifesto clearly stipulates that Communists have no interests different from those of the proletariat
as a whole, and its ultimate goal is to realize that "the free development of everyone is the condition
for the free development of all"1 of communist society. The Communist Party of China is a faithful
practitioner of Marxism, and has consistently adhered to the needs of the people, the pursuit of the
people, and the happiness of the people in the period of revolution, construction, and reform, and
has always kept the people's warmth and warmth in mind and placed the people in the supreme
position.
Adhering to doing everything for the people is the consistent value pursuit of the Communist Party
of China. At the beginning of its founding, the Party defined its purpose as "serving the people"; at
the beginning of reform and opening up, the Party took resolving "the contradiction between the
people's growing material and cultural needs and backward social production" as the fundamental
task of building socialism with Chinese characteristics; in the process of reform and opening up, the
Party successively put forward that "comprehensive human development is the essential
requirement of socialism" and "Adhere to the people-oriented, comprehensive, coordinated and
sustainable development concept" in accordance with the changes in economic and social
development. New and significant progress has been made in safeguarding and developing the
interests of the people. The Party has always adhered to the people-centered approach in all periods,
and as a result, it has won the broad support of the masses of the people, and only then has a solid
mass and social foundation for the development of the cause of the Party and the country.
Since the 18th National Congress of the Communist Party of China, in the face of the new
expectations and new requirements of the people yearning for a better life, the Party Central
Committee with Comrade Xi Jinping as the core has clearly put forward the people-centered
thinking, emphasizing that seeking happiness for the people is the original intention of the Chinese
Communists, and why the human problem is the touchstone for testing the nature of a political party
and a political power; and emphasizing the people-centered development concept to promote the
"five-in-one" in an integrated manner. The overall layout and coordinated promotion of the "four
comprehensive" strategic layout; emphasizing that all fields such as economic construction, political
construction, cultural construction, social construction, ecological civilization construction and
party building in the new era should reflect the requirements of people-centeredness. Since the 19th
National Congress of the Communist Party of China,
1 Selected Works of Marx and Engels, vol. 1, People's Publishing House, 2012, p. 422.
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Proceeding from solving the main contradictions in our society, Comrade Xi Jinping proposed to
focus on solving the problem of unbalanced and insufficient development, vigorously improving the
quality of development, and better meeting the growing needs of the people in economic, political,
cultural, social and ecological aspects. This series of important expositions fully demonstrates our
party's fundamental political stand of being people-centered, and has become the fundamental
political guideline for adhering to and developing socialism with Chinese characteristics in the new
era.
3. Adhere to the party's mass line
The party's mass line means doing everything for the masses, relying on the masses in everything,
coming from the masses and going to the masses. The party's mass line is the systematic application
of the materialist view of history in all the party's activities of the principle that the masses of the
people are the creators of history, a scientific summary and induction of the party's historical
experience, an organic unity of Marxist values and methodology, and a full embodiment of the
fundamental political stand centered on the people.
From the perspective of values, all the work of the Communist Party of China is carried out with
the people at the center.
Everything for the masses" is the embodiment of the party's fundamental purpose. Upholding the
interests of the masses above all else is the highest political principle that every Communist Party
member must follow. The Marxist party firmly believes that the masses of the people can liberate
themselves, and the party must believe in the masses, mobilize the masses, and lead the masses to
struggle for the realization of lofty goals. Comrade Xi Jinping pointed out: "The people are the
source of our strength. We are deeply aware that everyone's strength is limited, but as long as we
are united in our will, there will be no difficulty that cannot be overcome."1 "Everything for the
masses" is the value goal of the party's work, and "relying on the masses in everything" is the means
to achieve the value goal.
From a methodological point of view, "coming from the masses and going to the masses" is the
party's fundamental leadership method and working method, emphasizing that the formulation of
the party's line, principles, and policies should fully understand the opinions of the masses and pool
the wisdom of the masses; in the process of implementing policy decisions, it is also necessary to
constantly listen to the opinions of the masses for revision and improvement, and the results of
policy decisions and implementation must stand the approval of the masses and the test of practice.
1 Xi Jinping on Governing the Country, Vol. 1, Foreign Languages Publishing House, 2018, p. 5.
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Historical experience proves that by adhering to the party's mass line, the party's cause and the
interests of the masses will prosper; if we deviate from the party's mass line, the party's cause and
the interests of the masses will be harmed. To realize the people's yearning for a better life in the
new era, the Party must adhere to the fundamental position of taking the people as the center and
prevent separation from the people at all times. To this end, it is necessary to administer the party
strictly in an all-round way, strengthen education in ideals and convictions, never forget the original
aspiration and keep in mind the mission, consciously accept the supervision of the people, educate
and guide the broad masses of party members and cadres to consciously practice the party's
fundamental purpose, deeply root the mass viewpoint and mass line in their thinking and concretely
implement them in action, focus on solving the problems of the masses' most realistic interests,
constantly enhance the people's trust and confidence in the party, and lay a solid class foundation
and mass foundation for the party's long-term ruling.
Section 2: The people's yearning for a better life is the
party's goal
The Communist Party of China comes from the people, and all its work must take the fundamental
interests of the broadest masses of the people as the highest standard, constantly meet the new
expectations of the people for a better life, and constantly solve the most direct and realistic interests
of the people. Striving to let the people live a better life is where the party's mission, value and life
lie.
1. The fundamental embodiment of the nature and purpose of the Communist Party of
China
Comrade Xi Jinping stressed: "Seeking happiness for the people is the original intention of the
Chinese communists. We must never forget this original intention, and always take the people's
yearning for a better life as the goal. "1 Adhering to everything for the people and leading the people
of the whole country to continuously create a better life vividly interprets the fundamental position
of the Chinese communists, the fundamental purpose of the party to serve the people wholeheartedly,
and the fundamental pursuit of socialism with Chinese characteristics in the new era.
1 Xi Jinping: "Speech at the First Plenary Session of the 19th Central Committee of the Communist Party of China", Qiushi, No. 1,
2018.
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Taking the people's yearning for a better life as the goal of struggle fundamentally answers the
question of "for whom?" The question of why people are a fundamental question and a question of
principle. If this problem is not solved well, one will not be qualified to be called a communist or a
Marxist. The Communist Party of China comes from the people, takes root in the people, and serves
the people; the Party has no special interests that are divorced from the masses, Party members do
not have a special position above the masses, and no Party member is allowed to break away from
the masses and be above the masses. The entire history of the Party's struggle is a history of serving
the people and relying on the people, a history of centering on the people, and a history of serving
the people wholeheartedly.
Taking the people's yearning for a better life as the goal of struggle, the core is to stand firmly on
the people's position. Representing the interests of the people, standing on the side of the people,
and serving the people wholeheartedly are the fundamental political positions of the Communist
Party of China. The question of position is not illusory, it is real. In capitalist society, capital is the
real master, capital logic is the leading logic of society, power is subject to capital, subject to capital,
and also serves capital, which determines that bourgeois political parties can only represent the
interests of capital. In socialist China, the people are the real masters, representing the interests of
the people is where the highest interests of the Communist Party of China lie, and always standing
on the side of the people is the lofty mission of the Communist Party of China. Chinese Communists
must consciously stand on the side of the overwhelming majority of the people, consciously stand
on the people's standpoint to think about problems, make decisions, do business, and be faithful
representatives of the people's interests. Without this, there is a fundamental departure from
Marxism; To betray this article is to fundamentally betray the cause of the communists.
The key to taking the people's yearning for a better life as the goal is to implement it in specific
actions to serve the people, which is reflected in promoting all aspects and links of economic and
social development. Comrade Xi Jinping adheres to the people-centered development thinking and
makes a series of important expositions on creating a better life for the people and ensuring and
improving people's livelihood. For example, on realizing the Chinese dream of the great
rejuvenation of the Chinese nation, it emphasizes that "the Chinese dream is, in the final analysis,
the dream of the people"; on building a moderately prosperous society in an all-round way,
emphasizing that "a moderately prosperous society is not a well-off, the key is to look at the fellow
villagers"; "no one can be left behind on the road to a moderately prosperous life"; on
comprehensively deepening reform, emphasizing "closely relying on the people to promote reform"
and "the fruits of reform and development will benefit all the people more equitably"; on
comprehensively governing the country according to law, emphasizing "striving to let the people
feel fairness and justice in every judicial case"; Regarding the strict management of the party in an
all-round way, he stressed that "the key issue is to maintain the flesh-and-blood ties between the
party and the masses of the people";
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Regarding targeted poverty alleviation and targeted poverty alleviation, he stressed that "we must
not leave behind a poor area or a poor mass." All these are more realistic and targeted important
requirements for meeting the people's expectations for a better life, and have been translated into
effective practical steps and concrete actions of the Party and the people.
2. Grasp the people's new expectations for a better life
A better life is the foundation of people's happiness and social harmony. Satisfying the people's
expectations for a better life is the essential requirement of the CPC's adherence to building the party
for the public and ruling for the people. The Party's efforts in revolution, construction, and reform
are all aimed at enabling the people to live a better life. Comrade Xi Jinping pointed out: "Serving
the people wholeheartedly is the fundamental starting point and foothold of all our party's actions."1
To test the effectiveness of all work, we must ultimately see whether the people have truly benefited
from the benefits, whether the people's living standards have been truly improved, and whether the
people's rights and interests have been truly guaranteed. To grasp the people's new expectations for
a better life in the new era, we need to pay attention to its salient characteristics.
First, the area of demand has expanded considerably, and needs that have already been met give rise
to new needs. Marx and Engels pointed out: "The first need that has been satisfied, the activities that
have been satisfied, and the tools that have been acquired to satisfy the need give rise to new needs."2
With the entry of socialism with Chinese characteristics into a new era, people's needs for a better
life have become more and more extensive, not only putting forward higher requirements for
material and cultural life, but also increasing requirements in democracy, rule of law, fairness, justice,
security, environment and other aspects. When meeting with Chinese and foreign journalists by
members of the Standing Committee of the 18th Political Bureau of the Central Committee,
Comrade Xi Jinping pointed out with deep affection: "Our people love life and look forward to
better education, more stable jobs, more satisfactory income, more reliable social security, higher
levels of medical and health services, more comfortable living conditions, and a more beautiful
environment, and hope that children can grow up, work better, and live better."3 Compared with
"material cultural needs,"
1 Xi Jinping on Governing the Country, Vol. 1, Foreign Languages Publishing House, 2018, p. 28.
2 Collected Works of Marx and Engels, vol. 1, People's Publishing House, 2009, p. 531.
3 Xi Jinping on Governance, Vol. 1, Foreign Languages Publishing House, 2018, p. 4.
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The content needed for a better life of the people undoubtedly covers a wider range, more levels and
a wider range of fields, involving economic, political, cultural, social, ecological civilization and
other aspects. Human needs not only include the survival needs of maintaining life activities, but
also include the development needs of pursuing self-realization and free and all-round development,
and the enjoyment needs of pursuing a happy life have also been put forward as never before; people
not only pursue objective life needs, but also incorporate subjective needs such as a sense of gain,
happiness, security, and dignity into the scope of a better life.
Second, the specific difficulties of specific groups of people in cities and towns need to be focused
on and effectively resolved. Specific groups include urban subsistence allowances, the elderly,
migrant workers, university graduates and urban registered unemployed persons, etc., because of
their own characteristics, these groups face different difficulties, and the solutions must also be
focused. Comrade Xi Jinping pointed out: "We have about 18 million urban subsistence population,
for them, we must ensure basic living by improving various security systems; It is necessary to
increase the supply of old-age services and enhance the convenience of medical services for the
more than 300 million elderly people over the age of 65; gradually and fairly enjoy basic local public
services for the more than 200 million migrant workers in cities and towns; suitable living conditions
for the tens of millions of college graduates and other permanent residents employed in megacities;
and professional skills for the more than 9 million registered unemployed in cities and towns, so as
to achieve stable employment and stable income; and so on. "1 In short, we must adhere to the
people-centered development thinking, focus on the specific difficulties faced by specific groups of
people, do more things to help them solve practical problems, and promote sustained and healthy
economic development and social harmony and stability.
Third, "good life" is positioned as a new standard of life. In the new era of socialism with Chinese
characteristics, the people are no longer satisfied with their basic living needs such as food, clothing,
housing and transportation, but should pursue democracy and rule of law in political life, spiritual
civilization in cultural life, fairness and justice in social life, and beautiful China in ecological
civilization. The satisfaction of material needs has laid the foundation for people's happiness, but
the people not only hope to obtain higher quality social public goods, but also look forward to a safe,
stable, harmonious and green living environment, a social environment in which "people can make
the best use of their talents, the land can make the best of their benefits, the materials can make the
best use of their resources, and the goods can flow smoothly", a democratic and orderly political
environment with fair law enforcement and clean rivers.
1 Xi Jinping on Governing the Country, Volume 2, Foreign Languages Publishing House, 2017, p. 80.
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In this way, people can really continue to get more "good" feelings.
3. adhere to the people-centered work orientation
To take the people's yearning for a better life as the goal of struggle, we must adhere to the people-
centered work orientation. Since the 18th National Congress of the Communist Party of China, the
Party Central Committee with Comrade Xi Jinping as the core has always adhered to the people-
centered development thinking, always adhered to the people-centered work orientation, taken the
benefit of the people as the greatest achievement, shouldered the responsibility of reform and
development, implemented a large number of measures to benefit the people, promoted more and
fairer development results to benefit all the people, and continuously met the growing needs of the
people for a better life at a higher level. In this regard, there are the following characteristics.
First, highlight the focus of work. In any era, the interests of the people are often multifaceted, and
these problems range from light to heavy, slow and urgent; we must not grasp the eyebrows and
beards at once; we must hold the "bull's nose" and persist in combining overall advancement with
key breakthroughs. Without focus, there will be no clue and no rules; without focus, there will be
no policy and no proposition. To solve the problem of interests that the people are concerned about,
it is not possible to advance by leaps and go hand in hand; it is not possible to advance in unison
with excessive weight and weight; nor can it exert equal efforts and advance at the same time; it is
not possible to rush forward in a rush, nor can it talk about troops on paper. To solve the most direct
and realistic interests of the people, it is very necessary to grasp the following key points. First,
strive to do a good job in running education to the satisfaction of the people. Education is the
cornerstone of national rejuvenation and social progress, which is related to the future of the country.
It is necessary to implement the fundamental task of cultivating morality and cultivating people,
cultivate socialist builders and successors with all-round development of morality, intelligence,
physique, aesthetics, and labor, and provide strong talent guarantee and intellectual support for
economic and social development. The second is to make precise efforts to grasp employment work.
Servitude is the foundation of people's livelihood. It is necessary to adhere to the employment
priority strategy, implement a more active employment policy, create more jobs, focus on solving
structural employment contradictions, encourage entrepreneurship to bring employment, and
achieve relatively full and high-quality employment. The third is to promote a more reasonable and
orderly distribution of income. Income distribution is the source of people's livelihood, and it is the
most important and direct way to improve people's livelihood and realize that the fruits of
development are shared by the people. The fourth is to establish and improve a fairer and more
sustainable social security system. Social security acts as a social stabilizer. It is necessary to
implement the universal participation plan and strengthen policy convergence.
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Improve the insurance system for basic old-age care for urban workers, basic old-age pension for
urban and rural residents, basic medical care in urban areas, unemployment, work-related injury,
and childbirth, improve the social assistance system, and raise the level of social welfare. Fifth,
improve the people's health. Without universal health, there can be no overall well-off. It is
necessary to put people's life safety and health first, adhere to the people's first and life first, and
promote the construction of a healthy China. Sixth, promote balanced population development.
Adhere to the basic national policy of family planning, further release fertility potential, alleviate
the pressure of population aging, and ensure population security.
Second, keep the bottom line of people's livelihood. The bottom line is an insurmountable warning
line, a critical point at which things change. "Bottom-line thinking" is to be in awe of the bottom
line and keep it. As far as people's livelihood work is concerned, the bottom line is the lifeline, safety
line, and hope line of the people, and it is the boundary line that can be retreated and must be
defended. Comrade Xi Jinping has repeatedly stressed that the work of people's livelihood must
guard the bottom line and firmly establish the bottom line, and the fundamental truth is here. Adhere
to the social policy to support the bottom, in accordance with the requirements of everyone's
participation, everyone's efforts, and everyone's enjoyment, and strive to ensure the basic people's
livelihood. On the premise of adhering to this principle, it is particularly necessary to do more work
to help people in distress, pay special attention to the masses in difficulty, always keep their safety
and well-being in mind, show concern for their welfare, and do everything possible to help them
solve their worries and difficulties.
Third, improve institutional design. System building is fundamental and a strong guarantee for
people's livelihood. The key to adhering to the people-centered work orientation is to make more
effective system design and institutional arrangements, gradually establish an institutional system
with equal rights, fair opportunities and fair rules as the main content, and strive to create an
institutional environment that guarantees fairness and safeguards the bottom line. In the final
analysis, people's livelihood issues such as education, medical care, narrowing the income gap,
environmental pollution control, judicial justice, and anti-corruption must be implemented through
systems; with a fair and just system, there is a solid foundation for solving the most direct and
realistic interests of the people.
Fourth, reasonably guide expectations. Expectations are expectations and prospects for the future.
Good expectations for people's livelihood can often be transformed into a calm social mentality and
healthy and orderly social actions, so that people have motivation, patience and confidence to
actively seek solutions to practical problems. People's livelihood expectations are unstable, which
is bound to be pessimistic and disappointed in society, and there will be panic and impatience and
negative emotions, resulting in risk accumulation and challenges to social harmony and political
stability. Especially in the context of a more complex domestic and international environment and
increasing downward pressure on the economy, it is even more important to reasonably guide
expectations.
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Only by rationally viewing the hot and difficult issues in economic and social development and fully
understanding that it is impossible to make up for the shortcomings of people's livelihood can we
gather the confidence and strength to overcome difficulties and better safeguard the overall situation
of reform, development and stability.
Section 3: Steadily advancing in the direction of common
prosperity for all the people
Since ancient times, human society has pursued and explored common prosperity, but true common
prosperity can only be achieved when socialism develops to a certain extent. As a Marxist political
party, the Communist Party of China regards leading the people to create a better life and achieve
common prosperity as its unswerving goal. As Comrade Xi Jinping pointed out: "The development
we pursue is development that benefits the people, and the prosperity we pursue is the common
prosperity of all the people." Whether reform and development succeed or not, the ultimate criterion
is whether the people have jointly enjoyed the fruits of reform and development. "1
1. Common prosperity is the fundamental principle of socialism with Chinese
characteristics
The concept of common prosperity can be understood from two dimensions: productivity and
production relations. "Common" reflects the way members of society occupy wealth, which is
relative to the polarization caused by private ownership, and is a concentrated embodiment of the
nature of social production relations; "affluent" reflects the degree of ownership of wealth by
members of society, which is relative to poverty and is a concentrated embodiment of the
development level of social productive forces. In this sense, common prosperity is a concept that
reflects specific productive forces and production relations.
The Communist Party of China has always regarded sharing the fruits of development and leading
the people to achieve common prosperity as its value goal.
1 Digest of Xi Jinping's Expositions on the Construction of Socialist Society, Central Literature Publishing House, 2017, p. 35.
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After the founding of New China, Comrade Mao Zedong raised the issue of common prosperity and
continued to explore it. "Now that we implement such a system, such a plan, we can become richer
and stronger year by year, and we can see richer and stronger year by year." And this wealth is
common wealth, this strength, is common strength, everyone has a share."1 Since the reform and
opening up, Comrade Deng Xiaoping has summed up the lessons of the past, once again emphasized
the issue of common prosperity and its way of realization, regarded common prosperity as one of
the basic principles of socialism, and summarized common prosperity as the essential connotation
of socialism. Comrade Jiang Zemin stressed: "Achieving common prosperity is the fundamental
principle and essential characteristic of socialism, and it must not be shaken."2 Comrade Hu Jintao
also demanded: "Let all the people share the fruits of reform and development, and enable all the
people to advance steadily in the direction of common prosperity."3
Since the 18th National Congress of the Communist Party of China, socialism with Chinese
characteristics has entered a new era. A distinctive feature of socialism with Chinese characteristics
in the new era is that the people of all ethnic groups throughout the country unite and struggle,
constantly create a better life, and gradually realize common prosperity for all the people on the
basis of production and development. At the new historical starting point, Comrade Xi Jinping
attaches great importance to the issue of common prosperity and emphasizes that achieving common
prosperity is the essential requirement of socialism.
An important aspect that distinguishes socialism from capitalism lies in its profound criticism of
capitalist polarization and huge economic and social inequality, emphasizing adherence to the
people-centered approach and dedication to the pursuit of all-round human development and
common prosperity for all people. In his speech at the celebration of the 95th anniversary of the
founding of the Communist Party of China, Comrade Xi Jinping emphasized: "Leading the people
to create a happy life is the unswerving goal of our party. We must conform to the people's yearning
for a better life, adhere to the people-centered development thinking, focus on ensuring and
improving people's livelihood, develop various social undertakings, increase the intensity of income
distribution and regulation, win the battle against poverty, ensure the people's equal participation
and equal development rights, so that the results of reform and development will benefit all the
people more equitably, and steadily move towards the goal of achieving common prosperity for all
the people. "4
1 The Collected Works of Mao Zedong, vol. 6, People's Publishing House, 1999, p. 495.
2 Selected Works of Jiang Zemin, vol. 1, People's Publishing House, 2006, p. 466.
3 Selected Works of Hu Jintao, vol. 2, People's Publishing House, 2016, p. 291.
4 Xi Jinping on Governing the Country, vol. 2, Foreign Languages Publishing House, 2017, p. 40.
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The main contradiction in our society has changed from the contradiction between the people's
growing material and cultural needs and backward social production to the contradiction between
the people's growing need for a better life and unbalanced and inadequate development. To adapt to
the changes in the main contradictions in society, it is necessary not only to promote high-quality
economic development, solve the problem of insufficient development, and further expand the
"cake", but also to coordinate the distribution of income, solve the problem of unbalanced
development, and further divide the "cake." In view of the imbalance in development, especially the
widening gap between income and personnel, Comrade Xi Jinping particularly stressed the need to
achieve shared development. "The 'cake' of China's economic development continues to expand, but
the problem of unfair distribution is more prominent, and the gap between income and the level of
public services in urban and rural areas is large. In sharing the achievements of reform and
development, there are still imperfections in both the actual situation and the system design. To this
end, we must adhere to the principle that development is for the people, development depends on
the people, and the fruits of development are shared by the people, and make more effective
institutional arrangements so that all the people can steadily advance in the direction of common
prosperity. "1 Practice shows that only by earnestly solving the problem of sharing the fruits of
reform and achieving common prosperity in shared development can we fully embody the
superiority of socialism, effectively enhance the momentum of development, and consolidate and
strengthen the mass foundation for the party's long-term ruling power.
2. Gradually realize common prosperity for all the people
The gradual realization of common prosperity is a systematic project. "Our country is in the primary
stage of socialism and will be for a long time, and we cannot do things beyond the stage, but this
does not mean that we will do nothing in gradually realizing common prosperity, but we must do as
much as possible according to the existing conditions, accumulate small victories into big victories,
and constantly advance towards the goal of common prosperity for all the people." 2 To gradually
achieve common prosperity, we must adhere to the principles of sharing by all, comprehensive
sharing, joint construction and sharing, and gradual sharing, adhere to doing our best and doing what
we can, comprehensively promote the construction of relevant fields, and form a long-term
mechanism for sustainable development. Doing our best emphasizes determination and will, that is,
how much ability to contribute, and actively create conditions for better results;
1 Selected Important Documents Since the 18th National Congress (middle), Central Literature Press, 2016, p. 827.
2 Xi Jinping on Governing the Country, Vol. 2, Foreign Languages Publishing House, 2017, p. 214-215.
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Doing what we can and insisting on seeking truth from facts means eating, dressing, and measuring
household belongings, without mentioning unrealistic goals, and not doing things that go beyond
stages and abilities.
Persist in taking economic construction as the center, further liberate and develop social productive
forces, and lay a solid material foundation for achieving common prosperity. Production is the
premise and foundation of distribution, and only on the basis of the continuous development of
productive forces can common prosperity be truly realized. China is still in the primary stage of
socialism and will remain for a long time, it is still the largest developing country in the world, and
development is still the top priority of contemporary China and the key to solving all China's
problems. We must firmly grasp the primary stage of socialism, which is the greatest national
condition, firmly base ourselves on the primary stage of socialism, which is the greatest reality,
unswervingly persist in taking economic construction as the center, fully mobilize the enthusiasm,
initiative, and creativity of the masses, constantly liberate and develop the productive forces, and
improve the quality and efficiency of development. Only in this way can we continuously meet the
people's growing needs for a better life in all aspects, continuously improve their living standards,
and gradually achieve common prosperity. Comrade Xi Jinping pointed out that the realization of
social fairness and justice is determined by many factors, the most important of which is the level
of economic and social development. We must firmly grasp the center of economic construction,
promote sustained and healthy economic development, further expand the 'cake', and lay a more
solid material foundation for ensuring social fairness and justice. "1
Adhere to the two "unwavering" and consolidate the foundation of the economic system for
achieving common prosperity. The basic economic system with public ownership as the main body
and the common development of various ownership economies is an important pillar of the socialist
system with Chinese characteristics. Both the public and non-public economies are components of
the socialist market economy, an important foundation for China's economic and social
development, and an important condition for achieving common prosperity. In today's China, we
must unswervingly consolidate and develop the public ownership economy and adhere to the status
of the main body of public ownership, which plays a fundamental role in enhancing China's
economic strength, safeguarding social fairness and justice, preventing polarization, gradually
realizing common prosperity and promoting social harmony. At the same time, we must
unswervingly encourage, support and guide the development of the non-public economy, which is
of great significance for promoting economic growth, expanding social employment, increasing
fiscal revenue, improving people's living standards and promoting common prosperity.
1 Xi Jinping on Governing the Country, Vol. 1, Foreign Languages Publishing House, 2017, p. 96.
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Coordinate urban and rural development and regional development, and promote common
prosperity between urban and rural areas and common prosperity in all regions. The dual structure
of urban and rural areas is an important cause of the gap between the rich and the poor. We must
strive to make major breakthroughs in coordinating urban-rural relations, especially in breaking the
dual structure of urban and rural areas, promoting the equal exchange of urban and rural factors and
the balanced allocation of public resources, implementing the strategy of rural revitalization,
injecting new impetus into rural development, and allowing the vast number of farmers to participate
in the process of reform and development on an equal footing and enjoy the fruits of reform and
development together. Regional development gaps are also an important reason for common
prosperity. It is necessary to properly implement the coordinated regional development strategy,
establish a more effective new mechanism for coordinated regional development, and promote the
gradual realization of common prosperity in the process of continuously improving the income level
and quality of life of the people in all regions.
Persist in ensuring and improving people's livelihood in the process of development. It is necessary
to seek more benefits for the people's livelihood and relieve more worries about the people's
livelihood, continuously make new progress in providing education for the young, learning and
teaching, earning income from hard work, treating the sick, providing care for the elderly, housing
and housing, and supporting the weak, so as to make up for the shortcomings of the people's
livelihood in the process of development, so that the people's sense of gain, happiness and security
will be more fulfilling, more secure and more sustainable. To achieve common prosperity, we must
focus on narrowing the income gap, which is a key task in the field of people's livelihood. It is
necessary to adhere to the principle of distribution according to work and improve the system and
mechanism for distribution according to key factors; expand the group of middle-income people,
increase the income of low-income earners, regulate those with excessive income, and ban illegal
income; persist in achieving simultaneous growth of residents' income while economic growth, and
achieve simultaneous increase in labor remuneration while increasing labor productivity; and
broaden the channels for residents' labor income and property income.
Section 4: Continuously promote the all-round
development of the human person
The idea of comprehensive human development is the fundamental value and highest proposition
of Marxism, an important part of Marxist theory, and an important content of Xi Jinping Thought
on Socialism with Chinese Characteristics for a New Era. Comprehensive human development is
not only the basic principle of communism, but also the value goal of socialism with Chinese
characteristics.
From all-round human development to people-centered, this is a huge leap from general theory to
concrete reality, and implements the theoretical red line of Marxism.
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In the new era of socialism with Chinese characteristics, it is necessary to earnestly practice the
people-centered development thinking, better meet the growing diversified, multi-level and multi-
faceted needs of the broadest masses of the people in economic, political, cultural, social, ecological
and other aspects, and continuously promote all-round human development.
1. the basic connotation of all-round human development
Marxism holds that the all-round development of man is the development of the most fundamental
and essential thing of man, and that "man occupies his own comprehensive essence in a
comprehensive way, that is, as a complete person"1 That is, the comprehensive development of the
essential power of man as an end in itself. In connection with the essential provisions of human
beings, the all-round development of human beings has very rich connotations, which is specifically
manifested in the comprehensive development of human capabilities, the full development of human
social relations and the free development of human personality.
Comrade Xi Jinping once explained human development from the essential characteristics of human
beings, pointing out: "Man is essentially a cultural person, not a materialized person; an active and
comprehensive person, not a rigid, one-dimensional' person." Human beings not only pursue
material conditions and economic indicators, but also pursue happiness index; not only pursue the
harmony of natural ecology but also pursue the harmony of spiritual ecology; not only pursue
efficiency and fairness, but also pursue the harmony of interpersonal relationships and the
fulfillment of spiritual life, and pursue the meaning of life. "2 This idea explains the essence of man
from the relationship between the individual and society, and reveals the all-round development of
man from the relationship between man and the community of social life. Comrade Xi Jinping
clearly stated in the report of the 19th National Congress of the Communist Party of China: "Ensure
that all the people have a greater sense of gain in joint construction and shared development, and
continuously promote the all-round development of people."3 These ideas have further inherited and
enriched the Marxist thinking on the all-round development of man.
First, comprehensive human development means the comprehensive development of human
capacities. The comprehensive development of human ability means that people are no longer
limited to the division of occupations, and can freely choose occupations according to their own
specialties, hobbies, etc.;
1 The Collected Works of Marx and Engels, vol. 1, People's Publishing House, 2009, p. 189.
2 Xi Jinping: Zhijiang Xinyu, Zhejiang People's Publishing House, 2007, p. 150.
3 Compilation of Documents of the 19th National Congress of the Communist Party of China, People's Publishing House, p. 19.
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In this way, they can give full play to their talents and abilities in social practice, and can flexibly
change their roles and functions to meet different labor needs. When talking about the all-round
development of man, Marx often used such expressions as "the all-round development of all one's
own abilities" and "the all-round development of all human forces." When talking about well-
rounded people, Engels believed that this is a person who is capable in all aspects, "exerting all his
talents and strength." According to Lenin, this is "a well-trained person, that is, a person who can
do everything."1 The comprehensive enrichment of human social relations and the free development
of human personality require that the development of human abilities must reach a certain level.
Marx believed that the all-round development of man is, in the final analysis, the development of
human capacity as an end in itself, and the development of human capacity "presupposes production
based on exchange value, which produces the universality of individual alienation from himself and
others, as well as the universality and comprehensiveness of personal relations and personal
ability."2
Second, the comprehensive development of the human person means the full development of human
social relations. Social relations include the communication relationship between people, the
economic relations and production relations produced by people in social interactions, the
relationship between people and nature, and various relationships in ideology and culture, etc., and
the richness of social relations reflects the essence of human beings. In his Theses on Feuerbach,
Marx pointed out: "The essence of man is not an abstraction inherent in a single person, but in its
reality it is the sum of all social relations." "People are not only the product of social relations, but
also survive and develop in certain social relations all the time, in the sense that "social relations
actually determine how far a person can develop."3 Of course, the development of human ability is
the most important content of human development, but Marx never simply reduced human
development to the development of ability, because the formation, development and expression of
human ability are inseparable from human social relations. The productive forces must be expressed
in certain relations of production, political forces must be expressed in certain political relations,
and spiritual forces must be expressed in certain spiritual relations. It is from the perspective of the
development of human social relations that Mark Tian explains the three stages of human
development from "human dependence" to "human independence based on material dependence"
and then to "free individuality."
1 Selected Works of Lenin, vol. 4, People's Publishing House, 2012, p. 159.
2 The Complete Works of Marx and Engels, vol. 30, People's Publishing House, 1995, p. 112.
3 The Complete Works of Marx and Engels, vol. 3, People's Publishing House, 1960, p. 295.
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Therefore, if human development means the enrichment of human social relations, then the
realization of comprehensive human development means the full development of all human social
relations. Only by broadening the space and scope of people's activities and exchanges, broadening
people's vision and mind, and improving people's political, economic, legal and cultural relations
can we enhance people's autonomy in the process of enriching people's social relations.
Third, the all-round development of the human person means the free development of the human
personality. On the one hand, the full development of human personality mainly includes people's
interests, beliefs and the full development of human physical and intellectual strength, so that
people's character and temperament are more perfect and their psychology is healthier. On the other
hand, the full development of human personality is mainly manifested in the comprehensive
development of human subjectivity and the enrichment and increase of human uniqueness, that is,
the self-discipline of people who can restrain themselves, the free initiative to engage in social
practice activities according to their own will, the independence and autonomy of being able to
control their own behavior, and the originality of being able to create themselves. There is no doubt
that the all-round development of human abilities and the full development of human social relations
are inseparable from the free development of human personality. In a sense, the development of
abilities and relationships serves the formation and development of a person's "free personality."
The free development of human personality means that everyone in real social life can engage in
this or that labor at will, as he wants without exceeding the boundary. Marxism holds that the true
formation of man's free personality means the realization of man's all-round development, because
"this personality is comprehensive in both production and consumption, and therefore the labor of
individuality is no longer expressed as labor, but in the full development of activity itself."1
2. All-round human development is the value pursuit of socialism
In the era in which Marx lived, he based on the cruel reality of capitalist man-made servitude,
explored the enslavement and restraint of human beings by solidified social relations, and
emphasized that only by relying on the high development of productive forces can we fundamentally
overcome this limitation, and finally realize the active abandonment of human self-alienation, that
is, realize the free and comprehensive development of human beings.
1 Collected Works of Marx and Engels, vol. 8, People's Publishing House, 2009, p. 69.
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The all-round development of man or the well-rounded development of man is not a product of
nature and pure nature, but a product of social history. Of course, the all-round development of man
is not a fixed, established and static ideal goal, but a generation process in the process of eternal
movement, change and development. To point out this qi is to prevent a mechanical, dogmatic, and
rigid understanding of the all-round development of man, which will lead to the degeneration of
originally alive, vibrant and dynamic theories into illusory and ethereal "utopian illusions" or lifeless
blunt dogmas. At every stage of the historical development of society, the all-round development of
man is being realized to varying degrees. Contradictions and problems belonging to this era will
emerge in every era, and at the same time, the resolution of these contradictions and problems will
lay the foundation for resolving the contradictions and problems of that era to a higher degree in the
future, thereby promoting the all-round development of society and people. In the course of the
historical development of this universal connection, humanity will continue to approach
comprehensive development.
To understand the Marxist theory of comprehensive human development from a historical
perspective, the key is to explore the specific characteristics of human nature and the realistic path
to promote comprehensive human development in the process of historical development. Similarly,
only by understanding the Marxist theory of comprehensive human development from the
perspective of history and development can we better grasp the inheritance and development of Xi
Jinping Thought on Socialism with Chinese Characteristics for a New Era.
After more than 40 years of reform and opening up, especially since the 18th National Congress of
the Communist Party of China, the Party Central Committee with Comrade Xi Jinping as the core
has not only clearly declared that "the people's yearning for a better life is our goal", but also
emphasized adhering to the "people-centered" development thinking and the new development
concept of innovation, coordination, green, openness and sharing, unswervingly regarded
development as the first priority of the party's governance and rejuvenation of the country, persisted
in liberating and developing social productive forces, and promoted sustained and healthy economic
and social development. The people's living standards have achieved a historic leap; the people's
sense of gain, happiness and security in the reform and development has been significantly improved,
from the beginning of reform and opening up, more attention has been paid to material survival and
development, and gradually transitioned to all-round and diversified development in economy,
politics, culture, society and ecology, and the all-round development of people has been greatly
valued and realistically realized. This is an important symbol of socialism with Chinese
characteristics entering a new era. The 19th National Congress of the Communist Party of China
formally wrote the Constitution of the People's Republic of China on "promoting all-round human
development", and further emphasized that in the process of realizing the "two centenary goals" and
the great rejuvenation of the Chinese nation, it is necessary to promote the construction of a
"community with a shared future for mankind" and "make new and greater contributions to mankind."
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All this fully demonstrates that contemporary Chinese communists have always insisted on writing
the promotion of all-round human development on the great banner of socialism with Chinese
characteristics, insisted on embodying the promotion of all-round human development in the great
practice of socialism with Chinese characteristics, and insisted on implementing the promotion of
all-round human development in practical actions that benefit the Chinese people and even the
people of the world.
3. Promote all-round human development while promoting all-round social
progress
Comprehensive human development is inseparable from all-round social progress. In the new era,
to promote the all-round development of people, we must focus on the whole and make efforts in
various aspects.
First, adhere to the people-centered development thinking. Development is a prerequisite for solving
all our problems. Only by concentrating on development and focusing on the people's growing
yearning for a better life can we achieve, safeguard and develop the fundamental interests of the
broadest masses of the people. Compared with developed countries, the development of China's
productive forces is still at a medium level on the whole, and unbalanced and insufficient
development has become the main bottleneck to meet the people's growing needs for a better life.
In the new era, we must adhere to the people-centered value orientation, always regard development
as the first priority for the party to govern and rejuvenate the country, and strive to solve the problem
of unbalanced and insufficient development, and strive to solve problems such as the large gap
between residents' income and the relatively difficult life of some people. It is necessary to
comprehensively deepen reform, especially the reform of the income distribution system,
fundamentally eliminate the deep-seated institutional obstacles that affect social fairness and justice,
increase the income of low-income people, and strive to narrow the gap between urban and rural
areas, regions and industries.
Second, strive to achieve high-quality economic development. The quality and level of economic
development determine the degree of all-round human development. Failure to pay attention to
changes in the structure and level of social needs, especially the reality of increasing high-quality
consumption brought about by the improvement of consumption levels, will lead to the inability to
fully meet the needs of the people in the imbalance between supply and demand, and it will be
difficult to achieve comprehensive human development. In the new era, compared with the new
needs of the people, there is still a gap between the quality and efficiency of China's economic
development. To meet the people's growing needs for a better life, we must strive to realize the
transformation from a high-speed growth stage to a high-quality development stage, promote
China's economy to maintain medium-high speed growth and move towards a medium-to-high-end
level, not only fully meet people's material needs, but also lay a solid foundation for meeting people's
high-level and diversified needs.
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Third, constantly explore the path to realize the all-round development of people. Comrade Xi
Jinping pointed out: "We must stimulate the creativity and development vitality of the whole society,
and strive to achieve higher quality, more efficient, fairer and more sustainable development!"1 One
of the most important points is to give human development a more "comprehensive" and "concrete"
meaning. Whether it is to promote the modernization of the national governance system and
governance capacity, or to realize a prosperous, strong, democratic, civilized, harmonious and
beautiful modern socialist country, the fundamental purpose is to realize human modernization and
comprehensive human development, so that people can obtain comprehensive and equal social
relations, fully enjoy the due rights such as the right to survival, security, development, participation,
etc., and constantly activate and release people's initiative. It is necessary to persist in promoting the
overall layout of the "five-in-one" and the "four comprehensive" strategic layout in a coordinated
manner, comprehensively improve the level of material, political, spiritual, social and ecological
civilization, and then promote the overall improvement of the level of comprehensive human
development. At the same time, we should actively promote the building of a community with a
shared future for mankind, promote the construction of a world of lasting peace, universal security,
common prosperity, openness, inclusiveness, cleanliness and beauty, jointly create a better future
for mankind, and make positive contributions to the all-round development of mankind.
1 Xi Jinping on Governing the Country, Vol. 3, Foreign Languages Publishing House, 2020, p. 28.
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Chapter V: Adhere to the new development concept of
innovation, coordination, green, openness and sharing
Development is the eternal theme of human society and also the eternal theme of Marxism. The
concept of development is the forerunner of development actions and a concentrated embodiment
of development ideas, development directions and development focuses. In the face of new trends
and opportunities in economic and social development, as well as new contradictions and challenges,
Comrade Xi Jinping clearly pointed out that the new development concept of innovation,
coordination, green, openness and sharing has pointed out China's development ideas, development
directions and development focus. The new development concept profoundly answers the major
question of "what kind of development and how to achieve development" in China in the new era,
enriches and develops the Marxist outlook on development, marks that the CPC's understanding of
the trend and law of economic and social development has reached a new height, and is an important
guideline that China's economic and social development must adhere to for a long time.
Section 1: Scientific guidance that conforms to the trend of
the times and reflects the law of development
The era is the mother of ideas, and practice is the source of theory. The new development concept
is a scientific summary of the law of human economic and social development, conforms to the
general trend of human development and the trend of the times, conforms to the new situation and
new problems of China's economic and social development, and is a scientific guide to lead the great
practice of the new era.
1. the profound insight of the general trend of human development
The new development concept of innovation, coordination, green, openness and sharing does not
come out of thin air;
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Rather, it is formed on the basis of profoundly summing up the development experience and lessons
of domestic and foreign development, and also on the basis of profoundly analyzing the general
development trend at home and abroad, which reflects the profound insight of the Communist Party
of China on the law of the development of human society.
The development of human society tells us that development must rely on innovation to lead, and
the old path will not work. Since the great geographical discoveries, especially since the industrial
revolution, the wave of world development has been surging, all of which are guided by conceptual
changes and scientific and technological progress. Marx and Engels said in the Communist
Manifesto: "The productive forces created by the bourgeoisie in less than a hundred years of its class
rule are greater and greater than all the productive forces created by all previous generations."1 Such
a huge historical development of productive forces is inseparable from the Renaissance and the
Scientific Revolution breaking the ideological shackles that have long bound people. The scientific
and technological revolution and industrial transformation have brought about the rebirth of
development and the rapid development of productive forces. Many Western countries seized the
opportunity of the scientific and technological revolution and the industrial revolution to achieve a
collective rise, which profoundly changed the balance of international forces. However, some
countries and regions that have been in the leading position for a long time have failed to seize the
opportunities of the scientific and technological revolution and the industrial revolution due to
ideological imprisonment and isolation from the country, and their development has turned from
prosperity to decline, gradually lagging behind the times, and even falling into a slump.
The course of the development of human society tells us that development must be coordinated
development, and the path of growth without development will not work. After the end of World
War II, the task of developing the economy was put back on the agenda, and the "theory of economic
growth" once again appeared, advocating that development is growth and growth is development.
Under the guidance of this concept, many countries, especially developing countries, regard
economic growth as the top priority, industrialization as the primary goal, and GDP growth as the
only criterion. The "theory of economic growth" promoted the economic take-off of some countries
after the war, but it also brought serious problems such as economic structural imbalance, unfair
distribution of income, agricultural and rural decay, and excessive consumption of resources. The
grim reality forces people to reflect on the one-sided pursuit of economic growth and re-understand
the relationship between "growth and development." Today, some developed countries overly
advocate the financial industry and its derivatives, and the virtual economy is seriously disconnected
from the real economy, resulting in the outbreak of the financial crisis and bringing profound
disasters to the global economy.
The development of human society tells us that development must be sustainable, and the path of
"pollution first and treatment later" will not work.
1 The Communist Manifesto, People's Publishing House, 2014, p. 32.
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Nature, the environment and ecosystems are prerequisites for sustainable human development.
Human beings and nature are closely related to prosperity and decline, and human beings should
respect nature, treat nature kindly, protect nature, and reasonably regulate the material exchange
between man and nature. In the "Dialectics of Nature", Engels warned us that man, as a subject, can
make nature serve his own purpose through human activities. "But let's not revel too much about
our human triumph over nature. For each such victory, nature takes revenge on us. "1 However,
Engels' warning did not change the desire of capital to deprive nature, nor did it stop human beings
from trampling on nature, and the concept of "pollution first and treatment later" in Western
countries is still popular. Environmental pollution, especially the "eight major pollution incidents"
that have occurred since the 30s of the 20th century, ozone layer damage, global warming, sharp
decline in biodiversity, and air, water quality and soil pollution problems after the 70s, make people
realize the importance of green, low-carbon, circular and sustainable development of production
and lifestyle.
The development of human society tells us that development must be open to the world, and the
path of closed development will not work. With the historical torrent of globalization, mankind has
constantly made difficult choices in opening up and closed: from 1929 to 1939, in the face of the
world economic crisis, countries adopted beggar-thy-neighbor economic policies, currency
depreciation, tariff increases, and the formation of exclusive economic blocs, which was an
important reason for the slide of human society into the abyss of World War II. After the end of the
Second World War, the General Agreement on Tariffs and Trade determined the basic rules of
international trade, countries reduced tariffs to each other, promoted free trade, and the world
ushered in a new peak of globalization, and economic development showed a good trend. In the
second half of the 20th century, the world's successful transition from middle-income to high-
income economies all pursued the concept of open development. In the 21st century, mankind once
again stands at the crossroads of globalization. Affected by the US financial crisis and the European
debt crisis, protectionism, populism and isolationism have risen in some countries, the United States
has held high the banner of "America First" and "America First", and globalization has encountered
twists and turns. Nevertheless, economic globalization is still the trend of the times, and openness
and cooperation are still a powerful driving force for the development of all countries.
The development of human society tells us that the fruits of development should be shared by society,
and the path of abnormal development and polarization will not work. The traditional Western
concept of development is essentially a development concept that "sees things but does not see
people."
1 The Collected Works of Marx and Engels, vol. 9, People's Publishing House, 2009, p. 559-560.
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This view of development holds that development is an economic process and that capital
appreciation and expansion are the only purpose of economic growth. In a society where the laws
of the market dominate everything, the growth of material wealth comes at the expense of
polarization between the rich and the poor, and people often become a means of capital appreciation.
The development of "seeing things but not seeing people" is popular, and the direct consequence is
the abnormal development of society and the polarization of wealth. This is not only an important
source of "color revolutions" and political and social turmoil in some countries, but also an important
reason for the rise of populism and the rise of anti-globalization thinking in some countries. History
and reality have repeatedly proved that if development is not premised on sharing and is not aimed
at people, it not only lacks social fairness and justice, but also violates the law of social development
and is unsustainable.
In today's world, many countries are actively innovating development concepts, improving
development strategies, and striving to win the development initiative. The United States issued the
National Strategic Plan for Advanced Manufacturing and the Framework for Revitalizing American
Manufacturing, aiming to occupy the commanding heights of high-end manufacturing; the European
Union formulated the European 2020 Strategy, proposing to achieve intelligent growth based on the
development of the knowledge economy, sustainable growth based on the development of a green
economy, and comprehensive growth focusing on employment improvement and poverty
eradication; Japan formulated the "Japan Revitalization Strategy" and proposed the development of
"social 5 * 0", the goal is to create a "more people-oriented super-intelligent society"; Russia has
formulated the "National Goals and Strategic Tasks for the Development of the Russian Federation
before 2024", Germany has formulated the "National Industrial Strategy 2030", and the United
Kingdom launched the "Industry 2050 Strategy", aiming at the commanding heights of scientific
and technological innovation.
In the final analysis, the issue of development is a question of ideas, and the competition for
development strategies also reflects the battle of development concepts. The Communist Party of
China puts forward a new development concept of innovation, coordination, green, openness and
sharing, conforms to the development requirements of the times, and draws lessons from the
development of other countries. Establishing and implementing the new development concept is an
important magic weapon for China's development to occupy the commanding heights of the times,
maintain and make good use of the important strategic opportunity period, and win advantages and
take the initiative in international competition.
2. the inherent requirements of China's actual development
Socialism with Chinese characteristics has entered a new era, and the main contradictions in our
society have been transformed, but the basic national conditions of our country that are still in the
primary stage of socialism and will remain for a long time have not changed
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China's international status as the world's largest developing country has not changed, and
development remains the foundation and key to solving all China's problems. To build a moderately
prosperous society in an all-round way and realize the "two centenary goals", it is still necessary to
take development as the first priority, take economic construction as the center, and continue to
promote all-round economic and social development. However, development must be scientific and
adhere to the new development concept of innovation, coordination, green, openness and sharing.
The new development concept is a fundamental policy for China's economic development into the
new normal. China's economy has entered a new normal and encountered a series of new situations
and contradictions. From a domestic point of view, China's economic development is in the node of
economic development speed shifting, economic development structural adjustment node and
economic development power conversion node. The downward pressure on the economy has
increased, the driving force formed by low-cost resources and factor investment has weakened
significantly, and economic growth needs a stronger driving force. Under the new normal, China's
economic development is facing a shift in growth rate from high-speed growth to medium-high-
speed growth, a shift in development mode from scale and speed to quality and efficiency, economic
restructuring from incremental capacity expansion to stock adjustment, optimization and increment,
and development momentum from mainly relying on resources and low-cost labor and other factors
to innovation-driven. These changes are the necessary process for China's economy to evolve to a
stage with a more advanced form, a more optimized division of labor, and a more reasonable
structure. From an international point of view, China's export advantages and participation in the
international industrial division of labor model are facing new challenges. In 2008, the international
financial crisis broke out, the world economy entered a period of deep adjustment, and the
development of global trade entered a period of downturn, resulting in a slowdown in the growth
rate of China's export demand. At the same time, from the historical experience of some world
trading countries, as China's exports of goods account for more than 10% of the world's total, the
turning point of China's export growth has arrived, and it is impossible to maintain high export
growth and a high proportion of exports to GDP in the future. This requires more economic growth
to be driven by innovation and expanding domestic demand, especially consumer demand. In the
face of new changes in the international and domestic situation, it is obviously not feasible to follow
the extensive development model and simply pursue the growth rate, and we must establish a new
development concept to lead and promote China's economy from a high-speed growth stage to a
high-quality development stage.
The new development concept is a strategic guide for the prominent problems and challenges facing
China's development. After unremitting efforts in the 70 years since the founding of New China,
especially in the more than 40 years of reform and opening up, China is generally in the period of
"after development", and the interrelatedness, superposition and complexity of various
contradictions and problems are becoming more and more prominent. For example, although China
has become the world's second largest economy, the problems of large but not strong economy, fast
but not excellent economic growth have not been solved
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Economic development still relies heavily on resources and labor and other factors to invest in
people, the driving force of innovation is not enough, the innovation ability is not strong, and the
situation in which core technologies in key areas are subject to people has not fundamentally
changed; the problem of uncoordinated development in urban and rural areas is still relatively
prominent, the level and layout of productivity in different regions and different fields are very
uneven, there are still insufficient development problems in some regions, some fields, and some
aspects, and the development task is still very heavy; the carrying capacity of the environment has
reached or is close to the upper limit, and it is difficult to bear high consumption. With extensive
development, the pressure on the ecological environment has not been fundamentally alleviated; the
level of China's opening up to the outside world is not high on the whole, the ability to make good
use of the two markets and resources at home and abroad is not strong enough, the ability to deal
with international economic and trade frictions and win the right to speak in the international
economy is still relatively weak, and the ability to use international economic and trade rules is not
strong enough; there is still a problem of imbalance between economic growth and improvement of
people's livelihood in development, there are still many shortcomings in the field of people's
livelihood, the task of poverty alleviation is arduous, the gap in income distribution is still large, and
the masses are still in employment, education, medical care, housing, There are still many problems
in the elderly, and the people's sense of gain and happiness still needs to be improved. These
problems must be resolved in the process of building a modern and powerful socialist country. The
new development concept is put forward in response to these problems and is the right solution to
development problems and sustainable development.
In short, development is a process of constant change, the development environment will not remain
static, the development conditions will not remain static, and the development concept will naturally
not remain static. Innovating development concepts in a timely manner according to changes in the
development environment and development conditions is an inherent requirement for coping with
development problems and creating a new situation in development.
3. advanced concepts proven by development practice
Since the 18th National Congress of the Communist Party of China, in the face of the new normal
of China's economic development, the transition period of world economic development, and the
new development pattern of new breakthroughs in the development of world science and technology,
the Party Central Committee with Comrade Xi Jinping as the core has adhered to the new
development concept to lead the new normal of economic development, accelerated the formation
of a mechanism and environment that advocates innovation, pays attention to coordination,
advocates green, cultivates openness, and promotes sharing, and promotes economic and social
development to achieve historic achievements.
First, adhere to innovative development and promote the transformation of growth momentum.
Vigorously implement the innovation-driven development strategy, the reform of the scientific and
technological system has been greatly promoted, a large number of major scientific and
technological achievements have come out one after another, and new technologies, new production
ports, new industries and new formats have flourished;
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The supporting role of new momentum on the economy has been significantly enhanced, and the
contribution rate of scientific and technological progress has increased from 52.2% in 2012 to 57.5%
in 2018, and the country's comprehensive innovation ability ranks 17th in the world. Second, adhere
to coordinated development and enhance the integrity of development. Major strategies such as the
"Belt and Road" construction, the coordinated development of Beijing-Tianjin-Hebei and the
development of the Yangtze River Economic Belt have been implemented, the Guangdong-Hong
Kong-Macao Greater Bay Area has been planned and promoted, and the regional integration
development of the Yangtze River Delta, ecological protection and high-quality development of the
Yellow River Basin have been promoted, and the gap between regions has been narrowing. With the
implementation of the rural revitalization strategy, the gap between urban and rural income has
narrowed from 3.13 times in 2011 to 2.2 in 201869 times. The third is to adhere to green
development and enhance the sustainability of development. The concept of "green water and green
mountains are golden mountains and silver mountains" is deeply rooted in the hearts of the people,
the intensity of energy and resource consumption has been greatly reduced, the prevention and
control of air, water and soil pollution has achieved obvious results, and the environmental situation
has been improved. Fourth, adhere to open development and create a new pattern of opening up.
Advocating and promoting the joint construction of the "Belt and Road", initiating the establishment
of the Asian Infrastructure Investment Bank, setting up the Silk Road Fund, and advocating the
concept of win-win cooperation, the international space has broadened the international space for
China's development. Holding high the banner of trade and investment liberalization and facilitation,
and actively guiding economic globalization in the right direction, China's influence on global
economic development and its voice in global economic governance have been greatly enhanced.
Fifth, adhere to shared development and enhance people's sense of gain, happiness and security.
Since the 18th National Congress of the Communist Party of China, more than 78 million new jobs
have been created in cities and towns, the income of residents has generally increased faster than
economic growth, decisive progress has been made in the battle against poverty, and the number of
poor people has decreased by more than 93 million. The social security system covering urban and
rural residents has been basically established, the level of security has steadily improved, the
people's health and medical care level has been rapidly improved, and the degree of equalization of
basic public services has been continuously improved, forming the world's largest middle-income
group.
Under the guidance of the new development concept, China has successfully coped with the dual
pressure of the continuous fermentation of the domestic "three-phase superposition" and the impact
of the international financial crisis, maintained stable economic and social development, and
reached a new level of economic strength and comprehensive national strength. Since the 18th
National Congress of the Communist Party of China, China's economy has grown by an average of
about 7% per year, and the total economic volume has increased from 54 trillion yuan in 2012 to 99
trillion yuan in 2019. China's contribution rate to the world economy exceeds 30% annually,
becoming the main power source and stabilizer of world economic growth.
Fundamentally speaking, the historic achievements of China's economic and social development are
the result of unswervingly implementing the new development concept, resolutely correcting the
concept of development, transforming the mode of development, and improving the quality and
efficiency of development. Practice has fully proved that the new development concept is an
advanced concept guiding China's development practice in the new era, and an important guideline
that China's economic and social development must adhere to for a long time.
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Section 2: It has enriched and developed the Marxist
outlook on development
The new development concept is the Sinicization and epochalization of the Marxist outlook on
development by the Party Central Committee with Comrade Xi Jinping as the core in the new era,
and is the latest theoretical achievement of combining the basic principles of the Marxist outlook on
development with China's specific reality, enriching and developing the Marxist outlook on
development.
1. the scientific connotation and practical requirements of the new
development concept
To implement the new development concept, we must grasp its scientific connotation and practical
requirements, clarify the "natural" and "reasonable" in it, and enhance ideological consciousness
and action consciousness.
Innovation is the number one driving force for development. The driving force of development is
the source of development, which determines the speed, efficiency and sustainability of
development. Since the 18th National Congress of the Communist Party of China, Comrade Xi
Jinping has raised innovation to an unprecedented height and placed it in the primary position of the
new development concept, pointing out: "If we grasp innovation, we will grasp the 'bull's nose' that
affects the overall situation of economic and social development." 1 It has been repeatedly
emphasized that the basis of development is innovation, grasping innovation is to grasp development,
and seeking innovation is to seek the future. Innovation covers theoretical innovation, institutional
innovation, scientific and technological innovation, cultural innovation and other aspects, runs
through all national work, and is overall, systematic and integrated. To adhere to innovative
development, we must put innovation at the core of the overall development of the country, and run
innovative ideas through all fields of economic and social development. It is necessary to
continuously emancipate the mind and guide the practice of constantly developing and changing
economic and social development with theoretical innovation; it is necessary to continuously build
institutional mechanisms to promote development, improve all aspects of institutional systems, and
create a good institutional environment for ensuring development; it is necessary to maximize the
liberation and stimulation of the huge potential of science and technology as the primary productive
force, seize the commanding heights of global science and technology through scientific and
technological innovation, provide an inexhaustible driving force for supporting development, and
accelerate the formation of an economic system and development model mainly led and supported
by innovation;
1 Xi Jinping on Governing the Country, Vol. 2, Foreign Languages Publishing House, 2017, p. 201.
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It is necessary to cultivate the sense of innovation, carry forward the spirit of innovation, establish
the values of advocating innovation, and provide spiritual power for promoting development.
Coordination is an inherent requirement for sustained and healthy development. Development is a
whole and a system, which requires the cooperation and linkage of all aspects, links and factors. The
concept of coordinated development is put forward on the basis of summing up the lessons learned
from economic and social development at home and abroad and grasping the law of development,
and in view of the outstanding problems of imbalance and incoordination in China's development.
While paying attention to the speed of development, coordinated development pays more attention
to the wholeness, coordination and balance of development, pays more attention to the overall and
comprehensive balance, pays more attention to the relationship between the local and the overall
situation, the current and long-term, the key and non-key points, and pays more attention to making
up for shortcomings and narrowing the gap, which is development with more complete content and
higher quality. To adhere to coordinated development, in practice, it is required to firmly grasp the
overall layout of the "five-in-one" and the "four comprehensive" strategic layout, correctly grasp
the major relations in development, and constantly make up for the shortcomings of development
and enhance the stamina for development. The key points are to promote the coordinated
development of urban and rural areas, broaden the spatial layout of development, and optimize the
pattern of interests of development; promote coordinated economic and social development and
solve the problem of "one leg is long and one leg is short"; promote the synchronous development
of new-type industrialization, informationization, urbanization, and agricultural modernization, and
enhance the overall efficiency of development; promote the coordinated development of material
civilization and spiritual civilization, and promote the joint enhancement of the country's "hard
power" and "soft power"; promote the integrated development of economic construction and
national defense construction, and adhere to the balance between development and security, and the
unity of a rich country and a strong military. The ultimate goal of promoting coordinated
development is to promote the stability and long-term development of China's economy and society,
and promote the formation of a situation of all-round development in all regions and fields.
Green is a necessary condition for sustainable development. "Green development, in its essence, is
to solve the problem of harmonious coexistence between man and nature. "1The natural world is the
basis and premise of the birth, existence and development of human society, and human beings can
purposefully use nature and transform nature through social activities, but human beings are
ultimately part of nature, and must respect nature, conform to nature, protect nature, and cannot be
above nature, otherwise they will be retaliated by nature. This is a law of nature that no one can
change. Over the past 40 years of reform and opening up, China's economy and society have
achieved rapid development.
1 Xi Jinping on Governing the Country, Vol. 2, Foreign Languages Publishing House, 2017, p. 207.
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However, there are many debts in terms of ecological environment, and the environmental problems
accumulated over the years have entered the stage of high intensity and frequent occurrence. At the
same time, the people's requirements for clean air, clean drinking water, safe food and a beautiful
environment are getting higher and higher. Adhering to green development requires putting
ecological environmental protection in a more prominent position, establishing the concept that
protecting the ecological environment is to protect productive forces and improving the ecological
environment is to develop productive forces; adhere to the principle that green water and green
mountains are golden mountains and silver mountains, protect the ecological environment like eyes,
and treat the ecological environment like life. It is necessary to adhere to the basic national policy
of saving resources and protecting the environment, adhere to sustainable development, adhere to
the civilized development path of production development, rich life and good ecology, accelerate
the construction of a resource-saving and environment-friendly society, form a new pattern of
harmonious development and modernization of man and nature, promote green development
methods and lifestyles, promote harmonious and symbiotic development between man and nature,
build a beautiful China, and make new contributions to global ecological security.
Opening up is the only way for a country to prosper and develop. Openness brings progress, while
closure inevitably leads to backwardness. "If a country and a nation want to rejuvenate, it must
advance in the logic of historical progress and develop in the trend of the development of the times.
"1 Looking back at history, open cooperation is an important driving force for enhancing the vitality
of international economy and trade; looking to the future, open cooperation is the requirement of
the times to promote the continuous progress of human society. Under the conditions of
globalization, if we want to develop and grow with the times and continuously improve our
international competitiveness, we must unswervingly open up and expand opening up. To adhere to
open development, it is necessary to conform to the trend of the times, make overall use of both
international and domestic markets and resources, focus on solving the problem of internal and
external linkage of development, take meeting domestic demand as the starting point and foothold
of development, and gradually form a new development pattern with the domestic cycle as the main
body and the domestic and international dual circulation promoting each other. To expand new space,
it is necessary to pursue a mutually beneficial and win-win opening strategy, develop a higher-level
open economy, and build a broad community of interests; it is necessary to actively participate in
global economic governance and the supply of public goods, and improve China's institutional voice
in global economic governance; it is necessary to resolutely safeguard China's development interests,
actively prevent various risks, and ensure national economic security.
1 Xi Jinping: "Openness, Co-creation, Prosperity, Innovation Leading the Future: Keynote Speech at the Opening Ceremony of the
Boao Forum for Asia Annual Conference 2018", People's Publishing House, 2018, p. 5-6.
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Sharing is the essential requirement of socialism with Chinese characteristics. "Governing the
country is constant, and benefiting the people is the foundation. Allowing the broad masses of the
people to share the fruits of reform and development is the essential requirement of socialism, a
concentrated embodiment of the superiority of the socialist system, and an important embodiment
of the CPC's fundamental purpose of serving the people wholeheartedly. Shared development
focuses on solving the problem of social fairness and justice, and the essence is to adhere to the
people-centered approach. It mainly includes four meanings: First, from the perspective of coverage,
it requires sharing by all people. Shared development is enjoyed by everyone and each has its own
place, not shared by a few and shared by some people. Second, from the perspective of content,
comprehensive sharing is required. Shared development means sharing the achievements of national
economic, political, cultural, social and ecological construction, and comprehensively protecting the
legitimate rights and interests of the people in all aspects.
From the perspective of the way of implementation, it requires joint construction and sharing. Co-
construction can be shared, and the process of co-construction is also a process of sharing. It is
necessary to give full play to democracy, extensively gather the wisdom of the people, stimulate the
people's strength to the greatest extent, and form a vivid situation in which everyone participates,
everyone does their best, and everyone has a sense of achievement. Fourth, from the perspective of
the promotion process, gradual sharing is required. Shared development is a process from low level
to high level, from unbalanced to balanced, and we must think about and design sharing policies
based on national conditions and economic and social development levels. These four aspects are
interconnected and mutually reinforcing, and should be understood and grasped as a whole. On the
one hand, it is necessary to fully mobilize the enthusiasm, initiative and creativity of the masses of
the people to continuously make the "cake" bigger; on the other hand, it is necessary to divide the
"cake" that is constantly expanding so that all the people can have a greater sense of gain in joint
construction and shared development, enhance the momentum of development, enhance the unity
of the people, and steadily advance in the direction of common prosperity.
2. The latest achievements of the Marxist outlook on development
The outlook on development is the world outlook and methodology of human development, and is
people's overall view on the connotation, essence, purpose and requirements of development. The
Marxist outlook on development is an open and constantly developing theoretical system, and its
actual form has always been revitalized and enriched in the process of integrating with specific
countries, specific times, and specific practices. In the more than 70 years since the founding of
New China, especially in the more than 40 years of reform and opening up, the Chinese Communists
have always put forward corresponding development concepts and strategies in a timely manner in
accordance with changes in the situation and tasks, leading and guiding China's development to
achieve new leaps.
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The Chinese practice of the Marxist outlook on development has become an important part of the
Sinicization of Marxism.
At the beginning of the founding of New China, Comrade Mao Zedong made a pioneering
exploration on how to promote China's social development on the basis of "one poor and two white"
in light of China's actual conditions. In important literatures such as "On the Ten Major Relations"
and "On the Correct Handling of Contradictions Among the People," he comprehensively and
systematically expounded the overall major relations that must be handled well in socialist
construction, put forward the development policy of comprehensive balance and overall
consideration, and stressed the need to take agriculture as the foundation, industry as the lead, and
coordinated development of agriculture as the priority, thus laying an important foundation for the
formation of a Marxist development theory of Sinicization.
After the reform and opening up, Comrade Deng Xiaoping, basing himself on China's main
contradictions and basic national conditions, clearly put forward that "development is the last word"
and promoted the establishment of the party's basic line centered on economic construction; he
proposed that the fundamental task of socialism is to liberate and develop the productive forces, and
that the key to solving all problems in China is to rely on its own development; he clearly defined
the "three-step" modernization development strategy and formed a development theory for the initial
stage of socialism. At the turn of the century, Comrade Jiang Zemin put forward that development
is the most important task for the party to govern and rejuvenate the country, expounded that
development is the main theme running through the important thinking of the "three represents,"
stressed the need to coordinate the development of material, spiritual, and political civilizations,
implement the strategy of rejuvenating the country through science and education, the strategy of
sustainable development, and the strategy of large-scale development of the western region, and
persist in following the road of new-type industrialization. After the 16th National Congress of the
Communist Party of China, Comrade Hu Jintao proposed to take development as the key to solving
all problems in China, firmly establish and fully implement the scientific outlook on development,
emphasize that development is the first meaning, the core is people-oriented, the basic requirement
is comprehensive, coordinated and sustainable, and the fundamental method is to take into account
all aspects, and improve the "five-in-one" of economic construction, political construction, cultural
construction, social construction and ecological civilization construction The convex layout of the
cause of socialism with Chinese characteristics puts forward that to achieve the grand goal of
building a moderately prosperous society in an all-round way, we must promote the coordinated
development of socialist material, political and spiritual civilizations, persist in promoting all-round
social progress and all-round human development on the basis of economic development, and persist
in realizing harmonious coexistence between man and nature in the development and utilization of
nature, and achieve sustainable economic and social development. All these have made important
contributions to enriching the Marxist outlook on development.
Since the 18th National Congress of the Communist Party of China, Comrade Xi Jinping has
scientifically grasped the profound changes in the foundation, environment, conditions, goals and
tasks of China's economic and social development, vigorously promoted the innovation of the party's
development theory, clearly put forward a new development concept, and raised the party's
development theory to a new historical height.
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The 19th National Congress of the Communist Party of China took "adhering to the new
development concept" as one of the basic strategies for adhering to and developing socialism with
Chinese characteristics in the new era, emphasizing that "development is the foundation and key to
solving all problems in our country, development must be scientific development, and we must
unswervingly implement the development concept of innovation, coordination, green, openness and
sharing."1
The new development concept adheres to the basic stance, viewpoint and method of the Marxist
outlook on development, inherits the party's development theory, and profoundly expounds major
theoretical and practical issues such as current and long-term, fairness and efficiency, government
and market, internal and external, and man and nature. The new development concept embodies the
organic unity of development thinking and practical measures, scientifically answers major
questions such as development direction, development mode, development momentum,
development principles, and development path, and puts forward powerful measures such as
conceptual change, improvement of system, and implementation well. The new development
concept adheres to the organic unity of problem awareness and goal orientation, not only focuses on
the contradictions, problems and shortcomings in China's development, but also carries out top-level
design and systematic planning for the goals to be achieved to solve these contradictions and
problems. The new development concept reflects the organic unity of development in time and space,
focusing not only on fairness, justice and sustainable development, but also on the balance of
development in urban, rural and regional spatial layout. The new development concept adheres to
the organic unity of development subjects and development objects, advocates promoting the
common development of all social fields based on economic development, but also pays attention
to the fundamental issue of development for people, emphasizing the promotion of all-round human
development. It can be said that the new development concept accurately grasps the pulse of
development in the new era, which is the summation of experience and theoretical improvement of
the new concept and new thinking and strategy of the party governing the country on the
development issue, and is the latest achievement of the Sinicization of the Marxist concept of
development.
3. it has enriched and developed the political economy of socialism with
Chinese characteristics
The new development concept is an important content of Xi Jinping Thought on Socialism with
Chinese Characteristics for a New Era, which deepens and expands the CPC's understanding of the
law of the development of the socialist economy with Chinese characteristics, and enriches and
develops the political economy of socialism with Chinese characteristics.
1 Compilation of Documents of the 19th National Congress of the Communist Party of China, People's Publishing House, 2017, p.
17.
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The new development concept has written a new chapter in the political economy of socialism with
Chinese characteristics. Marxist political economy has revealed the basic principle that productive
forces determine production relations and that production relations must meet the requirements of
the development of productive forces. The new development concept insists on closely integrating
the basic principles of Marxist political economy with the reality of contemporary China, more
clearly emphasizes that development is the foundation and key to solving all problems in our country,
emphasizes real and waterless development, emphasizes promoting changes in the quality, power,
and efficiency of economic development, and achieves high-quality development. Give better play
to the role of the government, emphasize the continuous deepening of reform and opening up,
establish the principle of market competition neutrality, and break down the institutional obstacles
that hinder the development of productive forces; more clearly emphasize that innovation is the
primary driving force for development, talent is the first resource to support development, and
emphasize the promotion of comprehensive innovation in theory, system, science and technology,
culture, etc.; more clearly emphasize the coordination and sustainability of the social reproduction
process, emphasize inter-industry, urban-rural, inter-region, man and nature, domestic and
international, The improvement of the relationship between people emphasizes the handling of the
relationship between the present and the long-term, the local and the overall situation, and the key
and the general; more clearly emphasizes the harmonious coexistence between man and nature, so
that a good ecological environment becomes the growth point of people's lives. It will become a
driving force to show China's good image and continue to move towards a new era of ecological
civilization; more clearly emphasize that opening up is a basic national policy, emphasize promoting
high-level two-way opening-up, implement a more proactive opening strategy, create a new pattern
of comprehensive opening up, emphasize active participation in global economic governance, and
promote the international economic order towards equality and justice. Develop in the direction of
win-win cooperation; more clearly emphasize adhering to the people-centered development thinking,
emphasizing that the people are the fundamental force for promoting development, adhering to the
people's dominant position, mobilizing the enthusiasm, initiative and creativity of all parties, and
integrating into a powerful driving force for development. These understandings and summaries of
laws conform to the general trend and trend of the development of human society, clarify the essence
of the contemporary Chinese version of political economy, and realize a new leap in the political
economy of socialism with Chinese characteristics.
The new development concept has enhanced the leading force of the political economy of socialism
with Chinese characteristics. The new development concept has refined and summarized the theory
and practical theory of socialist development with Chinese characteristics, giving it new meaning to
the political economy of contemporary Chinese Marxism, and becoming a "classic discourse" and
"logo concept" for interpreting China's road, telling Chinese stories well, and spreading Chinese
voices. Since the 80s of the 20th century, many developing countries have been trapped in the
"middle-income trap", it is difficult to get rid of the "trap" of the traditional growth model, and
exploring new development concepts and development paths has become a more urgent issue.
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The new development concept contains a summary and analysis of the successes and failures of
global economic growth and development, especially a profound exploration of various growth and
development dilemmas. A series of ideological viewpoints and practical directions put forward by
the new development concept have increasingly become new concepts, new categories and new
expressions understood and accepted by the international community, and have produced important
enlightenment for many countries, including developing countries, to overcome the "middle-income
trap." At present, many developing countries no longer believe in the development path and
development theory of Western countries, but have turned to study and learn from China's
development concept and experience. All these fully demonstrate the vigorous vitality and world
influence of the "Chinese road", "Chinese plan" and "Chinese wisdom" in the new era, and further
enhance the international discourse power of the political economy of socialism with Chinese
characteristics.
Section 3: Adhere to the new development concept to lead
the overall development situation
The implementation of the new development concept is a profound change that has a bearing on the
overall development of our country, and we must accelerate the transformation of ideology and
concepts, promote the reform of systems and mechanisms, and earnestly transform the new
development concept into a program of action for the overall situation, specific ideas for planning
development, work measures for implementing development tasks, and practical results in
promoting scientific development.
1. Comprehensively promote the reform of the development concept
Concept is the precursor of action, and certain development practices are led by certain development
concepts. Whether the development concept is correct or not fundamentally determines the
development effectiveness and even the success or failure. Practice tells us that development is a
process of constant change, the development environment will not remain static, the development
conditions will not remain static, and the concept of development will naturally not remain static.
Looking back at the course of development since China's reform and opening up, from the great
discussion on the criterion of truth to the establishment of economic construction as the center, from
the reform of the planned economic system to the establishment of the socialist market economic
system, from the addition of the WTO to the leadership of economic globalization, every great leap
in development is the result of ideological emancipation and conceptual change.
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To establish a new development concept, we must comprehensively promote the reform of the
development concept.
To comprehensively promote the reform of the development concept, we must persist in
emancipating the mind and updating the concept. Establishing and practicing the new development
concept means a fundamental change in the traditional development thinking and development
mode, which will inevitably be accompanied by the emancipation of the mind and the renewal of
concepts. Comrade Xi Jinping emphasized: "The establishment of a new concept is always
accompanied by the destruction of the old concept. "1 In the face of new development practices,
some things that were effective in the past may not be effective now; some things that were out of
date in the past are imperative now; and some things that were insurmountable in the past and need
breakthroughs now. For example, China's economy has shifted from a high-speed growth stage to a
high-quality development stage, and we can no longer simply judge the heroes by GDP and measure
the quality of economic development, not because the speed is higher, the situation is "very good",
nor is the speed down, the situation is very bad, but depends on whether there is quality and
efficiency. For another example, in the face of the dash to build a moderately prosperous society in
an all-round way and the task of building a modern and powerful socialist country in an all-round
way, it is no longer possible to simply work fast and fast, and we can no longer rely on extensive
development methods and strong stimulation to raise the speed, we must take emancipation of the
mind as the "general switch", establish a way of thinking that is compatible with the development
of the times and practice, resolutely break the outdated concepts of one-sided pursuit of GDP,
fighting for resources and people, emphasizing cities over rural areas, pollution before treatment,
and efficiency over fairness, and lead new development practices with new development concepts.
To establish and practice the new development concept, we should not stop at words, but should be
used as a yardstick for behavior, consciously check the actual work in all aspects, encourage and
support those that meet the requirements, oppose and discard those that do not conform, and better
keep up with the times in the process of emancipating the mind and win new development in the
process of changing concepts.
To comprehensively promote the reform of development concepts, we must persist in seeking truth
from facts and acting according to laws. On the issue of development, we have both successful
experiences and profound lessons. Successful experience lies in persistently proceeding from reality
and acting in accordance with objective laws; lessons are mainly reflected in being divorced from
reality and violating laws. For example, some localities develop one-sidedly and deformed
development, some localities exhaust their resources to fish and eat too much food, and some
localities compete with the people for profits and neglect people's livelihood, etc., which have
brought many contradictions and problems to economic and social development. Comrade Xi
Jinping stressed: "Development must be scientific development that follows economic laws,
sustainable development that follows natural laws, and inclusive development that follows social
laws."
1 Xi Jinping on Governing the Country, Vol. 2, Foreign Languages Publishing House, 2017, p. 221.
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1
Fundamentally speaking, the new development concept is to build development on the basis of
better grasping the law and acting according to the law, so as to achieve more quality and higher
level of development. To implement the new development concept, it is necessary to enhance the
awareness of laws, promote the transformation of economic development mode in accordance with
the requirements of economic laws, adhere to the organic unity of development speed, quality and
efficiency, and promote scientific development and high-quality development; in accordance with
the requirements of natural laws, respect nature, conform to nature, protect nature, promote the
formation of green development methods and lifestyles, and achieve sustainable development; in
accordance with the requirements of social laws, strengthen social construction. Innovate social
governance, make the results of reform and development more equitable and benefit all the people,
and achieve inclusive development.
To comprehensively promote the reform of development concepts, we must adhere to systematic
thinking and grasp them as a whole. The new development concept contains all aspects with the
same theme and goal, each with its own focus and mutual support, forming an internal logical system
of a system. Among them, innovation is the core and soul of development, coordination is the basic
method of development, green is the inherent requirement of development, openness is the
characteristics of the era of development, and sharing is the starting point and fundamental
destination of development. All aspects are interconnected and mutually reinforcing, and run
through the entire development process. Therefore, we must understand the new development
concept as an inseparable whole, think systematically and grasp it comprehensively. In line with
this, in the specific work practice of implementing the new development concept, we must also
adhere to the systematic viewpoint, carry out systematic design in accordance with the integrity and
relevance of the new development concept, adhere to and implement as one, so as to promote and
complement each other. Comrade Xi Jinping pointed out: "The comrades of the whole party must
improve the ability and level of unified implementation of the five major development concepts and
constantly open up new realms of development."2 This requires us to enhance our ability to think
systematically, persist in observing things in a developmental rather than static manner,
comprehensively rather than partially, systematically rather than piecemeal, and universally linked
rather than singular and isolated, properly handle various major relations in development, seek
advantages and avoid disadvantages while weighing advantages and disadvantages, and make the
most favorable strategic choice.
1 Chronicle of 65 Years of New China (Part II), People's Publishing House, 2014, p. 1584.
2 Xi Jinping on Governing the Country, Vol. 2, Foreign Languages Publishing House, 2017, p. 200.
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2. Accelerate the construction of institutional mechanisms based on the new development
concept
To implement the new development concept, involving the change of way of thinking, behavior and
working mode, and involving the adjustment of social relations, interest relations and work relations,
we must comprehensively innovate the development system, reshape the development ecology,
solve problems and build mechanisms in solving the development momentum and enhancing the
integrity, coordination, balance and inclusiveness of development, so that various reform measures
can take root, ensure that the new ideas are transformed into new practices and new actions, and
form a conducive to innovative development, coordinated development, green development, open
development, Institutional mechanisms for shared development.
First, adhere to innovation to lead development, and accelerate the construction of innovative
development systems and mechanisms. Under the situation of increasingly fierce international
development competition and the transformation of China's development momentum, we must focus
on innovation and form an institutional framework to promote innovation. The first is to deepen the
reform of the scientific and technological system and give play to the leading role of scientific and
technological innovation in comprehensive innovation. Reform the investment system for scientific
and technological innovation, establish a categorized investment mechanism for scientific research
and technological innovation, and strengthen the main position of enterprises in innovation. The
government should vigorously support scientific and technological products and services with
"public goods" attributes and externalities, such as cutting-edge technologies, major common key
technologies, and public welfare technologies. Improve the organizational mechanism of scientific
and technological innovation, and give play to the guiding role of the market in the direction of
technology research and development, the choice of routes, and the allocation of various innovative
resources. At the same time, we should give full play to the institutional advantages of concentrating
forces to do major things, pay attention to major technologies that break through the overall situation
of related development, and concentrate on overcoming a number of "stuck neck" technologies.
Improve the incentive mechanism for scientific and technological innovation, improve the
distribution mechanism that fully reflects the value of intellectual labor, accelerate the
decentralization of the right to use, dispose of and benefit from scientific and technological
achievements, and allow scientific and technological personnel to receive reasonable returns in
innovation activities. The second is to deepen the reform of the talent system and innovate the
mechanism for training, using and attracting talent. Focusing on building a large-scale, innovative
spirit and risk-taking innovative talent team, build an innovative talent training model, establish and
improve the two-way flow mechanism for scientific research talents, implement a more competitive
talent attraction system, train and attract talents in accordance with the law of innovation, and realize
the full use of talents, talents and achievements. The third is to build an open innovation mechanism.
Adhere to the combination of bringing in and going out, integrate the global innovation network
with a more proactive attitude, absorb global innovation resources with a broader mind, and promote
the output of technology and standards with a more active strategy at a higher level. Next, build an
open innovation mechanism to promote the formation of a deeply integrated open innovation
situation.
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Second, persist in enhancing the comprehensive effectiveness of overall development and accelerate
the construction of institutional mechanisms for coordinated development. Focusing on solving the
problem of unbalanced and insufficient development, reform and improve relevant mechanisms and
policies. First, it is necessary to improve the mechanism for the coordinated development of material
civilization and spiritual civilization. While building a highly developed material civilization, we
should vigorously promote the building of spiritual civilization, further strengthen overall planning
and coordination, improve the leadership system and working mechanism, form a work pattern of
joint grasp and joint management, and ensure that the achievements of the "two civilizations" are
shared by all the people. Second, we should build a new mechanism for coordinated regional
development. Strive to promote the large-scale development of the western region to form a new
pattern, promote the comprehensive revitalization of the northeast, give full play to its advantages
to promote the rise of the central region, take the lead in innovation and take the lead in realizing
the optimal development of the eastern region, focus on the implementation of the "Belt and Road"
construction, the coordinated development of Beijing-Tianjin-Hebei, the development of the
Yangtze River Economic Belt and other strategies, and accelerate the construction of a new
mechanism for the coordinated development of regions with orderly and free flow of factors,
effective constraints on main functions, equal basic public services, and bearable resources and
environment. Third, we should establish and improve the institutional mechanism for integrated
urban and rural development. Adhere to the priority development of agriculture and rural areas,
consolidate and improve the basic rural management system, deepen the reform of the rural land
system, improve the reform of the "separation of powers" of contracted land, and deepen the reform
of the rural collective property rights system. Deeply has implemented the strategy of rural
revitalization and accelerated the modernization of agriculture and rural areas in accordance with
the general requirements of prosperous industry, ecological livability, civilized rural customs,
effective governance, and rich life. Promote people-centered new-type urbanization, deepen the
reform of the household registration system, accelerate the urbanization of the rural migrant
population, and strive to achieve equality between urban and rural areas for basic public services.
Fourth, it is necessary to establish a mechanism for coordinated development of economic
construction and national defense construction. Adhere to the integration of military and civilian use,
integrate military with civilian use, accelerate the formation of an all-factor, multi-field, and high-
efficiency military-civilian integration development pattern, and enhance the coordination of
military-civilian sharing of advanced technologies, industrial products, and infrastructure.
Third, adhere to resource conservation and ecological protection, and accelerate the construction of
green development systems and mechanisms. Firmly adhere to the basic national policy of saving
resources and protecting the environment, and continuously promote institutional innovation and
policy system improvement. First, we must start from the source, reshape the endogenous power
mechanism, and form a green development mode and lifestyle. Accelerate the establishment of a
legal system and policy guidance for green production and consumption, establish and improve an
economic system for green and low-carbon circular development, build a market-oriented green
technology innovation system, accelerate the construction of ecological function zones, and
establish a market-oriented and diversified ecological compensation mechanism. Second, we must
comprehensively strengthen the construction of the ecological civilization system.
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We will establish and improve an ecological and cultural system with ecological values as the
criterion, an ecological economic system with industrial ecology and ecological industrialization as
the main body, a target responsibility system with improving the quality of the ecological
environment as the core, an ecological civilization system guaranteed by the modernization of the
governance system and governance capacity, and an ecological security system focusing on the
virtuous cycle of the ecosystem and the effective prevention and control of environmental risks.
Third, we should focus on solving prominent environmental problems and build an environmental
governance system led by the government, with enterprises as the main body, social organizations
and the public participating. Through raising pollution discharge standards, strengthening the
responsibility of polluters, and improving systems such as environmental credit evaluation,
mandatory disclosure of information, and severe punishments, we will achieve fundamental
solutions to prominent environmental problems.
Fourth, adhere to the basic national policy of opening up to the outside world and accelerate the
construction of an open development system and mechanism. Take the initiative to participate in
and actively promote the process of economic globalization, develop a higher-level open economy,
and promote the formation of a new pattern of comprehensive opening up. First, we must promote
the joint construction of the "Belt and Road." Following the principle of consultation, co-
construction and sharing, with policy communication, facility connectivity, unimpeded trade,
financial integration and people-to-people ties as the main contents, we will strive to build the "Belt
and Road" into a road of peace, prosperity, openness, innovation and civilization. Second, we should
promote the construction of a strong trade country. Accelerate the transformation of foreign trade
development mode, innovate cross-border e-commerce, market procurement trade development,
foreign trade comprehensive service enterprises and other foreign trade development models,
innovate foreign investment methods, implement active import policies, create a world-class
business environment, greatly relax market standards, and expand the opening up of the service
industry. Third, it is necessary to speed up the cultivation of new advantages in international
economic cooperation and competition. Promote international production capacity cooperation,
form a global-oriented trade, investment and financing, production and service network, support
enterprises to expand foreign investment, promote equipment, technology, standards and services to
go global, and build a number of world-class multinational enterprises with global competitiveness.
Fourth, efforts should be made to promote global economic governance. Strengthen international
economic policy coordination, actively participate in the formulation of international rules in new
fields such as the deep sea, polar regions, outer space and the Internet, promote the process of
multilateral trade negotiations, accelerate the implementation of the free trade area and free trade
island strategy, and promote the reform of the international monetary system and international
financial regulation.
Fifth, persist in promoting and safeguarding social fairness and justice, and accelerate the
construction of institutional mechanisms for shared development. First, it is necessary to ensure that
educational development is fairer and more quality. Deepen educational reform, improve the quality
of education, promote educational equity, promote the balanced development of compulsory
education, and enable all people to share the dividends of education reform. Second, it is necessary
to ensure higher-quality employment in terms of system. Adhere to the employment priority strategy
and place the employment priority policy at the macro policy level;
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Completely break down barriers and identity discrimination in the employment and
entrepreneurship markets, improve entrepreneurship support policies, build a good entrepreneurial
platform, create a new engine for mass entrepreneurship and innovation, and create more
opportunities for participation in shared development. Third, we should continue to deepen the
reform of the medical and health system and implement the Healthy China Strategy. Establish a
basic medical and health system covering urban and rural areas and a modern hospital management
system, accelerate the pace of reform of public hospitals, optimize the layout of medical and health
institutions, promote the flow of medical resources to the grassroots and rural areas, and encourage
social forces to develop health services. Fourth, it is necessary to strengthen the construction of the
social security system. Establish a fairer and more sustainable social security system, implement a
universal participation plan, basically achieve full coverage of statutory personnel, realize the
national overall planning of basic pensions for employees, establish a reasonable adjustment
mechanism for basic pensions, fully implement the serious illness insurance system for urban and
rural residents, coordinate the social assistance system, promote the integration of relevant systems,
and ensure the basic livelihood of the people in difficulty. From the strategic perspective of the
transformation of major social contradictions, examine the relationship between fairness and
efficiency, strengthen and innovate social governance, divide the "cake" well while making the
"cake" bigger, ensure that the fruits of development benefit all the people, let the people have more
sense of gain, gradually realize common prosperity, and promote social fairness and justice.
The new development concept points out the right direction and follows the development of
contemporary China. To successfully realize the party's historical mission and goal in the new era,
we must unify our thinking and action with the new development concept, strive to improve the
ability and level of overall implementation of the new development concept, resolutely change the
understanding that it is not suitable or even contrary to the new development concept, resolutely
correct behaviors that are not suitable for the new development concept, and constantly make new
breakthroughs in enhancing the ability to innovate, promote the balance of development, improve
the ecological environment, raise the level of openness, and promote shared development.
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Chapter VI: Embark on a new journey of building a
modern socialist country in an all-round way
Formulating strategic planning and determining strategic arrangements is the consistent leadership
method of the Communist Party of China, a basic experience of the Party in leading and promoting
socialist modernization, and a unique advantage of the party system with Chinese characteristics.
The 19th National Congress of the Communist Party of China pointed out: "From building a
moderately prosperous society in an all-round way to basically realizing modernization, and then to
building a modern and powerful socialist country in an all-round way, it is a strategic arrangement
for the development of socialism with Chinese characteristics in the new era." 1 This "two-step"
strategic arrangement for the new era on the basis of building a moderately prosperous society in an
all-round way has completely outlined the timetable and road map for China's socialist
modernization construction between the "two hundred years."
Section 1: Attaching importance to strategic arrangements is
an important experience of the CPC in governing the country
Comrade Xi Jinping pointed out: "Strategic issues are fundamental issues for a political party and a
country. If we make accurate strategic judgments, plan scientifically strategically, and win the
initiative strategically, there will be great hope for the cause of the party and the people. "2 The
Communist Party of China has struggled for nearly a hundred years:
1 Compilation of Documents of the 19th National Congress of the Communist Party of China, People's Publishing House, 2017, p.
23.
2 Xi Jinping on Governing the Country, Vol. 2, Foreign Languages Publishing House, 2017, p. 10.
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Persistently taking Marxism as the guide, deeply studying China's actual national conditions and the
development and changes of the times, planning China's revolution, construction and reform from
a strategic height, and planning for the cause of socialist modernization, and formulating a series of
lines, principles and policies that conform to China's reality and the characteristics of the times,
guiding China's revolution, construction and reform from victory to new victory, and leading the
Chinese nation to usher in a great leap from standing up, getting rich to becoming strong.
1. the strategic design for the realization of the "four modernizations" has
opened up the great practice of independently exploring the road of socialist
modernization
The strategic thinking of the Chinese Communist Party was born during the revolutionary war. As
the core of the party's first-generation leadership, Comrade Mao Zedong applied strategic thinking
to the practice of war, systematically expounded the strategic and tactical issues of the Chinese
revolution, the strategic and tactical problems of the people's war, the strategic foresight and
strategic guidance of the War of Resistance Against Japan, the strategic choices and strategic
decisive battles of the War of Liberation, the problems of strategically despising the enemy and
attaching importance to the enemy tactically, and the questions of principle firmness and tactical
flexibility; and systematically studied and answered "what is the Chinese revolution and how to
carry out the Chinese revolution." This major historical topic shows that it has focused on long-term
strategic foresight, made strategic arrangements with the overall situation in mind, and made
strategic adjustments that judge the hour and size up the situation, leading the party to victory in the
new democratic revolution. The founding of New China brought about national independence and
the people's liberation, marking the beginning of socialist modernization as the primary task of the
CPC's strategic planning.
In the early days after the founding of New China, Comrade Mao Zedong profoundly summed up
the profound lessons of the international communist movement and China's initial experience in
building socialism, and put forward the strategic thinking of "taking the Soviet Union as a guide"
and independently exploring the road of socialist construction in China. He put forward the strategic
principle of correctly handling the "10 major relations" and mobilizing all positive factors to build
a socialist country; made a strategic judgment that correctly handling contradictions among the
people has become the main theme of the country's political life; put forward a series of major
principles for correctly handling contradictions among the people; clearly formulated the strategic
objectives and strategic steps for building a modern socialist country, and provided scientific
strategic guidance for correctly grasping the overall situation of China's socialist cause.
First, the strategic goal of the "four modernizations." As early as the late period of the New
Democratic Revolution, the Communist Party of China repeatedly proposed to transform China
from a backward agricultural country into an advanced industrial country.
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In 1945, Comrade Mao Zedong clearly pointed out at the Seventh Party Congress: "The task of the
Chinese working class is not only to struggle for the establishment of a new democratic state, but
also to struggle for China's industrialization and agricultural modernization."1 At the Second Plenary
Session of the Seventh CPC Central Committee, Comrade Mao Zedong further put forward the
strategic goal of turning an agricultural country into an industrial country. In June 1953, the Party
put forward the convex line of "one transformation and three transformations" in the transitional
period, and this "transformation" is socialist industrialization. Later, "The Struggle to Mobilize All
Forces to Build Our Country into a Great Socialist Country - Outline for the Study and Propaganda
of the Party's General Line in the Transitional Period" further pointed out: "By realizing the socialist
industrialization of the country, we can promote the modernization of agriculture and transportation,
and we can establish and consolidate a modern national defense."2 In September 1954, Comrade
Zhou Enlai pointed out in his "Report on the Work of the Government" delivered at the first session
of the First National People's Congress: "China's economy turned out to be very backward; if we do
not build a strong modern industry, modern agriculture, a modern transportation industry, and a
modern national defense, we will not be able to shake off backwardness and poverty, and our
revolution will not be able to achieve its goal."3 This is the first time that the party has put forward
the "four modernization" goals. From the end of 1959 to the beginning of 1960, Comrade Mao
Zedong made a complete expression of the "four modernizations" for the first time in his
"Conversation on Reading the Soviet Union's Political Economy Textbook." He said: "To build
socialism, the original requirements were industrial modernization, agricultural modernization,
scientific and cultural modernization, and now we must add national defense modernization."4
Second, the strategic consideration of "two steps." After the socialist system was basically
established, Comrade Mao Zedong began to plan and consider the issue of strategic steps to build
socialism. In September 1963, he revised the "On Industrial Development Issues (First Draft)" and
said that our industrial development can be considered in two steps: the first step is to establish an
independent and complete industrial system; the second step is to bring China's industry close to the
world's advanced level. At the First Session of the Third National People's Congress held in
December 1964, Comrade Zhou Enlai, in accordance with Comrade Mao Zedong's instructions,
made a complete and accurate expression of the "two-step" strategy in the "Government Work
Report", that is: "Starting from the Third Five-Year Plan, China's national economic development
can be considered in two steps:
1 Selected Works of Mao Zedong, vol. 3, People's Publishing House, 1991, p. 1081.
2 Selected Important Documents Since the Founding of the People's Republic of China, vol. 4, Central Literature Publishing House,
1993 edition, p. 704.
3 Selected Important Documents Since the Founding of the People's Republic of China, vol. 5, Central Literature Publishing House,
1993 edition, p. 584.
4 Selected Works of Mao Zedong, vol. 3, People's Publishing House, 1991, p. 116.
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The first step is to establish an independent and relatively complete industrial system and national
economic system; The second step is to comprehensively realize the modernization of agriculture,
industry, national defense, and science and technology, so that China's economy will be in the
forefront of the world. "1 In terms of the time required, Comrade Mao Zedong initially envisaged
laying the foundation in 15 years and achieving modernization in 50 years. After the setbacks of the
"Great Leap Forward" and the three years of difficulty, his consideration of this issue became more
realistic, believing that if China is Chinese with many mouths, a weak foundation, and a backward
economy, it will take 100 years or more to turn China into a rich and powerful modern country. In
1975, at the First Session of the Fourth National People's Congress, Comrade Zhou Enlai reiterated
the strategic arrangement of "two steps" and the comprehensive realization of the "four
modernizations."
The "four modernizations" strategic objectives and the "two-step" strategic considerations were the
CPC's initial exploration of the road of socialist modernization after the founding of New China,
and also marked the transformation of the CPC's understanding of modernization from
"industrialization" to "modernization." Although such strategic objectives and strategic
considerations took detours and encountered twists and turns in later practice, they provided
important ideological preparation and practical foundation for the great practice of the party
gradually putting forward complete modernization goals and making systematic strategic
arrangements after reform and opening up.
2. Carry out strategic planning for the realization of socialist modernization
and successfully create, develop and improve socialism with Chinese
characteristics
After the Third Plenary Session of the 11th CPC Central Committee, faced with a situation in which
all wastes and all undertakings were waiting to be revived, the Chinese Communists, mainly
represented by Comrade Deng Xiaoping, clearly proposed to follow their own path and build
socialism with Chinese characteristics, formulated a development strategy for basically realizing
socialist modernization in three steps by the middle of the 21st century, and successfully created
socialism with Chinese characteristics.
First, it is necessary to adjust the "four modernizations" strategic objectives and the "two-step"
strategic concept in a timely manner. At the beginning of reform and opening up, Comrade Deng
Xiaoping pointed out that whether or not we can realize the "four modernizations" determines the
destiny of our country and the nation; he stressed that "our party's political line at the present stage,
in a nutshell, is to wholeheartedly pursue the four modernizations."
1 Selected Works of Zhou Enlai, vol. II, People's Publishing House, 1984, p. 439.
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1
In December 1979, during a meeting with Japanese Prime Minister Masayoshi Ohira, he quantified
the "four modernizations" as follows: By the end of the 20th century, strive to achieve a per capita
GDP of $1,000 and achieve a moderately prosperous level. Comrade Deng Xiaoping called this goal
"the four modernizations of the Chinese style," that is, the "home of moderate prosperity." He then
adapted the "two-step" strategic step, which was to "reach the level of the wealthier countries of the
Third World" by the end of the 20th century."2 "To build a moderately prosperous society in China
by the end of the century." This moderately prosperous society is called Chinese-style
modernization."3 This is "we propose four minimum goals for modernization."4 The strategic goal
of the end of the 20th century was adjusted from "catching up with and surpassing the most advanced
capitalist countries in the world" to "reaching the level of the richer countries in the third world",
taking into account the actual situation of weak national foundation and weak foundation, and
further understanding the arduousness and long-term nature of realizing socialist modernization and
catching up with the developed countries in the world.
Second, clearly put forward the "three-step" strategic steps. The strategic concept of "three steps"
has been gradually formed. In March 1987, when meeting foreign guests, Comrade Deng Xiaoping
said: "We have set two stages of the goal, that is, to reach the level of moderate prosperity by the
end of this century, and then to reach the level of a moderately developed country in the next century
in 30 to 50 years." 5 "That's our strategic goal, that's our ambition. " 6 The 13th CPC National
Congress not only clearly summarized Comrade Deng Xiaoping's "three-step" strategic thinking,
but also called the third-step goal of reaching the level of a moderately developed country "basically
realizing modernization." The strategic steps of the "three-step" are: First, from 1981 to 1990, the
gross national product will double from 1980 and basically solve the problem of food and clothing;
the second step, from 1991 to the end of the 20th century, the gross national product will be doubled
again, the phenomenon of poverty will be basically eliminated, and the people's living standards
will reach the level of moderate prosperity; and the third step, by the middle of the 21st century, the
per capita gross national product will reach the level of a moderately developed country, the people's
living standards will be relatively prosperous, and modernization will be basically achieved.
1 Selected Works of Deng Xiaoping, vol. 2, People's Publishing House, 1994, p. 276.
2 Selected Works of Deng Xiaoping, vol. 2, People's Publishing House, 1994, p. 237.
3 Selected Works of Deng Xiaoping, vol. 3, People's Publishing House, 493 edition, p. 54.
4 Selected Works of Deng Xiaoping, vol. 3, People's Publishing House, 1993, p. 64.
5 Selected Works of Deng Xiaoping, vol. 3, People's Publishing House, 493 edition, p. 210.
6 Selected Works of Deng Xiaoping, vol. 3, People's Publishing House, 493 edition, p. 251.
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Third, on the basis of adhering to the "three-step" strategy, put forward a new "three-step" strategic
goal. In September 1997, Comrade Jiang Zemin pointed out at the 15th CPC National Congress:
"Looking forward to the next century, our goal is to double the gross national product in the first 10
years compared with the year 2000, make the people's moderately prosperous life more prosperous,
and form a relatively perfect socialist market economic system; after another 10 years of efforts, by
the 100th anniversary of the founding of the CPC, the national economy will be further developed
and various systems will be more perfect; and by the 100th anniversary of the founding of the
People's Republic of China by the middle of the century, we will basically realize modernization
and build a prosperous, strong, democratic, civilized, and civilized socialist country."1 This is a
refinement and concretization of the "third step" of Comrade Deng Xiaoping's "three-step" strategy,
and it is also a new "three-step" strategic arrangement for China's development in the first half of
the 21st century. In November 2002, the 16th National Congress of the Communist Party of China
reaffirmed the new "three-step approach" and clearly defined the first centenary goal as: "To build
a better-off society of a higher standard that benefits more than one billion people in an all-round
way, so that the economy will be more developed, democracy will be more sound, science and
education will be more progressive, culture will be more prosperous, society will be more
harmonious and the people's life will be more solid." 2 In October 2007, at the 17th National
Congress of the Communist Party of China, Comrade Hu Jintao put forward new and higher
requirements for China's development, and adjusted the first centenary goal to build a moderately
prosperous society in an all-round way.
3. Make strategic arrangements for building a moderately prosperous society
and a modern socialist power in an all-round way, and start a new journey of
the great rejuvenation of the Chinese nation
Since the 18th National Congress of the Communist Party of China, the Party Central Committee
with Comrade Xi Jinping as the core has scientifically planned the overall situation, firmly grasped
the strategic initiative, unswervingly achieved strategic goals, led China's reform, opening up and
socialist modernization to achieve historic achievements, opened up a new situation in the cause of
the Party and the country, entered a new era of socialism with Chinese characteristics, and ushered
in a golden development opportunity in the journey of the modernization of the Chinese nation. The
19th CPC National Congress emphasized that from building a moderately prosperous society in an
all-round way to basically realizing modernization;
1 "Selected Important Documents Since the Fifteenth National Congress" (Part I), Central Literature Publishing House, 2000
edition, page 4.
2 Selected Important Documents Since the Sixteenth National Congress (Part I), Central Literature Press, 2005, p. 14.
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Then to build a modern socialist power in an all-round way is a strategic arrangement for the
development of socialism with Chinese characteristics in the new era.
Specifically, the five years from the 19th to the 20th CPC National Congress are the historical
convergence period of the "two centenary goals", and we must not only build a moderately
prosperous society in an all-round way and achieve the first centenary goal, but also take advantage
of the situation to start a new journey of building a modern socialist country in an all-round way and
march towards the second centenary goal. The first and second steps of the "three-step" strategic
goal have been achieved ahead of schedule, a moderately prosperous society will be built as
scheduled, China has become the world's second largest economy, and the economy and society
have maintained a good trend of sustained and healthy development. Against this background, it is
absolutely necessary for the 19th CPC National Congress to comprehensively analyze the
international and domestic situations and China's development conditions, and to make a new top-
level design and strategic plan for the 30 years after the "three-step" strategy, that is, the 30 years
between the "two centenary goals."
The strategic arrangement of "two stages" made by the 19th National Congress of the Communist
Party of China is: the first stage, from 2020 to 2035, on the basis of building a moderately prosperous
society in an all-round way, will strive for another 15 years to basically realize socialist
modernization. In the second stage, from 2035 to the middle of this century, on the basis of basically
realizing modernization, we will strive for another 15 years to build China into a prosperous, strong,
democratic, civilized, harmonious and beautiful modern socialist power. Such an arrangement can
be said to be an "upgraded version" of the third-step goal of the "three-step" strategy. This is the
solemn promise of the Communist Party of China on the journey of realizing the great rejuvenation
of the Chinese nation, but it is by no means something that can be achieved easily and by banging
gongs and drums, but a grand vision that requires the whole party and the people of all ethnic groups
throughout the country to endure, persevere and make long-term and arduous efforts with an
unremitting mental state and an indomitable attitude of struggle.
Section 2: Comprehensively grasp the strategic connotation
and characteristics of a modern and powerful socialist
country
The 19th CPC National Congress gave a macroscopic outlook and overall description of "basically
realizing socialist modernization" and "comprehensively building a modern and powerful socialist
country", which has profound connotations and rich meanings, and has distinct characteristics of
comprehensiveness, people's nature, practicality, and epochality.
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1. China's modernization is a prosperous, strong, democratic, civilized,
harmonious and beautiful all-round modernization
China's modernization is a modernization jointly promoted by economic construction, political
construction, cultural construction, social construction and ecological civilization construction, and
its comprehensive characteristics are a clear symbol of China's socialist modernization strategy.
"Prosperity and strength" is the common pursuit of human society, the eternal theme of the times,
and the nuclear value of socialist China. "Prosperity and strength" means the unity of prosperity and
strength, and the unity of people's prosperity and national strength. It is not easy to be rich, and it is
even more difficult to be strong; being rich but not strong is not being rich and strong. China is a
big country, and only when it is rich and strong can it stand on its own among the nations of the
world; China is a socialist country, and "prosperity of the people" and "strength of the country"
should all the more be coordinated development, and "strong country and poor people" are untenable.
"Rich and strong" is first of all an economic category, but also a concept of comprehensive national
strength, a unity of hard power and soft power, and a strong country, a strong army, and a strong
people" is a process, China is a large country with a population of 1.4 billion, and regional
development is very unbalanced, which determines that it is impossible for all regions to achieve
prosperity and strength at the same time, nor can it achieve equal prosperity and strength in the
absolute sense; "rich and strong" is relative, there is only a starting point, there is no end. Looking
forward to the middle of this century, China will have a high degree of material civilization, its
economic strength, scientific and technological strength and social productivity will leap sharply,
its core competitiveness will rank among the best in the world, and it will become a country with
leading comprehensive national strength and international influence.
"Democracy", in essence, means that the people are masters of their own country, which is the
essence and core of socialist democratic politics. Without democracy, there can be no socialism, and
there will be no socialist modernization. The most important thing for "democracy" in the context
of modernization is the institutionalization and rule of law of democracy, including the maturity and
perfection of the political system, institutional mechanism, procedural norms and their operation,
including ensuring that the people enjoy extensive and fulfilling rights and self-esteem, ensuring
that the people widely participate in national and social governance, and ensuring vigorous and
healthy and orderly relations between political parties, ethnic groups, religions, classes, and
compatriots at home and abroad. Looking forward to the middle of this century, China will have a
high degree of political civilization, a country ruled by law, a government ruled by law, and a society
ruled by law, and realize the modernization of the national governance system and governance
capacity.
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There is also the mature and finalized socialist democratic political system with Chinese
characteristics, and will give full play to its advantages and characteristics.
"Civilization" generally refers to the comprehensive cultural image displayed by a society, including
ideological consciousness, values, moral literacy, social order, production and lifestyle, scientific
and cultural level, etc., which is a concentrated embodiment of a country's development level and a
prominent symbol of a social progress. Comrade Xi Jinping pointed out: "Civilization, especially
ideology and culture, is the soul of a country and a nation." 1 Without the inheritance and
development of civilization and the promotion and prosperity of culture, there will be no realization
of the Chinese dream. Looking forward to the middle of this century, China will have a high degree
of spiritual civilization, the quality of the people will be significantly improved, the practice of
socialist core values will become the conscious action of the whole society, and the Chinese spirit,
Chinese values and Chinese strength will become an important influence and driving force for
China's development.
"Harmony" means achieving social harmony and building a better society. This is the social ideal
that mankind has diligently pursued, and it is also the goal that the Communist Party of China has
unremittingly pursued. The most fundamental characteristics of a harmonious socialist society are
democracy and rule of law, fairness and justice, honesty and fraternity, vitality, stability and order,
and harmonious coexistence between man and nature. Looking forward to the middle of this century,
China will have a high degree of social civilization, urban and rural residents will generally have
higher incomes, a prosperous life, sound basic public services, enjoy a happier and healthier life,
the common prosperity of all the people will be basically realized, fairness and justice will be
universally displayed, and the society will be full of vitality and standardized and orderly.
"Beauty" means realizing ecological civilization and building a beautiful China. Ecological
civilization is a major achievement of human social progress and an inevitable requirement for
realizing harmonious coexistence between man and nature. Socialist modernization is a
modernization in which man and nature live in harmony. The construction of modern ecological
civilization is based on the carrying capacity of resources and environment, takes the laws of nature
as the criterion, takes sustainable development and harmony between man and nature as the goal,
firmly follows the civilized development path of production development, rich life and good ecology,
and strives to build a beautiful Zhongzhong. country where you can see the mountains, see the water,
and remember homesickness. Looking forward to the middle of this century, China will have a high
degree of ecological civilization, and the beautiful ecological environment of blue sky, green earth
and clear water will become the universal norm, creating a new realm of harmonious coexistence
between man and nature.
1 Xi Jinping, "On Persisting in Promoting the Construction of a Community with a Shared Future for Mankind", Central Literature
Publishing House, 2018, p. 161.
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2. China's modernization is a modernization that adheres to the people-
centered approach and takes the road of common prosperity
Socialist modernization, which takes the people as the center and takes the road of common
prosperity, is in line with the highest ideals and value pursuit of Marxism, and its goal is to benefit
the people and ultimately realize the free and comprehensive development of everyone.
In terms of the driving force of development, people-centered modernization emphasizes the great
cause of all the people to jointly build socialist modernization; in the pursuit of goals, it emphasizes
that all the people share the great achievements of socialist modernization; and in the evaluation
criteria, it emphasizes whether or not it brings a better life to the masses of the people as the
fundamental criterion for testing the results of modernization. People-centered modernization is not
a negation of the modernization of things, but a higher-level modernization based on the
modernization of things. This kind of modernization emphasizes the central position and subjective
status of "man", emphasizes that it cannot be at the cost of material abundance and spiritual poverty,
and emphasizes the need to avoid repeating the mistakes of some countries and regions that take
capital as the center and thus lead to the expansion of materialism and the decline of the spiritual
world.
Common prosperity is the essential requirement of socialist modernization, and it is the embodiment
of the people-centered position in the results of development and the distribution of wealth. As early
as 1955, Comrade Mao Zedong pointed out, "Now that we implement such a system and such a plan,
we can move towards richer and stronger year by year, and we can see richer and stronger year by
year."1 And this wealth is common wealth, this strong, is common strength." After the reform and
opening up, Comrade Deng Xiaoping pointed out: "Socialism is not about a few people getting rich
and the majority getting poor. The greatest advantage of socialism is common prosperity, which is
a thing that embodies the essence of socialism."2 Entering the new era of socialism with Chinese
characteristics, Comrade Xi Jinping pointed out, "The development we pursue is development that
benefits the people, and the prosperity we pursue is the common prosperity of all the people."
1 The Collected Works of Mao Zedong, vol. 6, People's Publishing House, 499 edition, p. 495.
2 Selected Works of Deng Xiaoping, vol. 3, People's Publishing House, 493 edition, p. 364.
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1
The socialist concept of common prosperity takes into account the unity of the standards of
productive forces and the people's interests, and the unity of material and human scales.
At this stage, China still has problems of regional disparity, urban-rural disparity, and large income
gap, which is a problem that is difficult to completely avoid at a specific historical stage but can
eventually be solved. Eliminating polarization and ultimately achieving common prosperity is the
firm commitment of the Communist Party of China to the Chinese people, and it is also the proper
meaning of China's realization of socialist modernization.
3. China's modernization is a modernization based on China's national
conditions and independent development
The direction of development of modernization cannot be bypassed, but the path to modernization
can be chosen. Every country has the right to choose its own path of modernization, write its own
modern civilization, and reap its own modernization results.
With more than 5,000 years of Chinese civilization, a vast territory of more than 9.6 million square
kilometers, a population of 1.4 billion, and its own unique cultural traditions, historical destiny and
actual national conditions, China's modernization cannot imitate and depend on others, let alone
trade its own core interests, and must take the road of independent development and self-reliance.
The CPC has its own independent judgment on how and what kind of modernization should be
achieved. Comrade Deng Xiaoping pointed out: "The modernization we are engaged in is Chinese-
style modernization. The socialism we are building is socialism with Chinese characteristics. We
are mainly self-reliant according to our own actual situation and our own conditions. "2 Since the
18th National Congress of the Communist Party of China, Comrade Xi Jinping has repeatedly
stressed that "there is no one-size-fits-all development model in the world."3
1 Digest of Xi Jinping's Expositions on the Construction of Socialist Society, Central Literature Publishing House, 2017, p. 35.
2 Selected Works of Deng Xiaoping, vol. 3, People's Publishing House, 1993, p. 29.
3 Xi Jinping on Governing the Country, Vol. 1, Foreign Languages Publishing House, 2018, p. 307.
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"We are willing to learn from all the achievements of human civilization, but we will not copy the
development model of any country."1 "The successful practice of the Chinese people shows the
world that there is more than one road to modernization, as long as you find the right direction and
keep going, all roads lead to Rome. "2
The practice of history fully proves that it is precisely by adhering to the road of independent
development based on its own national conditions that has enabled China to achieve tremendous
achievements in modernization that have attracted worldwide attention; for the first time, China has
relied on its own strength to achieve a moderate prosperity of the entire people, and for the first time
has achieved leapfrogging and catching up by following its own road. China's road to modernization
was born in the historical practice of contemporary China and is a great innovation in human history.
With its actual actions in modernization, China has told the world that China has neither "decoupled"
from human civilization nor imitated and attached to others; it has chosen to integrate with the
international community without sliding into the "Western track"; it has absorbed and learned from
all the outstanding achievements of human civilization without losing its autonomy. Independence
and self-reliance have been, are and will be the foothold of building a modern and powerful socialist
country.
4. China's modernization is a modernization that adheres to win-win
cooperation and follows the path of peaceful development
China's modernization adheres to the concept of peaceful development and win-win cooperation,
does not follow the Western path of aggression, colonization and expansion, and does not agree with
the logic of "a strong country must be hegemonic", and has successfully opened up a road to the
rejuvenation of a great power that is "strong but not hegemonic."
As China's policy proposition, "not seeking hegemony" stems from the profound immersion of
Chinese culture, from the deep memory of the history of national suffering, from the profound
understanding of the Western laws of "good war must die" and "hegemony must decline", and from
a profound grasp of the Communist Party's ruling philosophy and historical mission. The Chinese
nation is a peace-loving nation, and is well versed in the historical dialectics that a strong country
must hegemony, hegemony is bound to decline, and that warring is bound to die, and forgetting war
is dangerous.
1 "Extracts from Xi Jinping's Expositions on the Chinese Dream of Realizing the Great Rejuvenation of the Chinese Nation",
Central Literature Press, 2013, p. 27.
2 Xi Jinping, "Openness, Co-creation, Prosperity, Innovation Leading the Future: Keynote Speech at the Opening Ceremony of the
Boao Forum for Asia Annual Conference 2018," People's Daily, April 11, 2018.
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In ancient times, the Silk Road was created for exchanges and mutual learning and shared
development between the East and the West, and the "Belt and Road" initiative proposed today is
also for exchanges and cooperation to promote prosperity.
However, we should also realize that along with the rapid improvement of China's economic
strength and comprehensive national strength, the theory of "China's threat" and "the theory that a
strong country must be hegemonic" are very popular. Some people believe that the 500 years of
world history since the discovery of geography is a history of national hegemony, the 16th century
is Portugal and Spain, the 17th century is the "sea coachman" Netherlands, the 18th and 19th
centuries is the Anglo-French hegemony, the achievement of the "sun never sets empire", the end of
the 19th century and the beginning of the 20th century, Germany and Japan rose one after another,
two world wars followed, and the 20th century was the hegemony of the United States and the Soviet
Union. After these countries became strong, they all embarked on the road of no return of
hegemonism. China has not repeated the old path of the rise of great powers, but has risen peacefully
and still followed the path of peaceful development after its rise. Comrade Xi Jinping stressed:
"China will always be a builder of world peace, firmly follow the path of peaceful development, no
matter how the international situation changes, no matter how it develops, China will never seek
hegemony, never expand, and never seek spheres of influence."1 "This is how we set out in policy,
this is how we design our system, and we have always done this in practice." 2 China is not a
challenger or destroyer of the international order, nor a bystander or outsider of the global
governance system; China was, is and will be a builder of world peace, a contributor to global
development and a defender of international order.
China has made a solemn commitment to the world never to seek hegemony or expansion, and at
the same time interprets the concept of adhering to win-win cooperation and taking the path of
peaceful development with its own concrete actions. The concept of "a community with a shared
future for mankind" advocated by Comrade Xi Jinping is a clear declaration of China's adherence
to the path of peaceful development, a top-level design proposed by China to plan the blueprint for
world development, and a Chinese idea and plan for improving the global governance system as a
responsible major country.
A strong China is not a threat to world peace, but the backbone of maintaining world peace. China's
peaceful rise has not only rewritten the development logic of the hegemonic expansion of great
powers in the past, but also rewritten the historical destiny of claiming hegemony after the rise of
great powers.
1 Selected Important Documents Since the 18th National Congress (middle), Central Literature Press, 2016, p. 698.
2 Xi Jinping on Governing the Country, Vol. 1, Foreign Languages Publishing House, 2018, p. 267.
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China's path of peaceful development shows the world that the rise of a great power is not only
based on the path of starting with war, plundering to get rich, and expanding hegemony, but that
peaceful development and civilization will be the priority option for the future world. China's
rejuvenation means the decline of the old logic of "a strong country must hegemony", and the
development logic of "strong but not hegemonic" will rise to the main axis of the new era.
All in all, a modern socialist power is not an empty slogan, nor is it an empty concept, but it expands
the new realm and new requirements of modern national construction. It is a collection of
manufacturing power, science and technology power, quality power, aerospace power, network
power, transportation power, maritime power, trade power, sports power, cultural power, education
power and talent power; it is also a collection of beautiful China, rule of law China, safe China,
healthy China and digital China; it is also a collection of innovative countries, rule of law countries,
learning countries, responsible countries, and peaceful countries; or a smart society, a harmonious
society, a rule of law society, and a society ruled by law. The collection of learning society has very
rich and specific connotations.
Section 3 Firmly implement the strategic arrangement for
building a modern socialist country in an all-round way
The strategic arrangements made by the 19th National Congress of the Communist Party of China
for the development of socialism with Chinese characteristics in the new era are not only based on
the current development reality of China, but also adapt to the future development trend of China,
completely outline the timetable and road map for the construction of China's modern socialist
power, and provide important guidelines for adhering to and developing socialism with Chinese
characteristics in the new era.
1. decisively build a moderately prosperous society in an all-round way
Building a moderately prosperous society in an all-round way is a solemn commitment made by the
Communist Party of China to the people and to history, and is the common aspiration of all Chinese
people. This grand goal is the first centenary goal of the "two centenary goals" and an important
milestone in the journey of the great rejuvenation of the Chinese nation.
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Over the past 40 years and more since reform and opening up, our party has firmly grasped this goal
of struggle, worked one stubble after another, and run one stick after another, and the grand blueprint
for building a moderately prosperous society in an all-round way is about to become a reality.
The building of a moderately prosperous society in an all-round way by 2020 is of great significance
in the history of the development of the Chinese nation, the history of world development, and the
history of socialist development. Achieving this grand goal means high-quality economic
development, general improvement of people's living standards and quality, marked improvement
of national quality and social civilization, overall improvement of the quality of the ecological
environment, and more mature and stereotyped systems in all aspects.
Achieving such a goal requires us not only to achieve the goal in terms of volume and speed, but
more importantly, to solve the problems of balance, coordination and sustainability of development.
To be moderately prosperous in an all-round way, the areas covered should be comprehensive, and
the "five-in-one" should be comprehensively progressive; the population covered should be
comprehensive, which should benefit the entire people; and the areas covered should be
comprehensive, so as to be well-off in urban and rural areas. "Building a moderately prosperous
society in an all-round way is not a numbers game or a speed game, but a real goal. While
maintaining economic growth, it is more important to implement the people-centered development
thinking, think about what the masses think, be anxious about what the masses are anxious about,
and solve the difficulties of the masses."1
The comprehensive construction of a moderately prosperous society has reached the historical point
of vigor and decisive victory, and the sprint stage is particularly difficult, and it is even more
necessary to resist all kinds of interference. Today's world is facing major changes unprecedented
in a century, global sources of turmoil and risk points have increased, and the external environment
has become more complex and changeable. China's economy is shifting from a stage of high-speed
growth to a stage of high-quality development, with old and new contradictions intertwined, cyclical
and structural problems superimposed, and stable economic operation changing and worrying in
change. The downward pressure on the economy has increased, the growth rate of consumption has
slowed down, and the growth of effective investment has been weak; there are many difficulties in
the real economy, and the problem of "difficult financing and expensive financing" of private and
small and micro enterprises has not been effectively alleviated; the ability of independent innovation
is not strong, and the shortcomings of key core technologies are prominent; the three major battles
are still arduous, and there are still many places where the masses are dissatisfied in the field of
social undertakings.
Only by having a clear understanding of the situation can we face problems and challenges head-on
and win the decisive battle to build a moderately prosperous society in an all-round way.
1 "Digest of Discourses on the Construction of Socialist Society", Central Literature Publishing, 2017 edition, page 18.
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In accordance with the strategic deployment determined by the 19th National Congress of the
Communist Party of China, we must make overall plans to promote the overall layout of the "five-
in-one", coordinate and promote the "four comprehensive" strategic layout, firmly implement the
seven major strategies of rejuvenating the country through science and education, strengthening the
country with talents, innovation-driven development, rural revitalization, coordinated regional
development, sustainable development, and military-civilian integration development, and build an
integrated national strategic system and capabilities. It is necessary to closely grasp the changes in
the main contradictions in our society, seek truth from facts, adapt measures to local conditions,
comprehensively implement policies, exert precise efforts, highlight key points, make up for
shortcomings, and strengthen weaknesses; in particular, we must resolutely fight the three major
battles, promote sustained and healthy economic and social development, and enable the building
of a moderately prosperous society in an all-round way to be recognized by the people and withstand
the test of history.
Resolutely fight the battle of preventing and defusing major risks. Putting the prevention and
resolution of major risks at the top of the three major battles reflects the strong sense of distress and
bottom-line thinking of the Party Central Committee with Comrade Xi Jinping as the core. The
current and future period is a period in which the risks facing China's development in all aspects
continue to accumulate and even become concentrated and exposed. The major risks facing our
country include domestic economic, political, ideological and social risks and risks from the natural
world, as well as risks from international economic, political, strategic, sovereign and military risks.
Moreover, these risks often do not arise in isolation, but are likely to be intertwined and form a
complex of risks. If major risks occur and cannot be shouldered, the process of building a moderately
prosperous society in an all-round way and even national rejuvenation may be interrupted. To
resolutely fight this tough battle, it is necessary to strengthen the investigation of hidden risks, find
out the bottom number of risks, persist in treating both the symptoms and the root causes, and pay
attention to improving the institutional mechanism to prevent and resolve risks. It is necessary to
strengthen the investigation and judgment of various risk sources, improve dynamic monitoring,
real-time early warning, and emergency response capabilities, pay special attention to potential
problems of emerging sexual tendencies, effectively prevent the impact of "black swan" events and
"gray rhino" events, prevent small risks from evolving into large risks, prevent external risks from
evolving into internal risks, prevent economic and financial risks from evolving into social and
political risks, prevent individual risks from evolving into systemic risks, and create a safe and stable
good environment for the comprehensive construction of a moderately prosperous society.
Resolutely win the battle against poverty. Comrade Xi Jinping has repeatedly stressed that no ethnic
minority or region should be left behind, and all Chinese people should share the fruits of all-round
moderate prosperity. At present, deep poverty is a "hard bone" on the road to overall moderate
prosperity, and it is necessary to mobilize the strength of the whole party and the whole society,
adhere to the basic strategy of targeted poverty alleviation and targeted poverty alleviation, and
adhere to the "three-in-one" poverty alleviation pattern of special poverty alleviation, industry
poverty alleviation and social poverty alleviation. It is necessary to give play to the advantages of
the socialist system in concentrating forces to do major things, strengthen cooperation and
counterpart support in poverty alleviation in the east and west, and do a good job in providing
designated assistance to central units. We should properly implement the "five batches" project, that
is, one batch of poverty alleviation through development, one batch of poverty alleviation through
relocation, one batch of poverty alleviation through ecological compensation, one batch of poverty
alleviation through education, and one batch of social security.
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Attention should be paid to combining poverty alleviation with support for aspirations and wisdom,
and to improve the self-development ability of poor areas and the poor people and the internal
motivation to get rid of poverty and become rich. Adhering to the "two worries and three guarantees"
poverty alleviation standard can neither be divorced from reality, raise standards, and raise appetites,
nor can we falsely get rid of poverty, lower standards, and affect quality. Implement the strictest
assessment and evaluation to ensure that the rural poor under China's current standards will be lifted
out of poverty by 2020, and all poverty-stricken counties will be removed, regional overall poverty
will be solved, so as to get rid of real poverty and poverty alleviation, and make up for the biggest
shortcoming of building a moderately prosperous society.
Resolutely fight the battle against pollution. Building a moderately prosperous society in an all-
round way inevitably requires obvious progress in improving the quality of the ecological
environment. Resolutely fighting the battle of pollution prevention and control and accelerating the
solution of ecological and environmental problems at the intersection of history is a major task
entrusted by the times. It is necessary to adhere to the principle that green water and green mountains
are golden mountains and silver mountains, promote green development, strengthen energy
conservation and emission reduction, and at the same time take the solution of outstanding
ecological and environmental problems as a priority area for people's livelihood, resolutely win the
battle for blue skies, implement the water pollution prevention and control action plan, fully
implement the soil pollution prevention and control action plan, continue to carry out rural living
environment improvement actions, strengthen the protection and restoration of important
ecosystems, and form a pattern and atmosphere of ecological environmental protection in which the
whole society grasps and manages together, so that the improvement of the ecological environment
is compatible with the comprehensive construction of a moderately prosperous society.
2. the "two-step" strategic arrangement for the new era on the basis of
building a moderately prosperous society in an all-round way
In accordance with the "two-step" strategic arrangement for the new era on the basis of building a
moderately prosperous society in an all-round way, to promote China's socialist modernization drive,
it is necessary to accelerate the development process and raise the level of development, which is
both an inspiring grand blueprint and a historical process of unremitting struggle. This requires the
whole party and the people of the whole country to grasp the international and domestic situation
and China's development conditions, seize the opportunity, seize the momentum, earnestly
accelerate the process of socialist modernization, strive to expand the broad space of socialist
modernization, and effectively promote the comprehensive improvement of China's material,
political, spiritual, social and ecological civilizations.
First, focus on economic modernization and continuously improve the level of material civilization.
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Building a modern socialist country is inseparable from a strong material foundation. The main
contradiction in our society in the new era is the contradiction between the people's growing need
for a better life and unbalanced and inadequate development, and China's economy has shifted from
a high-speed growth stage to a high-quality development stage, and is in a critical period of
transforming the development mode, optimizing the economic structure, and transforming the
growth momentum. It is necessary to implement the new development concept, unswervingly regard
development as the top priority for the party to govern and rejuvenate the country, persist in
liberating and developing the social productive forces, adhere to the direction of socialist market
economic reform, and accelerate the realization of economic modernization. It is necessary to adhere
to quality first, benefit first, take supply-side structural reform as the main line, promote the quality
change, efficiency change and power change of economic development, and improve total factor
productivity. Efforts should be made to accelerate the construction of an industrial system with
coordinated development of the real economy, scientific and technological innovation, modern
finance, and human resources; strive to build an economic system with effective market mechanisms,
vigorous micro-subjects, and moderate macro-control, build a modern economic system,
continuously enhance China's economic innovation and competitiveness, and continuously improve
the level of material civilization.
Second, focus on modernizing the national governance system and governance capacity, and
continuously improve the level of political civilization. The national governance system and
governance capacity are the concentrated embodiment of a country's political civilization.
Upholding the party's leadership, the people being masters of the country, and the organic unity of
governing the country according to law are the inevitable requirements of socialist political
civilization. The leadership of the Communist Party of China is the most essential feature of
socialism with Chinese characteristics, the people's mastery of the country is the essence and core
of socialist democratic politics, and governing the country according to law is the basic way for the
party to lead the people to govern the country. We must adhere to the path of socialist political
development with Chinese characteristics, adhere to and improve the system of people's congresses,
the system of multi-party cooperation and political consultation under the leadership of the
Communist Party of China, the system of regional ethnic autonomy, and the system of grassroots
mass autonomy. Consolidate and develop the broadest patriotic united front, develop socialist
consultative democracy, improve the democratic system, enrich democratic forms, broaden
democratic channels, ensure that the people's mastery of the country is implemented in the country's
political and social life, ensure that the people manage state affairs, economic and cultural
undertakings and social affairs through various channels and forms in accordance with the law,
continuously promote the building of socialist democratic politics and develop socialist political
civilization. Actively and steadily advance the reform of the political system, and promote the
institutionalization, standardization, rule of law, and procedural nature of socialist democratic
politics. By the 100th anniversary of the founding of our party, obvious results will be achieved in
making all aspects of the system more mature and more stereotyped; by 2035, the system in all
aspects will be more perfect, and the national governance system and governance capacity will be
basically modernized; by the 100th anniversary of the founding of New China, the national
governance system and governance capacity will be fully modernized, so that the socialist system
with Chinese characteristics will be more consolidated and its superiority will be fully displayed.
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Third, efforts should be made to promote the construction of a culturally powerful country and
continuously improve the level of spiritual civilization. If culture is prosperous, the country is
prosperous, and a strong culture is a strong nation. To build a modern socialist country, we must
give full play to the guiding and supporting role of ideology and culture, and highlight the role of
spiritual civilization in social development as a spiritual driving force, ideological guarantee and
intellectual support. It is necessary to adhere to the path of socialist cultural development with
Chinese characteristics, stimulate the vitality of national cultural innovation and creativity, and build
a socialist cultural power. Firmly grasp the leadership of ideological work, cultivate and practice the
core socialist values, strengthen ideological and moral construction, prosper and develop socialist
literature and art, promote the coordinated development of cultural undertakings and cultural
industries, continuously enhance the soft power of national culture, continuously enhance the
influence of Chinese culture in the world, and continuously improve the ideological and moral level
and scientific and cultural level of the people.
Fourth, strive to achieve common prosperity and social fairness and justice, and continuously
improve the level of social civilization. Achieving common prosperity and social fairness and justice
is an important symbol of social civilization and an inevitable requirement for building a modern
and powerful socialist country. We must give priority to the development of education, improve the
quality of employment and the level of people's income, strengthen the construction of the social
security system, resolutely win the battle against poverty, implement the Healthy China strategy,
create a social governance pattern of joint construction, co-governance and sharing, and effectively
safeguard national security. Adhere to the bottom line, highlight key points, improve systems, guide
expectations, continuously narrow the gap between income, urban and rural areas, and regions,
basically realize the equalization of public services, ensure the basic life of the people, continuously
meet the people's growing needs for a better life, continuously promote social fairness and justice,
form effective social governance and good social order, and make the people's sense of gain,
happiness and security more fulfilling, more secure and more sustainable.
Fifth, focus on building a beautiful China and continuously improve the level of ecological
civilization. Socialist modernization is a modernization in which man and nature live in harmony.
We must firmly establish the concept of socialist ecological civilization, adhere to the principle of
giving priority to conservation, protection and natural restoration, and form a spatial pattern,
industrial structure, production mode and lifestyle for resource conservation and environmental
protection. Further advocate and promote the revolution of energy production and energy
consumption, accelerate the establishment of a legal system and policy guidance for green
production and consumption, establish and improve the economic system, green technology
innovation system and financial support system for green cycle and low-carbon development, truly
make green life a basic way of life, make the energy conservation and environmental protection
industry a leading industry for the development of the national economy, fundamentally improve
the ecological environment, and greatly improve the quality of ecological civilization in the whole
society.
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To sum up, under the guidance of the strategic goal of building a modern and powerful socialist
country in an all-round way, China will become a country with leading comprehensive national
strength and international influence by building a high degree of material, political, spiritual, social
and ecological civilization, so that the Chinese nation will stand tall among the nations of the world
with a more lofty attitude.
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Chapter VII: Persisting in Comprehensively Deepening
Reform and Comprehensively Opening Up
Reform and opening up is the most distinctive feature of contemporary China and the most
distinctive character of contemporary Chinese communists. Without reform and opening up, there
would be no socialism with Chinese characteristics, and there would be no excellent situation in
which China is prosperous today. Since the 18th National Congress of the Communist Party of China,
the Party Central Committee with Comrade Xi Jinping as the core has held high the banner of reform
and opening up, carried forward the spirit of reform and opening up, persisted in comprehensively
deepening reform and comprehensive opening up, and promoted major breakthroughs in the theory
and practice of reform and opening up, creating a new situation in contemporary China's reform and
opening up.
Section 1: Reform and opening up is a new great revolution
The essence of China's reform and opening up is to fundamentally change various specific systems
that restrict the development of productive forces and social progress in order to meet the needs of
socialist modernization. Whether viewed from the tremendous historical role played by reform and
opening up in liberating and developing the productive forces, or from the depth and breadth of
changes in China's social relations and social life, it can be said that "reform and opening up is a
great revolution in the history of the development of the Chinese people and the Chinese nation."
This new great revolution has pushed the Party and the people to make great strides to catch up with
the times, become the only way to uphold and develop socialism with Chinese characteristics, and
become a key move to determine the fate of contemporary China.
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1. The party and the people are an important magic weapon for making great
strides to catch up with the times
Catching up with the trend of the times and speeding up its own development is an important starting
point for the CPC's reform and opening up, and it is also a great awakening of the party. Since the
establishment of the socialist system in the mid-50s of the 20th century, China's socialist
construction has made important achievements, but due to the large population and weak foundation,
coupled with the mistakes in the guiding principles of the party's work, especially the occurrence of
such an overall and long-term serious mistake as the "Cultural Revolution", China's economy is on
the verge of collapse, the people's food and clothing are all problems, and China is still one of the
poor countries. During this period, the world economy accelerated and science and technology
progressed with each passing day, and Western capitalist countries and some countries and regions
around China seized the opportunity to achieve rapid economic and technological development. The
gap between China and developed countries and regions has widened significantly.
Regarding the changes in the international community and the gap between China's development
level and the world, Comrade Deng Xiaoping said when receiving foreign guests that year:
"Recently, our comrades went out to take a look, and the more they looked, the more they felt that
we were backward. The fifties were the same, the sixties were different, and the seventies were even
more different. "1 He also pointed out clearly: "In the early sixties, there was a gap between us and
the international level of science and technology, but it was not very large, but in the past decade or
so, the world has developed by leaps and bounds, and the gap has widened very widely." Compared
with developed countries, the economic gap is not only 10 years, it may be 10 years, 30 years, and
in some respects it may even be 50 years. "2 "If we do not carry out reform now, our modernization
and socialist cause will be destroyed."3 At the important historical juncture when the Party and the
country were facing what to do, the Third Plenary Session of the 11th CPC Central Committee
conformed to the will of the Party and the people and the trend of the times and resolutely made the
major policy decision of shifting the focus of the work of the Party and the State to socialist
modernization and carrying out reform and opening up. As a result, the process of comprehensive
reform, from the countryside to the cities, from the economic field to other fields, is unstoppable;
1 "Deng Xiaoping Thought Yearbook: (1975-1997)", Central Literature Publishing 2011, p. 162.
2 Selected Works of Deng Xiaoping, vol. 2, People's Publishing House, 1994, p. 132.
3 Selected Works of Deng Xiaoping, vol. 2, People's Publishing House, 1994, p. 150.
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From the coast to the river, from the east to the central and western regions, the door to the outside
world is resolutely opened.
Comrade Deng Xiaoping clearly pointed out in the 80s of the 20th century: "We must catch up with
the times, and this is the goal of reform."1 "Catching up with the times" actually means vigorously
developing social productive forces, getting rid of poverty and backwardness, and promoting
China's modernization. Reform and opening up have profoundly changed China and promoted the
vicissitudes of change in China. In 1978, China's total GDP was only 367.9 billion yuan, and the per
capita disposable income of urban residents was only 343 yuan. By 2010, China's total GDP jumped
to 41. 2 trillion yuan, surpassing Japan to become the world's second largest economy, per capita
GDP reached more than 30,000 yuan. Since the 18th National Congress of the Communist Party of
China, we have always adhered to reform and opening up without wavering, properly responded to
the complex and changeable domestic and international situations, and achieved rapid economic
growth, with a total GDP of more than 99 trillion yuan in 2019 and a per capita GDP of more than
70,000 yuan.
More importantly, China has embarked on a new path for developing countries to achieve
modernization in the course of reform and opening up. Historically, modernization programs in
developing countries have mostly been designed based on the experience of developed Western
countries. Especially after the end of World War II, Japan, South Korea and other countries and
regions imitated the Western model to achieve modernization, while the drastic changes in Eastern
Europe and the disintegration of the Soviet Union in the late 80s and early 90s of the 20th century
made the modernization model of Western countries seem to be the only choice for developing
countries. However, the reality of more than 70 years since the end of the Second World War shows
that the modernization model of the developed countries has not achieved the expected results.
According to World Bank statistics, between 1960 and 2008, 101 economies in the world entered
the middle-income stage, but only 13 achieved the leap to high-income economies. The vast majority
of countries and the vast majority of their populations have not escaped poverty through the Western
model of modernization. The path of modernization that China has explored in the course of reform
and opening up suited to China's national conditions has expanded the ways for developing countries
to modernize.
Reform and opening up has not only won unprecedented international status and influence for China,
but also won unprecedented self-confidence and dignity for Chinese people.
1 Selected Works of Deng Xiaoping, vol. 3, People's Publishing House, 1993, p. 242.
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Reform and opening up have broken the shackles of the system that shackles people's thinking,
prompted hundreds of millions of people to awaken from dullness and rigidity, and displayed
unprecedented creative vitality; reform and opening up has promoted the development of ideology
and theory, promoted the innovation of ruling concepts and methods, and rejuvenated the vitality of
the party. The reform and opening up, which lasted for more than 40 years, has promoted China to
achieve a great leap from "lagging behind the times" to "catching up with the times" and even
"leading the times."
2. The only way to uphold and develop socialism with Chinese characteristics
Reform and opening up went hand in hand with socialism with Chinese characteristics. The great
practice of reform and opening up is an inexhaustible source of power for the formation and
development of socialism with Chinese characteristics. The reason why socialism with Chinese
characteristics has vigorous vitality lies in the fact that it is a socialism that implements reform and
opening up. It is in the great practice of reform and opening up that socialism with Chinese
characteristics has ushered in a great leap from its founding, development to perfection.
Reform and opening up have deepened the understanding of the law of socialist construction and
provided strong support for adhering to and developing socialism with Chinese characteristics. The
CPC's understanding and grasp of the law governing socialist construction has gone through a
process of moving from shallow to deep. On the basis of summing up the experience of socialist
construction and in the magnificent practice of reform and opening up, we have gradually realized
that socialist society is a society of constant change and change, and there is no immutable socialism;
socialism is a kind of socialism that can have "multiple ways" and has no fixed and unique model;
socialism is a socialism that is rejuvenated and manifests world significance through integration
with China's practice, and there is no abstract socialism that departs from the specific national
conditions and actual conditions. Based on these understanding of laws, one of the basic conclusions
drawn by the CPC in summing up its long-term historical experience is to follow its own road and
build socialism with Chinese characteristics. Adhering to and developing socialism with Chinese
characteristics has become the theme of all the Party's theories and practices since the reform and
opening up.
Reform and opening up have provided a practical basis for the creation, development and
improvement of socialism with Chinese characteristics. Socialism is not only a political proposition,
but also a movement, which cannot be separated from practice. In the great practice of reform and
opening up, the Communist Party of China has insisted on proceeding from reality and basing itself
on the actual national conditions.
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"Do what Comrade Mao Zedong has proposed but has not done, correct what he opposes and is
wrong, and do well what he has not done well." 1 He pioneered socialism with Chinese
characteristics, and in practice, it continues to develop and gradually improve. At every major
historical juncture facing the development of socialism with Chinese characteristics, we have relied
on deepening reform and opening up to get out of the predicament and successfully break through.
This is true whether it is to get rid of the domestic predicament after the end of the "Cultural
Revolution" or to face the grim situation at home and abroad in the late 80s and early 90s of the 20th
century; whether it is to respond to the domestic and foreign concerns after the death of Comrade
Deng Xiaoping in 1997, or to cope with the new phased characteristics that emerged at the turn of
the century; whether it is to cope with the huge impact of the international financial crisis in 2008,
or to properly handle the main social contradictions that have been transformed in the new era.
Reform and opening up have indeed become a key move to determine China's future and destiny.
Comrade Deng Xiaoping pointed out: During the Cultural Revolution, when the 'Gang of Four' was
in power, the people were in a dull mood, and it could even be said that they were in a state of worry,
and the whole society was in a state of stagnation. After the end of the Cultural Revolution, there
are still two years to go. China really became active and really concentrated its efforts on what the
people wanted to do after the Third Plenary Session of the 11th CPC Central Committee at the end
of 1978. " 2 With its revolutionary shaping of contemporary China, reform and opening up has
injected strong vitality into socialism with Chinese characteristics.
From the implementation of household joint production contracting, the sudden emergence of
township enterprises, the abolition of agricultural taxes, animal husbandry taxes and special product
taxes, to the separation of "three powers" in rural contracted land, winning the battle against poverty,
and implementing the strategy of rural revitalization; from doing a good job in large and medium-
sized state-owned enterprises and developing individual and private economies to deepening the
reform of state-owned assets and state-owned enterprises, and developing a mixed-ownership
economy; from single public ownership to public ownership as the mainstay, the common
development of multiple ownership economies and adherence to the "two unwavering" principle;
From the traditional planned economic system to the unprecedented socialist market economic
system, to making the market play a decisive role in the allocation of resources and giving better
play to the role of the government; from focusing on economic structural reform to comprehensively
deepening the reform of economic, political, cultural, social and ecological civilization systems and
party building systems. It is precisely because of the bold reform of production relations that do not
adapt to the productive forces and the superstructure that does not adapt to the economic base that
the enthusiasm of the broad masses of the people has been aroused, the creativity and development
vitality of the whole society have been greatly stimulated, and the appearance of China's urban and
rural areas has undergone tremendous changes.
1 Selected Works of Deng Xiaoping, vol. 2, People's Publishing House, 1994, p. 300.
2 Selected Works of Deng Xiaoping, vol. 3, People's Publishing House, 1993, p. 232.
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Opening up to the outside world means boldly absorbing and borrowing all the achievements of
civilization created by human society, and absorbing and borrowing all the advanced business and
management methods that reflect the laws of modern socialized production in all countries in the
world, including the capitalist developed countries, so as to enrich and enhance their own
development capabilities. From the establishment of special economic zones such as Shenzhen, the
opening up of coastal border and riverine cities and inland central cities to the Canadian World Trade
Organization, the joint construction of the "Belt and Road", the establishment of pilot free trade
zones, the planning of free trade ports with Chinese characteristics, and the successful holding of
two sessions of the China International Import Expo, it has both "brought in" and "gone out." It is
precisely by opening our minds and embracing the world that we can truly integrate the tide of
development of the era and realize the historic transformation from closed and semi-closed to open
to the outside world. Practice has proved that socialism is not a complacent and self-enclosed system,
but a society that continues to grow and develop through openness and exchanges. The history of
more than 40 years has proved that socialist China has not changed its banner in opening up to the
outside world, but has made scientific socialism shine with new vigor in the 21st century through
the vivid practice of socialism with Chinese characteristics.
To sum up, socialism with Chinese characteristics was born in the reform and opening up, and it
also developed and expanded in the reform and opening up. Reform and opening up is the logical
starting point for opening up the road of socialism with Chinese characteristics, and it is also a
powerful driving force for continuously expanding this road; reform and opening up is the practical
source for forming and developing the theoretical system of socialism with Chinese characteristics,
and it is also the practical basis for constantly improving this theoretical system; reform and opening
up is a distinctive feature of the socialist system with Chinese characteristics and an important magic
weapon for enhancing the vitality of this system; reform and opening up is the source of living water
for the formation of socialist culture with Chinese characteristics and an important driving force for
the development and prosperity of this culture. Reform and opening up is the "magic weapon" for
adhering to and developing socialism with Chinese characteristics, and writing a new chapter in
socialism with Chinese characteristics in the new era still requires comprehensively deepening
reform and continuously expanding opening up.
3. the key to realizing the "two centenary goals" and realizing the Chinese dream of the
great rejuvenation of the Chinese nation
Since the 15th National Congress of the Communist Party of China first put forward the "two
centenary goals", the Communist Party of China has been working hard for them. Shortly after the
18th National Congress of the Communist Party of China in 2012, Comrade Xi Jinping clearly put
forward the new goal of "realizing the Chinese dream of the great rejuvenation of the Chinese nation."
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The 19th CPC National Congress made important arrangements for realizing the "two centenary
goals" and realizing the great rejuvenation of the Chinese nation. Comrade Xi Jinping clearly
pointed out that reform and opening up is "a key move to decide to achieve the two centenary goals
and realize the great rejuvenation of the Chinese nation." This is a new incisive summary of the
great role and significance of reform and opening up.
The achievement of any ambitious goal will not be smooth sailing. The great rejuvenation of the
Chinese nation is by no means easy and can be achieved by banging gongs and drums. In the process
of building socialist modernization and striving toward the grand goal, there will always be various
difficulties and resistances. Some of these difficulties and obstacles come from the level of
institutional mechanisms, some from the level of ideology and concepts, and some from external
interference and obstruction. For more than 40 years, through reform and opening up, we have
boldly broken through the shackles of institutions and mechanisms, promoted the modernization of
the national governance system and governance capacity, and continuously broken the resistance
caused by outdated systems and mechanisms. Through reform and opening up, we have constantly
broken the shackles of rigid and conservative ideology and concepts, stood taller, seen farther, and
governed the country with a new perspective. Through reform and opening up, our comprehensive
national strength has continued to develop and grow, and we have the confidence and strength to
deal with such interference and sabotage, and "let the wind and waves rise and sit firmly on the
fishing boat." Looking forward to the future, in the journey of realizing the "two centenary goals"
and realizing the Chinese dream of the great rejuvenation of the Chinese nation, we still need to
persevere in comprehensively deepening reform, continuously expanding opening up, and
constantly overcoming resistance and breaking waves.
At present, the environment at home and abroad is undergoing extremely extensive and profound
changes, China's development is facing a series of contradictions and challenges, and there are still
many difficulties and problems on the way forward. For example, the problems of imbalance,
incoordination and unsustainability in development are still prominent, the ability of scientific and
technological innovation is not strong, the industrial structure is irrational, the development mode
is still extensive, the gap between urban and rural development and the distribution of residents'
income is still large, social contradictions have increased significantly, education, employment,
social security, medical care, housing, ecological environment, food and drug safety, safe production,
social security, law enforcement and justice, and other problems related to the vital interests of the
masses are more, some people have difficulties in life, formalism and bureaucracy problems are
prominent, and so on. To solve these intertwined and complex contradictions and problems, resolve
risks and challenges from all sides, and promote sustained and healthy economic and social
development, we fundamentally rely on reform and opening up.
Without reform and opening up, there would be no China's today; without reform and opening up,
there would be no China's tomorrow.
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Over the past 40 years and more, the Communist Party of China has united and led the people to
emancipate their minds, seek truth from facts, boldly try and bravely reform, and create a new world.
Reform and opening up have greatly changed the face of China, the face of the Chinese nation, the
face of the Chinese people, and the face of the Communist Party of China. The Chinese nation has
ushered in a great leap from standing up and getting rich to becoming strong, socialism with Chinese
characteristics has ushered in a great leap from its founding, development to perfection, and the
Chinese people have ushered in a great leap from insufficient food and clothing to moderate
prosperity, and the Chinese nation is standing tall in the east of the world with a brand-new attitude.
Practice has proved that reform and opening up is the only way to strengthen the country and enrich
the people. In the new era of socialism with Chinese characteristics, as long as we persist in holding
high the great banner of reform and opening up, constantly deepen our understanding of the laws of
reform and opening up, dare to face difficulties, dare to overcome difficulties, carry out reform and
opening up to the end, and constantly realize the people's yearning for a better life, we can create
new and greater miracles that will impress the world, realize the "two centenary goals" and realize
the Chinese dream of the great rejuvenation of the Chinese nation as scheduled.
Section 2: Persist in comprehensively deepening reform
China's reform and opening up began with the Third Plenary Session of the 11th CPC Central
Committee, adhered to the principle of prioritizing the easy before the difficult, and gradually
progressively to the convening of the 18th National Congress of the Communist Party of China.
After the 18th National Congress of the Communist Party of China, China's reform entered the
period of tackling tough problems and deep waters, "It can be said that the easy and happy reforms
have been completed, the delicious meat has been eaten, and the rest are hard bones."1 It can be said
that the complexity, sensitivity and arduousness of further promoting reform are no less than more
than 30 years ago, when reform and opening up reached a new and important juncture. The Third
Plenary Session of the 18th CPC Central Committee deliberated and adopted the Decision of the
CPC Central Committee on Several Major Issues Concerning Comprehensively Deepening Reform,
which put forward the guiding ideology, goals, tasks and major principles for comprehensively
deepening reform, rationally laid out the strategic priorities, priorities, main directions of attack,
working mechanisms, promotion methods, timetables, and road maps for comprehensively
deepening reform, and opened a new era of comprehensively deepening reform and promoting
reform through the overall design of the system.
1 Xi Jinping on Governing the Country, Vol. 1, Foreign Languages Publishing House, 2018, p. 101.
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1. Comprehensively deepen the basic observance of reform
Since the 18th National Congress of the Communist Party of China, Comrade Xi Jinping has
repeatedly pointed out that the success of China's reform is because we have adhered to the correct
direction and position and maintained political firmness. To promote comprehensive deepening of
reform in the new era, we must also adhere to the correct direction, adhere to the people-centered
reform position, and resolutely implement the general requirements for reform put forward by the
Party Central Committee. This is the experience of reform, and it is also the follow-up of reform.
Reform and opening up is a profound revolution, and we must adhere to the correct direction and
advance along the correct road. In the early days of reform and opening up, Comrade Deng Xiaoping
stressed: "Adhering to the socialist orientation in reform is a very important issue. "1 If reform and
opening up are not carried out, "reform and opening up" that negates the socialist direction is also a
dead end. Comrade Xi Jinping clearly pointed out: "Of course, we must hold high the banner of
reform, but our reform is a reform that continues to advance on the road of socialism with Chinese
characteristics, and we will neither follow the old road of closure and rigidity, nor take the evil road
of changing the banner."2 "The purpose of promoting reform is to continuously promote the self-
improvement and development of China's socialist system and give socialism new vitality."3 These
loud declarations show that the direction of China's reform is to continuously promote the self-
improvement and development of the socialist system, rather than to change the course of the
socialist system. Over the past 40 years, China's reform process has also experienced twists and
turns, but because of the correct direction and proper control, problems can be corrected in time, so
it can always move forward along the right path. At present, reform is facing a very complex
domestic and international environment, and various ideologies and interests are stirring each other.
In order to grasp the pulse of reform from the appearance of complicated things and prescribe reform
remedies amid the divergence of opinions, we must keep a sober mind and have sufficient strategic
concentration. We are highly vigilant against the danger of the country being invaded, subverted and
split, the danger of undermining the overall situation of reform, development and stability, and the
danger of interrupting the development process of socialism with Chinese characteristics.
1 Selected Works of Deng Xiaoping, vol. 3, People's Publishing House, 1993, p. 138.
2 Digest of Xi Jinping's Expositions on Comprehensively Deepening Reform, Central Literature Press, 2014, p. 14.
3 Xi Jinping: "On Persisting in Comprehensively Deepening Reform", Central Literature Publishing House, 2018, p. 56.
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As Comrade Xi Jinping emphasized: "We will resolutely change what should be changed and can
be changed, and resolutely do not change what should not and cannot be changed." 1 To ensure that
the correct direction of reform is always adhered to, we must always adhere to the party's basic line
as the lifeline of the party and the country, and always adhere to the four basic principles of economic
construction as the center. The two basic points of reform and opening up are unified in the great
practice of socialism with Chinese characteristics; we must continue to adhere to the four basic
principles, which are the foundation of the country, not only ensure the correct direction of reform
and opening up with the four basic principles, but also give the four basic principles a new
connotation of the times through reform and opening up, eliminate all kinds of interference, and
unswervingly follow the path of socialism with Chinese characteristics.
China's reform has a standpoint, and this is the people's stand that the Chinese Communists have
always adhered to. Comrade Xi Jinping clearly pointed out: "The fundamental purpose of our reform
is to make the country richer and stronger, make the society more fair and just, and make the people's
life better." 2 Comprehensively deepen reform, no matter what is changed or what step it takes,
adhere to the people-centered reform value orientation cannot change. To implement this reform
value orientation, we must embody the people-centered development thinking in the whole process
of reform, so that what the people care about and expect, what the reform should grasp and promote,
and bring more sense of gain to the people through reform. It is necessary to take the promotion of
social fairness and justice and the improvement of people's well-being as the starting point and
foothold of comprehensively deepening reform, focus on creating a fairer and more just social
environment, constantly overcome various phenomena that violate fairness and justice, and make
the results of reform and development more and more equitable to benefit all the people. We must
adhere to the original intention of reform and opening up, regard seeking happiness for the people
as the criterion for testing the results of reform, and ensure that everything that is beneficial to the
cause of the party and the people will be resolutely done, refueled, and worked without stopping;
and everything that is detrimental to the cause of the party and the people should be resolutely
reformed, thoroughly reformed, and changed without delay. It is necessary to introduce a number of
hard tricks and practical measures that can be loud, stand up, and be recognized by the masses,
properly handle the relationship between the "first kilometer" and the "last kilometer" of reform,
break through the "middle obstruction," and prevent inaction. The heavier the tasks of reform,
development and stability, the more it is necessary to maintain the flesh-and-blood ties between the
party and the masses, be good at improving policies and propositions from the people's practice,
creation, and development requirements, and constantly consolidate the mass foundation for
comprehensively deepening reform.
Further emancipating the mind, further emancipating and developing the social productive forces,
and further emancipating and enhancing social vitality are both the purpose and the conditions for
reform.
1 Xi Jinping, "On Persisting in Comprehensively Deepening Reform," Central Literature Press, 2018, p. 5161
517.
2 President Xi Jinping's New Year's Message (2014-2018), People's Publishing House, 2018, p. 19.
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Among them, emancipating the mind is the premise, the general switch for liberating and developing
social productive forces, and emancipating and enhancing social vitality. Without the liberation of
Tian Xiang, it would be impossible to make the historic policy decision of reform and opening up,
and it would be impossible to promote theoretical innovation on the basis of practice. Without the
great emancipation of the mind, there will be no great breakthrough in reform. Emancipating and
developing the social productive forces and emancipating and enhancing social vitality is the
inevitable result of emancipating the mind and is also an important foundation for emancipating the
mind. Development is the last word, and only by further liberating and developing the social
productive forces can the grand goal of national rejuvenation be achieved. Emancipating the mind
and emancipating and enhancing social vitality is for the purpose of better emancipating and
developing the social productive forces. Through deepening reform, we should let the vitality of all
labor, knowledge, technology, management, capital and other elements burst out in a competitive
manner, and let all the sources of creating social wealth fully flow.
2. the overall goal of comprehensively deepening reform
Since the reform and opening up, the Communist Party of China has governed the country from a
new perspective, attached great importance to system building, and emphasized that institutional
issues are more fundamental, overall, stable and long-term. The Party Central Committee with
Comrade Xi Jinping as the core, with great political courage and wisdom, put forward the overall
goal of comprehensively deepening reform with the overall goal of improving and developing the
socialist system with Chinese characteristics and promoting the modernization of the national
governance system and governance capacity. This general goal responds to the objective
requirements put forward by the forward expansion of the reform process, embodies the deepening
and systematization of the party's understanding of reform, and is a major breakthrough in the party's
theoretical innovation process.
A deep understanding and accurate grasp of the overall goal of comprehensively deepening reform
is the key to implementing various reform measures. In response to some people who only talk about
the modernization of the national governance system and governance capacity, while ignoring
"improving and developing the socialist system with Chinese characteristics", Comrade Xi Jinping
stressed that the overall goal of comprehensively deepening reform is a whole composed of two
sentences. The latter sentence stipulates a clear orientation for improving and developing the
socialist system with Chinese characteristics under the guidance of the fundamental direction.
Speaking both sentences is complete. To speak only the second sentence and not the first is
incomplete and incomplete."1
1 Digest of Xi Jinping's Expositions on Comprehensively Deepening Reform, Central Literature Press, 2014, p. 21.
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Improving and developing the socialist system with Chinese characteristics has laid down the
fundamental direction for comprehensively deepening reform. Promoting the modernization of the
national governance system and governance capacity is an inevitable requirement for improving and
developing the socialist system with Chinese characteristics, and it is also the proper meaning of
adhering to the path of socialism with Chinese characteristics and building a modern and powerful
socialist country.
The national governance system and governance capacity are the concentrated embodiment of a
country's system and system implementation ability. The national governance system is the
institutional system for managing the country under the leadership of the party, and the national
governance capacity is the ability to use the national system to manage all aspects of social affairs.
The national governance system and governance capacity are an organic whole and complement
each other, and only with a good national governance system can we improve governance capacity,
and only by improving national governance capacity can we give full play to the effectiveness of
the national governance system. Comrade Xi Jinping pointed out: "We have talked about many
modernizations, including agricultural modernization, industrial modernization, scientific and
technological modernization, national defense modernization, etc., and the modernization of the
national governance system and governance capacity is the first time."1 The modernization of the
national governance system and governance capacity is the result of the Party's continuous
deepening of understanding of the laws governing the country in the practice of leading reform and
opening up, and marks a major innovation and development of the theory of socialism with Chinese
characteristics.
From the perspective of historical development, how to govern a brand-new society such as a
socialist society has not been well solved in the past practice of world socialism. In the process of
leading China's revolution and construction, the Communist Party of China has constantly
considered and explored what kind of national governance system to establish in the future and
achieved important results. Since the reform and opening up, more attention has been paid to
institutional construction, a complete set of national governance systems has been basically formed,
and governance capabilities have been continuously improved. On the whole, China's national
governance system and governance capacity have unique advantages and are adapted to national
conditions and development requirements. Since the 18th National Congress of the Communist
Party of China, the Party Central Committee with Comrade Xi Jinping as the core has coordinated
the reform of systems and mechanisms in various fields such as economy, politics, culture, society,
and ecological civilization, involving an unprecedented scope, introducing many plans, touching on
the depth of interests, and promoting unprecedented intensity, improving the socialist system with
Chinese characteristics, and significantly improving the modernization level of the national
governance system and governance capacity.
1 "Digest of Xi Jinping's Expositions on Comprehensively Deepening Reform", Central Literature Publishing House, 2014, p. 26.
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At the same time, we must also realize that compared with China's economic and social development
and the requirements of the people, compared with the increasingly fierce international competition
in today's world, and compared with the realization of long-term peace and stability of the country,
we still have many areas for urgent improvement in the national governance system and governance
capacity, and the system has not yet reached the requirements of full maturity and stereotype, and
some aspects have even become an important factor restricting development and stability. Therefore,
we must continuously improve the national governance system and improve the ability to use the
system to effectively govern the country through comprehensive deepening reform. In February
2014, in a speech at the seminar for major leading cadres at the provincial and ministerial levels to
study and implement the spirit of the Third Plenary Session of the 18th Central Committee and
comprehensively deepen reform, Comrade Xi Jinping pointed out: "Today, a major historical task
before us is to promote the socialist system with Chinese characteristics to be more mature and more
formalized, and to provide a complete set of more complete, stable and effective institutional
systems for the development of the cause of the party and the country, for the happiness and well-
being of the people, for social harmony and stability, and for the long-term peace and stability of
the country."1 From the point of view of becoming a more mature and stereotyped system, the main
historical task of socialism in our country in the past was to establish a basic socialist system and
carry out reform on this basis. The main historical task in the future is to improve and develop the
socialist system with Chinese characteristics.
The Fourth Plenary Session of the 19th CPC Central Committee held in October 2019 focused on
the theme of "adhering to and improving the socialist system with Chinese characteristics,
promoting the modernization of the national governance system and governance capacity", starting
from the strategic goals and major tasks established by the 19th National Congress of the Communist
Party of China, focusing on adhering to and consolidating the socialist system with Chinese
characteristics, ensuring the long-term rule of the Party and the long-term peace and stability of the
country, and focusing on improving and developing the socialist system with Chinese characteristics.
Comprehensively building a modern socialist country, focusing on giving full play to the superiority
of the socialist system with Chinese characteristics, promoting the modernization of the national
governance system and governance capacity, comprehensively sums up the achievements,
accumulated experience and principles formed by the party and the people in the construction of
China's national system and national governance, focuses on adhering to and improving the
fundamental, basic and important systems that support the socialist system with Chinese
characteristics, and deploys major institutional reforms that need to be deepened and key tasks that
need to be promoted. The plenary session not only pointed out the great significance and overall
requirements for adhering to and improving the socialist system with Chinese characteristics and
promoting the modernization of the national governance system and governance capacity, but also
summarized the significant advantages of China's state system and national governance system from
13 aspects
1 Xi Jinping on Governing the Country, Vol. 1, Foreign Languages Publishing House, 2018, p. 104-105.
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It also made arrangements on how to uphold and improve the socialist system with Chinese
characteristics and promote the modernization of the national governance system and governance
capacity from 13 aspects, including adhering to and improving the party's leadership system. On the
basis of the "two-step" strategic arrangement made by the 19th National Congress of the Communist
Party of China, the Fourth Plenary Session of the 19th CPC Central Committee further clarified that
the adherence to and improvement of the socialist system with Chinese characteristics, The overall
goal of promoting the modernization of the national governance system and governance capacity is
to achieve obvious results in making all aspects of the system more mature and more stereotyped
by the 100th anniversary of the founding of our party; by 2035, the system in all aspects will be
more perfect, and the national governance system and governance capacity will be basically
modernized; by the 100th anniversary of the founding of New China, the national governance
system and governance capacity will be fully modernized, so that the socialist system with Chinese
characteristics will be more consolidated and its superiority fully displayed. This further clarifies
the internal logic of the overall goal of comprehensively deepening reform and the ideas for future
development.
To promote the modernization of the national governance system and governance capacity in the
new era, it is necessary to adapt to the changes of the times, constantly reform the systems and
mechanisms that do not meet the requirements of practical development, and make the various
systems and mechanisms more scientific and perfect in the process of innovation; it is necessary to
continuously improve the party's level of scientific governance, democratic governance, and ruling
according to law, improve the ability of state institutions to perform their duties, and enhance the
ability of the people to manage state affairs, economic, social, and cultural affairs, and their own
affairs according to law; and it is necessary to improve the ideological and political, scientific, and
cultural quality of cadres at all levels and managers in all fields as soon as possible. It is necessary
to enhance the work ability of party and state organs, enterprises and institutions, people's
organizations, social organizations, and so on as soon as possible; proceed from the actual conditions
of our country and creatively study and draw on all the excellent achievements of human civilization.
3. important arrangements for comprehensively deepening reform
Comprehensively deepening reform is a major strategic deployment related to the overall
development of the cause of the party and the country, not a reform in a certain field or aspect, but
needs to be promoted in an overall manner, strengthening top-level design and overall planning.
Since the 18th National Congress of the Communist Party of China, the Party Central Committee
with Comrade Xi Jinping as the core has scientifically formulated a blueprint for reform, carefully
drawn up a road map for reform, firmly grasped the key point of economic system reform, and
promoted the comprehensive deepening of reform to continue to develop in depth.
The road map for comprehensively deepening reform is to achieve the "six tight surrounds" clearly
put forward by the Third Plenary Session of the 18th Central Committee of the Communist Party of
China under the overall goal of comprehensively deepening reform.
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The first is to deepen the reform of the economic system around making the market play a decisive
role in the allocation of resources, adhere to and improve the basic economic system, accelerate the
improvement of the modern market system, macro-control system and open economic system,
accelerate the transformation of economic development mode, accelerate the construction of an
innovative country, and promote more efficient, fairer and more sustainable economic development.
The second is to deepen the reform of the political system closely centering on adhering to the party's
leadership, the people being masters of the country, and the organic unity of governing the country
according to law, accelerate the institutionalization, standardization and procedure of socialist
democratic politics, build a socialist country under the rule of law, and develop a broader, fuller and
more sound people's democracy. The third is to deepen the reform of the cultural system closely
centering on the construction of the socialist core value system and the socialist cultural power,
accelerate the improvement of the cultural management system and cultural production and
operation mechanism, establish and improve the modern public cultural service system and modern
cultural market system, and promote the great development and prosperity of socialist culture. The
fourth is to deepen the reform of the social system around better protection and improvement of
people's livelihood, promote social fairness and justice, reform the income distribution system,
promote common prosperity, promote institutional innovation in the social field, promote the
equalization of basic public services, accelerate the formation of a scientific and effective social
governance system, and ensure that the society is both vibrant and harmonious and orderly. The fifth
is to deepen the reform of the ecological civilization system closely around the construction of a
beautiful China, accelerate the establishment of the ecological civilization system, improve the
institutional mechanisms for land space development, resource conservation and utilization, and
ecological environmental protection, and promote the formation of a new pattern of harmonious
development and modernization of man and nature. Sixth, closely centering on improving the level
of scientific governance, democratic governance, and ruling according to law, deepen the reform of
the party building system, strengthen the construction of democratic centralism, improve the party's
leadership system and ruling methods, maintain the party's advanced nature and purity, and provide
a strong political guarantee for reform, opening up, and socialist modernization. On the one hand,
this reform roadmap clarifies the main contents of comprehensively deepening reform and
highlights the comprehensiveness of reform; on the other hand, it clarifies the key points of reform
in the economic, political, cultural, social, ecological and party building fields, so that the top-level
design, priority order, key areas and key links of comprehensively deepening reform are clear at a
glance, which is conducive to the combination and promotion of overall promotion and key
breakthroughs.
To comprehensively deepen reform, we must persistently focus on economic structural reform.
China's basic national conditions are still in the primary stage of socialism and will remain for a
long time, which determines that economic construction is the party's long-term central task. We
must unswervingly persist in taking economic construction as the central task, and we must
unswervingly adhere to the focus on economic structural reform. To promote the reform of the
economic system, we must adhere to the direction of socialist market economic reform, and in
particular, we must properly handle the core issue of the relationship between the government and
the market.
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In 1992, the 14th National Congress of the Communist Party of China put forward that the goal of
economic structural reform is to establish a socialist market economic system, and proposed that the
market should play a basic role in the allocation of resources under the state's macro-control. This
major theoretical breakthrough has played an extremely important role in China's reform, opening
up, and economic and social development. Since the 14th National Congress of the Communist
Party of China, the Party has continuously deepened its understanding of the relationship between
the government and the market. The 15th National Congress of the Communist Party of China
proposed "making the market play a basic role in the allocation of resources under the state's macro-
control", the 16th National Congress of the Communist Party of China proposed "giving greater
play to the basic role of the market in the allocation of resources", the 17th National Congress of the
Communist Party of China proposed "giving better play to the basic role of the market in the
allocation of resources from the perspective of system", and the 18th National Congress of the
Communist Party of China proposed "giving greater play to the basic role of the market in resource
allocation to a greater extent and on a wider scale." The Third Plenary Session of the 18th Central
Committee of the Communist Party of China clearly proposed to "make the market play a decisive
role in the allocation of resources and better play the role of the government." This is another major
breakthrough in theory and practice by the party, which is conducive to establishing a correct
concept of the relationship between the government and the market in the whole party and society,
to changing the mode of economic development, to changing government functions, and to curbing
negative and corrupt phenomena. The market plays a decisive role in the allocation of resources, not
the whole role. To develop the socialist market economy, it is necessary to give play to both the role
of the market and the role of the government, but the functions of the role of the market and the role
of the government are different. The Party Central Committee put forward clear requirements for
better playing the role of the government, emphasizing that "the duties and roles of the government
are mainly to maintain macroeconomic stability, strengthen and optimize public services, ensure fair
competition, strengthen market supervision, maintain market order, promote sustainable
development, promote prosperity, and make up for market failures."1
Persist in taking economic structural reform as the traction to drive reform in other fields. The
economic base determines the superstructure. Economic structural reform has an important
influence and transmission effect on reform in other fields, and the progress of major economic
structural reform determines the progress of structural reform in other fields, and has the effect of
affecting the whole body. Comrade Xi Jinping pointed out: "In comprehensively deepening reform,
we must adhere to the reform of the economic system as the main axis, strive to make new
breakthroughs in the reform of important areas and key links, so as to drive and drive reform in
other fields, so that all aspects of reform can be promoted in a coordinated manner and form a joint
force, rather than separate and scattered efforts." 2 Since the 18th National Congress of the
Communist Party of China.
1 Selected Important Documents Since the 18th National Congress (Part I), Central Literature Press, 2014, p. 514.
2 "Digest of Xi Jinping's Expositions on Comprehensively Deepening Reform", Central Literature Publishing House, 2014 edition,
p 61.
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With the reform of the economic system as the traction, we have led to the reform of the political,
cultural, social and ecological civilization system, the reform of the party and state institutions, the
reform of the administrative management system, the reform of the system of governing the country
according to law, the reform of the judicial system, the reform of the foreign affairs system, the
reform of the social governance system, the reform of the ecological environment supervision
system, the reform of the national security system, the reform of the national defense and the army,
the reform of the party leadership and party building system, the reform of the discipline inspection
and supervision system, and a series of major reforms have been solidly advanced. A good situation
for in-depth advancement.
Section 3: Adhere to comprehensive openness
Opening up to the outside world is China's basic national policy. Over the past 40 years, China has
persisted in opening its doors to construction, transforming itself from a relatively closed economy
into an economy that is deeply integrated with the world economy and increasingly open, and has
achieved development achievements that have attracted worldwide attention. Since the 18th
National Congress of the Communist Party of China, in the face of the new era and new situation,
the Party Central Committee with Comrade Xi Jinping as the core has accurately judged the general
trend of world development, accurately grasped the connotation of comprehensive opening up,
persisted in actively participating in and actively promoting the process of economic globalization,
developed a higher-level open economy, and promoted the formation of a new pattern of
comprehensive opening up.
1. The new situation and new requirements facing opening up to the outside
world
The world now is an open world. Facing the world, the implementation of economic opening up and
the implementation of different degrees of opening up in various fields has become an inevitable
requirement for the development of all countries in the world today. Opening up is the trend of the
times and the aspiration of the people. Openness leads to progress, closure leads to backwardness.
The CPC's regard of opening up to the outside world as its basic national policy means conforming
to the trend of development of the times and building, consolidating and developing socialism under
the conditions of opening up to the outside world and in the process of linking with economic
globalization. It is precisely in the process of opening up to the outside world that China has become
the world's second largest economy, contributing more than 30% to world economic growth for
many consecutive years, and scientific socialism has shown vigor and vitality in China.
In the new era, the international and domestic situations facing opening up to the outside world are
undergoing profound and complex changes. Internationally, the world today is experiencing major
changes unprecedented in a century, with the economic and social development of countries
becoming increasingly closely linked, and the reform of the global governance system and
international order accelerating.
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At the same time, the world economy has been deeply adjusted, the problem of insufficient new
momentum is prominent, the problems of unbalanced development and income distribution have
intensified, the new challenges brought by new technologies, new industries and new formats have
become prominent, some countries have obvious policy preferences, international trade and
investment barriers have been continuously raised, global unilateralism, protectionism and populism
have gradually spread and fermented, economic globalization has encountered twists and turns,
multilateralism and free trade system have been impacted, there are still many unstable and uncertain
factors, and risks and challenges have intensified. The world faces important choices between
openness and conservatism, cooperation and closure, change and conservatism, which are both full
of hope and challenges.
From a domestic point of view, China's economic development has entered the new normal, labor
costs continue to rise, resource constraints are becoming increasingly tight, environmental carrying
capacity is close to the upper limit, the traditional competitive advantage of open economy has been
weakened, and the traditional development model has encountered bottlenecks. At the same time,
China is rich in human resources, the market scale is large, the infrastructure is relatively perfect,
the industrial facilities are complete, the institutional environment and policy environment for
innovative development are constantly improving, and the open economy still has comprehensive
competitive advantages. Under the pressure of severe and complex domestic and foreign
environment, China's processing trade has accelerated transformation and upgrading, service trade
has continued to develop rapidly, new foreign trade new products, new formats and new models
have continued to emerge, the international operation ability of enterprises has been significantly
enhanced, and its status in the international division of labor has gradually improved. Reality
requires us to accelerate the transformation of the open economy from factor-driven to innovation-
driven, from scale and speed to quality and efficiency, and from cost and price advantages to
comprehensive competitive advantages with technology, standards, brands, quality and service as
the core.
With the increase of China's national strength, China's relations with the world are also undergoing
profound changes, China's status and role in the international arena have been greatly enhanced, and
its interaction with the international community has been unprecedentedly close. China's every
move attracts the world's attention. Comrade Xi Jinping solemnly declared: "The door of China's
opening will not be closed, but will only open wider and wider." China's pace of promoting a higher
level of opening up will not stagnate! China's pace of promoting the construction of an open world
economy will not stagnate; China's pace of promoting the construction of a community with a shared
future for mankind will not stagnate!"1 In the new era, China will make greater contributions to the
common prosperity of all countries in the world while achieving its own development with a more
responsible spirit, a more inclusive mind and higher quality growth.
1 Xi Jinping: "On Persisting in Comprehensively Deepening Reform", Central Literature Publishing House, 2018 edition, p 495.
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2. New measures to promote the formation of a new pattern of
comprehensive opening up
The 19th National Congress of the Communist Party of China summed up China's valuable
experience in opening up to the outside world, conformed to the general trend of economic
globalization, and made a major strategic plan to promote the formation of a new pattern of
comprehensive opening up. This strategic deployment, which includes the expansion of the scope
of opening up, the broadening of the field and the deepening of the level, as well as the innovation
of open methods, the optimization of layout, and the improvement of quality, is the proper meaning
of the basic strategy of adhering to and developing socialism with Chinese characteristics in the new
era, and is the basic compliance of China's opening up to the outside world.
The new pattern of comprehensive opening up is reflected in the open space, that is, optimizing the
layout of regional opening-up, increasing the intensity of opening up in the west, changing the
regional pattern of China's opening up to the outside world that is fast and slow in the west and
strong and weak in the coastal interior, and gradually forming an open pattern of division of labor
and cooperation along the coastal inland border, interactive development, and mutual assistance
between the east and the west Construction, adhere to independent opening up and reciprocal
opening-up, accelerate the strategic planning of going out, coordinate multilateral, bilateral and
regional opening up and cooperation, and accelerate the implementation of the free trade area
strategy; reflected in the content of opening-up, that is, greatly relax the market quasi-personnel,
further liberalize the general manufacturing industry, orderly expand the opening up of the service
industry, expand the two-way opening up of the financial industry, and promote infrastructure
interconnection. According to this new pattern, China has taken a series of major measures in
opening up to the outside world.
First, solidly promote the construction of the "Belt and Road." The construction of the "Belt and
Road" is a major strategic measure for China to expand opening up to the outside world, and it is
also the focus of opening up in the coming period. With the joint efforts of all parties, the
construction of the "Belt and Road" has gradually changed from concept to action, from vision to
reality. In order to promote the construction of the "Belt and Road", China has held the "Belt and
Road" Summit Forum for International Cooperation. This not only builds a new platform for China
to expand opening up, but also helps promote world economic growth and deepen regional
cooperation. The 19th National Congress of the Communist Party of China pointed out that in
accordance with the principle of consultation, co-construction and sharing, actively promote
international cooperation on the "Belt and Road", strive to achieve policy coordination, facility
connectivity, unimpeded trade, financial integration and people-to-people bonds, create a new
platform for international cooperation, and add new impetus to common development. To this end,
it is necessary to strengthen the docking with the development strategies of countries along the Belt
and Road, enhance strategic mutual trust, seek the greatest common denominator of cooperation,
and build the "One Belt, One Road" into a road of peace, prosperity, openness, innovation and
civilization.
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The second is to promote the construction of a strong trade country. From a major trading country
to a trading power, we must consolidate the traditional advantages of foreign trade, cultivate new
competitive advantages, expand the space for foreign trade development, and actively expand
imports. It is necessary to expand foreign trade, accelerate the transformation of trade development
mode, change from focusing on trade in goods to coordinated development of trade in goods and
services, from relying on imitation and following to relying on innovation and creation, and from
large input and large output to high quality, high price, and excellent input. It is necessary to cultivate
new trade formats and models, support the healthy development of cross-border e-commerce,
market procurement trade, and comprehensive foreign trade services, and create new growth points
for foreign trade. We must promote trade and investment liberalization and facilitation, oppose trade
protectionism, support the multilateral trading system, promote international cooperation in
production capacity, participate in international cooperation at a higher level and in a wider space,
form a global-oriented trade, investment and financing, production and service network, and
accelerate the cultivation of new advantages in international economic cooperation and competition.
We must innovate foreign investment methods, strengthen guidance for overseas mergers and
acquisitions, standardize overseas business behavior, and strive to achieve common and sustainable
development. China has held the China International Import Expo since 2018, which is the world's
first import-themed national-level exhibition so far, which is a major innovation in the history of
international trade development. Comrade Xi Jinping pointed out: "China's initiative to expand
imports is not an expedient measure, but a long-term consideration for facing the world, facing the
future and promoting common development."1 "The China International Import Expo should not
only be held every year, but also run at a high level, achieve results, and do better and better."2 These
loud words have fully demonstrated to the world China's sincerity and goodwill in opening up its
own market and sharing development opportunities. At the second China International Import Expo
held as scheduled in November 2019, Comrade Xi Jinping put forward three suggestions for jointly
building an open and cooperative, open innovation and open and shared world economy, indicating
China's positive attitude of further opening up and promoting trade facilitation.
The third is to actively create a world-class business environment. The business environment is also
productivity. China has vigorously strengthened the construction of the rule of law in the use of
foreign investment, unified domestic and foreign investment laws and regulations, improved an
open and transparent foreign-related legal system, comprehensively implemented the pre-national
treatment plus negative list management system for prospective personnel, created a fair market
environment, continued to relax market access, and respected international business practices.
1 Xi Jinping, "On Persisting in Comprehensively Deepening Reform," Central Literature Publishing House, 2018, p. 495.
2 Xi Jinping, "On Persisting in Comprehensively Deepening Reform," Central Literature Publishing House, 2018, p. 496.
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All types of enterprises registered in China will be treated equally and equally, the legitimate rights
and interests of foreign-funded enterprises will be protected, intellectual property protection will be
strengthened, and entrepreneurs from all over the world will strive to provide a better environment
and conditions for entrepreneurs from all over the world to invest and develop their businesses in
China, and improve the level of open economy in a larger scope, in a wider range of fields and at a
deeper level. In recent years, through large-scale tax and fee reductions, and the in-depth promotion
of the reform of decentralization, management and service, on October 24, 2019, the World Bank
released the "2020 Business Environment Report", ranking China's business environment ranked
first46th place rose to 31st place, up 15 places. The Foreign Investment Law, passed in March 2019,
establishes the basic framework of China's foreign investment legal system, making unified
provisions on the access, promotion, protection and management of foreign investment. In October,
the Regulations on Optimizing the Business Environment were promulgated. This is an important
measure for China to create a business environment based on the rule of law, internationalization
and facilitation, marking that China's business environment will reach a new level.
The fourth is to optimize the layout of regional opening up and create a new highland for opening
up to the outside world. In the pattern of China's opening up to the outside world, the eastern part
started early and developed rapidly, while the western region started late and developed slowly.
Since the 18th CPC National Congress, the western region has continuously accelerated the pace of
opening up to the outside world, maintained a good development trend in foreign trade and attracted
foreign investment, and achieved good results. However, due to the weak development foundation
and the overall low base, the western region is still a "short board" in China's regional opening
layout. Data show that the western region has 72 percent of the country's land area, 27 percent of
the population, and 20 percent of the total economy, while foreign trade accounts for only 7 percent
of the country's total, and the use of foreign capital and foreign investment account for 7.6 percent
and 7.7 percent respectively. The 19th CPC National Congress proposed to optimize the layout of
regional opening up and intensify the opening up of the western region. The western region should
give full play to its advantages of abundant natural resources, abundant labor, and increased state
policy support, deepen and expand opening up, and promote a more optimized pattern of opening
up.
Fifth, coordinate multilateral and bilateral and regional opening up and cooperation, and accelerate
the implementation of the free trade area strategy. Since the beginning of the new century, the
development process of the multilateral trading system has been blocked, and regional trading
arrangements with a higher level of openness and greater flexibility have flourished, becoming the
main engine driving economic globalization. In the report of the 19th National Congress of the
Communist Party of China, Comrade Xi Jinping pointed out that he should actively participate in
the reform and construction of the global governance system, support the multilateral trading system,
promote the construction of free trade areas, and promote the construction of an open world
economy. This is not only the need to expand its own open space, but also reflects the responsibility
of maintaining the international economic order. The implementation of the free trade area strategy
is a major measure for China to optimize the layout of opening up and create a new highland of
opening up.
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By the end of 2019, China had established a total of 18 pilot free trade zones, covering all directions
in the southeast, northwest, and central regions. In November 2018, the State Council issued the
Notice on Several Measures to Support the Deepening Reform and Innovation of the Pilot Free
Trade Zones, giving the pilot free trade zones greater autonomy in reform, continuing to deepen
differentiated exploration, increasing stress testing, and giving full play to the role of the pilot free
trade zones as a pilot field for reform and opening up. China should not only build the whole island
of Hainan into a pilot free trade zone, but also support Hainan to gradually explore and steadily
promote the construction of a free trade port with Chinese characteristics, establish a free trade port
policy and institutional system step by step and in stages, and build the Hainan free trade port into
a clear banner and an important open door leading China's opening up in the new era, and drive the
formation of a new pattern of higher-level reform and opening up.
In order to further expand opening up, China not only actively promotes the transformation from
the opening up of commodity and factor flows to rules and other institutional opening-up, promotes
the construction of a fair, reasonable and transparent system of international economic, trade and
investment rules, maintains and develops an open world economy, jointly creates an environment
conducive to open development, promotes the orderly flow of production factors and efficient
allocation of resources. The deep integration of the market also repeatedly emphasizes that China
adheres to win-win opening up and does not pursue a zero-sum game. Comrade Xi Jinping clearly
pointed out: "China's opening up to the outside world is not to sing a one-man show, but to welcome
the participation of all parties; it is not to seek a sphere of influence." It is to support the common
development of all countries; not to create their own back gardens, but to build a hundred gardens
shared by all countries."1 This strongly declares to the world that China's opening up to the outside
world is committed to win-win and win-win results.
"If you are connected, you will advance together, and if you are closed, you will retreat." "Looking
back at history, open cooperation is an important driving force for enhancing the vitality of
international economy and trade. Today, open cooperation is a realistic requirement for promoting
the stable recovery of the world economy. Looking to the future, openness and cooperation are the
requirements of the times to promote the continuous progress of human society. China unswervingly
pursues a mutually beneficial and win-win opening up strategy, achieves greater intensity and higher
levels of opening up, and provides countries with broader markets, more abundant capital, richer
products and more opportunities for cooperation. Comrade Xi Jinping pointed out: "China is the
world's second largest economy, with a large market of more than 1.3 billion people and a land area
of more than 9.6 million square kilometers. The sea has calm times and stormy times. Without the
wind and rain, it would not be the sea.
1 Xi Jinping on Governing the Country, Vol. 2, Foreign Languages Publishing House, 2017, p. 42.
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Storms can overturn small ponds, but not the sea. After more than 5,000 years of hardship and
hardship, China is still here! facing the future, China will always be here!"1 Openness should be
two-way and mutually beneficial, rather than one-way and beneficial to one party. In the face of
profound changes in the world economic pattern, all countries should join hands to actively promote
openness and cooperation, support the multilateral trading system, and oppose unilateralism and
protectionism. In the Sino-US trade frictions, there are voices in the United States that they want to
decouple the United States from China, and even decouple China from the world. As the world's
largest developing country, the largest developed country and the top two economies, China and the
United States have frequent exchanges and converged interests, which is already "you have me, I
have you", and the so-called decoupling is unimaginable. Decoupling from China means decoupling
from opportunities and decoupling from the future. Today's China is not only the China of China,
but also the China of the world. In the future, China will embrace the world with a more open attitude,
form a more benign interaction with the world, and bring a more progressive and prosperous China
and the world.
Section 4: Persist in using scientific methods to promote
reform and opening up
For a country and a nation, reform and opening up is a profound social change and a complex system
project, and we must adhere to scientific methods. Looking around the world, some countries have
fallen into civil war and turmoil due to poor decision-making and improper methods on the issue of
reform and opening up, and there are many examples of people living in poverty and national
division. A very important reason for the success of China's reform and opening up is that it has
adhered to the world outlook and methodology of dialectical materialism and historical materialism,
and accurately grasped the internal laws of reform and opening up. Both positive and negative
experiences show that reform and opening up do not necessarily bring success; Successful reform
and opening up must adhere to scientific methods. Whether it is summing up the historical
experience of reform and opening up for more than 40 years or deploying a new era to
comprehensively deepen reform, Comrade Xi Jinping attaches great importance to and repeatedly
emphasizes the importance of adhering to scientific methods.
1 Xi Jinping: "On Persisting in Comprehensively Deepening Reform", Central Literature Publishing House, 2018 edition, p. 498-
499.
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1. Persist in combining strengthening the party's leadership with respecting
the people's initiative
The party's leadership is the key and fundamental to the success of reform and opening up. It is
precisely by always adhering to the party's centralized and unified leadership that we can achieve a
great historical turning point and open a new period of reform and opening up. In the process of
reform and opening up for more than 40 years, the Party has adhered to the correct direction of
reform, maintained the determination of reform, and ensured that no subversive mistakes occurred
on fundamental issues; the Party proceeded from the overall situation, carefully deployed reform
tasks, and accurately promoted opening up. Let reform and opening up promote and complement
each other, and inject strong impetus into China's economic and social development; the Party
focuses on the prominent contradictions and problems facing development, conducts in-depth
investigation and research, and encourages bold exploration at the grassroots level. Adhere to the
connection between reform decision-making and legislative decision-making, and continuously
improve the scientific nature of reform decision-making, so as to promote the continuous success of
reform and opening up. Looking at the present, comprehensively deepening reform in the new era
is a complex system project, and the correlation and coupling requirements between various reform
measures are very high, and it is necessary to gather forces from all aspects and levels in order to
advance as a whole. Moreover, every step of reform and opening up is not easy, and the future will
inevitably face such risks and challenges, and even unimaginable stormy waves. To continue to
promote the comprehensive deepening of reform, we must give full play to the party's role as the
core of leadership in controlling the overall situation and coordinating all parties, continuously
improve the party's ability and determination to set the direction, seek the overall situation,
formulate policies, and promote reform, and ensure that the ship of reform and opening up always
moves forward along the correct course and breaks the waves.
Reform and opening up is the cause of hundreds of millions of people, and there is endless wisdom
among the masses of the people. Every breakthrough and development in the understanding and
practice of reform and opening up, the emergence and development of every new thing in reform
and opening up, and the creation and accumulation of experience in every aspect of reform and
opening up all come from the practice and wisdom of hundreds of millions of people. To
comprehensively deepen reform and opening up in the new era, we must still closely rely on the
people, attach importance to giving play to the initiative of localities, grassroots units and the masses,
give full play to the subjective initiative of the masses, and gather majestic people's hearts and
people's strength for reform and opening up.
The party's leadership provides a strong political guarantee and a correct direction for reform and
opening up, and the people's initiative provides a steady stream of wisdom and strength for reform
and opening up. In the whole process of reform and opening up, we must always pay attention to
combining upholding the party's leadership with respecting the people's initiative. As Comrade Xi
Jinping pointed out:
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"Sum up the fresh experience created by the masses in a timely manner, fully mobilize the
enthusiasm, initiative and creativity of the masses to promote reform, pool the wisdom and strength
of the broadest masses of the people on reform, and work with the people to push reform forward."1
2. adhere to the combination of "crossing the river by feeling the stones" and
the top-level design
"Crossing the river by feeling the stones" is a reform method rich in Chinese wisdom and in line
with China's national conditions, and it is also a scientific method that conforms to Marxist
epistemology and practical theory. "Crossing the river by feeling the stones" means feeling the law
and the law of reform and opening up. To carry out reform and opening up and develop the socialist
market economy, the ancestors did not talk about it, and other socialist countries did not do it, but
we can only gain true knowledge from practice through repeated exploration through practice,
understanding, re-practice, and re-understanding. China's reform and opening up has come about in
this way, which is a process of continuous accumulation of experiments, then summing up, and then
popularization, and a process of continuous deepening from rural to urban, from coastal to inland,
and from part to whole. This kind of gradual reform has avoided social unrest caused by unclear
circumstances and improper measures, and has provided a guarantee for steadily advancing reform
and smoothly achieving its goals. Comrade Xi Jinping pointed out: "Crossing the river by feeling
the stones is in line with the process of people's understanding of objective laws and the dialectic of
things changing from quantity to quality." It cannot be said that in the early days of reform and
opening up, we had to cross the river by feeling the stones, and now we cannot mention crossing the
river by feeling the stones. "2 To comprehensively deepen reform and open up, we also need to cross
the river by feeling the stones. "Of course, there are rules for crossing the river by feeling the stones,
and it is necessary to do it according to the laws that have been recognized, and then deepen the
understanding of the laws in practice, rather than stepping on the watermelon skin and sliding where
it counts."3
Reform and opening up has entered a period of tackling tough problems and deep waters, and has
reached the stage of gnawing hard bones, the relevance and interaction have been significantly
enhanced, and it is difficult to rely only on reforms in a single field and a single level to be effective,
we must strengthen top-level design and overall planning, make overall design for the economic
system, political system, cultural system, social system, ecological civilization system, etc.,
strengthen the study and judgment of the correlation of various reforms, and strive to achieve overall
and local coordination, the combination of root cause and symptom treatment, and gradual and
breakthrough promotion.
1 Xi Jinping, "On Persisting in Comprehensively Deepening Reform," Central Literature Publishing House, 2018, p. 54.
2 Xi Jinping, "On Persisting in Comprehensively Deepening Reform," Central Literature Publishing House, 2018, p. 7.
3 Xi Jinping, "On Persisting in Comprehensively Deepening Reform," Central Literature Publishing House, 2018, p. 59-60.
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"Crossing the river by feeling the stones" and top-level design are both important methods to
promote reform and opening up, and the dialectical unity between the two. Promoting partial phased
reform and opening up should be carried out on the premise of strengthening the top-level design,
and strengthening the top-level design should be planned on the basis of partial phased reform and
opening up. It is necessary to strengthen macro-control and top-level design, pay more attention to
the systematic, holistic and coordinated nature of reform, and continue to encourage bold
experimentation and breakthroughs, and constantly deepen reform and opening up.
3. adhere to the unity of problem-oriented and goal-oriented
The CPC's efforts in revolution, construction, and reform have always been aimed at solving China's
practical problems. Reform and opening up is caused by the reversal of problems, and it has been
deepened in the continuous solution of problems. In the process of deploying and promoting reform
and opening up, the Party Central Committee has always upheld a strong sense of problems, whether
it is formulating plans, or deploying to promote and supervise implementation, and has taken
practical solutions to problems as the goal. Comrade Xi Jinping pointed out: "We must have a strong
sense of problems, be guided by major issues, grasp key issues for further research and thinking,
and focus on promoting the resolution of a series of prominent contradictions and problems facing
our country's development."1 Over the past 40 years of reform and opening up, the Party has led the
people of the whole country to work as one, open roads in every mountain, build bridges when
encountering water, and constantly solve problems in the process of advancing. Old problems are
solved, and new problems arise. We must carry forward the spirit of struggle, dare to face problems
head-on, improve our ruling skills, be good at solving problems, and promote the continuous
advancement of reform and opening up.
Adhering to goal orientation is an important method to promote reform and opening up, and it is
also an important experience of the Communist Party of China in leading reform and opening up.
Scientific and reasonable goals guide the direction of efforts and provide spiritual inspiration. On
the basis of the "four modernizations" put forward by the party in the fifties and sixties of the 20th
century, in the 80s it proposed to achieve moderate prosperity and "build a prosperous, strong,
democratic, and civilized modern socialist country," and in the 90s it proposed "two hundred years."
In the new century, the goal of struggle is to "build a moderately prosperous society in an all-round
way," "build a moderately prosperous society in an all-round way," and build a prosperous, strong,
democratic, civilized, harmonious, and beautiful modern socialist country. Realize new goals such
as the Chinese dream of the great rejuvenation of the Chinese nation.
1 Xi Jinping: "On Persisting in Comprehensively Deepening Reform", Central Literature Publishing House, 2018 edition, page 27.
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These beautiful goals inspire the Chinese people to unite and firmly march towards a better life,
injecting strong spiritual power into reform and opening up.
Looking back at the process of reform and opening up, we can find that the goal is a concentrated
embodiment of the problem, and the problem should be solved in the process of accomplishing the
goal. The process of solving problems is the process of achieving goals, and the process of achieving
goals is also the process of solving problems, and the two are unified in the great practice of reform
and opening up. After arduous exploration in the early stage of reform and opening up, the party
overcame the old concept of opposing the market and planning in the reform and opening up, and
clarified the economic reform goal of establishing a socialist market economic system, which is a
model for adhering to the unity of goal orientation and problem orientation in reform and opening
up. In comprehensively deepening reform and opening up in the new era, it is all the more necessary
to unify goal-oriented and problem-oriented enemies, and achieve the set goals in the process of
solving problems.
4. adhere to the pilot project and promote the comprehensive promotion
Adhering to the principle of pilot projects and promoting them in an all-round way is an important
method and important experience of reform and opening up. The pilot project is to accumulate
experience and find out the rules for comprehensive promotion. Comprehensive promotion is based
on the pilot first, which is the goal pursuit and final embodiment of the pilot first. Reform and
opening up has been continuously developed in the course of promoting pilot projects to
comprehensive and local to the overall situation.
China's reform and opening up began with pilot projects. This is true of the pilot reform of state-
owned enterprises in the early stage of reform and opening up, the four special economic zones of
Shenzhen, Zhuhai, Shantou and Xiamen as "test fields" for opening up to the outside world, or the
establishment of the China (Shanghai) Pilot Free Trade Zone after the 18th National Congress of
the Communist Party of China to explore new forms of trade facilitation. To promote reform and
opening up, it is not necessary to carry out pilot projects in all aspects and fields. In practice, for
reforms that must make breakthroughs but are not so sure for the time being, we adopt the method
of pilot exploration and throwing stones to ask for directions, carry out experiments first, respect
practice and creation, encourage bold exploration, dare to open up, gain experience, see it accurately,
and then push it away. For reforms that are not yet deep enough in understanding, but must be
promoted, we must boldly explore and pilot the reforms. Some reforms involve deep-seated
institutional factors and complex interest relationships, and it is difficult to push them out on the
surface for a while; it is necessary to give play to the role of scouts and advance teams in the pilot
reforms, find out the rules, build consensus, and accumulate experience and create conditions for
comprehensively pushing them out. Seeking comprehensive advancement on the basis of pilot
projects can effectively reduce the overall cost and risk of promotion, and is more conducive to
steadily advancing reform and opening up.
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When advancing in an all-round way, it is necessary to properly handle the relationship between the
whole and the key points, pay attention to grasping the main aspects of the main contradictions and
contradictions, and grasp the important areas and key links, and also focus on proceeding from the
system and the whole, carry out overall planning, and promote the development of work in all
aspects.
5. correctly handle the relationship between reform, development and
stability
Reform involves in-depth interest adjustment and system adjustment, and we must properly handle
the relationship between reform, development, and stability. Reform, development and stability are
the three important fulcrums of China's socialist modernization construction and the three key chess
pieces in the overall situation. Reform is a powerful driving force for economic and social
development, development is the key to solving all economic and social problems, and stability is
the prerequisite for reform and development. At present, China is not only in a period of important
strategic opportunities for development, but also in a period of prominent social contradictions, and
it is particularly important to properly handle the relationship between reform, development and
stability, and promote reform and development in social stability. It is necessary to persistently unify
the intensity of reform, the speed of development and the degree of social tolerance, take the
improvement of people's living standards as the point of integration in correctly handling the
relationship between reform, development and stability, promote reform and development while
maintaining social stability, and promote social stability through reform and development. It is
necessary to enhance the coordination of reform measures, development measures, and stability
measures, properly grasp the relationship between current interests and long-term interests, partial
interests and overall interests, and individual interests and collective interests, and strive to solve
problems related to the vital interests of the masses, and also focus on guiding the masses to correctly
handle various interest relations, rationally and lawfully express their interest demands, and create
a stable and united social atmosphere.
The new era is an era of comprehensive rule of law. Comrade Xi Jinping pointed out in particular:
"Throughout the reform process, we must attach great importance to the use of rule of law thinking
and methods, give play to the leading and promoting role of the rule of law, strengthen the
coordination of relevant legislative work, and ensure that reform is promoted on the track of rule of
law."1 The deeper the reform and opening up, the more emphasis should be placed on the rule of
law. We must not violate the law under the guise of reform, nor can we not use the excuse that the
law is not perfect and does not promote reform. In the practice of reform, the study of reform plans
and reform measures should simultaneously consider the legislative issues involved, and put
forward legislative needs and suggestions in a timely manner.
1 "Digest of Xi Jinping's Expositions on Comprehensively Deepening Reform", Central Literature Publishing House, 2014 edition,
page 153.
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The results of reform that have proved effective in practice should be upgraded into law in a timely
manner. Where the conditions for practice are not yet ripe and it is necessary to carry out a trial first,
authorization should be made in accordance with legal procedures. Laws and regulations that do not
meet the requirements of reform should be promptly revised or abolished.
Comrade Xi Jinping has stressed many times that the advancement of reform and opening up to this
day is more important than understanding determination, and more important than method is
responsibility. In order to implement the plan for comprehensively deepening reform, the central
authorities have clarified the responsibilities and requirements of all departments and units for
implementing the reform plan, stressed that the central and local governments should work together
to form a joint force, and make it clear that the relevant central departments that undertake the
leading tasks are the main units responsible for implementation, and must earnestly shoulder the
responsibility for the implementation of reform, especially paying attention to opening up the "last
mile" of reform promotion. In the concrete practice of promoting reform and opening up, we must
focus on the concrete implementation of relevant important reform arrangements, and the vast
number of party-member leading cadres must earnestly "understand the reform in a practical way,
plan for the reform, implement the reform, and act as both a promoter of reform and a doer of
reform."1
"To govern a big country, if you cook small food. "China is a big country, and it must not make
subversive mistakes on fundamental issues, and once they occur, they cannot be irreparable or
compensated. In the new era, comprehensively deepening reform and opening up, just like moving
forward in deep water, encountering more and more resistance, facing more and more reefs,
undercurrents, and whirlpools, we must understand the water nature, grasp the overall situation, seek
progress in stability, must adhere to scientific methodology, pay attention to systematic, holistic and
synergistic, not only adhere to emancipating the mind, dare to be the first in the world, dare to dare
to try, but also adhere to seeking truth from facts, actively and steadily, and step steadily to unify
reform and development, adhere to the direction of unchanged, the road is not biased, The intensity
will not be reduced, and the reform and opening up will go more steadily and further.
1 Xi Jinping: "On Persisting in Comprehensively Deepening Reform", Central Literature Publishing House, 2018 edition, page 162.
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Chapter VIII: The New Normal of Economic
Development and Achieving High-Quality Development
Since the 18th National Congress of the Communist Party of China, the Party Central Committee
with Comrade Xi Jinping as the core has taken charge of the general trend of domestic and foreign
development, grasped the new characteristics and new requirements of China's economic
development, and clearly put forward a series of new concepts, ideas and strategies such as China's
economic development entering a new normal, adhering to the supply-side structural reform as the
main line, accelerating the construction of a modern economic system, and promoting high-quality
economic development, effectively leading the overall situation of China's economic development
in the new era and ensuring sustainable and healthy economic and social development. It has become
an important content of Xi Jinping's socialist economic thought with Chinese characteristics for a
new era.
Section 1: Economic development has entered a new normal
Clarifying that China's economic development has entered a new normal is a major judgment made
by the Party Central Committee with Comrade Xi Jinping as the core by comprehensively analyzing
the long-term cycle of the world economy and the phased characteristics of China's development
and their interaction. To plan and promote China's economic and social development in the new era,
we must adapt to the new normal, grasp the new normal, and lead the new normal as the general
logic that runs through the overall development and the whole process.
1. deeply understand the scientific connotation of the new normal of
economic development
Scientific understanding of the current situation and accurate study and judgment of future trends
are the prerequisites for doing a good job in economic work.
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In the face of the continuous downward trend of China's economic growth rate after the international
financial crisis in 2008, and the situation of "three-phase superposition" of the growth rate shift
period, the painful period of structural adjustment, and the digestion period of the previous stimulus
policy, Comrade Xi Jinping scientifically analyzed the new characteristics of economic
development in stages, clearly pointed out that China's economic development has entered a new
normal, showing new characteristics different from the past, and providing a fundamental basis for
formulating economic development strategies and policies in the new era.
Economic development has entered a new normal, which is an inevitable reflection of the phased
characteristics of China's economic development. Comrade Xi Jinping used the "nine looks" to
summarize the trend changes in China's economic development. (1) From the perspective of
consumer demand, consumption has changed from imitation wave consumption to personalized and
diversified consumption. (2) From the perspective of investment demand, investment in traditional
industries and real estate is relatively saturated, and investment opportunities in new technologies,
new products, new formats and new business models have emerged. (3) From the perspective of
exports and the balance of payments, the comparative advantage of low-cost exports has been
transformed, and it is urgent to cultivate new comparative advantages, and the situation of double
surplus in the balance of payments is developing in the direction of basic balance of balance of
payments. (4) From the perspective of production capacity and industrial organization mode, the
supply capacity of traditional industries greatly exceeds demand, the problem of overcapacity is
prominent, the industrial structure must be optimized and upgraded, and production miniaturization,
intelligence and specialization will become the new characteristics of industrial organization. (5)
From the perspective of the comparative advantages of production factors, the low-cost advantage
of labor is weakening, and economic growth will rely more on the quality of human capital and
technological progress. (6) From the perspective of market competition characteristics, it is
gradually shifting from quantitative expansion and price competition to quality-based and
differentiated-based competition. (7) From the perspective of resource and environmental
constraints, the environmental carrying capacity has reached or is close to the upper limit, and it is
necessary to promote the formation of a new way of green and low-carbon circular development.
(8) From the perspective of economic risk accumulation and resolution, all kinds of hidden risks are
gradually becoming apparent, and the bottom line of no systemic risk must be guarded. (9) From
the perspective of resource allocation mode and macro-control mode, the marginal effect of
comprehensive stimulus policy is significantly reduced, and it is necessary to give play to the
decisive role of the market in resource allocation and scientifically carry out macro-control.
The above nine trend changes are not only the external characteristics of the new normal, but also
the internal driving force of the new normal, which are reconstructing the growth model, power
structure, industrial structure and factor structure of China's economic development, and promote
China's economic development under the new normal to show growth rate changes, development
mode changes, economic structure optimization, New features of growth dynamics conversion.
First, the growth rate has changed, from high speed to medium and high speed.
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The change in the speed of economic growth not only reflects the objective trend of economic
growth, but also reflects the new orientation of China's macro-control goals. Generally speaking,
catch-up economic development in post-developing countries goes through three stages. The first
phase usually has a faster growth rate. The reason is that the industrial space is large, it can be
imitated development, the pressure on resources and environment is not large, there is abundant and
low-cost labor, the base of 61* is small, and the growth space is large. In the second stage, the
conditions for rapid development no longer exist, the industrial space is relatively saturated, the
effect of imitation development decreases rapidly, the pressure on resources and environment
increases, labor costs increase, economic scale increases, and the economic growth rate is bound to
slow down. But this is not a step backwards, but a step forward, and the key task of this period is to
explore new sources of economic growth by encouraging innovation, with a focus on improving
quality and efficiency. In the third stage, it is close to or reaches the level of developed countries,
and the economic development rate slows down and is basically stable. The reason for this is that
the scale of the economy continues to grow, the industry is fine, and the new comparative advantage
depends mainly on human capital and science and technology, rather than on natural resources and
cheap labor. The new normal of China's economic development corresponds to the second stage,
and the change in growth rate is a natural reflection of the development stage.
The second is the transformation of development mode, from scale and speed to quality and
efficiency. Economic growth is no longer simply about heroes /^, and no longer simply about good
or bad in terms of speed. It is not that the economic development rate is higher and the situation is
"very good"; nor is the economic development speed lower that the situation is "very bad."
Economic development should focus on improving quality and efficiency, and realize that
investment has returns, products have markets, enterprises have profits, employees have income,
the government has taxes, and the environment has improved. Economic development relies more
on efficiency improvement, including improving labor efficiency, capital efficiency, land efficiency,
resource efficiency, environmental efficiency, contribution rate of scientific and technological
progress, total factor productivity, etc., and gives play to the multiplier effect of data on the
efficiency of other factors.
The third is the optimization of the economic structure, from mainly incremental capacity expansion
to adjusting the stock and doing the same as the optimization of increment. In terms of demand
structure, the role of consumer demand in economic growth has become increasingly prominent,
and personalized, diversified, quality consumption, online shopping, customized consumption and
other ways have developed extensively, bringing new development opportunities; In terms of
industrial structure, the service industry has developed rapidly, and the contribution rate of China's
service industry to economic growth has approached 60% in 2018; in terms of urban and rural
structure, the urbanization process has continued to advance, and the urbanization rate reached 59..
in 201858%
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In terms of regional structure, the central and western regions have shown strong development
potential, and the implementation of regional development strategies such as the "Belt and Road"
construction, the coordinated development of Beijing-Tianjin-Hebei, the construction of the
Yangtze River Economic Belt, the regional integration of the Yangtze River Delta and the
construction of the Guangdong-Hong Kong-Macao Greater Bay Area has continuously expanded
new space for regional development.
The fourth is the transformation of growth momentum, from mainly relying on factors such as
resources and low-cost labor to relying more on innovation-driven transformation. At present,
China's scientific and technological innovation ability is constantly improving, some important
fields are among the world's advanced ranks, and are changing from "followers" to "parallelists" or
even "leaders", and the innovation of industries, products, production methods, industrial
organizations, business models, management systems and other aspects continues to deepen. At the
same time, the world is facing a new round of scientific and technological revolution and industrial
transformation, which not only brings great challenges to China's development, but also provides
China's development with a major historical opportunity to catch up with and surpass developed
countries. Under the new normal, it is necessary to create a new growth cycle by vigorously
implementing the innovation-driven development strategy, creating a new engine for development
and cultivating new impetus for development.
The new normal is a new theoretical summary made by the Party Central Committee on the current
phased characteristics of China's economic development, with definite theoretical connotation and
clear practical requirements, and this concept cannot be generalized and abused, let alone arbitrarily
labeled on other issues in other fields. It is necessary to scientifically understand its connotation and
accurately define its extension. Comrade Xi Jinping clearly pointed out: "In understanding the new
normal, we must accurately grasp the connotation and pay attention to overcoming several
tendencies. First, the new normal is not an event, and don't judge it by good or bad. "The new normal
is an objective state, a state that will inevitably appear at this stage of China's economic development,
an internal inevitability, there is no distinction between good and bad, we must plan according to
the situation, move according to the situation, and advance according to the situation." Second, the
new normal is not a basket, don't put everything in it. The new normal is mainly manifested in the
economic field, do not abuse the concept of the new normal, make a lot of 'new normal', what
cultural new normal, tourism new normal, urban management new normal, etc., and even classify
some bad phenomena into the new normal. Third, the new normal is not a safe haven, don't attribute
the work that is difficult or difficult to do well to the new normal, it seems that there is a reason not
to solve it if it is pushed to the new normal. The new normal is not to do nothing, not to do not
develop, not to do not want GDP growth, but to better use subjective initiative and more creative
spirit to promote development. "1
1 Xi Jinping on Governing the Country, Volume 2, Foreign Languages Publishing House, 2017, p. 249.
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2. the new normal is an accurate judgment of China's economic development
trend
Under the new normal, a series of new characteristics of economic development show that the
evolution of China's economy to a stage with high quality and more optimized structure is a natural
process, which is in line with the spiraling movement law of things. In other words, economic
development entering the new normal is a necessary stage of China's economic and social
development, and it is a general trend that is not transferred by human will.
The Third Plenary Session of the 11th CPC Central Committee opened a new period in the history
of reform and opening up. For more than 40 years, despite all the difficulties, we have created a
miracle in which a country's rapid economic growth lasted the longest since the end of the Second
World War. China's total economic volume ranked eleventh in the world at the beginning of reform
and opening up; In 2005, it surpassed France and ranked fifth; In 2006, it surpassed the United
Kingdom and ranked fourth; In 2007, it surpassed Germany and ranked third; In 2010, it surpassed
Japan and ranked second. In 2010, China's manufacturing scale surpassed that of the United States,
ranking first in the world. In a few decades, we have completed the development process that
developed countries have gone through for hundreds of years and created a miracle of world
development. However, with the continuous increase of economic aggregate, China has encountered
a series of new situations and problems in the process of development. The economy is large but
not strong, the quality of development is not high enough, and sustainable development is facing
severe challenges.
(1) Prominent contradictions in the economic structure. International experience shows that in the
initial stage of economic development, developing countries often pursue rapid economic growth,
and tend to neglect technological progress and structural optimization, resulting in structural
imbalances between the economy and society, urban and rural areas, regions and income distribution.
Since the reform and opening up, the main goal of China's economic development is to solve the
problem of food and clothing, pursuing speed, scale and quantity, and not paying enough attention
to structural problems. At present, China's economic development is facing three major structural
imbalances: First, the structural supply and demand imbalance of the real economy, although the
production capacity of the supply system is very strong, but most of them can only meet the needs
of low-end, low-quality and low-price, and it is difficult to meet the people's increasingly upgraded
multi-level, high-quality and diversified consumer demand. Second, the imbalance between finance
and the real economy, there is a phenomenon of funds turning from real to virtual, and a large
amount of funds circulate themselves in the financial system, which not only increases the risk of
the financial system, but also further aggravates the financing difficulties of the real economy. The
third is the imbalance between real estate and the real economy, and a large amount of money has
poured into the real estate market, resulting in excessive rise in house prices, further pushing up the
cost of the development of the real economy.
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To solve the problem of economic structural imbalance, we must optimize the structure, use the
method of deepening reform to improve the quality of the supply system, and achieve a new dynamic
equilibrium between supply and demand.
(2) The endogenous driving force of growth needs to be reshaped urgently. In the past, economic
growth was mainly driven by investment and exports, but this pattern of growth is unsustainable.
From the perspective of investment, investment growth faces multiple constraints such as demand,
finance and environment. From 2013 to 2018, the growth rate of China's investment was 18.6%, 15,
7%, 10%, 8.1%, 7.2%, and 5.9%, respectively, and the decline trend was very obvious. From 2013
to 2018, China's export growth rate was 7.9%, 6.1%, -2.8%, -7.7% and 7.9% respectively , 7.1%,
fluctuating greatly, external demand growth is unstable. With the aging population and increasing
environmental requirements, the low-cost advantage of relying on the demographic dividend in the
past is disappearing, and the driving force of exports on economic growth is gradually weakening.
Therefore, based on domestic demand, cultivating endogenous power, especially relying on
consumption, has become an inevitable choice for China's future economic sustainable growth.
(3) Resource and environmental constraints are increasing. China's resource- and energy-intensive
industries account for a considerable proportion of the national economy, and the demand for
resources and energy is large and the consumption is high. According to World Bank statistics,
China's steel, copper, media and aluminum consumption rank first in the world, and oil consumption
ranks second in the world. Under the background of increasing constraints such as resources, energy
and environment and the increasingly prominent contradiction between supply and demand, it has
become an inevitable choice to promote the development of green and low-carbon cycles, force
industrial transformation and upgrading, and take a new path of resource-saving and environment-
friendly green development.
(4) International space is increasingly being squeezed. After the international financial crisis in 2008,
the world economy entered a period of economic growth based on long-term structural adjustment.
With the increase of unstable and uncertain factors in the world economic recovery, the world
economic pattern is undergoing major changes, and the global real economy competition has a new
trend. On the other hand, the advantages of factor costs in emerging economies and developing
countries are increasingly prominent. Coupled with the significant impact of the new crown
pneumonia epidemic on international trade and investment, the global industrial chain and supply
chain are facing deep adjustments, which correspondingly bring profound changes to the global
supply structure and demand structure, import and export patterns. China's manufacturing industry
is facing the dual squeeze and double challenge of developed countries gaining momentum and
emerging economies catching up and competing with each other. At the same time, after the rapid
rise of China's economy, it has become the main "variable" that the world economic power considers
to deal with, especially the United States and other countries do not want to see socialist China
develop and grow, and do everything possible to hinder China's economic development.
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In the face of a more complex external environment, China urgently needs to cultivate new
advantages in international competition.
Therefore, to enter the new normal, we must accurately grasp the general trend of economic
development, not only see the appearance of economic growth rate shifting, but also grasp the trend
of development mode transformation, structural adjustment and power conversion in essence, and
promote the evolution of China's economy to a high-quality development stage.
3. the new normal has not changed the fundamentals of China's long-term
economic development
Under the new normal, although China's economy is facing downward pressure, the fundamentals
of long-term economic development have not changed, the good foundation and conditions
supporting sustained economic growth have not changed, China's development is still in a period of
important strategic opportunities, with sufficient resilience, huge potential and continuous bursting
of innovation vitality. As Comrade Xi Jinping pointed out at the Central Economic Work
Conference held on December 19-21, 2018: "The world is facing major changes unprecedented in
a century, and crises and opportunities coexist in the midst of changes, which brings great
opportunities for the great rejuvenation of the Chinese nation. We must be good at turning crises
into opportunities, turning crises into security, and grasping the new connotations of important
strategic opportunities." 1 This requires accurate identification, scientific response, and proactive
change, analysis of the economic situation with a comprehensive, dialectical and long-term
perspective, research and judgment of development opportunities from the dimension of time and
space, be good at nurturing new opportunities in crises, open up new situations in changes, and grasp
the new connotations of important strategic opportunities.
(1) Although the economic growth rate has slowed down, its comprehensive strength has been
significantly improved. In 2019, China's GDP increased by 6.1%, with a total volume of more than
99 trillion yuan, accounting for more than 16% of the world economy and contributing 30% to world
economic growth. Today, China is the world's second largest economy, the largest manufacturing
country, the largest foreign exchange reserves, and the largest country in goods trade. Made in China,
created in China, and built in China highlight China's new comparative advantages.
(2) Changes in the international environment have brought new opportunities for China to
participate in global governance. The anti-globalization of some countries has caused certain
negative impacts on international trade and investment, increased global economic risks, and
intensified global competition for capital and products, but it will not change the historical trend of
globalization.
1 "Central Economic Work Conference Held in Beijing", People's Daily, December 22, 2018.
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Globalization has entered a new stage, and the future globalization is no longer determined only by
the West, and emerging economies have increasingly become an important force driving
globalization. The "new globalization", based on the principles of equal treatment, benefit sharing,
inclusiveness and reciprocity, represents the future development direction of mankind. This
provides a major historical opportunity for China, which advocates and actively practices the
construction of a community with a shared future for mankind, to become a "leader" of new
globalization, which will greatly enhance China's voice and influence in global governance.
(3) The scientific and technological revolution brings new opportunities for technological and
industrial upgrading. Science and technology have become the most important variable affecting
the world economic cycle and an important factor determining the quality of the economy. A new
round of scientific and technological revolution is shaping the global economic structure and
political landscape. In the face of new opportunities for the integrated development of digitalization,
networking and intelligence, China has a good foundation and growth potential in the fields of 5G
technology, industrial Internet, Internet of Things, big data, artificial intelligence and deep
integration of manufacturing, and the development prospects are very broad.
(4) China has a domestic market with huge potential, and the resilience and room for maneuver of
the economy are large. In 2019, China's per capita GDP exceeded $10,000, which is at the level of
upper-middle-income countries according to the World Bank's criteria. At present, there are more
than 400 million middle-income groups in China, which is the world's largest and most growing
middle-income group, with huge consumption potential.
At the same time, we must also see that the period of strategic opportunities is also an important
period of testing, and under the new normal, we must maintain determination, make good use of
opportunities, adhere to the general tone of seeking progress while maintaining stability, and
promote sustained and healthy economic development. The general tone of seeking progress while
maintaining stability is an important principle of governing the country and is also a methodology
for doing economic work well. Stability is the main tone and the overall situation. It is necessary to
use "stability" to cope with "change", adhere to stable employment, stable finance, stable foreign
trade, stable foreign investment, stable investment, and stable expectations, especially in the face of
the adverse impact of the new crown pneumonia epidemic. It is also necessary to fully implement
the tasks of ensuring the employment of residents, ensuring the basic people's livelihood, ensuring
market entities, ensuring food and energy security, ensuring the stability of the industrial chain and
supply chain, and ensuring the operation of the grassroots level, boosting market confidence,
enhancing the people's sense of gain, happiness and security, and maintaining sustained and healthy
economic development and overall social stability. Under the premise of stability, it is necessary to
make progress in key areas, use "progress" to achieve "stability", take the initiative, and
comprehensively deepen reform Accelerate the optimization and upgrading of the economic
structure, enhance the ability of scientific and technological innovation, accelerate green
development, actively participate in the reform of the global economic governance system, and
accelerate the promotion of high-quality economic development, so as to fundamentally achieve
stable economic and social operation.
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Section 2: Deepen supply-side structural reform
Promoting supply-side structural reform is a major innovation to adapt to and lead the new normal
of economic development, an active choice to adapt to the new situation of comprehensive national
strength competition after the international financial crisis, and an inevitable requirement for
promoting the high-quality development of China's economy. Comrade Xi Jinping first proposed
"supply-side structural reform" at the 11th meeting of the Central Financial and Economic Leading
Group in early November 2015, pointing out that "while appropriately expanding aggregate demand,
efforts should be made to strengthen supply-side structural reform and focus on improving the
quality and efficiency of the supply system.", enhance the momentum of sustained economic growth,
and promote the overall leap in the level of social productivity in China."1
1. adhere to the supply-side structural reform as the main line
Adhering to the supply-side structural reform as the main line is the general trend and the situation.
Economic development has entered a new normal, the main contradiction of China's economic
development has been transformed into structural problems, the main aspect of the contradiction is
on the supply side, mainly manifested in the supply structure can not adapt to the change of demand
structure. At this time, demand policies that focus on solving the problem of short-cycle economic
fluctuations will not only be difficult to deal with the structural problems that arise in the long-term
cycle, but may also further exacerbate structural imbalances, resulting in increased debt,
overcapacity, and even declining growth. Whether it is the United States after World War II or the
major economies after the 2008 international financial crisis, they basically adopt Keynesian
demand management policies to stimulate the economy, and their economic growth is prone to
decline again after a short-term recovery, or even stagflation. Therefore, we must adjust economic
development policies, exert efforts from the supply side, and promote supply-side structural reform.
The so-called supply-side structural reform
1 "Digest of Xi Jinping's Expositions on Socialist Economic Construction", Central Literature Publishing House, 2017 edition, page
87.
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"That is, starting from improving the quality of supply, we should use reform methods to promote
structural adjustment, correct distortions in factor allocation, expand effective supply, improve the
adaptability and flexibility of the supply structure to changes in demand, improve total factor
productivity, better meet the needs of the broad masses of the people, and promote sustained and
healthy economic and social development." 1 To accurately grasp the profound connotation of
supply-side structural reform, it is necessary to grasp the three key points of "supply-side",
"structure" and "reform."
"Supply side" means that the main contradiction of economic operation is on the supply side. Supply
and demand are two fundamental aspects of the intrinsic relationship of the market economy. Supply
management and demand management are two basic methods of macro-management of the
operation of the market economy, with the aim of maintaining the basic balance between total social
supply and total social demand in terms of total volume and structure, so as to promote sustained
and healthy economic development. In actual economic operation, if the main contradiction appears
on the supply side, the macroeconomic management method is mainly supply management; if the
main contradiction appears on the demand side, the macroeconomic management method is mainly
based on demand management. On January 18, 2016, Comrade Xi Jinping pointed out in his speech
at the seminar for major leading cadres at the provincial and ministerial levels to study and
implement the spirit of the Fifth Plenary Session of the 18th CPC Central Committee: "Demand-
side management focuses on solving aggregate problems and pays attention to short-term regulation,
mainly by regulating taxation, fiscal expenditure, monetary credit, etc. to stimulate or suppress
demand. In turn, it drives economic growth. Supply-side management focuses on solving structural
problems, focusing on stimulating economic growth momentum, mainly improving the quality and
efficiency of the supply system by optimizing factor allocation and adjusting the production
structure, and then promoting economic growth. 2 In recent years, with the changes in the
contradiction between supply and demand in China's macroeconomic operation, the main
contradiction is on the supply side, and macroeconomic management needs to change from focusing
on demand management to focusing on supply management.
"Structural" means that the contradiction on the supply side is mainly "structure" rather than
"aggregate." Comrade Xi Jinping pointed out: "Although the prominent contradictions and problems
facing China's economic operation have cyclical and aggregate factors, the root cause is major
structural imbalances. "3
1 "Seven Questions about Supply-Side Structural Reform - Authoritative People Talk About How to Look at the Current Economy",
People's Publishing House, 2016 edition, page 6.
2 Digest of Xi Jinping's Expositions on Socialist Economic Construction, Central Literature Publishing House, 2017, p. 99.
3 "Digest of Xi Jinping's Expositions on Socialist Economic Construction", Central Literature Publishing House, 2017 edition, p. 3.
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To solve the structural imbalance, we must find ways and formulate policies from the supply side
and structural reform, use reform methods to promote structural adjustment, reduce ineffective and
low-end supply, expand effective and medium-to-high-end supply, and enhance the adaptability and
flexibility of the supply structure to changes in demand. To this end, Comrade Xi Jinping pointed
out: "The three words 'structural' are very important, and it is okay to refer to 'supply-side reform',
but we must not forget the three words 'structural'."1
"Reform" means that the way to solve the structural contradictions on the supply side is to deepen
reform. The fundamental reason for the supply-side and structural problems in economic operation
is that there are institutional obstacles, the decisive role of the market in the allocation of resources
is insufficient, and the government intervenes too much. To solve these problems, we must rely on
reform and innovation. On the one hand, it is necessary to give play to the decisive role of the market
in the allocation of resources, actively and steadily promote market-oriented reform in terms of
breadth and depth, greatly reduce the government's direct allocation of resources, let the market play
a full role in all areas that can play a role, and promote the allocation of resources to maximize
benefits and optimize efficiency; on the other hand, the market plays a decisive role in the allocation
of resources, not all of them. China practices a socialist market economic system, and we must still
persistently bring into play the superiority of our socialist system and give play to the positive role
of the party and government. It is necessary to effectively transform the functions of the government,
clearly define the boundary between the government and the market, and let the government play a
role in maintaining macroeconomic stability, strengthening and optimizing public services, ensuring
fair competition, strengthening market supervision, maintaining market order, promoting
sustainable development, promoting common prosperity, and making up for market failures. It is
necessary to deepen the reform of the administrative system, innovate administrative management
methods, optimize the way the government plays its role, reduce administrative orders, rely more
on market means and legal means, and on the basis of respecting market laws, use reform to
stimulate market vitality, use policies to guide market expectations, use planning to clarify the
direction of investment, and use the rule of law to regulate market behavior.
To promote supply-side structural reform, we must grasp three basic requirements: First, the
ultimate goal is to meet demand. It is necessary to deeply study market changes, understand actual
needs and potential needs, and better meet the needs of the people for a better life in the liberation
and development of social productive forces. Second, the main direction of attack is to improve the
quality of supply. It is necessary to reduce ineffective supply, expand effective supply, focus on
improving the quality of the entire supply system, and improve the adaptability of the supply
structure to the demand structure.
1 Digest of Xi Jinping's Expositions on Socialist Economic Construction, Central Literature Publishing House, 2017, p. 98.
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Third, the fundamental way is to deepen reform. It is necessary to improve the institutional
mechanism in which the market plays a decisive role in the allocation of resources, deepen the
reform of the administrative management system, break the monopoly, build a more perfect market-
oriented allocation system and mechanism for factors, and make the price mechanism truly guide
the allocation of resources. At the same time, it is necessary to strengthen incentives and encourage
innovation, enhance the endogenous power of micro subjects, improve profitability, improve labor
productivity, improve total factor productivity, and increase potential growth rate.
To deepen supply-side structural reform, the general requirement is the eight-character policy of
"consolidation, strengthening, upgrading and smoothing." It is necessary to consolidate the
achievements of "three to one reduction and one supplement", promote more industries with excess
capacity to speed up the liquidation, reduce all kinds of business costs in the whole society, and
increase the intensity of making up for shortcomings in infrastructure and other fields. It is necessary
to enhance the vitality of micro-subjects, give play to the subjective initiative of enterprises and
entrepreneurs, establish fair, open and transparent market rules and a business environment based
on the rule of law, promote positive incentives and survival of the fittest, and develop more high-
quality enterprises. It is necessary to improve the level of the industrial chain, pay attention to the
use of technological innovation and scale effects to form new competitive advantages, and cultivate
and develop new industrial clusters. It is necessary to smooth the national economic cycle, accelerate
the construction of a unified, open, competitive and orderly modern market system, improve the
ability of the financial system to serve the real economy, and form a virtuous circle of domestic
market and production subjects, economic growth and employment expansion, and finance and real
economy.
2. supply-side structural reform is different from the supply-side school
Soon after the supply-side structural reform was proposed, some people equated it with the Western
supply-side school. To this end, Comrade Xi Jinping clearly pointed out: "First of all, I want to make
it clear that the supply-side structural reform we are talking about is not the same thing as the supply-
side school of Western economics, and we cannot regard the supply-side structural reform as a copy
of the Western supply-side school, and we must prevent some people from using their explanations
to promote 'neoliberalism' and take the opportunity to create negative public opinion."1
The Western supply-side school is an economic theory produced in response to the "stagflation"
problem in the United States and other Western countries in the 70s of the 20th century. The supply-
side school believes that stagflation is completely the cumulative effect of the long-term
implementation of Keynesian demand management policies, so in terms of policy propositions, one
is to reduce taxes, especially marginal tax rates, and the other is to reduce government intervention.
1 Xi Jinping on Governing the Country, Vol. 2, Foreign Languages Publishing House, 2017, p. 251.
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The theory and policy propositions of the supply-side school were valued by then US President
Reagan, and became the basis for the Reagan administration's policy formulation in the 80s of the
20th century, forming the so-called "Reagan economics."
The supply-side structural reform is the product of combining the basic principles of Marxist
political economy with China's practice. In the Introduction to the Critique of Political Economy,
Marx analyzed the dialectical relationship between the four links of production, distribution,
exchange and consumption in the process of social reproduction, and discussed the appropriate
proportional relationship between the two categories in Capital, Volume 2, Part 3, "Reproduction
and Circulation of Total Social Capital." The balance between supply and demand in quantity and
structure is deeply analyzed. These ideas have important guiding significance for China's supply-
side structural reform.
The main differences between supply-side structural reform and Western supply-side schools are:
First, the theoretical basis is different. The theoretical basis of supply-side structural reform is
Marxist political economy and Xi Jinping's socialist economic thought with Chinese characteristics
for a new era. The supply-side theory is based on neoliberalism based on "market omnipotence" and
"Say's law." Therefore, unlike the laissez-faire ideology of the supply-side school that opposes
government intervention, supply-side structural reform implements economic policies in accordance
with the idea of "combining the market and the government" to "make the market play a decisive
role in the allocation of resources and better play the role of the government", emphasizing the
dialectical unity of supply and demand.
Second, policy instruments are different. In addition to the supply-side school's tax cuts as an
important part of its policy platform, the Reagan administration also implemented measures such as
accelerated depreciation and investment tax credits to stimulate investment, while advocating
deregulation, balanced budgets, and lower inflation. The supply-side structural reform is to use
reform methods to promote structural adjustment, reduce ineffective and low-end supply, expand
effective and medium-to-high-end supply, enhance the adaptability and flexibility of the supply
structure to changes in demand, and improve total factor productivity. Tax reduction is only one of
the contents of supply-side structural reform, in addition to tax reduction, supply-side structural
reform emphasizes the adjustment of the supply structure through reform, the implementation of
"three to one reduction and one supplement", while more use of market-oriented, rule-of-law means,
in the "consolidation, Strengthen, upgrade and smooth "efforts to improve the quality of the supply
system.
Third, the reform goals are different. The goal of supply-side reforms was not only to get out of the
"stagflation" dilemma of the time, but also to return to the laissez-faire market economy tradition
advocated by classical economics, and to change the government intervention in the economy over
the past few decades to achieve long-term economic growth and prosperity.
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Although the ultimate goal of supply-side structural reform is also to achieve long-term economic
growth and prosperity, the specific goals are very different from those of the supply-side school.
The goal of supply-side structural reform is by no means to implement a laissez-faire market
economy, not to get rid of the problem of "stagflation", but to focus on improving the quality and
efficiency of the supply system, enhancing the momentum of sustained economic growth, promoting
the overall leap in China's social productivity level, and making China's supply capacity better meet
the growing needs of the people for a better life.
3. the way of supply-side structural reform is to increase effective supply
The way of supply-side structural reform is mainly to increase the supply of effective systems,
increase the supply of effective technology, and increase the supply of high-quality products.
First, deepen the reform of the market economy system and increase the supply of effective systems.
Entering the new normal, whether China's economy has vitality and momentum, the key lies in the
market players. To stimulate the vitality of market entities, the key is to deepen reform, clearly
define the boundary between the government and the market, and change the adjustment of the
economic structure from government-led to market-led. It is necessary to give full play to the
decisive role of the market in the allocation of resources, give better play to the role of the
government, straighten out the relationship between the government and enterprises, the relationship
between the government and society, and release the vitality of economic subjects. To deepen
supply-side structural reform, we must focus on deepening economic structural reform by improving
the property rights system and market-oriented configuration of factors, and resolutely break down
the institutional obstacles that restrict the vitality and momentum of development. First, adhere to
and improve the basic economic system. We must unswervingly consolidate and develop the public-
owned economy, unswervingly encourage, support and guide the development of the non-public-
owned economy, adhere to the principle of distribution according to work as the main body and the
coexistence of multiple distribution methods, accelerate the improvement of the socialist market
economic system, improve the scientific and technological innovation system and mechanism, and
build a new system of a higher-level open economy. In accordance with the spirit of the "Opinions
of the CPC Central Committee and the State Council on Accelerating the Improvement of the
Socialist Market Economy System in the New Era", comprehensively improve the basic systems of
market economy such as property rights, market access, and fair competition. The second is to
deepen the reform of "decentralization, management and service" and promote the reduction of
institutional transaction costs. Further reduce the negative list of market quasi-persons, and promote
the universal implementation of "non-prohibited access." The government should minimize the
direct allocation of market resources and direct intervention in microeconomic activities, strengthen
supervision during and after the event, accelerate the reform of factor marketization and the
formation of a competitive market system.
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Let the market regulate everything that the market can regulate independently, and let the enterprise
do what it can do. The third is to innovate and improve macroeconomic regulation and control, give
play to the strategic guiding role of the national development plan, improve the coordination
mechanism of fiscal, monetary, industrial, regional, consumption, investment and other economic
policies, accelerate the establishment of a modern fiscal system, deepen the reform of the financial
system, reform and improve the basic system of the capital market, and promote the healthy and
stable development of the multi-level capital market.
Second, improve total factor productivity through scientific and technological innovation and
increase effective technology supply. The 19th National Congress of the Communist Party of China
clearly pointed out that "we must adhere to quality first, benefit first, take supply-side structural
reform as the main line, promote the quality change, efficiency change, power change of economic
development, and improve total factor productivity."1 The so-called "total factor productivity", often
referred to as the rate of technological progress, is a measure of the contribution of technological
progress to economic growth. From the perspective of the imbalance, uncoordination and
unsustainability faced by China's economic development, based on the realization of the
transformation of economic growth power, it is necessary to adhere to innovation to lead
development, cultivate and expand new momentum, and strive to improve total factor productivity.
The innovation practice of various countries shows that enterprises are the main body of innovation
and the most active innovation unit, and the government needs to provide a good institutional
environment for enterprises to engage in innovation activities. To deepen supply-side structural
reform, we must increase effective technology supply through scientific and technological
innovation. First, it is necessary to increase the support for basic research and applied basic research,
strengthen original innovation, and strengthen the research of key core technologies; second,
promote the reform of the scientific and technological system and accelerate the transformation of
scientific and technological achievements into real productive forces; third, improve the integrated
innovation mechanism of production, education and research with enterprises as the main body;
fourth, improve the venture capital system and give play to the supporting role of finance in high-
tech industries and technological innovation; fifth, strengthen the protection of intellectual property
rights and improve relevant laws and regulations. Promote industrial upgrading through the
improvement of independent innovation capabilities, and give play to the leading and supporting
role of innovation driving in improving the quality and efficiency of enterprise supply.
Third, while moderately expanding aggregate demand, increase the supply of high-quality products.
Comrade Xi Jinping profoundly pointed out: "Supply and demand are the two basic aspects of the
internal relationship of the market economy, and they are both antagonistic and unified dialectical
relations
1 Compilation of Documents of the 19th National Congress of the Communist Party of China, People's Publishing House, 2017
edition, p. 24.
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Without demand, supply cannot be realized, new demand can give birth to new supply; without
supply, demand cannot be satisfied, and new supply can create new demand. 1 Therefore,
emphasizing the adjustment of the supply structure does not mean ignoring demand. On the contrary,
the next stage of supply structure adjustment must be carried out around the transformation and
upgrading of consumer demand. Over the past 40 years of reform and opening up, China has bid
farewell to the shortage economy, a new round of upgrading and transformation of the consumption
structure of residents, more to "personalized and diversified" consumption, and China's economy
has entered a consumption-oriented era. How to meet the needs of the people for a better life has
become a new space for economic development. It is necessary to promote the formation of a strong
domestic market and continue to release the potential of domestic demand. Give full play to the
basic role of consumption and the key role of investment, stabilize effective domestic demand, and
provide strong support for the smooth operation of the economy. It is necessary to strive to meet the
final demand, improve product quality, accelerate the development of service industries such as
education, childcare, pension, medical care, culture, and tourism, improve the consumption
environment, and enhance consumption capacity. In China's economic structure, investment still
has a lot of room for development. From the perspective of supply-side structural reform, the focus
of expanding investment is to increase infrastructure construction in emerging fields such as
artificial intelligence and the Internet of Things, and increase intercity transportation, logistics,
municipal infrastructure, and rural infrastructure construction.
Section 3: Promoting high-quality economic development
The fundamental purpose of adapting to and leading the new normal of economic development is
to strive to achieve high-quality economic development. This has become the fundamental
requirement for determining development ideas, formulating economic policies, and implementing
macroeconomic regulation and control at present and for some time to come.
1. China's economy has shifted from a stage of high-speed growth to a stage
of high-quality development
Practice is developing and awareness is increasing. On the basis of adhering to adapting to and
leading the new normal of economic development, the 19th National Congress of the Communist
Party of China further clearly pointed out:
1 Xi Jinping on Governing the Country, Vol. 2, Foreign Languages Publishing House, 2017, p. 252.
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"China's economy has shifted from a high-speed growth stage to a high-quality development stage",1
which is the basic feature of China's economic development at this stage. Shifting from a high-speed
growth stage to a high-quality development stage means that the growth rate will shift from the
original high-speed growth to medium-high-speed growth, which means that economic
development is in a critical period of transforming the development mode, optimizing the economic
structure, and transforming the growth momentum. This is highly consistent with the four basic
characteristics of the new normal of economic development, and is a deepening of the new normal
of economic development.
China's economy has shifted from a high-speed growth stage to a high-quality development stage,
which is an important judgment made by the Party Central Committee in accordance with changes
in the international and domestic environment, especially changes in China's development
conditions and development stages. "From" means that the historical curtain has been opened from
the stage of high-speed growth to the stage of high-quality development, and it is inevitable;
"turning" means that China's economy is only marching towards high-quality development, and has
not "turned" to the stage of high-quality development. In a country with a huge economy and
population, it is not easy to shift from a high-speed growth stage to a high-quality development stage,
and it may be a long historical stage. In this process, our economy faces two types of thresholds.
One is the unconventional threshold unique to China's economic development at this stage, for
which it is necessary to fight the three major battles of preventing and resolving major risks, precise
poverty alleviation, and pollution prevention and control; the other is a conventional long-term
threshold, that is, transforming the mode of economic development, optimizing the economic
structure, and transforming the growth momentum, so it is necessary to build a modern economic
system. Only by crossing these two types of thresholds can China's economy truly achieve high-
quality development.
Comrade Xi Jinping pointed out that promoting high-quality development "is an inevitable
requirement for maintaining sustained and healthy economic development", "this is an inevitable
requirement for adapting to the changes in the main contradictions in our society and
comprehensively building a moderately prosperous society and building a modern socialist country
in an all-round way", and "this is an inevitable requirement for development in accordance with
economic laws."2 From the perspective of economic development needs, China is currently in a
period of transformation of economic development mode, the demographic dividend has plummeted,
the marginal return on investment has declined, the resource and environmental constraints have
increased, and the traditional extensive economic development mode of unilaterally pursuing scale
and speed is no longer sustainable. Only by promoting high-quality development and forming a
high-quality, efficient and diversified supply system can we achieve a balance between supply and
demand at a new level and achieve sustained and healthy economic development
1 Compilation of Documents of the 19th National Congress of the Communist Party of China, People's Publishing House, 2017
edition, p. 24.
2 Selected Important Documents Since the 19th National Congress (Part I), Central Literature Publishing House, 2019 edition, p.
138-139.
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From the perspective of the main contradiction in society, the contradiction between the people's
growing need for a better life and unbalanced and inadequate development has become the main
contradiction in society, and the focus of the people's needs has shifted from "whether it is good or
not" to "whether it is good or not." Whether it is to meet the needs of the people for a better life or
to solve the problem of unbalanced and insufficient development, it is necessary to pay more
attention to the quality of economic development. Judging from the requirements of building a
modern and powerful socialist country in an all-round way, the 19th CPC National Congress planned
the strategic goal of "two steps." To realize socialist modernization, the economy is the foundation,
the country must be strong, the economy must be strong; the economy must be strong, scale is the
foundation, and quality is the key. Today's world is ushering in a new round of industrial revolution
and technological revolution, scientific and technological strength, innovation ability, human capital,
etc. have become the focus of international competition, scale alone can no longer win in
international competition, must turn to high-quality development. From the perspective of the law
of economic development, economic development is a non-linear spiral upward process, the
accumulation of quantity to a certain stage must be turned to quality improvement, China's economic
development should also follow this law. In 2019, China's total economic volume has reached 99
trillion yuan, ranking second in the world. We must attach importance to quantitative development,
and even more to solving qualitative problems, and put the main energy on promoting high-quality
development.
2. deeply understand the connotation of high-quality development
High-quality economic development can be understood from both narrow and broad perspectives.
In a narrow sense, high-quality economic development means that an economy (or enterprise) can
rationally allocate production factors through scientific and technological means in terms of input,
promote efficiency changes, realize the allocation of resource factors from extensive operation to
intensive and economical operation, and greatly improve the utilization efficiency of resource
factors; It can promote quality change and power change through technological innovation and
management innovation, so that the output quality and efficiency can be significantly improved. In
a broad sense, understanding high-quality economic development is not only limited to the scope of
economic growth, but also considers social, political, cultural and ecological influencing factors.
Specifically, high-quality economic development should contain the following connotations.
First, high-quality development is the development that embodies the new development concept.
The Fifth Plenary Session of the 18th CPC Central Committee proposed to establish and adhere to
the development concept of innovation, coordination, green, openness and sharing.
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Promoting China's economic and social development according to the new development concept is
a general trend, of which innovation is the first driving force to lead development, focusing on
solving the problem of development power; coordination is the inherent requirement of sustainable
and healthy development, focusing on solving the problem of unbalanced development; green is the
inevitable condition for sustainable development and an important embodiment of people's pursuit
of a better life, focusing on solving the problem of harmony between man and nature; opening up is
the only way for the country to prosper and develop, and focusing on solving the problem of internal
and external linkage of development; Sharing is the essence of socialism with Chinese
characteristics, focusing on solving the problem of social fairness and justice. The new development
concept is China's action guide to solve development problems, enhance development momentum,
and cultivate development advantages.
Second, high-quality development is the development of high-quality supply and high-quality
demand. From the perspective of supply, high-quality development should have a relatively
complete industrial system, networked and intelligent production organization, strong innovation,
brand influence, core competitiveness and the ability to discover and capture demand. From the
perspective of demand, high-quality development should continue to meet the personalized,
diversified and upgrading needs of the people, which in turn leads to changes in the supply system
and structure, and supply changes continue to generate new demand.
Third, high-quality development is the development that maximizes the benefits of input and output.
An important symbol of high-quality development is to continuously improve the input and output
efficiency of labor, capital, land, resources, environment and other factors, continuously improve
the contribution rate of scientific and technological progress, and continuously improve total factor
productivity. As Comrade Xi Jinping pointed out, "economic development is to improve the
efficiency of the allocation of resources, especially scarce resources, and to produce as many
products as possible with as few resources as possible and obtain the greatest possible benefits."1
Fourth, the development of high seat capacity is the development of smooth economic circulation.
The economic cycle is the process of benign interaction between production and circulation,
distribution and consumption, virtual and physical, domestic and foreign, which is the basis for
sustainable economic development. At present, there are three major imbalances in China's economy:
the structural imbalance between supply and demand in the real economy, the imbalance between
finance and the real economy, and the imbalance between real estate and the real economy. This is
a concrete manifestation of the poor economic cycle. To promote high-quality development, we
must smooth the national economic cycle, accelerate the construction of a unified, open, competitive
and orderly modern market system, improve the ability of the financial system to serve the real
economy, and form a virtuous circle of domestic market and production subjects, economic growth
and employment expansion, and finance and real economy.
1 Selected Important Documents Since the 18th National Congress (Part I), Central Literature Publishing House, 2014 edition, page
499.
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Fifth, high-quality development is development with scientific and rational distribution. Income
distribution is both the result of economic operation and the driving force of economic development.
The quality of income distribution directly reflects the advantages and disadvantages of the
economic structure. Comrade Xi Jinping pointed out when talking about the new normal: "To
promote economic development, we must pay more attention to improving the quality and efficiency
of development. Measuring the quality and efficiency of development means that investment has a
return, products have a market, enterprises have profits, employees have income, the government
has taxes, and the environment has improvement, which is the development we want. 1 The
investment mentioned here has a return, the enterprise has profits, the employees have income, and
the government has taxes, which is how to distribute it reasonably.
3. Accelerate the construction of a modern economic system
To promote high-quality development, we must build a modern economic system. Building a
modern economic system is a major strategic deployment made by Comrade Xi Jinping for
economic construction at the 19th National Congress of the Communist Party of China. At present,
China's economic development is in the critical period of transforming the development mode,
optimizing the economic structure, and transforming the growth momentum, and building a modern
economic system is not only an urgent requirement for crossing the threshold, but also a strategic
goal of China's development.
To build a modern economic system, the basic principle is quality first, efficiency first; the main
line is to deepen supply-side structural reform; the basic path is to promote the quality change,
efficiency change, power change of economic development, and improve total factor productivity;
the focus is to accelerate the construction of the real economy, scientific and technological
innovation, modern finance, human resources coordinated development of the industrial system; the
institutional guarantee is to build an economic system with effective market mechanism, vitality of
micro subjects, and degree of macro-control; the fundamental goal is to continuously enhance the
innovation and competitiveness of China's economy. In short, the modern economic system is an
economic system led by the new development concept and high-quality development as the core,
with a reasonable economic structure, strong innovation momentum, intensive development
methods, real economic revitalization, and sound institutional mechanisms.
The modern economic system is an economic system in which the modernization of productive
forces and the modernization of production relations interact benignly. Comrade Xi Jinping was the
third in the 19th Politburo of the CPC Central Committee on January 30, 2018
1 Xi Jinping on Governing the Country, Vol. 2, Foreign Languages Publishing House, 2017, p. 242.
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The collective study pointed out: "The modern economic system is an organic whole composed of
the interrelationships and internal connections of all links, levels and fields of social and economic
activities.1 In this regard, he clearly put forward the organic composition and specific goals of the
"seven systems", that is, (1) build an industrial system led by innovation and coordinated
development, realize the coordinated development of the real economy, scientific and technological
innovation, modern finance, and human resources, and continuously increase the contribution share
of scientific and technological innovation in the development of the real economy. The ability of
modern financial services to the real economy has been continuously enhanced, and the role of
human resources in supporting the development of the real economy has been continuously
optimized(2) Build a unified, open and orderly market system, realize smooth market access, open
and orderly market, full market competition, and standardized market order, and accelerate the
formation of a modern market system in which enterprises operate independently and compete fairly,
consumers freely choose their own consumption, and commodities and factors flow freely and
exchange equally; (3) Build an income distribution system that embodies efficiency and promotes
fairness, and realizes reasonable income distribution, social fairness and justice, All the people will
prosper together, promote the equalization of basic public services, and gradually narrow the income
distribution gap ;(4) Build an urban and rural regional development system that highlights
advantages and coordinates linkages, realizes benign regional interaction, integrated urban and rural
development, and overall optimization of land and sea, and cultivates and gives play to regional
comparative advantages. Strengthen the complementarity of regional advantages and shape a new
pattern of coordinated regional development; (5) Build a resource-saving and environment-friendly
green development system, realize green cycle and low-carbon development, harmonious
coexistence between man and nature, firmly establish and practice the concept that green water and
green mountains are golden mountains and silver mountains, and form a new pattern of harmonious
development and modernization of man and nature;( 6) Build a diversified, balanced, safe and
efficient comprehensive opening system, develop a higher-level open economy, and promote the
transformation of opening up in the direction of optimizing structure, expanding depth and
improving efficiency; (7) Build an economic system that gives full play to the role of the market
and better plays the role of the government, so as to achieve effective market mechanisms, vitality
of micro-subjects, and degree of macro-control.
To build a modern economic system, it is necessary to fulfill the following tasks at present and for
some time to come.
First, vigorously develop the real economy and build a solid foundation for a modern economic
system. The real economy is the foundation of a country's economy, the fundamental source of
wealth creation, and an important pillar of national strength.
1 Xi Jinping on Governance, Vol. 3, Foreign Languages Publishing House, 2020, p. 240-241.
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In order to create a down-to-earth, hard-working entrepreneurship, industrial prosperity
development environment and social atmosphere. The optimization and upgrading of industrial
structure is a key measure to improve the comprehensive competitiveness of the real economy. It is
necessary to accelerate the transformation and upgrading of traditional industries, deeply promote
the deep integration of informatization and industrialization, focus on cultivating strategic emerging
industries, vigorously develop the service industry, especially the modern service industry, actively
cultivate new formats and new business models, and build a new system for modern industrial
development. It is necessary to promote the deep integration of the Internet, big data, artificial
intelligence and the real economy, accelerate the digitalization and intelligence of traditional
industries, promote industrial technological change and optimization and upgrading with intelligent
manufacturing as the main direction of attack, promote the fundamental transformation of
manufacturing industry models and enterprise forms, drive "revolution" with "Dingxin", drive stock
with increments, and promote China's industry to move towards the middle and high end of the
global value chain.
The second is to accelerate the implementation of the innovation-driven development strategy and
strengthen the strategic support of the modern economic system. Strengthen the construction of the
national innovation system, step up the layout of national laboratories, reorganize the state key
laboratory system, increase support for the innovation of small and medium-sized enterprises,
strengthen the protection and application of intellectual property rights, and form an effective
innovation incentive mechanism. Promote the deep integration of scientific and technological
innovation and economic and social development, and shape more innovation-driven and first-
mover leading development.
The third is to actively promote the coordinated development of urban and rural areas and optimize
the spatial layout of the modern economic system. It is necessary to cultivate and give play to
regional comparative advantages, implement the main functional area system, strengthen the
complementarity of regional advantages, broaden the development space in coordinated
development, and enhance development stamina in strengthening weak areas. Implement the
coordinated regional development strategy, promote the coordinated development of the Beijing-
Tianjin-Hebei region and the development of the Yangtze River Economic Belt, build the
Guangdong-Hong Kong-Macao Greater Bay Area, and promote the integrated development of the
Yangtze River Delta, ecological protection and high-quality development of the Yellow River Basin.
Solidly promote the strategy of rural revitalization, adhere to the priority development of agriculture
and rural areas, establish and improve the institutional mechanisms and policy systems for integrated
development of urban and rural areas in accordance with the general requirements of prosperous
industry, ecological livability, civilized rural customs, effective governance and rich life, make
overall plans to promote rural economic construction, political construction, cultural construction,
social construction, ecological civilization construction and party building, accelerate the
modernization of rural governance systems and governance capabilities, and accelerate the
modernization of agriculture and rural areas. Take the road of socialist rural revitalization with
Chinese characteristics, let agriculture become a leading industry, make farmers an attractive
occupation, and let the countryside become a beautiful home to live and work in peace and
contentment.
The fourth is to promote all-round opening up and enhance the international competitiveness of the
modern economic system. Make better use of global resources and markets, and promote the
transformation from the opening of commodity and factor flows to the opening of institutions such
as rules.
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Relax market access, fully implement the pre-establishment national treatment plus negative list
management system, protect the legitimate rights and interests of foreign investors in China,
especially intellectual property rights, and allow sole proprietorship in more fields. We will continue
to actively promote international exchanges and cooperation under the framework of the Belt and
Road.
Fifth, deepen the reform of the economic system and improve the institutional guarantee for the
modern economic system. The reform of the economic system must focus on improving the property
rights system and the market-oriented configuration of factors, so as to achieve effective incentives
for property rights, free flow of factors, flexible price response, fair and orderly competition, and
survival of the fittest. Accelerate the improvement of basic economic systems such as the socialist
market economic system with public ownership as the mainstay, the common development of
various ownership economies, distribution according to work as the mainstay, and the coexistence
of various distribution methods; accelerate the reform of state-owned assets and state-owned
enterprises, further support the development of private enterprises, and stimulate the vitality of
innovation and entrepreneurship in the whole society; accelerate the reform of the fiscal, taxation,
and financial systems, and resolutely eliminate the shortcomings of various systems and
mechanisms.
Comrade Xi Jinping profoundly pointed out: "Building a modern economic system is a big article,
not only a major theoretical proposition, but also a major practical topic." 1 In accordance with the
arrangements and requirements of the Party Central Committee, we must enhance the innovation
and competitiveness of our economy by building a modern economic system, promote China's
economic development to a new vitality, move to a new level, and achieve high-quality development.
4. Improve the party's ability and level of leadership over economic work
To do a good job in economic work, we must strengthen the centralized and unified leadership of
the party Central Committee and enhance the party's ability and level of leadership over economic
work. China's economy is a giant ship, and the larger the volume and the greater the wind and waves,
the more important it is to steer the way. The economy has entered a new normal, and the
development environment facing China has undergone profound changes, and uncertainties and
unstable factors have increased significantly. Economic globalization has encountered twists and
turns, multilateralism has been impacted, the international financial market has been shaken, and
economic and trade frictions have adversely affected enterprises' production and operation and
market expectations; China's economy is facing new and old contradictions intertwined, cyclical
and structural problems are superimposed, and economic operation is stable and changing, and
changes are worried. To achieve multiple goals such as stable growth and risk prevention, complete
various tasks of economic and social development, and properly handle the relationship between the
current and the long term, economic development and environmental protection, and the market and
the government, the difficulty of policy choices and work has increased significantly.
1 Xi Jinping on Governing the Country, Volume 3, Foreign Languages Publishing House, 2020, p. 240.
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Therefore, we must continuously improve the party's ability and level of leading economic work,
keep the rudder steady and the rudder well, and ensure that the giant ship of China's economy moves
steadily and far-reaching.
Comrade Xi Jinping pointed out: "To lead a large socialist country with more than 1.3 billion people,
our party must not only be strong in politics, but also have strong skills."1 "Leading cadres at all
levels should consciously strengthen study, enhance leadership ability, and improve management
level."2 This requires leading cadres at all levels to unify their thinking and action with the Party
Central Committee's arrangements for economic work, strengthen study and practice, cultivate
professional ability, constantly enhance their ability to control the market economy, and improve
their ability to manage and deal with economic risks.
(1) Adhere to bottom-line thinking, enhance awareness of danger, and improve risk prevention and
control capabilities. In the face of profound and complex changes in the international environment
and domestic conditions, and in the face of the interweaving of various contradiction risks and
challenges, if the prevention and response are ineffective, it will be transmitted, superimposed,
evolved, and upgraded, so that small contradiction risk challenges develop into large contradiction
risk challenges, local contradiction risk challenges develop into systematic contradiction risk
challenges, international contradiction risk challenges evolve into domestic contradiction risk
challenges, and contradiction risk challenges in the economic field are transformed into
contradiction risk challenges in the political field, and eventually endanger the party's ruling position.
Endangering national security. Therefore, we must adhere to bottom-line thinking, enhance the
awareness of danger, take precautions, accurately study and judge, and properly respond to major
risks that may occur in the economic field.
From the perspective of China's current economic development, to prevent and resolve major risks,
attention should be paid to the following aspects: balance the relationship between stable growth
and risk prevention, grasp the rhythm and intensity; build a long-term mechanism for the stable and
healthy development of the real estate market to prevent real estate ups and downs; strengthen
market psychological analysis, do a good job in assessing the impact of policy introduction on the
financial market, and be good at guiding expectations; strengthen market monitoring, improve risk
early warning and regulatory coordination, and eliminate all kinds of hidden risks in a timely manner;
Effectively solve the problem of difficult and expensive financing for small and medium-sized
enterprises, increase the intensity of assistance to enterprises to stabilize jobs, and implement the
employment priority policy; increase efforts to properly deal with problems such as difficulty in
start-up, implementation, and personnel placement in the disposal of "zombie enterprises",
accelerate the promotion of market clearance, and release a large number of precipitated resources;
adopt effective measures to do a good job in stabilizing employment, finance, foreign trade, foreign
investment, investment, and expectations, and maintain economic operation in a reasonable range.
1 Compilation of Documents of the 19th National Congress of the Communist Party of China, People's Publishing House, 2017, p.
54-55.
2 Xi Jinping on Governing the Country, Volume 2, Foreign Languages Publishing House, 2017, p. 220.
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In the above seven aspects, the most important thing is to guard the bottom line of no systemic
financial risks, and balance the relationship between stable growth and risk prevention. The central
role of finance in the modern economy is reflected in the impact on economic development. Once a
major financial risk occurs, it will cause economic losses to the relevant entities, affect the
development of the real economy, and serious financial risks may even trigger economic crisis or
even social crisis. Therefore, it is necessary to put the prevention and resolution of systemic financial
risks in a more important position, effectively strengthen the party's centralized and unified
leadership over financial work, further deepen the reform of the financial system, improve financial
supervision, strengthen financial security capacity building, and resolutely guard the bottom line of
not occurring systemic financial risks.
(2) Take the initiative to pre-adjust and fine-tune, strengthen policy coordination, and improve
macro-control capabilities. Innovation and improvement of macro-control are objective
requirements for promoting the modernization of the national governance system and governance
capacity. Since the reform and opening up, China has gradually explored macro-control methods
with Chinese characteristics, which has played an important role in promoting sustained and healthy
economic and social development. However, new changes in the domestic and international
environment, new requirements for promoting high-quality development, and new problems in
macro-control have put forward higher requirements for innovation and improvement of macro-
control.
First of all, it is necessary to improve the ability to do something and not to do something. Grasp
the boundaries of macro-control and avoid the problem of too much intervention in the operation of
the market and the operation of micro-subjects. The government should resolutely hand over the
matters that should not be managed to the market, minimize the direct allocation of resources, give
full play to the decisive role of the market in the allocation of resources, better play its own role,
and strengthen and improve the functions of macro-control, market supervision, public services,
social management, and environmental protection. Strengthen the overall planning and coordination
of policies, and reasonably grasp the timing, rhythm and intensity of the implementation of various
policies. For the new situations and new problems arising in economic operation, we should further
strengthen directional regulation and camera regulation on the basis of interval regulation, realize
the formulation of macro-control goals and the institutionalization of the use of policy means,
enhance the pertinence, forward-looking, flexibility and coordination of macro-control, and promote
the balanced coordination and linkage of multiple objectives, multiple policies and multiple reforms.
Second, it is necessary to enhance the comprehensive capability of macroeconomic regulation and
control. The first is to integrate domestic and international factors, take a broader global perspective,
learn from foreign useful experience, and actively adapt to and lead the adjustment and construction
of international economic rules. The second is to integrate the docking of the central and local
governments. Do a good job in top-level design at the central level to maximize local enthusiasm;
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At the local level, it is necessary to strengthen the understanding, implementation and transmission
of macroeconomic policies, refine and decompose the overall goals according to local conditions,
and guide market entities to actively respond to and realize macro policy intentions. The third is to
integrate the coordination of various departments. Strengthen the coordination of policy timing,
boundary, direction, and goals, and realize the optimal combination of fiscal, monetary, industrial,
regional and other policies.
Third, it is necessary to improve the ability of macro policies to coordinate and coordinate.
Comprehensively use total regulation and structural regulation policies to promote effective
coordination of development planning, fiscal, monetary, industrial, regional, consumption,
investment and other policies. Focus on in-depth research on major issues restricting economic and
social development, strengthen policy research, and promote the transformation of research results
into strategic concepts, development plans, policy ideas, reform plans, major projects, etc. Make
overall plans to promote the implementation of major policies, grasp the direction, intensity, rhythm
and timing of policies, avoid excessive overlapping or mutual cancellation of policy effects, play a
combination of policies that take into account overall planning, each with its own emphasis, and
cooperate with each other, strengthen the comprehensive assessment of policies, especially major
policies, and promptly propose improvement measures.
(3) Grasp social psychological changes, respond to social concerns in a timely manner, and improve
the ability to actively guide market expectations. Good expectations often translate into orderly
economic behavior, giving people the motivation, patience, and confidence to actively seek
solutions to real-world problems and engage in long-term, creative activities. Unstable expectations
often lead to short-sightedness of market entities and risk agglomeration. Under the condition of
high informationization, the risk of agglomeration can easily spread, bringing challenges to national
economic security. Therefore, actively guiding market expectations is related to sustained and
healthy economic development and overall social stability. Only by forming good expectations can
we unite our efforts, strengthen confidence in development, overcome various risks and challenges,
and successfully complete various reform and development tasks.
To stabilize expectations, it is necessary not only to stabilize the present and eliminate the
interference of short-term factors, but also to strengthen confidence in development and plan for the
long term. First, we should adopt more reform methods, make more use of market-oriented and law-
based means, and effectively stimulate the creativity of micro-subjects. It is necessary to focus on
the pain points and difficulties of economic and social development, create a legal institutional
environment for development through reform, and provide stable expectations for society. The
second is to improve the ability of expected management, establish and improve the policy target
management and major decision-making disclosure mechanism for various regulatory policies that
can significantly affect economic operation, and clearly convey the intention, orientation and
operating rules of policies and regulations to the market. At the same time, it is necessary to maintain
the stability and consistency of economic policies, effectively guide market behavior, and form
reasonable social expectations. Third, it is necessary to transmit the original intention of the policy
and the intention of reform to all levels of economic and social development, strengthen the work
of guiding public opinion, effectively guide the cadres and masses to rationally understand the
current economic situation, and accurately grasp the orientation of macro policies
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Prevent market entities from misjudging the effect of policies, prevent fragmented expectations of
"blind people touching elephants", and prevent non-professional and irrational value orientations
from misguiding expectations. It is necessary to respond to social concerns in a timely manner,
objectively report specific facts, and reflect the overall picture from a macro perspective; recognize
short-term local risks, strengthen analytical capabilities, and clarify policy orientation.
(4) Fully mobilize the enthusiasm, initiative and creativity of the whole society, and improve the
ability to gather talents and use talents. Comrade Xi Jinping pointed out: "As long as there is the
support and participation of the people, there will be no difficulties that cannot be overcome, and
there will be no hurdles that cannot be overcome."1 To uphold the party's centralized and unified
leadership over economic work and improve the party's ability and level of leadership over
economic work is to unite people's hearts and minds, pool people's strength, and fully mobilize the
enthusiasm, initiative and creativity of the whole society to overcome difficulties and promote
development. It is necessary to respect the initiative of the masses, extensively listen to their
opinions and suggestions, and pool the wisdom and strength of the broad masses of the people on
development. It is necessary to make good use of all kinds of talents, provide a stage and
environment for workers, intellectuals, entrepreneurs and innovative talents in all walks of life to
play a role, so that all labor, knowledge, technology, management and capital are full of vitality and
burst out in competition, and all sources of creating social wealth can fully flow. It is necessary to
enhance the vitality of micro-subjects, give play to the subjective initiative of enterprises and
entrepreneurs, establish fair, open and transparent market rules and a business environment based
on the rule of law, and further promote positive incentives and survival of the fittest.
Leading cadres at all levels are the backbone of governing the country and should strive to become
experts in promoting high-quality development. It is necessary to strengthen the study of modern
economic knowledge, enhance leadership ability, improve management level, and continuously
enhance the systematic, predictive, and creative nature of decision-making, work, and control efforts.
It is necessary to strengthen the investigation and study of economic operation, be good at finding
ideas and methods in study and practice, and ensure that all measures to promote high-quality
economic development are implemented and effective. It is necessary to speed up the creation and
improvement of the institutional environment, improve mechanisms such as performance evaluation,
performance appraisal, and interest incentives that match high-quality development, and further
strengthen the ideological consciousness and action consciousness of leading cadres at all levels to
promote high-quality development.
1 Selected Important Documents Since the 18th National Congress (Part I), Central Literature Publishing House, 2014 edition, page
554.
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Basic Issues of Xi Jinping Thought on Socialism with Chinese Characteristics for a New Era
Chapter IX: Upholding and Developing Socialist
Democratic Politics
Developing people's democracy and promoting political civilization is the consistent stand and
unremitting pursuit of the Communist Party of China. After the founding of New China, especially
since the beginning of reform and opening up, the party has persistently integrated Marxist political
theory with China's specific realities and the characteristics of the times, and has embarked on a
path of socialist political development with Chinese characteristics that suits the national conditions.
Since the 18th National Congress of the Communist Party of China, the Party Central Committee
with Comrade Xi Jinping as the core has consolidated its foundation and forged ahead into the future,
adhered to and strengthened the party's comprehensive leadership, explored and developed socialist
democratic politics with the people as the masters of the country, incorporated the comprehensive
rule of law into the "four comprehensive" strategic layout, and put forward a series of new concepts,
ideas and strategies, which greatly enriched the theory and practice of socialist democratic political
construction with Chinese characteristics, and became a scientific guide for adhering to the path of
socialist political development with Chinese characteristics in the new era.
Section 1: Follow the path of socialist political development
with Chinese characteristics
The path of political development is of decisive significance in the political life of the country. There
are many examples of social turmoil, national division, and political death due to the wrong choice
of political development path. For China, a large developing country with a history of more than
5,000 years of civilization, 56 ethnic groups and a population of 1.4 billion, adhering to the correct
path of political development is a major issue that has a bearing on the fundamentals and the overall
situation.
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The political development path of socialism with Chinese characteristics is the inevitable result of
the long-term struggle of the Chinese people in modern times, and an inevitable requirement for
adhering to the essential attributes of the party and practicing the fundamental purpose of the party.
The key to adhering to the path of socialist political development with Chinese characteristics is to
adhere to the organic unity of the party's leadership, the people's mastery of the country, and the rule
of law, take ensuring that the people are masters of the country as the foundation, and aim at
enhancing the vitality of the party and the country and mobilizing the people's enthusiasm,
continuously expanding people's democracy and developing socialist political civilization.
1. Taking the path of socialist political development with Chinese
characteristics is a historical necessity
Each country's political path has its own unique aspects, which are the result of long-term
development and evolution on the basis of historical inheritance, cultural tradition, and economic
and social development. Comrade Xi Jinping pointed out: "The reason why the socialist political
system with Chinese characteristics is viable, vigorous and efficient is because it grows from China's
social soil. The socialist political system with Chinese characteristics has always grown and is
growing in China's social soil, and if it is to continue to grow in the future, it must also be deeply
rooted in China's social soil. " 1 The political development path of socialism with Chinese
characteristics is the practice and creation of the Communist Party of China in uniting and leading
the Chinese people and carrying out long-term and unremitting struggle based on China's reality.
After entering the modern era, various political forces in Chinese society have appeared, but they
have not found a plan suitable for the national conditions. Holding high the glorious banner of
democracy, the Communist Party of China has waged a heroic struggle for nearly a century. Since
its founding, the party has taken the realization of the people's mastery as its own responsibility, and
has always taken standing firm on the people's standpoint, upholding the people's dominant position,
and ensuring the realization of the people's fundamental interests as the starting point and end point
of all work. After the founding of New China, the Party united and led the people to carry out
socialist transformation, established the basic socialist system and promoted socialist construction,
completed the most extensive and profound social reform in the history of the Chinese nation, and
laid the fundamental political prerequisite and institutional foundation for all development and
progress in contemporary China.
1 Selected Important Documents Since the 18th National Congress (middle), Central Literature Publishing House, 2016 edition,
page 60.
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Basic Issues of Xi Jinping Thought on Socialism with Chinese Characteristics for a New Era
In the new period of reform and opening up, the Party has continuously deepened the reform of the
political system, developed socialist democratic politics, improved the leadership system of the
Party and the state, comprehensively advanced the rule of law, improved the socialist legal system
with Chinese characteristics, made the institutional guarantee and rule of law guarantee for the
people being masters of the country more powerful, developed the cause of human rights in an all-
round way, consolidated the patriotic united front, and enriched the content, more convenient
channels and more diverse forms for the people to enjoy and exercise democratic rights in
accordance with the law. From the revision, improvement and in-depth implementation of the
Constitution, to the continuous improvement of the basic political system of the People's Congress
and the system of multi-party cooperation and political consultation under the leadership of the
Communist Party of China, the system of regional ethnic autonomy and the system of grassroots
mass autonomy, to the promotion of the reform of the leadership system of the Party and the state,
the promotion of the rule of law, the rule of law in socialist democratic politics, and the strengthening
of supervision and restraint on the operation of power, all these have fully demonstrated the Party's
unremitting efforts and great achievements in promoting socialist democratic politics. As Comrade
Xi Jinping pointed out: "Since the reform and opening up, our party has united and led the people
to make great progress in developing socialist democratic politics, successfully opened up and
adhered to the path of socialist political development with Chinese characteristics, and established
the correct direction for the realization of the broadest people's democracy."1
Since the 18th National Congress of the Communist Party of China, the Party Central Committee
with Comrade Xi Jinping as the core has taken the development of socialist democratic politics as
an important part of promoting the modernization of the national governance system and governance
capabilities, and promoted the improvement and development of socialist democratic politics in the
comprehensive deepening of reform, and the construction of socialist political civilization has
achieved fruitful results: actively develop socialist democratic politics, promote the comprehensive
rule of law, the leadership of the Party, the people are masters of the country, The construction of
an organic and unified system for governing the country according to law has been comprehensively
strengthened, the party's comprehensive leadership system and mechanism have been continuously
improved, inner-party democracy has become more extensive, socialist consultative democracy has
been comprehensively developed, and the patriotic united front has consolidated and developed.
Scientific legislation, strict law enforcement, fair justice, and law-abiding by the whole people have
been further advanced, the construction of a rule-of-law country, a rule-of-law government, and a
rule-of-law society have mutually reinforced, the socialist rule of law system with Chinese
characteristics has been increasingly improved, and the concept of rule of law in the whole society
has been significantly enhanced. The reform of the state supervision system has achieved practical
results, and the reform of the administrative system, the reform of the judicial system, the restraint
on the operation of power, and the establishment of a supervision system have been effectively
implemented. All these have provided a strong guarantee for forming a stable and united political
situation and a clean political environment, for mobilizing and stimulating the enthusiasm of the
people for reform, opening up, and modernization, and for creating a more vibrant, standardized and
orderly society.
1 Selected Important Documents Since the 18th National Congress (Part I), Central Literature Publishing House, 2014 edition, page
88.
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Basic Issues of Xi Jinping Thought on Socialism with Chinese Characteristics for a New Era
Historical practice shows that the path of socialist political development with Chinese characteristics
is a correct path that conforms to China's national conditions and ensures that the people are masters
of their own country, and has strong vitality and broad development prospects. It conforms to the
requirements of the development of the times, promotes the progress of national civilization and
guarantees the rejuvenation of the Chinese nation; it fully embodies the common will of the people,
safeguards the people's democratic rights and safeguards the fundamental interests of the people.
The path of political development of socialism with Chinese characteristics is deeply rooted in
contemporary Chinese history and practice, is the choice of history and the people, and is the
fundamental guarantee for the Party and the people to withstand the tests of various difficulties and
risks and smoothly advance socialist modernization.
2. the political development path of socialism with Chinese characteristics
has demonstrated its unique advantages
The path of socialist political development with Chinese characteristics is conducive to giving play
to the characteristics and advantages of the socialist system, developing people's democracy,
promoting economic and social development, safeguarding national unity, ethnic unity, people's
well-being and social harmony, and providing a strong political guarantee for the Party to unite and
lead the people to realize the great rejuvenation of the Chinese nation.
Demonstrate the superiority of socialism. Comrade Xi Jinping pointed out: "The socialist system
with Chinese characteristics insists on organically combining the fundamental political system and
basic political system with the basic economic system and various institutional mechanisms and
other specific systems, insists on organically combining the democratic system at the national level
with the grassroots democratic system, and insists on organically combining the party's leadership,
the people being masters of the country and governing the country according to law, which conforms
to China's national conditions, embodies the characteristics and advantages of socialism with
Chinese characteristics, and is the fundamental institutional guarantee for China's development and
progress."1 The development and improvement of the political development path of socialism with
Chinese characteristics has effectively ensured that the people enjoy broader and fuller rights and
freedoms and ensured that the people have extensively participated in national and social
governance; effectively regulated state political relations, enhanced national cohesion, and formed
a stable and united political situation; effectively promoted the liberation and development of social
productive forces, promoted various undertakings of modernization, and promoted the continuous
improvement of the people's quality of life and standards;
1 Xi Jinping on Governing the Country, Volume 1, Foreign Languages Publishing House, 2018, p. 9-10.
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It has effectively safeguarded national independence and self-determination, safeguarded national
sovereignty, security and development interests, safeguarded the well-being of the Chinese people
and the Chinese nation, and fully demonstrated the superiority of socialism.
Provide a fundamental guarantee for people's democracy. Democracy is fundamentally a political
institutional arrangement, involving major issues such as the state and the form of government. As
early as 1940, Comrade Mao Zedong profoundly pointed out in "On New Democracy" that "without
an appropriate form of political power organs, the state cannot be represented",1 which also clarified
the internal relationship between the state system determining the political system and the political
system reflecting the state system. China's Constitution stipulates: "The People's Republic of China
is a socialist state under the people's democratic dictatorship led by the working class and based on
the alliance of workers and peasants", and "all power in the People's Republic of China belongs to
the people."2 As far as the state system is concerned, socialist democracy is fundamentally different
from any form of democracy in Chinese history. As far as the form of government is concerned, the
Constitution stipulates that China implements the system of people's congresses to ensure that the
people are masters of their own country. This shows that socialist democracy with Chinese
characteristics adheres to the people's dominant position and protects the people's rights in political,
economic, cultural and social aspects in an institutionalized form. The people are guaranteed to
exercise their rights to democratic election, democratic decision-making, democratic management
and democratic supervision, and to administer state affairs, economic and cultural undertakings and
social affairs in accordance with the law; It is guaranteed that state organs and their functionaries
accept the people's supervision and serve the people wholeheartedly; and that the state's major
policies and policies embody the will of the people, safeguard the people's interests, and promote
all-round human development. Comrade Deng Xiaoping pointed out: "In carrying out socialist
modernization, we aim to catch up with the developed capitalist countries economically, create a
higher and more effective democracy politically than the capitalist countries, and bring up more and
better qualified personnel than these countries."3
Comrade Xi Jinping put forward the criteria of "eight cans"4 with keen political vision and profound
theoretical thinking. Using such criteria to examine China's political practice can provide a clearer
understanding of the effectiveness of China's political system: First, whether the country's leadership
can be changed in an orderly manner in accordance with the law. After the reform and opening up,
1 Selected Works of Mao Zedong, vol. 2, People's Publishing House, 1991 edition, p. 677.
2 The Constitution of the People's Republic of China, People's Publishing House, 2018, p. 7-8.
3 Selected Works of Deng Xiaoping, vol. 2, People's Publishing House, 1994, p. 322.
4 Xi Jinping, "Speech at the Celebration of the 60th Anniversary of the Founding of the National People's Congress," People's Daily
Newspaper, 6 September 2014.
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China has abolished the lifelong system of leading posts that actually exists, universally
implemented the tenure system for leading cadres, and achieved an orderly replacement of the
country's leadership and leading cadres at all levels. Second, whether the entire people can manage
state and social affairs and economic and cultural undertakings in accordance with the law. Our
Constitution has special provisions to stipulate this, and at the same time has a fundamental political
system, a basic political system and a variety of democratic mechanisms, effectively guaranteeing
that the people enjoy a wide range of rights and freedoms and participate in national governance
and social management. Third, whether the masses of the people can freely express their interests
and demands. We have continuously expanded the orderly participation of citizens, and the content
and forms of people's mastery have become more and more extensive. Fourth, whether all sectors
of society can effectively participate in the country's political life. We have adhered to and
developed the broadest patriotic united front, developed unique socialist consultative democracy,
and effectively pooled forces from all sectors of society. Fifth, whether national decision-making
can be scientific and democratic. We continuously enhance the transparency and participation in
decision-making, strive to build a decision-making mechanism that understands public opinion,
reflects public sentiment, concentrates people's wisdom, and cherishes people's strength, so as to
ensure that decision-making conforms to the interests and aspirations of the people. Sixth, whether
talents from all walks of life can enter the national leadership and management system through fair
competition. We recruit a wide range of talented people and use systems and mechanisms to gather
outstanding talents in various undertakings of the party and the state. Seventh, whether the ruling
party can exercise leadership over state affairs in accordance with constitutional law. We adhere to
the joint advancement of governing the country according to law, ruling according to law and
administering according to law, and vigorously promoting the construction of a rule of law in China,
with remarkable results. Eighth, whether the use of power can be effectively checked and supervised.
We have established and improved a multi-level power supervision system, reformed the state
supervision system, and ensured that Party and state organs and personnel, as well as all kinds of
public power subjects, exercise their powers in accordance with legal authorities and procedures.
All this clearly shows that the socialist democratic political system with Chinese characteristics
plays a unique advantage and effectiveness in ensuring that the people are masters of their own
country. The realization of democratic political forms is rich and varied, and we cannot stick to rigid
models. Practice has fully proved that Chinese-style democracy works and works well in China.
Strong self-improvement ability. The historical process of the Communist Party of China in
promoting the construction of socialist democratic politics is a historical process of constantly
gaining insight into the development trend of the times and actively conforming to the expectations
of the people, a historical process of constantly deepening the reform of systems and mechanisms,
stimulating the creative vitality of the whole society, and constantly improving the socialist legal
system with Chinese characteristics and promoting the gradual deepening of the rule of law.
Persisting in advancing with the times and upholding the right and bringing forth the new is a
distinctive feature of China's socialist democratic political construction. "Socialist democracy with
Chinese characteristics is a new thing and a good thing.
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Of course, this does not mean that China's political system is perfect and does not need to be
improved and developed.1 The 19th National Congress of the Communist Party of China proposed
that by the middle of this century, China should be built into a prosperous, strong, democratic,
civilized, harmonious and beautiful modern socialist country, which requires the comprehensive
improvement of material, political, spiritual, social and ecological civilizations, and the
comprehensive realization of the modernization of the national governance system and governance
capabilities. It is fully believed that the political development path of socialism with Chinese
characteristics will inevitably achieve a new and higher level of leap.
3. Practical requirements for the political development path of socialism with
Chinese characteristics
Comrade Xi Jinping clearly pointed out: "The key to adhering to the path of socialist political
development with Chinese characteristics is to adhere to the organic unity of the party's leadership,
the people's mastery of the country, and the rule of law." 2 The party's leadership, the people's
mastery of the country, and the rule of law are the basic elements of China's socialist democratic
politics, and the three are interrelated and interact to form an intrinsically unified and inseparable
whole, which is a major political judgment and inevitable requirement that must be deeply
understood and grasped to adhere to the path of socialist political development with Chinese
characteristics.
The most fundamental thing is to uphold the party's leadership. The leadership of the Communist
Party of China is the most essential feature of socialism with Chinese characteristics, the greatest
advantage of the socialist system with Chinese characteristics, and the most important guarantee for
the development of socialist democratic politics in China. The leadership of the Communist Party
of China is the fundamental point of political stability, economic development, ethnic unity and
social order, and the fundamental guarantee for the people to be masters of their own country and
to govern the country according to law. Comrade Xi Jinping pointed out: "Only by adhering to the
party's leadership can the people's mastery of the country be fully realized, and the
institutionalization and rule of law of state and social life can be promoted in an orderly manner." 3
The Communist Party of China has always represented the fundamental interests of the people of
all ethnic groups throughout the country and shouldered the historical mission of realizing the great
rejuvenation of the Chinese nation. The purpose of leading the people to establish a people's republic
is to support and organize the people to manage state and social affairs according to law.
1 "Digest of Xi Jinping's Expositions on Socialist Political Construction", Central Literature Publishing House, 2017 edition, page
16.
2 Selected Important Documents Since the 18th National Congress (Part I), Central Literature Publishing House, 2014 edition, page
463.
3 "Digest of Xi Jinping's Expositions on Socialist Political Construction", Central Literature Publishing House, 2017 edition, page
26.
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The party's proposition is highly consistent with the people's will, and the realization of the people's
interests and will cannot be separated from the party's leadership. The Party leads the people in
formulating the Constitution and laws, the Party leads the people in implementing the Constitution
and laws, and the Party leads the people to defend the dignity of the Constitution and laws.
The people's ownership is the fundamental starting point and destination. Comrade Xi Jinping
pointed out: "The people's mastery is the essence and core of socialist democratic politics. People's
democracy is the life of socialism. Without democracy, there would be no socialism, no socialist
modernization, and no great rejuvenation of the Chinese nation.1 The original intention and mission
of the Communist Party of China is to seek happiness for the Chinese people and rejuvenation for
the Chinese nation. Upholding the party's leadership is, in the final analysis, the purpose of realizing
the right and fundamental interests of the masses of the people to be masters of their own affairs.
The people's mastery of the country is the essential feature of socialist democratic politics, and to
lead the people to effectively govern the country, it is necessary to "expand the orderly political
participation of citizens at all levels and in all fields, and develop a broader, fuller and more sound
people's democracy." 2 The essence of socialist democracy is people's democracy, and its core
content is that the people are masters of their own country. So far, the form of democracy before
socialism was essentially the rule of a minority, and only socialist democracy was the form of
democracy that achieved the rule of the greatest majority. In the final analysis, the development of
socialist democratic politics is aimed at satisfactorily realizing, safeguarding and developing the
democratic rights of the masses of the people and safeguarding the fundamental interests of the
broadest masses of the people. Comrade Jiang Zemin pointed out: "We are not developing socialist
democracy for anyone in the West to see, but to truly safeguard and develop the fundamental
interests of the Chinese people and ensure and promote China's stability and development." We
cannot shake this, whether the West accepts it or not, no matter what they say."3
Governing the country according to law is the basic way for the party to lead the people to govern
the country. Governing the country according to law not only guarantees that the people are masters
of their own country in terms of legal system and procedures, but also guarantees the ruling position
of the party in terms of legal system and procedures. The fundamental purpose of adhering to the
rule of law is to protect the rights and interests of the people, and the realization of the rule of law
must be for the people, rely on the people, benefit the people, and protect the people.
1 Selected Important Documents Since the 18th National Congress (middle), Central Literature Publishing House, 2016, p. 54-55.
2 Selected Important Documents Since the 18th National Congress (middle), Central Literature Publishing House, 2016 edition,
page 55.
3 Selected Works of Jiang Zemin, vol. 3, People's Publishing House, 2006, p. 235.
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To solve a series of major problems facing the development of the cause of the party and the country,
liberate and enhance social vitality, promote social fairness and justice, maintain social harmony
and stability, ensure the long-term peace and stability of the party and the country, and ensure the
happiness and well-being of the people, we must comprehensively promote the rule of law. In order
to ensure the unity of the country, the legal system, the unity of government decrees, and the unity
of the market, and to achieve economic development, political clarity, cultural prosperity, social
justice, and good ecology, the party must uphold the criterion of law and make good use of the rule
of law.
The organic unity of the party's leadership, the people's mastery of the country, and the rule of law,
which contains the positioning of the relationship between the party and the people, the party and
the state, and the state and the people, is a scientific summary of the practice of socialist democratic
political construction with Chinese characteristics, and reflects the fundamental law of the political
development path of socialism with Chinese characteristics. It is necessary to give better play to the
party's role as the core of leadership in controlling the overall situation and coordinating all parties,
strengthen the party's centralized and unified leadership, and support people's congresses,
governments, CPPCC, courts, and procuratorates in performing their functions, carrying out work,
and playing their roles in accordance with the charter. It is necessary to better realize that the people
are the masters of the country, effectively ensure that the people enjoy broader and more fulfilling
rights and freedoms, ensure that the people widely participate in national and social governance, let
the people be the masters of the country take root and gather the majestic power of development. It
is necessary to better safeguard the unity, dignity and authority of the national legal system,
comprehensively promote the rule of law, and accelerate the construction of a socialist country ruled
by law. Only by adhering to the organic unity of the three and developing socialist democratic
politics can we effectively regulate political relations, enhance national cohesion, and ensure the
long-term peace and stability of the country.
To adhere to the path of socialist political development with Chinese characteristics, we must have
firm political self-confidence. The path of political development of socialism with Chinese
characteristics is essentially different from the "three powers" and "multi-party system" in foreign
countries, and can achieve "six practical preventions": effectively prevent the phenomenon of
leaderless and scattered sand, earnestly prevent the phenomenon of overflowing promises made
during elections and no one cares about them after elections, effectively prevent the phenomenon of
party disputes and mutual rivalries, earnestly prevent the phenomenon of ethnic estrangement and
ethnic conflicts, earnestly prevent the phenomenon of people having formal rights but actually have
no power, and earnestly prevent the occurrence of mutual restraints and restraints. Serious internal
friction. To strengthen self-confidence in the socialist system with Chinese characteristics, we must
first strengthen our confidence in the socialist political system with Chinese characteristics and
enhance our confidence in taking the path of socialist political development with Chinese
characteristics. It is necessary to unify firm institutional self-confidence with continuous reform and
innovation, and continuously promote the improvement and development of the institutional system
on the basis of adhering to the fundamental political system and basic political system.
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We must persist in proceeding from our own national conditions and reality, grasp the historical
inheritance formed over a long period of time, grasp the development path we have traveled, the
political experience we have accumulated, and the political principles we have formed, and we must
also grasp the requirements of reality and focus on solving practical problems. As Comrade Xi
Jinping said: "The key to developing socialist democratic politics is to increase and expand our
advantages and characteristics, not to weaken and shrink our advantages and characteristics."1
Section 2: Improve the institutional system in which the
people are masters of their own affairs
Comrade Xi Jinping pointed out in the report of the 19th National Congress of the Communist Party
of China: "Developing socialist democratic politics is to embody the will of the people, protect the
people's rights and interests, stimulate the people's creative vitality, and use the system to ensure
that the people are masters of their own country."2 In his important speech at the celebration of the
40th anniversary of reform and opening up, he further emphasized: "We must improve the
democratic system, broaden democratic channels, enrich democratic forms, improve the guarantee
of the rule of law, and ensure that the people enjoy extensive, full, true and concrete benefits in
accordance with the law. Functioning democratic rights3 The Fourth Plenary Session of the 19th
CPC Central Committee clearly proposed to uphold and improve the system of the people being
masters of the country and develop socialist democratic politics. The specific requirements are: We
must uphold the people's status as the main body, unswervingly follow the path of socialist political
development with Chinese characteristics, and ensure that the people manage state affairs, economic
and cultural undertakings, and social affairs through various channels and forms in accordance with
the law. It is necessary to uphold and improve the fundamental political system of the people's
congress system, the system of multi-party cooperation and political consultation under the
leadership of the Communist Party of China, consolidate and develop the broadest patriotic united
front, uphold and improve the system of regional ethnic autonomy, and improve the system of
vigorous grassroots mass autonomy.
1 "Digest of Xi Jinping's Expositions on Socialist Political Construction", Central Literature Publishing House, 2017 edition, page
17.
2 Compilation of Documents of the 19th National Congress of the Communist Party of China, People's Publishing House, 2017
edition, p. 29.
3 Selected Important Documents Since the 19th National Congress (Part I), Central Literature Publishing House, 2019 edition, page
731.
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It can be seen from this that the institutional system in which the people are masters of their own
country, including the country's fundamental political system, basic political system and a series of
specific institutional arrangements, is the result of long-term development, gradual improvement
and endogenous evolution on the basis of China's historical inheritance, cultural tradition and
economic and social development.
1. Uphold and improve the country's fundamental political system and basic
political system
To uphold and develop socialist democratic politics, we must insist that all state power belongs to
the people and demonstrate the people's status as the main body. We must persist in and continuously
improve the people's congress system for a long time, keep pace with the times, improve and
improve the basic political system, and constantly strengthen the institutional guarantee and the rule
of law guarantee for the people to be masters of their own country.
Continuously improve the people's congress system. Comrade Xi Jinping pointed out: "The people's
congress system is a fundamental political system arrangement that adheres to the party's leadership,
the people are masters of the country, and the rule of law is organically unified, and must be adhered
to and continuously improved for a long time.1 This is the fundamental basis for improving the
system of the people being masters of their own affairs. The Constitution stipulates that all power
in the People's Republic of China belongs to the people. The organs through which the people
exercise state power are the National People's Congress and local people's congresses at all levels.
The people administer state affairs, economic and cultural undertakings and social affairs through
various channels and forms in accordance with the law. The Constitution also stipulates that the
State organs of the People's Republic of China practice the principle of democratic centralism, and
that the National People's Congress and local people's congresses at all levels are democratically
elected, responsible to and supervised by the people. State administrative organs, supervisory organs,
judicial organs and procuratorial organs are all elected by the people's congress and are responsible
to and supervised by it.
The people's congress system is the most reliable and effective democratic system that conforms to
China's national conditions and reality. Over the past 60 years, especially in the past 40 years of
reform and opening up, the people's congress system has been continuously consolidated and
developed in practice and has played an important political role: First, it can ensure the orderly
participation of the masses of the people in state management and realize that the people are masters
of their own country.
1 Compilation of Documents of the 19th National Congress of the Communist Party of China, People's Publishing House, 2017
edition, p. 30.
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Second, it can guarantee democratic rights and realize the people's supervision over state organs at
all levels; third, it can mobilize all the people to actively participate in the cause of socialist
construction, reform and development; fourth, it can ensure the coordinated and efficient operation
of state organs in accordance with the principle of democratic centralism; fifth, it can effectively
safeguard national unity and ethnic unity; and sixth, it can ensure the party's effective leadership
over the state and society. By maintaining close ties with the masses, integrating the expression of
the interests of the masses, safeguarding the democratic rights of the masses, stimulating the creative
vitality of the people, and rallying the majestic force of national rejuvenation, the people's congress
system is an important institutional guarantee for building a prosperous, strong, democratic,
civilized, harmonious and beautiful modern socialist country.
To uphold and improve the people's congress system in the new era, it is necessary to do a good job
in the building of two "organs." First, it is necessary to strengthen the building of people's congresses
and their standing committees at all levels as working organs exercising their functions and powers
in accordance with the law, improve the organizational and working systems of people's congresses,
optimize the composition of people's congress standing committees and special committees, let
people's congresses fully undertake all the duties entrusted by the Constitution and laws, give play
to the leading role of people's congresses and their standing committees in legislative work, and
ensure that people's congresses exercise their legislative powers, supervisory powers, decision-
making powers, appointment and removal powers in accordance with the law. Second, it is
necessary to strengthen the building of people's congresses as representative organs that maintain
ties with the masses of the people, solve the problem of further maintaining close ties with the
masses of the people in terms of system, give better play to the role of people's congress deputies,
and improve the ability of deputies to perform their duties.
Improve and perfect the basic political system. The system of multi-party cooperation and political
consultation under the leadership of the Communist Party of China, the system of regional ethnic
autonomy and the system of grassroots mass autonomy together constitute the basic political system
of our country. To improve the institutional system in which the people are masters of their own
affairs, it is necessary to improve and perfect the basic political system.
The CPPCC is a great achievement of the CPC in integrating Marxist-Leninist united front theory,
party theory, and democratic political theory with China's reality; it is a great creation in the political
system carried out by the CPC under the leadership of various democratic parties, personages
without party affiliation, people's organizations, and people of all ethnic groups and all walks of life;
it is a new type of political party system that has grown out of Chinese soil; and it is a major
contribution to human political civilization. First, it is the product of the integration of Marxist party
theory with China's specific reality, which can genuinely, extensively, and sustainably represent and
realize the fundamental interests of the broadest masses of the people, and effectively avoid the
drawbacks of the old-style party system of representing a small number of people and minority
interest groups; second, it can closely unite all political parties and personages without party
affiliation to strive for a common goal, and effectively avoid the drawbacks of lack of supervision
by one party or vicious competition between multiple parties taking turns to sit in power;
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Third, it concentrates opinions and suggestions from all quarters through institutionalized,
procedural, and standardized arrangements, promotes scientific and democratic decision-making,
and effectively avoids the drawbacks of the old-style party system being limited to party interests,
class interests, regional and group interests, and decision-making and governance, resulting in
narrow-mindedness and short-sightedness. This new type of party system emphasizes both the
leadership of the Communist Party of China and the promotion of socialist democracy, and has
unique advantages and distinctive characteristics. The CPPCC is an organization of the united front,
an institution for multi-party cooperation and political consultation, an important form of realizing
people's democracy, an important channel and special consultative body for socialist consultative
democracy, an important part of the national governance system, and an institutional arrangement
with Chinese characteristics. The work of the CPPCC involves all fields of national governance and
plays a vital role in political consultation, democratic supervision, participation in and discussion of
state affairs, and so on. To strengthen and improve the work of the CPPCC in the new era, it is
necessary to take the adherence to and development of social Wang Yi with Chinese characteristics
as the main axis of consolidating the common ideological and political foundation, take serving the
realization of the "two centenary goals" as the main line of work, strengthen ideological and political
guidance and extensive consensus as the central link, adhere to the two major themes of unity and
democracy, improve the level of political consultation, democratic supervision, participation in and
discussion of state affairs, better condense consensus, and adhere to the CPPCC system well We
should develop the cause of the CPPCC well, shoulder the political responsibility of implementing
the decisions and arrangements of the Party Central Committee and the requirements for the work
of the CPPCC, pooling the wisdom and strength of the Chinese people at home and abroad, and
contribute to the decisive victory in building a moderately prosperous society in an all-round way
and then building a modern and powerful socialist country in an all-round way.
The system of regional ethnic autonomy is an important content and institutional guarantee for the
correct path of solving ethnic issues with Chinese characteristics, and has played an important role
in safeguarding national unity and territorial integrity, strengthening ethnic equality and unity,
promoting the development of ethnic regions, and enhancing the cohesion of the Chinese nation. To
uphold and improve the system of regional ethnic autonomy, we must adhere to the leadership of
the Communist Party of China, adhere to the path of socialism with Chinese characteristics,
resolutely safeguard the unity of the motherland, adhere to the equality of all ethnic groups,
strengthen ethnic unity, and promote the common prosperity, development and progress of all ethnic
groups. To uphold and improve the system of regional ethnic autonomy, it is necessary to adhere to
the combination of unification and autonomy, and also adhere to the combination of ethnic factors
and regional factors, help ethnic autonomous areas develop their economies, improve people's
livelihood, forge a firm sense of the Chinese national community, and better realize exchanges,
exchanges and blending among all ethnic groups.
The system of grassroots mass autonomy is the most direct, extensive, and vivid practice of
democracy. To improve the system of grassroots people's self-government and develop grassroots
democracy, we must permeate the party's leadership throughout the entire process and all aspects of
grassroots people's autonomy, realize the combination of rule of law, rule by virtue, and autonomy,
and ensure that the building of grassroots democracy always advances in the right direction. It is
necessary to unblock democratic channels and improve mechanisms such as grassroots elections,
deliberation, openness, debriefing, and accountability
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Promote the masses' self-management, self-service, self-education, and self-supervision in urban
and rural community governance, grassroots public affairs, and public welfare undertakings in
accordance with the law, and give play to the role of social organizations, so as to realize benign
interaction between government governance and social regulation and residents' autonomy. It is
necessary to improve the democratic management system of enterprises and institutions, take the
workers' congress as the basic form, respect the people's initiative, and effectively implement the
rights of the masses of workers to know, participate, express and supervise.
The functional system of the Party and state institutions is an important part of the socialist system
with Chinese characteristics. Comrade Xi Jinping pointed out: "The purpose of deepening the reform
of the party and state institutions is to better promote the development of the cause of the party and
the country, better meet the growing needs of the people for a better life, and better promote the all-
round development of people, all-round social progress and common prosperity of the people."1 To
deepen the reform of party and state institutions, we must adhere to the party's overall leadership,
adhere to the people-centered, adhere to optimization and coordination, adhere to the comprehensive
rule of law, make overall plans to promote the reform of the party, government, military and masses,
build a systematic, scientific, standardized, and efficient functional system of party and state
institutions, including the party's leadership system, government governance system, armed forces
system and mass work system, and comprehensively improve the country's governance capacity and
governance level.
2. Promote the extensive and multi-level institutionalization of socialist
consultative democracy
Socialist consultative democracy is an important form of democracy under the leadership of the
Communist Party of China, in which all aspects of the people conduct extensive consultations before
and during the implementation of decisions on major issues of reform, development and stability
and practical issues involving the vital interests of the masses, and strive to form consensus. 2
"Socialist consultative democracy is a unique form and unique advantage of China's socialist
democratic politics, an important embodiment of the party's mass line in the political field, and an
important content of deepening the reform of the political system"3 Comrade Xi Jinping pointed out:
"China's socialist consultative democracy has enriched the form of democracy, expanded the
channels of democracy, and deepened the connotation of democracy. "
1 "Decision of the Central Committee of the Communist Party of China on Deepening the Reform of Party and State Institutions"
and "Guidance Reader of the Plan for Deepening the Reform of Party and State Institutions", People's Publishing House, 2018
edition, page 84.
2 "Xi Jinping Thought on Socialism with Chinese Characteristics for a New Era", Study Publishing House, People's Publishing
House, 2019 edition, page 130.
3 Selected Important Documents Since the 18th National Congress (middle), Central Literature Publishing House, 2016 edition,
page 291.
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1
It is necessary to strengthen the construction of the socialist consultative democratic system and
ensure the extensive, sustained and in-depth participation of the people in all aspects of state and
social affairs.
Comrade Xi Jinping pointed out that "consultative democracy is a unique, unique and unique form
of democracy in China's socialist democratic politics."2 Deliberative democracy constitutes a unique
and beautiful landscape of socialist democracy with Chinese characteristics, with a profound cultural,
historical, theoretical and practical foundation. Consultative democracy stems from the excellent
political culture of the Chinese nation that has long been formed by the Chinese nation, such as
serving the public in the world, being inclusive, and seeking common ground while reserving
differences. The spirit of consultation embodied in traditional Chinese culture is a valuable cultural
resource of socialist consultative democracy. Consultative democracy is a great creation jointly
realized by all parties, organizations, nationalities, strata and people from all walks of life in the
political system since the founding of New China. Consultative democracy is an important
embodiment of the mass line of the Communist Party of China in the political field. The Communist
Party of China insists on building the party for the public and ruling for the people, adhering to the
mass line, and insisting that all power belongs to the people. Whether the Communist Party of China
is in power or the state organs are administering, upholding the people's dominant position and
closely relying on the people, they are inseparable from consultative democracy. Consultative
democracy is deeply embedded in the whole process of socialist democratic politics with Chinese
characteristics, and continues to develop with the in-depth advancement of socialist democratic
politics.
Socialist consultative democracy has unique advantages. Socialist consultative democracy not only
upholds the leadership of the Communist Party of China but also plays a positive role in all quarters;
upholds the people's dominant position and implements the leadership system and organizational
principle of democratic centralism; and upholds the principle of people's democracy and the
requirements of unity and harmony. The advantage of socialist consultative democracy is that it can
effectively regulate national political relations. Comrade Xi Jinping comprehensively summarized
this unique advantage: "The greatest consensus on decision-making and work can be widely reached,
and the drawbacks of parties and interest groups competing with each other or even fighting each
other for their own interests can be effectively overcome; channels for various interest demands and
demands to enter the decision-making process can be widely unblocked, and the drawbacks of
different political forces stubbornly holding their own opinions and excluding dissidents in order to
safeguard and fight for their own interests can be effectively overcome; mechanisms for discovering
and correcting mistakes and mistakes can be widely formed, and the drawbacks of unclear
circumstances and self-righteousness in decision-making can be effectively overcome;
1 Selected Important Documents Since the 18th National Congress (middle), Central Literature Publishing House, 2016 edition,
page 75.
2 "Xi Jinping Thought on Socialism with Chinese Characteristics for a New Era", Study Publishing House, People's Publishing
House, 2019 edition, page 130.
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It can widely form a mechanism for the people's participation in management and governance at all
levels, effectively overcome the drawbacks that the people cannot express and participate in in the
country's political life and social governance; it can extensively pool the wisdom and strength of the
whole society to promote reform and development, and effectively overcome the drawbacks of low
consensus on various policies and work and inability to implement. "1
Improve the institutional system and working mechanism of socialist consultative democracy.
Under the new historical conditions, "we must insist on discussing more when there is something,
discussing more when things happen, discussing more when doing things, and discussing as much
as possible as deeply as possible."2 To improve the socialist consultative democracy system, it is
necessary to promote the extensive and multi-level institutionalization of consultative democracy.
Comrade Xi Jinping pointed out that "it is necessary to broaden the consultation channels of the
Communist Party of China, the People's Congress, the people's government, the People's Political
Consultative Conference, democratic parties, people's organizations, grassroots organizations,
enterprises and institutions, social organizations, various think tanks, etc., and carry out in-depth
consultations such as political, legislative, administrative, democratic, social, and grassroots
consultations" 3 .Extensive consultations were held on major issues of reform, development and
stability, especially those concerning the vital interests of the masses of the people. In the concrete
practice of improving the socialist consultative democratic system, attention should be paid to
respecting the wishes of the majority and taking into account the reasonable demands of the minority,
and combining the diversity of levels with the appropriateness of scale. Consultations should be
carried out extensively among the masses of the people in a locality concerning matters involving
the interests of a part of the masses and the interests of a specific mass; and matters involving the
interests of the masses at the grassroots level should be extensively discussed among the masses at
the grassroots level. Only by giving full play to the role of various consultation subjects as a platform
can we better uphold the status of the people as the main body, ensure the orderly participation of
citizens in the country's political life, effectively integrate social forces, coordinate social relations,
and effectively ensure that the people are masters of their own country.
To improve the working mechanism of socialist consultative democracy, it is necessary to carry out
extensive consultation in various forms before and during the implementation of decision-making.
Due to the different scope, channels and forms of consultations, the content and focus of
consultations are also different. In consultation with political parties, it is necessary to strengthen
thematic consultations between the CPC and democratic parties on important principles and policies
and major issues of the party and the state
1 Selected Important Documents Since the 18th National Congress (middle), Central Literature Publishing House, 2016 edition,
page 76.
2 Selected Important Documents Since the 18th National Congress (middle), Central Literature Publishing House, 2016 edition,
page 73.
3 Selected Important Documents Since the 18th National Congress (middle), Central Literature Publishing House, 2016 edition, p.
77-78.
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Improve the system for the central committees of democratic parties to make proposals directly to
the CPC Central Committee, strengthen the establishment of mechanisms for consultation and
guarantee of political parties, and consolidate and develop harmonious relations between political
parties. People's congress consultations should carry out in-depth consultations in legislative work,
give play to the role of people's congress deputies in consultative democracy, encourage grassroots
people's congresses to carry out consultations in accordance with the law in the course of performing
their duties, and support and guarantee the people's exercise of state power through people's
congresses. In government consultations, it is necessary to enhance the transparency of decision-
making and public participation, explore the formulation and publication of a catalogue of
consultation matters, enhance the breadth and pertinence of consultations, improve the government
consultation mechanism, and improve the capacity and level of government governance. In CPPCC
consultations, it is necessary to clarify the main contents of CPPCC consultations, improve CPPCC
meetings and other forms of consultations, strengthen the effective connection between CPPCC
consultations and the work of party committees and governments, strengthen the construction of the
CPPCC system, and continuously improve the level of the democratic system of CPPCC
consultation, standardization and procedure. People's organization consultations should focus on
doing a good job of the party's mass work in the new situation, better organize and represent the
masses with whom they are connected to participate in public affairs, effectively reflect the wishes
and interests of the masses, and give play to the role of people's organizations as a bridge and link
between the party and the government and the masses. Grassroots consultations should, in
accordance with the requirements of consultation for the people and consultation for the people,
establish and improve mechanisms for coordination and linkage in the construction of grassroots
consultative democracy, better solve the actual difficulties and problems of the people, resolve
contradictions and disputes in a timely manner, and promote social harmony and stability. Generally
speaking, to improve the socialist consultative democratic mechanism, it is necessary to
continuously establish and improve various consultation methods to ensure that the people's
democratic rights are effectively realized in participating in the country's political and social life
management.
3. Consolidate and develop the patriotic united front
The broad patriotic united front is an important part of the socialist political system with Chinese
characteristics. Since the 18th National Congress of the Communist Party of China, Comrade Xi
Jinping has made many important speeches on united front work, scientifically answering major
questions such as why to adhere to the united front, what kind of united front to adhere to, and how
to consolidate and develop the united front in the new era.
For a long time, we have adhered to the important magic weapon of the patriotic united front. The
united front is an important magic weapon for the CPC to win victories in the cause of revolution,
construction and reform, as well as for realizing the great rejuvenation of the Chinese nation.
Whether from the perspective of historical experience or from the perspective of promoting reform
and development, it is necessary to adhere to the patriotic united front for a long time.
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The patriotic united front is the united front led by the Communist Party of China, and upholding
the party's leadership is the fundamental political guarantee for doing a good job in united front
work. The party's leadership over the united front is primarily political leadership, including
leadership over political principles, political orientation, and major principles and policies. The
essence of the patriotic united front is broad political unity, and its role lies in uniting all patriotic
forces that can be united. The more the cause of socialism with Chinese characteristics advances,
the more it is necessary to gather the broadest forces. Adhering to the broadest patriotic united front
can effectively pool the wisdom and strength of all parties, groups, nationalities, social strata, and
people from all walks of life.
Firmly grasp the basic observance of the patriotic united front. Comrade Xi Jinping pointed out: "To
do a good job in united front work in the new situation, we must master the law, adhere to the
principle and pay attention to the method."1 First, to consolidate and develop the patriotic united
front, we must always hold high the two banners of patriotism and socialism. These two banners are
a conspicuous symbol of the consolidation and development of the united front since the reform and
opening up, and are the political foundation of the patriotic united front in the new era. Second, to
consolidate and develop the patriotic united front, we must firmly grasp the two major themes of
great unity and great alliance. To win the decisive victory in building a moderately prosperous
society in an all-round way and start a new journey of building a modern socialist country in an all-
round way, the sons and daughters of China need to unite and work together. The patriotic united
front is to find the greatest common divisor and draw the largest concentric circle. Third, to
consolidate and develop the patriotic united front, it is also necessary to grasp the basic laws.
Properly handle the relationship between consistency and diversity. Fourth, to consolidate and
develop the patriotic united front, it is also necessary to improve its working methods. Be good at
networking, this is the basic way. "In a certain sense, whether the united front work is done well or
not depends on whether the number of friends made, whether they are qualified or not, and whether
they are iron enough. More or less is a matter of quantity, and whether it is qualified or not is a
matter of quality. "2
Earnestly promote the key work of the patriotic united front in the new situation. On the basis of
summing up the existing successful experience and combining it with the new practical requirements,
the CPC has made a series of important arrangements for solidly advancing the united front work in
various fields and constantly opening up a new situation in the party's united front.
First, persist in doing a good job in the work of democratic parties.
1 Selected Important Documents Since the 18th National Congress (middle), Central Literature Publishing House, 2016 edition,
page 561.
2 Xi Jinping on Governing the Country, Volume 2, Foreign Languages Publishing House, 2017, p. 304.
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Accurately grasping the nature and positioning of democratic parties as socialist participating parties
with Chinese characteristics, strengthening political consultations with democratic parties, and
adhering to the basic principle of "long-term coexistence, mutual supervision, treating each other
with all sincerity, and sharing honor and disgrace" are the basic guidelines established in the practice
of long-term revolution, construction, and reform, and have long-term guiding significance. It is
necessary to support democratic parties in strengthening their own construction, and help democratic
parties focus on improving their ability to grasp politics, participate in and discuss state affairs,
organize and lead, cooperate and work together, and solve their own problems.
Second, comprehensively implement the party's ethnic and religious policies. As a multi-ethnic
country and a country with a large number of religious believers, it is very important for China to
properly handle ethnic and religious issues for achieving long-term peace and stability in the country.
It is necessary to adhere to the correct path of solving ethnic issues with Chinese characteristics,
deepen education on national unity and progress, firmly establish the sense of the Chinese national
community, strengthen exchanges, exchanges and blending among all ethnic groups, and "promote
all ethnic groups to hug together like pomegranate seeds, work together in unity, and prosper and
develop together."1 Fully implement the party's basic policy on religious work, fully implement the
party's policy on freedom of religious belief, manage religious affairs in accordance with the law,
adhere to the principle of independence and self-management, actively guide religion to adapt to
socialist society, adhere to the direction of Sinicization, and guide religious efforts to serve the
promotion of economic development, social harmony, cultural prosperity, ethnic unity, and the
reunification of the motherland.
Third, comprehensively do a good job in the work of all social strata. Since the reform and opening
up, in addition to the traditional workers, peasants and intellectuals, a large number of new social
strata have emerged, all of whom are important forces for realizing the great rejuvenation of the
Chinese nation. Doing a good job in the work of people from new social strata under the new
situation is a new major issue entrusted by the times. It is necessary to enhance political consensus,
make good use of network platforms, innovate work carriers, and better concentrate them on the
cause of adhering to and developing socialism with Chinese characteristics. The work of
intellectuals outside the party has always been an important part of the party's united front work,
and it is necessary to follow the work line of strengthening education, grasping the ranks, and
playing a role, strengthen ideological and political guidance, and give full play to the important role
of intellectuals outside the party in promoting reform and development and maintaining social
stability. It is necessary to build a new type of government-business relationship that is "pro" and
"Qing", and promote the healthy development of the non-public economy and the healthy growth
of people in the non-public economy.
Fourth, it is necessary to comprehensively do a good job in the work of overseas Chinese and the
families of returned overseas Chinese.
1 Compilation of Documents of the 19th National Congress of the Communist Party of China, People's Publishing House, 2017, p.
32.
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Overseas Chinese and their families of returned overseas Chinese are also an important force in
socialist modernization, and they also need extensive unity and joint efforts to work together for the
great rejuvenation of the Chinese nation.
Section 3: Comprehensively advancing the rule of law
Since the 18th National Congress of the Communist Party of China, the Party Central Committee
with Comrade Xi Jinping as the core has made a series of major decisions and put forward a series
of major measures on the comprehensive rule of law, systematically answered the major theoretical
and practical issues involved in the comprehensive rule of law, and comprehensively expounded the
basic issues such as the positioning, goals, path, layout and policy of the rule of law, which has
become a scientific guide for promoting the construction of socialist rule of law with Chinese
characteristics in the new era.
1. Governing the country according to law is the basic way for the party to
lead the people in governing the country
Law is the most important instrument of governance, and the rule of law is the basic way to govern
a country. In the face of the new requirements for the development of the cause of the party and the
country in the new era, the Communist Party of China has incorporated the comprehensive rule of
law into the "four comprehensive" strategic layout. The 19th National Congress of the Communist
Party of China proposed that governing the country according to law is the basic way for the party
to lead the people to govern the country, and endowed the rule of law with a basic and strategic
position in governing the country.
Governing the country according to law is the essential requirement and important guarantee for
adhering to and developing socialism with Chinese characteristics. Adhering to and developing
socialism with Chinese characteristics is a process of joint advancement of material, political,
spiritual, social and ecological civilizations, and the improvement of the level of rule of law is not
only the proper meaning of the question, but also the basic support running through it. Since the
reform and opening up, the Communist Party of China has integrated the construction of the rule of
law into the theory and practice of socialism with Chinese characteristics, which has become an
important part of the modernization drive. In the new era of socialism with Chinese characteristics,
the rule of law has a more important position and role in the overall work of the party and the state.
Whether it is developing the socialist market economy, developing socialist democratic politics,
building advanced socialist culture, building a socialist harmonious society, building a socialist
ecological civilization, or properly responding to various complex contradictions and severe risks
and challenges, it is more necessary to give play to the guiding and normative role of the rule of law,
and it is more necessary to use the rule of law thinking and methods to carry out work.
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It can be said that the results of governing the country according to law directly affect the process
of socialism with Chinese characteristics in the new era, and only by giving full play to the important
role of governing the country according to law can we ensure the smooth realization of the "two
centenary goals" and continuously open up the bright prospects of socialism with Chinese
characteristics.
Governing the country according to law is an inevitable requirement for modernizing the national
governance system and governance capacity. The rule of law is the rule of rules and systems. In
modern society, rule of law is the main criterion for measuring the modernization level of national
governance system and governance capacity, and it is also an inevitable requirement for realizing
the modernization of national governance system and governance capacity. Comrade Xi Jinping
pointed out, "The issue of rule of law and rule of man is a basic issue in the history of human political
civilization, and it is also a major issue that all countries must face and solve in the process of
realizing modernization." Looking at the modern history of the world, there is not a single country
that has successfully achieved modernization that has not solved the problem of rule of law and rule
of man well. "1 In the face of the complex governance tasks of modern countries, to ensure the
effective operation of all aspects of politics, economy and society, there must be rules and laws to
follow, and rule of law thinking and methods must be used. The Third Plenary Session of the 18th
CPC Central Committee focused on promoting the modernization of the national governance system
and governance capacity, clearly put forward important tasks such as safeguarding the authority of
the Constitution and law, deepening the reform of the administrative law enforcement system,
ensuring the independent exercise of judicial and procuratorial powers in accordance with the law,
improving the operation mechanism of judicial power, and improving the judicial guarantee system
for the people's seal, so as to accelerate the pace of promoting the construction of a rule of law in
China. Promoting the comprehensive rule of law is of vital significance to promoting the
modernization of the national governance system and governance capacity, and then promoting the
entire socialist modernization.
Governing the country according to law is the fundamental guarantee for achieving long-term peace
and stability in the country and the happiness and well-being of the people. History and reality have
taught us that the rule of law must be relied upon to achieve long-term peace and stability in the
country and the happiness and well-being of the people. China is a large country with a large
population, vast territory, many ethnic groups and complex national conditions, and it is not easy
for the Communist Party of China to govern such a large country, and it is not easy to ensure the
long-term peace and stability of the country and the happy and healthy life of the people. Only by
bringing the work of the party and the state into the track of rule of law, persisting in coordinating
social forces, balancing social interests, regulating social relations, and regulating social behavior
on the track of rule of law, can we make our society both vigorous and orderly in the midst of
profound changes, achieve economic development, political clarity, cultural prosperity, social
justice, and good ecology, and realize the strategic goals of China's socialist modernization.
1 "Digest of Xi Jinping's Expositions on Comprehensive Rule of Law", Central Literature Publishing House, 2015 edition, p12.
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Similarly, only by adhering to the rule of law can we ensure that the people enjoy a wide range of
rights and freedoms in accordance with the law, guarantee the people's rights to equal participation
and equal development in accordance with the law, punish criminal acts that harm the interests of
the people in accordance with the law, safeguard social fairness and justice, and realize, safeguard
and develop the fundamental interests of the broadest masses of the people.
2. Take the path of socialist rule of law with Chinese characteristics
The positioning of the rule of law establishes the status of comprehensive rule of law in the new era,
and the goal and path of rule of law construction establish the direction of efforts and the process of
realizing comprehensive rule of law. In the early days after the founding of New China, while
abolishing the old legal system, our party actively applied the successful experience of building the
legal system in the base areas during the period of the new democratic revolution, stepped up the
construction of socialist rule of law, and initially laid the foundation for socialist rule of law. Later,
the construction of socialist rule of law went through a detour and paid a heavy price. In the new
historical period of reform and opening up, our party has defined governing the country according
to law as the basic strategy for the party to lead the people to govern the country, and ruling
according to law as the basic way for the party to govern the country. The report of the 15th National
Congress of the Communist Party of China in 1997 and the 1999 Amendment to the Constitution of
the People's Republic of China clearly put forward the requirement of "governing the country
according to law and building a socialist country ruled by law." In January 2013, Comrade Xi
Jinping put forward for the first time the goal of building a rule of law in China in his important
instructions on doing a good job in political and legal work under the new situation. In October 2014,
the Decision of the Central Committee of the Communist Party of China on Several Major Issues
Concerning Comprehensively Promoting the Rule of Law adopted by the Fourth Plenary Session of
the 18th Central Committee of the Communist Party of China pointed out: "The overall goal of
comprehensively promoting the rule of law is to build a socialist rule of law system with Chinese
characteristics and build a socialist country under the rule of law. The 19th National Congress of
the Communist Party of China organically combined this general goal with the new journey of
socialist construction, and proposed that by 2035, when socialist modernization is basically realized,
"the rule of law country, the rule of law government, and the rule of law society will be basically
completed." The path of socialist rule of law with Chinese characteristics is a concentrated
embodiment of the achievements and experience in the construction of socialist rule of law, and the
only correct path to building a socialist country under the rule of law.
To take the road of socialist rule of law with Chinese characteristics, the most fundamental thing is
to adhere to the party's leadership. Adhering to the party's leadership is the fundamental requirement
of socialist rule of law, the fundamental guarantee for comprehensively promoting the overall goal
of governing the country according to law, and the soul of socialist rule of law with Chinese
characteristics.
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Comrade Xi Jinping clearly pointed out: "The relationship between the party and the law is a
fundamental issue, and if it is handled well, the rule of law, the party and the country will prosper;
if it is not handled well, the rule of law, the party and the country will decline." 1 The leadership of
the Party and the socialist rule of law are consistent, and the socialist rule of law must adhere to the
leadership of the Party, and the Party's leadership must rely on the socialist rule of law. "'Party
Congress or Law University' is a false proposition", "whether the major matter of comprehensively
promoting the rule of law can be done well, the most important thing is whether the direction is
correct and whether the political guarantee is strong and powerful."2 Therefore, it is necessary to
carry out the party's leadership throughout the entire process and in all aspects of governing the
country according to law, persist in the party's leadership in legislation, ensure law enforcement,
support the judiciary, and take the lead in abiding by the law, and unify the basic strategy of
governing the country according to law with the basic method of governing the country according
to law; integrate the party's overall control of the overall situation and coordination between all
parties and the people's congresses, governments, CPPCC, judicial organs, and procuratorial organs
in performing their functions and carrying out work in accordance with the charter; and unify the
party's leadership of the people in formulating and implementing the constitution and laws with the
party's insistence on activities within the scope of the constitution and laws. He is good at making
the party's propositions become the will of the state through legal procedures, good at making
candidates recommended by party organizations become leading personnel of organs of state power
through legal procedures, good at implementing the party's leadership over the state and society
through organs of state power, and good at using the principle of democratic centralism to safeguard
the authority of the central authorities and the unity of the whole party and the whole country.
To take the road of socialist rule of law with Chinese characteristics, we must adhere to the people's
dominant position. Upholding the people's dominant position is the basic attribute of socialist rule
of law. "China's socialist system ensures the dominant position of the people as masters of the
country, and also guarantees the main position of the people in comprehensively promoting the rule
of law. This is our institutional advantage, and it is also the fundamental difference between the
socialist rule of law with Chinese characteristics and the capitalist rule of law. "3 The people are the
main body and source of strength for governing the country according to law, and we must adhere
to the rule of law for the people, rely on the people, benefit the people, and protect the people, and
ensure that the people, under the leadership of the Party and in accordance with the law, manage
state affairs, economic and cultural undertakings, and social affairs through various channels and
forms; we must persist in embodying the interests of the people, reflecting the people's aspirations,
safeguarding the people's rights and interests, and improving the people's well-being in the entire
process of governing the country according to law;
1 "Digest of Xi Jinping's Expositions on Comprehensive Rule of Law", Central Literature Publishing House, 2015, p. 33.
2 Compilation of Documents of the Fourth Plenary Session of the 18th Central Committee of the Communist Party of China,
People's Publishing House, 2014, p. 78.
3 Xi Jinping, "Accelerating the Construction of a Socialist Country under the Rule of Law," Qiushi, No. 1, 2015.
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We must persist in expanding the people's orderly political participation and ensure that the people
practice democratic elections, democratic consultation, democratic decision-making, democratic
management and democratic supervision in accordance with the law. At the same time, it is also
necessary to educate and guide the people to realize that the law is not only a powerful weapon to
protect their own rights, but also a code of conduct that must be observed, so that the law can be
mastered, observed and applied by the people.
To take the road of socialist rule of law with Chinese characteristics, we must adhere to the
combination of governing the country according to law and governing the country with ethics. Fa'an
world, morality and people's hearts. "Law is written morality, and morality is the law of the heart.
Law and morality have the role of regulating social behavior, regulating social relations, and
maintaining social order, and both have their status and functions in national governance. "1 The
effective implementation of the law cannot be separated from the strong support of morality. It is
necessary to strengthen the supporting role of morality in the rule of law, attach importance to giving
play to the role of morality in educating and nourishing the rule of law, improve the degree of
civilization of the whole society, reflect the requirements of the rule of law in the moral system,
highlight the connotation of the rule of law, pay attention to cultivating people's legal beliefs,
concepts of the rule of law, and awareness of rules, strive to connect, coordinate and promote the
moral system with socialist legal norms, guide people to consciously perform legal obligations,
social responsibilities, and family responsibilities, and create a humanistic environment in which
the whole society stresses and abides by the rule of law. It is necessary to implement moral
requirements in the construction of the rule of law, and use the rule of law to carry moral concepts,
so that morality can be supported by a reliable system. Laws and regulations should establish a clear
moral orientation, promote virtue and righteous deeds, and legislation, law enforcement, and justice
should run through the core socialist values, embody the requirements of socialist morality, and
make the socialist rule of law a good law and good governance. Persist in making the rule of law
and the rule of ethics complementary, mutually reinforcing and mutually reinforcing in national
governance.
To take the road of socialist rule of law with Chinese characteristics, we must persist in proceeding
from China's reality. There is no universal and unique path to rule of law in the world, and the choice
of rule of law path chosen by a country must be based on its own history, reality and national
conditions. Comrade Xi Jinping pointed out: "To comprehensively promote the rule of law, we must
go the right way. If the road is wrong and the opposite is lost, then there is no point in putting
forward any more requirements and measures. "
1 Xi Jinping on Governing the Country, Volume 2, Foreign Languages Publishing House, 2017, p. 133.
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1
The path of socialist rule of law with Chinese characteristics is a concentrated embodiment of the
achievements and experience in the construction of socialist rule of law, and is the only correct path
to build a socialist country under the rule of law. Persisting in proceeding from China's actual
conditions, it is necessary to adapt to the modernization of the national governance system and
governance capacity, and neither ignore the national conditions and transcend the stage, nor follow
the old ways and stick to established rules, but highlight the characteristics of China, practice and
the times; It is necessary not only to draw rich nourishment from the excellent traditional rule of law
culture, excavate and inherit the essence of Chinese legal culture, but also to sum up and apply the
successful experience of the party in leading the people to implement the rule of law, and
continuously enrich and develop the theory of socialist rule of law that conforms to China's reality
and embodies the law of social development around major theoretical and practical issues in the
construction of socialist rule of law, so as to provide theoretical guidance and academic support for
governing the country according to law. In the process of learning from other outstanding
achievements of rule of law civilization in the world, we must persist in taking ourselves as the
mainstay, using them for our own use, carefully identifying them, and rationally absorbing them,
and we must never engage in "complete westernization" and "comprehensive transplantation."
3. Comprehensively deepen the practice of governing the country according
to law
Comrade Xi Jinping proposed that we should adhere to the joint advancement of governing the
country according to law, ruling according to law and administering according to law, and adhere
to the integrated construction of a country ruled by law, a government ruled by law, and a society
ruled by law. This important thesis points out the key elements and key links of comprehensively
governing the country according to law, and clarifies the overall layout and key tasks of the rule of
law construction in the new era. To deepen the practice of governing the country according to law
in the new era and accelerate the construction of a socialist country ruled by law, we must take the
comprehensive rule of law as a systematic project, take into account the overall consideration, grasp
the key points, and plan as a whole, fully mobilize the initiative and enthusiasm of all parties, and
form a good situation of coordinated development of the rule of law.
Persist in administering the country according to law, ruling according to law, and administering
according to law. Governing the country according to law, ruling according to law, and
administering according to law are organically linked wholes, and the three are essentially the same,
the goals are integrated, and the results are related, and they must cooperate with each other, promote
together, and form a joint force. Governing the country according to law is the basic strategy for
governing the country as determined by our Constitution. It is necessary to implement the concept
of rule of law in all links of governance, throughout the entire process of reform and development,
and through the construction of economic, political, cultural, social, ecological civilization and other
aspects, to ensure that all organizations and individuals operate within the scope of the law.
1 Xi Jinping: "Accelerating the Construction of a Socialist Country under the Rule of Law", Qiushi, No. 1, 2015.
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Ruling according to law is the basic way for the party to govern the country. It is necessary to
continuously improve the party's leadership and ruling methods, enhance the awareness of ruling
according to law, persist in carrying out work with the concept of rule of law, the system of rule of
law, and the procedures of rule of law, and promote the institutionalization, standardization and
procedure of ruling according to law. Comrade Xi Jinping pointed out: "To govern the country
according to law, we must first adhere to governing the country according to the constitution, and
ruling according to law must first adhere to ruling according to the constitution.1 This important
exposition fully reflects that the Party Central Committee with Comrade Xi Jinping as the core pays
more attention to the important role of the Constitution as the fundamental law of the country. In
this sense, our party must first take the lead in respecting and implementing the constitution, and
unify leading the people to formulate and implement the constitution and laws with the party's
insistence on activities within the scope of the constitution and laws. Administration according to
law is the main way for administrative organs to perform government functions and manage
economic and social affairs. It is necessary to fully perform functions in accordance with the law,
insist that legally prescribed duties must be performed and cannot be done without the authorization
of the law, continuously improve the decision-making mechanism in accordance with the law,
improve law enforcement procedures, strictly enforce the responsibility for law enforcement, and
achieve strict standardization, fairness and civility in law enforcement. It is necessary to
comprehensively promote openness in government affairs, strengthen the restraint and supervision
of administrative powers, and establish a law-based administrative system with unified powers and
responsibilities, authority and high efficiency.
Adhere to the integrated construction of a country ruled by law, a government ruled by law, and a
society ruled by law. Comrade Xi Jinping pointed out: "The rule of law country, the rule of law
government, and the rule of law society all have their own focus and complement each other, the
rule of law country is the goal of rule of law construction, the rule of law government is the main
body of building a rule of law country, and the rule of law society is the foundation for building a
rule of law country."2 In the construction of a country ruled by law, we must take the construction
of a socialist rule of law system with Chinese characteristics as the general starting point, accelerate
the formation of a complete legal normative system, an efficient rule of law implementation system,
a strict rule of law supervision system, a strong rule of law guarantee system, and form a sound
system of internal party laws and regulations. In the construction of a government ruled by law,
governments at all levels must carry out work under the leadership of the Party and on the track of
rule of law, and accelerate the construction of a government ruled by law with scientific functions,
statutory powers and responsibilities, strict law enforcement, openness and justice, honesty and
efficiency, and law-abiding and honest. In the construction of a society ruled by law, it is necessary
to carry out in-depth publicity and education on the rule of law, carry forward the spirit of socialist
rule of law in the whole society, disseminate legal knowledge, build a socialist culture of rule of
law, establish the concept of rule of law in which the constitution and the law are supreme and
everyone is equal before the law, and form a good social atmosphere of respecting the law, believing
in the law, abiding by the law, using the law, and protecting the law. It is necessary to persist in
combining education on the rule of law with the practice of the rule of law, extensively carry out
activities to govern according to law, and raise the level of legalization of social management.
1 Xi Jinping: "Strengthening the Party's Leadership over the Comprehensive Rule of Law", Qiushi, No. 4, 2019.
2 Xi Jinping: "Strengthening the Party's Leadership over the Comprehensive Rule of Law", Qiushi, No. 4, 2019.
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It should also be pointed out that supervision according to law is a major measure to implement the
practice of comprehensively governing the country according to law under the new situation, and
an important part of promoting the reform of the socialist political system with Chinese
characteristics. Promoting supervision according to law means to ensure the organic unity of
governing the party according to law and governing the country according to law, and intra-party
supervision and state supervision through legal means, to carry out anti-corruption work with rule
of law thinking and methods, to integrate intra-party supervision with supervision by state organs,
democratic supervision, judicial supervision, mass supervision, and public opinion supervision, and
to continuously improve the supervision efficiency of the party and the state. Deepening the reform
of the state supervision system in accordance with the Constitution and laws is a major political
system reform related to the overall situation made by the Party Central Committee with Comrade
Xi Jinping as the core, and a major decision and deployment to strengthen the self-supervision of
the Party and the state.
Promote scientific legislation, strict law enforcement, fair administration of justice, and law-abiding
by all people. This is the guiding principle for the construction of China's rule of law in the new era,
which clarifies the key requirements of each major link and constitutes the basic work pattern of
comprehensively governing the country according to law in the new era.
Scientific legislation is an important prerequisite for the construction of the rule of law. After the
basic formation of the socialist legal system with Chinese characteristics, the people's expectations
for legislation are no longer whether they are there or not, but whether it is good or not, whether it
works, whether it can solve practical problems, and the requirements for improving the quality of
legislation are getting higher and higher. In accordance with the arrangements of the 19th CPC
National Congress, we should earnestly promote scientific, democratic, and law-based legislation,
and do a good job in the work of legislation, reform, abolition, and interpretation. It is necessary to
respect and embody the objective laws of legislation, implement the principles of fairness, openness
and justice, ensure that the laws enacted abide by the law, are reasonable, and reasonable, and
continuously improve the quality of legislation. It is necessary to persist in legislation for the people
and rely on the people, continuously broaden the channels for citizens to participate in legislation in
an orderly manner, so that legislation reflects the will of the people and is supported by the people.
It is necessary to legislate in accordance with the legal authority and procedures to safeguard the
unity and dignity of the socialist legal system.
Strict law enforcement is a key link in the implementation of the law. Law enforcers must be faithful
to the law. Administrative organs are important subjects in implementing laws and regulations, and
should take the lead in strictly enforcing the law and safeguarding the public interest, the people's
rights and interests, and social order. It is necessary to comprehensively implement the system of
power lists, responsibility lists, and negative lists to ensure that administrative organs operate within
the scope of the law. Continuously improve law enforcement methods, put an end to undesirable
phenomena such as rough law enforcement, selective law enforcement, and fishing law enforcement,
and effectively solve prominent problems such as inaction and indiscriminate action in law
enforcement. It is necessary to strictly enforce law enforcement qualifications, improve law
enforcement procedures, establish and improve the benchmark system for administrative discretion,
and ensure that the law is fair, effective, and impartial justice is the last line of defense to maintain
social fairness and justice.
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Judicial justice plays an important leading role in social justice, and judicial injustice has a fatal
destructive effect on social justice. In order to promote judicial justice, it is necessary to deepen the
reform of the judicial system. It should be said that the reform of the judicial system plays an
important role in comprehensively deepening reform and comprehensively governing the country
according to law, and is of great significance to promoting the modernization of the national
governance system and governance capacity. It is necessary to fully implement the judicial
responsibility system and further advance the reform of the criminal procedure system centered on
trial. Carry out comprehensive supporting reform pilots to improve the overall effectiveness of
reform. It is necessary to deeply understand the key role of judicial accountability in the reform of
the judicial system. By promoting the reform of the judicial accountability system, we will promote
the resolution of difficult problems that restrict judicial fairness, and at the same time lead other
reform measures to form synergies. Therefore, it is necessary to deepen the comprehensive and
complementary reform of the judicial system, fully implement the judicial responsibility system,
improve the judicial management system and the operation mechanism of judicial power, strengthen
the supervision of judicial activities, accelerate the construction of a fair, efficient and authoritative
socialist judicial system, continuously improve the quality, efficiency and credibility of the judiciary,
and let the people feel fairness and justice in every judicial case.
Law-abiding by the whole people is the social basis for the law to function. It is necessary to
intensify the popularization of law among the whole people, establish the concept of rule of law in
which the Constitution and the law are supreme and everyone is equal before the law, guide the
masses to do things according to law, find the law when encountered, rely on the law to solve
problems, and consciously be faithful advocates, conscientious observers, and staunch defenders of
the rule of law. Party organizations at all levels and all party members should take the lead in
respecting the study of the law and abiding by the law; no organization or individual should have
privileges that go beyond the Constitution and the law, and it is absolutely not allowed to use words
to represent the law, use power to suppress the law, pursue profit to break the law, and bend the law
for personal gain.
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Chapter X: Building a Socialist Cultural Power
Comrade Xi Jinping pointed out: "Culture is the soul of a country and a nation. Culture rejuvenates
the country and prosper, culture is strong, and the nation is strong. Without a high degree of cultural
self-confidence and cultural prosperity, there will be no great rejuvenation of the Chinese nation. " 1
To uphold and develop socialism with Chinese characteristics in the new era, we must strengthen
cultural self-confidence, enhance cultural consciousness, achieve cultural self-improvement, adhere
to the path of socialist cultural development with Chinese characteristics, stimulate the vitality of
national cultural innovation and creativity, and build a socialist cultural power.
Section 1: Strengthens cultural self-confidence
Cultural self-confidence is a country, nation and political party's full affirmation of its own cultural
value and firm belief in its own cultural vitality. Strengthening cultural self-confidence is a major
issue that has a bearing on the rise and fall of national fortunes, cultural security, and national
spiritual independence. Strengthening cultural self-confidence fully reflects the high degree of
cultural consciousness and cultural responsibility of the Communist Party of China, and highlights
the cultural foundation, cultural values and cultural ideals of socialism with Chinese characteristics.
1 Compilation of Documents of the 19th National Congress of the Communist Party of China, People's Publishing House, 2017
edition, page 33.
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1. cultural self-confidence is a more basic, broader, and deeper self-
confidence
Comrade Xi Jinping stressed: "Cultural self-confidence is a more basic, broader and deeper self-
confidence, and a more basic, deeper and more lasting force."1 Strengthening self-confidence in the
path, theory and system of socialism with Chinese characteristics is, in the final analysis, to
strengthen cultural self-confidence.
The reason why cultural self-confidence is more basic, broader and deeper lies in the fact that culture
has strong permeability and persistence, is as ubiquitous and ever-present as air, and can profoundly
affect tangible existence and tangible reality with invisible consciousness and intangible concepts,
and profoundly affect social development and civilization progress, which is not only an important
source of national cohesion and creativity, but also an important factor in the competition of
comprehensive national strength.
First, from the perspective of the operation process of human society, culture is the soul. Human
society is a pluralistic, complex, relatively independent and mutually complementary organism
composed of political, economic, cultural and other systems. Regarding the different functions and
interrelationships of various systems, Comrade Xi Jinping once quoted the metaphor of a
philosopher to vividly point out: "Politics is the bone, the economy is the flesh and blood, and culture
is the soul."2 On August 12, 2005, Comrade Xi Jinping wrote in the article "Culture is the Soul"
published in the "Zhijiang Xinyu" column of Zhejiang Daily: "The power of culture, or what we call
cultural soft power that constitutes comprehensive competitiveness, is always. 'It has quietly
integrated people's economic, political and social forces, and become a 'booster' for economic
development, a 'guiding light' for political civilization, and a harmonious society'.3 The core function
of culture is to provide a series of values to the whole society, so as to guide the direction, unite
people's hearts, and integrate society. In the same way, in the "four self-confidences" of road, theory,
system and culture, ...Culture that embodies values is undoubtedly the soul, while roads, theories,
and systems are the expression of culture and the externalization of values. History has repeatedly
proved that a nation that abandons or betrays its own history and culture is not only impossible to
develop, but is also likely to stage one historical tragedy after another.
1 Xi Jinping on Governing the Country, Volume 2, Foreign Languages Publishing House, 2017, p. 349.
2 Xi Jinping: Zhijiang Xinyu, Zhejiang People's Publishing House, 2007, p. 149.
3 Xi Jinping: Zhijiang Xinyu, Zhejiang People's Publishing House, 2007, p. 149.
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Especially if a big nation, such a big country, and such a big political party like ours are culturally
passive and lose their independence, then the independence of the system and sovereignty will be
drawn from the bottom. The tragic circumstances of modern times are vivid and we must remain
vigilant.
Second, from the perspective of the pursuit of human social development, culture is an important
goal of social civilization and progress. Culture, as the guidance of social development and the
accumulation of historical civilization, is the universal need and ultimate pursuit of mankind, and
solves the fundamental problems of the spiritual world such as "where does human beings come
from and where they go." People need to enlighten their minds, understand society, and gain
ideological lessons through culture, as well as to delight their bodies and minds, cultivate their
temperament, and obtain spiritual satisfaction and dependence through culture. Especially with the
advancement of economic construction and the development of material civilization, people
increasingly feel that the growth of 60% and the increase of material wealth are not the only goal of
social development, let alone the highest goal. UNESCO has proposed that development should
ultimately be defined by the concept of culture, and that the flourishing of culture is the highest goal
of development. At present, China's economic and social transformation is accelerating, and the
tasks of humanistic care, psychological counseling and spiritual comfort are more heavy. Adhere to
"cultural people" and "educate people with culture", better use culture to warm the soul, relieve
pressure, conserve life, better enrich people's spiritual world, and become an important aspect to
meet people's needs for a better life.
Third, from the perspective of the Chinese nation's own history, culture is an important support for
national rejuvenation. Since ancient times, Chinese culture has formed a series of core values such
as self-improvement, moral integrity, harmony and symbiosis, and poverty and change, which have
provided rich nourishment for the Chinese nation's continuous vitality and development, enabling
the Chinese nation to overcome dangers again and again at critical junctures, phoenix nirvana, and
rebirth from the ashes, and also enabling Chinese culture to be inclusive and inclusive in the face of
foreign civilizations, and constantly enrich itself and develop itself. Socialism with Chinese
characteristics has entered a new era, China is increasingly approaching the center of the world stage,
and the Chinese nation is ushering in unprecedented bright prospects for great rejuvenation. The
great rejuvenation of the Chinese nation is inseparable from the prosperity of culture, which has
increasingly become a supporting force for national rejuvenation. The prosperity of Chinese culture
means that Chinese culture not only provides spiritual power and ideological wisdom for the
development of socialism with Chinese characteristics, but also contributes Chinese wisdom and
Chinese solutions to solving human problems. This kind of cultural self-confidence, which is based
on more than 5,000 years of civilization inheritance, is undoubtedly incomparably deep and
increasingly powerful.
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2. we have enough confidence and sufficient reasons to strengthen cultural
self-confidence
Cultural self-confidence in contemporary China is essentially self-confidence in the advanced
socialist culture with Chinese characteristics. The report of the 19th National Congress of the
Communist Party of China pointed out: "Socialist culture with Chinese characteristics originates
from the excellent traditional Chinese culture nurtured by the civilization history of the Chinese
nation for more than 5,000 years, is forged in the revolutionary culture and advanced socialist culture
created by the people under the leadership of the Party in revolution, construction and reform, and
is rooted in the great practice of socialism with Chinese characteristics." 1 It contains sufficient
confidence in cultural self-confidence, and the sufficient reason for cultural self-confidence is not
only the foundation for our livelihood, but also the "needle of the sea god" for us to stand firm in
the turbulence of world culture.
First, socialist culture with Chinese characteristics originates from the excellent traditional Chinese
culture. This is the deep foundation of our strong cultural confidence. The long-standing, broad and
profound Chinese culture has accumulated the deepest spiritual pursuit of the Chinese nation,
contains the most fundamental spiritual genes of the Chinese nation, represents the unique spiritual
mark of the Chinese nation, not only provides rich nourishment for the continuous vitality and
development of the Chinese nation, but also makes unique contributions to the progress of human
civilization; it not only casts the glory of history, but also still shines with the light of the times
today. Russell once said, "There are some things in China's supreme ethical qualities that the modern
world desperately needs."2 "If it could be adopted by the whole world, there would surely be more
joy and peace on earth than it does now."3 Whether it is the "Chinese culture fever" in China or the
"Chinese culture fever" and "Confucius fever" in the world, they all vividly show the important
practical significance of China's excellent traditional culture in today's world.
Second, the socialist culture with Chinese characteristics is forged in the revolutionary culture and
advanced socialist culture formed under the guidance of Marxism. This is the foundation of our
cultural confidence. Marxism is the greatest achievement in the history of human thought, revealing
the basic law of the development of human society and pointing out the correct direction for the
construction of advanced socialist culture with Chinese characteristics.
1 Compilation of Documents of the 19th National Congress of the Communist Party of China, People's Publishing House, 2017
edition, page 33.
2 Russell: The China Question, translated by Qin Yue, Scholastic Press, 1996, p. 167.
3 Russell: The China Question, translated by Qin Yue, Scholastic Press, 1996, p. 7.
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Since its birth, the Communist Party of China has held high the great banner of Marxism, and in the
process of integrating with China's reality, it has continuously promoted the Sinicization of Marxism,
forming a series of theoretical achievements of Mao Zedong Thought, Deng Xiaoping Theory, the
important thinking of "three represents", the Scientific Outlook on Development, and Xi Jinping
Thought on Socialism with Chinese Characteristics for a New Era, which have become the
fundamental guidelines guiding the progress of Chinese culture. The Party has led the people to
create a vigorous revolutionary culture and an advanced socialist culture with vigor in the course of
revolution, construction and reform. These precious treasures, rich in the characteristics of the times,
national characteristics and Chinese style, constantly realize the regeneration and regeneration of
Chinese culture, vividly embody the great creative spirit of the Chinese communists and the Chinese
people, and are a powerful spiritual force and common ideological foundation that inspires the whole
party and the people of all ethnic groups throughout the country to forge ahead.
Third, the socialist culture with Chinese characteristics is rooted in the great practice of socialism
with Chinese characteristics. This is an inexhaustible source of our cultural confidence. Since the
reform and opening up, the Party has united and led the people of all ethnic groups in the country to
unswervingly promote the great practice of socialism with Chinese characteristics, China's
economic strength, scientific and technological strength, national defense strength and
comprehensive national strength have entered the forefront of the world, scientific socialism has
shown strong vitality in the 21st century, and the Chinese nation has stood tall in the east of the
world with a brand-new posture. The practice of socialism with Chinese characteristics is advancing
magnificently, providing a broader stage for the prosperity and development of culture, and also
providing a major historical opportunity. As long as we base ourselves on China's practice, carry
out cultural creation in the great creation of the masses of the people, and achieve cultural progress
in the progress of history, we will certainly be able to create a splendid culture worthy of history
and the times.
3. achieve cultural self-improvement in strengthening cultural self-
confidence
Strengthening cultural self-confidence cannot stop at sitting and talking, but must be reflected in
cultural self-improvement actions. As a major civilized country, a large developing country, a major
socialist country and a responsible country, China should base itself on its own reality, correctly
view its own culture, correctly treat the culture of others, follow its own path of cultural development,
and build a cultural power with strong attraction and influence, strong vitality and creativity, and
strong strength and competitiveness. In the practice of promoting cultural development, the most
important thing is to do:
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"Do not forget the original, absorb outsiders, face the future, better build the Chinese spirit, Chinese
values, Chinese strength, and provide the people with a spiritual bow."1
Stick to the original. The culture of any country has its own traditions and inherent roots.
Abandoning tradition and losing the root is tantamount to cutting off one's own spiritual lifeline,
losing the characteristics of culture, and cultural self-improvement will become a source of water
and a tree without roots. For China today, the excellent traditional Chinese culture with a long
history, Marxism as the guiding ideology of the Party and the state, the revolutionary culture and
the advanced socialist culture created by the Party and the people are the "originals" of Chinese
culture We must unswervingly adhere to and carry forward it with the times, so that it can benefit
the present and future generations. Those practices such as forgetting one's ancestors, flouting
traditions, bidding farewell to revolution, evading the sublime, dissolving classics, and engaging in
historical nihilism are very harmful. Of course, we must not forget that the original is by no means
self-isolation and drawing the ground as a prison, but we must base ourselves on new practices,
conform to the trend of the times, push the old into the new, keep the right and bring out the new,
scientifically sort out, carefully extract, innovate and create, and constantly carry forward. Persisting
in not forgetting the original is the conclusion of history and the inevitability of reality. In the new
era, only by not forgetting our roots can we distinguish between the mainstream and the tributaries,
distinguish between the advanced and the backward, distinguish the positive from the negative,
effectively lead various social ideological trends, resist the influence of decadent culture, and
constantly consolidate the common ideological foundation of the whole party and the people of the
whole country in unity and struggle.
Insist on absorbing outsiders. No culture can be isolated and needs to be nourished from other
cultures. Comrade Mao Zedong pointed out: "China should absorb a large number of foreign
progressive cultures as raw materials for its own cultural food." 2 What kind of attitude to treat
foreign culture tests a country's cultural self-confidence. The more confident you are, the more you
can treat foreign cultures with a positive attitude, and the more you can enrich and develop through
interaction and exchanges with foreign cultures. Extensively absorbing and integrating all
outstanding foreign cultural achievements is an inevitable requirement for promoting the prosperity
of Chinese culture and realizing cultural self-improvement. The reason why Chinese culture is
enduring, enduring, and timeless is that it has a tradition of openness, inclusiveness and
inclusiveness. Openness and inclusiveness are not blind respect for the outside world, and
inclusiveness is not all according to the order.
1 Compilation of Documents of the 19th National Congress of the Communist Party of China, People's Publishing House, 2017, p.
19.
2 Selected Works of Mao Zedong, vol. 2, People's Publishing House, 1991, p. 706.
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We must adhere to mutual respect, equal treatment, the beauty of beauty, beauty and commonality,
openness and inclusiveness, mutual learning and mutual learning, keep pace with the times, innovate
and develop, and constantly deepen exchanges and mutual learning among civilizations. The culture
of every country has its own soil for survival, and Nagisa6 has its own conditions for functioning.
Without certain historical conditions and social environment, the value and role of culture will
inevitably change. At the same time, foreign cultures are also diverse, varied, good and bad, and
coexist. In dealing with foreign cultures, we must have analysis, comparison, and discrimination, so
as to make dialectical choices and choose the good and follow the good. If it is not identified, good
or bad, or even the dregs and garbage are introduced as treasures, the harm will be endless. The
attitude of "total rejection" or "taking everything as it gets" towards Western culture is undesirable.
To absorb foreign culture, it is important to focus on me and use it for me, focus on realizing
sinicization and localization, and make it blossom and bear fruit on Chinese soil through
transformation and reconstruction.
Insist on facing the future. Any living culture is subject to future scrutiny and testing. Today's world
is undergoing major changes unprecedented in a century, and to build a socialist cultural power, we
must take a long-term view, take precautions and seize opportunities with forward-looking vision
and thinking. On the one hand, it is necessary to gain insight into the general trend of world
development. With the improvement of China's comprehensive national strength and international
status, the world pays more attention to China and the trend of China's cultural development. What
is more worthy of attention is that the new round of scientific and technological revolution has
brought profound changes in the communication pattern, and the Internet has become the biggest
variable in cultural development. Whoever masters the Internet will grasp the initiative of the times;
Whoever takes the lead in the development of online culture will be able to occupy the commanding
heights of culture. As of March 2020, the scale of China's Internet users has reached more than 900
million, ranking first in the world. This provides favorable conditions for us to expand the influence
of Chinese culture and build a cultural power. On the other hand, after more than 40 years of reform
and opening up, we have successfully embarked on a path of socialism with Chinese characteristics,
which has provided a strong guarantee for the prosperity and development of culture. In particular,
with the deepening of the reform of China's cultural system, the further emancipation of cultural
productive forces, the rapid development of cultural undertakings and cultural industries, the
prosperity of the cultural market, and the unprecedented abundance and variety of cultural products.
This is an important resource and precious wealth for building a culturally strong country. We must
base ourselves on the practice of socialism with Chinese characteristics, firmly grasp the general
trend of world development, conform to the trend of the information era, carry out new cultural
creation, and realize cultural self-improvement.
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Section 2: Promote the prosperity of socialist culture
To promote the prosperity of socialist culture, it is necessary to take Marxism as the guide, adhere
to the stand of Chinese culture, base ourselves on the reality of contemporary China, and combine
the conditions of the current era to develop a national, scientific and popular socialist culture
oriented to modernization, the world and the future, and constantly create new splendor of Chinese
culture. Comrade Deng Xiaoping pointed out: "While building a high degree of material civilization,
we should also raise the scientific and cultural level of the whole nation, develop a noble and rich
and colorful cultural life, and build a high degree of socialist spiritual civilization."1
1. Strengthen faith in Marxism
The people have faith, the country has strength, and the nation has hope. Marxism is the guiding
ideology of the party and the state, and a powerful ideological weapon for us to understand the world,
grasp the laws, pursue the truth, and transform the world. To prosper and develop socialist culture,
the most fundamental thing is to continue to strengthen theoretical arming work, strengthen Marxist
belief, use the developing Marxism to guide new practice, and give full play to the role of the party's
scientific theories in guiding the direction, refining thinking, sublimating the realm, and promoting
work.
Doing a good job in strengthening Marxist propaganda and education is the fundamental
requirement for holding high the banner of Marxism and building people's faith and conviction. "To
do a good job" lies in following the requirements of Marxist popularization, unifying propaganda
education with satisfying the theoretical needs of the masses, adopting ways and means that conform
to the habits of the masses, realizing the effective integration of theoretical discourse and mass
discourse, and carrying out more targeted and effective theoretical dissemination and ideological
enlightenment, so that Marxist theory can better be recognized by the audience's hearts and become
people's actions to follow. "To be stronger", the emphasis is on pooling propaganda and education
resources from all aspects, and forming an all-round work pattern that combines inner-party
education and social education, online communication and offline communication, and theoretical
propaganda and practical cultivation.
1 Selected Works of Deng Xiaoping, vol. 2, People's Publishing House, 1994 edition, p. 208.
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We should always maintain the strength of propaganda and public opinion, and fully demonstrate
the truth power and ideological brilliance of Marxism.
Xi Jinping Thought on Socialism with Chinese Characteristics for a New Era is the inheritance and
development of Marxism-Leninism, Mao Zedong Thought, Deng Xiaoping Theory, the important
thinking of "three represents" and the scientific outlook on development, the latest achievement of
the Sinicization of Marxism, and the action guide for the whole party and the people of all ethnic
groups throughout the country to strive for the great rejuvenation of the Chinese nation. In
contemporary China, adhering to Xi Jinping Thought on Socialism with Chinese Characteristics for
a New Era is truly adhering to Marxism. To do a good job in strengthening Marxist propaganda and
education, the first task is to arm the whole party, educate the people, and promote the work with
Xi Jinping Thought on Socialism with Chinese Characteristics for a New Era. It is necessary to
make efforts to learn and understand and do practical things, adhere to comprehensive and
systematic study, timely follow-up study, in-depth thinking and practical study, guide people to
deeply understand the historical status, rich connotation and spiritual essence of Xi Jinping Thought
on Socialism with Chinese Characteristics for a New Era, continuously enhance the political,
ideological and emotional identification with this thought, better transform the achievements of the
party's theoretical innovation into a powerful force for understanding and transforming the world,
and promote contemporary Chinese Marxism.21Century Marxism took root.
2. Cultivate and practice the core socialist values
Core values carry the spiritual pursuit of a nation and a country, embody a value standard for social
judgment of the merits, and are an important stabilizer of a country. China is a large country with a
population of 1.4 billion and 56 ethnic groups, and the establishment of the "greatest common
denominator" of values that reflect the common recognition of the people of all ethnic groups in the
country, so that all the people can work together with one heart and one mind, and forge ahead in
unity, which is related to the future and destiny of the country and the happiness and well-being of
the people.
Since the 18th National Congress of the Communist Party of China, the Communist Party of China
has advocated the core socialist values of prosperity, democracy, civilization, harmony, freedom,
equality, justice, rule of law, patriotism, dedication, honesty and friendliness, and has answered in
depth the major questions of what kind of country to build, what kind of society to build and what
kind of citizens to cultivate from the three levels of state, society and citizens. The core values of
socialism embody the common value pursuit of all the people and are the concentrated embodiment
of the spirit of contemporary China.
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The 19th National Congress of the Communist Party of China pointed out that to cultivate and
practice the core socialist values, we should focus on cultivating new people of the era who will take
on the task of national rejuvenation, and grasp the essence of cultivating and practicing the core
socialist values. This is because what kind of society to build and what kind of goals to achieve are
the decisive factor; the construction of socialist core values depends in the final analysis on people's
ideological and moral construction and scientific and cultural construction. It is necessary to adhere
to the way of education guidance, practice cultivation, and system guarantee, based on the
cultivation of new talents of the era with ideals, skills, and responsibilities, and continue to deeply
promote the construction of socialist core values.
Strengthen education and guidance. This is the most basic and effective way to cultivate and practice
the core socialist values. It is necessary to strengthen ideological and moral construction, thoroughly
implement the project of building civic morality, strengthen and improve ideological and political
work, and continuously enhance the people's ideological consciousness, moral level, civilization
attainment, and the level of civilization of the whole society. It is necessary to better integrate the
core socialist values into national education, integrate them into education and teaching, school spirit
and study style, and lead the construction of teachers' morality. Build and improve a scientific,
rational and closely connected moral education system from primary school to university, and grasp
the education of socialist core values as the central link of moral education in schools, so that it
becomes a custom and a habit. Persist in educating people with culture and culture, deeply excavate,
inherit and innovate excellent traditional local culture, carry forward new trends and healthy trends,
promote the change of customs and customs, cultivate civilized rural customs, good family customs,
simple folk customs, and rejuvenate the new atmosphere of rural civilization. It is necessary to
infiltrate the core socialist values into all links of the creation, production and dissemination of
spiritual and cultural products, and subtly enhance people's identification with the core socialist
values through various channels such as film and television programs, news reports, and special
programs.
Focus on practice cultivation. Comrade Xi Jinping pointed out that for a value to really play a role,
it must be integrated into social life, so that people can perceive it and comprehend it in practice.
We must persist in closely linking the core socialist values with people's daily lives, and make efforts
to implement them in detail, small and small. Give play to the leading role of the creation of spiritual
civilization, take the cultivation and practice of socialist core values as the fundamental task of the
creation of spiritual civilization, embody it in all aspects of the activities of building civilized cities,
civilized villages and towns, civilized units, civilized families, and civilized campuses, mobilize the
whole society to participate and act together, and deeply integrate it with people's daily production
and life, and become the code of conduct that all people use every day without realizing it. We
should be good at cultivating and discovering typical figures and typical events that practice the
core values of socialism in social life, highlight the good deeds of ordinary people who demonstrate
the core values of socialism, and use "role models around us" to drive people around us to influence
people around us.
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The vast number of party members and cadres should take the lead in studying and carrying forward
the core socialist values, and inspire and motivate the masses with their exemplary behavior and
noble personality. Popularize the concept of volunteer service in the whole society, widely carry out
various volunteer service activities, cultivate a social atmosphere of everyone and everyone for me,
and achieve the unity of knowledge and action in cultivating and practicing the core socialist values.
Integrate into the construction of the rule of law. Comrade Xi Jinping stressed that it is necessary to
use the law to promote the construction of core values, pay attention to reflecting value orientation
in daily management, so that behaviors that conform to core values are encouraged and behaviors
that violate core values are curbed. Give full play to the guarantee role of laws and policies, integrate
the core socialist values into the entire process of building a country ruled by law, a government
ruled by law, and a society ruled by law, running through all aspects of legislation, law enforcement,
justice, and law-abiding. It is necessary to use legal means to correctly guide social value judgments,
not only to protect the fundamental interests of the people, but also to severely punish malicious
acts that endanger social morality and social creditworthiness, so as to provide effective legal
guarantees for social governance and moral protocols. Carry out in-depth special education and
governance on prominent issues in the field of ethics, punish malicious violations of social morality
and morality in accordance with law, and strive to make the process of social governance a process
of cultivating and practicing socialist core values. It is necessary to formulate a legal system to
promote civilized behavior of citizens, guide and promote the whole people to establish a clear
concept, promote the change of customs, and advocate a civilized new style.
3. Accelerate the construction of philosophy and social sciences with Chinese
characteristics
Philosophy and social sciences are important tools for people to understand and transform the world,
and an important force for promoting historical development and social progress. Comrade Xi
Jinping profoundly pointed out that "a country without developed natural sciences cannot be at the
forefront of the world, and a country without prosperous philosophy and social sciences cannot be
in the forefront of the world."1 In the new era, philosophy and social sciences play an irreplaceable
and important role in adhering to and developing socialism with Chinese characteristics and building
a socialist cultural power, and it is of great significance to accelerate the construction of philosophy
and social sciences with Chinese characteristics.
1 Xi Jinping: "Speech at the Symposium on Philosophy and Social Science Work", People's Daily, May 19, 2016.
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Adhering to Marxism as the guide is the fundamental mark that distinguishes contemporary Chinese
philosophy and social science from other philosophy and social sciences. History and reality show
that Marxism is a scientific theory, which still has strong vitality and still occupies the commanding
height of truth and morality. Without Marxist guidance, China's philosophy and social sciences
would lose their soul and disorientation. To persist in taking Marxism as the guide, we must first
solve the problem of truly understanding true faith, and the core is to solve the problem of who is
who, and finally how to apply it. Philosophy and social science workers should consciously run
Marxism through the entire process of research and teaching and transform it into sober theoretical
consciousness, firm political conviction, and scientific thinking methods. It is necessary to focus on
the great practice of the people for academic creation, consciously closely link personal academic
pursuit with the development of the cause of the party and the country, adhere to the people-centered
research orientation, establish the ideal of learning for the people, promote academic progress in
serving the people, strive to produce more research results that can stand the test of practice, the
people and history, and constantly enhance the attractiveness, appeal, influence and vitality of
philosophy and social sciences. It is necessary to unify adherence to Marxism with the development
of Marxism, enhance awareness of problems, listen to the voice of the times, respond to the call of
the times, conscientiously study the major theoretical and practical problems facing China's
development and the party's ruling power, earnestly combine new practice with new practice, and
strive to use the developing theory to guide practice.
Accelerating the construction of philosophy and social science with Chinese characteristics is a
major task entrusted by the new era. In accordance with the idea of basing ourselves on China,
learning from foreign countries, excavating history, grasping the contemporary, caring for mankind
and facing the future, we should fully embody Chinese characteristics, Chinese style and Chinese
style in guiding ideology, discipline system, academic system, discourse system, etc., and strive to
build an all-round, all-field and all-element philosophy and social science system that meets the
requirements of the times and adapts to the development of practice. It is necessary to embody the
inheritance and national character, persist in using the past for the present and the foreign for the
Chinese, and be good at integrating the essence of Marxism, the excellent traditional Chinese culture,
and foreign philosophy and social sciences; persist in proceeding from China's reality, and strive to
put forward concepts, propositions, and plans that are based on China's standpoint, have Chinese
wisdom, and reflect Chinese values. It is necessary to reflect originality and the nature of the times,
take what we are doing as the center, and excavate new materials, discover new problems, put
forward new views, and construct new theories from the practice of reform and development. It is
necessary to embody the systematic and professional nature, and strive to make the basic disciplines
sound and solid, the advantages of key disciplines outstanding, the innovative development of
emerging disciplines and interdisciplinary disciplines, the inheritance of unpopular disciplines, the
complementarity of basic and applied research, and the mutual promotion of academic research and
the application of achievements; and improve philosophy and social sciences
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The teaching material system actively promotes the construction of a discourse system with Chinese
style, public compatibility and integration between China and foreign countries, creates new
concepts, new categories and new expressions that are easy to be understood and accepted by the
international community, enhances China's cultural soft power, and enhances the international
influence of China's philosophy and social science research.
To build philosophy and social science with Chinese characteristics, we must grasp prosperity and
development with one hand and guide management with the other. Give full play to the important
role of philosophy and social sciences in governing the country, promote Marxist theoretical
research and construction projects, strengthen the construction of new think tanks with Chinese
characteristics, and focus on forward-looking, targeted and reserve policy research around the major
strategic needs of the country. Philosophy and social science workers should aspire to do university
questions and true learning, consciously practice the core socialist values, take seriously the social
effects of academic research, win respect with profound academic accomplishment, lead the
atmosphere with noble personality charm, and be pursuers and disseminators of truth, goodness and
beauty. It is necessary to further improve the overall management ability and service level of
scientific research, earnestly optimize the layout of scientific research and rationally allocate
resources, earnestly handle the relationship between input and efficiency, quantity and quality, scale
and structure, improve the management system and operation mechanism with good leadership,
orderly organization, strong guarantees, and fair evaluation of science and awards, and enhance the
vitality of the development of philosophy and social sciences.
4. Prosper and develop socialist literature and art
Literature and art are the clarion call for the advancement of the times, which can best represent the
style of an era and lead the atmosphere of an era. To realize the great rejuvenation of the Chinese
nation, we need a great spirit of perseverance and great works that inspire people's hearts. Comrade
Xi Jinping pointed out: "Socialist literature and art is the people's literature and art, and we must
adhere to the people-centered creative orientation, and carry out literary and artistic creation worthy
of the times in deep life and rooted in the people."1
The question of why people are the fundamental issue and principle for the prosperity and
development of socialist literature and art. Comrade Xi Jinping pointed out: "Socialist literature and
art, in essence, is the people's literature and art. "2 The people need literature and art, literature and
art need the people, the people are the source of literary and artistic creation, once they leave the
people, literature and art will become rootless duckweed, diseaseless moans, soulless shells.
1 Compilation of Documents of the 19th National Congress of the Communist Party of China, People's Publishing House, 2017
edition, p. 35.
2 Xi Jinping on Governing the Country, Volume 2, Foreign Languages Publishing House, 2017, p. 314.
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The people are both the creators and witnesses of history, the "people in the play" of history, and
the "playwrights" of history. People's lives are an inexhaustible source of creation for all literature
and art, and the people's needs are the fundamental value of the existence of literature and art.
Adhering to the people-centered creative orientation means adhering to the fundamental direction
of serving the people and serving socialism, taking satisfying the people's spiritual and cultural
needs as the starting point and foothold of literary and artistic work, taking the people as the main
body of literary and artistic expression, taking the people as connoisseurs and judges of literary and
artistic aesthetics, serving the people as the duty of literary and artistic workers, and striving to
lyricize, lyricize and complain for the people.
Cang!: Producing excellent works is the central part of literary and artistic work. It is necessary to
adhere to the unity of profound thinking, exquisite art, and excellent production, strengthen the
creation of realistic themes, and continuously launch masterpieces that praise the party, the
motherland, the people, and heroes. It is necessary to run the spirit of innovation through the whole
process of literary and artistic creation, work hard to improve originality, and expand the theme,
content, form and technique, so as to make the works more exciting and fascinating, seeing both the
"plateau" and the "peak." It is necessary to hold high the main theme of patriotism, use vivid literary
language and dazzling artistic images to stimulate every Chinese's sense of national pride and
national honor, and guide the people to establish a correct view of history, nationality, country, and
culture. It is necessary to write about the vigorous practice of reform, opening up, and socialist
modernization, and about the colorful China, progressive China, and united China, and encourage
the people of all ethnic groups throughout the country to march vigorously into the future. It is
necessary to take the spiritual height, cultural connotation and artistic value as the creative pursuit,
create and produce excellent works with muscle, morality and warmth with abundant passion, vivid
brushstrokes, beautiful melodies and touching images, create rich and diverse Chinese stories,
Chinese images and Chinese melodies, let the people's spiritual and cultural life continue to step to
a new level, contribute special sounds and colors to the world, and show special poetry and artistic
conception.
Strengthening the building of the contingent of literary and artistic personnel is the fundamental
guarantee for the prosperity and development of socialist literature and art. "Those who are not
virtuous cannot be far-reaching, and those who are not great cannot be knowledgeable." Literary
and artistic workers should regard advocating virtue and art as a lifelong lesson, unify being a person,
doing things, and practicing art, become practitioners of advanced culture and leaders of social
customs, and achieve self-achievement and realize value in standing up for the motherland and the
people. It is necessary to strengthen the construction of the literary and artistic contingent, create a
large number of famous masters of both virtue and art, and cultivate a large number of high-level
creative talents.
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It is necessary to respect and follow the laws of literature and art, and respect the creative
individuality and creative labor of literary and artistic workers. It is necessary to earnestly strengthen
the work of literary and art criticism, advocate stressing taste, style, and responsibility, and resist
vulgarity, vulgarity, and kitsch.
5. Promote the development of cultural undertakings and cultural industries
The development of cultural undertakings and cultural industries is an inevitable requirement for
enriching the people's spiritual and cultural life and ensuring the people's cultural rights and interests,
and is also the proper meaning of stimulating the vitality of the whole nation's cultural innovation
and creativity and promoting cultural prosperity. The report of the 19th National Congress of the
Communist Party of China stressed that "to meet the people's new expectations for a better life, we
must provide rich spiritual food" and made major arrangements for promoting the development of
cultural undertakings and cultural industries. This fully embodies our party's people-centered
development thinking, and is of great significance for achieving cultural development relying on the
people, cultural development for the people, sharing the fruits of cultural development by the people,
and improving cultural guidance, creativity and competitiveness.
- Cultural undertakings and cultural industries constitute the two wings of national cultural work.
Cultural undertakings are of a public interest and public nature, and cultural undertakings mainly
produce public cultural products, taking the needs of the state as the transfer, and focusing on
meeting the basic cultural needs of the broad masses of the people. The cultural industry sector
mainly produces cultural commodities, takes market needs as the transfer, and focuses on meeting
the diverse cultural needs of the broad masses of the people. Cultural undertakings and cultural
industries must insist on putting social benefits in the first place. Cultural undertakings put social
benefits in the first place, which is determined by their nature and tasks. Similarly, the cultural
industry must adhere to the organic integration of social and economic benefits, always give priority
to social benefits, and never allow economic benefits to be satisfied at the expense of social benefits.
Both cultural undertakings and cultural industries should be integrated into the socialist core value
system and sing the main melody. The state implements differentiated management and regulation
according to the distinction between cultural undertakings and cultural industries, and may directly
regulate cultural institutions, requiring them to produce what kind of cultural products and what
kind of cultural services they provide to the public; for cultural enterprise units, generally speaking,
they mainly guide the development of cultural industries through indirect regulation and control
such as laws, tax policies, and price levers.
Make overall plans for the development of cultural undertakings and cultural industries.
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Cultural undertakings and cultural industries should not be abandoned, we must adhere to the new
development concept of innovation, coordination, green, openness and sharing, promote supply-
side structural reform in the cultural field, continuously develop and expand the cultural industry
while comprehensively prospering cultural undertakings, and jointly strive to build a socialist
cultural power. It is necessary to place the development of cultural undertakings and cultural
industries in an equally important position, make overall plans for the construction of a public
cultural service system and a modern cultural industry system, make overall plans to meet the basic
cultural needs and diversified cultural needs of the people, take into account the requirements of
public welfare and market, comprehensively consider the balance between economic and social
benefits, and plan and coordinate the construction of a public cultural service system covering the
whole society and the promotion of cultural industries as pillar industries of the national economy.
Deepen the reform of the cultural system and build a mechanism for the coordinated development
of cultural undertakings and cultural industries. Since the 18th National Congress of the Communist
Party of China, as an important part of comprehensively deepening reform, the reform of the cultural
system has been steadily and steadily expanded, the important basic institutional framework in the
cultural field has been basically established, substantive breakthroughs have been made in key and
difficult reform tasks, the system of cultural policies and regulations has been continuously
improved, and the vitality of the development of cultural undertakings and cultural industries has
been significantly enhanced. The reform of the cultural system is always on the road, and we must
adhere to the correct direction of reform, improve the thinking of reform, grasp the key and difficult
points, innovate reform measures, and unswervingly deepen the reform of the cultural system. It
should be further recognized that the reform of the cultural system involves both the economic
foundation and the superstructure, and must conform to the requirements of the development of the
socialist market economy and follow the law of socialist spiritual civilization construction.
Therefore, it is necessary to correctly handle the general and special requirements of reform, while
actively learning from the reform experience in other fields and linking it with the reform of all
aspects, pay attention to reflecting the requirements of cultural exceptions, focus on strengthening
institutional innovation, improve the cultural management system, and accelerate the construction
of an institutional mechanism that puts social benefits in the first place and integrates social benefits
with economic benefits.
6. Promote the creative transformation and innovative development of
China's excellent traditional culture
The excellent traditional Chinese culture is the root and soul of the Chinese nation and the fertile
cultural soil for socialism with Chinese characteristics. The Communist Party of China is the faithful
inheritor and propagator of China's excellent traditional culture, and it is the cultural mission of the
new era to promote the creative transformation and innovative development of China's excellent
traditional culture. Comrade Xi Jinping stressed that it is necessary to treat traditional culture with
an objective, scientific and respectful attitude.
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Objectivity means to realize that the essence and dregs in traditional culture are mixed, positive and
negative coexist, not retro mud antiquity, do not copy and copy, do not simply deny, adhere to a
comprehensive, historical and dialectical view of traditional culture, scientifically distinguish the
essence of the waste, distinguish between advantages and disadvantages, both look at the historical
role and analyze from the present, to figure out which should be preserved and inherited, and which
must be transformed, adjusted or even abandoned. Science means respecting the law of cultural
development, making correct trade-offs in combination with the requirements of the new era and
practice, promoting the abandonment and inheritance of traditional culture, transforming and
innovating, enriching and reengineering, drawing on and absorbing beneficial cultural components,
giving new connotations of the era and modern forms of expression, activating its vitality, enhancing
its influence and appeal, and better being taken by today's people and used for development. Respect
means to adhere to the position of Chinese culture, strengthen cultural self-confidence, enhance
cultural consciousness, respect and cherish the excellent spiritual and cultural wealth created by our
ancestors, tap and carry forward the contemporary value of China's excellent traditional culture,
resolutely resist extreme trends of thought such as nihilism that ignores historical and cultural
traditions and revivalism that only supremacizes tradition, and resolutely safeguard the national
nature and uniqueness of Chinese culture. In this way, we can better inherit the Chinese cultural
genes, innovate, develop and make breakthroughs, and continuously promote the excellent
traditional Chinese culture to carry forward and carry forward the future.
To adhere to the creative transformation and innovative development of China's excellent traditional
culture, we must promote the integration of traditional culture and modern society, so that China's
excellent traditional culture can "live" in the present. The excellent traditional Chinese culture is a
complete and independent ideological and cultural system, which has formed a unique style in the
rise and fall of thousands of years. If it is not well integrated with modern society, it will not be
possible to have vigorous vitality. It is necessary to strengthen research and interpretation work,
deeply excavate and explain the contemporary value of China's excellent traditional culture, and
create more excellent works that embody the essence of China's excellent traditional culture and
disseminate contemporary Chinese values. Strengthen the protection and utilization of cultural relics
and the protection and inheritance of cultural heritage, embark on a road of protection and utilization
of cultural relics that conforms to national conditions, and let Chinese culture show its permanent
charm and the style of the times. Adapt to the development trend of new media and new technologies,
promote the integration of Chinese excellent traditional culture with new media and new
technologies, make it a modern "living water", continuously integrate into people's production and
life, and bloom more dazzling in the soil of the new era.
To promote the creative transformation and innovative development of China's excellent traditional
culture, it is necessary to carry forward the spirit of inclusiveness and inclusiveness, and enrich and
develop Chinese culture while constantly absorbing the nutrients of various civilizations.
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Building a high level of cultural self-confidence does not mean engaging in self-isolation or even
solipsism. If a culture does not interact with foreign cultures and learn from each other, it is easy to
lose vitality and easily break away from the trend of world cultural development. The Chinese nation
is a nation that adheres to the concept of "new every day, new every day, and new every day", and
constantly creates and innovates. In order for China's excellent traditional culture to show new
vitality, it is necessary to learn from the beneficial elements of foreign culture, including Western
culture, with a broad mind. It is necessary to integrate excellent foreign culture with China's
traditional culture, integrate the elements of Chinese culture, and brand it with Chinese culture;
integrate it with China's actual needs to solve China's practical problems and serve the production
and life practices of the Chinese people; integrate it with the acceptance habits of the Chinese people,
and create an expression form suitable for the Chinese people's way of thinking and aesthetic taste,
so as to be popular with the Chinese people. At the same time, it is necessary to extract and display
the spiritual symbols of excellent traditional culture, extract and display the cultural essence of
excellent traditional culture with contemporary value and world significance, and profoundly reveal
the ideological concepts, humanistic spirit and moral norms contained in China's excellent
traditional culture. It is necessary to pay attention to displaying the development and progress of
contemporary China and the wonderful life of contemporary Chinese, promote the value concepts,
literary and artistic masterpieces, and cultural achievements that reflect the development and
progress of contemporary China to go overseas, and further enhance cultural soft power.
Section 3: firmly grasps the leadership of ideological work
Ideological work is an extremely important task of the party, a work that establishes the heart of the
country and the soul of the nation, has a bearing on the future and destiny of the party, on the long-
term peace and stability of the country, and on national cohesion and centripetal force. Comrade Xi
Jinping stressed: "We must firmly grasp the leadership, management and discourse power of
ideological work, and we must not leave it aside at any time, otherwise we will make irreparable
historical mistakes."1 Building a socialist ideology with strong cohesion and leading force is a major
proposition for adhering to and developing socialism with Chinese characteristics in the new era,
and a major strategic task for smoothly promoting the development of the cause of the party and the
country in the new era.
1 "Digest of Xi Jinping's Expositions on Comprehensively Deepening Reform", Central Literature Publishing House, 2014 edition,
page 86.
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1. Recognize the opportunities and challenges facing ideological work under
the new situation
Since its founding, the Communist Party of China has attached great importance to ideological work,
and it is precisely by relying on strong ideological work that it has effectively ensured the smooth
progress of the cause of revolution, construction and reform. Since the 18th National Congress of
the Communist Party of China, the Party Central Committee with Comrade Xi Jinping as the core
has placed ideological work in a prominent position, and the degree of attention, the intensity of
work, and the obvious changes in results have been rare since the reform and opening up. It is
reflected in a series of major issues of direction, fundamental, and overall importance, adopted a
series of groundbreaking major measures, solved many difficult problems that have been wanted to
be solved for a long time but have not been solved, fundamentally reversed the passive situation that
once appeared in the ideological field, and brought about an overall and fundamental change in the
situation in the ideological field; effectively reversed some propaganda and ideological positions,
and the party's leadership was once neglected and weakened. The weakened situation has effectively
reversed the erosion of the dominant position of mainstream ideology, effectively reversed the
situation of passively coping with and ineffective counterattack against false reasoning and heresies,
and effectively reversed the chaos on the Internet.
Socialism with Chinese characteristics has entered a new era, the development of scientific
socialism in China has entered a new stage, and the consolidation and development of socialist
ideology are facing new historical opportunities. The extraordinary achievements of reform,
opening up and socialist modernization, the historic changes and achievements of the Party and the
country since the 18th National Congress of the Communist Party of China, the strong vitality of
Marxism and socialism demonstrated by adhering to and developing socialism with Chinese
characteristics, and the profound changes in favor of Marxism and socialism brought about by the
historical evolution of the two ideologies and two social systems in the world and the contest
between them, have brought bright prospects for the development of the Party, the country and the
nation. It also provides a broad space for the development of socialist ideology. In particular, the
formation and establishment of Xi Jinping Thought on Socialism with Chinese Characteristics for a
New Era has profoundly answered the "questions of the times", "practical questions" and "people's
questions", deepened the understanding of the laws governing the Communist Party, socialist
construction and the development of human society with a new vision, won the broad recognition
of the people with its powerful practical and theoretical forces, and greatly enhanced the extensive
influence of the Chinese road, Chinese thought and Chinese ideas in today's world.
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All these provide a solid theoretical, practical, material, and popular foundation for the development
of socialist ideology. The general trend of development in which the party, the state, and the nation
become stronger implies the inevitable trend of becoming ideologically stronger.
At the same time, we must also realize that under the complex and changeable international and
domestic situation, in the historical journey of realizing the "two centenary goals" and the Chinese
dream of the great rejuvenation of the Chinese nation, consolidating the guiding position of Marxism
and consolidating the common ideological foundation of the whole party and the people of the whole
country in unity and struggle still face severe tests and great challenges. Contemporary China is in
the midst of profound economic and social changes, people's ideological diversity and changeable
characteristics are becoming increasingly obvious, the phenomenon of different ideological and
cultural exchanges and confrontation is still very prominent, Western constitutional democracy,
universal values, neoliberalism, historical nihilism and other ideological trends strive to compete
for ideological discourse power, challenge China's political system and development path of
historical choice and theoretical foundation, unify thinking and gather strength The task of unifying
thinking and rallying forces is unprecedentedly arduous. Contemporary China is superimposed on
the profound changes in the political and economic pattern of the world today, and the great changes
unprecedented in a century, and the contest of cultural soft power is more prominent. Different
ideologies are not only the reflection of different social paths and social systems, but also the
ideological basis that supports the rationality of different social paths and social systems. The
contradiction between the two roads and systems of capitalism and socialism is a structural
contradiction that will accompany the whole process of China's comprehensive construction of a
modern and powerful socialist country, and the struggle between the two roads and systems will
inevitably be protracted, complex and acute. The hostile forces regard the development and growth
of socialist China as a challenge to the capitalist road and system, constantly change their tactics
and methods to implement Westernization and differentiation schemes, intensify political
misdirection, strategic containment, and all-round pressure on China, and intensify their efforts to
smear China's path, theory, system, and culture. It is necessary to maintain a clear understanding
and be mentally prepared and prepared to deal with risks and challenges in a lasting manner.
2. Build a socialist ideology with strong cohesion and leading force
Comrade Xi Jinping pointed out that building a socialist ideology with strong cohesion and leading
force is a strategic task that the whole party, especially the propaganda and ideological front, must
undertake. He emphasized: "Ideology determines the direction of cultural progress and development
path.
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It is necessary to promote the Sinicization of Marxism and popularize it, build a socialist ideology
with strong cohesion and leading force, and closely unite all the people in ideals, beliefs, values and
moral concepts.1 "The hearts of the people are united, and Tarzan moves." "Great ideological and
political unity has always been our party's magic weapon for victory, and the first thing we must
pass over to climb the hill and overcome difficulties is the ideological will pass, and only with one
heart and one mind can we form an invincible and powerful force." Comrade Xi Jinping has
repeatedly stressed that "as long as we are closely united, work as one, and strive for the realization
of our common dream, the power to realize our dream will be incomparably strong."2 To carry out
the great struggle with many new historical characteristics, grasp and make good use of the period
of historical opportunity, and effectively deal with various risks and challenges, it is urgent to
accelerate the construction of a socialist ideology with strong cohesion and leading force, form a
vivid situation in which the heart thinks in one place and works hard in one place, and gathers the
unified will and action force of one heart and one direction to overcome difficulties to ensure the
smooth advancement of the cause of socialism with Chinese characteristics.
Building a socialist ideology with strong cohesion and leading force has rich and profound
connotations, and there are two basic levels.
First, we want to build a socialist ideology, not any other ideology. This is a major issue that
embodies the nature of the party and the state and stipulates the basic orientation of ideological work.
Therefore, we must adhere to the guidance of Xi Jinping Thought on Socialism with Chinese
Characteristics for a New Era, persist in not forgetting our original intention, keep our mission in
mind, strengthen the "four consciousnesses", strengthen the "four self-confidences", and achieve the
"two safeguards", constantly consolidate the guiding position of Marxism in the ideological field,
and consolidate the common ideological foundation of the whole party and the people of all ethnic
groups in the country to unite and struggle.
Second, on the premise of adhering to the basic direction of socialist ideology, further enhance
cohesion and leadership. This is a focal point for basing ourselves on the new era and new mission
and giving play to the important role of ideological work. We must maintain a clear stand of the
people, represent the fundamental interests of the masses, conform to the aspiration and value
pursuit of the broadest masses of the people for a better life, grasp the greatest common divisor,
draw concentric circles of the people, and promote the close unity of all the people in ideals, beliefs,
values and moral concepts, and advance in unity towards the goal of struggle set by the Party Central
Committee;
1 Compilation of Documents of the 19th National Congress of the Communist Party of China, People's Publishing House, 2017
edition, page 33.
2 Xi Jinping, "Speech at the First Session of the Twelfth National People's Congress," People's Daily, March 18, 2013.
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It is necessary to pay attention to keeping up with the pace of development of the times and practice,
conform to the requirements of the times, lead the trend, keep pace with the times, keep the right
and make innovations, and firmly grasp the leadership, dominance, and discourse power of socialist
ideological work.
The basic orientation of socialist ideology and the basic requirements for strengthening cohesion
and leading force are intrinsically unified and interconnected, and the basic observance of
strengthening ideological work at a new historical starting point has been clarified. Building a
socialist ideology with strong cohesion and leading force is a complex process advancing from many
aspects, and we must base ourselves on the present and focus on the long term, pay attention to
grasping important aspects that have a bearing on the overall situation, grasp well the important
work with the significance of "four beams and eight pillars", and constantly make new
breakthroughs and new progress.
3. persist in taking the establishment as the foundation, making
breakthroughs at the same time, and constantly consolidate and strengthen
mainstream ideological public opinion
In the ideological field, adhering to the emphasis on construction and building on the foundation
has been the consistent policy of the Communist Party of China since the reform and opening up.
The principle of stressing construction was put forward by the party in the early stage of reform and
opening up on the basis of summing up positive and negative experiences, especially on the basis
of summing up the lessons of the "Cultural Revolution" such as taking class struggle as the keynote
and engaging in mass judgment. In recent years, the Party Central Committee has repeatedly
emphasized strengthening ideological and theoretical construction, strengthening the construction
of socialist core values, strengthening communication capacity building, and promoting the creation
and production of excellent works, all of which run through the keynote of "construction" and
"standing."
To persist in taking the establishment as the foundation, we must adhere to the correct guidance of
public opinion. Comrade Xi Jinping has repeatedly stressed that it is necessary to expand and
strengthen mainstream ideology and public opinion, boost the morale and spirit of the whole party
and the people of the whole country, and unite and advance towards the grand goal set by the party
Central Committee. To grasp the correct guidance of public opinion, the core essence is to adhere
to the principles of party spirit, adhere to the Marxist outlook on news, adhere to the principle of
positive propaganda as the mainstay, unswervingly adhere to the principle of party management of
the media, persist in politicians running newspapers, periodicals, platforms, and news websites, sing
the main melody, and spread positive energy. History and reality tell us that the power of public
opinion must not be underestimated. News and public opinion work is at the forefront of ideological
struggle, and good public opinion can become the "propeller" of development, the "barometer" of
public opinion, the "glue" of society, and the "weather vane" of morality.
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Grasping the correct orientation of public opinion is an all-round requirement, which must run
through all aspects and links of public opinion work, and earnestly ensure that everyone is
responsible at all levels. It is necessary to focus on the implementation of "holding high the banner,
leading the guide, focusing on the center, serving the overall situation, uniting the people, boosting
morale, shaping people, cohesion, clarifying fallacies, distinguishing right from wrong, connecting
China and the world, and communicating the world" 1 The 48-character duty and mission of
vigorously carry forward all ideological spirits conducive to upholding the leadership of the
Communist Party of China and China's socialist system, all ideological spirits conducive to
promoting reform and development, all ideological spirits conducive to enhancing the unity of the
people of all ethnic groups in the country, and all ideological spirits conducive to maintaining social
harmony and stability, and profoundly expounding why the Communist Party of China "can" and
why Marxism is the intrinsic truth of "doing" and why socialism with Chinese characteristics is
"good" has inspired the powerful force of unity and progress of the whole society.
Construction and management complement each other, and supporting the right and dispelling evil
are inseparable. While adhering to the principle of "taking establishment as the foundation," we
must also intensify the work of "making breakthroughs at the same time." This is because, in the
past period, the political issues of right and wrong, the problem of confused values, and the vulgarity
and vulgarity have become more prominent in some areas. As Comrade Xi Jinping pointed out in
his speech at the Central United Front Work Conference on May 18, 2015;"In today's world,
invisible wars in the ideological field are everywhere, and the contest without guns in the political
field has not stopped. 2 This is also because some people have a one-sided understanding of
"emphasis on construction" and regard "emphasis on construction" and "no debate." It has become
an excuse to shirk responsibility, and even a shield to exploit loopholes. Comrade Xi Jinping clearly
pointed out: "Adhering to positive propaganda does not mean giving up the struggle of public
opinion. "We must dare to grasp and manage, dare to show our sword, focus on unity and win over
the majority, carry out public opinion struggles in a reasonable, advantageous, and restrained
manner, and help cadres and the masses draw a clear line between right and wrong and clarify
ambiguous understanding."3 So as to maximize the consensus of the whole party and society, and
realize and consolidate ideological unity and unity.
Dare to show the sword has been a distinctive feature of ideological work since the 18th National
Congress of the Communist Party of China.
1 Xi Jinping on Governing the Country, Volume 2, People's Publishing House, 2017, p. 332.
2 "Digest of Xi Jinping's Expositions on Socialist Political Construction", Central Literature Publishing House, 2017 edition, page
18.
3 "Digest of Xi Jinping's Expositions on Socialist Cultural Construction", Central Literature Publishing House, 2017 edition, p. 27-
28.
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Comrade Xi Jinping stressed at the 2013 National Conference on Propaganda and Ideological Work:
"We must take a clear-cut stand and adhere to the truth, and take a firm stand to refute fallacies." 1
This requires that while vigorously promoting ideological construction, cultural construction, and
value building, we must never be vague about major issues of right and wrong and political
principles, still less should we retreat from making retreats, and we must dare to grasp and manage,
dare to show our swords, and not do anything Wall-riding faction" and "wind watching faction" do
not engage in the set of "cherishing feathers." It is necessary to take a clear-cut stand in supporting
correct ideological remarks, take a clear-cut stand in opposing and resisting all kinds of erroneous
viewpoints, ensure that position management is not slack, tasks are not carried out sloppily, and
responsibility is not vaguely pursued, that erroneous ideas and remarks are not evaded and dare to
confront each other, that rumors are exposed, fallacies are refuted, and fog is clarified, so that the
party's propositions and the will of the people will become the strongest voice of the times.
4. fight the battle of network ideology
The Internet has increasingly become the main position, the main battlefield, and the forefront of
ideological struggle, and if the Internet cannot be passed, it will not be able to pass the threshold of
long-term rule. It is necessary to adhere to the principle that positive energy is the general
requirement and manageable is the last word, grasp the dialectical relationship between security and
development, freedom and order, openness and autonomy, management and service, resolutely win
the ideological struggle on the Internet, and make the Internet, the largest variable, become the
largest increment in career development.
Comrade Xi Jinping pointed out at the 2013 National Conference on Propaganda and Ideological
Work: "We must solve the problem of 'skill panic' and truly become an expert in using new means
and methods of modern media."2 It is necessary to strengthen the construction of Internet content,
deeply implement the network content construction project, strengthen positive publicity on the
Internet, unite and unite hundreds of millions of netizens with Xi Jinping Thought on Socialism with
Chinese Characteristics for a New Era, develop a positive and progressive Internet culture, innovate
and improve online publicity, and form a strong positive public opinion online. Strengthen the
dissemination of mainstream ideology on the Internet, lead diverse and changeable online public
opinion with positive voices, publicize mainstream values in a way that netizens like to hear,
highlight the spirit of the times, lead moral trends, and make the Party's propositions always become
the strongest voice in cyberspace. Make full use of network advantages to enhance the authority,
timeliness and pertinence of news and publicity, and achieve new breakthroughs in online publicity
on major themes.
1 Xi Jinping on Governing the Country, Volume 3, Foreign Languages Publishing House, 2020, p. 313.
2 "Digest of Xi Jinping's Expositions on the Construction of Socialist Culture", Central Literature Publishing House, 2017 edition,
page 29.
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It is necessary to excavate and publicize the most beautiful people on the Internet, advocate the most
beautiful spirit, spread the stories of ordinary people, and let positive energy fully flow on the
Internet. Innovate and transform the form of discourse expression, organically interact and connect
propaganda discourse, policy discourse and information service discourse, build value resonance in
frank communication through warm and sentimental "online language and online language", and
strive to open up the "two public opinion fields."
Cyberspace has become an important space for human activities, and the network society has
become an important part of the real society, playing an increasingly important influence and role
in the operation of the real society. In the face of the rapid development of Internet technology and
its applications, it is necessary to establish a comprehensive network governance system. Integrate
the functions of relevant institutions, improve linkage mechanisms for basic management, content
management, industry management, and the prevention and crackdown on online violations and
crimes, improve mechanisms for handling network emergencies, and form a strong joint force for
network governance that combines positive guidance and lawful management. Improve the ability
of comprehensive network governance, and form a comprehensive governance bureau with multi-
subject participation of party committee leadership, government management, enterprise
performance of responsibilities, social supervision, and self-discipline of netizens, and a
combination of economic, legal, technical and other means.
Insist on promoting positive energy and suppressing negative factors. Comrade Xi Jinping pointed
out: "Cyberspace is the common spiritual home of hundreds of millions of people. Cyberspace is
clear and ecologically sound, which is in the interests of the people. The miasma and ecological
deterioration of cyberspace are not in the interests of the people. "1 It is necessary to establish and
improve online risk prevention mechanisms, properly regulate and control online public opinion
such as social hot issues, sensitive incidents, and emergencies, promptly refute erroneous trends of
thought on the Internet, resolutely control harmful political information such as distorting the party's
history, national history, and military history, negating the party's leadership and China's socialist
system, attacking the party's line, principles, and policies, and slandering the party's leader's
ideology and image, and comprehensively cleaning up harmful information such as online rumors,
violent terrorist audio and video.
5. Strictly implement the responsibility system for ideological work
To do a good job in ideological work, we must persist in the whole party and implement the
responsibilities of party committees (party groups). This is an inevitable requirement for
implementing the party's management of ideological work, and is also the basic guarantee for
promoting ideological work.
1 Xi Jinping on Governing the Country, Volume 2, Foreign Languages Publishing House, 2017, p. 336.
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Only by strengthening the sense of responsibility, establishing rigid constraints, and strengthening
accountability can we ensure that all tasks are implemented. It is necessary to tighten and consolidate
the political responsibility and leadership responsibility for doing a good job in ideological work,
and comprehensively implement the responsibility system for ideological work. We should
strengthen the construction and management of positions, conscientiously implement the principles
of sponsorship and territorial management, and earnestly ensure that there is a duty to defend the
territory, be responsible for defending the territory, and fulfill our responsibilities in defending the
territory, so that all kinds of ideological fronts will always become strong positions for disseminating
advanced ideology and culture, and never provide channels for the dissemination of erroneous ideas
and viewpoints.
Since the 18th National Congress of the Communist Party of China, the Party Central Committee
has made a series of clear provisions on the main body of accountability, the content of
accountability, and the methods of accountability for ideological work. The main body of
accountability is mainly the leading comrades of party committees (leading party groups) at all
levels, relevant responsible comrades, and responsible comrades of functional departments for
propaganda, ideological and cultural work. The content of accountability is mainly the responsibility
for implementing the relevant decision-making and deployment of the Party Central Committee and
higher-level Party committees, analyzing and judging the situation in the ideological field,
strengthening unified leadership, position construction and management, maintaining network
ideological security, handling relevant major issues, and intellectual work and team building. The
methods of accountability are mainly to give reminders, criticism and education, order written
inspections, report criticism, and give organizational handling and disciplinary sanctions, depending
on the seriousness of the case.
Strengthening the main responsibility and direct responsibility and implementing "one post, two
responsibilities" is the key to implementing the responsibility system for ideological work. It is
necessary to enhance the awareness of the secretary of the party organization as the first responsible
person, enhance the awareness of the direct responsibility of the leaders in charge, and enhance the
awareness of "one post and two responsibilities" of other members of the leadership group. In
particular, the principal responsible comrades of party committees (leading party groups) should
take the lead in grasping ideological work, make clear their stance, dare to speak out at critical
moments, stand in the front line of ideological work with a clear-cut stand, and unswervingly defend
the mainstream socialist ideology. Further deepen and refine the list of responsibilities for
ideological work, improve the chain of work responsibility, strengthen work assessment, strengthen
accountability, and truly form a work pattern in which the party committee has unified leadership,
the party and government have joint management, the propaganda department has organized and
coordinated, and the relevant departments have division of labor and responsibility.
To implement the responsibility system for ideological work, it is necessary to actively and steadily
handle issues in the ideological field. Issues in the ideological field are highly policy-oriented,
highly sensitive, and pay great attention, and it is particularly necessary to pay attention to methods
and methods, pay attention to the art of strategy, maximize the enthusiasm of all parties, and resolve
negative factors. It is necessary to strengthen problem-orientation, persist in having a clear purpose,
pay attention to correctly distinguishing and handling contradictions among the people and
contradictions between ourselves and the enemy, analyze specific problems in detail, solve whatever
problems they are, and use whatever methods should be used to solve them.
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In concrete work practice, it is necessary to enhance awareness of problems, pay attention to
discovering problems as early as possible, do work patiently and meticulously, and strive to solve
problems in the bud; correctly distinguish and handle issues of political principle, ideological
understanding, and academic viewpoints; some need to fight-for-tat and strike hard, while others
can comprehensively use educational, administrative, legal discipline, economic, and other means.
No matter what issues are handled, Nagisa 8 should be conducive to upholding and strengthening
the party's leadership, to uniting the hearts and minds of the party and the people, and to safeguarding
the overall situation of reform, development, and stability.
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Chapter XI: Strive to make life better for the people
With the rapid development of our economy and society, the people look forward to a better life,
and hope that the society will be full of vitality and remain stable and orderly. Since the 18th
National Congress of the Communist Party of China, the Party Central Committee with Comrade
Xi Jinping as the core has adhered to the people-centered development thinking, conformed to the
people's expectations for a better life, adhered to the focus on ensuring the improvement of people's
livelihood and strengthening social governance, vigorously promoted the theoretical innovation,
practical innovation and institutional innovation of social construction, formed a series of new
concepts, new ideas and new strategies, and provided scientific guidance and basic compliance for
better promoting social construction in the new era.
Section 1: The situation and requirements for promoting
social construction in the new era
Promoting social construction, continuously improving the well-being of the people, and building a
stable and orderly social environment are the proper meanings of adhering to and developing
socialism with Chinese characteristics. In the new era of socialism with Chinese characteristics,
unremitting efforts to ensure and improve people's livelihood and strengthen and innovate social
governance are important contents of promoting the development of the cause of the Party and the
country, and are of great significance to realizing the "two centenary goals" and realizing the
Chinese dream of the great rejuvenation of the Chinese nation.
1. The Communist Party of China has made historic and major achievements
in promoting social construction
It is the unshirkable responsibility of the Communist Party of China to attach importance to social
construction, continuously improve the material and cultural living standards of the masses, and
promote all-round human development.
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As early as the period of the Central Soviet Region, Comrade Mao Zedong clearly pointed out: "All
the actual problems of the masses' lives are problems that we should pay attention to." If we pay
attention to these problems, solve them, and meet the needs of the masses, we will truly become the
organizers of the masses' lives, and the masses will really surround us and enthusiastically support
us. 1 In the practice of partial ruling in the revolutionary base areas, carrying out land reform,
showing concern for the well-being of the masses, vigorously promoting education, attaching
importance to medical and public health, and properly handling all kinds of social relations can be
said to be the party's initial attempt to carry out social construction.
The founding of New China, especially the establishment of the basic socialist system, laid the basic
political prerequisite and institutional foundation for the party's comprehensive development of
social undertakings and the improvement of people's livelihood. The party put forward the need to
mobilize all positive factors to serve the building of socialism, put forward the idea of correctly
handling contradictions of two different natures, implemented the work policy of taking into account
the overall situation and making appropriate arrangements, made unremitting explorations in
improving people's livelihood and social undertakings, and adopted a series of practical and
effective measures. During this stage, although affected by the "Cultural Revolution" and lagging
economic development, the solution of people's livelihood problems was seriously restricted, and
the development of social undertakings faced many problems, China's social undertakings still made
great achievements, basic education continued to develop, medical and health care was continuously
strengthened, people's living standards were continuously improved, and the social security system
was gradually established, which played an important role in ensuring social stability and national
security.
Since the reform and opening up, with the rapid development of China's economy, the pace of social
construction has begun to accelerate. Beginning with the approval of the Sixth Five-Year Plan by
the Fifth Session of the Fifth National People's Congress in 1982, the previous reference to the
"Five-Year Plan for National Economic Development" was changed to "The Five-Year Plan for
National Economic and Social Development", the status and role of social construction in the cause
of the party and the state have become increasingly prominent. In the course of continuously
deepening reform, opening up, and modernization, the party has paid more and more attention to
gradually improving the people's living standards on the basis of developing productive forces,
clearly put forward the grand goal of building a moderately prosperous society, and made solemn
promises to the people to live a prosperous and solid ideal life. With the deepening of understanding
and practice, the Fourth Plenary Session of the 16th CPC Central Committee put forward the concept
and requirements of social construction for the first time, and the 17th CPC National Congress
planned social construction alongside economic, political and cultural construction as an important
part of the overall layout of socialism with Chinese characteristics, and social construction was
comprehensively valued and strengthened.
1 Selected Works of Mao Zedong, vol. 1, People's Publishing House, 1991 edition, p. 137.
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Since the 18th National Congress of the Communist Party of China, the Party Central Committee
with Comrade Xi Jinping as the core has conformed to the development and changes of the main
contradictions in our society, taken the people's yearning for a better life as the goal, deeply
implemented the people-centered development thinking, implemented a large number of measures
to benefit the people, made unprecedented achievements in the development of people's livelihood,
and significantly enhanced the people's sense of gain. By the end of 2019, in the field of education,
China's education popularization has exceeded the average level of middle- and high-income
countries; In the area of employment, relatively full employment has been achieved; In the field of
social security, the world's largest social security system, including old-age, medical care,
subsistence allowance and housing, has been built, ending the history of thousands of years of
farmers without social security; in the field of anti-poverty, the number of poor people has been
reduced from 98.99 million at the end of 2012 to 5.51 million at the end of 2019, and the incidence
of poverty has been reduced from 10.2% to 0.6% , composing a glorious chapter in the history of
human anti-poverty.
Since the founding of New China, the lives of Chinese people have made a historic leap from poverty
to food and clothing to overall moderate prosperity, and are moving towards a better life. The most
important thing is that the overall social situation of our country has maintained long-term stability,
which is in sharp contrast to the turmoil in many countries and regions in the world, and has become
one of the most secure countries in the world.
The historic achievements made by the Communist Party of China in promoting social construction
fully reflect the superiority of socialism with Chinese characteristics, fully demonstrate the people-
centered governing philosophy, and fully reflect the historical responsibility of major parties. The
Party has always placed the interests of the people in the supreme position, never forgot its original
intention and kept its mission in mind, so that the results of reform and development will benefit all
the people more and more equitably, laying a solid foundation for continuing to promote the all-
round development of various undertakings at a new historical starting point and leading the people
to create a better and happier life.
2. new problems facing social construction in the new era
Social construction is always on the way, only when it is carried out and not completed. In the new
era of socialism with Chinese characteristics, the main contradiction in our society has been
transformed into a contradiction between the people's growing need for a better life and unbalanced
and inadequate development, which has put forward new and higher requirements for social
construction. Efforts must be made to solve the problem of unbalanced and insufficient development
and improve the quality and efficiency of development
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Better meet the growing needs of the people in economic, political, cultural, social and ecological
civilization, better improve people's livelihood and well-being at a higher level, and continuously
promote all-round human development and common prosperity for all people.
With the historical transformation of the main contradictions in society, the macro environment and
internal conditions facing people's livelihood work in the new era are changing. With the rapid
economic and social development, the people are no longer satisfied with the basic needs of having
food, school, and housing, but look forward to better education, more stable jobs, more satisfactory
income, more reliable social security, higher levels of medical and health services, more comfortable
living conditions, and a more beautiful environment. In the face of people's new demand for a better
life, there are still many shortcomings in the field of people's livelihood. For example, in terms of
education, there are still problems such as the "difficulty of entering kindergartens" in preschool
education, the "school choice fever" of compulsory education, the lagging development of rural
education, and the difficulty of enrolling the children of migrant workers in urban areas. In terms of
employment, there are still problems such as high employment pressure for college graduates, high
labor intensity of employees, poor working conditions, and difficulty in protecting labor rights and
interests. In terms of income distribution, there are still problems such as the large income gap
between urban and rural areas and regions, and the small size of the middle-income group. In terms
of social security, there are still problems such as the lack of full coverage of some social insurance,
the low level of some social assistance and the rapid growth of social welfare demand. In terms of
medical and health care, there are still problems such as expensive medical treatment and incomplete
alleviation, and there are obvious shortcomings in the institutional mechanism for major epidemic
prevention and control, and the public health emergency management system. In terms of the supply
of people's livelihood services, there are still problems such as the coexistence of insufficient
government responsibility and excessive responsibility, low trust in the public service supply
capacity of social organizations, and insufficient play of market mechanisms and the role of social
capital. Solving these problems puts forward new and higher requirements for doing a good job in
China's people's livelihood work in the new era.
With the development of the times and practice, China's social governance is also facing many new
situations and problems. Reform is in a period of tackling tough problems and deep waters, social
stability has entered a period of risk, profound changes in the economic structure, profound
adjustments in the pattern of interests, profound changes in ideology and concepts, and profound
changes in the social structure, and the rapid changes in the situation and environment, the heavy
tasks, and the number of contradictions and risks facing social governance are unprecedented. For
example, mass incidents involving the interests of the masses, such as enterprise restructuring and
restructuring, changes in labor relations, financing and loan disputes, production safety accidents,
and poor environmental protection, are still frequent and high; the emergence of a large number of
floating populations has made the foreign population in some economically developed areas exceed
or even several times the local household registration population, which puts forward higher
requirements and severe challenges for grassroots social governance and public services;
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In some places and fields, there is still a lack of fair, scientific and effective rights protection
mechanisms, and it is difficult for the masses to realize their rights normally, resulting in negative
social emotions and threatening social harmony and stability; the process of rule of law construction
is relatively lagging behind, the social atmosphere of respecting the law, learning and abiding by
the law has not yet formed, and the due role of the rule of law in modern social governance has not
been fully played; the rapid development of the Internet has brought convenience to people, but also
brought severe challenges to social governance. Some illegal and criminal activities have infiltrated
the Internet, fragmented, pan-entertainment, and massive information that is difficult to distinguish
between true and false has spawned new social problems, online mass incidents are increasing,
online ideological struggles are becoming increasingly fierce, and Internet governance pressures
and challenges are becoming increasingly prominent, and so on. All this fully shows that the task of
strengthening and innovating social governance is very arduous and heavy.
Whether it is the new situation facing the construction of people's livelihood or the new situation
encountered by social governance, it is the characteristics and changes of economic and social
development in stages, indicating that China's social construction has gone through the survival
stage of "from scratch" and ushered in the quality stage of "from there to good." The issue of people's
livelihood and social governance at this stage is no longer simply worrying about food and clothing,
but conforming to people's needs for a better life and moving towards a higher level and higher stage.
This is an objective requirement for the development and change of the new situation and tasks, and
is also an inevitable requirement for realizing the party's historical mission.
3. the new goal of promoting social construction at a new starting point
In the face of the new situation of social construction in the new era, the 19th National Congress of
the Communist Party of China made systematic arrangements for promoting social construction,
emphasizing that "we must always put the interests of the people in the supreme position, so that
the results of reform and development can benefit all the people more and more equitably, and
continue to move forward towards realizing the common prosperity of all the people"; a more
fulfilling, secure and sustainable sense of security."1
1 Compilation of Documents of the 19th National Congress of the Communist Party of China, People's Publishing House, 2017
edition, page 36.
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The 19th National Congress of the Communist Party of China also put forward a more long-term
goal pursuit for promoting social construction in the "two-step" strategic arrangement of building a
modern and powerful socialist country in an all-round way. In the strategic deployment of basically
realizing socialist modernization from 2020 to 2035, it is clearly proposed that by 2035, the rule of
law society will be basically completed and the degree of social civilization will reach a new height;
The people's living standards have become more prosperous, the proportion of middle-income
groups has increased significantly; the gap between urban and rural development and residents'
living standards has been significantly narrowed, the equalization of basic public services has been
basically realized, and the common prosperity of all the people has taken solid steps. The governance
pattern of modern society has basically taken shape, and the society is full of vitality and harmony
and order. In the strategic plan of building a prosperous, strong, democratic, civilized, harmonious
and beautiful modern socialist power from 2035 to the middle of this century, it is clearly proposed
that by the middle of this century, material, political, spiritual, social and ecological civilizations
will be comprehensively improved, the national governance system and governance capacity will
be modernized, the common prosperity of all the people will be basically realized, and the Chinese
people will enjoy a happier and healthier life.
The task goal of social construction at a new starting point established by the 19th National Congress
of the Communist Party of China demonstrates the Party's strong historical responsibility and the
Party's ambition to promote China's social progress.
To achieve such a task goal, we must always adhere to the principled position of putting the interests
of the people first. Seeking happiness for the people is the original intention of the Party, and leading
the people to create a better life is the fundamental focus of the Party in promoting social
construction. Comrade Xi Jinping pointed out: "The Communist Party seeks happiness for the
people, and wherever the people feel unhappy, unhappy and dissatisfied, we will work hard in every
possible way to solve problems for the masses."1 It is necessary to seek more benefits for the people's
livelihood and relieve more worries about the people's livelihood, make up for the shortcomings of
the people's livelihood in the process of development, promote social fairness and justice, and
continuously make new progress in providing education for the young, learning and teaching,
earning income from hard work, treating the sick, providing for the elderly, housing and housing,
and supporting the weak, so as to ensure that all the people have a greater sense of gain in joint
construction and shared development, and constantly promote the all-round development of people
and the common prosperity of all the people.
To achieve such mission goals, we must unswervingly promote fairness and justice. Fairness and
justice are intrinsic requirements of socialism with Chinese characteristics. The prominent problem
of social injustice will inevitably directly cause or aggravate social contradictions, and even cause
social crises, leaving society in a state of instability.
1 "Xi Jinping, Li Keqiang, Li Zhanshu, Wang Yang, Wang Huning, Zhao Leji, Han Zheng Respectively Participated in the Review
of Some Delegations to the National People's Congress", People's Daily, March 8, 2018.
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Comrade Xi Jinping pointed out: "The central government comprehensively examined and
scientifically analyzed the current situation and situation of China's economic and social
development, and believes that if this problem is not solved urgently, it will not only affect the
people's confidence in reform and opening up, but also affect social harmony and stability."1 We
must intensify reform, take the promotion of social fairness and justice and the improvement of
people's well-being as a mirror, examine various institutional mechanisms and policy regulations,
and promote reform wherever there are problems that do not conform to social fairness and justice;
Through innovative institutional arrangements, efforts should be made to overcome violations of
fairness and justice caused by human factors, create a fair and just social environment, and make
real progress in promoting equal rights, fair opportunities, and fair rules.
To achieve such a task goal, we must focus on forming effective social governance and good social
order. This is an important aspect of promoting the modernization of the national governance system
and governance capacity, and it is also an urgent task to promote reform and development and
maintain social and political stability. It is necessary to deeply study the phased characteristics of
China's social transformation period, deeply study the law of modern social governance, broaden
work ideas, improve institutional mechanisms, and continuously improve the scientific level of
social governance. It is necessary to strengthen the construction of the social governance system,
improve the social governance system under the leadership of the party committee, the government
is responsible, social coordination, public participation, and the guarantee of the rule of law,
strengthen the construction of mechanisms for preventing and resolving social conflicts, accelerate
the construction of the social security prevention and control system, strengthen the construction of
the social psychological service system, strengthen the construction of the community governance
system, promote the focus of social governance to the grassroots level, give play to the role of social
organizations, realize the benign interaction between government governance and social regulation
and residents' autonomy, ensure that the society is both vibrant and harmonious and orderly, and
ensure the long-term peace and stability of the country. The people live and work in peace and
contentment.
Section 2: Ensuring and improving people's livelihood in the
course of development
People's livelihood is one of the main contents of social construction. The basic people's livelihood
with education, employment, income distribution, social security, medicine and public health, and
housing as the main contents is the most direct and realistic issue of interest of the broad masses of
the people
1 Xi Jinping on Governing the Country, Volume 1, Foreign Languages Publishing House, 2018, p. 95.
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In the new era of socialism with Chinese characteristics, it is necessary to continuously guarantee
and improve people's livelihood, realize a virtuous circle between economic development and
improvement of people's livelihood in the process of development, continuously improve people's
livelihood and well-being, and realize people's happiness and well-being.
1. improving people's livelihood and well-being is the fundamental purpose
of development
Continuously improving the people's living standards on the basis of economic development is the
fundamental purpose of all the work of the party and the state. To test the effectiveness of all our
work, we must ultimately see whether the people have really benefited from the benefits and whether
their lives have been truly improved. If our development fails to respond to the expectations of the
people and to achieve, safeguard and develop the fundamental interests of the broadest masses of
the people, such development will be meaningless and cannot be sustained.
Our development is people-centered. We must always adhere to the principle that development is
for the people, development depends on the people, and the fruits of development are shared by the
people, and on the basis of promoting sustained and healthy economic development, ensure that all
the people have a greater sense of gain in joint construction and shared development. Comrade Xi
Jinping pointed out: "The people-centered development ideology is not an abstract and esoteric
concept, which cannot only stop at the verbal and ideological links, but must be embodied in all
links of economic and social development." 1 It is necessary to start by solving the prominent
problems of general concern to the masses, think about what the masses think, be anxious about
what the masses are anxious about, and solve the difficulties of the masses, do a good job in the
construction of inclusive, basic, and thorough people's livelihood, do one thing after another, work
year after year, move forward with perseverance, and continue to make new progress in key areas
related to basic people's livelihood.
What is very important here is to correctly understand and grasp the relationship between economic
development and improvement of people's livelihood. The economy and people's livelihood are two
legs, and they must be coordinated with each other in order to be unified in steps. After decades of
leapfrog development, in the process of summing up the lessons learned from economic and social
development at home and abroad, we fully realize that GDP is not the fundamental purpose of
development, and at no time can we follow the wrong path of only wealth growth without human
development, only aggregate growth without fairness and justice.
1 Xi Jinping: "Speech at the Seminar for Major Leading Cadres at the Provincial and Ministerial Levels to Study and Implement the
Spirit of the Fifth Plenary Session of the 18th CPC Central Committee", People's Publishing House, 2016 edition, page 24.
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We also realize that economic development is the premise of improving people's livelihood and
well-being, without economic development, improving people's livelihood will become a source of
water and a tree without roots, so we must firmly grasp the center of economic construction, further
expand the "cake" in promoting high-quality economic development, and lay a more solid material
foundation for improving people's livelihood. We also realize that to grasp people's livelihood is to
grasp development. Continuously improving people's livelihood and well-being can effectively
solve the worries of the broad masses of the people, not only mobilize the enthusiasm of the people
to develop production, but also enhance social consumption expectations, expand domestic demand,
give birth to new economic growth points, and provide a strong endogenous driving force for China's
economic transformation and upgrading. Such a dialectical understanding, embodied in specific
work, is to fully grasp the relationship between people's livelihood and development that affects and
conditions each other, not only lays a solid material foundation for continuous improvement of
people's livelihood through economic development, but also creates more effective demand for
economic development through continuous improvement of people's livelihood, and realizes the
effective docking, virtuous circle and complementarity of people's livelihood and development.
To improve people's livelihood, we must do our best and do what we can. It is necessary to persist
in seeking more benefits for the people's livelihood and alleviating more worries about the people's
livelihood from the perspective of safeguarding the fundamental interests of the broadest masses of
the people, gradually improving the people's living standards in accordance with the economic
development and financial situation, so that the masses can get visible and tangible benefits, and let
the fruits of development benefit all the people more and more fairly. Comrade Xi Jinping pointed
out that improving people's livelihood "does not sit still, give two comparisons, and do not spend
the money that should be spent, nor is it good to be far away, eat too much food, and pay lip
service."1 We must see that China is still in the primary stage of socialism and will be for a long
time, and the improvement of people's livelihood cannot be separated from this greatest national
condition. The government should be committed to improving people's livelihood, but this does not
mean that it must take care of everything, the main thing is to ensure the basics, do what can be done
under realistic conditions, do more key people's livelihood work, do not make too many excessive
commitments, and must not engage in populism. Some welfare countries in the West have fallen
into the vicious circle of excessive welfare, and some developing countries in Latin America have
fallen into the "middle-income trap", which is a wake-up calling.6 It is necessary to give full play
to the redistribution function of people's livelihood work, but also to give full play to the function
of people's livelihood work to stimulate vitality and promote development. "It is not difficult to
work hard in the world", and it is necessary to make all the people realize through various channels
that labor is the source of wealth and the source of happiness.
1 Xi Jinping: "Speech at the Seminar for Major Leading Cadres at the Provincial and Ministerial Levels to Study and Implement the
Spirit of the Fifth Plenary Session of the 18th CPC Central Committee", People's Publishing House, 2016 edition, p. 27.
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Firmly establish the concept of the most glorious labor, the most noble labor, the greatest labor and
the most beautiful labor, further rejuvenate the enthusiasm for labor, release the creative potential,
and create a better life through hard work, honest labor and creative labor.
Correctly handling the relationship between people's livelihood and development, and achieving the
unity of doing our best and doing what we can, is reflected in the idea of people's livelihood
construction, that is, sticking to the bottom line, highlighting key points, improving systems, and
guiding expectations. Stick to the bottom line, that is, implement social security that mainly
guarantees basic livelihood, and ensure that the people in need are guaranteed as much as possible,
so that no one can be left behind. Comrade Xi Jinping pointed out that in our socialist country, there
must be no phenomenon of "Zhumen wine smells of flesh and bones, and the road has frozen bones",
"For the people in difficulty, we must pay special attention, special love, and special concern, do
everything possible to help them solve their worries and difficulties, always keep the safety and
well-being of the masses in mind, and send the warmth of the party and government to thousands
of households."1 In other words, we must weave a social safety net, give play to the supporting role
of social policies, and give hope to the needy people. Highlight the key points, that is, the concept
of people's livelihood should not be too generalized, and should emphasize the basic people's
livelihood with poverty alleviation, education, employment, income distribution, social security,
medicine and health and population as the main contents, highlight key areas, key groups, key
systems, and highlight equal opportunities. Improving the system means that the construction of
China's social undertaking system should focus on promoting the full coverage, fairness and
sustainability of the system, and solve the problems of large regional differences and institutional
fragmentation through the establishment and improvement of institutional mechanisms. Guiding
expectations means guiding people to form reasonable expectations. While focusing on improving
people's livelihood and innovating social governance, the party and government should also focus
on doing ideological and political work to make the level of social security compatible with the
current level of economic and social development.
2. Earnestly resolve the most direct and practical interests of the masses
To ensure and improve people's livelihood in the process of development, it is necessary to carry
out institutional innovation in various specific fields of people's livelihood, and continuously make
new progress in such areas as providing education for the young, learning and teaching, earning
income from labor, treating the sick, providing care for the elderly, housing and housing, and
supporting the weak, so that the people can have more, more direct and more tangible sense of gain,
happiness and security
1 Xi Jinping on Governance, Volume 1, Foreign Languages Publishing House, 2018, p. 189.
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First, do a good job in running education that satisfies the people. A strong education is a strong
country. Comrade Xi Jinping pointed out, "Education is an important cornerstone of national
rejuvenation and social progress, a moral and political project that contributes to the contemporary
era and benefits the future, and is of decisive significance for improving the comprehensive quality
of the people, promoting the all-round development of the people, enhancing the vitality of
innovation and creativity of the Chinese nation, and realizing the great rejuvenation of the Chinese
nation." Education is the great plan of the country and the party."1 Since the 18th National Congress
of the Communist Party of China, the proportion of state financial education funds to GDP has
always remained above 4%, laying a solid economic foundation for the all-round development of
education. The concept of modern education has been deepened, and the ability of educational
innovation has been significantly improved, laying a solid talent foundation for China's education
to achieve modernization and enter the forefront of innovative countries.
We must give priority to education and strive to build a modern educational power. In terms of
educational equity, through the tilted allocation of resources, counterpart assistance, the
establishment of school associations, special subsidies for rural teachers, etc., we will gradually
realize the equitable allocation of deep-level resources such as teachers, and strive to fully realize
the equalization of urban and rural compulsory education resources within the county by 2020, and
strive to enable every child to enjoy a fair and high-quality education. Further implement the reform
of the non-compulsory education system, exempt students from poor rural families from ordinary
high school miscellaneous fees, and by 2020 achieve universal high school education, so that the
vast majority of junior high school graduates can continue to receive high school education, continue
to increase the proportion of candidates in rural areas attending universities, especially key
universities, and ensure sufficient social upward mobility. In terms of the quality of education,
vigorously develop preschool education so that more preschool children can receive preschool
education. Continue to improve the vocational education and training system and form a lifelong
vocational training system. Accelerate the construction of world-class universities and first-class
disciplines, do a good job in running ideological and political theory courses, enhance students'
sense of social responsibility, innovative spirit, and practical ability, and realize the connotative
development of higher education.
Second, promote employment and entrepreneurship. Employment is the economic foundation and
basic guarantee for people's survival, as well as the basic condition for integration into society.
Comrade Xi Jinping pointed out that "employment is the biggest project of people's livelihood,
people's heart, and foundation."
1 "Xi Jinping Emphasizes Adhering to the Development Path of Socialist Education with Chinese Characteristics at the National
Education Conference and Cultivating Socialist Builders and Successors with All-round Development of Merit, Intellectual,
Physical, Aesthetic, and Labor," People's Daily, September 11, 2018.
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1
Since the 18th National Congress of the Communist Party of China, China's employment work has
made great achievements, with an average of 13 million new jobs created every year, and the urban
survey unemployment rate has been maintained within 5%, achieving relatively full employment
nationwide.
Facing the new situation of employment and entrepreneurship in the new era, we must strive to
achieve higher quality and fuller employment. It is necessary to put the employment priority strategy
at the macro policy level, take the employment priority strategy and the active employment policy
as the guide, and make joint efforts in full employment, decent employment and harmonious
employment. In terms of full employment, establish a linkage mechanism for economic
development and employment expansion, and improve the government's responsibility system for
promoting employment. Entrepreneurship is the main channel for creating new jobs. It is necessary
to continuously improve the support policies for entrepreneurship, and form a new mechanism for
the government to encourage entrepreneurship, social support for entrepreneurship, and workers to
have the courage to start a business by continuing to promote "mass entrepreneurship and
innovation", and promote multi-channel employment and entrepreneurship of young groups such as
college graduates and migrant workers. Carry out large-scale vocational skills training,
comprehensively improve the quality of workers, and pay attention to solving structural
employment contradictions. Improve employment services, improve the public employment and
entrepreneurship service system that equalizes urban and rural areas, and strengthen the
unemployment insurance system's function of preventing unemployment and promoting
employment. In terms of decent employment and harmonious employment, we will eliminate the
shortcomings of the system and mechanism that hinder the social mobility of labor and talent, so
that everyone has the opportunity to achieve their own development through hard work. Improve
the consultation and coordination mechanism for the government, trade unions and enterprises to
participate in the consultation, smooth the channels for employees to express their reasonable
demands, build harmonious labor relations, advocate the spirit of model workers and craftsmen, and
enable everyone to engage in a dignified job.
Third, narrow the income gap. Income is the source of people's livelihood, and it is the most
important and direct way to improve people's livelihood and realize that the fruits of development
are shared by the people. Since the 18th National Congress of the Communist Party of China, the
income gap between urban and rural residents, the income gap between regional residents, and the
average wage gap of the national industry have narrowed to a certain extent, the Gini coefficient has
declined, the growth rate of urban and rural residents' income is significantly faster than the growth
rate of 00?, and the growth rate of per capita disposable income of rural residents is significantly
faster than the growth rate of per capita disposable income of urban residents, indicating that China's
income gap has shown a good trend of continuous narrowing.
The reform of the income distribution system concerns the vital interests of the broad masses and
must be properly grasped and steadily promoted
1 "Digest of Xi Jinping's Expositions on the Construction of Socialist Society", Central Literature Publishing House, 2017 edition,
page 67.
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It is necessary to persist in deepening the reform of the income distribution system, rationally adjust
the income distribution relationship between the government, enterprises and residents,
continuously narrow the gap between urban and rural areas, regions and rich and poor, and further
promote more reasonable and orderly income distribution. In terms of primary distribution,
emphasis should be placed on protecting labor income, striving to synchronize the growth of labor
remuneration with the increase in labor productivity, and increasing the proportion of labor
remuneration in primary distribution; improving the mechanism for determining wages and normal
growth, improving the minimum wage and wage payment guarantee system, and improving the
system of collective wage negotiation in enterprises; improving the remuneration mechanism
determined by the factor market such as capital, knowledge, technology, and management; and
increasing residents' property income through multiple channels. In terms of redistribution, improve
the redistribution adjustment mechanism with taxation, social security, and transfer payments as the
main means, and increase the intensity of tax regulation. In terms of regulating the order of income
distribution, establish an information system for personal income and property, protect legitimate
income, regulate excessive income, clean up and regulate hidden income, ban illegal income,
increase the income of low-income people, expand the scale of middle-income groups, gradually
form an olive-shaped distribution pattern, and ultimately achieve common prosperity.
Fourth, strengthen the construction of the social security system. Social security is a basic livelihood
system, a social safety net and stabilizer. Since the 18th National Congress of the Communist Party
of China, the social security system covering urban and rural residents has been basically established,
the development concept, development mode and governance mechanism of social security work
have been continuously reformed, innovated, transformed and improved, and new progress has been
made in the construction of social assistance, social insurance and social welfare, and the sense of
gain of the broad masses of the people has been significantly enhanced.
China's social security system has been basically established, which is a remarkable achievement,
but there are still imbalances and insufficient contradictions between different security systems,
between different regions and between different groups of people in terms of security scope, security
level, service capacity and service quality. In accordance with the requirements of the 19th National
Congress of the Communist Party of China to build a bottom-line, dense network and mechanism,
a multi-level social security system covering the whole people, coordinating urban and rural areas,
with clear powers and responsibilities, and appropriate and sustainable guarantees has a lot of work
to be done in practice. It is necessary to establish a unified national social insurance public service
platform, integrate the basic old-age insurance system for urban and rural residents, and improve
the unified basic medical insurance system for urban and rural residents and the serious illness
insurance system; promote the overall development of the urban and rural minimum subsistence
guarantee system; improve the policy of transferring and continuing social insurance relations,
expand the coverage of insurance contributions, and appropriately reduce social insurance premiums
in a timely manner; improve the care and service system for left-behind rural children, women and
the elderly, and improve the protection of the rights and interests of the disabled and the categorical
guarantee system for children in difficulty. At the same time, it is necessary to improve the personal
account system, improve the incentive mechanism for overpayment and more reward, ensure the
rights and interests of the insured, and realize the national pooling of endowment insurance as soon
as possible;
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Research and formulate a policy of gradually delaying the retirement age; accelerate the
development of enterprise annuities, occupational annuities, and commercial insurance, and build a
multi-level social security system. Attach great importance to the housing issue, adhere to the
fundamental positioning pointed out by Comrade Xi Jinping that "houses are for living, not for
speculation", and establish a multi-subject supply, multi-channel guarantee, and rent-purchase
housing system, so that the people can truly live and live.
Fifth, implement the Healthy China Strategy. The well-being of all is the cornerstone of the
prosperity of a nation. Comrade Xi Jinping stressed that "people first, life first, protecting people's
life safety and health can be done at any cost"1. Since the 18th National Congress of the Communist
Party of China, the health and medical standards of our people have been greatly improved, the life
expectancy of the population has been continuously improved, the comprehensive two-child policy
has been liberalized in a timely manner, and a modern hospital management system, a universal
medical insurance system, a drug supply guarantee system and a comprehensive supervision system
are taking shape. Successfully prepared and responded to sudden outbreaks such as influenza
A(H1N1), H7N9, and Ebola hemorrhagic fever; After arduous efforts, the situation of the new crown
pneumonia epidemic has been effectively reversed, and major strategic results have been achieved
in the epidemic prevention and control battle.
To implement the Healthy China Strategy, we must strive to achieve the well-being of all and the
sustainable development of the nation. It is necessary to run the concept of health management
throughout the whole process of urban planning, construction and management. Deepen the reform
of the medical and health care system, and make overall plans to promote the comprehensive reform
of medical security, medical services, public health, drug supply, and regulatory systems. In terms
of medical security, deepen the comprehensive reform of grassroots medical and health institutions,
and improve the operation mechanism of networked urban and rural primary medical and health
services. Accelerate the reform of public hospitals and implement government responsibilities. In
terms of medical services, improve the reasonable hierarchical diagnosis and treatment model, and
establish a contractual service relationship between community doctors and residents. Make full use
of information technology to promote the vertical flow of high-quality medical resources. In terms
of public health, reform and improve the disease prevention and control system, the major epidemic
prevention and control treatment system, and improve the unified emergency material support
system. Vigorously carry out patriotic health campaigns, promote the transformation from
environmental sanitation governance to comprehensive social health management, and advocate
civilized, healthy, green and environmentally friendly lifestyles. In terms of drug supply, we will
completely abolish the use of medicine to support doctors, rationalize the price of medicine, and
establish a scientific compensation mechanism;
1 "Xi Jinping Emphasizes Upholding the People's First, Continuously Benefiting the People When Participating in the Review of
the Inner Mongolia Delegation, and Implementing the People-Centered Development Thinking into Various Decision-Making,
Deployment and Practical Work," People's Daily, May 23, 2020.
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Adhere to the equal importance of Chinese and Western medicine, strengthen the combing and
excavation of the essence of classical medicine, and promote the research and development of new
Chinese medicine and industrial development. In terms of the medical insurance system, improve
the universal medical insurance system, accelerate the improvement of the medical insurance and
assistance system for serious and extraordinarily serious diseases, and encourage the society to run
medical services. Implement food safety strategies to make people feel at ease. In terms of
population aging, actively respond to the aging of the population, build a policy system and social
environment for the elderly, filial piety and respect for the elderly, accelerate the development of
enterprise annuities, occupational annuities, commercial endowment insurance, etc. in addition to
the basic pension system, and work together in economic support, daily life care and psychological
comfort, so as to fully realize the elderly and enjoy the elderly.
3. resolutely win the battle against poverty
Poverty has been with human beings since its birth and is a persistent disease of human society.
Getting rid of poverty and moving towards material abundance is the good aspiration of human
society, and it is also the proper meaning of improving and developing the socialist system with
Chinese characteristics. Comrade Xi Jinping pointed out: "Eliminating poverty, improving people's
livelihood and achieving common prosperity are the essential requirements of socialism. " 1
According to international poverty alleviation standards, since 1978, China has reduced poverty by
780 million people, and the number of people lifted out of poverty exceeds the combined population
of the world's most populous countries, the United States, Russia, Japan and Germany, and the
country with the largest poverty reduction population in the world, contributing more than 70% to
world poverty reduction. Since the 18th National Congress of the Communist Party of China, China
has made decisive achievements in poverty alleviation, the number of poor people has been reduced
from 98.99 million at the end of 2012 to 5.51 million at the end of 2019, the incidence of poverty
has dropped from 10.2% to 0.6%, and the poverty reduction has been reduced by more than 10
million people every year for seven consecutive years, and the overall regional poverty has been
basically solved.
In long-term practice, China's poverty alleviation work is based on rapid economic development,
with enhancing the intrinsic development capacity of poverty alleviation targets as the fundamental
way, both government-led and social assistance, more actively mobilizing and giving play to the
main role of the poor population, implementing inclusive policies and preferential policies, linking
long-term poverty alleviation planning with poverty alleviation, and achieving precise poverty
alleviation through targeted poverty alleviation, forming a poverty alleviation model with Chinese
characteristics. Since the 18th National Congress of the Communist Party of China, poverty
alleviation has provided Chinese experience and Chinese solutions for poverty alleviation around
the world, and has made significant contributions to the development and progress of human society.
1 Xi Jinping on Governance, Volume 1, Foreign Languages Publishing House, 2018, p. 189.
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And it has become an important part of the social development path with Chinese characteristics.
Allowing the poor people and impoverished areas to join the rest of the country in entering a
moderately prosperous society in all respects is our party's solemn commitment, and it is also China's
solemn commitment to the development and progress of the entire human society. Poverty
alleviation has entered the sprint period of tackling tough problems, with tight time and heavy tasks.
By 2020, the rural poor will be able to have no worries about food and clothing, and ensure
compulsory education, basic medical care and housing safety. The per capita disposable income of
farmers in poverty-stricken areas has increased higher than the national average, and the indicators
in the main areas of basic public services are close to the national average. Ensure that the rural poor
under China's current standards can be lifted out of poverty, remove all poor counties, and solve
regional overall poverty. In the end, this battle must be fought well so that the building of a
moderately prosperous society in an all-round way will be recognized by the people and can
withstand the test of history.
The focus of poverty alleviation is to get rid of real poverty. It is necessary to further improve the
poverty alleviation system, mobilize the whole party and the whole society to adhere to targeted
poverty alleviation and poverty alleviation, strengthen the responsibility system of the number one
party and government leader with overall responsibility, adhere to the pattern of large-scale poverty
alleviation, give full play to the institutional advantages of concentrating forces to do great things,
and focus on overcoming the task of poverty alleviation in deeply impoverished areas. The further
the future poverty alleviation, the more difficult it will be, because most of the remaining poverty
alleviation targets are areas and people with poor conditions, weak foundations, and deep poverty
levels, and they are all "hard bones" that need to be solved vigorously. According to the different
situations of poor households, we must identify the root causes, make precise efforts, and work for
a long time to ensure that no one is left behind on the road to poverty alleviation.
The goal of poverty alleviation is to truly get rid of poverty. To truly alleviate poverty, we must
solve the problem of endogenous driving force of development in poor areas and the problem of
poor people returning to poverty after being lifted out of poverty, that is, we must not only improve
the "blood transfusion" mechanism, but also form a "hematopoietic" mechanism. Since the 18th
National Congress of the Communist Party of China, Comrade Xi Jinping has put forward the idea
of "social policies should be underpinned" to help low-income groups not only survive, but also
have development opportunities and realize the organic combination of blood transfusion
mechanism and hematopoietic mechanism. In terms of basic survival, the main thing is to build a
"bottom-up" social safety net to ensure that "no one can be left behind on the road to moderate
prosperity." At the same time, poverty alleviation should be organically combined with support for
aspirations and wisdom, not only through the development of characteristic industries, but also
through ecological migration, as well as education poverty alleviation, medical poverty alleviation,
financial poverty alleviation and social security poverty alleviation.
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Comrade Xi Jinping pointed out: "Poverty alleviation is not the end, but the beginning of a new life
and a new struggle. "1 On the basis of resolutely winning the battle against poverty, it is necessary
to continue to promote the effective connection between comprehensive poverty alleviation and
rural revitalization, promote the smooth transformation of poverty reduction strategies and work
systems, integrate them into the rural revitalization strategy, establish an institutional mechanism
that combines long and short and cures both symptoms and root causes, stimulate the endogenous
driving force for the development of low-income populations in underdeveloped areas and rural
areas, implement precise assistance, and gradually achieve common prosperity.
Section 3: Strengthen and innovate social governance
Social governance is an important task of social construction. In the new era of socialism with
Chinese characteristics, it is necessary to adapt to the new situation and new challenges facing
economic and social development, adhere to the problem-oriented, strengthen and innovate social
governance, create a social governance pattern of joint construction, co-governance and sharing,
take the road of socialist social governance with Chinese characteristics, and ensure that the people
live and work in peace and contentment, social stability and order, and the country's long-term peace
and stability.
1. From "social management" to "social governance"
Social management is an indispensable management activity in human society. In order to form and
maintain a certain social order, it is necessary to have a certain form of social management. In
modern society, the role of social management is becoming increasingly important. In a country like
ours with a population of 1.4 billion and an accelerated economic and social transformation, the task
of social management is particularly arduous and arduous. The fundamental purpose of
strengthening and innovating social governance is to maintain social order, promote social harmony,
ensure that people live and work in peace and contentment, and create a stable and safe development
environment.
Since the founding of New China, the party and the state have always attached great importance to
social management, carried out long-term exploration and practice in the formation and
development of a social management system suited to China's national conditions, made major
achievements, and accumulated valuable experience.
1 Xi Jinping: "Speech at the Symposium on Decisive Battles and Decisive Victories in Poverty Alleviation", People's Publishing
House, 2020 edition, page 12.
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Especially since the reform and opening up, we have continuously promoted the reform and
innovation of social management in line with the increasingly diversified development of social and
economic components, organizational forms, employment methods, interest relations and
distribution methods. From the Third Plenary Session of the 14th CPC Central Committee proposing
to strengthen the government's social management functions, to the Fourth Plenary Session of the
16th CPC Central Committee proposing to strengthen social construction and management, to the
Sixth Plenary Session of the 16th CPC Central Committee emphasizing the innovation of the social
management system and integrating social management resources, and then to the 17th CPC
National Congress emphasizing the improvement of the social management pattern and the
grassroots social management system, the CPC's understanding of social management has been
continuously deepened. In the long-term exploration and practice, China has established a leadership
system for social management work, built a network of social management organizations,
formulated basic laws and regulations on social management, and continuously promoted the
adaptation of social management to China's national conditions and socialist system.
Since the 18th National Congress of the Communist Party of China, the Party Central Committee
with Comrade Xi Jinping as the core has deeply studied the new situation, new tasks and new
characteristics facing social management, focused on promoting innovation in social management
concepts, practices and systems, and clearly put forward the major proposition of "social
governance." From "social management" to "social governance", although it is a word difference, it
is a comprehensive improvement of the party's ruling philosophy and policy ideas in the social field,
reflecting systematic governance, legal governance, source governance, comprehensive policies,
and the deepening of the party's understanding of the laws of social operation and governance.
To adapt to the change of "social governance", efforts need to be made from many aspects. In terms
of action concept, it is necessary to realize the transformation from management to service, all social
management departments are departments that serve the masses, and all social management work is
work for the interests of the masses; in terms of action subjects, it is necessary to shift from the
unified management system of the government in the past to a diversified and collaborative
governance system between the government and various social subjects, and promote the benign
interaction between government governance and social self-regulation and residents' autonomy; in
the orientation of action, it is necessary to shift from control and regulation to rule of law guarantees,
comply with the requirements of comprehensive rule of law, and take the spirit of rule of law as the
guide. Use legal means to solve difficult problems, and promote the construction of a rule-of-law
society with the rule of law in social governance.
Comrade Xi Jinping clearly pointed out that "social governance is a science." 1 The key here is to
correctly handle some basic relationships in the process of social governance. First, properly handle
the relationship between maintaining stability and safeguarding rights.
1 Digest of Xi Jinping's Expositions on the Construction of Socialist Society, Central Literature Publishing House, 2017, p. 127.
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Rights protection is the foundation of stability maintenance, and the essence of stability maintenance
is rights protection. It is necessary to properly resolve the reasonable and legitimate interests of the
broad masses of the people, so that the masses of the people sincerely feel that their rights and
interests are treated fairly and their interests are effectively safeguarded. Second, properly handle
the relationship between social vitality and social order. Social development needs to be dynamic,
but that dynamism must be orderly. It is necessary to pay attention to channeling and defusing,
flexible stability maintenance, mobilize the whole society to jointly do a good job in maintaining
social stability, and achieve a relative balance between social order and social vitality at a higher
level. Third, it is necessary to properly handle the relationship between rule of law and rule of ethics,
autonomy. Law is written morality, and morality is the law of the heart. In the process of grassroots
autonomy, it is necessary to attach importance to the normative role of morality in citizens' behavior,
take the law as the benchmark, give full play to the normative role of township rules and people's
covenants, citizens' conventions, etc., so as to ensure that the enjoyment of rights and the
performance of obligations are consistent, and finally realize the benign interaction between the
three and promote each other.
2. actively promote innovation in the pattern of social governance
Modern social governance is not only the process of the government providing public services to
the society and regulating and regulating relevant social affairs in accordance with the law, but also
the process of social self-service and self-regulation and regulation in accordance with law and
morality. This requires continuously improving the government's social management capabilities
and effectiveness, while continuously enhancing social self-management capabilities, and making
every effort to create a social governance pattern of joint construction, co-governance and sharing
by improving the social governance system of party committee leadership, government
responsibility, social coordination, public participation, and legal guarantee.
The fundamental feature of socialist social governance with Chinese characteristics is the leadership
of the Party. In this respect, we are fundamentally different from the social governance of Western
capitalism. In China, the Communist Party of China has a broad and profound social and mass
foundation, and its party organizations cover the whole society, extend to the grassroots level, and
play a leading core role in political, economic, cultural and social life, which is essentially different
from the nature and role of Western political parties. State-owned enterprises and institutions are
important pillars of social governance and public services, and their nature is different from those
of industry associations in Western countries. Workers' and young women's mass organizations are
bridges and links between the Party and the government and the masses, covering all aspects of
political, economic, cultural and social life, and are different from those non-governmental
organizations in the West.
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Neighborhood committees, village committees and other grassroots people's autonomous
organizations not only undertake a large number of social service functions, but also undertake some
social governance functions, which is different from the nature of autonomous organizations in the
West. Most importantly, these organizations work under the leadership of the Chinese Communist
Party. These differences and differences determine that to strengthen and innovate social governance,
it is necessary to strengthen and improve the leadership of party committees at all levels over social
governance, and enhance the party's overall planning and organizational ability for social
governance. The party should not only do a good job in leading and leading social governance work,
but also do a good job in guiding work and play the role of "leading geese." Leadership does not
mean direct command, nor does it mean doing everything; we must make efforts to organically
combine "unification" and "division" and give full play to our political and institutional advantages.
Social governance is mainly the responsibility of the government. The government's responsibility
is not led by the government, not in the traditional sense of control, but to do a good job in public
services, public management, public security, and improve the mechanism of interest expression,
interest coordination, and interest protection. It is necessary to fully implement the main
responsibility of social governance of governments at all levels, and ensure that personnel, input,
work, and responsibility are in place for public services and public management that should be the
responsibility of the government. It is necessary to standardize the social governance functions of
all government departments, effectively solve the problem of multi-headed management and
decentralized management in some fields, especially the problem of prevarication when
encountering difficult things, and form a chain of social governance responsibility with clear powers
and responsibilities, clear rewards and punishments, division of labor and responsibility, and joint
management.
Strengthen social collaboration. Social coordination is mainly to solve the problem of joint
construction and co-governance. It is necessary to innovate the idea of social governance, expand
the opening up of the public service market, encourage and guide enterprises, institutions, social
organizations, and the people to actively participate in social governance through methods such as
government procurement of services and improvement of incentive and compensation mechanisms,
so as to create a social governance community where everyone is responsible and everyone is
responsible. It is necessary to deepen the governance of grassroots organizations and departments
and industries according to law, support all kinds of social subjects in self-restraint and self-
management, and give play to the positive role of social norms such as citizens' conventions,
township rules and people's conventions, industry regulations, and group charters in social
governance. It is necessary to pay attention to the cultivation and guidance of social organizations,
reform the management system of social organizations, promote social organizations to clarify their
rights and responsibilities, regulate self-discipline, and exercise autonomy in accordance with law,
actively participate in social governance and public services, and better give play to the social
governance functions of all people's organizations.
Focus on public participation. Comrade Xi Jinping has pointed out many times that the people are
the creators of history, and the masses are the real heroes. The masses of the people are the main
source of all social vitality.
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In order to achieve the goal of social governance innovation for the masses, we must believe in the
masses, mobilize the masses, and rely on the masses, so that the broad masses of the people will
become the main force of social governance innovation. It is necessary to stimulate the infinite
vitality and innovation contained in the broad masses of the people, mobilize and organize the
masses to participate in public services and public management in a rational and orderly manner in
accordance with the law, realize self-management, self-service and self-development, and promote
the formation of a good situation in which everyone participates in social governance and everyone
shares a harmonious society.
3. Actively promote innovation in social governance methods
To strengthen and innovate social governance, we must innovate social governance methods and
continuously improve the level of socialization, rule of law, intelligence and specialization of social
governance.
The socialization of social governance requires all kinds of social subjects, especially the broad
masses of the people, to become the most active and dynamic factor in social governance. In social
governance, it is necessary to fully respect the autonomy, enthusiasm and creativity of all kinds of
subjects, especially the people, rely on the wisdom and independent innovation of the broad masses
of the people, improve the pattern of social governance, and maintain the overall stability of society.
On the one hand, it is necessary to properly handle the relationship between the interests of the
government and the masses, and prevent and reduce social contradictions from the source. It is
necessary to regard the affairs of the masses of the people as their own affairs, so that the masses
can sincerely feel that problems can be reflected, contradictions can be resolved, and rights and
interests are guaranteed. On the other hand, it is necessary to mobilize the broad masses of the people
to participate in social governance through various forms, effectively give play to the self-
governance function of grassroots mass autonomous organizations, establish and improve all kinds
of villagers and residents' spontaneous social organizations, encourage the development of mass
organizations in the category of life services, voluntary services, and maintenance of public order,
and let the people become firm supporters and important participants in social governance
innovation.
The rule of law in social governance is an inevitable requirement of social governance. The
relationship between people's rights and obligations in social governance needs to be regulated by
law, and contradictions and disputes need to be resolved by law. Comrade Xi Jinping pointed out:
"Improving the system that plays a major role in safeguarding the vital interests of the masses,
strengthening the authoritative position of the law in resolving contradictions, and making the
masses sincerely feel that their rights and interests have been treated fairly and effectively
safeguarded."1 It is necessary to guide social governance innovation with the concept of rule of law,
firmly establish the concept of governance according to law, and strive to create a fair social
environment from the legal, institutional and policy aspects;
1 Xi Jinping on Governing the Country, Volume 1, Foreign Languages Publishing House, 2018, page 148.
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And effectively guarantee the equal status of the people in politics, law, opportunity, rights and
distribution. It is also necessary to guide the whole society to believe in the law and establish an
authoritative position of the law in the hearts of the people. It is necessary to improve the legal
system, strengthen judicial supervision, and promptly discover, stop, and correct violations of laws
and regulations and practices that may occur in the process of social governance innovation. It is
necessary to improve the legal system for the protection of citizens' rights, and strengthen legislative
protection in areas such as income distribution, housing, education, medical system reform, rural
land acquisition, urban housing demolition, labor contract signing, and protection of the rights and
interests of migrant workers.
Intelligent social governance is a key means to promote the modernization of social governance.
The vigorous development of various new technologies represented by new information technology
has brought new challenges to social governance and provided new momentum and opportunities
for innovative social governance. It is necessary to conform to the development tide of the Internet
era and improve the level of intelligent social governance. Make good use of high and new
technologies such as the Internet of Everything, big data, cloud computing, and artificial intelligence
to make the social governance process more scientific and intelligent, and provide technical support
and support for long-term social harmony and stability. Comrade Xi Jinping pointed out: "We must
deeply understand the role of the Internet in national management and social governance... It is
necessary to strengthen Internet thinking, make use of the advantages of flat, interactive and fast
Internet, promote scientific government decision-making, precise social governance, and efficient
public services, and use information technology to better perceive the social situation, smooth
communication channels, and assist decision-making and governance. "1
Specialization of social governance refers to adapting to the needs of modernization, networking,
and informatization of social governance, and using modern governance methods to better innovate
social governance in accordance with professional standards. In modern society, the problems facing
human beings are becoming more and more complex and professional, and it is necessary to let
specialized talents solve professional problems through professional division of labor.
Specialization is an inevitable requirement for improving the level of social governance, and its
fundamental is to strengthen the construction of professional talents. Strive to build a professional
mass work team, a professional volunteer team, a professional social worker team, a professional
social psychological service team, and a professional emergency management team, and consolidate
the foundation of social governance. In addition, it is necessary to improve the ability to
comprehensively use professional work methods, and skillfully use mechanisms such as prediction
and early warning, risk prevention and control, incident response, education and reform,
psychological counseling, conflict mediation, interest coordination, policy guidance, standardized
law enforcement, and accountability
1 "Digest of Xi Jinping's Expositions on the Construction of Socialist Society", Central Literature Publishing House, 2017 edition,
p. 134-135.
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And with the help of information means, Germany and France are simultaneously carried out to
achieve the goal of social governance.
4. Actively promote innovation in social governance systems
To promote the innovation of social governance systems in the new era, mainly to strengthen the
construction of mechanisms for preventing and resolving social conflicts, the construction of social
security prevention and control systems, the construction of social psychological service systems,
and the construction of grassroots community governance systems, so as to provide strong
institutional guarantees for long-term social harmony and stability.
It is necessary to focus on correctly handling contradictions among the people, and through
innovation in various systems and mechanisms, properly resolve the reasonable and legitimate
interests of the masses, and resolve social contradictions at the grassroots level and in the bud. With
early detection, early prevention, and early disposal as the basic principles, use big data technology
and information technology to gradually improve the early warning mechanism for social
contradictions, improve the social stability risk assessment mechanism for major decision-making,
and prevent and reduce contradictions from the source. Improve diversified dispute resolution
mechanisms that are organically connected and coordinated with each other, such as mediation,
arbitration, administrative rulings, administrative reconsideration, and litigation, establish
standardized and sound rules and procedures for public participation, and mobilize the whole of
society to participate in the resolution of conflicts and disputes. Improve the level of legalization of
social governance, guide the people to resolve social conflicts and all kinds of disputes through legal
procedures and legal means, and promote the formation of a good environment for handling affairs
in accordance with the law, finding the law when encountered, solving problems and using the law,
and relying on the law to resolve contradictions.
Comrade Xi Jinping pointed out: "Peace is the first need of the people after solving the problem of
food and clothing, which is an extremely important livelihood for the people and the most basic
development environment.1 It is necessary to firmly establish the concept of safe development, fully
understand the full connotation of life first and safety first, always put the safety of people's lives in
the first place, pay close attention to the establishment and improvement of the responsibility system
for safe production, and implement the "one-vote veto" of safe production and the risk of major
production safety accidents. Improve the public safety system, resolutely curb the frequent
occurrence of serious and extraordinarily serious safety accidents, and continuously improve the
disaster prevention, mitigation and relief capabilities of the whole society.
1 "Digest of Xi Jinping's Expositions on the Construction of Socialist Society", Central Literature Publishing House, 2017 edition,
page 148.
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Deeply promote the comprehensive management of public security and ensure that the people live
and work in peace and contentment. Further improve the all-round and three-dimensional public
security prevention and control system, curb the high incidence of serious criminal offenses, and
protect people's personal rights, property rights, and personality rights. Crack down on and punish
pornography, gambling, drugs, criminal trafficking, and other illegal and criminal activities in
accordance with law, and truly protect the safety of the lives and property of the broad masses of
the people. Improve the system and mechanism for comprehensive management of social security,
and build a grassroots comprehensive service management platform. Implement a social stability
risk assessment system for major decision-making, improve comprehensive mechanisms for
investigation, early warning, mediation, and resolution of social conflicts, strengthen and improve
petitioning and mediation efforts, and effectively prevent and resolve conflicts and disputes.
Human society has entered the Internet era, and we must fully understand the great challenges and
opportunities brought by the development of the Internet to social governance. It is necessary to
improve the comprehensive governance capacity of the network, and form a comprehensive
governance bureau with the participation of multiple subjects such as party committee leadership,
government management, enterprise performance of responsibilities, social supervision, and self-
discipline of netizens, and a combination of economic, legal, technical and other means. Increase
the intensity of managing networks in accordance with law, accelerate the improvement of the
Internet management leadership system, and form a joint force for Internet management from
technology to content, from daily security to combating crime, to ensure the correct use and security
of networks. Give full play to the function of the Internet in reflecting public opinion, promptly
collect, absorb and utilize all kinds of constructive opinions, promptly clarify erroneous trends of
thought, and promptly channel and resolve emotional discussions.
The social mentality is a barometer of economic and social development. The 19th National
Congress of the Communist Party of China emphasized that it is necessary to strengthen the
construction of the social psychological service system and cultivate a self-esteem, self-confidence,
rationality, peace and positive social mentality. To this end, it is necessary to further improve the
methods and methods of ideological and political work, and take humanistic care and psychological
counseling as the focus of institutional innovation. It is necessary to establish mechanisms for
psychological social guidance, strengthen education in social morality, professional ethics, family
virtues, and personal morality, punish untrustworthy, unethical and irregular conduct, guide people
to form a good trend of conscientiously performing legally-prescribed obligations, social
responsibilities, and family responsibilities, and form a clean and upright social atmosphere.
Gradually standardize the psychological impact assessment process in decision-making, improve
the mechanisms for policy release, interpretation, and guidance, accurately grasp the interests of
various social groups, and stabilize the psychological expectations of the people. It is necessary to
improve the social psychological counseling mechanism, strengthen the psychological counseling
of members of society, improve the psychological counseling network, guide people to correctly
treat themselves and others, groups and society, correctly treat difficulties, setbacks, gains and losses,
honors and disgraces, and organically combine personal value orientation with the needs of social
development. It is necessary to improve the social psychological service mechanism, improve the
early warning and handling mechanism for social psychological risks, and improve the ability of
social psychological crisis intervention and guidance.
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Community is the basic framework of society and the cornerstone of social governance. Comrade
Xi Jinping pointed out that "the community is the 'last mile' for the Party and the government to
connect and serve the residents."1 It is necessary to strengthen the construction of the community
governance system, promote the shift of the focus of social governance to the grassroots level, invest
human, material, financial and technological resources into the community, apply new methods and
means of social governance to the grassroots level, and lay a solid foundation for social order.
Improve the new pattern of grassroots social governance with grassroots party organizations as the
core and the participation of the whole society, and provide sound institutional guarantees for
community service management. Strengthen the normalization of urban management, strengthen
management services for the floating population, and use market-oriented and rule-of-law means to
promote the orderly flow of population. Continuously innovate the rural social governance system
and mechanism, take the initiative to resolve basic social contradictions in rural areas, learn and
promote the "Fengqiao experience", strive for "small things do not leave the village, major matters
do not leave the town, and contradictions are not handed over", focus on the source and guarantee
from the root, and finally achieve long-term social harmony and stability.
1 "Digest of Xi Jinping's Expositions on the Construction of Socialist Society", Central Literature Publishing House, 2017 edition,
page 134.
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Chapter XII: Towards a New Era of Ecological
Civilization
Since the 18th National Congress of the Communist Party of China, the Party Central Committee
with Comrade Xi Jinping as the core has stood at the height of the rise and fall of human civilization
and the sustainable development of the Chinese nation, regarded the construction of ecological
civilization as an important part of the overall layout of the "five-in-one", and put forward a series
of new concepts, ideas and strategies, forming Xi Jinping Thought on Ecological Civilization. The
19th National Congress of the Communist Party of China defined the grand goal of building a
prosperous, strong, democratic, civilized, harmonious and beautiful modern socialist country by the
middle of this century, pointed out the way forward and the path for the construction of a beautiful
China to move towards a new era of ecological civilization, and demonstrated the historical
responsibility of Chinese communists to conform to the trend of the times and safeguard the interests
of the people.
Section 1: Relating to the fundamental plan for the
sustainable development of the Chinese nation
The relationship between man and nature is the primary relationship that must be faced and solved
in the process of the development of human civilization, and the formation and development of
human civilization is in a certain sense the evolution and change of the relationship between man
and nature. The ecological civilization born on the basis of industrial civilization is an inevitable
requirement for the harmonious development of man and nature, and a major leap in the history of
human civilization. The construction of ecological civilization is a conscious adaptation and
profound grasp of the development trend of human social civilization, a summary and reflection on
the lessons learned from China's economic and social development, and a positive response to the
needs of people's better life in the new era. Building an ecological civilization is related to the well-
being of the people and the future of the nation, and is an important strategic task for realizing the
great rejuvenation of the Chinese nation.
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1. conform to the inevitable requirements of the process of civilization in
human society
The ecological environment is the foundation of human survival and development, and changes in
the ecological environment directly affect the succession of civilizations. Many ancient civilizations
in history originated in areas with good ecology, and all of them led to the decline of civilization
with the aggravation of ecological deterioration. It can be said that if the ecology rises, civilization
will prosper, and if the ecology declines, the civilization will decline.
Since mankind entered the era of industrial civilization, it has "produced industrial and scientific
forces that have not been imagined in any previous era in human history."1 Social productive forces
have been greatly improved, science and technology have developed rapidly, huge material wealth
has been created, the world market has been opened, economic globalization has continued to
develop, and modernization has become an irresistible historical trend. In this regard, Marx and
Engels once commented that the productive forces created by the bourgeoisie in less than a hundred
years of its class rule are greater than the entire productive forces created by all previous generations.
Although capitalist industrial civilization has made great achievements in history, it is incompatible
with the social productive forces it generates. Industrial civilization characterized by mechanization
and electrification, driven by the nature of capital multiplication and expansion, dominated by
anthropocentric and utilitarian ideas, regards human beings as the "masters" of nature, changes the
relationship between man and nature into that between conquerors and conquerors, carries out
predatory exploitation of natural resources, and controls the natural world to the point of "doing
whatever you want." This one-sided and radical attitude and practice towards nature, while
promoting the triumphant march of industrial civilization, inevitably breaks the inherent cycle and
balance of the ecosystem, produces irreparable ecological trauma, aggravates the contradiction
between man and nature, and brings great threats to the survival and development of human beings.
When mankind was still intoxicated with the great victory of the industrial revolution, the problems
of ecological destruction and environmental pollution had gradually become prominent in the long-
term accumulation. Since the 30s of the 20th century, a number of environmental pollution incidents
have occurred in some Western countries, which have had a huge impact on the ecological
environment and public life, bringing heavy losses.
1 Selected Works of Marx and Engels, vol. 1, People's Publishing House, 2012, p. 775.
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After the middle of the 20th century, global environmental problems such as ozone layer depletion
and destruction, biodiversity loss, acid rain spread, forest loss, land degradation and desertification,
air pollution, marine pollution, water pollution, solid waste and garbage disasters have emerged one
after another, and environmental pollution and ecological imbalance have become more serious.
Especially after the 90s of the 20th century, due to the large use of fossil fuels, a large amount of
carbon dioxide and other greenhouse gases were emitted, which gradually led to global warming
over time. It has caused a variety of adverse impacts such as sea level rise, climate anomalies,
aggravation of natural disasters, and accelerated spread of epidemic diseases. Generally speaking,
the intensification of environmental pollution, global environmental problems, and climate warming
is no longer just a problem of any country or region, but a serious global problem. The cruel reality
fully shows that the attitude and practice of industrial civilization towards nature have reached a
dead end, the relationship between human society and nature has been seriously reversed, and
human civilization is in danger of being destroyed.
In the era of Marx and Engels, the contradiction between man and nature was far less serious than
later, and the ecological and environmental problems had not yet attracted widespread attention
from human beings. However, the founders of Marxism have paid attention to the foundation and
importance of the relationship between man and nature ahead of time, pointing out that man is the
product of the long-term evolution of nature, and inorganic nature is the matrix, foundation and
homeland of human survival and development, and without nature there is no one himself. Human
beings can use nature and transform their self-perception through practical activities, but they must
follow the objective laws of natural development. They paid great attention to historical cases of
reprisals for ecological destruction in Mesopotamia, Greece, Asia Minor, and other histories, issuing
the message "Let us not revel in our human triumph over nature." For every such victory, nature
takes revenge on us."1 While revealing that the capitalist mode of production is the root cause of the
ecological crisis of modern society, it emphasizes that the disharmony between man and nature is
essentially the disharmony of social relations between people. The founder of Marxism also
expressed his yearning for the harmonious coexistence between man and nature in the future society,
believing that in order to achieve the ultimate "reconciliation" between man and nature and between
people, it is necessary to change the irrational social system and establish a communist society.
After Marx and Engels, due to the increasingly serious environmental problems, from the middle of
the 20th century, some people of insight in the West began to look for the profound social and
historical reasons behind environmental pollution and ecological destruction, strongly called for the
protection of the ecological environment, and gradually formed the theory of sustainable
development.
1 Collected Works of Marx and Engels, vol. 9, People's Publishing House, 2009, p. 559-560.
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In 1962, American female biologist Rachel Carson published "Silent Spring", which exposed the
damage to the ecosystem caused by environmental pollution caused by the abuse of pesticides and
put forward the idea of protecting the ecological environment, which triggered a debate on the
concept of development in the world. In 1972, the Club of Rome published a study that shocked the
world "The Limits of Growth", which deeply reflected on the West's theory of economic growth at
the cost of high consumption of resources, high emissions of pollution and serious ecological
damage, revealing "high growth's" unsustainability has aroused great concern and extensive
discussion on environmental and development issues in the international community. In the same
year, the United Nations held its first conference on the human environment and adopted the
Declaration on the Human Environment, which unveiled the prelude to the common protection of
the environment by all mankind. In 1987, the World Commission on Environment and Development
published the report "Our Common Future", which formally defined sustainable development and
systematically expounded the idea of sustainable development. In 1992, the United Nations
Conference on Environment and Development adopted important documents such as the Rio
Declaration on Environment and Development and Agenda 21 with the concept of sustainable
development as the core, raising the issue of sustainable development to a strategic level. People are
gradually realizing that the development of killing chickens for eggs and exhausting fish has caused
great damage to natural ecosystems, and eventually caused human beings to suffer from themselves.
Therefore, it is necessary to deeply examine the serious problems caused by industrial civilization,
and re-examine and properly handle the interrelationship between man and nature.
The development practice of industrial civilization proves that severe ecological and environmental
problems seriously threaten the survival and development of human beings, objectively forcing
human beings to establish a harmonious relationship between man and nature, and exploring new
development models and development paths is the only feasible choice. At the same time, the
theoretical exploration of environmental protection and sustainable development shows that human
beings need to create a new form of civilization to continue to survive. Green development that
conforms to nature and protects the ecology is the only way, and building an ecological civilization
is the trend of the times. Ecological civilization is the product of the development of industrial
civilization to a certain stage, a more advanced form of civilization after industrial civilization, a
new requirement for the harmonious development of man and nature, and a major achievement of
human social progress. Ecological civilization is based on the harmonious development of man and
nature, takes the coordinated development of economy, society, population and nature as the
criterion, takes the recycling and recycling of resources as the means, and uses the laws of ecology
to guide people's economic activities, so as to fundamentally solve the contradiction between the
development of human civilization and the deterioration of the natural environment.
Building an ecological civilization is not only a historical trend, but also a world trend. As a major
developing country, China must also consciously grasp the general trend of history and take the
initiative to follow the trend of the world.
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Comrade Xi Jinping has repeatedly stressed that in building socialist modernization in China, with
a population of 1.4 billion, it must not repeat the old Western countries of "pollution first, treatment
later" and "treatment while pollution." We must attach great importance to the construction of
ecological civilization and take a green, low-carbon and sustainable development road. The proposal
of Xi Jinping Thought on Ecological Civilization is the result of profound reflection on the form of
traditional civilization, especially industrial civilization, an important strategic measure to cope with
the global ecological crisis, and a major contribution of China to global sustainable development.
As Comrade Xi Jinping pointed out: "We must build an ecological system that respects nature and
green development." Human beings can use nature and transform nature, but in the final analysis,
they are part of nature, and they must take care of nature, not be above nature. We must solve the
contradictions brought about by industrial civilization, take harmonious coexistence between man
and nature as the goal, and achieve sustainable development of the world and all-round human
development. "1
2. the only way to solve the difficult problems of China's economic and social
development
The Communist Party of China has always attached great importance to the construction of
ecological civilization. As early as the early days of the founding of New China, the Chinese
Communists represented by Comrade Mao Zedong stressed the improvement of the ecological
environment and launched a vigorous campaign of "planting trees and greening the motherland" and
the project of "building water conservancy and maintaining water and soil." Since the reform and
opening up, the Chinese Communists represented by Comrade Deng Xiaoping have paid great
attention to environmental protection work, and the Decision of the State Council on Strengthening
Environmental Protection Work in the Period of National Economic Adjustment promulgated in
1981 clearly stated that "protecting the environment is where the fundamental interests of the people
of the whole country lie. In 1983, the Second National Conference on Environmental Protection
established "environmental protection" as a basic national policy. The Chinese Communists
represented by Comrade Jiang Zemin put forward a strategy for sustainable development,
demanding that "economic development must be considered in an integrated manner with
population, resources, and the environment, and we must not only make good arrangements for
current development, but also consider future generation to create better conditions for future
development." 2 The Chinese Communists represented by Comrade Hu Jintao put forward the
Scientific Outlook on Development and clearly demanded:
1 Selected Important Documents Since the 18th National Congress (middle), Central Literature Publishing House, 2016 edition,
page 697.
2 Selected Works of Jiang Zemin, vol. 1, People's Publishing House, 2006 edition, p. 532.
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"Implement the basic national policy of saving resources and protecting the environment, take the
harmonious development of man and nature as an important development concept, and promote the
coordination of economic development with population, resources and environment." The 16th
National Congress of the Communist Party of China took "promoting harmony between man and
nature" as one of the goals of building a moderately prosperous society in an all-round way. The
17th National Congress of the Communist Party of China for the first time included ecological
civilization in the report of the Party Congress, and wrote "building a resource-saving and
environment-friendly society" into the newly revised Party Constitution.
Since the 18th National Congress of the Communist Party of China, the Party Central Committee
with Comrade Xi Jinping as the core has regarded the construction of ecological civilization as an
important part of the overall layout of the "five-in-one", adhered to the harmonious coexistence of
man and nature as a basic strategy for adhering to and developing socialism with Chinese
characteristics in the new era, regarded green development as a major development concept, and
regarded pollution prevention and control as a major battle among the three major battles, leading
the whole party and the people of the whole country to carry out a series of fundamental, pioneering
and long-term work. Accelerate the top-level design and institutional construction of ecological
civilization, strengthen the construction of the rule of law, establish and implement the central
environmental protection supervision system, vigorously promote green development, deeply
implement the three major action plans for the prevention and control of air, water and soil pollution,
take the lead in issuing the National Plan for China's Implementation of the 2030 Agenda for
Sustainable Development, implement the National Climate Change Plan (2014-2020), and so on.
All these have promoted historic, turning and overall changes in ecological environmental protection,
and also made the 18th National Congress of the Communist Party of China the most vigorous, the
most practical, the fastest and the best results in the construction of ecological civilization in the
past few years.
At the same time, we must also see that after years of rapid development, the resource and
environmental problems accumulated in China have also entered a stage of high intensity and
frequent occurrence, and the construction of ecological civilization is in a critical period of
superimposed pressure and heavy load. Comrade Xi Jinping emphasized: "We owe too much in
terms of ecological environment, and if we do not grasp this work tightly from now on, we will pay
a greater price in the future." 1 In a certain sense, China's resource constraints are tightening,
environmental pollution is serious, and the situation of fragile ecosystems is still grim, the results of
ecological governance are not stable, and ecological and environmental problems have become
prominent problems restricting economic and social development.
First, the ability to guarantee resources is weak, which restricts sustainable economic and social
development.
1 "Digest of Xi Jinping's Expositions on Building a Moderately Prosperous Society in All Respects", Central Literature Publishing
House, 2016 edition, page 164.
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With economic and social development, China has become the world's largest energy consumer,
and a large amount of energy needs to be imported. In the long run, with the continuous development
of China's economy and society, the demand for resources is still growing. According to forecasts,
by 2035, China's current GDP will reach 290 trillion yuan,1 if the existing energy consumption
intensity is kept unchanged, China's primary energy consumption will reach 11.098 billion tons of
oil equivalent, while the total global primary energy consumption in 2017 is only 13.511 billion tons
of oil equivalent. Such energy consumption is not only something we cannot afford, but the entire
planet.
Second, environmental pollution is still serious, restricting the people's new expectations for a better
life. With the increase of income level, the connotation of people's needs for a better life is
undergoing profound changes, and the people need cleaner air, cleaner water and safer food than
ever before, but air pollution, water pollution, and soil pollution seriously restrict the satisfaction of
these needs. After several years of treatment, although the atmospheric environment has improved,
it is not optimistic. In 2018, among the 338 cities at the prefecture level and above, 217 cities
exceeded the ambient air quality standard, accounting for 64.2%. At the same time, the water
environment safety situation is grim. Among the 1935 water quality sections (points) of surface
water in the country, 17-inferior V accounted for 29%. Among the 1613 river basin water quality
sections, 'IV-inferior V accounted for 25.8%. Of the 111 important lakes (reservoirs), "Class V
accounted for 33.3% of the total." Among the 906 monitoring sections (points) of centralized
drinking water sources in 337 cities at the prefecture level and above, 10.2% did not meet the
standard. 32% of the country's rivers and 11% of lakes have pollutants entering rivers in excess of
their capacity to hold pollution.2 Then there is serious soil pollution. According to the National Soil
Pollution Investigation Communique, the overall soil environmental situation in China is not
optimistic, soil pollution is heavy in some areas, the soil environmental quality of cultivated land is
worrying, and the soil environmental problems of industrial and mining waste land are prominent.
The total excess rate of soil survey sites in the country was 16.1%, and the total excess rate of various
soil in the Chengdu Plain, which was once a large granary, was even as high as 42.2%. 3 The
existence of these problems directly affects the happiness of the masses of the people and their
evaluation of the party and the government.
Third, ecosystems are still fragile, which restricts the ability of ecosystems to serve economic and
social development.
1 "100 Questions on Study and Guidance in the Report of the 19th National Congress of the Communist Party of China", Party
Building Reading Press, Study Publishing House, 2017 edition, page 72.
2 Ministry of Ecology and Environment: 2018 Communique on the Status of China's Ecology and Environment, May 2019.
3 Ministry of Environmental Protection and Ministry of Land and Resources: National Soil Pollution Investigation Bulletin, April
2014.
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The natural world is the cradle of all living things, including human beings, and the basic conditions
for human survival and development, which not only creates and sustains the support system of
human life, but also provides human beings with leisure, entertainment and other spiritual enjoyment.
In recent years, China's ecological degradation is still serious, and the ecological security situation
is still grim. Soil erosion, land desertification and rocky desertification caused by agricultural
production and development are serious, and the area of soil erosion and desertification in China
accounts for 31% and 30% of the land area, and the area of cultivated land degradation accounts for
more than 40%. The total amount of soil lost each year reaches 5 billion tons, and more than 300
million mu of arable land is reduced due to soil erosion, which seriously affects the ability of natural
ecology to provide the life support materials needed by human beings.1 The proportion of areas with
excellent quality of forest, shrubland and grassland ecosystems accounted for only 5.8% and mouth,
respectively7% and 5,4%, 17.6% of forests, 14.4% of shrublands and 34,7% of grassland ecosystem
quality still have varying degrees of decline. Problems such as ecological damage in river basins,
deterioration of urban living environment, and loss of natural shoreline caused by urbanization,
industrialization and resource development still exist. Between 2000 and 2010 alone, the total area
of ecosystem changes caused by urban expansion reached 420.37 million hectares, and 406 million
square kilometers of natural ecosystems were lost due to arable land reclamation. A large number
of coastal natural shorelines and tidal flats are occupied, and the natural shoreline retention rate is
less than 40%.2 These problems have greatly reduced the environmental carrying capacity of China's
economic development, which not only restricts the material basis of sustained economic growth,
but also affects the evaluation and confidence of foreign investors in China's investment
environment, and restricts the long-term development space of the economy. In addition, natural
disasters caused by some environmental problems directly cause huge property losses, and the cost
of controlling environmental pollution is also costly, even far exceeding the wealth created.
Resources and environment are the material basis for a country to achieve economic development,
which to a large extent determines the scale, speed and degree of economic development and the
level of sustainable economic and social development. Excellent ecological environment and
sufficient natural resources can promote sustainable and healthy economic development, otherwise
it will hinder or even destroy economic development. Countless cases in ancient and modern China
and abroad have shown that environmental pollution and resource depletion caused by predatory
development will inevitably limit the further development of the economy, and eventually lead to
the collapse of the economic structure and the comprehensive crisis of society.
1 Xi Jinping: "On Persisting in Comprehensively Deepening Reform", Central Literature Publishing House, 2018 edition, p. 332.
2 Ministry of Environmental Protection, Chinese Academy of Sciences: "Investigation and Assessment Report on Ten-year Changes
in the National Ecological Environment (2000-2010)", June 2016
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At this stage, China's population is large and the economy is large, the further forward development,
the greater the demand for resources and environment, in the absence of more alternative resources,
the constraints of resources and environment on economic and social development will become
more and more obvious. To solve this problem, we must change the traditional high-input, high-
consumption development model and promote the formation of green development methods and
lifestyles; to solve the difficult problem between environmental pollution and people's expectations
for a better environment, we must fight the battle of pollution prevention and control, so that China's
ecological environment has a fundamental improvement; to solve the difficult problem between
ecological fragility and improving the ability of ecosystems to serve economic and social
development, we must regard landscapes, forests, lakes and grasses as a community of life, take into
account the overall consideration, and implement overall policies. Take multiple measures at the
same time to accelerate the construction of a baseline for ecological function assurance and promote
harmonious coexistence between man and nature. All these require us to promote the construction
of ecological civilization in an all-round, all-region and whole-process manner, and effectively
integrate the concepts, principles and goals of ecological civilization into all links and processes of
economic and social development.
3. the inevitable choice to meet the needs of the people for a better life in the
new era
One of the important characteristics that distinguishes human beings from animals is that they are a
composite existence that combines naturalness and sociality, materiality and spirituality, and has the
eternal yearning and unremitting pursuit of a better life. However, in different eras, under different
historical conditions, constrained by cultural traditions, social environment, economic conditions
and other factors, people's understanding and pursuit of a better life are different. With the
improvement of material living standards, people must pursue a higher level and a higher level of
life, which is the inevitable logic of historical progress and the inevitable law of human social
development and progress. We must actively respond to the thoughts, expectations and anxieties of
the people, concentrate all parties to tackle tough problems, and constantly meet the growing needs
of the people for a beautiful ecological environment.
The 19th National Congress of the Communist Party of China made a major political judgment that
"socialism with Chinese characteristics has entered a new era", clearly pointing out that this new era
is an era in which the people of all ethnic groups in the country unite and struggle, continuously
create a better life, and gradually realize the common prosperity of all the people. The people's
pursuit of a better life in the new era is more extensive, not only putting forward higher requirements
for material and cultural life, but also increasing requirements in democracy, rule of law, fairness,
justice, security, environment and other aspects.
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Especially with the continuous improvement of economic and social development and people's
living standards, people pay more and more attention to ecological issues, and the demand for the
living environment with blue sky, beautiful mountains and waters, beautiful ecological environment
and ecological security of clean air, excellent water quality and food safety is getting stronger and
stronger. In the past, "hoping for food and clothing" and now "hoping for environmental protection";
in the past, "seeking survival" and now "seeking ecology" has become the truest expression of the
people's hearts and public opinion. On the one hand, this change stems from the historical
achievements in economic construction made by China's rapid development of reform and opening
up for more than 40 years, which has greatly satisfied people's material and cultural life needs, the
people's pursuit of a better life has been realized to a higher level, and the status of the ecological
environment in the people's life happiness index has been continuously prominent. On the other
hand, it stems from a large number of ecological and environmental problems accumulated in the
process of development in China, which have seriously affected the safety of people's lives and
quality of life, and have become a disaster for people's livelihood and pain for the people. Reversing
environmental degradation and improving environmental quality have increasingly become the
major interests and concerns of the broad masses of the people. The combined effect of these two
aspects has triggered people's historical reflection on the connotation and content of a good life, and
also enriched the era standards of a good life from the ecological dimension.
The Communist Party of China is a Marxist party that serves the people wholeheartedly, and
everything it does is aimed at seeking and realizing the fundamental interests of the broadest masses
of the people. In the past, the party's economic development was to achieve a happy life for the
masses of the people, and now protecting the ecological environment is also to realize a better life
for the masses, and the two are intrinsically unified. The main contradiction in Chinese society in
the new era has been transformed into the contradiction between the people's daily growth needs for
a better life and unbalanced and insufficient development, one of the important contents is the
contradiction between the people's need for a beautiful ecological environment and the prominent
ecological environment problems and insufficient supply of high-quality ecological products.
Whether we can solve this major issue of the times and fight the battle against pollution is directly
related to the happiness and satisfaction of the people, the quality and level of building a moderately
prosperous society in an all-round way, and the party's ruling performance and ruling safety. It is
for this reason that Comrade Xi Jinping has repeatedly stressed that ecological and environmental
issues "are both major economic issues and major social and political issues."1 He called for putting
ecological environmental protection in a more prominent position, protecting the ecological
environment like protecting the eyes, and treating the ecological environment like life.
1 "Digest of Xi Jinping's Expositions on the Construction of Socialist Ecological Civilization", Central Literature Publishing House,
2017 edition, page 4.
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Looking to the future, we must build a moderately prosperous society in an all-round way, build a
modern socialist power in an all-round way, and realize the free and comprehensive development
of everyone, which is inseparable from the most basic condition and the most important content of
a good ecological environment. To let the people share the fruits of reform and development and
realize the people's new expectations for a better life, we must take a new green development path
of harmonious coexistence between man and nature, not only create more material wealth and
spiritual wealth to meet the people's growing needs for a better life, but also provide more high-
quality ecological products to meet the people's growing needs for a beautiful ecological
environment. It is necessary to adhere to the principle of ecological benefit, ecological benefit and
ecology for the people, take the solution of outstanding ecological and environmental problems as
a priority issue for people's livelihood, actively respond to the people's thoughts, expectations, and
anxieties in pursuit of a higher quality of life, vigorously promote the construction of ecological
civilization, and make a good ecological environment a growth point for people's happy life, a
support point for sustained and healthy economic and social development, and a force point for
showing China's good image, so that the sky of China is bluer, the mountains are greener, the water
is clearer, and the environment is more beautiful, and constantly improve the people's sense of gain,
happiness, Security.
Section 2: Firmly establish the concept of socialist ecological
civilization
The concept of ecological civilization refers to the fundamental view of the relationship between
man and nature and how humans live with nature. The 19th National Congress of the Communist
Party of China took the harmonious coexistence of man and nature as one of the basic strategies for
adhering to and developing socialism with Chinese characteristics in the new era, and emphasized
the need to firmly establish the concept of socialist ecological civilization and promote the formation
of a new pattern of harmonious development and modernization of man and nature. Conscientiously
understanding Xi Jinping Thought on Ecological Civilization, deeply understanding and striving to
practice the Socialist Ecological Civilization Concept is of great significance to strengthening the
construction of ecological civilization, building a beautiful China, and promoting global ecological
governance.
1. "Adhere to the scientific view of nature of harmonious coexistence
between man and nature"
The dialectical relationship between man and nature is the eternal theme of human development.
Building a harmonious relationship between man and nature and adhering to the scientific view of
nature of harmonious coexistence between man and nature are the core and foundation of the
socialist concept of ecological civilization.
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Comrade Xi Jinping pointed out: "Man and nature are the community of life. There is no substitute
for the ecological environment, and it is difficult to survive if it is not consciously used."1 Man is
born of nature, and man and nature are a symbiotic relationship. The entire natural world, including
man, is a complete and organic ecosystem, with its own objective laws of movement, change and
development, and is not subject to human will. Human development activities must respect, conform
to and protect nature. History and reality have repeatedly proved that when human beings make
rational use and protect nature in a friendly manner, nature's rewards are often generous; when
human beings develop and plunder nature in a disorderly manner, nature's punishment must be
merciless. Only by following the laws of nature can human beings effectively prevent detours in the
development and utilization of nature, and avoid harming nature and ultimately harming human
beings themselves.
Adhering to the harmonious coexistence between man and nature means that the construction of
ecological civilization must give play to subjective initiative under the premise of following the laws
of nature, firmly follow the civilized development path of production development, rich life and
good ecology, and more consciously promote green development, circular development and low-
carbon development, and must not sacrifice the ecological environment in exchange for temporary
economic development; we must adhere to the principle of giving priority to conservation,
protection and natural restoration, and cannot only talk about taking without input, only talking
about development without protection, and only talking about utilization without repair. It is
necessary to protect the ecological environment like protecting the eyes, and treat the ecological
environment like life; we must do more good things to lay a foundation and benefit the long term,
do more practical things to protect nature and restore the ecology, and do more good things to control
mountains and water, show mountain dew, so that the masses can see the mountains, see the water,
remember homesickness, let the natural ecological beauty stay in the world forever, and nature is
peaceful, harmonious and beautiful.
2. the green development concept of "green water and green mountains are
gold and silver mountains"
Green waters and green mountains are gold and silver mountains, which is not only an important
development concept, but also a major principle that should be adhered to in promoting
modernization. As early as 2005, Comrade Xi Jinping, then Secretary of the Zhejiang Provincial
Party Committee, put forward this important concept, which profoundly revealed the dialectical
relationship between the pursuit of harmony between man and nature, economy and society. Since
the 18th National Congress of the Communist Party of China,
1 Xi Jinping: "Promoting China's Ecological Civilization Construction to a New Level", Qiushi, No. 3, 2019.
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He has emphasized and elaborated this concept many times, continuously expanded and deepened
its connotation from the theoretical and practical levels, and established a new strategic support for
the construction of ecological civilization. Nowadays, evergreen trees are cash cows, turning
ecological advantages into economic advantages, green water and green mountains can continuously
bring gold and silver mountains, protecting the ecological environment is to protect productivity,
improving the ecological environment is to develop productivity, these concepts have been more
and more practical verification and public opinion.
The important concept that green water and green mountains are golden mountains and silver
mountains shows that the protection of the ecological environment and the development of the
economy are fundamentally organic and mutually reinforcing. Economic development should not
be fishing for the exhaustion of resources and ecological environment, and ecological environmental
protection should not be abandoning the edge of economic development to seek fish, but should
adhere to protection in development, development in protection, achieve economic and social
development in harmony with population, resources and environment, and finally achieve the ideal
state of both gold and silver mountains and green waters. Green water and green mountains are the
important concepts of Jinshan Yinshan, and also clarify the important position of ecological
environment as an intrinsic attribute of productivity. Green water and green mountains and gold and
silver mountains are by no means opposites, the key lies in people, and the key lies in ideas. As
Comrade Xi Jinping pointed out, "green ecology is the greatest wealth, the greatest advantage, and
the biggest brand",1 and green waters and mountains are not only natural wealth, ecological wealth,
but also social wealth and economic wealth. Protecting the ecological environment means protecting
natural value and increasing natural capital, protecting the potential and stamina of economic and
social development, and making green waters and mountains continue to exert ecological, economic
and social benefits.
Adhering to the concept that green water and green mountains are golden mountains and silver
mountains, we must implement the development concept of innovation, coordination, green,
openness and sharing, accelerate the formation of spatial pattern, industrial structure, production
mode and lifestyle that conserve resources and protect the environment, limit economic activities
and human behavior to the limits that natural resources and ecological environment can bear, leave
time and space for natural ecology to rest and recuperate, and realize the synergy of economic and
social development and ecological environmental protection. It is necessary to speed up the
delineation and strict observance of the three bottom lines of ecological protection, the bottom line
of environmental quality, and the upper limit of resource utilization, and absolutely must not be
done again for things that break through the three bottom lines, still use the extensive growth model,
and eat the rice of ancestors and smash the bowls of their descendants.
1 "Digest of Xi Jinping's Expositions on the Construction of Socialist Ecological Civilization", Central Literature Press, 2017
Edition, p. 33.
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3. "a good ecological environment is the most inclusive people's livelihood
and well-being" concept of livelihood
"A good ecological environment is the fairest public good and the most inclusive people's livelihood
and well-being",1 this scientific concept is a vivid embodiment of adhering to the people-centered
development thinking in the field of ecological civilization. People's hearts are politics, and people's
livelihood is related to people's hearts. The environment is people's livelihood, green mountains are
beauty, and blue sky is happiness. People-oriented, the most important of which is not to destroy
the environment of people's own existence in the process of development. If there is a serious
deviation in the relationship between population and resources and environment, it is impossible to
ensure that the people live and work in peace and contentment, let alone meet people's yearning for
a better life. Economic development is for people's livelihood, and protecting the ecological
environment is also for people's livelihood. Solving the ecological and environmental problems is
not only an economic issue, but also a major social issue related to the people's livelihood, and a
major political issue related to the mission and purpose of the Party.
To establish the concept of ecological people's livelihood, we must actively respond to the
requirements of the broad masses of the people to accelerate the improvement of the quality of the
ecological environment, adhere to the mutual promotion of the environment and people's livelihood,
and provide more high-quality ecological products for the people. Ecology for the people,
effectively improve the quality of the ecological environment, ensure the ecological rights and
interests of the people, and let the people truly feel the real environmental benefits brought by
economic development; we must protect the rural environment like the urban environment, attach
importance to the governance of the rural ecological environment, and absolutely must not appear
in the state of urban and rural "dual structure" in terms of ecological environment. Comrade Xi
Jinping has stressed many times that it is necessary to speed up the improvement of the quality of
the ecological environment, ensure the physical and mental health of the people, focus on solving
prominent environmental problems that harm the health of the people, safeguard the people's most
basic right to subsistence and development, and restore the natural beauty of the people's blue sky
and white clouds, twinkling stars, clear water and green banks, shallow bottom of fish, singing birds
and flowers, and idyllic scenery.
A good ecological environment is related to the vital interests of all the people, and building an
ecological civilization is a cause that the people participate in and enjoy together.
1 "Digest of Xi Jinping's Expositions on the Construction of Socialist Ecological Civilization", Central Literature Publishing House,
2017 edition, page 4.
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Everyone is a protector, builder and beneficiary of the ecological environment, and no one is a
bystander, outsider, critic, and no one can just say or do nothing. It is necessary to grasp the
orientation of the whole society to jointly build an ecological civilization, enhance the people's
awareness of conservation, environmental protection and ecological awareness, cultivate ecological
ethics and codes of conduct, carry out green actions for the whole people, mobilize the whole society
to reduce energy resource consumption and pollution emissions with practical actions, contribute to
ecological environmental protection, and form a social atmosphere that advocates ecological
civilization and protects the ecological environment. The grand goal of building a beautiful China
can only be smoothly realized at an early date if it is translated into the conscious action of all the
people.
4. the overall system view of "landscapes, forests, lakes and grasses are the
community of life"
Ecology is a unified natural system, an interdependent and closely linked organic chain. The
lifeblood of man is in the field, the lifeblood of the field is in the water, the lifeblood of the water is
in the mountain, the lifeblood of the mountain is in the soil, and the lifeblood of the soil is in the
tree. Comrade Xi Jinping used the "lifeline" to connect people and the ecosystems of landscapes,
forests, lakes and grasses, and the elements of the ecosystems of landscapes, forests, lakes and
grasses, vividly and vividly expounded the integrated relationship between humans and nature,
coexistence and common prosperity, highlighting that ecology is a unified natural system and a
natural chain in which various natural elements are interdependent to achieve circulation. He
stressed: "Use control and ecological restoration must follow the laws of nature, if the planters only
plant trees, those who control water only manage water, and those who protect the field simply
protect the field, it is easy to lose sight of one and the other, and eventually cause systematic
ecological damage."1 This is not only a reflection and summary of the past governance methods, but
also an overall plan for the formation of a higher-level coordinated governance mechanism.
Incorporating all kinds of ecological resources into the framework of unified governance has
become an important methodology for promoting the construction of ecological civilization in the
current and future period.
The overall system view of "landscapes, forests, lakes and grasses are the community of life" reflects
the question of what kind of thinking and method to treat nature and what way to protect and restore
nature. Environmental governance and ecological construction are a systematic project, and we must
adhere to the systematic, comprehensive and comprehensive management of landscapes, forests,
lakes and grasslands. It is necessary to seek new ways of governance from the perspective of systems
engineering and the overall situation;
1 Selected Important Documents Since the 18th National Congress (Part I), Central Literature Publishing House, 2014 edition, page
507.
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Mountains, water, forests, fields, lakes and grasses should be planned and comprehensively
managed as a whole and a system, leaving no "loopholes", no "open space" and no "dead ends." In
accordance with the integrity and systematization of the ecosystem, it is necessary to
comprehensively consider all elements of the natural ecology, as well as the upper and lower
mountains, the ground and the underground, the land and the ocean, and the upstream and
downstream of the watershed, carry out systematic protection, macro management and control, and
comprehensive management, enhance the circulation capacity of the ecosystem, and strive to
maintain ecological balance. On the whole, we must change the situation of treating headaches, foot
pains, each managing each other, and hindering each other, adhere to overall planning, overall
measures, and multiple measures at the same time, and carry out the construction of ecological
civilization in an all-round, all-region, and whole-process manner.
To establish a holistic system view, we must follow the internal mechanism and laws of the
ecosystem. Comrade Xi Jinping stressed: "We must adhere to the priority of protection and natural
restoration, implement the ecological protection and restoration project of Lintian Lake in mountains
and rivers, increase the intensity of environmental governance, reform the basic system of
environmental governance, comprehensively improve the stability of natural ecosystems and
ecological service functions, and build a solid ecological security barrier." 1 Promote natural
restoration by reducing the negative effects of human activities, more conform to nature, and leave
space for nature to recuperate.
5. the strict concept of rule of law of "protecting the ecological environment
with the strictest system"
The ecological environment is the most inclusive public good, and it is also the field most prone to
"tragedy of the commons." Therefore, the protection of the ecological environment must rely on
institutions and the rule of law. Comrade Xi Jinping has repeatedly stressed that the protection of
the ecological environment must rely on the system and the rule of law, and in practice has
continuously promoted ecological legislation and strengthened ecological law enforcement, forming
an ecological rule of law concept that protects the ecological environment with the strictest system
and the strictest rule of law.
Most of the outstanding problems in China's ecological environmental protection are related to the
imperfect system, the lack of strict system, the lack of strict rule of law, the lack of implementation,
and the ineffective punishment. Since the 18th National Congress of the Communist Party of China,
the Party Central Committee with Comrade Xi Jinping as the core has written the construction of
ecological civilization into the Party Constitution and Constitution, giving it an important status in
the form of the fundamental law of the Party and the country;
1 Xi Jinping on Governing the Country, Volume 2, Foreign Languages Publishing House, 2017, p. 79.
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The "Overall Plan for the Reform of the Ecological Civilization System" has been promulgated,
building the "four beams and eight pillars" of the ecological civilization system and consolidating
the institutional foundation for the construction of ecological civilization; adopted the "strictest
revision of the Environmental Protection Law in history", formulated the "Soil Pollution Prevention
and Control Law", revised the "Air Pollution Prevention and Control Law", "Water Pollution
Prevention and Control Law" and "Wildlife Protection Law", and formulated a series of laws and
regulations such as the "Opinions of the General Office of the State Council on Improving the
Ecological Protection Compensation Mechanism", so that the construction of ecological civilization
has entered the rule of law. The institutionalized track has promoted the continuous improvement
of the quality of the ecological environment. At the same time, we must also see that the construction
of the ecological civilization system is not once and for all, there is still a long way to go, and it is
necessary to accelerate institutional innovation, increase institutional supply, improve institutional
support, strengthen institutional implementation, and make the system a rigid constraint and an
untouchable high-voltage line.
The vitality of laws and regulations lies in their implementation. No matter how perfect the system
design is, if it is not implemented, it can only be a "toothless tiger." The key to implementing laws
and regulations lies in truly grasping them, relying on strict management. Comrade Xi Jinping
stressed: "Our ecological and environmental problems have reached a very serious level, and we
must take the most severe measures." 1 The rigidity and authority of the system must be firmly
established, and no choices, no adaptations, and no discounts must be made. It is necessary to grasp
the key minority, strengthen assessment and accountability, strictly use the system management
power to govern officials, protect the blue and increase the green, have the right to be responsible,
have responsibility must be shouldered, and fail to be held accountable, to ensure that the Party
Central Committee's decision-making and deployment on the construction of ecological civilization
take root and achieve results. It is necessary to further increase the cost of violating laws and
regulations, intensify law enforcement, severely punish acts that damage the ecological environment,
pursue the responsibility of those who cause serious consequences according to law, devote great
efforts to grasping the negative examples of destroying the ecological environment, never be soft,
never make an example, and truly change the situation in which the rule of law in the ecological
environment system is not lenient, loose, and soft.
6. The global win-win concept of "jointly seeking the road to global
ecological civilization construction"
Environmental problems are not a national or regional problem, but a global problem. Comrade Xi
Jinping stands at the height of the future of the world and the destiny of mankind,
1 "Digest of Xi Jinping's Expositions on the Construction of Socialist Ecological Civilization", Central Literature Publishing House,
2017 edition, page 99.
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It is proposed that the construction of ecological civilization is related to the common interests of
all countries and the future development of mankind, and advocates that the international
community work together to jointly solve the contradictions and challenges brought by industrial
civilization, and strive to achieve the goal of harmonious coexistence between man and nature.
Jointly seeking the construction of global ecological civilization is not only the concept and path for
China to achieve sustainable development, but also provides Chinese concepts and solutions for the
construction of global ecological civilization.
In the face of ecological and environmental challenges, mankind is a community of common destiny
with both prosperity and loss, and no country can be left alone. The construction of ecological
civilization is related to the future of mankind, and building a green home is the common dream of
mankind. "Protecting the ecological environment, responding to climate change, and maintaining
the security of energy resources are common challenges facing the world", 1 which requires all
countries in the world to work together in the same boat. Every country and region and every social
organization and institution must fulfill its responsibilities and consciously assume the responsibility
and obligation to protect and improve the ecological environment. Adhering to the concept of
consultation, co-construction and sharing, China actively participates in global environmental
governance, actively fulfills its responsibilities and obligations, participates in international
cooperation and exchanges, and makes its contribution to building a world with beautiful mountains
and rivers, clean and beautiful and promoting sustainable development of the world.
Against the background of the continuous evolution of the concept of global sustainable
development and the urgent need for major changes in the global environmental governance system,
China has become an important participant, contributor and leader in the construction of global
ecological civilization, playing a role in the global governance system consistent with its status as
the world's second largest economy and the largest developing country. In the future, we should
deeply participate in global environmental governance, enhance China's voice and influence in the
global environmental governance system, actively guide the direction of international order change,
and form solutions for world environmental protection and sustainable development. We should
adhere to environmental friendliness, implement the national strategy of actively addressing climate
change, guide international cooperation on climate change, and promote and guide the establishment
of a fair, reasonable and win-win global climate governance system. It is necessary to promote the
construction of the "Belt and Road", build the "Belt and Road" into a green development road, build
an ecological system that respects nature and green development, and let the concept and practice
of ecological civilization benefit the people of all countries along the route
1 "Digest of Xi Jinping's Expositions on the Construction of Socialist Ecological Civilization", Central Literature Publishing House,
2017 edition, page 127.
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Section 3: The practical path of building a beautiful China
"Beautiful China" is not something that can be waited for and shouted, but spelled out and done. To
realize this grand blueprint and beautiful vision related to the great rejuvenation of the Chinese
nation and the happy life of the Chinese people, we must firmly grasp the window period when we
have the conditions and ability to solve outstanding problems in the ecological environment,
accelerate green development, focus on solving outstanding environmental problems, increase the
protection of ecosystems, reform the ecological environment supervision system, and promote the
construction of a beautiful China to a new level.
1. promote green development and realize the transformation of production
methods and lifestyles
Green is the symbol of life, the background color of nature, but also the foundation of a better life
and the expectation of the people. Green development is an important part of the new development
concept and an important part of building a beautiful China. To achieve green development, we
must change the traditional economic development model, adjust the industrial structure and energy
structure, and improve energy efficiency.
Establish and improve a green and low-carbon circular economic system. The emergence of China's
environmental problems is closely related to the mode of economic development, and accelerating
the establishment and improvement of a green and low-carbon circular economic system is the root
cause of the pollution problem. This requires the establishment of green production methods,
reducing resource and energy consumption, reducing pollution emissions, and reducing ecological
damage. It is necessary to do a good job in natural capital accounting and ecological service
valuation, lay a solid foundation for transforming green mountains into gold and silver mountains,
and internalize ecological prices as growth drivers. Deeply implement supply-side structural reform,
do a good job in the ecological, circular and low-carbon transformation and development of
traditional industries, accelerate the ultra-low emission transformation of high-emission industries
such as thermal power and steel, implement the emission transformation of heavy polluting
industries to meet standards, and at the same time promote the clean utilization of coal and accelerate
the solution of wind, solar and hydropower consumption problems. Develop ecological and
environmental service industries, promote new business models such as energy-saving and water-
saving service industries, cultivate and expand green environmental protection industries with new
energy, electric vehicles and other ecological industries and products as the main body, and develop
ecological organic agriculture.
Build a market-oriented green technology innovation system. Science and technology are the
primary productive forces;
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Green technology innovation is a fundamental solution to resource and environmental constraints,
and an important focus for promoting the construction of ecological civilization. To build a market-
oriented green technology innovation system, it is necessary to "give full play to the market's guiding
role in the direction of technology research and development, route selection, factor prices, and the
allocation of various innovative factors, so that the market can truly play a decisive role in the
allocation of innovation resources." 1 It is necessary to promote green technology research and
development in the face of market demand, design technology research routes, and promote the
transformation of green technology; give full play to the main position and role of enterprises in
green technology innovation, truly make enterprises the main body of green science and technology
innovation decision-making, research and development investment, scientific research organization
and achievement transformation, accelerate the cultivation and formation of a number of
internationally competitive green innovation leading enterprises; improve the institutional
mechanisms and supporting policies for promoting green science and technology innovation. The
government should play a better role, increase investment in basic research in the field of green
technology, do a good job in the risk of scientific and technological innovation, improve the
intellectual property protection system, and protect the innovation rights and interests of enterprises;
build a green technology exchange platform between scientific research institutions and enterprises,
and break through the obstruction of green technology from laboratories to enterprises to markets;
accelerate the development of green finance, and support financial institutions to increase
investment and financing services for green technology.
Promote a comprehensive resource conservation and recycling system. Saving resources is China's
basic national policy. Comrade Xi Jinping stressed that "change the traditional production mode and
consumption mode of 'mass production, large consumption and large amount of emissions', so that
resources, production, consumption and other factors are matched and adapted, so as to achieve the
coordination and unity of economic and social development and ecological environmental
protection, and harmonious coexistence between man and nature."2 To promote the comprehensive
conservation and recycling of resources and build a resource-saving society, it is necessary to
strengthen the dual control system of total energy consumption and intensity, improve legislation,
strictly implement the "Energy Conservation Law of the People's Republic of China", and increase
the intensity of punishment for violations; strict tax system, levy high taxes on resource-consuming
extensive enterprises, and regulate emission behavior through tax means; improve market-oriented
energy-saving and emission-reduction mechanisms, implement tiered electricity, water and gas
prices, widen the tiered price gap, and force enterprises to save resources; Gradually improve energy
efficiency standards, update energy efficiency labels, do a good job in market orientation, encourage
consumers to choose energy-efficient products, and gradually realize the replacement and upgrading
of consumer products.
Advocate a simple and moderate, green and low-carbon lifestyle. Green development methods and
lifestyles are major choices for fundamental ecological governance.
1 Selected Important Documents Since the 19th National Congress (Part I), Central Literature Publishing House, 2019 edition, page
466.
2 Xi Jinping: "Pushing China's Ecological Civilization Construction to a New Level", Qiushi, No. 3, 2019.
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Comrade Xi Jinping stressed that "we must advocate a simple and moderate, green and low-carbon
lifestyle, and oppose extravagant waste and unreasonable consumption." 1 It is necessary to
strengthen publicity and education on ecological civilization, organize and carry out green and low-
carbon concept publicity activities and science popularization activities, create a public opinion
atmosphere for a green and low-carbon life, and enhance the people's consciousness of thought and
action to live a green and low-carbon life; strengthen citizens' awareness of the environment, guide
residents to change their consumption concepts, and advocate thrift and green and low-carbon
consumption. Starting from the small details of life, advocate water saving, energy saving and
electricity saving, encourage residents to use environmental protection products, advocate reuse and
recycling, and actively advocate green and low-carbon travel; widely carry out activities to create
energy-saving institutions, green families, green schools, and green communities, and force the
green transformation of production methods through the green revolution of lifestyle.
2. focus on solving prominent environmental problems and curbing the
spread of pollution
Comrade Xi Jinping stressed: "Environmental protection and governance should focus on solving
environmental problems that harm people's health and highlight environmental problems",2 starting
from the most prominent things that affect people's lives, focusing on problems, aiming at "pain
points", and winning the battle against pollution.
Implement air pollution prevention and control and win the battle for blue skies. Winning the battle
to defend the blue sky is an important part of the decisive victory in building a moderately
prosperous society in an all-round way. In response to the prevention and control of air pollution,
as early as September 2013, the State Council issued and implemented the Action Plan for the
Prevention and Control of Air Pollution. On July 3, 2018, the State Council issued the Three-Year
Action Plan for Winning the Blue Sky Defense War, which clarifies that by 2020, the total emissions
of sulfur dioxide and nitrogen oxides will be reduced by more than 15% compared with 2015. The
concentration of PM 2.5 in cities at the prefecture level and above decreased by more than 18%
compared with 2015, the proportion of days with good air quality in cities at the prefecture level
and above reached 80%, and the proportion of days with severe pollution and above decreased by
more than 25% compared with 2015, highlighting China's determination to resolutely win the battle
for blue skies.
Achieve the goal of winning the battle for blue skies,
1 Xi Jinping: "Promoting China's Ecological Civilization Construction to a New Level", Qiushi, No. 3, 2019.
2 "Digest of Xi Jinping's Expositions on the Construction of Socialist Ecological Civilization", Central Literature Press, 2017
Edition, p. 84.
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It is necessary to adhere to the principle of paying equal attention to both symptomatic and root
causes and special treatment, coordination of normal governance and emergency emission reduction,
local pollution control and regional cooperation promoting each other, and take multiple measures
at the same time, multi-place linkage, and the whole society acts together. It is necessary to actively
carry out cooperation in the control of air pollution in the Beijing-Tianjin-Hebei region and its
surrounding areas, the Yangtze River Delta, and the Fenwei Plain, focus on the four key areas of
coal, motor vehicles, industry and dust, and concentrate on the implementation of measures to
reduce coal burning, control vehicles and reduce oil, control pollution and reduce emissions, and
clean dust reduction; accelerate the development of clean energy and new energy, increase the
consumption of renewable energy, and solve the problems of abandoning water, wind and light;
improve building energy efficiency and promote green buildings; optimize the transportation
structure and improve oil quality. Reduce emissions from mobile sources.
Implement comprehensive management of water pollution in river basins and sea areas. The
protection of the water environment concerns the vital interests of the people. At present, problems
such as poor water environment quality, heavy damage to water ecology and many hidden
environmental dangers in some areas of China are very prominent, affecting and harming people's
health. In order to effectively increase the prevention and control of water pollution and ensure
national water security, in 2015 China issued the "Water Pollution Prevention and Control Action
Plan", that is, the "Water Ten Rules", adhere to the problem-oriented, heavy blows, heavy
punishment of pollution. A total of 26 specific requirements for 6 categories of main indicators were
put forward to fully ensure the safety of the water ecological environment, especially from the
aspects of ensuring the safety of drinking water sources, strengthening the protection of drinking
water sources, preventing and controlling groundwater pollution, deepening the prevention and
control of pollution in key river basins, strengthening the protection of good water bodies, and
rectifying urban black and odorous water bodies, so as to ensure that all measures are stable, accurate
and ruthless, and achieve practical results.
To carry out the prevention and control of water pollution, it is necessary to do a good job in key
prevention and control and coordinated prevention and control. The first is to speed up the
completion of the shortcomings of urban sewage collection and treatment facilities, and speed up
the treatment of black and odorous water bodies. The second is to promote the comprehensive
improvement of key river basins and coastal sea areas. Collaborative management of surface water
and groundwater, fresh water and seawater, large rivers and small ditches. It is necessary to do a
good job in tackling tough problems in the protection and restoration of the Yangtze River, jointly
grasp large-scale protection, and refrain from large-scale development. It is necessary to do a good
job in protecting water sources and comprehensively improve the level of water quality security in
drinking water sources. The third is to give full play to the advantages of the river chief system and
lake chief system with Chinese characteristics, strengthen the implementation of responsibilities,
and strive to ensure that rivers and lakes are realized from "no one cares" to "people manage" and
"follow" Can't control it" to "manage well", from "no one governs" to "cures well."."
Strengthen soil pollution control and restoration, and strengthen the control of agricultural non-point
source pollution. Soil is the material basis for sustainable economic and social development, soil
pollution directly affects the growth of crops, is related to the safety of rice bags, vegetable baskets,
water tanks, and the health of the people.
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In response to the overall situation of serious soil environmental pollution in China, in May 2016,
the State Council issued the Action Plan for the Prevention and Control of Soil Pollution, known as
the "Ten Soil Articles", which identified ten "hard tasks" such as strengthening the protection of
unpolluted soil, strengthening the supervision of soil pollution sources, and carrying out soil
pollution control and restoration. On January 1, 2019, the Soil Pollution Prevention and Control
Law was officially implemented, the subject of protection was further clarified, and the legal
accountability for illegal acts of polluted soil was more stringent.
Soil pollution control and restoration should grasp the key points, focusing on the prevention and
control of soil pollution on cultivated land and construction land, and strive to ensure the safety of
agricultural products and the health of the living environment. Organize and carry out pilot
demonstrations of soil pollution control in typical areas for different pollution levels and different
pollution types, gradually establish a soil pollution control and restoration technology system, and
promote soil pollution control and restoration in a planned and step-by-step manner Complete soil
pollution prevention and control management systems, clarify the authority and responsibilities of
relevant departments for soil pollution prevention and control, strengthen the division of labor and
coordination among departments, and establish and complete soil environmental management
systems in which environmental protection departments uniformly supervise and manage, relevant
departments divide labor and responsibility, governments at all levels are uniformly organized, and
relevant parties jointly participate. Strengthen the control of agricultural non-point source pollution,
promote zero growth in the use of chemical fertilizers and pesticides, increase the recovery rate of
agricultural film, and accelerate the full resource utilization of crop straw and livestock and poultry
breeding waste.
Actively participate in global environmental governance and implement emission reduction
commitments. As early as 2015, China promised that by 2020, carbon dioxide emissions per unit of
GDP will be reduced by 40%~45% compared with 2005, and non-fossil energy will account for
about 15% of primary energy consumptionCO2 emissions will peak around 2030 and aim to peak
as soon as possible. In fact, China's carbon dioxide emissions per unit of GDP in 2017 fell by 46%
compared with 2005, which has exceeded the upper limit target of reducing carbon intensity by
40%~45% by 2020,1 and the carbon emission peak target is also expected to be completed ahead of
schedule. China has also taken the lead in issuing China's National Plan for Implementing the 2030
Agenda for Sustainable Development, implementing the National Climate Change Plan (2014-
2020), and depositing the instrument of ratification of the Paris Agreement with the United Nations.
In 2017, it initiated the establishment of the "Belt and Road" International Alliance for Green
Development together with international agencies such as the United Nations Environment
Programme. The elimination of ozone-depleting substances in China accounts for more than 50%
of the total number of developing countries, becoming the country that has contributed the most to
the protection of the global ozone layer.
1 Ministry of Ecology and Environment: 2018 Annual Report on China's Policies and Actions to Address Climate Change,
November 2018.
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It is necessary to adhere to environmental friendliness, cooperate to address climate change, take
the adoption of the Paris Agreement as an opportunity to promote the early entry into force of the
Agreement as soon as possible, and at the same time adhere to the principles of common but
differentiated responsibilities, fairness and respective capabilities, and steadily advance follow-up
negotiations in accordance with the mandate of the Paris Conference. It is necessary to promote the
construction of the green "Belt and Road", deepen environmental protection cooperation among
countries along the route, enrich cooperation mechanisms and exchange platforms, and
comprehensively promote the greening process of the "five links." We should adhere to green and
low-carbon, promote the international community to strengthen cooperation and joint efforts, build
an ecological system that respects nature and green development, and build a beautiful and clean
world.
3. accelerate the restoration of ecological environmental protection
China's ecological and environmental contradictions have a historical accumulation process, and it
is impossible to expect complete changes in the short term. In this regard, it is necessary to establish
a long-term combat concept, vigorously implement ecological protection and restoration projects,
and gradually restore the overall function of the ecosystem.
Build ecological corridors and biodiversity conservation networks. Ecological corridors have
various functions such as protecting biodiversity, preventing soil erosion, filtering pollutants,
preventing wind and sand fixation, and regulating floods. Biodiversity is the material foundation for
human survival, an important prerequisite for sustainable and stable economic and social
development, and a reliable guarantee for ecological security and food security. In recent years,
China has attached great importance to the construction of ecological corridors and biodiversity
conservation, actively implemented the Convention on Biological Diversity and its protocols, and
more than 90% of terrestrial natural ecosystem types and 89% of wild animals and plants under
national key protection have been protected in nature reserves.
To build ecological corridors and biodiversity conservation networks, we must adhere to the "two-
legged" walk of the country and the region. It is necessary to promote not only national-scale
ecological corridors based on the top-level design of the country, but also promote the construction
of regional ecological corridors such as the Yangtze River Economic Belt. At the same time, from
the perspective of building a community with a shared future for mankind, we should build cross-
border ecological corridors such as the "Belt and Road." It is necessary to strengthen biodiversity
investigation and observation and scientific research, improve the network of nature reserves,
strengthen the supervision of biodiversity conservation, increase publicity, and promote the
participation of the whole society in biodiversity conservation.
Delineate three control lines of ecological protection, basic farmland and urban development. Since
the 18th National Congress of the Communist Party of China,
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The Party Central Committee has repeatedly proposed to build a spatial planning system. The 19th
National Congress of the Communist Party of China clearly stated that it is necessary to "complete
the delineation of three control lines: ecological protection red lines, permanent basic farmland, and
urban development boundaries." The three control lines are delineated and guarded, aiming to deal
with the spatial pattern relationship between life, production and ecology, and promote economic
and social development to adapt to the carrying capacity of resources and environment by building
a scientific and reasonable pattern of urbanization, agricultural development and ecological security.
At present, China has basically established a redline system for ecological protection. The
delineation of ecological protection redlines is steadily advancing in accordance with the
deployment of the Party Central Committee and is expected to be fully completed by the end of
2020. The delineation of permanent basic farmland has been completed overall; The pilot work of
delineating urban development boundaries has progressed in an orderly manner. Delineating the
"three lines" is the first step, and it is not just a matter of finishing things, but holding the "three
lines" is the key. It is necessary to strictly implement and effectively supervise, form a corresponding
management mechanism and supervision policy, and increase the degree of binding force. It is
necessary to strengthen refined and efficient management. Due to the wide range of "three lines", it
is necessary to consider the integration and synergy with various policies such as land development
and government assessment, and do a good job in the coordination of various policies to ensure the
"three lines" authority.
Carry out land greening actions and promote the comprehensive management of landscapes, rivers,
forests, lakes and grasslands. Carrying out land greening actions is an important measure to build
an ecological civilization and a beautiful China. It is necessary to continue to carry forward the
Chinese nation's love for trees: the good tradition of planting trees and protecting trees, mobilizing
the whole country, the whole people taking action, and the whole society participating together,
continuing to promote the comprehensive treatment of desertification, rocky desertification and soil
erosion, continuing to do a good job in land greening, sand prevention and control, and soil erosion
control, continuing to promote the construction of forest cities and forest villages, focusing on
improving the living environment, and achieving evergreen and evergreen in all seasons. There are
flowers in the season, and the promotion of land greening continues to achieve tangible results.
To make overall plans to promote the comprehensive management of landscapes, forests, fields,
lakes and grasslands, it is necessary to plan from the perspective of system engineering and the
overall situation. Promote the pilot project of ecological protection and restoration of landscapes,
forests, lakes and grasses, comprehensively promote the monitoring and informatization of water
and soil conservation, and improve the social management, public service capacity and industry
development level of water and soil conservation. Strengthen wetland protection and restoration,
ensure that the existing wetland area is not reduced, implement a wetland protection target
responsibility system, strictly supervise wetland use, and prepare wetland protection and restoration
project plans. Improve the protection system of natural forests, and expand the area of returning
farmland to forest and grassland.
Establish a market-oriented and diversified ecological compensation mechanism. Ecological
compensation is one of the important ways to transform "green water and green mountains" into
"golden mountains and silver mountains", and it is also an important means for China's poverty
alleviation.
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Through ecological compensation, ecological resources can be enriched, the production and lifestyle
of ecological protected areas can be transformed, the income channels of farmers and herdsmen can
be broadened, and ecological products and services can be effectively increased.
In 2018, nine departments, including the National Development and Reform Commission, the
Ministry of Finance, the Ministry of Natural Resources, and the Ministry of Ecology and
Environment, jointly issued the Notice on the Action Plan for Establishing a Market-oriented and
Diversified Ecological Protection Compensation Mechanism, which put forward nine key tasks,
including improving the compensation system for resource development, developing ecological
industries, improving green labels, and establishing a green benefit-sharing mechanism. To establish
a market-oriented ecological compensation mechanism, it is necessary to highlight the leading role
of the market, clarify market access rules, market competition rules and market trading rules, and
establish market-oriented ecological compensation standards. At the same time, the government's
regulatory functions should be in place, maintain market order, resist speculative transactions in
ecological compensation, and effectively play an important role in ecological compensation. To
establish and improve the ecological compensation mechanism for multiple benevolences, it is also
necessary to start from the aspects of the diversity of participants in ecological compensation and
the diversity of compensation standards, allow non-governmental organizations and funds to
participate in it, innovate ecological products, and use various methods such as kind, technology,
and projects to promote ecological compensation work.
4. Reform and improve the ecological environment supervision and
assessment system
To promote green development and build an ecological civilization, we should focus on establishing
rules and regulations and improving the institutional system of ecological civilization. Through
strengthening the overall design and organization and implementation of ecological civilization
construction, we should strive to break down the institutional barriers that restrict the construction
of ecological civilization, continuously improve the ecological environment management system,
and form an institutional guarantee for building a beautiful China.
Establish state-owned natural resources asset management and natural ecology supervision
institutions. For a period of time, an important reason why the overall deterioration trend of China's
ecological environment has not been fundamentally curbed is that the ecological management
system cannot meet the needs of the objective situation, which is prominently manifested in the
overlapping of functions, resulting in problems such as the dispersion of law enforcement subjects
and monitoring forces, and multiple law enforcement in the field of environmental protection.
The 19th National Congress of the Communist Party of China proposed to strengthen the overall
design and organizational leadership of ecological civilization construction, and set up state-owned
natural resource asset management and natural ecological supervision agencies. The deployment of
this institutional reform is in line with the needs of the protection of the "community of life" system
of landscapes, forests, lakes and grasses, and reflects the comprehensive ecosystem and
comprehensive supervision, which can overcome the problems of multiple supervision and
"fragmented" supervision in the past.
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At present, the reform of the national ecological civilization system has achieved remarkable results,
and the functions and personnel of the Ministry of Natural Resources and the Ministry of Ecology
and Environment have been adjusted in place, and it is necessary to further rationalize their functions,
divide labor and cooperation, and promote the formation of a governance pattern of unified
management of natural resource property rights, effective supervision of the ecological environment
and orderly management and control of land and space as soon as possible.
Build an all-round development and protection system for land and space. Building a land space
development and protection system, improving supporting policies for main functional areas, and
establishing a nature reserve system with national parks as the main body are major measures to
follow the laws of nature and rationally develop and utilize nature. The strategy of main functional
areas focuses on the scientific layout of production space, living space and ecological space,
balances the contradictions between population, resources and environment, and improves the
efficiency of resource utilization, which is the fundamental way to solve the problems in China's
land space development. The establishment of the national park system is to strengthen the
protection of natural ecosystems, highlight the strict, holistic and systematic protection of natural
ecosystems, and protect the most vulnerable, beautiful and most in need of protection.
The key to implementing the main functional area strategy lies in strictly implementing the main
functional area planning, realizing the multi-level decomposition and implementation of the national,
provincial, municipal and county levels, strictly guarding the bottom line for prohibited and
restricted development areas, and at the same time implementing accountability mechanisms to
punish acts that undermine the delineation of national main functional areas. On September 26, 2017,
the General Office of the CPC Central Committee and the General Office of the State Council issued
and implemented the Overall Plan for the Establishment of the National Park System, which
reasonably divided the central and local powers, established a coordinated management mechanism
between the central and local governments of national parks with clear subjects, clear
responsibilities and mutual cooperation, and clarified that other constructive activities such as
development are prohibited except for the transformation of indigenous people's production and
living facilities and natural tourism, scientific research, education and tourism that do not harm the
ecosystem. The establishment of a nature reserve system with national parks as the main body is a
complex reform task, which requires strengthening the top-level design, introducing an overall plan
for the national nature conservation system as soon as possible, and building a national protection
network.
Establish a governance system with the participation of the government, enterprises, society and the
public. Comrade Xi Jinping stressed: "The construction of ecological civilization is closely related
to everyone, and everyone should be a practitioner and promoter.1 The construction of ecological
civilization should shift from a government-led situation to a model of "government responsibility,
enterprise implementation, social coordination, and public participation."
1 Xi Jinping on Governing the Country, Volume 2, Foreign Languages Publishing House, 2017, p. 396.
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And form a pattern of shared responsibility and participation of the government, enterprises, society
and citizens. Only by cooperating and interacting with each other and supervising and restraining
each other can governance entities jointly protect the ecological environment.
With the joint participation of multiple subjects, it is necessary to clarify the responsibilities of each
subject in the construction of ecological civilization. Give play to the functions of various
government departments, promote the implementation of environmental public welfare projects,
and improve environmental supervision mechanisms. Give full play to the role of the market and
guide enterprises to implement ecological projects. Actively cultivate the strength of social
organizations, stimulate the vitality of social organizations, promote social participation, effectively
guide the role of social organizations in the provision of environmental protection volunteer services,
make up for the lack or inefficiency of government supply, and improve the level of ecological
environment governance. In addition, it is necessary to further deepen reforms in the transformation
of government functions, the cultivation of corporate environmental awareness, and the
participation of multiple channels in society, and continuously improve China's ecological
civilization governance system.
Reform and improve the ecological environment inspection, assessment and evaluation system.
Reforming and improving the supervision and assessment system of ecological civilization is an
important guarantee to ensure that the construction of ecological civilization achieves practical
results. As a major institutional arrangement of the Party Central Committee and the State Council
on promoting the construction of ecological civilization and environmental protection since the 18th
National Congress of the Communist Party of China, the central environmental protection
inspectorate links environmental issues with political achievements, liberates environmental
protection from the siege of local protectionism, and provides a strong driving force for fighting the
battle against pollution. Central environmental protection inspectors should strengthen their
authority, strengthen their strength, develop in depth, grasp the principle of "being strict, accurate,
and to the point", effectively give play to the supervisory role of the long-term mechanism of
environmental protection inspection, and further increase the intensity and intensity of
environmental protection inspection; improve the overall planning of the environmental protection
inspection system, further expand the scope of supervision to all fields of production and life, and
achieve pollution prevention on a global scale.
The assessment of ecological civilization construction is an important basis for the reward,
punishment and promotion of leading groups and leading cadres at all levels, and an important part
of the performance assessment of cadres of party and government organs in the new era. In
December 2016, the General Office of the Central Committee of the Communist Party of China and
the General Office of the State Council issued the Measures for the Evaluation and Assessment of
Ecological Civilization Construction Goals, after which the National Development and Reform
Commission, the National Bureau of Statistics, the Ministry of Ecology and Environment, and the
Central Organization Department formulated the Green Development Index System and the
Ecological Civilization Construction Assessment Target System. It is necessary to refine the
responsibilities of the main functional areas of the region, further improve the assessment system,
and implement the assessment work.
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Chapter XIII: A Strong Guarantee for National
Rejuvenation
Safeguarding national security, strengthening military support, and realizing the complete
reunification of the motherland are the inevitable requirements for adhering to and developing
socialism with Chinese characteristics in the new era, and are also a strong guarantee for realizing
the great rejuvenation of the Chinese nation. Since the 18th National Congress of the Communist
Party of China, the Party Central Committee with Comrade Xi Jinping as the core has grasped the
overall strategic situation of realizing the Chinese dream of the great rejuvenation of the Chinese
nation, conducted in-depth theoretical and practical explorations, creatively put forward the
adherence to the overall concept of national security, established and formed Xi Jinping Thought on
strengthening the military, profoundly expounded the basic position and major principles of
adhering to "one country, two systems" and promoting the great cause of the complete reunification
of the motherland, and raised the CPC's understanding of the law of national security, the law of
strengthening the people's army and the practical law of "one country, two systems" to a new height:
The new realm has become an important part of Xi Jinping's thought on socialism with Chinese
characteristics for a new era.
Section 1: Adhere to the overall concept of national security
Adhering to the overall concept of national security is put forward by Comrade Xi Jinping based on
the new characteristics and new trends of the development of the national security situation, on the
basis of better coordinating the overall situation at home and abroad, security and development, in
order to better solve the new problems and challenges facing national security. The overall concept
of national security profoundly reveals the essence of China's national security, scientifically
answers how as a large developing socialist country can solve the common security problems faced
in the process of development and the special security problems faced by itself, and realize the
party's historic leap in national security theory.
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It is the latest achievement of China's national security theory, which provides a program of action
and scientific guide for better safeguarding national security in the new era.
1. national security is a top priority
National security is the basic prerequisite for the survival and development of the country, and the
fundamental guarantee for ensuring that the Party will never degenerate, that the red rivers and
mountains will never change color, and that the process of the great rejuvenation of the Chinese
nation will not be slowed down or interrupted.
Since the founding of New China, the party has always attached great importance to the issue of
national security, always regarded safeguarding national security as a basic task of the party and the
state, accumulated rich experience in practice, formed national security thinking in different periods,
and provided a strong guarantee for safeguarding the fundamental interests of the people of all ethnic
groups and promoting the historic achievements of the cause of the party and the country. In the
early days after the founding of New China, the main characteristic of national security was to
safeguard sovereignty and security. Comrade Mao Zedong regarded defending the newborn regime,
ensuring national independence, and safeguarding national sovereignty and territorial integrity as
the primary tasks of safeguarding national security, and made full use of the characteristics and main
contradictions of the world pattern at that time to effectively safeguard and improve the national
security environment. In the new period of reform and opening up, the main feature of national
security is to maintain development security. Comrade Deng Xiaoping pointed out that peace and
development are the two major themes in today's world, and national security should escort
economic construction. We must adhere to the four basic principles and adhere to "stability above
all", not only to ensure the socialist direction of reform and opening up, but also to create a stable
domestic and international environment for socialist modernization. In view of the complex and
ever-changing regional environment, Comrade Jiang Zemin put forward a new security concept of
"mutual trust, mutual benefit, equality, and cooperation." Comrade Hu Jintao stressed the need to
examine national security issues from a broader perspective, put forward the concept of peaceful
development, and promote the building of a harmonious world of lasting peace and common
prosperity.
Socialism with Chinese characteristics has entered a new era, the connotation and extension of
China's national security are richer than at any time in history, the field of time and space is broader
than at any time in history, internal and external factors are more complex than at any time in history,
and various foreseeable and unforeseeable security risks and challenges are unprecedented.
Comrade Xi Jinping pointed out: "Enhancing the awareness of adversity and being prepared for
danger in times of peace is a major principle that we must always adhere to in administering the
party and the country."
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Our party should consolidate its ruling position, unite and lead the people to uphold and develop
socialism with Chinese characteristics, and ensure national security as the top priority. "1
From the perspective of the external environment, the world today is in a major change
unprecedented in a century, and the instability and uncertainty it faces are becoming increasingly
prominent. Great development brings great changes, and great changes promote great adjustments.
The trend of peace, development, cooperation and win-win results of the times has become stronger,
but in the changing world, dangerous shoals and reefs have become prominent, and various risks
and challenges have accelerated the accumulation. First, the complexity is prominent. The
momentum of world economic growth is insufficient, protectionism and unilateralism are becoming
increasingly serious, competition among major countries is becoming increasingly fierce, regional
hot spots are emerging one after another, non-traditional security threats such as terrorism, cyber
security, and climate change are complex and severe, and continue to spread, and various security
risks are transmitted and superimposed, accumulating and escalating. Second, the transnational
nature is prominent. The security shortcomings of any country will lead to a large influx of external
risks, forming a security risk depression. The accumulation of security risks in any country to a
certain extent will spill over into regional or even global security issues. Third, diversity is
outstanding. Old problems have emerged under the means of new technologies, and security threats
in new fields such as the deep sea, polar regions, outer space, and the Internet are constantly breeding.
Fourth, the linkage is outstanding. Security issues are closely linked to political, economic, cultural,
religious and ethnic issues, and traditional and non-traditional security threats are intertwined.
Various security issues are intertwined and interact with each other, creating a fission effect. The
probability of small risks evolving into large risks, individual risks into comprehensive risks, local
risks into systemic risks, economic risks into socio-political risks, and international risks into
domestic risks has increased significantly. As Comrade Xi Jinping pointed out: "Change will give
rise to new opportunities, but the process of change is often full of risks and challenges, and mankind
once again stands at a crossroads."2
Judging from its own situation, China is in a new historical position, and the connotation and
extension of national security have undergone profound changes. At present, China is in a critical
period of development and transformation from a big country to a strong country. This is not only a
period of historical convergence for the realization of the "two centenary goals", but also a period
of mutual agitation that is synchronously intertwined with the great changes in the world that have
not been seen in a century; it is not only a period of important strategic opportunities, but also a
period of highlighting major security risks; it is not only a period of shaping global security, but also
a critical period for improving capabilities, making up for shortcomings, and strengthening
weaknesses.
1 Xi Jinping on Governing the Country, Volume 1, Foreign Languages Publishing House, 2018, page 200.
2 Xi Jinping, "Working Together to Create a Better Future - Keynote Speech at the APEC Business Leaders Summit," People's
Daily, November 18, 2018.
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Comrade Xi Jinping pointed out: "The great rejuvenation of the Chinese nation is by no means easy
and can be achieved by banging gongs and drums.1 In modern times, the process of the rejuvenation
of the Chinese nation has been interrupted many times, leaving us with a profound warning.
Historical opportunities are fleeting, and risks and challenges are everywhere. The road ahead
cannot be smooth, and the closer we get to the goal, the greater the resistance and risk pressure to
move forward. In the face of the treacherous international situation, the complex and sensitive
surrounding environment, the arduous and arduous tasks of reform, development, and stability, and
the requirement of decisively building a moderately prosperous society in an all-round way and
marching toward the goal of the second centenary struggle, in order to win the initiative in the era
of profound changes and win victory in the great struggle, it is necessary to grasp the new issues
facing national security from a longer-term strategic perspective and constantly open up a new
situation in national security.
In this context, the overall concept of national security came into being. Since the 18th National
Congress of the Communist Party of China, China's national security work system and mechanism
have been continuously improved, the national security legal system has gradually taken shape, the
national security strategy has been continuously improved, and the national security capability has
been significantly improved, which fundamentally lies in the strong leadership of the Party Central
Committee with Comrade Xi Jinping as the core and the strategic guidance of the overall national
security concept.
2. Deeply grasp the overall concept of national security
On April 15, 2014, at the first plenary meeting of the Central National Security Commission,
Comrade Xi Jinping put forward for the first time the major strategic thinking of the overall national
security concept, emphasizing that the overall national security concept should be adhered to and
the road of national security with Chinese characteristics should be followed. "Adhering to the
overall concept of national security" was also written into the report of the 19th National Congress
of the Communist Party of China as the basic strategy for adhering to and developing socialism with
Chinese characteristics in the new era, and was written into the revised Constitution of the
Communist Party of China. This is the first time in the history of the Communist Party of China that
the theory of national security has been included in the report of the party congress, and it is also
the first time that the theory of national security has been taken as an important part of the party's
guiding ideology. Adhering to the overall national security concept is not only an important part of
Xi Jinping Thought on Socialism with Chinese Characteristics for a New Era, but also a practical
requirement for implementing Xi Jinping Thought on Socialism with Chinese Characteristics for a
New Era.
The philosophical implications of the overall view of national security. The overall is a concept,
emphasizing the comprehensive and systematic nature of national security.
1 Compilation of Documents of the 19th National Congress of the Communist Party of China, People's Publishing House, 2017
edition, page 12.
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The overall emphasis is on "general security", which includes traditional security such as political,
territorial and military, as well as non-traditional security such as economy, culture, society, network
and ecology; includes both the current security field and new fields such as space, deep sea, polar
and biological fields; and includes both physical and human security. In addition, the overall
emphasis is on comprehensiveness rather than comprehensiveness, and security issues must not be
generalized, and security boundaries must be grasped well. It is not feasible to talk about security
without basic national conditions, security without the international environment, and security
without development.
The overall is a state that emphasizes the relativity and sustainability of national security. Safety is
relative, risk factors are always present, there is no absolute security. Overall security emphasizes
maintaining a state of relative freedom from danger and internal and external threats. It is necessary
to base ourselves on the present and the long term; we must base ourselves on the dynamic
perception and dynamic assessment of the situation, and on the foresight of the medium- and long-
term development trend; we must have a goal-oriented general idea, general framework, and general
layout, and be good at adjusting the strategy and tactics of national security in a timely manner
according to the new situation, new problems, and new tasks.
The overall is a methodology, emphasizing the scientific integration of national security. The overall
goal is to build a national security system that integrates security in various fields and properly
respond to various complex security challenges. In seeking overall national security, it is necessary
to advance as a whole while highlighting key points; stress both principles and strategies; stress both
needs and capabilities; and stress both safeguarding and reshaping. In particular, we must always
grasp national security in the overall situation of the party and the country, fully mobilize the
enthusiasm of all parties in all fields, perform their respective duties and work together, so as to
unite a strong joint force.
The connotation and extension of the overall national security concept. The summary of the
connotation and extension of national security in the overall national security concept can be
summarized into five major elements and five pairs of relationships.
The five major elements are to take people's security as the purpose, political security as the
foundation, economic security as the foundation, military, cultural and social security as the
guarantee, and international security as the basis. Taking people's security as the purpose is to always
put people's security in the highest position, adhere to the people-oriented and people-oriented,
adhere to national security for the people and rely on the people, and consolidate the mass foundation
of national security. Taking political security as the foundation means unswervingly adhering to the
party's leadership and the socialist system with Chinese characteristics, putting institutional security
and regime security in the first place, and providing political guarantees for national security. Basing
on economic security is to ensure that the country's economic development is not encroached upon,
promote sustained, healthy and stable economic development, improve the country's economic
strength, and provide a material basis for national security.
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Taking military, cultural and social security as the guarantee means paying attention to the new
situations and problems facing these fields, following the security laws in different fields,
establishing countermeasures to consolidate the foundation and turn dangers into disasters, and
providing hard and soft power guarantees for safeguarding national security. Relying on promoting
international security means unswervingly following the path of peaceful development, paying
attention to safeguarding national interests, while paying attention to safeguarding common security
and building a community with a shared future. These five aspects jointly support the overall
structure of the national security system and determine the basic orientation of the national security
path with Chinese characteristics.
The five-pair relationship is to attach importance to both external and internal security, emphasizing
the interconnection and mutual influence of external security and internal security; attaching
importance to both homeland security and national security, and emphasizing the organic unity of
homeland security and national security; attaching importance to both traditional and non-traditional
security, emphasizing that traditional security threats and non-traditional security threats affect each
other and may be transformed into each other under certain conditions; and attaching importance to
development issues. It also attaches importance to security issues, emphasizing that development
and security are two sides of the same coin, that development is the foundation of security, and that
security is the condition for development, so that a rich country can strengthen its troops and defend
its country; it attaches importance to both its own security and common security, and stresses that
the security of China and the world in the context of globalization are inseparable.
In short, national security is an inseparable security system, each element has its own focus, and
each element is interrelated and affects each other. The five major elements and the five pairs of
relationships accurately reflect the internal logic of China's national security, accurately reflect the
dialectical, comprehensive and systematic concept of national security, and profoundly reveal the
principle requirements and rich connotations of the overall national security concept. The overall
concept of national security is the concentrated application and latest embodiment of Marxist
positions and views and methods in the field of national security, which is both epistemological and
methodological, embodies a high degree of unity between people's security, political security, and
the supremacy of national interests, embodies a high degree of unity in historical thinking, world
vision and the spirit of the times, and embodies a high degree of unity in theory, practice, and system.
3. Safeguard and shape national security with Chinese characteristics
National security with Chinese characteristics should be both safeguarded and shaped, and shaping
is a higher-level and more forward-looking safeguard.
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It is necessary to strengthen follow-up, study, and judgment of the national security situation, strive
to grasp the law in the changing situation, seek advantages and avoid disadvantages in chaos, and
strive for the initiative in struggle. It is necessary to strengthen strategic planning, persist in planning
the layout with global thinking, and shape an overall favorable national security strategic situation.
Uphold the party's absolute leadership over national security work. This is the fundamental principle
for doing a good job in national security work and the fundamental guarantee for safeguarding
national security and social stability. "Absolute" means unconditional and without dead ends, that
is, at any time and under any circumstances, take the party's banner as the banner, the party's
direction as the direction, and the party's will as the will, strengthen the "four consciousness",
strengthen the "four self-confidence", and achieve "two safeguards." Adhere to the party's overall
control of the overall situation, coordinate all parties, resolutely safeguard the centralized, unified,
efficient and authoritative national security leadership system, and fully implement the major
strategic deployment of national security. Give full play to the role of the Central National Security
Commission in coordinating national security affairs, do a good job in implementing national
security principles and policies, improve the national security work mechanism, and focus on
improving the party's strategic ability to grasp the star situation and plan for development.
Conscientiously implementing the national security responsibility system is an important
institutional guarantee for strengthening the party's leadership over national security work. Party
committees (leading party groups) at all levels are the main body responsible for safeguarding
national security, and should follow the decisions and arrangements of the Central National Security
Commission, properly manage national security affairs in their respective regions and departments,
lawfully exercise the functions and powers entrusted by national security laws and regulations, and
ensure that they have a responsibility to defend the land and fulfill their responsibilities.
Complete and improve the national security system. It is necessary to improve national security
strategies and policies, improve national security systems and mechanisms, strengthen the
organization and coordination of national security work, and establish and improve cross-
departmental and cross-regional joint work mechanisms. Improve the national security system, raise
the level of national security rule of law, and make full use of legal means to preserve national
security. On the basis of implementing the National Security Law and promulgating and
implementing national security laws and regulations such as the Counter-espionage Law, the
Counter-Terrorism Law, the Foreign NGO Domestic Activities Management Law, the
Cybersecurity Law, and the Nuclear Security Law, accelerate the formation of a set of national
security legal systems with Chinese characteristics that are based on the basic national conditions,
reflect the characteristics of the times, adapt to the strategic security environment, have coordinated
content, strict procedures, complete supporting facilities, and effective operation.
Safeguard national security in key areas. The key areas are the main position and the main battlefield
for safeguarding national security. It is necessary to give prominence to security work in various
aspects, such as political security, economic security, homeland security, social security, network
security, biological security, and the security of overseas interests.
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Persist in ensuring political security as the first priority, firmly hold the soul of political security,
tighten the string of political security at all times, and promote national security work in key areas
with political security as the guide; persist in administering the party strictly in an all-round way,
firmly grasp the leadership, management and discourse power of ideological work, strictly guard
against and resist "color revolutions", and ensure the safety of the party's governance; adhere to the
basic economic system of socialism with Chinese characteristics without wavering, fight the battle
of preventing and defusing financial risks, and resolutely guard the bottom line of not occurring
systemic financial risks. Consolidate the foundation of economic security; strengthen the
construction of border, coastal and air defense, crack down in depth on the "three forces", resolutely
guard against "Xinjiang independence" and "Tibet independence", resolutely thwart any form of
separatist attempts for "Taiwan independence", safeguard the prosperity and stability of Hong Kong
and Macao, and build a solid wall of homeland security; improve the three-dimensional social
security prevention and control system, severely crack down on violent terrorist forces, properly
respond to major natural disasters and emergencies, and vigorously promote the construction of a
safe China; earnestly safeguard the sovereignty and security of cyberspace, and strengthen
cyberspace governance in accordance with the law. Continuously enhance cybersecurity defense
and deterrence capabilities; incorporate biosecurity into the national security system, systematically
plan the establishment of a national biosecurity risk prevention and control and governance system,
and comprehensively improve national biosecurity governance capabilities; adhere to peaceful
development, take the path of common security, form a strong security guarantee system for
overseas interests, and truly safeguard the security of overseas interests.
Strive to prevent and resolve major risks. Adhere to the basic judgment that China's development is
still in a period of important strategic opportunities and will be for a long time, enhance the
awareness of risk prevention and control, adhere to bottom-line thinking, keep pace with the times
to understand and grasp various actual and potential major risks, guard the bottom line of no
systemic and subversive risks, and look at the worst and strive for the best results. It is necessary to
be highly vigilant against both "black swan" events and "gray rhino" incidents; it is necessary to
have the first hand in preventing risks and also have high tactics to deal with and defuse risks and
challenges; and it is necessary to fight a prepared battle to prevent and resist risks, and also to fight
a strategic initiative battle to turn dangers into opportunities and turn crises into opportunities.
Improve risk prevention and control capabilities, improve risk prevention and control mechanisms,
grasp key points, make up for shortcomings, strengths and weaknesses, strictly prevent
superimposed and upgraded risk transmission, and be good at solving complex problems, handling
complex contradictions, and controlling complex situations. Comprehensively implement the party's
mass line, strengthen national security education, enhance the national security awareness of the
whole party and the people of all ethnic groups throughout the country, and promote the formation
of a strong joint force in the whole society to safeguard national security.
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Section 2: Continuously open up a new situation of
strengthening the army and rejuvenating the army
A strong country must strengthen its military. Since the 18th National Congress of the Communist
Party of China, Comrade Xi Jinping has focused on realizing the Chinese dream of the great
rejuvenation of the Chinese nation, closely focusing on what kind of strong people's army to build
in the new era and how to build a strong people's army, forming Xi Jinping Thought on strengthening
the army. Xi Jinping Thought on Strengthening the Army clarifies a series of fundamental
directional, overall and major issues in national defense and army building in the new era, opens up
the road to strengthening the army with Chinese characteristics, and creates a new situation of
strengthening the army and rejuvenating the army.
1. Build a people's army that obeys the command of the party and has a good
style of winning battles
Clearly defining the goal of army building is a successful experience of the CPC in building and
managing the army. In various historical periods, in accordance with changes in the situation and
tasks, the Party has clearly put forward the goals and requirements for the building and development
of the people's army, leading the continuous development of the building of our army. Comrade
Mao Zedong led the formulation of the general principle of building an excellent modern
revolutionary army, Comrade Deng Xiaoping put forward the general goal of building a powerful
modernized and regularized revolutionary army, and Comrade Jiang Zemin put forward the general
requirements for army building that is politically qualified, competent in military affairs, excellent
in work style, strict in discipline, and effective in guarantees. Comrade Hu Jintao put forward the
important idea of strengthening the comprehensive building of the armed forces in accordance with
the principle of combining revolutionization, modernization, and regularization, profoundly
revealed the objective law governing army building, and guided our army to continuously win new
victories from small to large and from weak to strong.
Since the 18th National Congress of the Communist Party of China, the Party Central Committee
with Comrade Xi Jinping as the core has focused on realizing the "two centenary goals" and realizing
the Chinese dream of the great rejuvenation of the Chinese nation, adhered to and developed Marxist
military theory, and established the principle of "building a team that obeys the command of the
Party and can win battles, The goal of strengthening the people's army with a good work style" has
issued the call of the times to "build the people's army into a world-class army in an all-round way."
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Answering the major questions of why to strengthen the army, what is the goal of strengthening the
army, and how to take the road of strengthening the army with Chinese characteristics is the general
strategy of the CPC for building and managing the army in the new era, and provides fundamental
guidance for promoting national defense and army building at a new starting point.
Obeying the party's command is the soul and determines the political direction of army building.
Comrade Xi Jinping pointed out that obeying the command of the party is the primary task of our
army construction and the lifeblood of our army. If this one is lost, no matter how other work is
done, it will eventually be completely lost. The key to our army's invincibility and ultimate victory
over all enemies without being overwhelmed by the enemy lies in resolutely obeying the command
of the party, which is the soul of army building and strengthening the army. This is the fundamental
magic weapon for the party's long-term ruling power and the country's long-term peace and stability,
and it is also the point that all enemies fear us the most. Under the new situation, we must firmly
obey the party's command, which is the soul of strengthening the army; persist in building and
mastering the troops ideologically and politically, unswervingly adhere to the fundamental principle
and system of the party's absolute leadership over the army, conscientiously implement the
responsibility system of the chairman of the Central Military Commission, and resolutely maintain
consistency, safeguard authority, and obey commands at all times and under all circumstances, and
ensure the absolute loyalty, absolute purity, and absolute reliability of the troops.
Being able to win battles is the core, reflecting the fundamental functions of the army and the
fundamental orientation of army building. The army is first and foremost a combat team, and it must
persist in focusing all construction and work on winning battles. If the army cannot win on the
battlefield, it will produce serious political backlash. As the saying goes, there is no first in literature
and no second in martial arts. Our army has always been known for its ability to fight good battles
and has created many brilliant achievements. However, the standard of ability to win wars is
constantly changing with the development of war practice, and being able to win a war in the past
does not mean that you can win a war now. Judging from the situation of the army's modernization
construction and the fulfillment of the tasks of preparing for military struggle in recent years, the
problem of our army's insufficient ability to fight a modern war and the insufficient ability of cadres
at all levels to command a modern war have not yet been completely resolved. Under the new
situation, we must grasp the key to being able to fight and win wars, firmly establish combat
effectiveness as the only fundamental criterion, more firmly and consciously grasp the preparation
for war and plan to win, carry forward our army's fearless heroic spirit and heroic and tenacious
fighting style, enhance our army's deterrence and actual combat capability under the conditions of
informationization, and ensure that it can fight when called upon, and win when it is called.
A good work style is a guarantee and has a bearing on the nature, purpose, and true colors of the
military. Only with a good style can a heroic army be shaped, and a loose style can bring down a
division that wins often.
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In long-term practice, our army has cultivated and formed a whole set of glorious traditions and fine
work styles, which are the distinctive characteristics and political advantages of the people's army.
Whether or not we can maintain the glorious traditions and fine work style of our party and our army
has a bearing on the survival of the army, on the success or failure of the cause of the party and the
country, and on the fact that the red rivers and mountains of socialism will never change color. In
the new era, we must consolidate the foundation of a strong army of managing the army according
to law and administering the army strictly, regard the building of work style as a basic and long-
term task of the army, pay close attention to it, adhere to the fundamental purpose of serving the
people wholeheartedly, carry forward the spirit of arduous struggle, forge iron discipline, purify the
atmosphere of the army, consolidate and develop good internal and external relations, and ensure
that our army's bloodline is forever, its foundation is solid, and its superiority is eternal.
The goal of strengthening the army, which obeys the party's command, can win battles, and has a
good work style, is consistent with the party's consistent guiding ideology and principles for building
and managing the army, and is consistent with the comprehensive construction thinking that is
unified with revolutionization, modernization, and regularization. Obedience to the party's
command, ability to win battles, and excellent work style are interrelated and inseparable, and are
unified in the great practice of building a strong people's army.
2. Promote political army building, reform and strengthening the army,
rejuvenating the army with science and technology, and managing the army
according to law
As the core of the Party Central Committee, the core of the whole Party and the commander-in-chief
of the armed forces, Comrade Xi Jinping has made strategic plans for national defense and army
building, put forward strategic ideas and strategic measures for adhering to political army building,
reforming and strengthening the army, rejuvenating the army with science and technology, and
managing the army according to law, fully promoting national defense and army building, and
creating a new situation of strengthening the army and rejuvenating the army.
Persist in political army building. Political army building is the foundation of our army, and we must
not slacken at any time or under any circumstances. The key to our army's ability to be loyal to the
party, the people, and the country at all times, to forge ahead courageously and without flinching
under any difficult and difficult circumstances, and to maintain a strong revolutionary will and
combat effectiveness lies in always firmly adhering to political army building. The 19th CPC
National Congress proposed that it is necessary to strengthen party building in the military, carry
out education on the theme of "inheriting red genes and shouldering the heavy responsibility of
strengthening the army", promote the construction of the honor system for soldiers, cultivate
revolutionary soldiers in the new era with soul, ability, blood, and moral character, and always
maintain the nature, purpose and true color of the people's army. First, uphold the party's absolute
leadership over the military. At the celebration of the 90th anniversary of the founding of the
Chinese People's Liberation Army, Comrade Xi Jinping stressed that on the issue of upholding the
fundamental principle of the party's absolute leadership over the military:
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"The mind must be particularly clear-headed, the attitude should be particularly clear, and the action
should be particularly resolute, without any wavering, any hesitation, any ambiguity."1 The key to
upholding the party's absolute leadership over the military lies in meeting the requirements of the
word "absolute" and upholding the uniqueness, thoroughness, and unconditional nature of the party's
leadership. We must always maintain a high degree of unity with the party Central Committee in
both ideology and action; we must obey the command in all our actions, whether in peacetime or
wartime; we must implement to the letter the major principles and policies of the party and the army
and the specific work arrangements. Second, it is necessary to establish four fundamental things:
ideals and convictions, party spirit and principles, standards for combat effectiveness, and prestige
in political work. Communists have always adhered to the party's principle first, the party's cause
first, and the people's interests first as the creed of life and work, taken the initiative to speak for the
party, worry about the party, and serve the party in the party, and consciously implement loving the
party, worrying about the party, rejuvenating the party, and protecting the party in all links of work.
Persist in reforming and strengthening the army. Deepening the reform of national defense and the
armed forces with greater wisdom and courage is the requirement of the times to realize the Chinese
dream and the dream of strengthening the army, the only way to strengthen the army and rejuvenate
the army, and also a key move to determine the future of the army. Since the 18th National Congress
of the Communist Party of China, under the strong leadership of the Party Central Committee with
Comrade Xi Jinping as the core, a complete set of reform designs that solve deep-seated
contradictions, make major innovations and breakthroughs, and reflect the characteristics of our
army have emerged from the cocoon. It is necessary to break the long-practiced system of
headquarters, military regions, and the army, form a new pattern in which the Central Military
Commission is in charge of the overall operation, the theater is in charge of the battle, and the
services are in charge of construction, and 15 functional departments of the five major theaters, five
major services and arms, and organs of the Central Military Commission are readjusted and
established. This is the biggest change in the military's leadership and command system since the
founding of New China, and it is a structural the most active and revolutionary factors in military
development, and every major scientific and technological progress and innovation will cause
profound changes in the form of war and the mode of warfare. It is necessary to establish the idea
that science and technology are the core combat effectiveness, promote major technological
innovation and independent innovation, strengthen the construction of the military personnel and
revolutionary reshaping of the system, which has a major and far-reaching impact on the
construction and development of our army. Through major changes and reshaping, the people's army
has a new system, structure, pattern, and appearance. In the new era, it is necessary to continue to
deepen the reform of national defense and the armed forces, deepen the reform of major policies
and systems such as the professional system of officers, the civilian personnel system, and the
military service system, promote the revolution in military management, and improve and develop
the socialist military system with Chinese characteristics.
Persist in rejuvenating the army through science and technology. Science and technology are
training system, and build an innovative people's army.
1 Xi Jinping on Governing the Country, Volume 2, Foreign Languages Publishing House, 2017, p. 416.
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Comrade Xi Jinping pointed out that the ability to innovate is the core competitiveness of an army
and an accelerator for generating and improving combat effectiveness. Historical experience and
practical exploration tell us that the real core key technology cannot be bought with money. In order
to take the initiative, occupy the high ground, and be undefeated in the fierce international military
competition, we must persist in independent innovation and greatly enhance our ability to innovate
independently in science and technology for national defense. To increase the contribution rate of
scientific and technological innovation to army building and combat effectiveness, only by applying
the results of scientific and technological innovation to the practice of national defense and army
building in a timely and effective manner can it play an important role. At present, the development
of China's national defense science and technology is in a critical period of climbing up the hill and
crossing difficulties, and it is necessary to choose the breakthrough point, advance the layout,
strengthen forward-looking, leading, exploratory, and subversive major technology research and
new concept research, and actively seek military technological competitive advantages.
Persist in managing the army according to law. A modern army must be an army ruled by law.
Comrade Xi Jinping clearly demanded that managing the army according to law and strictly
managing the army should be included in the overall layout of governing the country according to
law. He stressed: "The whole country is building a socialist rule of law system with Chinese
characteristics and building a socialist country under the rule of law, and if the construction of the
rule of law in the military is not stepped up, it will not be able to keep up at that time." 1 The 19th
National Congress of the Communist Party of China clearly proposed to comprehensively
administer the army strictly, promote a fundamental change in the way of administering the army,
and improve the level of rule of law in national defense and army building. To further promote the
management of the army according to law and the strict management of the army, it is first necessary
to make the spirit of the rule of law and the concept of the rule of law deeply rooted in the hearts of
the people, so that all officers and men will believe in and adhere to the rule of law. The law must
be observed, and the rule of law must be believed, otherwise it will be useless. It is necessary to
carry out in-depth publicity and education on the rule of law throughout the army, incorporate
education and training on the rule of law into the education and training system of the troops, regard
the cultivation of the spirit of rule of law as an important part of the building of a culture of
strengthening the army, and guide the vast number of officers and soldiers to internalize the rule of
law into political conviction and moral accomplishment, and externalize it into a code of conduct
and conscious action. It is necessary to let iron discipline exert its strength, and discipline inspection,
inspection, and auditing departments must hold high their swords and perform their supervisory
functions well. Through effective rule of law supervision, tighten the system of restraint and
supervision of the operation of power, and ensure the correct use of power in accordance with the
rules, prudent use of power, and clean use of power. It is necessary to bring about profound changes
in the way of administering the armed forces, and bring about a fundamental change from the
practice of relying solely on administrative orders to administering according to law, and from the
way of carrying out work solely on habit and experience to carrying out work by relying on laws
and regulations.
1 "Digest of Xi Jinping's Exposition on Coordinating and Promoting the "Four Comprehensive" Strategic Layout", Central
Literature Press, 2015 edition, p. 109.
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The fundamental change from the method of grasping work by surprise and movement to the act of
handling affairs according to rules and regulations has created a good situation in the whole army
in which party committees make decisions according to law, organs give guidance according to law,
troops act according to law, and officers and men perform their duties according to law.
3. Build the people's army into a world-class army
Speeding up the building of the people's army into a world-class army is the political demand and
ardent expectation of the party and the people for the people's army in the new era, an inevitable
requirement for realizing the "two centenary goals" and realizing the Chinese dream of the great
rejuvenation of the Chinese nation, and also a call to action for all officers and men to promote the
practice of strengthening the army.
The people's army shoulders the historical mission of providing strategic support for the realization
of the great rejuvenation of the Chinese nation. In the new era, profound changes have taken place
in the connotation and extension of China's security, in the field of time and space, and in internal
and external factors. The period when we move from big to strong and strong is often a high-risk
period for national security, and the more we develop and grow, the greater the pressure and
resistance we face. This is an unavoidable challenge in the process of China's development from big
to strong, and it is the threshold that cannot be bypassed to realize the great rejuvenation of the
Chinese nation. "A strong country must strengthen its army, and a strong army can ensure national
security."1 National defense and army building are the strong backing of national security, military
means are the means to guarantee the realization of great dreams, military struggle is an important
aspect of waging great struggle, and the ability to win is a strategic capability for safeguarding
national security. Comrade Xi Jinping profoundly pointed out that our military must provide
strategic support for consolidating the leadership of the Communist Party of China and China's
socialist system, providing strategic support for safeguarding national sovereignty, unity and
territorial integrity, providing strategic support for expanding China's overseas interests, and
providing strategic support for promoting world peace and development. This is the mission and
task entrusted by the party and the people to the people's army in the new era, the strategic
requirement to support the great rejuvenation of the Chinese nation, and the full value of our army.
This requires the whole army to strengthen its mission responsibility, enhance its sense of distress
and enterprising spirit, and accelerate its ability to fulfill its mission and tasks in the new era with a
sense of urgency that time does not wait for us and only seize the day.
The people's army has taken firm steps on the road of strengthening the army with Chinese
characteristics. Since the 18th National Congress of the Communist Party of China, Comrade Xi
Jinping has focused on realizing the Chinese dream and the dream of strengthening the army
1 Xi Jinping on Governance, Volume 2; Foreign Languages Press, 2017, p. 55.
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Comprehensively grasp the general international and domestic trends, closely focus on building a
people's army that obeys the command of the party, can win battles and has a good work style, put
forward a series of major principles and principles, made a series of major policy decisions and
arrangements, promoted a series of major tasks, made a series of major tasks, made every effort to
promote the modernization of national defense and the army, led the people's army to take firm steps
on the road of strengthening the army with Chinese characteristics, achieved historic achievements
and historic changes, and led national defense and army building into a new era. This is mainly
reflected in: revitalizing the political program, unswervingly promoting political rectification and
training, and effectively solving the conspicuous problem of weakening the party's absolute
leadership over the army; reshaping the organizational form, boldly deepening reform in an all-
round way, and effectively solving the conspicuous problems restricting the institutional structure
of our army's construction; reorganizing the pattern of struggle, firmly defending the core interests
of the country, and effectively solving the outstanding problems in the use and use of military forces;
reconstructing the layout of construction, innovating development concepts and methods, and
effectively solving the problem that our army's construction is not enough to focus on actual combat.
The conspicuous problem of poor quality and efficiency; re-establishing the image of work style,
vigorously promoting healthy tendencies, discipline and anti-corruption, and effectively solving the
conspicuous problems of unhealthy tendencies and corruption breeding and spreading. The
achievement of these historic achievements and the occurrence of historic changes fundamentally
lie in the strong leadership of Comrade Xi Jinping, the core of the Party Central Committee, the core
of the whole Party and the commander-in-chief of the armed forces, and in the scientific guidance
of Xi Jinping's thinking on strengthening the military. Xi Jinping Thought on Strengthening the
Army, leading the practice of strengthening the army and sublimating it in the practice of
strengthening the army, is the crystallization of the practical experience and wisdom of the people's
army since the 18th National Congress of the Communist Party of China, and is a fundamental
achievement in building and managing the army and strengthening the army in the new era. To
realize the modernization of national defense and the armed forces, we must firmly establish the
guiding position of Xi Jinping's thinking on strengthening the military in national defense and army
building.
Grasp the strategic arrangements for comprehensively promoting the modernization of national
defense and the armed forces. The 19th CPC National Congress put forward a road map, timetable,
and mission statement for comprehensively promoting the modernization of national defense and
the armed forces. That is, to adapt to the development trend of the world's new military revolution
and the needs of national security, improve the quality and efficiency of construction, ensure that
mechanization is basically realized by 2020, major progress has been made in informationization
construction, and strategic capabilities have been greatly improved. In line with the process of
national modernization, we will comprehensively promote the modernization of military theory, the
organizational form of the armed forces, the modernization of military personnel, and the
modernization of weapons and equipment, strive to basically modernize national defense and the
armed forces by 2035, and comprehensively build the people's army into a world-class army by the
middle of this century. This strategic arrangement embodies the requirements of the times in line
with the process of national modernization and development, embodies the strategic requirements
of socialist construction with Chinese characteristics for strengthening the army in the new era, and
demonstrates the determination and courage of the Communist Party of China to accelerate the pace
of building a strong army.
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The whole army should firmly grasp the goals and tasks of national defense and army building,
concentrate efforts to tackle tough problems, grasp quick work, and work through to the end with a
blueprint to ensure that it is built into a world-class army as scheduled.
Grasp the strategic priorities of national defense and army modernization. The modernization of
national defense and the armed forces is a systematic project, with a myriad of problems, and it is
necessary to pinpoint strategic priorities and promote overall improvement with key breakthroughs.
The first is to build a joint operations command system, build a strong and efficient theater joint
operations command organization, open up the command link of the whole system and process of
joint operations, and promote the improvement of the joint operation capability of the whole army.
The second is to build a new type of military management system, improve the strategic
management link of "demand one planning, one budget, one implementation and one assessment",
and improve the operational efficiency of military systems and the quality and efficiency of our
military construction. The third is to build a modern military force system, coordinate the
construction of all parties in various fields, coordinate the construction of combat forces, support
and support forces, and promote the overall improvement of our military's force system. The fourth
is to build a new-type military training system, persist in actual combat training and joint combat
training, persist in promoting construction with training and combining training with application,
and improve the level of actual combat training. Fifth, vigorously implement the strategic project of
qualified personnel, strengthen the construction of a new-type military personnel training system of
"trinity" in military academies and schools, military training practice, and military vocational
education, and promote the overall leap in the level of personnel construction. Sixth, build a national
defense science and technology innovation system, accelerate the development of high-tech
weapons and equipment, and improve the quality of weapons and equipment and the scientific level
of architecture. The seventh is to build a modern military policy and institutional system,
systematically plan, forward-looking, and overall reshape the policy system, and create an
institutional environment with strong constraints and effective incentives. The eighth is to build a
military-civilian integration development system, gradually realize the integration of the country's
strategic layout in all fields, the integration of strategic resources, and the integrated use of strategic
forces, accelerate the formation of an all-factor, multi-field, and high-efficiency pattern of in-depth
development of military-civilian integration, give play to the political advantages of the socialist
system that can concentrate on major things, and maximize the comprehensive benefits of economic
construction and national defense construction. At the same time, we should vigorously carry
forward the glorious tradition of loving the people and supporting the army, improve and implement
the honor system for military personnel, strengthen the management and guarantee of retired
servicemen, safeguard the legitimate rights and interests of military personnel and their families,
strengthen national defense education for the whole people, improve the national defense
mobilization system, consolidate and develop rock-solid military-government and military-civilian
relations, and unite the powerful force for building a world-class army.
Section 3: Promoting the complete reunification of the
motherland
Accomplishing the reunification of the motherland is one of the three major historical tasks of the
CPC and is where the fundamental interests of the Chinese nation lie.
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Since the 18th National Congress of the Communist Party of China, Comrade Xi Jinping, based on
the long-term development of the cause of the party and the country, has systematically summed up
the successful experience of the practice of "one country, two systems", profoundly expounded the
basic position and major principles of adhering to the principle of "one country, two systems" and
promoting the great cause of the reunification of the motherland, and clearly established adherence
to "one country, two systems" and the promotion of the reunification of the motherland as the basic
strategy for adhering to and developing socialism with Chinese characteristics in the new era, fully
reflecting that the party's understanding of the law of the practice of "one country, two systems" has
reached a new height.
1. National reunification is a historical necessity for the Chinese nation to
move toward great rejuvenation
National rejuvenation and national reunification are the trend of the times, the great righteousness,
and the aspiration of the people. Comrade Xi Jinping pointed out: "Maintaining the long-term
prosperity and stability of Hong Kong and Macao and realizing the complete reunification of the
motherland are inevitable requirements for realizing the great rejuvenation of the Chinese nation. 1
"Unification is strong, division must be chaotic", this is a historical law. The American Civil War
stopped the division of the country, safeguarded the unity of the United States, and laid an objective
foundation for the United States to become a world power. As a country with an ancient civilization
of 5,000 years, China has encountered many times in history and has a profound understanding of
the harm of national division. After the modern era, due to the corruption and incompetence of the
feudal ruling clique, the gradual decline of national strength, and the deep suffering of the Chinese
nation, Macao and Hong Kong were forced to leave the embrace of the motherland, especially after
the Sino-Japanese War in 1894, the Qing Dynasty was forced to cede Taiwan to Japan, and Taiwan
was invaded and occupied by foreign peoples for half a century, "leaving heart-wrenching pain for
compatriots on both sides of the strait."2 At that time, the history of China was full of national
humiliation and the sorrow and indignation of the people. In 1945, the victory of the War of
Resistance and the restoration of Taiwan washed away half a century of national humiliation. In
1949, the Communist Party of China led the Chinese people to win national independence and
people's liberation, established New China, and achieved the complete reunification of the mainland
of the motherland by 1951. 3 But Taiwan, Hong Kong and Macao are still floating away. After
several generations of Chinese Communists' relay struggle, in the 90s of the 20th century, Hong
Kong and Macao successively returned to the embrace of the motherland, and the great cause of the
motherland's reunification took solid steps.
1 Compilation of Documents of the 19th National Congress of the Communist Party of China, People's Publishing House, 2017
edition, page 20.
2 Xi Jinping on Governing the Country, Volume 1, Foreign Languages Publishing House, 2018, p. 238.
3 The Collected Works of Mao Zedong, vol. 7, People's Publishing House, 1999 edition, p. 204.
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Resolving the Taiwan issue and realizing the complete reunification of the motherland is the
common aspiration of all the sons and daughters of the Chinese nation and the fundamental interests
of the Chinese nation.
The fact that the two sides of the strait have not yet been completely reunified is a wound left by
history to the Chinese nation. Cross-strait Chinese should make joint efforts to seek national
reunification and heal the wounds of history. The broad masses of Taiwan compatriots are all
members of the Chinese nation, and they should do their Chinese in an upright manner and regard
promoting the complete reunification of the country and jointly seeking the great rejuvenation of
the nation as the most glorious cause. At present, to grasp the overall situation of cross-strait
relations from the overall interests of the Chinese nation, the most fundamental and core thing is to
safeguard national sovereignty and territorial integrity. Since 2016, Taiwan's political situation has
undergone major changes, and the Taiwan authorities do not recognize that both sides of the strait
belong to "one China", which has undermined the political foundation for the peaceful development
of cross-strait relations. Comrade Xi Jinping has made many important speeches on the situation in
the Taiwan Strait, expounding the principled position of adhering to the "consensus of '92" and
safeguarding the peaceful development of cross-strait relations, and declaring his firm will and
determination to oppose and curb any form of "Taiwan independence." Comrade Xi Jinping stressed:
"We have firm will, full confidence and sufficient ability to thwart any form of 'Taiwan
independence' separatist attempt." We will never allow anyone, any organization, any political party,
at any time, in any form, to separate any piece of Chinese territory from China!" 1 These solemn
declarations of "any" embody the firm will of the whole party and the people of all ethnic groups
throughout the country to resolutely safeguard national sovereignty and territorial integrity.
To realize the great rejuvenation of the Chinese nation, Taiwan compatriots will certainly not be
absent. Taiwan's future lies in national reunification, and the well-being of Taiwan compatriots
depends on national rejuvenation. The peaceful development of cross-strait relations is the correct
path for safeguarding cross-strait peace, promoting common development between the two sides of
the strait and benefiting compatriots on both sides of the strait. The peaceful development of cross-
strait relations should be jointly promoted by compatriots on both sides of the strait, jointly
safeguarded by compatriots on both sides of the strait, and shared by compatriots on both sides of
the strait. The Chinese dream is the common dream of compatriots on both sides of the strait, and
only when the nation is rejuvenated and the country is strong and prosperous can the Chinese on
both sides of the strait live a prosperous and beautiful life. In the process of the great rejuvenation
of the Chinese nation, compatriots on both sides of the strait should join hands to realize the Chinese
dream, shoulder the responsibility of national rejuvenation, and share the glory of national
rejuvenation. The Taiwan issue arises from national weakness and chaos, and it is bound to end with
national rejuvenation! Supporting and pursuing national reunification is a national righteousness
and should be affirmed by the whole nation. After peaceful reunification,
1 Compilation of Documents of the 19th National Congress of the Communist Party of China, People's Publishing House, 2017
edition, p. 46.
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With a strong motherland to rely on, Taiwan will always maintain peace, the people will live and
work in peace and contentment, the livelihood and well-being of Taiwan compatriots will be better,
the space for development will be greater, and the waist pole will be harder, the confidence will be
more sufficient, and it will be safer and more dignified in the international arena.
2. "peaceful reunification and one country, two systems" is the best way to
achieve national reunification
The principle of "one country, two systems" on how to resolve the problem of relations between
regions with two different social systems within a country and the reunification of one country is an
invention of the Chinese Communists, a great initiative in the history of mankind, a new idea and
new plan provided by China for the international community to solve similar problems, and a new
contribution made by the Chinese nation to world peace and development. The concept of "one
country, two systems" adheres to the "one China" principle, maintains the coexistence of "two
systems," and allows Taiwan, Hong Kong, and Macao a high degree of autonomy, which not only
embodies the principle of realizing the reunification of the motherland and safeguarding national
sovereignty, but also fully considers the history and reality of Taiwan, Hong Kong, and Macao,
embodies a high degree of flexibility, and is the basic principle for promoting the great cause of the
peaceful reunification of the motherland. Adhering to the principle of "one country, two systems"
and deeply promoting the practice of "one country, two systems" conforms to the interests of Taiwan,
Hong Kong and Macao residents, the actual needs of prosperity and stability in Taiwan, Hong Kong
and Macao, the fundamental interests of the country, and the common will of the people of the whole
country. With regard to the implementation of the principle of "one country, two systems," the CPC
should pay special attention to two points: First, it should be unswerving, unchanging, and
unwavering; second, it should be comprehensive and accurate, ensuring that "one country, two
systems" will not deviate or deform in practice, and will always advance in the correct direction.
The core of "one country, two systems" lies in "one country." Comrade Xi Jinping pointed out:
"'One country' is the root, and deep roots can make Ye Mao; 'One country' is the foundation, and
the foundation can prosper.1 "One country" is the premise and basis for the implementation of "two
systems", which are subordinate to and derived from "one country" and unified within "one country."
The "two systems" within "one country" are not equal and shoulder to shoulder, and the main body
of the country must implement the socialist system. Under this premise, proceeding from reality, we
should fully take into account the historical and current conditions of Taiwan, Hong Kong and
Macao, and allow them to keep the capitalist system unchanged for a long time. Therefore, the
adherence of the main body of the state to the socialist system is the premise and guarantee for Hong
Kong and Macao to implement the capitalist system and maintain prosperity and stability. The
proposal of "one country, two systems" is first of all to realize and safeguard national unity.
1 Xi Jinping on Governing the Country, Volume 2, Foreign Languages Publishing House, 2017, p. 435.
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During the Sino-British negotiations on Hong Kong's return, the Chinese government made a clear
statement that the sovereignty issue could not be discussed. After Hong Kong's return to the
motherland, it is all the more necessary to firmly safeguard national sovereignty, security and
development interests. In the practice of governance in Hong Kong and Macao, it is necessary to
firmly establish the awareness of "one country", adhere to the principle of "one country", and
correctly handle the relationship between the SAR and the central government. Any activity that
endangers national sovereignty and security, challenges the authority of the central authorities and
the Basic Law of the Special Administrative Region, and uses Hong Kong and Macao to infiltrate
and sabotage the mainland is a violation of the bottom line and must not be allowed. On the basis
of "one country," the relationship between the "two systems" should and can be harmonious and
mutually reinforcing.
"One country, two systems" is the best solution to problems left over from history and realize
national reunification. Different systems are not an obstacle to unification, let alone an excuse for
division. Comrade Xi Jinping pointed out that to solve the Taiwan issue and realize the complete
reunification of the motherland, we must continue to adhere to the principle of "peaceful
reunification and one country, two systems", promote the peaceful development of cross-strait
relations, and advance the peace process of the motherland's reunification. "One country, two
systems" is not only the best solution to the Hong Kong and Macao issues left over from history,
but also the best way to resolve the Taiwan issue and realize the complete reunification of the
motherland, and the best system for maintaining Taiwan's long-term prosperity and stability after
cross-strait reunification. "One country, two systems" "embodies the Chinese wisdom of being
inclusive and tolerant, fully considers Taiwan's actual situation, and is conducive to Taiwan's long-
term peace and stability after reunification."1
3. Maintain the long-term prosperity and stability of Hong Kong and Macao
Since the return of Hong Kong and Macao, the practice of "one country, two systems" has achieved
universally recognized success. For more than 20 years, "one country, two systems" has been
successfully practiced in Hong Kong and Macao, and has grown vigorously and yielded fruitful
results in the storm. Since Hong Kong's return to the motherland, Hong Kong's economic growth
rate has been in the forefront of developed economies, and its status as an international financial,
shipping and trade center has been further consolidated, and it has become one of the most dynamic
cities in Asia, one of the freest economies in the world and one of the most competitive economies
in the world. Since Macao's return to the motherland, Macao has enjoyed social stability, economic
development, residents living and working in peace and contentment, and multiculturalism has
developed well, and is striving to achieve its goal of becoming a world center of tourism and leisure.
The development of Hong Kong and Macao has fully proved that the principle of "one country, two
systems" is correct and that the practice of "one country, two systems" is successful.
1 Selected Important Documents Since the 19th National Congress (Part I), Central Literature Publishing House, 2019 edition, page
744.
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To maintain the long-term prosperity and stability of Hong Kong and Macao, it is necessary to fully
and accurately implement the principles of "one country, two systems", "Hong Kong people
administering Hong Kong", "Macao people administering Macao" and a high degree of autonomy,
improve the system for the central authorities to exercise overall jurisdiction over the SAR in
accordance with the Constitution and the Basic Law, improve the system and mechanism for the
appointment and removal of the chief executive and principal officials of the SAR, the system of
interpretation of the Basic Law by the Standing Committee of the National People's Congress, and
exercise the powers entrusted to the Central Committee by the Constitution and the Basic Law in
accordance with the law. Persist in administering Hong Kong and Macao in accordance with the
law, safeguard the constitutional order established by the Constitution and the Basic Law, establish
and improve the SAR's legal system and enforcement mechanisms for safeguarding national security,
and support the SAR in strengthening its law enforcement forces; improve the degree of
accountability of the Chief Executive of the Special Administrative Region to the Central
Government, and support the Chief Executive and the SAR Government in their administration in
accordance with the law. To fully and accurately implement the principles of "one country, two
systems", "Hong Kong people administering Hong Kong", "Macao people administering Macao"
and a high degree of autonomy, it is necessary to combine upholding the principle of "one country"
with respecting the differences between the "two systems", safeguarding the central government's
overall jurisdiction over the SAR and guaranteeing the SAR's right to a high degree of autonomy,
giving play to the strong backing role of the motherland's hinterland, and enhancing the SAR's own
competitiveness. Improve the SAR's systems and mechanisms related to the implementation of the
Constitution and the Basic Law, adhere to the principle of "Hong Kong people governing Hong
Kong" and "Macao people administering Macao" with patriots as the main body, and improve the
SAR's ability and level of governance according to law.
To maintain the long-term prosperity and stability of Hong Kong and Macao, we will never tolerate
any behavior that challenges the bottom line of "one country, two systems" and any act of separatism,
and resolutely prevent and curb the interference of external forces in Hong Kong and Macao affairs
and separatism, subversion, infiltration and sabotage activities. Hong Kong is a pluralistic society,
and it is not surprising that there are different opinions or even major differences on some specific
issues, but it should not fall into the vortex of "pan-politicization" and trample on the political
bottom line of "one country, two systems." Hong Kong is an inseparable part of the country, and
under no circumstances will it be allowed to engage in "Hong Kong independence" or so-called
"self-determination" in any form, which is the untouchable bottom line under "one country, two
systems." In September 2014, a small number of people in Hong Kong launched an illegal assembly
to "Occupy Central", which seriously affected Hong Kong's rule of law tradition, disrupted Hong
Kong's social order, and affected the lives of Hong Kong people. The CPC Central Committee with
Comrade Xi Jinping at the core has fully and accurately implemented the principle of "one country,
two systems", firmly grasped the central government's overall jurisdiction over Hong Kong and
Macao under the Constitution and the Basic Law, and thwarted the "Occupy Central" farce plotted
by separatist forces at home and abroad to disrupt Hong Kong, and has maintained the prosperity
and stability of Hong Kong and Macao. On 7 November 2016, the 24th Session of the Standing
Committee of the 12th National People's Congress adopted the Interpretation of Article 104 of the
Basic Law of the Hong Kong Special Administrative Region.
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This interpretation of the law conforms to the voice of the people and declares the central
government's firm stand of safeguarding national security and the strong will of the entire Chinese
people to oppose separatism. On September 24, 2018, the Secretary for Security of the Hong Kong
Special Administrative Region Government issued an order prohibiting the pro-independence
"Hong Kong National Party" from operating in Hong Kong. On 19 February 2019, the Chief
Executive of the Hong Kong Special Administrative Region in Council made a decision confirming
the validity of the order of the Secretary for Security and that the Central People's Government
supports the Government of the Hong Kong Special Administrative Region in banning the "Hong
Kong National Party" operate in accordance with the law. In April 2019, the Government of the
Hong Kong Special Administrative Region introduced into the Legislative Council the Fugitive
Offenders and Mutual Legal Assistance in Criminal Matters (Amendment) Bill 2019 to enable Hong
Kong to commence case-by-case co-operation with jurisdictions that do not yet have long-term
mutual legal assistance arrangements. The initial aim was to address the issue of the transfer of Hong
Kong residents suspected of murder in Taiwan while closing loopholes in Hong Kong's existing
legal system. On June 9, the Hong Kong opposition and "Hong Kong independence" forces carried
out various radical protest activities in the name of "anti-extradition bill" peaceful marches and
rallies, causing a "storm over the amendment of the extradition bill." ". With the demagoguery and
incitement of the opposition and the intervention of external forces, various illegal activities such as
"Hong Kong independence", separatism, violent terrorist activities have intensified, and the national
security risks of the Hong Kong Special Administrative Region have become increasingly
prominent. In this regard, Comrade Xi Jinping pointed out that the continuous radical and violent
crimes in Hong Kong have seriously trampled on the rule of law and social order, seriously
undermined Hong Kong's prosperity and stability, and seriously challenged the bottom line of the
"one country, two systems" principle. The Chinese government is unswerving in its determination
to safeguard national sovereignty, security and development interests, unswervingly in its
determination to implement the principle of "one country, two systems", and unswerving in its
determination to oppose interference in Hong Kong affairs by any external forces.1 This provides
important guidelines for safeguarding national sovereignty, security and development interests,
adhering to and improving the "one country, two systems" institutional system, safeguarding Hong
Kong's long-term prosperity and stability, and safeguarding the legitimate rights and interests of
Hong Kong residents.
On 28 May 2020, the Third Session of the 13th National People's Congress voted to adopt the
Decision of the National People's Congress on Establishing and Improving the Legal System and
Implementation Mechanism for Safeguarding National Security in the Hong Kong Special
Administrative Region. On June 30, the 20th meeting of the Standing Committee of the 13th
National People's Congress unanimously passed the vote
1 "Xi Jinping Makes the Chinese Government's Solemn Stance on the Current Situation in Hong Kong Stopping Violence, Curbing
Chaos, and Restoring Order is the Most Urgent Task in Hong Kong at present," People's Daily, November 15, 2019.
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The Law of the People's Republic of China on Safeguarding National Security in the Hong Kong
Special Administrative Region (hereinafter referred to as the "Hong Kong National Security Law")
and listed it in Annex III of the Basic Law of the Hong Kong Special Administrative Region of the
People's Republic of China (hereinafter referred to as the "Hong Kong Basic Law"). The Hong Kong
National Security Law clearly stipulates the duties and institutions of the Hong Kong Special
Administrative Region for safeguarding national security, four types of crimes and punishments:
secession, subversion of state power, terrorist activities, collusion with foreign countries or external
forces to endanger national security, case jurisdiction, application of law and procedures, and the
organs of the Central People's Government in the Hong Kong Special Administrative Region for
safeguarding national security, etc., and establishes a legal system and enforcement mechanism for
safeguarding national security in the Region. This is the second important law specially formulated
by the central government for Hong Kong after the Hong Kong Basic Law, which is of great and
far-reaching significance for adhering to and improving the "one country, two systems" institutional
system, safeguarding national sovereignty, security and development interests, and ensuring Hong
Kong's long-term peace and stability, long-term prosperity and stability. In accordance with the
relevant provisions of the Hong Kong National Security Law, the Hong Kong Special
Administrative Region has established a Committee for Safeguarding National Security, which is
responsible for safeguarding national security affairs in the Region, assumes the primary
responsibility for safeguarding national security, and accepts supervision and accountability from
the Central People's Government. The Central People's Government shall establish the Office for
Safeguarding National Security in the Hong Kong Special Administrative Region to perform its
duties and exercise relevant powers in accordance with law. Since its promulgation and
implementation, the Hong Kong National Security Law has formed a powerful deterrent to various
anti-China and destabilizing forces inside and outside Hong Kong, providing a solid institutional
guarantee for safeguarding Hong Kong's long-term prosperity and stability.
To maintain the long-term prosperity and stability of Hong Kong and Macao, it is necessary to
improve the mechanism for integrating Hong Kong and Macao into the overall development of the
country, complementing each other's advantages with the mainland and coordinating development,
promoting the development of the Guangdong-Hong Kong-Macao Greater Bay Area, supporting
Hong Kong and Macao in developing the economy and improving people's livelihood, and focusing
on resolving deep-seated contradictions and problems affecting social stability and long-term
development. Comrade Xi Jinping stressed: "In the process of national reform and opening up in
the new era, Hong Kong and Macao still have special status and unique advantages, and can still
play an irreplaceable role." "For Hong Kong and Macao, 'one country, two systems' is the biggest
advantage, the country's reform and opening up is the biggest stage, and the implementation of
national strategies such as the joint construction of the 'Belt and Road' and the construction of the
Guangdong-Hong Kong-Macao Greater Bay Area is a new major opportunity.1 The construction of
the Guangdong-Hong Kong-Macao Greater Bay Area is a new measure to promote the formation
of a new pattern of comprehensive opening up in the new era, and it is also a new practice to promote
the development of the cause of "one country, two systems."
1 "Xi Jinping's Speech at the Meeting with the Delegation from All Walks of Life in Hong Kong and Macao to Celebrate the 40th
Anniversary of National Reform and Opening Up"
People's Daily, November 13, 2018.
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Since the reform and opening up, especially after the return of Hong Kong and Macao to the
motherland, the cooperation between Guangdong, Hong Kong and Macao has been continuously
deepened, the economic strength and regional competitiveness of the Guangdong-Hong Kong-
Macao Greater Bay Area have been significantly enhanced, and the basic conditions for building a
world-class bay area and a world-class city cluster have been met. The Hong Kong-Zhuhai-Macao
Bridge spans the Lingding Ocean, connects Hong Kong to the east, Zhuhai and Macao to the west,
connecting the world's most dynamic economic circle, and is of far-reaching significance to the
integration of Hong Kong, Macao and Zhuhai. Relying on the advantages of Hong Kong and Macao
as free and open economies and Guangdong as the vanguard of reform and opening up, we should
continue to deepen reform and expand opening up, lead the country in building an institutional
mechanism for high-quality economic development, play an exemplary and leading role, accelerate
institutional innovation and pilot projects, build a modern economic system, better integrate into the
global market system, build a base for emerging industries, advanced manufacturing and modern
service industries in the world, and build a world-class city cluster.
4. Resolutely advance the process of peaceful reunification of the motherland
The motherland must and will be reunified. This is the historical conclusion of the development of
cross-strait relations, and it is also an inevitable requirement for the great rejuvenation of the Chinese
nation in the new era. Cross-strait Chinese and the sons and daughters of China at home and abroad
should shoulder the great national righteousness, conform to the general trend of history, and jointly
promote the peaceful development of cross-strait relations and the process of peaceful reunification
of the motherland.
First, explore the "one country, two systems" Taiwan plan to enrich the practice of peaceful
reunification. "One country, two systems" was originally proposed to take care of Taiwan's actual
situation and safeguard the interests and well-being of Taiwan compatriots. The specific form of
realizing "one country, two systems" in Taiwan will give full consideration to Taiwan's actual
situation, fully absorb the opinions and suggestions of all circles on both sides of the strait, and fully
take into account the interests and feelings of Taiwan compatriots. Under the premise of ensuring
national sovereignty, security and development interests, after peaceful reunification, the social
system and way of life of Taiwan compatriots will be fully respected, and their private property,
religious beliefs and legitimate rights and interests will be fully guaranteed.
Cross-strait political consultations will be held on the basis of the one-China principle. Compatriots
on both sides of the strait are one family, and cross-strait affairs are family affair of compatriots on
both sides of the strait, and of course they should also be discussed and handled by family members.
Peaceful reunification means consultation on an equal footing and joint discussion of reunification.
The long-standing political differences between the two sides of the strait are the general root cause
affecting the stability and long-term development of cross-strait relations, and they cannot be passed
on from generation to generation.
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The two sides of the strait should adopt an attitude of responsibility to the nation and future
generations, pool wisdom, give play to creativity, converge and assimilate differences, strive to
resolve political confrontation at an early date, realize lasting peace in the Taiwan Strait, and achieve
the vision of national reunification. Comrade Xi Jinping pointed out that on the basis of the one-
China principle, there are no obstacles to any political party or group in Taiwan interacting with us.
Only by replacing confrontation with dialogue, replacing strife with cooperation, and replacing zero-
sum with win-win can cross-strait relations be stable and far-reaching. We are willing to conduct
dialogue and communication with all political parties, organizations and personages in Taiwan on
cross-strait political issues and issues related to promoting the process of peaceful reunification of
the motherland, extensively exchange views, seek social consensus and advance political
negotiations. Comrade Xi Jinping also proposed that "on the common political basis of adhering to
the '92 consensus' and opposing 'Taiwan independence', all political parties and sectors on both sides
of the strait should nominate representative personages to carry out extensive and in-depth
democratic consultations on cross-strait relations and the future of the nation, and reach institutional
arrangements for promoting the peaceful development of cross-strait relations."1
Second, adhere to the one-China principle and safeguard the prospects for peaceful reunification.
Comrade Xi Jinping pointed out, "Reunification is the general trend of history and the right path.
'Taiwan independence' is a historical countercurrent and a dead end. " 2 Although the two sides of
the Taiwan Strait have not yet been completely reunified, China's sovereignty and territory have
never been divided, and the fact that the mainland and Taiwan belong to the same China has never
changed. The reunification of the two sides of the strait is an end to political confrontation, not a
rebuilding of territory and sovereignty. The one-China principle is the political foundation of cross-
strait relations. By adhering to the one-China principle, cross-strait relations can be improved and
developed, and Taiwan compatriots will benefit. Deviating from the one-China principle will lead
to tension and turbulence in cross-strait relations and harm the vital interests of Taiwan compatriots.
We adhere to the policy of pinning our hopes on the Taiwan people, respect Taiwan compatriots,
care for them, unite with Taiwan compatriots, rely on Taiwan compatriots, and wholeheartedly do
practical things, do good deeds, and solve difficulties for Taiwan compatriots. We are willing to
create broad space for peaceful reunification, but we will never leave any space for various forms
of "Taiwan independence" separatist activities. Chinese don't hit Chinese. We do not undertake to
renounce the use of force and reserve the option of taking all necessary measures, which are aimed
at the interference of external forces and the very small number of "Taiwan independence"
separatists and their separatist activities, and absolutely not at Taiwan compatriots. Compatriots on
both sides of the strait should work together for peace, safeguard peace, and share peace.
Third, deepen cross-strait integration and development and lay a solid foundation for peaceful
reunification. Compatriots on both sides of the strait are linked by blood.
1 Selected Important Documents Since the 19th National Congress (Part I), Central Literature Publishing House, 2019 edition, page
745.
2 Selected Important Documents Since the 19th National Congress (Part I), Central Literature Publishing House, 2019 Edition, page
745.
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Dear friends, Chinese to help Chinese. We treat Taiwan compatriots equally, take the lead in sharing
mainland development opportunities with Taiwan compatriots, and provide equal treatment for
Taiwan compatriots and Taiwan enterprises, so that everyone can have more sense of gain. Since
the 18th National Congress of the Communist Party of China, the degree of cross-strait economic
and cultural exchanges and cooperation has been continuously deepened, and the integration and
development of the two sides of the strait has reached a new level. In 2018, the mainland's trade
volume with Taiwan reached US$226.24 billion, and Taiwan is the mainland's fifth largest trading
partner and third largest source of imports, and the mainland is Taiwan's largest trading partner and
source of trade surplus. Among them, the mainland's exports to Taiwan were $48.647 billion, up
10.6 percent, imports from Taiwan were $177.598 billion, up 13.9 percent, and the mainland's trade
deficit with Taiwan was $128.951 billion. By the end of 2018, a total of 107,190 Taiwan-funded
projects had been approved, accounting for 11.2% of the total number of foreign-funded projects
actually used. By the end of 2018, more than 100 million Taiwan residents had come to the mainland.
The two associations have continuously strengthened consultations in the economic fields such as
finance, agriculture, shipping, taxation and nuclear power, as well as in the fields of people's
livelihood such as medicine and health, disaster monitoring and food safety, and established
institutionalized contact mechanisms for information exchange, personnel exchange visits and crisis
management, greatly expanding the fields of cross-strait exchanges and cooperation and enhancing
the well-being of compatriots on both sides of the strait.
It is necessary to actively promote the institutionalization of cross-strait economic cooperation, build
a cross-strait common market, add impetus to development, add vitality to cooperation, and
strengthen the economy of the Chinese nation. The two sides of the strait should make every effort
to improve smooth economic and trade cooperation, infrastructure connectivity, energy and resource
connectivity, and common industry standards, and take the lead in realizing water, electricity, gas,
and bridges between Kinmen and Matsu and the coastal areas of Fujian. It is necessary to promote
cross-strait cooperation in culture and education, medical and health care, social security and sharing
of public resources, and support the equalization, universalization and convenience of basic public
services in areas adjacent to the two sides of the strait or with similar conditions. The 2017 Central
Work Conference on Taiwan proposed to provide "national treatment" for the Taiwanese people.
On February 28, 2018, the Taiwan Affairs Office of the State Council, the Organization Department
of the Central Committee of the National Development and Reform Commission and other
departments issued Several Measures on Promoting Cross-Strait Economic and Cultural Exchanges
and Cooperation ("31 Measures to Benefit Taiwan from the Mainland"). It clearly points out that
we should actively promote the acceleration of equal treatment for Taiwan-funded enterprises and
mainland enterprises in the field of investment and economic cooperation, and gradually provide
Taiwan compatriots with the same treatment as mainland compatriots in studying, starting
businesses, employment, and living on the mainland. On November 4, 2019, 20 relevant
departments, including the Taiwan Affairs Office of the State Council and the Organization
Department of the Central Committee of Economic and Commercial Affairs of the National
Development and Reform Commission, issued Several Measures on Further Promoting Cross-Strait
Economic and Cultural Exchanges and Cooperation ("26 Measures");
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It involves 13 measures to provide equal treatment for Taiwan enterprises to participate in
investment and construction of major technical equipment, 5G, circular economy, civil aviation,
theme parks, new financial organizations, etc., and 13 measures to provide more convenience and
support for Taiwan compatriots in consular protection, agricultural cooperation, transportation,
communication fees, housing purchase qualifications, culture and sports, title evaluation, classified
recruitment, etc. These measures have brought great opportunities and a real sense of gain to
Taiwan-funded enterprises and Taiwan compatriots.
Fourth, realize the spiritual unity of compatriots on both sides of the strait and enhance the identity
of peaceful reunification. The soul of the country is forged by culture. Compatriots on both sides of
the strait share the same roots, the same language, and the same species, and Chinese culture is the
root vein and belonging of the hearts of compatriots on both sides of the strait. The national
reunification we are pursuing is not only formal reunification, but more importantly, the spiritual
unity of compatriots on both sides of the strait. We understand the mentality formed by Taiwan
compatriots due to special historical encounters and different social environments, respect the social
system and way of life chosen by Taiwan compatriots themselves, and are willing to use sincerity,
goodwill and family affection to narrow the psychological distance between compatriots on both
sides of the strait. At the same time, Taiwan compatriots also need to know and understand more
about the feelings and mentality of mainland compatriots, and respect the choices and pursuits of
mainland compatriots. The fellowship of people is in the heart. No matter how many disturbances
and obstacles we encounter, exchanges and cooperation between compatriots on both sides of the
strait cannot be stopped, interrupted, or reduced. Compatriots on both sides of the strait should
jointly inherit the excellent traditional Chinese culture and promote its creative transformation and
innovative development. Compatriots on both sides of the strait should exchange and learn from
each other, engage in dialogue and tolerance, promote themselves and others, compare hearts to
hearts, deepen mutual understanding, and enhance mutual trust and recognition. It is necessary to
uphold the feelings of compatriots and empathy, educate future generations with a correct view of
history, nationality, and country, and carry forward the great national spirit. Between relatives, there
is no knot that cannot be untied. After a long period of meritorious service, we will certainly be able
to achieve the spiritual harmony of compatriots on both sides of the strait.
In short, "one country, two systems" has strong vitality, and realizing the complete reunification of
the motherland in accordance with the principle of "one country, two systems" is the common
aspiration of all Chinese people and the fundamental interests of the Chinese nation. As long as all
the sons and daughters of China, including Hong Kong, Macao and Taiwan compatriots, conform
to the general trend of history, shoulder the great national righteousness, and firmly hold the destiny
of the nation in their own hands, they will certainly be able to realize the peaceful reunification of
the motherland and jointly create a bright future for the great rejuvenation of the Chinese nation.
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Chapter XIV: Building a Community with a Shared
Future for Mankind
Since the 18th National Congress of the Communist Party of China, faced with the new situation
that the world is undergoing major changes unprecedented in a century, and with China approaching
the center of the world stage as never before, the Party Central Committee with Comrade Xi Jinping
as the core has conformed to the trend of the times, based on China's reality, effectively coped with
the changing international situation, won many big battles, accomplished many major and difficult
things, and blazed a new path of major country diplomacy with Chinese characteristics. In the
process of guiding practice innovation, Comrade Xi Jinping insisted on using Marxist positions and
views, closely centering on the general goal of promoting the construction of a new type of
international relations and promoting the construction of a community with a shared future for
mankind, which is a major country diplomacy with Chinese characteristics, and put forward a series
of new concepts, propositions and initiatives with Chinese characteristics, embodying the spirit of
the times and leading the trend of human development and progress, forming Xi Jinping Diplomatic
Thought. Xi Jinping Diplomatic Thought is an important part of Xi Jinping Thought on Socialism
with Chinese Characteristics for a New Era, and is the fundamental compliance and action guide for
China's foreign affairs work in the new era.
Section 1: China's Plan for Human Development and the
Future of the World
Today's world is in a period of great development, great change and great adjustment, and peace
and development are still the main themes of the times. World multipolarization, economic
globalization, social informatization and cultural diversification have developed in depth, the reform
of the global governance system and international order has accelerated, countries are increasingly
interconnected and interdependent, the balance of international power is becoming more balanced,
and the general trend of peaceful development is irreversible. At the same time, the world is facing
outstanding instability and uncertainty, deep-seated contradictions in global development are sharp,
hegemonism and power politics still exist, protectionism and unilateralism are on the rise, regional
hotspot issues are emerging one after another, traditional and non-traditional security issues are
complex and intertwined, and the international community is facing a governance deficit, trust
deficit, peace deficit, and Four major challenges to the development deficit.
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What is wrong with the world? What should we do? Cooperation or confrontation? Openness or
closure; mutual benefit or zero-sum game? The Communist Party of China has not only sought
happiness for the Chinese of the people but also struggled for the cause of human progress, and has
made its own unique answers to these questions concerning the future and destiny of mankind.
Concentrated on one point, it is the major strategic thinking of "building a community with a shared
future for mankind" put forward by Comrade Xi Jinping. This major strategic thinking shows
China's good image as a world peace builder, a contributor to global development and a defender of
international order, points out the right direction for promoting the improvement of global
governance and building a better world, and becomes a clear banner for China to lead the trend of
the times and the direction of human civilization progress.
1. build a world of lasting peace, universal security, common prosperity,
openness, inclusiveness, cleanliness and beauty
The concept of "building a community with a shared future for mankind" demonstrates Comrade Xi
Jinping's responsibility as a world-class leader. In March 2013, he delivered a speech at the Moscow
Institute of International Relations, in which he clearly put forward the idea of "you have me and I
have your community of common destiny." In September 2015, when attending the general debate
of the 70th session of the United Nations General Assembly, he made the first comprehensive and
systematic exposition of the idea of a community with a shared future for mankind. In December
2017, in his keynote speech at the high-level dialogue between the Communist Party of China and
political parties around the world, Comrade Xi Jinping once again gave a profound explanation,
pointing out: "A community with a shared future for mankind, as the name implies. That is, the
future and destiny of every nation and country are closely linked, and we should share hardships
and hardships, share glory and disgrace, and strive to build the planet where we were born and grew
up in Sri Lanka into a big harmonious family, and turn the aspirations of the people of the world for
a better life into reality. 1 In March 2020, he pointed out in a telephone conversation with UN
Secretary-General Antonio Guterres: "The outbreak of the new crown pneumonia epidemic once
again shows that mankind is a community with a shared future"
1 Xi Jinping: "On Persisting in Promoting the Construction of a Community with a Shared Future for Mankind", Central Literature
Publishing House, 2018 edition, p. 510.
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"The international community must establish a sense of a community with a shared future for
mankind, watch over each other, work together to cope with risks and challenges, and jointly build
a better home for the earth."1 In May 2020, in his speech at the opening ceremony of the 73rd World
Health Assembly video conference, Comrade Xi Jinping put forward the initiative of "unity and
cooperation to overcome the epidemic and jointly build a human health community."
The idea of a community with a shared future for mankind is extremely rich and profound, and its
core is what the report of the 19th National Congress of the Communist Party of China pointed out:
"Build a world of lasting peace, universal security, common prosperity, openness, inclusiveness,
cleanliness and beauty."2 The proposal of this initiative has undoubtedly pointed out the direction
and realistic path of common development, common progress, common security and common
prosperity for the international relations that are in confusion in the world today, and for the
countries of the world that are in constant strife, so it has been welcomed and recognized by more
and more countries and peoples, and has been written into important documents of the United
Nations.
Adhere to dialogue and consultation to build a world of lasting peace. Comrade Xi Jinping pointed
out that if the country is peaceful, the world will be safe; if the country fights, the world will be
chaotic. Building a world of lasting peace fundamentally lies in building a partnership of equal
treatment and mutual understanding among nations. All countries should adhere to the common
values of all mankind, namely peace, development, fairness, justice, democracy and freedom; adhere
to the Five Principles of Peaceful Coexistence; and inherit and carry forward the purposes and
principles of the Charter of the United Nations; Persist in resolving differences and disputes between
countries by peaceful means through dialogue and consultation; Adhere to multilateralism and do
not engage in unilateralism. Countries should build a partnership of dialogue, non-confrontation,
partnership and non-alignment; Big countries should respect each other's core interests and major
concerns, manage contradictions and differences, and strive to build a new type of relationship; big
countries should treat small countries as equals, and not engage in hegemony of self-respect, forced
buying and selling.
Adhere to joint construction and sharing, and build a world of universal security. There is no perfect
security in the world, the security of one country cannot be built on the turmoil of other countries,
and the threat of other countries may become a challenge for one's own country. All countries should
abandon all forms of Cold War mentality, establish a new security concept that is common,
comprehensive, cooperative and sustainable, promote all countries to take the road of jointly
building a win-win security, and strive to create a fair, just and generally stable security pattern
1 Xi Jinping: "Unity and cooperation are the most powerful weapons for the international community to defeat the epidemic",
Qiushi, No. 8, 2020.
2 Compilation of Documents of the 19th National Congress of the Communist Party of China, People's Publishing House, 2017
edition, p. 47.
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Promote the building of a platform for regional security dialogue and cooperation, establish a
framework for equal, transparent, open and inclusive regional and international security cooperation,
and jointly eliminate the root causes of war and endangering security; give full play to the central
role of the United Nations and its Security Council in stopping war and peacekeeping, and turn
conflict into a victory through peaceful settlement of disputes and coercive action; promote
international cooperation in the economic and social fields to advance in parallel to comprehensively
respond to traditional and non-traditional security threats and oppose all forms of terrorism.
Adhere to win-win cooperation and build a world of common prosperity. Economic development is
the material foundation for human existence, and prosperity is an important cornerstone of national
progress. All countries, especially major economies, should seize the historic opportunity of a new
round of scientific and technological revolution and industrial transformation, transform the mode
of economic development, adhere to innovation-driven, further develop social productive forces and
release social creativity; on the other hand, strengthen macro policy coordination, enhance mutual
assistance and mutual benefit, jointly create new technologies, new industries, new formats and new
models, and embark on a fair, open, comprehensive and innovative development path. All countries
should make good use of the "invisible hand" and the "visible hand" to organically unify and
promote each other's role and create a normative pattern that balances efficiency and fairness;
uphold the rules of the World Trade Organization and support an open, transparent, inclusive and
non-discriminatory multilateral trading system; strengthen coordination and improve governance,
promote the construction of an open, inclusive, inclusive, balanced and win-win economic
globalization, and promote strong, sustainable and balanced growth of the world economy.
Adhere to exchanges and mutual learning to build an open and inclusive world. The diversity of
human civilizations is a fundamental feature of the world and a source of human progress. "The
beauty of harmony lies in the harmony of differences." We should adhere to the principles of
diversity, equality and inclusiveness among civilizations, transcend civilizational barriers through
exchanges among civilizations, transcend conflicts among civilizations through mutual learning
among civilizations, and transcend civilizational superiority through civilizational coexistence, and
promote dialogue among different civilizations and different development models. Exchanges and
mutual learning among civilizations are a bridge for enhancing friendship among peoples of all
countries and a link for safeguarding world peace. All civilizations should learn from each other's
strong points in competition and comparison, develop together through exchanges and mutual
learning, and jointly resist conceptual barriers that hinder the interaction between human hearts, so
that the people of the world can enjoy a more connotative spiritual life, gather more civilizational
wisdom, and create a better future with more choices.
Adhere to green and low-carbon, and build a clean and beautiful world. It is necessary to follow the
concept of the unity of nature and nature, and promote the construction of an ecological system that
respects nature and green development;
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Adhere to the care of nature, not above nature, solve the contradictions brought by industrial
civilization, take harmonious coexistence between man and nature as the goal, achieve sustainable
development of the world and comprehensive development of man; promote the international
community to work hand in hand to seek the road of global ecological civilization construction,
firmly establish the awareness of respecting, complying with and protecting nature, adhere to the
road of green, low-carbon, circular and sustainable development; persist in taking action to address
climate change, and promote 2030 in a balanced manner. The sustainable development agenda of
the year, constantly open up the development path of civilization with production development, rich
life and good ecology.
2. Build a new type of international relations featuring mutual respect,
fairness and justice, and win-win cooperation
Building a community with a shared future for mankind and building a world of lasting peace,
universal security, common prosperity, openness, inclusiveness, cleanliness and beauty is a
historical process, which cannot be achieved overnight and smooth sailing, and it is necessary to
advance along the basic path of promoting the construction of a new type of international relations
featuring mutual respect, fairness and justice, and win-win cooperation. The essence of building a
new type of international relations is to embark on a new path of state-to-state exchanges based on
dialogue rather than confrontation and partnership rather than alliance, so as to open up the way and
accumulate conditions for building a community with a shared future for mankind.
As early as March 2013, in a speech at the Moscow Institute of International Relations, Comrade
Xi Jinping clearly pointed out that in the face of the objective requirement that all countries in the
world work together in the same boat, "to keep up with the pace of the times, we cannot enter the
21st century physically, and our heads are still stuck in the past, in the old era of colonial expansion,
in the Cold War mentality, and in the Cold War mentality." Inside the old box of zero-sum games.
"All countries should jointly promote the establishment of a new type of international relations with
win-win cooperation as the core, and the people of all countries should work together to safeguard
world peace and promote common development."1 To this end, it is necessary to go beyond those
ideas and principles in traditional international relations that do not adapt to the trend of the times
and should also be abandoned, such as the law of the jungle, the law of the jungle, you die and I live,
you lose and I win, zero-sum game, etc.; It is also necessary to inherit a series of universally
recognized principles and spirits accumulated in the evolution of international relations in modern
times, including the principles of equality and sovereignty established by the Peace of Westphalia
more than 370 years ago, the spirit of international humanism established by the Geneva
Conventions more than 150 years ago, the four major purposes and seven principles clearly defined
in the Charter of the United Nations more than 70 years ago, and the Bandung Conference more
than 60 years ago, "Five Principles of Peaceful Coexistence", etc.;
1 Xi Jinping: "On Persisting in Promoting the Construction of a Community with a Shared Future for Mankind", Central Literature
Publishing House, 2018 edition, page 6.
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It is all the more necessary to actively advocate and firmly practice the principle of mutual respect
among all countries in the inheritance, jointly pursue fairness and justice in international relations
and international order, and work together for mutual benefit and win-win results.
Mutual respect is a prerequisite. All countries, big or small, strong or weak, rich or poor, are equal
members of the international community and have the right to participate in international affairs on
an equal footing. The sovereignty and territorial integrity of all countries brook no infringement,
interference in the internal affairs of all countries, respect for the social system and development
path independently chosen by the people of all countries, and respect for the core interests and major
concerns of all countries. It is necessary to oppose the use of illegal means to subvert the legitimate
regimes of other countries out of one's own interests or one's own opinions. These are the last truths
that must not be discarded at any time and should not be shaken at any time.
Fairness and justice are the norm. "The journey of the avenue is also the world's public. "Fairness
and justice are the lofty goals pursued by the peoples of the world in the field of international
relations. All countries should jointly promote the democratization of international relations, so that
the people of all countries can jointly control the destiny of the world and jointly discuss and handle
the affairs of the world. Jointly promote the rule of law in international relations, ensure that all
parties abide by international law and the universally recognized basic principles of international
relations, use uniformly applicable rules to clarify right and wrong, promote peace and seek
development, and refrain from double standards and distortions of international law and oppose the
use of "rule of law." In the name of infringing on the legitimate rights and interests of other countries
and undermining peace and stability, we will promote the rationalization of international relations,
adapt the reform of the global governance system to the new changes in the international balance of
power, reflect the concerns and demands of all parties, and better safeguard the legitimate rights and
interests of the vast number of developing countries.
Win-win cooperation is the goal. "Harmony is strong, solitude is weak. "Win-win cooperation is a
universally applicable principle, not only applicable to the economic field, but also to politics,
security, culture and other fields, and should become the basic policy orientation of all countries in
handling international affairs." All countries should combine their national interests with common
interests, strive to expand the convergence of common interests of all parties, and should not build
a stage here and tear it down there, but should complement each other and play a good show. All
countries should actively establish a new concept of win-win, multi-win and win-win, and abandon
the old thinking that you lose and I win, and the winner takes all. "The beauty of each is the beauty
of the beauty, the beauty of the beauty, the beauty of the world." "All countries should adhere to the
principle of working together in the same boat, sharing rights and responsibilities, working together
to address the increasing number of global issues such as climate change, energy resource security,
cyber security, and major natural disasters, and jointly protect the earth home on which human
beings depend."
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3. consolidate the humanistic foundation for building a community with a
shared future for mankind
Civilizations communicate through diversity, learn from each other through exchanges, and develop
through mutual learning. Comrade Xi Jinping vigorously advocates strengthening exchanges and
mutual learning among different countries, ethnic groups and cultures in the world, and
consolidating the humanistic foundation for jointly building a community with a shared future for
mankind. He clearly proposed to establish a civilizational concept of equality, mutual learning,
dialogue and inclusiveness, seek wisdom and nourishment from different civilizations, provide
spiritual support and spiritual comfort for people, and work together to solve various challenges
facing mankind. In May 2019, China successfully hosted the Conference on Dialogue of Asian
Civilizations, and in his keynote speech at the opening ceremony, Comrade Xi Jinping interpreted
the ideas of civilization self-confidence, mutual learning among civilizations and tolerance among
civilizations, setting the tone for dialogue among civilizations and mutual learning among
civilizations. This is China's practical action to promote dialogue and mutual learning among
civilizations, and has far-reaching exemplary significance for Asia and the world.
Uphold harmony without difference and safeguard the diversity of civilizations. Comrade Xi Jinping
pointed out that all achievements of civilization deserve respect and should be recognized and
cherished. All countries and nationalities should not only cherish and safeguard their own
civilization, especially their own ideology and culture, but also recognize and respect the ideology
and culture of other nationalities; on the one hand, they should enhance their own ideological and
cultural self-respect, self-confidence, and self-reliance. Especially in the era of globalization, while
paying attention to maintaining and highlighting their own characteristics and iconic symbols,
different civilizations are forming more and more common elements and symbols in the process of
exchanges and blending. There are no so-called "universal values" in the world that can be
transmitted or even imposed on other civilizations, and openness, inclusiveness, diversity and
mutual learning and diversity integration have become the main keynote of the great homeland of
human civilization in the 21st century. The pattern of one civilization being high above and others
following the marginalized is dissolving; The intention and practice of treating one's own
civilization as the sole central or powerful civilization and denigrating or even transforming other
civilizations will only seriously undermine the achievements of civilization and will eventually
endanger itself.
Adhere to equality and mutual respect, and strengthen dialogue and exchanges among civilizations.
Comrade Xi Jinping clearly pointed out:
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"Every civilization is rooted in its own soil of survival, embodies the extraordinary wisdom and
spiritual pursuit of a country and a nation, and has its own value for existence. Human beings only
have the difference between skin color and language, and civilization only has the difference
between surname Ziyan and red, but there is absolutely no distinction between high and low. " 1
Civilizations should uphold an attitude of humility and mutual respect, avoid arrogance, prejudice
and one-sided narrow cognition, and oppose mutual isolation, mutual exclusion and mutual
substitution. If a civilization treats another civilization condescendingly, it will not only fail to
understand the mystery of this civilization, understand the true meaning of this civilization, and
cannot learn from the strengths and essence of this civilization, but will also be incompatible with
it. If you see that other civilizations are different from your own, you feel unpleasant, attack and
belittle them, and do everything possible to transform, assimilate, or even try to impose your own
civilization on others, which will only widen differences and even cause conflicts. Both history and
reality show that arrogance and prejudice are the biggest obstacles to exchanges and mutual learning
among civilizations, and equality and respect are the prerequisites for exchanges and mutual
learning among civilizations. Any attempt to resolve the differences between civilizations by
coercive means will not succeed, and the hegemony of civilizations and the "clash of civilizations"
can only bring disaster to world peace and human civilization.
Adhere to inclusiveness and mutual learning and promote the development and prosperity of
civilization. Comrade Xi Jinping emphasized: "The diversity of human civilization gives this world
a red color, diversity brings exchanges, exchanges breed integration, and integration produces
progress." "Only by respecting each other, learning from each other, and coexisting harmoniously
in diversity can the world be rich and prosperous."2 "To learn alone and have no friends is to be
lonely and unheard." "Exchange and mutual learning are the essential requirements of the
development of civilization, and human history is originally a magnificent picture of mutual
exchanges, mutual learning and harmony among different civilizations. Of course, exchanges and
mutual learning among civilizations should be reciprocal and equal, pluralistic and multi-directional,
not coercive and coercive, and should not be single and unidirectional. Only through equal
exchanges and mutual learning can we seek common ground while reserving differences, learn from
each other's strengths, lead the excellent cultural genes of human civilization to adapt to
contemporary culture, harmonize with modern society, and lead the excellent cultural spirit to be
promoted. Only in this way can human civilization be full of vitality, continuous creative
transformation and innovative development, and all countries and peoples can find a way to achieve
common development, work together to cope with challenges, and jointly create a bright future of
a community with a shared future for mankind.
1 Xi Jinping: "Deepening Exchanges and Mutual Learning among Civilizations and Building a Community with a Shared Future in
Asia - Keynote Speech at the Opening Ceremony of the Conference on Dialogue of Asian Civilizations", People's Daily, May 16,
2019.
2 Xi Jinping: "On Persisting in Promoting the Construction of a Community with a Shared Future for Mankind", Central Literature
Publishing House, 2018, p. 256.
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Section 2: Responsibilities and Responsibilities of Great
Power Diplomacy in the New Era
Contemporary China is an emerging developing country and a major country with decisive influence
on the world stage. The history, reality and humanistic endowments of major countries determine
that every big country is different, each big country has its own characteristics, and every big country
must follow a development path that suits its own characteristics. Historical inheritance and
historical encounters, national missions, cultural endowments, domestic and international
environments, objectively require that China's diplomacy in the new era must be a major country
diplomacy with distinctive Chinese characteristics. Guided by the grand goal of building a
community with a shared future for mankind, China's diplomacy has vigorously promoted
innovation in concepts and methods, fully demonstrated the responsibility and responsibility of
major-country diplomacy in the new era, demonstrated the distinctive character of major-country
diplomacy with Chinese characteristics, and created good external conditions for realizing the
Chinese dream of the great rejuvenation of the Chinese nation and jointly creating a better future
for mankind.
Major country diplomacy with Chinese characteristics is a global-oriented diplomacy, with a major
pattern, vision and layout being a major feature. Major country diplomacy with Chinese
characteristics is based on China's diplomacy as a major country, which makes greater contributions
to human society with the responsibility and responsibility of a major country, not only seeks its
own growth and development, but also focuses on promoting the prosperity and development of
human society, not diplomacy against major powers, nor diplomacy competing with other major
powers in the world for dominance and hegemony.
1. Unswervingly follow the path of peaceful development
Since the 18th National Congress of the Communist Party of China, Comrade Xi Jinping has
emphasized: "Taking the path of peaceful development is a strategic choice made by our Party in
accordance with the development trend of the times and the fundamental interests of our country. " 1
China is a country with a long civilization, a country that has experienced great suffering, a country
that practices socialism with Chinese characteristics, the largest developing country in the world,
and a country that is undergoing profound changes.
1 Xi Jinping on Governing the Country, Volume 1, Foreign Languages Publishing House, 2018, p. 247.
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"Chinese people have unforgettable memories of the suffering caused by war, have a tireless pursuit
of peace, and cherish a peaceful and stable life. What the people are afraid of Chinese is turmoil,
what they seek is stability, and what they hope for is peace in the world.1 The socialist system with
Chinese characteristics, historical and cultural traditions, basic national conditions, the trend of the
times and the fundamental interests of the country all determine that China can only take the path
of peaceful development. This road was not easy to come by, and it was gradually formed by the
CPC through arduous exploration and continuous practice since the founding of New China,
especially in the more than 40 years of reform and opening up.
Over the years, with China's rapid development, some people in the world are worried that China
will follow the path of "national strength must be hegemonic", believing that China's development
must be a "threat", which is a deep-rooted prejudice. In this regard, Comrade Xi Jinping has
repeatedly pointed out on different occasions that "a strong country must hegemon." It is not the
law of history, the Chinese nation does not have the gene in its blood to invade others and dominate
the world, and the Chinese people are willing to live in harmony and develop harmoniously with
the peoples of the world, and seek peace, protect peace and share peace. And that's exactly what
happened. The goal of China's development is to enable Chinese people to live a good life. China's
path and way to achieve development is based on the base point of its own strength, unswervingly
follows its own path, persists in exploring its own development path and solutions to problems from
the Chinese land, relies on its own continuous development strength to better follow the path of
peaceful development, and is committed to promoting open development, cooperative development
and win-win development. China's development will never come at the expense of the interests of
other countries, and it will never do anything that harms others and interests itself and beggars its
neighbors. No matter how the international situation changes, no matter how it develops, China will
never seek hegemony, never expand, and never seek spheres of influence. This has not wavered in
the past and will continue to do so in the future.
Comrade Xi Jinping declared to the international community China's firm belief in taking the path
of peaceful development, and at the same time deepened and developed the strategic thinking of
peace development at a new historical starting point, that is, "two intrinsically unified."
First, it is intrinsically integrated to adhere to the path of peaceful development with resolutely
defending the core interests of the country. Comrade Xi Jinping solemnly declared at the meeting
to celebrate the 95th anniversary of the founding of the Communist Party of China:
1 Xi Jinping on Governing the Country, Volume 1, Foreign Languages Publishing House, 2018, p. 247-248.
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"China does not covet the rights and interests of other countries and is not jealous of the development
of other countries, but it will never give up our legitimate rights and interests." Chinese people do
not believe in evil and are not afraid of evil, do not cause trouble or fear trouble, and no foreign
country should expect us to trade with our core interests, and do not expect us to swallow the bitter
fruit that harms China's sovereignty, security and development interests. 1 When discussing the
adherence to the overall national security concept, Comrade Xi Jinping stressed that "we must
adhere to the supremacy of national interests." 2 Some countries, some forces, and some public
opinion one-sidedly interpret China's path of peaceful development, believing that China's decision
to take the path of peaceful development as a national strategic choice will constrain its
determination, means, and ability to safeguard national interests; that China's external declaration
on taking the path of peaceful development is unwilling or daring to adopt non-peaceful means to
defend its core interests; and that China will lower or even give up its principles and bottom line in
order to seek development and stability. Constant provocations and even attempts to touch the red
line of China's core interests. This kind of thinking and behavior, which regards China's restraint
and tolerance as weakness and deception, and regards China's advocacy of resolving disputes
through political dialogue and diplomatic channels as an opportunity, is bound to pay a huge price.
China will never separate the path of peaceful development from safeguarding national interests;
while adhering to the path of peaceful development, it will never sacrifice its core national interests;
only by effectively safeguarding its core national interests can it more calmly and confidently adhere
to the path of peaceful development; China will adopt all necessary means to resolutely safeguard
its territorial sovereignty and maritime rights and interests, and resolutely safeguard national unity
and national dignity.
The second is to intrinsically integrate China's adherence to the path of peaceful development with
its active advocacy and promotion of all countries in the world to jointly follow the path of peaceful
development. For China to follow the path of peaceful development smoothly, other countries in the
world need to follow the path of peaceful development; it needs to transform the world's
opportunities into China's opportunities and China's opportunities into world opportunities; it needs
to strive for a peaceful international environment to develop China, and use China's development to
maintain and promote world peace. Without peace, neither China nor the world can develop
smoothly, and without development, there can be no lasting peace between China and the world.
China is unswervingly a practitioner of peaceful development and a promoter of common
development, and at the same time calls on, drives and urges other countries to walk shoulder to
shoulder and meet each other halfway. If certain countries and forces dare to undermine peace,
wantonly provoke, create conflicts or even impose wars, China will resolutely struggle and will not
give in.
1 Xi Jinping on Governing the Country, Volume 2, Foreign Languages Publishing House, 2017, p. 42.
2 Compilation of Documents of the 19th National Congress of the Communist Party of China, People's Publishing House, 2017
edition, p. 19.
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Only when all countries abandon the Cold War mentality and zero-sum game, oppose power politics
and hegemonism, and follow the path of peaceful development can they coexist peacefully and
develop together.
Since the 18th National Congress of the Communist Party of China, under the strong leadership of
the Party Central Committee with Comrade Xi Jinping at the core, China's struggle practice on a
series of issues involving major core interests has not only demonstrated China's position and
conviction in adhering to the path of peaceful development, but also demonstrated its determination
and will to defend national sovereignty and security interests, greatly inspired the Party's heart, the
military and the people's heart, and won the wide respect of the international community.
2. build a more complete global partnership network
At the end of November 2014, Comrade Xi Jinping proposed at the Central Foreign Affairs Work
Conference that we should make friends and form a global partnership network on the premise of
adhering to the principle of non-alignment. Over the past few years, on the basis of the various forms
of partnership it has established with many countries in the world, China has comprehensively
planned and promoted diplomatic and multilateral cooperation among major countries, neighboring
countries and developing countries to build a more inclusive and constructive global partnership.
By building a global partnership network, China's "circle of friends" is getting bigger and bigger,
creating a favorable external environment and strategic support for domestic development.
It is of great importance to plan the relations between major countries, promote coordination and
cooperation among major countries, and build a framework for relations between major countries
with overall stability and balanced development. With the United States, we should firmly grasp the
general direction of the development of bilateral relations, adhere to the principles of non-conflict
and non-confrontation, mutual respect and win-win cooperation, respect each other's core interests
and major concerns, pay attention to strategic communication, strengthen pragmatic cooperation,
manage differences in an equal and consultative manner, strive to maintain bilateral relations based
on coordination, cooperation and stability, and promote the sustained, healthy and stable
development of bilateral relations. Regarding the trade frictions provoked by the United States,
China has clearly expressed its position and attitude: China does not want to fight, does not want to
fight, and is not afraid of fighting, China will not succumb to any external pressure, and has the
determination and ability to defend its legitimate rights and interests. With Russia, we regard each
other as the most important and important comprehensive strategic cooperation partner, give priority
to the overall diplomatic situation and foreign policy of the two countries, transform the advantages
of high-level political relations between the two sides into practical results of practical cooperation,
work together to maintain international and regional strategic balance and stability, and set an
example for a new type of international relations featuring mutual respect, fairness and justice, and
win-win cooperation.
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With the EU, focusing on the trend of historical change, maintaining strategic dialogue on major
international affairs, enhancing strategic mutual trust, coordinating relations with 16 Central and
Eastern European countries and Western European powers, actively promoting the construction of
the four major partnerships of peace, growth, reform and civilization, transcending ideological
differences, making the comprehensive strategic partnership of mutual benefit and win-win achieve
greater development and global influence, and at the same time resolutely fighting against the EU's
policies and behaviors that harm China's core national interests. While resolutely defending core
interests, Japan has worked hard to establish a crisis management and control mechanism to avoid
unexpected situations, and strive to transform the consensus of "mutual partnership and mutual non-
threat" into a broad social consensus, carry out exchanges in various fields, and ensure that bilateral
relations develop in the right direction. With India, carry forward the tradition of mutual learning
among civilizations, seize opportunities, eliminate interference, strengthen strategic communication,
properly handle and manage differences, jointly do a good job in all-round cooperation between the
two countries, work together to achieve peaceful development, cooperative development and
common development, and promote the strategic cooperative partnership to a new height. With other
developed and developing countries, we will actively promote pragmatic cooperation through the
frameworks of the G20 and BRICS countries to achieve healthy competition.
The surrounding area is the place where China settles down and the foundation for development and
prosperity. Comrade Xi Jinping pointed out at the October 2013 Peripheral Diplomacy Work Forum
that it is necessary to promote peripheral diplomacy from the strategic layout and build a community
with a shared future in the surrounding region. Adhere to the principle of good-neighborliness, good-
neighborliness and prosperity, highlight the concept of affinity, sincerity, benefit and tolerance,
deepen mutually beneficial cooperation and interconnection with neighboring countries under the
framework of the "Belt and Road" construction, strive to make their own development better benefit
neighboring countries, and strive to make political relations between neighboring countries and
China more friendly. Economic ties have become stronger, security cooperation has deepened, and
people-to-people ties have become a reliable strategic support. At the same time, he stressed that
efforts should be made to build new mechanisms and rules for peripheral regional cooperation, focus
on deepening the pattern of mutual benefit and win-win results, focus on promoting regional security
cooperation, focus on consolidating and expanding the foundation of social public opinion, and let
the sense of community of common destiny take root in neighboring countries.
The vast number of developing countries are China's natural allies in international affairs. Comrade
Xi Jinping stressed that "we must adhere to the correct concept of righteousness and interests, and
do a good job in solidarity and cooperation with developing countries."1
1 Xi Jinping: "On Persisting in Promoting the Construction of a Community with a Shared Future for Mankind", Central Literature
Publishing House, 2018 edition, page 540.
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Politically, we should adhere to justice, fairness and morality; economically, we should adhere to
mutual benefit and common development, especially for those countries that have been friendly to
China for a long time and have arduous tasks for their own development, we must give more
consideration to each other's interests and provide assistance within our capacity. He personally
promoted the establishment of the China-Latin America Cooperation Forum, raised the level of
cooperation between China and Africa and China-Arab countries, enabled China-developing
countries to achieve global coverage, effectively broadened and strengthened solidarity, cooperation
and common development with developing countries, and further consolidated the position of
developing countries as the foundation of China's foreign strategy.
3. Actively lead and promote the reform of the global governance system
In today's world, with the ebb and flow of international forces and the increasing number of global
challenges, it is the general trend to strengthen global governance and promote the reform of the
global governance system. Comrade Xi Jinping attaches great importance to the issue of global
governance, and presided over the collective study of the Politburo on this topic twice in October
2015 and September 2016. With a broad global vision and a world mind, he asked "what is wrong
with the world and what should we do? "It also accurately grasps the development trend of
increasingly interdependent countries in the world, puts forward the global governance concept of
consultation, co-construction and sharing, and leads the innovative development of global
governance concepts and practices with Chinese wisdom, Chinese propositions and Chinese
solutions.
As a builder of world peace, a contributor to global development and a defender of international
order, China insists on proceeding from its national conditions and actively playing its role as a
responsible major country in accordance with the principle of consistency of responsibilities, rights
and capabilities. Comrade Xi Jinping called on all countries to have the spirit of taking the world as
their own responsibility, actively acting as action-oriented and not spectators, and working together
to take the future and destiny of mankind into their own hands. He clearly proposed to "adhere to
fairness and reasonableness and solve the governance deficit", "Adhere to mutual consultation and
mutual understanding and solve the trust deficit", "Stick to working together to solve the peace
deficit", "Adhere to mutual benefit and win-win results, and solve the development deficit."1 In
terms of global economic governance, it emphasizes equality as the basis, better reflects the new
reality of the world economic pattern, increases the representation and voice of emerging economies
and developing countries, and ensures equal rights, equal opportunities and equal rules for all
countries in international economic cooperation.
1 Xi Jinping, "Contributing Wisdom and Strength to Building a Better Earth Home - Speech at the Closing Ceremony of the China-
France Global Governance Forum," People's Daily, March 27, 2019.
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Guided by openness, adhere to the openness of concepts, policies and mechanisms, adapt to changes
in the situation, collect good opinions, fully listen to the suggestions and demands of all sectors of
society, and encourage all parties to actively participate and integrate; take cooperation as the
driving force, strengthen communication and coordination, take each other's interests and concerns,
discuss rules together, jointly build mechanisms, and meet challenges together; take sharing as the
goal, advocate the participation of all people, benefit everyone, and do not engage in one company
or winner-take-all. In terms of the reform and construction of the global governance system, it
emphasizes firmly upholding the international order with the purposes and principles of the UN
Charter as the core, promoting the democratization and rule of law of global governance rules,
promoting a more balanced global governance system that reflects the wishes and interests of the
majority of countries, and actively participating in the formulation of governance rules in the fields
of oceans, polar regions, cyber, outer space, nuclear security, anti-corruption and climate change. In
dealing with major international and regional hotspot issues and global challenges, we emphasize
constructive participation in political settlements, expand participation in peacekeeping operations
under the framework of the United Nations, and strive to make greater contributions to the
maintenance of world peace, security and stability. In terms of global human rights governance, it
emphasizes adhering to the new human rights concept of promoting development through
cooperation and promoting human rights through development. In terms of strengthening global
public health governance, it emphasizes the need to improve the public health safety governance
system, improve the emergency response speed of public health emergencies, and establish global
and regional epidemic prevention material reserve centers in view of the shortcomings and
shortcomings exposed by the new crown pneumonia epidemic. In terms of participation in global
governance, it emphasizes efforts to enhance the ability to formulate rules, set agendas, publicize
public opinion, and coordinate as well.
It is under the guidance of these new ideas and concepts that in recent years, China has taken the
initiative and courageously taken responsibility in the field of global governance, striving to promote
the reform of unfair and unreasonable arrangements in the global governance system, which has
won universal praise from the international community.
Section 3: The Belt and Road Initiative is an important
platform for building a community with a shared future for
mankind
Since the 18th National Congress of the Communist Party of China, Comrade Xi Jinping has
organically combined China's development with the common development of the world, drawn
nourishment from the ancient Silk Road, and creatively proposed the "Silk Road Economic Belt"
and "The "21st Century Maritime Silk Road" initiative has created a new pattern of China's all-
round opening up, created a new platform for China and the world to share development
opportunities, and opened up a new model for international cooperation.
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In May 2017 and April 2019, China successfully hosted the first and second Belt and Road Forum
for International Cooperation. Over the past few years, from top-level design to project
implementation, from planning to specific practice, the joint construction of the "Belt and Road"
has changed from initiative to action, and has changed from drawing "big letters" Turned to carving
"Gongbi Painting."
1. the top-level design of China's opening up and economic diplomacy in the
new era
As socialism with Chinese characteristics enters a new era, the situation of international economic
cooperation and competition is undergoing profound changes, the global economic governance
system and rules are facing major adjustments, China's introduction and going out are incomparable
in depth, breadth and rhythm in the past, and the pressure to deal with external economic risks and
maintain national economic security is also incomparable in the past. And "China's level of opening
up to the outside world is not high enough, the ability to make good use of the two markets and
resources at home and abroad is not strong enough, the ability to deal with international economic
and trade frictions and win the right to speak in the international economy is still relatively weak,
and the ability to use international economic and trade rules is not strong enough, and it needs to be
made up for it faster."1 To this end, we must adhere to the basic national policy of opening up to the
outside world, pursue a mutually beneficial and win-win opening strategy, persist in attaching equal
importance to bringing in and going out, deepen people-to-people exchanges, improve the layout of
opening up to the outside world, foreign trade layout and investment layout, form a new system of
opening up to the outside world, and develop a higher-level open economy, so as to expand opening
up to drive innovation, promote reform and promote development.
The construction of the "Belt and Road" not only makes overall planning for China's open space
layout in the new era, but also carries out the top-level design of the path for China and the world
to achieve openness and win-win results. For China, the construction of the "Belt and Road" is
"developed", China starts from a global perspective, consciously coordinates the overall situation at
home and abroad, and comprehensively plans the grand strategy of all-round opening up. It is a
major measure to go to the world with a more proactive attitude and maintain sustained and healthy
economic development.
1 Xi Jinping on Governing the Country, Volume 2, Foreign Languages Publishing House, 2017, p. 199.
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It has and will continue to push China to further improve the level of opening up to the outside world
and enhance its ability to participate in international competitiveness, and at the same time, it will
also force the transformation of economic development mode and the optimization of economic
structure, and constantly expand new space for reform and development. For the world, the
construction of the "Belt and Road" requires China to actively guide the global economic agenda,
safeguard the multilateral trading system, accelerate the implementation of the free trade area
strategy, improve the level of trade and investment liberalization and facilitation, and strive to
shoulder international responsibilities and obligations commensurate with China's capabilities and
status. China has taken the "Belt and Road" construction as an opportunity to carry out cross-border
connectivity, improve the level of trade and investment cooperation, and promote international
production capacity and equipment manufacturing cooperation, essentially to generate new demand
and achieve world economic rebalancing by improving effective supply. Especially in the context
of the continuous downturn in the world economy and the rapid development of developing
countries to achieve economic independence and national rejuvenation, China conforms to the
aspirations of all countries, especially the vast number of developing countries, to promote peace
and seek development, and supports the vast number of developing countries along the Belt and
Road to promote industrialization, modernization and improve the level of infrastructure. This is a
milestone in the history of world development.
The construction of the "Belt and Road" is based on the basic principle of consultation, joint
construction and sharing. "Consultation" means communication and consultation, fully respecting
the differences in the development level, economic structure, legal system, business environment
and cultural traditions of various countries. "Co-construction" means joint participation, in-depth
docking with relevant national and regional development strategies, establishing cooperation
projects and jointly promoting them. "Sharing" means mutual benefit and win-win results, and all
parties maximize their interests through cooperation. These three complement each other and are
inseparable, forming an organic and unified whole. The construction of the "Belt and Road" firmly
grasps the greatest common denominator of development, aims to share China's development
opportunities with countries along the route and other countries, welcomes all parties to take the
"fast train" and "free ride" of China's development, and promotes all countries and international
organizations to work together to meet the challenges of human development and achieve
complementary advantages and mutual benefit and win-win results.
"One Belt, One Belt' construction focuses on the continents of Asia, Europe and Africa, while
naturally extending to Oceania, Latin America and the Caribbean. The construction of the Silk Road
Economic Belt focuses on connecting the Eurasian continent, mainly including the construction of
six major economic corridors, namely the New Eurasian Land Bridge marked by the China-Europe
Express, the China-Central Asia-West Asia Economic Corridor, the China-Mongolia-Russia
Economic Corridor, the China-Indochina Peninsula Economic Corridor, the China-Pakistan
Economic Corridor, and the Bangladesh-China-India-Myanmar Economic Corridor.
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The construction of the 21st Century Maritime Silk Road focuses on connecting the Pacific Ocean
and the Indian Ocean, mainly through the construction of fulcrums along the coasts of the Indian
Ocean, Red Sea and Mediterranean Sea, such as Kyaukpyu Port and Sittwe Port in Myanmar,
Colombo Port and Hambantota Port in Sri Lanka, Gwadar Port in Pakistan, Djibouti Support Base,
and Piraeus Port in Greece. The connectivity of North Africa, Europe, the Pacific Ocean, the Indian
Ocean, the Mediterranean Sea and the Atlantic Ocean promotes economic and trade ties and
common development among countries and regions along the route. As an open and inclusive
process, the construction of the "Belt and Road" is open to all like-minded friends across different
regions, different stages of development and different civilizations, and is neither excluded nor
targeted at any party. It is not about closing the door to engage in closed and exclusive circles or
"China clubs"; it is not about geopolitical alliances or military alliances; Moreover, it is not
demarcated by ideology, does not engage in zero-sum games, and does not buy and sell by force.
2. strive to build an interconnected partnership
Comrade Xi Jinping pointed out: "The key to jointly building the Belt and Road is connectivity. "1
The core here is policy communication, facility connectivity, unimpeded trade, financial integration,
and people-to-people bonds. Comrade Xi Jinping has repeatedly explained the connotation of the
"five links" and put forward pragmatic measures to deepen the cooperation between the "five links."
To promote international cooperation along the "Belt and Road" is to take the "five links" as the
starting point, widely condense cooperation consensus, and comprehensively improve the level of
cooperation.
First, strengthen policy communication. It is mainly to form a joint force of policy coordination and
planning docking, promote relevant countries to learn from each other, establish policy coordination
mechanisms, jointly formulate cooperation plans, and jointly take cooperative actions, form a
situation of planning convergence, development integration, benefit sharing, and coordinated
development, and continuously consolidate the "Belt and Road." The political foundation of
construction. Relevant countries have fully exchanged economic development strategies and
countermeasures, based on the contact points and commonalities of development strategies, to
achieve resource reallocation, strategic docking and complementary advantages, and achieve the
effect of "one plus one is greater than two."
1 Xi Jinping: "Working together to create a better future for the "Belt and Road" - in the second "Belt and Road" Keynote speech at
the opening ceremony of the International Cooperation Summit, People's Daily, April 27, 2019.
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Based on the principle of seeking common ground while reserving differences, we will consult and
formulate plans and measures to promote regional cooperation, and give the "green light" to regional
economic integration in terms of policies and laws. This includes docking and cooperation with the
EU's Eurasian Connectivity Strategy, ASEAN's Connectivity Master Plan, Russia's Eurasian
Economic Union, Kazakhstan's "Bright Road", Turkey's "Middle Corridor", Mongolia's
"Development Road", Vietnam's "Two Corridors and One Circle", the Philippines' "Great
Construction and Special Construction", the UK's "Northern Economic Center", and Poland's
"Amber Road."
Second, strengthen facility connectivity. Mainly guided by major projects and key projects, we will
promote land, sea, air and online connectivity, build high-quality, sustainable, risk-resistant,
affordable, inclusive and accessible infrastructure, and continuously improve the infrastructure
network of the "Belt and Road" construction. Relevant countries negotiate and sign and implement
transportation facilitation agreements, actively explore and improve cross-border transportation
infrastructure, and build a complex infrastructure network led by economic corridors such as the
New Eurasian Land Bridge, with China-Europe Express and New Land-Sea Corridor and other large
corridors and information highways as the framework, and relying on railway and port pipe
networks, so as to facilitate the economic development and personnel exchanges of various countries.
Third, strengthen unimpeded trade. It is mainly to promote trade and investment liberalization and
facilitation, take a clear stand against protectionism, and continuously release the vitality of mutually
beneficial cooperation. Relevant countries will discuss and make appropriate arrangements on trade
and investment facilitation, eliminate trade barriers, reduce trade and investment costs, strengthen
the compatibility of rules and standard systems, improve the speed and quality of regional economic
circulation, provide better business environment and institutional guarantees, and achieve mutual
benefit and win-win results. China will sign high-standard free trade agreements with more countries,
strengthen cooperation in customs, taxation, auditing and supervision, establish a cooperation
mechanism for tax collection and administration under the Belt and Road Initiative, accelerate the
promotion of international mutual recognition and cooperation among "authorized operators", and
build a broader platform for all parties to enter the Chinese market by holding the China International
Import Expo. From 2013 to 2018, China's trade in goods with Belt and Road-related countries
exceeded US$6 trillion and its outward direct investment exceeded US$90 billion.
Fourth, strengthen financial integration. It is mainly to deepen cooperation in the financial field and
continuously improve the diversified investment and financing system of the "Belt and Road"
construction. Relevant countries carry out various forms of financial cooperation to achieve local
currency exchange and settlement under current and capital accounts, so as to greatly reduce
circulation costs, enhance the ability to resist financial risks, and enhance the international
competitiveness of the region's economy.
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The "Silk Road Fund" founded by China, the BRICS New Development Bank and Emergency
Reserve Fund jointly established by China, Russia, India, Brazil and South Africa, the Asian
Infrastructure Investment Bank, and the "16+1" financial holding company and banking consortium
established by China and Central and Eastern European countries. Complement each other and form
a clear and large-scale "Belt and Road" financial cooperation network. The Roundtable Summit of
the Second Belt and Road Forum for International Cooperation formulated the Guiding Principles
for Financing the Belt and Road and released the Belt and Road Initiative, The Framework for Debt
Sustainability Analysis provides guidance for financing cooperation along the Belt and Road.
Fifth, strengthen people-to-people bonds. The main thing is to continuously build friendly bridges
along the route and other countries around the world. Carry out in-depth humanities cooperation in
education, science, culture, sports, tourism, health, archaeology and other fields, strengthen
exchanges between parliaments, political parties and non-governmental organizations, and close
exchanges among women, youth, disabled persons and other groups, forming a pattern of diversified
and interactive people-to-people exchanges. Relevant countries should strengthen friendly people-
to-people exchanges, jointly carry forward the spirit of the Silk Road, and jointly build the "Belt and
Road", The Sustainable Cities Alliance, the International Alliance for Green Development and other
mechanisms and the implementation of the "Clean Silk Road Beijing Initiative", actively carry out
the construction of a healthy Silk Road, a green Silk Road, a clean Silk Road, etc., extensively carry
out people's livelihood cooperation, jointly carry out a series of training projects in the fields of
environmental protection and anti-corruption, as well as various humanities cooperation projects
such as the Silk Road Culture Year, Tourism Year, Art Festival, Film and Television Bridge,
Seminar, Think Tank Dialogue, etc., to enhance mutual understanding and traditional friendship, so
that the general public can become The main force and beneficiaries of the Belt and Road
construction have laid a solid foundation of public opinion and social foundation for regional
cooperation.
On this basis, as an advocate, practitioner and promoter of the "Belt and Road" construction, China
will also vigorously promote the realization of the trinity of policies, rules and standards of relevant
countries, and put the "Belt and Road" in the "Belt and Road"; Cooperation in construction is
coordinated and aligned with the implementation of the United Nations 2030 Agenda for Sustainable
Development and with international and regional development initiatives such as the G20, APEC,
ASEAN, African Union, Eurasian Economic Union, European Union, CELAC and other
international and regional development initiatives, and strive to complement and promote each other;
Promote the formation of a framework led by the "Belt and Road" Forum for International
Cooperation and supported by multilateral and bilateral cooperation in various fields, focus on
building mutually beneficial cooperation networks, new cooperation models, and diversified
cooperation platforms, strengthen bilateral and third-party market cooperation, and enable
cooperation to lead existing concepts and follow up actions. There is also a mechanism guarantee,
with points leading the surface, from line to piece, gradually forming a new situation of regional
cooperation.
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3. Jointly build a new platform for international cooperation that conforms to
the trend of economic globalization
The construction of the "Belt and Road", from initiative to action, from concept to practice, from
vision to reality, has continuously achieved fruitful results, has become a global public good
welcomed by all countries, and has become a process of promoting the construction of a community
with a shared future for mankind and making new progress. As Comrade Xi Jinping pointed out,
jointly building the "Belt and Road" is becoming China's plan to participate in global opening and
cooperation, improve the global economic governance system, promote global common
development and prosperity, and promote the construction of a community with a shared future for
mankind. "We should focus on jointly building the Belt and Road, work with all parties to build a
new platform for international cooperation, and add new impetus to the common development of
the world."1 China will follow the Strategic Plan for the Construction of the Silk Road Economic
Belt and the 21st Century Maritime Silk Road adopted in 2014, the Vision and Actions for Jointly
Building the Silk Road Economic Belt and the 21st Century Maritime Silk Road issued in 2015, and
the Maritime Cooperation Vision for the Construction of the Belt and Road in 2017 , focus on key
points, intensive cultivation, promote the joint construction of the "Belt and Road" in the direction
of high-quality development, and make it a common road of opportunity and prosperity.
First, build the Belt and Road into a road of peace. The ancient Silk Road, the rise of the times, the
decline of wars. Once "the place of milk and honey", many places are now synonymous with
conflict and crisis. To promote the building of a new type of international relations and a community
with a shared future for mankind, countries along the Belt and Road need to respect each other's
sovereignty, dignity and territorial integrity, respect each other's development paths and social
systems, respect each other's core interests and major concerns, and create a security pattern of joint
construction and sharing. Especially in view of the characteristics of the security situation in the
regions through which the "Belt and Road" passes, China will work with countries along the route
to resolve hot spots and adhere to political solutions; Focus on mediation, adhere to fairness and
justice, and strive to promote counter-terrorism, treat both the symptoms and the root causes,
eliminate poverty and backwardness and social injustice, and contribute to the "Belt and Road";
Build an environment of peace and tranquility.
1 Xi Jinping: "On Persisting in Comprehensively Deepening Reform", Central Literature Publishing House, 2018 edition, page 520.
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Second, build the Belt and Road into a road to prosperity. Development is the overall key to solving
all problems. China's promotion of the "Belt and Road" is precisely in view of the characteristics
that most countries along the route are developing countries, focusing on the fundamental issue of
development, and by redeploying their respective advantageous resources, releasing the
development potential of all countries, and realizing great economic integration, development
linkage and sharing of achievements. Grasp the industry as the foundation of the economy, promote
in-depth industrial cooperation among countries, run economic and trade and industrial cooperation
parks, make industrial development plans compatible and promote each other, especially grasp the
construction of large projects, strengthen international production capacity and equipment
manufacturing cooperation, seize the development of new opportunities of the new industrial
revolution, cultivate new business forms, and maintain the vitality of economic growth. Grasp
finance, the bloodline of the modern economy, promote all countries to jointly establish a stable,
sustainable and risk-controllable financial security system, innovate investment and financing
models, promote public-private cooperation, build a diversified financing system and multi-level
capital market, develop inclusive finance, and improve the financial service network. In particular,
we will seize the trend of a new round of energy structure adjustment and energy technology change,
build a global energy Internet, and achieve green and low-carbon development. In addition, China
will work with countries along the Belt and Road to improve the construction of cross-regional
logistics networks.
Third, build the "Belt and Road" into an open road. Openness leads to progress, closure leads to
backwardness. China promotes the construction of the "Belt and Road" with openness as the guide,
works with countries along the route to build an open cooperation platform, maintain and develop
an open world economy, and create an environment conducive to open development; promote the
construction of a fair, reasonable and transparent system of international economic, trade and
investment rules, promote the orderly flow of production factors, efficient allocation of resources
and deep market integration; jointly safeguard the multilateral trading system, promote the
construction of free trade areas, further promote trade and investment liberalization and facilitation,
and solve the imbalance of economic growth and development, governance dilemmas, Digital divide,
distribution gap and other issues; help developing countries better integrate into and benefit from
global value chains, industrial chains and supply chains. At the same time, China supports countries
to actively develop an open economy in light of their own national conditions, participate in regional
and global governance, jointly create more public goods, and work together to build a broad
community of interests.
Fourth, build the "Belt and Road" into a road of innovation. Innovation is an important force for
development. The construction of the "Belt and Road" itself is an initiative, and to do a good job in
the construction of the "Belt and Road", we must also seek impetus for innovation. While China
adheres to innovation-driven development,
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Strive to work with countries along the Belt and Road to conform to the development trend of the
fourth industrial revolution, jointly grasp the opportunities of digital, networked and intelligent
development, jointly explore new technologies, new formats and new models, explore new growth
drivers and development paths, strengthen cooperation in frontier fields such as digital economy,
artificial intelligence, nanotechnology, quantum computers, etc., promote the construction of big
data, cloud computing and smart cities, and build a digital Silk Road and innovative Silk Road in
the 21st century. We will continue to implement the "Belt and Road" action plan for science and
technology innovation, and work with all parties to promote the four major measures of scientific
and technological people-to-people exchanges, joint construction of joint laboratories, cooperation
in science and technology parks, and technology transfer; promote the deep integration of science
and technology with industry and science and technology with finance, optimize the innovation
environment, and gather innovation resources; Create entrepreneurial spaces and entrepreneurial
workshops for young people from all over the world in the Internet era, and realize the youthful
dreams of the future generation. At the same time, China will work with countries along the Belt
and Road to formulate the Green Investment Principles of the Belt and Road, work together to build
a "Green Silk Road", jointly implement the new concept of green development, and advocate green,
low-carbon, circular and Sustainable production and lifestyle, strengthen ecological and
environmental protection cooperation, build ecological civilization, and jointly achieve the 2030
sustainable development goals.
Fifth, build the "Belt and Road" into a road of civilization. "The friendship between countries lies
in the affinity of the people, and the affinity of the people lies in the common heart." China is
committed to working with other countries to promote exchanges and mutual learning among other
countries, taking into account the rich and diverse characteristics of religions and civilizations along
the "Belt and Road", so as to enhance mutual understanding, mutual respect and mutual trust, and
make cooperation more inclusive; Make the foundation of cooperation more solid; promote the
establishment of a multi-level humanities cooperation mechanism, build more cooperation
platforms, open up more cooperation channels, and deepen exchanges; Promote educational
cooperation, expand the scale of mutual exchange of international students, improve the level of
cooperation in running schools, and continue to implement the "Silk Road"; Chinese Government
Scholarship Program, running "Chinese Bridge" summer camp for young students and other
activities; Promote the joint construction of the "Belt and Road" International Think Tank
Cooperation Committee, News Cooperation Alliance and other mechanisms, and jointly build the
"Intellectual Silk Road"; promote innovative culture, sports, In the field of health, we will actively
carry out practical projects, promote the good use of historical and cultural heritage, jointly create
tourism products with Silk Road characteristics and do a good job in heritage protection, and hold
the "Belt and Road" Youth Creativity and Heritage Forum.
Since the 18th National Congress of the Communist Party of China, under the guidance of Xi Jinping
Diplomatic Thought, China's foreign affairs work has made all-round historic achievements, greatly
enhanced China's international influence, appeal and shaping power, created a peaceful international
environment and a good surrounding environment for China's development, improved China's
ability and level to participate in global governance, and won the strategic initiative for China's
development in the international arena. Practice has proved the greatness of Xi Jinping's diplomatic
thought.
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Facing the future, China in the new era will deeply practice Xi Jinping Diplomatic Thought, firmly
grasp the main line of serving national rejuvenation and promoting human progress, promote the
construction of a community with a shared future for mankind, strive to create a new situation in
major-country diplomacy with Chinese characteristics, and create better external conditions for the
realization of the Chinese dream of the great rejuvenation of the Chinese nation.
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Chapter XV: Unswervingly Promoting Comprehensive
and Strict Party Management
The key to adhering to and developing the great cause of socialism with Chinese characteristics lies
in the party, and the key lies in administering the party strictly in an all-round way. Since the 18th
National Congress of the Communist Party of China, the Party Central Committee with Comrade
Xi Jinping as the core has started from the beginning of style building, firmly grasped political
construction, which is the fundamental construction of the Party, and promoted the comprehensive
and strict management of the Party with firm determination, tenacious will and unprecedented
intensity, promoted the right style and discipline, and fought corruption and punishment, opening
up a new situation in the new great project of Party building. Adhering to the strict management of
the party in an all-round way is always on the road, having the courage to carry out self-revolution,
constantly enhancing the party's political leadership, ideological leadership, mass organization and
social appeal, and always maintaining the party's vigorous vitality and strong combat effectiveness,
which has become a clear symbol and goal requirement for promoting party building in the new era.
Section 1: Comprehensively and strictly administering the
party is always on the way
Strictly administering the party in an all-round way has been a distinct theme of party building since
the 18th CPC National Congress. Comrade Xi Jinping has repeatedly stressed that the Communist
Party of China is the core of leadership in our cause, and iron must be hardened by itself. In the new
era of socialism with Chinese characteristics, to accomplish the great cause, the party must have a
new atmosphere and new achievements, must lead the party in an all-round strict management to a
deeper depth with perseverance that will always be on the road, unswervingly uphold and improve
the party's leadership, and unswervingly build the party into a stronger and more powerful party.
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1. The strategic choice of comprehensively administering the party strictly
The fact that the party should manage the party and administer the party strictly is a consistent
requirement and fundamental guideline for party building. The key to waging the great struggle with
many new historical characteristics, advancing the great cause of socialism with Chinese
characteristics, and realizing the great rejuvenation of the Chinese nation lies in constantly
advancing the new great project of party building. Compared with the development situation at home
and abroad, compared with the missions and tasks undertaken, there is still a considerable gap
between the party's leadership level and ruling level, the state of party organization building, and
the quality, ability, and work style of party members and cadres. In particular, for a period of time,
the problem of lax and soft management of the party in some localities and departments was very
prominent, and negative and corrupt phenomena were breeding and spreading. Some people ignore
the party's political discipline and political rules, and for the sake of their so-called career and
influence, some engage in cronyism and exclusion of dissidents, some engage in gangs and gangs,
some engage in anonymous false accusations and rumors, some engage in buying people's hearts
and minds and pulling votes, some engage in sealing official wishes and celebrating each other's
crowns, some engage in acting on their own and acting in a negative way, and some engage in
making big mistakes and making vain criticism of the central authorities. 1 Comrade Xi Jinping
clearly pointed out that "only when the party manages the party can it manage the party well, and
only by administering the party strictly can it cure the party well."2
On October 8, 2014, Comrade Xi Jinping put forward for the first time the major proposition of
"comprehensively promoting strict party management" at the summary meeting of the party's mass
line education practice activities. In December 2014, during his investigation in Jiangsu, he further
pointed out that it is necessary to coordinate and promote the comprehensive construction of a
moderately prosperous society, comprehensively deepen reform, comprehensively govern the
country according to law, and comprehensively administer the party strictly, so as to promote reform,
opening up and socialist modernization to a new level. The Party Central Committee with Comrade
Xi Jinping as the core put forward the idea of "comprehensively administering the party strictly"
and incorporated the comprehensive strict management of the party into the "four comprehensive"
strategic layout. A new plan for managing the party and ruling the party in the new era was given.
Comrade Xi Jinping has always attached great importance to how to comprehensively and strictly
administer the party and made a series of important expositions. At the Second Plenary Session of
the 19th Central Commission for Discipline Inspection,
1 "Digest of Xi Jinping's Expositions on Comprehensively Managing the Party Strictly", Central Literature Publishing House, 2016
edition, p. 105-106.
2 "Digest of Xi Jinping's Expositions on Comprehensively Managing the Party Strictly", Central Literature Publishing House, 2016
edition, page 4.
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Basic Issues of Xi Jinping Thought on Socialism with Chinese Characteristics for a New Era
Comrade Xi Jinping has profoundly grasped the important experience of comprehensively
administering the party strictly since the 18th National Congress of the Communist Party of China,
and summarized the adherence to the "six unifications", that is: adhere to the unity of ideological
party building and system party management, adhere to the unity of mission guidance and problem
orientation, adhere to the unity of grasping the "key minority" and managing the "overwhelming
majority", adhere to the unity of exercising power and assuming responsibility, adhere to the unity
of strict management and concern and trust, and adhere to the unity of supervision within the party
and the supervision of the masses. At the Third Plenary Session of the 19th Central Commission for
Discipline Inspection, Comrade Xi Jinping summed up the scientific law of strictly managing the
party and ruling the party with the "five musts" from the practice of reform and opening up over the
past 40 years, that is: we must resolutely safeguard the authority of the Party Central Committee and
centralized and unified leadership to ensure that the whole party is in step and acts in unison; We
must persist in administering the country before administering the party, and we must be strict in
administering the party to ensure that the party becomes the mainstay of the cause of socialism with
Chinese characteristics; we must persist in taking the people as the center and ensure that the party
is built for the public and the government is for the people; We must adhere to the style of reform
and innovation and arduous struggle to ensure that the party always walks in the forefront of the
times; We must resolutely struggle against negative and corrupt phenomena and ensure that the
party always maintains its upright and honest political character. These understandings of laws and
new experiences are hard-won and precious, and need to be upheld and deepened for a long time to
become an important principle of party building in the new era.
The core of comprehensively administering the party strictly is to strengthen the party's leadership.
Comrade Xi Jinping pointed out: "In order to unite and lead the people to carry out great struggles,
advance great causes, and realize great dreams, the Party must unswervingly adhere to and improve
the Party's leadership and unswervingly build the Party into a stronger and more powerful party." 1
If the Party's leadership is weakened, or even abandoned, the Party's political status will be lost, the
nature of socialism with Chinese characteristics will change, and the great achievements made by
the Chinese people in their continuous struggle will be destroyed. To strengthen the party's
leadership, it is necessary to strictly manage the party and administer the party. Administering the
party strictly in an all-round way is an inevitable requirement for strengthening the party's leadership
and is also an inevitable choice for strengthening the party's leadership.
The foundation for comprehensively administering the party strictly lies in comprehensiveness.
Comrade Xi Jinping once pointed out that the so-called comprehensive means to manage the whole
party and the whole party, covering all fields, aspects and departments of party building. Obviously,
administering the party strictly in an all-round way requires that all aspects of party building be
strict, that the content has no dead ends, runs through the entire process, involves all subjects, all
aspects, and all departments, and relies on the whole party, manages the whole party, and governs
the whole party.
1 Compilation of Documents of the 19th National Congress of the Communist Party of China, People's Publishing House, 2017
edition, page 49.
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The focus of comprehensively administering the party strictly is to grasp the "key minority." "If a
person does not lead the way, he will not obey, and if he does not be first, he will not believe.
Comrade Xi Jinping pointed out that "the key to strictly administering the party is to grasp the 'key
minority' of leading cadres and strictly manage leading cadres at all levels."1 The Sixth Plenary
Session of the 18th CPC Central Committee stressed: "To strengthen party building, we must do a
good job in leading cadres, especially senior cadres, and the key is to do a good job in the
composition of the Central Committee, the Political Bureau of the Central Committee, and the
Standing Committee of the Political Bureau of the Central Committee." Only by firmly grasping the
"key minority" and paying attention to giving play to their "head geese effect" can we achieve
remarkable results in comprehensively administering the party strictly.
The key to running the party strictly in an all-round way lies in strictness. The so-called strictness
means that the real management is really strict, the dare to manage the strict, and the long-term
management is strict. Comrade Xi Jinping stressed that there is no "Danshu iron ticket" for impunity
in the party, and there is no "iron hat king", and "serious inner-party political life is the basis for
comprehensively and strictly administering the party." To manage the party, the party must first
manage its inner-party political life; to administer the party strictly, it must first start from the party's
inner-party political life." 2 At the same time, it is necessary to grasp ideological strictness and
replenish the "calcium" of spirit; grasp discipline strictly, and put discipline in the forefront; grasp
the strict management of officials and adhere to the standards for good cadres in the new era; grasp
the strict work style and persist in the building of work style always on the road; grasp the anti-
corruption strictness and punish corruption with a zero-tolerance attitude; grasp the system of strict
management of the party, and regard the building of the party's internal laws and regulations system
with the party constitution as the fundamental observance as a major strategic task that has a bearing
on the party's long-term ruling power.
The key to administering the party strictly in an all-round way lies in administering the party. The
so-called governance means that from the party Central Committee to the provincial, municipal, and
county party committees, from the central ministries and commissions, the party leading groups
(party committees) of state organs and departments, to grass-roots party branches, they must
shoulder the main responsibility; party committee secretaries must regard doing a good job in party
building as a matter within their scope and must shoulder their duties; discipline inspection
commissions at all levels must shoulder the responsibility of supervision, dare to stare at black faces,
and dare to enforce discipline and accountability. In the past, we also talked about administering the
party strictly, but the biggest reason why it did not work well and achieved little results in many
places was that the main body of responsibility for managing the party and the party was not clear,
the accountability was ineffective, and the accountability was not strict. To administer the party
strictly in an all-round way means to be determined to solve this difficult problem, grasp the "bull's
nose" of the main responsibility of administering the party and the party, so that all the requirements
for administering the party and the party will become mandatory requirements, and the habit and
consciousness of administering the party strictly will be formed through long-term meritorious
service.
1 "Digest of Xi Jinping's Expositions on Comprehensively Managing the Party Strictly", Central Literature Publishing House, 2016
edition, page 138.
2 Xi Jinping on Governing the Country, Volume 2, Foreign Languages Publishing House, 2017, p. 44.
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2. Undergoing revolutionary forging in the course of comprehensively
administering the party strictly
Comprehensively administering the party strictly is a prominent highlight of the party Central
Committee's governance with Comrade Xi Jinping as the core since the 18th National Congress of
the Communist Party of China. After the implementation of this major strategy, the inner-party
political life has been renewed, the inner-party political ecology has noticeably improved, the party's
creativity, cohesion, and combat effectiveness have been significantly enhanced, the party's unity
and unity have been further consolidated, the relationship between the party and the masses has
improved significantly, and the party has become stronger in the revolutionary forging.
Comprehensively strengthen the party's leadership. The Party Central Committee with Comrade Xi
Jinping as the core clearly emphasizes that the Party, government, military, and civilian studies, the
Party is the leader of everything, and emphasizes that the Communist Party of China is the strong
leadership core and the highest political leading force for the cause of socialism with Chinese
characteristics. Through strict political discipline and political rules of the Party and the
implementation of the political responsibility of administering the Party at all levels, the political
awareness, overall situation, core awareness, and awareness of alignment of the whole Party have
been continuously enhanced, the political consciousness of safeguarding the authority of the Party
Central Committee and centralized and unified leadership has been continuously enhanced, and the
loose and soft situation of managing the Party and the Party has been greatly changed.
Strengthen the ideals and convictions of the whole party. Revolutionary ideals are higher than
heaven. Adhering to the goals and pursuit of communists has always been the foundation for
communists to live and survive. Noble beliefs and firm convictions do not arise spontaneously.
Comrade Xi Jinping pointed out, "To refine the 'King Kong not bad body', we must arm our minds
with scientific theories and constantly cultivate our spiritual home."1 Since the 18th CPC National
Congress, the CPC Central Committee has demanded that cadres at all levels, especially senior
cadres, regard the systematic mastery of Marxist theory as their housekeeping skills, and that party
members should study the basic theory of Marxism in their original form, the latest achievements
of the Sinicization of Marxism, and base their ideals and convictions on rational identification with
scientific theories, on a correct understanding of historical laws, and on an accurate grasp of the
basic national conditions. Under the strong promotion of the Party Central Committee, the
theoretical study of the whole party, especially the study of Xi Jinping Thought on Socialism with
Chinese Characteristics for a New Era, has been continuously advanced, and the belief in Marxism,
the belief in socialism with Chinese characteristics, and the realization of the Chinese dream of the
great rejuvenation of the Chinese nation have been further strengthened.
1 "Digest of Xi Jinping's Expositions on Comprehensively Managing the Party Strictly", Central Literature Publishing House, 2016
edition, page 61.
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Focus on the building of the party's work style. The party's work style is the party's image, which
has a bearing on people's hearts and minds and on the party's survival. The party Central Committee
has firmly grasped the strengthening of the party's work style, put discipline in the forefront, started
with the formulation and implementation of the eight central regulations, and issued a mobilization
order to solve the problem of the party's work style. The party Central Committee has intensively
carried out the party's mass line education and practice activities, focusing on solving the "four
winds" problem, and achieved major results; it has carried out special education on "three strictness
and three realities", and carried out a concentrated "calcium supplement" and "refueling" for leading
cadres at and above the county and department level in terms of ideology, work style, and party
spirit; promoted the normalization and institutionalization of the "two studies and one doing" study
and education, and further solved the problems existing in the party member contingent in terms of
ideology, organization, work style, discipline, and so on. The education on the theme of "not
forgetting the original intention and remembering the mission" as the general requirement has
achieved the specific goals of making gains in theoretical study, being baptized ideologically and
politically, daring to take on responsibilities for entrepreneurship, serving the people and solving
problems, and setting an example of honesty and integrity.
Build a large contingent of high-quality cadres. The key to building socialism with Chinese
characteristics lies in building a large contingent of high-quality cadres and cultivating a contingent
of cadres with iron general belief, iron general belief, iron general discipline, and iron general
responsibility. Since the 18th National Congress of the Communist Party of China, the Party Central
Committee has put forward the party's organizational line for the new era: fully implement Xi
Jinping Thought on Socialism with Chinese Characteristics for a New Era, focus on the construction
of the organizational system, focus on cultivating high-quality cadres who are loyal, clean and
responsible, focus on gathering outstanding talents in all aspects who are patriotic and dedicated,
adhere to both ability and political integrity, put virtue first, and appoint people on merit, and provide
a strong organizational guarantee for upholding and strengthening the party's overall leadership,
adhering to and developing socialism with Chinese characteristics. In accordance with the standards
of good cadres in the new period of "firm conviction, serving the people, being diligent and
pragmatic, daring to take on responsibilities, and being honest and honest," efforts should be made
to train and select good cadres who are loyal, clean, and responsible for the needs of the party and
the people, and strive to crack down on "only votes", "only points", "only GDP", "only age", and
"only education." We should resolutely investigate and deal with such behaviors as interceding and
greeting, asking for official posts, buying and selling official posts, and soliciting votes and bribing
votes, and earnestly solve the problems of weakening, weakening, and marginalizing grassroots
party organizations, and the situation and atmosphere of selecting and employing people have
noticeably improved, and the organizational foundation of the party's ruling power has been
continuously consolidated.
An overwhelming trend in the fight against corruption has been formed. Corruption is a social cancer
and the biggest threat facing the party. Since the 18th CPC National Congress, the CPC Central
Committee has cracked down on corruption, adhered to no forbidden areas, full coverage, and zero
tolerance, unswervingly "fought tigers," "flapped flies," and "hunted foxes," seriously investigated
and dealt with a number of corrupt and degenerate elements such as Zhou Yongkang, Bo Xilai, Guo
Boxiong, Xu Caihou, Sun Zhengcai, and Ling Jihua; and investigated and dealt with a series of
major cases, such as "systematic corruption" in Shanxi, election sabotage in Hengyang, Hunan
Province, vote solicitation and bribery in Nanchong, Sichuan, and vote
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solicitation and bribery in Liaoning, which have formed a strong deterrent effect on corruption. We
should deepen the reform of the discipline inspection and supervision system, strengthen
supervision and restraint over power, focus on promoting the extension of strict party management
to the grassroots level in an all-round way, and initially realize the goal of not daring to be corrupt,
the cage that cannot be corrupted is getting stronger and stronger, the that does not want to be corrupt
is being built, and the anti-corruption struggle has won an overwhelming victory.
Use systems to manage the party and govern the party. Strengthening the building of inner-party
laws and regulations is a long-term and fundamental policy for comprehensively and strictly
administering the party. Since the 18th National Congress of the Communist Party of China, the
Party Central Committee has adhered to the principle of governing the country according to law and
the system, governing the party according to regulations, and promoting overall planning and
integrated construction. The central authorities have promulgated or revised more than half of the
existing internal party regulations, and the system of internal party laws and regulations has been
continuously improved, initially forming an internal party laws and regulations system with the
party constitution as the foundation, democratic centralism as the core, and guidelines, regulations
and other internal party regulations as the main trunk.
3. Promote the development of strict party management in an all-round way
and in depth
Since the 18th CPC National Congress, historic achievements have been made in administering the
party strictly, but we must not be blindly optimistic. Reality warns us that there is still a heavy task
and a long way to go in comprehensively administering the party strictly, and we must not slacken
our efforts in administering the party for a moment. As Comrade Xi Jinping pointed out in his report
to the 19th National Congress of the Communist Party of China: "The whole party must soberly
realize that the ruling environment facing our party is complex, the factors affecting the advanced
nature of the party and weakening the purity of the party are also complex, and the outstanding
problems existing in the party such as impure ideology, impure organization, and impure work style
have not yet been fundamentally resolved." It is necessary to profoundly understand the long-term
nature and complexity of the tests facing the party in ruling, reform and opening up, market economy,
and external environment, and profoundly understand the sharpness and severity of the dangers of
spiritual slackness, lack of ability, separation from the masses, and passive corruption that the party
is facing, persist in being problem-oriented, maintain strategic concentration, and promote the
development of strict party management in an all-round way and in depth. "1
1 Compilation of Documents of the 19th National Congress of the Communist Party of China, People's Publishing House, 2017
edition, page 49.
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The 19th CPC National Congress put forward the general requirements for party building in the new
era, that is: uphold and strengthen the party's comprehensive leadership, insist that the party should
manage the party and administer the party strictly in an all-round way, take strengthening the party's
long-term ruling capacity building, advanced and purity building as the main line, take the party's
political construction as the command, take firm ideals and convictions as the foundation, and
mobilize the enthusiasm, initiative, and creativity of the whole party as the focus of efforts to
comprehensively promote the party's political, ideological, organizational, and work style building.
The building of discipline should run through the building of systems, promote the anti-corruption
struggle in depth, continuously improve the quality of party building, and build the party into a
Marxist ruling party that is always in the forefront of the times, wholeheartedly supported by the
people, brave in self-revolution, and able to withstand the tests of all kinds of storms. This general
requirement establishes the principles, principles, objectives, main line, overall layout, and strategic
arrangements for party building in the new era, and provides the basic guidelines for
comprehensively promoting party building in the new era and comprehensively administering the
party strictly in depth.
Upholding and strengthening the party's comprehensive leadership is the fundamental principle of
party building in the new era. We must understand the relationship between party building, the
party's overall leadership, and the strict management of the party from a political perspective. The
fundamental purpose of strengthening party building is to properly safeguard the party's leading
position and consolidate the party's ruling position and ruling foundation; while to uphold and
strengthen the party's comprehensive leadership, we must achieve the goal of strengthening party
building while promoting strict party management in an all-round way, so that the party can better
withstand the "four major tests" and "four dangers." Comrade Xi Jinping pointed out that China's
affairs must be handled well, first of all, the affairs of the Communist Party of China must be handled
well. "If the party is not managed effectively and strictly... Then sooner or later our party will lose
its qualification to govern and will inevitably be eliminated by history.1 The common adherence to
party building, the party's overall leadership, and the strict management of the party in the new era
is to "build the party into a Marxist ruling party that is always in the forefront of the times,
wholeheartedly supported by the people, brave in self-revolution, and able to withstand the tests of
all kinds of storms."2
The overall layout of party building in the new era aims to solve the major issue of "how to build
the party" in the new era, including political construction, ideological construction, organizational
construction, work style building, and discipline building, and to penetrate the system building and
promote the anti-corruption struggle in depth. The main line of party building is to strengthen the
party's long-term ruling capacity building and the building of its advanced nature and purity.
Strengthening the party's long-term ruling capacity emphasizes that the party should be prepared for
danger in times of peace and always maintain a high degree of vigilance against the risks faced by
the party's long-term ruling. keep
1 "Digest of Xi Jinping's Expositions on Comprehensively Managing the Party Strictly", Central Literature Publishing House, 2016
edition, page 5.
2 Compilation of Documents of the 19th National Congress of the Communist Party of China, People's Publishing House, 2017
edition, p. 50.
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Basic Issues of Xi Jinping Thought on Socialism with Chinese Characteristics for a New Era
The advanced nature and purity of the party is the fundamental task and eternal task of the self-
building of a Marxist political party.
The foothold of party building in the new era is to continuously improve the quality of party building.
For the first time in the history of the Party, the 19th National Congress of the Communist Party of
China clearly put forward the proposition of "improving the quality of Party building", and it has a
clear sense of the times and problem-oriented. Party building in the new era is not only the
development of the scale of the party's organization, but also the improvement of the quality of party
building, including the quality of party members, grassroots organizations, and internal party laws
and regulations.
In order to implement the general requirements of party building in the new era, the party Central
Committee has made new arrangements for party building in the new era, emphasizing the need to
put the party's political construction in the first place, arm the whole party with Xi Jinping Thought
on Socialism with Chinese Characteristics for a New Era, build a team of high-quality and
professional cadres, strengthen the building of grassroots organizations with a focus on improving
organizational strength, persist in upright conduct and discipline, win an overwhelming victory in
the anti-corruption struggle, improve the supervision system of the party and the state, enhance the
party's self-purification ability, and comprehensively enhance its ruling ability. Comrade Xi Jinping
pointed out: "To lead a large socialist country with more than 1.3 billion people, our party must not
only be strong in politics, but also have strong skills. "1 The whole party, especially leading cadres,
should earnestly enhance the eight skills, including the ability to study, political leadership, reform
and innovation, scientific development, ruling according to law, mass work, vigorously grasping
implementation, and controlling risks, and continuously improve their leadership ability and ruling
level. As long as the party builds itself well and strongly, and ensures that the party is always with
the people, it will certainly be able to lead the ship carrying the great dream of the Chinese people
to break the waves.
Section 2: The political building of the Party is the
fundamental building of the Party
The political building of the Party is the fundamental building of the Party and determines the
direction and effect of Party building.
1 Compilation of Documents of the 19th National Congress of the Communist Party of China, People's Publishing House, 2017, p.
54-55.
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Comrade Xi Jinping emphasized that party building in the new era should be guided by the party's
political construction and put the party's political construction in the first place. This is a major
proposition put forward by the party based on the new mission of the new era, with a profound
insight into its own nature, historical experience, and the law of construction, and is a programmatic
requirement for comprehensively promoting the new great project of party building in the new era.
1. Put the party's political construction in the first place
Putting the party's political building in the first place and leading party building in this way is
fundamentally determined by the core position of political construction in building the party and
rejuvenating the party, by the fundamental nature and purpose of the party, and by the party's ruling
mission and fighting goals in the new era. By grasping the "bull's nose" of political construction, we
can grasp the soul and grasp the program.
Political attributes are the first attributes of political parties, and political construction is the first
requirement for party building. Political parties in the modern sense are all political organizations
condensed around a certain political program, political line, and political goals, and different
political objectives and political propositions not only reflect the essential differences of political
parties, but also determine the future and fate of political parties. If you don't talk about politics, you
can't become a political party, and losing your political nature means changing your course.
Classic writers of Marxism have always attached importance to political issues and the political
construction of political parties. Engels emphasized that the political domination of the proletariat
is a means of eliminating classes, therefore, "the question is only how to engage in politics and what
kind of politics." And for us it is impossible to abandon politics." 1 He added: "After all, a new
program is always a banner that has been raised publicly, and the outside world will judge the party
by it.2 Lenin clearly pointed out: "Politics cannot fail to occupy the first place in comparison with
the economy." To not affirm this is to forget the minimum common sense of Marxism. 3 These
expositions on the nature of political parties embody the distinctive characteristics of the Communist
Party.
1 Selected Works of Marx and Engels, vol. 3, People's Publishing House, 2012, p. 169.
2 Selected Works of Marx and Engels, vol. 3, People's Publishing House, 2012, p. 350.
3 "Lenin's Essays on Dialectical Materialism and Historical Materialism", People's Publishing House, 2009 edition, p. 302.
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Basic Issues of Xi Jinping Thought on Socialism with Chinese Characteristics for a New Era
Paying attention to the party's political building and placing the party's political building in an
important position is a high degree of consciousness that the CPC has consistently and consciously
carried out. During the revolutionary period, Comrade Mao Zedong put forward the famous thesis
that "party building must be closely linked with the party's political line" and demanded that the
whole party step up political training and raise its political level. After the founding of New China,
Comrade Mao Zedong attached greater importance to the party's political construction, pointing out:
"Political work is the lifeline of all economic work.1 In the new period of reform and opening up,
Comrade Deng Xiaoping stressed that we must always stress politics, "Socialist modernization is
our biggest politics at present, because it represents the greatest interests and the most fundamental
interests of the people." 2 Since the 18th National Congress of the Communist Party of China,
Comrade Xi Jinping has clearly pointed out: "As a Marxist political party, our party emphasizes
politics as an outstanding feature and advantage. ...... Is the Communist Party still called the
Communist Party if it doesn't talk about politics?"3 Along the way, the Communist Party of China
has continuously won one major victory after another in revolution, construction, and reform, which
is inseparable from the party's clear-cut emphasis on politics and its emphasis on strengthening
political construction.
Since the 18th National Congress of the Communist Party of China, the most fundamental reason
why the Party and the country have made historic achievements and undergone historic changes is
that the Party Central Committee with Comrade Xi Jinping as the core has insisted on considering
the overall work from the political point of view, led China's development with strong political
determination, overcome difficulties with strong political courage, and gathered strength with lofty
political character, thus promoting the solution of many difficult problems that have been wanted to
be solved for a long time but have not been solved, accomplishing many major things that were
wanted to be done in the past but failed to accomplish, and opening up a new realm of governing
the country and managing the party and the party.
Putting the party's political construction in the first place is an important choice for the party Central
Committee with Comrade Xi Jinping as the core to comprehensively and strictly administer the
party and eliminate the threat to the development of the party's cause. Due to reasons such as lax
and soft management of the party during a period of time, some tendencies within the party that do
not stress politics, downplay politics, and depoliticize have not been fundamentally resolved. The
phenomena of not taking politics seriously, believing that stressing politics is false and "leftist,"
phenomena of not abiding by political discipline and political rules, and not being able to follow
orders or prohibitions, lack of political consciousness and political determination, and the
phenomenon of protecting oneself on major issues of principle exist in large quantities.
1 The Collected Works of Mao Zedong, vol. 6, People's Publishing House, 1999 edition, p. 449.
2 Selected Works of Deng Xiaoping, vol. 2, People's Publishing House, 1994 edition, p. 163.
3 "Xi Jinping's Expositions on Comprehensively Administering the Party Strictly, ed.", Central Literature Publishing House, 2016
edition, page 80.
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Basic Issues of Xi Jinping Thought on Socialism with Chinese Characteristics for a New Era
These are all manifestations of political vacillation and weakening. Comrade Xi Jinping pointed out
that "political problems are fundamental and big problems at all times"1 and that "political problems
among cadres are no less harmful to the party than corruption, and some are even more serious than
corruption."2 To maintain the true political character of a Marxist party and maintain the party's
vigorous vitality, we must grasp political construction as a basic project and a life project, and make
efforts to consolidate the foundation and build the foundation so that the party will always be strong
politically.
2. Earnestly strengthen the party's political building
Comrade Xi Jinping pointed out that it is necessary to set the political direction, adhere to the party's
political leadership, consolidate the political foundation, conserve the political ecology, prevent
political risks, always maintain the true political color, improve political ability, and provide an
important guarantee for the continuous development and growth of our party and from victory to
victory.
Put the quasi-political direction. Political direction is the first issue for the survival and development
of the party, and it has a bearing on the party's future and destiny and the success or failure of its
cause. To strengthen the party's political building in the new era, we must regard adherence to the
correct political orientation as the fixed star and ballast stone. If the political direction goes astray,
we will make disastrous and subversive mistakes.6 The correct political direction is principled and
concrete, and the most important thing is to adhere to the Marxist guidance and position, adhere to
the lofty ideal of communism and the common ideal of socialism with Chinese characteristics, the
"two centenary goals", adhere to the party's leadership over all work, and adhere to the party's basic
theory, basic line, and basic strategy, adhere to the purpose of the party. We must take these
fundamental political principles as the coordinates for planning all work, run through all aspects and
the entire process of administering the party, and resolutely oppose all phenomena that weaken,
question, and negate the party's leadership and China's socialist system.
Adhere to the party's political leadership. The most important thing is to achieve "two safeguards",
the most important thing is to resolutely safeguard the core position of Comrade Xi Jinping of the
Party Central Committee and the core of the whole Party. It is necessary to adhere to the party's
overall control of the overall situation, coordinate all parties, establish and improve the institutional
system for upholding and strengthening the party's comprehensive leadership, and provide a solid
institutional guarantee for implementing the party's leadership in all aspects and links in all fields of
governance.
1 "Digest of Xi Jinping's Expositions on Comprehensively Managing the Party Strictly", Central Literature Publishing House, 2016
edition, page 87.
2 "Digest of Xi Jinping's Expositions on Strict Party Discipline and Rules", Central Literature Publishing House, China Founder
Publishing House, 2016 edition, p. 23
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Upholding the party's political leadership inevitably requires improving the party's leadership style,
which means adhering to democratic centralism as the fundamental leadership system, adhering to
the mass line as the basic leadership method, and adhering to the basic leadership method of ruling
according to law, strengthening scientific thinking, and resolutely implementing the party's line,
principles, and policies.
Firm political beliefs. Only when we are sober in theory and firm in theory can we strengthen our
political beliefs. To strengthen our ideals and convictions, we must firmly establish the lofty ideal
of communism and the common ideal of socialism with Chinese characteristics, stand up the
spiritual backbone of communists, resolutely prevent believing in Marxism and Leninism, ghosts
and gods, and money without believing in truth, and resolutely oppose all kinds of erroneous ideas
that distort, tamper with, and negate Marxism. Adhere to the guiding position of Marxism, insist on
arming the whole party and educating the people with Xi Jinping Thought on Socialism with
Chinese Characteristics for a New Era, consolidate the ideological foundation, and remember the
original mission. The party's basic line in the initial stage of socialism is the lifeline of the party and
the country and the happiness of the people, and it must be resolutely defended and firmly
implemented. The more we face the severe and complicated international and domestic situations
and the more we are in the crucial period of the great rejuvenation of the Chinese nation, the more
we must keep a sober mind and strategic determination and implement the party's political line.
Purify the political ecology. We must take the creation of a clean political ecology as a basic and
regular task. It is necessary to start with serious inner-party political life, strictly implement the
"Several Guidelines for Inner-Party Political Life in the New Situation," focus on improving the
quality of inner-party political life, continuously enhance the political, epochal, principled, and
combative nature of inner-party political life, and strive to form a political situation in the whole
party that is both centralized and democratic, disciplined and free, unified in will, and comfortable
and lively in the individual. Strictly observe the party's political discipline and political rules, regard
resolutely fulfilling the "two safeguards" as the primary political discipline, properly observe and
implement it, adhere to the "five musts," and seriously investigate and deal with the "seven haves"
problem. Develop a positive and healthy inner-party political culture, adhere to the "three strictness
and three truths", vigorously carry forward the values of loyalty and honesty, fairness and decency,
seeking truth from facts, honesty and integrity, and vigorously advocate refreshing comradely
relations, well-behaved relations between superiors and subordinates, and clean government-
business relations. We should give prominence to political criteria in selecting and appointing
personnel, always put political criteria in the first place, pay attention to selecting and promoting
cadres who comprehensively implement the party's theory, line, principles, and policies, and are
loyal and clean and responsible, and implement a "one-vote veto" for politically unqualified cadres.
Resolutely oppose corruption and build clean politics, adhere to heavy containment, strong pressure,
and long-term deterrence, and use the "four forms" of supervision and discipline to continue to
maintain a high-pressure situation against corruption. Tighten the institutional cage, improve the
supervision system of the party and the state, and cut off the chain of interest transmission through
reform and institutional innovation.
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Basic Issues of Xi Jinping Thought on Socialism with Chinese Characteristics for a New Era
Guard against political risks. Political risk is a major issue directly related to the party's ruling
position and the long-term peace and stability of the party and the country. Preventing political risks
is an important part of strengthening the party's political construction, and is a political prerequisite
for ensuring the stability of the political power and making the party always the core of socialist
leadership with Chinese characteristics. On the journey of winning the great victory of socialism
with Chinese characteristics in the new era, it is necessary not only to guard against major domestic
political risks, win the battle of comprehensively deepening reform, and consolidate the
overwhelming victory in the anti-corruption struggle for development, but also calmly deal with
risks and challenges from foreign politics, strengthen the correct political stance, and avoid making
subversive mistakes on fundamental issues. Resolutely implement the overall concept of national
security, implement the requirements of the Party Central Committee on maintaining political
security, and ensure China's political security.
3. Continuously improve the political ability of Party organizations and Party
members and cadres at all levels
The strength of the party comes from the organization and from the vast number of party members
and cadres. The key to putting the party's political building in the first place and strengthening the
party's political building lies in improving the political ability of party organizations at all levels and
party-member cadres. On the basis of the 19th National Congress of the Communist Party of China
clearly requiring the whole party to strengthen its political leadership skills, Comrade Xi Jinping
also specially advised that senior party cadres should pay attention to improving their political
ability and match their political ability with their leadership responsibilities.
Constantly strengthening the political nature of party organizations at all levels is an important way
to improve the political ability of party organizations. Political attributes are the fundamental
attributes of party organizations, and political attributes must be highlighted from the party Central
Committee to local party committees, from grassroots party organizations at all levels to party
groups in various localities and departments, and from party discipline inspection commissions at
all levels to party work organs. All Party members should strengthen the Party's consciousness and
organizational concept, and all Party organizations and all Party members must firmly establish a
sense of playing chess, work in unison under the centralized and unified leadership of the Party
Central Committee, and form the overall joint force of the Party's organizational system.
Giving play to the political functions of state organs, mass organizations, and state-owned
enterprises and institutions is an inevitable requirement for enhancing the party's political ability.
First of all, state organs are essentially political organs, and it is their duty to speak clearly about
politics. State organs should always adhere to the implementation of economic and social
management activities in accordance with the law under the leadership of the party, and actively
and proactively implement the party's leadership propositions and major policy decisions and
arrangements.
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It is necessary to improve the political position, set the political orientation, pay attention to political
results, consider political influence, resolutely prevent and correct erroneous understandings and
practices that separate and oppose politics and business, and ensure that politics and business are
integrated and highly unified. Second, mass organizations are political organizations under the
leadership of the Party, and they must actively play their political role. It is necessary to
conscientiously perform political duties, give full play to the role of the bridge and link linking the
masses of the people, increase the intensity of political mobilization, political guidance, and political
education, and better undertake the political task of guiding the masses to listen to and follow the
party. Deepen the implementation of the Party Central Committee's decision-making and
deployment on the reform of the masses, and earnestly enhance the political, advanced, and mass
nature of the masses. Third, strengthen the political orientation of state-owned enterprises and
institutions. State-owned enterprises and institutions are an important force to rely on for the party
to govern and rejuvenate the country, and they must always adhere to the party's leadership,
conscientiously implement the decisions and arrangements of the party central committee on
promoting the reform and development of state-owned enterprises and institutions, earnestly
strengthen the party building work of the units, give full play to the important role of party
organizations, and ensure that their units adhere to the correct political direction and achieve good
political results.
Improving the political skills of party members and cadres is the key to enhancing the party's
political ability. Party-member cadres are the backbone of the party's ruling and rejuvenating the
country, and they must earnestly improve their ability to grasp the direction, the overall trend, and
the overall situation, and their ability to distinguish between right and wrong in politics, maintain
political concentration, control the political situation, and prevent political risks through
strengthening political ability training and political practice experience. Efforts should be made to
enhance political awareness and political standing, take a clear-cut attitude in the face of major
issues of right and wrong, and always maintain a high degree of consistency with the Party Central
Committee in terms of political stance, political direction, political principle, and political road. He
is good at studying and judging the situation and analyzing problems politically, consciously
thinking about problems and doing work under the overall situation of the work of the party and the
state, and doing everything to obey the overall situation and serve the overall situation. Enhance
awareness of danger and risk, take the initiative to shoulder the political responsibility of daring to
struggle, dare to shoulder, and dare to be responsible, consciously plunge into the tests of various
struggles, improve political skills in practical work and concrete actions, enhance political
sensitivity and political discernment, strengthen resolutely resist behaviors that violate political
discipline and endanger political security, be "fighters" who have the courage to struggle, and do
not be "gentlemen" who cherish feathers.
Section 3: Courageous to self-revolution
The courage to self-revolution is the most distinctive character of the Communist Party of China
and the greatest advantage of the Party.
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Comrade Xi Jinping pointed out: "The greatness of the Communist Party of China does not lie in
not making mistakes, but in never hiding from medical treatment, daring to face problems head-on,
daring to self-revolution, and having a strong ability to repair itself."1 The Party can lead the people
in a great social revolution and can also carry out a great self-revolution.
1. The courage to self-revolution is the most distinctive character of the Party
Upholding self-revolution is an inevitable requirement of the nature of a Marxist political party. In
order to maintain its advanced nature and purity and realize its lofty mission, a Marxist political
party must unswervingly solve its own problems and build and temper itself with the spirit of
courageous self-revolution. The fundamental mission and lofty ideal of a Marxist political party is
to realize communism. Realizing such lofty missions and ideals is the most majestic and magnificent
undertaking in the history of human society, as well as the most arduous and complex task. This
means the continuous transformation of the objective world and the subjective world, the continuous
change of productive forces and production relations, the economic base and superstructure, and the
continuous opening up of a new history and new era of human society, and its internal logical
premise is to carry out the most resolute and thorough revolution. This is why Lenin, in his
evaluation of Marxism, emphasized the profound truth that it is "critical and revolutionary in
nature." In the revolution carried out by the Marxist party, the self-revolution bears the brunt of the
revolution, and it is necessary to fight against all problems that weaken the advanced nature and
undermine the purity, so as to cure the disease and heal the wounds, and promote the turbidity. Marx
also said that the proletarian revolution differs from other revolutions in that it criticizes itself and
grows by criticizing itself.
Self-revolution has always run through the struggle of the Communist Party of China in the past
100 years. A history of the Party is a history of the Party's courage to revolutionize itself. In the
early days of the founding of the party, the resolute struggle against the "left" adventurous mistakes
existing in the party before the Long March, against the errors of "left" dogmatism during the Long
March, and against Zhang Guochuan's separatist behavior was a self-revolution; the resolute
struggle against subjectivism, sectarianism, and the eight strands of the party existing in the party
through rectification during the Yan'an period was a self-revolution; the struggle against corruption,
anti-waste, and waste carried out after the founding of New China was a self-revolution; Anti-
bureaucracy and the like are also self-revolution.
1 Selected Important Documents Since the 18th National Congress (Part II), Central Literature Publishing House, 2018 edition,
page 589.
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It is precisely in the continuous self-revolution that the Party has turned crises into security and
turned crises into opportunities, constantly growing from small to large and from weak to strong,
leading the Chinese people from victory to victory.
Reform is another self-revolution of the Party. This revolution has profoundly changed Chinese
society, the Chinese nation, and the Communist Party of China itself. From taking class struggle as
the keynote to taking economic construction as the center, from being closed and semi-closed to
opening up to the outside world in an all-round way, and from a planned economy to a socialist
market economy, the reform and opening up over the past 40 years and more have fully embodied
the party's self-revolution in the process of socialist construction of some ideologies, behavioral
habits, and institutional mechanisms that do not meet the requirements of modernization. It was
precisely such a profound self-revolution that the Party began the great journey of leading the
Chinese people to build socialism with Chinese characteristics. Since the 18th National Congress of
the Communist Party of China, the Party Central Committee with Comrade Xi Jinping as the core
has started by strictly managing the Party and ruling the Party, and has opened a knife to the stubborn
and stubborn diseases in the Party with the political courage of the blade inward, which has more
clearly embodied the Party's firm determination, strong will and consistent revolutionary spirit to
dare to self-revolution. It is precisely by relying on the courage of self-revolution and the spirit of
strong men breaking their wrists that the party has constantly cracked the curse of "historical cycle
rate" and achieved another "phoenix nirvana", has achieved a strong improvement in its own combat
effectiveness, realized the strong cohesion of the party's heart, the army's heart, and the people's
heart, constantly created a new situation in managing the party and the party, and successfully
opened up a new realm of socialism with Chinese characteristics.
The courage of self-revolution is an important way for the CPC to adhere to the problem-oriented
approach to promote the development of the cause, demonstrating its fearless revolutionary courage.
Comrade Xi Jinping pointed out that under the circumstances of profound changes in the conditions
of the world, the country, and the party, "whether there is a strong spirit of self-revolution, whether
there is a strong characteristic of self-purification, and whether it can persistently fight against its
own problems and mistakes has become a key factor determining the success or failure of the
party."1 In order to rejuvenate and strengthen the party, we must build and temper ourselves with
the spirit of courageous self-revolution. On the one hand, the decisive victory in building a
moderately prosperous society in an all-round way, the comprehensive construction of a modern
socialist country, and the realization of the great rejuvenation of the Chinese nation have put forward
unprecedented new challenges and new requirements for the party. On the other hand, the "four
major tests" and "four dangers" have existed for a long time, and the party can only face the problems
head-on and eliminate all viruses that erode the healthy body of the party. Only by ensuring that the
Party has vigorous vitality and strong combat effectiveness can we provide a strong guarantee for
the development of the cause of the Party and the country.
1 Selected Important Documents Since the 18th National Congress (Part II), Central Literature Publishing House, 2018 edition,
page 591.
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2. the essence of courageous self-revolution
Revolution, in its original sense, is to reform the old and innovate, to keep the right and to bring out
the new, and its value direction is to improve, to the new, and to the good. Self-revolution means
that this revolution is the subject's conscious, spontaneous, and automatic behavior towards itself.
The self-revolution of the Communist Party of China is, in a nutshell, not forgetting its original
mission, keeping in mind its purpose of serving the people, insisting on proceeding from reality in
everything, and achieving self-purification, self-improvement, self-innovation and self-
improvement through self-vigilance, self-denial, self-reflection and self-transcendence.
The noble pursuit of upholding truth and correcting mistakes. History always follows a tortuous
path, smooth sailing is ideal, and zigzagging forward is the norm. The development of world history
shows that the greatness of a political party does not depend on riding lightly and striding forward
in good times, but on whether it can go against the trend in adversity, whether it can be reborn in
desperate situations, whether it can correct chaos after mistakes, and whether it can resolutely rise
up after setbacks. In the past hundred years, the Communist Party of China has had the glory of
triumphant performance, but also the trough of mistakes and setbacks, and even stood on the
precipice of life and death for a time. However, at critical junctures in history, the Party has always
been able to turn the tide and turn dangers into dangers because it dares to uphold the truth, correct
mistakes, and always maintain the courage to revolutionize itself and start all over again; it always
has a strong ability to correct mistakes and repair itself. Comrade Mao Zedong pointed out in his
article "Serving the People": "Because we serve the people, if we have shortcomings, we are not
afraid of criticism and pointing them out."1 "As long as we uphold the good for the interests of the
people and correct the wrong for the interests of the people, our team will surely prosper.2 The
Communist Party of China is open-minded and open-minded, and has always adopted a materialist
attitude towards the mistakes made by the Party in its understanding and practice. As Comrade Xi
Jinping pointed out: "Our party has always maintained the spirit of self-revolution, maintained the
courage to admit and correct mistakes, picked up a scalpel again and again to eliminate its own
diseases, and solved its own problems again and again by itself."3
1 Selected Works of Mao Zedong, vol. 3, People's Publishing House, 1991 edition, p. 1004.
2 Selected Works of Mao Zedong, vol. 3, People's Publishing House, 1991 edition, p. 1004.
3 Selected Important Documents Since the 18th National Congress (Part II), Central Literature Publishing House, 2018 edition,
page 590.
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Inward, selfless and fearless political courage. Self-revolution means "revolutionizing" one's own
life and "using a knife" on one's own existing problems; it means introspecting oneself, denying
oneself, abandoning oneself, and surpassing oneself. However, the blade inward and self-revolution
is not a metaphysical view of negation, but a dialectical view of negation: that is, the purpose of
self-revolution is not to overthrow oneself and completely deny oneself, not to change course and
change the banner, but to ensure that the Party always becomes a strong leadership core for the great
cause and that the socialist system with Chinese characteristics is more mature and more stereotyped.
A mature and powerful Marxist political party has both the determination to uphold itself and the
courage to renew itself; the self-confidence to be beautiful and the consciousness to expose the
shortcomings and ugliness; and the courage to "change other people's lives" and the courage to
"change one's own life." The party's self-revolution is arduous work; it breaks the barriers of
interests, and it is more difficult to touch interests than to touch the soul; it is the malpractice of the
system that is eliminated and the cancer of corruption removed, so it is a very difficult revolution.
Since the 18th CPC National Congress, the party has fought many "tigers," slapped "flies," and
opposed the "four winds" for a long time, which has exceeded the expectations of the Chinese people
and surprised outsiders. Such a self-revolution could not have been achieved without the courage to
break the cauldron and sacrifice others, and without the courage to scrape bones to cure poison and
break the wrists of strong men.
The historical responsibility of all-round and whole-process change. All political parties that carry
out revolution have more or less taken some self-revolutionary actions, but the breadth and intensity
of self-revolution determine the realm that different political parties can achieve. The self-revolution
of the Communist Party of China is an all-round revolution and a revolution of the whole process,
and it has the characteristics of active planning, conscious initiation, and independent control,
including both revolution to itself and the cause it promotes, and is the unity of advancing the party's
cause and strengthening self-construction. It is precisely on the basis of a sober understanding of
"whether China's problems are going to occur or within the Communist Party" that the Party's
revolution for itself is not only a kind of soberness, a consciousness, and a kind of responsibility,
but also a practical action of managing the party and administering the party, and it is the unity of
knowledge and action. Such a revolution emphasizes self-supervision and self-repair, but does not
exclude external supervision such as mass supervision, social supervision, and public opinion
supervision; it is the result of the joint efforts of all quarters and the unity of self-discipline and other
disciplines. Such a revolution, covering all aspects and fields of party building, is to make ideology
and theory full of creativity, to make the organizational system more mobilizing, to make the style
and image more affinity, to make the institutional system more mature and formalized, and to make
the fight against corruption and clean government more symptomatic and cure. There is no end to
such revolutions; as far as specific stages and goals are concerned, the revolution has already
succeeded; in terms of a larger scope and a longer historical period, the revolution has not yet
succeeded, and comrades still need to make efforts.
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Of course, self-revolution has different historical tasks in different historical stages, embodies
different phased characteristics, and is the unity of stages and processes."
Reform the old and innovate, keep the right and produce new practical actions. Social life is practical
and changing in nature, dialectics is critical and revolutionary in nature, and self-revolution
embodies the practical character and critical spirit of Marxism. The party's self-revolution is a will,
a spirit, a pursuit, and a courage, but in the final analysis it is an action, a practical action that breaks
through stereotypes and opens up and innovates. The Party has always had the courage to open up
a new situation in its undertakings with practical actions of self-renewal. During the revolutionary
years, the Party led the Chinese people to create a "revolutionary world miracle," and the
fundamental reason was that we did not follow the old path of the Western democratic revolution
and did not copy the path of the "October Revolution" in Russia, but embarked on a new democratic
revolutionary road of encircling the cities in the countryside and seizing political power by force;
during the construction era, the CPC led the Chinese people to create a "world miracle of
development." The fundamental thing lies in the fact that we have not simply continued the master
version of China's history and culture, simply applied the template envisaged by the classic writers
of Marxism, did not copy the model of socialist practice in other countries, did not copy the
experience of foreign modernization development, but embarked on a path of socialism with
Chinese characteristics. The successful opening up of the road of the new democratic revolution and
the road of socialism with Chinese characteristics is a true portrayal of the party's spirit of self-
revolution and a great achievement of the practice of self-revolution.
3. there is no end to the self-revolution
A century of great deeds. The Party leads the people in carrying out the great social revolution and
constantly advances, and the Party's great self-revolution will never stop.
Maintain the strategic focus of self-revolution in firm faith and conviction. Engels once pointed out:
"The movement of the proletariat must go through various stages of development; at each stage
there are some people who stop and no longer advance."1 There may be many reasons why these
people are not moving forward, but the most important is the loss of faith or abandonment of faith;
1 Selected Works of Marx and Engels, vol. 4, People's Publishing House, 2012, p. 514.
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They will even "use the party to do private dirty work",1 let alone self-revolution. Therefore, as far
as the Communist Party of China is concerned, in order to maintain the strategic strength of self-
revolution, it must attach importance to strengthening the soul with ideals and beliefs, and the firmer
the faith and conviction, the more it dares to "throw away all the old and dirty things in oneself."2
In today's China, the trend of social thought is becoming increasingly diverse and diverse, the
principle of commodity exchange in the market economy penetrates widely into social and political
life, and there is still a market among some Communist Party members, such as the communist
"theory of obscurity" and the "theory of obsolescence" of Marxism. This will have a certain impact
on maintaining the determination to self-revolutionize. We must make good use of the magic
weapon of ideological party building, promote the "study of the heart" of communists, focus on
educating party members and cadres with Xi Jinping Thought on Socialism with Chinese
Characteristics for a New Era, the latest achievement of Marxism in Sinicization, and continue to
strengthen the cultivation of party spirit of the whole party. Only when theoretical attainment and
party spirit cultivation are strengthened, and there is no shortage of "calcium" in spirit, will we
always maintain the backbone and confidence of self-revolution.
Adhere to the correct direction of self-revolution in accordance with the will of the people. The
people's position is the fundamental political stand of the CPC, and taking the people as the center
is the starting point and foothold of the CPC's cause development. Without the people, all the Party's
struggles and ideals will not only be in vain, but will also become meaningless. The same is true of
self-revolution. Comrade Xi Jinping pointed out: "Only by not seeking selfish interests can we seek
fundamental and great benefits, and only then can we proceed from the nature and fundamental
purpose of the party and the fundamental interests of the people, and examine ourselves." 3 To
comply with the will of the people, it is necessary to always grasp the ruling logic of building the
party for the public and ruling for the people, strictly prevent and investigate all phenomena of
abusing power for personal gain, and resolutely prevent the emergence of vested interest groups
within the party. To comply with the will of the people, we must dare to break down the barriers of
interests, so that the people can share the fruits of reform and development and have a greater sense
of gain. As long as we truly carry out self-revolution in accordance with the will of the people, we
can eliminate formalism, bureaucratism, hedonism and extravagance, avoid the danger of separation
from the masses, and constantly consolidate the solid mass foundation for the Party to create a new
history.
A powerful impetus to inspire self-revolution in solving outstanding problems. Comrade Xi Jinping
stressed,
1 The Complete Works of Marx and Engels, vol. 29, People's Publishing House, 1972 edition, p. 27.
2 Selected Works of Marx and Engels, vol. 1, People's Publishing House, 2012, p. 171.
3 Selected Important Documents Since the 18th National Congress (Part II), Central Literature Publishing House, 2018 edition,
page 590.
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Our party has always led the people to carry out revolution, construction, and reform for the purpose
of solving China's practical problems. Only by properly resolving various problems in reform,
development and stability, especially the problems of party building itself, can we stimulate the
powerful driving force of the CPC's self-revolution. Because every successful solution to a problem
is constantly gathering a powerful force to promote the orderly governance of the country, the
happiness and well-being of the people, and the prosperity and progress of society; every solution
to a problem will give the party an opportunity for self-reflection and a starting point for reform and
innovation. In order to properly manage and cure more than 90 million party members and more
than 4.6 million grassroots party organizations, the party must persist in facing and following
problems, focus on solving problems wherever they are prominent, inject impetus into rectification
and reform of problems, and win the hearts and minds of the people with rectification and reform
of problems. In the past hundred years, the Party has not relaxed in solving its own problems,
gradually forming a set of endogenous mechanisms for deepening self-revolution, which has
become the driving force support for the Party to continuously promote self-revolution.
Improve the level of self-revolution in innovative institutional mechanisms. Comrade Mao Zedong
pointed out at the Second Plenary Session of the Eighth CPC Central Committee: "The productive
forces are the most revolutionary factor. When the productive forces develop, they always want
revolution. 1 It should be noted that with the institutional revolution brought about by the
development of productive forces, it will greatly promote the innovation of institutions and
mechanisms; and each innovation of institutional mechanisms will in turn promote further
revolutions and continue to liberate and develop productive forces. Similarly, through self-
revolution, the Party has continuously promoted the innovation of systems and mechanisms, and
constantly promoted the maturity and formalization of systems. In turn, the innovation of systems
and mechanisms has provided a guarantee for the party to gnaw hard bones, wade into deep waters,
and further self-revolution, thus improving the ability and level of self-revolution. Since the 18th
National Congress of the Communist Party of China, the Party has vigorously broken the shackles
of systems and mechanisms, continuously promoted institutional innovation, and focused on
establishing a relatively mature institutional system in all aspects, greatly improving its self-
revolutionary ability in promoting the modernization of the national governance system and
governance capacity, and improving its overall promotion." The overall layout of the five-in-one
and the ability to coordinate and promote the self-revolution in the "four comprehensive" strategic
layout are the most convincing proof.
Carry forward the spirit of self-revolution and constantly promote the party's self-revolution. Self-
revolution is endless, and whether or not there is a strong spirit of self-revolution is the key factor
determining the success or failure of the party. The spirit of self-revolution, as the soul of the party's
spirit of pursuing progress and self-improvement, and as the basic concept of overcoming
difficulties and risks, can be fully called the way to build the party, rejuvenate the party, and
strengthen the party.
1 "Special Excerpts of Mao Zedong's Works" (Part I), Central Literature Publishing House, 2003 edition, p. 160.
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After the reform and opening up, Comrade Deng Xiaoping demanded that the vast number of party
members and cadres "carry forward the revolutionary and desperate spirit" and stressed that "the
revolutionary spirit is very valuable, and without the revolutionary spirit, there will be no
revolutionary action." 1 Since the 18th National Congress of the Communist Party of China,
Comrade Xi Jinping has repeatedly emphasized: "We should more consciously strengthen the
principles of the Party spirit, carry forward the spirit of thorough self-revolution, and continuously
enhance the Party's ability to purify, improve, renew and improve itself." 2 Only by holding an
attitude of never being complacent and never slackening, and solving our own problems with the
vigor of always being on the road, can we continuously realize the party's self-building and new
development and new transcendence in various undertakings while enhancing the initiative, and
forge ahead courageously towards the goal of strengthening the party and the country.
Section 4: Building the world's most powerful party
Comrade Xi Jinping pointed out: "Our party should do a good job in self-construction and truly
become the most powerful political party in the world."3 This exposition clearly expresses the lofty
aspiration and lofty pursuit of the Communist Party of China to comprehensively promote the new
great project of party building, embodies the firm determination and high self-confidence of the
Party Central Committee with Comrade Xi Jinping as the core in managing the party and
administering the party, and reflects the broad vision and historical responsibility of a Marxist
political party like ours.
Looking at the whole world, no other political party has the courage and self-confidence of the
Communist Party of China, and has such a sense of mission and responsibility. The reason for
building the Communist Party of China into the most powerful political party in the world is that
our Party is a Marxist political party ruling in a large developing country with a population of 1.4
billion, shouldering the historic heavy task of realizing the great rejuvenation of the Chinese nation
and promoting the development of human civilization. Pursuing and realizing communist ideals is
the strength for our party to become the most powerful political party.
1 Selected Works of Deng Xiaoping, vol. 2, People's Publishing House, 1994 edition, p. 146.
2 Xi Jinping: "Speech at the Forum Commemorating the 120th Anniversary of the Birth of Comrade Zhou Enlai", People's
Publishing House, 2018, p. 14-15.
3 Xi Jinping: "Speech at the Politburo Standing Committee Meeting Deliberating on the "Two Learnings and One Doing" Study and
Education Plan (excerpt), Party Building Research, No. 5, 2016.
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Realizing the great rejuvenation of the Chinese nation is the most arduous mission entrusted to our
Party by history, and opening up a brand-new path of human development of world significance is
the unswerving goal of our Party. For the sake of lofty ideals, sacred missions, and great causes, we
must build the Party into the most powerful political party in the world.
What are the most powerful political parties in the world, what are the hallmark characteristics of
the most powerful political parties, different angles will have different criteria, and different answers
will be given to different types of political parties. Obviously, for any political party, innate does
not equal strong, big does not equal strong, strong in a certain aspect does not equal strong, only
when it is strong in all aspects can it be called the strongest. As a Communist Party of China with
lofty aspirations, the most basic thing to achieve the goal of becoming the most powerful political
party in the world is to always walk in the forefront of the times, win the heartfelt support of the
people, be brave in self-revolution, withstand the tests of various storms, and constantly enhance
political leadership, ideological leadership, mass organization and social appeal. When these "four
forces" are strong, the Communist Party of China can truly build the most powerful political party
in the world.
1. continuously enhance political leadership
Political leadership occupies a primary position in the leadership and governing ability of a political
party, and is the basic measure of party leadership. Political leadership is composed of factors such
as the nature, purpose, objectives and behavior of a political party, which is mainly reflected in the
ability to formulate and implement political programs, political lines, principles and policies, etc.,
showing the actual state and effect of party building and political capacity operation. The history of
political parties in ancient and modern China and abroad shows that if a political party is lost in its
political direction and political pursuit, it will not be able to formulate a correct political program
and political line, and it will lose its political leadership and inevitably decline. To build the
Communist Party of China into the most powerful political party in the world, we must constantly
strengthen the party's political leadership.
Demonstrate political leadership in grasping the direction of social progress. The size and level of
political leadership depend to a large extent on whether a political party can establish a program of
action that conforms to the general trend of historical development. Marx believed that the formal
program of a political party is a banner that is publicly erected, a boundary marker by which people
judge the nature and level of the party's activities.
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The highest program of the Communist Party of China is to realize communism, which is the
direction of social development that the entire human society strives to pursue. At the same time, in
different historical periods, the Party has always put forward inspiring goals in accordance with the
state of social development, the will of the people and the needs of cause development, and united
and led the people to fight for them. The Communist Party of China adheres to the correct political
direction, unifies the maximum program with the realistic program, and ensures that it can always
stand at the forefront of the development of the times and lead the masses to constantly open up a
way forward in vivid practical practice.
Be good at formulating and implementing correct lines, guidelines and policies. A very important
reason why many big and old parties in the world have lost their ruling position or even lost their
party and country is that they have failed to keep pace with the times, formulate lines, principles and
policies based on the reality of their own parties, and consistently implement them. The Communist
Party of China shoulders a major historical mission, paying special attention to the democratization,
scientificization and rule of law in the process of formulating lines, principles and policies, so as to
ensure that the cause of the Party and the country advances on the right track. Comrade Mao Zedong
once pointed out that "without a comprehensive strategic viewpoint and policy viewpoint, the
Chinese revolution can never be victorious"1 and that "only when the party's policies and tactics are
all on the right track can the Chinese revolution have the possibility of victory"2.Policies and tactics
are the life of the party. This profoundly reveals the importance of policy for a political party. If the
policy is right, the life of the political party will continue; if the policy is wrong, the life of the
political party will be shortened. In the final analysis, the reason why the party has been able to
overcome difficulties and continue to develop and grow is that we persist in proceeding from reality
and constantly formulate correct lines, principles, and policies. Since the beginning of reform and
opening up, on the basis of summing up lessons and lessons, the party has established the party's
basic line in the initial stage of socialism, and the 19th CPC National Congress has enriched and
developed this in accordance with the conditions of the new era and the requirements of practice. It
is precisely because it firmly grasps and adheres to this lifeline and happiness line of the Party and
the country that the Party has won the heartfelt support of the people in promoting China's historical
progress.
There must be strong political will. To develop and grow, a political party must not only have the
most advanced political program that makes people aspire to, but also have the ability to formulate
correct policies to implement the political program, and more importantly, it must have strong
political determination to "not be afraid of floating clouds to cover its eyes" and "fly through chaotic
clouds calmly." Just as when a group of people and horses move forward, if the leader "retreats",
the team will inevitably scatter. Take the Communist Party of the Soviet Union, for example,
1 "Mao Zedong Chronology (1893.... 949) (Revised Edition), vol. II, Central Literature Press, 2013, p. 295.
2 Selected Works of Mao Zedong, vol. 4, People's Publishing House, 1991 edition, p. 1298.
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At that time, it was also one of the most "powerful" in world politics, but it collapsed. Although the
factors for its downfall are manifold, as a Marxist political party, the most fatal thing is political
degeneration and vacillation, either rigid dogma or extreme rashness, which cannot continue, and
finally changes the banner of Jiangshan Mountain. Therefore, Comrade Xi Jinping has repeatedly
stressed: "In today's world, the situation is changing, and what is most needed is strategic
determination.1 This strategic determination is the determination of political direction and political
prospects, that is, the unceasing struggle and perseverance that does not achieve the goal.
2. constantly enhance the power of ideological leadership
The power of thought is enormous. Napoleon once said that there are only two powers in the world,
the sword and the mind, and in the long run, the sword always defeats the mind. Correct thinking
can lead people forward smoothly, while wrong thinking can cause the development of a political
party and a country to encounter twists and turns or even disastrous consequences. History shows
that whether or not there is a strong ideological leadership force is directly related to the rise and
fall of a political party. The ideological leadership of the Communist Party of China refers to the
ability to continuously promote theoretical innovation, arm the mind with the party's innovative
theory, unify thinking, guide practice, advance work, and resist the interference of erroneous
ideological trends.
To enhance the leadership of ideas, we must continuously improve the ability of theoretical
innovation. The Communist Party of China has a fine tradition and excellent character of theoretical
innovation. During the revolutionary years, the Chinese Communists, mainly represented by
Comrade Mao Zedong, did not stick to rules, actively opposed dogmatism and empiricism,
integrated the basic tenets of Marxism with the reality of the Chinese revolution, founded Mao
Zedong Thought, successfully opened up the road of revolution with Chinese characteristics, and
seized national power. During the years of construction and reform, the Chinese Communists
continued to integrate the basic tenets of Marxism with China's specific conditions, formed a
theoretical system of socialism with Chinese characteristics, and opened up a road of socialism with
Chinese characteristics. In the new era, the Chinese Communists, mainly represented by Comrade
Xi Jinping, inherit the fine tradition of theoretical innovation and deepen their understanding of the
three laws with a new perspective
(1)
1 "Thirty Lectures on Xi Jinping Thought on Socialism with Chinese Characteristics for a New Era", Learning Press, 2018, p. 329.
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He founded Xi Jinping Thought on Socialism with Chinese Characteristics for a New Era and
opened up a new realm of Marxism. Practice never ends, and so does theoretical innovation. To
promote theoretical innovation in the new era, we must not only base ourselves on the new situations
and new problems facing China in the new era, but also focus on the new situations and new
problems in the development and change of the international situation; we must not only occupy the
commanding heights of theory and morality, but also always pay attention to enhancing the practical
character of innovation theory. Only in this way can theoretical innovation have a source of living
water, and innovation theory can better play its role in ideological leadership.
To enhance ideological leadership, we should also attach great importance to the work of arming
ourselves with theory. Scientific theories do not spontaneously go to the masses, and attention must
be paid to theoretical indoctrination. During the years of revolution and construction, our Party
vigorously promoted the study and propaganda of Mao Zedong Thought, influencing and educating
several generations. In the new period and new era of reform and opening up, our party has
continuously promoted the study and publicity of Deng Xiaoping Theory, the important thinking of
"three represents", the scientific outlook on development, and Xi Jinping's thought on socialism with
Chinese characteristics for a new era, and has given full play to the ideological guide role of the
party's theoretical innovation achievements. To do a good job in arming ourselves with theory, we
must make overall plans to promote theoretical research, theoretical education, and theoretical
propaganda; on the one hand, we must conduct in-depth study and rational study of the party's
innovative theory, and profoundly explain the background, basis, rich connotation, essence, and
basic characteristics of the innovative theory; and on the other hand, we must persist in using the
means and methods that the masses like to hear and see to carry out theoretical education and
theoretical propaganda in various forms. Focusing on the times, the world, the country, the party,
and the people's feelings, vigorously promote the innovation of the discourse system, discourse
expression, and discourse logic, do not follow the book, do not apply rigid routines, do not swallow
jujubes, avoid propaganda that does not ask the needs of the masses and does not care about the
feelings of the masses, so that theoretical propaganda and education can truly win the masses, and
the party's innovative theories will "fly into the homes of ordinary people."
3. Continuously strengthen the mass organizational strength
Mass organization is the ability to rely on the masses, mobilize the masses, and organize the masses
to promote social development. As a strong political party, it should have the organizational power
to "cheer up and respond." The mass organizational power of the Communist Party of China is
universally recognized, but the mass organizational strength will not "preserve" or "increase value"
forever. To build the most powerful political party in the world, it is necessary to continuously
strengthen the mass organizational force, stimulate the great power contained in the masses, and
condense it into a majestic force to promote the development of the cause.
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To strengthen the strength of mass organization, the premise is to bless the recognition and support
of the masses. A political party is a political organization that gathers together to realize certain
political ideals or political aspirations, and these political ideals or political aspirations must be
closely integrated with the interests of the masses and supported by the masses, otherwise nothing
will be achieved. The masses of the people are the true heroes, the creators of history, and the driving
force for the advancement of social development. The will of the people determines the rise or fall
of a political party. Comrade Mao Zedong said that communists are seeds and the common people
are the land. Without the fertile soil of the common people, no matter how good the seeds are, they
will not germinate, blossom, or bear fruit. The key to the continuous development and growth of the
Communist Party of China in the past 100 years lies in closely integrating its political ideals,
political aspirations and the interests of the people, and is committed to seeking happiness for the
Chinese people, rejuvenation of the Chinese nation and human progress. To build the most powerful
political party in the world, we must put the people in the central position and take the interests of
the people as the starting point and foothold of all policies, and only in this way can we win the
heartfelt love and support of the broad masses.
To enhance the strength of mass organization, it is important to strengthen the consciousness and
feelings of serving the people. Only with one heart and one mind can we walk in the same direction.
Enhancing the awareness of the whole party, especially the leading cadres at all levels, of serving
the people is the basic prerequisite and key to enhancing the strength of mass organizations. In
response to a Russian reporter's question about "what is the governing philosophy", Comrade Xi
Jinping replied succinctly and brightly, serving the people and shouldering his due responsibility.
When Comrade Xi Jinping visited the local area, some people praised him in simple words for
"doing a good job", and Comrade Xi Jinping said with a smile, I am the people's orderly. These
dialogues are simple and plain, but they show the people's feelings of contemporary Chinese
communists. The broad masses of party members and cadres consciously adhere to the party's mass
line, adhere to the party's fine tradition of maintaining close ties with the masses, mingle with the
people, want to work together, and lead the masses to work and show the masses, and the masses of
the people will spontaneously rise up and work together with the party.
To enhance the organizational strength of the masses, it is also necessary to learn and master the
law of organizing the masses. Only by combining the characteristics of the new era and the
characteristics and practice of the masses in the new era, thoroughly studying and mastering the law
of organizing the masses, thinking about problems and doing things in accordance with the
characteristics of the law of organizing the masses, can we carry out work effectively and achieve
the predetermined goal. It is necessary to persist in asking the needs of the people, asking the
people's plans, and benefiting the people, go deep into the masses to investigate and study,
understand what the people think and think, humbly ask the masses for advice, be good students of
the masses, draw wisdom and nourishment from the practice of the masses, and seek policies,
measures, and methods for organizing the masses from the creation of the masses.
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4. Continuously enhance social appeal
The social appeal of a political party, especially the ruling party, refers to its ability to mobilize for
different groups, strata and forces in society, which is reflected in many aspects such as cohesion,
mobilization and guidance. The party already has a strong social appeal, and in the face of the new
conditions and new requirements of the new era, it is necessary to continuously enhance the social
appeal in order to build the party into the most powerful party in the world.
The social appeal comes from the party itself, especially the quality of grassroots party organizations
and party members and cadres. The ancients said, "The ruler is righteous", "his body is right, but he
does not order; his body is not right, although he does not obey the order." As long as grassroots
party organizations are built into strong fighting fortresses, and as long as party members and cadres
can take the lead in setting an example, the party's calling role will naturally increase. Therefore, it
is necessary to vigorously practice internal strength, strengthen the building of the party's grass-
roots organizations, implement the main responsibility, give play to the political and service
functions of grass-roots party organizations, and enable the broad masses of grass-roots party
organizations to truly become a strong position for serving the people; properly handle the
relationship between the size of party members and the quality of party members, put the quality of
party members in a prominent position, and promote party members to truly play a vanguard and
exemplary role; give play to the role of leading cadres as "locomotives," prevent the phenomenon
of bad money driving out good money in accordance with the standards of good cadres, and promote
the formation of capable people and mediocre people down. The employment orientation of the
survival of the inferior has formed a good situation of clean air, outstanding talents, and abundant
talents.
To enhance social appeal, we should pay attention to carrying forward the party's fine traditions,
persist in inspiring people with lofty goals, and inspire people with the pursuit of a better life. Carry
out extensive and in-depth education on the situation and policies, fully demonstrate the progress
results and development trend of reform, opening up and socialist modernization, and persist in
using the "two centenary goals" and the Chinese dream of the great rejuvenation of the Chinese
nation to inspire people's enthusiasm for entrepreneurship. Marxism believes that the pursuit of
interests is the fundamental reason for all human social activities and the deep driving force for the
forward development of human society. To enhance social appeal, we must also safeguard the
fundamental interests of the broadest masses of the people. It is necessary to actively improve the
mechanism for expressing the demands of the masses, the balance mechanism and the adjustment
mechanism, and accurately and timely respond to the demands of the masses by improving social
integration, so that the masses can improve their social appeal while feeling fairness and justice.
With the development and popularization of Internet technology, the Internet has become the
"biggest variable" affecting the relationship between the party and the masses and the foundation of
governance. It is necessary to pay attention to taking the mass line on the Internet, and actively build
an information platform that reflects public opinion, gathers people's wisdom, and gathers consensus;
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Actively respond to the concerns of netizens, resolve doubts and confusions, and make the Internet
a strong position to unite, inspire and lead people to struggle together.
"Decorating this Guanshan is even better today." "Compared with the past, this is the best era for
China and the best era for Chinese people. Shouldering the great trust of the people and the nation,
the Communist Party of China, the world's largest party, will also build itself into "the most powerful
political party in the world." Under the strong leadership of the CPC Central Committee with
Comrade Xi Jinping at the core, the CPC is adhering to its original mission and full of pride and
confidence, and is striding forward on the road of rejuvenating the party and strengthening the party.
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Conclusion: The guiding ideology that the party and the
state must adhere to for a long time
Today's world is undergoing drastic and profound changes, and contemporary China is engaged in
a great struggle with many new historical characteristics. Walking on the magnificent journey of the
new era, the great rejuvenation of the Chinese nation has ushered in unprecedented bright prospects,
but also faced unprecedented risks and tests. To fulfill the historical mission entrusted by the new
era, Chinese communists must unswervingly adhere to Xi Jinping Thought on Socialism with
Chinese Characteristics for a New Era, and enrich and develop this idea in practice with the times.
1. Deeply grasp the great significance of Xi Jinping Thought
on Socialism with Chinese Characteristics for a New Era as
the guiding ideology of the Party and the state
"The true content of all epoch-making systems is the needs of the times that produced them. Each
such system is based on the entire development of the country's past, on the historical form of class
relations and its political, moral, philosophical and other results."1 Xi Jinping Thought on Socialism
with Chinese Characteristics for a New Era is the inheritance and development of Marxism-
Leninism, Mao Zedong Thought, Deng Xiaoping Theory, the important thinking of "three
represents" and the scientific outlook on development. This thinking closely focuses on the new
situation, new problems and new challenges faced by socialism with Chinese characteristics since
the 18th National Congress of the Communist Party of China.
1 Marx and Engels: German Ideology (Abridged Edition), People's Publishing House, 2018, p. 91.
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Basic Issues of Xi Jinping Thought on Socialism with Chinese Characteristics for a New Era
From the combination of theory and practice, it creatively answers the major questions of the times
of what kind of socialism with Chinese characteristics to uphold and develop in the new era and
how to uphold and develop socialism with Chinese characteristics, which is of great political,
historical, theoretical, practical and world significance. In contemporary China, adhering to and
developing Xi Jinping Thought on Socialism with Chinese Characteristics for a New Era is to truly
adhere to and develop Marxism and scientific socialism.
The great political significance of this ideology lies in the fact that it provides an irreplaceable and
indispensable ideological guarantee and theoretical foundation for the formation, establishment and
consolidation of the core position of Comrade Xi Jinping as the core of the Party Central Committee
and the whole Party.
Marxism has always held that revolutionary leaders play a particularly important role in the
development of history, which is consistent with respecting the initiative of the masses. As early as
1873, Engels profoundly revealed in "On Authority" the extreme importance of the authority of the
party leader to the proletarian party. Lenin also pointed out that a fighting revolutionary party needs
strong and authoritative leadership. The core of the Party should be composed of cultivated, capable,
experienced and tested professional revolutionaries. However, the core of leadership of a Marxist
political party has never been self-appointed or born, but has been formed and established in the test
of practice, especially in the difficult test at a major historical turning point. Such a core of leadership
must not only have the profound insight and strategic foresight of Marxist politicians, but also have
the extraordinary theoretical attainments and profound cultural heritage of Marxist theorists. It is
necessary not only to have the strong historical responsibility and fearless dedication of professional
revolutionaries, but also to have the rich practical experience and outstanding leadership skills of
strategic doers; it is necessary to prove practical leadership with the achievements of governing the
country, and to demonstrate ideological leadership with scientific theories. It is necessary not only
to let the masses of the people resolutely follow in action, but also to make the masses of the people
consciously align themselves ideologically.
Judging from historical practice, the formation and establishment of the leader of a Marxist political
party and the advancement of the party's guiding ideology with the times are interrelated, mutually
dependent, interactive, and mutually complementary. Leaders create ideas, ideologically arm
political parties, political parties guide the people, the people plunge into practice, and practice
creates leaders; this is the basic law and internal logic of the development of Marxism and scientific
socialism over the past 170 years. The more the theory created by the leader of a Marxist political
party meets the needs of the times, the broader and more profound it is, the more it occupies the
commanding height of ideology, the more pragmatic and effective it is, the more supreme theoretical
authority it has, and the more solid and irreplaceable his leadership status and political authority will
be.
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In the history of the Communist Party of China, in the course of leading the Chinese revolution,
Comrade Mao Zedong wrote one magnificent work after another on the Sinicization of Marxism,
founded Mao Zedong Thought, which was recognized by the whole party and integrated Marxism
with China's reality, and established the position of Marxist theoretician and theoretical authority in
the central leadership and the whole party, and this theoretical authority in turn guaranteed Comrade
Mao Zedong's position as the core of leadership in the whole party with its practical guidance. In
the process of leading the people to promote reform and opening up, Comrade Deng Xiaoping
successfully created socialism with Chinese characteristics, formed Deng Xiaoping Theory, and
established its core position in the central leading collective. He clearly pointed out: "Any leadership
collective must have a core, and leadership without a core is unreliable."1
Comrade Xi Jinping is the core of the Party Central Committee and the core of the whole Party
formed in the new era of socialism with Chinese characteristics, and the establishment of this status
comes from the historic achievements and historic changes that he has made since the 18th National
Congress of the Communist Party of China, and also from the strong creativity, cohesion, combat
effectiveness and leading force of Xi Jinping Thought on Socialism with Chinese Characteristics
for a New Era, which was mainly founded by him. The 19th National Congress of the Communist
Party of China named the Thought on Socialism with Chinese Characteristics for a New Era after
Comrade Xi Jinping and wrote it into the Party Constitution as a guiding ideology that the whole
Party must adhere to for a long time, and the constitutional amendment adopted by the First Session
of the 13th National People's Congress enshrined this idea in the Constitution and became the
guiding ideology that the whole Party and the whole country must adhere to for a long time. This is
a conscious adherence to and scientific adherence to the Marxist concept of authority and leadership,
the highest recognition of Comrade Xi Jinping's ideological authority as the democratic backbone
of the whole party and all ethnic groups in the country, and the most important political achievement
and far-reaching historical contribution of the 19th National Congress of the Communist Party of
China.
The great historical significance of this idea lies in the fact that its formation, development and
extensive practice have made China the theoretical source, practical innovation and development
guide of scientific socialism in the 21st century, and the mainstay of revitalizing world socialism.
World socialism has gone through a historical process from utopia to science, from theory to practice,
from practice in one country to development in many countries, from suffering serious setbacks to
gradually coming out of the low tide and moving towards revitalization, and socialism with Chinese
characteristics has become an important part of its unique practical exploration.
1 Selected Works of Deng Xiaoping, vol. 3, People's Publishing House, 1993 edition, p. 310.
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In the new era, Comrade Xi Jinping focused on the new great practice of socialism with Chinese
characteristics to carry out unremitting theoretical exploration, and formed Xi Jinping Thought on
Socialism with Chinese Characteristics for a New Era. Under the guidance of this thinking, the road
of socialism with Chinese characteristics has become broader and broader, not only promoting
China's all-round pioneering historical achievements in various undertakings and taking place
profound and fundamental historical changes, but also using ironclad facts to forcefully counter the
conspiracies and attempts to subvert socialism such as the "end of history", so that scientific
socialism in China in the 21st century will radiate unprecedented strong vitality and hold high the
great banner of socialism with Chinese characteristics in the world.
Looking back at history, scientific socialism has revealed the law of the development of human
society. It has pointed out the way for mankind to leap from the kingdom of necessity to the kingdom
of freedom, pointed out the path for the working class and working people to achieve freedom and
liberation, guided the independent liberation movement of a large number of nation-states such as
China, and profoundly changed the development process of human society and the pattern of the
entire world. Looking at the present, under the guidance of Xi Jinping Thought on Socialism with
Chinese Characteristics for a New Era, socialism with Chinese characteristics has become the most
promising and important component of world socialism in the 21st century, composing a brilliant
chapter in the past 500 years of socialism, bringing about new and profound changes in the balance
of forces between capitalism and socialism in the world, and reshaping the political and economic
map of the world. It has created a new glory in the history of world socialism, greatly boosted the
confidence of the people of the world in socialism, and brought bright prospects for the development
of world socialism and the progress of human society. Looking forward to the future, Xi Jinping
Thought on Socialism with Chinese Characteristics for a New Era will surely lead China to carry
on the past and forge ahead into the decisive achievements of building a modern socialist power in
an all-round way, and more eloquently prove the truth of scientific socialism and the strong
advantages of the socialist system.
The great theoretical significance of this thinking lies in the fact that it is the result of another
historical leap in integrating Marxism with China's reality, and is another dazzling peak of
contemporary Chinese Marxism and Marxism in the 21st century.
Social history is eternally developed, and theoretical innovation in grasping the law of social
development is also endless. Xi Jinping Thought on Socialism with Chinese Characteristics for a
New Era not only adheres to the basic principles of Marxism, but also adheres to emancipating the
mind, seeking truth from facts, and advancing with the times, which is a model of innovative
development of Marxism, contemporary Chinese Marxism, and Marxism in the 21st century.
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This ideology has integrated the unremitting pursuit of the Communist Party of China for more than
90 years, the arduous struggle of New China for more than 70 years, and the pioneering and
innovative work of reform and opening up for more than 40 years with more than 170 years of
arduous exploration in modern times and the development of civilization of the Chinese nation for
more than 5,000 years. Mao Zedong Thought and the theoretical system of socialism with Chinese
characteristics are connected, and a series of new concepts, ideas and strategies have been creatively
put forward around the theme of adhering to and developing socialism with Chinese characteristics,
fully demonstrating its broad and profound ideological background and theoretical logic.
This thinking focuses on the application of Marxist theory, on new practice and new developments,
and has said many "new words" that no one has said before, thus making a major original
contribution to the enrichment and development of Marxism. These original contributions are rich
in content and systematically run through the three major components of Marxist philosophy,
political economy and scientific socialism, covering all aspects and fields of the cause of the party
and the state. In terms of philosophy, this ideology adheres to the world outlook methodology of
dialectical materialism and historical materialism, adheres to the fundamental position of taking the
people as the center, creatively uses the viewpoint of practice, contradiction, the masses, and all-
round development, and establishes strategic thinking, historical thinking, dialectical thinking,
innovative thinking, legal thinking, and bottom-line thinking, giving Marxist philosophy a new
connotation of the times; In terms of political economy, this idea delves into the trend of world
economic development and the new situations and new problems facing our economy, and answers
the questions that Marxist classic writers have not talked about, and our predecessors have never
encountered. Many major theoretical and practical problems that Western economic theories have
been unable to solve, made a major judgment that China's economic development has entered a new
normal, put forward a new development concept of innovation, coordination, green, openness and
sharing, established major strategic deployments such as deepening supply-side structural reform
and building a modern economic system, and written a new chapter in Marxist political economy.
In terms of the theory of scientific socialism, we have deepened our understanding of the path,
theory, system and culture of socialism with Chinese characteristics, and enriched and developed
the essence, value stance, development stage, development momentum, construction layout,
strategic arrangement and goal of socialism with Chinese characteristics with the times. It has
greatly expanded the theoretical connotation of scientific socialism. These major theoretical
innovations have pushed forward Marxism as a whole, in all aspects, and in all fields, and opened
up a new realm for the development of Marxism. In today's China, only Xi Jinping Thought on
Socialism with Chinese Characteristics for a New Era, and no other thought can solve China's
practical problems.
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The fundamental practical significance of this idea lies in the fact that it has brought socialism with
Chinese characteristics into a new era and provided theoretical guidance and action guidelines for
building a modern and powerful socialist country in an all-round way and realizing the great
rejuvenation of the Chinese nation.
Xi Jinping Thought on Socialism with Chinese Characteristics for a New Era is rooted in the Chinese
land, reflects the will of the people, adapts to the characteristics of the new era and the requirements
of China's development and progress, is a theoretical summary and theoretical sublimation of the
great practice of socialism with Chinese characteristics since the 18th National Congress of the
Communist Party of China, and is a powerful ideological weapon of Marxism that comes from
practice, has been tested by practice and guides practice. This ideology adheres to the unity of goal-
oriented and problem-oriented, deeply examines the problems encountered in the current and long-
term, partial and overall, theory and practice, puts forward strategic ideas and measures, and
provides scientific guidance for coping with major challenges, resisting major risks, overcoming
major resistances and resolving major contradictions.
In terms of overall orientation, this thinking profoundly answers a series of fundamental questions
such as what banner the Communist Party of China should raise, what road to take, what mental
state it should take, what historical mission it should undertake, and what goal of struggle it would
achieve, and once again declare to the world that China will neither follow the old road of closure
and rigidity, nor take the evil road of changing the banner, but will unswervingly take the clear
position of unswervingly following the road of socialism with Chinese characteristics, and point out
the way forward for China in the new era. In terms of strategic deployment, these three ideas connect
the great struggle, the great project, the great cause, and the great dream, put forward the overall
layout of the "five-in-one" and the coordinated promotion of the "four comprehensive" strategic
layout, and carry out top-level design and systematic planning in important aspects such as reform,
development, stability, internal and foreign affairs, national defense, and party and military
management, thus providing a strategic guiding bow for the realization of the "two centenary goals."
In terms of practical requirements, this ideology emphasizes that all comrades in the party must take
a long-term view, be prepared for danger in times of peace, be bold in making changes and
innovations, never become rigid and never stagnate, always breathe with the people, share a
common destiny, and link hearts with hearts, and continue to forge ahead toward the grand goal
with an unslackening mental state and an indomitable stance of struggle.
The fundamental significance of this idea in the world lies in the fact that it provides a brand-new
path choice for countries and nations in the world that wish to accelerate development while
maintaining their independence, and contributes Chinese wisdom and Chinese solutions to solving
human problems.
Great ideas are never narrowly closed, but run through the world's vision, world consciousness, and
world feelings.
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Xi Jinping Thought on Socialism with Chinese Characteristics for a New Era is based on China,
taking the happiness of the Chinese people and the rejuvenation of the Chinese nation as its sacred
mission and main purpose; at the same time, facing the world, it is his unshirkable responsibility
and responsibility to strive for the cause of human progress and make new and greater contributions
to mankind.
In today's world, challenges such as governance deficit, trust deficit, peace deficit and development
deficit are emerging one after another, problems such as the gap between the rich and the poor,
terrorism, climate change and other problems are emerging one after another, the international
political and economic system dominated by Western capitalist developed countries is full of
drawbacks, and the global governance system is undergoing profound changes. In the face of the
complex and changeable international situation, Xi Jinping Thought on Socialism with Chinese
Characteristics for a New Era, with a broad vision and strategic thinking, clearly puts forward a
series of new concepts, ideas and propositions on the future and destiny of mankind, providing new
directions, new plans and new choices for the development of human society.
This idea clearly puts forward the construction of a community with a shared future for mankind,
advocates and promotes the "Belt and Road", advocates the use of economic methods and the bond
of interests to closely aggregate countries along the route, and realizes policy communication,
facility connectivity, unimpeded trade, financial integration and people-to-people bonds,
contributing Chinese wisdom to promoting global governance and further enhancing the political
leading role of the Communist Party of China in solving major human problems. This idea has
broken the situation that the Western modernization model has been "fixed on one statue" since
modern times, opened up a new way for developing countries to achieve modernization, provided
Chinese wisdom and Chinese solutions for mankind's exploration of a better social system, and
greatly encouraged the confidence of developing countries to explore a development path that suits
their national conditions, especially for those developing countries that blindly adopt the Western
political system and fall into the quagmire. The Chinese path advocated by this ideology is not only
a path of political development and social development, but also a path of civilization development,
which brings an ancient civilization that has lasted for thousands of years without interruption to the
center of the world stage with a new attitude, manifests the light of Chinese civilization, further
enriches the diversity of human civilization, and demonstrates the ideological power of making
civilizational exchanges transcend civilizational barriers, mutual learning between civilizations
transcend civilizational conflicts, and civilizational coexistence surpass civilizational superiority.
Under the guidance of this thinking, the Communist Party of China, as a great political party, China
as a great country and the Chinese nation as a great nation, while planning and realizing its own
development and progress, will also have a comprehensive and profound impact on the world and
forcefully promote the noble cause of mankind's pursuit of peace and development.
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2. Strive to master the Marxist standpoints and viewpoints
that run through it
To learn and implement Xi Jinping Thought on Socialism with Chinese Characteristics for a New
Era, we must not only seriously understand its rich connotation, ideological system and practical
requirements, but also further deeply understand and master the Marxist positions and views and
methods that run through it, so as to know what is true and why it is. Only in this way can we
continuously improve our ability to use dialectical materialism and historical materialism to observe
and analyze problems, and continuously improve our ability to use Marxist ideological methods and
working methods to understand and transform the world.
First, adhere to the fundamental position of people-centeredness. The people's stand is the
fundamental political stand of Marxism. Always standing on the people's standpoint, not departing
from this position, and not wavering is a major issue in mastering the Marxist world outlook, and it
is also a major issue to be solved in studying and implementing Xi Jinping Thought on Socialism
with Chinese Characteristics for a New Era. As contemporary Chinese Marxism and 21st century
Marxism, Xi Jinping Thought on Socialism with Chinese Characteristics for a New Era, on the basis
of adhering to the fundamental position of Marxism, explains the value purpose of "people-
centered", which is the inheritance and development of Marxist value pursuit, and a clear expression
of the Chinese communists' never forget their original intention and remember their mission.
In terms of values, this idea puts the "people" in the highest position in governing the country, and
is epitomized as putting the people first, for the people, relying on the people, and judging by the
people. In terms of strategic layout, this idea has always adhered to the standpoint of the people and
carried out strategic planning: to build a moderately prosperous society in an all-round way, "the
people's living standards and quality of life will be generally improved" as one of the basic goals;
The starting point and foothold of comprehensively deepening reform is to promote social fairness
and justice and improve the well-being of the people; Comprehensively governing the country
according to law emphasizes the need to let the people feel fairness and justice in every judicial case;
comprehensively administering the party strictly, focusing on solving the virus that erodes the
healthy body of the party and the prominent problems that the people strongly resent, and further
consolidating and deepening the flesh-and-blood ties between the party and the people. On the path
of implementation, this idea firmly grasps the people's yearning for a better life, and implements the
people-centered development thinking in the entire process and all aspects of socialist
modernization: economic construction pays more attention to improving the people's material living
standards, political construction pays more attention to ensuring that the people are masters of the
country with a sound system and system, and cultural construction pays more attention to satisfying
the people's multifaceted and multifaceted needs. Multi-level spiritual and cultural needs, social
construction pays more attention to ensuring and improving people's livelihood, and ecological
civilization construction pays more attention to meeting people's needs for a beautiful ecological
environment.
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Second, adhere to the ideological line of seeking truth from facts. Seeking truth from facts is the
fundamental viewpoint of Marxism, the fundamental requirement for Chinese communists to
understand and transform the world, and the basic ideological method, work method, and leadership
method of our party. The ideological line of seeking truth from facts embodies the world outlook
and methodology of Marxist philosophy, and its theoretical basis is the "principle of the unity of the
world's material" and "the principle of dialectical unity of human understanding and practice."
"Facts" are all things that exist objectively, "is" is the internal relationship of objective things, that
is, objective laws, and "seeking" means exploring and studying. Comrade Xi Jinping profoundly
expounded the great significance of adhering to seeking truth from facts, profoundly expounded the
relationship between seeking truth from facts as the fundamental ideological method of our party
and Marxist philosophy, and emphasized that "we must consciously strengthen the belief in seeking
truth from facts, enhance the ability to seek truth from facts, and always and everywhere keep
seeking truth from facts in mind and put it into practice."1
The basis for persisting in seeking truth from facts lies in understanding "facts," that is,
understanding reality and grasping the facts. In the face of the complex and ever-changing domestic
and international situations and new problems that are emerging one after another, the most
fundamental requirement for persisting in seeking truth from facts is to persist in proceeding from
reality in everything. The biggest national condition and reality of contemporary China is that China
is still in the primary stage of socialism, which is the objective basis for us to understand the present,
plan for the future, formulate policies, and promote the cause, and is the general basis for building
socialism with Chinese characteristics. Comrade Xi Jinping pointed out: "When we think about
problems, make decisions, and do things, we must not forget or ignore the basic national conditions
and basic characteristics of the primary stage of socialism in our country."2 "Under all circumstances,
we must firmly grasp this maximum national condition, and promote reform and development in all
aspects must be firmly based on this greatest reality." We must always keep in mind the primary
stage not only in economic construction, but also in political, cultural, social and ecological
civilization construction; not only when the economic aggregate is low, but also after the economic
aggregate is improved, we must still keep in mind the primary stage;
1 Xi Jinping on Governing the Country, Volume 1, Foreign Languages Publishing House, 2018, p. 26.
2 Xi Jinping, "Adhere to the Ideological Line of Seeking Truth from Facts," Study Times, May 28, 2012.
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Basic Issues of Xi Jinping Thought on Socialism with Chinese Characteristics for a New Era
Not only should we base ourselves on the initial stage when planning for long-term development,
but we must also keep the initial stage in mind in our daily work.1 At the same time, objective reality
is not static, but constantly evolving. Proceeding from reality, we must also accurately grasp the
phased characteristics of China's economic and social development, accurately grasp the new
changes and new characteristics of different stages of development, and make the subjective world
better conform to the objective reality of socialism with Chinese characteristics in the new era.
The key to persisting in seeking truth from facts lies in "seeking truth", that is, exploring and
mastering the law of the development of things. Law is the intrinsic, essential, and inevitable
connection of things themselves, and it is the inevitable trend of development. Respecting the law,
following the law, and constantly deepening the understanding and grasp of the law are a major
feature of the governance of the country by the Party Central Committee with Comrade Xi Jinping
as the core. Xi Jinping Thought on Socialism with Chinese Characteristics for a New Era itself is
the result of scientifically grasping objective laws, and it is "sought" by exploring the "facts" of
socialism with Chinese characteristics in the new era. This ideology upholds the organic unity of
governing the country with party building and deepens the understanding of the law governing the
Communist Party; upholds the basic principles of scientific socialism with the reality of China and
the characteristics of the times and deepens the understanding of the law governing socialist
construction; upholds the organic unity of China's development and the development of human
society, and deepens the understanding of the law governing the development of human society. Xi
Jinping Thought on Socialism with Chinese Characteristics for a New Era epitomizes our party's
new understanding of the "three laws", provides a fundamental basis for adhering to and developing
socialism with Chinese characteristics in the new era, and is the action guide for the whole party
and the people of all ethnic groups in the country to strive for the great rejuvenation of the Chinese
nation.
Third, adhere to materialist dialectics. Materialist dialectics reveals the characteristics of the
universal connection and eternal development of the material world, requires people to fully use
dialectical methods to observe and deal with problems in the process of understanding the world
and transforming the world, and is the basic method for us to observe the world, judge the situation,
and understand problems. The essence and core of materialist dialectics is the law of unity of
opposites, that is, to recognize contradictions, analyze contradictions, resolve contradictions, grasp
unity in opposition, grasp opposition in unity, so as to achieve the purpose of analyzing and solving
problems.
Comrade Xi Jinping emphasized: "Learn to master the fundamental method of materialist dialectics,
continuously enhance the ability of dialectical thinking, and improve the ability to control complex
situations and deal with complex problems."
1 Selected Important Documents Since the 18th National Congress (Part I), Central Literature Publishing House, 2014 edition, page
76.
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"The deeper our career goes, the more we must continue to strengthen our ability to think critically.1
He grasped the most fundamental principle of materialist dialectics, the law of unity of opposites,
paid attention to applying dialectical thinking to strategic planning, and persisted in observing things
in a developmental rather than static, comprehensive rather than one-sided, systematic rather than
piecemeal, and universally linked rather than single and isolated manner; properly handled the
relationship between the local and the overall situation, the present and the long-term, and the key
and non-key points, paid attention to grasping the critical issues related to the overall situation, long-
term development, and the people's well-being, and pursued advantages and avoided disadvantages
in weighing the pros and cons. Make the most advantageous strategic choices. In practical
application, Xi Jinping Thought on Socialism with Chinese Characteristics for a New Era not only
emphasizes two points but also focuses on key points; it not only pays attention to overall planning,
"playing the piano with ten fingers", but also is good at highlighting key points, grasping key points,
leading areas with points, and driving overall advancement and overall work with key breakthroughs,
providing us with effective methods and "keys" for understanding problems, analyzing problems
and solving problems.
Methodology is the theoretical basis of the way of thinking, and the way of thinking is the specific
application of methodology. Comrade Xi Jinping attaches great importance to the mastery and
application of Marxist methodology, creatively combines Marxist methodology with traditional
Chinese cultural wisdom and modern scientific thinking methods, and clarifies the basic
connotations and principles of strategic thinking, historical thinking, dialectical thinking, innovative
thinking, rule of law thinking, bottom-line thinking and other ways of thinking in the new era.
Strategic thinking is a way of thinking that is far-sighted, takes charge of the overall situation, and
is good at grasping the overall trend and direction of the development of things; historical thinking
is a way of thinking that knows the past and learns from the present, and is good at using historical
vision to understand the law of development, grasp the direction of progress, and guide practical
work; dialectical thinking is to be good at grasping the key and pinpointing the key points, grasping
the law of development of things in the process of the unity of opposites between the two sides of
the contradiction, and preventing extreme and one-sided thinking methods; innovative thinking
means breaking superstitions, transcending stereotypes, and being good at adapting measures to the
times and conditions. Thinking about the rule of law is a way of thinking that enhances the awareness
of respecting the law and abiding by the law and being good at using the rule of law to govern the
country; bottom-line thinking is a way of thinking that objectively sets the lowest goal, bases itself
on the lowest point, and strives for the greatest expectations. In the practice of building a modern
and powerful socialist country in an all-round way,
1 Xi Jinping: "Dialectical Materialism is the World View and Methodology of Chinese Communists", Qiushi, No. 1, 2019.
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Basic Issues of Xi Jinping Thought on Socialism with Chinese Characteristics for a New Era
Comrade Xi Jinping unified these scientific ways of thinking, emphasized strategic thinking to lay
out the overall situation, historical thinking to view the general trend, dialectical thinking to grasp
the fundamentals, innovative thinking to increase vitality, rule of law thinking to seek good
governance, bottom-line thinking to make up for shortcomings, formed a new era of scientific
thinking methodology, endowed the materialist dialectic ideological methods and working methods
with new era connotation and practical value, and creatively elevated the application of Marxist
methodology to a new realm.
Fourth, adhere to the practical concept of integrating understanding the world and transforming the
world. The practical perspective is the primary basic viewpoint of Marxist philosophy, and it is also
the basic theoretical character of Xi Jinping Thought on Socialism with Chinese Characteristics for
a New Era. Marxist philosophy is not only committed to explaining the world, but also to
transforming it. Xi Jinping Thought on Socialism with Chinese Characteristics for a New Era was
founded to change the historical destiny of the contemporary Chinese people and even mankind,
and was formed in the great practice of the Communist Party of China in uniting and leading the
people from prosperity to strength.
Highlighting problem-orientation is the realistic premise of the scientific outlook on practice. The
practice of governing the country by the Party Central Committee with Comrade Xi Jinping as the
core is generally centered on analyzing and solving problems. Comrade Xi Jinping pointed out: "We
must have a strong sense of problems, be guided by major issues, grasp key issues for further
research and thinking, and focus on promoting the resolution of a series of prominent contradictions
and problems facing our country's development." We Chinese Communists have always engaged in
revolution, construction, and reform for the purpose of solving China's practical problems. 1 Xi
Jinping Thought on Socialism with Chinese Characteristics for a New Era takes what we are doing
as the center, focuses on the major theoretical and practical issues facing our party, the practical
problems of reform and opening up and socialist modernization, the hot and difficult issues that the
people care about, and the issues of common concern to the international community, actively
provides effective solutions to problems, and adheres to and develops the practical character of
Marxist philosophy.
Promoting theoretical innovation on the basis of practice is an important connotation of the scientific
outlook on practice. The understanding of the laws of objective things can only be done in practice.
Practice determines understanding, is the source and driving force of understanding, is also the
purpose and destination of understanding, and the fundamental thing is to rely on practice to produce
true knowledge. Comrade Xi Jinping uses the Marxist outlook on practice, proceeding from the
changing reality, and insists on summarizing and summarizing and sublimating the theory of fresh
and rich practical experience;
1 Selected Important Documents Since the 18th National Congress (Part I), Central Literature Publishing House, 2014 edition, page
497.
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Basic Issues of Xi Jinping Thought on Socialism with Chinese Characteristics for a New Era
And he has continuously promoted theoretical innovation on the basis of practice, so that Xi Jinping
Thought on Socialism with Chinese Characteristics for a New Era has a solid practical foundation
and practical support. At the same time, this idea has been tested in practice and has continued to
develop, guiding the process of China's reform and opening up and socialist modernization, and
realizing the benign interaction between theoretical innovation and practical innovation.
Persisting in doing solid work is the fundamental requirement of the scientific outlook on practice.
Comrade Xi Jinping has repeatedly stressed advocating practical work, vigorously avoiding empty
talk, making one point of deployment and nine points of implementation, stepping on stones to leave
a mark, and grasping iron with traces; clearly requiring that implementation be grasped in the spirit
of nails and comprehensively enhancing the ability to pay close attention to implementation;
vigorously advocating adhering to the unity of knowledge and action, taking the initiative to take
action, doing in a down-to-earth manner, and walking in the forefront; clearly putting forward that
happiness is achieved by struggle, and we must maintain the mental state of arduous struggle,
unremitting struggle, and continuous struggle; and so on. Xi Jinping Thought on Socialism with
Chinese Characteristics for a New Era flexibly uses the practical methodology that unifies theory
and practice and unifies knowledge and action, and earnestly combines the party's lofty goals and
struggle program with down-to-earth and hard work. It is precisely in the vivid practice of leading
the people to take charge of the great struggle, great project, great cause, and great dream that our
party has "rolled up its sleeves and worked hard" with practical actions and handed over a
satisfactory answer to history and the people.
3. Promote the study and implementation of Xi Jinping
Thought on Socialism with Chinese Characteristics for a
New Era and continuously achieve practical results
The party's historical experience and actual development tell us that without the great study of the
whole party, there will be no great development of the cause. "The Chinese Communists have relied
on study to get to this day, and they must also rely on study to move into the future.1 In the new era,
studying and implementing Xi Jinping Thought on Socialism with Chinese Characteristics for a
New Era is the primary political task of the whole party and the whole country. It is necessary to
pay attention to learning, understanding, understanding and doing practical work, adhere to
comprehensive and systematic study, timely follow-up study, in-depth thinking, and practical study,
and effectively unify thinking and action with Xi Jinping Thought on Socialism with Chinese
Characteristics for a New Era. The party's leading cadres at all levels should take the lead in studying,
put themselves, their duties, and their work into it, so as to ensure that study and thinking are
thoroughly applied, knowledge and belief are unified, and they can truly learn to be loyal to the
party.
1 Xi Jinping on Governing the Country, Volume 3, Foreign Languages Publishing House, 2020 Edition, page 540.
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Basic Issues of Xi Jinping Thought on Socialism with Chinese Characteristics for a New Era
We should study and truly understand the true faith and apply them to promote the whole party to
achieve better and more practical study results.
"The highest virtue in the world is greater than loyalty." "Loyalty to the party is an excellent
character that communists must have, and it is also an important value position and spiritual
background that runs through Xi Jinping Thought on Socialism with Chinese Characteristics for a
New Era." Loyalty to the party is not abstract but concrete, not conditional but unconditional.
Learning to be loyal to the Party must be embodied in loyalty to the Party's beliefs. It is necessary
to strengthen our faith in Marxism and in socialism and communism, build a solid foundation of
faith, replenish the calcium of the spirit, stabilize the rudder of thinking, refine the "body of King
Kong", and truly become firm believers and loyal practitioners of the lofty ideal of communism and
the common ideal of socialism with Chinese characteristics. Learning to be loyal to the Party must
be reflected in loyalty to the Party organization. It is necessary to firmly establish the "four
consciousnesses", resolutely safeguard the core position of General Secretary Xi Jinping of the Party
Central Committee and the whole Party, resolutely safeguard the authority and centralized and
unified leadership of the Party Central Committee, strictly abide by the Party's political discipline
and political rules, and maintain a high degree of consistency with the Party Central Committee in
ideology, politics, and action; and always "remember that your first identity is a member of the
Communist Party and your first duty is to work for the Party",1 always put the party in the highest
position in the heart, and at all times be of one heart and one mind with the party. Learning to be
loyal to the party must be embodied in loyalty to the party's theories, lines, principles, and policies.
It is necessary to consciously arm the mind, guide practice, and promote work with the achievements
of the party's theoretical innovations, and earnestly transform the results of study into conscious
action and social practice; it is necessary to comprehensively implement the party's line, principles,
and policies, so as to ensure that the party Central Committee's call is resolutely responded to, the
requirements are resolutely complied with, the prohibitions are resolutely refused, and the
arrangements are resolutely implemented, so as to ensure the unimpeded implementation of the
central decrees.
Learn the feelings of the people. The people's will is the greatest politics, and the people's position
is the most fundamental position. Xi Jinping Thought on Socialism with Chinese Characteristics for
a New Era comes from, for, and relies on the people, vividly interprets the fundamental purpose of
serving the people wholeheartedly, fully demonstrates the value orientation of people-oriented and
people-oriented, and deeply practices the ruling philosophy of building the party for the public and
ruling for the people, which is a scientific theory truly written in the hearts of hundreds of millions
of people. To deeply understand the feelings of the people that run through them, it is necessary to
put the people in the highest position ideologically, adhere to the people's dominant position, respect
the people's initiative, and pay attention to drawing wisdom and strength from the masses of the
people.
1 "Digest of Xi Jinping's Expositions on Comprehensively Managing the Party Strictly", Central Literature Publishing House, 2016
edition, page 101.
China Aerospace Studies Institute 426 Translation published Fall 2023
Basic Issues of Xi Jinping Thought on Socialism with Chinese Characteristics for a New Era
"Whether the people support or disapprove , whether they approve or disapprove, whether they are
happy or unhappy, and whether they agree or not agree are the fundamental criteria for measuring
the gains and losses of all work"1 To deeply understand the people's feelings that run through it, it
is necessary to implement the people-centered development thinking in terms of policy
arrangements, adhere to the principle that development is for the people, development depends on
the people, and the fruits of development are shared by the people, do more things that are
convenient for the people, benefit the people and benefit the people, and embody the people-
centered value scale in all links of economic and social development and implement it in various
specific policies. To profoundly understand the people's feelings that run through them, it is
necessary to always conform to the people's yearning for a better life in terms of the implementation
of work, realize, safeguard, and develop well the fundamental interests of the broadest masses of
the people, think about what the people think, be anxious about the people's concerns, and worry
about the people's worries, strive to solve the problems of the people's vital interests, and constantly
enhance the people's sense of gain, happiness, and security.
Learn to take responsibility. Cadres dare to take on responsibilities, which is not only political
character, but also political duty. Xi Jinping Thought on Socialism with Chinese Characteristics for
a New Era focuses on answering contemporary China's practice and issues of the times, and reflects
a strong sense of responsibility and spirit of responsibility and responsibility in all aspects. To learn
to take responsibility, the premise is to find the correct position in grasping the overall situation. It
is necessary to establish a sense of the overall situation, bear in mind the overall strategic situation
of the great rejuvenation of the Chinese nation, accurately grasp the overall situation of the work of
the party and the state, soberly understand the period of important strategic opportunities and the
severe challenges faced, be good at finding their respective positions in grasping the overall situation,
be good at planning career development in grasping the overall situation, be good at strengthening
responsibility in grasping the overall situation, and be good at improving the ability to perform
duties in grasping the overall situation. The key to learning to take responsibility lies in the unity of
knowledge and action, and really doing hard work. It is necessary to persist in applying what we
have learned, using it to promote learning, and learning from each other, truly transform the results
of study into concrete actions to grasp implementation, always keep in mind the truth of "empty talk
misleads the country, practical work to prosper the country", implement well the requirement of
"one point of deployment and nine points of implementation", take the responsibility of guarding
the land with responsibility, be responsible for defending the territory, and fulfill the responsibility
of guarding the land, be in his position, seek his administration, do practical things, and seek
practical results, and take new actions to open up a new situation in the development of his cause.
Learn to take responsibility, the focus is on showing a new atmosphere in undertaking urgent,
difficult, dangerous and heavy tasks. It is necessary to bear in mind the great trust placed in us by
the party and the people, carry forward the spirit of struggle, enhance the ability to struggle, and
"dare to show our sword in the face of major right and wrong, dare to rise to difficulties in the face
of contradictions, dare to stand up in the face of crises, dare to assume responsibility in the face of
mistakes, and dare to resolutely struggle in the face of unhealthy trends and evil tendencies."
1 Xi Jinping: "Speech at the Celebration of the 95th Anniversary of the Founding of the Communist Party of China", People's
Publishing House, 2016 edition, p. 18.
China Aerospace Studies Institute 427 Translation published Fall 2023
Basic Issues of Xi Jinping Thought on Socialism with Chinese Characteristics for a New Era
1
Stand up and stand up at critical moments, and strive to make achievements worthy of the times,
people and history.
Acquire the level of competence. Leading cadres must not only have broad shoulders to shoulder
responsibilities, but also have the true ability to accomplish things. The fundamental purpose of
studying Xi Jinping Thought on Socialism with Chinese Characteristics for a New Era is to enhance
work skills and improve the ability to solve practical problems. To raise the level of capacity, first
and foremost to improve political capacity. It is necessary to take a clear-cut stand and stress politics
as the first requirement, constantly strengthen political experience, accumulate political experience,
consciously stress politics throughout the entire process of tempering party spirit, and match one's
political ability with the leadership responsibilities they hold; they must be good at observing
problems and planning work politically, and "pay attention to improving political ability, especially
the ability to grasp the direction, the general trend, and the overall situation, and the ability to
maintain political concentration, control the political situation, and prevent political risks" 2 To
improve the level of ability, the focus should be on improving the ability of theoretical thinking. It
is necessary to systematically study and study Xi Jinping Thought on Socialism with Chinese
Characteristics for a New Era, focus on understanding the Marxist positions, viewpoints and
methods that run through it, be good at grasping and applying scientific ways of thinking and
ideological methods, pay attention to transforming ideological methods into leadership methods and
working methods, and continuously improve the ability and level of discovering problems,
analyzing problems and solving problems. Improving the level of competence must ultimately be
implemented in improving the ability to work. It is necessary to strengthen the awareness of
problems, establish problem-orientation, continuously improve leadership art, improve work
methods, and effectively transform learning results into a thinking mode of precise efforts and
solving problems, into the ability to pioneer and innovate and overcome difficulties, and into
practical actions to perform duties and do a good job.
4. Continuously enrich and develop Xi Jinping Thought on
Socialism with Chinese Characteristics for a New Era in the
great practice of the new era
The vitality of theory lies in continuous innovation, and promoting the continuous development of
Marxism is the sacred duty of Chinese communists. Comrade Xi Jinping pointed out that under the
conditions of the new era,
1 Xi Jinping on Governing the Country, Volume 3, Foreign Languages Publishing House, 2020, p. 522.
2 Xi Jinping: "Speech at the First Plenary Session of the 19th Central Committee of the Communist Party of China", Qiushi, No. 1,
2018.
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Basic Issues of Xi Jinping Thought on Socialism with Chinese Characteristics for a New Era
"It is still necessary to maintain and carry forward the theoretical character of a Marxist party that
keeps pace with the times and have the courage to promote theoretical innovation on the basis of
practice"1 Contemporary China is experiencing the most extensive and profound social changes, and
is also carrying out the most grand and unique practical innovation in human history, which provides
a strong impetus and broad space for theoretical exploration and creation. Xi Jinping Thought on
Socialism with Chinese Characteristics for a New Era is a scientific theoretical system with distinct
and open character, which will surely deepen the understanding of the laws governing the
Communist Party, socialist construction and the development of human society in the magnificent
and magnificent practice of the new era, and constantly open up a new realm of contemporary
Chinese Marxism and Marxism in the 21st century.
It has been constantly enriched and developed in the new great project of promoting party building.
The profound changes in Shiqian's national conditions and party conditions have put forward higher
requirements for the party to scientifically grasp the trend of the times and conform to the wishes of
the people, and have put forward higher requirements for the party's ability and determination to set
directions, seek overall interests, formulate policies, and promote reform. The more important the
mission and the more arduous the task, the more it is necessary to continue to promote the new great
project of party building, continuously improve the party's ruling ability and leadership level, and
enhance its ability to resist corruption and degeneration, and resist risks.
At what stage the cause of the party and the people has developed, the new great project of party
building will be advanced, and the party's theory will also develop. Party building is a never-ending
process of dynamic development, which determines that the Party's theoretical innovation is always
on the road. Xi Jinping Thought on Socialism with Chinese Characteristics for a New Era is a
scientific theoretical guidance and action guide for realizing the long-term rule of the Party and the
long-term peace and stability of the country. It is bound to be constantly enriched and developed
along with new explorations in party building. The 19th National Congress of the Communist Party
of China put forward the general requirements and key tasks of party building in the new era, and
made top-level design and strategic arrangements for promoting party building. These requirements
and tasks are not only an important part of Xi Jinping Thought on Socialism with Chinese
Characteristics for a New Era, but also constitute the practical foundation and practical source for
the continuous innovation and development of this thought itself. The Party Central Committee with
Comrade Xi Jinping as the core has consistently promoted the new great project of Party building,
and will certainly continue to deeply answer and solve the historical issues of the Party in managing
the Party under the condition of long-term ruling in the process of studying new situations and
solving new problems, and continue to improve the Party's politics and ideology. New theoretical
creations have been made in various aspects such as organization, work style, discipline, anti-
corruption and clean government, systems, and ruling capacity building, and constantly deepened
the understanding of the ruling law of the Communist Party, so as to provide useful reference for
the governance of major parties and major countries and the political development of political
parties in the world.
1 Xi Jinping on Governing the Country, Volume 2, Foreign Languages Publishing House, 2017, p. 62.
China Aerospace Studies Institute 429 Translation published Fall 2023
Basic Issues of Xi Jinping Thought on Socialism with Chinese Characteristics for a New Era
We will continue to enrich and develop the cause of adhering to and developing socialism with
Chinese characteristics. "Marxism must continue to develop with the development of the times,
practice, and science, and cannot remain static, and socialism has always advanced in exploration.1
On the one hand, the more the socialist cause advances and develops, the more new situations and
problems it will have, and the more risks and challenges it will face; on the other hand, socialism in
our country is still in its initial stage, there are still many problems that have not yet been clarified
and difficult problems to be solved, and the understanding and handling of many major issues are
still in the process of constantly deepening. All this requires a new scientific answer from a
theoretical perspective.
Standing at a new historical starting point, the Party Central Committee with Comrade Xi Jinping
as the core will certainly continue to base itself on China's reality, examine the contemporary
development of Marxism with a high degree of theoretical consciousness and theoretical self-
confidence, and respond to the new expectations for theoretical innovation in the further
development of socialism with Chinese characteristics. On the basis of refining and sublimating
practical experience, new ideas, new viewpoints and new theories are put forward, and the
understanding of the law of socialist construction is continuously deepened with new visions, new
words and new creations, and continues to inject new era content into the theoretical system of
socialism with Chinese characteristics. It can be said that the process of winning the great victory
of socialism with Chinese characteristics in the new era is the process of realizing the great
rejuvenation of the Chinese nation on the road of socialism with Chinese characteristics, the process
of ushering in bright prospects for the scientific socialist movement, and the process of continuous
enrichment and development of the party's theory.
It has been continuously enriched and developed in the process of promoting the construction of a
community with a shared future for mankind. In the 21st century, the world pattern is in the process
of accelerating its evolution, giving rise to a large number of profound and complex practical
problems and putting forward a large number of theoretical topics that need to be answered urgently.
Continuously contributing Chinese wisdom and Chinese solutions to better advance the cause of
human progress is itself an important content of Xi Jinping Thought on Socialism with Chinese
Characteristics for a New Era.
1 Xi Jinping on Governing the Country, Volume 1, Foreign Languages Publishing House, 2018, p. 23.
China Aerospace Studies Institute 430 Translation published Fall 2023
Basic Issues of Xi Jinping Thought on Socialism with Chinese Characteristics for a New Era
A series of new ideas and propositions, such as building a community with a shared future for
mankind, put forward by Xi Jinping Thought on Socialism with Chinese Characteristics for a New
Era, have received extensive attention and enthusiastic response from the international community,
and are rising from a Chinese concept to an international consensus, and will surely be transformed
from an international consensus into common action. At the same time, the great practice of building
a community with a shared future for mankind has provided a profound fertile soil for nourishing
Chinese theory. Standing at the height of developing Marxism in the 21st century, contemporary
Chinese communists with Comrade Xi Jinping as the main representative will be guided by the
common problems facing mankind, learn from and absorb all the beneficial achievements of human
civilization, adhere to the organic unity of particularity and universality, cosmopolitan and national
character, and further integrate the Chinese issue, Chinese discourse and world issues. The world
discourse is effectively docked, focusing on the interpretation of unique views that embody Chinese
characteristics, Chinese style and Chinese style, bringing new enlightenment, providing new
solutions and creating new experiences for the development of all countries in the world and the
progress of human civilization. The theoretical appeal, ideological appeal, practical vitality and
international influence of Xi Jinping Thought on Socialism with Chinese Characteristics for a New
Era will certainly unite international forces to promote the construction of a community with a
shared future for mankind on a larger scale, promote international cooperation and global
governance to a new level, and create new practical conditions and broad space for continuously
deepening the understanding of the laws of human social development.
Times and theories always intersect. The new era of socialism with Chinese characteristics is an era
that needs theories and can certainly produce theories, and an era that needs ideas and can certainly
produce ideas. Xi Jinping Thought on Socialism with Chinese Characteristics for a New Era is the
crystallization of the theories and ideas of this era, which not only originates from and leads this era,
but is the essence of the spirit of this era. While guiding the great practice of contemporary China,
this scientific theory itself will continue to add vivid content of the times, and will surely show a
stronger and more convincing force of truth in the history of the development of Marxism, in the
history of the development of world socialism, and in the process of the development of human
society, and write a more brilliant and immortal chapter.
China Aerospace Studies Institute 431 Translation published Fall 2023
Basic Issues of Xi Jinping Thought on Socialism with Chinese Characteristics for a New Era
Postscript
Organizing the compilation of "Xi Jinping Thought on Socialism with Chinese Characteristics for a
New Era" is the number one project implemented by the Central Party School (National Academy
of Administration) after the 19th National Congress of the Communist Party of China, which
embodies the collective wisdom and painstaking efforts.
The central leading comrades were very concerned about and attached importance to the compilation
of this book, reviewed the plan, outline, and entire contents of this book, and put forward specific
guiding opinions on the revision and improvement of relevant contents.
The preparation of this book was carried out under the leadership of the school (academy) committee
of the Central Party School (National Academy of Administration). The school (college) committee
listed the compilation of this book as a special topic of the school (college) teaching and think tank
construction innovation project, and held many meetings to discuss the specific work of the book
manuscript. Comrade He Yiting, vice president in charge of the daily work of the school (college),
put forward the general idea and writing requirements of the whole book, revised and approved the
outline and all the manuscripts. Comrade Zhen Zhanmin, vice president of the university (academy),
is specifically responsible for organizing the writing of manuscripts, presided over the formulation
of outlines, discussion of first drafts, centralized drafting, and other work. Comrades Li Ji, Li Yi,
and Xie Chuntao, vice presidents of the university (academy), gave guidance. The Scientific
Research Department and Research Office of the Central Party School (National Academy of
Administration) undertook specific organizational coordination and service guarantee work.
Those who participated in the writing of the first draft of this book (in alphabetical order): Wang
Zongheng,
China Aerospace Studies Institute 432 Translation published Fall 2023
Basic Issues of Xi Jinping Thought on Socialism with Chinese Characteristics for a New Era
Wang Huxue, Wang Xiaolin, Wang Haibin, Wang Haiyan, Wang Daoyong, Niu Xianxian, Yin
Jianjun, Feng Pengzhi, Sun Dongfang, Sun Yaoliang, Liu Jianfei, Liu Chenguang, Li Hongwei, Li
Haiqing, Li Xinsheng, Yang Weidong, Shi Hexing, Wu Xiaoxue, Wu Zhongmin, Xin Ming, Shen
Chuanliang, Zhang Zhanbin, Zhang Shirong, Zhang Jun, Zhang Xiaode, Zhang Zhiming, Zhang
Yan, Chen Jiangsheng, Chen Yuanzhang, Chen Shuguang, Lin Zhenyi, Luo Pinghan, Meng Xin,
Zhao Feng, Hao Yongping, Zhu Lingjun, Qin Gang, Qin Lu, Ni Degang, Gao Hongcun, Gao Zugui,
Tang Aijun, Huang Xianghuai, HUANG Zhuankun, CAO Li, PENG Jinsong, PENG Suining,
DONG Zhenhua, HAN Qingxiang, JIAO Peifeng, FAN Jida.
He Yiting and Zhen Zhanmin, Lin Zhenyi, Hao Yongping, Qin Gang, Xin Ming, Gao Zugui, Chen
Yuanzhang, Chen Qiqing, Chen Shuguang, Shen Chuanliang, Huang Xianghuai, Chen Shu, Ge Wei,
Chen Miao, and Wu Xiaoxue participated in the overall manuscript work.
In the process of compiling this book, the opinions and suggestions of comrades of the former
Central Party School and the former State Academy of Administration and a number of senior
experts and scholars were extensively solicited, as well as the opinions and suggestions of relevant
responsible comrades of various units directly under the school (academy).
The Central Policy Research Office, the Central Research Institute of Party History and Literature,
the Cadre Education Bureau of the Organization Department of the CPC Central Committee, and
the Theory Bureau of the Central Propaganda Department provided strong guidance and assistance
for the compilation of this book.
After being trialed within the Central Party School (National Academy of Administration) in the
fall semester of 2019, this book incorporates the opinions and suggestions of some students and
lecturers, and further revises.
Xi Jinping's thought on socialism with Chinese characteristics for a new era is broad and profound.
Although great efforts have been made in the compilation of this book, it is inevitable that there will
be omissions and deficiencies. It is hoped that readers will put forward valuable comments and
suggestions for further revision and improvement.
The book writing team
August 2020
China Aerospace Studies Institute 433 Translation published Fall 2023
Basic Issues of Xi Jinping Thought on Socialism with Chinese Characteristics for a New Era
Responsible editor: Ren Xiao
Cover design: Shi Xiaomeng
Responsible Proofreader: Liang Yue Lv Fei
Cataloguing in Publication (CIP) data
Xi Jinping's Thought on Socialism with Chinese Characteristics for a New Era: Basic Issues / Party School of the Central Committee
of the Communist Party of China (National Academy of Administration).
Beijing: Party School Publishing House of the Central Committee of the Communist Party of China: People's Publishing House,
2020.8
ISBN 978-7-5035-6878-7
I (1) Xi II.(1) Medium... III (1) Xi Jinping Thought on Socialism with Chinese Characteristics for a New Era-Study Reference
IV.D610
China Edition Library CIP Data Core Word (2020) No. 160816
Basic Issues of Xi Jinping Thought on Socialism with Chinese Characteristics for a New Era
Xl JINPING XINSHIDAI ZHONGCUO TESE SHEHEIZHUYI JIBEN WENTI
Party School of the Central Committee of the Communist Party of China (National Academy of Administration)
People's Publishing House
Central Party School Press
Publication and distribution
Printed by Beijing Shengtong Printing Co., Ltd Distributed by Xinhua Bookstore
August 2020 Version 1 The first printing in Beijing in August 2020
Folio: 787 mm X 1092 mm 1/16 sheet: 27.75
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Phone (01068922233 65289539
All rights reserved and infringement will be investigated
Where we purchase our books, if there is a problem with the quality of printing, our company is responsible for exchange.
China Aerospace Studies Institute 434 Translation published Fall 2023
Basic Issues of Xi Jinping Thought on Socialism with Chinese Characteristics for a New Era
Basic Issues of Xi Jinping Thought on Socialism with
Chinese Characteristics for a New Era
168II978-7-5035-6878-7
978750356878
Price: 68.00
China Aerospace Studies Institute 435 Translation published Fall 2023
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The Sports Examiner Blog - Page 31 of 110
TSX REPORT: IOC Exec Board approves LA28 added sports, OKs 2030-34 Winter Games double allocation, suspends Russia
★ The Sports Examiner: Chronicling the key competitive, economic and political forces shaping elite sport and the Olympic Movement.★
★ To get The Sports Examiner by e-mail: sign up here! ★
≡ THE 5-RING CIRCUS ≡
1. LA28 added sports OK; 2030 and 2034 Winter double allocation on
2. IOC suspends Russia, offers no condolences to Israel
3. IOC creates four-sport Olympic qualifiers next year
4. IOC approves Wright as U.S. biathlete; Mollaei to Azerbaijan
5. Crouser, Lyles nominated for Men’s World Athlete of the Year
● On Friday morning, the International Olympic Committee Executive Board accepted the five added sports requested by the LA28 organizing committee, agreed to reinstate boxing, modern pentathlon and weightlifting on the 2028 program, and approved the recommendation of the Winter Games Future Host Commission for a double allocation next year of the hosts for the 2030 and 2034 Winter Games. The LA28 Games will now be the largest ever at 36 sports and will surpass the 10,500 athlete limit, with the details to be worked out by the end of 2024. The double allocation of Winter hosts is very good news for Salt Lake City, the leading candidate for 2034.
● On Thursday, the IOC Executive Board suspended the Russian Olympic Committee indefinitely, but said this had no impact on whether “neutral” athletes from Russia or Belarus will be able to compete in Paris in 2024. The IOC issued no statement on the Hamas attack on Israel, but asked about it, its spokesman read a bland statement expressing “sympathy” with “innocent victims.”
● The Executive Board announced two qualifying “festivals” to be held in Shanghai and Budapest next year for Olympic qualifying in BMX-Freestyle, break dancing, skateboarding and sport climbing.
● New Zealand biathlete Campbell Wright, a 2021 World Junior Champion in the sprint, was approved for nationality transfer to the U.S. Former Iranian judo World Champion Saeid Mollaei, who transferred to Mongolia after being told to throw matches to avoid competing against an Israeli, transferred nationality again to Azerbaijan.
● World Athletes posted its nominees for Men’s World Athlete of the Year, including Americans Noah Lyles and Ryan Crouser.
● World Championships: Beach Volleyball (four U.S. teams in quarterfinals at Worlds in Mexico) = Rugby (quarterfinals this weekend) ●
● Panorama: Asian Games (two more doping cases, total now 10) = Swimming (World Aquatics moves open-water World Cup out of Israel) = Taekwondo (2: Tunisia won two at Taiyuan Grand Prix; Iranian star withdraws with potential to face an Israeli) ●
● Now available: our exclusive 850-event International Sports Calendar (no. 4) for 2023, 2024, and beyond, by date and by sport: click here! ●
1.
LA28 added sports OK; 2030 and 2034 Winter
double allocation on
On Friday, the International Olympic Committee’s Executive Board made a long list of decisions, shared by IOC President Thomas Bach (GER) and Sports Director Kit McConnell (NZL) at a news conference:
● The LA28 additional-sports request for baseball-softball, cricket, lacrosse, squash and flag football was approved and sent on for approval by the IOC Session. The concept for all of the team sports is for six-team tournaments for men and women, with the team sizes yet to be determined.
● All three of the sports that were previously off of the LA28 program were brought back in: boxing, modern pentathlon and weightlifting. It was noted that boxing has no international federation, that modern pentathlon would have been excluded if riding had been continued and that the improvement in doping control in weightlifting has been satisfactory.
● International federations requested adding a total of 16 disciplines to the Games, but all were rejected except for Beach Sprint in rowing, which will replace the Lightweight Double Sculls. It was the only replacement discipline proposed.
● The result of now having 36 sports – the most ever in an Olympic Games – on the LA28 program will require an athlete total beyond the 10,500 quota, but that the increase is to be managed carefully. The specific number of athletes in all sports and per discipline within sports will be determined at the end of 2024.
● The IOC’s Future Host Commission for the Olympic Winter Games submitted a report stating that by 2040, there would be 10 countries in which the snow sports could be reliably held. In order to figure out a future plan for a permanent rotation or some other way to hold future Winter Games, a double allocation of Winter Games hosts for 2030 and 2034 is to be made in 2024.
● The Winter Games host-selection timetable now foresees the Future Host Commission moving to “targeted dialogue” with potential hosts for specific Games as early as the end of October, but certainly in November, with the IOC Executive Board to review its recommendations at its November meeting. This is great news for Salt Lake City for 2034, but also means that there is considerable pressure on the potential 2030 bidders – France, Sweden and Switzerland – to get their programs together quickly.
Bach noted that with the suspension of the Russian Olympic Committee (see item 2 below), that invitations – if any – for “neutral” Russian athletes for Paris 2024 would be made directly to the athletes themselves, or by the relevant International Federation, or through their national (Russian) federations, but not through the Russian Olympic Committee.
2.
IOC suspends Russia, offers no condolences to Israel
On the opening day of the International Olympic Committee’s Executive Board meeting in Mumbai, India, a decision was announced to suspend the Russian Olympic Committee:
“The unilateral decision taken by the Russian Olympic Committee on 5 October 2023 to include, as its members, the regional sports organisations which are under the authority of the National Olympic Committee (NOC) of Ukraine (namely Donetsk, Kherson, Luhansk and Zaporizhzhia) constitutes a breach of the Olympic Charter because it violates the territorial integrity of the NOC of Ukraine, as recognised by the International Olympic Committee (IOC) in accordance with the Olympic Charter.”
The announcement went on to note that this has nothing to do with the potential participation of “neutral” athletes from Russia or Belarus. It will end any funding of the Russian Olympic Committee; the ROC is already suing the IOC for about $9 million it says it is owed as a share of the IOC’s TOP sponsorship program.
The Russian Olympic Committee’s response included:
“The IOC made another counterproductive decision today, heavy with obvious political overtones, thus confirming de-jure what was done de-facto back in February 2022.
“Russian athletes, the overwhelming majority of whom were unjustifiably barred from international competitions, are unaffected by this decision as nothing has changed in regard to neutral status.”
Russian sports minister Oleg Matytsin’s statement included:
“By making such decisions, the IOC demonstrates total dependence on political and business conditions, losing authority and independence. … This only confirms that in its current form, the International Olympic Committee no longer adequately represents and protects the interests of world sports and athletes and is significantly losing weight and competence as an international regulator.”
¶
The IOC issued no statement on Thursday concerning the attack by Hamas – the elected leadership of Gaza – on Israel, or the discussion of any sanction on the Palestine National Olympic Committee.
In contrast, on the same day that Russian invaded Ukraine – 24 February 2022 – the IOC issued a statement condemning the breach of the Olympic Truce, which included:
“Following recent events, the IOC is deeply concerned about the safety of the Olympic Community in Ukraine. It has established a task force to closely monitor the situation and to coordinate humanitarian assistance to members of the Olympic Community in Ukraine where possible.”
Asked about last Saturday’s Hamas attack at Thursday’s news conference, IOC spokesman Mark Adams (GBR) read a bland, pre-written response:
“At the start of the IOC Executive Board, the IOC E.B. members expressed their very strong feelings over these tragic events in the recent days and expressed their deepest sympathy with the innocent victims of this terrible violence.”
At Friday’s briefing, Bach said that contact was made with the Israel Olympic Committee last Saturday when the attacks began, but did not condemn Hamas or mention any contact with the Palestine Olympic Committee. He did essentially repeat Adams’s statement, almost word-for-word.
The IOC Executive Board has nominated Israel’s Yael Arad, the country’s first Olympic medalist (judo in 1992) and the head of the Israel Olympic Committee, to be a new member of the IOC at the Mumbai Session. She is in Mumbai and it will be instructive to see whether she is, in fact, elected.
3.
IOC creates four-sport Olympic qualifiers next year
Following its Olympic Agenda 2020+5 promise to create new events to raise the profile of smaller sports, the IOC announced a two-stage Olympic qualifying competition series for BMX-Freestyle cycling, break dancing, skateboarding and sport climbing.
Some 464 athletes are expected to compete, with more than half of the Olympic qualifying places to be settled in the two events:
● 16-19 May 2024: Shanghai (CHN)
● 20-23 June 2024: Budapest (HUN)
The international federations for these sports will be responsible for the competitions. With the exception of the BMX-Freestyle, for which the number of worldwide competitions is pretty limited, the other sports are run by much smaller federations which do not receive shares of IOC television revenues: the World DanceSport Federation, World Skate and the International Federation of Sport Climbing. They all have events, but this will be a significantly higher profile than for most of their programs.
These events also have small quotas for Paris 2024, making them easier to handle:
● BMX-Freestyle: 2 events and 24 athletes
● Break Dancing: 2 events and 32 athletes
● Skateboarding: 4 events and 88 athletes
● Sport Climbing: 4 events and 68 athletes
The Shanghai event will be held at the Huangpu Riverside; in Budapest, the Ludovika Campus will be used.
4.
IOC approves Wright as U.S. biathlete; Mollaei to Azerbaijan
The IOC Executive Board also approved several changes in nationality, including one which could have significant impact for the U.S. at the Milano Cortina 2026 Winter Games.
Biathlete Campbell Wright, 21, was approved to compete for the U.S. as a transfer from New Zealand; he has dual citizenship, having been born in New Zealand to two American parents.
He won the IBU World Junior Championships 10 km Sprint in 2023, and debuted at the IBU World Cup in November 2021 at age 19. He was reportedly the second teenager ever to score points in an IBU World Cup, and competed for New Zealand at the 2022 Beijing Winter Games, placing 32nd in the men’s 20 km and 75th in the 10 km Sprint.
Said Wright, who trained with the U.S. team last season:
“I have made the decision to swap nations to the U.S., because it gives me the best chance to be able to reach my goals. To reach the top in any sport is hard, and it’s only made harder without the proper team around you. So if I want to be the best biathlete I can be, changing to Team USA is the clear option.”
¶
The IOC also approved a nationality change for 31-year-old judoka Saeid Mollaei from Mongolia to Azerbaijan, his third country, after originally wrestling for Iran. Mollaei won the 2018 World 81 kg Championships for Iran, then was infamously ordered by Iranian officials to throw matches at the 2019 Worlds in order not to face Israel’s eventual World Champion, Sagi Muki.
Mollaei went to Germany, then accepted a citizenship offer from Mongolia, for whom he competed at Tokyo 2020 and won the Olympic 81 kg silver medal. He fought for Mongolia in 2022, but the International Judo Federation approved his transfer to Azerbaijan allowing him to compete in the 2022 IJF World Tour, winning the Baku Grand Slam.
5.
Crouser, Lyles nominated for Men’s World Athlete of the Year
World Athletics announced its nominees for its 2023 Men’s World Athlete of the Year, including two Americans among the 11 choices:
● Neeraj Chopra (IND) ~ Worlds javelin gold medalist
● Ryan Crouser (USA) ~ Worlds shot put champ and world-record setter
● Mondo Duplantis (SWE) ~ Worlds vault champ and world-record setter
● Soufiane El Bakkali (MAR) ~ Worlds Steeple gold medalist
● Jakob Ingebrigtsen (NOR) ~ Worlds 5,000 m gold, 1,500 m silver
● Kelvin Kiptum (KEN) ~ Marathon world-record setter
● Pierce LePage (CAN) ~ Worlds decathlon gold medalist
● Noah Lyles (USA) ~ Worlds 100-200m gold medalist
● Alvaro Martin (ESP) ~ Worlds 20 km and 35 km champion
● Miltiadis Tentoglou (GRE) ~ Worlds long jump gold medalist
● Karsten Warholm (NOR) ~ Worlds 400 m hurdles champion
According to the announcement:
“The World Athletics Council and the World Athletics Family will cast their votes by email, while fans can vote online via the World Athletics social media platforms. … The World Athletics Council’s vote will count for 50% of the result, while the World Athletics Family’s votes and the public votes will each count for 25% of the final result.”
Balloting is open until 28 October.
≡ WORLD CHAMPIONSHIPS ≡
● Beach Volleyball ● The FIVB World Championships are heading toward the medal round in Tlaxcala, Mexico, with the quarterfinals set for Friday and for American duos still playing:
Men:
● Anders Mol & Christian Sorum (NOR: defending champions) vs. Ondrej Perusic & David Schweiner (CZE)
● Pedro Solberg & Guto Carvalhaes (BRA) vs. Trevor Crabb and Theo Brunner (USA)
● Miles Partian and Andrew Benesh (USA) vs. Bartosz Losiak & Michal Bryl (POL)
● Stefan Boermans & Yorick De Groot (NED) vs. David Ahman & Jonatan Hellvig (SWE)
Women:
● Ana Patricia Ramos & Duda Lisboa (BRA: defending champions) vs. Katja Stam & Raisa Schoon (NED)
● Mariafe Artacho del Solar & Taliqua Clancy (AUS) vs. Melissa Humana-Paredes & Brandie Wilkerson (CAN)
● Sara Hughes & Kelly Cheng (USA) vs. Taina Bigi & Victoria Lopes (BRA)
● Tanja Huberli & Nina Brunner (SUI) vs. Kristen Nuss & Taryn Kloth (USA)
The semifinals will be played on Saturday and the medal matches on Sunday.
● Rugby ● After a week’s break following the pool phase, the Rugby World Cup in France will resume with the quarterfinals on Saturday and Sunday (world rankings listed before each team name):
14 October:
● (7) Wales (4-0) vs. (8) Argentina (3-1) in Marseille
● (1) Ireland (4-0) vs. (4) New Zealand (3-1) in Saint-Denis
15 October:
● (6) England (4-0) vs. (10) Fiji (2-2) in Marseille
● (2) France (4-0) vs. (3) South Africa (3-1) in Saint Denis
All four semi-finalists from 2019 are still involved; South Africa beat England in the 2019 final and New Zealand defeated Wales for third place.
The semis will be on 20-21 October and the championship on 28 October.
≡ PANORAMA ≡
● Asian Games ● Two more doping positives from the just-completed Asian Games in China, for basketball players Justin Brownlee (PHI) and Sami Bazi (JOR); this brings the total of Asiad doping suspensions to 10.
● Swimming ● The World Aquatics Open Water World Cup event slated to be held in Eilat, Israel from 1-2 December has been moved to Funchal (POR) due to the Hamas attack on Israel. The new dates are 2-3 December.
● Taekwondo ● The World Taekwondo Grand Prix in Taiyuan (CHN) showed a couple of Tokyo Olympic champions still in great shape.
Olympic champ Panipak Wongpattanakit of Thailand won her class with a 2-0 (3-0, 8-3) defeat of 2022 Worlds silver medalist Qing Guo (CHN) in the women’s 49 kg final. At 57 kg, Skylar Park of Canada, the 2019 Worlds bronze winner, took the title, coming from behind, 4-11, 7-6, 9-7 to take a 2-1 decision over Iranian Nahid Kiyanichandeh.
In the women’s 67 kg final, Aleksandra Perisic (SRB), the 2022 Worlds silver winner, swept aside 2022 62 kg World Champion Sarah Chaari (BEL), 2-0 (2-0, 4-2). China’s Lei Xu won the women’s +67 kg division, taking a 2-0 (6-2, 3-1) final win against Sude Uzuncavdar (TUR).
Tunisia won two golds in the four men’s classes, first in the men’s 58 kg with Tokyo 2020 silver medalist Mohamed Jendoubi taking a 2-1 win over Korean 2019 World Champion Jun Jang in the gold-medal match (1-2, 17-11, 11-8), and then from 2022 Worlds 74 kg bronze medalist Firas Katousi winning a wild final, 2-1, from Geon-woo Seo (KOR) at 80 kg by 4-2, 8-8 and 16-10!
Korean Ho-jun Jin, the 2023 Worlds runner-up, took the men’s 68 kg class with a 10-6, 7-6 sweep of France’s Souleyman Alaphilippe. Russian Tokyo Olympic champ Vladislav Larin, competing as a “neutral,” won at +80 kg, over Uzbek Nikita Rafalovich, the 2022 Worlds 87 kg bronze winner, by 2-1 (2-2, 2-0, 11-1).
¶
A star Iranian fighter, Mobina Nematzadeh, was reportedly withdrawn from the Grand Prix in Taiyuan, to avoid potentially facing an Israeli opponent in the women’s 49 kg class.
Nematzadeh had just come from a silver-medal finish at the Asian Games, losing to China’s Qing Guo in the gold-medal match and would have been a medal contender in Taiyuan (Guo won silver in this weight class). But with Israeli entrants on both sides of the bracket, it was possible for her to face one no matter where she was seeded.
¶
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TSX REPORT: Retton med-support fund over $300,000; Bach talks up India and weightlifting; a challenge to Saudi for 2034 FIFA World Cup?
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≡ THE 5-RING CIRCUS ≡
1. Retton medical-support fund passes $300,000 in two days
2. Bach talks up cricket, weightlifting and the future in India
3. Sapporo out of 2030 Winter Games race; will try for later
4. UEFA reverses Russia stance; EURO 2028 and 2032 hosts confirmed
5. Indonesia to bid with Australia for FIFA World Cup ‘34?
● Online fund-raising for Los Angeles 1984 gymnastics icon Mary Lou Retton has passed the $300,000 mark – as against a $50,000 goal – to assist with her medical expenses in a fight against a pneumonia strain that has required breathing assistance.
● International Olympic Committee President Thomas Bach of Germany, interviewed in India prior to the IOC Session, said that he likes cricket as an Olympic add-on sport for 2028, but says it will have to be voted on. He’s also enthusiastic about weightlifting’s return, and thinks India could be a viable candidate for the 2036 Olympic Games.
● Sapporo and the Japanese Olympic Committee said there will be no bid for the 2030 Olympic Winter Games, but a bid for 2034 or beyond is possible of the “public trust” can be rebuilt.
● UEFA decided, in a U-turn, not to admit Russian U-17 teams into its competitions, saying it was not feasible, after agreeing to do allow them in a couple of weeks ago. Great Britain and Ireland, and Italy and Turkey were announced as the co-hosts of the EURO 2028 and 2032 tournaments, respectively. A 12 October EURO qualifying match between Israel and Switzerland in Tel Aviv has been postponed to 15 November, with the venue to be determined, in view of the continuing attacks on Israel.
● Saudi Arabia looked to be a walkover winner to host the 2034 FIFA World Cup, but new discussions between Australia and Indonesia could create a formidable competitor, possibly also including Malaysia and Singapore. Expressions of interest are due by the end of the month.
● Panorama: Paris 2024 (IOC declines waiver for 44-year-old Pacquiao for boxing) = Los Angeles 2028 (World Rowing enlists Super Bowl announcer to help with Beach Sprint inclusion) = Asian Games (eight doping positives so far) = Athletics (3: U.S. distance stars meeting with USATF over Marathon Trials start times; World Athletics announces women’s athlete-of-year nominees; Birmingham indoor meet likely to go as city bankrupt) = Cycling (2: USA Cycling moves road nationals to Charleston; two Belgian riders removed from Tour of Guangxi for possibly-racist social post) = Judo (Russian federation suspends Rio Olympic champ for social-media posts) = Luge (Skechers sponsors World Cup?!) = Skating (new ISU transgender policy) ●
● Now available: our exclusive 850-event International Sports Calendar (no. 4) for 2023, 2024, and beyond, by date and by sport: click here! ●
1.
Retton medical-support fund passes $300,000 in two days
“My amazing mom, Mary Lou, has a very rare form of pneumonia and is fighting for her life. She is not able to breathe on her own. She’s been in the ICU for over a week now. Out of respect for her and her privacy, I will not disclose all details. However, I will disclose that she not insured.
“We ask that if you could help in any way, that 1) you PRAY! and 2) if you could help us with finances for the hospital bill.
“ANYTHING, absolutely anything, would be so helpful for my family and my mom. Thank y’all so very much!”
That post on Spotfund.com from McKenna Kelley on Tuesday (10th) asked for help for the female icon of the 1984 Olympic Games in Los Angeles, the then-16-year-old Mary Lou Retton – now 55 – who won the women’s All-Around gold and won four more medals, with silvers in the Team event and Vault and bronzes on the Uneven Bars and Floor. She scored 10.00 on the Vault and Floor to win the All-Around from Romania’s Ecaterina Szabo, 79.175 to 79.125. Szabo also won five medals in Los Angeles; golds in the Team event and in the Vault, Beam and Floor, magnifying Retton’s upset in the All-Around.
She later attended the University of Texas and married football player Shannon Kelley in 1990; they divorced in 2018, with four daughters: Shayla (born 1995), McKenna (1997), Skyla (2000), and Emma (2002). After retiring from gymnastics in 1986, Retton has been a spokesperson and speaker for many companies.
The outpouring of support has been intense. By the end of Wednesday, the donor count was at 5,912 and $330,181 had been raised against an initial goal of $50,000. All but two of the donations was of $2,000 or less; a $50,000 contribution was made by Linda McIngvale, wife of Houston furniture magnate Jim “Mattress Mack” McIngvale, and an anonymous $5,000 donation was made. Retton remained in intensive care on Wednesday.
2.
Bach talks up cricket, weightlifting and the future in India
With the International Olympic Committee Executive Board meeting on Thursday and Friday and the IOC Session in Mumbai, India meeting from Sunday through next Tuesday, IOC President Thomas Bach took time-out for an interesting interview with the Times of India. And he had quite a bit to say.
As far as the LA28 organizing committee proposal to include cricket (and four more sports) on the program, Bach reiterated his enthusiasm for the T20 format, but noted that the process will start with the IOC Program Commission, then come to the Executive Committee for a review and if allowed, will be voted on by the IOC Session.
On boxing, Bach turned to one of his favorite phrases, explaining “we have no problems with the sport nor with the boxers.” But he pointed again to the IOC’s issues with financing, governance and refereeing and judging at the International Boxing Association, which was de-recognized by the IOC in June. “There will be no boxing with IBA in [the] Olympic program, now or in the future.” The IOC is running the boxing process now for Paris 2024, as it did for Tokyo 2020, and is therefore in no rush to find a new boxing federation.
Bach was highly enthusiastic on weightlifting, which has also been kept off of the 2028 Los Angeles program, saying “They have made great progress. They have outsourced the entire doing management … and ensured that there is a change in the culture.” This bodes well for the return of weightlifting for 2028.
No mention was made of modern pentathlon, also currently outside the 2028 program, but Bach outlined what the IOC is looking for going forward. This is important:
“There are two criteria which are very important to us. First of all, the young sports and secondly, urban sports. In our world today, the kids have so many distractions; not only the kids, but the potential sports fans also have so many distractions. They are not in touch with sports. This is why we have to go where the people are, in the real world with urban centers, and in the digital world. We have to promote our sports there, build small sports centers in the neighborhood.”
As for an India bid for the 2036 Olympic Games, Bach was encouraging, and said that the disastrous and corruption-plagued 2010 Commonwealth Games will not be a barrier:
“You cannot compare today’s India with India of 2010. It is a much more mature country now if we talk of hosting big sports events.”
Observed: Bach is at his best when he gives insight into what his IOC – he will serve into 2025 – is looking for. His statement on “go to where the people are” has been consistent, if not always conversant with the IOC’s actions.
There’s no clear indicator from what he said about what the IOC will do with the five sports that LA28 is proposing, or what the fate of modern pentathlon will be. You can make any case you want from his comments. But while his overall direction is clear, it may face a revision – or even a reversion – depending on who replaces him as the IOC chief in less than two years.
3.
Sapporo out of 2030 Winter Games race; will try for later
The Japanese Olympic Committee and the mayor of Sapporo announced Wednesday that there will be no bid for the 2030 Olympic Winter Games, but that a future bid will be considered. JOC President Yasuhiro Yamashita told reporters:
“There’s a possibility that moving forward with the bid movement too hastily will leave an irrecoverable wound on the value of sports. I’m sorry for the people of Sapporo and Hokkaido.”
Pro-Olympics mayor Katsuhiro Akimoto noted the fallout from the Tokyo 2020 Olympic Games in sponsorship selections involving bribery and bid-rigging of test events and venue-management contracts:
“It’s a very tough situation. We need to examine our future activities. We’ll gauge public sentiment at an appropriate time.
“We could not gain understanding from the citizens. There has been a widespread sense of uneasiness among the citizens about the criminal cases related to the 2020 Tokyo Games, and they are also worried about their financial burden for hosting the games.”
Sapporo hosted the Winter Games in 1972 and looked to be a front-runner for 2030, but now faces an uncertain future as Salt Lake City has a nearly-complete package in hand that could allow it to be selected by the IOC at any time. With the IOC’s encouragement, there is bid development work underway in France, Sweden and Switzerland for 2030, using regional or national approaches to avoid building new facilities.
4.
UEFA reverses Russia stance; EURO 2028 and 2032 hosts confirmed
“No technical solution could be found to allow the Russian teams to play.”
That’s from a UEFA spokesman, as the organization’s Executive Committee backtracked from its 26 September decision to allow Russian U-17 teams to play in continental competitions without anthem, flag or national uniforms. At least 12 of the 55 UEFA national federations had said they would not allow their U-17s to play against Russia in view of the continuing invasion of Ukraine.
Sweden, which hosts the UEFA women’s U-17 championship in 2024, said it would not admit the Russian team.
The Ukrainian Football Association commented on X (ex-Twitter):
“Thus, the position of our country, with which the Ukrainian Association of Football appealed to UEFA and all national member associations, was heard. russian football remains in isolation, that is, where it belongs.”
Russian Football Union national team coach Valery Karpin told the Russian news agency TASS:
“I didn’t expect that they would allow it, I didn’t expect that it would be cancelled. First they admitted it, then they canceled it, and this became an even bigger surprise.”
Former FIFA Vice-President and Honorary President of the Russian Football Union Vyacheslav Koloskov told TASS:
“Even when the decision on admission was made, I said that it was not clear how to implement it technically.
“At some point this issue had to come up. This is the first time I have seen such a thing for the UEFA executive committee to make a decision, and then canceled it. They should have explained that the decision had to be firmly implemented, create a mechanism for its implementation. I think, indeed, that UEFA did not invent a reason. But why then make a decision without fully thinking it through? The Executive Committee simply showed its incompetence.”
Left hanging is FIFA, which supported the UEFA position to allow Russian U-17 teams to play, without national symbols.
¶
UEFA formally confirmed the EURO 2028 and 2032 hosts, with Great Britain (four federations) and Ireland staging the 2028 events and Italy and Turkey delivering the 2032 tournament.
Ireland, Wales and Northern Ireland will be first-time hosts; nine venues are projected for games, with two in London, as well as Birmingham, Liverpool, Manchester and Newcastle in England, plus Glasgow in Scotland, Cardiff in Wales, Dublin in Ireland and Belfast in Northern Ireland.
Turkey will also host a EURO for the first time. Ten stadiums were proposed in both Italy and Turkey, with five to be chosen in each country by October 2026.
¶
In view of the continuing Hamas attacks on Israel, UEFA also moved the Israel-Switzerland match, scheduled to be played in Tel Aviv on 12 October, to 15 November, with the venue to be determined.
The match is important, as the Swiss are atop Group I at 4-0-2 (W-L-T: 14 points), with Romania second (3-0-3: 12) and Israel third (3-1-2: 11) with the top two to qualify. Israel has an 18 November match against Romania in Jerusalem before finishing at Andorra on 21 November. Israel is assured of at least a playoff spot to get into the EURO 2024 tournament.
5.
Indonesia to bid with Australia for FIFA World Cup ‘34?
Given FIFA’s directive that only bids from the Asian Football Confederation or Oceania Football Confederation would be received for the FIFA World Cup in 2034, Saudi Arabia immediately entered the race and appeared to be unchallenged, according to a statement by AFC President Sheikh Salman bin Ibrahim Al Khalifa (BRN) last week:
“I am delighted to note that the [Saudi Arabian Football Federation] have presented their intention to bid for the FIFA World Cup in 2034.
“The entire Asian football family will stand united in support of the Kingdom of Saudi Arabia’s momentous initiative, and we are committed to working closely with the global football family to ensure its success.”
But now, the Sydney Morning Herald reported that Indonesian Football Federation head Erick Thohir has had discussions with Australia – also Asian Football Confederation members – about creating a 2034 bid, perhaps also including Malaysia and Singapore.
Australia’s credentials are unmatched as it just completed a well-managed staging, with New Zealand, of the FIFA Women’s World Cup this summer. Indonesia, on the other hand, has human-rights issues to deal with as its exclusion policy on Israel forced the cancellation of the ANOC World Beach Games in August and FIFA removed its men’s U-20 World Cup in March to Argentina over the issue. FIFA apparently wasn’t that upset, as it handed this year’s men’s U-17 World Cup to Indonesia in June; it will kick off on 10 November.
The question is time. FIFA has set a deadline of 31 October for expressions of interest in hosting the 2034 tournament, with completed bidding agreements due by 30 November. Bid submissions will be due in July of 2024 and the decision expected by the end of 2024.
≡ PANORAMA ≡
● Olympic Games 2024: Paris ● Philippine boxing legend Manny Pacquiao, now 44, will not be allowed to compete in Paris in view of existing rules that have an age limit of 40. The Russian news agency TASS reported a comment from the IOC which included:
“The eligibility requirements include an age limit of 40, which the then AIBA set back in 2013 as a rule for boxing tournaments. When the IOC suspended AIBA [now IBA] in 2019, it ensured that boxing could remain on the program of the Olympic Games 2020 in Tokyo and Paris in 2024 to protect the interests of athletes. And that is why the IOC approved the IBA technical rules for the Olympic tournament in Tokyo, which have not been challenged. The same technical rules will be applied to the tournament in Paris.”
● Olympic Games 2028: Los Angeles ● World Rowing is all-in on trying to get its Beach Sprint events into the 2028 Los Angeles Olympic Games to replace the Lightweight Double Sculls events which will be dropped after Paris.
The latest: hiring well-known public address announcer Alan Roach, who has been on the microphone for multiple Olympic Games, but especially for 14 NFL Super Bowls. The announcement was suitably understated:
“World Rowing is now laser-focused on cultivating and nurturing the discipline to make it a permanent feature of the Olympic Games.”
● Asian Games ● Qatari cyclist Alsaadi Bilal Haitham was caught for doping (erythropoietin a.k.a. ”EPO”) on 2 October, bringing the Asian Games doping positive total to eight so far. This was the third positive in cycling; two were in track & field and no other sport had more than one. Saudi Arabia had two positives and no other country had more than one.
● Athletics ● An athlete group concerned about the start time of the 2024 U.S. Olympic Marathon Trials in Orlando, Florida is to meet with USA Track & Field chief executive Max Siegel by videoconference on Thursday.
A letter from Rio 2016 Olympic marathoner Jared Ward and Emma Grace Hurley, the men’s and women’s Athletes’ Advisory Council representatives, and signed on by 86 others posted by Citius Magazine, and included:
“We understand the current start time is being dictated by the television broadcast, and while we recognize the importance of our sport reaching the widest possible television audience, the safety and integrity of our sport must come first. …
“Based on the [Orlando] weather conditions last February, extreme heat stress is not just possible, it is almost assured. Even the most optimistically projected scenario will still be hotter than the 2016 Olympic Trials in Los Angeles, where only 64% of the men’s field and 75% of the women’s field made it to the finish line. …
“We are requesting a start time of preferably 6:00 AM, but no later than 7:00 AM, not a contingency plan based on the hottest allowable weather, to allow for a safe race and the a better chance for our men to qualify for Paris 2024. Note that we aren’t seeking a tolerable threshold, but the best possible conditions- which in Orlando will still likely be challenging.”
The letter suggests interested viewers will watch the race no matter what time it is held and the broadcast can be replayed for the interest of casual viewers later.
¶
World Athletics announced 11 candidates for its Women’s World Athlete of the Year, including American Sha’Carri Richardson:
● Tigist Assefa (ETH) ~ Marathon world-record setter (2:11:53)
● Femke Bol (NED) ~ Worlds 400 m hurdles gold medalist
● Shericka Jackson (JAM) ~ Worlds 200 m gold, 100 m silver
● Faith Kipyegon (KEN) ~ Worlds 1,500-5,000 m winner, three world records
● Haruka Kitaguchi (JPN) ~ Worlds javelin gold medalist
● Yaroslava Mahuchikh (UKR) ~ Worlds high jump gold medalist
● Maria Perez (ESP) ~ Worlds 20 km and 35 km walks gold medalist
● Sha’Carri Richardson (USA) ~ Worlds 100 m gold, 200 m silver
● Yulimar Rojas (VEN) ~ Worlds triple jump gold medalist
● Gudaf Tsegay (ETH) ~ Worlds 10,000 m champion
● Winfred Yavi (BRN) ~ Worlds Steeple champion
Per the announcement:
“The World Athletics Council and the World Athletics Family will cast their votes by email, while fans can vote online via the World Athletics social media platforms”; voting continues through 28 October. Winners will be announced on 11 December.
¶
The Times (London) reported that the 24 February World Indoor Tour Gold meet in Birmingham (GBR) is likely to be canceled as the city is facing a £760 million penalty (~$935.77 million U.S.) on equal-pay claims that essentially bankrupts the municipal government.
The meet has just been removed from the World Athletics and U.K. Athletics Web sites.
● Cycling ● USA Cycling announced that after seven years of holding its Pro Road Championships in Knoxville, Tennessee, it has signed a five-year commitment to hold an expanded version of the event in Charleston, West Virginia.
The 2024 edition will be held from 15-19 May, and will expand the men’s and women’s Road, Time Trial and Criterium races with the addition of U-23 and Junior (ages 17-18) classes as well. For the Time Trials, the winner of the men’s and women’s races will qualify for the Paris 2024 races.
¶
Madis Mihkels (EST: 20) and Gerben Thijssen (BEL: 25), riders for the Belgium-based Intermarche-Circus-Wanty team on the UCI World Tour have been removed from the GREE – Tour of Guangxi in China for a post on Thijssen’s Instagram account showing Mihkels making gestures which have been interpreted as racist.
The team posted an apology on X (ex-Twitter) that included:
“We sincerely regret the behaviour of our rider Madis Mihkels and the images shown on the social media. We would like to apologise to the Chinese people and fans, to the government of Guangxi, to the Chinese Cycling Association, and all parties involved in the organisation of Tour of Guangxi for the image given of our sport.”
A Union Cycliste Internationale statement included:
“The UCI commends the swift reaction of the two riders’ team, Intermarché-Circus-Wanty (BEL), which decided to withdraw them from the Gree – Tour of Guangxi (China) and assess the disciplinary actions it may take following the incident. The event organiser also acted quickly by organising a meeting with those concerned and the local authorities, during which the riders expressed their apologies.
“The UCI has decided to refer the matter to the UCI Disciplinary Commission for a possible breach of article 12.4.004 of the UCI Regulations, which states that any person who, by word or deed, bemeans, discriminates against or denigrates a person or a group of persons in a manner that violates human dignity, on grounds such as race or ethnic origin, shall receive a disciplinary action.”
The Tour of Guangxi is the final event this season on the UCI World Tour, and started on Thursday and will finish on the 17th.
● Judo ● The Russian Judo Federation has suspended Rio 2016 Olympic 81 kg gold medalist Khasan Khalmurzaev; the International Judo Federation statement posted Wednesday included:
“In response to recent social media posts from Olympic champion Khasan Khalmurzaev, the Russian Judo Federation sent a letter to the International Judo Federation to provide the following information:
“● The athlete has been found in breach of the federation’s internal rules and regulations which does not allow the public posting of any religious or political personal views.
“● The Russian Judo Federation immediately suspended the athlete temporarily, until a further decision is taken.”
No other information was provided; Russian judoka are allowed to compete in IJF competitions on a neutral basis vis-a-vis the Russian invasion of Ukraine. He appears to be semi-retired; he has appeared only once in competition since December 2021 and did not place at a June IJF Grand Slam event in Kazakhstan.
● Luge ● A noteworthy announcement from the Federation Internationale de Luge:
“SKECHERS will be the main sponsor of the EBERSPACHER Luge World Cup and the 52nd FIL Luge World Championships in Altenberg, Germany, in the 2023/24 season. The sponsorship agreement between the world’s leading athletic footwear brand and the International Luge Federation (FIL) is initially for one season.
“The deal, signed by Infront, means that SKECHERS branding will be present at all nine World Cup events as well as the World Championships in Altenberg, Germany. This is the first time the company has sponsored a luge event.”
Southern California-based Skechers has been highly active in sports, but not as a high-profile sponsor of Olympic Winter-sport events.
● Skating ● The International Skating Union has issued a new transgender policy, limiting male-to-female transgender athletes to those with serum testosterone of 2.5 nmol/L or less.
The ISU’s Communication 2595 specifies:
● “The Skater has signed and submitted to the ISU a written declaration stating that her gender identity is female. Once submitted to the ISU, the declaration cannot be changed, for sporting purposes, for a minimum of four years.”
● “In addition, the Skater must demonstrate that her total testosterone level in serum has been below 2.5 nmol/L.
● “a) If the Skater transitions before the age of 12 or Tanner stage 2, then the serum testosterone must be below 2.5 nmol/L continuously for at least 12 months prior to competing in her first ISU Event in the female category.
● “b) If the Skater transitions after puberty, then the serum testosterone level must be below 2.5 nmol/L continuously for 24 months prior to competing in her first ISU Event in the female category, (with the requirement for any longer period to be based on a confidential case-by-case evaluation, considering whether or not 24 months is a sufficient length of time to minimize any competitive advantage in Women’s competition).”
The regulations also require monthly reporting of testosterone levels during the transition period and quarterly thereafter, with unannounced testing also to be done.
Female-to-male transgenders are “without restriction,” but require a signed declaration.
The new regulations apply to all ISU disciplines, including figure skating, short track and speed skating.
¶
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SPECIAL: Updated! Our revised, 850-event International Sports Calendar for 2023-24 now posted!
The Games of the XXXIII Olympiad is Paris is coming fast, so it’s time for an update to our TSX calendar – an exclusive 850-event listing – for the remainder of 2023, into 2024, with a few of the larger events beyond to 2028.
Our updated International Sports Calendar focuses on sports and events on the Olympic and Winter Games program for 2024 and 2026, plus a few other meetings and multi-sport events.
Please note: this listing will change! However, this edition is a good place to start for following many of the events coming up in the rest of a busy Olympic year ahead.
Two calendars are included in the single PDF download: an 18-page listing in chronological order and a 19-page listing by sport (and in date order within each sport).
It’s free! Get your download right now here!
¶
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TSX REPORT: LA28 asks baseball-softball, cricket, flag, lacrosse and squash as adds; how will IOC handle Palestine and Iran? Could Hassan equal Zatopek?
★ The Sports Examiner: Chronicling the key competitive, economic and political forces shaping elite sport and the Olympic Movement.★
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≡ THE 5-RING CIRCUS ≡
1. LA28 adds baseball, softball, cricket, flag football, lacrosse and squash
2. IOC faces new questions on Palestine and Iran after attack on Israel
3. Dolgopyat on a gymnastics gold while Israel was attacked
4. Could Hassan duplicate Zatopek’s distance triple in Paris?
5. IPC to light torch at Stoke Mandeville from 2024 on
● LA28 asks for five added sports, including baseball-softball, cricket, flag football, lacrosse and squash, bringing the sport total to 34, the most ever, with a possibility of expanding to 36 if modern pentathlon and weightlifting are added back.
● The attack by Hamas, backed by Iran, against Israel raises new questions for the International Olympic Committee. Already trying to navigate through a controversial re-admission of “neutral” Russian and Belausian athletes, what will the IOC now do about the participation of Palestine and Iran for Paris in 2024?
● Israeli gymnast Artem Dolgopyat, the Olympic Champion in men’s Floor Exercise, woke up Saturday morning, eight hours before his competition at the 2023 World Championships in Belgium, to air-raid alerts from home on his mobile phone. He somehow managed to win and collect Israel’s first-ever World Gymnastics Championships gold medal.
● Kenyan Kelvin Kiptum stole all the headlines at Sunday’s Chicago Marathon with his world-record 2:00:35 run, but could women’s winner, Dutch star Sifan Hassan, be positioned to duplicate the 1952 Olympic heroics of Czech legend Emil Zatopek in Paris next year?
● The International Paralympic Committee said that it will begin its quadrennial torch run to the Paralympic Games at Stoke Mandeville in Britain, where the concept that began the Paralympics started in 1948.
● Panorama: International Olympic Committee (Agenda 2020+5 report says Olympic Movement finances are stable) = Pan American Games (2: U.S. announces 631-member team for Santiago; USATF will send 77) = Russia (Olympic Committee head sees no reason to resign from IOC) = Memorabilia (Olympin show comes to southern California Friday) = Cycling (France’s Mahieu sweeps BMX World Cup in Argentina) ●
● Errata: Some readers of Monday’s post on the Ingrid O’Neil Auction no. 95 results saw her name misspelled in the top-of-post summary as “O’Neal.” Of course, it’s “O’Neil,” and quickly corrected. Sorry, Ingrid! ●
● Schedule: Due to a scheduling conflict, the next TSX post will be on Thursday (12th). ●
1.
LA28 adds baseball, softball, cricket, flag football, lacrosse and squash
“The LA28 Olympic and Paralympic Games shared its official proposal for new Olympic sports, including Baseball/Softball, Flag Football, Cricket (Twenty20), Lacrosse (Sixes) and Squash, to the International Olympic Committee (IOC) for potential inclusion in the 2028 Olympic sport program.”
Monday’s statement sets up the approval process for these sports at the International Olympic Committee’s Executive Board meetings this week in India and the IOC Session in Mumbai on 15-17 October.
LA28 chief executive Kathy Carter said the additions were made with no added financial risk:
“In building the Olympic sport program, we were willing to challenge the status quo and think differently about what’s possible for the Games in Los Angeles. We approached the process holistically and authentically, ensuring that our decisions were grounded in the Games’ commitment to fiscal responsibility.”
Existing venues in the Los Angeles area – there are plenty – are sure to be used for all of the added sports, with the only question about a suitable cricket facility, although a new, cricket-first venue is planned for development in Irvine, California.
Baseball was featured on and off as a demonstration until the 1984 Olympic Games in Los Angeles, where a full-fledged tournament was held at Dodger Stadium, leading to its eventual inclusion as a medal sport in 1992, through 2008. It came back as a medal sport at Tokyo 2020 and now again in 2028. Softball came in for 1996-2008 and again in Tokyo.
Cricket was played at the Paris 1900 Games, but has not been in the Games since. Those promoting cricket have said that its inclusion will provide a television rights windfall for the IOC; India pays about $20 million for TV rights, but estimates range up to $200 million more for 2028 with the sport included.
Flag Football has never been in the Games and is strongly backed by the National Football League, especially as a way to involve women in a game which almost exclusively played by men as tackle football. The NFL would be expected to help promote the sport heavily.
Lacrosse was played at the St. Louis 1904 Games and in London in 1908 and was a demonstration sport in 1928, 1932 in Los Angeles and 1948 in London. It has been chasing Olympic inclusion for decades and is popular in the eastern U.S., especially, and has expanded its national profile through the professional Premier Lacrosse League.
Squash has also been seeking Olympic status for many years and will finally be part of the Games in Los Angeles.
The LA28 program has now exploded to 34 sports, possibly on the way to 36. A list of 28 sports was approved in 2021, with boxing, modern pentathlon and weightlifting left off. When the IOC de-recognized the International Boxing Association last June, it also confirmed boxing’s place on the LA28 program. Now, five more sports are being added (34) and a decision on modern pentathlon and weightlifting are expected in Mumbai, so the LA28 total could be 36 sports.
The most sports in a single Games prior to 2028 was 33 for Tokyo 2020, but the LA28 total of 34 to 36 will be a new high.
The question of the athlete cap of 10,500 for the Olympic Games is now a significant issue, with the addition of so many more sports meaning there is potentially less room for the existing ones. However, depending on the real capacity of the residential housing at UCLA, site of the Olympic Village, some arithmetic gymnastics could be introduced, such as a cap of 10,500 athlete occupants in the Village on any individual day.
There is also the issue of rowing and canoeing housing, as the chosen Long Beach Marine Stadium facility can have significant tidal impacts that would force early-morning sessions to be held … meaning a subsidiary village could be required in Long Beach to allow a short commute to the site, instead of the 45 minutes or more from UCLA.
2.
IOC faces new questions on Palestine and Iran after attack on Israel
“Neutral” athletes from Palestine? Iran?
The International Olympic Committee now has even more headaches to deal with at its 141st Session in Mumbai, India, beginning on Sunday, in the wake of the attack on Israel from the Gaza Strip on Saturday.
The ongoing bloodshed has killed more than 1,000 and will continue for some time, making the issue of a Palestinian presence at the Paris 2024 Olympic Games a trivial issue in comparison. But the high profile of the Games ensures that the issue will arise, especially now as the IOC has nominated Yael Arad, Israel’s first-ever Olympic medal winner – in judo in 1992 – and head of the Israeli National Olympic Committee as a new member, to be confirmed in Mumbai.
Palestine has had only a modest profile at the Games, first appearing in 1996 in Atlanta; five athletes in four sports participated at Tokyo 2020.
And what of Iran, which has been widely acknowledged as a planner and overseer of the attack with its anti-Israeli proxy organizations Hamas (in Palestine) and Hezbollah (in Lebanon)? Iran has been suspended on and off for anti-Semitic activities for years and certainly bears responsibility, but will the IOC act against it, or Palestine?
And the Russian question keeps getting more difficult for the IOC, with the Russian Olympic Committee announcing last Thursday (5th) that it has “admitted as members” newly-formed sports organizations from areas of eastern Ukraine invaded by Russia that were illegally “annexed” into the Russian Federation in 2022:
“Today the Olympic councils of the Donetsk and Lugansk people’s republics, Zaporozhye and Kherson regions, as well as the Yaroslavl region have become members of the ROC.”
The Ukrainian National Olympic Committee sent a message to the IOC on Friday (6th) asking that this action be raised at the IOC’s Executive Board meeting:
“This is a gross and obvious violation of the Olympic Charter. The NOC of Ukraine requests you to bring the issue of this violation to the next meeting of the IOC Executive Committee and apply sanctions established by the Olympic Charter for such a gross violation of the principles and foundations of the Olympic movement.”
The IOC Executive Board meets on Thursday and Friday, with the Session following on Sunday.
Observed: The attack on Israel and the “admission as members” of sports organizations in occupied areas of Ukraine raise the stakes for the IOC. Its President, Thomas Bach of Germany, insists that the IOC is using sport as an instrument of peace.
He will quote the second principle of Olympism from the Olympic Charter, which reads:
“The goal of Olympism is to place sport at the service of the harmonious development of humankind, with a view to promoting a peaceful society concerned with the preservation of human dignity.”
Bach and the IOC have to answer, to new member Arad and others, how allowing athletes who are supported by aggressor states are allowed to compete in an event which is support to promote “a peaceful society.” This now includes Palestine and Iran, as well as Russia and Belarus, and if Hezbollah attacks Israel in the north, then also Lebanon must be called into question.
A Monday news release from the IOC on the impact of Bach’s Olympic Agenda 2020+5 reforms noted, “Credibility on and off the field of play is crucial to the Olympic Movement.” It’s at stake right now.
3.
Dolgopyat on a gymnastics gold while Israel was attacked
Imagine going to sleep Friday night, thinking ahead to Saturday at the FIG World Gymnastics Championships in Antwerp, Belgium, where you were going to compete for an individual world title in the men’s Floor Exercise.
Then, Tokyo Olympic Floor gold medalist Artem Dolgopyat, 26, who was born in Ukraine but moved to Israel at age 12, heard his mobile phone going crazy at 5:30 a.m. on Saturday morning. He told the Israeli On site (translation courtesy of Gymnovosti.com):
“I woke up to the sound of an [air raid] alert. I was scared. It was strange, I kept seeing there were [multiple] alerts. Then I heard that there were dead and wounded. Throughout the day, I didn’t know how to get it out of my head.
“It was clear to me that if I didn’t turn off my cell phone, I wouldn’t be able to compete. It was very difficult for me to disconnect. When I got the arena, I told myself that I have to be in the competition and that’s it.”
Israel had never won a World Gymnastics gold and Dolgopyat had already been runner-up on Floor in 2017 and 2019. The finals session began at the Sportpaleis at 2 p.m., with men’s Floor the first event. Dolgopyat started fourth, and his routine was less than hoped for, scoring 14.866, compared to his 15.200 in qualifying:
“The routine was not perfect but the landings were without major errors. I could do more and when I saw the score I thought of a medal, I didn’t know what color. During the routine, I felt it was worse than it really was. I thought it was all lost as soon as I got off the floor. I didn’t know if it would be enough for the gold. But everyone in the final had mistakes. For me, it was clear that would happen after what I went through this morning.”
As it turned out, Japan’s Kazuki Minami, who led off with a 14.666, ended up with the silver and Karimi Milad (KAZ: 14.600) got the bronze. American Fred Richard, who had scored 14.600 in qualifying was eighth at 13.200. The 2019 World Floor champ, Carlos Yulo (PHI), third in qualifying (also 14.600) was fourth at 14.500. Dolgopyat had his gold medal, for what it was now worth:
“I couldn’t celebrate. I was only thinking about the situation in Israel. I didn’t have one iota of joy at all. On my biggest day. I should have been the happiest person but I wasn’t. I heard the Israeli anthem and I had tears in my eyes, I was sad. That’s why we put black ribbons on the Israeli flag.”
Dolgopyat said later that while he had achieved his goal of wins at the Olympics, Worlds and European Championships:
“I fulfilled my dream of getting the three gold medals from the biggest competitions and I can’t process it because I can’t really be happy. It’s a different situation. It’s hard for me to think about it.”
4.
Could Hassan duplicate Zatopek’s distance triple in Paris?
The sensational world record of 2:00:35 by Kenyan Kelvin Kiptum, 23, overshadowed everything else at Sunday’s Chicago Marathon, his third win in three career marathons in fabulous times of 2:01:53, 2:01:25 and 2:00:35!
In some ways, however, 30-year-old Dutch star Sifan Hassan’s stunning win in her second career marathon was more interesting. Unlike most marathoners, Hassan runs track as well, nearly winning this year’s World Championships 10,000 m, but falling just before the finish, then winning the 1,500 m bronze (3:56.00) and the 5,000 m silver (14:54.11). She won the 5-10 combo in Tokyo in 2021 and was third in the 1,500 m.
She debuted at the marathon distance in London in April of this year, winning in 2:18:33, then came back on Sunday in Chicago to post the second-fastest time in history in 2:13:44, about two minutes slower than Ethiopian Tigst Assefa’s insane 2:11:53 in Berlin on 24 September.
Given Hassan’s versatility and outstanding finishing speed, could she consider an Olympic distance triple that has only been done once: the 5,000-10,000-Marathon triple by Czech icon Emil Zatopek in 1952? In Helsinki, Zatopek ran four races across eight days:
● 20 July: 10,000 m: 1st
● 22 July: 5,000 m heats: 3rd in heat 3
● 24 July: 5,000 m final: 1st
● 27 July: Marathon: 1st
If Hassan were to try this in Paris, her schedule would be similar, with four races across nine days and at least one rest day between each:
● 03 August: 5,000 m heats
● 06 August: 5,000 m final
● 09 August: 10,000 m
● 11 August: Marathon
Looking at the schedule for a 1,500-5,000-10,000 triple, that effort might be just as challenging, if not more so, with no more than one race a day, but racing on six days instead of four:
● 04 August: 1,500 m heats
● 08 August: 1,500 m semifinals
● 10 August: 1,500 m final
Since Zatopek, the best try at his 5-10-Marathon triple was Finn Lasse Viren in 1976 in Montreal, where he won his second straight 5-10 double and then finished fifth in the marathon.
¶
Kiptum and Hassan both had big paydays in Chicago, with both winning $100,000 for their victories, plus $50,000 each for setting the course records.
Kiptum’s world record took the men’s mark from the Berlin Marathon, at which the last eight world records had been set, back to 2003. Chicago was the site of the 1999 men’s world-record run of 2:05:42 by Khalid Khannouchi, then from Morocco (later the U.S.) and the 1984 record by Britain’s Steve Jones (2:08:05).
Chicago has also been the site of three women’s record marathons, by Paula Radcliffe (GBR) in 2002 (2:17:18), 2003 (2:15:25) and Kenyan Brigid Kosgei’s 2:14:04 in 2019.
There was also good news for the U.S. in these races, with Conner Mantz (6th: 2:07:47) and Clayton Young (7th: 2:08:00) both finishing under the men’s Olympic qualifying standard of 2:08:10. The women’s race saw seven Americans run under the Paris qualifying standard of 2:26:50: Emily Sisson (7th: 2:22:09), Molly Seidel (8th: 2:23:07), Sara Vaughn (10th: 2:23:24), Gabriella Rooker (11th: 2:24:35), Dakotah Lindwurm (12th: 2:24:40), Emma Bates (13th: 2:25:04) and Tristin van Ord (14th: 2:25:58).
5.
IPC to light torch at Stoke Mandeville from 2024 on
The International Paralympic Committee announced that it will permanently begin its torch relays for all future Paralympic Games from Stoke Mandeville (GBR), the birthplace of the Paralympic movement. Said IPC President Andrew Parsons (BRA):
“It is fitting that 75 years on from those historic first Stoke Mandeville Games and on the eve of ticket sales for the Paris 2024 Paralympic Games we are announcing that Stoke Mandeville will play an even greater role in all future editions of the Paralympic Games.
“The Paralympic Movement owes Stoke Mandeville and Sir Ludwig Guttmann a huge debt of gratitude. What started out as a small-scale sport event in 1948 at the back of a rehabilitation hospital for 16 injured war veterans has now become the world’s third biggest sport event. At the Paris 2024 Paralympic Games 4,350 exceptional athletes from 180 countries will compete in 22 sports, while a cumulative audience of 4.1 billion will watch on TV.
“Through his pioneering techniques, Sir Ludwig changed the world with sport, something that is central to the IPC today. With this new concept for the flame lighting, we want to honour the history of the Paralympic Movement but also highlight the evolution of the Paralympic Games since the first edition in Rome, Italy, in 1960.”
Dr. Guttmann, a German Jewish neurologist, left Germany in early 1939 to escape Nazi persecution of Jews and escaped via Portugal to Britain and remained there for the rest of his life. He created the spinal injuries center at the Stoke Mandeville Hospital in southeast England and looked for ways to treat his war-time patients, both physically and emotionally.
On 29 July 1948, on the day of the opening of the London 1948 Olympic Games, Guttmann organized a competition for wheelchair athletes which became known as the Stoke Mandeville Games, with 16 injured servicemen and women who competed in archery.
The Stoke Mandeville Games became the first Paralympic Games with the ninth edition held in Rome, Italy, in 1960, featuring 319 athletes from 21 countries. Since then, they have taken place every four years.
≡ PANORAMA ≡
● International Olympic Committee ● The IOC posted a statement on Monday, listing accomplishments and reforms attendant to its Olympic Agenda 2020+5 at the “midway” mark. All of the cited items have been widely reported before; perhaps the most important takeaway was the next-to-last paragraph:
“Despite the worldwide economic crisis, the IOC’s finances continue to be stable, contrary to many other international organisations. From the discussions with other potentially interested commercial partners and Olympic Games hosts, we can conclude that the economic outlook for the IOC and the Olympic Movement can be considered at least as stable.”
● Pan American Games ● The U.S. Olympic & Paralympic Committee announced its 2023 Pan American Games team on Monday, with the XIX PAG to open in Santiago (CHI) on 20 October.
As usual, it’s a massive group, with 631 total athletes competing in 43 of the 36 sports on the program. The team includes 93 U.S. Olympians, 32 Olympic medal winners and 94 returning Pan American Games medal winners.
The U.S. will be looking for Olympic qualifying spots in 10 sports: basketball (3×3), breaking, boxing, gymnastics (rhythmic and trampoline), sport climbing, field hockey (men and women), modern pentathlon, artistic swimming, team handball and water polo (men and women).
Olympic quota slots can be obtained in archery, diving, equestrian jumping, table tennis, sailing and shooting.
The youngest and oldest members on the team: 15-year-old skateboarder Paige Heyn and 57-year-old equestrian Laura Kraut.
¶
USA Track & Field announced its Pan American Games team for Santiago last Friday, with 77 athletes, with the strongest entry in the women’s hammer with 2019 World Champion DeAnna Price and 2022 World Champion Brooke Andersen.
The top men’s entries include triple jumpers Chris Benard, a two-time Olympian, and Omar Craddock (the 2019 Pan American gold medalist), two-time national champion discus thrower Sam Mattis, two-time Olympic hammer thrower Rudy Winkler and Tokyo Olympic javelinist Curtis Thompson.
● Russia ● Russian Olympic Committee President Stanislav Pozdnyakov was asked about the possibility of the ROC “leaving” the Olympic Movement altogether in view of the IOC’s sanctions that he has repeatedly criticized. His reply:
“Legally, there is no such procedure. To be honest, I don’t see the point in any drastic actions to leave or enter. We are part of a large sports system, a self-sufficient part, and we will develop in accordance with current conditions, and most importantly, the main thing is that we will not stand still, but create new conditions for development. This is a priority for us.”
● Memorabilia ● Pin traders unite! The 2023 Olympin Collectors Club 2023 Memorabilia Festival comes this week to Southern California, with the show floor open from Friday through Sunday, with free admission:
● 13 October: 10 a.m. to 5 p.m.
● 14 October: 10 a.m. to 4 p.m.
● 15 October: 10 a.m. to 3 p.m.
The show will be in the Panache Ballroom of the Hotel MdR in Marina del Rey, California and all 40 tables have been sold.
The Olympin Collectors Club show was in Colorado Springs in 2022; the club has 500-plus members in 30 countries.
● Cycling ● The fourth leg of the UCI BMX Racing World Cup was held in Santiago del Estero (ARG), with France’s Romain Mahieu taking his third and fourth wins of the season, beating teammate (and two-time World Champion) Joris Daudet by just 30.322 to 30.330 in race seven and then enjoying a slightly easier won on Sunday over American Cameron Wood by 30.054 to 30.569.
The wins continued France’s success in the seven races held this season (one was canceled due to weather): seven wins, with four for Mahieu and three for Daudet.
The women’s situation was eerily parallel: coming in, only two racers had won this season: Olympic champ Bethany Shriever (GBR: 3) and Australia’s Saya Sakakibara, with two wins.
On Saturday, Shriever eked out a close win in 32.403 for her fourth victory this season, ahead of Sakakibara (32.474) with American Felicia Stancil in third (33.233).
The Australian got even on Sunday, winning the second race in 32.077, beating Shriever (32.424) and France’s Axelle Etienne. Alise Willoughby of the U.S. was fifth (33.460).
The season will finish next week with two more races at Santiago del Estero.
¶
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TSX REPORT: Biles ends with four golds, U.S. gets 11 Worlds medals; 2:00:35 world marathon record for Kiptum in Chicago!
★ The Sports Examiner: Chronicling the key competitive, economic and political forces shaping elite sport and the Olympic Movement.★
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≡ THE 5-RING CIRCUS ≡
1. Biles wins Worlds A-A, Beam, Floor and U.S. scores 11 medals
2. Kiptum 2:00:35 world record at Chicago Marathon!
3. Asian Games conclude as China totals 383 medals
4. Report: Sapporo to drop 2030 Winter bid, try for 2034?
5. St. Moritz 1948 Canadian hockey gold brings $22,000 at auction
● The iconic Simone Biles won the All-Around, Beam and Floor Exercise golds at the FIG Artistic World Championships in Belgium, plus a Vault silver to bring her career total to a staggering 30. The U.S. won 11 medals, the most of any nation, and the most since 2013, when the American team won 12.
● Kenyan Kelvin Kiptum won his third marathon without a loss and set a world record of 2:00:35! The women’s race was a runaway for Dutch star Sifan Hassan, who won London earlier this year and run the second-fastest time in history in Chicago: 2:13:44!
● The Asian Games concluded in Hangzhou, China, with the host Chinese setting a record for the most gold medals won by one country. Two Chinese swimmers were selected as the “most valuable” athletes, but there is serious concern over the flagrant disregard of North Korea’s non-compliant doping-control status as its flag was freely flown at the Games.
● A Kyodo News report said that a Sapporo bid for a future Olympic Winter Games will have to be for 2034 or later, per the Japanese Olympic Committee, which has a final say in whether a bid will be pursued.
● The giant Ingrid O’Neil memorabilia auction no. 95 saw several items go for more than $10,000, with a 1948 St. Moritz Olympic Winter gold medal from a Canadian hockey player bring the biggest sale at $22,000.
● World Championships: Rowing (U.S.’s Bak wins gold and silver at Coastal Worlds) = Rugby (World Cup quarterfinals set) ●
● Panorama: Los Angeles 2028 (More Belmont Plaza Pool funding to be voted Tuesday) = European Olympic Committees (Istanbul wants 2027 European Games) = Russia (2: Bach confirms “neutral” conditions for athletes; Russian Olympic Committee sues IOC over TOP funds) = Canoe-Kayak (Fox wins two more titles at Slalom World Cup Final) = Cycling (2: Pogacar wins Il Lombardia; Pidcock and Lecomte win Mountain Bike World Cup finales) = Football (Nilsson resigns Swedish confed post over UEFA vote) = Gymnastics (China sweeps individual Trampoline World Cup events) = Judo (Yonezuka first U.S. men’s World Junior Champs finalist!) = Skateboard (U.S. teen Bottger take World Park Champs gold) = Swimming (Haughey moves to no. 3 all-time in 100 m Free at Berlin World Cup) = Volleyball (U.S., Germany and Poland sweep Paris qualifying tournaments) ●
1.
Biles wins Worlds A-A, Beam, Floor and U.S. scores 11 medals
The amazing Simone Biles continued expanding her medal collection at the FIG Artistic World Championships in Antwerp (BEL), especially with her sixth career All-Around world title, and then adding to it in the apparatus finals.
Biles and U.S. teammate Shilese Jones both started on Vault in the All-Around, with Biles placing enormous pressure on the field with a 15.100 starter, her best score of the day among all four events. Brazil’s defending champion, Rebeca Andrade, counted with an excellent 14.700 for second and Jones scored 14.233 for third … and that’s how they finished after three more events.
Algeria’s Kaylia Nemour topped the Uneven Bars at 15.200, with Jones fourth (14.633), Andrade fifth (14.500) and Biles sixth (14.333). Biles and Jones then went 1-2 on Beam at 14.433 and 14.066, with Andrade 10th, and then Biles and Andrade were 1-2 on Floor at 14.533 and 14.066, with Jones fifth (13.400).
The total showed Biles winning at 58.399, followed by Andrade (56.766) and Jones at 56.332, well ahead of 16-year-old fourth-placer Qiyuan Qiu of China (54.799).
Jones, 21, won her fifth Worlds medal in two years (2-2-1) and still had the apparatus finals to come.
¶
On Saturday, the women’s finals included Vault and Uneven Bars. American Joscelyn Roberson’s injury in the Team finals required her to withdraw from the Vault final, and after an appeal, Leanne Wong of the U.S. was also added to the field based on the two-per-country rule. Biles wowed with her signature Yurchenko double pike, but rolled backwards on her landing and coupled with the 0.5 deduction for a safety spotter, still scored 14.433 for her first try, ahead of everyone except Andrade, who scored 15.000. Biles improved in the second round with a less difficult vault to 14.666 for a two-vault average of 14.549, but Andrade was cool and completed a 14.500 finale to give her the win with an average of 14.750. Seo-jeong Yeo of South Korea was third (14.416) and Wong finished seventh at 13.466.
On the Uneven Bars, Jones was first up and scored a terrific 14.766, but was eventually passed by China’s Qiu, who won with 15.100 and Algeria’s Nemour (15.033), and took her second straight bronze medal in the event. Biles was fifth, scoring 14.200.
On Sunday, Biles was on fire, taking the Beam with a 14.800 score, just ahead of China’s 17-year-old Yaqin Zhou (14.700) and Andrade (14.300). Jones was seventh at 12.933. It’s Biles’ fourth Worlds golds in the event.
On Floor, there was little doubt that Biles was the favorite and she came through with a solid 14.633, equaling her second-best score at the Worlds, winning over Andrade (14.500) and teammate Flavia Saraiva (13.966). Jones finished with at 13.666. It’s the sixth Worlds gold for Biles on Floor.
The amazing Biles now owns 30 Worlds medals, with 23 golds, four silvers and three bronzes. Adding in her two Olympic appearances (4-1-2) and she has 37 total medals, including 27 golds. That’s the largest combined total in history for any gymnast, and with her four golds in Antwerp, she will be favored for five golds in Paris and could equal Soviet Larisa Latynina (1956-64) for the most Olympic golds all-time in men’s or women’s gymnastics.
Overshadowed was Andrade, who won five medals as well (1-3-1) and now has nine career Worlds medals at age 24.
¶
The U.S. men were also busy, with All-Around bronze medalist Fred Richard back in action in the Floor Exercise, won by Olympic champ (and Ukrainian-born) Artem Dolgopyat of Israel (14.866). Japan’s Kazumi Minami won his second Worlds silver in the event – also in 2021 – at 14.666, with Kazakh Milad Karimi third (14.600). All-Around winner Daiki Hashimoto of Japan was seventh (14.233) and Richard finished eighth (13.200).
Starting third in the field of eight on the Pommel Horse, American Khoi Young put up a big score of 14.666 that held up until defending champion Rhys McClenaghan of Ireland scored 15.100 as the final competitor and Young settled for silver for his first-ever Worlds medal. Jordan’s Ahmad Abu Al-Soud finished third (14.633) for his country’s first-ever Worlds gymnastics medal.
Olympic champ Yang Liu won the Rings at 15.233, his second Worlds gold in the event, but first since 2014! Three-time Worlds gold winner Eleftherios Petrounias took the silver at 15.066 and China’s Hao You won his third career Worlds Rings medal at 14.833 for the bronze.
Sunday’s finals saw Britain’s Jake Jarman, 21, move up from second at the European Championships in the Vault to become World Champion, scoring 15.400 and 14.700 for a winning average of 15.050. Young won a silver, scoring 14.849 off scores of 15.033 and 14.666. Ukrainians Nazar Chepurnyi and Igor Radivilov went 3-4 and American Paul Juda was fifth (14.550). It’s the fourth career Worlds medal for Radivoliv, now 30, in the event (0-2-2).
Tokyo Olympic silver medalist Lukas Dauser (GER, also 30) won his first Worlds gold in the Parallel Bars, moving up from silver in 2022. His score of 15.400 was a clear winner over 2021 bronze medalist Cong Shi (CHN: 15.066) and Japan’s Kaito Sugimoto (15.000). Americans Asher Hong and Yul Moldauer finished sixth (14.466) and eighth (13.133), respectively.
On the Horizontal Bar, Tokyo Olympic champ Hashimoto put an exclamation point on his championships, walking away from the field with a brilliant 15.233 score, ahead of 2017 World Champion Tin Srbic (SLO: 14.700), with China’s Weide Su third (14.500). Juda was fifth at 14.100. Hashimoto moved to the top of the podium after Worlds silvers in this event in 2021 and 2022.
¶
Overall, the U.S. led the medal table with 11 (4-3-4) with the women taking seven (4-1-2) and the men winning four (0-2-2). With his apparatus silvers in the Pommel Horse and Vault, Young became the first U.S. man to win three medals at a single Worlds since Paul Hamm in 2003; he’s the first to win two or more apparatus medals since Kurt Thomas and Bart Conner in 1979!
China followed with seven medals (2-3-2), then Brazil with six (1-3-2) and Japan with five (3-1-1).
The 11 U.S. medals is the first time in double figures for any team in a Worlds since the U.S. did it in 2015 (10) and the most since the U.S. scored 12 (3-6-3) back in 2013.
2.
Kiptum 2:00:35 world record at Chicago Marathon!
Whether it’s the shoes, the weather, the pacing or the field, the fastest marathons in history are being run in 2023, with Kenya’s Kelvin Kiptum smashing the men’s world record with a brilliant 2:00:35 victory at the Bank of America Chicago Marathon on Sunday.
This was hardly unexpected, with an excellent field, temperatures in the high 40s (F) at race time and Kiptum, 23, having won the London Marathon in April with the second-fastest time in history at 2:01:25. He had said prior to the race that he was in shape to run the race in two hours. He was.
Kiptum destroyed an excellent field almost from the start, with a lead pack of just seven at 5 km (14:26) and then only fellow Kenyan Daniel Kibet with him at 10 km (28:42) through 30 km. Then Kiptum sped away, with a 49-second lead at the 35 km mark and finishing with a world record by 34 seconds in 2:00:35, eclipsing countryman Eliud Kipchoge’s 2:01:09 mark from Berlin in 2022.
Kiptum’s splits are noteworthy, especially his unreal 27:52 10 km (!!!) from 30 to 40 km:
● 5 km: 14:26
● 10 km: 28:42 (14:16)
● 15 km: 43:09 (14:27)
● 20 km: 57:39 (14:30)
● 25 km: 1:12:04 (14:25)
● 30 km: 1:26:31 (14:27)
● 35 km: 1:40:22 (13:51)
● 40 km: 1:54:23 (14:01)
● Finish: 2:00:35 (6:12)
He passed the half in 60:48 and ran the second half in just 59:47; he now has two of the fastest three times in history and is undefeated in three career marathons. For the record, he was wearing the Nike Dev 163 prototype shoes.
Fellow Kenyan Benson Kipruto, the 2022 champion, was a distant second in 2:04:02, a lifetime best, then Olympic bronze medalist Bashir Abdi (BEL: 2:04:32), John Korir (KEN: 2:05:09) and Seifu Tura (ETH: 2:05:29). Kibet did not finish, dropping out after 38 km.
Americans went 6-7-8-9, with Conner Mantz sixth in a lifetime best of 2:07:47 (equal fourth all-time U.S.) and Clayton Young seventh in 2:08:00 (seventh all-time U.S.) and former Chicago champ Galen Rupp eighth in 2:08:48. Sam Chelanga was ninth in 2:08:50, moving to no. 8 all-time U.S.
The women’s was also brilliant, with 2019 World Champion Ruth Chepngetich and London Marathon winner and 1,500-5,000-10,000 m track star Sifan Hassan (NED) running away from the field after 5 km and then Hassan coming from six seconds down at the half to run away by the 30 km mark on the way to a sensational 2:13:44 finish, the second-fastest time in history!
Chepngetich was second in 2:15:37, the equal-seventh fastest time ever, with Ethiopia’s Megertu Alemu coming up late for third in 2:17:09, now the no. 11 performer ever.
The U.S. did well here also, with Emily Sisson claiming seventh in 2:22:09, ahead of Tokyo bronze medalist Molly Seidel (8th: 2:23:07), Sara Vaughn (10th: 2:23:24), Gabriella Rooker (11th: 2:24:35) and Emma Bates (13th: 2:25:04). Seidel moves to no. 10 all-time U.S.
The final World Marathon Majors race of 2023 will be the New York City Marathon comes on 5 November
3.
Asian Games conclude as China totals 383 medals
The Hangzhou 2022 Asian Games concluded on Sunday, with host China steamrolling the competition and winning 383 medals, more than the next two-highest countries combined!
The Chinese won 201 events, scored 111 silvers and 71 bronzes, while South Korea finished with 190 medals (42-59-89) and Japan had 188 (52-67-69). This was the first time that a country had won more than 200 golds, with the prior high of 199 by China in 2010, when the Asiad was held in Guangzhou. China led the medal table for the 11th consecutive Asian Games.
India notably became the fourth country to surpass 100 medals in an Asian Games, taking 107 (28-38-41). Forty-one of the 45 competing countries won a medal; this year’s Asian Games had the most events ever, at 481.
The biggest medal winners were from China, of course, with men’s swimmer Zhanle Pan winning seven medals (3-3-1). Multiple athletes won six medals, led by six-time gold winners Yufei Zhang (CHN: women’s 50-100-200 m Butterfly, 50 m Freestyle, two relays) and Bingjie Li (CHN: women’s 200-400-800-1,500 m Frees, two relays), and five-time winner Haiyang Qin (men’s 50-100-200m Breaststrokes, two relays and 200 m Medley silver).
Also winning six medals were men’s swimmers Shun Wang (CHN: 4-1-1) and Sunwoo Hwang (KOR: 2-2-2) and women’s swimmer Siobhan Haughey (HKG: 2-1-3).
The Asiad “Most Valuable Player” awards were handed out in Hangzhou, with the selection committee tabbing Chinese swimmers Qin and Zhang. Both will receive $25,000 prizes.
¶
A significant issue at the Asian Games has been the appearance of the North Korean team for the time at a major event since the Covid-19 pandemic. Moreover, despite North Korea being non-compliant with the World Anti-Doping Agency, has had the use of its flag during the event; WADA media relations chief James Fitzgerald (IRL) reported:
“The DPRK National Anti-Doping Organization continues to be non-compliant with the World Anti-Doping Code and all International Federations and Major Event Organizations, such as the Olympic Council of Asia, are informed of the consequences of DPRK NADO’s non-compliance. WADA is in regular communication with the [National Anti-Doping Organization] as it works to address the issues related to this non-compliance. …
“WADA is aware that the OCA has breached its Signatory obligation to respect the consequences of the DPRK NADO’s non-compliance, namely by flying the DPRK flag at the Asian Games. WADA takes this matter extremely seriously and has written to the OCA on several occasions before and after the opening ceremony of the Games, explaining in clear terms the possible consequences that could arise for the OCA if this matter is ignored.
“WADA is disappointed that the OCA has to date not taken steps to comply with the terms of the DPRK’s non-compliance. WADA will follow due process to ensure that the appropriate consequences are imposed for the OCA’s refusal to meet its Signatory obligations.”
Reuters reported that the acting OCA Director General, Vinod Kumar Tiwari (IND) told reporters on Sunday:
“We are in touch with them and we are trying to resolve this issue; hopefully in the next couple of days we will be able to get through to what WADA wants.
“It’s a very sensitive issue. It’s not very easy to handle, but we are in touch with WADA on a daily basis and hopefully things will be resolved to be mutually acceptable to both parties.
“North Korea, the DPRK Korea, has also written a letter to them very lately telling them that the borders have opened and they can send the doping control officers for the testing which the WADA has agreed and they will be shortly sending it to the DPRK, to North Korea.”
The North Koreans won 39 medals (11-18-10).
4.
Report: Sapporo to drop 2030 Winter bid, try for 2034?
Japan’s Kyodo News Service reported Friday that the Sapporo bid for the 2030 Olympic Winter Games will be ended:
“Sapporo is set to abandon its bid to host the 2030 Winter Olympics at the request of the Japanese Olympic Committee, and will instead aim to stage the games in 2034 or later, sources close to the matter said Friday.”
The JOC, which controls what Olympic bids are made from its country, has been concerned about poor public support for the Sapporo effort in the aftermath of riding cost projections and the odor left by the continuing scandals attendant to the Tokyo 2020 Olympic Games, including sponsorship bribes and the rigging of bids for test-event and venue-management contracts.
However, the Kyodo story also said that the JOC would like to have Sapporo bid again for a future Games, in 2034 or thereafter. The JOC President, 1984 Olympic judo champ Yasuhiro Yamashita will meet with the pro-Olympics mayor of Sapporo, Katsuhiro Akimoto on Wednesday (11th) to chart the future direction of the Sapporo bid effort.
If true, the loss of Sapporo for the 2030 race leaves the International Olympic Committee with three apparent options in Europe, with bids forming in Sweden, Switzerland and France. All are in the development stages, but are following the International Olympic Committee’s strong preference for using existing facilities.
A new, independent survey across Switzerland showed 56% in favor of a Winter Olympic bid for 2030, 2034 or 2038, using existing facilities:
“Support is higher among men (61%) than women (50%). The younger the respondents, the more enthusiastic they are. Those saying they were in favour of the project reached 66% among 18-34 year-olds, compared with 48% among the over-65s.
“The survey was conducted between 19 and 20 September among 29,081 people, 5,570 of them in French-speaking Switzerland.”
For 2034, Salt Lake City, Utah has a ready-to-go bid that it hopes will convince the IOC to select it at the same time a 2030 bid is announced, or earlier.
5.
St. Moritz 1948 Canadian hockey gold brings $22,000 at auction
The 537-lot Ingrid O’Neil Auction no. 95 concluded on Saturday, with seven items selling for more than $10,000:
● $22,000: 1948 St. Moritz Winter gold medal
● $20,000: 2020 Tokyo bronze medal
● $17,000: 1976 Innsbruck Winter gold medal
● $17,000: 1968 Mexico City Olympic torch
● $16,000: 1984 Sarajevo Winter gold medal
● $16,000: 1968 Mexico City Olympic torch
● $11,000: 1932 Lake Placid Winter IOC member badge
The 1948 St. Moritz Winter gold was won by Canada’s Patrick Guzzo, a Royal Canadian Air Force “Flyers” member who was part of a team of World War II airmen who played and won the ice hockey tournament. The 1976 Innsbruck gold was for ski jumping, but it was not indicated whether it was won by East German Hans-Georg Aschenbach (normal hill) or Austria’s Karl Schnabl (large hill). The 1984 Sarajevo gold was for the men’s 30 km Cross Country event, won by Soviet Nikolai Zimyatov.
The 2020 Tokyo bronze was for men’s Freestyle Wrestling at 97 kg, meaning it was awarded either to Reineris Salas of Cuba or Italian Abraham Conyedo.
The Tokyo 1964 Imperial Family Badge that had bidding start at $90,000, did not attract any bids. There were eight other Tokyo ‘64 identification badges on sale, with a Special Delegates Award Badge selling for $1,000, an official’s badge from modern pentathlon for $900 and a Special Delegation badge for $180.
Maybe the wildest item that sold was a 1972 Munich Olympic mascot – Waldi the dachshund – with a radio inside, for $200!
≡ WORLD CHAMPIONSHIPS ≡
● Rowing ● The World Rowing Coastal Championships were held in Barletta (ITA), with multiple defending champions in the finals, but only two were able to repeat.
Let’s start with Spain’s Adrian Miramon, who won the men’s Coastal Solo 4 km in 27:33.52, ahead of Christopher Bak of the U.S. (27:50.71), for Miramon’s fifth career title, and second in a week, after also winning the Beach Sprint title in Barletta.
Bak claimed a gold, however, in the men’s Double Sculls, teaming up with Kory Rogers and outlasting two-time defending champs Dennis Gustavsson and Eskil Borgh of Sweden, 26:37.94 to 26:39.55.
France’s Jessica Berra was the defending women’s Solo champ, but 2016 World Champion Monica Dukarska (IRL) proved the strongest, winning in 32:09.17, with three-time World Champion Diana Dymchenko (AZE: 32:20.94) second for the third year in a row and Berra getting the bronze this time in 32:33.92.
The Dutch women’s Double Sculls pair of Janneke van der Meulen and Karien Robbers also managed to defend their 2022 titles, winning decisively in a race that featured multiple clashes in 28:35.36 to 28:46.80 for the Austria’s Katharina and Tokyo Olympic Single Sculls bronze medalist Magdalena Lobnig.
In the Mixed Double Sculls, Spain’s two-year grip on the event was broken, as Ireland’s Dukarska took her second gold as she and Ronan Byrne got to the line first in 27:09.60 to 27:41.93 for France’s Vincent Noirot and Edwige Alfred.
● Rugby ● The 10th Rugby World Cup in France concluded the pool phase on Sunday, with the quarterfinals set to begin next Saturday (14th). The pool results:
● Pool A: Host France finished with a perfect 4-0 record, outscoring its opponents by 210-32, including an opening 27-13 victory over New Zealand. The Kiwis finished second at 3-1 (15 points) and beat Italy (2-2: 10) by 60-7 on Friday.
● Pool B: Ireland finished with a 4-0 mark (190-46) and 19 points, ahead of South Africa (3-1: 15), with Scotland (2-2: 10) missing out after a 36-14 loss to the Irish on Saturday.
● Pool C: Wales completed a 4-0 pool sweep (143-59) with a 43-19 win over Georgia, and Fiji (2-2: 11) winning the tie-breaker over Australia (2-2: 11), having won their head-to-head match by 22-15.
● Pool D: England had long wrapped up this group with a 4-0 record (150-39: 18), ahead of Argentina (3-1: 14), with Japan third (2-2: 9), as the Argentines won Sunday’s decisive match, 39-17, against the Japanese.
The quarterfinals:
● Upper bracket (14 October): Wales vs. Argentina and Ireland vs. New Zealand.
● Lower bracket (15 October) : England vs. Fiji and France vs. South Africa.
The semis will be on 20-21 October and the championship on 28 October at the Stade de France.
Attendance in the pool stage was excellent, with 1.809 million fans and an average of 45,218.
≡ PANORAMA ≡
● Olympic Games 2028: Los Angeles ● The famed Belmont Plaza swimming facility in Long Beach was opened in 1968 – and site of the 1968 U.S. Olympic Trials – and was demolished over safety concerns in 2014. The City of Long Beach has committed to building a new facility, with an additional step expected to come on Tuesday.
The Long Beach City Council will consider a proposal for added funding for project design services for existing contractor Harley Ellis Devereaux Corporation of Los Angeles to $18.66 million to complete construction drawings for the facility. Once completed, the project could proceed to bids for construction; multiple options are available, with the recommendation for a 50 m competition-style pool and a recreational pool, along with diving springboards.
Long Beach has identified most of the funding for the estimated cost of $74.2 million, but is still $8 million short. But the next step will be to get the construction drawings completed and then go to bid on the building effort; this is part of Long Beach’s plan for infrastructure upgrades prior to 2028, very little of which actually impacts the 2028 Olympic venue plan.
The Belmont Plaza Pool replacement is not part of the 2028 Olympic venue program, but could be a training site, especially for water polo, slated to be held in a temporary facility in Long Beach.
● European Olympic Committees ● At the 52nd General Assembly of the European Olympic Committees in Istanbul (TUR), Istanbul Mayor Ekrem Imamoglu declared his city would be a candidate to organize the fourth European Games, in 2027:
“We are determined to organize the European Games in Istanbul in 2027.
“Istanbul is a city ready for the European Games with all of its means. We believe that organising the games in Istanbul will send a strong message to Europe and the rest of the world. Istanbul is the largest metropolitan area in Europe and would create an amazing synergy for the European Olympic Committees and European sports.“
Istanbul has made prior, unsuccessful bid efforts for prior Olympic Games for 2000, 2004, 2008, 2012 and 2020.
● Russia ● Also at the EOC General Assembly in Istanbul, International Olympic Committee President Thomas Bach reiterated that the conditions for Russian participation in international events as “neutral” athletes must be strictly followed:
“[T]here have been some comments coming from Russia about these conditions. So let me reconfirm what we said from the very beginning, that these conditions are non-negotiable, we will not waiver. They have to be strictly applied to give this approach the credibility and support it currently enjoys among the public, the athletes and the international community. This support has to be earned day by day by strict application.”
¶
The Russian Olympic Committee filed a lawsuit against the IOC on Friday in Switzerland, claiming it is owed nearly $9 million (U.S.) as its share of the TOP sponsorship program.
ROC Director General Vladimir Sengleyev said Friday:
“The IOC owes us money. It has not paid us for our share of the TOP marketing program, which amounts to $3.71 million that we never received on December 31, 2022.
“This year we were owed a payment of $5 million and, therefore, their outstanding debt currently exceeds eight million dollars. We have filed a lawsuit with a Swiss court demanding this contract be enforced.”
The IOC imposed sanctions on the Russian Olympic Committee after the Russian invasion of Ukraine in February 2022, including the stoppage of any payments to the ROC.
● Canoe-Kayak ● Australia’s legendary Jessica Fox dominated the ICF Slalom World Cup Final in Vaires-sur-Marne (FRA), taking the women’s Kayak and Canoe finals for her 46th and 47th career World Cup wins and winning the seasonal titles in both.
In the women’s Kayak final, Fox suffered two penalties, but her time of 100.78 was still good enough to win from Corinna Kuhnle (AUT: 102.37, 0 penalties) and Klaudia Zwolinska (POL: 102.73/0)
Fox had no penalties in the Canoe final and won easily in 106.04 seconds, over Gabriela Satkova (CZE: 110.08/2) and Britain’s Tokyo Olympic runner-up Mallory Franklin (GBR: 111.97/2) American Evy Leibfarth was 10th, at 125.24, but with eight penalties.
Fox now owns four seasonal Canoe World Cup titles and has won five Kayak seasonal titles in a row.
New Zealand’s Luuka Jones, the Rio 2016 K-1 silver winner, took the Cross final over Britain’s 2023 World Champion Kimberley Woods and Fox. Woods won the seasonal title over Jones and Fox, 229-204-194.
In the men’s Canoe final, Italy’s Raffaelo Ivaldi (95.50/0) was the winner for the second race in a row, trailed by Franz Anton (GER: 96.18/0) and Miquel Trave (ESP: 96.83/0). Luca Bozic (SLO), a seven-time Worlds medal winner, won the seasonal title, with Ivaldi third.
The men’s Kayak final was a win for France’s Titouan Castryck (89.20/0), beating Czech veteran Vit Prindis (91.78/0) and Jonny Dickson (GBR: 91.78/0). Prindis, the 2022 World Champion, won his third seasonal title.
France won again in the men’s Cross final, as three-time Worlds runner-up Boris Neveu got to the finish first, ahead of Finn Butcher (NZL); Britain’s Joseph Clarke won the seasonal title over Neveu, 189-171.
● Cycling ● Slovenian star Tadej Pogacar won his fifth UCI World Tour race of the season with a 31 km solo to take the 117th edition of the famed Il Lombardia race on Saturday for the third year in a row.
The last of the “Monument” races this season was a challenging, 238 km ride from Como to Bergamo that included seven climbs, including the 1,261 m Zambla Alta. But there was a lead group of eight on the final major climb to the top of the 1,052 Passo di Ganda and then Pogacar attacked on the descent and rode away to an impressive, 52-second victory in 5:55:33, with Andrea Baglioli (ITA) and fellow Slovenian star Primoz Roglic following at the head of a group of six that were given the same time.
Pogacar didn’t win the Tour de France this year – he was second – but won Paris-Nice in March and then the Ronde van Vlaanderen (Monument) in April, followed by the Amstel Gold Race and La Fleche Wallonne. In his nine UCI World Tour races, he won five, was second once, third once, fourth once and did not finish the other. A pretty good year.
¶
The final UCI Mountain Bike World Series stop of 2023 was in Mont-Sainte-Anne (CAN), with Britain’s Tokyo Olympic champ Tom Pidcock riding away with the men’s title, taking over on the final two laps to win in 1:26:27, beating Swiss Mathias Flueckiger (1:26:53) – the Tokyo runner-up – and teammate Marcel Guerrini (1:27:58).
The 10-time World Champion Nino Schurter (SUI) won his ninth men’s seasonal title with 1,549 points top 1,509 for France’s 2020 World Champion, Jordan Sarrou.
The women’s Cross Country Olympic race went to France’s Loana Lecomte, the 2023 Worlds runner-up, who bested Rio 2016 Olympic champ Jenny Rissveds (SWE), 1:28:09 to 1:28:24. Dutch rider Puck Piererse, the 2023 European Games winner, was third in 1:29:12 and American Sevilla Blunk was seventh (1:32:10).
Pieterse, 21, won the seasonal title with 1,939 points, well ahead of Lecomte (1,539) and Mona Mitterwallner (AUT: 1,445).
France’s Viktor Koretzky won the Short Track race in 22:05, just ahead of Sarrou (22:07) and Chris Blevins of the U.S. (22:08). Austria’s two-time World Junior Champion Laura Stigger won the women’s race with superb riding over the last two laps in 19:40, five seconds up on Lecomte (FRA: 19:45) and Rebecca Henderson (AUS: 19:46). Americans Gwen Gibson (19:53) and Haley Batten (19:56) finished 7-8.
Germany’s Luca Schwarzbauer won the men’s seasonal Short Track series with 1,550 points to 1,440 for Sarrou, with France’s Joshua Dubau a distant third (926). Dutch star Pieterse also won the women’s season championship with 1,420 and five medals in the eight races. Alessandra Keller (SUI: 1,278) was second and Evie Richards (GBR: 1,236) was third.
In the non-Olympic men’s Downhill, Canada’s 2021 World Junior champ Jackson Goldstone led most of the way and won his second men’s race this season in 3:57.836, over George Craik (GBR: 4:02.164) and five-time World Champion Loic Bruni (FRA: 4:04.594). Austria’s Valentina Hoell won her fourth race of the season in 4:40.133, also leading most of the way, beating Nina Hoffmann (GER: 4:53.199) and Veronika Widmann (ITA: 4:54.301). It’s Hoffmann’s sixth medal out of eight races on the season.
Bruni won the seasonal title with 1,698 points over Goldstone (1,616), and Hoell (2,422) topped Hoffmann (1,913) for the women’s championship.
● Football ● The UEFA vote to allow Russian U-17 teams to play, which was seconded by FIFA, continues to have repercussions, as Sweden’s Karl-Erik Nilsson, the UEFA First Vice President, has resigned as head of the Swedish Sports Confederation.
Nilsson, 66, very much against the position of essentially all Swedish sports organizations, voted in favor of allowing Russian U-17 teams, which was revealed by Britain’s Sky News. Nilsson at first denied it, then tried to explain his position, but resigned as the head of the Swedish Sports Confederation:
“It is a very difficult decision to now choose to step aside as I have felt great dedication and joy in the mission. But since it has proven difficult to combine my two roles and that it can affect trust in me and Swedish sports.”
Nilsson was replaced by Anna Iwarsson as the acting Chair of the confederation, who commented:
“I want to be clear, it is fixed. The common Nordic stance regarding Russia’s and Belarus’s participation in international sports is firm.
“We had a Nordic meeting as recently as last month where all the Nordic national sports federations, Olympic and Paralympic committees, agreed that we must stick to the current line as Russia’s war of aggression against Ukraine is still ongoing.”
● Gymnastics ● China swept the individual titles at the FIG Trampoline World Cup in Varna (BUL), with 2021 World Champion Langyu Yan edging teammate Zisai Wang, 61.460 to 61.310, in the men’s final. Japan’s Ryusei Nishioka was third (60.040); American Ruben Padilla was eighth (58.730).
The women’s final was another Chinese 1-2 for Tokyo Olympic champion Xueying Zhu (56.630) and 2022 Worlds bronze winner Yicheng Hu (56.590), with Japan again third with 2022 World Champion Hikaru Mori (55.760). American Jessica Stevens was sixth at 53.960.
In the women’s Synchro final, Americans Nicole Ahsinger and Cheyenne Webster finished second to Britain’s Bryony Page and Isabelle Songhurst, 48.800 to 48.460. Canada’s Remi Auben and Keegan Soehn won the men’s Synchro (51.950); Americans Aliaksei Shostak and Padilla were seventh, after retiring following two rounds of 10.
● Judo ● Japan dominated the World Junior Championships in Odivelas (POR), winning nine of the 14 classes, but the U.S. made some history as well with a men’s 73 kg silver from Jack Yonezuka.
He won the first men’s medal at the World Juniors in 30 years in 2022 with a bronze-medal finish, but this time reached the final after defeating Japan’s Keito Kihara in overtime in the semifinal. Yonezuka and Azerbaijan’s Vusai Galandarzade also went into overtime in the final, with Galandarzade winning by ippon.
It was the first final for a U.S. junior since Kayla Harrison’s 2008 gold and 2009 silver at 78 kg; he’s the only American man ever to reach a World Junior final.
● Skateboard ● U.S. riders took three of the top four places at the World Park Championships held in Rome (ITA), with 16-year-old Gavin Bottger winning first Worlds medal – gold – on his final run.
After a miss on his first run, Bottger was sitting fourth after two rounds of the final at 83.06, but popped a terrific run that scored 94.03 and no one could match it. Brazil’s Luigi Cini also came up big in the third round, moving from seventh to second with a 91.90 for silver. American Tate Carew, 18, the 2022 U.S. national champ, scored 91.34 on his second run and settled for bronze, with 2022 World Champion Jagger Eaton fourth at 88.33, also in the second round.
Japan won its third world title in the last four as 15-year-old Tokyo runner-up Kokona Hiraki and Hinano Kusaki (also 15) went 1-2 at 94.54 and 93.20, both in the second round. American Minna Stess, 17 – the 2021 national champ – got the bronze for her second-round run of 90.80; teammate Ruby Lilley was seventh at 84.40.
● Swimming ● The first World Aquatics World Cup (50 m) was held in Berlin (GER), with Australia (19) and the U.S. (16) winning the most medals, and double Olympic backstroke star Kaylee McKeown winning four events.
She swept the 50-100-200 m Backstroke finals and also took the women’s 200 m Medley for her wins, one ahead of Italy’s Thomas Ceccon (100 m Free, 100-200 m Back) and China’s Haiyang Qin – fresh from the Asian Games – who won the 50-100-200 m Breast events.
They were the only triple winners; American Michael Andrew won the men’s 50 m Back and 100 m Fly, and claimed silvers in the 50 m Free and 50 m Fly as the only swimmer besides McKeown to grab four medals.
American Katie Grimes won the women’s 400 m Medley, earned silver in the 200 m Back and a bronze in the 800 m Free, for three medals in three different disciplines! The other American winner was Charlie Clark in the men’s 1,500 m (14:59.21).
The top performance of the meet was Hong Kong star Siobhan Haughey’s sensational 52.02 win in the women’s 100 m Free, the world leader for 2023 and now no. 3 on the all-time list! A pretty impressive follow-up to winning the 100-200 m Freestyles as at the Asian Games a week before. Haughey also won the 200 m Free in a speedy 1:55.10.
Swedish sprint star Sarah Sjostrom won the women’s 50 m Free in 23.95, a time only she has bettered this year, ahead of comebacking Australian star Cate Campbell, who moved to fifth on the world list at 24.11 in second.
Australian Lani Pallister won the women’s 400 m Free in 4:02.07, moving to no. 6 on the year list, and the 800 m Free in 8:16.02, now no. four on the season.
Qin equaled his own world-leading time in the men’s 100 m Breast (57.69), set at the World Championships.
The second World Cup comes next week in Athens (GRE).
● Volleyball ● The three FIVB men’s Olympic Qualifying Tournaments concluded on Sunday, with the U.S. men qualifying for Paris 2024 in Group B in Tokyo, Japan with an undefeated run.
The Americans were 7-0 and won 21 of 25 sets to top the Tokyo group, ahead of Japan (5-2), which also qualified for Paris 2024. Slovenia was also 5-2, but lost to Japan head-to-head.
In Rio de Janeiro (BRA), Germany was 7-0, taking 21 of 25 sets, with host Brazil at 6-1. Cuba was a non-qualifying third at 5-2.
The Xi’an (CHN) group was won by Worlds runner-up Poland, also at 7-0 and winner of 21 of 29 sets. Canada and Argentina were both 5-2, but the Canadians won their head-to-head match and advanced.
This will be the 13th Olympic appearance for the U.S. men at the Olympic Games, winning previously in 1984, 1988 and 2008. Brazil will be making its 16th Olympic start and won in 1992, 2004 and as hosts in 2016.
¶
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TSX REPORT: Hashimoto repeats as World A-A champ, U.S.’s Richard wins bronze! Russia sour on Paris, even if allowed; Embiid will play for U.S.
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≡ THE 5-RING CIRCUS ≡
1. Hashimoto repeats as men’s A-A champ, with Richard third!
2. China passes 300 medals as Asian Games end Sunday
3. Russian Olympic Committee chief coy on Paris participation
4. Commonwealth Games budget woes signaled in April
5. Paris 2024 Paralympic tickets on sale on Monday
● Japan’s Daiki Hashimoto repeated as men’s World All-Around Champion at the FIG Artistic World Championships, topping Ukraine’s Ilia Kovtun and American Fred Richard, the NCAA champ from Michigan. It’s the first U.S. A-A medal since 2010.
● As expected, China is routing the field at the Asian Games in Hangzhou, with 333 medals in all and more gold medals (179) than second-place Japan’s medal total (158). The Games wrap up on Sunday.
● The Russian Olympic Committee president said he doesn’t see any “Russian Olympians” in Paris for 2024, but did not include what he calls “neutralized” athletes. He kept up his steady invective against the International Olympic Committee, but others noted a possible breakthrough with the UEFA and FIFA approval of U-17 teams for the future.
● The continuing tumult over the withdrawal of the State of Victoria in Australia as hosts of the 2026 Commonwealth Games saw details revealed this week that the signals over budget overruns came in June and that attorneys to help prepare Victoria’s exit were hired in June, ahead of the 18 July announcement.
● The Paris 2024 organizers announced that Paralympic Games ticket sales will begin on Monday, with 2.8 million tickets available with modest pricing.
● World Championships: Rugby (Six of eight quarterfinal spots still open as pool play ends) ●
● Panorama: Paris 2024 (Shipping traffic on the Seine will be diverted during the Games) = Memorabilia (Ingrid O’Neil auction 95 closes Saturday) = Athletics (Chicago Marathon comes Sunday with speedy fields) = Basketball (Embiid says he will play for U.S. in Paris) = Boxing (IBA continues criticism of IOC) ●
1.
Hashimoto repeats as men’s A-A champ, with Richard third!
In April, Michigan freshman Fred Richard, 19, won the NCAA men’s All-Around title. In August, he finished third in the USA Gymnastics National Championships All-Around. On Thursday, he became the FIG Artistic World Championships All-Around bronze medalist.
Richard had to battle experienced stars at the Sportpaleis in Antwerp (BEL), starting with Japan’s Daiki Hashimoto, 22, the reigning Olympic and World All-Around champ, and teammate Kenta Chiba, who had the highest qualifying score of 85.799. In fact, Hashimoto finished third, but was allowed to defend his 2022 gold as runner-up Kazuma Kaya withdrew in favor of his teammate.
Richard was sixth in the qualifying at 83.566, with teammate Asher Hong eighth at 83.165.
On Thursday, however, Richard was great from the start, putting up the top score of Floor +(14.633) for his lead-off event, then posted a solid Pommel horse score of 13.733, which ended up fifth overall. Richard’s Rings score of 13.500 was seventh-best overall – out of 24 competitors – and kept him in contention.
Hashimoto started poorly on Floor and his 13.466 score ended up only 17th. But he caught up with a 14.366 on the Pommel horse (second overall) and 14.000 on Rings (also second overall). He got up to second with a 15.000 score on Vault, again second best in the field, to rank behind China’s Wei Sun, 57.065 to 56.832 after four of six events, with Ukraine’s 2021 A-A bronze winner Ilia Kovtun third (56.698) and Richard fourth (56.432; 14.566 on Vault).
In the fifth rotation, Hashimoto and Richard were on Parallel Bars and Hashimoto took the lead at 14.800 that finished as third-best overall. Richard was also good at 14.600, which ranked seventh overall, but shot him up to second (71.032) as Kovtun scored 14.000 on Floor (70.698) and Sun fell way back with a 13.333 Floor total. Japan’s Chiba was now standing third, at 70.831.
Into the final rotation, with Hashimoto, Richard and Chiba on the Horizontal Bar and Kovtun and Sun on the Pommel Horse. Hashimoto was brilliant, winning the event at 14.500 and winning his second Worlds A-A gold at 86.132.
Kovtun’s Pommel Horse routine was excellent and score 14.300, enough for third place in the event and gave him a final total of 84.998, way up from his 19th-place qualifying score of 81.931.
Richard’s Horizontal Bar routine included a fall and earned a modest 13.300, only 15th-best in the field, but Sun ranked only 21st with his Pommel Horse score of 12.300 – with two falls – and dropped to seventh overall. At 84.332, Richard was sitting third with only Chiba to go, and a score of 13.502 would have given the Japanese star the bronze.
But Chiba had a fall and scored only 12.633, ranking 20th, and finished at 83.464 for fourth.
Richard added 0.766 to his qualifying score and that was enough for a medal. It’s the first U.S. men’s All-Around medal since 2010 (Jonathan Horton: bronze) and only the fourth ever, also Kurt Thomas (1979 silver) and Paul Hamm (2003 gold). Richard is also the first American since Hamm in 2003 to win both a Team and All-Around medal in the same Worlds.
Teammate Hong had a stellar performance on Rings, as his 13.833 as third-best overall, but otherwise struggled and finished 19th at 80.064.
Hashimoto now owns the Tokyo Olympic All-Around gold and Worlds golds in 2022 and 2023 and is the obvious favorite for Paris … if he can get past his own teammates in qualifying! Japan now has 33 total medals in this event at the World Championships, the most ever, with 11 golds, silvers and bronzes.
The women’s All-Around comes on Friday and the apparatus finals on Saturday and Sunday, with American superstar Simone Biles poised to add even more medals to her existing record of 26.
2.
China passes 300 medals as Asian Games end Sunday
There was no doubt that China would dominate the Hangzhou 2022 Asian Games, with a full turn-out of its stars and with the event concluding on Sunday, its medal total is now at 333, more than double that of any other country.
Through 402 of 481 events, the Chinese have 179 golds, 99 silvers and 55 bronzes, compared to Japan’s 158 medal total (44-54-60) and South Korea, with 157 (33-47-77). India is a distant fourth with 86. This will be the 11th straight Asian in which China has led the medal table. Among its best medal sports:
● 58: Swimming (28-21-9)
● 39: Athletics (19-11-9)
● 29: Shooting (16-9-4)
● 18: Gymnastics (10-4-4)
● 16: Diving (10-6-0)
● 15: Cycling (4-9-2)
● 13: Rowing (11-2-0)
In Athletics, 2023 women’s Steeple World Champion Winfred Yavi (BRN) won a double in the women’s 1,500 m (4:11.65) and the Steeple (9:18.28), while fellow Bahraini Birhanu Balew won the men’s 5,000 (13:17.40) and 10,000 m (28:13.62). Olympic men’s javelin champ and Indian heartthrob Neeraj Chopra led a 1-2 for his country at 88.88 m (291-7), ahead of Kishore Jena (87.54 m/287-2).
India impressively signaled its emergence in the sport with 29 medals (6-14-9).
Weightlifting signaled the return of North Korea to major international competition, with some attendant controversy, but with superior results. The North Korean men won six medals (1-3-2), but the women have dominated, winning all five weight classes held so far, with world records from Song-gum Ri at 49 kg (216 kg total) and Hyong-yong Kang at 55 kg (233 kg total).
Through Thursday, the International Testing Agency has registered six doping positives, with two from Saudi Arabia and one each from Afghanistan, the Philippines, Turkmenistan and Uzbekistan.
3.
Russian Olympic Committee chief coy on Paris participation
“I potentially don’t see a single Russian Olympian at the Games yet. Because the Russian Olympic Committee has not received an invitation. I would refrain from talking about individual ‘neutralized’ athletes for now.”
That’s Russian Olympic Committee President Stanislav Pozdnyakov, speaking on Thursday about the prospects for Russian athletes participating at the Paris 2024 Olympic Games. And:
“In the absence of measures of political will in the International Olympic Committee to correct the situation, international federations are avoiding as much as possible any decisions to return to legality. In the meantime, selection is being finalized, qualifying competitions for the Olympic Games are underway, and the issue of the Olympic Games will simply soon become irrelevant. So far, there is only one conclusion: our athletes are not expected at this Olympics, and those who can get there are guaranteed neither security, nor support, nor fair judging.”
He responded directly to calls from Ukrainian athletes at the IOC’s International Athletes’ Forum for Russian athletes to be admitted to the Paris Games only as essentially refugees:
“This statement is unacceptable. The most important thing is that there is an old wisdom: don’t dig a hole for someone else, you yourself will fall into it. I want to warn against this kind of proposal, so as not to end up on this team.”
He repeated his usual criticisms of the IOC at a meeting of the Russian Olympic Committee’s Executive Committee:
“The form and essence of the [IOC] recommendations are discriminatory in nature and multiply double standards, legal arbitrariness, devaluing the Olympic Charter. By the way, the IOC is going to change it, probably to justify and legitimize its decisions. The decisions are exclusively political.
“Banning athletes from professional activities in the international arena is nothing but a blatant manifestation of unfair competition. And changing the Olympic Charter is a telling moment in the context of the fact that, to the great regret, the international Olympic movement is no longer even trying to resist political pressure. Lausanne has taken one side of the political conflict.
“Sanctions against our sport are unfounded and illegal, and for many years now they have been boomeranging on the integrity and reputation of the IOC, its true mission, self-sufficiency and political independence. The current recommendations are harmful, and the only option is to return the status quo that existed before, as they were hastily introduced in February 2022.”
At the same session, he also chillingly announced that the Russian Olympic Committee has “admitted” newly-formed sports organizations from areas of eastern Ukraine invaded by Russia that were “annexed” into the Russian Federation in 2022:
“Today the Olympic councils of the Donetsk and Lugansk people’s republics, Zaporozhye and Kherson regions, as well as the Yaroslavl region have become members of the ROC.”
¶
The Russian Olympic Committee will provide 500,000 rubles (about $4,988 U.S.) to still-active current and former Olympic champions as compensation for their international ban due to the Russian invasion of Ukraine.
ROC President Pozdnyakov said Thursday that prior Olympic silver medalists would get 350,000 rubles, bronze medalists would receive 250,000 rubles and members of Russia’s Olympic teams would receive 150,000.
He added that “only those athletes who have refused to compete as neutrals will get paid.” The number of athletes to receive this bonus will be specified at the end of the year.
¶
In the aftermath of the UEFA decision to allow Russian U-17 teams to play in its tournaments again and the approval of the FIFA Council, the Russian Hockey Federation is now asking the International Ice Hockey Federation to also allow its junior teams to play.
The IIHF Congress began Thursday in Portugal, but no discussion of Russian eligibility has been planned.
4.
Commonwealth Games budget woes signaled in April
Amid multiple investigations of how and why the Australian state of Victoria withdrew from its agreement to host the 2026 Commonwealth Games last July, new information about the timeline and the possible tripwires has come out.
The Guardian reported this week that the Victoria 2026 organizing committee wrote in April to then-Victoria Deputy Premier Jacinta Allan – she is now the Premier after the resignation of nine-year incumbent Dan Andrews on 27 September – that the A$2.6 billion cost projection “was insufficient to deliver the games.” (A$1 = $0.64 U.S. today)
Australian outlets further reported that while Andrews’ stunning withdrawal announcement on made on 18 July, the state engaged a Melbourne law firm in June to prepare the “withdrawal from hosting the 2026 Commonwealth Games” and then to meet with the Commonwealth Games Federation and negotiate the damages fee, which turned out to be $A380 million. The law firm’s cost to the taxpayers was more than A$1.2 million for work from June through September. Another law firm was hired in August for additional work on the Commonwealth Games withdrawal and cost A$19,745.
Allan responded to the disclosures by noting:
“As the cost were materialising … advice was sought from the public service as you would expect. When you have to make a decision, you weigh up the options, you get the advice from the public service. Often, when you’re making decisions, that does include legal advice.
“There was advice sought from across the public service, and that included legal advice.”
Andrews announced that Victoria was withdrawing from hosting the Games as the cost projections he was seeing were for A$6 billion or more.
5.
Paris 2024 Paralympic tickets on sale on Monday
The 2.8 million tickets for the 2024 Paralympic Games in Paris will go on sale on Monday, 9 October, with all tickets available all at once.
The pricing is much lower, of course, than for the Olympic Games and includes:
● €50 or less for 80% of all tickets
● €25 or less for 50% of all tickets
● €15 for 500,000 tickets (17.9% of all tickets)
● All finals priced between €25-100
Tickets for the opening ceremony, at the Place de la Concorde, are priced from €150-700. (€1 = $1.05 U.S. today)
There are also new-concept packages, including the “Discovery Pass,” priced at €24, which allow attendance at multiple venues on the same day:
● “Discovery Pass – Paris Centre”: access to the Grand Palais (wheelchair fencing and Para taekwondo), the Champ-de-Mars Arena (Para judo and wheelchair rugby), the Eiffel Tower Stadium (football 5-a-side) and Les Invalides (Para archery).
● “Discovery Pass – South Paris”: access to Paris Sud 1 Arena (boccia), Paris Sud 4 Arena (Para table tennis) and Paris Sud 6 Arena (goalball).
A “Family Offer” program allows the purchase of two children’s tickets at €10 each for every two standard tickets for adults.
About 4,400 athletes from 184 nations are expected for the 11-day Paralympics from 28 August to 8 September, with 549 events in 22 sports across 259 sessions.
≡ WORLD CHAMPIONSHIPS ≡
● Rugby ● The tenth Rugby World Cup will conclude the pool phase on Sunday, advancing two teams from each of the four groups to the quarterfinals. The situation is still fluid; the contenders:
● Pool A: New Zealand (3-1: 14 points); France (3-0: 13); Italy (2-1: 10). France and Italy play on Friday to determine who advances.
● Pool B: South Africa (3-1: 15), Ireland (3-0; 14); Scotland (2-1: 10). Ireland and Scotland play on Saturday.
● Pool C: Wales (3-0: 14); Australia (2-2: 11); Fiji (2-1: 10). Fiji and Wales each have a game left.
● Pool D: England (3-0: 14); Argentina (2-1: 9); Japan (2-1: 9). Japan and Argentina will play on Sunday.
Only New Zealand and England have clinched quarterfinal spots.
Everyone gets a rest after this weekend. The quarters will be played on 14-15 October, the semis on 20-21 October and the championship match on 28 October.
≡ PANORAMA ≡
● Olympic Games 2024: Paris ● Much has been made of the use of the Seine River in Paris for the opening of the 2024 Olympic Games, but the river is also the object of security concerns during the whole Games.
Agence France Presse reported that the Paris organizers have signed an agreement with the Voies navigables de France – the governmental authority over the country’s internal waterways – that traffic on the section of the Seine which passes by the Olympic Village will be diverted to a secondary waterway which is now being renovated.
The diversion will last from about 19 July, when the Olympic Village opens, through the close of the Paralympic Games, on 8 September. The cost of the diversion and the renovation work is estimated at €15 million, to be handled by the government’s Olympic construction arm, Solideo.
● Memorabilia ● The Ingrid O’Neil auction no. 95 closes on Saturday, with 537 lots up; the highest bids offered so far include:
● $20,000: 2020 Tokyo bronze medal
● $17,000: 1948 St. Moritz Winter gold medal
● $17,000: 1976 Innsbruck Winter gold medal
● $16,000: 1984 Sarajevo Winter gold medal
● $10,000: 1932 Lake Placid Winter IOC member badge
No bids yet on the Tokyo 1964 Imperial Family badge that starts at $90,000, or the gaudy 1936 Berlin “Chain of Office” for IOC members that begins at 35,000.
● Athletics ● The 45th Chicago Marathon comes Sunday, with great attention to the women’s race after Ethiopian Tigst Assefa’s startling 2:11:53 world record in Berlin.
The Chicago field is outstanding; the top entries by lifetime best (with year), headed by two-time defending champ Ruth Chepngetich, now no. 3 all-time:
● 2:14:18: Ruth Chepngetich (KEN: 2022) ~ 2019 World Champion
● 2:17:36: Tade Teshome Nare (ETH: 2022) ~ 2022 Valencia fourth
● 2:17:43: Joycilene Jepkosgei (KEN: 2021) ~ 2021 London winner
● 2:18:05: Ginzebe Dibaba (ETH: 2022) ~ 2015 World 1,500 m gold
● 2:18:12: Sutume Kebede (ETH: 2022) ~ 2022 Seoul runner-up
● 2:18:29: Emily Sisson (USA: 2022) ~ 2022 Chicago silver, U.S. record
● 2:18:32: Megertu Alemu (ETH: 2022) ~ 2023 London runner-up
● 2:18:33: Sifan Hassan (NED: 2023) ~ Tokyo Olympic 5,000-10,000 m golds, London winner
Hassan may be the most interesting of all, as she has run only one career marathon, winning at London in April and then almost winning the Worlds 10,000 m in Budapest before falling at the finish, and taking the 5,000 m silver and 1,500 m bronze.
There are additional strong American entries, including Des Linden (2:22:38 in 2011), Emma Bates (2:23:18 for seventh at the 2022 Worlds), and Tokyo bronze medalist Molly Seidel (2:24:42 in 2021).
The men’s field is also excellent, including Kenyan Kelvin Kiptum, who stands at no. 2 all-time. The top entries by lifetime best:
● 2:01:25: Kelvin Kiptum (KEN: 2023) ~ 2023 London winner
● 2:03:36: Bashir Abdi (BEL: 2021) ~ Tokyo 2020 Olympic bronze
● 2:03:51: Kinde Atanaw (ETH: 2019) ~ 2019 Valencia winner
● 2:04:24: Benson Kipruto (KEN: 2022) ~ Defending champion
● 2:04:27: Dawit Wolde (ETH: 2021) ~ Rotterdam third in 2021
● 2:04:29: Seifu Tura (ETH: 2021) ~ 2021 Chicago champion
● 2:05:01: John Korir (KEN: 2022) ~ Chicago bronze in 2022
● 2:05:05: Huseydin Mohamed (ETH: 2022) ~ 2023 Tokyo runner-up
The top U.S. entries are Galen Rupp (2:06:07 in 2018, won in Chicago in 2017), Leonard Korir (2:07:56 in 2017) and Conner Mantz (2:08:16 at Chicago last year).
Weather is expected to be cool, with temperatures in the mid-to-high 40s at the 7:30 a.m. race start, but also with winds of about 8 miles per hour.
● Basketball ● NBA star Joel Embiid, born in Cameroon, but also eligible to play for France or the U.S., has told USA Basketball that he will play for the United States at the 2024 Olympic Games in Paris.
The seven-foot Embiid, the NBA’s Most Valuable Player last season, told reporters that he was thinking about his three-year-old son when he made his decision:
“I’ve been here for such a long time. For the past few years, every decision I’ve made has been based on just family. My family, my son, and having the chance to represent a country like the U.S., with my son being born here … I love my home country, but I really wanted to play in the Olympics.”
Embiid, 29, attended high school in Florida, played one year at Kansas and has played seven seasons in the NBA, all with the Philadelphia 76ers, winning the NBA scoring title each of the last two seasons. He has never played international basketball at the senior level, and would significantly help the American team with his size and interior presence, qualities lacking on the 2023 FIBA World Cup team that finished fourth.
● Boxing ● The International Boxing Association, de-recognized by the IOC in June, and led by Russian President Umar Kremlev, continues complaining about not being in charge of Olympic boxing. Part of a Thursday statement included:
“The International Boxing Association (IBA) remains stunned as the IOC continues to remain silent in all regards, particularly those related to the grave mistakes and violations committed by C.K. Wu [TPE], former IOC Member and Executive Board Member under whose leadership AIBA was a true farce with bankruptcy and corruption at all levels. Traces of these destructive actions can be seen at recent boxing tournaments organized under the umbrella of the IOC. …
“Following the tremendous error made by the IOC to withdraw its recognition, the IBA remains disappointed that it has not been involved in the Asian Games or consulted at any stage and stresses the importance of keeping the integrity of the competitions’ officials at the highest possible level and not accepting substandard performances.”
The comments are in line with the Russian government’s consistent criticism of the IOC, simply distributed though another organization.
¶
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TSX REPORT: Biles stars as U.S. women win seventh straight Worlds Team gold; FIFA hands 2030 World Cup to six countries, 2034 to Saudi?
★ The Sports Examiner: Chronicling the key competitive, economic and political forces shaping elite sport and the Olympic Movement.★
★ To get The Sports Examiner by e-mail: sign up here! ★
≡ THE 5-RING CIRCUS ≡
1. Biles carries U.S. women to record-setting Worlds Team gold
2. FIFA awards 2030 World Cup to six countries!
3. FIFA starts 2034 World Cup bids, OKs UEFA’s Russia proposal
4. UEFA signals hosts for Euro 2028 and Euro 2032
5. Sapporo’s 2030 Winter Games bid may re-emerge
● The U.S. women won their seventh straight FIG Artistic World Championships Team gold in Antwerp, Belgium, led by Simone Biles, who won her fifth Team gold and extended her record for the most medals won at a Worlds to 26.
● The FIFA Council surprised with an early announcement that it will offer one candidate to the FIFA Congress for the 2030 FIFA World Cup, the Spain-Portugal-Morocco bid, but with three games to be played in South America to celebrate the centennial of the event, which debuted in Uruguay in 1930.
● The FIFA Council also opened the bidding for 2034, with Saudi Arabia now a big favorite to be awarded the tournament as bids will only be accepted from Asia or Oceania and the Saudis already being back from the Asian confederation. The Council also endorsed UEFA’s decision to allow Russian U-17 teams back into competitions without flags or anthems.
● UEFA accepted a joint bid from Italy and Turkey for the men’s 2032 European Championships, meaning that the British-Irish bid to host the 2028 Euro in England, Scotland, Wales, Northern Ireland and Ireland, will be unopposed.
● Sapporo’s pro-Winter Olympics mayor announced a new plan for a 2030 Olympic Winter Games candidature, after the bid had been suspended with fading public support due to expanding costs and the Tokyo 2020 post-Games corruption scandals. The new bid concept is being studied and could be formalized by the end of the month.
● Panorama: Boxing (African elections and Mandela Boxing Cup postponed) = Cycling (Cavendish returning for Tour de France record try) = Shooting (veteran stars dominate first U.S. Olympic Trials stage) = Volleyball (men’s Olympic qualifying continuing in Rio, Tokyo and Xi’an) ●
1.
Biles carries U.S. women to record-setting Worlds Team gold
She was and is the world’s greatest gymnast and American icon Simone Biles led her U.S. team to a seventh straight World Team title on Wednesday at the FIG Artistic World Championships in Antwerp (BEL).
This was no cakewalk, however. The U.S. lost a key player before the event got started as Joscelyn Roberson, 17, suffered a left leg injury during Vault warm-ups and could not compete. So, the 2021 Worlds All-Around runner-up, Leanne Wong, was brought in and contested three of the four events. Round-by round:
● Rotation 1: China scored 43.032 on the Uneven Bars to lead all teams, with the U.S. second, scoring 42.966 on Vault. Wong led off at 14.066, followed by Shilese Jones at 14.100 – second-highest in the event – and then Biles with a 14.800, the second-best score of the day to Brazil’s defending World All-Around champ Rebeca Andrade (14.900). The American total was the best on the day.
● Rotation 2: The U.S. took the lead, scoring 43.265 on the Uneven Bars, while China fell to 41.732 on Beam. Jones was outstanding, scoring 14.633, with Skye Blakely scoring 14.166 and Biles drumming up a 14.466. The U.S. total turned out to be the best of the day, ahead of China (43.032).
● Rotation 3: Things got interesting for the U.S. when Wong fell during her Beam routine; she finished at 11.700 and opened the door for others. But Jones contained the damage with a 13.600 and Biles finished at 14.300 – second-best on the day – to total 39.600 and hold a tight 125.831 to 124.063 edge on China.
● Rotation 4: Now China suffered, with three modest scores on Vault, totaling just 39.099 for the event, finishing eighth. The U.S. was on Floor, with Wong solid at 13.166, Jones better at 13.566 and Biles clinching the gold with the best score of the day at 15.166 for a 41.898 total, second-best to Brazil (42.166).
The total showed the U.S. with a 167.729 to 165.530 win over Brazil, which had a strong finish on Vault, with France passing China for third, 164.064 to 163.162..
This was the seventh straight women’s team title for the Americans, extending their own record of six from last year. Romania won five in a row from 1994-2001, but now Biles herself owns five Worlds Team golds herself.
With the win, the U.S. women have 15 total medals in this event (9-4-2), tying Romania for the most ever (15: 7-5-3) and passing the USSR (14: 11-3-0).
Biles sets new records with every medal she wins, and she took her 26th Worlds medal in this event (20-3-3); the next best is Vitaly Scherbo (URS-CIS-BLR: 1991-96) with 23 total. The amazing Biles has her next competition on Friday with the women’s All-Around and then apparatus finals on Saturday and Sunday.
The men’s All-Around is up on Thursday.
2.
FIFA awards 2030 World Cup to six countries!
In a dramatic gesture, the FIFA Council cleared the way for the tri-country bid from Spain, Portugal and Morocco to be selected as the host for the 2030 FIFA World Cup, but with games also played in Argentina, Paraguay and Uruguay:
“In 2030, the FIFA World Cup will unite three continents and six countries, inviting the entire world to join in the celebration of the beautiful game, the Centenary and the FIFA World Cup itself. The FIFA Council unanimously agreed that the sole candidacy will be the combined bid of Morocco, Portugal, and Spain, which will host the event in 2030 and qualify automatically from the existing slot allocation subject to the completion of a successful bidding process conducted by FIFA and a decision by the FIFA Congress in 2024.
“Additionally, having taken into account the historical context of the first-ever FIFA World Cup, the FIFA Council further unanimously agreed to host a unique centenary celebration ceremony in Uruguay’s capital, Montevideo, where the first ever FIFA World Cup took place in 1930, as well as three World Cup matches in Uruguay, Argentina and Paraguay respectively.”
The selection of match hosts in six countries resolved the question of the South American claim to hosting in the centennial year of the FIFA World Cup, and brought the tournament back to Europe, which last hosted in 2018 (Russia). It will be the first World Cup in western Europe since Germany in 2006, the second-ever in Africa after South Africa in 2010 and the second in an Arab country in eight years.
All of this is easier now that the tournament has been enormously expanded – beginning in 2026 – to 48 entries and 104 matches. Said FIFA President Gianni Infantino (SUI) of the opening matches in South America:
“The first of these three matches will of course be played at the stadium where it all began, in Montevideo’s mythical Estádio Centenário, precisely to celebrate the centenary edition of the FIFA World Cup.”
Said Alejandro Dominguez (PAR), President of the South American confederation CONMEBOL:
“It’s a historic event and CONMEBOL is happy. We’re honoring the memory of those who came before us and today we’re at the level. We appreciate again the confidence that FIFA and our colleagues showed for a historic event and date.
“The good thing is that in having three countries, three hosts, we’re talking about almost no other investment more than what already exists. And that’s very good news because we all know that in that context, unfortunately we’re not able to compete if this had been a question of investment or money demands.
“If this had been a competition where our governments had to commit the funds which today countries commit to be hosts, I think it would have been an irresponsible proposal from us. And I think we wouldn’t have been able to either because we know that there are other countries who have much better economic conditions and fewer priorities than our nations. So I think this is a super responsible and very viable proposal.”
All six teams which will host matches will be automatically qualified for the tournament. The formal award of the 2030 FIFA World Cup will come in 2024 at the FIFA Congress.
3.
FIFA starts 2034 World Cup bids, OKs UEFA’s Russia proposal
The FIFA Council was busy on Wednesday, also starting controversies about the 2034 FIFA World Cup and about Russian participation.
The FIFA decisions also included the start-up of the 2034 World Cup contest, with noteworthy constraints:
“It was also agreed that in line with the principle of confederation rotation and of securing the best possible hosting conditions for the tournaments, the bidding processes for both the 2030 and 2034 editions be conducted concurrently, with FIFA member associations from the territories of the [Asian Football Confederation] and the [Oceania Football Confederation] invited to bid to host the FIFA World Cup 2034.”
This potentially gives the tournament to Saudi Arabia, which has declared its candidacy for 2034 and which has the Asian confederation’s support, according to a Tuesday statement by AFC President Sheikh Salman bin Ibrahim Al Khalifa (BRN):
“I am delighted to note that the [Saudi Arabian Football Federation] have presented their intention to bid for the FIFA World Cup in 2034.
“The entire Asian football family will stand united in support of the Kingdom of Saudi Arabia’s momentous initiative, and we are committed to working closely with the global football family to ensure its success.”
If Saudi Arabia is indeed the Asian candidate for 2034, it will be a walkover winner to host the World Cup, as Australia is now part of the Asian confederation as well. The only possible host from the Oceania confederation would be New Zealand, where the reception for the 2023 Women’s World Cup was not as ravenous as in Australia.
The Saudis have invested heavily in football as a vehicle for widening its profile outside of the energy sector, and has already been selected to host the 2023 FIFA Club World Cup and the 2027 Asian Cup.
The Football Supporters Europe fan group posted this message:
“FIFA continues its cycle of destruction against the greatest tournament on earth. Horrendous for supporters, disregards the environment and rolls the red carpet out to a host for 2034 with an appalling human rights record. It’s the end of the World Cup as we know it.”
¶
The FIFA Council also lifted the suspension of Russian U-17 teams:
“Following the decision of the UEFA Executive Committee on 26 September 2023 to once again allow the participation of Russian representative youth teams at U-17 girls and boys level, the FIFA Council approved an extension of this decision to the FIFA U-17 World Cup and FIFA U-17 Women’s World Cup for which UEFA’s competitions serve as a qualification pathway, thus lifting the suspension on teams from Russia taking part in these tournaments.
“This is conditional on these teams playing under the name of the ‘Football Union of Russia’ rather than ‘Russia,’ in the absence of their national flag, their national anthem, their national-team kit and equipment, and instead playing in neutral colours.”
Interestingly, the Russian news agency TASS posted a story Wednesday which included:
“Russian national teams will not be allowed to participate in tournaments under the auspices of the International Football Federation (FIFA) until the end of a special military operation in Ukraine. This was reported by the FIFA press service.”
The FIFA Council decision was noted to apply only to the U-17 teams and not to any others.
The next FIFA U-17 World Cups that Russian teams could participate in are the November 2024 tournament for girls in the Dominican Republic and the 2025 boys U-17 World Cup, as yet unassigned.
The UEFA decision was met with immediate criticism, with the national federations of Denmark, England, Finland, Latvia, Lithuania, Norway, Poland, Romania, Sweden and Ukraine stating they will not play against Russian teams. Further, Sweden said it will not allow a Russian team to compete at the 2024 girls U-17 European Championship next May.
4.
UEFA signals hosts for Euro 2028 and Euro 2032
The hosts for the UEFA European Championship for 2028 and 2032 became clear on Wednesday, with UEFA issuing a statement that it has accepted a joint bid from Italy and Turkey for 2032.
Turkey withdrew its stand-alone bid for 2028, leaving the five-federation bid from England, Northern Ireland, Republic of Ireland, Scotland and Wales for 2028. The formal selection will come at the UEFA Executive Committee meeting on 10 October, in Nyon (SUI).
Multi-country hosting is nothing new for UEFA, which held its Euro 2020 tournament – played in 2021 due to the pandemic – in 11 countries. England hosted the tournament in 1996 and had matches in 2021, as did Scotland. Italy hosted the 1968 and 1980 Euros; this will be the first time for Ireland, Northern Ireland, Wales and Turkey.
Germany will host in 2024; the tournament has been expanded to 24 teams from 55 member associations.
5.
Sapporo’s 2030 Winter Games bid may re-emerge
After imploding under the strain of expanding costs and the blowback from the continuing post-Tokyo 2020 organizing committee scandals last December, Sapporo’s bid for the 2030 Olympic Winter Games may be resurrected.
A Tuesday story by Japanese state broadcaster NHK said that a new bid plan has been formulated and is being reviewed, with an eye to preventing the corruption issues which came out following the Tokyo Games about sponsorship bribes and the rigging of bids.
The Japanese ad giant Dentsu was the Tokyo 2020 sponsorship marketing engine and the new plans call for less concentration of authority in any one outside firm, and more organizing committee oversight is recommended.
The pro-bid Sapporo Mayor, Katsuhiro Akimoto – re-elected in April for a third term – has asked for governance changes to include better gender equality, and better checks on operations to avoid the Tokyo 2020 corruption issues.
Sapporo was once seen as the front-runner for 2030, and is well-known to the International Olympic Committee’s Future Hosts Commission, but the situation it previously knew has changed considerably. Salt Lake City is focused on 2034 and serious bid development for 2030 is underway in Sweden, Switzerland and in a two-region confederation in France. No decision on a 2030 host is expected until 2024.
Meanwhile, the Japanese Olympic Committee, a necessary partner for the bid, has not yet agreed to support any new plan. JOC President Yasuhiro Yamashita said last June that “Under the current circumstances, 2030 will be quite hard,” with polling well under 50% approval for the bid. Newer polls are better, but hardly convincing.
≡ PANORAMA ≡
● Boxing ● The International Boxing Association announced that the Mandela African Boxing Cup, scheduled to be held in Durban (RSA) from 9-14 October, was postponed to 2024. This is all about politics, per the IBA statement:
“The event received wide support from more than 235 boxers representing 34 nations that were registered to participate.
“The joint decision of IBA, AFBC and the South African Boxing Organization was taken following the postponed African Boxing Confederation Congress, initially slated to coincide with the boxing tournament. Due to the present circumstances, the postponement is motivated by the difficulty most delegates have faced in obtaining visas, and the haste observed in the organization of this event which ultimately led to the postponement.
“IBA Secretary General and CEO, Chris Roberts claimed that ‘In adherence to the high standards of organization we strive to maintain, the parties have unanimously agreed that it is in the best interest of all participants to postpone the competition. Our vision is for the Mandela African Boxing Cup to be a landmark event in the boxing community, and as such, we believe it warrants the extra time to ensure its success. Furthermore, considering the pivotal nature of the AFBC Congress, particularly with its Presidential elections, it is imperative that we give it the due prominence.’”
Thirty of the 50 African federations have protested the candidate clearances made by the Boxing Independent Integrity Unit Nominations Panel; also on Wednesday, the AFBC announced the postponement of elections:
“[I]n this case the postponement is motivated by the difficulty most delegates have in obtaining visas and the uproar caused by the disputed publication of the list of definitively selected candidates.
“The Board of Directors, meeting on September 30, 2023, therefore decided to postpone the Extraordinary Congress scheduled for October 13, 2023 in Durban, South Africa, to a date to be communicated to you in due course.”
● Cycling ● British sprint star Marc Cavendish, 38, announced his retirement earlier this year, ending his career as the 2011 World Road Champion, and with 34 stage wins at the Tour de France, tied with Belgian legend Eddy Merckx (1969-75) for the most ever.
Now, Cavendish is coming back to try for the record in 2024, saying on Wednesday:
“I was looking forward to not having to get up and train in any weather condition and not be away from home; spend time with the kids.
“Ultimately, I’d miss racing. I love racing. But I was happy, I was in a happy place, and I knew I could go out on top. Obviously, it wasn’t the finish I hoped for, crashing at the Tour de France.
“I spoke to the kids and I said, ‘What should dad do?’ They said, ‘Carry on.’ It was an odd question. So, here we are – just one more year, eh?”
He has signed with the Astana Qazaqstan team for one more season. Cavendish has an impressive total of 54 stage wins between the three Grand Tours, with 17 at the Giro d’Italia and three in the Vuelta a Espana.
● Shooting ● The first stage of the U.S. Olympic Trials concluded on Tuesday at Ft. Moore in Georgia, with veteran stars dominating the results:
● Men/10 m Air Pistol: Tokyo Olympian James Hall, fourth at the U.S. nationals, leads his fellow Tokyo squad-mates Jay Shi and Nick Mowrer (also the 2023 national champ), 574-572-571.
● Men/25 m Rapid-Fire Pistol: Tokyo Olympian and 2023 national champ Henry Leverett had the best second two-round score of 1,161 and won the final, 28-25, over fellow Tokyo Olympian (and 2023 nationals runner-up) Keith Sanderson, who led the two-round shooting at 1,162.
● Men/10 m Air Rifle: Ivan Roe, the 2022 U.S. nationals bronze medalist, piled up a significant lead, scoring 631.8 across six rounds to lead 2023 national champ Brandon Muske (628.6) and Tim Sherry (627.1).
● Men/50 m Rifle-3 Positions: The 2023 U.S. Nationals runner-up in this event, Roe was again the leader at 1,178 for the two rounds and won the final at 457.0. Second was Mowrer at 452.5 after tying for fourth in the two-round scoring (1,169).
● Women/10 m Air Pistol: National bronze medalist Katelyn Abeln won the final at 241.4 over nationals fourth-placer Ada Korkkin and Tokyo Olympian Alexis Lagan (218.1), with Lagan piling up the best two-day score of 1,147.
● Women/25 m Sport Pistol: 2023 Nationals runner-up Lagan won the six-round event with a total of 582, ahead of nationals fourth-placer Lisa Emmert Traciak (579) and 2023 national champ Abeln (579).
● Women/10 m Air Rifle: Olympic Mixed Team silver winner Mary Tucker won a tight final from 2023 national champ (and Tokyo Olympian) Sagen Maddalena, 252.3 to 251.7, after Maddalena led the two-day total at 1,260.9, with Tucker close at 1,259.1. Rio 2016 gold medalist Ginny Thrasher was fourth in the final at 207.4.
● Women/50 m Rifle-3 Positions: U.S. nationals runner-up Maddalena posted the top score across six rounds of 586, attended closely by Gabriela Zych (584) and 2023 nationals bronze winner Molly McGhin (583). Tucker was fourth (582) and Thrasher fifth at 581.
The next stage is for the Pistol events, to be held in Colorado Springs on 5-7 December. The second stage of the Rifle trials comes from 11-13 December, also in Colorado Springs.
● Volleyball ● The FIVB men’s Olympic Qualification Tournaments are ongoing in Brazil (Rio), China (Xi’an) and Japan (Tokyo), with the top two teams in each advancing to Paris.
This is a round-robin tournament, with eight teams per site, and will conclude on Sunday. So far:
In Rio, Germany leads at 4-0, with Cuba at 3-1, World Champion Italy at 3-1 and Brazil at 2-1 the remaining contenders.
In Tokyo, the U.S. is 4-0 and has cruised past Egypt (3-0), Finland (3-0), Turkey (3-1) and Tunisia (3-0). Slovenia is also 4-0 and two face off on Friday. Serbia and Japan are both 3-1.
In Xi’an, the 2014-18 World Champions, Poland, lead the standings at 4-0, chased by Canada (3-1) and Argentina (3-1).
¶
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TSX REPORT: Japan wins gold, U.S gets first men’s gymnastics Worlds medal in nine years; Milan-Cortina ‘26 sliding events could go to Austria
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≡ THE 5-RING CIRCUS ≡
1. Japan wins gymnastics men’s team title, U.S. gets bronze!
2. Decision time at hand for Cortina sliding track for 2026
3. No “Open” class entries for Berlin Swimming World Cup
4. Kuwaiti Sheikhs Ahmad and Talal file against IOC
5. More contradictory Russian signals on Paris 2024
● Japan won the men’s Artistic Gymnastics World Championship Team event for the first time since 2015, edging China, with the U.S. taking the bronze. It’s the first U.S. men’s Team medal since a bronze in 2014.
● The ongoing fight over the construction of a new sliding track for the Milan Cortina Olympic Winter Games in 2026 is coming to a head, with no bidders for the project, time running out, and the possibility that the event could be re-located to Austria or Switzerland.
● World Aquatics created an “Open” category for the first time for the upcoming Swimming World Cup in Berlin, Germany, which would allow transgender women to compete, but the federation reported that there were no entries in any of the “Open” races.
● As the International Olympic Committee decided to formally ignore the results of the Olympic Council of Asia elections in July and refuses to recognize Kuwait’s Sheikh Talal as the organization’s President, Sheikh Talal filed an action against the IOC in the Court of Arbitration for Sport. His brother, Sheikh Ahmad, who was already-self-suspended as an IOC member due to a criminal prosecution against him in Switzerland, was suspended by the IOC for three years for interference in the OCA elections and also filed an action.
● Senior Russian sports officials and athletes continue to offer contradictory statements about what conditions it will tolerate to participate in the Paris 2024 Olympic Games if invited (and qualified). A rhythmic gymnastics star who appeared at a pro-war rally in Moscow in 2022 said she would not compete as a neutral, but the Russian Paralympic Committee head said the allowance of Russians as neutrals in the Paralympics was a victory.
● World Championships: Rugby (England still only confirmed quarterfinalist) ●
● Panorama: Asian Games (China rolling up big medal numbers) = Athletics (check out the choreographed Asian Games hurdle placements!) = Football (FIFA’s August suspension decision on Rubiales published) ●
1.
Japan wins gymnastics men’s team title, U.S. gets bronze!
It had been a while since Japan was the men’s World Team Champion and even longer since the U.S. men won a men’s Team medal, but both happened on Tuesday at the FIG Artistic World Championships in Antwerp (BEL).
The Japanese team of defending All-Around champ Daiki Hashimoto, Kenta Chiba, Kazuma Kaya, Kazuki Minami and Kaito Sugimoto won its seventh Worlds men’s Team gold, and first since 2015, mounting a charge on the last three rotations and scoring 255.594 points to 253.794 for defending champion China.
Japan was only fourth on its first event, Floor Exercise, but posted the best score in the field on the Pommel Horse and was third-best on Rings. But in its final three events – Vault, Parallel Bars and Horizontal Bar – Japan ranked second, first and first and took the gold with a nearly two-point margin.
China won on Rings and was steady on the Pommel Horse (second) and Parallel Bars (second) to win a men’s Worlds Team medal for the 11th straight time (8-2-1). All-time, Japan now has 22 men’s Worlds Team medals to 21 for China.
The U.S. squad of Fred Richard, Yul Moldauer, Asher Hong, Paul Juda and Khoi Young was in a fight with 2022 bronze medalists Great Britain for the final medal. The British were fourth on Pommel Horse, second on Rings and first on Vault through their first three rotations and were a solid third, while the U.S. won the Floor Exercise, but was sixth on Pommel Horse and fourth on Rings. But the U.S. closed with third-place finishes on Vault, Parallel Bars and Horizontal Bar to finish at 252.428. Britain closed with a fourth on Parallel Bars, seventh on Horizontal Bar and sixth on Floor to score 249.461, nearly three points short of the Americans.
The individual apparatus high scorers:
● Floor: 14.533, Jake Jarman (GBR)
● Pommel Horse: 15.266, Max Whitlock (GBR)
● Rings: 15.000, Yang Liu (CHN)
● Vault: 15.400, Jarman (GBR)
● Parallel Bars: 14.966, Hao You (CHN)
● Horizontal Bar: 14.533, Fred Richard (USA)
Moldauer and Richard third for third on Floor (14.366); Young was fifth on Pommel Horse (13.600); Hong was sixth on Rings (14.000); Hong was second on Vault (15.100); Moldauer was the Parallel Bars runner-up (14.933) and Richard was the leader on the Horizontal Bar.
It’s the first medal for the U.S. at the Worlds since 2014 and the sixth all-time (0-2-4), with five of the six in this century.
The Worlds roll on tomorrow with the women’s Team final, with the Americans looking for a seventh straight gold, and a fifth for superstar Simone Biles.
2.
Decision time at hand for Cortina sliding track for 2026
The long-running drama over the construction of a new sliding track for bobsled, luge and skeleton in time for the 2026 Olympic Winter Games in Milan-Cortina is coming to a head with time running out.
The proposed plan was to demolish the already-closed Eugenio Monti track in Cortina d’Ampezzo that was used for the 1956 Winter Games and build a new one. But the request for proposals turned up no bidders, leaving the project in severe doubt.
Then there is the cost, which has been estimated at up to €46.5 million in 2019, then €60.7 million in September 2021, then €82.6 million in 2022 and now, perhaps up to €124.77 million! (€1 = $1.05 U.S. today)
The Italian Minister of Sport, Andrea Abodi, said this week: “There are also offers from foreign locations. We will evaluate all options, with the necessary clarity and coldness. Foreign ones are not the first choices. …
“Our job as a country is obviously to respect the commitment to the IOC and we will do so. Among the options in the field, it is true, there are also foreign hypotheses, we will evaluate clearly and coldly, obviously taking into account all availabilities.”
Of the complex building project required to get a new track completed on time:
“There are very few companies available to build the bob, because it is a very high-tech work, so the government will evaluate whether to go ahead with this private negotiation or not.”
The head of the Italian National Olympic Committee and Chair of the Milan Cortina 2026 organizing committee, Giovanni Milago, told Il Fatto Quotidiano:
“We don’t build the works, we await with great urgency a response, within a few days at most, from those who have the burdens or honors of taking care of the construction of the venue.
“We won the competition by submitting an application with a dossier for bobsleigh, skeleton and luge in Cortina. We are evaluating any other alternative because our job is to understand the best solution. Perhaps I have an alternative in my head, but we are still confident that within a few days the commitments made will be respected.”
The Italian lower house, the Chamber of Deputies, passed a motion this week to consider alternatives to building a new track, which could include moving the events to Innsbruck (AUT) or St. Moritz (SUI).
Innsbruck Mayor Georg Willi wrote to the Milan Cortina organizers again last week, saying that the city and the Tyrol region, “as owners of the Olympic ice rink in Innsbruck, can guarantee the approval of the ice rink both from a financial point of view and from that of carrying out the necessary works.”
The Innsbruck facility needs upgrading, but at a fraction of the cost of what a new facility in Cortina would cost. The current estimate is €27 million, with the Innsbruck and Tyrol governments already pledging one-third each, meaning only about €9 million would remain.
3.
No “Open” class entries for Berlin Swimming World Cup
World Aquatics announced back in August that it would accept entries in an “Open” category for the first leg of its Swimming World Cup in Berlin (GER), “welcoming swimmers of all sex and gender identities. …
“The open category will spotlight races in the 50m and 100m distances across all strokes, with the possibility of introducing additional events.”
The category was created with the idea to offer a competition opportunity for transgender women swimmers and those with hyperandrogenism that would not allow them in the women’s division. However, on Tuesday, World Aquatics posted a statement that included:
“Following the close of registration for the Open Category competitions at the World Aquatics Swimming World Cup – Berlin 2023 meet scheduled for 6-8 October, World Aquatics can confirm that no entries have been received for the Open Category events. …
“The World Aquatics Open Category Working Group will continue its work and engagement with the aquatics community on Open Category events. Even if there is no current demand at the elite level, the working group is planning to look at the possibility of including Open Category races at Masters events in the future.”
The federation’s policy on transgender women, passed in 2022, does not allow entry into the women’s division unless the athlete transitioned before age 12 or did not experience male puberty beyond the second stage.
The Berlin World Cup will be held from Friday through Sunday, with 335 athletes from 50 countries registered, including 14 American swimmers.
4.
Kuwaiti Sheikhs Ahmad and Talal file against IOC
The International Olympic Committee’s intervention in the Olympic Council of Asia elections that took place on 8 July has resulted in two actions filed at the Court of Arbitration for Sport by the Kuwaiti brothers Sheikh Ahmad Al-Sabah and Sheikh Talal Fahad Al-Ahmad Al-Sabah.
The IOC did not recognize the 8 July election of Sheikh Talal as President of the OCA, in a close, 24-20 vote over World Aquatics President Husain Al-Musallam (also KUW), citing interference – against instructions – by Sheikh Ahmad. The IOC Ethics Commission recommenced to the IOC Executive Board:
“To consider the undeniable impact on the OCA’s elections of Sheikh Ahmad Al-Sabah’s behaviour, and consequently not to recognise these elections until a full review of the OCA’s elections process is carried out at a later stage.”
A sanction against Sheikh Ahmad was imposed, with a suspension of his IOC membership for three years.
On Tuesday, the Court of Arbitration for Sport stated to the Russian news agency TASS:
“We confirm that the Court of Arbitration for Sport (CAS) has registered the following procedures: CAS 2023/A/9904 Sheikh Talal Fahad Al Sabah v. International Olympic Committee CAS 2023/A/9931 Sheikh Ahmad Al-Fahad Al-Sabah v. International Olympic Committee.”
No further information was available, including the grounds for the filings.
Sheikh Ahmad, now the defender minister of Kuwait, was found guilty of fraud in the Swiss Criminal Court on 10 September 2021, and is appealing. He self-suspended himself as an IOC member in September 2018 when the Swiss criminal charges were filed.
The Court of Arbitration for Sport case regarding the IOC’s intervention in the Olympic Council of Asia elections will be interesting to follow. The IOC Ethics Commission declared that “The Olympic Council of Asia is a continental association of NOCs recognised by the IOC; thus, the elections have to be recognised by the IOC,” but the declarations of sport autonomy consistently promoted by the IOC could come back to play a role in a decision on this question.
5.
More contradictory Russian signals on Paris 2024
Senior Russian Olympic and Paralympic officials continue to signal turmoil ahead, regardless of whatever participation invitations are made available to them, including the International Olympic Committee’s preference for individual, “neutral” status.
The President of the All-Russian Federation of Rhythmic Gymnastics, Irina Viner said on Tuesday that she rejects any idea of Russian stars competing as neutrals:
“The program is always made in opposition to Russian athletes in order to neutralize Russia, and this is how it turned out at the Tokyo Olympics.
“The sanctions that have been imposed on us from all sides are unacceptable to intelligent and cultured people who talk about democracy. I don’t think any of my children would say they could compete in this format at the Olympics.”
She then ripped the partial suspension placed on Russian Paralympic athletes, who were approved to compete as neutrals:
“What did they do with the Paralympic athletes? First, they were removed from the Paralympics: just ordinary fascism. And now they removed the Russian Paralympic Committee and allowed individual athletes. It’s like refugees who do not represent anyone.”
Viner’s comments on Russia’s rhythmic gymnasts – who were dominant players in the sport until banned after the Russian invasion of Ukraine – were backed up by 18-time World Champion Dina Averina, still just 25, and who was on-stage at a pro-invasion rally in March of 2022:
“We were already at the Tokyo Games in neutral status. Now I would probably choose to go with the flag and the anthem. Because in Tokyo we lacked this support, although everyone knew what country we were from. Irina Alexandrovna Viner discussed all this with us, of course, we have the same thoughts.”
In the meantime, the head of the Russian Paralympic Committee, Pavel Rozhkov, said plans are underway to move the country from the European Paralympic Committee to Asia, after winning the right to participate in Paris in 2024 as “neutrals” in last week’s vote of the International Paralympic Committee’s General Assembly:
“Neutral status is also, frankly speaking, a victory for us. Whether we will challenge it or not is another question, but it is important that we were allowed.
“Now performance at the Paralympic Games is a separate issue. We are having serious work on transferring to the Asian Paralympic Committee. They sent me accreditation and an invitation, they are ready to see us there, we are moving in this direction with pleasure.”
Rozhkov said earlier that if Russian Paralympians are required to sign a “neutrality” declaration, they will not go to the Paris Games.
No public comments have been made from the Russian Olympic Committee about a possible disassociation with the European Olympic Committees and membership in the Olympic Council of Asia.
≡ WORLD CHAMPIONSHIPS ≡
● Rugby ● The tenth Rugby World Cup will resume across France on Thursday with the final round of pool-play matches underway and still only England confirmed into the quarterfinals. The top two from each of the four groups will advance; the contenders:
● Pool A: France (3-0: 13 points); New Zealand (2-1: 10), Italy (2-1: 10).
● Pool B: South Africa (3-1: 15), Ireland (3-0; 14); Scotland (2-1: 10).
● Pool C: Wales (3-0: 14); Australia (2-2: 11); Fiji (2-1: 10).
● Pool D: England (3-0: 14); Argentina (2-1: 9); Japan (2-1: 9).
The quarters will be played on 14-15 October, the semis on 20-21 October and the championship match on 28 October.
Interest continues high, with attendance now at 1,426,328 or 45,698 per match!
≡ PANORAMA ≡
● Asian Games ● The 19th Asian Games, in Hangzhou (CHN), will conclude this weekend, with China on the way to another impressive medal total.
With 333 events out of 481 completed, the Chinese have 297 total medals (161-90-46), followed by South Korea (139: 32-42-65) and Japan (130: 33-47-50).
North Korea has showed up in force for this event, with 185 entries, and has won 23 medals so far (7-10-6), including eight in weightlifting (4-3-1).
● Athletics ● Ever heard of choreographed high-hurdle placement?
You have now, thanks to this video from the 19th Asian Games organizing committee in Hangzhou.
Now that’s style!
● Football ● FIFA’s Disciplinary Committee decision to suspend former Royal Spanish Football Federation (RFEF) chief Luis Rubiales for 90 days on 26 August 2023 was posted on Tuesday, showing considerable concern for the validity of any investigation amidst the chaos of the post-FIFA Women’s World Cup post-championship match celebration.
The opinion, signed by Disciplinary Committee Chair Jorge Palacio (COL), noted that as Rubiales was – at that time – still head of the RFEF:
“[T]he imposition of provisional measures on the Respondent [Rubiales] will ensure that the ongoing disciplinary proceedings against him are conducted without any interference, particularly so that potential testimonies could be given freely and without any type of pressure, fear or reprisals from the Respondent, particularly given his predominant position towards Ms [Jenni] Hermoso, other players or RFEF officials as President of the RFEF.”
The decision also explained:
“[I]t seemed clear to the Chairperson that a decision on the merits could not be taken early enough given the sensitivity and particularly serious nature of the allegations levelled against the Respondent in this case, so that provisional measures had to be imposed on the Respondent for the aforementioned reasons, which, given all the circumstances taken into account, clearly outweigh the potential adverse effects that such a measure could cause to the Respondent.”
FIFA suspended Rubiales for 90 days and ordered him and the RFEF not to contact Hermoso; Rubiales resigned as the head of the federation on 10 September.
¶
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TSX REPORT: Biles and U.S. star in women’s Gym Worlds qualifying; hammer breaks a leg at Asian Games; Britain and Canada upset on Paralympic vote
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≡ THE 5-RING CIRCUS ≡
1. Biles, U.S. women dominate Worlds qualifying
2. Hammer throw accident at Hangzhou causes broken leg
3. IBA and African federations now conflicted on elections
4. British and Canadian Paralympic heads decry IPC’s Russia vote
5. Ellis expects U.S. women still “to be a major player”
● The iconic Simone Biles and her U.S. teammates dominated the women’s qualifying at the FIG Artistic World Championships, with the American team leading all others by more than five points and Biles posting the top score in three of the four apparatus.
● At the Asian Games in Hangzhou, China, a freak accident in the men’s hammer throw caused a broken leg for one of the officials scoring the event, but he was taken quickly to the hospital and is stable. Said Kuwait’s Ali Al-Zankawi, the thrower involved, “Thank God the hammer hit the ground before it hit his leg.”
● The International Boxing Association, already de-recognized by the International Olympic Committee, is now facing a revolt from 30 of its African federations over actions taken by its independent integrity unit’s nominations clearing board for candidates for this month’s African Boxing Federation elections.
● More unhappy comments from the International Paralympic Committee’s General Assembly vote to allow Russian and Belarusian “neutrals” to compete in Paris in 2024, with the heads of the British and Canadian national committees voicing disappointment. The head of the Russian Paralympic Committee says as many as 300 could qualify, but none will go if a declaration against the Russian invasion of Ukraine is required.
● Jill Ellis, the two-time FIFA Women’s World Cup-winning coach of the U.S. Women’s National Team, says the Americans will be a force to contend with for some time. During her time with the Technical Study Group at the recent Women’s World Cup, it was noted that all of the championship teams had a coach who was a native of that country!
● World Championships: Rowing (Beach Sprint Finals conclude in Italy) ●
● Panorama: Paris 2024 (IOC says hijabs OK in Olympic Village in Paris) = Anti-doping (2: WADA and WHO sign cooperation agreement; U.S. Anti-Doping Agency co-hosts anti-blood doping symposium) = USOPC (new Agora digital platform assembles support and wellness elements) = Basketball (Durant, James and many others interested in Olympic team) = Equestrian (Germany wins Jumping Nations Cup Final) ●
1.
Biles, U.S. women dominate Worlds qualifying
The women’s team qualifying round concluded on Monday at the FIG World Artistic Championships in Antwerp (BEL), with the U.S. and superstar Simone Biles shining brightly, advancing the maximum of 10 entries to the All-Around and apparatus finals.
Seven of the 10 qualifying groups competed on Monday, but the U.S. marks from Sunday were hardly challenged. The American squad of Biles, Shilese Jones, Leanne Wong, Skye Blakely and Joscelyn Roberson piled up a 171.395 total that was the highest since 2019 – the last time Biles was on the U.S. team – and more than five points ahead of Great Britain (166.130).
The Americans – going for a seventh straight women’s Worlds Team gold – had the highest score on Vault at 43.998 (with Great Britain second: 42.900) and Floor (42.066), with the British second again at 41.199. China rang up the top team scores on Uneven Bars, 43.533 to 43.366, over the U.S., and on Beam, by 42.666 to 41.965, over the U.S.
In the All-Around, Biles had the top scores on Vault, Beam and Floor and was fourth on the Uneven Bars to total 58.865 as the leading qualifier, with teammate Jones a clear second at 56.932, ranking second on the Uneven Bars, fourth on Beam and fifth on floor. Wong, the 2021 Worlds All-Around silver winner, was 11th (54.398) and did not advance since there is a limit of two per country in each individual final.
Britain’s Jessica Gadirova, the Worlds All-Around bronze winner in 2022, was third in the qualifying at 56.766, followed by defending All-Around champ Rebeca Andrade (BRA: 56.599) and Canada’s Ellie Black – the 2017 Worlds All-Around runner-up – in fifth at 55.065.
The U.S. qualified the maximum two entrants for each of the apparatus finals, with Biles (1: 14.949) and Roberson (6: 14.049) advancing on Vault; Jones (2: 14.833) and Biles (4: 14.400) moved on from the Uneven Bars; Biles (1: 14.566) and Jones (4: 14.033) qualified on Beam, and Biles (1: 14.633 and Jones (5: 13.800) making it to the medal round on Floor.
Biles successfully executed her spectacular Yurchenko double pike vault, which is now expected to be confirmed as the “Biles II” by the FIG Technical Committee as her second named element in the Code of Points.
The men’s Team competition medal round comes Tuesday, followed by the women on Wednesday.
2.
Hammer throw accident at Hangzhou causes broken leg
The hammer throw is one of the most dangerous events in track & field, and an accident on Saturday caused a broken leg of an official sitting next to the throwing cage.
Kuwait’s Mohamed Ali Al-Zankawi reached a season’s best of 67.57 m (221-8) in the second round, but on one of his following throws, his grip slipped on the release and the hammer went sideways into the cage. But instead of simply being tangled in the netting – as is normal – the 16-pound ball pushed the netting outward, bounced and hit the nearby official sitting in a chair. Per Reuters:
“Looking horrified, Zankawi sprinted over as blood began spurting from the official’s right leg. The official, Huang Qinhua, 62, grimaced and swayed dizzily as Zankawi rushed to check on him, blood shooting out of the wound.
“Within seconds Zankawi was using his huge hands and strength to improvise a tourniquet on Huang’s thigh and halt the bleeding. Medical personnel soon took Huang away on a stretcher after applying a tourniquet, then sent him to a nearby hospital.”
Zankawi, 39 and the 2006 Asian Games silver winner in the event, continued in the competition and finished eighth. He visited Huang in the hospital and offered an apology, which was readily accepted. Zankawi told Agence France Presse:
“I raised my head and discovered that the hammer had bounced from the ground to the official’s leg, so I quickly ran to him and tried to help him, especially since he was in a state of shock and writhing in pain.
“After I got to him, I discovered a slit in his trousers and saw blood pouring from the leg, and I knew it was broken.
“Then I tied it tightly to stop the bleeding until the ambulance arrived, so I helped them by putting him on an ambulance stretcher to transport him to hospital. Thank God the hammer hit the ground before it hit his leg.”
An Asian Games spokesman told reporters on Sunday, “[Quang] arrived at the hospital at 20:15, where was diagnosed with a right open tibiofibular fracture. Currently his vital signs are stable.”
3.
IBA and African federations now conflicted on elections
New internal friction at the International Boxing Association, already de-recognized by the International Olympic Committee this year, with a group of 30 African national federations questioning the integrity of the Boxing Independent Integrity Unit (BIIU) Nomination Unit, set up by the IBA to clear candidates for elections.
With the 50-member African Boxing Confederation elections coming up on 13 October in Durban (RSA), the BIIU Nomination Unit approved five candidates for President and disqualified a sixth.
However, the 30 federations, led by Angola, complain that Mohamed El Kabbouri (MAR) should not be qualified, since he is not supported by his own national federation. Moses Muhangi (UGA) still owes a fine of CHF 5,000 to the AFBC, yet was declared eligible. The former AFBC President, Bertrand Magloire Mendouga (CAM), was approved despite being forced from office in August over accusations of embezzlement of athlete funds. And there are other issues.
The signatories to the statement included Algeria, Angola, Benin, Guinea-Bissau, Botswana, Burkina Faso, Central African Republic, Chad, Congo Brazzaville, D.R. Congo, Eswatini, Ethiopia, Gabon, Gambia, Ghana, Guinea-Conakry, Kenya, Lesotho, Libya, Malawi, Mali, Namibia, Nigeria, Senegal, Somalia, South Africa, Sierra Leone, Tanzania and Togo. They are requesting the election to be postponed by a month and for the AFBC to be responsible for approving the candidates.
In reply, IBA Secretary-General Chris Roberts (GBR) issued a letter to all 50 African federations on Monday that included:
“Regrettably, the IBA recently received so-called a vote of no confidence in the BIIU Nomination Unit, publicly distributed by the Angola National Federation on behalf of AFBC National Federations, which has no legal force due to lack of competence of the National Federations to decide such matters in respect of the independent integrity body, and therefore, it will be disregarded,”
“The IBA Head Office firmly supports the professionalism and impartiality of the BIIU Nomination Unit. …
“In light of the above, the IBA has filed a complaint with the BIIU Tribunal against those who made a public statement damaging the reputation of the BIIU Nomination Unit, in accordance with Article 19 of the Disciplinary and Ethics Code (Disparagement of IBA’s Reputation and Interests).
“We expect comprehensive investigation by the BIIU on identifying the initiators of the public attack on the Nomination Unit.”
The IBA issued a public statement which quoted Roberts thus:
“We strongly urge an end to baseless attacks on the independent body, which plays a critical role in determining the eligibility of candidates seeking positions within the IBA Board of Directors. We expect a comprehensive investigation by the BIIU on identifying the initiators of the public attack on the Nomination Unit.”
In the meantime, the inaugural meeting of the new World Boxing group will take place on 24-25 November in Germany, and is in the process of adding additional federations who wish to vote.
¶
The Court for Arbitration for Sport released a hearings calendar which showed that the IBA’s appeal against the International Olympic Committee’s de-recognition of the federation will take place on 16 November.
4.
British and Canadian Paralympic heads decry IPC’s Russia vote
The International Paralympic Committee General Assembly voted last Friday to allow to-be-defined “neutral” Russian and Belarusian athletes to compete at the Paris 2024 Paralympic Games.
But that does not mean everyone is happy about it, especially when the vote to exclude Russia altogether failed by only 65-74 (with 13 abstentions).
ParalympicsGB chief David Clarke said afterwards:
“Given the ongoing horror of the war in Ukraine, ParalympicsGB voted for the continued suspension of the Russian National Paralympic Committee.
“We are therefore disappointed that the decision was taken to allow Russian nationals to compete as neutral athletes at the Paris 2024 Paralympic Games … as we believe this decision does not align with the values of the Paralympic movement.
“However, given athletes and staff will only be able to attend if they meet the criteria set out by the IPC governing board we would urge them to ensure that individual athletes that have broken the IPC’s code of conduct, by stating their support for the war, are banned from competing at Paris 2024. We wish to continue to express our solidarity with the people of Ukraine and our friends at NPC Ukraine.”
Marc-Andre Fabien, the President of the Canadian Paralympic Committee, said in a statement:
“The Canadian Paralympic Committee stood behind the decision to fully suspend NPC Russia and NPC Belarus, including from participation in the Paralympic Games. We continue to believe this is the right course of action to protect and defend the Paralympic values.
“As such, we are disappointed in the results of today’s vote and that there is not a total ban on membership and participation for NPC Russia and NPC Belarus and their athletes.”
Rob Koehler, the head of the Global Athlete activist group, posted a statement that included:
“By allowing Russia to compete at the Paris Paralympics, the International Paralympic Committee (IPC) has shown their true colors by kowtowing to Russia’s influence over international sport.
“Today’s decision lacks reason and principle. The fact that the IPC removed a ban, when Russia’s aggression on Ukraine has only increased, is contradictory and aligns them to the wrong side of history in this war.
“Sadly the IPC has ignored athletes’ calls for a ban and has instead lent their support to Putin’s war on Ukraine.”
The Ukrainian government blasted the decision, as did the German Paralympic Committee.
Russian Paralympic Committee President Pavel Rozhkov said as many as 300 Russians could qualify for Paris … maybe:
“About 300 people can get to the Paralympic Games. We hope that the Paralympic federations will allow our athletes to participate in the competition so that they can be selected. The criteria are in general terms, the executive committee will formulate all this more clearly in the near future.
“The issue of declarations was not discussed. A number of Olympic federations that hold competitions among Paralympians demanded that our athletes sign declarations during competitions in Europe. If this happens, our athletes will not go anywhere.”
5.
Ellis expects U.S. women still “to be a major player”
FIFA posted a fascinating interview with former U.S. Women’s National Team coach Jill Ellis, now 57 and continuing to assist FIFA as head of the Technical Study Group for the recent Women’s World Cup in Australia and New Zealand. Highlights:
● “[P]eople talk about the women’s game developing – and it is – but these World Cups have always been so tough to win. You go back to any of the World Cups I was involved in, maybe with the exception of the 2015 final, and the knockout games were always really tight. Most were settled by a one-goal margin. This time we were going in thinking, ‘Ok, can the U.S. pull off the three-peat?’ And I genuinely think we had the talent to do it. The fact we didn’t and the way it all went did kind of hammer home that there’s a good reason why winning back-to-back World Cups doesn’t happen often. It also made me appreciate all the more the work that the players and staff had to do in order to make it happen.”
● On the U.S.’s future: “The talent is still there. I think where we’ve got to really make sure, as a country, we get it right is that 15-18 age group, and look closely at what we’re doing for those players. But I don’t think anyone should write off the U.S., and I still expect this team to be a major player on the world stage.”
● On the next U.S. coach: “Gone are the days where you could just trot it out, show up and expect to do well. It’s also interesting, and the TSG guys told me this, that no team has won a World Cup with a coach who’s not from that particular country.
“I find that fascinating because it raises the point of how important it is, at least in international football, to understand the DNA of the country and how it influences how they play. It’s not like a club where you can go and buy players to suit your style of play, and I wonder if that will come into [U.S. Soccer’s] thinking. Obviously you have Sarina [Wiegman, England’s Dutch coach] as an example of a foreign coach who’s enjoyed great success. But that ability to tap into the strengths of the national and team culture is, I think, still critical to success in international football.”
Ellis’s primary job these days is as President of the San Diego Wave FC of the NWSL.
≡ WORLD CHAMPIONSHIPS ≡
● Rowing ● The final day of the Beach Sprint Finals in Barletta, Italy was held on Monday, with Janneke van der Muelen (NED) winning the women’s gold in 3:03.57 over France’s Elodie Ravera-Scaramozzino (3:13.53). The Italian actually had the lead at the 250 m mark by seven seconds, but faded badly in the second half.
Christine Cavallo of the U.S. took the B Final, 3:13.36 to 3:27.19 for Ireland’s Monika Dukarska.
The men’s race was also a decisive win, for Spain’s Adrian Miramon Quiroga, in 2:53.91, over Giovanni Ficarra (ITA: 3:03.56). Germany’s Karl Schulze was the clear bronze winner, in 3:07.77.
World Rowing has proposed the Beach Sprint as a new discipline for the Los Angeles 2028 Olympic Games, to replace the Lightweight rowing classes now included.
≡ PANORAMA ≡
● Olympic Games 2024: Paris ● IOC member Astrid Jacobsen (NOR), serving as an Athletes’ Commission member, told the International Athletes’ Forum in Lausanne:
“On behalf of the IOC and the IOC Athletes’ Commission, it is very important for me to inform you that there will be no restrictions on the wearing of the hijab or any other religious symbols in the Olympic Village. As for the competitions, the rules that apply the specific international federation.
“But since the Games will be held in France, French athletes are subject to local laws, so the IOC will work closely with the French authorities and the National Olympic Committee to clarify this situation. It is important that the IOC rules apply to everyone at the Olympic Games.”
French Sports Minister Amelie Oudea-Castera said that French athletes would not be allowed to wear a hijab in competition.
● Anti-Doping ● A potentially helpful agreement was signed Monday between WADA and the World Health Organization, for the sharing of information and for the promotion of health and against substance abuse. Noted WADA President Witold Banka (POL):
“Through our agreement with WHO, experts from both organizations will be able to work collaboratively to exchange information on emerging substances and reinforce scientific positions that will ultimately benefit not only athletes, but society as a whole.”
¶
The U.S. Anti-Doping Agency’s 22nd annual symposium on anti-doping science was held in Paris this time over the weekend focused on blood doping and the use of synthetic erythropoietin (EPO). The event was co-hosted by the Agence française de lutte contre le dopage (AFLD), and included 26 accredited doping-control laboratories, 14 national anti-doping organizations and both Major League Baseball and the National Football League.
New strategies in detection were featured. Dr. Matthew Fedoruk, the USADA’s Chief Science Officer, explained:
“Advances in biomarker discovery, instrument technology, and sample collection matrices demonstrate tremendous promise in broadening the tools available to defeat blood doping, therefore adoption of the best new detection strategies into our detection arsenal is essential.”
● U.S. Olympic & Paralympic Committee ● A new digital platform, Agora, has begun operations, aiming to centralize athlete support services and wellness benefits:
“[A]thletes will have access to USOPC’s extensive resources for which they are eligible, including career and education programs, mental health resources, healthcare and medical services, financial support, marketing and brand development, confidential advising and legal aid, and additional resources to enhance their Games and overall experience. …
“The initial launch of the platform will welcome athletes who are selected to represent Team USA at the Pan American and Parapan American Games in Santiago, Chile, this fall. The phased rollout will continue throughout 2023 and into 2024, to include elite-level Team USA athletes.”
The USOPC acknowledged the assistance of The Foundation for Global Sports Development in enabling the new platform.
● Basketball ● Monday’s NBA media days produced lots of questions and plenty of raised hands for stars who want to play Olympic basketball next summer.
In Phoenix, three-time Olympic gold medalist Kevin Durant said “I will play in the Olympics next year” and LeBron James, gold medalist on the 2008 and 2012 teams, said “I do have a lot of interest in playing in Paris.”
Reports indicated that Zion Williamson, Paul George, Kawhi Leonard, Steph Curry, Kyle Kuzma, Kyrie Irving, Draymond Green, Bam Adebayo, DeMar DeRozan, Devin Booker, Bradley Beal, Jaylen Brown, Donovan Mitchell, Khris Middleton, Julius Randle, Zach LaVine, Aaron Gordon, Fred VanVleet, Brook Lopez and others are all interested.
The U.S. team finished fourth at the recent FIBA World Cup in Asia and qualified for Paris as one of the top two finishers from the Americas. The Olympic roster is limited to 12 players, with Grant Hill – a 1996 Olympic gold medalist himself – the USA Basketball executive responsible for Olympic selection.
● Equestrian ● At the FEI Jumping Nations Cup Final in Barcelona (ESP), Germany returned to the top of the podium for the first time since 2016 with a zero-penalties score in the final on Sunday.
Third in the qualifying, the German squad of Christian Kukuk (on Checker 47), Hans-Dieter Dreher (Elysium) and Richard Vogel (United Touch S) all completed the course without a fault; Jana Wargers (Dorette) had her two faults set aside as only the three best scores are counted.
France collected the silver for the second straight year with eight fault points (two total faults), and defending champ Belgium was third, also with eight fault points, but a slower combined completion time. It’s the sixth straight medal for Belgium in the Nations Cup Final (2-1-3).
Brazil qualified for Paris 2024 in fourth as the best team not already in (8 fault points, slower than Belgium), and the U.S. was fifth with nine fault points. The team of McLain Ward (Callas: 4 fault points), Kari Cook (Kalinka van’t Zorgvliet: 4), Laura Kraut (Dorado 212: 1) and the non-scoring Devin Ryan (Eddie Blue: 8) was close, and still has a chance to get in at the Pan American Games coming up in Chile.
¶
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TSX REPORT: Paralympics OKs Russian and Belarusian “neutrals”; Kessler and Welteji win shock Road Worlds miles; U.S. men gymnasts in for Paris
★ The Sports Examiner: Chronicling the key competitive, economic and political forces shaping elite sport and the Olympic Movement.★
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≡ THE 5-RING CIRCUS ≡
1. Paralympics agrees to allow Russian and Belarusian “neutrals”
2. Upset wins, records for Kessler, Welteji in Road Worlds miles
3. Japan, U.S. lead men’s gymnastics Worlds qualifying
4. USOPC’s Hirshland on power of sport in international relations
5. Athens’ Olympic Stadium closed due to upper tier support
● The International Paralympic Committee’s General Assembly narrowly refused to fully suspend the national committees in Russian and Belarus late last week, but voted to partially suspend them, allowing Russian and Belarusian “neutral” athletes to compete at Paris 2024. It’s a major win for International Olympic Committee chief Thomas Bach, as the IPC had previously barred Russian and Belarusian participation completely.
● American Hobbs Kessler and Ethiopian Diribe Welteji won upset victories and set world records in the World Athletics Road Running Championships mile events in Riga, Latvia on Sunday. Kenya and Ethiopia otherwise dominated the event, with Beatrice Chebet (KEN) and Hagos Gebrhiwet (ETH) winning the 5 km races, and Kenyans Peres Jepchirchir and Sabastian Sawe taking the Half Marathon titles.
● At the FIG World Championships in artistic gymnastics, Japan led the men’s qualifying, with the U.S. second, clinching a place for the American men at the Paris 2024 Olympic Games. U.S. men advanced to the finals in the All-Around (2) and in five of the six apparatus finals. American superstar Simone Biles was superb in the women’s qualifying and the U.S. had a big lead in the team qualifying through three of 10 competition groups, with the last seven coming on Monday.
● U.S. Olympic & Paralympic Committee chief exec Sarah Hirshland was a panelist at an all-star panel discussion at Duke University on sport and international relations, noting that “Sport has a very, very powerful way to drive common purpose.”
● The Olympic Stadium built for the 2004 Olympic Games was closed due to concerning tests reports on the support systems for the upper deck and the roof. More tests are to come; some football matches have been moved.
● World Championships: Rowing (U.S. mixed quad sculls win Beach Sprint Worlds) = Rugby (England first World Cup quarterfinal qualifier) ●
● Panorama: International Olympic Committee (Climate Action Award winners include U.S. distance star Blankenship) = Paris 2024 (2: Seine booksellers meet with police on 2024 issues; bedbugs now a problem?) = Asian Games (2: China continues to dominate; South Korean winners get military exemptions) = Pan American Games (Pan American Flame lit in Mexico) = Beach Volleyball (Ana Patricia and Duda Lisboa win again) = Cycling (Sarrou holds off Schurter in Snowshoe) = Football (eight federations say they won’t compete against Russian U-17s) = Swimming (13 inducted into Int’l Swimming Hall of Fame) ●
1.
Paralympics agrees to allow Russian and Belarusian “neutrals”
The International Paralympic Committee’s General Assembly, meeting in Manana, Bahrain, narrowly decided not to fully suspend the national committees of Russia and Belarus, and agreed to allow Russian and Belarusian athletes to compete as “neutrals” at the 2024 Paralympic Games in Paris. Per the IPC announcement on Friday:
● “Prior to the IPC General Assembly’s decisions on partial suspension, IPC members first considered the full suspension of both NPCs. IPC members voted 74-65 (with 13 abstentions) against a motion to fully suspend NPC Russia, while the vote against fully suspending NPC Belarus was 74-56 (with 15 abstentions).”
● “IPC members voted 90-56 in favour of a motion to partially suspend NPC Russia (with six members abstaining), while 79-57 voted to partially suspend NPC Belarus (with nine members abstaining). For a motion to be passed, a 50%+ 1 result of all votes cast was required.”
● “As a result of the General Assembly’s decision all NPC Russia and NPC Belarus’s membership rights are suspended for two years (subject to reassessment at the next ordinary General Assembly) with the exception that their athletes (and related support personnel) will be eligible to participate in an individual and neutral capacity (this means no teams) in the Paralympic Games and World and Regional Championships and sanctioned competitions in the six sports for which the IPC acts as international federation. In each case, this is subject to athletes and support personnel meeting such conditions of participation set by the IPC Governing Board. These conditions will be published in due course.”
IPC President Andrew Parsons (BRA) said: “In reaching its decision, the IPC General Assembly was presented with evidence from the IPC, NPC Russia, and NPC Belarus, before a lengthy discussion took place. This provided an opportunity for IPC members to share their views on this subject.
“As this was a decision taken by the IPC General Assembly, I expect all IPC members to fully respect it. With the decision now behind us, I hope the focus as we lead-up to the Paris 2024 Paralympic Games can now be very much on sport and the performances of Para athletes.”
Ukrainian Presidential adviser Mykhailo Podolyak, reacting to this and the announcement by UEFA that Russian U-17 teams would be able to compete in its tournaments as neutrals; tweeted bitterly:
“Permitting participation of Russians in the Paralympic Games and youth football competitions, not expelling #Russia from international institutions and organizations, not issuing arrest warrants in any jurisdiction for high-ranking officials for involvement in mass crimes, permitting international companies to trade with Russia – all of this, firstly, prolongs the war, and secondly, provokes Russia to increase the levels of mass violence in #Ukraine in order to exert pressure on global elites and force them to agree to the right of Russia to disregard international laws.”
Women’s wheelchair basketball captain Mareike Muller’s statement for the National Paralympic Committee of Germany included:
“We have no understanding that athletes from Russia and Belarus will be eligible to compete again in the future. This is eyewash. Our situation is no different than last year; there is still horror, suffering and deaths every day as a result of Russia’s invasion of Ukraine, which violates international law. Anyone who takes peace seriously and believes in sport as a peace movement cannot allow warmongering nations to take part in international games. …
“We are left with the bitter realization that our position has not found a majority and that our values are obviously not compatible with the values in other parts of the world. The votes, but especially the debates, clearly show a rift in the Paralympic movement.”
The Russian Paralympic Committee President, Pavel Rozhkov, may contest the partial suspension:
“Due to the partial suspension, the RPC loses all its rights as an IPC member, but its athletes have the right to participate in an individual and neutral capacity in the 2024 Paralympic Games in Paris. The RPC is considering possible avenues of recourse and will continue to seek the full restoration of its legal rights and the rights of Russian Paralympic athletes.
“The Russian Paralympic Committee believes that the decision to allow athletes to compete only in a neutral status is unfair, this is discrimination against Russian athletes on the basis of nationality. It puts them in an unequal position compared to athletes from other countries. At the same time, refuse athletes to demonstrate that they come from a particular country, or to be able to celebrate victory while their country’s anthem is played, is to deprive them of their right to their national identity.”
Observed: This is a significant win for International Olympic Committee President Thomas Bach (GER), who has campaigned relentlessly to allow Russian and Belarusian “neutrals” – which the IOC has not fully defined – to be allowed to compete in international events. Now the IPC has voted to allow Russian and Belarusian “neutrals” – meeting as-yet-undefined criteria – at the 2024 Paris Paralympic Games prior to the IOC making a decision on the matter; this strengthens Bach’s hand for the IOC’s decision, expected in early 2024.
As for the IPC, Parsons’ comment that the decision is “now behind us” is much more of a hope. As long as Russia continues its war in Ukraine – and for a long time after – the issue of Russia as an international pariah for many nations is not at all settled.
2.
Upset wins, records for Kessler, Welteji in Road Worlds miles
The inaugural World Athletics Road Running Championships in Riga (LAT) was full of surprises, but none more so than in the road miles.
The men’s mile had 35 starters and almost everyone was still in contention at 1,000 m, with South Africa’s Ryan Mphahlele leading. Americans Sam Prakel – the world-record holder at 4:01.21 from April – and Hobbs Kessler were right in the thick of the action, and as Mphahlele faded, it was Kessler who sprinted hard with less than 200 m to go and led the parade to the finish, with Callum Elson (GBR) and Prakel chasing.
But Kessler got to the line first in a world-record time of 3:56.13, chased by Elson (3:56.41), Prakel (3:56.43), Mael Gouyette (FRA: 3:56.47) and Kiran Lumb (CAN: 3:56.98). Mphahlele had to settle for seventh in 3:57.35.
The women’s mile was expected to be a showcase for Kenyan star Faith Kipyegon, who had set the world record for the track mile earlier this year. And she moved smartly out from the start, leading a breakaway pack of four, with Worlds 1,500 m runner-up Diribe Welteji (ETH), 2022 World Indoor 800 m silver medalist Freweyni Hailu (ETH) and Kenyan teammate Nelly Chepchirchir – fifth at the Worlds 1,500 m – close.
Kipyegon and Welteji ran ahead and as the finish line neared, it was Welteji who had the devastating kick to take an upset win and the world road-mile record at 4:20.98, shattering the 4:27.97 April mark by Nikki Hiltz of the U.S.
Hailu came on late and passed the fading Kipyegon for second, 4:23.06 to 4:24.13, with Chepchirchir fourth (4:31.18) and Australian Jessica Hull well back in fifth at 4:32.45. Addy Wiley was the top American in ninth at 4:36.03, with Helen Schlachtenhaufen 17th in 4:40.28.
¶
The men’s 5 km race shaped up as a race between Ethiopia and Kenya, with familiar stars Yomif Kejelcha – a two-time World Indoor 3,000 m winner – and Hagos Gebrhiwet (both ETH) leading Nicholas Kipkorir and Cornelius Kemboi (both KEN) at 3,000 m. The Kenyans were dropped by 4,000 m and it was Gebrhiwet who had the best finish to win in 12:59 to 13:02 for Kejelcha.
It’s the first individual Worlds gold for Gebrhiwet, 29, who won the 2013 Worlds 5,000 m silver. Kipkorir, who was fourth in the Tokyo Olympic 5,000 m, took the bronze in 13:16, with Eritrea’s Dawit Seare coming up for fourth (13:21) with Kenboi (13.24) fifth.
Olin Hacker was the top American, in 14th (13:36), followed by Ahmed Muhumed in 22nd at 14:22.
Seven women were in the lead pack of the women’s 5,000 m by the 3,000 m mark, and six were in contention with 1,000 m to go, but the best finish belonged to Kenya’s Beatrice Chebet, the Worlds 5,000 m bronze winner, who sailed away from Ethiopia’s Ejgayehu Taye and Medina Eisa and Kenyan teammate Lilian Rengeruk, winning in 14:35.
Rengeruk, 10th in the Budapest Worlds 5,000 m, came up for second in 14:39. Just ahead of Taye (14:40) and Eisa (14:41). Americans Weini Kelati was seventh in 15:10, and Fiona O’Keefe was 11th in 15:40.
¶
The men’s Half Marathon was decided very late, with 13 in the lead group at 15 km and 10 within striking distance at 20 km. Kenyan Daniel Ebenyo was leading, but teammate Sabastian Sawe had the best finish by far, running away with the win in 59:10, with Ebenyo at 59:14 and Samwel Mailu completing the Kenyan sweep at 59:14. Ethiopia’s Jemal Yimer Mekonnen stayed in fourth at 59:22 and France’s Jimmy Gressier came up for fifth in 59:46.
The last medal sweep in this event was also by Kenya, in 1997. Abbabiya Simbassa was the top American finisher, in 25th at 1:01:28, and Futsum Zienaselassie was 33rd at 1:01:49. Jacob Thomson was 36th (1:02:26) and Reed Fischer was 53rd (1:03:56).
Kenya struck again in the women’s Half, with a group of eight well ahead by 10 km, seven by 15 km and only five by the 20 km mark, with Tokyo Olympic marathon champ Peres Jepchirchir in the lead and moving away with teammate Margaret Kipkemboi, the 2022 Worlds 10,000 m bronze winner.
Jepchirchir ran hard to the finish and won by just a second in 1:07:25 to 1:07.26, with the Kenyan sweep completed with Catherine Amanang’ole in third (1:07:34). Ethiopia’s Tsigie Gereselama finished fourth (1:07:50).
Molly Grabill was the top U.S. finisher, in 13th (1:09:53), trailed by Sarah Pagano (29: 1:11:37), and Amber Zimmerman (32: 1:12:26).
It’s the third World Half Marathon title for Jepchirchir – also in 2016 and 2020 – and she will race the New York City Marathon next.
3.
Japan, U.S. lead men’s gymnastics Worlds qualifying
The U.S. men’s artistic gymnastics team punched its ticket to the Paris 2024 Olympic Games with a second-place finish in the qualifying phase of the FIG Artistic World Championships in Antwerp (BEL) on Sunday.
China, Japan and Great Britain had already qualified as the top three teams from the 2022 Worlds, but the American team was second in the standings after Sunday’s qualifying, trailing Japan by 258.228 to 254.628, with Britain third (254.193).
In the individual All-Around standings, Japan took the top three places, with Kenta Chiba (85.799), Tokyo Olympic Team silver medalist Kazuma Kaya (85.598) and defending World Champion Daiki Hashimoto (85.432). The rules specify that only two per country can advance, but Hashimoto will be able to defend his title as the Japanese teams said that he will replace Kaya for the All-Around final.
The U.S. qualified Fred Richard in sixth place (83.566) and Asher Hong in eighth (83.165) for the A-A final later this week.
In the apparatus qualifying, Israel’s Olympic champ Artem Dolgopyat led on Floor at 15.100, with Richard second (14.600), and advancing to the individual final. Olympic Pommel Horse champion Max Whitlock (GBR) led the qualifying at 15.266, with American Khoi Young right behind at 15.066, and defending World Champion Rhys McClenaghan third (14.933). Olympic Rings gold medalist Yang Liu (CHN) topped the qualifying at 15.200, with three-time Worlds winner Eleftherios Petrounias second (14.900; Yul Moldauer was the top American in 15th (14.000).
Defending World Champion Artur Davtyan led on Vault at 15.033, with Ukraine’s Igor Radivilov next (14.766) and three Americans at 5-6-7: Paul Juda (14.666), Young (14.583) and Hong (14.516); Hong will not advance to the final due to the two-per-country limit.
Olympic silver winner Lukas Dauser (GER) led on the Parallel Bars at 15.300, with Ilia Kovtun (UKR: 15.233) close behind; Moldauer was fourth (14.966) and Hong was sixth (14.833) and both advanced to the final. Hashimoto, the Olympic champ on the Horizontal Bar, led the qualifying at 15.000, ahead of Milad Karimi (KAZ: 14.600), with Juda sixth (14.166).
The men’s Team final will be on Tuesday (3rd).
¶
The first three women’s groups – of 10 – also had qualifying on Sunday, with the U.S. way in front, scoring a staggering 171.395, the most since 2019, the last time Simone Biles was on the American team. Great Britain was second at 166.130, ahead of Italy (162.230).
By comparison, the winning U.S. team from 2022 scored 167.263 in qualifying and 166.564 in the final; the 20109 team with Biles led the qualifying at 174.205 and won the team gold at 172.330.
Biles led in the All-Around at 58.865, ahead of teammate Shilese Jones (56.932), with Leanne Wong fifth (54.398). Biles led on Vault (14.949), Beam (14.566) and Floor (14.633). She was also second to Jones on the Uneven Bars, 14.833 to 14.400, with the rest of the qualifying to be completed on Monday.
The women’s Team final comes Wednesday (4th).
4.
USOPC’s Hirshland on power of sport in international relations
U.S. Olympic & Paralympic Committee chief executive Sarah Hirshland took part in a global strategy lecture series program at Duke University on Thursday, considering how sports can be a part of diplomacy.
Hirshland, who earned her bachelor’s degree at Duke, told the attendees:
“I think there are two common languages globally. And that’s inclusive of inside our country, one of them is sports, and the other one is music. And I think those two are incredibly powerful tools to unite. And, we talk all the time, unity does not mean sameness. Unity is common purpose. We heard Coach [Mike Krzyzewski] talk about that. Sport has a very, very powerful way to drive common purpose. Very powerful.”
She shared the stage with former Joint Chiefs of Staff Chair Gen. Martin Dempsey, legendary retired Duke basketball coach Krzyzewski and NBA Commissioner Adam Silver. Observed Silver:
“I don’t know if I’d use the word naive, but I don’t think you can separate politics from sports. And I don’t necessarily think that’s a bad thing. … I think it’s part and parcel of life.
“And it doesn’t mean that we shouldn’t be drawing lines at certain times. We certainly do. … But I think at the same time, we’re proud of the fact that our athletes … are comfortable with, regardless of where they’re from in the world, speaking out about things that are important to them.
“And I also think that it doesn’t necessarily mean that as a fan, you have to accept what they’re saying. But I think that it’s a healthy dialogue, engaging with them understanding their perspective, particularly on a global stage.”
Hirshland also talked about sport as a way to go beyond the political:
“Our country is the leader in sport around the world and the influence we have is palpable everywhere you go. So, are politics and sports inextricably linked? In ways, yes. But can sport transcend and rise above politics? I’d like to believe the answer to that is yes.”
5.
Athens’ Olympic Stadium closed due to upper tier support
The Olympic Stadium in Athens (GRE), built for the 2004 Olympic Games, was closed on Friday after tests on the roof showed inadequate strength.
The Hellenic Republic Asset Development Fund (abbreviated as TAIPED), now the owner of the complex, said that an inspection of the facilities, including the roof, found that the structures of the stadium roof and the velodrome do not meet the required levels of “static structural adequacy.” Further:
“Based on the above and with a sense of responsibility, every sporting and cultural activity in the Central Stadium and the Cycling Track is suspended as of today. A second study will quickly follow, in order to investigate more thoroughly and to confirm or not the elements of the current study.
“We share the [frustration from the] disruption in the sports family, but it is understandable that we must operate with the sole aim of the safety of athletes and fans.”
A local report noted that the tests showed that “the central stadium is statically safe, but significant maintenance and improvement of the method of supporting the perimeter concrete frame at the top of the stadium is required for the upper tier of the stadium.”
≡ WORLD CHAMPIONSHIPS ≡
● Rowing ● The World Rowing Beach Sprint Finals in Barletta (ITA) were slated to finish on Sunday, but rough weather has moved the finals of the solo events to Monday.
The Mixed Double Sculls final, held on Saturday, was won by New Zealand’s Matthew Dunham and Jackie Kiddle in 2:42.52 over the 500 m distance, over Britain’s Laura Mckenzie and Sam Scrimgeour (2:45.34). Italy took the B Final for the bronze.
The U.S. team of Christopher Bak, Jeni Sorli, Alexa McAuliffe, Kory Rogers and Coral Marie Kasden as cox won the Mixed Quadruple Sculls with Coxswain on Saturday, finishing in 2:27.35 to 2:39.05 for Italy.
● Rugby ● One week remains for the pool phase of the Rugby World Cup in France, with only one place in the quarterfinal assured so far among the four groups and the top two from each group to advance:
● Pool A: France (3-0: 13 points); New Zealand (2-1: 10), Italy (2-1: 10).
● Pool B: Ireland (3-0: 14); South Africa (2-1: 10), Scotland (2-1: 10).
● Pool C: Wales (3-0: 14); Australia (2-2: 11); Fiji (2-1: 10).
● Pool D: England (3-0: 14); Argentina (2-1: 9); Japan (2-1: 9).
Only England is assured to advance, and the only head-to-head match-up between the nos. 2-3 teams will be Japan vs. Argentina on 8 October. In Pool A, France will play Italy on 6 October.
The quarterfinals will begin on the 14th, with the semis on 20-21 October and the title match on 28 October.
Attendance continues to be excellent, with 1,360,363 through 31 matches for an average of 43,833. There are continuing, occasional issues of public transit, but the tournament is progressing toward what should be an entertaining conclusion.
≡ PANORAMA ≡
● International Olympic Committee ● The IOC announced the winners of its first Climate Action Awards, for individuals, International Federations and National Olympic Committees.
The winners included Ben Blankenship (USA/athletics), Marcus Mepstead (GBR/fencing) and Paloma Schmidt (PER/sailing), plus World Rugby, World Sailing, the Colombian Olympic Committee and the Spanish Olympic Committee.
Blankenship, a 2016 Olympian at 1,500 m, won the award for athlete advocacy – supported by Proctor & Gamble – for the “Endless Mileage Project, which plants trees for every American miler who breaks 4 minutes (men) and 4:30 min (women) in the event and redistributes used sports clothing and equipment to local schools.”
Awards were also given for sustainable travel (Mepstead, World Sailing and the Spanish NOC), and for innovation, with World Rugby and Colombian NOC recognized.
● Olympic Games 2024: Paris ● The latest chapter in the saga of the iconic French booksellers on the banks of the Seine River was a meeting held last Thursday at the headquarters of the Paris police, hosted by Laurent Nunez, Prefect of the Paris Police.
There was no resolution, but tests will be made on a few of the book boxes to judge the feasibility of moving the stalls next summer in advance of the Olympic opening on the river. Nunez noted, “The city is very attached to second-hand booksellers and their heritage history” but is also aware of “the security constraints which require decision-making by the police prefect.”
A petition to save the boxes has been signed by 147,303 as of Saturday evening on change.org, but does not appear to be making any difference.
¶
The newest reported problem in and around Paris are bedbugs showing up on trains, buses and movie theaters.
Is this serious? Paris Deputy Mayor Emmanuel Grégoire wrote to French Prime Minister Elisabeth Borne, asking “The State must urgently bring together all the stakeholders concerned in order to deploy an action plan commensurate with this scourge as the whole of France prepares to host the Olympic and Paralympic Games in 2024.”
● Asian Games 2022: Hangzhou ● The 2022 Asian Games in Hangzhou (CHN) moves toward its final week, with China continuing to run away with the medal lead.
The powerful Chinese team, performing for a home audience, has won 244 medals (133-72-39) through Sunday, with 275 of the 481 events completed. South Korea has moved into a distant second place, with 125 medals (30-35-60) with Japan sitting third at 112 (29-41-42).
The swimming events concluded last Friday (29th), with the Chinese team dominating with 58 medals (28-21-9) and 18 Asian Games records. Two-time men’s World backstroke champ Jiayu Xu swept the 50-100-200 m Backstroke events, triple World Champion Haiyang Qin won the men’s 50-100-200 m Breaststroke events, and Bingjie Li won the women’s 400-800-1,500 m Free events.
Butterfly star – and Tokyo 200 m Fly gold medalist – Yufei Zhang took the golds in the women’s 50-100-200m Fly finals, but added a fourth individual medal with a win in the 50 m Free as well.
Track & field has started, with China’s Zhenye Xie winning the men’s 100 m in 9.97 and Worlds runner-up Ernest John Obiena (PHI) taking the men’s vault at 5.90 m (19-4 1/4).
Tokyo Olympic shot champ Lijiao Gong (CHN) won her third Asian Games title at 19.58 m (64-3) and 2022 World Champion in the discus, Bin Feng, moved up from second in 2018 to win in Hangzhou at 67.93 m (222-10), a meet record.
In gymnastics, China won five of eight men’s events and three of six women’s events. In the women’s Vault, the amazing Oksana Chusovitina (UZB), 48, finished fourth and skipped the World Championships; she still hopes to qualify for Paris 2024 through the 2024 FIG World Cup series.
¶
An important benefit of the Asian Games for South Korean athletes is that gold medalists receive an exemption from compulsory military service required of all men between 18-28. Eight swimmers won gold in Hangzhou, including 50 m Fly winner Inchul Baek, who commented:
“Not just for swimmers but as an athlete, I think exemption from military service removes a hindrance to an athlete’s life, allowing him to have a longer career.”
SwimSwam.com noted:
“Military exemptions are a point of contention in South Korean culture. Fewer than 100 exemptions were handed out last year — not even K-pop sensation BTS gets special treatment. The debate was reignited this week when League of Legends star ‘Faker’ [Sang-hyeok Lee] received a controversial military exemption for claiming gold as a part of esports’ debut at the Asian Games.”
● Pan American Games 2023: Santiago ● The Pan American Flame was lit on Friday, at the Pyramid of the Sun at the ancient city site of Teotihuacan, Mexico, northeast of Mexico City, site of the flame-lighting beginning in 1995.
It was flown to Santiago, host for the 2023 Pan American Games and received by Chilean President Gabriel Boric on Saturday.
● Beach Volleyball ● The Beach Pro Tour Elite 16 in Paris (FRA) featured a familiar women’s final, with the top two seeds reaching the gold-medal match: Brazil’s top-seeds Ana Patricia Ramos and Duda Lisboa – the reigning World Champions – and Americans Kristen Nuss and Taryn Kloth (USA).
For the second time in an Elite 16 final, Ramos and Lisboa managed a 2-1 win by 21-10, 18-21, 15-13. They had previously beaten Nuss and Kloth at the Hamburg Elite 16 tournament, and the fourth time in five Elite 16 tournaments this season that the Brazilians have beaten a U.S. team in the final.
Katja Stam and Raisa Schoon (NED) defeated Valentina Gottardi and Marta Menegatti (ITA) for the women’s bronze, 21-17, 22-20.
Ondrej Perusic and David Schweiner (CZE), the 2022 European Champs silver winners, scored their second win of the season with a 16-21, 21-19, 15-11 victory over Nils Ehlers and Clemens Wickler (GER).
Alexander Brouwer and Robert Meeuwsen (NED), the 2013 World Champions, took the bronze over Julian Hoerl and Alexander Horst (AUT), 18-21, 21-18, 15-13.
Next up will be the 2023 World Championships, in Tlaxcala, Mexico, from 6-15 October.
● Cycling ● The seventh and penultimate stop on the 2023 UCI Mountain Bike World Cup came to Snowshoe, West Virginia over the weekend, with 2020 World Champion Jordan Sarrou (FRA) barely holding off three Swiss chasers for his first win of the season.
Sarrou took the lead from 10-time individual World Champion Nino Schurter (SUI) on the fifth of seven laps and then managed to hold off Schurter to the finish, 1:18:38 to 1:18:39. Right behind were Marcel Guerrini (SUI: 1:18:41) and Mathias Flueckiger (SUI: 1:18:48). It’s Sarrou’s second medal of the season; Schurter – at 37 – won his fifth medal of the season (2-2-1) out of seven races so far.
France’s Viktor Koretzky won his second World Cup Short Track race in a row in 20:54, just two seconds up on Sarrou (20:56), with Luca Schwarzbauer (GER: 20:58) third.
Austria’s Laura Stigger took over after a couple of laps and rode away with the women’s race, finishing in 1:21:56 to 1:22:19 for Loana Lecompte (FRA), with Martina Berta (ITA: 1:22:28) third. American Sevilla Blunk finished fourth (1:22:34) and fellow American Haley Batten was eighth (1:23:32). It’s Stigger’s first win on the circuit this season and her second medal.
In the women’s Short Track race, Britain’s 2021 World Champion Evie Richards won a tight battle with Dutch star Puck Pieterse, 19:54 to 19:59, with Rebecca Henderson (AUS: 20:03) third.
In the non-Olympic Downhill events, Ireland took a 1-2 in the men’s final, with Oisin O’Callaghan (3:07.624) and Ronan Dunne (3:08.120) with American Dakotah Norton third (3:08.987). France’s 2015 World Champion, Marine Cabirou, won the women’s race in 3:41.042 over Nina Hoffmann (GER: 3:41.386).
The season will conclude next week at Mont-Sainte-Anne in Quebec (CAN).
● Football ● UEFA’s 26 September decision to allow Russian U-17 teams to play in its tournaments as “neutrals” has been met with resistance from multiple national federations.
Sweden announced that it would not allow the Russian team to compete – if it qualifies – in the women’s European U-17 Championship it will host in May 2024. National federations including Denmark, England, Latvia, Lithuania, Norway, Poland, Sweden, and, of course, Ukraine, said they would not play matches against Russian national teams.
● Swimming ● The International Swimming Hall of Fame welcomed 13 new members on Saturday during the induction ceremonies in Ft. Lauderdale, Florida. Among them was the greatest swimmer of all: Michael Phelps.
Both Phelps, who won a record 28 Olympic medals and 33 World Championships medals, was inducted along with his coach, Bob Bowman, now at Arizona State and still coaching Olympic stars.
American Missy Franklin, the 100-200 m Olympic backstroke winner at London 2012 and an 11-time World Championships gold medalist, was honored, as was Kirsty Coventry, the seven-time Olympic medal winner from Zimbabwe, now a high-profile member of the International Olympic Committee and a possible candidate for the IOC presidency in 2025.
¶
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BULLETIN: IPC votes to allow Russian neutrals at Paris 2024
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The International Paralympic Committee’s General Assembly, meeting in Bahrain on Friday, took two votes on the question of suspending the membership of the Russian Paralympic Committee, ultimately agreeing on a partial suspension. Per the IPC on Twitter:
● “At the IPC General Assembly in Bahrain, IPC members voted 74-65 (13 abstentions) against a motion to fully suspend NPC Russia for breaches of its constitutional membership obligations. After lunch members will discuss a motion to partially suspend the NPC.”
● “The IPC General Assembly voted 90-56 (six abstentions) to partially suspend NPC Russia for breaches of its constitutional membership obligations.”
● “Due to the partial suspension NPC Russia loses all IPC membership rights, however its athletes are eligible to participate in an individual and neutral capacity at the Paris 2024 Paralympic Games.”
More details are forthcoming.
¶
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TSX REPORT: Valieva hearing continued to November; World Gymnastics Champs open Saturday; first World Road Running Champs on Sunday
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≡ THE 5-RING CIRCUS ≡
1. CAS: Valieva hearing to continue in November
2. Russian Foreign Minister says IOC an instrument of the West
3. World Gymnastics Champs open on Saturday; no U.S. TV
4. Another Kipyegon record at first World Road Champs?
5. Athletes run away from doping officials in India!
● The Court of Arbitration for Sport announced that the hearing over the Kamila Valieva doping case (and the determination of results for the 2022 Winter Olympic Team event in figure skating) was concluded for now, but would be reconvened for two more days in November.
● Russian Foreign Minister Sergey Lavrov pummeled the International Olympic Committee once again on Thursday, continuing the Russian internal propaganda campaign that portrays the country as a victim, rather than as the aggressor against Ukraine.
● The FIG World Artistic Gymnastics Championships open on Saturday in Belgium, with the U.S. women looking for a seventh team title in a row, and superstar Simone Biles ready to add to her record medal totals.
● The World Athletics Road Running Championships will debut on Sunday in Riga, Latvia, with races for men and women in the road mile, 5 km and half marathon. A new world road record for the women’s mile is widely expected with track 1,500 m and mile world-record holder Faith Kipyegon of Kenya leading the field.
● Doping in India is becoming a problem and at a regional track & field meet in New Delhi, athletes were literally running away from drug-testing personnel! In the men’s 100 m, only one athlete competed in the final, as the other seven pulled out, fearing a test.
● World Championships: Rugby (World Cup has five undefeateds left) ●
● Panorama: Paris 2024 (Good job fair turnout for Paris vendors) = Asian Games (China with huge lead in Hangzhou medal table) = Athletics (Bob Beamon starts a music career!) = Swimming (380 men and 304 women already qualified for Olympic Trials) ●
1.
CAS: Valieva hearing to continue in November
The Court of Arbitration for Sport announced that the scheduled three days of hearings in the Kamila Valieva doping case concluded on Thursday, but that the hearing will be extended, and reconvened in November:
“The Panel of arbitrators in charge of the matter heard the parties (RUSADA, ISU, WADA and Ms Valieva), their experts and witnesses during the hearing that took place at the CAS headquarters in Lausanne, Switzerland, this week.
“After the presentation of evidence by the parties, the Panel ordered the production of further documentation and, in order to allow the parties to consider and address such documentation, allowed two further days for the hearing of the appeal. The hearing will therefore resume on 9 and 10 November 2023 in Lausanne at which time the evidentiary proceedings will be completed and the Panel will hear the parties’ closing submissions. The Panel will then deliberate and prepare the Arbitral Award containing its decision.”
The hearing is a consolidated appeal against a decision of the Disciplinary Anti-Doping Committee, an independent arm of the Russian Anti-Doping Agency, which imposed only a one-day sanction against figure skating star Valieva for a doping positive from trimetazidine, allowing her to compete at the 2022 Olympic Winter Games in Beijing.
The World Anti-Doping Agency, the International Skating Union and the Russian Anti-Doping Agency have all appealed and the actions were brought together in one hearing, now to resume in a couple of weeks.
A WADA statement included:
“Due to the confidential nature of the proceedings, WADA is unable to comment on the adjournment announced by the Court of Arbitration for Sport earlier today. …
“We maintain that the RUSADA Disciplinary Committee’s finding that the athlete had ‘no fault or negligence’ was incorrect under the provisions of the World Anti-Doping Code, we continue to seek a four-year period of Ineligibility and Ineligibility the athlete’s results from the date of sample collection, including her results during the 2022 Olympic Games in Beijing.”
The Team Event in Beijing concluded on 7 February 2022; it is now likely that just under two years will have passed by the time the CAS panel’s decision is announced.
2.
Russian Foreign Minister says IOC an instrument of the West
Russia’s propaganda campaign to support its war against Ukraine is constant and unrelenting and sport is part of the program. The Russian Foreign Minister Sergey Lavrov chimed in on Thursday during an interview with the national news agency TASS:
“The [International Olympic Committee] is already using the situation around Ukraine to grossly and directly violate the Olympic Charter.
“At the same time, it is suspending most of our athletes from competitions, but making exceptions for certain sports, for certain age groups in a neutral status, without a flag and without an anthem as some kind of huge positive step.”
After accusing the IOC of ignoring Western transgressions for many years, he added:
“[W]hen Russia, after many, many years of warnings to the world community, that NATO is leading the way to a big war, directly creating a military threat on the borders of the Russian Federation, encouraging a regime that was openly prepared by Washington to contain Russia and attack Russia, here the IOC decided to show its incomprehensible principles contrary to its responsibilities under the Olympic Charter.”
Lavrov expanded his remarks specific to the Olympic Movement, saying it “is turning into an instrument of Western policy,” and pointing to the IOC.
“This is absolutely obvious. Just as the World Anti-Doping Agency at one time was turned into such a tool. And for many years they tried to undermine competitors from our country on various international platforms, grossly abusing anti-doping rules, accusing – groundlessly, repeatedly – our great athletes.”
Observed: Lavrov’s comments and those of other Russian officials are aimed primarily at the Russian public, continuing to paint Russia as the victim of aggression worldwide, rather than as the actual attacker of Ukraine. It is important to understand the Russian position as it will be taken into account by the IOC in its deliberations on whether to allow Russian athletes, and on what grounds, to compete in Paris in 2024.
The IOC, starting with President Thomas Bach (GER), and its members and advisors, are more than aware of the issues at stake by allowing any Russian or Belarusian participation in Paris. Bach’s view, developed by years of watching IOC President Juan Antonio Samaranch (ESP) stitch the Olympic Games back together after consecutive boycotts in 1976-80-84, insists that the world come together at the Olympic Games as a sign of peaceful coexistence.
That seems impossible given Russian invasion and continuing war in Ukraine, but the IOC is looking for a window that will be small enough to allow some – perhaps a few handfuls – of Russian and Belarusians in Paris, but not enough to offend other countries and hopefully keep Ukraine in attendance.
The comments of Lavrov, Sports Minister Oleg Matytsin and others are for domestic consumption, and the IOC cannot expect Moscow to be happy with anything other than full participation, which is not going to happen. But they are instructive, and the IOC will continue listening all the way into 2024, when it will have to make a decision.
3.
World Gymnastics Champs open on Saturday; no U.S. TV
The 52nd FIG Artistic World Championships begin on Saturday in Antwerp (BEL) and continue through 8 October for men and women. The schedule:
● 30 Sep.: Men’s team qualifying
● 01 Oct.: Men’s and women’s team qualifying
● 02 Oct.: Women’s team qualifying
● 03 Oct.: Men’s team final
● 04 Oct.: Women’s team final
● 05 Oct.: Men’s All-Around
● 06 Oct.: Women’s All-Around
● 07 Oct.: Apparatus finals
● 08 Oct.: Apparatus finals
The U.S. women enter as the six-time defending World team gold medalists and have won seven of the last eight and eight of the last 10 Worlds team titles. The 2023 team returns Skye Blakley, Shilese Jones and Leanne Wong, who won without the incomparable Simone Biles and she also returns, having won four prior Worlds Team golds.
Biles, in fact, will extend her own astounding World Championships medal records with every podium finish in Antwerp. Consider her existing standing, across from six competitions from 2013-19:
● 25 total medals (19-3-3), the most of any gymnast ever
● 21 individual-event medals (15-3-3), the most all-time
● 19 total Worlds golds, the most all-time
● 15 individual-event golds, the most all-time
Biles has also applied to have an original element named for her in Antwerp, the Yurchenko Double Pike vault, which she has performed before. Per the FIG rules:
“In order to have a new element named for her in the Code, a gymnast must first submit it for evaluation to the FIG Women’s Technical Committee, then perform it without a fall at an eligible prestigious international competition like the World Championships.”
If she completes it, the vault will be the most difficult vault to be listed in the FIG Code of Points at 6.4 for degree of difficulty. If completed, this will be Biles’ second named element in the Vault.
Jones, the 2022 All-Around silver winner, has also asked for an named element, for a triple turn with the leg held at horizontal in the Floor Exercise. Jones performed this at the USA Gymnastics Nationals, and if completed, would be graded as an “E” element on the A-to-J scale of difficulty, with a successful execution adding 0.5 points to a routine’s score.
FIG noted that the “same new element was also submitted by Chiaki Hatakeda (JPN).”
Brazil’s Rebeca Andrade, the 2022 All-Around winner over Jones, is back, as is Floor winner Jessica Gadirova (GBR).
The men’s competition was dominated by China in 2022, with Japan taking silver and Great Britain the bronze. Unfortunately, gymnastics at the Asian Games in Hangzhou (CHN) continues through the 29th, making it almost – but not completely – impossible for anyone there to get to Antwerp in time to compete again.
Nevertheless, China and Japan will again be teams to watch, along with Great Britain, South Korea, Ukraine and perhaps Hungary and Turkey. Japan’s All-Around winner, Daiki Hashimoto, will be back, along with three apparatus event winners: Rhys McCleneghan (IRL: Pommel Horse), Artur Davtyan (ARM: Vault) and Adem Asil (TUR: Rings).
There will be no live television coverage of the Worlds in the U.S.; NBC’s Peacock streaming service will have coverage from 3-8 October only. A replay of the women’s Team final will shown on CNBC on 8 October and NBC will have a replay of the women’s All-Around on 14 October.
4.
Another Kipyegon record at first World Road Champs?
The much-anticipated first World Athletics Road Running Championships will be held on Sunday (1st) in Riga, Latvia, with another record opportunity for Kenyan star Faith Kipyegon.
The program includes the road mile, 5 km and Half Marathon, with all of the course quite flat, offering the prospect of fast times. The 5 km and Half courses traverse the Daugava River, while the mile course is separate; all three have mass-participation races also attached to them.
As for the championships:
● Mile: Kipyegon has had a season for the ages, with world records on the track for the 1,500 m (3:59.11), mile (4:07.64) and 5,000 m (14:05.20, since broken). Now she is the favorite in the women’s mile, with the just-ratified world road mile mark of 4:27.97 by American Nikki Hiltz in her sights.
She won’t be completely alone, however, as World Champs 1,500 m runner-up Diribe Welteji (ETH: 3:55.69 in Budapest) will challenge, along with Kenyan teammate and Worlds fifth-placer Nelly Chepchirchir (3:57.90 in Budapest) and Australian Jessica Hull (7th: 3:59.54). Ethiopia has also sent 2022 World Indoor 1,500 bronze winner Hirut Meshesha (3:54.87: no. 4 in 2023) and 2022 World Indoor 800 m silver medalist Freweyni Hailu (3:55.68 1,500 m in 2023).
The American continent is led by Addy Wiley, 19, the 2022 World U-20 fifth placer, who was third in the U.S. road mile championships in April in 4:31.
There’s no clear favorite in men’s mile, which includes the new world road-mile record holder, American Sam Prakel, who won the USATF road-mile nationals in Des Moines in 4:01.21. Expect his record to be broken, however, with a solid list of contenders that starts with Kenyan Reynold Kipkorir, eighth at the Worlds 1,500 m in 3:30.78. He ran 3:48.06 for fifth at the Pre Classic on 16 September.
Ethiopia’s Teddese Lemi (3:33.24 this year), American Hobbs Kessler (3:32.61), Melkenah Azeze (ETH: 3:34.29), South African Ryan Mphahlele (3:32.90) and France’s Mael Gouyette (3:35.94) all figure to be challengers.
● 5 km: Familiar stars from the track season are ready to go, with Ethiopia sending Yomif Kejelcha, no. 3 on the 2023 world list at 12:41.73, Hagos Gebrhiwet (no. 5: 12:42.18), and 2023 Cross Country Worlds runner-up Berihu Aregawi (world leader at 12:40.45). They finished 5-6-8 at the Worlds in Budapest in the 5,000 m final.
Kenya has Nicholas Kipkorir, the Tokyo Olympic fourth-placer, who has run 12:55.46 this season, Cornelius Kemboi (13:00.68 this season), and 2022 Worlds 10,000 m silver winner Stanley Waithaka Mburu. And is this the time for Australia’s hard-luck Stewart McSweyn – 12:56.50 last year – to break out with a medal-winning performance? The top U.S. entry is likely Olin Hacker, who ran 13:09.94 on the track in July this season.
The women’s entries start with Worlds 5,000 m bronze medalist Beatrice Chebet of Kenya (14:05.92 this year, no. 3 in the world and no. 3 all-time!), and teammates 10th-placer Lilian Rengeruk (14:23.05), plus Caroline Nyaga, the world road leader at 14:35.
Uganda’s Tokyo Olympic Steeple winner, Peruth Chemutai, is in and ran a national record 15:12 for 5 km on the roads in March. Ethiopia has the Worlds 5th and 6th placers, Ejgayehu Taye (14:13.31, no. 5 this year) and Medina Eisa (14:16.54, no. 7), ready to go, plus Lemlem Hailu (14:34.53: no. 13).
If fearlessness counts, look out for Japan’s Nozomi Tanaka, eighth at the Worlds and no. 12 on the world list this year at 14:29.18, a national record. American entries include Emily Infeld, the 2015 Worlds 10,000 m bronze winner (14:50.90 this season) and Weini Kelati, the 2021 U.S. 5 km champ, who has run 14:53.41 on the track this season.
● Half Marathon: Kenya’s Peres Jepchirchir, the Tokyo Olympic women’s marathon winner, is the headliner in the women’s race. She also the 2016 and 2020 world champ in the Half and just turned 30 in the 27th; her only race this year was a third in the London Marathon in April in 2:18:38.
That’s on top of Kenyan entries that include 2023 world leader Irene Kimais (64:37), Catherine Relin (65:39: 5th in 2023), Margaret Kipkemboi (65:50: 9th, 10,000 m bronze at the 2022 Worlds) and Janeth Chepngetich (66:42)!
Ethiopia counters with Ftaw Zeray (66:04: 12th), Tsigie Gebreselama (66:13: 15th), Yalemget Yaregal (66:27) and Mestawut Fikir (66:44).
The U.S. has an interesting entry list, with Sara Hall, 40, fifth at the 2022 Worlds marathon, who has a Half best of 67:15 from last year, plus Sarah Pagano (69:41 lifetime best), Amber Zimmerman (70:58 lifetime best) and Molly Grabill (71:17 lifetime best).
The men’s Half has nine who have run under an hour this season, starting with Ethiopia’s Jemal Yimer Mekonnen (58:38, no. 2 in 2023), with teammates Nibret Malek (59:06, no. 8), Dinkalem Ayele (59:49) and Tsegay Kidanu (59:49).
Kenya counters with Benard Kibet (58:45, no. 3 in 2023), Charles Langat (58:53, no. 4), Sabastian Sawe (59:00, no. 7) and Daniel Ebenyo (59:52). But look out for France’s Jimmy Gressier, ninth at the Worlds 5,000 m in Budapest and has run 59:55 this season.
South Africa’s Stephen Mokoka, now 38, will be in his eighth Worlds Half, with a best of seventh in 2020. He’s run 60:54 this season, in June, and has a best of 59:36 from 2020.
All together, there are 347 athletes entered from 57 countries with 195 men (from 50) and 152 women (from 44).
NBC has the rights to the event in the U.S., and the World Roads will be on the Peacock streaming service, beginning at 4:20 a.m. Eastern time on Sunday.
5.
Athletes run away from doping officials in India!
Doping is an emerging area of concern in India, and the latest incident in New Delhi was alarming.
The Indian Express reported that during the Delhi State Athletics Championships, as many as half of the entrants left the meet once it was known that anti-doping officials were on-site:
“A steeplechaser at the Delhi athletics championship crossed the finish line and kept running, fleeing dope testers who had turned up the day after a tell-tale video of doping syringes was circulated. Another sprinter ran the 100m alone on the eight tracks, as seven other entrants never turned up, fearing they would be tested.
“Amidst these bizarre scenes at the JN Stadium, lay the tragedy of India’s doping menace in a sport that offers fantasies of dizzying success. Athletes from school-level meets upwards are risking their bodily health with amateur doping practices, hoping they find breakthrough success in terms of jobs or spots in national teams, knowing that sophisticated cheats have gotten away in the past. When the testers show up, the farce of just one athlete willing to run the race points to a deep rot where the honest runner becomes ineligible for a medal because the others ran away from testing.”
Per Agence France Presse:
“[J]ust one sprinter competed in the [men’s] 100-metre final and another continued running beyond the finishing line chased by national anti-doping officers, officials said on Wednesday. …
“Officials told AFP that the National Anti-Doping Agency arrived to conduct tests at the event on Tuesday, resulting in the number of participants on the third and final day of the competition falling by half.”
A social-media post on Tuesday showed a stadium restroom “littered with syringes and packets of the performance-enhancing drug Erythropoietin (EPO).”
AFP noted that 45 Indian athletes (across all sports) have been suspended for doping in 2023.
≡ WORLD CHAMPIONSHIPS ≡
● Rugby ● The 10th Rugby World Cup rolls on in France, with four group leaders and one second-place team still undefeated:
● Pool A: France (3-0: 13 points), Italy (2-0: 10)
● Pool B: Ireland (3-0: 14), South Africa (2-1: 10)
● Pool C: Wales (3-0: 14), Fiji (1-1: 6)
● Pool D: England (3-0: 14); Samoa (1-1: 5)
The pool phase runs through 8 October, with the top two teams advancing to the quarterfinals on 14-15 October, after a week’s rest. The championship match is scheduled for 28 October at the Stade de France in the Paris area.
Attendance continues to be impressive, with 1,148,108 through 25 matches, for an average of 45,924. There have been continuing, sporadic issues with crowd access to-and-from venues, including public transit being occasionally overwhelmed for some matches.
≡ PANORAMA ≡
● Olympic Games 2024: Paris ● The Olympic-vendor job fair held Tuesday in Paris was well attended, with the Paris 2024 organizers announcing than more than 7,000 people showed up and 2,000 job offers extended from the 50-plus companies looking for help in Games-related positions in hospitality, logistics and transportation. Another major staffing fair will be held by the staffing giant Randstad on 18 October, looking for 3,000 people in logistics, operations, technology and hospitality.
● Asian Games ● With a little more than a week to go, the Asian Games in Hangzhou (CHN) continues as the expected showcase for China, with the hosts nearly doubling the medal count on second-place South Korea.
Through 182 of 481 events, China leads with 167 medals (90-51-26), ahead of South Korea’s 86 (24-23-39) and 78 for Japan (18-30-30). Uzbekistan (31) and India (25) are in fourth and fifth.
● Athletics ● Jazz and hip-hop drummer and producer Stix Bones released a new track, “Leap,” on 15 September, with a new percussionist: 1968 Olympic long jump champ Bob Beamon!
Beamon, now 77, contributed as percussionist on “Leap,” the first of two singles from Bones’ forthcoming EP, Olimpik Soul. Said Beamon in an interview, “I’ve been hypnotized by the drums since I was 9 years old.” Great new gig!
● Swimming ● SwimSwam.com ran two stories about qualifiers for the 2024 U.S. Olympic Trials, now nearing 700.
Some 380 men have qualified for Indianapolis, with more to come, in the 14 events, with Kieran Smith the leader with marks in eight events: four Freestyles, two Backstrokes and both Medleys. Shaine Casas has qualified in seven events and 10 men have qualified in at least five.
A total of 304 women have qualified, with Bella Sims qualifying in 10 events, Katie Grimes in nine and Regan Smith in eight. Thirteen athletes have qualified in six or more events! Sims has met the standard in five Freestyle events, one in Backstroke, two in Butterfly and both Medleys.
The qualification period ends on 30 May 2024, and the Trials will be in Indianapolis from 15-23 June 2024.
¶
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TSX REPORT: Pricey new Paris 2024 T&F hospitality offers; Russia upset over no Asiad invite; RUSADA says Valieva should get just a warning!
★ The Sports Examiner: Chronicling the key competitive, economic and political forces shaping elite sport and the Olympic Movement.★
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≡ THE 5-RING CIRCUS ≡
1. New Paris 2024 top-end track & sailing experiences available
2. Russia upset over no Asian Games invite; wants to retain top athletes
3. RUSADA wants Valieva to get only a warning
4. Fencing rule changes from the Kharlan-Smirnova bout added
5. UEFA to allow Russian U-17 teams to play as neutrals
● A new hospitality offering announced by On Location, the exclusive provider for the Paris 2024 Olympic Games, provides first-category tickets and a close-by lounge for most of the track & field evening sessions for between €5,500 to €8,500 per person, or $5,778 to $8,930. A much-lower-priced package is available for morning sessions. A unique, on-the-water package for sailing is also now available.
● The head of the Russian Olympic Committee is still upset that the offer last December for Russian to send athletes to the Asian Games was not followed through, principally by the International Olympic Committee. A new plan is being formulated to keep Russia’s “golden hundred” athletes for moving elsewhere so they can compete again.
● The head of the Russian Anti-Doping Agency said she feels Kamila Valieva should get off with just a warning in the Court of Arbitration for Sport hearing now ongoing.
● The International Fencing Federation (FIE) finally published the new rule which removes the requirement for handshakes at the end of a bout with a “fencer’s salute” a la what Ukraine’s Olha Kharlan tried to do at the 2023 World Championships, but was disqualified anyway.
● UEFA’s Executive Council approved a concept for Russian U-17 teams to be able to compete, saying “children should not be punished for actions” of adults. Ukraine is livid; Sweden, the host of the 2024 UEFA Girls U-17 Championship, said it would not allow a Russian team to play there.
● Panorama: Paris 2024 (Bad valve caused Seine water-quality issues) = Olympic Games 2036 (Poland plans to bid) = Asian Games (Three world leaders in the pool; Al-Rashidi, 60, equals shooting WR) = Athletics (2: Coe says the sport must modernize; World Athletics moves cross-country champs to Serbia) = Boxing (World Boxing Congress in November) = Luge (German superstar Geisenberger retires) ●
1.
New Paris 2024 top-end track & sailing experiences available
If you’re looking for a best-of-the-best experience at the 2024 Olympic Games in Paris, the official hospitality providers – On Location – want to talk.
A new program, announced Monday, focuses on track & field and sailing with unique options.
For track & field, “On the Finish Line Gold” and “On the Finish Line Silver” bookings are now being offered. The Gold-level program is for the evening sessions on 2-3-5-7-9-10 August only, including first-category tickets, a hospitality lounge close to the seating area, food and drink, a gift and “exclusive meetings with star athletes.” Pricing (€1 = $1.05 U.S. today):
● 03 August: €5,500 per person ~ men’s 10,000 m final
● 04 August: €6,500 per person ~ women’s 100 m, men’s shot finals
● 05 August: €5,500 per person ~ women’s 800 m, discus, men’s vault finals
● 07 August: €5,500 per person ~ men’s 400 m, Steeple, women’s vault finals
● 09 August: €6,000 per person ~ men’s 400 m hurdles, both 4×100 m finals
● 10 August: €8,500 per person ~ men’s 800 m, women’s 1,500 m, both 4x 400 m finals
The options do not include 4 August, with the men’s 100 m final; 6 August, with the men’s 1,500 m and women’s 200 m finals, or 8 August, with the men’s 200 m and 110 m hurdles and women’s 400 m hurdles finals.
The Silver-level program is for the morning sessions from 2-9 August, also with first-category tickets and hospitality service, but which costs a lot less:
● 02 August: €1,150 per person
● 03 August: €1,150 per person
● 04 August: €995 per person
● 05 August: €995 per person
● 06 August: €995 per person
● 07 August: €995 per person
● 08 August: €995 per person
● 09 August: €995 per person
The 2-3 August sessions include the early rounds of the women’s and men’s 100 m, respectively.
The sailing program is even more ambitious, with a Gold Level Rooftop Package on the water in a private boat, or a Silver Level Terrace Package from the Marseille Marina, watching from a balcony:
● 28-29-30-31 July: €1,995 and €1,495
● 03-04-05 August: €1,995 and €1,495
● 01-02-06-07-08 August: €2,500 and €1,750
The IQ Foil wind-surfing races are on 1-2 August, and the 6-7-8 August programs feature the Formula Kite races and the final races in the 470 dinghy class and the Nacra 17 multi-hulls.
2.
Russia upset over no Asian Games invite;
wants to retain top athletes
Russian Olympic Committee President Stanislav Pozdnyakov blasted the International Olympic Committee once again for disallowing Russian entries into the ongoing Asian Games in Hangzhou (CHN). He told the Russian news agency TASS:
“Let’s return to the Olympic Summit, where Acting President of the Olympic Council of Asia Randhir Singh [IND] was speaking. After [IOC President] Thomas Bach [GER] proposed seeking ways to bring Russian and Belarusian athletes back, he said that it would be nice to begin with the Asian continent, presumably with the Asian Games. Following this, the [Olympic Council of Asia] director general called me and said: ‘500 spots have been reserved for you, we are expecting your athletes.’
“We started waiting for the necessary specifics in terms of selection, logistics, the official invitation, after all. However, we were simply stonewalled by the other side. And on September 23, the Games kicked off. From the point of view of diplomacy, I think that such things are simply unacceptable; they did not even inform us that they reconsidered their decision to invite us.
“Even considering the fact that the Olympic Council of Asia got into trouble related to elections that the International Olympic Committee did not recognize as legitimate, these problems have also somewhat affected the fact that, in the end, there are no athletes from Russia at the Asian Games. The Games are being held in China, relations between our countries would have removed all security issues and the geographical closeness excludes any logistics issues. Yet, the IOC’s stance turned out to be counterproductive.”
The IOC declined to allow Russian and Belarusian entries at the Asian Games for “technical reasons.”
The ongoing international sanctions have caused a substantial staff reduction at the Russian Olympic Committee:
“Certainly, the current situation does not inspire the staff, since one of the main tasks of the ROC is making preparations for the Olympic Games and the participation itself.
“The fact that we did not receive an invitation to Paris 2024 does not add any joy. Moreover, we had to significantly cut our staff. The reason is simple: the amount of work directly related to international Olympic events has decreased significantly.
“We had to make personnel decisions. We were able to help a number of our former staff members to find jobs with some Russia-wide sports federations; they are now working in the same building, doing the amount of work necessary for the relevant Russia-wide sports federations.
“These are specialists with good experience. The staff has been reduced by a quarter in total. However, as soon as the Olympic Games become open to us again, we will ask them to come back. Our main task now is to ensure that those specialists who have skills, knowledge and competencies do not leave the industry.”
Deputy Sports Minister Alexey Morozov said that with more than 100 athletes leaving Russia to affiliate with other countries to allow them to resume competing – 55 in Olympic sports – the ministry is looking to create a program to keep its top athletes in the country:
“There is a working discussion of various approaches to incentivize athletes and coaches in the current situation. No decisions on the ‘golden hundred,’ no final formulations or definitions are available now.
“We are discussing with the expert community what we can do. We intend to raise the pay for athletes and coaches, maybe to reward athletes who have achieved outstanding results, but this discussion is only in the works, as many structures should be involved in this.
“It is a loss for us when an athlete joins the national team of another state, as certain efforts and resources are invested. We want them to compete for the Russian national team and stay with us and we are doing everything possible for that. But so far it is just a working discussion on various options.”
3.
RUSADA wants Valieva to get only a warning
As the Court of Arbitration for Sport hearing on the Kamila Valieva doping case continues in Lausanne (SUI), the Director General of the Russian Anti-Doping Agency, Veronika Loginova, have her view of the case to the Russian daily sports newspaper Sport Express:
“As we said earlier, RUSADA believes that the athlete’s side was unable to prove at the level established by the rules the complete absence of her guilt.
“As at the stage of presenting the case to the disciplinary committee, RUSADA believes that the athlete is guilty of violating the rules, however, it is minimal and a reasonable sanction would be a warning.”
That would allow Valieva’s eligibility to be preserved for the 2022 Beijing Olympic Winter Games and have Russia retained as the gold medalists in the figure skating Team event. The World Anti-Doping Agency is asking for a four-year ban.
Russian Olympic Committee chief Pozdnyakov told TASS that he believes the entire proceeding is suspect:
“The defense counsel was chosen by the athlete’s entourage, which means they trust her. As for CAS, the existing negative experience over the past year and a half shows that there is no need to talk about fairness. For me, the fact that even sports arbitration, once independent, is now seriously engaged, is extremely unpleasant. And I am sorry that this process is taking place against the background of undisguised political pressure on all sports structures. Including CAS.
“In our practice, we have not always paid attention to the nationality of the chairman of the court [James Drake/GBR]. In previous years, they looked more at his professionalism, the prospects and the outcome of the cases in which he participated. Today, everyone is in a state of uncertainty. From our point of view, CAS has certainly come under pressure from external factors. And this affects his authority.”
Pozdnyakov was also asked whether he thought the CAS panel was more interested in whether to “bury” Valieva or have the Team event victory handed to the U.S.:
“This medal is what it’s all about.”
The CAS hearing is scheduled to conclude on Thursday, but could continue on Friday if needed.
4.
Fencing rule changes from the Kharlan-Smirnova bout added
It has been widely reported that the Federation Internationale de Escrime (FIE) changed its rules following the 2023 World Championships incident in Milan (ITA) between four-time World Champion Olha Kharlan of Ukraine and Russian Anna Smirnova on 27 July, won by Kharlan, who refused to shake hands, but saluted her with her sabre, but was disqualified.
In fact, the rule change has only now been published in the FIE’s September rules update, reading:
● “t.122 Rule until the end of the 2023-2024 season
“Before the beginning and at the end of a bout, the two fencers must perform the fencer’s salute to their opponent, to the referee and to the spectators, as defined in article t.1.
“When the final hit of the bout has been scored, the two fencers stand still on their on-guard line while the referee is making his/her decision.
“The two fencers then perform the fencer’s salute (cf. t.1) to their opponent, to the referee and to the spectators.
“The bout has then ended.”
● “t.1
“In competition, the fencer’s salute is a gesture of civility towards the opponent, the referee and the spectators.
“To perform the fencer’s salute, the two fencers:
“– face each other
“– stand still on their on-guard line
“– place the mask under the non-sword arm
“– lift the guard to the chin
“– then lower the blade to the ground.”
No more handshakes, as was required under prior editions of the rules, although relaxed due to the Covid-19 pandemic in recent years.
Russian Olympic Committee head Pozdnyakov said in a TASS interview that he still cannot believe what happened in Milan and afterwards:
“The punishment that the judge handed down in that situation was the only correct and logical one. But what began to happen next caused surprise. The IOC’s decision to allocate her a separate quota, to put it mildly, was surprising.
“And to a greater extent not even the decision [to award an Olympic quota spot] itself, but the fact that it was made by a former fencer – the head of the IOC, Thomas Bach. If it were a representative of another sport, one could assume that he does not fully understand how everything works in fencing.
“I couldn’t imagine that something like this could ever happen.”
5.
UEFA to allow Russian U-17 teams to play as neutrals
“UEFA is also aware that children should not be punished for actions whose responsibility lies exclusively with adults and is firmly convinced that football should never give up sending messages of peace and hope. It is particularly aggrieving that, due to the enduring conflict, a generation of minors is deprived of its right to compete in international football.
“For these reasons, the UEFA Executive Committee has decided that Russian teams of minor players will be readmitted to its competitions in the course of this season. In this respect, the Executive Committee has asked the UEFA administration to propose a technical solution that would enable the reinstatement of the Russian U17 teams (both girls and boys) even when draws have already been held. All matches of the Russian teams shall be played without the country flag, anthem, national playing kit and not on the Russian territory.”
That’s from Tuesday’s meeting of the Union of European Football Associations (UEFA) Executive Committee in Cyprus, offering a new look at Russian sanctions while continuing its ban on the higher-age national teams:
“At the same time, the Executive Committee reiterated its condemnation of Russia’s illegal war and confirmed that the suspension of all other teams of Russia (clubs and national teams) will remain in force until the end of the conflict in Ukraine.”
After the Russian invasion of Ukraine, UEFA suspended the Russian federation, removed all of its events from Russia, and ended its sponsorship agreement with the Russian energy giant Gazprom.
Ukraine’s football federation reacted angrily:
“UAF strongly condemns today’s UEFA decision on the return of U-17 teams from the Russian Federation to international competitions.
“UAF insists on preserving the previous decisions of UEFA and FIFA regarding the prevention of all Russian teams from participating in international competitions.
“UAF confirms that we will not take part in any competitions with the participation of Russian teams, and appeal to other UEFA member associations to boycott possible matches with the participation of teams from the Russian Federation, subject to their admission.
“We are convinced that the adoption of similar decisions regarding the gradual return of teams from the Russian Federation to participation in competitions in the midst of hostilities conducted by the Russian Federation against Ukraine is groundless and such that it tolerates Russia’s aggressive policy.”
The Swedish football federation, organizers of the 2024 UEFA girls U-17 championship, said that it would not allow a Russian team to play in the tournament.
≡ PANORAMA ≡
● Olympic Games 2024: Paris ● A report from the Paris regional and city authorities confirmed that the poor water quality in the Seine River in August that canceled an Olympic test event in open-water swimming and curtailed part of the following triathlon events was due to heavy rains and an open valve at a water-treatment plant.
The valve issues with the Tolbiac-Massena plant were due to storm damage, now repaired, with new monitoring systems being installed to prevent any wastewater leakage. As for the overflow of unexpectedly heavy rains, the continuing construction of rainwater regulators for the Seine and Marne rivers will be completed prior to the Games and create huge storm basins to deal with major rainfall episodes. These efforts should allow public swimming in sections of the Seine again as planned in 2025.
● Olympic Games 2036 ● Poland is now aiming to host the 2036 Olympic Games, with President Andrzej Duda telling reporters in Zakopane during the II European Congress of Sports and Tourism:
“After consultations with the Polish Olympic Committee (POC), the Ministry of Sport and Tourism and the government, I would like to say that it is our ambition and intention to start efforts to hold the Summer Olympic Games in our country in 2036.
“In this matter, I will forward a letter to the President of the International Olympic Committee, Thomas Bach, which will be handed to him by the President of the Polish Olympic Committee Rados aw Piesiewicz during the meeting to be held on October 6.”
Poland is coming off a highly successful hosting of the 2023 European Games in Krakow and Malopolska in June and July, with 6,857 athletes from 48 countries competing in 254 events in 29 sports. The current thinking for a 2036 Olympic bid is that the competitions would be centered in and around the national capital of Warsaw.
● Asian Games ● Competition continues at the 19th Asiad in Hangzhou (CHN), with the hosts continuing to crush the rest of the field in most events.
The swimming events have been fierce, with tremendous marks in multiple events:
● Men/100 m Free: 46.97, Zhanle Pan (CHN) ~ World Leader
● Men/200 m Free: 1:44.40, Sun-woo Hwang (KOR) ~ no. 2 in 2023
● Men/100 m Back: 51.91, Jiayu Xu (CHN) ~ relay lead-off; no. 2 in 2023
● Men/200 m Medley: 1:54.62, Shun Wang (CHN) ~ World Leader
● Women/100 m Free: 52.17, Siobhan Haughey (HKG) ~ no. 2 in 2023
● Women/100 m Fly: 55.86, Yufei Zhang (CHN) ~ World Leader
● Women/200 m Fly: 2:05.57, Zhang ~ no. 5 in 2023
● Women/200 m Medley: 2:07.75, Yiting Yu (CHN) ~ no. 4 in 2023
Still a couple more days to go in the pool, with Xu having won four golds, including the 50-100 m Backs and two relays, and two individual golds on the women’s side for Haughey (100-200 m Frees); Bingjie Li of China in the 400-1,500 m Frees; Zhang in the 100-200 m Flys and Yu in the 200-400 m Medleys. Zhang also had two relay medals so far.
China’s 4×100 m Medley Relay of Xu, World 100-200 m Breast champ Haiyang Qin, Changhao Wang and Pan won in 3:27.01, the no. 2 performance in history behind only the U.S. record swim of 3:26.78 at Tokyo 2020.
¶
In shooting, Kuwait’s Abdullah Al-Rashidi, now 60, the 1995-97-98 World Skeet Champion and Rio 2016 and Tokyo 2020 Olympic bronze medalist, not only won the men’s Skeet final, but equaled the world record with a perfect 60-for-60 performance. That was just two shots better than India’s Anantjeet Singh Naruka (58).
The Asian Games continues through 8 October.
● Athletics ● In a guest editorial in the South China Morning Post, World Athletics chief Sebastian Coe (GBR) wrote that track & field needs to continue to innovate. Highlights:
● “I wrote at the beginning we had the chance to shape Budapest in our own fashion. We have had medal plazas in the past, but this one just seemed to catch fire. I gave the medals to the 100 metres guys, and Noah Lyles [USA] broke down and said ‘I’ve never been to a medal ceremony like this’.
“In the past we’ve been conservative – we’ve had them in the stadium, often at the end of the evening when most people are actually home or on buses. This time, it was in front of thousands of people in a fan zone. I think it is highly unlikely we are ever going to go back to presentations in a stadium.”
● “We also changed the way that we introduce the athletes. They do not just come out now and find their lane. We showcase it. I think the public needs to be nudged gently about our history. So 1,500 metres winner Josh Kerr [GBR] walked out, past Steve Cram [GBR] and Hicham El Guerrouj [MAR], which shows that we are a sport with a deep history and heritage.”
● “I am very honoured to be given the stewardship of the sport. The first four years were difficult. We had come through a really bad period and it was self-inflicted. We did not have the right governance in place, people behaved appallingly badly. I remember having to travel almost every day of the week, just to keep our sponsors on board.
“The next four years was dealing with all the things that we certainly could not have done while we were in crisis mode: issues around transfers of allegiance, the way the calendar comes together, the challenges of state sponsored doping in Russia and the illegal invasion of Ukraine.
“Then we had to get the building blocks in place before we can really do what I want to in the last four years of my mandate, which is to have a ruthless, forensic analysis of what is working and what isn’t. Particularly around competition.”
● “I am not designing the sport just around 15 and 16-year-olds, but you do need to recognise that the world has changed. The way young people consume everything has altered. And we need to make sure that our competitions are exciting and salient.
“We should question whether a nine-day World Championships is too much. Does it fit into the lifestyles of people?
“We talk about our season being May through to September, but it is really July through to September. And that isn’t the basis of a professional sport. So we do need to get the athletes out on more occasions, we need to see more head-to-heads, that is what excites people.”
¶
After removing the 2024 World Athletics Cross Country Championships from Medulin and Pula in Croatia for lack of progress, the federation stayed in the Balkans and awarded the event to Belgrade, Serbia for 30 March. Belgrade previously hosted the 2013 European Cross Country Championships and next year’s event will use the same location.
The dates for the 2026 World Athletics U-20 Championships in Eugene, Oregon were confirmed for 4-9 August.
● Boxing ● World Boxing announced that its inaugural Congress will be held in Frankfurt (GER) on 24-25 November. Elections will be held; look for more federations to join, with the dates now fixed and membership required to vote.
● Luge ● German star Natalie Geisenberger, now 35 and a mother of two, announced her retirement after one of the greatest careers in the sport.
She won nine World Championships golds from 2009-19, including four Singles titles, a Sprint gold and four on the Team Relay, and collected 16 total Worlds medals, right up to a 2021 Singles silver. She won six Olympic golds, doubling in the Singles and Team Relay in 2014-18-22, and earned a singles bronze back in 2010.
She said in a television interview, “I couldn’t be more grateful and proud. It’s always been my dream to end my career with two big smiles on my face. This is the moment to say: Thank you, that’s it!”
¶
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TSX REPORT: Int’l Paralympic Committee to decide on Russia in ‘24; Zhou rips IOC, WADA on Russian doping; $500 shoes helped Assefa’s WR!
★ The Sports Examiner: Chronicling the key competitive, economic and political forces shaping elite sport and the Olympic Movement.★
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≡ THE 5-RING CIRCUS ≡
1. Int’l Paralympic Committee considers Russia at General Assembly
2. Arrest warrant issued in June for Qatar’s bin Hammam
3. U.S. skater Zhou bemoans lengthy Valieva case resolution
4. Assefa’s record marathon aided by $500 adidas shoe
5. Paris 2024 projected to create 181,000 jobs
● The International Paralympic Committee will vote this week whether to allow Russia and Belarus to compete in any form at the 2024 Paralympic Games in Paris. So far, the IPC has banned both countries.
● Mohamed bin Hammam of Qatar, a former President of the Asian Football Confederation and a mastermind of Qatar’s winning bid for the 2022 FIFA World Cup had an arrest warrant for corruption issued against him in France in June. He has been banned from football for life by FIFA and his current whereabouts are unknown.
● Figure skater Vincent Zhou, a member of the medal-winning Team Event squad for the U.S. at the Beijing 2022 Winter Games, posted an open letter decrying the long delays in settling the Kamila Valieva case and criticizing the International Olympic Committee, World Anti-Doping Agency and others for failing athletes instead of helping to ensure clean sport.
● The amazing world marathon record by Ethiopia’s Tigst Assefa (2:11:53) was aided by a new adidas shoe which retails (if you can get it) for $500 and is meant to be worn once! Moreover, her time also has to be considered in light of the pacing assistance she received.
● A new study showed that the Paris 2024 Games will create about 181,000 limited-term and short-term jobs, in the construction, Games operations and tourism sectors.
● Panorama: Paris 2024 (Minister reiterates no-hijab rule for French athletes in 2024) = Athletics (Dutch star Schippers retires) = Basketball (strong FIBA World Cup viewing in finalist countries) = Bobsled & Skeleton (2: Russia reinstatement not considered as IBSF Congress; Evans files suit for abuse by U.S. federation) = Football (3: modest ratings for Ertz and Rapinoe send-off matches; U.S. Department of Justice forms anti-collusion strike force for 2026 FIFA World Cup; Spain wins first two UEFA Women’s Nations League matches) = Short Track (Santos-Griswold sweeps U.S. nationals!) = Swimming (Nesty and DeSorbo named 2024 Olympic coaches) ●
1.
Int’l Paralympic Committee considers Russia at General Assembly
While the International Olympic Committee continues to stew over whether to admit Russian and Belarusian athletes to the Paris 2024 Olympic Games, the International Paralympic Committee is expected to vote on the issue at its 2023 General Assembly, which began today (27th) in Manama, Bahrain.
Unlike the IOC, the IPC has maintained a firm ban on both Russian and Belarusian participation. At its Extraordinary General Assembly on 16 November 2022 in Berlin (GER), “IPC members voted 64-39 in favour of a motion to suspend NPC Russia (with 16 members abstaining), while 54-45 voted to suspend NPC Belarus (with 18 abstaining).”
The IPC announcement included:
“The decision by IPC members to suspend NPC Russia and NPC Belarus stems from their inability to comply with their membership obligations under the IPC Constitution. This includes the obligations to ‘ensure that, in Para sport within the Paralympic Movement, the spirit of fair play prevails, the safety and health of the athletes are protected, and fundamental ethical principles are upheld’ and ‘not to do anything (by act or omission) that is contrary to the purpose or objects of the IPC and/or that risks bringing the IPC, the Paralympic Movement, or Para sport into disrepute’.”
At the Beijing 2022 Paralympic Winter Games, a decision by the IPC Governing Board to allow Russian and Belarusian athletes as “neutrals” under the Paralympic flag, was reversed on the day before the opening ceremony. IPC President Andrew Parsons (BRA) said in a statement:
“In the last 12 hours an overwhelming number of members have been in touch with us and been very open, for which I am grateful. They have told us that if we do not reconsider our decision, it is now likely to have grave consequences for the Beijing 2022 Paralympic Winter Games. Multiple NPCs, some of which have been contacted by their governments, teams and athletes, are threatening not to compete.
“Ensuring the safety and security of athletes is of paramount importance to us and the situation in the athlete villages is escalating and has now become untenable. First and foremost, we have a duty as part of the Paralympic mission, enshrined in the constitution, to guarantee and supervise the organisation of successful Paralympic Games, to ensure that in sport practiced within the Paralympic Movement the spirit of fair play prevails, violence is banned, the health risk of the athletes is managed and fundamental ethical principles are upheld.
“With this in mind, and in order to preserve the integrity of these Games and the safety of all participants, we have decided to refuse the athlete entries from RPC and NPC Belarus.”
Parsons has said that the IPC will abide by whatever decision is made by its General Assembly.
The Global Athlete activist group published a statement on Tuesday, urging the continuation of the ban on Russia and Belarus, including:
“[W]e echo and amplify the voices of thousands of athletes and twenty-six governments by calling for both Russia and Belarus to be banned from the 2024 Paris Paralympic Games. For nearly twenty months, Russia has waged a war of aggression in Ukraine, aided and abetted by Belarus. The violence has neither ceased nor diminished. Given the continued violation of sovereignty and ever-increasing toll of the conflict, the IPC has an ongoing responsibility as a world leader of sport to uphold its principled suspension of Russian and Belarusian athletes. …
“With the IPC set to deliberate over the fate of the ban during this week’s General Assembly, we reiterate that neutrality is not an option. There is no such thing as a ‘neutral team’ or ‘neutral athlete’ at the Paralympic Games. Nationality is a central element of the Games – athletes are standard-bearers whose success is strongly associated with their homeland, regardless of whether flags, anthems, or national colours are stripped away. Removing identification does not change the fact that a team or an athlete represents their country – and in the case of Russia, represents, and potentially supports or serves for, the Putin regime.
“In concert with athletes from around the world, we urge the IPC to reject pressure from Russia, Belarus, and the International Olympic Committee to create a pathway for Russian and Belarusian athletes to compete. We call on the IPC to uphold the outright ban on Russia and Belarus for the Paris 2024 Paralympic Games.”
2.
Arrest warrant issued in June for Qatar’s bin Hammam
The French all-sports newspaper L’Equipe reported Tuesday that the Parquet National Financier – France’s National Financial Prosecutor’s Office – asked for and received an arrest warrant for former Asian Football Confederation chief Mohamed bin Hammam of Qatar, concerning corruption charges related to the country’s selection as the host of the 2022 FIFA World Cup.
The report explained that the PNF received the warrant for bin Hammam on 23 June 2023, and that the now 74-year-old did not appear for multiple hearings and his present whereabouts are not known.
Bin Hammam was a major power-broker in football as head of the Asian Football Confederation from 2002-2011, and led the lobbying effort for Qatar in the lead-up to the December 2010 vote in which Qatar was surprisingly selected over Australia, South Korea, Japan and the U.S. as the host for 2022. A report in the online magazine Tablet showed that some $330 million in payments was distributed to specific members of FIFA’s Executive Committee, which made the selection.
Bin Hammam then made a brief and unsuccessful run to be FIFA President in 2011, ultimately withdrawing and allowing Swiss Sepp Blatter to run unopposed for a fourth term. He was accused of offering bribes to potential voters prior to his withdrawal and was suspended for life by FIFA’s Ethics Committee. Bin Hammam appealed to the Court of Arbitration for Sport and had the ban annulled in 2012, but FIFA suspended him for life again in December 2012 for conflicts-of-interest in his role as the head of the Asian Football Confederation.
The French daily Le Monde reported that bin Hammam has been ordered by the Qatari government to remove himself from any public presence since then.
The L’Equipe story characterized the charges as “acts of private corruption related to the awarding of the 2022 Football World Cup.” This specifically included efforts to “neutralize a vote favorable to Qatar’s competitors,” by financially supporting Oceanian Football Confederation head Reynald Temarii (French Polynesia) with the costs of an appeal of a FIFA ban for corruption, with payments of €305,000. Temarii was indicted by the PNF in May. Temarii has denied any wrongdoing; he recently completed an eight-year ban by FIFA imposed in 2014.
3.
U.S. skater Zhou bemoans lengthy Valieva case resolution
“It has been 595 days since my teammates and I earned medals at the Olympics. We still have not received them.”
That’s the beginning of a two-page open letter posted Monday (25th) from U.S. figure skater Vincent Zhou, now 22, who placed third in the men’s Free Skate segment of the figure skating Team Event at the Beijing 2022 Winter Games. The U.S. placed second to Russia on the ice, but the results of the event are still not finalized pending the resolution of the doping positive against Russian skater Kamila Valieva. The appeal by the World Anti-Doping Agency, International Skating Union and Russian Anti-Doping Agency against Valieva’s lenient sanction by the Russian anti-doping appeals board began Tuesday at the Court of Arbitration for Sport.
Zhou wrote, in pertinent part:
“While there are significant economic costs associated with not receiving an Olympic medal (sponsors love medals), the real harm has come from the way the ‘situation’ has been handled by sport administrators.
“In the 19 months since we took to the ice in Beijing, my teammates and I have heard almost nothing from the officials handling the case, and we have no reason to believe our interests are being adequately represented. This week, a hearing is scheduled at CAS … The idea that such a hearing will serve the interests of clean athletes is absurd – the Russian ‘Anti-Doping’ Agency has been facilitating Russian doping for over a decade. The IOC, for its part, has repeatedly refused to hold Russia accountable for a state-sponsored doping program involving more than 1,000 athletes. WADA, which is controlled by the IOC through a governing agreement with public authorities, reinstated the Russian Anti-Doping Agency in 2018 despite the agency’s refusal to turn over data detailed the extent of Russian doping. And the ‘court’ in next week’s hearing, CAS, which is an arm of the IOC (its president is the IOC vice-president), has repeatedly sided with Russia – first in overturning the sanctions of Russian athletes and then in watering down the subsequent sanctions on Russia and RUSADA. Who in this panoply of actors represents the interests of me and my teammates, and furthermore, the interests of the broader sporting community?”
And Zhou pulled no punches on blame:
“The situation we found ourselves in at the Beijing Games and the painful process that we have endured since are a direct result of decisions made by the IOC, WADA and CAS. The global sport administrators allowed Russian athletes to compete in the past four Olympics, including Beijing, despite the country’s state-sponsored doping program. The program is widely known to have corrupted multiple Olympic Games and defrauded thousands of athletes. Also, the Russian government has obstructed the pursuit of justice by manipulating data, destroying laboratories, and going so far as to murder whistleblowers in order to undermine investigations. And yet, the Russian team has not been excluded from a single Olympic Games.
“Valieva’s positive drug test is not an isolated incident. My teammates and I are aware of widespread doping by other Russian skaters – and this, unfortunately, should surprise no one, given that a non-compliant anti-doping organization is still tasked with ensuring the integrity of sport inside Russia. …
“As my team’s empty medal boxes show, the global anti-doping system is failing athletes. … Whenever finally held, the awards ceremony for the Beijing 2022 Figure Skating Team Event will be a symbol of the gross failures of the IOC, CAS, RUSADA and other global sporting administrators.”
The letter was accompanied by a photograph of Zhou’s medal case from Beijing, which is, of course, empty, as the Valieva hearing continues this week.
4.
Assefa’s record marathon aided by $500 adidas shoe
Stunning is just one way to describe the 2:11:53 women’s world record in the marathon by Ethiopian Tigst Assefa in Berlin on Sunday, slashing the prior best of 2:14:04 by Kenyan Brigid Kosgei in Chicago in 2019.
Assefa’s run was amazing not just for the sensational final time, but that she ran the race with “negative splits,” meaning the second half was faster than the first! She passed halfway in 1:06:20, then came home in 1:05:33. Her 5 km splits, as reported by Track & Field News:
● 5 km: 15:59
● 10 km: 15:46 [31:45]
● 15 km: 15:42 [47:27]
● 20 km: 15:26 [1:02:53]
● 25 km: 15:47 [1:18:40]
● 30 km: 15:32 [1:34:12]
● 35 km: 15:30 [1:49:42]
● 40 km: 15:32 [2:05:14]
● 42.2 km: 6:39 [2:11:53]
Association of Track & Field Statisticians Treasurer Tom Casacky (USA) points out that Assefa did have help:
“She was paced all the way to the last 400-600m by her countryman Girmay [Birhanu] Gebru, in company with several others for parts of the way, and by Jared Ward from 28 km until the last mile or so.
“2:11:53 is an impressive time for any human in the marathon, but like so many others, this was a time trial, not a proper ‘race.’ For that, a women-only event without pacers is necessary.”
(Gebru finished 30th overall in 2:12:31; the U.S.’s Ward was 27th in 2:11:44.)
World Athletics keeps a separate record for women-only races, with the record being 2:17:01 by Mary Keitany (KEN) from London in 2017, but that race had pacesetters as well. Casacky noted, “the fastest marathon ever run by a woman in a women’s-only race, without pacers, on a legitimate out-and-back (loop) course, is apparently the 2:18:11 at last year’s Eugene World Championships [by Gotytom Gebreslase/ETH].”
Assefa also benefitted from a new shoe, the adidas Adizero Adios Pro Evo 1, which is reportedly designed to be worn only once and which retails for $500 U.S., and is shown as sold out on the adidas Web site. The description:
“Meet a running shoe like no other. The Adizero Adios Pro Evo 1 is a prototype enhanced with unique technology that challenges the boundaries of racing. Featuring a liquid rubber outsole, a state-of-the-art forefoot rocker, and the latest version of the LIGHTSTRIKE PRO foam, this model embodies performance running innovation.”
Assefa held up the shoes after the race and later told reporters:
“This is the lightest racing shoe I have ever worn and the feeling of running in them is an incredible experience, like nothing I’ve felt before. I knew I wanted to go for the world record but I never thought I would do this time. It was the result of hard work.”
The new shoe has a sole thickness of 39 mm, just under the 40 mm limit, and weighs just 138 g (4.87 oz.).
Tweeted 1984 British Olympian Tim Hutchings, a four-time World Cross Country silver medalist who ran 13:11.50 for 5,000 m and 28:07.57 for 10,000 m:
“‘We no longer have historical context on what times mean.’ – that’s the great sadness. We all have to accept tech advances. But listen to any sport on TV; data & comparisons are everywhere. Yet they’re impossible now, unless you only care about the last 4-5 years.”
¶
Kenya’s Agnes Ngetich’s apparent women-only world-record runs in the women’s 5 km and 10 km on 10 September at the Transylvania 10K in Brasov (ROU), will not be ratified as the course was short. From a Facebook post by the organizers:
During the homologation process of the World Record set by Agnes Ngetich that required a remeasurement, it was indicated that the course used in Brasov, on September 10, differed with 25m from the certified circuit. Although barely relevant in relation to the 36 seconds that Agnes Ngetich took from the previous World Record, this difference makes the result technically non-ratifable. …
“We understand that such an error is way below the standard of our event, and we will take all the measures so that it never repeats.”
The organizers announced that Ngetich is prepared to try for these women-only race records again in 2024. She ran 29:24 for the 10 km distance, way ahead of the women-only 30:01 by the late Agnes Tirop (KEN) from 2021, and 14:25 en route for 5 km, better than the women-only 14:29 by Senbere Teferi (ETH) in 2021.
5.
Paris 2024 projected to create 181,000 jobs
A new study by Limoges Center for Sports Law and Economics (CDES) projects that the 2024 Paris Olympic and Paralympic Games will create 181,000 jobs, mostly in construction, Games operations and tourism:
● 30,000 in construction
● 89,300 in Games operations
● 61,800 in tourism
The leading sectors include catering (40,000), private security (26,000), marketing support (13,000) and logistics (10,000). The Paris 2024 organizers have 1700 staff now, 2,000 by the end of the year and about 4,000 by the time of the Games.
A major job fair was held in Paris on Tuesday, looking to fill 16,000 positions, with the Sodexo Live catering operation looking for 6,000 people and the RATP and SCNF transit groups also looking for workers.
≡ PANORAMA ≡
● Paris 2024 ● During a Sunday interview, French Sports Minister Amelie Oudea-Castera confirmed a Conseil d’Etat court ruling in June, saying that no French athletes would be allowed to wear a hijab at the 2024 Paris Olympic Games, with a policy of “a strict regime of secularism, applied rigorously in the field of sport.
“What does that mean? That means a ban on any type of proselytising and the absolute neutrality of the public service.”
Her ministry noted in a statement:
“French teams are subject to the principle of public service neutrality, from the moment they are selected to this end in all national and international competitions. Thus, one cannot wear a headscarf (or any other accessory or outfit demonstrating a religious affiliation) when representing France in a national or international sporting competition.”
The United Nations Office of the High Commissioner for Human Rights criticized the announcement, with spokeswoman Maria Hurtado (ESP) adding, “No one should impose on a woman what she needs to wear, or not wear.”
● Athletics ● Dutch sprint star Dafne Schippers, who started as a heptathlete, but became the 2015 and 2017 World Champion in the 200 m, announced her retirement at 31. She wrote on Instagram, in part:
“Today, I have decided to take my life off track to pursue and embrace whatever comes next, but not without saying a massive thank you for all the endless support. It has been a journey without regret.”
She won a Worlds bronze in the heptathlon in 2013 and scored a best of 6,545 points. But she changed to the sprints and was European Champion in the 100 and 200 m in 2014 and then took the 2015 Worlds gold in the 200 (plus a 100 m silver), an Olympic silver at 200 m in 2016 and another 200 World title in 2017. Injuries slowed her after that, finishing in 2022 with five meets in the 100 m only.
She finishes with bests of 10.81 in the 200 m (2015) and 21.63 – no. 6 all-time – in the 200 (2015), and was a 22-time national champion.
● Basketball ● FIBA reported strong viewership of the men’s World Cup for the Serbia vs. Germany final, with a 59% share of audience for the game in Serbia and 35% in Germany. The tournament was shown in 190 countries, a 15% increase over the 2019 edition.
● Bobsled & Skeleton ● The International Bobsleigh & Skeleton Federation Congress met in Barcelona (ESP) on Sunday, but the topic of Russian re-entry for the 2023-24 season was not discussed. Russian Bobsleigh Federation President Anatoly Pegov told the Russian news agency TASS:
“At last year’s Congress, the International Bobsleigh and Skeleton Federation made a decision to impose a temporary ban on all athletes of the Russian Bobsleigh Federation or athletes linked with the Russian Bobsleigh Federation from taking part in IBSF competitions until further notice and until the situation improves so that the Russian Bobsleigh Federation’s teams could be allowed to take part in competitions.
“The Executive Committee enjoys the right to revoke the temporary suspension either partially or fully as soon as it deems expedient taking into account the analysis of the circumstances that have led to this measure. Regrettably, the IBSF Executive Committee did not think it possible to change this decision and put this matter for consideration at today’s Congress.
“The general atmosphere at the congress was calm, although some participants made negative remarks in respect of the Russian delegation. Our bobsledders and skeleton racers will continue training and competing in Russia to prepare for international tournaments when the IBSF makes a positive decision concerning our athletes.”
¶
Former NCAA shot put All-American-turned-Olympic bobsledder Aja Evans filed suit in New York last Thursday (21st) against USA Bobsled & Skeleton, Dr. John Wilhelm, Pro Chiropractic and the U.S. Olympic & Paralympic Committee, alleging “sexual abuse and harrassment” over many years.
According to the complaint, Evans – a Sochi 2014 Olympic bronze medalist in the two-woman sled – was assaulted “under the guise of athletic medical care” by Wilhelm, a team osteopathic medical provider. She alleged that much of the abuse took place at the USA Bobsled headquarters in Lake Placid, N.Y.
Wilhelm’s attorney issued a statement denying all claims made against him.
● Football ● Modest television ratings for the farewell matches for Julie Ertz and Megan Rapinoe last week in friendlies against South Africa. On Thursday, the U.S. women’s 3-0 win in Ertz’s finale was watched by an average of 249,000 on TNT. Sunday’s 2-0 win in Chicago had an average of 344,000 during the game, preceded by 266,000 for the half-hour pregame on TNT that saluted Rapinoe.
¶
“The [U.S.] Justice Department announced today, alongside its partners from Mexico’s Federal Economic Competition Commission (COFECE) and Canada’s Competition Bureau, the launch of a joint initiative to deter, detect and prosecute collusive schemes related to the provision of goods and services in connection with the 2026 FIFA World Cup.”
Friday’s announcement also explained:
“Through this initiative, the enforcement agencies will collaborate on outreach to the public and business community about anti-competitive conduct, as well as on investigations, using intelligence sharing and existing international cooperation tools.”
A “Procurement Collusion Strike Force” has been set up and is interested in receiving information on “market allocation, price fixing, bid rigging or other anticompetitive conduct.”
¶
In the aftermath of an agreement with the Spanish federation (RFEF) to improve conditions, Spain’s Women’s World Cup champions returned to the field with impressive victories in the UEFA Nations League Group 4. The Spanish came from behind to beat Sweden in Goteborg (SWE), 3-2, finally winning in stoppage time at 90+6 on a penalty kick from forward Mariona Caldentey.
On Tuesday, the Spanish had no trouble with Switzerland in Cordoba (ESP), winning by 5-0, with Aitana Bonmati scoring twice.
● Short Track ● Beijing 2022 Olympian Kristen Santos-Griswold came into the USA Speedskating Short Track Nationals in Kearns, Utah as the favorite after a brilliant World Cup season. And she showed why, sweeping all six events on the way to national titles in the women’s 500 m, 1,000 m and 1,500 m!
● 500 m: Santos-Griswold beat Corinne Stoddard in the first final, 42.723 to 42.839, then won the second final over Julie Letai, 42.593 to 43.170.
● 1,000 m: Santos-Griswold and Stoddard were 1-2 again in the first final, 1:38.373 to 1:38.493, and went 1-2 in the second final, 1:27.422 to 1:27.559.
● 1,500 m: Santos-Griswold won the first final in 2:50.772, over Stoddard (2:50.859), then they went 1-2 again in the second final, 2:14.572 to 2:14.491.
Santos-Griswold, of course, ended with a perfect overall score of 60,000 points, with Stoddard at 47.720 and Letai third (44,625). In addition to the six wins, Santos-Griswold also set a U.S. record in the 1,500 m at 1500m with her second final time of 2:14.572. Stoddard finished second overall in the 1,000 m and 1,500 m, with Letai grabbing second in the 500 m. In the men’s racing:
● 500 m: Marcus Howard took the first final in 41.603, beating Brandon Kim (41.678), but Kim won the second final over Seung-Min Kwon, 40.864 to 41.297, with Howard third (41.615).
● 1,000 m: Howard took the first final over Clayton DeClemente, 1:34.986 to 1:35.074, then Wesley Park won the second final, 1:25.029 to 1:25.128 over DeClemente.
● 1,500 m: DeClemente won the first race in 2:18.702 over Andrew Heo (2:18.869), while Howard won the second final in 2:18126 over Kim (2:18.131).
Howard came out the overall winner with 42,024 points, ahead of Kim (41,877) and DeClemente (35,399). Kim was the 500 m event winner, with DeClemente winning at 1,000 m and Howard taking the 1,500 m title.
● Swimming ● USA Swimming announced Florida head coach Anthony Nesty and Virginia head coach Todd DeSorbo as the head men’s and women’s coaches for the Paris 2024 Olympic swim team for 2024.
The pair are supremely experienced, as both served as assistant coaches for the Tokyo 2020 Olympic teams and as head coaches for the USA Swimming teams at the 2022 World Aquatics Championships in Hungary.
Nesty was an Olympic gold medalist for Suriname in 1988 in the 100 m Butterfly, and has been the Florida men’s coach since 2018, and for both men and women since 2021. DeSorbo’s Virginia women’s teams are the three-time defending NCAA team champions.
¶
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For our updated, 787-event International Sports Calendar (no. 3) for 2023 and beyond, by date and by sport, click here!
VOX POPULI: Track & Field: Stupid Rules, and Stupider Management
We have passionate readers of TheSportsExaminer.com, perhaps none more so than Ron Brumel, a 220-440-yard sprinter at Brooklyn College in New York, where he earned a Bachelor’s in Psychology in 1969, and later a Master’s in Exercise Physiology from the University of Oregon in 1975. He embarked on a life-long teaching and coaching career in 1972, with four years in Oregon and nearly 50 in Los Angeles, notably as the highly-successful distance coach of Palisades High School from 1990 to 2011. Just a rant he wanted to share:
I have been an athlete, coach, and minor official in the sport, but most of all, I’m a track & field fan and a believer. I’ve coached high school and middle school since 1970, and continue to this day as a retired teacher and head track & field and cross country coach. Currently running an after-school program at Paul Revere Middle School, along with former world-class decathlete Paul Foxson and former UCLA Bruin, Chris Brazil.
Our enrollment for cross country is at 108 athletes (boys & girls), thanks to an amazing physical education program that has multiple incentives for running and fitness, including T-shirts with “super-hero” status, high recognition in student publications and announcements following meets, and just plain enthusiasm from the P.E. staff and faculty and administration, not to mention parental support on every level.
Point being: sports which are not necessarily intrinsically rewarding, that require hard, often painful workouts, discipline, consistency and effort, can be made attractive on a participatory level, so why not on the professional level, with a potentially HUGE fan base, given that the NUMBER ONE participatory high school sport for females is T&F, and is also the NUMBER TWO for males.
Yet, when I bring up the current stars of the World Championships on TV, I get blank stares from the kids. Names like Sydney McLaughlin, Athing Mu and Jakob Ingebrigtsen are unknown, as are historically great names such as Jesse Owens, Carl Lewis and Wilma Rudolph. Possibly even worse, many – if not most – of the coaches that I work with are equally ignorant and/or are limited in their knowledge of multi-events as well as current athletics in general.
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Regarding Noah Lyles: So great to have an outspoken, articulate and highly accomplished athlete at the forefront of our sport. And NOT a college graduate. An original original.
While I don’t necessarily agree with many of his promotional ideas, at least they are out there, and are attracting eyeballs and ear drums (Deion Sanders, anyone? Making Colorado football an overnight media sensation).
¶
I’ve often thought of having a website called “If Other Sports were as Stupid as Track and Field.” For instance:
Baseball: One strike and you’re out, all uniforms the same for both teams, no numbers on uniforms, announcing fastballs in kilometers per hour.
Football: Same ideas, one down to make a first down, same uniforms, announcing yardage gains in meters, as well as kick returns and field goal distances. Penalties determined electronically, such as offsides or false starts in hundredths of seconds, instead of referee-eyeball decisions.
Soccer: Fuggetaboutit.
Basketball: Similar to above re uniforms; also, one foul and you’re out.
¶
NOW for some radical ideas that may put eyeballs on screen, and people in seats, or NOT. Many ideas have been bandied about by the “managers” of the sport, other athletes, coaches, friends and fans, so not totally radical or original.
In no particular order, these are my ideas, going back, in many cases, to my youth, when these were common practices, and track was still alive as a popular spectator sport:
[1.] False start rule: no brainer here. Keep the one-and-done rule for all meets with multiple rounds, UNTIL the final, then apply the one on the field. The idiocy of determining false starts in thousandths of a second needs to be revised, to a visually noticed false start, then-and-only-then to be verified electronically, when, and only when, the start is more than 0.0 seconds (think of the paying spectators who missed out on Devon Allen and Usain Bolt not being able to run because of a barely-noticeable flinch). This rule – one false start on the field – should also be applied to Diamond League events, and non-Diamond League invitationals as well. Absolutely, the dumbest of the dumb rules.
[2.] Political entries: The limitation of athletes to world-class events should eliminate the citizenship of a country as an element of eligibility.
For instance, at one point, the Soviet Union, comprised of multiple large countries, was still only permitted three-per-“nation,” including Ukraine and Georgia. At the same time, Germany had six entries, because of the division into East and West prior to unification. After 1990, the country was doubled in size and lost half of their eligibles.
Simply stated, the top nine athletes in events currently run in lanes, should be eligible to run in the World Championships or Olympic Games. This would include American hurdlers (male and female), African distance runners, etc. The qualifying standard for distance events – not run in lanes – should be the same number eligible to make a World Championships final (16?).
The field for those outside the 9-16 world rankers, could then be filled in by other countries. (Still not happy about Keni Harrison being left off of 2016 U.S. Olympic Team, only to break the world record later that season).
[3.] Alternate distances based on common sense.
Currently, all distances in world-class events are measured metrically, even though historically based on the English measurement system. Consider: 100 yards, 220 yards (furlong, still common in horse racing) 440 yards (quarter mile) 880 yards (half mile), mile, and two-mile. So 100 m, 200 m,400 m, 800 m, and the worst of all, the 1,500 m. Seriously, you would rather watch a 1,500 m than a mile? Or 1,600 m? The four-minute mile is still the most well known (by non-track fans), but the 3:40 1,500 m barrier? Who cares? Not me. (By the way, that’s probably about a 3:57 mile, but who cares?)
BRING BACK THE MILE, and 2, 3 and 6 miles. And while you’re at it, how about 100 yards as an attraction – size of an American Football field would attract much interest – vs. 100 meters (how long is that?). For that matter, why not go back to English/American distances for USA champs, even in Olympic years?
ALTERNATIVELY:
COMPLETELY REVAMP all current races to be metric-centric based on fractions of a KILOMETER rather than fractions of a mile. This idea alone would increase interest throughout the non-English world (uhh, USA?), giving us the 100 meters, 250 m, 500 m, 1000 m, 2000 m, 5000 m and 10,000 m as the World Championships and Olympic distances.
If you’re wondering about history, why not think about whatever happened to the standing long/triple/high jumps, or left and right shot putting distances. Every sport undergoes radical revisions at one time or another. Now both major leagues use the designated hitter, pitch clock, and a runner-on-second starting in extra innings. And they actually pay their athletes as well. A major league bench warmer makes more than World or Olympic champions in track & field. Think radically.
[4.] Events in lanes: eliminate them.
Other than the hurdles, and the 100 and 200 m, lanes should be eliminated. Think about indoor track, where the 400 m is in lanes only until the second curve, then, let the elbows fly. Why not the 400 m off of a curved start, or possibly a one-turn stagger? No more guessing who’s really in the lead until the final curve.
Hey, if thoroughbreds can come off a common start, and quickly accelerate to 40 mph, how about bipeds off a common line, accelerating up to 20 mph? Repeat: Let the elbows fly (helmets are optional)!
I’m gonna stop here, feel free to criticize, even though you know that I’m RIGHT.
Comments on Ron’s comment are welcome here.
[≡The Sports Examiner encourages expressions of opinion – we really do – but preferably based on facts. Send comments to [email protected]. We do not guarantee publication of any comment, but all comments submitted will be considered and your submission implies your agreement to publication (and light editing if needed to meet our grammatical and punctuation standards) at our sole discretion. Please include your name and hometown on any comment submitted for publication.≡]
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TSX REPORT: Assefa solos to 2:11:53 record-smasher in Berlin; more WADA Russia sanctions, U.S. lifter abused at IWF Worlds weigh-in
★ The Sports Examiner: Chronicling the key competitive, economic and political forces shaping elite sport and the Olympic Movement.★
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≡ THE 5-RING CIRCUS ≡
1. Assefa smashes women’s marathon record in Berlin: 2:11:53!
2. WADA ExCo extends Russian sanctions … again
3. U.S.’s Vibert rips IWF for weigh-in humiliation at Worlds
4. Asian Games opens with dazzling ceremony and lots of politics
5. U.S. women beat South Africa, 2-0, in Rapinoe’s farewell
● Ethiopia’s defending Berlin Marathon champ Tigst Assefa didn’t just win again, she obliterated the world record with a stunning 2:11:53 win, taking 2:11 off the mark. Kenyan star Eliud Kipchoge win his fifth Berlin Marathon title in 2:02:42, the no. 8 performance in history.
● The World Anti-Doping Agency Executive Committee imposed sanctions on two national anti-doping agencies, on PanAm Sports and imposed new sanctions on Russia for continuing to have the World Anti-Doping Code integrated into the country’s legal system.
● American weightlifter (and Olympic medal winner) Kate Vibert shared a humiliating experience during her weigh-in at the World Weightlifting Championships from two International Weightlifting Federation technical officials in Saudi Arabia, and USA Weightlifting demanded accountability from the federation.
● The 19th Asian Games are underway in Hangzhou, China after an opening ceremony heavy on technology and politics. Chinese Premier Xi Jinping opened the event, with Syrian head of state al-Asaad and International Olympic Committee chief Thomas Bach of Germany in attendance. The show was a high-tech showcase, with a digital floor and a digital figure lighting the Games cauldron with Olympic swimming champ Shun Wang.
● The U.S. Women’s National Team closed out a two-game series against South Africa with a 2-0 win in Chicago in the final national-team game for star forward Megan Rapinoe. Trinity Rodman and Emily Sonnett got the goals; Rapinoe left to a huge ovation after 53 minutes of play.
● World Championships: Breaking (U.S.’s Victor and Lithuania’s Nicka win golds) Canoe-Kayak (Britain and Fox star at Slalom Worlds) = Rugby (France, Ireland, Wales, England lead groups at 3-0) = Triathlon (Connix and Potter take world titles) = Wrestling (Azerbaijan takes Greco title; U.S. wins most total medals) ●
● Panorama: Athletics (2: Gletty and Oosterwegal win Decastar; Young and Kelati win 10 km national titles) = Cycling (Daudet and Sakakibara take BMX World Cup titles) = Judo (Azeribaijan and Russia win three each in Baku Grand Slam) = Sport Climbing (China sweeps Speed, Japan sweeps Lead titles in World Cup closer) = Tennis (Haggerty re-elected as ITF chief) = Volleyball (U.S. women in for Paris from FIVB qualifier) ●
● Schedule: Sorry, no TSX post on Tuesday, but back in action on Wednesday! ●
1.
Assefa smashes women’s marathon record in Berlin: 2:11:53!
In a year which has seen the women’s world-record lists re-written in the 1,500 m, mile and 5,000 m, another stupendous performance saw Ethiopia’s Tigst Assefa now only defend her Berlin Marathon title on Sunday, but destroy the women’s world mark, winning in an astonishing 2:11:53.
The best-on-record had been Kenyan Brigid Kosgei’s 2:14:04 at the 2019 Chicago Marathon, but Assefa – who came in with a best of 2:15:37 from last year’s Berlin win – was part of a 13-member pack at 5 km and 10 km, then broke away and was all alone by the 20 km mark, with a 27-second lead. The crusher was in the 16th kilometer, when she ran 2:59 to sail away from countrywoman Workenesh Edesa.
Now the question was how fast could she run? All by herself, she passed the halfway mark in 1:06:20, with a 31-second lead, 30 km in 1:34:12 – no. 2 all-time! – and 40 km in 2:05:13 on her way to the finish in 2:11:53.
Assefa, 29, was an 800 m runner early in her career and was a 2016 Olympian for Ethiopia in the event, eliminated in the heats in Rio. She turned to the roads in 2018, but didn’t break through until 2022, winning Berlin in 2:15:37, along with three 10 km and three Half Marathon wins, plus an early-season seventh in the marathon in Riyadh (KSA). Her win Sunday was in her first race in 2023.
She improved the Kosgei’s mark by 2:11, the biggest jump since Norwegian icon Grete Waitz moved the world best from 2:32:30 to 2:27:33 in the 1978 and 1979 New York Marathons. Assefa ran the second half in 1:05:33, 47 seconds faster than the first half!
Assefa’s time raises the question of when will a woman run under 2:10? As it is, her 2:11:53 would have been the men’s world best as late as 1967, when Australian Derek Clayton ran 2:09:37 in December. It took about 2 1/2 years to go from Morlo Shigematsu (JPN)’s 2:12:00 in 1965 to Clayton, so could we see a women’s sub-2:10 this decade?
The race was so fast that the top 19 all broke 2:20. Sheila Chepkirui (KEN) was second with her best World Marathon Majors placement ever, in 2:17:49, followed by Magdalena Shauri (TAN: 2:18:41) and Zeineba Yimer (ETH: 2:19:07). Annie Frisbie was the top American in 17th at 2:27:02.
Overshadowed by Assefa’s monumental achievement was Kenyan superstar Eliud Kipchoge, who showed he is still a force with a convincing win in 2:02:42 for his fifth win in Berlin and second consecutive. He passed the halfway point in 1:00:22 and was alone after 30 km, winning by 31 seconds over Vincent Kipkemoi (KEN: 2:03:13). Ethiopia’s Tadese Takele was third in 2:03:24, with Ronald Korir (KEN: 2:04:22) and Haftu Teklu (ETH: 2:04:42) fifth.
The top American finisher was Teshome Mekonen in 24th in 2:10:16, with Rio Olympian Jared Ward in 27th in 2:11:44.
Kipchoge’s time was the no. 8 performance in history and he owns five of the eight. Kipkemoi’s 2:03:13 pulls him into a four-way tie for no. 11 on the all-time list.
There was the widely-expected protest by the German climate-activist group Last Generation, which tried to interfere with the start of the race, pouring orange paint on part of the roadway. The protesters were quickly removed by police and the race was held without further incident.
2.
WADA ExCo extends Russian sanctions … again
The World Anti-Doping Agency’s Executive Board had a busy meeting on Friday in Shanghai (CHN), imposing new conditions for reinstatement on Russia, holding two National Ando-Doping Organizations as non-compliant and also holding PanAm Sports as noncompliant a month before the 2023 Pan American Games.
Although the sanctions imposed by the Court of Arbitration for Sport against the Russian Anti-Doping Agency expired in December 2022, WADA has not confirmed the organization as compliant with the World Anti-Doping Code due to the lack of integration of the Code by legislation there. WADA noted the issue in September of 2022 and although the legislative fix is pending in the Russian State Duma, it has not been implemented.
The Russian news agency TASS noted, “The Russian cabinet of ministers decided to deprive the Sports Ministry of the authority to adopt regulations that lay down nationwide anti-doping rules.”
The new sanctions package bars RUSADA representatives from participating in WADA governance, hosting any WADA events or receiving WADA funding.
Further, the new sanctions continue the ban on Russia hosting any regional, continental or world championships – which the current International Olympic Committee sanctions also require – and require that the Russian flag not be flown at any regional, continental or world championships, or at the Olympic Games. The current IOC sanctions also cover these elements, but are now also backed by WADA.
Russian Olympic Committee chief Stanislav Pozdnyakov told TASS: “For the time being, I don’t even know how to react to this. But we will soon hold consultations with lawyers and the law department over this decision.”
Last week, Evgeny Revenko, a member of the State Duma Committee on Physical Culture and Sports, told a clean-sport conference, “An international public organization cannot and should not dictate what national laws and rules apply in our country.”
The two national anti-doping organizations to be held non-compliant are in Bermuda and South Africa, “due to a failure to appropriately implement the Code into their legal systems.” Because of this, both countries will be sanctioned with no flag to attend their participation at the 2024 Olympic Games, or at regional, continental or world championships, a ban on hosting such events and no participation in WADA funding of offices.
And four more must become compliant:
“The ExCo also followed the recommendation of the [Compliance Review Committee] to place the NADOs from the following countries on the ‘watchlist’, giving them an additional four months to correct outstanding non-conformity(ies): Algeria, Angola NOC (acting as a NADO), Ecuador, Mongolia, Morrocco, and the Philippines.”
The sanctions against PanAm Sports involve ineligibility for its officers and staff not to hold any WADA offices or host events and will not create any difficulties for the operation of the Pan Am Games in Santiago (CHI), however, “[t]here will be Supervision of the entire testing program implemented by Panam Sports at its Events at Panam Sports’s expense until Reinstatement.”
3.
U.S.’s Vibert rips IWF for weigh-in humiliation at Worlds
“Due to a new [International Weightlifting Federation] rule requiring us to wear singlets at weigh-in, many athletes sought out alternative options for a lighter costume. This lighter singlet was legless, but adhered to the rules in place. My teammates who competed before me wore it and officially weighed in with it, yet after some pushback we got formal approval from the IWF technical committee prior to my competition day.
“I stripped down to said singlet at my weigh in. The officials immediately expressed their disapproval, pointing repeatedly at my chest. They both spoke to each other in a language I couldn’t understand, and told me ‘no, unacceptable’ while staring and pointing directly at my breasts. Without the support and coverage of a sports bra, they seemingly took offense to my natural body under the singlet. The chest area of the singlet violated absolutely no rules for IWF costume guidelines. Any ‘offensive’ part of my body was covered and I was denied to wear this singlet at all simply due to the fact that I am not built similarly to most weightlifters. I was embarrassed, humiliated, and angry.
‘Wanting the whole thing to be over, I had my coach grab my competition singlet. Thanks to @apexpnc [Apex Performance], I was well underweight and knew I would be under 71.0kg with the heavier costume.”
That’s American lifting star Kate Vibert, the Tokyo Olympic silver medalist in the women’s 76 kg class, explaining her painful weigh-in incident on Instagram late last week, after the close of the 2023 World Weightlifting Championships in Riyadh (KSA).
Vibert ended up fifth in the 71 kg competition on 13 September and said the weigh-in drama earlier in the day did not impact her, but drew a sharp public rebuke on Thursday from USA Weightlifting, with chief executive Matt Sicchio posting a message that included:
“The body shaming and humiliation she experienced from the international technical officials responsible for her weigh-in is not acceptable in any context, and certainly not as an elite athlete preparing to represent her country at the highest level of our sport. USAW is submitting a formal complaint to the IWF to demand accountability from the technical officials responsible for Kate’s weigh-in and action from the IWF to ensure no such experience happens to any other athletes at future IWF competitions. We are asking the IWF for swift and decisive action on this matter.
“Three other athletes, including another member of Team USA, weighed-in with the same singlet design as Kate under the watch of different technical officials and without incident. Kate deserved to be treated equitably and professionally. We share her anger and dismay that she was not.”
Sicchio also noted that the incident will result in new procedures from the U.S. for the future:
“Importantly, it should not have taken Kate’s Instagram post to elevate this incident to our leadership team’s attention. While we were on site in Riyadh to provide support to Kate during this incident, we could have been quicker to bring this matter to IWF decision-makers and demand action. We are using it as an opportunity to retrain our team so that we continue to be the strongest advocates for Team USA athletes.”
Observed: This is a bad, self-inflicted wound by the IWF, which is trying to get back onto the Olympic program for 2028. In a time of significantly-increased emphasis by the IOC on gender equity, to have this kind of situation emerge is a step backwards and requires fast work by the IWF, which assured Sicchio that swift action will be taken.
4.
Asian Games opens with dazzling ceremony and lots of politics
The 19th Asian Games opened on Saturday (23rd) in Hangzhou (CHN), with a heavy display of technology and politics in an enormous event that had to be delayed by a year due to Covid-19.
A crowd of 80,000-plus at the Hangzhou Olympic Sports Center Stadium saw Chinese President Xi Jinping formally opened the Games, sitting next to International Olympic Committee President Thomas Bach (GER), United Nations Secretary-General Antonio Guterres (POR) and Syrian President Bashar al-Assad, among others.
It was widely noticed that Afghanistan’s delegation walked in with men and women marching together, and led by the resistance flag instead of the one approved by the ruling Taliban. North Korea entered 132 athletes, its first major appearance at an international games since the Covid pandemic; although it remains non-compliant with the World Anti-Doping Agency and it flag is not supposed to be flown, it was used at the opening. Reuters reported that “WADA wrote to the OCA to remind them of their obligations and to inform them that a compliance procedure would be opened against them as appropriate.”
The show elements were spectacular, with a cast of thousands of dancers and performers further enlivened the backdrop of glass-free 3-D animations and digitally-enhanced projections on the oval-shaped floor and background screens.
Of course, the lighting of the torch had a major digital element, with a Transformer-like digital figure – made up of over 100 million virtual sparks – running through the streets of Hangzhou, crossing the Qiantangjing River and entering the stadium to light the cauldron alongside Tokyo women’s Olympic 200 m Medley Shun Wang. The ceremony concluded with a light show of “digital fireworks.”
China won the first medal of the Games on Sunday morning, with Jiaqi Zou and Xiuping Qiu taking the women’s Lightweight Double Sculls. And the Chinese won all seven events in swimming on the first night, with world-leading performances from Zhanle Pan in the men’s 100 m Free (46.97, no. 5 all-time) and Wang, who won the 200 m Medley in 1:54.62 to move to no. 3 all-time. Yufei Zhang, the World 100 m Butterfly gold medalist, won the 200 m Fly in 2:05.51, moving to no. 4 in the world for 2023.
The Asian Games is enormously important in Asia and far more important in its region than the Pan American Games is in the U.S. A reported 12,417 athletes from 45 countries were entered, in 481 events across 40 sports. It’s worth noting a comparison with the Olympic Games in 2024, which will have 10,500 athletes in 329 events in 32 sports.
The Games will continue through 8 October, with China certain to lead the medal table again.
5.
U.S. women beat South Africa, 2-0, in Rapinoe’s farewell
The second of two friendlies between the U.S. Women’s National Team and South Africa, this time in Chicago, saw a convincing, 2-0 win for the Americans in the final national-team game for star forward Megan Rapinoe.
The game opened with the U.S. constantly in possession, but unable to score until the 18th minute, when Trinity Rodman’s right-footed volley smash from the middle of the penalty area found the net off of Alex Morgan’s perfect cross from near the endline at the far side of the South African net, for a 1-0 lead.
It was Rodman’s fourth goal of the year and sixth in international competition. She barely missed a second goal in the 33rd on a drive from the top of the box that went just wide. Rapinoe got a couple of open looks from long range, but was unable to get the ball on frame. The U.S. had 60% of possession and a 10-0 advantage on shots.
In the 49th, an in-swinging Rapinoe corner was punched away by South African keeper Andile Diamini, but not cleared and Emily Sonnett headed it in over Diamini’s head for a 2-0 lead. Rapinoe then took a free kick from 20 yards out three minutes later than just skimmed over the net, and she exited the game in the 53rd – for Midge Purce – to loud cheers from the crowd.
The U.S. continued with control, but did not score again, although Rodman’s rocket from 25 yards out hammered the crossbar. The game finished with the U.S. holding 63% of possession and a 19-0 shots advantage. Casey Murphy got the shutout in goal for the Americans, who out-scored South Africa by 5-0 over the two-game set.
Rapinoe finished with 203 appearances for the national team from 2006-23, scoring 63 goals and contributing 73 assists. Although her national team career is concluded, she will finish her NWSL season with the OL Reign in Seattle into October.
She will be remembered as a brilliant playmaker and scorer, with perhaps the best pass in American soccer history – men or women – with her cross-field rainbow to the head of striker Abby Wambach for the tying goal in the 122nd minute of the 2011 FIFA Women’s World Cup quarterfinal against Brazil to send the match into overtime for an eventual U.S. win.
Rapinoe played on four Women’s World Cup teams, reaching the final in 2011 and winning in 2015 and 2019. She won the Golden Ball Award for best player and Golden Boot award as the top scorer in 2019, and was recognized as the women’s Player of the Year. In two Olympic appearances, she was on the gold-medal team in 2012 and the bronze winners in Tokyo.
The U.S. women will be in action again in October against Colombia for two friendlies, on the 26th in Sandy, Utah, and the 29th in San Diego, California.
≡ WORLD CHAMPIONSHIPS ≡
● Break Dancing ● At the 2023 World DanceSport Federation World Breaking Championships in Leuven (BEL), American star Victor (Victor Montalvo) – the 2022 World Games champ – defeated defending champion Phil Wizard (Philip Kim: CAN), 2-1 on the judges’ scorecards, in the final for the men’s world title, winning his second Worlds gold, previously in 2021.
Sixteen-year-old Nicka (Dominika Banevic: LTU) won the women’s gold over 2021 World Champion Ayumi (Ayumi Fukushima: JPN), also by 2-1. It’s the first time that a dancer from other than Japan has won the women’s event in four editions.
● Canoe-Kayak ● The British team thrilled the home fans at Lee Valley (GBR) with five wins in the 10 events of the 2023 ICF World Canoe Slalom Championships.
The men’s star was Joseph Clarke, the Rio 2016 K-1 Olympic champ, who won his fourth and fifth career Worlds golds by taking the K-1 in 91.32 (0 penalties) from Tokyo Olympic champ Jiri Prskavec (CZE: 91.26/0), and then winning the Kayak Cross event – which will be contested at Paris 2024 for the first time – ahead of Boris Neveu (FRA), a two-time K-1 World Champion himself.
Neveu won a second silver in the men’s K-1 team event (92.99), won by the Czech Republic (91.76), including Prskavec, his third career gold in that event.
Britain’s Mallory Franklin, the women’s Tokyo C-1 runner-up and Kimberley Woods, a four-time Worlds Team gold medalist, starred in the women’s racing. Franklin and Woods went 1-2 in the C-1 final in 108.05 (0) and 1.08.47 (0), ahead of superstar Jessica Fox (AUS), who suffered two penalties and finished at 108.94.
American Evy Leibfarth, 19, was seventh (117.95/2).
Franklin and Woods teamed with Ellis Miller to win the C-1 Team final in 112.45, ahead of the Czech Republic (114.55). Then Woods won the Kayak Cross final, ahead of Camile Prigent (FRA), the 2020 European runner-up.
Fox came back to win the women’s K-1 final in 103.60, despite a two-second penalty, ahead of Eliska Mintalova (SVK: 104.73/2) and Klaudia Zwolinska (POL: 105.00/0). Leibfarth was 12th and did not advance to the finals.
Fox teamed with younger sister Noemie Fox and Kate Eckhardt to take the K-1 Team event in 1:08.62 with Spain second in 1:08.91 and Britain (with Franklin and Woods) third in 1:09.02.
For the amazing Jessica Fox, now 29, she owns 14 Worlds golds, five silvers and three bronzes, all but six in individual events. She will once again be a favorite in Paris next year at her fourth Olympic Games.
In the men’s C-1, Slovenia’s Tokyo Olympic champ Benjamin Savsek won his second Worlds individual gold in 97.40 (0), ahead of Nicolas Gestin (FRA: 98.58/0). But Gestin got a gold, too, with Jules Bernardet and Lucas Roisin in the C-1 Team final, winning in 99.17 to 99.20 over Great Britain.
The British had eight medals (5-2-1) to Britain’s five (1-4-0) to lead the medal table.
● Rugby ● The 10th Rugby World Cup continues in France, with the third of five rounds of matches in the group stage continuing through 8 October. The top two teams out each of the four groups will qualify for the quarterfinals; so far:
● Group A: France (3-0: 13 points); Italy (2-0: 10)
● Group B: Ireland (3-0: 14); South Africa (2-1: 10)
● Group C: Wales (3-0: 14); Fiji (1-1: 6)
● Group D: England (3-0: 14); Samoa (1-1: 5)
Attendance has surpassed the million mark at 1,009,651 for 22 matches, a healthy 45,893 average across the nine venues.
Although most of the matches have been competitive, there have been some notable routs, with France stomping Namibia, 96-0, on 21 September in Marseille, and South Africa beating Romania, 76-0, on 17 September. England sailed by Chile, 71-0, on 23 September in Lille.
The quarterfinals begin on 14 October; the championship match will be on 28 October.
● Triathlon ● France and Britain dominated the World Triathlon Championship Series final in Pontevedra (ESP), winning five of the six medals, including a men’s win for Dorian Connix and a women’s title for Beth Potter.
Connix was sixth out of the water, and 16th-fastest on the bike, but was in contention going into the run. On the final lap, Connix, countryman Pierre Le Corre and German Tim Hellweg broke away and raced for the tape, with Connix the strongest at the finish for his first World title.
The top three were all timed in 1:42:22, with 2022 World U-23 champs runner-up Hellweg winning the silver and 2018 European champ Le Corre claiming the bronze. France also claimed fourth, with Leo Bergere crossing in 1:42:28. Matthew McElroy was the top U.S. finisher in 16th at 1:43:48.
Potter, already the winner of the Paris 2023 Test Event this season, was 16 seconds behind the leader after the 1,500 m swim, but moved up during the bike phase to be within striking distance on the 10 km run. Then she moved swiftly, with the fastest time in the field by 18 seconds (33:26) to win, 1:53:19 to 1:53:37 over fellow Brit Kate Waugh. France’s Cassandre Beaugrand, a two-time winner on the circuit this season, finished third in 1:53:50.
Americans Kirsten Kasper and Taylor Spivey finished 15-16 in 1:55:17 and 1:55:19, with Katie Zaferes 19th (1:55:46). Comebacking Rio 2016 Olympic champ Gwen Jorgensen was 43rd in 1:59:03.
● Wrestling ● The 2023 World Wrestling Championships concluded in Belgrade (SRB), with the Azerbaijan winning the Greco-Roman team title with 120 points to 104 for Iran and the U.S. winning the most medals overall.
The Azerbaijanis got wins from Eldaniz Azizli (55 kg) and Rafig Huseynov (82kg) and three silvers, while Cuba – with Tokyo 60 kg Olympic champ Luis Orta at 67 kg and Gabriel Rosillo at 97 kg – and Kyrgyzstan – by Zholaman Sharshenbekov (60 kg) and Akzhol Makhmudov (77 kg) – also got two wins.
Azizli, Sharshenkekov and Makhmudov all defended their 2022 titles, while the 139 kg class had the same finalists, but this time it was Iran’s Amin Mirzazadeh defeating Turkey’s Riza Kayaalp, where Kayaalp won in 2022.
The U.S. finished 22nd in the Greco team standings and won 10 matches vs. seven last year. However, the American teams won 14 total medals (4-3-7) for the most overall, trailed by Japan (6-3-3: 12).
≡ PANORAMA ≡
● Athletics ● France’s Makenson Gletty scored a lifetime best for home fans at the annual Decastar multi-events showcase in Talence (FRA) over the weekend, moving to no. 14 on the 2023 world list at 8,443.
He won the shot and was second in the 100 m and 400 m on the first day, then took the 100 m hurdles and the 800 m on day two for his record total. Germany’s Manuel Eitel was second (8,193) and Grenada’s Worlds bronze winner Lindon Victor was third (7.980). American Devon Williams was 12th (6,486).
Dutch star Emma Oosterwegal, the Tokyo Olympic bronze medalist, won the women’s division at 6,495, finishing second in the shot and winning the javelin. Swiss Annik Kalan, the 2022 European bronze medalist, was second (6,390) and American Taliyah Brooks (6,181) got third, just ahead of fellow American Annie Kunz (6,126).
¶
The USA Track & Field road 10 km championship was held Saturday morning in conjunction with the Great Cow Harbor 10k in Northpoint, New York, with Clayton Young running away from Willy Fink, 28:49 to 28:52 in the men’s race and Weini Kelati dominating the women’s race, 31:57 to 32:40 over Ednah Kurgat.
Young won in the final meters, moving away from Fink, Leonard Korir (28:54) and Daniel Mesfun (28:56) and took his third national title of the year, after winning the 8 km in July and the 20 km early in September.
Kelati simply ran away from the field, with a 150 m lead by halfway over Kurgat, who was also running alone. Kelati won her second career national title, after the 2021 5 km. Emma Hurley was third in 32:56 and Amanda Vestri finished fourth in 33:02.
● Cycling ● The third of five stops on the 2023 BMX World Cup was scheduled for Sarrians (FRA), with Saturday’s fifth round of the season canceled due to strong winds that made the course unsafe.
On Sunday, the home team – France – swept the men’s final with two-time World Champion Joris Daudet taking the victory at 31.200, ahead of 2018 world titlist Sylvain Andre (31.458) and Jeremy Rencurrel (31.509). It’s Daudet’s third win of the season in five races.
Australia’s two-time seasonal champion Saya Sakakibara won the women’s race in 33.890, beating Swiss 2022 World Champion Zoe Claessens (34.254), Tokyo bronze medalist Merel Smulders (NED: 34.945) and American two-time World Champion Alise Willoughby (35.297). It’s the second win of the season for Sakakibara and the fourth medal in five races for Willoughby.
● Judo ● A big turnout of 446 judoka from 61 countries came for the Baku Grand Slam in Azerbaijan, with the home team scoring three wins.
Yashar Najafov took the men’s 66 kg gold for his first career Grand Slam gold, as did Zelim Tckaev at 81 kg. At 73 kg, 2022 European Champion Hidayat Heydarov won his fifth career Grand Slam title.
Russian fighters, competing as “neutrals,” won three men’s classes: Abdulaev Ramazan won at 60 kg in an all-Russian final with Gamzat Zairbekov; two-time European champ Mikhail Igolnikov won at 90 kg, and 2023 World Co-Champion Inal Tasoev won the +100 kg class over 2018 World Champion Guram Tushashvili (GEO).
Japan’s Kisumi Omori posted a win at 52 kg, beating Kosovo’s Tokyo Olympic champ Distria Krasniqi. Kosovo did get a win from its Tokyo Olympic gold medalist Nora Gjakova at 57 kg, over Georgia’s 2019 World Junior Champion, Eteri Liparteliani.
German Anna-Maria Wagner, the 2021 World Champion in the women’s 78 kg class, won her division over Alice Bellandi (ITA) and Brazil’s Beatriz Souza, the 2022 Worlds runner-up, won the +78 kg division by defeating Portugal’s Rochele Nunes in the final.
● Sport Climbing ● China swept the Speed titles at the IFSC World Cup in Wujiang, and Japan took the honors in Lead in the final competition of the season.
China went 1-2 in the men’s Speed, with Peng Wu, 20, defeating Jingjie Huang in the final, 5.05 to 5.10, with Japan’s Ryo Omasa taking the bronze and American Samuel Watson seventh. It’s Wu’s first World Cup gold after silvers in 2022 and 2023.
Lijuan Deng won her first World Cup in the women’s division, winning in 6.58 over 2022 World Games runner-up Natalia Kalucka (POL: 6.69). It’s Deng’s third medal of the season, after three wins last year. China’s Di Niu was third, 6.89-7.85 over Poland’s Aleksandra Kalucka.
In the seasonal rankings, Indonesia Leonardo Veddriq won the men’s title at 3,470, with Wu second (3,405) and the U.S.’s Watson third (2,550). Poland’s Kalucka won the women’s seasonal crown at 3,700 points, trailed by countrywoman Aleksandra Miroslaw at 3,545.
In Sunday’s Lead finals, Japan swept both divisions, with Sorato Anraku, 16, winning his fourth men’s World Cup event of the year, reaching 39+ holds in the final, ahead of three countrymen: Shion Omada (30+), Taisei Homma (26+) and Yoshiyuki Ogata (26+).
Ai Mori, 20, the 2023 women’s World Lead Champion, won her fourth World Cup medal of 2023 with a finals total of 36+ holds, well ahead of 2022 World Games champ Jessica Pilz (AUT: 31+) and Natsuki Tanii (JPN: 26+).
In the seasonal Lead series, Anraku won the men’s division at 4,300 points, with Alexander Megos (GER: 2,650), while Pilz was the women’s title winner at 3,235, ahead of Olympic champ Janja Garnbret (SLO: 3,300).
● Tennis ● American David Haggerty was easily re-elected for a third term as President of the International Tennis Federation on Sunday at the ITF Annual General Meeting in Cancun (MEX), receiving 318 votes (72.94%) against 118 (27.06%) for German challenger Dietloff von Arnim.
Haggerty, 66, was first elected in 2015, and became a member of the International Olympic Committee, linked to his federation presidency, in 2020. He continues as one of two U.S. members of the IOC, with Anita DeFrantz, now 70, elected as an individual member in 1985.
● Volleyball ● The FIVB’s three Women’s Olympic Qualifying Tournaments were on in China, Japan and Poland, with six teams advancing to Paris out of the 24 competing, including the U.S.
In Group A, held in Ningbo (CHN), rising power Dominican Republic won the group at 6-1 (17 points), ahead of 2022 World Champion Serbia (5-2: 15), just ahead of Canada, also 5-2, but which earned 14 points. Serbia defeated Canada in their head-to-head match-up, 3-0.
Group B in Tokyo (JPN) had Turkey was the undefeated winner at 7-0 (21 points), followed by 2022 Worlds runner-up Brazil (6-1: 16). Japan at 5-2 did not advance.
In Lodz (POL), the Group C standings had the defending Olympic champion U.S. women on top at 6-1 (18 points), finishing ahead on criteria over Poland (6-1: 18), the only team the Americans lost to. Poland had to defeat 2022 Worlds bronzers Italy on the final day, 3-1, to advance to Paris. Paris will be the 12th Olympic appearance for the American women, and their 11th consecutive Olympic appearance.
Seven of the 12 teams for Paris are now decided; the six qualifiers and host France; the last five will come from the FIVB world rankings as of mid-June in 2024.
¶
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TSX REPORT: Eugene to host 2024 T&F Trials (again); U.S. wrestling star Elor wins second straight Worlds gold; Ertz retires after 3-0 U.S. win
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≡ THE 5-RING CIRCUS ≡
1. Eugene named as T&F Olympic Trials site for 2024
2. U.S.’s Elor wins back-to-back wrestling Worlds gold
3. U.S. women sail by South Africa as Ertz ends storied career
4. Minister: systemic doping never happened in Russia
5. Kipchoge returns to try for fifth Berlin Marathon win
● As expected, Hayward Field in Eugene will host the 2024 U.S. Olympic Track & Field Trials for the eighth time and the fifth time in succession.
● American wrestler Amit Elor, 19, won her second straight World Wrestling Championships gold, in the women’s 72 kg class. Still a teen, she now has seven Worlds golds in the Cadet, Junior, U-23 and senior divisions!
● The U.S. Women’s National Team sent star defender Julie Ertz out in style with a 3-0 win over overmatched South Africa in Cincinnati in their first game following the 2023 FIFA Women’s World Cup.
● The Russian Sports Minister said that his country has never engaged in systemic doping. Russia has not paid its dues to the World Anti-Doping Agency for 2023 and is asking for a new dues formula to be developed at a forthcoming meeting on the UNESCO anti-doping convention.
● Sunday brings the annual Berlin Marathon, with defending champs Eliud Kipchoge of Kenya and Tigst Assefa of Ethiopia both back, and Kipchoge looking to rebound from his sixth-place finish in Boston in May.
● World Championships: Rugby (seven unbeatens left at World Cup) ●
● Panorama: Athens 2004 (Olympic pool, closed since 2012, to be renovated) = Asian Games 2023 (sustainability means no fireworks at opening) = Russia (minister says no payments will be cut off to its athletes) = Aquatics (Russian federation rejects World Aquatics conditions for re-entry) = Football (Infantino meets with U.S. counterparts Goodell, Manfred, Bettman) = Luge (White Castle USA Luge Slider Search program continues) = Swimming (Grimes leads Golden Goggles nominee list) ●
1.
Eugene named as T&F Olympic Trials site for 2024
To the surprise of absolutely no one, Eugene, Oregon was again selected as the site for the 2024 U.S. Olympic Track & Field Trials.
The meet will be held from 21-30 June at Hayward Field at the University of Oregon, hosted by TrackTown USA.
Eugene will be hosting its eighth Olympic Trials, dating back to 1972. The Olympic Trials meet dates back to 1920, and the Los Angeles Memorial Coliseum – site of the 1932 Olympic Games – was the preferred venue in the 1950s and 1960s, as the site for the men’s Trials in 1952, 1956 and 1964, and again as a “semi-Trials” in 1968, with a final Trials held at Echo Summit, California to mimic the high-altitude of Olympic host Mexico City.
Los Angeles bid again for the 1972 Trials, in the two-day format previously held there four times. Eugene offered a different concept, more-or-less replicating the planned, nine-day Olympic track & field schedule for Munich, proposing a format that would mirror the rounds and rest availability of the Olympic Games.
This was accepted by the AAU and the men’s Trials was held from 29 June to 11 July, and all Trials since have used the week-long format. This proved popular, and Eugene was selected to host the combined men’s and women’s Trials in 1976, in 1980 and then in 2008-12-16-21 and now 2024.
Mt. San Antonio College in Walnut, California – at the eastern end of the Los Angeles metro area – was originally selected to host the 2020 Trials, but the award was revoked and given to Eugene. In addition to the annual Mt. SAC Relays, Hilmer Lodge Stadium – now completely renovated – hosted the U.S. Trials for women in 1968.
The 2028 Olympic Trials could be held in the Coliseum in Los Angeles – as it was in 1984 in advance of the Olympic Games held in the same stadium – if the temporary track facility for the LA28 Games is ready, and available.
2.
U.S.’s Elor wins back-to-back wrestling Worlds gold
The U.S. women completed a seven-medal performance at the 2023 World Wrestling Championships in Belgrade (SRB) with a repeat gold medal for Amit Elor at 72 kg, and a second-place finish in the women’s Freestyle standings.
The amazing Elor, still just 19, won three world titles in 2022, taking the United World Wrestling championships at the Junior, U-23 and senior levels, and is on track for another three-peat!
She won the World Juniors again in Amman (JOR) in August, and now won her second senior title in a row with an 8-2 win over Mongolia’s Enkh-Amaryn Davaanasan in the final. Elor won her prior matches by 7-0, 6-0 and 12-2 to get to the final.
Elor’s international championships record is almost unbelievable at 28-1:
● Cadet Worlds: 6-1 (one gold, one bronze)
● Junior Worlds: 11-0 (golds in 2021-22-23)
● U-23 Worlds: 3-0 (gold in 2022)
● World Champs: 8-0 (golds in 2022-23)
She plans to compete in the UWW U-23 Worlds in Finland in late October to try for her second consecutive triple title run!
At 68 kg, Turkey’s Buse Tosun pinned Enkhsaikany Delgermaa of Mongolia in the championship final, while being down 4-3 in the match. It’s Tosun’s first Worlds gold, after bronzes in 2018 and 2021.
American Emma Bruntil lost in a bronze-medal match by a 10-0 technical fall to Koumba Larroque of France.
Japan scored its fifth gold at 53 kg as Akari Fujinami defeated “neutral’ Belarus wrestler Vanesa Kaladzynskaya by technical fall, 10-0. It’s Fujinami’s second title after her 2021 Worlds victory; she won her four matches by 10-0, pinfall and 10-0 prior to the final.
In the 62 kg class, Aisuluu Tynybekova (KGZ) won her third Worlds gold with a 4-1 win over Japan’s Sakura Motoki. Tynykevona also won in 2019 and 2021.Two-time Worlds silver winner Kayla Miracle of the U.S. was eliminated in the round-of-16.
All of that combined to give Japan a 195-135 team win in women’s Freestyle over the U.S., its ninth in a row and 11th in the last 12. The U.S. women claimed seven medals – same as the men – and leads the overall medal table at 14 (4-3-7), with Japan at 10 (6-2-2).
The Greco-Roman division will finish out the championships on Friday, Saturday and Sunday.
3.
U.S. women sail by South Africa as Ertz ends storied career
In its first game since bowing out of the FIFA Women’s World Cup in August, the U.S. Women’s National Team faced fellow Women’s World Cup contestant South Africa in Cincinnati and saluted retiring backfield star Julie Ertz with a dominant, 3-0 win.
The U.S. was on offense from the start, with the South African finding counterattack possibilities as the Americans closed in on the net. Ertz got a header at the corner of the penalty area off a corner kick in the 18th minute, but the shot went high, and in the 21st, but that shot was saved by keeper Kaylin Swart.
Another corner kick by midfielder Lindsey Horan in the 32nd was chased by Ertz, but caromed off the head of a defender and flew toward the center of the goal, where it was headed in by forward Lynn Williams for a 1-0 lead.
Just two minutes later, a pass from Horan down the left side of the pitch found striker Alex Morgan, who sent a perfect cross into the middle of the box to a charging forward Tiffany Rodman, who finished with a right-footed volley to make it 2-0 in the 34th.
At this point, Ertz was taken out to hearty cheers and replaced by Andi Sullivan, who got into the match quickly.
In the 41st, a Sullivan corner curved in toward the South African goal, which was brilliantly flicked on from the near-post area by Horan to the far post, where Williams was stationed and it bounced in off of her for a 3-0 halftime lead. The U.S. had 59% of possession and a 9-5 edge on shots in the half.
The U.S. controlled possession, but substituted liberally in the second half, and did not score, although there were a couple of opportunities that went wide. The Americans finished with 62% of possession and 19-6 on shots.
Ertz, in her 123rd match for the national side, finishes as a two-time World Cup winner, two-time U.S. women’s player of the year and an Olympic bronze medalist from Tokyo. To say she had a magical career is an understatement: in her 123 games for the U.S., she was on the winning side 101 times, with 17 draws and just five losses.
The U.S. plays South Africa again on Sunday in Chicago, which will be the final game for star forward Megan Rapinoe.
4.
Minister: systemic doping never happened in Russia
Another astonishing comment, once again designed to shore up internal opinion, came from Russian Sports Minister Oleg Matytsin at the All-Russian Clean Games Forum in Suzdal concerning Russia and doping:
“This topic is very important not only for our country, but also in shaping the mindset of our young generation, adults. Despite the fact that they want to divide us, it is important for the state to cooperate with all organizations to create and strengthen the development of the anti-doping system in Russia.
“If we are accused of systematic doping, which has never happened, I can say that we have a very effective system for fighting it, [the system] certainly exists, and this has been confirmed by numerous commissions, representatives of UNESCO.
“The most important thing is that we should not focus on the highest international authorities. We should work out criteria and policies for ourselves, which should result in clean sport.”
This is essentially a denial of the long-term doping issues in Russia (an inheritance from the USSR days) and the state-sponsored doping program instituted from 2011-15, which together have resulted in the revocation of 43 Olympic medals from 2002-2016, including 13 from the Beijing 2008 Olympic Games and 15 from London 2012.
Moreover, Matytsin’s Sports Ministry also now refuses to pay its dues to the World Anti-Doping Agency, because the amount is based on its dues to the Council of Europe, which it left after its invasion of Ukraine in February 2022. According to a Ministry statement:
“According to the decision of the WADA Executive Committee in 2023, Russia’s annual contribution should amount to $1,267,023. This figure is calculated on the basis of the scale of the country’s contributions to the Council of Europe, while Russia terminated its membership in the council on March 16, 2022. In this regard, it is necessary to work out a mechanism to pay the annual contribution to WADA for countries that are not members of continental organizations, in particular, the Council of Europe.”
Russia has asked for a new dues formula to be developed with reference to the anti-doping convention of UNESCO, to be considered in October. TASS also reported:
“According to documents from the World Anti-Doping Agency obtained by TASS, eight countries pay WADA an annual contribution exceeding $1 million. Russia, the UK, Germany, Italy and France had to pay $1,267,023 in 2023. The US ($3,419,795), Canada ($1,709,897) and Japan ($1,502,800) are expected to make the largest contributions to WADA’s budget in 2023. According to available documents, all of these countries, except Russia, have already paid their dues in full for 2023.”
The TASS story also explained that the WADA dues are paid by the Russian Sports Ministry and not by the Russian Anti-Doping Agency. The head of RUSADA, Director General Veronika Loginova, told TASS:
“RUSADA is doing everything possible to ensure fair competition, clean and fair competitions on the territory of Russia, we are trying to cover everything. Our activities are not limited in any way, we conduct testing, a huge number of educational events. We will continue to achieve our recovery.”
A WADA statement noted that the dues may be paid anytime until the end of the year and that “We will strive to work with the relevant authorities to ensure that all contributions are made on time.”
Observed: This is a very interesting development, as Russia has been working diligently for RUSADA to be deemed compliant by WADA, but a prolonged dues issue could signal a willingness to continue as non-compliant given continuing pessimism about Russia’s participation at Paris 2024.
Comments by former Russian Athletics Federation President Valentin Balakhnichev at a State Duma forum pointed to this as well. He told TASS:
“We have talked a lot about what is happening today, but we haven’t said how long this situation will last. I can say that it will last at least 10 years. We need to prepare for a serious, not short, struggle and think not about whether our athletes will be allowed to go to the Olympics now, but about what will be happening in the Russian Federation over the next 10 years.
“The Olympic Games were the main motivation for the development of Russian sports. The [International Olympic Committee] has placed its people everywhere, while our representatives are practically gone. We will have to protect our interests ourselves, from here. They have prepared well.”
Balakhnichev also recommended considering the Chinese approach, which makes its domestic competitions highly prized. The Russian Sports Ministry has been working in this area, but more with international events such as the BRICS Games next June in Kazan and the Friendship Games in September 2024, in Moscow and Yekaterinburg.
5.
Kipchoge returns to try for fifth Berlin Marathon win
What will Kipchoge do? That’s the question almost everyone is asking ahead of Sunday’s BMW Berlin Marathon, with Kenyan superstar Eliud Kipchoge returning to the scene of his two world-record runs in 2018 (2:01:39) and 2022 (2:01:09).
Kipchoge, the two-time Olympic marathon winner in Rio and Tokyo, won in Berlin in 2015-17-18-22, with his last two runs producing records on the pancake-flat course. However, he was sixth in Boston on 17 April, ending a string of four straight wins in the marathon. The men’s elite line-up offers several challengers (listed by lifetime bests):
2:01:09 (2022) Eliud Kipchoge (KEN) ~ two world records in Berlin
2:03:13 (2022) Amos Kipruto (KEN) ~ 2022 London winner, 2019 Worlds bronze
2:05:34 (2022) Ghirmay Ghebreslassie (ERI) ~ 2015 World Champion
2:05:37 (2022) Ronald Korir (KEN) ~ 2016 Seoul runner-up
2:05:38 (2023) Tadu Abate (ETH) ~ 2022 Berlin third-placer
2:05:44 (2022) Philemon Kiplimo (KEN)
2:05:47 (2023) Enock Onchari (KEN)
2:05:49 (2015) Mark Korir (KEN)
2:05:52 (2021) Andualem Belay Shiferaw (ETH)
2:05:53 (2023) Haftu Teklu (ETH)
Defending champion Tigst Assefa of Ethiopia, fifth-fastest in history, is back for only her third career marathon and first competition of any kind this year. Sheila Chepkirui (KEN), the 10,000 m Commonwealth Games bronze medalist last year, is also running only her third career marathon:
2:15:37 (2022) Tigst Assefa (ETH) ~ 2022 Berlin champion
2:17:29 (2022) Sheila Chepkirui (KEN) ~ 2022 Valencia third, 2023 London fourth
2:18:03 (2022) Tigist Abayechew (ETH) ~ 2022 Berlin third-placer
2:18:51 (2022) Workenesh Edesa (ETH) ~ 2022 Berlin fourth-placer
2:19:10 (2022) Hiwot Gebrekidan (ETH)
2:19:24 (2023) Hitomi Niiya (JPN)
2:19:28 (2019) Zeineba Yimer (ETH)
Some 45,000 runners from 150 countries will line up in Berlin, with the start scheduled for 9:15 a.m. local time. No U.S. television partner is listed by the organizers.
≡ WORLD CHAMPIONSHIPS ≡
● Rugby ● The third of four rounds of games in the group stage are starting at the Rugby World Cup in France, with only seven teams out of 20 still undefeated:
● Group A: France (3-0: 13 points); Italy (2-0: 10)
● Group B: Ireland (2-0: 10); South Africa (2-0: 9)
● Group C: Wales (2-0: 10)
● Group D: England (2-0: 9); Samoa (1-0: 5)
The top two from each group will advance to the quarterfinals beginning on 14 October, with the championship final on 28 October.
Attendance has been very good, with 753,061 reported through 18 matches for an average of 41,837.
≡ PANORAMA ≡
● Olympic Games 2004: Athens ● One of the dead venues of the 2004 Athens is being brought back to life, as the city of Athens agreed with the Hellenic Olympic Committee to renovate the Athens Olympic Swimming Pool.
Originally built in 1940, it was renovated for the 2004 Games, but shut down in 2012 for lack of funds for maintenance and operations. It is expected to re-open in 2026.
● Asian Games 2023: Hangzhou ● The opening ceremony for the 2023 Asian Games in Hangzhou (CHN) will skip the traditional fireworks, opting for a light show instead. Xiaolan Sha, the general director of the opening event, told reporters:
“The opening ceremony of the Hangzhou Asian Games will break the tradition of having fireworks performance, as we are sticking to a green philosophy in hosting the event.
“As we want to reduce the carbon emissions as much as possible, so we have decided to cut the fireworks performances.”
● Russia ● In comments reported Thursday, Russian Sports Minister Matytsin appeared to contradict his First Deputy Minister, Azat Kadyrov, who said earlier that Russian athletes who participate at Paris 2024 as neutrals will receive no participation payments from the government.
Matytsin told the Russian news agency TASS:
“Our budget provides for the payment of prize money to the winners and medalists of the Olympic Games. After the International Olympic Committee determines the rules for the participation of Russian athletes and their status, a decision will be made on bonuses. But in no way will the state abandon measures of social protection and material support our athletes and coaches.”
● Aquatics ● The executive office of the All-Russian Swimming Federation issued a blanket refusal of the participation terms instituted for Russian and Belarusian entries for World Aquatics competitions, including the February 2024 World Aquatics Championships in Qatar.
According to a federation statement:
“The Presidium considers unacceptable the criteria for the participation of Russian and Belarusian athletes in the World Aquatics competitions. The members of the Presidium expressed full support for the position of the Athletes’ Commission of the [Russian Olympic Committee] on the need to completely cancel any recommendations of a discriminatory nature and categorically unacceptable admission parameters, including the signing of any kind of political declarations.”
Among multiple requirements in the World Aquatics regulations is that potential Russian or Belarusian athletes not support the invasion of Ukraine.
● Football ● FIFA President Gianni Infantino (SUI) was in the U.S. earlier this week and took a tour of sports league offices in New York, including the NFL, Major League Baseball and the National Hockey League.
His meeting with NFL Commissioner Roger Goodell was of mutual interest, since all 11 U.S. stadiums for the 2026 FIFA World Cup will be in NFL venues. Infantino was also a guest at AT&T Stadium in Dallas, Texas for the Cowboys-Jets game on Sunday (17th).
With MLB Commissioner Rob Manfred, Infantino focused on new information flows for already-number-obsessed baseball fans:
“It was a pleasure meeting Major League Baseball Commissioner Robert Manfred to discuss the upcoming FIFA World Cup 2026 and exchange know-how on the operations of our respective sports.
“We spoke about employing technology to enhance fan experience and I highlighted FIFA’s innovative technological approach that helped to deliver the greatest-ever edition of the FIFA Women’s World Cup earlier this year.”
Also from the FIFA release:
“The FIFA President and the MLB Commissioner also discussed the technological innovations the MLB has recently introduced, notably the upgrades to the Statcast platform now employed in the current season.
“Five of the 12 stat-dedicated cameras covering MLB games have been upgraded to high frame rate devices, enabling the league to provide fans with new bat and biomechanics tracking output, bringing baseball lovers even closer to events on the field.”
Similarly, with NHL Commissioner Gary Bettman, Infantino was interested in new technologies for fans:
“Like the NHL, we want to take advantage of the rapid strides being made in technological innovations to get our fans as close to the action as possible at the inaugural 48-team FIFA World Cup in 2026.”
The FIFA announcement also pointed to “[r]ecent developments saw fans able to use a mobile phone application to view multiple camera feeds and angles of games from their device in real time inside the arena, while avatars and fun graphics are used to illustrate the on-ice entertainment for the very youngest of hockey fans.”
● Luge ● Fun feature on the FIL Web site about the introductory White Castle USA Luge Slider Search program, offering a chance for 9-to-13-year-old to experience street luge in a safe environment and as a pathway to developing young-athlete interest in the sport.
It began in 1985, with iconic midwestern burger chain White Castle titling the program to help recruit future members of the USA Luge Junior Development Team. More than 25,000 have tried out and after some instruction on the basics of street luge:
“athletes take several runs down a paved luge course on wheel-equipped luge sleds. Finally, athletes test their physical skills through a battery of fitness tests. Those who show promise in the summer program are invited to Lake Placid, N.Y., Park City, Utah, or Muskegon, Mich. to try luge on ice at a USA Luge sanctioned training site. The top young athletes from this group are selected for the next year’s development team.”
Amazingly, 70% or more of the U.S. Olympic luge team members since 2002 have come from the program.
● Swimming ● USA Swimming announced the nominees for its annual Golden Goggles Awards, to be held this year in Los Angeles on 19 November.
The name which popped up most often was the amazing Katie Grimes, 17, who earned four nominations for Female Athlete of the Year, Female Race of the Year for her bronze-medal performance in the Worlds women’s 10 km open-water race, Breakout Performer, and the Fran Crippen Open Water Athlete of the Year.
The other Female Athlete of the Year nominees are Kate Douglass, the 200 m Medley World Champion and 200 m Breaststroke runner-up, plus three relay medals; Katie Ledecky, the 800-1,500 m Freestyle Worlds gold medalist (plus two silvers), and Regan Smith, the Worlds silver medalist in the 50-100-200 m Backstrokes, 200 m Butterfly bronze medalist and gold winner on the 4×100 m Medley.
The other Female Race of the Year candidates are Douglass for her 200 m Medley gold; Ledecky, for her fifth career win in the 1,500 m Freestyle and the no. 3 performance of all-time.
The Male Athlete of the Year candidates include Jack Alexy, the 50-100 m Freestyle runner-up; Bobby Finke, who won silver in the 1,500 m and bronze in the 800 m; Carson Foster, the 400 m Medley silver winner, and Ryan Murphy, who won the 100 m Backstroke, was second in the 200 m Back and won a relay gold and bronze.
The Male Race of the Year nominees are Alexy for the 100 m Free silver, Finke for his runner-up performance in American Record time in the 1,500 m Free and Murphy for his win in the 100 m Back.
Fan voting for the awards is available now and runs through 15 October.
¶
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TSX REPORT: Russia will pay 2024 “neutral” Olympians nothing; Biles wins U.S. selection camp All-Around; $90,000 for a Tokyo ‘64 badge?
★ The Sports Examiner: Chronicling the key competitive, economic and political forces shaping elite sport and the Olympic Movement.★
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≡ THE 5-RING CIRCUS ≡
1. Russia: no money for Paris 2024 participation, maybe for medals
2. Biles seals sixth Worlds appearance with camp A-A win
3. Japan: four golds, U.S.: four medals at women’s wrestling Worlds
4. Paris 2024 opening ceremony to have 8-10,000 staff!
5. New memorabilia auction includes $90,000 Tokyo ‘64 badge!
● Russia’s deputy sports minister said there would be no government payments to athletes who decide to compete as neutrals in Paris in 2024, even with 882.2 million rubles set aside for team support.
● Simone Biles came from behind on the final rotation to win the All-Around at the USA Gymnastics training camp in Katy, Texas on Tuesday. The federation named its World Championships and Pan American Games teams on Wednesday.
● At the World Wrestling Championships, Japan won all four women’s classes contested on Wednesday, but the U.S. won four medals as well (0-3-1) and continued to lead the overall medal count.
● More details on the Paris 2024 opening were released on Wednesday, with 2,000 dancers and 6-8,000 more support personnel needed for the show, which will be covered by 130 cameras. A decision has not yet been finalized on the number of spectators who will be allowed to watch.
● A new auction of Olympic memorabilia is now live, with 48 Olympic medals and 33 Olympic torches, but led by a badge from the 1964 Tokyo Olympic Games, to be worn by the Japanese Imperial Family. The starting bid is set at $90,000!
● Panorama: Athletics (3: Diamond League calendars for 2024-25 posted; DDR double Olympic jav champ Fuchs passes; not so many Mexico City Marathon disqualifications) = Football (3: Julie Ertz farewell on Thursday vs. South Africa; Spanish women’s team ends boycott with RFEF agreement; UEFA sanctions Albania, Poland, Romania and Ukraine for fan violence) = Shooting (ISSF ExBoard sends Russian-Belarusian re-entry decision to Council) = Swimming (2: Boston College suspends swim-dive programs for hazing; USA Swimming and Swimming World in commercial tie-up) = Triathlon (World Tri inducts four to Hall of Fame) ●
● Errata: A note in yesterday’s post on Noah Lyles’ interview on Paper Route stated that direct-to-athlete payments were not allowed until the late 1970s; it was actually the mid-1980s when trust funds were approved by the IAAF (now World Athletics). Also, reader Olivier Bourgoin notes that Rob Stull, who is part of a modern pentathlon working group to absorb the obstacle-racing federation, was not only an Olympian in the pentathlon (1988 and 1992) for the U.S., but also as a fencer in Seoul ‘88 as well! ●
1.
Russia: no money for Paris 2024 participation, maybe for medals
The sour notes coming from Moscow on the possible participation of Russian athletes at the 2024 Olympic Games in Paris continued Wednesday, with First Deputy Sports Minister Azat Kadyrov telling the State Duma Committee on Physical Culture and Sports that any “neutral” athletes who make it to Paris will receive no payment from the government:
“They are going as nobody from nobody, athletes have to give up everything. If someone gets a license to go, we have to take them off the Sports Training Center roster, all these expenses are taken up by the International Olympic Committee.
“If someone wins a medal of any dignity, the relevant issue will be raised.”
Kadyrov said that an allocation of 882.2 million Russian rubles (~$9.14 million U.S.) has been made, but made clear that if an athlete agrees to compete as a neutral – which is expected to include a declaration of non-support of the war against Ukraine – the sports ministry cannot be expected to help them:
“The Ministry of Sport of the Russian Federation provides the necessary conditions to protect the interests of Russian athletes in the international arena and the social payments and guarantees stipulated by law. (emphasis added)
“At the moment, the IOC criteria on the issue of Russian athletes’ participation in the Olympic Games have not been officially defined, therefore, it is impossible to form specific regulations.
“The interests of athletes are a priority for the Russian Ministry of Sport when providing training and competition activities, as well as when making a decision on participation in the Olympic Games. At the same time, we consider it unacceptable to set discriminatory conditions for our athletes that have nothing to do with the sporting principle.”
Kadyrov’s statements continue the Russian line that the country’s invasion of Ukraine should have no impact on its athletes, whether as individuals or teams. There has been considerable discussion within Russia about whether individual athletes should compete in Paris if the IOC eventually decides to allow them to go. Wednesday’s announcement opens the question about whether those Russian athletes who do go will be welcomed back into the country’s training system.
The Russian sports ministry has asked the government for medal bonuses at the recent CIS Games held in Belarus last August, with 179,200 rubles for a gold (~$1,857 U.S.), 76,800 for silver (~$796 U.S.) and 38,400 for bronze (~$398 U.S.). Considering that Russian athletes won 149 golds, 89 silvers and 50 bronzes at the event, the total ask is for 36.006 million rubles or $373,023 U.S.
2.
Biles seals sixth Worlds appearance with camp A-A win
Gymnastics icon Simone Biles won the All-Around competition at the USA Gymnastics selection camp in Katy, Texas Tuesday night to earn an automatic selection to the American team for the FIG World Artistic Championships in Belgium later this month.
The All-Around came down to the final rotation, after Biles had another adventure on the Uneven Bars – her least favorite apparatus – scoring 12.800 for 13th place among the 18 contestants. But she won on Floor (14.300) and was third in Beam (14.050), and then scored 14.550 for third in Vault to give her a winning total of 55.700.
That was just 0.400 better than 2022 Worlds All-Around runner-up Shi Jones, who scored a second on Beam (14.150) and was fifth on Floor (13.500) and scored 13.500 on the Uneven Bars. Skye Blakely, a member of the 2022 Worlds Team gold medalists, won on Beam (14.350) and tied for second on the Uneven Bars (14.200) to score 55.000 for third, emerging star Joscelyn Roberson was fourth at 54.900, with runner-up finishes on Vault (14.600) and Floor (13.850); and 2021 World All-Around silver and Floor bronze medalist Leanne Wong was fifth (54.850).
Jade Carey, the 2022 World Champion on Vault, won that event at 14.650, and Zoe Miller was tops on the Uneven Bars (14.500).
Beyond Biles, the rest of the 2023 Worlds team was selected Wednesday night, as well as the Pan American Games team for October. Blakely, Jones, Roberson and Wong will be at Worlds, with 2021 Worlds A-A bronze medalist Kayla DiCello as the traveling reserve athlete.
Heading to Santiago (CHI) for the PanAms will be DiCello, Miller, 2022 Worlds Team gold medalist Jordan Chiles, Kaliya Lincoln and Tiana Sumanasekera.
At the Wednesday session, competitions were held on the Uneven Bars and Beam, with Jones winning on Bars (14.750) ahead of Miller (14.400) with Biles a much-improved fourth (14.050). On Beam, Biles won at 14.900, with Blakely second (14.500) and Jones (14.350) third.
3.
Japan: four golds, U.S.: four medals at women’s wrestling Worlds
The U.S. medal machine kept purring at the World Wrestling Championships in Belgrade (SRB), but Wednesday belonged to Japan as the top team in women’s wrestling won four golds in all four classes with finals. In each case, the U.S. also won medals: a silver and three bronzes.
Yui Sasaki won her fourth Worlds gold in the women’s 50 kg division, racing past Dolgorjavyn Otgonjargal (MGL) in the final with a 10-0 technical fall. Sasaski won her matched by 12-1, pinfall, 8-2 in her semi and 10-0. Otgonjargal, who lost to Sasaki in the 2022 gold-medal match, won her third career Worlds medal.
American Sarah Hildebrandt, the silver medalist in 2018 and 2021, won her second career Worlds bronze with a 5-0 victory in her bronze-medal match with Evin Demirhan (TUR).
Tsugumi Sakurai won her third straight Worlds gold in the 55-57 kg class, edging Anastasia Nichita (MDA) – the 2022 Worlds winner at 59 kg – by 3-2 in the final. American Helen Maroulis, a three-time World Champion, won her seventh career Worlds medal with a bronze by defeating Poland’s Anhelina Lysak, 10-6. Now 32, Maroulis has won seven Worlds medals and two Olympic medals in her international career from 2012-23!
At 65 kg, Nonoka Ozaki won her second straight Worlds gold, moving up from 62 kg in 2022. She defeated American Macey Kilty – in her first Worlds – by a 10-0 technical fall in the final. Kilty, 22, had won her prior matches by 10-0, pinfall, 11-2 and 10-0 before facing Ozaki.
At 76 kg, Yuka Kagami won her first Worlds gold with an 8-0 win over Aiperi Medet Kyzy (TUR) in the final, as Medet Kyzy retired before the end of the match. American Adeline Gray, the six-time World Champion, returned to the Worlds after maternity last year – she had twins – and won the bronze with a 10-6 victory over Miliamys Marin of Cuba. Gray lost to Kagami in the quarterfinals, but now has nine career Worlds medals (6-0-3), plus an Olympic silver from Tokyo.
The women’s wrestling continues on Thursday, with defending champion Amit Elor of the U.S. already in the finals against 72 kg and first-time Worlds entrant Emma Bruntil contesting a bronze-medal match at 68 kg. The U.S. leads the overall medal count with 13 (3-3-7) with Japan at seven (5-1-1).
4.
Paris 2024 opening ceremony to have 8-10,000 staff!
During a Tuesday interview, Paris 2024’s Executive Director of Brand, Events and Ceremonies, Thierry Reboul, explained that the precise schedule for the 26 July 2024 Olympic opening on the Seine River would be completed by the end of the year.
He explained that from the 200 people currently working on the project, there would be 6-8,000 people actually involved in staging the event, plus another 2,000 dancers as part of the entertainment program.
Rehearsals will mostly be held out of view for the show, but certain aspects have to be worked on on the river and will serve as “teasers” for the show. Some 130 cameras are expected to cover the event along the 6 km route, with the first test shots completed on Sunday,
Serge Boulanger, the Paris Police prefect in charge of the Olympic project, said that the actual number of free spectators is still being worked out, with an announcement due in the coming weeks. It has been reported that tickets for 100,000 spectators on the lower quays will be sold, but the number of free-to-view places is still being worked out with the Paris transit authorities. All spectators, including those in free-to-view places, will be required to have a ticket, with the Ministry of the Interior to set up a distribution plan.
5.
New memorabilia auction includes $90,000 Tokyo ‘64 badge!
Olympic memorabilia fans can bid on a new, 537-lot auction from Ingrid O’Neil which began on Wednesday and will run through 7 October. There are some big-ticket items in this auction, based on the minimum bids:
● $90,000: Tokyo 1964 Imperial Family badge
● $65,000: Albertville 1992 Winter Olympic torch
● $35,000: Berlin 1936 IOC Chain of Office
● $30,000: Melbourne 1956 Olympic torch
● $24,000: St. Moritz 1928 Winter gold medal
● $22,000: Chamonix 1924 Winter silver medal
● $20,000: Oslo 1952 Winter silver medal
● $20,000: Tokyo 2020 bronze medal for wrestling
● $19,000: Rio 2016 gold medal
● $18,000: Albertville 1992 Winter silver medal, with case
● $18,000: Sochi 2014 Winter bronze medal, with case
● $17,000: St. Moritz 1948 Winter gold medal
● $17,000: Innsbruck 1976 Winter gold medal for ski jumping
● $17,000: Calgary 1988 Winter silver medal for alpine skiing
● $16,000: Stockholm 1956 Equestrian bronze medal
● $16,000: Sarajevo 1984 Winter gold medal for cross-country skiing
● $16,000: Lillehammer 1994 Winter silver medal for figure skating
● $15,000: Lake Placid 1932 Winter bronze medal
● $14,000: Chamonix 1924 Winter bronze medal, with case
● $12,000: St. Louis 1904 participation medal
● $12,000: Chamonix 1924 Winter bronze medal
● $12,000: Berlin 1936 Sevres porcelain vase
● $12,000: Innsbruck 1964 Winter silver medal for ice hockey
● $12,000: Tokyo 1964 Olympic torch
The 1928 St. Moritz gold was won by Norwegian cross-country skier Johan Grottumsbraaten, one of two he won there. The 1948 St. Moritz gold was won by Canadian ice hockey team member Patrick Guzzo. A total of 48 Olympic medals are available, from the Athens 1906 ten-year anniversary Games to Tokyo 2020.
There are 33 Olympic torches and some smaller replicas and a couple of Paralympic torches on offer, plus flame-safety lamps used to carry the Olympic Flame during the torch relay from Los Angeles 1984, Vancouver 2010 and Sochi 2014.
The astonishing $90,000 starting price for the Tokyo 1964 “Badge of the Imperial Family” – Lot 33 – is described as:
“Gold colored, 50x67mm. The Rising Sun of the national flag is surrounded on three sides by the five Olympic colors, Olympic rings dividing ‘TOKYO-1964.’ A blank gold bar represents the Imperial Family’s badge. With long white moiree ribbon. Elbel S-2. Housed in its case. Badge EF. ($90,000)”
There are eight other badges from the Tokyo 1964 Games, with starting prices from $180 to $2,600.
Among the really unique pieces on offer is the Congressional medal given to American athletes in 1980; the description:
“Gold-plated bronze, 76mm. Logo of the American Olympic Committee surrounded by ‘United States Olympic Team 1980.’ Rev. ‘In Recognition of Outstanding Athletic Achievement and Determination in the Pursuit of Excellence’ in seven lines, flanked by laurel branches, united by ribbon inscribed ‘By Act of Congress.’ Awarded to U.S. Moscow 1980 team members by President Carter after his decision to boycott the Moscow Olympic Games in protest of the Soviet invasion of Afghanistan. Congressional medals are made in gold while this medal is gold-plated bronze – another fact that made team members unhappy. With red-white-blue ribbon. EF. ($1,200)”
Also:
● A mounted set of 80 badges and pins issued by the British Olympic Committee, from the 1908 London Games to Beijing 2008. Starting bid of $6,000.
● A logo pin of the never-held 1940 Olympic Games in Helsinki, Finland. Starting bid of $100.
● A used discus signed by Al Oerter, the 1956-60-64-68 Olympic champion; starting bid of $600.
● A bugle used at the opening of the Moscow 1980 Games; starting bid of $300.
● An Atlanta 1996 police badge, starting bid of $70.
Pretty wild; the auction continues through 7 October.
≡ PANORAMA ≡
● Athletics ● The Wanda Diamond League schedules for 2024 and 2025 were posted, with the series opening earlier than ever, with the meets in China in April in Xiamen and Shanghai.
For 2024, these meets will be on 20 and 27 April, the on to Doha (QAT) in May (10th), to Rabat (MAR) on the 19th and the Prefontaine Classic in Eugene on the 25th before heading to Europe for the final nine meets of the series. The final in 2024 will be the Memorial Van Damme meet in Brussels (BEL) on 13-14 September.
¶
The 23 August Mexico City Marathon did not have the 11,000 disqualifications that had been reported. Road Race Management asked race communications coordinator Carlos Ochoa Aranda about the situation and he reported that 21,504 started the race and 19,697 “qualified as finalists of the full route.”
So, not more than 1,807 would have been disqualified for course-cutting. Ochoa Aranda added:
“We regret that some media outlets have disseminated information without verifying it and without having sources of information, which negatively affects the runners who made a valuable effort. Therefore, the erroneous information spread in the media regarding participants in the Telcel 2023 Mexico City Marathon is flatly denied.”
¶
German sources reported that two-time Olympic women’s javelin champ Ruth Fuchs, 76, passed away on Wednesday in Jena (GER).
Competing for East Germany, Fuchs won the javelin gold in Munich in 1972 and Montreal in 1976 and set six world records between 1972 and 1980 with the old-style javelin (replaced in 1999). She finished with a best of 69.96 m (229-6), and later admitted that she was a steroid user, as part of the East German state-sponsored doping program.
After reunification, she became a member of Parliament for the Party of Democratic Socialism (now the Left Party).
● Football ● The U.S. women’s national team will be back in action on Thursday in Cincinnati against South Africa (7:30 p.m. Eastern on TNT and Universo), and will be the final match for star defender and midfielder Julie Ertz.
Now 31, Ertz will play in her 123rd game for the national team, making her first appearance in 2013, and a key member of the Women’s World Cup championship teams in 2015 and 2019, and the Tokyo 2020 Olympic bronze medalists.
She left the national squad for 18th months to heal injuries and then for maternity, but came back in some and in fitness to make the 2023 Women’s World Cup team. It’s worth noting that with Ertz and others, the American defense gave up just one goal across four games, being eliminated only on penalty kicks in the quarterfinals.
On Sunday, the U.S. will play South Africa – which also reached the round-of-16 at the Women’s World Cup this summer – again in Chicago, which will be the final U.S. national team match for star midfielder and striker Megan Rapinoe (5:30 p.m. Eastern, on TNT and Universo).
¶
The Spanish women’s national team – the FIFA Women’s World Cup champions – and other unhappy players reached an agreement with the Royal Spanish Football Federation (RFEF), and ended their boycott of the national team. Per Reuters:
“The decision was reached around 5 a.m. (0300 GMT) after more than seven hours of meetings at a hotel in Oliva, an hour from Valencia, involving the players, RFEF officials, the National Sports Council (CSD) and the women’s players’ union FUTPRO.”
A joint working group will be formed to implement changes in the federation, with several officials to be dismissed. The Spanish team is scheduled to play at Sweden on Friday in a UEFA Nations League match and against Switzerland in Cordoba on Sunday.
¶
UEFA announced a series of sanctions, including on Romania for the actions of its fans:
“● To fine the Romanian Football Federation €40,000 and to order the Romanian Football Federation to play its next (1) UEFA competition match as host association behind closed doors for lighting of fireworks, throwing of objects, transmitting messages of a political nature (i.e. for the “Kosovo is Serbia” banner and chants) and for the racist behaviour of its supporters.
“● To fine the Romanian Football Federation €12,000 for blocking of public passageways.”
Sanctions were announced against Ukraine for the actions of its fans, and also against Albania and Poland, all for the “throwing of objects and lighting of fireworks.”
● Shooting ● The International Shooting Sport Federation (ISSF) announced Wednesday:
“[T]he ISSF Executive Committee unanimously decided to submit eligibility regulations drafted by the appointed ISSF Ad hoc Committee regarding the participation of athletes with a Russian or Belarusian passport in ISSF Competitions to the ISSF Council as the competent body for discussion and approval in its next meeting.”
The proposed regulations were not included. No next-meeting date for the 30-member Council is shown on the ISSF calendar.
● Swimming ● In a statement posted Wednesday:
“The Boston College Men’s and Women’s Swimming and Diving program has been placed on indefinite suspension, after University administrators determined that hazing had occurred within the program. Consistent with University policy, the matter will be investigated by the Office of the Dean of Students and adjudicated fairly and impartially through the student conduct process.
“The University does not—and will not—tolerate hazing in any form. During the suspension, all Swimming and Diving student-athletes will continue to have access to academic and medical resources provided to all Boston College student-athletes.”
SwimSwam.com reported that Boston College does not offer scholarships in this sport, but that the program was on an upward trajectory after breaking three school records last season. It had been scheduled to start the 2023-24 season on 7 October.
¶
USA Swimming announced a commercial partnership with Swimming World Magazine as the “Official Supplier of Magazine Publishing Services”:
“With dedicated 20-page Splash Magazine inserts in each publication, Swimming World will help amplify coverage of USA Swimming athletes, teams, and events. Swimming World will also get access to exclusive stories and news around USA Swimming national events and athletes.”
USA Swimming members will also be able to access a 50% subscription discount for Swimming World, whose origins go back to 1960.
● Triathlon ● World Triathlon inducted four members into its Hall of Fame, at a gala in Pontevedra (ESP), site of this weekend’s World Triathlon Championship Series finale.
The newest members, in the sixth Hall of Fame class included American Siri Lindley, the 2001 women’s World Champion, and Spain’s Ivan Rana, the 2002 men’s World Champion.
The Michel Grigoux Award for contributors went to Japanese official and Japanese Triathlon Board member Kiriyo Suzuki, and the Lifetime Achievement Award was presented to Loreen Barnett (CAN), a founding member of Triathlon Canada and a former World Triathlon Secretary General.
¶
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TSX REPORT: Lyles says T&F looking for change, but to what? Respectable TV ratings for Pre Classic; U.S. men win wrestling World team title!
★ The Sports Examiner: Chronicling the key competitive, economic and political forces shaping elite sport and the Olympic Movement.★
★ To get The Sports Examiner by e-mail: sign up here! ★
≡ THE 5-RING CIRCUS ≡
1. “We all want change, but we all struggle to find how we should change”
2. Very respectable ratings for Pre Classic on NBC
3. U.S. win men’s Freestyle team title at wrestling Worlds
4. Russia could send up to 180 to Paris, says minister
5. Spanish women’s footballers report, unhappily, for UEFA matches
● In a fascinating, hour-plus interview on video with former NFL receiving star Brandon Marshall, Noah Lyles explained the desire of track & field athletes today to change their sport, but no one is quite sure how to get more attention, more interest and more money into it.
● Competing against college football on Saturday and the NFL on Sunday, the Prefontaine Classic on NBC did reasonably well in terms of television viewership, averaging more than 750,000 view for the two days.
● The U.S. men’s Freestyle wrestling team won its second consecutive team title at the World Wrestling Championships in Belgrade, Serbia, winning seven medals (3-2-3) in the 10 divisions and out-pointing Iran. The American women also won two medals in the first two weight classes.
● Russian Sports Minister Oleg Matytsin said Russia could send as many as 180 athletes to Paris in 2024, but the window for qualifying continues to shrink. The head of the Russian Olympic Committee ripped the International Olympic Committee for restrictions which eliminate athletes from the famed Central Sports Club of the Army (CSKA) from competing, even as neutrals.
● In Spain, 15 players who said they would not participate with the national women’s soccer team decided to come to practice on Tuesday rather than risk sanctions ranging from a fine to suspension, but who are still unhappy with the pace of change within the Spanish federation. Spain has UEFA Nations League matches coming up with Sweden and Switzerland.
● Panorama: Judo (U.S.’s Cutro-Kelly sanctioned for doping) = Modern Pentathlon (UIPM forms group to absorb obstacle federation) ●
1.
Lyles: “We all want change, but we all struggle
to find how we should change”
In a fascinating, hour-plus interview with former NFL All-Pro receiver Brandon Marshall on the Paper Route by I Am Athlete video, triple sprint World Champion Noah Lyles talked about his sport, about the impact he has had and wants to have, fashion and the future.
And he and Marshall talked a lot about the business of track and field, or the lack thereof.
The video, one of a series that Marshall hosts online, was posted on 13 September (last Wednesday) and has garnered nearly 24,000 views in less than a week. Marshall asked Lyles about his comments at the Worlds men’s 200 m medal-winners news conference, where he asked why NBA teams that win the seasonal title get hats with “World Champion” on them, for a domestic league. Lyles shared that his answer was about track & field, not basketball:
“In the question, I dive into how it hurts. Usually you don’t get paid attention to [until] the Olympics, and being a track athlete living in the U.S. and trying to run and build your career, you start to get this idea that you’re only cared about for four years and you’re in a dying sport.
“But then when you go to Europe, and you’re a champion and people are taking care of you and they’re giving you hotel rooms for free and everybody in the city recognizes you like … you don’t get none of that stuff here, in the U.S. It hurts. …
“We are ready to do just as much work, and show our journey and all that, but we’re just not paid attention to. So it hurts.”
Lyles said he was not expecting the strong pushback he got from NBA players:
“And the reason why is because I’ve said this multiple times before. It’s not until now that they have paid attention, heard or even seen what’s happening.
“So, here I’ve said this multiple times and now, all of a sudden it’s blowing up. … My mission in my sport is to transcend the sport and, hopefully, take it with me. But if nobody’s hearing and seeing, it’s hard to do that.”
And then he and Marshall got into a discussion which has been going on a lot this year. Lyles explained that he wanted to use the immediate attention after the World Athletics Championships to get people interested in his next meet, the Diamond League Final:
Marshall: “What and where?”
Lyles: “I’m competing in Eugene, Oregon on September 15th.”
Marshall: “Where the hell is Eugene?”
Lyles: “In Eugene, Oregon. (Marshall laughs) Oregon Ducks, University of Oregon! (Marshall: ‘OK. Sorry.’) Hey, no, it’s OK. That leads to another issue of our sport, that we are running in these random places. …
“So, we’re running in these random places … everybody and their mama has run track & field at one point, so they’re excited, and, yeah, they just saw a meet, or Sha’Carri [Richardson] or Christian Coleman, who else won World Championships, and like ‘I want to go see them now.’
“Well, OK, we’re going to be in the U.S., but how would they know that? How would they know, if we’re not marketing or targeting the right demographics, which we really struggle with in our sport.”
Asked to explain further later, Lyles explained the backdrop – from his view – that led to today’s situation:
“The problem with the business of track & field is, there is no business. These are non-profits, and they are treated as such. Track & field started off as clubs, they were club groups. When you think of Carl Lewis’s era, they were all track & field clubs. And it just so happened that one club would have a more popular or faster athlete. So that athlete would be invited to a track meet, and eventually that athlete started saying, ‘I’m bringing in all these tickets, you need to pay me.’
“So then they started paying them. Then they started getting shoe contracts, like I’m bringing all these people in TV attention, you need to pay me. And then we just kept going, but eventually, it kind of just stopped, the growth kind of just stopped, because we were still in that club mentality.
“Everybody’s in a club, everybody only gets paid for the big moments, and that’s really what they see as what our sport is doing. But the problem is because we only get paid for those big moments, we only show up for those big moments.
“A lot of athletes [will] forego the normal part of the season to make sure they’re going to be ready – and when I say a lot of athletes, I mean the Sydney McLaughlins, the Athing Mus, the mes, the Fred Kerleys – the athletes that everyone wants to see on TV will forego to make sure they are healthy enough so that they can perform on the big stage so that they can stay and have their paycheck so they can survive.
“If you look at basketball, football, tennis, soccer, golf, they have their regular season and of course, they can all go to the Olympics, but that’s an afterthought because their sport supplies them with the ability to stay here, play, compete and still keep a normal job, a steady income. …
“It is a business at the end of the day. Technically, all track and field athletes who are paid by shoe contract are contractors: they’re not hired, they’re contractors for that brand, meaning that they can be taken on and let go very easily. So when athletes talk about unionizing and stuff like that, we can’t even technically do that, because we aren’t even employees. We got 1099s, we don’t got W-2s.
“A lot of the athletes that are in the sport can’t even think about because they’re just trying to get food on the table.”
In fact, athlete payments were made in secret for decades because of the sport’s amateur rules, which were so strict that the iconic Finnish distance runner Paavo Nurmi was disqualified before the 1932 Olympic Games in Los Angeles on the suspicion that he had received money in excess of his actual on-the-road living expenses (which wasn’t true). Approval of direct payments to athletes didn’t come until the mid-1980s.
So what now? Lyles:
“The issue comes when we are reminded that track & field is an amateur sport. There is no line for what is considered professional. A high schooler can run in a professional track meet if he knows the right person. It happens all the time, and because of that, we all have different aspirations of what we want to see change in our sport. So you’ll have the little guy who just wants more money, you’ll have the middle guy who believes he should be in more meets, and you have the higher-ups like me, who are trying to make the biggest changes on the biggest stages.
“So we all want change, but we all struggle to find how we should change it.”
Marshall commented favorably on the Atlanta City Games street meet that was held in May, and advised, “If you put the athletes first, not the fans, put the athletes first, the fans will follow, which means the money will follow.”
Lyles was also asked about the introduction of fashion into the sport, with his walk-ins, developed in conjunction with agent Mark Wetmore. Lyles said he wants to see it spread:
“Now I’m trying to get more athletes into it, and what’s funny is I will go a lot of track meets and I’ll be like ‘hey guys, we’ve had great success here; if you just give me a place to change, a vehicle and … a walkway, we can set this up at your track meet.”
The interview goes a lot of places in 66 minutes, including Lyles’ health challenges growing up, and his mind-set that has allowed him to be so good so many times. And then there’s his dream of running 9.41 in the 100 m.
2.
Very respectable ratings for Pre Classic on NBC
This was going to be an acid test of U.S. viewer interest in track and field: the two-day Wanda Diamond League was going to be on NBC live at 3 p.m. Eastern time on Saturday and 4 p.m. on Sunday, directly against the two biggest sports in the country: college football and the NFL.
And the results were encouraging. Not great, but good.
On Saturday, the first day of the Prefontaine Classic from Eugene, the telecast drew 744,000, behind the live football games on ABC-CBS-ESPN-FOX, but ahead of everything else.
On Sunday, the NFL games on CBS and FOX were the runaway winners in the afternoon, but the Pre Classic came in at 765,000, a slight improvement.
Track & field has done poorly on television in the outdoor season; the three indoor meets in February on NBC averaged over 930,000, but the three U.S. outdoor meets in the spring on NBC averaged only a little more than 750,000. The three NBC telecasts of the World Athletics Championships averaged 1.122 million.
So, to have the two days of the Pre Classic draw 744,000 and 765,000 going against football on both days is a sign of strength for the sport among American viewers. Not great, but quite good.
¶
There was a lot less interest in the U.S. men’s National Team soccer friendly against Oman on Tuesday (12th), which drew an average of 339,000 on TNT. On the other hand, the Mexico-Uzbekistan friendly, a 3-3 draw in Atlanta on the same day, did a lot better, with an average of 1.285 million viewers on Univision!
3.
U.S. win men’s Freestyle team title at wrestling Worlds
The U.S. men’s Freestyle wrestling impressively defended their team title at the 2023 World Wrestling Championships in Belgrade (SRB), winning seven medals (3-1-3) in the 10 classes, and scoring 148 points to 110 for Iran.
On Tuesday, the U.S. scored the seventh medal with a bronze at 97 kg from three-time World Champion Kyle Snyder, defeating Russian rival Abdulrashid Sadulaev in a walkover due to Sadulaev’s neck injury suffered in the semifinals. Snyder won his first two matches, then was beaten by 20-year-old newcomer Akhmed Tazhudinov of Bahrain – who transitioned from Russian affiliation in 2022 – in the quarterfinals, sending him to the repechage round. He won there and advanced to the bronze-medal match; he’s now won a Worlds medal in seven straight championships, beginning in 2015 (3-2-2).
Tazhudinov took the title, pinning Magomedkhan Magomedov (AZE) in the final.
At 65 kg, another ex-Russian, Ismail Musukaev – wrestling for Hungary since 2019 – won his third career Worlds medal and first gold with an 11-0 win over Sebastian Rivera of Puerto Rico, who won his first Worlds medal. Nick Lee of the U.S. was defeated in the quarterfinals.
The men’s team Freestyle win was the fifth all-time for the U.S. and the first time it won back-to-back titles. Both teams were down from their 2022 totals of 198 for the U.S. and 150 for Iran, significantly due to the re-appearance of Russian and Belarusian wrestlers. The American men previously won the title in 1993, 1995 and 2017.
The women’s Freestyle competition got started and the American women collected medals in both the 55 and 59 kg classes.
Jacarra Winchester, the 2019 World Champion, won the silver at 55 kg, losing to Japan’s now three-time World Champion Haruna Okuno in the final, 4-2. Winchester had dominated her first three opponents, winning by 7-2, 11-1 and 10-0, and won her second career Worlds medal.
At 59 kg, newcomer Jennifer Rogers capped her first Worlds with a bronze medal, pinning Alyona Kolesnik (AZE) in 1:40, after losing to eventual champ Qi Zhang (CHN) in the semis. Zhang defeated Ukraine’s 2014 World Champion, Yuliya Tkach, 4-1, in the gold-medal final.
4.
Russia could send up to 180 to Paris, says minister
Russian Sports Minister Oleg Matytsin said Tuesday that the maximum number of athletes that Russia could send to the Paris 2024 Games – if allowed – remains at 180:
“The forecast remains the same; the figure is based on athlete participation in qualifying competitions.
“Our athletes won’t be able to participate in team competitions or track and field. A statistical analysis was conducted, which led us to this figure; 180 athletes is the maximum number. However, it keeps changing every day, and not for the better.
“Our position does not change, we are united in understanding that the sanctions are politicized and discriminatory. We defend the interests of our athletes on all platforms, but we must take a proactive stance. We hope that in terms of admitting our athletes, the voice of reason will prevail in the international federations and the IOC.”
Russia sent 436 athletes to the London 2012 Games, but this was reduced in view of the state-sponsored doping program from 2011-15 to 282 for Rio in 2016 and then to 335 for the “Russian Olympic Committee” team in Tokyo in 2021.
Other than token appearances in 1900 (5) and 1908 (6), the smallest Russian delegation at a Games was 159 in Stockholm in 1912.
Russian Olympic Committee President Stanislav Pozdnyakov blasted the sanctions recommended by the International Olympic Committee against athletes who are part of the Central Sports Club of the Army, or CSKA, as a link to the military which would disqualify them from competing in Paris:
“CSKA played a key role in the early ‘90s, when it did not allow the sports component, national teams, and centralized training to fall apart. Today it is at the forefront of Russian sport, and it is probably because of this that the unfair and illegal sanctions against CSKA athletes imposed by the IOC are related to this.
“There is unfair competition, but we will not just look at it, but will prove, including to our colleagues from Lausanne, that such actions are flawed and erroneous. I’m sure that CSKA athletes in the near future will go to the Olympic tracks, swimming pools and will, as before, defend the honor of the Russian flag.”
He also ripped the IOC’s recommendations as prohibiting support of Russian athletes:
“There is a big difference in funding between 2018 and now. Then the athletes represented the Russian Olympic Committee, but now they will be as individual athletes. The IOC, guided by its regulations, has actually prohibited us from funding neutral athletes.”
Swim star Evgeny Rylov, the 100-200 m Backstroke winner in Tokyo, said in a Russian MatchTV interview:
“You can count on your fingers how many athletes meet these [IOC] requirements. If necessary, everyone will go, but I only speak for myself: if I have to sign such a declaration, I will refuse. I don’t want to accept their conditions.”
5.
Spanish women’s footballers report, unhappily, for UEFA matches
Not wanting to be subject to sanctions, Spanish players reported for training on Tuesday for women’s national team matches in the UEFA Nations League Friday against Sweden and against Switzerland on 26 September.
Many of the players called – 15 – had signed a statement (signed by 39 players in all) pledging not to play for the national team while their grievances against the Royal Spanish Football Federation (RFEF) continued. However, a Spanish law imposes penalties, ranging from fines to suspensions, for not reporting to a national team call-up, except in cases of injury.
Victor Francos, the state secretary for sports, said in a television interview that he would be meeting with the players:
“The government had let the federation be the ones to talk to the players, giving it room to maneuver.
“(But) yesterday we looked ridiculous as a nation. It is unacceptable and this morning I spoke to some of the players. The impression I came away with was the most negative one possible. I did not hear resentment or anger, I heard sadness and exhaustion, and that is why I decided to back them.”
Midfield star Jenni Hermoso, the victim of the FIFA Women’s World Cup medal ceremony controversy, was not called up, with new coach Montse Tome, saying it was for her protection. Hermoso posted a bi-lingual statement titled, “Protect me from what?,” which included:
“The players are certain that this is yet another strategy of division and manipulation to intimidate and threaten us with legal repercussions and economic sanctions. It is yet more irrefutable proof that shows that even today, nothing has changed.
“I want to once again show my full support to my colleagues who have been caught by surprise and forced to react to another unfortunate situation caused by the people who continue to make decisions within the RFEF.”
≡ PANORAMA ≡
● Judo ● American judoka Nina Cutro-Kelly, 38, a four-time Pan American Championships medal winner – and silver medalist at +78 kg in 2021 – has been sanctioned for two years by the U.S. Anti-Doping Agency. She tested positive from an out-of-competition sample collected on 2 October 2022. Per the USADA:
“During its investigation into the circumstances of the case, USADA determined that Cutro-Kelly used a DHEA supplement at the recommendation of her doctor but failed to assess the prohibited status of any ingredients in the supplement before use despite USADA having educated her on the importance of carefully checking product labels and the significant risks of supplement use.
“Cutro-Kelly’s two-year period of ineligibility began on April 12, 2023, the date her provisional suspension was imposed. In addition, Cutro-Kelly has been disqualified from all competitive results obtained on and after October 2, 2022, the date of her positive test.”
● Modern Pentathlon ● The Union Internationale de Pentathlon Moderne (UIPM) named a seven-member committee to work out the absorption of the FISO – Federation Internationale de Sports d’Obstacles – into the UIPM:
“The formation of the Working Group is the next step in the process to deliver on the Memorandum of Understanding signed by the UIPM and FISO Presidents in Bath (GBR) in August. This agreement will enable UIPM to oversee the global Obstacle sports movement, following the integration of Obstacle as a discipline of Modern Pentathlon, with the mutual aim of increasing audience and participation numbers across a wider multi-sports portfolio.”
The question on the minds of many observers will be the extent to which the tail will wag the dog, i.e., whether pentathlon actually becomes obstacle-first, moving further away from modern Olympic founder Pierre de Coubertin‘s concept of the five-part soldier’s test, introduced at the 1912 Olympic Games in Stockholm.
The working group is chaired by UIPM President Klaus Schormann (GER) and includes UIPM Secretary General Shiny Fang (CHN), FISO President Ian Adamson (AUS), and also American pentathlon Olympian Rob Stull, the head of the Pan American (NORCECA) confederation. The first meeting is scheduled for November.
¶
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TSX REPORT: All protests forbidden at Asian Games; will Australia “salvage” the 2026 Commonwealth Games? U.S. Soccer moving from Chicago
★ The Sports Examiner: Chronicling the key competitive, economic and political forces shaping elite sport and the Olympic Movement.★
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≡ THE 5-RING CIRCUS ≡
1. Olympic Council of Asia forbids protests at Asian Games
2. Australian Senate asks to “salvage” ‘26 Commonwealth Games
3. Athletics Integrity Unit appeals Amusan clearance
4. U.S. Soccer moving to Atlanta from Chicago
5. Obstacle proves too much for 27% of World Junior entrants
● The Olympic Council of Asia said that protests will not be allowed at the 2023 Asian Games, set to begin in Hangzhou, China on Saturday. Any such protest will be met with a loss of accreditation for the individual concerned. The edict was met with anger from those favoring athlete expression.
● An interim report from an Australian Senate committee said that the Australian government should try to “salvage” the 2026 Commonwealth Games by finding a replacement host in Australia, to replace Victoria, which backed out in July. The same report questioned the wisdom of the renovation of the Gabba stadium in Brisbane for the 2032 Olympic Games, when athletics could be held in Cararra, used for the 2018 Commonwealth Games, as well as building a canoe-slalom facility, when one already exists in the Sydney area, used for the 2000 Olympic Games.
● The Athletics Integrity Unit filed a notice of appeal on Friday on the clearance on “whereabouts failure” charges for Nigerian star hurdler Tobi Amusan, who won the Diamond League title on Sunday in Eugene. The appeal to the Court of Arbitration for Sport could wipe out her win and subject her to a lengthy suspension. The AIU annual report for 2022 illustrated a vigorous testing program, with special attention to countries considered likely to have doping.
● The U.S. Soccer Federation, the wealthiest of the American National Governing Bodies, got a $50 million donation from The Home Depot founder Arthur Blank and will move its headquarters from Chicago to Atlanta and build a national training center for all of its teams. Site selection is ongoing.
● At the World Junior Championships in modern pentathlon held in Lithuania held over the weekend, the obstacle discipline was included for the first time and while the men’s entries managed to complete the course 83% of the time, the women completed it only 55%, for an overall average of 73% success. It’s a major shift, for which the competitors – especially the women – were not fully prepared.
● World Championships: Wrestling (Russian “neutrals”
win two in men’s Freestyle) ●
● Panorama: Archery (U.S. teen Kaufhold ascends to no. 1 Recurve ranking) = Athletics (Budapest sold 80.7% of all tickets available for Worlds) = Football (2: UEFA head says no Russian teams until Ukraine invasion ends; Spain calls up 15 members of Women’s World Cup team for UEFA Nations League matches) = Shooting (ISSF World Cup wraps in Rio) = Sport Climbing (IFSC reaches 100 member federations) ●
● Errata ● Some readers of Monday’s post saw that Vuelta a Espana winner Sepp Kuss was the third American winner of a Grand Tour; nope: it’s four: also Vuelta winner Greg Horner in 2013; Greg LeMond, who won the Tour de France three times, and Andrew Hampsten, the 1988 Giro d’Italia winner. Thanks to Dr. Bill Mallon for the correction. ●
1.
Olympic Council of Asia forbids protests at Asian Games
“We will not allow any protest, religious or political.
“Please ensure that your athletes are aware of this. If there is any form of protest we will withdraw the accreditation.”
That’s from Olympic Council of Asia Acting Director General Vinor Kumary Tiwari (IND), speaking on Sunday to the Chefs de Mission getting ready for the 2023 Asian Games in Hangzhou (CHN), which begin on Saturday (23rd).
A prior warning on Friday (15th) noted a ban on:
“Banners, slogans and other promotional materials that promote political, racial, religious or commercial content and violate the OCA Constitution and Rules, or Chinese laws and regulations (Religious items for personal use are permitted).”
The OCA announcement added that “This rule applies especially to the victory ceremony, when an athlete can display the flag of their country or region but no other props are allowed, including photos and posters.”
The activist group Global Athlete posted an angry reply on Monday, titled “The Olympic Council of Asia Openly Threatens and Silences Athletes” and included:
“The OCA’s archaic approach to limiting athletes’ rights to freedom of expression is a clear demonstration that sport systems continue to believe they can operate in silo without adherence to globally accepted human rights. This decision from the OCA appears to favour China’s authoritarian rule of law that rejects freedom of expression over every athlete’s civil liberties. …
“Silencing the athlete voice within sporting organisations has led to oppression, discrimination, and abuse of athletes – restricting their basic human rights has, and will, do the same.”
Observed: Interestingly, the OCA’s restrictions for the 2023 Asiad are out of line with the International Olympic Committee’s Rule 50.2 Guidelines – Olympic Winter Games Beijing 2022 which restrict protests only to the Olympic Village, official ceremonies and on the field of play.
The IOC interceded in the OCA’s business, saying that it was not possible to allow Russian or Belarusian athletes to compete due to “technical reasons.” Will it intervene here, and have the OCA (and the Chinese hosts) send out a “clarification”?
2.
Australian Senate asks to “salvage” ‘26 Commonwealth Games
A 97-page interim report, Australia’s preparedness to host Commonwealth, Olympic and Paralympic Games, was presented last week by the Australian Senate’s Rural and Regional Affairs and Transport References Committee, asking pointed questions about the abandonment of the 2026 Commonwealth Games in Victoria and the A$2.7 billion redevelopment of the Gabba stadium and surrounding area for the 2032 Brisbane Olympic Games.
The committee was unimpressed with the way that the Victoria government canceled its hosting of the 2026 Commonwealth Games in July, after signing on to the event in 2022. Victoria Premier Daniel Andrews said at the time that the expected cost of A$2.6 billion had ballooned to A$6 billion or more ($1.68 to $3.87 billion U.S.) and was too expensive. Victoria had to pay A$380 million ($244.85 million U.S.) to the Commonwealth Games Federation to break its agreement to host.
The report noted “the Victorian Government’s refusal to cooperate with the inquiry,” and the chaos now surrounding the promises which had been made to the participating communities for new housing and sports facility upgrades. And there was this:
“[T]he committee was surprised and disappointed to observe the passive approach the Government appears to be taking in relation to the cancellation. While the abrupt cancellation of the 2026 Commonwealth Games is not the Australian Government’s fault, the consequences affect Australia’s reputation and therefore there is a role for the Australian Government to get active in trying to find a solution.
“The committee has not reached a view on which alternative cities could, or should, host a salvaged 2026 Commonwealth Games. However, the committee notes the willingness of the City of Gold Coast to engage in this process. This is a matter for the Australian Government to evaluate. However, given the constrained timeframe to salvage the Games, and concurrent fiscal and cost of living pressures, the committee endorses the principle that alternative options should maximise the use of existing sporting, transport and housing infrastructure across Australia.”
But its view is clear:
“The committee recommends that the Australian Government takes on a facilitation and coordination role in order to salvage the 2026 Commonwealth Games being held in Australia.”
To ensure this incident is not repeated:
“The committee recommends that the Australian Government develops guidelines for future major sporting events which make Commonwealth funding, regulatory, policy and operational support conditional on state and territory governments being required to notify the Australian Government well in advance of cancelling, or making major changes to, a major sporting event for which hosting rights have been awarded.”
¶
As far as the 2032 Olympic Games is concerned, the report worried about the cost and scope of the redevelopment of the famed Brisbane Cricket Ground – The Gabba – and the surrounding area, now estimated to cost A$2.7 billion or about $1.74 billion U.S.:
“It may also be unwise and inappropriate for the Government to insist that a redeveloped Gabba host the athletics for the Games. Affected stakeholders pointed out that the Gabba could be redeveloped in its current footprint without the need to demolish the East Brisbane State School or develop Raymond Park.
“State governments should not use major events as an excuse to fast-track already-planned urban development against the wishes of their citizens and local communities, and without due diligence.
“The Gabba redevelopment should be subject to the same requirements for consultation as any development proposal, and required to be based on a sound business case. The Queensland Government should be honest with Queenslanders about why this project is being undertaken.
“Relocating the students of the East Brisbane State School to a new school location outside of the catchment area – where children can no longer walk or ride to school – represents a permanently poor outcome for the affected community that will outlast the 2032 Games. The Queensland Government needs to sit down with the community and find a solution that is acceptable – keeping front of mind over a century of history being weighed against a single event.”
Similarly, questions were raised about the construction of a canoe-slalom facility at Redland, with a comment:
“The history of whitewater facilities built for previous Games suggests there is a high likelihood that the facility could become a drain on the community and public funds in the future. This evidence would suggest that Australia does not need, and cannot sustain, two whitewater facilities.”
A facility for this sport already exists, and is in use, in the greater Sydney area, site of the 2000 Olympic Games.
The recommendations call for a further review by the Queensland government of the decision to hold athletics at the Gabba and the redevelopment of the nearby school and park; even the International Olympic Committee in its review of the Brisbane proposal noted that the Carrara Stadium – used for the 2018 Commonwealth Games – would be suitable.
As far as the new canoe-slalom center, “[i]f it is feasible to host the events at the Penrith Whitewater Centre in New South Wales, including with refurbishments, this option should be prioritised over building a new facility.”
The Queensland government is mostly ignoring the report, with Tourism and Sport Minister Stirling Hinchliffe explaining Friday: “The Gabba is the way in which we will deliver a world-class experience not just for the Games, but for Queensland and for Brisbane for decades to come.”
The final report is expected to be delivered in December.
3.
Athletics Integrity Unit appeals Amusan clearance
Nigeria’s 2022 World Champion and world-record setter Tobi Amusan had a big finish to her 2023 season with a 12.33 win at the Prefontaine Classic in Eugene on Sunday to take the Diamond League title in the women’s 100 m hurdles.
Maybe.
The Athletics Integrity Unit noted Monday that it has filed a notice of appeal on its provisional suspension from July that was overturned:
“The AIU filed an appeal last Friday (15 September 2023) with the Court of Arbitration for Sport (CAS) against the Disciplinary Tribunal’s decision, dated 17 August 2023, that Tobi Amusan did not commit an anti-doping rule violation for Whereabouts Failures.”
Amusan was charged with three “whereabouts” failures on 18 July and appealed to the Athletics Disciplinary Tribunal, which cleared her on 17 August:
“A panel of the Disciplinary Tribunal, by majority decision, has today found that Tobi Amusan has not committed an Anti-Doping Rule Violation (ADRV) of three Whereabouts Failures within a 12-month period. …
“Amusan’s provisional suspension has now been lifted with immediate effect.”
Amusan competed on 18 July in Hungary and won in a fast 12.35, but did not compete again until the World Championships in Budapest, where she finished sixth in the final. She then waited to compete again until the Prefontaine Classic, with her win earning her $30,000, which could now be in jeopardy.
¶
The AIU published its annual report for 2022 last week, with Board Chair David Howman (NZL) noting in his opening message:
● “We collected 10,686 samples from 2,779 athletes representing 136 nationalities. Out-of-competition samples accounted for 67% of the samples collected.”
● “[A]ll qualifiers from ‘Category A’ National Federations – those deemed to pose the highest doping risk to athletics in 2022 – were declared eligible for the [2022] World Championships after meeting the minimum testing requirements as set out under the World Athletics Anti-Doping Rules (Rule 15).
“It was great to see full compliance by five of the seven ‘Category A’ National Federations: Bahrain, Ethiopia, Kenya, Morocco and Nigeria. Meanwhile, seven Ukrainian athletes were given exemptions due to extenuating circumstances because of the war, though 15 of their team-mates fulfilled the testing obligations. Belarus – the other ‘Category A’ nation – did not compete in Eugene.
“In total, 156 athletes from six ‘Category A’ countries were entered for the World Championships, with 1206 out-of-competition tests conducted since 1 January 2022 at domestic level (excluding AIU tests).”
● “To stave off the prospect of any possible international ban from competition, the Kenyan Government pledged US$25 million ($5 million annually for five years) in late 2022 to fight doping in athletics. A Steering Committee – primarily comprising the AIU, ADAK and Athletics Kenya (AK) – was set up to oversee the disbursement of government’s funding and track its usage.”
● “[S]temming from the AIU’s investigation of 17 reports of suspicious competition results during the qualification period for the Tokyo 2020 Olympic Games … [s]even Member Federations – Albania, Armenia, Georgia, Kyrgyzstan, Moldova, Turkey and Uzbekistan – were placed on the Watch List which reflects the high degree of risk of results manipulation within those organisations.”
The AIU did all this on a budget of $8.88 million for 2022, of which testing and results management consumed $2.97 million. In terms of testing, distance running was overwhelmingly the biggest focus, with 24.3% of all tests on track events and 23.1% on road events (total: 47.4%). The sprints were next at 17.4% and then throws (11.4%), jumps (10.5%), middle distances (10.2%) and multi-events (3.0%).
The most-tested areas were Africa (36.8%), Europe (31.8%), then North America (18.0%), Asia (9.2%), South America (2.8%) and Oceania (1.5%).
4.
U.S. Soccer moving to Atlanta from Chicago
The most financially successful U.S. National Governing Body, the U.S. Soccer Federation, is heading south after a Friday announcement of a new national headquarters and National Training Center in Atlanta.
The USSF has been in Chicago since 1991, and in New York and Colorado Springs before that, but will now head to Atlanta thanks to a $50 million gift from The Home Depot founder Arthur Blank, who owns the NFL’s Atlanta Falcons and Atlanta United of Major League Soccer:
“The facility will serve as headquarters for the U.S. Soccer Federation, creating a central hub for the entire soccer community, including coaches and referees, to access best-in-class training, technology and infrastructure to promote successful and sustainable playing environments throughout the country. For players, the National Training Center will provide the best environment, guaranteeing uninterrupted access to elite infrastructure for training, development, recovery and performance analysis – cultivating expertise and excellence in the sport on an international level.
“While the National Training Center will be utilized by all 27 of U.S. Soccer’s National Teams, part of Blank’s contribution will specifically go towards the construction of facilities for U.S. Soccer’s nine Extended National Teams (ENTs), particularly in support of the Cerebral Palsy (CP), Deaf, and Power Soccer National Teams, including thoughtful design of locker rooms and training facilities to maximize accessibility for players.”
Site selection is continuing and is expected to be announced in early 2024. Atlanta’s Mercedes-Benz Stadium has already been selected as a site for the 2026 FIFA World Cup.
U.S. Soccer reported assets of $171.67 million in its 2022 financial statement, with $108.34 million in reserves. It had $117.75 million in operating revenues in 2022, against operating expenses of $145.37 million before investment gains of $3.11 million net. Having the 2026 FIFA World Cup in the U.S. is expected to open new opportunities for the federation to expand interest nationally and internationally.
5.
Obstacle proves too much for 27% of World Junior entrants
The UIPM World Junior (U-22) Championships in Druskininkai (LTU) were of interest not only for the outcomes, with individual wins by France’s Mathis Rochat and German Josefine Unterberger, but also the implementation of the new obstacle discipline that will completely replace riding beyond 2024.
With very few chances for practice, the new concept was challenging, so much so that 27% of all entries in the event were eliminated in the obstacle discipline and scored no points in that event. Athletes could – and did – continue, with Unterberger being eliminated in the qualifying round, but scoring enough in the other events to make it to the final and win! But the women had a tough time:
● Men/qualifying: 55 completed, 11 eliminated (83.3%)
● Women/qualifying: 27 completed, 17 eliminated (61.4%)
● Team/Men: 14 completed, 3 eliminated (82.4%)
● Team/Women: 4 completed, 8 eliminated (33.3%)
● Team/Mixed: 11 completed, 2 eliminated (84.6%)
The overall count was 111 completions and 41 eliminations for an overall success rate of 73.0%. The men did well, with a combined 69-14 for 83.1% success, but the women completed only 31 of 56 tries, or 55.4%.
Eliminations in the obstacle discipline are assigned for various reasons, most often for failing to complete an obstacle on two tries, but also for interference with a competitor.
The activist Pentathlon United athlete group posted a redacted message from one athlete that included, “I thank you [heart] I am so mad at all UIPM now, I really wanted to enjoy my last championships in juniors, but ocr completely destroyed it. [sad face]”
The Modern Pentathlon is not, at present, on the program for the 2028 Olympic Games in Los Angeles and was charged by the IOC with improving its events and widening its popularity. It has put all of its hopes on incorporating obstacle racing as one of its four events – running and shooting are combined into the Laser Run – to the point of agreeing to absorb the FISO, the international federation for obstacle racing that was formed in 2014.
No senior-level events have been held with obstacle included since the format for the Paris 2024 competition still includes riding, part of the modern pentathlon as introduced by Baron Pierre de Coubertin (FRA) at the 1912 Olympic Games in Stockholm (SWE).
The other sports that were not included for 2028 are boxing – which has since been assured a place after the withdrawal of recognition of the International Boxing Association – and weightlifting, which has drawn positive comments from IOC officials as it has revamped its governance and anti-doping processes. Very little has been said about pentathlon, but the issue is expected to be resolved at the IOC Session in India in October.
≡ WORLD CHAMPIONSHIPS ≡
● Wrestling ●Russian wrestlers, competing as “neutrals” won two men’s Freestyle classes on Monday at the UWW World Wrestling Championships in Belgrade (SRB).
At 74 kg, Zaurbek Sidakov, the Tokyo 2020 Olympic champ, won his third world title with a 10-7 victory over four-time champion Kyle Dake of the U.S. The match was tied 3-3 in the final period when a flurry of takedowns and reverses led to a challenge that eventually had Sidakov leading 8-7, and another challenged decision gave Sidakov two more points for the 10-7 final.
In the 79 kg class, Russian Akhmed Usmanov defeated Georgia’s Vladimir Gamkrelidze in the final by 4-1, with Iranian Mohammad Nokhodi and Ukraine’s Vasyl Mykhailov. During the awards ceremony, Mykhailov exited the podium prior to a joint photograph of the medal winners, refusing to stand with Usmanov.
In the 57 kg final, Serbia’s Stevan Micic – U.S.-born and a two-time NCAA medalist at Michigan – thrilled the home fans with a win over Rei Higuchi(JPN), the 2022 Worlds winner at 61 kg, by 7-4.
The 92 kg crown went to Kazakhstan’s Rizabek Aitmukhan, 5-2, over two-time Worlds bronze winner Osman Nurmagomedov, with American Zain Valencia taking a bronze – his first Worlds medal – along with Feyzullah Akturk(TUR). It’s the sixth medal for the U.S. men so far in Belgrade.
There had been a Russia-Ukraine match at 61 kg on the 16th, with Russian Abasgadzhi Magomedov winning over Ukrainian Valentin Blesetsky; the two did not shake hands afterwards. Russian Wrestling Federation President Mikhail Mamiashvili told the Russian news agency TASS that while no express instructions were given to Russian wrestlers by United World Wrestling, “they were simply warned to react adequately.”
≡ PANORAMA ≡
● Archery ● American Casey Kaufhold, 19, has moved to the no. 1 ranking in World Archery’s women’s Recurve Division, the first American woman to reach the top since rankings began in 2001.
The rankings use a points-accumulation system, and Kaufhold has been solid this season, with a fourth at the World Championships, another fourth at the World Cup Final and a won at the Paris World Cup, which doubled as the test event for Paris 2024.
All of that elevated her to 281 points, passing Britain’s Penny Healey, now second. Two other American women are in the top 50: Jennifer Mucino-Fernandez at 42nd and Catalina GNoriega in 46th.
Brady Ellisoncontinues as the top American in the men’s Recurve (Olympic) rankings, in fourth. Next is Jack Williams, in a tie for 28th. Brazil’s Marcus D’Almeida, the 2023 Worlds bronze winner and World Cup Final champion, continues at no. 1.
● Athletics ● More details are becoming available concerning attendance at the 2023 Worlds in Budapest, with 404,088 tickets claimed of 423,090 that were available, meaning that 95.5% of all tickets were distributed.
However, that does not mean that all of these tickets were sold. A Budapest Business Journal report noted:
● Tickets sold totaled 341,555 (80.7% of all available), with the remaining 52,533 distributed for free. About 10,000 tickets were used for school children and another 10,000 for underserved groups. The remainder were used for guests and news media.
● The nine evening sessions drew 267,331 or 29,703 each, and the five morning sessions drew 136,757 or 27,351 on average, at the 35,000-seat National Athletics Centre.
● Spectators came from 120 countries, with the biggest contingents from Great Britain, then Germany and the U.S. About 40% of all tickets sold went to buyers outside Hungary.
An estimated 30,000 visitors came to the event from outside of Hungary, an important figure for future organizers in Europe to note regarding hotel availability.
● Football ●UEFA President Aleksander Ceferin (SLO) told the Sportklub site in a Sunday post:
“The Russians will return to football only when the war in Ukraine ends.”
He also explained why the federation ended its commercial relationship with the Russian energy giant Gazprom after the start of the Russian invasion of Ukraine in February 2022:
“It simply had to be done as some sort of symbolic act.
“It is difficult after the start of the war over the stadium, where hundreds of millions of people watch the games, to advertise for this company. I’m sorry, but we had to do it. But it is also a fact that those who still buy gas from the same company are the ones who complain the most about this issue.”
¶
The drama in Spain continues as the Royal Spanish Football Federation’s new women’s coach, Montse Tome, called up 23 players for UEFA Nations League matches coming up against Sweden on Friday (22nd) and Switzerland on the 26th.
Of the 23, 15 are from the FIFA Women’s World Cup championship team, and 20 are signatories to a message from 39 players who said they will not play for the national team again until further changes are made. Tome said she expected them to report for practice on Tuesday.
Spanish law requires players to report if called up, with significant financial sanctions and possibly suspensions if they do not appear.
Midfielder Jenni Hermoso, at the center of the turmoil over the actions of ex-RFEF President Luis Rubiales, was not called up. Said Tome, “We are all with Jenni and with all of the players. I believe this was the best way to protect her.”
● Shooting ●On the final day of the ISSF World Cup in Rio de Janeiro (BRA), France’s Tokyo Olympic champ Jean Quiquampoix won the men’s 25 m Rapid-Fire Pistol, 34-30 over China’s Zhiming Lu, and Norway’s 2022 Worlds bronze winner Jeanette Hegg Duestad won the women’s 50 m Rifle/3 Positions event, scoring 461.5 to 458.0 for Nischal Nischal (IND).
China finished with eight medals overall (1-4-3) and Italy (2-0-1), Hungary (1-1-1) and Norway (1-1-1) each had three.
● Sport Climbing ● The International Federation of Sport Climbing (IFSC) announced the addition of federations from Guam and Nigeria, reaching the 100 mark in total affiliated federations.
The IFSC started in 2007, with 57 founding members.
¶
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TSX REPORT: U.S.’s Kuss wins Vuelta a Espana! Arbitrators for Valieva case named; high jump icon Fosbury fondly remembered in L.A.
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≡ THE 5-RING CIRCUS ≡
1. Kuss becomes first U.S. winner of Vuelta a Espana in 10 years
2. Court of Arbitration names Valieva case arbitrators
3. USOPC looking for ways to preserve collegiate sport
4. Nearly $113 million in Olympic Solidarity spending in 2022
5. Dick Fosbury fondly remembered by family and friends
● Sepp Kuss became the first American winner of one of cycling’s Grand Tours in 10 years on Sunday, with a win at the 78th La Vuelta a Espana that finished in Madrid. He led an unheard-of 1-2-3 sweep by the Dutch Jumbo-Visma team, ahead of Tour de France winner Jonas Vingegaard of Denmark and Slovenian Primoz Roglic, winner of this year’s Giro d’Italia.
● The Court of Arbitration for Sport announced the members of the panel that will hear the appeal of the Kamila Valieva doping case from 26-29 September in Lausanne, Switzerland. No timetable has been established for the issuance of a decision.
● The U.S. Olympic & Paralympic Committee’s chief executive, Sarah Hirshland, said that the organization is concerned about the continuing chaos of conference realignment in college sports and looking to preserve the role of intercollegiate athletics not only for Olympic team purposes, but for the benefit of the thousands of students who participate annually.
● The International Olympic Committee’s report on Olympic Solidarity programs for 2022 showed almost $113 million in spending, but also that most National Olympic Committees are small and underfunded.
● Nearly 50 family, friends and admirers of 1968 Olympic high jump champion Dick Fosbury, who revolutionized the event with the “Fosbury Flop,” gathered in Los Angeles for a celebration of his life and his contribution to sport, politics and the Olympic Movement. Some of it was hilarious.
● World Championships: Rugby (World Cup underway in France, with some issues) = Weightlifting (China finishes as top medal winner again) = Wrestling (U.S. claims three men’s Freestyle golds!) ●
● Panorama: Athletics (3: Saina wins in Sydney; Class of 2023 inducted into Collegiate Hall of Fame; World Ath removes 2024 X-C Champs from Croatia) = Badminton (Indonesia wins two at Hong Kong Open) = Basketball (2: U.S. men regain no. 1 world ranking; Canada wins FIBA 3×3 Women’s Series) = Boxing (2: Roberts named IBA chief exec; Oceania confederation claims Polynesian federation belongs to IBA) = Cycling (Vollering takes Tour de Romandie for seventh win in 2023) = Football (2: Hermoso granted restraining order vs. Rubiales; 39 Spanish women’s players demand further RFEF changes) = Gymnastics (Britain and France win three each at World Challenge Cup) = Judo (Brazil and Canada lead Pan Am Champs) = Shooting (Italy wins two at ISSF World Cup) = Table Tennis (Calderano and Wang take Pan Am singles titles) ●
● Special coverage of the sensational Prefontaine Classic, also the 2023 Diamond League Final, was posted over the weekend, on Saturday and Sunday. ●
● Errata: Some readers of Friday’s post saw a reference to the Salt Lake City bid for the 2034 Olympic Winter Games incorrectly shown as “2023″; now corrected. Thanks to reader Don Kopriva for the sharp eyes! ●
1.
Kuss becomes first U.S. winner of Vuelta a Espana in 10 years
No one predicted this, but American Sepp Kuss, 29, won the 78th Vuelta a Espana in Madrid on Sunday, rising above his celebrated Jumbo-Visma teammates Primoz Roglic (SLO) – the 2020 and 2021 winner – and two-time Tour de France champion, Jonas Vingegaard(DEN).
Kuss, who has been a support rider for those race leaders, won the sixth stage and took the overall race lead after the eighth stage, and held it to the end. He came into Friday’s stage with a 17-second lead on Vingegaard and 1:08 on Roglic, after both had – controversially – attacked him hard on Wednesday, with the lead down to eight seconds. But the situation calmed on Thursday and Kuss continued leading, with a 177.1 km flat, sprint stage on Friday won by Italy’s Alberto Dianese in 3:42:09, ahead of countryman Filippo Ganna.
Saturday’s hilly, 207.8 km stage to Guadarrama saw Dutch star Wout Poels win over defending champ Remco Evenepoel (BEL), Pelayo Sanchez (ESP) and Lennert van Eetvelt (BEL) in a four-man sprint to the line in 4:59:29. Roglic, Vingegaard and Kuss rode in together in 34-35-36th place at +10.37. Said Kuss, a day from winning the event:
“We decided to cross the finish line with the three of us. It was a fantastic moment.
“We’ve achieved something unique with the team this season by winning the three grand tours. The last three weeks certainly haven’t been easy, but we’ve granted one another. It is like a fairytale.
“It will take a while for everything to sink in. It’s an incredible feeling. It was a huge relief to cross the line here. I knew it was possible to finish this, but you have to get through all the stages well. I suffered a lot, but I survived every time. This Tour of Spain has been an unexpected success for me. When I became a cyclist, I did it for the love of the sport. Now, I am close to winning a grand tour. It is still too difficult to express my feelings. I am grateful for this experience.”
Sunday’s short, flat, 101.5 km ride into Madrid finished with the expected mass sprint, won by Australia’s Kaden Groves – his third stage win! – in 2:24:13, ahead of Italy’s Ganna and Nico Denz (GER), with Roglic, Vingegaard and Kuss in 52-53-56th (+0:26).
Kuss’s win completes an astonishing year for the Dutch-based Jumbo-Visma team, which won all three of the Grand Tours. Roglic won the Giro d’Italia, Vingegaard repeated as the Tour de France winner and Kuss got his first Grand Tour title, in Spain. Moreover, Kuss, Vingegaard and Roglic finished 1-2-3 in La Vuelta, an almost unbelievable achievement in cycling, where teams ride in support of their lead entry, not with him.
Kuss finished in 76:48:21, with Vingegaard 17 seconds back and Roglic at +1:08 to complete the Jumbo-Visma podium sweep.
It’s the second-ever U.S. win at the Vuelta a Espana, after Chris Horner’s victory in 2013, and Kuss is only the fourth American winner of a Grand Tour, also Horner, Greg LeMond, who won the Tour de France three times, and Andrew Hampsten, the 1988 Giro d’Italia winner.
2.
Court of Arbitration names Valieva case arbitrators
The long saga of the Kamila Valieva doping case and the 2022 Olympic Winter Games figure skating Team event are getting closer to a resolution with the hearing before the Court of Arbitration for Sport coming up on 26-29 September in Lausanne, Switzerland.
Valieva tested positive for the prohibited substance trimetazidine, which can help with blood flow efficiency and endurance, following a competition on 25 December 2021. She was given a four-year ban by the Russian Anti-Doping Agency (RUSADA), but this was overturned by the independent appeals panel, which gave her a one-day sanction and allowed her to continue competing, including at the Beijing Winter Games in February 2022.
The Court of Arbitration for Sport announced Friday:
● “The parties to the proceedings: RUSADA, the ISU, WADA and Ms Valieva (collectively, the parties), want privacy and have not requested that a public hearing be held. Consequently, the hearing will take place behind closed doors in accordance with the provisions of Article 57 of the Code of Sports-related Arbitration (the “CAS Code”), and outside persons will not be authorised to attend. For that reason, on 5 September 2023, the CAS Panel denied a request filed by the 2022 United States Olympic Figure Skating Team for an observer to be permitted to attend the hearing on their behalf.”
● “The Panel of CAS arbitrators constituted to decide the matter is composed of:
“President: Mr James Drake KC, Barrister, United Kingdom & Australia
“Arbitrators: “Mr Jeffrey Mishkin, Attorney-at-Law, USA “Dr Mathieu Maisonneuve, Professor of law, France
“The ISU and WADA nominated Mr Jeffrey Mishkin, and Ms Valieva nominated Prof. Mathieu Maisonneuve. RUSADA being involved as Appellant in one procedure and as Respondent in the other two, it decided not to participate in the nomination process. The President of the Panel was appointed by the Deputy President of the Appeals Arbitration Division in accordance with the CAS Code.”
● “The Panel and parties have established a detailed hearing timetable. The proceedings will open on Tuesday, 26 September 2023 with a short opening submission from each party, followed by the hearing of fact witnesses. On Wednesday, 27 September 2023, the Panel will hear expert witnesses and on Thursday, 28 September 2023, the Panel will hear the parties’ closing submissions and rebuttals. Should additional time be required, the Panel and parties have reserved Friday, 29 September 2023.
“Following the hearing, the Panel will deliberate and prepare the Arbitral Award containing its decision. At this juncture, it is not possible to indicate when the final decision will be announced. The CAS Panel’s decision will be final and binding, with the exception of the parties’ right to file an appeal to the Swiss Federal Tribunal within 30 days on limited procedural grounds.”
The written submissions on the case have already been completed and exchanged. Valieva and the RUSADA team will participate by videoconference and will not be in Lausanne.
There are three appellants in the case: the World Anti-Doping Agency, which is seeking a four-year ban from 25 December 2021; the International Skating Union, which has asked for a ban of two to four years, and RUSADA, which wants the holding of the independent appeal board invalidated and an “appropriate penalty” instituted.
Waiting on the sidelines are the rest of the Russian Team Event team, which won the competition on the ice; the U.S. team, which was second, and Japan and Canada, which finished 3-4. The results of this event have never been declared completed and no medals were awarded in Beijing.
3.
USOPC looking for ways to preserve collegiate sport
In a session with reporters last week during the U.S. Olympic & Paralympic Assembly in Los Angeles, U.S. Olympic & Paralympic Committee chief executive Sarah Hirshland made a special point concerning the conference realignment chaos now consuming the Football Bowl Subdivision schools:
“There’s been a lot of movement in the college landscape and I want to comment briefly on the big shift in college sport in the recent weeks and months.
“We made a commitment back in 2016 to engage deeply on this issue and to find better connection points between Team USA and the schools that play Olympic and Paralympic sports. This is important to us for a number of reasons and we will continue to work with our entire community to advocate for the promotion of preservation of Olympic and Paralympic sports on collegiate campuses.
“It is profoundly important not only to Team USA at the elite level, but to the health of sport in our country, broadly.”
The USOPC has a Collegiate Advisory Council which is made up primarily of current and former university athletic directors, currently chaired by Stanford athletic director Bernard Muir and includes the head of athletics at Alabama, Florida, Iowa State, North Carolina, Ohio State and Oregon. A staff member is responsible for collegiate partnership projects, which are in the development stage and, as with all programs related to sports, need more money.
But this is an area which will need expanded attention as the gyrations around college football continue to disrupt what used to be a college sports system that was rooted in geography rather than television game windows.
Hirshland, who is a member of the International Olympic Committee’s Programme Commission, spoke briefly about the status of the added-sport program for the Los Angeles 2028 Olympic Games:
“As part of organizing the [Olympic Games], the OCOG – the organizing committee – takes on the responsibility of collaborating in a review, and thinking about new sports for the program. This work has been ongoing for some time now and the original timing for the recommendations to be considered was by the IOC Executive Board last week.
“As many of you know, that discussion has been delayed and postponed, at this point, indefinitely. As those conversations continue, we don’t yet have a date for the future decisions, and discussions , but we know that LA28 and the IOC are in very active and productive conversations to come to resolution, and, frankly, we’re excited about the outcome of that, knowing that the LA28 Games is going to present an exceptional program.”
4.
Nearly $113 million in Olympic Solidarity spending in 2022
The International Olympic Committee shared details of its Olympic Solidarity and National Olympic Committee support services in a 27-page report posted last week that showed $112.879 million spent in 2022, a 21.2% increase from 2021.
Where did the money go? Most of it went to two sets of programs:
● $52.59 million to the continental associations of National Olympic Committees
This includes $9.26 million to ANOCA (Africa), $10.03 million to PanAm Sports, $10.97 million to Asia (OCA), $12.11 million to Europe (EOC), $6.23 million to Oceania (ONOC) and $4.00 million to the Association of National Olympic Committees (ANOC).
● $57.07 million to 17 individual programs for athletes, coaches and NOCs
The largest groups receiving this type of aid includes athletes, with $14.66 million for direct athlete scholarships, $4.34 million for continental athlete grants, $2.28 million for youth athlete development, and $821,000 for refugee athlete support; that’s $22.10 million combined.
Coaching programs received $5.27 million and another $17.37 million to help NOCs with staff education, sports management training and team support for travel, uniforms and so on. That’s more than 78% of the total.
There’s also $5.52 million in spending on “Olympic Values Programme” on health and sustainability, and $3.10 million on special projects.
The report also included some snapshot statistics on National Olympic Committees which are fascinating:
● NOC spending is, on average, divided between operations (32%), direct support to national federations (27%), athlete management (26%) and other (15%).
● NOC funding consists, on average, of IOC support (50%), government (24%), the IOC’s TOP sponsor program (9%), domestic sponsors and donors (7%), a national lottery (4%) and other (6%).
● The median (mid-point) of the number of employees of National Olympic Committees is 27 in Asia, 26 in Europe, 15 in Africa, 12 in the Americas and eight in Oceania.
Taken together, the data demonstrates that there are a lot of small NOCs, with small staffs and limited resources. And even with nearly $113 million in spending, it’s not close to enough, perhaps anywhere.
The Olympic Scholarship program is supporting 1,146 individuals from 145 NOCs for Paris 2024, after 429 athletes were supported for the Beijing 2022 Winter Games, from more than 8- NOCs. The Paris 2024 Olympic Refugee project has 52 athletes from 12 countries that are living in 18 host countries and training for 2024, across 10 sports.
5.
Dick Fosbury fondly remembered by family and friends
Nearly 50 family, friends and admirers of Olympic high jump legend Dick Fosbury gathered for a celebration of life at the LA84 Foundation in Los Angeles last Tuesday.
Fosbury was remembered not only for revolutionizing the high jump with his back-to-the-bar approach recognized as the “Fosbury Flop,” but for his successes in life, as an engineer, family and community stalwart and as Blaine County Commissioner in Idaho.
His widow, Dr. Robin Tomasi, shared Fosbury’s passion for his sport, for the Olympic Games and his commitment to his beloved Idaho, where he ran unsuccessfully for the Idaho House in 2014 before winning the Blaine County Commissioner post in 2019:
“He loved Idaho, he loved the beautiful mountains where we lived, he loved Blaine County and he loved politics. He was really into politics as a vehicle for making things better go everybody.”
And she broke up the audience completely, explaining the giant, dressed-up torso topped with an enlarged photograph of Fosbury’s head that was displayed behind her:
“In 2014, he decided he wanted to run for the Idaho Statehouse. And so, District 26, Seat B was his goal. He had a campaign manager who was very serious about his campaign. …
“He had to go to every parade. There were a lot of things he had to do. Unfortunately at the time, he was also President of USOPA [U.S. Olympians and Paralympians Association], and so he had to be gone for some of these events.
“So we dreamed up these – there’s actually two of them – and they are very affectionately referred to as ‘the Dickheads,’ … so the Dickheads stood in for Dick at these parades.”
A series of speakers shared their memories of Fosbury, including Olympic swim star Donna de Varona, who was a broadcaster with ABC at the 1968 Mexico City Games, where Fosbury won his high jump gold; Cathy Oerter, the widow of four-time Olympic discus winner Al Oerter; Bob Welch, who co-wrote “The Wizard of Foz: Dick Fosbury’s One-Man High-Jump Revolution” with Fosbury in 2018, and Olympians (and friends) Willie Banksand John Naber.
The high jump fraternity was well represented in the room with Rey Brown, Fosbury’s 1968 teammate who made the team as a high schooler and finished fifth; Doug Nordquist, fifth at the 1984 Olympic Games in Los Angeles, and Erik Kynard, now the 2012 Olympic champion in the event.
The iconic Dwight Stonesspoke for all of them, and shared messages from high jump stars such as two-time Olympic medalist Hollis Conway, Charles Austin, the 1996 Olympic champion, and Germany’s Dietmar Mogenburg, the 1984 Olympic gold medalist, all of whom paid tribute to Fosbury’s contributions to their success.
Stones recounted his own journey to the Flop in high school – against the advice of his coach – improving from 5-6 (1.68 m) with the Straddle style to 7-1 1/2 (2.17 m) and the national high school record by 1971. In 1972, he became the first flop-style jumper to set the world record at 2.30 m (7-6 1/2), but noted:
“I always felt that Dick’s technique would have continued to evolve if he had seriously continued with the sport. But engineering school at Oregon State University became the priority. … Of course, he made the right decision, for his future and his family, but I really wanted the chance to compete with him.”
Stones spoke about what Fosbury meant to him and everyone else in his event:
“We’re all connected to Dick Fosbury for life, every high jumper in this room. I tried, at least a couple of times each year, through Facebook, on the phone, or in person, to let him know how much he meant to me. I would always say or post, ‘Dick, have I thanked you lately, for all my jobs?’ …
“Thanks to Dick, I had a 16-year athletic career that morphed into a 46-year sports television gig that’s still going. Let’s get real: he changed the life of every high jumper in this room. We all owe him a debt of gratitude that we can never repay.”
Tom Lough, a 1968 U.S. Olympic modern pentathlete, presented Tomasi with a commemorative flag from the U.S. Olympians and Paralympians Association. The event showed that Dick Fosbury’s life was no flop, indeed.
≡ WORLD CHAMPIONSHIPS ≡
● Rugby ● The 10th Rugby World Cup is into its second of seven weeks of matches, lasting until 28 October, in nine venues across France, with defending champion South Africa and runner-up England both returning.
The first phase of group play has 20 teams playing 15-per-side round-robin matches in four groups, with the top two in each advancing to the quarterfinals. This will last until 8 October, with the playoffs beginning on 14 October. Through the first two rounds of matches in each group, the pool leaders:
● Group A: France (2-0), New Zealand (1-1)
● Group B: Ireland (2-0), South Africa (2-0)
● Group C: Wales (2-0), Fiji (1-1)
● Group D: Samoa, Japan, England (all 1-0)
This is a major event, with attendance through the first 13 matches at 545,860, or 41,989 on average.
The biggest controversy so far has been about the national anthems of the teams, played prior to the matches. A massive youth choir was used for the first-round matches and was badly received; organizing committee President Jacques Rivoal explained that “instrumental elements” would be added to “remixed” anthems beginning in the second round:
“The feedback we got after eight games were that these anthems were disturbing, or surprising to our fans. We are here to prioritize the fan experience, and we were quite concerned by this negative feedback.
“It is quite a sensitive question because for all the teams it’s a very important point. Today we have proposed new versions, simplified versions, while preserving the children’s voices. These different versions will not be disturbing for the supporters, and will offer a more affirmative musical performance.”
Crowd flow issues also surfaced at some venues, such as in Marseille for England-Argentina and Bordeaux for the Ireland-Romania match due to public transit problems. This is an ultra-sensitive issue after the security debacle at the European Championship football match at the Stade de France in Paris in 2022 and with the 2024 Olympic Games coming next year.
● Weightlifting ● The two-week World Weightlifting Championships concluded in Riyadh (KSA), with China once again on top of the medal table.
The Chinese won their seventh class in the women’s 81 kg category, with defending champ Xiaomei Liang setting a world record in the Clean & Jerk on the way to the gold medal. She was second in the Snatch (122 kg), lifted a record 159 kg in the Clean & Jerk for a winning total of 281 kg. Teammate Zhouyu Wang took the Snatch (122 kg), was second at 155 kg in the C&J and second overall at 277 kg.
Australia’s Eileen Cikamantana was only fifth after the Snatch, but her 146 kg C&J was third-best and lifted her to the bronze at 256 kg. American Mattie Rogers, a four-time Worlds silver winner, was able to complete only three of her six lifts and finished fourth at 252 kg.
Chinese Taipei’s Ying-yuan Lo completed only one of her lifts at the 2022 Worlds, and did not place, but roared back in 2023 to win the Snatch at 112 kg, and with 133 kg in the C&J, totaled 245 kg for the gold medal. Yeinny Geles of Colombia won her first Worlds medal at 244 kg, with the second-best C&J lift of 138 kg.
Korea’s Hye-jeong Park moved from eighth in 2022 to the gold in 2023 in the women’s +87 kg class, winning the Snatch at 124 kg and the C&J at 165 kg for a total of 289 kg. That was well ahead of American Mary Theisen-Lappen, who won her first Worlds medal at 117-160-277 kg, and had her last C&J attempt controversially ruled a no-lift.
Fellow American Sarah Robles finished fifth at 117-150-267, completing three of her six lifts.
In the men’s 109 kg class, Olympic champ Akbar Djuraev (UZB) swept to his second title – also in 2021 – winning the Snatch (189 kg), the Clean & Jerk (226 kg) and the total at 415 kg. Teammate Ruslan Nurudinov, the defending champ, finished second at 180-227-407. American Wesley Kitts was 11th at 170-200-370.
The +109 kg category was another showcase for super-strongman Lasha Talakhadze of Georgia, who won all three segments, lifting 220-253-473 kg for a clear win over Varazdat Lalayan (ARM: 212-248-460 kg) and Gor Minasyan (BRN: 213-246-459 kg). Americans Caine Wilkes was 16th (386 kg) and Alejandro Medina was 19th (373 kg).
It’s Talakhadze’s seventh World Championships gold, going back to 2015.
Despite injury issues with some of its stars, China led all nations with 13 medals (7-4-2) in the overall standings only; South Korea was well back in second with five (1-2-2), and Colombia had four (1-3-0). It’s the second straight Worlds for China as the medals leader and in four of the last five, as it did not compete in 2021 due to Covid.
The U.S. had three medals: one silver and two bronze.
● Wrestling ● The 2023 United World Wrestling World Wrestling Championships are ongoing in Belgrade (SRB), with Olympic quota places at stake in addition to individual honors.
The men’s Freestyle finals in four classes were held Sunday, with the U.S. dominating, scoring three golds and a bronze:
● At 61 kg, NCAA champ Vito Araujofrom Cornell faced 2021 World Champion Abasgadzhi Magomedov (RUS) in the final, after winning his earlier bouts by 10-0, 10-0, 8-2 and 12-2. The two were tied, 7-7, in the second period, but Araujo got a takedown and a step-out to lead by 10-7, than running out the clock with the final of 10-9. It’s Araujo’s first Worlds gold in his first Worlds appearance.
● At 70 kg, 2022 silver winner Zain Retherford took care of his first three opponents by 4-0, 9-2 and 7-0, then faced Iran’s 2021 Worlds silver medalist Amir Yazdani in the final. Retherford led 3-2 after one period, then extended to 8-2 with two takedowns and a step-out an cruised to an 8-5 win and his first World title.
● Two-time World Champion David Taylor steamrolled his way to a third Worlds gold at 86 kg by dismantling five opponents in a row, by pinfall, 10-0, 12-2, another pin in the semis and finally a dominant victory over Iran’s three-time World Champion, Hassan Yazdani. Taylor led by 5-3 at the period, then got a takedown for a 7-3 edge and pinned the Iranian when he tried to turn him, at 5:57. It’s the second straight win for Taylor over Yazdani at the Worlds.
● In the 125 kg class, Iranian Amir Hossein Zare won his second World title – also in 2021 – with an 11-0 technical fall over three-time World Champion Geno Petriashvili (GEO). American Mason Parris, in his first Worlds, lost a tight, 8-6 battle to Petriashvili in the semis, then came back to take the bronze with a 12-2 win over Russian “neutral” Abdulla Kurbanov.
The top five in each of the six Olympic weight classes in men’s freestyle wrestling qualify their nation for the 2024 Paris Olympics. Competitions continue through the 24th.
≡ PANORAMA ≡
● Athletics ● American Betsy Saina, the 2023 U.S. 25 km champion, won the Sydney Marathon on Sunday, moving away with Ethiopia’s Rahma Tusa after 30 km and breaking free by 40 km, to win in 2:26:47, with Tusa making a late surge to close to 2:26:53.
It’s Saina’s first marathon win since the 2018 Paris Marathon. Othmane El Gourmi of Morocco won the men’s race in 2:08:20.
¶
The Collegiate Hall of Fame induction ceremony for the Class of 2023 took place on Thursday evening (14th) at the Hult Center for the Performing Arts at the University of Oregon:
● Dyrol Burleson, distances (Oregon 1959-62)
● Michael Carter, throws (SMU 1980-84)
● Joetta Clark, distances (Tennessee 1981-84)
● Mike Conley, jumps (Arkansas 1982-85)
● Sheila Hudson, jumps (California 1986-90)
● Holli Hyche, sprints (Indiana State 1991-94)
● Edwin Moses, hurdles (Morehouse 1974-77)
● Renaldo Nehemiah, hurdles (Maryland 1978-79)
● Sonia O’Sullivan, distances (Villanova 1988-91)
● Julie Shea, distances (North Carolina State 1978-81)
● Seilala Sua, throws (UCLA 1997-2000)
● John Thomas, jumps (Boston University, 1959-62)
● Wyomia Tyus, sprints (Tennessee State 1964-67)
● Dave Wottle, distances (Bowling Green 1969-73)
The 14 new members won 70 national collegiate titles, set 39 world records, and won eight Olympic medals.
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World Athletics announced Friday that it has removed the 2024 World Athletics Cross Country Championships from Medulin and Pula in Croatia, stating the organization “believes that preparations have not advanced sufficiently for Medulin and Pula to host the event on February 10 next year, as scheduled.”
Instead, the federation is “in advanced negotiations with an alternative host in Europe with a view to staging the event in March 2024.”
● Badminton ●At the BWF World Tour Hong Kong Open in Kowloon, Indonesia came out with two wins, starting with the women’s Doubles, with Apriyani Rahayu and Siti Ramadhanti taking gold over Pearly Tanand Muralitharan Thinaah (MAS), 14-21, 24-22, 21-9, and then fifth-seed Jonatan Christie winning the men’s Singles against Kenta Nishimoto (JPN), 12-21, 22-20, 21-18.
Top-seeded Akane Yamaguchi (JPN) defeated Yi Man Zhang (CHN) in the women’s Singles final, 21-18, 21-15. China’s Xin Wa Guo and Ya Xin Wei won the Mixed Doubles against Chun Man Tang and Ying Suet Tse (HKG), 21-13, 21-19.
Kim Astrupand Anders Rasmussen(DEN) won the men’s Doubles over Leo Rolly Carnando and Daniel Marthin (INA), 21-10, 22-24, 21-19.
● Basketball ●Even with a fourth-place finish at the just-completed FIBA World Cup, the U.S. men regained the no. 1 spot in the FIBA World Rankings.
The U.S. leaped over former no. 1 and 2019 FIBA World Cup winners Spain, 786.6 to 778.2. While the American men lost the bronze-medal game to Canada, Spain finished ninth and did not make it to the elimination round.
Champion Germany moved all the way to third from 11th, now with 759.7 points. Australia, runner-up Serbia (+1), and bronze medalists Canada (+9) make up the top six.
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Canada won the FIBA 3×3 Women’s Series in Ulaanbaatar (MGL), with a 16-15 win over France in the final, with former Utah star Paige Crozon sinking the winner with no time left.
France’s Hortense Limouzinhad tied the game with seven seconds left, but the Canadians completed an undefeated final with wins over Mongolia (22-17), France (16-14) and Germany (21-13) in pool play and then beating the U.S., 21-12, in the semis prior to the final.
The American squad – Cierra Burdick, Blake Dietrich, Linnae Harper and Camille Zimmerman – finished fourth overall.
● Boxing ●The International Boxing Association promoted interim chief executive Chris Roberts (GBR) to permanent status on Friday. He was previously the IBA’s Development Director, coming to the IBA after 17 months at Boxing Scotland and a long career at the Royal Army Physical Training Corps.
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The IBA-affiliated Oceania Boxing Confederation issued a statement that the French Polynesia federation which joined World Boxing is not a federation at all and its boxers are part of the Polynesian Boxing Federation (Fédération Polynésienne de Boxe), which is still affiliated with the IBA.
None of this has anything to do with the Olympic boxing tournament in Paris in 2024, as qualification is being handled directly by the International Olympic Committee.
● Cycling ● On the UCI Women’s World Tour, the three-stage Tour de Romandie in Switzerland concluded on Sunday, with a showdown between Demi Vollering (NED), Poland’s Kasia Niewiadoma and Swiss home favorite Marlon Reusser.
Friday’s first stage was a mass-finish sprint over 144.1 km won by Sofia Bertizzolo (ITA) in 3:53:10, with the first 52 riders given the same time. On Saturday, Vollering beat Niewiadoma and Reusser to the line on the uphill-finishing 110.8 km course to Torgon, taking six-second lead on the Pole and 12 seconds on Reusser into Sunday’s finale.
The 131.9 km ride to Nyon finished with a two-lap course with two modest climbs, and a final sprint had Liane Lippert (GER) as the winner in 3:18:31, ahead of Fem van Empel(NED) and Silvia Persico(ITA). Reusser was fourth, Vollering sixth and Niewiadoma seventh, so the final standings ended with Vollering the winner, Niewiadoma at +0:06 and Reusser at +0:12.
It’s Vollering’s seventh win of the year on the Women’s World Tour, including the Tour de France Femmes.
● Football ● Spanish midfielder Jenni Hermoso was granted a restraining order against former Royal Spanish Football Federation President Luis Rubiales. The Spanish High Court ordered that Rubiales stay more than 200 m away from Hermoso.
Even with the resignation of Rubiales and the end of the coaching tenure of Jorge Vilda, 39 players stated they would not report for any national-team matches, including 21 of the 23 members of the winning FIFA Women’s World Cup team. The message said in part:
“As of today, as we have communicated to RFEF, the changes which have been made are not enough so that the players feel in a safe place, where women are respected, women’s football is supported and where we can give our all.”
The message called for changes in the federation’s women’s program, in governance, and in the communications, marketing and integrity departments.
● Gymnastics ● The FIG Artistic World Challenge Cup series concluded in Paris (FRA) with the sixth stage, and the French women and British men scoring three wins each.
French star Melanie de Jesus dos Santos – the 2019 European All-Around champ – won two events, taking the Uneven Bars, 14.700 to 14.600 over Brazil’s Rebeca Andrade, the 2022 World All-Around gold medalist, then winning on Floor, 13.650 to 13.400 vs. Brazilian Jade Barbosa, the 2007 Worlds All-Around bronzer.
The third French win came on Beam from Marine Boyer, the 2016 European silver winner, scoring 13.500 along with Kaylia Nemour (ALG), but winning on criteria. Mexico’s 2018 Worlds bronze winner, Alexa Moreno, took the Vault with a 14.075 average for two, and Australian Georgia Godwin second (13.850).
The British men’s wins came from two-time Olympic champ Max Whitlock on Pommel Horse, 2022 Worlds bronze medalist Courtney Tulloch on Rings and senior-level newcomer Harry Hepworth on Vault.
Whitlock scored 15.540 to beat 2022 World Champion Rhys McClenaghan (IRL: 15.100); Tulloch shared the Rings win with 2021 Worlds bronze winner Salvatore Maresca (ITA), with both scoring 14.700, and Hepworth received 14.700 for his average on Vault, well ahead of Leo Saladino (FRA: 14.250).
Japan’s Koga Hiramitsu won on Floor (14.700, over Benjamin Osberger/FRA and Luke Whitehouse/GBR, both 14.650); Olympic silver winner Lukas Dauser (GER) took the Parallel Bars winner at 15.250, and Chia-hung Tang (TPE), the 2018 Asian Games winner, dominated on the Horizontal Bar, winning at 14.950.
● Judo ● Brazil and Canada were the big winners at the Pan American Championships in Calgary (CAN), taking six and four classes each.
The Brazilians got wins from Matheus Takaki in the men’s 60 kg, Tokyo bronze medalist Daniel Cargnin at 73 kg and Rafael Macedo at 90 kg, and 2021 Pan Am Champs winner Larissa Pimenta at 52 kg, three-time Olympic bronze winner Mayra Aguiar at 78 kg and 2022 Worlds silver winner Beatriz Souza at +78 kg.
Canada’s Julien Frascadore took the men’s 66 kg class, Francois Gauthier Drapeau won at 81 kg, and Shady El Nahas at 100 kg, and two-time World Champion Christa Deguchi struck gold at 57 kg.
Cuba’s Andy Granda, the 2022 World Champion, won at +100 kg, defeating two-time Olympic bronze medalist Rafael Silva.
The U.S. won bronze medals from Nathaniel Keeve at 100 kg, and Maria Celia Laborde in the women’s 48 kg, and Hannah Martin at 63 kg.
● Shooting ● The latest ISSF World Cup in Rifle and Pistol is in Rio de Janeiro (BRA), with Italy winning two events.
Italian Federico Maldini won the men’s 10 m Air Pistol final, 237.8 to 236.4 against Latvian Emils Vasermanis. Armenia’s Elmira Karapetyan took the women’s 10 m Air Pistol title, 236.6 to 235.8 over Siyu Wang (CHN).
The 2022 Worlds runner-up, Danilo Sollazzo, also won for Italy in the men’s 10 m Rifle final, beating Germany’s Maximilian Dallinger, 251.0 to 250.0. India’s Elavenil Valarivan won the women’s 10 m Air Rifle, 252.2 to 251.9 over France’s Oceanne Muller, 20, the 2021 World Junior Champion.
Hungary’s Veronika Major took the women’s 25 m Pistol by 34-31 over Kaiyan Shang of China for her fourth career World Cup win in the event.
China scored a win in the men’s 50 m Rifle/3 Positions, with Yukun Liu – the 2017 World Junior Champion in this event – scoring 460.1 in the final to edge Norway’s 2022 Worlds bronze medalist Jon-Hermann Hegg (456.9) and three-time World Cup winner Istvan Peni (HUN: 444.5).
The events conclude on Monday.
● Table Tennis ● Chile took two titles at the Pan American Championships in Havana (CUB), with the U.S. and Brazil winning the Singles golds.
Chile’s Doubles wins came in the men’s classification, with Gustavo Gomez and Nicolas Burgosdefeating Gaston Alto and Horacio Cifuentes (ARG), 3-0, and in the Mixed Doubles, with Burgos and Paulina Vega sweeping Brazil’s Vitor Ishiy and Bruna Takahashi, 3-0.
Brazil was in both Singles finals, with Hugo Calderano (BRA) defeating Burgos (CHI) by 4-1 (11-4, 11-8, 13-11, 11-13 and 11-5), and American Amy Wang – seeded fourth – claiming her first Pan Am title, taking down Takahashi, in a 4-3 thriller (11-13, 11-6, 4-11, 11-8, 12-10, 9-11, 12-10).
Puerto Rico’s Melanie Diazand Adriana Diaz won the women’s Doubles, over Canada’s Ivy Liaoand Mo Zhang, 3-1.
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ATHLETICS: World records for Tsegay (14:00.21) and Duplantis (20-5 1/4), two American Records at Pre Classic!
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A second day of spectacular competition at the Nike Prefontaine Classic in Eugene, which also doubles this year as the Diamond League Final, with two sensational world records among seven world-leading marks:
● Men/800 m: 1:42.80, Emmanuel Wanyonyi (KEN)
● Men/3,000 m: 7:23.63, Jakob Ingebrigtsen (NOR)
● Men/110 m hurdles: 12.93, Hansle Parchment (JAM)
● Men/Pole Vault: 6.23 m (20-5 1/4), Mondo Duplantis (SWE) ~ World Record
● Women/800 m: 1:54.97, Athing Mu (USA) ~ American Record
● Women/5,000 m: 14:00.21, Gudaf Tsegay (ETH) ~ World Record
● Women/High Jump: 2.03 m (6-8), Yaroslava Mahuchikh (UKR) and Nicola Olyslsagers (AUS)
First, the world records:
Ethiopia’s Gudaf Tsegay, who won the women’s 5,000 m world title at Hayward Field in 2022, was making a world-record try, with countrywoman Birke Haylom (17) leading through 2,000 m. By 3,000 m, Haylom stepped off – essentially a pacesetter for Tsegay – and Tsegay and Worlds bronze winner Beatrice Chebet (KEN) had a huge lead on the rest of the field.
With three laps left, Tsegay and Chebet had 50 m-plus on the field, and at 4,400 m, Tsegay broke Chebet and took off down the back straight. All alone now at the bell, Tsegay passed in 12:55 and Tsegay was flying down the back stretch for the final time and, gritting her teeth, charged down the straight to finish in a staggering 14:00.21 world record! It’s the second world mark in the event this season, after Kenyan Faith Kipyegon’s 14:05.20 in June.
Tsegay’s prior best was 14:12.29 in London in July and she now has two of the top eight performances ever. Chebet was second in 14:05.92, the no. 3 performance in history. Ethiopia’s Ejgayehu Taye was third in 14:21.52; Americans Alicia Monson and Weini Kelati were 7-8 in 14:45.98 and 15:25.62.
Only world-record holder Mondo Duplantis (SWE) and Ernest John Obiena (PHI) were left in the men’s pole vault at 5.82 m (19-1), and the bar went to 6.02 m (19-9). Duplantis sailed over right away, while Obiena missed three times. So the bar went up to 6.23 m of course – a world record of 20-5 1/4 – and on his 16th try at this height, snaked over and celebrated another mark, just as he did at the 2022 Worlds at the same site.
Incredibly, he might have had another six inches of hip height over the bar! It’s his seventh world record in the vault, actually surpassing his 6.22 m (20-4 3/4) indoor clearance in February in France. Americans Sam Kendricks, Chris Nilsen and KC Lightfoot finished 3-5-7 at 5.72 m (18-9 1/4), 5.72 m and 5.52 m (18-1 1/4), respectively.
And the American Records:
What would Norway’s 22-year-old Jakob Ingebrigtsen do in the men’s 3,000 m a day after his 3:43.73 mile win? He had the lead after 1,600 m, with four Ethiopians chasing him. Eight were in contact with three laps left, and with two laps to go, but when would the break come? Two-time World Indoor 3,000 m champ Yomif Kejelcha came up on Ingebrigtsen and then Telahun Bekele, but Ingebrigtsen stayed in front at the bell (at 6:29!). On the backstraight, Kejelcha made his move and came right up on the Norwegian, who fought him off and ran into the home straight with a half-meter lead. Ingebrigtsen held on, and even looked to his right to find Kejelcha, who kept coming and both leaned hard at the finish, with Ingebrigtsen falling to the track, but winning in 7:23.63, the no. 3 performance of all time. Kejelcha got a national record of 7:23.64 in second (no. 4 all-time), and American Grant Fisher rocketed up in the final 100 m to get third in an American Record of 7:25.47, now the no. 8 performer of all-time. Bekele was fourth in 7:25.48.
No one knew exactly what to expect in the women’s 800 m, with all three medalists from Budapest back again. World leader Keely Hodgkinson (GBR) and Olympic champ Athing Mu of the U.S. were running together at the bell, but would Mu have the finish she lacked at the Worlds? Onto the backstraight, Hodgkinson and Mu were leading World Champion Mary Moraa (KEN) and Jamaican Natoya Goule-Toppin, but Mu and Hodgkinson were a clear 1-2 into the home straight and Mu had the speed through the line to finish this time to win in a world-leading and American Record of 1:54.97, ahead of Hodgkinson’s British record of 1:55.19 and Goule-Toppin’s Jamaican record of 1:55.96. Moraa was fourth in 1:57.42. Sage Hurta-Klecker of the U.S. was eighth in 1:59.65.
Mu remains eighth all-time, while Hodgkinson is now equal-10th ever.
In the men’s 800 m, Canada’s World Champion Marco Arop led at the bell in a quick first lap of 49.19, and he simply would not be passed into the final straight. But in the final 50 m, he slowed slightly and that was enough for 19-year-old Emmanuel Wanyonyi (KEN) – already the world leader at 1:43.20 – to come through in lane two to get the win in a world-leading 1:42.80. Arop stayed close at 1:42.85 – a national record – for second and Algerian Djamel Sedjati – who ran up on Arop with Wanyonyi – had to settle for third in a lifetime best 1:43.06. American Bryce Hoppel was sixth in 1:44.63.
Five Americans lined up in the men’s 110 m hurdles, with World Champion Grant Holloway out like a shot and leading over five hurdles. Jamaica’s Olympic champ Hansle Parchment was left in the blocks, but stormed into the lead in mid-race and ran away in a world-leading 12.93 (wind: +0.9 m/s). Holloway barely held on to second, 13.06 to 13.07, over fellow American Daniel Roberts. The rest of the U.S. entries, Freddie Crittenden, Cordell Tinch and Jamal Britt were 6-7-8 in 13.15, 13.21 and 13.36.
The top three in the women’s high jump was decided by 1.95 m (6-4 3/4), with World Champion Yaroslava Mahuchikh (UKR), Tokyo silver winner Nicola Olyslagers (AUS) and Angelina Topic (SLO) all over on the first try. Topic exited at 1.98 m (6-6) and Mahuchukh and Olyslagers both made a world-leading 2.03 m (6-8) on their second and third tries, respectively. At 2.05 m (6-8 3/4), both missed all three times, so Mahuchikh earned the win on misses. American Vashti Cunningham was fourth at 1.91 m (6-3 1/4).
The rest of the competition was excellent on a sunny day in Eugene, with plenty of surprises:
The men’s 200 m was a stunner, with Olympic silver winner Kenny Bednarek of the U.S. leading Worlds silver winner Erriyon Knighton (USA) into the straight, but suddenly Canada’s Olympic champ Andre De Grasse – sixth in Budapest – stormed down the straight in the final 50 m and ran away to a season-best 19.76 win (+0.6), with Bednarek second in 19.95 and Knighton third in 19.97. Kyree King of the U.S. was fifth in 20.16.
The men’s long jump came to life in the fifth round, as both Swiss Simon Ehammer – the 2022 Worlds bronze medalist – and 2019 World Champion Tajay Gayle (JAM) reached 8.22 m (26-11 3/4), with Gayle’s jump wind-aided. Ehammer won based on his second-best mark. Japan’s Yuki Hashioka claimed third with his final jump of 8.15 m (26-9). Americans Jarrion Lawson and Will Williams were fifth and sixth at 8.02 m (26-3 3/4) and 7.99 m (26-2 3/4).
Two-time World Champion Joe Kovacs took the lead in the men’s shot at 22.70 m (74-5 3/4) in the first round, trailed by Olympic and World Champion Ryan Crouser at 22.42 m (73-6 3/4). New Zealand’s Tom Walsh, the 2017 World Champion, moved into second at 22.69 m (74-5 1/2) in round three.
Crouser took over at 22.91 m (75-2) in round two, but Kovacs was unimpressed, taking the lead again at 22.93 m (75-2 3/4) in round four. Crouser got out to 22.86 m (75-0) in round six, but it wasn’t enough and Kovacs had another Diamond League title. Payton Otterdahl of the U.S. reached 21.43 m (70-3 3/4) and finished fifth.
A major upset in the men’s discus, where the usual Daniel Stahl (SWE) and Kristjian Ceh (SLO) parade was interrupted by Matthew Denny (AUS) at 68.43 m (224-6) on his final throw to move past 2022 World Champion Ceh and set a national record! Ceh settled for second at 67.64 m (221-11) and 2023 Worlds winner Stahl was third at 67.36 m (221-0). American Sam Mattis was sixth at 64.51 m (211-7).
Everyone was thinking about Florence Griffith-Joyner’s 21.34 world record from 1988 as the women’s 200 m lined up, with two-time World Champion Shericka Jackson of Jamaica in lane seven. Jackson won the Worlds at 21.41 and 21.48 in Brussels on 8 September and owned the nos. 2-3-4-6 performances in history coming in.
Off the gun, Jackson took the lead immediately and came off the straight running for the record and won going away in 21.57 (wind: +0.3 m/s), the no. 8 performance in history. On the inside, Marie-Josee Ta Lou (CIV) was a clear second in 22.10, with Anthonique Strachan (BAH: 22.16) coming on late to pass TeeTee Terry of the U.S. (22.21). Americans Kayla White and Jenna Prandini were 6-7 in 22.49 and 22.68.
World champ Marileidy Paulino (DOM) was trailing American Lynna Irby-Jackson on the backstraight of the women’s 400 m, but came to the fore by 250 m and ran away down the straight to win in 49.58. Poland’s Worlds silver winner Natalia Kaczmarek came on for second in the final 75 m (50.38) with Lieke Klaver (NED) third in 50.47. Irby-Jackson was seventh in 51.60.
The women’s 100 m hurdles was redemption for Nigeria’s Tobi Amusan, who won the 2022 World Championships at Hayward Field, who got out hard and led Jasmine Camacho-Quinn (PUR) through the middle of the race and moved away over the final two hurdles to win in 12.33 (+1.8). Camacho-Quinn was second in 12.38 and American Keni Harrison came up for third in 12.44 over World Champion Danielle Williams (JAM: 12.47). Americans Alaysha Johnson, Nia Ali and Tia Jones finished 6-7-9 in 12.48, 12.62 and 12.82, respectively.
Femke Bol, the World Champion from the Netherlands in the women’s 400 m hurdles, was the focus, but Worlds silver and bronze winners Shamier Little of the U.S. and Rushell Clayton (JAM) were in front after six hurdles. But Bol came on and led Little off the eighth and they were close over nine. But the Dutch star moved away after hurdle nine and won in 51.98, the no. 10 performance of all-time. Little got second in 53.45 and Clayton third in 53.56. American Anna Cockrell got fifth in 54.48.
Nigeria’s 2022 Worlds runner-up Ese Brume took charge of the women’s long jump with a seasonal best of 6.85 m (22-5 3/4) in round three, then Quanesha Burks of the U.S. burst into second in the fifth at 6.77 m (22-2 1/2). But what about World Champion Ivana Vuleta (SRB)? Of course, she left it late, blasting out to 6.85 m (22-5 3/4) in round six to steal the title, and leave Brume second and Burks in third. American Taliyah Brooks was sixth at 6.45 m (21-2). It’s Vuleta’s sixth Diamond League title.
In the women’s discus, Olympic champ – and Budapest runner-up – Valarie Allman of the U.S. got going right away at 68.66 m (225-3) in the first round, with World Champion teammate Lagi Tausaga moving up to second at 68.36 m (224-3) in round three. Neither could improve; two-time Olympic champ Sandra Perkovic (CRO) got third at 66.85 m (219-4).
The event winners were crowned Diamond League champs; prize money was $30,000-12,000-7,000-4,000-2,500-2,000-1,500-1,000. This was pretty special, with two world records, four American Records and – in September – world-leading or equaling marks in 13 events. Better than special: fabulous.
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ATHLETICS: Ingebrigtsen’s 3:43.73 wins the mile, American Records for Ealey and Nuguse and Benjamin beats Warholm at Pre Classic!
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A sensational first day for the Nike Prefontaine Classic, which also doubles this year as the Diamond League Final, with six world-leading (or equaling marks) at the end of the season:
● Men/100 m: 9.83 (=), Christian Coleman (USA)
● Men/Mile: 3:43.73, Jakob Ingebrigtsen (NOR)
● Men/400 m hurdles: 46.39, Rai Benjamin (USA)
● Women/Steeple: 8:50.66, Winfred Yavi (BRN)
● Women/Triple Jump: 15.35 m (50-4 1/2), Yulimar Rojas (VEN)
● Women/Shot Put: 20.76 m (68-1 1/2), Chase Ealey (USA) ~ American Record
This was a hot meet from the start, with the very first race a stunner, with world-record holder Karsten Warholm (NOR) and World Champion Kyron McMaster (IVB) running together through the first seven hurdles and then Warholm took over with Tokyo Olympic runner-up Rai Benjamin of the U.S. coming on. Benjamin passed McMaster before the 10th hurdle and then ran down Warholm on the straight to win in a world-leading 46.39 – the no. 4 performance ever – to 46.53 for Warholm (no. 7 performance all-time), with McMaster at 47.31 in third. Americans Trevor Bassitt and CJ Allen went 8-9 in 48.42 and 48.62.
Benjamin improved to 2-4 against Warholm all-time, in only their second race together outside of the Olympic Games or World Championships (now 1-1).
About an hour later, World Champion Ealey was in the ring in the women’s shot put, and put the event to bed early with a world-leading 20.61 m (67-7 1/2) in the second round. But then she reached into history in the third, sending the 4 kg ball out to an American Record of 20.76 m (68-1 1/2), surpassing Michelle Carter’s 20.63 m (67-8 1/4) from 2016. Ealey now owns seven of the top nine throws in American history.
Canada’s Sarah Mitton was second at 19.94 m (65-5) and prior world leader Maggie Ewen of the U.S. was fifth at 19.82 m (65-0 1/2). Consider this: Ealey’s mark ranks her no. 5 this century, and with a Russian and Belarusian on that list, she might rank no. 3 ever among athletes when a fully-in-place anti-doping regime was in place.
The men’s mile was a world-record attempt at the 3:43.13 by Hicham El Guerrouj (MAR) from 1999, with Norway’s Ingebrigtsen and American Yared Nuguse running ahead of the pack once the pacesetters were done. World 5,000 m champ Ingebrigtsen, who set the world 2,000 m record earlier this season, and Nuguse were at 2:47.8 with 400 m to go, and the chase was absolutely on. Ingebrigtsen was a meter ahead with 200 m left and held that lead despite a determined charge by Nuguse down the straight, and won in 3:43.73, with Nuguse setting the American Record in 3:43.97 in second.
Ingebrigtsen moves to no. 3 all-time in mile history, and Nuguse crushed Alan Webb’s U.S. record of 3:46.91 from 2007. Nuguse is now no. 4 all-time, with the no. 4 performance ever. Britain’s George Mills was third in 3:47.65, a lifetime best and American Cole Hocker got a lifetime best of 3:48.08 in sixth, now fourth all-time U.S. Wow!
The men’s 100 m had World Champion and super-finisher Noah Lyles in five and 2019 Worlds gold medalist and super-starter Christian Coleman in four. But the race had to wait, as Ackeem Blake (JAM) false-started out. But on the re-start, Coleman got his usual fast start, with Kenyan Ferdinand Omanyala to his left and closing. Jamaica’s Kishane Thompson was a clear third, until Lyles came on hard in the final 10 m, passing Thompson and then Omanyala at the line, but with Coleman winning in 9.83 (+0.1), equaling the world best in 2023 (and his second 9.83 of the season). Lyles was second at 9.85, with Omanyala third in the same time and Thompson fourth in 9.87.
Last year’s Worlds runner-up Marvin Bracy-Williams of the U.S. got fifth at 10.01.
After a false start and disqualification of Alexander Ogando (DOM), the men’s 400 m started and Britain’s Worlds silver winner Matthew Hudson-Smith (GBR) pulled up on the back straight. Meanwhile, Worlds fourth-placer Vernon Norwood of the U.S. and London 2012 Olympic champ Kirani James (GRN) were in front, with Worlds bronzer Quincy Hall (USA) moving past Norwood and challenging for the lead in the final 75 m. Hall looked like he might take the lead, but James just held on as Hall ran out of gas at the line, 44.30 to 44.44. Norwood got third in 44.61 and U.S. champ Bryce Deadmon was fourth in 44.90.
In the Steeple, Kenyan Simon Koech, no. 3 in the world for 2023, led the race at 2,000 m, and then ran away from Samuel Firewu (ETH) over the final 200 m, winning in 8:06.26, with Firewu at 8:10.74 and George Beamish (NZL) third in 8:14.01.
The men’s high jump was tight through 2.29 m (7-6), then Sang-hyeok Woo (KOR) and Norbert Kobielski (POL) cleared 2.33 m (7-7 3/4) on their first try, with American Worlds silver medalist JuVaughn Harrison making on his third attempt. Only Woo made 2.35 m (7-8 1/2) to equal his lifetime best and take the Diamond League title, with Kobielski second on misses.
Only five competitors in the men’s triple jump, with Italy’s Andy Diaz winning with his first-round effort of 17.43 m (57-2 1/4), beating World Champion Hugues Fabrice Zango (BUR: 17.25 m/56-7 1/4). Three Americans follows: Donald Scott at 16.84 m (55-3), Chris Benard (16.07 m/52-8 3/4) and Will Claye, who had no legal mark.
In the men’s javelin, Jakub Vadlejch (CZE), the Worlds bronze medalist, reached 84.01 m (275-7) in the first round of the men’s javelin, good enough for the lead, as Worlds winner Neeraj Chopra (IND) was chasing at 83.80 m (274-11) in round two. No one improved except Vadlejch, who pushed out to 84.24 m (276-4) on his final toss for the winner. American Curtis Thompson reached 77.01 m (252-8) for fifth.
The women’s 100 m was another showdown between Worlds winner Sha’Carri Richardson of the U.S. and Jamaica’s runner-up, Shericka Jackson. Richardson got out poorly, as Marie-Josee Ta Lou (CIV) was in front, but Jackson got going in the middle of the race and won cleanly in 10.70 (+0.8). Ta Lou (10.75) was second and twice-Olympic champ Elaine Thompson-Herah (10.79), came on strong in the final 30 m got third. Richardson got up to fourth in the final 20 m in 10.80 and TeeTee Terry was right behind in 10.83.
Kenyan Faith Kipyegon, who won the 1,500 m and 5,000 m at Worlds and will try for the road mile title at the first World Road Champs in two weeks, was the focus of the women’s 1,500 m and was second at 400 m, ahead of Worlds silver winner Diribe Welteji (ETH) and Tokyo silver medalist Laura Muir (GBR). Kipyegon gapped the field by 800 m and was on her own with 500 m to go. She was up by 50 m on the backstraight and increasing her lead into the straight and finished with a rout in 3:50.72!
That’s the no. 5 performance in history, and she owns three of those, and now five of the top 10. Welteji took over for second on the final straight in a lifetime best of 3:53.93 (no. 10 performer all-time), with Muir third at 3:55.16. American Cory McGee was 10th in 4:01.28 and Sinclaire Johnson was 12th (4:03.21).
World Champion Winfred Yavi (BRN) and world-record holder Beatrice Chepkoech (KEN) headlined the women’s 3,000 m Steeple and by 2,000 m, they were 2-3 behind Worlds bronze winner Faith Cherotich (KEN: 5:59.01). Yavi and Chepkoech took over at 2,400 m and they were 1-2 at the bell and running away from the field. Chepkoech tried to take the lead on the final water jump, but Yavi would have none of it, and grabbed the lead back into the final straight and held on to win in a world-leading 8:50.66, to 8:51.67 for Chepkoech. Cherotich was also under 9:00 at 8:59.65.
Yavi’s win moves her to no. 2 all-time, behind only Chepkoech’s world record from 2018; Chepkoech’s mark is the no. 3 performance ever and Cherotich moves to no. 11 all-time. American Courtney Wayment finished ninth in 9:20.69.
Tokyo Olympic and 2022 World Champion Katie Moon of the U.S. and Slovenia’s Tina Sutej were the only ones over 4.81 m (15-9 1/4) in the women’s pole vault – a lifetime best for Worlds fourth-placer Sutej – with American Sandi Morris taking second at 4.71 m (15-5 1/2).
Neither Moon or Sutej cleared 4.86 m (15-11 1/4) on three tries, but Moon finally decided the issue with a jump-off clearance at 4.86 m, while Sutej missed.
Jamaica’s Shanieka Ricketts, a two-time Worlds silver winner, got in front from the start of the women’s triple jump at 14.79 m (48-6 1/4) in the first round. World-record holder and World Champkion Yulimar Rojas was again late to the party, in third after four rounds, but in the fifth, she exploded – as she always seems to – with a world-leading 15.35 m (50-4 1/2) explosion that was the winner.
Ricketts improved to 15.00 m (49-2 1/2) and then 15.03 m (49-3 3/4) for second and fellow Jamaican Kimberly Williams for third at 14.61 m (47-11 1/4).
In the women’s javelin, World Champion Haruka Kitaguchi (JPN) took the lead at 63.78 m (209-3) in round two and no one approached her. American Maggie Malone finished fourth at 60.42 m (198-3).
Superb, especially so late in the year. The meet continues on Sunday, with NBC’s coverage beginning at 3 p.m. Eastern.
¶
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TSX REPORT: USOPC formally blesses SLC-Utah 2034 winter bid, and starts $500 million funding campaign; Kuss still leads at La Vuelta
★ The Sports Examiner: Chronicling the key competitive, economic and political forces shaping elite sport and the Olympic Movement.★
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≡ THE 5-RING CIRCUS ≡
1. USOPC formally endorses advanced SLC-Utah Winter Games bid
2. Sykes highlights $500 million fund-raising campaign
3. Kuss retains lead, barely, as La Vuela closes
4. Putin, Pozdnyakov continue slamming IOC, IFs
5. Modest interest in FIBA World Cup on U.S. television
● The U.S. Olympic & Paralympic Committee formally endorsed the Salt Lake City-Utah bid for the Olympic Winter Games, with the bid itself extremely advanced, essentially to the point of being ready for selection after an International Olympic Committee review.
● Gene Sykes, the USOPC Chair, told the U.S. Olympic & Paralympic Assembly that a fund-raising project of $500 million is being undertaken by the U.S. Olympic & Paralympic Foundation.
● American Sepp Kuss maintained his lead in the Vuelta a Espana expanding his lead on Thursday to 17 seconds over Tour de France winner Jonas Vingegaard (DEN). Three stages remain, with two flat stages on Friday and Sunday, but a hilly, challenging course on Saturday.
● Russia’s Vladimir Putin and Russian Olympic Committee head Stanislav Pozdnyakov continued to slam the IOC and all sanctions against Russian athletes. Putin repeated his threat to create an alternate system to the Olympic Movement, and Pozdnyakov indicated that Russian athletes will make own choice about whether to go to Paris in 2024 if allowed.
● Very U.S. modest television audiences for the FIBA World Cup games televised on cable, shown at an early-morning slot. The U.S. men’s soccer team’s game against Uzbekistan last Saturday had more viewers on Spanish-language television than in English. The Fifth Avenue Mile did well, however, on NBC on Sunday morning.
● World Championships: Weightlifting (China’s Liao ups own world record in women’s 71 kg class) ●
● Panorama: Paris 2024 (French prosecutor sees any misconduct over contracts as not serious) = Winter Games 2030 (France moving quickly, hopes for possible targeted dialogue in December!) = Pan American Games (Santiago 2023 village completed and dedicated) = IOC (Coventry re-appointed as Zimbabwe sports minister) = Athletics (UCLA star Seaman passes at 88) = Boxing (World Boxing adds four more member federations) = Fencing (USA Fencing elects Lee as new chair) = Football (3: U.S. men beat Oman, 4-0; U.S. Soccer announces 2026 expansion plans; Spanish women’s players to return to league play) = Tennis (Halep hit for doping and suspended four years) = Weightlifting (IWF Congress adopts strategic plan and constitutional amendments) ●
1.
USOPC formally endorses advanced SLC-Utah Winter Games bid
The U.S. Olympic & Paralympic Committee’s Board of Directors extended its support of the Salt Lake City-Utah Committee for the Olympic Games’ bid for a return of the Olympic Winter Games on Thursday. USOPC Chair Gene Sykes told reporters during a mid-day call:
“The Board was pleased to hear from [the Salt-Lake City-Utah Committee for the Games], and give our firm endorsement of the candidature file that will be shared with the IOC once the Utah project is invited into targeted dialogue with the [International Olympic Committee].
“And we don’t know when that will happen precisely, or the exact process for when a host decision will be made, but our hope is that the work of the Utah team, and their incredibly detailed and thoughtful plan, with great public support will be rewarded by the IOC in short order.
“After this discussion by our Board, and on a motion duly made and seconded, the Board resolved that it fully endorses and supports the Salt Lake City-Utah committee’s bid intentions to offer to the IOC a formal, preferred-host submission, and specifically supports my signing and delivering the letter of support included in the advanced materials that we had for our meeting.
“So that letter has now gone off to the IOC.”
Fraser Bullock, the chief executive of the SLC-Utah Committee explained that significant steps have been taken that will further invite the IOC to award them the preferred 2034 Games:
“We are very grateful to the Board of the USOPC for its partnership, and now, this endorsement of our bid. We have completed a significant amount of work on our bid, and with this endorsement, we are ready for targeted dialogue, if we are so fortunate to receive that invitation.
“This is a significant milestone for us.
“We have a fantastic bid to offer the Olympic and Paralympic communities. We have incredible venues, all in place. We have 100% of the government guarantees all competed at the Federal, state and local levels. I will note that we just completed all of our 10 Federal guarantees about two weeks ago.
“This was another big milestone for us. Most importantly, we have strong community support, including 82% from the public, and 100% from our political leadership.”
The USOPC Board meeting was in Los Angeles, during the 2023 USOPC Assembly, a meeting of the entire U.S. Olympic Movement, including the National Governing Bodies and allied organizations.
Observed: The Salt Lake City-Utah bid has taken some significant steps that will very much impress the IOC. What has essentially happened is that the Utah bid team has gone ahead and completed most of the work that would take place after a designation for targeted dialogue.
Obtaining the required guarantees, especially from the U.S. government in our time of turmoil, is a remarkable achievement that is normally excruciatingly difficult. Bullock acknowledged the significant help of U.S. Senator Mitt Romney (R-Utah), the chief executive of the 2002 Winter Games in Salt Lake City, in advancing the process.
What the bid package, as described, does is tell the IOC that it is not just ready for “targeted dialogue” but has advanced to the point where Salt Lake City can be selected – after the IOC’s own review, of course – as the host for 2034. Very, very impressive.
Not directly related to the bid, but further validation of the continuing importance of Utah within the U.S. is the announcement by the U.S. Biathlon Association that it will move its headquarters from Maine to Midway, Utah, site of the Solider Hollow venue that was used for the sport in 2002 and is proposed again for 2034. It will be the fourth U.S. National Governing Body in the state, also including U.S. Ski & Snowboard, US Speedskating and USA Climbing.
2.
Sykes highlights $500 million fund-raising campaign
The U.S. Olympic & Paralympic Committee is likely the largest National Olympic Committee in the world in terms of assets and continually produces the largest and most successful Olympic teams in the world.
But as years of reports have shown and testimony at the 6 September public hearing of the Commission on the State of the U.S. Olympics and Paralympics confirmed, it’s still not enough. Not even close.
The USOPC is more than aware of this, and during Thursday’s opening remarks to the USOPC Assembly, Board Chair Sykes spoke of a renewed commitment to obtain wider support:
“The USOPC must work together with the NGBs to produce champions on the playing fields who are also champions in life. We have a duty of care for every athlete that goes far beyond wins, losses, statistics, and records.
“Both the challenges and the opportunities are unprecedented. So many of the longstanding foundations of our Movement are fundamentally shifting. We need to reinvent our business models, redefine our paths to success, and rekindle the unique appeal of our Movement with a new generation of fans.
“Technology and imagination have created higher expectations. Technology makes virtual and live closer than ever. Experiences are more personal, more intense, and more active. Passive consumption no longer works. The Olympic and Paralympic experience should be more valuable. In order to take advantage of this, we need to make all parts of the US Olympic and Paralympic movement financially stronger and better at engaging with the American public – across the country and in all communities.
“The Olympic & Paralympic Foundation provides a tremendous opportunity to establish stronger financial support. The Foundation, founded fifteen years ago, has grown tremendously under the initial guidance of founding Chair Gordy Crawford and President Christine Walshe. The Foundation has embarked on a $500 million campaign which is aimed at enhancing the resources the USOPC provides to athletes, in their health and wellness, their performance, and their transition after competition into leaders in American society. The Foundation’s new Chair, Geoff Yang, together with Christine and her team, make the Foundation as meaningful for the USOPC as the highly successful development efforts of our country’s most effective colleges and universities.”
Yang was elected as Chair in June, and comes from the private-equity sector as founding partner and managing director of Redpoint Ventures, with extensive experience in the consumer media, Internet and infrastructure worlds.
3.
Kuss retains lead, barely, as La Vuelta closes
The first true opportunity for an American rider to win one of cycling’s Grand Tour in 10 years is hanging in the balance this weekend as the finale of the 78th La Vuelta a Espana comes on Sunday.
The U.S.’s Sepp Kuss, who turned 29 on Wednesday (13th), is hanging onto a tight, 13-second lead going into the final three stages of the race. He has had a wild week, with two brutal stages on Tuesday and Wednesday that shrunk his lead of 1:37 over Jumbo-Visma teammate (and two-time winner Primoz Roglic of Slovenia).
On Tuesday’s 16th stage, a flat, 120.1 km course with a nasty uphill finish from 106 m to 528 m in the final 5,000 m, Tour de France champ Jonas Vingegaard – also a Jumbo-Visma rider – attacked with 4 km left and won in 2:38:23, 43 seconds ahead of runner-up Finn Fisher-Black (NZL) with Kuss in 10th and 1:05 back. That moved Vingegaard into second, just 29 seconds back.
A sterner test came Wednesday in a misery-inducing, 124.4 km triple climb in the back half of the course, with another uphill finish to the 1,555 m Altu de l’Angliru, gaining more than 1,200 m of altitude in the final 11 km. This was a leader’s match race, with Kuss, Roglic and Vingegaard dueling up the final climb, until Kuss fell back a bit with 1,000 m left and Roglic and Vingegaard powered to a 1-2 finish in 3:15:56 for both, with Kuss third, 19 seconds behind.
Adding in the timing bonuses for the top three, Kuss’s lead was reduced to just eight seconds over Vingegaard and 1:08 over Roglic. Not his happiest birthday, but still in the red leader’s jersey.
Then came Thursday’s test, a third-straight triple climb and third-straight uphill finish, this time to La Cruz de Linares at just 840 m, but with a steep approach from 120 m to 840 m in the final 8 km.
This time it was defending champ Remco Evenepoel (BEL), one of the pre-race favorites who had fallen back earlier, who attacked with 29 km left and won in 4:47:37, a stunning 4:44 ahead of Damiano Caruso (ITA) in second. Almost five minutes behind them was the duel between Kuss and Vingegaard, with Kuss winning this battle in 10th place with Roglic (+9:29), but ahead of Vingegaard in 13th (+9:38).
That increased Kuss’s overall lead to 0:17 over Vingegaard and still 1:08 over Roglic with three stages left.
Stages 19 and 21 are fairly flat and not expected to change the standings. That leaves Saturday’s 20th stage, a 207.8 km test starting at 904 m altitude with a dozen smaller climbs, topping out at 1,404 m twice. Lots of chances for attacks by Vingegaard.
No American has won a Grand Tour since Chris Horner took La Vuelta in 2013.
4.
Putin, Pozdnyakov continue slamming IOC, IFs
Continuing the drumbeat of criticism of anyone who sanctions Russian athletes anywhere in response to the February 2022 invasion of Ukraine, Russian President Vladimir Putin and Russian Olympic Committee head Stanislav Pozdnyakov spoke up again this week.
On Tuesday, Putin told the Eastern Economic Forum in Vladivostok:
“I believe that the present-day leadership of International Federations and of the International Olympic Committee, are perverting the original idea of Pierre de Coubertin.
“Sports must go beyond politics. It must unite, not divide people.
“But what happened over the past decade? The Olympic Movement has been caught in the trap of financial interests. We have witnessed the unacceptable commercialization of global sports and the International Olympic Movement.
“After all, it’s not just about setting records. It’s about uniting people and the global Olympic Movement has lost this function. This is very regrettable for the Olympic Movement itself, because alternative movements will start emerging one way or another and nothing can be done about this since it’s an unbiased process.”
Putin also reinforced, rather bluntly, the importance of sport as propaganda in Russia:
“I do not know if it’s suitable to put it this way, but some people say that sports at the international level is a sublimation of war. There is something to this.”
On Thursday, Pozdnyakov ripped the continuing lack of a decision from the IOC about whether Russian athletes will be able to compete in Paris in 2024 and under what conditions:
“Double standards from our colleagues in Lausanne also form our perception of the International Olympic Movement.
“It is on a path to degradation. The lack of clear rules leads to chaos. …
“The current recommendations are prohibitive and will not allow a large number of athletes to take part in the Olympic Games. We bring this to the attention of our colleagues from Lausanne on a regular basis. For our athletes to participate, it is necessary to cancel the notorious recommendations, which, as one of our Ukrainian colleagues said, were prepared in Ukraine and came to Lausanne directly from Kiev. We do not agree with them. And we will fight against it with all integrity.
“It is necessary to return to the roots that were laid by the founder of the Olympic movement, who dreamed of making the imperfect world a better place through sport. This is what we are calling on our colleagues from Lausanne and the international sports federations to do.”
He also commented about a possible boycott by Russian athletes:
“We live in a civilized, democratic country. Everyone is entitled to possess freedom to the extent that he or she deems necessary. A boycott is out of the question as we are not invited [to Paris 2024] and, so, there is nothing to boycott.
“This is a personal choice as we are talking about mature athletes capable of making their own decisions and bearing personal responsibility. I’m sure that the Russian Olympic community has the sufficient level of maturity.”
Pozdnyakov explained that athletes who have missed out on international competitions will receive some money from the government:
“Although the ROC is a public organization, it is ready to make up for the losses that our athletes inevitably incur. I have instructed that a document be drafted that will stipulate financial payments to Russian Olympic team members.
“This includes athletes who competed in the Olympics, continue to compete, or are preparing for the Olympics, but were deprived of the right to participate in international tournaments. It will also include those who, on moral grounds, have declined to sign documents [condemning the Ukraine invasion] and have not taken part in such actions.
“Our range of available tools has contracted, [but] we have found the internal means to support our athletes. Payments will be allocated starting early next year for athletes competing in summer sports.”
“One-time payments will stand at 500,000 rubles [about $5,200], 350,000 rubles [$3,640] and 250,000 rubles [$2,600] for athletic achievements, while 150,000 rubles [$1,560] will be paid to all athletes on the Olympic team who continue to train and participate in tournaments.”
5.
Modest interest in FIBA World Cup on U.S. television
Audience data is in for last week’s shows, with small viewership of the FIBA World Cup from the Philippines for the U.S. games that were played in the early morning, U.S. time, and a really low number for the championship final between Serbia and Germany:
● 05 Sep. (Tue.): 145,000 for USA-Italy on ESPN2 (8:30 a.m. Eastern)
● 08 Sep. (Fri.): 241,000 for USA-Germany on ESPN2 (8:30 a.m. Eastern)
● 10 Sep. (Sun.): 116,000 for Germany-Serbia on ESPN2 (8:30 a.m. Eastern)
The U.S.-Italy game was a championship quarterfinal, and the Germany game was a semifinal. The U.S.-Canada bronze-medal game was only available online.
The U.S. men’s national soccer team was back in action, with a friendly against Uzbekistan, which drew more interest from Spanish-language viewers than English-language, on a day dominated by college football:
● 09 Sep. (Sat.): 323,000 for USA-Uzbekistan on TNT (5:30 p.m. Eastern)
● 09 Sep. (Sat.): 410,000 for USA-Uzbekistan on Telemundo (5:00 p.m. Eastern)
There was also the Fifth Avenue Mile on NBC, with the show not even starting until a lightning watch had passed. Competing against the NFL pre-game shows on CBS and Fox, the road mile actually did quite respectably:
● 10 Sep. (Sun.): 513,000 for the Fifth Avenue Mile on NBC at 12:10 p.m. ET
The Diamond League Memorial Van Damme replay on CNBC on Saturday drew less than the 150,000 floor reported by Nielsen in their main report and, based on an all-programs Saturday report, may have been less than 50,000.
NBC’s “Chasing Gold: Paris 2024″ promo show on Saturday (9th) drew 373,000 at 2 p.m. Eastern.
NBC will have live coverage this weekend of the Prefontaine Classic, which also serves as the Diamond League Final for 2023.
≡ WORLD CHAMPIONSHIPS ≡
● Weightlifting ● China and Egypt were the big winners as the 2023 World Weightlifting Championships head toward the close this weekend in Riyadh (KSA).
In the men’s 96 kg class, Egypt’s 2022 African Champion Karim Abokahia was the dominant force, placing second in Snatch (174 kg), winning the Clean & Jerk (213 kg) and the overall total at 387 kg. That was just enough to beat Korea’s Jong-beom Won (384 kg), with Iraqi Qasim Al-Lami – the Snatch winner – third at 379 kg.
At 102 kg, the 2022 bronze medalist, China’s Huanhua Liu moved up, winning the Clean & Jerk at 224 kg, seven more than anyone else and vaulting him from fourth in the Snatch to the gold medal at 404 kg. Korea scored the silver with Yeon-hak Jang (399 kg) and Belarus lifter Yauheni Tsikhantsou – competing as a “neutral” – won bronze at 394 kg. American Ryan Sester, competing in the B group, missed all three of his Snatch attempts and did not go further.
The women’s 71 kg class was a showcase for China’s Guifang Liao, who won the Asian Championships in May and set a world record for the combined total of 268 kg. That didn’t last.
Fourth at the 2022 Worlds, Liao opened with a win in the Snatch at 120 kg, then powered up a world-record Clean & Jerk of 153 kg for another world-record total of 273 kg! Behind her was a battle between 2022 bronze winner Angie Palacios (ECU) and American Olivia Reeves. Palacios was second in the Snatch at 117 kg and third in the C&J, enough to total 255 kg and win silver.
Reeves was third in the Snatch at 111 kg, but was second in the C&J at 142 kg and that got her the bronze at 253 kg, her first senior-level Worlds medal. She was the 2021 World Junior Champion in this class, and set junior world marks on the C&J and total. Fellow American Kate Vibert, the 2019 World Champion, finished fifth overall at 244 kg.
The women’s 76 kg was a sweep for Egypt’s defending champ Sara Samir Ahmed, who won the Snatch with her only lift of 108 kg, then took the Clean & Jerk at 138 kg – again, one lift – and won with the combined total of 246 kg. All the more impressive due to discomfort from a recent back injury!
Colombia’s Hellen Escobar was fourth in 2022, but was third in the Snatch (106 kg) and second in the C&J (136 kg) to earn silver at 242 kg, ahead of Bella Paredes (ECU), who also won her first Worlds medal with 105-135-240 total. American Meredith Alwine lifted 103 kg in the Snatch on her final attempt, missed her first C&J try at 134 kg, and retired. The championships continue through Sunday.
≡ PANORAMA ≡
● Olympic Games 2024: Paris ● The head of the French financial prosecutor’s office said Wednesday that the search of the Paris 2024 offices and elsewhere over contract favoritism did not uncover “serious” wrongdoing.
“It’s about favoritism, of illegal interest-taking,” said Jean-Francois Bohnert in a radio interview. “It’s about the way certain contracts have been distributed, the arrangements … But I don’t see any elements, at least not at this stage, that would lead the investigation towards the most serious cases of corruption or influence peddling.”
He explained further, “It’s not up to us to come and disrupt that order. And that’s why we started early enough. The searches that took place were carried out more than a year before the start of the Games.”
● Olympic Winter Games 2030 ● The French candidature for the 2030 Olympic Winter Games is progressing rapidly, with a 15 October target to present the master plan and confirm a €1.5 billion budget (about $1.596 billion U.S.), then an early November meeting with the IOC’s Future Host Commission for the Olympic Winter Games.
If all goes well, why not shoot for a “targeted dialogue” nod from the Winter Future Host Commission at the 1 December 2023 IOC Executive Board meeting? The joint bid by the regions Auvergne Rhone-Alpes and Provence Alpes-Cote d’Azur includes some of the sites used for the 1992 Winter Games in Albertville.
● Pan American Games 2023: Santiago ● An important milestone for the organizing committee as the Pan American Village was officially opened on Thursday, in a ribbon-cutting ceremony featuring Chilean President Gabriel Boric Font. The complex includes 17 buildings and 1,355 apartments that will be used for local residents following the Games.
● International Olympic Committee ● Kirsty Coventry, 39, the seven-time Olympic medal winner in swimming in 2004-08, was re-appointed as the Minister of Youth, Sports, Arts and Recreation by re-elected President Emmerson Mnangagwa, a post she has held since September 2018.
Said Mnangagwa, “The fact that I’ve reappointed her means I’m satisfied.”
Zimbabwe continues to be suspended by FIFA over governmental interference with the national federation and the conditions of stadiums in the country has been reported as poor, preventing international matches from being played there.
Coventry has been eyed as a possible successor to Thomas Bach (GER) as IOC President in 2025, and she has a high profile as the head of the Coordination Commissions for the Dakar 2026 Youth Olympic Games and the Brisbane 2032 Olympic Games.
● International Federations ● The final dissolution of the Global Association of International Sports Federations (GAISF) was approved on Thursday. The SportAccord organization will revise its rules in November and integrate the umbrella bodies for Olympic and Winter federations (ASOIF, AIOWF), IOC-recognized federation (ARISF) and independent federations (AIMS).
● Athletics ● Sad news of the passing of UCLA great and Rafer Johnson teammate Bob Seaman, 88, on Monday (11th), after a long battle with Parkinson’s Disease.
Seaman was an All-American in the mile (3rd: 1955) and 1,500 m (4th: 1956) for coach Ducky Drake, as the Bruins won the school’s first NCAA title in track & field in ‘56. The UCLA record-holder in the mile at 4:01.4 from 1956 (later broken), he eventually finished with a lifetime best of 3:58.0, ranking no. 6 in the world for 1962.
Beyond his running career, Seaman became a fixture as a track & field official in Southern California, acknowledged as an expert in the field events. Working as a member of the Southern Pacific Association of the AAU and later, The Athletics Congress and USA Track & Field, Seaman was a tireless organizer, and part of the team which brought (and staged) the AAU National Championships at UCLA in 1976-77-78 and to Mt. San Antonio College in 1979-80-81.
He is survived by his wife, Simie.
● Boxing ● World Boxing continues to grow:
“The National Federations for boxing in Denmark, Mongolia, Panama and French Polynesia have been confirmed as the latest four members of World Boxing, the new international federation established to keep boxing at the heart of the Olympic movement and support the growth and development of the sport at local, regional, national and international levels.
“The addition of four more countries means World Boxing now has 16 members.”
More applications are being scrutinized and new members are expected to be announced soon.
● Fencing ● USA Fencing took another step to mending an internal rift from 2021, as 2004 Olympian Ivan Lee, 42, was elected as the federation’s Board Chair on 8 September.
Lee won four career World Championships medals, including a gold in Team Sabre from 2001, an individual silver from 2001 and bronzes in 1998 and 2000, and has continued in the sport as a veteran fencer and a coach.
He joined the USA Fencing Board in 2022 as an appointed Vice Chair and was elected as an At-Large Director this past June. His selection for a two-year term as Chair follows the tumult from the 2021 removal of Board member Peter Burchard, who was the elected President, but removed without notice by the Board with Treasurer David Arias installed as President and then the re-defined position of Chair.
Close observers have commended Burchard – who has continued as a Board member – for working toward positive change in the federation irrespective of his personal situation. Arias was replaced as Treasurer this month by the promotion of Deputy Treasurer Emily Bian. Both Arias and Burchard were eligible to be elected as Chair, but the selection ended up being Lee.
The future of the federation will also be shaped in 2024, with terms of 13 of 16 Board members concluding; Lee will continue as Chair to 2025 and his Board position continues to 2026.
● Football ● The U.S. men’s team shut down Oman on Tuesday in a second straight friendly, this time by 4-0 in St. Paul, Minnesota before 13,665 at Allianz Field.
The Americans controlled the match, with 60% of possession and 19 shots to seven, taking the lead in the 13th minute on a shot by defender Sergino Dest that was saved by Oman keeper Ibrahim Al Mukhaini, but striker Folarin Balogun scored in the rebound.
That was the only score until the 60th minute, when substitute forward Brenden Aaronson was fouled, leading to a free kick. Aaronson took the shot right at goal, got the ball through the defensive wall and the ball rolled into the middle of the net as Al Mukhaini dived to the right, for the 2-0 edge.
Substitute striker Ricardo Pepi increased the lead to 3-0 in the 79th with a right-footed shot off a cross from sun defender DeJuan Jones that found the left side of the net. Oman suffered an own goal in the 81st by defender Khalid Al-Braiki, trying to clear a cross, but sending it into his own net instead.
Next up is a friendly with Germany on 14 October in East Hartford, Connecticut.
¶
U.S. Soccer posted a letter from President Cindy Parlow Cone and chief executive JT Batson about the federation’s plans to take advantage of the opportunities offered by the 2026 FIFA World Cup.
While the fully-detailed plan will be completed in 2024, the outline is available now:
“The strategy is built around five incredibly ambitious key pillars that will be imperative to our success moving forward:
“1. Grow the game.
“2. Foster the best playing environments.
“3. Develop winning teams.
“4. Grow the soccer economy to fuel reinvestment.
“5. Create a world-class organization.”
More detail will be available over time; the common element in all of the ambitions is money, with the 2026 World Cup a multiplier for interest at all levels of the game.
It’s worth noting that the development and staging of the FIFA World Cup 2026 will be done by FIFA itself, not by a separate organizing committee. However, U.S. Soccer, as one of the host federations, will have its profile substantially raised by the tournament coming back to the U.S. for the first time since the highly-impacted 1994 event.
¶
The strike by Spanish women’s players over low wages was canceled on Thursday as a deal was reached with the clubs in Liga F to increase minimum salaries from €16,000 ($17,031 U.S.) to €21,000 ($22,353) this season and to €23,500 ($25,015)by 2025. ‘
The first week of games was missed, but the season will now begin.
● Tennis ● Romanian star Simona Halep, 31, the 2018 French Open and 2019 Wimbledon winner, has been suspended by the International Tennis Integrity Agency for four years for doping violations:
“The first related to an Adverse Analytical Finding (AAF) for the prohibited substance roxadustat at the US Open in 2022, carried out through regular urine testing during competition. The second charge related to irregularities in Halep’s Athlete Biological Passport (ABP). …
“On 11 September 2023, the tribunal confirmed that it had found the player had committed intentional Anti-Doping Rule Violations under Article 2 of the [Tennis Anti-Doping Program].”
Halep was provisionally suspended since October 2022 and her suspension is slated to continue through 6 October 2026. She has maintained that she did not knowing ingest any prohibited substance and indicated she will appeal.
● Weightlifting ● At the International Weightlifting Federation Congress in Riyadh (KSA), the new strategic plan for 2024-32 was adopted unanimously by the 114 delegates. Interim chief executive Pedro Adrega (POR) explained the four key “pillars” of the program:
“The first one is the most obvious one – Athletes. The second pillar is also quite straightforward – Events. The third pillar aims at keeping the IWF safe. And finally, the fourth pillar looks at reaching the best results beyond the IWF.”
Given that weightlifting is still not confirmed as a sport on the Los Angeles 2028 program, Adrega added:
“[W]e must not be complacent. The competition is hard. Many new sports want to enter the Olympic club and we cannot rest on our laurels. We cannot take our position for granted. We need to fight – every day, in every action we plan and do. We need to strive for excellence, for great performances, as our athletes do all the time. Let’s get inspired by them, by their devotion to the sport they love. We have now an additional, important tool to help us do things well.”
The plan recognized the sport’s positives – long history, easy to understand and appreciate and already in 195 countries, but also the glaring problems of rampant historical doping, a currently weak relationship with the IOC, static presentation and outreach and low revenues in view of enormous expenses in the anti-doping area. The major threats to the sport continue to be any slipback on doping and if the sport is not reinstated for LA28 and beyond.
A revision of the IWF Constitution was also adopted, by 85.2% of the delegates, aimed at modernizing the federation’s operations.
¶
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For our updated, 787-event International Sports Calendar (no. 3) for 2023 and beyond, by date and by sport, click here!
TSX REPORT: Fine whine about cricket, USOPC oversight, sustainability; Schroder is FIBA World Cup MVP; rowing survives on IOC money
★ The Sports Examiner: Chronicling the key competitive, economic and political forces shaping elite sport and the Olympic Movement.★
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≡ THE 5-RING CIRCUS ≡
1. LANE ONE: Fine whine about cricket, CSUSOP and sustainability
2. Schroder named Most Valuable at FIBA World Cup
3. Rowing Congress shows Olympic TV dependence
4. Weightlifting anti-doping effort approved for 2024
5. Confidence in hosting events in Japan at “extreme low”
● In Lane One, a chance to whine about things seen this summer, and continuing in 2023, about cricket and flag football for Los Angeles 2028, what might come out of the USOPC review commission (that has little to do with the USOPC), sustainability claims, the World University Games and doing results right.
● German guard Dennis Schroder was named the Most Valuable Player of the FIBA World Cup, with Luka Doncic joining elite company with his scoring, and, did you know that the tournament carries no prize money?
● The World Rowing Congress took place on Monday following the world championships, with the documentation showing the federation is completely dependent on the International Olympic Committee’s quadrennial television rights fee distribution. Isn’t this also a sustainability issue?
● The International Weightlifting Federation, meeting in Saudi Arabia, confirmed a new anti-doping program designed to help it get back onto the Olympic program for Los Angeles in 2028.
● A Vice President of the Japan Wrestling Federation told a World Academy of Sport forum in London that confidence in her country in large events is “extremely low,” based on the high cost of the Tokyo 2020 Olympic Games and the continuing scandals that have come out post-Games.
● World Championships: Rowing (Russians, Belarusians not harassed at Worlds) = Weightlifting (Reyes and Javadi take 81-89 kg world titles) ●
● Panorama: Russia (doping figures for 2023 show lots of tests, quite a few positives) = Athletics (2: newest Kenyan distance doping positive; Des Moines honors Grand Blue Mile winners with “World Record Way”) = Football (2: court accepts Hermoso complaint; 11 Brazil players banned for match fixing) = Surfing (Marks and Toledo won World Surf League finals) = Tennis (U.S. in two Doubles finals at U.S. Open) = Triathlon (Jorgensen and Pearson win in Czechia) ●
● Schedule: Owing to a scheduling conflict, no TSX Report will be posted on Wednesday (and maybe Thursday). Back Friday for sure! ●
1.
LANE ONE: Fine whine about cricket, CSUSOP and sustainability
This has been a busy summer, with the World Aquatics Championships, FIFA Women’s World Cup, the World Athletics Championships and FIBA World Cup back-to-back-to-back-to-back, along with many others.
Covering these events and monitoring the politics, avarice and showboating attendant to all of them leads one to a certain level of exasperation. So, a little “fine whine” as the championship season of 2023 heads toward its close and Olympic politics stay hot:
● The chatter around the possible inclusion of cricket – controlled by the International Cricket Council (ICC) – and flag football – a project of the National Football League (NFL) – as added sports, either in addition to, or possibly at the expense of long-time American favorites baseball and softball is amazing.
Both the cricket crowd and the flag-football proponents wants the massive expansion of worldwide exposure that an Olympic berth – as a medal sport – would bring. The ICC has claimed that if selected, the television rights for the Los Angeles 2028 Games from India would rise from its current $14 million to more than $200 million. The NFL isn’t claiming that for flag football, but it offers a path for women to play without contact, and could be a significant way to expand the game down to the school level.
The difficulty for the ICC is that the IOC control the Olympic television rights, so LA28 gets nothing by selecting cricket, unless the IOC is willing to share. But the answer is at hand, since the ICC’s 2022 financials show the federation with $1.31 billion in assets and $913 million in reserves.
So, why shouldn’t the ICC simply pay LA28 the $200 million to add cricket – become a 2028 sponsor – with a promotional agreement that LA28 will stage test-event tournaments in the Southern California area annually in 2026 and 2027 for both men and women, further expanding the reach of the event for their newest sponsor.
And LA28 will work with the ICC to get the IOC to split the added television revenues in cricket-mad countries with them. Everybody wins, right?
The same logic applies to the NFL as well. Wouldn’t test tournaments in 2026 and 2027 significantly raise the flag football profile, as well as having the NFL as a sponsor?
Given the difficult economic environment worldwide which faces the LA28 organizers, why shouldn’t those federations desperately seeking future rewards contribute now, especially if they can (easily) afford it?
● Those looking for a roasting of the U.S. Olympic & Paralympic Committee at last week’s public hearing of the Commission on the State of the U.S. Olympics and Paralympics didn’t get much satisfaction.
But look for the report to pick up on the comments of the last panel, suggesting new concepts in developing grass-roots participation in sports in the U.S. The hearing’s first speaker, Arizona State Associate Professor of History, Dr. Victoria Jackson, did not address this in her remarks on the history that led up to the hearing, but commented separately on a theme which could well be a major focus of the CSUSOP report:
“I will not be making policy recommendations at the hearing. But I do have lots of policy ideas. I would like to see an overhaul and redesign of the American sports ecosystem. I want to see an independent body, perhaps a sports ministry, that serves as a hard backstop of regulation, coordination, transparency and accountability through checks on power, something the American sports ecosystem does not have.”
Watch for something along those lines when the Commission’s report comes out next spring.
● One of the most obnoxious wastes of time, space and – yes – energy are the claims made concerning sustainability and how much federations and organizing committees are doing.
A Nielsen study on the 2022 World Athletics Championships in Eugene, Oregon noted that the local organizers knocked themselves out, eliminating single-use plastics, using paper-based water containers, renewable energy, composting food waste, pushing public transit and much more, diverting almost 79% of all waste directly related to the event. Fantastic, right?
Well, all that effort reduced the environmental footprint of the event by 2%. Why? Because: “Total air travel undertaken by individuals to reach Eugene accounted for 75,537 tonnes of CO2 emissions.” And the total was 97,095 tons of CO2 emissions in all.
Any claim of event sustainability which does not take into account air travel emissions is simply not credible.
● The World University Games reappeared in 2023, with the event in Chengdu (CHN), with athletes from 116 countries competing in 18 sports and 269 events.
This was the 31st Universiade, but the first since 2019 due to the pandemic. And, once again, it was largely ignored by most media in most of the competing countries. Part of this is due to the age and eligibility requirements of being in college.
Part is also due to an outdated approach to the athletes as members of national teams. The WUG would be far more interesting if the athletes were identified by nation and school. Alabama? Duke? Texas? UCLA?
The Sorbonne in France? Fudan University in China? The International University Sports Federation (FISU) missed out on an enormous opportunity by not promoting the schools involved in the WUG, as much as countries. And with the 2029 WUG coming to the U.S., what about allowing universities to field their own teams, including players who are from foreign countries. Let the North Carolina Tar Heels play with its regular team as the U.S. entry, since its foreign players are in the country legally on a student visa.
● Speaking of the Chengdu WUG, did you know that China’s Yufei Zhang won nine gold medals in swimming? Yep: the 50-100 m Frees, 50-100 m Butterflys and five relays.
There’s a good reason you didn’t know: it wasn’t easy to figure this out. Beyond the general disinterest in the WUG, the results system did not generate a list of multiple medal winners. This is a common error in results systems, in part to save programming time and cost, but also because no one ever asks users what could be useful for them.
If you want to do it almost right, check out the Omega Timing results book for the just-completed World Aquatics Junior Championships in swimming held in Netanya (ISR). At the back of a 259-page list of all of the results of the meet are several key tables that EVERY results system should produce:
● List of medalists by event
● List of medalists by country
● List of multi-medalists
● Medal table
● Records set (and tied)
Major events such as the European Games, South American Games and even some of World Aquatics’ own events do not include these tables as part of their results systems. They should.
Even the Netanya book was missing a user-friendly addition, as the first page is the summary of the heats of the men’s 400 m Freestyle. The opening pages of any results book should be a list of the events in the order they are presented, to act as a way to find a specific event or race.
This is all in the programming, folks, and quite logical to those who think about the user experience.
There are lots of other things to complain about, but these will do for a start. Thanks for reading.
Rich Perelman
Editor
2.
Schroder named Most Valuable at FIBA World Cup
Germany’s unexpected 8-0 run to its first FIBA World Cup championship- was keyed by Raptors guard Dennis Schroder, who was named Most Valuable Player in the tournament following Sunday’s win over Serbia in the gold-medal final.
Schroder headed the All-Star team, which also included Canadian guard Shai Gilgeous-Alexander (Thunder), U.S. scoring star Anthony Edwards (Timberwolves), Hawks guard Bogdan Bogdanovic (SRB) and Mavericks star Luka Doncic (SLO).
Canada’s Dillon Brooks (Rockets), who scored an equal-tournament-high 39 points in the third-place match against the U.S., was named best defender.
Doncic won the scoring title, playing eight games and scoring 216 points for a 27.0 average, ahead of Jazz guard Jordan Clarkson (PHI: 26.0) and Finland’s Lauri Markkanen (Jazz) at 24.8. Doncic also became only the 12th player ever to score 200 or more points in a World Cup tournament; his 216 points ranks eighth all-time.
The U.S. finished fourth, but led the tournament in scoring at 104.5 per game – the only team over 100 – and shot 53.6% from the field, second only to Serbia (54.2%),
The 92 games drew 700,665 fans for an average of 7,616 per match, with games split between Indonesia (Jakarta), Japan (Okinawa) and three sites in the Philippines.
FIBA Secretary General Andreas Zagklis (GRE) explained some unusual facets of the tournament:
“There is no prize money for the World Cup. FIBA is supporting the federations in covering a lot of their costs. We have directly or indirectly contributed more than 80 million Swiss francs to the federations for their costs over the four years. …
“The Central Board has decided there is no prize money for national team competitions. What we generate in terms of resources – as a non-profit organization – is distributed according to our development programs and other distribution mechanisms across all 212 members of FIBA.”
FIBA’s costs include player insurance for all of its championship tournament, which costs more than CHF 15 million for the next four-year cycle, and a contribution of CHF 50,000 to all 32 federations for preparation costs for the 2023 World Cup. The 15 teams which advanced to the second group stage all received another CHF 100,000 for their added costs.
Zagklis also noted a high standard of support for all players; FIBA’s statement noted:
“All the players stayed in single rooms at the hotels.
“There were dedicated player lounges with a former player in charge as the liaison between the players, the teams, and the organizing committees. Former players also served as advisers on how to build those players spaces, which included amenities ranging from their own dedicated bar to a barber shop in every players hotel.”
3.
Rowing Congress shows Olympic TV dependence
Without the International Olympic Committee’s distribution of money from its Olympic Games television rights fees to the International Federations which help stage the Olympic and Winter Games, many of these organizations would fold.
World Rowing provided another example on Monday, as its annual Congress following their 2023 world championships included financial statements which documented their dependence on Olympic television money.
The federation’s assets were shown at CHF 14.224 million, or about $15.970 million U.S. (1 CHF = $1.12 U.S. today). This includes CHF 13.120 million in reserves, of which 73.979% is Olympic television money from Tokyo 2020 not yet spent.
World Rowing received $17,305,168 in Tokyo TV money from the IOC (CHF 16.051 million) and is spending it down by about CHF $4 million annually. Since the return of events in 2021, World Rowing has shown a substantial loss but for its Olympic television dividend:
● 2021 Revenue: CHF 2.610 million
● 2021 Operations: CHF 6.412 million
● 2021 Investments: CHF 0.45 million gain
This is a loss of CHF 3.352 million, but turned into a surplus of CHF 648,070 by the application of CHF 4.000 million of Olympic TV money.
● 2022 Revenue: CHF 3.448 million
● 2022 Operations: CHF 7.062 million
● 2022 Investments: CHF 1.245 million loss
So, another loss of CHF 4.859 million for the year in 2022, but only a loss of CHF 858,817 after another CHF 4.000 million from the Olympic television reserves.
The federation’s projections show reserves down to CHF 4.175 million by the end of 2024, when another Olympic TV dividend is being counted on. All four years from 2021 to 2024 show an annual loss outside of the Olympic television money it receives.
President Jean-Christophe Rolland (FRA) underscored the issue in his opening statement in the Congress package, which included:
“I would like to emphasise once again the very cautious management of our resources. We came out of the uncertainty around the Olympic revenue due to the possible cancellation of the Tokyo Olympic and Paralympic Games and given the very complex and costly conditions for postponement. The Executive Committee has pursued a policy of restricting expenditure, while ensuring that our priority missions were fulfilled, namely the smooth delivery of international competitions and the promotion of our sport, all in accordance with the rules of good governance.
“The Executive Committee has approved the project to review our marketing and commercial approach, a project which was presented at the 2022 Congress. We are committed to adapting to a context that has evolved, with a business and partnership model that has changed radically. It is essential that we have the resources to invest in promoting our sport and competitions. If we look at our disciplines, we can clearly see the different potentials of our sport.
“In parallel with the above-mentioned project, we have launched a project to review our events and the international competitions’ calendar. To repeat what I said at the 2022 Congress, we are facing the major challenge of rethinking our approach. The observations are straightforward: whether it’s the attractiveness of World Cups, or the large – too large? – number of events and duration of our World Championships . . . when the number of international competitions valued by broadcasters is low, we need to rethink and adjust our deliverables for tomorrow’s survival. That’s the whole point of this project, which should be completed by the end of 2024 followed by significant amendments to the Rule 25 of the World Championships Programme.”
Observed: There is no thought of rowing being removed from the Olympic program, and the federation is hopeful that some added events in beach rowing will be approved for Los Angeles in 2028 to compensate for the removal of the two Lightweight class events.
But the fact that, as Rolland notes, commercial interest in this sport is so low that it does not have the resources to promote itself is a danger sign for the future, for rowing and many other federations.
And it raises a new question of sustainability to be taken up by the IOC President who will follow Thomas Bach (GER): what is the IOC’s responsibility to prop up federations which cannot fund themselves?
4.
Weightlifting anti-doping effort approved for 2024
With considerably less fanfare than either boxing or modern pentathlon, the International Weightlifting Federation has been working quietly to restore the confidence of the IOC that it belongs back on the Olympic program for Los Angeles for 2028.
Boxing’s place has been assured, with the removal of the International Boxing Association as the recognized federation for the sport, and modern pentathlon is trying to convince the IOC that its move to obstacle racing is somehow going to ignite interest in the sport amidst a continuing revolt of many of its top performers.
Weightlifting, following major doping, financial and governance scandals, elected a new board and officers in 2022, led by former Secretary General Mohammed Jalood (IRQ) as President, and brought the highly-respected Rune Andersen (NOR), known for running the Russia Task Force for a decade for World Athletics, in as its Anti-Doping Commission Chair.
On Monday, its Executive Board approved Andersen’s Commission’s plan for enhanced anti-doping measures ahead of the Paris 2024 Games, that will include:
“[T]he categorisation of National Member Federations will be enforced from November 1, 2023. According to this categorisation, IWF members will be included in three different groups, taking into account their doping history and many other criteria related to their national anti-doping strategy.
“For the nations in the A group, a minimum of two out-of-competition tests will be mandatory for eligible athletes for the Paris Games, while educational anti-doping courses are also compulsory; in the B group, the requirements include one test per athlete and optional education; countries in C group won’t need to fulfil any special requirements. The list of countries in each category is to be announced in October by the International Testing Agency (ITA).”
An IWF Strategic Plan for 2024-32 was also approved, and will be submitted to Tuesday’s IWF Congress for final approval. In the meantime, the 2023 World Championships have been ongoing, reportedly at a high level, in Riyadh (KSA) and will continue through the 17th.
5.
Confidence in hosting events in Japan at “extreme low”
In the aftermath of the high cost of the Tokyo 2020 Olympic Games and the subsequent scandals over sponsorship sales and bid-rigging for test event and venue contracts, a Vice President of the Japan Wrestling Federation said this is a low period for Japan to look at future events.
“Essentially, hosting Tokyo 2020 stole the dreams of the sport events industry in Japan as it completely failed to live up to its promise,” said Dr. Kuniko Tanioka, the President of Shigakkan University, and Vice President of the Japan Wrestling Federation. She spoke at the second Global Sports Agora, held by the World Academy of Sport in London (GBR).
“Unfortunately hosting the Games did not fulfil the perception that they would be economically beneficial to Tokyo as a city or Japan as a country. Although the COVID-19 pandemic had a major influence on that, other issues had a negative effect too and the malaise is still being felt now.”
The Tokyo Games continues to be reported on as the sponsorship-sales and bid-rigging scandals continue through the Japanese court system more than two years after the event ended. One of the results has been the blowback against a front-running bid from Sapporo for the Olympic Winter Games in 2030, now postponed to a future Games:
“Confidence in hosting sports events in Japan is at an extreme low.
“However, we now have a great chance to build that confidence back up in Japan as the city of Aichi-Nagoya moves forward in its preparations for hosting the 2026 Asian Games. The [Global Sports Agora] has highlighted the role that the private and commercial sector can take in building relationships with the sports industry and collaborating through greater transparency and integrity so that the mistakes of Tokyo 2020 are not repeated.”
Tokyo will get a major shot at redemption in 2025, however, as it hosts the World Athletics Championships in the National Stadium that had to sit empty during the Olympic Games due to the pandemic. That and the 2026 Asian Games could be feel-good moments for Japan and sports.
≡ WORLD CHAMPIONSHIPS ≡
● Rowing ● More from World Rowing chief Rolland, who said on Monday that there were no incidents with the three Russian or seven Belarusian athletes entered at the Worlds in Belgrade (SRB) that concluded Sunday:
“Under the current circumstances, there cannot be an ideal solution, it would be easier to say no, it would cause less controversy, but our responsibility is not to make life easier, our responsibility is to fight for the values we believe in and realize how difficult it is to put emotions aside, especially in the context of this state of affairs. We must consider the arguments for and against. I do not intend to open a discussion on this topic now, I understand that the issue is very sensitive and political pressure must be taken into account. I also understand and I respect the position of each national federation, I understand that they are different.
“In our three tournaments – in Plovdiv, Paris and Belgrade – nine neutral athletes competed, and I am pleased to report that all of them fully complied with the rules of neutrality, without a single incident. I am also pleased to report that these athletes were treated with respect all participants in the competition.”
● Weightlifting ● The men’s 81 and 89 kg classes at the 2023 IWF World Championships in Riyadh (KSA) were decided on Monday, with new winners in both, and a world mark in one lift.
At 81 kg, 2021 World Junior Champion Mukhammadkodir Toshtemirov of Uzbekistan led after the Snatch at 164 kg, and then Rahmat Erwin Abdullah (INA), the 2021-22 winner at 73 kg, set a world record of 209 kg in the Clean & Jerk. But the winner of the weight class was Italy’s European champ Oscar Reyes, who was second in Snatch and only fourth in the C&J, but his combined total of 356 kg was golden. Abdullah was second at 354 kg and Toshtemirov – who made only his first lift in the C&J – won bronze (352 kg).
Iran’s Mirmostafa Javadi won the Worlds silver at 81 kg in 2021, but won at 89 here, placing sixth in Snatch, but winning the Clean & Jerk at 215 kg for a 384 kg total. That barely beat world-record holder Dayin Li (CHN), last year’s 81 kg champ, who lifted 383 kg, despite making only one successful Snatch lift. Venezuela’s Keydomar Vallenilla, the 2022 winner of this class, was third at 381 kg. American Clarence Cummings was 25th at 336 kg.
≡ PANORAMA ≡
● Russia ● The Russian Anti-Doping Agency (RUSADA) reported test statistics for 2023, with 6,820 tests carried out through the end of August, and 105 positives.
For comparison, the U.S. Anti-Doping Agency reports its statistics quarterly, and had 4,889 tests and 35 sanctions for the first six months of this year. For RUSADA, it conducted 5,280 tests during the same period and had 91 positives.
● Athletics ● Another Kenyan doping positive, this time of 41-year-old Agnes Jeruto Barsosio, whose samples in 2022 showed “likely doping,” and an admission of doping was received in August 2023. A penalty of four years was imposed, plus another two years for “aggravating circumstances,” in this case, repeated violations, lowered by one year for her admission, to five years in total. The five-year suspension began on 6 September 2023and her results since 9 May 2022 have been nullified.
Jeruto Barsosio has a lifetime best of 2:20:59 from 2017 as the Paris Marathon runner-up.
¶
Never one to miss a promotional opportunity, an honorary street naming was approved by the Des Moines City Council on Monday, naming of 13th Street as “World Record Way” between Grand Avenue and Locust Street in downtown Des Moines.
This area is just beyond the finish line of the Grand Blue Mile held annually, and which, in 2023, saw wins by Americans Sam Prakel (4:01.21) and Nikki Hiltz (4:27.97), which are being submitted as the first World Athletics-ratified world records in the road mile.
● Football ● The Spanish National Court accepted the complaint for sexual abuse and coercion by now-resigned Royal Spanish Football Federation President Luis Rubiales. This technical procedure allows the court to begin gathering evidence that could lead to the filing of formal charges against him.
¶
FIFA’s Disciplinary Committee has extended the bans on 11 Brazilian players for “match manipulation” to worldwide status, with three players listed with lifetime bans and two for two years. The original penalties were imposed by the Brazilian federation (CBF).
● Surfing ● At the World Surf League final off San Clemente, California, the all-American (sort of) women’s final saw Caroline Marks of the U.S. top Tokyo Olympic gold medalist Carissa Moore (Hawaii), 17.10 to 14.97 and 14.60 to 13.53, for her first WSL title. Marks won her fourth tournament of the season and her seventh medal out of 11 starts.
The men’s title went to defending champion Filipe Toledo of Brazil, who got past Ethan Ewing (AUS) by 2-0 in their final (17.97 to 17.23 and 14.27 to 12.37). It’s Toledo’s fourth win of the season and 17th career victory, while Ewing finished second in three of the last four events of the season.
● Tennis ● In addition to the high-profile singles U.S. Open finals, where Novak Djokovic (SRB) swept Russian Daniil Medvedev (6-3, 7-6, 6-3) for his 24th career Grand Slam title and fourth at the U.S. Open, and American star Coco Gauff dispatched Belarus’ Aryna Sabalenka (2-6, 6-3, 6-2), the U.S. was heavily involved in the Doubles finals.
In the men’s Doubles, Rajeev Ram (USA) and Joe Salisbury (GBR) defeated Rohan Bopanna (IND) and Matthew Ebden (AUS), 2–6, 6–3, 6–4; it’s the third straight U.S. Open Doubles title for Rav and Salisbury.
In Mixed Doubles, the U.S. pair of Jessica Pegula and Austin Krajicek got to the final, but lost in straight sets to Anna Danilina (KAZ) and Harri Heliovaara (FIN), 6–3, 6–4.
The pairing of Gabriela Dabrowski (CAN) and Erin Routliffe (NZL; ex-Canada) took the women’s Doubles final from Laura Siegemund (GER) and Vera Zvonareva (RUS), 7–6, 6–3. It’s the first U.S. Open title for the women’s and Mixed Doubles winners.
● Triathlon ● Comebacking Rio 2016 Olympic champ Gwen Jorgensen posted another World Triathlon Cup win in Karlovy Vary (CZE), using her feared running speed to track down Rachel Klamer (NED), 2:03:51 to 2:03:55 in the Olympic-distance race.
Jorgensen was eighth out of the water and sixth-fastest on the bike, and in contention when the 10 km run segment started. She and Klamer were 1-2 on the run in 34:39 and 34:45 and that’s how they finished.
Fellow American Morgan Pearson won the men’s race for his first World Triathlon Cup gold, dominating the field in 1:51:55 to 1:53:05 for runner-up Mark Devay (HUN).
¶
You can receive our exclusive TSX Report by e-mail by clicking here. You can also refer a friend by clicking here, and can donate here to keep this site going.
For our updated, 787-event International Sports Calendar (no. 3) for 2023 and beyond, by date and by sport, click here!
TSX REPORT: U.S.’s Kuss could win the Vuelta a Espana! Ingebrigtsen smashes world 2,000 m record; Germany wins FIBA World Cup
★ The Sports Examiner: Chronicling the key competitive, economic and political forces shaping elite sport and the Olympic Movement.★
★ To get The Sports Examiner by e-mail: sign up here! ★
≡ THE 5-RING CIRCUS ≡
1. U.S.’s Kuss positioned to win Vuelta a Espana!
2. Ingebrigtsen shatters 2,000 m WR in Brussels
3. Germany wins first FIBA World Cup, as U.S. fourth
4. IOC adding human rights provisions to Olympic Charter
5. Rubiales resigns as head of Royal Spanish Football Federation
● Only one American has ever won cycling’s Vuelta a Espana – the Tour of Spain – one of the three Grand Tours, but Sepp Kuss is getting close. After 15 of the 21 stages, he leads the field by 1:37 and has survived two brutal climbing stages in the Pyrenees on Friday and Saturday. He has two more difficult stages to go, on Wednesday and Thursday.
● At the Memorial Van Damme Diamond League meet in Brussels, Norway’s Jakob Ingebrigtsen incinerated another record, this time a very good 2,000 m mark from 1999, winning in 4:43.13. Jamaica’s Shericka Jackson won the women’s 200 m in 21.48, just 0.14 off the world record, and American Kenny Bednarek won the men’s 200 m in 19.79.
● At the 19th FIBA World Cup, Germany won its first title at 8-0, out-lasting the U.S. in its semifinal, 113-111, and beating Serbia in the final, 83-77. Raptors guard Dennis Schroder led the Germans with 28 in the final. Canada got 39 points from Rockets guard Dillon Brooks and won the bronze medal over the U.S., 127-118 in overtime after a miracle three-pointer from Nets forward Mikal Bridges forced overtime for the Americans.
● The International Olympic Committee’s Executive Board proposed new provisions for the Olympic Charter concerning human rights requirements as part of the Olympic Movement, continuing a concerted move by President Thomas Bach to focus on “values.” The Executive Board also nominated eight new members for approval by the IOC Session in October, including Malaysian actress and Oscar winner Michelle Yeoh.
● Luis Rubiales, the elected head of the Royal Spanish Football Federation, resigned on Sunday in a statement posted on Twitter. He continues to face possible civil and criminal penalties for his post-match behavior at the end of the 2023 FIFA Women’s World Cup.
● World Championships: Rowing (Netherlands and British combine for eight wins in Belgrade) = Swimming (Williamson ends with seven medals at World Juniors) = Weightlifting (China wins fourth class in Riyadh) ●
● Panorama: Commonwealth Games (head of Commonwealth Games Australia says other countries expect a new Australian host for 2026) = Archery (D’Almeida and Kang take World Cup Final wins) = Athletics (4: Chepkoech gets 2,000 m Steeple world best in Zagreb; Reekie and Kerr win Fifth Avenue Miles; Ngetich gets 5 km/10 km women’s-only road records; sad passing of stat great Peter Matthews) = Badminton (Axelsen, An win China Open titles) = Cycling (3: De Lie and Adam Yates win sprint finishes in Quebec City and Montreal; Kopecky wins Simac Ladies Tour; France’s Koretzky sweeps both men’s Mountain Bike XC races in Lets Gets) = Football (new Berhalter era begins with 3-0 win over Uzbekistan) = Gymnastics (Hungary and Ukraine win three each at Artistic Challenge Cup) = Sport Climbing (Garnbret wins again in Lead World Cup) = Triathlon (Sereno scores gold at Americas sprint champs) = Volleyball ( (U.S. sweeps Canada for men’s NORCECA title in Charleston) ●
1.
U.S.’s Kuss positioned to win Vuelta a Espana!
It was hardly thought likely going in, but American Sepp Kuss, 28, now only leads the 78th Vuelta a Espana, but is in an excellent position to win it next Sunday after surviving two brutal climbing stages on Saturday and Sunday.
He came into Friday’s triple-climb test that finished in France at the 2,115 m Col de Tourmalet with a 26-second lead over Spain’s Marc Soler and 1:09 over defending champ Remco Evenepoel (BEL).
While Evenepoel flounders, Tour de France winner Jonas Vingegaard accelerated away from the other five in the lead group – including Kuss – and rode away to win the 134.7 km stage in 3:51:10, but Kuss was second (+0:30) and two-time winner Primoz Roglic (SLO: +0:33) was third. Evenepoel fell back to 60th (+27:05) and fell out of contention. Kuss suddenly had a 1:37 lead on Roglic and 1:44 on Vingegaard – his Jumbo-Visma teammates!
Saturday’s test was a 156.2 km bruiser with three more difficult climbs, including a misery-inducing uphill finish to the Larra-Belagua skiing resort in the Pyrenees, near the French border. A group of five, including Evenepoel, attack after 30 km, and Evenepoel simply rides away from everyone else and was alone for the last four km on the way to a 4:13:38 win. France’s Romain Bardet was second (+1:12), with the overall leaders finishing way back, with Kuss in eighth (+8:22). But all that did was cut Evenepoel’s deficit from +27:50 to +19:12.
On Sunday, the 158.3 km ride was hilly, but well short of punishing, with Rui Costa (POR) and Santiago Buitrago (COL) breaking away from a lead group of 15 on the descent into Lekunberri, only to be caught by Germany’s Lennard Kamna, the stage 9 winner. But Kamna crashed, got up, but saw Costa go by for the win in 3:30:56, with Kamna and Buitrago given the same time. Evenepoel was only two seconds back, with Kuss in 19th (+2:52).
Going into Monday’s rest day, Kuss maintains a lead of 1:37 over his Jumbo-Visma teammates Roglic and 1:44 over Vingegaard, and 2:37 against Juan Ayuso (ESP). Evenepoel is now +16:22.
The Tuesday and Wednesday stages are hilly, with uphill finishes, especially Wednesday’s final climb to the Altu l’Agliru at 1,555 m. But Thursday’s 178.9 km ride has four major climbs, including an uphill finish to La Cruz de Linares, and will be the final major test for Kuss and opportunity for his chasers to make an impact.
The only U.S. winner of the Vuelta a Espana was Chris Horner in 2013. No American has ever won the Giro d’Italia and only Greg LeMond has won the Tour de France (1986-89-90) after Lance Armstrong’s seven wins were wiped out for doping. So Kuss is looking at history, and has the unusual situation of having two teammates chasing him – and helping him at the same time.
2.
Ingebrigtsen shatters 2,000 m WR in Brussels
A world-record attempt stuck gold at the Diamond League Memorial Van Damme in Brussels (BEL), as Norwegian star Jakob Ingebrigtsen smashed the 24-year old mark in the 2,000 m, and Jamaica’s Shericka Jackson just missed the women’s 200 m mark. Two world leads from the meet:
● Men/2,000 m: 4:43.13, Jakob Ingebrgtsen (NOR) ~ World Record
● Women/Javelin: 67.38 m (221-1), Haruka Kitaguchi (JPN)
The rarely-seen men’s 2,000 was aimed at Moroccan Hicham El Guerroj’s 4:44.79 mark from 1999, with Ingebrigtsen staying close behind the pacesetters in the early going, crossing 1,000 m in 2:22.28 and then moving into the lead. He was trailed by Kenyans Abel Kipsang and Reynold Cheruiyot, but Ingebrigtsen was mostly on his own.
At the bell, the record was clearly within reach and the Norwegian was by himself. Australia’s Stewart McSweyn moved up to second with 200 m to go, then was passed by Cheruiyot in the final straight.
All alone, Ingebrigtsen sprinted to the finish – completing a 55.00 last lap – and crushed the world mark at 4:43.13, with a slew of national-record finishes behind him for Cheruiyot (4:48.14, fifth performance all-time), McSweyn (4:48.77, ninth performance all-time), Dutch teen Niels Laros (4:49.68, ninth performer all-time) and Spain’s Mario Garcia (4:49.85, 10th performer ever).
Ingebrigtsen now has the 2023 world leads at 1,500 m, 2,000 m, 3,000 m and two miles, to go along with his Worlds win in the 5,000 m and silver at 1,500 m, and now all-time bests at 2,000 m and two miles (7:54.10).
World Champion Kitaguchi took the lead in the women’s jav in the second round at 65.20 m (213-11) and no one really came close. But with her usual flair for the dramatic, she scored a world lead on her sixth-round throw at 67.38 m (221-1), a lifetime best and now no. 21 all-time. Austria’s Victoria Hudson was second with her third-round toss of 64.65 m (212-1).
It took until 5.92 m (19-5) to sort out the medal winners in the men’s vault: Sweden’s Mondo Duplantis, two-time World Champion Sam Kendricks of the U.S. and Worlds runner-up Ernest John Obiena (PHI). The bar went to 6.02 m (19-9) and Duplantis sailed over immediately, but Kendricks and Obiena all missed three times. Duplantis cleared 6.10 m (20-0) without incident to break his own meet record, and immediately raised the bar to a world-record 6.23 m (20-5 1/4), having missed this height 12 times previously … and now 15 times.
Three Americans finished 4-5-6 at 5.82 m (19-1): Chris Nilsen, KC Lightfoot and Zach McWhorter.
The women’s 200 m was also set up for Jamaica’s Jackson, who ran 21.41 to win in Budapest, to try for Florence Griffith-Joyner’s 21.34 world mark from 1988. Jackson, running out of lane six, had Britain’s Worlds fifth-placer Daryll Neita in front of her and took over right away, steaming into the straight and winning unchallenged in 21.48 (wind: +0.2 m/s), the no. 4 performance in history … of which she owns three (21.41, 21.45 and 21.48).
Anthonique Strachan (BAH) was second in 22.31, followed by Jenna Prandini of the U.S. (22.47) and Neita (22.59). Jackson said she will take another shot at Flojo’s mark at the Diamond League Final in Eugene next week.
The men’s 200 m was a sweet redemption for American Kenny Bednarek, the Tokyo and 2022 Worlds runner-up, who was fifth in Budapest. This time, he got out well and was quickly in a two-man race against Britain’s Zharnel Hughes, the Worlds 100 m bronzer and fourth in the 200 m. But Bednarek kept cool and pushed to the line in a season’s best 19.79 to 19.82 for Hughes (-0.1). Canada’s Tokyo winner, Andre De Grasse, was third in a season’s best 19.89; American Kyree King was seventh (20.52).
Jamaica’s Rusheen McDonald came on over the final 100 m to win the men’s 400 m in 44.84, trailed by Dominican Alexander Ogando in a seasonal best of 44.93.
Algeria’s Djamel Sedjati suffered a disqualification for a lane violation at the Worlds, but made amends, with a dash from fourth to first around the final turn to win the men’s 800 m in 1:43.60. France’s Yanis Meziane, the leader with 200 m to go, held on for second (1:43.94 lifetime best) and Botswana’s Tshepiso Masalela also got a personal best in third (1:44.03). American Bryce Hoppel was sixth in 1:44.37.
The rarely-run men’s 10,000 m was a runaway for Kenya Daniel Ebenyo, the Budapest silver winner, taking over by the 6,000 m mark and winning by more than 27 seconds in 26:57.80, moving him to nol. 3 on the 2023 year list. France’s Jimmy Gressier was second with a seasonal best of 27:25.48, followed by Stanley Mburu (KEN: 27:30.36). Ebenyo finished with a 62.90 last lap.
The women’s 100 m featured Jamaica’s Rio-Tokyo Olympic champ Elaine Thompson-Herah and 2019 World 200 m winner Dina Asher-Smith (GBR), and Asher-Smith got the best start. But the Jamaican had the lead by midway and won by daylight in a season’s best 10.84 (0.0). Asher-Smith was passed in the final 10 m by Jamaica’s Natasha Morrison, who got a seasonal best of 10.95 in second, with Asher-Smith third in 10.97.
The women’s 400 m looked like a battle between Dutch star Lieke Klaver, sixth in Budapest and Worlds 400 m hurdles runner-up Shamier Little of the U.S. and it certainly started that way. The two exchanged the lead through 300 m, but on the straight, the home crowd roared for Belgium’s Cynthia Bolingo, who came on to win in 50.09, ahead of Klaver (50.16) and Little (50.58).
A great field in the women’s 1,500 m had Tokyo runner-up Laura Muir (GBR) battling the 4-5 finishers from Budapest, Ireland’s Ciara Mageean and Kenyan Nelly Chepchirchir. Muir, Ethiopia’s Hirut Meshasha and Chepchirchir took over after the pacemakers were done, but then Mageean came up to challenge Muir at the bell.
Muir charged ahead on the back straight, but Mageean caught her off the turn, and on the home straight, Muir had enough left to win in a season’s best of 3:55.34, with Mageean getting a national record of 3:55.87 in second. Chepchirchir was third in 3:56.93, with Americans Addy Wiley and Sinclaire Johnson in 8-9, with very creditable times of 3:59.17 (lifetime best) for Wiley and 3:59.19 for Johnson. Cory McGee of the U.S. was 12th in 4:02.32. Wiley is now the 15th American woman to break 4:00.
At 5,000 m, Ethiopia’s Worlds sixth-placer Medina Eisa was leading the front pack at 8:43.25, with Kenyan Lilian Rengeruk in close attendance. Those two broke contact and dueled to the finish, with Rengeruk taking over into the final turn and winning in 14:26.46, with Eisa second (14:28.94) and Japan’s Nozomi Tanaka moving into third in the final lap to get a national record of 14:29.18. American Elise Cranny finished 11th in 14:57.52.
What would Femke Bol do? The Dutch World Champion in the 400 m hurdles was staring at her world-leading time of 51.45, but it was Jamaican Andrenette Knight and Anna Cockrell of the U.S. with the lead down the backstraight. Bol came on around the turn and had the lead by the eighth hurdle and extended to the line in 52.11, the no. 3 time of the year, and the no. 11 performance in history (of which she has four). Jamaica’s Knight fell back and teammates Janieve Russell and Rushell Clayton came on to finish 2-3 in 53.80 and 54.10, with Cockrell fourth in 54.29. Knight was sixth in 54.75.
Ukraine’s World Champion Yaroslava Mahuchikh had the women’s high jump with her first-try clearance at 2.00 m (6-6 3/4), but had bigger ideas, but missed at a world-leading 2.04 m (6-8 1/4). Serbia’s Angelina Topic was second at 1.97 m (6-5 1/2), equaling her lifetime best.
The non-Diamond League women’s long jump was a showcase for Worlds winner Ivana Vuleta (SRB), who reached 6.74 m (22-1 1/2) in the first round, but was matched by Fleur Jong (NED) in the third. But Vuleta won on her second-best effort, another 6.74 m in the fifth.
Two-time Worlds silver medalist Shanieka Ricketts (JAM) came out on top in the triple jump, with a lifetime best of 15.01 m (49-3) in the third round, now no. 2 on the 2023 world list, and the 27th woman ever to reach 15 m. That was good enough to beat Worlds runner-up Maryna Bekh-Romanchuk (UKR), who reached 14.57 m (47-9 3/4).
The Diamond League concludes next week at the Pre Classic in Eugene, on Saturday and Sunday.
3.
Germany wins first FIBA World Cup, as U.S. fourth
The 2023 FIBA World Cup was unusual from the start, being held in three countries – Indonesia, Japan and the Philippines – and ended with a first-time finalist and first-time winner in Germany, which took down Serbia in the final by 83-77 at the Mall of Asia in Pasay (PHI), in the Manila metro area, before 12,022.
The game was 47-47 at half, but the third quarter was decisive, with the Germans running off a 22-10 edge for a 69-57 advantage that the Serbs could not make up. A 10-2 in the fourth got the game to 73-69, but the Germans scored five straight for a 78-69. But another Serbian push got to within 79-77 with 39 seconds left. But a layin and two free throws from Raptors guard Dennis Schroder were the final points of the game.
The Germans shot 49.1% for the game and held Serbia to 41.9%, with Schroder pouring in 28 to lead all scorers, helped by Magic forward Franz Wagner (19) and center Johannes Voightmann with 12. Guard Aleksa Avramovic led Serbia with 21 and Hawks guard Bogdan Bogdanovic had 17.
It’s only the second-ever medal for Germany in the World Cup, after a bronze in 2002. The Serbs lost in the final for the second time in the last three finals, previously to the U.S. in 2014.
In the bronze-medal game, Canada had a 34-25 edge at the end of the first quarter that the U.S. closed down to 58-56 at half. Canada sprinted out to a 91-82 edge at the end of three, but a furious American rally and a miraculous finish got the U.S. even at 111 to force overtime.
With four seconds to go and the U.S. down 111-107, Nets forward Mikal Bridges made a free throw, then missed the second on purpose, chasing it down in the right corner. He spun, shot and somehow made a three-pointer to tie the score with 0.6 seconds to play.
But the Canadians were better in the overtime, running off five quick points to gain control and finishing with a 16-7 edge for the 127-118 final and the bronze medal. Even without forwards Brandon Ingram, Jaren Jackson Jr. and Paolo Banchero due to illness, the U.S. shot 51.9% and out-rebounded Canada 43-40. But the Canadians show 51.2% and were 17-37 from the three-point line, led by Rockets guard Dillon Brooks with 39 points (equaling the tournament high) and Grizzlies guard Shai Gilgeous-Alexander (31). Knicks forward R.J. Barrett had 23.
Timberwolves guard Anthony Edwards again led the U.S. with 24, and Lakers guard Austin Reaves had 23 – his high game of the tournament – and Bridges had 19. With only nine players available, Bucks forward Bobby Portis Jr. added 14, Knicks guard Jalen Brunson scored 13 and Knicks teammate Josh Hart had 10.
U.S. coach Steve Kerr reflected, “What it comes down to for us in this tournament, we put ourselves in a great position. We got to the semifinals, we’re right there, we couldn’t get enough stops. We just didn’t defend well enough against Germany or against Canada and that’s the bottom line. Every year when you try to build a team, we try to build the best two-way team you can to be able to get stops and score.”
¶
In their Friday semifinal, the U.S. lost to Germany for the first time ever in international play, 113-111, mostly due to a 35-24 third quarter for the Germans.
The game was tight, with the U.S. holding a 60-59 lead at half, but the Germans built a 94-84 lead by the end of the third, including 10 points from guard Andreas Obst. The lead was still 10 with 4:42 to go, when Reaves made a three-pointer for the U.S., Edwards scored five straight, then Reaves scored four more to close to 108-107 with 1:35 to play. Obst made a clutch three-pointer with 1:14 left and Schroder made a step-back jumper for a 113-107 lead with 40 seconds to play. Reaves got a dunk and a tipin, but it was not enough.
Obst had 24 to lead the winners, Orlando Magic brothers Franz and Mo Wagner had 22 and 10 points, Schroder had 17 and Pacers forward Daniel Theis had 21. The Germans shot 57.7% from the floor and out-rebounded the U.S., 30-28. Edwards had 23, Reaves 21, Bridges scored 17 and Brunson had 15. The U.S. shot 58.5%, made 23-24 foul shots, had only nine turnovers, and lost.
In the other semi, Serbia took an early lead on Canada, by 23-15 at the quarter and 52-39 at half and held on for a 95-86 win in the first semi. Bogdanovic led Serbia with 23 on 8-12 shooting, assisted by guard Ognjen Dobric and center Nikola Milutinov, both with 16. Canada won the second half, 47-43, but never got closer than seven points in the second half. Serbia shot 61.2% from the field and held the Canadians to 48.2%.
The U.S. improved in 2023, with a much better roster and rose from seventh in China in 2019 to fourth this time, but did not have enough defensive intensity in the games that were lost: 110-104 to Lithuania, 113-111 to the Germans and 127-118 in overtime to Canada. It’s the first time since 1967-1970 that the U.S. failed to win a medal in two straight World Cups.
4.
IOC adding human rights provisions to Olympic Charter
In a move to cement the legacy of International Olympic Committee President Thomas Bach of Germany, the IOC Executive Board – led by Bach – submitted changes to the Olympic Charter to incorporate human rights requirements.
Bach has been an unabashed supporter of the United Nations during his term and has unfailingly championed the IOC’s “values” as the foundation of its positions on multiple issues, including the current furor over Russian and Belarusian inclusion in the Paris 2024 Olympic Games. Three insertions were approved by the Executive Board for approval by the IOC Session in Mumbai (IND) in October (additions in bold):
● In Fundamental Principle of Olympism 1, “Olympism seeks to create a way of life based on the joy of effort, the educational value of good example, social responsibility and respect for internationally recognised human rights and universal fundamental ethical principles within the remit of the Olympic Movement.”
● In Fundamental Principle of Olympism 4, “Every individual must have access to the practice of sport, without discrimination of any kind in respect of internationally recognised human rights within the remit of the Olympic Movement.”
● Added to Rule 40: “All competitors, team officials or other team personnel in the Olympic Games shall enjoy freedom of expression in keeping with the Olympic values and the Fundamental Principles of Olympism, and in accordance with the Guidelines determined by the IOC Executive Board.”
These amendments are very carefully constructed, for example with the limitation in the first item, reading “within the remit of the Olympic Movement,” keeping the IOC’s responsibilities within Olympic sport and not within the wider frame of international politics. .
Also, the addition to Rule 40 concerning “free expression” was not accompanied by any change to the widely-discussed Rule 50.2, which reads “No kind of demonstration or political, religious or racial propaganda is permitted in any Olympic sites, venues or other areas.”
¶
The Executive Board also nominated eight new members for the IOC, five of whom are individual members:
● Yael Arad (ISR; President of the Israeli NOC and won Israel’s first Olympic medal, a judo silver at 61 kg).
● Balazs Furjes (HUN; lawyer and State Secretary for the development of Budapest, deeply involved in Hungary’s hosting of world championships in swimming and athletics).
● Cecilia Tait (PER; elected to Congress from 200-06 and 2011-16, a former three-time Olympian in volleyball in 1980-84-88, winning a silver medal in Seoul).
● Michelle Yeoh (MAS; an actress who won the Academy Award for Best Actress for the 2022 American film, “Everything Everywhere All at Once”).
● Michael Mronz (GER, a well-known event organizer from the 2006 World Equestrian Games, 2009 World Athletics Championships in Berlin and major events in beach volleyball, tennis and other sports).
Yeoh and Mronz were directly selected by the IOC and not suggested by their National Olympic Committees under a recent provision allowing the it to recruit up to seven members.
Two nominations are tied to positions as heads of International Federations:
● Petra Sorling, President of the International Table Tennis Federation (SWE);
● Jae Youl Kim, President of the International Skating Union (KOR).
One nomination was for a National Olympic Committee President:
● Mehrez Boussayene, President of the Comite National Olympique Tunisien.
All eight are expected to be approved by the IOC Session in October.
5.
Rubiales resigns as head of Royal Spanish Football Federation
“After the quick suspension carried out by Fifa, plus the rest of open proceedings against me, it is evident that I will not be able to return to my position.
“Insisting on waiting and holding on is not going to contribute to anything positive, neither to the federation nor to Spanish football.”
Thus, suspended Royal Spanish Football Federation President Luis Rubiales, 46, resigned on Sunday in a statement posted on Twitter. The federation posted a follow-up confirmation which included:
“The Royal Spanish Football Federation confirms that Luis M. Rubiales Béjar has presented his resignation tonight. This has been made known to the federative entity through a letter to Pedro Rocha Junco. In addition, he also resigns from his position as vice president of UEFA.”
The furor over Rubiales’ conduct following Spain’s victory at the FIFA Women’s World Cup in Australia last month reached a new high this past week with the filing of charges by midfielder Jenni Hermoso, infamously kissed by Rubiales during the medal presentations. He was already suspended by FIFA, had the regional president of his own federation asking him to resign and a Spanish sports court investigating his conduct.
He is now facing Hermoso’s charge, filed by the state prosecutor on Friday, of sexual assault, which could lead to a fine or up to four years imprisonment. An additional count of coercion was added by the prosecutors, based on Hermoso’s details of the incident.
≡ WORLD CHAMPIONSHIPS ≡
● Rowing ● The Netherlands and Great Britain had a lot to celebrate at the World Rowing Championships in Belgrade (SRB), winning five and four races in the Olympic classes.
The Dutch got a impressive win from Karolien Florijn, who won her second straight women’s Single Sculls title, beating Olympic champ Emma Twigg (NZL), 7:14.35 to 7:19.43, with Tara Rigney (AUS: 7:21.07) and American Kara Kohler (7:23.98) fourth. It’s Twigg’s third consecutive silver in the event.
Ymkje Clevering and Veronique Meester, who were part of the Dutch Fours silver winners in Tokyo, took their first Pairs title in 7:20.52, over Australia’s Jessica Morrison and Annabelle McIntyre (7:22.90), who had been part of the Olympic Fours winner. Romania was third and the U.S. entry of Alison Rusher and Meghan Musnicki was sixth (7:34.43). The Dutch also won the women’s Fours with a new squad, over Romania and Great Britain, 6:41.82-6:43.29-6:44.31, with the U.S. fourth in 6:47.39.
Romania won its second straight women’s Eights title, beating the U.S., 6:01.28 to 6:03.73, with Australia third in 6:04.17. And Romania got a second gold in the women’s Double Sculls, from Olympic and defending World Champions Ancuta Bodnar and Simona Radis, winning in 6:46.94 over Lithuania (Donata Karaliene and Dovile Rimlute: 6:50.34) and Americans Kristina Wagner and Sophia Vitas (6:50.45 for bronze).
Britain won the Fours over the Dutch, 6:29.70 to 6:30.37, and took the women’s Lightweight Double Sculls, the only Lightweight class for Paris, with defending champs Emily Craig and Imogen Grant (7:19.23) beating the U.S. for the second straight year, this time with Michelle Sechser and Mary Jones (7:22.89).
The Dutch won two men’s events, with Melvin Twellaar and Sref Broenink winning the Double Sculls in 6:09.19 over Rio 2016 Olympic champs Martin and Valent Sinkovic (CRO: 6:12.44), and the Quadruple Sculls in 5:52.33 vs. Italy (5:54.58). Britain scored a second straight win in the Fours, over the U.S., 6:04.35 to 6:06.37, and took the Eights for the second straight Worlds, beating the Dutch by 5:24.20 to 5:25.23, with the U.S. sixth in 5:29.18.
Switzerland won the Pairs, with Roman Roosli and Andrin Gulich in 6:51.09, against Oliver Wynne-Griffith and Tom George (GBR: 6:53.46). Americans William Bender and Evan Olson were fifth in 7:02.98. Germany’s Oliver Zeidler won his third straight Worlds gold in the men’s Single Sculls in 6:38.08, with Simon van Dorp (NED: 6:39.26) a close second.
Olympic champs Fintan McCarthy and Paul O’Donovan won the Lightweight Double Sculls in 6:32.09 over Switzerland, for their third straight Worlds gold in the event.
In the Olympic classes, the Dutch scored seven medals (4-3-0) while Britain had six (4-1-1), Romania five (2-1-2), the U.S. had four (0-3-1) and Australia had four (0-1-3).
● Swimming ● Maximus Williamson of the U.S. concluded the World Aquatics Junior Championships in Netanya (ISR) as the biggest winner, taking seven medals in all: six golds and a silver.
Going into the final days of the meet, Williamson had already won the men’s 200 m Medley in 1:57.29, and added the 100 m Free in 48.45. He also finished with five relay golds in the men’s 4×100 m Freestyle (47.78), 4×200 m Freestyle (1:47.11 lead-off), 4×100 m Medley (47.57), plus the Mixed 4×100 m Medley (47.74), and a silver in the Mixed 4×100 m Free (48.38 lead-off).
He was one of two to win seven medals, along with Canada’s Julie Brousseau (0-2-5)
Australia’s Olivia Wunsch won six medals (5-0-1), with individual wins in the 50-100 m Frees and a bronze in the 50 m Fly.
Leah Hayes of the U.S. won the women’s 200 m and 400 m Medleys, got a win in the 4×200 m Free, plus a bronze in the 200 m Free and a silver on the 4×100 m Free.
The U.S. topped the medal table at 33 (15-11-7), followed by Australia (24: 9-7-8) and Canada (13: 2-3-8).
● Weightlifting ● China continued its winning ways at the 2023 World Weightlifting Championships in Riyadh (KSA), with a modest upset in the women’s 59 kg class, as 2022 Worlds 64 kg winner Xinyi Pei – still just 18 – ended up third, with teammate Shifang Luo – fourth last year – winning her first career Worlds medal.
Luo made all six of her lifts, winning the Snatch at 107 kg, the Clean & Jerk at 136 kg and the combined total at 243 kg. That was more than enough to win over Ukraine’s European Champion Kamila Konotop, who took silver-bronze-silver at 106-130-236 for the overall silver. Pei was third at 232 kg; American Taylor Wilkins was 10th (220 kg) and Danielle Guinn was 14th (216 kg).
At 64 kg, Colombia’s Nathalie Llamosa moved up from bronze in 2022 to gold in 2023, winning the Snatch (101 kg) and third in Clean & Jerk (122 kg) to win the class at 223 kg. Nigeria’s Ruth Ayodele won her first Worlds medal in second place (222 kg) and 2021 bronzer Min-kyung Park (KOR) got a second career bronze with a 220 kg total, but also winning the Clean & Jerk segment (123 kg).
Thailand scored its second gold of the tournament in the men’s 73 kg class, with Weeraphon Wichuma – lifting in the C group – won at 154 (2)-195 (1) and 349 kg, reportedly the first to ever win a world title from the third tier. China’s Yinting Wei made two of six lifts and finished second at 337 kg and Muhammad Ozbek (TUR: 334 kg) was third. Of the 11 starters in group A, five could not complete both lifts; only three of eight completed both in group B.
American Ryan Grimsland was 10th (from group B) at 326 kg, and Caden Cahoy (group C) was 19th at 310 kg.
Competition continues through the 17th.
≡ PANORAMA ≡
● Commonwealth Games ● Speaking to an Australian Senate hearing in Canberra, the head of Commonwealth Games Australia, Craig Phillips, said that the rest of the Commonwealth expects the 2026 – or 2027 – Games to be held there.
“We talked to our colleagues in the Pacific, we talked to our colleagues in the UK, and they will tell us the same thing: ‘Good luck finding a host because we want to come to Australia, we want you to find a host.’
“It’s clear that our colleagues from around the Commonwealth expect an Australian solution.”
In the aftermath of Victoria’s stunning withdrawal in July from a contract to host the 2026 Commonwealth Games, citing cost estimates that had risen from A$2.6 billion to A$7 billion or more ($1.66 to $4.47 billion U.S.), Phillips said he is talking with other Australian cities and regions:
“It may be a scaled back version of the games, given the time we have, but if you look around the capital cities around Australia … all have the capability of hosting games,”
“Even some of the smaller cities around the country have that capability of certainly contributing to a game. We have to look at all possible models – a single-city games, a shared hosting arrangement.
“Governments are going to want to know what it’s going to mean for a city, what it’s going to cost, what their obligations are. We’re developing the model to actually be able to have those sensible discussions with state governments and councils.”
● Archery ● A dream scenario almost came true at the World Cup Final in Hermosillo (MEX), with home favorite Alejandra Valencia – the 2023 Worlds runner-up – winning a shoot-off to get into the final against 2019 Worlds runner-up Chae-young Kang (KOR).
But the story did not have a happy ending for the home team, as Kang won, 6-2, for her second World Cup Final title, also in 2019. Korea also scored the bronze medal as Si-hyeon Lim shut out Casey Kaufhold of the U.S., 6-0.
The men’s final was a showdown between 2018 World Cup Final winner Woo-seok Lee (KOR) and two-time Worlds medalist Marcus D’Almeida (BRA), with D’Almeida winning the first two ends, then Lee roaring back to tie at 4-4 and D’Almeida winning the final end, 29-28, for a 6-4 victory.
Tokyo Olympic silver winner Mauro Nespoli (ITA) won the bronze, 5-3, over 2017 Asian Championships runner-up Dhiraj Bommadevara (IND).
● Athletics ● The European season continued with the annual Hanzekovic Memorial in Zagreb (CRO), a Continental Tour Gold meet, with some interesting performances, including a world best!
In the rarely-run women’s 2,000 m Steeple, 2019 World Champion and 2023 runner-up Beatrice Chepkoech of Kenya won in 5:47.42, the best on record, ahead of the 5:52.80 by Gesa Krause (GER) from 2019. Chepkoech was an easy winner ahead of countrywoman Winnie Jemutai (5:52.92). That gives Chepkoech the world best at 2,000 m and she already owns the world record for the 3,000 m Steeple.
Ferdinand Omanyala (KEN), the 2022 Commonwealth Games champ, won the men’s 100 m in 9.94 (-0.9) from Jamaica’s Oblique Seville (10.07), Italy’s Tokyo Olympic champ Lamont Marcell Jacobs (10.08) and American Brandon Carnes (10.27). Kyree King was sixth in 10.31.
King and Carnes came back to go 1-2 in the 200 m, in 20.10 and 20.19 (+0.6), with Josephus Lyles fourth in a season’s best of 20.44.
Britain’s Daniel Rowden won the men’s 800 m in 1:44.96, with American Hobbs Kessler, still just 20, winning the second race in 1:46.09, his second-best time ever.
Jamaica’s Olympic champ Hansle Parchment won the men’s 110 m hurdles over Daniel Roberts of the U.S., 13.13 to 13.15 (0.0), with Michael Dickson of the U.S. in sixth (13.70).
A battle of past world champs in the men’s shot saw New Zealand’s Tom Walsh get the early lead and hold it to win over Joe Kovacs of the U.S., 22.46 m (73-8 1/4) to 21.72 (71-3 1/4), with Americans Roger Steen fifth (21.40 m/70-2 1/2) and Payton Otterdahl seventh (21.21 m/69-7).
Slovenia’s 2022 Worlds winner Kristjian Ceh won the men’s discus at 68.48 m (224-8).
Puerto Rico’s Olympic champ Jasmine Camacho-Quinn won the men’s 100 m hurdles in 12.47 (-0.7), with Nadine Visser (NED) well behind at 12.64. Twice Olympic champ and home favorite Sandra Perkovic (CRO) won the women’s disc with her second throw of 67.71 m (222-1).
American Maggie Malone won the women’s javelin with her 63.71 m (209-0) throw in the third round; she has caught fire in the late season, getting a season’s best of 64.04 m (210-1) last Wednesday in Poland and moving to no. 7 on the year list.
¶
Rain and possible lightning strikes interfered with the annual Fifth Avenue Mile in New York, but the races were held, with 2021 winner Jemma Reekie (GBR) taking charge after halfway, running away from fellow Brit Melissa Courtney-Bryant and American Nikki Hiltz to win in 4:20. Ireland’s Sarah Healy came on in the final 100 m to get second, also in 4:20, with Courtney-Bryant at and Hiltz at 4:21.
The men’s race focused in World 1,500 m gold medalist Josh Kerr (GBR) and for good reason. He was at or near the front the entire race and pulled away in the final 200 m to win decisively in 3:48. Fellow Brit George Mills and New Zealand’s Geordie Beamish went 2-3, both in 3:50 and American Vincent Ciattei got fourth in 3:51.
¶
Kenya’s Agnes Ngetich set a world record for the women’s-only 10 km with a 29:24 win at the Trunsylvania 10 km race as part of the Brasov Running Festival in Romania. She finished way ahead of fellow Kenyan Catherine Reline (30:14)
Ngetich, sixth at the Worlds 10,000 m in Budapest last month, ran the third-fastest women’s road 10 km ever, behind 29:14 and 29:19 performances by Ethiopian Yalemzerf Yahualaw in mixed races in 2022 and 2023.
She also ran through the 5 km mark in 14:25, also a world record for a women’s only race, and both marks will apparently be submitted for ratification.
¶
Deeply saddened to report of the passing of British announcer, writer and above all, master statistician Peter Matthews, 78, who died in his sleep on Sunday morning.
Matthews, widely respected for not only his brilliance as a statistician, but as a gentle, kind and fun person about track & field – and other subjects – had suffered from heart issues for the last several years.
He was a public address announcer and a long-time commentator for BBC Radio, ITV, Channel 4, SkySports and on the English-language world feed for the IAAF. He was the editor, from 1985, of the International Athletics Annual, editing to his high standards the signature statistical yearbook of worldwide track and field.
In 1993, he and fellow British writer and statistician Mel Watman created the Athletics International newsletter of results, lists, previews and notes, sent initially as a printed pamphlet, but now as a PDF, with the last issue sent last Monday (4th).
Watman passed away in 2021 and now Matthews, a devastating loss for the sport and especially for the worldwide Association of Track & Field Statisticians, for whom he worked so devotedly for nearly 40 years.
● Badminton ● At the China Open in Changzhou (CHN), three of the top seeds got all the way to the final and won! That includes both of the Singles divisions, with no. 1 Viktor Axelsen (DEN) defeating Guang Zu Lu (CHN), 21-16, 21-19, and Se Young An (KOR) sweeping aside Akane Yamaguchi (JPN), 21-10, 21-19.
In the women’s Doubles, top-seed Qing Chen Chen and Yi Fan Jia (CHN) also managed a sweep over Ha Na Baek and So Hee Lee (KOR), 21-11, 21-17.
China got a second win with Wei Keng Liang and Chang Wang in the men’s Doubles, taking care of Aaron Chia and Wooi Yik Soh (MAS), 21-12, 21-14. Korea’s fifth-seeded Seung Jae Seo and Yu Jung Chae won the Mixed Doubles against Thom Gicqhel and Delphine Delrue (FRA), 21-19, 21-12.
● Cycling ● The UCI World Tour was also in Canada, for the annual Grand Prix de Quebec took place on Friday, with Arnaud de Lie (BEL) winning the hilly, 201.6 km, 16-lap in-city course, coming from behind in the final meters to take the mass sprint, over Corbin Strong (NZL) and Michael Matthews (AUS), all in 4:47:36. It’s the first World Tour win for 21-year-old de Lie.
On Sunday in Montreal, Britain’s Adam Yates triumphed over the 221.4 km route in 5:54:02, winning a final sprint on the in-city course against Pavel Sivakov (FRA) by three seconds, with Spain’s Alex Aranburu third (+0:12). American Brandon McNulty was 13th (+0:55).
¶
Belgium’s Lotte Kopecky won a three-way sprint at the end of Saturday’s 131.6 km Stage 4 of the Simac Ladies Tour in Valkenburg (NED), to maintain her lead going into Sunday’s finale.
Dutch rider Charlotte Kool won the mass sprint in Friday’s 148.9 km third stage – her second win of the event – beating defending champ Lorena Wiebes (NED) and Elisa Balsamo (ITA), all in 3:38:02. Kopecky was maintaining just an 11-second lead on Wiebes on Saturday and got to the line first in 3:24:17, with Wiebes and Kasia Niewiadoma (POL) just behind.
Wiebes had to win on Sunday, and she did, but failed to gain any time on Kopecky, as the hilly, 150.3 km route in Arnhem ended with a sprint of nine riders, including both of the contenders. Wiebes won in 3:44:53. With Balsamo second and Kopecky third (same time) to win the overall title.
Kopecky finished at 14:27:50 overall, with Wiebes just five seconds back after the time bonus for winning, and Anna Henderson (GBR: +0:41) third.
¶
The sixth of eight UCI Mountain Bike World Cups was in Les Gets (FRA) with a sweep for home favorite Victor Koretzky, who took both the Short Track and Cross Country Olympic titles.
In Saturday’s Short Track races, France scored a 1-2 from Worlds silver winner Koretzy and Jordan Sarrou in the men’s race, with both timed in 20:33, and Luca Schwarzbauer (GER) third in 20:35. Chris Blevins of the U.S. was eighth (20:44).
Then Koretzky, who had previously won two XCO World Cups in 2021, earned his third gold with a dominant 1:26:45 win, well ahead of 10-time World Champion Nino Schurter (SUI: 1:27:02) and Vlad Dascalu (ROU: 1:27:06).
Austria’s Mona Mitterwallner was equally brilliant in the women’s XCO final, winning by 38 seconds in 1:14:51 for his second straight World Cup triumph and third medal of the season. Puck Pieterse, the 21-year-old Dutch European champ, was second in 1:15:29 and France’s four-time World Champion, Pauline Ferrand-Prevot, was third (1:16:05). Americans Haley Batten and Sevilla Blunk went 4-5 in 1:16:25 and 1:17:19.
Pieterse, the 2023 Worlds runner-up, won the Short Track race at 20:28, just a second up on 2023 bronzer Evie Richards (GBR: 20:29) and Alessandra Keller (SUI: 20:31). Batten of the U.S. was fourth (20:42) and Gwen Gibson was eighth (20:48).
France swept the non-Olympic Downhill races, with Worlds 2021 runner-up Benoit Coulanges coming from behind to take the men’s race in 3:19.573, from Worlds silver medalist Andreas Kolb (AUT: 3:19.733) and France’s Loris Vergier (3:19.936). Worlds bronze medalist Marine Cabriou (FRA) was a wire-to-wire winner in the women race in 3:47.390, ahead of Monika Hrastnik (SLO: 3:51.807).
● Football ● The second stint for re-hired U.S. men’s national team coach Gregg Berhalter could not have started better on Saturday in St. Louis as Tim Weah scored in the fourth minute against Uzbekistan, on the way to a 3-0 win.
The American men got going quickly, with Weah sending a shot over goal in the third minute, then midfielder Weston McKennie somehow got control of a Christian Pulisic pass to the corner of the box in the Uzbek zone, dropped it off for Weah to his right and he rocketed a shot into the net for a 1-0 lead in the fourth.
In the 16th, McKennie almost did it again, taking a header at the left side of the Uzbek goal, and heading it to striker Folarin Balogun, whose follow-on header hit the right post. Uzbekistan did best on counterattacks, with midfielder Khojiakbar Alidzhanov hitting the crossbar at the left end of the goal on a diagonal blast from the right side in the 22nd.
Uzbek striker Eldor Shomurodov got a great chance off a steal at 45+1, steaming toward the U.S. goal against defender Tim Ream, but got a clear shot at U.S. keeper Matt Turner from the right side. But Turner cut down the angle and saved the try to maintain the lead. The U.S. had 66% of possession in the half, but only six shot attempts, where Uzbekistan managed seven, but only two on target.
The U.S. maintained most of the possession to start the second half, but Uzbekistan again got chances, but its shots were wide of the U.S. goal. The game remained at 1-0 as the American offense could not get clean shots at the Uzbek net, and constant counterattacks keeping the U.S. defenders busy. Defender Sergino Dest danced through most of the Uzbek defense in the 73rd, but his shot in front goal was blocked. Pulisic’s weak header in the 75th was saved.
The U.S. finally sealed the win at 90+1, as Dest found substitute forward Brenden Aaronson in the box, with Aaronsen sending a lateral pass back toward the middle that was blasted toward the net by sub striker Ricardo Pepi, and off the hand of Uzbek keeper Utkir Yusupov, for a 2-0 edge.
At 90+5, substitute midfielder Malik Tillman was driving in the box and was tripped by defender Umar Eshmuradov for a penalty. Pulisic took the penalty and sent a powerful, right-footed shot into the left side of the goal, overcoming a right-handed tip from Yusupov, for the 3-0 final.
The U.S. ended with 65% of possession and 13 shots to 15 for the visitors. The U.S. men will play Oman on Tuesday in St. Paul, Minnesota.
● Gymnastics ● The penultimate FIG Artistic World Challenge Cup was in Szombathely (HUN), with the home team getting three wins on Saturday.
Sixteen-year-old Greta Mayer won the women’s Vault at 13.149, over Czech Alice Vlkova (12.199), and Zoja Szekely (20), the 2020 European Bars silver medalist, won that event at 14.133, over Ukraine’s 19-year-old Yelyzaveta Hubareva (13.000).
On Sunday, Ukraine went 1-2 on Beam, with Anna Laschevska winning (13.000) and Hubareva second (12.733) and Vlkova third (12.466). Czech Sona Artamonova took the honors on Floor (12.966), with Hungary’s Bettina Lili Czifra second (12.900) and Vlkova third (12.800).
On the men’s side, Krisztofer Meszaros won on Floor (14.666), his second World Challenge Cup win, over ex-American Eddie Penev (BUL: 14.400). Albania’s Matvei Petrov won on Pommel Horse (14.733), over Ukraine’s Oleg Verniaiev (14.633), and Vinzenz Hock (AUT: 14.300), the 2020 European runner-up took the Rings.
Ukraine dominated the men’s second day, with emerging star Nazar Chepurnyi, 21, taking the Vault at 14.666 and Verniaiev – a four-time Worlds medalist – winning on Parallel Bars (14.966), with Meszaros second (14.866) and Chepurnyi third (14.800). And Meszaros won a bronze on the Horizontal Bar (14.266), behind the brothers Ilias (14.433) and Marios Georgiu (14.300) from Cyprus.
The World Challenge Cup series ends next week in Paris.
● Sport Climbing ● The next-to-last IFSC World Cup in Lead was in Koper (SLO), with Slovenian star Janja Garnbret underlining her status as the best women’s climber in the world with her 26th career World Cup win.
She led the qualifying, semifinal and reached the top in the final, trailed by Japan’s 2023 Lead World Champion Ai Mori (44+ holds) and Vita Lukan (SLO: 40+), who won her second medal of the year.
Japan’s 16-year-old Sorato Anraku won his fifth World Cup medal of the season with a win in Lead, getting to the top in the final, with only American Jesse Grupper close at 42+, for his fifth career World Cup medal.
The final World Cup comes in Wujiang (CHN) from 22-24 September, in Lead and Speed.
● Triathlon ● At the Americas Sprint Championships in Santa Maria (COL), American Gina Sereno won the women’s title after scoring a silver in the American Olympic-distance Championships the week before. Sereno was sixth out of the water in the 750 m swim, and stayed in contention on the 20 km bike phase, but ran away from the field in the 5 km run, clocking 17:55, fastest in the field, to win in 1:01:44. Canada’s Emy Legault was second in 1:02.:02 and Argentine Romina Biagioli was third in 1:02:13.
Matthew Wright (BAR), fourth at the Americas Olympic-distance Championships, used a strong bike phase to take the lead in the men’s race, , and then out-distanced American Chase McQueen on the run, 14:46 to 14:57 to win in 53:46 to 53:54. Mexico’s David Nunez was a distant third in 54:10. Carter Stuhlmacher of the U.S. was eighth (54:43) and Luke Anthony was 11th (54:59).
● Volleyball ● The U.S. hosted the NORCECA men’s championship in Charleston, West Virginia and won the title, sweeping Canada in the final, 25-20, 25-14 and 25-22. It’s the U.S.’s 10th title all-time (second to Cuba’s 16) and first since 2014.
Cuba won the bronze medal with a 25-15, 25-14, 25-16 sweep of the Dominican Republic.
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TSX REPORT: USOPC review commission asked to change Stevens Act on grass-roots; Macron says no Russian flags at Paris 2024
★ The Sports Examiner: Chronicling the key competitive, economic and political forces shaping elite sport and the Olympic Movement.★
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≡ THE 5-RING CIRCUS ≡
1. CSUSOP asked to change Stevens Act on youth sports
2. Macron: no Russian flags at Paris 2024
3. U.S. faces Germany in FIBA Worlds semis Friday
4. Kuss maintains La Vuelta lead as Molano wins Stage 12
5. Ealey wins in Brussels; main meet on Friday
● The public hearing of the Commission on the State of the U.S. Olympics and Paralympics included a lengthy session on grass-roots sports in the U.S., with calls for more attention to this area and more support – possibly Federal, possibly local – for coaching, access and governance, in the absence of any kind of national sports policy. More support was requested for Paralympic and for deaf athletes.
● French President Emmanuel Macron said in an interview he did not want to see any Russian flags waving in Paris during next year’s Olympic Games, but said that the question of Russian or Belarusian athletes was up to the International Olympic Committee.
● The FIBA World Cup will finish this weekend, with the U.S. facing Germany – as it did in a pre-World Cup exhibition – in one semifinal and Canada playing Serbia in the other.
● American Sepp Kuss continues to lead the Vuelta a Espana after a sprinter’s stage, but faces two daunting climbing stages on Friday and Saturday that will go a long way to determining whether he can be the first American winner since 2013.
● World Champion Chase Ealey won the women’s shot held in downtown Brussels at the Memorial Van Damme, with the main portion of the meet on Friday, with world-record tries expected in the men’s 2,000 m and women’s 200 m.
● World Championships: Weightlifting (fifth Worlds golds for China’s Chen) ●
● Panorama: Salt Lake City 2002 (Hoberman arch restored and stands again) = Athletics (Estes sues USATF for defamation) = Football (Spain appoints new women’s coach) = Wrestling (new UWW streaming service, but no live coverage in the U.S.) ●
1.
CSUSOP asked to change Stevens Act on youth sports
The final panel of Wednesday’s public hearing of the Commission on the State of the U.S. Olympics and Paralympics in Washington, D.C. focused on sports at the grass-roots level, rather than Olympic-level athletes, with calls for re-writing the Ted Stevens Olympic and Amateur Sports Act and for public funding.
Tom Farrey, the founder of the Aspen Institute’s Sports & Society Program, told the nine Commission members present about the research he originally did for his 2008 book, Game On: The All-American Race to Make Champions of Our Children:
“When you peel back the layers, I found a failure of sports governance, of policy. I wrote a chapter on the 1978 Amateur Sports Act, which tasked the U.S. Olympic Committee and affiliated [National Governing Bodies] with (a) selecting and supporting teams that represent our country, and (b) coordinating and developing participation opportunities, down to the community level.
“But it was an unfunded mandate. And within a few years, the USOPC was telling Congress explicitly that it can’t both get Americans off the couch and onto the podium, that it lacked the resources and the authority to do so. And they were right. And I think it’s time we listened.”
Farrey pointed to the “Children’s Bill of Rights,” developed by the Aspen Institute’s Project Play initiative with contributions from – among others – the U.S. Center for SafeSport and the Center for Sport and the Law at the University of Baltimore School of Law, led by Commission co-Chair Prof. Dionne Koller, and endorsed by the USOPC and others. Speaking of the USOPC, the National Governing Bodies and other organizations involved in elite sport:
“What most haven’t done, and can’t do under the current Sports Act, is change their business model to prioritize mass participation and support for quality programs. They are beholden to corporate sponsors more interested in media stars, who can draw eyeballs to products.
“That’s why each NGB submits a high-performance plan to the USOPC, which then distributes more than $110 million annually to help podium-potential athletes. It’s a commitment to individual excellence, which is good. But it’s also a recipe for dysfunction without an even greater commitment to systems excellence.
“What we need is for every NGB to submit a ‘grass-roots performance plan,’ or a ‘GPP’ as I would call it. A ‘grass-roots performance plan’ would include a strategy and reporting – verified by a third party – on efforts to grow participation rates, to recruit youth from under-represented populations, to improve coach quality, to partner with schools, to prevent all forms of abuse – emotional, physical and sexual – put whatever you want in there … and raise another $110 million, or $500 million that gets distributed based on the quality of the NGB’s ‘GPP.’
“Then, re-distribute much of that money to community programs that align with best practices and deliver results.”
And Farrey noted that the USOPC does not have to be the instigator, coordinator or monitor of such an effort:
“If the USOPC does not want, or is not a good fit for the grass-roots role any more, then oversight needs to go to another entity.”
He suggested it could be part of the U.S. Department of Health & Human Services, or a quasi-governmental entity akin to the U.S. Anti-Doping Agency, or something new. But:
“That body should be guided by a national sports policy, which we don’t have. … Public and private funding streams should be identified to support this essential work. …
“Re-write the Amateur Sports Act and center the needs of youth and communities, and watch everything that sits on top of that base flourish: more athletes, better athletes, and, yes, more Olympic and Paralympic inspiration.”
Asked directly about the changes needed to the Stevens Act, he explained:
“The law is not written in a manner that allows them to have a sufficient level of authority over the grass roots. It just says ‘coordinate amateur sports activity, set some national goals,’ but how? I mean, this was language that was written nearly 50 years ago. It was our first attempt at sport governance in this country. It was a start, but we can do much better.”
Farrey also noted that in the dozen other countries he has studied, the National Olympic Committees are not tasked with mass participation development; it’s handled by another entity which is focused just on that. And in response to a question, he said that a state or local organization could also be effective, instead of creating a national one.
Funding? Farrey suggested looking not just at direct public funding, but other models tied elsewhere, such as the British use of a portion of funds in the national lottery, or perhaps a portion of revenues from the rapidly-expanding sports betting programs being adopted by each state.
Jeremy Goldberg, the head of LeagueApps, agreed: “It is also clear that there is no coherent youth sports system in this country. First there is a lack of governance, with no real structure or standards that stewards youth sports experiences in this country.”
But his solution was more money from the Federal government:
“There is an important role for the private sector. The focus of any strategy should be recognizing and supporting organizations at the grass roots that are key agents of change. … For organizations to have this kind of change, there’s a level of knowledge, training and professionalism that is required, as well as the accountability that goes with it. …
“The Federal government should be allocating more resources to support the needs of the very organizations that are working directly with kids. An example of what is needed is H.R. 8552 … that bill authorizes $75 million in grant funding to go directly to youth sports non-profits.”
¶
A related panel dealing with the Paralympics and the U.S.A. Deaf Sports Federation (USADSF) also asked for more money for their athletes and programs, possibly also from the public sector, or through a funds-sharing mechanism such as the national lottery in Great Britain.
Jeff Mansfield, the President of the USADSF pointed out that the Amateur Sports Act of 1978 did not make any allowance for special support for deaf athletes, and the current USOPC alignment with the International Paralympic Committee has left deaf athletes – who participate in a separate multi-sport event, the Deaflympics – on their own, especially compared to Paralympians supported by the USOPC. He asked for an amendment to the Act to require the USOPC to assist deaf athletes in the same way.
¶
At the elite-sport level, within the U.S. Olympic & Paralympic Committee, even when fully-funded athlete support staff are added, it doesn’t always work.
Elizabeth Ramsey, since 2020 the first, full-time Executive Director of the Team USA Athletes’ Commission, explained that because the Ted Stevens Olympic and Amateur Sports Act (as amended) created the Athletes Advisory Council (now the Athletes’ Commission) as a part of the USOPC, the credibility and outreach ability of her team are too limited and it cannot obtain commercial sponsors or other outside funding; moreover:
“Because Team USA AC is not a legally independent body, it has been challenging for our athlete representatives, and myself, and staff, to form trusting, quality relationships with some of the athletes it serves to represent. Many athletes still believe I work for the USOPC, and therefore, sometimes believe I do not have the athlete’s best interests in mind in making decisions. …
“We believe the Act should be amended to give Team USA AC independence from the USOPC, while still being recognized by the USOPC as the official representative body of Team USA athletes. We’re a completely independent body, disconnected from the USOPC, Team USA AC would be able to gain more athlete trust, have the autonomy to make decisions that benefit athletes without oversight from the USOPC.”
Ramsey did not indicate whether such freedom would then remove the USOPC’s requirement to provide funding as it does now.
Opening speaker Dr. Victoria Jackson, an associate professor of history at Arizona State, noted the endless road ahead of not just the USOPC, but sports as a whole in the U.S.:
“Trust, it turns out, depends upon a hard backstop of regulation, coordination, transparency and accountability through checks on power, something that the American sports ecosystem does not have.”
2.
Macron: no Russian flags at Paris 2024
French President Emmanuel Macron told the French all-sports newspaper L’Equipe in a Thursday story that Russian flags should be banned from Paris 2024, but that the question of participation is up to the International Olympic Committee.
“Of course, there can be no Russian flag during the Paris Games, I think there is a consensus on that matter. Because Russia, as a country, is not welcome at a time where it has committed war crimes and deported children …
“The real question, that the Olympic organisation should decide upon, is what place can be given to the Russian athletes … an issue that should not be politicized.
“I want the Olympic world to make a conscious decision, and I have every confidence in [IOC president] Thomas Bach.”
He also said that Ukrainian representatives should be involved with the IOC in discussions on this question.
Macron and Bach have met on the matter; Paris Mayor Anne Hidalgo has been clear that she does not favor Russian or Belarusian athlete participation at the Paris 2024 Games.
3.
U.S. faces Germany in FIBA Worlds semis Friday
Two teams that know each other will face off for the second time in 20 days in Friday’s second semifinal of the FIBA World Cup at the Mall of Asia in Pasay, Philippines.
The U.S. men’s national team staged a second-half comeback to beat Germany, 99-91, in an exhibition game in Abu Dhabi (UAE), on 20 August, with guard Anthony Edwards (Timberwolves) going wild with 34 points.
The game was tied at 26 at the quarter, then the Germans seized control, leading 54-46 at halftime. The bulge expanded to 71-55 in the third, but the Americans mounted a 16-3 charge to get within 74-71 in the fourth. Germany pushed out to a 86-77 with 6:58 left, but an 18-0 burst left the U.S. in front by 95-86 and it ended at 99-91.
The U.S. has a 13-0 record vs. Germany in international play, but the Germans are the last unbeaten team in the tournament, with a 6-0 record, beating Japan, Australia and Finland in their first group, then drilling Georgia and Slovenia in the second group stage before an 81-79 thriller over Latvia in the quarters.
The Germans are led by front-court brothers Franz and Mo Wagner, who both play for the Orlando Magic, and Raptors guard Dennis Schroeder.
The first semi will have Canada (5-1) and Serbia (5-1), with the winners to play for the title on Sunday and the losers to meet in the third-place game, also on Sunday. By virtue of being the top two teams from the Americas, the U.S. and Canada have now qualified for the Paris 2024 Olympic tournament, as have Germany and Serbia as the top two European teams.
The U.S. has won this tournament five times, while Serbia has played in one final, losing to the U.S. in 2014. Germany won the bronze in 2002 in its only trip to the semis; this is the first appearance in the semifinals for Canada.
4.
Kuss maintains La Vuelta lead as Molano wins Stage 12
The mostly-downhill 12th stage of the 2023 La Vuelta a Espana finished with the expected mass sprint, and a win for Colombian Juan Sebastian Molano, who covered the 150.6 km route from Olvega to Zaragoza in 3:23:35.
He made it to the line ahead of Australian Kaden Groves, already a winner of two stages this year, and Boy van Poppel (NED). It’s Molano’s second career win at the Vuelta a Espana, as he also won a stage in 2022.
Race leader Sepp Kuss of the U.S. stayed with the other contenders and was part of the 89 riders who all received the same time as Molano. Defending champ Remco Evenepoel (BEL) was 24th, Tour de France winner Jonas Vingegaard (DEN) was 25th, Kuss 36th and Primoz Roglic (SLO) was 43rd.
Kuss maintains a 26-second lead on Marc Soler (ESP), 1:09 on Evenepoel, and 1:32 on Roglic. The next two stages are both difficult, with Friday’s 134.7 km, triple-ascent stage ending at the 2,115 m Col de Tourmalet in the French Pyrenees, followed by another triple-peak stage on Saturday, with another uphill finish to Larra-Belagua. We’ll know a lot more about who the eventual winner will be by the rest day on Monday.
¶
At the Simac Ladies Tour in the Netherlands and Belgium, a win for Dutch star Lotte Kopecky has given her the lead after the second stage, an Individual Time Trial in and around Leuven.
Kopecky was third in the Prologue, then 14th in the mass sprint in Stage 1 won by Italy’s Elisa Balsamo in and around Gennep (NED), then took control in the 7.1 km flat time-trial route in Leuven (BEL).
She won in 8:59, two seconds up on Riejanne Markus (NED) and 11 seconds ahead of Britain’s Zoe Backstedt and Anna Henderson. Kopecky now sits two seconds up on Markus and 0:13 up on Dutch star (and defending champ) Lorena Wiebes. The race finishes on Sunday.
5.
Ealey wins in Brussels; main meet on Friday
American Chase Ealey, who defended her world title in the women’s shot put in Budapest, who again in Thursday’s city-center competition at the Memorial Van Damme in Brussels (BEL), the penultimate Diamond League meet of the season.
Ealey stood fourth after the first round and stayed there until the fifth, when she unleashed the only throw of the competition over 20 m, at 20.05 m (65-9 1/2) and that proved to be the winner. Canada’s Sarah Mitton, the Worlds silver winner, was runner-up again at 19.76 m (64-10), with world leader Maggie Ewen of the U.S. third with her first-round toss of 19.64 m (64-5 1/4).
Fellow Americans Adelaide Aquilla got a seasonal best of 19.20 m (63-0) in fifth, and Jessica Woodard was ninth at 18.82 m (61-9).
Friday’s meet will be shown in the U.S. on NBC’s Peacock streaming service from 2:00 p.m. Eastern time and replayed on Saturday on CNBC from 1:00 to 3:00 p.m. Eastern.
There are some noteworthy possible record attempts. Norway’s two-time Worlds 5,000 m and Olympic 1,500 m winner Jakob Ingebrigtsen is expected to try for the very good 2,000 m world mark of 4:44.79 by Morocco’s Hicham El Guerrouj from 1999. That’s essentially running 56.8 per lap for five laps: a 3.47.2 for 1,600 m and then another lap in 56.8!
Jamaica’s 200 m superstar Shericka Jackson, now a two-time World Champion, is aiming for the 21.34 world mark by American Florence Griffith-Joyner from the 1988 Seoul Games. She got close in the Worlds final in 21.41, and said in the pre-meet news conference:
“At the World Championships I was so close to the world record. Just a little wind and I would have been the world-record holder. But my coach and I have spoken and we are going after it this year. I hope to get it tomorrow. And if I do, then that will probably ease a little pressure off me going into Eugene. But if not, we have another shot at Eugene.
“There’s no perfect race but I just want to run a good race tomorrow and put everything in place, because we are right there, we are so close, we are knocking on the door. And tomorrow we will have Jamaican weather – and it’s a new track. Tomorrow is definitely supposed to be one of those good days! My mind is feeling good, my body is ready, and that’s the best thing I can put together. Anything is possible tomorrow.”
≡ WORLD CHAMPIONSHIPS ≡
● Weightlifting ● Tokyo Olympic champion Lijun Chen won his fifth World Championships gold in the men’s 67 kg class at the 2023 World Weightlifting Championships in Riyadh (KSA).
Chen won all three sections, taking the Snatch at 153 kg, the Clean & Jerk at 180 kg and the total at 333 kg, 12 clear of runner-up Eko Yuli Irawan (INA: 321 kg), who won his eighth career Worlds medal across five different classes from 2007-23! Armenia’s Gor Sahakyan was third at 312 kg in total.
No U.S. lifters competed in this class. Chen now has Worlds wins at 62 kg in 2013 and 2015 and at 67 kg in 2018-19-22-23. Competitions continue through the 17th.
≡ PANORAMA ≡
● Olympic Winter Games 2002: Salt Lake City ● Another legacy of the 2002 Winter Games was presented in a new location on 29 August, as the Hoberman Arch was unveiled at the Salt Lake City International Airport.
The arch was the backdrop of the Medals Plaza at the 2002 Winter Games and had been in storage, waiting for a permanent home. The history:
“The arch was designed by artist, architect and engineer Chuck Hoberman and was inspired by Utah’s natural stone arches. The semi-circular aluminum structure resembles the form and movement of a human iris and weighs approx. 31,000 pounds. It is made up of 4,000 individual pieces put together as 96 connected panels with 13,000 steel rivets. The panels vary in size with the largest being 5-feet-wide by 9-feet-high.
“At the time of its construction, the arch was the largest unfolding structure in the world.”
Staged at the University of Utah’s Rice-Eccles Stadium after the 2002 Games, it was eventually removed, and then parts were stolen while it was being stored in an open lot. The restoration and adaptation for its new location was handled by artist Gordon Huether of Napa, California.
● Athletics ● Jim Estes, a long-time USA Track & Field staff member and a current member of the USATF Board of Directors filed suit in Marion County, Indiana against USA Track & Field, chief executive Max Siegel and chief operating officer Renee Washington, claiming:
“James Estes has been defamed by communications that attribute Estes’ professional misconduct as the sole reason for the disqualification the Chattanooga Sports Commission’s bid for to host the 2024 U.S. Olympic Marathon Team Trials. This is simply not true.”
The 17-page complaint states that Siegel “intentionally and repeatedly made false verbal and written statements asserting professional misconduct by the Plaintiff,” that Washington’s “breach of duties were the actual and proximate cause of Plaintiff’s injuries,” and that USATF’s “breach of duties were the actual and proximate cause of Plaintiff’s injuries.”
The prayer is for compensatory and punitive damages and asks for a jury trial.
The 2024 U.S. Olympic Marathon Trials were awarded by USATF to Orlando, Florida, to be held on 3 February 2024.
● Football ● Spain appointed Montse Tome as its new women’s national team coach, replacing Jorge Vilda, who was dismissed in the continuing furor over the medal presentation ceremonies following the FIFA Women’s World Cup last month and the conduct of national federation head Luis Rubiales.
Tome has been an assistant coach with the national team since 2018. She was a midfielder for three different clubs in Spain from 2002-13 and appeared four times for the Spanish national team from 2003-05.
● Wrestling ● United World Wrestling is the latest federation to offer its own streaming service, called UWW+, through which “an individual will get access to video on demand, the biggest wrestling events of the season – including the world and continental championships and the Ranking Series events – captivating docuseries, exclusive off-the-mat content and much more.”
Unfortunately, the UWW site notes that live content on this service is not available in the U.S., due to existing broadcast agreements. Maybe in the future.
¶
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TSX REPORT: Accountability, money, SafeSport worries highlight USOPC review hearing; IOC postpones LA28 added-sports announcement!
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≡ THE 5-RING CIRCUS ≡
1. Accountability, money and SafeSport concerns at CSUSOP hearing
2. Stunner: announcement of LA28 added sports postponed
3. Spain’s Hermoso files complaint with prosecutors vs. Rubiales
4. Canada eliminates Serbia, Germany vs. U.S. in FIBA World Cup
5. Herrada wins La Vuelta stage 11; Kuss still in the lead
● The public hearing of the Commission on the State of the U.S. Olympics and Paralympics took place on Wednesday, with improvements in governance noted, but significant questions about the U.S. Center for SafeSport. In a key moment, former baseball and hockey player union chief Don Fehr said that an “athlete union” is not a simple solution to athlete issues, and requires significantly more thought to achieve a mechanism that works for both parties.
● The International Olympic Committee announced that Friday’s Executive Board meeting would not be taking up the added sports for the Los Angeles 2028 Games and that the news conference meant to reveal them was postponed. There are significant questions which have not been resolved, with the total number of athletes in Los Angeles possibly a key item.
● In Spain, midfielder Jenni Hermoso, who was infamously kissed during the medal ceremonies of the FIFA Women’s World Cup last month, filed a complaint against suspended Spanish federation President Luis Rubiales, as required under Spanish law.
● At the FIBA World Cup in the Philippines, Germany edged Latvia, 81-79, and will face the U.S. in the semifinals. Canada clubbed Slovenia, 100-89, as both Canada’s Dillon Brooks and Slovenian star Luca Doncic were ejected in the fourth quarter.
● American Sepp Kuss retained his lead in the Vuelta a Espana, finishing in a group of overall contenders as Stage 11 was won with a late solo by Jesus Herrada of Spain.
● World Championships: Weightlifting (China and Chinese Taipei take golds in Riyadh) ●
● Panorama: Beijing 2022 (U.S. representation request turned down) = Paralympics (2022 report shows finances steady) = Russia (Sports Ministry says Russia allowed to compete in 26 of 39 disciplines, but more than 100 athletes have left) = On screen (modest ratings for FIBA World Cup games) = Athletics (Lyles to run 100 m at Diamond League final) = Swimming (a new name: Maximus Williamson) ●
1.
Accountability, money and SafeSport concerns at CSUSOP hearing
Wednesday’s much-awaited public hearing of the Commission on the State of the U.S. Olympics and Paralympics in Washington, D.C. was sober and thoughtful, with more critical comments about the U.S. Center for SafeSport than about the U.S. Olympic & Paralympic Committee.
Only nine of the 14 members of the Commission were present to ask questions of the 18 witnesses who testified across five panels, many of whom echoed repeated themes of accountability, athlete safety and support, and, of course, money.
USOPC chief executive Sarah Hirshland said as part of her prepared remarks that “In recent years, we have made significant strides in athlete safety, representation, mental health, and inclusivity. We have spearheaded transformative changes within our governance including increasing athlete representation on our board of directors and across our governance committees and investing in the strength and efficacy of the Team USA Athletes’ Commission.”
Significantly, witnesses from other panels agreed that the performance of the USOPC has improved under Hirshland’s guidance, although each had ideas on multiple improvements still needed.
¶
While the hearing was devoid of anything resembling contentiousness, the intensity in the room was raised during the third panel, with a 45-minute opening segment with former Major League Baseball and National Hockey League Players Associations’ head Donald Fehr, and attorney Ed Williams, both of whom have been involved with the USOPC for decades.
Fehr reflected on his 1996-2003 stint as a (then) USOC Public Sector Director, and his role in reviewing the Salt Lake City bid scandal in advance of the 2002 Olympic Winter Games in looking to the future:
“What you need to do is create a different governmental framework that works , and then entrust the people operating that framework to solve the problems, and hold them accountable if they don’t. …
“I offer several ideas. These are not specific recommendations for legislation, or for amendments to the USOC constitution or bylaws. They are concepts, and if this commission decides that fundamental reform is needed, here are some idea you could consider.
“First, recognize that the USOPC Board is not, in any normal sense, responsible to anyone. There are no shareholders, there are no bondholders, there are no owners. … The Board members are accountable only to themselves, and I don’t even have any idea how their performance is measured or by whom.
“The first question then is, who is the constituency to which the Board owes allegiance? I suggest it’s the athletes because I can’t think of another one.
“Second, the athlete’s voice on the Board needs to be enhanced or empowered. The way it’s been structured throughout my tenure, the athletes can always be outvoted on every issue. Among the things that could be considered would be to increase the vote of the athletes to 50%. Second, I would eliminate, in whole or in part for the athlete representatives, the requirement that the athlete representative have been an athlete within some defined period of time. … You have to trust the athletes to make the choice, and I would also give them the right to remove a Board member they name, if they believe that Board member is not acting in their interests.
“An alternative to this would simply be to give the athletes a veto power over certain key decisions – CEO, other officers, budgets – things like that. I think the athletes ought to have the right to audit any Olympic organization any time they want, to make sure it’s working right. …
“I therefore would suggest that thought be given to establishing some sort of mechanism to consider what kind of arrangements or agreements are appropriate to make sure the athletes are protected, they they are treated fairly and the conditions under which they train and compete are appropriate and that their contribution to the USOPC and their own NGB is recognized.
“For various legal reasons, I’m not here suggesting a traditional union; happy to talk about if anyone’s interested. But I believe people can work this out. … You have to empower the athletes and then you have to trust them.”
Commission co-Chair Han Xiao, a former elected head of the then-Athletes’ Advisory Council, asked the question directly: why not a union? Said Fehr:
“I don’t want to suggest it isn’t viable. I do want to suggest that we’re not in a position to make that judgement. First of all, unions normally require employees; that whole relationship would have to be redefined or statutory authorization for some different kind of arrangement would have to be made that requires the Congress.
“Second, the way the current law normally works, you don’t say, OK, we’re going to have a union, you have to bargain. … I don’t know whether the agreement should be all athletes with the USOPC, the national teams with their local governing body, individuals with respect to the various federations, or what the circumstance would be. That takes a lot of time and effort to work out.
“Third, the way the labor law works in the U.S. – with two exceptions: public employee unions and the Railway Labor Act which governs railways and airlines – is it operates on the adversary system. The theory is you’re supposed to bargain in good faith. No one actually knows what that means until after the fact.
“But then either side – management or labor – can resort to concerted action. Either side, management or labor can resort to concerted action, that is to threaten a lockout, or to threaten a strike, or to engage in one or the other. Normally, you have ongoing businesses in which the employees might be able to work elsewhere and the customers might be able to buy other products. There’s competitors.
“You don’t have that very much in the professional sports leagues, but in the Olympic Movement, if you look at the Olympic Games, for example, you’ve got two Games every four years, one opportunity every four years for each athlete, unless somebody, I suppose, is both winter and summer.
“Unless that needs to become the focal point of the dispute – what are we going to do for this [Games] – you ought to find some other mechanism. I don’t know if there is one, but my suggestion was that that to be examined. There are all kinds of models for arbitration of various things and mediation that might make sense.”
Williams endorsed the idea of an “Inspector General” to provide oversight of the USOPC, and asked that the Ted Stevens Olympic and Amateur Sports Act be amended “to provide the same due process to athletes that the Sports Act requires NGBs to provide athletes” and to educate National Governing Bodies on providing due process in disciplinary and eligibility issues. And he was adamant that NGB compliance, especially for athlete well-being, must be better monitored, and that an “attorney athlete advocate” be available at no cost to athletes.
¶
The U.S. Center for SafeSport was heavily discussed during the hearing, with chief executive Ju’Riese Colon explaining that when it was opened in 2017, it received about 300 complaints in the first year, but 5,500 last year, 4,300 so far this year, on the way to perhaps 7,000 in total by the end of 2023.
She stated that more funding is needed, beyond the $20 million that the USOPC is statutorily mandated to provide each January, which made sense when adopted in 2020, but not now.
Colon pointed to the 1,900 persons on the current sanctioned list and said that the backlogs of cases have been clearing and the time it takes for cases to be handled is coming down.
However, Pat Kelleher, the Executive Director of USA Hockey and head of the National Governing Bodies (NGB) Council, expressed concerns:
“The Center’s completions of cases by ‘administrative closure,’ which has reached in excess of 70%, must be addressed and we strongly believe government funding and oversight of the Center, along with a fresh look at the statute, would improve its operational effectiveness, and confidence in the Center by others.”
Grace French, founder of The Army of Survivors, was clear:
“SafeSport has not been a support or a place of trust for athletes to this point. The survivors we talk to are all frustrated with the process, and felt there was no transparency, nor was there good communication about their cases and investigations. This extends to SafeSport’s reputation in the sports world.”
Scott Gray, the safe-sport coordinator for Minnesota Hockey added:
“Substantive changes in its practices and procedures must occur, to improve our ability to respond and resolve misconduct in a fair and timely fashion with all aspects of due process taken into consideration.”
He then highlighted several areas of change, including “the response and resolution process is far too slow,” sometimes taking more than a year. In his view, the Center should narrow its jurisdiction to abuse cases which also require mandatory reporting to law enforcement, “and most NGBs are capable of handling the less serious cases in a prompt fashion, and in many cases, can and should be handled by the coach or the local program leadership.”
Gray noted that “the vast majority of cases the Center takes jurisdiction over result in a determination of ‘administrative closure,’ meaning the Center has determined that no action should be taken. NGBs are made aware of this result, but are not allowed to learn the underlying facts of the initial complaint, or if we were already aware, the Center’s exclusive jurisdiction prohibits the NGBs from taking any action on their own.”
He asked that if the Center ‘administratively closes’ a case, it should cede jurisdiction to the relevant NGB for its own review and response: “The high rate of administrative closure erodes confidence among our constituents to the extent that concerned participants and parents don’t want to make a report to the Center because they feel nothing ever happens.”
There’s more to unpack from this hearing, more in coming posts.
2.
Stunner: announcement of LA28 added sports postponed
The International Olympic Committee posted a surprise notice on its Web site on Wednesday afternoon, Lausanne time about its upcoming Executive Board meeting that included:
“One of the agenda items originally planned for the IOC EB was a report by the IOC Olympic Programme Commission on the sports programme for the Olympic Games LA28. Due to ongoing discussions between the IOC and the Organising Committee, the Olympic Programme Commission has not yet had the opportunity to hold its meeting to prepare its final recommendation for the IOC EB.
“As a consequence, the sports programme for the Olympic Games LA28 will be discussed during a later IOC EB meeting, to take place at a date to be decided.”
No news conference will be held on Friday, although the Executive Board meeting will be held to begin shaping the agenda for the IOC Session in India in October.
There’s no indication of what the issues are regarding added sports to the 2028 Olympic program in Los Angeles. One question certainly being discussed is the impact of adding – potentially – four team sports to the LA28 program if the chatter about cricket and flag football, in addition to baseball and softball is true.
If so, then using the team sizes for the T20 Cricket World Cup in 2022, the flag football tournament at the 2022 World Games in Birmingham, Alabama and the Tokyo Olympic baseball and softball tournaments, the impact is significant:
● 180 in Cricket: 15 players x 12 teams (6 men/6 women)
● 192 in Flag Football: 12 players x 16 teams (8/8)
● 144 in Baseball: 24 players x 6 teams at Tokyo 2020
● 90 in Softball: 15 players x 6 teams at Tokyo 2020
That’s 606 athletes against the hard cap of 10,500, or 5.8% of the quota. Add to this the already-agreed 28 sports, plus – potentially – boxing (252 in Paris), modern pentathlon (72 in Paris) and weightlifting (120 in Paris) – that’s another 444, for 1,050 more than for the sports already announced – and space is an issue.
Moreover, the existing agreement to host surfing, skateboarding and sport climbing, require additional venues not in the bid plan from 2017, and more venues will be needed for any added team sports. These things add up.
3.
Spain’s Hermoso files complaint with prosecutors vs. Rubiales
Spanish midfielder Jenni Hermoso, 33, the object of the now-infamous kiss from then-Royal Spanish Football Federation chief Luis Rubiales during the medal ceremonies of the FIFA Women’s World Cup final on 20 August, has now filed a formal complaint.
According to the Spanish prosecutor’s office:
“Jennifer Hermoso filed an express complaint for the facts that you all know.
“The national court’s prosecutor’s office will file a complaint as soon as possible. The statement took place at the state attorney general’s office to protect the privacy of the victim.”
The complaint was reportedly filed on Tuesday. Rubiales has insisted the incident was consensual with Hermoso, 33, but in a social media post, Hermoso has stated (translated from the original Spanish):
“I felt vulnerable and a victim of an impulse-driven, sexist, out of place act without any consent on my part. Simply put, I was not respected.”
She added that Rubiales’ claims of her consent are “categorically false and part of a manipulative culture that he himself has generated.”
The prosecutors will now determine what facts are applicable and what case, if any, will be filed. Rubiales is presently serving a 90-day suspension by FIFA’s disciplinary committee, and is being investigated by the Spanish national tribunal for arbitration in sport (TAD).
4.
Canada eliminates Serbia, Germany vs. U.S. in FIBA World Cup
Two more wild quarterfinals at the 19th FIBA World Cup, now finishing in the Philippines, with Canada and Germany moving on.
The Canada-Slovenia game matched NBA stars including scoring ace Shai Gilgeous-Alexander (Thunder) and Mavericks superstar Luka Doncic, but became so physical that 50 fouls were called, and Doncic was ejected.
First it was Canadian guard Dillon Brooks (Rockets) who was ejected with 7:06 to play in the final quarter for a second technical foul for on-floor comments to Slovenian guard Klemen Prepelic, followed by Doncic arguing a non-call on a fallaway jumper with 6:37 remaining and receiving a second technical, with Canada leading 92-77.
The game was tied at half at 50-50, but the Canadians sprinted to a 30-21 third quarter advantage and an 80-71 lead going into the fourth. Canada’s edge extended to 16 several times before a late Slovenian rally closed to 11 and led to the 100-89 final.
Gilgeous-Alexander led once again with 31 points on 8-12 from the field and 14-16 from the line and a team-high 10 rebounds. He’s now averaging 25.0 points in 30.4 minutes per game, plus 7.2 rebounds and 5.0 assists. Fabulous.
Forward R.J. Barrett (Knicks) had 24 points and nine rebounds, and guard Nickeil Alexander-Walker (Timberwolves) added 14 points.
Doncic had 26 points on 8-20 shooting, with Prepelic scoring 22 and guard Zoran Dragic scoring 10. Slovenia was held to 43.9% from the floor while the Canadians shot 50.8%.
This is the best-ever showing for Canada in a FIBA World Cup and they’re on to the semis to face Serbia on Friday (8).
The Germans, now the only undefeated team in the tournament, came down to the wire with Latvia, up 36-34 at half, 62-59 at the end of three and finally winning, 81-79, on two free throws by Daniel Theis with 49 seconds to play to take an 81-77 lead.
Germany led by as much as 14 with 6:42 to go, but Latvia closed on a 17-7 run to make it close. A layin by guard Arturs Zagars closed the gap to two with 0:33 to play, but Thunder forward Davis Bertans missed a three-point try with two seconds left to allow the German escape.
Magic guard Franz Wagner scored 16 for the winner, and brother and Magic teammate, forward Mo Wagner, had 12. Guard Andreas Obst had 13 and forward Johannes Thiemann scored 10, with Germany shooting only 40.0% from the field. Zagars led Latvia with 24 points on 9-17 shooting, with Bertans adding 20 and forward Rolands Smits scoring 14; Latvia shot 44.6% from the floor.
Germany (6-0) now gets the U.S. on Friday, with the winner advancing to the championship match on Sunday.
5.
Herrada wins La Vuelta stage 11; Kuss still in the lead
The uphill finish at the end of stage 11 of the 78th La Vuelta a Espana saw Spain’s Jesus Herrada execute a final sprint in the last 150 m to win in 3:29:17 on Wednesday, but with American Sepp Kuss remaining in the overall lead.
Herrada broke away from an eight-rider pack in the final 2 km of the 163.2 km route to win from Roman Gregoire (FRA: +0:03) and Andreas Kron (DEN: +0:08). The overall contenders were in a pack five minutes behind, and finished 5:50 behind the winner.
That left Kuss in the lead for the fourth straight stage, with 26 seconds on Marc Soler (ESP), 1:09 on defending champ Remco Evenepoel (BEL) and 1:36 on two-time champ Primoz Roglic (SLO).
Stage 12 on Thursday is mostly downhill, with one rise in the middle and looks to be for the sprinters. True misery comes on the climbing stages on Friday and Saturday.
≡ WORLD CHAMPIONSHIPS ≡
● Weightlifting ● China picked up its second win of the 2023 World Weightlifting Championships in Riyadh (KSA), as Tokyo Olympic champ Fabin Li won the men’s 61 kg class.
Li had prior Worlds golds in this class from 2019 and 2022, and won the Snatch section at 141 kg with his second lift, was second in the Clean & Jerk (167 kg) and won the overall title with 308 kg.
Italy’s European Championships runner-up, Sergio Massidda, 21, took silver at 302 kg (also second in Snatch at 137 kg) and China’s Hongjie Ding won the bronze at 301 kg. American Hampton Morris missed all three tries in the Snatch, but continued and won the Clean & Jerk segment at 168 kg, one more than for Li! He did not receive an overall place.
In the women’s 55 kg battle, Chinese Taipei’s Guan-ling Chen was the clear winner, taking all three sections with 91-112-203 kg. Runner-up Rohelys Galvis (COL) was second in all three, lifting 90-111-201 kg total. Mexico’s Irene Borrego won the bronze at 199 kg. No Americans were entered in this class.
The Worlds continue through the 17th.
≡ PANORAMA ≡
● Olympic Winter Games 2022: Beijing ● The Court of Arbitration for Sport denied the request by the U.S. Figure Skating Team to have an observer present during the appeal of the Kamila Valieva case on 26-29 September.
USA Today’s Christine Brennan posted a copy of the letter, which included:
“On behalf of the Panel, who has considered your request as well as the Parties’ comments on such request, please be advised that such request is denied on the grounds that, pursuant to R57 of the Code of Sports-related Arbitration, the proceedings take place in camera and that none of the Parties requested a public hearing.”
● International Paralympic Committee ● The IPC’s annual report for 2022 was published, showing increased expansion for the movement, especially from the Beijing 2022 Winter Paralympic Games.
The financial report showed the IPC with €28.84 million in assets and €17.25 million in reserves, (€1 = $1.07), at roughly the same level as before the pandemic.
Income for 2022 was €24.16 million, in line with prior years and expenses were €24.15 million for a surplus of €14,987.
● Russia ● Sports officials claimed that Russian athletes are presently being allowed to compete – in some form – in 26 of 39 Olympic disciplines.
At a meeting of the sports ministry board, Minister Oleg Matytsin emphasized continuing contact:
“We need to understand what role Russia will be playing in the world of sports in 5-10 years to come, to start today establishing cooperation with the IOC and international federations.
“We need to define the perspective regarding the future elections as well as the status of our participation in tournaments. The next year will be a landmark year.”
Deputy Sports Minister Alexey Morozov reported that “as many as 55 Olympians have changed their sports citizenship and this figure exceeds 100 if we include non-Olympic sports.”
● On Screen ● Two games of the FIBA World Cup were shown on U.S. cable television last week, both at 8:30 a.m. Eastern with reasonable results for the time of day:
● 28 Aug. (Mon.): 191,000 for USA-Greece on ESPN2
● 03 Sep. (Sun.): 334,000 for USA-Lithuania on ESPN2
An interesting rating came from the 30 August women’s volleyball match in Lincoln, Nebraska, where a record crowd of 92,003 filled Memorial Stadium to see Nebraska 3-0 win over Nebraska-Omaha. The match was televised on the Big 10 Network and drew an impressive audience of 518,000!
The biggest audience of the week was for Sunday night’s Florida State-LSU college football match on ABC, which drew 9.165 million viewers.
● Athletics ● Good news from World 100-200 m champ Noah Lyles, who tweeted Tuesday:
“I’m Coming to @nikepreclassic
“Let’s go out with a [explosion emoji]”
● Swimming ● A name to watch, and an easy one to remember:
Maximus Williamson.
He’s a 17-year-old swimmer from Texas, who is tearing up the World Aquatics World Junior Championships ongoing in Netanya (ISR). Williamson has already won the men’s 200 m Medley in 1:57.29, to move to no. 11 on the 2023 world list and no. 3 in the U.S.
Among American male teens, only Michael Phelps was faster at that age.
But his 100 m Free relay legs have set swimming fans afire: 47.78 – with a flying start – on the second leg of the U.S.’s winning men’s 4×100 m Free Relay, 47.74 on the anchor of the winning Mixed 4×100 m Medley Relay, and 48.38 on the opening leg of the Mixed 4×100 m Free Relay that eventually won silver!
Maximus Williamson. He still has the men’s 100 m Freestyle to come on Saturday.
¶
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TSX REPORT: Cricket (and flag football) at LA28? U.S. crushes Italy, Lithuania loses in FIBA World Cup; Qatar spent $330 million to get its FIFA World Cup!
★ The Sports Examiner: Chronicling the key competitive, economic and political forces shaping elite sport and the Olympic Movement.★
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≡ THE 5-RING CIRCUS ≡
1. Report: Cricket to be proposed as added sport for LA28
2. U.S. crushes Italy in FIBA World Cup quarters, 100-63
3. Spain’s RFEF apologizes “to the football world,” fires Vilda
4. Story: Qatar paid $330 million to get 2022 FIFA World Cup
5. Only 35% of U.S. tracksters were better at Worlds than Nationals
● A British newspaper report said that cricket would be submitted by the LA28 organizers as an added sport for 2028, as long as flag football could also be added? Behind all of this are questions about added revenue potential for LA28 from cricket-crazy nations such as India and Pakistan.
● At the FIBA World Cup now rushing to the finish in the Philippines, the U.S. stomped Italy, 100-63, in its quarterfinal while Lithuania – which beat the U.S. on Sunday – was itself eliminated from championship contention by Serbia, 87-68!
● The Royal Spanish Football Federation’s Acting President posted a letter of apology for the actions of suspended President Luis Rubiales, and also fired women’s national team coach Jorge Vilda, less than three weeks after having won the FIFA Women’s World Cup.
● A detailed online story which included data from court filings showed that Qatar’s effort to win the right to stage the 2022 FIFA World Cup was successful, thanks in significant part to payments to voters totaling $330 million from a Qatar National Bank account in London.
● A TSX analysis of the results of U.S. athletes at the 2023 World Athletics Championships showed that only 35% of the American team achieved better results in Budapest than they did at the U.S. national championships the month prior. That may not sound great, but it’s actually pretty good, but the year-after-year championship load is being called into question as unsustainable.
● World Championships: Rowing (2023 Worlds underway) = Weightlifting (Vietnam and China win on day 2; U.S. gets first medal) ●
● Panorama: Winter Games 2030 (details emerge on Swiss national hosting plan) = International Olympic Committee (new ESports commission announced) = Germany (Center for Safe Sport project roadmap released) = Aquatics (Russians call World Aquatics entry regs “absurd”) = Athletics (Mexico Marathon disqualifies 11,000 for course cutting?) = Cycling (U.S.’s Kuss leads La Vuelta after stage 10 time trial) = Football (FIFA monitoring Mali federation chief now indicted) = Volleyball (souvenir beach Worlds ball now available) ●
1.
Report: Cricket to be proposed as added sport for LA28
A Monday report on The Times (London) said that cricket would be proposed by the LA28 organizing committee for inclusion as an added sport for the 2028 Olympic Games.
However, the addition of cricket would come with an agreement to also add Flag Football, a non-contact version of American Football championed by the National Football League.
Baseball and softball are also expected to be asked for by LA28, with the details slated to be released on Friday during a news conference at the close of an International Olympic Committee Executive Board meeting.
Cricket has only been on the Olympic program once, in 1900 in Paris. Flag Football has never been in the Games, but American Football has been a demonstration sport in St. Louis in 1904 (sort of) and was a demonstration sport at the 1932 Games in Los Angeles between western and eastern all-star teams, that drew 41,643 at the Los Angeles Memorial Coliseum.
The International Cricket Council (ICC) has pitched a six-team tournament for men and women in the compact Twenty20 (T20) format, which includes one inning for each team, with a maximum of 20 overs per inning.
A Sportico.com story in May reported that the ICC projected that if T20 were included for 2028, that television rights for India alone would rise from the reported $12 million now for Paris 2024 to $201 to $268 million for Los Angeles, and that the organizing committee would benefit from that. Of course, the IOC owns all television rights to the Games, and would have to agree to share increased from markets such as India, Pakistan and others.
The Los Angeles 2028 organizers have already agreed on a 28-sport program, with boxing, modern pentathlon and weightlifting possibly to be added at the IOC’s discretion. That’s a potential total of 31 sports and if baseball + softball, cricket and flag football were added, that’s 34, all against a hard cap of 10,500 athletes. That means that for these added sports, the number of athletes in other sports would have to be reduced.
All of this is expected to become clear on Friday, with the IOC scheduling a news conference at 5:30 p.m. Central European Time (11:30 a.m. Eastern), available live on the IOC’s YouTube channel.
2.
U.S. crushes Italy in FIBA World Cup quarters, 100-63
Crazy things happen in tournaments, like the FIBA men’s World Cup ongoing in the Philippines.
On Sunday, the U.S. was out-fought, out-played and lost to Lithuania, 110-104, in their final game of the second group stage, with both teams moving on to the quarterfinals.
On Tuesday, the U.S. crushed Italy, 100-63, to move on to the semifinals, while Serbia stomped Lithuania, 83-67 and eliminated them from the championship bracket. What?
The opponents for the Americans and Serbs will be determined on Wednesday, when Germany and Latvia meet (with the U.S. next) and Canada plays Slovenia, with the winner getting Serbia.
¶
The U.S. knew it had to play better from the start against Italy, after getting drubbed by Lithuania, 31-12, in the first quarter. So this time, it was the U.S. in charge with a 24-14 lead after the quarter and then a 22-10 second quarter to move to a 46-24 halftime lead. The Italians were held to just 24% shooting from the field, including 5-17 in the opening quarter.
Guard Tyrese Haliburton (Pacers) said defense was the key:
“Teams aren’t going to miss by themselves. Once they see the first couple go in, they play with a lot of confidence and we obviously saw that with Lithuania. We just wanted to set the tone from the jump and make them play at our pace because nobody plays better at our pace than us.”
He had a team-high five assists and made six three-pointers on the way to 18 points off the bench, second-best on the team to 24 from forward Mikal Bridges (Nets), on 8-11 shooting, including 4-6 from three-point range. Reserve guard Austin Reaves (Lakers) had 12, as the U.S. shot 53.7% for the game, 47.2% from the three-point line and out-rebounded Italy, 51-33.
The Italians were led by forward Simone Pontecchio (Jazz) with 18, but shot only 30.7% from the field and just 7-38 from three-land.
A 13-0 U.S. run in the second quarter effectively put the game away, and then a third-quarter scoring explosion – 37-20 – gave the Americans an insurmountable 83-44 lead going into the fourth.
¶
The Lithuanians came in as one of only two undefeated teams left – Germany is the other – and had a 25-24 lead on the Serbs – who had lost to Italy – at the end of the quarter. But a 25-13 second quarter gave the Serbs a 49-38 halftime lead, which was extended to 73-55 at the end of three, on the way to a 87-68 victory.
Where the Lithuanians had flummoxed the U.S. with crisp passing, three-point shooting and interior rebounding, that didn’t work against the Serbs. Lithuania shot only 42.9% for the game and was only 9-28 from the three-point line, compared to 55.0% shooting for Serbia and 63.2% on shots inside the three-point line. Moreover, Serbia won the rebounding battle, 33-28, holding Lithuania to just eight offensive rebounds.
Against the U.S., Lithuania shot 52.8% for the game, 56.0% from three and had 18 offensive rebounds and 43 in all.
The Serbs got 21 points from Hawks guard Bogdan Bogdanovic on 9-13 shooting, 17 points from reserve center Filip Petrusev (76ers) and 11 from guard Stefan Jovic. Lithuania had four in double figures, led by forward Tadas Sedekerskis (14) and guard Rokas Jokubaitis (13).
Italy and Lithuania aren’t done yet; they will now move to the bracket for places 5-8; neither will have qualified for Paris 2024 from this tournament and will have play in the spring for an Olympic berth.
3.
Spain’s RFEF apologizes “to the football world,” fires Vilda
The Royal Spanish Football Federation (RFEF) went on the offensive on Tuesday, first issuing a public letter of apology from Acting President Pedro Rocha, and then firing national women’s team coach, Jorge Vilda, just 16 days after his club won the FIFA Women’s World Cup in Australia.
Rocha’s 12-paragraph letter included a direct reproach of elected President Luis Rubiales, also noting that investigations are continuing at multiple levels:
● “The Royal Spanish Football Federation, through its President, Mr. Pedro Rocha, considers it is essential to present the most sincere apologies to the football institutions (FIFA, UEFA, FAs), the players, especially the players of the Spanish National Football Team and the English National Football Team, all stakeholders involved in football and the fans around the world, for the totally unacceptable behavior of its highest institutional representative during the final of the FIFA Women’s World Cup 2023 and in the moments that followed.”
● “The RFEF wants to convey to the whole of society and to the whole of world football its deepest regret for what has happened, which has tarnished our national team, our football and our society.”
● “Winning the World Cup was one of the proudest moments in the history of the Spanish Federation and one of the most important moments of Spanish sport and of women’s football. The actions of Mr. Rubiales both at that moment and in the following hours are not acceptable under any circumstances and for this reason the RFEF immediately withdrew from its website all those inappropriate and meaningless communications that did not value what was achieved by the National Team and did not take into account the statements of the player about these facts.”
Rocha pledged further cooperation with the Spanish authorities and FIFA:
“The RFEF is providing all the documentary and administrative support required by both disciplinary bodies in order to have a definitive resolution as soon as possible to repair the damage caused.”
A formal review of the internal practices and procedures of the federation has been initiated as well.
A separate announcement confirmed the dismissal of Vilda as the women’s national team coach and sports director, explaining:
“The Royal Spanish Football Federation, in one of the first renewal measures announced by President Pedro Rocha, has decided to part ways with Jorge Vilda’s services as the sports director and head coach of the women’s national team, a position he took on in 2015. The RFEF appreciates his work leading the national team and his role as the highest sports authority for the women’s teams, as well as the successes achieved during his tenure, culminating in the recent World Cup victory. We highly value his impeccable personal and sporting conduct, as he has been a key figure in the significant growth of women’s football in Spain. Throughout his extensive tenure, Vilda has been a promoter of respect and sportsmanship values in football.”
There was no condemnation of Vilda in the statement, in view of his multiple successes on the field, but as a supporter of Rubiales and his central position in the walk-out of 15 players from the national squad in 2022, his position had become untenable. Not all of the complaints of the 15 were specifically about Vilda, but of the team’s overall environment, and was met with a stern rebuke from Rubiales and the RFEF. Some changes were eventually made and eight of the 15 agreed to be available to play in the Women’s World Cup, and three eventually did.
Rubiales, meanwhile, continues to fight on, with the FIFA and Spanish governmental inquiries in process.
4.
Story: Qatar paid $330 million to get 2022 FIFA World Cup
A lengthy story from the online magazine Tablet details how the Qatari government managed a successful effort to win the final vote to host the 2022 FIFA World Cup:
“Qatar National Bank (QNB) documents, included in a filing made by a Philadelphia-based policy organization fighting a subpoena from a former Qatari-hired American lobbyist, reveal the secret cost of Qatar’s bid to put on the biggest sporting event on Earth. The documents record over 210 million pounds in payments, then worth over $330 million, to members of the FIFA committee who voted on which country would host the 2018 and 2022 tournaments in late 2010. They list specific names, bank account numbers, and amounts of money received.
“The record of payments comes in the form of a balance sheet for an account at QNB belonging to the Qatar Diplomatic Mission in London. Between February of 2009 and December of 2010, the account paid over 350 million pounds ($553 million) to some 22 individuals, with the majority of the money going to 14 members of the FIFA executive committee, the body which chooses the host countries for the organization’s flagship event. Some of the payments went to close family members, although a majority of them were direct to committee members.”
Qatar was selected over Australia, Japan, South Korea and ultimately, the U.S., in the fourth round of voting, 14-8, by the 22-member FIFA Executive Committee on 2 December 2010. Qatar received 11, 10, 11 and 14 votes in the four rounds of balloting.
According to the story, the biggest payments went to Russian Vitaly Mutko, the country’s sports minister from 2008-16 and the head of the successful Russian bid for the 2018 FIFA World Cup, later Deputy Prime Minister from 2016-20. He received a payment of £46.0 million (then $72.6 million U.S.) In February 2019 and £21.5 million (then $34.0 million U.S.) on 20 December 2010, just 18 days following Qatar’s selection as the 2022 World Cup host.
Qatar spent, by its own account, $8 billion on the ultimately-successful 2022 World Cup, with many billions more in public construction works which were completed between 2010-22.
5.
Only 35% of U.S. tracksters were better at Worlds than Nationals
The U.S. team was once again dominant at the World Athletics Championships in Budapest (HUN), winning 29 medals to 12 for next-closest Jamaica and scoring 277 points in the placing table, vs. 139 for Jamaica and 112 for Kenya.
And yet, a TSX analysis of performances shows that only 35% of the U.S. team performed better at the Worlds than at the USA Track & Field Nationals in Eugene, Oregon.
This is not unusual, but it points out the difficulty faced by American athletes, trying to make the Worlds team amid a super-competitive environment at home. The statistics, showing the number of athletes whose performance in their final round of competition at the Worlds was better (or the same) as their final-round performance in Eugene:
Men’s events:
● 35.0%: Running (10.5 out of 30)
● 29.6%: Field/Dec. (8 of 27)
● 100%: Walk (1 of 1)
● 33.6%: Total (19.5 of 58)
Women’s events:
● 36.7%: Running (11 out of 30)
● 37.5%: Field/Hep. (9 of 24)
● 0.00%: Walk (0 of 0)
● 37.0%: Total (20 of 54)
Totals:
● 36.7%: Running (21.5 out of 60)
● 37.5%: Field/Multi (17 of 51)
● 100%: Walk (1 of 1)
● 35.3%: Total (39.5 of 112 )
In comparison to the Tokyo Olympic Games in 2021, the U.S. did better in 2023 – a lot better – than the Olympic squad that won 26 medals (7-12-7):
● 31.3%: Men (17.5 out of 56 better at Games than Trials)
● 21.9%: Women (12.5 out of 57)
● 26.6% : Total (30 out of 113)
The U.S. in Budapest also did very well – overall – in comparison to the Rio 2016 Olympic team, competing in a home hemisphere, that won 32 medals (13-10-9):
● 42.1%: Men (24 out of 57 better at Games than Trials)
● 23.7%: Women (13.5 out of 57)
● 32.9%: Total (37.5 out of 114)
So, what can we take from this? One is to look at the timing of the U.S. nationals (or Olympic Trials) vis-a-vis the World Champs or Olympics:
● 2023: 41 days between U.S. selection and Worlds
● 2021: 33 days between U.S. trials and Olympics
● 2016: 33 days between U.S. trials and Olympics
(The 2022 Worlds in Eugene, being a home-country meet is ignored as not comparable.)
No one knows what the situation will be for 2024, as while the dates for Paris 2024 are fixed, the dates and location of the 2024 U.S. Olympic Trials have not been announced!
Then again, what works in terms of days between the selection meet and the Worlds or Olympics might not matter, in view of the current workload. Said U.S. 400 m hurdles star Rai Benjamin, the Olympic silver winner in 2021 and Worlds silver and bronze winner in 2022-23, after this year’s U.S. Nationals:
“It’s hard to maintain this level of competitiveness, and running fast. You’ve got to see that it’s taking its toll on everyone. We’ve had championships back-to-back [2021-22-23]; dudes are hurt; it’s hard to do this, at this level, and keep everyone happy.
“Everyone’s like, ‘hey, you guys need to compete against each other,’ and it’s just like, dude, you can’t peak, every single year, especially U.S. athletes, where, we don’t have the discretion of saying, like, ‘yeah, Rai, we like you, you’re on the team, man.’
“That does not happen here. So, you have to come out here [to nationals], peak here, peak again in August, and then we have turn around next year and do the same thing again? It’s impossible.”
Battling injuries for much of the year, Benjamin won the U.S. title again with a spectacular 46.64, then ran 48.35 (heat), 47.24 (semi) and 47.56 in the final at the Worlds for bronze. And there will be major championships for the next two years in 2024 (Olympics) and the 2025 Worlds in Tokyo.
So, what about those who didn’t have to compete in Eugene, as their Worlds entry was assured? That would be the 11 Americans who were defending champions (10) or a Diamond League winner (1). They certainly did not all meet with success:
● 1 of 4 men got their season’s bests at Worlds (25%)
● 3 of 5 women got or equaled their season’s best at Worlds (60%)
● 2 did not compete at Worlds due to injury or training issues
So, that’s four of nine (44.4%) who got a season’s best or equaled it in Budapest after not having to compete in Eugene: congratulations to Grant Holloway, Athing Mu, Katie Moon (=) and Chase Ealey, plus an honorable mention to Ryan Crouser, whose 23.51 m (77-1 3/4) Worlds winner was just short of his world-record throw of 23.56 m (77-3 3/4) in May.
Getting a bye, then, is not necessarily the answer either.
¶
In terms of global balance, an important measure for World Athletics, retired USATF performance chief Duffy Mahoney broke down the World Championships medals by region:
● 55: (20-18-17) North & Central America + Caribbean
● 47: (16-15-16) Europe
● 26: (9-8-9) Africa
● 9: (3-2-4) Asia
● 6: (1-2-3) Oceania
● 5: (1-3-1) South America
In terms of points for places 1-8, a much better indicator of depth:
● 622: Europe (28 nations scored)
● 574: North & Central America + Caribbean (13)
● 301: Africa (12)
● 132: Asia (10)
● 66: South America (6)
● 65: Oceania (2)
Europe’s demise as a track & field power has been widely written about, but at least based on Budapest, is hardly the case.
≡ WORLD CHAMPIONSHIPS ≡
● Rowing ● The 2023 World Rowing Championships are underway in Belgrade (SRB). Finals in the Paris 2024 Olympic classes will be held on Saturday and Sunday.
● Weightlifting ● Asia swept the top places at Wednesday’s events at the 2023 World Weightlifting Championships in Riyadh (KSA), with the U.S. also getting its first medal.
In the men’s 55 kg class, Vietnam went 1-2 with Lia Gia Thanh sweeping the Snatch, Clean & Jerk and total at 123-146-269 kg, ahead of teammate Ngo Son Dinh, who lifted 117-144-261 for the silvers. Thai Thada Somboon-uan won the bronze in all three phases, at 116-143-259 kg.
It’s the second gold ever for Vietnam in a weightlifting Worlds, after Kim Tuah Thach in the men’s 56 kg class in 2017.
China’s Huihua Jiang repeated as champion at 49 kg, lifting 95-120 (world record)-215 kg (world record) to win all three stages of the event, ahead of teammate and 2018 champ Zhihui Hou (95-116-211 kg). Jiang now owns the Worlds golds, from 2019-22-23, and Hou won her fourth Worlds medal (1-2-1).
China has now won this class in 12 of the 16 championships it has been held.
American Jourdan Delacruz was fourth after the Snatch (88 kg), but lifted 112 kg in the C&J for a total of 200 kg and the bronze medal. It’s her first Worlds medal, after finishing 13th and ninth at 55 kg in the 2018 and 2019 championships, and seventh at 49 kg in 2022. Fellow American Hayley Reichardt finished sixth overall at 189 kg (82 + 107).
The championships continue through the 17th.
≡ PANORAMA ≡
● Olympic Winter Games 2030: Switzerland ● A report on the Swiss plans for a 2030 Winter Games bid revealed the event spread across the country, with the opening and closing at the famed Letzigrund Stadium in Zurich, with 14 competition sites distributed among nine cantons.
Housing would be at seven different sites, with the largest in Zurich. Competition sites would include alpine skiing at Crans-Montana, ice hockey in Lausanne, sliding sports at St. Moritz and a temporary speed skating oval in Bern.
A full feasibility study is due in October, with a decision to follow on whether to move forward, possibly with a national referendum.
● International Olympic Committee ● The IOC announced the members of its 33 commissions on various topics, made up mostly of its own members, but also some outsiders. Of note was the formation of a new group, the ESports Commission, chaired by Union Cycliste Internationale President David Lappartient of France, who has been the IOC’s liaison with the electronic gaming community.
● Germany ● A new, national “Center for Safe Sport” – Zentrum für Safe Sport – program was announced by the German Interior Ministry, with a projected start in 2026. A 76-page plan was released, with the structure to resemble that used against doping, centered on a “Safe Sport Code.”
A staff of 46 is envisioned at the start, with costs estimated at €6 million per year, starting with the development phase in 2024 (about $6.44 million U.S. today). Exactly who pays and how much, between the federal government, local governments and the German National Olympic Committee (DOSB) is still to be determined.
This is a far smaller project than the U.S. Center for SafeSport, which is mandated by Congress to receive $20 million annually from the U.S. Olympic & Paralympic Committee.
● Aquatics ● Russian reaction to the World Aquatics regulations for the return of individual Russian and Belarusian athletes to competition was as expected: furious at any restrictions of any kind. Russian Swimming Federation head Vladimir Salnikov, himself a four-time Olympic gold medalist, noted Tuesday the requirement for signed declarations from athletes:
“When and where we will see the declarations, it is not yet known, but the fact that they will appear has been confirmed.
“The conditions for accepting athletes are even tougher than those proposed by the IOC. Why? I can’t explain this. Everyone hides behind concern for the athletes, but why then is it about the admission of only one person to the discipline? There is no explanation for this, apparently, we will find out later. So far this is not subject to understanding and comprehension.”
Dmitry Volkov, a breaststroke star who won three medals across two Olympics in 1988 and 1992 told the Russian news agency TASS:
“The conditions imposed on Russian athletes for participation, personally, cause me only a feeling of indignation, I am disappointed with the actions of my colleagues from World Aquatics and the International Olympic Committee.
“This is absurd, a direct violation of human rights, a direct disregard for the equal rights of competitors and absolute discrimination based on nationality. There is nothing in our athletes, including those who play for CSKA and Dynamo, that would contradict the charter of World Aquatics and the IOC. I wonder why we haven’t flooded them with lawsuits so far and why human rights activists haven’t done it.”
A World Aquatics comment was that the first event at which Russian or Belarusian “neutrals” would be expected to be able to compete would be next February’s World Aquatics Championships in Qatar.
● Athletics ● From the Spanish site Marca.com:
“Around 11,000 competitors have been disqualified from the 2023 Mexican Marathon after their tracking data showed that they did not complete the required distance of 42.195 kilometres.”
The Mexico City race organizers were seeing significant irregularities in runners crossing each of the 5 km checkpoints during the race, after multiple anonymous complaints were made. Wow.
● Cycling ● The pre-race favorites gained some ground on American Sepp Kuss, continues as the leader in the 78th Vuelta a Espana after Tuesday’s Individual Time Trial.
The winner of the flat, 25.8 km route in Valladolid was two-time World Time Trial champ Filippo Ganna of Italy, in 27:39, with 2023 World Time Trial gold medalist Remco Evenepoel (BEL) second at 27:55 and two-time Vuelta winner Primoz Roglic (SLO) third at +0:36.
Kuss, a climber, finished 13th at +1:29, and remains in the overall lead, with a 26-second lead over Spain’s Marc Soler, and now 1:09 over Evenepoel and 1:26 on Roglic after 10 stages.
Stage 11 should be better for Kuss, with an ending climb to the 1,721 m Laguna Negra in Vinuesa in north-central Spain. The race continues through the 17th.
● Football ● Last week, the national football federation of Mali re-elected Mamoutou Toure by a 61-1 margin, only for him to be arrested on corruption charges after being indicted for “attacking public property as well as forgery and use of forgery and complicity,” to the tune of $28 million.
FIFA had representatives present to observe the election and is “closely following” the situation, as Toure is also a member of the FIFA Council.
● Volleyball ● Another step forward in merchandising for volleyball, with a first-ever, limited-edition souvenir Beach Volleyball World Champs Mexico Mikasa match ball now available, at $129.
In and of itself, not that important, but a continuing sign of the rising sophistication of the Volleyball World program, a joint venture of the FIVB federation and its private-equity investor, CVC Partners.
¶
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TSX REPORT: Bach committed to Russians, Belarusians in Paris; World Aquatics falls in line with Bach; CSUSOP hearing comes Wednesday
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≡ THE 5-RING CIRCUS ≡
1. Bach insists on Russians and Belarusians in Paris
2. World Aquatics to allow Russian, Belarusian entries
3. Weightlifting Worlds open with Thai win in women’s 45 kg
4. Gwen Jorgensen scores Valencia World Cup triathlon win
5. Sole CSUSOP hearing coming Wednesday morning
● International Olympic Committee President Thomas Bach of Germany insisted once again, in a television interview with India’s CNBC-TV18 that allowing Russian and Belarusian athletes to compete as neutrals is the right solution based on the IOC’s “values.” He noted that no decision has been made yet specific to the Paris 2024 Olympic Games, but he left little doubt of his view of the right path: the one the IOC is currently pursuing, which is said “is accepted.”
● World Aquatics announced it was falling right in line with the IOC, releasing a detailed procedure to allow a limited number of Russian and Belarusian athletes – no more than one per event – to compete in World Aquatics events, including the 2024 World Aquatics Championships in Qatar next February. The review of the applications will be done by the new World Aquatics Integrity Unit.
● The IWF World Championships in Riyadh (KSA) opened on Tuesday and will continue through the 17th, with Thailand winning the opening event, the women’s 45 kg, for the third year in a row. A record total of 719 entries from 117 nations was announced for a sport hoping for a showcase in order to be allowed back onto the Olympic program for 2028.
● Rio 2016 women’s triathlon champ Gwen Jorgensen was back in the winner’s circle for the first time since her Olympic triumph at the World Triathlon Cup in Valencia, Spain on Saturday. She wants to make the U.S. squad for the Mixed Team Relay, but has a long way to go. Her win helps her, however.
● The sole public hearing of the Commission on the State of the U.S. Olympic and Paralympics will be held Wednesday in Washington, D.C. It may be televised by C-SPAN on one of its channels, but was not on their schedule by Monday evening.
● Panorama: Paris 2024 (Court says students can’t be denied residences during Games for first-responder use) = Athletics (3: Italy’s Weir throws 73-7 1/2 to beat Kovacs in Padua; Bol and U.S.’s Clark, Morris and Allman win in Bellinzona; Young and Sisson win USATF 20 km titles) = Fencing (2: USA Fencing puts hold on rule change allowing coaching during bouts; Ukraine asks IOC to intervene due to FIE inaction) = Football (2: Federal judge throws out bribery convictions on recent Supreme Court ruling; Saudi Arabia looking for 2034 FIFA World Cup) = Swimming (U.S. to send small squad to 2024 Worlds in Doha) = Triathlon (Reed and Tapia Vidal win Americas Championships) = Wrestling (UWW rejects 26 Russian and Belarusian applications, approves 37 entries for Worlds) ●
1.
Bach insists on Russians and Belarusians in Paris
In his latest comments on Russian and Belarusian participation in the 2024 Olympic Games in Paris (FRA), International Olympic Committee President Thomas Bach (GER) told Shereen Bhan of CNBC-TV18 (India):
“I don’t think that a final decision will be taken in a few days from now. But, I think you have a clear indication of the way how we see it with the recommendations we have been giving to the international federations, meaning, no teams and no anthems, no colours, no whatever national identification with regards to Russia and Belarus.
“But, on the other side, giving the opportunity to the athletes who do not support the war and who are not linked to the military, or to other services that are in Russia or Belarus, to compete as individual and neutral athletes but not as representatives of their country.
“This is a system that we now see working in world championships, continental championships, in World Cups and which in the meantime, I think is accepted. The Ukrainian side is not 100 percent happy about this but they have accepted it because it’s an opportunity for the Ukrainian athletes to qualify for the Olympic Games. We all want a strong Ukrainian team in the Paris 2024. Then I come back to the values because they are again at the base of our decision.”
Bach has pushed for this formulation for months, which has met with strong criticism from many governments, and the process he champions has not been without incident, not least in his own sport of fencing, with the controversial disqualification – and reversal – of Ukrainian star Olha Kharlan at the FIE World Championships after her win over Russian “neutral” Anna Smirnova in July.
But he is undeterred:
“We have on the one hand the Russian government, who wants us to ignore the world. We have on the other hand the Ukrainian government, who said to totally isolate everybody with a Russian passport, which is not possible with regard to our values.
“It’s not possible with regards to human rights. It’s not possible with regards to the Olympic Charter and this is how we arrive at this formula; to protect the human rights of the individual athletes but to punish the Russian state, the government, for breaching the Olympic Charter.”
Bach also acknowledged that the entire situation is unmanageable, political and dangerous:
“You have to acknowledge the reality and the reality is that the world is run by politics and this is the system. You need, in order to get your values across, to get your organisation respected, you need cooperation with politics. You cannot say that we have nothing to do with politics and that we are living in an island or a bubble, all alone. I called it once a lie of the past of some sports officials who said that sports has nothing to do with politics and money. Probably, it’s wrong. We have to cooperate with politics.
“We have to have a dialogue with politics and we have to ensure that politics is respecting our autonomy, our neutrality and in this way enabling us to make the world a better place through sports. Otherwise, if we are getting politicised, this contribution will be gone. Then there will be no worldwide solidarity anymore. Then there will be no rules which apply to everybody in sport on this planet anymore and in this dialogue, you almost have to convince political leaders about it.”
Observed: Bach rarely changes his mind once he decides on a course of action. At present, he undoubtedly believes that some individual Russian and Belarusian athletes will be allowed to compete in Paris. It is the number that is in question, and the political response to that number: 10? 50? 100? More?
In Rio in 2016, when the question of Russian participation – in view of its massive, state-supported doping program from 2011-15 – was left to the International Federations, there were 282 Russian athletes competing in 26 sports. Some 335 Russians competed at Tokyo in 2021.
But there is opposition. On Monday, a joint statement of the Nordic Olympic and Paralympic committees and sports federations of Denmark, Finland, Iceland, Norway, Sweden, Greenland, the Faroe Islands and the Aland Islands included:
“● The situation with the war in Ukraine has not changed.
“● Therefore, we stand firm in our position, not to open for Russian and Belarusian athletes and officials in international sports participation.
“● Now is not the right time to consider their return; that is our position.”
The Ukrainians have said they will work to organize a boycott of the Games if Russian and Belarusian athletes are allowed in, but there have been no specifics on beyond a simple statement, and no list of countries.
All signs point to a decision by the IOC some time in early 2024. In the meantime, the delays by many International Federations in determining admission criteria is squeezing out opportunities for qualification. The IOC added to this itself by stating that Russian and Belarusian participation in the Asian Games in China that begin this month cannot be done for “technical reasons.” The head of the Russian Skateboarding Federation, Ilya Vdovin, told the Russian news agency TASS on Monday, “We have no chance of getting to the Olympic Games.”
This is Bach as the controller of a delicate balancing act between a lot of angry nations and people, most of all the Ukrainians, who are in the middle of a war which Bach has repeatedly characterized as just one of many conflicts around the world.
2.
World Aquatics to allow Russian, Belarusian entries
Russian and Belarusian athletes who meet “strict criteria” will be able to compete in future World Aquatics competitions, according to a statement released on Monday. It included:
“[T]he World Aquatics Bureau today unanimously decided on a set of criteria that would allow aquatics athletes with Russian and Belarusian passports to participate in future World Aquatics competitions as Individual Neutral Athletes.
“The opportunity for athletes from the two national federations to compete as Individual Neutral Athletes will be implemented by the independent Aquatics Integrity Unit, set under strict criteria that include robust anti-doping measures.”
The actual regulations from the AQIU include:
● “No contract with the Russian or Belarusian military or with any other national security agency”
● “No support for the war in Ukraine
“Any form of verbal, non-verbal or written expression, explicit or implicit, at any time since the beginning of the war in Ukraine, in particular public statements, including those made in social media, participation in pro-war demonstrations or events, and the wearing of any symbol in support of the war in Ukraine, for example the ‘Z’ symbol, are considered to be acts of support for the war in Ukraine.”
Entries will only be permitted into individual events; athletes will have to apply individually, with no guarantees on the time required for their eligibility check. Further, any necessary qualifying time for a World Aquatics event – such as the 2024 World Aquatics Championships in Qatar – “must be achieved by the Athletes outside of Russia and Belarus at a World Aquatics approved competition.” That will make things a little tougher.
One entry per event per country for Russia and Belarus will be allowed for any World Aquatics event – like the Worlds in Qatar – with the selection at the discretion of the national federation for each country.
There are also the required anti-doping requirements. An added ban is on media contact:
“Neutral Individual Athletes and their Support Personnel will not be allowed to go through the mixed zone or to participate in any press conference during World Aquatics competitions. They will also not be allowed to give any interviews to media during such competitions.”
These new requirements place World Aquatics right in line with the IOC’s requests, and have possibly – in a labyrinthian way – opened the door for at least five potential Russian medalists in Paris in 2024, across at least six events (with 2023 top-five world-list rankings):
Men:
● Kliment Kolesnikov (100 m Back: rank 1)
● Evgeny Rylov (200 m Back: 4)
● Kirill Prigoda (200 m Breast: 4)
● Ilia Borodin (400 m Medley: 5)
Women:
● Evgeniia Chikunova (100 m Breast: 3)
● Evgeniia Chikunova (200 m Breast: 1; world record)
Qualifying for Paris is based on qualifying times, with the 2024 Worlds in Doha scheduled for 2-18 February 2024.
3.
Weightlifting Worlds open with Thai win in women’s 45 kg
The 2023 World Weightlifting Championships are underway in Riyadh (KSA), the first time for the event in Saudi Arabia, with a record turnout of 719 athletes from 117 countries. It is a “mandatory” event for qualification for the Paris 2024 Olympic Games, which means that athletes must register, show up and weigh in, but do not have to lift.
The first competition was in the women’s 45 kg class, with Thailand’s Sirivimon Pramongkhol winning her first Worlds gold, moving up from silver in 2022. The London 2012 Olympic fourth-placer, now 28, she served a doping suspension from 2018-20, but won the Asian Championships earlier this year. It’s the third straight world title for Thailand in this class.
Pramongkhol won the Snatch (78 kg), Clean & Jerk (101 kg) and overall title (179 kg), and the medal winners were also in the same places for all three stages. Rosina Randafiarison, 23, won a remarkable silver for Madagascar, which has never won a Worlds medal; she was eighth in this class at the 2019 Worlds. Randafiarison was second across the board, lifting 77 kg (Snatch), 93 kg (Clean & Jerk) and 170 kg (total). It’s worth noting that Madagascar has never won an Olympic medal; she’s now a contender for Paris.
Turkey’s 2023 European Champion Cansu Bektas won the bronze at 75-87-162 kg, ahead of Marta Garcia (ESP), who lifted 71-84-155 kg. The U.S. did not have an entry in this class.
The 2023 Worlds will be the longest ever, continuing through 17 September.
4.
Gwen Jorgensen scores Valencia World Cup triathlon win
It had been a long time since Rio 2016 Olympic women’s triathlon gold medalist Gwen Jorgensen had won a tri, exactly 2,569 days according to World Triathlon, as she triumphed at the Valencia World Triathlon Cup race in Spain on Saturday.
Now 37, she retired in 2017, raising a family and initially targeting an effort for an Olympic marathon slot, but that did not work out, with her best finish an 11th at the 2018 Chicago Marathon. In December 2022, she announced a triathlon comeback, primarily aimed at the Mixed Team Relay rather than the standard Olympic distance race.
That’s a 300 m swim, a 6.6 km bike route and 1,000 m run, vs. the Olympic distance of 1,500 m – 40 km – 10 km.
In the Olympic distance race in Valencia, Jorgensen was eighth out of the water, behind Jolien Vermeylen (BEL), and very competitive on the bike route of 38.4 km, moving to the run in sight of the lead, within a pack of 22.
Jorgensen’s strength is her running and she was energized, taking the lead on the third of four laps and posting the fastest time in the field by 22 seconds in 33:37. She finished in 1:55:01, 16 seconds clear of Nina Eim (GER: 1:55:17), with Germany’s Marlene Gomez-Goeggel third in 1:55:24. It was her first win since Rio in 2016.
Even with the win, Jorgensen has a long way to go to make the U.S. team for Paris. Among other things, she needs to be among the top 140 in the World Triathlon Individual Olympic Qualification Ranking (she’s now 70th, with seven American women ahead of her).
But with the win, she does meet a key USA Triathlon criteria if a quota spot becomes available for the U.S. for the Mixed Team Relay:
“Athletes who achieved a Top 3 performance in an individual event(s) between March 1, 2023 through May 27, 2024 in [World Triathlon Cup], Americas Triathlon Continental Championships and Pan Am Games competitions will be considered for the Olympic Team if it is determined that these performances reflect the capacity to achieve a podium performance in the individual standard distance event at the Paris 2024 Olympic Games.”
Said Jorgensen after the race:
“I came out here and I really wanted to focus on the process and performance, more so than the place. Getting back in the sport after seven years is not easy, I forgot the difference between open water and pool swimming and I am excited, I know my fitness is there in the swim and now I know how to execute it.
“Only one [American: Taylor Knibb] qualified in the Paris Test Event and there’s another qualifying event in Pontevedra [World Championships Series Finals] but I am not on the start list but I am here and I just know that every race I get into, I am going to show up and give my best.”
5.
Sole CSUSOP hearing coming Wednesday morning
The long-awaited hearing of the 14-member Commission on the State of the U.S. Olympics and Paralympics will be held on Wednesday morning, 6 September, in Washington, D.C., beginning at 9 a.m. Eastern time and continuing into the afternoon in Room 2123 of the Rayburn House Office Building.
The hearing may be televised by C-SPAN on one of its three cable television channels, but it is not on the network’s schedule as of Monday evening. There are five panels scheduled (Eastern time):
● Session I (9:00 a.m.): Opening Remarks & The U.S. Olympic and Paralympic Movement: A Historical View
● Session II (9:35 a.m.): Governance & Accountability
● Session III (10:50 a.m.): Protecting the Safety of Movement Participants
● Session IV (1:00 p.m.): Athletes’ Rights, Equity, & Accessibility and Ensuring Fair Play
● Session V (2:40 p.m.): How to Build a Better Future for Sports in America
U.S. Olympic & Paralympic Committee chief executive Sarah Hirshland is slated to appear during Session II, and U.S. Center for SafeSport chief exec Ju’Riese Colon is scheduled for Session III.
The Commission is expected to hold just the single hearing, with its report to be delivered in early 2024.
≡ PANORAMA ≡
● Olympic Games 2024: Paris ● A French administrative court ruled against a plan by the Crous d’Ile-de-France to free up 3,000 student housing units for use by first responders and security personnel during the Olympic and Paralympic period.
The ruling is appealable, but in a statement, the organization says it intends to find another pathway:
“The National Center for University and School Works takes note of decision No. 2319295/1 of the urgent applications judge of the Paris administrative court which suspends the decision of the Paris CROUS to limit the occupation of accommodation in certain university residences to June 30, 2024. .
“This decision does not call into question the meaning of the provision of vacant accommodation for the reception of personnel mobilized for the Olympic Games, but rather the way in which it has, at this stage, been organised.
“The Cnous will very soon be proposing new methods of consultation and contractualisation allowing the implementation of the project. …
“[C]ontrary to what certain comments suggest, there will never be any question of depriving a student of accommodation during the Paris 2024 Olympic Games. In accordance with the commitments made, students who may have to change accommodation temporarily in order to Ensuring the serenity of the operation of the university residences during the period of the Games will benefit from rehousing nearby at no additional cost and coverage of travel costs.”
● Athletics ● Some noteworthy results at the 36th annual Citta di Padova international meet in Italy on Sunday, including an impressive shot put duel.
Two-time World Champion Joe Kovacs of the U.S. was the headliner, but fell behind early to Zane Weir (ITA) at 21.77 m (71-5 1/4). Then Weir – the 2023 European Indoor champ – unloaded with a lifetime best of 22.44 m (73-7 1/2), moving to no. 4 on the 2023 world list, and no. 15 all-time! Kovacs responded with a second-round throw of 22.40 m (73-6), and neither could improve from there.
The U.S. was well represented, with Kyree King winning the men’s 100 m in 10.27 (wind: -0.7 m/s), Alexis Holmes taking the women’s 400 m in 50.66, ahead of fellow American Kaylin Whitney (51.94) and Sinclaire Johnson winning the 800 m in a lifetime best of 1:59.76.
Jamal Britt was second in the men’s 110 m hurdles in 13.71 (-1.3) and TeeTee Terry was second in the women’s 100 m in 11.21 (0.0).
¶
At the Gala dei Castelli meet in Bellinzona (SUI) on Monday, Jamaica’s Oblique Seville beat Kenyan Ferdinand Omanyala in the men’s 100 m, 10.01 to 10.04 (0.0). Brazil’s 2022 World Champion, Alison dos Santos, won the 400 m hurdles in 47.50 over France’s Wilfried Happio (47.58), with Trevor Bassitt of the U.S. fourth in 48.82.
Sweden’s 2023 Worlds winner Daniel Stahl got another win over 2022 Worlds gold medalist Kristjian Ceh (SLO), 67.24 m to 67.15 m (220-7 to 220-3).
Jamaica’s Olympic sprint star Elaine Thompson-Herah won the women’s 100 m in a seasonal best of 10.92 (0.0) from Imani Lansiquot (GBR: 10.99), with American Tamara Clark sixth (11.22), but Clark came back to take the 200 m in 22.64 (+0.2).
Jamaican Natoya Goule-Toppin won the women’s 800 m in a seasonal best of 1:57.63, just ahead of American Addy Wiley (1:57.64 lifetime best), and Olympic champ Jasmine Camacho-Quinn (PUR) won another 100 m hurdles showdown in 12.56 (0.0) over Nadine Visser (NED: 12.61) and Nia Ali of the U.S. (12.63). Dutch superstar Femke Bol won the 400 m hurdles over Shamier Little of the U.S., 52.79 to 53.64.
Two other U.S. winners: Sandi Morris in the women’s vault with a season’s best of 4.80 m (15-9; equal-4th in 2023) and Olympic discus winner Valarie Allman at 69.09 m (226-8).
¶
In Monday’s USA Track & Field 20 km Championships at the Faxon Law New Haven Road Race in Connecticut, Clayton Young won in a tight finish with defending champion Conner Mantz, 59:15 to 59:16 in the men’s race.
After a wrong turn during the 18th kilometer, the race came down to the final 1.5 km between the two training partners and Young edged ahead with only 300 m to go. Young’s win was his second on the U.S. Running Circuit this season, after his 8 km win in July.
Emily Sisson, the 10,000 m Olympic Trials winner in 2021, ran away with the women’s title in 1:06:09, way ahead of U.S. Cross Country champ Ednah Kurgat (1:06:39) and Emily Durgin (1:06:59).
It’s also Sisson’s second U.S. title of 2023, after her victory in the 15 km Nationals in Jacksonville in March, and her sixth career American championship.
● Fencing ● The new Board of USA Fencing called an emergency halt to a rule modification agreed to in April, that forbids coaches and spectators to give advice to fencers during bouts. The change was done to get U.S. rules in compliance with those of the Federation Internationale de Escrime (FIE).
But the new Board suspended the implementation of the new rule, in order to consider it more fully during the 8-10 September Board meetings in Denver.
¶
The Ukrainian Fencing Federation filed a complaint late last month with the IOC about the lack of attention to its complaints by the FIE:
“On August 25, 2023, the Ukrainian Fencing Federation filed a complaint with the International Olympic Committee about the actions (inaction) of the International Fencing Federation, which violate the Charter and code of ethics of the IOC.
“This was a continuation of the fight against the illegal and shameful disqualification of Olga Kharlan after her duel with Anna Smirnova from Russia at the World Championships in Milan, as well as other illegal actions of the International Fencing Federation.
“In particular, today, despite the disciplinary complaint filed back in June with the International Fencing Federation, about the exclusion from its membership of the Russian Fencing Federation due to the inclusion of the fencing federations of the [Donetsk and Luhansk regions], the city of Sevastopol and the Republic of Crimea into the latter, still remains motionless. The Ukrainian Fencing Federation expects a quick, fair and impartial reaction from the International Olympic Committee to the indicated actions of the International Fencing Federation.”
The FIE has been operating under an acting president since Russian Alisher Usmanov removed himself from office in early 2022 to pursue sanctions removal from the European Union in the wake of the Russian invasion of Ukraine.
● Football ● On 9 March, a Federal court in Brooklyn returned a conviction of former Fox International Channels chief executive Hernan Lopez (ARG) for bribery regarding television rights for major football events, including the FIFA World Cup and the South American Copa Libertadores club tournament. Another defendant, Full Play SA of Uruguay was convicted of bribery related to FIFA World Cup qualifying matches and rights to the Copa America national-team tournament.
Last Friday evening, those convictions were overturned on appeal by U.S. District Judge Pamela Chen, who wrote in part:
“The Supreme Court’s latest wire fraud decisions – especially [Percoco vs. United States, decided in May] – and the absence of precedent applying honest services wire fraud to foreign commercial bribery, requires this court to find that [the statute] does not criminalize the conduct alleged in this case and that therefore the evidence at trial was insufficient to sustain defendants’ convictions under that statute.”
The U.S. Attorney’s Office for the Eastern District of New York said it is considering its options, including an appeal.
¶
Saudi Arabia is reported to be working on a solo bid for the 2034 FIFA World Cup, following the success of the 2022 event in Qatar. A joint bid with Egypt and Greece for 2030 has fallen apart and lobbying is already under way with European federations to enlist support.
However, bids are also being considered by Australia and New Zealand, China, India and Nigeria. The decision is scheduled to be made in 2027.
● Swimming ● The 2024 World Aquatics Championships, to be held from 2-18 February in Doha (QAT), come at an odd time for USA Swimming, right in the middle of the collegiate season.
Further, with the U.S. already qualified in all seven Olympic relays at the 2023 Worlds in Fukuoka (JPN), there’s little reason to field an all-star team for Doha. And so, USA Swimming released its qualifying criteria for the allowed team size of 14 men and 14 women, and will take only one swimmer per Olympic event.
The selection will be based on the fastest “available swimmer” in each event, but no one if none of the top 10 Americans – by time between 1 October 2022 and 1 November 2023) – no one will be selected. A second selection could be made for a specific event, depending on available space.
The team is expected to be named by 15 November 2023.
● Triathlon ● At the Americas Championship in Veracruz (MEX), American John Reed, 22, dominated the field, winning by a full minute in the Olympic-distance test in 1:43:49, ahead of Martin Sobey (CAN: 1:44:49) and Canadian teammate Brock Hoel (1:44:40). It’s Reed’s first win in an international championship.
The women’s title went to Mexico’s Rosa Tapia Vidal, winning a sprint to the line over Gina Sereno of the U.S., 1:59:35 to 1:59:38. Canada’s Emily Legault was third in 2:00:16. It’s Sereno’s second Americas Championship medal, to go with her gold from 2021; Tapia Vidal moved up from ninth in 2022.
● Wrestling ● United World Wrestling issued a statement concerning its review of possible Russian and Belarusian “neutrals” at its 2023 World Championships beginning on 16 September in Belgrade (SRB):
“Following a rigorous vetting process by United World Wrestling, and in preparation for the Senior World Championships, 235 individuals from Russia and Belarus underwent thorough background and social media checks. This encompassed wrestlers across all styles and categories, as well as their accompanying support personnel. Out of the 235 names, 26 individuals were deemed ineligible due to either active support of the ongoing war or confirmed membership in military or national security agencies.
“The decisions regarding eligibility were made by a panel, relying on comprehensive vetting reports provided by an independent and private intelligence service provider.”
UWW approved 17 “neutral” entries for the Greco-Roman division, and 10 each in the men’s and women’s Freestyle divisions for a total of 37.
¶
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TSX REPORT: IOC U-turns on Russians in Asian Games; LA28 added sports coming Friday; Lithuania beats U.S. in FIBA World Cup
★ The Sports Examiner: Chronicling the key competitive, economic and political forces shaping elite sport and the Olympic Movement.★
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≡ THE 5-RING CIRCUS ≡
1. IOC pulls U-turn on Russia and Asian Games; “not feasible”
2. LA28 added sports expected to be revealed Friday
3. U.S. beats Montenegro, loses to Lithuania in FIBA World Cup
4. Coleman equals world lead with 9.83 win in Xiamen Diamond League
5. Rubiales apologizes, rips “political and media lynching”
● After pushing for months to have Russian and Belarusian “neutral” athletes compete internationally again, the International Olympic Committee halted the integration of as many as 500 such athletes into the 2023 Asian Games in China for “technical reasons.” Now everything is as clear as mud.
● The IOC announced an Executive Board meeting for Friday, at which the added sports proposed for the 2028 Olympic Games in Los Angeles are to be revealed. Nine sports are reported to be under consideration, but only one or two are expected to be added.
● At the FIBA World Cup in Indonesia, Japan and the Philippines, the U.S. finished the second group stage at 4-1, losing to Lithuania on Sunday. But they will advance to the quarterfinals and face Italy on Tuesday. By doing so and as one of the top two teams from the Americans still remaining, the U.S. qualifies for the Paris 2024 Olympic Games.
● U.S. sprint star Christian Coleman won the men’s 100 m at the Diamond League Xiamen meet in China in 9.83, equaling the best time in the world this year. World leads were set in the men’s 800 m, women’s 3,000 m and equaled in the women’s high jump. At the ISTAF meet in Berlin, Ethiopia’s Letsenbet Gidey ran the fourth-fastest women’s 5,000 m ever, and American discus star Valarie Allman got a world lead at 70.47 m (231-2), the third-longest throw in U.S. history.
● The chaos in Spain over the actions of RFEF President Luis Rubiales continue, as he apologized again on Friday, but will not resign. An action against him is moving through the Spanish court system, but will take a while to resolve.
● Panorama: Australia (Study shows 46% of elite athletes earn less than poverty-line wages from sport) = Archery (Ellison and Kaufhold win national title, but Williams and Vijay win U.S. Open) = Athletics (Lyles said he’s done for season, but maybe not) = Boxing (2: Finland heading to World Boxing; Pacquiao fighting at Paris 2024?) = Break dancing (Shigekix and Nicka won in BfG World Series in Porto) = Canoe-Kayak (2: Carrington & Fuksa headline Sprint World Cup in Paris; Fox wins gold and silver in Slalom World Cup) = Cycling (4: American Sepp Kuss leads La Vuelta a Espana!; Madouas wins Bretagne Classic; new Dutch star Bredewold takes Classic Lorient Agglom.; Bruni & Hoell win Mountain Bike Downhill World Cup) = Football (2: UEFA needs to recruit 40,000 referees a year, will not implement FIFA’s added-time strategy) = Gymnastics (Chusovitina wins again at FIG World Challenge Cup) = Taekwondo (Rashitov & Jones only repeat winners in Paris Grand Prix) = Volleyball (Dom. Rep. overcomes U.S. in NORCECA women’s championship) ●
1.
IOC pulls U-turn on Russia and Asian Games; “not feasible”
Last December, the International Olympic Committee hosted its annual “Olympic Summit,” which included:
“The [Olympic Council of Asia] offered to facilitate the participation of athletes from Russia and Belarus in competitions in Asia under its authority, while respecting the sanctions in place.”
On 8 July, Russian and Belarusian athletes were approved to compete at the Asian Games in China in September:
“[T]he OCA General Assembly in principle agreed the guidelines for the participation of Russian and Belarusian athletes at the Hangzhou 2022 Asian Games as independent athletes, competing under a neutral flag, should the IOC approve their participation at the Olympic Games Paris 2024. These guidelines include a maximum quota of 500 athletes across no more than 12 individual sports, and that the athletes will not be eligible for medals.”
A few days later, the IOC expressed satisfaction with the arrangement:
“This was the principle agreement to the proposal that was made by the then-OCA President at the Olympic Summit in December 2022, and in line with the recommendations of the IOC Executive Board on the participation of athletes with a Russian or Belarusian passport in international competitions.
“Discussions on if and how this can be implemented are ongoing.”
All tracking toward Russian and Belarusian athletes competing in Hangzhou, where the Asian Games will be held from 23 September to 8 October, with 481 events across 40 sports and 61 disciplines.
But on Friday, the Mumbai-based, English-language Indian Express newspaper carried this:
“In a brief statement on Thursday, the OCA said the IOC did not give the green signal. The continental body told The Indian Express: ‘No Russian and Belarusian athletes (at the Asian Games) and it is IOC’s decision, not OCA.’
“The IOC told this paper: ‘The concept of the participation of athletes with Russian and Belarusian passports at the Asian Games 2023 was explored as discussed at the Olympic Summit in December 2022, but was not feasible due to technical reasons.’”
That’s a U-turn. The IOC had been clear – up to now – on its insistence that a way for “neutral” Russian and Belarusian athletes to compete in Olympic qualifying events, of which the Asian Games is a major contributor.
But, the IOC is also unhappy with the Olympic Council of Asia, holding its July election of Kuwaiti Sheikh Talal Fahad Al-Sabah as President null and void – pending an investigation – due to interference from already-suspended IOC Member Sheikh Ahmad Al-Fahad Al-Sabah – Talal’s older brother – and then suspending Sheikh Ahmad for three years.
The IOC further asked India’s Randhir Singh, who was the OCA’s acting head prior to the election, and the one who spoke up for hosting Russians and Belarusians at last December’s Olympic Summit, to continue as the OCA chief.
Observed: This is a major turnaround for the IOC, and unexpected. There was resistance to the idea of Russian and Belarusian athletes competing at the Asian Games – up to 500 of them – that would take places away from Asian athletes. It had been agreed that Asian Games medals would not be awarded to Russians or Belarusians, but what of advancements through rounds or brackets of combat sports, for example?
This is the first sign this year from the IOC that it is not all-in to have Russian and Belarusians competing as neutrals everywhere possible, especially as most International Federations have either complied, or are in the process of setting up regulations to allow Russians and Belarusians to compete.
The outlook for the future – and for Paris 2024 – is as clear as mud.
2.
LA28 added sports expected to be revealed Friday
The International Olympic Committee posted a notice of an online Executive Board meeting for Friday, 8 September:
“The IOC EB is scheduled to receive updates on the activities of the Olympic Movement, the IOC commissions and IOC administration and to prepare for the 141st IOC Session in October in Mumbai, India.”
The agenda includes a report from the Olympic Programme Commission and Reuters reported that the added sports for the 2028 Olympic Games in Los Angeles will be announced.
The LA28 Games already includes 28 sports that were announced in December 2021, which does not include boxing, modern pentathlon and weightlifting, which were on suspension at the time. With the dismissal of the International Boxing Association as the International Federation for that sport in June, boxing was noted to be assured a place on the 2028 program, but must be approved by the IOC Session meeting in Mumbai (IND) in October. The decision on pentathlon and weightlifting are expected to made at the same meeting.
The request for added sports is up to the LA28 organizers, who have been reported to be considering nine possibilities: baseball/softball, break dancing, cricket, flag football, karate, kickboxing, lacrosse, squash, and motorsports. One or two sports are expected to be added.
The LA28 selection(s) were forwarded to the IOC’s Programme Commission and then to the Executive Board for approval, which must finally be given by the IOC Session.
3.
U.S. beats Montenegro, loses to Lithuania in FIBA World Cup
On to the elimination rounds of the 19th FIBA World Cup, after a wild second round of group games in which many of the favorites – including the U.S. – lost.
The Americans (4-0) faced undefeated Lithuania (4-0) in the final game of the second group stage (Group J), with both teams having already clinched places in the elimination round. But the Lithuanians were brilliant from the start, making their first nine three-point shots and rolling to a 31-12 lead at the end of the first quarter, and 54-37 at halftime.
The U.S. got back into the game in the third quarter, out-scoring Lithuania by 28-17 – including an opening 15-2 run – but still trailing, 71-65. The fourth was a scoring festival, with the U.S. as close as 108-104 with 16 seconds left, but fell, 110-104.
Lithuania shot 52.8% from the floor and a staggering 56.0% (14/25) from the three-point line, and out-rebounded the U.S., 43-27, with its bigger line-up. Lithuania had seven players in double figures, led by guard Vaidas Kariniauskas (15). Forward Mindaugas Kuzminskas led with 14 points, New Orleans Pelicans center Jonas Valanciunas added 12, and small forward Tadas Sedekerskis, forward Ignas Brazdeikis and guard Tomas Dimsa all had 11.
The U.S. shot 53.4% for the game, powered by 35 points from Timberwolves guard Anthony Edwards, who was 14-26 from the field and made five three-pointers. He got help from guard Jalen Brunson (Knicks) and forward Mikal Bridges (Nets) with 14 each, but it was not enough.
Said Brunson, “They executed their game plan. I think we just started too slow. We played way better in the second half. We waited too long to come to play.”
On Friday, the U.S. trailed, 38-37 at the half to Montenegro, the Group D runner-up (2-1), but clamped down in the second half, winning the third quarter by 24-17 and the fourth by 24-18 to finish with an 85-73 win. The Americans finished on a 21-9 run to end the game after Montenegro got within 64-62 with 7:15 to play.
Montenegro shot only 40.0% from the field, but out-rebounded the U.S. by 49-31; Chicago Bulls center Nikola Vucevic led Montenegro with 18. The U.S. had excellent balance, with five in double figures: Edwards with 17, guard Austin Reaves (Lakers) with 12, forward Jaren Jackson Jr. (Grizzlies) with 11 and guard Tyrese Haliburton (Pacers) and forward Mikal Bridges (Nets) with 10 each.
The U.S. was not the only favorite to go down:
● In Group I, Italy beat undefeated Serbia on Friday, 78-76, and won on Sunday to take the group at 4-1. Serbia (4-1) also advanced, eliminating the previously undefeated Dominican Republic.
● In Group K, Australia was eliminated as Slovenia – with 20 points from Mavericks star Luka Doncic – won by 91-80 on Friday, with Germany (5-0) winning the group by clubbing Slovenia by 100-71 on Sunday. Doncic had 23, but Dennis Schroeder (Raptors) scored 24 for the winners.
● In Group L, defending champion Spain was beaten on Friday by Latvia, 74-69, and then lost again on Sunday, 88-85 to Canada. Meanwhile, Brazil beat Canada on Friday, 69-65, but still ended up eliminated with a 104-84 loss to Latvia on Sunday.
So, Lithuania and Germany are the only remaining undefeated teams. As for Paris 2024, the Worlds will qualify the top two teams from each of the Americas (U.S. and Canada) and Europe (to be determined), and the top team from Africa (South Sudan), Asia (Japan) and Oceania (Australia).
Next up are the quarterfinals on Tuesday and Wednesday:
● 5 Sep.: Italy (4-1) vs. United States (4-1)
● 6 Sep.: Germany (5-0) vs. Latvia (4-1)
● 5 Sep.: Lithuania (5-0) vs. Serbia (4-1)
● 6 Sep.: Canada (4-1) vs. Slovenia (4-1)
All of the remaining games will be played in Pasay (PHI), in the Manila metro area, with the semis on Friday (8th) and the medal matches on Sunday (10th).
4.
Coleman equals world lead with 9.83 win
in Xiamen Diamond League
The World Athletics Championships are over, but the track & field season is not, with two world leads and two ties at the Diamond League in Xiamen (CHN) on Saturday:
● Men/100 m: 9.83 (=), Christian Coleman (USA)
● Men/800 m: 1:43.20, Emmanuel Wanyonyi (KEN)
● Women/3,000 m: 8:24.05, Beatrice Chebet (KEN)
● Women/High Jump: 2.02 m (6-7 1/2)(=), Yaroslava Mahuchikh (UKR)
In the men’s 100 m, Coleman, who finished fifth at the Budapest Worlds, got his usual rocket start, but he didn’t fade this time, covering the first 50 m in 5.52 and coming home in 4.31 (wind: +0.4 m/s). That was enough to take care of surprise runner-up Kishane Thompson (JAM) – in lane 10! – who lowered his lifetime best from 9.91, and the only one close to Coleman at 50 m (5.55/4.30).
Last year’s World Champion, Fred Kerley (USA), was fifth at 30 m and moved hard in the middle of the race to get into third by 70 m and stayed there, in 9.96, with fellow Americans Brandon Carnes (10.01 lifetime best) and Marvin Bracy-Williams (10.02) following. Olympic champ Lamont Marcell Jacobs (ITA: 10.05) was seventh.
The men’s 800 m immediately followed, with Kenya’s Worlds runner-up Wanyonyi, 19, taking over after pacesetter Erik Sowinski (USA) moved off after 500 m. He was being shadowed by fellow Kenyan (and world leader) Wyclife Kinyamal and Canada’s World Champion, Marco Arop, and Arop came up to challenge with 200 m to go. But while Arop got close, he could never get to the lead and Wanyonyi won the sprint to the line in a world-leading 1:43.20, with Arop getting a lifetime best of 1:43.22 in second. Kinyamal faded to fourth (1:44.04) and American Isaiah Harris was 11th (1:45.10).
Mexico’s Laura Galvan, 10th at the Worlds in the 5,000 m, led Kenyan Chebet, the Worlds 5,000 m bronze winner, in the women’s 3,000 m at the bell, but Chebet surged down the backstraight and ran away to a 8:24.05 victory with the fastest time in the world in 2023. Galvan held on for second in a national record 8:28.05, no. 5 on the year list.
Ukraine’s Mahuchikh, the World Champion, was the only one to clear 1.95 m (6-4 3/4), and won, then cleared 1.98 m (6-6) on her first try and went to 2.02 m (6-7 1/2) and also cleared on her first, to equal the world-lead for the year, by Australia’s Nicola Olyslagers. Slovenia’s Lia Apostolovski was second at 1.92 m (6-3 1/2).
World Champion Soufiane El Bakkali (MAR) won the men’s Steeple from Samuel Firewu (ETH), 8:10.31 to 8:11.29, taking the lead at the 2,000 m mark and holding on. Americans Isaac Updike and Andy Bayer finished 16-17 in 8:27.37 and 8:33.38.
Dominican Marileidy Paulino, the gold medalist in the women’s 400 m, won in 49.36, way ahead of Candice McLeod (JAM: 50.19) and American Lynna Irby-Jackson (50.45). Talitha Diggs from the U.S. was sixth (51.27) and Makenzie Dunmore was ninth (53.85).
World champ Ivana Vuleta (SRB) won the women’s long jump with her fifth-round effort of 6.88 m (22-7), overtaking Marthe Yasmine Koala (BUR: 6.79 m (22-3 1/2). American Quanesha Burks was eighth at 6.45m (21-2).
Other Worlds winners from Budapest did not fare as well.
Grant Holloway of the U.S., the Worlds 110 m hurdles winner, was out with U.S. teammate Daniel Roberts, but Jamaica’s Hansle Parchment – the Tokyo Olympic winner – came hard in the second half and pushed past both after the ninth hurdle and won in a season’s best of 12.96 (0.0), now equal-second on the year list. Roberts got second in 13.03 and Holloway stumbled on the run-in and was third in 13.12. Americans Freddie Crittenden and Cordell Tinch were sixth and seventh in 13.26 and 13.38.
In the triple jump, Italy’s Andy Diaz got out to 17.25 m (56-7 1/4) in the second round and that was good enough to win over Worlds winner Hugues Fabrice Zango (BUR: 17.22 m/56-6), and Diaz finished with a flourish, reaching 17.43 m (57-2 1/4) in the final round. Donald Scott of the U.S. was third (16.65 m/54-7 1/2) and two-time Olympic winner Christian Taylor was ninth at 15.87 m (52-0 3/4).
Miracle women’s discus winner Lagi Tausaga of the U.S. got her best throw of 64.41 m (211-4) in the first round and was the leader, but was quickly passed by Croatian star Sandra Perkovic at 67.32m (220-10). Home favorite Bin Feng of China – the 2022 Worlds winner – passed Tausaga for second and then won the event in the sixth round with a final throw of 67.41 m (221-2).
In the men’s 400 m, Grenada’s London 2012 Olympic winner, Kirani James, won in 44.38 – a seasonal best – at the line over Worlds bronze medalist Quincy Hall of the U.S. (also 44.38), with Vernon Norwood of the U.S. fourth in 44.99.
The women’s 1,500 m was fast, with four under 4:00, with Ethiopia’s Freweyni Hailu taking over at the bell and running a 60.6 last lap. But she had to fight off Kenya’s Nelly Chepchirchir, who had the lead with 200 m to go. But Freweyni pushed ahead on the straight and won in 3:56.56, a seasonal best and no. 8 on the world list. Chepchirchir got a lifetime best of 3:56.72 in second. American Danielle Jones got a lifetime best of 4:01.66 in eighth, Helen Schlachtenhaufen was 10th in 4:03.69, Josette Andrews was 12th in 4:05.52 and Emily MacKay finished 14th in 4:06.45.
Jamaica swept the women’s 400 m hurdles with Worlds bronze medalist Rushell Clayton (53.56), Andrenette Knight (53.87) and Janieve Russell (54.01). Anna Cockrell of the U.S. was sixth in 54.56.
Next up: the Van Damme Memorial in Brussels (BEL), on 7-8 September.
¶
At the ISTAF meet in Berlin’s Olympiastadion, Tokyo Olympic champ and 2023 Worlds silver winner Valarie Allman of the U.S. won for the third straight year, with a world-leading 70.47 m throw (231-2), the no. 3 throw in American history; she owns the top nine!
In the women’s 5,000 m, Ethiopian star Letsenbet Gidey – the 2022 World Champion and 2023 runner-up – won in a startling 14:08.79, the no. 4 time in history! She owns three of the four, with only Kenyan Faith Kipyegon’s world record of 14:05.20 from June faster than her.
Americans won two other events, with Jenna Prandini taking the women’s 100 m in 11.24 (+0.1) and Tiffany Flynn winning the women’s long jump at 6.48 m (21-3 1/4).
5.
Rubiales apologizes, rips “political and media lynching”
The continuing chaos surround Royal Spanish Football Federation President Luis Rubiales expanded on Friday as he issued an 18-paragraph statement that included:
● “On August 20, I made some obvious mistakes, which I regret sincerely, from the heart. It is true that for such errors I have asked for forgiveness because it was fair; and now I do it again with humility. I do it convinced and with the purpose of improving.
“I have learned that no matter how great the joy is and deep the emotion, including a World Cup win, sports leaders should be required to exhibit exemplary behavior, and mine was not.
“Therefore, I reiterate, once again, my apologies for this to the footballers, the federation and other football entities in a clear, emphatic and unmitigated manner.”
● “Throughout this period I have suffered an unprecedented political and media lynching from which I have remained completely on the fringes. Not only nationally but globally. Despite this, I have also felt the growing support of people on the street and on social media. …
“It’s time to thank you infinitely for your immense support, for believing me, for not getting carried away by this campaign fabricated against me. Popular support reinforces for me the idea that this issue has been magnified and taken out of context for other reasons.
“I continue to trust in the independence of the bodies where this issue must be resolved, despite the fact that the political pressure and that of certain media with interests is brutal.
● “I’ll continue to defend myself to prove the truth. I want to send a message to all the good people in our country and beyond our borders, including those women who’ve really been abused, and who have my full support and understanding: this isn’t about gender, it’s about the truth.
“In the name of Feminism, it must not be about trying to sink a man – or a woman – without a fair trial. Equality is about identical rights for everyone. Justice must be applied to people without the gender having an impact on the result.”
In the meantime, Spain’s Administrative Tribunal for Sport (TAD) did not deem the issue of Rubiales’ controversial kiss of midfielder Jenni Hermoso during the medal presentation at the end of the FIFA Women’s World Cup on 20 August as “very serious,” but only “serious,” meaning that under Spanish law, he could not be immediately fired. Said Spain’s Minister of Culture and Sports, Miguel Iceta:
“TAD only considers the [incident] serious. We believe that they are very serious.
“The Superior Sports Council (CSD) itself could have directly suspended Mr. Rubiales if they were very serious. But as TAD have not qualified it as such, it is up to the court itself. We will file a request for them to take that position.”
Multiple investigations are underway, and FIFA suspended Rubiales for 90 days back on 26 August.
The FIFPro football players union, posted a tweet that included:
“We, the players, are stronger, more united, and more determined than ever,” it said. “The systems are failing us. Governance is failing us. Accountability is failing. Discrimination runs deep and occurs at every level.
“Football must respond and rise to this critical moment, not only in Spain, but around the world.”
By all appearances, however, this is not ending soon.
≡ PANORAMA ≡
● Australia ● The Australian Sports Foundation released the results of a survey in February and March of this year, showing:
“[A]lmost half of elite athletes (46%) over the age of 18 are earning incomes from all sources of less than $23,000 per annum, placing them below the poverty line. [A$1 = $0.65 U.S.]
“The ASF commissioned this research to understand the experiences and issues athletes had experienced over the past 12 months, and to assist it in its efforts to raise additional community and philanthropic funds to provide better support to our emerging and representative athletes. The survey was open to Australian athletes from all sports with more than 2,300 athletes participating from more than 60 sports, including 604 elite athletes (national or international level).
“Against a backdrop of rising costs of living, the Running On Empty report, which focuses on elite athletes, showed the financial situation of two in five (43%) elite athletes aged 18+ had worsened over the past 12 months. More than half (52%) of the elite athletes surveyed were considering leaving their sport.”
The survey results underscore a pitch by Australian Olympic Committee head Matt Carroll to the Australian government from last March, identifying “a $2 billion shortfall in direct investment in Olympic, Paralympic and Commonwealth Games sports in the 10 years leading to Brisbane 2032.” (A$2 billion is about $1.29 billion U.S.)
● Archery ● Stars Brady Ellison and Casey Kaufhold added to their U.S. national title resume at the USA Archery Target Nationals in Malvern, Pennsylvania, but did not survive the elimination rounds at the follow-on U.S. Open.
Ellison, the 2019 World Champion, regained the national title he lost in 2022 with a National Target Championships score of 1,364 over 144 arrows, well ahead of Jackson Mirich (1,317) and Trenton Cowles (1,317) and Tokyo Olympian Jack Williams (1,303). However, Ellison was defeated in the quarterfinals of the U.S. Open elimination matches, with Williams winning the final, 7-1, over Oscar Ticas of El Salvador. Alex Gilliam won the third-place match, 6-2, against Joonsuh Oh, who had beaten Ellison.
Kaufhold, still just 19, won the women’s Recurve (Olympic) division at 1,282 points (144 arrows) – his sixth national championship – defending her 2022 title over Catalina GNoriega (1,270), 15-year-old Akshara Vijay (1,255) and Molly Nugent (1,253). In the U.S. Open, Kaufhold made it to the final, but lost to Vijay, 6-5, in a one-arrow shoot-off. GNoriega took the bronze, 6-4, against Isabella Frederick. Vijay moved up from bronze in 2022.
● Athletics ● After his win at the Weltklasse Zurich Diamond League meet, U.S. sprint star Noah Lyles said he was through for the season. Or maybe not.
On Friday (1st), he tweeted:
“And with that I say goodbye to the 2023 season!
“√ worlds fastest man in 100 & 200
“√ 2 years Undefeated in the 200m
“√ 3X world Champion”
That would mean he would skip the Prefontaine Classic in Eugene on 16-17 September, which is the Diamond League Final for 2023.
On Saturday (2nd), however:
“You know what… I might have another 100m in me for the year”
Stay tuned.
● Boxing ● Finland is now on the way to joining World Boxing, but with considerable chaos at a meeting of its national federation last week. The Finnish Boxing Association’s statement included:
“The Extraordinary General Meeting of the Finnish Boxing Federation on 26.8.2023 unanimously authorised the decision to decide on the withdrawal from the IBA and to start the the membership application process for World Boxing.
“At the same meeting, the Federal Assembly granted the resignation of the Board of Directors. New President Kirsi Korpaeus, Päivi Ahola and Markku Rautio were elected as Vice-Chairs, and the Board was re-elected.
“Laura Sirviö, Jouko Salo, Olli Miettinen, Markku Rantahalvari, Juho Haapoja and Pekka Mäki. The Board will start its work immediately.”
So the switch to World Boxing caused the federation’s board to resign, but they were immediately replaced. A report on the Finnish network YLE added:
“According to Marko Laine, Executive Director of the Boxing Association , Finland finds membership in the IBA impossible because it strongly supports Russia. Russian Umar Kremlev is still the president of IBA.”
¶
Legendary boxer Manny Pacquiao, now 44 and the winner of world titles in eight different weight classes, has inquired about the possibilities of being able to qualify and fight at the 2024 Paris Olympic Games.
Abraham Tolentino, head of the Philippine Olympic Committee, said that Pacquiao representatives had asked last week what the procedures could be for the fighter to qualify. Tolentino said that fighting at the Asian Games in China later this month is not possible due to an age limit of 40. However, he could pursue qualification at the IOC-operated qualifying tournaments in 2024.
Pacquiao last fought in a sanctioned bout in 2021, but also in an exhibition in 2022. He reportedly weighs 66 kg (146 lbs.), so would have to choose between the Olympic categories of Lightweight (63.6 kg/140 lbs.) or Welterweight (71 kg/157 lbs.).
● Break Dancing ● The fourth stage of the Breaking For Gold World Series, and the last before the 2023 World Championships, was in Porto (POR), with divisions for men and women.
In the men’s final, Japan’s Shigekix (Shigeyuki Nakarai) won over France’s Lagaet (Gaetan Alin), 49-32. American Victor (Victor Montalvo) – the 2021 World Champion – won the bronze medal against Amir (Amir Zakirov: KAZ), 54-32.
Lithuania’s Nicka (Dominika Banevic) won the women’s final against Logistx (Logan Edra) of the U.S., 54-45. Portugal’s Vanessa (Vanessa Cartaxo) won the bronze, 39-32, over Syssy (Sya Dembele: FRA).
The Worlds are 22-24 September in Leuven (BEL).
● Canoe-Kayak ● Just a week after the ICF Sprint World Championships in Germany, an ICF Sprint World Cup was held in Paris in advance of the 2024 Olympic Games. As usual, New Zealand superstar Lisa Carrington – the 15-time World Champion – was in the center of the action.
She teamed with Alicia Hoskin to win the women’s K-2 500 m in 1:41.29, well ahead of Emma Jorgensen and Frederikke Matthiesen (DEN: 1:42.18), then both joined in the K-4 500 m final, finishing second to China, 1:33.88 to 1:33.89!
Kiwi teammate Aimee Fisher won the women’s K-1 500 m final in 1:50.76 , well ahead of Jule Hake (GER: 1:51.92).
China won the women’s C-1 200 m with Worlds bronze medalist Wenjun Lin (CHN: 45.61) edging nine-time World Champion Katie Vincent (CAN: 45.84), with American Andreea Ghizila seventh (47.90). China’s 2023 World Champions Shixiao Xu and Mengya Sun (1:56.13) took the C-2 500 m win, vs. Canada’s Sloan Mackenzie and Vincent (1:57.01).
A double medal winner on the men’s side was Czech star Martin Fuksa, the reigning World Champion in the C-1,000 m, winning that event in 3:51.33, over Adrien Bart (FRA: 3:51.89). Fuksa then teamed with brother Petr to finish second in the C-2 500 m, won by China’s Worlds runners-up Hao Liu and Bowen Ji, 1:39.96 to 1:40.79.
Hungary’s Balint Kopasz, the Worlds winner in the K-1 500 m, took the K-1 1,000 m race in 3:27.46, over teammate Adam Varga (HUN: 3:29.50). Germany’s Max Rendschmidt and Jacob Schopf (1:29.78) took the K-2 500 m win against Adrian del Rio and Rodrigo Germade (ESP: 1:29.86), and Hungary won the K-4 500 m final in 1:21.16, over Spain (1:21.41).
¶
Australian star Jessica Fox almost pulled off a double at the ICF Slalom World Cup 4 in La Seu d’Urgell (ESP), but penalties cost her a sweep.
Fox, the reigning Olympic gold medalist, won the women’s Canoe final in 107.09 seconds, despite four penalties, ahead of Germany’s 2022 World Champion Andrea Herzog (107.17/0) and two-time European Champion Kimberley Woods (GBR: 109.02/2). But in the women’s Kayak final, she suffered two penalties and that cost her the win vs. Slovakia’s Eliska Mintalova, who won her first World Cup gold, 99.36 (0) to 99.42 (2). Italy’s Stefanie Horn (100.23) was third.
Italian Rafaello Ivaldi won the men’s Canoe final in 96.52, beating Slovenia’s 2019 Worlds bronze winner Luka Bozic (97.53/2), with Marko Mirgorodsky third (SVK: 97.63/0). This was Ivaldi’s second World Cup medal – first in six years – and first win! Rio 2016 runner-up Peter Kauzer won the Kayak final in 89.36 (0), just ahead of 2016 Olympic champ Joseph Clarke (GBR: 90.44/2) and 2022 World Champion Vit Prindis (CZE: 90.90/2).
In the Kayak Cross events, Jan Rohrer (SUI) won the men’s final, ahead of Clarke and German Elena Lilik – the 2021 Worlds silver winner – took the women’s event, beating Woods and fellow German Ricarda Funk.
● Cycling ● It’s getting completely crazy at the 78th Vuelta a Espana, with American Sepp Kuss leading the race after three tumultuous weekend stages.
After Kuss won the sixth stage last Thursday, he moved up to second overall, then stayed in place on Friday in a sprinter’s stage as France’s Geoffrey Soupe won the mass finish in 4:56:29 over 200.8 km from Utiel to Oliva.
On Saturday, a hilly stage of 165 km from Denia with an uphill climb close to the finish at the Xorret de Cati in southeastern Spain was a showdown of the top race contenders. Kuss attacked with 5 km left, but was reeled back in and the stage was won by two-time champion Primoz Roglic (SLO) in 4:13:52, but with defending champ Remco Evenepoel (BEL) right behind and Kuss just two seconds back in seventh. That gave Kuss the race lead over Spain’s Marc Soler by 43 seconds and 1:00 up on prior leader Lenny Martinez of France.
On Sunday, the 184.5 km route from Cartagena to Caravaca de la Cruz featured an early climb and then an uphill finish. German Lennard Kamna broke away with 5.5 km to go and won in 4:28:59, 13 seconds up on Matteo Sobrero (ITA) in second. A bout of heavy rain had made some of the route muddy and the placement times for the overall standing were taken with 2.05 km to go, and Kuss right with the rest of the contenders, although he finished 15th overall. Thus, he retains the red jersey and his 43-second lead over Soler, with Martinez now 1:02 back, Evenepoel now 2:22 back, with Roglic and Tour de France champ Jonas Vingegaard both +2:33.
How crazy is this? The last American to have the lead in one of the Grand Tours – the Giro d’Italia, Tour de France or La Vuelta – was in 2013, when Chris Horner was in front after stages 3 and 10 of the Vuelta and then from 19-21 when he won the race, at age 41!
¶
The 87th Bretagne Classic-Ouest France was held in and around Plouay (FRA) on Sunday, with the 258 km race on a slightly hilly course coming down to a sprint of four in the final 1,000 m, with home favorites Valentin Madouas and Mathieu Burgaudeau going 1-2 in 6:15:22. Felix Grosschartner (AUT) and Stefan Kung (SUI) were 3-4.
For Madouas, 27, the French national road champ this year, it was his first career World Tour win.
¶
On the UCI Women’s World Tour, the 22nd Classic Lorient Agglomeration for the Trophee Ceratizit was held on a 159.8 km course, also in and around Plouay, and once again coming down to a sprint, with Mischa Bredewold (NED) getting to the line first in 4:14:54. She was just ahead of Marta Lach (POL) and Sofia Bertizzolo (ITA). For Bredewold, 23, it was her first career World Tour win.
¶
At the fifth UCI Mountain Bike World Cup for Downhill, in Loudenvielle-Peyragudes (FRA), France’s five-time World Champion Loic Bruni won the men’s race over American Dakotah Norton, 3:31:785 to 3:32.562. It’s Bruni first win of the season.
Austria’s Valentina Hoell, 21, took the women’s race in 4:00.593, ahead of Germany’s Nina Hoffmann (4:03.433). It’s Hoell’s third win of the season!
● Football ● UEFA has begun a recruitment drive for referees, with a goal of adding 40,000 new referees per season. UEFA chief refereeing officer Roberto Rosetti (ITA) said:
“With the number of matches increasing we currently need around 277,000 officials in European football, but we are lacking almost 40,000 referees in order to have enough for the running of the game at grassroots level. This is why UEFA has decided to invest in a programme which supports the national associations in recruiting and retaining young referees. It is essential for the lifeblood of European football.”
Special attention will be paid to referee abuse issues, noted as “one reason why referees are deciding to stop pursuing the career.”
¶
UEFA’s Chief of Football, former Croatian midfielder Zvonimir Boban, said that FIFA’s program of adding stoppage-time minutes for all delays in a game would not be used in UEFA competitions:
“It’s absolutely absurd. Regarding player welfare, it’s some kind of small tragedy or big tragedy because we are adding almost 12, 13, 14 minutes.
“When you play 60, 65 minutes – I can speak from my experience, especially as a midfielder – when you get tired, it’s the last 30 minutes of the game. And then somebody comes and adds another 15 minutes.
“How often we have spoken critically about the calendar and too many games. We are not listening to players and coaches … It’s crazy. It’s too much, so we will not do this. Our guidelines are different.”
● Gymnastics ● Uzbekistan’s amazing Oksana Chusovitina claimed another victory at the FIG Artistic World Challenge Cup in Mersin (TUR).
Now 48 and a three-time World Champion in her career, she won the Vault with an average of 13.067 for her two runs, ahead of Turkey’s Bengisu Yildiz (12.950). It’s her fourth medal on the World Cup/World Challenge Cup circuit this year.
Ukraine’s Anna Lashchevska won on both Uneven Bars (13.533) and Beam (13.767), both times over Rose Woo of Canada (13.433 and 13.167). Turkey went 1-2 on Floor, with Sevgi Kayisoglu (13.000) and Yildiz (12.833).
The men’s events saw Ahmet Onder, Turkey’s 2019 Worlds silver winner on the Parallel Bars, win on Floor (13.800) over Britain’s Cameron Lynn (13.600), and on the Horizontal Bar (14.100), over 2017 World Champion Tin Srbic (CRO: also 14.100). On his favored event, however, Onder finished third on the Parallel Bars, scoring 14.750 behind Ukraine’s 2016 Olympic champ Oleg Verniaiev (15.000) and 20-year-old Nazar Chepurnyi (14.750).
Chepurnyi won on Vault (14.900) over Uzbek Abdulaziz Mirvaliev (14.475); Nikita Simonov (AZE) took the Rings title at 14.900, and Ahmad Abu Al Soud(JOR) won on Pommel Horse, scoring 15.500, way ahead of Verniaiev (14.800).
World Challenge Cups will be held for the next two weeks, in Szombathely (HUN) and Paris, to complete the season.
● Taekwondo ● Only two stars managed to retain their titles at the World Taekwondo Grand Prix in Paris, in the second of four stages in the 2023 circuit.
Uzbekistan’s Ulugbek Rashitov, the 68 kg Olympic champ from Tokyo, won his class once again, this time defeating Brazil’s Edival Pontes in the final, two rounds to none (2-0). The only women’s repeater from the first Grand Prix in in Rome in June was Britain’s two-time Olympic winner Jade Jones at 57 kg, this time defeating Zongshi Luo (CHN), also 2-0.
In the men’s 58 kg class, Iran’s Mahdi Hajimousaei moved up from silver in Rome to gold, winning by walkover vs. countryman Abolfazi Zandi in the final. Teammate Mehran Barkhordari also moved from silver to gold, at 80 kg, beating Apostolos Telikostoglou (GRE), 2-1,with American Carl Nickolas getting one of the bronzes. Rio 2016 Olympic 80 kg champ Cheikh Sallah Cisse (CIV), the 2023 World Champion at +87 kg, won that class over Rome winner Caden Cunningham (GBR), 2-0.
Spain’s Tokyo silver medalist Adriana Cerezo made the women’s 49 kg final for the second Grand Prix in a row, but lost again, this time to 2023 World Champion Merve Dincel (TUR), 2-0. China’s Jie Song won the 67 kg class in Rome, but lost to countrywoman Mengyu Zhang – the 2019 World Champion – this time, 1-0.
At +67 kg, World Champion Althea Laurin (FRA) won again, 2-1, this time dispatching Britain’s 2023 Worlds silver winner Rebecca McGowan in a re-run of the 2023 Worlds final, with a 12-0 final period rout.
● Volleyball ● The Dominican Republic won its third straight NORCECA women’s championship in Quebec City (CAN), with a come-from-behind, five-set win over the U.S., 3-2 (12-25, 25-21, 19-25, 25-19, 15-13).
The U.S. had swept the Dominicans, 3-0, in group play and entered the final at 4-0, but the Dominicans fought back in their seventh straight final in this tournament.
In the third-place match, Canada defeated Cuba, 3-1 (25-21, 25-17, 17-25, 25-16).
¶
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TSX REPORT: Nine world champs win at Diamond League Zurich; arbitration win by WADA could preview Valieva case; zero revenue for World Obstacle?
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≡ THE 5-RING CIRCUS ≡
1. U.S.’s Lyles, Richardson, Nuguse take wins at Weltklasse Zurich
2. WADA wins appeal against RUSADA in Valieva-like case
3. UEFA chief cedes to FIFA in Rubiales case; coach may be fired
4. U.S. Soccer star women’s defender Julie Ertz retires
5. World Obstacle shows zero revenue from 2015 to 2020
● The annual Weltklasse Zurich produced more thrilling finishes on Thursday, with nine world champs from Budapest winning again, but also some shockers. One of those was young American Yared Nguse stealing the men’s 1,500 m from champ Josh Kerr of Great Britain. American sprint stars Sha’Carri Richardson and Noah Lyles both won, but Norway’s Karsten Warholm lost to Worlds silver medalist Kyron McMaster of the British Virgin Islands!
● The World Anti-Doping Agency and the Russian Anti-Doping Agency won an interesting case at the Court of Arbitration for Sport that could foreshadow the Kamila Valieva figure-skating case. In this instance, Russian weightlifter Tatyana Kashirina had her doping suspension cut short in 2022 by the Disciplinary Anti-Doping Committee (DAC) of RUSADA, the same group that gave Valieva a one-day sanction for her 2021 positive. The Court reversed the DAC holding and upheld an eight-year penalty against Kashirina. The Valieva hearing comes late in September.
● In the continuing turmoil in Spanish football, embattled President Luis Rubiales’ mother ended her hunger strike and went to a hospital, the head of UEFA said FIFA will lead the discipline in the matter and Jorge Vilda, the coach of the winning Women’s World Cup team, may be fired.
● Julie Ertz, a star defender for the U.S. women’s team from 2013-23, announced her immediate retirement as a player, after coming back to the 2023 Women’s World Cup squad a year after maternity. She finishes as one of the top American defenders and defensive midfielders ever.
● The Union Internationale de Pentathlon Moderne, likely the poorest of all the Olympic sports federations, announced a merger with World Obstacle that is supposed to jump-start a rise in popularity. However, where the money to do anything will come from is open to question, as “profit and loss” statements on the World Obstacle Web site show no revenue ($0) from 2015 through 2020, the last year posted. Really?
● World Championships: Shooting (China leads medal table as Worlds conclude) ●
● Panorama: Russia (Russia wins 69.5% of all medals at its International University Sports Fedtival) = Cycling (U.S.’s Kuss wins stage six in crazy day in the Vuelta a Espana) ●
1.
U.S.’s Lyles, Richardson, Nuguse take wins at Weltklasse Zurich
The Diamond League was back in action following the World Championships in Budapest, with two familiar U.S. stars winning their races and an emerging U.S. star getting a stunning win at the line at the famed Weltklasse Zurich meet on Thursday.
The U.S. 200 m World Championships finalists – Noah Lyles (won), Erriyon Knighton (second) and Kenny Bednarek (fifth) – was lined up in lanes 6-7-8, with 100 m bronze winner Zharnel Hughes (GBR) in five. But it was Canada’s Aaron Brown who got the best start. However, Lyles was in charge by 60 m and roared into the straight with a small lead over Knighton and won in 19.80 (wind -0.5 m/s), followed closely by Knighton in 19.87. Bednarek was third for much of the straight, but Hughes came on in the final 60 m to get third in 19.94, to 19.98.
That’s 15 (finals) in a row for Lyles in the 200 m, after his bronze at the Tokyo Olympic Games in 2021.
The women’s 100 m had World Champion Sha’Carri Richardson of the U.S., but this time in the middle of the track in lane four, next to Jamaica’s two-time Olympic winner Elaine Thompson-Herah. But it was Jamaican Natasha Morrison who got out well, with Thompson-Herah also in the mix, then Richardson’s patented last rush got her in front by 70 m, and to the finish line in the clear in 10.88 (-0.2), with Morrison out-leaning Thompson-Herah, with both in 11.00. TeeTee Terry of the U.S. got sixth in 11.13 and Tamara Clark was eighth in 11.23.
Those wins were expected. The men’s 1,500 m was not.
The race had new World Champion Josh Kerr (GBR) as the headliner, as well as 5,000 m silver winner Mohamed Katir (ESP), and American 1,500 m finalists Yared Nuguse (fifth) and Cole Hocker (seventh). Once the pacesetters were done, Kerr had the lead over Stewart McSweyn (AUS), Kenya’s Worlds fourth-placer Abel Kipsang and the two Americans with 600 m left, with Nuguse moving up to third at 1000 m.
Following the bell, Kerr opened a lead on the backstraight, with Kipsang and Nuguse chasing, and Britain’s George Mills moving up to third on the final straight. But Nuguse kept coming, passing Mills and Kipsang on the inside and then, finally, catching up to Kerr and won with a lean at the line, 3:30.49 to 3:30.51. Kipsang was third in 3:30.85 and Mills got a lifetime best of 3:30.95 in fourth. Hocker faded and finished ninth in 3:32.00. An important win for Nuguse, and a lot of lessons about winning at the international level.
There were some World Champions who performed brilliantly, and some who did not.
● All eyes in the women’s 200 m were on World Champion Shericka Jackson of Jamaica, and she wasted no time blazing away from the start, winning in 21.82 into a 0.8 m/s headwind. The U.S.’s Terry was an early challenger, but Britain’s Daryll Neita – fifth in Budapest – came on in the straight for second, 22.25 to 22.33 over American Kayla White. Terry was fifth in 22.57, with Jenna Prandini and Clark of the U.S. in seventh and eighth in 22.78 and 22.94.
● The Worlds medalists – Winfred Yavi (BRN) and Kenyans Beatrice Chopkoech and Faith Cherotich were back in the women’s Steeple, with Chepkoech leading the other two through 1,200 m. Cherotich took the lead at 1,600 m, with Ethiopia’s Worlds fourth-placer Zerfe Wondemagegn moving up by 2,000 m. Those fourth were in contention at the bell, then Wondemegegn fell back and the medal winners went at it again. Yavi took control with 200 m to go over Chepkoech, and as in Budapest, won in 9:03.19 to 9:03.70 for Chepkoech. Cherotich was third again (9:07.59), with Albania’s Luiza Gega fourth, with a national record of 9:09.64. Wondemegegn finished sixth in 9:13.73; American Courtney Wayment was 11th in 9:24.77.
● Jamaica’s surprise World Champion Danielle Williams was faced by four Americans in the women’s 100 m hurdles, including Olympic silver winner Keni Harrison and 2019 World Champion Nia Ali. But she showed her Budapest results were no fluke, taking charge early and winning in 12.54 (-0.2) to 12.58 for the late-finishing Alaysha Johnson of the U.S., 12.59 for Harrison, 12.62 for Tia Jones and 12.75 for Ali. This was impressive; Williams had won one of 11 meets coming into the Worlds and now has a second career Worlds gold and a Diamond League win in her last two appearances.
● Venezuela’s Yulimar Rojas, who won the Worlds gold only on her final jump at 15.08 m (49-5 3/4), was back to old self, dominating with a first jump of 15.00 m (49-2 1/2) and then reaching 15.15 m (49-8 1/2) twice to win easily. Shanieka Ricketts (JAM), fourth at Worlds, was second at 14.78 m (48-6); American Keturah Orji was 10th at 13.55 m (44-5 1/2).
● In the men’s Vault, five were still in through 5.85 m (19-2 1/4), but only Sweden’s superstar Mondo Duplantis and two-time World Champion Sam Kendricks of the U.S. could master 5.95 m (19-6 1/4), with Duplantis over on his first try and Kendricks on his second. At 6.00 m (19-8 1/4), Duplantis cleared on his first try and won as Kendricks missed his attempts. Mondo took the bar to a world record 6.23 m (20-5 1/4), but missed his three tries. KC Lightfoot of the U.S. got third at 5.85 m, with fellow Americans Chris Nilsen sixth and Zach McWhorter ninth, both at 5.75 m (18-10 1/4).
● Greece’s Miltiadis Tentoglou left it until late at the Worlds, winning the men’s long jump in the sixth round. Same in Zurich, as he trailed 2019 World Champion Tajay Gayle (JAM: 8.07 m/26-5 3/4) in the final round and produced a clutch 8.20 m (26-11) winner. American Jarrion Lawson was third (8.05 m/26-5) and Will Williams was eighth at 7.81 m (25-7 1/2).
In all, there were nine World Champions from Budapest who won in Zurich. Then there was a stunner.
● The men’s 400 m hurdles had superstar Karsten Warholm (NOR) in seven and Worlds runner-up Kyron McMaster (IVB) in six, and McMaster was out like a shot. Warholm normally leads these races from the start, but it was McMaster in front, then Warholm, and C.J. Allen of the U.S. close behind. There wasn’t much daylight between the top two coming into the straight, and McMaster held off a Warholm surge as they steamed to the line together, with McMaster giving Warholm a rare defeat, 47.27 to 47.30. The 2022 World Champion, Brazil’s Alison dos Santos, came on over the ninth hurdle to take third over Allen, 47.62 to 48.28. American Trevor Bassitt was sixth in 49.39.
McMaster ran just 0.01 slower than he did in the Worlds final to get the win. Warholm lost for the first time after seven straight finals wins in this event, going back to 2022.
● Three-time World Champion Mutaz Essa Barshim (QAT) and 2023 World Champion Gianmarco Tamberi (ITA) back together in the men’s high jump, but this was Barshim’s day. He had only one miss through 2.31 m (7-7) and then cleared 2.33 m (7-7 3/4) on his first try, eliminating everyone except New Zealand’s Hamish Kerr, who also cleared in his first trial and got a national record with the clearance. But Barshim wasn’t done and got over 2.35 m (7-8 1/2) on his first attempt and Kerr could not match. Tamberi settled for fourth (2.28 m/7-5 3/4); Shelby McEwen of the U.S. cleared 2.24 m (7-4 1/4) and finished sixth.
● India’s star javelin champ, Neeraj Chopra, never got untracked, fouling three of his first five throws and finally getting out to 85.71 m (281-2) in the sixth. But that was only good enough for second as Worlds bronze winner Jakub Vadlejch (CZE) took the lead in the fourth round and held it at 85,86 m (281-8) for his fourth Diamond League win of the year.
And the rest of the meet had plenty of drama as well.
A strong field in the men’s 5,000 m included Worlds fifth and eighth-placers Yomif Kejelcha and Selemon Barega of Ethiopia, both decorated stars who were not happy with their Budapest performances. And it showed, as Kejelcha, especially, punished the field, taking charge with eight laps to go, ahead of Steeple world-record holder (and countryman) Lamecha Girma and Barega. By the 3,600 m mark, Kejelcha had moved away and would solo to victory in a speedy 12:46.91, his second-fastest of the season.
Guatemala’s Luis Grijalva, fourth in Budapest, moved into second with 600 m left, and American Grant Fisher – who didn’t make the U.S. team – was also in the mix in fourth as Girma fell back. Kejelcha kept up the pace and in the final lap, Barega regained second and then Fisher passed Grijalva for third coming into the straight and they ran to the line 2-3-4 in 12:54.17, 12:54.49 and 12:55.88. It was a season’s best for Fisher; Girma did not finish.
The women’s 800 m was wide open, with Raevyn Rogers of the U.S. the highest Worlds placer in the race at fourth. But it was the always-impatient Natoya Goule-Toppin who grabbed the lead by 200 m and led through the bell. With 200 m to go, Britain’s 1,500 m star Laura Muir moved up to challenge and had the lead into the final straight, winning easily in 1:57.71. Also coming on in the final straight was Australia’s Catriona Bisset (1:58.77) for second, and Jamaica’s Adelle Tracey (1:59.05) for third. U.S. champ Nia Akins got fourth (1:59.29), Rogers sixth (1:59.35) and Goule-Toppin faded to eighth in 2:00.10. Sage Hurta-Klecker of the U.S. was 10th in 2:00.51.
In the non-Diamond League 110 m hurdles, Swiss Jason Joseph thrilled the home crowd with a national record win in 13.08 (-0.1), moving to no. 9 on the year list. American Eric Edwards was third in 13.45.
Shaunae Miller-Uibo (BAH), the 2022 World Champion back from maternity, and who ran 52.65 in her heat in Budapest, won the non-Diamond League women’s 400 m in a season’s best of 51.83.
A whole other set of stars opted for the Diamond League meet in Xiamen (CHN) that will take place on Saturday, followed by the Van Damme Memorial in Brussels on 8 September and the Diamond League Final at the Pre Classic in Eugene on 16-17 September.
2.
WADA wins appeal against RUSADA in Valieva-like case
An interesting outcome of a Russian doping case at the Court of Arbitration for Sport, with parallels to the Kamila Valieva case coming up later in September.
Tatyana Kashirina, now 32, was the London 2012 Olympic women’s +75 kg silver medalist and won World Championships at +75 kg in 2010-13-14-15, and at +87 kg in 2018, and also a 2019 Worlds silver at +87 kg. In 2020, she was caught for doping and suspended, meaning she was not allowed to compete at the Tokyo Olympic Games in 2021.
Her suspension, however, was ended on 10 September 2022 by the Disciplinary Anti-Doping Committee of the Russian Anti-Doping Agency (DAC), the same unit which gave figure skater Valieva a one-day penalty after she tested positive for a banned substance on 25 December 2021, in advance of the Beijing 2022 Olympic Winter Games.
The World Anti-Doping Agency and RUSADA itself – which is independent from the Disciplinary Anti-Doping Committee – appealed the decision to the Court of Arbitration for Sport. According to a RUSADA report to the Russian news agency TASS (translated from the original Russian):
“On August 28, 2023, the appeals of the Russian Anti-Doping Agency and the World Anti-Doping Agency were satisfied, the decision of the RUSADA DAC was overturned by the Court of Arbitration for Sport. The athlete was found to have violated anti-doping rules and disqualified for a period of eight years from the date of the decision with credit for the served period of provisional suspension, namely from November 13, 2020 to June 30, 2022.”
So Kashirina, who had previously served a doping suspension from 2006-08, will now be ineligible through November of 2028; the added penalty beyond the normal four years is due to her prior doping positive.
This is fascinatingly parallel to the Valieva case, in which the RUSADA Disciplinary Anti-Doping Committee reversed a positive doping finding – in Kashirina’s case, cutting it short – and had its finding reversed and the original penalty reinstated.
In the Valieva situation, RUSADA was informed of the doping positive and imposed the usual four-year penalty. The Disciplinary Anti-Doping Committee, on appeal, shortened the penalty to one day (!), which allowed Valieva to compete at the Beijing 2022 Winter Games, where she participated in the Team Event – won by Russia – and the women’s Singles, where she placed fourth.
Because of the controversy over Valieva’s status, the results of the Team Event have not been finalized., and no medals awarded, more than a year later. And as in the Kashirina case, both the World Anti-Doping Agency and RUSADA – plus the International Skating Union – have appealed to the Court of Arbitration for Sport against the one-day penalty handed out by the Disciplinary Anti-Doping Committee.
The combined Valieva cases will be heard from 26-29 September.
¶
A request by the U.S. skaters to have an observer present during the Valieva hearing was responded to by CAS Director General Matthieu Reeb (SUI) on Tuesday (29th), noting in part:
“As your request is of a procedural nature and since none of the parties requested a public hearing, it has been transmitted to the CAS Panel in charge of this matter to decide whether observers may be authorized to attend the hearing.”
The letter was posted by USA Today’s Christine Brennan on Wednesday (30th).
3.
UEFA chief cedes to FIFA in Rubiales case; coach may be fired
The chaos surrounding Royal Spanish Football Federation (RFEF) President Luis Rubiales continued on Thursday, with no direct action again him, but with continuing developments.
Rubiales’ mother, Angeles Bejar, ended her hunger strike at a church in southern Spain and was taken to a hospital for observation after three days. A church official said, “We have called the son. He’s in touch with her and they have decided that she needed to go to the hospital.”
¶
UEFA President Aleksander Ceferin (SLO) was asked by the French all-sports newspaper L’Equipe about what actions it will take, and he explained:
“I am a lawyer and one of the vice-presidents of FIFA. His case is in the hands of the disciplinary body of the international federation. Any comments I might make would feel like pressure.
“I just have to say that I am sad that such an event overshadows the victory of the Spanish national team. We should change things. I had a meeting today with [UEFA Vice President] Laura McAllister [WAL] to find ways to change the way we behave. We must do more.
Of course, what he did was inappropriate. We all know it. I hope he knows that was inappropriate. This is enough for the moment because the disciplinary committee will decide.”
¶
Multiple reports state that Spain’s Women’s World Cup-winning manager, Jorge Vilda, will be dismissed, after he was asked to resign and refused. Vilda and Rubiales are close, and Spain’s Women’s World Cup victory came after 15 players sent a message in September 2022, refusing to play for the national team in view of their “situation,” significantly with Vilda.
Changes were made and some of the players agreed to play for Spain, with three eventually on the winning team.
As for the reports, Rubiales was widely reported as ready to resign and he did not.
4.
U.S. Soccer star women’s defender Julie Ertz retires
Another of the key contributors to the U.S. victories in the FIFA Women’s World Cups in 2015 and 2019, Julie Ertz, announced her immediate retirement on Thursday.
Now 31, Ertz said in a U.S. Soccer statement:
“As an athlete you’re always singularly focused on the next goal, the next tournament and rarely do you get time to reflect on your career.
“However, over the past couple of months my heart has been filled with gratitude as I’ve thought about the amazing experiences soccer has given me. I’ve been blessed to meet and train with some of the best and most inspirational women I’ve ever been around, and I’ve experienced different cultures while traveling the world to compete at the highest level. I gave everything I had to the sport that I love. With that I can walk away with no regrets because while I gave soccer every ounce of myself, soccer gave me even more, and for that I’ll always be thankful.”
She debuted with the national team in 2013 and across 10 seasons, made 122 appearances, including the two Women’s World Cup wins and two Olympic Games, in which the U.S. won bronze in Tokyo. In those 122 matches, the U.S. was 100-5-17 (W-L-T; losses in penalty shoot-outs counted as ties).
Ertz was initially a defender, but moved forward as a defensive midfielder and became a feared scored on set pieces, with 20 career goals.
She was a two-time U.S. Female Player of the Year, in 2017 and 2019, and returned after maternity in 2022 – son Madden was born in August that year – to make the American squad for the 2023 Women’s World Cup in Australia and New Zealand.
Ertz played club football for the Chicago Red Stars from 2014-21, and for Angel City FC in 2023, but has now concluded her career.
5.
World Obstacle shows zero revenue from 2015 to 2020
The recent announcement of a plan to have the Union Internationale de Pentathlon Moderne absorb World Obstacle, shared comments by World Obstacle President Ian Adamson (AUS), including:
“We are bringing our sports together, uniting the Olympic movement with the mass participation, broadcast and viewers – all of that creates a very powerful collaboration.
“The possibilities created by the integration of World Obstacle into World Pentathlon are incredible. We will have a complete tool set of everything you need to make a truly great and dominant sport in the world.”
Except, perhaps, money.
The UIPM receives the least of any of the Olympic-sport International Federations from the International Olympic Committee’s distribution of television rights sales, with $12.98 million from Rio 2016 and Tokyo 2021. It spends down that money across four years, until the next payment comes. By the end of 2020, assets were $3.155 million, with reserves of $1.777 million.
World Obstacle is in an entirely different situation.
Although there are no audited financial statements on the World Obstacle site, at the bottom of the page on the Secretariat, there are single-sheet “PL” (profit-and-loss) statements for the years 2015 to 2020:
● 2015: $0 income, $74,255 expenses
● 2016: $0 income, $101,162 expenses
● 2017: $0 income, $113,867 expenses
● 2018: $0 income, $69,922 expenses
● 2019: $0 income, $100,332 expenses
● 2020: $0 income, $25,742 expenses
A note at the bottom of the 2017-18-19-20 statements indicates that Adamson covered the expenses himself ($309,863) for those four years. World Obstacle was founded in 2014.
So, the UIPM is merging with an organization which has shown no revenue for the six years it has posted a spending statement, which is going to energize pentathlon to heights it has never seen before?
World Obstacle lists 14 people on its Secretariat page and at the bottom of the page, shows six “Brand Partners” and five “Development Partners,” but no revenue, no salaries, no event production costs and a majority of the expenses related to travel.
Its October 2022 Congress minutes included:
“Per the 2015 resolution by the Central Board, all monies advanced by the president that accrue since founding will be reimbursed at such time as FISO [World Obstacle] is financially able.”
As the UIPM has been unable to generate any significant revenue outside of a quadrennial Olympic television share, and World Obstacle cannot generate any revenue at all – at least none reported – how will the combined operation grow?
The announcement of the merger did not contain any details.
≡ WORLD CHAMPIONSHIPS ≡
● Shooting ● Final competition at the ISSF World Championships in Baku (AZE), with Swedes Jesper Nyberg and Emil Martinsson going 1-2 in the 50 m Running Target Open. Nyberg finished at 392 points, just one more than Martinsson.
In the overall medal table, with a majority of the events not on the Olympic program, China led with 28 medals (15-7-6), followed by Germany (16: 3-5-8), India (14: 6-0-8), Switzerland (13: 5-4-4) and Ukraine (12: 6-4-2). The U.S. won 10 medals (5-2-3).
≡ PANORAMA ≡
● Russia ● The 2023 University International Sports Festival in Russia turned out to be a Russian medal festival in Yekaterinburg as Russian athletes won 481 medals (144-138-199) to 211 medals (51-56-104) for everyone else!
There were 193 events in 14 sports held from 19-31 August; China was second in medals with 24 (10-8-6) and Brazil third (22: 6-7-9). Officials said about 4,000 athletes from 36 countries attended and about 70% of the tickets were sold, with no total attendance figures reported.
● Cycling ● Completely crazy day at the 78th Vuelta a Espana on Thursday, as the difficult final climb up to the Observatorio Astrofísico de Javalambre in Arcos de las Salines blew up the peloton, with American Sepp Kuss the winner of the sixth stage!
A lead group began the finishing climb about four minutes up on the rest of the riders and they would not be caught. Kuss, 28, who won a Vuelta stage in 2019, raced away with less than 3 km left to win the 183.1 km route in 4:27:29, with France’s Lenny Martinez (+0:26) and Romain Bardet (+0:31) closest.
The race favorites, meanwhile, were having a tough time. Leader Remco Evenepoel (BEL) had a bad day, finishing 3:24 back of the leaders, while two-time winner Primoz Roglic (SLO) and Tour de France champ Jonas Vingegaard (DEN) were both 2:52 behind Kuss, their Jumbo-Visma teammate.
So, Martinez (age 20) is now the overall leader, up eight seconds on Kuss, with Marc Soler (ESP) third at +0:51. Evenepoel dropped to ninth (+2:47), with Vingegaard (+2:52) and Roglic (+2:58) in 11th and 12th. But there are 15 more stages to go.
¶
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TSX REPORT: USOPC review commission sets agenda, speakers; U.S. routs Jordan in FIBA World Cup; 92,003 for women’s volleyball in Nebraska!
★ The Sports Examiner: Chronicling the key competitive, economic and political forces shaping elite sport and the Olympic Movement.★
★ To get The Sports Examiner by e-mail: sign up here! ★
≡ THE 5-RING CIRCUS ≡
1. Commission on the U.S. Olympics & Paralympics hearing set
2. U.S. stomps Jordan, 110-62, moves on at FIBA World Cup
3. Coe: “We have got to be tough” about events
4. Santa Monica moves forward with LA28 venue agreement
5. NBC announces heaviest Paralympics commitment yet
● The Commission on the State of U.S. Olympics and Paralympics unveiled the agenda and panelists for its 6 September hearing in Washington, D.C., with a curious emphasis on youth and community sport rather than elite competitions.
● At the FIBA men’s World Cup, the U.S. finished an undefeated group stage by beating Jordan by 48 points, joining Serbia, Slovenia and defending champ Spain in the second round. The American men will face Montenegro on Friday and undefeated Lithuania on Sunday to try to advance to the quarterfinals.
● World Athletics President Sebastian Coe said the federation will be focusing now on expanding interest in the sport in his final term, and may have to make changes in what sports are highlighted. An added World Championships in 2026 is also possible, with discussions with multiple stakeholders underway.
● The City of Santa Monica, California approved revised commitment letters concerning the use of its beachfront for beach volleyball for the 2028 Olympic Games, and the City Council asked its staff to inquire about having more events in the City, such as skateboarding. But the price is going up.
● NBC released some details on its Paralympic Games coverage in 2024, with 1,500-plus hours of streaming on Peacock, and 140 hours on cable and over-the-air television, including nine hours on NBC. The total program hours are up, but the cable and over-the-air commitment is actually lower than for Tokyo in 2021.
● World Championships: Shooting (Poland’s Czapla wins 50 m Running Target Open) ●
● Panorama: Commonwealth Games (Jenkins & Smith vie to be CGF chief) = Sports & Cities (Paris ranked top on mega-events and world champs) = University Sport (Matytsin stands for election as FISU emeritus president) = Athletics (3: Kennedy wins Zurich vault with world-leading clearance; Kipyegon says 1500-5000-10,000 triple for Paris!; Allen signed to Eagles practice squad) = Boxing (World Boxing says 40 to stand for elections in November) = Cycling (2: Groves wins La Vuelta stage 5; UCI cancels last two BMX Freestyle World Cups) = Football (Rapinoe to end U.S. national team career vs. South Africa in September) = Volleyball (2: Nebraska draws 92,003 for world-record attendance!; Volleyball World to stream Big 10 matches worldwide) = Weightlifting (Iran sanctions masters lifter for shaking hands with Israeli medalist) ●
1.
Commission on the U.S. Olympics & Paralympics hearing set
The detailed agenda and panelists for what is expected the sole public hearing of the Commission on the State of the U.S. Olympics and Paralympics was released Tuesday, with five panels and a total of 18 speakers.
The hearing will be held on 6 September 2023 at the Rayburn House Office Building, Room 2123, from 9 a.m. to about 5 p.m. The program:
Session I: 9:00 a.m.:
Opening Remarks & The U.S. Olympic and Paralympic Movement: A Historical View
● Dr. Victoria Jackson, Associate Professor of History, Arizona State University
Session II: 9:35 a.m.:
Governance & Accountability
● Sarah Hirshland, CEO, U.S. Olympic and Paralympic Committee
● Elizabeth Ramsey, Executive Director, Team USA Athletes’ Commission
● Pat Kelleher, Executive Director, USA Hockey, & Chair, National Governing Bodies
Council
Session III: 10:50 a.m.:
Protecting the Safety of Movement Participants
● Ju’Riese Colón, CEO, U.S. Center for SafeSport
● Grace French, Founder & President, The Army of Survivors
● Scott Gray, Minnesota Hockey Safe Sport Coordinator
● Marci Hamilton, Founder & CEO, ChildUSA
Session IV: 1:00 p.m.:
Athletes’ Rights, Equity, & Accessibility and Ensuring Fair Play
● Donald Fehr, former Executive Director, National Hockey League Players’ Association
and Major League Baseball Players Association
● Ed Williams, Former Chair, U.S. Olympic and Paralympic Committee’s Athletes
Advisory Council (now Team USA Athletes’ Commission)
● Chuck Aoki, Community Access Navigator, University of Michigan’s Adaptive Sports
& Fitness Program and three-time U.S. Paralympian
● Jeff Mansfield, President, U.S.A. Deaf Sports Federation
● Candace Cable, Director of Community Outreach, Resources, & Education at the
Disability Rights Legal Center and eight-time U.S. Paralympian
● Travis Tygart, CEO, U.S. Anti-Doping Agency
Session V: 2:40 p.m.:
How to Build a Better Future for Sports in America
● Dr. Vincent Minjares, Project Manager, Aspen Institute’s Sports & Society Program
● Sally Nnanami, Co-Executive Director for the United States, PeacePlayers
● Jeremy Goldberg, President, LeagueApps
● Tom Farrey, Founder & Executive Director, Aspen Institute’s Sports & Society Program
The Commission was formed through the passage of the Empowering Olympic, Paralympic and Amateur Athletes Act of 2020, and will complete its work by the end of September. A report is expected to be made report to the Congress by the spring of 2024.
The panel includes 14 members and is chaired by University of Baltimore Law Professor Dionne Koller and former U.S. Olympic & Paralympic Committee Athletes’ Advisory Council chair Han Xiao. The members include familiar names to Olympic sports fans, including track & field stars Benita Fitzgerald-Mosley, Edwin Moses and Brittney Reese, gymnast Jordyn Wieber and swimmer Nancy Hogshead-Makar.
For those looking for a discussion on how the U.S. might win more medals at the Olympic Games, the choice of panelists indicates that will be lightly discussed, if at all. Koller and Xiao’s statement noted the broad role the Commission sees for the U.S. Olympic & Paralympic Movement, including:
“it impacts the millions of people, including so many of our nation’s children, who participate or seek to participate in movement sports in communities across the country. America’s athletes at all levels deserve to engage in sports safely and access sports equitably, with the institutions that oversee these sports governed with transparency and accountability.”
Look for that to be a significant focus of the hearing, although it is questionable whether recommendations to forcibly broaden the USOPC’s responsibility to be a de facto national sports ministry via legislation – including government funding – will get any traction in the Congress in what promises to be a very fractious 2024.
2.
U.S. stomps Jordan, 110-62, moves on at FIBA World Cup
The U.S. men’s national basketball team had little trouble with Jordan in its final Group C game at the 2023 FIBA men’s World Cup in the Philippines, winning 110-62 on Wednesday and finishing with a 3-0 record, and moving on to the second phase of group play on Friday.
The game was out of hand early, with the Americans taking 31-12 lead after a quarter and 62-33 at half. Guard Anthony Edwards (Timberwolves) led the U.S. scoring with 22, with help from Bucks forward-center Bobby Portis Jr. (13), Grizzlies forward-center Jaren Jackson Jr. (12) and Knicks guard Jalen Brunson had 10. The U.S. shot 48.8% from the field, held Jordan to 33.3% and led in rebounding by 56-34. The Jordanians were led in scoring by U.S.-born Rondae Hollis Jefferson – a former NBA player for three teams – who had 20.
All eight group winners finished 3-0; the Wednesday games included the U.S. finishing up in Group C; Serbia winning its third game to take Group B, with Hawks guard Bogdan Bogdanovic leading in scoring twice; Serbia sweeping Group F, with Mavericks star Luca Doncic scoring 37, 34 and 19 points in the three games, and defending champion Spain taking its three games in Group G, with Juancho Hernangomez scoring 22, 8 and 21 points in their games.
The championship sector of the tournament is now down to 16 teams, who will play two more games in new groups of four, with the top two finishers moving to the quarterfinals:
● Group I: Serbia (3-0), Dominican Republic (3-0), Italy (2-1), Puerto Rico (2-1)
● Group J: United States (3-0), Lithuania (3-0), Montenegro (2-1), Greece (2-1)
● Group K: Slovenia (3-0), Germany (3-0), Australia (2-1), Georgia (2-1)
● Group L: Canada (3-0), Spain (3-0), Brazil (2-1), Latvia (2-1).
Teams will play two games each – four per group – against the teams they have not previously faced, so the U.S. will play Montenegro on Friday (1st) and then Lithuania on Sunday (3rd).
The quarterfinals will be played on 5-6 September, the semis on 8 September and the medal matches on 10 September.
Attendance so far has been modest, with an average of 7,918 through the first 48 games of the tournament, being played in Pasay, a suburb of Manila (PHI); Okinawa City in Japan and the Indonesia Arena in Jakarta (INA).
3.
Coe: “We have got to be tough” about events
World Athletics President Sebastian Coe (GBR), glowing in the aftermath of a wonderful World Athletics Championships in Budapest (HUN), said a major focus of his final term would be on expanding the sport’s popularity.
A number of his comments were quoted in the British newspaper The Guardian and included:
● “The first four years I was stopping this ship from sinking, the second four years was about doing all the things that my predecessors probably should have done – transfers of allegiance, female category, Russia, Belarus, all those things. The next four years have got to be about the product.”
● “It’s got to be about competition. We’re not jettisoning the sport, but we have to be tough about [the events]. There are things that are more popular than others.”
● “All our all our tentative conversations which have started here, with the groups that we need to work with, whether they’re the coaches, whether they’re the member federations, we’ve got member federation sessions here, whether it’s commercial partners with the broadcast, or the shoe companies, they all want to be part of that journey. And you know, there’s only one risk for us at the moment given where we are and that’s just our innate conservatism.”
He also said that he was not ruling out the possibility of adding another full-scale World Championship for 2026, for which there is no worldwide event scheduled. Coe has been clear that he wants some sort of highlight event that year, but there is no consensus yet on what it will be.
Any moves to trim the program and move events to a lower level will likely be met with fierce resistance. In an effort to make the 2020 Diamond League meets more attractive, the 5,000 m was dropped in favor of the 3,000 m, and the 200 m, 3,000 m Steeplechase, triple jump and discus were eliminated or relegated to token appearances.
Those announcements, in 2019, were met with a roar of indignation and the formation, in the U.S., of The Athletics Association, which successfully lobbied for their restoration for the 2021 season.
4.
Santa Monica moves forward with LA28 venue agreement
At its last meeting, the Santa Monica City Council unanimously approved (7-0) a motion to authorize its City Manager to provide letters that reiterate and update the City’s interest and commitment to being the site for beach volleyball for the 2028 Olympic Games.
During the bid process for the 2024 Olympic Games in 2016, the Los Angeles bid committee prepared letters outlining the venue and city requirements for the Games, which were signed by then-City Manager Rick Cole and the then-City Council President, Tony Vazquez. However, as the City’s staff noted:
“Now that LA 2024 has transitioned to LA28, it is necessary to update the Venue and City Guarantee letters accordingly. The Venue Guarantee establishes the minimum terms, including the exclusive use period, rental fee, and reimbursement for the loss of parking revenue. The City Guarantee letter includes commitments by the City to not stage major events during the Games, protect the marketing rights of the Los Angeles Organizing Committee for the Olympic and Paralympic Games (OCOG), provide basic public services, comply with local laws, and collaborate with the United States Department of Homeland Security on public safety efforts. …
“Following Council’s approval of the updated guarantee letters, staff would begin negotiating the Venue City Games Agreement, which would include more detailed terms and conditions. The draft agreement terms would first be vetted through a community outreach process in collaboration with LA28, and then brought to Council for approval in early 2024.
“Once Council has approved the Venue City Games Agreement, staff would then begin negotiating the Enhanced City Master Agreement, which would include all terms and conditions, financial obligations, and detailed commitments for municipal services.”
The beach volleyball plan foresees a 12,000-seat temporary facility on 475,000 sq. ft. of sand north of the Santa Monica Pier, with an operations compound taking up 400 parking spaces in an adjacent City lot in April and May 2028, then expanding to 800 spaces in June and all 1,175 spaces during the Games period in July and August.
The City’s fee was calculated at $1.893 million for the site and another $1.825 million for the loss of parking revenue to the City during the use period, for a total of $3,717,999.
That was then. Referring to the U.S. Bureau of Labor Statistics inflation data, $1.00 in December 2016 is now $1.27 in mid-2023, so the new fee for this site alone will rise beyond $4,721,859, adding more than one million dollars.
All of this will be spelled out in the agreement to come; this process will be repeated and likely made public for each of the publicly-owned venues which will be used for 2028.
The Council members had the usual concerns about trying to retain local business access, use local labor and vendors and minimize inconvenience to residents during the Games, but were also asking about more opportunities.
In specific, questions were asked about the proposed venues for skateboarding and break dancing. The response from the City staff was that LA28 had informed them that the added sports for 2028 had not yet been finalized, and discussions could proceed after that.
Skateboarding is in for 2028 and has been publicly announced by the International Olympic Committee. Breaking is not, and will debut in Paris in 2024, but could be added, with the decision expected at the IOC Session in India in October. Baseball/softball, breaking, cricket, flag football, karate, kickboxing, lacrosse, motorsport and squash are reported to be under consideration.
5.
NBC announces heaviest Paralympics commitment yet
The 2024 Paralympic Games will receive a huge streaming showcase on NBC’s subscription Peacock service, and more than 140 hours on cable and over-the-air television.
Tuesday’s announcement noted that all 22 sports will be available on the 1,500-plus hours of streaming coverage, with an additional 140 hours on NBC, CNBC and USA Network. The NBC commitment is for nine hours of coverage, with six in primetime and live coverage on weekends.
The 2024 Paralympics are scheduled for 28 August-8 September, starting 17 days after the end of the 2024 Olympic Games on 11 July.
The coverage total is up from Tokyo in 2021, when 1,000 hours of streaming coverage on the then-new Peacock network was available. However, for the Tokyo Paralympic Games, NBC had dedicated channels available in NBCSN and its Olympic Channel: Home of the Team USA that have not been shuttered. The Tokyo coverage offered more than 200 hours of cable or over-the-air programming, including 9 a.m. to 9 p.m. daily on NBCSN.
For Paris, NBC will have closed captioning of every Paralympic event, regardless of platform. There will also be audio description on all linear programming.
≡ WORLD CHAMPIONSHIPS ≡
● Shooting ● Final days of the ISSF World Championships in Baku (AZE) with Poland’s Lukasz Czapla winning the 50 m Running Target Open event, scoring 586 points to 583 for Ukraine’s Ihor Kizyma and 582 for Emil Martinsson (SWE).
≡ PANORAMA ≡
● Commonwealth Games ● Faced with an uncertain future for an event which began as the British Empire Games in 1930, two have stepped forward to stand for election to be Commonwealth Games Federation President in November.
As Louise Martin (SCO) is completing her second and final term, the Commonwealth Games Federation announced Tuesday that Chris Jenkins (WAL) and Kereyn Smith (NZL) have been certified as candidates.
Jenkins has been a Vice President of the CGF since 2019 and a Regional Vice President for almost eight years prior, so he is well familiar with the situation. Smith was the chief executive of the New Zealand Olympic Committee from 2011-21 and helped organize the country’s delegations to three Olympic Games, two Winter Games and two Commonwealth Games.
Whoever wins has an enormous task in front of them, after Victoria (AUS) withdrew as the 2026 host and no 2030 candidates ready.
● Sports & Cities ● A ranking of world cities by the major sporting events and world championships held has been released by Scotland-based Quantum Consultancy and Durham University Business School in England, listing Paris (FRA) as the current leader:
“The cities are ranked based on their cumulative event score which considers the number of events a city has hosted or are set to host between 2021 and 2028, as well as the size, scale, and recognition of these events as part of the points-based methodology. The report analysed 355 individual event editions across 95 sports and 156 event properties. In total, 75 host nations and 330 host cities will have hosted this set of pinnacle events between 2021-2028, demonstrating greater diversity in the number and type of destinations hosting these events in comparison with previous years.”
In the top 10 are Paris, Budapest (HUN), Tokyo (JPN), Beijing (CHN), Milan (ITA), Doha (QAT), Belgrade (SRB), Chengdu (CHN), Los Angeles (USA) and Berlin (GER).
Five other U.S. cities made the list: (25) Lake Placid, New York, host of the 2023 Winter World University Games; (34) Orlando, Florida, which will host the U.S. Olympic Marathon Trials in 2024; (41) Yankton, South Dakota, which hosted the World Archery Championships in 2021; (45) Eugene, Oregon, host of the 2022 World Athletics Championships, and (=53) Birmingham, Alabama, host of the 2022 World Games.
● University Sport ● Oleg Matytsin, the Russian sports minister, has been nominated to be the “President Emeritus” of the International University Sports Federation (FISU), effectively giving up his claim to return to head that organization.
Matytsin was elected as the FISU President in 2015 and re-elected in 2019. He became the Russian sports minister in 2020 and stepped away from his FISU post on 23 March 2021 on order from the Court of Arbitration for Sport relating to the Russian doping scandals. With the Russian invasion of Ukraine, Matytsin has not returned to his FISU post and Austria’s Leonz Eder has served as Acting President.
Matytsin has said he could return to head FISU whenever he wishes, but this newest action indicates he will no longer be directly involved (especially with the Russian invasion of Ukraine continuing). The next FISU General Assembly is scheduled for 17-18 November 2023.
● Athletics ● The early event of the Zurich Weltklasse Diamond League meet this year was the women’s pole vault, held downtown, with a sensational win for Australia’s co-World Champion, Nina Kennedy, who grabbed the world lead with her lifetime best clearance and national record of 4.91 m (16-1 1/4). She’s now equal-seventh on the all-time outdoor list.
She bested co-world champ Katie Moon of the U.S., who cleared 4.81 m (15-9 1/4), but could go no higher. Kennedy cleared 4.86 m (15-11 1/4) on her first try, while Moon passed, missed once at 4.91 m and then twice at 4.96 m (16-3 1/4) to settle for second.
American Sandi Morris, seventh at Worlds, cleared a season-best 4.76 m (15-7 1/4) for third.
The main portion of the meet is on Thursday, shown in the U.S. on the Peacock streaming service at 1 p.m. Eastern.
¶
Kenyan distance superstar Faith Kipyegon, 29, who has set three world records this season and won both the women’s 1,500 m and 5,000 m at the World Athletics Championships, said she has her eye on more, much more.
She told the crowd at a ceremony to welcome the Kenyan team home in Nairobi that she plans to attempt an Olympic triple in Paris in 2024, at 1,500 m (where she is twice Olympic champ), the 5,000 m and the 10,000 m:
“Expect more from me since I am still strong. … I will be moving to the marathon after the Paris Olympics. I want to graduate slowly and be consistent in what I do.”
The attempt is not unprecedented, as Dutch star Sifan Hassan won bronze-gold-gold at Tokyo in the women’s 15-5-10 in 2021, and bronze-silver-11th (after a fall near the finish) with the same program at the 2023 Worlds in Budapest.
¶
The Philadelphia Eagles cut wide receiver – and three-time U.S. hurdles champ – Devon Allen on Tuesday, but signed him to the 16-man practice squad on Wednesday.
Although concentrating on football in the 2022-23 season, Allen, 28, ran in seven outdoor meets from 22 April to 9 July, finishing second at the New York Grand Prix in June in 13.04, which ranks equal-fifth on the 2023 world list.
● Boxing ● World Boxing announced that its call for candidates for November elections has produced 40 candidates from 18 countries, meaning six more national federations beyond those announced are in the process of joining. From the statement:
“The nominations, which include 11 female candidates, cover a range of offices including President, Vice President (VP) and places on World Boxing’s Executive Board along with the Chairs of the Sport and Competition Committee, the Medical and Anti-Doping Committee and the Finance and Audit Committee.”
Candidates are being independently reviewed for compliance with the World Boxing requirements for fitness, including conflicts of interest.
● Cycling ● The mostly downhill fifth stage of the 78th Vuelta a Espana finished with the expected mass sprint, but with the same result as on Tuesday, with Australia’s Kaden Groves getting a second straight stage win.
He finished just ahead of Italian star Filippo Ganna and Dries van Gestel (NED) on the 186.2 km route, in 4:23:43, with the first 97 riders receiving the same time. Leader Remco Evenepoel (BEL) extended his lead to 11 seconds over Enric Mas (ESP) by winning an intermediate sprint bonus of six seconds at the 176 km mark.
Stage six will be a stiffer challenge: a 183.1 km route that’s mostly uphill, starting at 167 m in La Vall d’Uixo and finishing on a 7.8% climb to the Observatorio Astrofísico de Javalambre, at 1,947 m!
¶
The final two stages of the 2023 UCI BMX Freestyle World Cup were canceled on Wednesday:
“The Union Cycliste Internationale and Hurricane Group regret to announce that the last two rounds of the 2023 UCI BMX Freestyle World Cup – scheduled to be held in Doha, Qatar, on 30 November – 2 December and Al Ula, Saudi Arabia, on 7-9 December – have been cancelled.
“The fourth and final round of the UCI BMX Freestyle World Cup (Park) will be staged in Bazhong, Sichuan Province, China, on 13-15 October.”
No reasons were given.
● Football ● U.S. Soccer confirmed that Megan Rapinoe will play her last match for the U.S. Women’s National Team against South Africa on 21 September in Cincinnati, Ohio.
Rapinoe, 38, the 2019 Women’s World Cup Golden Ball winner as the top player in the tournament, announced her retirement earlier in the year and will finish out her NWSL season with OL Reign in October. With the two friendlies against South Africa remaining, she has 201 national-team appearances, with 63 goals and 73 assists. She played in four Women’s World Cup (winning twice) and three Olympic Games (winning once).
● Volleyball ● The University of Nebraska women’s volleyball program is not only a five-time NCAA champion, but wildly popular, selling out 306 consecutive matches at the 8,309-seat Devaney Center.
But on Wednesday, Nebraska undertook to sell out its famed Memorial Stadium for an early-season outdoor match with Nebraska-Omaha, resulting in a stupendous attendance of 92,003! According to Nebraska sports information:
“The attendance of 92,003 set a record for the largest crowd to watch a women’s sporting event in the United States. The crowd of more than 92,000 also surpassed what is widely regarded as the world-record attendance for any women’s sporting event.
“The previously recognized world record was 91,648 fans in an UEFA Champions League match between Barcelona and Wolfsburg on April 22, 2022, at Camp Nou in Barcelona, Spain. The previous record for an American women’s sporting event was 90,185 in USA’s FIFA World Cup Final against China on July 10, 1999, at the Rose Bowl in Pasadena, Calif.”
Naturally, this was also an NCAA record for any volleyball match, with the prior high “only” 18,755 for the Nebraska-Wisconsin NCAA championship match in Columbus, Ohio, on 18 December 2021.
And, best of all for the home throng, the Huskers won in straight sets, 25-14, 25-14, 25-13.
¶
In an fascinating marketing move, Volleyball World, the joint venture between the International Volleyball Federation (FIVB) and its private equity investor, CVC Partners, announced a multi-year deal to stream Big 10 Network matches on its Volleyball World TV service:
● “Worldwide (including North America) streaming of 28 matches from B1G+ inventory – those matches will also air concurrently on B1G+
● “Live streaming of nearly 50 televised Big Ten Network volleyball matches outside of North America and certain Caribbean islands”
This is a unique move to take what has been seen as a provincial product – U.S. college matches – and introduce them to a worldwide audience, in a parallel to the way European football leagues were introduced to U.S. audiences a decade ago.
It does not hurt that, especially for women’s volleyball, the Big 10 is a leader, with five NCAA titles in the last 12 years and another four finalists. The Volleyball World growth strategy has been to acquire rights to every top-level competition it can, and offering volleyball fans a one-stop shop for the sport.
If successful – and the returns are not in yet – this kind of model could be duplicated for other sports, offering a potential for added funding for events which now receive only limited attention and exposure.
● Weightlifting ● According to a report of a post by the Islamic Republic News Agency (IRNA), an Iranian lifter who placed third at the World Masters Championships in Poland and shook hands with the Israeli silver medalist, has been banned for life:
“The [Iranian] weightlifting federation bans athlete Mostafa Rajaei for life from entering all sports facilities in the country and dismisses the head of the delegation for the competition, Hamid Salehinia.”
Rajaei, 36, and a former national team member, shook hands on the victory stand with silver winner Maksim Svirsky during a photo session after receiving their awards in the men’s 35-39 109 kg division last Saturday. The IRNA report said “serious and decisive measures” will be taken to avoid future incidents.
¶
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TSX REPORT: Biles draws 73% increase in gymnastics nationals viewers; Spanish federation now wants Rubiales out; Lyles picks fight with the NBA!
★ The Sports Examiner: Chronicling the key competitive, economic and political forces shaping elite sport and the Olympic Movement.★
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≡ THE 5-RING CIRCUS ≡
1. Biles-led USA Gymnastics Champs draw 2.66 million on NBC
2. Four group undefeateds in FIBA World Cup so far
3. Spanish federation U-turns, asks Rubiales to leave
4. Coe thrilled, Lyles picks NBA fight at Athletics Worlds
5. UIPM, fighting for Olympic survival, swallows Obstacle federation
● The USA Gymnastics women’s national championships in San Jose, California drew a TV audience of 2.664 million on NBC to watch the return of Simone Biles, who won her eighth national title. Sunday’s final session of the World Athletics Championships, also on NBC, drew 1.320 million, the top audience for a U.S. broadcast of the sport this year. Plus, a word about the NBC announce crew in Budapest.
● The 2023 FIBA World Cup in Indonesia, Japan and the Philippines continue with group-stage play and the Dominican Republic, Germany, Lithuania and Canada all came through their three-game slated undefeated. The U.S. men (2-0) have their third Group C game against Jordan early on Wednesday, U.S. time.
● The Royal Spanish Football Federation (RFEF) made a U-turn on Monday, with its regional presidents asking President Luis Rubiales to resign, in view of his behavior after Spain won the FIFA Women’s World Cup in Australia on 20 August. Meanwhile, Rubiales’ mother said she was going on a hunger strike and had locked herself into a church in southern Spain.
● World Athletics chief Sebastian Coe said he was thrilled with the just-completed Worlds in Budapest and held it out as a model for future organizers. American sprint star Noah Lyles picked a fight with the NBA about what the true meaning of “World Champion” is and got quite a bit of attention for it.
● The Union Internationale de Pentathlon Moderne (UIPM), struggling to stay on the Olympic program for 2028, announced it will absorb World Obstacle (FISO) to create an entity using obstacle and Olympic heritage to move forward. The history of such concepts has not shown the idea to be a winner, and the UIPM has floundered while the International Biathlon Union – a part of the UIPMB until 1998 – has soared.
● World Championships: Modern Pentathlon (Egypt sweeps relays in Bath) = Shooting (Ukraine wins two in 10 m Running Target) ●
● Panorama: Paris 2024 (Boxing Task Force announced final qualifying tournaments) = Beijing 2022 (China’s delegation secretary general accused of corruption) = Pan American Games (2023 PAG medals unveiled) = Press-Radio-TV (2: tension in the World Athletics Champs mixed zone; Reid denied gymnastics press credentials, buys ticket) = Badminton (BWF approves Russian, Belarusians as neutrals) = Boxing (IBA announces 2024 Women’s World Champs in Astana) = Cycling (Evenepoel in front in La Vuelta) ●
● Errata: Thanks to sharp-eyed readers Phil Minshull and Olivier Bourgoin, who noted that American Vashti Cunningham was 11th (not 10th) in the women’s high jump at the Budapest Worlds, and that Italy’s Alice Sotero, runner-up in the women’s Modern Pentathlon, scored 1,420 points (missed the “4″). Both now corrected on the site. ●
1.
Biles-led USA Gymnastics Champs draw 2.66 million on NBC
She makes a difference.
The USA Gymnastics Artistic Nationals in San Jose, California drew the third-largest U.S. television audience on Sunday, with an average of 2.664 million watching at 7 p.m. Eastern, to watch Simone Biles win her eighth national All-Around title.
That’s up by 73% from the 1.539 million that watched the same event in 2022, about a week later in the calendar than last year. The numbers (all times Eastern):
2023:
● 27 Aug. (Sun.: 7:00 p.m.): 2.664 million on NBC (women/live)
● 27 Aug. (Sun: 12:00 p.m.): 746,000 on NBC (men/tape)
● 26 Aug. (Sat.: 4:30 p.m.): 247,000 on CNBC (women/tape)
2022:
● 21 Aug.: (Sun.: 7:00 p.m.): 1.539 million on NBC (women/live)
● 21 Aug.: (Sun: 12:30 p.m.): 642,000 on NBC (men/tape)
The men’s highlights show gained 16% as well, but the women’s number is stunning and demonstrates the interest in the returning star.
¶
NBC, CNBC and USA Network had coverage of the World Athletics Championships, with reasonably good viewing audiences for the network shows, but modest ones for the cable ones:
Network:
● 19 Aug. (Sat.: 2:30 p.m.): 934,000 on NBC
● 20 Aug. (Sun.: 12:00 p.m.): 1.112 million on NBC
● 27 Aug. (Sun.: 1:00 p.m.): 1.320 million on NBC
Cable:
● 21 Aug. (Mon.: 1:00 p.m.): 302,000 on USA
● 22 Aug. (Tue.: 12:30 p.m.): 277,000 on USA
● 23 Aug. (Wed.: 1:00 p.m.): 305,000 on USA
● 24 Aug. (Thu.: 1:00 p.m.): 354,000 on USA
● 25 Aug. (Fri.: 1:30 p.m.): 436,000 on USA
● 26 Aug. (Sat.: 1:30 p.m.): 281,000 on CNBC
● 27 Aug. (Sun.: 2:30 p.m.): 250,000 on CNBC
That’s an average of 1.122 million for the three NBC shows and 315,000 for the seven shows that had more than 200,000 viewers (the reporting threshold) on CNBC or USA.
For comparison, the six NBC prime-time shows from the 2022 World Championships in Eugene, Oregon averaged 1.993 million viewers. The 13 cable shows – same channels – averaged a little more than 379,000 viewers.
For track & field in the U.S., this is not too bad, and the cable audiences – core followers – were way up on the 176,000-207,000-288,000 that watched the U.S. nationals on 7-8-9 July.
Observed: A word on the NBC announce team, which will also be Paris in 2024 – Leigh Diffey (track) and Paul Swangard (field) and analysts Ato Boldon and Sanya Richards-Ross (sprints and hurdles), Kara Goucher (distances) and Trey Hardee (field), plus Lewis Johnson in the mixed zone.
Solid.
Diffey calls track for NBC because he’s their car-racing play-by-play man and they do more auto races than they do track meets. He has his detractors, but he offers a warm personality and did a fine job of setting the table and letting Boldon and Richards-Ross talk.
And this might have been Boldon’s best meet in his 17th year with NBC. Beyond being an Olympic and Worlds medalist, he is a respected coach and is not afraid to make a prediction, or explain why something might be right or wrong. His energy was high the entire time and he and Richards-Ross played off each other well.
Richards-Ross, also a superstar sprinter for the U.S. at the Olympic and World level, does not do well when she reads off introductions of athletes or other scripted narration. She is pretty good, however, when she and Boldon are chatting, as her personality comes through and she is learning to take some chances with predictions on the air. And Diffey got out of the way.
Goucher, a Worlds 10,000 m silver medalist in 2007, is fairly new and getting better, but was not as ready to take over as Boldon was, which makes her informative but less entertaining. Hardee, who was a two-time decathlon World Champion, was excellent in explaining the technical aspects of the events and what the athletes go through before, during and after the competitions. He was a little overwrought in insisting how magnificent the events and the athletes were.
Johnson has a thankless job trying to get U.S. athletes to talk to him and then getting any useful information out of them. But when reporting is needed, he is on it, as with the electric cart incident involved the 200 m semifinalists. Solid.
¶
A modest audience for the U.S.-New Zealand game of the FIBA men’s World Cup in the Philippines, which tipped off at 8:30 a.m. Eastern time on Saturday, drawing an average of 277,000 viewers on ESPN2.
2.
Four group undefeateds in FIBA World Cup so far
The initial group stage of the XIX FIBA men’s World Cup in Indonesia, Japan and the Philippines is closing quickly, with the Dominican Republic, Lithuania, Germany and Canada completing first-round sweeps (NBA affiliations are noted):
● Group A: The Dominican Republic, seeded 23rd coming in, has been a sensation so far, starting with an emotional, 87-81 win over the Philippines in the opener before a World Cup-record crowd of 38,115 at the Philippine Arena in Bocaue. Timberwolves forward-center Karl-Anthony Towns led with 26 points and 10 rebounds, and then scored 24 points and had 11 rebounds in the upset of no. 10 Italy, 87-82. Towns got help from guard Andres Feliz, who also scored 24. Feliz had 17 as the Dominican edged Angola by 75-67.
● Group D: Lithuania – seeded eighth – won its games by 93-67 over Egypt, 96-66 over Mexico and 91-71 against Montenegro. Guard Margiris Nomantas scored 18 in the opener, guard Rokas Jakubaitis and Pelicans center Jonas Valanciunas had 15 against Mexico and Jakubaitis led with 19 vs. Montenegro.
● Group E: No. 11 seed Germany rushed past Japan, 81-63, upset no. 3 Australia, 85-82, and rolled, 101-75 past Finland. Magic center Mo Wagner scored 25 in the opener, guard Dennis Schroeder (Raptors) scored 30 to lead a final-quarter comeback to surprise the Aussies, and Isaac Bonga and Schroeder each scored 15 in the rout of Finland.
● Group H: Canada, thanks to starring play from Thunder guard Shai Gilgeous-Alexander, stomped on two-time bronze winners France, 95-65, in their opener, then beat Lebanon, 128-73 and Latvia, 101-75. Gilgeous-Alexander had 27 points vs. the French, 12 against Lebanon (in 17 minutes), and 27 again against the Germans.
In Group C, the U.S. men’s national team zipped past New Zealand, 99-72, in its opener, then pounded Greece, 109-81, building a 50-37 halftime lead that expanded to 79-56 after three quarters. Guard Austin Reaves (Lakers) had 15 to lead a balanced scoring attack, with guards Jalen Brunson (Knicks) and Anthony Edwards (Timberwolves) getting 13 each and center-forward Bobby Portis Jr. (Bucks) scoring 10. The Americans shot 57.4% from the field and had a 40-25 rebounding edge.
The U.S. will finish up with Jordan early Wednesday morning, U.S. time. Serbia (2-0 in Group B), Slovenia (2-0 in Group F) and Spain (2-0 in Group G) are the other leaders and will also finish on Wednesday.
The second round of group play has the top two teams from each of the original groups moving on to play the top two from a different group. The U.S. and the runner-up from Group C playing Group D’s Montenegro and Lithuania, on 1 and 3 September.
The elimination rounds begin on 5 September and the tournament final is on 10 September.
3.
Spanish federation U-turns, asks Rubiales to leave
On Saturday, the Royal Spanish Football Federation (RFEF) issued a defiant statement backing embattled President Luis Rubiales, who said at an emergency Friday assembly that he would not resign after his unsolicited kiss of midfielder Jenni Hermoso during the medal presentations following the FIFA Women’s World Cup Final on 20 August.
On Monday, the tune changed:
“Following the meeting of the Committee of Presidents of the Autonomous and Territorial Federations of the RFEF, we would like to inform both the world of football and wider society of the following unanimous agreements:
“– After the recent events and the unacceptable examples of behaviour that have seriously damaged the image of Spanish football, the Territorial Presidents’ Committee request that Mr. Luis Rubiales present his resignation as president of the RFEF immediately. …
“– We will urge the corresponding bodies to carry out a wholesale, immediate and organic restructuring process of strategic positions in the Federation in order to bring in a new management role in Spanish football.
“– Following FIFA’s suspension of Mr. Luis Rubiales, the Federation’s internal management protocols have been implemented as a consequence of said suspension. …
“– The RFEF remains committed to continuing to implement its investment and equality policies for the development of women’s football.
“– Finally, the Presidents’ Committee has given its unanimous backing to Mr. Pedro Rocha to lead us through a new stage where dialogue and reconciliation with all football institutions will be the line followed. We place ourselves at the disposal of the [Consejo Superior de Deportes: National Sports Council] and all the institutions involved to continue developing the 2030 World Cup bid together.”
Reports in British media indicate that FIFA’s disciplinary committee are interviewing witnesses and will push for a ban of 15 years, the maximum penalty it can impose. FIFA imposed a provisional suspension of 90 days last week.
Rubiales’ mother, Angeles Bejar, was reported to have begun a hunger strike and locked herself in a church in Motril, in southern Spain. The Spanish news agency EFE reported:
“Luis Rubiales’ mother has asked Jenni Hermoso to ‘tell the truth’ and ‘keep the version she had at the beginning of the facts.’
“She considers that ‘there is no sexual abuse as there is consent on both sides, as demonstrated in the images.’ and wonders ‘why they are being cruel to him’ and what ‘is behind this whole story.’ since her son ‘is incapable of hurting anyone.’”
Bejar insisted that “the bloody and inhumane hounding” of her son be stopped.
The European governing body UEFA, of which Rubiales is a Vice President, has posted no comment.
4.
Coe thrilled, Lyles picks NBA fight at Athletics Worlds
“Together with the Budapest Organising Committee we have created a new standard for our outdoor World Championships going forward. It is the new blueprint. We have seen full stadia which creates an electric atmosphere, we have had the highest ever number of participating athletes, we have witnessed jaw-dropping and nail-biting performances, and we have had huge audiences as a result.”
That’s World Athletics chief Sebastian Coe (GBR), commending the 2023 World Athletics Championships as a pivot point for the sport, noting the 400,000 spectators from 120 countries who attended – about 95% of capacity, according to the organizers – and the excitement surrounding the event. He added:
“Innovation has been a driving force for these championships. They have had more innovation embedded in them than we have seen in the last decade. From a medal plaza where athletes are treated like rock stars, to the awarding of coaches’ medals, striking branding that can be seen across the city, and a clear sustainability vision. This is a World Championships city and a country with a long-term, ambitious vision for sport and legacy that goes way beyond a nine-day competition.”
Coe met with Hungarian Prime Minister Viktor Orban during the event, as did International Olympic Committee President Thomas Bach (GER) and other International Federation chiefs, and further cooperation will be forthcoming. Said Coe:
“Together with the Hungarian government, and science and technology institutions like the Hungarian University of Sport Sciences, we are drawing up plans to create a permanent World Athletics centre of coaching excellence, which will be housed at the National Athletics Centre.”
Coe expounded on where World Athletics will go from here, as reported in The Guardian:
“We can’t afford to have empty stadiums. I don’t really care where it is, it just makes you look marginal. If you’d had just a handful of people in for the morning sessions, and the evening session has looked a bit rinky-dink, then you set the tone and the style, and you guys would have probably written it.”
He also stressed the importance of doing much more with World Athletics championship events than putting on a good meet:
● “I’m not prepared any longer to listen to organising committees tell me that everything is fine and the tickets are going really well, and then suddenly at our April council meeting we hear that they’ve sold 15% of the tickets.
“We’ve been to places where, frankly, I’m not sure most people two weeks later would have remembered that they were in this city.
“So we started a long time ago with Budapest. They’ve been really proactive. They’ve connected with a lot of the countries around us so we’ve sold many thousands of tickets outside of Hungary.”
● “Whenever I go into a country [about an event], I say to the [national] federation: ‘I will come but you need to sit me down and the finance minister, you need to sit me down with your tourist agencies.’ And I’m spending probably as much time on that side of the sport, as I am sitting with the federations.”
The 2025 Worlds will be in Tokyo (JPN), in the new National Stadium, which was empty for the Olympic Games in 2021 due to the Covid-19 pandemic. For 2027, Nairobi (KEN) could ask to be considered again if its infrastructure questions are resolved, and Beijing (CHN) and Istanbul (TUR) have said they are interested.
¶
Noah Lyles had a brilliant Worlds, with three golds in the men’s 100 m, 200 m and 4×100 m, but he took time during the 200 m medal-winners news conference to pick a fight:
“You know the thing that hurts me the most is that I have to watch the NBA Finals and they have ‘World Champion’ on their head [on the championship cap]. World champion of what? The United States?
“Don’t get me wrong. I love the U.S. – at times – but that ain’t the world. That is not the world. We are the world. We have almost every country out here fighting, thriving, putting on their flag to show that they are representing.
“There ain’t no flags in the NBA.
“We’ve got to do more. We’ve got to be presented to the world.”
Lyles and Coe are on the same page, but Lyles got the attention of multiple NBA players, including Kevin Durant, who tweeted: “Somebody help this brother.”
But he also got support from his track & field community, starting with women’s 100 m World Champion Sha’Carri Richardson:
“I’m standing with Noah on this one !! @LylesNoah the organization have players from different countries but do they compete against different countries. You have to go against the world in order to be a world champion!!”
The online debate was fierce and nonsensical, but that’s not the point. Lyles’ showmanship – backed up by three gold medals – has crossed U.S. track & field over into a discussion about it and the NBA. Brilliant.
¶
With the results site back up now, the placing table – scoring the meet 8-7-6-5-4-3-2-1 – showed the U.S. an easy winner, with 277 points to 139 for Jamaica, 112 for Kenya, 102 for Great Britain and 96 for Ethiopia.
The American total is down from the sensational 328 scored last year in Eugene, or 310 in Doha in 2019. It’s up a tad on the U.S. total of 272 from London in 2017.
¶
With the World Athletics main results site crashing multiple times and even the finally-available detailed results not complete in the 4×400 m relays, French coach and commentator P.J. Vazel posted the men’s and women’s splits on Twitter.
Using video analysis, he reported the U.S. men at 44.78 for Quincy Hall, 43.77 for Vernon Norwood, 44.74 for Justin Robinson and 44.01 for Rai Benjamin (2:57.31).
For the Dutch women: Eveline Saalberg (51.85, Lieke Klaver (48.71), Catherlijn Peeters (51.37) and Femke Bol, 48.79 for a winning 3:20.72 time.
There were only three sub-49 legs in the women’s 4×400, with Klaver the fastest, then Bol, then Poland’s Natalia Kaczmarek, who ran 48.85 on anchor to go from seventh to six.
5.
UIPM, fighting for Olympic survival, swallows Obstacle federation
“The Union Internationale de Pentathlon Moderne (UIPM) has entered into a Memorandum of Understanding (MoU) with the Federation Internationale de Sports d’Obstacles (FISO) with the shared aim of creating a sporting movement with more audience and active participants.
“Following its recent incorporation of an Obstacle discipline into Modern Pentathlon, under the terms of the MoU, UIPM will integrate FISO and oversee the wider Obstacle Sport movement.”
This astonishing announcement on Saturday at the UIPM World Championships in Bath (GBR), in which the FISO will be swallowed whole by the UIPM. This follows a May announcement of the “re-branding” of a Ninja World Cup held in Orlando, Florida in July and the Obstacle World Championships in September in Genk (BEL). Included in the statement:
“The partnership aims to create a more accessible Modern Pentathlon with Obstacle, merging a new, TV-friendly, and mass participation sport with the prestige and heritage of the Olympic Games.”
Interestingly, the World Obstacle Web site carried no mention of the new agreement as of Tuesday.
As a part of Saturday’s statement, FISO (World Obstacle) President and extreme-sports competitor Ian Adamson (AUS) said:
“We are bringing our sports together, uniting the Olympic movement with the mass participation, broadcast and viewers – all of that creates a very powerful collaboration.”
This remains to be seen, of course. What is now the UIPM was founded in 1948, and added biathlon in 1953, becoming the only International Federation with Olympic and Winter Olympic sports together. The biathlon folks decided to leave in 1993 and formally left the UIMPB in 1998 to form the International Biathlon Union.
The IBU has gone on to substantial success as a separate entity, and as of April 2022, had assets of €70.07 million, reserves of €65.39 million and revenues of €47.52 million for the 2021-22 season. (€1 = $1.09 today)
The UIPM’s most recent posted financial statement is for 2020, showing $3.16 million in assets, $1.78 million in reserves and income of $573,074, in significant part due to the Covid-19 pandemic. Looking at the pre-pandemic year of 2019, assets were $3.66 million, reserves were $3.36 million and income was $1.16 million.
The Saturday announcement gave no details on any plan for the future of the two federations. The UIPM was not included on the program of the 2028 Olympic Games in Los Angeles, and the International Olympic Committee is expected to announce – at the latest at its 141st Session in India in October – whether it will be included or not. The UIPM is under fire from a significant part of its elite athlete base, unhappy with the changes to the event since the Tokyo Olympic Games, primarily the dropping of riding and replacement with obstacle racing.
FISO (World Obstacle) was founded in 2014 as an outgrowth of the ESPN X Games, is not an IOC-recognized federation or sport, and financial statements were not found on its Web site.
Observed: This is quite amazing, to have the least successful of the Olympic sports federations suddenly absorbing another, albeit even smaller, federation of a discipline which is not recognized by the IOC.
The repeated assertion by the UIPM and now World Obstacle that the insertion of obstacle racing into the modern pentathlon – or perhaps, with the merger, the replacement of pentathlon with obstacle racing by itself – will energize athlete and viewer interest worldwide, runs counter to real-life experience.
The International Track Association was founded right after the 1972 Munich Olympics, with dozens of track & field’s brightest stars, to take advantage of huge U.S. ratings for the 1968 and 1972 Olympic Games. It folded in 1975.
It was just four years ago – 2019 – that Ukrainian billionaire Konstantin Grigorishin founded the International Swimming League based on the enormous popularity of the sport worldwide on Olympic broadcasts. He financed the effort for three years, losing about $20 million a year, before the Russian invasion that collapsed the league, which continues in suspension now.
Grigorishin found no swell of fan enthusiasm for his league in any market, and acknowledged that he had been financing it himself and even before the Russian invasion, said he would not continue to support a money-loser of this size indefinitely.
How is the UIPM, with its much more limited resources – and with the same President as it had when biathlon went on its separate way – going to generate mass support when track & field swimming, genuinely worldwide, mass-participation sports, could not?
The Saturday announcement did not say, but the IOC will be asking.
≡ WORLD CHAMPIONSHIPS ≡
● Modern Pentathlon ● Egypt completed a sweep of the UIPM World Championships relays in Bath (GBR), with Mohanad Shaban and Salma Abdelmaksoud rolling to a 1,413-1,395 win over Korea’s Woong-tae Jun and Sun-woo Kim.
The Egyptians won the fencing, riding and swimming sections to launch into the Laser Run with a 17-second lead on the Koreans, and held on with a 12:38.00 clocking, eighth-best in the field and just better than the 12:39.90 for the Koreans. Egypt had previously won the men’s and women’s team relays, and the men’s team event for a total of four golds to lead all nations; they scored five medals in all; Shaban won two relays golds and an individual silver.
Great Britain won four medals (1-2-1) as did Italy (2-2-0).
Marek Grycz and Lucie Hlavackova (CZE) finished third at 1,386, maintaining their standing going into the Laser Run.
● Shooting ● The 2023 ISSF World Championships continue in Baku (AZE) with non-Olympic events.
Kazakhstan’s Zukhra Irnazarova won the women’s 10 m Running Target final, 6-3, over countrywoman Alexandra Saduakassova, then Saduakassova returned the favored in the Running Target Mixed final with a 19-13 win in a shoot-off. Ukraine’s Ihor Kizyma won the men’s 10 m Running Target, 6-3, against German Kris Grossheim, while Denys Babliuk of Ukraine beat Kizyma in the Running Target Mixed final, 384-381, with Kizyma getting silver over Grossheim in a 20-19 shoot-off.
In the men’s 300 m Rifle/Prone final, Rajmond Debevec (SLO) shot a perfect 600 to win over Aleksi Leppa (FIN: 599) and Tim Sherry (USA: 599)! Poland’s Maciej Kowalewicz took the 300 m Rifle/3 Positions win at 587, over fellow Pole Tomas Bartnik (586), with Sherry fifth (585).
Poland’s Karolina Romanczyk won the women’s 300 m Rifle/Prone title at 593, with Swiss Silvia Guignard Schnyder at 592. Katrine Lund of Norway won the 300 m Rifle/3 Positions gold, scoring 581 to 579 for Romanczyk. Competitions conclude Thursday.
≡ PANORAMA ≡
● Olympic Games 2024: Paris ● The International Olympic Committee’s Boxing Task Force, running the boxing tournament for Paris, announced the specifics of the two final qualifying tournaments for Paris:
“The first world qualification tournament will take place in Busto Arsizio, Italy – from 29 February to 12 March, 2024. The event will allocate 49 quota places (21 Women and 28 Men).
“The second world qualification tournament will be held in Bangkok, Thailand – from 23 May to 3 June, 2024. By the end of the tournament, the remaining 51 quotas places will be awarded and the boxing qualification period for the Olympic Games Paris 2024 will be finalized.”
The first opportunity is at continental events, including the completed European Games and the forthcoming Asian Games, Pan American Games and African Games.
● Olympic Winter Games 2022: Beijing ● Agence France Presse reported that Huizhong Nu, who served as the Secretary General of China’s Winter Games delegation, is being investigation for corruption.
The General Administration of Sport said Nu “is suspected of serious violations of discipline and law”; AFP noted “He is one of a string of sport officials to come under scrutiny in recent months as the ruling Communist Party wages an industry-wide anti-corruption drive.”
● Pan American Games 2023: Santiago ● The medals for the 2023 Pan American Games were unveiled in a ceremony in the desert town of Sierra Gorda, in northern Chile, to mark the use of native copper:
“Although this is the second time the medals of the Pan American Games will include Chilean copper — the first instance being Toronto 2015 where the bronze medals had a percentage of said copper — the medals for Santiago 2023 are unique due to the center being made entirely of the mineral extracted from northern Chile. The medals are then completed thanks to the skilled labor of artisans and workers at the Chilean company Milled.”
The ceremony was held at the Centinela Mine and included “a planned and powerful multicolor explosion in the middle of the mining site before moving on to the presentation of the three medals.”
Wow. Some 2,986 medals are being made, for the Pan American and Parapan American Games in Santiago. A special oxidative process was used to produce green tones for the Pan American Games medals and blue tones for the Parapan American Games awards.
Each of the medals has a diameter of 10 cm (3.94 inches), a thickness of 8 mm (0.315 inches) and weighs 280 grams (9.88 ounces).
● Press, Radio, Television ● There has been no shortage of action to report on with world championships everywhere this summer, but the action in and around the press tribunes has been boiling as well:
● From the Laurent Monbvailu of the Brussels (BEL) daily La Dernière Heure/DH les Sports, on the just-concluded World Athletics Championships in Budapest, a note titled “Tensions in the mixed zone” (computer translated from the original French):
“In sports competitions too, influencers are gaining ground. Accreditation around their necks, they took over the mixed zone, this obligatory meeting point between athletes and journalists.
“The former will prefer to talk about outfits, hairstyles and nails with athletes whose trust they have won (and whom they do not hesitate to encourage, even hug), the latter will limit themselves to questions more factual and, in some cases, disturbing.
“In Budapest, the mutual reproaches addressed by the two camps have reached new heights. Still, everyone should, one day, be able to live together if the public is there…”
● Orange County Register investigative and sports reporter, Scott Reid – a 16-time Associated Press Sports Editors honoree – wrote that he had been denied accreditation for last week’s USA Gymnastics Artistic National Championships in San Jose, California.
He said the USAG communications chief told him, “We are over-run with media requests and having to make some tough decisions on credentialing. We can’t accommodate you this year.”
In his story, “Silencing the media won’t change USA Gymnastics’ culture of abuse,” he quoted Supreme Court Justice Potter Stewart, who served from 1958-81: “Censorship reflects a society’s lack of confidence in itself,” and followed up with:
“The latter Stewart quote came to mind Sunday afternoon as I sat in the seat I purchased in Section 107, Row 23, Seat 16 at the SAP Center for the USA Gymnastics Championships.
“Normally I would be sitting on press row, just as I have through the last seven Olympic Games gymnastics competitions, World Championships, U.S. championships in parts of three decades and NCAA Championships dating back to the early 1990s. I covered 16-year-old Simone Biles’ first U.S. title in Hartford in 2013.
“But earlier this month USA Gymnastics unexpectedly denied my credential request to cover Biles’ record-setting eighth U.S. all-around title.”
The story as accompanied, of course, by a shot of a portion of the press seating area, which was not full.
● Badminton ● The Badminton World Federation announced Tuesday:
“The Badminton World Federation (BWF) can confirm that athletes from Russia and Belarus will be allowed to participate as Individual Neutral Athletes in BWF sanctioned tournaments commencing 26 February 2024. …
“A player eligibility panel will be established to conduct due diligence and to scrutinise all conditions of entry. BWF will subsequently monitor the behaviour of any Individual Neutral Athletes to observe they comply with such conditions. …
“The practical implementation of the framework and the participation of Individual Neutral Athletes in events across the BWF calendar will be done in dialogue with the Member Hosts of the respective events, including mitigation against the risk of tournament cancellation or other disproportionate impacts on tournament organisers.
“First steps towards reinstatement will begin in September with eligibility applications followed by a due diligence process. Approved players will then be subject to a robust anti-doping and testing framework paving the way for the first entries being possible at the beginning of 2024 and towards participation in February 2024.
“If ever the behaviour of an individual athlete compromises the eligibility criteria used for reinstating them in the first place, BWF reserves the right to reconsider their playing status once more.”
The BWF had previously barred Russian and Belarusian entries; President Paul-Erik Hoyer (DEN) said the move “a positive step forward as part of our endeavour to promote peace and solidarity.”
● Boxing ● Rolling on with business as usual, the International Boxing Association announced an agreement to stage its 2024 Women’s World Championships in Kazakhstan:
“The World Championships will take place in October 2024 in Astana. The medal-winners will receive prize money, with the overall fund of $4.8 million, where $200,000 will be secured for the gold medallist, $100,000 is set for the second place and each of the bronze medallists will receive $50,000. The head coaches of the medallists will get 10% of the prize money, and the National Federations are eligible for 20% of the sum.”
Specified payments for coaches in new in boxing, but has been the protocol in judo for years now. The IBA, led by former Russian Boxing Federation Secretary General Umar Kremlev, was dismissed from the Olympic Movement in June by a vote of a specially-called IOC Session and has nothing to do with Olympic boxing. But it is free to put on its own tournaments.
● Cycling ● The first week of the 78th Vuelta a Espana rolls on, with one of the race favorites – Belgium’s defending champion, Remco Evenepoel – back in front.
Evenepoel won the challenging third stage on Monday, a 158.5 km route from Suria (at 338 m elevation) that raced uphill to the 1,977 m Coll d’Ordino in the final third, then down and back up to Arsinal in Andorra, finishing at 1,911 m. A group of 11 riders finally separated from the peloton in the final climb to the finish, with Evenepoel winning by a second over Tour de France champ Jonas Vingegaard (DEN), Spain’s Juan Ayuso and two-time La Vuelta winner Primoz Roglic (SLO).
Evenepoel took the race lead by 0:05, with 16 riders within a minute.
On Tuesday, a 184.6 km ride from Andorra to Tarragona, a mostly downhill route produced the expected mass sprint at the end, with Australian Kaden Groves winning his second career La Vuelta stage in 4:05:41, ahead of Juan Molano (COL), Edward Theuns (BEL), and many others.
Evenepoel remains in the red leader’s jersey – “maillot rojo” – with Enric Mas second (ESP: +0:05), then Lenny Martinez (FRA: +0:11) and Vingegaard (DEN: +0:31).
Wednesday’s stage is another mostly downhill affair, but with a major climb in the final third.
¶
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TSX REPORT: Biles wins eighth U.S. All-Around title; Spain’s Rubiales won’t go, so FIFA suspends him; U.S. wins FIBA World Cup opener
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≡ THE 5-RING CIRCUS ≡
1. Biles dominates for eighth All-Around title at U.S. Gymnastics Champs
2. Spanish football chief Rubiales won’t quit, so FIFA suspends him
3. Ireland and Swiss reject move to World Boxing, for now
4. Entrance stampede kills 12 at Indian Ocean Island Games opening
5. U.S. women drop to third in new FIFA rankings
● American superstar Simone Biles won her eighth U.S. All-Around title at the USA Gymnastics nationals in San Jose, giving her 27 national titles from 2013-23. Stanford’s Asher Hong, 19, won his first U.S. A-A title in the men’s division, leading a youth movement.
● Spanish football chief Luis Rubiales refused to resign, declaring his will to stay in a lengthy Friday speech to a special assembly of the federation. The response was angry, with 11 coaches and technical staff resigning, 81 players refusing to play for the national team – including the entire Women’s World Cup squad – and actions against Rubiales initiated by two sectors of the Spanish government. Oh yes, the FIFA suspended him as well.
● In separate actions, the boxing federations of Ireland and Switzerland decided to stay affiliated – for now – with the International Boxing Association. A vote of Irish clubs to affiliate with both the IBA and World Boxing failed to pass in a close vote, and SwissBoxing, in a special assembly, overrode its Board’s decision to move, and the 17-year head of the federation resigned immediately.
● A crush of spectators trying to get into the opening of the Indian Ocean Island Games in Madagascar saw 12 people killed and 80 injured. The ceremony went on as scheduled, with the Madagascar president asking for a moment of silence for the victims, and saying the state will care for the injured.
● The U.S. Women’s National Team dropped to third in the FIFA Women’s World Rankings, their lowest position ever since the list debuted in 2003. Sweden is the new no. 1, with Women’s World Cup winner Spain at no. 2.
● World Championships ● Badminton (Korea wins three golds!) = Basketball (2: U.S. wins opener, Canada now 2-0; record number of NBA players in World Cup) = Canoe-Kayak (Carrington stars with three more golds) = Gymnastics (Varfolomeev finishes individual sweep) = Modern Pentathlon (Chooing and Micheli repeat at Worlds) = Shooting (U.S. scores silver in Mixed Trap Worlds final) = Volleyball (China wins FIVB women’s U-21 Worlds) ●
● Panorama: Athletics (Ostrander serves four-month drug suspension) = Cycling (4: Vuelta a Espana now underway; Wellens leads Belgian 1-2-3-4 in Renewi Tour; van Vleuten captures Tour of Scandinavia; Flueckiger gets fifth career XCO World Cup win) ●
● Errata: Typo in Friday’s post on “Brisbane 2036″ instead of the correct “Brisbane 2032.” Thanks to reader Dan Bell for noticing; now corrected on the site. ●
● Schedule: No TSX Report on Tuesday due to a technology installation and upgrade. Back on Wednesday! ●
1.
Biles dominates for eighth All-Around title at U.S. Gymnastics Champs
All eyes were once again on U.S. superstar Simone Biles at the 2023 U.S. Artistic Gymnastics Championships in San Jose, California, and she delivered – again – winning both sessions of the women’s All-Around and the combined score.
Biles led the field after Friday’s first All-Around, scoring 59.300 to 56.750 for 2022 Worlds runner-up Shilese Jones, 55.700 for 2022 Worlds Team winner Skye Blakely, 55.350 for 2021 Worlds silver medalist Leanne Wong and 54.600 for 2022 Worlds Vault and Floor silver medalist Jordan Chiles.
Biles won on Vault (15.700), Beam (14.450) and Floor (14.800), and was third on the Uneven Bars (14.350), won by Jones (14.900).
On Sunday, Biles was revved up again, winning the Vault at 14.850, following up with a 14.050 on the Uneven Bars, 14.850 on Beam and 15.400 on Floor. That gave her a second-day score of 59.150, just 0.150 behind her Friday tally and a two-day total of 118.450.
Jones was second at 114.500, improving on Sunday to 57.800. Wong was third, also better on Sunday than Friday, at 55.750 (total of 111.100). Blakely scored 55.050 to finish fourth at 110.750 and Chiles scored 53.150 to get fifth at 107.750.
Biles led the Vault with a combined score of 30.550, won the Beam at 29.300 and Floor – of course – at 30.200. Her Bars total of 28.400 ranked her third, to Jones (29.900) and Blakely (28.800).
The iconic Biles has now won eight national All-Around titles, and her performance – score-for-score – is right in line with her last three:
● 2013: 60.500 (one All-Around only)
● 2014: 122.550 (61.800 + 60.750)
● 2015: 124.100 (61.100 + 63.000)
● 2016: 125.000 (62.900 + 62.100)
● 2018: 119.850 (60.100 + 59.750)
● 2019: 118.500 (58.650 + 59.850)
● 2021: 119.650 (59.550 + 60.100)
● 2023: 118.450 (59.300 + 59.150)
In terms of national apparatus championships, she now has 19 of those:
● Vault: 6
● Bars: 1 (2018)
● Beam: 6
● Floor: 6
Tokyo Olympic All-Around champ Suni Lee contested only the Vault (13.350 + 13.400 = 26.750: 20th) and Beam (13.650 + 14.200 = 27.850: 3rd), owning to her ongoing health issues.
The 10-member women’s national team was named, but the team for the World Championships in Antwerp (BEL), starting 30 September, will be named after a training camp in Katy, Texas from 18-21 September.
¶
In the men’s competition, Stanford’s Asher Hong, 19, took his first national title, leafing after Thursday’s first All-Around at 85.615, then staying steady on Saturday to post another 85.315 score – again the top total – to finish at 170.930.
Teammate Khoi Young, 20, was similarly consistent, scoring 84.781 on Thursday and 84.674 on Saturday for a silver-medal total of 169.455. Michigan’s Fred Richard, also 19, was third at 169.311.
The third Stanford entry, Colt Walker, 22, finished fourth at 168.811 and three-time U.S. champ Yul Moldauer was fifth (167.446).
The individual apparatus titles went to Michigan’s Paul Juda on Floor at 29.300, while 2021 World Champion Stephen Nedoroscik on Pommel Horse (31.301), with Young second (28.601) and Moldauer third (28.158).
Defending champ Donnell Whittenburg won on Rings (30.272), with Hong second (30.098) and Moldauer fourth (28.628). Ohio State’s Kameron Nelson on Vault (28.325) and Moldauer took the title on Parallel Bars (31.360). Richard was tops on the Horizontal Bar, scoring 29.802.
Hong, Juda, Moldauer, Rchard and Young were named to the U.S. team for the World Championships in Antwerp, with Walker as the alternate.
¶
USA Gymnastics announced that its new mascot has been, appropriately, named “Flip.” About 1,000 suggestions were received online by Saturday evening, with “Flip” the most popular submission.
2.
Spanish football chief Rubiales won’t quit, so FIFA suspends him
Turning from an embarrassment at the end of the FIFA Women’s World Cup in Sydney’s Stadium Australia into a cause celebre for women in Spain and elsewhere, Royal Spanish Football Federation (RFEF) President Luis Rubiales refused to resign on Friday and was provisionally suspended on Saturday (26th) by FIFA:
“The chairman of the FIFA Disciplinary Committee, Jorge Ivan Palacio (Colombia), in use of the powers granted by article 51 of the FIFA Disciplinary Code (FDC), has decided today to provisionally suspend Mr. Luis Rubiales from all football-related activities at national and international level. This suspension, which will be effective as of today, is for an initial period of 90 days, pending the disciplinary proceedings opened against Mr. Luis Rubiales on Thursday, August 24.”
FIFA further directed both Rubiales and the RFEF not to contact midfielder Jenni Hermoso, who was controversially kissed by Rubiales during the medal presentation ceremonies.
It appeared that Rubiales would resign at an extraordinary general assembly on Friday, but instead stunned the room, the Spanish federation membership and the soccer world with a defiant, 21-minute address that included:
● “Is it so serious that I need to leave, having done the best management in the history of Spanish football? Do you think I have to resign? Well, I’m going to tell you something: I will not resign, I will not resign, I will not resign. I will not resign. I will not resign.”
● “To my daughters [who were in the room] I say that today they have to learn a lesson: what equality is. You have to differentiate between truth and lies, and I am telling the whole truth. You are feminists and not the false feminism that is out there. They don’t care about people. They are preparing a social execution so they can put on a medal and say they are moving forward.”
● “It has taken them five days to congratulate us on the World Cup. They have referred to ‘sexual violence.’ What will the women who have been sexually assaulted think? To these people who have said this about me, who are trying to publicly assassinate me, I say that I will defend myself in court.”
● Rubiales also dismissed all of the regional vice presidents of the RFEF except Pedro Rocha, telling the assembly:
“He will be the interim president if the process opened by the CSD prevents me from continuing as president.”
The response came fast and furious, starting with Victor Francos, head of the National Sports Council (CSD):
“The government starts today the procedure so that Mr. Rubiales has to give explanations before the Sport Court and if the Sport Court agrees, I can announce that we will suspend Mr. Rubiales from his functions.”
And from the Spanish prosecutors:
“This Provincial Prosecutor’s Office has received the complaint against Luis Rubiales Béjar in which he recounts facts that could constitute a crime of sexual assault. I hereby inform you that having verified that the territorial jurisdiction to hear the facts corresponds to the Prosecutor’s Office of the National Court, the present Government File has been sent to it, for the appropriate purposes.”
Hermoso released a statement through the Spanish players union, FUTPRO, which included:
● “I want to make it clear that at no time did the conversation to which Mr. Luis Rubiales refers to in his address take place, and, above all, was his kiss ever consensual. I want to reiterate as I did before that I did not like this incident.”
● “I feel the need to report this incident because I believe that no person, in any work, sports, or social setting should be a victim of these types of non-consensual behaviors. I felt vulnerable and a victim of an impulse-driven, sexist, out of place act without any consent on my part.”
● “Despite my decision, I must state that I have been under continuous pressure to make a statement that could justify Mr. Luis Rubiales’ actions. Not only that, but in different ways and through different people, the RFEF has pressured my surroundings (family, friends, teammates, etc.) to give a testimony that had little or nothing to do with my feelings.”
FUTPRO’s statement noted that 81 players – including the entire Women’s World Cup team – will refuse any call to compete for the national team “if the current leaders continue.”
In addition, 11 Spanish football coaches and technical staff all resigned from the federation.
Then the RFEF dropped its own bomb, posting a lengthy statement in defense of Rubiales, including:
● “The RFEF announces its intention to take any necessary legal actions in defense of the honorability of the President of the RFEF. He has clearly and simply explained how the events, which have become a source of controversy and ridicule by wide sectors of society against him, transpired.”
● “In a state governed by the rule of law, as the President has advocated, opinions are countered with facts and evidence, and falsehoods are challenged in the courts.
“The President of the RFEF has sought to handle this matter with the utmost respect for the players and institutions, and only when an insurmountable red line was crossed did he publicly provide his version of the events.
“The version of events presented by the President is corroborated by internal records that have been opened.”
● “The RFEF and the President will demonstrate each falsehood that is spread, whether by someone on behalf of the player or, if necessary, by the player herself.
“Given the gravity of the content in the press release by the Futpro union, the RFEF and the President will initiate the appropriate legal actions.”
What a mess.
3.
Ireland and Swiss reject move to World Boxing, for now
Two national boxing federations expected to move to World Boxing were slowed by their members, who decided – for now – to remain with the International Boxing Association, now un-recognized by the International Olympic Committee.
The SwissBoxing statement included:
“At the extraordinary delegates’ meeting of SwissBoxing on Saturday in the House of Sports in Ittigen, the delegates did not support the decision unanimously taken by the association council regarding immediate withdrawal from the IBA (formerly AIBA). Instead, it was decided to rejoin the IBA. The IOC, based in Lausanne, excluded the IBA from Olympic sport by decision of June 22, 2023. As a result, President Andreas Anderegg announced his immediate resignation. Former amateur boxer Amir Orfia was elected the new president.”
Anderegg had been the President of the federation for 17 years. In a follow-up message, Orfia observed:
“The current situation, marked by significant changes and important decisions, requires a united, transparent and forward-looking approach. The recent decision regarding our affiliation with the IBA, the concerns raised and the departures within our organization demonstrate the importance of our collective commitment to moving in the right direction.”
The Irish Amateur Boxing Association (IABA) also had an extraordinary general meeting (EGM) in Dublin last Saturday; its statement included:
“A majority of Irish boxing clubs attending today’s EGM voted in favour of constitutional change, which would have allowed the Irish Athletic Boxing Association to join any international federation the members voted for. The special resolution cannot, however, be enacted.
“71% of delegates voted in favour, and 29% against. As the special resolution proposed change to our Constitution, it required 75% to pass.”
The vote was 84-34 for the resolution, with four votes spoiled, and since it did not pass, a follow-up motion – “Does your club wish IABA to remain a member of the International Boxing Association (IBA) AND affiliate to World Boxing?” – did not come up.
IABA Chair Niall O’Carroll‘s statement noted:
“The vote was very tight, just 4% in the difference, but the clubs have spoken. It is very important to note that the majority of clubs here today wanted to change our constitution to allow us flexibility and choice, the bar for passing this special resolution is very high – 75%. It means that IABA remains constitutionally tied to IBA. The Board of Directors respects the outcome of this vote. … We’ll consult with members on what that looks like, and create a path forward, together, from there.”
If the IABA motion had passed, it would have meant that the Irish federation could not be a member of the IBA since that organization bars membership in any other federation.
World Boxing has announced 12 members and is processing other applications, in advance of a November Congress to elect its first officers. Its goal is to become the IOC’s recognized federation for Olympic boxing, since IBA’s recognition was ended in June.
The IBA, headed by former Russian Boxing Federation Secretary General Umar Kremlev, was thrilled with these outcomes, of course, but remains outside of the Olympic Movement.
It should be noted that neither Switzerland or Ireland, or any national federation, have had their opportunities to participate in boxing at the 2024 Olympic Games in Paris, since neither the IBA nor World Boxing have anything to do with it, and the qualifying process is being overseen by the IOC itself, as it did for Tokyo in 2021.
4.
Entrance stampede kills 12 at Indian Ocean Island Games opening
“An unfortunate event happened. There was a stampede at the entrance. There were a lot of injuries. We will observe a few seconds of silence because compatriots have died when they wanted to enter.”
That announcement was made by the President of Madagascar, Andry Rajoelina, on Friday night during the opening ceremony of the 11th Indian Ocean Island Games, being held in Antananarivo, Madagascar.
Madagascar Prime Minister Christian Ntsay reported that 12 people died and another 80 were injured, including 11 in critical condition. But the ceremony, at the 41,000-seat Mahamasina stadium, continued. A report on the Games opening noted:
“President Andry Rajoelina called for a minute of silence following the death of several people after a stampede in front of a stadium gate. The Prime Minister as well as several members of the Government immediately went to the bedside of the victims. Those injured will be taken care of by the State. The Head of State Andry Rajoelina sent a message of comfort to the victims and took the opportunity to challenge the various officials so that such a tragedy could not happen again.”
A similar incident, with one death and 40 injured at the same stadium, took place before a football match in 2018.
A reported 4,213 athletes from seven island nations – Comoros, Madagascar, Maldives, Mauritius, Mayotte, Reunion and Seychelles – are competing in 17 sports. The event continues to 3 September.
5.
U.S. women drop to third in new FIFA rankings
Spain’s remarkable run to the championship of the FIFA Women’s World Cup was rewarded up a significant move in the new FIFA Women’s World Rankings, but not to the top spot.
That belongs to Sweden, which eliminated the U.S. on penalty kicks in the quarterfinals and ended up in third place after beating Australia:
● 1. 2069.17 points: Sweden (+2)
● 2. 2051.84 points: Spain (+4)
● 3. 2051.21 points: United States (-2)
● 4. 2030.14 points: England (same)
● 5. 2004.17 points: France (same)
● 6. 1987.67 points: Germany (-4)
● 7. 1984.50 points: Netherlands (+2)
● 8. 1961.35 points: Japan (+3)
● 9. 1949.41 points: Brazil (-1)
● 10. 1944.84 points: Canada (-3)
It’s the first time ever for Sweden at no. 1; the Spanish could have been top-ranked but lost on out on some valuable points in their 4-0 group-stage loss to Japan.
Germany was the biggest loser (-4) in the top echelon, failing to make it out of the group stage, and Canada lost three spots for the same result.
The U.S. moved two slots lower to third, which is its lowest position ever in the history of the rankings, which began in 2003. The U.S. women had never placed lower than third in the prior Women’s World Cups and had been top-ranked since June 2017.
The biggest gain in the list came from Morocco, which rose from 72nd to 58th by making the playoff round.
≡ WORLD CHAMPIONSHIPS ≡
● Badminton ● Big news for Korea at the BWF World Championships in Copenhagen (DEN), with three wins … for a country that hadn’t won a gold since 2014, and came into the tournament with nine wins all-time!
The fun started with Mixed Doubles, as fifth-seeded Seung-jae Seo and Yu-jung Chae defeated defending champs and top-seeded Si Wei Zhang and Ya Qiong Huang (CHN), 21-17, 10-21, 21-18.
Japan’s 2022 silver winners, Yuta Watanabe and Arisa Higashino, won a bronze, along with Zhenbang Jiang and Yaxin Wei (CHN).
Then, top-seeded Se-young An, the 2022 bronze medalist, topped three-time champion Carolina Marin (ESP), 21-12, 21-10.
Defending champion Akane Yamaguchi of Japan won a bronze, along with 2022 runner-up Yufei Chen (CHN).
Finally, Mun-hyuk Kang and Seung-jae Seo (KOR) won the men’s Doubles with a 14-21, 21-15, 21-17 victory over 2021 bronze winners – and home favorites Kim Astrup and Anders Rasmussen (DEN).
Malaysia’s defending champs, Aaron Chia and Soh Wooi Yik, shared the bronze with China’s Weikeng Liang and Chang Wang.
Thailand’s Kunlavut Vitidsarn, the 2022 silver winner, defeated Kodai Naraoka (JPN) in the men’s Single final, 19-21, 21-18, 21-7 for the country’s first medal in the event.
China’s two-time defending champions Qing Chen Chen and Yi Fan Jia (CHN) won the women’s Doubles over 11th-seeded Apriyani Rahayu and Siti Ramadhanti (INA), 21-16, 21-12.
China won six medals overall (1-1-4), then came the Koreans (3-0-1) and Japan (0-1-2).
● Basketball ● The 2023 FIBA men’s World Cup is underway in Indonesia, Japan and the Philippines, with the U.S. scoring a win in its opening game against New Zealand.
Playing in Group C in the Manila suburb of Pasay, the U.S. was down early, but rallied for a 19-18 lead at the quarter and extended to a 45-36 halftime lead. A 31-22 third quarter decided the issue and the Americans also won the fourth quarter en route to a 99-72 win.
Forward Paolo Banchero (Magic) scored 21 to lead the U.S., supported by guards Anthony Edwards (Timberwolves: 14), Austin Reaves (Lakers: 12) and Jalen Brunson (Knicks: 10). Edwards had seven rebounds and Reaves had six assists. The U.S. shot 59.3% from the floor, to 36.5% for New Zealand and had 41 rebounds to 33.
The Americans will face Greece next, on Monday (28th) and then Jordan on the 30th, before moving on to the second round.
Canada crushed France, 95-65, in Group H play, and Slovenia defeated Venezuela, 100-85, thanks to 37 points and seven rebounds from Mavericks’ star Luka Doncic.
In the second round of games played on Sunday, the Dominican Republic went to 2-0 by beating Italy, 87-82; Lithuania and Montenegro are both 2-0 in Group D, and Germany surprised Australia, 85-82, to go to 2-0 in Group E. Canada won its second game in Group H, stomping on Lebanon, 128-73.
The Philippine hosts already set a World Cup record for attendance, as 38,115 saw the home team lose to the Dominican Republic, 87-81, in Group A at the Philippine Arena in Bocaue. That surpassed the 32,616 who attended the 1994 final at the SkyDome in Toronto (CAN).
¶
The World Cup quality level continues to rise, as FIBA reported:
“A total of 55 NBA players from 20 different countries were included in the 32 rosters for the World Cup – up from the previous record of 54 players in 2019 after 45 NBA players at the 2014 World Cup.”
Said U.S. head coach Steve Kerr:
“The USA team is always going to have 12 NBA players. So the fact that we are breaking a record in the World Cup means that the other teams are getting better and better. The game is getting more globalized and improving everywhere. And that’s why you have so many great players in the NBA from overseas. They’re getting good training, they have good competition to allow them to get to this point, and it means it’s that much harder for the United States to win a gold medal.”
● Canoe-Kayak ● New Zealand’s brilliant Lisa Carrington was once again the star of the ICF World Sprint Championships, held in Duisberg (GER), with multiple Olympic qualifying quotas on the line. Carrington, a five-time Olympic gold medalist in the women’s kayak sprints, won three events, the women’s K-1 500 m (1:47.769; fifth title), the non-Olympic K-1 200 m (38.932; ninth title) and on the K-4 500 m with Alicia Hoskin, Olivia Brett and Tara Vaughn, the country’s first Worlds gold in that event (1:30.606).
Denmark’s Emma Jorgensen, the Rio silver and Tokyo bronze K-1 500 m medalist, finished second to Carrington in that race, then teamed up with Frederikke Matthiesen to win the K-2 500 m, ahead of Poland’s Martyna Klatt and Helena Wisniewska, 1:38.956 to 1:40.824. The Poles won the non-Olympic K-2 200 m title in 36.681.
Canada’s Katie Vincent, a three-event winner at the 2022 Worlds, won three more golds in the C-1 500 m (2:01.545), C-1 5,000 m (25:57.255) and with Connor Fitzpatrick in the Mixed C-2 500 m (1:45.771). She also took a bronze with Sloan Mackenzie in the C-2 500 m.
The Olympic-class women’s C-1 200 m was won by Cuba’s Yarisleidis Cirilo in 44.799, ahead of Spain’s Antia Jacome (45.418), her second silver in the event (also 2021). Jacome teamed with Maria Corbera to take silvers in the C-2 500 m (1:52.916 behind Olympic champs Shixiao Xu and Mengya Sun of China: 1:52.775), and the non-Olympic C-200 m (42.760, behind China’s Changwen Shuai and Wenjun Lin: 42.516).
The most popular winner on the men’s side was Czech Martin Fuksa, who won the C-1 1,000 m gold in 3:45.124, ahead of Catalin Chirila (ROU: 3:45.958) and German four-time winner Sebastian Brendel (3:46.581). Fuksa had placed second in this race five times previously – in 2014-15-17-18-21) – but finally got the win. It was his third career Worlds gold, with wins in the C-1 500 m in 2015 and 2017.
Chirila also won the non-Olympic C-1 500 m (1:45.373), and Brendel finished second in the non-Olympic C-1 5,000 m to Balazs Adolf (HUN), 22:12.975 to 22:18.863.
Portugal’s Fernando Pimenta won his fifth career Worlds gold, and third in the K-1 1,000 m, in 3:27.712, ahead of Adam Varga (HUN: 3:28.141). Pimenta also collected a silver in the non-Olympic K-1 5,000 m (20:09.974, behind Dane Mads Pedersen, 19:55.467), and a bronze in the non-Olympic K-1 500 m (1:36.908, behind winner Balint Kopasz (HUN): 1:36.262).
Portugal got a second win in the K-2 500 m from Joao Ribeiro and Messias Baptista (3:11.512), and Germany won the K-4 500 m in 1:19.183, with daylight ahead of Hungary (1:19.570).
● Gymnastics ● The 40th FIG Rhythmic World Championships in Valencia (ESP) concluded with Germany’s 16-year-old Darja Varfolomeev completing an individual sweep of the four apparatus finals and the All-Around.
She took the four apparatus titles on the first two days, then took the All-Around at 137.450 points, ahead of defending champ Sofia Rafaelli (ITA: 135.700), with Israel’s Daria Atamanov third (131.400). Varfolomeev’s feat had not been achieved since 2011, when Russian Yevgeniya Kanayeva did the same.
Bulgaria took the combined team title with 330.150 points, followed by Germany (326.350) and Italy (323.850). The U.S. was 14th, scoring 292.850.
In the group events, Israel won the Group All-Around at 70.800, followed by China (70.050) and Spain (68.600). Using the same group, the Israelis won the 3 Ribbons + 2 Balls final at 34.800, ahead of China (32.800) and Ukraine (32.300).
China won the 5 Hoops team event, scoring 36.550, with Spain second (36.100) and Italy (35.850).
Thanks to Varfolomeev, Germany led the medal standings with six (5-1-0), with Italy at five (0-3-2), Bulgaria at four (1-2-1) and Israel (2-0-1) and China (1-2-0) with three.
● Modern Pentathlon ● The 2023 UIPM World Championships are ongoing in Bath (GBR), but have a strong similarity to the 2022 edition.
In the men’s final, Tokyo Olympic champ and defending Worlds gold medalist Joe Choong (GBR) finished second in fencing, first in riding and eighth in the swimming to carry a 10-second lead into the final Laser Run event. His time of 10:15.70 was only 12th-fastest in the field, but it carried him to the line with a third straight title and 1,523 points.
Mexico’s Emiliano Hernandez, the Central American and Caribbean Games winner, had the performance of a lifetime to grab second at 1,518 points, with a second in riding and seventh in fencing before a 10th-place finish in the Laser Run. Egypt claimed the next three places, with Mohanad Shaban third (1,514), Ahmed Elgendy fourth (1,510) and Mohamed Elgendy fifth (1,506).
The Egyptian men were easy winners of the team title at 4,530, with Britain second (4,450) and South Korea third (also 4,450).
Italy’s Elena Micheli came in as the defending champion, and like Choong, won again! She had the highest score in the semis, and was ultra-consistent, placing sixth in fencing, sixth in riding and second in swimming. That gave her a two-second edge on the field going into the last event.
Her fifth-best 11:14.40 time on the Laser Run brought her home with 1,429 points, nine seconds ahead of teammate Alice Sotero, who had the fastest time on the Laser Run (11:00.10) and moved her from ninth to second, scoring 1,420 points. Britain’s unheralded Kerenza Bryson also made a big move, from sixth to the bronze, with the third-fastest Laser Run (11:09.80), ending with 1,419.
Micheli and Sotero got a second gold for winning the team title with Alessandra Frezza (13th), scoring 4,221 to edge Britain (4,207), with Hungary third (3,537).
The championships will conclude with the Mixed Relay on Monday.
● Shooting ● The ISSF World Championships continue in Baku (AZE), with the Olympic events concluded, but the U.S. continuing to win medals.
Tokyo Olympian Derrick Mein and Rachel Tozier took silver in the Mixed Trap event, in a shoot-off with Portugal. After a tie at 142, the Portuguese managed a 13-12 win for the gold.
China’s Yu Xie won the men’s 50 m Pistol, 558-557 over Lauris Strautmanis (LAT), and Austria’s Sylvia Steiner took the women’s 50 m Pistol, 540-534, against Bayartsetseg Tumurchudur (MGL).
Two-time Worlds medalist Istvan Peni (HUN) won the 300 m Standard Rifle Open event, matching Kim Andre Lund (NOR) at 587, but won on criteria. American Timothy Sherry was third, just one shot back (586).
The championships continue with non-Olympic events through the end of the month.
China piled up 11 medals (6-3-2) in the Olympic events; the U.S. scored three (1-1-1); Greece, India and Germany also had three.
● Volleyball ● China won the 22nd FIVB Women’s World U-21 Championship held in Leon (MEX), with a 3-1 finals victory over Italy, 19-25, 25-23, 23-25, 25-22, 15-8. Brazil swept Japan, 3-0, for the bronze medal and the U.S. finished sixth.
It’s China’s fourth title, after wins in 1995, 2013 and 2017, and kept Italy from a second straight title after its win in 2021. The U.S., despite fielding exceptional senior teams, has never won a medal in this event.
≡ PANORAMA ≡
● Athletics ● American Steepler Allie Ostrander, a three-time NCAA women’s champ for Boise State, agreed to a four-month sanction from the U.S. Anti-Doping Agency:
“Ostrander, 26, tested positive for canrenone, a metabolite of spironolactone, as the result of an out-of-competition urine sample collected on March 30, 2023. Ostrander’s violation resulted from her use of a topical acne medication containing spironolactone for which she had a prescription. However, Ostrander failed to obtain a Therapeutic Use Exemption (TUE) for the medication.”
Her suspension began on 28 April 2023 and has now ended. She hasn’t competed since finishing second in the Carlsbad 5 km on 2 April, a result which has now been nullified.
● Cycling ● The final Grand Tour of the year, the 78th Vuelta a Espana, began on Saturday with the Team Time Trial and got going with a 181.8 km, hilly stage on Sunday, from Mataro to Barcelona.
Danish rider Andreas Kron took the lead on the final, small climb on the Montjuic and pedaled away to win in 4:10:06, with Kaden Groves (AUS) getting the same time, as did the top 40. Due to heavy rains before the stage, the timing for the overall standings was taken with 9 km remaining, when Andrea Piccolo (ITA) and Javier Romo (ESP) were 18 seconds ahead and Piccolo now leads the race by 11 seconds over Romo.
There were some reports of thumbtacks on the road, also a problem from protesters at the Tour de France in July.
Monday’s third stage is more formidable, with a major climb up the Coll d’Ordino and then an uphill finish into Arsinal in Andorra.
Defending champ Remco Evenepoel (BEL), three-time winner Primoz Roglic (SLO) and two-time Tour de France winner Jonas Vingegaard (DEN) are the favorites. The 21-stage race continues through 21 September, finishing in Madrid.
¶
The second Renewi Tour – formerly known as the Benelux Tour – finished Sunday, with Belgians taking the top four places with Tim Wellens, Florian Vermeersch, Yves Lampaert and Jasper Stuyven.
Belgium’s sprint star Jasper Philipsen took the flat stage one, then Joshua Tarling (GBR) won the Individual Time Trial to take the lead after two stages. Wellens took the race lead with a second straight runner-up finish in stage three, as Mike Teunissen (NED) won the stage, and Wellens held a 23-second lead after a mass-sprint finish to the fourth stage, won by Tim Welsford (AUS).
On Sunday, Slovenia’s Matej Morohic got to the line first in the mass-sprint finish, winning the 187.3 km route in 4:07:00, ahead of Matteo Trentin (ITA) and Soren Kragh Andersen (DEN).
Wellens finished in 15:51:52, with Vermeersch 23 seconds back, and third-place Lampaert in the same time.
¶
Dutch star Annemiek van Vleuten, who plans to retire at the end of the season, took the lead in the women’s Tour of Scandinavia on Saturday in Denmark, passing Dane Cecile Uttrup Ludwig, coming from 12 seconds down to forge a 17-second lead, heading into Sunday’s finale.
The first three stages were held in Norway, with Lorena Wiebes (NED) won the initial, flat stage in a sprint, the Ludwig took stage two and the race lead, with a win over van Vleuten at the line of the uphill finish. Wiebes came back to win stage three, in another mass sprint, but Ludwig was third and maintained the lead, before van Vleuten’s third-place finish in the time trial. Australia’s Grace Brown won, with van Vleuten third (+0:23) and Ludwig 17th (+0:52).
The mostly flat final stage ended in Haderslev (DEN), with Ludwig winning with a late attack, in 3:35:55, but only five seconds up on the mass finish, with Wiebes second, Elisa Balsamo (ITA) third and van Vleuten 15th, in the same time. That gave the Dutch star the win in 14:31:05, just 0:02 up on Ludwig and 33 seconds ahead of Amber Kraak (NED) in third.
¶
The fifth leg of the UCI Mountain Bike Cross Country World Cup was in Pal Arinsal (AND), with two first-time winners this season in the Cross Country Olympic final.
Tokyo Olympic runner-up Mathias Flueckiger (SUI) dominated the men’s Cross Country Olympic final from the start, taking a quick lead and then breaking away on the second (of seven) laps to win in 1:28:03. That was 23 seconds ahead of Thomas Griot (FRA) – his first World Cup medal – and 44 seconds up on Britain’s World Champion, Tom Pidcock in third. It’s Flueckiger’s fifth career XCO World Cup win.
Austria’s Mona Mitterwallner, 21, was 36 seconds behind after the first of five laps in the women’s race, but worked her way back and had the fastest laps in the field when they counted most: laps four and five, to win in 1:14:09. Alessandra Keller (SUI), the 2018 World U-23 champ, was second, but 34 seconds back in 1:14:43 and four-time World Champion Pauline Ferrand Prevot (FRA) was third in 1:15:37. American Sevilla Blunk was ninth in 1:17:40.
Mitterwallner is a comer; she won the 2020 World Junior title and 2021 World U-23 gold, and now this, her first World Cup race at the senior level.
In the Short Track racing on Saturday, Luca Schwarzbauer (GER: 20:13) won a tight finish in the nine-lap men’s race, finishing just ahead of Swiss legend Nino Schurter (20:14) and Jordan Sarrou (FRA) and Alan Hatherly (RSA), both in 20:15.
Keller took the eight-lap women’s race, 20:36 to 20:42 over Britain’s Evie Richards with Puck Pieterse (NED: 20:53) third.
¶
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ATHLETICS: U.S. finishes with 29 medals as men’s 4×400 wins gold; impressive wins for Ingebrigtsen, Mahuchikh and Bol as Worlds close
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≡ WORLD ATHLETICS CHAMPIONSHIPS ≡
The final day of the 19th World Athletics Championships in Budapest started with a very warm men’s marathon and finished with a brilliant evening, with a 12th gold for the U.S. in the men’s 4×400 m relay and stunning performances in the men’s 5,000 m, women’s high jump and a sensational final leg by Dutch star Femke Bol in the women’s 4×400 m.
● Men/Marathon ● It was 72 degrees F at 7:00 a.m. for the start, with 77% humidity, with the temps rising to 82 F, with 61% humidity at the finish. Of the 84 starters, 60 finished (71%), with times understandably quite modest by today’s standards.
By 10 km, 16 were in close contact, with Kenya’s Rotterdam Marathon runner-up Timothy Kiplangat in the lead. He was in the lead again at 20 km, with a big pack still in contact. At the half, Rwanda’s John Hazikimana was the leader in 1:05:02, with 30 more in the lead group.
There 20 running together at 29 km, with Kiplangat nominally in the lead, but then the Ugandan pair of Victor Kiplangat and Stephen Kissa increased the pace with a 2:58 kilometer and moving to the front. The lead group was 13 at 31 km, and six by 32 km, with 2022 Commonwealth Games champ Kiplangat and Ethiopia’s defending champ Tamirat Tola and 2022 London runner-up Leul Gebresilase together at the front.
Those three were clear by 33 km, with Tola dropping back after that; he eventually dropped out after the 39 km mark. Kiplangat and Gebresilase were together through 38 km, then Kiplangat edged ahead at the 39 km mark, and with Tola out, Ethiopian-born Israeli, Maru Teferi – now 31, who moved with his family at age 14 – moved into third.
At 40 km, Kiplangat was sailing, with a 13-second lead and run to the finish unchallenged to win in 2:08:53. Teferi was 31 seconds behind Gebresilase, , but within 19 seconds at 41 km and four seconds at 42 km, finally taking the silver medal in 2:09:12, with Gebresilase third in 2:09:19. Fourth was Tebello Ramakongoana of Lesotho, in 2:09:57, a lifetime best.
Kissa was fifth (2:10:22), Hazikimana was ninth (2:10:50) and Kiplangat finished 14th, in 2:11:25. The top U.S. finisher was Zach Panning, in 13th at 2:11:21; Nico Montanez was 55th (2:24:58), and Elkanah Kibet did not finish.
It was Uganda’s second win in the event, with Stephen Kiprotich winning in 2013 and the first medal for Israel in the Worlds men’s race. Gebresilase’s bronze extends an Ethiopian medals streak in this race to eight straight Worlds.
Statistically, this race was harder on the runners than the midnight marathon at the 2019 World Championships in Doha (QAT), where 55 finished out of 73 who started: 75%. This time, only 71% made it to the finish.
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The mass-participation “Budapest 10K Mass Race” was shortened to 5.75 km, starting at 11 a.m., and finishing in Heroes’ Square, with a second, 2.023 km run following at 1 p.m.
The winner of the 5.75 km race was David McCarthy of Ireland in 17:03; Carvalho Vanessa of Portugal took the women’s division in 19:09. There were 3,984 finishers, plus 1,511 finishers in the 2.023 km race.
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The final evening session was also great, with the National Athletics Centre full once again. The Hungarian organizers said more than 400,000 tickets were sold, about 95% of capacity for the nine days and 14 sessions.
● Men/5,000 m ● What would Jakob Ingebrigtsen do? As in 2022, he had to settle for silver in the 1,500 m, but last year came back to win the 5,000 m. Ingebrigtsen said he has not been feeling well – some type of virus, he wouldn’t specify – but he started in the 85 F heat and 49% humidity at 8:10 p.m.
The first action came with a surge by Kenya’s Ishmael Kipkirui, 18 (13:05.47 this year), after 700 m, and had a 30 m lead with nine laps to go. The pack caught up with 2,500 to go, with world-leader Berihu Aregawi (ETH) taking over with six laps left.
Ethiopia’s Hagos Gebrhiwet – the 2013 Worlds runner-up – and Aregawi were 1-2 at 3,200 m, then Aregawi, Abdi Nur of the U.S. and Luis Grijalva (GUA) moving up with three laps to go. Everybody was still in it, with Aregawi and Grijalva staying at the front
Aregawi, Jimmy Gressier of France and Grivalja were leading with 800 m left, then Gebrhiwet sprinted at the bell and took the lead, but Spain’s Mohamed Katir – the 2022 European silver winner – took over on the back straight and led into the turn, with Ingebrigtsen chasing and the two clear of the field.
The duel was on and the Norwegian was getting closer, then found another gear in the final 50 m and passed Katir in the final 15 m to win – and repeat as champion – in 13:11.30, with a 52.45 last lap.
Katir got second (13:11.44), and Kenyan Jacob Krop came up for third in 13:12.28, with Grijalva fourth (13:12.50). Gebrhiwet faded to sixth (13:12.65) and Aregawi was eight in 13:12.99. Nur was 12th in 13:23.90 and Paul Chelimo of the U.S. was 15th 13:30.88.
● Men/4×400 m ● The U.S. came in with two wins in a row and eight of the last nine in the Worlds, and started with Worlds bronze winner Quincy Hall.
And Hall ran 44.54 to get clear of the field and passed to Vernon Norwood, who stormed into the lead on the back straight. He gave back a little of his big lead coming into the home straight, but pulled away to finish at 44.01 with the Americans way in front.
Third leg Justin Robinson was smooth, maintaining the lead with a 44.74 leg and handed to Rai Benjamin with a 10 m lead. No problem for Benjamin, who finished in 44.02 and the U.S. had a world-leading 2:57.31 victory to close out its Worlds.
It was Robinson’s second gold of the Worlds, after the Mixed Relay win on the opening night.
The fight for second was furious, with France’s David Sombe and Teo Andant running strongly over the final two legs to get the silver in 2:58.45, a national record, with Britain third in 2:58.71.
● Men/Javelin ● Olympic champ Neeraj Chopra made a statement with a sensational 88.17 m (289-3) in the second round, leaving the field to chase him.
Pakistan’s Arshad Nadeem got close in round three, reaching 87.82m (288-1), with German Julian Weber – the 2022 European champ – third (85.79 m/281-5) off his round two effort.
Olympic silver winner Jakub Vadlejch (CZE) – the world leader – got up to third at 86.67 m (284-4) in the fifth round, with Chopra and Nadeem both over 87 m, but without an improvement in the later rounds. Chopra emerged as the winner, leading an Indian 1-5-6 finish with Kishore Jena (84.77 m/278-1) and D.P. Manu (84.14 m/276-0)!
Chopra added to his Olympic win with India getting its first Worlds gold. For Nadeem, his silver is Pakistan’s first-ever medal at the World Championships. Important, from a part of the world where track & field has had little impact … until now.
● Women/800 m ● Was American Athing Mu, in only her third meet of the season, ready to defend her title? After getting hit in the semis, she took the lead and came to the bell in 56.01, with Kenyan Mary Moraa – last year’s 2022 bronze winner – in 56.07.
Mu continued in the lead on the back straight, opening a small lead on Moraa, leading by 2/10ths with 200 to go, but with a half-dozen still in contention. Britain’s Jemma Reekie and Worlds silver winner Keely Hodgkinson came up to challenge, but Mu was still in front with 100 m to go, but being pressed.
On the straight, Moraa sprinted hard and passed Mu with 60 m to go, winning in a lifetime best of 1:56.03, as she jumped over the finish line in celebration. And Hodgkinson moved hard on the inside and was able to get through and passed Mu with 20 m left and got second, 1:56.34 to 1:56.61 for Mu.
Raevyn Rogers of the U.S. finished fourth in 1:57.45, a seasonal best, and Nia Akins was sixth in a lifetime best of 1:57.73. It’s the third Worlds gold for Kenya in this event, and first since 2013. For Mu, at 21, she has two golds and a bronze in the last three years: Tokyo, Eugene and Budapest.
● Women/Steeple ● Kenyans Beatrice Chepkoech – the world-record holder and 2019 World Champion – and Faith Cherotich led early, with world no. 4 Winfred Yavi (BRN) third.
With four laps left, it was Chepkoech, Cherotich, Yavi and Tokyo Olympic champ Peruth Chemutai (UGA) separated from the field, and Chepkoech, Yavi and Cherotich moving away from Chemutai at a hot, sub-9:00 pace. With two laps to go, Chepkoech and Yavi were moving away from Cherotich.
At the bell, they two were together and Yavi took the lead on the turn and got a 2 m gap that was 3 m with 200 m to go and 7 m into the straight. Yavi won in a world-leading 8:54.29 – now the no. 4 performer, with no. 5 performance all-time – to 8:58.98. Cherotich, the 2022 World Junior Champion, managed to get third in 9:00.69, a lifetime best.
For Yavi, it was supreme satisfaction, after fourth-place finishes in the 2019 and 2022 Worlds.
American Courtney Wayment finished 15th at 9:25.90.
● Women/4×400 m ● Candice McLeod led off for Jamaica (50.23) and passed first to Janieve Russell, who had a big lead into the straight, but Britain and the Dutch pulled even and passed ahead to their third runners.
Jamaica’s Nickisha Pryce took the lead back, with Britain’s Ama Pipi right in behind, and Pryce passed first to Stacey Ann Williams on anchor. Williams was strong on the back straight, leading Britain’s Nicole Yeargin, with Dutch star Bol trying to get back into contention.
Williams looked good coming into the straight, but Bol was coming hard, despite being 15 m down with 100 m to go. No problem: she charged past Yeargin with 25 m left and then caught and passed the tiring Williams – who ran 49.97 on her leg – with 5 m to go and won in a world-leading 3:20.74, now the 10th-fastest nation ever.
Jamaica was just 0.14 behind at 3:20.88, then Britain at 3:21.04 and Canada at 3:22.42.
● Women/High Jump ● Eight were still in it through 1.94 m (6-4 1/4), then to 1.97 m (6-5 1/2), with Ukraine’s 2022 World Indoor champ Yaroslava Mahuchikh took the lead with a first-time clearance. Then Olympic runner-up Nicola Olyslagers (AUS) equaled, but everyone else missed their first attempts.
Only defending champ Eleanor Patterson (AUS) and Britain’s Morgan Lake managed 1.97 m – on their third attempts – and at 1.99 m (6-6 1/4), Patterson upped the ante with a first-time make.
Mahuchikh matched on her first try, and Olyslagers made on her second. Lake missed twice, passed and then missed on her first try at 2.01 m (6-7) to finish fourth.
The three medalists all missed first trials at 2.01 m (6-7), but Mahuchikh sailed over on her second try, with Patterson and Olyslagers missing all three, to finish 2-3. It’s Mahuchikh’s first Worlds outdoor gold, after silvers in 2019 and 2022, and an inspiration with her country fending off the Russian invasion.
Mahuchikh had the bar moved up to 2.07 m (6-9 1/2), but could not clear and won her country’s first Worlds high jump gold since 1999.
American Vashti Cunningham cleared 1.90 m (6-2 3/4), but could go no higher and finished 11th.
≡ PANORAMA ≡
● Errata ● Thanks to eagle-eyed reader David Greifinger for noticing a typo in Saturday’s post on the decathlon 110 m hurdles, won by Canada’s Damian Warner in 13.67, not 10.67!
● Stats ● The final medal count saw the U.S. pile up 29 total medals, with 12 golds, eight silver and nine bronzes, down only slightly from their home-field Worlds in 2022, with 33 medals overall (13-9-11). An impressive performance, and a great lead-in to Paris for 2024.
Jamaica won 12 medals (3-5-4), followed by Kenya (3-3-4) and Great Britain (2-3-5), both with 10. Ethiopia had nine (2-4-3) and Canada (4-2-0) and Australia (1-2-3) were next with six. China had a disappointing Worlds with two bronzes, down from six medals (2-1-3) in Eugene.
The World Athletics’ main results site was down again, so the placing table will be available later.
● Stories ● The International Fair Play Committee (CIFP) and World Athletics is inviting fans to nominate their “fair play” moment of the season.
Nominations can be submitted now; fair-play awards have usually concentrated on a single event like the World Athletics Championships, but has been expanded for 2023 to the entire season:
“Following the final [World Athletics Series] event of the year, the World Road Running Championships in Riga, Latvia, in October, a jury will be empanelled to review the nominations and judge on a shortlist of five fair play moments in athletics from 2023.
“Fans will then be asked to cast their votes through the World Athletics social media channels for the shortlisted moment that they feel best exemplifies fair play. These votes will be combined with the votes from the jury to determine three finalists for the Fair Play Award. The winner will be revealed at the World Athletics Awards in Monaco in December.”
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World Athletics announced the new members of its Athletes Commission, elected in Budapest and including:
● Valerie Adams (NZL) ~ two-time Olympic shot gold medalist
● Adam Gemili (GBR) ~ 2014 European 200 m Champion
● Renaud Lavillenie (FRA) ~ London 2012 vault gold medalist
● Aisha Praught Leer (JAM) ~ 2018 Commonwealth Games Steeple winner
● Diego Garcia (ESP) ~ Two-time European 20 km Walk medalist
● Jasmine Todd (USA) ~ 2015 Worlds 4×100 m silver medalist
This group will serve from 2023-27; Lavellenie, the current Chair, and Adams, the current Vice Chair, and Praught Leer, were re-elected. The outgoing members include American Bernard Lagat and China’s Bingtian Su.
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Congratulations to retired American distance star Shannon Rowbury, the 2009 Worlds women’s 1,500 m bronze medalist and three-time Olympian, for being one of three English-language announcers for the Worlds, along with veterans Geoff Wightman and Kris Temple (both GBR).
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ATHLETICS: Ealey, U.S. 4×100 m relays win as Lyles scores third gold; Canada strikes gold for Arop and LePage at Worlds
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≡ WORLD ATHLETICS CHAMPIONSHIPS ≡
A hot and muggy morning in Budapest for the women’s marathoners at the 19th World Athletics Championships, but no problem for Ethiopia, which finished 1-2-5.
In the evening session, Canada won golds in the men’s 800 and decathlon and the U.S. crushed all comers in both the men’s and women’s 4×100 m relays – giving Noah Lyles three golds – plus a repeat Worlds gold for shot putter Chase Ealey.
First, the marathon:
● Women/Marathon ● The race started at 73 degrees (F) and 77% humidity at 7 a.m. and finished at 84 degrees and 57% humidity, so keeping hydrated was key, as well as a steady pace.
The race was run mostly over four laps of 10 km that covered areas of both Buda and Pest, including crossing a bridge over the Danube River. American Susanna Sullivan, however, took off and had a 15-second lead by 9 km, but the pack caught up by the 10 km mark.
There were 24 running in the lead pack at the half, with Keira D’Amato of the U.S. leading at a reasonable 1:14:29. By 25 km, however, the Ethiopian team had taken over, with 2023 Boston runner-up Amane Beriso Shankule, 2023 Tokyo runner-up Tsehay Gemechu, defending champ Gotytom Gebreslase and 2022 London winner Yalemzerf Yehualaw running 1-3-4-6.
Staying with them was Israel’s 2022 Worlds bronze medalist Lonah Salpeter and Kenya’s Tokyo 2023 champ, Rosemary Wanjiru. But the lead pack was down to nine by 30 km, six by 32 km, and then the Ethiopians moved.
Beriso Shankule, Yehualaw and Gebreslase increased the pace to 3:12 and broke away, and Beriso Shankule continued with kilometers of 3:12-3:12-3:12-3:13-3:11 to tear the race apart and lead by 23 seconds at the 39 km split. Gebreslase and Yehualaw were 2-3, but fading under the strain.
A 34-second gap to fourth-place Fatima Gardadi (MAR) was gone by 41 km, and she charged home third for the first Worlds women’s marathon medal for her country. Salpeter also passed Yehualaw by 42 km and finished fourth.
But Beriso Shankule and Gebreslase were unchallenged and won gold and silver in 2:24:23 and 2:24:34. Gardadi was third in 2:25:17, with Salpeter at 2:25:38, Yehualaw at 2:26:13 and Wanjiru sixth at 2:26:42. It was the first time since 2009 that a Kenyan did not medal in this event.
The top U.S. finisher was Lindsey Flanagan in ninth (2:27:47), with D’Amato in 17th (2:31:35) and Sullivan in 58th (2:44:24).
The evening session was really something:
● Men/800 m ● Kenya’s Emmanuel Wanyonyi, 19, had the lead on the backstraight and was in front at the bell in 52.68 and looked strong past the third turn. But Canadian Marco Arop, the 2022 Worlds bronze winner, went out to lane two and charged into the lead going into the final turn.
Arop was ahead of Wanyonyi into the straight, then Botswana’s Tshepiso Masalela came up to challenge. But Arop won going away in 1:44.24, with Wanyonyi steady in second (1:44.53) and Britain’s Ben Pattison – no. 13 on the world list coming in – charging on the inside for third in 1:44.93. Masalela faded to sixth in 1:45.57.
Arop was last at the bell in 53.4, but roared home in 51.9 to win Canada’s first Worlds gold in the event. American Bryce Hoppel finished eighth in 1:46.02, but after a disqualification, was moved to seventh.
● Men/4×100 m ● The U.S. ran the same first three legs as in the semifinals, with Christian Coleman, Fred Kerley and Brandon Carnes, but added Lyles to the anchor, running in lane eight.
Coleman got another great start and moved into the lead right away, passing safely to Kerley, who ran up on Japan in lane nine. The pass to Carnes was fair, but he was in the lead when he got the pass – shakily – to Lyles on the anchor.
It appeared that Lyles was in a fight with Jamaica’s Rohan Watson and Italy’s Filippo Tortu, but his top-end speed was more than enough to bring the U.S. home in a world-leading 37.38. Italy was a happy second in 37.62, followed by Jamaica (37.76) and Great Britain (37.76).
It’s the first U.S. title in the event since 2019 (with Lyles on anchor), but the ninth overall, the most ever. The time is equal-ninth ever.
● Men/Vault ● Six made it to 5.90 m (19-4 1/4), with world-record holder (and defending champ) Mondo Duplantis (SWE) passing, and Ernest John Obiena (PHI) and Chris Nilsen of the U.S. over on their first tries. France’s Thibaut Collet, who came in with a best of 5.82 m (19-1), cleared lifetime bests of 5.85 m (19-2 1/4) and then 5.90 m to take the lead.
Australia’s Kurtis Marschall missed once and passed to 5.95 m (19-6 1/4); Poland’s Piotr Lisek, a two-time Worlds bronze winner, missed twice and was out due to a miss at the prior height.
Now at 5.95 m (19-6 1/4), Duplantis, Obiena, Marschall and Nilsen cleared on their first tries, with Collet missing once and passing. At 6.00 m (19-8 1/4), Duplantis cleared right away and Obiena made it on his second try, but Marschall and Nilsen both missed all three times, but shared the bronze medal, as Collet missed both of his tries. Obiena’s clearance equaled his Asian record.
The bar moved to 6.05 m (19-10 1/4), and Duplantis cleared cleanly on his first trial, for his fifth clearance without a miss. Obiena missed and passed, and after Duplantis cleared 6.10 m (20-0 1/4) without incident, Obiena missed twice and settled for the silver medal, his second straight at the Worlds.
Duplantis asked for the bar to go to a world record 6.23 m (20-5 1/4) – remember he cleared a world-record of 6.21 m (20-4 1/2) in Eugene in 2022, and raised it to 6.22 m (20-5) indoors this year – but missed all three tries.
● Men/Decathlon ● Germany’s NCAA champ Leo Neugebauer started the day with a 4,640-4,610 lead on Canada’s Pierce LePage, but it didn’t last long.
Olympic champ Damian Warner and teammate LePage were 1-2 in the 110 m hurdles, in 13.67 and a lifetime best of 13.77 and that vaulted them to 1-2 at 5,614 and 5,596, with Neugebauer third. In the discus, Grenada’s Lindon Victor, fifth at the 2022 Worlds, was best at 54.97 m (180-4), best ever at a World Championships, with LePage at 50.98 m (167-3), and Neuegebauer and Warner at 6-7.
LePage’s lead increased to 6,505 to 6,380 after seven events over Warner, with Victor now third (6,365) and Neugebauer fourth (6,341). In the vault, American Harrison Williams cleared 5.30 m (17-4 1/2), with LePage at 5.20 m (17-0 3/4), whose lead increased to 7,477-7,282 over Neugebauer with Warner at 7,260 and Victor at 7,214. American Kyle Garland, eighth at the end of the first, did not clear a height and withdrew.
Victor for a seasonal best to finish third in the javelin (68.05 m/223-3), with Warner sixth and LePage seventh, so LePage led with 8,228, ahead of Victor (8,074), Warner (8,044) and Neugebauer (7,989).
Norway’s Sander Skotheim won the 1,500 m at 4:19.64, with Warner seventh, Victor 12th and LePage 13th and LePage won at 8,909, becoming only the sixth man in history to break the 8,900 mark. It’s the no. eight performance ever.
Warner got a second Worlds silver (also in 2015) at 8,804 and now owns four Worlds medals in all (0-2-2). Victor took Grenada’s first Worlds medal in the event and got a national record of 8,756.
Williams of the U.S. was seventh at 8,500.
● Women/5,000 m ● Defending champ Gudaf Tsegay led the field from the start, then teammate Ejgayehu Taye took over before world-record holder Faith Kipyegon (KEN) went in front with eight laps left. They were running in 83 F heat, with 55% humidity.
Kipyegon ran with teammate Beatrice Chebet, the 2022 Worlds runner-up, took turns in the lead, then the third Kenyan, Lillian Rengeruk was in front at 3,000 m (9:16.55), with most of the field in contact. There were 11 within a second at 4,000 m, and with two laps to go, Tsegay was in the lead with 14 in the lead pack.
Kipyegon had the lead with 600 m to go, but when would the real running start? At the bell, Olympic champ Sifan Hassan (NED) had moved up to challenge, right behind Kipyegon.
Finally, the speed kicked in with 300 m to go and Kipyegon, Hassan and Chebet separated from the field and dueled to the finish. They finished in that order, with Kipyegon holding a steady lead all during the last 100 m, winning in a modest 14:53.88.
Hassan was second in 14:54.11, Chebet third in 14:54.33 and Margaret Kipkemboi (KEN: 14:56.62) fourth.
It’s the slowest Worlds 5,000 winning time since 2011. Elise Cranny of the U.S. was ninth in 14:59.22, and Alicia Monson was 14th in 15:04.08.
● Women/4×100 m ● Jamaica and the U.S. had won the last nine Worlds golds coming in, and off the start, American Tamari Davis gained a little on Jamaica’s Natasha Morrison on the first leg, but the pass was less-than-efficient to TeeTee Terry for the second leg.
But Terry gave nothing away to Jamaican star Shelly-Ann Fraser-Pryce on second, and while the pass to Gabby Thomas was also confused, Thomas flew around the turn to run down Jamaica’s Shashalee Forbes, heading into the anchor, and the pass to 100 m champ Sha’Carri Richardson was excellent and in front of Jamaica’s 200 m champ, Shericka Jackson.
Richardson was steady to the finish and Jackson gained nothing as the U.S. won in the fourth-fastest time in history in 41.03, a World Championships record. Jamaica’s 41.21 is the no. eight performance all-time and Great Britain ran 41.97 for bronze.
It’s the ninth Worlds gold for the U.S. – same as the men – and the most of all nations, and the U.S. won both the men’s and women’s 4x100s for the first time since 2007.
The utterly incredible world record of 40.82 by the U.S. from the London 2012 Olympic Games is very much in danger next year if the passes are better.
● Women/Shot ● World leader Maggie Ewen of the U.S., in her fourth Worlds at age 28, opened at 19.51 m (64-0 1/4) and moved into second place, but teammate – and defending champ – Chase Ealey picked the right time for a seasonal best and the no. 2 throw of the season at 20.35 m (66-9 1/4) to really pressure the field. It’s the no. seven performance in U.S. history.
Canadian Sarah Mitton, fourth at the 2022 Worlds, reached 19.90 m (65-3 1/2) for a seasonal best and into second place in round three, with Ewen standing fifth.
China’s Lijiao Gong, a medal winner in seven straight Worlds, moved into second at 19.69 m (64-7 1/4) in the fourth round and was equaled by Portugal’s World Indoor champ Auriol Dongmo in the same round.
Then Mitton blew out to 20.08 m (65-10 1/2) in round five and secured the silver, while Ealey extended her lead to 20.43 m (67-0 1/2) in the fifth, the no. six throw in American history.
That’s how it ended, with Ealey winning a second straight gold, the U.S.’s only two wins in Worlds ever. Gong got the bronze for having a better back-up mark. Ewen did not improve and finished sixth.
In the qualifying, Americans Adelaide Aquilla (17.42 m/57-2) and Jalani Davis (16.93 m/55-6 1/2) finished 23rd and 26th and did not advance to the final.
¶
The relay prelims featured yet another U.S. relay disqualification, this time in a 4×400 m!
● Men/4×400 m ● There was a near-surprise in heat one, but the U.S. prevailed.
Hurdles star Trevor Bassitt (45.29) opened and stormed down the final straight to pass first to Matthew Boling (44.39), who cut in for the lead, and was pressed by India, but handed first to Chris Bailey. Bailey (44.31) held the lead over India, but then anchor Justin Robinson lost the lead to Rajesh Ramesh with 200 m to go.
But Robinson came back and strode away on the final 120 m (44.48) to win in 2:58.48. Solid, but India was brilliant with a national record 2:59.05 – first time under 3:00 – for second. Great Britain was third – barely – in 2:59.42 with Botswana, but 8/1000ths better on the extended clock.
Heat two had Jamaica’s Jevaughn Powell in the lead on the second leg, then Zandrion Barnes (44.71) opened up a big lead on the final pass. Anchor D’Andre Anderson held the lead for Jamaica, but was challenged by Kenyan 800 m star Wyclife Kinyamal with 200 m to go.
Kinyamal appeared to get spiked, grimacing in pain, and was passed on the home straight, first by Isaya Ikkink for the Netherlands, then by France’s Teo Andant on the outside, and by Italy’s Alessandro Sibilo on the inside, including a push to keep Kinyamal out of his path.
Anderson finished with a 45.25 leg for Jamaica to win in 2:59.82, then France at 3:00.05 and Italy at 3:00.14. Kinyamal and Kenya faded to seventh (3:01.41).
The U.S. will bring at least Quincy Hall and Vernon Norwood in for the final, and possibly a third; is Rai Benjamin still in Budapest? Robinson is probably on the finals squad.
● Women/4×400 m ● Jamaica took it out on the first leg with Charokee Young (52.16) and handed off first to Nickisha Pryce (49.75), who held on to the lead over Canada, and passed with a 3 m lead to Shiann Salmon.
She held on to the lead, but it was tight when she passed to anchor Stacey Ann Williams. But Williams was steady, finishing in 50.09 to win in a world-leading 3:22.74, with Canada at 3:23.29.
The drama was for places 3-4, with Dutch star Femke Bol being challenged by Poland’s 400 m silver winner Natalia Kaczmarek. The Pole got close on the straight, but Bol steamed home in third with a 49.19 leg and a 323.75. Kaczmarek, despite a heroic 48.87 leg, got fourth in 3:24.05.
Lynna Irby-Jackson got the U.S. off strong in heat two (50.78), but Rosey Effiong (49.60) had to chase a hot start from Britain’s Amber Anning (49.70), who got the lead and then they handed off together.
Quanera Hayes (51.08) was together with Britain’s Nicole Yergin (50.77) into the straight for the final pass, with Hayes passing on the inside to Alexis Holmes. And then, disaster.
Holmes did not look the baton into her hand, stepped on the inside curb and by the time she got the stick, she had passed the exchange zone. She held off charges from Belgium and Italy, and almost passed Britain’s Yemi Mary John (52.12), but her 51.89 anchor was worthless as the U.S. was disqualified. Britain won at 3:23.33, with the U.S. just 0.02 back, but Belgium was advanced to second in 3:23.63.
It’s the first time the U.S. women have not won a medal in this event since being disqualified in 2005, winning seven out of eight Worlds finals since.
≡ PANORAMA ≡
● Stats ● The U.S. medal parade continued with medals in the relays, women’s shot and men’s vault, now totaling 27 (11-8-8) with a day to go and a couple more medal possibilities left.
Jamaica now has 11 medals (3-4-4), to eight for Ethiopia (2-4-2), seven for Great Britain (2-2-3) and six each for Canada (4-2-0) and Kenya (2-2-2). A total of 41 countries have now won medals in 2023.
World Athletics’ main results site was back up and running on Saturday, so the placing table (8-7-6-5-4-3-2-1) was available and showed the U.S. at 255 points to 121 for Jamaica, 84 for Kenya, 74 for Ethiopia and Great Britain.
● Stories ● The hot and humid weather has caused organizers to shorten the public 10 km race to accompany the men’s marathon on Sunday to 5 km.
¶
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ATHLETICS: Lyles doubles at 200; Jackson scares Flo-Jo’s world record and come-from-behind wins at Budapest Worlds!
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≡ WORLD ATHLETICS CHAMPIONSHIPS ≡
Conditions in Budapest for the 19th World Athletics Championships were in the mid-80s for Friday’s events, but the competition was hot again, with final-try wins for favorites Yulimar Rojas of Venezuela in the triple jump and Japan’s Haruka Kitaguchi in the javelin.
The highlights were the two 200 m finals, with defending champions Noah Lyles writing more history and Jamaica’s Shericka Jackson getting ever close to Flojo’s 35-year-old world record:
● Men/200 m ● After getting the worst of the collision between two electric carts that collided on the way into the stadium, Jamaica’s Andrew Hudson was advanced to the final in the men’s 200 m. He had to have some glass cleared out of his eye before the race and said he had blurred vision during, but finished a quite respectable fifth in 20.38. He was given lane one, and finished eighth.
The three Americans in the final were defending champ Lyles in six, 2022 Worlds silver winner Kenny Bednarek in seven and bronze medalist Erriyon Knighton in eight.
Off the gun, Lyles pushed hard and had the lead right away and stormed into the straight, running away from the field in the final 75 m, and won going away in 19.52 (-0.2).
Knighton and Botswana’s Letsile Tebogo – from lane nine – were 2-3 down the straight and finished that way, 19.75 to 19.81. Britain’s Zharnel Hughes and Bednarek were 4-5 in 20.02 and 20.07.
Lyles’ double in the 100 and 200 m is the first at the Worlds since Jamaica’s Usain Bolt in 2015 and the first by an American since Tyson Gay in 2007. He’s continuing to write history, even if well short of his world-record prediction prior to the meet; at 26, he’ll have lots more chances.
He can go for a third gold if the U.S. coaches place him on the 4×100 m final team as well (maybe Knighton, too)!
● Women/200 m ● Defending champ Jackson was in lane six, with the Americans – Gabby Thomas and Sha’Carri Richardson – in eight and nine.
Jackson was out like a shot from the gun, and was in the lead from 20 m and ran away with the race in 21.41 (+0.1), the second-fastest time in history. Only U.S. legend Florence Griffith-Joyner has run faster with her world record of 21.34 in 1988, and Jackson owns two of the top three times ever.
Behind her, the field was even, but Thomas emerged with 75 m to move into second, with Richardson following right behind to finish 2-3 in 21.81 and a lifetime best of 21.92.
NCAA champ Julien Alfred (LCA) was fourth in 22.05. Jackson ‘s back-to-back wins are the third in the history of the Worlds, with Allyson Felix of the U.S. winning in 2005-07-09, and Dafne Schippers (NED) in 2015-17.
Worth noting that the medal winners in both the men’s and women’s 200 m were in lanes six (gold), eight (silver) and nine (bronze).
● Men/Decathlon ● German Leo Neugebauer, who won the NCAA title for Texas and set the collegiate record holder at 8,836, was the favorite, but would he hold up at the end of a very long season?
Canadian Olympic champ Damian Warner, as expected, won the 100 m in 10.32, with Puerto Rico’s Ayden Owens-Delerme next-best at 10.43. Neugebauer got a lifetime best of 8.00 m (26-3) to lead the long jump, with Warner third-best at 7.77 m (25-6), and Neugebauer followed up with another lifetime best in the shot, leading everyone at 17.04 m (55-11), and taking a 2,908-2,812 edge over Warner into the high jump.
Neugebauer cleared 2.02 m (6-7 1/2) in the high jump, but Warner got through 2.05 m (6-8 3/4), a season’s best. Teammate Pierce LePage, last year’s Worlds silver medalist, cleared 2.08 m (6-9 3/4) and moved into a tie for second at 3,662, with Neugebauer at 3,730.
In the 400 m, Page won section two in 47.21, a seasonal best. Owens-Delerme won section three over American Harrison Williams, 46.44-46.52, with Warner at 47.86 and Neugebauer at 47.99. The German finished at 4,640 as the leader, with LePage at 4,610 and Warner third (4.578).
American Kyle Garland scored 4,382 and stands eighth, with Williams at 4,380 (ninth). Owens-Delerme stands sixth at 4,429.
France’s two-time World Champion and world-record holder Kevin Mayer felt a leg strain in the long jump and withdrew. American Zack Ziemek, last year’s bronze medalist, stood seventh after the high jump, but then withdrew and did not run the 400 m.
● Women/Triple Jump ● Three-time defending World Champion and world-record holder Yulimar Rojas (VEN) was the prohibitive favorite coming in, but Ukraine’s 2022 European Champion Maryna Bekh-Romanchuk sent a message with a 15.00 m (49-2 1/2) jump to take the lead. Rojas had a huge jump, but fouled in the first round.
Cuba’s Leyanis Perez Hernandez also got a big jump in the first round, jumping 14.96 m (49-1) to stand second, with Jamaica’s Shanieka Ricketts third at 14.87 m (48-9 1/2).
Rojas managed 14.33 m (47-0 1/4) in the second round, tying for the eighth and final qualifying spot, but advanced only on her second-best mark for the final. Then she had a huge jump in round four that was called a foul, and another foul in the fifth.
Ricketts was passed for third by a national record from Thea Lafond (DMA), at 14.90 m (48-10 3/4).
But in the sixth round, Rojas got a fair jump and didn’t have her usual explosion off the board, but was smooth in all three phases and took the lead at 15.08 m (49-5 3/4). Then she had to wait for the other seven jumpers to see if she had a fourth straight world title. She moved Bekh-Romanchuk to silver and Perez to bronze.
Rickets moved back to fourth at 14.92 m (48-11 1/2), and neither Perez or Bekh-Romanchuk could improve, and Rojas had her fourth world title. She now has eight World or Olympic titles: four outdoors, three indoors and the Tokyo Olympic title, as the greatest ever in the event.
American Keturah Orji also jumped 14.33 m for a non-qualifying ninth, and Jasmine Moore was 11th, at 13.54 m (44-5 1/4). Tori Franklin of the U.S. did not jump in the final.
● Women/Javelin ● Colombia’s Flor Denis Ruiz staggered the field with her first-round national record of 65.57 m (215-1), a national record; her prior best was 63.84 m (209-5)!
Favorite Haruka Kitaguchi of Japan managed 63.00 m to move into second (206-8) after three rounds, then was passed by Latvia’s Anete Kocina in round four at 63.18 m (207-3) for second in the fourth.
Then Australia’s Mackenzie Little, a two-time NCAA winner at Stanford, moved from fifth to second in the final round, at 63.38 m (207-11), taking Kitaguchi off the podium!
So Kitaguchi had one throw left, and ripped one that screamed out to 66.73 m (218-11) to take the lead! Neither Kocina or Ruiz could respond and Kitaguchi moved up from bronze last year to gold in Budapest.
¶
Only a few surprises in Friday’s prelims, with the U.S. women barely getting their passes straight in the 4×100 m heats:
● Men/4×100 m ● The U.S. was in the first heat, with Christian Coleman leading off strongly, and handing to Fred Kerley, who forged a strong lead, passing to Brandon Carnes on the far turn. Carnes gave anchor J.T. Smith a nice lead, but it didn’t last.
The last pass was shaky, but Smith finally got it and was off and running. But Jamaica’s Rohan Watson and Japan’s Abdul Hakim Sani Brown were flying and Smith had to lean hard to win at the line, 37.67 to 37.68 to 37.71. The U.S. mark was the fastest time in the world this season.
Olympic champions Italy looked brilliant in heat two, passing brilliantly, and Filippo Tortu outran South Africa’s Akani Simbine to the line in a world-leading 37.65, with South Africa at 37.72. Britain qualified third in 38.07.
The U.S. line-up has to change for the final; surely Lyles will be added and perhaps Knighton as well?
● Men/Javelin ● Olympic champ Neeraj Chopra (IND) led the qualifying at 88.77 m (291-3), one of only three automatic qualifiers, along with Arshad Nadeem of Pakistan (86.79 m/284-9) and Jakub Vadlejch (CZE: 83.50 m/273011). The shock was that defending champion Anderson Peters of Grenada managed only 78.49 m (257-6) and finished 16th. Kenyan Julius Yego, the 2015 winner, was 17th at 78.42 m (257-3) and also did not advance.
None of the Americans advanced: Capers Williamson finished 24th at 76.10 m (249-8), Curtis Thompson threw 74.21 m (243-5) for 30th and Ethan Dabbs had no legal mark.
● Women/800 m ● World leader Keely Hodgkinson (GBR) and U.S. champ Nia Akins ran at the front right away and passed 400 m in 58.36. Hodgkinson led right on through, with Noelle Yarigo (BEN) running second through 700 m, but then Akins pushed down the straight and moved up to challenge Hodgkinson at the finish, 1:59.48 to 1:59.61, a lifetime best.
American Raevyn Rogers lead the second semi, at 61.26 at the bell, then saw Jamaica’s Natoya Goule-Toppin take over on the turn. Down the straight, Rogers got the lead back, but Britain’s Jemma Reekie came on from fourth to win in 2:00.28, to 2:00.47 for Rogers. Groule-Toppin was third in 2:00.78 and did not advance.
Olympic and World Champion Athing Mu of the U.S. was the headliner in semi three and ran behind Kenya’s 2022 bronze medalist Mary Moraa and Uganda’s 2019 Worlds winner Halimah Nakaayi through the first lap in 57.36, the fastest so far. But Mu got tangled with South Africa’s Prudence Sekgodiso – who fell – and Mu twirled around to keep from falling. But she recovered and started moving on the leaders.
By the final turn, she was third again and then moved past Nakaayi on the straight to finish behind Moraa, 1:58.48 to 1:58.78. On to the final. Nakaayi was third and advanced in 1:59.89.
● Women/4×100 m ● Jamaica’s passing in heat one was textbook and four-time Olympic sprint champ Elaine Thompson-Herah flew down the back straight to pass – in the lead – to Shashalee Forbes, who gave Shelly-Ann Fraser-Pryce an advantage that she extended to win in 41.70. Great Britain was a clear second in 42.33, then Switzerland in 42.64.
In heat two, Tamari Davis crushed the field off the start and TeeTee Terry extended the lead on the second leg. Terry’s pass to Tamara Clark was late and Clark stutter-stepped to stay in the zone – barely – and then regained her momentum. Clark passed to Melissa Jefferson on the anchor and she crossed the line in 41.59. The Cote d’Ivoire set an African record of 41.90 in second and Italy set a national record of 42.14 in third.
● Women/High Jump ● There were 15 qualifiers to the final, all at 1.82 m (5-11 1/2), including back-to-back silver medalist Yaroslava Mahuchikh (UKR) and teammate Iryna Gerashchenko, Olympic silver winner Nicola Olyslagers (AUS) and 2019 Worlds bronze medalist Vashti Cunningham of the U.S.
Ukraine’s Yuliya Levchenko, the 2017 Worlds silver winner, cleared 1.80 m (5-10 3/4) and did not advance.
≡ PANORAMA ≡
● Stats ● The U.S. scored four more medals (1-2-1) on Friday, bringing its total to 23 (8-8-7) with two more days to go and maybe seven more available on the weekend.
Second in the medal count is Jamaica after Thursday’s explosion, with nine (3-3-3), followed by Ethiopia (6: 1-3-2), Great Britain (5:2-2-1) and Spain (4: 4-0-0). A total of 39 countries have won medals so far.
Because the main World Athletics Web site is still down, the placing table is not available; hopefully soon?
● Stories ● Thursday was an especially important day for Slovakian race walkers Dominik Cerny and Hana Burzalova. Cerny finished 19th overall in the men’s 35 km race in a lifetime best of 2:32:56, then waited at the finish line for Burzalova, who got a seasonal best of 3:02:47 to finish 28th.
But as soon as she crossed the line, Cerny was there, on one knee, to propose! And the answer was yes. World Athletics tweeted, “Love’s not a competition, but [Slovakia’s] Dominik Cerný and Hana Burzalova are winning today.”
¶
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TSX REPORT: BRICS declaration glosses over sport; Spain football chief Rubiales to resign Friday; U.S. skaters ask to observe Valieva hearing
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≡ THE 5-RING CIRCUS ≡
1. BRICS declaration barely mentions sport; six to be added
2. RFEF head Rubiales to resign; FIFA opens inquiry
3. U.S. figure skaters ask to observe Valieva hearing
4. USA Gymnastics unveils “cat” mascot; name voting open
5. World Boxing doubles in size with new additions
● The BRICS (Brazil-Russia-India-China-South Africa) Summit in South Africa produced no diatribe against the International Olympic Committee or the Paris 2024 Olympic Games, but the five-member group said it would expand for 2024 and had additional applications pending, which could impact the Olympic Movement in the future, perhaps as soon as 2025.
● Luis Rubiales, head of the Royal Spanish Football Federation, is set to resign at a special federation assembly in view of his “unacceptable” conduct in the aftermath of Spain’s 1-0 win over England in the FIFA Women’s World Cup Final in Australia. FIFA announced its own disciplinary inquiry to Rubiales’ conduct, and could suspend him.
● The U.S. Figure Skating Team from the Beijing 2022 Olympic Winter Games sent a letter to the Court of Arbitration for Sport, asking to have an observer at the September hearing of the Kamila Valieva doping appeal. If possible, the skaters asked that the same courtesy be offered to the Japanese and Canadian teams. None of these federations are a party in the case.
● USA Gymnastics unveiled its mascot, a friendly cat, on Thursday, and is asking fans to send in names, with the winning moniker to be announced at the conclusion of the Artistic Nationals on Sunday.
● World Boxing announced six more members, bringing the total to 12, with more applications already being reviewed. All have left the International Boxing Association, which was de-recognized by the International Olympic Committee in June.
● World Championships: Gymnastics (Varfololeev, 16, sweeps Rhythmic apparatus titles!) = Shooting (40-something Cernogoraz and Lin Yi win Trap golds) ●
● Panorama: Brisbane 2032 (renovation of The Gabba said not necessary, A$1.5 billion adjacent private development project announced) = Equestrian (multiple candidates for 2026 Worlds, in pieces) = Wrestling (UWW suspends Indian federation) ●
● Special coverage of the World Athletics Championships is being posted daily;
for Thursday, click here ●
1.
BRICS declaration barely mentions sport; six to be added
In the post-Soviet world, declarations of regional political organizations usually don’t get much attention on sports sites, but many eyes in the Olympic Movement were on the XV BRICS Summit in Johannesburg, South Africa that concluded on Thursday.
The 94-paragraph Johannesburg II Declaration did not mention the Paris 2024 Olympic Games or the International Olympic Committee at all, and mentioned sport way at the back:
“84. We welcome the establishment of a Joint Working Group on Sports to develop a BRICS Sport Cooperation Framework, during South Africa’s Chairship in 2023. We look forward to the successful holding of the BRICS Games in October 2023 in South Africa. We commit to provide the necessary support for BRICS countries to participate in international sport competitions and meetings held in their own country in compliance with relevant rules.
“85. We emphasize that all BRICS countries have rich traditional sport culture and agree to support each other in the promotion of traditional and indigenous sports among BRICS countries and around the world. We encourage our sport organizations to carry out various exchange activities both online and offline.”
The 2023 BRICS Games in South Africa has never been mentioned by Russia (or anyone else) and Russia will become the BRICS Chair for 2024 and is planning a BRICS Games from 12-23 June – ending a month prior to the Paris 2024 opening. The Russian plan is to hold the 2024 BRICS Games in Kazan, which will also be the host of the XVI BRICS Summit, that will include six new members.
The “BRIC” group – Brazil, Russia, India, China – held its first group summit in 2009 and added South Africa (“BRICS”) in 2010, but has now decided to expand again:
“90. We appreciate the considerable interest shown by countries of the global South in membership of BRICS. True to the BRICS Spirit and commitment to inclusive multilateralism, BRICS countries reached consensus on the guiding principles,
standards, criteria and procedures of the BRICS expansion process.
“91. We have decided to invite the Argentine Republic, the Arab Republic of Egypt, the Federal Democratic Republic of Ethiopia, the Islamic Republic of Iran, the Kingdom of Saudi Arabia and the United Arab Emirates to become full members of BRICS from 1 January 2024.
“92. We have also tasked our Foreign Ministers to further develop the BRICS partner country model and a list of prospective partner countries and report by the next Summit.”
There is additional interest in the group from others, including Algeria, Bahrain, Bangladesh, Belarus, Bolivia, Cuba, Honduras, Indonesia, Kazakhstan, Kuwait, Nigeria, Palestine, Senegal, Thailand, Venezuela and Vietnam. Another 16 have shown some interest.
Observed: These developments are, of course, well beyond the realm of sport, but could impact international sport in the future. The BRICS group is hardly cohesive, with China and India often in conflict and Russia’s invasion of Ukraine not supported, but also not commented on.
One more example: Russian President Vladimir Putin attended only by videoconference, as he is subject to an arrest warrant for countries who have affiliated with the International Criminal Court, as South Africa has. The South Africans would have been obliged to arrest him if he attended in person.
But as the BRICS group expands, keep an eye out for political moves within sport, and alliances which could be formed to influence future events, such as the 2025 election of a new head of the International Olympic Committee.
For now, the Paris 2024 Games appear safe, but international tensions could mount ahead of the 2028 Los Angeles Games, just as they did for the 1984 Games, where a reciprocal boycott after the U.S.-led boycott of the 1980 Moscow Games kept 15 countries away. That action was widely considered a failure vis-a-vis the success and legacy of the Los Angeles Games, but required IOC President Juan Antonio Samaranch to work overtime to get everyone (well, almost everyone) to attend the Seoul Games in 1988.
The next IOC President could be selected on the membership’s view of who will be most capable of doing so again, a qualification far from questions of climate change, gender equity and sustainability so dear to current chief Thomas Bach of Germany.
2.
RFEF head Rubiales to resign; FIFA opens inquiry
Amid reports in Spain that Real Federación Española de Fútbol (RFEF: Royal Spanish Football Federation) President Luis Rubiales will resign at the federation’s emergency general assembly on Friday in view of his actions at the FIFA Women’s World Cup Final in Sydney (AUS), FIFA has opened its own inquest:
“The FIFA Disciplinary Committee informed Luis Rubiales, President of the Spanish Football Association, today that it is opening disciplinary proceedings against him based on the events that occurred during the final of the FIFA Women’s World Cup™ on 20 August 2023.
“The events may constitute violations of article 13 paragraphs 1 and 2 of the FIFA Disciplinary Code.”
Those sections include:
“13. Offensive behaviour and violations of the principles of fair play
“1. Associations and clubs, as well as their players, officials and any other member and/or person carrying out a function on their behalf, must respect the Laws of the Game, as well as the FIFA Statutes and FIFA’s regulations, directives, guidelines, circulars and decisions, and comply with the principles of fair play, loyalty and integrity.
“2. For example, anyone who acts in any of the following ways may be subject to disciplinary measures:
“a) violating the basic rules of decent conduct;
“b) insulting a natural or legal person in any way, especially by using offensive gestures, signs or language;
“c) using a sports event for demonstrations of a non-sporting nature;
“d) behaving in a way that brings the sport of football and/or FIFA into disrepute;
“e) actively altering the age of players shown on the identity cards they produce at competitions that are subject to age limits.”
Rubiales was reported to made one or more inappropriate gestures at the end of Spain’s 1-0 win over England and then – infamously – planted an uninvited kiss on midfielder Jenni Hermoso during the medal presentation ceremony.
He apologized in a video posted later on Sunday, but Spain’s Acting Prime Minister Pedro Sanchez called his actions “unacceptable” and the apology as “not sufficient.” Rubiales, 46, was a defender in his playing days, and was elected in 2018, with his current term to expire in 2024.
3.
U.S. figure skaters ask to observe Valieva hearing
USA Today’s Christine Brennan posted a letter from the members of the 2022 U.S. Olympic Figure Skating Team, asking to be allowed to have an observer physically present at the 26-29 September hearing at the Court of Arbitration for Sport for the Kamila Valieva case.
The one-page, four-paragraph letter to Court of Arbitration for Sport Director General Mathieu Reeb (SUI) includes:
● “We come before you with one simple request: to be granted a seat for one of our representatives to observe the upcoming hearing regarding Ms. Valieva’s anti-doping rule violation … We make our request seeking much-needed transparency that we have been largely denied throughout this arduous process.”
● “We are not the only ones affected – the Japanese and Canadian teams have also been unfairly enmeshed in this turmoil and we ask CAS consider granting a member of each team observer status as well.”
● “We are incredibly disappointed that have 500 days have passed since our Olympic triumph, and yet we still have not received our medals. But in no way to we intend to influence the outcome of this hearing, nor do we intend to be a distraction. Nothing can turn back the clocks on this saga, but being permitted to observe the hearing would be a small step towards achieving transparency that we skaters and the entire world deserve.”
The nine members of the U.S. squad are signatories.
Brennan’s analysis, posted on Twitter:
“A brilliant move by U.S. Figure Skating and the U.S. silver-medal-winning 2022 Olympic team to ask for a seat in the Kamila Valieva hearing next month in Switzerland. If CAS denies the request, it looks terrible and secretive, like it’s hiding something.”
The Russian news agency TASS asked Klever Consult sports practice lead attorney Anna Antseliovich (RUS), who said of the request:
“By and large, they have nothing to do there. Observers have no right to make statements, speak and present arguments and evidence. Moreover, their appearance at the meeting, even if they are just silently present, can be regarded as pressure on the arbitrators.
“Please note that CAS does not even disclose their [arbitrator] names in order to avoid this pressure. And here the faces of the representatives of the party obviously interested in the outcome of the case will be visibly looming. It is unlikely that the arbitrators will agree that someone who is really interested only in the outcome of the case, and not in the process, should observe the proceedings.”
The case is complex, actually an appeal by the World Anti-Doping Agency, International Skating Union and the Russian Anti-Doping Agency (RUSADA) against the independent appeal board of RUSADA, which found Valieva had committed an anti-doping infraction with the presence of the banned substance trimetazidine in her 25 December 2021 sample, but sanctioned her with just a one-day penalty, allowing her to compete at the 2022 Winter Games.
4.
USA Gymnastics unveils “cat” mascot; name voting open
As promised, USA Gymnastics unveiled its mascot on Thursday as its national championships in Artistic Gymnastics opened in San Jose, California. The announcement noted the process:
“On March 21, a USAG social post asked ‘Out of all animals in the kingdom, which one do you think would make the best gymnast and why?’ The post solicited a wide range of feedback, from goat to squirrel to lemur.”
The strongest response was for a cat, so often able to stick its landing, no matter the situation, and the project progressed:
“USA Gymnastics then developed multiple artistic renderings and engaged in market testing with fans, athletes, parents, and coaches to choose the final design. Featuring grey fur with white accents; red, white and blue hair; and wearing a red USA Gymnastics t-shirt and blue shorts, the cat is ready to welcome fans to gymnastics – and perform some skills itself.”
The mascot, which will debut in 2024, is not yet named, but will be very soon:
“Fans around the country are invited to submit name suggestions for the mascot online through 11:59 p.m. on Saturday, August 26. The mascot name will be revealed at SAP Center and via social media Sunday after competition concludes at the Xfinity U.S. Gymnastics Championships.”
5.
World Boxing doubles in size with new additions
“The National Federations for boxing in Canada, Brazil, Argentina, Germany, Honduras and Sweden have completed the process to become members of World Boxing, the new international federation that has been established to keep boxing at the heart of the Olympic Movement.
“The addition of these six countries means World Boxing now has 12 members spread across four continents.”
Thursday’s announcement was no surprise, but a continuation of the process of federations moving away from the International Boxing Association – now unrecognized by the International Olympic Committee – and to a new organization which has a chance to become the IOC’s recognized federation for Olympic boxing.
More federations are expected to join shortly, with many pointing to the need to be a part of the World Boxing group at its first, organizing congress in November. Switzerland is another national federation which has separated from the IBA; it has not yet been announced as a World Boxing member.
Secretary General, Simon Toulson (GBR) noted, “We are receiving more and more interest and requests from National Federations and boxing organisations to join World Boxing on a weekly basis and currently have a number of applications from those wanting to join or going through the membership application process.”
≡ WORLD CHAMPIONSHIPS ≡
● Gymnastics ● Germany’s 16-year-old Darja Varfolomeev completed a sweep of the four apparatus titles at the FIG Rhythmic World Championships in Valencia, Spain, a feat not achieved since 2011, when Russian Yevgeniya Kanayeva did the same, and also won the All-Around title.
Varfolomeev scored 34.350 on Clubs to edge Boryana Kaleyn (BUL: 33.550) and Ukraine’s Viktoriia Onopriienko (also 33.550). The German star and Kaleyn were also 1-2 on Ribbon, 33.350 to 31.850. Ekaterina Vedeneeva of Slovenia won the bronze – for the second straight year – with 31.100.
Kaleyn won her first individual Worlds medals with the two silvers.
No Americans made any of the apparatus finals. The Group All-Around will be held on Friday and the Individual All-Around on Saturday. Competition finishes with group events on Sunday.
● Shooting ● Trap finals were held Thursday at the ISSF World Championships in Baku (AZE), with London 2012 gold medalist Giovanni Cernogoraz (CRO) – now 40 – taking his first Worlds victory, 44-41, over Marian Kovacocy (SVK). Kuwait’s Khaled Almudhaf finished third (31), ahead of Will Hinton of the U.S. (27).
The women’s Trap win went to Chun Lin Yi of Chinese Taipei, 42, who won a Double Trap Worlds gold way back in 2002. She collected her second career world title with a 40-39 final over London 2012 Olympic champ Jessica Rossi of Italy.
In the non-Olympic 25 m Center-Fire Pistol, German Christian Reitz – the Rio 2016 Rapid-Fire Pistol winner – with, scoring 584 points, the same as Peeter Olesk (EST), but decided on criteria. The women’s center-fire pistol final was an Azerbaijan 1-2, with Nigar Nasirova and Narmina Samadova both scoring 554, but Nasirova winning on criteria.
Competitions continue through the end of the month.
≡ PANORAMA ≡
● Olympic Games 2032: Brisbane ● The current focus of controversy in the early days of the organization of Brisbane 2032 is the renovation and expansion project surrounding the famed Brisbane Cricket Ground, known as “The Gabba.”
The project, which would include an expansion of the area into an entertainment district, with new transit landings and a state-of-the-art sports arena, is now estimated at A$2.7 billion (~$1.73 billion U.S.), a project of the Australian and Queensland governments.
On Monday, Australian Olympic Committee chief executive Matt Carroll told the Federal Rural and Regional Affairs and Transport References Committee that the project was not required by the International Olympic Committee, and that the IOC preferred that such projects not be built to be used for the Games.
In fact, the IOC’s review of the Brisbane bid suggested that the athletics and ceremonies could be held at the Carrara Stadium just outside of Gold Coast, which was expanded with temporary stands to seat 40,000 for the 2018 Commonwealth Games.
The Gabba project issues are primarily cost, with legislators asking what the actual, final cost will be.
However, the project is also of interest to private developers, with the Belmonde Property Group and Sub Luxe Group proposing a massive, adjacent development. According to the Tuesday announcement:
“A $1.5 billion, four-tower proposal in Brisbane, designed by architects Cottee Parker, has been submitted to Brisbane City Council for assessment.
“The application proposes to transform a 9,361-square-metre site at 79 Logan Road in Woolloongabba into a tourism hub in time for the 2032 Brisbane Olympics.
“Dubbed the Gabba Heart Precinct, the project includes plans to construct four towers ranging from 36 to 41 storeys, with three of the towers used to house more than 1,387 build-to-rent apartments and the fourth accommodating a hotel with 230 rooms and serviced apartments. The towers will rise above three podiums, providing a range of retail and food establishments. The application also proposes an upgrade to the adjacent Jurgens Park to create a community gathering point with art installations and improved amenities.”
Who wins?
● Equestrian ● In the aftermath of the cost-heavy World Equestrian Games, the Federation Equestre Internationale (FEI) decided to go to a de-centralized World Championships model beginning in 2022, splitting its events between locations willing to host them.
Bidders for the 2026 World Championships were unveiled on Thursday, with Aarchen (GER) – site of the 2006 World Equestrian Games – offering to stage six of the disciplines on offer: Jumping, Dressage, Para Dressage, Eventing, Driving Four-in-Hand and Vaulting.
Two sites – Boekelo (NED) and Burghley (GBR) – offered to host Eventing, and two others – Al Ula (KSA) and Samorin (SVK) – are bidding for Endurance, which was not part of the Aarchen offer.
After a review by an evaluation team, the FEI Board will allocate the events at its meeting on 18 November 2026.
● Wrestling ● United World Wrestling announced the provisional suspension of the Wrestling Federation of India for its continued failure – among other things – to hold elections as required:
“The UWW Disciplinary Chamber decided on Wednesday that it had sufficient grounds to impose the provisional suspension on the body as the situation in the federation has prevailed for at least six months. The Chamber noted that the absence of a regularly elected president and a board does not comply with the UWW regulations and the conditions for membership.
“The Chamber also considered the protection of athletes after the [abuse] allegations against the former President of the WFI and the necessity to restore the functioning of the federation as another ground to impose the provisional suspension.”
Indian athletes can continue to compete, but must do so under the UWW flag.
This is another problem for Indian sport, with the International Olympic Committee’s 141st Session coming to Mumbai in October. The Indian Olympic Committee had hoped to showcase the country as a candidate for the 2036 Olympic Games, but this newest suspension will not help.
¶
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ATHLETICS: Jamaica scores: Williams wins 100H, Watson wins 400 m; former Cal Bear Rogers takes hammer gold!
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≡ WORLD ATHLETICS CHAMPIONSHIPS ≡
Temperatures in Budapest for the 19th World Athletics Championships were finally down to the mid-80s as Thursday’s evening session began, but it was Jamaica that was the hot, scoring two golds, a silver and two bronze medals on Thursday.
This was the first day of the meet in which the U.S. did not win an event – but won five medals nonetheless (0-2-3) – and is well set up for tomorrow, especially in the men’s 200 m. First, the finals:
● Men/400 m ● The Rio 2016 Olympic champ and world-record holder Wayde van Niekerk (RSA) was in lane two and London 2012 Olympic gold medalist Kirani James (GRN) was in four.
But Britain’s Matthew Hudson-Smith, who set a European Record of 44.26 in the semis, and the 2022 Worlds bronze medalist, was flying down the back straight and was the leader at 200 m, with James and van Niekerk close. American Vernon Norwood came on to be third at the 300 m mark and looked like a medal winner.
Hudson-Smith had the lead off the turn and looked good into the straight, but behind him was a wild finish, with Jamaica’s Antonio Watson coming hard from fourth and passing Hudson-Smith with 5 m to go in 44.22 to 44.31.
American Quincy Hall was seventh coming into the straight, but mounted a hysterical charge and fought his way past James, then Norwood and into third at the line in a lifetime best 44.37.
Norwood was fourth in 44.39, ahead of James (44.52), with van Niekerk eighth (45.11). James was disqualified for a lane violation, moving van Niekerk up to seventh.
Watson’s story is pure Cinderella. He entered 2023 with a lifetime best of 46.17. Now he’s run 44.13 and is the Worlds gold medalist, Jamaica’s first in this event since Bert Cameron, way back at the first Worlds in Helsinki in 1983!
● Men/Long Jump ● Greece’s Olympic champ Miltiadis Tentoglou never quite found the formula in Eugene in 2022 and took silver at a modest – for him – 8.32 m (27-3 3/4). He wasn’t going to let that happen again.
So, jumping ninth in the first round, he flew to 8.50 m (27-10 3/4; +0.6). He was immediately followed by qualifying leader – and 2022 NCAA champ – Wayne Pinnock (JAM), who reached 8.40 m (27-6 3/4; +0.5). Game on.
Then Pinnock followed by with his own 8.50 m jump in round two, taking the lead on his better back-up mark and just four centimeters short of his world-leading 8.54 m (28-0 1.4) in qualifying. Teammate Carey McLeod blasted to 8.27 m (27-1 3/4) to stand third after round two.
Then the event stalled, until round six. Jamaica’s Tajay Gayle, the 2019 World Champion, got his best jump of the day and also hit 8.27 m to tie McLeod, but moved into bronze-medal position on his second-best mark. McLeod did not improve and Gayle won his second career Worlds medal.
Down to the final two jumps, and Tentoglou got excellent speed on the runway, got nearly all of the board and hit the sand at 8.52 m (27-11 1/2), and into the lead by 2 cm, with Pinnock getting one chance to respond. He gave it a shot, but ended up a little short at 8.38 m (27-6), leaving the Olympic champ from Greece with his first World Championships gold. Tentoglou and the Jamaicans will surely go for each other again in Paris.
American Will Williams reached 7.94 m (26-0 3/4) in the first round, but did not improve and finished eighth. U.S. champ Marquis Dendy was 12th at 7.62 m (25-0).
● Women/100 m hurdles ● The start was even, but no one was looking at 2015 World Champion Danielle Williams of Jamaica in lane one. Devynne Charlton (BAH), the 2022 World Indoor 60 m hurdles runner-up, was leading in the middle of the track, but Williams was right there and as Charlton faded slightly, American Keni Harrison came on for second, with Williams now in the lead.
But over the final hurdles and especially the run-in, Olympic champ Jasmine Camacho-Quinn (PUR) pulled into contention and nearly won, with Williams leaning hard to win in a surprisingly-slow 12.43 (wind: -0.2 m/s). Camacho-Quinn was second in 12.44, Harrison third in 12.46 for her second career Worlds medal, and Charlton fourth in 12.52.
U.S. champ Nia Ali, the 2019 World Champion, was eighth in 12.78.
Since her win in 2015, Williams had been eliminated in her semi in 2017, third in 2019 and sixth last year. Now she is on top again.
● Women/400 m hurdles ● No question about the favorite and Dutch star Femke Bol delivered, taking the lead from the third hurdle on and steaming into the final straight in 51.70, the no. 8 performance of all time.
But she was within reach of U.S. champ Shamier Little at the eighth hurdle, then moved away. Little had to fight to stay in second and did so in 52.80, a seasonal best, winning a second silver after her runner-up finish from 2015.
Anna Cockrell of the U.S. was holding third on the straight, but was passed on the run-in by Jamaican Rushell Clayton (lifetime best 52.81) and Kemi Adekoya (BRN: 53.09 national record), finishing fifth in a lifetime best of 53.34.
● Women/Hammer ● California’s three-time NCAA champion Cam Rogers of Canada took the lead immediately at 77.72 m (255-0), with American Janee Kassanavoid moving into second at 76.00 m (249-4) in the second round and improving to 76.36 m (250-6) in round three.
The 2019 World Champion, DeAnna Price of the U.S. fouled on her first two throws, then got a safe third throw of 73l28 m (240-5) to qualify seventh. None improved in round four, then Price finally got hold of one and moved into third at 75.41 m (247-5) in round five.
There were no improvements in round six, with Price getting to close to the edge of the circle to cut short a promising turn, and Rogers finished with four throws that would have won the event. She moves from silver in 2022 to gold in 2023 and ends the U.S. streak in the event at two. Kassanavoid from up from bronze in 2022 to silver.
Coming into the meet, Canada had won one hammer medal in the history of the Worlds – Rogers’ silver in 2022 – and now has both champions, with Ethan Katzberg’s stunning win in the men’s event.
The history-making walks were held in the morning, with Spain continuing to sweep aside all others:
● Men/35 km Walk ● In his sixth World Championships, Spanish walker Alvaro Martin, 29, got his first Worlds medal with a win in the 20 km Walk last Saturday, becoming the third from his nation to win the event.
On Thursday, he became the only man in the history of the World Championships to win both walking events, taking the 35 km race in a national record of 2:24:30, moving him to no. 9 on the all-time list.
He won by just four seconds over Brian Pintado (ECU: 2:24:34), now no. 10 ever, and 42 seconds ahead of bronze winner Masatora Kawano (JPN: 2:25:12). Canada’s Evan Dunfee was fourth in 2:25:28.
There were 10 walking in the lead pack at 20 km, seven at 25 km, and France’s Aurielen Quinon had been holding on to the lead since the 14 km mark. He was still in the lead at 29 km, but had been repeatedly carded for violations and after falling back to fifth at 30 km, he was eventually disqualified for a fourth red card after 32 km.
Martin, who had been top four the entire race, saw Pintado take the lead , but Martin raced away in the 34th kilometer and won by four seconds. Kawano had been a steady third since 30 km, with Dunfee all alone in fourth.
● Women/35 km Walk ● In Eugene last year, Peru’s Kimberley Garcia Leon swept the walks, winning by 33 seconds in the 20 and 47 seconds in the 35, contested at the Worlds for the first time.
She was back, but so was Spain’s Maria Perez, in her fourth Worlds, but trying the 35 km for the first time. The rest of the field wishes she hadn’t, as she broke away after Poland’s 2022 silver medalist Katarzyna Zdzieblo – the leader from 3 km through 19 km – fell back and was eventually disqualified for a fourth red card after 30 km.
Perez led from 20 km to the finish, breaking the race open after 24 km and up by 1:45 by 30 km. She finished in 2:38:40, with Garcia Leon a clear second in 2:40:52, and Antigoni Ntrismpioti (GRE) third in 2:43:22.
American Maria Michta-Coffey finished 24th in 3:01:22.
Perez pulled off the same double as Garcia Leon in 2022, winning golds after a 10th (2017), eighth (2019) and a disqualification last year in her prior Worlds appearances at 20 km. At just 27, she will be back for more.
¶
The heats of the men’s 200 m got a little crazy after an accident, but everyone eventually got to run:
● Men/200 m ● Act II of the Noah Lyles show was supposed to be in semi one, but NBC’s Lewis Johnson reported that the semi one entrants were in a golf cart that was involved in an accident with another cart, coming from the warm-up area. So semi two was advanced to run first, with 2022 Worlds silver winner Kenny Bednarek of the U.S. and Botswana’s 100 m runner-up Letsile Tebogo 1-2 off the turn and moving away from the field. They actually looked at each other down the straight, with Bednarek winning, 19.96 to 19.97 (0.0). American Courtney Lindsey, the NCAA runner-up, was third in 20.22.
Semi three went second, with American teen star Erriyon Knighton taking the lead on the turn and coasting in with 90 m to go. He had to pick it up a little to win in 19.98 (-0.4), ahead of Britain’s Zharnel Hughes, the 100 m bronzer (20.02). Canada’s Andre De Grasse, the Tokyo Olympic champ, was third in 20.10, and advanced to the final.
Lyles finally got to run in the third semi, 25 minutes after their scheduled time, zipped into the lead after the turn and strode down the straight to win in an impressive 19.76 (-0.1). Dominican Alexander Ogando was second in 20.02. Three races, three U.S. wins. Wow.
● Men/800 m ● Australia’s Joseph Deng and Algeria’s Slimane Moula led through the first lap at 50.54 and 50.55, and Moula, the 2022 African champ, stayed in front and fought off everyone on the straight to win semi one in 1:43.93. Botswana’s Tshepiso Masalela came on hard on the straight to get second in a lifetime best of 1:44.14, with Ben Pattison (GBR) third in 1:44.23.
Canada’s Worlds bronze winner from 2022, Marco Arop, led at the bell in the second semi in 49.16, and was not headed, winning easily in 1:44.02, with 2022 Worlds silver winner Djamel Sedjati (ALG) second at 1:44.49.
Semi three saw Max Burgin (GBR) taking it out in 49.53, with Bryce Hoppel of the U.S. close, and Kenya’s Emmanuel Wanyonyi taking the lead into the turn. Hoppel was second for most of the straight, but was passed in the final 10 m by Spain’s Adrian Ben for second, 1:43.92 – lifetime best – to 1:44.04.
Wanyonyi won in 1:43.83, fastest of the day. Hoppel moved on to the final on time, with Burgin fading to eighth in 1:47.60.
● Men/5,000 m ● The pack ran lightly for the first 12 laps in heat one, with two-time Olympic medalist Paul Chelimo in the lead, then U.S. champ Abdi Nur was in the lead with three laps left. There still wasn’t much urgency until about 500 m left, when the running really started.
Nur, Hagos Gebrhiwet (ETH), France’s Jimmy Gressier and Spain’s Mohamed Katir were in front, but everyone was sprinting at the bell, with Gebrhiwet, Nur and Katir in front. Gebrhiwet and Katir were 1-2 with 200 m left, but with 10 still in contention, then Katir turned on the jets and ran away to win in 13:35.90, ahead of Gebrhiwet (13:36.15). Norway’s Jakob Ingebrigtsen, the defending champ, stormed down the straight to get third (13:36.21); Nur was fifth (13:36.37) and Chelimo had a mad dash to the line to qualify in seventh at 13:36.51.
Heat two was a re-run, with nine separating themselves to run for eight qualifying spots, with Ethiopia’s Yomif Kejelcha, Luis Grijalva (GUA) and Berihu Aregawi (ETH) leading the group at the bell. Kejelcha almost cut Grijalva off with 200 to go, but was pushed away, and while Kejelcha led down the stretch, Grijalva motored by late to win at the line in 13:32.72 to 13:32.83. Canada’s Moh Ahmed came on late to pass Aregawai for third, 13:33.16 to 13:33..23. American Sean McGorty fell out of contention in the final 600 m and finished 15th in 13:40.28.
● Women/200 m ● World leader Gabby Thomas of the U.S. was in semi one, but saw 2019 World Champion Dina Asher-Smith (GBR) led off the turn, but Thomas had the best of it down the straight and strode away in the final 50 m to win in 21.97 (-0.1). Asher-Smith was a clear second in 22.28.
Britain’s Daryll Neita led off the turn in semi two, but NCAA champ Julien Alfred (LCA and Texas) came on in the final 25 m to get to the line first in 22.17 (-0.2). Neita got a lifetime best of 22.21 for second, and Anthonique Strachan (BAH) third in 22.30. American Kayla White was fourth in 22.34, and did not advance.
Semi three had defending champ Shericka Jackson (JAM) and 100 m winner Sha’Carri Richardson of the U.S., and Jackson stormed into the lead on the turn and had clear sailing to the finish in 22.00 (-0.2). Marie-Josee Ta Lou (CIV), fourth in the 100 m, was a clear second into the straight, but Richardson moved ahead with 30 m left and was second with 22.20, and Ta Lou third at 22.26, but a time qualifier for the final.
≡ PANORAMA ≡
● Stats ● The updated medal table shows the U.S. with 19 (7-6-6), ahead of Jamaica’s big day, now with eight total medals (2-3-3).
Ethiopia (1-3-2) has six, Great Britain (2-2-1) has five and Spain (four golds in walks!) is next with four. A total of 36 countries have won medals so far.
● Stories ● Fans following the Worlds on the World Athletics Web site have been frustrated with delays and outages, and on Thursday, there was this note on the “Live Blog” section of the World Athletics site:
“The good news is that our website has hit unprecedented traffic this week.
“The downside to this traffic – so much more than we ever could have predicted – is that it has crashed our systems for the past couple of days during peak periods.
“So to help the flow of traffic and to give fans the best chance of accessing the most in-demand parts of the website, our site will show just the live results page during the busiest part of this evening. That should hopefully ensure people won’t miss out on following all of the action at the WCH Budapest 23.”
The traffic was so heavy that the main “Timetable/Results” site froze, with this message:
“We’re experiencing extremely high traffic!
“WCH Budapest 23 is full on!
“We want to make sure you can still access the essential info – check it out below. The full version of our website will be back soon, after 10:00pm CET”
Sounds like a sponsorship opportunity!
¶
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TSX REPORT: USA Gymnastics chief highlights federation’s “cultural change”; a valve misfunction polluted the Seine; guaranteed income for tennis!
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≡ THE 5-RING CIRCUS ≡
1. USA Gym chief Leung lauds “cultural transformation”
2. ATP creates “Baseline” program of income guarantees
3. Valve responsible for Seine test-event pollution?
4. Russian federation proposes alternate athlete declaration
5. FIBA elects Qatar’s Al Thani as new President for 2023-27
● Li Li Leung, now in her fifth year as the chief executive of USA Gymnastics, credited a change in the culture of the organization and the sport in the U.S. for its turnaround from its past abuse scandals. The federation has added five new sponsors this year alone and seen the return of stars such as Olympic champs Simone Biles and Suni Lee.
● Tennis players earn a lot of money, but the Association of Tennis Professionals (men) is introducing a new program of guaranteed income for the top 250-ranked players. The project will be tried for three years, beginning in 2024, and is a new concept of adding surety for the best players, with the program to impact perhaps 30-40 players a year.
● The City of Paris believes that a valve malfunction was responsible for the excess pollutants in the Seine River that caused the cancellation of the swim sections of the Para events and Mixed Relay of the Paris 2024 test event last weekend.
● The Russian Weightlifting Federation has not accepted the International Weightlifting Federation’s neutrality declaration requirement, objecting to its language, so it has proposed its own, which – of course – does not mention or refer to the Russian invasion of Ukraine.
● The International Basketball Federation – FIBA – unanimously elected Qatari Sheikh Saud Ali Al Thani as its new President for 2023-27, with Qatar to host the 2027 men’s World Cup. American Carol Callan was elected to the federation’s Central Board.
● World Championships: Gymnastics (Varfolomeev sweeps two at Rhythmic Worlds) = Shooting (China collects 14th goal in Baku) ●
● Panorama: Russia (no European U-23 Rowing Champs entries as Germany refuses visas) = Gymnastics (Chusovitina skipping 2023 World Champs for Asian Games) = Ice Hockey (NHL’s Daly says 2025 national-team tournament in the works) ●
● Special coverage of the World Athletics Championships is being posted daily;
for Wednesday, click here ●
1.
USA Gym chief Leung lauds “cultural transformation”
“Only by relentlessly pursuing this cultural change have we been able to get to where we are today. And now we’re at a place where now just athletes and coaches want to come back and be a part of this community, but we actually now have corporate partners – and major corporate partners – who want to be a part of this community as well.
“So, all of these partnerships, projects and athletic results that I’ve just talked about really reflect that when you live your values, and when others around you believe in them as well, that good things start to happen.”
That’s USA Gymnastics chief executive Li Li Leung, speaking in San Jose, California in advance of this week’s national artistic championships, on a new plateau of success for the federation, recovering from the abuse scandals of Larry Nassar and others. Highlights:
● “In terms of this cultural change, we really focused on building it brick by brick. And so you may have heard me talk about “the three Ps”: new people, new priorities and new policies. …
“We’ve been hiring new people and the right people. We’ve been putting athletes and those that support athletes as a priority and we’ve creating policies and instituting policies that support those new priorities, like the Athlete Bill of Rights and our Code of Conduct, and our safety-and-response policies as well.”
● “All this really hinges on this cultural transformation that I’ve talked about since I took this role four and a half years ago, and so almost every bit of good news that has come out from this sport, from legendary athletes returning, to new partnerships, to this new feeling of fun and celebration is in some way a reflection of all the work that our organization and frankly, the entire gymnastics community , has done, to define and cultivate this new culture that really prioritizes athletes and their safety, health and wellness.”
● “The buy-in of our community to the principles of safe sport and really embracing the change of the culture of gymnastics has been incredibly heartening.”
● “This is all part of the cultural change I have been talking about from day one; it’s been years in the making and as we all know, cultural change is not easy and it’s not quick. It takes many years in the making to happen. And for those of you who were in Tampa last year for this event, I hope you notice that there seems to be a renewed feeling of energy and joy and that there seems to be more happiness and celebration around the event as well.”
● “Our goal has always been to make this sport more safe, and as a result, to make it fun again, as well. And so, whether someone is an athlete, a fan, a parent, a coach, club owner, a member of the media or a volunteer, we really want all of you to feel safe and enjoy the event as well.
“And so one way we are having a little bit of fun, is we’re going to be introducing a new mascot; tomorrow, we’re unveiling it at the opening session of our national congress, and so throughout this process of developing the mascot, we’ve been having fun as well.”
Leung pointed to the return of star athletes such as Simone Biles and Suni Lee, and the interest from new corporate partners as proof of the impact that the changes in the federation have had:
“This past year, 2023, has been a game changer for us. So, since January, we have named five brand new partners, and most recently Comcast, CoreHydration and Nike as well. So now we have this really incredible portfolio of committed partners who are going to be helping us grow the sport, and they are going to enhancing our existing events.”
She also noted a unique mental-health project that has drawn rave reviews, especially from the athletes:
“Aside from achievements on the mat, I also talked about the mental, physical and emotional safety of our athletes: that’s always a priority for us. And so, last fall, we began a program with our partner, GK Elite, to reimburse national team athletes and coaches for mental health visits.
“And this year we started having emotional support dogs at our key events; in fact, when I was walking in just now, one of them is here on site, and so these emotional support dogs are not only for the benefit of our athletes, but our coaches and even judges as well, and I really, honestly, I can’t begin to tell you how well that this program has been received. And, in fact, yesterday when I was here for training, the athletes couldn’t stop talking about how excited they were to see the emotional support dogs here on the site.
“So we first started it at our Rhythmic Elite Qualifier a few months ago in Indianapolis, and we’ll have several dogs here on site throughout the week.”
Leung noted that the focus now is on the revitalization of the USA Gymnastics Foundation and a renewed fund-raising effort to help grow the sport, and on the eventual creation of a national training and wellness center, with “more than a dozen” expressions of interest, with a short-list of possible home cities to be determined early in 2024.
More than anything else, Leung says the gymnastics community is saying the federation is back on the right path:
“Actions speak louder than words. As I sit in front of you today, I can share – truly share – that countless athletes, coaches, members of the community and other organizations have come up to me and said that they are truly seeing and feeling this change.”
2.
ATP creates “Baseline” program of income guarantees
The no. 100 player on the (men’s) Association of Tennis Professionals prize money list for 2022 earned $610,087. In 2023, the no. 100 player has earned $515,422, the no. 200 prize money winner is at $195,996 and no. 300 stands at $89,485, with a couple of months to go.
However, the list does go down to $37 this year for players at no. 3,719 (four tied).
On Tuesday, the ATP announced a new program called Baseline, which will begin in 2024 as a three-year trial with the goal to ensure a minimum income for players on the Tour. The announcement noted three parts:
● “Guaranteed Base Earnings” for the top 250 players on tour (based on rankings), with the ATP providing extra income – if needed – to ensure yearly compensation of $300,000 (Top 100), $150,000 (101-175) and $75,000 (176-250).
● “Injury Protection” for those who play nine or fewer ATP or Challenger tournaments a year due to injury, assuring incomes of $200,000 (Top 100), $100,000 (101-175) and $50,000 (176-250) in 2024.
● “Newcomer Investment” for emerging stars which “will have access to $200,000 of funding upon breaking into the Top 125 for the first time, paid in advance of the following season and offset against prize money earnings.”
Based on the money earnings in 2023, it would not appear that many players would receive aid, but the statement noted:
“Between 30 and 45 players are expected to receive financial support through Baseline each season, with eligibility determined based on a range of criteria. This includes a player’s ranking, career prize money earnings, and number of events played. The 2024-26 trial period will serve as an initial proof of concept, with potential to expand funding in future.”
3.
Valve responsible for Seine test-event pollution?
“At this stage, the preferred hypothesis is that of the malfunction of a valve in the sewerage network located at the level of the Tolbiac bridge.
“Investigations are continuing to understand the sequence of events and determine the measures to be taken in order to guarantee the perfect quality of the water for the holding of the events in 2024.”
That’s from the City of Paris, with an explanation of what went wrong with the water quality in the Seine River last weekend, causing the cancellation of the swimming portion of the Paris 2024 triathlon test events for Para athletes on Saturday and the Mixed Relay on Sunday. The events were changed from a swim-bike-run format to run-bike-run instead.
The E.coli concentration in the water was above the required limits, but officials noted the situation was different from the cancellation of the 6 August open-water swimming test event, where heavy rains overwhelmed the sewage system.
A major reservoir construction project is underway which will help to control any impact of rain water – to be completed prior to the Games in 2024 – and which will help make the Seine available for public swimming. Pollution in the river has kept the Seine off-limits to swimmers since 1923, and the project has become a showpiece for the long-term benefit of bringing the Olympic Games to Paris.
4.
Russian federation proposes alternate athlete declaration
The Russian Weightlifting Federation has refused to have its athletes sign the International Weightlifting Federation’s required “neutrality” declaration for Russian and Belarusian athletes to return to international competition.
Belarusian lifters did sign and compete at the IWF Grand Prix in Havana, Cuba in June; the declaration includes:
● “I hereby confirm that I understand and accept that, in view of the extraordinary circumstances resulting from the war in Ukraine, my eligibility to participate and the validity of my corresponding entry in IWF competitions through my national federation is specifically subject to the conditions set forth in the Policy. …
● “I undertake to continue to abstain from expressing any support to the war and will immediately and voluntarily notify any relevant change in my activities that occurs after the date of this declaration.
● “I undertake to duly and fully cooperate with any process of verification performed pursuant to art. 3 of the Policy. I understand and accept that adverse inferences may be drawn from failure to fully cooperate with the verification process, notably through refusal to answer and/or to provide evidence.”
Now, Russia federation chief Maxim Agapitov is proposing the IWF adopt an alternative declaration, to be signed by all athletes and not just Russians and Belarusians. According to the Russian news agency TASS:
“In the version of the [Russian Weightlifting Federation] declaration, all athletes are invited to declare their rejection of all forms of violence and injustice, to recognize the inviolability of human life. Athletes must affirm respect for human rights, striving to create a safe and inclusive environment for all participants, ensuring that each person feels valued and respected, without any distinction such as race, color, gender, language, religion, political or other beliefs, national or social origin, property, family or other status.
“In addition, no distinction should be made on the basis of the political, jurisdictional or international status of the country or territory where the individual resides. It is emphasized that athletes must reaffirm their firm commitment to respect the fundamental principles enshrined in the Olympic Charter, as well as in the United Nations Universal Declaration of Human Rights, guided by the principles of Olympism, peace, justice, respect and equality.”
Observed: This has no chance of going anywhere, most especially because it is counter to the International Olympic Committee’s 28 March recommendations on acceptance of Russian and Belarusian athletes as neutrals. And as weightlifting is not presently on the program of the 2028 Olympic Games in Los Angeles, the IWF will do nothing which will perplex or perturb the IOC, with the goal of being readmitted for 2028.
Agapitov’s proposal, as reported, lines up with the existing Russian policy response to the IOC’s recommendations as seen by the parallel comments and policies of the International Boxing Association, run by Russian Umar Kremlev.
This new concept will not impact the 2023 IWF World Championships, as entries closed on Monday (21st).
5.
FIBA elects Qatar’s Al Thani as new President for 2023-27
A familiar face ascended to the FIBA Presidency on Wednesday:
“Sheikh Saud Ali Al Thani, who succeeds Hamane Niang [MAL] in becoming the new President of FIBA, was elected unanimously by all in attendance. Sheikh Saud Ali Al Thani has been FIBA Vice President for the previous cycle, which began in 2019, and President of FIBA Asia since 2002, having formerly been President of the Qatar Basketball Federation and a Vice President of the Qatar Olympic Committee.”
Al Thani’s term will coincide with the organization of the next FIBA men’s World Cup in his home country of Qatar in 2027.
The FIBA Central Board was also elected and includes American Carol Callan, the long-time USA Basketball director of the dominant women’s national team. She is one of three members from the Americas; two were elected from Africa, two from Asia, four from Europe and two from Oceania. An NBA representative will also join the Central Board, as well as an athlete rep.
≡ WORLD CHAMPIONSHIPS ≡
● Gymnastics ● The 2023 FIG Rhythmic World Championships are underway in Valencia, Spain, with Germany’s Darja Varfolomeev winning the first events, the individual titles in Hoop and Ball.
Varfolomeev won the 2022 Worlds in Clubs, took the silver in Ball and a bronze in Hoop. In Valencia, she scored 35.750 in Hoop to win over defending champion Sofia Rafaelli (ITA: 35.250), with Fanni Pigniczki (HUN: 34.050) winning her first Worlds medal in third.
In Ball, Varfolomeev topped defending champ Rafaelli again, 35.800 to 35.200, with Bulgaria’s Stiliana Nikolova (35.150) getting her fifth career Worlds medal, but first in Ball, with a bronze.
Competition continues through Sunday.
● Shooting ● China scored its 14th win at the 2023 ISSF World Championships in Baku (AZE), with 20-year-old World Junior Champion Sixuan Feng taking the women’s 25 m Pistol, 572 to 565 over Rio 2016 Olympic champ Anna Korakaki (GRE).
India is also doing well and collected its fifth gold with Amanpreet Singh taking the non-Olympic 25 m Pistol final, scoring 577 to 574 for Korea’s Gun-hyeok Lee. The women’s non-Olympic 50 m Rifle/Prone gold went to Anja Senti of Switzerland, a 627.7 to 626.1 winner over Marianne Pallo (FIN); American Sagen Maddalena was eighth (623.6).
Competition continues through the end of the month.
≡ PANORAMA ≡
● Russia ● The Russian rowing federation announced that it will not compete at the European U-23 Championships in Krefeld (GER) this weekend. According to national team coach Alexander Zyuzin:
“Germany did not open visas for us, unfortunately, we will not go to the European Championship. All the declared participants will go to the open championship of Belarus among youth under 23.”
Russia had four entries, two men and two women, set to go to the U-23 Euros.
● Gymnastics ● The amazing Oksana Chusovitina, now 48, and continuing to compete for Uzbekistan with the idea of performing at the 2024 Olympic Games in Paris, told the Russian news agency TASS that she will not go to the Artistic World Championships in Antwerp (BEL), scheduled for 30 September to 8 October:
“I made the decision to withdraw from this World Championships for two reasons. First, in the same time frame we will have the Asian Games, which I am going to go to and for which I am now preparing.
“Secondly, I decided to qualify for the Olympic Games in Paris through the stages of the World Cup, which will be held in the first half of 2024. Now I’m training, and at the Asian Games I plan to perform on vault and balance beam.
“What tasks do I set for myself at the Asian Games? The main thing is to avoid injuries, and then we’ll see.”
The Asian Games will be in Hangzhou, China from 23 September to 8 October. Chusovitina has competed in eight Olympics, for the Unified (ex-USSR) Team in 1992, Uzbekistan in 1996-2000-2004, Germany in 2008-2012 and with Uzbekistan again in 2016-2020. She was a member of the Team gold medalists in 1992 and won a silver on Vault in 2008, plus 11 career medals in the World Championships (3-4-4), including Floor Exercise in 1991 for the USSR and Vault in 2003 for Uzbekistan.
● Ice Hockey ● National Hockey League Deputy Commissioner Bill Daly (USA) said Wednesday that the league and the NHL Players Association are working on a new, national-team tournament to take place as soon as February 2025.
“I don’t know exactly what form it will take. The goal is to make it an international competition of some sort. It’s going to obviously be heavily NHL-centric in terms of the player base, maybe entirely NHL. …
“If we do a ’25 international tournament, we do the ’26 Olympics, the ’28 World Cup of Hockey, the ’30 Olympics, the ’32 World Cup of Hockey, and so on. That’s the goal.”
As for the 2026 Olympic Games, Daly noted:
“The IOC has made public statements that indicate to me that they’re going to try very hard to include Russian athletes on some basis.
“Whether it’s on the basis they’ve included them in the past where they’re not really playing for a flag but they are playing and participating, I think that is probably a model they will pursue. Who knows how it plays out?”
¶
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ATHLETICS: Moon shares vault gold, Warholm wins again, but Ingebrigtsen loses to another Brit at Worlds!
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≡ WORLD ATHLETICS CHAMPIONSHIPS ≡
Another 90-degree (F) day in Budapest for the 19th World Athletics Championships, which required a move of the women’s 5,000 m heats to the evening session. It was down to 85 F and 50% humidity for the evening races, which saw a shared golds in the women’s vault and a split decision for Norwegian stars Jakob Ingebrigtsen and Karsten Warholm. Here’s what happened:
● Men/1,500 m ● All eyes were on Olympic champ Ingebrigtsen, the overwhelming favorite and world leader at 3:27.14. Usually running from the back, he was up close to early leader Abel Kipsang (KEN), the 2022 World Indoor bronzer, who led at 400 m in 56.01.
The Norwegian star took over at the 500 m mark and led with two laps to go, over Kipsang and U.S. champ Yared Nuguse, and they passed 800 m in 1:54.19, with Kipsang slightly in front.
Ingebrigtsen now took over, with Britain’s Tokyo Olympic bronze medalist Josh Kerr moved up to challenge, passing 1,200 m in 2:49.53, with Kipsang third. Down the back straight, Kerr shadowed the Norwegian, waiting. Behind them was a mad scramble for position, with Kipsang holding off teen star Niel Laros (NED) for third.
All out in the straight, it was Kerr with the speed and he pulled ahead for good with 80 m to go and raced to the win at 3:29.38, to 3:29.65 for Ingebrigtsen. The Norwegian knew he was beaten with 20 m left, looking up in disgust at the scoreboard as he ran through the finish.
Norwegian teammate Narve Nordas sprinted from sixth to third at the line in 3:29.68 for his first international medal, with Kipsang fourth (3:29.89) and Nuguse fifth (3:20.25). American Cole Hocker was seventh with a lifetime best of 3:30.70 (now no. 6 all-time U.S.); Laros faded to 10th, but set a national record of 3:31.25.
Lightning struck twice: Ingebrigtsen was beaten at the 2022 Worlds in Eugene by Britain’s Jake Wightman in a huge upset … and it happened again, but with a different British star.
● Men/400 m hurdles ● Norway’s world-record holder Warholm came in as the world leader and had clearly showed he was back, but had American Rai Benjamin behind him in lane six. Off the gun, Warholm was out fast, but Benjamin was close through six hurdles and appeared to take the lead over seven.
But into the straight, Warholm re-took the lead and Benjamin could not match his speed, even losing second place to two-time Commonwealth Games winner Kyron McMaster (IVB).
Warholm’s 46.89 is the equal-14th performance of all-time; he owns six of those top 15. McMaster finished in 47.34, ahead of Benjamin’s 47.56. Defending champ Alison dos Santos (BRA) – who had surgery early in the year – was a very impressive fifth in 48.10. Trevor Bassitt of the U.S., who won bronze in 2022, was sixth in 48.22.
Warholm is now a three-time World Champion in the event, the most ever, and Benjamin has won silver-silver bronze in the last three Worlds, tying Kerron Clement (2-0-1 from 2007-17) for the most Worlds medals in the event by an American.
● Women/400 m ● Dominican Marileidy Paulino was the silver winner in Tokyo in 2021 and at the 2022 Worlds in Eugene, and the favorite here. She did not disappoint.
She took the lead on the backstraight and then moved best on the turn to push away from Lieke Klaver (NED) and pulled away from everyone on the straight, winning in 48.76, a national record.
Klaver faded in the straight, and Poland’s Natalia Kaczmarek moved up for silver in 49.57 and Sada Williams (BAH) with a second straight Worlds bronze in 49.60. Klaver was sixth (50.33) and American Talitha Diggs was eighth in 51.25.
● Women/Pole Vault ● Qualifying showed the runway to be extra-fast, and the final was expected to be a sizzler.
Six remained in at 4.80 m (15-9), with former Arkansas star (and 2022 Worlds fourth-placer) Tina Sutej (SLO) over on her first try for a national record. So did 2022 Worlds bronze winner Nina Kennedy (AUS) and European champ Wilma Murto (FIN), and Olympic and World champ Katie Moon of the U.S. made it on her second try, and Molly Caudery (GBR) missed once and passed to 4.85 m (15-11).
Of the five still in, only Moon had made this height this season, but Kennedy set a national record with an excellent clearance to take the lead, followed by Moon snaking over to move up to second. They were the only ones to make it, with Murto settling for bronze and Sutej fourth for the second straight year.
Now at 4.90 m (16-0 3/4), Kennedy and Moon missed twice, but Kennedy was perfect with another national record on her third try and took the lead. Moon, on an all-or-silver try, hit the bar, but it held up on the snake-over and the vaulting continued. They both tied Moon’s world-leading height for the season.
At 4.95 m (16-2 3/4), both missed three times, leaving them tied with just one miss each and tied for the lead. They could go on to a jump-off, but the two decided to share the win – as la Mutaz Essa Barshim and Gianmarco Tamberi in the Tokyo men’s high jump – and take golds together.
Three-time Worlds silver winner Sandi Morris cleared 4.65 m (15-3) on her first try, but never looked comfortable at 4.75 m (15-7), missing three times and finishing sixth. Bridget Williams of the U.S. cleared 4.50 m (14-9), but could go no higher and was 12th. High school phenom Hana Moll also cleared 4.50, but placed ninth on misses.
¶
The morning qualifying session produced no huge surprises, but the reigning World Champion in the women’s hammer did not make it out of qualifying in the evening.
● Men/200 m ● Act two of the Noah Lyles show started in heat two with a 20.05 win (wind: -0.1 m/s) over Andrew Hudson of Jamaica (20.25). Britain’s Zharnel Hughes won heat one in 19.99 (0.0), the fastest time of the day.
Botswana’s Letsile Tebogo, 20, who has run 19.50 this season, won heat three in 20.22 (-1.4), with Brendon Rodney of Canada taking heat four in 20.14 (-0.2). A close finish in heat five had Japan’s Towa Uzawa first in 20.34 (-0.2) over NCAA runner-up Courtney Lindsey of the U.S. (20.39).
Worlds bronze medalist Erriyon Knighton of the U.S. and Olympic champ Andre De Grasse (CAN) were 1-2 in heat six in 20.17 and 20.28 (-0.5) and American Olympic and World silver winner Kenny Bednarek won heat seven in 20.01 (-0.1). The semis are on Thursday.
● Men/Pole Vault ● Qualifying required 5.75 m (18-10 1/4) to advance, with world-record holder Mondo Duplantis clearing all three of his heights on the first try. The big names all made it: Chris Nilsen and Zach McWhorter of the U.S., Ernest John Obiena (PHI), Kurtis Marschall (AUS), Poland’s Piotr Lisek, Belgian Ben Broeders and others.
Zach Bradford of the U.S. cleared 5.70 m (18-8 1/4) and did not advance to the final.
● Men/Long Jump ● Wow! Sensational, world-leading jump for Jamaica’s Wayne Pinnock – the 2022 NCAA champ for Tennessee (later transferred to Arkansas) – who blasted out to 8.54 m (28-0 1/4) on his first jump (+1.2), now sitting at no. 20 all-time!
His prior best had been 8.37 m (27-5 1/2) from the SEC Championships in May; he was ninth at the Worlds in Eugene last year. Both of his teammates got in: 2019 World Champion Tajay Gayle at 8.12 m (26-7 3/4) and Carey McLeod, who jumped 8.19 m (26-10 1/2) for fourth.
China’s defending champ, Jianan Wang, got a season’s best of 8.34 m (27-4 1/2) on his last jump to qualify, and Olympic champ Miltiadis Tentoglou (GRE) reached 8.25 m (27-0 3/4) to qualify third.
Two Americans made it: Will Williams in seventh (8.13 m/26-8 1/4) and U.S. champ Marquis Dendy in 10th (8.08 m/26-6 1/4). American Jarrion Lawson finished 16th (7.96 m/26-1 1/2) and did not advance.
● Women/200 m ● All six heats were won between 22.16 and 22.51; nothing crazy. Anthonique Strachan (BAH) took heat one at 22.31 (-0.4); American Sha’Carri Richardson won heat two in 22.16 (-0.7) over Marie-Josee Ta Lou (CIV), who got a seasonal best of 22.26.
Defending World Champion Shericka Jackson of Jamaica took heat three in 22.51 (-0.4) and NCAA champ Julien Alfred (LCA) cruised to a 22.31 win (-0.4) in heat four. U.S. champ Gabby Thomas won heat five in 22.26 (-1.3) and 2019 World Champion Dina Asher-Smith took heat six in 22.46 (-0.3).
Poland’s Krystsina Tsimanouskaya, who fled the Belarus team and sought asylum at the Tokyo Olympics in 2021, qualified on time out of heat six in 22.88.
● Women/800 m ● All seven heats were won in the 1:59s, with the favorites moving through. Britain’s world leader, Keely Hodgkinson, won heat one (1:59.53); Kenyan Mary Moraa took heat two, ahead of Raevyn Rogers of the U.S., 1:59.89 to 2:00.06; Noelle Yarigo of Benin won heat three at 1:59.96, and 2019 World Champion Halimah Nakaayi (UGA) took heat four from Adelle Tracy (JAM), 1:59.68 to 1:59.82. American Kaela Edwards was eighth in 2:02.22 and did not advance.
U.S. champ Nia Akins beat Britain’s Jemma Reekie in heat five, 1:59.19 to 1:5971, while Ethiopia’s Habitam Alemu won heat six in 1:59.36. Defending World Champion Athing Mu of the U.S. won heat seven, running 1:59.59 to edge Jamaican Natoya Goule-Toppin (1:59.64).
● Women/100 m hurdles ● American Keni Harrison stunned everyone with a 12.24 heat, and she dominated the first semi, running away after hurdle five and won in 12.33 (+0.5), ahead of Devynne Charlton (BAH: 12.49).
American Masai Russell got a brilliant start in semi two, but she clipped the second hurdle and crashed through the third hurdle and did not finish. Jamaican Ackera Nugent, the NCAA runner-up for Arkansas, had the lead through eight hurdles, but then defending champ Tobi Amusan (NGR) moved up and won on the run-in in 12.56 (-0.7) to 12.60.
Jamaica’s Danielle Williams, the 2015 World Champion, got the lead by mid-race and was being chased by Tokyo champ Jasmine Camacho-Quinn (PUR) and 2019 Worlds winner Nia Ali of the U.S. Camacho-Quinn got the win in 12.41 (-0.4), with Ali storming to the line with a lean to edge Williams on the run-in, 12.49 to 12.50.
● Women/Steeple ● The first heat had seven in contact with three laps left, with four in the lead pack at the bell, including American Courtney Wayment. Bahrain’s Winfred Yavi – fourth at the 2019 and 2022 Worlds – won at the line over world-record holder Beatrice Chepkoech (KEN), 9:19.18 to 9:1922. Wayment was an easy qualifier in fourth in 9:20.60.
Three broke away in heat two by 2,000 m, with Peruth Chemutai (UGA) leading a group of four at the bell, with Kenyan Faith Cherotich winning, 9:19.55 to 9:19.60. Emma Coburn of the U.S., the 2017 World Champion, had no response as the pace quickened in the last 1,000 m and finished 10th in 9:41.52. She said she re-injured her hamstring on the first barrier, and told NBC’s Lewis Johnson, “It definitely sucks.”
The third heat had a recall (what?), and with three laps left, it was 2022 European champ Luiza Gega (ALB) leading world leader Jackline Chepkoech (KEN) in a pack of five. Chepkoech decided to go with 650 m to go and won easily in 9:16.41, ahead of Zerfe Wondemagegn (ETH: 9:16.97). U.S. champ Krissy Gear finished seventh in 9:30.61.
● Women/5,000 m ● Agate Caune of Latvia, 19, the 2023 European U-20 Champion, raced away to a huge lead, with an 18-second advantage after six laps of heat one. She passed 3,000 m in 8:54.08, 20 seconds ahead of American Alicia Monson (9:14.94). The lead was 17 seconds at 4,000 m, but at the bell, the lead was down to seven seconds.
Ethiopia’s defending champ, Gudaf Tsegay, led the pack coming on and she and 2022 Worlds runner-up Beatrice Chebet (KEN) caught up and moved into the lead with 120 m to go, and Chebet won in 14:57.70, then Tsegay at 14:57.72. Caune finished fourth, qualifying for the final with a lifetime best of 15:00.48. Elise Cranny of the U.S. was fifth (15:01.53) and Monson was seventh (15:03.35), both moving on to the final.
Kenyan superstar – and new world-record holder – Faith Kipyegon headlined the second heat, the day after her 1,500 m win, along with Olympic 5,000 m champ Sifan Hassan (NED). Hassan and Kipyegon were 1-2 with three laps left, with six in the lead pack. They were still together at the bell, with Hassan and Kipyegon racing down the final straight, and Hassan across first in 14:32.29 to 14:32.31. Kenyan Lilian Rengeruk tripped and fell on the straight, but got up quickly and qualified fourth in 14:36.61. American Natosha Rogers was a non-qualifying ninth in 15:06.68, her fifth-fastest time ever.
How fast was that second heat? Only nine others – besides Hassan and Kipyegon – have run faster this season!
● Women/Triple Jump ● Jamaica’s Shanieka Ricketts led the first group of qualifiers with a seasonal best of 14.67 m (48-1 3/4), with Keturah Orji of the U.S. qualifying at 14.33 m (47-0 1/4). Jasmine Moore of the U.S. managed 14.13 m (46-4 1/4) for sixth, and made to the final as the 11th overall qualifier.
World-record holder Yulimar Rojas (VEN) qualified with one jump for the final at 14.59 m (47-10 1/2), but the leader in the second group was Thea Lafond (DMA) with a national record of 14.62 m (47-11 3/4). American Tori Franklin qualified at 14.13 m (46-4 1/4), so all three U.S. entries will jump on Friday.
● Women/Hammer ● No trouble for medal contenders DeAnna Price of the U.S. – the 2019 World Champion – or Canada’s 2022 Worlds runner-up Cam Rogers, who qualified with first-round throws of 76.25 m (250-2) and 73.95 m (242-7). Jillian Shippee of the U.S. had three fouls.
In the second group, American Janee Kassanavoid – the 2022 Worlds bronze winner – reached 72.70 m (238-6) in her third round and qualified eighth overall. Defending World Champion Brooke Andersen of the U.S., the world leader, fouled twice in the second group, then managed only 67.72 m (222-2) in the last round and did not qualify, in 25th.
Just as shocking was Poland’s Anita Wlodarczyk, the three-time World Champion, not qualifying, finishing 13th (71.17 m/233-6).
● Women/Javelin ● Seven reached the automatic qualifying distance of 61.50 m (201-9), led by Latvia’s Lina Muze-Sirma at 63.50 m (208-4). World leader Haruka Kitaguchi (JPN) qualified third at 63.27 m (207-7), Australia’s Mackenzie Little was second at 63.45 m (208-2) and 2022 World Champion Kelsey-Lee Barber (AUS) just made it as the last qualifier at 59.66 m (195-9).
U.S. throwers Maggie Malone (18: 57.85 m/189-9) and Ariana Ince (27: 54.60 m/179-1) did not advance.
≡ PANORAMA ≡
● Errata ● Some fixes on Tuesday’s post. Phil Minshull notes that seven men (not five) were still jumping at 2.36 m (7-8 3/4), having passed from lower heights to try and stay in the mix. Also, Keni Harrison’s 12.24 in the women’s 100 m hurdles heats was her fastest since 2016, not the fastest since 2016, and two incorrect conversions in the women’s discus for Valarie Allman and Lagi Tausaga. All of these have been corrected on the Web site, with thanks.
● Stats ● The U.S. won two medals on Wednesday and now has 14 (7-4-3), with at least one gold on each day so far. Next best is Ethiopia (6: 1-3-2), then Great Britain (4: 2-1-1). Italy, Kenya, Norway and Jamaica all have three.
On the team scoring placing table, scored 8-7-6-5-4-3-2-1, the U.S. leads with 142 points to 53 for Kenya, 46 for Ethiopia, 39 for Britain and 37 for Jamaica.
● Stories ● Amazing note from Federation of American Statisticians of Track (FAST) index co-editor Alan Mazursky, who observed that, according to the on-field timing system, the Netherlands initially won the Mixed 4×400 m relay on Saturday!
Dutch anchor Femke Bol astonishingly fell just before the finish line, with American Alexis Holmes steaming by to win in a world-record of 3:08.80. But as Bol fell, the baton – which has a timing chip in it – flew out of her hand and crossed the finished line!
So, the instant result on the broadcast showed that the Dutch had won the race (screenshot from an NBC highlight video on YouTube)!
Technology is great, but people are still needed to get it right. Seiko got it fixed almost immediately, crediting the U.S. with the win and the world record.
● Voices ● Lots of comments about Tuesday’s action, which was amazing to say the least.
Of Hawaiian native Tausaga’s instantly-legendary win in the women’s disc over Olympic champ Allman, Track & Field Writers of America President Jack Pfeifer shared:
“This was the 22nd meeting between the two. Prior to this, Allman had beaten her 20 of 21 times.
“This is an epic T&F moment I’d say. Trying to come up with a comparable upset, only thing I can think of is Billy Mills‘s 10K win in Tokyo in ’64.”
Long-time observer and USATF athlete activist David Greifinger added, “Tausaga followed her monster throw with a 68 + meter throw in Round 6. So, not just one outlier. Mind-boggling. What were the odds of her winning? 100 to 1?”
Quite right and not widely noted: Tausaga followed up her winner with a 68.46 m (224-7), meaning she had the three best throws of her life on Tuesday. She came in with a best of 65.46 m (214-9) at the U.S. Champs and then improved to 65.56 m (215-1) in round three to qualify for the final, then her 69.49 m (228-0) winner in round five and 68.46 m in round six.
Tausaga’s winning throw moves her to no. 2 all-time U.S., with the no. 9 performance; Allman has the top eight, and had a great series Tuesday: 68.57 m, 66.94 m, 68.79 m, 69.23 m, 64.60 m and 68.61 m (224-11, 219-7, 225-8, 227-1, 211-11 and 225-1). That’s an average of 67.79 m (222-5), which would have been fourth!
¶
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TSX REPORT: Fox & Telemundo audiences down for Women’s World Cup; strong NBC audiences for T&F Worlds; U.S. big FIBA World Cup favorite
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≡ THE 5-RING CIRCUS ≡
1. Fox averaged 669,000, Telemundo 167,000 for Women’s World Cup
2. FIFA: 119,654 room nights booked for the Women’s World Cup
3. Pitch invader, Spanish kisser marred World Cup final
4. Strong start to World Athletics Champs on NBC
5. No. 2-ranked U.S. a huge favorite in FIBA World Cup
● The viewing audiences for Fox and Telemundo for the 2023 FIFA Women’s World Cup were well down from 2019 levels, thanks to the unfriendly time zones in Australia and New Zealand, as well as the early U.S. exit. Fox was down 60% from 2019 and Telemundo about 45%. Between the two, the final still drew 2.059 million viewers.
● FIFA offered some detailed statistics on the tournament, but perhaps none more important that the report of 119,564 room nights booked during the event, a key number for future and potential future organizing committees. The final attendance at the fan festivals was 777,000 across all of the facilities in each host city.
● The final was marred by an anti-Russian protester who ran onto the field in the first half, and then by an overly affectionate greeting by Spanish federation head Luis Rubiales, kissing midfielder Jenni Hermoso during the medal presentations. His action was quickly and widely rebuked and he made a video apology later on Sunday. On Tuesday, the Acting Prime Minister called the apology inadequate and the federation has called an emergency meeting on Friday.
● NBC’s Saturday and Sunday telecasts of the World Athletics Championships from Budapest, Hungary were strong on viewers, with 934,000 on the first day and 1.112 million on day two. Sadly, there’s only one more NBC Worlds show coming, next Sunday; the rest is on CNBC and USA.
● The U.S. men’s team is an overwhelming favorite to win the FIBA World Cup in Indonesia, Japan and the Philippines that starts later this week. Overwhelming.
● World Championships: Modern Pentathlon (Egypt sweeps men’s and women’s relays) = Shooting (two more wins for China) ●
● Panorama: Pan American Games (Santiago 2023 torch unveiled) = Russia (new law to require national flag at all events) ●
● Errata: Eagle-eyed reader Tony Duffy noted a typo in Tuesday’s post that stated Spanish striker Salma Paralluelo is 29. She’s 19, of course. Sorry; now corrected on the site. Thanks, Tony! ●
● Special coverage of the World Athletics Championships is being posted daily; for Tuesday, click here ●
1.
Fox averaged 669,000, Telemundo 167,000
for Women’s World Cup
Bad time zones make for smaller audiences, as Fox and Telemundo found out in their overall audience ratings for the FIFA Women’s World Cup.
Fox reported an overall average of 669,000 viewers for all 64 games in the tournament, and 1.658 million for the final between Spain and England. The audience for the final peaked at 2.446 million between 7:45 and 8:00 a.m. Eastern, with the top markets in Washington, D.C., Austin, San Diego, Boston and Hartford.
The Spain-Sweden semi was seen by 470,000 and England-Australia by 1.058 million, starting at 4:00 a.m. and 6:00 a.m., respectively. The third-place game between Sweden and Australia drew 562,000 on Fox.
The average is way down from the 1.66 million from the 2019 tournament in France, but still respectable as most of the games were shown in the middle of the night in the U.S.
Telemundo reported a Spanish-language average of 401,000 for the final, making the total 2.059 million, a very good result given the timing.
The Spanish-language average across the tournament, on Telemundo-Peacock-Universo was 167,000, well down from 2019’s average of 302,000, again respectable in view of the time zone.
Reports on European viewing outside of finalists Spain and Britain were mostly lower than for 2019 in France, again due to unfriendly viewing times.
2.
FIFA: 119,654 room nights booked for the Women’s World Cup
Amid a mass of statistics rolled out by FIFA as its 2023 Women’s World Cup closed up was an important one for organizers of future tournaments:
“119,564 – The total number of room nights booked throughout the tournament, supporting businesses and economies in Australia and Aotearoa New Zealand. This included over 30,000 nights for teams and workforce, and over 7,000 nights for match officials in Host Cities and Team Base Camp locations.”
From a U.S. perspective, at an average price of just $100 per room per night, that’s about $12 million, spread across the host cities. If the average spend per person was $250 per day, that’s $29.9 million, across one month of matches.
If you have wondered how many people it takes to put on the Women’s World Cup, FIFA noted that a total of 41,859 accreditations were distributed.
As far as the FIFA Fan Festivals were concerned:
“After the final whistle in the Final, 777,000 fans had been part of the FIFA Fan Festival, with the attendance peaking on August 12 when 68,000 people across all venues watched the Matildas beat France in a dramatic quarter-final.”
3.
Pitch invader, Spanish kisser marred World Cup final
The Women’s World Cup final was dramatic, but also had its share of less memorable moments.
During the first half of the final, an anti-Russian protester ran onto the field and had to be tackled by security staff and led away, causing a brief delay. He was wearing a T-shirt with a mashed-up image of Russian President Vladimir Putin and Nazi dictator Adolf Hitler, with the words “Stop Putler” on the front and a Ukrainian flag and the words “Free Ukraine” on the back.
Much more widely reported as a too-excited celebration by Real Federación Española de Fútbol (RFEF: Royal Spanish Football Federation) President Luis Rubiales, who greeted midfielder Jenni Hermoso with a kiss on the lips during the medal presentation ceremony.
The action was immediately and widely reviled, with Spain’s Acting Prime Minister, Pedro Sanchez calling him out on Tuesday:
“What we saw is unacceptable. And the apologies offered by Mr. Rubiales are not sufficient, I would call them inappropriate, so he must continue taking further steps to clarify what we all saw.”
The RFEF has called an emergency assembly for Friday to consider further steps and an inquiry has been started. Rubiales initially brushed off any impropriety, then issued an apology on Sunday via a video, which included (translated from the original Spanish):
“There’s an event, which I have to regret, which is everything that happened between the player and I, with a magnificent relationship between the two of us, the same as with the others
“And well, I surely made a mistake, I have to recognize that. In a moment of elation, without any intention of bad faith, well, what happened happened – I think in a very spontaneous way. I repeat, there was no bad faith between either of the two of us.
“Here, we didn’t understand it because we saw something natural, normal and in no way, I repeat, with bad faith. But outside of the bubble, it looks like it has turned into a storm and so, if there are people who have felt offended, I have to say I’m sorry.”
Rubiales is up for election in 2024.
4.
Strong start to World Athletics Champs on NBC
In a very tepid year for track & field on U.S. television, the NBC shows on Saturday and Sunday from the World Athletics Championships in Budapest (HUN) were solid.
Saturday’s opening-day show drew an average of 934,000, the highest total for an outdoor meet in 2023. Sunday was even better, at 1.112 million, the top audience for a track & field event in the U.S. this year.
By comparison, the 2022 Worlds in Eugene were televised six times on NBC and had an average of 1.993 million. Unfortunately, NBC has only one more Worlds show scheduled, for next Sunday.
Last weekend’s coverage was mostly on CNBC, and weekday coverage is on USA Network. Don’t expect much; last year’s Worlds in the U.S. averaged only 379,000 on those two channels.
¶
Also, the final USA Basketball Showcase game vs. Germany in Abu Dhabi (UAE) on Sunday had an average audience of 585,000 at noon Eastern, quite respectable.
5.
No. 2-ranked U.S. a huge favorite in FIBA World Cup
The 19th FIBA men’s World Cup begins on Friday, with games spread across three countries: Indonesia, Japan and the Philippines and will roll on to 10 September, with the final at the Mall of Asia Arena in Pasay (PHI), part of metro Manila.
The U.S. has won this tournament five times, tied for the most with Yugoslavia and won back-to-back titles in 2010 and 2014. But Spain emerged as the 2022 winner in China as the Americans were knocked out in the quarterfinals – finally finishing seventh – missing the medal round for the first time since 2002. That finish is the reason Spain is top-ranked and the U.S. is second.
For 2023, the Americans, coached by Golden State Warriors boss Steve Kerr, has been installed as the prohibitive favorite, following a 5-0 exhibition tour. The top picks:
● United States: -111 to -140
● Canada: +700 to +900
● France: +750 to +1,000
● Australia: +900 to +1,000
● Spain: +1,000 to +1,400
● Serbia: +1,200 to +2,000
● Germany: +1,500 to +2,700
● Slovenia: +1,600 to +3,000
● Greece: +1,600 to +6,000
● Italy: +4,000 to +5,000
Translation: a wager of $111 to $140 on the U.S. is required to win $100, but a wager of $100 on Canada would return $700 to $900. Wow.
That’s the top 10 out of 32 teams. The least-favored:
● China: +50,000 to +100,000
● Iran: +50,000 to +100,000
● South Sudan: +50,000 to +100,000
● Angola: +50,000 to +200,000
● Cape Verde: +50,000 to +200,000
● Cote d’Ivoire: +50,000 to +200,000
● Jordan: +50,000 to +200,000
● Lebanon: +50,000 to +200,000
● Egypt: +50,000 to +250,000
Those are pretty long odds.
The teams will play in groups for three games, with the top two teams in each advancing to the second round. The U.S. will play New Zealand (26th), Greece (28) and Jordan (30th), then, if qualified, move on to a second-round group against the top two teams in Group D, which includes Egypt, Lithuania, Mexico and Montenegro, with games on 1 and 3 September.
The top two move on to the quarterfinals. ESPN2 (six games) and ESPN+ (86 games) will carry the games in the U.S., once again in difficult time slots from Asia.
≡ WORLD CHAMPIONSHIPS ≡
● Modern Pentathlon ● The UIPM Worlds are on in Bath (GBR), with the men’s and women’s relays held Tuesday and swept by Egypt.
The women’s pair of Amira Kandil and Malak Ismail won the opening fencing competition, were fifth in riding and third in swimming, starting the Laser Run as the leaders by a couple of seconds over Italy’s Beatrice Mercuri and Aurora Tognetti. The Egyptians were calm and maintained their lead, finishing with the third-fastest time in the field at 13:33.90 to 13:37.30 for Italy, leading to a 1,315-1,309 victory. Mexico passed China for third, scoring 1,290.
The men’s relay was a victory for Moutaz Mohamed and Ahmed Hamed, who scored 1,467 to hold off Hungary’s Gergely Regos and Balazs Szep (1,462) and Koreans Chang-wan Seo and Ji-hun Lee (1,461).
After a fifth in fencing, second in riding and in swimming, the Egyptian started only one second back in the Laser Run, with the Koreans seven seconds behind and Hungary fifth (+0:13). Regos and Szep managed the fastest time at 11:19.70, but Mohamed and Hamed were at 11:27.70, just enough to get across the line first.
The Worlds continue through Sunday.
● Shooting ● The ISSF World Championships roll on in Baku (AZE), with China continuing to pile up the wins and medals.
In the women’s 50 m Rifle/3 Positions, Qiongyue Zhang, 19, won her first Worlds medal with a 465.3 to 463.5 win over teammate Jiayu Han, 21, also a first-time medal winner. American Sagen Maddalena, the Tokyo fifth-placer, took the bronze (451.9) for her first individual Worlds medal.
Yuehong Li, 33, won the men’s 25 m Rapid-Fire Pistol, his first Worlds gold after bronzes in this event in 2010 and 2014, along with Olympic bronzes in Rio and Tokyo. He out-dueled France’s Clement Bessaguet, also the 2022 Worlds runner-up, 39-30. German Florian Peter took the bronze (24).
Czech Petr Nymbursky won the non-Olympic men’s 300 m Rifle/Prone competition, 626.5-625.5, over China’s Linshu Du, 20, last year’s World Junior Champion.
Competitions continue through the end of the month.
≡ PANORAMA ≡
● Pan American Games ● The Santiago 2023 Pan American torch was unveiled on Tuesday:
“The torch is 66 cm [26 inches] long, weighs 1.5 kilograms [3.3 pounds] and is inspired by the color palette of the territory with brown and different shades of blue on a background where the mountain range relief is expressed from north to south as if it were a map.
“The top of the torch is framed by a border which represents the moon and its invisible force that moves the tide of the oceans. In the case of the adapted version, references are made to the sun, fire, desert and valleys and it includes the phrase ‘Santiago 2023’ in Braille.”
The Santiago 2023 relay will begin on 30 September, taking three separate paths throughout the country before the Opening Ceremony on 20 October.
● Russia ● On Russia’s annual Flag Day – 22 August – a new law has been proposed that would require the Russian flag to be displayed at competitions inside the country. According to State Duma member Leonid Slutsky:
“For a long time, the Russian flag has been subject to obvious discrimination in the international sports arena. Athletes are forced to compete under a neutral flag. But even in the Russian Federation, the flag is rarely raised at competitions. I believe that the country’s flag should be raised at all sporting events as a symbol of perseverance of the Russian athletes.”
Dmitry Svishchev, head of the State Duma Committee on Physical Culture and Sports, added:
“We insist that it is imperative to raise the Russian flag at all sporting events. … Children, the younger generation, should know our state symbols, should be proud of them.”
¶
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ATHLETICS: Tausaga strikes for miracle gold in discus, Tamberi-Harrison 1-2 in high jump as Kipyegon and El Bakkali win Budapest golds
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≡ WORLD ATHLETICS CHAMPIONSHIPS ≡
More hot weather for day four of the World Athletics Championships in Budapest, which will continue right through the end of the meet on Sunday, with highs from 90-93 F daily.
But Tuesday’s session bordered on disbelief, to go along with brilliant repeat Worlds golds for superstars Faith Kipyegon of Kenya and Soufiane El Bakkali of Morocco. First to the stunner:
● Women/Discus ● Olympic champ Valarie Allman of the U.S. put her foot on the throat of the field with a first-round throw of 68.57 m (224-11), with World Champion Bin Feng (CHN) moving into second at 66.97 m (219-8).
Two-time World champ Sandra Perkovic (CRO) moved up to third with a season’s best of 66.57 m (218-5) in round two, then Allman stretched the lead a little further at 68.79 m (225-8) in the third. American Laulauga Tausaga got a lifetime best of 65.56 m (215-1) in round three that moved her to fifth overall.
Allman stomped on the field again, extending to 69.23 m (227-1) in round four, a distance no one else has reached this season. Dutch star Jorinke van Klinken, a U.S. collegiate star at Arizona State and Oregon, stunned with a 67.20 m (220-6) throw in round four to move into second.
Then came the complete, total shocker. Tausaga came up in the fifth round and threw a lifetime best of 69.49 m (228-0) to take the lead! Even she couldn’t believe it at first, but she’s now the no. 2 performer in U.S. history (to Allman). And no one could do better, and she won a stunning gold, perhaps the biggest surprise in the event since American Stephanie Brown Trafton won the Beijing 2008 Olympic gold.
Tausaga’s best coming into the final was 65.46 m (214-9) in July at the U.S. Nationals; she added more than 13 feet in two throws between rounds three and five.
She won the first-ever U.S. gold in this event in the World Championships, and Allman the first silver; Allman won the first U.S. Worlds medal in this event ever in Eugene last year with a bronze.
At 25, Tausaga fouled out of the final at the 2019 Worlds, was 12th last year, and now: World Champion. Unbelievable. No, more than that. Impossible, but real.
Almost unnoticed was Feng’s come-through sixth-round improvement to 68.20 m (22-39) to grab the bronze, with van Klinken getting fourth.
● Men/High Jump ● The headliners were the co-Olympic champs from Tokyo, Mutaz Essa Barshim (QAT) and Gianmarco Tamberi (ITA), with Barshim looking for his fourth Worlds gold in a row. They were among seven to get to 2.33 m (7-7 3/4), with the crowd roaring between the concurrent discus, high jump and the women’s 1,500 m and men’s Steeple finals.
American Shelby McEwen passed and missed once and Korean Sang-hyeok Woo passed and missed twice at 2.36 m (7-8 3/4), with JuVaughn Harrison of the U.S. the leader with three straight clearances. Barshim missed all three tries and claimed the bronze medal on fewer misses at lower heights vs. Luis Enrique Zayas (CUB) and German Thomas Potye.
Tamberi took the lead with his first-try clearance at 2.36, but Harrison matched him on his second try and the bar went to 2.38 m (7-9 3/4). Harrison had a good look at it on his second jump, but missed and Tamberi missed twice, and having won after Harrison’s third miss, went to 2.40 m (7-10 1/2) and missed once to end the night.
Harrison equaled his lifetime best and the world-leading jump in 2023. After a seventh in Tokyo in 2021, and a disappointing ninth in Eugene in 2022, he’s the first U.S. medal winner in the event since Jesse Williams’ win in 2011.
Tamberi won his first World outdoor medal, to go with his co-Olympic title in Tokyo and a World Indoor title in 2016.
● Men/Steeple ● This was too good, with Olympic and World champ El Bakkali (MAR) against new world-record holder Lamecha Girma (ETH).
Kenyan Leonard Bett had the early lead, and Girma and El Bakkali – unusually – moved up toward the lead after three laps. The Moroccan was tracking Girma, and they were part of a pack of eight at the front.
Girma and El Bakkali were 1-2 with two laps left, with Kenyans Abraham Kibiwot and Bett trailing. At the bell, Girma and El Bakkali had separated, with Kibiwot falling over the next hurdle, but getting up quickly and staying in third.
El Bakkali waited, waited and then struck at the water jump, took the lead and blew Girma away down the straight and won his second straight Worlds gold in 8:03.54, with Girma taking his third straight Worlds silver (!) in 8:05.44.
Kibiwot got the bronze, despite the fall, in 8:11.98, with Bett fourth (8:12.26). Americans Kenneth Rooks and Isaac Updike were 10th (8:20.02) and 16th (8:30.67 lifetime best).
● Women/1,500 m ● Could anyone beat world-record holder Kipyegon?
Nope.
She led at 400 m in a leisurely 65.14, ahead of a thick pack, and stayed in front with two laps to go, then passing 800 m in 2:11.78. The pace wasn’t scaring anyone, and the pack was ready to strike, but Kipyegon stayed in front at 1,200 m in 3:12.41.
And then the sprint was on, and moving up quickly was 2019 World Champion Sifan Hassan, moving toward the lead, but still behind Ethiopia’s Diribe Welteji. Kipyegon looked vulnerable with 100 m left, but she strode away and won cleanly in 3:54.87, for her third Worlds gold after 2017 and 2022.
Hassan charged, but could not pass Welteji, who won silver at 3:55.69 and Hassan at 3:56.00. Fourth was Ireland’s Ciara Mageean in a national record of 3:56.61; American Cory McGee finished 10th in 4:01.60.
¶
The heats and semis on Tuesday were crazy, with Keni Harrison exploding in the women’s 100 m hurdles heats and Rio 2016 400 m hurdles gold medalist Dalilah Muhammad not advancing out of her semis.
● Men/400 m ● World-record holder Wayde van Niekerk (RSA), the 2017 World Champion, looked strong at 200 m, but Jamaica’s Antonio Watson ran away from van Niekerk and Jereem Richards (TTO) on the straight to win in a huge lifetime best of 44.13 (his best before this year was 46.17!). But moving fastest was American Vernon Norwood, moving from fourth to second in the final 50 m, in a lifetime best of 44.26. Van Niekerk had to settle for third in 44.65, but advanced on time.
Britain’s Matthew Hudson-Smith powered down the straight to win semi two with a lifetime best and European Record of 44.26! London 2012 Olympic champ Kirani James (GRN) was second in 44.58.
In semi three, Botswana’s Bayapo Ndori collapsed after 100 m, while Steven Gardiner (BAH), the 2019 World Champion and Tokyo Olympic champ, was comfortably in the lead and then just stopped and fell to the track with 100 m to go. He was taken off the track in a wheelchair. Meanwhile, American Quincy Hall steamed into the lead and won in 44.43, ahead of Sean Bailey (JAM: 44.94).
● Men/800 m ● Kenya’s Emmanuel Wanyonyi, the world no. 2 on time this year, led at the bell in heat one in 51.39, but was passed by Olympic finalist Gabriel Tual (FRA) with 250 m to go. But in the straight, Wanyonyi ran to the front, raised his arms in victory and crossed first in 1:44.92 (53.53 last lap) to 1:45.10 for Tual.
Britain’s Max Burgin led most of the second heat, but was passed in the final meters by Pole Mateusz Borkowski, 1:45.40 to 1:45.43. Heat three was slow, at 55.38 for the first lap, then Kenya’s Alex Kipngetich sprinted to the lead with 200 m to go and he led right to the tape, in 1:47.63. Heat three saw Algeria’s 2022 silver medalist, Djamel Sedjati, had plenty left and flew from sixth to second in the final 40 m (1:47.87), then Saul Ordonez (ESP: 1:47.97); American Isaiah Harris was left in fourth (1:48.00) and did not advance.
U.S. champ Bryce Hoppel was second at the bell in heat four, then led down the backstraight before being passed by Marino Bloudek (CRO) into the final turn. Spain’s Adrian Ben came on in lane three to win in 1:45.37, with Hoppel holding second – with considerable effort – in 1:45.56. Olympic silver medalist Ferguson Rotich (KEN) was sixth and did not advance. In heat five, American Clayton Murphy had the lead around the final turn, but got passed in the final 50 m and finished a non-qualifying sixth in 1:47.06, with Benjamin Robert (FRA) winning in a slow 1:46.45. Olympic and World Champion Emmanuel Korir (KEN) was fourth in 1:46.78.
Another slow first lap in heat six, with Italy’s Francesco Pernici leading in 53.67, but Abdelati El Guesse (MAR) taking the lead down the straight and winning in 1:45.24, with Andreas Kramer (SWE: 1:45.42) second and Slimane Moula (ALG) bringing it late for third in 1:45.76. Canada’s Marco Arop, the 2022 bronze medalist, moved from third to first with 250 m to go, and off a fast pace, won in 1:45.05. Italian Simone Barontini moved up for second with 40 m left and got a low-five from Arop as he crossed in 1:45.21.
● Women/100 m hurdles ● These were fast from the jump. The U.S.’s Masai Russell and Jamaican Ackera Nugent – SEC rivals from Kentucky and Arkansas – were stride for stride in heat one and both crossed in 12.60, with Nugent given the win (+0.1). Nia Ali, the 2019 World Champion from the U.S., ran steadily in heat two and won in 12.55 (+0.1), but was pushed by Pole Pia Skrzyszowska (12.65).
Olympic silver winner and former world-record holder Keni Harrison was out like a shot in heat three, was challenged by Danielle Williams (JAM), then ran away to win in a startling, world-leading 12.24 (+0.1), the equal-fourth performance all-time and her fastest time since 2016! Devynne Charlton (BAH) came up for second in a national record of 12.44, with Williams at 12.51.
Olympic champ Jasmine Camacho-Quinn (PUR) was the clear winner in heat four in 12.50 (0.0), and World Champion Tobi Amusan (NGR) – cleared of a whereabouts suspension – won heat five, just ahead of Olympic bronze winner Megan Tapper (JAM), 12.48 to 12.51 (+0.4).
● Women/400 m hurdles ● Jamaica’s Rushell Clayton took control of semi one, opening a lead on Anna Cockrell of the U.S., and winning in a lifetime best of 53.50. Cockrell came on in the straight and was an easy second, also with a lifetime best of 53.63 at just the right time.
Semi two had favored Femke Bol in eight and Rio 2016 winner Dalilah Muhammad of the U.S. in six, and Bol had a clear lead coming into the straight. But Jamaica’s world no. 3 Andrenette Knight was leading Muhammad and finished second to Bol, 52.95-53.72. Muhammad was third (54.19), and did not advance on time, acknowledging a season of illness and reduced training.
U.S. champ Shamier Little ran a strong first five hurdles, stayed calm and ran away on the straight to win in a seasonal best of 52.81 – her third-fastest ever – ahead of another national record by Bahrain’s Kemi Adekoya (53.39) and Janieve Russell (JAM: 53.69).
≡ PANORAMA ≡
● Stats ● Another look at the women’s 100 m in numbers from RaesTake on Twitter, which detailed Sha’Carri Richardson’s move in the second half, to beat Jamaicans Shericka Jackson and Shelly-Ann Fraser-Pryce:
● 10 m: Richardson 1.99, SAFP 2.00, Jackson 2.01
● 20 m: SAFP 3.09, Richardson 3.10, Jackson 3.11
● 30 m: SAFP 4.09, Jackson 4.10, Richardson 4.11
● 40 m: SAFP and Jackson, 5.06, Richardson 5.08
● 50 m: SAFP and Jackson, 6.00, Richardson 6.02
● 60 m: Jackson 6.93, Jackson and Richardson, 6.94
● 70 m: Richardson 7.85, Jackson 7.87, SAFP 7.88
● 80 m: Richardson 8.77, Jackson 8.81, SAFP 8.82
● 90 m: Richardson 9.70, Jackson 9.76, SAFP 9.78
● 100 m: Richardson 10.65, Jackson 10.72, SAFP 10.77
Richardson had the fastest 10 m segment from 50 m on: 0.92-0.91-0.92–0.93-0.95. Only Jackson ran 0.93 for a segment once, but Richardson had four segments at 0.93 or faster. She was just better, and didn’t lose any composure when she was trailing in the first half.
Like Noah Lyles in the men’s 100 m, having the best top-end speed in the field ultimately meant a gold medal.
¶
With her 100 m bronze, Fraser-Pryce won her 15th career World Championships medal (10-4-1) and moved into second place all-time, behind American icon Allyson Felix (20: 14-3-3 from 2005-22).
Fraser-Pryce also became Jamaica’s leading Worlds medal winner of all-time, breaking a tie with Usain Bolt, who won 14 (11-2-1) from 2007-17.
¶
The U.S. medal parade continued in the discus and high jump, with 12 total after four days (6-4-2), ahead of Ethiopia (6: 1-3-2), with Great Britain, Italy, Kenya and Jamaica with three each.
In the placing table, scoring points for places 1-8 (8-7-6-5-4-3-2-1), the U.S. is now leading with 116 points, to 47 for Kenya, 46 for Ethiopia, 30 for Jamaica and 27 for Great Britain.
A very heavy schedule for tomorrow, with a big qualifying session in the morning, then nighttime finals in the women’s vault, men’s 1,500 m, women’s 400 m and men’s 400 m hurdles, featuring Karsten Warholm, Rai Benjamin and Alison dos Santos.
¶
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TSX REPORT: World Athletics research show FIFA is the world sports leader; Spain dominates awards; Paris 2024 happy about test events
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≡ THE 5-RING CIRCUS ≡
1. World Athletics research confirms FIFA dominance
2. Spain dominates awards, huge Women’s World Cup TV audiences
3. Paris 2024 declares test-event success for triathlon, archery
4. How are ticket sales going for the 2024 U.S. Swimming Trials?
5. Russia rips World Athletics’ top World Champs moments list
● FIFA grabs the most attention in international sports, as shown by new research done by World Athletics to determine its own “share of voice.” In both 2021 – an Olympic year – and 2022 – a Winter Games and FIFA World Cup year – FIFA is way ahead of the International Olympic Committee and everyone else.
● Women’s World Cup champ Spain dominated the tournament’s awards, as total attendance set a record at almost two million (against a hoped-for 1.5 million total). And the television audience for the final were enormous in Britain, Spain and in Australia.
● The Paris 2024 organizers were positive about the just-completed triathlon and archery test events, despite two of the four triathlon events did not allow swimming in the Seine River. But as part of a massive effort to upgrade the Seine’s safety, organizers and authorities expect no trouble next year.
● Ticket sales for the 2024 USA Swimming Olympic Trials are off to a modest start, with the vast majority of tickets unsold. But the revenue possibilities inherent in placing the event in the Lucas Oil Stadium in Indianapolis, with a possible 30,000 spectators, make it worth the gamble.
● World Athletics created a fan-voted list of the 40 top moments in the 40-year history of its World Athletics Championships. But it had no Russian athletes on it, so of course it was criticized by an important member of the State Duma (legislature), who blamed World Athletics officials and not the fans who voted!
● Panorama: Russia (2: Lysenko says Russian track & field likely out for Paris; stadium honoring Isinbayeva renamed after military service controversy) = Wrestling (remember this name: Amit Elor!) ●
● TSX has special coverage of the World Athletics Championships in Budapest; Monday’s coverage is here ●
1.
World Athletics research confirms FIFA dominance
The worldwide rise of football, powered by not just the club game, but by compelling national-team tournaments such as the FIFA World Cup, Women’s World Cup and European Championships, has overshadowed all other international sports, including the Olympic Games.
Confirmation comes from the newly-released World Athletics Annual Report for 2022, which includes a fascinating chart on its communications highlights page, called “Share of Voice and Tonality.”
Although not specifically labeled, this is undoubtedly compiled by Nielsen, which has been working with World Athletics on data analysis for future direction. The “share of voice” results for 2022 and 2021 show FIFA’s unmistakable leadership position:
2021:
● 61%: FIFA (football)
● 23%: IOC (Olympics)
● 4%: World Athletics
● 3%: World Rugby
● 2%: 5 tied, including UCI (cycling), FIBA (basketball), ITF (tennis), FINA (aquatics) and FIVB (volleyball).
2022:
● 69.60%: FIFA (football)
● 14.57%: IOC (Olympics)
● 4.69%: World Athletics
● 2.41%: ITF (tennis)
● 2.16%: 2 tied, including UCI (cycling) and FIBA (basketball).
These figures are even more astonishing, considering that 2021 was an Olympic year, with no major FIFA tournament. The FIFA share rose by more than 14% in 2022, with the FIFA World Cup in November and December, but the IOC fell way back, despite having a compelling Winter Games in Beijing in February of 2022.
The World Athletics share moved from 4% to 4.69%, a worthwhile increase, and well ahead of the top “tier one” sports at the Olympic Games: World Aquatics (1.33%) and the Federation Internationale de Gymnastique (0.42%). In fact, FIG is almost invisible, at 1% for 2021 and much less in 2022.
For 2023, one would expect – if World Athletics posts these figures next year – that FIFA would be well in front again after the strong interest in the Women’s World Cup in Australia and New Zealand.
Perhaps FIFA chief Gianni Infantino (SUI) should send World Athletics President Sebastian Coe (GBR) a thank-you gift?
2.
Spain dominates awards; huge Women’s World Cup TV audiences
For a team which was in revolt in September 2022, when 15 players sent simultaneous messages to the national federation asking NOT to be called to the national team over facilities, support and the decision of coach Jorge Vilda, Spain engineered a brilliant triumph at the 2023 FIFA Women’s World Cup.
Of the 15 players who sent these messages, eight finally agreed to selection if called, after discussions produced several changes in the way the women’s team was run. Of the eight, three eventually made the team: midfielder Aitana Bonmati, forward Mariona Caldentey, and defender Ona Batlle.
Caldentey set up Olga Carmona’s 29th-minute winning goal in the final, and Bonmati was named the winner of the Golden Ball as the top player in the tournament. Teammate Jennifer Hermoso was second (Silver Ball) and Swedish defender Amanda Ilestedt (Bronze Ball).
The top scorers were honored with the Golden Boot, for Japan’s Hinata Miyazawa (five goals and one assist); the Silver Boot to France’s Kadidiatou Diani (4 + 3) and Germany’s Alexandra Popp (Bronze Boot: 4 + 0).
The top keeper was England’s Mary Earps, who kept the Lionesses in the final until the end.
Spain’s electric striker Salma Paralluelo, who had two goals at age 19, was named “Best Young Player” and Japan won the Fair Play Award.
¶
The biggest winner was women’s football, with interest in the 2023 FIFA Women’s World Cup far surpassing any of the eight tournaments that came before.
With sell-outs for the semifinals, third-place and championship match, attendance finished at 1,978,274, smashing the old mark from Canada in 2015 of 1,353,506 (played with fewer matches). On a per-game average basis, the 2023 Women’s World Cup was the third to surpass average attendance of 30,000 or more:
● 37,944 in 1999 (hosted in the U.S.: 32 matches)
● 37,218 in 2007 (China: 32)
● 30,911 in 2023 (Australia and New Zealand: 64)
● 26,428 in 2011 (Germany: 32)
● 26,029 in 2015 (Canada: 52)
About 87% of all seats for the 2023 tournament were sold; FIFA was targeting 1.5 million attendees and far surpassed that. About 770,000 visited the various fan festivals held in the host cities. Even the volunteer staff was excited, with a reported attendance rate of 95%.
Television audiences were also big, with Reuters reporting that a total of 14.46 million viewers – peak viewers – watched the final in Britain, with 12.0 million on the BBC and 2.46 million on the concurrent broadcast on ITV. That’s the second-largest audience of 2023; only the coronation of King Charles III was bigger.
In Spain, the average audience was 5.6 million on public broadcaster RTVE, with a peak of 7.4 million. The match had an audience share of 65.7%, meaning that of all televisions in the country that were on during the game, almost two-in-three were watching the match, with a peak at 71.1%. That’s the most for any women’s football match ever in Spain.
Australian viewing of the championship match was 5.54 million at peak, well down from the peak of 11.15 million (average audience 7.2 million) on Channel Seven for the Australia-England semifinal.
3.
Paris 2024 declares test-event success for triathlon, archery
True, the water quality in the Seine River in Paris was insufficient for the final two days of last week’s triathlon test event, but the Paris 2024 organizers were pleased nonetheless, promoting the effort as a success:
“Over the last few days, and a year ahead of schedule, the heart of the French capital has been beating to the rhythm of the Paris 2024 Games. Test events took place simultaneously for triathlon and Para triathlon in an area around the Pont Alexandre III and, in the immediate vicinity, for archery and Para archery on the Esplanade des Invalides. The events proved to be great learning opportunities that proved the key concepts behind Paris 2024 and allow all to look ahead to the Games with heightened anticipation and confidence. …
“Although this last competition – like yesterday’s Para triathlon events – was run as a duathlon (running – cycling – running), due to discrepancies in the results of water quality analysis of the Seine, the Test Event proved positive generally.”
The announcement was 90% about the triathlon and especially the water quality of the Seine, for which public swimming has been banned since 1923. The women’s and men’s Olympic-distance triathlon events held last Thursday and Friday were held with swimming in the river, but not on Saturday for the Para events, or Sunday for the Mixed Relay:
“Even though the swimming events were not able to be held during the last two days of competition (as a precautionary measure for the health of the triathletes and Para triathletes), the ongoing work on wastewater management and the delivery of new infrastructure for the treatment of rainwater between now and the Olympic Games Paris 2024, will mean that the water quality will be improved and, as a result, the events will be held as planned.
“New infrastructure will include the Austerlitz reservoir, an enormous storage basin 50m in diameter and more than 30m deep will allow for the storage of more than 50,000m3 of water, equivalent to 20 Olympic pools. This reservoir will allow event organisers to be better prepared for exceptional weather events by preventing wastewater from being discharged into the Seine in the event of heavy rain.”
Rain and the pollution brought by it led to the cancellation of the open-water swimming test event in early August.
The archery competition went off well and there was some coordination between the two, on people flows and security.
There are many more test events to come, with Mountain Bike cycling next on 24 September. But the Seine, site of the Opening Ceremony, and then open-water swimming and triathlon, is emerging more and more as the centerpiece of the host city’s preparations to change Paris in 2024.
4.
How are ticket sales going for the 2024 U.S. Swimming Trials?
One of the highlights on the road to Paris in 2024 should be the U.S. Olympic Trials in swimming, slated to be held before 30,000-plus spectators in Lucas Oil Stadium in Indianapolis, Indiana.
The sport’s Olympic Trials sold out in its prior three editions at the CHI Health Center in Omaha, Nebraska, with about 18,000 in seating for each session. But the sales have gotten off to a slow start for 2024.
SwimSwam.com reported that an unofficial count based on the Ticketmaster seating charts showed 23,199 tickets available for the first three-day package; the meet is nine days and all-session and three-day packages are available. Editor Braden Keith estimated that the unsold inventory for the first three days is $8.16 million, or more than $24 million for the meet in total.
He notes that USA Swimming reported $5.5 million in revenue from all of its 2016 meets (including the Trials in Omaha), so the opportunity to make some real money even at less-than-full capacity is substantial. And that’s why the meet is being held in an NFL stadium.
A follow-up story on Monday noted some blowback about the ticket pricing, which is normal when there are increases. Keith suggested a way to sell some of the weakest tickets might be to use them as a fund-raiser for local clubs, but for most folks, Paris 2024 is still pretty far away.
And the prices in Indianapolis are a far cry from the costs of attending the Olympic Games in Paris, including tickets, travel and accommodations.
It’s early yet.
5.
Russia rips World Athletics’ top World Champs moments list
In commemoration of the 40-year anniversary of the first World Championships in Helsinki (FIN) in 1983, World Athletics created a fan-voted project to name the top 40 moments in Worlds history.
Announced between 30 June and 19 July, the list included athletes from 20 countries. But none from Russia.
So, Dmitry Svishchev, the head of the State Duma Committee on Physical Culture, Sport and Youth Policy, complained, clearly without knowing how it was compiled:
“I think that the [World Athletics President Sebastian] Coe and the veterans who lead the federation and determine this list on a national basis should carefully study the history of athletics, open the ratings of competitions, encyclopedias. We’re not talking about lists of the strongest athletes only in the UK or the USA, are we? By what criteria were certain athletes chosen to enter there? I doubt that there is a national sign there.
“Or write then – ‘the most influential, with the exception of Russians’ – otherwise, this list says nothing. Our athletes are among the most titled in the world, I’m not talking about the athletes of the USSR. If I were [World Athletics], I would be outraged by this behavior. Still, apparently, there is some kind of conflict between our and the world federation.”
Yuriy Borzakovskiy, the 2004 Olympic men’s 800 m winner, told TASS:
“The absence of Russian women in the list of the 40 strongest track and field athletes of the World Championships, who have made the greatest contribution to the development of our sport, is surprising to me.
“I do not belittle the merits of all the athletes on the list, but I believe that Yelena Isinbayeva [pole vault] and Maria Lasitskene [high jump], who have won three gold medals at the World Championships, which no one else has managed to do in their disciplines, deserve to be recognized by the international federation no less.”
World Athletics had some fun with fans, but it looks like some folks didn’t read the rules. Can’t win.
≡ PANORAMA ≡
● Russia ● Russian high jump star Danil Lysenko found himself in agreement Saturday with comments by World Athletics chief Sebastian Coe last Thursday, that Russian participation at the Paris 2024 Olympic Games is “unlikely.” Lysenko, the 2018 World Indoor Champion and no. 2 on the 2023 world list at 2.35 m (7-8 1/2) told the Russian news agency TASS:
“In principle, I don’t even expect that we will be allowed to the Olympics, I’m set on other goals. I’m very glad that we have major competitions planned, including the [2024] BRICS Games and the Friendship Games. I hope that everything will work out.”
¶
A stadium in the Dagestan region has been renamed as the “Trud Stadium,” removing the name of two-time Olympic women’s vault champion Isinbayeva.
Isinbayeva was cleared by the International Olympic Committee to continue as a member, with its Ethics Commission determining that she has not supported the Russian invasion of Ukraine. In this context, Isinbayeva, 41, said her military involvement is “nominal,” despite having had the rank of Major – possibly in an honorary capacity – in the Russian Army.
The comment got her into trouble with hard-liners, and the Dagestan Republic decided to change the stadium name.
● Wrestling ● Another name to remember for 2024: Amit Elor, of Walnut Creek, California.
Elor won the World Cadet and World U-20 titles at age 17 in 2021 at 69 kg, then won a sensational triple in 2022, taking the World U-20 Championship at 72 kg, the World U-23 title and the World Championships gold.
And she’s at it again – still just 19 – winning her third straight World U-20 belt at 72 kg in Amman (JOR), taking her bouts by a 10-0 technical fall, a pinfall in 1:40 and technical falls of 10-0 and 11-0. That’s 31-0 and a pin. Remember the name.
¶
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ATHLETICS: Richardson shocks with 10.65 women’s 100 m win, Holloway storms to third 110H title in Budapest Worlds
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≡ WORLD ATHLETICS CHAMPIONSHIPS ≡
Day three of the 2023 World Athletics Championships in Budapest was hot again, with the single, evening session beginning at about 90 F and high humidity, but the action on the track was even better. And the focus was on a memorable women’s 100 meters.
● Women/100 m ● The semis started with Jamaica’s five-time World Champion Shelly-Ann Fraser-Pryce getting an average start and only taking the lead at 60 m, with American Tamari Davis (20) close behind at the finish, in 10.89 and 10.98 (wind: -0.4 m/s). The brutal second semi had Sha’Carri Richardson of the U.S., world leader Shericka Jackson of Jamaica and Marie-Josee Ta Lou (CIV) in 6-5-7, with Richardson getting a terrible start and Ta Lou and Jackson running away, with both in 10.79 – tied – and Richardson third in 10.84, qualifying for the final on time. The third semi was tight, with St. Lucia star Julien Alfred only taking the lead from Brittany Brown in the final 20 m and won in 10.92-10.97 (-0.1). Britain’s Dina Asher-Smith was third in 11.01 and also made the final on time.
Lining up for the final were three Americans and two Jamaicans, with Richardson in nine. Poland’s Eva Swoboda, the last qualifier, got her patented bullet start and was in front for 40 m, when the Jamaicans – Jackson and Fraser-Pryce – took over in the middle of the track.
But Richardson was coming, and coming at the far side of the track, and gained ground quickly in the final 40 m and passed Fraser-Pryce with 10 m to go and Jackson in the final five to win in a brilliant 10.65 (-0.2). Jackson was second in 10.72 and Fraser-Pryce taking the bronze in 10.77.
Ta Lou was fourth in 10.81, with Alfred fifth (10.93); Americans Brown and Davis were seventh and ninth in 10.97 and 11.03.
Even through she threw up her arms in celebration at the line, Richardson still couldn’t believe it, but she’s the World Champion, with a lifetime best and now equal-fifth all-time and equal-third all-time U.S. Only Florence Griffith-Joyner and Carmelita Jeter have run faster, and she’s tied with Marion Jones in 1998.
It’s the first U.S. win in the women’s 100 m since the late Tori Bowie in 2017, who won the last U.S. medal in this race.
It was not, of course, the first Worlds sprint winner from a far outside lane, as Kim Collins (SKN) famously won from lane one in the 2003 Worlds in Paris.
● Men/110 m hurdles ● A false start in semi one eliminated heat winner Louis Francois Mendy (SEN), then American Daniel Roberts moved smartly off the gun, passed over hurdle nine, and finished second to Shunsuke Izumiya (JPN), 13.16 to 13.19 (-0.2). Defending champ Grant Holloway of the U.S. and teammate Cordell Tinch were in semi two, with Holloway sprinting to the lead right away and dominating the race in 13.02 (-0.2). France’s Sasha Zoya got a lifetime best of 13.15 for second, but Tinch could not get going and was fourth in 13.31, and did not advance. American Freddie Crittenden was even with Olympic champ Hansle Parchment (JAM) in semi three, then edged ahead over the final three hurdles to win in 13.17-13.18 (-0.1).
The final saw Holloway leave no doubt. He started, as usual, like a rocket, and was never headed, clearing all 10 hurdles flawlessly. He led wire to wire and won in 12.96 (0.0), a seasonal best. Roberts was second for most of the race, but Parchment came on hard on the run-in and got second, 13.07-13.09, with Roberts getting his first Worlds medal, in his third Worlds.
Crittenden, between Holloway and Roberts, was third for most of the race, but ended up fourth in a season’s best of 13.16.
Holloway won his third Worlds gold in a row, only the second man to do it, with American Greg Foster – who passed away in February at just 64 – the other, in 1983-87-91.
● Men/Triple Jump ● Favored Jaydon Hibbert of Jamaica, the NCAA champ for Arkansas and the world leader, suffered an injury on his first jump and passed the rest and had no mark. That left 2022 runner-up Hugues Fabrice Zango (BUR) to take the lead at 17.37 m (57-0) in the first round, passed by Cuba’s Lazaro Martinez at 17.41 m (57-1 1/2) in round two.
Zango then exploded in round five to 17.64 m (57-10 1/2) to take the lead and no one challenged him on the way to his first Worlds gold, after a bronze in 2019 and silver last year. Martinez got second, adding to his World Indoor title in 2022, and teammate Cristian Napoles got third with a lifetime best of 17.40 m (57-1).
The U.S.’s Will Claye, a four-time Worlds medal winner, got a seasonal best of 16.99 m (55-9) in the second round, and ended up seventh. Teammate Chris Benard managed 16.62 m (54-6 1/2) in the second round and finished ninth.
● Men/Discus ● Another showdown between Olympic champ Daniel Stahl of Sweden and Slovenia’s Worlds winner Kristjian Ceh, with Ceh reaching 69.27 m (227-3) in round two to take the lead, but Stahl came back in round four with 69.37 m (227-7).
Ceh wasn’t done and sailed into the lead at a sensational 70.02 m (229-9) in the final round, but Stahl responded with a fabulous 71.46 m (234-5) on his final throw to win his second world title, previously in 2019.
Lithuania’s Mykolas Alekna, the 2022 runner-up, ended up third at 68.85 m (225-10). American Brian Williams reached 63.62 m (208-9) in the third round and finished ninth.
¶
There was more brilliant running in the prelims on Monday, especially in the men’s 400 m hurdles semis.
● Men/400 m hurdles ● The semis were hot from the start, with two-time Commonwealth Games winner Kyron McMaster (IVB) and Jamaica’s Jaheel Hyde in the lead, with American CJ Allen trailing. Into the home straight, McMaster steamed to the finish and won in a startling 47.72! Allen passed Hyde off the final hurdle, but then he was passed by Estonian veteran Rasmus Magi – a two-time Olympic finalist – for second, 48.30 to 48.44, with Hyde fourth at 48.49.
Semi two was a delicious showdown with Olympic and World silver winner Rai Benjamin and defending World Champion Alison dos Santos (BRA) in lanes seven and eight. Benjamin led off the turn and steamed home comfortably ahead of dos Santos to win in a sensational 47.24, a time only Benjamin and Karsten Warholm have run this year. Dos Santos ran a seasonal best of 47.38.
Benjamin’s 47.24 in the semis is the fastest non-final in history and there is much more in the tank. Wow.
Norway’s Olympic champ Warholm was in lane five for semi three, and ran away from the field in 47.09, now the fastest non-final in history. Jamaica’s Roshawn Clarke was strong the straight and finished in a lifetime best of 47.34, a World U-20 Record, that was just enough to stay ahead of American Trevor Bassitt.
Running out of lane nine, Bassitt steamed down the straight and got third in 47.38, a lifetime best, and enough to get into the final as the fastest non-automatic qualifier. Allen’s time was not enough to get to the final, on Wednesday.
● Women/400 m ● Dominican star Marileidy Paulino, the Tokyo Olympic silver medalist, won the first semi in 49.54, with Ireland (and Texas) star Rhasidat Adeleke coming up for second in 49.87. In the second semi, Lieke Klaver (NED) controlled the pace and ran down the straight to win in 49.87. Talitha Diggs of the U.S. was fifth on the home straight, but pumped her arms hard and got to second, almost falling, but made the final in 50.86.
Poland’s 2022 European runner-up Natalia Kaczmarek edged 2022 Worlds bronze medalist Sada Williams (BAR) in semi three, 49.50-49.58, with Lynna Irby-Jackson of the U.S. third at 50.71, but did not qualify for Wednesday’s final.
● Women/400 m hurdles ● Jamaica’s Rushell Clayton and Rio Olympic champ Dalilah Muhammad of the U.S. were 1-2 in the first heat in 53.97 and 54.21, and it was Jamaica-U.S. in the second heat with Janieve Russell and Anna Cockrell in 54.53 and 54.68.
Jamaica’s streak stopped in heat three, as Bahrain’s Kemi Adekoya got a lifetime best and a national record at 53.56, with Andrenette Knight (JAM) second at 54.21. Dutch superstar Femke Bol was back on the track after her Mixed 4×400 m mishap on Saturday, and stormed through heat four in 53.39, jogging after clearing hurdle ten; only three others have run that fast this season!
U.S. champ Shamier Little, the 2015 silver medalist in this event, headlined heat five, and was way out in front and then slowed on the home straight, chopped the tenth hurdle and saw Jessie Knight (GBR) pass her in the final 5 m, 54.27 to 54.40. The semis are Tuesday.
● Women/Vault ● Qualifying went to 4.65 m (15-3), with Olympic and World champ Katie Moon of the U.S. clearing, along with teammates Sandi Morris, Bridget Williams and high schooler Hana Moll – the 2022 World U-20 Champion – for whom the height was a lifetime best! European champ Wilma Murto (FIN) and Australia’s Nina Kennedy also made it through to Wednesday’s final.
≡ PANORAMA ≡
● Errata ● Sunday’s post noted that U.S. heptathlete Taliyah Brooks did not start on the second day; in fact, she fouled three times in the long jump and withdrew. Thanks to reader Bob Bettwy for being the first to notice!
● Medals ● With two wins on Monday, the U.S. is up to nine total medals (5-3-2), already doubling up Ethiopia (4: 1-1-2), with Great Britain (1-1-1) and Jamaica (0-2-1) with three each.
● Stats ● How did Noah Lyles win the men’s 100 m world title? He was the fastest man in the final 50 m. RaesTake posted a 10 m by 10 m breakdown of the race, showing the medalists in half-and-half:
● 1. Noah Lyles: 5.62 + 4.21 = 9.83
● 2. Letsile Tebogo: 5.61 + 4.27 = 9.88
● 3. Zharnel Hughes: 5.64 + 4.24 = 9.88
American Christian Coleman, the early leader, was at 5.57 at 50 m, but came home in 4.35 for fifth in 9.92.
Lyles ran the last five 10 m segments of the race either faster or as fast as everyone else: 0.84, 0.83, 0.84, 0.85 and 0.85. Not much deceleration in the final half of the event! Lyles’ 60-70 m time of 0.83 was the fastest segment of the race.
● Stories ● Last year’s men’s 100 m World Champion, Fred Kerley of the U.S., missed the final by 0.01 with a third in his semifinal on Monday. Asked by @realtalkwithtee – former heptathlete Tiara Williams – afterwards, he explained:
“It’s just track and field, so, hey, I’m a competitor, so there was a better man on this day, but, hey, I’m ready for any challenge.”
He said he would be racing in China, and could be racing in the Diamond League final in Eugene in September.
¶
Sunday’s fifth heat of the women’s 100 m was a little crazy, with Poland’s Krystsina Tsimanouskaya appearing to false start out from lane two, but the computer block control showed that Britain’s Imani Lansiquot actually flinched first in lane eight.
Lansiquot protested and was allowed to run, and she finished third in the race behind Sha’Carri Richardson’s 10.92, but her disqualification was confirmed and she was out. Tsimanouskaya finished fifth in 11.32, well off her all-time best of 11.04 from 2018.
But just racing for Poland is a win for her; remember she ran for Belarus in Tokyo, criticized her coaches and then was sent home, but asked for asylum from the Tokyo airport police. She was eventually welcomed in Poland, and competed in her second World Championships.
¶
Amid all the great performances was another that was less notice, for the seventh-place finisher in heat three of the women’s 400 m on Sunday: defending World Champion and two-time Olympic champ Shaunae Miller-Uibo of The Bahamas.
Now 29, she gave birth to son Maicel just four months before, but still came back to the Worlds, running a seasonal best of 52.65 in the heat. Since the birth in April, she competed only at the nationals in July scored 3,369 in the heptathlon (!) for second place, even though she did not finish the 800 m.
Expect her to be ready for Paris in 2024.
¶
No morning session on Tuesday, but finals in the men’s high jump, women’s discus, women’s 1,500 m and men’s Steeple.
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TSX REPORT: Spain wins Women’s World Cup; tournament broke even at $570 million; Victoria pays A$380 mil to get out of ‘26 Commonwealth Games
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≡ THE 5-RING CIRCUS ≡
1. Troubled Spain wins Women’s World Cup, edging England, 1-0
2. Infantino: Women’s World Cup generated $570 million U.S.
3. Victoria pays A$380 million to get out of Commonwealth Games
4. Russian Olympic Committee Pozdnyakov head rips IOC again
5. IWF gender policy creates “Open Gender” category as of 1 August
● Eleven months ago, Spain’s women’s football program was in turmoil, with 15 players asking not to be called up to the national team. On Sunday, Spain won the FIFA Women’s World Cup with a 1-0 victory over England in Sydney. Impossible, but it happened.
● FIFA President – and relentless promoter – Gianni Infantino said Friday that the Women’s World Cup had broken even, with $570 million in revenue, and said that full gender equality had been reached in terms of the support services offered to men and women at their respective World Cup tournaments.
● Victoria reached an agreement with the Commonwealth Games Federation, Commonwealth Games Federation Partnerships and Commonwealth Games Australia on a payment of A$380 million (about $242.33 million U.S.) for withdrawing as host of the 2026 Commonwealth Games.
● The head of the Russian Olympic Committee continues to insult the International Olympic Committee, saying its “anti-Russia policies” are destroying the integrity of the Olympic Movement. Interesting way to try and get your team into the 2024 Olympic Games.
● The International Weightlifting Federation adopted new gender-identity rules, banning males from the women’s division after puberty and introducing an “Open Gender” category that will allow male-to-female transgenders to compete, along with those with differences in sex development (DSD). This follows the lead of World Aquatics and others.
● World Championships: Sailing (two wins for the Netherlands, but five medals for Britain at The Hague) = Shooting (U.S. scores three Skeet wins as ISSF Worlds continue) ●
● Panorama: Archery (U.S.’s Kaufhold takes Paris World Cup gold) = Basketball (U.S. men defeat Greece, Germany in exhibitions) = Beach Volleyball (third win for Ana Patricia and Duda Lisboa, in Hamburg Elite 16) = Boxing (IBA instructs IOC on how to follow the Olympic Charter!) = Cycling (Pedersen gets to the line first in Hamburg Cyclassics) = Football (Markgraf resigns from USSF) = Judo (Brazil wins three at Zagreb Grand Prix) = Triathlon (Yee wins Paris test event, as water quality removes weekend swims) = Volleyball (Canada takes first Pan Am Cup title) ●
● Special, daily coverage of the World Athletics Championships: our posts for Saturday and Sunday ●
1.
Troubled Spain wins Women’s World Cup, edging England, 1-0
It has been a memorable FIFA Women’s World Cup, especially for Spain, a team now on top of the world, but which appeared to be falling apart about a year ago.
The Spanish federation was rocked in September 2022 by a coordinated request from 15 players not to be part of the national team, citing inadequate facilities, support and approach. Eventually, things got better and eight of the 15 were willing to play in the Women’s World Cup, and three were selected.
Now, in their third Women’s World Cup appearance, they are champions.
● Championship: Spain 1, England 0 ● The game was expected to be tight, with Spain controlling possession and England looking for opportunities. They got one in the 16th minute, as midfielder Rachel Daly set up striker Lauren Hemp for a left-footed shot that banged off the goal post and was cleared.
Just seconds later, Spain almost scored on a pass inside the box from striker Salma Paralluelo to forward Alba Redondo, but English keeper Mary Earps knocked it away.
In the 29th, Spanish forward Mariona Caldentey – one of the 15 who last year didn’t want to play for Spain – came down the left side, passed ahead to left back Olga Carmona, who had space and ripped a shot that flew diagonally past Earps and into the far right side of the goal for a 1-0 lead.
They almost got another at 45+2 when Paralluelo hit the right post trying to tuck her shot into the far side of goal.
In the second half, Spain continued to control the ball and frustrate England, and had a chance to seal it when English midfielder Keira Walsh was called for a hand-ball off a Caldentey pass in the box in the 67th. But midfielder Jenni Hermoso failed to score as her shot was smothered by Earps, keeping the English hopes alive.
But there was no late miracle, no brilliant finish and England had to settle for second. Spain had 57% of possession and a 13-8 edge on shots. Earps kept the English in it, but in their third straight medal match in the World’s World Cup have now finished third in 2015, fourth in 2019 and second in 2023.
For the Spanish, they made their first Women’s World Cup appearance in 2015, leaving after the group stage, then got to the round-of-16 in 2019, and are champions in 2023, after being the no. 3 choice going in.
● Third place: Sweden 2, Australia 0 ● Co-hosts Australia reached the semifinals for the first time ever and enchanted an already sports-man nation, which filled Lang Park in Brisbane on Saturday with 49,461 fans to cheer them on one more time.
But Sweden was on offense from the start, with striker Stina Blackstenius getting a crisp shot at goal in the first minute that had to be knocked away by Aussie keeper Mackenzie Arnold.
Blackstenius was causing more trouble in the 26th, racing to control a ball at the right of goal when she was tripped from behind by defender Clare Hunt, who was called for a penalty. Midfielder Fridolina Rolfo took the penalty and although Arnold guessed correctly, the shot flew past her to the right side of the goal in the 30th for 1-0 lead.
Sweden almost got another in stoppage time, as Filippa Angeldal’s chip had to be knocked away by a diving Arnold at 45+2. But the half ended at 1-0.
The Swedes were at it again in the second half, with midfielder Kosovare Asilani leading a 3-on-3 break, passing to Blackstenius on the left side, who stopped in the box, passed back to Asilani at the top of the box, whose right-footed rocket whistled into the right side of the net and past the diving Arnold for a 2-0 edge in the 62nd.
The Aussies almost got back in it in the 70th, but defender Clare Polkinghorne’s shot from point-blank range off a Hunt header from the right side was saved by Swedish keeper Zecira Musovic. The Swedes ended with 54% of possession, but shots were even at 11.
This was Sweden’s third bronze medal in the last four Women’s World Cup, their fourth in nine tournaments and fifth medal all-time. Only the U.S., with eight, has more.
2.
Infantino: Women’s World Cup generated $570 million U.S.
FIFA President Gianni Infantino (SUI) took a victory lap a couple of days before the Women’s World Cup final, telling the second FIFA’s Women’s Football Convention in Sydney that the tournament has been an unprecedented success. Highlights:
● “This FIFA Women’s World Cup has been truly transformational, not only in Australia and New Zealand but all over the world.
“In the host countries, we had almost two million spectators in the stadiums – full houses everywhere – and two billion watching all over the world, and not just watching their own country but watching the World Cup, because it’s an event [where] I don’t just watch my team . It’s great sport, it’s entertaining and people love it.
“We have to thank and congratulate Australia and New Zealand because without them this would not have been as magical.”
● “By increasing the number of teams, we had eight debutants! Eight debutants! We had many countries around the world who thought suddenly that they have a chance to participate. And from the 134 countries who entered the qualification for the 2015 (FIFA) Women’s World Cup, before I became FIFA President, we have now 188 countries in the FIFA ranking. Because everyone believes now that there is a chance to shine on the global stage.”
● “We have to speak a little bit as well about the money. We have increased, of course, the contributions and prize money to USD 152 million. Also, they’re somewhere hesitating with specific recommendations for a part going to women players themselves.
“Well, this is simply ten times more, ten times more than the global prize money in 2015. So, in two editions, we multiplied by ten what we do. And when it comes to the level of service for the teams, the women’s national teams and the men’s national teams had exactly the same level of service in terms of training camps, hotels, travel. So, full equality has been reached.
● “Actually, this (FIFA Women’s) World Cup generated over USD 570 million in revenues. And so, we broke even. We didn’t lose any money, and we generated the second-highest income of any sport, of course, besides the men’s (FIFA) World Cup at global stage. More than half a billion.
“There are not many competitions, even in men’s football, that generate more than half a billion. And this shows what? This shows that our strategy probably was not too bad, that, of course, we still have to do much better, but that we are on the right path. And the lessons we learned from this World Cup are so many.”
He renewed his call for financial support for women’s football from governments, the United Nations and more support from news media, whether print or broadcast (and especially for the purchase of television rights).
FIFA announced gifts totaling A$100,000 to charity, with A$50,000 to NACSA, which works with Australian aboriginal and Torres strait Islander youth, and the same to BBM New Zealand, focused on reducing obesity Maori and Pacific Islander peoples. (AUD 1 = $0.65 U.S.)
3.
Victoria pays A$380 million to get out of Commonwealth Games
The withdrawal of the Australian state of Victoria from its contract to host the 2026 Commonwealth Games came at a price, announced Friday as A$380 million, or about $242.33 million U.S. A joint statement included:
“The Commonwealth Games Federation (CGF), Commonwealth Games Federation Partnerships (CGFP), Commonwealth Games Australia (CGA) and the State of Victoria have settled all their disputes regarding the cancellation of the multi-hub regional Victoria 2026 Commonwealth Games. …
“The parties subsequently agreed to refer the dispute to Mediation and appointed former New Zealand Judge, the Honourable Kit Toogood KC and the former Chief Justice of the WA Supreme Court, the Honourable Wayne Martin AC KC as joint mediators.
“All parties engaged respectfully and made appropriate concessions in order to reach an agreement.
“The State of Victoria has agreed to pay the Commonwealth Games parties (CGF CGFP and CGA) AUD $380 million.
“The parties also agreed that the multi-hub regional model was more expensive to host than the traditional models.”
Victoria Premier Ken Andrews told local media:
“The advice I have is that in terms of industry standards and the nature of contract break clauses, this is the best outcome that Victoria could get. This brings to an end this matter, there can be no further appeals, there can be no further action. And that is a good thing.”
The stunning withdrawal from hosting the event came as cost projections of A$2.6 billion were said to rise to more than A$6 billion. Inflation, supply chain issues and building costs all contributed to the government’s view that costs would be A$4.6 billion at minimum and likely much more between now and 2026.
The Commonwealth Games Federation is now trying to find a new 2026 host, with chatter about another Australian location, or perhaps London (GBR), but no firm offers as yet. The CGF is also looking for a 2030 host for the centennial Commonwealth Games, as Canadian interest from its Alberta and Ontario provinces appears to have ended.
4.
Russian Olympic Committee head rips IOC again
Although the drumbeat has remained constant over the 18 months since Russia’s invasion of Ukraine, it’s worth continuing to monitor statements from its leading Olympic officials.
Russian Olympic Committee President Stanislav Pozdnyakov posted a long comment on his personal Telegram page – a major Russian-language social site – which maintained Russia’s line not only against Ukraine, but also against the International Olympic Committee:
“We have heard recently an increased number of statements on behalf of foreign sports and political figures regarding the participation of Russian and Belarusian athletes in international tournaments, including next year’s Olympics.
“Most of these statements, particularly voiced by Ukrainian officials, are inconsistent and sometimes resemble a delirious nonsense. They used to announce boycotts, bar their athletes from competing internationally, then would suddenly allow athletes to compete but under certain conditions, and finally come up with some kind of an anti-Russian coalition.
“Unfortunately, Lausanne [the IOC] does not react. It simply bites its tongue. They just keep swerving further away from the sports in general and the intended unifying mission [of sports], which at all times has been called upon to serve the cause of peace and mutual understanding.
“Sports should remain outside the politics in order to be developing on its own regardless of all of the voiced rhetoric and attempts to use it immediately under the political pretext. However, this is what is exactly happening within the International Olympic Committee and the organization’s movement.
“Its [IOC’s] foundations are undermined by the lack of autonomy, politicization of decisions and disregard for the principles of the Olympic Charter favoring anti-Russia’s pre-ordered policies.
“The majority of our colleagues from Lausanne assumed an open stance regarding the political conflict and resorting to their actions and rhetoric they are now destroying the integrity of the Olympic Movement.
“At the same time, true Olympic principles and values are not only still relevant, but are in demand now more than ever. First of all, it is for the benefit of athletes who ended up under the pressure of blatant discrimination, double standards, arbitrariness and lawlessness.”
In other words, do what we want and only what we want. Not very effective, but consistent with the needs of internal messaging within Russia. And, without doubt, German Thomas Bach’s IOC will wait and wait and wait until it is ready to decide what happens in Paris in 2024.
5.
IWF gender policy creates “Open Gender” category as of 1 August
A revision of the International Weightlifting Federation’s “Gender Identity Policy,” in effect as of 1 August 2023, created three competition categories: Men, Women and Open:
“For Continental, Grand Prix, International, World competitions, IWF will adopt the following categories for competition. For the sake of clarity, this excludes university/collegiate events, which are subject to following FISU’s policy.
“● Women’s Events: Events exclusively for athletes who identify as :
“1) A cis-female athlete
“2) Those who are assigned female at birth (may include Non-Binary, DSD, Intersex)
“3) Those trans-female athletes who complete hormonal transition BEFORE Completion of puberty.
“● Men’s Events: Events exclusively for athletes who identify as:
“1) A cis-male athlete
“2) Those who are assigned male at birth (may include Non-Binary, DSD, Intersex)
“3) Those trans-male athletes who complete hormonal transition BEFORE completion of puberty
“● Open Gender Event: These events are for athletes of any non-cis gender, intersex, those identifying as a gender not congruent with their assigned birth gender, DSD athletes. Intersex and DSD athletes may require review from IWF Gender Committee prior to be allowed to compete in open category in order to make sure eligibility requirements are met. Cis-men and cis-women may not participate in Open Gender category.”
The transgender regulations require an athlete – assumed in the regulations to switch from male to female – to have:
● “Started hormonal transition before the end of puberty at Tanner stage 3, AND”
● “ Hormonal levels should be submitted one month before continental and international competition as long as they compete. If the athlete does not compete in that year, they must submit one hormonal test to IWF Gender sub-committee annually.”
A transition from male to female that begins before puberty is completed also requires the new female athlete to maintain serum testosterone levels of less than 2.5 nmol/L as long as they compete.
With this new policy, the IWF has moved in line with the federations who have followed World Aquatics (and now others) in barring post-pubescent males from moving into the women’s category.
As the IWF is asking to be added back to the Olympic program for Los Angeles 2028, no doubt that the federation has high confidence that this policy will meet with the IOC’s approval. No public protest from the IOC has been made relative to similar policies from World Aquatics and others.
≡ WORLD CHAMPIONSHIPS ≡
● Sailing ● The World Sailing Championships off The Hague (NED) finished on Sunday, with two wins for the home team in the Olympic events, but with Britain claiming the most medals with five (0-3-2).
In the men’s 49er class, the two-time defending World Champion Dutch duo of Bart Lambriex and Floris van de Werken were easy winners, with only 63 net points to 91.0 for Sebastian Schneiter and Arno de Planta (SUI) and 91.8 for Spain’s Diego Botin and Florian Trittel. Lambrieux and van de Werken won five races and had nine finishes in the top three. Botin and Trittel had four wins, but also finished 10th in the medal race.
The U.S. team of Andrew Mollerus and Ian Macdiarmid finished fifth (100) and Ian Barrows and Hans Henken were ninth (116).
Sweden’s Vilma Bobeck and Rebecca Netzler won the 49erFX class in a runaway, scoring just 48 points, with seven race wins, including five in a row! A tight race for second saw Odile van Aanholt and three-time World Champion Annette Duetz (NED) score 84 to 88 for Olivia Price and Evie Haseldine (NZL).
The U.S. team of Stephanie Roble and Maggie Shea, 11th in Tokyo, finished seventh (108), and Paris Henken and Anna Tobias ended up 16th (140).
The men’s IQ Foil windsurfing title went to Luuc van Opzeeland (NED), who won both the semi-final and final races. Sebastian Kordel (GER) was second in both, and the bronze went to Italy’s Nicolo Renna, third in the final. The women’s racing saw a 1-2 for Israel, with Shahar Tibi winning over Katy Spychakov, with Emma Wilson (GBR) third in the final. Wilson had been the most consistent in the nine races before the semis, but Tibi and Spychakov went 1-2 in both the semi and final.
Singapore’s 16-year-old Maximilian Maeder grabbed the men’s Kiteboard title, winning six races and then two more in the three-race final, to best Toni Vodisek (SLO) and France’s Axel Mazella. The women’s gold went to France, with Lauriane Nolot winning the final over Britain’s Eleanor Aldridge, with countrywomen Lily Young and Katie Dabson finishing 2-3-4. American Daniela Moroz, the 2018 World Champion, finished seventh.
In the ILCA7 Laser class for men, Australia’s Matt Wearn – the Tokyo Olympic champ and a four-time Worlds medalist – finally got a Worlds gold, sailing to a big lead and winning with 83 points. Michael Beckett (GBR: 96) and George Gautrey (NZL: 101) were 2-3
The women’s ILCA6 Laser Radial title came down to the medal race, and a third-place finish for Hungary’s Maria Erdi vaulted her from third to first, ending with 75 points. Swiss Maud Jayet, the leader going in, finished seventh and grabbed silver (79) while Denmark’s Tokyo Olympic winner Anne-Marie Rindom was third with 81. American Charlotte Rose was ninth in the medal race and finished fifth with 96 net points.
● Shooting ● The U.S. scored four medals in Skeet at the 2023 World Shooting Championships in Baku (AZE), led by 2017 World Champion Dania Jo Vizzi.
She took a silver in the women’s Skeet final behind Danka Bartekova (SVK), a four-time Worlds bronze medalist, but now – finally – World Champion. In the final, Bartekova and Vizzi both shot 54/60 and went to a shoot-off, won by Bartekova, 11-10. Greece’s Emmanouela Katzouraki finished third (43), with Americans Sam Simonton fourth (34) and Austin Smith fifth (26).
Naturally, Vizzi, Simonton and Smith came back to win the women’s Team title, 365-360 over Italy, with Slovakia third (359).
The men’s Skeet winner was Greek two-time Olympian Efthimios Mitas at 56, one better than Finn Eetu Kallioinen (55), followed by Azmy Mehelba (EGY: 46) and then American triple Olympic champ Vincent Hancock (37).
Hancock teamed with Christian Elliott and Dustan Taylor to take the Team gold at 369, with Greece (and Mitas) at 366 and Italy at 365. It’s Hancock’s sixth career Worlds old, but first in a team event.
Hancock also teamed with Smith to win the Mixed Team title, edging Ukraine, 43-42, in the final, with Smith hitting 23 of her 24 targets.
Sweden’s Victor Lindgren, 20, was the surprise winner of the men’s 10 m Air Rifle, in his first senior-level World Championship. He defeated China’s two-time World Champion, Haorang Yang, 251.3 to 250.6, with Czech Frantisek Smetana third (227.5). Yang and teammates Linshu Du and Hoaonan Yu won the Team title with a world-record 1893.3 to 1,883.4 for the Czech Republic, with Croatia third (1,883.5).
China went 1-2 in the women’s 10 m Air Rifle final, with Jiayu Han scoring 251.4 to 250.2 for Zhilin Wang, with India’s Mehuli Ghosh third (229.8). But Ghoush came back to take the Team gold with Tilottama Sen and Ramita Ramita, 1,895.9 to 1,893.7 for China. Germany (1,887.5) was third.
China’s Bowen Zhang and Ranxin Jiang won the men’s and women’s 10 m Air Pistol titles and both scored a second gold in the team events. Zhang led the men’s squad to a 1,749 to 1,743 win over Germany, while Jiang’s team beat Hungary in a tight women’s final, 1,728 to 1,726 with Iran at 1,724.
India took the Mixed Team final for 10 m Air Pistol, with Esha Singh and Shiva Narwal scoring a 16-10 victory over Turkey. China defeated Iran in the Mixed Team 10 m Air Rifle final, 16-2.
Rio Olympian Alexander Schmirl won the men’s 50 m Rifle/3 Positions title, 462.6 to 459.2 over two-time European Champion Petr Nymbursky, but India took the team title, 1,750 to 1,749 over Schmirl and Austria.
Germany’s Doreen Vennekamp won her first individual Worlds gold, in the 25 m Pistol final, equaling the world record of 40, with Olena Kostevych second at 31 and Agate Rasmane (LAT: 25) third. India won its fourth team gold, winning the 25 m Pistol event, 1,744 to 1,743 over Chinese Taipei.
≡ PANORAMA ≡
● Archery ● The fourth Hyundai Archery World Cup, in Paris, served as a test ahead of the 2024 Olympic Games, but also an important stepping stone for American Casey Kaufhold.
Still just 19, Kaufhold was the 2021 Worlds runner-up and scored her first individual World Cup win with a 6-4 final over France’s Lisa Barcelin. Kaufhold defeated two-time Worlds medal winner Mi-sun Choi in the semis, 6-4. Choi won the bronze, 7-3, against Ligan Hai (CHN).
The men’s Recurve final had three-time World Champion Woo-jin Kim winning over teammate Woo-seok Lee, 6-0, while Brazil’s 2021 Worlds runner-up Marcus d’Almeida won a shoot-off with Tokyo Olympic silver winner Mauro Nespoli (ITA), 10-9, for the bronze medal.
Korea won the women’s team title over Chinese Taipei, 6-2, the men also won over Chinese Taipei, 6-0, and the mixed team of Woo-seok Lee and Si-hyeon Lee won against Chinese Taipei, 5-3, for a sweep.
● Basketball ● Continuing their travels on the way to the FINA men’s World Cup in the Philippines, the U.S. national team won its fourth tune-up game in a row on Friday against Greece, in Abu Dhabi (UAE) by 108-86.
The game was a preview of the second game of group play for both teams at the World Cup, and the U.S. had excellent balance, with guard Anthony Edwards leading with 21 points, followed by center Jaren Jackson Jr. and guard Austin Reaves with 11 each, and forwards Mikel Bridges and Bobby Portis with 10.
The U.S. was up, 52-41, at the half and 86-67 at the end of the third, and shot 57% to 40% for the Greeks.
On Sunday, the U.S. played Germany in Abu Dhabi in their final exhibition, and looked like it might suffer its first loss. The no. 11 Germans – also a World Cup team – were up 54-46 at halftime thanks to some premium defensive work and stretched out to a 16-point lead in the third quarter (71-55), but the Americans went on a 16-3 run to close it down to three, and eventually trailed, 77-73 going into the fourth.
Germany went back up by 86-77, then the U.S. reeled off 18 points in a row, highlighted by three-pointers from Edwards (2), Reaves and Bridges and caught up with 5:17 to play. Four more points from Edwards helped to finish with a hard-fought 99-91 win.
Edwards had 34, Reaves had 16, as did guard Tyrese Haliburton. Franz Wagner had 17 to lead Germany. On to the World Cup in the Philippines, with the U.S. opening play vs. New Zealand in Pasay on the 26th.
● Beach Volleyball ● At the Beach Pro Tour Elite 16 tournament in Hamburg (GER), no. 2-ranked David Ahman and Jonatan Hellvig of Sweden won their second major tournament of the season, defeating Italy’s Samuele Cottafava and Paolo Nicolai in the final, 21-16, 22-24, 21-19.
The Swedes are the 2022 and 2023 European Champions and won the Elite 16 tournament in Tepic (MEX) in March, but this was their first medal since. Olympic and World champs Anders Mol and Christian Sorum (NOR) won the bronze over George Wanderley and Andre Loyola Stein (BRA), 21-19, 21-16.
The women’s final saw no. 1-ranked Ana Patricia Ramos and Duda Lisboa (BRA) make their fourth Elite 16 final this season and won their third tournament, 21-16, 21-17 over Americans Kristen Nuss and Taryn Kloth (USA), who won their fourth Beach Pro Tour medal of the season.
Svenja Mueller and Cinja Tillmann (GER) won the bronze by 21-15, 21-19 over Carol Salgado and Barbara de Freitas (BRA).
● Boxing ● New announcement from the International Boxing Association, including:
“The International Boxing Association (IBA) has secured its budget for the upcoming 4-year cycle that allows the organization to have no barriers towards implementing all ambitious projects planned. This includes IBA’s events portfolio, prize money fund, Financial Support Program (FSP) and various development initiatives.”
No word on where the money has come from, and the organization lists no sponsors on its home page. And while criticizing the new World Boxing group, it then instructs the IOC on the procedures for it to follow in recognizing a new federation:
“[T]he IOC cannot simply recognize a new federation if there is another federation governing the same sport even if it does not have Olympic status, and the IOC will wait for the bodies to agree amongst themselves and if this does not happen, it will ultimately be decided by the courts.”
Observed: This is another astonishing, alternate-reality statement from the IBA, which may not have read Rule 25 of the Olympic Charter concerning the recognition of International Federations:
“In order to develop and promote the Olympic Movement, the IOC may recognise as IFs international non-governmental organisations governing one or several sports at the world level, which extends by reference to those organisations recognised by the IFs as governing such sports at the national level.
“The statutes, practice and activities of the IFs within the Olympic Movement must be in conformity with the Olympic Charter, including the adoption and implementation of the World Anti-Doping Code as well as the Olympic Movement Code on the Prevention of Manipulation of Competitions. Subject to the foregoing, each IF maintains its independence and autonomy in the governance of its sport.”
That’s it. The key going forward will be what the (1) national federations think and (2) more to the point, the instructions from their national governments – who fund them – as to which federation to belong to.
● Cycling ● Denmark’s Mads Pedersen continued a great year with a win in Sunday’s Bemer Cyclassics race in and around Hamburg (GER). The 205.6 km circuit was flat and made for sprinters, and Pedersen looked to be out of contention with 1,000 m left. But he rode back into the mix and seized an opening to get to the line first in 4:36:35, beating Danny van Poppel (NED) and three-time race winner Elia Viviani (ITA).
It’s Pedersen’s first-ever medal in this race, but his fourth UCI World Tour win of the season and 12th of his career, and he came right from winning the Tour of Denmark, with a victory on Saturday in the decisive Individual Time Trial!
● Football ● U.S. Soccer announced that Women’s National Team General Manager Kate Markgraf will conclude her service at the end of August, resigning after four years in the newly-created position. It is not known if her position will be continued.
Markgraf, 46, is a National Soccer Hall of Famer as a defender, playing 201 games for the American team between 1998-2010, and was a member of the 1999 Women’s World Cup champions and Olympic gold-medal teams in 2004 and 2008.
● Judo ● Brazil came away from the IJF Zagreb Grand Prix on top of the medal table, with three wins and five total, thanks to victories from Willian Lima in the men’s 66 kg class, Jessica Pereira in the women’s 52 kg division and Karol Gimenes in the women’s 78 kg.
Israel’s 2019 World Champion Sagi Muki won the men’s 81 kg class, two-time Worlds medalist Krisztian Toth of Hungary took the 90 kg division; 2021 Worlds runner-up Aleksandar Kukolj won the men’s 100 kg tournament and Czech star Lukas Krpalek, the two-time Olympic champ at +100 kg, won his division.
Croatia’s Lara Cvjetko, the 2022 Worlds silver medalist, thrilled the home crowd with a win at 70 kg over teammate Barbara Matic, the 2021-22 World Champion.
● Triathlon ● Britain swept the individual titles at the World Triathlon test event in Paris, as Tokyo Olympic silver medalist Alex Yee won Friday’s men’s test event by 13 seconds in 1:41:02.
He was only 18th out of the water – conditions were OK in the Seine again – and 16th after the bike phase, but zoomed to the front in the early stages of the 10 km run and had the fastest time in the field by 14 seconds (!) to win decisively over France’s 2021 European Champion Dorian Connix (1:41:15) and Portugal’s Vasco Vilaca (also 1:41:15).
The top U.S. finisher, Morgan Pearson, made the U.S. team for Paris with his fifth-place finish in 1:41:23; Matthew McElroy was next in 14th (1:42:19). It will be Pearson’s second Games, after his 42nd place finish in Tokyo.
The Seine water quality became a problem again on Saturday for the Paralympic events, so a run-bike-run format was used instead. A statement from the organizing committee and local officials included: “As a precautionary measure and to protect the health of the athletes, the decision has once again been taken to cancel all the swimming races scheduled for today.”
Sunday’s Mixed Relay again skipped the swimming and used the run-bike-run protocol. France led going into the final run section, but Thursday’s winner Beth Potter (GBR) finally took the lead on the final lap, only to be passed herself by German Laura Lindemann on the final sprint for the win in 1:12:18, with Britain one second back and Belgium coming up for third in 1:12:36. The U.S. team of Seth Rider, Taylor Spivey, Darr Smith and Taylor Knibb was ninth in 1:13:05.
● Volleyball ● Canada claimed the men’s Pan American Cup in Guadalajara with a 26-24, 20-25, 25-23, 25-22 win over Brazil on Sunday. It’s the first win for Canada in this tournament after four losses in finals in 2008, 2009 and in 2021 and 2022!
Chile won the bronze – its first medal ever in this tournament – with a 3-0 win over Mexico. The U.S. finished fifth, losing in the quarterfinals, but beating Colombia, 3-0, in the classification match.
¶
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ATHLETICS: Lyles storms to 9.83 win in 100; Cheptegei wins third straight 10,000, and a Canadian hammer shocker in Budapest!
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≡ WORLD ATHLETICS CHAMPIONSHIPS ≡
A wild second day at the 2023 World Athletics Championships in Budapest, Hungary, in a hot day with temperatures as high as 93 F. But the hottest of all turned out to be U.S. sprint star Noah Lyles.
● Men/100 m ● The first shocks came in the semis, with two-time Worlds 200 m winner Lyles and Christian Coleman sprinting to clear wins in 9.87 (+0.3 m/s) and 9.88 (0.0). Then, in heat three, defending champ Fred Kerley did not make it to the final, finishing third in 10.02; Jamaica’s Oblique Seville won in 9.90 (-0.3). Kerley missed qualifying on time by 0.01.
The conditions were excellent, with temperatures of 87 F for the final, with Coleman in four, Britain’s world leader Zharnel Hughes in five and Lyles in six, in the middle of the track. Off the gun, Coleman got his usual bullet start and was in front, but stumbled and hurt his momentum. He was still in front by 50 m, but it was Letsile Tebogo (BOT) moving best and got to the front with 20 m to go. But Lyles was coming.
And coming, so hard to he won in the final 5 m in a lifetime best of 9.83, equaling the world lead for 2023. Tebogo was second in a national record of 9.88, then Hughes in 9.88 for bronze, Seville in fourth (9.88) and Coleman in fifth (9.92).
It’s Lyles’ fourth Worlds gold, after two in the 200 m and in the 2019 Worlds 4×100 m.
And the 200 m is still to come!
It’s the third straight U.S. win in this race, after four in a row for Jamaica, by Usain Bolt (3) and Yohan Blake (1).
● Men/10,000 m ● Two-time defending champion Joshua Cheptegei (UGA) was the headliner, but teammate Joel Ayeko ran away from the start and set a pace that strung the field out for the first seven laps, and dropped out soon after, with temperatures around the 90 F mark.
Ethiopia’s Berihu Aregawi led at the 5,000 km mark, but with a dozen within two seconds. A lead pack of nine was together with three laps to go, with Aregawi, Cheptegei and Canada’s Moh Ahmed at the front. There were seven in contention with 800 m left, then Cheptegei took charge with 550 m to go and started sprinting. He broke the race apart and only Ethiopians Selemon Barega and Aregawi, and Kenya’s Daniel Ebenyo remained in contention.
Barega, who beat Cheptegei to be the Tokyo 10,000 m champ, chased hard and came to Cheptegei’s shoulder with 100 m to go. But the Ugandan star gritted his teeth and sprinted home the clear winner in 27:51.42. Ebenyo passed Barega at the line for second, 27:52.60 and 27:52.72, with Aregawi fourth at 27:55.71.
Cheptegei ran 53.45 for his final lap and his third Worlds title in a row. He’s the fourth to do it, after Ethiopia’s Haile Gebrselassie (4) and Kenenisa Bekele (4) and Britain’s Mo Farah (3).
Woody Kincaid was the top American finisher in 11th (28:08.71), followed by Sean McGorty (16: 28:27.54) and Joe Klecker (20:29:03.41).
● Men/Hammer ● Hungary’s Bence Halasz sent the home crown into a frenzy with his first-round throw of 80.82 m (265-2) for the lead, but was passed by Poland’s Olympic champ Wojciech Nowicki at 80.83 m (also 265-2) in the fourth round. Nowicki improved to 81.02 m (265-10) in round five.
Then the shock came, with Canada’s Ethan Katzberg, who unloaded a national record of 81.25 m (266-7) in round five and took the lead. And no one could do better. It’s Canada’s first-ever Worlds medal in this event.
Nowicki won his second straight Worlds silver, after three Worlds bronzes in 2015-17-19. Halasz won the bronze; Americans Daniel Haugh and Rudy Winkler finished 6-8 in 78.64 m (258-0) and 76.04 m (249-6).
● Women/Long Jump ● Gold and silver were decided in the first round, as American star Tara Davis-Woodhall got out to 6.91 m (22-8) to take the lead. That held up for a round, then two-time World Indoor Champion Ivana Vuleta (SRB) popped out to 7.05 m (23-1 3/4) to take the lead, and she held it.
Davis-Woodhall could not improve and no one challenged the top two. Then Vuleta finished off the field with a world-leading 7.14 m (23-5 1/4) in round five and took her first outdoor Worlds gold, after two prior bronzes. Davis-Woodhall, sixth in Tokyo in 2021, won her first international medal.
Romanian Alina Rotaru-Kottmann surprised in third with a final-round jump of 6.88 m (22-7); American Jasmine Moore was 10th at 6.54m (21-5 1/2).
● Women/Heptathlon ● American Anna Hall had the lead coming into the second day, but 2019 World Champion Katarina Johnson-Thompson (GBR) led the long jump at 6.54 m (21-5 1/2), with Hall fifth (6.19 m/20-3 3/4), and Johnson-Thompson took the lead.
Hall had a wrap on her left leg from the high jump, and she finished 10th in the javelin (44.88 m/147-3, a season’s best), but Tokyo Olympic runner-up Anouk Vetter (NED) sailed the spear out to a World Championships best of 59.57 m (195-5) and moved into second overall, while Johnston-Thompson got a lifetime best of 46.14 m (151-4). Johnson-Thompson entered the 800 m at 5,710 points, then Vetter (5,684) and Hall (5,667).
In the 800 m, Hall pushed hard from the start and got the bell at 58.59, with Johnson-Thompson following, trying to stay within three seconds and win the title. Hall pushed into the straight and won in 2:04.09 – a World Championships best – but Johnson-Thompson stayed just close enough and finished in a lifetime best of 2:05.63. Johnson-Thompson won her second world title at 6,740 to 6,720 for Hall. Hall moved up from third at the 2022 Worlds, now to second.
Vetter held on for the bronze with 6,501 points; Chari Hawkins of the U.S. was eighth with a lifetime best of 6,366. Taliyah Brooks, fourth after the first day, did not start on day two.
● Women/20 km Walk ● Defending champ Kimberly Garcia Leon of Peru was in front by halfway, leading a close pack of seven. It didn’t thin out until Spain’s Maria Perez threw in a 4:06 kilometer and took over the lead at the 16 km mark, and she was not challenged.
Perez, the 2018 European Champion and the 2023 world leader, increased her lead and won in 1:26:51, way ahead of Australian Jemima Montag (national record 1:27:16), then Antonella Palmisano (ITA: 1:27:26) and Garcia Leon (1:27:32).
¶
There were some surprises in the prelims, but most of the favorites got through without incident.
● Men/400 m ● Who is Norway’s Havard Bentdal Ingvaldsen?
The 2023 European U-23 champ led the qualifying with a national record of 44.39, quickest of the day, out of heat three. Wow! The expected stars did fine, with Olympic champ Steven Gardiner (BAH) winning heat one in 44.65, Rio 2016 Olympic champ Wayde van Niekerk (RSA) taking heat two in 44.57, and 2012 Olympic champ Kirani James (GRN) winning heat four in 44.91.
Jamaica’s Antonio Watson won heat five in 44.77, ahead of Quincy Hall of the U.S. (44.86), and Botswana’s Bayapo Ndori running 44.72 to win heat six. Vernon Norwood was second to Ingvaldsen in heat four (44.87), but U.S. champ Bryce Deadmon was last in heat six (46.20) and did not advance.
● Men/1,500 m ● The pace was fast off the start of the first semi, with Kenyan Abel Kipsang in the lead, but American Yared Nuguse was leading a big pack at the bell. Nuguse led into the final straight, and into the final 15 m, but a final push from the frantic runners behind him closed the gap. Nuguse actually quickened in the final step and managed to win in 3:32.69, just ahead of Kipsang (3:32.72). Dutch teen star Niels Laros (18) got a national record of 3:32.74 in third.
Norway’s Olympic champ Jakob Ingebrightsen was the focus of the second semi, but he was badly boxed in with 600 m to go, in ninth place. Britain’s Josh Kerr led at the bell, with American Cole Hocker third. Ingebrghtsen had to go to the outside on the back straight, then charged to the front around the final turn – while urging the fans to cheer! – and finished in a jog at 3:34.98, with Kerr at 3:35.14 and Hocker at 3:35.23. The final is Wednesday.
● Men/110 m hurdles ● World Champion Grant Holloway of the U.S. led all qualifiers at 13.18 (-0.6), with Olympic winner Hansle Parchment (JAM) taking heat one in 13.30 (-0.3) with Cordell Tinch of the U.S. fourth in 13.49. France’s Wilhem Belocian won heat two in 13.31 (+0.5).
American Freddie Crittenden was second to Senegal’s Louis Francois Mendy in heat three, 13.24-13.40 (0.0), and Daniel Roberts was third in heat five in 13.36 (-0.9).
● Men/400 m hurdles ● Norway’s Olympic champ and world-record holder Karsten Warholm was actually an eased-up second in his heat, 48.63 to 48.76, to France’s Wilfried Happio, but the other favorites won their races. Defending champ Alison dos Santos (BRA) won heat one in 48.12, Rai Benjamin of the U.S. took heat five in 48.35, and Kyron McMaster (IVB) won heat two in 48.47.
CJ Allen of the U.S. was second in heat four in 48.36 to Joshua Abuaku (GER: 48.32). Trevor Bassitt of the U.S., the 2022 bronze medalist, qualified third in heat two in 48.73.
● Men/High Jump ● It took 2.28 m (7-5 3/4) to qualify, led by co-Olympic champs Mutaz Essa Barshim (QAT) and Gianmarco Tamberi (ITA), but also Americans JuVaughn Harrison and Shelby McEwen.
Vernon Turner of the U.S. managed 2.14 m (7-0 1/4) and did not qualify.
● Women/100 m ● The stars moved through, with NCAA champ Julien Alfred (LCA: 10.99 with 0.0 wind) winning heat one, Brittany Brown of the U.S ran 11.01 to win heat two (-0.8), Poland’s Ewa Swoboda got heat three at 10.98 (-0.4), with Tamari Davis of the U.S. at 11.06.
Jamaican star Shericka Jackson ran 11.06 to win heat four (-1.0), U.S. star Sha’Carri Richardson had the fastest time of the morning at 10.92 in heat five (-0.4) and Marie Josee Ta Lou ( won heat six at 11.08 (+0.9). Defending champ Shelly-Ann Fraser-Pryce won heat seven in 11.01 (+0.2).
● Women/400 m ● Only 2022 Worlds runner-up Marileidy Paulino (DOM) ran under 50 seconds, at 49.90, to win heat six. Poland’s Natalia Kaczmarek ran 50.02 to win heat one, and Dutch star Lieke Klaver won heat two in 50.52.
Two U.S. entries moved through, with Lynna Irby-Jackson third in heat two (50.81) and Talitha Diggs steamed down the straight to get third in heat six in 50.87. Britton Wilson was not in form and finished eighth in heat four (53.87) and was eliminated.
● Women/1,500 m ● Kenya was the story of the semis, with Nelly Chepchirchir taking over with 300 m to go in the first race and pulling away to win in 4:02.14, ahead of Birke Haylom (ETH: 4:02.46), Ciara Mageean (IRL: 4:02.70) and American Cory McGee (4:02.71). Fellow American Sinclaire Johnson was 11th in 4:06.39 and did not advance.
World-record holder Faith Kipyegon led the second semi, and did she ever! The pace was astonishingly fast, with Kipyegon leading Dutch star Sifan Hassan – coming back after her fall in the 10,000 m on Saturday – and Britain’s Laura Muir with 300 m to go, but then Hassan took over into the straight before Kipyegon pushed hard to the finish and held off fast-closing Diribe Welteji (ETH) in a startling 3:55.14! Welteji finished in 3:55.18, then Hassan (3:55.48) and Muir (3:56.36). The top nine all broke four minutes; American champ Nikki Hiltz ran a creditable 4:00.84 – that would have won semi one – and was 11th!
Kipyegon’s 3:55.14 is the second-fastest non-final time in history; only China’s Lax Lixin ran 3:55.01 in a heat of the national games in 1997.
● Women/Discus ● Olympic champ Valarie Allman of the U.S. led the qualifying at 67.14 m (220-3) on her first throw, confirming her status as the favorite. Reigning World Champion Bin Feng of China needed a final throw of 65.68 m (215-6) to get the automatic qualifying mark. American Laulauga Tausaga qualified as well, getting out to 64.34 m (211-1) on her second trial.
Fellow Americans Veronica Fraley and Elena Bruckner did not qualify, at 59.36 m (194-9)) and 55.94 (183-6).
≡ PANORAMA ≡
Through two days, the U.S. has six medals to lead all nations (3-2-1), ahead of Ethiopia (4: 1-1-2) and Great Britain (3: 1-1-1).
In the eight-place points table (8-7-6-5-4-3-2-1), the U.S. has 61 points to 32 for Ethiopia and 22 each for Great Britain and Kenya.
There is no morning session on Monday, with U.S. coverage of the evening session on USA Network from 1-4 p.m. Eastern time.
¶
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ATHLETICS: Crouser, with two blood clots, stuns with 77-1 3/4 win; U.S. somehow wins Mixed 4×4, gets WR in Budapest Worlds day one!
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≡ WORLD ATHLETICS CHAMPIONSHIPS ≡
An inauspicious beginning at the World Athletics Championships in Budapest with heavy rain delaying the morning qualifying by an hour, but the weather cleared for the evening session, with 84 F temperatures at the start. But the competition heated up quickly in the evening finals, starting with a historic performance in the men’s shot.
● Men/Shot Put ● The story was the left leg of Olympic and World Champion Ryan Crouser of the U.S., who came to Budapest with two blood clots in his left leg. He got his qualifier in the morning with one chuck, at 21.48 m (70-5 3/4).
What about the final? No suspense, as Crouser was first in the order and spun to a brilliant 22.63 m (74-3), a distance only teammate (and two-time World Champion) Joe Kovacs has reached this season. Kovacs moved into second at 21.55 m (70-8 1/2) in the first round, then Crouser slammed the door shut in round two: 22.98 m (75-4 3/4), improving his own World Championships record from last year.
Italy’s Leonardo Fabbri produced a huge lifetime best in round three at 22.34 m (73-3 1/2) to move into second, with Tom Walsh (NZL: 21.93 m/71-11 1/2) in third and Kovacs fifth. Then Kovacs jumped onto the podium in the fifth round at 22.12 m (72-7), and Fabbri fouled on a monster throw.
Then Crouser exploded in round six – he knew it when he threw it – and sent the 16-pound ball way beyond the record line at a sensational 23.51 m (77-1 3/4), the number two throw of all time! Pretty good for a guy with two blood cots in his leg!
Fabbri took second and Kovacs was third, with his fifth career Worlds shot medal (2-2-1). American Payton Otterdahl was fifth at 21.86 m (71-8 3/4).
Crouser now owns 10 of the 11 best throws in history. The average of his four fair throws was 22.85 m (74-11 3/4), further than anyone else threw once.
You want more drama? How about this:
● Mixed 4×400 m ● The U.S. led the qualifying with Ryan Willie, Rosey Effiong, Justin Robinson and Alexis Holmes running 3:10.41, the no. 9 performance in history.
For the final, the U.S. chose Robinson, Effiong, Matthew Boling and Alexis Holmes, with Effiong and the Dutch close on the hand-off, with Boling taking the stick in second. But Boling handed off second to Isaya Klein Ikkink, and Dutch superstar Femke Bol – 49.82 this season – took off with the lead over Holmes of the U.S., whose lifetime best of 50.32 ranked her 20th in the world.
That’s why races are run on the track and not on paper. Bol maintained a modest lead and looked in control into the straight, but Holmes – astonishingly – was pressing and pressing hard. They were a foot apart with 12 m left, when Bol simply fell down and had the baton fly out of her hand and into the infield!
Holmes finished with the gold and the U.S. set a world record of 3:08.80, sharing $80,000 for the win and $100,000 for a world-record bonus! Great Britain got second in 3:11.06 and the Czech Republic was third in 3:11.98.
Robinson ran 44.47, Effiong 50.38, Boling 45.13 and Holmes went crazy, finishing in 48.82 to seize the win and completely change the trajectory of her career.
Bol, stunned, double over in frustration after getting to her feet, with the Dutch disqualified.
And there was more, again involving the Dutch:
● Women/10,000 m ● The Olympic champ, Dutch star Sifan Hassan, was trying for a 10,000-1,500-5,000 m triple, where she finished 1-3-1 in Tokyo. By 6,000 m, the racing has started, with world leader Gudaf Tsegay (ETH) now in the lead, and eight laps left, Tsegay, defending champ Letsenbet Gidey and Ejgayegu Taye – all from Ethiopia – were 1-3-4.
With five laps left, it was Taye in the lead over Kenyans Grace Nawowuna and Agnes Ngetich and Gidey, but with 10 in contention. Just two laps left, and Nawowuna and Tsegay were 1-2, but with 10 still together.
Gidey took charge with Tsegay with 600 m left and American Alicia Monson fourth, and then the bell with Gidey and Tsegay 1-2 at the bell and then everyone started sprinting. Hassan moved fastest around the first turn and got to the front on the backstraight, with only Tsegay and Gidey able to chase.
On the straight, it was Hassan and Tsegay, with Hassan leading but seeming to move laterally, slightly out toward where Tsegay was sprinting and then appeared to overstride and trip herself on the track, falling with 80 m left. Tsegay rolled to the win at the top of an Ethiopian sweep (31:27.18), ahead of Gidey (31:28.16) and Taye (31:28.31). American Monson was fifth (31:32.29); Elise Cranny was 12th (31:57.31) and Natosha Rogers in 14th (32:08.05).
Hassan walked in in 11th (31:35.51). It’s the first sweep in the event since the Kenyans did it in 2011.
● Men/20 km walk ● Spain’s European Champion, Alvaro Martin, had a lifetime best of 1:18:49 in June and took control of this race at 15 km and was never headed, increasing lead to 13 seconds with 1,000 m left and winning in a world-leading time of 1:17:32. Sweden’s Perseus Karlstrom closed hard in the final km for second over Caio Bonfim (BRA), 1:17:39-1:17:47. Canada’s Evan Dunfee was fourth in 1:18:03; placers 2-6 all set national records.
American Nick Christie was 41st in a seasonal best of 1:26:21. It’s Martin’s first Worlds medal, after a seventh last year and fourth in Tokyo in 2021; he authored the second-fastest time in World Championships history. It’s the fourth for Karlstrom, after a bronze in 2019 and last year in Eugene. Bonfim won his second Worlds bronze, also in 2019.
¶
Lots of prelims on Saturday, mostly (but not completely) to form:
● Men/100 m ● No huge surprises. Britain’s Zharnel Hughes, the world leader, got out slowly in heat one, but finally got going by 50 m and won eased up in 10.00 (wind: 0.0 m/s). American star Noah Lyles was in lane nine in heat two, but Kenya’s Ferdinand Omanyala exploded from the blocks and was in front, but Lyles came on hard in the final 50 m to win in 9.95 (-0.6), with Omanyala in 9.97.
In heat three, U.S. champ Cravont Charleston had been rumored to be hurt with a left leg strain, and started well, but faded to fifth, behind Raphael Bouju (10.09; 0.0), and his 10.18 will not advance him to the semis. The rumors were true. Botswana’s Letsile Tebogo won heat four un 10.11, just ahead of Rohan Browning (AUS: 10.11; -0.4).
The fifth heat was delayed due to a timing system issue, then Nigeria’s Favour Ashe false-started out. There was another almost false-start, but on the gun, Jamaica’s Oblique Seville got out best and raced to the tape, equaling his lifetime best of 9.86 (0.0), with reigning World Champion Fred Kerley of the U.S. an easy second in 9.99. Japan’s Abdul Hakim Sani Brown won heat six in 10.07 (-0.4), with Olympic champ Lamont Marcell Jacobs (ITA) getting third in the final meters in 10.15.
The 2019 World Champion, Christian Coleman of the U.S. exploded out of the blocks and had a clear lead, then eased up with 10 m to go and was passed at the line by South Africa’s Akani Simbine, 9.97 to 9.98 (-0.1).
● Men/1,500 m ● Norwegian star Jakob Ingebrigtsen had control of heat one at the bell and held on to run the easiest 3:33.94 in history, ahead of Josh Kerr (GBR: 3:34.00). Kenyan star Timothy Cheruiyot, the 2019 World Champion, was in front coming into the final straight in heat two, but the too-tightly-bunched field passed him in the final 50 m and Spain’s Mario Garcia won in a slow 3:46.77, with Cheruiyot fading to sixth (3:47.09). American Joe Waskom was in the middle of the pack, looked like he might qualify with a final rush, but finished a non-qualifying eighth (3:47.26).
Heat three was less hectic, as the top six were in place off the final turn, with Spain’s Mo Katir leading, but passed in the final meters by Dutch teen sensation Niels Laros, 3:34.25 to 3:34.34. American Cole Hocker was well positioned and got third in 3:34.43. Kenyan Abel Kipsang led the fourth heat at the bell, with Yared Nuguse of the U.S. fourth. But there were eight seriously in contention off the final turn, with Kipsang hanging on to win in 3:34.08, and Nuguse second in 3:34.16.
● Men/3,000 m Steeple ● The new advancement rules are in effect, so the top five from each of the three heats moved on. Getnet Wale (ETH) won heat one over Jean-Simon Desganges (FRA), 8:19.99-8:20.04, while U.S. champ Kenneth Rooks leaning to win heat two over Olympic and World champ Soufiane El Bakkali (MAR), with both timed in 8:23.66. World record holder Lamecha Girma (ETH) won heat three in 8:15.69.
Said Rooks: “This is my first time in Europe, first time in Hungary so I enjoyed it a lot.”
American Benard Keter (8:24.20, eighth in heat one) did not advance; Isaac Updike (8:31.81) was 11th in heat three, but was fouled, protested and was advanced on appeal.
● Men/Triple Jump ● Stunner from the start as Olympic and World Champion Pedro Pablo Pichardo of Portugal did not compete. Jamaica’s Jaydon Hibbert, who won the NCAA title for Arkansas as a freshman and is the world leader, exploded to 17.70 m (58-1) on his second try, easily the best of the day. China’s Olympic silver medalist Yaming Zhu (17.14 m/56-2 3/4) and, Cuba’s 2022 World Indoor Champion, Lazaro Martinez (17.12 m/56-2) and 2022 Worlds silver winner Hugues Fabrice Zango (BUR: 17.12 m/56-2) also surpassed 17 m.
Two Americans made the final, with Will Claye reaching 16.72 m (54-10 3/4) for 10th, and Chris Benard suffered two fouls, then getting 16.71 m (54-10) on his third try for 12th. Donald Scott was 22nd at 16.33 m (53-7).
● Men/Discus ● Sweden’s Olympic champ, Daniel Stahl led the qualifying at 66.25 m (217-4), with defending World champ Kristjian Ceh (SLO) third at 65.95 m (216-4).
American Brian Williams was 11th overall and made the final at 63.85 m (209-5); Sam Mattis (16th: 63.43 m/208-1) and Turner Washington (15th: 63.57 m/208-6) did not.
● Men/Hammer ● Canada’s Ethan Katzberg got a national record of 81.18 m (266-4) and led all qualifiers. Rudy Winkler and Daniel Haugh of the U.S. were 5-6 and qualified for the final, throwing 77.06 m (252-10) and 76.64 m (251-5) respectively.
American Alex Young was 14th in the first group (69.10 m/226-8) and did not advance.
● Women/1,500 m ● The heat winners were Hassan (NED: 4:02.92), World Record holder Faith Kipyegon (KEN: 4:02.62), Nelly Chepchirchir (KEN: 4:00.87) and Hirut Meshesha (ETH: 4:03.47). The top six in each qualified for the semifinals, on Sunday.
U.S. champ Nikki Hiltz qualified third in heat one (4:03.76), Sinclaire Johnson – in due to Athing Mu’s withdrawal – was second in heat three (4:01.09) and Cory McGee (4:03.61) was fourth in heat four, all moving on.
● Women/Long Jump ● American Tara Davis-Woodhall led all qualifiers at 6.87 m (22-6 1/2) and was one of just three who reached the automatic qualifying distance, along with Marthe Yasmine Koala (BUR: 6.84 m/22-5 1/4) and Ivana Vuleta (SRB: 6.82 m/22-4 1/2). American Jasmine Moore qualified fifth at 6.73 m (22-1), but Quanesha Burks, no. 4 on the world list this season, managed only 6.57 m (21-6 3/4) and was 14th.
● Women/Heptathlon ● Favored Anna Hall of the U.S., the 2022 Worlds runner-up, got a lifetime best in the shot put and led with 2,975 points going into the 200 m.
She was in heat three, with 2019 World Champion Katarina Johnson-Thompson (GBR) winning in 23.48 and Hall second in 23.56 (wind 0.0). That left Hall the leader after day one at 3,998 and Johnson-Thompson at 3,905. The U.S. was also 3-4 with Chari Hawkins (3,900) and Taliyah Brooks (3,888).
≡ PANORAMA ≡
● Doping ● The Athletics Integrity Unit announced that the provisional suspension of Nigeria’s women’s 100 m hurdles world-record holder Tobi Amusan for “whereabouts” failures has been lifted:
“A panel of the Disciplinary Tribunal, by majority decision, has today found that Tobi Amusan has not committed an Anti-Doping Rule Violation (ADRV) of three Whereabouts Failures within a 12-month period.
“AIU Head Brett Clothier has indicated the Athletics Integrity Unit (AIU) is disappointed by this decision and will review the reasoning in detail before deciding whether to exercise its right of appeal to the Court of Arbitration for Sport (CAS) within the applicable deadline. The decision is currently confidential but will be published in due course.”
If the AIU is going to do anything, it has to be quick: the heats of the women’s 100 m hurdles come Tuesday.
¶
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TSX REPORT: Coe re-elected 192-0 as World Athletics loses $17.2M in 2022; U.S. women to make more for 2023 exit than for 2019 World Cup title!
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≡ THE 5-RING CIRCUS ≡
1. Coe re-elected 192-0 as World Athletics President
2. Coe thinks Russian participation in Paris “unlikely”
3. World Athletics in 2022: $17.2 mil. loss, $43.5 mil. reserves
4. Andonovski steps down, Kilgore interim U.S. women’s coach
5. Britain’s Potter beats Beaugrand in Paris Triathlon test
● World Athletics President Sebastian Coe of Great Britain was re-elected for a third and final term by a 192-0 vote, with three abstentions. Elections for Vice Presidents and the World Athletics Council were also held, with Willie Banks of the U.S. re-elected for a second term.
● Coe told reporters in Budapest for the upcoming World Championships that he thinks Russian participation at the Paris 2024 Games in athletics is “unlikely” in view of the continuing invasion of Ukraine. His comments were met with the usual angry response from Russian officials.
● The World Athletics Annual Report was released, including financial statements which showed a $17.2 million loss on revenues of $54.9 million. The federation has reasonable reserves of $43.5 million, with another massive Olympic dividend coming in 2024.
● U.S. Soccer formally announced the resignation of Women’s National Team coach Vlatko Andonovski, with Twila Kilgore now the interim coach. Thanks to the new revenue-sharing agreement reached with the Men’s National Team, the U.S. women will receive more money in 2023 than they did for winning the Women’s World Cup in 2019! Australia’s semifinal loss to England drew the largest television audience in the country’s history, with a peak total of more than 11 million watching at the end.
● The much-awaited World Triathlon test event in Paris came off well on Thursday, as Britain’s Beth Potter raced to the win over France’s Cassandre Beaugrand, with no difficulties with water quality.
● World Championships: Sailing (Italy’s Tita and Banti sail away with Nacra 17 gold) = Shooting (China sweeps men’s and women’s 10 m Air Pistol wins) ●
● Panorama: Brisbane 2032 (Greens mayoral candidate wants Gabba remodel ended) = PanAm Sports (Adrian among final five all-time honorees) = Boxing (IBA urges national federations to stay affiliated) = Chess (FIDE bans transgender women from women’s division) ●
1.
Coe re-elected 192-0 as World Athletics President
British Olympic icon and two-term World Athletics President Sebastian Coe was re-elected for a third and final term as the head of the federation on Thursday. The vote was 192-0, with three abstentions.
Coe was first elected in 2015, taking over for the disgraced Lamine Diack (SEN) and having to work through the financial chaos of an internal scheme run by Diack that siphoned off sponsorship money and extorted funds from Russian athletes to cover up doping positives, plus the state-sponsored Russian doping scandal.
He introduced the Athletics Integrity Unit in 2017 and has taken steps to improve the federation’s governance and processes, but remains criticized for his sport’s unsure public profile and popularity, an area he says is a primary focus for the future.
Elected as the four Council Vice Presidents:
● Raul Chapado (ESP), a Spanish Olympian in the men’s triple jump in 2000 and head of the Spanish Athletics Federation.
● Ximena Restrepo (CHI), re-elected as a Vice President; a four-time Olympian and 1992 bronze medalist in the women’s 400 m, formerly the General Secretary of the Chilean federation.
● Adille Sumariwalla (IND), a 1980 Olympian in the men’s 100 m, head of the Athletics Federation of India and a founder and managing director of multiple advertising and communications companies.
● Jackson Tuwei (KEN), the head of Athletics Kenya, and a former military officer.
Tuwei’s election is quite remarkable in view of Kenya’s continuing doping issues, so severe that the Athletics Integrity Unit had to assign its managing director to take charge of reforming the situation.
Also elected were 13 members of the World Athletics Council, from a very large field of 27. American Willie Banks was re-elected for a second term as a member, and long-time Council members Abby Hoffman (CAN) and Nawal El Moutawakel (MAR) were also re-elected.
Long-time Council member Sergey Bubka (UKR) did not stand for re-election, but Ukraine will be represented by Nataliia Dobrynska, the 2008 Olympic winner in the heptathlon and a Vice President of the national federation.
2.
Coe thinks Russian participation in Paris “unlikely”
After the election, Coe talked to reporters on Thursday about the situation with Russia, which World Athletics has had on suspension since 2015 for doping issues and although reinstated on that issue, continues to keep them out of competitions in view of its invasion of Ukraine:
“I don’t have a crystal ball, I follow world events in the same way that you all do.
“Our position is very clear. The Council has made that position clear. The new Council – and I’m not going to speak for them in advance – but I would be very surprised if there is any shift in that position.
“We have certainty and we’ve done it for reasons of integrity of competition. We will of course monitor that situation.
“We have risk committees, we have working groups that will always be wanting to be across that and what might the circumstances look like if there’s any shift in the situation but I have to say that looks unlikely at the moment with where we are with events in Ukraine.
“I think we made the right decision as an international federation, but it was made thanks to the task force; we didn’t just close the door and say ‘you are suspended.’ We are working closer with the Russian Anti-Doping Agency, we continue to work with them to understand that they can be reintroduced as clean athletes. This work will continue. There was a lot of criticism even from the International Olympic Committee, but it was important that we had a process that our association stood behind.”
The Russian response was quick and unhappy:
● Former sports minister Pavel Kolobkov told the Russian news agency TASS:
“I had a long history of relationships with Coe, from which I concluded that he was not an independent person, and all the agreements that we had with him were never fulfilled by World Athletics.
“I fulfilled all my obligations to this organization a long time ago, but the return of our athletes to the international arena was repeatedly postponed under various unreasonable pretexts. It is obvious that World Athletics was guided by biased circumstances and far-fetched requirements.
“Representatives of World Athletics, who worked in our country, stated that we had fulfilled all the requirements. The question is brewing: why did all this happen at all? We have always built partnerships, but we have not seen any response from that side. Therefore, there are no hopes for positive for I didn’t feed the movement from World Athletics to Russia. It was high time to conclude that they are neither partners nor friends to us.”
● The Chair of the State Duma Committee on Physical Culture and Sports, Dmitry Svishchev added:
“The International Federation has expressed its politicized position on this issue.
“Instead of developing sports, defending the interests of athletes, and Coe, I note that he himself is a former athlete, president of World Athletics, even neglects the recommendations of the International Olympic Committee, which spoke about the admission of athletes in a neutral status. His position is incomprehensible, illogical, and I wonder how he argues it. And the first thing I would do in the place of the leadership of the All-Russian Athletics Federation would be to ask Coe for clarification on this issue .
“Previously, he said that Russia must fulfill financial conditions, resolve all issues related to the fight against doping. Now the reason is not even indicated. I think that he is still not saying something, so there are some disagreements that he does not want to voice? In general, nothing surprising or unusual. Of course, we would like to compete at the Olympics in athletics, this is a larger percentage of all Olympic medals, and our chances are good. We know the names of each of our athletes who are capable of this. There is still time, we need to fight for the right of our athletes to participate in the Games.”
The legendary figure skating coach, Tatyana Tarasova, cast further doubt on Russians in Paris in 2024:
“Not only athletics, but also the rest will not be allowed in. No one will be allowed in until this [invasion of Ukraine] is over. This trend will also be in other sports, this is just the beginning.”
3.
World Athletics in 2022: $17.2 mil. loss, $43.5 mil. reserves
World Athletics posted its annual report and financial statements for 2022 on Thursday, with a significant loss for the year of $17.222 million, but reserves of $43.484 million.
This is in line with the stated strategy of taking the $39.478 million Olympic television money it receives and spending it down over the following three years, until the next Olympic Games comes along (two years in the case of the delayed Tokyo payout).
World Athletics broadcast and sponsorship revenues for 2022 – with no Olympic dividend – were steady, with cash income of $37.052 million, up from $34.817 million in 2021. A large increase in value-in-kind income for 2022 pushed the statement total to $48.724 million vs. $38.241 million in 2021. The statements did not indicate the specific nature of the increase in in-kind goods and services.
With the smaller revenue areas added in, total revenue for 2022 was $54.923 million, down from $82.869 million – with the Olympic television money – in 2021.
Expenses zoomed, however, from $52.648 million in 2021 to $72.002 million in 2022. Most of the increase – $18 million – came from increased costs for the World Championships, World Indoor Championships and World U-20 Championships held in 2022 – more than $7 million – and an additional $9.3 million in “Value in kind commissions,” paid to an outside agency, assumed to be Dentsu, the federation’s long-time marketing partner.
The federation showed $61.653 million in assets, down from $82.386 at the end of 2021 (due to the Olympic dividend), with $43.484 million in reserves and $46.061 in cash and equivalents.
Coe’s comments in the report were, of course, positive toward the future:
“We have great foundations in place. We are seeing more stars grow in our sport through the athlete stories we and the media are telling. And we are actively looking at ways to raise them even higher, helping our athletes become more famous through special features, documentaries and making them more available to fans and media. Performance is key but personalities and passions are also important connectors.
“We have never had such a good opportunity to grow athletics as we have over the next few years.”
¶
The federation had good news on Thursday, announcing a sponsorship from Deloitte, “will provide a wide range of digital consulting services and sports operations and platforms to World Athletics and the World Athletics Series events from 1 January 2024 until 31 December 2029.”
This is in the “Supporter” classification – a new level – and builds on Deloitte’s TOP sponsorship with the International Olympic Committee.
4.
Andonovski steps down, Kilgore interim U.S. women’s coach
The U.S. Soccer Federation formally announced the resignation of U.S. Women’s National Team coach Vlatko Andonovski (MKD) on Thursday, with assistant coach Twila Kilgore to serve as interim coach for the two September friendlies with South Africa.
Said Andonovski in a statement:
“It’s been the honor of my life to coach the talented, hard-working players of the USWNT for the past four years.
“I’m very optimistic for the future of this program, especially considering all the young players that got opportunities over the past few years who will no doubt be leaders and impact players moving forward. While we are all disappointed by the outcome at this year’s World Cup, I am immensely proud of the progress this team has made, the support they’ve shown for each other, and the inspiration they’ve provided for players around the world.
“I will be forever thankful to the U.S. Soccer Federation for giving me the chance to coach this remarkable team.”
U.S. Soccer’s Sporting Director Matt Crocker (WAL) will lead the coaching search, with the 2024 Olympic Games in Paris less than a year away. The U.S. women are already qualified for the tournament.
¶
Although the U.S. team left the Women’s World Cup in the round-of-16, they will receive more money than they did for winning in 2019!
That’s thanks to the generosity of the men’s National Team, which agreed to pool its World Cup prize money with the women and split it:
● For the 2022 FIFA World Cup, the U.S. men reached the round-of-16, losing to the Netherlands (four-game total: three goals, four given up). For that, FIFA paid $13.00 million to U.S. Soccer.
● At the 2023 FIFA Women’s World Cup, the U.S. women were also knocked out in the round-of-16, to Sweden (four-game total: four goals, one given up), and will receive $1.87 million.
Pooled together, the pot is $14.87 million, meaning both teams – men and women – will receive $7.435 million, almost double the $4.00 million the women’s team got for winning the 2019 Women’s World Cup!
¶
Australia’s run to the Women’s World Cup semifinals set a record for television viewing, with Channel Seven reporting an average audience of 7.13 million and a peak of 11.15 million. That’s the biggest viewing audience in Australian history.
Pretty impressive for a country with a total population of 25.69 million!
Same story in Great Britain for the Lionesses’ match with the Matildas, with the BBC reporting a peak audience of 7.3 million on BBC One and another 3.8 on streaming platforms, for a total of 11.1 million who saw some part of the game. The British population as of 2021 was 67.33 million.
¶
Reader David Bettwy noted that yesterday’s notes on the betting line for the Spain-England final were incomplete.
While Spain is the favorite (Thursday’s odds) at +160-170 and England at +175-190, there is also a line for a draw – score tied after 90 minutes and not counting extra time or a penalty shoot-out. That’s at +185-210, the least-likely outcome according to the sharpies.
To flat-out win the tournament, Spain is -110 and England is +100. Translation: a wager of $110 on Spain is needed to win $100, but $100 placed in the Lionessses would return $100.
5.
Britain’s Potter beats Beaugrand in Paris Triathlon test
The Paris 2024 triathlon test event went off as scheduled on Thursday and Britain’s emerging star Beth Potter passed the test best with a 1:51:40 victory over France’s Cassandre Beaugrand (1:51:46).
Potter is having a career season, winning two events on the World Triathlon Championship Series tour and finishing second once, but came out of the 1.5 km swim in the Seine River in 20th place. She got up to 15th by the end of the 40 km bike phase, and then took off on the run.
Potter was a 2016 Olympian for Britain in the women’s 10,000 m and knew exactly what to do in the 10 km run, picking off one runner after another and was soon at the front with Beaugrand, who won the World Sprint Championship in July. Potter finished with the fastest time in the field – 32:57 – and won by six seconds. Beaugrand’s 33:07 was second-best, but gave her a nine-second edge over Laura Lindemann (GER: 1:51:59).
Said the winner, “This was my main goal for the season and I ticked it off, I am super happy.”
The U.S. had five in the top 16, with Taylor Knibb finishing fifth (1:52:04), Taylor Spivey in 10th (1:52:46), Katie Zaferes in 12th (1:52:57), Kirsten Kasper in 15th (1:53:29) and Summer Rappaport in 16th (1:53:53). Under the USA Triathlon selection criteria, Knibb’s fifth puts her on the Paris 2024 team.
The water quality of the Seine was more than sufficient, and the test event will continue through Sunday (20th).
≡ WORLD CHAMPIONSHIPS ≡
● Sailing ● The first Olympic-class events at the 2023 World Sailing Championships have been concluded, with familiar faces back on the podium.
In the Nacra 17 multi-hull category, the Tokyo Olympic gold medalists, Ruggero Tita and Caterina Banti were the decisive victors, scoring a net 31 points and winning 11 of the 16 races. The British duo of John Gimson and Anna Burnet, the Tokyo runners-up and 2020-21 World Champions in this class, finished second with 57 points and Sweden’s Emil Jarudd and Hanna Jonsson scored 66 for third.
The top American boat, with Sarah Newberry Moore and David Liebenberg, finished 18th (159).
In the revamped, mixed-crew 470 class, Japan’s Keiju Okada and Miho Yoshioka (the 2018 World Champion in the women’s 470) took the title with just 50 points, taking three wins and six top-3 finishes. Jordi Xammar, the Tokyo bronze medalist in the men’s 470, and Nora Brugman, of Spain were second at 86, with the second Japanese crew – Tetsuya Isozaki and Yurie Seki – third with 91.
The top U.S. crew, Stuart McNay and Lara Dallman-Weiss, were also 18th (135).
Competition continues through Sunday.
● Shooting ● China swept the first two events of the World Shooting Championships, in the men’s and women’s 10 m Air Pistol.
Bowen Zhang – fifth last year – took the men’s gold, scoring 244.3 to edge Tokyo Olympic silver medalist Damir Mikec (SRB: 240.8) in the final. Bulgaria’s Kiril Kirov was third (215.7).
In the women’s final, Tokyo bronze winner Ranxin Jiang won a tight final against Greece’s Rio bronze medalist, Anna Korakaki, 239.8-238.3, with China’s Xue Li taking the bronze (218.9).
The U.S. had no finalists in either event. Competition continues throughout the rest of August.
≡ PANORAMA ≡
● Olympic Games 2032: Brisbane ● Greens politician Jonathan Sriranganathan was the city council member representing the area that includes The Gabba stadium, and now is campaigning to be mayor of Brisbane in March 2024:
“I’m very unapologetic about the fact that my politics are quite radical. Our political system has been completely hijacked by big business and we need to transform almost everything from the bottom up.”
He wants Queensland to end the A$2.7 billion plan to renovate The Gabba stadium and the surrounding area for the Games:
“It’s utterly ridiculous that we’re spending billions of dollars on stadiums rather than reusing existing facilities. The government needs to spend a lot more time addressing the housing crisis, the climate crisis and other urgent issues that so many people are concerned about.”
His candidature is considered a long shot, but the mayoral election is expected to be hotly contested.
● PanAm Sports ● American swimming star Nathan Adrian was honored with a spot in the final report on the top 75 athletes to compete at the Pan American Games.
The short list for 2018 to 2022 began with Adrian, who won the London 2012 Olympic 100 m Freestyle and four more golds on relays on 2008-12-16, plus 10 World Championships golds, all on relays. After returning from testicular cancer, he was a star at the 2019 Pan American Games in Lima, winning golds on two relays, and silvers in the 50-100m Frees and on the U.S. men’s 4×100 m Free relay.
● Boxing ● The Dutch Boxing Association (Nederlandse Boksbond) posted a statement on Monday, which stressed caution in moving ahead with its membership in the new World Boxing organization, including:
“In the coming period, the Dutch Boxing Association will therefore appoint an external and independent adviser. This advisor must objectively assess the current situation of the Dutch Boxing Association with regard to the route taken and will thereby analyze our international position.”
This followed an outline of what the federation has already done:
“The Dutch Boxing Association has submitted an application for WorldBoxing membership after the withdrawal of the IOC recognition from the IBA and after the amendment of the articles of association at the members’ meeting, in which the aim to maintain the Olympic status of boxing emerged. This moment was important because of the closing date this month. The membership application is a condition to become a member at the World Boxing opening congress in November.
“The Dutch Boxing Association can be admitted as a member if all conditions to become a member are met. There is therefore no definitive membership at the moment, as membership still needs to be confirmed in November 2023. The membership of various countries in WorldBoxing and the recent decision-making by the IOC give reason to consider WorldBoxing as the most logical option for the preservation of Olympic boxing. In line with this, the Dutch Boxing Association is therefore striving to become a member of WorldBoxing.”
The International Boxing Association seized on the appointment of an adviser to urge other national federations to stay put, but acknowledges that its position regarding Olympic boxing is weak:
“Seeking a solution to allow for their athletes to compete at the Olympics is truly understandable, as many of National Federations are dependent on Olympic funds from the state/NOCs. However, the Olympics represents only 248 elite athletes in total. To get there, a boxer must go from grassroots to the top gradually, gaining experience and fighting the best to excel. In addition, there are 4 years in between the Games, and the boxers need to train and compete to develop their skills, grow professionally while also making a living to get them to the next Olympic cycle.
“IBA provides all these opportunities today, while the alternative organization does not. IBA has secured the budget for the next 4-year cycle that includes IBA’s events portfolio, prize money fund, Financial Support Program (FSP) and various development initiatives. Moreover, there are not any guarantees that the alternative organization will receive IOC recognition, because this process is quite long and complicated. At the same time, IBA positively estimates its chances to demonstrate before the Court of Arbitration for Sport in a fair procedure the progress achieved recently within the governance, finances, and integrity of the competitions.”
However, the IBA does not allow dual membership of federations, and so is forcing a choice of the IBA (non-Olympic) or World Boxing (might be Olympic), and has already suspended the Dutch federation, although the federation has pointed out that it has not terminated its IBA membership.
Not the route usually taken to keep members from leaving. And, as usual, the IBA’s claim that it has secured its future funding comes with no details as to whom the funding will come from.
● Chess ● The International Chess Federation (FIDE), an IOC-recognized federation, approved new regulations concerning transgender players that will become effective on 21 August, stating:
“In the event that the gender was changed from a male to a female the player has no right to participate in official FIDE events for women until further FIDE’s decision is made. Such decision should be based on further analysis and shall be taken by the FIDE Council at the earliest possible time, but not longer than within 2 (two) years period. There are no restrictions to play in the open section for a person who has changed the gender.”
and
● “If a player holds any of the women titles, but the gender has been changed to a man, the women titles are to be abolished. Those can be renewed if the person changes the gender back to a woman and can prove the ownership of the respective FIDE ID that holds the title.”
● “If a player has changed the gender from a man into a woman, all the previous titles remain eligible. The player may use only the published rating at the time the registration was changed, and all subsequent ratings when applying for women titles. No peak ratings or results that have been reached before the official gender change may be used to qualify for women titles after the legal gender change.”
Ratings are critical in chess as they help determine eligibility to enter tournaments.
Russian State Duma sports committee chair Svishchev opined to TASS of the changes:
“The decision of the International Chess Federation is absolutely correct.
“Other international sports organizations should do the same. There is not a single reason for transgender people to compete with other athletes on a common basis. In addition to the possible advantage, there are also many moral and ethical aspects that for an ordinary athlete can become insurmountable. In addition, we hear various news about the performances on the general basis of transgender people who have not even completely changed their gender.
“I consider this unacceptable and I strongly recommend that all international federations do not allow transgender people to compete on the general rules. There should be separate tournaments for such athletes.”
Pro-trans groups questioned why such new regulations are necessary in a sport which does not rely on physical exertion.
¶
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Bad Moms
From Wikipedia, the free encyclopedia
Bad Moms
Theatrical release poster
Directed by * Jon Lucas
* Scott Moore
Written by * Jon Lucas
* Scott Moore
Produced by * Bill Block
* Suzanne Todd
Starring * Mila Kunis
* Kristen Bell
* Kathryn Hahn
* Jay Hernandez
* Jada Pinkett Smith
* Christina Applegate
Cinematography Jim Denault
Edited by * Emma E. Hickox
* James Thomas
Music by Christopher Lennertz
Production * STX Entertainment
companies * H. Brothers
* Tang Media Productions
* Virgin Produced
Distributed by STX Entertainment
Release dates * July 19, 2016 (New York City)
* July 29, 2016 (United States)
Running time 101 minutes [1]
Country United States
Language English
Budget $22 million[2]
Box office $183.9 million[3]
Bad Moms is a 2016 American comedy film directed and written by Jon Lucas and Scott Moore. The film stars an ensemble cast that includes Mila Kunis, Kristen Bell, Kathryn Hahn, Jay Hernandez, Annie Mumolo, Jada Pinkett Smith, and Christina Applegate.
Principal photography began in January 2016 in New Orleans and finished in March. The film premiered on July 19, 2016, in New York City and was theatrically released on July 29, 2016, by STX Entertainment. It received mixed reviews from critics and grossed over $183 million worldwide, the first film from STX to gross $100 million domestically. A sequel, A Bad Moms Christmas, was released on November 1, 2017.[4]
Amy Mitchell is a 32-year-old woman living in the Chicago suburbs with her kids, Jane and Dylan; her husband, Mike; and their dog, Roscoe. She works as a sales rep for a coffee company, prepares healthful lunches for her children, does their homework for them, goes to all of their extracurricular activities, and is active in the school’s PTA, which is run by the domineering Gwendolyn James and her cronies, Stacy and Vicky.
When Amy catches Mike cheating on her with a camgirl, she kicks him out and attempts to keep everything together. After a particularly stressful day, Amy publicly quits the PTA because of Gwendolyn's overzealous bake sale. At a nearby bar, she meets Carla Dunkler, a laid-back, sexually-active single mom of one son, Jaxon, and Kiki Moore, a stay-at-home mom of four who admires Amy's dissent. Amy and Carla are irritated to see that Kiki's husband is domineering since he expects her to take care of all of the kids and the house without any help, and Amy and Kiki are taken aback by Carla's very hands-off approach to parenting.
The three embark on an all-night bender, which inspires Amy to loosen up with her kids. Amy wants to start dating again but is inexperienced, as she had a shotgun marriage at 20. She ultimately strikes up a conversation with Jessie Harkness, a kind and handsome widowed father who has a crush on her, which leads to the two of them kissing.
When Amy brings store-bought donut holes to the bake sale, she draws the ire of Gwendolyn, who uses her PTA authority to get Jane benched from the soccer team. Angered, Amy decides to run for PTA president against her. A meet-and-greet at Amy's draws only one visitor, who tells them that Gwendolyn has launched a rival party at her own house that is catered by Martha Stewart. The other moms and Martha swiftly abandon Gwendolyn's party when it becomes clear that she intends to lecture them all evening, which leads to a successful party at Amy's house. After the party, Jessie shows up after Carla used Amy's phone to booty-text him, which leads to him and Amy having sex.
Gwendolyn responds to Amy’s antics by putting joints in Jane's locker, framing Jane, and getting her kicked out of the soccer team. Jane becomes upset with Amy for her selfishness and goes to stay with Mike, who has agreed to an amicable divorce, along with Dylan and Roscoe. To make matters worse, Amy‘s boss, Dale Kipler, fires her for taking too much time off.
A despondent Amy stays home during the PTA election, but is fired up by Carla and Kiki. At the event, Amy gives an inspiring speech about how overworked moms need to take time off, do fewer and less stressful events, and most importantly, allow themselves to make mistakes. She wins by a landslide and winds up comforting a devastated Gwendolyn, who reveals that her life is not as perfect as she claimed it to be.
Weeks later, Amy reconciles with her kids. Her approach has also led to positive changes: Jane has been reinstated to the soccer team and stresses out less, Dylan applies himself, Kiki makes her husband help out with the kids, Carla is more responsible and hands-on, Gwendolyn is kinder with everyone else, and all of the other moms feel more energized. Amy gets her job back with much better compensation after Dale sees how much he took her for granted, and she continues to see Jessie. Gwendolyn invites Amy, Carla, and Kiki for a day of fun on her husband's private jet.
The end credits feature the cast of the film being interviewed with their real-life mothers.
* Mila Kunis as Amy Redmond-Mitchell
* Kristen Bell as Kiki Moore
* Kathryn Hahn as Carla Dunkler
* Christina Applegate as Gwendolyn James
* Jada Pinkett Smith as Stacy
* Annie Mumolo as Vicky
* Jay Hernandez as Jessie Harkness
* Oona Laurence as Jane Mitchell, Amy's daughter and Dylan's older sister
* Emjay Anthony as Dylan Mitchell, Amy's son and Jane's younger brother
* David Walton as Mike
* Clark Duke as Dale Kipler
* Wanda Sykes as Dr. Karl
* Wendell Pierce as Principal Burr
* J. J. Watt as Coach Craig
* Megan Ferguson as Tessa
* Lyle Brocato as Kent
* Cade Cooksey as Jaxon Dunkler, Carla's son
* Martha Stewart as herself
* Eugenia Kuzmina as Russian Mom
* Lilly Singh as Cathy
On April 30, 2015, it was announced that Jon Lucas and Scott Moore were set to direct an untitled female-led comedy, based on their own original script.[5] Bill Block of Block Entertainment and Raj Brinder Singh of Merced Media Partners would produce the film, along with Judd Apatow and Josh Church through Apatow Productions, while Merced Media financing the film.[5] Leslie Mann was set to star in the lead role.[5] This was Bill Block's first film produced through Block Entertainment after leaving QED International.[5] Paramount Pictures acquired the film's distribution rights on May 8, 2015.[6] The film was sold to different international distributors at the 2015 Cannes Film Festival.[7] On June 1, 2015, Mann and Apatow exited the film because of scheduling conflicts.[8]
On October 26, 2015, it was reported that Paramount had left the project, with STX Entertainment coming on board to handle the American distribution.[9] Mila Kunis, Christina Applegate, and Kristen Bell joined the film, starring in its lead roles, while Suzanne Todd produced the film along with Block.[9] On January 11, 2016, Jada Pinkett Smith and Kathryn Hahn joined the film, with Smith playing Applegate's blunt best friend, and Hahn also playing a mother.[10] It was later revealed that Oona Laurence had also joined the cast.[11]
Principal photography on the film began on January 11, 2016, in New Orleans[10][12] and concluded on March 1, 2016.[13]
In May 2015, Paramount set the film's release date for April 15, 2016,[6] but later, in July 2015, the studio moved the film out to a new unspecified release date.[14] STX Entertainment later bought the distribution rights to the film, which was scheduled for August 19, 2016, before it was eventually released on July 29, 2016, with release dates swapped with The Space Between Us.[15]
Bad Moms grossed $113.2 million in the United States and Canada and $70.7 million in other territories for a worldwide total of $183.9 million, against a budget of $20 million.[3] It was released there on July 29, 2016, alongside Jason Bourne and Nerve, and was projected to gross around $25 million in its opening weekend from 3,215 theaters.[16] The film grossed $2.1 million from Thursday night previews and in its opening weekend, the film grossed $23.8 million and finished at the box office.[17] On September 3, the film crossed $100 million domestically and became STX Entertainment's first film to do so.[18] Deadline Hollywood calculated the net profit of the film to be $50.8 million, when factoring together all expenses and revenues.[19]
Bad Moms was released on DVD and Blu-ray on November 1, 2016, by Universal Studios Home Entertainment.
Bad Moms received mixed reviews. On Rotten Tomatoes the film has an approval rating of 59% based on 172 reviews with an average rating of 5.60/10. The site's critical consensus reads, "Bad Moms boasts a terrific cast and a welcome twist on domestic comedy – and they're often enough to compensate for the movie's unfortunate inability to take full advantage of its assets."[20] On Metacritic, the film has a score of 60 out of 100 based on 34 critics, indicating "mixed or average" reviews.[21] Audiences polled by CinemaScore gave the film an average grade of "A" on an A+ to F scale.[22]
IGN gave the film 7/10, saying, "[t]he uneven Bad Moms is an entry in the slobs versus snobs genre that never quite realizes its full comedic potential."[23] Chris Nashawaty of Entertainment Weekly gave it an A−, writing: "beneath all of its hard-R partying, rebellious debauchery, and profanity, it taps into something very real and insidious in the zeitgeist. It's one of the funniest movies of the year—and one of the most necessary."[24] Peter Travers of Rolling Stone gave it 2½ stars out of 4, with Travers saying: "the movie cops out by going soft in the end, but it's still hardcore hilarity for stressed moms looking for a girls night out".[25]
The A.V. Club's Jesse Hassenger opined that Bad Moms "sells its characters' struggle short by shuffling their kids off screen whenever it's convenient, and not even in the name of comical neglect; there always seems to be time and money to get a sitter. ... at times turns the movie into a referendum on unhelpful husbands of well-off moms, rather than the absurdities of Perfect Mom culture."[26] Lindsey Bahr of the Associated Press wrote, "Bad Moms had so many opportunities to be great, edgy and insightful, but instead settles for the most milquetoast commentary possible on modern motherhood."[27]
For the 43rd People's Choice Awards, held on January 18, 2017, the film achieved accolades by winning the Favorite Comedy Movie and also garnered a nomination for Kristen Bell for Favorite Comedic Movie Actress.[28]
Sequel and cancelled films
A Bad Moms Christmas (2017)
In October 2016, STX Entertainment announced a spin-off film, Bad Dads, and set a release date for July 14, 2017.[29][30] However, by December 2020, the film seems to have been delayed, with a new release date not set. In addition, it has been delisted from Box Office Mojo.[31]
In April 2019, it was announced that Susan Sarandon, Christine Baranski, and Cheryl Hines had signed up to appear in a sequel to A Bad Moms Christmas titled Bad Moms' Moms.[32] As of 2025, there have been no updates or further information about the film, and it is likely that it was silently cancelled.[33]
In February 2018, it was reported that Fox was developing an unscripted reality TV series that would take the films' premise of imperfect parents and shift the focus to real-life moms. The series was to be co-produced by Fox Alternative Entertainment and TX Television.[34]
Bad Moms: The Novel was published in 2020. It was written by Nora McInerny based on the film.[35]
1. ^ "Bad Moms (15)". British Board of Film Classification. August 4, 2016. Archived from the original on August 22, 2016. Retrieved August 5, 2016.
2. ^ FilmL.A. (May 2017). "2016 Feature Film Study" (PDF). FilmL.A. Feature Film Study. Retrieved June 29, 2017.
3. ^ a b "Bad Moms (2016)". Box Office Mojo. Retrieved April 21, 2017.
4. ^ "'A Bad Moms Christmas' Trailer: Santa Lap Dancing, Susan Sarandon & Naked Justin Hartley". Deadline Hollywood. September 6, 2017. Retrieved September 15, 2017.
5. ^ a b c d Fleming, Mike Jr. (April 30, 2015). "Leslie Mann Set To Star, 'Hangover' Scribes Jon Lucas & Scott Moore To Direct Untitled Comedy". Deadline Hollywood. Retrieved May 9, 2015.
6. ^ a b Sneider, Jeff (May 8, 2015). "Leslie Mann Comedy From Producer Judd Apatow Lands at Paramount". thewrap.com. Retrieved May 9, 2015.
7. ^ McNary, Dave (May 15, 2015). "Cannes: Leslie Mann-Judd Apatow Comedy Sees Strong Sales". Variety. variety.com. Archived from the original on February 23, 2018. Retrieved July 28, 2015.
8. ^ Fleming, Mike Jr. (June 1, 2015). "Leslie Mann & Judd Apatow Exit 'Bad Moms'". Deadline Hollywood. Retrieved October 27, 2015.
9. ^ a b Kit, Borys (October 26, 2015). "Mila Kunis, Christina Applegate, Kristen Bell to Star in Mom Comedy". The Hollywood Reporter. Retrieved October 27, 2015.
10. ^ a b Busch, Anita (January 11, 2016). "Jada Pinkett Smith & Kathryn Hahn Join STX's Mom Comedy". Deadline Hollywood. Retrieved January 14, 2016.
11. ^ Coffin, Lesley (January 17, 2016). "Interview: Stars of Lamb Ross Partridge and Oona Laurence". TheMarySue.com. Retrieved January 17, 2016.
12. ^ Scott, Mike (November 2, 2015). "R-rated comedy, previously titled 'Bad Moms', to bring Mila Kunis, Kristen Bell, and Christina Applegate to New Orleans". nola.com. Retrieved November 3, 2015.
13. ^ "On the Set for 3/4/16: It's Morphin' Time as Cameras Start Rolling on 'Power Rangers' While Kristen Bell & Jada Pinkett Smith Wrap-up 'Bad Moms'". SsnInsider.com. March 4, 2016. Archived from the original on March 6, 2016. Retrieved March 4, 2016.
14. ^ McNary, Dave (July 27, 2015). "Richard Linklater Baseball Comedy to Release April 15". variety.com. Retrieved July 28, 2015.
15. ^ "Comedy 'Bad Moms', Sci-Fi Film 'The Space Between Us' Swap Release Dates". The Hollywood Reporter. March 14, 2016. Retrieved March 14, 2016.
16. ^ "'Jason Bourne' Should Lead Box Office, But Not Ladies Looking For 'Bad Moms' & 'Nerve' – B.O. Preview". Deadline Hollywood. July 26, 2016.
17. ^ Brad Brevet (July 31, 2016). "'Jason Bourne' Tops Weekend with $60M; 'Star Trek Beyond' Suffers Big Second Weekend Drop". Box Office Mojo. Retrieved July 31, 2016.
18. ^ Anthony D'Alessandro (September 3, 2016). "'Bad Moms' Sleeps Its Way To The Top Of The B.O.; Becomes STX's First $100M Domestic Hit". Deadline Hollywood. Retrieved September 3, 2016.
19. ^ Fleming, Mike Jr. (March 30, 2017). "The Outliers Of 2016: Smaller Movies With Big Profits". Deadline Hollywood.
20. ^ "Bad Moms (2016)". Rotten Tomatoes. Retrieved August 26, 2023.
21. ^ "Bad Moms reviews". Metacritic. Retrieved July 30, 2016.
22. ^ "CinemaScore". cinemascore.com. Archived from the original on September 16, 2017. Retrieved August 4, 2021.
23. ^ Lasser, Josh (July 28, 2016). "A week in the life of a suburban parent". IGN. Retrieved July 30, 2016.
24. ^ Nashawaty, Chris (July 28, 2016). "Bad Moms: EW review". Entertainment Weekly. Retrieved July 30, 2016.
25. ^ Travers, Peter (July 28, 2016). "'Bad Moms' Review: A 'Hangover' for Stressed Mothers". Rolling Stone. Retrieved July 30, 2016.
26. ^ Hassenger, Jesse (July 28, 2016). "Bad Moms alternates satire with easy answers". The A.V. Club. Retrieved July 30, 2016.
27. ^ Bahr, Lindsey (July 28, 2016). "REVIEW: 'BAD MOMS' FLIRTS WITH ANARCHY, COMES UP SHORT". Associated Press. Retrieved July 30, 2016.
28. ^ "People's Choice Awards 2017". People's Choice Awards. Archived from the original on November 17, 2016. Retrieved January 9, 2017.
29. ^ Gaulppo, Mia (October 10, 2016). "STX Plans 'Bad Moms' Spinoff Film 'Bad Dads'". The Hollywood Reporter. Retrieved October 10, 2016.
30. ^ D'Alessandro, Anthony (October 10, 2016). "STX's 'Bad Moms' Gives Birth To Spinoff 'Bad Dads' For 2017". Deadline Hollywood. Retrieved April 16, 2017.
31. ^ "Bad Dads". Box Office Mojo. Retrieved April 16, 2017.
32. ^ "Susan Sarandon signs up for Bad Moms' Moms". The List. April 3, 2019. Retrieved July 5, 2019.
33. ^ Webber, Stephanie (June 21, 2021). "Susan Sarandon Hopes 'Bad Moms' Moms' Script Comes Together". Us Weekly. Retrieved February 9, 2025.
34. ^ O'Connell, Mikey (February 8, 2018). "Fox Developing 'Bad Moms' Unscripted Series (Exclusive)". The Hollywood Reporter.
35. ^ "Bad Moms". Harper Collins Publishers. Retrieved October 14, 2025.
Wikiquote has quotations related to Bad Moms.
* Official website
* Bad Moms at IMDb
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257
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Bad Moms (2016) - Full cast & crew
Jump to
Edit
See agents for this cast & crew on IMDbPro
Directors
Edit
* Jon Lucas
Jon Lucas
directed by
* Scott Moore
Scott Moore
directed by
Writers
Edit
* Jon Lucas
Jon Lucas
written by &
* Scott Moore
Scott Moore
written by
Cast
Edit
(in credits order) verified as complete
* Mila Kunis
Mila Kunis
Amy
* Kathryn Hahn
Kathryn Hahn
Carla
* Kristen Bell
Kristen Bell
Kiki
* Christina Applegate
Christina Applegate
Gwendolyn
* Jada Pinkett Smith
Jada Pinkett Smith
Stacy
* Annie Mumolo
Annie Mumolo
Vicky
* Oona Laurence
Oona Laurence
Jane
* Emjay Anthony
Emjay Anthony
Dylan
* David Walton
David Walton
Mike
* Clark Duke
Clark Duke
Dale Kipler
* Jay Hernandez
Jay Hernandez
Jessie Harkness
* Wendell Pierce
Wendell Pierce
Principal Burr
* Leah McKendrick
Leah McKendrick
Sharon
* Megan Ferguson
Megan Ferguson
Tessa
* Lyle Brocato
Lyle Brocato
Kent
* Wanda Sykes
Wanda Sykes
Dr. Karl
* Cade Mansfield Cooksey
Cade Mansfield Cooksey
Jaxon
(as Cade Cooksey)
* J.J. Watt
J.J. Watt
Coach Craig
(as JJ Watt)
* Ann Mahoney
Ann Mahoney
Mousey Mom
* Samantha Beaulieu
Samantha Beaulieu
Tiger Mom
* Yuka Takara
Yuka Takara
Nearby Mom
* Jackie Tuttle
Jackie Tuttle
Mom Janet
* Adria Tennor
Adria Tennor
Conservative Mom
* Kelly Lind
Kelly Lind
Audrey
* Lena Clark
Lena Clark
Departing Mom
* Amy Brassette
Amy Brassette
Drunk Mom
* Christine Merrill
Christine Merrill
Drunk Mom
(as Karmen Capella)
* Donna Duplantier
Donna Duplantier
Vera
* Lindsey Garrett
Lindsey Garrett
Intense Mom
* Angela L. Larson
Angela L. Larson
Guilty Mom
(as Angela Larson)
* Christina DeRosa
Christina DeRosa
Heather
* Shauna Rappold
Shauna Rappold
Business Mom
* Lara Grice
Lara Grice
Tired Mom
* Elizabeth Newcomer
Elizabeth Newcomer
Stay at Home Mom
(as Elizabeth Elkins)
* Carrie Lazar
Carrie Lazar
Strange Mother
* Nina Millin
Nina Millin
Gina
* Yan Feldman
Yan Feldman
Bartender
* Jaylen Moore
Jaylen Moore
Steve
* David Simpson
David Simpson
Monotone Hipster
* Turner Crumbley
Turner Crumbley
Jeff
* Billy Slaughter
Billy Slaughter
Veterinarian
* Meghan Wolfe
Meghan Wolfe
Donut Hole Kid
* Jay Jablonski
Jay Jablonski
Man in Suit
* D.A. Obahor
D.A. Obahor
Moviegoer
(as Dickson Obahor)
* LaJessie Smith
LaJessie Smith
Kid Playing Abe
(as La'Jessie Smith)
* Eugenia Kuzmina
Eugenia Kuzmina
Alina
* Mary McCloud
Mary McCloud
Christina
(as Mary Margaret McCloud)
* Lilly Singh
Lilly Singh
Cathy
* Harry Beckstead
Harry Beckstead
Valet Theo
* Michele 'Shelley' Ziegler
Michele 'Shelley' Ziegler
Diane
(as Shelley Ziegler)
* Xanthus Valan
Xanthus Valan
Diane's Husband
* Martha Stewart
Martha Stewart
Martha Stewart
* Colin Egglesfield
Colin Egglesfield
Astronaut
* Elvira Kunis
Elvira Kunis
Mila Kunis's Mom
* Karen Hahn
Karen Hahn
Kathryn Hahn's Mom
* Lorelei Bell
Lorelei Bell
Kristen Bell's Mom
* Nancy Priddy
Nancy Priddy
Christina Applegate's Mom
* 'Gammy' Adrienne Banfield Norris
'Gammy' Adrienne Banfield Norris
Jada Pinkett Smith's Mom
(as Adrienne Banfield)
* Alice Mumolo
Alice Mumolo
Annie Mumolo's Mom
Rest of cast listed alphabetically
* Rachel Acuna
Rachel Acuna
PTA Mom
(uncredited)
* Sarah Kate Allsup
Sarah Kate Allsup
Party Mom
(uncredited)
* Kelly Angell
Kelly Angell
Zumba Woman
(uncredited)
* Chris Angerdina
Chris Angerdina
Coffee Shop Patron
(uncredited)
* Ava Alyse Anthony
Ava Alyse Anthony
Bake Sale Student
(uncredited)
* Kennedy Anthony
Kennedy Anthony
School Kid & Bake Sale Student
(uncredited)
* John L. Armijo
John L. Armijo
Valet
(uncredited)
* Charles Barber
Charles Barber
Dad
/Assistant Coach
(uncredited)
* Tony Beard
Tony Beard
Dad
(uncredited)
* Larry Bourne Jr.
Larry Bourne Jr.
Pedestrian
(uncredited)
* Tracy Brotherton
Tracy Brotherton
Party Mom
/PTA Mom
(uncredited)
* Justin Burkhamer
Justin Burkhamer
Shout Wipe Guy
(uncredited)
* Judy McGee Burley
Judy McGee Burley
Parent
(uncredited)
* Gabriel Byrd
Gabriel Byrd
Bake Sale Kid
(uncredited)
* Queen Byrd
Queen Byrd
Bake Sale Kid
(uncredited)
* Brady Calhoun
Brady Calhoun
Restaurant Patron
(uncredited)
* Kayla Carraway
Kayla Carraway
Cathy's Friend
(uncredited)
* Ron Centanni
Ron Centanni
Teacher
(uncredited)
* Rebecca Chulew
Rebecca Chulew
Driver
/Pedestrian
(uncredited)
* Michelle L. Clarke
Michelle L. Clarke
PTA Mom
(uncredited)
* Maggie Corbett
Maggie Corbett
Jesse's Fan
/Party Mom
(uncredited)
* Timothy Cornelius
Timothy Cornelius
Upscale Bar Patron
(uncredited)
* Karen Dalferes
Karen Dalferes
Soccer Mom
(uncredited)
* Riley Ewing
Riley Ewing
Tiger Kid #1
(uncredited)
* Ianello Garcino
Ianello Garcino
School Parent
(uncredited)
* Jessica Gillio
Jessica Gillio
Woman at the Bar
(uncredited)
* Brandon Guttuso
Brandon Guttuso
Cashier
(uncredited)
* Pixie Hankins
Pixie Hankins
School Girl
(uncredited)
* Julia Holt
Julia Holt
PTA Mom
/Party Mom
(uncredited)
* Ronnie Hooks
Ronnie Hooks
Whippet Mom
(uncredited)
* Alicia Davis Johnson
Alicia Davis Johnson
PTA Mom
(uncredited)
* Rachel Johnston
Rachel Johnston
Bored Mom
(uncredited)
* Allyson Leigh Jordan
Allyson Leigh Jordan
Party Mom
(uncredited)
* Tilton Lipoma
Tilton Lipoma
Anxious Mom
(uncredited)
* Zach Mooney
Zach Mooney
Kid at school
(uncredited)
* Mike R. Moreau
Mike R. Moreau
Creepy Corporate Guy
(uncredited)
* Christy Moritz
Christy Moritz
Disgusted Mom
(uncredited)
* Tia Nicholson
Tia Nicholson
PTA Mom
(uncredited)
* Gwen Parker
Gwen Parker
Lesbian Mom Kissing Carla
(uncredited)
* Leesa Pate
Leesa Pate
PTA Mom
(uncredited)
* Brittany Price
Brittany Price
Mom
(uncredited)
* Matthew Price
Matthew Price
Parent
(uncredited)
* Lisa Raziano
Lisa Raziano
Parent
(uncredited)
* Gus Rhodes
Gus Rhodes
Jonathan
(uncredited)
* William Schaff
William Schaff
Upscale Restaurant Patron
(uncredited)
* Kristina Scott
Kristina Scott
PTA Mom
/Shopper
(uncredited)
* Lisa Ann Smith
Lisa Ann Smith
Shocked mother
(uncredited)
* Kaila Spicer
Kaila Spicer
PTA Mom
(uncredited)
* Jack Teague
Jack Teague
School Office Worker
(uncredited)
* Taryn Terrell
Taryn Terrell
Brie
(uncredited)
* Michelle Torres
Michelle Torres
Party Mom
(uncredited)
* Dallas White
Dallas White
Busboy
(uncredited)
* Abigail Williams
Abigail Williams
Kid Patron
(uncredited)
* Christina Michelle Williams
Christina Michelle Williams
PTA Mom
(uncredited)
* Caelan Wolfe
Caelan Wolfe
Student
(uncredited)
* Tricia Wood
Tricia Wood
Bake Sale Mom
(uncredited)
* Brian Woodhouse
Brian Woodhouse
Dad with Minivan
(uncredited)
Producers
Edit
* Oren Aviv
Oren Aviv
executive producer
* Bill Block
Bill Block
produced by
* Adam Fogelson
Adam Fogelson
executive producer
* Mark Kamine
Mark Kamine
executive producer
* Robert Simonds
Robert Simonds
executive producer
* Donald Tang
Donald Tang
executive producer
* Suzanne Todd
Suzanne Todd
produced by
* Zhongjun Wang
Zhongjun Wang
executive producer
* Zhonglei Wang
Zhonglei Wang
executive producer
* Jerry Ye
Jerry Ye
executive producer
Composer
Edit
* Christopher Lennertz
Christopher Lennertz
music by
Cinematographer
Edit
* Jim Denault
Jim Denault
director of photography
Editors
Edit
* Emma E. Hickox
Emma E. Hickox
edited by
* James Thomas
James Thomas
edited by
Casting
Edit
* Cathy Sandrich Gelfond
Cathy Sandrich Gelfond
* Amanda Mackey
Amanda Mackey
Production Designer
Edit
* Marcia Hinds
Marcia Hinds
Art Director
Edit
* Scott Plauche
Scott Plauche
Set Decorator
Edit
* Kristin Bicksler
Kristin Bicksler
Costume Designer
Edit
* Julia Caston
Julia Caston
Makeup Department
Edit
* Gloria Belz
Gloria Belz
makeup artist
* Blythe Bickham
Blythe Bickham
hair stylist
* Margot Boccia
Margot Boccia
makeup department head
* Francesca Buccellato
Francesca Buccellato
key makeup artist
* Marcia Hamilton
Marcia Hamilton
hair stylist: to Ms. Pinkett Smith
* Michelle Johnson
Michelle Johnson
hair department head
* Heather Koontz
Heather Koontz
make-up: "b" unit, documentary unit
* Tracey Levy
Tracey Levy
makeup artist: Ms. Kunis
* Annabelle MacNeal
Annabelle MacNeal
makeup artist
* Kelly Reed
Kelly Reed
key hair stylist
Production Management
Edit
* Kirby Adams
Kirby Adams
executive in charge of production finance
* Betsy Alton
Betsy Alton
production supervisor
* David Candiff
David Candiff
head of post-production
* Ross Fanger
Ross Fanger
executive in charge of production / president: of physical production
* Mark Kamine
Mark Kamine
unit production manager
* Cathy Schulman
Cathy Schulman
executive in charge of production
* Tim Weyers
Tim Weyers
post-production supervisor
Second Unit Directors or Assistant Directors
Edit
* Jason Altieri
Jason Altieri
second unit: first assistant director
* Kat Candler
Kat Candler
second unit director
* Jason Chandler
Jason Chandler
second second assistant director: second unit
* Ashley Foster
Ashley Foster
additional second assistant director
* Dan Gutierrez
Dan Gutierrez
additional second assistant director
* Kristina Massie
Kristina Massie
second second assistant director
* Aaron J. Stone
Aaron J. Stone
second assistant director: second unit
* Xanthus Valan
Xanthus Valan
second assistant director
* Michele 'Shelley' Ziegler
Michele 'Shelley' Ziegler
first assistant director
Art Department
Edit
* Spencer J. Abadie
Spencer J. Abadie
painter
* Andrew W. Bofinger
Andrew W. Bofinger
buyer
* Rick Broderman
Rick Broderman
lead scenic artist
* Michael Calabrese
Michael Calabrese
lead person
* Patrick Calabrese
Patrick Calabrese
set dresser
* Steven P. Calabrese
Steven P. Calabrese
set dresser
* Luann Clarey
Luann Clarey
on-set painter (as Luanne Clarey)
* Daniel Coe
Daniel Coe
construction coordinator
* Timothy Crick
Timothy Crick
on-set greens
* Matthew L. Crowson
Matthew L. Crowson
set dresser
Sound Department
Edit
* Bryan Arenas
Bryan Arenas
dolby sound consultant
* Kami Asgar
Kami Asgar
supervising sound editor
* Rob Chen
Rob Chen
dialogue editor (as Robert Chen)
* Benjamin L. Cook
Benjamin L. Cook
sound effects editor
* Bill Donnelly
Bill Donnelly
sound mixer: Promo
* Kevin Froines
Kevin Froines
re-recording mix technician
* Judah Getz
Judah Getz
adr mixer
* Melissa Kennelly
Melissa Kennelly
foley artist
* Shawn Kennelly
Shawn Kennelly
foley mixer / foley editor
* Betsy Lindell
Betsy Lindell
boom operator
Special Effects
Edit
* Asa Nami
Asa Nami
special effects technician
* David K. Nami
David K. Nami
special effects coordinator
* Jase Warrington
Jase Warrington
special effects foreperson
Visual Effects
Edit
* Christian Boudman
Christian Boudman
compositing supervisor: Clearcut FX
* Brian Conlon
Brian Conlon
flame artist
* Craig Crawford
Craig Crawford
compositing supervisor: Cadence Effects (as Craig Crawfor)
* Troy Davis
Troy Davis
cg supervisor: Atomic Pictures
* Sergio DiGirolamo
Sergio DiGirolamo
roto artist: Cadence Effects
* Jacob Hanks
Jacob Hanks
roto artist: Cadence Effects
* Caitlin Inzinna
Caitlin Inzinna
visual effects artist
* Anthony Kramer
Anthony Kramer
digital compositor: Clearcut FX
* Jay Lalime
Jay Lalime
digital compositor: Cadence Effects
* Benedikt Laubenthal
Benedikt Laubenthal
visual effects producer: Big Hug FX GmbH
Stunts
Edit
* Eddie Braun
Eddie Braun
stunts
* Chelsea Bruland
Chelsea Bruland
stunt driver: Mila Kunis driving double
* Alvin Chon
Alvin Chon
stunts
* Joe Dryden
Joe Dryden
utility stunts (as Joseph Dryden)
* Chris J. Fanguy
Chris J. Fanguy
assistant stunt coordinator / stunt driver
* Christopher M. Fanguy
Christopher M. Fanguy
stunts
* Alyssa Galpin
Alyssa Galpin
stunt double: Oona Laurence
* Jeff Galpin
Jeff Galpin
stunt coordinator
* Tyler Galpin
Tyler Galpin
stunt driver
* Regis Harrington
Regis Harrington
stunt driver: camera car driver
Camera and Electrical Department
Edit
* Jacob Alvarez
Jacob Alvarez
grip
* Austin Alward
Austin Alward
first assistant photographer: "c" camera
* Joshua Anderson
Joshua Anderson
additonal lighting technician
* Michael Applebaum
Michael Applebaum
camera operator: "c" camera
* Rocky Babcock
Rocky Babcock
libra head technician
* Robert Baird
Robert Baird
first assistant photographer: "b" camera
* Patrick Barnes
Patrick Barnes
techno crane operator
* Robert Barr
Robert Barr
digital loader
* Robert M. Barr
Robert M. Barr
loader: second unit / phantom technician
* Bob Bates
Bob Bates
chief lighting technician
Casting Department
Edit
* Fabiana Arrastia
Fabiana Arrastia
adr voice casting
* Susan Boyajian
Susan Boyajian
adr voice casting
* Lynsey Brown
Lynsey Brown
extras casting assistant
* Theresa Hernandez
Theresa Hernandez
casting assistant: Louisiana
* Adam Hochfeld
Adam Hochfeld
background casting
* Mary Huber
Mary Huber
extras casting
* Alyssa Jacobson
Alyssa Jacobson
background casting
* Meagan Lewis
Meagan Lewis
casting: New Orleans
* Blossom Peters
Blossom Peters
extras casting assistant
* Jennifer Presser
Jennifer Presser
casting associate (as Jenn Presser)
Costume and Wardrobe Department
Edit
* Mary Ellen Bosché
Mary Ellen Bosché
costume supervisor: LA
* Patricia Gorman
Patricia Gorman
shopper
* Heidi Hafer
Heidi Hafer
cutter / fitter
* Heidi Howell
Heidi Howell
costume supervisor
* Molly Kamrath
Molly Kamrath
set costumer
* Elizabeth Macey
Elizabeth Macey
set costumer
* Ashley Martin
Ashley Martin
costumer
* Gayle Merindino
Gayle Merindino
set costumer
* Chris Nausley
Chris Nausley
costumer (as Christopher Nausley)
* Jasmine Patel
Jasmine Patel
costume assistant
Editorial Department
Edit
* Jason Barnoski
Jason Barnoski
first assistant editor
* Steve Bocsi
Steve Bocsi
post-production coordinator
* Carolyn Calvert
Carolyn Calvert
assistant editor
* Stacey England
Stacey England
nextlab operator: lead
* Philip Galler
Philip Galler
projection systems: technician
* David B. Hall
David B. Hall
dailies producer
* Alexandrea Hank
Alexandrea Hank
post-production assistant
* William Newman
William Newman
projection systems: technician
* Matt Riera
Matt Riera
nextlab operator
* Brooke Rupe
Brooke Rupe
assistant editor
Location Management
Edit
* Butchie Beverly
Butchie Beverly
location assistant
* Patrick Brazile
Patrick Brazile
location scout
* Charlie Brown
Charlie Brown
assistant location manager: second unit
* Erica A. Day
Erica A. Day
location assistant
* Johnny Eastlund
Johnny Eastlund
location manager
* George T. Fisk
George T. Fisk
assistant location manager
* Charlie French
Charlie French
locations
* Eliana Ginsburg
Eliana Ginsburg
assistant location manager: second unit
* William O'Brien
William O'Brien
assistant location manager / key assistant location manager
* Heather Sandel
Heather Sandel
location coordinator
Music Department
Edit
* Christine Bergren
Christine Bergren
music legal & clearances
* Alexander Bornstein
Alexander Bornstein
score arrangements
* Matt Bowen
Matt Bowen
score arrangements
* Todd Bozung
Todd Bozung
music editor
* Brent Brooks
Brent Brooks
music editor
* Lauren Danielak
Lauren Danielak
music coordinator
* Brayden Deskins
Brayden Deskins
additional programming
* Brittany DuBay
Brittany DuBay
scoring coordinator
* Nick Fevola
Nick Fevola
supervising music copyist
* Jeff Hoeppner
Jeff Hoeppner
score programming
Script and Continuity Department
Edit
* Steve Deering
Steve Deering
script coverage
* Nicole Garcia
Nicole Garcia
script supervisor: second unit
* Nicole Lowell
Nicole Lowell
script supervisor: second unit (as Nicole Garcea)
* Sam Sullivan
Sam Sullivan
script supervisor
Transportation Department
Edit
* Daryle Bartney
Daryle Bartney
transportation captain (as Daryle K. Bartney Sr)
* Velvet Braswell
Velvet Braswell
transportation dispatcher
* A. Welch Lambeth
A. Welch Lambeth
transportation coordinator
* Francis Robinson
Francis Robinson
production driver
* Albert Samson
Albert Samson
transportation co-captain
* Michael Schlumbrecht
Michael Schlumbrecht
picture car coordinator (as Michael Schlumrecht)
* Rodney Theard
Rodney Theard
transportation captain: second unit
Color Department
Edit
* Illya Laney
Illya Laney
colorist: dailies
* Jason Pelham
Jason Pelham
digital intermediate producer
* Walter Volpatto
Walter Volpatto
digital intermediate colorist
Craft Services
Edit
* Gabriel Gator Guilbeau
Gabriel Gator Guilbeau
craft service (as Gabriel Guilbeau)
* Matt Hebert
Matt Hebert
craft service (as Matthew Hebert)
* Stephen Meagher
Stephen Meagher
craft service
* Jason Shapiro
Jason Shapiro
craft service
Health and Safety Department
Edit
* Roy Barrios
Roy Barrios
medic (as Roy Barrios III)
* Kara Bowman
Kara Bowman
medic
* Luke Strack
Luke Strack
medic
Legal
Edit
* David J. Bloomfield
David J. Bloomfield
production legal
* Laura Caulfield
Laura Caulfield
production legal
* Eden Cohen
Eden Cohen
production legal
* Philip Goore
Philip Goore
head of business & legal affairs
* Ashley Kravitz
Ashley Kravitz
clearances
* Dan Stutz
Dan Stutz
production legal
Production Department
Edit
* Ava Amundsen
Ava Amundsen
basecamp production assistant
* Rose Beale
Rose Beale
assistant production coordinator
* Harry Beckstead
Harry Beckstead
key set production assistant
* Alex Lee Bonner
Alex Lee Bonner
production assistant
* Ray Brown
Ray Brown
production secretary
* Margaret Collins
Margaret Collins
production assistant
* Trenton Davis
Trenton Davis
production assistant (as Trent Davis)
* Taylor Dyer Dressler
Taylor Dyer Dressler
production assistant (as Taylor Dyer)
* Kristian Epison
Kristian Epison
production assistant
* Claudia A. Fontanez
Claudia A. Fontanez
production assistant
Production Finance and Accounting
Edit
* Lamonte Bell
Lamonte Bell
payroll: accountant
* Reed Daigle
Reed Daigle
second assistant accountant
* Jennifer Zolten Freed
Jennifer Zolten Freed
post-production accountant (as Jennifer Freed)
* Daphne Gregorius
Daphne Gregorius
accounting clerk
* Lauren Karsten
Lauren Karsten
post-production accountant (as Lauren Karston)
* Mary Sunshine
Mary Sunshine
production accountant
* Christy Melane Templeton
Christy Melane Templeton
payroll clerk (as Christy M. Templeton)
* Debbie Tieman
Debbie Tieman
first assistant accountant
Property Department
Edit
* Jonathan R. Hodges
Jonathan R. Hodges
property master
* Seth M. Johnson
Seth M. Johnson
props
* Emily Marshall-Garrett
Emily Marshall-Garrett
prop food stylist (as Emily Marshall)
* Adam Robbins
Adam Robbins
props
* Angie Sanders
Angie Sanders
props
* David Sessum III
David Sessum III
props
* Robin Simmerly
Robin Simmerly
assistant property master
* Emily Vega
Emily Vega
props
* Emily Weston
Emily Weston
props / props assistant
Publicity
Edit
* Peggy Mulloy
Peggy Mulloy
unit publicist
Additional Crew
Edit
* Chandler Barbee
Chandler Barbee
assistant: Ms. Todd
* Dave Bennett
Dave Bennett
completion bond rep
* Carles Berot
Carles Berot
dubbing supervisor / marketing and creative services
* Tammy Blackburn
Tammy Blackburn
animal trainer
* T.J. Bryson
T.J. Bryson
assistant: to Mr. Kamine
* Andrew Catania
Andrew Catania
assistant: Mark Kamine
* Helen Buck Chatman
Helen Buck Chatman
stand-in (as Helen Chatman)
* Shantell Cozzens
Shantell Cozzens
security
* Chas Dabby
Chas Dabby
travel agent
* Rebecca Flinn-White
Rebecca Flinn-White
additional voices
Thanks
Edit
* Billy Hatchet
Billy Hatchet
the producers wish to thank: warren easton charter foundation board
* Scott Hutcheson
Scott Hutcheson
the producers wish to thank
* Jennifer Kessler
Jennifer Kessler
the producers wish to thank
* Jennifer N. Kessler
Jennifer N. Kessler
the producers wish to thank: Jennifer Kessler
* Cheryl Landrieu
Cheryl Landrieu
the producers wish to thank
* Mitch Landrieu
Mitch Landrieu
the producers wish to thank: mayor of New Orleans
* Mary McCloud
Mary McCloud
the producers wish to thank
* Elie Tahari
Elie Tahari
the producers wish to thank
* Erin Walsh
Erin Walsh
the producers wish to thank
* Katie Williams
Katie Williams
the producers wish to thank
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https://www.imdb.com/title/tt4651520/fullcredits/
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258
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Bad Moms credits
Directed By
Jon Lucas director
Scott Moore director
Written By
Jon Lucas written by
Scott Moore written by
Cast
Mila Kunis Amy
Kathryn Hahn Carla
Kristen Bell Kiki
Christina Applegate Gwendolyn
Jada Pinkett Smith Stacy
Annie Mumolo Vicky
Oona Laurence Jane
Emjay Anthony Dylan
David Walton Mike
Clark Duke Dale Kipler
Jay Hernandez Jessie Harkness
Wendell Pierce Principal Burr
Leah McKendrick Sharon
Megan Ferguson Tessa
Lyle Brocato Kent
Wanda Sykes Dr. Karl
Cade Mansfield Cooksey Jaxon
J.J. Watt Coach Craig
Ann Mahoney Mousey Mom
Samantha Beaulieu Tiger Mom
Yuka Takara Nearby Mom
Jackie Tuttle Mom Janet
Adria Tennor Conservative Mom
Kelly Lind Audrey
Lena Clark Departing Mom
Amy Brassette Drunk Mom
Karmen Capella Drunk Mom
Donna Duplantier Vera
Lindsey Garrett Intense Mom
Angela L. Larson Guilty Mom
Christina DeRosa Heather
Shauna Rappold Business Mom
Lara Grice Tired Mom
Elizabeth Newcomer Stay at Home Mom
Carrie Lazar Strange Mother
Nina Millin Gina
Yan Feldman Bartender
Jaylen Moore Steve
David Simpson Monotone Hipster
Turner Crumbley Jeff
Billy Slaughter Veterinarian
Meghan Wolfe Donut Hole Kid
Jay Jablonski Man in Suit
Dickson Obahor Moviegoer
LaJessie Smith Kid Playing Abe
Eugenia Kuzmina Alina
Mary McCloud Christina
Lilly Singh Cathy
Harry Beckstead Valet Theo
Michele 'Shelley' Ziegler Diane
Xanthus Valan Diane's Husband
Martha Stewart Martha Stewart
Colin Egglesfield Astronaut
Elvira Kunis Mila Kunis's Mom
Karen Hahn Kathryn Hahn's Mom
Lorelei Bell Kristen Bell's Mom
Nancy Priddy Christina Applegate's Mom
Adrienne Banfield-Jones Jada Pinkett Smith's Mom
Alice Mumolo Annie Mumolo's Mom
Rachel Acuna PTA Mom
Sarah Kate Allsup Party Mom
Kelly Murtagh Zumba Woman
Chris Angerdina Coffee Shop Patron
Ava Alyse Anthony Bake Sale Student
Kennedy Anthony School Kid & Bake Sale Student
John L. Armijo Valet
Charles Barber Dad / Assistant Coach
Tony Beard Dad
Larry Bourne Jr. Pedestrian
Tracy Brotherton Party Mom / PTA Mom
Justin Burkhamer Shout Wipe Guy
Judy McGee Burley Parent
Gabriel Byrd Bake Sale Kid
Queen Byrd Bake Sale Kid
Brady Calhoun Restaurant Patron
Kayla Carraway Cathy's Friend
Ron Centanni Teacher
Rebecca Chulew Driver / Pedestrian
Michelle L. Clarke PTA Mom
Maggie Corbett Jesse's Fan / Party Mom
Timothy Cornelius Upscale Bar Patron
Karen Dalferes Soccer Mom
Riley Ewing Tiger Kid #1
Ianello Garcino School Parent
Jessica Gillio Woman at the Bar
Brandon Guttuso Cashier
Pixie Hankins School Girl
Julia Holt PTA Mom / Party Mom
Ronnie Hooks Whippet Mom
Alicia Davis Johnson PTA Mom
Rachel Johnston Bored Mom
Allyson Leigh Jordan Party Mom
Tilton Lipoma Anxious Mom
Zach Mooney Kid at school
Mike R. Moreau Creepy Corporate Guy
Christy Moritz Disgusted Mom
Tia Nicholson PTA Mom
Gwen Parker Lesbian Mom Kissing Carla
Leesa Pate PTA Mom
Brittany Price Mom
Produced By
Oren Aviv executive producer
Bill Block producer
Adam Fogelson executive producer
Mark Kamine executive producer
Robert Simonds executive producer
Donald Tang executive producer
Suzanne Todd producer
Zhongjun Wang executive producer
Zhonglei Wang executive producer
Jerry Ye executive producer
Music
Christopher Lennertz composer
Cinematography
Jim Denault director of photography
Sound
Bryan Arenas dolby sound consultant
Kami Asgar supervising sound editor
Rob Chen dialogue editor
Benjamin L. Cook sound effects editor
Bill Donnelly sound mixer: Promo
Kevin Froines re-recording mix technician
Judah Getz adr mixer
Melissa Kennelly foley artist
Shawn Kennelly foley mixer/foley editor
Betsy Lindell boom operator
Sean McCormack supervising sound editor
Chris Navarro adr mixer
Vince Nicastro foley artist
Erin Oakley dialogue adr supervisor
Jason Oliver adr mixer
Greg Orloff re-recording mixer
Julia Owen sound editor
Ryan Putz sound utility
Luke Schwarzweller re-recording mix technician
Julian Slater re-recording mixer
Tim Tuchrello assistant sound editor
Sebastian Sheehan Visconti sound effects editor
David Wyman sound mixer
Bill Higley adr mixer
Editing
Emma E. Hickox editor
James Thomas editor
Casting Director
Cathy Sandrich Gelfond
Amanda Mackey
Production Design
Marcia Hinds
Art Direction
Scott Plauche
Set Design
Kristin Bicksler
Costumes
Julia Caston
Makeup
Gloria Belz makeup artist
Blythe Bickham hair stylist
Margot Boccia makeup department head
Francesca Buccellato key makeup artist
Marcia Hamilton hair stylist: to Ms. Pinkett Smith
Michelle Johnson hair department head
Heather Koontz make-up: "b" unit, documentary unit
Tracey Levy makeup artist: Ms. Kunis
Annabelle MacNeal makeup artist
Kelly Reed key hair stylist
Natalie Shea Rose hair stylist
Allison Shepherd hair stylist
Donna Spahn hair stylist
Carl Variste additional hair stylist
Vicki Vacca makeup artist
Special Effects
Asa Nami special effects technician
David K. Nami special effects coordinator
Jase Warrington special effects foreperson
Visual Effects
Christian Boudman compositing supervisor: Clearcut FX
Brian Conlon flame artist
Craig Crawford compositing supervisor: Cadence Effects
Troy Davis cg supervisor: Atomic Pictures
Sergio DiGirolamo roto artist: Cadence Effects
Jacob Hanks roto artist: Cadence Effects
Caitlin Inzinna visual effects artist
Anthony Kramer digital compositor: Clearcut FX
Jay Lalime digital compositor: Cadence Effects
Benedikt Laubenthal visual effects producer: Big Hug FX GmbH
Christina Maier compositing artist: BigHugFX
Evander Major digital compositor: Cadence Effects
Rudy Martinez visual effects artist
Ruth Meridjen compositing artist: BigHugFX
Karen M. Nichols digital artist
Alexander Rumpf compositing artist: BigHugFX
Chris Ryan digital compositor: visual effects
Evan Silva visual effects artist
Magdalena Strzelczyk visual effects coordinator: Big Hug FX GmbH
Luciano Vittori Jr. title designer
Loren Esposito virtual production coordinator enhanced environments: VER
Assistant Director
Jason Altieri second unit: first assistant director
Kat Candler second unit director
Jason Chandler second second assistant director: second unit
Ashley Foster additional second assistant director
Dan Gutierrez additional second assistant director
Kristina Massie second second assistant director
Aaron J. Stone second assistant director: second unit
Xanthus Valan second assistant director
Michele 'Shelley' Ziegler first assistant director
Production Management
Kirby Adams executive in charge of production finance
Betsy Alton production supervisor
David Candiff head of post-production
Ross Fanger executive in charge of production / president: of physical production
Mark Kamine unit production manager
Cathy Schulman executive in charge of production
Tim Weyers post-production supervisor
Art Department
Spencer J. Abadie painter
Andrew W. Bofinger buyer
Rick Broderman lead scenic artist
Michael Calabrese lead person
Patrick Calabrese set dresser
Steven P. Calabrese set dresser
Luann Clarey on-set painter
Daniel Coe construction coordinator
Timothy Crick on-set greens
Matthew L. Crowson set dresser
Mark Curtis greens
Dustin Diaz utility tech
Russ Doyle lead greens
Taylor Dyer Dressler set decoration assistant
Stephan Durante set dresser
Michael D. Fitzgerald set dresser
Erin Foster art department coordinator
Sonia L. Garcia on-set painter
Jill Gentry art department assistant
Robert Gray set dresser
Guy Guidry set dresser
Bo Johnson set designer
Roger Johnson graphic designer
Lindanne Lewis on-set painter
Carmen Luse set dresser
Daniel A. Maes foreperson
Brent Roser on-set painter
George Sanchez plaster foreman
John Eric Seay general foreperson
David Sessum Jr. foreperson
Noah Starcher construction utility
Allies Stilwell set dresser
Miccah Underwood set decoration assistant
Scott Weilbaecher set dresser
Elliot Westphal on set dresser: second unit
Chris Whittaker on-set dresser
Stunts
Eddie Braun stunts
Chelsea Bruland stunt driver: Mila Kunis driving double
Alvin Chon stunts
Joe Dryden utility stunts
Chris J. Fanguy assistant stunt coordinator / stunt driver
Christopher M. Fanguy stunts
Alyssa Galpin stunt double: Oona Laurence
Jeff Galpin stunt coordinator
Tyler Galpin stunt driver
Regis Harrington stunt driver: camera car driver
Crystal Hooks stunt double: Mila Kunis
Ashley Nicole Hudson Additional stunt driver: Mila Kunis / stunt actor: Drunk Tricycle Mom
Susan Jackson stunt double: Kristen Bell
Angie Marino stunts
Korey Miller stunts
Megan Taylor Miller stunt double: Kathryn Hahn
Carl Anthony Nespoli stunt driver
Holly O'Quin stunts
Anthony T. Pennello stunts
Kelly Phelan stunt double: Kristen Bell
Meredith Richardson stunt previz
Taryn Terrell Stunt Double: Kathryn Hahn / stunt double: Christina Applegate
Jessica Williams Stunt Double: Mila Kunis
Editorial
Jason Barnoski first assistant editor
Steve Bocsi post-production coordinator
Carolyn Calvert assistant editor
Stacey England nextlab operator: lead
Philip Galler projection systems: technician
David B. Hall dailies producer
Alexandrea Hank post-production assistant
William Newman projection systems: technician
Matt Riera nextlab operator
Brooke Rupe assistant editor
Eric 'Woody' Wood digital intermediate editor
Other
Billy Hatchet the producers wish to thank: warren easton charter foundation board
Scott Hutcheson the producers wish to thank
Jennifer Kessler the producers wish to thank
Jennifer N. Kessler the producers wish to thank: Jennifer Kessler
Cheryl Landrieu the producers wish to thank
Mitch Landrieu the producers wish to thank: mayor of New Orleans
Mary McCloud the producers wish to thank
Elie Tahari the producers wish to thank
Erin Walsh the producers wish to thank
Katie Williams the producers wish to thank
Music Department
Christine Bergren music legal & clearances
Alexander Bornstein score arrangements
Matt Bowen score arrangements
Todd Bozung music editor
Brent Brooks music editor
Lauren Danielak music coordinator
Brayden Deskins additional programming
Brittany DuBay scoring coordinator
Nick Fevola supervising music copyist
Jeff Hoeppner score programming
Jordyn Kane singer/songwriter
Jaron Lamont additional programming
Josh Margolis assistant engineer
Jason Markey head of music
Jon Mattox trailer music composer
Julia Michels music supervisor
OzGo music editor
Kim Pflaum additional music
James F. Regan music preparation
Anna Romanoff music legal & clearances
Ben Schor temp music editor
Jordyn Shankle additional programming
Marcus Sjowall orchestrator
Craig Smith additional programming
Jess Stroup score arrangements
Dara Taylor score producer
KT Tunstall score: featured vocalist
Keith Ukrisna assistant engineer
Jeff Vaughn score recording & mixer
Justine von Winterfeldt music coordinator
Chief WaKil additional programming
Kelli Wakili additional programming
Kenny Wood music preparation
Rayna Zemel additional programming
Brian Tyler composer: "Universal Theme" [U.S. home media release]
Casting Department
Fabiana Arrastia adr voice casting
Susan Boyajian adr voice casting
Lynsey Brown extras casting assistant
Theresa Hernandez casting assistant: Louisiana
Adam Hochfeld background casting
Mary Huber extras casting
Alyssa Jacobson background casting
Meagan Lewis casting: New Orleans
Blossom Peters extras casting assistant
Jennifer Presser casting associate
Pricilla Rodgers extras casting assistant
Alyson Shaner casting assistant
Seannon Stracener background extras casting assistant
Costume Department
Mary Ellen Bosché costume supervisor: LA
Patricia Gorman shopper
Heidi Hafer cutter/fitter
Heidi Howell costume supervisor
Molly Kamrath set costumer
Elizabeth Macey set costumer
Ashley Martin costumer
Gayle Merindino set costumer
Chris Nausley costumer
Jasmine Patel costume assistant
Ashlie Philastre key costumer
Ashlie Philastre Meers set costumer
Antoinette Scherer on-set costumer
Olivia Vestina Torres costumer
Brenda M. Ware key costumer
Camera Department
Jacob Alvarez grip
Austin Alward first assistant photographer: "c" camera
Joshua Anderson additonal lighting technician
Michael Applebaum camera operator: "c" camera
Rocky Babcock libra head technician
Robert Baird first assistant photographer: "b" camera
Patrick Barnes techno crane operator
Robert Barr digital loader
Robert M. Barr loader: second unit / phantom technician
Bob Bates chief lighting technician
Tim Bird rigging electric
Scott Calcagno rigging grip
Michael Charbonnet first assistant photographer: "b" camera, second unit
Marc Clancy phantom camera tech
Rowland Egerton second company rigging grip
Corey Erwin assistant chief lighting technician
Jim Firios generator operator
Brady Flynn playback supervisor: 24 frame
Bryan Freed electrician
Philip Galler media programmer / media server operator
Cody Gautreau second assistant photographer: "a" camera
Kevin Gazdik assistant chief lighting technician: second unit
Mike Grace rigging electrician
Jordan Hager grip
John C. Hoffler Jr. second assistant photographer: "a" camera, second unit
Paul Hughen second unit director of photography
McKay Johnson digital imaging technician: second unit
Franklin Jones II key grip rigger
Frankie Jones first company rigging grip
Larron Rome Julian second assistant photographer: "b" camera
Vic Keatley chief rigging electrician
Zachary C. Kidder remote head technician
Corey Kirkling grip
Dan Lacy second company grip
Richard Lacy b camera operator: second unit
King Lanaux grip
James Langdon lighting technician
Matthew LeCrone electrician
Nick Leon first company grip
Jade Maggio grip / rigging grip
Dan McKee second assistant camera: "a" camera
Daniel John McKee second assistant photographer: "a" camera
Aeron McKeough second assistant photographer: "c" camera
Mike McLaughlin chief lighting technician: second unit
Lee McLemore second company grip
David J. Miller additional camera
Brandon Morgan rigging electrician
William Newman led engineer
Steven Parker camera operator
Lewis 'Duck' Pieratt grip
Nancy Piraquive second assistant photographer: "c" camera
Kevin C. Potter first assistant photographer: "a" camera, second unit
Nick Ramey cinematographer shadow
Jonathan Robinson second assistant photographer: "b" camera, second unit
Jan Ruona first assistant photographer: "a" camera
Mike Rushing grip
Bud Scott first company grip
Taylor Seaman second assistant photographer: "c" camera, second unit
Nate Selee dimmer board operator / lighting technician
Michele K. Short stills photographer
Rob Skuse rigging grip
Stephanie Sousa electrician
Robert Stenger b camera operator
Ricki R. Sylvester b dolly grip operator
Chad Taylor digital loader
Jon Tenholder electrician
David J. Thompson camera operator: "a" camera / steadicam operator
Tedd Underwood assistant chief rigging electrician
Richard Van Coutren electrician
Eric van der Vynckt first assistant photographer: "c" camera, second unit
John Vinson grip
Jason Vowell video assist
Melvin J. Walker grip
Ryan Philmond Ward a dolly grip operator
Justin Wright electrician
Location Management
Butchie Beverly location assistant
Patrick Brazile location scout
Charlie Brown assistant location manager: second unit
Erica A. Day location assistant
Johnny Eastlund location manager
George T. Fisk assistant location manager
Charlie French locations
Eliana Ginsburg assistant location manager: second unit
William O'Brien assistant location manager / key assistant location manager
Heather Sandel location coordinator
Nick Thomas lead assistant location manager
Script Department
Steve Deering script coverage
Nicole Garcia script supervisor: second unit
Nicole Lowell script supervisor: second unit
Sam Sullivan script supervisor
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Protestantism in England in the 16th century (separation from Rome)
Henri VIII’s divorce led to the start of a national Church supported by Parliament. After eleven years of religious turmoil following the king’s death, Anglicanism was established by Elizabeth I in 1559.
Before the Reformation
England had gradually distanced itself from Rome after a strained relationship during the 12th and 14th centuries. At issue were ecclesiastical endowments, increasingly disappearing to Rome. England had already gained some freedom in religious matters before the 16th century.
Moreover, John Wycliff (1320-1384) had denounced the Church’s abuses and insisted on the authority of the Bible he had translated into English. His influence had prepared minds for Reform ideas.
In the early 16th century, humanism had permeated England, and Erasmus (1466-1536) had been teaching at Cambridge University for two years. So he had trained a whole generation of theologians. It was also in Cambridge, in 1520, that Luther’s ideas reached a small group of academics, called “the little Germany”. Among them were Thomas Cranmer and Matthew Parker who both became Archbishop of Canterbury.
The way had been prepared for Henry VIII’s separation from Rome.
Henry VIII's divorce
Henry VIII ascended the throne in 1509. In 1504, he had married Catherine of Aragon (born in 1485), the widow of his elder brother. Pope Jules II had officially sanctioned the marriage. Catherine gave birth to several children of whom only Mary, born in 1527, survived. The king, who was 36 in 1527, had no male heir. Obsessed by the need for a male heir to ensure the throne’s stability, he decided to ask for a divorce from his ageing wife to marry Anne Boleyn, a young woman he was in love with.
Henry VIII doubted that the Church would approve of his marriage to Catherine of Aragon. Indeed, as is written in Leviticus 20.21: “Thou shalt not uncover the nakedness of thy brother’s wife: it is thy brother’s nakedness.”
Pope Jules should not have sanctioned that marriage, which had to be annulled. But Catherine’s close relatives referred to a verse in Deuteronomy (Dt. 25.5): “If brethren dwell together, and one of them die, and have no child, the wife of the dead shall not marry without unto a stranger: her husband’s brother shall go in unto her, and take her to him to wife, and perform the duty of an husband’s brother unto her.”
With no clear solution in the content, the debate turned to the procedure: was the pope competent to give a dispensation or not? English kings during the Middle-Ages had already restricted the rights of the Holy See over their country’s Church, and claimed that the royal courts of justice had precedence over papal courts. But only pope Clement VII could annul Henry VIII’s first marriage.
The split with Rome
Until 1527 relationships between Rome and London were harmonious: Henry VIII had even written a book refuting Luther’s theses on the sacrament. Pope Leon X thanked him and gave him the title “Defensor Fidei”. But the request to annul his marriage was a problem for the pope. Indeed, the pope was anxious not to displease Charles V, Catherine’s nephew. The request dragged on for two years, and the king became impatient. Not able to annul his marriage through Rome, he had the divorce pronounced by an English court in May 1533. Clement VII responded by excommunicating Henry in March 1534. The marriage to Ann was celebrated by Thomas Cranmer (1489-1556), the new Archbishop of Canterbury. Clergy representatives validated the king’s new marriage under duress.
In November 1534, the “Act of Supremacy” passed by Parliament granted the king and his successors the title of “Supreme Head of the Church of England”. It meant that all ecclesiastical power rested in his hands. The status of the pope was the same as that of the Archbishop of Rome, without any specific authority in England. Archbishops and abbots were no longer consecrated by the pope, but appointed by the king, who was also the only one able to take disciplinary measures and to punish heresies.
The king had an act of parliament passed which led to the dissolution of the monasteries between 1536 and 1540. Their property was gradually confiscated. The Church, who owned one third of the land in England, lost half of it to the Crown whose coffers were empty, or to the king’s close relatives. Monks and nuns left their monasteries, some became priests while others were given a pension.
This upheaval, agreed by Parliament and by the clergy, encountered little resistance, except that of Chancellor, Thomas More. He refused to swear an oath of allegiance to the king and was beheaded in 1535 – but was canonised in 1935.
Catholicism without a pope
Was England going to follow the Protestant path after the split with Rome? A few things would have made you think so: for instance, from 1536 the Lord’s Prayer and the Apostles’ Creed had to be taught in English, and every church in England had to have a Bible in English. That same year the sanctioning of the Ten Articles turned doctrine towards Lutheranism.
But in 1539 the law of Six Articles put an end to the hopes of the Reformers, as it reaffirmed the main points of Catholic doctrine that Luther had criticised.
On Henry VIII’s death the Church of England was not a Protestant Church but a Catholic Church without a pope.
The reign of Edward VI (1547-1553)
Edward VI, the son of Henry VIII and Jane Seymour, was 10 when his father died. The regent, Lord Somerset, was in favour of Protestantism. He was a friend of the Archbishop of Canterbury, Thomas Cranmer, who was also attracted by Reformation ideas.
As early as 1547 Reformation ideas could be publicly preached, and acts of parliament gradually imposed new practices: communion in both kinds, removing statues and altars from churches, then the allowing of married priests. In 1549 mass in Latin was abolished, to be replaced by the liturgy in English using Thomas Cranmer’s Book of Common Prayer. It remained in effect in the Anglican Church until the 20th century. The ritual of mass was simplified, but not done away with altogether. Some customs, such as wearing clerical robes, were kept to ease the transition for worshippers. But the liturgy was clearly Protestant, influenced by the ideas of Luther and Bucer. This new liturgy shaped the devotions of the English through the centuries.
Many reformers came from the continent – John Knox became Edward VI’s chaplain; Martin Bucer, the reformer from Strasbourg, became a professor at Cambridge University; Pierre Vermingli, an Italian, won over by Zwingli‘s ideas, became a professor at Oxford. Thanks to their influence Reform ideas spread. In 1552 Cranmer revised the Prayer Book, taking into account some of Bucer’s criticisms about the liturgy and Holy Communion. It was also in 1552 that he clarified the new doctrine in his “42 articles” largely inspired by the Reformation.
The reign of Mary Tudor
Edward VII died young and his step-sister Mary ascended the throne. She was the daughter of Henry VIII and Catherine of Aragon, and a devout Catholic. Helped by Cardinal Pole – the pope’s legate whom she later appointed Archbishop of Canterbury – she tried to restore Catholic worship as well as adherence to Rome. All reforms passed under Edward VIII were repealed. Many priests and bishops were dismissed. Opponents were sentenced to be burnt at the stake: 300 or so between 1555 and 1558, including several bishops and even Thomas Cranmer, the former Archbishop of Canterbury. This earned her the name “Bloody Mary”. The courage of the martyrs provoked the crowds’ sympathy and hatred towards Rome. It was a paradoxical situation since the queen was not on good terms with Pope Paul IV so a few bishoprics had remained vacant. Upon Mary’s death, since she had had no children, the idea of restoring Catholicism in England disappeared.
The reign of Elizabeth I (1558-1603)
In 1558 Elizabeth I, the daughter of Henry VIII and Anne Boleyn, became queen. She was 25. Her religious beliefs have remained a mystery to historians. She rejected both Calvinism and Catholicism. She was brought to power thanks to the Protestants and wanted peace in her kingdom. She achieved this with the Religious Settlement, which Parliament passed in May 1559 by just 21 votes to 18. The Church of England was established at the wish of the sovereign and Parliament and was a national Church, independent from Rome and Geneva. It remained a medieval Church in its administration, institutions and laws, but became a Reformed Church in its doctrine and liturgy. That is why Anglicanism is often called the middle way.
The Settlement comprised two parts:
* The Act of Supremacy reinstated the act of Henry VIII: the queen was the Supreme governor of the Church. She controlled all the activities of the clergy. She appointed the dignitaries and could take disciplinary measures in accordance with the laws passed by Parliament.
* The Act of Uniformity dealt with the liturgy to be used in every church in the land. It was the liturgy of the 1552 “Prayer Book”, but modified to be more conservative in the hope of winning over those closer to Catholicism. The use of vestments was kept, as well as the word priest, but the altar was referred to as the “Communion Table”. The celebration of Communion could be either more traditional or more Reformed. The use of bread was forbidden, but wafers were allowed. The exclusive use of English in Church was widespread, and the population was supposed to attend Sunday service, and to receive Communion according to the new rite. Those who refused were called “recusants”, and were liable to a fine, to imprisonment, or even sentenced to death if they were repeat offenders.
In 1563 the doctrine of the Church was defined in an Act of Parliament known as the “Thirty-Eight Articles” which became the “Thirty-Nine Articles” in 1571. It was clearly Protestant-orientated, but it is difficult to determine whether it was more Lutheran or Calvinist. It was mainly against Papists and Anabaptists.
Elizabeth dismissed the bishops appointed by Mary Tudor, who refused to take the oath of allegiance to the sovereign. She replaced them with new bishops, some of whom were returning from exile in Europe and had been influenced by ideas from Geneva or Zurich. The queen appointed Matthew Parker (1504-1575), a moderate like her, as Archbishop of Canterbury. The queen’s cautious religious changes are explained by political necessity: until the defeat of the invincible Armada in 1588, she had to remain an ally of Philip II of Spain in order to protect the country from France.
During Elizabeth’s reign, the clergy and the people gradually became Protestant: competent clergymen were trained at Cambridge and Oxford universities, while itinerant preachers travelled the country. Many catechisms were published, and reading the Bible was encouraged – the most widely used version was the Geneva Bible, liked because of its notes and commentaries.
Towards the end of Elizabeth’s reign most English people had joined the established Church, but tensions remained between those who wanted worship to be more Catholic and those who wanted things to be simpler, more in the Swiss style. Those who wanted a more Reformed church, with a Calvinist doctrine, were called “Puritans”.
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Elizabethan Religious Settlement
The Elizabethan Religious Settlement was the religious and political arrangements made for England during the reign of Elizabeth I (1558–1603). The settlement, implemented from 1559 to 1563, marked the end of the English Reformation. It permanently shaped the Church of England's doctrine and liturgy, laying the foundation for the unique identity of Anglicanism.
When Elizabeth inherited the throne, England was bitterly divided between Catholics and Protestants as a result of various religious changes initiated by Henry VIII, Edward VI and Mary I. Henry VIII had broken from the Catholic Church and the authority of the Pope, becoming the supreme head of the Church of England. During Edward's reign, the Church of England adopted a Reformed theology and liturgy. In Mary's reign, these religious policies were reversed, England was re-united with the Catholic Church and Protestantism was suppressed.
The Elizabethan Settlement was an attempt to end this religious turmoil. The Act of Supremacy of 1558 re-established the Church of England's independence from Rome. Parliament conferred on Elizabeth the title of Supreme Governor of the Church of England. The Act of Uniformity 1558 re-introduced the Book of Common Prayer, which contained the liturgical services of the church. Some modifications were made to appeal to Catholics and Lutherans, including giving individuals greater latitude concerning belief in the real presence of Christ in the Eucharist and permission to use traditional priestly vestments. In 1571, the Convocations of Canterbury and York adopted the Thirty-Nine Articles as a confessional statement for the church, and a Book of Homilies was issued outlining the church's reformed theology in greater detail.
The settlement failed to end religious disputes. While most people conformed, a minority of recusants remained loyal Catholics. Within the Church of England, a Calvinist consensus developed among leading churchmen. Calvinists split between conformists and Puritans, who wanted to abolish what they considered papist abuses and replace episcopacy with a presbyterian church government. After Elizabeth's death, a high church, Arminian party gained power in the reign of Charles I and challenged the Puritans.
The English Civil War (1642–1651) and the overthrow of the monarchy allowed the Puritans to pursue their reform agenda, including dismantling the Elizabethan Settlement. The Restoration in 1660 reestablished both the monarchy and the religious settlement, but the Puritans were forced out of the Church of England. Anglicans now defined their church as a via media or middle way between the religious extremes of Catholicism and Protestantism; Arminianism and Calvinism; and high church and low church.
Elizabeth I inherited a kingdom bitterly divided over matters of religion. This division began during the reign of her father, Henry VIII. After his first wife, Catherine of Aragon, failed to produce a male heir, Henry applied to the pope for an annulment of his marriage. When his request was denied, Henry separated the Church of England from the Catholic Church and claimed that he, rather than the pope, was its supreme head on earth.[1] Under Elizabeth's half-brother, Edward VI, the Church of England became more explicitly Protestant, projecting a "restrained" Calvinism, in the words of historian Christopher Haigh.[2]
During Edward's reign, the Church of England preached justification by faith alone as a central teaching,[3] in contrast to the Catholic teaching that the contrite person could cooperate with God towards their salvation by performing good works.[4] The doctrines of purgatory, prayer for the dead and the intercession of saints were also rejected during this time.[5][6] The Mass, the central act of Catholic worship, was condemned as idolatry and replaced with a Protestant communion service, a reminder of Christ's crucifixion.[7] Christ's Real Presence in the Eucharist was no longer explained by the Catholic doctrine of transubstantiation; instead, the 1552 Book of Common Prayer promoted the Reformed teaching of Christ's spiritual presence.[8] The veneration of religious images (icons, roods, statues) and relics were suppressed,[9] and iconoclasm was sanctioned by the government.[10]
Mary I, Elizabeth's half-sister, became queen in 1553. She reversed the religious innovations introduced by her father and brother. Under Mary's rule, England returned to the Catholic Church and recognised the pope's authority. Mary died in November 1558 without a Catholic heir, leaving the throne to the Protestant Elizabeth.[11]
Elizabeth's accession
Elizabeth's religious views were Protestant, though "peculiarly conservative".[12] She also kept many of her religious views private, which can make it difficult to determine what she believed. She disliked married clergy, held Lutheran views on Eucharistic presence, and there is evidence she preferred the more ceremonial 1549 prayer book.[13][14]
The Queen's principal secretary was Sir William Cecil, a moderate Protestant.[15] Her Privy Council was filled with former Edwardian politicians, and only Protestants preached at Court.[16][17]
To avoid alarming foreign Catholic observers, Elizabeth initially maintained that nothing in religion had changed. A proclamation forbade any "breach, alteration, or change of any order or usage presently established within this our realm".[18] Nevertheless, Protestants were emboldened to practice illegal forms of worship, and a proclamation on 27 December prohibited all forms other than the Latin Mass and the English Litany.[19] It was obvious to most that these were temporary measures. Her government's goal was to resurrect the Edwardian reforms, reinstating the Royal Injunctions of 1547, the 1552 Book of Common Prayer, and the Forty-two Articles of Religion of 1553.[20]
Elizabeth gave her first indication of changes to come at Mass on Christmas Day 1558. Prior to the service, she instructed the celebrant, Owen Oglethorpe, bishop of Carlisle, not to elevate the host. He refused, so the Queen left the chapel before the consecration. In effect, Elizabeth was declaring that she did not believe in the doctrine of transubstantiation.[19]
Elizabeth's coronation took place on 15 January 1559 at Westminster Abbey, and there was no elevation during the coronation Mass.[21] The Queen returned to Westminster Abbey on 25 January for the state opening of Parliament. She was greeted by Abbot Feckenham and the other monks bearing candles in procession. Signaling her disapproval of what she considered Catholic superstition, Elizabeth told the monks, "Away with those torches, for we see very well".[22]
When the Queen's first Parliament opened in January 1559, its chief goal was the difficult task of reaching a religious settlement. Twenty bishops (all Catholics)[23] sat in the House of Lords as Lords Spiritual, and the Lords in general were opposed to change.[22] In February, the House of Commons passed a Reformation Bill that would restore royal supremacy, the Edwardine Ordinal, and a slightly revised 1552 prayer book.[24][20] It was not popular with the clergy, and the Convocation of Canterbury reacted by affirming papal supremacy, transubstantiation and the Mass as a sacrificial offering.[25]
The lay peers joined the bishops in their opposition and succeeded in amending the bill considerably. The ordinal and prayer book provisions were removed and the Mass left unchanged, with the exception of allowing communion under both kinds. The pope's authority was removed, but rather than granting the Queen the title of supreme head of the church, it merely said she could adopt it herself. This bill would have returned the Church to its position at the death of Henry VIII rather than to that when Edward VI died. It was a defeat for the Queen's legislative programme, so she withheld royal assent.[26][27]
Following the Queen's failure to grant approval to the previous bill, Parliament reconvened in April 1559. At this point, the Privy Council introduced two new bills, one concerning royal supremacy and the other about a Protestant liturgy. The Council hoped that by separating them at least the Supremacy bill would pass.[28] Under this bill, the Pope's jurisdiction in England was once again abolished, and Elizabeth was to be supreme governor of the Church of England instead of supreme head. All clergy and royal office-holders would be required to swear an Oath of Supremacy.[29]
The alternative title was less offensive to Catholic members of Parliament, but this was unlikely to have been the only reason for the alteration. It was also a concession to the Queen's Protestant supporters who objected to "supreme head" on theological grounds and who had concerns about a female leading the Church. John Calvin, an influential Continental reformer, had called Henry VIII's claim to supreme headship blasphemy. Thomas Sampson, a Marian exile, believed that "All scripture seems to assign the title of head of the Church to Christ alone".[29]
The bill included permission to receive communion in two kinds. It also repealed the medieval heresy laws that Mary I had revived. Catholics gained an important concession. Under the bill, only opinions contrary to Scripture, the General Councils of the early church, and any future Parliament could be treated as heresy by the Crown's ecclesiastical commissioners. While broad and ambiguous, this provision was meant to reassure Catholics that they would have some protection.[30]
The bill easily passed the House of Commons. In the House of Lords, all the bishops voted against it, but they were joined by only one lay peer. The Act of Supremacy became law.[28]
Act of Uniformity and prayer book
Another bill introduced to the same Parliament with the intent to return Protestant practices to legal dominance was the Uniformity bill, which sought to restore the 1552 prayer book as the official liturgy.[31] It encountered more opposition in the Lords than the Supremacy Act, passing by only three votes. Even this was possible only through political intrigue. Bishops Watson of Lincoln and White of Winchester were imprisoned in the Tower. Bishop Goldwell of St Asaph was never summoned to Parliament, and the elderly Bishop Tunstall of Durham was excused from attending on account of age.[32]
The Act of Uniformity required church attendance on Sundays and holy days and imposed fines for each day absent. It authorized the 1559 prayer book, which effectively restored the 1552 prayer book with some modifications.[33] The Litany in the 1552 book had denounced "the bishop of Rome, and all his detestable enormities".[31] The revised Book of Common Prayer removed this denunciation of the Pope. It also deleted the Black Rubric, which in the 1552 book explained that kneeling for communion did not imply Eucharistic adoration.[31]
The Ornaments Rubric was added as one of the concessions to traditionalists in order to gain passage in the Lords.[34] The rubric provided instructions for clerical vestments, stating that until the Queen ordered otherwise ministers were to "use such ornaments as were in use by the authority of Parliament in the second year of the reign of King Edward VI".[35] Edward's second regnal year ran from 28 January 1548 to 27 January 1549. During this time, priests said Mass in Latin wearing traditional Catholic vestments. Few thought this was the rubric's meaning, however. Since the Act of Uniformity 1549 which approved the first prayer book was passed in January, it is likely that the provisions of the 1549 prayer book were intended, even though Edward's second year ended several months before the book was published. The 1549 prayer book required clergy to wear the alb, cope and chasuble.[35][36] Opposition to the so-called "popish wardrobe" made it impossible to enforce the rubric.[36]
The most significant revision was a change to the Communion Service that added the words for administering sacramental bread and wine from the 1549 prayer book to the words in the 1552 book.[37] When communicants received the bread, they would hear the words, "The body of our Lord Jesus Christ, which was given for thee, preserve thy body and soul unto everlasting life [1549]. Take and eat this in remembrance that Christ died for thee, and feed on him in thy heart by faith with thanksgiving" [1552].[38] This combination could be interpreted as an affirmation of an objective real presence to those who believed in it, while others could interpret it to mean memorialism.[39]
Scholarly interpretation
In his "Puritan Choir" thesis, historian J. E. Neale argues that Elizabeth wanted to pursue a conservative policy but was pushed in a radical direction by a Protestant faction in the House of Commons.[40] This theory has been challenged by Christopher Haigh, who argues that Elizabeth wanted radical reform but was pushed in a conservative direction by the House of Lords. Haigh argues that the Act of Uniformity "produced an ambiguous Book of Common Prayer: a liturgical compromise which allowed priests to perform the Church of England communion with Catholic regalia, standing in the Catholic position, and using words capable of Catholic interpretation".[33] This made it easier for priests to "counterfeit" the Mass without risking arrest.[41]
Another historian, Diarmaid MacCulloch, also finds Neale's thesis flawed.[13] At the same time, he calls the idea that the prayer book modifications were concessions to Catholics "absurd", writing that "these little verbal and visual adjustments" would never satisfy Catholic clergy and laity after the loss of "the Latin mass, monasteries, chantries, shrines, gilds and a compulsory celibate priesthood".[14] He argues the modifications were most likely meant to appease domestic and foreign Lutheran Protestants who opposed the memorialist view originating from reformed Zurich.[39] In 1559, Elizabeth was still unsure of the theological orientation of her Protestant subjects, and she did not want to offend the Lutheran rulers of northern Europe by veering too far into the Reformed camp. "It was worthwhile for Elizabeth's government to throw the Lutherans a few theological scraps, and the change also chimed with the Queen's personal inclination to Lutheran views on eucharistic presence."[14]
Historians Patrick Collinson and Peter Lake argue that until 1630 the Church of England was shaped by a "Calvinist consensus".[42] During this time, Calvinist clergy held the best bishoprics and deaneries. Historians John Coffey and Paul C. H. Lim write that the Elizabethan Church "was widely regarded as a Reformed church, but it was anomalous in retaining certain features of late medieval Catholicism", such as cathedrals, church choirs, a formal liturgy contained in the prayer book, traditional clerical vestments and episcopal polity.[43]
Episcopal appointments
To enforce her religious policies, Queen Elizabeth needed bishops willing to cooperate. Seven bishops, including Cardinal Pole, Mary's Archbishop of Canterbury, died in 1558 and needed to be replaced. The remaining bishops were all Catholics appointed during Mary's reign, and Elizabeth's advisers hoped they could be persuaded to continue serving. Ultimately, all but two bishops (the undistinguished Anthony Kitchin of Llandaff and the absentee Thomas Stanley of Sodor and Man) lost their posts. Most of their replacements were not consecrated until December 1559 or early 1560.[44]
Elizabeth chose Matthew Parker to replace Pole as Archbishop of Canterbury. Parker was a prominent scholar and had served as chaplain to Elizabeth's mother, Anne Boleyn. Also, like Elizabeth, Parker was a Nicodemite—someone who stayed in England during Mary's reign and outwardly conformed to Catholicism. Most of the other posts went to Marian exiles such as Edmund Grindal for London, Richard Cox for Ely, John Jewel for Salisbury, William Barlow for Chichester and John Scory for Hereford. Those exiles with ties to John Calvin's reformation in Geneva were notably excluded from consideration. The Queen never forgave John Knox for writing The First Blast of the Trumpet Against the Monstruous Regiment of Women, which denounced female monarchs, and the Reformation in Geneva was tainted by association.[45]
In the summer of 1559, the government conducted a royal visitation of the dioceses. The visitation was conducted according to injunctions based on the Royal Injunctions of 1547.[41] These new royal injunctions were meant to fill in the details of the settlement and were to be enforced nationwide by six groups of clerical and lay commissioners. All of the leading clergymen were Protestants and former exiles (Robert Horne, Thomas Becon, Thomas Bentham, John Jewel, Edwin Sandys, and Richard Davies), and they interpreted the injunctions in the most Protestant way possible.[46]
According to the injunctions, church images that were superstitiously abused were condemned as idolatry, but the commissioners mandated the destruction of all pictures and images.[41] Across the nation, parishes paid to have roods, images and altar tabernacles removed, which they had only recently paid to restore under Queen Mary. They would spend more money on buying Bibles and prayer books and replacing chalices with communion cups (a chalice was designed for the priest alone whereas a communion cup was larger and to be used by the whole congregation).[47]
The Injunctions offered clarity on the matter of vestments. Clergy were to wear the surplice (rather than cope or chasuble) for services. In 1560, the bishops specified that the cope should be worn when administering the Lord's Supper and the surplice at all other times.[48] Other provisions of the Royal Injunctions were out of step with the Edwardian Reformation and displayed the Queen's conservative preferences. These included injunctions allowing processions to take place at Rogationtide and requirements that clergy receive permission to marry from the bishop and two justices of the peace.[49]
In some instances, the injunctions contradicted the 1559 prayer book. While the prayer book directed the use of ordinary bread for communion, the Injunctions required traditional wafers to be used.[41] There were also conflicting directions for the placement of the communion tables that were to replace stone altars. According to the prayer book, the table should be placed permanently in the chancel oriented east to west. The injunctions ordered the "holy table" to be carried into the chancel during communion services but at all other times to be placed where the altar would have stood. When not in use, it was to be oriented north to south, the same as an altar.[49] These provisions offended many Protestants, and in practice, the Injunctions were often ignored by church leaders.[50]
The Queen was disappointed by the extreme iconoclasm of the Protestants during the visitations. In October 1559, she ordered that a crucifix and candlesticks be placed on the communion table in the Chapel Royal. Later, she decided that roods should be restored in parish churches. Elizabeth's bishops protested both moves as revivals of idolatry, arguing that all images were forbidden by the Second Commandment. In the end, the Queen and the bishops reached an unspoken compromise. She kept her crucifix and candles and dropped her plans to restore roods. In 1560, Bishop Grindal was allowed to enforce the demolition of rood lofts in London.[51] A year later, the Queen herself ordered the demolition of all lofts, but the rood beams were to remain on which the royal arms were to be displayed. The Queen still believed there should be a division between the chancel and the rest of the church.[52]
Many parishes were slow to comply with the injunctions. Many did so out of sympathy with traditional Catholic religion, while others waited to see if this religious settlement was permanent before taking expensive action. Churchwardens' accounts indicate that half of all parishes kept Catholic vestments and Mass equipment for at least a decade. Gradually, however, parishes complied as bishops exerted pressure. Most of the parish clergy were Catholics.[53] Through the mid-1560s, there were an estimated 800 clergy who resigned or were deprived for refusal to conform. Most parish clergy kept their posts, but it is not clear to what degree they conformed.[54] The bishops thought that Catholicism was widespread among the old clergy, but priests were rarely removed because of a clergy shortage that began with an influenza epidemic in 1558.[55]
Music in the Church of England was limited to biblical texts and music sung during worship in the early church. Examples of permissible music included metrical psalms and liturgical texts such as the Te Deum. Although most people were able to sing, worship was dominated by choral liturgies, especially in the cathedrals. During this time, motets were replaced by anthems,[56] and William Byrd's Great Service was composed for the royal chapel and cathedrals.[57] Parish churches tended to have less music as Puritan influences argued against using of funds to pay for choristers.[58] Churches employed singers for special occasions,[59] which might be paid with money, wine, or ale and bread.[60] The impressment of boys for service as singers in St. Paul's Cathedral and the royal chapel continued during this period.[61]
Devotional singing at home was shared between family and friends.[62] By far the most popular and reprinted metrical Psalter was Thomas Sternhold's Whole book of Psalms.[63] Although it was not legally required, it was traditional for virtually all Protestant churches and was also used at home.[64]
Thirty-nine Articles and the Homilies
The Elizabethan settlement was further consolidated by the adoption of a moderately Protestant doctrinal statement called the Thirty-nine Articles of Religion. While affirming traditional Christian teaching as defined by the first four ecumenical councils, it tried to steer a middle way between Reformed and Lutheran doctrines while rejecting Anabaptist thinking. The Thirty-nine Articles were not intended as a complete statement of the Christian faith but of the position of the Church of England in relation to the Catholic Church and dissident Protestants.[65][page needed] In 1571, Convocation finalised the Thirty-nine Articles. It was given statutory force by the Subscription Act, which required all new ministers to affirm their agreement with this confessional statement.[66]
With the Queen's approval, Convocation also issued a second Book of Homilies with sermons on 20 topics. One, "Of the Worthy Receiving of the Sacrament", added more detail to the church's doctrine of the Eucharist, which was described as "spiritual food" and "a ghostly substance and not carnal" made real by faith. This receptionist view had much in common with John Calvin's Eucharistic theology. "Of Common Prayer and Sacraments" taught that although only baptism and the Eucharist were sacraments instituted by Christ other rites such as ordination had a sacramental character.[67]
The settlement of 1559 had given Protestants control of the Church of England, but matters were different at the parish level, where Catholic priests and traditional laity held large majorities. The bishops struggled for decades to impose the prayer book and Injunctions on reluctant parishes. "For a while, it was possible to sustain an attenuated Catholicism within the parish framework, by counterfeiting the mass, teaching the seven sacraments, preserving images of saints, reciting the rosary, observing feasts, fasts, and customs".[68] Over time, however, this "survivalist Catholicism" was undermined by pressures to conform, giving way to an underground Catholicism completely separate from the Church of England.[68]
Gradually, England was transformed into a Protestant country as the prayer book shaped Elizabethan religious life. By the 1580s, conformist Protestants (termed "parish anglicans" by Christopher Haigh and "Prayer Book protestants" by Judith Maltby) were becoming a majority.[69][70][71] Efforts to introduce further religious reforms through Parliament or by means of Convocation were consistently blocked by the Queen. The Church of England's refusal to adopt the patterns of the Continental Reformed churches deepened conflict between Protestants who desired greater reforms and church authorities who prioritised conformity.[72]
Catholic resistance
In the early years of Elizabeth's reign, most Catholics hoped the Protestant ascendancy would be temporary, as it had been prior to Mary's restoration of papal authority. There were priests who conformed to the prayer book while also providing the Mass to their parishioners. Others refused to conform. Large numbers of deans, archdeacons, cathedral canons, and academics (mostly from Oxford but also from Cambridge) lost their positions.[73] In the early years, some 300 Catholics fled, especially to the University of Louvain. From there they wrote and published a large body of Catholic polemical work to counter Protestantism, particularly Thomas Harding, Richard Smyth, and William Allen.[74] They also acted as a "Church government in exile", providing Catholics in England with advice and instructions.[75] In 1568, the English College at Douai was founded to provide a Catholic education to young Englishmen and, eventually, to train a new leadership for a restored Catholic Church in England.[75] Other leading Marian churchmen remained in England to serve as private chaplains to Catholic nobles and gentry. Many became leaders of an underground Catholic Church.[76]
Catholics were forced to choose between attending Protestant services to comply with the law or refusing to attend. Those who refused to attend Church of England services were called recusants. Most Catholics, however, were "church papists"—Catholics who outwardly conformed to the established church while maintaining their Catholic faith in secret. Wealthy church papists attended their parish church but had Mass at home or hired two chaplains, one to perform the prayer book service and the other to perform the Mass.[77] Initially, recusant priests advised the laity to simply abstain from Protestant communion. However, this stance hardened over time.[78] In 1562, the Council of Trent ruled out any outward conformity or Nicodemism for Catholics: "You may not be present at such prayers of heretics, or at their sermons, without heinous offence and the indignation of God, and it is far better to suffer most bitter cruelties than to give the least sign of consent to such wicked and abominable rites."[79] By the late 1560s, recusancy was becoming more common.[78]
In 1569, the Revolt of the Northern Earls attempted to overthrow England's Protestant regime. The rebellion was defeated, but it contributed to a perception that Catholicism was treason. This perception was seemingly confirmed when Elizabeth was excommunicated by Pope Pius V in February 1570. The papal bull Regnans in Excelsis released Elizabeth's Catholic subjects from any obligation to obey her. Subsequently, two Catholics, John Felton and John Story, were executed for treason.[80] The discovery of the Ridolfi plot–a Catholic conspiracy to overthrow Elizabeth and place Mary, Queen of Scots on the throne–further alarmed the English government.[81]
By 1574, Catholic recusants had organised an underground Catholic Church, distinct from the Church of England. However, it had two major weaknesses: membership loss as church papists conformed fully to the Church of England, and a shortage of priests. The latter problem was addressed by establishing seminaries to train and ordain English priests. In addition to the English College at Douai, a seminary was established at Rome, the Collegium Anglorum or English College, and two more were established in Spain in Valladolid and in Seville. Between 1574 and 1603, 600 Catholic priests were sent to England.[82] In 1580, the first Jesuit priests came to England.[83]
The Queen's excommunication and the arrival of the seminary priests brought a change in government policy toward recusants. Before 1574, most laymen were not made to take the Oath of Supremacy and the 12d fine for missing a service was poorly enforced.[83] Afterwards, efforts to identify recusants and force them to conform increased. In 1581, a new law made it treason to be absolved from schism and reconciled with Rome and the fine for recusancy was increased to £20 per month (50 times an artisan's wage). Afterwards, executions of Catholic priests became more common, and in 1585, it became treason for a Catholic priest to enter the country, as well as for anyone to aid or shelter him.[84]
The persecution of 1581–1592 changed the nature of Catholicism in England. The seminary priests were dependent on the gentry families of southern England. As the older generation of recusant priests died out, Catholicism collapsed among the lower classes in the north, west and in Wales. Without priests, these social classes drifted into the Church of England and Catholicism was forgotten. By Elizabeth's death, Catholicism had become "the faith of a small sect", largely confined to gentry households.[85]
Leading Protestants within the Church of England were attracted to the Reformed churches of south Germany and Switzerland led by theologians such as John Calvin, Heinrich Bullinger and others.[86] In England, however, Protestants were forced to operate within a church structure unchanged since medieval times with the same threefold orders of bishop, priest and deacon along with church courts that continued to use medieval canon law. In addition, the liturgy remained "more elaborate and more reminiscent of older liturgical forms" and "took no account of developments in Protestant thinking after the early 1550s". According to historian Diarmaid MacCulloch, the conflicts over the Elizabethan Settlement stem from the "tension between Catholic structure and Protestant theology".[86]
There were objections over the prayer book, including certain formulas and responses, the sign of the cross in baptism, the surplice and use of a wedding ring in marriage.[87] Throughout her reign, the Queen successfully blocked attempts by Parliament and the bishops to introduce further change. The bishops were placed in the difficult position of enforcing conformity while supporting reform. This was particularly evident between 1565 and 1567 during the Vestments controversy over the refusal of some clergy to wear the clerical dress required by the Royal Injunctions. For many Protestants, clerical vestments symbolised a continued belief in a priestly order separate from the congregation,[72] and could be interpreted by Catholics as affirmation of traditional doctrines.[88] Bishop Jewel called the surplice a "vestige of error".[87] In general, the bishops considered clerical dress adiaphora and tried to find compromise, but the Queen believed that the church—and herself as supreme governor—had authority to determine rites and ceremonies. In the end, Archbishop Parker issued a code of discipline for the clergy called the Advertisements, and the most popular and effective Protestant preachers were suspended for non-compliance.[89]
The controversy over dress divided the Protestant community, and it was in these years that the term Puritan came into use to describe those who wanted further reformation. Some lost faith in the Church of England as an agent of reform, becoming separatists and establishing underground congregations. Most Puritans, however, remained in the Church of England.[90] These Puritans were not without influence, enjoying the support of powerful men such as the Earl of Leicester, Walter Mildmay, Francis Walsingham, the Earl of Warwick and William Cecil.[91]
In 1572, a bill was introduced in the Queen's 4th Parliament that would allow Protestants, with their bishop's permission, to omit ceremonies from the 1559 prayer book, and bishops would be further empowered to license clergymen to use the French and Dutch stranger church liturgies. Catholics, however, would have no such freedom. The Queen did not approve, disliking any attempt to undermine the concept of religious uniformity and her own religious settlement.[92]
By 1572, the debate between Puritans and conformists had entered a new phase—church government had replaced vestments as the major issue.[93] While Parliament still met, Thomas Wilcox and John Field published An Admonition to the Parliament that condemned "Popish abuses yet remaining in the English Church" and episcopal polity.[94] It called for the church to be organised according to presbyterian polity. In November, A Second Admonition to Parliament was published—most likely authored by Thomas Cartwright or Christopher Goodman—which presented a more detailed proposal for church reform along presbyterian lines. John Whitgift of Cambridge University, a leading advocate for conformity, published a reply in October 1572, and he and Cartwright subsequently entered into a pamphlet war. The Admonition Controversy was not a disagreement over soteriology—both Cartwright and Whitgift believed in predestination and that human works played no role in salvation.[95] Rather, the Admonition's authors believed that presbyterianism was the only biblical form of church government, whereas Whitgift argued that no single form of church government was commanded in the Bible.[96] Under Field's leadership, the Classical Movement was active among Puritans within the Church of England throughout the 1570s and 1580s. Puritan clergy in this movement organised local presbyteries or classes, from which the movement took its name. Through the 1580s, Puritans were organised enough to conduct what were essentially covert national synods.[97]
In 1577, Whitgift was made Bishop of Worcester and six years later Archbishop of Canterbury. His rise to power has been identified with a "conservative reaction" against Puritanism. It is more accurate to call Whitgift and those like him conformists, since the word conservative carries connotations of Catholicism.[98] The majority of conformists were part of the Reformed consensus that included the Puritans; what divided the parties were disputes over church government.[99] Whitgift's first move against the Puritans was a requirement that all clergy subscribe to three articles, the second of which stated that the Prayer Book and Ordinal contained "nothing ... contrary to the word of God".[100] Whitgift's demands produced widespread turmoil, and around 400 ministers were suspended for refusal to subscribe. Under pressure from the Privy Council, Whitgift was forced to accept conditional subscriptions from defiant ministers.[101]
In the Parliaments of 1584 and 1586, the Puritans attempted to push through legislation that would institute a presbyterian form of government for the Church of England and replace the prayer book with the service book used in Geneva. Both attempts failed, mainly because of the Queen's opposition. In response, a group of conformists including Richard Bancroft, John Bridges, Matthew Sutcliffe, Thomas Bilson, and Hadrian Saravia began defending the English Church's episcopal polity more strongly, no longer merely accepting it as convenient but asserting it as divine law.[102]
In response to Bridges' A Defence of the Government Established in the Church of England for Ecclesiastical Matters, an anonymous Puritan under the pseudonym Martin Marprelate published a series of tracts attacking leading conformist clergy. The 1588 Marprelate Controversy led to the discovery of the presbyterian organisation that had been built up over the years. Its leaders were arrested and the Classical Movement disintegrated. This debacle occurred at the same time that Puritanism's most powerful defenders at Court were dying off. In the aftermath of the conformist assault, the 1590s were relatively free of theological controversy. Once Whitgift had destroyed presbyterian activism, he was content to leave the Puritans alone. Likewise, Elizabethan Puritans abandoned the hopeless cause of presbyterianism to focus on less controversial pursuits.[103]
In 1603, the King of Scotland inherited the English crown as James I. The Church of Scotland was even more strongly Reformed, having a presbyterian polity and John Knox's liturgy, the Book of Common Order. James was himself a moderate Calvinist, and the Puritans hoped the King would move the English Church in the Scottish direction.[104][105] James, however, did the opposite, forcing the Scottish Church to accept bishops and the Five Articles of Perth, all attempts to make it as similar as possible to the English Church.[106]
At the start of his reign, Puritans presented the Millenary Petition to the King. This petition for church reform was referred to the Hampton Court Conference of 1604, which agreed to produce a new prayer book, the 1604 Book of Common Prayer, that incorporated a few changes requested by the Puritans. The most important outcome of the Conference, however, was the decision to produce a new translation of the Bible, the 1611 King James Version. While a disappointment for Puritans, the provisions were aimed at satisfying moderate Puritans and isolating them from their more radical counterparts.[107]
The Church of England's dominant theology was still Calvinism, but a group of theologians associated with Bishop Lancelot Andrewes disagreed with many aspects of the Reformed tradition, especially its teaching on predestination. Like the Puritans, Andrewes engaged in his own brand of nonconformity. In his private chapel, he added ceremonies and formulas not authorised in the prayer book, such as burning incense. James I tried to balance the Puritan forces within his church with followers of Andrewes, promoting many of them at the end of his reign. This group was led by Richard Neile of Durham and became known as the Durham House group. They looked to the Church Fathers rather than the Reformers and preferred using the more traditional 1549 prayer book.[108] Due to their belief in free will, this new faction is known as the Arminian party, but their high church orientation was more controversial.[109]
During the reign of Charles I, the Arminians were ascendant and closely associated with William Laud, Archbishop of Canterbury (1633–1645). Laud and his followers believed the Reformation had gone too far and launched a "'Beauty of Holiness' counter-revolution, wishing to restore what they saw as lost majesty in worship and lost dignity for the sacerdotal priesthood."[109] Laudianism, however, was unpopular with both Puritans and Prayer Book Protestants, who viewed the high church innovations as undermining forms of worship they had grown attached to.[110] The English Civil War resulted in the overthrow of Charles I, and a Puritan dominated Parliament began to dismantle the Elizabethan Settlement. Episcopacy was replaced with a semi-presbyterian system. In 1645, the prayer book was made illegal and replaced by the Directory for Public Worship. The Directory was not a liturgical book but only a set of directions and outlines for services.[108]
The Restoration of the monarchy in 1660 allowed for the restoration of the Elizabethan Settlement as well. The 1662 prayer book mandated by the 1662 Act of Uniformity was a slightly revised version of the previous book.[111] Many Puritans, however, were unwilling to conform to it. Around 900 ministers refused to subscribe to the new prayer book and were removed from their positions, an event known as the Great Ejection.[112] Puritans became dissenters. Now outside the established church, the different strands of the Puritan movement evolved into separate denominations: Congregationalists, Presbyterians, and Baptists.[113]
The Church of England was fundamentally changed. The "Jacobean consensus" was shattered, and the Church of England began defining itself less broadly.[114] The suppression and marginalisation of Prayer Book Protestants during the 1640s and 1650s had made the prayer book "an undisputed identifier of an emerging Anglican self-consciousness."[115] Historian Judith Maltby writes that Anglicanism as a recognisable tradition "owes more to the Restoration than the Reformation".[116] It was in the period after 1660 that Richard Hooker's thought became influential within the Church of England, as Anglicans tried to define themselves in ways distinct from Protestant dissenters.[116]
Diarmaid MacCulloch states that Hooker's writings helped to create an "Anglican synthesis". From Hooker, Anglicanism "inherited its belief in the place of reason as an authority for action, its esteem for continuity over the Reformation divide, and a hospitality towards sacramental modes of thought". From the Arminians, it gained a theology of episcopacy and an appreciation for liturgy. From the Puritans and Calvinists, it "inherited a contradictory impulse to assert the supremacy of scripture and preaching".[117]
The clash between Calvinists and Arminians was never resolved, and the "seesaw battle between Catholic and Protestant within a single Anglican ecclesiastical structure has been proceeding ever since".[118] The preface to the 1662 prayer book defined the Church of England as a via media "between the two extremes of too much stiffness in refusing and of too much easiness in admitting any variation".[119] Historian A. G. Dickens wrote that while Elizabeth I "cannot be credited either with the invention of Anglo-Catholicism or with a prophetic latitudinarian policy which foresaw the rich diversity of Anglicanism. Her preferences of 1558–9 nevertheless make this diversity possible".[120]
* Act of Supremacy 1558,
* Act of Supremacy (Ireland) 1560,
* Simony Act 1588.
* A View of Popish Abuses yet remaining in the English Church
* History of the Church of England
* Liturgical struggle
* Peace of Augsburg 1555
* Religion in the United Kingdom
* Westminster Conference 1559
1. ^ Moorman 1973, p. 168.
2. ^ Haigh 1993, p. 181.
3. ^ Marshall 2017, p. 308.
4. ^ MacCulloch 1996, p. 210.
5. ^ MacCulloch 2001, p. 112.
6. ^ Duffy 2005, p. 475.
7. ^ Winship 2018, p. 12.
8. ^ Marshall 2017, p. 348.
9. ^ Duffy 2005, p. 458.
10. ^ Duffy 2005, pp. 450–454.
11. ^ Moorman 1973, p. 192,197.
12. ^ MacCulloch 2005, p. 89.
13. ^ a b MacCulloch 2001, p. 25.
14. ^ a b c MacCulloch 2005, p. 88.
15. ^ Moorman 1973, p. 200.
16. ^ Haigh 1993, p. 238.
17. ^ Marshall 2017, p. 419.
18. ^ Marshall 2017, pp. 419–420.
19. ^ a b Marshall 2017, p. 423.
20. ^ a b Haigh 1993, p. 239.
21. ^ Marshall 2017, p. 424.
22. ^ a b Marshall 2017, p. 425.
23. ^ Moorman 1973, p. 199.
24. ^ Marshall 2017, p. 426.
25. ^ Marshall 2017, p. 427.
26. ^ Haigh 1993, p. 239–240.
27. ^ Marshall 2017, p. 428.
28. ^ a b Haigh 1993, p. 240.
29. ^ a b Marshall 2017, p. 430.
30. ^ Marshall 2017, pp. 431–432.
31. ^ a b c Marshall 2017, p. 433.
32. ^ Marshall 2017, p. 432.
33. ^ a b Haigh 1993, p. 241.
34. ^ Haigh 1993, pp. 240–241.
35. ^ a b Marshall 2017, p. 434.
36. ^ a b Moorman 1983, p. 61.
37. ^ For an extended treatment, see Ratcliff (1980, pp. 12–17) discussing The Communion Service of the Prayer Book: Its intention, Interpretation and Revision, and also Dix (1948).
38. ^ MacCulloch 2001, p. 26.
39. ^ a b MacCulloch 2001, p. 27.
40. ^ For a summary of Neale's thesis, see Neale (1953, pp. 33–84).
41. ^ a b c d Haigh 1993, p. 242.
42. ^ Spurr 2002, p. 109.
43. ^ Coffey & Lim 2008, pp. 3–4.
44. ^ Marshall 2017, pp. 435–436.
45. ^ Marshall 2017, pp. 436–437.
46. ^ Marshall 2017, p. 438.
47. ^ Marshall 2017, p. 440.
48. ^ Marshall 2017, p. 444.
49. ^ a b Marshall 2017, p. 445.
50. ^ MacCulloch 2005, p. 26.
51. ^ Haigh 1993, p. 244.
52. ^ Marshall 2017, p. 452.
53. ^ Haigh 1993, pp. 246–248.
54. ^ Marshall 2017, p. 443.
55. ^ Haigh 1993, pp. 248–249.
56. ^ See the entry on Anthem in the 1911 Encyclopedia Britannica
57. ^ Byrd 1922, p. 123.
58. ^ Lord 2003, p. 86.
59. ^ Harley 2010, p. 28.
60. ^ Harley 2010, p. 33.
61. ^ Williamson 2018, p. 421.
62. ^ Lord 2003, p. 39.
63. ^ Sternhold 1705, p. 1.
64. ^ Quitslund 2016, p. 229.
65. ^ Wilson & Templeton 1962.
66. ^ Marshall 2017, p. 500.
67. ^ Marshall 2017, pp. 458–459.
68. ^ a b Haigh 1993, p. 252.
69. ^ Marshall 2017, pp. 542–543.
70. ^ Haigh 1993, p. 291.
71. ^ Maltby 1998, p. 11.
72. ^ a b MacCulloch 2001, p. 30.
73. ^ Haigh 1993, p. 253.
74. ^ Marshall 2017, pp. 467–469.
75. ^ a b Haigh 1993, p. 254.
76. ^ Haigh 1993, p. 255.
77. ^ Haigh 1993, p. 256.
78. ^ a b Haigh 1993, p. 259.
79. ^ Marshall 2017, p. 465.
80. ^ Marshall 2017, pp. 487–494.
81. ^ Marshall 2017, p. 495.
82. ^ Haigh 1993, p. 261.
83. ^ a b Haigh 1993, p. 262.
84. ^ Haigh 1993, p. 263.
85. ^ Haigh 1993, p. 266.
86. ^ a b MacCulloch 2001, p. 28.
87. ^ a b Spinks 2006, p. 47.
88. ^ Marshall 2017, p. 479.
89. ^ Marshall 2017, pp. 470–472.
90. ^ MacCulloch 2001, pp. 30–31.
91. ^ MacCulloch 2001, p. 48.
92. ^ Marshall 2017, p. 504.
93. ^ MacCulloch 2001, p. 33.
94. ^ Marshall 2017, p. 505.
95. ^ Marshall 2017, p. 506.
96. ^ MacCulloch 2001, pp. 35–47.
97. ^ MacCulloch 2001, p. 43.
98. ^ MacCulloch 2001, p. 38.
99. ^ MacCulloch 2001, p. 50.
100. ^ MacCulloch 2001, p. 41.
101. ^ MacCulloch 2001, p. 42.
102. ^ MacCulloch 2001, pp. 43–47.
103. ^ MacCulloch 2001, pp. 47–51.
104. ^ Spinks 2006, p. 48.
105. ^ Newton 2005, p. 6.
106. ^ Spinks 2006, p. 49.
107. ^ Spinks 2006, pp. 49–50.
108. ^ a b Spinks 2006, p. 50.
109. ^ a b Maltby 2006, p. 88.
110. ^ Maltby 2006, p. 89.
111. ^ Hefling 2006, p. 61.
112. ^ Spinks 2006, p. 54.
113. ^ Bremer 2009, p. 27.
114. ^ Maltby 1998, p. 235.
115. ^ Maltby 2006, p. 92.
116. ^ a b Maltby 1998, p. 236.
117. ^ MacCulloch 2001, p. 85.
118. ^ MacCulloch 2001, p. 86.
119. ^ Gregory 2006, p. 94.
120. ^ Dickens 1989, p. 350.
* Bremer, Francis J. (2009). Puritanism: A Very Short Introduction. Oxford University Press. ISBN 9780199740871.
* Byrd, William (1922). Great Service. Oxford University Press.
* Coffey, John; Lim, Paul C. H., eds. (2008). The Cambridge Companion to Puritanism. Cambridge Companions to Religion. Cambridge University Press. ISBN 978-0-521-67800-1.
* Dickens, A. G. (1989). The English Reformation (2nd ed.). BT Batsford. ISBN 0713436697.
* Duffy, Eamon (2005). The Stripping of the Altars: Traditional Religion in England, c. 1400–c. 1580 (2nd ed.). Yale University Press. ISBN 978-0-300-10828-6.
* Dix, Gregory (1948). Dixit Cranmer Et Non Timuit. Dacre.
* Gregory, Jeremy (2006). "The Prayer Book and the Parish Church: From the Restoration to the Oxford Movement". In Hefling, Charles; Shattuck, Cynthia (eds.). The Oxford Guide to the Book of Common Prayer: A Worldwide Survey. Oxford University Press. pp. 93–105. ISBN 978-0-19-529756-0.
* Haigh, Christopher (1993). English Reformations: Religion, Politics, and Society Under the Tudors. Oxford University Press. ISBN 978-0-19-822162-3.
* Harley, John (2010). World of William Byrd: Musicians, Merchants and Magnates. Ashgate Publishing, Ltd. ISBN 9781315551388.
* Hefling, Charles (2006). "The 'Liturgy of Comprehension'". In Hefling, Charles; Shattuck, Cynthia (eds.). The Oxford Guide to the Book of Common Prayer: A Worldwide Survey. Oxford University Press. pp. 61–63. ISBN 978-0-19-529756-0.
* Lord, Suzanne (2003). "Life and Music of the Middle Class". Music from the Age of Shakespeare: A Cultural History. Greenwood Press. ISBN 978-0-313-31713-2.
* MacCulloch, Diarmaid (1996). Thomas Cranmer: A Life (revised ed.). London: Yale University Press. ISBN 9780300226577.
* —— (2001). The Later Reformation in England, 1547-1603. British History in Perspective (2nd ed.). Palgrave Macmillan. ISBN 978-0333921395.
* —— (December 2005). "Putting the English Reformation on the Map". Transactions of the Royal Historical Society. 15. Cambridge University Press: 75–95. doi:10.1017/S0080440105000319. JSTOR 3679363. S2CID 162188544.
* Maltby, Judith (1998). Prayer Book and People in Elizabethan and Early Stuart England. Cambridge University Press. ISBN 978-0521793872.
* —— (2006). "The Prayer Book and the Parish Church: From the Elizabethan Settlement to the Restoration". In Hefling, Charles; Shattuck, Cynthia (eds.). The Oxford Guide to the Book of Common Prayer: A Worldwide Survey. Oxford University Press. pp. 79–92. ISBN 978-0-19-529756-0.
* Marshall, Peter (2017). Heretics and Believers: A History of the English Reformation. Yale University Press. ISBN 978-0300170627.
* Moorman, John R. H. (1973). A History of the Church in England (3rd ed.). Morehouse Publishing. ISBN 978-0819214065.
* —— (1983). The Anglican Spiritual Tradition. Templegate Publishers. ISBN 0-87243-139-8.
* Neale, John (1953). Elizabeth I and her Parliaments 1559–1581. London: Jonathan Cape.
* Newton, Diana (2005). The Making of the Jacobean Regime: James VI and I and the Government of England, 1603-1605. Studies in History. Royal Historical Society. ISBN 9780861932726.
* Quitslund, Beth (2016), "The Psalm Book", in Smith, Emma (ed.), The Elizabethan Top Ten: Defining Print Popularity in Early Modern England, Routledge, ISBN 9781409440307
* Ratcliff, E. C. (1980). Reflections on Liturgical Revision. Grove Books.
* Spinks, Bryan (2006). "From Elizabeth I to Charles II". In Hefling, Charles; Shattuck, Cynthia (eds.). The Oxford Guide to the Book of Common Prayer: A Worldwide Survey. Oxford University Press. pp. 44–54. ISBN 978-0-19-529756-0.
* Spurr, John (March 2002). "The English 'Post-Reformation'?". The Journal of Modern History. 74 (1). University of Chicago Press: 101–119. doi:10.1086/343369. JSTOR 10.1086/343369. S2CID 142464028.
* Sternhold, Thomas (1705). Whole Book of Psalms. Company of Stationers.
* Williamson, Magnus (2018). "Music and Reform in France, England, and Scotland". In Fenlon, Iain; Wristreich, Richard (eds.). The Cambridge History of Sixteenth-Century Music. Cambridge University Press. ISBN 9780511675874.
* Wilson, William Gilbert; Templeton, J. H. (1962). Anglican Teaching: An Exposition of the Thirty-nine Articles. Dublin: Association for Promoting Christian Knowledge.
* Winship, Michael P. (2018). Hot Protestants: A History of Puritanism in England and America. Yale University Press. ISBN 978-0-300-12628-0.
* Frere, Walter Howard (1904). The English Church in the Reigns of Elizabeth and James I (1558-1625). London; New York: Macmillan. OCLC 1182585959.
* Gee, Henry (1898). The Elizabethan Clergy and the Settlement of Religion, 1558-1564. Oxford: The Clarendon Press. OCLC 559639008.
* Elizabethan Religious Settlement - World History Encyclopedia
* Documents Illustrative of English Church History
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Chapter 10 Topic 4. Flashcards
A subgroup of a major religion
Separation into component parts
Church court set up to try people accused of heresy
Separate section of a city where members of a minority group are forced to live
A group of Catholic leaders that met between 1525 and 1563 to respond to protestant challenges and direct the future of the Catholic church
Also called Catholic Reformation. In the history of Christianity, it is defined as the Roman Catholics efforts against the Protestant Reformation and toward internal renewal; the Counter-Reformation took place during roughly the same period as the Protestant Reformation
The Elizabethan Settlement
Made during the reign of Elizabeth I, was a response to the religious divisions in England during the reigns of Henry VIII, Edward VI and Mary I
It made Henry "the only supreme head on Earth of the Church of England."
The second Tudor king of England. Well-educated and athletic, he was initially a favorite of English people. He lost much of that popularity with his constant involvement in wars. Henry's desire for a male heir was the catalyst for his eventual break with the Roman Catholic church and the formation of the church of England
The daughter of Spanish monarchs. She married Henry VIII, but did not give birth to a male heir. Catherine refused to annul her marriage so that Henry could marry again, which led to the separation of the Church of England from the Catholic Church
The first queen to rule England in her own right. The daughter of Henry VIII and his first wife, Catherine of Aragon, Mary was a staunch Catholic who failed to turn back the tide of the Catholic reformation in England. Her vigorous persecution of Protestants earned her the nickname "Bloody Mary"
The second wife of King Henry VIII of England and mother of Queen Elizabeth I. The events surrounding the annulment of Henry's marriage to his first wife, Catherine of Aragon, and his marriage to Anne led him to break with the Roman Catholic Church and brought about the English Reformation
Daughter of Anne Boleyn and Henry VIII. Became queen Elizabeth I of England upon the death of Queen Mary
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The Culture Rock Griot | I am so thrilled and honor to present my first article since July 2021 with the legendary Sidney Barnes
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The Temptations
The "Classic Five" lineup of the Temptations in 1967
Clockwise from top: David Ruffin, Melvin Franklin, Otis
Williams, Eddie Kendricks and Paul Williams
Background information
Also known as The Elgins, The Pirates
Origin Detroit, Michigan, U.S.
Genres * R&B
* soul
* funk
* progressive soul[1]
* psychedelic soul
Years active 1961–present
Labels * Motown
* Gordy
* Miracle
* Warwick
* UAR
* Capitol
* Atlantic
* New Door
Members Otis Williams
Ron Tyson
Terry Weeks
Tony Grant
Jawan M. Jackson
Past members Melvin Franklin
Eddie Kendricks
Paul Williams
Elbridge "Al" Bryant
David Ruffin
Dennis Edwards
Ricky Owens
Richard Street
Damon Harris
Glenn Leonard
Louis Price
Ali-Ollie Woodson
Theo Peoples
Ray Davis
Harry McGilberry
Barrington "Bo" Henderson
G. C. Cameron
Joe Herndon
Bruce Williamson
Larry Braggs
Willie Greene
Mario Corbino
Website www.temptationsofficial.com
The Temptations is an American vocal group formed in Detroit, Michigan, in 1961 as The Elgins, known for their string of successful singles and albums with Motown from the 1960s to the mid-1970s. The group's work with producer Norman Whitfield, beginning with the Top 10 hit single "Cloud Nine" in October 1968, pioneered psychedelic soul, and was significant in the evolution of R&B and soul music.[2] The group members were known for their choreography, distinct harmonies, and dress style. Having sold tens of millions of albums, the Temptations are among the most successful groups in popular music.[3][4][5]
Featuring five male vocalists and dancers (save for brief periods with fewer or more members), the group's founding members came from two rival Detroit vocal groups: Otis Williams, Elbridge "Al" Bryant, and Melvin Franklin of (Otis Williams &) The Distants, and Eddie Kendricks and Paul Williams of The Primes. In 1964, Bryant was replaced by David Ruffin, who was the lead vocalist on a number of the group's biggest hits, including "My Girl" (1964), "Ain't Too Proud to Beg" (1966), and "I Wish It Would Rain" (1967).[6] Ruffin was replaced in 1968 by Dennis Edwards, with whom the group continued to record hit records such as "Cloud Nine" (1968), "I Can't Get Next to You" (1969), and "Ball of Confusion (That's What the World Is Today)" (1970). Kendricks and Paul Williams both left the group in 1971, with subsequent members including Richard Street, Damon Harris, Glenn Leonard, Ron Tyson, and Ali-Ollie Woodson, the last of whom was the lead singer on late-period hit "Treat Her Like a Lady" in 1984 and the theme song for the children's movement program Kids in Motion in 1987.
Over the course of their career, the Temptations released four Billboard Hot 100 number-one singles and fourteen R&B number-one singles. The group was the first Motown act to win a Grammy Award – for "Cloud Nine" in 1969[7] – and the Grammy Lifetime Achievement Award, received in 2013.[8] They won four Grammy Awards in total. The Temptations – specifically Edwards, Franklin, Kendricks, Ruffin, Otis Williams and Paul Williams – were inducted into the Rock and Roll Hall of Fame in 1989. Three Temptations songs, "My Girl", "Just My Imagination (Running Away with Me)" (1971), and "Papa Was a Rollin' Stone" (1972), are included among the Rock and Roll Hall of Fame's 500 Songs that Shaped Rock and Roll. The Temptations were ranked No. 68 on Rolling Stone magazine's list of the "100 Greatest Artists of All Time" in 2010. In 2023, the group were ranked No. 1 by Billboard magazine on its list of the on the "100 Greatest R&B/Hip-Hop Artists Of All Time".[9]
As of 2025, The Temptations continue to perform with Otis Williams in the lineup, who is the group's last surviving original member. Williams owns the rights to "The Temptations" name.
Origins: second half of the 1950s
Eddie Kendricks and Paul Williams started singing together in church as children in Birmingham, Alabama. By their teenage years, they formed a Doo-wop quartet in 1955 with Kell Osborne and Wiley Waller, naming themselves The Cavaliers.[10]
After Waller left the group in 1957, the remaining trio left Birmingham to break into the music business. The group settled in Detroit where they changed their name to The Primes under the direction of Milton Jenkins. The Primes soon became well known around the Detroit area for their meticulous performances.[11] Jenkins later created a sister group, The Primettes, later known as The Supremes. Kendricks was already seen as a "matinee idol" in the Detroit area, while Williams was well received for his baritone vocals.[10]
Meanwhile, concurrently, Texas teenager Otis Williams moved to Detroit as a youngster to be with his mother. By 1958, Williams was the leader of a vocal group named Otis Williams and the Siberians. The group included Elbridge "Al" Bryant, James "Pee-Wee" Crawford, Vernard Plain and Arthur Walton. The band recorded a song, "Pecos Kid" for a label run by radio deejay Senator Bristol Bryant.[12] Shortly after its release, the group changed its name to The El Domingoes. Subsequently, Montgomery native Melvin Franklin replaced Arthur Walton as bass vocalist and Detroit-born Richard Street (claimed by Melvin Franklin to be his cousin)[13] replaced Vernard Plain as lead singer. Signing with Johnnie Mae Matthews' Northern Records, the group had their name changed again to The Distants.
The group recorded two Northern Records singles including "Come On" (1959) and "Alright" (1960).[14] Between these releases, "Come On" became a local hit, and the Warwick Records label picked the record up for national distribution.[14] Following the release of "Alright", Matthews appointed Williams the group leader, and the group's name was changed to Otis Williams & The Distants.[15] During this period, both The Primes and The Distants were influenced by other vocal groups including The Miracles.[16] Other inspirations included The Cadillacs, Frankie Lymon & the Teenagers, The Drifters, and The Isley Brothers.[17] Though "Come On" was a local hit in the Detroit area, The Distants never saw much record sales, and "Alright" was not so successful. After receiving an offer from Berry Gordy to sign with Motown Records, The Distants got out of their contract with Northern Records. However, James "Pee-Wee" Crawford and Richard Street shortly departed from the group and the remaining members lost use of "The Distant" name. Richard Street later formed another 'Distants' band who recorded for the Thelma label in the early 1960s.
Early years: 1961–1963
Members of The Distants were acquainted with The Primes, as both groups participated in the same talent shows and performed at the same public venues. Friendly rivals, The Primes were considered to be the more polished and vocally stronger group of the two. However, this last group disbanded in 1960 after Kell Osborne moved to California. Eddie Kendricks and Paul Williams returned to Alabama following the band's dissolution. While visiting relatives in Detroit, Kendricks called Otis Williams, who desperately needed two more members for an audition for Gordy's label and offered Kendricks a lead singer place in this new group, which would also include fellow former Distants members Franklin and Bryant. Kendricks agreed on the condition he bring Paul Williams with him. Otis Williams happily agreed, and Kendricks and Paul Williams moved back to Detroit to join the new group.
The original name for the new lineup of Otis Williams, Melvin Franklin, Elbridge "Al" Bryant, Eddie Kendricks, and Paul Williams was The Elgins. Under that name, the group auditioned for Motown in March 1961. Already impressed with some of the members after hearing session work, Berry Gordy agreed to sign the group to the Motown imprint, Miracle Records. However, before signing, Gordy discovered another group was using the name of "Elgins". The group began tossing about ideas for a new name on the steps of the Hitsville U.S.A. studio. On a suggestion from Miracle Records employee Billy Mitchell, songwriter Mickey Stevenson, and group members Otis Williams and Paul Williams, The Temptations became the group's new moniker.[18] The "Elgins" name re-surfaced at Motown in 1965, when Gordy renamed a quartet called The Downbeats as The Elgins.
The Temptations' first two singles, "Oh Mother of Mine" and "Check Yourself", with Paul Williams on lead, were released on Miracle before Gordy closed the label down and reassigned the band to his latest imprint, Gordy Records. On the Gordy imprint, Eddie Kendricks sang lead on The Temptations' first charted single, "(You're My) Dream Come True", which peaked at number 22 on the R&B chart in 1962. Later that year, The Temptations began touring as part of the Motortown Revue. The group issued eight recordings between 1961 and 1963 without much success.
Paul Williams and Eddie Kendricks split the leads during this early period, with Al Bryant, Otis Williams, and Melvin Franklin occasionally singing lead, as they did on a song titled "Isn't She Pretty". For a brief time, the group almost had their name changed to The Pirates, and under that name they recorded the songs "Mind Over Matter" and "I'll Love You Till I Die". Eventually the label and the group decided against it. One hit song, "Do You Love Me", was originally to be recorded by The Temptations. When he couldn't get in contact with the group, Gordy produced a version for The Contours. In 1963, The Temptations began working with Smokey Robinson as producer and writer. Robinson's first work with the group was the Paul Williams-led "I Want a Love I Can See". While the song failed to chart, it did eventually become a popular live performance spot for the group and particularly for Paul Williams in general. Some called the group "The Hitless Temptations" due to their lack of hits.
During this time, David Ruffin began following the group around as he aspired to join them. During a local Detroit performance, Ruffin joined the group onstage and impressed the group with his vocal talent and dancing skills.[19] Following that same time, Al Bryant had grown frustrated with the group's lack of success and became restless and uncooperative, preferring the mundane routine of his day job as a milkman over the rigors of rehearsal and performing. After a second altercation onstage at a Christmas performance, following an incident where he struck Paul with a beer bottle during a heated quarrel at an earlier gig in the middle of the year, Bryant was summarily fired from the group. As a result, David Ruffin was brought in as his replacement in January 1964.[20] Though Ruffin's brother Jimmy was also considered for the slot, David was selected following his performance with them in 1963.
Bryant continued to perform in a number of other local groups and died at the age of 36 in Flagler County, Florida, of liver cirrhosis on October 26, 1975.[21]
"Classic Five" Era: 1964–1968
The Temptations then consisted of Otis Williams, Melvin Franklin, Paul Williams, Eddie Kendricks, and David Ruffin; the success that followed the group resulted in what would, in later years, be frequently referred to as the "Classic Five" lineup. In January 1964, Smokey Robinson and Miracles bandmate Bobby Rogers co-wrote and produced "The Way You Do the Things You Do" with Eddie Kendricks on lead and the single became The Temptations' first Top 20 hit that April.
Shortly afterward, "The Way You Do The Things You Do" and several pre-David Ruffin singles were compiled into the group's first album, Meet the Temptations, released in early 1964. The next two Temptations singles in 1964, "Girl (Why You Wanna Make Me Blue)" along with "I'll Be in Trouble" and its B-side "The Girl's Alright with Me", all featured Kendricks on lead (although Franklin sang one line in "I'll Be in Trouble"). However, producer Smokey Robinson saw potential in the "mellow yet gruff" voice of David Ruffin, and thought that if he could write the perfect song for his lead, then the group could have a Top 10 hit.[22]
While traveling as part of Motown's Motortown Revue later that year, Robinson and fellow Miracles member Ronnie White wrote "My Girl", which The Temptations recorded in the fall of 1964 with Ruffin singing his first lead vocal for the group. Released as a single on December 21, 1964, the song became The Temptations' first number-one pop hit in March 1965. Over 50 years and multiple chart topping songs later, it is still their signature song to this day.
After the success of "My Girl", Ruffin sang lead on the next three singles: "It's Growing", "Since I Lost My Baby", and "My Baby", which all made it to the Top 20 in 1965. The B-side to "My Baby", "Don't Look Back", featured a stirring lead from Paul Williams, and was a sleeper hit on the R&B charts and a standard for vocal group playlists.
Norman Whitfield had requested the opportunity to write for the group and in 1966, Berry Gordy promised him that if Robinson's "Get Ready", with Eddie Kendricks on lead, failed to chart in the Top 20, Whitfield would be allowed to produce the next song. "Get Ready" subsequently missed its mark, so Gordy issued the Whitfield-produced "Ain't Too Proud to Beg", with David Ruffin on lead, as the next single. "Ain't Too Proud to Beg" outperformed "Get Ready" on the Billboard charts, and Whitfield became The Temptations' new main producer. He began pulling the group away from the ballad-based productions espoused by Robinson, toward a harder-edged and brass-heavy soul sound reminiscent of James Brown.
Nearly all singles Whitfield produced prior to 1968 featured David Ruffin on lead, including the R&B number-one/pop Top 10 hits "Beauty Is Only Skin Deep", "(I Know) I'm Losing You"[23] and the early 1967 hit "(Loneliness Made Me Realize) It's You That I Need". Other important singles from this period include "All I Need", produced by Frank Wilson, a Whitfield protégé, and the "You're My Everything", on which Kendricks and Ruffin share lead. Studio albums during the "Classic Five" period, apart from Meet the Temptations, include The Temptations Sing Smokey (1965), The Temptin' Temptations (1965), Gettin' Ready (1966), The Temptations with a Lot o' Soul (1967), and The Temptations Wish It Would Rain (1968).
During this period, the various songwriting partners of Norman Whitfield included Roger Penzabene, Edward Holland, Jr., and The Temptations road show manager and guitarist Cornelius Grant. Subsequently, Barrett Strong, who sang the first hit at Motown in 1959, "Money (That's What I Want)", began working with Whitfield and Penzabene on The Temptations material after Eddie Holland left Motown with the rest of the Holland-Dozier-Holland songwriting/production team in 1967. Two of the Whitfield-Strong-Penzabene collaborations, "I Wish It Would Rain" and "I Could Never Love Another (After Loving You)", became hits in early 1968 after the suicide of Roger Penzabene in December 1967. Subsequently, Barrett Strong became the sole collaborator of Norman Whitfield.
From early 1964 to mid-1968, The Temptations went from unknown hopefuls to international stars and as a result, appeared frequently on television shows such as American Bandstand, The Ed Sullivan Show, and The Hollywood Palace. At the same time, the group began to achieve a crossover popularity, catering to middle America with a pop standards album (The Temptations in a Mellow Mood, 1967), the success of which resulted in performances at the famous Copacabana in New York City along with dates at other similar supper clubs. Outside of music, The Temptations were also made honorary members of Phi Beta Sigma fraternity.
David Ruffin's departure and Dennis Edwards' arrival: 1967–1969
By 1967, David Ruffin had begun demanding special treatment as lead singer, riding to and from gigs in a private mink-lined limousine with his then-girlfriend, Motown singer Tammi Terrell, instead of the limousine used by the other four bandmates. The other members slowly became irritated and annoyed with Ruffin's behavior. Following Motown's decision to rechristen The Supremes as Diana Ross & The Supremes and Martha & the Vandellas as Martha Reeves & the Vandellas, Ruffin felt entitled to the same treatment, and demanded that his group be renamed as well to David Ruffin & The Temptations. Ruffin was also causing friction with Berry Gordy by demanding an accounting of the group's earnings;[24] Motown partially acquiesced by allowing The Temptations to retain an outside accounting firm, but the firm did not have full access to the books from The Temptations' manager, International Talent Management, Inc., which was a subsidiary of Motown.[24]
Some of this behavior was attributed to the fact that by this time Ruffin had begun using cocaine regularly, building further tension within the group and causing him to miss a number of group meetings, rehearsals, and concerts. There was a consensus among the rest of the group that Ruffin needed to be replaced. When Ruffin missed a June 1968 engagement at a Cleveland supper club in order to attend a show by his new girlfriend, Barbara Gail Martin (daughter of Dean Martin),[25] the group decided that he had crossed the line. The other four Temptations drew up legal documentation, officially firing Ruffin on June 27, 1968.[26] The next day, Dennis Edwards, a singer formerly of The Contours that Eddie Kendricks and Otis Williams already had pegged as a potential Ruffin replacement,[27] was hired to take Ruffin's place.
Edwards and Ruffin were good friends, and at first, Ruffin accepted his dismissal and encouraged Edwards. However, at Edwards' official debut with The Temptations in Valley Forge, Pennsylvania, on July 7, Ruffin came to the show and jumped onstage, taking the microphone from Edwards, singing lead on "Ain't Too Proud to Beg", and disappearing as quickly as he had appeared.[28] Ruffin repeated this stunt several times throughout the group's July tour run. Despite the group hiring extra security to keep Ruffin out, he continued to find ways to sneak into the venue and jump onstage when the group performed one of the songs he had once sung lead on.[28]
In a story recounted several times by Dennis Edwards[27] (rebutted by Otis Williams and The Temptations' road manager Don Foster),[29] after several of these stunts, the positive audience reactions and a remorseful Ruffin's pleas to be let back into the act convinced the other Temptations members to do so. Otis Williams informed the then still-new Edwards that the group would lay him off and rehire Ruffin while in Gaithersburg, Maryland. However, when Ruffin failed to show up on time the next night for his "return" engagement, the group kept Edwards on and ceased to entertain the prospect of rehiring Ruffin.[27][29]
After Gaithersburg, Ruffin stopped attempting to disrupt The Temptations' concerts and instead turned his attention to the Motown offices back in Detroit. He sued Motown in October 1968, seeking a release from the label, but Motown countersued the singer to keep him from leaving and the case was eventually settled out of court.[30] The settlement required Ruffin to remain with Motown as a solo artist to finish out his contract.[30]
Edwards' first album with The Temptations was Live at the Copa, recorded at the group's return to the Copacabana nightclub. The Temptations debuted in one of the first of a number of collaborations with Diana Ross & The Supremes in 1968. The results included two studio albums: Diana Ross & the Supremes Join The Temptations (1968), which featured Edwards' first studio recordings with the group and the number-two hit single "I'm Gonna Make You Love Me" and "Together". There was also a joint tour and two NBC television specials, TCB (aired December 9, 1968) and G.I.T. on Broadway (aired November 12, 1969).
Switch to Psychedelic soul: 1968–1970
The addition of Dennis Edwards to The Temptations coincided with the adoption of a new sound for the group by producer Norman Whitfield, and in the fall of 1968, Whitfield began producing psychedelic-based material for The Temptations, derived primarily from the sound of funk bands as Sly & the Family Stone and Funkadelic. This new style, which debuted with the Top 10 hit single "Cloud Nine"[23] in October 1968, was a marked departure from the David Ruffin-era ballads. The instrumentation was funkier, the beat was hard-driving, and all five Temptations members traded lead vocals, similar to Sly & the Family Stone. "Cloud Nine", the centerpiece of the group's landmark eponymous album, was a Top 10 hit and won Motown its first Grammy Award, for Best R&B Vocal Group Performance of 1969.
The blending of the Motown sound and psychedelic rock sound resulted in a new subgenre of music called psychedelic soul, also evident in the work of Diana Ross and The Supremes ("Reflections", "Love Child"), Marvin Gaye's version of "I Heard It Through the Grapevine", and music of The 5th Dimension, The Undisputed Truth, and The Friends of Distinction. More Temptations psychedelic soul singles followed in 1969 and 1970 - among them "Runaway Child, Running Wild" (a number-one R&B hit), "I Can't Get Next to You" (a number-one pop hit), "Psychedelic Shack", and "Ball of Confusion (That's What the World Is Today)" - but the formula began to wear thin when "Ungena Za Ulimwengu (Unite the World)", only went to no. 33 Pop in the fall of 1970. The group's other important albums from this period included Puzzle People (1969) and Psychedelic Shack (1970). The latter included the original version of "War", later made famous by Edwin Starr.
Eddie Kendricks' departure and Paul Williams' retirement: 1969–1973
Paul Williams, who suffered from sickle-cell disease, fell into depression because of the stress of touring and personal issues. By the late 1960s, he had developed a serious case of alcoholism. Having never previously consumed anything stronger than milk, he began to drink quite heavily, and it was hard to take, according to Otis Williams.[31][32] As his physical and mental health began to decline sharply, it made performing with his bandmates increasingly difficult. Williams began traveling with oxygen tanks,[31] and the other four Temptations members made valiant efforts to raid and drain his alcohol stashes.[31]
Eddie Kendricks became detached from the group after David Ruffin's firing and as the health of Paul Williams continued to fail. He regularly picked fights with Otis Williams and Melvin Franklin, which often became violent, and in addition, he preferred the ballad material from the earlier days and was uncomfortable with the psychedelic soul material the group was now performing. Kendricks rekindled his friendship with Ruffin, who persuaded him to go solo. He no longer felt he had a say in Otis Williams's handling of the group and was also convinced Motown's handling of The Temptations' finances was cheating the group out of money.[33] Kendricks, being the only member to continue an alliance with Ruffin, also repeatedly suggested that Ruffin should be allowed back into the group, despite the other members' strong objections.
Kendricks lobbied strongly in 1970 to have The Temptations go on "strike" – no performances, no recordings – until Berry Gordy and the Motown staff were willing to go over all group finances with independent accountants.[33] Otis Williams and Franklin strongly opposed this idea, and regular group infighting between Kendricks, Otis Williams, and Franklin grew from this disagreement.[33] After a November 1970 Copacabana engagement, a final confrontation between the three caused Kendricks to walk out in-between shows and not return. Both Kendricks and Williams then agreed that the first would be leaving the group.[33] Kendricks later stated that he actually considered leaving as early as 1965, but remained with The Temptations and unsuccessfully attempted to get permission to record a solo album without leaving the group.[34]
Before Kendricks officially left The Temptations, he and Paul Williams recorded the lead vocals for "Just My Imagination (Running Away with Me)", a ballad that became Kendricks' final single with the group. Included on the Sky's the Limit LP along with the original album version of "Smiling Faces Sometimes", "Just My Imagination" was released as a single in January 1971, and the song began steadily climbing the US pop singles chart, peaking at number 1 two months later. By the time "Just My Imagination" topped the charts, Kendricks had negotiated his release from the group and signed a solo deal with Motown's Tamla label.
For several weeks of the spring of 1971, The Temptations were without a fifth member. Whitfield took the remaining Temptations quartet, along with Richard Street—former member of The Distants and lead vocalist of the Motown group The Monitors—who had been called on to temporarily fill Kendricks’ role to re-recorded "It's Summer", the B-side to "Ball of Confusion (That's What the World Is Today)", as a replacement single. "Smiling Faces Sometimes" was released as a single for The Undisputed Truth instead, becoming a Top 5 hit on the Billboard Hot 100 in 1971. Meanwhile, "It's Summer" peaked at number 51 on the Billboard Hot 100, making it the first Temptations single to miss the Top 40 since "Farewell My Love" eight years earlier.
The Temptations originally hired Ricky Owens, from the Los Angeles-based vocal group The Vibrations, to replace Kendricks. However, Owens only played three dates with the group before he was fired for forgetting the words to his solo numbers due to nervousness.[35] Owens returned to The Vibrations and died in Los Angeles, California, on December 6, 1996, at the age of 57.
In July 1971, The Temptations finally found a permanent replacement for the first tenor position in twenty-year-old Baltimore native Damon Harris. Meanwhile, Richard Street was now serving as a substitute for Paul Williams, who was advised by doctors to retire from the group altogether. A persistent misconception suggests that Street sang Williams' parts from backstage while Williams mimed onstage. In reality, Williams continued to perform his own vocals live in spite of his declining health. After Williams left near the end of July, Street officially took his place, although Williams continued to be paid his customary one-fifth of group revenue (Street was paid on salary for the first eighteen months of his tenure),[36] and worked when he could with the group as an adviser and choreographer. After Williams had recovered enough to record again, he recorded two sides in 1973 for a debut solo single. However, on August 17, 1973, Williams died in Detroit at the age of 34 from a gunshot wound, his death ruled a suicide by the Wayne County coroner.
Another genre change to funk: 1971–1976
Otis Williams, Edwards, Franklin, Street, and Harris continued recording and performing, and Norman Whitfield continued producing hits for them. There were Top 40 hits such as "Superstar (Remember How You Got Where You Are)" (1971), a message from The Temptations to David Ruffin and Eddie Kendricks, and "Take a Look Around" (1972). During this period, the group toured with Quiet Elegance as their back-up singers. Quiet Elegance featured Lois Reeves, the sister of Martha Reeves, alongside Frankie Gearing and Millie Vaney-Scott. That year, on Thanksgiving Day, the Temptations would make their first appearance in the annual Macy’s Thanksgiving Day Parade singing “Superstar” to promote the upcoming Solid Rock (The Temptations album).
Late 1972 saw the release of "Papa Was a Rollin' Stone", a magnum opus written by Norman Whitfield and Barrett Strong and produced by Whitfield. Originally a three-minute record written and produced for The Undisputed Truth, Whitfield took the somber tune and created a sprawling, dramatic twelve-minute version for The Temptations - a forerunner of the extended single - soon to become popular in clubs and discothèques. An edited seven-minute version was released as a single and became one of the longest hit singles in music history: it hit number 1 on the pop charts and number 5 on the R&B charts. In 1973, "Papa Was a Rollin' Stone" won The Temptations their second Grammy for Best R&B Performance by a Group. Whitfield and arranger/conductor Paul Riser won the award for Best R&B Instrumental Performance for the instrumental version on the B-side, and Whitfield and Barrett Strong won the songwriting Grammy for Best R&B Song.
After "Papa Was a Rollin' Stone", Whitfield stopped working with Barrett Strong, and began writing The Temptations' material on his own. The success of such single led Whitfield to create more elongated, operatic pieces, including the Top 10 hit "Masterpiece" (1973) and several of the tracks on the resulting eponymous album. Tensions developed between Whitfield and the group, who found Whitfield arrogant and difficult to work with. Citing his habitual tardiness, his emphasis of the instrumental tracks at the expense of their vocals on many of his productions, and the declining singles and albums sales as other sources of conflict, the group sought to change producers.[37] Otis Williams complained about Whitfield's actions and The Temptations' stagnant sales to Berry Gordy; as a result, the group was reassigned to Jeffrey Bowen, co-producer of the 1967 In a Mellow Mood album.[37]
The final Norman Whitfield-produced Temptations album, 1990, was released in December 1973, and included the Top 30 single "Let Your Hair Down". Shortly afterwards, Whitfield left Motown, and in 1975 established Whitfield Records, taking with him The Undisputed Truth and Willie Hutch, along with Rose Royce, who recorded in 1976 the hit "Car Wash". The last track Whitfield produced for the group was the single "Let Your Hair Down", released in 1973.
Further switch to Adult Contemporary: 1975–1980
Bowen's first LP with The Temptations was January 1975's A Song for You, which included a cover of the titular Leon Russell tune (popularized with soul audiences by Donny Hathaway), along with the pop Top 40/R&B number-one hits "Happy People" (featuring the Commodores as the instrumentalists) and "Shakey Ground" (featuring instrumentation by Parliament-Funkadelic's Eddie Hazel along with Billy Bass Nelson). "Glasshouse", the group's final Top 40 Pop hit, was also included. Damon Harris was fired from the group during the recording of A Song for You, as his behavior and work ethic were deemed unprofessional,[38] and his replacement was Washington, D.C. native Glenn Leonard, formerly of the Unifics.[39]
A number of producers, including Bowen, Brian Holland, James Anthony Carmichael, and even The Temptations themselves tried producing hits for the next three LPs, House Party (November 1975), Wings of Love (March 1976), and The Temptations Do the Temptations (August 1976). However, none of these recordings were as commercially successful as A Song for You, and none of their associated singles entered the Billboard charts.[40]
As time progressed, Bowen pushed Dennis Edwards further to the front of the group. This was evident on Wings of Love, where several tracks featured Edwards' vocal more prominently than the other Temptations backing vocals.[41] Otis Williams felt that this was hurting the group, accused Motown of inattention, and cited this as the reason for the group's declining sales and popularity. After The Temptations Do the Temptations was recorded in 1976, Edwards was fired from the group,[42] and with new lead Louis Price on board, they left Motown for Atlantic Records.[43]
Success continued to elude the group at Atlantic, however. Their two releases on Atlantic – Hear to Tempt You (1977), and Bare Back (1978), along with their associated singles - had failed to perform any better at Atlantic than their last handful of singles had at Motown. As a result, in 1979, Atlantic released the group from its contract,[41] and shortly afterwards, The Temptations met once again with Smokey Robinson and Berry Gordy, who re-signed the group to Motown in 1980.[44]
Return to Motown Records and Reunion: 1982–1983
Upon the return to Motown several lineup changes occurred. Louis Price departed from the group and joined The Drifters. Dennis Edwards - who had made an unsuccessful attempt at developing a solo career during his three-year exit from the group - returned to the lineup. Berry Gordy co-wrote and produced "Power", The Temptations' first single under the new contract. This song, from the album of the same name, hit no. 11 on the R&B charts but failed to chart in the Top 40. Two years of under-performing singles and albums followed, including an eponymous album with Philadelphia-based producer Thom Bell, until Motown began planning a Temptations reunion tour in 1982.
Eddie Kendricks and David Ruffin agreed to rejoin the group for the new album, aptly titled Reunion, and its subsequent promotional tour. Rick James, the Motown funk star who had previously used The Temptations as backup vocalists on his 1981 hit "Super Freak" and whom Franklin claimed as his nephew,[13] wrote, produced, and guested on the Reunion album's lead single, "Standing on the Top". The single went to no. 6 on the R&B charts and featured Ruffin, Kendricks and Edwards trading back and forth on lead.
While the ensuing Reunion tour with all seven Temptations (Ruffin, Kendricks, Otis Williams, Franklin, Edwards, Richard Street, and Glenn Leonard) was financially successful, it ended up being a stressful venture: Kendricks' voice had weakened after decades of chain smoking, Ruffin (still addicted to drugs) missed a number of the performances due to being incapacitated, and current group members Dennis Edwards and Glenn Leonard were causing problems. At the conclusion of the Reunion tour, Ruffin and Kendricks were dismissed, and they began touring and performing together as a duo.
One more album, Surface Thrills, released in 1983, featured a sharp departure in the group's sound by incorporating elements of then-current rock. Before its release, Glenn Leonard left and was replaced by Ron Tyson, who was with the Philadelphia groups the Ethics and Love Committee. Tyson had been a staff songwriter at Atlantic during The Temptations' tenure at that label, and co-wrote several songs on the album Hear to Tempt You.
Autobiography and induction into the Rock and Roll Hall of Fame: 1983–1989
By this time, The Temptations' releases were no longer performing well on the pop charts, though some singles still made the R&B Top 20. "Love on My Mind Tonight", a single from Surface Thrills, charted at no. 17.
The lineup of Franklin, Williams, Street, Tyson, and Edwards proved to be short-lived. The five performed on Motown 25 and released the direct to video The Temptations: Live in Concert (filmed at Harrah's Atlantic City). The album Back to Basics, released later in 1983, was the first album featuring Ron Tyson on lead. The song "Sail Away", produced by a returning Norman Whitfield and featuring Ron Tyson's first lead vocal, peaked at no. 13 on the US R&B chart.
In addition, a then-relatively unknown singer/musician, Ali-Ollie Woodson was featured on one track, "Stop the World Right Here (I Wanna Get Off)". Woodson was a Detroit native who had been a potential candidate to replace Dennis Edwards back in 1977. Meanwhile, Edwards (who also had his share of lead vocals on the Back to Basics album) was fired again in 1983, for missing rehearsals or showing up hungover. He then attempted a second solo career, scoring a hit with the 1984 single "Don't Look Any Further", a duet with Siedah Garrett.
At this point, Woodson officially joined the group, taking Edwards' place. Woodson's first lead on a single was 1984's "Treat Her Like a Lady", co-written by himself and Otis Williams, and co-produced by former Earth, Wind & Fire members Al McKay and Ralph Johnson. The song became their biggest success on R&B radio since 1975, reaching number-two on the R&B charts, and just missing the Pop Top 40 at no. 48. The group enjoyed further successes with 1985's "Do You Really Love Your Baby", a no. 14 R&B hit co-written by soul star Luther Vandross, and 1986's "Lady Soul", the group's third Top 10 R&B hit of the decade.
Ali Woodson remained with The Temptations until 1987, when he was fired for consistent lateness. He was replaced by the again-returning Dennis Edwards. The group recorded one album during Edwards' third tenure, Together Again, released later that year. In 1988, Otis Williams published his autobiography, Temptations, co-written with Patricia Romanowski, chronicling the careers of the group from The Primes/Distants days and focusing on the lives of Williams and Melvin Franklin. (An updated version of the book was published in 2002.) Together, they worked on the theme song to the children's educational musical movement series, Kids in Motion created by Greg & Steve.
Edwards left the group for a third and final time in late 1988, with Woodson re-joining the lineup. In 1989, The Temptations released the album Special, which included the soulful singles "Special" and "Soul to Soul". On January 18, 1989, The Temptations were inducted into the Rock and Roll Hall of Fame. The event honored Edwards, Franklin, Otis Williams, Ruffin, Eddie Kendricks (now performing as "Eddie Kendrick"), and, posthumously, Paul Williams. Most of The Temptations, present and former, showed no ill feelings towards each another, although Otis Williams reported that Kendricks refused to speak to him during the ceremony.[44] The Temptations ended their induction ceremony with a performance of Paul Williams' signature song, Don't Look Back, dedicated to his memory.
Further recordings and performances: 1990–1998
After reuniting at the induction ceremony, and much to the chagrin of Otis Williams and Motown, Edwards, Ruffin, and Kendrick made plans to tour and record as Ruffin, Kendricks and Edwards, Former Leads of The Temptations. The tour was in fact carried out, but production on the album was canceled when 50-year-old David Ruffin died in Philadelphia after a cocaine overdose on June 1, 1991. Kendricks was diagnosed with lung cancer soon after; he continued to perform until his death on October 5, 1992, in his native Birmingham.
Richard Street missed a performance in 1992 after undergoing emergency surgery to remove kidney stones. Otis Williams, completely unaware of Street's surgery, called him angrily about his absence. Street felt Williams was unsympathetic, and as a result, he left the group in 1993 after twenty-two years. His replacement was St. Louis native Theo Peoples.
By the early 1990s, bassist Melvin Franklin began missing performances due to failing health and Ray Davis, former bass man of Parliament-Funkadelic, began touring as a fill-in during 1993.[45] Franklin died after suffering a brain seizure at the age of 52 on February 23, 1995, and Davis was named his official replacement. The group subsequently finished production on For Lovers Only, an album of pop standards featuring two tracks recorded with Melvin Franklin prior to his death.
However, this lineup did not last, as Davis was diagnosed with lung cancer[45] and left shortly after completing the album. Davis died in New Brunswick, New Jersey of respiratory problems and complications of lung cancer on the evening of Tuesday July 5, 2005.
The group continued as a quartet for a short time before recruiting bassist Harry McGilberry, a former member of The Futures. For Lovers Only was also the last contribution for lead Ali-Ollie Woodson; he was released from the group shortly after McGilberry's hiring[46] due to health problems:[47] he suffered two bouts of throat cancer in a short time.
The Temptations' new lineup, consisting of Otis Williams, Ron Tyson, Theo Peoples, and newcomers Harry McGilberry and Terry Weeks, toured throughout 1997, and was featured in the halftime show of Super Bowl XXXII in early 1998, which celebrated the 40th anniversary of Motown. Later that year, The Temptations released the album Phoenix Rising, vocally arranged by 1980s producer Narada Michael Walden, Isaias Gamboa, Claytoven Richardson, Theo Peoples, Tony Lindsey and Skyler Jett, which became their first million-selling LP in more than 20 years. The album was anchored by "Stay", a single featuring Theo Peoples on lead and including a sample from "My Girl", which became a number-one hit on the urban adult contemporary charts. It was released to extremely positive reviews.
Peoples was fired from the group before the release of Phoenix Rising because of his issues with drug addiction,[48] and was replaced by Barrington "Bo" Henderson. Henderson lip-synched to Peoples' vocals in the "Stay" music video, and the completed album features lead vocals on different tracks by both Henderson and Peoples.
TV miniseries: 1998–2001
Also in 1998, three months after the release of Phoenix Rising earlier in the year, de Passe Entertainment (run by former Motown vice-president Suzanne de Passe) and Hallmark Entertainment produced The Temptations, a four-hour television miniseries based on Otis Williams' Temptations autobiography. The miniseries was broadcast in two parts on NBC on November 1 and November 2, 1998, with the first part covering the group's history from 1958 to 1968, and the second part the years from 1968 to 1995.[49] The miniseries was a ratings success and was nominated for five Emmy Awards, with Allan Arkush winning for Best Direction;[50] it was subsequently rerun on the VH-1 cable television network and released to VHS and DVD. The Temptations were inducted into the Vocal Group Hall of Fame in 1999.
Otis Williams' former wife Josephine Miles, Melvin Franklin's mother Rose Franklin, David Ruffin's family, and Johnnie Mae Matthews filed lawsuits against Williams, Motown, de Passe and de Passe Entertainment, Hallmark, and NBC for a number of charges, including defamation.[51]
The lawsuits were consolidated, the judges ruled in favor of the defendants, and the ruling was upheld when the plaintiffs appealed in 2001.[52] Williams later claimed that, although his book was used as the source material for the film, he did not have a great deal of control over how the material was presented.[50]
Later decades: 2001–present
In 2001, their 2000 album Ear-Resistible won the group its third Grammy, this one for Best Traditional R&B Vocal Performance. Bo Henderson was fired from the group in 2003, prompting a wrongful termination lawsuit.[53]
His replacement was former Spinners lead G. C. Cameron. The lineup of Cameron, Otis Williams, Ron Tyson, Harry McGilberry, and Terry Weeks recorded for a short time before McGilberry was dismissed;[54] his replacement was former Spaniels member Joe Herndon. McGilberry died on April 3, 2006, at the age of 56.
The group's final Motown album, Legacy, was released in 2004. Later that year, The Temptations asked to be released from their Motown contract, and moved to another Universal label, New Door Records. Their sole album with this lineup, Reflections, was released on January 31, 2006, and contains covers of several popular Motown songs, including Diana Ross & The Supremes' "Reflections", The Miracles' "Ooo Baby Baby", Marvin Gaye and Tammi Terrell's "Ain't Nothing Like the Real Thing", and The Jackson 5's "I'll Be There".[55] Dennis Edwards, Ali-Ollie Woodson and David Sea (deep soul singer from Alabama, not David Ruffin) formed The Temptations tribute group "The Temptations Revue featuring Dennis Edwards".
G.C. Cameron left the group in June 2007 to focus on his solo career.[56] He was replaced by Bruce Williamson, who first affiliated with the group a year earlier. The new lineup recorded another album of soul covers, Back to Front,[57] released in October 2007. Former member Ali-Ollie Woodson died on May 30, 2010, after a long battle with leukemia.
On May 4, 2010, the group released another album titled Still Here. The first single from Still Here, "First Kiss", was criticized for having instances of using Auto-Tune technology.[58]
The Temptations received the Grammy Lifetime Achievement Award on February 9, 2013.[59] Otis Williams, Dennis Edwards, and the children of David Ruffin, Eddie Kendricks, Paul Williams, and Melvin Franklin attended the ceremony to accept the six Grammys given to the group for the occasion.[60]
Former member Damon Harris died on February 18, 2013, from prostate cancer at a Baltimore hospital.[61] Nine days later, former member Richard Street died of pulmonary embolism in Las Vegas, Nevada.[62] At the time of his death, Street was in the process of writing a book regarding his time with The Temptations entitled Ball of Confusion: My Life as a Temptin' Temptation. Completed by his co-author, Gary Flanigan, the book was published in 2014; it is the second autobiography regarding the group.
In late 2015 both Bruce Williamson and Joe Herndon announced their departures from the group.[63] Williamson's replacement, Larry Braggs, was lead singer of Tower of Power from 2000 to 2013.[64][65] Herndon's replacement is Willie Green, who had previously toured with former Temptations members Richard Street and Ali-Ollie Woodson.[66] Dennis Edwards died on February 1, 2018, at age 74. He had been battling with meningitis before his death.[67]
On May 4, 2018, The Temptations released All the Time, their first album since 2010's Still Here, as well as their first for Universal's UMe Direct imprint.[68]
Former member G. C. Cameron substituted an absent Larry Braggs in shows in August 2019.[69][70] By October 2019[71][72] Braggs was no longer a member of the group.[73] They then temporarily toured as a quartet until June 19, 2020, when it was announced that Mario Corbino was the new member of the group replacing Larry Braggs.[74]
On September 6, 2020, former Temptations member Bruce Williamson died at age 49 from COVID-19.[75]
In the fall of 2021, The Temptations released two singles, "Is It Gonna Be Yes Or No", featuring Smokey Robinson, and "When We Were Kings", as part of their upcoming album, Temptations 60.[76][77] The album is scheduled to be released in January 2022.[78] In December 2021, Otis Williams introduced Tony Grant as the newest member of The Temptations at a concert in Orlando, Florida.[79] Grant, who formerly sang with the Rhythm and blues group Az Yet, and starred in several Tyler Perry stage plays,[80][81] replaced Mario Corbino.
The band announced in June 2022 that Jawan M. Jackson was joining on bass, replacing Willie Green.[82]
The group's sound is characterized by "silky soul vocals and smooth-stepping routines," and has been described as psychedelic soul.[83][84]
Motown soundtrack (1961–68)
Following their first Motown hit, the group altered their style several times over the ensuing years, adapting to the popular styles of the day while retaining their signature visual and vocal styles. The earliest Temptations recordings backed by Motown's stalwart studio band, The Funk Brothers, reflect the influence of producers Berry Gordy and Smokey Robinson, and featured a cohesive blend of black Rhythm and blues along with elements of white pop music that later came to be known as the Motown Sound. Recordings made prior to 1966, such as "My Girl", were built-around songs with simple, direct lyrics supported by an R&B rhythm section with orchestral strings and horns added for pop appeal. During this period, each recording usually featured only one lead singer, usually David Ruffin or Eddie Kendricks, although Paul Williams, Melvin Franklin, and Otis Williams each had solo numbers of their own at various times during this period.
In 1966, Norman Whitfield changed the group's dynamic, moving them away from the previous one lead singer model and adding elements derived from the rougher soul of artists such as James Brown, Wilson Pickett, and the performers at Stax Records. Whitfield and his lyricists crafted Temptations songs with shifts of dynamics, syncopated horn stabs, and more intricate harmony arrangements which spotlighted each singer's unique vocal range. Onstage, this change was reflected in the group's use of a custom-made four-headed microphone stand, invented by David Ruffin.
Progressive, psychedelic and cinematic soul (1968–73)
When Ruffin was replaced by Dennis Edwards, and Sly and the Family Stone became popular, Whitfield again restructured The Temptations' sound, this time driving the group almost completely into a progressive sound,[1] as well a pioneering psychedelic soul. However, ballads in the traditional style of the group were still being recorded as B-sides and album fillers, with the lone exception being "Just My Imagination".
Tracks such as the album version of "Run Away Child, Running Wild" from Cloud Nine, "Take a Stroll Thru Your Mind" from Psychedelic Shack, and "Smiling Faces Sometimes" from Sky's the Limit, all run at least eight minutes. At Whitfield's insistence, a large portion of the additional running time for each song consisted of instrumental passages without vocals. For example, the hit version of their smash 1972 single "Papa Was a Rollin' Stone" was nearly seven minutes, featuring an instrumental intro that was almost two minutes, a rarity for songs of that era.
"Psychedelic soul" soon gave way to "cinematic soul", highlighting a further series of lengthy recordings featuring detailed orchestration, extended instrumental introductions and bridging passages. Often focusing on lyrics about the ghettos and inner cities of black America, these songs were heavily influenced by the work of singer-songwriters Isaac Hayes and Curtis Mayfield.
Unlike Hayes and Mayfield however, The Temptations had no creative control over their recordings, and were in no way fond of the 12- and 13-minute-long songs being forced upon them by Whitfield, whose contributions were the focal point of The Temptations albums such as Solid Rock, All Directions, and particularly Masterpiece.
From funk to some disco to adult contemporary music (1974–present)
In 1974, after Whitfield was dismissed as the producer for The Temptations, the group altered its sound to accommodate a balance of both up-tempo dance material as well as ballads. The vocal arrangements began to focus again primarily on one lead singer per track, although some leads were still being shared periodically. In addition, The Temptations themselves, after fighting Motown and Berry Gordy for creative control, began to write and produce some of their own material. From this point on, The Temptations focused almost exclusively on songs about romance. However, songs about social issues similar to the recordings made during Whitfield's tenure were periodically produced as well.
The Temptations recordings of the mid-1970s focused significantly on the influences of funk music from artists such as Parliament-Funkadelic and Sly and the Family Stone, and members of both acts contributed significantly to material recorded by the group during this period. Their signature ballad sound, reduced to filler material during much of the Whitfield period, was restored to the lush, full productions of the earlier hits produced by Smokey Robinson. After a brief diversion into disco in the late-1970s, The Temptations settled into a form of an adult contemporary-rooted type of R&B, a style in which they continue to record.
Legacy and influence
The Temptations has inspired many musical groups and artists like The Jackson 5, The Stylistics, The Dramatics, Blue Magic, The Beatles, The Rolling Stones, New Edition, Rod Stewart, Bob Dylan, Hall & Oates and many more.
Jason Ankeny of AllMusic said that The Temptations are "one of Motown's greatest and grittiest vocal groups of the '60s, and pioneers of psychedelic soul during the early '70s." He also said, "Thanks to their impeccable harmonies, a parade of hits, and fine-tuned choreography, the Temptations became the definitive vocal group of the 1960s. [...] They tackled both lush pop and politically charged funk with equal flair, and over time have weathered a steady stream of changes in personnel and consumer tastes with rare dignity and grace."[84]
Berry Gordy insisted that all his acts be equally appealing to both white as well as black audiences, and employed an extensive creative team to help tailor Motown talent for the crossover success he desired. Motown choreographer Cholly Atkins, along with Paul Williams, created the trademark precise and energetic, yet refined, dance steps used by The Temptations onstage. The most famous of these, the Temptation Walk, or Temptation Strut, was adapted from similar moves by The Flamingos and The Vibrations, and, from those two sources, Atkins and Williams crafted the resulting signature dance routine.
Like other similar independent companies of the period, Motown was not a member of the Recording Industry of America, preferring to stay independent and handling their own widely varied distribution through thousands of "Mom & Pop" record stores and small radio stations. As such, hit singles by Motown artists such as The Temptations never achieved official "gold" or "platinum" RIAA certification until after Motown joined the RIAA in 1977.
The Temptations' songs have been covered by scores of musicians, from R&B singers such as Otis Redding ("My Girl"), Bobby Womack ("I Wish It Would Rain") and Luther Vandross ("Since I Lost My Baby"), to white soul and reggae bands such as Rare Earth ("Get Ready"), UB 40 ("The Way You Do and The Things You Do") and The Rolling Stones ("My Girl", "Ain't Too Proud to Beg", "Just My Imagination") and Mick Jagger's collaboration with reggae artist Peter Tosh on ("Don't Look Back"). The Funk Brothers (Motown) recorded "My Girl", "Runaway Child Running Wild", and "Papa Was a Rolling Stone". Hall & Oates performed "My Girl", "The Way You Do The Things You Do" in Live with Ruffin and Kendricks. Marcus Miller covered "Papa Was a Rolling Stone". British rock singer Rod Stewart released a cover of "I'm Losing You" in 1971, and, in 1991, collaborated with The Temptations on the single "The Motown Song". In 2017, The Temptations and Otis Williams' then-protégé, Kyle Maack, recorded a cover of "Treat Her Like a Lady" for Maack's Shaky Ground EP which also included two additional Temptations covers.[85]
In 2004, Rolling Stone magazine ranked The Temptations number 67 on their list of the 100 Greatest Artists of All Time.[86] The Temptations were voted into the Michigan Rock and Roll Legends Hall of Fame in 2005.[87] They received the Lifetime Achievement Grammy Award in 2013. On Saturday August 17, 2013, The Temptations were officially inducted into the R&B Music Hall of Fame at the inaugural ceremony held at the Waetejen Auditorium on the campus of Cleveland State University.[88]
In 2018, the story of The Temptations served as inspiration for the jukebox musical Ain't Too Proud, which opened on Broadway in March 2019. The show was nominated for 11 Tony Awards at the 73rd Tony Awards and won for Best Choreography.
aka The Cavaliers – merged with The Distants
* Paul Williams (1955–1960; died 1973)
* Eddie Kendricks (1955–1960; died 1992)
* Kell Osborne (1955–1960; died 2012)
* Wiley Waller (1955–1957)
aka Otis Williams & the Distants, Otis Williams & the Siberians – merged with The Primes
* Otis Williams (1957–60)
* Elbridge "Al" Bryant (1957–60) (d. 1975)
* James "Pee-Wee" Crawford (1957–59)
* Vernard Plain (1957–58)
* Arthur Walton (1957–58)
* Melvin Franklin (1958–60) (d. 1995)
* Richard Street (1958–60) (d. 2013)
* Albert "Mooch" Harrell (1959–60)
aka The Elgins
* Otis Williams (1961–present)
* Ron Tyson (1983–present)
* Terry Weeks (1997–present)
* Tony Grant (2021–present)
* Jawan M. Jackson (2022–present)
* Melvin Franklin (1961–1995) (d. 1995)
* Eddie Kendricks (1961–1971, 1982 reunion) (d. 1992)
* Paul Williams (1961–1971) (d. 1973)
* Elbridge "Al" Bryant (1961–1963) (d. 1975)
* David Ruffin (1964–1968, 1982 reunion) (d. 1991)
* Dennis Edwards (1968–1977, 1979–1983, 1987–1988) (d. 2018)
* Ricky Owens (1971) (d. 1995)
* Damon Harris (1971–1975) (d. 2013)
* Richard Street (1971–1993) (d. 2013)
* Glenn Leonard (1975–1983)
* Louis Price (1977–1980)
* Ali-Ollie Woodson (1984–87, 1988–1996, 2002) (d. 2010)
* Theo Peoples (1993–1998)
* Ray Davis (1993–1995) (d. 2005)
* Harry McGilberry (1995–2003) (d. 2006)
* Barrington "Bo" Henderson (1998–2003)
* G. C. Cameron (2003–2007, 2019)
* Joe Herndon (2003–2015)
* Bruce Williamson (2007–2015) (d. 2020)[89]
* Larry Braggs (2015–2019)
* Willie Greene (2015–2022)
* Mario Corbino (2020–2021)
Studio albums
* Meet the Temptations (1964)
* The Temptations Sing Smokey (1965)
* The Temptin' Temptations (1965)
* Gettin' Ready (1966)
* The Temptations with a Lot o' Soul (1967)
* The Temptations in a Mellow Mood (1967)
* The Temptations Wish It Would Rain (1968)
* Diana Ross & the Supremes Join the Temptations (with Diana Ross & The Supremes) (1968)
* Cloud Nine (1969)
* Together (with Diana Ross & The Supremes) (1969)
* Puzzle People (1969)
* Psychedelic Shack (1970)
* The Temptations Christmas Card (1970)
* Sky's the Limit (1971)
* Solid Rock (1972)
* All Directions (1972)
* Masterpiece (1973)
* 1990 (1973)
* A Song for You (1975)
* House Party (1975)
* Wings of Love (1976)
* The Temptations Do The Temptations (1976)
* Hear to Tempt You (1977)
* Bare Back (1978)
* Power (1980)
* The Temptations (1981)
* Reunion (1982)
* Surface Thrills (1983)
* Back to Basics (1983)
* Truly for You (1984)
* Touch Me (1985)
* To Be Continued (1986)
* Together Again (1987)
* Special (1989)
* Milestone (1991)
* For Lovers Only (1995)
* Phoenix Rising (1998)
* Ear-Resistible (2000)
* Awesome (2001)
* Legacy (2004)
* Reflections (2006)
* Back to Front (2007)
* Still Here (2010)
* All the Time (2018)
* Temptations 60 (2022)
* 1973: Save the Children
* 1987: Happy New Year
* 1989: Who's Harry Crumb?
* 2007: Walk Hard: The Dewey Cox Story
* 1985: The Fall Guy (TV episode Rockabye Baby, February 13, 1985)
* 1985: The Love Boat (TV episode Your Money or Your Wife/Joint Custody/The Temptations, October 5, 1985)
* 1986: Moonlighting (TV episode Symphony in Knocked Flat, October 21, 1986)
* 1986: 227 (TV episode Temptations, November 15, 1986)
* 1990: Murphy Brown (TV episode Goin' to the Chapel, Part 2, May 21, 1990)
* 1990: performed CBS network's 1990–91 version of their "Get Ready" campaign with an updated version of Get Ready.
* 1993: Getting By (TV episode Reach for the Stars, November 23, 1993)
* 1996: New York Undercover (TV episode Deep Cover, May 2, 1996)
* 2008: Friday Night with Jonathan Ross (TV appearance), March 7, 2008
* 2012: Dancing with the Stars (TV appearance), April 23, 2012 – Motown Week
* 2024: Today Show (TV appearance), December 16, 2024
Video and DVD releases
* 1991: The Temptations – Live in Concert
* 2004: 20th Century Masters – The Best of the Temptations
* 2006: Get Ready: The Definitive Performances – 1965–1972
* 2007: The Temptations – Live In London (1987)
1. ^ a b All Music Guide to Soul: The Definitive Guide to R&B and Soul 2003. Backbeat Books. 2003. p. 566. ISBN 9780879307448. progressive soul of The Temptations
2. ^ Graff, Gary (August 29, 1988). "The Temptations: Otis tells the group's tale", Detroit Free Press. Online version available from Internet Archive at [1]
3. ^ (2005). "The Temptations Archived 2005-03-20 at the Wayback Machine". Memorabletv.com. Retrieved November 5, 2005.
4. ^ (2003). "The Temptations Archived 2005-03-05 at the Wayback Machine". ClassicMotown.com. Retrieved November 5, 2005.
5. ^ (2005) Ankeny, Jason. "The Temptations". AllMusic. Retrieved November 5, 2005.
6. ^ Ribowsky, Mark (2010). Ain't Too Proud to Beg: The Troubled Lives and Enduring Soul of the Temptations, Hoboken, New Jersey: John Wiley & Sons, pp. 85–95, ISBN 978-0-470-26117-0.
7. ^ Ribowsky (2010), p. 197.
8. ^ "Five Things To Know: The Temptations and The Four Tops – Hanover Theatre and Conservatory". thehanovertheatre.org. October 23, 2018. Retrieved November 16, 2022.
9. ^ "Greatest of All Time Top R&B/Hip-Hop Artists". Billboard.
10. ^ a b Hardin, Ritchie (July 17, 2004). "The Tangled History of The Temptations". The Ritchie Hardin Network. Archived from the original on October 18, 2005. Retrieved February 9, 2007.
11. ^ Williams and Romanowski (1988), pp. 26–30.
12. ^ Ribowsky (2010), p. 232.
13. ^ a b Ribowsky (2010), pp. 93–94.
14. ^ a b Williams and Romanowski (1988), pp. 32–38.
15. ^ Williams and Romanowski (1988), pp. 40.
16. ^ Williams and Romanowski (1988), pp. 30, 40–41.
17. ^ Williams and Romanowski (1988), pp. 9, 32.
18. ^ Uitti, Jacob (June 14, 2023). "Behind the Iconic Band Name: The Temptations". American Songwriter. Retrieved June 17, 2023.
19. ^ Williams and Romanowski (1988), pp. 68–70.
20. ^ "The Temptations | Biography & History | AllMusic". AllMusic. Retrieved September 25, 2017.
21. ^ "Elbridge Bryant". Discogs. Retrieved September 25, 2017.
22. ^ Blair, Elizabeth (June 4, 2000). "Weekend Edition: 'My Girl'", NPR.org; retrieved May 17, 2009.
23. ^ a b The Temptations interviewed on the Pop Chronicles (1970)
24. ^ a b Ribowsky (2010), pp. 122–124, 174–177.
25. ^ Ribowsky (2010), p. 171.
26. ^ Ribowsky (2010), p. 181.
27. ^ a b c Meros, Tom (October 27, 2011). "Dennis Edwards (Interview)". YouTube. Archived from the original on October 28, 2021.
28. ^ a b Ribowsky (2010), pp. 184–187.
29. ^ a b Ribowsky (2010), pp. 187–88.
30. ^ a b Ribowsky (2010), pp. 199–200.
31. ^ a b c Ribowsky (2010), pp. 165, 212, 217–222.
32. ^ Pierce, Scott D., "Tale of the Temptations", Deseret News, November 1, 1998.
33. ^ a b c d Ribowsky (2010), pp. 213–216, 219–221.
34. ^ THE TEMPTATIONS EDDIE KENDRICKS – the Urban Street interview. THE URBAN STREAMING CHANNEL. December 17, 2008. Archived from the original on November 11, 2021. Retrieved December 21, 2021 – via YouTube.
35. ^ Ribowsky (2010), p. 226.
36. ^ Ribowsky (2010), p. 236.
37. ^ a b Williams and Romanowski (2002), pp. 161–166.
38. ^ Williams and Romanowski (2002), pp. 170–171.
39. ^ Williams and Romanowski (2002), p. 172.
40. ^ Williams and Romanowski (2002), pp. 249, 259.
41. ^ a b Williams and Romanowski (2002), p. 177.
42. ^ Williams and Romanowski (2002), p. 183.
43. ^ Williams and Romanowski (2002), pp. 178–82.
44. ^ a b Williams and Romanowski (2002), pp. 193–197.
45. ^ a b "Ray Davis-The Original P Interview". Vermontreview.tripod.com. Retrieved November 8, 2008.
46. ^ "Ali and Harry together in concert". Thetemptations.com. Archived from the original on July 28, 2011. Retrieved November 2, 2011.
47. ^ "Otis Williams". Otiswilliams.net. Archived from the original on October 17, 2008. Retrieved November 8, 2008.
48. ^ "Theo Peoples Visits Lee Michaels & Heaven 600". YouTube. October 14, 2011. Archived from the original on October 28, 2021.
49. ^ Zurawick, David (October 31, 1998). "'Temptations' is hard to resist Preview: In the history department, this miniseries is a bit shaky. But when the music starts, holes in the plot melt into the background." The Baltimore Sun. Retrieved February 17, 2013.
50. ^ a b Williams and Romanowski, pp. 236–239.
51. ^ "Two Lawsuits Are Filed Against 'Temptations' Miniseries". Jet. April 5, 1999. Retrieved February 17, 2013.
52. ^ "Ruffin-Steinback v. dePasse (United States District Court, E.D. Michigan, Southern Division.)" (PDF). February 3, 2000. Retrieved February 17, 2013.
53. ^ "Welcome to Glicker & Associates". Glickerlaw.com. Archived from the original on October 2, 2008. Retrieved November 8, 2008.
54. ^ "Various Photos". The Temptations Photo Gallery. Archived from the original on February 24, 2007. Retrieved February 6, 2007.
55. ^ November 28, 2005. "Temptations Record 15 Classics for Reflections Archived 2006-01-03 at the Wayback Machine". Universal Records press release, Retrieved December 3, 2005.
56. ^ "GC Cameron's WHCR 90.3FM June 8, 2007 Interview with Maurice Watts". Mauricewatts.com. Archived from the original on November 10, 2008. Retrieved November 8, 2008.
57. ^ "Amazon.com: Back to Front: The Temptations: Music". Amazon. Retrieved November 8, 2008.
58. ^ "The Temptations Turn to Auto-Tune on New Album". Spinner.com. May 5, 2010. Retrieved November 2, 2011.
59. ^ "The Recording Academy Announces 2013 Special Merit Awards Recipients: Alan and Marilyn Bergman, Charlie Haden, Carole King, Royer Labs, Ravi Shankar, and The Temptations Among Class of 2013 Special Merit Awards Recipients" (Press release). Grammy.com. February 9, 2013. Retrieved February 27, 2013.
60. ^ "Lifetime Achievement Award for The Temptations at Special Merit Awards Ceremony & Nominees Reception". Grammy.com. February 9, 2013. Retrieved February 27, 2013.
61. ^ "Damon Harris, Who Sang With the Temptations, Dies at 62". The New York Times. Associated Press. February 26, 2013. Retrieved February 27, 2013.
62. ^ McCollum, Brian (February 27, 2013). "Temptations' Richard Street dies". USA Today. Retrieved February 27, 2013.
63. ^ Haffenden, George (January 11, 2016). "New Line-Up Of The Temptations Revealed". The Funk and Soul Revue. Retrieved January 14, 2016.
64. ^ "Tower of Power – Larry Braggs' bio". Tower of Power. Retrieved January 14, 2016.
65. ^ "Tower Of Power Larry Braggs final performance 12.28.13". YouTube. January 2, 2014. Archived from the original on October 29, 2021. Retrieved January 14, 2016.
66. ^ Suosalo, Heikki. "Ali Ollie Woodson Interview". Soul Express Online. Retrieved January 14, 2016.
67. ^ "Dennis Edwards obituary". The Guardian. February 4, 2018. Retrieved December 29, 2021.
68. ^ "The Temptations". Discogs. Retrieved January 12, 2019.
69. ^ "The Temptations featuring GC Cameron". YouTube. August 11, 2019. Archived from the original on October 28, 2021. Retrieved March 26, 2020.
70. ^ "Temptations – Get Ready". YouTube. August 8, 2019. Archived from the original on October 28, 2021. Retrieved March 26, 2020.
71. ^ "The Temptations "The Way You Do The Things"/ "Ain't To Proud Too Beg"/" My Girl" September 22, 2019". YouTube. September 25, 2019. Archived from the original on October 28, 2021. Retrieved March 26, 2020.
72. ^ "The Temptations 10/12/2019". YouTube. October 13, 2019. Archived from the original on October 28, 2021. Retrieved March 26, 2020.
73. ^ "Another new line-up for The Temptations? – The Funk and Soul Revue". The Funk and Soul Revue. January 13, 2020. Retrieved March 26, 2020.
74. ^ "About". The Temptations Official. March 11, 2015. Retrieved March 26, 2020.
75. ^ Kurutz, Steven (September 15, 2020). "Bruce Williamson Jr., a Latter-Day Temptation, Dies at 49". The New York Times. Retrieved December 29, 2021.
76. ^ Is It Gonna Be Yes Or No. The Temptations. September 23, 2021. Archived from the original on December 3, 2021. Retrieved December 21, 2021 – via YouTube.
77. ^ When We Were Kings. The Temptations. December 2, 2021. Archived from the original on December 16, 2021. Retrieved December 21, 2021 – via YouTube.
78. ^ "Temptations 60". Apple Music. Retrieved December 29, 2021.
79. ^ The Temptations – Frontyard Festival – Dr. Phillips Center – Orlando – 9 December 2021. jasper100ish. December 10, 2021. Archived from the original on December 21, 2021. Retrieved December 21, 2021 – via YouTube.
80. ^ Last Night by Az Yet – Live from Sydney 1997. foreverazyet. July 2, 2008. Archived from the original on December 21, 2021. Retrieved December 21, 2021 – via YouTube.
81. ^ "Tony Grant". constantcontact.com. Retrieved December 29, 2021.
82. ^ "Tour". Temptationsofficial.com.
83. ^ Cloud Nine - The Temptations | Album | AllMusic, retrieved March 28, 2025
84. ^ a b "The Temptations Songs, Albums, Reviews, Bio & ..." AllMusic. Retrieved March 28, 2025.
85. ^ Roberts, Kimberly C. (August 25, 2017). "Sky's the limit for soul singer Kyle Maack". The Philadelphia Tribune. Retrieved March 4, 2020.
86. ^ "The Immortals: The First Fifty". Rolling Stone. No. 946. Archived from the original on March 16, 2006. Retrieved February 5, 2007.
87. ^ "Michigan Rock and Roll Legends – TEMPTATIONS". Michiganrockandrolllegends.com. Retrieved January 12, 2019.
88. ^ "Inductees". Rbhof.com. Retrieved October 30, 2021.
89. ^ Peters, Mitchell (September 7, 2020). "Bruce Williamson, Former Singer of The Temptations, Dies at 49". Billboard.
General bibliography
* George, Nelson (1994). "Cool as They Wanna Be". The Temptations: Emperors of Soul (CD box set). New York: Motown Record Co., L.P.
* George, Nelson (1985, rev. 2003). Where Did Our Love Go: The Rise and Fall of the Motown. London: Omnibus Press. ISBN 0-7119-9511-7.
* Posner, Gerald (2002). Motown : Music, Money, Sex, and Power. New York: Random House. ISBN 0-375-50062-6.
* Ribowsky, Mark (2010). Ain't Too Proud to Beg: The Troubled Lives and Enduring Soul of the Temptations. Hoboken, New Jersey: John Wiley & Sons.ISBN 978-0-470-26117-0.
* Weinger, Harry (1994). "Sunshine on a Cloudy Day". The Temptations: Emperors of Soul (CD Box Set). New York: Motown Record Co., L.P.
* Williams, Otis and Romanowski, Patricia (1988, updated 2002). Temptations. Lanham, MD: Cooper Square. ISBN 0-8154-1218-5.
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Musicians Who Have Starred In Movies
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Musicians Who Have Starred In Movies
by emilhagberg-84632 • Created 6 years ago • Modified 6 years ago
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* 1. Billy Idol
* Music Artist
* Actor
* Composer
The Wedding Singer (1998)
Born William Michael Albert Broad in Middlesex, England, in 1955, the first child of Bill and Joan Broad. When he was 2, his father moved the family to Long Island, New York, in pursuit of the American dream. They returned 4 years later (now with a baby sister, Jane) to Dorking. America made a big impression on Billy; he loved the big cars and rock music. The family moved next to the Running Horses Public House in Mickleham, until 1963, while their home in Goring, Sussex, was being built.
The time in Goring would be a happy period for the Broads. Billy enjoyed a fairly normal childhood, hanging out with his pals and getting up to the usual mischief strong-willed boys are wont to. The Broads were a religious family who regularly attended church, Billy joined the Boy Scouts in Goring, though was reputedly asked to leave after getting caught kissing a girl. Idol was a bright student, and passed his 11 plus, but he was bored at school. When a teacher wrote "Billy is Idle" in the margin of one of his works, it stuck in his mind and later inspired his stage name. Nevertheless, Billy progressed well and, when the family moved to Bromley in Kent in 1971, he transferred to the Ravensbourne Grammar School.
The distractions of London, however, were not conducive to studying, and he failed to achieve the requirements for university entrance. His disappointed parents arranged for him to retake his exams at Orpington College of further education. Idol enjoyed the more relaxed environment here and, a year later, had secured his place at Sussex University. He began his course in English and Philosophy in September 1975. This coincided with the explosion of punk rock, which captured the imagination of Idol far more than his studies. He started hanging out with a group of like-minded friends at the in-venues in London, instantly recognizable by their Malcolm Mclaren SEX shop clothes and peg pants. They became known as the Bromley Contingent (the contingent included Susan Dallion (Siouxsie Sioux), later of Siouxsie and the Banshees) and began following the anarchic Sex Pistols to every gig. At this time, Bill Broad changed his name to Billy Idol and decided he wanted to be a real part of the musical revolution. This meant dropping out of university and forming his first band, The Rockettes, with his classmate, Steve Upstone. They played covers of various bands, The Animals, The Beatles and The Doors. They gigged in the campus cafeteria and did one gig outside the University at the local youth hall, though they never recorded. They also did an audition for famed music managers Malcolm McLaren and Bernie Rhodes, who told Steve that he was the real star. This and his father's doubt and disapproval only served to make Billy more determined.
When Billy met Tony James, a fellow student, and became Chelsea, then Generation X, they started to get noticed. The final Generation X lineup - Tony James on bass, John Towe on drums, Bob Andrews on guitar and Idol as lead vocals, played their first live show in November 1976 and began writing and recording original material. In 1977, Chrysalis Records offered them a contract. After 3 albums and with management problems, band discord and the decline of the punk movement, Billy decided it was time to go solo. He relocated to New York and hooked up with Kiss manager Bill Aucoin. In 1981, the EP "Don't Stop" (comprising a cover of Tommy James' 1960s hit "Mony Mony" and a pair of remixed Generation X tracks, including "Dancing With Myself") landed him a solo deal with Chrysalis. He found the perfect collaborator and partner in guitarist Steve Stevens and released the self-titled "Billy Idol" in 1982. Idol made full use of the MTV explosion - the hugely successful videos for "White Wedding" and "Dancing With Myself" showcased his peroxide spiky hair, sneer and leathers to great effect. The stage was set for the hugely successful "Rebel Yell" in 1984. These early years were wild with Billy's hell-raising antics generating as much (if not more) publicity than his music. An eight-track best-of, "Vital Idol", was released in 1985 and the popularity of the live video of "Mony Mony" on MTV kept him in the spotlight. 1986 saw a new release, "Whiplash Smile" - it sold well and saw him nominated for a second Grammy for Best Male Rock Vocal Performance (the first was for "Rebel Yell"), but some felt it failed to live up to expectations. Stevens left to form his own band shortly afterwords.
Idol was ready to try new things, moving to Los Angeles, taking on a new band and appearing in an all-star stage version of The Who's "Tommy". In 1990, however, around the time of the release of his new album, "Charmed Life", Idol was involved in a serious motorcycle accident when he ran a stop sign on his Harley. He almost lost a leg and was confined to bed for 6 months. He battled back bravely - the video for the first single, "Cradle of Love", showed him from the waist up - at the time, he was paralysed below. The album was a success, his fourth in a row to achieve, at least, platinum sales. Idol decided to take a break and try his hand at acting, making his screen debut in Oliver Stone's The Doors (1991) in 1991. His next appearances before the camera were less auspicious, after pleading guilty to punching companion Amber Nevel outside a West Hollywood restaurant in 1992. He paid $2700 in fines and was required to appear in a series of anti-drug commercials.
The year 1993's "Cyberpunk" saw a new-look Idol, he had changed his famous peroxide spikes to dreadlocks, and his sound to synthesized techo beats. The album flopped, and Idol sank into drug addiction. He had another brush with death in 1994 when he overdosed and had to be treated in a Los Angeles hospital. Upon his discharge, he calmed down and began to focus more on fatherhood. Although he has never married, Idol has two children - a son from his long term relationship with former Hot Gossip Dancer Perri Lister, William Broad, born in June 1988, and a daughter, Bonnie Blue, from another relationship, born 1989. The next few years were quiet until 1998, when a cameo appearance in the hit movie, The Wedding Singer (1998), began an Idol revival. In 1999, his recognition was confirmed with his second wax model opening in Las Vegas. He teamed up with Stevens, once more, and found the old magic was still there. A more extensive "Greatest Hits" was released in 2001 and sold over half a million copies in the USA alone, 2002 saw two VH1 specials - Behind the Music and Storytellers.
Idol is currently working with Stevens on new material, some of which has featured in the most recent tours over the past four years. It may be some time since the hedonistic, hell-raising days but his unbridled passion for music and performing remain and the shows are still no-holds barred. Despite his bad-boy image, offstage Idol is said to be quite gentle and sensitive, knowledgeable with a good sense of humour and vegetarian.
* 2. Meat Loaf
* Music Artist
* Actor
* Producer
The Rocky Horror Picture Show (1975)
Meat Loaf was born Marvin Lee Aday in Dallas, Texas, to Wilma Artie (Hukel), a teacher and gospel singer, and Orvis Wesley Aday, a police officer. He moved to Los Angeles in 1967 to play in local bands. In 1970, he moved to New York and appeared in the Broadway musicals "Hair", "Rockabye Hamlet" and "The Rocky Horror Show," and Off Broadway in "Rainbow", "More Than You Deserve", "National Lampoon Show" and the New York Shakespeare Festival's production of "As You Like it;" as well as other productions at the famed New York Public Theatre. He made his film debut with a memorable role in the cult film The Rocky Horror Picture Show (1975).
In 1977, he and lyricist Jim Steinman released an operatic rock album called "Bat Out Of Hell"; the record was huge and has sold 50,000,000 copies worldwide and is tied with AC/DC for the 2nd best selling record of all time. The tour and promoting the album took a toll on Meat Loaf's voice and left him unable to sing for 2 years, but with months of rehabilitation, he was able to get back in the studio and record the album "Dead Ringer". Meat Loaf stayed in the dark through the 1980s in the US, recording 4 records which got very little airplay or high chart positions in the US but continued to have major chart success in Europe and Australia. The 1981 Single "Dead Ringer for Love", a duet with Cher, was a top 10 single in many countries outside the US, but which American radio refused to play.
Meat Loaf had many film and TV roles, including the lead character Travis Redfish in Roadie (1980); a pilot in Out of Bounds (1986); in The Squeeze (1987) with Michael Keaton; and Fred in Focus (2001) (based on the Arthur Miller book by the same name), with Laura Dern and William H. Macy. When Meat Loaf and Steinman got back together in 1993, they delivered a powerful sequel, "Bat Out Of Hell II", which went to #1 in the US and UK and 26 other countries. Bat II sold over 22,000,000 copies.
He appeared in many films, including Crazy in Alabama (1999), Formula 51 (2001) (with Samuel L. Jackson), and Fight Club (1999) (with Brad Pitt). TV credits included guest starring roles as a soldier being held prisoner in Vietnam in Lightning Force (1991), a newspaper reporter in the hit series Glee (2009), a slick landlord of a restaurant who ends up on the menu in HBO series Tales from the Crypt (1989) a blacksmith on Showtime's Dead Man's Gun (1997), as fur trader Jake in Masters of Horror (2005) episode Pelts (2006), in House (2004) as caring husband Eddie, and, most recently, in the supporting role of Doug in the SYFY series Ghost Wars (2017). Hugh Laurie (star of "House") played piano on the song "If I Can't Have You" on Meat Loaf's album "Hang Cool Teddy Bear", which was produced by award-winning music producer Rob Cavallo. (Jack Black also sang on the album.)
Marvin Lee Aday died on January 20, 2022 in Austin, Texas from COVID-19 complications.
* 3. Elvis Presley
* Music Artist
* Actor
* Music Department
Girls! Girls! Girls! (1962)
Elvis Aaron Presley was born on January 8, 1935 in East Tupelo, Mississippi, to Gladys Presley (née Gladys Love Smith) and Vernon Presley (Vernon Elvis Presley). He had a twin brother who was stillborn. In 1948, Elvis and his parents moved to Memphis, Tennessee where he attended Humes High School. In 1953, he attended the senior prom with the current girl he was courting, Regis Wilson. After graduating from high school in Memphis, Elvis took odd jobs working as a movie theater usher and a truck driver for Crown Electric Company. He began singing locally as "The Hillbilly Cat", then signed with a local recording company, and then with RCA in 1955.
Elvis did much to establish early rock and roll music. He began his career as a performer of rockabilly, an up-tempo fusion of country music and rhythm and blues, with a strong backbeat. His novel versions of existing songs, mixing 'black' and 'white' sounds, made him popular - and controversial - as did his uninhibited stage and television performances. He recorded songs in the rock and roll genre, with tracks like "Jailhouse Rock" and "Hound Dog" later embodying the style. Presley had a versatile voice and had unusually wide success encompassing other genres, including gospel, blues, ballads and pop music. Teenage girls became hysterical over his blatantly sexual gyrations, particularly the one that got him nicknamed "Elvis the Pelvis" (television cameras were not permitted to film below his waist).
In 1956, following his six television appearances on The Dorsey Brothers' "Stage Show", Elvis was cast in his first acting role, in a supporting part in Love Me Tender (1956), the first of 33 movies he starred in.
In 1958, Elvis was drafted into the military, and relocated to Bad Nauheim, Germany. There he met 14-year old army damsel Priscilla Ann Wagner (Priscilla Presley), whom he would eventually marry after an eight-year courtship, and by whom he had his only child, Lisa Marie Presley. Elvis' military service and the "British Invasion" of the 1960s reduced his concerts, though not his movie/recording income.
Through the 1960s, Elvis settled in Hollywood, where he starred in the majority of his thirty-three movies, mainly musicals, acting alongside some of the most well known actors in Hollywood. Critics panned most of his films, but they did very well at the box office, earning upwards of $150 million total. His last fiction film, Change of Habit (1969), deals with several social issues; romance within the clergy, an autistic child, almost unheard of in 1969, rape, and mob violence. It has recently received critical acclaim.
Elvis made a comeback in the 1970s with live concert appearances starting in early 1970 in Las Vegas with over 57 sold-out shows. He toured throughout the United States, appearing on-stage in over 500 live appearances, many of them sold out shows. His marriage ended in divorce, and the stress of constantly traveling as well as his increasing weight gain and dependence upon stimulants and depressants took their toll.
Elvis Presley died at age 42 on August 16, 1977 at his mansion in Graceland, near Memphis, shocking his fans worldwide. At the time of his death, he had sold more than 600 million singles and albums. Since his death, Graceland has become a shrine for millions of followers worldwide. Elvis impersonators and purported sightings have become stock subjects for humorists. To date, Elvis Presley is the only performer to have been inducted into three separate music 'Halls of Fame'. Throughout his career, he set records for concert attendance, television ratings and recordings sales, and remains one of the best-selling and most influential artists in the history of popular music.
* 4. Frank Sinatra
* Music Artist
* Actor
* Producer
From Here to Eternity (1953)
Frank Sinatra was born in Hoboken, New Jersey, to Italian immigrants Natalina Della (Garaventa), from Northern Italy, and Saverio Antonino Martino Sinatra, a Sicilian boxer, fireman, and bar owner. Growing up on the gritty streets of Hoboken made Sinatra determined to work hard to get ahead. Starting out as a saloon singer in musty little dives (he carried his own P.A. system), he eventually got work as a band singer, first with The Hoboken Four, then with Harry James and then Tommy Dorsey. With the help of George Evans (Sinatra's genius press agent), his image was shaped into that of a street thug and punk who was saved by his first wife, Nancy Barbato Sinatra. In 1942 he started his solo career, instantly finding fame as the king of the bobbysoxers--the young women and girls who were his fans--and becoming the most popular singer of the era among teenage music fans. About that time his film career was also starting in earnest, and after appearances in a few small films, he struck box-office gold with a lead role in Anchors Aweigh (1945) with Gene Kelly, a Best Picture nominee at the 1946 Academy Awards. Sinatra was awarded a special Oscar for his part in a short film that spoke out against intolerance, The House I Live In (1945). His career on a high, Sinatra went from strength to strength on record, stage and screen, peaking in 1949, once again with Gene Kelly, in the MGM musical On the Town (1949) and Take Me Out to the Ball Game (1949). A controversial public affair with screen siren Ava Gardner broke up his marriage to Nancy Barbato Sinatra and did his career little good, and his record sales dwindled. He continued to act, although in lesser films such as Meet Danny Wilson (1952), and a vocal cord hemorrhage all but ended his career. He fought back, though, finally securing a role he desperately wanted--Maggio in From Here to Eternity (1953). He won an Oscar for best supporting actor and followed this with a scintillating performance as a cold-blooded assassin hired to kill the US President in Suddenly (1954). Arguably a career-best performance--garnering him an Academy Award nomination for Best Actor--was his role as a pathetic heroin addict in the powerful drama The Man with the Golden Arm (1955).
Known as "One-Take Charlie" for his approach to acting that strove for spontaneity and energy, rather than perfection, Sinatra was an instinctive actor who was best at playing parts that mirrored his own personality. He continued to give strong and memorable performances in such films as Guys and Dolls (1955), The Joker Is Wild (1957) and Some Came Running (1958). In the late 1950s and 1960s Sinatra became somewhat prolific as a producer, turning out such films as A Hole in the Head (1959), Sergeants 3 (1962) and the very successful Robin and the 7 Hoods (1964). Lighter roles alongside "Rat Pack" buddies Dean Martin and Sammy Davis Jr. were lucrative, especially the famed Ocean's Eleven (1960). On the other hand, he alternated such projects with much more serious offerings, such as The Manchurian Candidate (1962), regarded by many critics as Sinatra's finest picture. He made his directorial debut with the World War II picture None But the Brave (1965), which was the first Japanese/American co-production. That same year Von Ryan's Express (1965) was a box office sensation. In 1967 Sinatra returned to familiar territory in Sidney J. Furie's The Naked Runner (1967), once again playing as assassin in his only film to be shot in the U.K. and Germany. That same year he starred as a private investigator in Tony Rome (1967), a role he reprised in the sequel, Lady in Cement (1968). He also starred with Lee Remick in The Detective (1968), a film daring for its time with its theme of murders involving rich and powerful homosexual men, and it was a major box-office success.
After appearing in the poorly received comic western Dirty Dingus Magee (1970), Sinatra didn't act again for seven years, returning with a made-for-TV cops-and-mob-guys thriller Contract on Cherry Street (1977), which he also produced. Based on the novel by William Rosenberg, this fable of fed-up cops turning vigilante against the mob boasted a stellar cast and was a ratings success. Sinatra returned to the big screen in The First Deadly Sin (1980), once again playing a New York detective, in a moving and understated performance that was a fitting coda to his career as a leading man. He made one more appearance on the big screen with a cameo in Cannonball Run II (1984) and a final acting performance in Magnum, P.I. (1980), in 1987, as a retired police detective seeking vengeance on the killers of his granddaughter, in an episode entitled Laura (1987).
* 5. David Bowie
* Music Artist
* Composer
* Actor
Labyrinth (1986)
David Bowie was one of the most influential and prolific writers and performers of popular music, but he was much more than that; he was also an accomplished actor, a mime and an intellectual, as well as an art lover whose appreciation and knowledge of it had led to him amassing one of the biggest collections of 20th century art.
Born David Jones, he changed his name to Bowie in the 1960s, to avoid confusion with the then well-known Davy Jones (lead singer of The Monkees). The 1960s were not a happy period for Bowie, who remained a struggling artist, awaiting his breakthrough. He dabbled in many different styles of music (without commercial success), and other art forms such as acting, mime, painting, and play-writing. He finally achieved his commercial breakthrough in 1969 with the song "Space Oddity", which was released at the time of the moon landing. Despite the fact that the literal meaning of the lyrics relates to an astronaut who is lost in space, this song was used by the BBC in their coverage of the moon landing, and this helped it become such a success. The album, which followed "Space Oddity", and the two, which followed (one of which included the song "The Man Who Sold The World", covered by Lulu and Nirvana) failed to produce another hit single, and Bowie's career appeared to be in decline.
However, he made the first of many successful "comebacks" in 1972 with "Ziggy Stardust", a concept album about a space-age rock star. This album was followed by others in a similar vein, rock albums built around a central character and concerned with futuristic themes of Armageddon, gender dysfunction/confusion, as well as more contemporary themes such as the destructiveness of success and fame, and the dangers inherent in star worship. In the mid-1970s, Bowie was a heavy cocaine abuser and sometime heroin user.
In 1975, he changed tack. Musically, he released "Young Americans", a soul (or plastic soul as he later referred to it) album. This produced his first number one hit in the US, "Fame". He also appeared in his first major film, The Man Who Fell to Earth (1976). With a permanently-dilated pupil and skeletal frame, he certainly looked the part of an alien. The following year, he released "Station to Station," containing some of the material he had written for the soundtrack to this film (which was not used). As his drug problem heightened, his behavior became more erratic. Reports of his insanity started to appear, and he continued to waste away physically. He fled back to Europe, finally settling in Berlin, where he changed musical direction again and recorded three of the most influential albums of all time, an electronic trilogy with Brian Eno "Low, Heroes and Lodger". Towards the end of the 1970s, he finally kicked his drug habit, and recorded the album many of his fans consider his best, the Japanese-influenced "Scary Monsters". Around this time, he appeared in the title role of the Broadway drama The Elephant Man, and to considerable acclaim.
The next few years saw something of a drop-off in his musical output as his acting career flourished, culminating in his acclaimed performance in Merry Christmas Mr. Lawrence (1983). In 1983, he released "Let's Dance," an album which proved an unexpected massive commercial success, and produced his second #1 hit single in the United States. According to producer Nile Rodgers, the album was made in just 17 days and was "the easiest album" he'd ever made in his life. The tour which followed, "Serious Moonlight", was his most successful ever. Faced with this success on a massive scale, Bowie apparently attempted to "repeat the formula" in the next two albums, with less success (and to critical scorn). Finally, in the late 1980s, he turned his back on commercial success and his solo career, forming the hard rock band, Tin Machine, who had a deliberate limited appeal. By now, his acting career was in decline. After the comparative failure of Labyrinth (1986), the movie industry appears to have decided that Bowie was not a sufficient name to be a lead actor in a major movie, and since that date, most of his roles have been cameos or glorified cameos. Tin Machine toured extensively and released two albums, with little critical or commercial success.
In 1992, Bowie again changed direction and re-launched his solo career with "Black Tie White Noise", a wedding album inspired by his recent marriage to Iman. He released three albums to considerable critical acclaim and reasonable commercial success. In 1995, he renewed his working relationship with Brian Eno to record "Outside." After an initial hostile reaction from the critics, this album has now taken its place with his classic albums. In 2003, Bowie released an album entitled 'Reality.' The Reality Tour began in November 2003 and, after great commercial success, was extended into July 2004. In June 2004, Bowie suffered a heart attack and the tour did not finish its scheduled run.
After recovering, Bowie gave what turned out to be his final live performance in a three-song set with Alicia Keys at the Hammerstein Ballroom in New York in November 2006. He also returned to acting. He played Tesla in The Prestige (2006) and had a small cameo in the comedy David Bowie (2006) for fan Ricky Gervais. In 2007, he did a cartoon voice in SpongeBob SquarePants (1999) playing Lord Royal Highness. He had a brief cameo in the movie ''Bandslam'' released in 2009; after a ten year hiatus from recording, he released a new album called 'The Next Day', featuring a homage cover to his earlier work ''Heroes''. The music video of ''Stars are Out Tonight'' premiered on 25 February 2013. It consists of other songs like ''Where Are We Now?", "Valentine's Day", "Love is Lost", "The Next Day", etc.
In 2014, Bowie won British Male Solo Artist at the 2014 Brit Awards, 30 years since last winning it, and became the oldest ever Brit winner. Bowie wrote and recorded the opening title song to the television miniseries The Last Panthers (2015), which aired in November 2015. The theme used for The Last Panthers (2015) was also the title track for his January 2016 release, ''Blackstar" (released on 8 January 2016, Bowie's 69th birthday) was met with critical acclaim. Following Bowie's death two days later, on 10 January 2016, producer Tony Visconti revealed Bowie had planned the album to be his swan song, and a "parting gift" for his fans before his death. An EP, No Plan, was released on 8 January 2017, which would have been Bowie's 70th birthday. The day following his death, online viewing of Bowie's music skyrocketed, breaking the record for Vevo's most viewed artist in a single day.
On 15 January, "Blackstar" debuted at number one on the UK Albums Chart; nineteen of his albums were in the UK Top 100 Albums Chart, and thirteen singles were in the UK Top 100 Singles Chart. The song also debuted at #1 on album charts around the world, including Australia, France, Germany, Italy, New Zealand and the US Billboard 200. At the 59th Annual Grammy Awards, Bowie won all five nominated awards: Best Rock Performance; Best Alternative Music Album; Best Engineered Album, Non-Classical; Best Recording Package; and Best Rock Song. The wins marked Bowie's first ever in musical categories. David Bowie influenced the course of popular music several times and had an effect on several generations of musicians.
* 6. Joakim Thåström
* Actor
* Composer
* Soundtrack
Hideaway (1995)
Joakim Thåström was born on 20 March 1957 in Vantör, Stockholm, Södermanland, Sweden. He is an actor and composer, known for Hideaway (1995), Operation Leo (1981) and Tjenare kungen (2005).
* 7. Whitney Houston
* Music Artist
* Actress
* Producer
The Bodyguard (1992)
Whitney Elizabeth Houston was born into a musical family on 9 August 1963, in Newark, New Jersey, the daughter of gospel star Cissy Houston (née Emily Lee Drinkard) and John Russell Houston, Jr., and cousin of singing star Dionne Warwick.
She began singing in the choir at her church, The New Hope Baptist Church in Newark, as a young child and by the age of 15 was singing backing vocals professionally with her mother on Chaka Khan's 1978 hit, 'I'm Every Woman'. She went on to provide backing vocals for Lou Rawls, Jermaine Jackson and her own mother and worked briefly as a model, appearing on the cover of 'Seventeen' magazine in 1981.
She began working as a featured vocalist for the New York-based funk band Material and it was the quality of her vocal work with them that attracted the attention of the major record labels, including Arista with whom she signed in 1983 and where she stayed for the rest of her career.
Her debut album, 'Whitney Houston', was released in 1985 and became the biggest-selling album by a debut artist. Several hit singles, including 'Saving All My Love For You', 'How Will I Know', 'You Give Good Love', and 'The Greatest Love of All', were released from the album, setting her up for a Beatles-beating seven consecutive US number ones. The album itself sold 3 million copies in its first year in the US and went on to sell 25 million worldwide, winning her the first of her six Grammies.
The 1987 follow-up album, 'Whitney', which included the hits 'Where Do Broken Hearts Go' and 'I Wanna Dance With Somebody', built on her success but it was the 1992 film The Bodyguard (1992) that sealed her place as one of the best-selling artists of all time. While the movie itself and her performance in it were not highly praised, the soundtrack album and her cover of the Dolly Parton song 'I Will Always Love You' topped the singles and albums charts for months and sold 44 million copies around the world.
That same year she married ex-New Edition singer Bobby Brown with whom she had her only child, their daughter Bobbi Kristina Brown in March 1993. It was about this time that her much documented drug use began and by 1996 she was a daily user.
Her 1998 album, 'My Love Is Your Love' was well reviewed but the drug abuse began to affect her reputation and press reports at the time said that she was becoming difficult to work with, if she turned up at all. She was dropped from a performance at The 72nd Annual Academy Awards (2000) because she was "out of it" at rehearsals. Her weight fluctuated wildly - she was so thin at a 'Michael Jackson' tribute in 2001 that rumors circulated the next day that she had died - and her voice began to fail her. She was twice admitted to rehab and declared herself drug-free in 2010 but returned to rehab in May 2011.
Her 2009 comeback album 'I Look To You' was positively received and sold well, but promotional performances were still marred by her weakened voice. Her final acting performance was in Sparkle (2012) (a remake of the 1976 movie, Sparkle (1976)), released after her death.
She was found dead in a Beverly Hills hotel room on 11 February 2012.
* 8. Cher
* Music Artist
* Actress
* Producer
Moonstruck (1987)
The beat goes on ... and on ... and as strong as ever for this superstar entertainer who has well surpassed the half-century mark while improbably transforming herself from an artificial, glossy "flashionplate" singer into a serious, Oscar-worthy, dramatic actress ... and back again! With more ups and downs than the 2008 Dow Jones Industrial Average, Cher managed to rise like a phoenix from the ashes each time she was down, somehow re-inventing herself with every decade and finding herself on top all over again. As a singer Cher is the only performer to have earned "top 10" hit singles in four consecutive decades; as an actress, she and Barbra Streisand are the only two Best Actress Oscar winners to have a #1 hit song on the Billboard charts. At age 77, Cher has yet to decide to get completely off her fabulous roller coaster ride, although she has threatened to on occasion.
The daughter of Arkansas-born Georgia Holt (the former Jackie Jean Crouch) and truck driver John Sarkisian, Cher was born in El Centro, California, on May 20, 1946. She has a half-sister, Georganne LaPiere. Cher is of Armenian heritage on her father's side, and of English and German, with more distant Irish, Dutch, and French, heritage on her mother's side. Cher's parents divorced when she was an infant and her mother went on to marry six more times. Her mother, who aspired to be an actress and model, paid for Cher's acting classes. Cher had undiagnosed dyslexia, which acutely affected her studies; frustrated, she quit high school at 16 to pursue her dream. At that time, she had a brief relationship with actor Warren Beatty.
Meeting the quite older (by 11 years) Sonny Bono in November 1962 changed the 16-year-old's life forever. Bono was working for record producer Phil Spector at Gold Star Studios in Hollywood at the time and managed to persuade Spector to hire Cher as a session singer. As such, she went on to record backup on such Spector classics as "You've Lost That Lovin' Feeling" and "Be My Baby". The couple's relationship eventually shifted from soulmates to lovers and she and Sonny married on October 27, 1964.
At first Cher sang solo with Sonny behind the scenes writing, arranging and producing her songs. When the records went nowhere, Sonny decided they needed to perform as a team so they put out two songs in 1964 under the recording names of Caesar and Cleo ("The Letter" and "Baby Don't Go"). Again, no success. The changing of their names, however, made a difference and in 1965, they officially took on the music world as Sonny & Cher and earned instant rewards.
The now 19-year-old Cher and 30-year-old Sonny became huge hits following the release of their first album, "Look at Us" (summer, 1965), which contained the hit single "I Got You Babe". With the song catapulting to #1, they decided to re-release their earlier single "Baby Don't Go", and it also raced up the charts to #8. An assembly line of mild hits dotted the airwaves over the next year or two, culminating in the huge smash hit "The Beat Goes On" (#6, 1967). Between 1965 and 1972 Sonny & Cher charted a total of six "Top 10" hits.
The kooky couple became icons of the mid-'60s "flower power" scene, wearing garish garb and outlandish hairdos and makeup. However, they found a way to make it trendy and were embraced around the world. TV musical variety and teen pop showcases relished their contrasting styles -- the short, excitable, mustachioed, nasal-toned simpleton and the taller, exotic, unflappable fashion maven. They found a successful formula with their repartee, which became a central factor in their live concert shows, even more than their singing. With all this going on, Sonny still endeavored to promote Cher as a solo success. Other than such hits with "All I Really Want to Do" (#16) and "Bang, Bang" (#2), she struggled to find a separate identity. Sonny even arranged film projects for her but Good Times (1967), an offbeat fantasy starring the couple and directed by future powerhouse William Friedkin, and Cher's serious solo effort Chastity (1969) both flickered out and died a quick death.
By the end of the 1960s, Sonny & Cher's career had stumbled as they witnessed the American pop culture experience a drastic evolutionary change. The couple maintained their stage act and all the while Sonny continued to polish it up in a shrewd gamble for TV acceptance. While Sonny on stage played the ineffectual object of Cher's stinging barbs on stage, he was actually the highly motivated mastermind off stage and, amazingly enough, his foresight and chutzpah really paid off. Although the couple had lost favor with the new 70s generation, Sonny encouraged TV talent scouts to catch their live act.
The network powers-that-be saw potential in the duo as they made a number of guest TV appearances in specials and on variety and talk shows and in what was essentially "auditioning" for their own TV vehicle. The Sonny and Cher Comedy Hour (1971) was given the green light as a summer replacement series and was an instant sensation when it earned its own time spot that fall season. The show received numerous Emmy Award nominations during its run and the couple became stars all over again. Their lively, off-the-wall comedy sketch routines, her outré Bob Mackie fashions and their harmless, edgy banter were the highlights of the hour-long program. Audiences took strongly to the couple who appeared to have a deep-down sturdy relationship. Their daughter Chaz Bono occasionally added to the couple's loving glow on the show. Cher's TV success also generated renewed interest in her as a solo recording artist and she came up with three #1 hits during this time ("Gypsys, Tramps & Thieves," "Half-Breed" and "Dark Lady").
Behind the scenes, though, it was a different story. A now-confident Cher yearned to be free of husband Sonny's Svengali-like control over her life and career. The marriage split at the seams in 1974 and they publicly announced their separation. The show, which had earned Cher a Golden Globe Award, took a fast tumble as the separation and divorce grew more acrimonious. Eventually they both tried to launch their own solo variety shows, but both failed to even come close to their success as a duo. Audiences weren't interested in Cher without Sonny, and vice versa.
In late June of 1975, only four days after the couple's divorce, Cher married rock musician Gregg Allman of The Allman Brothers Band. That marriage imploded rather quickly amid reports of out-of-control drug use on his part. They were divorced by 1979 with only one bright outcome -- son Elijah Allman.
In 1976 Sonny and Cher attempted to "make up" again, this time to the tune of a second The Sonny and Cher Show (1976). Audiences, however, did not accept the "friendly" divorced couple after so much tabloid nastiness. After the initial curiosity factor wore off, the show was canceled amid poor ratings. Moreover, the musical variety show format was on its way out as well. Once again, another decade was looking to end badly for Cher.
Cher found a mild success with the "top 10" disco hit "Take Me Home" in 1979, but not much else. Not one to be counted out, however, the ever resourceful singer decided to lay back and focus on acting instead. At age 36, Cher made her Broadway debut in 1982 in what was essentially her first live acting role with "Come Back to the Five and Dime, Jimmy Dean, Jimmy Dean". Centering around a reunion of girlfriends from an old James Dean fan club, her performance was critically lauded. This earned her the right to transfer her stage triumph to film alongside Karen Black and Sandy Dennis. Cher earned critical raves for Come Back to the 5 & Dime Jimmy Dean, Jimmy Dean (1982), her first film role since 1969.
With film #2 came a Best Supporting Actress Oscar nomination and a Golden Globe win for her portrayal of a lesbian toiling in a nuclear parts factory in Silkwood (1983), starring Meryl Streep and Kurt Russell. This in turn was followed by her star turn in Mask (1985) as the blunt, footloose mother of a son afflicted with a rare disease (played beautifully by Eric Stoltz). Once again Cher received high praise and copped a win from the Cannes Film Festival for her poignant performance.
Fully accepted by this time as an actress of high-caliber, she integrated well into the Hollywood community. Proving that she could hold up a film outright, she was handed three hit vehicles to star in: The Witches of Eastwick (1987), Suspect (1987), and Moonstruck (1987), for which she won the Academy Award for Best Actress. Along with all this newfound Hollywood celebrity came interest in her as a singer and recording artist again. "If I Could Turn Back Time (#3) and the Peter Cetera duet "After All" (#6) placed her back on the Billboard charts.
During the 1990s Cher continued to veer back and forth among films, TV specials and expensively mounted concerts. In January of 1998, tragedy struck when Cher's ex-husband Sonny Bono, who had forsaken an entertainment career for California politics and became a popular Republican congressman in the process, was killed in a freak skiing accident. That same year the duo received a star on the Hollywood Walk of Fame for their contribution to television. In the meantime an astounding career adrenaline rush came in the form of a monstrous, disco-flavored hit single ("Believe"). The song became a #1 hit and the same-titled album the biggest hit of her career. "Believe" reached #1 in 23 different countries.
Having little to prove anymore to anyone, Cher decided to embark on a "Farewell Tour" in the early part of the millennium and, after much stretching, her show finally closed in 2005 in Los Angeles. It didn't take long, however, for Cher to return from this self-imposed exile. In 2008, she finalized a deal with Las Vegas' Caesars Palace for the next three years to play the Colosseum, and has since returned live on numerous "farewell" tour extravaganzas. Never say never. Cher returned films with her co-starring role opposite Christina Aguilera in Burlesque (2010), but has since only provided a glitzy cameo in Mamma Mia! Here We Go Again (2018). After keeping a low romantic profile for some time, she nearly out-cougared Madonna by embarking on a romance with four-decades-younger Def Jam executive Alexander "A.E." Edwards, father of rapper Amber Rose's second son. The couple celebrated their one-year anniversary in 2023, right before the release of Cher's first holiday album, simply titled Christmas.
In other facets of her life, Cher has been involved with many humanitarian groups and charity efforts over the years, particularly her work as National Chairperson and Honorary Spokesperson of the Children's Craniofacial Association, which was inspired by her work in Mask (1985).
* 9. Björn Skifs
* Actor
* Composer
* Writer
Strul (1988)
Björn Skifs was born on 20 April 1947 in Vansbro, Dalarnas län, Sweden. He is an actor and composer, known for Strul (1988), The Snowman (2017) and Joker (1991). He has been married to Pernilla Skifs since 1988. They have two children.
* 10. Laleh Pourkarim
* Composer
* Actress
* Art Department
A Man Called Ove (2015)
Laleh Pourkarim lives in Bjuröklubb, Sweden with her family. She studied music and drama at Hvitfeltska Gymnasiet. Greatest interests include music; she sings and plays the saxophone and percussion instruments in different bands. She likes to play all kinds of music but has a greater bent for folk music, jazz and rhythm and blues.
* 11. Hans-Erik Dyvik Husby
* Actor
* Soundtrack
Cornelis (2010)
Hans Erik Dyvik Husby, also known as Hank von Helvete, Hertugen (The Duke) and Hertis, most famous for being the lead vocalist of the Norwegian death-punk band Turbonegro.
Husby went through detox while living at the Moskenes island in Lofoten, Norway. Here he worked at Norsk Fiskeværsmuseum in Å, as well as working as a presenter at Moskenesradioen, a local radio station.
One of Husby's favorite singers is David Bowie. He is a supporter of FC St. Pauli, a German football-club.
According to Norwegian press, Husby was married to Heidi Riise in 2004, but they separated in 2007.
Husby is married to model Gro Skaustein (28). The couple has a daughter together, who was born on December 22, 2008.
* 12. Magnus Uggla
* Music Artist
* Writer
* Actor
Easy Money (2010)
Magnus Uggla was born on 18 June 1954 in Engelbrekt, Stockholm, Uppland, Sweden. He is a music artist and writer, known for Easy Money (2010), G (1983) and Klassfesten (2002). He has been married to Louise Ulrika Klüger since 25 January 1990. They have two children.
* 13. Britney Spears
* Music Artist
* Actress
* Music Department
Crossroads (2002)
Britney Jean Spears was born on December 2, 1981 in McComb, Mississippi & raised in Kentwood, Louisiana. As a child, Britney attended dance classes, and she was great at gymnastics, winning many competitions and the like. But, most of all, Britney loved to sing. At age 8, Britney tried out for The All New Mickey Mouse Club (1989), but was turned down due to her young age. This directed her to an off-Broadway show, "Ruthless," for a 2-year run as the title character. At age 11, she again tried for The All New Mickey Mouse Club (1989) and, this time, made it as a mouseketeer alongside many stars of today (Justin Timberlake and JC Chasez of *NSYNC and Ryan Gosling). Her big break, however, came when she was signed as a Jive Recording Artist in the late 90s. With the release of her debut album, "...Baby One More Time" in early 1999, Britney became an international success, selling 13 million copies of "Baby" and 9 million (as of July 2001) of her sophomore album, "Oops!...I Did It Again," released in May of 2000.
* 14. Olivia Newton-John
* Music Artist
* Actress
* Music Department
Grease (1978)
Olivia Newton-John was an English singer and actress who was in Cambridge, Cambridgeshire, England, UK. In 1954, her family relocated to Australia when her father was offered a job as the dean of a Presbyterian college in Melbourne. After winning a singing talent contest, she returned to England with her mother, where she resided until 1975. Her many hit singles include, "You're The One That I Want" from the movie Grease (1978), which she starred in with John Travolta. She appeared on the TV series, It's Cliff Richard (1970), as well as in the film Toomorrow (1970). For several years, she was engaged to Bruce Welch, a founding member of The Shadows, which included Cliff Richard. Welch was one of the producers of her first international hit, "If Not For You".
Olivia took the advice of a friend, and left Britain to take up residence in America in 1975 to help further her singing career. English businessman, Lee Kramer, quickly became her manager.
* 15. Will Smith
* Producer
* Actor
* Writer
The Fresh Prince of Bel-Air (1990–1996)
Willard Carroll "Will" Smith II (born September 25, 1968) is an American actor, comedian, producer, rapper, and songwriter. He has enjoyed success in television, film, and music. In April 2007, Newsweek called him "the most powerful actor in Hollywood". Smith has been nominated for five Golden Globe Awards, two Academy Awards, and has won four Grammy Awards.
In the late 1980s, Smith achieved modest fame as a rapper under the name The Fresh Prince. In 1990, his popularity increased dramatically when he starred in the popular television series The Fresh Prince of Bel-Air. The show ran for six seasons (1990-96) on NBC and has been syndicated consistently on various networks since then. After the series ended, Smith moved from television to film, and ultimately starred in numerous blockbuster films. He is the only actor to have eight consecutive films gross over $100 million in the domestic box office, eleven consecutive films gross over $150 million internationally, and eight consecutive films in which he starred open at the number one spot in the domestic box office tally.
Smith is ranked as the most bankable star worldwide by Forbes. As of 2014, 17 of the 21 films in which he has had leading roles have accumulated worldwide gross earnings of over $100 million each, five taking in over $500 million each in global box office receipts. As of 2014, his films have grossed $6.6 billion at the global box office. He has received Best Actor Oscar nominations for Ali and The Pursuit of Happyness.
Smith was born in West Philadelphia, the son of Caroline (Bright), a Philadelphia school board administrator, and Willard Carroll Smith, Sr., a refrigeration engineer. He grew up in West Philadelphia's Wynnefield neighborhood, and was raised Baptist. He has three siblings, sister Pamela, who is four years older, and twins Harry and Ellen, who are three years younger. Smith attended Our Lady of Lourdes, a private Catholic elementary school in Philadelphia. His parents separated when he was 13, but did not actually divorce until around 2000.
Smith attended Overbrook High School. Though widely reported, it is untrue that Smith turned down a scholarship to attend the Massachusetts Institute of Technology (MIT); he never applied to college because he "wanted to rap." Smith says he was admitted to a "pre-engineering [summer] program" at MIT for high school students, but he did not attend. According to Smith, "My mother, who worked for the School Board of Philadelphia, had a friend who was the admissions officer at MIT. I had pretty high SAT scores and they needed black kids, so I probably could have gotten in. But I had no intention of going to college."
Smith started as the MC of the hip-hop duo DJ Jazzy Jeff & The Fresh Prince, with his childhood friend Jeffrey "DJ Jazzy Jeff" Townes as producer, as well as Ready Rock C (Clarence Holmes) as the human beat box. The trio was known for performing humorous, radio-friendly songs, most notably "Parents Just Don't Understand" and "Summertime". They gained critical acclaim and won the first Grammy awarded in the Rap category (1988).
Smith spent money freely around 1988 and 1989 and underpaid his income taxes. The Internal Revenue Service eventually assessed a $2.8 million tax debt against Smith, took many of his possessions, and garnished his income. Smith was nearly bankrupt in 1990, when the NBC television network signed him to a contract and built a sitcom, The Fresh Prince of Bel-Air, around him.
The show was successful and began his acting career. Smith set for himself the goal of becoming "the biggest movie star in the world", studying box office successes' common characteristics.
Smith's first major roles were in the drama Six Degrees of Separation (1993) and the action film Bad Boys (1995) in which he starred opposite Martin Lawrence.
In 1996, Smith starred as part of an ensemble cast in Roland Emmerich's Independence Day. The film was a massive blockbuster, becoming the second highest grossing film in history at the time and establishing Smith as a prime box office draw. He later struck gold again in the summer of 1997 alongside Tommy Lee Jones in the summer hit Men in Black playing Agent J. In 1998, Smith starred with Gene Hackman in Enemy of the State.
He turned down the role of Neo in The Matrix in favor of Wild Wild West (1999). Despite the disappointment of Wild Wild West, Smith has said that he harbors no regrets about his decision, asserting that Keanu Reeves's performance as Neo was superior to what Smith himself would have achieved, although in interviews subsequent to the release of Wild Wild West he stated that he "made a mistake on Wild Wild West. That could have been better."
In 2005, Smith was entered into the Guinness Book of World Records for attending three premieres in a 24-hour time span.
He has planned to star in a feature film remake of the television series It Takes a Thief.
On December 10, 2007, Smith was honored at Grauman's Chinese Theatre on Hollywood Boulevard. Smith left an imprint of his hands and feet outside the world-renowned theater in front of many fans. Later that month, Smith starred in the film I Am Legend, released December 14, 2007. Despite marginally positive reviews, its opening was the largest ever for a film released in the United States during December. Smith himself has said that he considers the film to be "aggressively unique". A reviewer said that the film's commercial success "cemented [Smith's] standing as the number one box office draw in Hollywood." On December 1, 2008, TV Guide reported that Smith was selected as one of America's top ten most fascinating people of 2008 for a Barbara Walters ABC special that aired on December 4, 2008.
In 2008 Smith was reported to be developing a film entitled The Last Pharaoh, in which he would be starring as Taharqa. It was in 2008 that Smith starred in the superhero movie Hancock.
Men in Black III opened on May 25, 2012 with Smith again reprising his role as Agent J. This was his first major starring role in four years.
On August 19, 2011, it was announced that Smith had returned to the studio with producer La Mar Edwards to work on his fifth studio album. Edwards has worked with artists such as T.I., Chris Brown, and Game. Smith's most recent studio album, Lost and Found, was released in 2005.
Smith and his son Jaden played father and son in two productions: the 2006 biographical drama The Pursuit of Happyness, and the science fiction film After Earth, which was released on May 31, 2013.
Smith starred opposite Margot Robbie in the romance drama Focus. He played Nicky Spurgeon, a veteran con artist who takes a young, attractive woman under his wing. Focus was released on February 27, 2015. Smith was set to star in the Sci-Fic thriller Brilliance, an adaptation of Marcus Sakey's novel of the same name scripted by Jurassic Park writer David Koepp. But he left the project.
Smith played Dr. Bennet Omalu of the Brain Injury Research Institute in the sports-drama Concussion, who became the first person to discover chronic traumatic encephalopathy (CTE) in a football player's brain. CTE is a degenerative disease caused by severe trauma to the head that can be discovered only after death. Smith's involvement is mostly due to his last-minute exit from the Sci-Fi thriller-drama Brilliance. Concussion was directed by Peter Landesman and-bead filmed in Pittsburgh, according to the Pittsburgh Tribune-Review. It received $14.4 million in film tax credits from Pennsylvania. Principal photography started on October 27, 2014. Actress Gugu Mbatha-Raw played his wife. Omalu served as a consultant.
As of November 2015, Smith is set to star in the independent drama Collateral Beauty, which will be directed by David Frankel. Smith will play a New York advertising executive who succumbs to an deep depression after a personal tragedy.
Nobel Peace Prize Concert December 11, 2009, in Oslo, Norway: Smith with wife Jada and children Jaden and Willow Smith married Sheree Zampino in 1992. They had one son, Trey Smith, born on November 11, 1992, and divorced in 1995. Trey appeared in his father's music video for the 1998 single "Just the Two of Us". He also acted in two episodes of the sitcom All of Us, and has appeared on The Oprah Winfrey Show and on the David Blaine: Real or Magic TV special.
Smith married actress Jada Koren Pinkett in 1997. Together they have two children: Jaden Christopher Syre Smith (born 1998), his co-star in The Pursuit of Happyness and After Earth, and Willow Camille Reign Smith (born 2000), who appeared as his daughter in I Am Legend. Smith and his brother Harry own Treyball Development Inc., a Beverly Hills-based company named after Trey. Smith and his family reside in Los Angeles, California.
Smith was consistently listed in Fortune Magazine's "Richest 40" list of the forty wealthiest Americans under the age of 40.
* 16. Bette Midler
* Actress
* Producer
* Writer
Beaches (1988)
Multi Grammy Award-winning singer/comedienne/author Bette Midler has also proven herself to be a very capable actress in a string of both dramatic and comedic roles. Midler was born in Honolulu, Hawaii, on December 1, 1945. She is the daughter of Ruth (Schindel), a seamstress, and Fred Midler, a painter. Her parents, originally from New Jersey, were both from Jewish families (from Russia, Poland, and the Austro-Hungarian Empire).
Midler studied drama at the University of Hawaii and got her musical career started by performing in gay bathhouses with piano accompaniment from Barry Manilow. Her first album was "The Divine Miss M" released in November 1972, followed by the self-titled "Bette Midler" released in November 1973, both of which took off up the music charts, and Bette's popularity swiftly escalated from there.
After minor roles in several film/TV productions, she surprised all with her knockout performance of a hard-living rock-and-roll singer (loosely based on the life of Janis Joplin) in The Rose (1979), for which she received an Academy Award nomination for Best Actress. In 1986, director Paul Mazursky cast Midler opposite Nick Nolte and Richard Dreyfuss in the hilarious Down and Out in Beverly Hills (1986), and so began a string of very funny comedic film roles. She played an obnoxious wife who was the victim of a kidnap plot by her scoundrel husband, played by Danny DeVito, in Ruthless People (1986), was pursued by CIA and KGB spies in Outrageous Fortune (1987), played mismatched twins with Lily Tomlin in Big Business (1988) and shone in the tear-jerker Beaches (1988).
Bette matched feisty James Caan in the WWII drama For the Boys (1991), made a dynamic trio with Goldie Hawn and Diane Keaton in The First Wives Club (1996), was back on screen with DeVito for the tepid comedy Drowning Mona (2000) and turned up in the glossy remake of The Stepford Wives (2004). Apart from her four Grammy awards, Bette Midler has also won four Golden Globes, one Tony Award, and three Emmy Awards, plus she has sold in excess of 15 million albums worldwide. Most recently, she toured with her sassy "Kiss My Brass" show, and is promoting her album "Bette Midler Sings the Rosemary Clooney Songbook".
* 17. Jennifer Lopez
* Music Artist
* Producer
* Actress
Hustlers (2019)
Jennifer Lynn Lopez was born on July 24, 1969 in The Bronx, New York City, New York to teacher Lupe López and computer specialist David López. The two Puerto Ricans were brought to the continental United States during their childhoods and eventually met while living in New York City. Their daughters would have a stable, middle-class upbringing.
Jennifer always dreamed of being a multi-tasking superstar. As a child, she enjoyed a variety of musical genres, mainly Afro-Caribbean rhythms like salsa, merengue, and bachata, and mainstream music like pop, hip-hop, and R&B. Although she loved music, the film industry also intrigued her. Her biggest influence was the Rita Moreno musical, West Side Story (1961). At 5, Jennifer began taking singing and dancing lessons. Aside from being a budding entertainer, Jennifer was also a Catholic schoolgirl, attending eight years at a Catholic elementary school named Holy Family, located in The Bronx, before graduating from all-girls prep school Preston High School after a four-year stay. At school, Jennifer was an amazing athlete and participated in track and field and tennis. She spent most of her upbringing in a two-story house in the Castle Hill neighborhood.
At 18, Jennifer moved out of her parents' home. After high school, she briefly worked in a law office and took dance classes at night. During this time, she continued dance classes at night. Her big break came when she was offered a job as a fly girl on Fox's hit comedy In Living Color (1990). After a two-year stay at In Living Color (1990) where actress Rosie Perez served as choreographer, Lopez then went on to dance for famed singer-actress Janet Jackson. Her first major film was Gregory Nava's My Family (1995), and her career went into overdrive when she portrayed late Tejana singer Selena in Selena (1997).
* 18. Queen Latifah
* Actress
* Producer
* Music Department
Chicago (2002)
Often considered hip-hop's first lady, the woman behind the moniker Queen Latifah was born Dana Elaine Owens on March 18, 1970, in East Orange, New Jersey. She is the daughter of Rita (Bray), a teacher, and Lancelot Owens Sr. She came from a police family-both her father and her older brother were cops-which would later influence her rhyming style and life philosophy. Her brother died in a motorcycle accident in 1992. Owens witnessed both sides of black urban life in the USA while growing up. After a brief stint as a Burger King employee, she soon found herself making waves in the hip-hop music scene.
After working as the human beatbox alongside Ladies Fresh, she was just 18 years old when she broke through in the late 1980s with a style that picked selectively from jazz, reggae, and soul traditions, from beats produced by D.J. Mark the 45 King. Her debut single, "Wrath of My Madness," was released in 1988. A year later, her debut long-player, "All Hail the Queen," enjoyed favored reviews: an old, wise head was evident on the top of her young shoulders. Queen Latifah maintained her early commitment to answering the misogynist armory of some of her male counterparts and, at the same time, imparted musical good times to all genders. Her name means "delicate and sensitive" in Arabic, but she has often been anything but in her rhymes and the messages she sends out through them. One of the most prominent female hip-hop artists on the scene for over a decade, Queen Latifah has also made tremendous inroads in movies, television, and artist management, with her management company, Flavor Unit, alongside her business partner Shakim Compere. A role model who takes the responsibility to heart, Latifah has carefully constructed a fine career for herself-one that is constantly moving upward.
* 19. Sting
* Music Artist
* Actor
* Composer
The Emperor's New Groove (2000)
Sting was born Gordon Matthew Sumner on 2 October, 1951 in Wallsend, North Tyneside, Tyne and Wear, England, the eldest of four children of Audrey (Cowell), a hairdresser, and Ernest Matthew Sumner, an engineer and milkman. He received his name from a striped sweater he wore which looked like a bee. He grew up in the turmoil of the ship-building industry and wanted to become a musician very early. He played cruise ships, backing strippers in cabarets, and developed a love for the bass guitar. Having played in jazz/rock bands like "Last Exit" and other various groups, including a dixieland jazz group, he settled down with Stewart Copeland and Andy Summers for a decade-long tenure with the smashing rock trio, The Police.
In 1984, he went on to record solo albums, and holds a reputation as one of the most literate songwriters and talented musicians in the world. He has also delved into acting, having starred in such films as Quadrophenia (1979), Radio On (1979), Plenty (1985), Julia and Julia (1987) (aka Julia and Julia), Dune (1984), Bring on the Night (1985) (a documentary about the formation of his Blue Turtles jazz group), most recently, Gentlemen Don't Eat Poets (1995), where he plays a bisexual, conniving butler.
He received an honorary Doctorate of Music degree from Northumbria University in October 1992, and from Berklee College of Music in May 1994. He plays guitar, bass guitar, mandolin, piano, harmonica, saxophone and pan-flute, and he gave a name to his bass (Brian).
Sting is married to film producer Trudie Styler, and has six children with Trudie and ex-wife, actress Frances Tomelty. Sting owns a Jacobian castle in Wiltshire, which he calls "Lake House", where he records his albums, as well as a place in London, an apartment in New York, a place on the beach in Malibu, California, and a Renaissance Florentine Villa called "Palagio" in Figline Valdarno, Tuscany, Italy. Along with his wife Trudie and a Brazilian Indian, he started the Rainforest Foundation in 1989 to help save rainforests.
* 20. Debbie Harry
* Actress
* Composer
* Producer
Videodrome (1983)
Deborah Harry was born Angela Trimble on July 1, 1945 in Miami, Florida. At three months, she was adopted by Catherine (Peters) and Richard Smith Harry, and was raised in Hawthorne, New Jersey. In the 1960s, she worked as a Playboy Bunny and hung out at Max's Kansas City, a famous Warhol-inhabited nightspot. Her professional singing career started in 1968 with a folk band called The Wind in the Willows. She sang backup on their first (and only) album. The band broke up shortly after failing to achieve commercial success or critical acclaim. In 1973, she met Chris Stein, who became her longtime boyfriend. They created Blondie in 1974 after they both were in the Stilletoes, a theatrical "girl group" band. Blondie struggled for a few years, then went on to be one of the most successful bands of the late 1970s and early 1980s, but the group broke up in 1982.
Harry has released five solo albums, acted in several movies and television series and a few commercials (Gloria Vanderbilt Jeans, Sara Lee, Revlon). She has done many benefit shows in support of AIDS charities, a Broadway show ("Teaneck Tanzi"), poetry readings, and been one of the most notorious characters in the New York downtown scene. As of 1995, she was doing shows in the United States and Europe with the Jazz Passengers and Elvis Costello, filming two new movies (Heavy (1995) with Liv Tyler and Evan Dando and Drop Dead Rock (1995) with Adam Ant) and topping the dance charts with two newly remixed Blondie singles ("Rapture" and "Atomic"). Several Blondie tribute albums have been released and a Blondie remix album titled "Remixed, Remade, Remodeled" came out in 1995.
* 21. Beyoncé
* Music Artist
* Actress
* Composer
Dreamgirls (2006)
Beyoncé Giselle Knowles was born on September 4, 1981 in Houston, Texas. Her mom, Tina Knowles, designs her glittering costumes & her dad, Mathew Knowles manages Destiny's Child. Solange, her sister (they're 4 years apart), has released her debut album. She dances with her sister during DC-3 concerts. Beyoncé is of African-American and Louisiana Creole descent.
She and her group were discovered by Whitney Houston. One of her favorite songs is "Lovefool" by The Cardigans. Her favorite item of clothing is a pair of path work metallic boots. She writes & produces many of the group's songs, including smash hits "Jumpin Jumpin", "Bootylicious", "Nasty Girl", "Independent Women", "Happy Face" and "Apple Pie a la mode".
* 22. Prince
* Music Artist
* Composer
* Actor
Purple Rain (1984)
Prince Rogers Nelson was born in Minneapolis, Minnesota, to Mattie Shaw, a jazz singer and social worker, and John L. Nelson, a lyricist and pianist. His father's stage name was "Prince Rogers". His parents were both from African-American families from Louisiana. They separated during his youth, which led him to move back and forth. Prince had a troubled relationship with his step-father which led him to run away from home. Prince was adopted by a family called the Andersons. Prince soon after became friends with the Anderson's son, Andre Anderson (Cymone) together along with Charles Smith they joined a band called Grand Central. The band later renamed themselves Champagne and were a fairly successful live band, however soon diminished.
Prince at the age of eighteen started working on high-quality demo tracks with Chris Moon. With these demo tracks Prince eventually ended up signing a recording contract with Warner Brothers Records and was the youngest producer associated with the label. Prince made his debut on the record label with his 1978 album, For You. It wasn't a strong successful album, however it was fair for a beginning artist and ranked 163 on the U.S. Pop Charts. Prince's next releases would tend to do much better on the charts with his singles, "Why You Wanna Treat Me So Bad?" and I Wanna Be Your Lover in 1979. This would start to introduce Prince as a person who presented sexually explicit material into the music industry. However Prince didn't begin to attract mainstream artists until he release his single, 1999. This single began to be noticed by M.T.V. viewers and this would make him a part of the main-stream music media. Prince released two more singles called Little Red Corvette and Delirious. The album featured Prince's new band, The Revolution. In 1984 Prince would release what would be seen as an admired and profound masterpiece the feature film/sound-track album, Purple Rain in 1984. Prince's father contributed to this album, by cowriting the chord sequence for a couple of his songs. Prince continued to give cowriting credit to his father on several other albums, as his famous chord sequence would be used in several of Prince's singles and albums.
A lot of Prince's songs did not agree with listeners and one of his songs, Darling Nikki prompted a group of people to start a censorship organization called, Parents Music Resource Center (P.M.R.C.) as the track implemented grinding ludicrous acts such as masturbating, which stunned listeners. Prince however continued to release various other singles with the same platform his memorable releases being, Around The World In A Day, Parade, Love Sexy, and Batman.
Prince released a sequel to Purple Rain in 1990 called Graffiti Bridge, a soundtrack album accompanied this movie entitled, Graffiti Bridge. The film did terrible in box-office and was nominated for several Razzie awards. Many people saw the sound-track album, as the high point of the film.
In 1991, Prince assembled a new band called, The New Power Generation with this band he would release singles such as Diamond And Pearls, Cream, and Gett Off. Prince eventually changed his stage name from Prince to a symbol, which lead people to call him, "The Artist Formerly Known As Prince". Prince soon took back his old stage name.
In the 1990s, Prince continued to release singles such as Came, The Gold Experience, Chaos And Disorder, and Emancipation. With the rise of the new millennium, Prince released material such as a religious album called The Rainbow Children, One Nite Alone, The Chocolate Invasion, The Slaughter House, and had a collaboration with Stevie Wonder on Stevie's single called, What The Fuss in 2005.
Prince died on April 21, 2016 in Chanhassen, Minnesota, at his Paisley Park recording studio complex. He was 57.
Prince will be remembered as a musician and artist who inspired millions through his music, and set an inspirational platform which others still abide by.
* 23. Mariah Carey
* Music Artist
* Actress
* Composer
Glitter (2001)
Mariah Carey was born in Long Island, New York on March 27, 1969. Her parents are Patricia Hickey (Irish-American) and Alfred Roy Carey (African-American/Venezuelan). Mariah attended Greenlawn's Harborfields High School. In June 1990, Mariah made her debut with her self-titled album, Mariah Carey which entered at #73, but on August 4, 1990 it reached #1. Her 1990 self-titled debut album went multi-platinum and spawned an extraordinary four consecutive #1 singles: "Vision of Love," "Love Takes Time," "Someday" and "I Don't Wanna Cry," and led to Grammy Awards for Best New Artist and Best Female Vocalist. Her 1993 album titled Music Box went ten-times platinum. On September 30, 1995, she made music history. Her single "Fantasy" from her 1995 Daydream album debuted at #1 on the Billboard Hot 100, making her the first female artist to accomplish a number one debut in the U.S. Her other Daydream's single "One Sweet Day" remained for 16 weeks at the top of the charts. She is the only artist since The Beatles to have so many #1 singles and albums. With "Heartbreaker", the first single from her 1999 album Rainbow and also her 14 #1 single, she became the only artist to top the charts in each year of the 1990s, and with "Heartbreaker" at its 60th week atop the Billboard's charts, she pushed ahead of The Beatles's 59-week record as the only artist with the most cumulative weeks spent atop Billboard's Hot 100 Singles chart.
Following "Heartbreaker," her second single "Thank God I Found You" also from her Rainbow album became her 15th #1. "We Belong Together" from her 2005 album The Emancipation of Mimi became her 16th #1 single and was also her first #1 without any guest artists since her song "My All" (also a #1 single) captured the top spot in May 1998. The single "Don't Forget About Us" also from her 2005 album Emancipation of Mimi became her 17th #1 single, tying her with Elvis Presley's 17 #1 singles. Three more Grammy Awards were gained from The Emancipation of Mimi album. She is the most successful selling female artist in music history and is the only female artist to have the most #1 singles and albums and also holds the record for straight #1 singles and albums each year. Along with numerous awards and incredible vocal range, she also composes all of her own material, with the exception of song covers.
In April 2008, the single "Touch My Body" became her 18th #1 single, pushing her ahead of Elvis Presley's 17 #1 singles. Now she is the only artist since The Beatles to have as many number one singles and the only singer alive likely to succeed them.
* 24. Eminem
* Music Artist
* Actor
* Composer
8 Mile (2002)
Eminem was born Marshall Bruce Mathers III in St. Joseph, Missouri, to Deborah R. (Nelson) and Marshall Bruce Mathers, Jr., who were in a band together, Daddy Warbucks. He is of English, as well as some German, Scottish ancestry. Marshall spent his early childhood being shoved back and forth from Kansas City and Detroit. He settled on the Eastside of Detroit when he was 12. Switching schools every two to three months made it difficult to make friends, graduate and to stay out of trouble. Marshall attended Lincoln High School in Warren, Michigan, 1986-1989.
Being a rap fan for most of his life, Marshall began rapping at the age of 11. Rhyming words together, battling schoolmates in the lunchroom brought joy to what was otherwise a painful existence. At the age of 14, he began to get very serious about his rapping but it wasn't until he was 17 that he actually made a name for himself, becoming M&M, which he would later respell as "Eminem". Being rejected by most fellow rappers because of his race, Marshall grew an anger that flows through his music to this day. After failing the 9th grade for three times in a row, he quit school, but has remarked that he does not consider himself stupid and does not advise that people should follow his example. He says that it just wasn't for him. Forcing himself on radio shows, freestyle battles, Marshall threw himself head first into the rap game, where he was swallowed up most of the time. His very first album was titled "Infinite" and, while the album sold less than a thousand copies, it was the gearing up stages for the rapper who became a millionaire. It was then that his daughter, Hailie Jade Scott, was born on December 25th of 1995 with long time girlfriend Kim Scott.
Having nothing to lose at all, flat broke and not knowing where he would be living the next week, Marshall set out to rant about life in general, the set quickly caught the ear of hip-hop's difficult-to-please underground. What came out of this was the "Slim Shady EP", the early work for the later Dr. Dre revised Slim Shady LP. Down to nearly his last dime, he went into the 1997 Rap Olympics in Los Angeles, basically hoping to win the $1,500 cash prize which he badly needed. After battling for an hour and throwing back every race diss thrown at him, Marshall made it to second place losing in a slip up. Furious that he had lost, Marshall didn't even notice that he had been spotted. In the crowd were a few producers from Interscope, and they were handed a copy of the "Slim Shady EP" tape by way of a demo.
Dr. Dre got to hear it and eventually tracked him down. The two instantly hit it off, recording four songs in their first six hours of working - three which made it to his first LP. After the album was finished, Dr. Dre asked Marshall to come work with him on his new album. He helped produce several tracks and was on the best songs of the album. Now officially making it, Marshall and Dre set to make his second LP. The album became the Marshall Mathers LP and won 3 Grammies and was the first rap album ever to be nominated "Album of the Year", selling more than 8 million records in the United States alone. He also stunned critics when he shot down all homophobic remarks by performing "Stan" with Elton John. Eminem made a movie, 8 Mile (2002). Though 2001 was a rough year for the rapper, being charged with weapon offenses, divorcing his wife, and almost going to prison, Marshall has explained his life in one word: "Claimer".
* 25. Jon Bon Jovi
* Music Artist
* Actor
* Composer
Young Guns II (1990)
Jon Bon Jovi, was born John Francis Bongiovi, Jr. On March 2, 1962, in Perth Amboy, New Jersey to parents John Francis Bongiovi, Sr. and Carol Sharkey.
Family: Jon's mother, Carol Sharkey, was a former model and one of the first Playboy Bunnies. She met Bon Jovi's father after she enlisted in the United States Marines. John was already in the Marines when they met.
Bon Jovi has two brothers, Anthony and Matthew. Bon Jovi has four children, and is married to Dorothea Hurley (1989-present).
Known best as a singer-songwriter, in 1983 he was the founder and frontman of a band that bears his name. Bon Jovi is also known as a record producer, actor and philanthropist.
Music Career: Bon Jovi's music career started in June of 1982 after he was turned down by several record labels, including Atlantic Records and Mercury (Polygram) for the song "Runaway" which he recorded with a studio band named "The Allstars."
After being turned down he visited New York City's major market rock station WAPP, also known as "The Apple" at 103.5FM. WAPP included the song on a compilation of local talent and it became in instant hit.
In 1983 he signed with Mercury Records to promote "Runaway" and had to form a new band. Jon Bon Jovi became David Bryan, Alec John Such, bassist, Tico Torres, drummer, and his neighbor, Dave Sabo at lead guitar. Sabo played only a few local shows before he left to form the group Skid Row with Rachel Bolan. Sabo was soon replaced with Richie Sambora.
After "Runaway" became a worldwide hit, Bon Jovi wanted a name for the band. He wanted to call themselves Johnny Electric. But Richard Fischer, employed then by Doc McGhee, suggested that Bon Jovi follow the norm where many bands were naming their groups by the lead or frontman' name, such as, Van Halen, Dokken, Bryan Adams, Alice Cooper (70's), so Bon Jovi became the name of the band.
The band's breakout album, "Slippery When Wet," was their third studio album released in 1986. It became the band's best-selling album, selling more than 28 million worldwide, according to a Jan. 29, 2008 issue of the Daily Telegraph.
Bon Jovi's next album, "New Jersey," not only shared the same success as "Slippery When Wet," the album had five top-10 hits on Billboard's Hot-100. No other album or artist ever produced as many top-10 hits, and as of this writing (September 4, 2016) this record still stands. And two of the top-10 hits, "Bad Medicine" and "I'll Be There For You" topped the charts at number one, according to Bon Jovi's Biography on the Billboard website.
The band then went on an 18-month international tour, and when they finished, the band went on a hiatus.
Hiatus and Young Guns II: During the hiatus, Bon Jovi was hired to write the soundtrack for the movie "Young Guns II." During this time actor Emilio Estevez approached Bon Jovi and asked if he could use "Wanted, Dead or Alive" as the title song for the movie.
Bon Jovi balked at the idea, saying he didn't think that song was the proper song, so he quickly wrote "Blaze of Glory."
As the story goes, Kiefer Sutherland in an interview for UNCUT magazine said; "When Jon (Bon Jovi) joined the team for Young Guns II, we were all eating hamburgers in a diner and Jon was scribbling on this napkin for, say, six minutes. He declared he'd written 'Blaze of Glory', which of course then went through the roof in the States. He later gave Emilio Estevez the napkin. We were munching burgers while he wrote a No. 1 song... Made us feel stupid."
Afterwards, Bon Jovi played the song in a New Mexico desert for Estevez and John Fusco. This was the first time Bon Jovi played the song and heard by anyone. When the co-producers heard the song in a trailer, it was a no-brainer. It became the theme song for "Young Guns II."
"Young Guns II," which was released in 1990 named which Bon Jovi made into his next album "Blaze of Glory." This was Bon Jovi's first solo album as the other band members were off doing other things during the hiatus.
The movie's budget was $20 million and went on to earn $44 million. Two hits came from this album, "Blaze of Glory" and Miracle." Bon Jovi earned several Grammy and Oscar nominations.
While he wrote a song or two for a couple of shows before this, this was his first and only project where he wrote every song for a movie's soundtrack. He did go on to write songs for other movies, and many of the group's songs were used in a variety of TV series.
Back Together (Kind Of): During the years from their first hit "Runaway" in 1982, the group has released 12 studio albums and Bon Jovi recorded two solo albums and a number of singles. Worldwide, his band has sold more than 130 albums, ranking them among the top of the best sellers.
But the band isn't sitting around and resting. In 2015 there were rumors of a planned new album to be released sometime in 2016.
Rumors used to spread like wildfires, but today, the Internet allows them to travel at the speed of light. Talk about a new album for 2016 was confirmed by a consultant, and another world tour would follow.
On September 30, 2015, Bon Jovi said during a press conference confirming the new album, its title will be "This House Is Not For Sale." He further said that the album is about the group's integrity.
"Integrity matters and we're at a place in our career where we don't have anything left to prove," Bon Jovi said.
However, the new album is the first one without creative input from Richie Sambora, who left the group in 2013.
On Bon Jovi's Facebook page, a post announced that the new album, "This House Is Not For Sale" was released on August 27, 2016
Acting Career: He started acting in the 1990's starring in minor roles in movies such as "U-571," and "Moonlight and Valentino," and as Helen Hunt's husband in the movie "Pay It Forward" starring Kevin Spacey. He also appeared on several TV shows such as "Sex and the City" and "Ally McBeal."
Accolades: In 2009, Bon Jovi was inducted into Songwriters Hall of Fame.
Bon Jovi has also made appearances on some prestigious lists:
* In 1996, he was named one of the "50 Most Beautiful People In The World" By People Magazine.
* In 2000, the same magazine named him the "Sexiest Rock Star."
* Also in 2000 VH1 placed him on its "100 Sexiest Artists."
* In 2012 was ranked 50th in Billboard's magazine's "Power 100," a ranking of "The Most Powerful and Influential People In The Music Business."
-In 2012, Hit Parader ranked Bon Jovi 31st in the "Top 100 Heavy Metal Vocalists."
Philanthropy: In addition, Bon Jovi was the one of the founders and majority owners of the Arena Football League team Philadelphia Soul. He is the founder of The Jon Bon Jovi Soul Foundation which was founded in 2006 and exists to combat issues that force families and individuals into economic despair. He also campaigned for Al Gore in the 2000 Presidential election, John Kerry in the 2004 Presidential election, and Barack Obama in the 2008 Presidential election. In 2010, President Barack Obama named Bon Jovi to the White House Council for Community Solutions. He was also awarded an honorary Doctorate of Humanities from Monmouth University in 2001.
More to explore
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Prussian Military Honor Award 2nd Class Awards After 1864 – Orders & Medals Society of America
The history of Prussian awards for combat-related action for NCO’s and soldiers is rather complex.
Of course, during the Napoleonic Wars, the 1870/71 war against France, and during the World War (1914-1918), the Iron Cross 1st Class and 2nd Class were the primary awards for combat-related action for NCO’s and soldiers. During other conflicts however, when the Iron Cross was not awarded, the Prussian Military Merit Medal, and later the Military Honor Awards (1st and 2nd Class) were utilized.
To add to the complexity, the Golden Military Merit Cross (Goldene Militär-Verdienstkreuz) was also awarded from 1864 through 1918, and was the highest award by Prussia to NCO’s during the World War (1914-1918).
From 1793 through 1814 there were two (2) coinages of the Military Merit Medal (Militär-Verdienstmedaille) awarded in both gold and silver. From 1814 through 1847 the Military Honor Award 1st Class (Militär-Ehrenzeichen I. Klasse) was awarded as a cross, and the Military Honor Award 2nd Class (Militär-Ehrenzeichen II. Klasse) was awarded as a medal. From 1848 through 1864 there was yet another coinage of the Military Honor Award 1st Class (Militär-Ehrenzeichen I. Klasse) cross, and from 1847 through 1864 there was yet another coinage of the Military Honor Award 2nd Class (Militär-Ehrenzeichen II. Klasse) medal.
We will focus however on the two (2) types of Prussian Military Honor Award 2nd Class (Preußen Militär-Ehrenzeichen II. Klasse) that were awarded after February 27, 1864.
The Prussian Military Honor Award 2nd Class was a round silver medal 40mm in diameter. On the obverse was the inscription: “KRIEGS/ VERDIENST” surrounded by a laurel wreath bound with a bow at the bottom. On the reverse was the crowned cipher “W R” (Wilhelm I). According to Hessenthal und Schreiber, the medal weighed 22 grams. However, this author has an example of the later-type medal that weighs 23 grams. For combatants, the medal was worn suspended from a 35 mm wide black ribbon with two (2) 7.5 mm-wide white side-stripes, each 2mm from the edge of the ribbon. For non-combatants, the medals was worn suspended from a 35 mm-wide white ribbon with two (2) 7.5 mm-wide black side-stripes, each 2mm from the edge of the ribbon. Note that these ribbons were the of the same color and design as those utilized for the Iron Cross 2nd Class.
The Prussian Military Honor Award 2nd Class was first awarded during the 1864 German-Danish War (Deutsch-Dänischer Krieg) and 1866 Austro-Prussian War (Österreichisch-preussischer Krieg) conflicts. The pieces awarded during those conflicts had a piece of semi-flat-section stock which was formed into a loop and soldered to the top rim of the medal to form a suspension eyelet.
Figure 1: Obverse of the Prussian Military Honor Award 2nd Class. This is an example of the earlier-type (1864 to ~1890) that was awarded. Image from the author’s archive.
Figure 2: Reverse of the Prussian Military Honor Award 2nd Class. This is an example of the earlier-type (1864 to ~1890) that was awarded. Image from the author’s archive.
The later pieces (awarded after approximately 1890) had a suspension eyelet consisting of round-section stock which was formed into a loop and soldered to the top rim of the medal. As seen in Figure 1 and in Figure 2, the 1864 to ~1890 medal suspension loops were rather thin and were therefore prone to deformation and breakage. This may be a reason why the suspension loop was changed on the post-1890 awarded medals. These later pieces were awarded during the various Colonial conflicts (i.e. DSWA) and China-Expedition.
Figure 3: Obverse of the Prussian Military Honor Award 2nd Class. This is an example of the later-type that was awarded after ~1890. Image from the author’s archive.
Figure 4: Reverse of the Prussian Military Honor Award 2nd Class. This is an example of the later-type that was awarded after ~1890. Image from the author’s archive.
Figure 5: An example of the combatant’s ribbon for the Prussian Military Honor Award 2nd Class. Image from the author’s archive.
Figure 6: An example of a post-1890 Military Honor Award 2nd Class being worn on a large medal bar which belonged to an Unteroffizier Trabert. Image from the author’s archive.
Figure 7: Reverse of the large medal bar which belonged to Unteroffizier Trabert. Image from the author’s archive.
Various period copies of this award are known to exist struck from different dies. These copies may be found struck in silver and in bronze which was silver-plated. These copies may also have various forms of suspension such as a traditional eyelet soldered to the top of the medal through which passes a ribbon ring in the same plane as the medal’s planchet. These copies were available for private-purchase through various firms and were not officially awarded.
Figure 8: Photograph of a Royal Bavarian 1st Jägerbataillon (Königlich Bayerisches 1. Jägerbataillon “König”) NCO wearing a Prussian Military Honor Award 2nd Class 2nd from left on his large medal bar. As mentioned in a previous blog, this NCO may have been Otto Karl Klopp who was an “Unteroffizier des 4. Ostasiatischen IR”. Image from the author’s archive.
As researched by Sascha Wöschler of Karlsruhe, per research data compiled by the late OMSA member Eric Ludvigsen, there were approximately 9,400 awards made of the earlier type of medal (awarded 1864 to ~1890), and there were approximately 6,800 awards made of the later type of medal (awarded after ~1890). There were thus a total of 16,157 awards made. The earlier type medals are seldom encountered, as per statute, they were returnable upon the death of the recipient.
This award is therefore relatively uncommon when compared to the millions of Prussian Iron Cross awards made during the World War (1914-1918). This plain-looking award is thus often unjustifiably under-appreciated by most collectors.
Thank you for your interest in this article. Comments are welcome.
-Lorin
Literature:
1. Hessenthal, Waldemar Hesse Edlen von und Schreiber, Georg. Die tragbaren Ehrenzeichen des Deutschen Reiches. Verlag Uniformen-Markt Otto Dietrich. Berlin, 1940.
2. Heyden, Hermann von. Ehren-Zeichen (Kriegs-Denkzeichen, Verdienst- und Dienstalters-Zeichen) der erloschenen und blühen- den Staaten Deutschlands und Österreich-Ungarns. Kommissions-Verlag von Brückner & Renner, Herzogl. Hofbuchhandlung. Meiningen, 1897.
On-Line References:
1. https://woeschler-orden.de/katalog/preussen/preussen-militaer-ehrenzeichen-ii-klasse-4-modell-zweitstueck
© 2018. All Rights Reserved. The content displayed in this article (including all photographs) is the intellectual property of the author. You may not reuse, republish, or reprint such content without the written consent of the author.
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History Course Descriptions
Courses by Semester
REQUIRED HISTORY COURSES:
HIST 82450
First-Year Research Seminar
5 Credits, Thursdays, 4:15 PM – 6:15 PM, Fully In-Person
Professor Julia Sneeringer
This course is open to first-year history majors only and is the continuation of the fall semester’s research seminar. Having framed research projects in the fall, students will now complete the research and writing of an article-length paper. The course is designed to assist students in that process and contribute to their professional development. They will be responsible for circulating drafts of their works-in-progress and preparing written responses to others’ papers. At the end of the semester, each student will also deliver a twenty-minute presentation on their findings, which will include a slide show.
Open only to PhD Program in History students.
HIST 82500
Advanced Research Seminar
5 Credits, Thursdays, 4:15 PM – 6:15 PM, Fully In-Person
Professor Sarah Covington
The goal of this seminar, according to the student handbook, is to complete a “preliminary investigation into the student's dissertation,” resulting in a 30-page paper and the beginnings of a dissertation proposal. The project should be based on primary sources, locate itself in a historiographical framework, and reflect a developed methodological and conceptual perspective. On a more general level, students will continue to develop their skills in describing their projects with clarity and precision; interpret and think imaginatively of their sources; defend their argument(s) before others; and hone their writing skills through the workshopping process, providing helpful critiques through peer review reports. Throughout the semester, we will close-read model essays and discuss various historiographical schools and traditions, including those which stretch the bounds of history to include the sources, theories and approaches of other disciplines. We will also focus on the craft and discipline of writing and learn more about the publishing process through a series of guest speakers. The final research paper may or may not result in an article, though it should be of publishable quality and provide an essential scholarly reference point and learning tool as students move ahead to their dissertations.
Open only to PhD Program in History students who completed the first-year seminar.
HIST 89900
Dissertation Seminar
0 Credits, Mondays, 4:15 PM – 6:15 PM, Fully In-Person
Professor Mary Roldan
This in-person course is entirely devoted to students at the dissertation writing stage who would benefit from sharing some of their work with fellow students. The goal is to create an atmosphere of friendly, constructive criticism and exchange that will benefit all students as they work to organize their material and develop their interpretations.
Open only to Level 3 PhD Program in History students who have successfully defended their dissertation prospectus
ELECTIVE HISTORY COURSES:
HIST 71400/MALS 73700
The Third Reich: Critical Controversies
3 Credits, Mondays, 4:15 PM – 6:15 PM, Fully-In Person
Professor Dagmar Herzog
This seminar positions the Third Reich, its prehistories and afterlives, as a fraught historical topic to be viewed through multiple conceptual frames: from the legacies of German colonialism to the attractions of eugenic fantasies to genocidal warfare and the devastations of the home front under Allied attack to the numerous distortions and instrumentalizations of postwar memory politics. Whether Nazism’s ideological formations were sincerely believed or opportunistically deployed; how to explain the complicity of the Christian churches and a broad array of traditional elites; what the connections might be between the “euthanasia” murders of the disabled and the Holocaust of European Jewry; how best to understand the violence of colonial encounters as either preparatory for the Judeocide or, together with the history of racial repression in the United States, as both inspirational for Nazi policymakers and as a comparativist resource for deeper comprehension; and how to account for the inadequacies of postwar justice and the imaginative inventiveness in revising a horrific past: All these historiographic controversies will be explored through readings in primary sources and recent scholarship.This seminar positions the Third Reich, its prehistories and afterlives, as a fraught historical topic to be viewed through multiple conceptual frames: from the legacies of German colonialism to the attractions of eugenic fantasies to genocidal warfare and the devastations of the home front under Allied attack to the numerous distortions and instrumentalizations of postwar memory politics. Whether Nazism’s ideological formations were sincerely believed or opportunistically deployed; how to explain the complicity of the Christian churches and a broad array of traditional elites; what the connections might be between the “euthanasia” murders of the disabled and the Holocaust of European Jewry; how best to understand the violence of colonial encounters as either preparatory for the Judeocide or, together with the history of racial repression in the United States, as both inspirational for Nazi policymakers and as a comparativist resource for deeper comprehension; and how to account for the inadequacies of postwar justice and the imaginative inventiveness in revising a horrific past: All these historiographic controversies will be explored through readings in primary sources and recent scholarship.
HIST 72100
The Carl Schmitt Effect: From the State of Exception to the Political Theory of Modern Dictatorship
3 Credits, Wednesdays, 6:30 PM – 8:30 PM, Fully In-Person
Professor Richard Wolin
Although Carl Schmitt died on Easter Sunday in April 1985, to judge by the robust international reception of his work, today, he is more alive than ever.
Following the September 11, 2001, terror attacks, among scholars of constitutional law Schmitt’s theories became an obligatory point of reference for debates on emergency law and “unitary executive” theory. In July 2024, the Supreme Court’s controversial decision on presidential immunity in Trump v. The United States was widely interpreted as a confirmation of Schmitt's views on unlimited executive sovereignty. More recently, in the wake of Trump’s 2024 campaign pledge to prosecute and pursue political enemies (“I am your retribution!”), commentators seeking a theoretical precedent for Trump’s vindictiveness invoked Schmitt’s claim that the “the political” is predicated on the capacity to distinguish “friends” from “enemies.”
The course will begin with a reassessment of Schmitt’s pathbreaking contributions to twentieth-century political thought, in works such as Dictatorship (1921) Political Theology (1922), The Crisis of Parliamentary Democracy (1923), The Concept of the Political (1927), and The Leviathan in the State Theory of Thomas Hobbes (1938). Thereafter, we will selectively examine key episodes in the wide-ranging international reception of Schmitt’s work. Among the topics we will consider: “left Schmittianism” (Mouffe, Agamben, etc.), Schmitt and international law, and Schmitt as a prophet of “autocratic constitutionalism.”
HIST 72600/WSCP 81000
Gender, Race, and Empire (1800-Present)
3 Credits, Wednesdays, 2:00 PM – 4:00 PM, Fully In-Person
Professor Swapna Banerjee
This course traces the implications of gender and race in the construction, regulation, and maintenance of nineteenth-century empires in the modern world. With its empirical focus on British India, the course will transcend geopolitical boundaries and investigate the workings of empires in regions beyond South Asia. To regulate relationships between the colonizer and the colonized, the colonial state introduced race and gender-specific ideologies and practices and propagated specific notions of “manliness” and “femininity” constructed on a notion of its “difference” from the colonized. Through select primary documents, novels, films, and secondary literature we will investigate imperial policies and the indigenous responses; the way ideas and practices were deployed, appropriated, internalized, subverted, and challenged both by the colonial state and the colonized subjects. The objective of the course is to study the empire and its colonies as a unified field and to demonstrate the intersections of race, class, gender, religion, sexuality, and other related coordinates in the making of modern empires.
HIST 73200
Archives, Historians, Secrets, and Lies in Eastern Europe
3 Credits, Tuesdays, 11:45 AM – 1:45 PM, Fully In-Person
Professor Elidor Mëhilli
“What Was Socialism, and What Comes Next?” once asked the Graduate Center anthropologist Katherine Verdery. Twenty years later, this course returns to her question. Grounded in the histories of Eastern Europe during and after the Cold War, the seminar examines socialism and post-socialism both as practice and as a contradictory legacy. Our lens will be the archive—a place of work, discovery, reading, and misreading; but also, a site of traps, lies, and ongoing political controversy.
What do historians do? And how does that relate to what states call upon them to do? What are the ethics of interpreting a dictatorship’s records? Who gets to narrate the pain of others? And how do historians grapple with the dangers of the unstable boundary between fact and fiction?
As we pursue these questions, we will move across diplomatic, economic, cultural, and social history, engaging both classic and new works. Along the way, we will encounter history-obsessed dictators and people purged from records; archive builders and destroyers; fabulists, informants, and state parliaments struggling with their own past. Expect to roam widely—from Foucault and the philosophical concept of “bullshit,” to the Romanian secret police, unreliable Albanian narrators of country and self, ghostly bureaucrats, and the fragmentary traces of queer lives at the margins of officialdom.
HIST 74300/PSC 71902/WSCP 81000
Women’s Political Thought from the Renaissance to the Twentieth Century
3 Credits, Thursdays, 2:00 PM – 4:00 PM
Professor Helena Rosenblatt
In this course we will read a selection of texts by women authors on politics, broadly defined. The list will include work by Christine de Pizan (1364-1431), Mary Astell (1666-1731), Lady Montagu (1689-1762), Françoise de Graffigny (1695-1758), Olympe de Gouges (1748-1793), Mary Wollstonecraft (1759-1797), and Madame de Staël (1766-1817), Harriet Taylor Mill (1807-1858), Sojourner Truth (1797-1883), Anna Julia Cooper (1858-1964), Simone de Beauvoir (1908-1986). What is “women’s political thought”? What were these women’s main concerns and how did they express them? Can we see an evolution in women’s political thought over time? How do we account for the similarities and differences in their views?
Rosenblatt_Syllabus_HIST_74300_Spring 2026
HIST 74900
American Religious History, ca. 1740-1865
3 Credits, Mondays, 4:15 PM – 6:15 PM, Fully In-Person
Professor Jonathan Sassi
This course explores the history of religion in the United States and the role of religion in shaping the nation’s history during the formative period from the late colonial era through the Civil War. It examines not only religious beliefs and communities but especially their interconnections with and impact on the broader society and culture. Topics include the Protestant evangelical awakenings, the influence of the Enlightenment, the American Revolution and disestablishment, the origins of the African American church, Native American revitalization movements, the proliferation of new sects as well the arrival of immigrants, religion and American empire, political culture and reform movements, slavery and the Civil War. The course will also consider the variety of approaches to studying the history of religion. In addition to participating in discussions and writing short response papers, students will also produce at the end of the semester either a synthetic essay or historiography paper on a topic of their choice.
HIST 74900/ENG 75000/ASCP 81500
The American Renaissance
4 Credits, Tuesdays, 2:00 PM – 4:00 PM, Online Synchronous
Professor David Reynolds
The American Renaissance (1835-65) is widely acknowledged as the height of American cultural expression. This era featured significant writings on race and slavery by Frederick Douglass, Harriet Jacobs, Harriet Beecher Stowe, and others, whose arguments, condemned by slavery’s supporters, initiated the cultural battles that continue to this day, as seen in the recent debates over The 1619 Project during the Trump era. The American Renaissance also saw advances in ecological awareness and philosophy through Ralph Waldo Emerson and Henry David Thoreau; the metaphysical depth and cultural diversity expressed in the fiction of Herman Melville and Nathaniel Hawthorne; the innovative poetry of Walt Whitman and Emily Dickinson; and the psychological exploration and groundbreaking aesthetics of Edgar Allan Poe. Margaret Fuller and other feminists strongly advocated for women’s rights. Abolitionist efforts ranged from William Lloyd Garrison’s rhetorical militancy to John Brown’s armed actions. Lincoln’s speeches embodied the nation’s persistent political themes. This period also experienced a rise in other cultural areas, exemplified by Hudson River School paintings, illustrated magazines, and the early forms of popular music. When examining key works from this time, we look at approaches to cultural history and American Studies. The course also explores how online archives and AI can help generate new insights that lead to original scholarship and publishable writing. Class members will be encouraged to pursue their own interests within this broad interdisciplinary framework.
HIST 75000
Settler Colonialism and U.S. History
3 Credits, Tuesdays, 4:15 PM – 6:15 PM, Fully-In Person
Professor David Waldstreicher
Historians of the United States were not quick to pick up the mantle of settler colonialism, yet this seems to be changing of late. This course is an exploration of that scholarship as it has been applied to different periods, from the 17th through the 20th century. What are historians doing with something that has been defined influentially as “a structure not an event”? What does settler colonialism accomplish analytically that other ways of understanding related developments – including the rich literature on colonies, frontiers, and empire -- has not? Does the theory or the use of it privilege ideology as a driving force in history? Where are indigenous peoples in histories of settler colonialism? Finally, is settler colonialism a master key to U.S. history - more encompassing or even precise than other “isms” like liberalism, capitalism, racism - or something than can be productively integrated with such factors, or other phenomena, to refine our understandings of various periods and subjects?
Waldstreicher_Syllabus_HIST_75000_Spring 2026
HIST 75900
Readings in African American History
3 Credits, Wednesdays, 4:15 PM – 6:15 PM, Fully-In Person
Professor Tanisha Ford
This course is designed to introduce students to major themes, questions, and historiographical debates in African American history. Typical weekly readings consist of a book monograph and 1-2 articles. Students will be expected to actively engage with one another about the books’ core arguments, interventions, contributions to the field, use of source material, periodization, and so forth. Spirited, collegial debate is encouraged. The course is organized chronologically as well as thematically and will explore topics such as racial capitalism, labor, politics, social movements, religion, and gender and sexuality. Some of the authors whose work we read will join us virtually to share insights about their research methods and interventions. The course will provide a foundation for students who are preparing for exams or who plan to write a thesis or dissertation on United States, African American, or African diaspora history. Attendance at each class session is mandatory. All students will be expected to participate fully and thoughtfully in class discussions.
HIST 77300
Economic History of Latin America
3 Credits, Wednesdays, 11:45 AM – 1:45 PM, Fully In-Person
Professor Mark Rice
This course will provide an overview of the economic history of Latin America from the pre-colonial era to the recent past. We will learn about major turning points in the economic history of the region. We will analyze different approaches to Latin American economic history including structuralism, dependency, developmentalism, commodity studies, and more. Finally, the course aims to bridge the divide between cultural and political economy histories to show how they both contribute to our understanding of Latin America's complex history.
HIST 78110/MES 73500
Palestine Under The British Mandate: Origins, Evolutions and Implications, 1890 - 1949
3 Credits, Thursdays, 6:30 PM - 8:30 PM, Fully In-person
Professor Simon Davis
This course examines how and with what consequences British interests at the time of the First World War identified and pursued control over Palestine, the subsequent forms such projections took, the crises which followed and their eventual consequences.
Students will be encouraged to evaluate still-contested phenomena such as British undertakings with Zionism, Arab Palestinian responses and experience, shifting British policies, resulting conflicts of interest and ambition, resistance and political violence. Finally, how and why did the Mandate end in a British debacle, Zionist hegemony and Arab Palestinian catastrophe, with what main legacies resulting.
HIST 79500
Writing History with the Five Senses
3 Credits, Wednesdays, 6:30 PM – 8:30 PM, Fully In-Person
Professor Tanisha Ford
This seminar takes seriously the craft of writing. Historians draw from deep and varied sources (oral interviews, newspaper articles, objects, letters, government documents, etc.) and weave them into narratives that are both analytical and alive. Yet we are rarely taught how to do so. This course invites students to think about the art of craft: how to use the five senses to bring dimensionality, tone, and voice to historical writing. Readings span narrative histories, memoirs, novels, hybrid texts, and books on craft, all offering models for how history can come to life on the page. To be clear, this is not a course in critical fabulation, an often misinterpreted and misapplied theory and method. While we will read some novels to understand fiction craft, this course is not about confronting the “gaps and silences” in the archive. Students will explore narrative structure, sentence-level rhythm, and sensory evocation as tools for making argument and meaning. The course emphasizes dramatic tension, texture, and creative strategies that complement scholarly analysis. Assignments include creative nonfiction exercises and opportunities to rework your own research and writing using the techniques studied. This seminar is ideal for students with some prior research experience who have produced at least one substantive research paper (e.g. a first- or second-year paper) or biography/memoir chapter. Most importantly, it is for those eager to experiment across genres and to encounter history—and their own writing practice—with renewed confidence and creativity.
HIST 79500/MALS 74900/WSCP 81000
Special Topics in Public Scholarship
3 Credits, Wednesdays, 4:15 PM – 6:15 PM, Fully-In Person
Professor Prathibha Kanakamedala
New York City’s landscape contains the racialized and gendered stories of New Yorkers past. Using various case studies including the work of artists, historian-curators, and oral historians, and site-specific work such as Abolitionist Park Place, students will participate in walking or teaching tours (during class time), and site visits to repositories such as the New York Public Library and the Brooklyn Public Library. Students will design their own oral history projects and/ or digital projects as part of a semester-long project. Please allow for travel time (up to max 1 hour) when scheduling other classes.
HIST 85400
History of 20th Century U.S. Foundations
5 Credits, Mondays 6:30 PM - 8:30 PM, Hybrid Synchronous
Professor Kathleen McCarthy
This course is designed to teach students interested in Public History to do historically-based program reviews for institutional decision making, with a focus on grantmaking foundations. It will include scholarly and archival readings keyed to the students’ topics, discussions about their research, and presentations by practitioners to provide insights into public and applied history, how the big foundations work and the rationales behind their programs. The course requirement is a 10-15-page paper (or 25-30 pages for those who opt to take the course as a seminar), based on original research in the foundation collections at the Rockefeller Archive Center [RAC] in Pocantico, Hills, NY, which houses the historical records of the Rockefeller, Ford, Russell Sage, Henry Luce, William and Flora Hewlett, Near East and Markle Foundations, and the Commonwealth and Rockefeller Brothers Funds (among many other materials). These collections cover a broad swath of U.S. and global history, from women’s history and other social justice campaigns, to the colonial devolution; scientific, agricultural, and social science research; public health, and the arts and humanities in the United States and around the world. Many of these collections have not previously been used, offering significant opportunities for original research. Information about the RAC’s holdings, including finding aids, are available at https://rockarch.org. Prospective students are strongly advised to consult RAC’s collections and contact their reference staff about potential topics. Students may also apply for fellowships to cover their travel costs to the archives. The submission deadline is November 2, 2025 (for more information contact Barbara Leopold at bleopold@gc.cuny.edu).
Professor McCarthy’s permission or one of the fellowships is required to enroll.
REQUIRED HISTORY COURSES:
HIST 80100
Historiography Survey in American History 2
5 Credits, Mondays, 6:30 PM - 8:30 PM, Fully In-Person
Room 5417
Professor Anne Kornhauser
This course covers significant themes and developments in U.S. history from the end of the Civil War to the late 20th century. Major themes include: the aftermath and legacy of slavery, the emergence of the United States as a global power, the rise and consolidation of the American state, and the struggle for national inclusion: race, rights, and citizenship. The broad objectives of the course include helping to prepare students for a written departmental exam, to provide a substantive foundation for students to teach their own U.S. history courses, and to expose students to modes of inquiry, subfields, and bibliographies that will aid in future research and teaching. Given these broad ambitions, this 5-credit course is necessarily demanding. In general, students will be expected to read the equivalent of two monographs a week and to be prepared to engage in rigorous yet wide-ranging discussions. The course will proceed chronologically as well as thematically and will consider questions, debates, issues, and dilemmas that arise from political, legal, cultural, economic, social, race, and gender histories of this period. In keeping with recent trends in the field, we will also consider U.S. history from a global perspective, Assignments will include weekly response papers, short literature reviews, and oral presentations. The course will culminate in a departmental final. Attendance is required for each class session, and all students will be expected to participate in class discussions.
Open only to PhD Program in History students.
HIST 80020
Historiography Survey in European History 2
5 Credits, Wednesdays, 2:00 PM - 4:00 PM, Fully In-Person
Room 7395
Professor Timothy Alborn
This course provides students with an introduction to the major themes and historiographical debates in the field of modern European history from the French Revolution to the present. We will explore a range of historical scholarship from works of classic historiography to innovative recent studies. Themes will include nation-state building, imperialism, war and genocide, capitalism, culture, the human sciences, and gender. After completing the course students should have a solid grounding in modern European historiography, which will serve as a basis for written and oral exams and later teaching and research.
Open only to PhD Program in History students.
Alborn Syllabus_ HIST 80020 Fall 2025
HIST 80040
Historiography Survey - Latin American History 1
5 Credits, Thursdays, 4:15 PM - 6:15 PM, Fully In-Person
Room 3306
Professor Laird Bergad
This course will acquaint you with many of the themes on Latin American and Caribbean colonial history by examining selected secondary works. The bibliography on the colonial period is immense and it is not possible to cover all topics and themes. Thus, a selective bibliography has been chosen which is by no means complete in coverage.
Each week a student, or students (depending on the number of readings) will provide oral summaries of the week’s reading assignments, and these will be followed by a generalized discussion of the material and related themes. These oral summaries should NOT be detailed descriptions of the contents of the work in question. They should be analytical summaries of the main themes of the book or article. These summaries should focus upon the sources utilized; the major conclusions and themes developed in the work; whether the work fits into a broader academic debate about the issues considered; and, if so, the dynamics of the debate.
Each student will select a theme of their choice during the colonial period to write a ‘state of the research’ and ‘evolution of the historiography’ paper due at the end of the semester. Examples of three ‘review articles’ on slavery from the Latin American Research Review are provided to you in the link that I have sent you to course reading
Open only to PhD Program in History students.
Bergad Syllabus_HIST 80040 Fall 2025
HIST 80050
Historiography Survey- Middle East History 2
5 Credits, Wednesdays, 6:30 PM - 8:30 PM, Fully In-Person
Professor Beth Baron
Open only to PhD Program in History students.
HIST 82450
First Year Seminar
5 Credits, Tuesdays, 11:45 AM- 1:45 PM, Hybrid Synchronous
Room 5212
Professor Charlotte Brooks
This seminar will train incoming graduate students in the craft of historical research and writing. During the semester, students will formulate a research topic, prepare a bibliography of relevant primary and secondary sources, write a historiographical essay, and present and defend a formal project proposal. In weekly, mostly in-person meetings, students will discuss common readings, explore different kinds of research methods and sources, share and critique written work, and develop and refine their research proposals. The seminar will also focus on clear, argumentative writing, as well as the critical reading of sources. By the end of the term, participants will have completed a well-defined and realistic research proposal in preparation for the second semester seminar. Before the first day of class, students should give some thought to possible research projects and begin exploring sources for them.
Open only to PhD Program in History students.
Brooks Syllabus_HIST 82450 Fall 2025
HIST 89900
Dissertation Seminar
0 Credits, Thursdays, 6:30-8:30 PM, Fully In-Person
Room 6494
Professor Steven Remy
The main objective of the seminar is for each student to make substantial progress on (and ideally complete) a chapter in his/her dissertation, a dissertation-based paper for presentation at a scholarly conference, or a dissertation-derived draft of an article for submission to a peer-reviewed scholarly journal.
Two other related objectives are: (1) to advance your abilities as a researcher, writer, critic, and presenter of scholarly work; and (2) to develop your abilities to provide, receive, and where appropriate implement constructive criticism in and/or outside your field.
We will also use the seminar to discuss shorter- and longer-term scholarly and professional concerns.
Depending on how many students enroll, plan on the following weekly format (following an introductory first meeting):
1. One or at most two students will submit a draft text (page range tbd) to me and the class the Thursday before their work will be discussed.
2. Students submit written comments to me and to the presenters no later than the Tuesday before class meets that week. This will give everyone time to read and think about the comments.
Two weeks before our first meeting I will ask each student to send to me only a response to the following:
1. The working title of your dissertation, a list of chapters with outlines (noting whether they are already written, have been read by any scholars [and if so, who read them], and whether they have been revised), the name(s) of your adviser and committee members, and where you are in the program.
2. Your objectives for the seminar, particularly how much writing you estimate you can do on the dissertation/conference paper/article in one semester.
3. As we’ll be discussing the process of research and writing, tell me something about your process – the how, where, and when
Open only to Level 3 PhD Program in History students who have successfully defended their dissertation prospectus.
ELECTIVE HISTORY COURSES
HIST 72110/PSC 71902/MALS 70600
The Enlightenment in Global Perspective
3 Credits, Mondays, 4:15 PM - 6:15 PM, Fully-In Person
Room 4419
Professor Helena Rosenblatt
The Eighteenth Century European Enlightenment is widely seen as a transformative moment in Western culture, one which gave birth to many of our most cherished ideals. We are often told, for example, that it is to the Enlightenment that we owe our modern notions of human rights, representative government, and liberal democracy. However, the recent “global turn” in scholarship has led historians to ask some new and often unsettling questions. How, for example, did eighteenth-century European thinkers perceive the world beyond their own borders? How did they get their information about the outside world and to what purposes was that information put? Did regions outside of Europe experience an Enlightenment too? With the help of both primary and secondary sources, we will ask how adopting a “global” perspective on the Enlightenment might change our view of it. Is it even correct to call the Enlightenment European?
Rosenblatt Syllabus_HIST 72110 Fall 2025
HIST 72200
Gender & Dress
3 Credits, Wednesdays, 4:15 PM - 6:15 PM, Online Synchronous
Professor Tanisha Ford
Some scholars of dress consider clothing a “second skin,” an extension of our fleshy bodies. Our clothing choices, even when they seem inconsequential, are deeply personal and political. In this course, we will examine the ways in which gender is performed through dress and how dress shapes our collective understanding of gender. Of course, we cannot consider gender and dress without discussing race, class, sexuality, and religion. From "Negro cloth" in the era of enslavement and the rise of drag and dandy cultures post-emancipation to the 2017 pink “pussyhat” march and the Instagram fashion influencers of today, we will crisscross time, space, and disciplines to analyze how constructions of gender have changed over time. Ultimately, we will interrogate the usefulness and limitations of dress as an analytical tool. We will read the equivalent of a book a week and engage with multi-media content. Students will be expected to lead discussion and write two 4-5page “Keywords for Fashion Studies” essays.
HIST 72200/French 71000
Sex and Crime Before 1800
3 Credits, Wednesdays, 4:15 PM to 6:15 PM, Fully In-Person
Room 5383
Professor Sara McDougall
This course asks why and how some kinds of sex came to be considered criminal, and for whom. We will begin with a focus on Christian legal and religious ideas and practices, especially in Medieval France. From there we will roam widely in the pre-1800 world. We will investigate the role of gender, age, and status in the shaping of these ideas and practices, and with what results for men as well as for women, and for society more broadly. Topics will include all kinds of variously forbidden and acceptable sex, and the policing and tolerance of sex work. Throughout we will ask what, precisely, made some sex acts appear criminal to a given authority, and other acts not.
Our sources will include religious and legal texts, romances, poetry, plays, trial records, medical treatises, letters, and illuminated manuscripts. We will work from translations as well as from the original, according to and accommodating the skillsets and interests of each student. We will draw as well upon some digital humanities projects and the online and actual holdings of museums, libraries, and archives.
HIST 72300/CTCP 71088
Critical Theory: Foundations and Practices
3 Credits, Wednesdays, 6:30 PM to 8:30 PM, Fully In-Person
Room 5382
Professors Richard Wolin and Caroline Rupprecht
Foundations and Practices examines the major currents of critical thought which, in recent decades, have redefined the meaning of scholarship and pedagogy in the humanities. Among the schools of Critical Theory that we will scrutinize are: the Frankfurt School, French Theory, Feminism, and Postcolonial Studies. All of these movements emerged at a determinate moment in time. Hence, one of our primary concerns will be the extent to which they remain relevant today for purposes of critique. All of these approaches have staked a claim to analyzing and exposing the predominant mechanisms of domination (Herrschaft). However, over time, these mechanisms have been significantly transformed, a development that compels us to raise questions about which methods of critique are best suited to meet the challenges of contemporary society. One of our main areas of concern in the course pertains to the use value of “reason” for purposes of critique. Is reason, simply, a tool of domination? If not, how might one re-purpose reason in order to make it serviceable for the ends of Critical Theory? (The course fulfills the core requirement in the Critical Theory Certificate Program.)
Wolin Syllabus_HIST 72300 Fall 2025
HIST 72800/WSCP 81000
The Medium of Culture
3 Credits, Tuesdays, 4:15 PM - 6:15 PM, Fully In-Person
Room 3306
Professor Dagmar Herzog
This class is an experiment in educating ourselves about important developments in theoretically informed writing in history and allied disciplines, focused on puzzles of causation, interpretation, and uses of evidence. Why do human beings do what they do? Why did things in history happen the way they did? This class is meant to help us become more thoughtful as we struggle to answer those questions. The five core topics we will explore, historically and conceptually (knowledge, faith, desire, violence, madness) are ones which have strong resonance in our present, even as assumptions about their meanings and functions have changed dramatically across eras and locations. All five challenge us to think more critically and carefully about the relations between individuals’ values and behaviors, ideological formations, and social structures and power constellations – and the role of culture in mediating all of these. We will read historians, anthropologists, psychoanalysts, philosophers, sociologists, literary critics, and journalists. One goal will be for you to acquire competence in reading a great variety of theoretically informed work, but another will be to understand the practical usefulness of this variety of cultural theory for the diverse historical research projects you are yourselves engaged in. Critical thinking about gender and sexuality will be integrated throughout. INSTRUCTOR PERMISSION REQUIRED.
Requirements include: thorough reading of the assigned materials, two critical questions about each assigned text sent to instructor and classmates in advance of class every time, thoughtful and active participation in class discussions, two short summary analyses of weekly readings also sent to instructor and classmates in advance of class (we will divide up the reading list on the first day), and one longer final paper exploring the relevance of and putting to use some aspect(s) of cultural theory for your own work. Questions and summaries must be emailed to the class by 8 a.m. on Tuesday.
Instructor Permission Required.
HIST 74100
Colonialism and Decolonization (1830-1970)
3 Credits, Mondays, 11:45 AM - 1:45 PM, Fully In-Person
Room 5417
Professor Elizabeth Heath
In 1900 an estimated 400 million people lived under some form of colonial rule. Within 75 years most of these formal empires had officially ended, though the legacies and structures of empire continued to shape the fortunes and futures of these post-colonial populations. This seminar explores the history of modern European imperialism and decolonization, focusing on the period between 1830 and 1970. In addition to providing a grounding in this broad history, the course will explore a wide range of methodological approaches to writing the history of empire, including: writing history “from below;” trans-imperial approaches; environmentally-focused histories; histories of science and technology; histories of gender and sexuality; decolonization as histories of becoming; and postcolonial legacies.
Heath_Syllabus_HIST_74100_Fall_2025
HIST 74900/BAM 70500
Biography as Early U.S. History
3 Credits, Tuesdays, 6:30 PM - 8:30 PM, Fully In-Person
Room 4419
Professor David Waldstreicher
Biography and history have had a complicated, yet close, relationship. Is biography a subject, a lens, or a method, a way of knowing the past? What is its relationship to different varieties of history and to different biographical subjects? We might call it an extended love-hate affair that goes back to the origins of the academic discipline of history – or a bit further back, to an era, between the American Revolution and the Civil War, when printed stories about both great men and ordinary people not only became ubiquitous but even sometimes sought to change the present as well as narrate the past. In our time, many of the best, most admired, influential, innovative, prizewinning history books about the early republic have been biographies or composed of biographies. Sampling some of the these, we will explore the tension between telling stories about individuals in a period of profound change, and understanding the multiple perspectives that, arguably, are necessary to do it responsibly and well. Along the way we will consider changes in the research methods and narrative styles of biographers and historians as they have worked to capture lives on both epic and microhistorical scales.
Waldstreicher_Syllabus_HIST_74900_Fall_2025
HIST 75500/MALS 74800
Introduction to Public Scholarship: Theories, Methods, and Approaches
3 Credits, Thursdays, 4:15 PM - 6:15 PM, Fully In-Person
Room 4419
Professor Ángeles Donoso Macaya
The theories, methods, and approaches of what is commonly called Public Humanities have a long history. Indeed, as Susan Smulyan (2022) reminds us in Doing Public Humanities, engaged research has been a vital component of key humanistic disciplines and fields of study for decades—African American studies, ethnic studies, women & gender studies, and more. In this course, students will learn about the histories and genealogies of militant research in the humanities and social sciences in the Americas, become familiarized with major theoretical and critical debates in the field, consider their own lived experiences, and address the challenges involved in collaborative research and engaged & public-facing scholarship. The course will expose students to interdisciplinary projects that adopt feminist, anti-racist and decolonial approaches and employ anti-extractive and collaborative methods to explore different issues—migration justice, food sovereignty activism, the struggle against extractivism and monoculture, wage theft, social reproduction and debt, environmental racism, among others. These case studies, produced collaboratively and disseminated publicly via different means, will orient students as they learn to collaboratively design, theorize, and formulate engaged & public-facing research projects. In addition, in dialogue with Black feminist theory students will interrogate “the human/humanity/humanities"—the key concepts underpinning this ever-growing field.
HIST 75800/MALS 78500
Topics in New York City History: From Colonial Outpost to Metropolis
3 Credits, Thursdays, 11:45 AM - 1:45 PM, Hybrid Synchronous
Room 5212
Professor Thomas Kessner
New York is an ugly city, a dirty city. Its climate is a scandal, its politics are used to frighten children, its traffic is madness, its competition is murderous. But there is one thing about it -- once you have lived in New York and it has become your home, no place else is good enough.
John Steinbeck
Whoever is born in New York is ill-equipped to deal with any other city: all other cities seem, at best, a mistake, and, at worst, a fraud. No other city is so spitefully incoherent. James Baldwin
A hundred times have I thought New York is a catastrophe, and fifty times: It is a beautiful catastrophe. Le Corbusier
For those who would understand the past century of American history, the role of urban society is crucial. The influence of our cities has been considerable, pervasive and shaping. While the founding elite of the early republic represented the ethos of the plantation and southern life, Northern cities ultimately rose to dominance. Following the Civil War America's cities exerted broad economic, political and cultural authority, often steering the transforming forces of nineteenth and twentieth century American life. By then New York stood at the head of urban America.
Herald of twentieth century modernity, New York made itself into the center of world capitalism and American diversity. The variety of its markets and services afforded it a reach in space and influence that was unmatched. Its fabled diversity provided a riveting history of relations between groups divided by class, interest, culture, ethnicity, and race.
Shown a portrait of her painted by Picasso in his characteristic style, Gertrude Stein gazed at it with some distaste, protesting: "But I don't look like that". "Don't worry," he replied, "you will, you will." How often New York has been viewed as unique only to discover that it was merely early.
This course will trace various themes in the history of the city through readings, discussions and student research.
Kessner Syllabus_HIST 75800 Fall 2025
HIST 77950/MES 73900
Ottoman Lands and their Post-Ottoman Worlds: Transitions from Empire to Nation-States
3 Credits, Wednesdays, 2:00 PM to 4:00 PM, Fully In-Person
Room 5212
Professor Louis Fishman
By the end of the 19th century, the Ottoman Empire had lost most of its territories in the Balkans, a trend that continued into the 20th century. With the dismantling of the empire following World War One, the modern Turkish state emerged with the British and French colonizing its Arab lands, establishing the nation-states of Syria, Iraq, and Lebanon. This also marks the start of Palestine as a disputed land, with Israel eventually receiving independence and the Palestinians left without a state. From the Balkans to the Middle East, the transition to nation-states came with a re-writing of history, in which the Ottoman past was erased (arguably in Turkey as well). This class will investigate the continuities and fractures of the Ottoman past through a multidisciplinary lens geared towards students working on the late Ottoman era and those working on post-Ottoman Turkey, the Balkans, and the Middle East. It will extend beyond politics, economics, and administrative practices by including historical studies of the peoples of the region, cultures, and individuals who lived during the rupture of wars, violence, ethnic cleansing, population exchanges, and those living as minorities within these new political constructs. Students working in public space and memory will also find the class helpful in expressing their understanding of a post-Ottoman world.
Fishman Syllabus_HIST 77950 Fall 2025
HIST 79600
Oral History Methods and Practices
3 Credits, Tuesdays, 2:00 PM to 4:00 PM, Fully In-Person
Room 3207
Professor Anne Valk
This seminar centers on the skills and perspectives needed to undertake applied oral historical research and writing. Combining historiographical reading and hands-on methods, the course introduces students to the contributions and challenges of oral history, a discipline of widespread use in both academic and public history projects. We will consider important topics including: the narrator-interviewer interaction; the effects of the interview on narrators and interviewers; cross-cultural and cross-class interview dynamics; ethics and legal issues in oral history; the impact of digital technology; translating the oral testimony into a written document; analysis and interpretation of the interview; archival repositories for oral testimonies; and the role of the community in the dissemination and reception of oral historical projects. As part of the course, students will be expected to conduct their own interviews and complete a final research project, focused either on historiographical developments or an original oral history project.
Valk Syllabus_HIST 79600 Fall 2025
REQUIRED HISTORY COURSES
HIST 82450
First-year Research Seminar
5 Credits, Thursdays 11:45 AM - 1:45 PM, Fully In-Person
Professor Jonathan Sassi
This course is open to first-year history majors only and is the continuation of the fall semester’s research seminar. Having framed research projects in the fall, students will now complete the research and writing of an article-length paper. The course is designed to assist students in that process and contribute toward their professional development. They will be responsible for circulating drafts of their works-in-progress and preparing written responses to others’ papers. At the end of the semester, each student will also deliver a twenty-minute presentation about their findings, which will include a slide show.
Open only to PhD Program in History students.
Sassi Syllabus_HIST 82450 Spring 2025
HIST 82500
Advanced Research Seminar
5 Credits, Tuesdays 4:15 PM - 6:15 PM, Fully In-Person
Professor Dagmar Herzog
An intensive workshop atmosphere with clear milestones; the goal is to help each of the participants produce a ca. 30-page research paper of publishable quality on an original topic, based on primary sources and in productive conversation with the extant secondary scholarship and relevant conceptual literature.
Open only to PhD Program in History students.
HIST 89900
Dissertation Seminar
0 Credits, Wednesdays 11:45 AM - 1:45 PM, Hybrid Synchronous
Professor Thomas Kessner
This Seminar functions as a dissertation writing workshop. It is designed for students who are actively writing their dissertations and are prepared to submit research in-progress. Participants will submit drafts for discussion, critique and comment, and read the work of others in the seminar. The goal is to create an atmosphere of forthcoming, constructive criticism that will benefit participants as they work to organize, refine, and sharpen their drafts and develop their interpretations.
Open only to Level 3 PhD Program in History students who have successfully defended their dissertation prospectus.
Kessner Syllabus_HIST 89900 Spring 2025
ELECTIVE HISTORY COURSES
HIST 71200
Napoleon in His Time
3 Credits, Thursdays 4:15 PM - 6:15 PM, Fully In-Person
Professor Helena Rosenblatt
In this course we will investigate the life of modern history’s most famous general and statesman. We will examine his background, dramatic rise, catastrophic fall and controversial legacy. We will place Napoleon in the context of his time and explore his contributions to the Enlightenment, the Revolution and the ideologies he helped spawn: Liberalism, conservatism and modern forms of both despotism and democracy, all of which, in one form or the other, owe much to Napoleon’s rule.
HIST 71600
What is Antisemitism?
3 Credits, Mondays 6:30 PM - 8:30 PM, Fully In-Person
Professor Richard Wolin
In chapter 1 of The Origins of Totalitarianism, “Antisemitism as an Outrage
to Common Sense,” Hannah Arendt recounts the following witticism that circulated
following World War I: “An antisemite claimed that the Jews had caused the war.
The reply was: ‘Yes, the Jews and the bicyclists!’ ‘Why the bicyclists?’ asks the one.
‘Why the Jews?’ asks the other.”
Arendt’s anecdote captures an insight that, in the study of antisemitism
resurfaces time and again: as a modern mythologem, antisemitism tells us more
about the febrile delusions of antisemites than it does about the realities of Jewish
existence. Jean-Paul Sartre made a similar point when, in Antisemite and Jew, he
remarked, “If the Jew did not exist, the antisemite would have to invent him.” Thus,
in constructing the Jew as the Other, we are co-constructing ourselves.
The term “antisemitism” was by coined Wilhelm Marr in 1879. Since then, it
has persistently accompanied counterrevolutionary efforts to abolish the
attainments of civic equality – the “ideas of 1789” – in favor of the politically
reactionary values of authoritarianism, ethno–nationalism, and religious
fundamentalism. We will explore the discourse of antisemitism through the lens of
pathbreaking interpretive paradigms established by the Frankfurt School (Dialectic
of Enlightenment, The Authoritarian Personality), Norman Cohen (Warrant for
Genocide), David Nirenberg (Anti-Judaism: The Western Tradition), Saul
Friedlander (Nazi Germany and the Jews), Albert Memmi, (The Colonizer and the
Colonized) and Jeffrey Herf (The Jewish Enemy, Nazi Propaganda for the Arab
World), as well as the aforementioned texts by Arendt and Sartre.
Wolin Syllabus_HIST 71600 Spring 2025
SOC 84700/HIST 72200
Sociology of Labor and Labor Movements
3 Credits, Mondays 4:15 PM - 6:15 PM, Fully In-Person
Professor Ruth Milkman
This course is a survey of key sociological debates about labor and labor movements, focused primarily on the case of the United States, with an emphasis on historical perspectives. The class has a seminar format, to facilitate intensive study and discussion of key texts on the topic. The substantive focus is the causes and consequences of the rise of union power in the mid-20th century United States and its subsequent decline starting in the late 1970s. We will also explore such topics as: theories of union democracy and oligarchy; debates about the impact of state policy and the law on organized labor; power resource theory; debates about the causes of union decline and the potential for union revitalization; the impact of recent economic restructuring on the labor movement; the relationship of women, people of color and immigrants to organized labor; and the ways in which specific historical, sectoral, and geographical contexts have shaped labor struggles.
Milkman Syllabus_HIST 72200 Spring 2025
HIST 72600
Actually Existing Socialisms
3 Credits, Tuesdays 6:30 PM - 8:30 PM, Fully In-Person
Professor Andrew Sloin
This course focuses on recent works of social, economic, and global history to consider anew the histories of the Soviet Union and the Eastern Bloc at both the grass roots and global level. Rather than privileging ideological and political narratives, it considers actually-existing Socialist societies “from below” by examining everyday economic practices, labor and the structure of “Socialist” work, gender relations, consumption and popular culture within the USSR and the Comecon nations. At the same time, we will seek to locate these local and everyday histories within the broader structure of the global economy by focusing on international trade and economic relations between the Soviet Union, the Eastern Bloc, and the global Capitalist world. Along the way, this class provides a broad overview of recent trends in Soviet and Central/Eastern European history, invaluable for any student interested in European History.
Sloin Syllabus_HIST 72600 Spring 2025
HIST 75000
Era of American Revolution
3 Credits, Tuesdays 2 PM - 4 PM, Fully In-Person
Professor David Waldstreicher
Well before the war for independence ended, people were already arguing about what the American Revolution might mean, and the argument goes on. How important, and how revolutionary, was the American Revolution? What kind of revolution was it: political, constitutional, nationalist, localist, social, cultural or ideological, republican, democratic, settler-colonial, antislavery, proslavery? What kinds of before, during, and after stories have historians told about this event? Is it best understood as an event or as an era? An independence movement? A civil war? What were – and are - the relationships between what one influential historian of the Revolution called, more than fifty years ago, "rhetoric and reality"? How have trends in politics, in intellectual life, and in the writing of history changed the story, and where does it seem to be going? This readings course begins with the debates among scholars as they emerged and developed during the late twentieth century, moves on to an efflorescence of recent work, and concludes with attention to the role that memory of the era has played in recent U.S. politics and culture.
Waldstreicher Syllabus_HIST 75000 Spring 2025
HIST 75800
The U.S. Urban Environment and Public Health
3 Credits, Mondays 2 PM - 4 PM, Fully In-Person
Professor Kara Schlichting
Overview: The course surveys the relationship between environments and health (or ill-health) in American cities from the colonial era through present. It considers the close relationship between the environment, illness, and health outcomes for urbanites. We will explore the ways in which physical environments and socio-economic status determined who got sick. We will also explore shifting causation theories for such illness: environmental and miasmatic thinking; moral and racialized understandings of sickness; the paradigm shift of contagionism (germ theory); and environmental pollution and toxic exposures. We will also consider how certain environments and building types came to be understood as healthy or unhealthy. This course will bring together scholarship in urban environmental history, the history of medicine, social history, and the history of community activism to consider the ways in which where and how urbanites live shape health chances.
Schlichting Syllabus_HIST 75800 Spring 2025
MALS 74900/HIST 75800
Special Topics in Public Scholarship
3 Credits, Wednesdays 4:15 PM - 6:15 PM, Fully In-Person
Professor Prithi Kanakamedala
New York City’s landscape contains the racialized and gendered stories of New Yorkers past. Using various case studies including the work of artists, historian-curators, and oral historians such as Kenseth Armstead (Abolitionist Place Park), Lauraberth Lima (Queer Justice, and AIDS at home), and Walis Johnson (The Red Line Archive), students will participate in walking tours (during class time), and site visits to repositories such as the New York Public Library and the Brooklyn Public Library. Students will design their own oral history projects and/ or digital projects as part of a semester-long project. Please allow for travel time (up to max 1 hour) when scheduling other classes.
HIST 75900/WGS 81000
Black Women in Slavery and Freedom
3 Credits, Tuesdays 6:30 PM - 8:30 PM, Fully In-Person
Professor Tanisha Ford
In times of political peril, Black women are often charged with "saving" U.S. democracy. Yet, as Malcolm X once said, they are the most disrespected, unprotected, and neglected people in America. This course centers on Black women’s experiences in the United States and the broader Atlantic World—from the era of enslavement to the turn of the 20th century. It uses “freedom” as a guiding analytical term to explore systems of enslavement, their “afterlives," and the ways that Black women have cultivated radical joy practices and community networks as survival strategies. Participants will be introduced to key works, major debates, and recent developments in the field of Black women’s history. Many of its foundational texts were published in the mid-1980s, making it a relatively nascent field that has seen exponential growth over the past few decades. Scholars have created frameworks, theories, and methods to excavate Black women's lives from violent archives. They have repositioned and reimagined Black women's location(s) in histories of the Americas. The course will also explore the intersections of Black women’s history, feminist studies, and queer studies—particularly the “Queer of Color Critique.” Considerable attention will be devoted to Black feminist archival practices, epistemologies, and intellectual genealogies.
ANTH 70600/HIST 75900
Black Marxism
3 Credits, Thursdays 11:45-1:45, Fully In-Person
Professor Gary Wilder
This course, which stands at the intersection of intellectual history and critical social theory, will examine a transnational lineage of distinguished Black Marxists who were notable as both thinkers and political actors. It unfolds from a cluster of questions that will inform our discussions through the semester
Is there something distinctive about the kind of Marxism – questions, topics, concepts, methods --- elaborated by this lineage of Black thinkers who identified as Marxists? Insofar as we identify a coherent tradition of Black Marxism, how does it relate to other currents of Marxism that were contemporaneous to it? How does it relate to other contemporaneous currents of non-Marxist Black radicalism? What is the relationship between Black Marxism and various Communist Parties or the Comintern? How should we understand Black thinkers whose work was deeply inspired and inflected by Marxism, but who did not identify as Marxists? How do these thinkers help us to understand a recent tendency to treat Marxism as a Eurocentric form of thought that is not relevant to the lived experiences or freedom struggles of racialized, colonized, or non-Western people? Should we understand Black Marxism as bound up with a certain historical epoch or can this tradition also speak to our current political challenges and impasses? How might our reading of these thinkers help us to think generatively about the history or present of what is currently referred to as “racial capitalism”? Specifically, how do these works figure the relationships between a. capital accumulation, racialization, uneven development, and b. anti-capitalist struggles and the Black freedom struggle? Does this reading invite us to reconsider aspects of Cedric Robinson’s canonical argument in his landmark book Black Marxism?
We will likely begin the course by reading Robinson’s Black Marxism. Marx’s scattered remarks about race and slavery along with some short pieces by Lenin and the Comintern about racism and colonialism, and pieces by prominent Black radical critics of Marxism (e.g., George Padmore, Harold Cruse, Frank Wilderson III). We will then work our way through debates across periods and geography by reading some combination of the following: WEB Du Bois, Oliver Cromwell Cox, Aimé Césaire, CLR James, Eric Williams, Claudia Jones, Mamadou Dia, Amilcar Cabral, Julius Nyerere, Kwame Nkrumah, Walter Rodney, Huey Newton, Angela Davis, Stuart Hall, Cornel West, Ruth Wilson Gilmore, Keeanga-Yamahtta Taylor. We may also read secondary sources about the complex relationship between Black radicalism, Marxism, and the Communist Party, possibly including work by Robin D. G. Kelley, Anthony Bogues, Minkah Makalani, and Nikhil Pal Singh.
HIST 76900
Histories of U.S. Empire
3 Credits, Mondays 4:15 PM - 6:15 PM, Fully In-Person
Professor Karen Miller
During the Cold War and the era of decolonization, the United States’ political and economic elite positioned “America” as the defender of freedom up against the Soviet Union’s “evil empire.” Critics of this public relations fantasy wrote prolifically at the time, showing that the United States was indeed imperial in its actions and ambitions, as it had been since its inception: its elite spearheaded extractivist projects, sponsored coups d’etats to secure its autocratic allies’ ambitions, and helped persecute activists engaged in struggles for justice and equality. For centuries, non-violent and armed activists in North America and around the world had been organizing against specific and general instantiations of empire. While this Cold War mythology has continued to animate popular narratives, scholars and historians offer us a more nuanced view. In this course, we will consider recent monographs in order to understand the current, multidimensional state of historical and interdisciplinary research into U.S. empires from the sixteenth century into the present. In that spirit we will explore a range of case studies and theoretical pieces that ask questions about colonial and racial capitalism, Indigeneity, gender and sexuality, carcerality, transnational organizing, social movements, borders, art, and other themes. To receive full credit, students will be expected to do the reading, participate actively in class, and work on a final project of their choosing.
HIST 77100
Latin America and the Cold War
3 Credits, Wednesdays 4:15 PM - 6:15 PM, Fully In-Person
Professor Mila Burns
This course offers a fresh and comprehensive examination of the Cold War in Latin America, exploring not only the influence of superpowers like the United States and the Soviet Union but also uncovering the crucial role of regional dynamics and local power struggles. It reinterprets this complex era by delving into the intersections of politics, revolutions, and social movements.
Participants will engage with a diverse range of actors—including military leaders, exiles, activists, diplomats, rural workers, businesspeople, and artists—who shaped and were shaped by the violent upheavals and economic crises of the time. The seminar integrates cutting-edge debates on gender, art, and political thought, employing a range of methodological and geographic perspectives.
This course is designed to appeal to students across disciplines. Whether your research focuses on history, political science, sociology, gender studies, economics, or cultural studies, you will gain valuable insights and analytical tools that can be applied in comparative contexts. It encourages critical thinking about power, ideology, and resistance, equipping students with skills to analyze global conflicts and social change from multiple vantage points.
Burns Syllabus_HIST 77100 Spring 2025
HIST 85400
20th Century American Foundations
5 Credits, Mondays 6:30 PM - 8:30 PM, Hybrid
Professor Kathleen McCarthy
This course is designed to teach students interested in Public History to do historically-based program reviews for institutional decision making, with a focus on grantmaking foundations. It will include scholarly and archival readings keyed to the students’ topics, discussions about their research, and presentations by practitioners to provide insights into public and applied history, how the big foundations work and the rationales behind their programs. The course requirement is a 10-15-page paper (or 25-30 pages for those who opt to take the course as a seminar), based on original research in the foundation collections at the Rockefeller Archive Center [RAC] in Pocantico, Hills, NY, which houses the historical records of the Rockefeller, Ford, Russell Sage, Henry Luce, William and Flora Hewlett, Near East and Markle Foundations, and the Commonwealth and Rockefeller Brothers Funds (among many other materials). These collections cover a broad swath of U.S. and global history, from women’s history and other social justice campaigns, to the colonial devolution; scientific, agricultural, and social science research; public health, and the arts and humanities in the United States and around the world. Many of these collections have not previously been used, offering significant opportunities for original research. Information about the RAC’s holdings, including finding aids, are available at https://rockarch.org. Prospective students are strongly advised to consult RAC’s collections and contact their reference staff about potential topics. Professor McCarthy’s permission is required to enroll.
Instructor Permission Required.
SEE ALSO
ENG 75000
American Cultural Voices, 1620-1865
4 Credits, Tuesdays, 2 PM - 4 PM, Online
Distinguished Professor David S. Reynolds
This course covers a representative range of American writings of the 1620-1865 period, from seventeenth-century Puritan prose and poetry to the eighteenth-century literature of enlightenment, revolution, and national founding, and on to that unique moment of political tension and cultural flowering, the Civil War era. We explore Puritan works by William Bradford and Jonathan Edwards; texts of the American Enlightenment by Benjamin Franklin and Thomas Jefferson; the writings of African Americans, including David Walker, Frederick Douglass, and Harriet Jacobs; the poetry of Anne Bradstreet, Walt Whitman, and Emily Dickinson; nonfiction by Ralph Waldo Emerson, Henry David Thoreau, and Abraham Lincoln; fiction by Edgar Allan Poe, Nathaniel Hawthorne, and Herman Melville; and Native American works. We discuss current approaches to American History, American Studies, and such critical approaches as historicist-cultural, circumatlantic, ecocritical, and aesthetic/formalist. Class meetings are Tuesday 2-4 on Zoom. Assignments include a book review and a term paper.
REQUIRED HISTORY COURSES
HIST 80010
Historiography Survey - American History 1
Class number 47804
5 Credits, Tuesdays 4:15 PM - 6:15 PM, Fully In-Person
Professor David Waldstreicher
This course introduces Ph.D. students to the historiography of the U.S. through the Civil War and is intended to prepare students for the First Written Examination. We will consider change and continuity from the colonial period through the American Revolution, early republic, antebellum period, and Civil War, and different ways of approaching early American history. The books and articles we discuss will include prizewinning narratives, monographs born as dissertations, and historiographical essays. The reading is extensive, in recognition of the five credits this course carries and its status as required preparation for qualifying examinations. Our goal is to prepare for the exam, of course, but also to prepare to teach this period at the college level and to lay a substantial foundation for future research and teaching in any period of U.S. history
Open only to PhD Program in History students.
Waldstreicher Syllabus_HIST 80010 Fall 2024 Final
HIST 80020
Historiography Survey - European History 1
Class number 47798
5 Credits, Tuesdays 2:00 PM - 4:00 PM, Fully In-Person
Room 3306
Professor David Troyansky
This course provides an introduction to the literature of European history from the Late Middle Ages through the eighteenth century. It explores different conceptual frameworks and methodological approaches to the period and examines an assortment of classic and recent works on a variety of topics: meanings of early modernity; religion and culture; state and empire; science, technology, and medicine; economy and society; gender and sexuality; and ideas and mentalities. The course prepares students for the end-of-semester comprehensive examination and for further study of early modern Europe.
Open only to PhD Program in History students.
Troyansky Syllabus_HIST 80020 Fall 2024
HIST 80040
Historiography Survey - Latin American History 2
Class number 47794
5 Credits, Tuesdays 11:45 AM - 1:45 PM, Fully In-Person
Professor Mary Roldan
This course introduces graduate students to the literature of Latin American and Caribbean history in the 19th and 20th centuries and prepares students whose major field will be Latin American history to take the First Year (written) examination. The first two weeks of the course will cover the Age of Revolution and the transition from colonies to republics (1780s -1830s), but the temporal and thematic emphasis is on the second quarter of the nineteenth century through the third quarter of the twentieth century (1840s-1970s). In addition to weekly assigned “Required Readings,” students will also receive a list of “Recommended Readings for Further Study” organized by theme and time-period. “Recommended Readings” expand and deepen the course’s required readings and represent works that a graduate student of Latin American history might be expected to be familiar with as they master the foundations of 19th and 20th century Latin American historiography. As a broader objective, this course is also intended to enable students to begin to think about possible dissertation or research topics, develop a minor field, inscribe their emerging research interests within larger paradigms of analysis and debate in Latin American history, and expand their familiarity with different kinds of sources, methodologies, and the analytical frameworks, including how these have evolved over time in the field. Class readings follow a chronological and thematic format. Latin American societies have been characterized by extremes of social, political, economic, ethnic/racial and gender differences since the colonial period, but in the late nineteenth and early twentieth century phenomena such as migration, immigration, the rise of agro-export economies, capitalist expansion, industrialization, urbanization, and new forms of association and political mobilization magnified these differences in ways that appeared to threaten -- and ultimately altered or modified – social, economic and political relations in the region. Social unrest, mass mobilization, and expanding claims and demands for inclusion, reform, and even, revolution, worked to re-draw physical boundaries, re-shape identities, and spur the emergence of incipient nationalist or sector-specific movements that collided with and in some cases would later be subsumed by or elided with the global phenomenon we have come to call the “Cold War.” While we will not be able to cover all these complex issues in depth in one semester, readings have been selected with an eye to providing illustrative case studies and essays offering theoretical insights or analyses of major issues while exploring, where relevant, the implications of adopting new research methods or conceptual frameworks for thinking about specific issues or ‘problems’ in Latin American history. By the end of the semester students should have a basic familiarity with the critical debates and turning points in the choice of subject matter and approach that have shaped the region’s historiography. The “century” of reform, reaction, and revolution encompassed by the period from the 1870s through the 1970s provides a particularly fertile ground for engaging with these debates and assessing the impact of new or “revisionist” approaches to doing Latin American history. Many of the studies we will read in this course have taken up “old” questions (land, labor, politics, social relations, economic development, the impact of external pressures or ideologies on local history, etc.), but applied new conceptual frameworks (such as gender, race/ethnicity, transnational, subaltern studies, etc.) and/or methodological approaches (oral history, cultural history, transnational/comparative, environmental, etc.) to produce analyses that question conventional assumptions about periodization, agency, and interpretation of 19th and 20th century Latin American history. Open only to PhD Program in History students.
HIST 80050
Historiography Survey - Middle East History 1
Class number 47792
5 Credits, Wednesdays 4:15 PM - 6:15 PM, Fully In-Person
Room 5114.01
Professor Lale Can
This course covers major topics in the history and historiography of the Middle East in the long 19th century, from roughly the late 1700s through the First World War. The primary geographical focus will be regions under the rule of the Ottoman Empire and, to a lesser extent, Qajar Iran. Drawing on both classic studies and revisionist literature, readings will include themes such as state-building and governance; religious authority, identity, and sectarianism; economic and labor history; gender; histories of the environment; legal reform and modernization; migration; and the impact of imperialism and globalization. Students who complete the course will have a solid grounding in the literature of the Middle East, which will serve as a basis for preparation for oral exams as well as for future teaching and research.
Open only to students in the Middle East concentration in the PhD Program in History.
HIST 82450
First Year Seminar
Class number 47803
5 Credits, Mondays 11:45 AM - 1:45 PM, Hybrid Synchronous
Room 5212
Professor Tom Kessner
This seminar is designed to train incoming graduate students in the craft of historical research and writing. Over the course of the term, each student will formulate a research topic, prepare a bibliography of relevant primary and secondary sources, write an historiographic essay, and present and defend a formal project proposal for the substantial research paper that is to be completed in the second semester Seminar. Weekly meetings will discuss common readings, share and critique written work, and develop and refine the research proposals. We will also be devoting some time to methods and issues involved in undergraduate teaching. Participants will focus primarily on framing a topic and honing a well defined, focused and reasonable research proposal for their papers. The collateral assignments are intended to advance this process forward. Students are advised to give some thought to possible research projects before classes begin this way they can make some early efforts at sampling secondary materials and investigating the availability of sources.
Open only to PhD Program in History students.
Kessner Syllabus_HIST 84900 Fall 2024
HIST 89900
Dissertation Seminar
Class number 47797
0 Credits, Tuesdays 4:15 PM - 6:15 PM, Fully In-Person
Room 4422
Professor Dagmar Herzog
This in-person course is entirely devoted to students at the dissertation writing stage who would benefit from sharing some of their work with fellow students. The goal is to create an atmosphere of friendly, constructive criticism that will benefit all students as they work to organize their material and develop their interpretations. Open only to Level 3 PhD Program in History students who have successfully defended their dissertation prospectus.
ELECTIVE HISTORY COURSES
HIST 70700
Athenian Democracy
Class number 48227
3 Credits, Wednesdays 6:30 PM - 8:30 PM, Fully In-Person
Room 4422
Professor Jennifer Tolbert Roberts
The remarkable Athenian experiment in self-government has been a source of fascination throughout the centuries. Even in its own day poets sang its praises while philosophers recoiled from it. As time passed some like Cicero and John Adams found the amount of power placed in the hands of the citizens’ assembly a source of horror, while Rousseau winced at what he perceived as decadence and exalted the virtues of the Spartans. Incongruously, both the slaveholders of the antebellum south and egalitarian thinkers of the twentieth century found it an admirable model. Others have condemned it for its slaveholding and misogyny. What lessons might the Athenians have for our own day, and how has Athenian culture—tragedy in particular—been “remastered” in modern times: in Europe, in Africa, and in the African and Hispanic diasporas?
In her 1985 study of gender dynamics in Athens, Eva Keuls identified classical Athens as “a kind of concave mirror in which we can see our own foibles and institutions magnified and distorted.” If we can learn, can we also change? Over the past few years Imprint Academic has brought out a series of books exploring the prospects for making government more democratic by the use of the lottery to choose deliberative bodies, including SUNY New Paltz political scientist Jeff Miller’s 2022 book Democracy in Crisis : Lessons from Ancient Athens. This course will explore the workings of Athenian democracy and trace the way it has informed political discourse for the past 2500 years. As tragedy was a key expression of democratic ideology, we will also the tragedies of Sophocles and their adaptations in the modern world
Students will give two oral presentations, the second of which will be on the topic of their term paper. Although students are encouraged to choose readings in accord with their individual interests, suggested common readings include, in addition to Miller’s book:
Mitchell, Thomas. Democracy’s Beginning: The Athenian Story. New Haven: Yale University Press, 2015.
Cartledge, Paul. Democracy: A Life. New York: Oxford University Press, 2016
Goff, Barbara and Michael Simpson. Crossroads in the Black Aegean: Oedipus, Antigone, and Dramas of the African Diaspora (Classical Presences). Oxford: Oxford University Press, 2007.
Dove, Rita. The Darker Face of the Earth. London: Oberon Books, 1999.
Carlson, Martin [CUNY GC faculty], ed. The Arab Oedipus: Four Plays. New York: Martin E. Segal Theatre Center Publications, 2006.
Harloe, Katherine and Neville Morley, eds. Thucydides and the Modern World: Reception, Reinterpretation and Influence from the Renaissance to the Present. Cambridge: Cambridge University Press, 2012.
Turner, Frank. The Greek Heritage in Victorian Britain. New Haven: Yale University Press, 1981.
HIST 71400
Introduction to Mass Violence in the Modern Era
Class number 47791
3 Credits, Thursdays 6:30 PM - 8:30 PM, Fully In-Person
Room 3305
Professor Steven Remy
This course explores the phenomenon of mass violence worldwide from the late 19th Century to the present. By “mass violence,” I mean crimes and atrocities (in international law, “crimes against humanity”) committed against non-state individuals and groups by a state and/or non-state actors. These crimes and atrocities may include systematic, premeditated mass murder (genocide), kidnapping and human trafficking, sexual crimes, torture, forced population transfers, incarceration and/or resettlement, and environmental warfare and ecocide. Most often, but certainly not always, acts of mass violence have preceded, accompanied, or followed war, revolution, and/or imperial conquest. We will also deal with the aftermath of mass violence, namely memory, judicial reckoning, and restitution.
Remy Syllabus_HIST 71400 Fall 2024
HIST 71900
Understanding the Radical Right
3 Credits, Mondays 6:30 PM - 8:30 PM, Fully In-Person
Class number 47793
Room 5383
Professor Richard Wolin
Vladimir Putin in Russia, Viktor Orbán in Hungary, Marine Le Pen in France, Georgia Meloni in Italy, Nicolas Maduro in Venezuela – to say nothing of the MAGA-inflected political stakes of the upcoming US presidential election – the world is awash in authoritarian national populism. To better understand the origins and attractions of these self-styled “illiberal democracies” (Orbán) – autocratic regimes that have proliferated in response to the socio-economic dislocations of the 2008 financial crisis – we will pursue a multi-level approach.
To begin with, we will reassess pioneering twentieth-century studies of dictatorship and authoritarianism: Carl Schmitt’s Dictatorship (1921) and The Crisis of Parliamentary Democracy (1923); Horkheimer and Adorno’s Dialectic of Enlightenment (1947); and Hannah Arendt’s The Origins of Totalitarianism (1951). We will then scrutinize key texts by leading exponents of fascism and the “total state” – Oswald Spengler, Carl Schmitt, and Julius Evola – whose ideas have been enthusiastically resurrected by the contemporary New Right (Alt-Right, Nouvelle Droite, Neue Rechte, etc.). We will also examine the mainstreaming of “white nationalism” by American “paleoconservatives,” such as Samuel Francis (1947-2005) and Patrick Buchanan (1938-), whose doctrines prefigured the hard-right, authoritarian shift of American conservatism under Trump and MAGA.
In conclusion, we will evaluate the rise of “National Conservatism,” as championed by Patrick Deneen (Regime Change: Toward a Postliberal Future) and Harvard law professor Adrian Vermeule (Common Good Constitutionalism). Reprising Carl Schmitt’s advocacy of “clerico-fascism” during the 1920s, Deneen and Vermeule propose the establishment of a “tutelary state,” which they view as the only regime-type capable of reversing the moral carnage of “secular liberalism.”
Intended for PhD students; MA students who wish to enroll require permission of the instructor.
Wolin Syllabus_ HIST 71900 Fall 2024
HIST 72100
The History of Liberalism
Class number 47790
3 Credits, Thursdays 4:15 PM - 6:15 PM, Fully In-Person
Room 5212
Professor Helena Rosenblatt
In recent years, liberalism has come under attack from both the left and right. Bestselling books claim that it is the source of all our ills. Other bestselling books defend it with equal vehemence. But what is “liberalism”? In this course we will read classic texts by authors such as Thomas Hobbes, John Locke, Adam Smith, Jean-Jacques Rousseau, Mary Wollstonecraft, Benjamin Constant, John Stuart Mill and Isaiah Berlin and a few notable recent histories of liberalism such as those by Domenico Losurdo, Patrick Deneen, Samuel Moyn, Alan Kahan, Alexander Levin and Alexandre Lefebvre . What’s in the liberal canon, what’s not, and why?
Rosenblatt Syllabus_HIST 72100 Fall 2024
HIST 72300
Quantitative Method for Social Scientists and Humanists
Class number 47788
3 Credits, Thursdays 4:15 PM - 6:15 PM, Hybrid Synchronous
Rooms 3305 and 3309
Professor Laird Bergad
This course is designed to develop introductory skills needed for the analysis of large-scale data bases such as those provided by the U.S. Census Bureau, other government agencies such as the National Institute of Health, the Bureau of Labor Statistics, or census data bases provided by other countries throughout the world. After you conclude this course, you should be able to use the skills you have learned to analyze any kind of data base, large or small, including those which you may develop independently in your future research. There are three broadly based skill sets you will learn in this course: 1) how to download data from specific web sites; 2) how to analyze these data to extract the specific information you want; 3) how to present these data in tables and graphic materials; and presentation of data on maps.
Bergad Syllabus_HIST 72300 Fall 2024
HIST 74200
History of Capitalism
Class number 47800
3 Credits, Wednesdays 2:00 PM - 4:00 PM, Fully In-Person
Room 3307
Professor Timothy Alborn
This course surveys major themes in the history of capitalism, including international trade, marketing and consumption, finance and investment, and political economy. After an initial focus on the global origins of wealth disparities, the course turns to the case study of the “market revolution” in the United States, then zooms back out to discuss investment, finance, and global political power. Students will write an interdisciplinary literature review on a topic of their choice that incorporates perspectives from history, sociology, political economy, and anthropology, and/or economics. This course is open to all MA and doctoral students at the Graduate Center with the instructor’s permission.
Alborn Syllabus_Hist74200 Fall 2024
HIST 74900
Entangled Empires in the Early Americas
Class number 47799
3 Credits, Mondays 2:00 PM - 4:00 PM, Fully In-Person
Room 3306
Professor John Dixon
This course examines interactions and interstices between the Dutch, English, French, and Spanish maritime empires of the early Americas. It focuses on the circum-Caribbean and coastal North America, but also considers the wider Atlantic World. No previous knowledge of Caribbean history is required. One general purpose of the course is to consider if, how, and why early American historiography has moved beyond traditional nationalist narratives and geographies. Another is to evaluate newer methodologies of entangled, connected, and crossed history—which all emphasize the interconnectedness of empires—as potential tools for reconfiguring early American history around hemispheric and Atlantic themes. The assigned readings for the course are recently published articles and books. While some are general works, others are specialized. Collectively, they span the seventeenth, eighteenth, and early nineteenth centuries. Their diverse political, socioeconomic, and cultural themes include piracy, smuggling, enslavement, intercultural exchange, gender and sexuality, and imperial wars and revolutions. Students will write short response pieces on the assigned readings, plus a substantial historiographical or research paper on a topic of their choice.
Dixon Syllabus_HIST 749000 Fall 2024
HIST 75700
Migration in US History
Class number 47787
3 Credits, Wednesdays 11:45 AM - 1:45 PM, Fully In-Person
Room 5212
Professor Libby Garland
In this course, we will explore the ways that migration—voluntary and coerced, short- and long-distance—has been central to the history of the United States. How has migration shaped and been shaped by the intersections of gender, race, sexuality, class, labor, law, war, and empire? How have families, communities, cities, and regions been defined and redefined by human movement to and within the United States?What are the forces—economic, legal, social—that have allowed for and constrained mobility, whether across the nation’s borders or within the space of the nation? When and how have people on the move challenged efforts to control their mobility? And taken together, how might all of these histories of migration inform our understandings of the world currently inhabit?
We will engage with the work of historians who explore such questions from a range of perspectives, including legal, political, and social history; ethnic, gender, and border studies; and more. This course is not designed to provide an exhaustive historical or historiographical survey; rather, it is meant to open up our exploration of some themes that have been central to recent scholarship in the field, and to allow us to read texts that speak to each other in compelling ways. Through close reading, discussion, and a longer research project, students will have the opportunity to develop their own scholarly work around these and related themes as well.
HIST 75900
Histories of Black Radical Thought
Class number 47795
3 Credits, Mondays 4:15 PM - 6:15 PM, Fully In-Person
Room 5212
Professor Tanisha Ford
Histories of Black Radical Thought is a readings course designed to introduce students to major themes, questions, and historiographical debates in African diasporic intellectual history. The course is organized thematically and will explore different schools of thought, theories, epistemologies, and approaches to Black liberation. Students will gain an understanding of Pan-Africanism, Black Marxism, Black Nationalism, Black Feminist theory, Queer of Color Critique, post-colonial cultural studies, and other modes of thought production that are classified under the broad (and often opaque) category of “radical.” Students will read a mix of speeches and other primary sources vis-à-vis biographies/memoirs and intellectual histories written by leading scholars in the field. This course is particularly invested in centering political theories produced by women, queer, and disabled Black scholars whose work is often marginalized, or altogether absent, in conversations about texts foundational to the field. Some of the authors whose work we read will join us virtually to share insights about their research. Typical weekly readings consist of a book monograph and 1-2 articles. Students will be expected to actively engage with one another about the readings’ core arguments and interventions. Spirited, collegial debate is encouraged. The course will provide a foundation for students who are preparing for exams or who plan to write a thesis or dissertation on United States, African American, or African diaspora history. Attendance at each class session is mandatory.
Instructor permission required: tford1@gc.cuny.edu
HIST 76000
African Diaspora
Class number 47789
3 Credits, Thursdays 9:30 AM - 11:30 AM, Fully In-Person
Room 5212
Professor Herman Bennett
Description from 2022: On a practical professional level, the course serves as a graduate-level introduction to the African diaspora. Scholarship on this subject along with its development over time and in distinct settings (the United States, Latin America and the Caribbean, Sub-Saharan Africa, England and Continental Europe) introduces us to disciplinary formations and the history of knowledge production. For this reason, we will devote considerable time focusing and discussing how writers, theorists, and subsequently scholars have approached their engagement with the African diaspora. Since the African diaspora as a field of study constitutes a relatively novel interdisciplinary endeavor, most of the readings draw on a range of disciplines (Anthropology, English, History, Religion, and Sociology). While this conveys a sense of where this interdisciplinary field is presently at, it also serves to delineate how the African diaspora draws and builds on earlier forms of inquiry (the history of colonial expansion, the history of slavery and freedom, the history of racial formation, etc.).
Over the semester we will constantly ask what defines an inquiry, an approach or a perspective as diasporic in scope. As scholars, we might begin by asking whether diaspora complicates our understanding of disciplinary formations—including the normative assumptions that inform the study of society and culture. How does diaspora, for instance, enhance our perspectives on imperial, colonial, national and post-colonial formations and the ways in which they have been historically represented? In utilizing the prism of diaspora, we confront the politics of representation through which scholars render meaning out of the past and present. For this reason, diaspora like other categories of analysis engages the vexed terrain of representation whereby scholars frame the subject of their inquiries.
Conceived primarily as a reading course, this means there will be a significant amount of reading each week. Reading up to or the equivalent of two books a week is standard practice but also one of the numerous skills that students need to master if they intend to succeed in graduate school and beyond.
Bennett Syllabus_HIST 727000 Fall 2024
HIST 78110/ MES 73000
History of the Modern Middle East
Class number 47806
3 Credits, Tuesdays 6:30 PM - 8:30 PM, Fully In-Person
Room 4419
Professor Zoe Griffith
This course offers an introduction to the major dynamics and issues in the history of the modern Middle East (roughly covering the Arab world, Turkey, and Iran from the 1770s to the present day). It is intended to provide MA-level students with a foundational knowledge of the region's modern history and the current state of historical scholarship. Course topics include imperial reforms and the ultimate demise of the last Islamic Empires, the origins and expansion of European colonialism, the formation of nation-states and authoritarian regimes, oil economies, post-colonial states and social movements, political Islam, neo-liberalism, and ongoing realignments in the region since the 2010s. Within this political chronology, readings will emphasize themes of political economy; women, gender, and sexuality; environmental history; migration studies; and postcolonial studies. This is a required course for students in their first year of the MA in Middle Eastern Studies. (NOTE: this is not a required course for History PhD students.)
HIST 78250/ MES 74500
The Israel-Palestine Conflict: Envisioned Solution
Class number 47805
3 Credits, Wednesdays 6:30 PM - 8:30 PM, online
Room 7395
Professor Craig Daigle
This graduate seminar examines why attempts to find peace between Israelis and Palestinians have continually failed and what issues remain at the center of the dispute to achieve a permanent settlement. What are the arguments for and against the “two-state solution” and the “one state solution”? Should Palestinian refugees be granted the right of return”? How will Jerusalem and its holy sites be divided among Jews and Arabs? What should happen to the Israeli settlements in the occupied West Bank and East Jerusalem—illegal under international law? How can Palestinians and Israelis ensure sovereignty over their natural resources? And who will govern the Palestinians after the events of October 7, 2023?
HIST 79500
Public History and Collective Memory
3 Credits, Thursdays 2:00 PM - 4:00 PM, Fully In-Person
Class number 47796
Professor Anne Valk
This course examines public history and collective memory, particularly memories related to genocide and mass trauma: how collective memories form in the aftermath of traumatic events; how they are preserved, documented, and retold; and how they are sometimes covered up, distorted, suppressed, or denied for the purposes of the present. Through this focus on collective memory, we will examine the processes and practice of public history, including the activities of archivists, scholars, museum professionals, activists, oral historians, and other memory workers and the complex issues they face when preserving, researching, interpreting and presenting history. Our readings include case studies covering many regions of the globe in order to investigate different approaches used to research and write about public history and the questions that emerge about the ways that historians engage with historical sites, objects, and publics in a variety of places. In addition to weekly readings and discussion, students will be expected to complete one short paper (3-5 pages) and one longer research assignment (15-20 pages or equivalent project).
Valk Syllabus_HIST 79500 Fall 2024
SEE ALSO
SOC 81100: Comparative and Historical Sociology: Patterns of Inclusion and Exclusion in American Life
3 Credits, Tuesday 2:00-4:00 PM, Fully In-Person
Prof. John Torpey
This class takes the United States as a case study in comparative-historical sociology. It will examine the putative “peculiarities” of the United States relative to other comparable societies and over time. Much of the focus will be on the continuities, contradictions, and ruptures that have shaped the United States as it is today. We will especially emphasize the ways in which race, ethnicity, religion, and education have functioned as categories determining inclusion and exclusion in the society, the polity, and the economy.
GEMS 72100/MALS 74600: Introduction to Global Early Modern Studies: Cultures of Exchange in the Early Modern World
3 Credits, Wednesdays 6:30 PM - 8:30 PM, Fully In-Person
Prof. Francesca Bregoli
The early modern period was characterized by increased exchanges and mobility, which led to great political, cultural, and material changes. The European discovery and exploitation of American and Asian lands and resources, the resulting circulation of new commodities and knowledge, and the growth of colonial empires accompanied smaller-scale movements facilitated by improved infrastructures and communication systems. This course explores the cultures of exchange, the encounters, and the conflicts that resulted from voluntary and forced early modern travels and migrations, global trade, and imperial ambitions, and their repercussions from the late 15th to the end of the 18th century. How was movement experienced and practiced? How did networks of trade impact and inform cross-cultural relations? How did new encounters shape the production of knowledge? We will approach these questions from the perspective and with the tools of cultural and social history. To explore the early modern circulation of people, objects, and ideas, we will investigate trans-regional merchant diasporas; cross-cultural communication; piracy and captivity; brokerage and diplomacy; the rise of consumer culture; new scientific exchanges, and more. The course will include readings on early modern Europe and the Mediterranean region, the Ottoman Levant, North Africa, Asia, and the colonial world.
Bregoli Syllabus_GEMS 72100 Fall 2024
GEMS 83100: Sexuality in an Early Modern Global Context
3 Credits, Mondays 11:45 AM - 1:45 PM, Fully In-Person
Prof. Mario DiGangi (PhD Program in English)
This course examines the histories and discourses of early modern sexuality in various parts of the world through various colonial, mercantile, interreligious, and imaginative encounters. We will explore sexual cultures, ideologies, and communities across Europe (including England, Spain, Florence, Rome, and Germany), in the Ottoman Empire, and in Africa and the Far East (through English and Dutch travel narratives). We will also address indigenous understandings of sexuality and colonial persecution of sexual crimes such as sodomy in Nahua societies (via the work of Pete Segal), colonial New Spain (Zeb Tortorici), Peru (Fernanda Molina), Brazil (Ronaldo Vainfas and Tortorici), and Mexico (Frederico Garza Carvajal). Through the work of O. Natasha Tinsley, Jennifer Morgan, Hortense Spillers, and others, we will consider the role of sexuality in the Atlantic slave trade. The course will also focus on some exceptional historical figures in Europe and the Americas: Pocahontas, Malintzin, Sacajawea, and Catalina de Erauso, the latter of whom is represented in Juan Ruiz de Alarcón’s play, La Famosa Comedia de la Monja Alférez, which has just been translated into English. Finally, we will read a few seventeenth-century plays depicting inter-religious sexual encounters: the Jesuit play Sanctus Pelagius Martyr, and the English tragicomedies The Renegado and The Travels of the Three English Brothers.
ENGL 89000: Mining the Archives, Reinterpreting the Past
4 Credits, Tuesdays 2:00 PM- 4:00 PM, Fully Online
Professor David Reynolds
During the past two decades, a revolution has occurred in scholarship: troves of archival materials that were once very hard to access and search have been digitized and put online. Rare books and manuscripts; entire runs of newspapers; obscure pamphlets; letters; visual and audio files—these are some of the rich resources that are now universally available and instantly searchable. The implications for the study of history, biography, literature, popular culture, and are immense. With the help of now-available archives, famous figures, events, or writings of the past can be placed in fresh contexts, and new ones can be unearthed. Also, an ever-increasing number of scholarly journals, books, and dissertations are online. This surfeit of online material, however, brings new challenges. How does one sort through the apparently endless digitized archives? How do we take notes without accumulating masses of mere trivia? Most importantly, what are the most effective strategies for using archival research as the basis for writing original essays or book-length monographs? How do we move from the raw material of the archive to the publishable article or book? This course addresses such issues. Students from any field or period concentration will have the opportunity to explore online and physical archives that are especially interesting to them and relevant to their work. Class readings include articles or book chapters about archival research. Students will periodically report to the class about their progress in the archives and will write a term paper based on their research. The course will be taught remotely on Zoom.
REQUIRED HISTORY COURSES
HIST 80010- Historiography Survey in American History 2
Mondays, 4:15 PM - 6:15 PM, 5 credits, Prof. Tanisha Ford
Fully in-person
Room 4433
This is a reading-intensive course designed to introduce students to major themes, questions, and historiographical debates in U.S. history—from the end of the Civil War to the late twentieth century. One of the main course objectives is to prepare students for the departmental written exam at semester’s end. Additionally, the course will provide a foundation for students who will teach their own U.S. history courses and expose students to (sub)field-specific methods, modes of inquiry, and bibliographies that will aid in future research. A 5-credit course, Literature Survey is demanding and will require your full commitment and participation. Each week, students will read the equivalent of two book-length monographs and will be expected to actively engage with one another about the books’ core arguments, interventions, contributions to the field, use of source material, periodization, and so forth. Spirited, collegial debate is encouraged. In addition to the departmental exam, assignments will include weekly response papers, short literature reviews, and oral presentations. These assignments will serve as useful study aides as students prepare for the rigorous written exam. The course is organized chronologically as well as thematically and will explore topics/eras ranging from Reconstruction, (im)migration, and American capitalism to the interwar period, social movements, and the rise of the carceral state—by scholars of social, cultural, labor, gender, African American, and sexuality history. Attendance at each class session is mandatory. All students will be expected to participate fully and thoughtfully in class discussions. Open only to PhD Program in History students.
Ford Syllabus_Hist80100 Spring 2024
HIST 80020- Historiography Survey in European History 2
Wednesdays, 4:15 PM - 6:15 PM, 5 credits, Prof. Timothy Alborn
Fully in-person
Room 5114.01
This course provides students with an introduction to the major themes and historiographical debates in the field of modern European history from the Enlightenment to the present. We will explore a range of literature from works of classic historiography to innovative recent studies. Themes will include nation-state building, imperialism, war and genocide, capitalism, culture, and gender. After completing the course students should have a solid grounding in modern European historiography.
Alborn Syllabus_HIST80020 Spring 2024
HIST 82450- First-year Seminar in European and Non-American History
Wednesdays, 11:45 AM - 1:45 PM, 5 credits, Prof. Elissa Bemporad
Fully in-person
Room 4422
This course is a continuation of the Seminar in Non-American History I. Students will develop and complete the research projects begun in the fall, shaping them into a significant contribution to their respective fields. Throughout the course, students will discuss their ongoing work in class, work through and provide analysis of primary and secondary sources, produce a convincing historical argument and be able to defend it before others. Students will also circulate their works in progress amongst each other and practice giving informal and formal presentations, providing helpful feedback and learning to critique each others’ work and accept those critiques in turn. The research paper may or may not result in an article, though it should be of publishable quality and provide a learning tool as students move ahead to their dissertations. Open only to PhD Program in History students
HIST 82450- First Year Seminar in American History
Wednesdays, 11:45 AM - 1:45 PM, 5 credits, Prof. Thomas Kessner
Hybrid Synchronous with five in class sessions
Room 5114.01
There are two essential responsibilities for this seminar: the preparation of an article length research paper and fully engaged participation in the discussions and critiques of work submitted by other participants. The objective of this Seminar is for students to expand and refine their skills in research and historical writing by carrying out the research project they proposed in the Fall semester. The required research paper must be a piece of original work on American history, substantially based on primary sources. It should place this work into its historiographical context, be engagingly written, effectively organized, and cogently argued. In class, we will workshop in-progress drafts and discuss craft related topics, research methods and writing strategies. Students will review and critique the works in progress submitted by their colleagues. For the first two sessions we will discuss the proposals, focusing on methodology, conceptualization and how the proposed work engages the available historical literature. Thereafter we will move to submitting drafts of work in progress for discussion and critique. Open only to PhD Program in History students.
HIST 89900- Dissertation Seminar
Tuesdays, 4:15 PM - 6:15 PM, 0 credits, Prof. Dagmar Herzog
Fully in-person
Room 4422
This in-person course is entirely devoted to students at the dissertation writing stage who would benefit from sharing some of their work with fellow students. The goal is to create an atmosphere of friendly, constructive criticism that will benefit all students as they work to organize their material and develop their interpretations. Open only to Level 3 PhD Program in History students who have successfully defended their dissertation prospectus.
ELECTIVE HISTORY COURSES
HIST 71600- The Outcome of Classical German Philosophy
Wednesdays, 6:30 PM - 8:30 PM, 3 credits, Prof. Richard Wolin
Fully in-person
Room 3307
In 1886, Friedrich Engels wrote a perfectly mediocre book, Ludwig Feuerbach and the Outcome of Classical German Philosophy, which nevertheless managed to raise a fascinating and important question that is still being debated today: how should we go about evaluating the legacy of German Idealism following the mid-nineteenth century breakdown of the Hegelian system? For Engels, the answer was relatively simple: the rightful heir of classical German philosophy was Marx’s doctrine of historical materialism. But, in truth, Engels’ response was merely one of many possible approaches. Nor would it be much of an exaggeration to claim that, in the twentieth century, there is hardly a philosopher worth reading who has not sought to define themself via a confrontation with the legacy of Kant and Hegel. Classical German Philosophy – Kant, Fichte, Hegel, and Schelling – has bequeathed a rich legacy of reflection on the fundamental problems of epistemology, ontology, politics, and aesthetics. Even contemporary thinkers who claim to have transcended it (e.g., poststructuralists such as Foucault and Derrida) cannot help but make reference to it in order to validate their post-metaphysical views. Our approach will combine a reading of the canonical texts of German Idealism (e.g., Kant and Hegel) with a sustained, complementary focus on major nineteenth and twentieth-century thinkers whose claims to originality have been constructed via a critical confrontation with Hegel and his heirs: Marx, Nietzsche, Heidegger, Foucault, and Adorno. The aesthetic doctrines of Hegel and his heirs – the origins and repercussions of Hegel’s thesis concerning the “end of art” – will receive special treatment; as will Hegel’s understanding of the “healing” or “redemptive” role of philosophy and art: their capacity to make a world that is riven with contradictions whole again. In the “Discourse on Language,” Foucault warns us appositely that, “To escape Hegel involves an exact appreciation of the price we have to pay to detach ourselves from him. It assumes that we are aware of the extent to which Hegel, insidiously perhaps, remains close to us. . . We have to determine the extent to which our anti-Hegelianism is possibly one of his tricks directed against us, at the end of which he stands, motionless, ready and waiting for us.” Foucault’s relevant caveat will serve as our interpretive watchword as we seek to demystify German Idealism in the light of its philosophical heirs and critics.
Wolin Syllabus_Hist71600 Spring 2024
HIST 72100- The Political Thought of Hannah Arendt
Mondays, 6:30 PM - 8:30 PM, 3 credits, Prof. Richard Wolin
Fully in-person
Room 5212
In the annals of twentieth-century political thought, Hannah Arendt (1906-1975) carved out a unique and enduring niche. Today, some 50 years after her death, her political philosophy seems more relevant than ever. In 1951, she wrote the first important book on totalitarianism, perhaps the central political problem of the twentieth century. Seven years later, Arendt published her landmark contribution to European political thought, the Human Condition, in which she sought to probe and to delineate the existential bases of human freedom. Avoiding the liberal political idiom of "rights," Arendt broached this theme in terms of the ontological values of "plurality" and "action" – constituents of human distinctiveness that Arendt traced back to the glories of Periclean Athens. Nevertheless, she also found important modern political corollaries to "action" in the fleeting experiences of direct (that is, non-representative) democracy: in the notion of "local democracy" that flourished in pre-revolutionary America and in the emergence of "workers consuls" in the course of the European revolutions of 1905, 1918, and 1956. Our main thematic focus will concern Arendt’s central contributions to twentieth century political thought: The Origins of Totalitarianism (1951), The Human Condition (1958), and On Revolution (1962). However, as preparation for this encounter, attention to Arendt’s formative philosophical and political influences is indispensable. Therefore, in conjunction with these works, we will also selectively read a number of background texts that will assist us in clarifying the conceptual framework that Arendt develops in her mature political works. Essential in this regard are key texts by Aristotle (Nicomachean Ethics) and by Arendt’s legendary philosophical mentor, Martin Heidegger (Being and Time). Finally, the “Arendt renaissance” of recent years has been punctuated by important cinematic representations of her life and thought – a dimension of the international Hannah Arendt reception story that we will analyze and reflect upon in conclusion.
Wolin Syllabus_Hist72100 Spring 2024
HIST 72110- Popular Music as Social History in the 20th Century
Thursdays, 4:15 PM - 6:15 PM, 3 credits, Prof. Julia Sneeringer
Fully in-person
Room 5114.01
The very popularity of popular music makes it a useful tool to explore the social and political history of the 20th century. This course takes a serious look at what’s often dismissed as a trivial subject, exploring popular music from the perspectives of those who produced it, consumed it, meditated on it, or used it to fashion identities and make claims about their place in the world. Case studies will come mainly from Europe and the US.
Sneeringer Syllabus_Hist72110 Spring 2024
HIST 72200 - Sociological And Historical Perspectives On Gender And Labor
Mondays, 4:15 PM - 6:15 PM, 3 credits, Prof. Ruth Milkman
Fully in-person
Room 5212
This course focuses on the dynamics of gender and labor in the United States, past and present. Topics include changes and continuities in patterns of job segregation, the gender earnings gap and other persistent forms of labor market inequality, as well as the gender division of unpaid household labor. The course is interdisciplinary: readings include exemplary theoretical and empirical texts by economists, historians, sociologists, and others. Although gender is the key focus, we will also explore its intersection with class, race, ethnicity, and sexual identity.
Milkman Draft Syllabus_Hist72200 Spring 2024
HIST 72600 - Gender, Race, and Empire
Wednesdays, 2 PM - 4 PM, 3 credits, Prof. Swapna Banerjee
Fully in-person
Room 3212
This seminar traces the implications of race, class, gender and sexuality in the formation, regulation, and running of modern European empires (1800-present). The course will focus on British, French, Dutch, and other empires to investigate race, class, religious, and gender-specific ideologies and practices in the mother countries and the colonies. Through a variety of primary sources such as colonial documents, maps, pictures, photographs, films, and novels, the course will trace the connected histories of empires and their colonies.
Banerjee Syllabus_Hist72600 Spring 2024
HIST 74000- A History of Women’s Political Thought and Action in European History, 1400-1800
Thursdays, 6:30 PM - 8:30 PM, 3 credits, Prof. Helena Rosenblatt
Fully in-person
Room 3307
In this course we will read a selection of texts by women authors on politics, broadly defined. The list will include work by Christine de Pizan (1364-1431), Anne of France (1461-1522), Anna Maria van Schurman (1607-1678), Mary Astell (1666-1731), Françoise de Graffigny (1695-1758), Olympe de Gouges (1748-1793), Mary Wollstonecraft (1759-1797), and Madame de Staël (1766-1817). What is “women’s political thought”? What were these women’s main concerns and how did they express them? Can we see an evolution in women’s political thought over time? How do we account for the similarities and differences in their views?
Rosenblatt Syllabus_Hist74000 Spring 2024
HIST 74050- Folklore, History and Material Culture
Mondays, 4:15 PM - 6:15 PM, 3 credits, Prof. Sarah Covington
Fully in-person
Room 3207
This course will push students to look beyond the privileged written text and explore the many possibilities that can result from studying the past through vernacular and material cultures. Though the early modern world will be the focus of the class, students of all periods and regions are welcome, since we will read a variety of theoretical and interdisciplinary works that offer insight on how to study the beliefs, values, and attitudes of history through artefacts and landscapes which shape and are shaped by people at different moments in time. Students will also learn about the rich yet thoroughly misunderstood field of folklore, which encompasses the oral or informal culture—the “folklife”— of all social classes. This means that we will explore how people interacted with objects as various as hand-made plows, rich imported dress fabrics, alchemical instruments, haunted fairy trees, household ceramics, jeweled heirlooms, the sea, love potions, gambling dice and saints’ relics. Placing objects and places at the center of analysis thus allows us to understand how people conceptualized the world and their place in it, creating meaning that influenced historical memory and traditions for future generations.
HIST 75000- The Problems of Slavery
Tuesdays, 2 PM - 4 PM, 3 credits, Prof. David Waldstreicher
Fully in-person
Room 3212
During the late 20th century pathbreaking historians addressed slavery as a "problem" for western culture, for American exceptionalism, and even for the discipline of history itself. Now, no one would now say slavery is not at or near the center of what historians of the Atlantic world and of the early and 19th century U.S. do, but what has been accomplished and what problems of interpretation remain?
Waldstreicher Syllabus_Hist75000 Spring 2024
HIST 79600- Oral History Methods and Practices
Tuesdays, 4:15 PM - 6:15 PM, 3 credits, Prof. Tasha Kimball
Fully in-person
Room 4419
This seminar centers on oral history methods and practices, with a focus on the skills and perspectives needed to undertake applied oral historical research and writing. The course introduces students to the central contributions and challenges of oral history, a discipline of widespread use in public history projects. Topics to be addressed include: the narrator-interviewer interaction; the effects of the interview on narrators and interviewers; cross-cultural and cross-class interview dynamics; ethics and legal issues in oral history; digital technology; translating the oral testimony into a written document; analysis and interpretation of the interview; archival repositories for oral testimonies, and the role of the community in the dissemination and reception of oral historical projects. As part of the course, students will design and carry out their own oral history projects, for which they will conduct two in-depth interviews.
Kimball Syllabus_HIST79600 Spring 2024
HIST 85400 - 20th Century American Foundations
Mondays, 6:30 PM - 8:30 PM, 5 credits, Prof. Kathleen McCarthy
Fully in-person
Room 4422
The course focuses on grantmaking foundations, the wide variety of causes and initiatives that they fund, how they work, their underlying theories of change, and their broader roles in society. It is designed to teach students interested in Public History and Applied History to do historically-based program reviews for institutional decision making, using archival materials from the Rockefeller Archive Center. Many of these records have not previously been used, providing significant opportunities for original research. The Archive Center [RAC] houses the records of the Rockefeller, Ford, Russell Sage, Henry Luce, William and Flora Hewlett, Near East and Markle Foundations, and the Commonwealth and Rockefeller Brothers Funds (among other materials). Their visual and written materials cover a broad swath of U.S. and global history, from the and women’s, civil rights and human rights movements to the colonial devolution; scientific, agricultural, and social science research; and public health, the arts and humanities in the United States and around the world. Information about RAC’s holdings and finding aids are available at https://rockarch.org/. Prospective students are strongly advised to consult the Archive Center’s online finding aids and to contact their access staff to ensure that the available manuscript collections are sufficiently rich for the topic they plan to study.
The Center on Philanthropy and Civil Society is offering up to eight $1,250 fellowships for participants in the course. For more information about that, see here. Instructor permission required.
SEE ALSO
MALS 70500 Radiant Legacies: Mosaics in Late Antiquity, Byzantium, and Early Islam
Wednesdays, 4:15-6:15 PM, 3 credits, Prof. Warren Woodfin (warren.woodfin@qc.cuny.edu)
In-Person
This course examines the history of the art of mosaic from the Late Roman era (Third Century CE) through the Late Byzantine period (Fourteenth Century CE) through both sacred and secular mosaic works within Christian, Jewish, and Islamic contexts. Topics include analysis of practical aspects (such as materials, techniques, and workshop organization) as well as patronage. We will look at theoretical inquiries on the position of mosaic art within the broader spectrum of artistic media, the sources and selection of imagery, and the role of mosaic as a cultural signifier. Special attention will be given to archaeological context and the way that traditional art-historical presentations of mosaics have often obscured this sort of evidence. Finally, the course will explore the enduring impact of historical mosaics on the art of the modern era.
ENG 75000 – American Cultural Voices, 1620-1865
TBD, TBD, 4 credits, Professor David S. Reynolds
Fully online
This course covers a representative range of American writings of the 1620-1865 period, from seventeenth-century Puritan prose and poetry to the eighteenth-century literature of enlightenment, revolution, and national founding, and on to that unique moment of political tension and cultural flowering, the Civil War era. We explore Puritan works by William Bradford and Jonathan Edwards; texts of the American Enlightenment by Benjamin Franklin and Thomas Jefferson; the poetry of Anne Bradstreet, Walt Whitman, and Emily Dickinson; nonfiction by Ralph Waldo Emerson, Henry David Thoreau, and Abraham Lincoln; fiction by Edgar Allan Poe, Nathaniel Hawthorne, and Herman Melville; the writings of African Americans, including David Walker, Frederick Douglass, and Harriet Jacobs; and Native American works such as the Winnebago trickster cycle and Iroquois creation story. In addition to reading landmark works of America’s formative period, we discuss current approaches to cultural history, American Studies, and such critical approaches as historicist, queer, circumatlantic, ecocritical, and aesthetic/formalist. Class meetings are on Zoom. Assignments include a book review and a term paper
IDS 81620 - Narcotic Geographies: Drugs, Drug Wars, and Racial Capitalism in Historical Perspective
Tuesdays,11:45AM - 1:45PM , Professors Karen Miller and Filip Stabrowski
Fully in-person
This graduate seminar will explore the historical-geographical relationship between drugs and racial capitalism in the modern era. The course will consider how the extraction, production, distribution, consumption, and regulation (including prohibition) of psychoactive substances of various sorts have intersected with the expansion, consolidation, and (potential) unsettling of capitalist social relations of production across the globe. Through a selection of commodity-based case studies exploring the material and cultural production of a range of drugs (including sugar, tea, coffee, opium, alcohol, cannabis, cocaine, and legalized pharmaceuticals), the course will address topics such as: the role of drugs production and regulation in historical processes of state- and empire-building; il/legality as a political/historical construction rather than natural category; drugs, racial capitalism, and the carceral state; the state/corporate nexus of international drugs production and trafficking; cannabis prohibition and post-prohibition; drugs and consumer/counter cultures; and alternative drug futures. Though the focus will largely be historical, the course will adopt an interdisciplinary approach to the topic and will include the work of historians, geographers, and anthropologists, among others. To receive full credit, participants will be expected to write a research proposal (or other appropriate project) and to participate actively in reading and responding to fellow participants’ work.
REQUIRED HISTORY COURSES
HIST 80010
Historiography Survey - American History 1
Class 41599
5 Credits, Fridays 11:45 AM - 1:45 PM, Fully In-Person
Professor Benjamin Carp
Room 5212
This course introduces Ph.D. students to the historiography of the U.S. through the Civil War and is intended to prepare students for the First Written Examination. We will look at change and continuity from the colonial period through the American Revolution, early republic, antebellum period, and Civil War. We will look at old and new interpretations of early American history. The books and articles we discuss will include prizewinning narratives, monographs born as dissertations, and historiographical essays. The reading is extensive, in recognition of the five credits this course carries and its status as required preparation for qualifying examinations. Our goal is to prepare for the exam, of course, but also to prepare to teach this period at the college level and to lay a substantial foundation for future research and teaching in any period of U.S. history.
Open only to PhD Program in History students.
Carp Syllabus_Hist800100 Fall 2023 revised
HIST 80020
Historiography Survey - European History 1
Class 41601
5 Credits, Wednesdays 4:15 PM - 6:15 PM, Fully In-Person
Professor Francesca Bregoli
Room 5114.01
This course offers an introduction to the literature of European history from the late Middle Ages through the eighteenth century. It explores key historiographical debates, themes, and methodologies pertinent to the study of the so-called early modern period. We will examine classic and recent works on cultural and political history, the economy and society, religion, states and empires, science and technology, popular culture, gender and sexuality, and more. The course prepares students for the end-of-semester comprehensive examination and for further study of European history.
Open only to PhD Program in History students.
Bregoli Syllabus Hist 80020 Fall 2023
HIST 80040
Historiography Survey - Latin American History 1
Class 41590
5 Credits, Thursdays 4:15 PM - 6:15 PM, Online Synchronous
Professor Laird Bergad
online only
This course will acquaint you with many of the themes on Latin American and Caribbean colonial history by examining selected secondary works. The bibliography on the colonial period is immense and it is not possible to cover all topics and themes. Thus, a selective bibliography has been chosen which is by no means complete in coverage.
Open only to PhD Program in History students.
HIST 80050
Historiography Survey - Middle East History 2
Class 41604
5 Credits, Wednesdays 4:15 PM - 6:15 PM, Fully In-Person
Professor Beth Baron
Room 6304.23
The object of this reading course is to familiarize students with the main themes and approaches in the historiography of the twentieth-century Middle East. Temporally, the course covers World War I to the present; geographically, the area includes North Africa to the Persian Gulf (and everything in between). We will look at new trends in the histories of science, medicine, and the environment; gender, sexuality, and emotions; colonialism, imperialism, and nationalism; and law, economies, and genocide.
Open only to PhD Program in History students.
HIST 80060
Historiography Survey - A History of the History of Rome
Class 53267
5 Credits, Tuesdays 4:15 PM - 6:15 PM, Fully In-Person
Professor Joel Allen
Room 4422
This course surveys major works of scholarship in Roman history from the 20th to 21st centuries. We’ll explore trends, breakthroughs, and miscues (warts and all), as the field expanded from interests in politics, diplomacy, and imperialism, into social and cultural history with new approaches to slavery, gender, class, ethnicity, and space. All the while we’ll consider the contributions and limitations of various methodologies, some of which are unique to ancient history: prosopography, epigraphy, papyrology, numismatics. All readings will be in translation.
HIST 82450
First Year Seminar in American History
Class 41605
5 Credits, Wednesdays 2:00 PM - 4:00 PM, Fully In-Person
Professor Libby Garland
Room 5212
This seminar is the first half of a two-semester course sequence for first-year students whose major field is the United States. By the end of the second semester each student will have written an article-length paper, drawing on primary-source research and engaging the scholarly literature. To build toward that goal, this first-semester seminar will be a practical exploration of the how-to of producing historical scholarship. Together, we will discuss research methodologies, historiographical debates, and the challenges of choosing a doable topic and crafting compelling historical writing. Over the course of the semester, students will develop and refine their research questions, and begin the work of conducting original research. Everyone will work, in several stages—including writing a bibliography and a historiographical essay—toward crafting in-depth proposals that will be the basis for their second-semester projects. The course will also include sessions in which we workshop in-progress proposals.
Open only to PhD Program in History students.
HIST 82450
First-year Seminar in European and non-American History
Class 41615
5 Credits, Wednesdays 2:00 PM - 4:00 PM, Fully In-Person
Professor Clifford Rosenberg
Room 3310A
This is the first semester of a year-long seminar that will culminate in the production of a substantial, research-based first-year paper, as required by the History program. We will discuss the history of the discipline as a whole and different analytical traditions, fields, and subfields. This seminar will concentrate on preparing and a research proposal that frames an original historical problem, identifies a run of primary sources, and places both in appropriate historical and historiographic context. The latter stages of the semester will be devoted to workshopping proposals.
Open only to PhD Program in History students.
HIST 89900
Dissertation Seminar
Class 41589
0 Credits, Tuesdays 2:00 PM - 4:00 PM, Hybrid Synchronous
Professor David Waldstreicher
Room 4422
This course is entirely devoted to students at the dissertation writing stage who would benefit from sharing some of their work with fellow students. The goal is to create an atmosphere of friendly, constructive criticism that will benefit all students as they work to organize their material and develop their interpretations. We will run the seminar as synchronous hybrid, for maximum flexibility for all, but participants are asked to be in-person as often as possible.
Open only to Level 3 PhD Program in History students.
Elective history courses
HIST 70900
Mass Violence in the Modern Era
Class 41620
3 Credits, Thursdays 6:30 PM - 8:30 PM, Fully In-Person
Professor Elissa Bemporad
Room 5383
This course explores instances of unprecedented mass violence in modern Europe during the twentieth century. It is based on several case studies, including events in German South-West Africa, Germany, Ukraine, the Soviet Union, and Chechnya. By analyzing some of the most recent scholarship on genocide, ethnic cleansing, and sexual violence, the course examines the short-term and long-term causes for mass violence, assessing the extent to which, in different contexts, it resulted from political ideologies, colonialism, bureaucratic pressures, or ethnic and religious hatred. The course will also focus on the repercussions of mass violence, including acts of revenge, changes in international law and human rights, and attempts to create sites of memory in those places where atrocities were committed. Finally, this course aims at tracing how such unprecedented violence against civilians was experienced by ordinary citizens of European countries, and how it transformed and affected their everyday lives, political choices, and social attitudes during and after the events.
HIST 71200
Madame de Stael and Napoleon
Class 41617
3 Credits, Thursdays 2:00 PM- 4:00 PM, Fully In-Person
Professor Helena Rosenblatt
Room 5212
In this course, we will study the lives of two giants in the history of Western Civilization, whose riveting personal stories are inextricably entwined, although one has been forgotten. While thousands of books and articles have been devoted to Napoleon, and the list keeps growing, a relatively minuscule number concern themselves with the woman who was one of his most powerful and persistent enemies. Students will learn about Madame de Staël’s role in the emperor’s downfall and in the origins of ”liberalism”, as we know it. The students will also learn much about the French Revolution and the reign of Napoleon, and other political doctrines that emerged from them (not just liberalism, but conservatism, socialism and even communism)
Rosenblatt Syllabus Fall 2023 revised
HIST 72400
Utopian Possibilities
Class 41588
3 Credits, Thursdays 9:30 AM - 11:30 AM, Fully In-Person
Professor Herman Bennett
Room 5109
Note: First day of class is September 7th
Utopian thinking has been central to the project of critical theory in the West, but rather than identify and analyze Utopian experiments of the past, part of the motivation animating this course comes from both a discomfort and dissatisfaction with the ways training in critical theory in the academy often devolves into the pursuit of finer grained maps of domination, that is, ‘the critical theory of everything that is wrong.’ The concern here is not just a steady denuding of what Gramsci called the ‘optimism of the will’ (a condition of possibility for any viable politics and struggle), but also the decades of failure including on the left, to aerate intellectual creativity and institutional experimentation toward human flourishing.
“Utopian Possibilities” ask how might we begin to undo the constraints on our thinking and imagination that forecloses our sense of what be possible in today’s world socially, economically, politically, economically and emotionally. Such an endeavor as the theorist Nikhil Singh writes: “is about ideas (or ideology); in other ways, about the scales and horizons of thoughts (and how scale can be the enemy of possibility); and in a third sense, it is about the willingness to experiment with different ways of not just thinking, but also living.”
It may be more than a bit counterintuitive, given all that we know is wrong with the world right now, to query if this precisely the moment for an emerging out of these doldrums? It is in this sense we are particularly interested in exploring what Gary Wilder calls ‘concrete utopianism,’ what might be seen as a challenge to those who theorize new horizons of possibility as meaningless if not tempered with a “realistic” sensibility and empirical rigor (that many would deem anti-utopian). Such ideas are similarly explored by Erik Olin Wright in “Envisioning Real Utopias” project, which examines actual efforts (i.e., experiments) intent on different forms of politics and social life all around the world today. Finally, we are also keen to utilize this thinking to open up questions about how might we need to revision our sense of the past as well.
See attached for a listing of possible readings. As we prepare for the course over the Spring and Summer, the list of reading will continue to change.
HIST 72400
Adventures in Marxism
Class 41606
3 Credits, Mondays 6:30 PM - 8:30 PM, Fully In-Person
Professor Richard Wolin
Room 5382
"Je ne suis pas Marxiste!” -Karl Marx, 1882
In his “Theses on Feuerbach” (1845) Marx, seeking to free himself from Hegel’s tutelage, famously declared that, “Heretofore, philosophers have only interpreted the world; however, the point is to change it!” At the time, little did Marx realize the immense historical influence his ideas and doctrines would have. For decades to come, Marx’s theories would inspire intellectuals and political activists in Europe, Latin America, and Asia – often in ways that would have undoubtedly astonished Marx himself.
Our primary focus will be the legacy of Marxist thought. As such, we will begin by examining the way in which Marx’s youthful confrontation with Hegel prepared the ground for the development of his notion of “historical materialism.” But very quickly, under the tutelage of the later Engels and the Second International, this conception congealed into a dogmatic body of received truths, precipitating what some have called the “crisis of Marxism.” Under the guise of a “return to Hegel,” and as an antidote to Soviet Marxism, the interwar period witnessed an efflorescence of philosophical Marxism. Among the highlights of this movement were Lukács’ History and Class Consciousness as well as the work of Walter Benjamin and the Frankfurt School – a renewal of Marxist thought that has been largely responsible for the postwar renaissance of “critical Marxism.” Intended for Ph. D students; MA students who wish to enroll require permission of the instructor.
Wolin Syllabus_Hist72400 Fall 2023
HIST 74200
Dirty Money: Race, (Anti-)Capitalism, and U.S. Currency
Class 41610
3 Credits, Tuesdays 6:30 PM - 8:30 PM, Fully In-Person
Professor Tanisha Ford
Room 5382
This course will introduce students to major themes, questions, and historiographical debates in the study of U.S. capitalism. It will examine the material history of U.S. currency (from beads and bills to bitcoin) and commodities (enslaved Africans, cotton, and sugar) vis-à-vis new and classic theoretical texts about the expansion and dangers of U.S. capitalism. The course is organized chronologically as well as thematically and will explore topics such as racial capitalism, “new history of capitalism,” neoliberalism, slavery studies, and philanthropy. Typical weekly readings consist of a book monograph and 1-2 articles. Students will be expected to actively engage with one another about the books’ core arguments, interventions, contributions to the field. Spirited, collegial debate is encouraged. The course will provide a foundation for students who are preparing for exams or who plan to write a thesis or dissertation on United States, African American, or African diaspora history. Students will be expected to write several short analytical essays on the readings and to lead class discussions. Attendance at each class session is mandatory. All students will be expected to participate fully and thoughtfully in class conversations. Instructor permission required: tford1@gc.cuny.edu
HIST 75000
Democracy: America’s Other “Peculiar Institution”
Class 41616
3 Credits, Wednesdays 4:15 PM - 6:15 PM, Fully In-Person
Professor Andrew Robertson
Room 5212
Alexis de Tocqueville frequently used the term “particulier” to describe American democracy in the 1830s. Translated into English, that word can mean special, unique, or peculiar. This course describes the ways in which American democracy became a “peculiar institution.” Like the other peculiar institution – slavery – democratic beliefs and practices in the United States adapted to the political and social context of the early republic and the antebellum era. The first half of this course will consider the culture and practice of American democracy and oligarchy from the American Revolution to the Civil War. The second half of this course will examine nineteenth-century democracy from a transnational perspective, looking at democratic practices in Latin America and Europe, and finally, at U.S. democracy again in the very recent past, focusing on the long trajectory of American democracy, in its fits and starts and its present peril.
Robertson Syllabus_Hist75000 Fall 2023
HIST 75500
Strategies of Resistance and Survival: The US Working Class, 1877 - Present
Class 41608
3 Credits, Wednesdays 11:45 AM - 1:45 PM, Fully In-Person
Professor Donna Haverty-Stacke
Room 5382
Globalization. Outsourcing. Technological displacement. Immigrant labor. These issues are not new to the 21st century but rather have a long and complex history in the United States. How have workers in America responded to such changes and challenges? This discussion-based course will address this large question by exploring the history of labor and working-class life since 1877. We will examine the different ways that laborers organized themselves and struggled for control over their work and their lives, not only on the shop floor, but also in community organizations, through ethnic associations, and by their particular partisan affiliations. We will consider the nature and evolution of labor and of the working-class cultures from the late nineteenth-century to the early twenty-first century. Attention will be paid to the complex ways that work, gender, race, ethnicity, sexuality, and political beliefs shaped the lives of laborers, informed the meaning of class, and supported or restricted labor organizing and workers’ ability to claim their own power.
Haverty Stacke HIST 75500 ASCP 81500 Fall 2023 Syllabus Draft
HIST 75800
Metropolis: A Political, Historical, and Sociological Profile of New York
Class 41621
3 Credits, Tuesdays 4:15 PM - 6:15 PM, Hybrid Synchronous
Professor Thomas Kessner
Room 4419
For those who would understand the past century of American history, the role of urban society is crucial. The influence of our cities has been considerable, pervasive and shaping. While the founding elite of the early republic represented the ethos of the plantation and southern life, Northern cities ultimately rose to dominance following the Civil War. America's cities exerted broad economic, political and cultural authority, often steering the transforming forces of nineteenth and twentieth century American life. By then New York stood at the head of urban America.
Herald of twentieth century modernity, New York made itself into the center of world capitalism and American diversity. The variety of its markets and services afforded it a reach in space and influence that remains unmatched. Its fabled diversity provides a riveting history of relations between groups divided by class, interest, culture, ethnicity, and race.
Shown a portrait of her painted by Picasso in his characteristic style, Gertrude Stein gazed at it with some distaste, protesting: "But I don't look like that". "Don't worry," he replied, "you will, you will." How often New York has been viewed as unique only to discover that it was merely early.
This course will trace various themes in the history of the city through readings, discussions and student research.
Kessner Syllabus_Hist75800 Fall 2023
HIST 77300
History of Infrastructure and State Power in Latin America
Class 41618
3 Credits, Mondays 4:15 PM - 6:15 PM, Fully In-Person
Professor Mark Rice
Room 5212
While many infrastructure projects in Latin America take form on an engineer’s drafting table, their origins and effects extend well beyond the technical questions of their design. This seminar will examine how Latin American states have employed infrastructure to exert influence over their territories and citizens. Beginning in the pre-contact era and extending to the recent past we will examine how diverse states and actors influenced, negotiated, and resisted infrastructure as part of regional politics. A central question we will consider is how – in a region that has historically lacked strong state capacity in other areas – infrastructure projects have had a disproportionally large role in the projection of political power. We will also examine how investigating the history of infrastructure in Latin America can shed new perspectives on historical fields like environmental history, economic history, labor history, developmentalism, and gender. While focused on Latin America’s regional history, a key goal is to use the case studies we examine to think about infrastructure more broadly as an approach to understanding history. Learning will be based on class discussion, short response entries, and an end-of-semester historiographical paper.
Rice Syllabus_ Fall 2023
HIST 78500
Disability: History and Theory
Class 41614
3 Credits, Tuesdays 4:15 PM - 6:15 PM, Fully In-Person
Professor Dagmar Herzog
Room 3310B
Disability is unlike other “others” (race, ethnicity, class, gender, sexual orientation, religious affiliation, etc.). Learning to think historically, critically, intersectionally about this important marker of difference (10-15% of the world’s population is estimated to have some type of disability, even as boundaries and identities are constantly fluid) can enrich research on many geographic and topical themes. This seminar course will introduce students to a variety of conceptual approaches (from history of medicine and history of eugenics to cultural history, histories of care, and anti-ableist social movements and human rights activism to crip theory in its overlap with queer theory), drawing also on adjacent disciplines (e.g., anthropology), and considers disabilities in their broadest sense: from madness to sensory differences to physical and cognitive impairments and chronic illnesses. Students working on any part of the globe, 19th-20th century, are welcome.
In addition to close reading and active discussion, students will be expected to develop an independent research project grounded in primary sources that advances their own ongoing scholarly agenda. Instructor permission required: dherzog@gc.cuny.edu.
Disability History and Theory syllabus Fall 2023 REVISED AGAIN
HIST 79500
Digital History
3 Credits, Thursdays 4:15 PM - 6:15 PM, Fully In-Person
Class 41613
Professor Anne Valk
Room 4422
For better or worse, digital technology and media are changing every aspect of historians’ work. From epubs and blogs, to mobile-app tours, online exhibits, interactive games, podcasts, and digital archives, the ways that historians learn, conduct research, share their findings, and communicate with students and colleagues have transformed. This course on digital history examines both the theoretical and practical impact of new media and technology on history, especially in the field of Public History. We will examine how digital media has influenced (and is still influencing) how we research, write, present and teach history. We will draw on theoretical readings as well as analyze the potential benefits and drawbacks of a variety of online resources, such as websites, interactive games, digital mapping and mobile tours, and podcasts. Although primarily a reading and discussion-based seminar, you also will have the chance to discover, evaluate, and implement digital tools and digital sources for analysis, production and presentation. At the end of this course students will have a clear understanding of the potentials and pitfalls of Digital History, both in practice and theory.
Valk DRAFT Syllabus_Hist79500 Fall 2023
SEE ALSO
ENGL 89900 - Mining the Archives, Reinterpreting the Past
Tuesdays, 2PM – 4PM, 4 credits, Professor David Reynolds, Fully online
(Please note: History students must register for the 4 credit option)
online only
During the past two decades, a revolution has occurred in scholarship: troves of archival materials that were once very hard to access and search have been digitized and put online. Rare books and manuscripts; entire runs of newspapers; obscure pamphlets; letters; visual and audio files—these are some of the rich resources that are now universally available and instantly searchable. The implications for the study of history, biography, literature, popular culture, and other fields are immense. With the help of now-available archives, famous figures, events, or writings of the past can be placed in fresh contexts, and new ones can be unearthed. Also, an ever-increasing number of scholarly journals, books, and dissertations are online. This surfeit of online material, however, brings new challenges. How does one sort through the apparently endless digitized archives? How do we take notes without accumulating masses of mere trivia? Most importantly, what are the most effective strategies for using archival research as the basis for writing original essays or book-length monographs? How do we move from the raw material of the archive to the publishable article or book? This course addresses such issues. Students from any field or period concentration will have the opportunity to explore online and physical archives that are especially interesting to them and relevant to their work. Class readings include articles or book chapters about archival research. Students will periodically report to the class about their progress in the archives and will write a term paper based on their research. The course will be taught remotely on Zoom, but the professor will hold in-person office hours at the Graduate Center for individual consultation.
Prof. John Torpey - jtorpey@gc.cuny.edu
Comparative Historical Sociology: Identities and Ideologies—Class, Nation, Race, Religion
Tuesdays, 2:00-4:00pm, 3 credits, Fully In-Person
Room TBD
This class aims to give students a broad comparative and historical understanding of the origins of the modern world. We will focus on the emergence and consolidation of states and classes, the importance and meaning of the “nation,” the development of race and racism, and the place of religion in human self-understanding. The ultimate goal is to be able to grasp the ways these different forms of social organization – sometimes working in tandem, sometimes in competition with each other -- have shaped the dynamics of politics in our time.
REQUIRED HISTORY COURSES
HIST 80020- Historiography of European History 2
Thursdays, 6:30 PM - 8:30 PM, 5 credits, Prof. Elissa Bemporad
Fully in-person
Room 5114.01 (History thesis room)
This course provides students with an introduction to the major themes and historiographical debates in the field of modern European history from the Enlightenment to the present. We will explore a range of literature from works of classic historiography to innovative recent studies; themes will include nation-state building, imperialism, war and genocide, culture, and sexuality. After completing the course students should have a solid grounding in the literature of modern Europe, which will serve as a basis for preparation for first year written exams and oral exams, as well as for later teaching and research work.
Open only to PhD Program in History students.
Bemporad Syllabus_Hist80200 Spring 2023
HIST 82450- First year Seminar in non-U.S. History
Tuesdays, 4:15 PM - 6:15 PM, 5 credits, Prof. Sarah Covington
Fully in-person
Room 3305
This course will continue the Seminar in Non-American History, sharpening and deepening students’ research projects and shaping them into a significant contribution to the students’ respective fields. Emphasis will be placed on students’ ability to describe their projects with clarity and precision; to work through and provide analysis of primary and secondary source material; to interpret and think imaginatively of those sources; to finesse a convincing historical argument and be able to defend it before others; and to hone one’s writing skills through the workshopping process. Equally important will be the expectation that students provide helpful feedback and learn to critique each others’ work and accept those critiques in turn. The research paper may or may not result in an article, though it should be of publishable quality and provide an essential scholarly reference point and learning tool as students move ahead to their dissertations.
Open only to PhD Program in History students.
HIST 82450- First year Seminar in U.S. History
Tuesdays, 4:15 PM - 6:15 PM, 5 credits, Prof. Jonathan Sassi
Fully in-person
Room 3306
This course is for first-year U.S. history majors and is the continuation of the Seminar in American History I. Having conceptualized projects in the fall semester, each student will complete the research and writing of an article-length research paper over the course of the spring semester. The class is designed as a workshop, in which participants will present their works-in-progress, constructively criticize one another’s writings, and tackle common problems of the research and writing process. Students will be responsible for circulating drafts of their developing works electronically in advance of class and preparing written responses to others’ papers. Timely completion of the assignments and collegial participation in the seminar are essential requirements.
Open only to PhD Program in History students.
Sassi syllabus Hist 82450 First year research in US History
HIST 80010- Historiography of American History 2
Mondays, 6:30 PM - 8:30 PM, 5 credits, Prof. Anne Kornhauser
Fully in-person
Room 6496
This course covers significant themes and developments in U.S. history from the end of the Civil War to the late 20th century. Major themes include: the aftermath and legacy of slavery, the emergence of the United States as a global power, the rise and consolidation of the American state, and the struggle for national inclusion: race, rights, and citizenship. The broad objectives of the course include helping to prepare students for a written departmental exam, to provide a substantive foundation for students to teach their own U.S. history courses, and to expose students to modes of inquiry, subfields, and bibliographies that will aid in future research and teaching. Given these broad ambitions, this 5-credit course is necessarily demanding. In general, students will be expected to read the equivalent of two monographs a week and to be prepared to engage in rigorous yet wide-ranging discussions. The course will proceed chronologically as well as thematically and will consider questions, debates, issues, and dilemmas that arise from political, legal, cultural, economic, social, race, and gender histories of this period. In keeping with recent trends in the field, we will also consider U.S. history from a global perspective, Assignments will include weekly response papers, short literature reviews, and oral presentations. The course will culminate in a departmental final. Attendance is required for each class session, and all students will be expected to participate in class discussions.
Open only to PhD Program in History students.
HIST 82500- Advanced Research Seminar
Mondays, 2 PM - 4 PM, 5 credits, Prof. Michael Pfeifer
Fully in-person
Room 5114.01 (History thesis room)
“Research Seminars,” according to the Ph.D. Program in History’s Student Handbook “are courses in which students produce a substantial paper based on primary sources, and also demonstrate familiarity with the historiography of the field. Every student must produce three research papers as part of their required coursework. Two of the three research papers must be on different subjects.” The Spring 2023 Advanced Research Seminar is designed for students writing either their second or third research paper. The second paper replicates the form, but not the content, of the first-year project; it should be research-based and engaged with the relevant historiographies. The third, and finally paper requirement, which the Student Handbook denotes as “a preliminary investigation into the student’s dissertation” should “result in an extended dissertation proposal that is already based on some primary research.” Your work in this course is to compose a seminar paper of thirty pages or so based on primary sources which also demonstrates familiarity with the relevant historiographies and conceptual literatures. You should identify some notion of a paper topic before the first meeting. The seminar will discuss approaches to research and writing and workshop drafts of research papers.
The course is only open to students in the PhD Program in History who have completed the first year seminar.
HIST 82500-draft syllabus Advanced Research Seminar Spring 23
HIST 89900-01- Dissertation Seminar
Tuesdays, 4:15 PM - 6:15 PM, 0 credits, Prof. Dagmar Herzog
Fully in-person
Room 3307
This in-person course is entirely devoted to students at the dissertation writing stage who would benefit from sharing some of their work with fellow students. The goal is to create an atmosphere of friendly, constructive criticism that will benefit all students as they work to organize their material and develop their interpretations.
Open only to Level 3 PhD Program in History students who have successfully defended their dissertation prospectus.
Herzog Dissertation Seminar Spring 2023 draft syllabus
HIST 89900-02 - Dissertation Seminar
Thursdays, 4:15 PM - 6:15 PM, 0 credits, Prof. Tim Alborn
Online Synchronous
This online course is devoted to students at the later stage of the dissertation writing process who would benefit from sharing some of their work with fellow students. The goal is to create an atmosphere of friendly, constructive criticism that will benefit all students as they work to organize their material and develop their interpretations. If you are interested in this course, please email Prof. Alborn (timothy.alborn@lehman.cuny.edu) and cc APO Marilyn Weber (mweber@gc.cuny.edu). Space in the course may be limited, so please email as soon as you can.
Open only to Level 3 PhD Program in History students who have successfully defended their dissertation prospectus.
ELECTIVE HISTORY COURSES
HIST 71000 - The Birth of the Modern European State, 1400-1815
Mondays, 6:30 PM - 8:30 PM, 3 credits, Prof. Barbara Naddeo
Fully in-person
Room 5212
What is a sovereign state, and when did it arise in European history? How have major scholars accounted for its origins and nature? And has history borne out their hypotheses? To answer these questions this course engages landmark readings about the “state” by legendary social scientists from Weber to Foucault and case studies of its genesis and development by prominent historians of Europe and its colonial empires, from 1400--1815.
Naddeo Hist 71000 Spring 2023 Birth of the Modern European State
HIST 72100 - Comparative Revolutions: From 1688 to the Arab Spring
Thursdays, 2 PM - 4 PM, 3 credits, Prof. Helena Rosenblatt
Fully in-person
Room 5383
What makes a revolution a revolution? Scholarship has recently moved away from social-scientific, Marxist-inspired explanations to approaches that explore how revolutionaries themselves understood what they were doing, how they interpreted their contexts, and how their ideas shaped their actions. With such questions in mind, we will look at and compare a number of revolutions, including the so-called “Glorious Revolution” of 1688, the American, French and Haitian Revolutions, the Revolutions of 1848, the Russian Revolution of 1917, and the Arab Spring. What characteristics did these revolutions share? What might they have learned and borrowed from each other? Is there something we can call a revolutionary “script”?
Rosenblatt Syllabus_Hist72100 Spring 2023 Comp Revo
HIST 72600 - Biography and International History
Tuesdays, 6:30 PM - 8:30 PM, 3 credits, Prof. Manu Bhagavan
Fully in-person
Room 6421
Biography is a popular form of historical writing, often appreciated for its narrative form and accessibility. Generally, biography follows the life of a particular individual (or of ideas, disease, or material objects) and sees the world unfold from the point of view (or in relation to) their chosen subject of study. This course explores the global history the twentieth century through a series of such narratives. Each book we read will offer a unique perspective and set of insights onto overlapping events, focusing especially on, but not limited to, the stories of pioneering women who made contributions of international consequence. How do we remember major events of the twentieth century? Who gets credited for their action and who does not? Who gets left out entirely? Why? And how do our understandings of the past change as we look at it through new eyes?
Bhagavan Syllabus Biography and International History Spring23
HIST 72800 - 20th Century American Foundations
Tuesdays, 6:30 PM - 8:30 PM, 3 credits, Prof. Kathleen McCarthy
Fully in-person
Room 5417
This course is designed to teach students interested in Public History to do historically-based program reviews for institutional decision making, with a focus on grantmaking foundations. It will include scholarly and archival readings keyed to the students’ topics, discussions about their research, and presentations by foundation practitioners to provide insights into how the big foundations work and the rationales behind their programs. The course requirement is a 10-15 page paper based on original research in the foundation collections at the Rockefeller Archive Center [RAC] in Pocantico, Hills, NY, which houses the historical records of the Rockefeller, Ford, Russell Sage, Henry Luce, William and Flora Hewlett, Near East and Markle Foundations, and the Commonwealth and Rockefeller Brothers Funds (among other materials). These materials cover a broad swath of U.S. and global history, from women’s, minority, and other social justice campaigns, to the colonial devolution; scientific, agricultural, and social science research; and public health, the arts and humanities in the United States and around the world. Many of these collections have not previously been used, offering an important opportunity for original research. Information about the Archive Center’s holdings, including finding aids, is available at https://rockarch.org/. Prospective students are strongly advised to consult the Archive Center’s online finding aids and to contact reference staff to ensure that the available manuscript collections are sufficiently rich for the topic they plan to study. Permission is required to register - contact Professor Kathleen McCarthy at Kmccarthy@gc.cuny.edu.
HIST 75500 - U.S. Movements, Politics, & Protest since 1901
Wednesdays, 11:45 AM - 1:45 PM, 3 credits, Prof. Eduardo Contreras
Fully in-person
Room 5383
Using the founding of the Socialist Party of America (1901) as our point of departure, this seminar will attend to an array of movements, politics, and protest in the twentieth century. We will approach these themes capaciously and familiarize ourselves with scholarship that situates “the political” in labor, urban, social, and cultural histories. We will divide our study into four modules. The first module will zero in on labor mobilizations, radical visions, and reactionary politics in the century’s early decades. The second one will turn to the activism and ferment of the 1930s and 1940s and the offensive against left-radical politics in the early Cold War era. Module three will focus on the New Left, the counterculture, and multiple social movements for liberation. The final module will focus on the growth of modern conservatism and the tug-of-war between conservative and liberal blocs in the last third of the century. Nota bene: This is a preliminary course description; topics and modules are subject to change.
Contreras Syllabus History 755 US Movements Politics and Protest since 1901_Spring 2023
HIST 75700 - History of New York City
Thursdays, 11:45 AM - 1:45 PM, 3 credits, Prof. Thomas Kessner
Hybrid Synchronous: in-person dates: 1/26, 2/9, 3/7, 3/30, 5/11
Room 5382
For those who would understand the past century of American history, the role of urban society is crucial. The influence of our cities has been considerable, pervasive and shaping. While the founding elite of the early republic fastened upon the nation the ethos of the plantation and southern life, cities assumed a more important part in setting national priorities following the Civil War. America's cities exerted broad economic, political and cultural authority, often steering the transforming forces of nineteenth and twentieth century American life. The impact of cities and especially the major metropolises on national life has been extraordinary.
Herald of twentieth century modernity, New York made itself into the center of world capitalism and American diversity. The variety of its markets and services afforded it a reach in space and influence that remains unmatched. Its fabled diversity provides a riveting history of relations between groups divided by class, interest, culture, ethnicity, and race.
Shown a portrait of her painted by Picasso in his characteristic style, Gertrude Stein gazed at it with some distaste, protesting: "But I don't look like that". "Don't worry," he replied, "you will, you will." How often New York has been viewed as unique only to discover that it was merely early.
This course will trace various themes in the history of the city through readings, discussions and student research.
Kessner Syllabus_Hist75700 Spring 2023
HIST 77200 - Gender, Sexuality, and Reproduction in Latin America
Thursdays, 4:15 PM - 6:15 PM, 3 credits, Prof. Natalie Kimball
Fully in-person
Room 4433
This course explores the histories of gender, sexuality, and reproduction, including patterns in human practices, discourses concerning sex, pregnancy, and partnership, and the efforts of state, religious, and medical authorities to regulate citizens’ sexual and reproductive behaviors. Core readings focus on Latin America; a few readings will consider sex and reproduction in borderland regions of the United States. The course stretches from the early 16th century, during the era of European colonization, up to the 21st century. This is a graduate-level course designed to introduce students both to an area of historical content and to the central historiographical approaches and debates in the field. In exploring the literature on gender, sexuality, and reproduction in Latin America, we will examine a variety of analytical perspectives and methodologies, evaluating the strengths and weaknesses of each.
Kimball Syllabus_Hist77200 Spring 2023
SEE ALSO
RECOMMENDED COURSES FROM OTHER PROGRAMS
GEMS/MALS 82100 - Early Modern Objects and Material Culture Methods
Tuesdays, 2 PM - 4 PM, 3 credits, Prof. Amanda Wunder
Fully in-person
This class will explore methods for working with surviving early modern objects as historical sources. Students from all disciplines with an interest in the early modern period are welcome. We will examine a variety of objects, which will include textiles, illuminated manuscripts (and their bindings), prints, polychrome sculpture, paintings, ceramics, and other functional and decorative objects. Students will work directly with surviving objects as much as possible. Most class meetings will take place off-campus at museums, libraries, and private art galleries around Manhattan. The class will focus on objects made in and for the Iberian world; students are welcome to develop projects based on objects from other cultures. Readings will include key texts in material culture theory and methods as well as case-studies and other models of scholarly writings that use objects as evidence. One highlight of the semester will be a class meeting with a curator of the exhibit “Juan de Pareja: An Afro-Hispanic Painter in the Age of Velázquez” at the Metropolitan Museum of Art.
Required History Courses
HIST 84900-01
First-year Seminar in American History
5 credits, Wednesdays 2 PM - 4 PM, Hybrid
Professor Thomas Kessner
This seminar is designed to train incoming graduate students in the craft of historical research and writing. Over the course of the term, each student will formulate a research topic, prepare a bibliography of relevant primary and secondary sources, write an historiographic essay, and present and defend a formal project proposal for the substantial research paper that is to be completed in the second semester seminar. Weekly meetings will discuss common readings, share and critique written work, and develop and refine the research proposals. We will also be devoting some time to methods and issues involved in undergraduate teaching. Participants will focus primarily on framing a topic and honing a well defined, focused and reasonable research proposal for their papers. The collateral assignments are intended to advance this process forward. Students are advised to give some thought to possible research projects before classes begin this way they can make some early efforts at sampling secondary materials and investigating the availability of sources. Open only to PhD Program in History students.
Kessner HIST 84900 FALL 2022 syllabus rev
HIST 84900-02
First-year Seminar in European and non-American History
5 credits, Wednesdays 2 PM - 4 PM, Hybrid
Professor Allison Kavey
This course aims to help you define the theoretical context appropriate for your research questions, locate and make effective use of different types of sources, and draft a research paper you will continue next term. Open only to PhD Program in History students.
Kavey HIST 84900 Fall 22
HIST 80010
Historiography of American History 1
5 Credits, Thursdays 2 PM-4PM, Fully In-Person
Professor David Waldstreicher
This course introduces Ph.D. students to the historiography of the U.S. through the Civil War and is intended to prepare students for the First Written Examination. One of our primary concerns will be periodization. To what extent should the colonial period be considered a prologue to U.S. history? And on the other side of the nationhood divide, are there analyses that suggest a coherence or continuity to U.S. history beyond the peculiarities of the early republic or Civil War periods? What is the status of the Revolution and the Civil War, and the political history that drives or used to drive the narrative of U.S. history, amid transformations that might otherwise be seen as social, cultural, economic? Are there explanations that that cut across centuries, or stories that hold up in our time? What are the most important achievements of recent US historians, and what are the trends in the field now?
The books and articles we shall discuss include prizewinning narratives, monographs born as dissertations, and historiographical essays. An important part of what we will be doing is attempting to read these in light of each other. Be forewarned: the reading is extensive, in recognition of the five credits this course carries and its status as required preparation for qualifying examinations. Our goal is to prepare for the exam, of course, but also to prepare to teach this period at the college level and to lay a substantial foundation for future research and teaching in any period of U.S. history. Open only to PhD Program in History students.
Waldstreicher Hist 80010 Fall 2022 syllabus
HIST 80020
Historiography of European History 1
5 Credits, Tuesdays, 4:15 PM-6:15 PM, Hybrid
Professor Francesca Bregoli
This course offers an introduction to the literature of European history from the late Middle Ages through the eighteenth century. It explores key historiographical debates, themes, and methodologies pertinent to the study of that period. We will examine classic and recent works on cultural and political history, the economy and society, religion, states and empires, science and technology, popular culture, gender and sexuality, and more. The course prepares students for the end-of-semester comprehensive examination and for further study of European history. Open only to PhD Program in History students.
bregoli.HIST80020.fall2022.final
HIST 80050
Historiography of Middle East History 1
5 Credits, Wednesdays, 4:15PM-6:15PM, Fully In-Person
Professor Lale Can
This course provides an introduction to the main themes and approaches in the history and historiography of the Middle East in the long 19th century, from roughly the late 1700s through the First World War. Our primary geographical focus will be regions under the rule of the Ottoman Empire and, to a lesser extent, Qajar Iran. Drawing on works of classic literature and important new scholarship, the course will cover themes such as state-building and governance; religious authority, identity, and sectarianism; economic and labor history; gender and law; histories of medicine and the environment; legal reform and modernization; migration; and the impact of imperialism and globalization. Students who complete the course will have a solid grounding in the literature of the Middle East, which will serve as a basis for preparation for oral exams as well as for future teaching and research.
This 5-credit HIST 80500 section is open only to PhD Program in History students. Advanced MA students in the MES program should register for the 3-credit MES 78000 section (with approval).
Can History 80050 FALL 2022 syllabus revised
HIST 80040
Historiography of Latin American History 2
5 Credits, Tuesdays, 11:45 AM-1:45 PM
Professor Mary Roldan
This course introduces first year graduate students to the literature of Latin American history from about the second quarter of the nineteenth century through the third quarter of the twentieth century (1820s to 1980s). Though intended to prepare students for the First (written) examination the course is necessarily selective in terms of its thematic and country-specific content. In addition to weekly assigned “Required Readings,” students will also receive a list of “Recommended Readings for Further Study” organized by theme and time period. “Recommended Readings” expand and deepen the course’s required readings and represent works that a graduate student of Latin American history would be expected to have read by the time of their written or oral examinations. As a longer term objective, this course is also intended to enable students to begin to think about possible dissertation or research topics, to inscribe their emerging research interests within larger paradigms of analysis and debate in Latin American history, and to expand their familiarity with methodological and comparative tools of analysis in ways that may benefit their future research and writing. Open only to PhD Program in History students.
Roldan Hist 80040 Fall 2022 Syllabus and Schedule
Elective History Courses
HIST 71000
Introduction to Global Early Modern Studies: The Atlantic World
3 Credits, Mondays, 4:15 PM-6:15 PM, Fully Online
Professor Clare Carroll
Transculturation in the Atlantic world will be the focus of our study of encounters between Europeans and Africans, peoples of the Caribbean, and the Americas in texts from Portuguese, Spanish, Nahuatl, French and English authors. Topics to be discussed include political versus economic interpretations of the encounter, slavery, and colonization; the geography of empire; visual narration in Meso-American codices; the intersection of gender, class and race in the creation of mestizo cultures; monsters and cannibals in maps and ethnographic writing; the construction of race before race (the pseudo-science of the 18th and 19th centuries). All texts can be read in the original language and in English. Readings will be available on Blackboard. Readings will be from: The Asia of João de Barros; Columbus, Diario; We People Here: Nahuatl Accounts of the Conquest of Mexico; Hernán Cortés, The Second Letter; Las Casas, A Brief Account of the Destruction of the Indies; Garcilaso de la Vega, Royal Commentaries of the Incas; Sor Juana Inés de a Cruz, Response to the Very Eminent Sor Filotea de la Cruz; Montaigne, ‘On Cannibals,’ ‘On Coaches,’ Jean de Léry, History of a Voyage to the Land of Brazil; Hakluyt, Voyages and Discoveries; Shakespeare, The Tempest. Theoretical and contextual frameworks include Fernando Ortiz, Cuban Counterpoint; Herman Bennett, African Kings and Black Slaves; Nicolás Wey Gόmez, The Tropics of Empire; Diana Magaloni Kerpel, The Colors of the New World: Artists, Materials, and the Creation of the Florentine Codex; Barbara Fuchs, Mimesis and Empire; Surekha Davies, Renaissance Ethnography and the Invention of the Human; Kim Hall, Things of Darkness, Nicholas Jones, Staging Habla de Negros. There will be guest appearance by the authors of some of the works we will read including Herman Bennett,Amanda Wunder,Surekha Davies, among others.
Carroll HIST 71000 FALL 2022 syllabus
HIST 72100
Understanding the Radical Right
3 Credits, Mondays, 6:30 PM- 8:30 PM, Fully In-Person
Professor Richard Wolin
Vladimir Putin in Russia, Viktor Orbán in Hungary, Marine Le Pen in France, Matteo Salvini in Italy, Jair Bolsonaro in Brazil, and so forth: the world is awash in authoritarian populism. In order to better understand the origins and efficacity of these “soft dictatorships” or “illiberal democracies” (Orbán), we will pursue a twofold approach. First, we will review the leading theories of dictatorship and the authoritarian state as outlined by luminaries such as Carl Schmitt (The Crisis of Parliamentary Democracy; 1923), Horkheimer and Adorno (Dialectic of Enlightenment; 1947), and Hannah Arendt (The Origins of Totalitarianism; 1951). Second, we will investigate the leading ideologues of fascism and the “total state,” thinkers who have recently experienced an enthusiastic revival among conservatives and reactionaries worldwide: Oswald Spengler, Carl Schmitt (again), Julius Evola, and the American paleocon Samuel Francis (1947-2005). In conclusion, we will examine the origins of “population replacement” ideology (Renaud Camus, Generation Identity, the Alt-Right) among representatives of the European “New Right”: Alain de Benoist and disciples such as Vladimir Putin-advisor and Steve Bannon-intimate, Alexander Dugin. (The course is intended for PhD students; master’s students must receive permission of the instructor – rwolin@gc.cuny.edu.)
Wolin HIST 72100 FALL 2022 syllabus
HIST 72110
Globalizing the Enlightenment
3 Credits, Thursdays, 4:15 PM-6:15 PM, Hybrid
Professor Helena Rosenblatt
The Eighteenth-Century European Enlightenment is widely seen as a transformative moment in Western culture, one which gave birth to many of our most cherished ideals. We are often told, for example, that it is to the Enlightenment that we owe our modern notions of human rights, representative government, and liberal democracy. However, the recent “global turn” in scholarship has led historians to ask some new and questions. How, for example, did eighteenth-century European thinkers perceive the world beyond their own borders? How did they get their information about the outside world and to what purposes was that information put? What were their attitudes toward race, slavery, imperialism, “primitives” and gender? Did regions outside of Europe experience Enlightenments too? If so, what was the relationship, if any, of these Enlightenments to the European one? With the help of both primary and secondary sources, we will ask how adopting a “global” perspective on the Enlightenment might enrich or even change our view of it. Is it even correct to call the Enlightenment European?
Rosenblatt HIST 72110 FALL 2022 syllabus
HIST 72200
Race, Gender, & the Art of Memoir
3 Credits, Tuesdays, 6:30 PM-8:30 PM, Hybrid
Professor Tanisha Ford
In recent years, there has been resurgent interest in the genre of memoir. Many of these contemporary texts are written by young(er), people of color. In this course we will read classic memoirs in conversation with more recent publications to explore the intersections of gender and race and the unique ways that writers of creative non-fiction use the genre to explore identity politics, trauma, pleasure, the (recent) past, and worldmaking. Learning how to write in this style is a useful skill for all students—regardless of field, discipline or career path. To that end, students will write and revise several autobiographical essays, with attention to developing voice and tone, pacing, and social/cultural/political texture.
Registration open only to M.A. Program in Biography and Memoir and PhD Program in History students.
HIST 72300
Quantitative Method for Social Scientists and Humanists: Data Analysis and Mapping Data
3 Credits, Thursdays, 4:15 PM-6:15 PM, Fully Online
Professor Laird Bergad
This course is designed to develop introductory skills needed for the analysis of large-scale data bases such as those provided by the U.S. Census Bureau, other government agencies such as the National Institute of Health, the Bureau of Labor Statistics, or census data bases provided by other countries throughout the world. After you conclude this course you should be able to use the skills you have learned to analyze any kind of data base, large or small, including those which you may develop independently in your future research. There are three broadly based skill sets you will learn in this course: 1) how to download data from specific web sites; 2) how to analyze these data to extract the specific information you want; 3) how to present these data in tables and graphic materials; and presentation of data on maps. The course will first focus on the skills needed to download data files to your computer using the IPUMS web site (Integrated Public Use Microdata Series) from the Minnesota Population Center, University of Minnesota (https://usa.ipums.org/usa/) which maintains a repository of every census of the United States from 1790 on. There is also a number of ‘companion’ sites such as IPUMS International which maintains an ever-growing archive of census materials from around the world which you may register for and use as you develop your skills. (https://international.ipums.org/international/) . We will also learn how to download other, and similar data sets used for mapping purposes at the National Historical Geographic Information System (NHGIS) web site (https://www.nhgis.org ).
Bergad HIST 72300 FALL 2022 syllabus
HIST 72400
Meritocracy: Education and Inequality, Past and Future
3 Credits, Tuesdays, 2 PM-4 PM, Fully In-Person
Professor John Torpey
The Supreme Court has announced that it will hear two cases bearing on affirmative action – and hence on “merit” in higher education, one emanating from Harvard and the other from the University of North Carolina. Meanwhile, Harvard political philosopher Michael Sandel, author of a recent critique of “the tyranny of merit,” advised German Social Democratic chancellor candidate Olaf Scholz to use the campaign theme of “respect” that helped him get elected. Controversies have arisen over the principles of admission into several selective public high schools around the country. What is “meritocracy” and where did it come from? Is it good or bad as a principle for organizing society? What does its future look like? We will explore the “merit” and “meritocracy” comparatively and historically in an effort to answer these questions.
Torpey HIST 72400 FALL 2022 reading list
HIST 74900
Police, Prisons, and Repression in the United Stated of America
3 credits, Wednesdays, 6:30 PM-8:30 PM, Fully In-Person
Professor Johanna Fernandez
This course examines the rise and role of jails, prisons, police and repression in the United States beginning with emergent reformulations of punishment in the early years of the republic and the proclamations on imprisonment and involuntary servitude in the Northwest Ordinance of 1787. The course covers the founding, by the Pennsylvania Quakers, of the first modern US prison in 1790 and analyzes the expansion of prisons during two turning points in American History. First in the late 19th century during the era of Reconstruction and the Second Industrial Revolution and again one hundred years later beginning in the 1970s— in the decades immediately following the civil rights and black power movements, at a time of domestic and global economic restructuring. The course tracks the origins of slave patrols —the earliest police units in the US — charged with capturing and returning escaped enslaved Africans back to southern plantations and the later expansion and professionalization of police after World War I in the context of labor unrest, left radicalization and the rise of the second KKK. We explore the link between imprisonment and political repression as seen in the Salem Witch trials, the trials and hangings of Haymarket labor activists in Chicago in the late 19th Century; the executions of Italian immigrant anarchists Nicola Sacco and Bartolomeo Vanzetti in the 1920s and Ethel and Julius Rosenberg in the 1950s; and the failed attempts at execution in the case of Black Panther Mumia Abu-Jamal in the 1990s. The course ends with an analysis of developments in the last fifty years in the US — the rise of hyper incarceration of poor, Black American and Latinx communities in deindustrializing cities and of migrants in the US-Mexico border. We explore the meaning of police militarization and its expansion in the context of the cold war and the explosion of the carceral state as the country’s third largest employer in the 21st century.
HIST 75000
Politics of Race and Slavery in the Early Republic
3 Credits, Tuesdays, 11:45 AM-1:45 PM, Fully In-Person
Professor James Oakes
It has become clear that slavery was a contested issue in American politics for a much longer period than previous generations of scholars once suggested. Where it was common to start the history of the sectional crisis with the Mexican War, historians now speak of a “long emancipation” that involved “eight-eight years” of conflict. At the same time, the contours of the struggle over slavery have widened. Where it was once reduced to a dispute over slavery in the territories, it has now become clear that the fugitive slave crisis was equally important in the developing conflict between the North and the South. That, in turn, raised questions about the rights of free Blacks in the free states and territories. As a result, the politics of slavery have become inseparable from the politics of race. “Politics” itself is no longer confined to parties and elections, but embraces the active participation of Blacks and women. Gender ideology is now understood to be a key component of antislavery thought. Finally, where historians once contrasted the radical egalitarianism of abolitionists with the moderation of antislavery politicians, more recent scholars have highlighted interconnections between antislavery politics and radical abolitionism.
This seminar will focus on the politics of race and slavery, primarily in the northern states, between the Revolution and the Civil War. Readings will range from classic accounts that stressed the role of racism in limiting antislavery politics, to more recent studies that have recovered an enduring anti-racist tradition that arose as the analogue to antislavery politics. A persistent theme is the way antislavery politics repeatedly raised the question of citizenship rights for African Americans and women.
Oakes HIST 75000 FALL 2022 syllabus
HIST 75300
Topics in the History of the Gilded Age and Progressive Era
3 Credits, Wednesdays, 11:45 AM- 1:45 AM, Hybrid
Professor Thomas Kessner
This course focuses on a number of the major themes in U.S. social, political and cultural history the Gilded Age and Progressive Era, the period between. between 1877-and 1914. In these years the United States was transformed from a largely agricultural and rural nation to one that is industrial and increasingly urban. It is the era of the rise of Big Business and the Industrial Revolution, the years in which America’s post Civil War racial and immigrant absorption policies are cast. Populist, labor, and socialist reformers offer their own versions of a better way, but by and large the political lineaments for Modern America are forged from the capitalist market, modest state intervention and a regard for individual freedoms. We will also investigate economic changes, the forging of a new foreign policy and the multifaceted transformations of these years. Readings will include a sample of classic works along with a selection of more recent monographs and interpretive studies.
Kessner HIST 74900 FALL 2022 syllabus Sept rev
HIST 75500
Public History and Memory
3 Credits, Mondays, 2 PM-4 PM, Fully In-Person
Professor Anne Valk
This course investigates approaches to studying and producing public history and collective memory. Through our readings, class discussions, and assignments, we will examine the activities of public historians and the complex issues they face when preserving, researching, interpreting and presenting history and collective memory. Reading a series of case studies that span over time and place, we will discuss how theory plays out in practice and in various arenas in which historians and publics encounter historical events, sites, objects, and traces.
Valk HIST 75500 FALL 2022 reading list
HIST 75700
Labor and Race in the 20th Century U.S.
3 Credits, Mondays, 4:15 PM-6:15 PM, Fully In-Person
Professor Ruth Milkman
The rich history of labor activism among Blacks and other workers of color is well documented. It is also beyond dispute that many white trade unionists embraced racist ideologies and/or excluded workers of color from their labor organizations, especially before 1935. Even in that period, however, some unions did manage to build working-class unity across racial lines. Although such cases were exceptional in the early 20th century, they began to multiply in the 1930s as the Congress of Industrial Organizations took shape. By the end of World War II, union exclusion of workers of color was largely eliminated, although racism persisted in other forms within the labor movement. The rise of public-sector unionism in the 1960s and 1970s introduced new dynamics thanks to the influence of the civil rights movement.
This course will explore the complex interplay of race and class in the 20th century U.S. labor movement through a series of exemplary historical case studies and selected theoretical texts. The goal is to address the question: under what conditions has class solidarity prevailed over white supremacy in the U.S. labor movement?
Milkman Fall 2022 Race and Labor Syllabus corrected
HIST 75900
Twentieth Century African-American History
3 Credits, Tuesdays, 4:15 PM-6:15 PM, Hybrid
Professor Tanisha Ford
This is a readings course designed to introduce students to major themes, questions, and historiographical debates in African American history. Typical weekly readings consist of a book monograph and 1-2 articles. Students will be expected to actively engage with one another about the books’ core arguments, interventions, contributions to the field, use of source material, periodization, and so forth. Spirited, collegial debate is encouraged. Assignments will include weekly response papers, oral presentations, and a 15-17pp historiographical essay or a review essay. The course is organized chronologically as well as thematically and will explore topics such as racial capitalism, criminalization and the rise of the carceral state, social movements, religion, gender and sexuality, and artistic production. Some of the authors whose work we read will join us virtually to share insights about their research methods and interventions. The course will provide a foundation for students who are preparing for exams or who plan to write a thesis or dissertation on United States, African American, or African diaspora history. Attendance at each class session is mandatory. All students will be expected to participate fully and thoughtfully in class discussions.
HIST 76000
The African Diaspora
3 Credits, Thursdays 6:30PM-8:30PM, Fully In-Person
Professor Herman Bennett
On a practical professional level, the course serves as a graduate-level introduction to the African diaspora. Scholarship on this subject along with its development over time and in distinct settings (the United States, Latin America and the Caribbean, Sub-Saharan Africa, England and Continental Europe) introduces us to disciplinary formations and the history of knowledge production. For this reason, we will devote considerable time focusing and discussing how writers, theorists, and subsequently scholars have approached their engagement with the African diaspora. Since the African diaspora as a field of study constitutes a relatively novel interdisciplinary endeavor, most of the readings draw on a range of disciplines (Anthropology, English, History, Religion, and Sociology). While this conveys a sense of where this interdisciplinary field is presently at, it also serves to delineate how the African diaspora draws and builds on earlier forms of inquiry (the history of colonial expansion, the history of slavery and freedom, the history of racial formation, etc.).
Over the semester we will constantly ask what defines an inquiry, an approach or a perspective as diasporic in scope. As scholars, we might begin by asking whether diaspora complicates our understanding of disciplinary formations—including the normative assumptions that inform the study of society and culture. How does diaspora, for instance, enhance our perspectives on imperial, colonial, national and post-colonial formations and the ways in which they have been historically represented? In utilizing the prism of diaspora, we confront the politics of representation through which scholars render meaning out of the past and present. For this reason, diaspora like other categories of analysis engages the vexed terrain of representation whereby scholars frame the subject of their inquiries.
Conceived primarily as a reading course, this means there will be a significant amount of reading each week. Reading up to or the equivalent of two books a week is standard practice but also one of the numerous skills that students need to master if they intend to succeed in graduate school and beyond.
Bennett Hist 72700 The African Diaspora Fall 2022
HIST 78110 - 01
History of The Modern Middle East
3 credits, Mondays 6:30-8:30, Fully In-Person
Professor Dina Le Gall
This course introduces students to major dynamics and issues in the history of the Middle East in the past two centuries and seeks to nurture critical historical thinking about the region. We examine a wide range of topics, from different modes of colonial intervention, to modernizing reforms and reforming elites, the move from empire to a new state order, the politics and culture of nationalism, post-colonial states and authoritarian regimes, Islamist mobilization, and recent neo-liberal politics. Proceeding in a roughly chronological order, we weave thematic discussions of women and gender, environmental history, urban history, history of consumption, etc. into that framework. A central over-arching theme of the course is modernity: what shape it has taken at different times and places, how it has been perceived and experienced, what challenges and tensions it has engendered, who have been the beneficiaries and losers.
Class discussions will be guided by reading questions handed out in advance, one of which students will answer in writing before class. For example: To what extent was Ottoman reform founded upon emulation of the West? How was WWI a watershed in ME political culture? How were women and gender deployed in nationalist and modernizing projects of the inter-war period? What best explains the resilience of ME post-colonial authoritarian regimes? What has given Islamist movements (of different kinds) their purchase? Has globalization been primarily destabilizing in the ME and why? The course’s final assignment is a 6-8 pages argument-based analytical essay.
Le Gall HIST 78110 syllabus
HIST 78400
Science and Society
3 Credits, Mondays, 6:30-8:30 PM, Fully In-Person
Professor Timothy Alborn
This course surveys the rise of modern science in Western Europe and the United States from the late-eighteenth century to the present by focusing on a set of major themes that have captured the interest of historians and sociologists, including the intersections of science with empire, warfare, the environment, race, religion, and the state.
Alborn HIST 78400 Fall 22 syllabus
SEE ALSO
RECOMMENDED COURSES FROM OTHER PROGRAMS
MALS 78500 Introduction to Mass Violence in the Modern Era
Monday, 6:30 – 8:30 PM, 3 credits, Prof. Steven Remy - SRemy@brooklyn.cuny.edu
Mode of Instruction: Fully in-person
This course introduces students to the problem of mass violence in different global contexts from roughly the mid-nineteenth century to the present. Through case studies we will focus on the origins, nature, and aftermath of colonial violence, genocide and ethnic cleansing, “permanent security,” the concept of “slow violence,” ecocide and environmental warfare, international law and human rights activism, and memory and restitution. Students will develop their reading, writing, and speaking skills and develop their own final project in a format of their choosing.
MSCP 80500 – Special Topics in the Archaeology of the Classical, Late Antique, and Islamic Worlds: Jerusalem - Monuments and Memory from Constantine the Great to Suleiman the Magnificent
Wednesday, 4:15 – 6:15 PM, 3 Credits, Prof. Warren Woodfin (Warren.Woodfin@qc.cuny.edu)
Mode of Instruction: In-Person
Placed by many medieval maps at the center of the word, Jerusalem is a city triply sacred: to Jews as the capital of the kingdom of Judah and the location of the Temple until its destruction in 70 CE; to Christians as the city in which Jesus instituted the Eucharist, suffered, and was buried; and to Muslims as the site of the “farthest place of prayer,” al masjid al aqsa, visited by Mohammed on his night journey. Throughout the holy city and its environs, sites were marked with monuments to their spiritual significance that were in turn remodeled and re-interpreted over the centuries. The figural arts—painting, sculpture, textiles, metalwork, and the arts of the book—similarly played a role in configuring and reconfiguring this landscape of holiness. Jerusalem presents a remarkable series of case studies on the integration and diffusion of artistic and architectural models, the changing discourses around key monuments, the role of pilgrimage and relics, and interreligious competition through artistic patronage. Covering the period from the reign of Constantine (312–337) to the city’s conquest by the Ottomans (1516), the course will consider both the artistic production of Jerusalem itself and arts intended to reproduce the holiness of Jerusalem elsewhere.
MES 78500: MIDDLE EASTERN EXPLORERS: TIME, SPACE AND TRAVEL LITERATURE
Thursdays, 2:00-4:00 (in-person), 3 credits, Professor Anna Akasoy
Since the early days of Islamic history, Muslims traveled for a number of reasons, including trade, education and the pilgrimage. Some traveled on diplomatic missions. While most remained within territories under Muslim rule, others such as Ibn Fadlan or Ibn Battuta ventured well beyond these boundaries into the African, European and Asian continents. Like a small number of other medieval and early modern travelers of the Middle East, they left behind accounts of their journeys which provide important insights into the ways these authors experienced the world and their underlying geographical and ethnographic taxonomies. In some cases, these travel accounts have become critical sources for the regions the authors described (e.g., Ibn Fadlan for human sacrifice among the Vikings, or Ibn Battuta for the early history of Islam in the Maldives).
Fall Courses at The Writing Center
Would you benefit from a weekly support and skill-building group? The Writing Center manages a range of semester-long, zero-credit classes that can help you stay on track!
If you are a multilingual student who wants support for your academic writing, consider enrolling in a section of "Effective Academic Writing for Multilingual Students." Alternatively, if you'd like to get help with your spoken English, "Advanced Spoken English: Teaching and Presentation Skills" could be the perfect course for you. We also have courses in "Effective Academic Writing for Native Speakers of English," "Teaching Strategies," and "Writing the Dissertation."
These courses involve very little work outside of weekly class sessions. They are a low-pressure space in which you can benefit from knowledgable faculty and a community of fellow students. If you've been thinking about taking one of these courses, the time to enroll is now!
Students register for these courses as they do their academic classes: log into CUNYFirst; go to Student Center and select “Search,” which takes you to the “Search for Classes” page. Select the institution (Graduate Center), the term, and enter the course number (listed below).
**Note: Because these courses are zero-credit, Level 3 students are eligible to enroll.**
Effective Academic Writing for Multilingual Students (PDEV 79403)
This course is a workshop that aims to help non-native English-speaking students take control of their writing process as they move forward in their graduate studies. We look at the conventions that shape academic writing, keeping in mind that these conventions vary from discipline to discipline and from genre to genre. We focus on the writing process by looking at various steps we can take in order to create “effective academic writing,” with emphasis on discussing writing in progress. Students work on improving writing projects connected to their coursework. We deal with grammar and other writing convention issues as needed.
First Section
Professor: Sharon Utakis
Time: Tuesdays, 11:45 AM-1:45 PM (online)
Second Section
Professor: Maria Jerskey
Time: Thursdays, 2:00-4:00 PM (in-person)
Advanced Spoken English: Teaching and Presentation Skills (PDEV 79400)
This course, for both novice and experienced teachers, focuses on teaching and presenting in university classrooms. Students will improve their spoken English through increased interactional awareness and focused feedback on pronunciation and delivery. This course will prepare students to make informed choices about leading and facilitating classroom interaction, including consideration of the role of technology in teaching and presenting.
Professor: Christine Jacknick
Time: Tuesdays, 2:00-4:00 PM (online)
Effective Academic Writing for Native English Speakers (PDEV 79403)
This course grounds students in the fundamental elements that inform all argument-based academic writing in order to help them better understand and navigate the sometimes bewildering array of genres in which they are expected to write, from seminar papers and conference presentations to grant applications and dissertation proposals to theses, dissertations, job letters, abstracts, and journal articles. At once a seminar and a workshop, this course combines opportunities for peer review with instruction in the genres of academic writing, revision techniques, advanced outlining, the art of the paragraph, methods for overcoming writer’s block, and other skills. The syllabus will be developed in coordination with students’ stated interests and needs.
Professor: David Hershinow
Time: Mondays, 11:45 AM-1:45 PM (online)
Teaching Strategies (PDEV 79401)
This course provides Graduate Center students from all disciplines with community and structure to help them prepare for and reflect upon their development as teachers. Our work will proceed from an understanding of the social contexts of teaching, as well as the positionalities of graduate student instructors and adjuncts. Short theoretical readings will help guide participants’ exploration and development of their teaching philosophies and materials. The course curriculum and structure will be responsive to the group’s needs, and the moments when we teach. In Fall 2022, the course will address the challenges of the ongoing public health and social crises, and of the ongoing transition back to face-to-face or hybrid teaching in the 2022-2023 academic year.
Foundational topics explored in the course will include classroom community, student-centered and active learning approaches, accessibility, course design and policies, lesson planning, assignment design, assessment, educational technology, cultivating student writing, affective responses in classroom settings, and culturally-responsive pedagogy. For questions about the course, please reach out to Dr. Waltzer lwaltzer@gc.cuny.edu.
Professor: Luke Waltzer
Time: Fridays, 9:30 AM-11:30 AM (online)
Writing the Dissertation (PDEV 79407)
Writing the Dissertation is a course that supports you through the writing process as you work toward completing the dissertation. Designed to help you with everything from writing schedules to chapter drafts, the course aims to demystify what makes a great dissertation happen. You will be writing and sharing your work in the form of outlines, chapter abstracts, and of course completed chapter drafts; you will also prepare timetables for a sane schedule of work and write an “elevator speech” summary of your project for interviews and your CV. You will get a chance to critique completed dissertations in your disciplines and will also have time to review the common practices of academic discourse and rhetoric. We will also discuss how all students, especially historically underrepresented graduate students, can use mentoring, writing groups, and other strategies to achieve their academic writing goals.
Professor: Elizabeth Dill
Time: Thursdays, 6:30-8:30 PM (in-person)
*Note: "Writing the Dissertation" is already full. However, if you would have wanted to enroll, please email David Hershinow (dhershinow@gc.cuny.edu) to let them know. This information will help us understand whether the current level of demand would justify running two sections of this course in the Spring.
HIST 80010- Literature Survey in American History
Wednesdays, 4:15-6:15 pm, 5 credits, Prof. KC Johnson
Room 6493
This course fulfills the second half of the literature requirement. It will move chronologically and thematically from Reconstruction through the present day, addressing such themes as: the aftermath and legacy of slavery, the emergence of the United States as a global power, the rise and consolidation of the American state, backlashes to the liberal ideal, and the struggle for national inclusion: race, rights, and citizenship. We will also discuss issues of periodization and highlight recent developments in methodology related to our period. The workload is heavy: on average, two books each week.
Attendance is required for each class session. Participation is expected.
Open only to PhD Program in History students.
Johnson-Lit-syllabus-S2021
HIST 80020- Literature Survey in European History
Wednesdays, 4:15-6:15 pm, 5 credits, Prof. Elissa Bemporad
Room 5114.01
This course provides students with an introduction to the major themes and historiographical debates in the field of modern European history from the Enlightenment to the present. We will explore a range of literature from works of classic historiography to innovative recent studies; themes will include nation-state building, imperialism, war and genocide, culture, and sexuality. After completing the course students should have a solid grounding in the literature of modern Europe, which will serve as a basis for preparation for first year written exams and oral exams, as well as for later teaching and research work.
Open only to PhD Program in History students.
SyllabusModernEuropeGC
HIST 84900- First year Seminar in History
Thursdays, 4:15-6:15 pm, 5 credits, Prof. Sarah Covington
Room 6494
This course will continue the Seminar in Non-American History, sharpening and deepening students’ research projects and shaping them into a significant contribution to the students’ respective fields. Emphasis will be placed on students’ ability to describe their projects with clarity and precision; to work through and provide analysis of primary and secondary source material; to interpret and think imaginatively of those sources; to finesse a convincing historical argument and be able to defend it before others; and to hone one’s writing skills through the workshopping process. Equally important will be the expectation that students provide helpful feedback and learn to critique each others’ work and accept those critiques in turn. The research paper may or may not result in an article, though it should be of publishable quality and provide an essential scholarly reference point and learning tool as students move ahead to their dissertations.
Open only to PhD Program in History students.
Covington-Research-Seminar
HIST 89900- Dissertation Seminar
Fridays, 11:45 am - 1:45 pm, 0 credits, Prof. David Waldstreicher
Room 5114.01
This course is entirely devoted to students at the dissertation writing stage who would benefit from sharing some of their work with fellow students. We will spend the semester workshopping your dissertations-in-progress. Each of you will present sections of your thesis to the group and comment on each other’s work. The goal is to create an atmosphere of friendly, constructive criticism that will benefit all students as they work to organize their material and develop their interpretations.
Open only to Level 3 PhD Program in History students who have successfully defended their dissertation prospectus.
HIST 71600 - Modern Germany and the World
Wednesdays, 6:30-8:30 pm, 3 credits, Prof. Steven Remy
Room 3310A
This course offers an intensive introduction to the history and current historiography of modern Germany. We will focus on how historians are now assessing the continuities, breaks, catastrophes, influence, and innovations in Germany from the late 19th Century to the present.
The course is designed for students intending to specialize in this field and for those who wish to round out their engagement with modern European histories. Adding “and the world” to the course title is more than window dressing. While much of the class will be devoted to nation-centered historiography, we will also pay close attention to recent scholarship on Germany in broader contexts. So we will consider – among other topics - Imperial Germany and globalization, the imperial presence in Africa and its legacies, Weimar as history and legend, the German Jewish diaspora, the global dimensions of Nazi ideology, warmaking, and empire building, the Holocaust in comparative perspective and an important recent challenge to the concept of genocide, and the post-World War II radical left and right in global contexts. There will be a strong emphasis on informed, regular in-class engagement with the reading assignments. As for a final paper, I will be flexible based on student needs: written and/or oral exam preparation or the substantial development of a research paper, journal article, or a thesis proposal are all options.
Modern-Germany-and-the-world-syllabus
HIST 72300 - Anti-Racism in Comparative-Historical Perspective
Tuesdays, 2:00-4:00 pm, 3 credits, Prof. John Torpey
Room 6114
This course addresses the changing meaning of “antiracism” from the founding of the United States to the present day. We will explore the varying meanings of the idea of antiracism in the context of the times in which they were set. Readings will range from commentary on the American Constitution to the arguments of today’s “neo-universalists” and may include the writings of Nikole Hannah-Jones, Frederick Douglass, W. E. B. Dubois, Ida Wells, James Baldwin, Martin Luther King, Malcolm X, the Report of the Kerner Commission, Bob Blauner, George Fredrickson, Kimberle’ Crenshaw, Ta-Nehisi Coates, Ibram X. Kendi, Robin DiAngelo, Adolph Reed, Toure’ Reed, Randall Kennedy, Rogers Brubaker, John McWhorter, Ian Haney-Lopez, Wesley Yang, Ruy Teixeira, and John Halpin. Class discussion will be the heart of the course; students will be expected to do all the readings and be prepared to discuss them.
Syllabus-Anti-Racism-in-Historical-Perspective-(provisional)
HIST 72800- Twentieth Century American Foundations
Mondays, 6:30-8:30 pm, 3 credits, Prof. Kathleen McCarthy
Room 6494
This course is designed to teach students interested in Public History to do historically-based program reviews for institutional decision making, with a focus on grantmaking foundations. It will include scholarly and archival readings keyed to the students’ topics, discussions about their research, and presentations by foundation practioners to provide insights into how the big foundations work and the rationales behind their programs. The course requirement is a 10-15 page paper based on original research in the foundation collections at the Rockefeller Archive Center [RAC] in Pocantico, Hills, NY, which houses the historical records of the Rockefeller, Ford, Russell Sage, Henry Luce, William and Flora Hewlett, Near East and Markle Foundations, and the Commonwealth and Rockefeller Brothers Funds (among many other materials). These materials cover a broad swath of U.S. and global history, from women’s, minority, and other social justice campaigns, to the colonial devolution; scientific, agricultural, and social science research; and public health, the arts and humanities in the United States and around the world. Many of these collections have not previously been used, offering an important opportunity for original research. Information about the Archive Center’s holdings, including finding aids available at https://rockarch.org/. Prospective students are strongly advised to consult the Archive Center’s online finding aids and to contact reference staff to ensure that the available manuscript collections are sufficiently rich for the topic they plan to study. They will also have an opportunity to apply for a limited number of grants to work with RAC staff to disseminate their research findings to the general public through digital publishing and/or other RAC projects. Their papers may also be suitable for scholarly publications and presentations afterwards. Instructor permission is required to enroll in this course.
Foundation-Syllabus-22-Final
HIST 74300 - Gendered Justice in Europe and the Americas c.1350- 1750
Wednesdays, 2:00-4:00 pm, 3 credits, Prof. Sara McDougall
Room 9205
The course will explore the role of gender in the prosecution and punishment of crime in social and cultural context in Europe and the Americas c.1350-1750. We will examine gender and justice as it intersected with race, religion, and status, as found in the Atlantic World, and particularly the French and Iberian metropoles and colonies. Our main body of evidence will be trial records, including litigation, witness testimony, confessions, and sentences. In addition we will engage with a range of other source materials such as law codes, prison records and the writings of incarcerated persons, newspaper reports, true crime narratives, and images of alleged criminals and crime. Training in these subjects welcome but not a requirement, this will be an interdisciplinary inquiry open to graduate and professional students in the humanities and social sciences and related fields
Gender-Justice-Syllabus
HIST 75000 – Democracy: America’s Other ‘Peculiar Institution’
Wednesdays, 6:30-8:30 pm, 3 credits, Prof. Andrew Robertson
Room 3307
Alexis de Tocqueville frequently used the term particulier to describe American democracy in the 1830s. Translated into English, that word can mean special, unique, or peculiar. This course describes the ways in which American democracy became a “peculiar institution.” Like slavery, democratic beliefs and practices in the United States adapted to the political and social context of the early republic and the antebellum era. The first part of this course will consider the culture and practice of American democracy from the American Revolution to the Civil War. The second part of this course will focus on nineteenth-century democracy from a transnational perspective, looking at democratic practices in Latin America and in Europe. The last part of this course will consider U.S. democracy in the recent past and present, focusing finally on the long trajectory of American democracy, in its fits and starts and in its present peril.
Democracy-Seminar-provisional-syllabus
HIST 75500 – Migration Control and Migrant Agency: Mobility in U.S. History
Tuesdays, 4:15-6:15 pm, 3 credits, Prof. Libby Garland
Room 6494
How and why has state power been deployed to control the mobility of people across and within the borders of the United States, from the early days of the nation’s existence through recent decades? In what ways have regimes of migration control been central to the projects of empire and nation-building? How has the policing of human mobility intersected with other forms of surveillance and control—for example of race, gender, sexuality, and labor? And when and how have people on the move challenged state efforts to control their mobility? Where do those challenges overlap with other forms of political struggle and movement building? How might these histories shape our understandings of the present moment? In this course, we will engage with the work of historians who explore such questions from a range of perspectives, including legal, political, and social History; border studies; and more. Through close reading, discussion, and a longer research project, students will have the opportunity to develop their own scholarly work around these and related issues as well.
Syllabus-Hist-75500-Garland_2
HIST 78110: Palestine under the Mandate
Tuesdays, 6:30-8:30, 3 credits, Prof. Simon Davis
Room 3310A
This course examines how British imperial policy at the time of the First World War, and subsequently, pursued control over Palestine, proceeding to consequent transformations for Palestine's peoples. How relationships evolved with Zionism and with new Arab Palestinian political and social forces will be crucial to examining successive crises culminating in 1948. Particular themes will be explored through analytical discussions of assigned historiographic materials, chiefly recent primary research-based journal literature.
GC-Palestine-Course-Syllabus
HIST 78400 - The Scientific Revolution: Copernicus to Newton, 1450-1700
Tuesdays, 4:15-6:15 pm, 3 credits, Prof. Joseph Dauben
Room 5212
This course is designed to survey the rise of modern science from Copernicus to Newton, the period of intellectual ferment in the 16th and 17th centuries referred to as the Scientific Revolution. In addition to charting the advance of astronomy and physics through the works of Copernicus, Kepler, Galileo, Descartes, Boyle, Newton and Leibniz, among others, the revolution in biology associated with such figures as Vesalius and Harvey will also be considered, along with related questions in the history of botany, medicine, and iatrochemistry. The emphasis in this course will be upon texts, a careful reading of the original scientific classics, along with diaries and letters where they survive, in order to evaluate as much as possible from primary sources the most important factors that motivated and inspired the creators of modern science. In assessing the social role the new science played, the disturbingly unfamiliar world in which philosophical, religious, and even political principles were called into question will also be examined. We will also consider the major factors that contributed to the Scientific Revolution in the European West as they relate to considering the Needham Question: namely why a comparable scientific revolution never happened in China, which by all accounts prior to the Scientific Revolution had achieved an equal if not superior understanding of nature through a wide range of scientific discoveries and technological innovations. Such comparative analysis will serve to highlight the crucial factors that contributed to the emergence of a new kind of scientific activity in the West, including methodological innovations, due to a variety of social, political, economic, and other factors that contributed to the success of the Scientific Revolution.
REQUIRED HISTORY COURSES
HIST 84900 First-year Seminar in History
5 credits, Thursdays 2 PM - 4 PM, Professor Thomas Kessner
Hybrid
This seminar is designed to train incoming graduate students in the craft of historical research and writing. Over the course of the term, each student will formulate a research topic, prepare a bibliography of relevant primary and secondary sources, write an historiographic essay, and present and defend a formal project proposal for the substantial research paper that is to be completed in the second semester seminar. Weekly meetings will discuss common readings, share and critique written work, and develop and refine the research proposals. We will also be devoting some time to methods and issues involved in undergraduate teaching. Students will focus primarily on framing a topic and honing a well defined, focused and reasonable research proposal for their papers. The purpose of the collateral assignments is to help push this process forward. Students are advised to give some thought to possible research projects before classes begin this way they can make some early efforts at sampling secondary materials and investigating the availability of sources.
Open only to PhD Program in History students.
Syllabus: Kessner-Seminar-Fall-Syllabus
HIST 80020 Literature of European History l
5 credits, Mondays 4:15 – 6:15 PM, Professor Helena Rosenblatt
Hybrid
This course provides an introduction to the literature of European history from the Late Middle Ages through the eighteenth century. It explores different conceptual frameworks and methodological approaches to the period and examines an assortment of classic and recent works on a variety of topics: religion and the state; science, technology, and medicine; economy and society; gender and sexuality; and ideas and mentalities. The course prepares students for the end-of-semester comprehensive examination and for further study of early modern Europe.
Open only to PhD Program in History students.
Syllabus: Rosenblatt-Lit-Survey-I-2021
HIST 80010 Literature of American History l
5 credits, , Fridays 11:45 AM - 1:45 PM, Professor David Waldstreicher
In-person
This course introduces Ph.D. students to the historiography of the U.S. through the Civil War and is intended to prepare students for the First Written Examination. One of our primary concerns will be periodization. To what extent should the colonial period be considered a prologue to U.S. history? And on the other side of the nationhood divide, are there analyses that suggest a coherence or continuity to U.S. history beyond the peculiarities of the early republic or Civil War periods? What is the status of the Revolution and the Civil War, and the political history that drives or used to drive the narrative of U.S. history, amid transformations that might otherwise be seen as social, cultural, economic? Are there explanations that that cut across centuries, or stories that hold up in our time? What are the most important achievements of recent US historians, and what are the trends in the field now?
The books and articles we shall discuss include prizewinning narratives, monographs born as dissertations, and historiographical essays. An important part of what we will be doing is attempting to read these in light of each other. Be forewarned: the reading is extensive, in recognition of the five credits this course carries and its status as required preparation for qualifying examinations. Our goal is to prepare for the exam, of course, but also to prepare to teach this period at the college level and to lay a substantial foundation for future research and teaching in any period of U.S. history.
Open only to PhD Program in History students.
Syllabus: Hist-80010-Fall-2021-final_1
ELECTIVE HISTORY COURSES
HIST 70900 Mass Violence in Modern Europe
3 credits, Mondays 2 PM - 4 PM Professor Elissa Bemporad
Hybrid
This course explores instances of unprecedented mass violence in modern Europe during the twentieth century. It is based on several case studies, including events in German South-West Africa, Germany, Ukraine, the Soviet Union, and Chechnya. By analyzing some of the most recent scholarship on genocide and ethnic cleansing, the course examines the short-term and long-term causes for mass violence, assessing the extent to which, in different contexts, it resulted from political ideologies, colonialism, bureaucratic pressures, or ethnic and religious hatred. The course will also focus on the repercussions of mass violence, including acts of revenge, changes in international law and human rights, and attempts to create sites of memory in those places where atrocities were committed. Finally, this course aims at tracing how such unprecedented violence against civilians was experienced by ordinary citizens of European countries, and how it transformed and affected their everyday lives, political choices, and social attitudes during and after the events.
Syllabus-MassViolenceGC
HIST 71500 Revolution as Civil War, Revolution as War of Independence: Generations and Memory [in France] since 1789
3 credits, Wednesdays 4:15 PM - 6:15 PM Professor David Troyansky
Hybrid
Historians have long characterized the French Revolution as a civil war (revolution/counterrevolution), and historians of the Atlantic world have also employed that term; meanwhile, a famous article by Pierre Serna has made the point that “all revolutions are wars of independence.” That idea can be applied to the French themselves but also evokes a more global context, including that of decolonization in the Caribbean. This course will begin with those overarching ways of describing the French Revolution and examine their usefulness in regional, national, and international contexts. It will also highlight themes of generation and memory in the transition to the post-Revolutionary era and beyond. The first part of the course will focus on the late eighteenth and early nineteenth centuries and develop those themes as conceptual tools to be applied, in the middle part, to a succession of moments of fracture and revolution in the nineteenth, twentieth, and twenty-first centuries (possibly including 1848, 1871, Vichy, Algeria, 1968, or recent debates over race and multiculturalism in France). The final part will provide an opportunity for students to apply the conceptual tools developed in the course to their own areas of research. Written work will include historiographical papers and a research paper.
GC-French-Revolution-Fall-2021
HIST 72200 LGBTQ+ Public History and Memory
3 credits, Wednesdays 2 PM - 4 PM, Professor Anne Valk
Hybrid
This course introduces the practice of public history and its intellectual foundations, with a specific focus on representations of the LGBTQ+ past. Through our readings, class discussions, and assignments, we will examine how scholars, documentarians, activists, and other public historians have preserved, interpreted and presented LGBTQ+ history. By examining case studies and select projects, we will discuss how theory plays out in practice and in a variety of arenas in which historians engage with historical sites and subjects, material objects, and publics. Our investigation of LGBTQ+ public history will encompass museums and historic sites; archives and oral history collections; films, podcasts, and digital displays; memorials; and history-based performances and public programs. The class aims to immerse students in a variety of methods used to collect and memorialize LGBTQ+ history and educate the public. In addition, we will discuss many questions relevant to the larger public history endeavor including: How does society decide what’s worth remembering and saving? What is the relationship between public history and the historical discipline? Between history and memory? How do politics -- personal, professional, collective -- shape the work of public historians? What roles have activists, amateurs and those acting outside of historical institutions (and often in opposition to them) played in public history? And what is the impact of this work and how can it be assessed? In addition to readings, book reviews, and discussions, students will complete a final research project which can take the form of a traditional paper, a collaboration with a public history organization, or a publicly-accessible digital exhibit or display.
LGBTQ-public-history-course-resources-(1)
HIST 74900 Topics in U.S. Legal History
3 credits, Mondays 6:30 PM - 8:30 PM, Professor Anne Kornhauser
Online (changed on 8/17/21)
This seminar seeks to understand the role of law in American life and the social, cultural, and political meaning of law in U.S. history. To that end, the course surveys some of the key topics in U.S. legal history, from the early republic to the present. We will dissect historiographical debates, but we will also incorporate primary sources, including legal treatises, judicial opinions, and legal lives. The aim of the primary sources is to facilitate students’ understanding of various historical methods for interpreting legal sources and to demystify and denaturalize them. Methodologically, the course will cover socio-legal approaches to legal history, critical textual analysis, and political understandings of law. Among the broad questions we will ask are: How does law affect people’s lives and how do people affect the law? How do we locate those effects? What tools have historical actors and historians used to interpret the law? Does law exist separately from other large forces that determine relations of power and possibilities for action? Specific topics include: the making of the American common law regime, slave law, law and economic development, race and the constitutional imagination, the 20th-century rights revolution, and the concept of privacy.
HIST 72500 Race and the Middle East/North Africa
3 credits, Thursdays 2 PM - 4 PM, Professors Beth Baron, Kristina Richardson and Mandana Limbert
In-person
This seminar explores how notions of race (jins or `unsur and similar terms in Turkish, Persian, and other Middle Eastern languages) have been examined, experienced, and deployed in the Middle East and North Africa (MENA). In particular, and in dialogue with scholarship on the United States, the Americas, and the Atlantic, the course addresses practices, policies, and beliefs of hierarchy and power, “blood,” biology, and marriage, appearance and regulation, exclusion and inclusion. Rather than presuming either the stability of the notion of “race” or its “irrelevance” (as it is often argued) for the MENA region, this seminar highlights the specific, differing, and changing ways that race has been understood, used, and reproduced in the Middle East and North Africa; among Middle Easterners and North Africans in Sub-Saharan Africa; in confrontations and conversations with Europeans; and among diaspora populations in the United States.
Syllabus-Race-in-the-Middle-East-and-North-Africa
HIST 72600 Comparing Pandemics
3 credits, Wednesdays 2 PM - 4 PM, Professor John Torpey
In-person
This course examines epidemic diseases and their social consequences across historical time and geographic space. We will focus primarily on the Black Death of the mid-fourteenth century, smallpox and its role in the conquest of the Americas, the “Spanish” flu pandemic of 1918-1919, and the coronavirus pandemic of 2020-2021(?). We will seek to understand how different societies were affected by these plagues, how they responded to them, and the consequences of these public health and social crises for the societies in question.
Comparing-Pademics-Syllabus
HIST 75200 Civil War as Social History
3 credits, Tuesdays 2 PM - 4 PM, Professor James Oakes
In-person
The American Civil War was a military and political conflict. It has an economic history, an intellectual history, and a broader cultural history. But some of the most important scholarship in recent years has recovered the Civil War as social history. This seminar surveys some of that recent literature, notably the history of women but also common soldiers and poor whites. Themes will include violence, gender, and class conflict. Toward the end we will consider what is gained and what is lost from a focus on the Civil War as social history.
Fall-2021-The-Civil-War-as-Social-History
HIST 75900 The Black Freedom Movement
3 credits, Thursdays 11:45 AM - 1:45 PM, Professor Robyn Spencer
Online
The emergence of the movement for Black Lives has moved racial justice in America to center stage and resulted in wide scale re-examination of the impact and legacy of the Black freedom movement of the post WWII period. This course will examine the major campaigns, personalities, organizations and guiding themes of the civil rights and Black Power movement. In particular, we will analyze the major historical interpretive debates about the Civil Rights/Black Power movements and place the movements in the broader context of Cuban independence, the Cold War, the US war in Vietnam and African liberation movements. A close examination of the intersections between the Black freedom movement and the new left, women’s movement, and anti-war movement will broaden how the movement is traditionally conceptualized and foreground the movement’s anti-capitalist, anti-patriarchal and anti-imperial engagements. We will also examine the afterlives and historical memory of these movements and how they continue to animate the contemporary political landscape.
HIST 76000 The African Diaspora
3 credits, Tuesdays 6:30 PM - 8:30 PM, Professor Herman Bennett
In-person
By employing the heuristic concept of diaspora—and specifically the African diaspora—this course focuses on the analytical work generated by studying cultures of movement. As scholars, we might begin by asking whether diaspora complicates our understanding of disciplinary formations—including the normative assumptions that inform the study of society and culture. How does diaspora, for instance, enhance our perspectives on imperial, colonial, national and post-colonial formations and the ways in which they have been historically represented? In utilizing the prism of diaspora we confront the politics of representation through which scholars render meaning out of the past and present. For this reason, diaspora like other categories of analysis engages the vexed terrain of representation whereby scholars frame the subject of their inquiries.
Diaspora brings into relief many of the principle categories and themes informing the social and human sciences. It de-naturalizes many of the foundational assumptions on which contemporary social theory rests. For this reason, we will route our conversations and readings through some of the central concepts defining social theory (state, nation, society, sovereignty, difference, stratification, race, ethnicity, religion, and culture) so as to discern how diaspora might trouble existing forms of knowledge bequeathed to us by the Renaissance, Enlightenment and Modern Era.
On a practical professional level, the course serves as a graduate-level introduction to diasporas in general but the African diaspora in particular. Scholarship on this subject along with its development over time and in distinct settings (the United States, Latin America and the Caribbean, Sub-Saharan Africa, England and Continental Europe) introduces us to the historical profession and professionalism. For this reason, we will devote significant time focusing and discussing how various scholars have framed and approached their scholarly projects. Since the African diaspora as a field of study constitutes a relatively novel endeavor, most of the readings draw on works from the last few decades. While this conveys a sense of where the field is presently at it also serves to delineate how the African diaspora draws and builds on early forms of inquiry (polity formation and the history of empire, the history of slavery and freedom, the history of racial formation, the history of colonialism, the study of trans-nationalism, etc.) Over the semester we will constantly need to ask what defines an inquiry, an approach or a perspective as diasporic in scope. In doing so, we will necessarily focus on an earlier body of scholarship that was associated with different fields of inquiry (slavery, race relations, African Studies, Latin American & Caribbean history, the study of religion, English Cultural Studies, etc.).
The-African-Diaspora-Fall-2021
HIST 76900 The Comparative Histories of Slavery in the Americas
3 credits, Thursdays 4:15 PM - 6:15 PM, Professor Laird Bergad
Online
This course will examine some of the main themes found in the vast historiography on Latin American and Caribbean slavery in comparative perspective with slave systems in the United States. Comparative patterns of race relations will also be considered. Readings have been selected from some, not all, of the principal scholars who have worked on the theme of slavery; and they are reflective of topics that have been the subject of recent research and debate.
The most exhaustive bibliographical guide to works on slavery is Joseph C. Miller,
Slavery and Slaving in World History: A Bibliography, 1900 - 1991
(Millwood, New York: Kraus International Publications, 1993). This has been updated as
Slavery and Slaving in World History: A Bibliography - Vol 2, 1992-96
(Armonk NY: M. E. Sharpe, 1999). More importantly a searchable web site has been developed by Miller and other collaborators at the following internet address: http://www2.vcdh.virginia.edu/bib/index.php. Also see Seymour Drescher and Stanley L. Engerman, eds.
A Historical Guide to World Slavery
(New York: Oxford University Press, 1998). There are many synthetic surveys on slavery and the slave trade to Latin America and the Caribbean that you may use for general reference. It is recommended that you read, or become familiar with, Herbert S. Klein and Ben Vinson III,
African Slavery in Latin America and the Caribbean
(second edition) (New York: Oxford University Press, 2007) and Klein’s survey of the slave trade, Herbert S. Klein,
The Atlantic Slave Trade
(New York: Cambridge University Press, 1999). Robin Blackburn’s book is also recommended:
The American Crucible: Slavery, Emancipation, and Human Rights
(London: Verso, 2011), as well as Seymour Drescher,
Abolition: A History of Slavery and Antislavery
(New York: Cambridge University Press, 2009). An expansive survey which transcends slavery, and which focuses only upon the 19th and 20th centuries is George Reid Andrews,
Afro-Latin America, 1800-2000
(New York: Oxford University Press, 2004).
Latin American and Caribbean slavery is best understood in comparative perspective, which is one of the objectives of this course. The literature on U.S. slavery is enormous. There are several survey histories that I recommend which summarize much research. These are: Ira Berlin,
Many Thousands Gone: The First Two Centuries of Slavery in North America
(Cambridge, MA.: Harvard University Press, 1998); Ira Berlin,
Generations of Captivity: A History of African-American Slaves
(Cambridge MA: Belknap Press, 2003); Peter Kolchin,
American Slavery, 1619-1877
(New York: Hill and Wang, 2003); Robert William Fogel,
Without Consent or Contract: The Rise and Fall of American Slavery
(New York: W.W. Norton, 1989); and David Brion Davis,
Inhuman Bondage: The Rise and Fall of Slavery in the New World
(New York: Oxford University Press, 2006).
MES 73000/ HIST 78110 History of the Modern Middle East
3 credits, Thursdays 6:30 PM - 8:30 PM, Professor Dina Legall
This course introduces students to major dynamics and issues in the history of the Middle East in the past two centuries and seeks to nurture critical historical thinking about the region. We will touch on a wide range of topics, from different forms of colonial intervention, to modernizing reforms and reforming elites, the move from empire to a new state order, the politics and culture of nationalism, post-colonial states and authoritarian regimes, Islamist mobilization, and recent neo-liberal politics. Proceeding in a roughly chronological order, we will weave thematic discussions related to women and gender, environmental history, urban history, history of consumption, etc. into that framework. All along, a central arching theme of the course will be modernity: what shape it took at different times and places, how it was perceived and experienced, what challenges and tensions it engendered, who were the beneficiaries and losers.
Class discussions will be guided by reading questions handed out in advance, one of which students will answer in writing before class. For example: To what extent was Ottoman reform founded upon emulation of the West? How was WWI a watershed in ME political culture? How were women and gender deployed in nationalist and modernizing projects of the inter-war period? What best explains the resilience of ME post-colonial authoritarian regimes? What has given Islamist movements (of different kinds) their purchase? Has globalization been primarily destabilizing in the ME and why? The final assignment for the course is a 6-8 pages argument-based analytical essay.
Syllabus - History-of-Modern-ME,-Syllabus
HIST 78500 Case Histories: patient and physician narratives of self and disease
3 credits, Wednesdays 6:30 PM - 8:30 PM, Professor Allison Kavey
Online
Disease is the great equalizer. We will all be patients eventually. But who are we to the physicians who encounter our pathological selves, who are we to ourselves, and who are doctors under those white coats? This class endeavors to use disease as a common ground to discuss case histories as autobiographical and biographical tools. We will read physician memoirs to better understand how they imagine themselves as people and professionals, and how they relate to their oddly narrative art--the act of writing is embedded in medical practice through case notes. We will read patient memoirs and think about the nature of pain, the ways in which disease shapes us and how we resist its warping, and think about the person behind the case histories. In short, this is a course that looks through both sides of the patient-physician mirror to try to grasp some very human truths.
Syllabus: case-histories-fall-2021
SEE ALSO
ASCP 81000: Intellectuals and Intelligence: Spies, Secrets, and Surveillance in the University, Tuesdays, 4:15pm-6:15pm, 3 credits. Professor Lucia Trimbur
Hybrid
While the American university is often imagined as an independent and apolitical establishment, devoid of connections to and demands from other social institutions, academia has, in fact, been a primary site of ideological struggle through collaboration with outside agencies, most notably intelligence. In the discipline of anthropology, the history of ethnographic research, colonial administration, and surveillance is well rehearsed. The same relationships in the humanities and other humanistically-grounded social sciences are less known. Intellectuals and Intelligence attempts to better understand how and when academic disciplines have been contiguous or aligned with intelligence communities.
First, we look at the origins of American studies in the 1940s and 1950s, examining the ideological work this newly-formed area of study performed during the Cold War. Second, we use methods and theories from American studies to analyze the connections among intelligence bureaus and English, psychology, sociology, area studies, and political science. Topics include explicit engagement such as the Frankfurt School and the OSS, recruitment in the Ivy League, anti-communist propaganda and loyalty oaths, counterinsurgency during liberation movements, torture during the “War on Terror,” and the Human Terrain Program as well as sites of complicity such as cultural exchange, clandestine support for journals and conferences, and federal grant funding.
Works likely to be addressed include Frances Stonor Saunders's The Cultural Cold War: The CIA and the World of Arts and Letters, Robin Winks's Cloak and Gown: Scholars in the Secret War 1939-1961, “The CIA Reads Foucault” by Gabriel Rockhill, The Cold War and the University: Towards an Intellectual History of the Postwar Years edited by Noam Chomsky, and Rebecca Lowen’s Creating the Cold War university: The Transformation of S
MSCP 70500 Intro to Medieval Studies
3 credits, Mondays 4:15 PM - 6:15 PM, Professor Nicole Lopez-Jantzen
This course provides an introduction to medieval culture and society, from the fifth to the fourteenth centuries, as well as an introduction to the discipline of Medieval Studies. The course will be interdisciplinary in nature, drawing on approaches from history, literature, art history, and gender studies to explore both scholarly analysis and also the material and textual sources of medieval Europe. We will focus on how scholars have defined the Middle Ages, both temporally and geographically, major people and events in the Middle Ages, as well as emerging fields in medieval studies, such as the study of race. Topics include the end of antiquity, conquest and colonization, and the interaction of Muslims, Christians, and Jews in the Middle Ages.
IDS 81620 Scholarly Praxis at Work in the World
3 credits, TBD, Instructor: Dr. Stacy Hartman, Director of the PublicsLab
This course is intended for students who wish to do an internship for academic credit. In addition to their internship, students will meet every other week as a group with Dr. Hartman to consider the connections between their internship experiences and their academic work, as well as how knowledge production and dissemination function outside the academy. Open to both doctoral and master's students. If interested, please write to Dr. Stacy Hartman - shartman2@gc.cuny.edu.
ENGL 89000 Mining the Archives, Reinterpreting the Past.
4 Credits, Wednesdays 2:00PM – 4:00PM, Professor David Reynolds
(Please note: History students must register for the 4 credit option)
Online
During the past two decades, a revolution has occurred in scholarship: troves of archival materials that were once very hard to access and search have been digitized and put online. Rare books; entire runs of newspapers; obscure pamphlets; letters; manuscripts; images—these are some of the rich resources that are now universally available and instantly searchable. The implications for the study of literature, popular culture, history, and biography are immense. With the help of now-available archives, previously unnoticed dimensions of past cultures can be explored. Famous figures or writings of the past can be placed in fresh contexts, and new ones can be unearthed. And it’s not only primary research that has profited from digitalization: so has secondary research. An ever-increasing number of scholarly journals and books are online. This surfeit of online material, however, brings new challenges. How does one sort through the apparently endless digitized archives? How do we take notes without accumulating masses of mere trivia? Most importantly, what are the most effective strategies for using archival research as the basis for writing original essays or book-length monographs? How do we move from the raw material of the archive to the publishable article or book? This course addresses such issues. Students from any field or period concentration will have the opportunity to explore online archives that are especially interesting to them and relevant to their work. If Covid permits, each student will also visit at least one physical archive in order get hands-on exposure to works of interest and to seek out material that has not been digitized. Class readings include articles or book chapters about archival research. Students will periodically report to the class about their progress in the archives and will write a term paper based on their research.
Hist. 80020- Literature Survey in European History
Wednesdays, 4:15-6:15 pm, 5 credits, Prof. Andreas Killen
This course provides an introduction to the major themes and historiographic debates in the field of modern European history from the 18th century to the present. We will study a range of literature, from works of classic historiography to innovative recent studies; themes will range from state building and imperialism to war and genocide to culture and sexuality. Completing the course will give students a solid grounding in the literature of modern Europe, which will serve as a basis for preparation for oral exams as well as for later teaching and research work.
Open only to PhD Program in History students.
Syllabus
Hist. 80010- Literature Survey in American History
Wednesdays, 4:15-6:15 pm, 5 credits, Prof. Tanisha Ford
This is a reading-intensive course designed to introduce students to major themes, questions, and historiographical debates in U.S. history—from the end of the Civil War to the late twentieth century. One of the main course objectives is to prepare students for the departmental written exam at semester’s end. Additionally, the course will provide a foundation for students who will teach their own U.S. history courses and expose students to (sub)field-specific methods, modes of inquiry, and bibliographies that will aid in future research. A 5-credit course, Literature Survey is demanding and will require your full commitment and participation. Each week, students will read the equivalent of two book-length monographs and will be expected to actively engage with one another about the books’ core arguments, interventions, contributions to the field, use of source material, periodization, and so forth. Spirited, collegial debate is encouraged. In addition to the departmental exam, assignments will include weekly response papers, short literature reviews, and oral presentations. These assignments will serve as useful study aids as students prepare for the rigorous written exam. The course is organized chronologically as well as thematically and will explore topics/eras ranging from Reconstruction, (im)migration, and American capitalism to the interwar period, social movements, and the rise of the carceral state—by scholars of social, cultural, labor, gender, African American, and sexuality history. Attendance at each class session is mandatory. All students will be expected to participate fully and thoughtfully in class discussions.
Open only to PhD Program in History students.
Syllabus
Hist. TBD - Literature Survey in Modern Latin America History
Wednesdays, 4:15-6:15 pm, 5 credits, Professor Herman Bennett
In recent years, some Latin Americanists have questioned the hermeneutics defining the field of colonial Latin American History. The colonial designation some feel posits a disjuncture (or beginning) when it could be argued that continuity characterized the historical narrative. While students of ideas, political practice, and the cultural domain have been the strongest proponents of this intervention, scholars of indigenous cultures—especially the Nahua Studies groups—share similar sentiments despite differences in scope and method. Consequently, scholars have been utilizing terms like ‘early’ and ‘early modern’ Latin America to distinguish their work from a colonial project and its association with the rupture that Spanish hegemony allegedly implied. Concurrently, a self-conscious collection of scholars identified as the Latin American subaltern studies group have called into question the elitist hegemony shaping the structure and content of Latin American history. Scholars of the Latin American subaltern along with those who take issue with the occidental reasoning informing how Latin America history is currently conceived are introducing new terminology (subaltern, postcolonial, Afro-Latin American) that allegedly re-frames the Latin American past and present. In our semester’s work, we shall explore the meanings and implications, if any, that this and other discursive shifts have had on Latin American historiography. Even as this seminar attends to shifts in meaning and context, we will engage the substance of the existing historiography.
This second part of a year-long course is specifically designed as an introduction to Modern Latin American History. It is designed to prepare History graduate students for the second major field exams in Latin American history. Courses, despite their prominence in structuring graduate programs, merely introduce students to some of the overarching historiographic and conceptual themes defining a field. To this end, a course identifies some areas of inquiry but in doing so obscures others. Please read the full description here. Open only to PhD Program in History students.
Hist. 84900- First year Seminar in History
Tuesdays, 11:45 am - 1:45 pm, 5 credits, Prof. Thomas Kessner
There are two essential responsibilities for the seminar: the preparation of the research paper and fully engaged participation in the discussions and critiques of work submitted by other participants. The objective of this Seminar is for students to expand and refine their skills in research and historical writing by carrying out the research project they proposed in the Fall semester. The required article length historical research paper must be a piece of original work on history, substantially based on primary sources. It should engage a clearly defined historiographical problem, be well written, effectively organized and cogently argued. In class, we will workshop in-progress drafts and discuss research methods and writing strategies. Students will also review and critique the works in progress submitted by their colleagues. Note: Students who took either Professor Francesca Bregoli’s or Professor Andrew Roberston’s First Year Seminar in Fall 2020 should register for this course.
Open only to PhD Program in History students.
Syllabus
Hist. 84900- Advanced Research Seminar
Tuesdays, 9:45 am -11:45 am, 5 credits, Prof. Herman Bennett
“Research Seminars,” according to the Ph.D. Program in History’s Student Handbook “are courses in which students produce a substantial paper based on primary sources, and also demonstrate familiarity with the historiography of the field. Every student must produce three research papers as part of their required coursework. Two of the three research papers must be on different subjects.” (Ph.D Program in History, Student Handbook).
The Spring 2021 Advanced Research Seminar is designed for students writing either their second or third research paper. The second paper replicates the form, but not the content, of the first-year project; it should be research-based and engaged with the relevant historiographies. The third, and finally paper requirement, which the Student Handbook delineates as “a preliminary investigation into the student’s dissertation” should “result in an extended dissertation proposal that is already based on some primary research.” (Ph.D Program in History, Student Handbook)
In short, your work in this course is write a seminar paper based on primary sources which also demonstrates an engagement with the relevant historiographies and conceptual literatures. The focus of the participants in this course will vary. Participants writing a second research paper will be advancing their research, analytical, and writing skills. Individuals working on their third paper should, ideally, be advancing toward a dissertation project. For this reason, the seminar has been structured to maximize your autonomy while offering some insight as to how individual scholars approach the writing of History, enter the archives, and think through their relationship to knowledge production and social theory. As the course instructor, I will also structure some time for us to discuss frankly the process and craft of writing. To that end, a few of our sessions will be curated by professional writers, editors and our colleagues.
Open only to PhD Program in History students.
Hist. 89900- Dissertation Seminar
Tuesdays, 4:15-6:15 pm, 0 credits, Prof. Dagmar Herzog
This course is entirely devoted to students at the dissertation writing stage who would benefit from sharing some of their work with fellow students. The goal is to create an atmosphere of friendly, constructive criticism that will benefit all students as they work to organize their material and develop their interpretations.
Open only to Level 3 PhD Program in History students.
Hist. 70330 - The Rise and Fall of a Republic: Rome and its Afterlife
Thursdays, 4:15-6:15 pm, 3 credits, 3 credits, Prof. Liv Yarrow
The evolution of Rome’s republican constitution and the demise of that constitution has come under intense scrutiny from the late second century BCE to the present day. Even as the republican constitution showed signs of stress contemporary Romans speculated on what lessons could be learned from studying its foundation and growth. Today, scholars from many disciplines and popular journalists use Rome’s struggles as a metaphor for contemporary events. The same has happened at many earlier historical moments including the French revolution, the Haitian revolution, Cromwell’s commonwealth, and more. This seminar provides a foundational understanding of the rise and fall of Roman republican constitution (in the broadest socio-cultural definition of that term) as reconstructed by leading ancient historians today and an exploration of the reception and historiography of the Roman republic in its own day and later historical periods. Participants will be strongly encouraged to develop projects related to their own period(s) of interest and draw on prior academic and lived experiences. No prior knowledge of the ancient world is required. The instructor particularly welcomes those interested in the expression of political ideologies through visual media and the arts.
Syllabus
Hist. 70900- Sex and Society in Postwar Europe, 1945-1989
Wednesdays, 2-4 pm, 3 credits, Prof. Julia Sneeringer
Students will explore in detail moments in the social history of postwar Europe, East and West, using sex and gender as key categories of analysis. We will explore how the story of Europe changes when sex and gender are the focus, re-examining such phenomena as postwar reconstruction, the Economic Miracle, building the socialist personality, consumer culture, the rise of youth culture, queer subcultures, second wave feminism, 1968, terrorism, decolonization, migration and multiculturalism, and the revolutions of 1989.
Syllabus
Hist. 72400- Nietzsche for Fun and Prophet
Mondays, 6:30-8:30 pm, 3 credits, Prof. Richard Wolin
In Ecce Homo, Nietzsche – never paralyzed by excessive self-modesty – exulted, “I am no man, I am dynamite.” He described his books as “assassination attempts,” rather than literary works, and he felicitously characterized his intellectual method as “philosophizing with a hammer.” Nietzsche joyfully prophesied the advent of “Great Politics,” which, in his eyes, meant “upheavals, a convulsion of earthquakes, a moving of mountains and valleys . . . as well as wars the like of which have never yet been seen on Earth.”
Nietzsche was, unaccountably, the “court philosopher” of the Third Reich as well as the intellectual progenitor of French poststructuralism (Foucault, Derrida, etc.). In interrogating Nietzsche’s legacy, our central question will be: how did it come to pass that generations of intellectuals felt obligated to define themselves and to plot their course forward through a confrontation with Nietzsche’s work?
In order to better understand Nietzsche and his titanic philosophical influence, our seminar will be divided into two parts. In the first half of the course, we will read and assess major texts by Nietzsche: The Birth of Tragedy, the Will to Power, Twilight of the idols, and the Antichrist. In the second half, we will focus on the major stages in the European and American reception of Nietzsche’s work: the political reception of Nietzsche in Germany, the deconstructionist reading of Nietzsche (Deleuze, Derrida, Foucault), the aesthetic interpretation of Nietzsche, and finally, recent Anglo-American studies reassessing Nietzsche’s attitude toward Darwinism.
Syllabus
Hist. 72600 - Policing and Police Forces in Transnational Contexts, 1750- present
Thursdays, 11:45 am - 1:45 pm, 3 credits, Prof. Mark Lewis
This course is an introductory historiographical survey of the history of police and policing, examining both the advent of functionally and legally distinct police forces and concepts of social coercion, monitoring, and arrest/detention during the modern historical period. The course will examine the history of police on several different continents (Africa, the Americas, Asia, Europe) but cannot comprehensively cover everything. Rather, the course will be structured thematically: sociological theories about policing; historical explanations about the development of policing from the 18th to 20th centuries; 19th century policing under the influence of the development of statistics and new penal theories about the nature of criminality (including racial theories); colonial policing in Africa and Asia; policing and gender (particularly concerning prostitution and abortion); policing immigration; the development of political police (both imperial and national); and the reasons why political police committed mass murder and torture.
The history of policing has grown more transnational and comparative in recent decades, though there are many lacunae and still a tendency to view the world as “the West and the Rest.” Nevertheless, the course aims to assist students in investigations that fit their fields, or direct them to resources that may help them. Students will write weekly critical responses to readings, give presentations, and write a historiographical or research paper on a topic of their choice.
Syllabus
Hist. 74300 - 20th Century Lives on the Road to Peace and Freedom
Thursdays, 6:30-8:30 pm, 3 credits, Prof. Blanche Wiesen Cook
This biography/memoir seminar will explore the work of writers, visionaries, activists whose contributions we most need now. This is a participatory class, which will emphasize student interests and enthusiasms. Below is an introductory list, from which weekly readings and volumes for individual review may be drawn. Students are encouraged to suggest additional and alternative readings. Requirements: Each student will be responsible for an introductory essay-memoir, five book reports a final research paper.
Book list here.
Hist. 72800- Twentieth Century American Foundations
Mondays, 6:30-8:30 pm, 3 credits, Prof. Kathleen McCarthy
Instructor permission is required to enroll in this course. Please write to KMcCarthy@gc.cuny.edu with a cc to mweber@gc.cuny.edu
This course is designed to teach students interested in Public History to do historically-based program reviews for institutional decision making, with a focus on grantmaking foundations. It will include scholarly and archival readings keyed to the students’ topics, discussions about their research, and presentations by former (and possibly current) foundation officers and program officers to provide insights into how large foundations work and the rationales behind their programs.
The course requirement is a 25-page paper based on original research in the foundation collections at the Rockefeller Archive Center [RAC] in Pocantico, Hills, NY, which houses the historical records of the Rockefeller, Ford, Russell Sage, Henry Luce, William and Flora Hewlett, Near East and Markle Foundations, and the Commonwealth and Rockefeller Brothers Funds (among many other materials). These materials cover a broad swath of U.S. and global history, from women’s, minority, and LGBTQ social justice campaigns, to the colonial devolution; scientific, agricultural, and social science research; and the arts and humanities in the United States and around the world. Many of these collections have not previously been used, offering an important opportunity for original research. Information about the RAC’s holdings, including finding aids are available at https://rockarch.org. Prospective students are strongly advised to consult the RAC’s collections to ensure that they are sufficiently rich for the topic they plan to study.
Syllabus
Hist. 75000 - Religions and Enlightenments in Early America
Mondays, 11:45 am - 1:45pm, 3 credits, Prof. John Dixon
This course introduces students to newer scholarship on early American religion and the Enlightenment. It asks how recent historiography and a post-secular turn in the interdisciplinary study of religion are reshaping the meaning and relationship of what is religious and what is secular. How do historians currently define and examine religion and the Enlightenment? How did religion, the Enlightenment, evangelicalism, science, and skepticism intersect in early America? And, perhaps most fundamentally, what role should these themes play in survey histories of the United States now that grand narratives of secularization and modernization have lost their sway?
The readings for this course emphasize religious diversity, mix popular and elite culture, and span the colonial, Revolutionary, and early nation periods. In addition to raising large interpretive questions about the place of religion and secularism in early American history, the course addresses a number of more specific social, cultural, and intellectual topics, including alchemy, happiness, polygamy, death, slave conversion, electricity, and heresy. Students will write a substantial historiographical or research paper on a topic of their choice.
Syllabus
Hist. 77100 – The Latin American Cold War
Mondays, 4:15-6:15 pm, 3 credits, Prof. Mila Burns
This course provides an overview of the history of the Cold War in Latin America. It investigates the role of the United States and the Soviet Union in the shaping of democracies and dictatorships in the region. However, it proposes a new interpretation of the scope of such influence, focusing on local politics and regional power disputes. The military, activists, exiles, rural workers, diplomats, businesspeople, and artists are all actors of a period marked by revolutions, violence, and economic crisis. This seminar incorporates debates of gender, arts, and politics, featuring multiple methodological and geographical approaches. The course is relevant not only to students whose primary field of study is Latin America but also to those who can benefit from the comparative analysis. The final project will be a paper on a topic chosen by the student and discussed with the professor. Students are expected to lead discussions and write short comments about the readings.
Syllabus
HIST 78110 section 1 - Muslims, Tolerance, and Religious Pluralism
Monday, 6:30-8:30, 3 credits, Prof. Anna Akasoy
This course takes as its starting point and key interest the discursive function of tolerance as a fundamental value of modernity and explores a variety of ways in which debates about tolerance in western European discourse are related to Muslims. While Muslim societies, especially the Ottoman Empire, served as an example of tolerance to early modern western European observers, a prominent western European discourse now contrasts tolerance and Islam. The degree to which societies, especially Muslim-majority societies, are deemed compatible with modernity is often measured in terms of their tolerance, in particular as manifested in religious pluralism. Conversely, cases of public violence are regularly described as intolerance. In this course, we will explore the history of this discourse in conversation with select historical examples. The course will thus combine elements of Islamic and Middle Eastern history with contemporary political philosophy. We will begin with an introduction to contemporary western debates about tolerance and the history of this concept in western European thought. Throughout the class, we will be discussing classics of tolerance literature such as the works of Raimundus Lullus and Nicholas of Cusa as well as Lessing’s Nathan the Wise and Montesquieu’s Persian Letters. We will consider recent theories about premodern Islamic law as a main area in which tolerance became manifest as Muslim scholars agreed to disagree. As two historical examples we will be considering medieval Muslim Iberia and the Ottoman Empire. Finally, we will discuss examples of western European discourse about tolerance in the context of Muslim immigration in recent times. This course does not require prior knowledge of Islamic history or political philosophy.
Syllabus
HIST 78110 section 2 - Imperialism and the Shaping of the Modern Middle East
Tuesday, 6:30-8:30, 3 credits, Prof. Simon Davis
This course surveys how interaction with increasingly influential foreign interests, and responses to them, both assimilative and resistant, shaped leading currents in Middle Eastern experience from the late eighteenth century onwards. Themes include imperialism in historical interpretation, perceptions and framings of the region, forms of political, economic, cultural and social change, and in Middle Eastern intra-regional, international and global relations. Each session will feature a discussion on a theme preceded by suggested readings from course texts, related published documents, and specialized scholarly journal articles assigned for discussion. Students will each complete a research essay chosen from a number of given titles and reading lists, a number of smaller critical exercises and a final examination.
Syllabus
RECOMMENDED COURSES FROM OTHER PROGRAMS
CLAS 82600 Race, Ethnicity, and Power in the Ancient World
Prof. Jennifer Roberts, Thu 4:15 PM-6:15 PM, 3 credits
How did the ancients conceive of race and ethnicity? What degree of difference was required, and of what nature, for Greeks and Romans to classify a group as “other”? Was “other” invariably inferior? Were men and women separate races, of different descent? Some Greeks thought so.
This interdisciplinary course will explore concepts of race and ethnicity in the ancient world through readings in English in both primary and secondary sources, with emphasis on the Greek, Roman, and Hellenistic worlds. No knowledge of Latin or Greek is required, although students who can read either or both of those languages may periodically wish to meet with me for close analysis of a particular text.
Greek and Latin literature is full of references to groups that the authors felt were “not like us.” The Greeks developed the term “barbarians” (people whose incomprehensible speech sounded like bar, bar, bar) for non-Greeks; their feelings about them were mixed, but for the most part they enjoyed articulating their own superiority. In addition, the individual Greek city-states were exclusive about their citizenship, not enfranchising immigrants or the children of immigrants, and a number of them had elaborate myths designed to explain the special characteristics they possessed that set them apart from, and above, others. Matters were more complicated in the later Greek world (the Hellenistic period of 323-30BCE) when the conquests of Alexander had spawned sprawling multi-ethnic empires, and the people we call “the Romans” were a very diverse group faced with a founding legend that painted them as the descendants of criminals and slaves. The Roman elite was increasingly multi-ethnic as time went on; the emperors Trajan and Hadrian were both from Spain, and reign of the African emperor Septimius Severus—who spoke Latin with an accent--ushered in an era in which emperors came from all over the Mediterranean world. Despite this diversity, Roman authors enjoyed lobbing ethnic slurs at other “nationalities.”
Profiting from our own diverse backgrounds and training, we will examine the very complex picture presented by ancient notions of race and ethnicity, and students will pursue projects that grow out of their particular backgrounds and interests.
Readings will include:
Herodotus, The Histories (any translation)
Tacitus, Germania (any translation)
Rebecca Futo Kennedy, C. Sydnor Roy, and Max Goldman, Race and Ethnicity in the Classical World: An Anthology of Primary Sources in Translation (Indianapolis: Hackett, 2013
Denise McCoskey, Race in Antiquity and Its Legacy (London: Bloomsbury Academic, 2012)
FREN 77400 - Women’s Stories in Premodern French
Tuesdays, 4:15pm - 6:15pm, 2/4 credits (Please note: History students must register for the 4 credit option)
Prof. Sara McDougall
In the premodern era, French language and culture spread far and wide beyond the borders of "l'hexagone". This course will explore French stories told to, for, about, and by women between 1100 and 1700. These texts document the words and deeds of both real and imagined women, famous and infamous, and also women who history has forgotten. Our sources will include romances, poetry, plays, letters, trial records, medical and legal treatises, conduct literature, and illuminated manuscripts (the premodern version of the graphic novel). We will work from translations as well as the original, according to and accommodating the skillsets and interests of each student. Knowledge of French helpful but not in the least essential.
MSCP 80500: Jerusalem: Monuments and Memory from Constantine the Great to Suleiman the Magnificent.
Thur, 4:15PM-6:15PM. 3 credits, Warren T. Woodfin
Placed by many medieval maps at the center of the word, Jerusalem is a city triply sacred: to Jews as the capital of the kingdom of Judah and the location of the Temple until its destruction in 70 CE; to Christians as the city in which Jesus instituted the Eucharist, suffered, and was buried; and to Muslims as the site of the “farthest place of prayer,” al masjid al aqsa, visited by Mohammed on his night journey. Throughout the holy city and its environs, sites were marked with monuments to their spiritual significance that were in turn remodeled and re-interpreted over the centuries. The figural arts—painting, sculpture, textiles, metalwork, and the arts of the book—similarly played a role in configuring and reconfiguring this landscape of holiness. Jerusalem presents a remarkable series of case studies on the integration and diffusion of artistic and architectural models, the changing discourses around key monuments, the role of pilgrimage and relics, and interreligious competition through artistic patronage. Covering the period from the reign of Constantine (312–337) to the city’s conquest by the Ottomans (1516), the course will consider both the artistic production of Jerusalem itself and arts intended to reproduce the holiness of Jerusalem elsewhere.
SOC 81004- Comparative Sociological Methods: Sociology Meets History
Tuesdays, 2-4pm
Prof. John Torpey
This course examines the historical origins of contemporary patterns of inequality in state-building, slavery, colonialism, and capitalism. The course will explore diverse times and places in order to understand the background to these patterns of inequality as well as efforts to overcome historical injustices.
IDS 81630 - Constructing History: Architecture and Alternative Histories of New York
Wednesdays, 4:15-6:15pm
Elizabeth Macaulay (The Graduate Center, MALS)
Jason Montgomery (City Tech, Department of Architectural Technology)
Architecture and the built environment are products of their social, political, and economic circumstances. New York City, a perpetually evolving metropolis, has been shaped by successive waves of immigration, shifting economic priorities (from agriculture and manufacturing to finance and technology), and politics. Today, the impact of gentrification, the lack of affordable housing, and climate change is evident in New York City’s built environment. This is not a new story, but one that has been intrinsic to New York City since its founding. Therefore, rather than relying on the written record as the main evidence for exploring New York’s history, this course will introduce students to the built environment and use the urban fabric of New York--its buildings, streets, and places, along with primary source materials about these edifices from libraries and archives--to construct alternative histories of the city. Erected, used, and inhabited by people of all colors, creeds, socio-economic backgrounds and cultures, architecture and the built environment allows us different insights into the development of New York’s history, inviting us to develop alternative stories about the city’s past. The study of architecture and the built environment is inherently interdisciplinary. Students will be introduced to diverse research methods and will be tasked with conducting place-based research on New York City’s built environment during site visits and visits to archives and libraries. The students in the course will have an opportunity to generate new knowledge about New York City, its built environment, and people.
IDS 81640 - Cities and Disaster: Past, Present, and Future
Wednesdays, 11:45am-1:45pm
Cary Caracas (The Graduate Center and College of Staten Island, EES and Political Science)
Robin Kietlinski (LaGuardia Community College, History)
This team-taught, interdisciplinary course will focus on disasters faced by major urban centers across a broad span of time and place. Taught by a geographer and a historian who both specialize in the intersection of cities and crisis, the course will offer a unique perspective on critical issues that arise when cities and citizens are forced to endure a catastrophic event. The course will be divided into three thematic and chronological units: 1) PAST: The focus of this unit will be on the historic destruction and subsequent remaking of important urban centers such as Lisbon, Chicago, Chongqing, Dresden, and Tokyo as a result of earthquakes, fires, and wartime bombing; 2) PRESENT: Cities that have recently experienced destruction and reconstruction as a result of worsening climate conditions, with a sustained focus on New York City during and after Hurricane Sandy; and 3) FUTURE: An examination of cities in the Global South that are being and will continue to be impacted by environmental degradation, climate change, and diminishing resources such as water. We will interrogate differences between the concepts of “natural” versus “man-made” disasters, looking at specific case studies as we discuss how and why the line is not always a clear one.
HIST 82600 First-year Seminar in History
5 credits, Tuesday, 10:30 AM - 12:30 PM, Professor Francesca Bregoli
This seminar, meant to familiarize students with the professional study of history, is conceived as an introduction to historical research and writing. Each first year PhD student in History is expected to write a research-based article-length paper by the end of the Spring semester. The goal of this course is to help students conceive this project and make continued progress towards it. Over the course of the semester, each student will identify and formulate a research topic, explore primary and secondary sources, produce a bibliography, and compose a historiographical essay. By the end of the semester, students are expected to craft a substantial research proposal, which will be presented and workshopped in class in peer review sessions. In addition to strategies and assignments to craft a cogent and successful proposal, each week we will also read a variety of approaches to historical analysis and discuss questions of methodology, historiography, and theory. The course is open to first-year, first-semester PhD students specializing in European and non-US history. Open only to PhD Program in History students.
Syllabus
HIST 84900 First-year Seminar in History
5 credits, Tuesday, 10:30 AM - 12:30 PM, Professor Andrew Robertson
This seminar is the first half of a two-semester course for first-year students whose major field is the United States. By the end of the second semester each student will have written an article-length paper, substantially based in primary-source research that advances the scholarly literature on its topic. Looking towards that goal, the first semester seminar focuses on the craft of history, historiography and historical methodology. Each student in the seminar will focus on the development of a research proposal. In the seminar and in conferences with the professor, students will identify their research topic, sharpen their questions, identify and explore archival and other primary sources and develop a bibliography of the relevant secondary literature. Each student will write a historiographic essay. During the semester each student will circulate drafts and engage in constructive criticism of one another’s work. The course will include seminars focusing on library research, historians’ ethics, and recent trends in historiography and theory. At the end of the semester, each student will defend before the seminar a formal proposal for a clearly-defined project they will complete at the end of the following semester.
Open only to PhD Program in History students.
Syllabus
HIST 80020 Literature of European History l
5 credits, Monday, 2 PM - 4 PM, Professor Helena Rosenblatt
This course provides an introduction to the literature of European history from the Late Middle Ages through the eighteenth century. It explores different conceptual frameworks and methodological approaches to the period and examines an assortment of classic and recent works on a variety of topics: religion and the state; science, technology, and medicine; economy and society; gender and sexuality; and ideas and mentalities. The course prepares students for the end-of-semester comprehensive examination and for further study of early modern Europe.
Open only to PhD Program in History students.
Syllabus
HIST 80010 Literature of American History l
5 credits, Wednesday, 2 PM - 4 PM, Professor John Dixon
This course introduces Ph.D. students to the historiography of the U.S. through the Civil War and is intended to prepare students for the First Written Examination. Covering major historiographical themes, debates, and developments, the course broadly considers how historians have organized, researched, and written pre-1865 American history. Simultaneously, it examines and compares a multitude of specific works, ranging from large narrative histories to specialized monographs and articles. Students will assess methodologies, discuss the geographical parameters of U.S. history, and confront fundamental questions of periodization and historical causation. Recent achievements and trends in the scholarship will be highlighted. The assigned workload for this reading-intensive, five-credit course is hefty. It is designed to prepare students both for the exam and to teach pre-1865 U.S. history at the college level.
Open only to PhD Program in History students.
Syllabus
HIST TBD - Literature of Colonial Latin America
5 credits, Professor Herman Bennett
In recent years, some Latin Americanists have questioned the hermeneutics defining the field of colonial Latin American History. The colonial designation some feel posits a disjuncture (or beginning) when it could be argued that continuity characterized the historical narrative. While students of ideas, political practice, and the cultural domain have been the strongest proponents of this intervention, scholars of indigenous cultures—especially the Nahua Studies groups—share similar sentiments despite differences in scope and method. Consequently, scholars have been utilizing terms like ‘early’ and ‘early modern’ Latin America to distinguish their work from a colonial project and its association with the rupture that Spanish hegemony allegedly implied. Concurrently, a self-conscious collection of scholars identified as the Latin American subaltern studies group have called into question the elitist hegemony shaping the structure and content of Latin American history. Scholars of the Latin American subaltern along with those who take issue with the occidental reasoning informing how Latin America history is currently conceived are introducing new terminology (subaltern, postcolonial, Afro-Latin American) that allegedly re-frames the Latin American past and present. In our semester’s work, we shall explore the meanings and implications, if any, that this and other discursive shifts have had on Latin American historiography. Even as this seminar attends to shifts in meaning and context, we will engage the substance of the existing historiography.
This year-long course is specifically designed as an introduction to both the early modern/colonial field and modern Latin American History. It is designed to prepare History graduate students for the two major field exams in Latin American history. Courses, despite their prominence in structuring graduate programs, merely introduce students to some of the overarching historiographic and conceptual themes defining a field. To this end, a course identifies some areas of inquiry but in doing so obscures others.
HIST 72600 Biography and International History
3 credits, Thursday, 6:30 PM - 8:30 PM, Professor Manu Bhagavan
Biography is a popular form of historical writing, often appreciated for its narrative form and accessibility. Generally, biography follows the life of a particular individual (or of ideas, disease, or material objects) and sees the world unfold from the point of view (or in relation to) their chosen subject of study. This course explores the global history the twentieth century through a series of such narratives. Each book we read will offer a unique perspective and set of insights onto overlapping events, focusing especially on, but not limited to, the stories of pioneering women who made contributions of international consequence. How do we remember major events of the twentieth century? Who gets credited for their action and who does not? Who gets left out entirely? Why? And how do our understandings of the past change as we look at it through new eyes?
Syllabus
HIST 72300 Psychoanalysis and Politics: History and Theory
3 credits, Tuesday, 2 PM - 4 PM, Professor Dagmar Herzog
Instructor permission is required to enroll in this course. Please write to DHerzog@gc.cuny.edu with a cc to mweber@gc.cuny.edu
This is a course in intellectual history and theory; but it is also, and above all, a course in the history of ideas about human selfhood, motivation, and behavior – and the endless mystery of the relationships between fantasy and reality. The course arcs from Freud’s and his contemporaries’ writings in the 1890s-1930s through WW2, Cold War and decolonization to the post-postmodern present. Themes explored include: trauma, aggression, anxiety, destruction, and prejudice; obsession, love, desire, pleasure, attachment, dependency; models of selfhood (conflict vs. deficit vs. chaos), compulsion, neurosis, perversion, narcissism, psychosis; therapy, including neutrality, interpretation, holding, transference, and countertransference; and the myriad relationships of psychoanalysis to politics. Most of the texts focus on Europe and the U.S., but we will explore as well examples from the Middle East, Africa, and Latin America.
Our aim is not only to acquire a deepened understanding of the interactions between individual subjectivities, social conditions, and ideological formations (and to consider how psychoanalysis-inspired commentators have theorized these interactions), but to inquire into whether and, if so, how the mechanisms of these interactions may perhaps themselves have changed over time (and this will require situating the assigned texts contextually, but also often reading them against their own grain).
Requirements include careful reading of assigned materials and active and informed participation in class discussions; one final paper on a psychoanalysis-related topic relevant to the student’s dissertation or related intellectual development. The final week is reserved for student presentations to the class; drafts will be circulated ahead of time; students are expected to provide helpful written responses to their peers.
Syllabus
HIST 71100 Printing Belief
3 credits, Thursday, 6:30 PM - 8:30 PM, Professor Allison Kavey
The history of print is deeply intertwined with the history of belief in early modern Europe. This course will look at primary and secondary literature to investigate the ways in which the print revolution contributed to the proliferation and regularization of religious practice, the popularization of emerging sects, and the emergence of competing systems for thinking about nature and natural change. Cheap print, broadsides, pamphlets, books of secrets, and plays will provide the majority of our primary source material, but students are encouraged to bring their own interests and interesting sources to the course with them.
Syllabus
HIST 72800/PSC 71908 Neofascism: from the New Right to the Alt-Right
3 credits, Monday.6:30 PM - 8:30 PM. Professor Richard Wolin
How did the far-right reestablish political legitimacy after its crushing defeat in 1945? How did it recertify the discredited ideas of race, hierarchy, anti-parliamentarism, autocracy, and patriarchy after seemingly hitting rock bottom? To what extent – and by what methods – have its efforts to counteract the intellectual hegemony of left-wing thought by popularizing a “Gramscism of the right” been successful? To what extent have New Right ideas influenced the political self-understanding of the leading authoritarian populist parties, whose proliferation has been one of the hallmarks of twenty-first century global politics? Finally, to what extent have the depredations of “neo-liberalism” prepared the terrain for the New Right’s success?
Here, it is worth noting that the slogan, the “Great Replacement,” which was invoked by the mass murderers in Utoya, Norway, Christ Church, NZ, El Paso, and Pittsburgh, was originally a New Right slogan.
One explanation for the New Right’s success pertains to its successful rehabilitation of German conservative revolutionary thought from the 1920s: the political doctrines of Carl Schmitt, Martin Heidegger, Oswald Spengler, etc., while cleansing their work of its ties to Nazism.
Finally, at what point in time did the New Right worldview cross the Atlantic to provide ideological support for the Alt-Right? In what ways do the New Right and the Alt-Right differ from the traditional Right? Did the Alt-Right contribute to Donald Trump’s victory in the 2016 presidential election? Is the Alt-Right still a force in contemporary American politics, or was it merely a passing political fad?
Readings:
C. Schmitt, The Crisis of Parliamentary Democracy
M. Heidegger, Nature, History, and State
A. de Benoist, View from the Right
A. Dugin, The Fourth Political Theory
T. Bar-On, Where Have All the Fascists Gone?
Y. Camus and N. Lebourg, Far-Right Politics in Europe
Woods, Germany’s New Right as Culture and as Politics
K. Belew, Bring the War Home: The White Power Movement
T. Mann, The Rise of the Alt-Right
Boggs, Fascism: Old and New
Syllabus
HIST 75900 Black Women in Slavery and Freedom
3 credits, Wednesday, 4:15 PM - 6:15 PM, Professor Tanisha Ford
Instructor permission is required to enroll in this course. Please write to TFord1@gc.cuny.edu with a cc to mweber@gc.cuny.edu
This course will introduce students to key works, major debates, and recent developments in the field of black women’s history. Some of the first texts were published in the mid-1980s, making it a relatively nascent field that has seen exponential growth over the past few decades. Scholars have developed frameworks, theories, and methods to center black women in American histories wherein their narratives are typically omitted and/or distorted. Using “freedom” as our guiding analytical term, we will also read texts from non-historians, allowing us to explore the intersections of black women’s history, feminist studies, and queer studies—particularly “queer of color critique.” The course will devote considerable attention to black feminist practices of archiving. Students can expect to lead discussions; produce short critical book reviews; and submit a longer review essay, theoretical essay, or methodological essay as a final paper.
HIST 75200 Slavery and Capitalism
3 credits, Thursday, 11:45 AM - 1:45 PM. Professor James Oakes
No scholar seriously doubts that there was a strong relationship between the development of capitalism and the emergence of New World slave plantations. Where they disagree is over the nature of that relationship. Was slavery itself a form of capitalism, or was the master-slave relationship fundamentally different from capitalist social relations? Did slavery give rise to capitalism, or did capitalism give rise to slavery? This course will address these questions, beginning with a survey of the way scholars have addressed them. Then, with a particular focus on the United States, we will address the theoretical and empirical question of whether the slave economy of the Old South was or was not capitalist. Finally, we will shift to the very different question of the relationship between southern slavery, especially the cotton economy, and the industrialization of the North.
Syllabus
HIST 75800 Environmental History of Urban America
3 credits, Wednesday, 6:30 PM - 8:30 PM, Professor Michael Rawson
Americans often think of cities and nature as being mutually exclusive. “As the pavement spreads,” wrote the great urbanist Lewis Mumford, “nature is pushed farther away.” But scholars in the rapidly developing field of urban environmental history challenge this view and argue instead that cities and the natural world have deep connections and shared histories. With urbanization a central theme of the American story, and over eighty percent of present-day Americans living in urban areas, we cannot fully understand the American past or even the places that most of us call home today without understanding how nature and cities have shaped each other. Over the course of the semester, students will explore such topics as early reactions to industrialization and urbanization; relationships between cities and their hinterlands; urban interactions with water; moral environmentalism and the development of parks and suburbs; concerns about pollution, public health, and environmental justice; the changing place of animals in the city; and the consequences of contemporary urban sprawl.
Reading list:
• Michael Rawson, Eden on the Charles: The Making of Boston (2010) (e-book through library).
• Thomas Bender, Toward an Urban Vision: Ideas and Institutions in Nineteenth-Century America (1975).
• William Cronon, Nature’s Metropolis: Chicago and the Great West (1991).
• Charles E. Rosenberg, The Cholera Years: The United States in 1832, 1849, and 1866 (1962) (e-book through library).
• David Schuyler, The New Urban Landscape: The Redefinition of City Form in Nineteenth-Century America (1986).
• Frederick L. Brown, The City is More than Human: An Animal History of Seattle (2016) (e-book through library)
• Kate Brown, Plutopia: Nuclear Families, Atomic Cities, and the Great Soviet and American Plutonium Disasters (2013) (e-book through library)
• Adam Rome, The Bulldozer in the Countryside: Suburban Sprawl and the Rise of American Environmentalism (2001).
• Mike Davis, Ecology of Fear: Los Angeles and the Imagination of Disaster (1998).
• Andrew Hurley, Environmental Inequalities: Class, Race, and Industrial Pollution in Gary, Indiana, 1945-1980 (1995) (e-book through library).
• David Owen, Green Metropolis: Why Living Smaller, Living Closer, and Driving Less Are the Keys to Sustainability (2009).
HIST 78000/ MES 78000: Religion and Society
3 credits, Mondays,, 4:15-6:15, Professor Samira Haj
In this class, religion is approached as a social and historical fact with political, legal and economic attributes and ramifications. As a historical social fact, religion (in general and Islam in particular) is compelled to undergo continuous redefinitions to accommodate change in circumstance and social setting. The objective of this seminar is to explore some of these changes in light of the dramatic changes and concerns engendered by modern structures, institutions and power. These changes are drawn out through familiar oppositional yet problematic categories like the secular and the religious, state sovereignty vs. religious authority, modern law vs. divine prescriptions among others. The course is comparative and interdisciplinary; it draws on different areas of study and bodies of knowledge including anthropology, political theory, philosophy and religious studies.
Syllabus
HIST 78110 Violence in Islamic History
3 credits, Wednesday, 6:30 PM - 8:30 PM, Professor Anna Akasoy
In this course, we will consider a wide range of examples of violence in Islamic history, primarily in premodern times. Our main focus will be on religious dimensions of violence. Throughout the class, we will be discussing a range of methodological issues such as violence as an analytical concept and violence as an ethical challenge for historians. Recent public debates and much scholarship concentrate on religiously validated public violence in Islamic contexts, especially the ‘inter-state’ violence of conquests and wars. Such violence is widely associated with the concept of jihad and sometimes described as ‘holy war’. While we will be exploring these high-profile subjects, this class will expand its perspective on violence by considering cases that unfold in the context of war, but are not part of combat. We will be discussing enslavement, especially with regard to its gendered dimension. While some enslaved men became soldiers and took on a new role in the exercise of violence, women often became concubines and were subjected to sexual violence. Furthermore, we will be discussing public violence in the context of riots, executions and public corporeal punishments such as flogging. A second set of topics is derived from what may be considered the private sphere. In this context, we will mostly be looking at Islamic law and the way legal scholars understood and approached domestic violence. Apart from violence against wives we will be considering violence against enslaved individuals in private households. To expand our discussion of Islamic law, we will be considering other examples of interpersonal violence, in particular homicide. While most of our material will be textual, a small number of visual sources will be discussed as well, especially with regard to an aestheticization of violence. Depending on student interest, other cases of violence such as violence against the self and violence against non-human animals can be taken into account as well. This course is suitable for students without prior knowledge of Islamic history.
Syllabus
MALS 78500/ HIST 71000/ PSC 71902 Comparative Revolutions: From 1688 to the Arab Spring
3 credits, Monday, 4:15 PM - 6:15 PM, Professor Helena Rosenblatt
What makes a revolution a revolution? Scholarship has recently moved away from social-scientific, Marxist-inspired explanations to approaches that explore how revolutionaries themselves understood what they were doing, how they interpreted their contexts, and how their ideas shaped their actions. With such questions in mind, we will look at and compare a number of revolutions, including the so-called “Glorious Revolution” of 1688, the American, French and Haitian Revolutions, the Russian Revolution of 1917 and the recent Arab Spring. In the eyes of their participants, what characteristics did these revolutions share? What might they have learned and borrowed from each other? Is there something we can call a revolutionary “script”?
Syllabus
HIST 75500 Public History Scholarship and Practice
3 credits, Thursday, 2 PM - 4 PM, Professor Anne Valk
This course introduces the practice of public history and its intellectual foundations. Through our readings, class discussions, and assignments, we will examine the activities of public historians and the complex issues they face when preserving, interpreting and presenting history. Reading a series of case studies and theoretical essays, we will discuss how theory plays out in practice and in a variety of arenas in which historians engage with historical sites, objects, and publics. The course will be organized into three parts. In Part 1, we will address the idea of the public. Who are the “publics” in public history? What kinds of relationships do (or should) public historians have with them? Can authority be shared? How do public historians handle “the other” – issues of cultural appropriation or cross-cultural interactions? Part 2 considers “history” – how does society decide what’s worth remembering and saving? What role do public historians play in shaping, sharing, and interpreting public memories? How do we resolve the tension between memory and history? And what is the relationship between public history and the historical discipline? Part 3 considers political activism and the politics of public history practices. How have both conservative and radical agendas shaped the work of public history in the past, including sources of funding, methods of engagement, and institutional collecting priorities? And how do politics, personal and professional, shape the work of public historians today? Class readings will be augmented by conversations with practioners and, if possible, visits to select public history sites.
Syllabus
HIST 78500 Quantitative Methods for Social Scientists and Humanists
3 credits, Thursday, 4:15 PM - 6:15 PM, Professor Laird Bergad
This course is designed to develop introductory skills needed for the analysis of large-scale data bases such as those provided by the U.S. Census Bureau, other government agencies such as the National Institute of Health, the Bureau of Labor Statistics, or census data bases provided by other countries throughout the world. After you conclude this course you should be able to use the skills you have learned to analyze any kind of data base, large or small, including those which you may develop independently in your future research. There are three broadly based skill sets you will learn in this course: 1) how to download data from specific web sites; 2) how to analyze these data to extract the specific information you want; 3) how to present these data in tables and graphic materials. If time permits, we may even teach you how to present data in maps. The course will first focus on the skills needed to download data files to your computer using the IPUMS web site (Integrated Public Use Microdata Series) from the Minnesota Population Center, University of Minnesota (https://usa.ipums.org/usa/) which maintains a repository of every census of the United States from 1790 on. There is also a number of ‘companion’ sites such as IPUMS International which maintains an ever-growing archive of census materials from around the world which you may register for and use as you develop your skills. - https://international.ipums.org/international.
WARNING: There is a learning curve which may lead to extraordinary frustration, irrational acts caused by despair, and other behavioral manifestations typical of neophyte data analysts! These should pass with patience and perseverance and soon you will be ‘experts’ at how to access real data on the internet. You may also wonder why all you have ever thought of in your graduate careers until this transformative moment is something called ‘culture.’ (OK, not all of you!) The course will then move to the real nuts and bolts of data analysis and teach you how ask questions of, and to extract specific data, from any data base (such as the number of males/females, their age structures, race/ethnicity, their incomes and on and on into infinity) using SPSS, the Statistical Package for the Social Sciences first developed at the University of Chicago in 1968, and now owned by IBM (since 2009) under the name IBM SPSS STATISTICS. Other programs such as SAS or STATA can perform the same statistical procedures. (See WARNING above). Finally, we will teach you how to present complex data in easy-to-understand (hopefully) tables and graphs so that mere mortals may comprehend them. Here we revert to Excel and PowerPoint which I’m certain many of you are already familiar with.
Syllabus
SEE ALSO
BAM 70500: The Ethics of Public Biography: Historicizing ACT UP (The AIDS Coalition to Unleash Power)
3 credits, Mondays, 2:00 PM - 4:00 PM, Sarah Schulman
1987-1993 were the most effective years of the AIDS Coalition to Unleash Power (ACT UP), New York. Perhaps the most recent American social movement to be effective, its history can be helpful to those of us working for social transformation today. Yet, the most rewarded representations have narrowed the story of ACT UP to a parody, focusing on white male individuals, instead of the diverse and extended community of which ACT UP was an organizational nexus. Using film, primary documents and relying on interviews from the ACT UP Oral History Project, www.actuporalhsitory.org , students will examine how false histories get told and contrast these dominant myths with the actual evidence.
MSCP 80500: Migrations, Displacement, and Slavery in a Global Medieval Perspective.
4 credits, Wednesdays, 4:15PM-6:15PM, Professor Francesca Sautman
What is known as the “medieval period” is largely thought of as a Western European temporality. It did not, however, exist in isolation from or without consequences for other peoples, cultures and polities located even far beyond its confines. There were vast population movements across Asia, Europe and North Africa throughout the early “medieval” period into early modern times that impacted and informed each other in many ways. These transnational or transcultural connections, as well as simultaneously occurring foundational events across regions, are what contemporary approaches to a “global history” seek to grasp and decipher, rather than narrowly defined histories based on current nation-states.
Hist. 82600- Seminar in Non-American History II
GC: Mondays, 4:15-6:15 pm, 5 credits, Prof. Steven Remy
This course is a continuation of Seminar in Non-American History I. Students will develop and complete the research project begun in the fall and turn their prospectuses into papers of publishable quality. Throughout the course, we will discuss the ongoing work in class, emphasizing the analysis of secondary and primary sources. Students will also circulate their works in progress amongst each other and practice giving informal and formal presentations. We will also discuss the process of working with peer-reviewed journals.
Open only to PhD Program in History students.
Syllabus
Hist. 84900- Seminar in American History II
GC: Wednesdays, 11:45 am - 1:45 pm, 5 credits, Prof. Thomas Kessner
There are two essential responsibilities for the seminar: the preparation of the research paper and fully engaged participation in the discussions and critiques of work submitted by other participants.
The objective of this Seminar is for students to expand and refine their skills in research and historical writing by carrying out the research project they proposed in the Fall semester. The required article length historical research paper must be a piece of original work on American history, substantially based on primary sources. It should engage a clearly defined historiographical problem, be well written, effectively organized and cogently argued. In class, we will workshop in-progress drafts and discuss research methods and writing strategies. Students will also review and critique the works in progress submitted by their colleagues.
Open only to PhD Program in History students.
Syllabus
Hist. 80010- Literature Survey in American History
GC: Mondays, 6:30-8:30 pm, 5 credits, Prof. Anne Kornhauser
This course covers significant themes and developments in U.S. history from the end of the Civil War to the late 20th century. Major themes include: the aftermath and legacy of slavery, the emergence of the United States as a global power, the rise and consolidation of the American state, and the struggle for national inclusion: race, rights, and citizenship. The broad objectives of the course include helping to prepare students for a written departmental exam, to provide a substantive foundation for students to teach their own U.S. history courses, and to expose students to modes of inquiry, subfields, and bibliographies that will aid in future research and teaching. Given these broad ambitions, this 5-credit course is necessarily demanding. In general, students will be expected to read the equivalent of two monographs a week and to be prepared to engage in rigorous yet wide-ranging discussions. The course will proceed chronologically as well as thematically and will consider questions, debates, issues, and dilemmas that arise from political, legal, cultural, economic, social, race, and gender histories of this period. In keeping with recent trends in the field, we will also consider U.S. history from a global perspective, Assignments will include weekly response papers, short literature reviews, and oral presentations. The course will culminate in a departmental final. Attendance is required for each class session, and all students will be expected to participate in class discussions
Open only to PhD Program in History students.
Syllabus
Hist. 80020- Literature Survey in European History
GC: Wednesdays, 2-4 pm, 5 credits, Prof. Eric Weitz
This course provides students with an introduction to the major themes of and historiographical debates on modern European history. Geographically we will range from the Eurasian steppe and eastern Anatolia to the Atlantic Ocean. Topically we will also range widely, from diplomatic and international to gender and social history and everything in between. We will also study Europe in its global context. By the end of the semester students should have achieved a solid grasp of the literature on European history, which will provide the basis for their qualifying exams, teaching, and dissertations. Students will write a substantial historiographical paper on a topic of their choice.
Open only to PhD Program in History students.
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Hist. 89900- Dissertation Seminar
GC: Mondays, 2-4 pm, 0 credits, Prof. James Oakes
This course is entirely devoted to students at the dissertation writing stage who would benefit from sharing some of their work with fellow students. The goal is to create an atmosphere of friendly, constructive criticism that will benefit all students as they work to organize their material and develop their interpretations.
Open only to Level 3 PhD Program in History students.
Hist. 75500- Sojourners, Sultans, and Slaves: Slavery and Freedom in North America and the Indian Ocean
GC: Wednesdays, 4:15-6:15 pm, 3 credits, Prof. Gunja SenGupta
As the 19th century dawned, global systems of capitalism and empire knit the Atlantic and Indian Ocean worlds into international networks of trade and travel, and conquest and colonization, of labor and capital, and politics and ideology. The controversies over slavery,colonialism, and freedom’s meanings that resulted from this integration, offer U.S. scholars an analytical framework for “cross-fertilizing” national histories, historiographies, and epistemologies, with the burgeoning scholarship on the Indian Ocean. This course introduces students to transnational and comparative perspectives that illuminate the interoceanic scale of the Anglophone contexts in which Americans engaged with the politics and representations of slavery, abolition and empire.
Such engagements emerged in a moment of transition between empires in the Atlantic and Indian Ocean worlds during the 18th century. The backdrop against which they occurred, however, was shaped by developments that date as far back as what European historians would consider early modern periods in the Atlantic and Indian Ocean worlds. So we will begin there, reflecting, as we proceed to the 19th century, on questions like: how exceptional was “American” slavery, and its relationship with notions of freedom? How did British colonial traditions of legal pluralism translate in the Indian Ocean world? How do we theorize “agency,” “diaspora,” and “difference,” in African diasporic history, and evaluate scholarly debates over the boundaries between law and practice, family and the market, and nation and empire within that history? In what ways did “subaltern” migrations remake identities and produce change? How did free labor experiments in British Asia influence debates over sectionalism in the U.S.? What do the struggles of American slaveholders in Indian Ocean Sultanates over land, labor, cultural politics, and international power rivalries tell us about comparative slavery histories?
We will grapple with these questions by placing U.S. historiography in dialogue with scholarship and multinational archival materials on slavery and freedom in the Indian Ocean, comparing, for instance, the Atlantic slave trade with human trafficking on the Trans-Saharan and Arabia Sea routes; considering the ways in which tropes of difference (race, religion, class, caste, gender, sex) and ideas about dependence (especially kinship) shaped ideologies and practices of “master-slave” relationships; discussing the workings of the state, law, political economy, religious institutions, and demography, in constructing systems of bondage, hierarchy and patronage; considering how formal institutions and informal customs influenced marginalized people’s material conditions, and regulated their access to community membership/citizenship; examining the dynamics of “subaltern” family, culture, community, and resistance; tracing the transoceanic circulation of debates over slavery and poverty, and abolition and empire; and contextualizing emancipation in the U.S, within the framework of comparative chronicles of freedom.
Syllabus
Hist. 74900 - Race, Gender and American Political Development
GC: Tuesdays, 11:45 am - 1:45 pm, 3 credits, Profs. David Waldstreicher & Ruth O’Brien
This course examines to what extent, in what ways, are exceptionalist understandings of U.S. political traditions a problem or a solution? Do accounts that stress race, or gender, or the confluence of the two, provide a necessary or sufficient theory or counter-narrative of political development? Do frameworks developed in European politics, in critical theory, postcolonial thought or in domestic vernaculars comprehend the roles of race and gender, or their relationship to each other, in the political past and political time now? What kinds of analytical scholarship and storytelling have been adequate to the task? Finally, given the recent resurgence of angry and martial rhetoric at the center of national politics, how might we understand the relationship between the revolutionary or Enlightenment dreams of justice, peace, freedom and progress on the one hand, and the recurrent dread or nightmare of decline and oppression, as shaping facts of specifically political traditions?
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Hist. 74300 - Readings in 20th Century U.S. Women’s History
GC: Wednesdays, 6:30-8:30 pm, 3 credits, Prof. Kathleen McCarthy
When women’s history emerged as a subfield in the 1960s, its initial goal was to write women into the historical record. Since then, the analytical focus has shifted from an emphasis on “sisterhood” to class relations, political culture, the social construction of gender, transnationalism, and colonialism and empire. Cultural analyses have also become increasingly important, illuminating the subtexts that shaped women’s lives in different regions and eras, while microhistories have excavated the lives of ordinary Americans in revealing ways. This course will chart these historiographical shifts, as well as the ways in which women’s history has reshaped our understanding of American history for the period from 1900 to the late 20th century.
Within this framework a variety of topics will be explored, including (among others): 1) mainstreaming and microhistory; 2) gender and sexuality; 3) politics and political cultures; 4) transnationalism and empire; 5) race; 6) popular culture; 7) feminism and its discontents; 8) family and domesticity; 9) the women’s movement; 10) science and the politics of the body; 11) women and the welfare state; 12) power and money.
The goal of this course is threefold: 1) to help students prepare for their written and oral examinations; 2) to deepen their knowledge of the ways in which women’s history has reshaped our understanding of American history; and 3) to bolster their research, writing and analytical skills.
Students will lead one to three discussion sessions, and have a choice of doing weekly abstracts on the assigned readings for the weeks in which they are not presenting, or developing a research proposal on a women’s history topic of their choice for the period between 1900 and the 1990s.
Syllabus
Hist. 75900 - African Americans in Public
GC: Tuesdays, 6:30-8:30 pm, 3 credits, Prof. Tanisha Ford
This course on African Americans in Public utilizes a “long twentieth century” approach to examine key historiographical debates in the field of African American History. Using “public” as a category of analysis, we will explore the ways in which scholars have used social, intellectual, cultural, labor, urban, and public history methods to ask different questions (and arrive at different conclusions) about African American life. To that end, we will consider how these different subfields approach the archive and read its gaps and silences, marshal evidence, and determine who and what gets to be worthy of historical study. The aim is to move beyond a debate about "public" vs "private" to instead focus on how African Americanists have, over time, defined and redefined what "the public" is and how people of African descent engage with/in such spaces. Students will be expected to write a 2-page critical review of each assigned monograph and produce a 10-15pp historiographical essay.
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HIST 78400 and CHSS 695 (MPH) and CHSS 895 (Doctoral)
Interdisciplinary Perspectives on Corporations, Health and Democracy, 1900 to the Present: Modern Capitalism and the Fate of Health
Tuesdays, 4:00 - 5:50 pm, 3 credits
NOTE: CLASSES HELD AT The School of Public Health at 55 West 125th Street
Distinguished Professors Gerald Markowitz(History) and Nicholas Freudenberg (Public Health).
This jointly taught course with Nick Freudenberg of CUNY’s School of Public Health will explore how 21st century capitalism influences health and how its impact on health has changed since 1900? To answer these questions, this course presents students with historical, epidemiological and sociological perspectives on the impact of corporations on population health. It reviews how changes in capitalism influenced patterns of health and diseases in the United States and how globalization, financialization, technological changes and neoliberalism changed how capitalism and corporations shaped living conditions. Through in-depth interdisciplinary investigations of selected industries, products and practices from the last 120 years, students will analyze the changing pathways and mechanisms by which corporate practices influence the health of consumers and workers and of the environment in the United States and globally. It will also consider the roles of governance, democratic principles, the public health community and civil society in efforts to control harmful practices. Among the topics to be studied are the changing roles of food, pharmaceutical, health care , automobile and chemical industries on the health of workers, consumers, communities and planetary well-being. Students will write an in-depth case study of a specific industry or product. Masters and doctoral students will have different assignments for this class. The class is open to doctoral students in public health, history, sociology, psychology, geography, political science and related disciplines and Masters students in public health, liberal studies, or related academic or professional programs.
Syllabus
Hist. 72600- Late Life: Histories of Old Age and Death
GC: Wednesdays, 4:15-6:15 pm, 3 credits, Prof. David Troyansky
The course will explore two very rich historiographies that range widely across time and space and deploy methods and approaches that emphasize religion and culture, economy and society, health, demography and public policy. Much of the course will concern early modern and modern Europe, but we will also pay attention to notable works in ancient and medieval history, American history, and non-western (especially Asian) histories. Our approach to the history of old age will require us to focus on gender and family, property and intergenerational relations, medical literature and institutions, pensions and social security arrangements, ageism and individual subjectivities. Our exploration of the history of death will pay much attention to religion and secularization as well as histories of the body and its disposal, individual and mass death, and commemorative practices. I anticipate that most students will write historiographical papers, but there will also be opportunities to do research in primary sources.
Syllabus
Hist. 78110- Palestine under the British Mandate: Origins, Evolutions and Implications, 1906-1949
GC: Mondays, 6:30-8:30 pm, 3 credits, Prof. Simon Davis
This course examines how and with what consequences British interests at the time of the First World War identified and pursued control over Palestine as an imperial objective, the subsequent forms such projections took, the crises which followed and their eventual consequences. Particular themes will be explored through analytical discussions of assigned historiographic materials, chiefly recent primary research-based journal literature.
Syllabus
Hist. 72400- The Political Thought of Hannah Arendt
GC: Mondays, 6:30-8:30 pm, 3 credits, Prof. Richard Wolin
In the annals of twentieth-century political thought, Hannah Arendt (1906-1975) carved out a unique and enduring niche. Today, some 40 years after her death, her political philosophy seems more relevant than ever. In 1951, she wrote the first important book on totalitarianism, perhaps the central political problem of the twentieth century. Seven years later, Arendt published her landmark contribution to European political thought, the Human Condition, in which she seeks to probe and to delineate the existential bases of human freedom. Avoiding the liberal political idiom of "rights," Arendt broaches this theme in terms of the ontological values of "plurality" and "action" – constituents of human distinctiveness that Arendt traces back to the glories of Periclean Athens. Nevertheless, she also found important modern political corollaries to "action" in the fleeting experience of direct (that is, non-representative) democracy: in the notion of "local democracy" that flourished in pre-revolutionary America and in the emergence of "workers consuls" in the course of the European revolutions of 1905, 1918, and 1956.
Our main thematic focus will concern Arendt’s central contributions to twentieth century political thought: The Origins of Totalitarianism (1951), The Human Condition (1958), and On Revolution (1962). However, as preparation for this encounter, attention to Arendt’s formative philosophical and political influences is indispensable. Therefore, in conjunction with these works, we will also selectively read a number of background texts that will assist us in clarifying the conceptual framework that Arendt develops in her mature political works. Essential in this regard are key texts by Aristotle (Nicomachean Ethics) and by Arendt’s legendary German mentor, Martin Heidegger (Being and Time). At specific junctures, Arendt’s voluminous correspondence with another celebrated mentor, Karl Jaspers, will also guide us.
Finally, the “Arendt renaissance” of recent years has been punctuated by important cinematic representations of her life and thought – a dimension of the international Hannah Arendt reception story that we will analyze and reflect upon in conclusion.
Syllabus
Hist. 72100 - Key Concepts in the Western Tradition
GC: Mondays, 4:15 – 6:15 pm, 3 credits, Prof. Helena Rosenblatt
In recent decades there has been a new development in the academic study of political and social thought. Much attention is now being paid to “key concepts” and their historicity. The so-called “linguistic turn” has played an important role in this process.
By “key concepts” we mean the big ideas and indispensable terms without which it would be virtually impossible to engage in any meaningful political discussion. We use such concepts daily to make sense of our world and communicate with others. And yet, as scholars today are increasingly realizing, the meanings of these concepts are not static or timeless. They are constantly evolving and being contested. Key concepts can be seen as tools and weapons wielded at specific times for specific political purposes.
In this course we will examine the meaning and evolution of a number of key concepts essential to our current vocabulary, among which “democracy”, “populism” and “liberalism,” as well as “happiness,” “fear,” “genius” and “woman”. We will consider questions such as the following: What did “democracy” mean to the ancient Greeks and what does it mean to us today? How does our notion of “genius” compare to that of the Renaissance? When and why was the word “liberalism” coined and how has its meaning changed over time? Has our understanding of “woman” remained the same across the centuries?
Syllabus
Hist. 79200- Jews and the Left
GC: Tuesdays, 4:15-6:15 pm, 3 credits, Prof. Elissa Bemporad
This course will explore the historical involvement of Jewish men and women in the political left from the French Revolution to the contemporary world, in Europe, America and Palestine/Israel. By discussing the political and ideological factors that attracted Jews to leftist political movements over time and in different geopolitical contexts, the course will study the ambivalent relationship between universalism and particularism that lied at the heart of these movements. Through a diverse selection of readings, which include memoirs, letters, fiction, press articles, and monographs, students will also be asked to disentangle facts from myth, as they ponder the reality and the limits of the Jewish alliance with the Left. This course will also explore the ways in which, at different times and in different places, the association between Jews and the Left have become a common thread in antisemitic thinking.
Syllabus
Hist. 72200 - Race, Gender, and the Art of Memoir
GC: Tuesdays, 4:15-6:15 pm, 3 credits, Prof. Tanisha Ford
In recent years, there has been resurgent interest in the genre of memoir. Many of these contemporary texts are written by young(er), people of color. In this course we will read classic memoirs in conversation with more recent publications to explore the intersections of gender and race and the unique ways that writers of creative non-fiction use the genre to explore identity politics, trauma, pleasure, the (recent) past, and worldmaking. Learning how to write in this style is a useful skill for all students—regardless of field, discipline or career path. To that end, students will write and revise several autobiographical essays, with attention to developing voice and tone, pacing, and social/cultural/political texture.
Syllabus
Hist. 70330- The Trajanic Moment in Roman Literature
GC: Wednesdays, 4:15-6:15 pm, 3 credits, Prof. Joel Allen
This history course looks at the Roman Principate in its transition from the reign of Domitian to that of Trajan (roughly 80-120 CE), a momentous period that saw shifts in the nature and exercise of political power, the negotiation of empire, and attitudes toward ethnicity and identity, three themes that will form the emphases of our readings.
Proceeding chronologically, we’ll begin with an exploration of the intellectual climate of Domitianic Rome. Some areas of inquiry include the use of memory of the Roman past among both poets and prose authors of the late Flavian period—Silius Italicus, Frontinus, Quintilian—as well as changes in the nature of public life in the city and the emperor’s role therein, as evident in Martial and Statius. To the extent possible, we’ll seek to recover perspectives on and of the provinces, especially the Greek East (Josephus, perhaps), an area that will have more evidence as we move into the Trajanic empire with the texts of Dio Chrysostom, Plutarch, and Favorinus. Tacitus will be an obvious reference point in both chronological “halves” of the course, leading into the commentaries of his later contemporaries (the letters and Panegyricus of Pliny the Younger, the biographies of Suetonius, and the satirical poems of Juvenal) on politics, ethnicity, and what it means to be “Roman”. All texts will be read in English translation (though knowledge of Greek and Latin would of course enrich the student’s experience!).
Syllabus
HIST 71100/ MALS 74700/ GEMS 82100 - Reading Folklore in the Early Modern World
GC: Tuesdays, 4:15-6:15 pm, 3 credits, Prof. Sarah Covington
Folklore has traditionally been viewed as quaint and supplementary material illustrating “hidden” voices of “the people.” This seminar will question if not overturn virtually all of the previous statement, including the use of “folklore” as a term. Folklore, or more properly, vernacular expressions and practices, emerged wherever there existed a social group, of whatever status, which expressed its shared identity by calling on past traditions. It also could enter the most elite literature, move back and forth between oral culture and text, or be invented entirely as “fakelore.” This seminar will explore this enormously fertile vernacular world, including the often overlooked discipline of folkloristics, which offers historians and literary scholars new insights and methodologies into reading pre-modern texts or interpreting often opaque stories from the deeper past. Extending across Europe and the Atlantic World (including colonial North America), from the late medieval period through the eighteenth century, we will study stories and material culture, rituals and landscape, as access points to understanding an otherwise evasive mental world and our own approaches to it.
Syllabus
History 76900 Labor & U.S. Empire in the Americas
GC: Thursdays 4:15 - 6:15, 3 credits, Prof. Eduardo Contreras
Guided by the transnational and hemispheric turns in labor and migration studies, this course will examine the historical experiences of working people in Central America, the Caribbean, Mexico, and the United States. Our scholarly inquiry will specifically consider how laborers in and from these regions confronted U.S. imperialism and how they, in the words of some recent scholars, "made the U.S. empire work." Topics of study will include the interconnections between labor and migration; the construction of the Panama Canal; the expansion of the banana industry; ethnoracial tensions and collaborations among working people; and the role of U.S. imperialism in prompting migration to the United States, among others. The course will be of particular interest to students training in Central American, Caribbean, U.S. labor, and/or U.S. Latina/o/x histories.
Syllabus
See Also
Sociology - Spatial Patterns of Difference and Inequality: Global, National, Regional
GC: Tuesdays, 2-4 pm, 3 credits, Prof. John Torpey
This course explores spatial patterns of difference and inequality at the global, national, and regional levels. It seeks to make sense of the historical roots of these patterns in political, economic, ethnoracial, religious, and demographic systems. The course will explore diverse times and places in order to understand contemporary patterns of difference and inequality in comparative and historical perspective.
English 75100 - The American Renaissance
GC: Wednesdays, 2-4 pm, 4 credits, Prof. David S. Reynolds
Known as the American Renaissance, the decades leading up to the Civil War are generally regarded not only as the peak moment in American cultural expression but also as a watershed of themes reaching back to ancient and early-modern periods and looking forward to modernism. The American Renaissance saw the innovations in philosophy, ecological awareness, and style on the part of Ralph Waldo Emerson and Henry David Thoreau; the metaphysical depth and cultural breadth represented by the fiction of Herman Melville and Nathaniel Hawthorne; the poetic experimentation of Walt Whitman and Emily Dickinson; the psychological probing and ground-breaking aesthetics of Edgar Allan Poe; and landmark portraits of race and slavery by Harriet Beecher Stowe, Harriet Jacobs, and Frederick Douglass. Urban life and class conflict were dramatized in fiction by George Lippard, and gender issues were vivified in writings by Margaret Fuller and Sara Parton. Lincoln’s speeches crystalized the nation’s enduring political themes. In addition to reading central works of American literature—among them Moby-Dick, “Bartleby,” Incidents in the Life of a Slave Girl, The Scarlet Letter, Leaves of Grass, Walden, Poe’s tales, Emerson’s essays, and Dickinson’s poems--we discuss current approaches to American Studies, criticism, and cultural history.
Research and Writing Seminars
HIST 84900- Seminar in American History I
Wednesday, 4:15-6:15 pm, Room: 3310A, 5 credits, Prof. Jonathan Sassi
This is the first half of a two-semester course for first-year students whose major field is the United States. By the end of the second semester, each student will have written an article-length paper that is substantially based in primary-source research and advances the scholarly literature on its topic; toward that goal, the first semester focuses on the craft of history and the development of a research proposal. Students will identify topics, hone their questions, explore archival and other primary sources, develop a bibliography of the relevant secondary literature, and write a historiographic essay. They will also circulate drafts and constructively criticize one another’s work. The course will include related topics, such as library research, ethics, and recent trends in historiography and theory. At the end of the course, each student will present and defend before the seminar a formal proposal for a well-defined project that they can reasonably expect to complete by the end of the following semester.
Open only to PhD Program in History students.
Syllabus
HIST 80010- Literature of American History I
Thursday, 2-4 pm, Room: 3310A, 5 credits, Prof. Benjamin Carp
This course introduces Ph.D. students to the historiography of the U.S. through the Civil War and is intended to prepare students for the First Written Examination.
Open only to PhD Program in History students.
Syllabus
HIST 80900 - Seminar in European and non-American History I
Wednesday, 4:15-6:15 pm, Room: 3308, 5 credits, Prof. Julia Sneeringer
This is the first semester of the year-long seminar that will culminate in the production of a substantial, research-based first-year paper, as required by the History program. In this course we will discuss methodology and prepare a research topic. This will include: formulation of a research topic; preparation of a bibliography of secondary works; writing of a historiographical essay; and preparation of a detailed research prospectus by semester’s end. To assist you in this process, we will discuss various examples of and approaches to historical writing, as well as the past and current state of history as a discipline. We will also visit several research libraries. Finally, we will workshop as a group each of your research prospectuses. The first-year paper is a key requirement of the History program - helping you craft it is a main goal of this course. Open only to PhD Program in History students.
Syllabus
HIST 80020 - Literature of European History I
Thursday, 4:15-6:15 pm, Room: 8202, 5 credits, Prof. Sarah Covington
This seminar will introduce students to recent and classic works of European history from the late medieval period through the early eighteenth century. In addition to focusing on schools of historiography, we will explore the ways in which various historians have practiced their craft by utilizing sources, developing different methodologies, and honing analytical and conceptual models in approaching their subjects. Intersecting with these explorations will be topics such as politics and the state; economy and class; religion and philosophy; science and medicine; technology and mentalities; and sex and gender. By the end of this reading-intensive course, students will be prepared to take the first-year qualifying exam after having laid the foundations for future teaching and research.
Open only to PhD Program in History students.
Syllabus
Ancient History
HIST 70310- Thucydides, Politics, Philosophy
Monday, 6:30-8:30 pm, Room: 3306, 3 credits, Prof. Jennifer Roberts
Crosslisted with Philosophy, Political Science and Classics
This interdisciplinary course will be guided in part by the particular interests of the students who choose to enroll in it: historians, classicists, archaeologists, political scientists, philosophers. Although there will be common readings, students are encouraged to pursue their own perspectives on Thucydides while at the same time coming to appreciate his relevance to other disciplines. The text will be read in English, but I am happy to meet separately with students who would like to read selections in the original Greek.
A masterpiece of both narrative and analysis, Thucydides’ account of the war between the Athenian Empire and Peloponnesian League also merits study as a work of profound philosophical import. The work of a man filled with a plangent sense of the sorrows of the human condition, Thucydides’ history offered a non-fiction counterpart to the tragic drama of his contemporaries Sophocles and Euripides.
The father of political science, Thucydides has often been labeled the father of political realism. We will explore in what ways this is and is not accurate. Thucydides has been co-opted by one generation after another, on one continent after another, as a spokesman for its own society and identified as the one person who best understood the problems of the day. From monarchists to republicans in Europe to 20th and 21st century American neoconservatives, his readers have proudly cited him in defense of their ideologies. Today students of international relations wring their hands over the newly dubbed menace, “the Thucydides trap,” a concept that draws parallels between the diplomatic situation that led up to the Peloponnesian War and America’s growing tensions with China. Both Thucydides and his legacy will be the subjects of this course.
Syllabus
Latin American History
HIST 77300 - Rural History Of Latin America And The Caribbean
Thursday, 4:15-6:15 pm, Room: 4433 (note new room), 3 credits, Prof. Laid Bergad
"The history of Latin America has been written on and by the land." Eric Van Young
Until the middle of the 20th century the vast majority of all peoples who lived and worked in the region we refer to as Latin America and the Caribbean lived in the countryside. Their lives were defined by agricultural or pastoral production and their varied ‘relationships’ to land, whether as owners, renters, workers, and a multiplicity of other possibilities.
In large part their histories are virtually unknown as the historiography of the region has focused on urban areas, political themes, or more recently something that has been referred to as ‘cultural’ although this has not generally included agriculture.
Overarching terminologies and labels such as ‘peasants’ ‘haciendas’ ‘plantations’ ‘estancias’ have been used as references to rural life when in most cases there is little analytical or intellectual content associated with the use of these terms from the vantage point of rural peoples themselves who have used an entirely different vocabulary to define themselves.
No auditors.
Syllabus
European History
HIST 72400 - The Outcome of German Classical Philosophy
Monday, 6:30-8:30 pm, Room: 6421, 3 credits, Prof. Richard Wolin
In 1886, Friedrich Engels wrote a perfectly mediocre book, Ludwig Feuerbach and the Outcome of Classical German Philosophy, which nevertheless managed to raise a fascinating and important question that is still being debated today: how should we go about evaluating the legacy of German Idealism following the mid-nineteenth century breakdown of the Hegelian system? For Engels, the answer was relatively simple: the rightful heir of classical German philosophy was Marx’s doctrine of historical materialism. But, in truth, Engels’ response was merely one of many possible approaches. Nor would it be much of an exaggeration to claim that, in the twentieth-century, there is hardly a philosopher worth reading who has not sought to define him or herself via a confrontation with the legacy of Kant and Hegel.
Our approach to this very rich material will combine a reading of the canonical texts of German Idealism (e.g., Kant and Hegel) with a sustained and complementary focus on major twentieth-century thinkers who have sought to establish their originality via a critical reading of Hegel and his heirs: Alexandre Kojève, Georges Bataille, Jean Hyppolite, Jacques Derrida, Michel Foucault, Theodor Adorno, and Jürgen Habermas. But we will also seek acknowledge the importance of the contemporary North American Hegel renaissance, as exemplified by the work of philosophers such as Charles Taylor, Robert Pippin, Michael Forster, Terry Pinkard, and Allen Wood.
In his “Discourse on Language” Foucault warns us appositely that, “Truly to escape Hegel involves an exact appreciation of the price we have to pay to detach ourselves from him. It assumes that we are aware of the extent to which Hegel, insidiously perhaps, is close to us; it implies a knowledge that permits us to think against Hegel, of that which remains Hegelian. Thus we have to determine the extent to which our anti-Hegelianism is possibly one of his tricks directed against us, at the end of which he stands, motionless, waiting for us.” Foucault’s insightful caveat will, in many respects, function as our interpretive watchword as we seek to decode and reconstruct German Idealism and its innovative contemporary legacies.
Syllabus
HIST 71600 - Nazism and Holocaust: New Directions
Tuesday, 4:15-6:15 pm, Room: 5212, 3 credits, Prof. Dagmar Herzog
The newest scholarship on the Third Reich and the Holocaust – as well as their prehistories and aftermaths – positions these highly fraught historical topics in a variety of conceptual frameworks, both old and newly refurbished, ranging from colonialism to fascism and from eugenics to genocide. Whether antisemitism is best understood as racism or religious prejudice or cynical excuse for cruelty; whether Nazism’s ideological formations were sincerely believed or opportunistically deployed for other purposes – and if so what those purposes were; how questions of gender and sexuality were centered in Nazi policies and shaped the experiences of perpetrators, victims, bystanders, and beneficiaries; what the connections might be between the mass murder of the disabled and the Holocaust of European Jewry; how best to understand the violence of colonial encounters between Europeans and non-Europeans as either literally preparatory for the Holocaust or, together with the history of racial repression in the United States, as both inspirational for Nazi policymakers and as a comparativist resource for deeper comprehension: all of these matters have been explored in the remarkable efflorescence of brilliant historiography of the last five to ten years. Additional new “turns” in the historiography of the Holocaust in particular include the “familial” turn (especially pertinent for understanding life in hiding and in the ghettos) and the “inebriation” turn (germane above all for grasping the atmosphere and practices in the killing fields and in death factories like Belzec, Sobibor, and Treblinka).
Professor's permission required. Capped at 12 students.
Syllabus
HIST 72600 - Global Enlightenment
Monday, 4:15-6:15 pm, Room: 3207, 3 credits, Prof. Helena Rosenblatt
Crosslisted with MALS
The Eighteenth Century Enlightenment is widely seen as a transformative moment in Western culture, one with radical consequences for almost all aspects of Western modern thought. But recent scholarship has also exposed the sexism, racism and imperialism of Enlightenment thought. This course will explore how eighteenth century thinkers perceived of the world outside of Europe. We will consider if the very notion of an “Enlightenment” is Euro-centric and, at best, condescending idea, of little use today and that should perhaps be discarded. We will consider whether regions outside of Europe experienced an Enlightenment too—and, if so, was it different from that of Europe’s? Finally, was there a cross-fertilization between European “enlightened” ideas and those from other countries beyond? With the help of both primary and secondary sources, we will investigate the Enlightenment from a global perspective.
Syllabus
HIST 73900 - Britain and the World
Wednesday, 6:30-8:30 pm, Room: 5212, 3 credits, Prof. Tim Alborn
This course explores different channels of intercourse between Great Britain and the rest of the world between 1750 and the present. It opens with surveys of Britain’s ambivalent location between America and Europe, its status an imperial power in the nineteenth century, and its changing role in the world since then. It then discusses spaces, goods, and people that have framed, moved, and settled in and among British territories and trading partners: including colonial America and the US, India, Ireland, Jamaica, and Australia.
Syllabus
American History
HIST 75400- Political Economy of Slavery and Freedom
Tuesday, 2-4 pm, Room: 6421, 3 credits, Prof. James Oakes
For many years historians described the Civil War as a conflict between a free-labor capitalist society in the North and the slave labor society of the South. More recently that framework has come into question by historians who see southern slavery itself as a brutally exploitative capitalist system, different in degree perhaps but not in kind from the economic system of the antebellum North. This course will take up this issue through a close examination of the political economies of the North and South. Some of the questions we will ask include: What is capitalism? What is slavery? If slavery and free labor were both “capitalist,” why did the North develop cities and industries at a much faster pace than the South? If slavery and free labor were fundamentally different, why did the slaveholders behave like profit-maximizing rationalists? To what degree was northern urban and industrial development depend on the profits of southern slavery rather than the dynamic relationship between the city and the countryside in the northern states?
Syllabus
HIST 75300- From the Progressive Era to the New Deal: The Contours of Reform
Wednesday, 11:45 – 1:45 pm, Room: 6300, 3 credits, Prof. Thomas Kessner
This course focuses on topics in U.S. social, political and cultural history between 1900 and 1940. In this period the United States economy took on a global aspect, foreign policy turned isolationist, roles for women expanded and the U.S. was transformed from a largely agricultural and rural nation to one that was urban and metropolitan. Northern racial ghettoes formed and erupted, immigration was restricted, radicals were deported and the capitalist market surged, only to tank into depression. The Us responded with uncertainty toward the rise of totalitarian governments in Europe and offered no haven to those seeking refuge. At the same time the succession of progressive politics, World War, prosperity and depression shaped a reform political regime that redrew the parameters of American political thought.
Readings will include a sample of classic works along with a selection of more recent monographs and interpretive studies.
Syllabus
HIST 75500- History of U.S. Labor and Capitalism
Thursday, 4:15-6:15 pm, Room: 3307 (note new room), 3 credits, Prof. Joshua Freeman
This course will consider the history of work, workers, and labor movements in the context of the changing capitalist economy, from the early 19th to the early 21st
centuries. While the bulk of the course will be devoted to labor and labor relations, attention also will be paid to capitalist development more generally, including finance, commodity trade, the corporation, and globalization. Topics will include artisan culture and craft unionism, factory production, cultural perceptions and representations of capitalism, the constitutive role of labor law, labor radicalism, the rise of industrial unionism, gender and race in labor markets and labor movements, capital mobility and deindustrialization, and global supply chains. Readings will be in secondary works, including both recent and classic studies. We will consider the historiography of labor and the significance of the emergence of the history of capitalism as an academic field.
Syllabus
HIST 75200- Warriors against Slavery: Lincoln, John Brown, and Frederick Douglass
Wednesday, 2-4 pm, Room: 3307, 3 credits, Prof. David Reynolds
This course examines three leading antislavery figures of the Civil War era. The three took action against the slave power’s increasing dominance of the U. S. government--Lincoln through politics, Douglass through authorship and lecturing, and Brown through violence. Douglass’s autobiographies, which span much of the nineteenth century, provide a vivid record of slavery, abolitionism, and Reconstruction. His speeches and journalism illustrate his unceasing commitment to the cause of African Americans. Equally devoted to that cause was John Brown, of whom Douglass said, “I could live for the slave, but he could die for him.” We will trace Brown’s evolution, from his days as an Underground Railroad operative through his antislavery battles in Kansas to his doomed raid on Harpers Ferry, Virginia, which he hoped would lead to the fall of slavery but which instead resulted in his martyrdom on the gallows. Lincoln worked within the political system to end slavery. His speeches, debates, and public letters stand as timeless declarations of freedom and equality. His firm leadership of the nation during its most divided time established him as American’s greatest president. Despite their different approaches to slavery, these three antislavery leaders were connected in surprising ways. This course explores both the linkages and dissimilarities between the three. It also considers them against the background of the American Revolution, the Constitution, proslavery and antislavery thought, and cultural phenomena such as religion and popular literature. We will read key primary and secondary texts related to the three, including a definitive biography of each.
Syllabus
HIST 75000- The Age of Empires, 1492-1750
Thursday, 2-4 pm, Room: 6421, 3 credits, Prof. David Waldstreicher
If “colonial America” is not, or not merely, the prehistory of the United States, then what is it? In recent decades there has been a turn away from approaching North American and Caribbean colonies as a series of emergent and distinct communities or societies, and toward seeing them first as “contacts,” “contests,” or “conquests," then as an Atlantic and/or Continental world-in-formation. Most recently, these approaches seem to meld and, interestingly, return in part to an older approach to early American history: a notion of the period as shaped fundamentally by the creation, entanglements, and clashes of Spanish, British, Dutch, French, and Amerindian empires. Our readings will focus on attempts to use “empire” to understand both the big picture and the local lived realities of American history before the American Revolution. Among the key questions that will occupy us: does “empire” offer something analytically valuable that “atlantic,” "continental" or “global” approaches do not? Do neo-imperial histories have a bias toward certain subjects, interpretations? Do they bring Africans and Native Americans into something like the importance they actually had? Have correctives that emphasize transatlantic or imperial economies, politics, and wars come at the cost of the advances social historians made in delineating the making (and unmaking) of communities and the local experiences of natives, of settlers, of slaves? Where does “empire” leave seemingly separate but arguably central subjects like religion and gender? Has a culturalist sensibility enabled, informed, or set appropriate limits to a revised imperial approach?
Syllabus
History and Theory
HIST 72300- History and Theory II
Wednesday, 4:15-6:15 pm, Room: 3207 (note new room), 3 credits, Prof. Samira Haj
The question of the relationship of theory to history is laden with problems. The objective of the seminar is to explore more deeply the theoretical and analytical concerns that have haunted historians since History established itself as a discipline. The course is de facto thematically-organized as well as interdisciplinary, which by implication means that it will be drawing on different bodies of knowledge, including philosophy, political theory, anthropology, gender and legal studies with possibly some written narratives and accounts drawn from the field of history itself.
This course is a follow-up of the first History and Theory seminar and is a continuation rather than a repeat. While it might cover similar themes in more depth, it will not repeat the reading material covered in the first seminar. The course is therefore open to students that have already taken the first and to all other students interested in the topic.
Tentatively, the reading list might possibly include:
Reinhart Koselleck, Sediments of Time: On Possible Histories (2018).
Jacques Derrida, Specters of Marx.
Michel Foucault, The Hermeneutics of the Subject.
--------------------, On the Government of the Living.
Kerwin Lee Klein, From History to Theory, 2011.
David Scott, Refashioning Futures.
Colin Koopman, Genealogy as Critique.
Paul Ricoeur, Memory, History and Forgetting
Arnold Davidson, The Emergence of Sexuality.
R.G. Collingwood, The Idea of History.
Colin Dayan, History, Haiti, and the Gods.
Walter Benjamin, Critique of Violence.
Syllabus
Interdisciplinary
HIST 72200- Mothers in Law
Monday, 11:45am – 1:45pm, Room: C415A (note new room), 3 credits, Profs. Sara McDougall and Julie Suk
Crosslisted with MALS
This course will introduce students to central issues in the history and sociology of law, through the study of motherhood. The lens of motherhood will open up broader themes in the study of law and society, including categories such as gender, constitutionalism, and criminal justice. Studying the socio-legal history of motherhood will enable students to learn the skills of legal reasoning, utilize methods of legal-historical research, and pursue experiential learning through field studies, panel discussions open to the public, and the authoring of publicly available teaching materials on select topics.
First, we will explore how ideas of women as mothers have been enshrined in law, from the legal definition of the mother in civil law, to the legal treatment of pregnancy.
Second, this course will study women as lawmakers, as "founding mothers" of twentieth-century constitutions, and laws more generally. We will explore biographies of women lawyers and lawmakers.
Third, we will consider mothers as law-breakers, by engaging the history of mothers in prison, and the current legal issues arising from incarceration of mothers. This component of the course may include field trips to engage the criminal justice system.
Syllabus
Syllabus
See Also
IDS 81620 - Voices of the City: accessibility, reciprocity, and self-representation in place-based community research
Thursdays, 2-4pm, Profs. Prithi Kanakamedala (Bronx Community College, History) and Tarry Hum (Queens College and The Graduate Center, Environmental Psychology)
Scholars active in place-based or participatory action research are committed to documenting community narratives and neighborhoods. It is central to our work, rooted in social justice, that these communities are not just represented, but that they have equitable stake in the project. Yet practitioners across the city struggle with core issues of accessibility, reciprocity, self-representation, and equity within the communities they work with. Who do place-based researchers represent, and does our work empower communities to tell their own stories? What histories do we contest and perpetuate with this work? And, who gets to participate? This inter-disciplinary course combines best or effective practices in Public History, Oral History, and Urban Planning to consider a number of projects in New York City that seek to document communities and narratives about the city that are not traditionally represented.
Research and Writing Seminars
Hist. 80010- Literature Survey in American History
GC: Mondays, 4:15-6:15 pm, 5 credits, Prof. David Nasaw
This is a reading course, a very heavy reading course. Because it carries 5 credits, instead of the usual 3, students will be expected to read the equivalent of two monographs a week. There will be short papers assigned periodically and a departmental final. Our objective is to give you a short-order, preliminary, abbreviated introduction to the field, one that introduces you to critical elements, questions, issues, structures in U.S. political, economic, social, cultural, and gender histories, wherever possible and fitting, with a global perspective.
We will steamroll our way through the past century and a half, providing you with what we hope will be the basic building blocks, the questions, areas of inquiry, and bibliography out of which you can structure your first and subsequent years of teaching and research. Our topics are the standard ones that you will need to cover in your teaching and which we hope will serve as a foundation for future research: Reconstruction; Industrialization and American Capitalism; Immigration; Political Movements and Campaigns from Populism to Progressivism, the New Deal, the Great Society, and the Conservative Responses to each; Feminism and Gender Politics; Racism, Civil Rights, and White Supremacy; Imperialism, World Wars, and Cold Wars; Urbanization and Suburbanization; Neoliberalism, Deindustrialization and Globalism; Culture, Media, and Communications; The Politics of Identity and Difference.
Attendance is required for each class session. Participation is expected. Open only to PhD Program in History students.
Syllabus
Hist. 80020- Literature Survey in European History
GC: Thursdays, 4:15-6:15 pm, 5 credits, Prof. Benjamin Hett
This course is intended to provide an introduction to the major themes and historians’ debates on modern European history from the 18th century to the present. We will study a wide range of literature, from what we might call classic historiography to innovative recent work; themes will range from state building and imperialism to war and genocide to culture and sexuality. Students will be expected to take the lead in class discussions: each week one student will have the job of introducing the literature for the week, while another student brings to class questions for discussion. Over the semester students will write a substantial historiographical paper on a subject chosen in consultation with the instructor. This paper will be due on the last day of class. After completing the course students should have a solid basic grounding in the literature of modern Europe, which will serve as a basis for preparation for first year written exams, oral exams, and teaching and research work. Open only to PhD Program in History students.
Syllabus
Hist. 84900- Seminar in American History II
GC: Tuesdays, 2-4 pm, 5 credits, Prof. Thomas Kessner
There are two essential responsibilities for the seminar: the preparation of the research paper and fully engaged participation in the discussions and critiques of work submitted by other participants.
The objective of this Seminar is for students to expand and refine their skills in research and historical writing by carrying out the research project they proposed in the Fall semester. The required article length historical research paper must be a piece of original work on American history, substantially based on primary sources. It should engage a clearly defined historiographical problem, be well written, effectively organized and cogently argued. In class, we will workshop in-progress drafts and discuss research methods and writing strategies. Students will also review and critique the works in progress submitted by their colleagues. Open only to PhD Program in History students.
Syllabus
Hist. 84900- Seminar in Non-American History II
GC: Tuesdays, 2-4 pm, 5 credits, Prof. Dagmar Herzog
This course is a continuation of History 84000 (Seminar in Non-American History I.) Students will develop and complete the research project begun in the fall and turn their prospectuses into 35-page papers of publishable quality. Course Learning Objectives: At the end of this course, students should be able to demonstrate the ability 1) to identify, analyze, and succinctly summarize the significance of appropriate primary and secondary sources; 2) to develop an effective and original historical argument; 3) to write a well-organized and compelling scholarly article; and 4) to critique in a helpful way, both in writing and verbally, the work of fellow students. No books are required for this course. Open only to PhD Program in History students.
Syllabus
Hist. 84900- Advanced Research Seminar
GC: Wednesdays, 4:15 am-6:15 pm, 5 credits, Profs. David Gordon and Dagmar Herzog
The aim of this seminar is for students to expand and refine their skills in historical research and writing by carrying out a research project and completing an article length historical paper of 30-40 pages. The required paper must be a piece of original work on some historical topic, largely based on primary sources and informed by current historiography. Students should come to the first session with a research topic in mind and a preliminary bibliography. The first few sessions will focus on issues of methodology, conceptualization and interpretation. By the third week of class students will submit a formal proposal (4-6 pgs) describing the topic to be researched, the methodology to be used, the sources to be employed, how the proposed work fits within the historical literature and the importance of the project. A critical bibliography of the most important secondary sources will also be required. Open only to PhD Program in History students.
Hist. 89900- Dissertation Seminar
GC: Thursdays, 6:30-8:30 pm, 0 credits, Prof. Julia Sneeringer
ABD? This workshop is NBD - Nothing But Dissertation. We will spend the semester workshopping your dissertations-in-progress. Each of you will present sections of your thesis to the group and comment on each other’s work. I will provide guidance on structure, argumentation, and effective writing strategies. Open only to Level 3 PhD Program in History students who have successfully defended their dissertation prospectus.
American History
Hist. 75000 - Era of American Revolution
GC: Thursdays, 2-4 pm, 3 credits, Prof. David Waldstreicher
Well before the war ended, people were already arguing about what the American Revolution might mean, and the argument goes on. How important, and how revolutionary, was the American Revolution? What kind of revolution was it – political, constitutional, nationalist, localist, social, cultural or ideological, settler-colonial? What kinds of before, during, and after stories have historians told about this event? How have trends in politics, in intellectual life, and in the writing of history changed the story? To paraphrase a famous comedy skit that invoked another chestnut of US History... was it revolutionary? was it even an era? What were – and are - the relationships between what one influential historian of the Revolution called, more fifty years ago, "rhetoric and reality"? How much emphasis should be placed on the Revolution in understanding the late eighteenth century? The origins of the United States? Or world history?
This readings course begins with the debates among scholars as they emerged and developed during the twentieth century in part in response to the revolution’s first chroniclers and the Revolution's place in American identity; moves on to a recent efflorescence of scholarship that may or may not belie the notion of some elder practitioners about a decade ago that the field is moribund or polarized in old debates; and concludes with attention to the role that memory of the Revolution plays in U.S. politics and culture today.
Syllabus
Hist. 75200 - American Civil War
GC: Mondays, 2-4 pm, 3 credits, Prof. James Oakes
This is a reading course emphasizing some of the most recent scholarship on the Civil War. No single approach or interpretation will prevail. The readings will cover the social, political, military, and economic history of the war, with attention to both the Union and the Confederacy. The course begins and the secession crisis and ends in 1865. For students with little or no background in the subject, it would be helpful to have read James M. McPherson, Battle Cry of Freedom, which is the best one-volume study of the Civil War.
Every student will be required to prepare at least one review of the week’s readings and present it to the class as a stimulus to discussion. The review should be written out and should take between ten to fifteen minutes to present. Half of the review should be devoted to summarizing the book, the other half to analyzing the interpretation. Final grades will be based on the review plus class participation.
Syllabus
Hist. 75800 - Twentieth Century New York City
GC: Thursdays, 6:30-8:30 pm, 3 credits, Prof. Mike Wallace
How to tackle the history of Gotham – one of the most complex human constructions the species has yet come up with – as it transpired over the twentieth century?
I propose two methods. One is to read two of my efforts at grasping the whole thing in its entirety. Greater Gotham (2017), which covers the period from 1898 to1919, has been generously reviewed by the critics, but I would value seminarians’ professional assessment of its methodology and execution. That goes double for the chunk of text I’ll be handing out, drawn from the working draft of Gotham III (1920-1945), on the city during World War 2.The second method is to read new and classic accounts of the city in the twentieth century, with an emphasis on emerging interpretations and histories. The seminar will be organized in chronological order. Each session will take up (on average) four books, which are centered in that week’s period, and further delimited by some obvious topic focus(es): thus the twenties boom (consumerism, prohibition), the thirties depression (new deal, radical culture), the fifties (cold war, urban renewal), the sixties (black, women, gay, antiwar, antipoverty movements), the seventies (so-called fiscal crisis, punk culture), the eighties (immigration, gentrification, homelessness, crack), the nineties (financialization), etc etc.
Everybody will read one of the week’s books as part of a team. If we have twenty seminarians and four books, there’ll be four teams of five. Each book will be introduced to the general assemblage by two members of its team, one making the strongest positive case for the volume, the other taking the most critical position. Both of the commentators (they can prepare in concert or independently) will post a presentation (four to eight pages) that describes the book's argument, and surveys reviews. A quick oral summary of the posted analyses by the opposing presenters will be followed by a half hour of general conversation.
In addition, seminarians will be expected to read a book (or a congeries of books) and write a substantial review essay – again drawing on commentaries already out there in the scholarly and popular literature – something on the order of a piece in the New York Review of Books or Reviews in American History, etc.
Below is a list of roughly a hundred tentative titles, from which the weekly readings – and volumes for individual review – might be drawn, but would welcome suggestions for additional books, and alternative period focuses. The goal is to collectively fashion a generally acceptable reading and writing program before the seminar begins.
Reading list
Syllabus
Hist. 75700 - Legacies of World War II: The UN and the Ongoing Global Struggle for Civil Rights, Women's Rights, Human Rights
GC: Wednesdays, 6:30-8:30 pm, 3 credits, Prof. Blanche Wiesen Cook
The Legacy of WWII and the UN, will explore the ongoing struggles for civil rights, women's rights, and human rights -- promised by the creation of the UN and passage of the UNDHR on l0 December l948. Alas, as UN Secretary General Antonio Guterres said upon opening the General Assembly in 2018: we are further away from Human Rights worldwide than we were 70 years ago! We will explore the movements, US politics from the Roosevelt era to this treacherous moment -- how did we get here? What are the current movements for hope -- peace and justice? There are splendid and controversial new readings; student interests &involvements are key.
Syllabus
Middle East History
Hist. 78110- Slavery and Social Hierarchies in Islamic History
GC: Thursdays, 4:15-6:15 pm, 3 credits, Prof. Anna Akasoy
In this class, we will explore social, political, economic, legal, and cultural aspects of slavery in premodern Islamic history. Starting in the late antique Mediterranean, we will consider the emergence of a variety of forms of slavery in the Islamic Middle East, including military slavery, agricultural slavery and the phenomenon of female slaves at Muslim courts. We will end with the complex relationship between Islam and transatlantic slavery. We will consider a range of sources, including legal material and popular literature.
Syllabus
Hist. 88110- Imperialism in Modern Middle East
GC: Mondays, 6:30-8:30 pm, 3 credits, Prof. Simon Davis
This course surveys how interaction with increasingly influential foreign interests, and responses to them, both assimilative and resistant, shaped leading currents in Middle Eastern experience from the late eighteenth century onwards. Themes include imperialism in historical interpretation, perceptions and framings of the region, forms of political, economic, cultural and social change, and in Middle Eastern intra-regional, international and global relations. Each session will feature a discussion on a theme preceded by suggested readings from course texts, related published documents, and specialized scholarly journal articles assigned for discussion. Students will each complete a research essay chosen from a number of given titles and reading lists, a number of smaller critical exercises and a final examination.
Syllabus
European History
Hist. 71500- France and French Empire
GC: Tuesdays, 4:15-6:15 pm, 3 credits, Prof. Clifford Rosenberg
This course will survey the historiography of France and its empire since the conquest of Algeria in 1830. Examining a mix of classic and more recent works, we will pay special attention to two central themes that have preoccupied historians of the past generation: (1) immigration, anti-Semitism, and Vichy, and (2) controversies over the French empire and its relationship to the Republican tradition.
Syllabus
Hist. 72000- Commerce and Society in Early Modern Europe
GC: Wednesdays, 4:15-6:15 pm, 3 credits, Prof. Francesca Bregoli
The rise of global trade and imperial ambitions during the early modern period led to great political, cultural, and material changes. This course explores early modern practices of trade as well as cultures of exchange more broadly, and their repercussions in shaping European society from the late 15th to the end of the 18th century. What processes led to the expansion of the market, the success of trading networks, and the formation of a consumer culture? How did networks of trade impact and inform cross-cultural relations? How did global trade shape European perceptions of the world, and how did the new availability of consumer goods change behaviors and habits? The course approaches these questions from the perspective and with the tools of cultural and social history. Topics will include trans-regional merchant diasporas; cross-cultural trade and communication; the early modern culture of credit and obligation; the trade of drugs; piracy and captivity; brokerage and diplomacy; patronage and the gift economy; and the rise of consumer society. Although the main focus of the course is on early modern Europe and the Mediterranean, attention will be paid to the Ottoman Levant, North Africa, and the colonial world.
Reading List
Syllabus
Latin American History
Hist. 76900- Afro-Latin America
GC: Wednesdays, 6:30-8:30 pm, 3 credits, Prof. Herman Bennett
Until quite recently, few thinkers or writers have employed the term Afro-Latin America to reference peoples or populations who descended from Africans. Though this population has been in existence since the initial arrival of Europeans in the late fifteenth-century, colonial officials, missionaries, conquerors and elites generally employed terms like esclavo/escravo (slave) to identify legal and, secondarily, racial status. From this emerged a proliferation of terms that served to categorize, if not regulate, the various peoples of African descent. Afro-Latin American as a term, however, did not exist prior to the 20th century and if used, it was sparingly mobilized. For this reason, a course entitled: Afro-Latin America both represents an engagement with the present, and constitutes a provocation. Rather than normativizing this provocation, this course engages it head on by asking and exploring how, when and why the term Afro-Latin America emerged and with it the study of that field of experience.
Syllabus
Transnational History
Hist. 72400 - Adventures in Marxism
GC: Mondays, 6:30-8:30 pm, 3 credits, Prof. Richard Wolin
In his “Theses on Feuerbach” (1846) Marx, seeking to free himself from Hegel’s tutelage, famously declared that, “Heretofore, philosophers have only interpreted the world; however, the point is to change it!” At the time, little did Marx realize the immense historical influence his ideas and doctrines would have. For decades to come, Marx’s theories would inspire intellectuals and political activists in Europe, Latin America, and Asia – although, often in ways that would have undoubtedly astonished Marx himself. After all, the first “successful” communist revolution occurred not in a highly industrialized society, as Marx had prophesied, but instead in Tsarist Russia: a nation that had only recently freed its serfs and that was still largely agrarian. Although as late as 1956, Jean-Paul Sartre could still refer to Marxism optimistically as, “The unsurpassable philosophy of our time,” following World War II, with the rising tide of decolonization, the torch of World Revolution had clearly passed (in the words of Franz Fanon) to the “wretched of the earth” – to the denizens of the so-called “Third World.” To add to this litany of well-known paradoxes: in contemporary China, one of the few remaining communist nations, Marxism has paradoxically become the reigning ideology of a society that is unabashedly oriented toward exponential economic growth and conspicuous consumption. (Or, as Deng Xiaoping proclaimed during the early 1980s: “To get rich is glorious!”) Looking back from 1989 – the watershed year in which the Marxist regimes of Eastern Europe unraveled with breathtaking rapidity – intellectuals and pundits openly wondered whether the time had finally come to write Marxism’s epitaph. However, in light of the rise of neo-liberalism and the prodigious rise of social inequality, forecasts concerning Marxism’s demise would seem premature.
Our primary focus will be the legacy of Marxist thought. As such, we will begin by examining the way in which Marx’s youthful confrontation with Hegel prepared the ground for the development of his notion of “historical materialism.” But very quickly, under the tutelage of the later Engels and the Second International, this conception congealed into a dogmatic body of received truths, precipitating what some have called the “crisis of Marxism.” At the time, one of the main responses to Marxism-in-crisis was “Leninism”: the idea that, since the European proletariat seemed increasingly lethargic, a vanguard party was required in order to focus its attention on the long-term goal of world revolution.
Under the guise of a “return to Hegel,” and as an antidote to Soviet Marxism, the interwar period witnessed an efflorescence of philosophical Marxism. Among the highlights of this movement were Lukács’ History and Class Consciousness as well as the work of Walter Benjamin and the Frankfurt School – a renewal of Marxist thought that has been largely responsible for the postwar renaissance of “critical Marxism.” More recently, in books such as Revolution at the Gates, Slavoj Zizek has encouraged a “return to Lenin.” Similarly, the French Maoist, Alain Badiou, in part inspired by Sartre, has sought to resurrect Marx’s theory of the “subject.” Insisting that, as a critique of capitalism, Marxism has lost none of its historical relevance, Badiou claims that, by learning from its past defeats, Marxism can be resurrected.
Syllabus
See Also
French 81000: Sex and Single Mothers in Medieval France
GC: Monday 2pm – 4pm, 4 Credits, Professor Sara McDougall
It is hard to imagine anything other than terrible consequences for a woman pregnant from illicit sex living in medieval France. That said, both literary sources and documents of legal practice suggest many possible outcomes, including a less than tragic fate for the child and also for the mother. Christian doctrine condemned illicit sex, and operated with a double standard that often excused men while punishing women, but there was also an insistence on mercy and charity, and on the value of the life of an infant. Honor mattered enough to justify murder for some, but in other cases the preservation of honor by discretion and secrecy might also have led to different responses.
This course will examine ideas about and portrayals of women contending with out-of-wedlock pregnancy in a wide range of different kinds of French sources, from mystery plays and miracle stories to romance, from law codes and royal pardons to sermons and chronicles, fabliaux and farce, and prescriptive texts including hospital foundations, conduct literature, and gynecological treatises.
This course will be taught in English, with texts available in French and in translation
Soc. 85000 - Sociology of Violence
Tuesdays 2:00 – 4:00 pm, 3 credits, Prof. John Torpey jtorpey@gc.cuny.edu
This course explores sociological explanations for and analyses of violence in human life. We will examine interpersonal violence as well as that inflicted by violent groups and military organizations. Readings will include classical theories about violence as well as contemporary empirical studies and interpretations.
PDEV 79400 Advanced Spoken English: Teaching and Presentation Skills
GC: Thursday, 6:30-8:30 p.m., Rm. 5382, 0 credits, Prof. O’Shields [58693]
This course is designed to help students improve their spoken English in a variety of academic and casual settings through guided instruction of American-style conversation and direct instruction of spoken English fluency and pronunciation skills. Additionally, students will be instructed in the standard methods and style of teaching and presenting for the American university classroom. Students will also be discussing and learning about American culture via themes and topics that are relevant to the students’ interests.
PDEV 79401 Teaching Strategies
GC: Wednesday, 2:00-4:00 p.m., Rm. 3212, 0 credits, Prof. Allen, [58694]
This course is designed to provide students with practical advice and hands-on exercises to help them design future courses and prepare for classroom teaching. It is grounded in an understanding of the social context of teaching at CUNY as well as providing some theoretical discussion of what makes for good pedagogical practice. This course will be especially valuable for graduate students who will soon be teaching undergraduate courses in the Humanities and Social Sciences.
PDEV 79403 Effective Academic Writing – for native English speakers
GC: Thursday, 2:00-4:00 p.m., Rm. 5382, 0 credits, Prof. Jerskey, [58695] Section for native English speakers.
This course is designed to help students improve their academic writing. This section is meant for native English speakers who want to address issues in their writing and overcome particular writing hurdles.
PDEV 79403 Effective Academic Writing – for non-native speakers
GC: Tuesday, 4:15-6:15 p.m., Rm. 5382, 0 credits, Prof. Parmegiani [58696] Section for non-native English speakers.
This workshop course intends to help students improve their academic writing skills. The section is restricted to students who speak English as a foreign language and will address common issues and problems that they may face when writing. All students are required to share with the class a draft of their own academic writing in progress.
Research and Writing Seminars
Hist. 84900- Research Seminar I (listed as Seminar in American History I)
Tuesday, 6:30-8:30 p.m., 5 credits, Prof. Michael Pfeifer
Room 3305
The Research Seminar is a year-long course, in which students produce a substantial work of original scholarship, or a research paper of journal-article length. Research Seminar I is specifically designed to train incoming students in the practice of historical reasoning and the craft of historical research and writing. To those respective ends, in the fall semester the Seminar introduces students to the varieties of history, as well as reviews those skills and ethical practices requisite for the composition of a professional work of academic history. In Research Seminar I, students produce their research-paper proposal, in which they formulate a topic, pose a research question, identify those primary sources that will form the basis of the research paper, analyze the pertinent historical literature, propose a methodological approach, and, in light of that approach, elucidate the paper’s contribution to the historical literature. The purpose of the collateral assignments and any field trips for this course is to support the process of composing that proposal, which students workshop and defend before the class at the end of the semester. Weekly readings rather introduce students to the many schools and subfields of the discipline and their methodologies, by pairing short seminal theoretical pieces with exemplary works of history. Among the many subfields, in Fall 2018 topics will include studies of class and culture, ethnicity and race, gender and sexuality, the formation of the nation and process of globalization, human rights and world citizenship, the emotions and violence, information and communication, the environment and the anthropocene. Schedules permitting, the seminar will host guest speakers from the faculty, and other metropolitan-area institutions, to speak about their methodological approaches, thematic subfields, and careers. For PhD in History students only.
Syllabus
Hist. 80010- Literature of American History I
Thursday, 6:30-8:30 p.m., 5 credits, Prof. David Waldstreicher
Room 3310B
This course introduces Ph.D. students to the historiography of the U.S. through the Civil War and is intended to prepare students for the First Written Examination.
One of our primary concerns will be periodization. To what extent should the colonial period be considered a prologue to U.S. history? And on the other side of the nationhood divide, are there analyses that suggest a coherence or continuity to U.S. history beyond the peculiarities of the early republic or Civil War periods? What is the status of the Revolution and the Civil War, and the political history that drives or used to drive the narrative of U.S. history, amid transformations that might otherwise be seen as social, cultural, economic? Are there explanations that that cut across centuries, or stories that hold up in our time? What are the most important achievements of recent US historians, and what are the trends in the field now?
The books and articles we shall discuss include prizewinning narratives, monographs born as dissertations, and historiographical essays. An important part of what we will be doing is attempting to read these in light of each other. Be forewarned: the reading is extensive, in recognition of the five credits this course carries and its status as required preparation for qualifying examinations. Our goal is to prepare for the exam, of course, but also to prepare to teach this period at the college level and to lay a substantial foundation for future research and teaching in any period of U.S. history.
Open only to PhD Program in History students.
Syllabus
Hist. 80900- Research Seminar I (listed as Seminar in European and non-American History I)
Tuesday, 6:30-8:30 p.m., 5 credits, Prof. Barbara Naddeo
Room 3310B
The Research Seminar is a year-long course, in which students produce a substantial work of original scholarship, or a research paper of journal-article length. Research Seminar I is specifically designed to train incoming students in the practice of historical reasoning and the craft of historical research and writing. To those respective ends, in the fall semester the Seminar introduces students to the varieties of history, as well as reviews those skills and ethical practices requisite for the composition of a professional work of academic history. In Research Seminar I, students produce their research-paper proposal, in which they formulate a topic, pose a research question, identify those primary sources that will form the basis of the research paper, analyze the pertinent historical literature, propose a methodological approach, and, in light of that approach, elucidate the paper’s contribution to the historical literature. The purpose of the collateral assignments and any field trips for this course is to support the process of composing that proposal, which students workshop and defend before the class at the end of the semester. Weekly readings rather introduce students to the many schools and subfields of the discipline and their methodologies, by pairing short seminal theoretical pieces with exemplary works of history. Among the many subfields, in Fall 2018 topics will include studies of class and culture, ethnicity and race, gender and sexuality, the formation of the nation and process of globalization, human rights and world citizenship, the emotions and violence, information and communication, the environment and the anthropocene. Schedules permitting, the seminar will host guest speakers from the faculty, and other metropolitan-area institutions, to speak about their methodological approaches, thematic subfields, and careers. For PhD in History students only.
Syllabus
Hist. 80020- Literature of European History I
Thursday, 6:30-8:30 p.m., 5 credits, Prof. Allison Kavey
Room 3306
This course provides an introduction to the literature of European history from the Late Middle Ages through the eighteenth century. It explores different conceptual frameworks and methodological approaches to the period and examines an assortment of classic and recent works on a variety of topics: religion and the state; science, technology, and medicine; economy and society; gender and sexuality; and ideas and mentalities. The course prepares students for the end-of-semester comprehensive examination and for further study of early modern Europe.
Open only to PhD Program in History students.
Syllabus
European History
Hist. 72400- Authoritarian National Populism and the Crisis of Democracy
Monday, 6:30-8:30 p.m., 3 credits, Prof. Richard Wolin
Room 5382
With communism’s unexpected demise in 1989, optimistic forecasts concerning the worldwide triumph of democracy proliferated. During the 1980s and 1990s, authoritarian regimes unraveled not only in Europe, but also in Asia, Latin America, and South Africa, spurring hopes that a long overdue “Third Wave” of democratization was underway.
Recently, it has become painfully evident just how premature and naïve these prognoses were. Over the last ten years, instead of the triumph of liberal democracy, we have witnessed the global ascendancy of authoritarian national populism.
In part, these developments signify a defensive response to the depredations of globalization and neoliberalism. But they also represent a rejoinder to problems that, historically, have been endemic to modern democracy – problems such as: (1) how to determine who counts as part of the demos (women? those without property? religious and ethnic minorities?); and (2) which institutional mechanisms ensure that that the “will of the people” is adequately reflected by the representatives who purportedly govern in its name.
Today, the disturbing rise of political authoritarianism and ethnic nationalism reflects diminished confidence in the capacity of parliamentary democracy to remedy the acute social disequilibrium – economic, cultural, and political – intrinsic to political liberalism. Our approach to these problems will be threefold: (1) historical, (2) theoretical, and (3) political. Among the noteworthy theorists of political authoritarianism that we will discuss are: Hannah Arendt, Carl Schmitt, and leading representatives of the Frankfurt School (T. W. Adorno, Herbert Marcuse, etc.)
Syllabus
Hist. 72800- Global Perspectives on the Enlightenment
crosslisted with MALS and French
Tuesday, 4:15-6:15 p.m., 3 credits, Prof. Helena Rosenblatt
Room 3308
The Eighteenth Century Enlightenment is widely seen as a transformative moment in Western culture, one with radical consequences for almost all aspects of Western thought. But how did eighteenth century thinkers perceive the world outside of Europe? Did regions outside of Europe experience an Enlightenment too? Finally, was there a cross-fertilization of ideas between the regions and, if so, how did it happen and how did it manifest itself? With the help of both primary and secondary sources, we will investigate the Enlightenment from a global perspective.
Syllabus
Hist. 72500- Fashion in Early Modern Europe
Monday, 2-4 p.m., 3 credits, Prof. Amanda Wunder
Room 3421
This seminar will examine the art and history of fashion in early modern Europe from the fifteenth through the eighteenth centuries. Precious few secular garments made before the eighteenth century survive, so we will be trying out a variety of sources and methods to gain a sense of the “period eye” to see and understand what clothing meant from various perspectives in the early modern period. Seeking to understand the processes behind change and innovation in fashion, we will be looking at developments in textiles and clothing as they took place within broader historical contexts (global, political, economic, religious, and social). Students will acquire a firm grounding in the historiography of the field, which has been especially rich and dynamic in recent years. In class sessions at the Metropolitan Museum of Art and other collections we will learn from original objects such as: textiles, vestments, and accessories; printed costume books and tailoring manuals; portraiture; arms and armor. Other classes will include practical experience working with a variety of primary sources and methods, including historic reconstruction.
This interdisciplinary course is not restricted to students in Art History and History; students from other departments and programs are very welcome. Please email Prof. Wunder if you need permission to enroll. Auditors will be accepted by permission of instructor only if space allows.
* Important note: About half of the class sessions will meet away from the Graduate Center at museums in Manhattan (mostly the Metropolitan Museum of Art); please allow for travel time in your schedule. Also note that the Registrar has scheduled one class on a Thursday (Sept. 6).
Requirements:
Active participation and regular contributions to classroom discussions and museum visits; oral presentation on at least one week’s readings. Written assignments: Short paper based on a primary source or museum object due mid-semester; final research paper and brief oral presentation at the end of the term.
Preliminary Reading:
These and other course materials will be available on DropBox; email Prof. Wunder (Amanda.Wunder@Lehman.CUNY.edu) for the link after enrolling in the course.
Timothy McCall, “Materials for Renaissance Fashion,” Renaissance Quarterly 70, no. 4 (2017): 1449-64.
Sarah-Grace Heller, “The Birth of Fashion,” chapter 2 in Fashion in Medieval France (2007); reprinted in The Fashion History Reader, ed. Giorgio Riello and Peter McNeil (2010).
Syllabus
American History
Hist. 75700- Immigration and Citizenship in US
Monday, 4:15-6:15 p.m., 3 credits, Prof. David Nasaw
Room 5383
"Immigrants, refugees, and the ceaseless, sometimes futile quest for American citizenship"
There is nothing new in the current debates on immigration, refugees, and paths to citizenship or the rancor, the anger, the fear that envelopes them. Every nation on earth is defined by its immigration and citizenship policies. Every nation on earth chooses, in one way or another, its future citizens. In a representative democracy, these decisions are made through the political process.
In this course we will examine how and why Americans have chosen to welcome or close this nation's mighty gates to those who sought to enter our nation and become our fellow citizens. While attentive to European migrations from the seventeenth to the twenty-first centuries, we will focus on twentieth and twenty-first century border crossings from Mexico, immigrations from Asia and the Chinese exclusion acts, and the discordant and unintended consequences of post-World War II legislation.
The readings will explore the separate but entwined historical literatures on “citizenship” and “immigration.” I have designed them to be global in reach and interdisciplinary in perspective. We will read works of history and sociology, as well as novels and memoirs written by authors who have immigrated to the United States in recent years, some with, some without their families.
Students may be asked to write short papers in the course of the semester and a major final paper in the form of a “lecture” to undergraduates or civic groups on the themes and issues discussed in the readings.
This is designed as a seminar, not a lecture course.
Syllabus
Hist. 75200- Origins of the Civil War
Tuesday, 2-4 p.m., 3 credits, Prof. James Oakes
Room 3307
What was the Civil War all about? The answer lies largely in its origins. This course examines various aspects of what historians call “The Crisis of the 1850s,” the crucial decade that ended in the secession of eleven slave states from the Union? Why did they secede? And why didn’t Lincoln let them? The readings focus on two aspects off the crisis. We will first review conflicting interpretations of the origins of the Civil War, after which we will focus on specific aspects of the crisis of the 1850, in particular the cascading series of events that led to war: the War with Mexico, the “Compromise” of 1850, the fugitive slave crisis, the struggle over Kansas, the Dred Scot decision, the collapse of the Whig Party, the rise of the Republican Party, the catastrophic fissure of the Democratic party, and finally the election of Lincoln and the secession crisis. No one methodology can adequately account for the origins of the Civil War—it requires economic, social, political, and cultural history.
Syllabus
Hist. 74300- 19th Century Women’s History
Monday, 6:30-8:30 p.m., 3 credits, Prof. Kathleen McCarthy
Room 5383
When women’s history emerged as a subfield in the 1960s, its initial goal was to write women into the historical record. Since then, the analytical focus has shifted from an emphasis on “sisterhood” to class relations, political culture, gender constructs, sex, transnationalism, and colonialism and empire. Cultural analyses have also become increasingly important, illuminating the subtexts that shaped women’s lives in different regions and eras, while microhistories have excavated the lives of ordinary Americans in revealing ways. This course will chart these historiographical shifts, as well as the ways in which women’s history has reshaped our understanding of American history for the period between 1790 and 1900.
Within this framework a variety of topics will be explored, including: 1) the legacy of the Revolution; 2) microhistory, 3) crime; 4) slavery; 5) social reform; 6) religion; 7) war; 8) capitalism; 9) race; 10) transnationalism; 11) imperialism; and 12) women’s political culture. Particular emphasis will be placed on the ways in which historians have analyzed the changing cultural contexts that shaped women’s activities in different regions and times.
The goal of this course is threefold: 1) to help students prepare for their written and oral examinations; 2) to deepen their knowledge of the ways in which women’s history has reshaped our understanding of American history; and 3) to bolster their research, writing and analytical skills.
Students will lead one to three discussion sessions, and have a choice of doing weekly abstracts on the assigned readings for the weeks in which they are not presenting, or developing a research proposal on a women’s history topic of their choice for the period between 1790 and 1900.
Syllabus
Hist. 75000- Public History
Wednesday, 4:15-6:15 p.m., 3 credits, Prof. Andrew Robertson
Room 3307
This seminar will begin by considering the subject matter, methodology and practice of public history. A broad definition of public history would include historical evidence presented and interpreted for a wide audience outside of the academy. Public historians employ the methods of academic history and expand them by joining traditional and non-traditional evidence, inventing new formats for public presentation and reframing historical questions in a lively and accessible context. By employing old and new forms of evidence, broadening the intended audience for the reception of historical scholarship, rethinking strategies of presentation and redirecting historical interpretations, public historians are creating an innovative and defined practice. Public history prepares historians to consider their research in a popular and accessible context.
This seminar will introduce students to the context, methodology and practice of Public History in the following ways:
The first few weeks of the course will examine the definitions of public history, its origins, nature and prospects. Topics include how versions of the past are created, institutionalized and disseminated as public memory in civic festivities, memorials and monuments; in invented tradition and in popular culture, including print media, film television and social media; and in the creation of public spaces. We will also consider the relationship of public memory and collective memory in museums (e.g. presenting Native America). This seminar will consider controversial case studies over historical presentation, including the Enola Gay Exhibition and the exhibits at the new Museum of African American History at the Smithsonian. The remainder of the course will examine other aspects of public history including community and local history, oral history and digital history. Course requirements include leading one or more class discussions and a final research paper that describes and analyzes how a particular topic or issue in history has been interpreted and presented in a variety of public history formats.
Syllabus
Hist. 75800- Topics in US Urban History 1840-1940
Thursday, 11:45 – 1:45 p.m., 3 credits, Prof. Thomas Kessner
Room 6493
For those who would understand America’s past, the role of urban society is crucial. The influence of our cities has been considerable, pervasive and shaping. America's cities exerted broad economic, political and cultural authority, often steering the transforming forces of nineteenth and twentieth century American life.
Historians have too often studied the city as a closed system of locally limited relations, but the impact of cities and especially the major metropolises on national life has been extraordinary. If the founding elite of the early republic - Washington, Jefferson, Madison and Monroe - fastened upon the nation the ethos of the plantation and southern life, cities assumed a more important part in setting national priorities following the Civil War.
Herald of twentieth century modernity, urban America, made itself into the center of world capitalism and American diversity. Urban America’s fabled diversity provides a riveting history of relations between groups divided by class, interest, culture, ethnicity, and race. The variety of city markets and services afforded urban centers a reach in space and influence that remains unmatched and offers a fascinating perspective for examining the development of American economic, social, and political life.
A generation and more of freshly conceived city studies have dispelled local history's lingering fascination with superficial antiquarianism. Urban historians have fashioned a rigorous body of systematic work that is informed by theory and broad questions. Skilled in the tools of social science, and sensitive to calls for inclusion and complexity, city scholars have crafted a textured urban past from the lives of workers, women, ethnic and racial minorities and other strands from the common weave. Emphasizing analysis over narrative, applying new techniques to the study of social, economic and demographic patterns, and interested in subjects having to do with the material basis of existence, as well as cultural and political issues, these historians have elaborated a complex process of city history.
We will examine recent studies as well as a number of works that are recognized as classics in the field to arrive at a compelling if not entirely coherent overview of American urban life in the century, 1840-1940.
Syllabus
World History
Hist. 72600- Socialism and Communism: Ideas, Movements, States
Wednesday, 2-4 p.m., 3 credits, Prof. Eric Weitz
Room 3307
Socialism and Communism developed into the largest international movements of the nineteenth and twentieth centuries. They offered profound critiques of capitalism and the promise of freedom to men and women no matter what their nationality or race. Yet as they achieved power, socialists moderated their emancipatory drive and communists constructed oppressive dictatorships. This course, global in scope, will examine all aspects of socialism and communism in the modern world. We will begin in the very late eighteenth century with the first emergence of socialist ideas and continue through the utopian socialists and the Second and Third Internationals and the post-1945 communist states. The class will combine intellectual, social, and political history. We will read classic texts as well as historical analyses.
Syllabus
Hist. 72800- Global Perspectives on the Enlightenment
crosslisted with MALS and French
Tuesday, 4:15-6:15 p.m., 3 credits, Prof. Helena Rosenblatt
Room 3308
The Eighteenth Century Enlightenment is widely seen as a transformative moment in Western culture, one with radical consequences for almost all aspects of Western thought. But how did eighteenth century thinkers perceive the world outside of Europe? Did regions outside of Europe experience an Enlightenment too? Finally, was there a cross-fertilization of ideas between the regions and, if so, how did it happen and how did it manifest itself? With the help of both primary and secondary sources, we will investigate the Enlightenment from a global perspective.
Syllabus
History and Theory
Hist. 72200- The Geopoliticization of Sex: Histories and Theories
Tuesday, 2-4 p.m., 3 credits, Prof. Dagmar Herzog
Instructor permission required. Please email dherzog@gc.cuny.edu.
Room 5383
In the early twenty-first century, sexual matters saturate high politics: from the giving or withholding of billions in development aid to the preoccupations of supranational human rights treaties and juridical institutions to the reasons given for nations to intervene in wars to the shapes taken by welfare states or their dismantling to transnationally organized activism and social media-fueled social movements across the ideological spectrum. We are living through an era of “the geopoliticization of sex,” involving levels of imbrication of sex with global politics to an extent that Michel Foucault could not have imagined when he was writing in the 1970s about sex as “an especially dense transfer point for relations of power.” We confront as well the double fact that, on the one hand, sexual rights of all kinds turn out to be fragile and contested, not just at state levels and within revitalized religious traditions but also popularly (as they are the focus of apparently considerable ambivalence for many people) while, on the other, the so recently hard-won ideals of sexual rights can, it turns out, be misused for other purposes entirely. Meanwhile, we encounter new questions about what exactly “sexuality” or “sex” even is, as well as recurrent skepticism about the very concepts of “rights,” “individual autonomy,” and “self-determination.”
The legacies of multiple pasts hang over all the current struggles. This is evident whether we are considering the ravages of HIV/AIDS or Zika or family planning programs or novel reproductive technologies, the persistence of sexual aggression and harm in war and peace, the instrumentalization of either support or hostility to LGBT individuals for other political agendas, the international concern with sex trafficking at the intersection of prostitution and wider migration processes, the growing affirmative visibility of individuals with disabilities concomitantly with the onslaught of neoliberal austerity projects, or the centrality of sexualized themes in the resurgence of xenophobia and right-wing populism worldwide.
This course will combine historiography and scholarship from adjacent disciplines (from military history and the history of economics to the histories of emotions and of the modern self, and from the histories of human rights law and NGOs to the sociology and anthropology of violence, of religion, and of disease and public health) with relevant theoretical readings with the pursuit of exploratory independent projects presented either as conference talks or as research papers. The theoretical readings will include texts concerned with psychoanalytic and decolonial approaches as well as epistemology, ontology, temporality, and causation. Foucault, in short, will be supplemented not only with Freud but also with Guattari, Laplanche, Koselleck, Moyn, Gessen, Stoler, Shepard, Scott, deLauretis, and Descola.
Together we will consider: What has changed even in the last five years in the questions we pose to the past? How can we make sense of recursive returns, deferred effects, and unexpected repercussions between different moments in time? And above all, a conceptual puzzle relevant to all historians: What should count as the pertinent backstories to which subsequent developments? We will thus spend significant time exploring the intersections of aspects of the history of sexuality with the histories of slavery, colonialism, Cold War conflicts, and past wars and genocides.
Syllabus
Hist 78400 - Sociology of Knowledge and Science
Tuesday, 2-4 p.m., 3 credits, Prof. John Torpey
Room 6114
This course examines the development of the sociology of knowledge and science from its nineteenth-century origins to the present day. It seeks to convey an understanding of a) the ways in which knowledge has been grasped in sociological terms and b) the ways in which science and knowledge have affected social life in the past two centuries or so.
Reading List
Hist. 72300- Contemporary Theory and History
Tuesday, 4:15-6:15 p.m., 3 credits, Prof. Samira Haj
Room 7314
The question of the relationship of theory to history is laden with problems. While it is obvious that historians carry their research in archives, it is not obvious what analytical or theoretical frameworks historians utilize to make sense of the past, its relationship to the present and its potential relevance to the future. Obviously, the question of what is particularly historical about the discipline of history is central to the debate. The objective of this seminar is to explore some of the concerns that have haunted historians since history established itself as a modern discipline, including the notions of historical temporality, historical memory, conceptual history, periodization, historical materialism, genealogy and others that are more conceptual rather than historical per se. The course is de facto thematically-organized as well as interdisciplinary, which by implication means that it will be drawing on different bodies of knowledge, including philosophy, political theory, anthropology, religion and gender studies with some recent written narratives and accounts drawn from the history field itself.
Syllabus
Latin American History
Hist. 77000- Colonial Latin America
Wednesday, 6:30-8:30 p.m., 3 credits, Prof. Herman Bennett
Room 3307
In recent years, some Latin Americanists have questioned the hermeneutics defining the field of colonial Latin American History. The colonial designation some feel posits a disjuncture (or beginning) when it could be argued that continuity characterized the historical narrative. While students of ideas, political practice, and the cultural domain have been the strongest proponents of this intervention, scholars of indigenous cultures—especially the Nahua Studies groups—share similar sentiments despite differences in scope and method. Consequently, scholars have been utilizing terms like ‘early’ and ‘early modern’ Latin America to distinguish their work from a colonial project and its association with the rupture that Spanish hegemony allegedly implied. Concurrently, a self-conscious collection of scholars identified as the Latin American subaltern studies group have called into question the elitist hegemony shaping the structure and content of Latin American history. Scholars of the Latin American subaltern along with those who take issue with the occidental reasoning informing how Latin America history is currently conceived are introducing new terminology (subaltern, postcolonial, Afro-Latin American) that allegedly re-frames the Latin American past and present. In our semester’s work, we shall explore the meanings and implications, if any, that this and other discursive shifts have had on Latin American historiography. Even as this seminar attends to shifts in meaning and context, we will engage the substance of the existing historiography.
This course is specifically designed as an introduction to the early modern/colonial field and is designed to prepare History graduate students for the major field exam in Latin American history. Courses, despite their prominence in structuring graduate programs, merely introduce students to some of the overarching historiographic and conceptual themes defining a field. To this end, a course identifies some areas of inquiry but in doing so obscures others. At the core of this seminar are three thematic foci:
Firstly) Utilizing the concepts of movement, power, and difference one focus is to examine the formation of a Renaissance Atlantic in the period of 1400 to 1600 in which Iberian History and early Latin America played a central yet still overlooked role. Framed as a question, I am asking: in what ways does recent scholarship on medieval and early modern Iberia call for a reconsideration of colonial Latin America history? Ostensibly a historiographical question, it has epistemic implications. In view that recent scholarship on the Iberian past has been transformative, what implications might this have on our thinking, approach, and writing of early Latin American history? Successive turns, most notably the imperial and Atlantic ones, complicate matters by underscoring how nineteenth-century nationalist fabrications conjured up a mythic Iberia with profound consequences for the foundational representations of colonial Latin America history.
Secondly) through the prism of political economy this course will also bring into relief the genealogy of economy and government in early modern Iberia and the early modern Atlantic. In the wake of successive intellectual turns (the linguistic, feminist, cultural, the post-colonial, and archival turn), our engagement with the cultural domain has become finely honed but at the expense of our understanding of the social. This dynamic, in many respects, reflects the working of related but distinct renderings of the political. Arguably, for cultural historians narrating the political entails discursive formations and an awareness of how political rationalities are grafted on to cultural codes and grammars. While we now understand how the political related to the social draws on similar discursive formations, it also embodies a materiality—signified in the relationship of the political to the economy as in ‘political economy’—that configures it as distinct. To this end, the course will introduce students to a range of authors and texts which will develop our analytical skills as they relate to the realm of political economy. To be clear, this aspect of the course is not intended to mean the study of economics or political science for historians. While abstractions of the “economy” or “politics” figure prominently in the semester’s work, the course focuses on the contextualized meanings that these terms and related concepts implied for various authors and historical actors through time and space. At the same time, it should be understood that this course does not offer a formalized discussion of ‘political economy’ framed through a historiography self-consciously stylized as such. Instead by bringing a distinct selection of authors and texts into conversation seminar participants will hopefully refine their acumen for thinking and writing about the temporal and spatial specificity of early modern ‘political economy.’
Thirdly) this course seeks to situate the study of the African diaspora in the early modern period. Accomplishing this task is no simple feat since the study of the black experiences in the New World and the African diaspora in general emerged as subjects of scholarly inquiry burdened by the weight of European colonial expansion and racial dominance. In our efforts to route the study of the African diaspora through another scholarly abstraction—the early modern period—we will highlight the modern genealogies of many of our analytical concepts. The intent here is not simply to offer a relentless critique but to foster ever more awareness for historical specificity. By employing the heuristic concept of diaspora—and specifically the African diaspora—another thematic focus resides in the analytical work generated by studying cultures of movement. As scholars, we might begin by asking whether diaspora complicates our understanding of disciplinary formations—including the normative assumptions that inform the study of society and culture. How does diaspora, for instance, enhance our perspectives on imperial and colonial formations and the ways in which they have been historically represented? In utilizing the prism of diaspora we confront the politics of representation through which scholars render meaning out of the past and present. For this reason, diaspora like other categories of analysis engages the vexed terrain of representation whereby scholars frame the subject of their inquiries.
In reading and thinking about syllabi, you need to think about courses stated objectives, the instructor’s intent in relationship to those objectives, and the work a particular syllabus performs in relationship to previous and present intellectual formations. Though designed for students in the Latin American field, the thematic and theoretical concerns informing the assigned readings and the course itself make this seminar accessible and of interest to early modern Europeanists, colonial Americanists, students of race, anthropology and cultural formations along with those interested in the current state of early modern cultural theories.
Syllabus
See Also
ANTH 81900 – Heterodox Marxism
Thursday, 11:45 a.m. – 1:45 p.m., 3 credits, Prof. Gary Wilder
Instructor permission required. Please email GWilder@gc.cuny.edu
This course in intellectual history will focus on 20th century thinkers who sought to reconsider Marxism in relation to changing historical conditions (including transformations in capitalism, developments within the left, shifting balances of forces and political situations in particular national and regional contexts). There will be sections on romantic Marxists (Lukacs, Bloch, Benjamin, Lefebvre), the Frankfurt School critique of state capitalism and instrumental reason (Horkheimer, Pollock, Adorno, Marcuse), Gramsci and his legacy of conjunctural analysis with regard to political strategy, cultural politics, and hegemonic projects (Gramsci, Althusser, Poulantzas, Castoriadis, Laclau), global/anti-imperial Marxism from the South (Rosa Luxemburg, José Carlos, Mariátegui, C.L.R. James, Samir Amin), and Marxism in an age of neoliberalism (Antonio Negri and David Harvey).
French 87200 - REFUGEE CRISES: HISTORY AND LAW, NARRATIVE, POETRY AND FILM.
Tuesdays 4:15-6:15; 4 credits, Domna Stanton
Why are we in the midst of an unparalleled refugee crisis that involves 65 million people? Such dislocations and displacements have occurred since the late 17th century, when the term was first coined; and they have proliferated over the past century, notably since 1915. Who is a refugee? Who qualifies for asylum, why and why not? What about unaccompanied minors; victims of forced migrations? What is the status of economic migrants; of internally displaced persons? How should we classify those fleeing climate catastrophes? Are these others viewed as human?
This course in critical refugee studies will begin with history (and histories), then focus on the development, successes –and failures--of the human rights regime, humanitarian law and regional instruments, such as those of the European Union. We will examine transnational North-South disparities as drivers of migration, and lastly, the current ideological and nationalist trends that have led to securitization, the closing of borders, and authoritarianism in the post 9/11 world.
We will consider particular cases: the Armenian genocide; the Holocaust; the aftermath of the Vietnam war; the intractable Palestinian problem; persecutions in Darfur and South Sudan; the flight from dictatorships, gangs and failing economies in the Americas (including Haiti); the European Union’s integrity. We will end with the present crisis catalyzed by the Syrian war.
Our approach will be interdisciplinary: critical studies in history, theory and law will combine with close readings of novels, including graphic texts, poetry, memoirs/testimonials, and documentaries that represent/construct figures of refugees as well as themes of longing, remembering and return in refugee art.
Authors/film makers include Abdelrazaq, Agamben, Ai Wei Wei, Arendt, Balibar, Bauman, Butler, Dandicat, Darwish, Derrida, Dummett, Eggers, Erpenbeck, Hisham, Lanzmann, Said, Viet Than Nguyen
Work for the course will involve, beyond close readings of assignments, a class presentation (and write-up) of a case study with other members of a team; a 20 page paper on a topic developed in consultation with the instructor; and a final exam. Course materials will be uploaded to Blackboard cAugust 15, 2018.
Please direct all questions about the course to Domna Stanton (dstanton112@yahoo.com).
Fall 2018 Professional Development Seminars
Students may register online for these courses, they are listed in the course schedule under “Professional Development”. Course numbers are listed below.
The courses are 0 credits and do not appear on student transcripts; they are free of charge and open to all matriculated Graduate Center students.
PDEV 79400 Advanced Spoken English: Teaching and Presentation Skills
GC: Thursday, 6:30-8:30 p.m., Rm. TBA, 0 credits, [63334]
This course is designed to help students improve their spoken English in a variety of academic and casual settings through guided instruction of American-style conversation and direct instruction of spoken English fluency and pronunciation skills. Additionally, students will be instructed in the standard methods and style of teaching and presenting for the American university classroom. Students will also be discussing and learning about American culture via themes and topics that are relevant to the students’ interests.
PDEV 79401 Teaching Strategies
GC: Wednesday, 2:00-4:00 p.m., Rm. TBA, 0 credits, Prof. Allen, [63336]
This course is designed to provide students with practical advice and hands-on exercises to help them design future courses and prepare for classroom teaching. It is grounded in an understanding of the social context of teaching at CUNY as well as providing some theoretical discussion of what makes for good pedagogical practice. This course will be especially valuable for graduate students who will soon be teaching undergraduate courses in the Humanities and Social Sciences.
PDEV 79403 Effective Academic Writing – for native English speakers
GC: Thursday, 2:00-4:00 p.m., Rm. TBA, 0 credits, Prof. Jerskey, [63340] Section for native English speakers.
This course is designed to help students improve their academic writing. This section is meant for native English speakers who want to address issues in their writing and overcome particular writing hurdles.
PDEV 79403 Effective Academic Writing – for non-native speakers
GC: Tuesday, 4:15-6:15 p.m., Rm. TBA, 0 credits, Prof. Parmegiani [63342] Section for non-native English speakers.
This workshop course intends to help students improve their academic writing skills. The section is restricted to students who speak English as a foreign language and will address common issues and problems that they may face when writing. All students are required to share with the class a draft of their own academic writing in progress.
Research and Writing Seminars
Hist. 80010- Literature Survey in American History
GC: Wednesdays, 6:30-8:30 pm, 5 credits, Prof. Jonathan Rosenberg
Room 3308
This course focuses on some of the key developments in the history of the United States from the end of the Civil War to the late twentieth century. It is designed to help you prepare for the written and oral exams. It is also intended to help you teach your own U.S. history courses when the time comes to do so. The course requires a considerable amount of reading. Thorough preparation and informed participation on a weekly basis are essential. Specifically, for nearly every class, there will be two books that the entire class will be expected to read. In addition, there will usually be supplemental books “on the table” for discussion. These supplemental books will be assigned over the course of the semester, and students will give short presentations on those readings to the class. In addition to weekly response papers, students will be required to write historical and historiographic essays that will be due at the mid-point and conclusion of the semester. Open only to PhD Program in History students.
Syllabus
Hist. 84900- Seminar in American History II
GC: Tuesdays, 6:30-8:30 pm, 5 credits, Prof. Michael Rawson
Room 5212
This course is for first-year U.S. history majors and is the continuation of the Seminar in American History I. Having conceptualized projects in the fall semester, each student will complete the research and writing of an article-length research paper over the course of the spring semester. The class is designed as a workshop, in which participants will present their works-in-progress, constructively criticize one another’s writings, and tackle common problems of the research and writing process. Students will be responsible for circulating drafts of their developing works electronically in advance of class and preparing written responses to others’ papers. Timely completion of the assignments and collegial participation in the seminar are essential requirements. Open only to PhD Program in History students.
Syllabus
Hist. 80020- Literature Survey in European History
GC: Wednesdays, 4:15-6:15 pm, 5 credits, Prof. Andreas Killen
Room 5212
This course is intended to provide an introduction to the major themes and historiographic debates in the field of modern European history from the 18th century to the present. We will study a wide range of literature, from works of classic historiography to innovative recent work; themes will range from state building and imperialism to war and genocide to culture and sexuality. After completing the course students should have a solid grounding in the literature of modern Europe, which will serve as a basis for preparation for oral exams as well as for later teaching and research work. Open only to PhD Program in History students.
Syllabus
Hist. 84900- Seminar in Non-American History II
GC: Tuesdays, 2-4 pm, 5 credits, Prof. Dagmar Herzog
Room 4433
This course is a continuation of History 84000 (Seminar in European and Non-American History I.) Students will develop and complete the research project begun in the fall and turn their prospectuses into 35-page papers of publishable quality.
Course Learning Objectives
: At the end of this course, students should be able to demonstrate the ability 1) to identify, analyze, and succinctly summarize the significance of appropriate primary and secondary sources; 2) to develop an effective and original historical argument; 3) to write a well-organized and compelling scholarly article; and 4) to critique in a helpful way, both in writing and verbally, the work of fellow students.
No books are required for this course. Open only to PhD Program in History students.
Syllabus
Hist. 84901- Advanced Research Seminar
GC: Tuesdays, 11:45 am-1:45 pm, 5 credits, Prof. Thomas Kessner
Room 5212
In this course students will write and revise a 30- 40 page research paper of publishable quality. The paper must be based on primary sources and current secondary sources, engage with a clearly defined historiographical problem, and reflect a high level of care for prose and professional standards. In class, we will discuss research methods and writing strategies and and workshop in-progress drafts. Students should identify a topic (with accessible sources) for their paper before the first meeting of the course. The topic should be significantly different from each student's first year seminar paper but may constitute a piece of research that leads toward a dissertation. The course is only open to students in the PhD Program in History who have completed the first year seminar.
Syllabus
Hist. 89900- Dissertation Seminar
GC: Mondays, 4:15-6:15 pm, 0 credits, Prof. Kathleen McCarthy
Room 5212
This workshop provides an opportunity for students to develop and complete dissertation chapters. It will be conducted as a workshop, with students reading and commenting on one another’s drafts under the professor’s guidance. Open only to Level 3 PhD Program in History students who have defended their dissertation prospectus.
American History
Hist. 75900 - The Black Radical Tradition
GC: Mondays, 2-4 pm, 3 credits, Prof. Robyn Spencer
Room 3309
This course will trace the contours of the Black Radical Tradition in the twentieth century. It will focus on the dialectic between Black intellectual thought and social movement organizing on the ground to consider how Black radicalism impacted movements for change. Students will interrogate the works of some of the major historians defining the field of Black radicalism such as Robin Kelley, Dayo Gore, Russell Rickford, Minkah Makalani, Carole Boyce Davies and learn about organizations ranging from the African Blood Brotherhood to the Third World Women’s Alliance. Race, class, gender and sexuality will be used as intersectional analytical categories to guide our exploration.
Syllabus
Hist. 72800 - Readings in US Cultural History
GC: Thursdays, 2-4 pm, 3 credits, Prof. David Waldstreicher
Room 6114
This readings seminar, offered periodically, ranges broadly across U.S. history from the colonial period to the present. This year’s theme is culture wars as an approach to understanding the role of culture in U.S. history, including war.
During the mid to late twentieth century historians came to see culture, in the form of ideals or ideologies, myths, and rituals, as what held the American nation together. More recently they are at least as likely to trace the roots and evolution of conflicts that are understood in terms of cultural differences. Similarly, US history has been seen as profoundly shaped by war-inspired consensus – or on the other hand marked by divisive wars that were caused by essential conflicts and which may have exacerbated conflict. What does it mean to characterize the culture of particular eras and as marked by war, by war’s aftermath, or by culture war? What is the relationship between how Americans see their culture(s) -- or culture itself -- and how they answer these questions? How have international contexts shape the vicissitudes of cultural conflict, consensus, and a long succession of wars? Does the analysis of culture as conflict akin to war, or as unifying like war, and of wars’ cultural dimensions helpfully inform narratives of history, of politics, and of real wars in the past? Is war an appropriate metaphor -- or is it a euphemism -- for the work of culture in a country made by war? Finally, what was and is the role of memory in a culture and history periodized by wars?
In addition to active participation, students will be expected to complete and present to the seminar a project that (1) charts scholarly developments in one subfield and period of cultural history and (2) brings to the seminar a primary source that may be especially useful to teachers or curators or citizens in the future.
Syllabus
Hist. 75200 - Abraham Lincoln and His Era
GC: Wednesdays, 2-4 pm, 3 credits, Prof. David Reynolds
Room 5382
This course explores the historical contexts of Abraham Lincoln, who is widely recognized as America’s greatest president and its central historical figure. Lincoln provides a unique inroad into understanding the United States, since he led the nation at the time of its greatest crisis and he absorbed social and cultural phenomena that had defined the nation from its inception. In Ralph Waldo Emerson’s words, “He is the true history of the American people in his time…, the true representative of this continent…, [with] the pulse of twenty millions throbbing in his heart, the thought of their minds articulated by his tongue.” We shall consider Lincoln as politician, commander in chief, orator, and popular icon. We will read a broad array of his writings—speeches, debates, poems, letters—as well as contemporary observations of him by a variety of figures. We will delve into the controversy over slavery waged by abolitionists, proslavery southerners, ethnographic scientists, and politicians and clergymen on both sides. Examining Lincoln and his contexts is also an instructive exercise in cultural history, since he responded to a range of cultural currents and inspired revelatory commentary by an array of authors, including Walt Whitman, Nathaniel Hawthorne, Herman Melville, Harriet Beecher Stowe, Karl Marx, and Victor Hugo. The course also considers the perspectives of recent historians of the Civil War era.
Syllabus
Hist. 75700 - America and the Cold War
GC: Tuesdays, 4:15-6:15 pm, 3 credits, Prof. KC Johnson
Room 4433
This course will address U.S. political and diplomatic history during the Cold War period. Beginning with the aftermath of World War II, it will explore such themes as the growth of the presidency; the militarization of U.S. foreign policy; the domestic and international effects of anti-communism; the impact of the Vietnam War on U.S. politcs and standing abroad; the controversies of the 1970s; the historiographical debates over the end oft he Cold War; and the Cold War's legacy on modern America. We will read a book each week, focused in particular on the ways in which the U.S. involvement in the Cold War spread beyond foreign policy concerns to affect U.S. politics and the nature of the U.S. state. Though the bulk of the course will focus on the period from 1947 through 1989, we will also explore the enduring legacy of the Cold War on contemporary American politics and international relations.
Syllabus
Middle East History
Hist. 78110- Palestine Under the British Mandate
GC: Tuesdays, 6:30-8:30 pm, 3 credits, Prof. Simon Davis
Room 3305
This course examines how and with what consequences British interests at the time of the First World War identified control over Palestine as a desirable objective, the subsequent forms such projections took, the crises which followed and their eventual consequences. Particular themes will be explored through analytical discussions of assigned historiographic materials, chiefly recent journal literature. Students will be encouraged to evaluate still-contested historical phenomena such as British undertakings with Zionism, colonialist relationships with Arab Palestine, institution-making and economic development, social and cultural transformations, resistance and political violence. Broader contexts will be considered, embracing Middle Eastern politics in the era of late European colonial imperialism, but also the quotidian significance for life in Palestine of British Mandatory administration, especially in sectarian-inflected questions of status, social and material conditions, identity, affinity, expression and political rights. Finally, how and why did the Mandate end in a British debacle, Zionist triumph and Arab Palestinian catastrophe and what main resulting legacies?
Syllabus
European History
Hist. 72400- Existentialism: from Dostoevsky to Sartre
GC: Mondays, 6:30-8:30 pm, 3 credits, Prof. Richard Wolin
Room 5382
Syllabus
Hist. 72100- The History of Liberalism from Locke to Rawls
GC: Tuesdays, 4:15-6:15 pm, 3 credits, Prof. Helena Rosenblatt
Room 3305
This course is an in-depth introduction to some of the founding thinkers and texts of the liberal tradition. We will read canonical texts and works of interpretation in an effort to answer questions such as: What do we mean when we speak of liberalism? What if any, are its core principles and values? What is alive and what is dead in the liberal tradition? We will focus on works by Locke, Wollstonecraft, Rousseau, Constant, Mill, Green and Spencer, and conclude with an examination of Rawls. Main Themes: Property and the Role of Government; Women’s Rights and Roles; Social Contract and the Individual; Morals and Empire.
Syllabus
Hist. 71400 - Sex, Society & Politics In Postwar Europe 1945-89
GC: Thursdays, 4:15-6:15 pm, 3 credits, Prof. Julia Sneeringer
Room 5383
This course will explore in detail moments in the social history of Europe, East and West, between 1945 and 1989, using sex and gender as key categories of analysis. We will explore how the story of Europe changes when viewed through the lens of sex and gender. Topics include postwar reconstruction, the Economic Miracle, building socialism, consumer culture, youth culture, 1968, “deviant” subcultures, decolonization, second wave feminism, terrorism, and the revolutions of 1989.
Syllabus
Latin American History
Hist. 76900- Modern Latin America: Constructions of State and Nation
GC: Wednesdays, 6:30-8:30 pm, 3 credits, Prof. Teresita Levy
Room 4433
This course will study the cultures, history, economy, and politics of the nations of Latin America and the Caribbean from the early nineteenth century to the present. Beginning with the wars of independence, we will examine the process of state formation and discuss how national identities, histories, and communities were (and continue to be) constructed. The global political, economic and social developments of the twentieth century brought unforeseen transformations to the Southern American hemisphere and a never-ending struggle between authoritarianism and revolution, tradition and modernity. These dichotomies will serve as the analytical framework to study the impact of the United States in the region and the resulting migrations of people from Latin America and the Caribbean to the United States. Finally, we will examine recent events in the region and how they continue to impact the population of these nations (and the Latino diaspora) today.
Syllabus
Transnational History
Hist. 72200 - Slavery and the Disciplines
GC: Thursdays, 6:30-8:30 pm, 3 credits, Prof. Herman Bennett
Room 3308
At its core, this course takes up concerns animated by both the persistent and emergent focus on slavery in the disciplines. It asks how and why distinct disciplines are suddenly approaching the study of slavery? Obviously this dynamic portends to far more than an engagement with the study of slavery solely as an economic system or as a technique of power. Slavery, as a result, is no longer restricted to the domain of historians and the study of the enslaved past. For this reason, the course“Slavery & the Disciplines” offers a wide-ranging examination of slavery’s presence and impact on disciplinary formation. In discerning the work of slavery in various disciplines, notably Anthropology, English, Philosophy, Political Theory, Religion, and Sociology, this course explores how scholars of distinction disciplinary formations employ the study of slavery to press on the extant cultural logic but also framings of the past, present and future.
Robert Reid-Pharr has recently written that “even as we joyously celebrate the victories of our enslaved ancestors, even as we take satisfied stock of how far we have come, we must studiously avoid the triumphalist narratives that are the hallmarks of humanist discourse.” Reid-Pharr’s trenchant critique is not alone. A variety of intellectuals and scholars have leveled a similar broadside against the epistemology configuring Western thinking and its enduring legacy. Rather than reduce this to a generational critique framed as an inquiry into the history of the present, we might be better served asking how and why this engagement with slavery and its legacy arises at this precise moment among a range of scholars in various disciplines? What, in other words, does this engagement and critique say about our historical moment, previous representation of the slave past, and slavery’s sublimated presence in contemporary life? What might be conveyed by invocation of slavery’s enduring afterlife? What are the implications for the University and its constituent elements—disciplines?
Over the course of the semester, the seminar participants will deliberate over slavery and freedom as these subjects have been broached and now are treated by distinct disciplines.
Syllabus
See Also
RSCP 82100 – Research Techniques in Renaissance Studies
GC: Thursdays, 2 - 4pm, 4 credits, Prof. Clare Carroll
The course is designed to help students work on their own research—on the dissertation, the orals, or on a research paper in Renaissance or Early Modern Studies, broadly defined as 1350-1700. Students are not required to be members of the Renaissance Certificate Program to take the class.
We will study how the material conditions of texts as well as those of archives, book sellers, and libraries influence the transmission and interpretation of early modern culture. Readings will include articles on such topics as archives, authorship, literacy, the material make-up of books and manuscripts, the printing press, and reading practices . Students will receive instruction in topics specifically related to research in the early modern period: codicology, paleography, textual editing and analytical bibliography. We will study the history of reading—marginalia, descriptions of reading, and of reading practices. The major assignment for the course is an annotated bibliography related to each student's own particular research interests. Other assignments include exercises in paleography, analytical bibliography, and an oral report related to one of the readings. We will visit the Manuscript and Rare Book Collections at the Morgan Library.
Reading list (texts from which weekly readings will be selected):
Ann Blair, Too Much to Know: Managing Scholarly Information before the Modern Age
Roger Chartier, Forms and Meanings: Texts, Performances, and Audiences from Codex to Computer
Raymond Clemens and Timothy Graham, Introduction to Manuscript Study
Elizabeth Eisenstein, The Printing Revolution in Early Modern Europe
Adrian Johns, The Nature of the Book
Arlette Farge, Allure of the Archives
Imtiaz Habib, Black Lives in the English Archives, 1500-1677: Imprints of the Invisible
Heidi B. Hackel and Catherine E. Kelly, eds., Reading Women: Literacy, Authorship, and Culture in the Atlantic World
Andrew Pettegree, The Book in the Renaissance
Armando Petrucci, Writers and Readers in Medieval Italy
Brian Richardson, Manuscript Culture in Renaissance Italy
Bill Sherman, Used Books: Marking Readers in Renaissance England
Articles by Robert Darnton, Anthony Grafton, Lisa Jardine, and Peter Stallybrass.
MES 73900 - Violence and War
GC: Mondays, 6:30-8:30 pm, 3 credits, Prof. Samira Haj
The objective of this seminar is to investigate the various ways that social theorists, philosophers, historians thought of violence, war and ethics. The course is thematically organized around questions about the nature of violence, accountability and responsibility as well as the effects and affects of shifting war technologies on civilian population, combatants and nations. The questions addressed in this seminar are theoretical, historical, ethical and political. These questions are explored through readings from 19th century to 21st century social theorists and political and strategic thinkers among them Hobbs, Locke, Clausewitz, Arendt, Fanon, Lindqvis, Chamayou, Mbembe, Feldman, Bargu, Devji, Mamdani and others.
Spring 2018 Professional Development Seminars
Students may register online for these courses, they are listed in the course schedule under “Professional Development”. Course numbers and registration codes are listed below. The courses are 0 credits and do not appear on student transcripts; they are free of charge and open to all matriculated Graduate Center students.
PDEV 79400 Advanced Spoken English: Teaching and Presentation Skills
GC: Thursday, 6:30-8:30 p.m., Rm. TBA, 0 credits
This course is designed to help students improve their spoken English in a variety of academic and casual settings through guided instruction of American-style conversation and direct instruction of spoken English fluency and pronunciation skills. Additionally, students will be instructed in the standard methods and style of teaching and presenting for the American university classroom. Students will also be discussing and learning about American culture via themes and topics that are relevant to the students’ interests.
PDEV 79401 Teaching Strategies
GC: Wednesday, 6:30-8:30 p.m., Rm. TBA, 0 credits, Prof. Allen
This course is designed to provide students with practical advice and hands-on exercises to help them design future courses and prepare for classroom teaching. It is grounded in an understanding of the social context of teaching at CUNY as well as providing some theoretical discussion of what makes for good pedagogical practice. This course will be especially valuable for graduate students who will soon be teaching undergraduate courses in the Humanities and Social Sciences.
PDEV 79403 Effective Academic Writing – for native English speakers
GC: Monday, 4:15-6:15 p.m., Rm. TBA, 0 credits, Prof. Jerskey
This course is designed to help students improve their academic writing. This section is meant for native English speakers who want to address issues in their writing and overcome particular writing hurdles.
PDEV 79403 Effective Academic Writing – for non-native speakers
GC: Wednesday, 11:45 a.m.-1:45 p.m., Rm. TBA, 0 credits, Prof. Utakis
This workshop course intends to help students improve their academic writing skills. The section is restricted to students who speak English as a foreign language and will address common issues and problems that they may face when writing. All students are required to share with the class a draft of their own academic writing in progress.
Research and Writing Seminars
Hist. 84900- Seminar in American History l
Monday, 2-4 p.m., 5 credits, Prof. Tom Kessner
Room 3310A
This seminar is designed to train incoming graduate students in the craft of historical research and writing. Over the course of the term, each student will formulate a research topic, prepare a bibliography of relevant primary and secondary sources, write an historiographic essay, and present and defend a formal project proposal for the substantial research paper that is to be completed in the second semester seminar. Weekly meetings will discuss common readings, share and critique written work, and develop and refine the research proposals. We will also be devoting some time to methods and issues involved in undergraduate teaching.
Students will focus primarily on framing a topic and honing a well defined, focused and reasonable research proposal for their papers. The purpose of the collateral assignments is to help push this process forward.
Students are advised to give some thought to possible research projects before classes begin this way they can make some early efforts at sampling secondary materials and investigating the availability of sources.
Syllabus
Hist. 80010- Literature of American History l
Thursday, 11:45 a.m. - 1:45 p.m., 5 credits, Prof. David Waldstreicher
Room 3305
This course introduces Ph.D. students to the historiography of the U.S. through the Civil War and is intended to prepare students for the First Written Examination.
One of our primary concerns will be periodization. To what extent should the colonial period be considered a prologue to U.S. history? And on the other side of the nationhood divide, are there analyses that suggest a coherence or continuity to U.S. history beyond the peculiarities of the early republic or Civil War periods? What is the status of the Revolution and the Civil War, and the political history that drives or used to drive the narrative of U.S. history, amid transformations that might otherwise be seen as social, cultural, economic? Are there explanations that that cut across centuries, or stories that hold up in our time? What are the most important achievements of recent US historians, and what are the trends in the field now?
The books and articles we shall discuss include prizewinning narratives, monographs born as dissertations, and historiographical essays. An important part of what we will be doing is attempting to read these in light of each other. Be forewarned: the reading is extensive, in recognition of the five credits this course carries and its status as required preparation for qualifying examinations. Our goal is to prepare for the exam, of course, but also to prepare to teach this period at the college level and to lay a substantial foundation for future research and teaching in any period of U.S. history.
Open only to PhD Program in History students.
Syllabus
Hist. 80900- Seminar in European and non-American History l
Thursday, 4:15-6:15 p.m., 5 credits, Prof. Mary Gibson
Room 3310B
This course is an introduction to research methods and writing. Each student must develop a prospectus that will become the basis for a 30-page paper in the second semester. Students will learn how to identify appropriate primary and secondary sources for their projects. Throughout the semester, the class will read and discuss model articles that represent different approaches to historical analysis. Final prospectuses will undergo peer review in class. Open only to PhD Program in History students.
Hist. 80020- Literature of European History l
Wednesday, 2 - 4 p.m.,5 credits, Prof. David Troyansky
Room 3307
This course provides an introduction to the literature of European history from the Late Middle Ages through the eighteenth century. It explores different conceptual frameworks and methodological approaches to the period and examines an assortment of classic and recent works on a variety of topics: religion and the state; science, technology, and medicine; economy and society; gender and sexuality; and ideas and mentalities. The course prepares students for the end-of-semester comprehensive examination and for further study of early modern Europe.
Open only to PhD Program in History students.
European History
Hist. 71500- Modern France and its Empire Since 1830
Thursday, 2-4 p.m., 3 credits, Prof. Clifford Rosenberg
Room 3306
This course will survey the historiography of France and its empire since the conquest of Algeria in 1830. Examining a mix of classic and more recent works, we will pay special attention to two central themes that have preoccupied historians of the past generation: (1) immigration, anti-Semitism, and Vichy, and (2) controversies over the French empire and its relationship to the Republican tradition.
Syllabus
Hist. 72400- The Outcome of German Classical Philosophy
Monday, 6:30-8:30 p.m., 3 credits, Prof. Richard Wolin
Room 5383
Classical German Philosophy – Kant, Fichte, Hegel, and Schelling – has bequeathed a rich legacy of reflection on the fundamental problems of epistemology, ontology and aesthetics. Even contemporary thinkers who claim to have transcended it (e.g., poststructuralists such as Foucault and Derrida) cannot help but make reference to it in order to validate their post-philosophical standpoints and claims.
Our approach to this very rich material will combine a reading of the canonical texts of German Idealism (e.g., Kant and Hegel) with a sustained and complementary focus on major twentieth-century thinkers who have sought to establish their originality via a critical reading of Hegel and his heirs: Alexandre Kojève, Martin Heidegger, Michel Foucault, Theodor Adorno, and Jürgen Habermas.
The course will primarily focus on the nexus between philosophy, reason, and, autonomy. We will also examine the substantive arguments that the school’s leading representatives have set forth, with special attention to the “healing” role of both reason and the aesthetic dimension. If thought and being are sundered in real life, art and reason offer the prospect of making the world whole once more. Thus, in German Classical philosophy, aesthetic consciousness often plays what one might describe as a redemptory or reconciliatory function.
Hist. 72110- The Intellectual Politics of the French Revolution: Then and Now
Wednesday, 4:15-6:15 p.m., 3 credits, Prof. Helena Rosenblatt
Room 3305
This course is an in-depth introduction to the French Revolution and the heated debates it has engendered. We will privilege political/cultural/intellectual perspectives, focusing on the Revolution's relationship with "modernity" and its various ideologies (socialism, liberalism, totalitarianism, feminism, etc.) Scholarship on the French Revolution will be placed in historical and political context in an effort to answer the question: "what is at stake when scholars adopt certain methodologies and perspectives on the French Revolution?"
American History
Hist. 75600- Eleanor Roosevelt: The War Years and After
Thursday, 6:30-8:30 p.m., 3 credits, Prof. Blanche Wiesen Cook
Room 5212
This course will focus on the struggle for democracy in the fascist era. ER's quest for racial justice, economic security, and human rights -- supported by notable allies, opposed by congressional Dixiecrats, Republican isolationists, and fearful American Firsters -- resulted in the failure to rescue refugees, continued segregation, the removal and incarceration of Japanese Americans. These issues reverberate today, as 65 million refugees seek haven and fascist movements proliferate. Hence, this will be a discussion course dedicated to controversies of history, politics, and the future. Class participation, a term paper and three book reviews from a varied and exciting list [ from Bill Ayers and Angela Davis to ER and Howard Zinn] are required.
Hist. 75900- Slavery and Freedom: African American History in Comparative Perspective
Monday, 4:15-6:15 p.m., 3 credits, Prof. Gunja SenGupta
Room 4419
This course introduces students to the history and historiography of slavery and emancipation in what became the United States, within transoceanic and comparative frames of reference. The blood and toil of human chattel helped knit North America with the Indian Ocean World into international networks of trade and travel, and conquest and colonization, of politics and ideology, and culture and community. It was within and across these networks, that the historical actors and groups that populate this course circulated, lived, loved, worked, negotiated, and rebelled. We will use the scholarship, archives, and images that they inspired, to connect and compare the ways in which slavery was codified, experienced, imagined, narrated, and contested in the United States, with slavery histories from the western Indian Ocean.
Our comparative and transoceanic perspectives will invite reflection on the following questions: how exceptional was “American” slavery, and its relationship with notions of freedom? How do we theorize “agency,” “diaspora,” and “difference,” in African American history, and evaluate scholarly debates over the boundaries between law and practice, family and the market, and nation and empire within that history? In what ways did migration remake identities and produce change? We will grapple with these larger questions by placing U.S. historiography in dialogue with scholarship on the Indian Ocean, comparing, for instance, the Atlantic slave trade with human trafficking on the Trans-Saharan and Indian Ocean routes; considering the ways in which tropes of difference (race, religion, class, gender, sex) and ideas about dependence (especially kinship) shaped ideologies and practices of “master-slave” relationships; discussing the workings of the state, law, political economy, religious institutions, and demography, in constructing slavery, influencing the enslaved’s material conditions, and regulating their access to community membership/citizenship; examining the dynamics of African American family, culture, community, and resistance through the prism of “subaltern” historiography; tracing the transoceanic circulation of debates over slavery and poverty, and abolition and empire; and contextualizing emancipation in the U.S, within the framework of comparative histories of freedom.
Syllabus
Middle East History
Hist. 77950- Middle East Literature of 19th century
Monday, 4:15-6:15 p.m., 3 credits, Prof. Samira Haj
Room 3310B
The objective is to familiarize students with the main themes and approaches in the history and historiography of the Ottoman Empire in the nineteenth-century. Temporally, the course moves from the late 1700s to World War I. Geographically, the area includes those regions under the dominion of the Ottoman. We will look at some foundational as well as recent works that address the issues, concerns and anxieties in the region due to fundamental changes in power structures and world politics. These works would cover a wide range of themes including the questions of governance, empire, reform and revival (religious and secular), nation, revolution, law, and political economy.
Hist. 78110- Islamic Rulership: the Caliphate in Theory and Practice
Tuesday, 4:15-6:15 p.m., 3 credits, Profs. Anna Akasoy and Chase Robinson
Room 5383
This class offers an introductory survey to Islamic political theory and practice. Readings and discussions will address origins and development of principal themes and institutions of the Islamic political tradition, including prophecy, caliphate, imamate, jihad, messianism, sharia, revivalism and modernism. We will be reading a combination of primary and secondary sources, including scripture, history, poetry, political theory, coins, and philosophical literature. Both Sunni and Shiite traditions will be covered. No background in Middle Eastern history required.
World History
Hist. 72600- Human Rights and Nation-States: A Global History
Tuesday, 2 - 4 p.m., 3 credits, Prof. Eric Weitz
Room 5383
We live in a world of 195 independent, sovereign states. Virtually every one of them has a constitution that proclaims the rights of its citizens – even when those rights are only a veneer, below which the jailer, the torturer, the censor reign supreme. Only as members of particular nations do we become rights-bearing citizens; we never have rights simply as individuals, and global citizenship is rhetoric or ideal, not something that represents any kind of realistic possibility. Rights based in national (or racial) belonging are inherently limiting: only citizens may partake of the full panoply of rights, others are pushed to the margins, granted lesser rights or excluded altogether through policies like forced assimilation, ethnic cleansing, and, ultimately, genocide. The central questions that drive "Human Rights and Nation-States: A Global History" are: Who, in fact, constitutes the nation, and by what criteria? And who, therefore, has the “right to have rights,” as Hannah Arendt, and, before her, the German Enlightenment philosopher Johann Gottlieb Fichte proclaimed? The course will combine theoretical and empirical readings and move to different cases around the globe from the late eighteenth to the twenty-first centuries to explore the entwined phenomena of nation-states and human rights and all their accompanying achievements, paradoxes, and disasters.
Syllabus
Ancient History
HIST 70320 - Rome and the Hellenistic East
Monday, 6:30-8:30 p.m., 3 credits, Prof. Joel Allen
Room 3306
This course explores the vitality of the Hellenistic period, roughly defined as 330-30 BCE, by exploring interactions among the populations of the Mediterranean, including Roman, Hellenic, Egyptian, Punic, Judaean, Celtic, and various hybrids thereamong. We’ll consider a series of case studies in literature, art, epigraphy, and archaeology to understand new developments in culture, politics, and geopolitics. Knowledge of a foreign language not required.
Latin American History
Hist. 76000- Early Modern Iberian/Colonial Latin America
Wednesday, 6:30-8:30 p.m., 3 credits, Prof. Herman Bennett
Room 5383
In the Fall of 2017, History 76000: Early Modern Iberia/Colonial Latin America will be framed around the political economy of the early modern Atlantic.
In the wake of successive intellectual turns (the linguistic, feminist, cultural, the post-colonial, and archival turn), our engagement with the cultural domain has become finely honed but at the expense of our understanding of the social. This dynamic, in many respects, reflects the working of related but distinct renderings of the political. Arguably, for cultural historians narrating the political entails discursive formations and an awareness of how political rationalities are grafted on to cultural codes and grammars. While we now understand how the political related to the social draws on similar discursive formations, it also embodies a materiality—signified in the relationship of the political to the economy as in ‘political economy’—that configures it as distinct. To this end, the course will introduce students to a range of authors and texts which will develop our analytical skills as they relate to the realm of political economy. To be clear, this is not a course in economics or political science for historians. While abstractions of the “economy” or “politics” figure prominently in the semester’s work, the course focuses on the contextualized meanings that these terms and related concepts implied for various authors and historical actors through time and space. At the same time, it should be understood that this course does not offer a formalized discussion of ‘political economy’ framed through a historiography self-consciously stylized as such. Instead by bringing a distinct selection of authors and texts into conversation seminar participants will hopefully refine their acumen for thinking and writing about the temporal and spatial specificity of early modern ‘political economy.’
Syllabus
History and Theory
Hist. 72300- Quantitative Methods
Thursday, 4:15-6:15 p.m., 3 credits, Prof. Laird Bergad
No auditors
Room C196.03
This course was designed with a mind toward helping students with no background in statistical analysis develop a basic literacy of quantitative methods. Through computer-lab based tutorials students will gain proficiency in tools commonly used by thequantitative community such as SPSS Statistics, the U.S. Census Bureau’s American Fact Finder, IPUMS datasets, Microsoft Excel, and ArcGIS mapping. This course will be especially useful for historians, anthropologists, and other social scientists looking to add a statistical component to their work that moves beyond basic secondary source data. Particular emphasis will be given to the ways social scientists and humanists can use data to formulate new perspectives on their research and challenge prevailing trends in their respective fields. No auditors.
Hist. 72300- Contemporary Theory and Historical Practices
Tuesday, 6:30-8:30 p.m., 3 credits, Prof. Barbara Naddeo
Room 5212
This seminar introduces graduate students to the many schools of the contemporary discipline of history and their particular methodologies. To that end, each week this seminar presents one of the many influential theories that have shaped the discipline over the last few decades as well as selections from exemplary histories informed by them. As a result, students will gain familiarity with influential work from other disciplines and learn how that work has contributed to the formulation of subjects and research questions for historical inquiry. Among the many theories and historical practices, in Fall 2017 topics will include studies of class, culture, language, the public sphere, civility, gender and sex, the emotions, the nation, transnational groups, human rights, information, and the Anthropocene. Beyond obtaining extensive knowledge of the variety of theories and historical practices, students will additionally learn to reason historically and exercise the arts of historical criticism both in seminar discussion and in writing.
See Also
Soc. 83101: Populism, Authoritarianism, & Dictatorship
Tuesday, 2-4 p.m., 3 credits, Prof. John Torpey
This course explores the nature of undemocratic regimes in the modern world. We will explore different forms of non-democracy against the background of a growing expectation since the time of the democratic revolutions of the late 18th century that democracy should be the normal form of political regime. In order to achieve our analytical objectives, we will read political and social theory, historical treatments of non-democratic regimes, and comparative assessments of contemporary undemocratic government. The course should therefore be of interest to those in the political and social sciences and in history who wish to understand the variety and distinctiveness of undemocratic regimes in the modern period.
Phil 76000: Mind, Matter, and Experience in Early Modern Philosophy
Tuesday, 6:30-8:30 p.m., 4 credits, Prof. Catherine Wilson
Descartes proposed that the world that science investigates is purely corporeal, consisting of aggregates of corpuscles in motion obeying the laws of mechanics. Animal and human bodies, on his view, are machines. Human bodies alone are inhabited by minds that experience emotions and perceptions and that can innovate, grasp meanings and truths, and initiate movement, all in ways that cannot be scientifically understood. In this seminar, we will examine the reactions to this proposal, including a variety of extensions of, and alternatives to this basic scheme, in early modern philosophy. Topics will include: the materialisms of Gassendi and Locke, the animism of Margaret Cavendish, the phenomenalism or idealism of Leibniz and Malebranche, and the quasi-pantheistic systems of Spinoza and Newton.
Phil 76900: Philosophy Of Social Science
Thursday, 9:30-11:30 a.m., 4 credits, Prof. John D Greenwood
This course will focus on a number of philosophical and meta-theoretical questions concerning the nature of social phenomena and social scientific explanation. We will cover topics common to most social sciences, such as the debate between so-called holists and individualists, the nature of structural and functional forms of explanation; and the place of social values in social science. We will also cover topics specific to particular social scientific disciplines, such as problems associated with the anthropological understanding of alien cultures, the role of isolative experimentation in social psychology, the presumed autonomy of historical explanation, and the instrumentalist conception of theory in economics. We will also consider the historical evolution of the social sciences, including their institutional development in the late nineteenth and early twentieth centuries.
ASCP 81500: Themes in American Culture: The Black Freedom Movement in the US,
Wednesday, 2:00-4:00pm, 3 credits, Professor Robyn Spencer
The emergence of the movement for Black Lives in the past 5 years has moved racial justice in America to center stage and resulted in wide scale re-examination of the impact and legacy of the Black freedom movement of the post WWII period. This course will examine the major campaigns, personalities, organizations and guiding themes of the civil rights and Black Power movement. In particular, we will analyze the major historical interpretive debates about the Civil Rights/Black Power movements and place the movements in the broader context of Cuban independence, the Cold War, the US war in Vietnam and African liberation movements. A close examination of the intersections between the Black freedom movement and the new left, women’s movement, and anti-war movement will broaden how the movement is traditionally conceptualized and foreground the movement’s anti-capitalist, anti-patriarchal and anti-imperial engagements. We will also examine the afterlives and historical memory of these movements and how they continue to animate the contemporary political landscape.
Research and Writing Seminars
Hist. 80010- Literature Survey in American History
GC: Wednesdays, 4:15-6:15 pm, 5 credits, Prof. KC Johnson
The objective of this course is for students to read and discuss important studies in post Civil War American history. They will be considering the ways in which the critical elements of American history have been conceived, structured and narrated. Some of the readings are classics; others are important because they offer provocative theses about long established historical questions; yet others introduce new viewpoints and new questions for historical inquiry. The broad scope of readings provides an essential immersion in the literature of the field and promotes a textured perspective for subsequent colloquia and seminars. Students will also be considering diverse approaches and methods of historical analysis that will help them shape their own research projects. Open only to PhD Program in History students.
Syllabus
Hist. 84900- Seminar in American History II
GC: Tuesdays, 2-4 pm, 5 credits, Prof. Jonathan Sassi
This course is for first-year U.S. history majors and is the continuation of the Seminar in American History I. Having conceptualized projects in the fall semester, each student will complete the research and writing of an article-length research paper over the course of the spring semester. The class is designed as a workshop, in which participants will present their works-in-progress, constructively criticize one another’s writings, and tackle common problems of the research and writing process. Students will be responsible for circulating drafts of their developing works electronically in advance of class and preparing written responses to others’ papers. Timely completion of the assignments and collegial participation in the seminar are essential requirements. Open only to PhD Program in History students.
Syllabus
Hist. 80020- Literature Survey in European History
GC: Mondays, 4:15-6:15 pm, 5 credits, Prof. Richard Wolin
The focus of this course is twofold:
(1) Its primary intention is to introduce students to the main works of scholarly literature on European history from the Enlightenment to the present.
(2) Its complementary goal is to prepare students to take the written exam in modern European history.
In addition to reading major works of scholarship, we will also closely track recent critical discussions and debates in modern European history as they have transpired in organs such as Journal of Modern History, The New York Review of Books, the Times Literary Supplement, the London Review of Books, H-Net reviews, The Nation, Jewish Review of Books, and Chronicle of Higher Education. In keeping with the recent disciplinary trend toward global history, we will also remain attentive toward texts and discussions involving the question of “Europe and the world.”
Open only to PhD Program in History students.
Syllabus
Hist. 84900- Seminar in Non-American History II
GC: Tuesdays, 2-4 pm, 5 credits, Prof. Dagmar Herzog
This course is a continuation of History 80900 (Seminar in European and Non-American History I). Students will complete the research project developed in the fall, turning their prospectuses into 30-page papers of a publishable quality. The papers should be based on primary sources and should situate their topic within the appropriate historiographical context. During the semester, the class will read and discuss examples of model articles and, most importantly, offer constructive critiques of each others’ papers. Open only to PhD Program in History students.
Syllabus
Hist. 84900- Advanced Research Seminar
GC: Mondays, 6:30-8:30 pm, 3 credits, Prof. Steven Remy
In this course students will write and revise a roughly 30-page research paper of publishable quality. The paper must be based on primary sources and current secondary sources, engage with a clearly defined historiographical problem, and reflect a high level of care for prose and professional standards. In class, we will read model essays, discuss research methods and writing strategies, and workshop drafts. Students should identify a topic for their paper before the first meeting of the course. The topic should be significantly different from each student's first year seminar paper but may constitute a piece of research that leads toward a dissertation. The course is only open to students in the PhD Program in History who have completed the first year seminar.
Syllabus
Hist. 89900- Dissertation Seminar
GC: Wednesdays, 2-4 pm, 0 credits, Prof. Kessner, Thomas
This workshop will give students the opportunity to develop and complete dissertation chapters. It will be conducted as a workshop with students reading and commenting on one another’s work under the professor’s guidance. Open only to Level 3 PhD Program in History students who have defended their dissertation prospectus.
* American History
Hist. 75400 Colloquium on Public History
GC: Tuesdays, 4:15-6:15 pm, 3 credits, Prof. Andrew Robertson
This seminar will begin by considering the subject matter, methodology and practice of public history. A broad definition of public history would include historical evidence presented and interpreted for a wide audience outside of the academy. Public historians employ the methods of academic history and expand them by joining traditional and non-traditional evidence, inventing new formats for public presentation and reframing historical questions in a lively and accessible context. By employing old and new forms of evidence, broadening the intended audience for the reception of historical scholarship, rethinking strategies of presentation and redirecting historical interpretations, public historians are creating an innovative and defined practice. Public history prepares historians to consider their research in a popular and accessible context.
This seminar will introduce students to the context, methodology and practice of Public History in the following ways:
The first few weeks of the course will examine the definitions of public history, its origins, nature and prospects. Topics include how versions of the past are created, institutionalized and disseminated as public memory in civic festivities, memorials and monuments; in invented tradition and in popular culture, including print media, film television and social media; and in the creation of public spaces. We will also consider the relationship of public memory and collective memory in museums (e.g. presenting Native America). This seminar will consider controversial case studies over historical presentation, including the Enola Gay Exhibition and the exhibits at the new Museum of African American History at the Smithsonian. The remainder of the course will examine other aspects of public history including community and local history, oral history and digital history. Course requirements include leading one or more class discussions and a final research paper that describes and analyzes how a particular topic or issue in history has been interpreted and presented in a variety of public history formats.
Syllabus
Hist. 75000- The Era of the American Revolution
GC: Thursdays, 2-4 pm, 3 credits, Prof. David Waldstreicher
Well before the war ended, people were already arguing about what the American Revolution might mean, and the argument goes on. How important, and how revolutionary, was the American Revolution? What kind of revolution was it – political, constitutional, nationalist, localist, social, cultural or ideological, settler-colonial? How much emphasis should be placed on the Revolution in understanding the late eighteenth century? the origins of the United States? or world history? What kinds of before, during, and after stories have historians told about this event? How have trends in politics, in intellectual life, and in the writing of history changed the story? What were – and are -- the relationships between what one influential historian of the Revolution called, fifty years ago, "rhetoric and reality"? This readings course begins with the debates among scholars as they emerged and developed during the twentieth century in part in response to the revolution’s first chroniclers and the Revolution's place in American identity; moves on to an efflorescence of recent work that may or may not belie the notion of some practitioners that the field is moribund or stuck in old debates; and concludes with attention to some brand new attempts at synthesis and to the role that memory of the Revolution plays in U.S. politics and culture today.
Syllabus
Hist. 75700- World War/PostWar/Cold War
GC: Mondays, 4:15-6:15 pm, 3 credits, Prof. David Nasaw
“Math”: the old-English term for harvest. When the cutting is done and the field is barren, there arises a new growth, stunted, near deformed, but alive and reaching upwards for the light. This is the aftermath.
We shall together explore and investigate the violent transformations wrought by the Second World War and the attempts of Americans and Europeans to make sense of their recent pasts and begin the difficult, but necessary work of social reconstruction, economic reconversion, and political reintegration.
Syllabus
Hist. 75500- History of U.S. Labor and Capitalism
GC: Thursdays, 4:15-6:15 pm, 3 credits, Prof. Joshua Freeman
This course will consider the history of work, workers, and labor movements in the context of the changing capitalist economy, from the early 19th to the early 21st centuries. While the bulk of the course will be devoted to labor and labor relations, attention also will be paid to capitalist development more generally, including finance, commodity trade, the corporation, and globalization. Topics will include artisan culture and craft unionism, cultural perceptions and representations of capitalism, the constitutive role of labor law, labor radicalism, Fordism, the rise of industrial unionism, gender and race in labor markets and labor movements, capital mobility and deindustrialization, and global supply chains. Readings will be in secondary works, including both recent and classic studies. We will consider the historiography of labor and the significance of the emergence of the history of capitalism as an academic field.
Syllabus
* European History
Hist. 72100 The Protestant Reformation and Its Impact
GC: Thursdays, 4:15-6:15 pm, 3 credits, Prof. Sarah Covington
The year 2017 marks the 500th anniversary of Martin Luther unleashing onto the world the monumental religious revolution that came to be known as the Protestant reformation. But the story of the reformation—which was not one reformation but many, not simply “protestant” but multi-confessional and Catholic—was much more complex than the traditional narratives convey, and presents enormous challenges to scholars wishing to understand the shattering of western Christendom in the sixteenth century. Equally challenging is the attempt to understand the long-terms impact of the reformation, beyond the fact that it changed the history of Europe, the United States, and indeed the world. Weber, of course, attributed the spirit of capitalism to Protestantism, while Marx and Engels believed that it portended the proletarian revolution. Cultural critics discuss the transformation of literature and the arts under Protestant influence, while scholars still debate its role in the rise of modernity, however defined, more generally.
Such conclusions about influence are enriching, but they are too often based on a superficial and often sometimes error-prone understanding of what the reformation actually was. This seminar will therefore plunge students into the world of theological battles and religious wars, of persecutions and martyrdom, and not least the often ferocious debates between historians themselves, in order to understand the age on its own terms. Interdisciplinary in scope, the class will read the works of Luther, Zwingli, and Calvin, as well as literature; we will also extend ahead to later centuries, to discover what Americans or Europeans had to say about their forebears, or how interpretations of the reformation changed over time. The goal of the seminar is to therefore deepen students’ knowledge of this key period and the theological and political developments that propelled it, thereby illuminating its impact on states and empires, science and culture, economics and society in the centuries to come.
Syllabus
Hist. 73900 Britain and the World
GC: Mondays, 6:30-8:30, 3 credits, Prof. Timothy Alborn
This course explores different channels of intercourse between Great Britain and the rest of the world between 1750 and the present. It opens with surveys of Britain’s ambivalent location between America and Europe, its status an imperial power in the nineteenth century, and its changing role in the world since then. It then discusses spaces, goods, and people that have travelled, framed, and settled in and among British territories and trade partners: including colonial America and the US, India, Ireland, Jamaica, and Canada.
Syllabus
Hist. 75700- World War/PostWar/Cold War
GC: Mondays, 4:15-6:15 pm, 3 credits, Prof. David Nasaw
“Math”: the old-English term for harvest. When the cutting is done and the field is barren, there arises a new growth, stunted, near deformed, but alive and reaching upwards for the light. This is the aftermath.
We shall together explore and investigate the violent transformations wrought by the Second World War and the attempts of Americans and Europeans to make sense of their recent pasts and begin the difficult, but necessary work of social reconstruction, economic reconversion, and political reintegration.
Syllabus
* Women’s History
Hist. 72200 Readings in Gender and Society in the U.S.
GC: Mondays, 6:30-8:30 pm, 3 credits, Prof. Kathleen McCarthy
When Joan Scott’s essay, “Gender: A Useful Category of Historical Analysis” appeared in 1986, historians initially turned their attention to gendered constraints on women’s roles. More recently, the history of masculinities and diverse sexualities have moved men’s histories beyond normative frameworks. This course will consider the ways in which historians have used gender as an analytical tool for reassessing American politics, cultures, slavery, war, crime, foreign policy, social reform, transnationalism, and specific events such as the California Gold Rush. Both men’s and women’s roles will be examined, with the aim of understanding how the shifting parameters of gendered constructs have shaped American history.
Syllabus
* Transnational History
Hist. 76000 The African Diaspora
GC: Wednesdays, 6:30-8:30 pm, 3 credits, Prof. Herman Bennett
Cross-listed with AFCP 73100
Syllabus
Hist. 75700- World War/PostWar/Cold War
GC: Mondays, 4:15-6:15 pm, 3 credits, Prof. David Nasaw
“Math”: the old-English term for harvest. When the cutting is done and the field is barren, there arises a new growth, stunted, near deformed, but alive and reaching upwards for the light. This is the aftermath.
We shall together explore and investigate the violent transformations wrought by the Second World War and the attempts of Americans and Europeans to make sense of their recent pasts and begin the difficult, but necessary work of social reconstruction, economic reconversion, and political reintegration.
Syllabus
* History of Public Health
Hist. 78400 Interdisciplinary Perspectives on Corporations, Health and Democracy, 1900 to the present
GC: Tuesdays, 6:05-7:50 pm, 3 credits, Profs. Gerald Markowitz and Nick Freudenberg
Classes at CUNY School of Public Health, 55 West 125th Street, New York, NY 10027
Cross-listed with PH 647
This course will present students with historical, epidemiological and sociological perspectives on the impact of corporations on population health. Through in-depth interdisciplinary investigations of selected industries, products and practices from the last 120 years, students will analyze the changing pathways and mechanisms by which corporate practices influence the health of consumers and workers and of the environment in both the developed and the developing world. It will also consider the roles of governance, democratic principles, the public health community and civil society in efforts to control harmful practices. Among the topics to be studied are the food, pharmaceutical, automobile and chemical industries and products such as PCBs and lead. Students will write an in-depth case study of a specific industry or product. Masters and doctoral students will have different assignments for this class. The class is open to Masters students in public health, nutrition, urban planning and history and doctoral students in public health, history, sociology, psychology, geography and related disciplines.
* SEE ALSO:
ENGL 85410. David Reynolds. Cultural Currents in American Literature: Critical Turns, Historical Contexts, and Archival Discoveries. Wednesdays 2:00PM-4:00PM. 4 credits.
Cross-listed with Hist 74900
The critical “turns” in recent Americanist scholarship—among them the hemispheric turn, the religious turn, the animal studies turn, the posthuman turn, the disabilities turn, and revised approaches to race and gender—have challenged bygone notions of American exceptionalism and have freshly illuminated the multivalence of the American experience. These issues have implications not only for literary studies but also for American historiography, which has in recent times made a massive “cultural turn,” opening up virtually every historical subject to cultural analysis. This course considers groupings of American texts, from the seventeenth century to the early twentieth century, organized around five themes: religion and philosophy, race and slavery, gender issues, the city, and revolution. What happens when we juxtapose seventeenth-century Puritan religious writings with later works on religion or philosophy by the likes of Emerson, Hawthorne, and William James? In what ways did antebellum slave narratives and Stowe’s antislavery best-seller Uncle Tom’s Cabin generate debates over race that resonated later in Thomas Dixon’s fiction and W. E. B. Dubois’s The Souls of Black Folk? Is there a continuum in gender-specific devices and themes from the iconoclastic seventeenth-century poet Anne Bradstreet and to nineteenth-century writers like Margaret Fuller, Emily Dickinson, and Kate Chopin? How does urbanization influence the treatment of the American city we compare Brockden Brown’s Arthur Mervyn with antebellum city-mysteries fiction and with a later urban novella like Stephen Crane’s Maggie: A Girl of the Streets, and how does the portrayal of human bodies in such fiction (especially as considered in disability studies) align with shifting commentary on the body politic? How does the trope of revolution, especially as related to the Haitian slave rebellions, develop from Leonora Sansay’s Secret History to Nat Turner’s Confessions, Melville’s “Benito Cereno,” and Stowe’s Dred? We’ll address these and other questions against the background of recent critical turns and of contextual documents unearthed in archives, many of them now digitally available. Among our topics of discussion is the polyvocality of literary texts in dialogic relation to their cultural, social, and political contexts. Requirements include a book review and a term paper.
MSCP 73100 - Foundations of Monasticism
GC: Wednesdays, 4:15-6:15 pm, 3 credits, Prof. Jennifer Ball
Cross-listed with Hist 70800
This course will explore the beginnings of Christian monasticism in Egypt and Palestine and the later divisions into Western monastic orders and early Byzantine foundations. The course will be arranged both geographically, as well as by the various types of monasticism practiced (hermetic, coenobitic, etc.). Texts, especially early monastic rules and saints’ lives, alongside architectural and archaeological remains will be used to piece together the everyday life and development of these communities, and their relationship with the secular world around them, which was sometimes fraught with tension. Special attention will be paid to issues of gender and sexuality, as groups ranged from those based on sexual renunciation to communities in which entire families took up the monastic life. The body as a site of monastic practice is of special interest to me. Additionally, the involvement of monasteries in cultural production will be examined, as monastics were generally literate and often housed scriptoria, textile producing workshops or artist workshops of other kinds.
IDS 81630 - The Public and Publics
GC: Thursdays, 2-4 pm, 3 credits, Profs. Setha Low and Amy Chazkel
This interdisciplinary course examines the concept of the public, and the plural publics, as an analytical construct of particular importance in both scholarship and political life. Students will master the classic and more recent theoretical literature on space and place with respect to the designation of public and private. We will also go beyond the literature on shared resources and social spaces to think broadly about major approaches to the common, the communal, and the ordinary. We will critically examine such themes as: state versus private jurisdiction in regulating everyday life; feminist and black public spheres; the history and politics of public education; the privatization of urban public space; and political, social, and legal conflicts over copyright, intellectual property and public scholarship and art. We will pay special attention to a dimension of the study of public life of perennial political relevance as a question of global social justice: the privatization of formerly shared or commonly owned resources—the “enclosure of the commons”—as both a historical process and a present-day phenomenon. Readings will include a combination of theoretical inquiries and case studies drawn primarily, but not exclusively, from the North American, Latin American, and European contexts. Students from all disciplines and geographic specialties will be welcomed. Enrollment with permission from the instructors. Contact Setha Low and Amy Chazkel (slow@gc.cuny.edu and amychazkel@gmail.com) for registration permission details.
ART 85000 - Material Culture and the Arts of the Early Modern Iberian World.
GC: Mondays, 2-4 pm, 3 credits, Prof. Amanda Wunder
Students in this seminar will explore methodologies from material culture studies and apply them to art objects made in and for the vast territories of the early modern Iberian world (ca. 1500-1700). This course is being offered in conjunction with a panel on the same topic at the College Art Association on Feb. 17 (5:30-7:00), which students are expected to attend. During the semester, we will read classic works on material culture and the most recent scholarship from Spanish/Latin American/global studies. Some classes will meet at the Metropolitan Museum of Art, where we will examine objects made from various materials (textiles, paintings, domestic furnishings, prints, and more). There we will be paying special attention to the relationship between the academic study of art history and museum-based conservation and scholarship. This is an interdisciplinary course that welcomes graduate students from different departments and programs--it is not restricted to art history students. Please email Prof. Wunder (ajwunder@gmail.com) if you need permission to enroll.
Requirements: Active participation during classroom discussions and museum visits; oral presentation on one week's readings. Written assignments: One catalogue entry based on a museum object due mid-semester; object-based final research paper and conference-style presentation at the end of the term.
Research and Writing Seminars
Hist. 84900- Seminar in American History l
Monday, 2:00-4:00 p.m., 5 credits, Prof. David Nasaw
This seminar is designed for and restricted to first year, first semester U.S. history students in the Ph.D. program. Its primary objective is to introduce students to the craft of historical research and writing. Over the course of this semester, each student in the course will be expected to formulate a research topic, prepare of bibliography of primary and secondary sources, and write up and present to the class a proposal for the research paper that will be completed in the spring semester.
While the main purpose and activity of the course is the preparation of a proposal for a potentially publishable research paper, there will be additional reading and writing assignments on theory, historiography, and methodology. We will also read a bit and devote some time to discussing issues that you may confront when you begin your teaching assignments in your second year.
Open only to PhD Program in History students.
Syllabus
Hist. 80010- Literature of American History l
Thursday, 2:00-4:00 p.m., 5 credits, Prof. David Waldstreicher
This course introduces Ph.D. students to the historiography of the U.S. through the Civil War and is intended to prepare students for the First Written Examination.
One of our primary concerns will be periodization. To what extent should the colonial period be considered a prologue to U.S. history? And on the other side of the nationhood divide, are there analyses that suggest a coherence or continuity to U.S. history beyond the peculiarities of the early republic or Civil War periods? What is the status of the Revolution and the Civil War, and the political history that drives or used to drive the narrative of U.S. history, amid transformations that might otherwise be seen as social, cultural, economic? Are there explanations that that cut across centuries, or stories that hold up in our time? What are the most important achievements of recent US historians, and what are the trends in the field now?
The books and articles we shall discuss include prizewinning narratives, monographs born as dissertations, and historiographical essays. An important part of what we will be doing is attempting to read these in light of each other. Be forewarned: the reading is extensive, in recognition of the five credits this course carries and its status as required preparation for qualifying examinations. Our goal is to prepare for the exam, of course, but also to prepare to teach this period at the college level and to lay a substantial foundation for future research and teaching in any period of U.S. history.
Open only to PhD Program in History students.
Syllabus
Hist. 80900- Seminar in European and non-American History l
Thursday, 4:15-6:15 p.m., 5 credits, Prof. Julia Sneeringer
This is the first semester of the year-long seminar that will culminate in the production of a substantial, research-based first-year paper, as required by the History program. In this course we will discuss methodology and prepare a research topic. This will include: formulation of a research topic; preparation of a bibliography of secondary works; writing of a historiographical essay; and preparation of a detailed research prospectus by semester’s end. To assist you in this process, we will discuss various examples of and approaches to historical writing, as well as the past and current state of history as a discipline. We will also visit several research libraries. Finally, we will workshop as a group each of your research prospectuses. The first-year paper is a key requirement of the History program - helping you craft it is a main goal of this course. Open only to PhD Program in History students.
Syllabus
Hist. 80020- Literature of European History l
Wednesday, 2:00-4:00 p.m., 5 credits, Prof. David Troyansky
This course provides an introduction to the literature of European history from the Late Middle Ages through the eighteenth century. It explores different conceptual frameworks and methodological approaches to the period and examines an assortment of classic and recent works on a variety of topics: religion and the state; science, technology, and medicine; economy and society; gender and sexuality; and ideas and mentalities. The course prepares students for the end-of-semester comprehensive examination and for further study of early modern Europe.
Open only to PhD Program in History students.
Syllabus
American History
Hist. 75300 - The Gilded Age and Progressive Era
Wednesday, 2:00-4:00 p.m., 3 credits, Prof. Thomas Kessner
This course focuses on a number of the major themes of the Gilded Age and Progressive Era, the period between 1877-and 1914. In this period the United States was transformed from a largely agricultural and rural nation to one that is industrial and increasingly urban. It is the era of the rise of Big Business and the Industrial Revolution, the years in which America’s post Civil War racial and immigrant absorption policies are cast. Populist, labor and socialist reformers offer their own versions of a better way, but by and large the political lineaments for Modern America are forged from the capitalist market, modest state intervention and broad salience for individual freedoms. We will also investigate social change, the making of a new foreign policy and the multifaceted cultural transformations of these years.
Readings will include a sample of classic works along with a selection of more recent monographs and interpretive studies.
Syllabus
Hist. 75200 - The Civil War
Tuesday, 2:00-4:00 p.m., 3 credits, Prof. James Oakes
This is a reading course designed to introduce students to some of the major issues that have preoccupied historians of the American Civil War. It will be topical more than thematic. The readings will cover familiar subjects—the secession crisis, military strategy, internal dissent, the confederacy, turning points in the war—as well as more recent themes—violence, gender, and emancipation. No single approach to the war will be favored. Instead, as much as possible within the space of one semester, we will cover the military, social, political, and economic history of the Civil War.
Syllabus
Hist. 75100 – Fear and Violence in Early America
Wednesday 6:30-8:30 p.m., 3 credits, Prof. Benjamin Carp
This course will critically examine a number of major themes and scholarly disputes in early American history, from the pre-contact period to the mid-nineteenth century. Drawing from a number of scholarly disciplines, the class will investigate the historical impact and changing contexts of fear and violence, which set the tone for many of the ideas and actions that motivated people in the colonial, Revolutionary, and early national periods of American history. Specific themes will include crowd violence; wartime violence, atrocity, and “total war”; legal regimes, violent crime, and criminal punishment; rumors, propaganda, and the transmission of fear; domestic violence and sexual violence; slave revolts and the violence of the slave system; and the intersection of violence with themes of empire, intercultural encounters, colonization, and nation-making. Students will use these interrelated topics as their window into a relatively broad chronological period, and they will have opportunities to relate their own research interests to the overall theme of the course.
Syllabus
European History
Hist. 72400- The Political Thought of Hannah Arendt
Monday, 6:30-8:30 p.m., 3 credits, Prof. Richard Wolin
In the annals of twentieth-century political thought, Hannah Arendt (1906-1975) carved out a unique and enduring niche. Today, some 40 years after her death, her political philosophy seems more relevant than ever. In 1951, she wrote the first important book on totalitarianism, perhaps the central political problem of the twentieth century. Seven years later, Arendt published her landmark contribution to European political thought, the Human Condition, in which she seeks to probe and to delineate the existential bases of human freedom. Avoiding the liberal political idiom of "rights," Arendt broaches this theme in terms of the ontological values of "plurality" and "action" – constituents of human distinctiveness that Arendt traces back to the glories of Periclean Athens. Nevertheless, she also found important modern political corollaries to "action" in the fleeting experience of direct (that is, non-representative) democracy: in the notion of "local democracy" that flourished in pre-revolutionary America and in the emergence of "workers consuls" in the course of the European revolutions of 1905, 1918, and 1956.
Our main thematic focus will concern Arendt’s central contributions to twentieth century political thought: The Origins of Totalitarianism (1951), The Human Condition (1958), and On Revolution (1962). However, as preparation for this encounter, attention to Arendt’s formative philosophical and political influences is indispensable. Therefore, in conjunction with these works, we will also selectively read a number of background texts that will assist us in clarifying the conceptual framework that Arendt develops in her mature political works. Essential in this regard are key texts by Aristotle (Nicomachean Ethics) and by Arendt’s legendary and controversial German mentor, Martin Heidegger (Being and Time). At specific junctures, Arendt’s fascinating and voluminous correspondence with another celebrated mentor, Karl Jaspers, will also guide us.
Finally, the “Arendt renaissance” of recent years has been punctuated by important cinematic representations of her life and thought – a dimension of the international Hannah Arendt reception story that we will analyze and reflect upon in conclusion.
Syllabus
Hist. 71200- The 18th Century Enlightenment
Monday, 4:15-6:15 p.m., 3 credits, Prof. Helena Rosenblatt
It is a widely recognized fact that the modern Western world owes many of its fundamental concepts to the European Enlightenment. It is also true that since the mid-20th century, the Enlightenment has come under sustained attack. It is accused of a variety of purported sins, including Euro-centrism, imperialism, racism, sexism, and proto-totalitarianism. In this course, we will read texts by some of the most important writers of the Enlightenment (Hume, Lessing, Locke, Mendelssohn, Montesquieu, Rousseau, and Wollstonecraft) with a focus on the following themes: the social contract and the role of government, property and commerce, religion, race and slavery, sex and gender. We will also read recent critiques and defenses of the Enlightenment, with a view to deciding for ourselves what we might still be able to
learn from it.
Syllabus
Hist. 70900- Human Science in the Age of Extremes
Wednesday, 4:15-6:15 p.m., 3 credits, Prof. Andreas Killen
During the 20th century the human sciences became caught up in large-scale processes of social reform, revolution, war, postwar reconstruction, and decolonization. Many of these disciplines – psychiatry, criminology, psychoanalysis, sexology, anthropology and allied fields – underwent formative phases of their development within the shadow of the political conflicts and wars that marked what the historian Eric Hobsbawm called the “age of extremes.” What was the relation between politics and these disciplines? What kinds of hopes and promises marked the birth and development of these fields? In what way did these “young sciences” (to paraphrase Freud) become entangled within reformist, utopian, or – in some cases – deeply transgressive modes of social and human engineering? What conceptual, methodological, and ethical responses mark the history of these entanglements? This class will be organized around a combination of seminal theoretical readings (ranging from Michel Foucault and Ian Hacking to Franz Fanon) and works of historical scholarship that together will help us explore these issues.
Syllabus
Hist. 78500- Medicine in Early Modern Europe
Thursday, 6:30-8:30 p.m., 3 credits, Prof. Allison Kavey
Early modern Europe saw important changes in approaches to medicine (both in theory and practice) and ideas about the body that reflected broader cultural shifts and the influence of a broadening world of geography and experience. This course will examine the important medical systems in early modern Europe and the changes that occurred between 1500 and the late 17th century as a means of better understanding prevailing ideas about medicine, the body, and the vexed relationship between humans and the natural world. Readings will include primary sources and historiographic material.
Gender History
Hist. 72300- Gender Theory for Historians
Tuesday, 2:00-4:00 p.m., 3 credits, Prof. Dagmar Herzog
This graduate seminar is designed to introduce students to both classic and more recent texts in the overlapping areas of women’s and gender history, queer studies, and feminist, psychoanalytic, deconstructionist and poststructuralist theory, with forays into a wide range of historiographical styles and occasional excursions into anthropology, sociology, literary criticism, and political philosophy. There will be special emphasis on: the historical intersections of gender, race, economics, empire, religion; the histories of subjectivities and epistemologies; and the histories of psychiatry, sexuality, disability, reproduction. Most of the texts will focus on the U.S., Europe, and the Middle East since the 18th c., with many focused on the recent past and near-present. Throughout, the goal will be to understand the practical usefulness of varieties of gender theory for the diverse historical research projects you all are engaged in. Requirements include thorough reading of the assigned materials, two critical questions about each assigned text sent to instructor and classmates in advance of class every time, thoughtful and active participation in class discussions, two short summary analyses of weekly readings also sent to instructor and classmates in advance of class (we will divide up the reading list amongst ourselves on the first day), and one longer final paper exploring the relevance of and putting to use some aspect(s) of gender theory for your own work. Questions and summaries must be emailed by 7 a.m. on Tues.
Syllabus
Hist. 72200- Love, Marriage, and Motherhood in U.S. History
Tuesday, 4:15-6:15 p.m., 3 credits, Prof. Kristin Celello
This course explores gender and the politics of the family in the United States, considering the intimate, private lives of American women over time and place as well as the public manifestations and ramifications of the same. We will study how ideals of wifehood and motherhood have been constructed, and how who has created and had access to these ideals has changed over time. We will analyze the evolving meanings and value assigned to women’s reproductive labor, particularly the larger forces that influenced and were influenced by women’s various roles and responsibilities within their families. Throughout the semester, we will play close attention to questions of race, ethnicity, class, region, and sexuality. We will also consider how the social history of women’s family lives intersected with politics (domestic and international), law, medicine, social movements, and the economy, among other issues. Weekly readings will cover topics such as same-sex relationships; courtship/dating; weddings; contraception, pregnancy, and childbirth; adoption; immigration; and welfare.
Syllabus
Latin American History
Hist. 76910- Afro-Latin America: Social Science & the Politics of Knowledge Production
Thursday, 4:15-6:15 p.m., 3 credits, Prof. Herman Bennett
In recent years, some Latin Americanists have questioned the hermeneutics defining the field of Latin American History. The colonial designation some feel posits a disjuncture (or beginning) when it could be argued that continuity characterized the historical narrative. While students of ideas, political practice, and the cultural domain have been the strongest proponents of this intervention, scholars of indigenous cultures—especially the Nahua Studies groups—share similar sentiments despite differences in scope and method. Consequently, scholars have been utilizing terms like ‘early’ and ‘early modern’ Latin America to distinguish their work from a colonial project and its association with the rupture that Spanish and Portuguese hegemony allegedly implied. Concurrently, a self-conscious collection of scholars identified as the Latin American subaltern studies group have called into question the elitist hegemony shaping the structure and content of writings about Latin America. Scholars of the Latin American subaltern along with those who take issue with the occidental reasoning informing how Latin America history is currently conceived are introducing new terminology (subaltern, postcolonial, Afro-Latin American) that allegedly re-frames the Latin American past and present. In our semester’s work, we shall explore the meanings and implications, if any, that this and other discursive shifts have had on research and writing Latin America. Even as this seminar attends to shifts in meaning and context, we will engage the substance of the existing scholarship.
See the syllabus below for a fuller description.
Syllabus
Hist. 76900- Comparative Slavery: Latin American and Caribbean Slavery and The Slave Trade in Comparative Perspective
Wednesday, 4:15-6:15 p.m., 3 credits, Prof. Laird Bergad
Syllabus
Middle East History
Hist. 75200- Religion and Society in the Middle East
Monday, 4:15-6:15 p.m., 3 credits, Prof. Samira Haj
In this class, religion is approached as a social and historical fact with political, legal and economic attributes and ramifications. Accordingly, religion has been constantly defined in response to changes in circumstance and social settings. The focus of this class is to trace the definition and redefinition of Islam in light of the dramatic changes and concerns engendered by modern structures, institutions and power. These changes are drawn out through familiar oppositional categories like the secular and the religious, state sovereignty and religious authority, modern law and shari’a among others.
See Also
MALS 70200 – Metropolis: A Political, Historical, and Sociological Profile of New York
Wednesdays, 4:15-6:15 p.m., 3 credits, Prof. Cindy Lobel
This interdisciplinary course will explore New York City’s rise and role as the nation’s metropolis, examining several key themes in the city’s development. In particular, we will look at Gotham as a center of work, culture and residency as well as at the diverse populations that have called the city home through its four-century history. We will examine New York City from a variety of disciplinary perspectives, including history, sociology, anthropology, economics, and political science.
MALS 70600 - Enlightenment and Critique: American Enlightenments
Wednesday, 6:30-8:30 p.m., 3 credits, Prof. Martin Burke
The course will examine a number of seminal texts produced in the late eighteenth and early nineteenth centuries within the contexts of current debates over the contours, and the consequences, of the Enlightenment in America. The interpretive and analytic approaches taken will be ones from cultural and intellectual history, the history of political thought, religious studies and the history of science. Among the sources to be read are: Benjamin Franklin’s Autobiography; St. John de Crèvecoeur’s Letters from an American Farmer; Thomas Paine’s Common Sense; the “Declaration of Independence”; Thomas Jefferson’s Notes on the State of Virginia; the “Federalist” and the “Letters of Brutus”; Charles Brocken Brown’s Alcuin; Sarah Wentworth Morton’s Ouabi; Meriwether Lewis and William Clark’s Journals; and letters and essays by Benjamin Banneker, Mercy Otis Warren, Benjamin Rush and Judith Sargent Murray. Among the contemporary scholarly works are monographs by John Fea, Susan Parrish, Darren Staloff and Leigh Eric Schmidt, as well as a number of articles and historiographic reviews. The course welcome masters-level students from the Liberal Studies Program (especially, but not exclusively, the Western Intellectual Traditions and the American Studies tracks) and doctoral students from the Ph.D. Programs in History and English, and the American Studies Certificate Program.
PDEV. 81690 - Colloquium on College Teaching
Mondays, 2:00-4:00 p.m., 0 credits, Prof. Steven Cahn
Next fall semester Professor Steven Cahn of the Philosophy Program will again offer the Colloquium on College Teaching, intended to assist doctoral students in developing strategies for success in academic careers. Among the topics to be discussed are improving teaching, enhancing publications, and succeeding in the search for academic positions. The course is intended both for those early in their graduate studies and for those nearing graduation. Seating is limited, so early registration is suggested. No charge is involved.The course meets during the early weeks of the semester, and students register through on-line course registration.
Dr. Cahn, a former Provost and then Acting President of the Graduate Center, is the author of the widely read book FROM STUDENT TO SCHOLAR: A CANDID GUIDE TO BECOMING A PROFESSOR (Columbia University Press).
Any questions about the course can be addressed to him at scahn@gc.cuny.edu.
PDEV 79400 Advanced Spoken English: Teaching and Presentation Skills
Tuesday, 6:30-8:30 p.m., Rm. TBA, 0 credits,
This course is designed to help students improve their spoken English in a variety of academic and casual settings through guided instruction of American-style conversation and direct instruction of spoken English fluency and pronunciation skills. Additionally, students will be instructed in the standard methods and style of teaching and presenting for the American university classroom. Students will also be discussing and learning about American culture via themes and topics that are relevant to the students’ interests.
PDEV 79401 Teaching Strategies
Wednesday, 6:30-8:30 p.m., Rm. 3209, 0 credits, Prof. Allen,
This course is designed to provide students with practical advice and hands-on exercises to help them design future courses and prepare for classroom teaching. It is grounded in an understanding of the social context of teaching at CUNY as well as providing some theoretical discussion of what makes for good pedagogical practice. This course will be especially valuable for graduate students who will soon be teaching undergraduate courses in the Humanities and Social Sciences.
PDEV 79403 Effective Academic Writing – for native English speakers
Thursday, 4:15-6:15 p.m., Rm. 3309, 0 credits, Prof. Jerskey,
Section for native English speakers.
This course is designed to help students improve their academic writing. This section is meant for native English speakers who want to address issues in their writing and overcome particular writing hurdles.
PDEV 79403 Effective Academic Writing – for non-native speakers
Wednesday, 2:00-4:00 p.m., Rm. 5383, 0 credits, Prof. Utakis,
Section for non-native English speakers.
This workshop course intends to help students improve their academic writing skills. The section is restricted to students who speak English as a foreign language and will address common issues and problems that they may face when writing. All students are required to share with the class a draft of their own academic writing in progress.
ART 87100 - Selected Topics in Colonial Latin American Art & Architecture: Mellon at The Hispanic Society: Cross-Cultural Connections in the Hispanic World, 1520- 1810
Thursday, 9:30 – 11:30 am, 3 credits, Prof. Judy Sund
With its defeat of Aztec forces at Tenochtitlan in 1521, Spain’s political and cultural empire (which already incorporated Flanders and parts of Italy) was solidified in the New World. During the period covered by this course (which ends with Mexican independence), Peru likewise became a Spanish viceroyalty (1542), and Spain made Manila the center of its commercial activities in the Far East. This Mellon Seminar at the Hispanic Society – a rich repository of maps, manuscripts, sculptures, paintings and decorative arts – will explore a range of objects from Europe, the Americas and Asia, with particular attention to arts production in New Spain (colonial Mexico). Situated at the confluence of Atlantic and Pacific trade, New Spain emerged a nexus of intercultural exchange in an era of burgeoning global commerce. Wealthy and cosmopolitan, it remained decidedly colonial in relation to the European seat of the Hispanic empire. Its aspirational multiethnic elites not only sought to assert status by lavish displays of imports from Europe and Asia, but constructed a unique national identity, or Mexicanidad, that was shaped from the start by the concept of mestizaje (racial and cultural mixing). Mexicanidad found reflection in a hybridic material culture incorporating indigenous American, European, and Far Eastern materials, motifs and stylistic cues – prime examples of which will serve as focal points of hands-on seminar sessions. Auditors accepted with permission of instructor - email: judysund@mac.com
ART 83000 - Selected Topics in Medieval Art and Architecture: Making Jerusalem
Tuesday, 11:45 am – 1:45 pm, 3 credits, Prof. Cynthia Hahn
Taking advantage of the Metropolitan Museum of Art exhibition to open in the Fall, this seminar, co-taught with Professor Ittai Weinryb of the Bard Graduate Center would consider Jerusalem as a potent religious and geographical center for ideologies, art production, and exchange. The class will read widely in classic art historical material (Richard Krautheimer’s work on the Holy Sepulchre, Oleg Graber on the Dome of the Rock) and more current approaches on material culture and the battle over who controls the city (Annabel Wharton, Selling Jerusalem). All three faith traditions of the holy city will be included in discussion and topics will range from the early Christian pilgrim account of the nun Egeria, to topographic mapping (Madaba) and exchange via the transport of the soil of the sacred city, to the impact of European Crusader rule on the built environment. The class will have a tour of the exhibition guided by the curators and will welcome two visiting lecturers. Students will attend associated Met lectures and be encouraged to work on objects in the show.
email: chahn@hunter.cuny.edu
Research and Writing Seminars
Hist. 80010- Literature Survey in American History
GC: W, 4:15-6:15 p.m., 5 credits, Prof. KC Johnson
Room: 5212
The objective of this course is for students to read and discuss important studies in post Civil War American history. They will be considering the ways in which the critical elements of American history have been conceived, structured and narrated. Some of the readings are classics; others are important because they offer provocative theses about long established historical questions; yet others introduce new viewpoints and new questions for historical inquiry. The broad scope of readings provides an essential immersion in the literature of the field and promotes a textured perspective for subsequent colloquia and seminars. Students will also be considering diverse approaches and methods of historical analysis that will help them shape their own research projects. Open only to PhD Program in History students.
Syllabus
Hist. 84900- Seminar in American History II
GC: T, 2:00-4:00 p.m., 5 credits, Prof. Jonathan Sassi
Room: 6493
This course is intended for first-year U.S. history majors and is the continuation of the Seminar in American History I. Having framed projects in the fall semester, students will complete the research and writing of an article-length research paper over the course of the spring semester. The class is designed as a workshop, in which participants will present their works-in-progress, constructively criticize one another’s writings, and tackle common problems of the research and writing process. Students will be responsible for circulating drafts of their developing works electronically in advance of class and preparing written responses to others’ papers. Timely completion of the assignments and collegial participation in the seminar are essential requirements. Open only to PhD Program in History students.
Syllabus
Hist. 80020- Literature Survey in European History
GC: M, 4:15-6:15 p.m., 5 credits, Prof. Benjamin Hett
Room: 5417
This course is intended to provide an introduction to the major themes and historians’ debates on modern European history from the 18th century to the present. We will study a wide range of literature, from what we might call classic historiography to innovative recent work; themes will range from state building and imperialism to war and genocide to culture and sexuality. Students will be expected to take the lead in class discussions: each week one student will have the job of introducing the literature for the week, while another student brings to class questions for discussion. Over the semester students will write a substantial historiographical paper on a subject chosen in consultation with the instructor. This paper will be due on the last day of class. After completing the course students should have a solid basic grounding in the literature of modern Europe, which will serve as a basis for preparation for first year written exams, oral exams, and teaching and research work. Open only to PhD Program in History students.
Syllabus
Hist. 84900- Seminar in Non-American History II
GC: T, 2:00-4:00 p.m., 5 credits, Prof. Dagmar Herzog
Room: 5212
This course is a continuation of History 80900 (Seminar in European and Non-American History I). Students will complete the research project developed in the fall, turning their prospectuses into 30-page papers of a publishable quality. The papers should be based on primary sources and should situate their topic within the appropriate historiographical context. During the semester, the class will read and discuss examples of model articles and, most importantly, offer constructive critiques of each other’s papers. Open only to PhD Program in History students.
Syllabus
Hist. 84900- Advanced Research Seminar
GC: R, 4:15-6:15 p.m., 5 credits, Prof. Joshua Freeman
Room: 5212
In this course students will write, workshop, and rewrite a roughly 30-page research paper of publishable quality. The paper must be based on primary sources, work with a clearly defined historiographical problem, and reflect a high level of care for prose and professional standards. In class, we will read model essays, discuss research methods and writing strategies, and workshop drafts. Students should select a tentative topic for their paper before the first meeting of the course. The topic should be significantly different from each student's first year seminar paper but may constitute a piece of research that leads toward a dissertation. The course is only open to students in the PhD Program in History who have completed the first year seminar.
Syllabus
Hist. 89900- Dissertation Seminar
GC: T, 2:00-4:00 p.m., 0 credits, Prof. James Oakes
Room: 3306
This workshop will give students the opportunity to develop and complete dissertation chapters. It will be conducted as a workshop with students reading and commenting on one another’s work under the professor’s guidance. Open only to Level 3 PhD Program in History students who have defended their dissertation prospectus.
American History
Hist. 74900- Political Cultures, Cultural Politics, United States
GC: R, 2:00-4:00 p.m., 3 credits, Prof. David Waldstreicher
Room: 5212
A distinctive American politics and culture is said to have emerged, clearly and perhaps even triumphantly, during the early republic, the period between the American Revolution and the Civil War or Reconstruction. Several generations of scholarship elucidated this period as the locus classicus of American political ideologies (republicanism, liberalism, democracy, constitutionalism, nationalism, race), cultural forms (the captivity narrative, the boycott, the celebratory parade, blackface minstrelsy) and institutions (the voluntary association, the political party, the press, the presidency). And yet the nature and boundaries of that culture and that politics now appear to have been not only porous but also deeply contested. It seems less certain what the Revolution created or what the Civil War resolved, and thus less clear how the first century of the nation created patterns or cycles followed or broken. Nor is it obvious or settled what mattered more: the formal politics or what occurred seemingly outside it in the culture wars of the time. Or how to characterize the relationship between the two, or those messy middle grounds between politics and culture that scholars began to identify, during the late twentieth century, with terms like ideology, political culture, and cultural politics. Or to put it differently, whether to approach the making of the United States as a state, as states, or as a state or states of mind.
At a time when American exceptionalism has come under renewed and withering criticism for its politicized uses, how should we approach the making of an American politics and culture(s)? Did the first century of the republic set "American"—or other--patterns? What was united – or disunited – and how? What was the national state and the states, and what were the stakes of state-making? Is it sufficient to conclude that the battles over what would be American politics and culture constituted the politics, the culture? Are the concepts of culture and of politics with which historians have worked adequate to the task of understanding the history and its significance?
This seminar will address these questions by comparing classic and recent work by historians, by literary and cultural studies scholars in the American Studies tradition, and by political scientists -- including some scholarship that puts forward longer narratives that reach from the early republic to or through the twentieth century, something historians no longer do as often or as boldly as scholars in cognate fields. During most weeks there will also be a primary source or artifact under consideration that will help us evaluate whether various trends in scholarship are adequate not only to what we want and need to know now, but also to the demands the evidence may make on us.
Syllabus
Hist. 75700- Paths, Detours, and Barriers to Citizenship: Immigrants, Refugees, and Aliens in U.S. History, Law, & Culture
GC: M, 2:00-4:00 p.m., 3 credits, Prof. David Nasaw
Room: 5212
We will interrogate the sometimes conflicting, sometimes consonant, but always changing relationships between notions of citizenship—and its cultural significance, political resonance, and legal entitlements—and American immigration policy. While attentive to European migrations from the seventeenth to the twenty-first centuries, we will focus on twentieth and twenty-first century border crossings from Mexico, immigrations from Asia, Cold War refugees from Europe, and the discordant and unintended consequences of post-World War II legislation.
The readings will explore the separate but entwined historical literatures on “citizenship” and “immigration.” I have designed them to be global in reach and interdisciplinary in perspective. We will, as the semester proceeds, read several works of fiction written by authors who have immigrated to the United States in recent years, some with, some without their families.
Students may be asked to write short papers in the course of the semester and a major final paper in the form of a “lecture” to undergraduates on the themes and issues discussed in the readings.
Syllabus
Hist. 75800- History of the City of New York
GC: W, 2:00-4:00 p.m., 3 credits, Prof. Kessner, Thomas
Room: 5383
New York is an ugly city, a dirty city. Its climate is a scandal, its politics are used to frighten children, its traffic is madness, its competition is murderous. But there is one thing about it -- once you have lived in New York and it has become your home, no place else is good enough. All of everything is concentrated here, population, theater, art, writing, publishing, importing, business, murder, mugging, luxury, poverty. It is all of everything. It goes all right. It is tireless and its air is charged with energy. John Steinbeck
Whoever is born in New York is ill-equipped to deal with any other city: all other cities seem, at best, a mistake, and, at worst, a fraud. No other city is so spitefully incoherent. James Baldwin
A hundred times have I thought New York is a catastrophe, and fifty times: It is a beautiful catastrophe. Le Corbusier
For those who would understand the past century of American history, the role of urban society is crucial. The influence of our cities has been considerable, pervasive and shaping. While the founding elite of the early republic fastened upon the nation the ethos of the plantation and southern life, cities assumed a more important part in setting national priorities following the Civil War. America's cities exerted broad economic, political and cultural authority, often steering the transforming forces of nineteenth and twentieth century American life. The impact of cities and especially the major metropolises on national life has been extraordinary.
Herald of twentieth century modernity, New York made itself into the center of world capitalism and American diversity. The variety of its markets and services afforded it a reach in space and influence that remains unmatched. Its fabled diversity provides a riveting history of relations between groups divided by class, interest, culture, ethnicity, and race.
Shown a portrait of her painted by Picasso in his characteristic style, Gertrude Stein gazed at it with some distaste, protesting: "But I don't look like that". "Don't worry," he replied, "you will, you will." How often New York has been viewed as unique only to discover that it was merely early.
This course will trace various themes in the history of the city through readings, discussions and student research.
Instructor permission required. Please write to tkessner@gc.cuny.edu (and cc mweber@gc.cuny.edu)
Syllabus
Hist. 75900- From Civil Rights to Black Power
GC: M, 6:30-8:30 p.m., 3 credits, Prof. Clarence Taylor
Room: 5212
The modern civil rights movement is the most important social protest movement of the twentieth century. The movement helped cultivate national leaders such as Martin Luther King Jr., Bayard Rustin, and Fannie Lou Hamer. It was responsible for eradicating the American Apartheid system known as Jim Crow and it was the major reason for the passage of some of the most important laws in twentieth century America, including the Civil Rights Act of 1964 and the Voting Rights Act of 1965. While prominent figures were important in shaping the civil rights struggles, the movement was also influenced by countless numbers of ordinary men and women who participated in civil rights campaigns throughout the nation, many whose names shall never be recorded in history books. Although some historians and others date the movement’s origin to the 1954 Brown decision, more recently, scholars in several disciplines contend that the civil rights struggle began much earlier. More recently scholars have been examining black and brown coalitions in the struggle for social and economic rights.
By the mid 1960s, the goals of the civil rights movement, including a fully integrated society were questioned by several national and grassroots leaders and activists who contended that empowering people of African origins in America should be the paramount objective of the black freedom struggle. On college campuses, among sports figures, politicians, theologians, business owners, and union members, Black Power became the major objective. This course examines the origins and the impact that the Civil Rights and Black Power movements had on American society. The course scrutinizes several theoretical explanations of these movements and the assigned books and articles focus on the ongoing debate among scholars over periodization, geography, conceptualization, and leadership of civil rights and Black Power movements in America.
Syllabus
European History
Hist. 71500- Spaces and Identities in France and the Francophone World since 1750
GC: W, 2:00-4:00 p.m., 3 credits, Prof. David Troyansky
Room: 3305
A well-known French slogan refers to France as “one and indivisible.” However, historians know well the various ways in which France has been quite divisible. We will explore those ways by looking particularly at the theme of spaces and identities. We will pay attention to the history of the French landscape, the variety of divisions that are associated with the scholarship on history and memory, ideas of neighborhood in Paris in the eighteenth century, provincial cities and their surroundings in the nineteenth, and a variety of locations and “communities” in France and the Francophone world in the twentieth and twenty-first centuries. The first two thirds of the course will involve common and collective readings in the scholarly literature; the last third will involve student research and presentations on particular spaces and identities.
Syllabus
Hist. 72300- After Theory
GC: M, 4:15-6:15 p.m., 3 credits, Prof. Richard Wolin
Room: 5383
"Theory" has become historical.
During the 1980s Theory’s cryptic messages and provisos coursed through departments of comparative literature and humanities promising, if always obliquely, a qualitative transformation of our conventional and retrograde intellectual and practical habitudes. Theory traded on the fading aura of 1960s radicalism, implying that, whereas the soixante-huitards ('68ers) had foundered, it would write the next chapter in the Book of Revolution. Its heightened awareness of past failures, nourished by a skepticism vis-à-vis metanarratives, seemingly enhanced its prospects of success.
But, when all is said and done, how might one, going forward, define "success"? When the entirety of a tradition is presumptively jettisoned or consigned to desuetude, it is difficult to know exactly where to begin – or to re-begin. Derrida implied that once the demons of logocentrism had been vanquished, life and thought would be permanently and positively transformed. However, both he and his acolytes refrained from pointing out that the thinker who had coined the term "logocentrism" was the well nigh unreadable, proto-fascist German Lebensphilosoph Ludwig Klages (cf. Geist als Widersacher der Seele; 3 vols. 1929-32).
In The History of Sexuality, Foucault, mistrusting the allure of collective action, or, in Hannah Arendt's words, "people acting in concert," recommended that we pursue "a different economy of bodies and pleasures," going so far as to invoke - in what can only be described as a prototypical instance of "Orientalism" - the Kama Sutra (sic) by way of illustration. However, in retrospect, this prescription seemed merely to dovetail with the "culture of narcissism" (cf. Christopher Lasch) that succeeded the demise of the contestatory spirit of the 1960s – as such, grist for the mill of an apolitical "lifestyle" or "identity" politics. In other words: an "apolitical politics."
Circa 1971, Foucault had internalized the deleterious linkage between "knowledge" and "domination" – or, "power-knowledge" – to the point where he was prepared to abandon both "writing" and "discourse" tout court, having concluded that both were merely expressions of hegemony. If we accept the Nietzschean claim that “truth” is little more than an efflux or manifestation of “power” (as Foucault suggests: “truth isn’t a reward for free spirits . . . it is produced by multiple forms of constraint. It induces regular effects of power. Each society has its regime of truth”), and if all norms are “normalizing,” what, then, is the basis of contestation and critique? Has the concept of emancipation remained meaningful, or must it, too, be cynically consigned to the rubbish heap of lost illusions?
The story of French Theory coincides with the reception of Nietzsche and Heidegger's thought in France during the 1950s and 1960s. Here, Deleuze's 1962 book on Nietzsche as well as Foucault's essay, "Nietzsche, Genealogy, and History" (1971) signify important way stations. Deconstruction, for its part, takes its inspiration from Heidegger's appeal in Being and Time for a "destruction of the history of Western ontology." At the outset, we will focus on pivotal German and French texts in order to secure a solid philosophical grounding in Theory's conceptual intricacies. Thereby, in a post-enlightenment spirit, the obscure shall be rendered clear - or, at least, clearer.
Marx once said: "We recognize only one science, the science of history." What, then, might it mean to historicize poststructuralism?
Prospective Book/Reading List:
o Nietzsche, "On Truth and Lies in an Extra-Moral Sense"
o Nietzsche, Genealogy of Morals
o Heidegger, "Letter on Humanism"
o Heidegger, Being and Time (selections)
o Derrida, "Structure, Sign and Play in the Discourse of the Human Sciences"
o Derrida, "Signature, Event, Context"
o Foucault, Discipline and Punish
o Foucault, History of Sexuality
o Deleuze, What is Philosophy?
o Cusset, French Theory
o Historicizing Postmodernism
o Habermas, Philosophical Discourse of Modernity
Syllabus
Hist. 78400- Knowledge is Power: The State and its Sciences in the Age of Enlightenment
GC: T, 4:15-6:15 p.m., 3 credits, Prof. Barbara Naddeo
Room: 5212
If age-old, the well-known aphorism "knowledge is power" was a watchword of the Scientific Revolution and Enlightenment, an age in European history which has traditionally been hailed for its development and codification of the methods and disciplines of the modern sciences. If usually studied as the product of the culture and sociability of the age, the emergence of the modern sciences in Europe was also inextricably tied to the new political culture of the territorial state, which itself sought to sponsor, cultivate and harness the findings of the sciences to its own political ends. As a result, the age of the Scientific Revolution and Enlightenment was perhaps the first age of "big science," big-picture theories and large-scale projects which sought to transform the terrain and peoples of Europe's territorial states and their empires. At the same time, "big science" equally transformed the political culture of the state, the jurisdiction of its administration, and, no less, the rights and duties of its citizens. This dualistic trend is perhaps best illustrated by the advent of the human sciences, which more than a set of discourses was also tied to the new institutional culture and political practices of the emergent nation-state in Europe. What were the political ramifications of "big sciences" for the state, its subjects and citizens in the age of Scientific Revolution and Enlightenment? This class will provide the answer to that enduring question with its case studies of the major figures and projects of the new human sciences at the cusp of modernity.
Syllabus
Middle East History
Hist. 78110- Imperialism and the Shaping of the Modern Middle East
GC: W, 6:30-8:30 p.m., 3 credits, Prof. Simon Davis
Room: 3306
This course surveys how interaction with increasingly influential foreign interests, and responses to them, both assimilative and resistant, shaped leading currents in Middle Eastern experience from the late eighteenth century onwards. Themes include imperialism in historical interpretation, perceptions and framings of the region, forms of political, economic, cultural and social change, and in Middle Eastern intra-regional, international and global relations. Each session will feature a discussion on a theme preceded by suggested readings from course texts, related published documents, and specialized scholarly journal articles relating to each topic. Students will each complete a research essay chosen from a number of assigned titles and reading lists, a number of smaller critical exercises and a final examination.
Syllabus
Latin American History
Hist. 77300- Law and Justice in the History of the Latin American City, c. 1500 to the present
GC: T, 4:15-6:15 p.m., 3 credits, Prof. Amy Chazkel
Room: 6300
This doctoral-level course examines the long history of cities in Latin America, from the early colonial era in the fifteenth century to the present day, with a particular focus on scholarship at the intersection of the study of the law and the humanities. We will consider topics that include, but are not limited to: the founding of cities as an expression of imperial power; gender and the question of private and public urban life; the centrality of urban slavery and freedpersons to the sociolegal history of Latin American cities; the long history of urban crime, justice, and policing; urban protest and social movements; architecture and power; and the history of struggles over control of urban space and time. A topic that we will treat in particular depth is the history of what has come to be called the “right to the city” as it developed out of centuries of struggles over urban resources throughout the region.
In addition to our readings, students will work throughout the semester toward producing an in-depth, publishable-quality historiographic essay as a final project.
This course is designed equally to explore the law and justice as crucial elements in the humanistic study of cities on the one hand, and, on the other, to familiarize students with a panorama of some of the most cutting-edge new scholarship on Latin American history, from the colonial era to the present. Students in this course do not need to have any prior knowledge of Latin American history, and students from other disciplines are warmly welcomed. All required readings will be in English; reading knowledge or Spanish and/or Portuguese would expand the possibilities available for writing the final paper but it not a requirement.
Syllabus
Transnational History
Hist. 72600- Human Rights and the Non-Western World
GC: W, 4:15-6:15 p.m., 3 credits, Prof. Manu Bhagavan
Room: 3310A
This graduate class will focus on the idea of human rights as it has been understood and propagated by and in the “non-Western” world. “Human rights” are at once posited as a universal category, and critiqued as a specifically Western discourse. But what are “human rights?” Where and when did the concept originate? Who invested the concept with meaning? How has the concept been contested, and how how is evolved as a result? In this seminar, we will explore the answers to these questions while further asking: what is the relationship of universalism to violence? Can there be a just, non-violent universalism? How are human rights defined in relation to, and in juxtaposition to, racism and imperialism? What role do human rights play in foreign policy and diplomatic history, if any? This seminar, in short, examines what kind of world is imagined and brought into being by human rights.
Syllabus
Hist. 72700- The African Diaspora
GC: R, 2:00-4:00 p.m., 3 credits, Prof. Herman Bennett
Room: 5383
By employing the heuristic concept of diaspora—and specifically the African diaspora—this course focuses on the analytical work generated by studying cultures of movement. As scholars, we might begin by asking whether diaspora complicates our understanding of disciplinary formations—including the normative assumptions that inform the study of society and culture. How does diaspora, for instance, enhance our perspectives on imperial, colonial, national and post-colonial formations and the ways in which they have been historically represented? In utilizing the prism of diaspora we confront the politics of representation through which scholars render meaning out of the past and present. For this reason, diaspora like other categories of analysis engages the vexed terrain of representation whereby scholars frame the subject of their inquiries.
Diaspora brings into relief many of the principle categories and themes informing the social and human sciences. It de-naturalizes many of the foundational assumptions on which contemporary social theory rests. For this reason, we will route our conversations and readings through some of the central concepts defining social theory (state, nation, society, sovereignty, difference, stratification, race, ethnicity, religion, and culture) so as to discern how diaspora might trouble existing forms of knowledge bequeathed to us by the Renaissance, Enlightenment and Modern Era.
On a practical professional level, the course serves as a graduate-level introduction to diasporas in general but the African diaspora in particular. Scholarship on this subject along with its development over time and in distinct settings (the United States, Latin America and the Caribbean, Sub-Saharan Africa, England and Continental Europe) introduces us to the historical profession and professionalism. For this reason, we will devote significant time focusing and discussing how various scholars have framed and approached their scholarly projects. Since the African diaspora as a field of study constitutes a relatively novel endeavor, most of the readings draw on works from the last few years. While this conveys a sense of where the field is presently at it also serves to delineate how the African diaspora draws and builds on early forms of inquiry (the history of colonial expansion, the history of slavery and freedom, the history of racial formation, etc.) Over the semester we will constantly need to ask what defines an inquiry, an approach or a perspective as diasporic in scope. In doing so, we will necessarily focus on an earlier body of scholarship that was associated with different fields of inquiry (slavery, race relations, African Studies, Brazilian history, the study of religion, English Cultural Studies).
Syllabus
Women’s History
Hist. 74300- Readings in 19th Century Women's History
GC: M, 4:15-6:15 p.m., 3 credits, Prof. Kathleen McCarthy
Room: 5212
When women’s history emerged as a subfield in the 1960s, its initial goal was to write women into the historical record. Since then, the analytical focus has shifted from an emphasis on “sisterhood” to class relations, political culture, gender constructs, transnationalism, and colonialism and empire. Cultural analyses have also become increasingly important, illuminating the subtexts that shaped women’s lives in different regions and eras, while microhistories have excavated the lives of ordinary Americans in revealing ways. This course will chart these historiographical shifts, as well as the ways in which women’s history has reshaped our understanding of American history for the period between 1790 and 1900.
Within this framework a variety of topics will be explored, including: 1) the legacy of the Revolution; 2) microhistory, female entrepreneurship and crime; 3) charity, “sisterhood” and class; 4) antebellum national and transnational social reform movements; 5) gender and the Gold Rush; 6) slavery and the Civil War; 7) Reconstruction, race and reform; 8) transnationalism and empire; 9) middle and working class cultures; 10) elite culture and cultural elites; 11) Gilded Age politics and labor; and 12) political culture and reform . Particular emphasis will be placed on the ways in which historians have analyzed the changing cultural subtexts that shaped women’s activities in different regions and times.
The goal of this course is threefold: 1) to help students prepare for their written and oral examinations; 2) to deepen their knowledge of the ways in which women’s history has reshaped our understanding of American history; and 3) to bolster their research, writing and analytical skills.
Students will lead one to three discussion sessions, and have a choice of doing weekly abstracts on the assigned readings for the weeks in which they are not presenting, or developing a research proposal on a women’s history topic of their choice for the period between 1790 and 1900.
Syllabus
SEE ALSO:
PDEV 79400 Advanced Spoken English: Teaching and Presentation Skills
GC: Tuesday, 6:30-8:30 p.m., Rm. TBA, 0 credits, [30282]
This course is designed to help students improve their spoken English in a variety of academic and casual settings through guided instruction of American-style conversation and direct instruction of spoken English fluency and pronunciation skills. Additionally, students will be instructed in the standard methods and style of teaching and presenting for the American university classroom. Students will also be discussing and learning about American culture via themes and topics that are relevant to the students’ interests.
PDEV 79401 Teaching Strategies
GC: Wednesday, 6:30-8:30 p.m., Rm. TBA, 0 credits, Prof. Allen, [30283]
This course is designed to provide students with practical advice and hands-on exercises to help them design future courses and prepare for classroom teaching. It is grounded in an understanding of the social context of teaching at CUNY as well as providing some theoretical discussion of what makes for good pedagogical practice. This course will be especially valuable for graduate students who will soon be teaching undergraduate courses in the Humanities and Social Sciences.
PDEV 79403 Effective Academic Writing – for native English speakers
GC: Tuesday, 2:00-4:00 p.m., Rm. TBA, 0 credits, Prof. Smith, [30284] Section for native English speakers.
This course is designed to help students improve their academic writing. This section is meant for native English speakers who want to address issues in their writing and overcome particular writing hurdles.
PDEV 79403 Effective Academic Writing – for non-native speakers
GC: Wednesday, 2:00-4:00 p.m., Rm. TBA, 0 credits, Prof. Parmegiani, [30285] Section for non-native English speakers.
This workshop course intends to help students improve their academic writing skills. The section is restricted to students who speak English as a foreign language and will address common issues and problems that they may face when writing. All students are required to share with the class a draft of their own academic writing in progress.
PDEV 81690 Colloquium on College Teaching
GC: Monday, 2:00-4:00 p.m., Rm. TBA, 0 credits, Prof. Cahn, [30286]
This colloquium will critically examine issues concerning a professor’s teaching responsibilities and related collegial obligations. Among the subjects to be discussed are academic freedom, institutional governance, teaching strategies, testing and grading, research responsibilities, departmental duties, professorial-administrative relationships, and faculty recruitment (as viewed by both employers and applicants). The colloquium is intended for doctoral students planning for academic careers.
Fall 2015
Literature and Writing Seminars
Hist. 80010- Literature of American History l
GC: R, 4:15-6:15 p.m., 5 credits, Prof. David Waldstreicher
This course introduces Ph.D. students to the historiography of the U.S. through the Civil War and is intended to prepare students for the First Written Examination.
One of our primary concerns will be periodization. To what extent should the colonial period be considered a prologue to U.S. history? And on the other side of the nationhood divide, are there analyses that suggest a coherence or continuity to U.S. history beyond the peculiarities of the early republic or Civil War periods? What is the status of the Revolution and the Civil War, and the political history that drives or used to drive the narrative of U.S. history, amid transformations that might otherwise be seen as social, cultural, economic? Are there explanations that that cut across centuries, or stories that hold up in our time? What are the most important achievements of recent US historians, and what are the trends in the field now?
The books and articles we shall discuss include prizewinning narratives, monographs born as dissertations, and historiographical essays. An important part of what we will be doing is attempting to read these in light of each other. Be forewarned: the reading is extensive, in recognition of the five credits this course carries and its status as required preparation for qualifying examinations. Our goal is to prepare for the exam, of course, but also to prepare to teach this period at the college level and to lay a substantial foundation for future research and teaching in any period of U.S. history.
Instead of a seminar paper or historiographical essay, your written work for the course will consist of weekly short (2-3 page) responses to the readings. Each week I will provide prompting questions that will help us work toward the kinds of writing and analysis the faculty will expect for the examination in December. These short essays, while relatively informal, will be due Thursday at noon via email and may serve as jumping off points for our Thursday seminar discussions.
Syllabus
Hist. 84900- Seminar in American History l
GC: W, 2:00-4:00 p.m., 5 credits, Prof. Thomas Kessner
This seminar is designed to train incoming graduate students in the craft of historical research and writing. Over the course of the term, each student will formulate a research topic, prepare a bibliography of relevant primary and secondary sources, write an historiographic essay, and present and defend a formal project proposal for the substantial research paper that is to be completed in the second semester seminar. Weekly meetings will discuss common readings, share and critique written work, and develop and refine the research proposals. We will also be devoting some time to methods and issues involved in undergraduate teaching.
Students will focus primarily on framing a topic and honing a well defined, focused and reasonable research proposal for their papers. The purpose of the collateral assignments is to help push this process forward.
Students are advised to give some thought to possible research projects before classes begin this way they can make some early efforts at sampling secondary materials and investigating the availability of sources.
Syllabus
Hist.80100- Middle East Literature of 19th century
GC: T, 6:30- 8:30 p.m., 5 credits, Prof. Samira Haj
The object of this course is to familiarize students with the main themes and approaches in the history and historiography of the nineteenth-century “Middle East.” Temporally, the course moves from the late 1700s to World War I. Geographically, the area includes the region from Egypt to Iran, the Balkans to Arabia, in short, those regions under the dominion of the Ottoman and Qajar Empires. We will look at some foundational as well as recent works that address the issues, concerns and anxieties in the region arising from a fundamental change in power structures and world politics. These works would cover a wide range of themes including governance, empire, reform and revival (religious and secular), nation, revolution, law, and political economy.
PLEASE NOTE - All PhD students taking this course for their literature requirement must register for it as an Independent Study (Hist.80100). Use CRN 16936 and change the credits to 5.
Syllabus
Hist. 80020- Literature of European History l
GC: R, 4:15-6:15 p.m., 5 credits, Prof. Sarah Covington
This course will introduce students to the basic theories, methodologies, debates, and themes in the historical study of late medieval and early modern history, from the late fourteenth through eighteenth centuries. In addition to surveying the different conceptual and methodological approaches to the development of “history” as a mode of knowledge across time, we will read works that best reflect these different approaches; we will then move on to study classic and recent texts that approach such essential topics in early modern history as political thought and the emergence of states, nations, and empires; religion and the crisis of the reformation and counter-reformation;, revolutions in science and technology; transformations in social life and gender relations; and the Enlightenment. This will be an intensive yet supportive course with the goal not only of helping students study for the first-year comprehensive examination, but in laying the critical foundations for future studies and research.
Syllabus
Hist. 80900- Seminar in European and non-American History l
GC: M, 6:30- 8:30 p.m., 5 credits, Prof. Timothy Alborn
This course seminar will provide an introduction to the nuts and bolts of historical research as well as an introduction to several electronic databases and to the New York Public Library, and a behind-the-scenes look at submitting an article for publication. In the context of this seminar students will be expected to formulate their own research paper topics and produce a paper prospectus, which they will have the opportunity to present to their peers for feedback and constructive criticism.
Syllabus
European History
Hist. 71200- Intellectual Politics of the French Revolution
GC: T, 4:15-6:15 p.m., 3 credits, Prof. Helena Rosenblatt
This course is an in-depth introduction to the French Revolution and the scholarly debates it has engendered. We will privilege political/cultural/intellectual perspectives, reading some of the most innovative and thought-provoking recent work on a number of topics, such as the causes of the Revolution and its radicalization; the nature and legacies of the revolutionary wars and Terror; the question of Jean-Jacques Rousseau’s influence; and the Revolution’s performance in the areas of gender, race and nationalism. We will have occasion to focus on the Revolution's relationship with "modernity" and its various ideologies (liberalism, socialism, totalitarianism, feminism, etc.) Scholarship on the French Revolution will also be placed in historical and political context in an effort to answer the question: "what is at stake when scholars adopt certain methodologies and perspectives on the French Revolution?"
Syllabus
Hist. 72100- Dictatorship: The Career of a Concept from Robespierre to Lenin and Beyond
GC: M, 4:15-6:15 p.m., 3 credits, Prof. Richard Wolin
In retrospect, the “great dictators” of the twentieth century – Lenin, Mussolini, Stalin, and Hitler – have become negative moral and political templates: paragons of political evil. Nor have dictatorship’s ills been confined to the European theatre. According to recent estimates, Chairman Mao was responsible for some 40 million deaths. His disciple, Pol Pot (aka, Saloth Sar or “Brother Number 1”) managed, in three short years, to do away with 15% of the Cambodia’s indigenous population.
Yet, the contemporary moral aversion to dictatorial rule is the exception. Dictatorship was a hallowed Roman political institution in times of emergency, until its “abuse” by Sulla and Caesar. Philosophes like Voltaire and Diderot, who were otherwise champions of “toleration,” also favored the idea of “enlightened despotism.” The historical verdict on the Jacobin dictatorship is still out; to this day, there is a Paris metro station named after Robespierre, the “Incorruptible.” And as is well known, Marx recommended a transitional period of working class rule he denominated the “dictatorship of the proletariat.” Marx’s Russian disciples, Lenin and Stalin, took this prescription all-too literally. Dictatorship became the cornerstone of Bolshevik rule from October 1917 until Stalin’s death in 1953. (Alluding to Kant, the philosopher Ernst Bloch famously described the Bolshevik Revolution as “The Categorical Imperative with revolver in hand.”)
Read the full description below!
Syllabus
Hist. 70900- Science and Religion in Renaissance and Early Modern Europe
GC: R, 6:30- 8:30 p.m., 3 credits, Prof. Allison Kavey
The period between 1450 and 1700 in Europe is remarkable for its shifts in theological and natural philosophical thought. This seminar will focus on those shifts in their larger cultural context and help produce multiple narratives for framing them and the period.
Syllabus
Hist. 70400- Bastards, Kingship, and Kinship in Medieval Europe
GC: W, 2:00-4:00 p.m., 3 credits, Prof. Sara McDougall
This course will investigate ideas of illegitimate birth in medieval Europe and particularly their role in dynastic succession. Throughout the Middle Ages some children were classified as less worthy than others: less worthy to inherit royal or noble title, and less worthy to inherit property more generally. This class will critically examine the history of when people in medieval Europe began to identify other people as "bastards," what they meant when they did so, and when calling a child a bastard meant his or her exclusion from succession or an inheritance. We will make use of a wide range of primary sources available in the original and in translation, sources including chronicles, legal texts, theological writings, vernacular literature, and images.
Syllabus
Hist. 72800- The Medium of Culture
GC: T, 2:00-4:00 p.m., 3 credits, Prof. Dagmar Herzog
This class is an experiment in educating ourselves about important recent developments in theoretically informed writing in history and allied disciplines, focused on puzzles of causation, interpretation, and uses of evidence. The five core topics we will explore, historically and conceptually (knowledge, faith, desire, violence, madness) are ones which have strong resonance in our present, even as assumptions about their meanings and functions have changed dramatically across eras and locations. All five challenge us to think more critically and carefully about the relations between individuals’ values and behaviors and social structures and polities – and the role of culture in mediating all of these. Because of its special expertise in theorizing culture, the discipline from which we will borrow the most is anthropology. But we will also read many historians, as well as philosophers, sociologists, literary critics, and journalists. One goal will be for you to acquire competence in reading a great variety of theoretically informed work, but another will be to understand the practical usefulness of this variety of cultural theory for the diverse historical research projects you are yourselves engaged in. Critical thinking about gender and sexuality will be integrated throughout.
Requirements include: thorough reading of the assigned materials, two critical questions about each assigned text sent to instructor and classmates in advance of class every time, thoughtful and active participation in class discussions, two short summary analyses of weekly readings also sent to instructor and classmates in advance of class (we will divide up the reading list on the first day), and one longer final paper exploring the relevance of and putting to use some aspect(s) of cultural theory for your own work.
Syllabus
Hist. 72110- Histories of Madness in the Modern Era
GC: W, 4:15-6:15 p.m., 3 credits, Prof. Andreas Killen
This course examines the relationship between insanity and its social and historical contexts from the 18th-century birth of the asylum up to contemporary debates about psycho-pharmacology. Beginning with the age of the so-called “Great Confinement,” the course traces the institutional and therapeutic reforms of the revolutionary and post-revolutionary era; the rise of theories of degeneration and hysteria in the late 19th century; the emergence of psychoanalysis; war neurosis and military psychiatry; relations between psychiatry, totalitarianism, and the legacy of imperialism; the anti-psychiatry movement; and contemporary bio-psychiatry.
While the principal focus will be on histories of madness and psychiatry in the West, comparisons with non-Western societies will also play a role in the course. Attention will be paid to the intense methodological and interpretive debates that have marked the field over the last 30 years, and to the shifting meanings of madness for social categories like class, race, and gender.
Syllabus
American History
Hist. 75700- Aftermaths: World War, Postwar, Cold War
GC: M, 2:00-4:00 p.m., 3 credits, Prof. David Nasaw
“Math”: the old-English term for harvest.
When the cutting is done and the field is barren, there arises a new growth, stunted, near deformed, but alive and reaching upwards for the light. This is the aftermath.
We shall together explore and investigate the violent transformations wrought by the Second World War in Europe and the attempts of Americans and Europeans to make sense of their recent pasts and begin the difficult, but necessary work of reconstruction. The bulk of the reading will be secondary sources, though I intend to assign some contemporary novels, autobiographies, and films. The reading will be heavy at times—at least one book a week, often more than that. There may be a few brief writing assignments during the semester. For their final papers, students will prepare and write a lecture in which they introduce advanced undergraduates to the issues, themes, and dilemmas associated with the study of the immediate postwar period.
Cross-listed with ASCP 82000
Syllabus
Hist. 75900- 20th Century African American History
GC: T, 6:30- 8:30 p.m., 3 credits, Prof. Khalil Muhammad
This course is primarily a readings course designed to introduce students to the major topics, themes, and problems in 20th Century African-American history. Our readings and discussions will explore the following: the rise and evolution of segregation in the South and North, migration, labor and unions, education, crime and punishment, housing, urban life and culture, health and disease, institution-building, intra-racial class and gender dynamics, civil rights, and black nationalism. Weekly assignments will consist of reading one monograph (most of which have been published recently) and occasionally an article.
By familiarizing students with the literature and major historiographical debates since the end of Reconstruction, the goal of this course is for every student (1) to identify a research topic for a future seminar or thesis; (2) to help prepare students for qualifying exams; and (3) to facilitate and sharpen students’ abilities to engage critically and constructively with scholarship. Every student will be responsible for at least one presentation a monograph, a short book review, an encyclopedia article, plus an historiographical essay due at semester’s end. Class participation will be
very important
to student’s overall performance. Everyone, including the week’s presenter, is expected to have read the assignment and to be prepared to engage in discussion.
Syllabus
Hist. 75500- The History of Capitalism
GC: T, 2:00-4:00 p.m., 3 credits, Prof. James Oakes
This course surveys classic as well as recent approaches to the history of capitalism. The earliest weeks will focus on historically grounded definitions of capitalism as they were formulated in debates over the transition from feudalism to capitalism. We will examine competing explanations for the “the great divergence” between Europe and the rest of the world. The course continues to move chronologically to discussions of the consumer revolution of the eighteenth century, the industrial revolution of the late eighteenth and early nineteenth century, and the emergence of finance capitalism in the late nineteenth and early twentieth centuries. Various relationships will be considered, between, slavery and capitalism, antislavery and capitalism, capitalism and imperialism, capitalism and freedom, and capitalism and socialism. The course will conclude by examining the “downturn” of the 1970s and debates over the rising maldistribution of wealth in the late twentieth century.
Syllabus
Hist. 75400- Seminar on Public History
GC: W, 2:00-4:00 p.m., 3 credits, Prof. Andrew Robertson
This seminar will begin by considering the subject matter, methodology and practice of public history. A broad definition of public history would include historical evidence presented and interpreted for a wide audience outside of the academy. Public historians employ the methods of academic history and expand them by joining traditional and non-traditional evidence, inventing new formats for public presentation and reframing historical questions in a lively and accessible context. By employing old and new forms of evidence, broadening the intended audience for the reception of historical scholarship, rethinking strategies of presentation and redirecting historical interpretations, public historians are creating an innovative and defined practice. Public history prepares historians to consider their research in a popular and accessible context.
This seminar will introduce students to the context, methodology and practice of Public History in the following ways. The first few weeks of the course will examine the definitions of public history, its origins, nature and prospects. Topics include how versions of the past are created, institutionalized and disseminated as public memory in civic festivities, memorials and monuments; in invented tradition and in popular culture, including print media, film television and social media; and in the creation of public spaces. We will also consider the relationship of public memory and collective memory in museums (e.g. presenting Native America). This seminar will consider controversial case studies over historical presentation, including the Enola Gay Exhibition at the Smithsonian. The remainder of the course will examine other aspects of public history including community and local history, oral history and digital history. Course requirements include leading one or more class discussions and a final research paper that describes and analyzes how a particular topic or issue in history has been interpreted and presented in a variety of public history formats.
Syllabus
Middle East History
Hist. 78110- The Iranian Revolution in Comparative Perspective
GC: W, 6:30- 8:30 p.m., 3 credits, Prof. Ervand Abrahamian
The course will explore the diverse theoretical approaches that ave been used to explain the 1979 revolution in Iran. The main approaches to be examined will be the Cultural, Weberian, Durkheimian, Behavioral, Intellectual, Feminist, Discourse, Tillian, Structural, and Marxist.
Syllabus
Latin American History
Hist. 76900- Nation-Building in Latin America: The Andean Republics in Comparative Perspective
GC: R, 4:15-6:15 p.m., 3 credits, Prof. José Rénique
This course examines the making of nations in the Andean region. A process conceived as a complex quest for integration against the backdrop of a millenarian civilization and a thick colonial legacy. The transition from colonies to republics is the point of departure of an examination that mostly concentrate on the last one hundred years. A comparative perspective (Bolivia, Ecuador, Peru mainly) is adopted to examine the national phenomena –from the building of states to the integration of subaltern groups. Understanding specific Andean peculiarities as opposed to continental-wide generalizations is also an important concern of this course. Particular attention will be given to the historiographic dimension. Classes will follow a seminar format including weekly presentations.
Syllabus
Hist. 76910- Comparative Caribbean History
GC: M, 6:30- 8:30 p.m., 3 credits, Prof. Teresita Levy
The Caribbean region has been a theater for European and U.S. imperial expansion and colonial administration, post-colonial nation building, migration, and economic subordination since the time of the “discovery.” In this course, we will explore the major themes of Caribbean history, including slavery and abolition, plantation agriculture, labor mobilization, mass migration and the creation of a (or many) Caribbean diaspora(s), industrialization and tourism, and colonialism and post-colonialism. We will use these converging historical themes to discuss their myriad manifestations throughout the geographic space that is the Caribbean. Although this course will emphasize the Anglophone and Hispanic Caribbean islands, we will also examine the Francophone islands, as well as the coastal regions of Latin America that face the Caribbean Sea.
Syllabus
Hist. 77300- Afro-Latin America: Social Science & the Politics of Knowledge Production
GC: R, 2:00-4:00 p.m., 3 credits, Prof. Herman Bennett
In recent years, some Latin Americanists have questioned the hermeneutics defining the field of Latin American History. The colonial designation some feel posits a disjuncture (or beginning) when it could be argued that continuity characterized the historical narrative. While students of ideas, political practice, and the cultural domain have been the strongest proponents of this intervention, scholars of indigenous cultures—especially the Nahua Studies groups—share similar sentiments despite differences in scope and method. Consequently, scholars have been utilizing terms like ‘early’ and ‘early modern’ Latin America to distinguish their work from a colonial project and its association with the rupture that Spanish and Portuguese hegemony allegedly implied. Concurrently, a self-conscious collection of scholars identified as the Latin American subaltern studies group have called into question the elitist hegemony shaping the structure and content of writings about Latin America. Scholars of the Latin American subaltern along with those who take issue with the occidental reasoning informing how Latin America history is currently conceived are introducing new terminology (subaltern, postcolonial, Afro-Latin American) that allegedly re-frames the Latin American past and present. In our semester’s work, we shall explore the meanings and implications, if any, that this and other discursive shifts have had on research and writing Latin America. Even as this seminar attends to shifts in meaning and context, we will engage the substance of the existing scholarship.
Syllabus
Transnational/Comparative/Methodological
Hist. 78500 - Interdisciplinary Perspectives on Corporation, Health and Democracy, 1900 to the Present
GC: T, 4:15-6:15 p.m.,3 credits, Prof. Gerald Markowitz
This course will introduce students to historical, epidemiological and sociological perspectives on the impact of corporations on population health. Through in-depth investigations of selected industries, products and practices, students will analyze the changing pathways and mechanisms by which corporate practices influence the health of consumers and workers and of the environment in both the developed and the developing world. The class will also consider public health and other responses to harmful corporate practices. Among the topics to be studied are lead in paint and gasoline, automobiles, tobacco, food and beverages, alcohol and firearms. Students will write a case study of a specific industry or product.
Syllabus
See Also
PDEV. 81690 - Colloquium on College Teaching
GC: M, 2:00-4:00 p.m., 0 credits, Prof. Cahn
This fall semester Professor Steven Cahn will again offer the Colloquium on College Teaching, intended to help doctoral students develop strategies for success in their academic careers, including advice about teaching, publishing, and searching for academic positions. The course is free and open to all graduate students. Over the years these ungraded seminars have been extremely well-received and have filled quickly. The course meets during the early weeks of the semester, and students register through on-line course registration. Any questions can be addressed to Professor Cahn at scahn@gc.cuny.edu.
PDEV 79401 Teaching Strategies
GC: Wednesday, 6:30-8:30 p.m., 0 credits, Prof. Allen
This course is designed to provide students with practical advice and hands-on exercises to help them design future courses and prepare for classroom teaching. It is grounded in an understanding of the social context of teaching at CUNY as well as providing some theoretical discussion of what makes for good pedagogical practice. This course will be especially valuable for graduate students who will soon be teaching undergraduate courses in the Humanities and Social Sciences.
ANTH 82000 – Anthropology and History
GC: W, 11:45 a.m.-1:45 p.m., 3 credits, Prof. Skurski
This seminar explores approaches to the interplay of anthropology and history by examining how scholars have grappled with the categories, theories, and methods of work within and beyond these disciplines, including in literary, visual, and performance fields. The readings focus on key topics, including: culture and power, material vs. spiritual, postcolonial critiques, historical memory, the archive, violence and representation. Among the authors we will read: Amin, Asad, Cohn, Coronil, Das, Hall, Mueggler, Pedersen, Stoler, Williams.
ART 75000 - Topics in European Art & Architecture 1300-1750:
The Quest for the Spiritual in German Painting and Graphics from 1375 to 1550
GC: Mon. 4:15 – 6:15 pm, 3 credits, Prof. Barbara Lane, b.g.lane@att.net
This course will study German painting, woodcut, and engraving from the late Gothic period to the Reformation. The spirituality of these works inspired German artists of the Romantic period and were among the most significant sources of German Expressionism. After investigating how spirituality is expressed in the work of early German painters such as Master Bertram, Master Francke, Witz, Lochner, and Pacher, we shall study the development of early fifteenth-century printmaking by concentrating on Master E.S. and Schongauer. We shall then focus on Dürer and Grünewald, who produced some of the most spiritual work of the period, and conclude with a review of how the paintings and prints of Cranach, Altdorfer, and Holbein relate to the aims of the Reformation.
Course Requirements: There will be one midterm and a final examination. Students with a good reading knowledge of German and a strong background in Northern Renaissance art may choose to write a term paper instead of taking the final examination.
Preliminary Reading:
• Panofsky, Erwin. The Life and Art of Albrecht Dürer. Princeton, 1967.
• Snyder, James. Northern Renaissance Art: Painting, Sculpture, the Graphic Arts
from 1350 to 1575. Englewood Cliffs, N.J. and New York, 1985, Ch. IV, XI, XII, XIV, and XVI-XX. Students who have no background in Northern Renaissance Art may find it helpful to read Ch. V-X. 5 auditors will be accepted. Rachel Kousser
Professional Development
Non-Credit Course Offerings from The Writing Center
The Writing Center manages a range of non-credit professional development courses designed to help students at the Graduate Center in their careers and professional activities. Regular offerings include courses in academic writing for native and non-native English speakers, advanced spoken English for presentations, and teaching strategies. Additional topics vary by semester.
Browse Course offerings from the Writing Center
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Affiliated Faculty – Center for Public Health Practice and Research
bharris@georgiasouthern.eduhttps://scholar.google.com/citations?hl=en&user=IgWEstIAAAAJ&view_op=list_works&gmla=ALUCkoUmIjSE846MJ8ZpETrZ8pfgVRsN0NEyTybJLcoMzbAut6WWejAp-MbgRffSi0qDPtW4GCfYhxQE4EUSI2NaBrandonn HarrisBrandonHarrisProfessor of Sport and Exercise Psychology912-478-7900Hollis Building 1103CStatesboro CampusWaters College of Health ProfessionsDepartment of Health Sciences & KinesiologyDr. Brandon Harris is a Certified Mental Performance Consultant (CMPC), a Licensed Professional Counselor (LPC), a National Certified Counselor (NCC), is listed on the United States Olympic and Paralympic Committee’s (USOPC) Sport Psychology Registry and Mental Health Registry, and was named a Fellow for the Association for Applied Sport Psychology (AASP) in 2022. Brandonn enjoys maintaining a very active involvement in various sport psychology professional communities. During his 21 years as a member of AASP, he has served on the Certification Council and was Chair for 2 years of his 5-year term in that group. He also served on AASP’s Ethics Committee for 9 years and as Chair for 4 of those years, in addition to serving as the former coordinator of the Youth Sport Special Interest Group. He also previously taught the AASP-sponsored ethics course. Brandonn is a Past-President for Division 47 of the American Psychological Association: The Society for Sport, Exercise, and Performance Psychology and served in two other executive committee roles for this organization prior to his term as President. At Georgia Southern, he has taught undergraduate and graduate courses in the areas of ethical issues in sport psychology, psychological aspects of peak performance, sport and exercise psychology interventions, team dynamics in sport, and supervised graduate students’ practica and internships in sport and exercise psychology. Brandonn is a founding member of the Georgia Southern Athletics Mental Performance Team, which is comprised of practitioners and administrators in sports medicine, counseling services, and sport psychology with the goal of providing comprehensive, holistic, and collaborative mental health and optimal mental training services to student-athletes and athletic department stakeholders. He currently serves as the Co-Director of Mental Training for South Georgia Tormenta FC, a team in the USL1 professional soccer league. As a practitioner, he utilizes an integrational approach to mental skills training and clinical mental health work drawing from various frameworks to ensure his clients receive the care and support that best suits their interests and needs. He continues to consult and serve numerous professional and collegiate athletes and teams, youth athletes, parents, and coaches on a variety of sport psychology-related topics. As a researcher, he has conducted and published several book chapters, peer-reviewed publications, and delivered numerous national and international presentations.
Teaching Philosophy
I have spent considerable time and effort developing my longstanding commitment to excellence in teaching. I have taught numerous undergraduate and graduate courses in the areas of sport and exercise psychology, research methods, and statistics. For all of my courses, I integrate a balance of theory, research, and applied/practical components to provide students with a multifaceted classroom experience. My teaching experiences have included “traditional” classroom formats, online courses, and an integration of both formats within individual courses. In my continued effort to create a dynamic course environment while addressing the various types of learning styles that students prefer, I strive to utilize a variety of teaching practices and assessment procedures in each of my courses. These include small group discussions, in-class activities, videos, readings from current texts or relevant articles, lectures, exams, reaction/reflection papers, presentations, case studies, and article critiques. In addition to these varied teaching approaches, I have made a point to incorporate technology in my courses to develop creative and innovative teaching methods that enhance the learning environment and classroom experience, whether an online or on-campus course.
* Ph.D.; Sport and Exercise Psychology; West Virginia University
* M.S.; Sport and Exercise Psychology; West Virginia University
* M.A.; Counseling; West Virginia University
* B.S.; Exercise Science; Truman State University
Research Interests
* Professional and Ethical Issues in Sport and Performance Psychology
* Provision of Sport Psychology Services to Youth Sport Participants
* Coach and Athlete Burnout
* Mental Health and Wellness in Collegiate and Professional Athletes
bmelton@georgiasouthern.eduBridget MeltonBridgetMeltonProfessor of Exercise Science912-478-1973Hollis 1127Statesboro CampusWaters College of Health ProfessionsDepartment of Health Sciences & KinesiologyDr. Bridget Melton, EdD, ACSM EP-C, NSCA CSCS, FMS-2, is a distinguished Professor of Exercise Science at Georgia Southern University, boasting over two decades of dedicated service to the field. With a focus on promoting physical activity among diverse populations, particularly within tactical contexts, Dr. Melton has authored over 100 peer-reviewed publications and delivered over 200 presentations worldwide. Her impact extends beyond academia, as evidenced by her collaborations with local and state-level fire service and law enforcement agencies, aiming to enhance health and wellness outcomes. Notably, she has led groundbreaking initiatives, including a FEMA grant with the University of Kentucky to evaluate embedded providers in fire service and collaborations with esteemed institutions like the Georgia Public Safety Training Center and the Federal Law Enforcement Training Center. Dr. Melton's leadership extends to her affiliations with prominent organizations such as the American College of Sports Medicine (ACSM), the National Strength and Conditioning Association (NSCA), and the National Association of Kinesiology in Higher Education, solidifying her reputation as a leader and influencer in her field.
Teaching Philosophy
My teaching philosophy is surrounded by the idea that everyone needs to be equipped with both the knowledge and skills to make healthy behavioral choices. One’s personal health is the summation of one's own health choices. I try to instill this philosophy in my students, essentially educating them on how their choices (positive or negative) will directly impact their overall health. I also try to use my philosophies to inspire my graduate teaching assistants to help guide them as they educate others on health topics.
* Ed.D., Specialization: Curriculum Studies, 2005
* M.S., Kinesiology, Specialization: Exercise Physiology, 2000
* B.A., Major: Movement and Sport Science, 1997
* Fellowship, Physical Activity and Public Health, 2008
Research Interests
* First Responder Health and Wellness
* Physical Activity Promotion
* Human Performance
Center for Rehabilitation and Independent Living, Human Performance Lab abigailcjohnson@georgiasouthern.eduAbigail JohnsonAbigailJohnsonLecturer of Anatomy and Physiology912-478-0133Hollis Building 1119AStatesboro CampusWaters College of Health ProfessionsDepartment of Health Sciences & KinesiologyAbigail C. Johnson is a Double Eagle alum of Georgia Southern University and Lecturer of Anatomy and Physiology in the Department of Health Sciences & Kinesiology. Ms. Johnson teaches undergraduate anatomy and physiology courses.
Teaching Philosophy
My philosophy is that the educator has the understanding and desire to create an environment that allows students to be held accountable while supporting their growth and educational development. I believe that the educator is responsible for more than just supplying knowledge relating to the coursework in a field of study. Rather, it is their moral obligation to be a guiding hand in the development of the young minds who will continue to shape the future in a positive manner. My philosophy can be broken down into three descriptive categories of Conceptualizations, Relations and Applications. As an educator, my goal is to continually create an environment that is host to four essential elements. This can be accomplished through Guidance, Autonomy, Reflection & Discovery. As an educator, I value communicative relationships and believe this cannot be achieved without Communication, Empathy & Acceptance. As an educator, it is important that I am Informed, Aware & Prepared. This combination allows me to create an encouraging environment where students have autonomy in their educational experiences but also understand that they have someone in their corner to support them along the way.
* M.S., Georgia Southern University, 2020
* B.S.K, Georgia Southern University, 2018
Research Interests
* Biomechanics
* Sport Performance
* Student Success
* Motivation and Perception
vrawool@georgiasouthern.eduhttps://scholars.georgiasouthern.edu/en/persons/vishakha-rawoolVishakha RawoolVishakhaRawoolAssociate Dean for Research912-478-1158Ashmore Hall, Room 131-A, Armstrong; Hollis 1121-B, StatesboroArmstrong Campus, Statesboro CampusWaters College of Health ProfessionsDepartment of Clinical Sciences, WCHP Office of the DeanVishakha Rawool, Ph.D., CCC-A is the author of two widely used textbooks, numerous funded research publications, and an expert guest speaker at national and international conferences. She is a trilingual and highly experienced clinician. Her experiences include serving as a faculty member, department chair, journal section editor, and associate dean. She is the recipient of the Outstanding Researcher Award from the College of Education and Human Services, at West Virginia University. She was presented with the Dr. S. R. Chandrasekhar (Dr. SRCISH) Travel Fellowship of the Indian Speech-Language-Hearing Association (ISHA), in 2016 in recognition of excellent contribution, talent & service in the field of audiology.
Teaching Philosophy
Most students can rise to the challenges posed by their professors although not all students are initially fully aware of this capability. Keeping this in mind, I challenge, motivate, and guide students to master the relevant concepts. I engage students in the learning process through text, journal articles, case studies, case simulations, probe questions, and collaborative discussions to promote comprehension of the material and the ability to apply the information to real-life scenarios. I also provide personal feedback to students to meet any individual needs and to ensure the success of all students. I maximize the use of current technological tools to ensure learning efficiency.
* Postdoctoral Fellow: Research fellow: Department of Neurology, Johns Hopkins University
* Doctor of Philosophy. Purdue University, 1989
* M.A. in Speech-Language Pathology. University of Texas at El Paso, 1984
* Diploma in Education for Deaf Children. University of Bombay, India
* Bachelor of Science. Audiology and Speech Therapy, Topiwala National Medical College, University of Bombay
Research Interests
* Remote Collaborative Communication
* Hearing Conservation
* Auditory Processing Deficits
* Developmental Disabilities
* Aging
Institute for Water and Health dbotnaru@georgiasouthern.eduDiana BotnaruDianaBotnaruProfessor, Human Anatomy and Physiology912-478-5456Armstrong 154JArmstrong CampusWaters College of Health ProfessionsDepartment of Health Sciences & KinesiologyDr. Diana Botnaru is a professor of Human Anatomy and Physiology with over 20 years of teaching experience. Specializing in the Scholarship of Teaching and Learning (SoTL), Dr. Botnaru mentored numerous faculty helping to design, implement and disseminate their SoTL projects both individually and within Faculty Learning Communities. She is actively engaged in a plethora of collaborative SoTL projects that have resulted in over 100 peer-reviewed presentations and 24 scholarly publications. Dr. Botnaru chairs the SoTL Commons Annual Conference (2013-present) and the SoTL Advisory Board at the Faculty Center (2023-present). She is the recipient of the GS SoTL Fellowship (2012), GS SoTL Award (2012), GS Award for Excellence in Instruction (2020), Wates College of Health Profession Excellence in Teaching Award (2009, 2018 and 2024), University System of Georgia Chancellor’s Learning Scholar (2019-2021) and University System of Georgia Regents’ SoTL Award (2014).
Teaching Philosophy
Learning theorists have provided us with a set of ideas about how people learn. Since learning is dynamic and students are different, all of these theories intertwine to achieve optimal learning. Research has found that the brain plays a role in learning; the way the learning environment is constructed makes a difference; that learning is based on the associations or connections we make; learning occurs in particular social and cultural environments, and finally, that the different ways people think and feel about their own learning affects their development as learners. We, as teachers, can use learning theories to guide us in our teaching practice and to facilitate learning by using a variety of strategies. I believe that students are central in my career as a teacher, and my goal is to promote student learning and see my students succeed. I teach a foundational class for allied health majors, which is reported as “difficult” and “very difficult” by students. However, Human Anatomy and Physiology classes are also building blocks for future clinical decisions in nursing, athletic training, nutrition, community health and exercise science careers. I follow the best teaching practices and provide my students with well-defined learning outcomes for each topic, align assignments to support the learning outcomes, provide study guides to facilitate learning and communicate often to keep them on track. Diana Laurillard claims in her book Rethinking University Teaching (1993) that “teachers need to know more than just their subject. They need to know the ways it can come to be understood, the ways it could be misunderstood; they need to know how individuals experience the subject”. I realize that all my students are different and I use multiple teaching strategies in the classroom. Most importantly, I strive to help students learn new and often difficult material by explicitly discussing learning strategies, providing them with opportunities for retrieval and application of knowledge and by modeling these strategies in the design of my courses. My hope is to serve as a role model for learning and reflection on teaching and impart my dedication for life-long learning to students and other faculty.
* MD, State Medical and Pharmacy University, Chisinau, Republic of Moldova
* Master of Public/Health Policy and Management, University of Southern Maine, Portland, ME9
Research Interests
* Scholarship of Teaching and Learning
* Motivation
* Growth of SoTL
* Grand Challenges in SoTL
rterry@georgiasouthern.eduRobert TerryRobertTerryAssociate Professor912-344-3606Gamble 239Armstrong CampusCollege of Arts & HumanitiesDepartment of EnglishRobert Terry teaches primarily technical and professional writing at Georgia Southern, drawing from his first career in information technology (1994-2002) and his training at the University of Louisville as well as his ongoing research into evolving professional communication strategies. He also teaches courses in digital storytelling, sequential storytelling/comics, and other areas.
Teaching Philosophy
I believe that the best method for learning how rhetorical genres operate is to try to simulate their context in which they operate, so whenever possible, my courses use a project-based learning approach that feed into projects that can develop in stages over an entire semester.
* Ph.D., Rhetoric and Composition, University of Louisville
Research Interests
* Professional and Technical Writing
* Scholarship of Teaching and Learning
* Games Studies
* Gender Studies
bfeske@georgiasouthern.eduhttps://scholars.georgiasouthern.edu/en/persons/brent-d-feske-2Brent FeskeBrentFeskeInterim Associate Vice President of Research and Economic Development912-344-3210SC 1505Armstrong CampusCollege of Science & MathematicsDepartment of Biochemistry Chemistry & PhysicsBrent D. Feske is a professor of Chemistry at Georgia Southern University, where he specializes in bioorganic chemistry in the Department of Biochemistry, Chemistry and Physics. With a strong commitment to research, he has contributed significantly to the field of biocatalysis and the asymmetric synthesis of pharmaceutical precursors. Feske is dedicated to fostering student engagement and promoting innovative learning practices in his courses. He is also very active in the American Chemical Society and currently serves as chair elect for the Southeastern Region of the American Chemical Society. Dr. Feske currently serves as the Interim Associate Vice President of Research and Economic Development at Georgia Southern.
Teaching Philosophy
Feske is dedicated to fostering student engagement and promoting innovative learning practices in his courses.
* BS Chemistry
* Ph.D. Chemistry
Research Interests
* Biocatalysis
* Asymmetric Synthesis
* Pharmaceutical Synthesis
COSM Core Research Lab sksmith@georgiasouthern.eduSolomon SmithSolomonSmithAssociate Professor912-478-57422002, Interdisciplinary Academic BuildingStatesboro CampusCollege of Arts & HumanitiesDepartment of HistorySolomon K. Smith is an Associate Professor of Early American History and the American Revolution at Georgia Southern University since 2005. He teaches the U.S. Survey class as well as courses on Colonial America, First Contact, Military History, The Global Seven Years War, The Golden Age of Piracy in the Americas, the American Revolution and The History of Baseball. A native of Texas, he earned his Ph.D. in the history at the University of Georgia in 2009 and has authored several journal articles on both teaching and historical subjects.
Teaching Philosophy
My role as a teacher and a scholar are interdependent with my service to the university and the community. I put great value on the development of critical thinking skills amongst my students. Ultimately, I hope to teach my students to understand and make persuasive arguments about complex issues that are relevant to present conditions as well as those in the past. I have found that students are able to improve their analytical skills to their highest potential when they are actively engaged in a wide range of classroom and outside exercises that call on their reading, writing, listening, analytical, and verbal abilities. I constantly try to push the boundaries of my students’ knowledge and comfort levels on a wide range of subjects in the hopes of giving them the ability to see subjects and complex issues from a multitude of angles. I seek to instill a sense of wonder in my students and hope to awake in them a love of learning, a striving for knowledge. Simultaneously, I seek to create an atmosphere of trust and respect in the classroom to enable students to ask questions about a variety of historical perspectives and methodologies.Primary readings, scholarly essays, and monographs form the core of my course readings and classroom exercises. I have found that students reflect more thoroughly on these texts when they develop questions about the materials while completing the reading. I organize my class discussions around themes so that the students and I are better able to develop a context for the readings; helping the student make sense of them in their own time-frame as well as our own. By immersing students in primary sources, I have found that they are better able to form their own opinions about the issues being raised in textbooks and lectures. But I do not think it is enough just to peruse the documents, I want my students to understand how they were created, to know what historians do with them, and why? Regardless of class size, I try to make group discussions a centerpiece of my teaching style. My students have consistently responded positively to discussion, claiming it encourages them to take in consideration the views of their classmates as well as to think more precisely about the course materials. I routinely require students to carry out debates and to present primary documents, scholarly essays, and books to their classmates. During these presentations, students must provide their own interpretations of the materials and they are responsible for leading the subsequent classroom discussions. I provide additional contextual information when necessary during these exercises, but I mostly encourage the students to engage in debate on their own. During lectures, I frequently ask questions and solicit opinions from students so that they are engage with the learning process. My students often comment that this style keeps them more involved in lectures as well as encouraging them to feel more comfortable with debate and discussion as a basic fact of the course.
* B.A. in History, College of William and Mary, 1998
* M.A. in History, Virginia Commonwealth University, 2000
* Ph.D. in History, University of Georgia, 2009
Research Interests
* American Colonial and First Contact
* Atlantic History
* American Revolution
* Piracy During the Golden Age
* US Military History
channa@georgiasouthern.eduhttps://scholars.georgiasouthern.edu/en/persons/christan-hannaChris HannaChrisHannaAssociate Professor of Sport Management912-478-8013Hollis 2118AStatesboro CampusWaters College of Health ProfessionsDepartment of Health Sciences & KinesiologyDr. Hanna was one of the sport industry’s most accomplished sport marketing professionals prior to earning his Ph.D. in Sport Administration from the University of Louisville then joining Georgia Southern University. His 15 years in intercollegiate athletics make him one of the most industry experienced Sport Management professors in the field. Among Dr. Hanna’s top accomplishments in Sport Marketing are leading the University of Illinois to the most National Association of Collegiate Marketing Administrators (NACMA) Awards over a five-year stretch in which Illinois led the Big Ten Conference in NACMA Awards in four of five years. He helped Illinois double season ticket sales, attendance, and football revenue in just two years—the only time this is believed to have been accomplished at any school in Big Ten Conference history. He helped Illinois sell out four games in consecutive seasons for the first time in 20 years and helped Western Michigan University sell out three games in one season for the only time in WMU history. He created some of the most memorable events in Illinois history including the pink shirt Illini Madness event that established a school record, hosted more than 50,000 fans for the World’s Biggest Basketball Practice, and worked with Bruce Weber to create A Night of Legends featuring two Illinois Final Four teams separated by more than a decade. Dr. Hanna is entering his ninth year at GSU, having earned tenure and promotion to Associate Professor. He has taught 17 different SMGT courses, teaching at both undergraduate and graduate levels. Dr. Hanna enters the 2024-25 academic year with 12 publications and others working their way through the system. His peer-reviewed work is published in the International Journal of Sport Communications, Communication and Sport, Legal Aspects of Sport, Journal of Contemporary Athletics, Journal of Sport Behavior, Journal of African American Studies, and Quinnipiac Law Review among others. Dr. Hanna has 32 peer-reviewed oral academic conference presentations to his credit entering 2024-25. He is a regular presenter at the North American Society of Sport Management (NASSM) Conference where he has presented on nine occasions while also serving as a NASSM abstract reviewer three times. Hanna’s college practical sports background and academic research interests have led him to present at College Sport Research Institute (CSRI), the top college sport conference, 11 times. His Sport Law research interests have led him to present at the Sport and Recreation Law Association (SRLA) conference 6 times.
Teaching Philosophy
I believe the faculty member has an obligation to prepare all students as if they are going to need the information shared in the classroom in their professional career. While I am interested in helping the students achieve their academic goals, I am equally or more interested in making sure that when they leave my classroom the student has been given and assessed on their knowledge of information they will need to succeed in the field. This is a point of emphasis in my classrooms and something my students appreciate. I believe the faculty member should respect each student and provide a forum that allows for a comfortable exchange of ideas. Rather than talking at the students for the full course time in session after session, I strongly encourage and receive participation from the students. This creates a more lively and comfortable classroom which leads to the sharing of diverse thought and opinion. This creates a well-rounded classroom experience that more closely mimics the team environment found in the Sport Management industry.I believe the faculty member has an obligation to enter the classroom prepared and ready to pass on important information. I prepared myself by working in the field for 15 years prior to earning my Ph.D. in Sport Management. That preparation continues as I follow current events related to Sport Management, review journal articles, and conduct peer-reviewed research. All of this contributes to my ongoing education, which makes me a better teacher. I believe the faculty member should make notes during the course of each semester that can improve the class in future offerings. Seemingly small refinements to the syllabus and/or the presentation of class material can make a big difference. My students have noticed changes I have made from one semester to the next. They appreciate the fact I take their feedback seriously.I believe the faculty member should bring the material to life with real world examples when possible. Semester after semester my high teacher evaluation scores and positive comments from students are the result of the fact I bring current events to the classroom which brings the textbook material to life and adds life to the classroom. While it takes additional time for me to recreate significant portions of a class from one semester to the next to account for current events, the students notice and appreciate the effort.Finally, I believe the faculty member should focus first on teaching the students the information they need to successful in industry before being concerned about student grades. This includes making sure students have the writing experience and understanding of proper writing that is required for success in business. Therefore, I will always make sure my courses emphasize the most critical topics students will practically utilize in their careers in order to best prepare them to obtain a job and keep a job.
* Ph.D - Sport Administration - University of Louisville
* MBA - Marketing - Western Michigan University
* BBA - Management - Nazareth College
Research Interests
* Sport Communication
* Sport Law
* College Sports
* Sport Policy
* Pro Sports
cherringer@georgiasouthern.eduCarol Engelhardt HerringerCarol EngelhardtHerringerProfessor of History912-344-3349IAB 3094Statesboro CampusCollege of Arts & HumanitiesDepartment of HistoryCarol Engelhardt Herringer is Professor of History at Georgia Southern University. She has served as chair of that department (2019-2024) and as chair of the Department of History at Wright State University, Dayton, Ohio (2010-2016). She is the author of Victorians and the Virgin Mary: Religion and Gender in England 1830-85 (Manchester UP, 2008) and a number of articles and essays on Victorian religion and culture, as well as the co-editor of Edward Bouverie Pusey and the Oxford Movement (Anthem, 2012). She is currently working on a book project on the cultural significance of debates over the Eucharist in the Victorian Church of England. She teaches HIST 1112: World History II, undergraduate courses on British history and vampires in history and culture, as well as graduate courses on the Decorative Arts and 19th century British history.
Teaching Philosophy
My teaching philosophy is simple: to give students, at whatever level, the appropriate tools and skills to discover, analyze, and use historical information. This means that I ask them to read closely, to understand historical debates, and to know the major discussions and thinkers in the area we are studying. I also ask students to write frequently, so that they can work out their ideas and present a convincing argument to others. While few of my students will choose a career as a professional historian, all will benefit from knowing how to research, read carefully, think critically, and write cogently and persuasively.
* Ph.D., Indiana University - Bloomington, 1997
* A.M., Literature and History, Washington University (St. Louis), 1990
* A.B., English and History, Boston College, 1984
Research Interests
* 19th Century British History
* Religious History
* Gender History
* Cultural History
billallison@georgiasouthern.eduhttps://www.profbillallison.com/Bill AllisonBillAllisonProfessor of Military History912-541-3172IAB 3006Statesboro CampusCollege of Arts & HumanitiesDepartment of HistoryBill Allison is a scholar of American military history, specifically the Vietnam War. He is a Professor of History at Georgia Southern University, joining the faculty there as Chair of the Department of History in 2008. After earning a BA and MA in History at East Texas State University in 1989 and 1991, he completed his Ph.D. in history at Bowling Green State University in 1995. He then taught at the University of Saint Francis (Indiana) before joining the History Department at Weber State University from 1999-2008. During the 2002-2003 academic year, he was Visiting Professor in the Department of Strategy and International Security at the USAF Air War College and later served as Distinguished Professor of Military History at the USAF School for Advanced Air and Space Studies from 2010-2011. He also served two years as the General Harold K. Johnson Visiting Chair in Military History at the US Army War College (2012-2014). He is author of The Gulf War (Palgrave Macmillan, 2012), My Lai: An American Atrocity in the Vietnam War (Johns Hopkins University Press, 2012), Military Justice in Vietnam: The Rule of Law in an American War (University Press of Kansas, 2007), and American Diplomats in Russia: Case Studies in Orphan Diplomacy, 1917-1919 (Praeger, 1997), and is co-author with Janet Valentine and the late Jeffery Grey of American Military History: A Survey from Colonial Times to the Present (Routledge, 2020), among other works. He has presented and lectured at numerous conferences and universities, including Oxford, Cambridge, the University of Zurich, the University of Edinburgh, the University of Amsterdam, the Australian Defence Force Academy, the US Army Heritage and Education Center, and the USAF Air Command & Staff College. In addition to recent essays on war remembrance and commemoration, his current research includes book projects on the Tet Offensive and America in 1968.He is a former Trustee and Vice-President of the Society for Military History and was awarded the Society for Military History's Edwin Simmons Distinguished Service Award. He has served on the editorial board of the Journal of Military History and is editor for Routledge’s Critical Moments in American History series. He serves on the Department of the Army Historical Advisory Subcommittee and was awarded the Army’s Outstanding Civilian Service Medal in 2014. Since 2019, he is the series editor for Modern War Studies at the University Press of Kansas, and since 2023 is the Program Director for the Society for Military History Summer Seminar in Military History. He co-hosts with Prof. Brian Feltman (Georgia Southern University) the podcast Military Historians are People, Too!. Allison is a member of the Guild of Battlefield Tour Guides and is a guide with The Cultural Experience (Vietnam), a UK-based battlefield tour company. In 2023, he was elected a Fellow of the Royal Historical Society.Born and raised in Sulphur Springs, Texas, he lives in Spartanburg, South Carolina with spouse Jennifer and black lab Tucker.
Teaching Philosophy
I like to teach.
* Ph.D., Bowling Green, 1995
* MA, East Texas State Univ, 1991
* BA, East Texas State University, 1989
Research Interests
* Military History
* War and Society
* Vietnam War
stedders@georgiasouthern.eduStuart TeddersStuartTeddersProfessor & Dean912-478-1922Hendricks HallArmstrong Campus, Statesboro CampusJiann-Ping Hsu College of Public HealthDepartment of Biostatistics, Epidemiology & Environmental Health SciencesA native of Perry, Georgia, Dr. Tedders was an original member of the Jiann-Ping Hsu College of Public Health (JPHCOPH) when it was founded on January 1, 2006. Beginning his employment as an Assistant Professor in 2000 at Georgia Southern University, Dr. Tedders is a Professor of Epidemiology and currently serves as Dean of the college. Dr. Tedders earned his BS degree in Biology from Georgia Southern College in 1987. After graduating from Georgia Southern College, he earned a MS degree in Medical Entomology from Clemson University (1989) and a Ph.D. in Public Health from the University of South Carolina (1994). As a former Assistant Professor at Mercer University School of Medical (1994 - 2000), Dr. Tedders developed a keen interest in working with rural Georgia communities and was named Georgia Rural Health Researcher of the Year in 1999 by the Georgia Rural Health Association. As a faculty member in the JPHCOPH, Dr. Tedders has served in numerous faculty and administrative capacities prior to being named the Dean, including service as the Associate Dean of Academic Affairs, the Director for the Center for Rural Health and Research, and the Director of the Office of Public Health Practice and Community Service. Dr. Tedders has worked with rural and underserved communities in Georgia for 30 years. His community interactions have involved the application of epidemiologic principles, including public health surveillance, to more fully understand the complexities of rural population health status. He has considerable expertise conducting Community Health Assessments and working with rural communities to design and evaluate health promotion programs. His research interests involve the social, economic, and educational factors that influence risk and risk perception. Dr. Tedders has served on health-related boards throughout the state including the Georgia Rural Health Association (Secretary, Treasurer), the Statewide Area Health Education Center (AHEC) Advisory Council, Morehouse School of Medicine AHEC Advisory Board, Chair of the Magnolia Coastlands AHEC, and Secretary of the State Office of Rural Health Advisory Board.
Teaching Philosophy
I understand that many college students are at a pivotal point in their lives, and even the most simplistic problems tend to be magnified in the eyes of the student. Therefore, my teaching philosophy is one which grounded in empathy for and responsiveness to student needs. I also recognize that my teaching philosophy is a work in progress that is constantly being refined in response to the environment as influenced by the unique blend of student-teacher interactions in a given semester. This environment and these dynamics are ever changing, so flexibility and adaptability as a teacher are essential. These interactions include the evolving nature of the health discipline, personal difficulties experienced by students, preferred learning styles of students, and the uniqueness of every student. This complex interaction of factors that occur every semester serves to present new challenges as teacher. However, these challenges serve as a catalyst for me to perform more effectively and efficiently in the classroom. My teaching philosophy also promotes the importance of communication, both oral and written. In the health field, effective communication is an essential pre-requisite for a successful health professional. I enhance communication skills among students by encouraging them to interact during class through question/answer sessions and oral presentations. Lastly, my teaching philosophy is also one which promotes activities designed to stimulate skills in problem-solving and critical thinking. As a result, I always attempt to integrate a problem-based approach in a didactic setting in order to reinforce the importance of these skills in addressing critical 21st century public health problems.
* BS - Biology, Georgia Southern College (1987)
* MS - Medical Entomology, Clemson University (1989)
* Ph.D. - Public Health, University of South Carolina (1994)
Research Interests
* Rural Health
* Community Health Needs and Assets Assessment
* Health Program Design and Evaluation
* Perception of Risk
Center for Public Health Practice and Research lcowan@georgiasouthern.eduLogan CowanLoganCowanAssociate Professor912-478-89212003 Hendricks HallStatesboro CampusJiann-Ping Hsu College of Public HealthDepartment of Biostatistics, Epidemiology & Environmental Health SciencesDr. Cowan received his MPH degree from Brigham Young University and his Ph.D. in Epidemiology from the University of Minnesota. Dr. Cowan is a cardiovascular disease epidemiologist whose research focuses on identifying acute precipitants or triggers of cardiovascular disease. Dr. Cowan has taught epidemiology at both the undergraduate and graduate levels. He particularly enjoys teaching epidemiologic and research methodology to public health students of all levels. Dr. Cowan is a member of several professional organizations including the American Public Health Association (APHA), the Society for Epidemiologic Research (SER), and the American Heart Association (AHA)
Teaching Philosophy
Principles of Epidemiology, Research Methods, Cardiovascular Disease Epidemiology
* Ph.D. in Epidemiology, University of Minnesota
* MPH, Brigham Young University
Research Interests
* Cardiovascular Disease Epidemiology
* Maternal and Child Health
hwimmer@georgiasouthern.eduhttp://www.ninjaprofessor.comHayden WimmerHaydenWimmerProfessor912-478-4121IT 2102Statesboro CampusAllen E Paulson College of Engineering & ComputingDepartment of Information TechnologyHayden Wimmer has a Ph.D. from the University of Maryland Baltimore County in Information Systems based in data mining and artificial intelligence applied to financial data. He also holds an M.S. is in Information Systems from UMBC, an M.B.A. from the Pennsylvania State University, and a B.S.in Information Systems from York College of PA.Prior to academia, he worked in industry for over 10 years in different capacities in Information Technology performing programming, web design and administration, server administration, network configuration, database administration, and of course technical support on all levels. He traveled the world in his professional capacities performing support and integration for a multinational company spending time in various U.S. locations as well as Canada, Mexico, France, Germany, Belgium, and China.Dr. Wimmer has multiple journal publications related to multi-agent systems, artificial intelligence, data science, and I.S. education; and serves in various editorial capacities including co-editor in chief, board member, and reviewer of various journals and conferences and is a member of the Association of Information Systems. He has taught courses such as programming, database management, project management, I.T. infrastructure, and healthcare informatics. His research is published in top journals such as Decision Support Systems (DSS), Expert Systems with Applications (ESwA), Journal of Computer Information Systems (JCIS), Computers and Geosciences, and Computers in Human Behavior. Dr. Wimmer’s research and outreach has been funded for $3 million as PI/Co-PI.
Teaching Philosophy
As a student, I observed that professors can make a profound difference in the lives of students and their future careers. Professors should not only be instructors of material but additionally mentors and role models. My philosophy involves being available to students and spending time with them on their academic projects and research. Due to this, I supervise many of our master’s projects and theses. Similarly, I supervise our undergraduate senior capstone students both face to face and online and often students complete projects that help advance my research when applicable. I mentored many students with many accepting top positions in well-respected organizations such as Intel, Robbins AFB, American Express, Microsoft, and Home Depot, and are often hired before graduation. I feel treating students as equals and with respect is the most viable method to engage the student and challenge them to learn. Similarly, each student, regardless of background, race, ethnicity, gender, and nationality brings unique and valuable experience to the classroom and research lab. I maintain an open-door policy with all students and always do everything in my power to be approachable and respectful. I engage students in thought and, as a technology instructor, I attempt to provide hands-on examples and in class lab assignments. I feel this time is beneficial to assist the student and class with the material which enhances their command of – at times – highly complex material. Additionally, I actively engage in research, but I do not permit myself to lose sight of the students with whom I am involved. My student reviews are highly positive employing this approach. I also seek to maintain a high level of academic rigor and excellence along with continually seeking new innovative pedagogical methods of instruction. In the end, I believe my duty is to instill computing knowledge, practices, and certifiable skills so that the students will be successful not only in their future courses, but in their future careers. The high success rates of students who work under my direction indicate that I am fulfilling this duty.
* Ph.D. Information Systems
* MSIS - Information Systems
* MBA
* BS Information Systems
Research Interests
* Artificial Intelligence
* Data Science
* Cyber Security
* Machine learning
* Computing Education
Data Science Artificial Intelligence and Cyber Security Laboratory (DAC-lab) jtatlock@georgiasouthern.eduJason TatlockJasonTatlockProfessor912-344-3126Hawes 103AArmstrong CampusCollege of Arts & HumanitiesDepartment of HistoryDr. Tatlock completed his academic training in Canada, Israel, and the United States, specializing in the ancient world and religious studies. Prior to joining the Armstrong campus faculty in 2007, he was a visiting assistant professor at Morgan State University in Baltimore. He offers courses in world history, the ancient Near East, ritual studies, and Israel-Palestine.
Teaching Philosophy
Dr. Tatlock is concerned about student well-being and academic success. Like his colleagues, he believes that the university experience moves beyond career training and the passing along of information. He views academics as a give-and-take endeavor in which there is an exchange of ideas, concepts, and perspectives between faculty and students. He not only guides student learning, but is impacted to view things through different lenses or to consider new questions about the historical subjects he addresses. This is because students bring their questions and understandings into the classroom, helping to create a mutual learning experience.
* Ph.D. and MA, University of Michigan
* MA, Jerusalem University College
* BTh, Prairie Bible College
Research Interests
* Ancient Mediterranean History
* Human Sacrifice
* Religious Studies
* Israel-Palestine
batchelo@georgiasouthern.eduRobert BatchelorRobertBatchelorProfessor912-344-2760Armstrong 109B, IAB 3013Armstrong Campus, Statesboro CampusCollege of Arts & HumanitiesDepartment of HistoryI serve as the Chair of the History Department and Director of Digital Humanities at Georgia Southern University. Originally from Oklahoma, I completed my Ph.D. at UCLA and post-doctoral work at Stanford, where I began exploring how digital, experiential, and interdisciplinary methods can transform the humanities. My early research examined globalizing processes through maritime networks, as explored in my book London: The Selden Map and the Making of a Global City (University of Chicago Press, 2014), which traced the influence of East and Southeast Asia on London’s development as a global hub. This work expanded into innovative public history projects, including a board game (Fujian Trader), a digital app, experimental documentaries, and permanent art installations as well as solo shows.Currently, my research focuses on environmental borderlands and the relationship between media and ecology in the Pacific. This evolving interest in how global networks—both historical and contemporary—intersect with media and technology informs my involvement with the AI and the Human Research Network at Georgia Southern. With that group, I explore the history of AI, its implications for Disability Studies, and the regional dynamics of AI development. As Director of the Digital Humanities Lab, I continue to integrate cutting-edge digital tools into humanities scholarship.
Teaching Philosophy
I believe that the study of History and the Humanities should go beyond the traditional lecture-based approach to engage students in experiential, hands-on learning. By immersing students in real-world applications of historical research, whether through fieldwork, archival research, exhibitions, or interactive digital humanities projects, we foster a deeper understanding of the past and its relevance to contemporary issues. This approach not only ignites curiosity but also cultivates leadership, professionalism, teamwork, critical thinking, problem-solving, and communication skills that are vital in today’s world.Recognizing the diverse learning needs of students is crucial to creating an inclusive classroom. Neurodiversity and different life experiences play significant roles in shaping how students absorb, process, and engage with material. I strive to create a learning environment where all students feel supported and valued, employing flexible teaching methods that accommodate a range of learning styles. This includes offering multiple avenues for participation and assessment, providing clear and structured guidelines, and encouraging collaboration that allows every student to contribute based on their strengths.Ultimately, my goal is to empower students to become active participants in their own education, fostering a lifelong passion for learning and a nuanced understanding of history that they can carry into their personal and professional lives.
* BA Cornell University
* Ph.D. UCLA
Research Interests
* Global Environmental Borderlands
* Ocean History
* British and Irish History
* Asian and Pacific History
* Digital Humanities, AI, and the History of Technology
HUMN: Digital Humanities Lab wmase@georgiasouthern.eduhttps://scholars.georgiasouthern.edu/en/persons/william-a-mase-2William MaseWilliamMaseProfessor912-478-69842016 Hendricks HallStatesboro CampusJiann-Ping Hsu College of Public HealthDepartment of Health Policy & Community HealthDr. Mase is an Professor of Health Policy and Management. He holds a doctorate in public health from the University of Kentucky College of Public Health, a MPH from the Ohio State University College of Public Health and a Master of Arts in Sociology from West Virginia University. He brings over 30 years of experience. Funded initiatives included rural hospital stabilization, local public health department accreditation, addiction recovery, and healthcare workforce development. Career grant funding is over $11,500,000 from the Food and Drug Administration, Health Services Research Administration, the United States Department of Health & Human Services, the Robert Wood Johnson Foundation, and Georgia Department of Community Health .
Teaching Philosophy
I would define my teaching philosophy as being in dedicated service to the next generation of public health professionals and leaders. As an educator I encourage my students to explore their knowledge of public health, search the foundations of their current understandings, and ultimately bring themselves to a heightened awareness of public health concepts. I endeavor to improve the quality of my courses by learning from suggestions and recommendations received from my students. I regularly make modifications in thecourses I teach.
* Dr.PH - University of Kentucky
* MPH - The Ohio State University
* MA - West Virginia University
* BA - Wright State University
Research Interests
* Public Health System and Services Research
* Rural Healthcare & Delivery Systems
* Addiction Recovery
* Academic Public Health
* Health Law, Policy & Regulation
Center for Addiction Recovery, Center for Public Health Practice and Research chendricks@georgiasouthern.eduChristopher HendricksChristopherHendricksProfessor of History912-344-2725Hawes 106BArmstrong CampusCollege of Arts & HumanitiesDepartment of HistoryChristopher E. Hendricks has taught at the Armstrong Campus of Georgia Southern since 1993. He has worked extensively in archaeology, historic preservation, and museum interpretation with many organizations including the Colonial Williamsburg Foundation, Old Salem, Inc., and the Museum of Early Southern Decorative Arts. He is the author of numerous publications, including The Backcountry Towns of Colonial Virginia, Old Southern Cookery, and The Piedmont Towns of Colonial North Carolina. He received his Bachelor of Arts in History and English from Wake Forest University and his Master of Arts and Doctorate in History from the College of William and Mary in Virginia, where he specialized in early American history and material culture.
Teaching Philosophy
I approach each of my classes with the basic idea that if you have high expectations, students will rise to meet them. I feel it is important in all of my classes, from freshmen surveys to graduate seminars, not only to present material to the students, but to also train them in skills that will serve them throughout the rest of their lives, i.e., to be able to research thoroughly, evaluate critically, and communicate effectively.
* Ph.D. College of William and Mary in Virginia
* MA with Apprenticeship in Historical Archaeology, College of William and Mary in Virginia
* BA Wake Forest University
Research Interests
* Colonial and Early National America
* Religious History, the Moravian Church
* Culinary History, Southern Foodways
* Town Development
jbrawner@georgiasouthern.eduhttps://orcid.org/0000-0002-4437-0762James BrawnerJamesBrawnerProfessor of Mathematics and Associate Chair, Department of Mathematical Sciences912-344-3186 University Hall 281AArmstrong CampusCollege of Science & MathematicsDepartment of Mathematical Sciences Jim Brawner is a professor of mathematics on the Armstrong campus of Georgia Southern University, where he has taught since 1997. His research interests include algebraic geometry, combinatorics, and voting theory. In 2001 he received the Carl B. Allendoerfer Award from the Mathematical Association of America for his article, "Dinner, Dancing, and Tennis, Anyone?" in Mathematics Magazine. Since 2005 he has been the organizer of a student/faculty problem solving group, the Eagle Problem Solvers, which has published over 100 solutions, and had over 300 additional solutions acknowledged in mathematical journals. In his spare time he enjoys knitting and running marathons.
* Ph.D., University of North Carolina at Chapel Hill, 1992
* B.A., Williams College, 1985
Research Interests
* Algebraic Geometry
* Combinatoric
* Apportionment and Voting Theory
woreilly@georgiasouthern.eduWilliam O'ReillyWilliamO'ReillyVisiting Instructor of Mathematics912-478-5390Math/Physics 2042BStatesboro CampusCollege of Science & MathematicsDepartment of Mathematical SciencesMr. O’Reilly is a visiting instructor of mathematics on the Statesboro campus . He joined the Georgia Southern University Mathematical Sciences department in 2024.
* M.S., Georgia Southern University, 2024
* B.S., Georgia Southern University, 2022
Research Interests
* Graph Theory, Chemical Graph Theory
heisenreich@georgiasouthern.eduHeidi EisenreichHeidi EisenreichAssociate Professor, Mathematics Education Math/Physics 2310Statesboro CampusCollege of Science & MathematicsDepartment of Mathematical SciencesDr. Heidi A. Eisenreich specializes in mathematics education for preservice K-8 teachers. Her teaching approach emphasizes collaborative learning, solving problems in multiple ways, and mathematical discourse to foster a deep conceptual understanding of mathematical concepts. Beyond the classroom, Dr. Eisenreich focuses on preparing preservice teachers for professional learning at conferences and supporting families through hands-on mathematics workshops. She holds leadership positions in the Georgia Association of Mathematics Teacher Educators and the Georgia Council of Teachers of Mathematics, demonstrating her commitment to mathematics teaching and learning.
* Ph.D., Mathematics Education, University of Central Florida, 2016
* M.A., Mathematics, Jacksonville University, 2016
* M.Ed., Education, Cardinal Stritch University, 2006
* B.S., Mathematics, Carroll University, 2001
Research Interests
* Deepening Content Knowledge
* Supporting Preservice Teachers to Present
* Supporting Parents’ Content Knowledge
asills@georgiasouthern.eduAndrew SillsAndrew SillsProfessor of Mathematics and Statistics912-478-5424Math/Physics 3305 and University Hall 272Armstrong Campus, Statesboro CampusCollege of Science & MathematicsDepartment of Mathematical SciencesProfessor Sills joined the Georgia Southern faculty in 2007. His research interests include combinatorial number theory, especially integer partitions, and related topics including all areas of mathematics influenced by Srinivasa Ramanujan. He is the author of the book An Invitation to the Rogers–Ramanujan Identities published by CRC Press in 2017. More recently, he has expanded his research program to include mathematical statistics. He enjoys classroom teaching and individual mentorship of students in mathematics and statistics. Several of his student advisees have gone on to earn the Ph.D. degree.
* Ph.D., University of Kentucky, 2002
* M.A., Pennsylvania State University, 1994
* B.A., Rutgers University, 1989
Research Interests
* Combinatorial Number Theory
Statistical Consulting Unit (SCU), Center for Discrete Mathematics and Computer Science (DIMACS) fhamzalup@georgiasouthern.eduhttps://scholars.georgiasouthern.edu/en/persons/felix-g-hamza-lup-2Felix Hamza-LupFelixHamza-LupProfessor912-344-2680Science CenterArmstrong CampusAllen E Paulson College of Engineering & ComputingDepartment of Computer ScienceDr. Hamza-Lup research centers on the intersection of Human-Computer Interaction and Artificial Intelligence, with a particular focus on advancing human cognition, haptic systems/robotics, augmented and mixed reality, and interactive 3D web-based simulation and training environments. In addition, he actively explores cutting-edge domains such as distributed ledger technology, ubiquitous computing, distributed sensor systems, and cryptography, applying these innovations to secure, decentralized systems. His ongoing projects include developing multi-modal training and simulation systems in critical areas like medical simulation. Felix is awardee of the Fulbright fellowship for outstanding research.
Teaching Philosophy
Dr. Hamza-Lup is deeply committed to professional growth, engaging in numerous development events aimed at refining course design, content delivery, and cultivating dynamic, meaningful interactions between students and instructors. By embracing cutting-edge pedagogical strategies, he ensures knowledge transfer, fostering critical thinking, creativity, and collaboration. He adapts course content to the diverse needs of his students, creating an inclusive, stimulating learning environment. With a strong focus on integrating real-world applications into the curriculum, he empowers students to actively engage with the material, deepening their understanding and preparing them for real-life challenges.
* Ph.D. Computer Science
Research Interests
* HumanComputer Interaction
* Artificial Intelligence
* Computer Security
tan@georgiasouthern.edu https://scholars.georgiasouthern.edu/admin/workspace/personal/overview/Tuyin AnTuyinAnAssociate Professor of Mathematics Education 912-478-5335Math/Physics 2320Statesboro CampusCollege of Science & MathematicsDepartment of Mathematical SciencesDr. Tuyin An has been a dedicated member of the Mathematical Sciences Department at Georgia Southern University since 2017. As a mathematics teacher educator, her research spans several critical areas, including reasoning and proof, geometry for teachers, technology in mathematics education, and teachers’ number sense. Dr. An is recognized as an MAA Project NExT Fellow and an AMTE STaR Fellow, reflecting her commitment to professional development and excellence in mathematics education. She also serves as a co-director of the Georgia Southern University Robert Noyce Teacher Scholarship Program, where she plays a pivotal role in shaping the next generation of STEM educators.
* Ph.D., Purdue University - West Lafayette
* M.A., New York University
Research Interests
* Reasoning and Proof
* Geometry for Teachers
* Technology in Mathematics Education
* Teachers’ Number Sense
jgoshorn@georgiasouthern.eduJohn GoshornJohnGoshornAssociate Professor, Multimedia & Film Production912-478-0534Sanford 2007Statesboro CampusCollege of Arts & HumanitiesDepartment of Communication ArtsJohn Goshorn is an Associate Professor of Multimedia and Film Production and coordinates the BS degree program in Multimedia and Film Production within the Department of Communication Arts. An alum of the University of Central Florida and James Madison University, he also teaches courses in the Interdisciplinary Minor in Film Studies.
Teaching Philosophy
My teaching is primarily focused on the skills students need to think critically, think independently, and think creatively about the media arts. In so doing, my students are able to acquire essential tools to effectively participate in the cultural, intellectual, and economic discourse the media arts comprise, the inherent complexity of which lends itself well to such higher-level thinking, which is an asset to students of any academic discipline.
* MFA in Film, University of Central Florida
* BS in Media Arts & Design, James Madison University
* Professional Acting Certificate in Meisner Technique, Truthful Acting Studios
Research Interests
* Scripted/Narrative Film & TV Production
* Screenwriting for Film & Television
* Directing and Performance for Screen
Bfeltman@georgiasouthern.eduBrian K. FeltmanBrian K.FeltmanProfessor of History912-47'8-5835IAB 3014Statesboro CampusCollege of Arts & HumanitiesDepartment of HistoryBrian K. Feltman is professor of Modern European history. He has held research fellowships from the German Historical Institute and the German Academic Exchange (DAAD) and published articles on violence against prisoners of war, relationships between POWs and local women, German-Jewish war veterans, and the prosecution of Nazi war criminals. His first book, The Stigma of Surrender: German Prisoners, British Captors, and Manhood in the Great War and Beyond, received the Society for Military History's Coffman Prize for the best first-manuscript in the field of military history. His current project examines the visual and material culture of mourning in Germany from 1914-1933. In 2023 he was elected a Fellow of the Royal Historical Society.
Teaching Philosophy
My teaching philosophy is centered on student/teacher interaction and sharing my enthusiasm for history in a way that encourages students to develop a better understanding of their place in the world. In the process, they improve the communication and critical thinking skills that will benefit them regardless of the career path they choose.
* Ph.D. in History, The Ohio State University
* MA in History, Clemson University
* BA in Secondary Education, Clemson University
Research Interests
* Modern Germany
* War & Society Masculinity
* Visual & Material Culture
* National Socialism
hsamawi@georgiasouthern.eduhttps://scholars.georgiasouthern.edu/en/persons/hani-samawi-2Hani SamawiHaniSamawiProfessor of Biostatistics and Interim Chair912-478-1345Hendricks Hall 1012Statesboro CampusJiann-Ping Hsu College of Public HealthDepartment of Biostatistics, Epidemiology & Environmental Health SciencesPh.D. in Biostatistics from the University of Iowa (USA) in 1994. Full Professor of Biostatistics at Yarmouk University until 2006. Currently, I am a tenured Full Professor in Biostatistics and Interim Chair, since July 1, 2019, in the Department of Biostatistics, Epidemiology, and Environmental Health Sciences, at Jiann-Ping Hsu College of Public Health at Georgia Southern University. I served as the Karl E. Peace Center for Biostatistics Director from August 2008 to June 2016. Associate Editor of Frontiers in Child Health and Human Development. A guest editor for a special issue of the Internal Journal of Environmental Research and Public Health. The issue focus is on innovative data and statistical applications in Public Health.
Teaching Philosophy
As a Biostatistician, my teaching philosophy focuses on providing students with practical tools and fostering critical thinking for success in Public Health, Medicine, and Engineering. I emphasize hands-on learning and curiosity-driven exploration to enhance understanding. My open-door "coffee hours" create a welcoming environment for discussion, and I promote teamwork through real-world data projects that bridge theory and application. At Georgia Southern University, I have guided theses and dissertations, with many students presenting and publishing their research. I integrate technology using software like SAS, SPSS, and R, and have successfully taught online courses since 2012.
* Ph.D., The University of Iowa, 1994. Major: Biostatistics/Epidemiology
* MS, The University of Iowa, 1991. Major: Applied Statistics
* MS, Yarmouk University/Jordan, 1986. Major: Statistics
* BS, Yarmouk University/Jordan, 1981. Major: Mathematics/Statistics
Research Interests
* Statistical Methods for Medical Diagnostics
* Resampling Methods, Bootstrap, Simulation, Monte Carlo Methods, Mcmc Methods
* Inference for Complete and Missing Data Analysis
* Meditation Analysis for Different Types of Modeling
* Ranked Set Sampling
Karl E. Peace Center for Biostatistics and Research cschachner@georgiasouthern.eduCasey SchachnerCaseySchachnerAssociate Professor of Art912-344-2556Annex II Room 104Armstrong CampusCollege of Arts & HumanitiesBetty Foy Sanders Department of ArtCasey Schachner is an Associate Professor of Art at the Betty Foy Sanders Department of Art at Georgia Southern University. Her research activity explores various traditional and contemporary sculptural mediums as well as temporary site-specific installations and permanent public artworks. Her work has been exhibited nationally and internationally and featured in numerous publications. Recent accomplishments include being selected as one of three recipients of the 2022-2023 Georgia Sea Grant for Artists, Writers, and Scholars program for her collaborative research with the Biology department in exploring the Intersection of art, science, and marine conservation using algal biomass waste.
Teaching Philosophy
My teaching philosophy focuses on collaboration and inclusivity in the engaging environment of a fine arts studio. I encourage students to think critically in their creative endeavors and be curious with each new artistic medium and technique.
* M.F.A., University of Montana, 2019
* B.F.A., Baylor University, 2010
Research Interests
* Sculpture
* Public Art
* 3D Foundations
* Art + Science
jlangdon@georgiasouthern.eduhttps://scholars.georgiasouthern.edu/en/persons/jody-l-langdon-2Jody LangdonJodyLangdonProfessor912-478-5378Hollis 1101BStatesboro CampusWaters College of Health ProfessionsDepartment of Health Sciences & KinesiologyDr. Jody Langdon is a Professor of Exercise Science and Coaching Education at Georgia Southern University. Reinforcing the teacher/scholar model, her research focuses on the provision of autonomy support in sport and academic settings. This work has resulted in her being awarded the Georgia Southern University SoTL Scholar Award along with the University System of Georgia Regent’s Award for the Scholarship of Teaching and Learning. She has also earned recognition as a Center for Self-Determination Theory International Scholar and as a National Association for Kinesiology in Higher Education Fellow.
Teaching Philosophy
Meaningful learning happens in spaces where students are actively engaged, supported by mechanisms that allow for progress without penalty. Aligned with this idea, I teach students with active learning in mind, utilizing technology and high-impact practices where appropriate. Students are taught in an environment where it is ok to fail and try again, understanding the true process of learning.
* Ph.D.
Research Interests
* Self-Determination Theory
* Coach Education
* Scholarship of Teaching and Learning
jgibson@georgiasouthern.eduJoshua D. GibsonJoshua D.GibsonAssistant Professor912-478-78262268 Biological SciencesStatesboro CampusCollege of Science & MathematicsDepartment of BiologyMy research is focused on understanding the genetic and evolutionary basis of phenotypic traits that vary between insects. I’m particularly interested in traits that contribute to speciation by acting as barriers to gene flow, either by stopping mating or reducing the fitness of hybrids. I’m also interested in the mechanisms and evolution of sociality in ants. My work integrates genetics, physiology, and behavior to understand how traits evolve and interact to produce the diversity of life we see today.
Teaching Philosophy
My teaching philosophy centers on creating an inclusive and flexible learning environment that accommodates diverse learning styles and backgrounds, fostering a sense of belonging for every student. By combining adaptability with high academic expectations, I strive to challenge students while providing the support they need to achieve their fullest potential.
* Ph.D., Arizona State University, 2013
* MS, Arizona State University, 2011
* BS, Loyola College in Maryland, 2003
Research Interests
* Speciation
* Genetics
* Evolution
* Sociality
* MitochondrialPhysiology
James H. Oliver Jr. Institute for Coastal Plain Science jchopak@georgiasouthern.eduhttps://scholars.georgiasouthern.edu/admin/workspace/personal/overview/Joanne Chopak-FossJoanne Chopak-FossAsociate Professor912-478-15301022 Hendricks HallStatesboro CampusJiann-Ping Hsu College of Public HealthDepartment of Health Policy & Community HealthDr. Chopak-Foss is an Associate Professor and director of the MPH program in the Jiann-Ping Hsu College of Public Health at Georgia Southern University. Dr. Chopak-Foss received her Ph.D. and M.S. from Penn State University in Health Education and a B.S. degree in Physical Education from the University of Delaware. During her academic career, she has been a leader in curriculum development for both undergraduate and graduate education in public health and has developed over 10 different classes for the University.
Teaching Philosophy
Throughout my tenure at the institution, my teaching philosophy has evolved into the belief that learning is a process and that students who are active learners will be more successful in individual classes and in their programs of study. I have worked diligently to create original authentic assignments that applied meaningful and relevant skills integral to public health practice. My passion for teaching is expressed in providing an inclusive environment in which the expectation is for ALL students to be successful and continually updating curriculum that contributes to the success of the student beyond the classroom. I have a simple philosophy that has guided my teaching for over 30 years
* BSPE University of Delaware
* MS in Health Education Penn State University
* Ph.D. in Health Education Penn State University
Research Interests
* Maternal and Child Health Issues
* Improving Health Literacy Among Adolescents
* Improving Breastfeeding Duration and Exclusivity in Low-Income Women
* Antecedents for Adolescent Pregnancy and Early Pubertal Timing
* Sexual Health Curriculum Development for K-12
Center for Public Health Practice and Research hongjiewang@georgiasouthern.eduHongjie Wang WangHongjie WangWangAssociate Professor 912-344-3130Armstrong CampusCollege of Arts & HumanitiesDepartment of HistoryPh.D. in History from Brown. Research interests include Chinese history, food culture, and US-China relations.
Teaching Philosophy
Learning without Thinking is useless, and thinking without learning is dangerous
* Ph.D. in History at Brown University
Research Interests
* Political History of Medieval China
* Food Culture
aadhikari@georgiasouthern.eduhttps://scholars.georgiasouthern.edu/en/persons/atin-adhikari-2Atin AdhikariAtinAdhikariProfessor of Environmental Health Sciences912-478-2289Hendricks Hall, Room 2025Statesboro CampusJiann-Ping Hsu College of Public HealthDepartment of Biostatistics, Epidemiology & Environmental Health SciencesDr. Adhikari's extensive research spans critical public health areas, such as environmental air quality, occupational health, and respiratory health. As a Principal Investigator, he has conducted laboratory and field studies on bioaerosol exposures and their impact on respiratory health among farm workers. His work also involves overseeing grants focused on immunomodulator bioaerosols, pesticide residues, and the effects of air pollutants on children's respiratory microbiome. Currently, he is spearheading projects aimed at improving indoor air quality and implementing sustainable methods to reduce pesticide exposures. Additionally, he has actively contributed to US DTRA projects related to inactivating hazardous microorganisms.
Teaching Philosophy
I strongly support a curriculum that combines environmental health with basic sciences and emphasizes hands-on experiences. This approach will help students apply what they learn to real health problems. Instructors should clearly communicate the practical aspects of environmental health. An engaging, active learning environment is important for a successful graduate course on environmental health. At the undergraduate level, instructors should introduce students to various environmental and occupational health and safety problems. Teachers should be committed and able to effectively communicate the practical aspects of environmental health through a mix of lectures, discussions, and group activities in classes and online discussion forums.
* BSc
* MSc
* Ph.D. in Science
Research Interests
* Environmental Health
* Air Quality
* Environmental Microbiology
* Biodefense
Core Public Health Laboratory jajones@georgiasouthern.eduJeffery JonesJefferyJonesAssociate Professor912-478-74222005 Hendricks HallStatesboro CampusJiann-Ping Hsu College of Public HealthDepartment of Health Policy & Community HealthDr. Jeff Jones, MA, Ph.D., is an Associate Professor in the Department of Health Policy and Community Health at the Jiann-Ping Hsu College of Public Health, Georgia Southern University.
Teaching Philosophy
Engaging students involves building on knowledge they have already mastered and expanding upon it.
* Doctor of Philosophy (Ph.D.), University of Kentucky
Research Interests
* Health Informatics
Center for STEM Education (i2STEMed), Center for Public Health Practice and Research, Institute for Water and Health knti@georgiasouthern.eduKwaku NtiKwakuNtiAssociate Professor912-344-2701108 B Hawes HallArmstrong CampusCollege of Arts & HumanitiesDepartment of HistoryBorn and raised in Ghana, Kwaku Nti attended University of Ghana, Legon, University of Cape Coast, and University of Ghana, again, where he taught in the Department of History from 2000 to 2003. In 2003, Nti came to the United States. He graduated from Central Michigan, 2005, and Michigan State University, 2011, Nti has been teaching African and World History courses in Georgia Southern University since 2011. He is the author of Maritime Culture and Everyday Life in Nineteenth and Twentieth Century Coastal Ghana: A Social History of Cape Coast (Bloomington, IN: Indiana University Press, 2023).
Teaching Philosophy
Always aiming at creating a learning community in every teaching encounter through systematic presentation of facts to enable students confidently do insightful interpretations.
* Ph.D., Michigan State University
* M.A., Central Michigan University
* M. Phil., University of Ghana
* P.G.C.E., University of Cape Coast, Ghana
* B.A. (Hons.), University of Ghana
Research Interests
* African History
* African Diaspora
* History of Ghana
* Youth, Expectations, and Society in Africa
* Globalization in World History
Center for Africana Studies kharp@georgiasouthern.eduKimberly HarpKimberlyHarpAdministrative Assistant III912-478-5195Hollis 2123C and Ashmore Hall 138Armstrong Campus, Statesboro CampusWaters College of Health ProfessionsWCHP Office of the DeanI am double eagle currently serving as the communication officer and marketing liaison for the Waters College of Health Professions.
* B.S. Child and Family Development, 2007
* Certificate in Public and Nonprofit Management, 2013
* Master in Public Administration, 2014
tmbrown@georgiasouthern.eduhttps://scholars.georgiasouthern.edu/en/persons/tricia-brownTricia Muldoon BrownTricia MuldoonBrown Department Chair and Professor912-344-3244 University Hall 277Armstrong Campus, Statesboro CampusCollege of Science & MathematicsDepartment of Mathematical Sciencesnonw
* Ph.D., University of Kentucky, 2009
* M.S., University of Kentucky, 2005
* B.S., Marshall University, 2003
Research Interests
* Algebraic Combinatorics
* Recreational Mathematics
aiacob@georgiasouthern.eduhttps://scholar.google.com/citations?user=pf-wvHQAAAAJ&hl=enAlina IacobAlinaIacobProfessor of Mathematics912-478-5839Math/Physics 3323Statesboro CampusCollege of Science & MathematicsDepartment of Mathematical Sciences Alina joined the Department of Mathematical Sciences in 2007. Her research is in Homological Algebra, and applications to Commutative and Noncommutative Algebra, and to Model Category Theory. Her publications include one book, a book chapter, and 40 journal articles. She has advised six Master’s Theses at Georgia Southern so far.
* Ph.D., University of Kentucky 2005
Research Interests
* Homological Algebra
* Commutative Algebra
KDUNN@GEORGIASOUTHERN.EDUhttps://scholars.georgiasouthern.edu/en/persons/kerry-dunnKerry DunnKerryDunnSenior Lecturer/Clinical Coordinator912-344-3352Ashmore Hall 146Armstrong CampusWaters College of Health ProfessionsDepartment of Clinical SciencesKerry Dunn is the Clinical Coordinator and Senior Lecturer for the Radiography Program at Georgia Southern University in Savannah, Georgia. She teaches didactic, laboratory, and clinical courses within the Radiologic Sciences Degree Program and Radiography Concentration.
Teaching Philosophy
My teaching philosophy focuses on clinical leadership and mentoring in medical imaging and radiography in order to provide high-quality medical imaging and patient care.
* Ed.D., Georgia State University, 2022
* M.Ed., The University of Georgia, 2011
* B.S.Ed., The University of Georgia, 2004
* A.M.Sc., Emory University, 2006
Research Interests
* Clinical Leadership
* Mentoring
* Medical Imaging
* Clinical Supervision
ekartchner@georgiasouthern.eduEric KartchnerEricKartchnerAssociate Professor912-478-5303IAB 2053Statesboro CampusCollege of Arts & HumanitiesDepartment of World Languages & CulturesEric Kartchner is an associate professor of Spanish. For his bachelor’s, he studied French, Spanish, and Philosophy; his master’s studies were in Hispanic literature and Romance linguistics; and his doctoral studies focused on early modern Hispanic literature, with minors in Hispanic linguistics and comparative literature. He enjoys teaching a wide variety of courses in language, literature, and linguistics. His research ranges from the Spanish Baroque to the Latin American Boom to best practices in language pedagogy.
Teaching Philosophy
Demonstrate, practice, perform, review, repeat.
* Ph.D. Indiana University, Bloomington
* MA University of Nevada, Reno
* BA Weber State University
Research Interests
* Hispanic Literature
* Hispanic Culture
* Hispanic Linguistics
* Spanish Language
* Foreign Language Pedagogy
abelzer@georgiasouthern.eduAllison Scardino BelzerAllison ScardinoBelzerProfessor912-344-3120Hawes 103BArmstrong CampusCollege of Arts & HumanitiesDepartment of HistoryDr. Allison Scardino Belzer, Professor of History at Georgia Southern University, specializes in modern European history, focusing on women’s experiences in Italy and Britain. Her research explores gender, war, and social activism in 19th-20th century Europe. Her book, “Women and the Great War: Femininity under Fire in Italy,” was published in 2010. She regularly contributes to edited volumes and journals and has authored texts for classroom use. A dedicated educator with multiple teaching awards, she’s passionate about undergraduate research and using innovative methods. Her current research examines Jewish women artists in post-Risorgimento Italy and the Ashurst family’s activism in the Victorian era.
Teaching Philosophy
I foster student engagement and critical thinking using innovative methods and rigorous coursework, emphasizing primary source analysis. I employ diverse pedagogical approaches, including Reacting to the Past role-playing, to deepen understanding and develop essential skills. My courses balance content with skill development, emphasizing writing, discussion, and collaborative learning. I bring my scholarship into the classroom, modeling historical research methods and involving students in archival work. My goal is to cultivate empathy, critical analysis, and a passion for lifelong learning. I have authored OER projects and published texts for classroom use with Oxford and Pearson.
* Emory University, Ph.D. (2002),
* M.A. (1999)
* Vassar College, A.B. (1993)
Research Interests
* Modern Britain & Modern Italy
* Family Identity & Women's History
* Cultural History of the Two World Wars
bsammons@georgiasouthern.eduElizabeth SammonsElizabeth SammonsAdministrative Specialist912-478-1859Hollis 2124-Statesboro Campus and Ashmore 138-Armstrong CampusArmstrong Campus, Statesboro CampusWaters College of Health ProfessionsWCHP Office of the Dean20 years of service to Georgia Southern University. Currently the budget manager for the Waters College of Health Professions as well as a Notary Public wlynch@georgiasouthern.eduhttps://scholar.google.com/citations?user=G4aIDPEAAAAJWill LynchWillLynchProfessor of Chemistry; Chair, Department of Biochemistry, Chemistry and Physics912-344-3144Nursing Chemistry Building, 2003B, Math / Physics Building, 2005, Science Center 2603Armstrong Campus, Statesboro CampusCollege of Science & MathematicsDepartment of Biochemistry Chemistry & PhysicsDr. Lynch received his B.A. degree from Kalamazoo College in 1986. He did research with Dr. Thomas Smith studying quadruple bonded molybdenum complexes. His Ph.D. was awarded in 1991 under the direction of Dr. Richard Lintvedt at Wayne State University studying oxygen atom transfer reactions in osmium complexes. Dr. Lynch completed a postdoc at the University of Georgia with Dr. Donald Kurtz on the activation of molecular oxygen using copper complexes. Dr. Lynch joined Armstrong State College in 1993, now Georgia Southern University. Dr. Lynch’s research interests include the use of metal complexes for catalysis and modeling biological systems, coordination chemistry, coordination polymers and halogen bonding interactions.
* Ph.D., Wayne State University, 1991
* B.A., Kalamazoo College, 1986
Research Interests
* Materials Science
* Xray Crystallography
* Bioinorganic Modeling
* Coordination Chemistry & Catalysis
COSM Core Research Lab, Center for Advanced Materials Science agarrity@georgiasouthern.eduApril GarrityAprilGarrityProfessor912-344-2864Armstrong Center 254Armstrong CampusWaters College of Health ProfessionsDepartment of Clinical SciencesApril Garrity, Ph.D., CCC-SLP is professor of communication sciences and disorders at Georgia Southern University’s Armstrong Campus in Savannah. She teaches courses in neurogenic communication disorders, dysphagia, and research methodology. Her interests include life participation and quality of life among individuals with neurogenic communication disorders, and the scholarship of teaching and learning, specifically service-learning and trauma-informed educational practices. April maintains an active clinical practice and she is also a trained yoga and meditation instructor.
Teaching Philosophy
My teaching philosophy is grounded in the development and implementation of engaging, meaningful experiential learning activities for students. I frequently utilize elements of the flipped classroom model so that my students and I can work together in class on activities such as clinical cases, role playing scenarios, and other problem-based and group learning exercises. I also incorporate service-learning and trauma-sensitive teaching and learning strategies to support habits of mind that promote students' resilience and growth mindset.
* Ph.D.
* CCC-SLP
Research Interests
* Scholarship of Teaching and Learning
National Youth Advocacy and Resilience Research Center samanthamcdaniel@georgiasouthern.eduSamantha McDanielSamanthaMcDanielAssistant Professor, Graduate Program Director912-344-2786Armstrong Center, Room 248Armstrong CampusWaters College of Health ProfessionsDepartment of Clinical SciencesSamantha L. McDaniel is an educator, clinician, and researcher in the field of speech-language pathology. She has 20 years of clinical experience with patients ranging from neonates to centenarians and has a passion for clinical work, supervision, and research in acquired neurogenic communication disorders. Dr. McDaniel teaches both undergraduate and graduate courses within the Communication Sciences and Disorders program.
Teaching Philosophy
My teaching philosophy emphasizes real-world application, interaction, and student-centered learning in speech-language pathology. I believe that students construct knowledge through experience and collaboration, fostering meaningful dialogue and continuous learning. I incorporate experiential learning, problem-based learning (PBL), and guest speakers to enhance critical thinking and practical skills. Additionally, I promote a growth mindset, encouraging students to embrace challenges and view mistakes as opportunities for development.
* Ph.D.
* CCC-SLP
Research Interests
* Adult Acquired Neurogenic Communication Disorders
* Cognitive-Communication
* Cognitive Screening
* Geriatrics
* Interdisciplinary Collaboration
Rite Care Center for Communications Disorders hrosko@georgiasouthern.eduHelen RoskoHelenRoskoAssistant Professor of Geography912-478-8040Herty, 1113Statesboro CampusCollege of Science & MathematicsSchool of Earth Environment & SustainabilityDr. Rosko is a human-environment geographer whose research program is situated at the intersection of international and domestic development processes, climate change adaptation, and livelihoods (rural). Working with vulnerable populations in the Global South (sub-Saharan Africa) and the United States (the Southeast and Central Appalachia), Dr. Rosko employs a critical lens to understand how wider development processes are conceived, implemented, and intersect the everyday lives of individuals and communities. Her driving research goal is to better understand the individual, community, and institutional contexts of vulnerability, resilience, and adaptation to explore practical pathways for more sustainable and just futures.
Teaching Philosophy
Dr. Rosko teaches human geography courses and especially those related to human-environment geographies. Her pedagogical motivation is to disrupt student knowledges, encouraging students to question what they know about various socio-environmental processes in the world (ontology) and how they know about them (epistemology). She welcomes all students, regardless of background, identity, or experience to her courses.
* Ph.D., Clark University
* M.S., University of Tennessee-Knoxville
* B.A., College of Charleston
Research Interests
* Human-Environment Geography
* Development
* Livelihoods
* Social Dimensions of Climate Change
Socially Engaged Environment & Development Lab (SEED), James H. Oliver Jr. Institute for Coastal Plain Science, Institute for Vibrant and Engaged Communities jjimenez@georgiasouthern.eduhttps://scholars.georgiasouthern.edu/en/persons/jos%C3%A9-a-jim%C3%A9nez-2José A. Jiménez José A.Jiménez Assistant Professor912-478-4051Nursing/Chemistry Building, Room 3216AStatesboro CampusCollege of Science & MathematicsDepartment of Biochemistry Chemistry & PhysicsJosé A. Jiménez earned a Ph.D. in Applied Chemistry in 2009 at the University of Puerto Rico at Mayagüez, focusing on optical properties of doped glasses. Following a post-doctoral stint at New College of Florida, in 2011 he joined the Department of Chemistry at University of North Florida. In June 2015, he joined BASF Corporation (Union, NJ) as materials scientist to develop glasses for solar cells and inorganic coatings for Li-ion batteries. In August 2019 he joined Augusta University and in 2021 received the Visiting Faculty Award at SRNL to study nuclear waste glass simulants. He is currently at Georgia Southern University and also serves as Editorial Board Member for the journals Scientific Reports and Applied Sciences.
Teaching Philosophy
I believe teaching science involves communicating information in a clear and straightforward way without sacrificing or compromising reality and accuracy. It also seeks to develop skills in students with the objective of preparing them to become competent and responsible professionals/scientists. I consider critical thinking and a student-centered classroom to be key in the teaching-learning process. It is central to help the students in connecting new knowledge with existing one and integrate it into the cognitive structure to apply it. I believe promoting an environment of respect, trust, and responsibility in the classroom is essential for academic success.
* Ph.D., University of Puerto Rico at Mayaguez, 2009
Research Interests
* Materials Chemistry and Physics
* Glasses and Thin Films
* Optical Materials
* Nanomaterials
* Luminescence
Center for Advanced Materials Science jkelly@georgiasouthern.eduhttps://scholars.georgiasouthern.edu/en/persons/jacque-l-kelly-2Jacque L. KellyJacque L.KellyProfessor of Geology912-478-8677Herty 0105Statesboro CampusCollege of Science & MathematicsSchool of Earth Environment & SustainabilityJacque L. Kelly is a Professor of Geology in the School of Earth, Environment and Sustainability. She teaches a variety of undergraduate and graduate courses for the Geosciences Program, where she strives to make complex topics engaging for students of all backgrounds. Her research focuses on using geochemical and geophysical tools to explore a variety of coastal processes. She is passionate about fostering student curiosity and hands-on learning in the classroom and in the field.
Teaching Philosophy
My teaching philosophy focuses on fostering active engagement and critical thinking. I incorporate diverse teaching methods, including traditional lectures, flipped classrooms, case studies, and student response systems to accommodate different learning styles. By creating interactive learning environments, I encourage students to take ownership of their education, apply concepts to real-world problems, and develop lifelong skills for inquiry and collaboration.
* Ph.D. University of Hawai‘i at Mānoa, 2012
* M.S. University of Wisconsin at Madison, 2006
* B.S. Northland College, 2004
Research Interests
* Groundwater Geochemistry
* Coastal Hydrology
* Electrical Resistivity Tomography
* Stable Isotope Geochemistry
* Radioactive Isotope Geochemistry
James H. Oliver Jr. Institute for Coastal Plain Science smccarroll@georgiasouthern.eduSarah McCarrollSarahMcCarrollProfessor of Theatre912-478-5615Sanford Hall 3015Statesboro CampusCollege of Arts & HumanitiesDepartment of Communication ArtsDr. Sarah McCarroll is a creative scholar whose work centers on the intersection of actors’ bodies onstage and historical costume. She focuses on the theatre and drama of late-nineteenth-century England and Ireland and can often be found showing people pictures of her favorite stage costume – Ellen Terry’s 1888 Lady Macbeth gown, which is embroidered with beetle wings. Dr. McCarroll teaches courses in Script Analysis, Theatre History, Irish Theatre and Costume Design, and is the resident costume designer for the Theatre program. She spends her summers as the Costume Shop Manager and Wardrobe Supervisor for the Tony-Award-winning Utah Shakespeare Festival.
Teaching Philosophy
I think a lot about bodies, and to me the body is always the complete person – physical, intellectual, spiritual, and emotional in one place. Bodies are the essential tool of my creative scholarship and are central to my publications. They are ever-present in the students who share classroom space with me and with whom I work on productions. In all of my teaching, whether it’s in a classroom setting, or the lab environment of the costume shop, I hope to metaphorically bring bodies into the space: to support students as they build the skills and confidence to make their own ideas an integral part of the production process, and to provide every student with exemplars who they can recognize in the authors and theatrical practitioners we study.
* Ph.D, Indiana University, 2011
* MFA, University of Alabama, 2004
* B.A., University of Missouri, 1997
* A.F.A, Young Harris College, 1995
Research Interests
* Historical Body
* Historical Costume
* Nineteenth Century British Theatre
* Irish Drama
* English Renaissance Theatre
Center for Irish Research & Teaching skersey@georgiasouthern.eduScott KerseyScottKerseyProfessor of Mathematics912-478-1963MP 2308Statesboro CampusCollege of Science & MathematicsDepartment of Mathematical SciencesDr. Kersey's research focuses on Approximation Theory and Computational Science, with expertise in Splines. His work includes function Approximation and Optimization using B-Spline Quasi-Interpolants on Tensor Product and Sparse Grids, as well as the Mathematics of Curves, Surfaces, and Machine Learning applications. In his Numerical Analysis course, students engage with Matrix Factorizations (SVD, QR) and tools for Image Compression, PCA, Classification, and Least Squares. Dr. Kersey also oversees the LaTeX Thesis Template for graduate students and manages the WeBWorK server for undergraduates.
Teaching Philosophy
My primary goal in teaching is to make complex mathematical concepts accessible to students while equipping them with the knowledge and skills needed for success. I reinforce their understanding through low-stakes, take-home assessments, such as homework, online assignments, written exercises, take-home midterm exams, and programming projects. This approach promotes active learning, encouraging students to engage deeply with the material and better prepare for high-stakes assessments.
* Ph.D. in Mathematics, The University of WIsconsin-Madison
Research Interests
* Interpolation and Approximation Theory
* Computational Mathematics
* Tensor Product and Sparse Grid Techniques
* Spline Curves and Surface Modeling
mmbyrd@georgiasouthern.eduMegan ByrdMeganByrdAssociate Professor, Sport and Exercise Psychology Program Director912-478-2274Hollis 1103bStatesboro CampusWaters College of Health ProfessionsDepartment of Health Sciences & KinesiologyDr. Megan Byrd, CMPC, is an Associate Professor of Sport and Exercise Psychology and a member of the University Mental Performance Team. Dr. Byrd is also the Co-Director of Mental Performance for South Georgia Tormenta FC. She teaches undergraduate and graduate courses in sport and exercise psychology and supervises graduate students' practicum and internships. She is involved in many committees for the Association of Applied Sport Psychology and the Executive Board of APA Div 47. Dr. Byrd has a bachelor’s degree in psychology from Eastern Kentucky University, a master’s degree in sport studies from Miami University, a master’s degree in counseling and a Ph.D. in sport and exercise psychology from West Virginia University.
Teaching Philosophy
My teaching philosophy is rooted in creating a positive classroom community, being a scholar-teacher, and utilizing application-based teaching techniques.
* Ph.D. in sport and exercise psychology from West Virginia University
* MA in counseling from West Virginia University
* MS in Sport Studies from Miami University
* BS in psychology from Eastern Kentucky University
Research Interests
* Perfectionism
* Concussion Recovery
* Mental Performance
* Anger and Aggression
Sport and Exercise Psychology lab czhao@georgiasouthern.eduChunshan ZhaoChunshanZhaoProfessor912-478-0088MP 2305Statesboro CampusCollege of Science & MathematicsDepartment of Mathematical SciencesChunshan Zhao is a Professor in the College of Science and Mathematics, Department of Mathematical Sciences on the Statesboro campus of Georgia Southern University.
Teaching Philosophy
Every student has their own unique talents, skills, challenges, and background. Motivated students learn best. We must give every student equal opportunities to learn and grow.
* Ph.D. in Mathematics, University of Iowa, 2006
* M.S. in Applied Mathematics, Xian Jiaotong University, 1997
Research Interests
* Nonlinear Analysis and Partial Differential Equations
kharbaugh@georgiasouthern.eduKristina HarbaughKristinaHarbaughSenior Lecturer912-344-3017Solms HallArmstrong CampusJiann-Ping Hsu College of Public HealthDepartment of Health Policy & Community HealthService on committees directed at serving under-represented students and advancing inclusive excellence.Participation in programs aimed at increasing the pipeline of under-represented groups entering higher education.Mentoring of under-represented students.Address barriers facing under-represented groups in access to education, health care, economy, social mobility, or participation in creative endeavors.
Teaching Philosophy
My goal as an educator is to incorporate interdisciplinary content, inquiry based learning, and interactive teaching strategies in the classroom. I feel that this strategy is imperative in helping students in my classes develop the skills and self confidence that they need to become successful public healthcare professionals.
* DrPH DrPH, Community Health Behavior and Education, 2020
* Master of Healthcare Administration, 2015
* Bachelor of Science, Health Promotion and Education, 2013
Research Interests
* Cancer Prevention
Institute for Innovative and Integrated Studies (I3S) rbohler@georgiasouthern.eduhttps://scholars.georgiasouthern.edu/en/persons/robert-m-bohler-jr-2Robert BohlerRobertBohlerAssistant Professor912-478-1259Hendricks Hall Room 2014Statesboro CampusJiann-Ping Hsu College of Public HealthDepartment of Health Policy & Community HealthDr. Bohler is an Assistant Professor in the Department of Health Policy & Community Health at the Jiann-Ping Hsu College of Public Health at Georgia Southern University. He completed his Ph.D. in Social Policy with a focus in behavioral health policy at the Heller School for Social Policy and Management at Brandeis University as a T32 National Institute on Alcohol Abuse and Alcoholism pre-doctoral fellow. He is trained in epidemiology, health services research, and health policy. Dr. Bohler has a strong passion for working with colleagues and communities to develop innovative responses to the addiction and overdose crisis in the United States.
Teaching Philosophy
I would define my teaching philosophy as being committed to preparing the next generation of public health professionals and leaders to improve population health.
* Ph.D. from Brandeis University
* MA from Brandeis University
* MPH from Georgia Southern University
* AB from University of Georgia
Research Interests
* Substance Use Disorder Treatment
* Opioid Crisis
* Harm Reduction
* Addiction Recovery
* Drug Policy
Center for Addiction Recovery dnazaruk@georgiasouthern.eduDziyana Nazaruk DziyanaNazaruk Associate Professor 912-344-2686Solms 109 CArmstrong CampusJiann-Ping Hsu College of Public HealthDepartment of Health Policy & Community HealthDr. Nazaruk became a faculty member at GSU in January 2018. She also serves as an Internship Coordinator for the graduate students at JPHCOPH. Dr. Nazaruk implemented multiple qualitative research projects in the past 10 years that have focused on designing and implementing community-based interventions and improving health and wellness in women and children locally and globally. Dr. Nazaruk has spent the past ten years working on community-driven actions to examine health outcomes while working with rural and hard-to-reach populations and mentoring students to practice in community organizations. Those efforts have contributed to her commitment to addressing the social determinants of health and promoting health equity.
Teaching Philosophy
Dr. Nazaruk is dedicated to providing a learning environment that is exciting and empowering for all students. She believes that it is important to treat each student as an individual and to continue her professional growth. She treats her students with respect and encourages each student to express their individual needs. Dr. Nazaruk is an avid supporter of diversity among students and she feels she has much to learn from them as they share their unique perspectives. She also believe that students will be more successful, if they are actively engaged in the pursuit of knowledge. As a means of facilitating this active engagement, Dr. Nazaruk implements assignments to help students apply new skills and tools in practice.
* DrPH
* MPH
* MSSM
Research Interests
* Maternal and Child Health
* Community-Based Research (CBR)
* Qualitative Research
* Obesity Prevention Research
Center for Public Health Practice and Research mbrown@georgiasouthern.eduMatthew BrownMatthewBrownSenior Lecturer of Mathematics; Director, SMART Center912.344.3165Science Center 133Armstrong CampusCollege of Science & MathematicsDepartment of Mathematical SciencesMatt Brown is an alum of the University of Kentucky and is a Senior Lecturer in the Department of Mathematical Sciences. He teaches math classes on the Armstrong campus and online. He is also the Director of the Science & Mathematics Academic Resource & Tutorial (SMART) Center that provides free peer-led tutoring in Biology, Chemistry, Mathematics, Physics, and Statistics to Georgia Southern students on the Armstrong campus and in a virtual environment.
Teaching Philosophy
My goal as an educator is to have a classroom focused on the students. Giving all students every opportunity to succeed in class is my goal. Georgia Southern students are involved with countless other things in their lives such as full-time jobs, families, and adjusting to moving to a new city for college. This, however, does not mean being a pushover and changing expectations. It is my belief that every student that passes my class should be able to continue to any other higher level math class at Georgia Southern and not be at a disadvantage to the rest of the class. Bringing standards up to the highest level and motivating students to achieve them are the keys to fulfillment of these expectations.
* M.A., University of Kentucky, 2004
* B.A., Illinois College, 2002
jccolongaud@georgiasouthern.eduhttps://scholars.georgiasouthern.edu/en/persons/j-checo-col%C3%B3n-gaud-2J. Checo Colón-GaudJ. Checo Colón-GaudProfessor of Biology; Associate Dean, Jack N. Averitt College of Graduate Studies912-478-0053Biological Sciences Building, Room 3328Statesboro CampusCollege of Science & Mathematics, Jack N. Averitt College of Graduate StudiesDepartment of BiologyI'm a freshwater ecologist interested in the role that consumers play in organic matter processing and how they may influence stream ecosystem functioning. My research is directed towards understanding the ecology of freshwater systems, particularly focusing on food web structure and organic matter dynamics. Most of my recent and ongoing work has focused on tropical headwater streams, coastal plain rivers and wetlands in the southeastern US.
Teaching Philosophy
I incorporate active learning and inquiry-based methods, along with traditional methods, while presenting information in a variety of ways to suit the various learning styles of my students. I also strive to incorporate local and current issues that relate to course material as much as possible, as this can make class discussions more relevant and interesting to students.
* Ph.D., Southern Illinois University, 2008
* M.S., Louisiana State University, 2003
* B.S., The University of Texas at El Paso, 2000
* Freshwater Ecology
Research Interests
* Community Ecology
* Coastal Plain Rivers
* Tropical Ecology
beross@georgiasouthern.eduBarbara RossBarbaraRossSenior Lecturer912-877-1914Liberty Campus, 118Liberty CampusCollege of Science & MathematicsDepartment of Mathematical SciencesBarbara E. Ross is an alum of Georgia Southern University and is a Senior Lecturer of Mathematics in the Department of Mathematical Sciences. Ms. Ross teaches core math courses on the Liberty campus.
Teaching Philosophy
My teaching philosophy centers on the idea that all students can learn and appreciate mathematics. I encourage students to use collaboration and active learning strategies to foster a growth mindset toward the learning of mathematics.
* Ed.S., Georgia Southern University, 2003
* MEd., Armstrong Atlantic State University, 1996
* BSEd., Armstrong State College, 1989
wdhury@georgiasouthern.eduWasimul Q. ChowdhuryWasimul Q. ChowdhuryAssociate Professor912-478-4731Natural Sciences Building, Room 2204BStatesboro CampusCollege of Science & MathematicsDepartment of BiologyMy name is Wasimul Q. Chowdhury and I am an Associate Professor (NTT) in the Department of Biology. I received my Ph.D. from Osaka University in 1996. I teach different ranges of biology courses which include microbiology, concepts of biology, principles of biology, etc. I have been teaching Georgia Southern for the last 11 years. My aim is to make every student of mine an avid fan of biology!
Teaching Philosophy
I believe learning is a process, not a product. Learning involves change in knowledge, beliefs, behaviors, or attitudes. This change unfolds over time. Learning is the direct result of how students interpret and respond to their experiences and conscious and unconscious, past, and present. To enhance students’ learning process, I believe that it is my duty to provide a healthy learning environment. So, my goal is to create an engaging, student-centered, and creatively inducing learning environment. To achieve these learning outcomes, I design my course learning objectives to encompass critical thinking and application of skills. To achieve this goal, I attempt to create a classroom atmosphere that helps with such learning.
* Ph.D, Osaka University, 1996
* MS, Dhaka University, 1989
* BS, Dhaka University, 1987
Research Interests
* Biodegradable Polymer
* Protein Translation
* Renewable Energy
jvillavargas@georgiasouthern.eduhttps://scholars.georgiasouthern.edu/en/persons/jorge-villa-vargas-2Jorge Villa-VargasJorgeVilla-VargasLecturer912-478-0051Math/Physics Building, Room 2043Statesboro CampusCollege of Science & MathematicsDepartment of Biochemistry Chemistry & PhysicsJorge Villa-Vargas is s Lecturer in the Department of Biochemistry, Chemistry, and Physics at Georgia Southern University. He joined Georgia Southern in 2013. His research interest is centered on the evolution of galaxies and the effect of galactic interactions using computer simulations.
Teaching Philosophy
In what ways should my students be different as a result of completing my courses? My compromise as a teacher is to facilitate a student’s learning experience which helps them understand fundamental concepts and principles of physics, and apply them to problems in an organized and logical way. I wanna help them to become better thinkers and problem solvers! The acquired knowledge and skills must contribute to their professional and personal success, when used as tools to appreciate things, evaluate situations and make decisions. Students should discover science as the best instrument we have to understand the things around us and find joy in that understanding.
* Ph.D., University of Provence, France, 2006
Research Interests
* Galactic Dynamics
* Evolution of Galaxies
* Galactic Interactions
* Numerical Simulations
* Physics Education
dnivens@georgiasouthern.eduhttps://scholars.georgiasouthern.edu/en/persons/delana-gajdosik-schartnerDelana Gajdosik SchartnerDelanaGajdosik SchartnerProfessor of Chemistry, Assistant Vice President for Strategic Initiatives, Executive Director, Institute for Innovative and Integrated Studies912-344-2954Georgia Southern Research Labs #1002, Mowhawk Street SavannahArmstrong Campus, Statesboro CampusCollege of Science & MathematicsDepartment of Biochemistry Chemistry & PhysicsDr. Schartner leads initiatives to enhance adult and online learner enrollment, degree completion programs, and workforce development, while also serving as State Authorization coordinator. Since 2000, she has secured over $7.6 million in grants for STEM education and diversity. Her research includes 24 peer-reviewed publications and over 100 presentations. A graduate of the USG Executive Leadership Institute, she held numerous administrative roles at Georgia Southern, including as a former Dean of COSM. She helped create three degree programs at Georgia Southern and co-founded the Alliance for Women in STEM and the DEI Collaborative.
* Ph.D., University of South Carolina, 1998
* BS Chemistry, University of Pittsburgh, 1993
Research Interests
* Chemistry/STEM Education
* Diversity in STEM
* Environmental Analytical Chemistry
Institute for Innovative and Integrated Studies (I3S) lyu@georgiasouthern.eduLili YuLiliYuKEP endowed Chair, Professor912-478-1278Hendricks Hall 1013Statesboro CampusJiann-Ping Hsu College of Public HealthDepartment of Biostatistics, Epidemiology & Environmental Health SciencesI am KEP endowed Chair and a professor in JPHCOPH at Georgia Southern University. I graduated from The Ohio State University, department of Statistics in 2007. Then I joined Biostatistics discipline in JPHCOPH at Georgia Southern University as an assistant professor. My main research is survival data analysis. We develop new techniques for heteroscedastic survival data based on the accelerated failure time model. We also analyze survival data to investigate the effects of risk factors on the survival time based on Cox model.
Teaching Philosophy
I believe teaching is about inspiring students to think critically and develop a love for learning. I use active learning techniques, such as group discussions and problem-based learning, to ensure deep engagement with the material. I connect theoretical concepts to real-world applications to make learning more relatable. I’m committed to creating an inclusive classroom that values diverse perspectives and adapts to student needs. I provide continuous assessment and feedback, helping students reflect and grow. My goal is to foster a supportive environment for lifelong learning and critical thinking.
* The Ohio State University
Research Interests
* Survival Data Analysis
* Missing Data Analysis
lancemcbrayer@georgiasouthern.eduhttps://scholar.google.com/citations?user=bj0jkOQAAAAJ&hl=en&oi=aoLance McBrayerLanceMcBrayerProfessor & Curator of Herpetology912-478-0545Biological Sciences 1160Statesboro CampusCollege of Science & MathematicsDepartment of BiologyMcBrayer is an integrative organismal ecologist interested in understanding how phenotypes respond to natural selection and variation among habitats.
Teaching Philosophy
McBrayer teaches courses in herpetology, comparative vertebrate anatomy, and evolution. He strives to provide challenging, real-world experiences for students so that they may develop skills sets that are applicable to any career path.
* B.S. Biology, Berry College
* M.S. Biology, Buffalo State College
* Ph.D Ecology & Evolutionary Biology, Ohio University
Research Interests
* Organismal Ecology
* Herpetology
* Behavior
* Physiology
James H. Oliver Jr. Institute for Coastal Plain Science jhodgson@georgiasouthern.eduhttps://scholar.google.com/citations?user=bEk_tlgAAAAJ&hl=enJay HodgsonJayHodgsonProfessor912-344-3043Science Center 1004Armstrong CampusCollege of Science & MathematicsDepartment of BiologyDr. Jay Hodgson is a Professor in the Department of Biology and teaches a mixture of undergraduate and graduate courses covering a variety of subjects including Introductory Biology, Microbiology, Ecology, and Evolution.
Teaching Philosophy
My teaching philosophy centers around building trust with students and promoting their success. I teach the way I would want to be taught by being transparent and enthusiastic to help encourage students to feel safe to ask questions, follow their curiosity, and challenge themselves. I want to instill a sense of wonder of the natural world and teach students to critically think like biologists so they can make informed decisions as citizens and excel in the workplace as employees and leaders.
* Ph.D., The University of Alabama, 2009
* M.S., University of Wisconsin-Green Bay, 2002
* B.S., St. Norbert College, 1999
Research Interests
* Limnology
* Aquatic Ecology
* Predation
* Long-Term Ecological Data
James H. Oliver Jr. Institute for Coastal Plain Science sopoku@georgiasouthern.eduSamuel OpokuSamuelOpokuProfessor912-478-6985Hendricks HallStatesboro CampusJiann-Ping Hsu College of Public HealthDepartment of Health Policy & Community HealthSamuel T. Opoku, is an Associate Professor in the Department of Health Policy and Community Health, Jiann-Ping Hsu College of Public Health. Dr. Opoku received his Ph.D. in Health Services Research Administration and Policy from The University of Nebraska Medical Center. Dr. Opoku’s research has sought to generate actionable evidence that would improve the health and healthcare access of disadvantaged populations through stakeholder engagement and the use of innovative research methods. He has disseminated his work through publications in reputable journals, policy briefs and technical reports, and presentations at several scientific and practice conferences as well as to state and local community leaders and policymakers.
Teaching Philosophy
My teaching philosophy is to approach my duty as a teacher and an agent of societal change, focusing on nurturing critical thinking and providing students with the tools needed to question, innovate, and create solutions to the world’s problems.
* Ph.D.
* MBChB
Research Interests
* Rural Health
* Social Determinants of Health
* Access to Care
Center for Public Health Practice and Research ldbrown@georgiasouthern.eduhttps://scholar.google.com/citations?user=G4Q4gKoAAAAJ&hl=en&oi=sraLisa BrownLisaBrownAssociate Professor912-478-5857Biological Sciences 3358Statesboro CampusCollege of Science & MathematicsDepartment of BiologyDr. Lisa D. Brown earned a Ph.D. from Louisiana State University and completed postdoctoral training at Vanderbilt University. She currently serves as an Associate Professor in the Department of Biology, where she instructs undergraduate and graduate courses in microbiology and immunology.
Teaching Philosophy
In my approach to teaching biology, I aim to cultivate a deep and thorough comprehension of the subject matter. This involves delving into the intricacies of biological concepts and processes, and emphasizing their relevance to real-world scenarios. By fostering a holistic understanding, students can develop a strong foundation that enables them to apply their knowledge effectively in practical situations.
* Ph.D., Louisiana State University, 2016
Research Interests
* Insect Immunology
* Medical and Veterinary Entomology
* Arthropod Vector Biology
James H. Oliver Jr. Institute for Coastal Plain Science tjroberts@georgiasouthern.eduTheaonica Joy RobertsTheaonica JoyRobertsLecturer and Clinical Coordinator912-344-2834Armstrong Center 237Armstrong CampusWaters College of Health ProfessionsDepartment of Clinical SciencesMy name is Theaonica Joy Roberts. I'm the Clinical Coordinator of the Radiation Therapy Program for the Department of Clinical Sciences. I have a Masters degree in Public Health and a Bachelor of Science in Radiologic Technology in Radiation therapy, both from Armstrong Atlantic State University. I have been a radiation therapist for 23 years beginning my career at Mayo Clinic in Jacksonville, FL and returned to Savannah at the Anderson Cancer Institute at Memorial Health. My experiences have created a passion in dedicating my time, and talent to fostering a positive, compassionate and engaging learning environment for students. My free time is dedicated to my husband and two children, community service and long walks. Philippians 4:6-7
Teaching Philosophy
My teaching philosophy is grounded in a commitment to fostering a supportive, engaging, and ethically responsible learning environment. I aim to empower future healthcare professionals to be knowledgeable, compassionate, and adaptable, ready to meet the challenges of a rapidly evolving field.
* Master of Public Health, 2014
* Bachelor of Science in Radiologic Sciences, Radiation Therapy, 2001
kpatton@georgiasouthern.eduKelly PattonKellyPattonAssistant Professor of Physics 912-344-2920Science Cetner, Rm 2020Armstrong CampusCollege of Science & MathematicsDepartment of Biochemistry Chemistry & PhysicsI have been at GSU since the fall of 2019. Before that I was an assistant professor at Georgia Gwinnett College. Before that I completed three postdocs: one in Germany, one at LSU, and one in South Korea.
Teaching Philosophy
People learn by doing.
* Ph.D, University of Georgia, 2006
Research Interests
* Ultracold Atomic Gases
* Strongly Correlated Electron Systems
* Quantum Information
sgremillion@georgiasouthern.eduhttps://scholar.google.com/citations?user=MVmfiwIAAAAJ&hl=enSara GremillionSaraGremillionProfessor912-344-2671Science Center 1016Armstrong CampusCollege of Science & MathematicsDepartment of BiologyMy research and teaching interest is in fungal biology.
Teaching Philosophy
I aim to provide inclusive instruction to all students.
* Ph.D. Plant Pathology
* B.A. Biology
Research Interests
* Fungal Biology
* STEM Education
* Inclusive STEM Teaching
Institute for Water and Health cchamp@georgiasouthern.eduCharles ChampCharlesChampProfessor912-478-5477Math/Physics room 3308Statesboro CampusCollege of Science & MathematicsDepartment of Mathematical SciencesI am originally from Arkansas growing up in the back waters of the Mississippi Delta. I received my Ph.D. from the University of Louisiana-Lafayette in 1986, a MA degree in Statistics from the University of Missouri-Columbia in 1982, and a BS and MS in Mathematics from Arkansas State University in Jonesboro, Arkansas 1971 and 1973, and a AA degree from Southern Baptist College now Williams Baptist University in 1968. I begin my teaching career as a high school mathematics teacher in a small high school in Brookland High School in Arkansas. Although it has been thirty-seven years since obtaining my Ph.D., my research interest is mainly in the area of statistical quality control. I have published several papers in this area.
Teaching Philosophy
I am interested in providing instruction at all levels including supervising student research projects. Over the years, I have taught a wide variety of statistics courses. These experiences influence courses that I presently teach. I routinely teach an elementary statistics courses. On occasions, a senior course in statistics; and as we have students, various graduate courses. Further, I am actively involved in our Statistics Group’s Seminar Series which supports the academic growth of our faculty. I plan to continue these activities.
* Ph.D. in Statistics, University of Louisiana-Lafayette
* MS in Statistics, University of Missouri-Columbia
* MS in Mathematics, Arkansas State University
* Associate of Arts Degree, Williams Baptist University
Research Interests
* Statistical Quality Control
* Design of Experiments
* Multivariate Analysis
* Change Point Analysis
* Analysis of Means
Statistical Consulting Unit rkvance@georgiasouthern.eduscholars.georgiasouthern.edu/en/persons/r-kelly-vance-2Robert Kelly VanceRobert KellyVanceProfessor of Geology912-478-5353Herty 2116cStatesboro CampusCollege of Science & MathematicsSchool of Earth Environment & SustainabilityRobert Kelly Vance completed B.S. and M.S. degrees in geology at the University of Kentucky in Lexington and worked at the Institute for Mining and Minerals Research conducting Devonian oil shale research before entering doctoral studies at the New Mexico Institute of Mining and Technology. Dr. Vance teaches Environmental Geology labs, and Mineralogy, Petrology, Field Methods, and Economic Geology courses for geology majors on the Statesboro campus. Dr. Vance has taught field-based conservation and environmental geology courses on St. Catherines Island where he continues saltwater intrusion research with colleagues.
Teaching Philosophy
My teaching style includes building a “foundation” knowledge of geological features, principles and processes followed by application of this knowledge base to recognition, interpretation, critical thinking, and problem solving. The application of geology to understand and appreciate the natural processes that shape our planet, and local environment is essential to my teaching. Field trips in advanced geology courses, generate enthusiasm and camaraderie in the student cohort and appreciation for nature and the science of Geology. My teaching integrates lectures with the development of practical lab, field, research and communication skills to graduate students equipped to begin a professional career or graduate studies.
* Ph.D. New Mexico Tech
* M.S. University of Kentucky
* B.S. University of Kentucky
Research Interests
* Igneous Petrology & Geochemistry
* Economic Geology
* Carolina Terrane Geology
* Barrier Island Environmental Geology
* Ground Penetrating Radar Applications
leege@georgiasouthern.eduhttps://sites.google.com/a/georgiasouthern.edu/leege_lissa/Lissa M. LeegeLissa M.LeegeProfessor of Biology912-478-0800Biological SciencesStatesboro CampusCollege of Science & MathematicsDepartment of BiologyLissa M. Leege is a Professor of Biology, trained as plant ecologist with an interest in threats to biodiversity and ecosystem restoration. Current work focuses on 1) sand dune ecology and restoration on Tybee Island and 2) the impacts of non-native species invasions in wetlands. Dr. Leege teaches environmental biology, botany, plant ecology and sustainability-related courses and has enjoyed the opportunity to teach study abroad in Italy and Ireland. She is involved in sustainability-related service at the local and state level.
Teaching Philosophy
The driving force behind Dr. Leege’s teaching has always been to engage her students in the process of science and to teach critical thinking skills that will outlast any memory of course content. In recent years her key learning outcomes have also expanded to include engaging students in the development and implementation of solutions to sustainability challenges. The approach to these learning outcomes varies by course level, but includes a diversity of teaching strategies (experiential learning, original research projects, service-learning, etc.) that speak to the different learning styles and seek to engage every student.
* Ph.D, Michigan State University, Department of Botany and Plant Pathology
* Secondary Teacher's Certification. Westminster College of Salt Lake City
* B.A. in Biology with Departmental Distinction, St. Olaf College
Research Interests
* Coastal Sand Dune Ecology and Restoration
* Non-Native Plant Invasions
* Ecology and Management of Rare Plants
* Plant Conservation Ecology
* Plant Population and Community Ecology and Threats to Biodiversity
James H. Oliver Jr. Institute for Coastal Plain Science meimeilin@georgiasouthern.eduMeimei LinMeimeiLinAssociate Professor of Geography912-344-2974Science Center 2009Armstrong CampusCollege of Science & MathematicsSchool of Earth Environment & SustainabilityMeimei Lin is an Associate Professor of Geography in the School of Earth, Environment & Sustainability and an affiliate faculty member at the Institute of Coastal Plain Science. She is a broadly trained geographer and environmental scientist who utilizes mathematical, statistical, and geospatial technology to study human-environment interactions, focusing on land change science, urban analytics, regional planning, agricultural sustainability, and corporate social responsibility. Dr. Lin teaches a variety of geography courses, mentors students, and actively engages in community outreach.
Teaching Philosophy
My teaching philosophy focuses on developing students' critical thinking and self-directed learning skills to foster independence and lifelong learning. I integrate lectures, hands-on exercises, discussions, and projects to connect concepts with real-world applications in an engaging, student-centered environment. I continuously refine my courses using student feedback, clear grading rubrics, and professional development to enhance clarity and effectiveness.
* Ph.D., Miami University
Research Interests
* Geographic Information Science (GIS)
* Remote Sensing and Urban Analytics
* Regional and Urban Planning
* Agricultural Sustainability
* Corporate Social Responsibility
James H. Oliver Jr. Institute for Coastal Plain Science smateer@georgiasouthern.eduhttps://scholar.google.com/citations?user=RMcEABMAAAAJ&hl=enScott C MateerScott CMateerProfessor of Biology912-344-3101SC 1021Armstrong CampusCollege of Science & MathematicsDepartment of BiologyI am a first-generation college student and was the first in my family to earn a bachelor’s degree. I went to graduate school with the sole purpose of becoming a biology professor, aiming to join an institution focused on student learning. This is why I decided to join the biology faculty at Armstrong Atlantic State University. While I now find myself at an institution striving to become a research university, my focus remains dedicated to undergraduate education in the sciences.
Teaching Philosophy
I strive to create a student-centered classroom by using evidence-based practices that emphasize hands-on activities, team projects, and real-world problem-solving. My goal is to have students take ownership of their learning and to reflect on how they are learning so that they become the lifelong learners needed to be successful throughout their academic and professional careers.
* Postdoctoral Fellow, University of Virginia, 2004
* DrPH, University of Texas, 1998
* BS in Biology with a Philosophy Minor, University of Nebraska-Omaha, 1989
Institute for Innovative and Integrated Studies (I3S) naggarwal@georgiasouthern.eduNeelam AggarwalNeelamAggarwalSenior Lecturer912-4782375MP 2043AStatesboro CampusCollege of Science & MathematicsDepartment of Mathematical SciencesI joined Georgia Southern in 2012 as a Math faculty. Currently I serve as a Senior Lecturer in Mathematics. My teaching assignments include both in-person as well as online classes over a wide range of courses, such as Calculus I, Survey of Calculus, Trigonometry, College Algebra, and Math Modeling. I have been involved in various COSM committees, such as Gateway to Completion (G2C) for Calculus, Core Curriculum Committee, Scholarship (Statesboro campus), Course Assessment coordinator for Math 1113/1112, (Pre-Calculus/ College Trigonometry), Faculty Grievance Committee, COSM Faculty Senate (as an Alternate member), and Co-chair of Junior Varsity Math Competition hosted by the Math Department of Georgia Southern University.
Teaching Philosophy
I see my role as a facilitator, encouraging collaboration among students through group activities and study sessions. I implement class activities rooted in teamwork so that the students can work on course-related problems together in groups in class and outside by forming study groups. I promote the use of the free tutoring facilities offered by the university and by the Math department, which significantly boosts student success. After over 30 years of teaching across different locations, I have been blessed to experience smiling students walking out of the last class session with a sense of pride in their accomplishments and the ability to successfully advance to their future endeavors.
* Effective Online Teaching Practices, 2022
* MS Philosophy, Mathematics, University of Delhi, 1986
* Master of Arts, Mathematics, University of Delhi, 1984
* BA Mathematics, University of Delhi, 1982
Research Interests
* Functional Analysis
ccosta@georgiasouthern.eduCynthia CostaCynthiaCostaPrincipal Lecturer of Art History912-344-2699Solms Hall, 214AArmstrong CampusCollege of Arts & HumanitiesBetty Foy Sanders Department of ArtCynthia Costa specializes in ancient Egyptian art and architecture. She earned an undergraduate degree in painting in 2000 and a terminal degree in Art History in 2009, focusing on Egyptian art. Since then, she has served as Principal Lecturer of Art History at GSU, where she has developed and taught a wide range of courses on ancient art and architecture. With multiple certifications in online education and best-practice teaching, graduate teaching status, numerous presentations, and notable publications, Cynthia’s research has also a range of historical subjects speaking to her depth and breadth of knowledge which she has contributed to resources in major art history textbooks.
Teaching Philosophy
My teaching philosophy is based on the belief that art history provides insight into human experience, allowing students to explore how cultures express identities, beliefs, and values through visual art. With a focus cultural and other contextual traditions, I aim to inspire curiosity and critical thinking about art’s role in history. I emphasize active dialogue and engagement, showing students the relevance of art history today. Visual literacy is a core goal, teaching students to analyze visual media in cultural contexts. Inclusivity, adaptability, and integrating research into teaching are key, encouraging students to develop their own interpretations and become lifelong learners.
* M.F.A. in Art History, SCAD, Savannah, GA
* B.F.A. in Painting, SCAD, Savannah, GA
* A.A. in Painting, Joliet Junior College, Joliet, Illinois
* Certificate in Effective Instruction
Research Interests
* Ancient Egyptian Art History
* Canonical Eye Types found in Ancient Egyptian Sculpture
* History of Art
* Materials & Techniques
* Scholarship of Teaching and Learning
fturner@georgiasouthern.eduhttps://scholars.georgiasouthern.edu/en/persons/felicity-turner-2Felicity M. TurnerFelicity M.TurnerAssociate Professor History; Provost Faculty Fellow for Interdisciplinary Education912-344.3611Hawes 105BArmstrong CampusCollege of Arts & HumanitiesDepartment of HistoryFelicity M. Turner is an Associate Professor of US History. Before coming to Georgia Southern, Dr. Turner was a Law and Society Fellow at the Maurer School of Law at Indiana University in Bloomington; the Law and Society Fellow at the University of Wisconsin Law School in Madison; and a postdoctoral fellow at the U.S. Studies Center at the University of Sydney in Australia. In addition to her 2022 book, Proving Pregnancy: Gender, Law, and Medical Knowledge in Nineteenth-Century America, she has published several articles and essays on the legal history of reproduction in the nineteenth-century U.S., one of which received the 2014 Nupur Chaudhuri Award from the Coordinating Council of Women in History.
Teaching Philosophy
As an historian, I demonstrate how a range of historical actors contributed in meaningful ways to the shaping of the American past, even as they were denied access to formal structures of power and state governance. This approach informs my teaching, in which my overarching objective is to challenge all learners to rethink the conventional historical narratives with which they are so familiar.
* Ph.D., Duke University
* MA, La Trobe University
* BA (Hons), Monash University
Research Interests
* Legal History
* Medical History
* US South
* Women & Gender
* Reproductive Justice
Institute for Innovative and Integrated Studies (I3S) wtu@georgiasouthern.eduhttps://scholars.georgiasouthern.edu/en/persons/wei-tu-2Wei TuWeiTuProfessor of Geography and Geographic Information Science912-478-52332100 E HertyStatesboro CampusCollege of Science & MathematicsSchool of Earth Environment & SustainabilityDr. Tu teaches GIS and regional and thematic geography courses at both the undergraduate and graduate levels. Dr. Tu’s recent research focuses on the influence of place and space effects on health outcomes. He has authored or co-authored over 50 peer-reviewed articles and book chapters and served as the mapping supervisor for the Metro Atlanta Equity Atlas project in 2012. Dr. Tu was selected as a Governor’s Teaching Fellow for the University System of Georgia in 2019. He received the International Association of Chinese Professionals in Geographic Information Sciences Education Excellence Award in 2021, and he was a Social Determinants of Health & Place Fellow at the University of Illinois at Urbana-Champaign in 2024.
Teaching Philosophy
I believe teachers should empower students to become life-long learners, creative thinkers, passionate practitioners, and effective communicators. Education is a lifelong journey, measured by students' ability to learn independently and use their talents for the greater social good. Teachers must foster critical thinking, encouraging students to see the world from diverse perspectives. I advocate for maps as vital tools for understanding global issues and developing spatial thinking skills. I value experiential learning. As the Chinese proverb says, 'It is better to travel ten thousand miles than to read ten thousand books,' highlighting the importance of real-world experience over theoretical knowledge.
* Ph.D. from Texas A&M University
* M.S. degree from East China Normal University
* B.S. degree from East China Normal University
Research Interests
* Geographic Information Science
* Spatiotemporal Models
* Health Geography
* Spatial Epidemiology
* Sustainability Science
Institute for Health Logistics & Analytics, James H. Oliver Jr. Institute for Coastal Plain Science yan@georgiasouthern.eduhttps://www.researchgate.net/profile/Yan-Wu-62Yan WuYanWuProfessor of Applied Mathematics912-478-0382MP2325Statesboro CampusCollege of Science & MathematicsDepartment of Mathematical SciencesDr. Yan Wu is a Professor of Applied Mathematics at Georgia Southern University. His research interests include adaptive control of nonlinear dynamical systems with uncertainties, fractional-order dynamical systems and control, and machine learning. He has been collaborating with scholars across the disciplines such as electrical, mechanical, and biochemical engineering. He actively engages students in research in addition to teaching undergraduate and graduate courses.
Teaching Philosophy
My teaching philosophy centers on fostering an inclusive learning environment where each student is encouraged to develop learning skills on a daily basis. I uphold the value of student success centered instruction, not only their success in my classes, but also prepare students to succeed at the next level.
* Ph.D. Applied Mathematics and Electrical Engineering, University of Akron, 2000
* M.S. Applied Mathematics, University of Akron, 1996
* B.Sc. Computational Mathematics and Computer Science, Beijing University of Technology, 1992
Research Interests
* Adaptive Control Systems
* Disturbance Rejection Control
* Fractional-order Dynamical Systems and Control
* Differential Algebraic Systems
* ANN, CNN, WNN and Machine Learning
kveronee@georgiasouthern.eduhttps://scholars.georgiasouthern.edu/en/persons/kenna-e-veroneeKenna VeroneeKennaVeroneeAssistant Professor912-478-5845Foy 1004Statesboro CampusCollege of Arts & HumanitiesFred & Dinah Gretsch School of MusicKenna Veronee is an alum of Florida State University and is an Assistant Professor of Music Education in the Fred and Dinah Gretsch School of Music where she also serves as the Coordinator of Music Education.
Teaching Philosophy
My teaching philosophy centers on professional preparation. I want my music education students to be as prepared as possible to enter their future classroom upon graduation and believe that the careful planning and execution of their curriculum content and experiences sets them up for that success.
* Florida State University, Bachelor of Music Education
* Florida State University, Master of Music Education
* Florida State University, Ph.D. in Music Education
Research Interests
* Preservice Teacher Education
* Effective Teacher Behaviors
* Nontraditional Music Education
* Preservice Teacher Self-efficacy
gmoore@georgiasouthern.eduhttps://scholars.georgiasouthern.edu/en/persons/georgianne-mooreGeorgianne MooreGeorgianneMooreProfessor of Ecohydrology912-478-8660Biological Sciences 2266Statesboro CampusCollege of Science & MathematicsDepartment of BiologyThe Moore Ecohydrology Lab seeks to understand how land management and global change affects the water cycle. Distinctly interdisciplinary, our research spans many types of ecosystems from coastal wetlands to tropical montane forests, and utilizes advanced measurement tools. An overarching theme of the Moore Lab is to narrow the knowledge gap between ecohydrology and climate research. Our current research focuses on impacts of sea level rise on barrier island forests. We are developing novel methods to better understand how coastal forests respond to saltwater intrusion, and how salt stress impacts tree health and function. Ultimately the goal of this research is to help protect coastal communities from flooding.
Teaching Philosophy
By design, I link my teaching, research, and service, by exposing students to current priorities for land management and ecosystem restoration. Further, I share with students my networks with management agencies to open doors for employment and advanced degrees. These linkages elevate the impact of my teaching as evidenced by outcomes through student success. My courses emphasize high-impact learning. Hands-on activities provide opportunities for students to observe and engage in scientific practice. Writing assignments help students think and communicate like professionals. It is within this writing framework that students gain enthusiasm and insight for topics that link science to society.
* Ph.D., Oregon State University, 2003
Research Interests
* Plant Physiology
* Forest Hydrology
* Global Change Biology
* Coastal Barrier Islands
* Tropical Forests
James H. Oliver Jr. Institute for Coastal Plain Science, COSM Core Research Lab, Institute for Water and Health jthornton@georgiasouthern.eduJames ThorntonJamesThorntonMajorBldg 262 (Military Science)Statesboro CampusCollege of Science & MathematicsDepartment of Military ScienceMAJ Thornton was born and raised in East Bernard, TX. He has a Bachelors in Political Science from Texas A&M University and a Masters in Military Operational Art and Science from the Air Command and Staff College. His military education includes the Artillery Officer Basic Course, Artillery Captain’s Career Course, and the Air command and Staff College. MAJ Thornton commissioned as an artillery officer through the Officer Candidate School on 6 January 2005 as a college option. MAJ Thornton has deployed to both Iraq and Afghanistan and has served forward deployed in both Germany and the Republic of Korea.
Teaching Philosophy
Efficient, collaborative, teambuilding thru experiential learning
* Bachelors in Political Science
* Military Officer Candidate School Graduate
* Military Officer Basic Course Graduate
* Military Captains Career Course Graduate
* Masters in Military Operational Art and Science
Research Interests
* Military Operational Art and Science
* Leadership & Team Building
btankersley@georgiasouthern.eduBenjamin TankersleyBenjaminTankersleyActing Director of Graduate Programs912-344-3413Hawes Hall 110D/Parker College of Business 3305Armstrong Campus, Statesboro CampusParker College of BusinessGraduate Programs OfficeBenjamin Tankersley is the Assistant Director of Graduate Programs for the Parker College of Business. His main responsibilities program-level assessment of Georgia Southern's MBA programs, advising current students, developing student support infrastructure, and assisting in managing the Graduate Programs Office.
* M.Ed. Higher Education Administration, Georgia Southern University
* B.A. Journalism, University Of Georgia
B.A. Journalism, University of Georgia johnmurphy@georgiasouthern.eduJohn MurphyJohnMurphyDirector of Development - Parker College of Business912-478-2277College of Business Building 2200aStatesboro CampusParker College of BusinessUniversity Advancement(From LinkedIn) An experienced leader with a demonstrated history of success in unique and eclectic settings both in Higher Education and Professional Levels. Skilled in Management, Development, Sports Psychology, Recruitment, Public Speaking, Curriculum Development and various Media formats. An author of two books and an instructional DVD series, is also a nationally recognized speaker and clinician. A lifelong learner who has earned multiple professional certifications, a Master of Science Degree in Kinesiology, a member of Pi Lambda Theta for Educators, and currently in the dissertation phase of a Doctoral Degree in Curriculum Studies at Georgia Southern University.
Teaching Philosophy
Do no harm.
* Dissertation Phase Of A Doctoral Degree In Curriculum Studies
Research Interests
* Sociology Of Sport
* Philanthropy
Philanthropy cfaires@georgiasouthern.eduChristopher FairesChristopherFairesAssistant Professor of Logistics and Supply Chain Management912-478-5488PCOB 3352Statesboro CampusParker College of BusinessDepartment of Logistics & Supply Chain ManagementChris Faires’s primary research area lies at the intersection of reverse logistics and risk management, focusing on how firms can reduce uncertainty in the return process. Other research areas include last-mile logistics, vehicle routing, and simulation modeling. Prior to joining academia, Chris worked professionally as a web developer for both nonprofit and fitness equipment companies.
Teaching Philosophy
In the classroom, Chris strives to help students recognize their role as participants in supply chains and understand how logistics and supply chain management have a daily impact on their lives.
* Ph.D., Supply Chain Management, Iowa State University
Research Interests
* Reverse Logistics
* Omnichannel Retail
* Last-Mile Logistics
Omnichannel retailLast-mile logistics jfrederick@georgiasouthern.eduJoshua FrederickJoshuaFrederickAssistant Professor912-478-5577Parker College of Business Room 3344Statesboro CampusParker College of BusinessDepartment of FinanceJoshua Frederick is an assistant professor of finance at Georgia Southern University. He received his BBA (finance) and MBA from Georgia Southern University and his Ph.D. (risk management and insurance) from The University of Georgia. Frederick’s research focuses on internal financing, mergers and acquisitions, health insurance, social insurance, and insurance regulation. Published research outlets include The North American Actuarial Journal, The European Journal of Operational Research, The Journal of Insurance Issues, and Risk Management and Insurance Review. Prior to his career in academia, Frederick worked in banking and insurance.
Teaching Philosophy
My teaching goals are to share the knowledge in my area of expertise, to provide my students with applicable real world skills, and to continuously work to adapt and improve my courses so the material delivered fits the ever changing educational landscape.
* Ph.D., University Of Georgia
* Mba, Georgia Southern University
* Bba, Georgia Southern University
MBA, Georgia Southern UniversityBBA, Georgia Southern University
Research Interests
* Internal Financing
* Health Insurance
* Social Insurance
* Insurance Regulation
Health insuranceSocial insuranceInsurance regulation hannamd@georgiasouthern.eduMark HannaMarkHannaProfessor912-478-5511PCOB 3327Statesboro CampusParker College of BusinessDepartment of Logistics & Supply Chain ManagementA native of Darjeeling, India, Mark Hanna, Ph.D., is professor of operations and supply chain management in the Parker College of Business at Georgia Southern University. He formerly served as associate dean of the College and chair of the Department of Information Systems and Logistics. He was on the faculty at the Richard T. Farmer School of Business Administration at Miami University from 1990–2001. He earned a Ph.D. in industrial management and an MS in management from Clemson University.
Teaching Philosophy
If there is no impact on the learner the teacher has not taught. As a result, it is imperative that the teacher adopt a learner-centered development-focused approach (in contrast with the historic norms of instructor-centered content-focused approaches). Because information is readily available from many sources and can be delivered asynchronously with ease, given reasonable class-sizes university instructors' allocation of effort should be heavily weighted toward engaging students with active applications of course content, assessment of learning, providing learner-focused personalized feedback, and ongoing improvement of instructional content and practice.
* Ph.D., Industrial Management (Clemson University)
* M.S., Management (Clemson University)
* B.A., Mathematics (Letourneau University)
M.S., Management (Clemson University)B.A., Mathematics (Letourneau University)
Research Interests
* Supply Chain Management
* Operations Management
* Quality Management
* Instructional Effectiveness
Operations ManagementQuality ManagementInstructional effectivenessCenter for Public Health Practice and Research dpham@georgiasouthern.eduhttps://scholars.georgiasouthern.edu/en/persons/duong-pham-2Duong Katie PhamDuong KatiePhamAssociate Professor of Finance912-478-6015PCOB 2238Statesboro CampusParker College of BusinessDepartment of FinanceDr. Duong “Katie” Pham, Ph.D., is an associate professor of finance at Georgia Southern University’s Parker College of Business. She holds a Ph.D. in Finance from the University of Central Florida. With a background as an auditor and business consultant, Dr. Pham smoothly transitioned into academia. Her research interests span corporate governance, executive compensation, corporate finance, and real estate. Dr. Pham’s scholarly contributions have been published in respected peer-reviewed finance journals such as the Journal of Corporate Finance, Journal of Business Finance and Accounting, and Journal of Real Estate Finance and Economics.
Teaching Philosophy
My teaching philosophy consists of three important goals. The first goal is to be effective in communicating, transferring and sharing my knowledge with students. The second goal is to always be clear and specific in my requirements from student. My third goal is to prepare my students for their career by broadening class materials, sharing career advice, helping them with professional examinations and encouraging them to seek networking events, internships and career opportunities early in their college life.
* Ph.D., University Of Central Florida, 2017
* Mba, Marshall University, 2012
* Bba, Foreign Trade University, 2009
MBA, Marshall University, 2012BBA, Foreign Trade University, 2009
Research Interests
* Corporate Governance
* Corporate Finance
* Executive Compensation
* Real Estate
Corporate FinanceExecutive CompensationReal Estate kcruz@georgiasouthern.eduKevin CruzKevinCruzAssistant Professor of Management912-478-0466PCOB 3329/Hawes 208FArmstrong Campus, Statesboro CampusParker College of BusinessDepartment of ManagementKevin’s research develops new insights into how psychological and sociological factors impact the negative and positive relationships that employees develop and maintain with their employers (e.g., psychological contract breach), leaders (e.g., social networks), team members (e.g., conflict), and co-workers (e.g., co-worker exclusion).
Teaching Philosophy
My primary goal as a teacher is to develop students’ critical, analytical, and reflective thinking skills through active learning techniques so that they have a competitive advantage on the job market and are high-performing employees.
* Ph.D., University Of Pittsburgh, 2011
* B.S., University Of South Florida St. Petersburg, 2007
* A.A., St. Petersburg College
B.S., University of South Florida St. Petersburg, 2007A.A., St. Petersburg College
Research Interests
* Employer – Employee Relationships (E.G., Psychological Contract Breach)
* Leader – Follower Relationships (E.G., Social Networks)
* Team Member Relationships (E.G., Conflict)
* Co-Worker Relationships (E.G., Co-Worker Exclusion)
Leader – Follower Relationships (e.g., social networks)Team Member Relationships (e.g., conflict)Co-Worker Relationships (e.g., co-worker exclusion) lrich@georgiasouthern.eduhttps://scholar.google.com/citations?user=cTsAv88AAAAJ&hl=enLeigh E. RichLeigh E.RichProfessor912-344-2655UH 154FArmstrong CampusWaters College of Health ProfessionsDepartment of Health Sciences & KinesiologyIn the vein of Chekhov, Leigh E. Rich has followed two passions: medicine and the media. A medical anthropologist, she teaches courses in bioethics, health law and policy, health communication, and special topics such as “Literature and Medicine,” “TV’s Take on Medicine,” and “Medicine at the Movies.” Her research focuses on bioethics and the body, health law, pop culture, and gender. A longtime “culture critic,” she has worked for various publications, including as editor of the “Journal of Bioethical Inquiry” and host of “Listening to Literature.” She is an award-winning writer and has worked in Australia, Denmark, Italy, Russia, and Switzerland. She operates an independent publishing company whose books speak to the human condition.
Teaching Philosophy
A Socratic, interdisciplinary approach grounded in epistemology, theoretical perspectives, primary sources, cultural competence, and bridging theory and praxis, particularly in the collaborative and quickly changing fields of health care, bioethics, narrative medicine, law, policy, and the media.
* Ph.D. Health And Behavioral Sciences (University Of Colorado, 2004)
* M.A. Cultural And Medical Anthropology (University Of Arizona, 1997)
* B.A. Cultural Anthropology (University Of Colorado, 1994)
* Certificate World In World Art History (The Smithsonian Associates, 2019)
M.A. Cultural and Medical Anthropology (University of Arizona, 1997)B.A. Cultural Anthropology (University of Colorado, 1994)Certificate World in World Art History (The Smithsonian Associates, 2019)
Research Interests
* Bioethics And The Body
* Health Law
* Medical Anthropology
* Pop Culture And Medicine
* Gender
Health LawMedical AnthropologyPop Culture and MedicineGender yau@georgiasouthern.eduhttps://scholar.google.com/citations?user=kfwpH2AAAAAJ&hl=en&oi=aoYoris AuYorisAuProfessor912-478-5999PCOB 2202AStatesboro CampusParker College of BusinessDepartment of Information Systems & AnalyticsDr. Yoris A. Au is chair and professor of the Department of Information Systems and Analytics. Dr. Au he has directed various extensive IS/IT projects and infrastructures. As the Internet was emerging in the 1990s, he worked with investors to establish and operate an Internet service provider company. His areas of research include economics of information systems, artificial intelligence, cloud computing, and big data technology. His current areas of teaching include artificial intelligence and machine learning, business intelligence and analytics, enterprise infrastructure and security, and cloud computing (AWS).
Teaching Philosophy
Through teaching, I believe that we have many opportunities to create a meaningful and lifelong impact on our students and help improve their lives. We do this not only by teaching them academic and professional skills but also by fostering their self-esteem and helping them realize and believe that they can achieve their dreams.
* Ph.D. In Information And Decision Sciences, Carlson School Of Management, University Of Minnesota, Minneapolis, Mn
* Mba, Katz Graduate School Of Business, University Of Pittsburg, Pittsburgh, Pa
* Bachelor Of Civil Engineering, Parahyangan Catholic University, Bandung, Indonesia
MBA, Katz Graduate School of Business, University of Pittsburg, Pittsburgh, PABachelor of Civil Engineering, Parahyangan Catholic University, Bandung, Indonesia
Research Interests
* Economics Of Is/It
* Machine Learning And Artificial Intelligence For Business
Machine Learning and Artificial Intelligence for Business kschieber@georgiasouthern.eduKasie SchieberKasieSchieberGraduate Recruitment Coordinator912-344-3401Hawes 110FArmstrong CampusParker College of BusinessGraduate Programs OfficeKasie grew up in rural Illinois and earned her bachelor's in fine arts with a focus in graphic design, marketing, and communication from Western Illinois University. After earning her Master of College Student Personnel Administration from Illinois State University, Kasie moved to the Savannah, Georgia area. Here, she served as the Alternative Breaks Coordinator at Georgia Southern for three years, where her passion for community engagement and leadership development were ignited. Kasie now serves as the Graduate Recruiter for the Parker College of Business, where she is able to utilize her skills in relationship building, marketing and outreach, graphic design, and social media management. jhroberts@georgiasouthern.eduhttps://scholar.google.com/citations?user=g3rAPysAAAAJ&hl=enJames RobertsJamesRobertsAssociate Professor912-478-46872228 Biological SciencesStatesboro CampusCollege of Science & MathematicsDepartment of BiologyI am a fish ecologist with particular interests in population and community dynamics, dispersal ecology, population and conservation genetics, and environmental change. I apply a variety of field, genetic, and modeling methods to address key questions in fisheries management and conservation biology. At GSU, I teach Fisheries Biology, Ichthyology, Conservation Biology, Evolution and Ecology, Landscape Genetics, Wildlife Management, Research Methods, and Environmental Biology.
Teaching Philosophy
Don't overdo it.
* Ph.D., Virginia Tech, 2012
* M.S., Virginia Tech, 2003
* B.S., University Of Georgia, 2000
M.S., Virginia Tech, 2003B.S., University of Georgia, 2000
Research Interests
* Fish Ecology
* Vertebrate Population Dynamics
* Landscape Genetics
* Fisheries Science
* Conservation Biology
Vertebrate population dynamicsLandscape geneticsFisheries scienceConservation biologyJames H. Oliver Jr. Institute for Coastal Plain Science tdrake@georgiasouthern.eduTara DrakeTaraDrakeExecutive Assistant912-478-5107Parker College of Business Room 2253Statesboro CampusParker College of BusinessPCOB Office of the DeanExecutive Assistant to the Associate Dean of Parker college dserrano@georgiasouthern.eduDiana SerranoDianaSerranoSenior Lecturer912-344-3618Gamble Hall 206Armstrong CampusCollege of Arts & HumanitiesDepartment of World Languages & CulturesI am originally Quito, Ecuador. I have a B.S.in English from Mt. St. Mary´s University, an M.A from Georgetown University in Latin American Studies with a concentration in Latin American Literature, and a Ph.D. from the University of Florida in Latin American Literature. I have been an educator for almost 30 years.
Teaching Philosophy
I have student centered approach to teaching. I focus on student´s success and what students can do and accomplish.
* B.S. Mt. St. Mary´S University, 1993
* M.A. Georgetown University, 1997
* Ph.D. University Of Florida, 2004
M.A. Georgetown University, 1997Ph.D. University of Florida, 2004
Research Interests
* Colonial Latin American Literature
* Latinos In The United States
* Second Language Acquisition
* Technology Use In Second Language Acquistion
Latinos in the United StatesSecond Language AcquisitionTechnology use in second language acquistion smoss@georgiasouthern.eduSteve MossSteveMossProfessor of Information Systems and Analytics912-478-07572213Statesboro CampusParker College of BusinessDepartment of Information Systems & AnalyticsProfessor of Information Systems and Analytics
* Ph.D. Decision Sciences, Georgia State 1994
* Mba, Georgia State, 1985
* Bba, U. Of S. Florida, 1982
MBA, Georgia State, 1985BBA, U. of S. Florida, 1982
Research Interests
* Forecasting
* Mega Sports Events
* International Travel
Mega Sports EventsInternational Travel srossi@georgiasouthern.eduhttps://scholars.georgiasouthern.edu/en/persons/stephen-rossiStephen RossiStephenRossiProfessor and Associate Dean, WCHP Office of the Dean912-478-8557Hollis 2123Statesboro CampusWaters College of Health ProfessionsDepartment of Health Sciences & KinesiologyIn my role as Associate Dean of WCHP, I manage institutional effectiveness data processes. I oversee curriculum reviews and modifications. I lead student recruitment, retention, and success initiatives. I supervise faculty searches, tenure, and promotion proceduresand manage Statesboro campus operations in the Dean's absence.
Teaching Philosophy
My approach to teaching is grounded in showing students the respect they deserve, challenging them through rigorous coursework, and evaluating their progress fairly to provide everyone an opportunity to succeed.
* Ph.D., Health, Leisure, And Human Performance Oklahoma State University
* M.S., Exercise Science Appalachian State University
* B.A., Physical Education And Health University Of North Carolina Wilmington
M.S., Exercise Science Appalachian State UniversityB.A., Physical Education and Health University of North Carolina Wilmington
Research Interests
* Sport And Human Performance
rachelsmith@georgiasouthern.eduRachel SmithRachelSmithDepartment Chair, Management912-478-0759Parker College of Business Room 3332Statesboro CampusParker College of BusinessDepartment of ManagementRachel Williamson Smith, Ph.D., is an Associate Professor of Management in the Parker College of Business. She joined the faculty at Georgia Southern in 2021 after holding a position at Louisiana State University where she served as the Director of the Industrial/Organizational Psychology Ph.D. Program. She has published over 27 scholarly articles and received the Gary M. Davis Excellence in Research Award from the Parker College of Business in 2024. Dr. Smith teaches courses on organizational behavior and human resource management at both the undergraduate and graduate level.
Teaching Philosophy
My teaching philosophy centers on challenging students to think critically and apply what they have learned beyond the classroom, develop meaningful relationships with students, and inspire students with an active learning approach.
* Ph.D., University Of Georgia, 2018
* M.S., University Of Georgia, 2015
* B.A., University Of South Carolina, 2012
M.S., University of Georgia, 2015B.A., University of South Carolina, 2012
Research Interests
* Employee Well-Being
* The Work-Life Interface
* Workaholism
* Scale Development
* Quantitative Research Methods
The work-life interfaceWorkaholismScale developmentQuantitative research methods dbrickey@georgiasouthern.eduD. Travis BrickeyD. TravisBrickeySenior Lecturer of Marketing & Director of the Center for Sales Excellence912-478-5588Parker College of Business, #3333Statesboro CampusParker College of BusinessDepartment of MarketingTravis Brickey comes to Parker College of Business from Pellissippi State Community College, where he taught undergraduate marketing/sales, management, and business courses in various classroom environments. In addition to his teaching experience, Brickey has 20 years of corporate marketing, sales, and advertising experience. Having worked for companies such as Disney, BBDO, University of Tennessee Medical Center, and U.S. Bank, he brings a wealth of practical hands-on experience into the classroom—providing context to theory. As the director of the Center for Sales Excellence, Brickey leads the one of the top rated sales programs in the nation!
Teaching Philosophy
My philosophy of education encourages a learning environment that supports intellectual curiosity, academic achievement, and personal growth. I encourage critical thinking, engaging students to not only learn business concepts and theory but to understand them in practice, not afraid to question norms. My teaching philosophy stems from this innate sense of natural curiosity that we all possess. As an educator with 20 years of professional real-world experience, my classes are rooted in reality. Textbook theory and definitions are taught, but then I couple it with real-world examples, which help the students better relate to the material.
* Mba, King University, 2014
* Bs, University Of Tennessee, 2001
* Ama Professional Certified Marketer - Sales Management
BS, University of Tennessee, 2001AMA Professional Certified Marketer - Sales Management
Research Interests
* Marketing & Sales Foundational Education
Center for Sales Excellence mlamboyruiz@georgiasouthern.eduhttps://scholar.google.com/citations?user=eRqJHOgAAAAJ&hl=enMelvin Lamboy-RuizMelvinLamboy-RuizAssociate Professor of Accounting912-478-2228Parker 2230Statesboro CampusParker College of BusinessSchool of AccountancyMelvin Lamboy-Ruiz is an Associate Professor at the School of Accountancy (SOA). He is a Certified Public Accountant and received his Ph.D. in Management (Accounting) from Purdue University. Melvin teaches undergraduate and graduate financial accounting courses at the Parker College of Business. His primary research interest is the impact of accounting information quality on socially significant outcomes in the healthcare industry. Melvin’s research articles have been published in several academic research journals. He dedicates his service efforts to assessing student learning at the SOA and increasing diversity and inclusion in the academic community.
Teaching Philosophy
Learning is active. I foster experiential accounting learning, blending lectures, AI tools, real-world cases, and hybrid methods to engage students, respect diversity, and nurture accounting and business skills.
* Ph.D. In Management (Accounting) From Purdue University
* Master’S In Health Services Administration From The University Of Puerto Rico-Medical Sciences
* Bsba (Accounting) From The University Of Puerto Rico-Mayaguez
Master’s in Health Services Administration from the University of Puerto Rico-Medical SciencesBSBA (Accounting) from the University of Puerto Rico-Mayaguez
Research Interests
* Accounting Information Quality
* Healthcare Accounting
* Fraud And Forensic Accounting
Healthcare accountingFraud and forensic accounting szafar@georgiasouthern.eduhttps://scholars.georgiasouthern.edu/en/persons/sana-zafarSana ZafarSanaZafarAssistant Professor of Management912-478-7089PCOB 2243Statesboro CampusParker College of BusinessDepartment of ManagementSana Zafar joins the Parker College of Business from the Warrington College of Business, where she worked as a Post-Doctoral Associate. Her research interests focus on (1) gender issues in management, and (2) entrepreneurial cognition and behavior. Sana is passionate about teaching and has taught several courses including Startup Funding, Small and Family Business Management, Strategic Management, and Principles of Management at Auburn University and the University of Florida. She is excited about supporting her students in their journeys as future entrepreneurs and leaders.
Teaching Philosophy
I believe that every student learns differently and is motivated by unique factors. My goal is to create a classroom that embraces cultural, linguistic, and learning differences while challenging diverse thinking patterns. I design courses that promote student engagement through group projects, case studies, and guest lectures, focusing on real-life applications of what students learn. I see it as my responsibility to continually improve my teaching by incorporating student feedback. I understand the impact a good teacher can have, and I strive to bring about positive changes in my students' lives.
* Ph.D. In Management, Harbert College Of Business, Auburn University
Research Interests
* Entrepreneurship
* Gender
Gender ascheetz@georgiasouthern.eduAndrea ScheetzAndreaScheetzAssociate Professor of Accounting912-478-8661PCOBStatesboro CampusParker College of BusinessSchool of AccountancyAndrea Scheetz, Ph.D., CPA, CFE received her Doctorate and Masters from Case Western Reserve University, and BBA from Niagara University. Dr. Scheetz is a Certified Public Accountant as well as a Certified Fraud examiner. She has professional practice experience in both audit and corporate accounting. Dr. Scheetz teaches undergraduate and graduate financial accounting and fraud-related courses. Her research focuses primarily on judgment and decision making related to whistleblowing following the discovery of fraud. Andrea has published in journals such as: Journal of Forensic Accounting Research, Journal of Financial Crime, Journal of Forensic & Investigative Accounting, and Issues in Accounting Education, Journal of Information Systems.
Teaching Philosophy
I wholeheartedly believe that learning is a partnership between teacher and student. It is the teacher’s role to guide the student and to inspire the student to learn, and just maybe the student will learn to love the subject matter. It is the student’s responsibility to put in the effort to learn by studying, coming to class, participating, asking questions, and doing whatever is necessary to make sure they understand.
* Case Western Reserve University - Doctor Of Philosophy In Accounting
* Case Western Reserve University - Master Of Accountancy
* Niagara University - Bachelors Of Business Administration In Accounting
Case Western Reserve University - Master of AccountancyNiagara University - Bachelors of Business Administration in Accounting
Research Interests
* Whistleblowing
* Fraud
Fraud scharlier@georgiasouthern.eduhttps://scholars.georgiasouthern.edu/en/persons/steven-d-charlier-2Steve CharlierSteveCharlierInterim Associate Dean, Professor912-478-5985PCOB 3355Statesboro CampusParker College of BusinessDepartment of ManagementSteve Charlier is a professor and chair of the Department of Management. He held managerial positions in a variety of industries prior to joining academia. He has been a certified Project Management Professional (PMP) since 2003, and has consulted with a number of organizations. Steve’s primary scholarly interests are focused on the impact of technology on the modern work environment and in management education. His research has been published in several top journals, and has been featured in popular press outlets like Forbes, Inc., Entrepreneur, and the BBC. Steve is a former associate editor for Human Resource Management and Academy of Management Learning & Education and currently sits on the editorial boards for four academic journals.
Teaching Philosophy
The foundation of my teaching philosophy is rooted in practical application. Some keywords that drive my teaching methods include passion, respect, organization, challenge, and connection.
* Ph.D., University Of Iowa
* Mim, University Of Denver
* Bba, College Of William And Mary
MIM, University of DenverBBA, College of William and Mary
Research Interests
* Virtual Teams
* E-Learning
* Management Education
E-learningManagement education wgato@georgiasouthern.eduW. Eric GatoW. EricGatoProfessor912-478-59222235 Nursing/ChemistryStatesboro CampusCollege of Science & MathematicsDepartment of Biochemistry Chemistry & PhysicsDr. Worlanyo Eric Gato is a Professor of Biochemistry, specializing in prediabetes in developing countries, toxicogenomics, and proteomics. His research focuses on the biochemical and toxicological impacts of environmental contaminants. Dr. Gato has mentored over 50 students, providing them with hands-on research experience and opportunities to present their findings at national meetings, including the Society of Toxicology and NOBCChE national meetings. His students have won best presentation awards. He was nominated for the 2020 Faculty Research and Discovery & Innovation Excellence Award. He actively supports student participation through various travel awards, fostering a collaborative and dynamic research environment.
Teaching Philosophy
Teaching at GSU allows me to educate, mentor, and train future scientific leaders. Each year, I meet new students and ensure they know they matter. Recognizing diverse backgrounds and expectations, I use varied teaching methods to engage every student. My courses include Biochemistry I & II, Principles of Chemistry I & II, Principles of Biochemistry, and Toxicology of Nanomaterials. I emphasize hands-on exploration, real-world application, and problem-solving skills. My evaluations reflect my commitment to student success. In research, I mentor students, guiding them through projects and fostering their growth. Continuous improvement and student engagement remain my priorities.
* Bs Agricultural Science, University Of Cape Coast, Ghana
* Ms Environmental Science, University Of Nottingham, Uk
* Ph.D. Biochemistry, Western Michigan University, Kalamazoo Mi
* Postdoctoral Fellow, Southern Illinois University Carbondale Il, Carbondale Il
MS Environmental Science, University of Nottingham, UKPh.D. Biochemistry, Western Michigan University, Kalamazoo MIPostdoctoral Fellow, Southern Illinois University Carbondale IL, Carbondale IL
Research Interests
* Toxicogenomic And Proteomic Response Of Rodents And Mammalian Cells To Dietary Environmental Contaminants
* 2. Susceptibility Of Offspring To Metabolic Syndrome (Insulin Resistance) After In Utero Exposure Using Animal Models
* 3. Elucidating Diabetic Cause And Trends In Emerging Economies Using Ghana As A Case Study
2. Susceptibility of offspring to metabolic syndrome (insulin resistance) after in utero exposure using animal models3. Elucidating Diabetic Cause and Trends in Emerging Economies Using Ghana as a Case StudyJames H. Oliver Jr. Institute for Coastal Plain Science clwaller@georgiasouthern.eduCarol Lott WallerCarol LottWallerAdministrative Assistant II912-478-5926Parker College Room 3356Statesboro CampusParker College of BusinessOffice of Marketing & Media
* Ba English
fziegler@georgiasouthern.eduhttps://scholars.georgiasouthern.edu/en/persons/françois-ziegler-2François ZieglerFrançoisZieglerAssociate Professor912-478-1969Math/Physics 2322Statesboro CampusCollege of Science & MathematicsDepartment of Mathematical SciencesFrançois Ziegler has been in the Mathematical Sciences department since 2004. His research centers on the correspondence between homogeneous symplectic manifolds and unitary group representations, or in other words, the relationship between classical and quantum mechanics. He has advised four Master’s theses.
Teaching Philosophy
Teach the Math!
* Ph.D. In Mathematics, Université De Provence (Aix-Marseille I), 1997
* B.S. In Physics, Swiss Federal Institute Of Technology (Eth Lausanne), 1988
B.S. in Physics, Swiss Federal Institute of Technology (ETH Lausanne), 1988
Research Interests
* Symplectic Geometry
* Unitary Group Representations
Unitary Group Representations pmooney@georgiasouthern.eduPaula MooneyPaulaMooneySenior Lecturer912-478-0227Parker College of Business #1110Statesboro CampusParker College of BusinessSchool of AccountancyA senior lecturer in the Parker College of Business School of Accountancy, Paula Mooney, CPA, CFE, CGMA has held positions in both the private sector and academia. Before returning to Georgia Southern, Mooney served as CFO for a mulit-million dollar non-profit and the quality control director for a CPA firm. Mooney has received numerous awards in recognition of her teaching and service to Georgia Southern and the accounting profession.
Teaching Philosophy
Mooney's teaching philosophy can be summed up in the quote, "People don't care how much you know until they know how much you care." As a professor, the valued added to students is the most important aspect of the job. The style and techniques used in conveying knowledge and information to the class must be reflective of the deep desire to see each and every student succeed, although most will never have Mooney's passion for the subject of accounting.
* Macc, University Of Georgia, 1985
* Bba In Accounting, University Of Georgia, 1983
BBA in Accounting, University of Georgia, 1983
Research Interests
* Audit Quality
* Leadership/Development Of Self And Others
* Not-For-Profits
Leadership/Development of Self and OthersNot-for-Profits gstuart@georgiasouthern.eduhttps://scholar.google.com/citations?hl=en&user=_JYA-lwAAAAJGloria StuartGloriaStuartSenior Lecturer of Accounting912-478-0404Parker College of Business, Room 2227Statesboro CampusParker College of BusinessSchool of AccountancyGloria Stuart is a senior lecturer in the Parker College of Business School of Accountancy. She joined the faculty in 2004 and currently teaches financial accounting and taxation. Gloria is also a site coordinator with the Volunteer Income Tax Assistance program. She is a Certified Public Accountant (CPA) licensed in Georgia. She is a member of the American Institute of Certified Public Accountants and Georgia Society of CPAs.
Teaching Philosophy
My teaching philosophy is centered around students and encompasses three core beliefs. First, I recognize that each student is unique and learns in their own way. Second, I strive to cultivate a positive and engaging classroom atmosphere that fosters collaboration between faculty and students. Finally, I believe that students enhance their learning when they can connect classroom concepts to real-world experiences, such as through experiential-learning opportunities. These guiding principles shape my lesson planning, learning activities, and assessment design.
* Macc, Georgia Southern University
* Bba (Accounting), Georgia Southern University
BBA (Accounting), Georgia Southern University
Research Interests
* Taxation
* Financial Accounting
Financial Accounting rszymanski@georgiasouthern.eduRobert (Bob) SzymanskiRobert (Bob)SzymanskiLecturer912-478-0481Parker College of Business Rm 2210Statesboro CampusParker College of BusinessDepartment of Information Systems & AnalyticsRobert “Bob” Szymanski is a lecturer in the Information Systems and Analytics Department and serves as the faculty coordinator for the SAP Academic Alliances program. He has also served as chair on the North American Academic Board for the SAP University Alliances. Bob owns and operates a private consulting firm which specializes in SAP consulting and education. His consulting work has included many Fortune 500 companies as well as SAP America. Bob also holds many professional certifications in SAP. As well as holding these professional certifications, he serves as a leading SAP TS410 certification instructor in the Americas.
Teaching Philosophy
My teaching philosophy is quite simple and is led by one main principle: I measure my success on the success of my students. In essence, that is what it comes down to for me. To achieve success for my students, I strive to provide them with as much value as possible from the classroom. My industry experience in operations and software consulting spans several roles: consultant, manager, and front-line employee. This allows me to provide students with multiple perspectives that are practical and backed up with real world examples that reinforce content in the courses I teach. This approach also leads to greater engagement with students who then become more inclined to ask questions, leading to dialog.
* Mba(1998), Boston College Carroll Graduate School Of Management
* Bs (1986) Boston College
BS (1986) Boston College
Research Interests
* Enterprise Systems
bnarendrapurapu@georgiasouthern.eduhttps://scholar.google.com/citations?user=LwNkeJwAAAAJ&hl=enBeulah NarendrapurapuBeulahNarendrapurapuSenior Lecturer912-478-5876Nursing and Chemistry Bldg., Room 2215Statesboro CampusCollege of Science & MathematicsDepartment of Biochemistry Chemistry & PhysicsBeulah Narendrapurapu is an alum of the University of Georgia where she received a Ph.D. in Computational Chemistry. She is a Senior Lecturer of Chemistry in the Department of Biochemistry, Chemistry and Physics. She is a coordinator for Comprehensive General Chemistry course (CHEM 1310) and teaches undergraduate courses on the Statesboro campus and online.
Teaching Philosophy
My teaching philosophy centers on the idea that learning resembles the growth of a crystal, building on existing knowledge in a structured manner. I strive to "seed" this learning by carefully selecting examples and guiding students to develop analytical skills, encouraging them to engage deeply with the material rather than passively absorb information. By using tailored teaching methods and promoting a respectful classroom atmosphere, I aim to foster critical thinking, problem-solving, and a genuine appreciation for scientific methodology among my students.
* Ph.D., Computational Chemistry (The University Of Georgia)
* Ms, Chemistry (Indian Institute Of Technology Bombay)
* Bs, Chemistry (St. Ann'S College, Osmania University)
MS, Chemistry (Indian Institute of Technology Bombay)BS, Chemistry (St. Ann's College, Osmania University)
Research Interests
* Chemistry Education: My Research Interests Focus On Enhancing Teaching Practices In Chemistry Through The Development Of Innovative Educational Materials And Interventions. I Have Led Projects Such As The Affordable Learning Georgia Textbook Transformation Grant, Which Aimed To Create A Low-Cost, Interactive Textbook For The Comprehensive General Chemistry Course, Resulting In Significant Cost Savings For Students. I Have Also Been Involved In The Development Of Animations To Clarify Complex Concepts And Interventions Aimed At Fostering Student Engagement And Success In Chemistry Education.
timwhel@georgiasouthern.eduhttps://scholars.georgiasouthern.edu/en/persons/timothy-whelanTimothy WhelanTimothyWhelanProfessor Emeritus, EnglishStatesboro CampusCollege of Arts & HumanitiesDepartment of EnglishTimothy Whelan has published more than 70 articles on American and British Puritanism, Religious Nonconformity, Print Culture, Baptist History, and British Romanticism between 1650 and 1850. Among his publications are Other British Voices: Women, Poetry, and Religion, 1766-1840 (2015); Nonconformist Women Writers, 1720-1840, 8 vols. (2011); Baptist Autographs in the John Rylands University Library of Manchester, 1741-1845 (2009); and Politics, Religion, and Romance (2008). His work in digital humanities has resulted in three substantial websites: Nonconformist and Dissenting Women’s Studies, 1650-1850; Nonconformist and Dissenting Studies, 1650-1850; and Mary Hays: Life, Writings, and Correspondence.
Teaching Philosophy
Making literature and history interesting to students by close readings of the texts, relevant and accurate historical background, and humorous anecdotes whenever possible.
* Ph.D., University Of Maryland
* M.A., University Of Missouri-Kansas City
* B.A., Tennessee Temple University
M.A., University of Missouri-Kansas CityB.A., Tennessee Temple University
Research Interests
* British Romanticism, 1790-1840
* British Baptist History, 1650-1850
* British Nonconformist Women Writers, 1650-1850
* British 18Th Century Print Culture
* Manuscripts And Archival Research And Digital Humanities
British Baptist History, 1650-1850British Nonconformist Women Writers, 1650-1850British 18th Century Print CultureManuscripts and Archival Research and Digital Humanities nbingham@georgiasouthern.eduNicholas BinghamNicholasBinghamProfessor of Military Science912-478-0034Military Science Building, room 1007Statesboro CampusCollege of Science & MathematicsDepartment of Military ScienceLTC Nick Bingham was born and raised in Memphis TN. He graduated from the University of Mississippi and was commissioned through their reserve officer training corps (ROTC) program in 2006. Throughout his career he was stationed throughout the US and deployed multiple times overseas. Nick is returning to Georgia Southern University after previously being assigned as an instructor on campus. He is currently serving as the Department Chair and Professor of Military Science.
Teaching Philosophy
We are here to create qualified and competent Second Lieutenants in the United States Army who are well prepared to lead subordinates and advise superiors. To do that, we must maintain a positive organizational environment where our students trust their instructors to assist in their professional growth. Lastly, remain positive - positive attitudes lead to productivity.
* Master In Supply Chain Management From Univ Of Kansas
* Bachelors In Education From Univ Of Mississippi
Bachelors in Education from Univ of Mississippi
Research Interests
* American History
* Leadership Principles
Leadership Principles bnewell@georgiasouthern.eduhttps://scholars.georgiasouthern.edu/en/persons/bobbie-j-newell-2Bobbie NewellBobbieNewellAssistant Professor912-478-1258Hendricks Hall 2039Statesboro CampusJiann-Ping Hsu College of Public HealthDepartment of Biostatistics, Epidemiology & Environmental Health SciencesBobbie J. Newell is an Assistant Professor and Assessment Specialist in the Department of Biostatistics, Epidemiology, and Environmental Health Sciences at Georgia Southern University, where she has been a faculty member since 2011. Her research and teaching focus on environmental health and justice, with interests in built environments, climate justice, sustainability, and disaster preparedness. Bobbie is dedicated to community-based research that supports vulnerable, underserved, and rural populations. As an Assessment Specialist, she develops and implements assessment strategies, creates data repositories, and delivers actionable reports, helping inform decisions across library units while promoting data-driven practices.
Teaching Philosophy
Teaching is grounded in a student-centered approach that promotes active learning, critical thinking, and real-world application. Focused on environmental health and justice, including built environments, neighborhood effects, climate justice, sustainability, and disaster preparedness, teaching emphasizes the intersection of science and social justice. A key component is community-based research, engaging students with vulnerable, underserved, and rural populations. Students are encouraged to propose equitable, sustainable solutions to environmental health challenges through diverse methods, fostering responsibility, empathy, and ethical decision-making.
* Jiann-Ping Hsu College Of Public Health Georgia Southern University, Expected May 2025 Degree: Doctor Of Public Health Concentration: Public Health Leadership
* Georgia Southern University 2012 Degree: Master Of Education Major: Teaching & Learning In Biology
* Georgia Southern University 2004 Degree: Bachelor Of Science Major: Secondary Science Education
Georgia Southern University 2012 Degree: Master of Education Major: Teaching & Learning in Biology Georgia Southern University 2004 Degree: Bachelor of Science Major: Secondary Science Education
Research Interests
* Environmental Health
oardakani@georgiasouthern.eduhttps://scholars.georgiasouthern.edu/en/persons/omid-ardakani-2Omid ArdakaniOmidArdakaniAssociate Professor912-344-3163Armstrong Campus - Hawes Hall Room 208CArmstrong CampusParker College of BusinessDepartment of EconomicsDr. Omid M. Ardakani is an Associate Professor of Economics and the Solomons Economic Research Fellow. His research spans econometrics, monetary policy, and asset pricing. His research integrates Bayesian and data mining techniques to provide insights into economic and financial problems. Currently, he studies methodological approaches and applications of information and extreme value theories. Dr. Ardakani has been recognized with several awards for his academic contributions and serves as co-editor of the Economics Journal and section editor of the Financial Statistical Journal. He is the editorial board member of the Journal of Information Economics and International Finance.
Teaching Philosophy
As an educator with an academic background in analytics, econometrics, macroeconomics, and finance, Dr. Ardakani's teaching philosophy has evolved through diverse teaching roles, ranging from undergraduate lectures to graduate classes. His approach is rooted in the belief that education is both about conveying knowledge and inspiring students to discover their potential and guiding them in applying theoretical concepts to real-world problems.
* Ph.D. Economics, University Of Wisconsin-Milwaukee
* M.A. Economics, University Of Tehran
* B.A. Economics, Yazd University
M.A. Economics, University of TehranB.A. Economics, Yazd University
Research Interests
* Econometrics
* Computational Finance
* Monetary Economics
Computational FinanceMonetary Economics rquirino@georgiasouthern.eduhttps://scholar.google.com/citations?hl=en&user=sovnOW8AAAAJRafael Lopes QuirinoRafaelLopes QuirinoClair Colvin Distinguished Research Professor912-478-23453234, Nursing/Chemistry BuildingStatesboro CampusCollege of Science & MathematicsDepartment of Biochemistry Chemistry & PhysicsDr. Quirino came to Georgia Southern University (GSU) in 2012 after a post-doc at Iowa State University, where his research focused on the functionalization of carbon nanotubes (CNTs) and on the preparation of polyurethanes from vegetable oils. His research group at GSU studies the behavior of CNTs when exposed to microwaves, as well as bio-based thermosets, and biomass torrefaction. With interests in polymer science, pyrolysis, oleochemistry, and bio-based materials, the Quirino Research Group carries-out student-driven, original research in the Biochemistry, Chemistry and Physics Department. The Group’s activity is centered on the use of triglycerides for different chemistries from a materials perspective.
Teaching Philosophy
Student-centered, fostering a welcoming learning environment to promote inclusive teaching.
* Post-Doc Iowa State University (2011-2012)
* Ph.D. Iowa State University (2011)
* M.S. University Of Brasilia, Brazil (2006)
* B.S. University Of Brasilia, Brazil (2004)
Ph.D. Iowa State University (2011)M.S. University of Brasilia, Brazil (2006)B.S. University of Brasilia, Brazil (2004)
Research Interests
* Polymer Science
* Pyrolysis
* Oleochemistry
* Biorenewable Materials
pyrolysisoleochemistrybiorenewable materialsCenter for Advanced Materials Science, James H. Oliver Jr. Institute for Coastal Plain Science cwhitlock@georgiasouthern.eduhttps://scholar.google.com/citations?view_op=list_works&hl=en&user=9bY6dOUAAAAJChristine WhitlockChristineWhitlockProfessor912-478-5682Nursing/Chemistry 3214Statesboro CampusCollege of Science & MathematicsDepartment of Biochemistry Chemistry & PhysicsChristine R. Whitlock is an alum of the University of Alabama and is a Professor of Chemistry in the Department of Biochemistry, Chemistry, and Physics. She teaches general chemistry, organic chemistry, and drug design primarily on the Statesboro campus.
Teaching Philosophy
For 30+ years, I have enjoyed the opportunity at Georgia Southern University to serve as a teacher-scholar. It is my professional ambition to help others understand chemistry and appreciate it as much as I do. In the classroom, I strive to provide an ideal learning environment, and communication is the key. Rather than simply distributing knowledge, I act as a guide to the learning process. I define objectives regularly and use my expertise in the subject to direct the students. They are expected to be actively involved in the learning process through out-of-class assignments, in-class groupwork and laboratory discussions.
* Ph.D., The University Of Alabama
Research Interests
* Synthetic Organic Chemistry
* Heterocyclic Chemistry
* Open Education Resources
Heterocyclic ChemistryOpen Education Resources gkaramemis@georgiasouthern.eduhttps://scholar.google.com/citations?user=af9k9IwAAAAJ&hl=enGulver KaramemisGulverKaramemisAssistant Professor of OM/SCM912-478-7439Parker College of Business 3351Armstrong Campus, Statesboro CampusParker College of BusinessDepartment of Logistics & Supply Chain ManagementGulver Karamemis is an Assistant Professor of Operations Management at Georgia Southern University where she teaches operations management, international supply chain systems at the undergraduate level and applied multivariate methods at the graduate level. Her research focuses on outsourcing/sourcing decisions and competition. Her current research interests include extending economic models in designing optimal channel structures, sustainable operations and social networks. She has recently published articles in such journals as European Journal of Operational Research and Journal of Cleaner Production. Karamemis serves as an ad-hoc referee for Production and Operations Management, Decision Sciences Journal, among others.
Teaching Philosophy
A valuable education is one that a student can apply throughout their career, one that stimulates curiosity and encourages them to raise questions. I believe critical thinking, analysis and independent problem solving are skills that are valuable in all facets of life and not limited to the workplace. A crucial aspect of an academic career is the student and teacher interaction, a key relationship in an inclusive and engaging learning environment. I thoroughly enjoy making this connection with my students and helping them bridge the knowledge gap of their chosen career. As a believer in continuous improvement, my goal is to create a knowledge base they will find effective in their careers, not just in the classroom.
* Ph.D., University Of Florida (Operations Management), 2016
* Ms, University Of Florida, 2011
* Msc, University Of Florida, 2008
* Bsc, Istanbul Technical University, 2007
MS, University of Florida, 2011MSc, University of Florida, 2008BSc, Istanbul Technical University, 2007
Research Interests
* Outsourcing/Sourcing Decisions
* Channel Coordination/Competition
* Sustainable Operations
* Social Networks/Social Capital
* New Product Development
Channel coordination/competitionSustainable operationsSocial networks/social capitalNew product development jking@georgiasouthern.eduJohn KingJohnKingProfessor912-478-03883324Statesboro CampusParker College of BusinessDepartment of EconomicsJohn King, Ph.D., is a professor of economics at Georgia Southern University. He earned his Ph.D. and MA degrees in economics from Vanderbilt University and his BA in economics from Western Kentucky University. Professor King has been at Georgia Southern, where he primarily teaches courses in microeconomics, since 2002. Before coming to Georgia Southern, he taught courses at Duke, Elon, and Vanderbilt Universities. His published research includes applied and theoretical articles on firm and consumer decision making under a variety of market conditions and informational assumptions as well as economics pedagogy. He was the 2008 recipient of the T.J. Morris, Jr. Faculty Award for Excellence in Research in the Parker College.
Teaching Philosophy
My teaching philosophy stems from the idea that the primary responsibility of an instructor is towards the subject matter rather than any other stakeholder. I see two primary risks involved in the teaching process. The first is that we water down the material so that more students experience “success” in the form of higher grades while not achieving a real understanding of the material and the second is that we fail to generate enough excitement to spark the students’ own intellectual curiosity so that the learning process continues beyond the classroom. I try to balance these two risks in order to provide my students with a course that is rigorous and challenging but still interesting enough for them to actually want to show up and learn.
* Ph.D., Economics, Vanderbilt University
* Ma, Economics, Vanderbilt University
* Ba, Economics, Western Kentucky University
MA, Economics, Vanderbilt UniversityBA, Economics, Western Kentucky University
Research Interests
* Microeconomics
* Cultural Economics
* Information Economics
Cultural EconomicsInformation Economics sloney@georgiasouthern.eduSam LoneySamLoneyMilitary Science Instructor912-478-0037Military Science BuildingStatesboro CampusCollege of Science & MathematicsDepartment of Military ScienceI was stationed at Hunter Army Airfield with 1st Ranger Battalion 75th Ranger Regiment where I served in various positions to include Rifleman, Automatic Rifleman, Fire Team leader, Multi-Purpose Canine Handler, and Multi-Purpose Canine Section Leader. I have deployed four times in support of Operation Freedom Sentinel and Operation Inherent Resolve.
Teaching Philosophy
As a ROTC Military Science Instructor, I focus on developing future leaders through a blend of leadership education, experiential learning, and personal mentorship. I believe in teaching cadets to lead by example, reinforcing the Army values, and preparing them for the physical and mental demands of a profession in the Army. My goal is to foster adaptable, ethical, and resilient leaders who can thrive in any environment they are placed in. Through hands-on training and critical thinking, I challenge cadets to grow into well-rounded individuals ready to serve.
* Bachelors In Business Administration. U.S. Army Ranger School, Airborne School, Advanced Ranger First Responder, Small Unit Ranger Tactics (Surt), Fast Rope Infiltration And Exfiltration Master (Fries), Von Liche Basic Handlers Course, 75Th Ranger Regiment Advanced Handlers Course, Basic Leader Course (Blc), And The Advanced Leader Course (Alc),
Research Interests
* As A Rotc Instructor, My Research Interests Focus On Leadership Development, Resilience, And The Impact Of Emerging Technologies On Modern Military Leadership. I Am Also Interested In Exploring Diversity, Inclusion, And The Role Of Rotc Programs In Building Civil-Military Relations And Preparing Future Leaders For The Challenges Of The Modern Dynamic Battlefield.
dweaver@georgiasouthern.eduDyvon WeaverDyvonWeaverAssistant Professor of Military Science/ Operations Officer912-478-00422006 Military Science BuildingStatesboro CampusCollege of Science & MathematicsDepartment of Military Science1LT Weaver is from Jefferson City, TN. He holds a Bachelor of Science in Business Administration/ Marketing from Carson-Newman University. 1LT Weaver commissioned as an Armor Officer through ROTC at Carson-Newman University in May 2022. He most recently served as a Scout Platoon Leader and Squadron Plans officer in 5th Squadron, 7th Cavalry Regiment, 1ABCT, 3rd Infantry Division at Ft. Stewart, Georgia. His awards include the Army Commendation Medal, Army Achievement Medal, National Defense Service Medal, Army Service Medal, and the German Armed Forces Proficiency Badge. .
Teaching Philosophy
As a Military Science Instructor, I focus on developing leaders through military leadership application and education, peer mentorship, and character development. I believe in teaching cadets to take challenges head on, take risks, and learn from mistakes. My goal is to foster adaptable, ethical, and resilient leaders who can succeed and thrive in any occupation, hardship, or environment. Through practical training, critical thinking, and leadership opportunities, I hope to challenge cadets to become well-rounded and adaptable leaders who are motivated to serve their community and country.
* Military Education Includes: Master Educator Course, Common Faculty Development Instructor Course, Armor Basic Officer Leader Course, Army Reconnaissance Course, And M2A4 Bradley Fighting Vehicle Commander’S Course.
* Civilian Education: Bachelor'S Of Science In Business Administration/ Marketing, Carson -Newman University, Master'S Higher Education Candidate, University Of Louisville
Civilian Education: Bachelor's of Science in Business Administration/ Marketing, Carson -Newman University, Master's Higher Education Candidate, University of Louisville
Research Interests
* As A Rotc Instructor, My Research Interests Focus On Leadership Development, Rapid Decision Making Skills And Processes, And The Impact Of The Junior Officer On The United States Army. I Am Also Interested In Exploring Emotional Intelligence, Diversity, Inclusion, And Preparing Young People To Take Up New And Evolving Roles In The Ever-Changing Work-Force And Battlefield.
wachia@georgiasouthern.eduBill AchiaBillAchiaLecturer912-478-71571115Statesboro CampusParker College of BusinessDepartment of Logistics & Supply Chain ManagementBill Achia teaches undergraduate and graduate courses in Operations and supply Chain Management in both face-to-face and online classroom environments. Prior to academia, Bill worked for over 12 years in supply chain management in both the Pharma (Cardinal Health) and Steel (ThyssenKrupp Stainless) industries in Chicago, IL. Bill has a strong interest in sharing knowledge with students on the analytical aspects of operations and supply chain management.
Teaching Philosophy
My teaching philosophy centers on fostering critical thinking, practical application, and lifelong learning. I believe that the dynamic nature of supply chains requires students not only to grasp foundational theories but also to apply these concepts in real-world contexts. By integrating case studies, simulations, and interactive discussions, I encourage students to engage deeply with the material and develop problem-solving skills that are essential in the fast-paced global market. My goal in the classroom is to create an inclusive and stimulating learning environment where diverse perspectives are valued, collaboration is encouraged, and students are empowered to innovate.
* Ph.D. (Abd), The University Of Wisconsin–Milwaukee
* M.S. (Industrial Logistics), Illinois Institute Of Technology
* Mba, Maharishi International University
* Ba (Economics), Maseno University (Kenya)
M.S. (Industrial Logistics), Illinois Institute of TechnologyMBA, Maharishi International UniversityBA (Economics), Maseno University (Kenya)
Research Interests
* Supply Chain Systems
* Humanitarian Logistics
Humanitarian logistics gburke@georgiasouthern.eduGerard BurkeGerardBurkeProfessor of Logistics and Supply Chain Management912-478-14953318 Parker College of BusinessStatesboro CampusParker College of BusinessDepartment of Logistics & Supply Chain ManagementGerard (Jerry) Burke joined the Georgia Southern faculty in 2005. His extensive teaching experience spans various modalities in undergraduate and graduate courses in operations, intermodal transportation, sourcing, negotiation and international business. Dr. Burke’s scholarly contributions include publications in top academic journals as well as timely teaching cases to support the Intermodal Association of North America (IANA) Applied Research Challenge. Beyond service for undergraduate student success and professional development through IANA and the GSLA, Jerry’s professional service is highlighted by serving on the Production Operations Management Society's (POMS) Board of Directors (2015–2021; 2023-25) and as President of POMS (2024).
Teaching Philosophy
Business is an applied discipline of higher education. Therefore, educational programming in business schools should build conceptual and analytical foundations to ready students for practical, managerial decision-making and professional interactions. Thus, my general teaching approach is geared toward developing hard and soft skills needed for business graduates to advance in their careers, and I develop and deliver courses which motivate students to qualitatively and quantitatively investigate, analyze and efficiently address challenges in coursework that contain properties of problems faced in managerial practice. Furthermore, I actively engage with industry to develop and deliver experiential learning opportunities for students.
* Ph.D., University Of Florida
* M.S., University Of Florida
* M.B.A., University Of Florida
* B.S., University Of Florida
M.S., University of FloridaM.B.A., University of FloridaB.S., University of Florida
Research Interests
* Production Operations Management
* Sourcing
* Inventory Management
* Transportation Management
* Intermodal Logistics
SourcingInventory ManagementTransportation ManagementIntermodal Logistics bmalmir@georgiasouthern.eduBehnam MalmirBehnamMalmirAssistant Professor of Information Systems & Analytics912-478-0631Parker College of Business Room 1125Statesboro CampusParker College of BusinessDepartment of Information Systems & AnalyticsBehnam Malmir earned his doctoral degree in business information technology from Virginia Tech, where he had the honor of receiving prestigious awards such as the U.S. National Science Foundation (NSF) and Cunningham Fellowships. His primary research focuses on developing models that enhance human decision-making processes. Behnam has applied techniques such as text mining, machine learning, social network analysis, MCDM, and statistical modeling across diverse domains, including supply chain management, online reviews, social media, blockchain, decision support systems, and sustainability.
* Ph.D. (Business Information Technology), Virginia Tech, 2023
* Ms (Industrial Engineering), Kansas State University, 2018
MS (Industrial Engineering), Kansas State University, 2018
Research Interests
* Social Media, Data Mining, Blockchain
ecampbell@georgiasouthern.eduEsma CampbellEsmaCampbellAssistant Professor912-344-2900Ashmpore, 165Armstrong CampusWaters College of Health ProfessionsDepartment of Clinical SciencesI have been teaching at this institution since 2007. It was Armstrong State University at the time. My background is radiography, interventional cardiology, and interventional radiology. Prior to accepting my position at Armstrong/Georgia Southerm, I was manager of invasive and non invasive cardiology, and interventional radiology for St. Joseph's / Candler.
Teaching Philosophy
My philosophy of education is that all students are unique and must have a stimulating educational environment where they can grow mentally, emotionally, and socially.This environment must prepare them for the rigor they will face in a healthcare field. It is my desire to create this type of atmosphere where students can meet their full potential. I will provide a safe environment where students are invited to share their ideas . They should be able to have choices and let their curiosity direct their learning as I operate as a facilitator.
* Associate Degree, Applied Science, Virginia Western College, Roanoke, Virginia
* Bachelors Degree, Public Health, Armstrong State University
* Masters, Public Health, Armstrong State University
Bachelors Degree, Public Health, Armstrong State UniversityMasters, Public Health, Armstrong State University
Research Interests
* Cardiovascular Medicine
mwilliam@georgiasouthern.eduMatthew WilliamsonMatthewWilliamsonAssociate Professor of Human Anatomy and Physiology; Director of the Body Donation Program; Editor of the Occasional Papers of the Turks and Caicos Islands National Museum912-478-1820Herty 0103Statesboro CampusWaters College of Health ProfessionsDepartment of Health Sciences & KinesiologyDr. Williamson holds a doctorate in Anthropology from Purdue University with an emphasis in Bioarchaeology. He also earned a Master of Arts in Anthropology with an emphasis in Forensic Anthropology and a Bachelor of Science in Biology both from the University of South Carolina - Columbia. He has conducted research pertaining to prehistoric Native American health in the Southeast and Midwest U.S. and has conducted cemetery research in the Caribbean. He has served as a forensic anthropology consultant for law enforcement agencies in Georgia, South Carolina, Illinois, and Indiana. He teaches courses in Human Anatomy and Physiology and Pathophysiology on the Statesboro campus and online.
Teaching Philosophy
My teaching philosophy centers around practical application and hands-on participation. Students in my classes leave not only with a deep understanding of the structure and function of the human body but also with an appreciation of how human anatomy and physiology and pathophysiology inform the clinical practitioner and form the basis of patient care.
* Ph.D. (Anthropology), Purdue University, 1998
* M.A. (Anthropology), University Of South Carolina - Columbia, 1992
* B.S. (Biology) University Of South Carolina - Columbia, 1990
M.A. (Anthropology), University of South Carolina - Columbia, 1992B.S. (Biology) University of South Carolina - Columbia, 1990
Research Interests
* Human Osteology
* Human Biological Variation
* Paleopathology
Human Biological VariationPaleopathology bhowells@georgiasouthern.eduhttps://scholars.georgiasouthern.edu/en/persons/h-elizabeth-howells-2Helen Elizabeth HowellsHelen ElizabethHowellsProfessor of English912-344-2867Gamble and NewtonArmstrong Campus, Statesboro CampusCollege of Arts & HumanitiesDepartment of EnglishBeth Howells is a Professor of English and Chair of the English Department at Georgia Southern University. She teaches on both Armstrong and Statesboro Campuses.
Teaching Philosophy
My teaching philosophy is rooted in creating an active and engaged learning environment. I believe that students learn best when they are actively involved in the learning process. Through rigorous coursework, thoughtful discussions, and real-world connections, I strive to foster a space where students can develop their critical thinking skills, enhance their writing abilities, and gain a deeper understanding of the world around them. By emphasizing the interconnectedness between reading, writing, and thinking, I aim to empower students to become confident and articulate communicators.
* Ba In English And Art History, University Of Notre Dame
* Ma In English, University Of Alabama
* Ph.D. In English, University Of North Carolina At Greensboro
MA in English, University of AlabamaPh.D. in English, University of North Carolina at Greensboro
Research Interests
* 19Th Century British Literature
* Composition Studies
* Rhetoric
* Administration
* Cultural Studies
Composition StudiesRhetoricAdministrationCultural Studies cbrunt@georgiasouthern.eduChristopher BruntChristopherBruntShirley & Philip Solomons Endowed Chair, Full Professor of Economics912-478-8011Parker College of Business room 3306AStatesboro CampusParker College of BusinessDepartment of EconomicsDr. Brunt is formally trained in health economics and industrial organization and has published in well-respected economics, health service research, and health policy journals such as Health Affairs, Health Economics, Health Services Research, and the International Journal of Health Economics and Management. His research has primarily explored the impact of regulated price restrictions under Medicare on provider behavior and how these changes influence access to care, quality, and costs. He received the Health Economics Distinguished Author Award in 2016, the William A. Freeman Outstanding Professor of the Year Award in 2020, and is a two-time recipient of the Gary M. Davis Excellence in Research Award (2015, 2023).
* Ph.D. (Economics), Wayne State University, 2009
* M.A. (Economics), Wayne State University, 2006
* B.S. (Mathematics And Economics), Eastern Michigan University, 2004
M.A. (Economics), Wayne State University, 2006B.S. (Mathematics and Economics), Eastern Michigan University, 2004
Research Interests
* Health Economics
* Industrial Organization
* Health Policy
* Skilled Nursing Facilities
* Physician Behavior
Industrial OrganizationHealth PolicySkilled Nursing FacilitiesPhysician Behavior khoffman@georgiasouthern.eduKEVIN HOFFMANKEVINHOFFMANMilitary Science Instructor404-670-7395Military Science BLDGArmstrong Campus, Statesboro CampusMilitary ScienceDepartment of Military ScienceSFC Kevin R Hoffman was born and raised just outside Pittsburgh PA in a smalltown called Beaver. After completing High School at Western Beaver High, heenlisted in the United States Army, 15 March 2000. He underwent Basic Training atFt Benning GA and his advanced training at Ft Jackson SC. Notable awards:Meritorious Service Medal, four Army Commendation Medals, Four ArmyAchievement Medals, Good Conduct Medal, National Defense Medal, ArmedForces Expeditionary Medal, Global War on Terror Expeditionary Medal, GlobalWar on Terror service Medal, Armed Forces Reserve Medal with M device, GeorgiaMeritorious Service Medal, and two Georgia Commendation Medals. Hoffman wasalso awarded the Presidential unit citation.
Teaching Philosophy
Its not about you its about the person to the right and left of you!
* Associates In Criminal Justice
Research Interests
* Constitutional Law
michaelp@georgiasouthern.eduMichael PembertonMichaelPembertonProfessor912-478-8454Henderson Library 2208B; Newton 1120CStatesboro CampusCollege of Arts & HumanitiesDepartment of EnglishDr. Michael A. Pemberton is Professor of English and director of the University Writing Center. A past president of the International Writing Centers Association, he has published six books and more than 100 articles and book chapters on research in writing. He is Series Editor of ATD Books, Director of the CWPA Consultant-Evaluator Service, and Associate Publisher for Journals at the WAC Clearinghouse. He is a Distinguished Fellow of the Association for Writing Across the Curriculum and recipient of the Outstanding Service Award from IWCA and the Ruffin Cup from the GSU’s College of Arts & Humanities. From 2017-2023, he also conducted research as co-PI of the Text Recycling Research Project.
Teaching Philosophy
Teach with care, meet students where they are, be a resource and a guide, treat every student as an individual, encourage exploration, respect diversity, do my best and expect students to do theirs.
* Ph.D. English & American Literature/Composition Studies, University Of California, San Diego 1990
* English, California Polytechnic State University, San Luis Obispo 1984
* Motion Picture/Tv Production, University Of California, Los Angeles 1975
English, California Polytechnic State University, San Luis Obispo 1984Motion Picture/TV Production, University of California, Los Angeles 1975
Research Interests
* Writing Studies
* Writing Center Studies
* Writing Across The Curriculum
* Writing Program Administration
* Ethics And Writing
Writing center studiesWriting across the curriculumWriting program administrationEthics and writingUniversity Writing Center apirok@georgiasouthern.eduAlena PirokAlenaPirokAssociate ProfessorIAB 3096Statesboro CampusCollege of Arts & HumanitiesDepartment of HistoryAlena Pirok received her Ph.D. from the University of South Florida and is an Associate Professor of Public History and U.S. History in the Department of History. Dr. Pirok teaches graduate and undergraduate Public History and U.S. History courses at Georgia Southern.
Teaching Philosophy
My teaching philosophy focuses on maintaining accessibility, and encouraging engagement.
* Ph.D. University Of South Florida, 2017
* Ma University Of South Florida, 2013
* Ba Southern Illinois University, 2011
MA University of South Florida, 2013BA Southern Illinois University, 2011
Research Interests
* Public History
* Museum History
* U.S. History
* Historical Memory
* Folklore
Museum HistoryU.S. HistoryHistorical MemoryFolklore cmoore@georgiasouthern.eduChristy MooreChristyMoorePrincipal Lecturer, BSRT Ladder Program Director912-344-2887Ashmore Hall 127Armstrong CampusWaters College of Health ProfessionsDepartment of Clinical SciencesChristy Moore has her Doctorate in Health Science from A. T. Still University, a Masters of Adult Education, and a BS in Respiratory Therapy from Georgia Southern University (formally Armstrong State University). She teaches on the Armstrong campus in the Department of Clinical Sciences. She specializes in neonatal and pediatric cardiopulmonary care.
Teaching Philosophy
I believe in creating a supportive and inclusive learning environment where every student feels valued and respected. My teaching philosophy revolves around promoting critical thinking, creativity, and independent learning. I aim to inspire and empower my students to become lifelong learners and critical thinkers who can apply their knowledge to real-world situations. I believe in using a variety of teaching methods to cater to different learning styles and to keep the classroom dynamic and engaging. My goal is to foster a love for learning and to help students reach their full potential.
* NBRC Registered Respiratory Therapist, Registry #91702
* NBRC Neonatal Pediatric Specialist
* NBRC Certified Pulmonary Function Technologist
NBRC Neonatal Pediatric SpecialistNBRC Certified Pulmonary Function Technologist jwu@georgiasouthern.eduhttps://scholar.google.com/citations?user=t03G7LAAAAAJ&hl=enJi WuJiWuProfessor912-478-0850Room 3235 Nursing and Chemistry BuildingStatesboro CampusCollege of Science & MathematicsDepartment of Biochemistry Chemistry & PhysicsJi Wu received his Ph.D. degree in Chemistry from Texas Christian University in 2007. He then joined Dr. Bruce Hinds’ laboratory at the University of Kentucky and worked on the synthesis, characterization, and applications of carbon nanotube membranes. He is now a tenured professor of analytical/materials chemistry at Georgia Southern University, whose research focuses on the synthesis of advanced nanomaterials for electrochemical energy storage and controllable drug delivery. He has so far contributed 70 peer-review journal articles, two book chapters, and one U.S. patent.
Teaching Philosophy
How to become a qualified chemistry teacher? The actual answer may vary from person to person, but my answer would be ‘Dedication’, ‘Passion’, ‘Enjoyment’, ‘Patience’, and ‘Adaptability’. Teaching also requires instructor to be extremely patient because students in our classrooms have different majors and a wide distribution in learning capability. In my classroom, I always do my best to make sure most students understand the basic concepts and know how to solve practical problems before I move on to the next topic. Instructor has to be highly adaptable when teaching different chemistry courses. It is because different courses have different structures and challenges, as well as various students’ background.
* Ph.D. Degree In Chemistry From Texas Christian University In 2007
Research Interests
* Electrochemical Energy Storage Using Advanced Nanomaterials
* Electrochemical Sensors Based On Nanoporous Membranes
* Programmable Drug Delivery Using Multifunctional Smart Nanomaterials
• Electrochemical sensors based on nanoporous membranes• Programmable drug delivery using multifunctional smart nanomaterialsCenter for Advanced Materials Science, James H. Oliver Jr. Institute for Coastal Plain Science LindsayLevine@georgiasouthern.eduhttps://scholar.google.com/citations?user=hL2g_hsAAAAJ&hl=enLindsay LevineLindsayLevineProfessor of Marketing912-478-0513Parker College of Business Room 2209Statesboro CampusParker College of BusinessDepartment of MarketingDr. Levine completed her graduate work in social cognition at Yale University under the advisement of John A. Bargh, and Ezequiel Morsella. After completion of the doctorate, Levine held several faculty positions within Psychology Departments, teaching topics in cognitive psychology, social psychology, and organizational psychology. She completed her post-doctoral work in Marketing at the University of Florida’s Warrington College of Business, applying her expertise in psychology to the field of consumer behavior. As a social psychologist, Levine has research interests focused on judgment and decision-making. Her work has been published in a variety of academic journals, and has been featured in The Wall Street Journal.
Teaching Philosophy
Dr. Levine currently teaches in the areas of marketing management and professional sales both at the undergraduate and graduate level, to include courses for the Military MBA at Fort Stewart, and the Georgia WebMBA. She has also served as faculty mentor on the capstone research projects of several Parker College honors students over the years, and as a Master's Dissertation Committee member for the Psychology Department.
* Ph.D., Yale University
* M.Sci., Yale University
* M.Phil., Yale University
* Post-Doctoral Certificate, University Of Florida
* B.A., Vassar College
M.Sci., Yale UniversityM.Phil., Yale UniversityPost-Doctoral Certificate, University of FloridaB.A., Vassar College
Research Interests
* Consumer Behavior
* Judgment & Decision-Making
Judgment & Decision-MakingCenter for Sales Excellence csjeffreys@georgiasouthern.eduShannon JeffreysShannonJeffreysDirector of Choral Activities and Assistant Dean for Student Experience in the College of Arts and Humanities912-478-2319Foy Music BuildingStatesboro CampusCollege of Arts & HumanitiesFred & Dinah Gretsch School of MusicDr. Shannon Jeffreys is Professor of Music, Director of Choral Activities, and Assistant Dean for Student Experience in the College of Arts and Humanities at Georgia Southern University in Statesboro, Georgia. Her focus is the Southern Chorale, teaching in the undergraduate and graduate conducting and music education curriculums. Dr. Jeffreys has led these choirs in six international choral competitions and two national competitions where the choirs won significant awards. In 2019, she received the Conductor’s Award from the Ave Verum International Choral Competition in Baden, Austria. Choirs under her direction have also been featured at multiple state and national conferences.
Teaching Philosophy
My teaching philosophy is to inspire and challenge students to achieve their highest potential in choral performance, fostering a passion for learning and excellence. I support student success through an open-door policy, ensuring they feel comfortable seeking help. My rehearsals and lectures are organized, energetic, and pedagogically sound, aimed at developing critical thinking, musical literacy, and intrinsic motivation. I model curiosity and passion, providing quality instruction to help each student realize their individual and ensemble potential in both music and broader life skills.
* Doctor Of Music Arts, Choral Conducting; University Of South Carolina
* Master Of Music, Choral Conducting; University Of Mississippi
* Bachelor Of Music, Vocal Performance And Theology; Birmingham-Southern College
Master of Music, Choral Conducting; University of MississippiBachelor of Music, Vocal Performance and Theology; Birmingham-Southern College
Research Interests
* International Choral Competition
adupon@georgiasouthern.eduhttps://scholar.google.com/citations?user=UYoruPQAAAAJ&hl=enAdam Du PonAdamDu PonAssistant Professor912-478-3940Parker College of BusinessStatesboro CampusParker College of BusinessSchool of AccountancyAdam du Pon earned his Ph.D. from Virginia Tech in accounting & information systems. He has taught accounting analytics, managerial accounting, and accounting information systems, all of which coincide with his primary teaching interests. Adam’s research interests are at the intersection of financial accounting and management accounting. His research examines how accounting influences managers’ decisions related to operations, investment, performance, and corporate misconduct. He is a Certified Management Accountant and worked for eight years in the gold mining and automotive manufacturing industries in various management accounting and corporate finance roles.
Teaching Philosophy
My goal as a teacher is to prepare students for a successful career. This involves providing students with the most relevant business acumen, accounting frameworks, and technological skills to succeed in a variety of endeavors. It also necessitates helping them cultivate their professional integrity along with problem-solving and communication skills. I capitalize on my professional experience in corporate finance and accounting, my continuously expanding business/analytics toolset, and my networking with professionals who inform me of the changing business landscape, to achieve this overarching teaching objective.
* Ph.D., Virginia Tech
* Macc, University Of Utah
* Bs Accounting, Cum Laude, University Of Utah
MAcc, University of UtahBS Accounting, Cum Laude, University of Utah
Research Interests
* Accounting
* Operations Management
* Supply Chain Management
* Corporate Finance
* Corporate Misconduct
Operations ManagmentSupply Chain ManagementCorporate FinanceCorporate Misconduct ipark@georgiasouthern.eduIsaac ParkIsaacParkProfessor912-478-58952272 BiologyStatesboro CampusCollege of Science & MathematicsDepartment of BiologyIsaac W. Park is an alumnus of the University of Wisconsin, Milwaukee, and is an Assistant Professor in the Department of Biology. Dr. Park teaches undergraduate and graduate courses at the Statesboro campus. His research examines the impacts of changing climate on terrestrial ecosystems at local to continental scales, with particular emphasis on variation in wildfire dynamics and in the timing and synchrony of seasonal events such as plant flowering, bird fledging, and insect emergence over space and time.
Teaching Philosophy
My teaching philosophy focuses on providing hands-on research experiences where students are encouraged to think critically apply their knowledge to diagnose and troubleshoot real analytical challenges, while guiding their own research questions in a supportive and inclusive environment.
* Ph.D., University Of Wisconsin-Milwaukee
* M.S., Clemson University
* B.A., St. John'S College
M.S., Clemson UniversityB.A., St. John's College
Research Interests
* Phenology
* Plant Ecology
* Fire Ecology
* Geospatial Ecology
* Bioclimatology
Plant EcologyFire EcologyGeospatial EcologyBioclimatology gmichals@georgiasouthern.eduGrzegorz (Greg) MichalskiGrzegorz (Greg)MichalskiSenior Lecturer912-478-1339Math/Physics, 3025AStatesboro CampusCollege of Science & MathematicsDepartment of Mathematical SciencesGreg Michalski has been a faculty member of the Department of Mathematical Sciences since 1998. He teaches lower-division courses. In his free time, he likes to run, swim, or cycle.
* Ph.D. In Mathematics, Notre Dame University, 1996
* M.S. In Mathematics, University Of Warsaw (Poland), 1986
M.S. in Mathematics, University of Warsaw (Poland), 1986
Research Interests
* Mathematical Logic
jbutler@georgiasouthern.eduJoseph ButlerJosephButlerMaster Sergeant912-344-2668ARCArmstrong CampusCollege of Science & MathematicsDepartment of Military ScienceMSG Butler currently serves as a Military Science Instructor for Georgia Southern – Armstrong Campus and Savannah State University. MSG Butler, born and raised from New Hampshire enlisted into the Active Duty Army in April of 2006 with the Military Occupational Specialty 14E Patriot Fire Control Enhanced Operator/ Maintainer. MSG Butler has been assigned to various duty stations with multiple job titles. Previous assignments include Fort Hood and Fort Bliss TX, Camp Carroll and Suwon AB South Korea, Kuwait, Saudi Arabia, Vehicle Driver, Team Leader, Platoon Sergeant, Master Gunner. Some of his awards include Meritorious Service Medal, Army Commendation Medal, Army Achievement Medal, Overseas Ribbon, Master Gunner Badge, and Driver’s Badge.
Teaching Philosophy
Will create qualified and competent Second Lieutenants in the United States Army who are well prepared to lead subordinates. Positive attitudes leads to valued and respected environments.
* Master Leaders Course & Basic Army Instructor Certification
Research Interests
* Military Defense Systems
epitts@georgiasouthern.eduEdwin PittsEdwinPittsAssistant Professor of Military Science912-344-3161Armstrong Recreation CenterArmstrong CampusCollege of Science & MathematicsDepartment of Military ScienceCaptain Ed Pitts, from Springfield, VA, joined the Eagle Battalion as an Assistant Professor of Military Science in July 2020. A graduate of West Point with a Bachelor’s in Systems Management, he was commissioned in Field Artillery in 2011. He served in various leadership roles, including Platoon Leader and Fire Direction Officer, and deployed to Afghanistan during Operation Enduring Freedom. Pitts later served in key positions, including Assistant Brigade Fire Support Officer and Commander of two different units. His awards include the Bronze Star and Meritorious Service Medal. He is married to Pamela Muscher and has a son, Hudson.
Teaching Philosophy
Thayer Method
* M.B.A., Georgia Southern University, 2023
* B.S. United States Military Academy, 2011
B.S. United States Military Academy, 2011
Research Interests
* Organizational Leadership
* Terrorism Studies
* Army Doctrine
Terrorism StudiesArmy Doctrine rlawrence@georgiasouthern.eduhttps://scholars.georgiasouthern.edu/en/persons/raymona-h-lawrence-2Raymona LawrenceRaymonaLawrenceProfessor912-478-2489Hendricks Hall, 2006Statesboro CampusJiann-Ping Hsu College of Public HealthDepartment of Health Policy & Community HealthDr. Raymona H. Lawrence, Professor of Health Policy & Community Health at Georgia Southern University, is a trailblazer in community engagement, focusing on rural, hard-to-reach populations and sickle cell disease. As a dual principal investigator on a $9.7 million PCORI grant, she has lead transformative research on transition care for young adults with sickle cell. A Certified Diversity Executive®, Dr. Lawrence directs the Office of Health Equity and Community Engagement and serves as Director of Research for the Sickle Cell Community Consortium. She is also the Editor-in-Chief of the Journal of the Georgia Public Health Association and an award-winning coach for the National Center for Faculty Development and Diversity.
Teaching Philosophy
Dr. Lawrence's teaching philosophy centers on fostering an inclusive learning environment where community engagement is key to shaping impactful public health solutions. She believes in empowering students by connecting them with real-world challenges, encouraging critical thinking, and ensuring that all voices, especially those from marginalized communities, are heard and valued. Through this approach, she aims to inspire future leaders who are equipped to drive meaningful change in their communities.
* (Drph) Doctor Of Public Health In Community Health Behavior And Education
* (Mph) Master Of Public Health In Community Health
* (B.S.) Bachelor Of Science In Kinesiology
* Cde® Certified Diversity Executive
(MPH) Master of Public Health in Community Health(B.S.) Bachelor of Science in KinesiologyCDE® Certified Diversity Executive
Research Interests
* Community Engagement In Rural, Minority Populations
* Sickle Cell Disease
* Diversity, Equity, And Inclusion (Dei)
* Psychological Safety In Multi Stakeholder Teams
sickle cell diseasediversity, equity, and inclusion (DEI)psychological safety in multi stakeholder teams amypotter@georgiasouthern.eduAmy E. PotterAmy E.PotterProfessor of Geography, Honors Global Scholars Faculty Fellow for Honors College912-344-3612Science Center 1014Armstrong Campus, Statesboro Campus, Wexford, IrelandCollege of Science & MathematicsSchool of Earth Environment & SustainabilityDr. Amy E. Potter is a Professor of Geography at Georgia Southern University and an Honors Global Scholars Faculty Fellow. She has published over 30 journal articles and book chapters, along with two books: Remembering Enslavement (University of Georgia Press, 2022) and Social Memory and Heritage Tourism Methodologies (Routledge, 2016). Dr. Potter has secured over $950,000 in NSF grants for projects on museums and racialized Southern heritage landscapes. She has received several awards, including the 2024 Excellence in Teaching Award and the 2022 Excellence in Service Award. As Honors Global Scholars Faculty Fellow, she leads a six-week study abroad program in Wexford, Ireland.
Teaching Philosophy
My teaching philosophy focuses on creating a positive, open, and supportive classroom where students can thrive. I emphasize meaningful discussion and active engagement to encourage critical thinking and a deeper understanding of the material. I am dedicated to undergraduate research, guiding students to explore academic projects and present at conferences, enriching their learning and preparing them for professional success. By staying current with workshops and refining my practices, I aim to provide a dynamic classroom experience, both online and in person. Ultimately, I am deeply invested in my students' success, both academically and in their future careers.
* Ph.D., Louisiana State University, 2011
* M.A., University Of Kansas, 2006
* B.S. University Of Kansas, 2004
M.A., University of Kansas, 2006B.S. University of Kansas, 2004
Research Interests
* Cultural And Heritage Tourism
* Community-Based Resilience And Sustainability
* Museum Geographies
* Black Geographies
* Transnational Migration And Media
Community-based resilience and sustainabilityMuseum GeographiesBlack GeographiesTransnational Migration and MediaCenter for Africana Studies, James H. Oliver Jr. Institute for Coastal Plain Science amackelprang@georgiasouthern.eduhttps://scholar.google.com/citations?user=XP0IHDIAAAAJ&hl=enAlan MackelprangAlanMackelprangProfessor912-478-0379PCOB 3306BStatesboro CampusParker College of BusinessDepartment of Logistics & Supply Chain ManagementAlan W. Mackelprang is professor and director of the logistics and supply chain management Ph.D. program at Georgia Southern University. He received his Ph.D. in operations management from the University of South Carolina. His research interests lie in the intersection of supply chain management and operations management. He has published in Decision Sciences Journal, Journal of Business Logistics, Journal of Supply Chain Management and Journal of Operations Management, among others. He is currently on the Senior Editorial Team at the Journal of Operations Management and is an Associate Editor at the Journal of Supply Chain Management.
Teaching Philosophy
I believe in creating a collaborative and inclusive learning environment where students are encouraged to think critically and develop a lifelong passion for learning. My teaching methods emphasize active engagement, problem-solving, and real-world applications. I strive to provide personalized support and feedback to help students reach their full potential.
* Ph.D. In Operations Management From The University Of South Carolina
Research Interests
* Supply Chain Management
laAdams@georgiasouthern.eduhttps://scholars.georgiasouthern.edu/en/persons/laurie-adamsLaurie AdamsLaurieAdamsChair, Department of Clinical Sciences912-344-3382Armstrong Center 227Armstrong CampusWaters College of Health ProfessionsDepartment of Clinical SciencesLaurie Adams is an Associate Professor in Radiologic Sciences, Program Coordinator of the Radiation Therapy Program, and Chair of the Department of Clinical Sciences. She is also an RT(T)(ARRT) credentialed Radiation Therapist. She has moved between clinical practice and education at various points in her career and has been a Chief Radiation Therapist in a hospital setting, a Clinical Coordinator for Radiation Therapy, a Program Coordinator for Radiation Therapy at four institutions, the Interim Associate Dean of the Waters College of Health Professions before becoming Department Chair for Clinical Sciences. She primarily teaches undergraduate courses in the radiation therapy program.
Teaching Philosophy
Students in clinical programs make tremendous sacrifices of relationships, time and money and I believe it is my responsibility to enter into a partnership with them to meet their academic goals. Simultaneously, I believe it is my responsibility to ensure that graduates are able to think critically and develop confidence to ask questions in order to safely deliver radiation therapy for patients under their care. It is my desire that every student in the Radiation Therapy Program will become far more than competent radiation therapists. I strive to prepare them to become leaders in the healthcare setting as well as educators and mentors for future allied health professionals and hope that I serve as an example of what they can achieve.
* Ed.D., Georgia Southern University, 1998
* M.H.S., University Of North Florida, 1992
* B.S.R.S., University Of Central Florida, 1987
* A.A., Indian River Community College, 1985
M.H.S., University of North Florida, 1992B.S.R.S., University of Central Florida, 1987A.A., Indian River Community College, 1985
Research Interests
* Higher Education Leadership
* Radiologic Science Education
* Interprofessional Education
Radiologic Science EducationInterprofessional Education dbringman@georgiasouthern.eduDavid BringmanDavidBringmanAssociate Professor, Admissions Coordinator Physical Therapy912-344-3362Armstrong Center 235Armstrong CampusWaters College of Health ProfessionsDepartment of Clinical SciencesDavid Bringman joined the staff in January 2009. He teaches primarily in the neurological and geriatric assessment and treatment coursework. He is a member of Neurology sections of the American Physical Therapy Association (APTA). He is the Admissions Coordinator for the DPT program. Dr. Bringman's research interests center around holistic admission processes.
Teaching Philosophy
My teaching is grounded in making a meaningful connection with my students so they can appreciate that we are learning together and that I am invested in their future as a healthcare provider. This engagement is my way of demonstrating the relationship that they will need to create with their patients. If I can teach them that they need to care deeply for their patient, then they in turn will understand why they must care about learning in the classroom and ultimately becoming a lifelong learner.
* Dpt, Simmons University, 2011
* Ms Physical Therapy, Armstrong Atlantic State University, 2002
* Bs Physical Therapy, Armstrong Atlantic State University, 2002
MS Physical Therapy, Armstrong Atlantic State University, 2002BS Physical Therapy, Armstrong Atlantic State University, 2002
Research Interests
* Holistic Admissions
ssazzed@georgiasouthern.eduhttps://sites.google.com/site/salimsazzed/Salim SazzedSalimSazzedAssistant Professor912-478-2727IT 2319, Statesboro CampusStatesboro CampusAllen E Paulson College of Engineering & ComputingDepartment of Computer ScienceSalim Sazzed is an Assistant Professor of Computer Science in the Department of Computer Science at Georgia Southern University, previously serving as a Visiting Assistant Professor at the University of Memphis, TN. He earned his Ph.D. in Computer Science from Old Dominion University in 2023. Dr. Sazzed’s research interests lie in various subfields of Artificial Intelligence (AI), including Natural Language Processing (NLP), Computer Vision (CV), and Machine Learning (ML), with a particular focus on their applications in Data Science, Bioinformatics, and Social Computing. He has authored over 50 papers in peer-reviewed venues and serves as a reviewer and program committee member for leading academic journals and conferences.
Teaching Philosophy
Salim Sazzed's teaching philosophy is grounded in four key principles. He prioritizes student-centered learning, tailoring his methods to accommodate diverse student needs and learning styles. In his interactive and collaborative classroom, he fosters active participation and peer engagement, encouraging students to learn from one another. For practical learning, he implements hands-on activities, projects, and real-world applications that enhance students' technical, presentation, and writing skills, effectively preparing them for future challenges. Lastly, he promotes inclusiveness by creating a culture of respect and open communication, ensuring an environment where all students feel valued and supported.
* Ph.D., Old Dominion University, Usa
* Ms, University Of Dhaka, Bangladesh
* B.Sc. , University Of Dhaka, Bangladesh
MS, University of Dhaka, BangladeshB.Sc. , University of Dhaka, Bangladesh
Research Interests
* Artificial Intelligence (Ai)
* Natural Language Processing (Nlp)
* Computer Vision (Cv)
* Bioinformatics
* Data Science
Natural Language Processing (NLP)Computer Vision (CV)BioinformaticsData Science mpowers@georgiasouthern.eduMark PowersMarkPowersNTT Clinical Assistant Professor912-344-3341Armstrong Center #229Armstrong CampusWaters College of Health ProfessionsDepartment of Clinical SciencesDr. Powers is a visiting instructor in Doctor of Physical Therapy program. He is a thirteen-year experienced physical therapist, orthopedic fellow, APTA credentialed clinical instructor, and residency and fellowship educator.
Teaching Philosophy
My teaching philosophy centers around an interactive teaching style which allows students to remain engaged and strengthen their critical thinking skills. I often utilize small group work to facilitate problem solving strategies and have an interest in team based learning.
* Dpt., Georgia Southern University
Research Interests
* The Role Of Clinician Language In Rehabilitation Outcomes. .
* The Benefits Of Utilizing A Combination Of Pain Science Education And Progressive Strengthening In Patients With Chronic Low Back Pain
The benefits of utilizing a combination of pain science education and progressive strengthening in patients with chronic low back pain carr@georgiasouthern.eduOlivia Carr EdenfieldOlivia CarrEdenfieldProfessor of English912-478-0155Newton 2220_BStatesboro CampusCollege of Arts & HumanitiesDepartment of EnglishOlivia Carr Edenfield, Professor of English, has been on faculty since 1986. She teaches undergraduate and graduate courses in American literature and serves as the Director of the American Literature Association.
Teaching Philosophy
I strive to enrich my students' critical thinking skills by encouraging active participation in class discussions and them in current scholarly conversations. I see our majors as scholars in the making and am devoted to undergraduate and graduate student research.
* Ph.D. University Of Georgia, 2002
* Ma In English, University Of Iowa, 1986
* Ba In English, Georgia Southern College, 1982
MA in English, University of Iowa, 1986Ba in English, Georgia Southern College, 1982
Research Interests
* The American Short Story
* Andre Dubus
* Andre Dubus, Iii
* American Modernism, In Particular Ernest Hemingway, J.D. Salinger, And Cormac Mccarthy
Andre DubusAndre Dubus, IIIAmerican Modernism, in particular Ernest Hemingway, J.D. Salinger, and Cormac McCarthy ksmith@georgiasouthern.eduKathlyn M. SmithKathlyn M.SmithProfessor of Geology912-478-5398Herty 1116AArmstrong Campus, Statesboro CampusCollege of Science & MathematicsSchool of Earth Environment & SustainabilityKathlyn M. Smith (she/her) is a Professor of Geology in the Geosciences Program of the School of Earth, Environment, & Sustainability and the Curator of Paleontology for the Georgia Southern Museum. Her research primarily focuses on fossil elephants and their extinct relatives. She teaches introductory and upper-level courses for undergraduate students including Dinosaurs, Extinctions, & Disasters, Historical Geology, and Paleontology.
Teaching Philosophy
My philosophy is to provide students with the tools necessary to understand and discuss geological and paleontological issues relevant to modern society, to cultivate a deeper appreciation of and connection to the physical and biological world, to foster critical thinking in students by encouraging use of the scientific process, and to utilize technological advances to explore historical sciences. In enacting this philosophy, I seek to amplify the voices of underrepresented and historically uncredited scientists to the development and advancement of geology as a science.
* Ph.D., University Of Michigan, 2010
* M.S., Michigan State University, 2004
* B.S., Purdue University, 2001
M.S., Michigan State University, 2004B.S., Purdue University, 2001
Research Interests
* Vertebrate Paleontology
* Pleistocene Megafauna
* Paleoecology
* North American Mastodons
* Southeastern U.S. Fossils
Pleistocene megafaunaPaleoecologyNorth American mastodonsSoutheastern U.S. FossilsGeorgia Southern University Museum, James H. Oliver Jr. Institute for Coastal Plain Science dapanaskevich@georgiasouthern.eduhttps://scholars.georgiasouthern.edu/en/persons/dmitry-apanaskevichDmitry ApanaskevichDmitryApanaskevichProfessor912-478-0554Room 3061, Math/Physics BuildingStatesboro CampusCollege of Science & MathematicsDepartment of Biology, School of Earth Environment & SustainabilityBy education I am taxonomist in the fields of acarology and entomology. I am Assistant Curator of the US National Tick Collection which is part of the Smithsonian Institution and the major scope of my research is in systematics of ixodid ticks.
Teaching Philosophy
My major philosophy of teaching is to provide knowledge in the discipline, get students involved in education and scientific processes and teach students to analyze and arrive at logical conclusions using scientific methods. Moreover, I focus my teaching on assisting students in acquiring an interest in the topic and help them to identify their future directions in science through teaching.
* Ph.D.: Zoological Institute, Russian Academy Of Sciences (St. Petersburg, Russia)
* Msc: St. Petersburg State University (Russia)
* Bsc: St. Petersburg State University (Russia)
MSc: St. Petersburg State University (Russia)BSc: St. Petersburg State University (Russia)
Research Interests
* Taxonomy Of Ixodid Ticks (Family Ixodidae)
* Phylogeny Of Ixodid Ticks (Family Ixodidae)
* Host-Parasite Relationships Of Ixodid Ticks (Family Ixodidae)
Phylogeny of ixodid ticks (family Ixodidae)Host-parasite relationships of ixodid ticks (family Ixodidae)James H. Oliver Jr. Institute for Coastal Plain Science, United States National Tick Collection marahman@georgiasouthern.eduhttps://scholar.google.com/citations?user=V8II13oAAAAJ&hl=en&authuser=1M Arif Imtiazur RahmanM Arif ImtiazurRahmanProfessor434-466-2946IT-2329Statesboro CampusAllen E Paulson College of Engineering & ComputingDepartment of Computer ScienceI envision myself motivating eager minds through my research, mentorship, and teaching. Together we will be developing new ideas and applications to harness the power of data to make informed decisions and contribute to the forefront of technological advancements that can positively impact the functional safety of AI based safety-critical applications in healthcare and beyond.
Teaching Philosophy
As an instructor and advisor, my goal is to create an inclusive environment where the students feel excited and empowered to learn necessary skillset that will technically enhance our world. Specifically, drawing on my background in Computer Science, I aim to teach students how to design technology with a critical awareness of ethics, robustness, and scalability.
* Ph.D. In Computer Science, University Of Virginia
* Mcs In Computer Science, University Of Virginia
* B.Sc. In Computer Science, University Of Engineering And Technology (Buet)
MCS in Computer Science, University of VirginiaB.Sc. in Computer Science, University of Engineering and Technology (BUET)
Research Interests
* Cognitive Assistants
* Safety-Critical Applications
* Healthcare With Ai
* Natural Language Processing
* Sensor Network
Safety-Critical ApplicationsHealthcare with AINatural Language ProcessingSensor NetworkData Science Artificial Intelligence and Cyber Security Laboratory (DAC-lab), Center for Public Health Practice and Research, Institute for Water and Health fmercado@georgiasouthern.eduFrances Mercado-RodriguezFrancesMercado-RodriguezDirector of Clincal Education & Assistant Professor912-478-0500Ashmore Hall - 125Armstrong CampusWaters College of Health ProfessionsDepartment of Clinical SciencesDr. Frances Mercado-Rodriguez is an alum of Georgia Southern and is the Director of Clinical Education & Assistant Professor in the Respiratory Therapy Program in the Department of Clinical Sciences. Dr. Mercado-Rodriguez teaches undergraduate courses on the Armstrong Campus.
Teaching Philosophy
As a respiratory therapy educator, I am dedicated to fostering a learning environment that is both challenging and supportive. My philosophy is grounded in the belief that effective teaching involves creating meaningful connections between theoretical concepts and practical applications. I strive to inspire students to become critical thinkers, lifelong learners, and compassionate healthcare providers. By emphasizing evidence-based practice, clinical reasoning, and patient-centered care, I aim to equip my students with the knowledge and skills necessary to excel in the dynamic field of respiratory therapy.
* DHSc, AT Still University
Research Interests
* Cardiopulmonary Diseases
mdonato@georgiasouthern.eduMark DonatoMarkDonatoDirector of Marketing & Media912-478-7358Parker College of Business Room 3356AStatesboro CampusParker College of BusinessParker College Office of Marketing & MediaMark is the director of the Office of Marketing & Media for the Parker College of Business. He is a double eagle with over a decade of experience in graphic design and website development.
Teaching Philosophy
Never stop learning.
* MBA, Georgia Southern University
* B.S Information Technology, Georgia Southern University
B.S Information Technology, Georgia Southern University
Research Interests
* Marketing
* Media
Media hjoesting@georgiasouthern.eduHeather JoestingHeatherJoestingAssociate Professor of Biology912-344-2998Science Center 1007Armstrong CampusCollege of Science & MathematicsDepartment of BiologyHeather Joesting is an Associate Professor of Biology and the Senior Scientist for Georgia Southern's Sustainable Aquaponics Research Center on the Armstrong campus, as well as the College of Science and Mathematics Administrative Fellow for Undergraduate Research. Dr. Joesting teaches undergraduate and graduate courses on the Armstrong campus and to all three campuses through online courses.
Teaching Philosophy
The foundation for my teaching approach is based on my passion for biology and my enthusiasm to share that passion with my students. I thoroughly enjoy teaching, and it is my goal in the classroom that students succeed through their own initiative. To achieve this goal, I provide engaging lectures and activities that foster critical-thinking skills in an inclusive learning environment.
* Ph.D., Wake Forest University (2011)
* M.S., Ohio University (2005)
* B.S., University of North Carolina at Wilmington (2001)
M.S., Ohio University (2005)B.S., University of North Carolina at Wilmington (2001)
Research Interests
* Coastal Plant Ecology
* Nursery Production Of Native Species For Restoration
* Plant Morphological And Physiological Adaptations To The Environment
Nursery production of native species for restorationPlant morphological and physiological adaptations to the environmentCollege Office of Undergraduate Research, Sustainable Aquaponics Research Center (SARC), James H. Oliver Jr. Institute for Coastal Plain Science jxkersey@georgiasouthern.eduhttps://scholars.georgiasouthern.edu/en/persons/jing-kersey-2Jing KerseyJingKerseyAssistant Professor of Biostatistics912-478-5958Hendricks Hall 1011Armstrong Campus, Statesboro CampusJiann-Ping Hsu College of Public HealthDepartment of Biostatistics, Epidemiology & Environmental Health SciencesDr. Jing Kersey is an Assistant Professor of Biostatistics in the Department of Biostatistics, Epidemiology, and Environmental Health Sciences at Georgia Southern University. She joined the university in August 2022. With a focus on statistical methods, Jing's research interests lie in the areas of diagnostic accuracy, Bayesian data analysis, and modeling in infectious diseases. Through her work, she aims to contribute to the understanding and advancement of these fields, ultimately making a positive impact on public health and healthcare decision-making.
Teaching Philosophy
My teaching philosophy is centered on creating an inclusive, engaging, and transformative learning environment. With over a decade of experience in teaching mathematics and statistics, I aim to inspire students to grasp complex biostatistical concepts through clear, well-organized instruction, supplemented by applied examples. I prioritize accessibility and support, ensuring students from diverse backgrounds succeed by offering tailored resources, regular feedback, and collaborative opportunities. My commitment to continuous professional development and integrating innovative methods in my teaching ensures that students are well-prepared for their academic and professional futures.
* DrPH in BIostatistics, Georgia Southern Univerisity
* Ms in Statistics, Georgia Southern University
Ms in Statistics, Georgia Southern University
Research Interests
* Statistical Methods In Diagnostic Accuracy
* Mathematical/Statistical Modeling In Infectious Diseases
* Machine Learning In Alzheimer'S Disease Prediction
mathematical/statistical modeling in infectious diseasesmachine learning in Alzheimer's Disease Prediction yuanli@georgiasouthern.eduYuan LiYuanLiAssociate Professor912-478-7479Parker College of BusinessStatesboro CampusParker College of BusinessDepartment of MarketingYuan Li is an Associate Professor of Marketing in the Department of Marketing. Her research interests focus on marketing design and visual marketing. Before her academic career, she held management and consultancy positions at Nielsen and Dell. She earned her Ph.D. in Marketing from the University of Texas at San Antonio.
Teaching Philosophy
My teaching philosophy centers on the idea that effective learning involves engaging students in a value co-creation experience, driven by curiosity and inspiration. I believe in the transformative power of education and strive to foster an excitement for learning and self growth both inside and outside the classroom.
* Ph.D., Marketing
Research Interests
* Marketing Design
* Visual Marketing
* Human And Ai Interactions
* Luxury Consumption
* Cross Cultural Research
Visual MarketingHuman and AI InteractionsLuxury ConsumptionCross Cultural Research lkimsey@georgiasouthern.eduLinda KimseyLindaKimseyAssociate Professor & MHA Program Director912-478-2008Hendricks HallStatesboro CampusJiann-Ping Hsu College of Public HealthDepartment of Health Policy & Community HealthDr. Kimsey holds both a Ph.D. in Public Administration and a MHA from the University of Kentucky. At Georgia Southern University, she teaches Health Administration and Leadership courses. She also works with the Center for Public Health Practice and Research, assisting rural hospitals in strategic, operational, and financial planning. Her primary areas of research interest are: military healthcare and rural health systems, where application of systems thinking to complex adaptive organizations is essential.
Teaching Philosophy
My teaching philosophy is founded on the principle of co-production, where the best outcomes are achieved through the active contributions of both the teacher and the learner.
* Ph.D. Public Administration University of KY
* Master of Health Administration Univ of KY
* Bachelor of Science Accounting Univ of TN
Master of Health Administration Univ of KYBachelor of Science Accounting Univ of TN
Research Interests
* Health Services Research
* Rural Health
* Military Health System
Rural HealthMilitary Health SystemCenter for Public Health Practice and Research ldusenberry@georgiasouthern.eduhttps://scholars.georgiasouthern.edu/en/persons/lisa-dusenberry-2Lisa DusenberryLisaDusenberryAssociate Professor912-344-2733Gamble 141Armstrong CampusCollege of Arts & HumanitiesDepartment of EnglishLisa Dusenberry is an Associate Professor of English at Georgia Southern University. Her research focuses on psychological safety, collaboration, and 21st century technical communication teaching strategies. She also investigates intersections between technical communication and children's media, especially analyzing reader-player dynamics (demonstrating how texts operate as interfaces to shape participation) and incorporating coding/design thinking concepts into storytelling. Her work has most recently appeared in Technical Communication Quarterly and Computers and Composition.
Teaching Philosophy
Dr. Dusenberry's teaching philosophy centers on adaptability and design thinking, a process for creative problem-solving. Johndan Johnson-Eilola and Stuart Selber highlight the need for technical communicators to be “reflective problem solvers,” continually learning new skills. By viewing communication as a design-thinking process, my students—regardless of discipline—develop skills to curate information, present it effectively, and collaborate. Through ethical reflection and empathy, students critically revise their work, embracing communication as a complex, evolving negotiation with diverse stakeholders.
* Ph.D. in English, University of Florida, May 2013
* M.A. in English, University of Florida, May 2007
* B.A. in English and Liberal Arts, Colorado State University, May 2005
M.A. in English, University of Florida, May 2007B.A. in English and Liberal Arts, Colorado State University, May 2005
Research Interests
* Teaching Technical Communication
* Psychological Safety
* Design Thinking And Computational Thinking
* Game Design
* Children'S Media
Psychological SafetyDesign Thinking and Computational ThinkingGame DesignChildren's Media jschiman@georgiasouthern.eduhttps://sites.google.com/site/jeffschiman/Jeffrey SchimanJeffreySchimanAssociate Professor of Economics912-478-2280Parker College of Business, 3345Statesboro CampusParker College of BusinessDepartment of EconomicsJeffrey Schiman is an Associate Professor of economics in the Parker College of Business. He is currently the department’s Solomons Fellow of Economics and is a past recipient of the college's William A. Freeman Professor of the Year Award and the W.A. and Emma Lou Crider Award for Excellence in Teaching. He received his Ph.D. and MA in economics from the University of Illinois at Chicago and his BA in economics from Calvin College. Dr. Schiman's research focuses on applied microeconomics including the fields of labor, health, and education where he has studied the labor market for K-12 educators, the determinants of student academic and labor market success, and health investments and health outcomes.
Teaching Philosophy
I believe everyone is capable of growth, so I meet students where they are and then push them to grow.
* Ph.D. in Economics, University of Illinois at Chicago
* MA in Economics, University of Illinois at Chicago
* BA in Economics, Calvin College
MA in Economics, University of Illinois at ChicagoBA in Economics, Calvin College
Research Interests
* Labor Economics
* Economics Of Education
* Health Economics
* Forensic Economics
Economics of EducationHealth EconomicsForensic Economics aking@georgiasouthern.eduAmanda KingAmandaKingProfessor of Economics912-478-0535Parker College of Business Room 3320Statesboro CampusParker College of BusinessDepartment of EconomicsAmanda King, Ph.D., professor of economics, has taught at Georgia Southern University since 2002. Prior to coming to Georgia Southern she taught for two years at Elon University. King’s recent research interests center around the types of signals people use to determine when to purchase experience goods. Her most recent studies consider the market for Broadway Theater tickets. She teaches in the online Master of Science in Applied Economics program as well as introductory and intermediate macroeconomics and money and banking.
Teaching Philosophy
I first came to enjoy economics because I saw how it affected my life. It was immediately clear to me how the topics in my first economics class related to the events that were happening in the world around me. Thus, helping students see how economics is relevant to them has become an underlying focus in my economics classes.
* Ph.D., Vanderbilt University, 2000
* MA, Vanderbilt University, 1999
* BA,Agnes Scott College, 1995
MA, Vanderbilt University, 1999BA,Agnes Scott College, 1995
Research Interests
* Experience Goods
* Signalling In Markets
* User Reviews Vs. Critical Reviews
Signalling in marketsUser reviews vs. critical reviews mborquez@georgiasouthern.eduManuel BorquezManuelBorquezSenior Military Science Instructor312-478-0038Military Science BuildingArmstrong Campus, Statesboro CampusMilitary ScienceDepartment of Military ScienceMSG Manuel Borquez, Jr. joined the Eagle Battalion as the Senior Military Science Instructor in August 2024. Originally from Bisbee, Arizona, he joined the Army as a cannon crewmember on June 07, 2007, and conducted Basic Combat Training and Advanced Individual Training at Fort Sill, Ok.
Teaching Philosophy
Military science is the study of military processes, institutions, and behavior, along with the study of warfare, and the theory and application of organized coercive force. It is mainly focused on theory, method, and practice of producing military capability in a manner consistent with national defense policy.
* Common Faculty Development Instructor Course
Research Interests
* Military Science
cschiman@georgiasouthern.eduCuiping SchimanCuipingSchimanAssociate Professor912-478-8594PCOB 1109Statesboro CampusParker College of BusinessDepartment of EconomicsCuiping Schiman is an Associate Professor of economics in the Parker College of Business. Her research combines economic theory and modern empirical tools to analyze questions in the markets for healthcare and labor. She has published on the effects of Medicare prescription drug insurance and Medicaid physician fees on various healthcare outcomes, the effects of early childcare policies on human capital development, and the long-term effects of early-life human capital investments. Dr. Schiman received her Ph.D. and MA in Economics from the University of Illinois at Chicago and her Bachelor of Medicine from Shandong University. She also completed a postdoctoral fellowship at the Feinberg School of Medicine at Northwestern University.
Teaching Philosophy
My teaching philosophy is to help my students develop their skills to expand their potential.
* Ph.D. in Economics, University of Illinois at Chicago, 2015
* MA in Economics, University of Illinois at Chicago, 2012
* Bachelor of Medicine, Shandong University, 2008
MA in Economics, University of Illinois at Chicago, 2012Bachelor of Medicine, Shandong University, 2008
Research Interests
* Economics Of Health Care And Labor
jamesthomas@georgiasouthern.eduJames ThomasJamesThomasSenior Lecturer912-478-0713Hendricks Hall 2027Statesboro CampusJiann-Ping Hsu College of Public HealthDepartment of Health Policy & Community HealthDr. James Thomas a Senior Lecturer in the department of Health Policy and Community Health at the Jiann-Ping Hsu College of Public Health. Dr. Thomas holds a MPH and DrPH in Community Health Behavior and Education from Georgia Southern University. Dr. Thomas has over 10 years of community engagement experience working with rural communities in southeastern Georgia in addressing health disparities within underrepresented populations. Dr. Thomas currently researches health risk behaviors and health disparities in minority populations living in rural areas.
Teaching Philosophy
Greek philosopher, Heraclitus, once stated, “No man ever steps in the same river twice, for it’s not the same river and he’s not the same man”. If someone were to ask me to write a book on my teaching career, I feel this quote encapsulates my philosophy as an instructor in the Jiann-Ping Hsu College of Public Health. I believe in using innovation and creativity to encourage critical thinking and problem solving hands-on and practical experience in the classroom.
* DrPH
* MPH
* BSPH
MPHBSPH
Research Interests
* Minority Health
* Rural Health
* Men'S Health
* Social Determinants Of Health
Rural HealthMen's HealthSocial Determinants of HealthCenter for Public Health Practice and Research csglover@georgiasouthern.eduCaroline GloverCarolineGloverAdministrative Assistant II912-478-5322Hollis 2123Statesboro CampusWaters College of Health ProfessionsWCHP Office of the DeanI have served in the Dean's Office since 2010, and have worked on a multitude of projects including, but not limited to: search process, scheduling internal and external visitors to the Dean's Office, planning and organizing college events.
Teaching Philosophy
Remove
* B.A. English
Research Interests
* Remove
NA kepeace@georgiasouthern.eduhttps://scholars.georgiasouthern.edu/en/persons/karl-e-peace-2Karl PeaceKarlPeaceProfessor and Georgia Cancer Coalition Distinguished Cancer Scholar912-478-2674Statesboro CampusJiann-Ping Hsu College of Public HealthDepartment of Biostatistics, Epidemiology & Environmental Health SciencesDr. Karl E. Peace’s generous gift in honor of his wife, Dr. Jiann-Ping Hsu, made the establishment of the JPHCOPH possible. He is a Georgia Southern graduate and earned a Ph.D. in biostatistics from the Medical College of Virginia (VCU). He spent decades in the pharmaceutical industry, contributing to the development of drugs for Alzheimer's disease, gastrointestinal ulcers, and cardiovascular risk reduction. Transitioning to academia, he established 21 endowments, including the College’s Eminent Scholar Chair in Biostatistics. He also founded the Journal of Biopharmaceutical Statistics. A Fellow of the American Statistical Association, Peace has authored over 150 publications and 15 books advancing biostatistics and public health.
Teaching Philosophy
Dr. Karl Peace’s teaching philosophy is grounded in his extensive industry experience and commitment to student success. His teaching in clinical trial methodology and drug research is driven by the belief that students must be prepared to contribute to real-world challenges in healthcare. Dr. Peace emphasizes practical applications of biostatistics, integrating case studies from his pharmaceutical career to bridge theory and practice. He is dedicated to mentoring students, and helping them navigate their career paths with the same rigor and passion he brings to his work. His industry experience not only enriches his teaching but also positions students to excel in the evolving field of public health and biostatistics.
* Ph.D. in Biostatistics, Medical College of Virginia, 1976
* M.S. in Mathematics, Clemson University, 1964
* B.S. in Chemistry, Georgia Southern College, 1963
M.S. in Mathematics, Clemson University, 1964B.S. in Chemistry, Georgia Southern College, 1963
Research Interests
* Clinical Trials
* Drug Research And Development
* Biostatistics
Drug Research and DevelopmentBiostatisticsKarl E. Peace Center for Biostatistics and Research hlorden@georgiasouthern.eduHeather LordenHeatherLordenNTT Associate Professor912-344-2767Armstrong Center 238Armstrong CampusWaters College of Health ProfessionsDepartment of Clinical Sciences, WCHP Office of the DeanDr. Lorden received both her Bachelor of Science in Health Science and Master of Science in Physical Therapy degrees from Armstrong Atlantic State University. She then earned her Doctorate of Physical Therapy from Medical College of Georgia. She has an extensive clinical background in both geriatrics and pediatrics. She continues to practice at a local outpatient pediatrics clinic. She achieved her Pediatrics Clinical Specialty (PCS) certification in 2019. This accreditation is awarded through the American Board of Physical Therapy Specialties (ABPTS).
Teaching Philosophy
For my graduate Doctor of Physical Therapy students, my aim is to foster the development of professionally exceptional clinicians, regardless of background or barriers. Regarding my undergraduate students, my aim is to facilitate excitement for the clinical professions while maintaining a high rigor of learning such that students are prepared to excel in their path to graduate school.
* Doctor of Physical Therapy
* Master of Science in Physical Therapy
* Pediatric Clinical Specialist
* Bachelor of Science in Health Science
Master of Science in Physical TherapyPediatric Clinical SpecialistBachelor of Science in Health Science
Research Interests
* Caregiver Training Related To Gross Motor Development Of Children
* Care Of The Obstetric Patient
* Scholarship Of Teaching And Learning In Physical Therapy Education
care of the obstetric patientscholarship of teaching and learning in physical therapy education lcwilliams@georgiasouthern.eduhttps://scholar.google.com/citations?user=HVW6A_QAAAAJ&hl=enLeah WilliamsLeahWilliamsSenior Lecturer of Biochemistry & Chemistry912-478-5968Nursing/Chemistry room 2234Statesboro CampusCollege of Science & MathematicsDepartment of Biochemistry Chemistry & PhysicsMy goal has always been to use my training and experience in the field of Chemistry Education to support student success in chemistry. My background has given me extensive experience in teaching introductory chemistry concepts, curriculum alignment, course-based undergraduate research, and the use of open-education resources. I have used, and will continue to use, this experience to refine my teaching here at Georgia Southern. Much of my background has informed the design, implementation and assessment of my general chemistry, survey of chemistry, and graduate level courses.
Teaching Philosophy
I believe that it is our role as instructors to encourage persistence, motivation, and interest in chemistry for students. In my classes, constructing new knowledge and building connections between concepts is a group effort. I use traditional lectures minimally to provide an introduction to new topics and then rely heavily on group work and collaboration to help students learn new content, connect it to previous knowledge, and engage in scientific practices. I provide a mixture of resources, ranging from the textbook and readings to videos and worksheets, to accommodate a wide range of learning preferences. Any new content I introduce is rooted in student prior knowledge and is tied to future applications and real-life examples.
* Ph.D., Michigan State University, 2015
* B.S., Georgia College and State University, 2010
B.S., Georgia College and State University, 2010
Research Interests
* Chemical Education Research (Cer)
* Discipline-Based Education Research (Dber)
* Scholarship Of Teaching And Learning (Sotl)
Discipline-Based Education Research (DBER)Scholarship of Teaching and Learning (SoTL) kparker@georgiasouthern.eduwww.kendrarparker.comKendra R. ParkerKendra R.ParkerAssociate Professor, Affiliate Faculty in Africana StudiesArmstrong Campus, Statesboro CampusCollege of Arts & HumanitiesDepartment of EnglishKendra R. Parker (Ph.D., Howard University) is an associate professor at Georgia Southern University. She is the author of She Bites Back: Black Female Vampires in African American Women's Novels, 1977-2011 (Lexington, 2018), co-editor of The Bloomsbury Handbook to Octavia E. Butler (Bloomsbury, 2020), and author of Understanding Octavia E. Butler (University of South Carolina Press, 2025).
Teaching Philosophy
“the classroom should be an exciting place, never boring” ~bell hooks
* Ph.D., Howard University
Research Interests
* African American Literature
* Octavia E. Butler
Octavia E. ButlerCenter for Africana Studies mbrister@georgiasouthern.eduMonica BristerMonicaBristerAcademic Services Coordinator912-478-6986Hendricks Hall 1018Statesboro CampusJiann-Ping Hsu College of Public HealthJPHCOPH Office of the DeanI am Monica Brister and currently work as the academic services coordinator for JPHCOPH
* M. Ed. Counselor Education
joycewhite@georgiasouthern.eduJoyce WhiteJoyceWhiteAssistant Professor912-478-04553302B NewtonStatesboro CampusCollege of Arts & HumanitiesDepartment of EnglishJoyce White is Assistant Professor of English in Gullah Geechee Literature and Cultures at Georgia Southern University. She received her Ph.D. in Humanities with a primary focus in African American Studies from Clark Atlanta University and earned a BA and MA in English, with a focus in Creative Writing and literature, from Florida State University. Her research interests include 19th, 20th, and 21st century African American and diasporic literature, as well as African cosmological and spiritual continuities in diasporic literature.
Teaching Philosophy
My approach to all courses is to not only emphasize the connection between reading, writing, and critical thinking, but to also emphasize the importance and role of cross-discipline learning and engagement. This allows the classroom to transform student engagement and instructor facilitation beyond the physical space and to shape lifelong student citizens and learners who effectively transfer acquired skills into other academic areas and their lives.
* Ph.D. Clark Atlanta University
Research Interests
* African American Literature
Gullah-Geechee Heritage Center,Center for Africana Studies coglobli@georgiasouthern.eduhttps://scholar.google.com/citations?hl=en&user=A9zfR2cAAAAJConstantin OgloblinConstantinOgloblinProfessor912-478-5375Parker College of BusinessStatesboro CampusParker College of BusinessDepartment of EconomicsProf. Ogloblin Joined Georgia Southern University in 2000. The courses he regularly teaches are Principles of Microeconomics, Applied Econometrics (graduate), and International Economics (graduate). He has extensive experience developing and teaching online courses at both undergraduate and graduate levels. He also has much experience authoring course materials for principles of economics, intermediate microeconomics, and international economics. His research interests lie in applying econometric methods to examine relevant economic and social issues.
Teaching Philosophy
Education is not the learning of facts but the training of the mind to think.—Albert Einstein.
* Ph.D., Kent State University
Research Interests
* Applied Econometrics
* Health Economics
* Economic Systems
Health economicsEconomic systems jburson@georgiasouthern.eduhttp://cah.georgiasouthern.edu/history/home/faculty/burson/Jeffrey D. BursonJeffrey D.BursonProfessor912-478-8532IAB 3010Statesboro CampusCollege of Arts & HumanitiesDepartment of HistoryJeffrey D. Burson specializes in the history of the Enlightenment and the era of the Atlantic Revolutions. He is the article of over thirty peer-reviewed articles and chapters, and is currently the author or editor of five books, including The Culture of Enlightening: Abbé Claude Yvon and the Entangled Emergence of the Enlightenment (Notre Dame, 2019); The Rise and Fall of Theological Enlightenment: Jean-Martin de Prades and Ideological Polarization in Eighteenth-Century France (Notre Dame, 2010); and Enlightenment and Catholicism in Europe (Notre Dame, 2014) co-edited with Ulrich Lehner.
Teaching Philosophy
The symbiotic interdependence of scholarship and teaching, and the continued relevance of history as both research method and critical foundation of global citizenship are the cornerstones of my teaching philosophy.
* Ph.D. (History) George Washington University (2006)
* M.Phil. (History) George Washington University (2003)
* B.A. (History/Political Science) Concordia University--Ann Arbor (1999)
M.Phil. (History) George Washington University (2003)B.A. (History/Political Science) Concordia University--Ann Arbor (1999)
Research Interests
* Intellectual And Cultural History Of The Global Eighteenth Century
* Enlightenment Catholicism
* Eighteenth-Century And Revolutionary France
* Early Modern Europe
* Age Of Revolutions, C. 1750 - 1850
Enlightenment CatholicismEighteenth-Century and Revolutionary FranceEarly Modern EuropeAge of Revolutions, c. 1750 - 1850 slandge@georgiasouthern.eduShainaz LandgeShainazLandgeAssociate Professor of Chemistry912-478-1883Nursing Chemistry 3213Statesboro CampusCollege of Science & MathematicsDepartment of Biochemistry Chemistry & PhysicsDr. Shainaz Landge joined Georgia Southern University in August of 2010. She completed her M.S. degree in Organic Chemistry (2000) from the University of Pune (India), after which she worked as a project assistant at the National Chemical Laboratory in Pune. In 2008, she completed her Ph.D. research at the University of Massachusetts, Boston, and then moved on to a postdoctoral position at Dartmouth College (NH). In her spare time she likes to read, write, watch movies and hang around with friends and family members.
Teaching Philosophy
I strongly believe that: a Teacher is the one who introduces a new perspective; invokes curiosity; enhances critical thinking; challenges misconceptions and promotes motivation to improve students’ abilities. My teaching philosophy is simple: I aim to create an interactive, positive learning environment where the students are engaged and interested in the learning process.
* B.S. University of Pune, India (1998)
* M.S. University of Pune, India (2000)
* Ph.D. University of Massachusetts, Boston (2008)
* Postdoctoral Dartmouth College, New Hampshire (2010)
* Georgia Southern University, Statesboro, Georgia (2010 - present)
M.S. University of Pune, India (2000)Ph.D. University of Massachusetts, Boston (2008)Postdoctoral Dartmouth College, New Hampshire (2010)Georgia Southern University, Statesboro, Georgia (2010 - present)
Research Interests
* Chemosensors
* Microwave Assisted Organic Synthesis
* Detection Of Toxins And Sugar Molecules
* Chemical Education
* Student Motivation
Microwave Assisted Organic SynthesisDetection of toxins and sugar moleculesChemical EducationStudent MotivationVertically Integrated Projects (VIP), National Youth Advocacy and Resilience Research Center, James H. Oliver Jr. Institute for Coastal Plain Science, Institute for Water and Health rewhitworth@georgiasouthern.eduhttps://scholars.georgiasouthern.edu/en/persons/ruth-e-whitworth-2Ruth WhitworthRuthWhitworthAssistant Professor912-478-7904Hendricks Hall, Room 1032Statesboro CampusJiann-Ping Hsu College of Public HealthDepartment of Biostatistics, Epidemiology & Environmental Health Sciences, Public Health GeneralMs. Whitworth has been part of Georgia Southern University since 2004, originally hired to work with the KE Peace Center for Biostatistics in the School of Public Health. After the School transitioned to become the Jiann-Ping Hsu College of Public Health in 2006, Ms. Whitworth transitioned to work for the Dean of the College. Over the years, she has contributed to the growth and development of the College, utilizing her experience in information systems and public health. Her role encompasses administrative coordination, teaching, and participation in university and college committees.
Teaching Philosophy
Ms. Whitworth believes that effective teaching is a dynamic process where both instructors and students learn from each other, enriching the educational experience. She emphasizes essential concepts for students' future careers, ensuring they develop both theoretical understanding and practical skills. Engaging in reflective teaching, she continually sharpens her expertise and adapts her methods to stay current in her field. She is committed to creating a safe, inclusive learning environment where diverse perspectives are encouraged, fostering engagement and dialogue to enhance learning.
* MPH in biostatistics, Georgia Southern University, 2011
* MBA in information systems, University of Memphis, 1997
* BBA in finance, Abilene Christian University, 1984
MBA in information systems, University of Memphis, 1997BBA in finance, Abilene Christian University, 1984
Research Interests
* Public Health
jmurdock@georgiasouthern.eduhttps://scholars.georgiasouthern.edu/en/persons/jason-murdockJason MurdockJasonMurdockAssociate Professor912-478-5167Art Building 2003Statesboro CampusCollege of Arts & HumanitiesBetty Foy Sanders Department of ArtJason Murdock has been a faculty member in the Betty Foy Sanders Department of Art at Georgia Southern University since 2017. He received a Bachelor of Fine Arts degree in Visual Communication Design from the Herron School of Art & Design (Indiana University), and a Master of Fine Arts degree in Visual Communication Design from Kent State University (2016). His research interests include typeface design, branding & visual identity design, design processes, and graphic design history. Jason has presented his research both nationally and internationally, and has won awards for teaching as well as for his work as a graphic designer.
Teaching Philosophy
Design education is rooted in the pre-industrial master-apprentice model. Today, however, technological know-how is no longer the primary requisite for entrance into the design profession. As the tools of the profession become more democratized and many of the tasks that designers perform are being automated, designers must be as strategic in their thinking as they are technologically savvy and as process-oriented as they are aesthetically-inclined. In the classroom, this requires an approach that sometimes strays from traditional methods of instruction to resemble Postman and Weingartner's “inquiry method”, where asking divergent questions may be more appropriate and instructive than providing convergent answers.
* M.F.A., Kent State University, 2016
* B.F.A., Indiana University, 2003
B.F.A., Indiana University, 2003
Research Interests
* Typeface Design
* Branding & Visual Identity Design
* Design Processes
* Graphic Design History
Branding & Visual Identity DesignDesign ProcessesGraphic Design HistoryCenter for Public Health Practice and Research csparks@georgiasouthern.eduChad SparksChadSparksMaster Sergeant912-344-2668Armstrong Recreation Center Rm #218Armstrong CampusCollege of Science & MathematicsDepartment of Military ScienceMSG Sparks joined the Army in 2006 as an Infantryman. He has served with the 2nd ID (2006-2013), 4th ID (2013-2017), 198th Infantry BDE (2017-2019), 2nd Cav Regt (2019-2022), and now with Georgia Southern Eagle BN (2022-current). MSG Sparks has 3 Combat deployments to Afghanistan (2009, 2012, & 2014), 1 Rotational deployment to Poland (2020), and 1 Operational deployment to Romania (2022). He has served as a Reconnaissance Scout, Recon Team Leader, Operations Sergeant, Platoon Sergeant, Senior Drill Sergeant, Company First Sergeant, Brigade Future Operations NCOIC, and currently a Military Science Instructor. MSG Sparks has a combined total of 34 military awards/badges and graduated 26 military schools throughout his tenure.
Teaching Philosophy
Evolved critical thinking and problem solving through experiential learning in a collaborative environment. Utilizing doctrinal foundation and variable assessments students grow through student-teaching roles and responsibilities during laboratory roles in a 'train the trainer' concept.
* Master Leader Course
* Army Instructor Certification
* Military History Instructor Certification
Army Instructor CertificationMilitary History Instructor Certification
Research Interests
* Advanced Tactics
* Military History
Military History jharris@georgiasouthern.eduhttps://scholars.georgiasouthern.edu/en/persons/john-harrisJohn HarrisJohnHarrisAssociate Professor of Management912-478-5997College of Business 3350Statesboro CampusParker College of BusinessDepartment of ManagementJohn N. Harris is an Associate Professor of Management in the Parker College of Business. He received his Ph.D. in Organizational Behavior and Human Resources from Florida State University in 2017. His research largely focuses on the areas of leadership, organizational politics and political skill, and individual differences in organizational effectiveness, though much of his recent work is in management education. He currently serves as the Human Behavior in Organizations (WMBA 6000) Course Lead for the University System of Georgia’s WebMBA, as a Co-Advisor for the Georgia Southern University Society for Human Resource Management student chapter, and as a member of the Academy of Management Learning & Education Editorial Review Board.
Teaching Philosophy
John Harris’s teaching philosophy and much of his current research has explored the incorporation of games and gaming into business classrooms to facilitate experiential learning that is impactful, accessible, and fun for students. He has presented this work and facilitated workshops focused on effectively utilizing games in the classroom at a range of national and regional academic conferences and professional conventions. He currently teaches in the areas of organizational behavior and leadership at both the graduate and undergraduate level.
* Ph.D., Florida State University, 2017
Research Interests
* Leadership
* Organizational Politics
* Experiential Learning
* Games In Education
* Management Education
Organizational PoliticsExperiential LearningGames in EducationManagement Education aakturk@georgiasouthern.eduAhmet AkturkAhmetAkturkAssociate Professor of History912-478-5776Interdisciplinary Academic Building, Room 3089Statesboro CampusCollege of Arts & HumanitiesDepartment of HistoryI am an Associate Professor of History specializing in Modern Middle East history. My area of interest is the late Ottoman Empire and early Turkish Republic, with an emphasis on the emergence and development of the modern Kurdish identity movement vis-à-vis Ottomanism and Turkish nationalism. I particularly trace the story of the princely Kurdish Bedirkhan family from the late 19th century through the first decades of the 20th century. I also enjoy teaching courses on the Modern Middle East and the wider Muslim world, from the time of Muhammad to modernity, as well as World History since roughly 1500.
Teaching Philosophy
Teaching is an essential component of my scholarly pursuit. Both my survey and upper-level courses aim to familiarize students with the wider world, particularly by understanding people and countries on their own terms and within their historical contexts. I teach my courses on world history, the Middle East, and the Muslim world in a way that encourages students not only to grasp the differences between 'other' cultures and their own but also to recognize surprising similarities. Finally, my courses aim to equip students with skills such as identifying multiple narratives of the same historical events and critically analyzing primary sources, much like they do with present-day information.
* Ph.D., University of Arkansas, Fayetteville, 2013
* M.A., University of Arkansas, Fayetteville, 2006
* B.S., Middle East Tehnical University, Ankara, Turkiye, 2004
M.A., University of Arkansas, Fayetteville, 2006B.S., Middle East Tehnical University, Ankara, Turkiye, 2004
Research Interests
* Late Ottoman Empire And Modern Turkey
* Kurdish National Movement
Kurdish National Movement tmayogamble@georgiasouthern.eduhttps://scholars.georgiasouthern.edu/en/persons/dr-tilicia-l-mayo-gambleTilicia Mayo-GambleTiliciaMayo-GambleAssociate Dean of Practice and Research912-478-1249Hendricks HallArmstrong Campus, Statesboro CampusJiann-Ping Hsu College of Public HealthDepartment of Health Policy & Community HealthDr. Tilicia Mayo-Gamble is the Associate Dean for Practice and Research and an Associate Professor in the Jiann-Ping Hsu College of Public Health at Georgia Southern University. She is a health services and healthcare disparities researcher with a research agenda focused on implementing community and patient engagement methods to facilitate self-care behaviors and enhance patient-centered care among adults with chronic diseases and marginalized populations.
Teaching Philosophy
Dr. Mayo-Gamble uses a backward teaching design that focuses on outcomes and the student-centered approaches necessary to accomplish those outcomes. She teaches Public Health Communication and Advocacy, Research Methodology, and Community Needs Assessment.
* Ph.D. in Health Behavior
* MPH in Social and Behavioral Science
* MA in Applied Communication
* BA in Media Arts
* CHES
MPH in Social and Behavioral ScienceMA in Applied CommunicationBA in Media ArtsCHES
Research Interests
* Patient Engagement
* Community Engagement
* Community-Based Methodology
* Health Communication
* Sickle Cell Disease
Community EngagementCommunity-based methodologyHealth CommunicationSickle Cell DiseaseCenter for Public Health Practice and Research aschrey@georgiasouthern.eduhttps://scholar.google.com/citations?user=lyy7R1UAAAAJ&hl=en&oi=aoAaron SchreyAaronSchreyProfessor912-478-5487SC 1010Armstrong CampusCollege of Science & MathematicsDepartment of BiologyProfessor of Biology
Teaching Philosophy
NA
* Ph.D.. Southern Illinois University Carbondale 2007
* MS Southern Illinois University Carbondale 2001
* BS University of Evansville 1999
MS Southern Illinois University Carbondale 2001BS University of Evansville 1999
Research Interests
* Epigenetics
* Molecular Ecology
* Population Genetics
* Networks In Biology
Molecular EcologyPopulation GeneticsNetworks in BiologyJames H. Oliver Jr. Institute for Coastal Plain Science taylors@georgiasouthern.eduSharon TaylorSharonTaylorProfessor912-478-0266MP 2324Statesboro CampusCollege of Science & MathematicsDepartment of Mathematical SciencesI have been teaching at Georgia Southern since 1996. My interests are mathematics education, statistics education, and the teaching of calculus. I am the Chief Reader for Advanced Placement Calculus and spend much of my time working with high school teachers who teach the course.
Teaching Philosophy
I believe most students need to be in a classroom to learn. I know this is not in step with the current proliferation of online courses and programs. Motivated and dedicated students can survive in an online environment, however the vast majority need to be taught by someone who knows their subject matter and truly cares about student learning. I want every student to succeed and work hard designing notes, assignments, and tests to challenge my students and have the grade they earn in my course mean something as they move through their academic career.
* Ph.D., Texas A&M University, 1993
* MA, Sam Houston State University, 1989
* BS in Education, Southwest Texas State University, 1987
MA, Sam Houston State University, 1989BS in Education, Southwest Texas State University, 1987
Research Interests
* Mathematics Education
* Statistics Education
* Calculus Teaching And Learning
Statistics EducationCalculus Teaching and Learning ericjohnson@georgiasouthern.eduhttps://scholar.google.com/citations?user=O6bWlekAAAAJ&hl=enEric JohnsonEricJohnsonSenior Lecturer in Biochemistry and Chemistry912-478-7266Nursing/Chemistry 2232Statesboro CampusCollege of Science & MathematicsDepartment of Biochemistry Chemistry & PhysicsDr. Johnson is originally from Asheville, NC. He received his B.S. in Chemistry from Centre College in 2010 and his Ph.D. in Physical Chemistry from the University of Utah in 2016. He has been teaching at Georgia Southern since 2016. His research interests are in Chemistry Education and the Scholarship of Teaching and Learning. Dr. Johnson has presented at the Scholarship of Teaching and Learning Conference in Savannah, GA and at the Biennial Conference on Chemical Education. In his free time, Dr. Johnson enjoys reading and hiking.
Teaching Philosophy
My goal as a teacher is to engage every student in my class. My aim is to spread my enjoyment of chemistry to the students in my class and to make my class a positive learning environment. In my classroom, I use PowerPoint slides and the whiteboard as my primary teaching tools. I also use periodic extra credit pop quizzes to help keep students engaged in my classes. These extra credit pop quizzes encourage students to study between classes and to practice their chemistry. I also use low stakes assessments, such as regularly schedule quizzes to check student understanding. Finally, I constantly adjust my teaching based on student feedback from previous semesters.
* Ph.D. Physical Chemistry, University of Utah, 2016
* B.S. Chemistry, Centre College, 2010
B.S. Chemistry, Centre College, 2010
Research Interests
* Chemical Education Research
* Scholarship Of Teaching And Learning
Scholarship of Teaching and Learning mmachingura@georgiasouthern.eduhttps://scholar.google.com/scholar?hl=en&as_sdt=0%2C11&q=marylou+machingura&oq=marylou+mMarylou MachinguraMarylouMachinguraAssociate Professor912-344-2588SC112Armstrong CampusCollege of Science & MathematicsDepartment of BiologyMarylou C. Machingura is an Associate Professor of Biology with a Ph.D. in Plant Biology from Southern Illinois University, Carbondale. Dr. Machingura teaches botany and other plant related courses, and research focuses on improving crop photosynthesis, drought tolerance, physiological and molecular mechanisms of various crop plants.
Teaching Philosophy
My teaching philosophy centers on fostering critical thinking and a deep appreciation for plants among students and society at large. I emphasize student-centered goals and diverse teaching strategies, using case studies and groupwork to enhance understanding and engagement. My experience spans teaching various plant biology courses at both undergraduate and graduate levels, where I integrate research concepts into the classroom to provide real-life context. I believe in setting high, achievable goals and using multiple forms of feedback. My aim is to cultivate an environment where students can question, explore, and appreciate the complexities of biology as it relates to life and the environment.
* Ph.D.. Southern Illinois University 2012
* MS, Wageningen University and Research Center
* BS Africa University
MS, Wageningen University and Research CenterBS Africa University
Research Interests
* Co2 Assimilation In Algae
* Polyaspartic Acid And Plant Growth
* Physiology Of Yaupon Holy
Polyaspartic acid and plant growthPhysiology of yaupon holyCollege Office of Undergraduate Research, Botanic Garden, COSM Core Research Lab, Business Innovation Group (BIG) sdavis@georgiasouthern.eduSarah DavisSarahDavisSenior Lecturer912-478-7402Hanner Fieldhouse 2320CStatesboro CampusWaters College of Health ProfessionsDepartment of Health Sciences & KinesiologySarah Davis is a Senior Lecturer in the Department of Health Sciences and Kinesiology at Georgia Southern University. Since 2016, she has helped develop the Physical Activity and Lifestyle (PAL) program, guiding students to lifelong wellness. Davis holds multiple certifications, including CSCS and FMS. Davis regularly presents at national conferences and incorporates the latest exercise science research into her work. Davis also volunteers as a youth sports coach and serves as treasurer for the Ebenezer Elementary PTO, reflecting her passion for mentoring and community involvement.
Teaching Philosophy
Teaching Kinesiology has been a fulfilling journey for me, centered on a student-focused, active learning approach. I aim to inspire students to take ownership of their fitness, apply wellness strategies, and develop coaching skills in strength and conditioning. My approach emphasizes meeting students where they are, using tailored methods based on pre-assessments to ensure progress at their own pace. I integrate wellness concepts through reflective assignments and diverse modules, fostering holistic growth. In strength coaching courses, hands-on learning builds competence and confidence. My goal is to instill lifelong passion for fitness and learning.
* Armstrong State University, Savannah, Georgia M.S., Sports Medicine, 2008 Thesis: “The Relationships Between Field Tests and Novice Success of Olympic Weightlifting” Advisors: Armstrong State University, Savannah, Georgia B.S., Health and Physical Education, 2006
Research Interests
* Strength And Conditioning, Tactical Athletes, Lifelong Wellness
ieiacob@georgiasouthern.eduhttps://scholars.georgiasouthern.edu/en/persons/ionut-e-iacob-2Ionut IacobIonutIacobAssociate Professor of Mathematics912-478-0164Math/Physics 3328Statesboro CampusCollege of Science & MathematicsDepartment of Mathematical SciencesDr. Ionut Emil Iacob holds a Ph.D. in Computer Science and a MS in Mathematics (both from the University of Kentucky) and a BS in Electrical Engineering (Politechnica University of Bucharest) and joined the Department of Mathematical Sciences in 2007. He has advised numerous undergraduate students and graduate students who completed their MS theses under his direction. Emil has served/serves in numerous department committees, program committees for conferences and editor for journals, and performed numerous reviews for conferences and journals. His research interests include data science and computational mathematics. Emil teaches graduate and undergraduate Mathematics and Statistics courses on Statesboro campus.
Teaching Philosophy
I believe that a good teaching career is built on excellent knowledge about a topic and passion for communicating that knowledge to others. The main goal of education is, of course, learning. Although students have to learn certain facts, factual knowledge by itself does not lead to acceptable scientific progress. I emphasize creative and critical thinking by students and I believe that teaching is also a learning experience. I learn that teaching the same material to different classes requires different teaching strategies. So I have learned to be flexible in approach and methodology. I pay attention to students’ questions and observations, as I consider them a great opportunity to learn from and about students.
* Ph.D. Computer Science, University of Kentucky, 2005
* MS Mathematics, Computer Science, University of Kentucky, 2002
* BS Electrical Engineering, Politehnica University Bucharest
MS Mathematics, Computer Science, University of Kentucky, 2002BS Electrical Engineering, Politehnica University Bucharest
Research Interests
* Data Science
* Computational Mathematics
Computational Mathematics tcyronak@georgiasouthern.eduhttps://scholars.georgiasouthern.edu/en/persons/tyler-cyronakTyler CyronakTylerCyronakAssistant Professor912-344-3086Armstrong Science Center 1006Armstrong Campus, Statesboro CampusCollege of Science & MathematicsDepartment of Biology, School of Earth Environment & SustainabilityI lead the Coastal Carbon Laboratory (CCL) at the Institute for Coastal Plain Science at Georgia Southern University. Our research centers on the carbon cycle within coastal ecosystems, including estuaries, marshes, coral reefs, mangroves, and seagrass beds. We are particularly interested in understanding the critical role these ecosystems play in the global carbon cycle, how they are impacted by climate change, and their potential to contribute to carbon dioxide removal from the atmosphere.
Teaching Philosophy
My goal is to cultivate curiosity, critical analysis, and practical skills in the next generation of scientists. Critical thinking forms the cornerstone of science, and I strive to help students develop and sharpen this skill across all levels of education, from introductory courses to advanced graduate seminars. For environmental science students, learning extends beyond the classroom. Immersing students in the ecosystems they study is vital for a deeper understanding of the subject matter. I incorporate field trips and hands-on research projects into my courses, ensuring that students gain direct experience with the environments they are learning about.
* Ph.D. 2014 Biogeochemistry, Southern Cross University, Lismore, Australia
* MS 2007 Marine Biology, University of North Carolina Wilmington
* BS 2004 Biology & English, University of Miami, FL
MS 2007 Marine Biology, University of North Carolina WilmingtonBS 2004 Biology & English, University of Miami, FL
Research Interests
* The Carbon Cycle
* Marine Biogeochemistry
* Carbon Dioxide Removal
* Coastal Ecosystems
* Global Environmental Change
Marine biogeochemistryCarbon dioxide removalCoastal ecosystemsGlobal environmental changeJames H. Oliver Jr. Institute for Coastal Plain Science ccasey@georgiasouthern.eduCarly CaseyCarlyCaseyVisiting Instructor of Mathematics912-478-5390Math/Physics 2042CStatesboro CampusCollege of Science & MathematicsDepartment of Mathematical SciencesMrs. Casey is a visiting instructor of mathematics on the Statesboro campus . She joined the Georgia Southern University Mathematical Sciences department in 2024.
* M.S., Georgia Southern University, 2024,
* B.S., Georgia Southern University, 2022.
B.S., Georgia Southern University, 2022.
Research Interests
* Representation Theory
* Combinatorics
Combinatorics rcohen@georgiasouthern.eduhttps://scholars.georgiasouthern.edu/en/persons/risa-cohenRisa CohenRisaCohenProfessor912-478-5487Biological Sciences 3338; Biological Sciences 1136; Science Center 102Armstrong Campus, Statesboro CampusCollege of Science & MathematicsDepartment of BiologyDr. Risa Cohen is a Professor of Biology at Georgia Southern University. She received her B.S. in Biology and Environmental Studies from Tufts University, and earned her Ph.D. in Biology from the University of California, Los Angeles. Her research interests include aquatic community structure, nutrient dynamics, restoration ecology, and ecotoxicology. Since arriving at Georgia Southern, she mentored graduate students while conducting projects in freshwater and coastal systems in Georgia, studying rivers, coastal marshes, and subtidal rocky reefs. She is currently investigating how changes in these environments affect organisms, communities, and ecosystems to address applied issues, including monitoring and restoration.
Teaching Philosophy
I believe that successful classes are those designed to have students take an active role in their learning. As an instructor and mentor, I include new topics and current events, and develop innovative activities to interest and motivate students in both face-to-face and online environments. I make course material relatable to the students, and use combinations of aural, visual and written methods with multiple types of technology in an inclusive environment. I also incorporate research ideas and techniques whenever possible in my laboratory courses to produce well-trained, career-ready scientists with critical thinking skills. Courses I teach include: Toxicology, Aquatic Ecology, Evolution & Ecology, Research Methods, and Applied Biology.
* Ph.D., University of California, Los Angeles, 2003
* B.S., Tufts University, 1996
B.S., Tufts University, 1996
Research Interests
* Coastal Ecology
* Wetland Restoration
* Water Quality
* Ecotoxicology
* Nutrient Dynamics
wetland restorationwater qualityecotoxicologynutrient dynamicsJames H. Oliver Jr. Institute for Coastal Plain Science caumack@georgiasouthern.eduCraig AumackCraigAumackAssociate Professor912-478-5894Biol 2270Statesboro CampusCollege of Science & MathematicsDepartment of BiologyMy research focuses on the physiological, biochemical, and ecological adaptations of both macro- and microalgae to their environments as well as their influences on overall community structure. I am currently working in polar sea ice communities, specifically changes in their community and chemical composition resultant from varying abiotic factors associated with local climatic shifts. This includes the contribution this material has on underlying marine communities once exported from the sea ice and how those contributions may vary in a rapidly changing polar system.
Teaching Philosophy
I believe the most effective teaching strategies combine elements of introductory topic explanation, active learning through organized thought exercises, followed by application of newly learned material into unfamiliar circumstances. This progressive strategy facilitates students’ ability to understand presented material beyond simple memorization and further develops their capacity to learn and retain new concepts, ultimately developing skills necessary to succeed in science. Additionally, I believe both written and oral communication skills are essential for student success because they are required elements for most professional scientific endeavors and explaining concepts, using your own words, typically increases subject retention.
* B.S. University of California Santa Barbara
* M.S. The University of Texas Marine Science Institute
* Ph.D.. University of Alabama Birmingham
M.S. The University of Texas Marine Science InstitutePh.D.. University of Alabama Birmingham
Research Interests
* Macroalgae
* Microalgae
* Chemical Ecology
* Sea Ice Communities
MicroalgaeChemical EcologySea Ice Communities jbeck@georgiasouthern.eduhttps://scholar.google.com/citations?user=U0moR5kAAAAJ&hl=en&oi=aoJason BeckJasonBeckAssociate Professor912-344-2536Hawes Hall 210BArmstrong CampusParker College of BusinessDepartment of EconomicsDr. Beck received his Ph.D. in Economics from the University of Kentucky in 2009. His research interests include industrial organization, behavioral economics, labor economics, and real estate economics. His work has appeared in journals such as Real Estate Economics, Applied Economics, Business Economics, and Journal of Housing Research. He has served as the director of the Coastal Georgia Center for Economic Education since 2010.
Teaching Philosophy
I strive to make my courses challenging, interactive, and applicable.
* Ph.D., Economics, University of Kentucky (2009)
* MA., Economics, Miami University (2003)
* BA., Economics, Bellarmine University (2001)
Ph.D., Economics, University of Kentucky (2009)MA, Economics, Miami University (2003)BA, Economics, Bellarmine University (2001)
Research Interests
* Industrial Organization
* Behavioral Economics
* Labor Economics
* Real Estate Economics
Labor EconomicsReal Estate EconomicsHealth EconomicsCoastal Georgia Center for Economic Education twu@georgiasouthern.eduTiehang WuTiehangWuProfessor912-478-5489Herty 2108Statesboro CampusCollege of Science & MathematicsDepartment of BiologyMy research includes the relationship of microorganisms to plant production, focused on molecular approaches to understand diversity and communities of soil organisms under different land management practices and at a global scale. The goal of my research is to apply the theory of microbial ecology and molecular microbiology to understand microbial community interactions and the relationships of soil microorganisms to plant health, sustainable plant production, and environmental qualities. In recent years, I have been focusing on the research of soil microorganisms and nitrogen cycling in ecosystems, aimed to provide fundamental knowledge in maintaining healthy soils, sustaining plant productivity, and enhancing water and air quality.
Teaching Philosophy
My teaching philosophy encompasses the principle that each student has the ability, dignity, and worth to achieve his or her full potential; and that this potential can be reached by developing their self-esteem and desire for an education with a positive encouragement and respect. My responsibility is to inspire the interests and talents of students and help them to fulfill their full potential.
* Ph.D., The Pennsylvania State University
Research Interests
* Molecular Microbial Ecology
* Environmental Microbiology
* Soil Ecology
* Mycorrhizal Fungi
* Molecular Biology
Environmental MicrobiologySoil EcologyMycorrhizal FungiMolecular BiologyJames H. Oliver Jr. Institute for Coastal Plain Science cminchey@georgiasouthern.eduCoral MincheyCoralMincheyLaboratory Coordinator - Biology912-344-2702SC 1017Armstrong CampusCollege of Science & MathematicsDepartment of BiologyCoral grew up in Savannah, GA and enjoys learning about and exploring the local marshes, rivers, and ocean.
Teaching Philosophy
Everyone learns differently, but we all have a passion for something. Use the passion and creativity to engage the masses and the individuals.
* B.S. in Biology, Armstrong Atlantic State University
* M.S. in Marine Sciences, Savannah State University
M.S. in Marine Sciences, Savannah State University
Research Interests
* Effect Of Pahs On The Reproduction Of Grass Shrimp
bmckay@georgiasouthern.eduhttps://scholar.google.com/citations?user=3wjTFmUAAAAJ&hl=enBritton McKayBrittonMcKayInterim Dean, Parker College of Business912-478-5582Parker College of Business 2253DStatesboro CampusParker College of BusinessSchool of AccountancyBritton McKay is the associate dean for students and external affairs for the Parker College of Business. She earned her Ph.D. in accounting from Southern Illinois University in 2007 and joined the faculty of Georgia Southern University that same year. She was promoted to Professor in 2018 and joined the deans’ office in 2020.McKay has co-authored over 20 publications in journals including Journal of Information Systems, Academy of Management Learning and Education, Journal of Taxation, and Journal of Accountancy. Her research has been cited hundreds of times in both academic circles and popular press. She is known for being an approachable problem solver in Parker College, and someone who truly cares for her students.
Teaching Philosophy
Learning should never stop. As educators we should constantly seek out new knowledge, teaching methods, technologies and strategies that can help in our research and teaching. Our research should help guide our teaching and we need to be open to learning from and with our students. Growing ourselves to grow others.
* Ph.D., Southern Illinois University Carbondale, 2007
* Master of Accountancy, Southern Illinois University Carbondale, 2003
* B.S. Accounting, Southern Illinois University Carbondale, 2001
* B.S. Finance, Southern Illinois University Carbondale, 2001
Master of Accountancy, Southern Illinois University Carbondale, 2003B.S. Accounting, Southern Illinois University Carbondale, 2001B.S. Finance, Southern Illinois University Carbondale, 2001
Research Interests
* Tax Practitioner/ Application
* Forensic Accounting/ Whistleblowing
* Accounting Information Systems
Forensic Accounting/ WhistleblowingAccounting Information SystemsCenter for Public Health Practice and Research dgleason@georgiasouthern.eduhttps://scholars.georgiasouthern.edu/en/persons/daniel-gleasonDaniel GleasonDanielGleasonProfessor Emeritus912-478-5178Herty 1110AStatesboro CampusCollege of Science & MathematicsSchool of Earth Environment & SustainabilityIn my current position I promote interdisciplinary research and education directed toward the sustainable use and management of Earth’s physical and biological resources. I also maintain research programs in both tropical and temperate marine ecosystems. Recent work on Caribbean reefs has been focused on coral reproduction and recruitment and the role these processes play in the repopulation of degraded reefs. My temperate work is conducted on benthic hard bottoms of the South Atlantic Bight and most recently has focused on the ability of marine invertebrates to withstand the combined effects of reductions in sea water pH and increases in temperature resulting from carbon dioxide emissions.
Teaching Philosophy
My goal as a biology educator is to cultivate thoughtful, curious, and competent scientists who can apply their understanding of biology to solve real-world problems. By emphasizing hands-on learning, inquiry, and critical thinking, I endeavor to inspire a sense of wonder about the natural world and equip students with the tools to become informed and active participants in positively shaping the future.
* Post-doctoral, University of Houston, 1992-1996
* Ph.D., University of Houston, 1992
* M.S., University of Houston, 1984
* B.S., Furman University, 1980
Ph.D., University of Houston, 1992M.S., University of Houston, 1984B.S., Furman University, 1980
Research Interests
* Benthic Marine Ecology
* Marine Invertebrates
* Reproduction And Recruitment
* Climate Change
* Ocean Acidification
Marine InvertebratesReproduction and RecruitmentClimate ChangeOcean AcidificationJames H. Oliver Jr. Institute for Coastal Plain Science svives@georgiasouthern.eduhttps://scholar.google.com/citations?user=lM7Z4gwAAAAJ&hl=enStephen VivesStephenVivesProfessor912-478-5954Biological Sciences 1140Statesboro CampusCollege of Science & MathematicsDepartment of BiologyStephen P. Vives received his Ph.D. in Zoology, with a minor in Applied Statistics, from the University of Wisconsin-Madison and he joined the faculty of Georgia Southern University in 1990. Currently a Professor in the Department of Biology, he served as the Department Chair of Biology from 2002 to 2022. Dr. Vives received a University Award of Excellence in Leadership in 2021. His regular teaching assignments include the Biological Basis of Animal Behavior, Vertebrate Zoology, Ichthyology, Ornithology, and Graduate Seminar. Research is focused on aquatic ecology of the Coastal Plain, with an emphasis on fishes.
Teaching Philosophy
I strive to offer courses that are positive experiences, with lifelong impact, to every student in the course. I believe that anyone with the required prerequisite knowledge can be successful in the courses I teach. I utilize a variety of teaching methodologies including traditional lecturing, project and research-based learning, peer-peer learning, and laboratory-based skill development. I regularly participate in continuing education related to instruction and have a certificate from the Association of College and University educators and the American Council on Education in Effective College Instruction, and I am a former Governor's Teaching Fellow.
* Postdoctoral Associate, Arizona State University
* Ph.D., University of Wisconsin-Madison
* M.S., University of Wisconsin-Madison
* M.S., Oklahoma State University
* B.S., Oklahoma State University
Ph.D., University of Wisconsin-MadisonM.S., University of Wisconsin-MadisonM.S., Oklahoma State UniversityB.S., Oklahoma State University
Research Interests
* Ecology Of Fishes
* Animal Behavior
* Conservation Biology
* Aquatic Ecology
* Vertebrate Zoology
Animal BehaviorConservation BiologyAquatic EcologyVertebrate ZoologyJames H. Oliver Jr. Institute for Coastal Plain Science emondor@georgiasouthern.eduhttps://scholar.google.com/citations?user=ggf6oDkAAAAJ&hl=enEd MondorEdMondorAssociate Professor912-478-7908BIOL 1124Statesboro CampusCollege of Science & MathematicsDepartment of BiologyEd Mondor is an Associate Professor in the Department of Biology. Along with teaching three courses every semester, he has almost 40 peer-reviewed publications in journals such as Global Change Biology, Journal of Evolutionary Biology, and Journal of Insect Behavior, and has had his research featured in Science Magazine. In addition to his studies on insect behavior, ecology, and evolution, he is the only Forensic Entomologist in Georgia. Over the past 12 years, he has contributed to over 30 death investigations by determining the “time of death” of human decedents using insect evidence.
Teaching Philosophy
I consider teaching to be an essential part of science, as biology is not just a collection of facts, but a dynamic field best taught by individuals actively involved in the research process. Information acquired through research gains new meaning when it is integrated with current knowledge and distributed to a larger audience. I believe that courses are best taught by enthusiastic, knowledgeable instructors, as students become genuinely excited about biological concepts only if the instructors are truly interested in the material being presented.
* Ph.D., Simon Fraser University, 2001
* M.Sc., University of Alberta, 1996
* B.Sc., Brandon University, 1993
M.Sc., University of Alberta, 1996B.Sc., Brandon University, 1993
Research Interests
* Insect Ecology
* Forensic Entomology
* Community Safety
Forensic EntomologyCommunity SafetyInstitute for Health Logistics & Analytics mcutwa@georgiasouthern.eduhttps://scholar.google.com/citations?view_op=list_works&hl=en&user=KMJ9CnUAAAAJMichele CutwaMicheleCutwaSenior Lecturer912-344-2520Science Center 141Armstrong CampusCollege of Science & MathematicsDepartment of BiologyMichele Cutwa is a Senior Lecturer in the Department of Biology. Ms. Cutwa teaches majors and non-majors courses, and is the Armstrong Campus Biology Greenhouse manager.
Teaching Philosophy
In my courses, I try to create an engaging classroom experience that fosters curiosity, promotes critical thinking, and active discussion. Standards are set with the expectation that students will be motivated to investigate scientific problems and appreciate biodiversity as lifelong learners.
* M.S. Florida Institute of Technology 1997
* B.S. Nazareth College 1991
B.S. Nazareth College 1991
Research Interests
* Mosquito Taxonomy And Ecology
* Fish Feeding Ecomorphology
* Freeze-Tolerance In Herptiles
Fish feeding ecomorphologyFreeze-tolerance in herptiles mtiemeyer@georgiasouthern.eduMichael TiemeyerMichaelTiemeyerAssociate Professor912-344-2929University Hall 279Armstrong CampusCollege of Science & MathematicsDepartment of Mathematical SciencesDr. Tiemeyer is a teacher and scholar at Georgia Southern University. He has worked in academia since 2010, teaching both face-to-face and distance learning courses. His major field of research is graph theory with a focus on cycle decompositions of large graphs.
Teaching Philosophy
I believe in teaching students for life. To do this, I use an eclectic collection of tools, techniques, and theories that I match to content, context, and learners in order to engage students with the following objectives in mind: 1) My job is to make myself obsolete, and 2) We learn by doing for ourselves.
* Ph.D. Auburn University, 2010
* M.A.M Auburn University, 2008
* B.S. Auburn University, 2006
M.A.M Auburn University, 2008B.S. Auburn University, 2006
Research Interests
* Graph Theory
jhoopes@georgiasouthern.eduJennifer HoopesJenniferHoopesExecutive Assistant II912-344-2565Ashmore Hall 131Armstrong CampusWaters College of Health ProfessionsWCHP Office of the DeanJennifer had careers in communications, and healthcare administration in her home state of Montana before becoming Executive Assistant to the Dean at Armstrong State University in 2016. She negotiates and manages over 1,000 Student Affiliation Agreements for the Waters College of Health Professions with healthcare facilities across the country. In 2021 she earned her Master’s degree from Georgia Southern in Professional Communication and Leadership. Jennifer is proud to be a responsive Go To person for staff, faculty and students. She is also passionately involved with the development of the Health Professions Physic Garden outside Ashmore Hall.
Teaching Philosophy
Jennifer is a life-long learner who completed her Bachelor’s degree at 40 when online education was in its infancy. She earned her Master’s degree when her contemporaries were stepping into retirement. Based on those experiences she readily champions older, non-traditional students. Her philosophy is that faculty who recognize and appreciate the non-scholarly wisdom older students bring to class, enrich both themselves and the balance of the cohort.
* M.A. Georgia Southern University, 2021
* B.A. Montana State University, 2001
B.A. Montana State University, 2001
Research Interests
* The History Of Medicinal Plants
* Effective Cross Cultural Communication In Healthcare
Effective Cross Cultural communication in healthcare kours@georgiasouthern.eduKatharine OursKatharineOursAdministrative Assistant II912-478-0829Carroll Building, Room 2287BStatesboro CampusCollege of Behavioral & Social SciencesDepartment of Political Science & International StudiesI am the administrative assistant for the Department of Political Science and International Studies. I have a Bachelor's of Science in Applied Mathematics from Fresno Pacific University. kberecz@georgiasouthern.eduKasey BereczKaseyBereczExecutive Assistant II912-478-6068Veazey Hall Suite 2000Statesboro CampusCollege of Behavioral & Social SciencesCBSS Office of the Dean tcsmith@georgiasouthern.eduhttps://scholars.georgiasouthern.edu/en/persons/t-christopher-smith-2Thomas SmithThomasSmithAssistant Professor912-478-8545IAB 3077Statesboro CampusCollege of Behavioral & Social SciencesSchool of Human EcologyNCIDQ certified and registered interior designer with licenses in both Georgia and Florida, Chris has over twenty years professional design experience. He has practiced residential and commercial interior design attaining both CAPS and EDAC certifications. For over a decade he has focused on teaching, scholarship, service, and student success initiatives in higher education. Drawing upon his extensive practical experience in the building arts, he has been able to apply critical, industry-relevant knowledge to create curriculum for, and at times oversee coordination of, various CIDA accredited undergraduate interior design programs across the US.
Teaching Philosophy
I see design curricula as a means of guiding creative and unique opportunity seeking resolutions and provides the foundation for a strong understanding of how humans interact with and respond to their environments
* MFA Interior Design, SCAD, 2013
* BFA Interior Design, AIA, 2007
BFA Interior Design, AIA, 2007
Research Interests
* Universal Design
* Design Pedagogy
Design Pedagogy bradleysturz@georgiasouthern.eduhttps://scholars.georgiasouthern.edu/en/persons/bradley-r-sturz-2Brad SturzBradSturzProfessor912-344-2846SolmsArmstrong CampusCollege of Behavioral & Social SciencesDepartment of PsychologyBrad earned his B.A. (2002), M.S. (2004), and Ph.D. (2007) all from Auburn University. His teaching interests include Introduction to Psychology, Research Methods, Statistics, and Evolutionary Psychology. His research interests are broad within the realm of learning, memory, and cognition, and his recent research focuses on spatial learning, memory, and cognition. Utilizing virtual-environment technology, he is interested in determining the basic mechanisms underlying orientation and navigation for the purposes of informing research and theory on how humans (and other mobile organisms) process, store, and utilize spatial information.
Teaching Philosophy
I desire to promote and facilitate learning. I wish to engage, instruct, and inform my students in relevant subject matter through research, personal knowledge, personal experience, and class discussion. Ultimately, I strive to develop and utilize innovative teaching methods in both the classroom and the laboratory to foster skill acquisition, promote curiosity, and encourage life-long learning.
* B.A. Psychology
* M.S. Psychology
* Ph.D. Psychology
M.S. PsychologyPh.D. Psychology
Research Interests
* Learning, Memory, And Cognition
* Spatial Orientation
* Spatial Navigation
Spatial OrientationSpatial Navigation aptyson@georgiasouthern.eduAshlie TysonAshlieTysonAdministrative Assistant II912-344-2762Science Center 201Armstrong CampusCollege of Behavioral & Social SciencesDepartment of Psychology.
Teaching Philosophy
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Research Interests
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sgoel@georgiasouthern.eduhttps://www.linkedin.com/in/swgoel/Swati GoelSwatiGoelAssistant Professor912-478-7312Interdisciplinary Academic BuildingStatesboro CampusCollege of Behavioral & Social SciencesSchool of Human EcologySwati Goel is an Assistant Professor of Interior Design at Georgia Southern University. She recently got her Ph.D. in Planning Design and the Built Environment from Clemson University, focusing on healthcare design and research. She also received a Bachelor’s in Architecture in 2013 from the School of Planning and Architecture in India and a Master of Science in Architectural Design and Research from the University of Michigan, Ann Arbor, in 2018. She believes design should be rooted in evidence-based research and is currently researching the impact of the critical care environment on family-centered rounds, staff workflows, and family and staff satisfaction with care.
Teaching Philosophy
Teaching is an acquired skill that evolves with practice. Adopting a growth mindset and listening to understand is vital, especially as a teacher or mentor. The principles of self-regulated design learning (Powers, 2016) emphasize mastery over performance. A teacher's role is to provide support and instructional guidance to facilitate meaningful and coherent knowledge exchange. A teacher or student should strive for balance to be effective and open to feedback. At the same time, it is equally important to set appropriate standards for assessment to encourage intrinsic motivation. The 'teach back' technique in design and research settings can be used to share ideas among students and teach them to self-advocate.
* Ph.D. in Planning, Design, and the Built Environment, Clemson University,
* Master of Science in Architecture Design and Research, University of Michigan, Ann Arbor
* Bachelor of Architecture, School of Planning and Architecture, New Delhi, India
Master of Science in Architecture Design and Research, University of Michigan, Ann ArborBachelor of Architecture, School of Planning and Architecture, New Delhi, India
Research Interests
* Design Of Pediatric Care Settings
* Patient Room Design For Intellectually Disabled Adults
* Designing To Improve Family And Staff Experiences
* Workflows And Processes Fo Family-Centered Rounding In Pediatric Settings
Patient room design for intellectually disabled adultsDesigning to improve family and staff experiencesWorkflows and processes fo family-centered rounding in pediatric settings nradko@georgiasouthern.eduNick RadkoNickRadkoSenior Lecturer912-478-5640Herty 1100DArmstrong Campus, Statesboro CampusCollege of Science & MathematicsSchool of Earth Environment & SustainabilityNick Radko has earned degrees in Geology, Environmental Science, and Archaeology and worked in gold exploration and cultural resource management before becoming an educator. He has been a faculty member at Georgia Southern since 2013, and primarily teaches Environmental Geology lectures and labs within the School of Earth, Environment, and Sustainability on the Statesboro and Armstrong campuses.
Teaching Philosophy
My goals as an educator have increasingly focused on creating a classroom environment that accommodates and embraces students from a wide variety of backgrounds who exhibit diverse learning styles. By making the study of Earth inclusive and accessible, and showcasing my passion for the subject, I encourage students to develop their own interests and connections to our planet.
* M.S., University of Georgia, 2011
* B.S., University of Virginia, 2008
B.S., University of Virginia, 2008
Research Interests
* Geoarchaeology
lorenzabeati@georgiasouthern.eduhttps://scholars.georgiasouthern.edu/en/persons/lorenza-beati-zieglerLorenza BeatiLorenzaBeatiProfessor/CuratorRoom 3058B, Math/Physics Annex in Natural SciencesStatesboro CampusCollege of Science & MathematicsDepartment of Biology, School of Earth Environment & SustainabilityI have been at Georgia southern University since 2004. I am professor in the Biology Department and Curator of the U.S. National Tick Collection. My research centers on tick systematics, with emphasis on morpholgical and molecular taxonomy, evolution, phylogeography, and population genetics. I am sometimes also involved in the study of tick ecology and tick-borne diseases. Having a medical degree, I am also involved in research on micro-organisms carried by arthropod vectors. My primary mission is to do research, but I have taught undergraduate and graduate classes.
Teaching Philosophy
Because I am primarily a researcher, I like to involve students in my field and laboratory work. I like to take them along the scientific process in order to prepare the next generation of scientists.
* Ph.D., Université d'Aix-Marseille (France)
* MD, Université de Lausanne (Switzerland)
* Doctor in Medicine, Université de Lausanne (Switzerland)
MD, Université de Lausanne (Switzerland)Doctor in Medicine, Université de Lausanne (Switzerland)
Research Interests
* Tick Systematics
* Evolution
* Medical Entomology
* Population Genetics
* Tick-Borne Diseases
EvolutionMedical EntomologyPopulation GeneticsTick-Borne diseasesJames H. Oliver Jr. Institute for Coastal Plain Science, United States National Tick Collection sstoddard@georgiasouthern.eduSidney StoddardSidneyStoddardAssistant Professor of Physical Therapy, Director of Clinical Education912-344-3315Armstrong Center, Room 234Armstrong CampusWaters College of Health ProfessionsDepartment of Clinical SciencesDr. Sidney Stoddard is an Assistant Professor and the Director of Clinical Education for Georgia Southern University’s Doctor of Physical Therapy Program in Savannah, GA. Clinically, Dr. Stoddard has worked in outpatient orthopedics and sports medicine. Dr. Stoddard has helped athletes at the amateur, high school, collegiate, and professional levels return to their associated sports. During the COVID-19 pandemic, Dr. Stoddard worked as a cardiopulmonary and critical care physical therapist at Lehigh Valley Health Network. He has served as the principal investigator on award-winning research and co-authored multiple peer-reviewed publications in sports and human performance journals.
Teaching Philosophy
My teaching philosophy is grounded in the belief that education is a transformative process that empowers students to become compassionate, competent, and innovative clinicians. My approach is centered on three core principles: student-centered learning, evidence-based practice, and lifelong learning. I believe that students learn best when they are actively engaged. Physical therapy requires continuous learning and adaptation. I strive to inspire a passion for lifelong learning in my students and I encourage my students to pursue ongoing professional growth by fostering a mindset that values curiosity and self-improvement.
* Doctor of Education (Ed.D.) in Teaching and Learning, University of St. Augustine for Health Sciences
* Doctor of Physical Therapy (DPT), Quinnipiac University
* Bachelor of Science (B.S.) in Health and Science Studies, Quinnipiac University
Doctor of Physical Therapy (DPT), Quinnipiac UniversityBachelor of Science (B.S.) in Health and Science Studies, Quinnipiac University
Research Interests
* Functional Performance Testing
* Neurocognitive Task Development
* Return To Activity Screening
* Human Performance Optimization
* Tactical And Occupational Athlete Performance
neurocognitive task developmentreturn to activity screeninghuman performance optimizationtactical and occupational athlete performanceBiodynamics and Human Performance Center ydillon@georgiasouthern.eduYvonne DillonYvonneDillonSenior Lecturer/Director of Clinical Education912-344-2779Ashmore Hall 152Armstrong CampusWaters College of Health ProfessionsDepartment of Clinical SciencesI am committed to guiding students to become the best professionals they can be by targeting their strengths throughout their learning. I have been teaching in the classroom and laboratory setting since 2016. Prior to that I was a clinical preceptor at one of our clinical facilities. I am a diagnostic medical sonographer, registered in Abdomen and Obstetrics and Gynecology. I have a passion for interprofessional education and have completed numerous interprofessional projects with multiple departments in the Waters College of Health Professions.
Teaching Philosophy
My philosophy of teaching has evolved as I have. As a student myself, at the start of my career in academia, I felt well suited to teaching and incredibly relatable. I have two main principles that guide me in my teaching. Those two principles are communication and lifelong learning. Using these two principles in the lab, classroom and life in general keep me informed about my students and my field. These principles allow me to stay ahead of the game.
* M.Ed, Adult Education, Georgia Southern University 2018
* B.S., Radiologic Sciences - Sonography, Armstrong State University 2012
* B. A., Broadcasting, Georgia Southern University 2003
B.S., Radiologic Sciences - Sonography, Armstrong State University 2012B. A., Broadcasting, Georgia Southern University 2003
Research Interests
* Interprofessional Education
jbradshaw@georgiasouthern.eduJan BradshawJanBradshawAssociate Professor912-344-3159Room 252, Armstrong CenterArmstrong CampusWaters College of Health ProfessionsDepartment of Clinical SciencesJan Bradshaw received her Ph.D. in Communications Sciences and Disorders from Louisiana State University in 2014. She is an associate professor in the Communications Sciences and Disorders (CSDS) program in the Department of Clinical Sciences. Her clinical experiences are within schools, early intervention, and university clinics. Her research interests include multicultural counseling, pediatric social communication skills, and the scholarship of teaching and learning.
Teaching Philosophy
My teaching philosophy centers on fostering a dynamic and inclusive learning environment where critical thinking, problem-based learning, active engagement, and evidence-based practices intersect to promote high-level learning and clinical application. My goal is to inspire lifelong learners who are prepared to navigate complex challenges in clinical settings and encourage them to be leaders in their education.
* Ph.D., Louisiana State University, 2014
* M.C.D., LSU Health Sciences Center, 2007
* B.S., University of South Alabama, 2004
M.C.D., LSU Health Sciences Center, 2007B.S., University of South Alabama, 2004
Research Interests
* Multicultural Counseling
* Pediatric Social Communication Skills
* Scholarship Of Teaching And Learning
Pediatric Social Communication SkillsScholarship of Teaching and LearningRite Care Center for Communications Disorders aamason@georgiasouthern.eduhttps://scholars.georgiasouthern.edu/en/persons/allen-c-amason-2Allen AmasonAllenAmasonProfessor912-478-0958Parker College - Dean OfficeStatesboro CampusParker College of BusinessDean OfficeAllen C. Amason holds a Ph.D. in Strategic Management and International Business from the University of South Carolina and has taught at Mississippi State and the University of Georgia, where he was Chair of the Department of Management. Dr. Amason has published widely, served on editorial boards of leading journals, and was Associate Editor of the Journal of Management Studies and the Journal of Management. He authored the textbook Strategic Management: From Theory to Practice and is a Fellow of the Southern Management Association. An award-winning teacher and consultant, he has worked with clients like Exide Technologies, Johnson & Johnson, and AMD.
Teaching Philosophy
I am a professor of strategic management, and my teaching philosophy emphasizes fostering critical thinking, adaptability, and ethical decision-making based on long-term value. I guide students beyond traditional concepts, encouraging them to tackle complex, real-world challenges.My goal is to apply strategic management principles to help students achieve superior outcomes for customers, organizations, and stakeholders. This preparation enables them to analyze, adapt, and lead in dynamic environments while considering the broader impact of their decisions. Effective strategic leaders align business objectives with sustainable, value-driven results, and I am committed to cultivating these capabilities in my students.
* Ph.D., University of South Carolina
* BBA, Georgia Southern University
BBA, Georgia Southern University
Research Interests
* Strategic Management
* Strategic Decision Making
Strategic Decision Making Asiccardi@georgiasouthern.eduhttps://drive.google.com/open?id=11cxGdB8kfYvhwp2kyWTMFVtzPhrA5i77Anthony SiccardiAnthonySiccardiAssistant Professor912-344-2844Science Center 262Armstrong CampusCollege of Science & MathematicsDepartment of BiologyMy research interests include aquaculture of commercially important fish and shellfish species, aquaculture nutrition, algae production for biofuel and bioproducts, and Algal Turf Scrubber systems. More specifically I am interested in the development of aquatic diets for fish reared in aquaponics systems, the use of algal turf scrubbers to remove nutrients from aquaculture and natural systems, and the development of sustainable aquaculture/aquaponics feeds and production systems. Students in my lab have worked on nutritional, algal turf scrubber and aquaponics projects using sea urchins, striped bass, tilapia, blue gill, and hybrid striped bass.
Teaching Philosophy
My teaching philosophy emphasizes the idea that learning should be an interactive andcollaborative process. I try to help students feel comfortable and encourage them too actively participate in the classroom as much as possible. I strive to make my classroom one that is learning centered in a tolerant environment. I have always believed that you must set high, but achievable, expectations for students and that it is important to treat students fairly, equitably, and with the respect they deserve. I am also committed to the idea of teaching science through research. I firmly believe that the undergraduate students who get an opportunity for research are far better equipped than their peers for the next stage in their careers.
* Ph.D. - Nutrition - Texas A&M University
* M.S. - Mariculture - Texas A&M University
* M.S. - Environmental Science - New Jersey Institute of Technology
* B.S. - Marine Biology - Long Island University Southampton
M.S. - Mariculture - Texas A&M UniversityM.S. - Environmental Science - New Jersey Institute of TechnologyB.S. - Marine Biology - Long Island University Southampton
Research Interests
* Aquaculture
* Algal Turf Scrubber Systems
* Aquaponics
* Nutrition
Algal Turf Scrubber SystemsAquaponicsNutritionSustainable Aquaponics Research Center (SARC), Institute for Water and Health wbaird@georgiasouthern.eduhttps://scholar.google.com/citations?user=kDnveVEAAAAJ&hl=en&oi=aoWilliam BairdWilliamBairdProfessor of Physics912-344-2708SCIC 2014Armstrong CampusCollege of Science & MathematicsDepartment of Biochemistry Chemistry & PhysicsBill Baird is a Professor of Physics in the Department of Biochemistry, Chemistry and Physics. He received a B.A. in physics from Johns Hopkins University and a Ph.D. in physics from the University of South Carolina.
Teaching Philosophy
I think teaching is the most important function of this university. Conducting publishable research keeps faculty current in their field and is an opportunity to involve undergraduates in the academic process.
* Ph.D., University of South Carolina
* B.A., Johns Hopkins University
B.A., Johns Hopkins University
Research Interests
* Sensors
* Exploration Of Physics Concepts In Everyday Life
Exploration of physics concepts in everyday life kstarks@georgiasouthern.eduKatina Starks-ParrishKatinaStarks-ParrishAdministrative Assistant II912-344-2549Ashmore Hall 102Armstrong CampusWaters College of Health ProfessionsDepartment of Clinical SciencesKatina A. Starks-Parrish is an alum of Valdosta State University and is an Administrative Assistant II in the Department of Clinical Sciences on the Armstrong campus.
* M.Ed., Valdosta State University, 2018
* B.S., DeVry University, 2004
B.S., DeVry University, 2004 jcarroll@georgiasouthern.eduhttps://scholars.georgiasouthern.edu/en/persons/john-m-carroll-2John CarrollJohnCarrollProfessor912-478-4587BiologyStatesboro CampusCollege of Science & MathematicsDepartment of BiologyAs a researcher with broad interests in patterns and processes in marine systems, my research program focuses on widely applicable topics including seascape ecology, species interactions, and functional redundancy. My lab incorporates both field and laboratory methods aimed at bridging basic ecological theory and applied research questions in marine ecology. Research in my lab focuses on applying fundamental ecological concepts in a framework to inform management and restoration of marine resources by focusing on key species and interactions in coastal habitats, with a focus on restoration of shellfish populations.
Teaching Philosophy
I use a multi-pronged approach to student learning that combines enthusiasm for the subject and engagement with the materials. I thoughtfully incorporate high quality visual materials and frequently break lectures up with activities and questions designed to promote class discussions, creating an active learning environment. My strategies include “Learning by Teaching” by incorporating student-led discussions and presentations, as well as group work, and “Learning by Doing” by providing experiential opportunities and high impact practices including field trips, laboratory and in-class activities, and research projects that help reinforce lecture concepts and provides practical experiences and critical thinking skills.
* 2012 Ph.D. in Marine and Atmospheric Science - Stony Brook University 2012
* 2004 BS in Marine Science - Southampton College of Long Island University
2004 BS in Marine Science - Southampton College of Long Island University
Research Interests
* Benthic Ecology
* Shellfish
* Restoration
* Coastal Habitats
ShellfishRestorationCoastal HabitatsJames H. Oliver Jr. Institute for Coastal Plain Science mgreen@georgiasouthern.eduMikah GreenMikahGreenAdministrative Assistant II912-344-2970Ashmore Hall 107Armstrong CampusWaters College of Health ProfessionsDepartment of Clinical SciencesMikah Green is an Administrative Assistant II in the Department of Clinical Sciences chladik@georgiasouthern.eduChristine HladikChristineHladikAssociate Professor912-478-0338Natural Sciences 2201AStatesboro CampusCollege of Science & MathematicsSchool of Earth Environment & SustainabilityI am interested in applying geospatial data, including remote sensing, GIS, and GPS, to meet ecological and management goals. My research includes remote sensing of estuarine water quality and tidal wetland habitats. My M.S. thesis focused on using close-range remote sensing to predict chlorophyll concentrations in coastal waters, and my dissertation used LIDAR and hyperspectral imagery to map elevation and plant distributions in salt marshes. My research integrates multi-sensor imagery and field observations to improve the accuracy and interpretability of geospatial data to monitor environmental conditions and predict climate change impacts on coastal areas.
Teaching Philosophy
I teach the foundational concepts of geospatial science while fostering critical thinking and problem-solving skills. I emphasize the collaborative and interdisciplinary nature of science, essential for addressing large-scale environmental challenges. Remote sensing and geospatial technologies play a key role in tackling these issues. Through diverse instructional activities and my interdisciplinary research, I guide students in the scientific process, equipping them with the analytical tools to engage with the world, articulate ideas, and make informed conclusions. My goal is to share my passion for science and inspire students to ask questions and seek answers.
* Bachelor of Science, magna cum laude Creighton University, Department of Environmental Science
* Master of Science Creighton University, Department of Atmospheric Science
* Doctor of Philosophy University of Georgia, Department of Marine Sciences
Master of Science Creighton University, Department of Atmospheric ScienceDoctor of Philosophy University of Georgia, Department of Marine Sciences
Research Interests
* Remote Sensing Of Wetlands, Estuaries, And Coastal Waters
* Use Of Remote Sensing To Predict Climate Change Impacts
* Use Of Multi-Sensor Data In Ecological Monitoring
* Lidar, Hyperspecteral, Satellite, Aerial Remote Sensing
use of remote sensing to predict climate change impactsuse of multi-sensor data in ecological monitoringLIDAR, hyperspecteral, satellite, aerial remote sensingJames H. Oliver Jr. Institute for Coastal Plain Science ptschida@georgiasouthern.eduPaul TschidaPaulTschidaLecturer912-344-2731University Hall - 154PArmstrong CampusWaters College of Health ProfessionsDepartment of Health Sciences & KinesiologyCurrently, I am a Lecturer for the Department of Health Sciences and Kinesiology. I have a background in athletic training / sports medicine. I enjoy teaching students and watching them learn and apply their insights to the world around them.
Teaching Philosophy
I focus on the three Cs: student centered, ensure competency, and instill confidence.
* B.S Health Sciences / Athletic Training (University of Central Florida)
* M.S. Sports Management (The Florida State University)
M.S. Sports Management (The Florida State University)
Research Interests
* Supporting My Department And The Faculty And Staff Involved In Research Endeavours
agrossmann@georgiasouthern.eduAxel GrossmannAxelGrossmannProfessor of Finance912-478-5512Parker College of Business 3323Statesboro CampusParker College of BusinessDepartment of FinanceDr. Axel Grossmann is the Freeman Chair of Free Enterprise and a Professor of Finance at the Parker College of Business. He earned his Ph.D. from the University of Texas Rio Grande Valley (UTRGV), where he also completed his MBA. Additionally, he holds a Bachelor of Engineering from the University of Applied Sciences, Germany. His research has been published in several journals, including the Journal of Banking and Finance, the Journal of Corporate Finance, and the Journal of International Money and Finance. He has received multiple awards for his teaching and research and serves as the faculty advisor for the Finance Association and the Southern Investment Association.
Teaching Philosophy
My teaching philosophy centers on igniting in each of my students a lasting interest in the field of finance while fostering critical thinking. My lectures aim not only to prepare students for successful careers but also to connect theoretical knowledge with real-world applications. To support this goal, I maintain relationships with potential employers and alumni to ensure that the topics covered are relevant to current industry demands and experiences. I employ a blended teaching methodology that combines passive and active learning. Ultimately, the future success of our students is our greatest asset, and my teaching philosophy is tailored to uphold and enhance this asset.
* Ph.D. (Finance), University of Texas-Pan American
* MBA, University of Texas-Pan American
* Bachelor of Engineering, University of Applied Sciences, Giessen-Friedberg, Germany
MBA, University of Texas-Pan AmericanBachelor of Engineering, University of Applied Sciences, Giessen-Friedberg, Germany
Research Interests
* International Finance
* Corporate Finance
* Investments And Asset Pricing
Corporate FinanceInvestments and Asset Pricing cpadgett@georgiasouthern.eduhttps://scholar.google.com/citations?hl=en&user=oAV2NCcAAAAJ&view_op=list_works&sortby=pubdateClifford PadgettCliffordPadgettProfessor of Chemistry912-344-2719Armstrong Science Center Rm. 2005Armstrong CampusCollege of Science & MathematicsDepartment of Biochemistry Chemistry & PhysicsDr. Clifford Padgett's research focuses on X-ray crystallography, computational chemistry, and science education. He specializes in the synthesis of novel halogen-bonded complexes, using both computational methods and X-ray crystallography for their characterization. In addition to research, he is dedicated to science education, contributing to journals like The Physics Teacher and developing innovative teaching methods and lab experiments. He has authored numerous publications in journals such as Tetrahedron Letters, Crystal Growth & Design, Sensors, Acta Crystallographic, and the Journal of Coordination Chemistry.
Teaching Philosophy
* Postdoctoral, North Carolina State University (2003-2006)
* Postdoctoral, Clemson University (2003)
* Ph.D., Analytical Chemistry, Clemson University (2002)
* M.S., Chemistry, Clemson University (1999)
* B. S., Chemistry & Physics, Erskine College (1997)
Postdoctoral, Clemson University (2003)Ph.D., Analytical Chemistry, Clemson University (2002)M.S., Chemistry, Clemson University (1999)B. S., Chemistry & Physics, Erskine College (1997)
Research Interests
* Computation Chemistry – Molecular Dynamics Simulations, Ab Initio Calculation, Genetic Algorithms In Chemistry, Mathematical Methods In Chemistry
* Materials – Physical Properties Of Nanomaterials, X-Ray Crystallography, Halogen Bonding
Materials – Physical properties of Nanomaterials, X-ray Crystallography, Halogen Bonding hworst@georgiasouthern.eduHaley WorstHaleyWorstNTT Associate Professor and Program Director for the DPT program912-344-2732Armstrong CenterArmstrong CampusWaters College of Health ProfessionsDepartment of Clinical SciencesDr. Haley Worst has had twenty years of clinical experience in a variety of orthopedic and sports physical therapy settings. She is a Board-Certified Clinical Specialist in Orthopedic Physical Therapy. Dr. Worst is an active member of the American Physical Therapy Association (APTA) Academy of Education, APTA Academy of Sports, and the APTA Academy of Orthopedic Physical Therapy. Dr. Worst has served on multiple committees and in leadership positions within the APTA at the state and national levels. She is currently an Associate Professor at Georgia Southern University in Savannah, GA and continues regular clinical practice.
Teaching Philosophy
I have been very fortunate to have wonderful teachers and mentors throughout my professional life. I try to take the lessons I have learned from them and apply those examples to the classroom. I attempt to create enthusiasm for the topics I teach in order to impart the same love for physical therapy that I possess to each of my students. My teaching philosophy consists of my desire to create independent critically thinking students, implementing high academic standards to maximize the professional potential of my students, and serving as an example of a clinician who strives for lifelong learning to encourage my students to become physical therapists with a thirst for knowledge.
* Doctor of Education Degree from University of North Georgia
* Transitional-Doctor of Physical Therapy Degree from Northeastern University
* Master of Science Degree in Physical Therapy from University of North Georgia
* ABPTS Board Certified Clinical Specialist in Orthopedics
Transitional-Doctor of Physical Therapy Degree from Northeastern UniversityMaster of Science Degree in Physical Therapy from University of North GeorgiaABPTS Board Certified Clinical Specialist in Orthopedics
Research Interests
* Injury Prevention
* Educational Methods
* Physical Therapy Interventions
* Dpt Student Mental Health
Educational MethodsPhysical Therapy InterventionsDPT Student Mental Health ctcowart@georgiasouthern.eduCara CowartCaraCowartAdministrative Assistant II912-478-5216Parker College-3310Statesboro CampusParker College of BusinessDepartment of FinanceGSU Alumni, Grad date Dec. 2005 jcromley@georgiasouthern.eduhttps://works.bepress.com/jamie_cromley/Jamie CromleyJamieCromleySenior Lecturer912-478-2291Hendricks Hall 2002Statesboro CampusJiann-Ping Hsu College of Public HealthDepartment of Health Policy & Community HealthMrs. Cromley is a Senior Lecturer in the Department of Health Policy and Community Health, JPHCOPH. She holds a Bachelor of Science in Psychology and Masters of Public Health degree from the University of Georgia. Mrs. Cromley has been teaching for over ten years in the Jiann-Ping Hsu College of Public Health. Having taught over 10 different undergraduate courses, she is known for her diverse teaching background. Her expertise is in instruction and she has a passion for teaching. Mrs. Cromley is currently the Undergraduate Internship Coordinator for JPHCOPH. Mrs. Cromley serves on a number of committees and boards at Georgia Southern as well as in the community.
Teaching Philosophy
Mrs. Cromley's teaching philosophy centers on fostering an inclusive, student-centered learning environment where critical thinking and collaboration are encouraged. She creates a space where diverse perspectives are valued and students feel supported to engage deeply with the material. By using high impact teaching methods, service learning projects, internships and reflective activities, she connects theory to practice. Mrs. Cromley empowers students to become lifelong learners and leaders by equipping them with the skills to think critically, act ethically, and contribute positively to improve health outcomes in their communities.
* Masters in Public Health
Research Interests
* Community Health
* Nutrition
* Maternal And Child Health
NutritionMaternal and Child Health sdechennepeters@georgiasouthern.eduSue Ellen DeChenne-PetersSue EllenDeChenne-PetersAssociate Professor912-344-3086Science Center 1009Armstrong CampusCollege of Science & MathematicsDepartment of BiologyI spent 10 years in molecular biology research before I found my love of teaching college biology. I have been teaching since 1997. I have taught Introductory to graduate courses in biology and science education. I have been conducting science education research since 2006 and that is the focus of my research group now.
Teaching Philosophy
I believe that all students can learn. My overarching learning objective is to develop students as line-long learners. I provide a learning environment that encourages the success of all students. I believe that the process of science is best taught by engaging in science.
* Ph.D. in Science Education Oregon State University
* M.S. in Genetics and Cell Biology Washington State University
* B.S. in Microbiology Washington State Univeristy
M.S. in Genetics and Cell Biology Washington State UniversityB.S. in Microbiology Washington State Univeristy
Research Interests
* Course-Based Undergraduate Research Experiences
* College Biology Teaching
* College Biology Learning
College Biology TeachingCollege Biology Learning gshah@georgiasouthern.eduhttps://scholar.google.com/citations?hl=en&user=hPFMckwAAAAJ&view_op=list_works&sortby=pubdateGulzar ShahGulzarShahProfessor and Department Chair912-478-2419209A Hendricks HallArmstrong Campus, Statesboro CampusJiann-Ping Hsu College of Public HealthDepartment of Health Policy & Community HealthDr. Gulzar Shah is the Department Chair and Professor of Health Policy and Community Health at Jiann-Ping Hsu College of Public Health, Georgia Southern University. With over 25 years of experience in public health practice and academia, Dr. Shah has secured multimillion-dollar extramural grant funding and authored more than 176 peer-reviewed articles and 172 conference presentations. His expertise spans statistics, public health, demography, and sociology. Dr. Shah has led multiple national and international public health initiatives, including research on health disparities and barriers to healthcare access for marginalized populations. He serves as Editor or Associate Editor for several prominent public health journals.
Teaching Philosophy
My teaching philosophy emphasizes a commitment to inclusive teaching and fostering student success through innovative pedagogical approaches. I believe in creating a student-centered, experiential learning environment that values diversity and interdisciplinary perspectives. By facilitating active participation and critical thinking, I aim to equip students with practical skills in public health research, policy, and practice. My goal is to prepare students as independent thinkers and collaborative professionals, while constantly adapting teaching methods to support their individual learning needs and professional development.
* Ph.D., Sociology (Demography, Sociology of Health)
* MSS-Statistics, Anthropology, Sociology
* MStat, Statistics
* BSc, Applied Mathematics and Statistics
MSS-Statistics, Anthropology, SociologyMStat, StatisticsBSc, Applied Mathematics and Statistics
Research Interests
* Public Health Informatics: Advancing The Integration Of Electronic Health Records (Ehrs) And Health Information Exchanges (Hies) To Improve Public Health Data Systems And Informatics Capacity.
* Hiv Care And Prevention: Investigating Factors Affecting Patient Adherence To Antiretroviral Therapy (Art), Barriers To Hiv Care, And Outcomes, Particularly In Low-Resource Settings.
* Health Equity And Social Determinants Of Health: Addressing Health Disparities By Examining The Roles Of Local Health Departments In Promoting Equity, Particularly Through Public Health Interventions.
* Public Health Workforce Development: Studying The Capacity, Training Needs, And Policy Implications For The Governmental Public Health Workforce, Including The Impact Of Accreditation And Performance Metrics.
* Public Health Systems And Services Research (Phssr): Focusing On The Infrastructure, Workforce, Accreditation, And Financing Of Local And State Health Departments To Optimize Public Health Service Delivery.
HIV Care and Prevention: Investigating factors affecting patient adherence to antiretroviral therapy (ART), barriers to HIV care, and outcomes, particularly in low-resource settings.Health Equity and Social Determinants of Health: Addressing health disparities by examining the roles of local health departments in promoting equity, particularly through public health interventions.Public Health Workforce Development: Studying the capacity, training needs, and policy implications for the governmental public health workforce, including the impact of accreditation and performance metrics.Public Health Systems and Services Research (PHSSR): Focusing on the infrastructure, workforce, accreditation, and financing of local and state health departments to optimize public health service delivery.Center for Public Health Practice and Research nrickert@georgiasouthern.eduNicolette RickertNicoletteRickertAssistant Professor912-478-7105Brannen Hall 1026Statesboro CampusCollege of Behavioral & Social SciencesDepartment of PsychologyNicolette Rickert received her B.A. in Psychology from Willamette University and her M.S. and Ph.D. in Applied Psychology from Portland State University with a concentration in Developmental Science and Education and a minor in Quantitative Statistical Methodology. Her research is focused on how the complex social ecologies of youths’ school and family lives shape the development of their academic engagement and motivation. More specifically, she examines the collective, similar, and differential impacts of parent and teacher involvement, interpersonal relationships, and malleable self-theories on youths’ educational success. Her work also studies methodological strategies for capturing developmental pathways across social contexts.
Teaching Philosophy
Dr. Rickert’s teaching interests cover lifespan human development, adolescent development, motivation and engagement, research methods and statistics, and advanced topics in developmental science and quantitative statistics. Her teaching style employs mastery grading and fostering a respectful and positive classroom climate with the goal of creating a life-long passion for learning in all students. She enjoys incorporating students’ interests, experience, and feedback to provide relevant, diverse content across learners and strives to overcome barriers to understanding research methods and statistics by making content approachable, applicable, and interesting.
* Ph.D. Applied Psychology, Portland State University, 2020
* M.S. Applied Psychology, Portland State University, 2016
* B.A. Psychology, Willamette University, 2013
M.S. Applied Psychology, Portland State University, 2016B.A. Psychology, Willamette University, 2013
Research Interests
* Youths' Academic Engagement And Motivation
* Collective Effects And Complex Social Ecologies
* Parent And Teacher Warm, Supportive Involvement
* School Transitions
* Developmental Science And Education
Collective effects and complex social ecologiesParent and teacher warm, supportive involvementSchool transitionsDevelopmental science and education erahilly@georgiasouthern.eduhttps://scholar.google.com/citations?user=ZsS73HUAAAAJ&hl=enElizabeth RahillyElizabethRahillyAssociate Professor912-344-3527University Hall, #227Armstrong CampusCollege of Arts & HumanitiesDepartment of Sociology & AnthropologyElizabeth Rahilly is Assistant Professor of Sociology, with a joint appointment in the Women’s, Gender, and Sexuality Studies program. She completed her Ph.D. in Sociology from U.C. Santa Barbara, and also holds an undergraduate degree in Anthropology from NYU, where her passion for the social sciences was first ignited. Her research and teaching interests concern gender, parenting, LGBT+ studies, political discourse, and qualitative methodology. Her work has been published in many journals, including Gender & Society, Sexuality & Culture, Journal of Family Studies, Discourse & Society, Sociological Inquiry, and LGBTQ+ Family. She also has a book with NYU Press, Trans-Affirmative Parenting: Raising Kids Across the Gender Spectrum.
Teaching Philosophy
Throughout my classes, I seek to spark students' "sociological imagination," where they become aware of the wider social forces that impact everyday lives and experiences. My teaching is reflective, student-centered, respectful of the diversity of students, multimodal, and focused on student learning outcomes. I also aim to advance students' skills in research, writing, and effective communication, with direct application to a wide array of career interests, including law, healthcare, social services, therapy, education, criminal justice, marketing and business, and more.
* Ph.D., University of California, Santa Barbara
* M.A., University of California, Santa Barbara
* B.A., NYU
M.A., University of California, Santa BarbaraB.A., NYU
Research Interests
* Gender
* Parenting
* Lgbt+ Studies
* Qualitative Research Methods
* Political Discourse
ParentingLGBT+ StudiesQualitative research methodsPolitical discourse elo@georgiasouthern.eduEdward LoEdwardLoAssistant Professor of Geology912-478-4259Herty 1100BStatesboro CampusCollege of Science & MathematicsSchool of Earth Environment & SustainabilityDr. Lo leads the Sedimentary Environments Analysis Laboratory (SEAL). He conducts fieldwork and lab analyses such as grain size, X-ray fluorescence, sand petrology, and clay mineralogy to understand how wetland and floodplains, particularly in the Global South, record and respond to global environmental change. Research projects strive to include Traditional Ecological Knowledge in a culturally sensitive way, and community engagement in study areas is key. Dr. Lo was raised in Cobb County, GA and speaks Portuguese, Spanish, and Mandarin. He was a McNair Scholar, Fulbright Fellow in Brazil, NSF Graduate Research Fellow, and Southern Regional Education Board Dissertation Fellow. Outside of work, he enjoys roller skating, kayaking, and biking.
Teaching Philosophy
Dr. Lo teaches with emphasis on place-based education and inclusive pedagogy. His primary learning outcome is for students to understand how the earth sciences are essential to achieving the United Nations Sustainable Development Goals and apply concepts with ample community collaboration. Students should be able to integrate foundational tools such as Adobe Illustrator into learning about modern sedimentation and stratigraphy. Students should also be able to describe how systems of oppression and individual thinking processes as geoscientists influence varying communities of people. In the field, safety encompasses both physical well-being and identity, so Dr. Lo prioritizes holistic safety while providing rigorous field training.
* Lyman T. Johnson Postdoctoral Fellow, University of Kentucky
* Ph.D., Geological Sciences, University of Kentucky, 2023
* Graduate Certificate in College Teaching and Learning, 2022
* MS, Geological Sciences, University of Kentucky, 2017
* BS, Geology, Louisiana State University, 2013
Ph.D., Geological Sciences, University of Kentucky, 2023Graduate Certificate in College Teaching and Learning, 2022MS, Geological Sciences, University of Kentucky, 2017BS, Geology, Louisiana State University, 2013
Research Interests
* Geochemistry
* Sedimentary Petrology
* Quaternary Geology
* Limnogeology
* Environmental Justice
Sedimentary petrologyQuaternary geologyLimnogeologyEnvironmental justiceInstitute for Water and Health mguidone@georgiasouthern.eduMichele GuidoneMicheleGuidoneAssociate Professor912-344-3183SC 1005Armstrong CampusCollege of Science & MathematicsDepartment of BiologyAs a broadly trained ecologist, my research primarily explores how abiotic, biotic, and anthropogenic factors influence species interactions and overall community assemblages. Within this theme, research projects in my lab have largely focused on marine habitats utilizing macroalgae, marsh plants, and/or marine invertebrates as the study organisms. This research has encompassed a range of subjects including eutrophication and resultant macroalgal blooms, invasive species, epibiont fouling of marsh plants, parasite impacts on host behavior, and microplastic pollution.
Teaching Philosophy
As a teacher-scholar, my teaching philosophy centers on fostering curiosity and critical thinking in my students. I believe that biology is not just a collection of facts but a dynamic field that connects life processes to real-world issues. I utilize diverse teaching methods to accommodate various learning styles and aim to increase student engagement through active learning opportunities in lecture and incorporating guided inquiry and course based undergraduate research experiences in lab. By encouraging discussions and teamwork, I help students develop essential communication and problem-solving skills. My goal is to equip students with the knowledge needed to tackle global challenges in health, ecology, and sustainability.
* B.S. University of Connecticut
* M.S. Southern Connecticut State University
* Ph.D. University of Rhode Island
M.S. Southern Connecticut State UniversityPh.D. University of Rhode Island
Research Interests
* Community Ecology
* Algae
* Marsh Plants
* Trophic Relationships
AlgaeMarsh PlantsTrophic RelationshipsJames H. Oliver Jr. Institute for Coastal Plain Science rpiltner@georgiasouthern.edu https://scholars.georgiasouthern.edu/en/persons/reinhard-e-piltner-2Reinhard PiltnerReinhardPiltnerAssociate Professor912-478-0368MP 3038Statesboro CampusCollege of Science & MathematicsDepartment of Mathematical SciencesReinhard E. Piltner is an Associate Professor in the Department of Mathematical Science at Georgia Southern University. He joined Georgia Southern in 2004.During the academic year 2012/2013 he was a Visiting Professor at the Friedrich-Alexander University in Erlangen, Germany. Reinhard had research experiences at the following departments: Institute for Mechanics, Ruhr-University Bochum, Germany; Dept. of Civil and Environmental Engineering, University of California, Berkeley, USA; Dept. of Engineering Mechanics, University of Nebraska, Lincoln, USA; Pattern Recognition Lab, Dept. of Computer Science, Friedrich-Alexander University Erlangen-Nuernberg, Germany; Dept. of Mathematical Sciences, Georgia Southern University, Statesboro, USA.
Teaching Philosophy
My primary interest in teaching classes at the university is to help the students learn and to pass on some of the positive learning experiences I had during my own student years. In order to achieve the aim of leading the students to learning successes, it is important to challenge the students’ thinking. It is not enough to just present material to the students in the classroom. In addition to learning the fundamental content of a course, it is important that students get a grasp on a variety of methods to solve problems.
* Ph.D. (Doctor of Engineering) Ruhr-University Bochum, Germany
Research Interests
* Computational Science Modeling
* Finite Element Methods
* Boundary Element Methods
* Computational Mechanics
* Medical Imaging
Finite Element MethodsBoundary Element MethodsComputational MechanicsMedical Imaging aluna@georgiasouthern.eduAmy LunaAmyLunaDirector, Psychology Clinic912-478-16851002A Psychology ClinicStatesboro CampusCollege of Behavioral & Social SciencesDepartment of PsychologyDr. Amy Luna earned her Ph.D. in Counseling Psychology from Oklahoma State University and has been licensed to practice psychology in Georgia for over a decade. She serves as the Director of the Psychology Clinic and enjoys training the next generation of psychologists. Dr. Luna was trained as a generalist and has worked in inpatient and outpatient settings. She most enjoys working alongside older adults and those who experience severe and persistent mental health difficulties, including borderline personality disorder. Dr. Luna has specialized training in Dialectical Behavior Therapy and is proud to be a Star Behavioral Health Provider for military members and their families.
Teaching Philosophy
I do not teach.
* Ph.D. in Counseling Psychology, Oklahoma State University
* B.S. in Psychology, Drury University
B.S. in Psychology, Drury UniversityPsychology Clinic mvanwilligen@georgiasouthern.eduhttps://georgiasouthern.academia.edu/MariekeVanWilligenMarieke Van WilligenMariekeVan WilligenProfessor912-478-54261019 CarrollStatesboro CampusCollege of Behavioral & Social SciencesDepartment of Sociology & AnthropologyDr. Van Willigen's research focuses on the impact of social inequality on physical and mental health. Most recently she has worked on studying the experiences of college students with varying modes of instruction and pedagogical techniques. She has also worked on differential impacts of natural disasters.
Teaching Philosophy
Dr. Van Willigen teaches courses in Global Sociology, Social Statistics, and Medical Sociology. She teaches both face-to-face and online courses. All of her courses include a variety of different types of assessment strategies to allow students to express their knowledge in a variety of ways. She also strives to create engaged classroom environments. Her office hours are held both face-to-face and online to provide opportuities for all students to have one-on-one conversation.
* Ph.D. Sociology The Ohio State University
* MA Sociology The Ohio State University
* BA Sociology Ithaca College
MA Sociology The Ohio State UniversityBA Sociology Ithaca College
Research Interests
* Mental Health
* Gender
* Higher Education
* Lgbtq+ Community
GenderHigher EducationLGBTQ+ community gdcarroll@georgiasouthern.eduDenise CarrollDeniseCarrollPrincipal Lecturer912-478-5807Bio Sci 1170Statesboro CampusCollege of Science & MathematicsDepartment of BiologyI am a dedicated educator and researcher focused on STEM education strategies, student assessment, and the environmental impacts of human activities on aquatic ecosystems. With over a decade of teaching experience in biology and environmental science, I have contributed to understanding aquatic community dynamics and secured significant educational grants, including NSF funding for STEM teacher preparation. Recently, I’ve focused on enhancing student engagement and fostering belonging in learning environments. I have co-authored posters and presentations on problem-based learning, recruiting future STEM educators, and AI integration in student engagement.
Teaching Philosophy
My teaching philosophy is rooted in a deep passion for learning and the belief that education should empower students to achieve their goals. I focus on active learning techniques, encouraging students to engage in problem-solving, collaboration, and independent thinking. I emphasize practical skills over rote memorization, aiming to equip students with tools for personal growth and future success. My teaching approach includes Team-Based Learning, metacognitive strategies, and Supplemental Instruction to accommodate diverse learning styles. I prioritize building confidence, critical thinking, and lifelong learning, fostering collaborative environments where students support one another.
* PhPh.D. in Hydrology from the University of Georgia
* M.S. in Forestry from Mississippi State University
* B.S. in Biology from Augusta State University (Concentration in Fisheries Science)
M.S. in Forestry from Mississippi State UniversityB.S. in Biology from Augusta State University (Concentration in Fisheries Science)
Research Interests
* Student Learning Strategies
* Student Engagement
* Assessment Of Student Learning
* Effects Anthropogenic Activities On Aquatic Communities.
Student EngagementAssessment of Student LearningEffects anthropogenic activities on aquatic communities. jsoo@georgiasouthern.eduhttps://scholars.georgiasouthern.edu/en/persons/jhy-charm-soo-2Jhy-Charm SooJhy-CharmSooAssistant Professor912-478-2292Hendricks Hall 2035Statesboro CampusJiann-Ping Hsu College of Public HealthDepartment of Biostatistics, Epidemiology & Environmental Health SciencesI am an assistant professor at Department of Biostatistics, Epidemiology and Environmental Health Sciences, Jiann-Ping Hsu College Public Health (JPHCOPH), Georgia Southern University. Prior to joining the JPHCOPH at Georgia Southern University, I held an industrial hygienist position in the National Institute for Occupational Safety and Health (NIOSH) for the Centers for Disease Control and Prevention (CDC). During my research career of over 8 years at NIOSH, I have carried out extensive research on the performance evaluation of particle size-selective sampling, direct-reading instrument for VOCs identification, and barrier performance of personal protective equipment (PPE).
Teaching Philosophy
I always believe students need to build up a solid foundation in the discipline they are pursuing. On the other hand, to keep the students interested and passionate in the environmental health science profession without losing their original enthusiasm during the learning process, I believe adopting the flipped classroom approach, hands-on experience, operation demonstration, field trips, special discussion, and guest speakers to make my course and my teaching more interesting, diverse, and practical.
* Ph.D. in Department of Environmental and Occupational Health, National Cheng Kung University, Tainan, Taiwan
* B.S. in Department of Occupational Safety and Health, Chang-Jung Christian University, Tainan, Taiwan
B.S. in Department of Occupational Safety and Health, Chang-Jung Christian University, Tainan, Taiwan
Research Interests
* Occupational And Environmental Health Science
* Aerosol And Gas Sampling And Analytical Method Evalution
* Personal Protective Technology
Aerosol and Gas Sampling and Analytical Method EvalutionPersonal Protective Technology apeden@georgiasouthern.eduAngie PedenAngiePedenAssociate Director, Center for Public Health Practice and Research and Senior Lecturer912-478-2581Hendricks Hall 1020Statesboro CampusJiann-Ping Hsu College of Public HealthDepartment of Health Policy & Community HealthAngie Peden, MPH, is the Associate Director of the Center for Public Health Practice and Research at the Jiann-Ping Hsu College of Public Health (JPHCOPH) at Georgia Southern University. Ms. Peden focuses on connecting JPHCOPH with the Georgia public health and rural healthcare practice community and facilitating practice-based research and technical assistance through grants and service contracts. Over the past thirteen years, she has worked with the Center to bring in over 6 million dollars in grant and contract funding. She excels at project and budget management, communications, and internal and external report development.
Teaching Philosophy
My goal as a public health educator is to create an engaging, thought-provocting, and responsive learning environment. I prioritize connecting students with the local and national public health and rural health practice communities as well seeking out opportunities for students to engage and interact with professionals in these communities.
* MPH, JPHCOPH, Georgia Southern
* BS, James Madison University
BS, James Madison University
Research Interests
* Public Health Practice
* Rural Health Systems
Rural Health SystemsCenter for Public Health Practice and Research mkrahman@georgiasouthern.eduMunshi RahmanMunshiRahmanAssistant Professor912-478-6029Herty 2113Statesboro CampusCollege of Science & MathematicsSchool of Earth Environment & SustainabilityMy undergraduate and graduate education was in Geography & and Environment. Later I completed another Masters degree in Geography, and lastly I did my Ph.D. in geography at Kent State University. After my Ph.D. graduation I worked several places as a Postdoc and Instructor. Over the years I have taught several of courses both in Geography, Environmental Studies, and the Geospatial Science and Technologies to students from diverse backgrounds.
Teaching Philosophy
I am a broadly trained geographer with a strong educational background and appreciation for all facets of geography, people, and the environment. I believe that combination of my educational background, teaching and research experience, and integration of my research with teaching enables me to make my courses relevant to the diverse student groups. Being able to utilize modern tools and technology such as Geographic Information Systems (GIS), remote sensing, and Global Positioning System (GPS), unmanned aerial vehicle (UAV) for geospatial analysis and Geovisualization of our world help me to presenting geography matters and societal issues in a better way. I love connecting real-world societal problems to my teaching and learning.
* Ph.D., Geography
* M.A. and MS in Geography
* BSc in Geography & Environment
M.A. and MS in GeographyBSc in Geography & Environment
Research Interests
* I Am Very Interested In Geography Matters That Are Mostly Related To People And Environmental Issues. More Specifically, I Am Interested In Understating The Dynamics Of Human-Environment Interactions And Adaptation To Changing Environments. In My Research I Incorporate Modern Geospatial Technologies Such As Geographic Information System (Gis), Global Positioning System (Gps), Spatial Video, And Remote Sensing To Address Socio-Economic And Environment Related Issues.
James H. Oliver Jr. Institute for Coastal Plain Science kmau@georgiasouthern.eduKari MauKariMauAssociate Professor & Graduate Program Director912-344-2852Ashmore Hall, Rm. 265Armstrong CampusWaters College of Health ProfessionsSchool of NursingI am a doctorally prepared nurse practitioner, educator, and lifelong learner. I continue to practice clinically at the Chatham County Health Department and teach in both undergradaute and graduate nursing programs. My clinical expertise is women's healthcare.
Teaching Philosophy
I embrace my responsibility to kindle lifelong learning in nursing students. I commit to excellence in teaching, scholarship, clinical practice, and servant leadership. I ascribe to pluralistic foundations rooted in nursing theories and educational philosophies. As a scholar, I embrace and engage in inquiry-based and theory-based research. As a clinician, I approach clinical practice with a constant pursuit of excellence and expect a similar commitment in my students. I serve others through listening, encouraging, collaborating, and building personal relationships with students, other nurses, and other healthcare providers.
* Doctorate of Nursing Practice (DNP), Arizona State University, 2008
* Master's of Nursing, Arizona State University, 2002
* BSN, Purdue University, 1996
Master's of Nursing, Arizona State University, 2002BSN, Purdue University, 1996
Research Interests
* Breast Cancer, Stds, Women’S Health Issues, Lgbtq; Nursing Education, New Grad Transition To Practice; Caring In Nursing Education
mel@georgiasouthern.eduMelissa GarnoMelissaGarnoProfessor of Nursing912-478-1781Nursing Building Room 4021Statesboro CampusWaters College of Health ProfessionsSchool of NursingDr. Garno joined Georgia Southern University in 1998 as a faculty member in the School of Nursing. Dr. Garno earned an EdD in Curriculum Studies from Georgia Southern University in 2003. She assumed the role of BSN Program Director in 2010. From 2012-2014 she also served as a Program Assessment Leader with the Office of Institutional Effectiveness while maintaining her faculty and administrative roles. Dr. Garno's administrative leadership in the School of Nursing turned full-time as Associate Chair from 2018-2020, and direct appointment as Chair from 2020-2024. In 2024 she returned to her calling in a full-time teaching role as Professor in the School of Nursing.
Teaching Philosophy
I approach my role as an educator as one of collaboration and mentoring. My teaching philosophy reflects my fundamental beliefs in humanism. I believe teachers and students are collaborators in educational endeavors, which means I must allow for self-discovery in the educational process. I am responsible for designing experiences geared toward achievement of anticipated outcomes, but I am simultaneously a co-learner with my students regarding what will be discovered along the way.
* EdD, Curriculum Studies
* MSN, Mental Health Nursing and Nursing Education
* BSN
MSN, Mental Health Nursing and Nursing EducationBSN
Research Interests
* Nursing Education
* Mental Health Nursing
Mental Health Nursing jzettler@georgiasouthern.eduhttps://scholar.google.com/citations?user=IHsjBPkAAAAJ&hl=enJennifer ZettlerJenniferZettlerProfessor912-344-2714Science Center, room 1019Armstrong CampusCollege of Science & MathematicsDepartment of BiologyJennifer Zettler’s interest in teaching biology began when she was an undergraduate student at the University of Florida. There, she had the opportunity to teach a laboratory section for a non-majors Six-Legged Science course and the “bug” to continue teaching persisted. She moved to South Carolina where she was a graduate teaching assistant while pursuing degrees in Entomology (M.S.) and Zoology (Ph. D) from Clemson University. She is now a Professor of Biology at the Armstrong Campus in Savannah where she has been a faculty member since 2002. With her interests in entomology, field biology, ecology and conservation, Dr. Zettler teaches courses with field experiences that allow students to explore Savannah’s diverse coastal ecosystems.
Teaching Philosophy
I believe that students should think beyond definitions and formulas and grasp the subject by asking questions. By incorporating hands-on activities and field experiences, students in my courses are encouraged to make firsthand observations which naturally generate inquisitive questions. Enthusiasm is contagious and I strive to ignite a passion for biology through interactive discussions and collective sharing of scientific discovery.
* Ph.D., Clemson University, 2002
* M.S., Clemson University, 1996
* B.S., University of Florida, 1994
M.S., Clemson University, 1996B.S., University of Florida, 1994
Research Interests
* Using Biological Materials To Create Sustainable Art Media
* Ecological Effect Of Invasive Insects
* Millipede-Symbiont Interactions
* Insect-Symbiont Interactions
Ecological effect of invasive insectsMillipede-symbiont interactionsInsect-symbiont interactionsJames H. Oliver Jr. Institute for Coastal Plain Science bethmcgee@georgiasouthern.eduhttps://scholar.google.com/citations?user=NEGtojQAAAAJ&hl=enBeth McGeeBethMcGeeAssociate Professor of Interior Design912-478-0477IAB 3061Statesboro CampusCollege of Behavioral & Social SciencesSchool of Human EcologyBeth McGee is an Associate Professor at Georgia Southern University in the School of Human Ecology. She has passed the NCIDQ exam and is a LEED AP. Her focus areas in teaching, scholarship and service are through service-learning and biophilic design (nature-inspired). She follows a mission to do good through design by working with stakeholders for optimal outcomes including greater place attachment and restorative environmental design.
Teaching Philosophy
Our lives as designers of the built environment become a tapestry of places, people and events where interior design is a people centered endeavor. This is where we weave together global-minded design decisions with health, safety and welfare. Since the interior is where many of us spend the majority of our lives, we merge the work of interior decorating, product design, graphic design and architecture and so have the unique ability of benefiting or harming people. The built environment becomes part of who we are as a culture and who we are as individuals through lived experiences inside. Design decisions thus need to be based in a fundamental knowledge of business practices and understanding people, place, and the planet.
* Ph.D. of Philosophy, University of Florida, concentration in Interior Design
* M.S. in Interior Architecture, University of North Carolina-Greensboro
* B.F.A in Interior Design, Kendall College of Art and Design
* A.A. Muskegon Community College
M.S. in Interior Architecture, University of North Carolina-GreensboroB.F.A in Interior Design, Kendall College of Art and DesignA.A. Muskegon Community College
Research Interests
* Biophilic Design
* Community-Engaged Design
* Trauma-Informed Design
* Environmental Psychology
* Service-Learning
Community-engaged designTrauma-informed designEnvironmental PsychologyService-learningInstitute for Vibrant and Engaged Communities, Institute for Health Logistics & Analytics tboyer@georgiasouthern.eduhttps://scholars.georgiasouthern.edu/en/persons/ty-w-boyer-2Ty BoyerTyBoyerProfessor912-478-5122Brannen Hall, Room 1024Statesboro CampusCollege of Behavioral & Social SciencesDepartment of PsychologyTy W. Boyer, Ph.D., is a Professor and Department Chair in the Georgia Southern University Department of Psychology. Dr. Boyer earned a B.S. from Arizona State University and an M.A. and Ph.D. from the University of Maryland, and then spent time as a Postdoctoral Fellow in the University of Chicago Department of Psychology and as a Research Associate in the Indiana University Department of Psychological & Brain Sciences. Dr. Boyer studies cognitive and perceptual development, and, more specifically, how we perceive and represent number, probability, space, and actions, reason and make decisions, and how these processes are attributable to early-emerging biases, learning, and maturation.
Teaching Philosophy
My teaching philosophy coincides with one of my guiding research themes, namely, cognitive development. Minimally, I hope students leave my classes and research training with a set of concepts that they did not possess prior, which, of course, is a form of development in and of itself. My overarching goal, however, is that what I teach changes how students interact with the world and interpret information they encounter in their daily lives, with particular emphasis on critical thinking, information literacy, and evidence-based decision-making.
* Postdoctoral Research Associate, Psychological & Brain Sciences and Cognitive Science, Indiana University
* Postdoctoral Fellow, Psychology, University of Chicago
* Ph.D., Psychology, University of Maryland
* M.A., Psychology, University of Maryland
* B.S., Psychology, Arizona State University
Postdoctoral Fellow, Psychology, University of ChicagoPh.D., Psychology, University of MarylandM.A., Psychology, University of MarylandB.S., Psychology, Arizona State University
Research Interests
* Cognitive Developmental Psychology
* Perceptual Developmental Psychology
* Numerical And Spatial Cognition
* Action Perception And Representation
* Eye-Tracking Research
Perceptual Developmental PsychologyNumerical and Spatial CognitionAction Perception and RepresentationEye-tracking Research cdrodriguez@georgiasouthern.eduChristopher RodriguezChristopherRodriguezAssistant Professor912-344-3257Ashmore Hall 259Armstrong CampusWaters College of Health ProfessionsSchool of NursingDr. Rodriguez received his Associate of Arts (AA) and Bachelor of Science in Nursing (BSN) from Armstrong State University. He then received his Master of Science in Nursing (MSN) with a concentration as a nurse educator and his Doctor of Nursing Practice (DNP) from Georgia College & State University. His clinical nursing practice includes Emergency and Forensic specialties. He holds his national board certification as a Certified Emergency Nurse (CEN). He is currently teaching in the undergraduate program for the School of Nursing.
Teaching Philosophy
Teaching nursing students requires the instructor to engage students in both the classroom and clinical settings. Socratic questioning is an excellent method for students to achieve higher levels of cognitive learning. This allows students to express their knowledge while connecting content with patient care. Using this teaching strategy helps instructors evaluate students' clinical reasoning skills. Another helpful teaching modality is simulation. This modality provides students with real-life applications of knowledge. The use of simulation can be done in the classroom or clinical setting. Combining these strategies engages learning and helps foster active learning practices.
* Doctor of Nursing Practice
* Master of Science in Nursing, Nurse Educator
* Bachelor of Science in Nursing
* Associate of Arts
Master of Science in Nursing, Nurse EducatorBachelor of Science in NursingAssociate of Arts
Research Interests
* Lgbtq Population
* Professionalism / Incivility
Professionalism / Incivility cposick@georgiasouthern.eduChad PosickChadPosickProfessor912-478-7098Carroll Building 2218Statesboro CampusCollege of Arts & HumanitiesDepartment of Criminal Justice & CriminologyChad Posick is a Professor in the Department of Criminal Justice and Criminology at Georgia Southern University. He is also co-director of the National Youth Advocacy and Resilience Research Center. His research interests include victimization, biopsychosocial perspectives on behavior, and statistical methodology. He teaches in the areas of victimology, family violence, and statistics. He serves on the board of directors of Child Advocacy Services of Southeastern Georgia.
Teaching Philosophy
My teaching approach connects academic work to public policy and practice. Students engage in lively and open debate where all students are encouraged to share their unique views on important criminological topics. My classes are centered on examining rigorous social scientific research, learning practical analytic techniques, and partaking in unique experiences such as classes that take place inside prison.
* Doctor of Philosophy in Criminology and Justice Policy. Northeastern University, School of Criminology and Criminal Justice
* Master of Science in Science, Technology, and Public Policy Rochester Institute of Technology, Department of Science, Technology, and Public Policy
* Bachelor of Science in Criminal Justice Rochester Institute of Technology, Department of Criminal Justice
Master of Science in Science, Technology, and Public Policy Rochester Institute of Technology, Department of Science, Technology, and Public PolicyBachelor of Science in Criminal Justice Rochester Institute of Technology, Department of Criminal Justice
Research Interests
* Victimization
* Quantitative Analysis
* Public Policy
* Biopsychosocial Perspectives
Quantitative AnalysisPublic PolicyBiopsychosocial PerspectivesNational Youth Advocacy and Resilience Research Center ryarbrough@georgiasouthern.eduRobert A. YarbroughRobert A.YarbroughAssociate Professor of Geography912-478-0846Herty 1113BStatesboro CampusCollege of Science & MathematicsSchool of Earth Environment & SustainabilityDr. Yarbrough's research areas include critical cultural geographies, nature-society geographies, and community geography. He has published research on immigrant residential settlement geographies in the U.S. South, and how racialization has affected these newcomers. More recently, he has examined the emergence and impact of ecotourism in northwest Ecuador and is the co-author with Dr. Mark Welford (University of Northern Iowa) of Human-Environment Interactions: An Introduction. (2021): Palgrave MacMillan. He has co-led study abroad trips to Ecuador and India and is teaching at Georgia Southern's Wexford, Ireland campus during summer 2024 and summer 2025.
Teaching Philosophy
Dr. Yarbrough has taught courses ranging from large undergraduate general education/core courses (e.g., World Regional Geography) to a graduate level Seminar in Geographic Thought. In all of his courses, Dr. Yarbrough strives to create a welcoming, open, and respectful classroom environment, wherein he encourages student participation through a variety of active learning approaches. He has participated in numerous workshops focused on diverse, equitable, and inclusive teaching practices and is committed to incorporating these pedagogical approaches in his teaching.
* Ph D Geography, University of Georgia
* MA Geography, University of Georgia
* Graduate Certificate Women's Studies, University of Georgia
* BA History, Roanoke College
MA Geography, University of GeorgiaGraduate Certificate Women's Studies, University of GeorgiaBA History, Roanoke College
Research Interests
* Critical Cultural Geographies
* Nature-Society Geographies
* Community Geography
Nature-Society GeographiesCommunity GeographyInstitute for Innovative and Integrated Studies (I3S) jdechantal@georgiasouthern.eduhttps://www.juliedechantal.comJulie de ChantalJuliede ChantalAssociate Professor of History and Public History Coordinator912-478-4478IAB 3012Statesboro CampusCollege of Arts & HumanitiesDepartment of HistoryDr. Julie de Chantal is an Associate Professor of History and Public History Coordinator. She teaches African American History. Dr. de Chantal’s research interest include community activism, transnational activism, and Black women’s history, especially in the North.
Teaching Philosophy
My teaching philosophy centers on fostering an inclusive and engaging learning environment where students are encouraged to think critically and apply their knowledge to real-world challenges. I believe in the power of active learning and strive to create a classroom atmosphere that promotes collaboration, curiosity, and continuous growth.
* Ph.D. History - University of Massachusetts Amherst - 2016
* MA History - Université de Montréal - 2008
* BA History - Université de Montréal - 2005
MA History - Université de Montréal - 2008BA History - Université de Montréal - 2005
Research Interests
* African American History
* Women'S History
* Boston
* Grassroots Activism
* Public History
Women's HistoryBostonGrassroots ActivismPublic HistoryCenter for Africana Studies jkies@georgiasouthern.eduhttps://scholars.georgiasouthern.edu/en/persons/joshua-kiesJoshua KiesJoshuaKiesRN-BSN Program Director & Assistant Professor912-478-5770521 C.O.E. Drive / Nursing & Chemistry Building / Office 2002H Statesboro, GA 30458Statesboro CampusWaters College of Health ProfessionsSchool of NursingJoshua M. Kies is a three-time graduate of Georgia Southern University and is the RN-BSN Program Director and Assistant Professor within the School of Nursing. Dr. Kies teaches both undergraduate and graduate courses in the School of Nursing on both the Armstrong and Statesboro campuses and also online.
Teaching Philosophy
My teaching philosophy focuses on promoting individual student success through inclusive learning opportunities, consistent support, and application of knowledge using critical thinking. Active learning and open communication fosters an environment of personal and professional growth, the ability to overcome barriers, and bolster self-confidence.
* Doctor of Nursing Practice, Georgia Southern University
* Master of Science in Nursing (FNP), Georgia Southern University
* Bachelor of Science in Nursing, Georgia Southern University
Master's of Science in Nursing (FNP), Georgia Southern UniversityBachelor's of Science in Nursing, Georgia Southern University
Research Interests
* Infectious Disease Management
* Public Health
* Student Success
Public HealthStudent Success cbrady@georgiasouthern.eduhttps://scholars.georgiasouthern.edu/en/persons/caitlin-brady-2Caitlin BradyCaitlinBradyAssistant Professor of Criminal Justice & Criminology912-478-8036Carroll 1095Statesboro CampusCollege of Behavioral & Social SciencesDepartment of Criminal Justice & CriminologyDr. Caitlin M. Brady is an Assistant Professor in the Department of Criminal Justice and Criminology at Georgia Southern University. She received her Ph.D. in Criminal Justice from the University of Central Florida in 2020, her M.A. in Forensic Psychology from John Jay College of Criminal Justice, and a B.S. in Psychology from the University of Mary Washington. Her research interests focus on juvenile justice, justice system responses to youth, use of juvenile risk assessment instruments, and mental health among justice-involved individuals. Her research has been accepted for publication in journals such as Youth Violence and Juvenile Justice, Journal of Criminal Justice, and American Journal of Criminal Justice.
Teaching Philosophy
Dr. Brady typically teaches undergraduate and graduate classes on juvenile justice, mental health and criminal justice, and criminology. The undergraduate mental health course has been designated a high impact practices (HIPs) class at Georgia Southern University. Dr. Brady's teaching philosophy focuses on student success and creating an engaging/supportive environment. Students are encouraged to critically consider, discuss, and apply course content.
* Ph.D., University of Central Florida, 2020
* M.A., John Jay College of Criminal Justice, 2015
* B.S., University of Mary Washington, 2012
M.A., John Jay College of Criminal Justice, 2015B.S., University of Mary Washington, 2012
Research Interests
* Juvenile Justice
* Justice System Responses To Youth
* Use Of Juvenile Risk Assessments
* Mental Health Among Justice-Involved Youth
Justice System Responses to YouthUse of Juvenile Risk AssessmentsMental Health Among Justice-Involved YouthNational Youth Advocacy and Resilience Research Center sguggino@georgiasouthern.eduSteve GugginoSteveGugginoAssociate Professor of GeologyHerty Room 1104BStatesboro CampusCollege of Science & MathematicsSchool of Earth Environment & SustainabilityI'm originally from Tampa, FL, where I earned my BS and MS geology degrees from the University of South Florida (2001, 2004). I moved to Arizona where I worked for an environmental consulting firm for about a year. My heart was in academia, so in 2005 I quit consulting and began teaching geology courses at the community colleges within the Phoenix area. In 2006, I enrolled at Arizona State University and earned my Ph.D. in geology in 2012. I continued to teach at the Phoenix-area community colleges until 2015, when I moved to Statesboro to teach geoscience courses at Georgia Southern. Overall, I have been teaching geology for nearly 20 years. My expertise is in stable-isotope geochemistry, invertebrate paleontology, and igneous petrology.
Teaching Philosophy
I believe in offering students a comprehensive, rigorous, well-rounded, and well-structured learning experience facilitated by an enthusiastic, knowledgeable, and well-organized professor. My job as an instructor is never static as I work to assist students achieve their goals. I am continuously reevaluating my instruction to make any necessary improvements to my curricula. I am a student of my own craft, and I constantly endeavor to discover and learn new methods, products, and strategies that enhance the learning experiences successes of my students.
* Ph.D. Geology: Arizona State University (2012)
* MS Geology: University of South Florida (2004)
* BS Geology: University of South Florida (2001)
MS Geology: University of South Florida (2004)BS Geology: University of South Florida (2001)
Research Interests
* Stable Isotope Geochemistry Of Marine Invertebrate Fossils
* Geochemistry Of Mantle And Volcanic Rocks
Geochemistry of mantle and volcanic rocks aharvey@georgiasouthern.eduAlan HarveyAlanHarveyProfessor912-532-5784BSCI 2262Statesboro CampusCollege of Science & MathematicsDepartment of BiologyI have taught in the Department of Biology at the Statesboro campus for 26 years. I've taught over 20 different classes at Georgia Southern, with subjects ranging from field-based ecology to computer programs for graduate students.My research interests span ecology, evolution, and behavior. I have studied a broad range of organisms ranging from paramecium to duckweed to hermit crabs. I have a special weakness for oddball organisms like lichens and peculiar behaviors like wheel locomotion.Outside of work I enjoy nature and the outdoors, ceramics and photography, and cooking. I often explore the interface between art and science; e.g., I have produced a number of short, biology-themed films, and I make paper from invasive plants.
Teaching Philosophy
The most consistent aspect of my teaching philosophy, whether in lecture, lab, or studio courses, is that the most effective way for students to master a subject is through hands-on experiences. In addition, if at all possible I try to increase the relevance of the information they learn by including a real world component, an opportunity to make a contribution that will persist long after the class itself has ended.
* Bachelor of Science; Stanford University, Stanford, California (1981)
* Doctor of Philosophy (Ecology and Evolutionary Biology); University of Arizona, Tucson, Arizona (1988)
Doctor of Philosophy (Ecology and Evolutionary Biology); University of Arizona, Tucson, Arizona (1988)
Research Interests
* Ecology And Biogeography Of Invasive Species
* Potential, And Limitations, Of Citizen Science As A Research Tool
* Intersection Of Science And Art
* Ecology And Behavior Of Larval Tiger Beetles
Potential, and limitations, of citizen science as a research toolIntersection of science and artEcology and behavior of larval tiger beetlesJames H. Oliver Jr. Institute for Coastal Plain Science, Institute for Health Logistics & Analytics jmlewis@georgiasouthern.eduhttps://scholar.google.com/citations?hl=en&user=H43IX60AAAAJJohanne LewisJohanneLewisAssociate Professor Comparative Animal Physiology912-478-5480Biological Sciences 2238Statesboro CampusCollege of Science & MathematicsDepartment of BiologyAs comparative animal physiologist, Dr. Lewis’s research uses research uses an integrative approach to study how various mechanisms and adaptations allow animals to cope with environmental challenges such as fluctuations in temperature, oxygen, and salinity.
Teaching Philosophy
As a teacher-scholar my goal is to foster a creative, engaging, and inclusive learning environment. I strive to design and teach courses deliver content in unique ways that not only provide students with a solid foundation in physiological concepts but also facilitate the development of skills that are transferable to their future academic and non-academic careers. I regularly teach Physiology (BIOL 3131), Comparative Animal Physiology (BIOL 5230), Physiological Ecology (BIOL 5237), and Endocrinology (BIOL 5247) as well as mentor students in independent research experiences.
* Ph.D., Memorial University of Newfoundland and Labrador, 2008
* M.Sc., Memorial University of Newfoundland and Labrador, 2002
* B.Sc., University of Guelph, 1999
M.Sc., Memorial University of Newfoundland and Labrador, 2002B.Sc., University of Guelph, 1999
Research Interests
* Comparative Physiology
* Environmental Stress
* Bioenergetics
* Cardiorespiratory Physiology
Environmental StressBioenergeticsCardiorespiratory Physiology astokolos@georgiasouthern.eduAlex StokolosAlexStokolosProfessor912-478-5298MP 3326Statesboro CampusCollege of Science & MathematicsDepartment of Mathematical SciencesAlex Stokolos grew up in Odessa Ukraine. Majoring in mathematics and math education, he received his undergraduate degree at Odessa Mechnikov National University (OMNU). He received a Candidate of Science in Mathematics degree from Moscow Institute of Electronics and Mathematics. He received his Doctor Habilitated dergee from the University of Worclaw. After a two year postdoctoral fellowship at University of Connecticut and 6 years at DePaul University, he joined Georgia Southern in the fall of 2009. Currently he is a Full Professor at the Department of Mathematical Sciences GSU.
Teaching Philosophy
Dr. Stokolos has a diverse portfolio of courses taught in several schools globwise, including Odessa Mechnikov National University (Ukraine), University of Wroclaw (Poland), Lousiana State University, University of Connecticut, DePaul University
* Odessa Mechnikov National University, Odessa, Ukraine. Diploma in Mathematics and Math Education, 1982.
* Moscow Institute of Electronics and Mathematics, Moscow, Russia. Candidate of Science in Mathematics, 1984.
* University of Worclaw, Wroclaw, Poland. Doctor Habilitated, 1998.
Moscow Institute of Electronics and Mathematics, Moscow, Russia. Candidate of Science in Mathematics, 1984.University of Worclaw, Wroclaw, Poland. Doctor Habilitated, 1998.
Research Interests
* Harmonic Analysis
* Approximation Theory
* Dynamical Systems
Approximation TheoryDynamical Systems coverholser@georgiasouthern.eduCandice OverholserCandiceOverholserAssistant Professor of Nursing912-344-3381AH 243Armstrong CampusWaters College of Health ProfessionsSchool of NursingCandice Overholser is an alum of University of West Georgia and is an Assistant Professor of Nursing in the Waters College of Health Professions. Dr. Overholser teaches in the School of Nursing on the Armstrong campus.
Teaching Philosophy
My teaching philosophy focuses on student success and creation of a learning environment to develop the skills required for life-long learning. Nursing is a profession of continuing education with opportunities to work in multiple environments with varying specialties. I believe active classroom learning supports student success and life-long learning by challenging students to use clinical judgment and critical thinking to address real-world issues in a safe environment.
* BSN, College of Coastal Georgia
* MSN, Georgia Southwestern State University
* Ed.D., University of West Georgia
MSN, Georgia Southwestern State UniversityEd.D., University of West Georgia
Research Interests
* Nursing Education
cndaluka@georgiasouthern.eduChristina NdalukaChristinaNdalukaSenior Lecturer912-478-3351Natural ScienceStatesboro CampusCollege of Science & MathematicsDepartment of BiologyI am a Senior Lecturer for the Department of Biology. I teach the Foundations of Microbiology which is a service course for Pre-Health students. My class is required for the Nursing program, so I have a lot of motivated students.
Teaching Philosophy
I consider myself a lifelong learner. I also understand that everyone learns differently, so when you combine the two you end up with a flexible teacher who meets students where they need to be met. I then take them with me when we go deeper into the material.
* Ph.D. in Microbiology from the Colorado State University
Research Interests
* Zoonotic Diseases
mhubbard@georgiasouthern.eduMandy HubbardMandyHubbardAssistant Professor912-559-2710ArmstrongArmstrong CampusWaters College of Health ProfessionsSchool of NursingMandy graduated from Georgia Southern University in 2004 with a BSN degree and then in 2008 she received her MSN as a Family Nurse Practitioner and begun working as a nurse practitioner. She began caring for those with mental health disorders in 2016 and then furthered her education in 2018 by becoming dual certified as a Psychiatric Mental Health Nurse Practitioner and then completed her education with a Doctor of Nursing Practice degree in 2020. Mandy started in academia in 2020 as a lecturer of nursing and then an assistant professor starting in 2021. She teaches in the graduate and undergraduate level courses in mental health, pediatrics, and the APRN courses.
Teaching Philosophy
My philosophy of teaching is to create an open environment for learning. One of my goals is to provide a learning environment that allows students to explore their own strengths and weaknesses in ways that are comfortable to them and that will enhance their learning. The best way to accomplish these goals is to provide learning environments that are conducive to different types of students. I believe that learner-oriented teaching promotes learning that is both purposeful and enduring. By conducting learning that accommodates every student, I can create learning goals that helps build connections between what the student already knows and the new understandings they seek to learn.
* DNP
* MSN
* BSN
MSNBSN
Research Interests
* Mental Health
sgreiman@georgiasouthern.eduhttps://scholar.google.com/citations?user=c37xhpYAAAAJ&hl=enStephen GreimanStephenGreimanAssociate Professor912-478-1251Bioscience RM3362Statesboro CampusCollege of Science & MathematicsDepartment of BiologyResearch in my lab is focused on global parasite diversity, with a focus on parasitic flatworms. My lab employs a variety of techniques and methods for answering research related questions, including: classical parasitological techniques (field collecting, proper fixation, staining, slide mounting, and light microscopy); electron and confocal microscopy; real-time PCR; sanger single gene sequencing; next generation metagenomic and whole genome sequencing.
Teaching Philosophy
I employ both traditional and modern teaching techniques to increase overall retention of the material. My courses include real-world examples and hands on research experience.
* Ph.D. In Biology, University Of North Dakota
* Previous NSF Postdoctoral Fellow At University Of New Mexico
Previous NSF Postdoctoral Fellow at University of New Mexico
Research Interests
* Parasitology
* Evolutionary Biology
* Systematics
* Taxonomy
Evolutionary BiologySystematicsTaxonomyJames H. Oliver Jr. Institute for Coastal Plain Science restevez@georgiasouthern.eduRebekah "Bekah" EstevezRebekah "Bekah"EstevezAssistant Professor912-478-7929Brannen HallStatesboro CampusCollege of Behavioral & Social SciencesDepartment of PsychologyBekah (she/her) is an Assistant Professor at Georgia Southern University in the PsyD, Clinical Psychology program. She completed her undergraduate degree in psychology from Berry College (2014), and her master’s in Professional Counseling (2016) and PhD in Counseling Psychology (2022) from the University of Georgia. Bekah’s teaching interests include multicultural psychology, psychotherapy skills, and helping students learn the art and science of psychotherapy grounded in strengths-based, culturally-responsive approaches. Broadly, Bekah’s research interests include resilience, best psychotherapy practices for working with the specific communities, and bridging scholarly work and practice towards improving mental health inequities. As a clinician, Bekah integrates multicultural counseling theory (MCT) and 3rd wave Cognitive-Behavioral Therapy approaches into her practice. Bekah’s approach to the work of psychology is informed by her experiences as a psychotherapist in a variety of settings including community mental health and college counseling centers.
Teaching Philosophy
Within and outside of the classroom, Bekah's goal as an instructor is to develop critical scholars who have the necessary skills, knowledge, and tools to engage in culturally responsive psychology that makes a difference. Through active, applied, and process-oriented strategies, she endeavors to help students construct a critical and self-reflective framework that can be applied to all areas of professional psychology. She uses three pedagogical foci in her instruction: (1) cultivate community through collaboration, (2) emphasize the value of social justice and a liberatory stance, and (3) foreground the application of knowledge to the science and practice of psychology.
* Ph.D., Counseling Psychology, University Of Georgia, 2022
* MED, Professional Mental Health Counseling, University Of Georgia, 2016
* BS, Psychology, Berry College, 2014
MEd, Professional Mental Health Counseling, University of Georgia, 2016BS, Psychology, Berry College, 2014
Research Interests
* Health Inequities In Lgbtqia+ Communities
* Resilience In Response To Chronic, Systemic Stress
Resilience in response to chronic, systemic stress esnyder@georgiasouthern.eduElizabeth SnyderElizabeth SnyderAssociate Professor912-344-2815Armstrong Hall 258-Armstrong Campus; NURS/CHEM 3024 StatesboroArmstrong Campus, Statesboro CampusWaters College of Health ProfessionsSchool of NursingElizabeth Snyder, DNP, APRN, FNP-BC is an Associate Professor and the Interim Associate Chair in the School of Nursing. Dr. Snyder has 30 years of clinical nursing experience with 26 years as a Family Nurse Practitioner. She has worked in family practice, internal medicine, emergency medicine, retail health, home based primary care, and currently Part Time performing Hospice care recertification visits. She has been an educator full-time since 2014.
Teaching Philosophy
Dr. Snyder is passionate about ensuring student-centered learning is at the heart of all classes she teaches. As an advanced practice provider she also feels teaching evidence-based practice principles is key for new nurses and nurse practitioners.
* Doctor Of Nursing Practice (DNP)- University Of Alabama, Tuscaloosa, Alabama
* Master Of Science (Family Nurse Practitioner), Clemson University, Clemson, South Carolina
* Bachelor Of Science In Nursing, East Tennessee State University, Johnson City, Tennessee
* Bachelor Of Science (Psychology/Business Management), East Tennessee State University, Johnson City, Tennessee
Master of Science (Family Nurse Practitioner), Clemson University, Clemson, South Carolina Bachelor of Science in Nursing, East Tennessee State University, Johnson City, TennesseeBachelor of Science (Psychology/Business management), East Tennessee State University, Johnson City, Tennessee
Research Interests
* Integration Of Telehealth Into Nursing Education
* Palliative And Hospice Care
* Incivility And Bullying Issues In Nursing And Higher Education
Palliative and Hospice Care Incivility and bullying issues in nursing and higher education lamcgrath@georgiasouthern.eduAllison McGrathAllisonMcGrathNursing Instructor912-344-2534Ashmore 260Armstrong CampusWaters College of Health ProfessionsSchool of NursingAllison McGrath is a graduate from Georgia Southern University and serves as a Nursing Instructor on the Armstrong Campus. She teaching in the undergraduate BSN program, providing both didactic and clinical instruction. Allison has been a nurse for over 20 years. During this time, she has served in a variety of nursing rolls, including staff nurse, supervisor, educator, and unit manager. Teaching at GSU allows her to use her experience and knowledge as a nurse while teaching our students of tomorrow. Her goal is to develop each students' skills and make them the best nurses they can be.
Teaching Philosophy
I believe each student is unique. Their backgrounds are unique. Their needs are unique. How they learn may require a variety of different options. That means teaching requires a variety of teaching/learning methods for the students. I like to incorporate other means of learning, beyond lecture, into class. Group work, gaming, and oral presentations are a few things I use. My teaching philosophy encourages open discussion and engagement among students. I want them to think and understand the "why" behind what they are learning. It is my job as an educator to support my students allowing for the best learning opportunities available.
* DNP, Georgia College And State University, In Progress
* MSN-Ed, Western Governors University, 2022
* BSN, Georgia Southern University, 2002
MSN-Ed, Western Governors University, 2022BSN, Georgia Southern University, 2002
Research Interests
* Mental Health Care Among Military Spouses
mspencer@georgiasouthern.eduM. Dylan SpencerM. DylanSpencerAssistant Professor912-478-0328Carroll Building, Office 1093Statesboro CampusCollege of Behavioral & Social SciencesDepartment of Criminal Justice & CriminologyDr. Dylan Spencer specializes in criminology with a focus on conservation-related crime. He utilizes spatial and quantitative methods to understand and address issues in this field, emphasizing prevention rather than explanation. Through interdisciplinary research, he seeks to connect criminology with conservation science, providing insights into the relationship between human behavior and environmental damage.
* Ph.D., University Of South Carolina, 2022
* M.A., Radford University, 2018
* B.S., Virginia Tech, 2014
M.A., Radford University, 2018B.S., Virginia Tech, 2014
Research Interests
* Conservation Criminology
* Spatial Analysis
* Crime Prevention
* Policing
Spatial analysisCrime preventionPolicingInstitute for Water and Health mecawilliams@georgiasouthern.eduhttps://works.bepress.com/meca-williams-johnson/Meca Williams-JohnsonMecaWilliams-JohnsonAssociate Dean and Professor of Educational Research 912-478-53251100-B College of Education Statesboro CampusCollege of EducationDepartment of Curriculum Foundations & ReadingDr. Meca Williams-Johnson holds a Doctor of Philosophy in Educational Psychology and is the Associate Dean in the College of Education at Georgia Southern University in Statesboro, Georgia. Her research interest includes exploring race and emotions and their influence on teaching and learning. Additionally, Dr. Williams-Johnson investigates undergraduate research experience, efficacy beliefs, parental involvement, African American homeschooling, and rural educational opportunities. Through planning, conducting, and publishing several research studies, Dr. Williams-Johnson has contributed to the larger body of knowledge and reported recommendations for high-quality educational experiences possible for all students.
Teaching Philosophy
My teaching approach emphasizes the transformative potential of education. I challenge students to not only understand theoretical concepts but also consider their practical implications for creating equitable educational environments. By linking theory with practice, I hope to inspire students to become advocates for change in their communities.
* Ph.D., University Of Georgia, 2006. Major: Educational Psychology Supporting Areas Of Emphasis: Applied Cognition And Development Dissertation Title: Choosing The Alternative: The Psychosocial Factors That Influence African American Parents To Choose Homeschooling.
* MS, Florida State University, 1998. Major: Secondary Education Supporting Areas Of Emphasis: Social Sciences
* BS, Southern University And A & M College, 1997. Major: Secondary Ed. In Social Sciences
* Qualitative Research Certificate, University Of Georgia, May 2006
MS, Florida State University, 1998. Major: Secondary Education Supporting Areas of Emphasis: Social SciencesBS, Southern University and A & M College, 1997. Major: Secondary Ed. in Social Sciences Qualitative Research Certificate, University of Georgia, May 2006
Research Interests
* Race And Emotion In Education
* Parental Involvement
* Efficacy Beliefs
* Rural Educational Opportunities
Parental Involvement Efficacy Beliefs Rural Educational Opportunities Center for Africana Studies mcawthor@georgiasouthern.eduMichelle CawthornMichelle CawthornAssociate Professor912-478-5758Biological SciencesStatesboro CampusCollege of Science & MathematicsDepartment of BiologyBorn in Texas, I grew up in Hampton Roads Virginia. After attending ODU for undergraduate and MS degrees, I earned a Ph.D. at Bowling Green State University in Ohio, did a postdoc at Indiana University, worked as a lecturer at Ball State University in Indiana, and finally began a job at Georgia Southern.
Teaching Philosophy
All students can learn. It is up to us as instructors to provide the opportunities for learning through active-learning and engagement. To engage students, I use case-studies, real-world examples, data analysis, reading and analysis of primary (or secondary, depending on the level) literature, and lab (or lab-like) activities during class. I use all of these tools no matter the size of the class. In large classes (+ 180), I also use personal response systems as a way of providing both engagement and formative assessment. I treat students with respect and understanding, and foster a sense of inclusion in classes by interacting with as many different individuals as possible, and use group work to promote collaboration among students.
* BS Old Dominion University 1981
* MS Old Dominion University 1984
* Ph.D. Bowling Green State University 1989
* Post-Doc Indiana University 1990-1992
MS Old Dominion University 1984Ph.D. Bowling Green State University 1989Post-doc Indiana University 1990-1992
Research Interests
* Ecology And Behavior Of Small Mammals
* Learning How Different Pedagogies Impact Learning
learning how different pedagogies impact learningJames H. Oliver Jr. Institute for Coastal Plain Science tmaurer@georgiasouthern.eduhttps://works.bepress.com/trent_maurer/Trent MaurerTrentMaurerProfessor of Human Development and Family Science912-478-1522Interdisciplinary Academic Building, Room 3079Statesboro CampusCollege of Behavioral & Social SciencesSchool of Human EcologyDr. Trent W. Maurer is a Professor of Human Development and Family Science [HDFS] in the School of Human Ecology at Georgia Southern University. He teaches undergraduate HDFS courses at the Statesboro campus and online. For decades, Dr. Maurer has taught multiple introductory-level courses, and he finds it incredibly rewarding to work with students at the “ground level” of the discipline, igniting their spark of interest in the field and helping them establish a solid foundation upon which future learning can be built. Dr. Maurer’s research concerns the Scholarship of Teaching and Learning [SoTL]. His focus aligns with ISSOTL Grand Challenge #5 to improve the practice, use, and growth of SoTL, and efforts to enlarge the field of inquiry.
Teaching Philosophy
My Teaching Philosophy can be found on my University Webpage: https://sites.google.com/a/georgiasouthern.edu/tmaurer/
* Ph.D., University Of Illinois At Urbana-Champaign
* M.S., University Of Illinois At Urbana-Champaign
* B.A., University Of Notre Dame
M.S., University of Illinois at Urbana-ChampaignB.A., University of Notre Dame
Research Interests
* Scholarship Of Teaching And Learning [Sotl]
* Issotl Grand Challenge #5
* Undergraduate Research
ISSOTL Grand Challenge #5Undergraduate Research rshaddad@georgiasouthern.eduRita HaddadRitaHaddadExecutive Assistant to the Dean912-478-0958Parker College Dean Office 2254Statesboro CampusParker College of BusinessDean OfficeRita Haddad holds an MBA from the American University of London and currently serves as the Executive Assistant to the Dean at the Parker College of Business. With over 10 years of experience in executive support, she excels in organization, communication, and strategic planning. Previously, Rita was the Marketing Manager for a Mercedes-Benz dealership in Jordan, where she developed impactful marketing strategies and enhanced brand visibility. Her diverse background combines a strong understanding of business operations with a passion for the automotive industry.
Teaching Philosophy
* Mba - Management Information Systems And Marketing
* Ba In Management Information Systems
BA in Management Information Systems
Research Interests
makcaoglu@georgiasouthern.eduhttps://scholars.georgiasouthern.edu/en/persons/mete-akcaoglu-2Mete AkcaogluMeteAkcaogluProfessor912-478-0003COE 3131Armstrong Campus, Statesboro CampusCollege of EducationDepartment of Leadership Technology & Human DevelopmentI am a professor in the Instructional Technology program at Georgia Southern University, Leadership, Technology, and Human Development department. My research is focused on the design and evaluation of technology-rich and innovative learning environments for developing critical thinking skills in K-12 children. I am particularly interested in using game-design activities as a means of scaffolding students’ problem-solving skills and STEM interests.
Teaching Philosophy
As an educator, I always strive to get my students to reach mastery of the learning outcomes, while creating a comfortable and flexible learning environment. My experiences designing and delivering learning experiences in diverse contexts has allowed me to understand the commonalities, differences, and intricacies regarding instructional design and delivery.
* Ph.D., Michigan State University
* M.A., Middle East Technical University, Ankara, Turkiye
* B.A., Bogazici University, Istanbul, Turkiye
M.A., Middle East Technical University, Ankara, TurkiyeB.A., Bogazici University, Istanbul, Turkiye
Research Interests
* Game-Design
* Problem-Solving
* Online Learning
* Motivation Theories
* Instructional Design
problem-solvingonline learningmotivation theoriesinstructional designInstitute for Innovative and Integrated Studies (I3S) askipper@georgiasouthern.eduAlan SkipperAlanSkipperAssociate Professor 912-478-0389School of Nursing Room 3025Statesboro CampusWaters College of Health ProfessionsSchool of NursingI attended the College of Coastal Georgia graduating in 2005 obtaining my Associate of Science Degree in Nursing. I then decided to further my education attending Georgia Southern University receiving my Bachelor’s Degree in Nursing in 2008, and Master’s Degree in Nursing from Valdosta State University in 2012. Then, I went on to complete my Doctor of Nursing Practice Degree from the University of Alabama. I am a Georgia Advanced Practice Registered Nurse, Family Nurse Practitioner, and Psychiatric Mental Health Nurse Practitioner. I have worked as Nurse Practitioner in the areas of Oncology, Primary Care, Mental Health, and Aesthetics.
Teaching Philosophy
My goal as an educator is to work collaboratively with students in a mentor role as opposed to a traditional role of seeing a "teacher" as someone in an authoritative role. I like to work with students to empower them to use prior knowledge combined with new knowledge to create a synergistic phenomenon to create new ideas and build new concepts related to their expertise areas.
* Doctor of Nursing Practice (DNP)
* Advanced Practice Registered Nurse (Aprn)
* Family Nurse Practitioner
* Psychiatric Mental Health Nurse Practitioner
Advanced Practice Registered Nurse (APRN)Family Nurse Practitioner Psychiatric Mental Health Nurse Practitioner
Research Interests
* Chronic Care Management
* Lgbtq Health
* Aging Adults
LGBTQ Health Aging Adults xfwang@georgiasouthern.eduXinfang WangXinfangWangProfessor912-478-0523PCOB 3317Statesboro CampusParker College of BusinessDepartment of Information Systems & AnalyticsXinfang Wang is a Professor of Business Analytics at the Georgia Southern University Parker College of Business. She received her Ph.D. in Management Science from University of Cincinnati. Her scholarship focuses on the application of optimization modeling to product design and humanitarian logistics. She has published in journals such as Management Science, Decision Support Systems, Transportation Research Part B & Part E, OMEGA, and International Journal of Production Economics.
Teaching Philosophy
She has taught Business Analytics Foundation I & II (undergraduate core); Predictive Analytics (major required); Advanced Analytics (major elective); and Managerial Decision Analysis (graduate).
* Ph.D., University Of Cincinnati, 2007
* B.E., Shanghai University, 1999
B.E., Shanghai University, 1999
Research Interests
* Optimization Modeling
lbsoares@georgiasouthern.eduLina SoaresLinaSoaresProfessor of Middle Grades and Secondary912-478-7644University Hall -265Armstrong CampusCollege of EducationDepartment of Middle Grades & Secondary EducationI am a Professor in the Department of Middle and Secondary Education at Georgia Southern University. As a function of the department, I predominantly teach graduate classes, and I chair and serve on education specialist and doctoral committees. Additionally, I am a specialist in gifted education. I have conducted numerous research presentations from international to state settings, focusing on effective pedagogical practices for content area teachers, adolescent literacy including critical literacy, and teacher leadership.
Teaching Philosophy
I find that a philosophy of teaching is a necessary antecedent to learning. Learning is acquired through collaboration - collaboration between students and between students and the teacher. Put another way, I support the theory that learning is not viewed as an isolated skill, but rather, learning involves discussion and student collaboration in meaning-making activities. Simply stated, I teach to engage students in active learning that is relevant to their own lives. In addition, my teaching philosophy emphasizes inclusion because I believe the recognition and affirmation of diversity is one fundamental way we, as educators, can promote democracy and understanding in the minds and actions of the students we teach.
* Ph.D., University Of North Carolina Charlotte, 2009
* Ms, National University, 1993
* Ba, University Of North Carolina Greensboro, 1974
MS, National University, 1993BA, University of North Carolina Greensboro, 1974
Research Interests
* Critical Literacy
* Content-Area Reading
* Gifted Education
* Effective Online Pedagogy
Content-Area ReadingGifted EducationEffective Online Pedagogy ecain@georgiasouthern.eduElise CainEliseCainAssociate Professor912-478-5341COE 3124Statesboro CampusCollege of EducationDepartment of Leadership Technology & Human DevelopmentElise J. Cain, Ph.D. (she/her/hers) is an Associate Professor of Educational Leadership at Georgia Southern University. She is also the Program Director of the Doctorate of Education (Ed.D.) in Educational Leadership. The themes of student-centeredness, theory-to-practice, and diversity and social justice serve as guiding principles in her work. Dr. Cain’s research focuses on college students from rural areas, place-based identities, and historically underrepresented populations in STEM fields. She has several scholarly publications, presentations, and funded grant projects related to these topics.
Teaching Philosophy
Teaching and learning have been (and always will be) cornerstones of my professional career. I aim to stimulate students ' intellectual curiosity about education and themselves through multiple pedagogical approaches, continual professional development, frequent evaluation, one-on-one interactions, and program coordination. Beyond simply absorbing concepts, I emphasize the application of knowledge within a holistic perspective of students. It is my hope as a faculty member that my actions not only assist the students in my classes but create a ripple effect of positive social change within education for the future.
* Ph.D., Binghamton University
* M.S.Ed., St. Bonaventure University
* B.S., St. Bonaventure University
M.S.Ed., St. Bonaventure UniversityB.S., St. Bonaventure University
Research Interests
* College Students From Rural Areas
* Place-Based Identity
* Historically Underrepresented Populations In Stem Fields
Place-Based IdentityHistorically Underrepresented Populations in STEM Fields tsellars@georgiasouthern.eduTonya R SellarsTonya RSellarsABSN Program Director/Senior Lecturer912-344-2622Ashmore 264Armstrong CampusWaters College of Health ProfessionsSchool of NursingI attended Georgia Southern College Graduating in 1988 with my Bachelor of Science in Nursing. I then decided to further my education and obtain a graduate degree attending Georgia Southern University where I received my Masters Degree in Nursing focusing on Adult Health in 1996. After coming to Armstrong State University as an undergraduate instructor I returned to earn my Doctorate and Adult Gerontology Acute Care Nurse Practitioner graduating in 2018 from Augusta University. I am a Georgia Advanced Practice Registered Nurse with an Adult Gerontology-Acute Care Nurse Practitioner Certification from the American Nurses Credentialing Center. I have worked primarily in adult health medical surgical and critical care.
Teaching Philosophy
I incorporate a Holistic approach toward my students. A student's ability to focus and learn is affected by many factors including social, physical, emotional, and cognitive development. Remaining student-centered helps me focus on the best approach for my students to learn.
* Doctor of Nursing Practice
* Ancc Certified Adult Gerontology Nurse Practitioner
* Master Of Nursing - Focus On Adult Health
* Bachelor Of Science In Nursing
ANCC certified Adult Gerontology Nurse PractitionerMaster of Nursing - focus on Adult HealthBachelor of Science in Nursing
Research Interests
* Gerontology
* Chronic Illness
* Adult Health
Chronic Illness Adult Health MLowrimore@georgiasouthern.eduMadelyn LowrimoreMadelynLowrimoreLecturer912-478-5056Statesboro Campus-Nursing Chemistry Building 3008Armstrong Campus, Statesboro CampusWaters College of Health ProfessionsSchool of NursingMadelyn Lowrimore is an alumna of Armstrong Atlantic State University and Western Governors University. Mrs. Lowrimore is a lecturer within the School of Nursing and teaches undergraduate courses on both the Armstrong and Statesboro campuses.
Teaching Philosophy
My teaching philosophy is grounded in constructivism, where I view learning as an active, student-centered process. I believe students build knowledge through experience, collaboration, and reflection. My role is to guide and facilitate by creating an environment that encourages critical thinking, problem-solving, and the application of nursing concepts to real-world situations. By promoting inquiry and discussion, I help students connect new information to their existing knowledge, fostering deeper understanding. Ultimately, I aim to empower students to take ownership of their learning, preparing them to be lifelong learners and skilled nurses.
* MSN-Ed, Western Governors University, 2022
* BSN, Armstrong Atlantic State University, 2012
BSN, Armstrong Atlantic State University, 2012
Research Interests
* Nursing Education
* Interprofessional Collaboration
* Curriculum Design & Development
* Simulation
* Innovative Technology
Interprofessional CollaborationCurriculum Design & DevelopmentSimulationInnovative Technology bserianni@georgiasouthern.eduBarbara SerianniBarbaraSerianniAssociate Professor912-344-2635University Hall 260Armstrong CampusCollege of EducationDepartment of Elementary & Special EducationBarbara Serianni is an alum of the University of Central Florida and is an Associate Professor of Special Education in the Department of Elementary and Special Education. Dr. Serianni teaches graduate courses and supervises in the department’s full online master’s degree programs.
Teaching Philosophy
As a special education professor dedicated to training future educators, my teaching philosophy emphasizes the importance of understanding learner variability and fostering an inclusive environment where all students can thrive. I am committed to equipping my candidates with best practices grounded in current research and evidence-based strategies that they can apply in their P-12 classrooms. By encouraging critical thinking and reflective questioning, I empower future teachers to navigate the complexities of special education.
* Ph.D., University Of Central Florida
* M.A., University Of Central Florida
* B.B.A., Florida Atlantic University
M.A., University of Central FloridaB.B.A., Florida Atlantic University
Research Interests
* Students With Disabilities In Stem
* Online Teacher Preparation
* Ai And Instructional Technology
Online teacher preparationAI and Instructional technology klancaster@georgiasouthern.eduKristina LancasterKristinaLancasterRecruitment and Engagement Coordinator912-478-5884Armstrong Campus: Ashmore Hall 237 Statesboro Campus: Nursing/Chemistry Building 1004Armstrong Campus, Statesboro CampusWaters College of Health ProfessionsSchool of NursingKristina completed her bachelor's degree in Sport and Leisure Management at ETSU and master's degree in Kinesiology with a specialization in Sport Psychology and Motor Behavior at UT-Knoxville. After working previously in athletics at other institutions, she started as an academic advisor on the Armstrong campus in 2016 for secondary admit programs. In 2021, she switched over to working in the Office of Career and Professional Development for all colleges and departments on the Armstrong Campus as a Career and Internship Advisor. Kristina is now the Recruitment and Engagement Coordinator in the School of Nursing to recruit students into the Nursing program as well as assist in connecting them to employment opportunities upon graduation.
Teaching Philosophy
I enjoy working with students to assist them in reaching their academic and career goals. I believe that higher education is a place to prepare each student for employment upon graduation and work to create an environment where students can feel comfortable in asking for help to reach their career goals.
* Master of Science In Kinesiology, Concentration In Sport Psychology And Motor Behavior
Research Interests
* Academic And Career Development
areyes@georgiasouthern.eduhttps://scholars.georgiasouthern.edu/en/persons/alexandra-j-reyes-2Alexandra J. ReyesAlexandra J.ReyesAssociate Professor912-478-5092College of Education, 4109Statesboro CampusCollege of EducationDepartment of Middle Grades & Secondary EducationDr. Alex Reyes is an associate professor at the College of Education at Georgia Southern University and serves as the ESOL endorsement coordinator. Dr. Reyes prepares pre-service and in-service teachers to work with culturally and linguistically diverse students, and to integrate arts and literature across the curriculum to increase equity and access. She draws on her diverse experiences working in P-12 education, non-profit organizations, and higher education (in Connecticut, Arizona, North Carolina, and Georgia) to direct her service and scholarly interests.
Teaching Philosophy
Dr. Reyes' teaching, research, and service interests focus on the intersections of language, culture, and identity, and how they inform learning experiences for bi/multilingual and other marginalized communities in informal and formal settings. Dr. Reyes is also interested in study abroad experiences, as well as arts integration pedagogies and methodologies, particularly as means to lowering barriers for students from linguistically and culturally marginalized backgrounds.
* Ph.D., University Of North Carolina At Chapel Hill, 2018
* M.Ed., Northern Arizona University, 2009
* B.S., Southern Connecticut State University, 2003
M.Ed., Northern Arizona University, 2009B.S., Southern Connecticut State University, 2003
Research Interests
* Multilingual Learners
* Language And Culture
* Esl/Esol/Tesol
* Teacher Education
* Arts Integrated Pedagogies
language and cultureESL/ESOL/TESOLteacher educationarts integrated pedagogiesNational Youth Advocacy and Resilience Research Center adean@georgiasouthern.eduAdam DeanAdam DeanLecturer912-478-0327Carroll, 1089Statesboro CampusCollege of Behavioral & Social SciencesDepartment of Criminal Justice & CriminologyMr. Dean holds a Master of Science in Criminal Justice from Lamar University. He also holds a Master of Public Administration from the University of West Georgia. He completed his undergraduate degree at Dalton State College, graduating with a Bachelor of Science in Criminal Justice. Mr. Dean has spent his career in the field of Juvenile Justice. He worked for the Georgia Department of Juvenile Justice where he served as a Juvenile Probation/Parole Specialist II & III. He supervised the High Intensity Supervision program in Whitfield & Murray Counties. Mr. Dean also worked for the Georgia Division of Family & Children’s Services (DFCS) where he spent much of his career in Child Protective Services and supervision.
Teaching Philosophy
My teaching philosophy is grounded around the principles of servant leadership, adaptability, student-centered teaching, dynamic classroom engagement, creating a safe and inclusive classroom environment, and learning from diverse populations. Effective teaching requires a deep commitment to supporting students in their learning journey, while also fostering an environment that encourages collaboration, critical thinking, and growth. By embodying these principles in my teaching practice, I strive to empower students to take ownership of their learning, develop their skills and knowledge, and become engaged and active members of their communities.
* M.S., Criminal Justice- Lamar University
* M.P.A- University of West Georgia
* B.S., Criminal Justice- Dalton State College
M.P.AB.S., Criminal Justice
Research Interests
* Juvenile Justice
* Child Welfare Policy & Practice
* Hate Crimes
Child Welfare Policy & PracticeHate CrimesLGBTQIA+ issues in Criminal Justice kcrawford@georgiasouthern.eduKathleen CrawfordKathleenCrawfordAssociate Professor of Elementary Literacy912-478-0353COE #4131Statesboro CampusCollege of EducationDepartment of Elementary & Special EducationKathleen Crawford, Ed. D. is currently an Associate Professor at Georgia Southern University, where she supervises student teachers in K-5 settings and teaches elementary literacy courses at the undergraduate and graduate levels. Prior to joining the faculty at Georgia Southern, she was a K–5 literacy coach and fourth and fifth grade English language arts teacher. Her research interests include engaging literacy experiences, enhancing elementary teacher education, mentoring beginning teachers, exploring the emotional dynamics involved in teaching and learning, and designing and implementing engaging online teaching practices.
Teaching Philosophy
My philosophy as a teacher educator centers on the belief that students are active participants in their own learning, each bringing unique perspectives and diverse experiences to the classroom. I am dedicated to creating a safe, inclusive, and challenging environment where every student feels encouraged to reach their potential. I prioritize a student-centered approach, ensuring that my practices are rooted in care, engagement, and expertise that consistently place students at the heart of my instructional practices. Just as I encourage teacher candidates to meet the social, emotional, and academic needs of their future elementary students through asset-based practices, I strive to nurture the “whole teacher” in my college-level classes.
* Ed.D. Georgia Southern University
Research Interests
* Elementary Literacy
* Teacher Education
* Emotions Involved In Teaching And Learning
* Humanizing Online Instruction
* Mentoring Beginning Teachers
Teacher EducationEmotions involved in Teaching and LearningHumanizing Online InstructionMentoring Beginning Teachers wwofford@georgiasouthern.eduRobin WoffordRobinWoffordClinical Assistant Professor of Instructional Technology912-478-0443College of Education BuildingStatesboro CampusCollege of EducationDepartment of Leadership Technology & Human DevelopmentDr. Wofford joined Georgia Southern University in the Fall of 2021 after a 40-year career in P-12 Education. His teaching experiences include roles as a band director, school librarian, and technology integration specialist in Mississippi, Alabama, and Georgia public schools.
Teaching Philosophy
My pedagogical approach prioritizes active learning and critical thinking. Guided by principles of compassion, kindness, and the innovative potential of online education, I design assignments and activities that encourage students to apply their knowledge to real-world contexts and engage in substantive discussions. Timely and constructive feedback is provided to support student growth and development.
* Doctor Of Education (Ed.D.) In Instructional Technology/School Improvement - University Of West Georgia, 2014.
* Specialist (Ed.S.) In School Library Media - University Of West Georgia, 2007.
* Master Of Education (M.Ed.) In Library Media - State University Of West Georgia, 2002.
* Bachelor Of Science In Music Education - University Of Mississippi, 1981.
Specialist (Ed.S.) in School Library Media - University of West Georgia, 2007.Master of Education (M.Ed.) in Library Media - State University of West Georgia, 2002. Bachelor of Science in Music Education - University of Mississippi, 1981.
Research Interests
* The Potential Of Online Learning.
* Educator Burnout And Compassion Fatigue.
* Self-Censorship In School Librarians.
Educator burnout and compassion fatigue.Self-Censorship in school librarians. scaslerfailing@georgiasouthern.eduShelli Casler-FailingShelliCasler-FailingAssociate Professor912-478-5983College of Education 4117Statesboro CampusCollege of EducationDepartment of Middle Grades & Secondary EducationShelli Casler-Failing, Ph.D. is an Assoc. Professor of Middle Grades and Secondary Mathematics Education in the Dept. of Middle Grades and Secondary Education. Shelli has taught in both P-12 and higher education settings. As a classroom teacher, Shelli coached a First LEGO League team for six years, led robotics professional development workshops for teachers, and instructed numerous summer robotics camps. Shelli focuses much of her research on teacher education, mathematics education, productive struggle, and integrating robotics technology into mathematics curricula.
Teaching Philosophy
Teaching and learning are collaborative endeavors; teachers must create engaging, responsive, and interdisciplinary experiences for their students and students must be part of the decision-making process. In my experience teaching mathematics, students learn best when they are engaged with, and enjoy, the material. I strive to create learning environments in which students experience the joy of learning through exploration and am always searching for innovative ways to improve my lesson plans and teaching strategies, often seeking feedback from my students. I purposefully model these practices when teaching to ensure that pre-service teachers learn how to support their grades 4-12 students in doing math in addition to learning about math.
* Ph.D. – Curriculum And Instruction In Science And Mathematics Education, University At Albany, Suny – Albany, Ny
* Master Of Science In Secondary Education (Mathematics), University At Albany, Suny – Albany, Ny
* Bachelor Of Science (Mathematics), University At Albany, Suny – Albany, Ny
Master of Science in Secondary Education (Mathematics), University at Albany, SUNY – Albany, NYBachelor of Science (Mathematics), University at Albany, SUNY – Albany, NY
Research Interests
* Robotics – Dash And Ti-Innovator Rover
* Middle Grades And Secondary Teacher (Mathematics) Education
* Productive Struggle
* In-Service Teacher Professional Development
* Stem Education
Middle Grades and Secondary Teacher (Mathematics) EducationProductive StruggleIn-Service Teacher Professional DevelopmentSTEM Education kcornett@georgiasouthern.eduAriel CornettArielCornettAssistant Professor of Elementary Social Studies Education912-478-76914139 College of Education BuildingStatesboro CampusCollege of EducationDepartment of Elementary & Special EducationAriel Cornett, Ph.D., is an Assistant Professor of Elementary Social Studies Education. Her research interests focus on the place-based teaching and learning of social studies in elementary classrooms and communities. She has been awarded a number of internal and external grants to support her scholarship. She has (co-)authored peer-reviewed publications in the following journals: Theory & Research in Social Education (TRSE), Journal of Social Studies Research (JSSR), Social Studies Research and Practice (SSRP), Social Studies and the Young Learner (SSYL), Teaching Social Studies in the Peach State (TSSPS), American Journal of Education (AJE), The Teacher Educators’ Journal (TTEJ), and School Community Journal (SCJ).
Teaching Philosophy
Dr. Cornett teaches undergraduate and graduate elementary social studies methods courses. As a social studies teacher educator, my teaching philosophy focuses on place-based education (PBE) with inquiry-based approaches that center the perspectives and/or experiences of local peoples in context. To teach in these ways, you must know your students, their families, and their communities. Identity, intersectionality, Funds of Knowledge (FOK), as well as students’ and families’ assets are recognized; additionally, community assets are explored. Furthermore, you must know yourself - as an educator. Knowing yourself as an educator requires reflecting on and adjusting your practice in response to feedback.
* B.A. (History), University Of Virginia
* Mat (Elementary Education), University Of Virginia
* Ph.D. (Curriculum & Instruction: Social Studies Education), University Of Virginia
MAT (Elementary Education), University of VirginiaPh.D. (Curriculum & Instruction: Social Studies Education), University of Virginia
Research Interests
* Elementary Social Studies Teaching And Learning
* Influence Of Context (I.E., Classroom, School, Community, District Or State) On Elementary Teachers’ Instruction And Students’ Classroom Experiences
* Place-Based Education
* Rural Education
* Teachers' And Students' Use Of Artificial Intelligence (Ai) In Social Studies Classrooms
Influence of Context (i.e., classroom, school, community, district or state) on elementary teachers’ instruction and students’ classroom experiencesPlace-Based EducationRural EducationTeachers' and students' use of Artificial Intelligence (AI) in social studies classrooms salbeck@georgiasouthern.eduhttps://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=&ved=2ahUKEwiLqOiso6-JAxUy4ckDHSLYGLwQFnoECBIQAQ&url=https%3A%2F%2Fscholars.georgiasouthern.edu%2Ffiles%2F15127627%2FScott_Beck_CV_2020_May_-_Scott_Beck.pdf&usg=AOvVaw2v36Fp6INQt8Gxze2QTc7I&opi=89978449Scott BeckScottBeckProfessor of Language & Literature Education, Innovation Faculty Fellow912-478-0354COE 4136Statesboro CampusCollege of EducationDepartment of Middle Grades & Secondary EducationBefore Georgia Southern, Dr. Beck worked in the US Peace Corps, migrant health and education, and as a middle school teacher. He holds degrees from Cornell University, UNCG, and UGA. He teaches courses regarding children's literature and culturally & linguistically diverse students. His research focuses upon controversial literature for young people, Latino identities in the rural South, and an instructional game that he designed and coded.In 2024, he was selected as Georgia Southern's Inaugural Innovation Faculty Fellow. In this role, he evaluates university intellectual property for commercializability and supports innovators' efforts toward IP protection, start-up formation, development funding, and technology licensing.
Teaching Philosophy
Every day when my students join me in class or online, my job is to help them to form lasting memories. Thus, each class should feel novel, welcoming, relevant, challenging, and engaging.
* B.A. In Linguistics. Cornell University, College Of Arts And Sciences, Ithaca, Ny.
* M.Ed. In Middle Grades Curriculum And Instruction. University Of North Carolina At Greensboro, College Of Education, Greensboro, Nc.
* Ph.D. In Language Education. University Of Georgia, College Of Education, Athens, Ga.
* Currently Enrolled: Paralegal Certificate (Aba), Clayton State University, Morrow, Ga.
* Formerly Certified: Middle School Teacher In Nc & Ga
M.Ed. in Middle Grades Curriculum and Instruction. University of North Carolina at Greensboro, College of Education, Greensboro, NC.Ph.D. in Language Education. University of Georgia, College of Education, Athens, GA.Currently enrolled: Paralegal Certificate (ABA), Clayton State University, Morrow, GA.Formerly certified: Middle School Teacher in NC & GA
Research Interests
* Controversial Literature For Young People
* Latino Identities In The Rural South
* Designing, Coding, And Implementing Online Instructional Games
* Intellectual Property And Research Commercialization
* History
Latino identities in the rural SouthDesigning, coding, and implementing online instructional gamesIntellectual property and research commercializationHistoryBusiness Innovation Group (BIG) dpeacock@georgiasouthern.eduDanielle PeacockDaniellePeacockSenior Lecturer, Simulation Program Coordinator912-344-3283Ashmore Hall 250Armstrong CampusWaters College of Health ProfessionsSchool of NursingDanielle Peacock is an alum of the University of Missouri - Kansas City and the University of Central Missouri. Mrs. Peacock is a Senior Lecturer in the School of Nursing and teaches simulation in undergraduate nursing courses on the Armstrong Campus. Additionally, she is the School of Nursing Simulation Program Coordinator for the Armstrong Campus and the Director of the Simulation Center in the Health Professions Academic Building.
Teaching Philosophy
My teaching philosophy is learner-focused. I believe that every learner has value and dignity and deserves to be treated in a respectful, kind way. As a Simulationist, I hold to the Basic Assumption: Every student I encounter is intelligent, cares about doing their best, and wants to improve. I believe that students should be engaged through the use of dynamic teaching strategies. Everyone learns differently and educators have a high calling to adjust their teaching methods to reach as many students as possible through the various methods of learning. My teaching style is the guide from the side. Learners need encouragement to apply the knowledge they have learned and receive guidance when needed.
* Master of Science In Nursing, University Of Missouri - Kansas City
* Bachelor of Science In Nursing, University Of Central Missouri
Bachelor's of Science in Nursing, University of Central Missouri
Research Interests
* Nursing Simulation
* Screen-Based Simulation
Screen-based SimulationSimulation Center sdogan@georgiasouthern.eduhttps://scholars.georgiasouthern.edu/en/persons/selcuk-doganSelçuk DoğanSelçukDoğanAssociate ProfessorArmstrong Campus - University Hall 258 Armstrong CampusCollege of EducationDepartment of Elementary & Special EducationSelçuk Doğan is an Associate Professor of Curriculum and Instruction at Georgia Southern University, focusing on curriculum development, teachers' professional learning, and educational technology integration. With expertise in online learning, he collaborates with educators to enhance student engagement through innovative strategies. Selçuk's research centers on AI in education, exploring how teachers learn and implement AI in their practice. He is developing practical guides to help faculty use AI tools like ChatGPT for lesson and course design. He also has extensive experience designing online, hybrid, and face-to-face courses, receiving recognition for his work in online education.
Teaching Philosophy
My teaching philosophy centers on fostering a collaborative and reflective learning environment where students are encouraged to think critically and apply knowledge in practical contexts. By leveraging AI and educational technology, I aim to create inclusive spaces that promote active learning, creativity, and problem-solving. I believe in equipping students with the skills and adaptability needed to thrive in an evolving educational landscape. My goal is to empower both students and educators to become lifelong learners, capable of integrating new tools and methodologies, such as AI, to address real-world challenges.
* Ph.D. In University Of Florida, M.Sc. In Yildiz Technical University, Istanbul, B.Sc., Bogazici University, Istanbul
Research Interests
* Curriculum Development And Instructional Design Teachers' Professional Learning And Development Educational Technology Integration Ai In Education And Its Role In Teaching And Learning Online And Hybrid Learning Environments Enhancing Student Engagement Through Innovative Teaching Strategies
sarahrene@georgiasouthern.eduSarah ReneSarahReneAdministrative Assistant II912-478-1498PCOB 3309Statesboro CampusParker College of BusinessDepartment of Logistics & Supply Chain Management xsun@georgiasouthern.eduhttps://scholar.google.com/citations?user=CwkXHwIAAAAJ&hl=enXiaodi Ivy SunXiaodi IvySunSenior Lecturer912-478-5527PCOB 2246Statesboro CampusParker College of BusinessDepartment of ManagementXiaodi “Ivy” Sun joined the faculty at Georgia Southern University in Fall 2019. She earned her Ph.D. in Hospitality and Tourism Management from Purdue University in 2018. Her research interests focus on foodservice management, food safety, and consumer behavior, and she has published in prominent journals such as the International Journal of Contemporary Hospitality Management and the Journal of Foodservice Business Research. Ivy brings teaching experience in principles of management, event management, and foodservice management. She is also a Certified ServSafe® instructor, registered ServSafe proctor, and Certified ServSafe Alcohol®. Outside of work, Ivy enjoys ballroom dancing and watercolor and gouache painting.
Teaching Philosophy
My teaching philosophy is grounded in Benjamin Franklin's quote: "Tell me and I forget, teach me and I may remember, involve me and I learn." My teaching philosophy places a strong emphasis on experiential and active learning. I believe that students learn best when they are actively engaged in the learning process and have the opportunity to apply their knowledge in practical and meaningful ways.
* Ph.D., Purdue University, 2018
* M.S., Purdue University, 2014
* B.A., Wuhan University, 2012
M.S., Purdue University, 2014B.A., Wuhan University, 2012
Research Interests
* Foodservice Management
* Food Safety
* Consumer Behavior
Food SafetyConsumer Behavior ayenipazarli@georgiasouthern.eduArda YenipazarliArdaYenipazarliProfessor of Operations Management912-478-80103354Statesboro CampusParker College of BusinessDepartment of Logistics & Supply Chain ManagementArda Yenipazarli's research focuses on sustainable operations and closed-loop supply chain management, exploring how firms can turn green initiatives into profit and competitive advantage. His work, featured in journals like Decision Sciences and European Journal of Operational Research, examines the strategic integration of sustainability practices, the operational challenges they present, and the role of policy in promoting green innovation. Yenipazarli has earned several awards, including the 2017 ENRE Young Researcher Award of INFORMS. At Georgia Southern University, he teaches courses on operations management and supply chain analytics. He also actively serves as a reviewer for top academic journals and holds editorial board positions.
Teaching Philosophy
My teaching philosophy is centered on fostering a student-centered, interactive, and supportive learning environment. I see teaching as a partnership, where students are active participants who contribute their perspectives and engage deeply with the material. By integrating diverse instructional methods, including real-world examples, collaborative problem-solving, and hands-on activities, I aim to make learning relevant and practical, connecting course concepts to students' future careers. I am committed to maintaining high academic standards that promote critical thinking, problem-solving, and intellectual resilience. My approach encourages students to challenge themselves, think analytically, and take ownership of their learning.
* Ph.D., University Of Florida, 2012
* B.S., Sabanci University, 2007
B.S., Sabanci University, 2007
Research Interests
* Sustainable Operations And Environmental Innovation
* New Product Development And Lifecycle Management
* Supply Chain Management
* Competitive Operations Strategy
New product development and lifecycle managementSupply chain managementCompetitive operations strategy mwiggins@georgiasouthern.eduMichael WigginsMichaelWigginsLecturer912-478-71411127 PCOBStatesboro CampusParker College of BusinessSchool of AccountancyMichael Wiggins is a lecturer of legal studies in the School of Accountancy. He joined the faculty at Georgia Southern in 2008 and has taught courses in the law, fraud, and accounting. He serves as editor in chief of the School of Accountancy magazine "Eagle Accountant." He formerly was a corporate and private practice attorney. Mr. Wiggins is the author of the textbook: "White-Collar Crime: A Corporate Approach," and has published in a number of academic journals. He previously served as staff editor for the Journal of Legal Studies in Business. He has been a bar member since 1995 and is a Certified Fraud Examiner. Mr. Wiggins delivers continuing professional education seminars for CPAs throughout the country.
Teaching Philosophy
Treat students the way you would want to be treated: inspire them, push them to their limits, and prepare them to achieve the most with the gifts they've been given.
* J.D., University Of Arizona, 1994
* Ms, University Of Illinois Urbana-Champaign, 2020
* Mba, University Of Massachusetts-Amherst, 2008
* Bfa, Wichita State University, 1989
MS, University of Illinois Urbana-Champaign, 2020MBA, University of Massachusetts-Amherst, 2008BFA, Wichita State University, 1989
Research Interests
* Fraud And White-Collar Crime
* Ethics
Ethics pshannonbaker@georgiasouthern.eduhttps://drive.google.com/open?id=1x0t2TslbBCu09ruUe0_M8NmIKnP5veSyPeggy Shannon-BakerPeggyShannon-BakerAssociate Professor912-478-0008University Hall 208Armstrong CampusCollege of EducationDepartment of Curriculum Foundations & ReadingDr. Peggy Shannon-Baker is an award-winning mixed methods researcher who studies critical international teacher education and culturally responsive mixed methods research. Dr. Shannon-Baker works as an Associate Professor of Educational Research and Affiliate Faculty Member of the Women’s, Gender, and Sexualities Studies Program at Georgia Southern University (USA) where they teach courses in mixed methods as well as other forms of research. Their scholarship has been recognized by awards from the Mixed Methods International Research Association and American Educational Research Association Division on Measurement and Research Methodologies. Shannon-Baker has also consulted on grants in education and nursing.
Teaching Philosophy
My teaching philosophy is informed by Paris and Alim’s culturally sustaining pedagogy (CSP). CSP is characterized by an ongoing process and environment that fosters cultural pluralism; centers the values, knowledge, narratives, and experiences of marginalized communities; disrupts anti-Blackness and other forms of oppression; and encourages creativity and cultural production that embraces cultural pluralism. I demonstrate CSP by building on students’ prior knowledge in research methods, applying Gholdy Muhammad’s culturally and historically responsive literacy, modeling critical self-reflection like in the ways white supremacy shows up in my teaching, emphasizing creativity in assessments, and mentoring students in community.
* Ph.D. In Educational Studies, University Of Cincinnati (2015)
* Graduate Certificate In Asian Studies, University Of Cincinnati
* Ma In Women'S Studies, University Of Cincinnati (2010)
* Ba In English, Wheaton College (Ma) (2007)
Graduate Certificate in Asian Studies, University of CincinnatiMA in Women's Studies, University of Cincinnati (2010)BA in English, Wheaton College (MA) (2007)
Research Interests
* Mixed Methods Research
* Culturally Responsive Research
* International Education
* Teacher Education
* Lgbtq+ Studies
culturally responsive researchinternational educationteacher educationLGBTQ+ studies aflanigan@georgiasouthern.eduhttps://scholars.georgiasouthern.edu/en/persons/abraham-e-flanigan-2Abraham FlaniganAbrahamFlaniganAssociate Professor912-478-84892107 COEStatesboro CampusCollege of EducationDepartment of Curriculum Foundations & ReadingDr. Abraham Flanigan is an Associate Professor of Education Psychology. Dr. Flanigan has held leadership positions in the American Educational Research Association, American Psychological Association, and the Scholarly Consortium for Innovative Psychology in Education. Dr. Flanigan has been recognized as one of the the most productive educational psychology scholars among early career researchers (Fong et al., 2022) and regardless of rank or title (Kubik et al., 2023).
Teaching Philosophy
My teaching philosophy centers on my passion for promoting self-regulation oflearning: I embed self-regulated learning strategy instruction into content instruction, so my students can develop into independent, lifelong learners. I believe that a strong foundation of student-instructor rapport is essential for student motivation and engagement in higher education classrooms.
* Doctorate In Educational Psychology (University Of Nebraska-Lincoln)
* M.A. In Educational Psychology (University Of Nebraska-Lincoln)
* B.S. In Psychology (Northwest Missouri State University)
M.A. in Educational Psychology (University of Nebraska-Lincoln)B.S. in Psychology (Northwest Missouri State University)
Research Interests
* Self-Regulation Of Learning
* Student-Instructor Rapport
* The Motivation To Learn
* Digital Distraction
* Note-Taking Processes
Student-instructor rapportThe motivation to learnDigital distractionNote-taking processes csorgen@georgiasouthern.eduCarl SorgenCarlSorgenAssociate Professor912-478-3108College of Education, Room 3107Statesboro CampusCollege of EducationDepartment of Leadership Technology & Human DevelopmentDr. Carl H. (Kip) Sorgen is an Associate Professor in the Educational Leadership program at Georgia Southern University, specializing in higher education administration. He prepares students for careers in colleges and universities through teaching in master’s and doctoral programs. His research focuses on supporting LGBTQ+ students in higher education, emphasizing inclusive environments. Dr. Sorgen’s administrative experience includes roles in faculty development, institutional research, LGBTQ+ student services, residence life, and annual giving. He holds a Ph.D. from Penn State, an M.A. from NYU, and a B.S. from Ohio University.
Teaching Philosophy
My teaching philosophy centers on intentionality and student engagement. When instructing graduate courses in higher education administration, I place students at the heart of learning. I prioritize diverse teaching methods, challenging students while offering strong support. I design courses with clear goals and purposeful readings that connect theory to practice. Reflection and feedback are key, helping students synthesize knowledge and track their growth. My goal is to foster leaders and scholars who can apply their learning and drive change in education.
* Ph.D. In Higher Education, The Pennsylvania State University
* M.A. In Higher Education Administration, New York University
* B.S. Ohio University
M.A. in Higher Education Administration, New York UniversityB.S. Ohio University
Research Interests
* Lgbtq+ College Students
* Rural College Students
* Higher Education Faculty
Rural college studentsHigher education faculty ashenderson@georgiasouthern.eduAnn HendersonAnnHendersonLecturer912-478-7292PCOB 1129Statesboro CampusParker College of BusinessSchool of AccountancyAnn Henderson is a Certified Public Accountant and has over 30 years of experience teaching at the university level.
Teaching Philosophy
My philosophy includes teaching in a clear and concise manner, motivating students to make earnest and industrious attempts to push themselves to learn and contemplate complicated concepts, and to show students that I value each one of them as an individual human being by my acceptance and openness towards a diverse student population.
* University Of Tennessee, Master Of Accountancy
* University Of Tennessee, Bachelor Of Science In Business Administration
University of Tennessee, Bachelor of Science in Business Administration daniellesmith@georgiasouthern.eduDanielle L. SmithDanielle L.SmithDirector, Experiential Learning & Corporate Relations912-478-6047College of Business, 3330BStatesboro CampusParker College of BusinessPCOB Office of the DeanDanielle has worked in higher education for 15 years in a variety of faculty and administrative roles. Her current position is broadly responsible for internships, corporate relationships, study abroad & away programming, and support of high-achieving student groups. Her teaching and academic background is in the fields of history and international affairs.
Teaching Philosophy
Centers on creating programs and opportunities that connect students with exploratory, practical experiences to complement classroom technical skills by enhancing critical thinking, human relations skills, and applied knowledge.
* M.A., Georgia Southern University, 2009
* B.A., Georgia Southern University, 2006
B.A., Georgia Southern University, 2006
Research Interests
* New Imperialism
* Identity Commodification
* Wwii & Post-War Europe
* Nationalism
* Political Violence
Identity CommodificationWWII & Post-War EuropeNationalismPolitical Violence wosborne@georgiasouthern.eduChris OsborneChrisOsborneAssistant Director of Development & Alumni Relations912-478-5377Suite 2200, Parker College BuildingStatesboro CampusParker College of BusinessOffice of Development & Alumni RelationsChris Osborne is the Assistant Director of Development and Alumni Relations at Georgia Southern University’s Parker College of Business. At the Parker College Chris lead’s the College’s comprehensive alumni development and fundraising programs and works to build the overall Parker College Brand though the college's events, marketing, and corporate relations. Chris coordinates the activities of the Parker College Advisory Board and Young Alumni Board and created the annual Parker College Gala.
* Mba, Clayton State University, 2021
* A.B., University Of Georgia, 1994
A.B., University of Georgia, 1994 ysaadatmand@georgiasouthern.eduYassaman SaadatmandYassamanSaadatmandProfessor and department chair912-344-3202Armstrong campus Hawes 208BArmstrong CampusParker College of BusinessDepartment of EconomicsShe received her MBA from James Madison University in Harrisonburg, VA, and her Ph.D. in Economics from the University of New Hampshire in Durham, NH. She taught at Colby College in Maine before joining Armstrong College in Savannah, GA. She has been the chair of the Department of Economics at Georgia Southern since 2018.
Teaching Philosophy
I am flexible and respectful of students, and I continuously refine my teaching style as students change over time and their interests and educational backgrounds evolve.
* Ph.D. In Economics And Over Thirty Years Of Teaching Experience.
Research Interests
* Factors Affecting Female Statues Around The World
charter@georgiasouthern.eduChuck HarterChuckHarterProfessor and Director912-478-0103PCOB 2203AStatesboro CampusParker College of BusinessSchool of AccountancyChuck Harter is the Director of the School of Accountancy at Georgia Southern University. Prior to joining Georgia Southern, he was chair of the department of accounting and information systems at North Dakota State University in Fargo, North Dakota. Prior to obtaining his master’s degree Chuck worked in public accounting with the firm Kennedy and Coe, LLP. He has published in a variety of accounting and finance journals including the Journal of Accounting, Auditing, and Finance, Journal of Business, Finance and Accounting, Journal of Accounting Education, and The Journal of Accountancy. He is a CPA and CFE (Certified Fraud Examiner) and past president (2012/2013) of the Southeast Chapter of the Georgia Society of CPAs.
Teaching Philosophy
I enjoy the opportunity to help shape a student’s career. My philosophy is that employers are my customers and the students in my classes are the raw material that I must mold into a valuable finished product. I take every opportunity to talk with potential employers to help me determine what they need from the students they will employ. My classes focus on student learning, meaning that my classes are demanding, but fair. Each class I teach is different, but in every class I use various approaches to promote student learning. I make class interactive with group problems and student presentations. I don’t hesitate to call on students for answers to questions.
* Ph.D. In Accounting University Of Nebraska - Lincoln
* MS In Finance University Of Wyoming
* BS In Accounting University Of Nebraska - Lincoln
MS in Finance University of WyomingBS in Accounting University of Nebraska - Lincoln
Research Interests
* Capital Markets
* Financial Statement Fraud
Financial Statement Fraud mdeleon@georgiasouthern.eduMargaret "Maggie" DeLeonMargaret "Maggie"DeLeonLecturer912-478-0498University Hall 226Armstrong CampusCollege of Behavioral & Social SciencesDepartment of Criminal Justice & CriminologyMaggie H. Deleon is a Lecturer in the Department of Criminal Justice and Criminology. She earned her Bachelor of Arts in English with a minor in Education at the University of the South in 2009 and earned her Juris Doctorate from the Walter F. George School of Law in 2012. Prior to her tenure with the Department, Maggie spent nine years as a special victims’ prosecuting attorney in the Chatham County District Attorney’s Office, handling homicides, sexual assaults, kidnappings, and other violent felonies. Maggie was also an active law enforcement instructor and trainer for several agencies in domestic violence, sexual assault, and vulnerable adult crimes, strongly focusing on evidence-based investigations and trauma-centered techniques.
Teaching Philosophy
Within all my classes, I am to create a supportive learning environment that emphasizes mastery of the material through practical knowledge and real-world scenarios while promoting students’ individual growth as well as their critical thinking and writing skills. It continues to be my life’s goal to share my passion for the law through academia and to use my specialization to educate those interested in the criminal justice field through mentorship and to assist them with networking for employment.
* Juris Doctorate, Walter F. George School Of Law, Mercer University
* Bachelor Of Arts- Major: English, Minor: Education, Sewanee: The University Of The South:
Bachelor of Arts- Major: English, Minor: Education, Sewanee: The University of the South:
Research Interests
* Intimate Partner Violence
* Evidence Based Investigations
* Trauma Centered Interviewing
Evidence Based InvestigationsTrauma Centered Interviewing adadkins@georgiasouthern.eduAmee AdkinsAmeeAdkinsProfessor of Education, Chair of Middle Grades and Secondary Education912-344-2778University Hall 201Armstrong Campus, Statesboro CampusCollege of EducationDepartment of Middle Grades & Secondary EducationAmee Adkins earned her Ph.D. in Social Foundations of Education from UNC Chapel Hill. Dr. Adkins is a Professor of Education and Chair in the Department of Middle Grades & Secondary Education. Dr. Adkins serves undergraduate and graduate students on the the Armstrong and Statesboro campuses.
Teaching Philosophy
My teaching philosophy is grounded in commitments to active student learning and inclusive and engaging learning environments. I scaffold supports for student success and encourage students to think critically.
* Ph.D., University Of North Carolina--Chapel Hill, 1997
* M.Ed., Georgia Southern University, 1992
* B.A., Georgia Southern University, 1990
M.Ed., Georgia Southern University, 1992B.A., Georgia Southern University, 1990
Research Interests
* Sociology Of Education
* Qualitative Research Methods
* Equity In Education
Qualitative research methodsEquity in education mtoma@georgiasouthern.eduhttps://scholar.google.com/citations?user=2_yUm1wAAAAJ&hl=enMichael TomaMichaelTomaFuller E. Callaway Professor of Economics912-344-2538212 Hawes HallArmstrong CampusParker College of BusinessDepartment of Economics.
Teaching Philosophy
.
* Pd.D Economics
Research Interests
* Region Economics
* Real Estate
* Macroeconomics
* Public Choice
real estate macroeconomicspublic choice csproul@georgiasouthern.eduCurtis SproulCurtisSproulAssociate Professor912-478-5310PCOB 2245Statesboro CampusParker College of BusinessDepartment of ManagementDr. Sproul teaches entrepreneurship and strategic management. His research has been published in academic journals such as Organizational Dynamics, Entrepreneurship: Theory & Practice and the Journal of Small Business Management. Dr. Sproul’s work has also garnered attention from major media outlets, including The New York Times, The Boston Globe, Entrepreneur Magazine, and MLB.com.
Teaching Philosophy
To prepare students not for a job, but for a career, with strong critical thinking skills and deep knowledge about critical subject matter.
* Ph.D., West Virginia University (2017).
Research Interests
* Venture Finance
* Organizational Culture
Organizational Culture stolman@georgiasouthern.eduSteven TolmanStevenTolmanAssociate Professor912-478-5971COE 3102Statesboro CampusCollege of EducationDepartment of Leadership Technology & Human DevelopmentSteven Tolman holds a Doctorate from Rutgers University, a Master’s from Texas Tech University, and a Bachelor’s from Central Michigan University. His previous roles included serving as a HIED faculty member and 12 years as a student affairs administrator. His research is theoretically informed and guided by the tenets of student development theory. In particular, he explores the application of Maslow’s Hierarchy of Needs, Kolb’s Experiential Learning, Sanford’s Model of Challenge and Support, and Astin’s Theory of Involvement. This theoretical framework is intertwined with the two streams of his scholarly agenda: 1) The profession of student affairs and 2) The residential and co-curricular experience of college students.
Teaching Philosophy
I am involved in higher education professionally because I believe I can positively impact the lives of our students. I am especially attracted to teaching, as it allows me to inspire students academically, generate sincere interest in higher education/student affairs, and develop students’ critical thinking abilities. As a teacher-scholar, my research informs my teaching and enables me to engage with my students as scholars. To this end, I am deeply committed to challenging and supporting students to gain the theoretical and practical knowledge needed to propel them to begin their careers in higher education.
* Ed.D., Rutgers University, 2016
* M.Ed., Texas Tech University, 2005
* B.S., Central Michigan University, 2003
M.Ed., Texas Tech University, 2005B.S., Central Michigan University, 2003
Research Interests
* Higher Education/Student Affairs (He/Sa)
* Professional Preparation
* Leadership, Supervision, And Management
Professional PreparationLeadership, Supervision, and ManagementInstitute for Health Logistics & Analytics, National Youth Advocacy and Resilience Research Center ascroggins@georgiasouthern.eduAlthea ScrogginsAltheaScrogginsAdministrative Assistant II912-478-5161P.C.O.B.- 3355Statesboro CampusParker College of BusinessDepartment of Management marivera@georgiasouthern.eduMelanie RiveraMelanieRiveraMedia Designer912-478-84883356BStatesboro CampusParker College of BusinessParker College Office of Marketing and MediaAfter receiving a bachelor’s in Theatre Performance from Kennesaw State University (with a minor in Photography), Melanie grabbed her camera and began to travel the world. She has visited 11 countries so far. In 2005, she made a trip around the globe by flying from London to Shanghai to L.A. to Atlanta and back to London to study for her master’s in Arts Management at Goldsmiths, University of London.Since 2001, Melanie has worked as a professional graphic designer and photographer on location and in the studio. She’s worked for Polaris Photo, Kaleidoscope Pictures, and The Picture People retail studios, as well as working on a freelance basis under the name Melanie Avita Photography.
* 2004 Ba Theatre And Performance Studies At Kennesaw State University
* 2006 Ma Arts Administration And Cultural Policy At Goldsmiths University Of London
2006 MA Arts Administration and Cultural Policy at Goldsmiths University of London mtabi@georgiasouthern.eduMarian TabiMarian TabiProfessor912-478-5998Nursing & Chemistry Building, RM 3030Statesboro CampusWaters College of Health ProfessionsSchool of NursingMy tenure as professor of nursing at Georgia Southern University has included teaching undergraduate and graduate courses including research, biometrics, bioethics, and grant writing; and serving as chair and co-chair on DNP students’ clinical research projects, mentoring undergraduate and graduate students on research projects, and contributing to the education and preparation of pre-licensure, post-BSN to Doctor of Nursing Practice (DNP) and post-master’s DNP. My contributions to nursing education have focused on preparing clinicians for practice in rural, HPSAs, and MUAs. I have secured several federally funded grants to prepare nurses for practice in rural settings to narrow the gap in health disparities and improve health outcomes.
Teaching Philosophy
My personal philosophy of teaching is centered on mentoring individual students to learn and succeed. As a mentor, I serve as a teacher, sponsor, guide, exemplar, and counsel. My goal is not only to convey information but also to help students gain the skills and confidence to be responsible for their own future.
* Ph.D., Mph, Rn
Research Interests
* Hiv/Aids Research
* Health Disparities And Vulnerable Populations
* Nursing Education And Workforce Diversity
* Quantitative And Qualitative Research Methods
* Diabetes And Chronic Disease Management
Health Disparities and Vulnerable PopulationsNursing Education and Workforce DiversityQuantitative and Qualitative Research MethodsDiabetes and Chronic Disease Management mhoward@georgiasouthern.eduMelanie HowardMelanieHowardAssistant Professor912-344-3507Ashmore Hall 238Armstrong CampusWaters College of Health ProfessionsSchool of NursingMelanie Howard is an alum of Emory University and Armstrong Atlantic State University and is an Assistant Professor at Georgia Southern University. Dr. Howard teaches in the School of Nursing at the Armstrong Campus. She is passionate about the profession of nursing and empowering the next generation of nurses to nurture and lead our communities.
Teaching Philosophy
My teaching philosophy encompasses an active and engaging learning environment that individualizes each person's learning styles. Students will be able to use their nursing education and critical thinking skills as a foundation for becoming an active and engaged member of the nursing profession.
* Emory University Doctor Of Nursing Practice
* South University Post Master's Certificate Family Nurse Practitioner
* Armstrong Atlantic State University Master of Science Clinical Nurse Specialist
* Armstrong Atlantic State University Bachelor of Science Nursing
South University Post Master's Certificate Family Nurse PractitionerArmstrong Atlantic State University Master's of Science Clinical Nurse SpecialistArmstrong Atlantic State University Bachelor's of Science Nursing
Research Interests
* Health Promotion And Wellness
* Primary Prevention Vaccinations
* Innovative Methods For Teaching In Nursing Education
* Impact Of Simulation-Based Training On Nursing Learning Outcomes
* Complementary Medicine
Primary Prevention VaccinationsInnovative Methods for Teaching in Nursing EducationImpact of Simulation-Based Training on Nursing Learning OutcomesComplementary Medicine dsikora@georgiasouthern.eduhttps://scholars.georgiasouthern.edu/en/searchAll/index/?search=david+sikora&pageSize=25&showAdvanced=false&allConcepts=true&inferConcepts=true&searchBy=PartOfNameOrTitleDavid SikoraDavidSikoraProfessor912-478-6975PCOB 2214Statesboro CampusParker College of BusinessDepartment of ManagementDavid Sikora, professor of management, teaches a variety of human resource management courses. His research interests include strategic human resource management and the business impact of employee management practices. He has published his research in such journals as the Journal of Applied Psychology, Leadership Quarterly, Human Resources Management Review, and Human Resources Management.
Teaching Philosophy
Learning is best achieved through student engagement, interaction, and knowledge application within a learn by doing environment. Specifically, my teaching strives to help students become more knowledgeable about important management principles, and to effectively apply these concepts as both managers and as employees.
* Ph.D., Business Administration, Florida State University – Emphasis In Organizational Behavior & Human Resource Management
* Bachelor Of Science, Industrial & Labor Relations, Cornell University – Emphasis In Human Resource Management
Bachelor of Science, Industrial & Labor Relations, Cornell University – Emphasis in Human Resource Management
Research Interests
* Strategic Human Resource Management
* The Business Impact Of Employee Management Practices
The business impact of employee management practices tdiamanduros@georgiasouthern.eduTerry DiamandurosTerryDiamandurosProfessor of School Psychology912-478-1548Room 2103, COE BuildingStatesboro CampusCollege of EducationDepartment of Leadership Technology & Human DevelopmentDr. Terry Diamanduros is a professor and program director of the School Psychology Program. Her research interests focus on childhood trauma and its impact on boys, cyberbullying, and the impact of social media on child and adolescent development. She is a member of the National Association of School Psychologist (NASP) and Georgia Association of School Psychologists (GASP). She has served as a NASP delegate and member of the GASP Executive Board. She also serves on the editorial board for the School Psychology Review; Psychology in the Schools; Journal of Aggression, Maltreatment, and Trauma; and Journal of Child Sexual Abuse.
Teaching Philosophy
As a professor, I am committed to utilizing a student-centered approach to teaching. I strive to establish a classroom environment that is engaging and inclusive so that students feel supported and valued. It is my goal to create a climate in which they feel safe to express their thoughts, ask questions, and engage with others in the classroom so that they can be successful.
* Ph.D., New York University, 2004
* M.A., New York University, 1991
* B.A., Clemson University, 1982
M.A., New York University, 1991B.A., Clemson University, 1982
Research Interests
* Childhood Trauma
* Impact Of Trauma On Boys
* Cyberbullying
* Impact Of Social Media On Child And Adolescent Development
Impact of trauma on boysCyberbullyingImpact of social media on child and adolescent development gwcampbell@georgiasouthern.eduGlynnece W. CampbellGlynnece W.CampbellNTT Clinical Assistant Professor & Clinical Coordinator of MLS912-344-2975Ashmore 168Armstrong CampusWaters College of Health ProfessionsDepartment of Clinical SciencesDr. Glynnece Campbell is an alum of Rutgers University School of Health Professions and is program director for the Medical Laboratory Science Program at Georgia Southern Armstrong campus. She teaches several courses within the MLS program.
Teaching Philosophy
My teaching philosophy focuses on fostering critical thinking skills in my students. This is done by creating an engaging environment that coordinates didactic and laboratory practices with current events in healthcare.
* Doctorate In Clinical Laboratory Science, Rutgers University
* Masters Of Business Administration, Concentration In Healthcare Administration, South University
* Bachelors In Medical Technology, Augusta University
* Bachelors In Biology, Gardner-Webb University
Masters of Business Administration, concentration in Healthcare Administration, South UniversityBachelors in Medical Technology, Augusta UniversityBachelors in Biology, Gardner-Webb University
Research Interests
* Medical Laboratory Science Consultation
kmercer@georgiasouthern.eduKatie MercerKatieMercerAssistant Professor912-478-1343Hendricks Hall 2007Statesboro CampusJiann-Ping Hsu College of Public HealthDepartment of Health Policy & Community HealthDr. Mercer is a newly-transitioned non-tenure track to tenure track faculty member at the JPHCOPH. Previously she has published in the area of environmental health and the scholarship of teaching and learning. She persists to move forward her research agenda through multidisciplinary collaboration. Dr. Mercer focuses her research efforts on LGBTQ+ health issues, medical billing and coding, and the scholarship of teaching and learning (SoTL). She currently is working on projects related to barriers to seeking and/or receiving care among the LGBTQ+ population, medical coding data related to the SDoH, and vulnerability amongst university professors as it relates to teaching and learning.
Teaching Philosophy
Teaching with vulnerability is important for me as a public health professional.
* Augusta State University, Ba Sociology 2003
* Armstrong Atlantic State University, Mph 2005
* Georgia Southern University, Drph 2014
Armstrong Atlantic State University, MPH 2005Georgia Southern University, DrPH 2014
Research Interests
* Lgbtq+ Health
* Knowledge Of Sotl
* Medical Billing And Coding
Knowledge of SoTLMedical Billing and CodingCenter for Public Health Practice and Research, Institute for Health Logistics & Analytics melissacampbell@georgiasouthern.eduMelissa CampbellMelissaCampbellAdministrative Assistant912-478-5767Hawes Hall, Room 110Armstrong CampusParker College of BusinessOffice of Graduate Programs estewart@georgiasouthern.eduErrol StewartErrolStewartAssociate Professor of Accounting912-478-8009Parker College of BusinessStatesboro CampusParker College of BusinessSchool of AccountancyDr. Errol Stewart teaches auditing and financial accounting courses. He conducts archival research in auditing and his projects include auditor regulation, audit quality and reporting and audit pricing. Prior to commencing his academic career, Errol was a Senior Manager at Deloitte in Jamaica. He has several years’ experience in external and internal auditing in many industries He also spent several years in corporate roles. This includes serving as chief executive officer, chief financial officer and chief investment officer for companies in the financial and manufacturing sectors. His entrepreneurial activities include co-founding several companies with a group of investors as well as a family retail business.
Teaching Philosophy
My goal is to stimulate and develop my students’ deep understanding of the subject matter,thereby ensuring that we are producing capable graduates who are ready for the world of work. I accomplish this in my classes, for example, by establishing the importance of understanding the business’s operation and environment, and the nature of its transactions as prerequisites to knowing how to record, report, review, interpret and audit transactions and events.
* • Ph.D. (Business Administration), Florida Atlantic University
* • Ms (Accounting), University Of The West Indies
* • Bs (Economics), University Of The West Indies
• MS (Accounting), University of the West Indies• BS (Economics), University of the West Indies
Research Interests
* Auidt Market
* Auditor Regulation
* Auditor Quality
auditor regulationauditor quality jlwilliams@georgiasouthern.eduJoshua WilliamsJoshuaWilliamsProfessor & Chair of Criminal Justice and Criminology912-478-0337Carroll Building 1087AStatesboro CampusCollege of Behavioral & Social SciencesDepartment of Criminal Justice & CriminologyDr. Josh Williams earned his B.A. in Health & Kinesiology from Purdue University in 2004 and his M.A. and Ph.D. in Psychology (Experimental) from the University of Tennessee in 2009 and 2011, respectively. Across all research endeavors, he encourages a great deal of undergraduate and graduate involvement so students have the opportunity to apply what they learn in the classroom, explore topics of interest in greater detail, gain experience with novel technology (e.g., eye-tracking), and experience the full process of experimental research from beginning to end.
Teaching Philosophy
In all of my courses, I strive for perpetual improvement in content, up-to-date evidence-based activities, and real-world applications. These aspects are extremely important as I want my students to develop transferrable knowledge and skills as they transition into graduate education and/or careers. Students will find that in all courses I teach, I am enthusiastic for the subject matter and always find ways to individualize instruction.
* B.A., Health & Kinesiology, Purdue University
* M.A., Psychology (Experimental), University Of Tennessee
* Ph.D., Psychology (Experimental), University Of Tennessee
M.A., Psychology (Experimental), University of TennesseePh.D., Psychology (Experimental), University of Tennessee
Research Interests
* Correlates And Impact Of Celebrity Worship
* Psychological Variables In Crime And Criminology
* Visual Attention (Eye-Tracking) And Cognition
* Perceptual-Motor Development
* Active Learning In Higher Education
Psychological Variables in Crime and CriminologyVisual Attention (eye-tracking) and CognitionPerceptual-motor DevelopmentActive Learning in Higher Education kdelgado@georgiasouthern.eduKristy DelgadoKristyDelgadoAdministrative Assistant I912-344-2550ArmstrongArmstrong CampusWaters College of Health ProfessionsDepartment of Clinical SciencesNone
* None
Research Interests
* All
fgrossmann@georgiasouthern.eduFlorinda GrossmannFlorindaGrossmannPart-Time Faculty912-478-52742215Statesboro CampusParker College of BusinessDepartment of ManagementFlorinda Grossmann joined Parker College of Business at Georgia Southern University as a Part Time lecturer in August 2023; and she holds a life and health insurance license with a specialty in IULs (Indexed Universal Life).
Teaching Philosophy
My teaching philosophy is to create a challenging but caring learning environment where my students can thrive.
* Mba
* Bba In Management
BBA in Management
Research Interests
* Management
* Life Insurance
* Finance
Life InsuranceFinance srhodes@georgiasouthern.eduSam RhodesSamRhodesAssistant Professor of Elementary Mathematics Education912-478-52364126 College of Education BuildingStatesboro CampusCollege of EducationDepartment of Elementary & Special EducationSam Rhodes, Ph.D. is an Assistant Professor of Elementary Mathematics Education in the Department of Elementary and Special Education. Dr. Rhodes is an alum of Georgia Southern University and teaches undergraduate and graduate mathematics content and methods courses for pre-service teachers. His work centers on the cognitive, metacognitive, and affective factors influencing problem-solving success. He has also served as a Co-PI and PI on multiple successfully funded projects aimed in increasing student success in problem solving, and is an Associate Editor of the MTLT journal.
Teaching Philosophy
My teaching philosophy is grounded in constructivism. Within this, I work to create student-centered lessons that engage students in critical thinking, discussion, and problem solving. In addition, equity is a focal point of my teaching. My goal is to create environments in which students feel safe to learn, grow, and critically analyze the world around them.
* Ph.D., William & Mary
* M.A.E.D., William & Mary
* B.S., William & Mary
M.A.E.d., William & MaryB.S., William & Mary
Research Interests
* Problem Solving
* Metacognition
* Executive Function
MetacognitionExecutive Function ehwilliams@georgiasouthern.eduEllen WilliamsEllenWilliamsSenior Lecturer; Program Coordinator for BS in Psychology912-478-5580Brannen Hall, 1035Statesboro CampusCollege of Behavioral & Social SciencesDepartment of PsychologyEllen H. Williams earned her B.S. in Psychology from Furman University and her Ph.D. in Experimental Psychology from the University of Tennessee. She currently serves as a Senior Lecturer in the Department of Psychology, where she is the program coordinator for the undergraduate psychology degree. Dr. Williams teaches courses on both the Statesboro campus and in the online program.
Teaching Philosophy
My teaching philosophy is centered around implementation of evidence-based teaching strategies that inspire student engagement, critical thinking, and academic success. I am dedicated to cultivating collaborative learning environments where students can actively participate in the discovery process and develop essential skills for both academic and professional success.
* Ph.D., University Of Tennessee, 2009
* B.S., Furman University, 2004
B.S., Furman University, 2004
Research Interests
* Evidence-Based Teaching Practices
* Academic Honesty And Ai Usage
Academic honesty and AI usage pstepanek@georgiasouthern.eduPeggy StepanekPeggyStepanekDirector of Budgets and Administration912-478-4445Parker College of BUsinessStatesboro CampusParker College of BusinessParker College Dean's Suite
* Ba In Accounting From University Of Iowa
stephaniedevine@georgiasouthern.eduhttps://www.georgiasouthern.edu/wp-content/uploads/2025/03/headshot-georgia-southern-Stephanie-Devine.jpghttps://scholars.georgiasouthern.edu/en/persons/stephanie-m-devine-2Stephanie DevineStephanieDevineAssociate Professor912-478-52444103, College of Education BuildingStatesboro CampusCollege of EducationDepartment of Elementary & Special EducationStephanie M. Devine, Ph.D., is an Associate Professor of Special Education in the Department of Elementary and Special Education at Georgia Southern University. Dr. Devine is also the Executive Director of EAGLE Academy at Georgia Southern, which is an inclusive postsecondary education program for young adults with intellectual disability. Her research focuses on preservice and in-service teacher preparation; the use of Universal Design for Learning, technology, and peer mentors to support successful postsecondary transition; and competitive integrated employment for individuals with intellectual and developmental disability.
Teaching Philosophy
All students deserve an inclusive learning environment where diverse needs are met, and every student can succeed. Using Universal Design for Learning (UDL) in my instruction, I strive to offer varied paths to engagement, representation, and expression, so each student can access content meaningfully. I hold high expectations and foster a belief that every student can achieve excellence. Learning is an iterative journey. By incorporating regular, targeted feedback, I encourage students to revisit and refine their understanding, promoting growth and mastery over time. My goal is to create a supportive classroom where each student feels empowered to take risks, learn from mistakes, and build resilience in their academic and personal pursuits.
* Ph.D. In Special Education, University Of Nevada, Las Vegas, 2018
* Med In Special Education, University Of Nevada, Las Vegas, 2010
* Ba In English, California Lutheran University, 1998
MEd in Special Education, University of Nevada, Las Vegas, 2010BA in English, California Lutheran University, 1998
Research Interests
* Intellectual Disabilities And Autism
* Inclusive Postsecondary Education
* Preservice Special Education Teachers
* Postsecondary Transition For Students With Disabilities
* Universal Design For Learning
inclusive postsecondary educationpreservice special education teacherspostsecondary transition for students with disabilitiesUniversal Design for LearningEAGLE Academy jarvaisjackson@georgiasouthern.eduJarvais J JacksonJarvais JJacksonAssistant Professor of Culturally Responsive Teaching; Co-Program Director, MAT ELEM ED912-478-0635University Hall - 261Armstrong CampusCollege of EducationDepartment of Elementary & Special EducationDr. Jarvais Jackson is an Assistant Professor of Elementary Education and Culturally Responsive Pedagogy at Georgia Southern University, where he champions equitable learning and supports teachers’ growth. Dr. Jackson promotes family engagement, especially within Black communities, and his research focuses on Black educational wellness through African Diaspora Literacy and Community Cultural Wealth. Nationally, he serves on NCTE’s Professional Dyads of Culturally Relevant Pedagogy (PDCRT) and shares his insights at conferences like AERA and NCTE, inspiring educators to become transformative, justice-driven teachers.
Teaching Philosophy
My teaching philosophy is rooted in equity, inclusion, and the belief in every student’s potential. I aim to create an environment where students feel seen, valued, and empowered to think critically about social justice in education. Drawing from African Diaspora Literacy and pro-Black pedagogies, I guide students to recognize and honor diverse experiences in their classrooms, fostering a commitment to culturally responsive teaching. My role is to support future educators in becoming advocates for all learners, encouraging them to meet students where they are while inspiring transformative learning for a better, more just world.
* Ph.D., University Of South Carolina
Research Interests
* Pro-Black Pedagogies
* Family Engagement
* Black Research Methodologies
* Classroom Management
* African Diaspora Literacy
Family EngagementBlack Research MethodologiesClassroom ManagementAfrican Diaspora LiteracyCenter for Africana Studies, National Youth Advocacy and Resilience Research Center alockwood@georgiasouthern.eduAshley LockwoodAshleyLockwoodAssistant Professor912-344-3166University Hall, Rm 219Armstrong CampusCollege of Behavioral & Social SciencesDepartment of Criminal Justice & CriminologyAshley Lockwood is an Assistant Professor in the Department of Criminal Justice and Criminology at Georgia Southern University. Currently, Dr. Lockwood conducts research surrounding the influence of adverse childhood experiences on juvenile court outcomes. Her research has been accepted for publication in peer-reviewed outlets such as Criminal Justice and Behavior and Youth Violence and Juvenile Justice. Dr. Lockwood teaches courses on the Armstrong campus.
Teaching Philosophy
As an educator, I believe it is important to promote an environment for learning centered around respect for others while still providing a platform for open dialogue. It is my goal for students to develop comprehension of course material while also developing skills that can be applied outside of the classroom. Through my course, I am hopeful students learn that engagement is important to their success, and that respectful and diverse communication allows for both personal and professional growth.
* Ph.D., University Of Central Florida, 2024
* M.S., Fort Hays State University, 2020
M.S., Fort Hays State University, 2020
Research Interests
* Juvenile Justice
* Mental Heath In The Justice System
* Trauma/Aces
mental heath in the justice systemtrauma/ACEs vhannes@georgiasouthern.eduVictoria HannesVictoriaHannesClinical Instructor912-344-3247University Hall 213 Armstrong CampusCollege of Behavioral & Social SciencesDepartment of Criminal Justice & CriminologyMs. Victoria Hannes is a Double Eagle from Georgia Southern University, receiving both her Masters and Bachelor degrees from the university. She teaches undergraduate and graduate courses on the Armstrong Campus.
Teaching Philosophy
My teaching philosophy at the core encourages critical thinking and engagement in the learning environment, where students are motivated to apply their knowledge to real-world challenges and scenarios. I believe in dynamic learning and push to create a classroom that fosters an inclusive environment that stimulates collaboration, interest, and development.
* M.S., Criminal Justice And Criminology (2024) Georgia Southern University
* B.S., Criminal Justice And Criminology (2022) Georgia Southern University
B.S., Criminal Justice and Criminology (2022) Georgia Southern University
Research Interests
* Digital Forensics
cwalsh@georgiasouthern.eduClare WalshClareWalshSenior Lecturer912-478-14732269B Carroll BuildingStatesboro CampusCollege of Behavioral & Social SciencesDepartment of Sociology & AnthropologyDr. Walsh is a Senior Lecturer in Sociology who received her MA in Women Studies from the University of South Florida in 2007 and her Ph.D. in Sociology with a Concentration in Women’s Studies from the University of Florida in 2013. She joined the faculty at Georgia Southern University in 2015. Dr. Walsh teaches courses at the undergraduate and graduate level on the Statesboro campus and online.
Teaching Philosophy
My pedagogical focus is to create an active, positive learning environment. I work to help students develop skills to critically evaluate the social system they live in and see how their own life experiences and the experiences of others form that social world. Since many topics and experiences discussed in class may bring reactions of anxiety, confusion, embarrassment, tolerance, and even anger, I strive to create a class environment encouraging mutual respect. Experiences of others may be different and seem strange to students, but I work to help students recognize any differences are to be appreciated and are not to be judged.
* Ph.D., University Of Florida, 2013
* Ma, University Of South Florida, 2007
* Msed, University Of Kansas, 1990
* Bsfrc, University Of Florida, 1982
MA, University of South Florida, 2007MSEd, University of Kansas, 1990BSFRC, University of Florida, 1982
Research Interests
* Sexualities
* Gender
* Family
* Intersectionality
GenderFamilyIntersectionality ericlanders@georgiasouthern.eduEric LandersEric LandersAssociate Professor 912-478-15494102Statesboro CampusCollege of EducationDepartment of Elementary & Special EducationEric Landers holds a Ph.D. from the University of Florida, specializing in children with Emotional and Behavioral Disorders (EBD). His experience includes working as a classroom teacher for students with EBD, serving as a professor at both West Virginia University and Georgia Southern University, and working as an independent consultant in school-wide behavioral systems. Dr. Landers' expertise centers on bullying prevention, addressing challenging behaviors, and implementing school-wide Positive Behavioral Interventions and Supports (PBIS).
Teaching Philosophy
As an educator, my role is to create an inclusive, empowering environment where students with diverse abilities can thrive academically, socially, and emotionally.
* Ph.D. University Of Florida
Research Interests
* Bullying Prevention
* Classroom Management
* School-Wide Positive Behavioral Interventions And Supports (Pbis)
Classroom Management School-wide Positive Behavioral Interventions and Supports (PBIS)National Youth Advocacy and Resilience Research Center cbodkin@georgiasouthern.eduhttps://scholars.georgiasouthern.edu/en/persons/candice-pippin-bodkinCandice BodkinCandiceBodkinAssociate Professor, MPA Core Faculty912-478-5589Carroll Building, 1082Statesboro CampusCollege of Behavioral & Social SciencesDepartment of Public & Nonprofit StudiesCandice Pippin Bodkin, Ph.D. is an Associate Professor in the Department of Public and Nonprofit Studies and the Co-Director of the Institute for Vibrant and Engaged Communities. Her research and teaching primarily focus on social equity, human resource management, local government management, and their intersections. She uses quantitative, qualitative, and mixed-methods approaches to examine how institutional and organizational policies mitigate or exacerbate inequalities in the workplace and public service provision.
Teaching Philosophy
I believe in creating learning communities where students feel supported and engaged in the ownership of their learning process and goals. I strive to provide hand-ons learning opportunities for students to apply their knowledge and critical-thinking skills to solve real-world community problems.
* Ph.D. In Public Administration From Nc State Univeristy
* Master Of Public Administration (Mpa) From Nc State University
* Master Of Education In Secondary Social Studies Education From The University Of Florida
* Bachelor Of Arts In Anthropology And Political Science From The University Of Florida
Master of Public Administration (MPA) from NC State UniversityMaster of Education in Secondary Social Studies Education from the University of FloridaBachelor of Arts in Anthropology and Political Science from the University of Florida
Research Interests
* Local Government Management
* Human Resource Management
* Social Equity, Diversity, And Inclusion
* Community Resilience
Human Resource ManagementSocial Equity, Diversity, and InclusionCommunity Resilience Institute for Vibrant and Engaged Communities hjin@georgiasouthern.eduHui JinHuiJinAssociate Professor517-604-1558232 University HallArmstrong CampusCollege of EducationDepartment of Middle Grades & Secondary EducationJin’s research focuses on learning progressions, mathematical thinking in science, data reasoning, technology-enhanced science assessment, automated scoring, and science teachers’ AI literacy. Her research is funded by external grants totaling over $3 million. Her edited book, Handbook of Research on Science Learning Progressions, was ranked #3 in Science and Technology Teaching Materials on Amazon in August 2024. Her publications appear in journals such as Journal of Research in Science Teaching and Science Education. The National Association for Research in Science Teaching included two of her papers in the Research Worth Reading List for teachers. Wiley recognized her paper as a top-downloaded paper in Science Education Journal in 2020.
Teaching Philosophy
My goal as a teacher educator is to equip my students with the competencies and dispositions that will enable them to become successful teachers, researchers, and teacher educators, capable of empowering their students to succeed and thrive in a rapidly changing world. These competencies and dispositions include innovation and creativity, critical thinking abilities, a lifelong learning mindset, sociocultural responsiveness, and digital, data, and science literacy.
* Ph.D In Science Education
Research Interests
* Science Learning Progressions
* Mathematical Thinking In Science
* Data Reasoning
* Automated Scoring
* Science Teachers' Ai Literacy
Mathematical Thinking in Science Data ReasoningAutomated ScoringScience Teachers' AI Literacy jweaver@georgiasouthern.eduJohn WeaverJohn WeaverProfessor912-478-1079COE Building 2125Statesboro CampusCollege of EducationDepartment of Curriculum Foundations & ReadingJohn A. Weaver has been at Georgia Southern University since 2001. His research interests include the philosophy and history of science and the posthuman condition.
Teaching Philosophy
Education is a journey, not steps to follow or certificates to earn. It is a path to be created by a curious mind that wishes to read broadly and deeply. A university is not a site for job training, it is holy ground of the mind so that individuals may wonder freely and think incessantly without economic or political consequences. A society that does not allow this is not free but tyrannical.
* Bachelors Of Art History And Political Science Alderson-Broaddus College, Philippi, Wv
* Masters Of Art History Villanova University
* Ph.D. Comparative Education University Of Pittsburgh
Masters of Art History Villanova UniversityPh.D. Comparative Education University of Pittsburgh
Research Interests
* Science, Democracy, And The University
* The Posthuman Condition And The Humanities
* Curriculum Studies
The Posthuman Condition and the HumanitiesCurriculum Studies avalauri@georgiasouthern.eduAnne ValauriAnneValauriAssistant Professor912-478-5204University Hall #233Armstrong CampusCollege of EducationDepartment of Elementary & Special EducationAnne Valauri, Ph.D.. is an Assistant Professor in the Department of Elementary and Special Education and the Program Coordinator for the Birth-Kindergarten Teacher Education program at Georgia Southern University. Her research interests include transformative family engagement in theory, practice, and teacher education, as well as play and teaching body diversity in early childhood. Before coming to Georgia Southern, she spent several years as a teacher/researcher at an early childhood center in the U.S. Midwest with a large immigrant population of diverse regional origin, and taught in a bilingual Head Start program before that.
Teaching Philosophy
I follow a philosophy of culturally responsive pedagogy and modeling this for our students, which means holding high academic expectations while also treating students with empathy, dignity, and respect. This also means teaching cultural competence while also reflecting students’ funds of knowledge as they work toward or continue their experience as educators of children. Lastly, this looks like helping them expand and develop their critical consciousness towards both the institution of education and the lived experiences of their students and the families they serve.
* Ph.D., Ohio State University, 2021
* M.Ed. University Of Texas At Austin, 2014
* B.S. Northwestern University, 2009
M.Ed. University of Texas at Austin, 2014B.S. Northwestern University, 2009
Research Interests
* Transformative Family Engagement
* Equitable Childhoods
* Body Diversity
* Multilingual Learners And Families
* Multicultural Children'S Literature
Equitable ChildhoodsBody diversityMultilingual Learners and FamiliesMulticultural Children's LiteratureNational Youth Advocacy and Resilience Research Center kfisher@georgiasouthern.eduhttps://scholar.google.com/citations?hl=en&user=4iAYuzcAAAAJ&view_op=list_works&gmla=AL3_ziiSiZeZpSBR6oqM2gJQTIcogu6y971R7V1TVfAsjl9quqagyqkqoG4NoiBVFH1qZ9c8k3AM3G6CWBGyHJIhKarin FisherKarinFisherAssociate Professor of Special Education912-478-12684130 College of Education BuildingStatesboro CampusCollege of EducationDepartment of Elementary & Special EducationDr. Karin Fisher is an Associate Professor of Special Education at Georgia Southern University, where she leads both undergraduate and graduate courses, supports field supervision, and contributes extensively to service and scholarship in her field. With a Ph.D. from the University of Central Florida, Dr. Fisher’s research primarily examines the impact of STEM extracurricular activities on students with disabilities and explores effective teacher preparation strategies. She is a Fulbright Specialist, an active participant in the Georgia Council of Exceptional Children, and a published author in notable journals on special education. Her work is recognized through multiple awards, including the University Award of Excellence for Academics.
Teaching Philosophy
Dr. Karin Fisher’s teaching philosophy centers on modeling evidence-based practices, particularly explicit instruction and the gradual release method. She guides students through structured steps—"I do, we do, you do"—to promote skill mastery and independent application. Dr. Fisher incorporates technology, classroom simulations, and service learning to create engaging, real-world learning experiences. Known for her high expectations and rigorous feedback, she supports her students' growth through consistent practice, high standards, and scaffolded support, preparing them to excel as future educators of students with disabilities.
* Ph.D. In Special Education
* Graduate Certificate In Severe And Profound Disabilities And Autism
Graduate Certificate in Severe and Profound Disabilities and Autism
Research Interests
* Students With Disabilities And Stem Extracurricular Activities
* Special Education Law
Special Education Law Emuhammad@georgiasouthern.eduhttps://works.bepress.com/edward-a-muhammad/E. Anthony MuhammadE. AnthonyMuhammadAssistant Professor of Educational Research912-478-1547College of Education Building, Rm 3134Statesboro CampusCollege of EducationDepartment of Curriculum Foundations & ReadingE. Anthony Muhammad is an Assistant Professor of Educational Research and affiliate faculty in the department of Africana studies at Georgia Southern University. His research interests include Black Existential Philosophy, the phenomenology of Black embodiment, philosophical hermeneutics, the intersection of racial and religious alterity, and qualitative inquiries into the Nation of Islam. E. Anthony holds a Bachelor’s degree in Psychology from Southern University and A&M College (a Historically Black College/University), a Master’s degree in I/O Psychology from the University of Baltimore, and a Ph.D. in Qualitative Research Methodologies from the University of Georgia.
Teaching Philosophy
In keeping with the ever-changing educational landscape, my pedagogical styles have varied from face to face to online instruction. Though I thoroughly enjoy traditional classroom instruction and having direct interactions with my students, I am cognizant that online pedagogical methods continue to proliferate in academic departments throughout the nation. Therefore, I have been fortunate to gain invaluable experience in both academic settings. Given the diversity of students, it is my notion that faculty should present information in ways that are clear and exhilarating to the student. As a result, I pride myself on being a student’s professor who's always available to further their intellectual growth.
* Ph.D., University Of Georgia, 2019
* M.S., University Of Baltimore, 2006
* B.S., Southern University And A&M College, 1997
M.S., University of Baltimore, 2006B.S., Southern University and A&M College, 1997
Research Interests
* Black Existentialism
* Critical Race Theory/Racial Realism
* Afropessimism
* Africana Phenomenology
* Racial And Religious Alterity
Critical Race Theory/Racial RealismAfropessimismAfricana PhenomenologyRacial and Religious AlterityCenter for Africana Studies rarogers@georgiasouthern.eduRebecca Ansley Thompson-RogersRebecca AnsleyThompson-RogersAssistant Professor of Literacy912-478-5300College of EducationStatesboro CampusCollege of EducationDepartment of Curriculum Foundations & ReadingWith over two decades in the field of education, I have a deep commitment to equipping future educators with effective, research-based practices for reading/literacy classrooms.
Teaching Philosophy
I focus on evidence-based literacy practices that support diverse learners through engaging classroom instruction and hands-on teaching practices. I also believe in partnership-based teaching and service activities to ensure students' success.
* Ed.D., Georgia Southern University, 2016
* Ed.S., Georgia Southern University, 2005
* M.Ed, Georgia Southern University, 2003
* Bsed, Georgia Southern University, 2002
Ed.S., Georgia Southern University, 2005M.Ed, Georgia Southern University, 2003BSED, Georgia Southern University, 2002
Research Interests
* Early Literacy
jherrington@georgiasouthern.eduhttps://scholar.google.com/citations?user=Lmk0dU0AAAAJ&hl=enJoshua HerringtonJoshuaHerringtonAssistant Professor of Psychology912-344-2767Science Center 229Armstrong CampusCollege of Behavioral & Social SciencesDepartment of PsychologyJoshua Herrington has a broad interest in developmental neurobiology and behavior. His research program explores the behavioral effects and biological mechanisms of early life experiences on behavior and physiology across the lifespan. He has conducted research in perceptual development, learning, and epidemiology in both human and non-human animal models including birds, non-human primates, and rodents. Currently, he and his collaborators are exploring the link between prenatal and early postnatal exposure to oxidative stress and a broad range of developmental disorders such as autism spectrum disorder.
Teaching Philosophy
As an educator, Joshua Herrington employs high-impact practices and didactic learning in his classes. He has experience teaching general, physiological, cognitive, emotional, health, and developmental psychology, as well as research methods.
* B.S. In Psychology - Virginia Polytechnic And State University
* M.S. In Psychology - Florida International University
* Ph.D. In Psychology - Florida International University
* Postdoctoral Fellow - University Of California Davis
M.S. in Psychology - Florida International UniversityPh.D. in Psychology - Florida International University Postdoctoral Fellow - University of California Davis
Research Interests
* Developmental Psychobiology
* Comparative Animal Research
* Biomedical Research
Comparative Animal Research Biomedical Research ybodur@georgiasouthern.eduYasar BodurYasar BodurProfessor and Interim Associate Dean912-478-7285COE 4138Statesboro CampusCollege of EducationDepartment of Elementary & Special EducationYasar Bodur is a Professor of Elementary Education. He received his graduate degrees in Elementary Education from Florida State University. He has worked at Georgia Southern University since August 2006 in different capacities, including faculty, department chair, and interim Associate Dean.
Teaching Philosophy
My teaching philosophy is based on the idea of presenting relevant information to learners in engaging, authentic, and student-centered ways.
* Ph.D. In Elementary Education, Florida State University, 2003
* Master Of Science In Elementary Education, Florida State University, 1998
* Bachelor Of Science In Elementary Education, Gazi University, 1993
Master of Science in Elementary Education, Florida State University, 1998Bachelor of Science in Elementary Education, Gazi University, 1993
Research Interests
* Preservice Teacher Education
* Diversity Issues In Teacher Education
* Structure Of Field Experiences In Teacher Education
Diversity issues in teacher educationStructure of field experiences in teacher education chodges@georgiasouthern.eduhttps://scholars.georgiasouthern.edu/en/persons/charles-b-hodges-2Charles B. HodgesCharles B.HodgesProfessor of Instructional Technology912-478-04973112 College of Education BuildingStatesboro CampusCollege of EducationDepartment of Leadership Technology & Human DevelopmentDr. Hodges earned his B.S. and M.S. degrees in Mathematics from Fairmont State University and West Virginia University, respectively, followed by a Ph.D. from the Instructional Design and Technology program in the School of Education at Virginia Tech. He served as Editor-in-Chief of the AECT journal TechTrends from 2014 until 2024, and had edited/co-edited two Springer books: Self-Efficacy in Instructional Technology Contexts and; Emerging Research, Practice, and Policy on Computational Thinking. His research instructional technology, with a focus on self-efficacy, online learning, and the integration of technology in education.
Teaching Philosophy
Dr. Charles B. Hodges’ teaching philosophy centers on fostering self-efficacy and leveraging the systematic process of instructional design to create effective, efficient, and enjoyable learning environments. He believes in empowering students through the development of their confidence in their abilities, particularly in online and technology-enhanced settings. By integrating emerging learning technologies and evidence-informed practices from the learning sciences, Dr. Hodges aims to enhance student motivation, engagement, and achievement. His approach is characterized by a commitment to continuous improvement and reflective practice, ensuring that students find their learning experiences relevant and impactful.
* Ph.D., Virginia Tech, 2005
* M.S., West Virginia University, 1992
* B.S., Fairmont State University, 1990
M.S., West Virginia University, 1992B.S., Fairmont State University, 1990
Research Interests
* Instructional Technology
* Self-Efficacy
* Online Learning
* Emerging Learning Technologies
* Instructional Design
Self-efficacyOnline LearningEmerging Learning TechnologiesInstructional Design aunal@georgiasouthern.eduAslihan UnalAslihanUnalProfessor912-478-54414135 College of Education BuildingStatesboro CampusCollege of EducationDepartment of Elementary & Special EducationDr. Aslihan Unal is a professor at Georgia Southern University, where she has been teaching in the Department of Elementary and Special Education since 2013. Her program, Curriculum and Instruction -Accomplished Teaching is fully online and designed for K-12 teachers pursuing their master's degrees. Some of her research interests include assessment in education, the flipped classroom, parental involvement, artificial intelligence in K-12 classrooms, diversity, case studies, and technology usage in education. She also serves on various departmental, college, and university-level committees, such as the Elections Committee, departmental and college-level Tenure and Promotion Committee, and the Faculty Development Committee.
Teaching Philosophy
As an educator, I prioritize mastery learning, formative feedback, and continuous improvement to foster rich learning experiences, promoting academic and personal growth. I make myself available, adopt a mastery-learning approach, and model pedagogy and content knowledge. I stay updated through conferences and research, informing my teaching and ensuring students receive high-quality instruction.
* Elementary Education, Doctorate (Ph.D.) May 2006 Florida State University Tallahassee, Florida, United States
Research Interests
* Artificial Intelligence (A)
* Assessment In Education
* Technology In Education
* Diversity
* Classroom Management
Assessment in EducationTechnology in EducationDiversityClassroom Management aleckie@georgiasouthern.eduAlisa LeckieAlisaLeckieAssistant Dean of Partnerships and Outreach; Professor of English Learner Education912-663-0832University Hall - 268Armstrong CampusCollege of EducationDepartment of Middle Grades & Secondary EducationAlisa Leckie is a Professor at Georgia Southern University and Assistant Dean for Partnerships and Outreach. Her work focuses on the education of culturally and linguistically diverse students and adolescent literacy. Currently she is working with local school districts to help them address the growing numbers of English learners in their classrooms through collaborative coaching and the modification of materials and assessments for emergent English learners. She also leads the Eagle E.D.G.E. program (Professional Development Schools, Paid Residency, Apprenticeships, and Return to Home). Prior to moving to Georgia, Alisa taught Language Arts, Spanish Language Arts and ESL for 18 years at a middle school in southern Arizona.
Teaching Philosophy
My teaching philosophy is grounded in the dual roles of language and cultural competence in the teaching/learning process. I believe that learning happens through language. When students are producing language related to the content, they strengthen their understanding of those content concepts. Additionally, I believe it is essential that students develop an understanding of how language is used to construct and represent knowledge in different disciplines and across different cultures.
* Ph.D. - University Of Arizona
Research Interests
* Multilingual Learners
* Recruiting And Retaining Quality Educators
Recruiting and retaining quality educators mamos@georgiasouthern.eduhttps://scholars.georgiasouthern.edu/en/persons/michelle-amosMichelle AmosMichelleAmosAssistant Professor, ReadingCollege of Education 2101Statesboro CampusCollege of EducationDepartment of Curriculum Foundations & ReadingMichelle L. Amos is a graduate of the AEGIS program at Teachers College, Columbia University. She has nearly three decades of teaching experience, working with students from sixth grade through graduate school in four different states. She has worked with academically, linguistically, and culturally diverse students in rural, urban, and suburban settings. She is an Assistant Professor of Reading, working with both graduate and undergraduate students online and at the Statesboro campus.
Teaching Philosophy
My core belief is that education is the purest form of social justice. I recognize that the ability to read and understand the complex world we share is essential for a productive and fulfilled life. I seek to make a difference in the lives of students by engaging them where they are, building the skills they need, and supporting them in realizing their potential. I hope to foster a non-judgmental openness to others’ lived experiences, which is vital for personal, professional, and academic growth. I have found that students will return the passion, compassion, and support that is invested in them.
* Ed.D., Teachers College, Columbia University, 2015
* M.A.Ed., Teachers College, Columbia University, 2011
* M.Ed., University Of Florida, 1996
* B.A., University Of Florida, 1995
M.A.Ed., Teachers College, Columbia University, 2011M.Ed., University of Florida, 1996B.A., University of Florida, 1995
Research Interests
* Transformative Learning
* Scholarship Of Teaching And Learning
* Literacy Development
* Culturally And Linguistically Diverse Learners
Scholarship of Teaching and LearningLiteracy DevelopmentCulturally and Linguistically Diverse Learners jhkim@georgiasouthern.eduJackie KimJackie KimProfessor912-344-2707UH 264Armstrong CampusCollege of EducationDepartment of Leadership Technology & Human DevelopmentDr. Jackie HeeYoung Kim has extensive experiences providing professional development workshops for Georgia teachers through the Teacher Quality Grant and other statewide initiatives. Her research interests include technology self-efficacy, K-12 teacher professional development in differentiated instruction, flipped learning in K-8 and higher education, faculty scholarship development, computational thinking, digital distraction, generative AI in higher education, and online learning pedagogy.
Teaching Philosophy
My teaching philosophy centers on listening to students’ needs and feedback to tailor instruction. By communicating about class progress and incorporating their suggestions, I meet diverse needs and develop materials suited to their learning styles and pace. Understanding their skill levels and systematically analyzing tasks ensures effective and personalized teaching.
* Ed.D., University Of Houston
* M.A., University Of Houston
* B.A., Korean Chonnam National University
M.A., University of HoustonB.A., Korean Chonnam National University
Research Interests
* Flipped Learning In K-8 And Higher Education
* Generative Ai In Higher Education
* Online Learning Pedagogy
* Digital Distraction
* Computational Thinking
generative AI in higher educationonline learning pedagogydigital distractioncomputational thinking kent_r@georgiasouthern.eduhttps://scholars.georgiasouthern.edu/en/persons/kent-a-rittschof-2Kent RittschofKentRittschofProfessor of Educational Psychology912-478-0672College of Education Building 3127Statesboro CampusCollege of EducationDepartment of Curriculum Foundations & ReadingKent Rittschof is a Professor of Educational Psychology and Chair of the Department of Curriculum, Foundations, and Reading. His expertise is in learning, cognition, psychological measurement, and psychological foundations of education. His recent research has emphasized contemporary measurement approaches for examining student attitudes, cognitive abilities, and quantitative reasoning in science. Prior to serving as department head, he served his institution as interim Director for Faculty Development and the Center for Excellence in Teaching, and as Assessment Coordinator for the College of Education.
Teaching Philosophy
My teaching philosophy is one of caring and eclecticism in support of students making, creating, exploring, finding, and discovering connections among ideas, motivations, and solutions.
* Ph.D. Arizona State University
Research Interests
* Psychological Measurement
* Human Learning
* Stem Education
Human LearningSTEM Education abossler@georgiasouthern.eduAdam BosslerAdamBosslerProfessor of Criminal Justice & Criminology912-344-2526University Hall 249Armstrong CampusCollege of Behavioral & Social SciencesDepartment of Criminal Justice & CriminologyDr. Adam M. Bossler's research primarily focuses on examining the application of traditional criminological theories to various forms of cybercrime offending and victimization and the law enforcement response to cybercrime. His research has been funded by the National Science Foundation, Bureau of Justice Assistance, and the United Kingdom Home Office. He is a co-author of three books: Cybercrime and Digital Forensics: An Introduction, 2nd edition (Routledge); Cybercrime in Progress: Theory and Prevention of Technology-Enabled Offenses (Routledge) (winner of the 2017 Academy of Criminal Justice Sciences’ International Section Outstanding Book Award); and Policing Cybercrime and Cyberterror (Carolina Academic Press).
Teaching Philosophy
Dr. Bossler teaches undergraduate and graduate courses on cybercrime. He wants all students to be able to understand the ever growing impact of technology on all aspects of society, including crime. He thinks that CRJU 1210 Introduction to Cybercrime should be a mandatory class for all Georgia Southern students.
* Ph.D., University Of Missouri - St. Louis, 2006
* M.S., Illinois State University, 2000
* B.S., Truman State University, 1998
M.S., Illinois State University, 2000B.S., Truman State University, 1998
Research Interests
* Cybercrime
aschueths@georgiasouthern.eduhttps://scholar.google.com/citations?user=AD1yEJYAAAAJ&hl=enApril M. SchuethsApril M.SchuethsProfessor of Sociology912-478-2368Carroll 1060Statesboro CampusCollege of Behavioral & Social SciencesDepartment of Sociology & AnthropologyApril M. Schueths, Ph.D., LCSW, is a sociology professor at Georgia Southern University. She holds a Ph.D. in Sociology and a Master of Social Work from the University of Nebraska. Dr. Schueths teaches courses in social services/human services within sociology, including child welfare, social welfare policy, counseling skills, human behavior in the social environment, and internships. Her research primarily addresses social inequality and social policy, child welfare and family, immigration and intersectionality, and community health, often with a focus on rural contexts. Much of her work is qualitative, interdisciplinary, and involves collaboration with students.
Teaching Philosophy
Teaching is a privilege; therefore, I understand the immense responsibility of the students I encounter daily, whether as their professor or mentor. As a dedicated teacher-scholar, I create a challenging, supportive, and collaborative learning environment where students actively engage in their learning process, preparing for future careers. As a reflective teacher, I am constantly modifying and changing my courses and improving and updating my skills to best prepare my students for the applied and scholarly world ahead. An excellent sociology class empowers students to use the course materials in their community and work to improve it.
* Ph.D., University Of Nebraska
* Master Of Social Work (Msw), University Of Nebraska
* Licensed Clinical Social Worker (Lcsw), Georgia
Master of Social Work (MSW), University of NebraskaLicensed Clinical Social Worker (LCSW), Georgia
Research Interests
* Child Welfare And Families
* Stratification
* Community Health
* Qualitative Research
StratificationCommunity HealthQualitative Research jmcbrayer@georgiasouthern.eduJuliann McBrayerJuliannMcBrayerAssociate Professor912-478-7104College of Education 3108Statesboro CampusCollege of EducationDepartment of Leadership Technology & Human DevelopmentJuliann Sergi McBrayer, Ed.D. is an Associate Professor and Co-Director of the National Youth Advocacy and Resilience Research Center at Georgia Southern University. She also serves as the Program Director for the Educational Leadership master’s and educational specialist programs. She has served 20 years as an educational leadership associate/assistant professor, educational program coordinator, instructional school leader, professional development and federal programs coordinator, classroom teacher and teacher leader.
Teaching Philosophy
My educational leadership and teaching philosophy when working with students is to bridge research, theory, and practice, as I prepare educational leaders. As a scholarly practitioner my work is intended to support community and school improvement through evidence-based practices and strong P-20 partnerships.
* Ed.D., Doctorate Of Education, Educational Administration, Georgia Southern University
* Ed.S., Education Specialist, Educational Leadership, Georgia Southern University
* M.Ed., Master Of Education, Secondary Education In Science, Ohio University
* B.A., Bachelor Of Arts, Biology, State University Of New York College At Buffalo
* A.A.S., Associate Of Applied Science, Culinary Arts, Johnson & Wales University
Ed.S., Education Specialist, Educational Leadership, Georgia Southern UniversityM.Ed., Master of Education, Secondary Education in Science, Ohio UniversityB.A., Bachelor of Arts, Biology, State University of New York College at BuffaloA.A.S., Associate of Applied Science, Culinary Arts, Johnson & Wales University
Research Interests
* Educational Leadership Programming
* Purposeful, Collaborative, And Sustainable Professional Learning
* Community And School Safety
* Youth Advocacy And Restorative Justice
* Mental Health And Well-Being
Purposeful, Collaborative, and Sustainable Professional LearningCommunity and School SafetyYouth Advocacy and Restorative JusticeMental Health and Well-BeingNational Youth Advocacy and Resilience Research Center ehogan@georgiasouthern.eduhttps://scholar.google.com/citations?hl=en&user=My4iE_wAAAAJ&view_op=list_works&sortby=pubdateEric HoganEricHoganAssistant Professor912-478-85222134 College of Education BuildingArmstrong Campus, Statesboro CampusCollege of EducationDepartment of Curriculum Foundations & ReadingI grew up in Virginia Beach, VA. I graduated with my Bachelor's in Psychology from James Madison University in 2011. I then received my Ph.D. in Educational Psychology from Auburn University in 2018. During my time in graduate school, I had the unique opportunity to build and construct school gardens to enhance student learning. In 2020, I started as an Assistant Professor at Georgia Southern University. Aside from my education and professional background, I try to always find a good hike and pet as many dogs as possible.
Teaching Philosophy
With an educational psychology background, I teach primarily courses focusing on learning theories, motivation, development, and assessment. These four areas help provide a foundation for undergraduate and graduate students wanting to improve their craft as educators and practitioners. I want my students to have a worthwhile experience that betters them currently and for their futures. In any course I teach, I incorporate three core principles. These include: 1) creating community, 2) culturally responsive pedagogy, and 3) impactful assignments.
* Ph.D. In Educational Psychology, Auburn University
* Bachelor'S In Psychology, James Madison University
Bachelor's in Psychology, James Madison University
Research Interests
* Assessment Autonomy
* Reflective Practice
* Social Processes In Community
Reflective PracticeSocial Processes in Community kbrkich@georgiasouthern.eduKatie BrkichKatieBrkichProfessor912-478-76894141 College of Education BuildingStatesboro CampusCollege of EducationDepartment of Elementary & Special EducationDr. Katie Brkich is a professor of elementary science and has been at Georgia Southern since 2011. Her teaching focuses on preparing elementary teachers to teach science in age-appropriate ways using 3D science instruction that also promote culturally sustaining pedagogies and using students’ funds of knowledge. Her scholarship focuses on similar ideas, but extends beyond practice to theory and policy.
Teaching Philosophy
I believe that effective science instruction in elementary classrooms should be grounded in an “explore before explain” approach, allowing students to investigate and ask questions before introducing formal concepts. By centering inquiry-based learning, I encourage students to discover through hands-on exploration, making learning both active and personally meaningful. I view each student as a reservoir of rich cultural experiences and knowledge, which I aim to incorporate into the classroom environment. Embracing a culturally sustaining pedagogy, I strive to honor and integrate students’ diverse backgrounds, fostering an inclusive space where every child can see themselves as a scientist, capable of curiosity, discovery, and contribution.
* Ph.D., University Of Florida, Curriculum & Instruction
* M.Ed., University Of Florida, Elementary Education
* B.S., University Of South Florida, Environmental Science And Policy
M.Ed., University of Florida, Elementary EducationB.S., University of South Florida, Environmental Science and Policy
Research Interests
* Elementary Science Education
* Inquiry-Based Science Teaching And Learning
* Science For Social Justice
Inquiry-based science teaching and learningScience for social justice acarreon@georgiasouthern.eduhttps://scholar.google.com/scholar?hl=en&as_sdt=0%2C11&q=adam+carreon&btnG=&oq=adamAdam CarreonAdamCarreonAssistant Professor912-478-52084108Statesboro CampusCollege of EducationDepartment of Elementary & Special EducationAdam Carreon is an assistant professor of special education in the Department of Elementary and Special Education at Georgia Southern University. Carreon is an alum of University of Kansas and Northern Illinois University (2x). He is a former educator from the northern Illinois region where he taught elementary and high school special education He specializes in instructional design, technology, and innovation for the classroom. Carreon’s research interests include the use of emerging technology to provide effective instructional, adaptive and social emotional intervention and assistance. Specifically, the use of extended realities, 360-video, and artificial intelligence to enhance the classroom for students with disabilities.
Teaching Philosophy
Grounded by integrating choice and options, my teaching is focused on (a) providing students relevant and real-world practice, (b) integrating meaningful and current technology, and (c) building rapport.
* Ph.D. Special Education, University Of Kansas
* Ms.Ed Advanced Special Education, Northern Illinois University
* B.A. Special Education, Northern Illinois University
MS.Ed Advanced Special Education, Northern Illinois UniversityB.A. Special Education, Northern Illinois University
Research Interests
* Innovation
* Immersive Technology
* Assistive Technology
* Instructional Design
* Extended Reality
Immersive TechnologyAssistive TechnologyInstructional DesignExtended Reality acarter@georgiasouthern.eduAshley CarterAshleyCarterInstructor912-478-5648COE 4142Statesboro CampusCollege of EducationDepartment of Elementary & Special EducationAshley Carter is a dedicated educator and proud alum of Charleston Southern University and Augusta University, where she focused on educational leadership. Currently, Ashley teaches undergraduate courses at the Statesboro campus as an Elementary Education instructor. With a passion for guiding future educators, she also engages in pre-service teacher supervision, ensuring that aspiring teachers are well-prepared to enter the classroom with confidence and skill.
Teaching Philosophy
I believe in fostering an engaging and inclusive learning environment where every student has the opportunity to thrive. My goal is to nurture the growth of future educators by providing the support and encouragement they need to become outstanding teachers. I am committed to inspiring each of my students to reach their full potential, contributing to a future where classrooms are welcoming, dynamic, and supportive spaces for all learners.
* Ed.S, Augusta University, 2023
* M.Ed, Augusta University, 2022
* Bsed, Charleston Southern University, 2011
M.Ed, Augusta University, 2022BSEd, Charleston Southern University, 2011
Research Interests
* Literacy Instruction
* Classroom Culture And Management Strategies
Classroom Culture and Management Strategies jschreiber@georgiasouthern.eduhttps://scholars.georgiasouthern.edu/en/persons/joanna-schreiber-2Joanna SchreiberJoannaSchreiberAssociate Professor of Technical and Professional Communication912-478-5908Newton 2222-CStatesboro CampusCollege of Arts & HumanitiesDepartment of EnglishJoanna Schreiber teaches plain language and accessibility; usability and user experience (UX); information design; technical and professional editing; technical communication; and business writing courses at the undergraduate and graduate levels . Dr. Schreiber’s research interests include trends in professional and technical editing; accessible and inclusive information design and UX; project management communication and genres; and efficiency management communication and genres. Her research has been published in IEEE Transactions on Professional Communication, Journal of Technical Writing and Communication, Technical Communication, Technical Communication Quarterly, and other peer-reviewed journals and collections.
Teaching Philosophy
The primary goal of technical communication theories and practices is to serve audiences by making complex information meaningful, engaging, accessible, and useful. In the classroom, these theories and practices serve as a toolkit for students to critically engage current best practices in content development and curation in order to prepare them to develop effective user experiences and the best practices of the future.
* Ph.D., Rhetoric And Technical Communication, Michigan Tech, 2013
Research Interests
* Accessible Information Design
* Performance Assessment Genres
* Project Management Genres
* Technical Editing
Performance assessment genresProject management genresTechnical editing lwiggins@georgiasouthern.eduLori WigginsLoriWigginsAdministrative Assistant II912-478-5204COE 4127Statesboro CampusCollege of EducationDepartment of Elementary & Special Education, Department of Middle Grades & Secondary EducationI am currently a student at Georgia Southern University. Getting my degree in Interdisciplinary Studies. kharris@georgiasouthern.eduhttps://orcid.org/0000-0003-3276-6927Kymberly HarrisKymberlyHarrisAssociate Professor912-478-5041COE 4112Statesboro CampusCollege of EducationDepartment of Elementary & Special EducationDr. Harris earned her Ph.D. in Interdisciplinary Teacher Preparation from the University of Alabama. She is the program director of the MEd in Curriculum & Instruction and teaches undergraduate courses in special education
Teaching Philosophy
My teaching philosophy is rooted in creating an inclusive, student-centered environment that prepares future educators to be reflective and equity-driven. In special education, I guide undergraduates in applying inquiry-based approaches to real-world challenges while embedding research to foster a strong foundation in evidence-based practices. As director of a large online graduate program, I prioritize accessible, rigorous coursework encouraging reflective practice and professional growth.
* Ph.D., University Of Alabama
* Med, Special Education, University Of Alabama
MEd, Special Education, University of Alabama
Research Interests
* Undergraduate Research
* Classroom Climate
* Positive Behavior Supports
* Instructional Coaching
* Curriculum Design
Classroom climatePositive behavior supportsinstructional coachingCurriculum design dderlic@georgiasouthern.eduDragana DerlicDraganaDerlicAssistant Professor912-478-0469Carroll 1065Statesboro CampusCollege of Behavioral & Social SciencesDepartment of Criminal Justice & CriminologyDragana Derlic is an Assistant Professor in the Department of Criminal Justice and Criminology at Georgia Southern University. Dragana’s primary research focuses largely on corrections, jail and prison programming, program evaluation, and the use of mixed methods. Her research has been published in the Journal of Correctional Healthcare, Crime & Delinquency, and the Journal of Applied Juvenile Justice Services. Dragana has taught a variety of undergraduate courses and considers pedagogy an important part of her scholarly career.
Teaching Philosophy
As an educator, Dragana is committed to fostering a dynamic and inclusive learning environment that empowers students to reach their fullest potential. Dragana's teaching philosophy centers on three key principles: accessibility, creativity, and student engagement. Through these principles, Dragana aim's to inspire a passion for knowledge, equip students with essential skills, and encourage a mindset of continuous growth.
* Ph.D., Criminology (2021) The University Of Texas At Dallas
* M.S., Criminal Justice (2015) Wayne State University
* B.S., Criminal Justice (2012) Wayne State University
M.S., Criminal Justice (2015) Wayne State UniversityB.S., Criminal Justice (2012) Wayne State University
Research Interests
* Corrections
* Offender Rehabilitation
* Mixed-Methods
Offender RehabilitationMixed-Methods sross@georgiasouthern.eduhttps://works.bepress.com/sabrina-ross/Sabrina RossSabrina RossProfessor912-478-0696COE 2133, University Hall 268Armstrong Campus, Statesboro CampusCollege of EducationDepartment of Curriculum Foundations & ReadingSabrina Ross, Ph.D. is a Professor of Educational Research at Georgia Southern University. Her scholarship involves intersections of race, gender, and power within formal and informaleducational contexts. Recent publications have explored these topics through critical geographical and Black feminist lenses. Included in her published works are articles in Educational Foundations, Educational Studies, The International Journal of the Scholarship of Teaching and Learning, The Journal of African American Males in Education, and Teaching in Higher Education.
Teaching Philosophy
I teach in order to participate in efforts that I believe will make the world better. My pedagogy focuses on transformative learning and social justice education and is based on the work of scholars and activists who have articulated differences between schooling and education (e.g., Freire, 2001).One of the most important things that I can do as an educator is foster a learning space within which students are provided opportunities for critical thinking and addressing real-world problems within community.
* Ph.D., Curriculum And Teaching/Cultural Studies, The University Of North Carolina At Greensboro
* Ms, Educational Research, Georgia State University
* Ms, Human Development And Family Studies, The University Of North Carolina At Greensboro
MS, Educational Research, Georgia State UniversityMS, Human Development and Family Studies, The University of North Carolina at Greensboro
Research Interests
* Influence Of Race/Ethnic And Gender Identities On Schooling Processes And Outcomes
* Critical Geography
* Contributions Of Black Feminist And Womanist Theorizing To Educational Praxis
* Urban Education
Critical GeographyContributions of Black Feminist and Womanist Theorizing to Educational PraxisUrban Education awall@georgiasouthern.eduAmanda WallAmandaWallProfessor912-478-9532College of Education 4132Statesboro CampusCollege of EducationDepartment of Middle Grades & Secondary EducationAmanda Wall is a professor in the Department of Middle Grades and Secondary Education.
Teaching Philosophy
Docendo Discimus - By teaching, we learn.
* Ph.D., University Of North Carolina, Greensboro
* M.A.T., University Of Massachusetts, Amherst
* A.B., Brown University
M.A.T., University of Massachusetts, AmherstA.B., Brown University
Research Interests
* Middle Level Education
* Interdisciplinary & Integrated Curriculum
* Adolescent Literacy
interdisciplinary & integrated curriculumadolescent literacy ctoledo@georgiasouthern.eduhttps://scholars.georgiasouthern.edu/en/persons/courtney-toledo-2Courtney ToledoCourtneyToledoInstructor of Elementary and Special Education770-912-0714College of Education, 4107Statesboro CampusCollege of EducationDepartment of Elementary & Special EducationCourtney Toledo has over 14 years of experience teaching elementary students with disabilities and college-aged students pursuing their initial teaching certification in elementary and special education. Her research interests include preparing pre-service teachers for collaborating with families, including their involvement in IEP meetings, as well as pre-service teacher self-efficacy and well-being.
Teaching Philosophy
My beliefs about teaching are rooted in my experience as a student, combined with the characteristics I have admired from the educators in my life who have made a difference, and from what I have learned as an educator of fourteen years. One of the key tenets that guides my teaching philosophy is the belief that learning is socially constructed. Everyone within a given learning space holds equal responsibility for the learning that occurs. I aim to engage students in learning through experience to co-create knowledge. Learning must be hands-on and collaborative. As a learning community, my students and I construct knowledge together.
* Ed.D., Georgia Southern University
* M.Ed, Georgia State University
* Bs.Ed, Georgia Southern University
M.Ed, Georgia State UniversityBS.Ed, Georgia Southern University
Research Interests
* Preparing Pre-Service Teachers For Collaboration With Families And Other Educators
* Preparing Pre-Service Teachers For Iep Meetings
* Pre-Service Teacher Self-Efficacy
* Pre-Service And In-Service Teacher Well-Being
Preparing pre-service teachers for IEP meetingsPre-service teacher self-efficacyPre-service and in-service teacher well-being bnafziger@georgiasouthern.eduBailey NafzigerBaileyNafzigerAssistant Professor912-478-2212COE 4140Statesboro CampusCollege of EducationDepartment of Elementary & Special EducationBailey Nafziger began her career in K-12 public education as a middle school science teacher and elementary school gifted specialist in both urban and rural settings. After earning her EdD in May 2022, Bailey joined the College of Education at Georgia Southern University. Her professional interests include science education and gifted education professional learning for teachers.
Teaching Philosophy
* Ed.D., University Of North Dakota, 2022
* M.A., Northern Arizona University, 2017
* B.S., The College Of St. Scholastica, 2012
M.A., Northern Arizona University, 2017B.S., The College of St. Scholastica, 2012
Research Interests
* Elementary Science Education
* Gifted Education Professional Learning
* Social Justice
* Engineering
* Critical Thinking
Gifted Education Professional LearningSocial JusticeEngineeringCritical Thinking cfiori@georgiasouthern.eduCeleste FioriCelesteFioriAssistant Professor of Counselor Education912-478-0502College of Education 2110Statesboro CampusCollege of EducationDepartment of Leadership Technology & Human DevelopmentIn addition to her role as an assistant professor, Dr. Celeste A. Fiori, LPC, NCC is a mental health counselor. She focuses on relationship-based interventions that utilize strength-based approaches to address the needs of children, caregivers, and families who have experienced traumatic events. Celeste is passionate about intervention-based research that directly benefits underserved groups through the application of humanistic and systemic frameworks. Additionally, Celeste has a particular passion working with pediatric medical trauma and equipping medical settings to support children and their families’ post-traumatic events.
Teaching Philosophy
Students carry a sense of curiosity, wonder, and drive to grow into their own potential. I view learning as a continuous process that needs to be nurtured and assessed to guide students on their self-learning journey. My role is to exhibit cultural sensitivity, dedication to diversity, and empathic understanding towards all learners. I prioritize being present in the moment to establish collaborative relationships with my students. Listening conveys a sense of being heard and acknowledged while collaboration invites the student’s individual process into the space. It is where self-discovery is honored, and the learning process can expand.
* Ph.D., University Of Wyoming, 2024
* M.A., Northwestern University, 2019
* B.S., Psychology, Unc Charlotte, 2017
M.A., Northwestern University, 2019B.S., Psychology, UNC Charlotte, 2017
Research Interests
* Pediatric Medical Trauma
* Parent-Child Relationship
* Mental Health
Parent-child relationshipMental health abrady@georgiasouthern.eduhttps://scholars.georgiasouthern.edu/en/persons/anna-c-brady-2Anna Brady AnnaBrady Assistant Professor of Educational Psychology912-478-5921Education Building 2129Statesboro CampusCollege of EducationDepartment of Curriculum Foundations & ReadingAnna C. Brady is an Assistant Professor of Educational Psychology in the Department of Curriculum, Foundations, and Reading. Brady’s research explores students’ academic outcomes through the lens of motivation and self-regulated learning. She is particularly interested in identifying interventions and instructional approaches that support self-regulated learning, with the ultimate goal of enhancing engagement, learning, and achievement. She is especially interested in the impact of these interventions in STEM contexts. Brady currently serves on the editorial board of the Journal of Experimental Education and the executive board of the American Educational Research Association Teaching of Educational Psychology Special Interest Group.
Teaching Philosophy
* Ph.D. In Educational Psychology From The Ohio State University
* M.A. In Educational Psychology From The Ohio State University
* B.S. In Psychology From Florida State University
M.A. in Educational Psychology from The Ohio State University B.S. in Psychology from Florida State University
Research Interests
* Self-Regulated Learning
* Motivation
Motivation National Youth Advocacy and Resilience Research Center jjsmith@georgiasouthern.eduJanel Janiczek SmithJanel Janiczek SmithSenior Lecturer912-344-3249University Hall, #270Armstrong CampusCollege of EducationDepartment of Middle Grades & Secondary EducationDr. Janel Janiczek Smith, is a senior lecturer in the Department of Middle Grades and Secondary Education at Georgia Southern University. Dr. Smith has an educational background in mathematics and elementary education from the University of Pittsburgh and received her doctorate in 2013 in the field of Curriculum Studies. After teaching for nine years in public elementary and middle schools in Georgia, she transitioned to higher education. She has taught in both undergraduate and graduate level courses in curriculum, math education methods, and embedding literacy into content areas. In addition, she supervises students within field placements throughout the region.
Teaching Philosophy
Dr. Smith's philosophy centers on the student as an active and involved participant in the learning process. Her instructional strategies focus on active participation in recognition of best practices while reflecting on classroom application through video observations. Dr. Smith continues to develop her teacher identity along students by actively exploring their positions as teachers and learners within changing places and spaces, both within the classroom walls and the community.
* B.S. In Mathematics, University Of Pittsburgh, 2004
* M.A.T., University Of Pittsburgh, 2006
* Ed.D., Georgia Southern University, 2013
M.A.T., University of Pittsburgh, 2006Ed.D., Georgia Southern University, 2013
Research Interests
* Mathematics And Literacy
* Adult Learners
* Teacher Preparation
* First Generation Students And Supports
Adult learnersTeacher preparationFirst Generation Students and Supports sgsmith@georgiasouthern.eduSharon Gilliard-SmithSharonGilliard-SmithAssistant Professor912-344-2986Ashmore Hall Suite 154Armstrong CampusWaters College of Health ProfessionsDepartment of Clinical SciencesI am a Registered Radiographer who worked at a Level One Trauma Center in Savannah and began my teaching career in 1999. As the two careers paths overlapped, I am a Registered Radiographer for over 44 years and as an educator for over 23 years. I am married; I have two children and four grandchildren. We also have three grand dogs (Jack, Rudy, and Rocky). With each year that passes, I have come to appreciate family time much more than I did as a younger adult. I love sports particularly basketball, football, baseball, almost all of the summer Olympics and tennis. I am very active in my church as well as throughout community and to devoting time to numerous Community Service projects.
Teaching Philosophy
Learning is a process by which a person gains information and understanding of a study or experience. There is a saying that says “Lead by example. Leading by example simply implies that one is being watched and observed. The individual is an example for someone else to pattern their behavior after. Education is a formal means to promote learning. A structured classroom setting is set up for the individual to learn. British novelist Williams A. Ward was once quoted as saying “The mediocre teacher tells. The good teacher explains. The superior teacher demonstrates. The great teacher inspires.” This statement reminds me of a very vivid image of a small bird who is just learning to fly.
* Doctor Of Education-Valdosta State University-2023
* Master Of Health Science-Armstrong Atlantic State University-1999
* Bachelor Of Health Science-Armstrong State College-1996
* Registered Radiologic Technologist-1979
* Online Teaching Certification
Master of Health Science-Armstrong Atlantic State University-1999Bachelor of Health Science-Armstrong State College-1996Registered Radiologic Technologist-1979Online Teaching Certification
Research Interests
* The Challenges Of Teach In Higher Education
amoldavan@georgiasouthern.eduhttps://scholars.georgiasouthern.edu/en/persons/alesia-moldavan/publications/Alesia MoldavanAlesiaMoldavanAssistant Professor of Elementary Mathematics and Science Education912-344-2809University Hall, Room 266Armstrong CampusCollege of EducationDepartment of Elementary & Special EducationAlesia Mickle Moldavan, Ph.D., is an Assistant Professor of Elementary Mathematics and Science Education in the College of Education at Georgia Southern University. Previously, she taught at diverse Title I schools in Georgia as a secondary mathematics instructor and served as an elementary STEM Saturday Enrichment program instructor. She designs and implements various STEM professional development focused on ethnomathematics, social justice, and robotics. Her research interests include equitable teaching practices, culturally responsive pedagogy, and the use of digital technology in teacher education. Her recent work focuses on developing innovative curricula in teacher education promoting cultural awareness and justice-oriented advocacy.
Teaching Philosophy
Dr. Moldavan teaches elementary mathematics and science methods courses for preservice and in-service teachers, equipping them with the knowledge and skills necessary for success in diverse, high-needs schools. Her teaching emphasizes research-based evidence and hands-on project-based learning, integrating best teaching practices, culturally responsive instruction, and effective technology use (e.g., simulations, robotics, AI). Her goal is to foster meaningful learning experiences while developing teachers who can assess students’ strengths and areas for growth, cultivate positive STEM identities, and serve as ethical advocates and agents of change for all learners.
* Ph.D. In Teaching And Learning In Mathematics Education, Georgia State University
* Qualitative Research Graduate Certificate, Georgia State University
* International Education Graduate Certificate, Georgia State University
* M.Ed. In Mathematics Education, Georgia State University
* B.S.Ed. In Mathematics Education, University Of Georgia
Qualitative Research Graduate Certificate, Georgia State UniversityInternational Education Graduate Certificate, Georgia State UniversityM.Ed. in Mathematics Education, Georgia State UniversityB.S.Ed. in Mathematics Education, University of Georgia
Research Interests
* Elementary Mathematics And Science Education
* Teacher Education
* Culturally Responsive Teaching
* Social Justice
* Technology
Teacher EducationCulturally Responsive TeachingSocial JusticeTechnologyNational Youth Advocacy and Resilience Research Center ahackney@georgiasouthern.eduhttps://scholars.georgiasouthern.edu/en/persons/amy-hackney-2Amy HackneyAmyHackneyProfessor912-536-1302Brannen 1028Statesboro CampusCollege of Behavioral & Social SciencesDepartment of PsychologyAmy Hackney earned her bachelor's degree in psychology from Indiana University and her Ph.D. in Psychology from Saint Louis University. Dr. Hackney's research examines how stereotypes and prejudice impact decision-making within legal and educational contexts, and she develops and assesses interventions to mitigate these effects. She teaches undergraduate courses on the Statesboro campus and coordinates the Master's in Experimental Psychology Program.
Teaching Philosophy
My teaching philosophy centers on fostering a sense of belonging and purpose within the college classroom. I aim to encourage an inclusive community of learners where each member contributes to the learning process. I strive to help students synthesize psychological concepts with real-world applications so that ultimately, students are empowered to apply psychological insights to improve their lives and communities.
* Ph.D., Saint Louis University, 2003
* B.A., Indiana University, 1994
B.A., Indiana University, 1994
Research Interests
* Stereotypes, Prejudice, And Discrimination
* Social Cognition
* Legal Decision Making
* Bias Reduction
Social cognitionLegal decision makingBias reduction epiedmont@georgiasouthern.eduErin PiedmontErinPiedmontAssistant Professor of Elementary Social Studies912-344-3251273Armstrong CampusCollege of EducationDepartment of Elementary & Special EducationDr. Piedmont teaches social studies methods and field experience courses across the BSED, MAT, and MED programs at Georgia Southern University. She is a former elementary general and special education teacher in culturally and linguistically diverse Title I schools. Her research interests are focused on preparing preservice and inservice teachers for culturally responsive and critical social studies pedagogy. Her work currently explores how inquiry and place-based pedagogical approaches in social studies methods courses foster the sociopolitical and critical consciousness of teachers and teacher candidates.
Teaching Philosophy
Dr. Piedmont's teaching philosophy is rooted in Constructivism and Critical Theory. She models teaching and prepares teacher candidates for inquiry-based social studies that fosters higher-order thinking skills. She believes that place-based learning enhances student engagement and problem-solving skills, and promotes meaningful and relevant learning opportunities. Dr. Piedmont also teaches through a critical lens, engaging her students in examining local social issues and considering solutions for making communities for equitable.
* Ph.D. In Social Studies Education, Purdue University
* M.A. In Literacy Studies, University Of Nevada, Reno
* B.S. In Elementary And Special Education, University Of Nevada, Reno
M.A. in Literacy Studies, University of Nevada, RenoB.S. in Elementary and Special Education, University of Nevada, Reno
Research Interests
* Critical Historical Inquiry
* Place-Based Learning
* Inquiry-Based Learning
* Anti-Oppressive Elementary Social Studies
* Critical Civic Education
place-based learninginquiry-based learninganti-oppressive elementary social studiescritical civic education nhenderson@georgiasouthern.eduNancy HendersonNancyHendersonAssistant Professor912-344-3207Armstrong CenterArmstrong CampusWaters College of Health ProfessionsDepartment of Clinical SciencesDr. Henderson teaches Orthopedics in the Doctor of Physical Therapy program. Dr. Henderson is board certified and has extensive outpatient clinical experience in both military and civilian facilities and currently treats patients in a local military PT clinic on a weekly basis. She developed two educational programs for military service members. She is the program director for the Soldier Athlete Human Performance Optimization (SAHPO) program (in-person educational model) and the Tactical Athlete Certificate (TAC) (online educational model). She is spearheading a large scale DOD grant assessing the effectiveness of these two educational models. She has presented nationally and published on a variety of Orthopedic topics.
Teaching Philosophy
In my teaching, I strive to bridge the gap between theoretical learning and real-world clinical experience. I believe that a hands-on, practice-oriented approach in the classroom is essential for preparing students to excel in the clinic environment. By bringing practical scenarios and problem-solving exercises into the learning experience, I aim to make the material relevant, tangible, and directly applicable. Student engagement is at the heart of my teaching philosophy. I create an interactive environment where students feel comfortable asking questions, discussing cases, and practicing skills that they will use in the clinic.
* Ph.D.
* Dpt
* Ocs
* Cert Mdt
* Cmtpt
DPTOCSCert MDTCMTPT
Research Interests
* Injury Prevention
* Assessing Meaningful Change
* Diagnosis Of Musculoskeletal Disorders
* Diagnostic Ultrasound
* Running Form
Assessing meaningful changeDiagnosis of musculoskeletal disordersDiagnostic ultrasoundRunning form ksweeney@georgiasouthern.eduhttps://scholars.georgiasouthern.edu/en/persons/kara-bridgman-sweeney-2Kara Bridgman SweeneyKaraBridgman SweeneySenior Lecturer of Anthropology; Director, Digging Savannah at Georgia Southern University912-344-3141University Hall 211Armstrong CampusCollege of Behavioral and Social SciencesDepartment of Sociology & AnthropologyKara Bridgman Sweeney (Ph.D. University of Florida, 2013) is a Senior Lecturer of Anthropology in the Department of Sociology and Anthropology at Georgia Southern University. She joined Georgia Southern in 2014. Dr. Bridgman Sweeney directs the Digging Savannah public outreach initiative for archaeology at Georgia Southern University, and her experience is in community archaeology and cultural heritage management.
* Ph.D., University Of Florida
* M.A., University College Cork (Ireland)
* B.A., South Carolina Honors College, University Of South Carolina
M.A., University College Cork (Ireland)B.A., South Carolina Honors College, University of South Carolina
Research Interests
* Community Archaeology
* Cultural Heritage Management
* Southeastern U.S. Archaeology
cultural heritage managementSoutheastern U.S. Archaeology cpfund@georgiasouthern.eduCeline PfundCelinePfundAssistant Professor of Nursing912-478-5685Nursing Chemistry Bldg #3019Statesboro CampusWaters College of Health ProfessionsSchool of NursingDr. Celine Pfund has been a registered nurse (RN) since 1994 and a nursing educator since 2010. She teaches in the traditional undergraduate BSN program at Georgia Southern University (GSU) in Statesboro Georgia. She received a BSN from the University of Pittsburgh and an MSN in nursing education from Robert Morris University, both located in Pennsylvania. In 2019 she received an Ed.D. in Curriculum Studies, with an emphasis in issues of social justice and multicultural education, from the College of Education at GSU. Dr. Pfund also teaches an elective online course on multiculturalism in healthcare. She was nominated for a teaching excellence award in 2020.
Teaching Philosophy
Progressive education and student centered learning using the Socratic method
* RN
* BSN
* MSN-Ed. In Nursing Education
* Ed.D. Curriculum Studies
BSN MSN-Ed. in nursing education Ed.D. curriculum studies
Research Interests
* Diversity In Nursing
* Competency Based Education
* Medical Trauma
Competency based educationMedical Trauma sallybrown@georgiasouthern.eduSally BrownSallyBrownProfessor of Literacy Education 912-478-62782130Statesboro CampusCollege of EducationDepartment of Curriculum Foundations & ReadingSally Brown is Professor of Literacy Education at Georgia Southern University and earned a Ph.D. in Language and Literacy from the University of South Carolina. Currently, she teaches graduate students in the M.Ed. and Ed.S. Reading programs. Before working at the university level, she taught in South Carolina public schools for 13 years. She is the former co-editor of Talking Points, a National Council of Teachers of English journal. Sally’s research has been published in journals such as Journal of Early Childhood Literacy, Reading & Writing Quarterly, Language Arts, and The Reading Teacher. Her current book, Multimodal Funds of Knowledge: Countering Deficit Narratives of Diverse Families (2025) was recently published by Routledge.
Teaching Philosophy
My teaching philosophy is grounded in culturally relevant, student-centered learning that captures students’ interests and builds on their background experiences. I expect, plan for, and encourage students to be active learners in the classroom. This means that students must invest time and energy into both the in-class learning opportunities as well as the out-of-class assignments. As part of this experience, expectations are established in terms of student responsibility to ensure students are engaging in learning tasks. Moreover, students are provided with opportunities to express their understanding of course content in multimodal ways that offer choices, including the use of digital tools.
* Ph.D. University Of South Carolina - Language And Literacy
Research Interests
* Literacy Practices Of Emergent Bilinguals
* Multimodal And Multilingual Literacies
* Diversity In Family Literacies
* Early Childhood Literacies
Multimodal and multilingual literacies Diversity in family literacies Early childhood literacies kdickens@georgiasouthern.eduKristen DickensKristenDickensAssociate Professor912-478-53092114Statesboro CampusCollege of EducationDepartment of Leadership Technology & Human DevelopmentKristen Dickens, Ph.D., LPC, NCC, ACS is an Associate Professor in the Counselor Education Program at Georgia Southern University. Dr. Dickens trains graduate students to become professional counselors in clinical, community, and school settings. She has experience working in a variety of mental health settings, including university counseling centers, inpatient treatment centers for eating disorders, and private practice.
Teaching Philosophy
My teaching philosophy emphasizes student-centered, experiential learning inspired by Pestalozzi's "head, heart, and hands" approach (Brühlmeier, 2010). I design activities that engage students’ thoughts and emotions, fostering connection and encouraging open dialogue. Grounded in the work of Belenky et al. (1997), I support students’ shift from received to constructed knowledge. I strive for transparency in curriculum design and focus on cultivating a growth mindset, respecting students' diverse backgrounds and experiences. Compassion, reflection, and a safe, supportive environment are essential to my approach, helping students see how each learning experience shapes their counselor identity.
* Ph.D., Counselor Education And Supervision, The University Of New Orleans
* M.A., Counseling, Marriage And Family Therapy Concentration, East Tennessee State University
* B.A., Psychology, Furman University
M.A., Counseling, Marriage and Family Therapy concentration, East Tennessee State UniversityB.A., Psychology, Furman University
Research Interests
* Counselor Education And Preparation
* Multicultural Competency Of Counselors In Training
* Ethical Issues In Counselor Education
* Leadership And Identity Development Of Counselors
Multicultural competency of counselors in trainingEthical issues in counselor educationLeadership and identity development of counselorsNational Youth Advocacy and Resilience Research Center jhobe@georgiasouthern.edujhobe@georgiasouthern.eduJohn HobeJohnHobeProfessor Elementary Education912-344-2619University Hall 237Armstrong CampusCollege of EducationDepartment of Elementary & Special EducationRegular Elementary And Special Education Teacher 1968-1991 Armstrong State University/Georgia Southern University Elementary and Special Education 1991-Present
Teaching Philosophy
Using effective teaching practices to differentiate instruction and assessment so all children meet lesson accuracy and fluency criteria..
* Ed.D. University Of San Francisco Curriculum And Instruction
Research Interests
* Effective Instructional Design And Instruction.
* Managing Differentiated Instruction And Assessment.
* The Instructional Alignment Construct.
Managing differentiated instruction and assessment.The instructional alignment construct. almastevenson@georgiasouthern.eduhttps://scholar.google.com/citations?user=B2KpcnYAAAAJ&hl=enAlma D. StevensonAlma D.StevensonProfessor of Literacy Education912-478-5545Colege of Eduation, Room 3129Statesboro CampusCollege of EducationDepartment of Curriculum Foundations & ReadingI am a Professor of Literacy. My research explores the power of home languages and cultures to support educational equity and positive identity formation. I seek to construct empowering curricula and pedagogies that advocate for social justice. I examine the role of multicultural, diverse, and content-relevant literature as a resource to foster culturally responsive and sustaining literacy pedagogies. I foster teaching that advances literacy skills among socially diverse students, including bilingual and multilingual learners.
Teaching Philosophy
My commitment to equity and social justice has inspired me to research, develop, and model instructional practices that engage my students’ interests while helping them meet the needs of our diverse society. An essential element of this approach is reflective teaching to continually theorize and enrich my own classroom practice. I devote many hours each semester to improving my course lectures, activities, assignments, and assessments.
* Ph.D In Curriculum And Instruction/Reading - New Mexico State University
* M.Ed. In Bilingual Education - University Of Texas At El Paso
* Bachelors In Mass Communications - Instituto De Technologico Y De Estudios Superiores De Monterrey, Mexico
M.Ed. in Bilingual Education - University of Texas at El PasoBachelors in Mass Communications - Instituto de Technologico y de Estudios Superiores de Monterrey, Mexico
Research Interests
* Role Of Literature To Advance Students Literacy Skills
* Socio-Culturally Responsive Literacy In Stem
* Education Of Migrant Farm Workers' Children
* The Role Of Home Languages And Cultures
* Language And Literacy In The Content Areas
Socio-culturally responsive literacy in STEMEducation of migrant farm workers' childrenThe role of home languages and cultures Language and literacy in the content areas ccbailey@georgiasouthern.eduCaroline BaileyCarolineBaileyNTT Instructor of Elementary Education912-478-2212Education Building Office #4141Statesboro CampusCollege of EducationDepartment of Elementary & Special EducationCaroline C. Bailey is an alum of Georgia Southern University and is a visiting instructor of Curriculum and Methods, Pre-Internship, and Internship 1 in the Department of Elementary and Special Education. Mrs. Bailey teaches undergraduate courses on the Statesboro campus as well as supervises pre-service teachers in elementary schools in surrounding counties.
Teaching Philosophy
My teaching philosophy focuses on modeling and instilling a passion for lifelong learning. My goal is to cultivate a new generation of educators who are reflective, collaborative, and committed to educating and empowering their students.
* M.Ed. Curriculum And Instruction Georgia Southern University
Research Interests
* Teacher Preparation
boblake@georgiasouthern.eduRobert LakeRobertLakeProfessor of Curriculum Studies912-478-0355Room 2126-College of EducationArmstrong Campus, Statesboro CampusCollege of EducationDepartment of Curriculum Foundations & ReadingRobert Lake is a Professor of Curriculum Studies and Social Foundations of Education at Georgia Southern University's Statesboro Campus.
Teaching Philosophy
True education should consist of a dialogue between teachers and students wherein knowledge is co-constructed in a caring, inclusive and respectful environment for all.
* B.S. Empire State College
* M.S. State University Of New York At Albany
* Ed.D. Georgia Southern University
M.S. State University of New York at AlbanyEd.D. Georgia Southern University
Research Interests
* Imagination In Education
* Culturally Sustaining Pedagogy
* Critical Pedagogy
* Educational Biography
* The History Of Ideas
Culturally Sustaining PedagogyCritical PedagogyEducational BiographyThe History of Ideas msmithey@georgiasouthern.eduMontana SmitheyMontanaSmitheyAssistant Professor912-478-80164113 College of EducationStatesboro CampusCollege of EducationDepartment of Elementary & Special EducationMontana Smithey is an Assistant Professor of Elementary Mathematics Education in the Department of Elementary & Special Education. Dr. Smithey teaches undergraduate and graduate courses on the Statesboro campus.
Teaching Philosophy
My teaching philosophy informs all facets of my teaching at Georgia Southern University—the desire for students to have their ideas valued, use knowledge to understand the world, and enjoy learning and thinking. My teaching philosophy is informed by my experience as an elementary classroom teacher (Kinder, 2nd, 3rd, & 4th) and my experiences working alongside other classroom teachers and their children. I also bring multiple lenses to my teaching, including social constructivist theory, culturally relevant and sustaining pedagogy, and experiential learning theory.
* Ph.D. Educational Studies: Teacher Development (Focus In Mathematics & Science Education); University Of North Carolina Greensboro, 2020
* M.Ed Elementary Education: Focus In Mathematics Education; University Of North Carolina Greensboro, 2011
* B.S.Ed. Elementary Education; Elon University, 2007
M.Ed Elementary Education: Focus in Mathematics Education; University of North Carolina Greensboro, 2011B.S.Ed. Elementary Education; Elon University, 2007
Research Interests
* Questioning Strategies
* Problem Solving
* Social Justice
* Problem-Based Learning
* Experiential Learning
Problem SolvingSocial JusticeProblem-Based LearningExperiential Learning hhuling@georgiasouthern.eduHeather HulingHeatherHulingAssistant Professor912-478-0571COE 4133Statesboro CampusCollege of EducationDepartment of Elementary & Special EducationHeather Huling is an Assistant Professor of Elementary Education in the Elementary and Special Education department. She teaches undergraduate and graduate courses on arts integration, children's literature, English Language Arts methods, and supervises pre-service teachers on the Statesboro Campus.
Teaching Philosophy
y teaching philosophy focuses on creating a welcoming and inclusive environment where every student feels valued and encouraged to engage. I believe that when students are involved, feel safe, and are comfortable sharing their ideas, they learn best. Through application-based learning, I strive to connect our studies to real-life situations, helping students see the relevance of their education. This approach not only builds critical thinking and problem-solving skills but also sparks a lasting love for learning, empowering students to take charge of their own educational journeys.
* B.S. Ed. Georgia Southern University, 2008
* M.Ed. , Georgia Southern University, 2012
* Ed.D , Georgia Southern University, 2023
M.Ed. , Georgia Southern University, 2012Ed.D , Georgia Southern University, 2023
Research Interests
* Teacher Education
* Literacy Education
* Innovative Teaching Practices
* Equity In Education
* Diverse Children'S Literature
Literacy EducationInnovative Teaching PracticesEquity in EducationDiverse Children's Literature dwcalhoun@georgiasouthern.eduDaniel CalhounDanielCalhounProfessor and Program Director M.Ed. Higher Education Administration912-478-1428College of Education 3103Statesboro CampusCollege of EducationDepartment of Leadership Technology & Human DevelopmentDaniel W. Calhoun, Ph.D., is a Professor of Higher Education Administration at Georgia Southern University. He previously served over 10 years as a Higher Education Administrator, primarily within Residence Life. He holds a Ph.D. from The University of North Carolina at Greensboro, Master’s from Western Illinois University, and Bachelor’s from SUNY College at Geneseo. His research focuses on the preparation, development, and support of graduate students and educational leaders, particularly in the areas of mentorship, technology, and supervision.
Teaching Philosophy
My role as an educator extends beyond teaching content; I cultivate a safe, inclusive, and collaborative environment that encourages students to actively engage in their learning. Through intentional assignments, I guide them to connect personally with the material, aiming to enhance their professional practice. I challenge students to be reflective learners and critical thinkers who embrace constructive feedback. By building authentic relationships, I strive to instill a sense of duty to advocate for themselves and others, empowering them to become change agents in 21st-century education.
* B.S.Ed., State University Of New York At Geneseo
* M.S., Western Illinois University
* Ph.D., University Of North Carolina At Greensboro
M.S., Western Illinois UniversityPh.D., University of North Carolina at Greensboro
Research Interests
* Development Of Educational Leaders – Focus On Continuous Growth And Preparation Of Leaders In Higher Education And Student Affairs.
* Graduate Student & New Practitioner Preparation – Emphasis On Supporting Graduate Students And Early-Career Professionals In Their Development.
* Methods Of Professional Development – Exploration Of Formal And Informal Development Avenues, Such As Mentorship, Supervision, And Professional Competencies.
* Integration Of Technology & Professional Identity – Interest In How Technology And Perceptions Of Self Shape Professional Practice And Academic Growth.
* Reflective Practice & Personal Experience – Commitment To Incorporating Personal Experiences As Both An Administrator And Faculty Member To Enhance Scholarly Work And Teaching.
Graduate Student & New Practitioner Preparation – Emphasis on supporting graduate students and early-career professionals in their development.Methods of Professional Development – Exploration of formal and informal development avenues, such as mentorship, supervision, and professional competencies.Integration of Technology & Professional Identity – Interest in how technology and perceptions of self shape professional practice and academic growth.Reflective Practice & Personal Experience – Commitment to incorporating personal experiences as both an administrator and faculty member to enhance scholarly work and teaching. tnorman@georgiasouthern.eduhttps://scholars.georgiasouthern.edu/en/persons/taylor-norman-2Taylor NormanTaylor NormanAssociate Professor of English Language Arts Education912-478-0825 College of Education - 4105Statesboro CampusCollege of EducationDepartment of Middle Grades & Secondary EducationTaylor Norman is currently an Associate Professor in the Department of Middle Grades and Secondary Education at Georgia Southern University. After a career as a rural high school English teacher, Taylor attended Purdue University for her graduate degrees in English Education. Taylor’s research stories the identities and practices of preservice and inservice middle grade and secondary teachers in order to build bridges between theory and practice.
Teaching Philosophy
As a teacher educator, my teaching philosophy is committed to preparing future teachers to be life-long learners by providing culturally relevant and innovative curriculum and coursework that offers authentic, student-centered, and technology-rich learning opportunities.
* Ph.D., Purdue University
Research Interests
* Critical Literacy
* Adolescent Literacy
* New And Multimodal Literacies
* Culturally Responsive Teaching
Adolescent LiteracyNew and Multimodal LiteraciesCulturally Responsive Teaching nroy@georgiasouthern.eduhttps://works.bepress.com/nalanda-roy/Nalanda RoyNalandaRoyProfessor912-344-3608University Hall 217Armstrong CampusCollege of Behavioral & Social SciencesDepartment of Political Science & International StudiesNalanda Roy serves as the Coordinator of the Asian Studies program and holds the titles of Certified Diversity Executive and Inclusive Excellence Faculty Fellow. Dr. Roy has been recognized with prestigious awards including the Dr. Saba Jallow Inclusion Champion award, the Award of Excellence, and the Georgia Southern Women in Research Soar award. She also received the Campus Museum of Service Award for her creation of the An Integral History: Asian Studies Digital Archive. An accomplished author, Dr. Roy has penned several books and contributed numerous peer-reviewed articles to journals and book chapters. Dr. Roy has served as the section program chair for ISA’s South Asia in World Politics and much more.
Teaching Philosophy
Dr. Roy mainly focuses on global politics, comparative politics, international relations, and South, Southeast Asia and Asia Pacific studies.
* Ph.D., Rutgers- The State University Of New Jersey, 2013
Research Interests
* Global Affairs
* International Law And Security
* Human Rights/ Security
* Social Movements
* South, Southeast Asian, Asia Pacific Studies
International Law and SecurityHuman Rights/ SecuritySocial MovementsSouth, Southeast Asian, Asia Pacific Studies ljouben@georgiasouthern.eduhttps://drive.google.com/file/d/1-U1Ph-glsYp3ECipo7Kid_HmDn9KGAsW/view?usp=drive_linkLindsay JoubenLindsayJoubenLecturer912-478-5698Carroll Building 2203Statesboro CampusCollege of Behavioral & Social SciencesDepartment of Political Science & International StudiesDr. Lindsay Jouben is a Lecturer at Georgia Southern University. Her main research interests include institutional design in Microfinance and its impact on poverty alleviation efforts, and how development programs for the poor need to focus on local conditions and solutions. As an educator in Higher Education, she has seen how issues of equity and belonging can impact student engagement and success and has focused on social capital creation in Higher Education. Dr. Lindsay Jouben believes that programs that foster mentorship and diversity among Professors is important because it promotes a sense of belonging that is essential for student achievement.
Teaching Philosophy
Dr. Jouben focuses mainly on Political Science core classes: American Government and World Politics.
* Ph.D., West Virginia University, 2020
* Ma Rutgers-Newark, 2008
* Ba Mississippi State University, 2006
MA Rutgers-Newark, 2008BA Mississippi State University, 2006
Research Interests
* Institutional Design In Microfinance And Its Impact On Poverty Alleviation Efforts
* How Development Programs For The Poor Need To Focus On Local Conditions And Solutions
how development programs for the poor need to focus on local conditions and solutions amathews@georgiasouthern.eduAshley Loren MathewsAshley LorenMathewsSenior Lecturer912-478-1164Biological Sciences, Room 1164Statesboro CampusCollege of Science & MathematicsDepartment of BiologyDr. Mathews was born in Florida but grew up in Peachtree City, GA (near Atlanta). Her love for the ocean took her back to Florida for her undergraduate and graduate degrees in marine and aquatic sciences, respectively. She joined Georgia Southern's Department of Biology in 2013. Dr. Mathews has a passion for teaching and community outreach, but she still enjoys actively participating in research on the Georgia coast and monitoring our local waterways.
Teaching Philosophy
My focus is on student success which begins with recruitment and continues through the admission, retention, and graduation of future alumni. My efforts to increase student success aligns with the University’s mission to provide a “learner-centered culture” both inside and outside of the classroom to prepare students “to think, lead, teach, and serve”. I “promote talent and economic development” by equipping students with the knowledge and skills they need to apply themselves in the real world and passionately pursue their careers. I seek to “enhance quality of life” of my students by supporting their scholarly pursuits, creating a cultural enrichment learning environment, promoting student life, and encouraging community engagement.
* Ph.D., University Of Florida, 2013, Fisheries & Aquatic Sciences
* Ma, University Of Miami, 2007, Marine Affairs & Policy
* Bs, University Of Miami, 2005, Marine Science & Biology
MA, University of Miami, 2007, Marine Affairs & PolicyBS, University of Miami, 2005, Marine Science & Biology
Research Interests
* Estuarine Ecology
* Coastal And Inland Water Quality
* Human Alterations Of Ecosystems
coastal and inland water qualityhuman alterations of ecosystemsJames H. Oliver Jr. Institute for Coastal Plain Science wbiebuyck@georgiasouthern.eduhttps://drive.google.com/file/d/1zLIfVSraLHkc29j7tNjnWJtg9QAWVd79/view?usp=share_linkWilliam BiebuyckWilliamBiebuyckAssociate Professor912-478-2229Carroll Building 2207Statesboro CampusCollege of Behavioral & Social SciencesDepartment of Political Science & International StudiesDr. Biebuyck received his Ph.D. in Political Science & Political Economy from Carleton University (Ottawa, Canada) in 2014. Before arriving at Georgia Southern, he taught course on European Politics & Society, EU Governance, Global Political Issues, and the Politics of Food at Carleton University and the University of Ottawa. Dr. Biebuyck’s primary research interests fall in the areas of global agricultural politics, transnational political economy, and the use of interdisciplinary methods for exploring the history of social power within industrialized societies.
Teaching Philosophy
His published work appears in venues including the European Journal of Social Theory, the Journal of Contemporary European Studies, Comparative European Politics, and The International Studies Encyclopedia. Dr. Biebuyck is currently completing a book project, based on his doctoral research, which fashions a history of governance and political rule in Western Europe from the perspective of food, farming and rural populations.
* Ph.D Political Science & Political Economy, Carleton University (Ottawa, Canada)
Research Interests
* Global Agricultural Politics
* Transnational Political Economy
transnational political economy cmbrown@georgiasouthern.eduhttps://democraticpurgatory.org/Christopher BrownChristopherBrownAssociate Professor912-478-7946Carroll Building 2209Statesboro CampusCollege of Behavioral & Social SciencesDepartment of Political Science & International StudiesBorn and raised in Philadelphia, Dr. Brown attended University of Florida and Temple University where he pursued his BA in Political Science as student-athlete in the sport of rugby. His research addresses normative issues of democratization and democracy theory broadly with a regional specialization in the Caribbean Basin. He has recently completed a manuscript on “Democratic Purgatory” and how democracies can break down through democratic means. Currently, he is beginning a new project on the concept of “verisimilitude” as an artifact of post-materialist civic engagement in advanced democracies as well as continuing his research into the intersection of sports and conflict resolution through an examination of Irish Rugby.
Teaching Philosophy
Dr. Brown earned his Ph.D. from Florida International University’s School of International and Public Affairs in Miami, Florida in 2009. He teaches and researches in the discipline of International Studies, specializing in democratization and democratic theory.
* Ph.D
Research Interests
* Normative Issues Of Democratization And Democracy Theory, Particularly Regarding Representation And Policy Implementation
* Sustainable Development
* Blue Economy
* Political Campaigning
Sustainable DevelopmentBlue EconomyPolitical Campaigning kcook@georgiasouthern.eduhttps://drive.google.com/file/d/1ldVsYTPmBTION-GJAFb7cXe5i7YeitLc/view?usp=share_linkKevin CookKevinCookSenior Lecturer912-478-7298Carroll Building 2206Statesboro CampusCollege of Behavioral & Social SciencesDepartment of Political Science & International StudiesAfter receiving an M.A. in political science from Georgia Southern University in 1991, Cook was hired as a temporary instructor. Appointed as a lecturer in 2012, he teaches several large sections of American Government. Cook serves as advisor to the Political Science Club and the Georgia Southern chapter of Pi Sigma Alpha, the National Political Science Honor Society.
Teaching Philosophy
American Government
* M.A. Political Science, Georgia Southern University
Research Interests
* American Government
bcurry@georgiasouthern.eduhttps://drive.google.com/file/d/1pOL24ntZShd9KuTf8M_Xlcmfyv2x-Adq/view?usp=share_linkBrett CurryBrettCurryProfessor912-478-7076Carroll Building 2202Statesboro CampusCollege of Behavioral & Social SciencesDepartment of Political Science & International StudiesDr. Curry received his Ph.D. in political science from The Ohio State University in 2005, and has been a faculty member at Georgia Southern since 2006. He teaches and researches in the field of American politics, with a general focus on law and courts. Curry’s research has been published in journals such as the Journal of Politics, Law & Society Review, American Politics Research, Law & Social Inquiry, Presidential Studies Quarterly, Political Research Quarterly, and Politics & Policy. He has coauthored two books, Decision Making by the Modern Supreme Court (Cambridge University Press, 2011) and U.S. Attorneys, Political Control, and Career Ambition (Oxford University Press, 2019).
Teaching Philosophy
Judicial decision making, United States Attorneys, Constitutional law, American government, American political institutions, and research methods.
* Ph.D Political Science, The Ohio State University
Research Interests
* Judicial Decision Making
* United States Attorneys
* Constitutional Law
* American Goverment
* American Political Institutions
United States AttorneysConstitutional LawAmerican GovermentAmerican political institutions jdacruz@georgiasouthern.eduhttps://drive.google.com/file/d/19r8o0PoiVYx6XKSlWDJb2MtPrD5fnWF9/view?usp=share_linkJosé de Arimatéia da CruzJoséde Arimatéia da CruzProfessor912-344-2679University Hall 234Armstrong CampusCollege of Behavioral & Social SciencesDepartment of Political Science & International StudiesProfessor of International Relations and International StudiesGeorgia Southern UniversityDepartment of Political Science & International StudiesResearch Professor U.S. Army War College Strategic Studies InstituteResearch Fellow Brazil Research Unit Council on Hemispheric Affairs (COHA)
Teaching Philosophy
Latin American and African Foreign Policy, Latin American and African National Security, Latin American Media and Politics, North-South Relations: Drug Trafficking & Transnational Organized Crime, Women and Politics in Latin America & Africa, Civil-Military Relations in Latin America & Africa, National Security and Cyber Security, Global Cyber Security, and Human Aspects of Cyber Security
* Ph.D. Miami University, Oxford, Ohio
* Master In Public Health (Mph Public Health Generalist) Georgia Southern University, Savannah, Ga (Jack N. Averitt College Of Graduate Studies, 2018)
* M.A. Professional Communication & Leadership Armstrong State University, Savannah, Georgia (Degree Awarded: Summer 2015)
* M.S. Armstrong Atlantic State University, Savannah, Georgia (Criminal Justice With An Emphasis In Cyber Affairs & Security; Degree Awarded: May 2012)
* M.A. Miami University, Oxford, Ohio (Political Science/Political Philosophy; Degree Awarded: August 1992)
Master in Public Health (MPH Public Health Generalist) Georgia Southern University, Savannah, GA (Jack N. Averitt College of Graduate Studies, 2018)M.A. Professional Communication & Leadership Armstrong State University, Savannah, Georgia (Degree Awarded: Summer 2015)M.S. Armstrong Atlantic State University, Savannah, Georgia (Criminal Justice with an emphasis in Cyber Affairs & Security; Degree Awarded: May 2012)M.A. Miami University, Oxford, Ohio (Political Science/Political Philosophy; Degree Awarded: August 1992)
Research Interests
* Latin American And African Studies
mflynn@georgiasouthern.eduhttps://drive.google.com/file/d/1ZHRMJbV5UCcivGbe9-yt9ypkKEcZe4mw/view?usp=share_linkMatthew FlynnMatthewFlynnProfessor912-478-2213Carroll Building 2205Statesboro CampusCollege of Behavioral & Social SciencesDepartment of Political Science & International StudiesDr. Flynn is a Professor of International Studies. He received his Ph.D. at the University of Texas at Austin in December 2010. Dr. Flynn received his Masters in Sociology from the London School of Economics and Social Science (London, UK) and holds a BS in Foreign Service from Georgetown University (Washington, DC).
Teaching Philosophy
His research focuses on political economy, globalization, and human rights. He has authored several articles focused on Latin America including a recent book publication Pharmaceutical Autonomy and Public Health in Latin America: State, Society, and Industry in Brazil’s AIDS Program (Routledge 2015). His current research is examining the immigration detention complex. In the past, he has worked as a consultant for the Pan American Health Organization and Texas’s Department of State Health Services, as well as foreign correspondent in Brazil.
* Ph.D, University Of Texas At Austin
* Masters In Sociology, London School Of Economics And Social Science (London, Uk)
* Bs Foreign Service, Georgetown University (Washington, Dc)
Masters in Sociology, London School of Economics and Social Science (London, UK)BS Foreign Service, Georgetown University (Washington, DC)
Research Interests
* Political Economy
* Globalization
* Human Rights
globalizationhuman rightsInstitute for Water and Health sjallow@georgiasouthern.eduSaba JallowSabaJallowAssociate Professor EmeritusStatesboro CampusCollege of Behavioral & Social SciencesDepartment of Political Science & International StudiesDr. Jallow received his Ph.D. from West Virginia University and he has been teaching at Georgia Southern University since 1989. He came to Georgia Southern from the University of Virginia, where he was a Pre-Doctoral Fellow at the Carter G. Woodson Institute.He initiated the Southeast Model African Union simulation in Georgia, which is now held annually by the University System of Georgia Africa Council. He was the chair of the University System African Council for four years. He also served as the director of the Center for Africana Studies at Georgia Southern University.
Teaching Philosophy
Classes he taught at Georgia Southern include American Government, African Politics, Introduction to Africa and its Diaspora, Model African Union Seminar, Comparative Politics, Rural Economic Development, Scope and Methods, International Political Economy, Congress and Public Policy and Fulani.
* Ph.D, West Virginia University
Research Interests
* African Politics
Center for Africana Studies joshuakennedy@georgiasouthern.eduhttps://drive.google.com/file/d/1G9zeRgd7aS1CphiyyYxnTYX3kFgrn5Uo/view?usp=drive_linkJoshua KennedyJoshuaKennedyAssociate Professor912-478-7928Carroll Building 2210Statesboro CampusCollege of Behavioral & Social SciencesDepartment of Political Science & International StudiesDr. Kennedy received his Ph.D. from the University of Colorado, Boulder, in 2014. His principal area of study and teaching is in American politics, with a more particular focus on the presidency and the federal bureaucracy. Kennedy has presented his work at numerous conferences, including the Annual Meeting of the American Political Science Association and the Annual Meeting of the Midwest Political Science Association. His research has appeared in such outlets as American Politics Research, Research and Politics, and Presidential Studies Quarterly.
Teaching Philosophy
The American presidency, presidential power, federal bureaucracy, inter-branch relations, principal-agent dilemmas, Congress, state politics, and political institutions.
* Ph.D, University Of Colorado At Boulder
Research Interests
* American Presidency
* Federal Bureaucarcy
* State Politics
federal bureaucarcystate politics jlubecki@georgiasouthern.eduJacek LubeckiJacekLubeckiProfessor912-478-1149Carroll Building 2211AStatesboro CampusCollege of Behavioral & Social SciencesDepartment of Political Science & International StudiesDr. Jacek Lubecki was born in Poland and studied law and romance languages at the Adam Mickiewicz University of Poznan. He received his Ph.D. in International Studies from the Graduate School of International Studies, University of Denver in 2000 and taught at University of Colorado-Colorado Springs (1998-2000, and at Millikin University (2000-2005) in Decatur, Illinois. Between 2005-2012 was Coordinator of International Studies and of Middle Eastern Studies, and Assistant, and, since 2009, Associate Professor of Political Science, at University of Arkansas at Little Rock. He came to Georgia Southern University in 2012.
Teaching Philosophy
His publications include articles such as “Echoes of Latifundism” (Eastern European Politics and Societies, winter 2004), “Poland in Iraq” (The Polish Review, summer 2005), and “Reconstructing Galicia” (Europe-Asia Studies, 2010). He also published articles on Polish military history in the popular journal “The Armchair General.” His article on Jozef Pilsudski as a military leader was published in The Polish Review in 2011. Since then, he published several books, mostly on topics of defense policies of East-Central Europea and the Balkans.
* Ph.D International Studies, University Of Denver
Research Interests
* East/East-Central European And Middle Eastern Politics
pnovonty@georgiasouthern.eduPatrick NovontyPatrickNovontyProfessor912-478-1391Carroll Building 2204Statesboro CampusCollege of Behavioral & Social SciencesDepartment of Political Science & International StudiesProfessor Novotny received his Ph.D. in Political Science from the University of Wisconsin-Madison in 1995 and has been a faculty member at Georgia Southern since then. Novotny’s research has been published in journals such as the Harvard International Journal of Press/Politics, The Georgia Historical Quarterly, and Social Science Computer Review. His latest book, This Georgia Rising: Education, Civil Rights, And The Politics Of Elections In Georgia In The 1940s, was published with Mercer University Press in 2007.
Teaching Philosophy
He teaches and researches in the field of American politics, with a general focus on Georgia political history, political parties, and politics and the media.He has recently completed a book manuscript on the study of qualitative research methodology in Political Science and is currently completing another book manuscript on the history of politics and the media in American political history from the 18th Century through the present.
* Ph.D Political Science, University Of Wisconsin-Madison
Research Interests
* American Government
* American Political Insitutions
* Qualitative Research Methodology
* Political Parties
* Politics And The Media
American political insitutionsqualitative research methodologypolitical partiespolitics and the media kperry@georgiasouthern.eduhttps://drive.google.com/file/d/1eBV3Pj0LnwXTi1RKc4IoItjYt6ak67zN/view?usp=sharingKate PerryKatePerryAssociate Professor912-478-0838Carroll Building 2208Statesboro CampusCollege of Behavioral & Social SciencesDepartment of Political Science & International StudiesKate Perry received her Ph.D. in Political Science from the University of Missouri. She completed her MA in International Relations at Western Illinois University and received her BA in Political Science from Monmouth College. She has been at GSU since the fall of 2019.
Teaching Philosophy
Dr. Perry specializes in gender and human security in international relations. In her research, Dr. Perry examines the ways in which gender influences and is influenced by global security phenomena within and beyond the traditional concept of military security. Her work has explored Women as decision-makers in positions of leadership, as victims of crime, and as individuals impacted by the foreign policy decisions of typically male decision makers. Her core research goal is to build a body of work that helps to improve the circumstances of girls and Women around the world. Principally, Dr. Perry has focused her research on the topic of human trafficking, a heavily gendered issue that sits at the nexus between human security and gender.
* Ph.D Political Science, University Of Missouri
* Ma International Relations, Western Illinois University
* Ba Political Science, Monmouth College
MA International Relations, Western Illinois UniversityBA Political Science, Monmouth College
Research Interests
* Gender And Human Security In International Relations
* Human Trafficking
human trafficking rpirro@georgiasouthern.eduRobert PirroRobertPirroProfessor912-478-7297Carroll Building 2271Statesboro CampusCollege of Behavioral & Social SciencesDepartment of Political Science & International StudiesDr. Robert Pirro came to Georgia Southern in 1997 after finishing graduate work at U.C. Berkeley (Ph.D. 1996) and undergraduate work at Harvard (B.A. 1986). Professor Pirro has many scholarly interests including the politics of tragedy, the political thought of Auschwitz survivor, industrial chemist, and writer Primo Levi, the political theory of the German-Jewish refugee-turned-American Political theorist Hannah Arendt, and the politics of film. He welcomes conversations with students about movies, politics, tragedy, the links between American and German culture, Socrates, and where to find the best secondhand bookstores.
Teaching Philosophy
He covers most of the department’s survey courses in political theory/philosophy (Ancient Political Thought, Modern Political Thought, Contemporary Political Thought, American Political Thought, Feminist Political Thought). Film and Politics is the newest addition to the political theory/philosophy courses he offers. In teaching American Government and Introduction to Political Science, he does NOT use textbooks but instead tries to convey to students the excitement and challenge of politics by studying in some depth examples of important political phenomena including revolution, populism, corruption, utopianism.
* Ph.D, University Of California Berkeley
* Ba, Harvard University
BA, Harvard University
Research Interests
* Politics Of Tragedy
* Politics Of Film
politics of film mstobb@georgiasouthern.eduhttps://maureenstobb.academia.edu/Maureen StobbMaureenStobbAssociate Professor912-478-5765Carroll Building 2203Statesboro CampusCollege of Behavioral & Social SciencesDepartment of Political Science & International StudiesMaureen Stobb received her Ph.D. in Political Science from the University of Texas at Dallas. She completed her B.A. in Political Science at the College of New Jersey and obtained a J.D. from the University of Notre Dame. She was an intern at the fifth session of the Preparatory Commission for the International Criminal Court and at Amnesty International’s London office. She also practiced law for seven years, primarily as an immigration and asylum attorney.
Teaching Philosophy
Dr. Stobb specializes in law and courts, and immigration policy. In her research, Dr. Stobb examines the impact of the use of legal concepts and arguments, and reliance on courts, to address public policy problems. In particular, she studies the use of law and legal processes to promote international norms of human rights and dignity, to address challenges posed by human migration, and to define the rights and duties attached to citizenship. Dr. Stobb’s current research agenda focuses on the formulation, implementation and impact of citizenship and immigration policy.
* Ph.D Political Science, University Of Texas At Dallas
* J.D. University Of Notre Dame
* B.A Political Science, College Of New Jersey
J.D. University of Notre DameB.A Political Science, College of New Jersey
Research Interests
* Law And Courts
* Immigration Policy
immigration policyNational Youth Advocacy and Resilience Research Center htecklenburg@georgiasouthern.eduhttps://drive.google.com/file/d/1uV3FrFBKCpwuXpUb_Zhlq9LcpXrXD4-F/view?usp=share_linkH. Chris TecklenburgH. ChrisTecklenburgAssociate Professor912-344-3160University Hall 215Armstrong CampusCollege of Behavioral & Social SciencesDepartment of Political Science & International StudiesDr. H. Chris Tecklenburg received his Ph.D. in Political Science from the University of Florida. He completed his B.A. in Political Science at the University of South Carolina, and his J.D. from the University of South Carolina School of Law. Prior to pursuing graduate studies, he practiced two years focusing on corporate, real estate and insurance disputes. His primary teaching areas include American Government and the Courts.
Teaching Philosophy
American Government, American Constitutional Law, and Judicial Politics.
* Ph.D Political Science, University Of Florida
* J.D. University Of South Carolina School Of Law
* B.A. Political Science, University Of South Carolina
J.D. University of South Carolina School of LawB.A. Political Science, University of South Carolina
Research Interests
* American Government
* American Constitutional Law
* Judicial Politics
American Constitutional LawJudicial Politics kimberlymartin@georgiasouthern.eduhttps://drive.google.com/file/d/1xJuEPNkMarcw5DpZlOkH3qqqs9WOJV6Y/view?usp=sharingKimberly Martin TecklenburgKimberlyMartin TecklenburgAssistant Professor912-344-2698University Hall 235Armstrong CampusCollege of Behavioral & Social SciencesDepartment of Political Science & International StudiesDr. Martin Tecklenburg received her Ph.D. in Political Science – Public Policy from the University of Florida where she also completed an M.A. in Political Science – Public Affairs. She attended Sweet Briar College, where she received a B.A. in Government. She has experience in both higher education and the public sector. She worked as the Special Assistant for Secretary of Education Belle Wheelan and former Governor Mark Warner of Virginia. While at the University of Florida, she worked with former Senator and Governor, Bob Graham, to establish the Bob Graham Center for Public Service. After graduation, she moved to Tennessee where she served as the Assistant Director of Research at the Tennessee Higher Education Commission.
Teaching Philosophy
She teaches courses in American politics, research methods, leadership, and public policy. Her past experiences have influenced her current research interests, which focus on education policy, political leadership, state politics, and LGBTQ+ policy.
* Ph.D Political Science - Public Policy, University Of Florida
* M.A. Political Science - Public Affairs, University Of Florida
* B.A. Government, Sweet Briar College
M.A. Political Science - Public Affairs, University of FloridaB.A. Government, Sweet Briar College
Research Interests
* Education Policy
* Political Leadership
* State Politics
* Lgbtq+ Policy
political leadershipstate politicsLGBTQ+ policy lwessel@georgiasouthern.eduhttps://drive.google.com/file/d/1plwNuSCN02UOluBSU8mcPdWyURo3Ly0G/view?usp=drive_linkLara WesselLaraWesselAssociate Professor912-344-2683University Hall 221Armstrong CampusCollege of Behavioral & Social SciencesDepartment of Political Science & International StudiesLara Wessel earned her Ph.D. in Political Science from the University of Wisconsin – Milwaukee. She also completed her MA in Political Science at UWM. She attended Ohio University and earned her BA in Communications from Cardinal Stritch University. She has been at the Armstrong Campus of GSU since the fall of 2011.
Teaching Philosophy
Dr. Wessel specializes in political ideology and its impacts on political behavior, media, and decision making. In her research, Dr. Wessel examines ways in which political ideology influences behavior both within the formal political sphere, and in other areas of life not traditionally thought of as political. For example, she analyzes the influence of political ideology in popular music and sports. Her research goal is to encourage students to understand the significance of political ideology in their lives. She is currently analyzing the relationships among political ideology, rhetoric, and political violence.
* Ph.D Political Science, University Of Wisconsin Milwaukee
* Ma Political Science, University Of Wisconsin Milwaukee
* Ba Communications, Cardinal Stritch University
MA Political Science, University of Wisconsin MilwaukeeBA Communications, Cardinal Stritch University mallen@georgiasouthern.eduMary Kate AllenMary KateAllenCommunications Manager912-478-1044RosenwaldStatesboro CampusProvost OfficeOffice of the Provost & Executive Vice President for Academic Affairs
* Bs In Journalism, 2004, Georgia Southern University
* Ma In Journalism/Emerging Media, 2025, University Of Georgia
MA in Journalism/Emerging Media, 2025, University of Georgia mcampbell@georgiasouthern.eduMyka Bussey-CampbellMykaBussey-CampbellAssociate Chair, Diagnostic Medical Sonography Program Coordinator912-344-2787AH 103Armstrong CampusWaters College of Health ProfessionsDepartment of Clinical SciencesI am the Associate Chair of Clinical Sciences and Program Coordinator of the Diagnostic Medical Sonography program on the Armstrong campus located in Savannah, GA. I earned my undergraduate Bachelor of Radiologic Sciences degree from Augusta University. Upon graduation, I earned certifications in the speciality areas of Radiography and Diagnostic Medical Sonography. I pursued Master's degree in Adult Education with an emphasis on Instructional Technology from Georgia Southern University (formerly Armstrong State University). Ultimately, I earned a Doctorate of Philosophy from the University of Georgia from the Mary Frances Early College of Education. I have served as an educator in imaging profession for approximately 20 years.
Teaching Philosophy
I view students based on their personality and characteristics including assessing their level of compassion, professionalism, humility, motivation for learning, cognitive and learning styles, and their existing skill set. Regarding what is being learned, I emphasize reading and reviewing provided information, skill development, and highlighting theory, physics, and principles defined by credential and accreditation agencies and field experts.Students must be able to relate acquired knowledge to real-life experiences through personal or educational encounters while in the program. This will enable one to develop compassion through moments of empathy or sympathy when dealing with patients and other health professionals.
* Bachelor's Of Radiologic Sciences
* Master's Of Adult Education - Instructional Technology
* Doctorate Of Philosophy (Education)
* Registered Radiographer
* Registered Diagnostic Medical Sonography
Master's of Adult Education - Instructional TechnologyDoctorate of Philosophy (Education) Registered RadiographerRegistered Diagnostic Medical Sonography
Research Interests
* Student Success
* Mental Health and Wellbeing in Higher Education
Student SuccessMental Health and Wellbeing in Higher Education jdyer@georgiasouthern.eduJohn DyerJohnDyerProfessor912-478-5223PCOB 1114Statesboro CampusParker College of BusinessDepartment of Information Systems & AnalyticsVery successful in all components of teaching, research, service, student success, and professional growth, having successfully developed and taught a multitude of courses in information systems, statistics, quantitative methods, decision sciences, and finance. Developed and maintained a research agenda, with a current emphasis primarily within the field of IS education, having 26 refereed publications, and 9 referred proceedings. Continuous support of the institution and professional organizations through service. Extensive skills and experience within IS areas related to teaching business applications software, database, and ERP.
Teaching Philosophy
Learning is, of course, the main purpose of education. It is the goal of every student and the task of every teacher to increase knowledge and understanding in the classroom, towards development of independent thought, idea sharing, effective teamwork, as well as social and mental development.
* Ph.D. Statistics - University Of Alabama
* M.S. Statistics - University Of Alabama
* Msis Management Information Systems - Georgia College & State University
* M.B.A. Emphasis Finance & Quant Methods - University Of Alabama At B'Ham
* B.S. Business Emphasis Finance & Quant Methods - University Of Alabama At B'Ham
M.S. Statistics - University of AlabamaMSIS Management Information Systems - Georgia College & State UniversityM.B.A. Emphasis Finance & Quant Methods - University of Alabama at B'hamB.S. Business Emphasis Finance & Quant Methods - University of Alabama at B'ham
Research Interests
* Database Programming
* Applied Business Analytics
Database ProgrammingApplied Business Analytics mmaxwell@georgiasouthern.eduKathi MaxwellKathiMaxwellClinical Assistant Professor of Secondary Education440-522-9816University Hall Rm 262Armstrong CampusCollege of EducationDepartment of Middle Grades & Secondary EducationKathi is a Georgia Southern alum and is a visiting instructor in the Middle Grades and Secondary Education program. Dr. Maxwell teaches graduate courses and enjoys working with future teachers.
Teaching Philosophy
As a professor of education, my primary goal is to inspire and empower the next generation of educators to think critically, act compassionately, and engage meaningfully with students in diverse classrooms. I believe that education is not just the transmission of knowledge, but the development of a deeper understanding of the world, the self, and the interconnectedness between the two. My role as an educator is to create a learning environment that fosters curiosity, collaboration, and reflection, where students feel both challenged and supported as they develop their skills and knowledge.
* Ed.D. In Curriculum Studies
* M.Ed. In Educational Leadership
* B.S. In Biology
M.Ed. in Educational LeadershipB.S. In Biology
Research Interests
* STEM education
* Effective instructional strategies
STEM educationEffective instructional strategies svpool@georgiasouthern.eduScot PoolScotPoolPart Time instructor, Legal Environment of Business912-352-1190SavannahArmstrong CampusParker College of BusinessSchool of AccountancyMr. Pool has been practicing law since 1996 and teaching at Georgia Southern since 2003. He often considers teaching the highlight of his day.
Teaching Philosophy
It is Mr. Pool's responsibility to make his class both interesting and important to you in your college career and life thereafter.
* Juris Doctor, The University Of Georgia School Of Law, 1996; Bachelor Of Arts, Cum Laude In Political Science, Emory University, 1993
Research Interests
jliu@georgiasouthern.eduJun LiuJunLiuAssociate Professor of Quantitative Methods912-478-50852225Statesboro CampusParker College of BusinessDepartment of Information Systems & AnalyticsJun Liu is Associate Professor of Quantitative Methods at the Department of Information Systems & Analytics, Parker College of Business, Georgia Southern University. He received his Ph.D. in Business Statistics from the University of Illinois at Chicago. His research interest includes linear and nonlinear/nonparametric time series analysis, forecasting methods, machine learning, and business applications of statistics.
Teaching Philosophy
To create the conditions under which students can reach their fullest potential as practitioners and scholars
* Ph.D. In Business Statistics
Research Interests
* Nonparametric statistics
* Business Analytics
Nonparametric statisticsBusiness Analytics shairston@georgiasouthern.eduStephanie HairstonStephanieHairstonAssociate Professor 912-478-5127PCOB 2249Statesboro CampusParker College of BusinessSchool of AccountancyDr. Stephanie A. Hairston, CPA, is an Associate Professor and Coordinator of Graduate Accounting Programs at Georgia Southern University, where she has been a faculty member since 2014. She previously served as an Assistant Professor and has contributed significantly through her research in capital markets, derivative accounting, and top management composition. Dr. Hairston earned her Ph.D. in Accounting from the University of Memphis and her M.S. and B.S. in Accounting and Finance from Wake Forest University. Before joining academia, she gained valuable experience at Ernst & Young LLP as an Assurance Services Accountant, enhancing her expertise in financial reporting and auditing.
Teaching Philosophy
Dr. Stephanie A. Hairston’s teaching philosophy centers on creating an engaging, student-focused learning environment that encourages critical thinking, active participation, and practical application. She believes education is an interactive journey, where students not only acquire knowledge but also develop the skills to analyze, question, and apply concepts in real-world scenarios. Recognizing the diversity in learning styles, Dr. Hairston is committed to adapting her approach to meet varied student needs, fostering an inclusive classroom atmosphere that supports intellectual curiosity and empowers students to reach their highest potential in accounting and beyond.
* Doctorate Of Philosophy In Accounting, University Of Memphis
* Masters Of Science In Accounting, Wake Forest University
* Bachelor Of Science In Finance, Wake Forest University
Masters of Science in Accounting, Wake Forest UniversityBachelor of Science in Finance, Wake Forest University
Research Interests
* Derivative Accounting
* Auditing
* Education
Derivative AccountingAuditingEducation jsarji@georgiasouthern.eduhttps://scholar.google.com/citations?user=uKsNfBcAAAAJ&hl=enMatt SarjiMattSarjiAssistant Professor912-478-2204Parker 2226Statesboro CampusParker College of BusinessSchool of AccountancyMatt Sarji earned his Ph.D. at Virginia Commonwealth University. His primary research interest is in managerial accounting and incentivizing creativity in the workplace. In addition, Matt is a licensed CPA in the state of Virginia with three years of professional experience.
Teaching Philosophy
Matt's teaching interests include both managerial accounting and financial accounting topics as well as data analytics. As a first-generation college student, Matt believes nothing is more important than helping students grow as individuals and realize the opportunities that a career in accounting can provide.
* Ph.D.
Research Interests
* Incentives
* Control Systems
* Creativity
IncentivesControl SystemsCreativity janicebrown@georgiasouthern.eduJanice BrownJaniceBrownAdministrative Assistant II912-478-2228Parker College of Business, Room 2203Statesboro CampusParker College of BusinessSchool of AccountancyFrom Sylvania, GA. Been with GS and School of Accountancy for almost 15 years. Married to Wallace Brown. One son, Wally; daughter-in-law, Kaitlyn; 1 year old grandson, Tripp.
Teaching Philosophy
ssipe@georgiasouthern.eduStephanie SipeStephanie SipeProfessor of Legal Studies in Business912-478-1223Parker College of Business 1103Statesboro CampusParker College of BusinessSchool of AccountancyStephanie Sipe joined the faculty of Georgia Southern University in 2005. Professor Sipe practiced law for 12 years, where she developed an expertise in employment law issues. She has appeared in state and federal trial and appellate courts, including the Virginia Supreme Court, the Fourth Circuit Court of Appeals, and was counsel of record on a case appealed to the U.S. Supreme Court. Professor Sipe has an active research agenda with numerous publications in academic journals. She currently serves as the Chair of the Parker College Inclusion and Belonging Committee and represents the College on the President’s Inclusive Excellence Advisory Board.
Teaching Philosophy
My teaching philosophy centers on fostering critical thinking, practical application, and ethical responsibility for both undergraduate and graduate students. I aim to create a dynamic and inclusive learning environment where students are encouraged to critically analyze the law’s role within society and reflect on its practical implications. By designing assessments that prioritize analytical skills and ethical considerations over rote memorization, I aim to prepare students to recognize and comply with current laws governing business practices. Ultimately, my goal is to equip students with the knowledge and critical thinking skills needed to navigate the legal landscape so they excel in their professional lives.
* Juris Doctorate, University Of Georgia
* Masters Of Science, James Madison University
* Bachelors Of Arts (Cum Laude), Wake Forest University
Masters of Science, James Madison UniversityBachelors of Arts (cum laude), Wake Forest University
Research Interests
* Employment Discrimination
* Whistleblower Law
Employment DiscriminationWhistleblower Law tbuckhoff@georgiasouthern.eduThomas BuckhoffThomasBuckhoffAssociate Professor of Accounting912-486-0809Parker College of Business, Room 3301Statesboro CampusParker College of BusinessSchool of AccountancyThomas Buckhoff is Associate Professor of Accounting at Georgia Southern University. He is also a partner with Forensic Solutions, LLC—a professional firm specializing in forensic accounting and litigation support services. Dr. Buckhoff received his Bachelors and Master of Accountancy degrees from Brigham Young University (BYU) and his Ph.D. in accounting from the University of Kentucky. He is a Certified Public Accountant (CPA), a Certified Fraud Examiner (CFE), and is Certified in Financial Forensics (CFF) by the American Institute of Certified Public Accountants. He currently serves on the Editorial Boards for the Journal of Forensic Accounting Research and the Journal of Forensic & Investigative Accounting.
Teaching Philosophy
Students learn best by applying what they learn to a real world problem.
* Ph.D., Accounting, University Of Kentucky
* Master Of Accountancy, Brigham Young University
* Bachelor Of Science, Accounting, Brigham Young University
* Certified Public Accountant (Cpa) And Certified In Financial Forensics (Cff)
* Certified Fraud Examiner (Cfe)
Master of Accountancy, Brigham Young UniversityBachelor of Science, Accounting, Brigham Young UniversityCertified Public Accountant (CPA) and Certified in Financial Forensics (CFF)Certified Fraud Examiner (CFE)
Research Interests
* forensic accounting
* expert witnessing
forensic accountingexpert witnessing mwhatley@georgiasouthern.eduMaliece WhatleyMalieceWhatleyPrincipal Lecturer912-344-3167Hawes Room 208DArmstrong CampusParker College of BusinessSchool of AccountancyMaliece Whatley is a CPA with over 40 years of experience. She began her career as an auditor with Coopers & Lybrand, and then moved into a management postion at BellSouth Enterprises. She is actively involved in professional organizations, serving on the Leadership Council of the Georgia Society of CPAs. Her previous leadership roles have included: past President of the Educational Foundation of the Georgia Society of CPAs and past President of the Georgia Association of Accounting Educators. She received the Outstanding Accounting Educator Award from the Educational Foundation of the Georgia Society of CPAs in 2012. She teaches undergraduate Principles of Accounting courses.
Teaching Philosophy
My main objective in leading students in the learning process is to develop curious independent thinkers with the skills to confidently solve problems. My courses are structured to be inclusive, interactive, engaging, and student centered. My class learning activities are designed for active and collaborative learning, leading to confident students….students that are confident to speak up, confident to ask questions, and confident to share. I try to create an interest in accounting. Students that are interested in the subject are more motivated and tend to do better in the course. Throughout the semester I discuss current events that are relevant to accounting and relate these issues to the topics in the textbook.
* Macc, University Of Georgia
* Bba, University Of Georgia
BBA, University of Georgia dsneathen@georgiasouthern.eduL. Dwight Sneathen Jr.L. DwightSneathen Jr.Associate Professor of Accounting912-478-0167College of Business 2223Statesboro CampusParker College of BusinessSchool of AccountancyDwight Sneathen is an Associate Professor of Accounting at Georgia Southern University where he arrived in 2005. Sneathen worked in public accounting and private industry prior to entering academia. He holds a Ph.D. from the University of Arizona, he is a Certified Public Accountant, a Certified Fraud Examiner, and he is active with the Georgia Society of CPAs.Sneathen primarily teaches financial accounting at the graduate and undergraduate levels. He was voted Professor of the Year in the School of Accountancy in 2007 and 2011, Outstanding Faculty of the Year in the Georgia WebMBA in 2023 and 2024, and Outstanding Accounting Educator by the Georgia Society of CPAs Educational Foundation in 2022.
Teaching Philosophy
I have many goals in my role as a professor. My job is to prepare students to be successful outside the classroom. While I am addressing the importance of the guidelines for financial accounting, I need to connect that to real world applications. This includes discussion of the application of accounting in practice, and projects that help to reinforce the need for students to understand the concepts and apply them to different situations. In all of the courses that I teach there is always an ongoing discussion of the need to develop our professionalism in the way we communicate, in the work ethic we display, and through our independent search to be the best version of ourselves.
* 2001 Doctor Of Philosophy, University Of Arizona
* 2000 Master Of Accounting, University Of Arizona
* 1996 Bachelor Of Science, University Of Arizona
2000 Master of Accounting, University of Arizona1996 Bachelor of Science, University of Arizona
Research Interests
* The impact of firm characteristics on audit planning decisions and outcomes.
The impact of firm characteristics on audit planning decisions and outcomes. kboakye@georgiasouthern.eduhttps://scholars.georgiasouthern.edu/en/persons/kwabena-g-boakye-2Kwabena BoakyeKwabenaBoakyeProfessor of Information Systems and Analytics912-478-5799Parker College of Business Room 3341Statesboro CampusParker College of BusinessDepartment of Information Systems & AnalyticsKwabena G. Boakye, Ph.D., is a professor of information systems and analytics in the Parker College of Business, Georgia Southern University. Kwabena is a certified Six Sigma Black Belt by the American Society for Quality. His research interests include healthcare and service operations strategy, quality management, and information technology post-adoption.
Teaching Philosophy
My teaching philosophy is to help my students improve their critical thinking skills as they face problems or challenges in life. I believe in establishing a dynamic relationship-based teaching environment that (1) engages students, (2) helps students discover their own talents and potential, and (3) provides students with the crucial soft skill of critical thinking.
* Ph.D., University Of North Texas, 2013
* M.S., University Of Idaho, 2010
* Bsc., Kwame Nkrumah University Of Science And Technology (Knust), 2006
M.S., University of Idaho, 2010BSc., Kwame Nkrumah University of Science and Technology (KNUST), 2006
Research Interests
* Healthcare and Service Operation Strategy
* IT Post-Adoption
Healthcare and Service Operation StrategyIT Post-AdoptionCenter for Public Health Practice and Research bdai@georgiasouthern.eduBo DaiBoDaiAssociate Professor of Marketing912-344-3288Hawes Hall 208HArmstrong CampusParker College of BusinessDepartment of MarketingBo Dai is an Associate Professor of Marketing at Georgia Southern University, USA. She received her Ph.D.s from the University of North Texas and Auburn University. Her research interests include retail strategies, customer service experience, and retail patronage. She has published in journals including Psychology & Marketing, Journal of Strategic Marketing, Journal of Journal of Retailing and Consumer Services, and Journal of Electronic Commerce Research.
Teaching Philosophy
I measure my success as an educator by my students’ ability to apply their learning beyond the classroom, whether they are launching marketing campaigns, analyzing consumer insights, or leading strategic initiatives. My role is to guide, support, and challenge them to become innovative, ethical, and impactful marketers.
* Ph.D. In Marketing
Research Interests
* Customer Service
Customer Service ddavtyan@georgiasouthern.eduhttps://scholars.georgiasouthern.edu/en/persons/davit-davtyanDavit DavtyanDavitDavtyanAssistant Professor, Marketing912-478-6625COBA 3339Statesboro CampusParker College of BusinessDepartment of MarketingDavit Davtyan is an Assistant Professor in the Department of Marketing at Georgia Southern University. He earned his Ph.D. in Advertising, Marketing, and Media Analytics from The University of Texas at Austin. Dr. Davtyan’s research focuses on brand placements, effectiveness of advertising campaigns, and diffusion of innovations. Prior to his academic career, Dr. Davtyan held various managerial positions in marketing, telecommunications, and business consulting.
Teaching Philosophy
As a dedicated teacher-scholar, I am committed to creating a dynamic, engaging, and inclusive learning environment that nurtures curiosity and inspires students to become lifelong learners. In my classes, I integrate theoretical knowledge with real-world applications, encouraging students to think critically and embrace creativity. My goal is to make each class a meaningful and stimulating experience for every student.
* Ph.D., The University Of Texas At Austin, 2017
* Mba, American University Of Armenia, 2009
* B.S., Moscow State Engineering Physics Institute, 2004
MBA, American University of Armenia, 2009B.S., Moscow State Engineering Physics Institute, 2004
Research Interests
* Diffusion of Innovations
* Advertising Effectiveness
Diffusion of InnovationsAdvertising Effectiveness rressler@georgiasouthern.eduhttps://scholar.google.com/citations?user=CVCAbhcAAAAJ&hl=enRand ResslerRandResslerAssociate Dean912-478-00862253CStatesboro CampusParker College of BusinessDepartment of EconomicsRand Ressler is the Associate Dean for Academic and Faculty Affairs for the Parker College of Business. He has (co) authored more than thirty peer-reviewed publications in academic journals such as Economic Inquiry, Southern Economic Journal, The American Journal of Economics and Sociology, Review of Industrial Organization, and Public Choice, among others. His works have been cited hundreds of times by other scholars of applied microeconomics and have been referenced in U.S. Senate hearings. He is an enthusiastic instructor who cherishes time in the classroom.
Teaching Philosophy
I strive to present students with examples that resonate with them in order to keep my courses relevant.
* Ph.D. In Economics, Auburn University
* B.S. In Business Administration (Economics), Auburn University
B.S. in Business Administration (Economics), Auburn University
Research Interests
* Labor Economics
* Public Choice
Labor EconomicsPublic Choice rmcgrath@georgiasouthern.eduRichard McGrathRichardMcGrathProfessor of Economics912-344-2626Hawes 208JArmstrong CampusParker College of BusinessDepartment of EconomicsRick McGrath Has been a faculty member on the Armstrong Campus of Georgia Southern University since his arrival at Armstrong in 1997. He is a Past-President and Fellow of the Academy of Economic and Finance. His teaching focuses on microeconomic theory and policy-oriented courses for undergraduate and graduate students.
Teaching Philosophy
I engage students in recognizing the applicability of solutions across seemingly unrelated problems. This facilitates treating new problems as an extension of those we have already solved rather than as something that must be dealt with from scratch. This approach is particularly important in evaluating policies related to new technologies where we have little experience to draw upon.
* Ph.D., University Of Virginia
* M.A., University Of Virginia
* B.A., Framingham State College
M.A., University of VirginiaB.A., Framingham State College
Research Interests
* Mitigating Survey Bias
* Applied Microeconomics
Mitigating Survey Bias Applied Microeconomics aellis@georgiasouthern.eduAmie EllisAmieEllisSenior Lecturer912-478-7738Parker College of Business 1132Statesboro CampusParker College of BusinessDepartment of Logistics & Supply Chain ManagementExperienced Lecturer in the higher education industry with a demonstrated history of nearly 20 years in leadership positions at General Motors Corporation, Delphi Corporation, and Group Schneider. Skilled in Lean Six Sigma, Continuous Improvement, Statistical Data Analysis, Root Cause Analysis, and Quality Management. Practicing academic with a MS focused in Manufacturing Management from Kettering University formerly GMI Engineering & Management Institute.
Teaching Philosophy
My teaching philosophy centers on equipping undergraduates, as future leaders, with the knowledge and skills for effective problem-solving and decision-making. I create an environment that encourages exploration of both theory and practice through a multi-faceted approach: presenting key concepts, practicing with examples, reinforcing ideas through assignments, and offering individualized support. I emphasize tools and methods relevant to today’s business challenges and prioritize students' success after graduation. In class, I foster values such as accountability, respect, empathy, and excellence, nurturing integrity, diligence, and teamwork essential for the professional world.
* M.S. Manufacturing Management - Gmi Engineering & Management Institute (Now Kettering University)
* B.S. Industrial Engineering - State University Of New York At Buffalo
B.S. Industrial Engineering - State University of New York at Buffalo
Research Interests
* Process Improvement
* Quality Management
* Operations Management
Process ImprovementQuality ManagementOperations Management sellis@georgiasouthern.eduhttps://scholar.google.com/citations?hl=en&user=V7eLViEAAAAJScott EllisScottEllisProfessor and Department Chair912-478-3371PCOB 3309AStatesboro CampusParker College of BusinessDepartment of Logistics & Supply Chain ManagementScott C. Ellis is a Professor and Chair of the Logistics and Supply Chain Management Department at Georgia Southern University. Previously, Scott held tenure-track appointments in supply chain management at the University of Kentucky and Clemson University. Dr. Ellis holds a B.S. in electrical engineering from GMI Engineering and Management Institute, an M.S. in manufacturing management from Kettering University, and a Ph.D. in supply chain management from the State University of New York at Buffalo (University at Buffalo). Complementing his academic background, Scott has 18 years of managerial experience in the automotive industry at General Motors and Delphi Corporations.
Teaching Philosophy
Dr. Ellis has led supply management, operations, logistics, and organizational change coursework within Ph.D., Executive M.B.A., M.B.A., B.B.A., B.S. and executive education programs. Additionally, he has mentored more than 100 organizational change projects with student teams and regional industrial partners. In doing so, Dr. Ellis emphasizes hands-on, experiential learning approaches to complement the presentation and discussion of core course topics. Student participation, rich interaction, and continuous improvement characterize Dr. Ellis's pedagogical approach.
* Ph.D. In Business Administration Specializing In Supply Chain Management
Research Interests
* Supply risk
* Supplier-driven innovation
* Buyer-supplier interactions
* Supply chain technologies
Supply riskSupplier-driven innovationBuyer-supplier interactionsSupply chain technologies diyengar@georgiasouthern.eduDeepak IyengarDeepakIyengarProfessor and Masters and Certificate Program Advisor912-478-6019Statesboro / SavannahArmstrong Campus, Statesboro CampusParker College of BusinessDepartment of Logistics & Supply Chain ManagementDeepak Iyengar, professor, focuses his research and teaching in the areas of bottom-of-the pyramid supply chains and last-mile logistics. He is currently the Program Advisor for the Masters and Certificate programs in Logistics and Supply Chain Management.He has taught in academic institutions in the U.S., India, and Qatar including University of Kentucky, Indian Institute of Management Indore, Qatar University, Central Washington University, and Florida Southern College prior to joining Georgia Southern University. His industry experience includes working in Glaxo India Limited and Group Usha. He is an advocate of quality management and has taught courses and led projects in lean six sigma.
Teaching Philosophy
My teaching philosophy centers around helping students gain real world experience. As a proponent of lean management philosophy, I embrace the idea of continuous improvement and listening to the voice of all stakeholders in the world of education.
* Ph.D., University Of Maryland
* Mib, Indian Institute Of Foreign Trade
* B.Com (Hons)., Iimc, Osmania University
MIB, Indian Institute of Foreign TradeB.Com (Hons)., IIMC, Osmania University
Research Interests
* last-mile logistics
last-mile logistics mcuellar@georgiasouthern.eduMichael CuellarMichaelCuellarProfessor912-478-4060PCOB 2222Statesboro CampusParker College of BusinessDepartment of Information Systems & AnalyticsMichael Cuellar was previously at North Carolina Central University before coming to Georgia Southern. Prior to entering academia, he spent 25 years in industry working for such firms as EDS, Computer Sciences Corporation, and Lockheed. In industry, he was a programmer, team leader, project/program manager and engagement manager. He has experience in outsourcing relationship sales and management. His research interests include the philosophy, social theory and ethics for information systems, scholarly capital and the deaf effect in project management. He is a member of Project Management International and the Association for Information Systems
Teaching Philosophy
I attempt to convey to the students not only the factual data of the course but also to convey some of the “reality” of the field of IS and my excitement to be a part of it. Therefore, I utilize a “flipped” classroom. Students study the “book” material and then we engage with it by means of case work, class discussion, projects and exercises. My assessments are tailored to the learning objectives: multiple choice questions for Bloom’s level 1 and 2 type questions; projects and Exercises for higher level Bloom’s areas of learning. My examinations tend to be a series of questions based on example business situations in which the students are required to apply the course materials.
* Ph.D. (Computer Information Systems), Georgia State University, 2009
* Ms (Computer Information Systems), Georgia State University, 2004
* Bsba (Finance), University Of Central Florida, 1976
MS (Computer Information Systems), Georgia State University, 2004 BSBA (Finance), University of Central Florida, 1976
Research Interests
* Philosophy and Social Theory of Information Systems
* Scholarly Capital of Researchers
* The Deaf Effect in Project Management
Philosophy and Social Theory of Information SystemsScholarly Capital of ResearchersThe Deaf Effect in Project Management mtabatabaei@georgiasouthern.eduManouchehr TabatabaeiManouchehrTabatabaeiInformation Systems and Analytics912-478-7425PCOB 3302Statesboro CampusParker College of BusinessDepartment of Information Systems & AnalyticsManouchehr Tabatabaei is on the faculty of Information Systems and Analytics Department, Parker College of Business at Georgia Southern University where he teaches online and offline courses. He received his Ph.D. in Computer Information Systems from Arizona State University.
Teaching Philosophy
Effective learning is never a passive experience nor is it a one-way street. It requires good instruction and prepared receivers. Students retain the least when they listen, more when they read, and the most when they do. Therefore, I include hands-on experiences in all my classes. I strive to provide the latest to my students by reinforcing textbook and lecture materials with timely/relevant articles. I use case studies, ethics guides, simulations, projects, research, and guest speakers to enforce teaching and demonstrate the application of materials covered. I emphasize critical thinking systems thinking, collaboration communication, team building teamwork in all my classes. These are the skills most important to employers and success.
* Ph.D., Arizona State University (Computer Information Systems)
* M.B.A., Golder Gate University (Management Information Systems)
* B.S., California State University (Computer Science)
* B.S., California State University (Management Information Systems)
M.B.A., Golder Gate University (Management Information Systems)B.S., California State University (Computer Science)B.S., California State University (Management Information Systems)
Research Interests
* Interface Design & Human-Computer Interaction
* Project Management
* Online Learning
* Information Systems Education
Interface Design & Human-Computer InteractionProject ManagementOnline LearningInformation Systems Education frios@georgiasouthern.eduFernando RiosFernandoRiosProfessor, Electrical and Computer Engineering912-478-5005IT Building Room 1329Statesboro CampusAllen E Paulson College of Engineering & ComputingDepartment of Electrical & Computer EngineeringFernando Rios is a Full Professor in the ECE Department at GSU. His scholarship can be classified into three main categories: Robotics and Control, Applications of AI, Embedded Systems Design and Engineering Education. In these areas he has published more than 60 articles in peer reviewed conferences and journals and he has been successful in receiving internal and external funding research grants. Dr. Rios’ main scholarship accomplishment at GSU has been to establish the formation of the robotics research group and the creation of the Robotics and Intelligent Operation Systems (RIOS) Laboratory at GSU.
Teaching Philosophy
I am committed to quality teaching and student-centered learning through interactive teaching, participation, motivation, inspiration, and mentoring. I have tried to develop in my students lifelong learning skills that would be applicable to their professional life. I have a compelling performance in teaching, for which I can list: a)The creation of original course material that includes new lectures, lab manuals, and simulation programs; b)The creation of new courses, c) Been an instructor and supervisor for teams of students doing their capstone senior design projects, d) Been faculty advisor for the IEEE student branch and the Robotics Club and other academic student groups.
* Ph.D. Electrical Engineering, Tulane University, New Orleans, La; 2000
* M.S. Electrical Engineering, Tulane University, New Orleans, La; 1998
* M.S. Microelectronics, National Institute Of Astrophysics, Optics And Electronics, Puebla, Mexico; 1970
* B.Sc. Electronics Engineering, National Polytechnic Institute, Mexico; 1968
M.S. Electrical Engineering, Tulane University, New Orleans, LA; 1998M.S. Microelectronics, National Institute of Astrophysics, Optics and Electronics, Puebla, Mexico; 1970B.Sc. Electronics Engineering, National Polytechnic Institute, Mexico; 1968
Research Interests
* Robotics And Control
* Applications Of Artificial Intelligence
* Embedded Systems
* Engineering Education
* Robotics And Intelligent Operation Systems (Rios) Laboratory
Applications of Artificial IntelligenceEmbedded SystemsEngineering EducationRobotics and Intelligent Operation Systems (RIOS) Laboratory naslsabbaghpourhokma@georgiasouthern.eduhttps://www.linkedin.com/in/neda-sabbaghpour-73262238/Neda AslsabbaghpourhokmabadiNedaAslsabbaghpourhokmabadiAssistant Professor912-478-6994IT Building #2106Statesboro CampusAllen E Paulson College of Engineering & ComputingDepartment of Information TechnologyI have been teaching in the IT department since 2018, after transitioning from a career in the Canadian industry. I hold both graduate and undergraduate degrees in Computer Science, with a focus on computer vision and machine learning. Outside of work, I enjoy spending quality time with my family and friends.
Teaching Philosophy
My teaching philosophy focuses on creating an inclusive and engaging learning environment where students feel valued and motivated to reach their full potential. I believe in fostering critical thinking, encouraging active participation, and promoting collaborative learning. My goal is to make complex concepts accessible by connecting theory to real-world applications and presenting diverse perspectives that stimulate curiosity. I view education as a dynamic, two-way process in which both students and I learn from one another. I strive to cultivate a classroom culture that emphasizes curiosity, respect, and lifelong learning.
* M.S. In Computing Sciences, University Of Alberta
Research Interests
* Computer Vision
ssiddiqui@georgiasouthern.eduhttps://scholars.georgiasouthern.edu/en/persons/salman-a-siddiqui-2Salman SiddiquiSalmanSiddiquiSenior Lecturer of Electrical and Computer Engineering912-478-5612IT Building, Room 1323Statesboro CampusAllen E Paulson College of Engineering & ComputingDepartment of Electrical & Computer EngineeringDr. Salman Siddiqui, a Senior Lecturer in Electrical and Computer Engineering, has served at Georgia Southern University since 2013. He earned his B.S., M.S., and Ph.D. in Electrical Engineering from Florida State University. Recognized for his dedication to student success and excellence in teaching, he has received several honors, including the “Outstanding Advocate for First-Year Students” award (2018), the “College of Engineering and Computing’s Faculty Award for Teaching” (2019), and the “University Awards of Excellence for Teaching” (2024). Dr. Siddiqui advises the IEEE Robotics Club, and his work focuses on robotic systems, STEM outreach, and the integration of innovative teaching methods into classroom instruction.
Teaching Philosophy
I believe every student can learn and succeed with the right support. Inspired by Einstein’s view that teaching is about creating conditions for learning, I see my role as a facilitator who fosters an inclusive, welcoming environment tailored to diverse learning styles and aspirations. By sparking curiosity and encouraging experiential learning, I aim to build skills, confidence, and a passion for lifelong learning. Committed to professional growth, I model adaptability and critical thinking, empowering students to collaborate, think critically, and thrive in a complex world, reflecting Georgia Southern University’s vision: “People. Purpose. Action.”
* Ph.D., Florida State University, 2012
* M.S., Florida State University, 2002
* B.S., Florida State University, 2000
M.S., Florida State University, 2002B.S., Florida State University, 2000
Research Interests
* Applications Of Evidence-Based High Impact Teaching Practices
* Applications Of Robotic Systems
Applications of Robotic Systems blvlcek@georgiasouthern.eduBrian VlcekBrianVlcekProfessor, Department Chair of Mechanical Engineering912-478-5721Engineering Building 2121Statesboro CampusAllen E Paulson College of Engineering & ComputingDepartment of Mechanical EngineeringDr. Brian L. Vlcek is Professor of Mechanical Engineering at Georgia Southern University in Statesboro Georgia. His general area of research interest has been Tribology with emphasis on fatigue failure, rolling element bearing failure, probabilistic and Weibull modeling of fatigue failure, tribological properties of biolubricants and biofuel-contaminants, vapor lubrication, and surface analysis. Dr. Vlcek has been on the faculty of Georgia Southern since 1997 and has served as department chair since 2013.
Teaching Philosophy
Teaching students how to learn on their own.
* BS Mechanical Engineering Rensselaer Polytechnic Institute
* MS Mechanical Engineering Rensselaer Polytechnic Institute
* Ph.D. Mechanical Engineering Rensselaer Polytechnic Institute
MS Mechanical Engineering Rensselaer Polytechnic InstitutePh.D. Mechanical Engineering Rensselaer Polytechnic Institute
Research Interests
* Tribology
* Probabilistic And Weibull Modeling Of Fatigue Failure
* Sudden Death Testing
* Vapor Lubrication
* Wear With Biofuels And Biolubricants
Probabilistic and Weibull Modeling of Fatigue FailureSudden Death TestingVapor LubricationWear with BioFuels and BioLubricants svinaykumar@georgiasouthern.eduSajina VinaykumarSajinaVinaykumarLecturer912-478-5950Room 270, Science Center, Savannah Campus. IT Building: 2124 — StatesboroArmstrong Campus, Statesboro CampusAllen E Paulson College of Engineering & ComputingDepartment of Information TechnologyI have completed my EDUCATION at Kennesaw State University, Kennesaw, GA• Master of Science in Information Technology May 2019 I also completed the following certifications• Graduate Certificate in Health Information Technology • Graduate Certificate in Enterprise IT Management • Graduate Certificate in Information Technology Foundation • Software Productivity Certificate (Microsoft Office Productivity) I completed the following education degrees from India• Master of Arts, University of Kannur, India • Master Education, University of Mangalore, India • Bachelor of Education, University of Mangalore • Bachelor of Arts, University of Calicut
Teaching Philosophy
1. I believe that a teacher should balance the different learning needs of students. 2. I help students with different learning methodologies:3. Encourage student Interactions: 4. Create an active learning environment:5. Dedication to work:
* MS In Information Technology
* Master's in Education
* M.A. in Literature
Master's in EducationM.A. in Literature
Research Interests
* Health Information Technology
* Web Development
* Project Management
Web DevelopmentProject Management LChen@georgiasouthern.eduhttps://scholars.georgiasouthern.edu/en/persons/lei-chen-2#:~:text=Lei%20Chen%20is%20Tenured%20Full,China%20in%202000%2C%20and%20Ph.D..Lei ChenLeiChenProfessor, Graduate Program Director912-478-1256IT Building 2118Statesboro CampusAllen E Paulson College of Engineering & ComputingDepartment of Information TechnologyDr. Lei Chen is a Tenured Full Professor and Graduate Program Director in the Department of Information Technology at Georgia Southern University. He earned his B.Eng. in Computer Science in 2000 and Ph.D. from Auburn University in 2007. Before joining Georgia Southern in 2015, he was a Tenured Associate Professor and Graduate Program Coordinator at Sam Houston State University. Dr. Chen’s research focuses on security, privacy, and digital forensics in networks, cloud, and wireless systems, with work in AI and multimedia networking. He has published 150+ scholarly works and received over $3M in research funding, including grants from the NSA and NSF.
Teaching Philosophy
My teaching philosophy centers on fostering critical thinking, problem-solving, and practical application. I believe in creating an engaging, inclusive environment where students connect theoretical knowledge to real-world challenges. By integrating hands-on projects, collaborative learning, and emerging technologies, I encourage students to take ownership of their learning. My goal is to prepare students for dynamic IT careers by equipping them with technical expertise, adaptability, and a lifelong passion for learning.
* Ph.D. In Computer Science And Software Engineering From Auburn University, Usa (2007)
* Full Professor And Secured Tenure At Georgia Southern (2018) And At Sam Houston State University (2013)
Full Professor and Secured Tenure at Georgia Southern (2018) and at Sam Houston State University (2013)
Research Interests
* Cybersecurity
* Digital Forensics
* Ai & Machine Learning
Digital ForensicsAI & Machine Learning doyunlee@georgiasouthern.eduhttps://www.linkedin.com/in/doyun-lee-186089239/Doyun LeeDoyunLeeAssistant Professor912-478-60281101H Engineering BuildingStatesboro CampusAllen E Paulson College of Engineering & ComputingDepartment of Civil Engineering & ConstructionDr. Lee's research focuses on advancing robotics equipped with visual sensors to navigate construction environments, understand surrounding semantics, and perform complex construction tasks. His recent work includes developing real-time automated mobile robotic systems to improve project outcomes, address safety concerns, and mitigate labor shortages. At Georgia Southern, Dr. Lee will expand his research on computer vision-based robotics in construction, with a focus on Autonomous Robotic Infrastructure Maintenance (ARIM). His lab aims to create a comprehensive framework for ARIM, with potential applications including automated welding, crack detection and repair, and data-driven pipe inspection systems.
Teaching Philosophy
From his teaching experiences, Dr. Lee has gleaned valuable insights into the three pivotal elements that significantly impact effective instruction. First and foremost, motivating students emerges as a top priority. He can create a conducive learning environment by igniting their excitement about their potential achievements. Secondly, he firmly believes in the power of students learning-by-doing. Thus, he devoted himself to crafting engaging hands-on course materials that facilitate a deeper understanding of the subject matter. Lastly, he is committed to providing unwavering support to my students. His willingness to assist them, both academically and personally, ensures their continuous growth and development.
* Ph.D. In Civil Engineering At North Carolina State University
* M.S. In Electrical Engineering At North Carolina State University
* M.S. In Architectural Engineering At Kyung Hee University
* B.A. In Architectural Engineering At Kyung Hee University
M.S. in Electrical Engineering at North Carolina State UniversityM.S. in Architectural Engineering at Kyung Hee UniversityB.A. in Architectural Engineering at Kyung Hee University
Research Interests
* Construction Automation
* Construction Robotics
* Computer Vision
* Automated Welding
* Visual Inspection
* Artificial Intelligence
Construction RoboticsComputer VisionAutomated WeldingVisual InspectionConstruction Automation & Robotics Laboratory, Automation Robotics and Computer Integrated Manufacturing Laboratory aroyster@georgiasouthern.eduhttps://drive.google.com/open?id=1eBBVfgx4Dg7FqCKp13E87VnTSC7C6LkjAmari` RoysterAmari`RoysterRecruitment and Engagement Coordinator912-478-7443IT BuildingStatesboro CampusAllen E Paulson College of Engineering & ComputingAEPCEC Office of the DeanAmari Royster is the Recruitment and Engagement Coordinator for the College of Engineering and Computing at Georgia Southern University. In this role, Amari is responsible for overseeing recruitment efforts and fostering engagement with prospective students. Her background in communications and passion for education drive her to connect students with the opportunities and resources available at the Allen E. Paulson College of Engineering and Computing.
* Bachelors of Science in Public Relations
jkhairabadi@georgiasouthern.eduhttps://drive.google.com/open?id=1SinceZhB6-Iic49WhXGl81UxSEkgODMGJahangir KhairabadiJahangirKhairabadiElectrical & Computer Engineering Lab Supervisor912-478-8900Allen E. Paulson Engineering Building Room 2106AStatesboro CampusAllen E Paulson College of Engineering & ComputingDepartment of Electrical & Computer EngineeringMSEE Georgia Southern University
Teaching Philosophy
Endure the Process of Excellence!
* MSEE
Research Interests
* Viable Ai Power
Electrical Engineering Lab hgong@georgiasouthern.eduhttps://drive.google.com/open?id=1-iXbnaHldshoZVD4T_gryCjHBxuQH-H0https://scholar.google.com/citations?user=qtmj5jIAAAAJ&hl=enHaijun GongHaijunGongAssociate Professor of Manufacturing Engineering912-478-2554ERB 2067Statesboro CampusAllen E Paulson College of Engineering & ComputingDepartment of Manufacturing EngineeringDr. Gong’s research interest concentrates on 3D printing metals and polymers and their mechanical properties. He is interested in applying the 3D printing for advanced manufacturing. Dr. Gong is also interested in lightweight structure design and high-performance material applications.
Teaching Philosophy
My teaching philosophy for additive manufacturing focuses on fostering creativity, technical expertise, and problem-solving skills. I emphasize hands-on learning, enabling students to design, prototype, and iterate using AM technologies. By integrating interdisciplinary knowledge, from material science to design optimization, I encourage innovative thinking and real-world application. I strive to create an inclusive, collaborative environment that nurtures curiosity and critical analysis, preparing students to adapt and lead in the dynamic field of additive manufacturing.
* Ph.D. in Industrial Engineering, University of Louisville, 2013
Research Interests
* Additive Manufacturing
* 3D Printing
* Lightweight Design
* Mechanical Characterization
3D PrintingLightweight DesignMechanical CharacterizationManufacturing (Solid Modeling 3D Scanning 3D Printing CNC Machining) bminhas@georgiasouthern.eduhttps://drive.google.com/open?id=1Zh7yqLjA2x2TfeM8MTlkeCGXlZIe7ugABabar MinhasBabarMinhasVisiting Instructor912-478-1313IT Bldg, Room 1301 AStatesboro CampusAllen E Paulson College of Engineering & ComputingDepartment of Electrical & Computer EngineeringBabar K. Minhas is a Visiting Instructor at the Department of Electrical and Computer Engineering. He received his Ph.D. from the University of New Mexico and currently teaches at the Statesboro Campus.
Teaching Philosophy
As a course instructor of engineering subjects, I want my students to grasp the fundamental concepts of the subject, to be able to see the practical applications of the course material, to solve real world engineering problems and to have a desire to learn more about the subject being taught after the conclusion of the course.
* Ph.D., University of New Mexico
Research Interests
* Applied Electromagnetics
* Metamaterials
* Optical Metrology
MetamaterialsOptical Metrology htaheri@georgiasouthern.eduhttps://drive.google.com/open?id=1_GFpmY5QQOJIqpWCL5c6ib6bxVt4hPMqHossein TaheriHosseinTaheriAssociate Professor912-478-7463Engineering and Research Building - Room 2055Statesboro CampusAllen E Paulson College of Engineering & ComputingDepartment of Manufacturing EngineeringDr. Hossein Taheri is an associate professor in the Department of Manufacturing Engineering at Georgia Southern University and the director of the Laboratory for Advanced NonDestructive Testing, In-situ monitoring and Evaluation (LANDTIE). He is also an affiliated faculty member of the Institute for Health Logistics and Analytics (IHLA). He completed his Ph.D. in Mechanical and Electrical Engineering at Iowa State University's Center for Nondestructive Evaluation (CNDE). His research focuses on nondestructive evaluation, advanced manufacturing, and material characterization, as well as smart sensing and technologies supporting robust and efficient systems in both manufacturing and health logistics applications.
Teaching Philosophy
Dr. Taheri's focus of teaching and mentoring philosophy is to equip students with the knowledge and skills to foster critical thinking, experiential learning and problem solving from multiple perspectives. He believes in using multiple pathways for teaching, especially based on course content and fundamentals of Bloom’s Taxonomy. Therefore, Dr. Taheri integrates a variety of teaching methods including lectures, small group discussions for team-based learning, and the use of evidence-based learning technology in my teaching.
* Ph.D., Mechanical Engineering, Iowa State University, 2018
* Ph.D., Electrical Engineering, Iowa State University, 2018
Ph.D., Electrical Engineering, Iowa State University, 2018
Research Interests
* Advanced Manufacturing
* Nondestructive Evaluation (Nde)
* Smart And Sustainable Manufacturing
* Structural Health Monitoring
* Material Characterization
Nondestructive Evaluation (NDE)Smart and Sustainable ManufacturingStructural Health MonitoringMaterial CharacterizationLaboratory for Advanced NonDestructive Testing, In-situ monitoring and Evaluation (LANDTIE) ssalekeen@georgiasouthern.eduhttps://drive.google.com/open?id=1fGUKDi6x-2xwfNQPHGP5Dw4xy4fkjT3HSirajus SalekeebSirajus SalekeebAssistant Professor912-478-2347Room 3016, IT BuildingStatesboro CampusAllen E Paulson College of Engineering & ComputingDepartment of Mechanical EngineeringCompleted BS in Mechanical Engineering from Bangladesh, then completed MS and D. SC in Mechanical Engineering from United States. Two years of Industrial experience as Mechanical Design Engineer and about 24 years teaching experiences.
Teaching Philosophy
To provide student focused career ready learning environment and to prepare students with growth mindset, provide equal opportunity for everyone to grow.
* B. Sc in Mechanical Engineering
* M. Sc. in Mechanical Engineerig
* D. Sc (Doctor of Science) in Mechanical Engineering
M. Sc. in Mechanical EngineerigD. Sc (Doctor of Science) in Mechanical Engineering
Research Interests
* Composites And Nano_Composites Materials
* Mechanical Design And Fea
* Statistical Analysis Of Experimental Data
Mechanical Design and FEAStatistical Analysis of experimental dataNanocomposite Material Science Laboratory jongyeopkim@georgiasouthern.eduhttps://drive.google.com/open?id=1ovFJdv0TS62Dl7WIjyCz-ORv-U2hcodphttps://scholar.google.com/citations?user=GnOEPTsAAAAJ&hl=enJongyeop KimJongyeop KimAssistant Professor of Information Technology912-478-7413IT 2124 Statesboro CampusAllen E Paulson College of Engineering & ComputingDepartment of Information TechnologyJongyeop kim received the B.SC. degree in computer science from korea national open university, seoul, south korea, and the m.sc. and ph.d. degrees in computer science from oklahoma state university. His research interests include machine learning, deep learning, image & signal processing, blockchain technology, cybersecurity, quantum computing, and big data analytics, with a focus on application design that leverages it technologies across various domains.
Teaching Philosophy
My teaching philosophy centers on empowering students to bridge the gap between theoretical knowledge of IT technologies and practical problem-solving, while equipping them to leverage the latest tools and platforms to thrive in an ever-evolving technological landscape. Additionally, it aims to equip students with the skills required to excel in industry or academia.
* Ph.D in Computer Science, Oklahoma State University, 2016.
* MS, Computer Science, Oklahoma State University, 2009.
* BS, Computer Science,Korea National Open University, 1997.
MS, Computer Science, Oklahoma State University, 2009.BS, Computer Science,Korea National Open University, 1997.
Research Interests
* Machine Learning & Deep Learning
* Block Chain Technology Applications
* Image & Signal Processing
* Cyber Security
* Quantum Algorithms
Block Chain Technology Applications Image & Signal Processing Cyber Security Quantum Algorithms mjeong@georgiasouthern.eduhttps://drive.google.com/open?id=1C94C-sMPRkrIm0H6ffiN1W5PUFG-XEsrM. Myung JeongM. MyungJeongAssociate Professor912-478-7284ENGR 1125Statesboro CampusAllen E Paulson College of Engineering & ComputingDepartment of Civil Engineering & ConstructionDr. Jeong is an Associate Professor in the Department of Civil Engineering and Construction. As a program coordinator for the Construction Engineering program, he teaches courses for both the Civil Engineering and Construction Management programs. Prior to joining Georgia Southern, he spent two years as a project manager and pavement specialist with an engineering consulting firm: Wood plc. (formerly AMEC Forster Wheeler)
Teaching Philosophy
My teaching philosophy centers on bridging theory and practice in civil engineering and construction management. With multiple years of industry experience, I bring real-world examples into the classroom and integrate hands-on learning with traditional instruction. I emphasize the balance between theoretical understanding and practical application, addressing industry expectations for graduates who are skilled in new technologies and independent problem-solving. My goal is to continually adapt my teaching to advancements in the field, ensuring students leave equipped with the knowledge and skills necessary for success in the evolving infrastructure industry.
* Ph.D., Arizona State University, 2010
* M.S., Virginia Tech, 2005
* B.S., SungKyunKwan University, S. Korea, 1998
M.S., Virginia Tech, 2005B.S., SungKyunKwan University, S. Korea, 1998
Research Interests
* Asphalt Pavements
* Construction Quality Assurance
* Construction Safety
* Engineering Education
Construction Quality AssuranceConstruction SafetyEngineering EducationAsphalt Laboratory tmurphy@georgiasouthern.eduhttps://drive.google.com/open?id=1L_qvhefnKnjVG7ncml9NpTEG8X2Ob_peThomas MurphyThomasMurphyAssociate Professor912-344-2709University Hall 251Armstrong CampusAllen E Paulson College of Engineering & ComputingDepartment of Electrical & Computer EngineeringDr. Thomas Murphy received his Ph.D. degree in Electrical and Computer Engineering from the University of Florida. He is currently an Associate Professor of Electrical and Computer Engineering at Georgia Southern University-Armstrong Campus. His research interests are in digital systems, embedded systems, control systems, signal processing, engineering education, and open educational resources. He is a member of The Institute of Electrical and Electronics Engineers (IEEE) and the IEEE Education Society. He currently teaches courses in Computing for Engineers, Logic Circuit Design, Digital Design Lab, Introduction to Signal Processing, Circuit Analysis, and Linear Systems courses
Teaching Philosophy
My teaching has focused on undergraduate education and I enjoy teaching and working with undergraduate students. Classes involve active and coopoerative learning activities when possible. Modern software tools are incorporated into project and lab activities.
* Ph.D., University of Florida, Electrical and Computer Engineering
Research Interests
* Embedded Systems
* Signal Processing
* Open Educational Resources
Signal processing Open educational resources mxu@georgiasouthern.eduhttps://drive.google.com/open?id=1Lu_IV8iBhWjBoHYwm9cm3OFS-rszjNrIhttps://scholar.google.com/citations?user=BCZ3Li4AAAAJ&hl=en&authuser=1Mingzhi XuMingzhiXuAssociate Professor912-478-8449ERB 3059Statesboro CampusAllen E Paulson College of Engineering & ComputingDepartment of Mechanical EngineeringMingzhi Xu received his Ph.D. in Metallurgical Engineering at Missouri University of Science and Technology in 2015. His research on ferrous metal casting has won multiple national awards. He is the Foundry Educational Foundation (FEF) Key Professor and the Association for Iron & Steel Technology (AIST) Steel Professor at Georgia Southern. He teaches materials science, materials process, and metal casting/steel making related courses on Statesboro campus.
Teaching Philosophy
Incorporating real-world examples through videos, plant tours, and labs into the courses. Encouraging critical thinking and problem solving skills through challenging group projects.
* Ph.D., Missouri University Science and Technology, 2015
* B.S., Xi'an Jiaotong University, 2010
B.S., Xi'an Jiaotong University, 2010
Research Interests
* Metallurgy
* Metal Casting
* Steel Making
* Material Characterization
* Manufacturing
metal castingsteel makingmaterial characterizationmanufacturing Carruth Foundry Lab nmoazzam@georgiasouhern.eduhttps://drive.google.com/open?id=13stu9cbCiQk-A91LxXHyJh8O4qO2chO7Nick MoazzamNickMoazzamSenior Lecturer of Electrical and Computer Engineering912-478-1311IT Building, Statesboro, Room 1301Statesboro CampusAllen E Paulson College of Engineering & ComputingDepartment of Electrical & Computer EngineeringNick H. Moazzam is an alum of University of New South Wales, Australia and is a Senior Lecturer of Electrical Engineering in the Department of Electrical and Computer Engineering. Dr. Moazzam teaches undergraduate courses on Statesboro campus.
Teaching Philosophy
Throughout my teaching career, I’ve worked with diverse students across various disciplines and education levels. My approach emphasizes adaptability, focusing on active participation and problem-solving rather than rote learning. I tailor my methods to different learning styles, teaching subjects from multiple perspectives and encouraging collaboration or independent work as needed.
* Ph.D., University of New South Wales, 1998
Research Interests
* Wireless Sensor Networks
Electrical Engineering Lab hahmed@georgiasouthern.eduhttps://drive.google.com/open?id=1tdqU-0aZFQPVYVW1_r4pvmlG30vkO6vFhttps://scholar.google.com/citations?hl=en&user=HQVX_yMAAAAJ&view_op=list_works&sortby=pubdateHossain AhmedHossainAhmedAssistant Professor of Mechanical Engineering912-478-8537I.T. Building, Statesboro Campus, Statesboro, GA 30460Statesboro CampusAllen E Paulson College of Engineering & ComputingDepartment of Mechanical EngineeringDr. Ahmed has approximately 18 years of industrial and academic experience, with over 10 years dedicated to computational and experimental nondestructive evaluation, structural health monitoring, mechatronics, and automation. His research group at the MetaMaterials and Mechanical Structure Research Laboratory (M3SR) focuses on acoustic metamaterials, additive manufacturing, AI-based process automation, composite structures, and structural health of additively manufactured parts and electrochemical devices.
Teaching Philosophy
Dr. Ahmed is committed to creating a classroom environment where every student feels supported and has the opportunity to succeed. He focuses on helping students think critically and apply their knowledge to solve real-world engineering challenges. His teaching includes courses in structural mechanics, such as Statics, Dynamics, Mechanism Design, and Machine Design, as well as solid modeling, with an emphasis on CAD.
* Ph.D. in Mechanical Engineering, University of South Carolina, 2020
* M.S. in Aerospace Engineering, University of South Carolina, 2016
* M.B.A. in Management, University of Dhaka, 2014
* B.S. in Mechanical Engineering, Bangladesh University of Engineering and Technology, 2004
M.S. in Aerospace Engineering, University of South Carolina, 2016M.B.A. in Management, University of Dhaka, 2014B.S. in Mechanical Engineering, Bangladesh University of Engineering and Technology, 2004
Research Interests
* Non-Destructive Evaluation
* Structural Health Monitoring (Shm)
* Shm Of Additive Manufacturing
* Shm Of Lithium Ion Batteries
* Carbon Fiber Composite Materials
Structural Health Monitoring (SHM)SHM of Additive ManufacturingSHM of Lithium Ion BatteriesCarbon Fiber Composite MaterialsMetamaterials and Mechanical Structure Research Lab jqing@georgiasouthern.eduhttps://drive.google.com/open?id=1is_rPcOXmE87ZG0FV81g7TgEq54Y9m6LJingjing QingJingjingQingAssociate Professor (AIST Foundation Steel Professor)912-478-6013ERB 2022Statesboro CampusAllen E Paulson College of Engineering & ComputingDepartment of Manufacturing EngineeringDr. Qing graduated with a Ph.D. degree in Materials Science & Engineering from Missouri S&T in 2016. She is an AIST Foundation Steel Professor. Before joining Georgia Southern, she was a Research Assistant Professor and a Senior Research Specialist on Electron Microscopes at Missouri S&T. She has over 14 years experience on ferrous metallurgy research, focused on characterizations using microscopies (SEM, TEM and optical microscopy). Her research on cast irons won 2019 American Foundry Society Howard F. Taylor Award. She is the first author of three AFS best paper awards . She has over 35 publications on ferrous metals. Her research on ferrous metals are funded by NSF, AIST, AFS and DIS.
Teaching Philosophy
Dr. Qing teaches class on materials science and steel heat treatment, as well as sustainability and green manufacturing. She encourages students to interact with her in the classroom. She focused on students' learning progression and gives credit for participation and demonstration of efforts.
* Ph.D. in Materials Science & Engineering, Missouri S&T, 2010-2016
* BS Materials Science & Engineering from Xi'an Jiaotong University in China, 2006-2010
BS Materials Science & Engineering from Xi'an Jiaotong University in China, 2006-2010
Research Interests
* Ferrous Metal
* Microstructure Impacts On Properties
* Solidification Of Metals
* Materials Characterization
* Electron Microscopy And Optical Microscopy
Microstructure impacts on propertiesSolidification of metalsMaterials Characterization Electron microscopy and optical microscopyMaterials Research Laboratory rhamidi@georgiasouthern.eduhttps://drive.google.com/open?id=1_IiTx1SqL2RrGiEJZIXspkrTDRXzp8V-Reza HamidiRezaHamidiAssisstant Professor912-478-2574IT Building, 1327Statesboro CampusAllen E Paulson College of Engineering & ComputingDepartment of Electrical & Computer EngineeringDr. Hamidi is an Assistant Professor of Electrical and Computer Engineering, a Senior Member of IEEE, and the Founding Director of the Electric Power System Protection and Condition Monitoring Laboratory. With over a decade of industry experience, he earned his Ph.D. in Electrical Engineering with a focus on power system diagnostics from the University of Nevada-Reno. Dr. Hamidi's research emphasizes practical solutions for modern power grids, ensuring resilience and sustainability in the face of evolving energy challenges.
Teaching Philosophy
As an educator, my teaching philosophy centers on fostering critical thinking, innovation, and collaboration among my students. I strive to create an inclusive learning environment where students feel empowered to explore complex concepts, challenge assumptions, and develop practical solutions to real-world problems. My approach emphasizes active learning through problem-solving, interdisciplinary connections, and hands-on applications, particularly in power systems.
* Ph.D., University of Nevada-Reno, 2017
Research Interests
* Electromagnetic Transients And Simulation (Emt)
* Digital Twins
* Condition Monitoring And Ndt
* Power System Protection
* Component And System Modeling
Digital TwinsCondition Monitoring and NDTPower System ProtectionComponent and System Modeling Electrical Power System Protection and Condition Monitoring (EPSP&CM) mezazi@georgiasouthern.eduhttps://drive.google.com/open?id=1lzb_apBfxwCob93RHZWOErfgmGkBS23Zhttps://scholar.google.com/citations?user=a1yCB6sAAAAJ&hl=enAmin EzaziAminEzaziAssistant Professor of Mechanical Engineering912-478-0518Engineering & Research Building (ERB) - Room 3061Armstrong Campus, Statesboro CampusAllen E Paulson College of Engineering & ComputingDepartment of Mechanical EngineeringDr. Amin Ezazi is an Assistant Professor of Mechanical Engineering in the Allen E. Paulson College of Engineering and Computing at Georgia Southern University. Prior to his current role, Dr. Ezazi served as a postdoctoral researcher and materials scientist at the Institute for Bioengineering Research (IBER) at the University of Kansas. With over 10 years of R&D experience, he has a strong background in materials development, manufacturing processes, analytical and characterization techniques, as well as expertise in various modeling and analysis software, optimization, and troubleshooting.
Teaching Philosophy
I believe an inspiring instructor should encourage students to see the broader context of a subject. Teaching course materials clearly and enthusiastically is essential but not enough; it is crucial to show how principles apply in real life. My teaching experience has taught me to embrace diversity in the classroom and use tools, such as demos, case studies, and guest lectures. I enhance students' understanding by linking concepts to research and practical applications. I aim to integrate teaching with research by offering hands-on opportunities for students in my group.
* Postdoctoral researcher, University of Kansas, 2022
* Ph.D., University of Kansas, 2021
* M Eng., University of Malaya, 2015
Ph.D., University of Kansas, 2021M Eng., University of Malaya, 2015
Research Interests
* Materials Science
* Advanced Materials
* Surface Science And Coating Technologies
* Advanced Manufacturing
* Liquids Separation And Water Remediation
Advanced materialsSurface science and coating technologiesAdvanced manufacturingLiquids separation and water remediationManufacturing (Solid Modeling 3D Scanning 3D Printing CNC Machining), Materials Research Laboratory, Engineering & Research Facility, Mechanical Engineering Lab, Laboratory for Advanced Materials and Surfaces (LAMS) waboelenin@georgiasouthern.eduhttps://drive.google.com/open?id=1QHFaRpHtXhUq_7IYT2ePo6xXxtAG2-zNWalaa Abo EleninWalaaAbo EleninLecturer in Information Technology, Department of Information Technology912-478-2281IT Building: 2126 — StatesboroStatesboro CampusAllen E Paulson College of Engineering & ComputingDepartment of Information TechnologyI am a Lecturer in Information Technology at the Department of Information Technology. I hold a Master of Science in Information Technology from Georgia Southern University (2023) and a Graduate Certificate in IT Foundations from Kennesaw State University (2021). I teach Web Development, Cyber Security, and Systems Acquisition Design. My research focuses on data-driven models for campus safety and heart disease prediction. I am dedicated to fostering engaging learning environments and inspiring student growth. Outside of work, I enjoy traveling, reading, and learning new languages.
Teaching Philosophy
My teaching philosophy centers on fostering an engaging, hands-on learning environment where students can actively apply IT concepts. I believe in the power of real-world applications to make complex topics more accessible. I encourage students to engage deeply with the material, promoting critical thinking and problem-solving. My goal is to cultivate a growth mindset, empowering students to build the skills and confidence necessary to succeed in the ever-evolving field of Information Technology. I strive to be a guide, inspiring students to reach their full potential.
* Master of Science in Information Technology Georgia Southern University, Statesboro, GA, USA Graduated: 2023 Major: Information Technology
* Graduate Certificate in IT Foundations Kennesaw State University, Kennesaw, GA, USA Completed: 2021 Area of Study: IT Foundations
* Bachelor of Science in Business Administration (Summa Cum Laude) Alderson Broaddus University, Philippi, WV, USA Graduated: 2019 Major: Business Administration
* Minor in Healthcare Administration Alderson Broaddus University, Philippi, WV, USA Graduated: 2019
Graduate Certificate in IT Foundations Kennesaw State University, Kennesaw, GA, USA Completed: 2021 Area of Study: IT FoundationsBachelor of Science in Business Administration (Summa Cum Laude) Alderson Broaddus University, Philippi, WV, USA Graduated: 2019 Major: Business AdministrationMinor in Healthcare Administration Alderson Broaddus University, Philippi, WV, USA Graduated: 2019
Research Interests
* Artificial Intelligence
* Cybersecurity And Privacy
* It Project Management
* Data Science
Cybersecurity and PrivacyIT Project ManagementData ScienceCenter for Applied Cyber Education yzhang@georgiasouthern.eduhttps://drive.google.com/open?id=1IUyOctP3Ee6HKGdQJnf4IGnVvoEZ9Dy5Yue ZhangYueZhangAssociate Professor912-478-1112ERB 2065Statesboro CampusAllen E Paulson College of Engineering & ComputingDepartment of Manufacturing EngineeringDr. Yue Zhang is an Associate Professor in the Department of Manufacturing Engineering. He holds a Bachelor’s degree in Polymer Materials and Engineering from Beijing University of Chemical Technology and completed his M.S. and Ph.D. in Industrial Engineering at Texas Tech University. His research spans nanomaterials, energy conversion and storage, additive manufacturing of soft materials, and advanced manufacturing education. Dr. Zhang actively explores innovative methods to enhance the development and application of advanced materials, integrating these findings into his academic and research endeavors.
Teaching Philosophy
Dr. Yue Zhang is committed to creating a dynamic and inclusive learning environment where students are encouraged to bridge theory with practice. He emphasizes hands-on experience and interdisciplinary collaboration to prepare students for the challenges of modern manufacturing. By blending cutting-edge research in energy systems, additive manufacturing, and nanotechnology with pedagogical innovation, Dr. Zhang inspires curiosity, critical thinking, and lifelong learning among his students.
* Ph.D. in Industrial Engineering, Texas Tech University
Research Interests
* Nanomaterials
* Energy Conversion And Storage
* Polymer Composites
* Additive Manufacturing Of Soft Materials
* Advanced Manufacturing Education
Energy Conversion and StoragePolymer CompositesAdditive Manufacturing of Soft MaterialsAdvanced Manufacturing Education scesmeci@georgiasouthern.eduhttps://drive.google.com/open?id=1D7v25FoBppttA4KEEeXgUCLorIDjEPT0https://scholar.google.com/citations?hl=en&user=b0DZY2UAAAAJ&view_op=list_works&sortby=pubdateSevki CesmeciSevkiCesmeciAssociate Professor912-478-6076ERB 3055Statesboro CampusAllen E Paulson College of Engineering & ComputingDepartment of Mechanical EngineeringDr. Cesmeci holds a Ph.D. degree from University of Nevada, Reno. He teaches classes in energy science and engineering design fields. Dr. Cesmeci's research focuses on innovative product development in energy, health care, and environmental fields.
Teaching Philosophy
My teaching philosophy is built upon five pillars: (i) Preparation: I believe in thorough planning to create clear, structured courses. (ii) Student Engagement: I prioritize active learning, encouraging students to participate and ask questions. (iii) Scaffolding: I provide support, gradually increasing complexity to ensure students can build on their knowledge. (iv) Real-Life Applications: I connect concepts to real-world situations, helping students see the relevance of what they’re learning. (v) Self-Improvement: I foster a growth mindset, encouraging both students and myself to continuously improve.
* Ph.D. Degree, University of Nevada, Reno, 2017
Research Interests
* Sustainable Energy
* Biomedical
* Environment
BiomedicalEnvironmentThermo Fluidic Systems Laboratory vgurau@georgiasouthern.eduhttps://drive.google.com/open?id=1IV4DaAOh1BTw5Gk6KcKL1dppEV319djchttps://scholars.georgiasouthern.edu/en/persons/vladimir-gurau-2/projects/Vladimir GurauVladimirGurauAssociate Professor912-478-5205Engineering Research Building, Office 2061Statesboro CampusAllen E Paulson College of Engineering & ComputingDepartment of Manufacturing EngineeringVladimir Gurau is an Associate Professor in the Allen E. Paulson College of Engineering and Computing teaching undergraduate and graduate courses in Advanced Manufacturing, Robotics, Machine Vision and Computer Numerical Control. He has more than 35 years of engineering experience in academia, industry and consulting and is licensed professional engineer (FL 58043).
Teaching Philosophy
Aside from building a solid theoretical background to students, a central goal in my teachingactivity is to train students to acquire practical, hands-on skills that enable them to successfully solve technical and societal problems as soon as they join the workforce. I believe that of foremost importance in achieving this goal is to engage students in complex and meaningful engineering projects and research that promotes confidence in their skills and facilitates future professional accomplishments.
* Ph.D. in Mechanical / Aerospace Engineering, University of Miami, Coral Gables, Fl. (1998)
* M.S. in Mechanical / Aerospace Engineering , Polytechnic Institute of Bucharest, Romania (1987)
M.S. in Mechanical / Aerospace Engineering , Polytechnic Institute of Bucharest, Romania (1987)
Research Interests
* Robotics
* Machine Vision
* Autonomous Vehicles
* Fuel Cells
* Green And Alternative Energy
Machine VisionAutonomous VehiclesFuel CellsGreen and Alternative EnergyAutomation Robotics and Computer Integrated Manufacturing Laboratory, Manufacturing (Solid Modeling 3D Scanning 3D Printing CNC Machining), Robotics Process Development Laboratory (RPDL) ckadlec@georgiasouthern.eduhttps://drive.google.com/open?id=1cZKzyjgVn8t74IOPoqodNsQYz5RfMvrsChristopher KadlecChristopherKadlecDirector, Center for Applied Cyber Education912-478-7357IT1130Statesboro CampusAllen E Paulson College of Engineering & ComputingDepartment of Information TechnologyChristopher Kadlec received the Ph.D. degree in information systems from UGA and has been at Georgia Southern since 2007. He worked in IT support prior to his graduate work with the University of Georgia and the University of Mississippi. He has also worked in IT support for more than 20 years and has taught in the field for more than 15 years. He is an advocate for students and the field of information technology. To help both of these, he is working on articulation agreements between universities and community colleges, ensuring that students can get the latest skills and the best jobs while satisfying the needs of the business community.
Teaching Philosophy
Teaching is about helping students to learn. To learn, students must be free to make mistakes and find success. To help students learn, as a teacher, we have to present our subjects in a manner that engages the students and provides opportunities to try and fail.
* Ph.D. in Information Systems from the University of Georgia
* B.B.A from the University of Mississippi
B.B.A from the University of Mississippi
Research Interests
* Cyber Security
* Networking
* Cloud Computing
* Disaster Recovery
NetworkingCloud ComputingDisaster RecoveryCenter for Applied Cyber Education mdavari@georgiasouthern.eduhttps://drive.google.com/open?id=1M6y0vvwd6oWJ8dumr-DdcrhucXgFPiX7https://scholars.georgiasouthern.edu/en/persons/masoud-davari-2Masoud DavariMasoudDavariAssociate Professor of Power Electronics; Founder and Director of Laboratory for Advanced Power and Energy Systems (LAPES)912-478-4422ERB Room #3036Statesboro CampusAllen E Paulson College of Engineering & ComputingDepartment of Electrical & Computer EngineeringDr. Davari’s technical contributions include devising advanced controls based on machine learning approaches in artificial intelligence synthesized for power electronic converters. He has significantly contributed to advanced technology integration into modern grids and grid edge by controlling power electronic systems—key enabling technologies for power networks. He has addressed challenging control designs for problem-causing dynamics and many cybersecurity-related problems and cyberattacks’ impacts on the performance and stability of the power and energy systems deploying power electronics. The U.S. NSF has supported his career from 2018–2027 as the Principal Investigator on four (4) close-to-$1.2M projects funded by the NSF programs.
Teaching Philosophy
Realizing the students’ viewpoint bases Dr. Davar’s approach to effective teaching. He tries to use his own experience as a student of electrical engineering to recognize their struggles and encourage them to become confident and clear in their critical thinking skills. Every time he steps into the classroom, he incorporates a few fundamentals to establish connections with the students and to help them take ownership of their learning. His innovative teaching methods are rooted in experiential learning, so he was awarded the ACUE/ACE badges and certificates. He was one of the primary leads in the IEEE Task Force on Innovative Teaching Methods for Modern Power and Energy Systems and contributed to training the power engineering workforce.
* 1) Philosophy of Doctorate (Ph.D.), University of Alberta, Edmonton, Alberta, Canada Jan. 2012 – Jan. 2016 – Department of Electrical and Computer Engineering – Ph.D. Electrical Engineering (with Honor/Distinction, Summa Cum Laude) – Majored in Energy Systems – GPA U.S. Equivalent: 4.01/4.00 – Dissertation Title: Dynamics, Robust Control, and Power Management of Voltage-Source Converters in Hybrid Multi-Terminal AC/DC Grids
* 2) Master of Science (M.Sc.), Amirkabir University of Technology (Tehran Polytechnic), Tehran, Iran Sep. 2007 – Jan. 2010 – Department of Electrical Engineering – M.Sc. in Electrical Engineering (with Honor/Distinction, Summa Cum Laude) – Majored in Power Engineering – GPA U.S. Equivalent: 3.91/4.00 – Thesis Title: Design and Implementation of Sigma-Delta-Modulation-Based Inverters for Distributed Generation Applications
* 3) Bachelor of Science (B.Sc.), Isfahan University of Technology, Isfahan, Isfahan, Iran Sep. 2003 – Sep. 2007 – Department of Electrical and Computer Engineering – B.Sc. in Electrical Engineering (with Honor/Distinction, Summa Cum Laude) – Majored in Power Engineering – GPA, last two years: 18.05/20.00 – Thesis Title: Design and Implementation of a Three-Phase Inverter Based on IGBT Intelligent Power Modules for Laboratory Applications
2) Master of Science (M.Sc.), Amirkabir University of Technology (Tehran Polytechnic), Tehran, Iran Sep. 2007 – Jan. 2010 – Department of Electrical Engineering – M.Sc. in Electrical Engineering (with Honor/Distinction, Summa Cum Laude) – Majored in Power Engineering – GPA U.S. Equivalent: 3.91/4.00 – Thesis Title: Design and Implementation of Sigma-Delta-Modulation-Based Inverters for Distributed Generation Applications3) Bachelor of Science (B.Sc.), Isfahan University of Technology, Isfahan, Isfahan, Iran Sep. 2003 – Sep. 2007 – Department of Electrical and Computer Engineering – B.Sc. in Electrical Engineering (with Honor/Distinction, Summa Cum Laude) – Majored in Power Engineering – GPA, last two years: 18.05/20.00 – Thesis Title: Design and Implementation of a Three-Phase Inverter Based on IGBT Intelligent Power Modules for Laboratory Applications
Research Interests
* – Application Of Power Electronic Converters And Their Controls Based On Machine Learning Approaches In Artificial Intelligence.In Modern Power And Energy Systems (E.G., Microgrids, Smart Grids, Etc.)
* – Modern Power And Energy Systems—Modeling, Analysis, Automation, Communications, Controls, And Protections—Ranging From Terrestrial Microgrids And Shipboard Microgrids To Aircraft Power Systems
* – Hybrid Ac/Dc Power Networks: Analysis, Modeling, Digital Real-Time Simulations, Operation, Advanced Protection Schemes, Controls, And Cybersecurity
* – Testing Of Power And Energy Systems Based On Power/Controller Hardware-In-The-Loop (Phil/Chil) Simulations Using Digital Real-Time Simulators
* – Cybersecurity And Resilient-By-Design Controls For Power Electronics In Modern Grids And Grid Edge – Renewables Integration Into And Their Interaction With Hybrid Multi-Infeed Ac/Dc Power Systems – Operation, Protection, Control, And Automation Of Smart Microgrids Considering High Penetration Of Power Electronic Devices And Battery Energy Storage Systems – Application And Control Of Power Electronic Converters In Electric Drive Control
– Modern Power and Energy Systems—Modeling, Analysis, Automation, Communications, Controls, and Protections—Ranging from Terrestrial Microgrids and Shipboard Microgrids to Aircraft Power Systems– Hybrid AC/DC Power Networks: Analysis, Modeling, Digital Real-Time Simulations, Operation, Advanced Protection Schemes, Controls, and Cybersecurity– Testing of Power and Energy Systems Based on Power/Controller Hardware-In-the-Loop (PHIL/CHIL) Simulations Using Digital Real-Time Simulators– Cybersecurity and Resilient-by-Design Controls for Power Electronics in Modern Grids and Grid Edge – Renewables Integration into and Their Interaction with Hybrid Multi-Infeed AC/DC Power Systems – Operation, Protection, Control, and Automation of Smart Microgrids considering High Penetration of Power Electronic Devices and Battery Energy Storage Systems – Application and Control of Power Electronic Converters in Electric Drive ControlLaboratory for Advanced Power and Energy Systems (LAPES) esafapour@georgiasouthern.eduhttps://drive.google.com/open?id=1qBmKGPAmCjLLDIC8OAzb9A3R4xFCIEMdhttps://scholar.google.com/citations?user=9O7Ly24AAAAJ&hl=enElnaz SafapourElnaz SafapourAssistant Professor 912-478-6266Engineering Building, Room 1101CStatesboro CampusAllen E Paulson College of Engineering & ComputingDepartment of Civil Engineering & ConstructionI joined Georgia Southern University as an assistant professor in the Civil Engineering and Construction Department in August 2024. From 2022 to 2024, I was a tenure-track assistant professor in the Civil and Environmental Engineering Department at the University of New Orleans (UNO), specializing in Construction Management. Prior to beginning my faculty role, I served as a postdoctoral associate at Virginia Polytechnic Institute and State University.
Teaching Philosophy
My teaching approach focuses on enhancing critical thinking, problem-solving, and interactive communication skills in both undergraduate and graduate students to prepare them for their future careers. In my classes, students engage in discussions and identify solutions collectively, fostering interactive communication and critical thinking skills for their future careers.
* Ph.D. in Civil and Environmental Engineering- Construction Engineering and Management
* Master's in Civil and Architectural Engineering
* BSc's in Mechanical Engineering
Master's in Civil and Architectural EngineeringBSc's in Mechanical Engineering
Research Interests
* Transportation Infrastructure Resilience And Sustainability
* Education And Workforce Training And Development Support
* Industry 4.0 And Construction 4.0 Technologies Adopting In Construction/Reconstruction
* Risk Management And Decision Support Systems In Construction/Reconstruction
* Life Cycle Cost Analysis
Education and Workforce Training and Development SupportIndustry 4.0 and Construction 4.0 Technologies Adopting in Construction/ReconstructionRisk Management and Decision Support Systems in Construction/ReconstructionLife Cycle Cost Analysis hzhang@georgiasouthern.eduhttps://drive.google.com/open?id=1D3Te-_ZQYR7JChMZBbUYtkRpXYEx2l8JHong ZhangHongZhangProfessor912-344-3151Science Center 208Armstrong CampusAllen E Paulson College of Engineering & ComputingDepartment of Computer ScienceHong Zhang is an alum of University of Pittsburgh and is a Professor in the Department of Computer Science. Dr. Zhang teaches undergraduate and graduate courses in computer science.
Teaching Philosophy
My teaching philosophy centers on inspiring students' interests and developing their creativity in the formal, rigorous, and abstract areas of computer science.
* Ph.D., University of Pittsburgh
* M.A., Univeristy of Pittsburgh
* M.S.E.E., University of Pittsburgh
M.A., Univeristy of PittsburghM.S.E.E., University of Pittsburgh
Research Interests
* Machine Learning And Biomedical Applications
* Algebraic Graph Theory
Algebraic Graph Theory mhossain@georgiasouthern.eduhttps://drive.google.com/open?id=1iy-5C_05fseE8zV8Psrp_fCEBK3b0fzHhttps://scholar.google.com/citations?user=Zxh8GfYAAAAJ&hl=enMd Shakil HossainMd ShakilHossainVisiting Instructor912-478-7198IT2303Statesboro CampusAllen E Paulson College of Engineering & ComputingDepartment of Computer ScienceVisiting Instructor at Georgia Southern University
Teaching Philosophy
Let's enjoy what we want to Learn!
* MSc. in CS
Research Interests
* Student Attentiveness & Comprehension Capability
* Eye Tracking
* Machine Learning
Eye TrackingMachine Learning tcourdin@georgiasouthern.eduhttps://drive.google.com/open?id=1R2Xj76egggW2vZgzLTd831ua7NqVH-LxTiffany CourdinTiffanyCourdinAdministrative Assistant II912-478-5373IT 1313Statesboro CampusAllen E Paulson College of Engineering & ComputingDepartment of Electrical & Computer Engineering shaowenxu@georgiasouthern.eduhttps://drive.google.com/open?id=12wJPIVKEYlIeIVzPk2vyYYP2jf3FSiD8Shaowen XuShaowenXuAssociate professor912-478-5006ERB 3065Statesboro CampusAllen E Paulson College of Engineering & ComputingDepartment of Mechanical EngineeringI am Shaowen Xu, an associate professor ad director of Master of Science of Mechanical Engineering in the Department of Mechanical Engineering at the Georgia Southern University. My research projects cover a broad spectrum of scientific research and engineering applications. My research work has focused on inventing new manufacturing processing for bio-materials , synthesis of bio-inspired multiscale structured materials for engineering applications, multi-disciplinary modeling and simulations, experiment and numerical simulation integrated methods, physics-based modeling of nano-materials, and material behavior characterizations on high strain rate loading conditions.
Teaching Philosophy
Acquiring knowledge is just the first step to learning. The final goal of good classroom instruction is to create an environment conducive to learning, in which students not only acquire knowledge but also learn to think and solve problems. To this end, I practice interactive teaching, encourage classroom discussion and independent thinking. I like to relate the mechanics theory to the real-life examples, and encourage my students to use what they learn to daily life applications. In addition, interesting research results always stimulate the students’ interest. Besides textbook knowledge, I always integrate my pertinent research results and progresses into the classroom teaching.
* Ph.D., Department of Mechanical Engineering, University of South Carolina, 2003
Research Interests
* Synthesis And Material Behavior Characterization Of Advanced Engineering Materials And Bio-Inspired Hierarchically Structured Composites
* Multi-Disciplinary/Multi-Physics/Multi-Scale Modeling And Simulations Of Engineering Structures, Systems And Manufacturing Processes
* Impact And Blast Resistant Material And Structure Development, And Material Testing On High Strain Rate Loading Condition
* Manufacture Processing Development For Wood Molding And Forming
* Experiment And Numerical Simulation Integrated Method
Multi-disciplinary/Multi-physics/Multi-scale modeling and simulations of engineering structures, systems and manufacturing processesImpact and blast resistant material and structure development, and material testing on high strain rate loading conditionManufacture processing development for wood molding and formingExperiment and numerical simulation integrated methodManufacturing (Solid Modeling 3D Scanning 3D Printing CNC Machining), Materials Research Laboratory, Nanocomposite Material Science Laboratory, Mechanical Engineering Lab dcox@georgiasouthern.eduhttps://drive.google.com/open?id=13_1bEi3pkSLgssz1dlFZd1xGWOkSAe48Daniel J. CoxDaniel J.CoxProfessor and Founding Chair912-478-8044ERB 1004DStatesboro CampusAllen E Paulson College of Engineering & ComputingDepartment of Manufacturing EngineeringIn 1981 he joined the IBM Corporation in Boulder Colorado in the position of Manufacturing Engineer. He graduated with his Ph.D. in Mechanical Engineering with specialization in robotics from UT Austin in 1992 where he also worked at the IBM Austin Texas facility as a Robotics and Automation Engineer until 1998. He joined the University of Texas at Austin in 1998 as a Research Scientist also serving as the Associate Director and Program Manager of the Robotics Research Group. In 2001 Dr. Cox joined the faculty at the University of North Florida where he became tenured as Professor of Mechanical Engineering. Dr. Cox initiated a new program for Georgia Southern as the Founding Chair of Manufacturing Engineering in 2016.
Teaching Philosophy
Dr. Cox’s research and teaching interests include robotics and automation, advanced manufacturing, and dynamic systems and control. His interests also include cooperating and collaborative robotics, software aspects of manufacturing, manufacturing execution systems, and engineering education for the modern manufacturing engineer.
* Ph.D., University of Texas at Austin, 1992
* MS, University of Florida, 1981
* BS, University of Florida, 1979
MS, University of Florida, 1981BS, University of Florida, 1979
Research Interests
* Robotics And Automation
* Manufacturing Automation
* Cleanroom Operations
* Dynamic Systems And Control
Manufacturing AutomationCleanroom OperationsDynamic Systems and ControlManufacturing (Solid Modeling 3D Scanning 3D Printing CNC Machining), Manufacturing Robotics and Automation andrewallen@georgiasouthern.eduhttps://www.georgiasouthern.edu/wp-content/uploads/2024/11/georgia-southern-aepcec-allen.jpghttps://scholar.google.com/citations?user=qfPpCmMAAAAJ&hl=enAndrew AllenAndrewAllenAssociate Professor and Chair912-478-5898IT Building, Room 2313Armstrong Campus, Statesboro CampusAllen E Paulson College of Engineering & ComputingDepartment of Computer ScienceDr. Allen is an Associate Professor and Chair of the Computer Science Department. His research efforts have focused on software development effort reduction, machine learning, and improving Computer Science and Software Engineering pedagogy. His research is multidisciplinary and has led to collaborations with researchers from 15 different academic institutions within and outside of the United States. He has secured grants as a PI/co-PI from the NSF including a grant that developed a Cyber-Learning Environment that has been in operation for over six years and has been used by 47 Instructors and 3,320 students from 36 different institutions, and a NSF grant to bring introductory CS to low socioeconomic status and underserved middle schools.
Teaching Philosophy
My teaching philosophy centers on integrating hands-on learning with a strong foundation in theoretical concepts. I believe that understanding core principles in computer science provides the essential framework for creativity and innovation, while practical, real-world application ensures that knowledge is retained and meaningful. By fostering a collaborative and interactive classroom, I encourage students to explore complex challenges, develop problem-solving skills, and engage deeply with the material. My goal is to empower students to think critically, adapt to evolving technologies, and confidently bridge the gap between theory and practice in their professional journeys.
* Ph.D. in Computer Science, (2011) Florida International University
Research Interests
* Software Development Effort Reduction
* Computer Science Education
* Model-Driven Engineering
Computer Science EducationModel-Driven Engineering GFU@GEORGIASOUTHERN.EDUhttps://drive.google.com/open?id=1YpVTtxVjweyU2fWhozQKMEZ-4ntCV1UShttps://scholars.georgiasouthern.edu/en/persons/george-yuzhu-fu-2George FuGeorge FuProfessor912-478-5003Room 1126 in the Engineering BuildingStatesboro CampusAllen E Paulson College of Engineering & ComputingDepartment of Civil Engineering & ConstructionDr. Fu is Professor in the Department of Civil Engineering and Construction at Georgia Southern University. He has been studying, working and researching in Environmental Engineering with an emphasis on Water and Environment for more than 30 years. He has completed/is working over $1.5 million in externally funded research mainly as PI, and has published more than 40 scholarly works. As Director, Dr. Fu has developed and established Water and Environmental Research Lab with a variety of state-of-the-art instruments. He also has over 10 years of professional engineering experience in well-known national/international consulting companies including AECOM, SNC-Lavalin, etc. as Environmental and Project Engineer.
Teaching Philosophy
Confucius said, “I hear, and I forget; I see, and I remember; I do, and I understand”. I have adopted this saying as my teaching philosophy because I believe that hands-on problem solving and comprehension are crucial for an engineering education. I would like my students to hear lectures with relevant examples and detailed step-by-step explanations in my class, to see real-world relevance through field trips, and most importantly, to learn by getting their hands “dirty” through performing labs, completing team projects, and regularly having tests. I believe these are effective ways to enhance a student’s learning experience.
* Ph.D., University of Regina, 2002
* M.S., Tianjin University, 1989
* B.S., Tianjin University, 1986
M.S., Tianjin University, 1989B.S., Tianjin University, 1986
Research Interests
* Innovative And Cost-Effective Water Treatment
* Greeninfrastructure Using Biochar
* Highway Stormwater Management
* Removal Of Emerging Contaminants
* Industrial Wastewater Treatment
GreenInfrastructure Using BiocharHighway Stormwater ManagementRemoval of Emerging ContaminantsIndustrial Wastewater TreatmentWater & Environmental Research Lab (WERL) vramasamy@georgiasouthern.eduhttps://drive.google.com/open?id=1Oix-eEbjaTO8vpoOhgqESYccdhkuYFtdhttps://scholars.georgiasouthern.edu/en/persons/vijayalakshmi-ramasamyVijayalakshmi RamasamyVijayalakshmiRamasamyAssistant Professor912-478-7413IT 2323Statesboro CampusAllen E Paulson College of Engineering & ComputingDepartment of Computer ScienceDr. Vijayalakshmi Ramasamy is an Assistant Professor of Computer Science at Georgia Southern University and an Institute for Health Logistics & Analytics affiliate. With over 27 years of academic and research experience, her work focuses on machine learning, deep learning, and graph data analytics. She applies these methods to interdisciplinary research in cognitive neuroscience, health data analytics, and environmental issues such as microplastic pollution and climate change. Dr. Ramasamy has been involved in multiple international research collaborations and continues to pursue innovative solutions at the intersection of technology, health, and the environment.
Teaching Philosophy
My teaching philosophy, shaped by 27 years of experience across diverse student populations on three continents, emphasizes building an inclusive and engaging learning environment. I encourage active participation to foster a vibrant learning community and bridge the gap between academia and industry by connecting course content to real-world applications. I provide well-organized lessons, ample practice, and timely feedback and accommodate diverse needs. My most fundamental goals are being a co-learner and establishing a respectful learning environment for all. I encourage students to share their views and foster mutual understanding while ensuring respect and dignity for the diverse identities we all bring to the classroom.
* Doctor of Philosophy in Computer Science
* Master of Philosophy in Computer Science
* Master of Computer Applications
* Diploma in Database Management Systems
* Bachelor of Science in Chemistry
Master of Philosophy in Computer ScienceMaster of Computer ApplicationsDiploma in Database Management SystemsBachelor of Science in Chemistry
Research Interests
* Graph Data Analytics And Machine Learning Applications
* Computational Neuroscience
* Pattern Recognition
* Educational Data Mining And Learning Analytics
Computational NeurosciencePattern RecognitionEducational Data Mining and Learning AnalyticsInstitute for Health Logistics & Analytics wtong@georgiasouthern.eduhttps://drive.google.com/open?id=1QaKBFeBgSqs62HxRk1fGmwUQtKJEAx-ywww.weitiantong.comWeitian TongWeitianTongAssociate ProfessorIT2305Statesboro CampusAllen E Paulson College of Engineering & ComputingDepartment of Computer ScienceDr. Weitian Tong is a tenured associate professor in the Department of Computer Science, Georgia Southern University. Dr. Tong received his B.S. degree in Math and Applied Mathematics from Zhejiang University, Hangzhou, China, in 2010, and the Ph.D. degree in Computer Science from University of Alberta, Edmonton, Canada, in 2015. Currently, Dr. Tong’s research focuses on efficient algorithm design for optimization problems arising from data science and smart city.
Teaching Philosophy
Sharing knowledge with students fulfills my responsibility as a teacher-scholar and helps me to organize my knowledge systematically. Therefore, I find teaching an enjoyable and rewarding part of my academic career.
* Ph.D., Computer Science, University of Alberta, Canada
* B.S., Math and Applied Mathematics, Zhejiang University, China
B.S., Math and Applied Mathematics, Zhejiang University, China
Research Interests
* Data-Driven Algorithms Design
* Operations Research
* Data Science
* Smart City
Operations researchData scienceSmart cityInstitute for Water and Health jfarara@georgiasouthern.eduhttps://drive.google.com/open?id=1Dhw7kcIijNR5kUBEeZF-wWajWh8hZDdIJoshua FararaJoshua FararaVisiting Instructor912-478-4308It2333Statesboro CampusAllen E Paulson College of Engineering & ComputingDepartment of Computer ScienceJoshua Farara is a passionate educator and technologist with a Master of Science in Computer Science from Georgia Southern University. Currently serving as a Visiting Instructor in the Department of Computer Science, he teaches courses in programming languages, object-oriented programming, and software development. With a background in web development and data analytics, Joshua integrates real-world experience into his teaching, emphasizing practical skills and problem-solving. He is committed to fostering student engagement, inspiring a passion for coding, and encouraging a disciplined, solution-oriented mindset.
Teaching Philosophy
My teaching philosophy centers on fostering student interest in computer science through engaging, inclusive, and solution-oriented learning. I believe it is a professor's duty to nurture curiosity while emphasizing the discipline required to master the field. I prepare materials in advance to encourage active discussions and guide students toward understanding fundamental concepts. By highlighting coding's practical applications, I inspire students to develop a passion for the subject, cultivating critical thinking and problem-solving skills essential for academic and professional success.
* Bachelor of Science in Economics – Georgia Southern University – Statesboro, GA December 2019
* MASTER OF SCIENCE IN COMPUTER SCIENCE– Georgia Southern University – Statesboro, GA December 2023
MASTER OF SCIENCE IN COMPUTER SCIENCE– Georgia Southern University – Statesboro, GA December 2023
Research Interests
* Computer Science Education
* Data Science
* Artificial Intelligence
* Computer Vision
* Path Planning And Navigation Algorithms
Data ScienceArtificial IntelligenceComputer VisionPath Planning and Navigation Algorithms wfischer@gmail.comhttps://drive.google.com/open?id=1BySh8hrIx126y46Y8rg1qFRz8-mz0sdtWesley FischerWesleyFischerRetention and Success Coordinator, School of Nursing912-478-5866Statesboro: Nursing Building, Room 1004 Armstrong: Ashmore Hall, Room 254Armstrong Campus, Statesboro CampusWaters College of Health ProfessionsSchool of NursingWesley is a dedicated healthcare professional with a rich background in emergency services and a passion for nursing. A former U.S. Navy Corpsman, he honed his medical skills in high-pressure environments, providing critical care to those in need. Following his military service, Wesley continued his commitment to public safety as an EMT and firefighter. He pursued his academic interests at Georgia Southern University, earning both a Bachelor's degree in Biology and a Bachelor of Science in Nursing. This dual background has equipped him with a comprehensive understanding of the biological sciences, enhancing his medical knowledge and student interactions as the Student Success Coordinator for the Water College of Nursing.
Teaching Philosophy
My teaching philosophy is rooted in empathy, experiential learning, and a commitment to patient-centered care. By drawing from my unique background, I strive to inspire and equip future nurses with the skills, knowledge, and compassion needed to make a positive impact in the lives of their patients.
* Bachelor of Science in Nursing, Georgia Southern University
* Bachelor of Science in Biology, Georgia Southern University
Bachelor's of Science in Biology, Georgia Southern University
Research Interests
* Student Success
* Nursing Education
Nursing Education jianzhang@georgiasouthern.eduhttps://drive.google.com/open?id=1wJM9T84Q62HDyGi9DZW6NZBkqsoGhyFyhttps://scholars.georgiasouthern.edu/en/persons/jian-zhang-2Jian ZhangJianZhangProfessor912-478-22902032, Hendricks HallStatesboro CampusJiann-Ping Hsu College of Public HealthDepartment of Biostatistics, Epidemiology & Environmental Health SciencesJian Zhang earned his medical degree from Shanxi Medical University and a Doctorate in Public Health from the University of South Carolina. He has extensive experience as a medical officer at the Chinese Centers for Disease Control and Prevention and served as a national program officer at the World Health Organization (WHO). In the United States, he worked as an epidemiologist at the Centers for Disease Control and Prevention (CDC). His research focuses on the epidemiology of chronic diseases and has been widely featured in major media outlets, including Time, ABC News, Fox News, CBS News, CNN, NBC News, and The Washington Post. His work has also been highlighted in popular magazines such as New Scientist and Allure.
Teaching Philosophy
Drawing from extensive public health practice in both developing and developed countries, Dr. Zhang has crafted courses that seamlessly bridge the gap between classroom learning and real-world application.
* MD
* DrPH
DrPH
Research Interests
* Chronic Disease Epidemiology
* Public Health Surveillance Method
Public Health Surveillance Method bapenteng@georgiasouthern.eduhttps://drive.google.com/open?id=1ZY_YwBrIcDH_DKYOPqkBd0OMXp1P4v4Lhttps://scholars.georgiasouthern.edu/en/persons/bettye-apenteng-2Bettye ApentengBettyeApentengProfessor912-478-2416Hendricks Hall Room 2010Statesboro CampusJiann-Ping Hsu College of Public HealthDepartment of Health Policy & Community HealthDr. Apenteng is trained in the application of qualitative and quantitative research methodologies in public health and health services research and practice. Her research and practice interests are in the relationships among health organizational structure, behavior and performance and how these relationships collectively shape health systems capacity and optimal functioning; health services access utilization and cost; and health equity and population outcomes. She has a strong passion for global and rural health services and systems research and has published extensively in this area.
Teaching Philosophy
Dr. Apenteng's teaching approach is strongly influenced by her belief thatlearning is most effective when students can connect, evolve, and apply. Learners must be able to connect with the material, instructors, and peers. This can be facilitated by tailoring instruction to increase the saliency of the subject matter to learners, displaying humanity and compassion, and encouraging respectful discourse. Knowledge is not static, and the learning process must reflect this dynamism and support learners as they evolve. Learning is also most effective when students can apply concepts to similar and non-similar contexts in a manner that spurs positive disruption of existing paradigms and approaches.
* Ph.D.
Research Interests
* Rural Health
* Health Disparities
* Global Health
* Health Services And Systems
* Social Determinants Of Health
Health DisparitiesGlobal HealthHealth Services and Systems Social Determinants of HealthCenter for Public Health Practice and Research amohamed@georgiasouthern.eduhttps://drive.google.com/open?id=1yrcvSMpcp-e9tcwfdY7as-ZsILN6M850https://scholar.google.com/citations?hl=en&user=qJ25hUMAAAAJ&sortby=pubdate&view_op=list_works&citft=1&citft=2&citft=3&email_for_op=atefshalan%40gmail.com&gmla=AL3_zijdm5W4-bM17F4v9IWTwjXRr4KJqM5oUjN6OQtO_kbkh77jyA9IpMDmr0kO1eg7f2zh74KD1CQ-NgA4IAH6v6ZClRZEDGYZI_UNpGqLIJGT631Xk5znFvobXaCrxmkaeNuglU1umeG5yGx69g0hkzRZKSGM9P8LU3DZOCqpFuOne_xlHlPPM1B0fIHnZpFm30i74iH6L3dyJLFqQbUohaAI-FRy89K_36IKM4Jc-4gmAtef Mohamed (Shalan)AtefMohamed (Shalan)Assistant Professor912-478-7756IT 2110Statesboro CampusAllen E Paulson College of Engineering & ComputingDepartment of Information TechnologyDr. Atef Mohamed (Shalan) is an Assistant Professor of Information Technology at Georgia Southern University. He earned his Ph.D. in Computer Science from Queen’s University, Canada, and an MSc in Computer Science from Lakehead University, Canada. With over a decade of higher education and industry experience, Dr. Shalan focuses on system reliability, software architecture, fault tolerance, and failure prediction. He has published research and delivered talks globally. Dr. Shalan teaches programming, Operating systems, networking, Databases, cybersecurity, and data analytics.
Teaching Philosophy
My teaching philosophy is rooted in the belief that impactful teaching inspires students to deeply engage with their curriculum. Drawing from my academic and professional experience, I aim to ignite a passion for learning by bridging theoretical knowledge with practical applications. My industrial background allows me to emphasize the relevance of each concept, fostering an appreciation for its practical importance. By guiding students to explore the genealogy of problems and their broader implications, I help them envision interconnected frameworks and craft comprehensive solutions. This approach sustains interest in challenging courses while equipping students with critical and strategic thinking skills for their future careers.
* Ph.D. Of Computing, Queen'S University, Kingston Ontario Canada 2012
* MSc In Computer Science, Lakehead University, Thunder Bay Ontario Canada, 2006
MSc In Computer Science, Lakehead University, Thunder Bay Ontario Canada, 2006
Research Interests
* Software Engineering
* System Reliability
* Ai & Machine Learning
* Cybersecurity
System ReliabilityAi & Machine LearningCybersecurity ahansen@georgiasouthern.eduhttps://drive.google.com/open?id=1vSInitS3kLUmygCD5W-sO_JIfaP-0P4UAndrew HansenAndrewHansenProfessor912-478-0261Hendricks HallStatesboro CampusJiann-Ping Hsu College of Public HealthDepartment of Health Policy & Community HealthDr. Hansen received his doctoral training in Community Health Behavior and Education and has a Masters in Exercise Science and an Undergraduate degree in Health and Physical Education. His teaching areas include Global Health, Health Disparities, Program Planning and Evaluation, and Social Marketing. Research interest is in the area of health and wellness for individuals, schools, communities, and populations related to behavior, environmental, and structural influences.
Teaching Philosophy
Accept that I don’t know what I don't know and allow myself to be a student, to listen and process what research, the students, and others say, working to ensure my current knowledge doesn’t bias and impede attaining new knowledge. I work to be respectful and responsive to various learning preferences, mindsets, and culture. I foster this openness in students and challenge them to look beyond one perspective allowing themselves to receive and process the ideas and thoughts of others. I engage my students in ways that allow them to challenge themselves and their peers, advancing beyond what we know in the classroom, beyond status quo, and imagining what else is possible.
* Doctor of Public Health in Community Health Behavior and Education
Research Interests
* Health Eating And Active Living
* Social Marketing
* Health Disparities And Inequality
* Environment-Sustainability
Social MarketingHealth Disparities and inequalityEnvironment-SustainabilityCenter for Public Health Practice and Research mbester@georgiasouthern.eduhttps://drive.google.com/open?id=15HHYqstO6fqh6uO-Xg0TzAX3rsjapQdShttps://scholars.georgiasouthern.edu/en/persons/mary-e-bester-dr-2Mary Estelle BesterMary EstelleBesterAssociate Professor School of Nursing912-478-8602Nursing Chemistry Building, Room 4014Statesboro CampusWaters College of Health ProfessionsSchool of NursingMy journey in nursing began at Stellenbosch University in South Africa, first as nursing student and then as senior lecturer for 20 years. This foundational experience ignited a passion for nursing that would shape my entire career. I was a senior lecturer in nursing at this university for 20 years. In pursuit of new challenges and opportunities, I spent the next decade in Saudi Arabia as a program director in nursing practice and quality, overseeing nursing practices and ensuring the highest standards of quality care. Since 2017, I have been a part of GSU, teaching undergraduate and postgraduate students. In my teaching role, I continue my passion for SoTL, while also contributing to the development of future nursing leaders.
Teaching Philosophy
My teaching philosophy centers on fostering a student-centered environment where every learner's unique needs and strengths are recognized and nurtured. I am passionate about creating engaging, inclusive, and dynamic learning experiences that inspire curiosity and a love for learning. By encouraging active participation, critical thinking, and collaboration, I aim to empower students to take ownership of their education and develop lifelong learning skills. My goal is to cultivate a supportive and stimulating atmosphere where every student feels valued and motivated to reach their full potential.
* BSN (Bachelor in Science of Nursing)
* MSN (Masters in Science of Nursing)
* Ph.D. (Doctor of Philosophy)
* Honors in Nursing Education
* Advanced Diploma in Nursing Leadership
MSN (Masters in Science of Nursing)Ph.D. (Doctor of Philosophy)Honors in Nursing EducationAdvanced Diploma in Nursing Leadership
Research Interests
* Scholarship In Teaching And Learning
* Evidence-Based Teaching
* Technology In Teaching
Evidence-Based TeachingTechnology in Teaching kkardel@georgiasouthern.eduhttps://drive.google.com/open?id=1ufhVE48DOy46Ldg0pMYipE7lloo3OnIUhttps://scholar.google.com/citations?user=UaSo3WMAAAAJ&hl=enKamran KardelKamranKardelAssociate Professor912-478-8566ERB 2057Statesboro CampusAllen E Paulson College of Engineering & ComputingDepartment of Manufacturing EngineeringDr. Kamran Kardel has a Ph.D. in Industrial and Systems Engineering from Auburn University. Before joining Georgia Southern in 2016, he was a research assistant in the Mike Hubbard Center for Advanced Science, Innovation and Commerce (CASIC) at Auburn University. Dr. Kardel’s research interests include understanding and experimenting novel applications for additive manufacturing. This encompasses broad systems in several fields, from manufacturing to biosystems, bioprinting, and bio-scaffolding. Specifically, additive manufacturing processes and its applications in Biosystems and scaffolding, as well as surface metrology and engineering.
Teaching Philosophy
As a professor of manufacturing engineering, my teaching philosophy emphasizes bridging theory and practice through hands-on learning and real-world applications. I aim to inspire critical thinking, innovation, and problem-solving by integrating industry-relevant projects, simulations, and collaborative teamwork into the classroom. By fostering an inclusive environment, I encourage diverse perspectives and active engagement, ensuring all students feel empowered to contribute and excel. My goal is to equip students with technical expertise, ethical responsibility, and leadership skills, preparing them to address the evolving challenges of manufacturing and industrial systems
* Ph.D. in Industrial and Systems Engineering, Auburn University, 2016
* M.Eng. in Industrial and Systems Engineering, Auburn University, 2013
* M.S. in Socio-economic Systems Engineering, Mazandaran University of Science & Technology, 2008
* B.S. in Industrial Engineering, Iran University of Science & Technology, 2003
M.Eng. in Industrial and Systems Engineering, Auburn University, 2013M.S. in Socio-economic Systems Engineering, Mazandaran University of Science & Technology, 2008B.S. in Industrial Engineering, Iran University of Science & Technology, 2003
Research Interests
* Additive Manufacturing
* Bio-Engineering
* Sustainable Manufacturing
* Surface Engineering
* Mechanical Characterization
Bio-engineeringSustainable ManufacturingSurface EngineeringMechanical Characterization3D Bio Manufacturing Laboratory rcollins@georgiasouthern.eduhttps://drive.google.com/open?id=1QLVB4icGg-wgrAQxTezA15uhI9Jo4X8pRhyne Collins Rhyne Collins Lecturer912-478-30093027Statesboro CampusWaters College of Health ProfessionsSchool of NursingI celebrated 22 years of bedside care this past June. I have worked in many different aspects of nursing and have greatly enjoyed my career thus far. Becoming an educator has always been at the top of my career goals and I am delighted to have found a home at beautiful Georgia Southern University- Waters College of Health Professions, School of Nursing.
Teaching Philosophy
As a nursing educator, my teaching philosophy is rooted in the belief that nursing is a holistic and dynamic profession that merges science, empathy, and ethics to deliver patient-centered care. I view education as a lifelong journey, where the role of the educator extends beyond disseminating knowledge to mentoring, inspiring, and fostering a passion for learning and professional growth among students.
* Doctorate of Nursing Education, University of West Georgia, in progress
* Master of Science in Nursing Education, Chamberlin University, 2021
* BSN-RN, Albany State University, 2017
* ADN-RN, Darton College, 2010
* Practical Nursing Diploma, Southeastern Technical College, 2005
Masters of Science in Nursing Education, Chamberlin University, 2021BSN-RN, Albany State University, 2017 ADN-RN, Darton College, 2010Practical Nursing Diploma, Southeastern Technical College, 2005
Research Interests
* Incivility In Nursing/ Nursing Education
* Evaluation In Nursing Education
Evaluation in Nursing Education cvrogers@georgiasouthern.eduhttps://drive.google.com/open?id=1xr99o8EvuwHwwq2-scUeH19uH22dxT5TCheyenne RogersCheyenneRogersAdministrative Assistant II 912-478-5242Nursing/Chemistry Building Room 2002GStatesboro CampusWaters College of Health ProfessionsSchool of Nursing chelseadoyle@georgiasouthern.eduhttps://drive.google.com/open?id=1ksLO1sVzzHg0SX4RlJ7GznqA5rgzNtHQChelsea Doyle ChelseaDoyle Administrative Assistant II912-344-2973Ashmore Hall Rm 266Armstrong CampusWaters College of Health ProfessionsSchool of Nursing nmarshall@georgiasouthern.eduhttps://drive.google.com/open?id=1Z43OAqS3_eU0NN5sRyVAmQ38pVccP3VuNandi MarshallNandiMarshallAssociate Dean for Academic Affairs and Associate Professor912-478-3307Hendricks HallStatesboro CampusJiann-Ping Hsu College of Public HealthDepartment of Health Policy & Community HealthDr. Nandi A. Marshall is a community engaged scholar committed to maternal and child health equity and preparing the next generation of the public health workforce. She is an Associate Professor in the Department of Health Policy and Community Health and the Associate Dean for Academic Affairs in the Jiann-Ping Hsu College of Public Health at Georgia Southern University. Dr. Marshall holds a BA from Spelman College, an MPH from East Stroudsburg University, and a DrPH from Georgia Southern University. Dr. Marshall is also a certified health education specialist, a certified lactation counselor, and a certified diversity executive.
Teaching Philosophy
Throughout my educational, professional and personal experiences I have focused on community engagement, the social determinants of health, service and building my leadership skills. As such, these are the same values I bring to the classroom. As an educator, my goals are to: **prepare students for the public health workforce by building their knowledge base, leadership skills and confidence;**engage students through participatory work in their community and learning environment; and **teach the importance of the social determinants of health in achieving health equity.
* DrPH
* MPH
* CHES
* CLC
* CDE
MPHCHESCLCCDE
Research Interests
* Maternal & Child Health Equity
* Community Engagement
* Social Determinants Of Health
* Breastfeeding Continuity Of Care
Community Engagement Social Determinants of HealthBreastfeeding Continuity of CareCenter for Public Health Practice and Research sherren@georgiasouthern.eduhttps://drive.google.com/open?id=1joopJjspS2rV52nCpdyCoiwyfe7FvxQpStephanie HerrenStephanieHerrenStudent Accessibility Coordinator912-344-2572Memorial College Center 205Armstrong CampusStudent Accessibility Resource CenterStudent Accessibility Resource CenterStephanie (she/her/hers) has a Bachelor of Interdisciplinary Studies degree in Liberal Arts and Social Sciences and a Master of Arts in Professional Communication and Leadership from Georgia Southern University. As a double eagle, she attended both the Statesboro and Armstrong campuses. With over 10 years in higher education, she has worked at both private and public universities in various areas such as sponsored programs, financial services, and academic advising. Stephanie provides information about disability related services and documentation requirements to current and prospective students. She also oversees test proctoring on the Armstrong campus.
Teaching Philosophy
As a self-proclaimed lifelong learner, I want to nurture and encourage curious minds to never stop learning.
* Masters of Arts in Professional Communication and Leadership
Research Interests
* Communication In Higher Education
* Public Administration For Non-Profits
Public administration for non-profits agutierrez@georgiasouthern.eduhttps://drive.google.com/open?id=16B6kYJ2LoFDWpxhgCOraOMOHbRpbM4TYhttps://scholar.google.com/citations?user=1wZbNEoAAAAJ&hl=en&oi=aoAntonio Gutierrez de BlumeAntonioGutierrez de BlumeProfessor912-478-7831COE 3135Statesboro CampusCollege of EducationDepartment of Curriculum Foundations & ReadingAntonio P. Gutierrez de Blume, Ph.D., is currently a Professor of Research at Georgia Southern University, where he teaches quantitative research methods and statistics. His research expertise is in examining metacognition under the theory of self-regulated learning. More specifically, he is interested in how learners monitor their comprehension during learning episodes. His program of research includes examining the effects of dispositional characteristics (e.g., various aspects of motivation) and learning strategy training on learners’ monitoring (accuracy and bias), confidence in performance judgments, and performance as well as investigating the latent dimensions of calibration to improve its measurement.
Teaching Philosophy
As a teacher, I endeavor to create a classroom climate that promotes higher-order thinking skills in my students, whether in a face-to-face/traditional or in an online/distance format. As such, my teaching approach is predicated on my research interests, which involve the advancement and promotion of higher-order thinking skills (e.g., metacognition, metamemory, metacomprehension, critical thinking, and creative thinking and creativity), all of which are rooted in the theories of self-regulated learning and metacognition. Finally, I have experience in fair, just, and equitable grading practices as well as other forms of student assessment of performance (e.g., rubric-based assessment).
* Ph.D., University of Nevada Las Vegas, 2012
* M.Sc., University of Nevada, Las Vegas, 2008
* B.A., University of Nevada, Las Vegas, 2004
M.Sc., University of Nevada, Las Vegas, 2008B.A., University of Nevada, Las Vegas, 2004
Research Interests
* Metacognition
* Self-Regulated Learning
* Motivation
Self-Regulated LearningMotivationCenter for STEM Education (i2STEMed), National Youth Advocacy and Resilience Research Center bsilwal@georgiasouthern.eduhttps://drive.google.com/open?id=1-poJidr7acbQhTp47QbOpHTyo7qJ-Uq-https://scholar.google.com/citations?user=r74qSeAAAAAJ&hl=enBishal SilwalBishalSilwalAssociate Professor912-478-0542Engineering and Research Bldg. Room 3063Statesboro CampusAllen E Paulson College of Engineering & ComputingDepartment of Mechanical EngineeringDr. Bishal Silwal is an Associate Professor of Mechanical Engineering, specializing in advanced manufacturing techniques, particularly wire arc additive manufacturing (WAAM) and the development of metallic alloys. With expertise in material characterization, mechanical testing, and computational simulation, Dr. Silwal leads a dynamic research group dedicated to advancing sustainable and high-performance manufacturing processes.
Teaching Philosophy
One of my teaching philosophy emphasizes bridging academic concepts with real-world applications, ensuring students see the tangible impact of their learning. One of the most effective ways I implement this is by organizing industry visits, which provide students with firsthand exposure to professional practices, advanced technologies, and real-world problem-solving scenarios. These visits allow students to connect theoretical principles to practical applications, such as observing advanced manufacturing processes or material testing methods in action.
* Ph.D., Utah State University, 2013
* M.S., St. Cloud State University, 2008
* B.S., Tribhuvan University, 2005
M.S., St. Cloud State University, 2008B.S., Tribhuvan University, 2005
Research Interests
* Manufacturing Technologies
* Material Characterization
* Alloy Development
* Material Testing
Material CharacterizationAlloy developmentMaterial TestingEngineering & Research Facility kriegelman@georgiasouthern.eduhttps://drive.google.com/open?id=1L5b6-RvG2kz4sDKJlZtb7dNJN1rdT20nKaren RiegelmanKarenRiegelmanAdministrative Assistant912-478-4726Interdisciplinary Academic Building, Room 3055Statesboro CampusCollege of Behavioral & Social SciencesSchool of Human EcologyKaren Riegelman is the administrator for the School of Human Ecology.
Teaching Philosophy
Don't get so focused on the next thing that you miss the now.You cannot get through a single day without having an impact on the world around you. What you do makes a difference and you have to decide what kind of difference you want to make! -Jane Goodall
* BFA, Rochester Institute of Technology, 1990
Research Interests
* Na
dmulford@georgiasouthern.eduDebbie MulfordDebbieMulfordSenior Lecturer912-344-2898Ashmore Hall 216Armstrong CampusWaters College of Health ProfessionsSchool of NursingDebbie Mulford is an alumni of Armstrong Atlanta State University (MSN, BSN) and Hampton University (Ph.D). Dr. Mulford is a Senior Lecturer in the School of Nursing in the undergraduate program on the Armstrong Campus. Dr. Mulford began her career in 2007 and has coordinated and taught Fundamentals of Nursing/Essential Skills from 2009 - 2023. Dr. Mulford is currently the Skills Lab Coordinator.
Teaching Philosophy
My philosophy of teaching is student-centered. In the classroom I have used various teaching strategies to engage the student to critically think. As the lab coordinator, I am responsible for the students learning in the lab setting. The labs are designed for the students to apply the information they have learned from the classroom and gives the student an opportunity to practice a skill in a safe environment with the lab instructor to guide and facilitate the student’s application of a learned skill. I am continually evaluating my teaching practices and methods to ensure that the students are receiving the best learning experience.
* Ph.D Hampton University - 2016
* MSN Armstrong Atlantic State University - 2004
* BSN Armstrong Atlantic State University -1998
MSN Armstrong Atlantic State University - 2004BSN Armstrong Atlantic State University -1998
Research Interests
* Health Literacy
* Teach-Back Method
Teach-back method mckinleythomas@georgiasouthern.eduhttps://drive.google.com/open?id=1Pfhbs7zjjtmSmBYQqFiQRrsUvgfgxtC4https://www.researchgate.net/profile/Mckinley-ThomasMcKinley ThomasMcKinleyThomasProfessor (Full), Director - Bachelor of Health Sciences Degree program912-344-2656University HallArmstrong CampusWaters College of Health ProfessionsDepartment of Health Sciences & KinesiologyDr. Thomas received a B.S. (1988) and M.Ed. (1989) in Community Health Education from Georgia College, followed by an Ed.D. in Health Education (1995) from the University of Tennessee, Knoxville. Affiliations: Arnold School of Public Health (University of South Carolina); Department of Kinesiology and Health Science (Augusta University); Clinical Associate Professor (Medical College of Georgia); Master of Public Health program & Department of Community Medicine (Mercer University); and Department of Health Sciences and Kinesiology (Georgia Southern University). McKinley is currently a Full Professor at Georgia Southern University, a Governor’s Teaching Fellow, and Founding Editor of the Journal of the Georgia Public Health Association.
Teaching Philosophy
Students are resilient; they learn despite the confines of the American educational system, which often works against our human inclination toward unfettered exploration of the world around us. Realizing the limitations presented by current ideology, it is proposed here that professional language and communication, critical thinking geared toward best evidence, and social inclusivity are the ultimate characteristics of students poised to take their place as leaders within a diverse society. To this end, our goals are to point students in the right direction, ignite their curiosity, then - stay out of their way.
* BS, Health Education, Georgia College (1988)
* M.Ed, Community Health Education, Georgia College (1989)
* Ed.D., Health Education, University of Tennessee, Knoxville (1995)
M.Ed, Community Health Education, Georgia College (1989)Ed.D., Health Education, University of Tennessee, Knoxville (1995)
Research Interests
* Pedestrian Fatalities
* Scholarship Of Teaching And Learning
* Human Sexual Behavior
* Health Promotion & Disease Prevention
* Pedagogy
Scholarship of Teaching and LearningHuman Sexual BehaviorHealth Promotion & Disease PreventionPedagogy amyers@georgiasouthern.eduhttps://drive.google.com/open?id=1UnNSI4SjiVI1FoCeed8H3nC2tiu15FdtAntonia Latrice MyersAntonia LatriceMyersAdministrative Assistant I912-478-2622PCOB Office 1101Statesboro CampusParker College of Business pwheaton@georgiasouthern.eduhttps://drive.google.com/open?id=1CGLlpZHGdkiDexJh1XMObwhU4zs0sGjJPatrick WheatonPatrickWheatonAssistant Professor of Communication Studies912-478-5933Sanford 3031Statesboro CampusCollege of Arts & HumanitiesDepartment of Communication ArtsI have taught at the university level for 30+ years, as a graduate teaching assistant, lecturer, and professor. I came to the discipline of Communication Studies from my involvement in competitive high school and collegiate debate, where I was a competitor, judge, or coach for 25 years. I teach and study argumentation, public speaking, persuasion, rhetoric, and political communication.
Teaching Philosophy
Teaching should be a cooperative venture between the teacher and the students. This does not mean that education is a service industry in which students act as customers purchasing a product. Teachers and students are co-participants in the process of acquiring or producing knowledge. To that end, I construct lectures and discussions that are interactive. I value interactions with students in the classroom and I value their contributions to the learning experience.
* Ph.D., Speech Communication, University of Georgia, 2001
* M.A., Speech Communication, University of Georgia, 1993
* B.A., History, University of Virginia, 1986
M.A., Speech Communication, University of Georgia, 1993B.A., History, University of Virginia, 1986
Research Interests
* American Public Address
* Rhetoric And Rhetorical Criticism
* Political Campaign Communication
* Political Debates
* Argumentation And Debate
Rhetoric and Rhetorical CriticismPolitical Campaign CommunicationPolitical DebatesArgumentation and Debate jriley@georgiasouthern.eduhttps://drive.google.com/open?id=1Awm4wRPnst1I2LHh31WXPDIOtBd5MFH4https://scholars.georgiasouthern.edu/en/persons/jeffrey-rileyJeffrey RileyJeffreyRileyAssociate Professor912-478-6006Sanford Hall 1009Statesboro CampusCollege of Arts & HumanitiesDepartment of Communication ArtsDr. Jeff Riley joined the Multimedia Journalism faculty at Georgia Southern in 2017, and he currently serves as the sequence coordinator for the MMJ area. His primary research agenda is right-wing radicalization in digital spaces, with a special emphasis on the mechanics of disinformation and violent rhetoric. His second research agenda examines how hyper-local digital spaces are adapting to meet informational demands in "news deserts." Dr. Riley regularly teaches Public Affairs Reporting, STEM Journalism, Sports Journalism, Photojournalism, and Mass Communication Theory. He is a former community journalist, and was born and raised in the central Florida area.
Teaching Philosophy
I can teach you how to harness the power of mass media to reach an audience and tell them a compelling true story. Maybe that story is about sports, maybe it's about scientific research, maybe it's about the local city council. Maybe that story is written, maybe it's a video package, maybe it's on TikTok or is a podcast. None of that part matters right now. What matters is that you feel compelled to tell true stories. If you do -- come find me and talk about being a journalism major.
* Ph.D., Communications, University of Florida, 2014
* MS, Journalism, Ohio University, 2011
* BS, Journalism + Political Science, University of Central Florida, 2010
MS, Journalism, Ohio University, 2011BS, Journalism + Political Science, University of Central Florida, 2010
Research Interests
* Right-Wing Radicalization
* Online Misinformation And Disinformation
* Community Journalism
* Content Analysis
* Digital Spaces And Community Formation
Online misinformation and disinformationCommunity journalismContent analysisDigital spaces and community formation marlamor@georgiasouthern.eduhttps://drive.google.com/open?id=10G8IemEMBSCzOqxdM-Y6FEjv6Kgz5pbFMarla MorrisMarlaMorrisProfessor912-478-5942Statesboro, COE 2131Statesboro CampusCollege of EducationDepartment of Curriculum Foundations & ReadingProf., Dr. Marla Morris, FRSA has a Ph.D. in Philosophy from the European Graduate School, a Ph.D. in Education from Louisiana State University. Recent publications include Education at the Edge of Experience: Navigating the Unassimilable (Routledge, 2024); Curriculum Studies in the Age of Covid-19: Stories of the Unbearable (Peter Lang Press, 2022). Curriculum Studies Guidebooks Vols., 1 & 2. (Peter Lang Press, 2016). On Not Being Able to Play: Scholars, Musicians and the Crisis of Psyche (2009, Brill). Teaching Through the Ill Body: A Spiritual and Aesthetic Approach to Pedagogy and Illness (2008, Brill). Jewish Intellectuals and the University (2006, Palgrave).
Teaching Philosophy
Research based teaching
* Ph.D., Philosophy, European Graduate School
* Ph.D., Education, Louisiana State University
* FRSA (Fellow Royal Society of Arts)
* MA Religious Studies, Loyola University New Orleans
* BA Philosophy, Tulane University
Ph.D., Education, Louisiana State University FRSA (Fellow Royal Society of Arts)MA Religious Studies, Loyola University New OrleansBA Philosophy, Tulane University
Research Interests
* Philosophy
* Psychoanalysis
* Education
PsychoanalysisEducation mgroover@georgiasouthern.eduhttps://drive.google.com/open?id=1jqSua_MTjUJ_ePCRidqCs8fBbMNMCDfLMichelle GrooverMichelleGrooverPrincipal Lecturer912-478-5369SanfordStatesboro CampusCollege of Arts & HumanitiesDepartment of Communication ArtsMichelle Groover is a principal lecturer in the Communication Arts Department at Georgia Southern University in Statesboro, Georgia, where she teaches public relations courses. She holds a Ph.D. in Communication from Regent University. Her research interests include crisis communication, popular culture, public relations, and social media.
Teaching Philosophy
The 2024 Georgia Southern Faculty Handbook states, “Excellent teaching is reflective, student-centered, respectful of the diversity of students, multimodal, & focused on student learning outcomes” (p. 46). I believe through my engagement with students, both in & outside the classroom, I have exemplified this definition. I wholly support the exchange of ideas & encourage students to enter a dialogue on the topic at hand. I strive to be a good teacher, which I would define as someone who cares if their students succeed or fail (in the classroom & in life); someone who provides a variety of learning opportunities for their students; someone who is available to meet with students; and someone who prepares their students for life after college.
* B.S. Communication, Milligan College 1993
* M.Ed. Instructional Technology, Georgia Southern University 2005
* Ph.D. Communication, Regent University 2015
M.Ed. Instructional Technology, Georgia Southern University 2005Ph.D. Communication, Regent University 2015
Research Interests
* Crisis Communication
* Public Relations
* Social Media
* Popular Culture
Public RelationsSocial MediaPopular Culture mplew@georgiasouthern.eduhttps://drive.google.com/open?id=1tIRySmzNau8NMntehx3BiilH406CuJJrMelissa PlewMelissaPlewPrincipal Lecturer912-478-18472015 Sanford HallStatesboro CampusCollege of Arts & HumanitiesDepartment of Communication ArtsDr. Plew is a teacher-scholar whose work focuses on the classroom. As the Director of Public Speaking, Dr. Plew mentors Graduate Teaching Assistants who work with students in the Public Speaking courses. Her scholarly and professional development work has recently focused on instructor communication in the classroom and implementing relevant activities into her courses. Dr. Plew teaches numerous courses in the Communication Studies area, including Interpersonal Communication, Small Group Communication, and Mediated Communication.
Teaching Philosophy
Dr. Plew has two overarching goals in each of her courses. First, she wants to provide opportunities for her students to apply the communication concepts studied in class to their own experiences. Once students realize these theoretical ideas are part of their everyday interactions, they become interested in learning more. Second, she wants to provide opportunities for her students to practice the skills they will use outside the classroom. After they graduate, students will be expected to engage with others, think critically, and present their ideas, so these skills are incorporated into each course Dr. Plew teaches.
* Ph.D., Georgia State University, 2011
* M.A., Indiana State University, 2002
* B.S., Indiana State University, 1999
M.A., Indiana State University, 2002B.S., Indiana State University, 1999
Research Interests
* Intersection Of Interpersonal And Mediated Communication
* Internet Use (Ethics And Privacy)
* Media Uses And Effects
* Communication Pedagogy
Internet Use (ethics and privacy)Media Uses and EffectsCommunication Pedagogy cbgey@georgiasouthern.eduChris GeyermanChrisGeyermanAssociate Professor912-478-5838Sanford Hall 3008Statesboro CampusCollege of Arts & HumanitiesDepartment of Communication ArtsJoined GS in 1987
Teaching Philosophy
Have fun and learn.
* Ph.D.
Research Interests
* Communication
doreeneanderson@georgiasouthern.eduDoreene AndersonDoreene AndersonCustodian912-478-5558Old Register Rd. P.O. Box 8012, Statesboro, GA 30460Statesboro CampusSoutheastern Technical CollegeEarly Childhood Education
* Early Childhood Education
apalacios@georgiasouthern.eduhttps://drive.google.com/open?id=1WjCziHocOIwEb8i0GDTFE--1qPuTNp4UAna PalaciosAnaPalaciosAssistant Professor912-478-0501Solms 109BArmstrong CampusJiann-Ping Hsu College of Public HealthDepartment of Health Policy & Community Health Dr. Ana M. Palacios is a physician and nutrition scientist that joined Georgia Southern University in August 2021. Her research is focused on developing, implementing and scaling effective strategies to improve the nutritional and cardiovascular health of diverse populations. She currently has several ongoing research projects in Latin America, in the US, and in Savannah, GA.
* Ph.D. in Nutritional Sciences, The University of Texas at Austin
* Doctorate of Medicine, Pontificia Universidad Javeriana
Doctorate of Medicine, Pontificia Universidad Javeriana
Research Interests
* Nutrition Sciences
* Maternal Health
* Implementation Sciences
* Community Engaged Participatory Research
* Obesity
Maternal Health Implementation SciencesCommunity Engaged Participatory Research Obesity Institute for Water and Health kjennings@georgiasouthern.eduhttps://drive.google.com/open?id=1I0qgmR9ECz8hWeH8iTwpuUW39gCr2CE5Karla JenningsKarlaJenningsSenior Lecturer912-344-2633Jenkins 105Armstrong CampusCollege of Arts & HumanitiesDepartment of Communication ArtsKarla Jennings is a senior lecturer for communication studies on the Armstrong Campus. She began her teaching career at the College of Coastal Georgia in 2006, and she joined the Armstrong faculty in 2012. Prior to teaching, she worked in public relations and marketing for the Jacksonville Symphony Orchestra, Unison Industries – an aircraft ignition systems manufacturer, and for the Coastal Georgia Center for Continuing Education.In 2018, she was the opening speaker for TEDxSavannah, with a talk about fear of public speaking. She has been a board member of TEDxSavannah since 2022, and has served as a speaker coach since 2017.
Teaching Philosophy
I believe that every student has the potential to succeed and that they will if they are engaged in their own learning. Students learn by interacting with one another. It is my responsibility to provide opportunities for that interaction and to model best communication practices. I carefully balance testing with graded and ungraded assignments so that students who work hard succeed. Assignments and presentations are meant to give students opportunities to put it into practice what they have learned. I encourage students to participate in internships, and I continually look for ways to bring the professional world into the classroom by inviting guest speakers into my classes.
* M.A., University of Florida, 1996
* B.S., Florida State University, 1990
B.S., Florida State University, 1990
Research Interests
* Public Speaking
* Ted Talks
TED Talks sganun@georgiasouthern.eduhttps://drive.google.com/open?id=1Wl-oKeOOPNlI_O_py3DPTE3lGw2U6mj7Shannon GaNunShannonGaNunPublic Speaking InstructorArmstrong CampusCollege of Arts & HumanitiesDepartment of Communication ArtsShannon has been a communication professional for more than 30 years and has had the privilege of helping companies, associations, nonprofits, and Members of Congress develop clear, compelling messages to achieve their desired results. She is now a sought-after keynote speaker and consultant who offers a unique blend of tactical knowledge and compassion to help business professionals become better leaders.Shannon is also an instructor at Georgia Southern University, teaching public speaking classes to undergraduates and communication and leadership classes to professionals.
Teaching Philosophy
I have been a professional communicator for more than 30 years, and I have learned that communication is not just about talking or writing or making the latest TikTok video. It’s about building trust. It’s about creating an atmosphere where students feel heard, respected, and motivated to contribute their own ideas. My teaching methods are engaging, ensuring that students learn practical strategies they can use right away to become better communicators and better leaders.
* Her education includes a Master of Arts in Professional Communication and Leadership from Armstrong State University and a Bachelor of Arts in Journalism and Political Science from the University of Wisconsin-Madison.
jenniferwells@georgiasouthern.eduhttps://drive.google.com/open?id=1VoWyO51K1bI9jftOozMsxHossoPfu0R2Jennifer WellsJenniferWellsDepartment Coordinator912-344-3633Solms HallArmstrong CampusJiann-Ping Hsu College of Public HealthDepartment of Health Policy & Community Health
* NA
Research Interests
* Na
ytarasenko@georgiasouthern.eduhttps://scholars.georgiasouthern.edu/en/persons/yelena-n-tarasenko-2Yelena TarasenkoYelenaTarasenkoProfessor912-478-5057Hendricks Hall 2012Statesboro CampusJiann-Ping Hsu College of Public HealthDepartment of Biostatistics, Epidemiology & Environmental Health SciencesDr. Tarasenko holds DrPH and MPH degrees from the University of Kentucky, where she majored in both epidemiology and health services management. She also completed a post-doctoral Health Policy Fellowship with the Academy Health/National Center for Health Statistics (NCHS), Centers for Disease Control and Prevention. Dr. Tarasenko is Certified in Public Health. She also holds Master of Science in Financial Planning, Master of Public Administration and law degrees. More recently, Dr. Tarasenko received a Fulbright U.S. Scholar Program award to Latvia. She is also serving as consultant for the World Health Organization, Regional Office for Europe.
Teaching Philosophy
While teaching doctoral and more recently, undergraduate students, Dr. Tarasenko tries to bring her research and service into the classroom. She is a strong advocate for organizing courses around service learning projects and providing students with hands-on learning experiences. For example, she has promoted her research interests in cancer prevention and control and dedication to service for the vulnerable populations through service-learning in doctoral-level courses on research methods, epidemiology, and grant-writing. Students’ projects received several awards at various competitions, including at the GSU Eagle Showcase: Excellence in Service-Learning.
* Doctor of Public Health (DrPH, University of Kentucky, 2011)
* Master of Public Health (MPH, University of Kentucky, 2009)
* Master of Science in Financial Planning (MSFP, University of Georgia, 2023)
* Master of Public Administration (MPA, Southern Illinois University, 2004)
* Law degree (J.D. Equivalent, Southern Illinois University Law School/Vladimir State University, 2002)
Master of Public Health (MPH, University of Kentucky, 2009)Master of Science in Financial Planning (MSFP, University of Georgia, 2023)Master of Public Administration (MPA, Southern Illinois University, 2004)Law degree (J.D. Equivalent, Southern Illinois University Law School/Vladimir State University, 2002)
Research Interests
* Epidemiology
Institute for Water and Health ldraughorne@georgiasouthern.eduhttps://drive.google.com/open?id=1WzKfktFnNFc7WX5A2jVfqv5l8fnoFYR2Lauren DraughorneLaurenDraughorneCoordinator, Office of Inclusive Excellence912-478-0271Marvin Pittman 0004AStatesboro CampusOffice of Inclusive Excellence dwanduku@georgiasouthern.eduhttps://scholar.google.com/citations?user=lHtiY54AAAAJ&hl=enDivine WandukuDivineWandukuAssociate Professor of Statistics912-478-4728Math/Physics Room 3309Statesboro CampusCollege of Science & MathematicsDepartment of Mathematical SciencesDr. Wanduku is a Statistician and Applied Mathematician in the Department of Mathematical Sciences and has been Director of the Statistical Consulting Unit (SCU) since 2019. He is also an affiliate faculty member of the Oliver Jr. ICPS. His research spans Statistics, Probability Theory, and Applied Mathematics, with expertise in stochastic analysis, distribution theory, statistical inference, biostatistics, and reliability analysis. An Associate Editor for "Stochastic Analysis and Applications", he has published extensively, served as Lead Editor for two books, and mentored ten graduate students, fostering interdisciplinary scholarship.
* ACUE-Certificate in the Effective Teaching Practice Framework
* Ph.D. in Mathematics with Concentration in Statistics, University of South Florida
* M.S. in Statistics, University of South Florida
* M.Sc. Mathematics, University of Buea, Cameroon
* B.Sc. Mathematics, University of Buea, Cameroon
Ph.D. in Mathematics with Concentration in Statistics, University of South FloridaM.S. in Statistics, University of South FloridaM.Sc. Mathematics, University of Buea, CameroonB.Sc. Mathematics, University of Buea, Cameroon
Research Interests
* Stochastic Modeling & Analysis
* Distribution Theory, Reliability & Survival Analysis
* Statistical Inference & Computational Statistics
* Biostatistics
* Mathematical Biology
Distribution theory, reliability & survival analysisStatistical inference & computational statistics BiostatisticsMathematical biologyJames H. Oliver Jr. Institute for Coastal Plain Science, Statistical Consulting Unit (SCU), Statistics Group jazzkiajones@georgiasouthern.eduhttps://drive.google.com/open?id=1SmmuuKyQfPRVq44qrgKnKW2t80gwxbbFJazzkia JonesJazzkiaJonesDirector, Office of Inclusive Excellence912-478-0274Marvin Pittman Suite 0004 - Office 0004BArmstrong Campus, Liberty Campus, Statesboro CampusJazzkia Jones serves as the Director for the Office of Inclusive Excellence. Her main responsibilities are to design, implement, and manage programs and initiatives that support the OIE mission to create and nurture an environment in which all members of the University community are treated equitably, contribute fully to the university’s mission, and embrace and model the university’s values. She joined Georgia Southern University in July 2021. Jazzkia has a Bachelor of Arts in Writing from DePauw University and a Masters of Education in Higher Education Administration from the University of Pittsburgh.
* Bachelor of Arts in Writing from DePauw University
* Masters of Education in Higher Educational Administration from the University of Pittsburgh
Masters of Education in Higher Educational Administration from the University of Pittsburgh tanyamariebenjamin@georgiasouthern.eduDr. Tanya Marie BenjaminDr. Tanya MarieBenjaminInstructor912-478-5927Nursing & Chemistry BuildingStatesboro CampusWaters College of Health ProfessionsSchool of NursingDr. Benjamin has been an educator for more than 10 years and specializes in Community/Public Health Nursing.
Teaching Philosophy
Dr. Benjamin strives to promote compassion, caring, integrity, and competency in Nursing practice.
* Doctor of Health Science, Nova Southeastern University
* Master of Public Health, Florida International University
* Master of Science in Nursing, Florida Atlantic University
* Bachelor of Science in Nursing, Hampton University
* Bachelor of Arts in Business Administration, Saint Leo University
Master of Public Health, Florida International UniversityMaster of Science in Nursing, Florida Atlantic UniversityBachelor of Science in Nursing, Hampton UniversityBachelor of Arts in Business Administration, Saint Leo University
Research Interests
* Research Interests
* Community/Public Health Nursing
* Vulnerable Populations
* Education
* Social Determinants Of Health
* Mental Health
* Vulnerable Populations
* Education
* Social Determinants Of Health
* Mental Health
Vulnerable PopulationsEducationSocial Determinants of HealthMental Health agallard@georgiasouthern.eduAlejandro Gallard MartínezAlejandroGallard MartínezGoizueta Distinguished Chair of Education and Professor912-478-5719University Hall 271Armstrong CampusCollege of EducationDepartment of Middle Grades & Secondary EducationAlejandro José Gallard Martínez, PhD, focuses on formal and informal science education exploring how the educational system is positioned by contextual mitigating factors (CMFs); his frameworks include global perspectives on differences, otherness, polyphony of voices, and meaning-making that reflect categories used to situate people in education systems.
Teaching Philosophy
Professor Gallard Martínez’s teaching philosophy is built around the belief that students should be guided as they find their way through meaning-making, which implies the following question: Should learners be penalized for making mistakes as they learn new material? I can only answer that question by asserting that all-knowing is experientially based and socially constructed. I value all forms of knowledge my students bring to the learning table. Accordingly, as a guide, I help my students create tension between their knowledge and assist them in developing new meanings.
* PhD-Michigan State University
* Professor
* Goizueta Distinguished Chair of Education
ProfessorGoizueta Distinguished Chair of Education
Research Interests
* Underserved Latin@ In Stem Fields
* Contextual Mitigating Factors
* Sociocultural Frameworks
Contextual Mitigating FactorsSociocultural frameworks areich@georgiasouthern.eduAnna Marie ReichAnna MarieReichLiaison478-535-5Cone HallStatesboro CampusCollege of Behavioral & Social SciencesRegents Center for Learning DisordersBSW, Georgia State University, 1996M.S. Rehabilitation Counseling, Thomas University, 2005National certification in Rehabilitation Counseling, CRC, 2005
Teaching Philosophy
Anna Marie currently serves as a Liaison to promote and maintain contact between area postsecondary institutions, school districts, local community stakeholders, and the Center. She assists in the referral and feedback process of testing, disseminates information, aids institutions in policy development, and contributes to the production of workshops and conferences related to the provision of services to college students with learning disorders. Anna Marie’s professional career in social work, rehabilitation counseling, and disability services spans more than 20 years of combined experience in the field of Disability Services.
* Bachelor of Social Work (BSW)
* Rehabilitation Counseling, Master of Science
* National certification as a Rehabilitation Counselor
Rehabilitation Counseling, Master of ScienceNational certification as a Rehabilitation CounselorThe Regents Center for Learning Disorders tsmith@georgiasouthern.eduTrina SmithTrinaSmithExecutive Assistant to the Provost & Executive Vice President for Academic Affairs912-344-2535Burnett 105Armstrong Campus
* MLIS, The University of North Carolina at Greensboro, 2010
* MALS, The University of North Carolina at Greensboro, 2005
* BA., Furman University
MALS, The University of North Carolina at Greensboro, 2005BA, Furman UniversityNA jogburn@georgiasouthern.eduJulie OgburnJulieOgburnAssistant Director, Equal Opportunity & Title IX912-478-5136Rosenwald Building, Room 1066Statesboro CampusPresident's Division: Office of Equal Opportunity & Title IXOffice of Equal Opportunity & Title IXMrs. Ogburn joined Georgia Southern University in 2008 as a Resident Director in University Housing. In 2012, Mrs. Ogburn took a role in the Office of Student Conduct serving as Coordinator of Student Conduct until 2016. Mrs. Ogburn then joined the Office of Equal Opportunity as a Civil Rights Investigator, eventually moving into the Assistant Director role.
* Master of Education, University of West Florida, 2008
* Bachelor of Arts, University of Connecticut, 2004
Bachelor of Arts, University of Connecticut, 2004 tcandea@georgiasouthern.eduTory CandeaToryCandeaClinical Assistant Professor & Director of Clinical Education912-344-2606Armstrong Center Room 255Armstrong CampusWaters College of Health ProfessionsDepartment of Clinical SciencesDr. Tory Candea is a speech-language pathologist with interests in end-of-life care, neurogenic communication disorders, dysphagia, and alternative-augmentative communication. She has secured several grants including the Parkinson Voice Project grant securing the RiteCare Center as the only SPEAK OUT!® Therapy & Research Center in the state of Georgia. Passionate about clinical practice, she enjoys mentoring and supervising students. She holds additional certifications as a Certified Brain Injury Specialist, Certified Dementia Practitioner, Certified Trauma Support Specialist, and Certified End-of-Life Specialist.
* SLP.D., Valdosta State University
* M.S., Ithaca College
* B.S., SUNY Cortland
M.S., Ithaca College B.S., SUNY Cortland
Research Interests
* End-Of-Life Care
* Aging
* Neurogenic Communication Disorders
* Dysphagia
* Clinical Supervision
Aging Neurogenic Communication DisordersDysphagia Clinical SupervisionRite Care Center for Communications Disorders sazarpajouh@georgiasouthern.eduhttps://www.linkedin.com/in/samanehazarpajouh/Samaneh AzarpajouhSamanehAzarpajouhTechnology Transfer Specialist912-478-59953122 ITStatesboro Campus
* Ph.D., University of Missouri, 2014
* D.V.M., Shahrekord University, 2008
D.V.M., Shahrekord University, 2008Business Innovation Group (BIG) Shallman@georgiasouthern.eduSuzanne HallmanSuzanneHallmanDirector of Business Operations912-478-5586IT 3124Statesboro CampusOffice of ResearchOffice of ResearchSuzanne Hallman is the Director of Business Operations for the Business Innovation Group at Georgia Southern University. Mrs. Hallman assists in developing, implementing and managing policies and procedures to ensure the operations of BIG run smoothly. Mrs. Hallman began her career at Georgia Southern with the GENIE virtual incubator program, focused on helping entrepreneurs and community partners in rural areas of Georgia.
* Master of Business Administration
* Bachelor of Business Administration Management
Bachelor of Business Administration ManagementBusiness Innovation Group (BIG) cblake@georgiasouthern.eduCatherine BlakeCatherineBlakeHinesville Business Incubator Manager770-883-1117Hinesville Business IncubatorLiberty CampusOffice of ResearchOffice of Research
* BA. Business Management
* Graduate Certificate
Graduate Certificate Business Innovation Group (BIG), Office of Research rajones@georgiasouthern.eduRoshonda JonesRoshondaJonesExecutive Assistant III912-344-2560Savannah Research Lab Bldg. 1Armstrong CampusOffice of ResearchOffice of ResearchExecutive Assistant III for the Vice President of Research & Economic Development
* Bachelor of Arts
Office of Research ehaynes@georgiasouthern.eduEleanor HaynesEleanorHaynesDirector, Research Integrity912-478-0843Veazey Hall 3022Statesboro CampusOffice of Research and Economic DevelopmentNone mtremblay@georgiasouthern.eduhttps://scholar.google.com/citations?hl=en&user=YXhDXHYAAAAJMichelle TremblayMichelleTremblayLearning Experience Designer912-478-0961City CampusStatesboro CampusInstitute for Health Logistics & AnalyticsInstitute for Health Logistics & AnalyticsAs a Learning Experience Designer, I guide learners on epic knowledge quests, crafting transformative experiences that help them master new skills and reach their goals. Armed with the tools of design, innovative technologies, and adult learning principles, I create interactive adventures such as courses, simulations, and training programs. My special skills include mapping learner journeys, forging engaging content, leading collaborative campaigns, and wielding powerful learning technology spells. With a keen eye for detail and a passion for discovery, I’m dedicated to designing legendary learning experiences that inspire success.
* Master of Pest Management (MPM), 2002, Simon Fraser University, Burnaby, BC, Canada
* Bachelor of Science (BS.), 1998, University of Victoria, Victoria, BC, Canada
Bachelor of Science (BS), 1998, University of Victoria, Victoria, BC, Canada
Research Interests
* Urban Spiders
* Invasive Species
invasive speciesInstitute for Health Logistics & Analytics dweindorf@georgiasouthern.eduhttps://scholars.georgiasouthern.edu/en/persons/david-weindorfDavid WeindorfDavidWeindorfVice President for Research and Economic Development912-478-5494Veazey HallArmstrong Campus, Statesboro CampusCollege of Science & MathematicsSchool of Earth Environment & SustainabilityDr. Weindorf is a Fellow and Presidential Award winner of the Soil Science Society of America, having served as chair of the Pedology section (S-5) in 2016. He is a licensed Texas Professional Geoscientist. He currently serves on the editorial boards of Pedosphere and Geoderma. As a scientist and Fulbright Scholar, Dr. Weindorf has worked in >30 countries, published >200 peer reviewed research papers in top international journals germane to soil/water/compost science, environmental quality assessment, and international, translational soil taxonomy. Dr. Weindorf’s research team provided emergency response to the Deepwater Horizon oil spill and Gold King Mine spill, the latter of which he was called upon to offer testimony to the US Senate.
Teaching Philosophy
Dr. Weindorf has a reputation for being a rigorous, but fair professor. His unconventional teaching style has been widely heralded by students and faculty. He is a student focused professor, balancing guidance and mentorship with trust and student independent discovery.
* Ph.D., Texas Tech University, 2002
* M.S., Texas Tech University, 1997
* B.S., Texas Tech University, 1995
* Fulbright Scholar, 2011
* Professional Geoscientist, TX Lic: 772
M.S., Texas Tech University, 1997B.S., Texas Tech University, 1995Fulbright Scholar, 2011Professional Geoscientist, TX Lic: 772
Research Interests
* Soil Science
* Proximal Sensors
* Environmental Quality Assessment
* Pedology
* Compost Science
Proximal SensorsEnvironmental Quality AssessmentPedologyCompost ScienceInstitute for Water and Health, Institute for Health Logistics & Analytics, Business Innovation Group (BIG) afrancis@georgiasouthern.eduAustin FrancisAustinFrancisAssociate Professor912-344-3350Science CenterArmstrong CampusCollege of Science & MathematicsDepartment of BiologyCurrently teaching biology major and non-major undergraduate students; teaching graduate students; pursuing independent, peer-reviewed scholarship; developing and supporting undergraduate research; contributing to university, college, and department service; as well as continuing professional development.
Teaching Philosophy
As an educator, I continue to evolve, revise, and update my instruction in response to a changing student body, campus environment, and understanding of the world around us. I have taught lectures and laboratories on a variety topics to undergraduate non-majors, undergraduate biology majors, and graduate students. In all of my courses, I structure lessons around Bloom’s taxonomy of learning, science as a process, and evolution as central to biology. In my non-majors classes, I endeavor to have my students move beyond simply remembering a body of facts to applying and analyzing concepts. In my majors classes, I provide students opportunities to critically evaluate concepts and discover through independent research projects.
* Ph.D. in Biology, Florida Institute of Technology, 2002
* M.S. in Zoology, University of Rhode Island, 1996
* B.S. in Marine Biology, Roger Williams University, 1993
M.S. in Zoology, University of Rhode Island, 1996B.S. in Marine Biology, Roger Williams University, 1993
Research Interests
* Marine Biology
* Fish Biology/Ichthyology
* Functional Morphology
Fish Biology/IchthyologyFunctional Morphology cfung@georgiasouthern.eduhttps://scholars.georgiasouthern.edu/en/persons/isaac-fung-2Isaac Chun-Hai FungIsaac Chun-HaiFungAssociate Professor912-478-5079Hendricks 2029Statesboro CampusJiann-Ping Hsu College of Public HealthDepartment of Biostatistics, Epidemiology & Environmental Health SciencesDr. Isaac Chun-Hai Fung is an infectious disease epidemiologist with experience in mathematical modeling, data analysis, and digital health. He investigates the transmission of communicable diseases with a focus on respiratory infections and environmentally transmitted infections. He applied a variety of methods, from classical statistical methods to machine learning and mathematical modeling, to address public health problems and to provide solutions to policy-makers. He is especially interested in assisting public health agencies in their responses to public health emergencies. Dr. Fung's detailed profile can be found at: https://scholars.georgiasouthern.edu/en/persons/isaac-fung-2
Teaching Philosophy
Epidemiology of Infectious diseases; mathematical modeling of infectious disease transmission dynamics
* Ph.D. in Infectious Disease Epidemiology, Imperial College London (2009)
* M.Sc. in Control of Infectious Diseases, London School of Hygiene and Tropical Medicine (2005)
* B.A. in Natural Sciences (Biological), University of Cambridge (2003)
M.Sc. in Control of Infectious Diseases, London School of Hygiene and Tropical Medicine (2005)B.A. in Natural Sciences (Biological), University of Cambridge (2003)
Research Interests
* Infectious Disease Epidemiology
* Outbreak Responses
* Emergency Preparedness
* Covid-19
* Digital Health
Outbreak ResponsesEmergency PreparednessCOVID-19Digital HealthInstitute for Water and Health hcarroll@georgiasouthern.eduHeather CarrollHeatherCarrollExecutive Assistant I912-478-5258Marvin Pittman Admin BuildingStatesboro Campus jjohns@georgiasouthern.eduJill JohnsJillJohnsProject Manager912-478-0918City Campus - 58 E Main StStatesboro CampusnonenoneAs Project Manager for the Institute for Health Logistics & Analytics (IHLA) at Georgia Southern University, Jill oversees all IHLA projects and provides guidance and support to ensure project stability and success. Prior to this role, she has been leading evidence-based, data-driven workforce health and safety training initiatives across a variety of industries for over 17 years. She received a BA in French from Notre Dame and a Master's in Technology in Industrial Management and Safety from Georgia Southern University (GS). She is All-But-Dissertation with her doctorate in Public Health from the Jiann-Ping Hsu College of Public Health at GS with an emphasis on community health behavior and education.Institute for Health Logistics & Analytics rschroeder@georgiasouthern.eduhttps://scholar.google.com/citations?user=J6ILw3cAAAAJ&hl=en&oi=aoRyan SchroederRyanSchroederProfessor and Dean912-478-8641Veazey Hall, Suite 2000Statesboro CampusCollege of Behavioral & Social SciencesDepartment of Criminal Justice & CriminologyRyan D. Schroeder, PhD, is a Professor in the Department of Criminal Justice and Criminology at Georgia Southern University. His research addresses desistance processes, drug use, emotional development, family functioning, and religious processes.
* Ph.D., Bowling Green State University, 2005
* M.A., Bowling Green State University, 2003
* B.A., University of Nebraska, 2001
M.A., Bowling Green State University, 2003B.A., University of Nebraska, 2001
Research Interests
* Desistance Processes
* Drug Use
* Emotional Development
* Family Functioning
* Religiosity
Drug UseEmotional DevelopmentFamily FunctioningReligiosity tjdavis@georgiasouthern.eduhttps://scholars.georgiasouthern.edu/en/persons/trenton-j-davis-2Trenton DavisTrentonDavisProfessor and Department Chair, Public & Nonprofit Studies, MPA Core Faculty, Professor and Interim Chair, School of Human Ecology, Child Development Center912-478-5430Carroll 1085 and IAB 3057Statesboro CampusCollege of Behavioral & Social SciencesDepartment of Public & Nonprofit Studies, School of Human EcologyTrenton J. Davis is Professor of Public Administration and Chair of the Department of Public and Nonprofit Studies. His research primarily focuses on organizational change, small group behavior, public service motivation, compensation practices, innovation management, and leadership within public organizations. Professor Davis has works appearing in the Review of Public Personnel Administration, Journal of Public Affairs Education, State and Local Government Review, Nonprofit Management and Leadership, The Social Science Journal, and Human Resource Management: Problems and Prospects (5th and 6th editions). He joined the faculty at Georgia Southern University in August 2007.
* Ph.D., Northern Illinois University
* M.P.A., Missouri State University
M.P.A., Missouri State University
Research Interests
* Organizational Change
* Local Government Management
* Human Resource Management
* Employee Engagement
Local Government ManagementHuman Resource ManagementEmployee EngagementChild Development Center, Institute for Vibrant and Engaged Communities ksullivan@georgiasouthern.eduKelly SullivanKellySullivanAssociate Professor of Epidemiology912-478-7902Hendricks HallStatesboro CampusJiann-Ping Hsu College of Public HealthDepartment of Biostatistics, Epidemiology & Environmental Health SciencesDr. Sullivan is an epidemiologist with special focus on neurology and mental health. She has designed and implemented various epidemiological studies focused on movement disorders, sleep health, and autism spectrum disorder. In partnership with key leaders in these fields, Kelly has worked to develop treatment guidelines and policies grounded in evidence based medicine. She is actively involved in public health initiatives including education, research, and service related to neuroepidemiology and research methodology.
Teaching Philosophy
My teaching is focused on students as adult learners with diverse backgrounds and experiences. I aim to bring student experiences into class and teach using real examples from my research whenever possible.
* PhD, University of South Florida, 2011
* MPSH, University of South Florida, 2002
MPSH, University of South Florida, 2002
Research Interests
* Neurology
* Mental Health
* Autism
* Sleep
Mental HealthAutismSleepKarl E. Peace Center for Biostatistics and Research, Center for Public Health Practice and Research rlofaro@georgiasouthern.eduhttps://scholars.georgiasouthern.edu/en/persons/ryan-lofaroRyan LofaroRyanLofaroAssistant Professor, MPA Core Faculty912-478-0959Carroll 1052Statesboro CampusCollege of Behavioral & Social SciencesDepartment of Public & Nonprofit StudiesDr. Lofaro's research examines governmental responses to public health crises such as the opioid crisis and COVID-19 pandemic, their impact on public servants, and implications for marginalized groups. His work advances representative bureaucracy theory, narrative policy inquiry, social construction of target populations, and equity in emergency management. He has published in leading journals, including the Journal of Public Administration Research and Theory, Public Administration, American Review of Public Administration, and the International Journal of Drug Policy. In Fall 2023, he joined Georgia Southern University's faculty, teaching public policy, administration, and program evaluation courses at undergraduate and graduate levels.
* Ph.D. in Public Administration, Florida Atlantic University, 2023
* Bachelor of Arts in Political Science, Florida Atlantic University, 2018
Bachelor of Arts in Political Science, Florida Atlantic University, 2018
Research Interests
* Policy Responses To Health Crisis Events
* Drug Policy
* Lived Experience Representative Bureaucracy
* Social Construction Of Target Populations
* Socially Equitable Emergency Management
Drug PolicyLived Experience Representative BureaucracySocial Construction of Target PopulationsSocially Equitable Emergency ManagementInstitute for Vibrant and Engaged Communities, Institute for Health Logistics & Analytics ebartels@georgiasouthern.eduErica BartelsEricaBartelsLecturer, Interior Design912-478-5422IAB3071 Statesboro CampusCollege of Behavioral & Social SciencesSchool of Human EcologyInterior Design practitioner and educator specializing in Commercial Design
Teaching Philosophy
Practical application blended with experiential learning and technology-enhanced
* University of Nebraska, MS. Architecture 2013
* Mississippi State University, BS. Interior Design 2003
Mississippi State University, BS Interior Design 2003 pchristian@georgiasouthern.eduhttps://scholars.georgiasouthern.edu/en/persons/philip-christianCary ChristianCaryChristianAssociate Professor, MPA Core Faculty912-478-8018Carroll Building, Room 1068Statesboro CampusCollege of Behavioral & Social SciencesDepartment of Public & Nonprofit StudiesProfessor Christian earned his Ph.D. in Public Affairs (Public Finance) and M.P.A. from Florida International University and a B.S. in Business Administration (Accounting) from Concord University. He spent 23 years as a CPA, forensic accountant, and systems engineer, followed by a decade as Regional Manager of Criminal Investigations for the Florida Department of Revenue. He is now an Associate Professor at Georgia Southern University, teaching public budgeting, finance, IT, and public administration since 2012.
Teaching Philosophy
I strive to create high impact courses to provide meaningful experiences for students that will better prepare them for life after the degree. I believe teaching must be aggressively student-centered, with multiple opportunities for students to make the connection between theory and practice. Students have unique needs that must be met if they are to succeed in their future careers. We have a responsibility to utilize a variety of instructional approaches to meet those needs. For me this means involving students in community projects and in my research, providing simulations and in-class exercises to reinforce readings and lectures, and in individually helping students to meet the required learning outcomes.
* Ph.D. Florida International University, 2010
* MPA, Florida International University, 2010
* BS. Business Administration, 1979
MPA, Florida International University, 2010BS Business Administration, 1979
Research Interests
* Tax Evasion
* Trade-Based Money Laundering / Trade Fraud
* Municipal Fiscal Health
* Child Maltreatment
Trade-based money laundering / Trade FraudMunicipal Fiscal HealthChild Maltreatment lconfer@georgiasouthern.eduLeanne ConferLeanneConferAssistant Professor912-478-8471Carroll 1087CStatesboro CampusCollege of Behavioral & Social SciencesDepartment of Criminal Justice & CriminologyLeanne Confer is an Assistant Professor in the Department of Criminal Justice and Criminology at Georgia Southern University. They received their Doctorate degree in Sociology from Bowling Green State University in 2024. While there, Leanne co-led a grant through the Ohio Attorney General's Office and assisted with several community-focused projects in the Toledo-area. Her recent work has been published in several journals including Crime & Delinquency, American Journal of Criminal Justice, and Journal of Drug Issues. They are currently working on several projects related to cannabis policy changes, place-based inequities, and collateral consequences of criminal-legal contact.
Teaching Philosophy
My pedagogical approach is student-oriented, privileging evidence-based teaching perspectives. I have taught classes in both Sociology and Criminal Justice/Criminology departments, with courses including: Applied Statistics, Research Methods, Drugs and Society, Criminology, and Intro to Sociology.
* Ph.D., Sociology Bowling Green State University
* M.A., Sociology Bowling Green State University
* B.A., Psychology The Pennsylvania State University
M.A., Sociology Bowling Green State UniversityB.A., Psychology The Pennsylvania State University
Research Interests
* Drug Policy/Reform
* Public Policy
* Criminological/Sociological Theory
* Quantitative Methods
* Criminal-Legal Contact Consequences
Public PolicyCriminological/Sociological TheoryQuantitative MethodsCriminal-Legal Contact ConsequencesInstitute for Health Logistics & Analytics seungmokim@georgiasouthern.eduhttps://www.mokim.org/Seungmo KimSeungmoKimAssociate Professor912-478-0539Room 1307, IT BuildingStatesboro CampusAllen E Paulson College of Engineering & ComputingDepartment of Electrical & Computer EngineeringSeungmo Kim received his Ph.D. degree from Virginia Tech in 2017, and joined Georgia Southern in August 2017. His overarching research interest encompasses wireless communications and networking. Current research focuses are on connected and autonomous vehicles, intelligent transportation system, advanced air mobility, blockchain, reinforcement learning, etc. He has been leading the New-Era Wireless (NEW) Lab that is located in the Engineering and Research Building (ERB) on Statesboro Campus. He has secured multiple funded projects from prestigious grantors including the National Science Foundation, Department of Defense, Georgia Department of Transportation, etc., whose total amount exceeds $1.24 million.
* Ph.D., Virginia Tech, 2017
Research Interests
* Connected And Autonomous Vehicles
* Intelligent Transportation System
* Advanced Air Mobility
* Blockchain
* Reinforcement Learning
Intelligent Transportation SystemAdvanced Air MobilityBlockchainReinforcement LearningNew-Era Wireless (NEW) Laboratory tbrimeyer@georgiasouthern.eduhttps://scholars.georgiasouthern.edu/en/persons/ted-brimeyer-2Ted BrimeyerTedBrimeyerDepartment Chair, Professor912-478-56211003B Carroll BuildingStatesboro CampusCollege of Behavioral & Social SciencesDepartment of Sociology & AnthropologyDr. Ted Brimeyer’s research focuses on work and the economy. He is interested in how media coverage explains the effects of economic policy, how changes in the structure of work impact employee satisfaction, and what factors affect people’s political-economic attitudes.
Teaching Philosophy
My teaching philosophy focuses on making sociology relevant, fostering engagement, emphasizing students as active learners, and embracing adaptability. I connect theoretical perspectives to real-world issues like race, gender, and globalization to demonstrate sociology’s practical value, particularly in introductory courses. I create a stimulating learning environment by prioritizing participation, using group discussions in large classes and student-submitted questions in smaller ones. I foster open, evidence-based dialogue, encouraging critical thinking and respectful debate. Finally, I continuously refine my teaching through reflection and adaptability, ensuring high standards and meaningful learning.
* Ph. D., Purdue University, 2005
* MA., Purdue University, 2002
* BA., Loras College, 1999
MA, Purdue University, 2002BA, Loras College, 1999
Research Interests
* Social Stratification
* Policy Attitudes And Preferences
* Work And Occupations
Policy Attitudes and PreferencesWork and Occupations jpeden@georgiasouthern.eduJohn PedenJohnPedenProfessor912-478-5684IAB 3083Statesboro CampusCollege of Behavioral & Social SciencesSchool of Human EcologyDr. Peden has been at Georgia Southern since 2005 and has taught courses at both the graduate and undergraduate level. His research interests focus on human interactions with natural environments and outdoor recreation management. He has chaired successful undergraduate research projects and served on graduate thesis committees internal and external to the university. Dr. Peden is an affiliate faculty member with the Center for Public Health Practice and Research, an active reviewer for several scholarly journals, and a former associate editor for Journal of Forestry. He has contributed to numerous external grants and contacts in roles ranging from principal investigator to key personnel.
* Ph.D, SUNY College of Environmental Science and Forestry (ESF)/Syracuse University, 2005
Research Interests
* Natural Resource Policy, Planning, And Management
* Outdoor Recreation, Education, And Leadership
* Environmental Education
* Relationships Between Natural Environments And Public Health
Outdoor recreation, education, and leadershipEnvironmental educationRelationships between natural environments and public healthCenter for Public Health Practice and Research snavaee@georgiasouthern.eduShahnam NavaeeShahnamNavaeeEmeritus Professor912-478-6556Engineering Bldg, Rm. 1122Statesboro CampusAllen E Paulson College of Engineering & ComputingDepartment of Civil Engineering & ConstructionDr. Navaee is currently an Emeritus Professor of the Department of Civil Engineering and Construction in the Allen E. Paulson College of Engineering and Computing at Georgia Southern University. Dr. Navaee received his B.S. and M.S. degrees in Civil Engineering from Louisiana State University, and his Ph.D. in Engineering from Clemson University. During his tenure at GSU, Dr. Navaee served in several administrative roles. One year as the Interim Chair of the Dept. of Civil Engineering and Construction Management, and seven years as the Associate Dean of the College of Science and Technology at Georgia Southern University. Dr. Navaee’s main research interests are in the areas of structural and solid mechanics.
* Ph.D. in Engineering, Clemson University, Dec. 1989
* M.S. in Civil Engineering, Louisiana State University, May 1983
* B.S. in Civil Engineering, Louisiana State University, May 1980
M.S. in Civil Engineering, Louisiana State University, May 1983B.S. in Civil Engineering, Louisiana State University, May 1980
Research Interests
* Structural Mechanics
* Solid Mechanics
* Educational Engineering Research
Solid MechanicsEducational Engineering ResearchEngineering & Research Facility dganderson@georgiasouthern.eduDavid AndersonDavidAndersonPart Time Instructor912-414-0701RemoteStatesboro CampusAllen E Paulson College of Engineering & ComputingDepartment of Civil Engineering & ConstructionI am the GIS Manager for the Chatham County Department of Engineering in Savannah, Georgia. (2012 – Present) and I have been working for Chatham County since 2004. In my prior positions, I was with the Savannah Area GIS (SAGIS) and Columbus Water Works. I hold a Bachelor in Geography from Georgia State University in Atlanta, GA and a Master’s Degree in G.I.S. Management from Salisbury University in Salisbury, MD. I am certified as a Geographic Information Systems Professional (G.I.S.P) from the GIS Certification Institute (GISCI) and as a Certified Mapping Scientist (C.M.S.) from the American Society of Photogrammetry and Remote Sensing (ASPRS). I am also a former chair of the Georgia GIS Coordinating Committee.
Teaching Philosophy
My teaching philosophy is rooted in bridging theoretical concepts with real-world applications, equipping students with the technical skills and critical thinking needed to solve complex spatial problems while inspiring a commitment to lifelong learning and professional development in the geospatial field.
* ASPRS Certified Mapping Scientist
* GISCI Geographic Information System Professional
* Masters of Science in GIS Management (Salisbury University)
* Bachelors of Geography from Georgia State University
* former Landforms Lab Instructor - Department of Geography, Georgia State University
GISCI Geographic Information System ProfessionalMasters of Science in GIS Management (Salisbury University)Bachelors of Geography from Georgia State Universityformer Landforms Lab Instructor - Department of Geography, Georgia State University
Research Interests
* Geographic Information Systems
* Surveying / Geomatics
* Lidar (Light Detection And Ranging)
* Uav -Unmanned Aerial Vehicles
* Gps / Gnss
Surveying / GeomaticsLiDAR (Light Detection and Ranging)UAV -Unmanned Aerial VehiclesGPS / GNSSBuilding Environment and Modeling (BEaM) Laboratory khaughney@georgiasouthern.eduhttps://scholars.georgiasouthern.edu/en/persons/kathryn-l-haughney-2Kathryn HaughneyKathrynHaughneyAssociate Professor912-478-5204UH 275Armstrong CampusCollege of EducationDepartment of Elementary & Special EducationDr. Kathryn L. Haughney (she/her) is a professor of Special Education who teaches about, conducts research with, and advocates for students with moderate or extensive support needs and their families. As the co-program director for the MED SPED program, she teaches methods for instruction and applied behavior analysis for the classroom. Her published works evaluate academic instruction strategies for students who rely on augmentative and alternative communication (AAC). Her research also explores the needs of CLD learners, learners with the most extensive support needs, AT applications, and supports for the transition to post-school life. She is the co-executive editor for the Journal of Case Learning and Exceptional Learners (JCLEL).
Teaching Philosophy
We need education systems that support all learners with all kinds of support needs, which is essential for neurodiverse learners like myself. My students and I often learn as much about ourselves and our classmates as we do our content topics as we build toolkits for effective and responsive instruction. I often guide students through an examination of their patterns and biases in the teaching and learning process as they work to uncover the implications of teaching other people’s children. I work to create and support initiatives to connect preservice teachers to advocacy systems beyond the university. Together, we set high expectations for ourselves so that we can do the same for every learner that we teach.
* PhD 2018 University of North Carolina at Charlotte, NC Special Education
* M.A.T. 2008 National-Louis University, IL Special Education, LBS1 Certification
* B.A. 2005 Appalachian State University, NC English Literature
M.A.T. 2008 National-Louis University, IL Special Education, LBS1 CertificationB.A. 2005 Appalachian State University, NC English Literature
Research Interests
* Autism
* Augmentative And Alternative Communication (Aac)
* Transition To Adulthood
* General Curriculum Access
* Culturally And Linguistically Diverse Learners
Augmentative and Alternative Communication (AAC)Transition to AdulthoodGeneral Curriculum AccessCulturally and Linguistically Diverse Learners twthom@georgiasouthern.eduTerry ThompsonTerryThompsonAssistant Professor912-478-7079Newton 2225CStatesboro CampusCollege of Arts & HumanitiesDepartment of EnglishNA
* Doctorate
Research Interests
* American And British Literature
abagley@georgiasouthern.eduAlyshia BagleyAlyshiaBagleyElectronic Resources Librarian912-344-3016Lane LibraryArmstrong CampusUniversity LibrariesCollection Services DepartmentAlyshia Bagley is the Electronic Resources Librarian, where she manages and optimizes digital content and technologies to support academic research and learning. With a strong focus on electronic resources management, Alyshia works to ensure seamless access to e-journals, databases, and other digital resources for students, faculty, and staff. Her research interests include the complexities of managing electronic resources, with a particular emphasis on understanding and meeting the needs of diverse user groups, including military personnel and first-generation graduate students. Alyshia's work explores how these populations interact with digital library services and seeks to improve accessibility and usability for all users.
* M.L.I.S., Louisiana State University, 2024
* B.A. in English, University of Memphis, 2021
B.A. in English, University of Memphis, 2021
Research Interests
* Electronic Resources In Academic Libraries
* Electronic Collection Development
* The Role Of Academic Libraries In Supporting Military Personnel
* First Generation Graduate Students And How They Interact With Academic Libraries
Electronic collection developmentThe role of academic libraries in supporting military personnelFirst generation graduate students and how they interact with academic libraries nagaclidogan@geaorgiasouthern.eduNihan Agacli Dogan NihanAgacli Dogan Instructional DesignerSolms HllArmstrong CampusAdult and Online LearningAdult and Online Learning
* Ph.D., University of Florida, 2020
dvacourtsmith@georgiasouthern.eduDanielle Valcourt-SmithDanielleValcourt-SmithAdministrative Coordinator, Instructional Support and Resources Center912-344-3067University Hall 126, Education Building 2160Armstrong Campus, Statesboro CampusCollege of EducationOffice of Curriculum Instruction and Initial Educator Preparation A native of Southeastern Massachusetts, Valcourt-Smith earned a bachelor’s degree in sociology from Wheaton College in Norton, Mass., and moved to Georgia where she worked in economic development for both the City of Springfield and Savannah Economic Development Authority. While in Georgia, she completed an M.A. in Social Science from Georgia Southern. Before coming to work for the College of Education, she worked for Effingham County Schools as a substitute teacher in grades PreK-5th. Her volunteer work gave her many experiences working with middle and secondary students.
Teaching Philosophy
The ISRC helps future teachers prepare for the classroom.
* B. A. Wheaton College, Massachusetts, 2000
* M.A. Georgia Southern University, 2005
M.A. Georgia Southern University, 2005Instructional Support and Resources Center (ISRC) gknofczynski@georgiasouthern.eduGreg KnofczynskiGregKnofczynskiProfessor of Statistics344-271-6University Hall 287Armstrong CampusCollege of Science & MathematicsDepartment of Mathematical SciencesI graduated from the University of Northern Colorado in 2004 with a Ph.D. in Statistical Methods and Survey Design. That same year I started as an Assistant Professor at Armstrong State University. Over the years I have reached Full Professor and the university has become part of Georgia Southern State University.
* Ph.D. University of Northern Colorado, 2004
caroldeal@georgiasouthern.eduCarol DealCarolDealAdministrative Assistant II912-478-5138Sanford Hall, Suite 3014Statesboro CampusCollege of Arts & HumanitiesDepartment of Communication Arts mthaler@georgiasouthern.eduhttps://scholars.georgiasouthern.edu/en/persons/mary-thalerMary ThalerMaryThalerProject Manager II912-478-6023Savannah Research Building #4Armstrong CampusResearch Institute for Water and HealthMary manages and supports programs with planning and logistics, along with expanding collaborations with business partners, and research institutions. She brings her years of experience in higher education and creativity to the team.
Teaching Philosophy
Current grant projects include Swamp2Gulf, Safe Water Together, Developing Pathways for Next Generation Water Stewards.
* B.S., Georgia Southern University, 2023.
Institute for Water and Health hpmort@georgiasouthern.eduHans MortensenHansMortensenAssociate Professor912-478-5844Arts Building 2032Statesboro CampusCollege of Arts & HumanitiesBetty Foy Sanders Department of ArtGraphic Commincations and Graphic Design. With both professional industry experience and teaching experience.
Teaching Philosophy
Student centered, Hands on educational experiences
* MFA, Georgia Southern University, 2019
* MS., Rochester Insitiute of Technology, 1989
* BS., Rochester Institute Of Technology, 1985
MS, Rochester Insitiute of Technology, 1989 BS, Rochester Institute Of Technology, 1985
Research Interests
* Screen Printing
* Printing Estimating
* Graphic Design Education
Printing EstimatingGraphic Design Education tmbeasley@georgiasouthern.eduTodd BeasleyToddBeasleyDirector of Botanic Garden912-478-78161201 Fair RoadStatesboro CampusCollege of Science & MathematicsFor over 25 years, Dr. Todd Beasley has been connecting people to plants through his work in horticulture and education. He has held senior leadership positions at several nationally recognized botanical gardens. Beyond his horticultural expertise, Todd is a devoted educator. He’s nurtured intellects in Columbia, South Carolina, teaching environmental science and horticulture, and shared his wisdom as a clinical professor at the University of South Carolina’s College of Education. Todd wrote the proposal that brought the 2016 American Horticultural Society’s National Children and Youth Garden Symposium to Columbia, SC, and he co-wrote the proposal for the 2023 symposium in Knoxville, TN.
* Ed.D., University of South Carolina, 2014
* MS.., University of South Carolina, 2008
* BS.., University of South Carolina, 1998
MS., University of South Carolina, 2008BS., University of South Carolina, 1998Botanic Garden sbacon@georgiasouthern.eduSkyya BaconSkyyaBaconAdministrative Assistant II478-246-4ERB 1004AStatesboro CampusAllen E Paulson College of Engineering & ComputingDepartment of Manufacturing EngineeringSkyya Bacon is the Administrative Assistant II for the Department of Manufacturing Engineering. She is currently studying for her Masters in English at Georgia Southern University.
* Bachelor of Arts in Writing & Linguistics
eadams@georgiasouthern.eduErin AdamsErinAdamsAdministrative Assistant II912-478-1405Carroll Building, Room 1068AStatesboro CampusCollege of Behavioral & Social SciencesDepartment of Public & Nonprofit StudiesI am a native of Bulloch County, graduate of Southeast Bulloch High School, the University of Georgia, and Georgia Southern University.
* Bachelor of Business Administration from UGA and a Master of Arts in Teaching from GSU.
tljames@georgiasouthern.eduwww.linkedin.com/in/timiesha-jamesTimiesha JamesTimieshaJamesGrant Coordinator I912-344-3617Savannah Research Complex Bldg. 1-1009Armstrong CampusProvost & Executive Vice President for Academic AffairsOffice Of Research dwalker@georgiasouthern.eduDeborah WalkerDeborahWalkerInstructional Services Coordinator912-478-1303Cone Hall 2034Statesboro CampusFaculty CenterFaculty Center dyanavt@georgiasouthern.eduDyana Van TassellDyanaVan TassellAdministrative Assistant II912-478-15311142Statesboro CampusCollege of Science & MathematicsDepartment of Biology spease@georgiasouthern.eduhttps://nortonpease.comNorton PeaseNortonPeaseAssociate Dean of Academic and Student Affairs, College of Arts and Humanities, and Professor of Art912-478-50523004 Foy BuildingStatesboro CampusCollege of Arts & HumanitiesBetty Foy Sanders Department of ArtNorton Pease is an artist whose practice explores the connections of the past with the present, combining old and new and challenging societal norms in his larger-scale paintings.Norton received his MFA in Painting from Washington University in St. Louis in 1999, and his work has been exhibited nationally and internationally. Norton is also an Associate Dean of the College of Arts and Humanities and a Professor of Art in the Betty Foy Sanders Department of Art at Georgia Southern University. Norton received the Chianciano Art Museum Prize at the Biennale Museo D'Arte Di Chianciano Terme, Italy (2022) and was recently included in Gathered VI at the MOCA GA (2023-2024). His work has been published in numerous books and periodicals.
Teaching Philosophy
The classroom should be a safe and comfortable place for the creative process. I aim to have a challenging classroom that bolsters a supportive atmosphere. My teaching combines the conceptual and technical tools students require to produce, comprehend, and improve their creations. It's essential to serve as a mentor and help students transition into the "creative class."My classes are structured in a manner that promotes hands-on practice. Students must develop critical thinking skills and are not passive in their learning. I strive to give students enough skills to create work that merits critical discussion.
* Washington University, St. Louis, MO M.F. A.
jbcoleman@georgiasouthern.eduJustine ColemanJustineColemanSenior Lecturer of Exercise Science912-478-0775Hollis 1101 CStatesboro CampusWaters College of Health ProfessionsDepartment of Health Sciences & KinesiologyHi, my name is Justine Coleman. I am a Senior Lecturer of Exercise Science, and I have been teaching for 12 years. I spend much of my time teaching fitness classes like cycling and yoga when I am not in the classroom.
Teaching Philosophy
As a teacher of Exercise Science, I cultivate an open environment to learn the skills that will prepare students for the various career fields in exercise science ranging from fitness programming to measure of vitals that are essential for fitness testing. I create a space where students can prepare for a variety of situations that will require them empower, guide, and support future clients in thier fitness journies. My goal is for students to gradaute with confidence in their foundational skills and purpose.
* MS. Kinesiology, Georgia Southern University, 2010
* BS. Community Health, Georgia Southern University, 2008
BS Community Health, Georgia Southern University, 2008 smerriweather@georgiasouthern.eduSarah MerriweatherSarahMerriweatherAdministrative Assistant I912-344-3030Burnett Hall 105Armstrong Campus mspilinek@georgiasouthern.eduMelisa SpilinekMelisaSpilinekAssistant Professor912-478-3065IABStatesboro CampusCollege of Behavioral & Social SciencesSchool of Human EcologyDr. Spilinek is an Assistant Professor of Fashion Merchandising and Apparel Design at Georgia Southern University.
* Ph.D., University of Nebraska- Lincoln
cgroover@georgiasouthern.eduCynthia GrooverCynthia GrooverAssistant Provost912-478-7871Marvin Pittman 2012DStatesboro Campus
* Ed.D., Georgia Southern University, 2018
* M.A., Auburn University, 1993
* B.A., Troy University, 1990
M.A., Auburn University, 1993B.A., Troy University, 1990
Research Interests
* Accreditation
* Assessment
* Higher Education Policy
AssessmentHigher Education Policy hberiault@georgiasouthern.eduHannah C. BeriaultHannah C. BeriaultLecturer and Respiratory Therapy Program Director912-344-2938Ashmore Hall 126Armstrong CampusWaters College of Health ProfessionsDepartment of Clinical SciencesHannah Beriault is a Lecturer and Program Director of the Respiratory Therapy Program. As a graduate of the Medical College of Georgia in 2005, she worked full-time as a staff therapist at a Level I Trauma Center at Augusta University from 2005 until 2013 and most enjoyed working in the Emergency Room, Cardiothoracic and Surgical ICU, and Medical ICU units. After completing her MPH in Epidemiology, she began working full-time at Augusta University in 2013 where she became the Director of Clinical Education until 2019. In 2019, she joined the Georgia Southern's Respiratory Therapy Program. She became the Director of Clinical Education, and now holds the position as Program Director.
Teaching Philosophy
My philosophy of teaching focuses on creating a learning environment that uses real life examples through case studies and problem-based learning. Critical thinking skills are an important aspect of medical education, and a problem-based approach makes a significant impact on student learning as these skills are sharpened through thorough discussion of evidence-based medicine and healthy debate. I strive to see the “ah-hah!” moments during and after class and labs. Frequently, I use teaching methods such as concept mapping and advanced problem-based learning to help students enhance their critical thinking skills and understanding.
* Ed.D. (c), University of North Georgia, 2025
* MPH- Epidemiology, Kaplan University, 2012
* B.S.R.T., Medical College of Georgia, 2005
* BLS instructor, American Heart Association, 2016
MPH- Epidemiology, Kaplan University, 2012B.S.R.T., Medical College of Georgia, 2005BLS instructor, American Heart Association, 2016
Research Interests
* Advanced Mechanical Ventilation
* Adult Critical Care
* Patient Education And Chronic Disease Management
* Respiratory Therapy Curriculum Development
* Selecting Students For Secondary Admissions Programs
Adult critical carePatient education and chronic disease managementRespiratory therapy curriculum development Selecting students for secondary admissions programs rwoodall@georgiasouthern.eduRachel WoodallRachelWoodallCenter for Irish Research and Teaching912-478-5532IAB 2010Statesboro Campus
* BA. in English
Center for Irish Research & Teaching mnielsen@georgiasouthern.eduMichael NielsenMichaelNielsenProfessor912-478-5334Brannen Hall 1034Statesboro CampusCollege of Behavioral & Social SciencesDepartment of PsychologyPsychology is endlessly fascinating! After all, what could be more interesting than people? When I’m not studying psychology, I enjoy time with my family. Hobbies include music, photography, chess, and flying kites.
Teaching Philosophy
With a wealth of information available in a few keystrokes, I’m less concerned that students learn specific facts than I am that they learn the “big picture” of our subject, and how it can help them make sense of experiences and events that are important to them. Success happens when students understand how to apply the material we’ve learned.
* Ph.D., Northern Illinois University, 1992
* M.S., Northern Illinois University, 1990
* B.A., Southern Utah State College, 1986
M.S., Northern Illinois University, 1990B.A., Southern Utah State College, 1986
Research Interests
* Psychology Of Religion
* Social Psychology
Social Psychology jromchik@georgiasouthern.eduJoelle Romanchik-CerpoviczJoelleRomanchik-CerpoviczAssociate Professor of Nutrition and Food Science912-478-1420Hollis - 1128BStatesboro CampusWaters College of Health ProfessionsDepartment of Health Sciences & KinesiologyEducation: PhD, Medical College of PennsylvaniaRegistered Dietitian Nutritionist (RDN)Research Interests: Food Product Development/Sensory Evaluation
* PhD, Medical College of Pennsylvania
* Registered Dietitian Nutritionist (RDN)
Registered Dietitian Nutritionist (RDN)
Research Interests
* Food Product Development/Sensory Evaluation
sengel@georgiasouthern.eduhttps://scholars.georgiasouthern.edu/en/persons/steven-engel-2Steven EngelStevenEngelDean of Honors College & Professor of Political Science912-478-7926Eidson HouseStatesboro CampusCollege of Behavioral & Social Sciences, Honors CollegeDepartment of Political Science & International Studies, Honors CollegeSteven Engel is a Professor of Political Science and has been at Georgia Southern since 1999. In 2005, he took the lead role as Director for the University Honors Program and became Dean when the program became the Honors College. He is on the editorial board of the journal, Honors in Practice, has authored several articles and book chapters on honors education and covering topics in political science, and in 2018 was named a Fellow of the National Collegiate Honors Council.
* PhD Political Science
dcone@georgiasouthern.eduDiana ConeDianaConeSenior Vice Provost and Professor391-247-85252012 Marvin PittmanStatesboro CampusCollege of Behavioral & Social SciencesSchool of Human EcologySenior Vice Provost for Faculty Affairs and Student Appeals
* PhD Clothing and Textiles
dhilton@georgiasouthern.eduDebbie HiltonDebbieHiltonEvent Coordinator912-478-5050Parker College, Room 1118Statesboro CampusParker College of BusinessPCOB Office of the Dean mhuggins@georgiasouthern.eduhttps://scholars.georgiasouthern.edu/en/persons/michael-hugginsMichael HugginsMichaelHugginsProfessor and Dean, College of Science & Mathematics912-478-5111Engineering Building, Room 2141Armstrong Campus, Statesboro CampusCollege of Science & MathematicsDepartment of Biochemistry Chemistry & PhysicsOrganic chemist with more than 25 years of teaching experience.
* Ph.D. Organic Chemistry, University of Nevada, Reno
* B.S. Chemistry, University of West Florida
* Postdoc Organic Chemistry, The University of Texas at Austin
B.S. Chemistry, University of West FloridaPostdoc Organic Chemistry, The University of Texas at Austin jeffreyhoopes@georgiasouthern.eduJeff HoopesJeffHoopesLab Supervisor912-478-0094Carruth 1015AStatesboro CampusAllen E Paulson College of Engineering & ComputingDepartment of Mechanical Engineering jgriffin@georgiasouthern.eduJulia GriffinJuliaGriffinProfessor912-478-1412Newton 2219BStatesboro CampusCollege of Arts & HumanitiesDepartment of EnglishBorn in Oxford, lived in Tokyo, now in Statesboro. Owner of the more famous Jack (basset hound).
Teaching Philosophy
Try to make it memorable.
* D.Phil (= Ph. D), Oxford, 1993
Research Interests
* Renaissance Literature And Culture.
* Classical Literature And Classical Influences.
* Western Poetic Traditions
Classical literature and Classical influences.Western poetic traditions jloveless@georgiasouthern.eduJacob LovelessJacobLovelessResearch Laboratory ManagerResearch Building 4Armstrong CampusInstitute for Water and HealthDepartment of Biostatistics, Epidemiology & Environmental Health SciencesI am the laboratory manager at The Institute for Water and Health
* Ph.D. Portland State University
* M.Sc Texas A&M University Corpus Christi
M.Sc Texas A&M University Corpus Christi
Research Interests
* Microbiology
* Water Quality
* Genetics
Water qualityGeneticsInstitute for Water and Health kristygose@georgiasouthern.eduKristy GoseKristyGoseAdministrative Assistant II912-344-2554Ashmore Hall 216aArmstrong CampusWaters College of Health ProfessionsSchool of Nursing lrowles@georgiasouthern.eduhttps://scholar.google.com/citations?user=lAkbKp0AAAAJ&hl=en&oi=aoLewis Stetson RowlesLewis StetsonRowlesAssistant Professor912-478-0772ENG 1101EStatesboro CampusAllen E Paulson College of Engineering & ComputingDepartment of Civil Engineering & ConstructionStetson Rowles is currently an Assistant Professor in the Department of Civil Engineering and Construction at Georgia Southern University. His research interests are at the interface of technology development and sustainable design, with a focus on advancing clean water and safe sanitation for unserved and historically marginalized communities. He is the co-founder of an educational non-profit organization, Clean Water Science Network, which provides mentoring and research opportunities for students from underserved communities in Latin America.
Teaching Philosophy
Stetson Rowles inspires active learning in civil, construction, and environmental engineering by emphasizing real-world applications before theory. His hands-on approach integrates experiential learning through labs, design projects, and undergraduate research, helping students develop confidence in analyzing complex systems. By focusing on the 'why' before the 'what,' he promotes deeper understanding and retention. He continuously refines his teaching methods based on student feedback, incorporating computational tools and sustainability concepts. Through this approach, he aims to develop innovative engineers equipped to address challenges in sustainable infrastructure and community resilience.
* Environmental Engineering
Research Interests
* Water And Sanitation Technology Development
* Quantitative Sustainable Design Of Engineered Systems
* Community-Based Studies
* Resource Recovery And Waste Valorization
* Nano-Enabled Ceramic Filters
Quantitative Sustainable Design Of Engineered SystemsCommunity-Based StudiesResource Recovery And Waste ValorizationNano-Enabled Ceramic FiltersInstitute for Vibrant and Engaged Communities, Institute for Water and Health christyoneal@georgiasouthern.eduChristy O'NealChristyO'NealAdministrative Assistant II912-344-2585Ashmore Hall, Room 216Armstrong CampusWaters College of Health ProfessionsSchool of Nursing jruhland@georgiasouthern.eduhttps://scholar.google.com/citations?user=NDqW0AwAAAAJ&hl=enJoseph RuhlandJosephRuhlandProfessor912-478-05913310A Parker College of BusinessStatesboro CampusParker College of BusinessDepartment of FinanceJoe Ruhland is a professor of risk management and insurance at Georgia Southern University. He received his BBA from the University of Wisconsin-Madison and his Ph.D. in risk management and insurance from The University of Georgia. His research areas of interest include asymmetric information, political risk, corporate governance and financial planning. Prior to returning to academics, Ruhland lived in Chicago and worked as an employee benefits consultant for Hewitt Associates, Aon Consulting and in private practice. Among others, outlets for his published research include Journal of Risk and Insurance, Journal of Insurance Issues, and Journal of Insurance Regulation.
* Ph.D., University of Georgia, 2006
* BBA, University of Wisconsin-Madison, 1997
BBA, University of Wisconsin-Madison, 1997 nsanders@georgiasouthern.eduNatasha SandersNatashaSandersAdministrative Assistant III912-478-7166IT 3400GStatesboro CampusAllen E Paulson College of Engineering & ComputingAEPCEC Office of the Dean
Teaching Philosophy
Sr. Currently pursuing BA - Criminal Justice & BBA Management
* Associate Of Science - Information Technology
eshuman@georgiasouthern.eduAnnie ShumanAnnieShumanExecutive Assistant912-478-2676Hendricks Hall 3021Statesboro CampusJiann-Ping Hsu College of Public HealthJPHCOPH Office of the Dean herney@georgiasouthern.eduhttps://scholars.georgiasouthern.edu/en/persons/hans-georg-erneyHans-Georg ErneyHans-GeorgErneyProfessor of English912-344-2696Gamble 136Armstrong CampusCollege of Arts & HumanitiesDepartment of EnglishHans-Georg Erney is Professor of English at Georgia Southern University, where he specializes in postcolonial studies and ecocriticism. He was educated in Germany (Friedrich-Alexander-Universität Erlangen), England (Keele University), and the United States (Emory University). In recent years, he has written on the British spoken-word poet Suhaiymah Manzoor-Khan (Journal of Postcolonial Writing), the Kamala Khan Ms. Marvel comic series (Journal of Graphic Novels and Comics), the British poet Daljit Nagra (ARIEL), and Chinese science fiction (MOSF Journal of Science Fiction). He edits the Journal of Global Postcolonial Studies.
* Ph.D., Emory University, 2006
* M.A., Friedrich-Alexander Universität Erlangen-Nürnberg, 2001
M.A., Friedrich-Alexander Universität Erlangen-Nürnberg, 2001 nwright@georgiasouthern.eduNaronda WrightNarondaWrightAssociate Dean, Graduate Student Services912-478-8626Veazey Hall, Suite 1014BStatesboro CampusJack N. Averitt College of Graduate StudiesCollege of Graduate StudiesDr. Naronda Wright serves as the Associate Dean of Graduate Student Services at Georgia Southern University and prior to that as Director of Graduate Admissions at Augusta University. Naronda is actively involved in NAGAP, a leading professional association dedicated to Graduate Enrollment Management professionals and is the first African American president of the association. Her involvement extends to the annual conference committee and the diversity, equity, and inclusion committee. Dr. Wright holds her undergraduate degree from Columbia College, a master's degree from Georgia Southern, and a doctoral degree in Higher Education Leadership from Clark Atlanta University.
* Doctor of Education, Higher Education Leadership
* Master of Education, Higher Education
* Bachelor of Science, General Studies
Master of Education, Higher EducationBachelor of Science, General Studies stacydavis@georgiasouthern.eduStacy DavisStacyDavisGraduate Academic Advisor II912-478-1447College of Education 3166BStatesboro CampusCollege of EducationGraduate Academic Services Center (COE)
* Master of Arts, Social Science Education
* Bachelor of Science, Communications
Bachelor of Science, CommunicationsGraduate Academic Services Center (GASC)-Graduate Advisement rgerbsch@georgiasouthern.eduReinhold GerbschReinholdGerbschDirector, Industry Relations, Associate Professor Manufacturing Engineering912-478-54743400 IT BuildingArmstrong Campus, Statesboro CampusAllen E Paulson College of Engineering & ComputingDepartment of Manufacturing EngineeringBuilds partnerships with industry and government to create hands-on learning opportunities for students and research collaborations for faculty. Programs include co-ops, internships, senior design projects, showcase events, career fairs, and tours of Georgia Southern research facilities. Faculty benefit from research support, graduate student funding, and undergraduate research opportunities.Leads the development of a Logistics Technology Regional Consortium to support 3PL, manufacturing, and warehouse operations in Southeast Georgia. Oversees the Advanced Processing Research Network (APRN), home to the innovative Remotely Operated Warehouse Services (ROWS) laboratory.
Teaching Philosophy
Supports hands-on project based learning coupled with opportunities for mentoring and presentation of results in a professional setting.
* DSc, Mechanical Engineering, Washington University
* BS., Aeronautical and Astronautical Engineering, University of Illinois, Urbana-Champaign
BS, Aeronautical and Astronautical Engineering, University of Illinois, Urbana-Champaign
Research Interests
* Manufacturing And Supply Chain Simulation
* Operations Research
Operations ResearchRemotely Operated Warehouse Services (ROWS) Laboratory htung@georgiasouthern.eduHo Jui TungHo JuiTungAssociate Professor912-478-1342Room 2011, Hendricks HallStatesboro CampusJiann-Ping Hsu College of Public HealthDepartment of Health Policy & Community HealthHo Jui Tung, Ph.D., is an associate professor in the Department of Health Policy and Community Health, Jiann-Ping Hsu College of Public Health, Georgia Southern University. Dr. Tung has focused his research on social gerontology and health policy since his doctoral dissertation. He has been conducting research using survey and claims data to identify disparities in preventive care use and end-of-life care planning across older populations. He also has extensive experiences in examining the mechanisms of health disparities and links between social determinants of health and health inequalities.
Teaching Philosophy
In my teaching career in public health, I try to focus on: 1) conceptual thinking skills that are relevant to situations they might encounter in the future; 2) improve understanding of foundational knowledge and skill in public health; 3) illustrate the interdisciplinary nature of public health; 4) link current public health events to expand their interests in public health and socio-behavioral implications to the health of the populations. Different approaches are adopted for teaching graduate and undergraduate students.
* PhD in Health Behavior & Health Education, School of Public Health, University of North Carolina at Chapel Hill
Research Interests
* Health Policy
* Gerontology
Gerontology tanderson@georgiasouthern.eduTabitha AndersonTabitha AndersonFaculty Records Administrator912-478-0692Veazey Hall Statesboro CampusProvost Office Provost Office HWADMAN@GEORGIASOUTHERN.EDUHenry WadmanHenryWadmanInstructor912-344-4309Ashmore Hall 249Armstrong CampusWaters College of Health ProfessionsSchool of Nursing5 years of postoperative Orthopedic care and excellent experiences working with diabetic educators were largely influential in my decisions to become a Nursing Instructor. My experiences working overseas in my teenage years exposed me to how impactful education can be on a population.
Teaching Philosophy
Empowering students to be self-motivated learners and engaging their critical thinking are necessary to develop quality healthcare professionals.
* MSN-Ed, Georgia Southern University, 2024
* BSN, Georgia Southern University, 2018
BSN, Georgia Southern University, 2018 gtriplett@georgiasouthern.eduGrant TriplettGrantTriplettBudget Analyst912-478-8635Room 1015 Building 301Statesboro CampusDivision of Academic AffairsContinuing & Professional EducationBBA Accounting from Georgia Southern University in 2013.
* BBA Accounting from Georgia Southern University in 2013.
jburke@georgiasouthern.eduJamie BurkeJamieBurkeCPE Business Manager912-478-7977Room 1020, CPE Center at Building 301Statesboro CampusnaContinuing & Professional EducationA strategic professional currently pursuing a Master's in Strategic Leadership and holds a Bachelor of Arts in English from Georgia Southern University. With a background as a General Manager in the retail industry, she has extensive experience in team building and process development. Known for improving customer service metrics and fostering positive work environments, she excels at driving operational success through strategic planning and effective leadership.
Teaching Philosophy
Enjoys gardening, painting, and reading, combining creativity and relaxation with personal growth. She is also committed to animal welfare through her involvement with the Humane Society.
* M. SLD., Clayton State University (grad. Spring 2025)
* BA.. English
BA. English lbrogdon@georgiasouthern.eduLonnie BrogdonLonnieBrogdonA/V & Course Reserve Supervisor912-478-11512300 AStatesboro CampusUniversity LibrariesAccess Services Henderson LibraryAAS in Broadcast Communications with a Scholarship to Ithaca College in Cinema / Worked as a Customer Advocate at Cornell University for 18 years running sales and troubleshooting customer projects requiring printing, graphics, and publications/ Worked as the assistant to the Head Librarian at Aquinas College in Nashville, TN for 15 years/ moved to Georgia and have been in my current position at GSU for 6 years as the A/V & Course Reserve Supervisor.
* AAS in Broadcast Communications Cortland Community College/ Cinema studies and prelaw in other institutions without completion.
lhicksgriffin@georgiasouthern.eduLashanda Hicks-GriffinLashanda Hicks-GriffinAssitant Director912-478-0148Rosenwald Building-Room 2057 Statesboro CampusCollege of Arts & HumanitiesMuseum
Teaching Philosophy
My main goal in 2025 is to expand my academic background and pursue a PHD in Higher Education. To have these additional skills applied to my resume would allow me to broaden my career path at Georgia Southern in the future. Our entire staff will continue to work on innovative ways to widen the community engagement at the Museum and increase fundraising opportunities to generate additional revenue. jhe@georgiasouthern.eduJianzhou HeJianzhouHeAssistant Professor of Environmental/Analytical Chemistry, Center for Advanced Materials Science912-344-2827Armstrong Campus, Science Center, Room 2011Armstrong CampusCollege of Science & MathematicsDepartment of Biochemistry Chemistry & Physics, Center for Advanced Materials ScienceDr. He received his Ph.D. in Crop and Soil Sciences - Environmental Toxicology from Michigan State University, and earned a M.S. and B.S. in Environmental Science from University of Chinese Academy of Sciences and Sichuan University, respectively. Prior to joining GSU, he conducted postdoctoral training at the University of Arizona and Auburn University. His research focuses on (1) Methods development in environmental analytical chemistry; (2) Fate, transport, and transformation of conventional (e.g., nutrients and heavy metals) and emerging (e.g., PFAS and microplastics) contaminants in soil, water and plant systems; and (3) Environmental remediation of contaminants using advanced materials (e.g., biochar) and processes (e.g., AOP/ARP).
Teaching Philosophy
My desire to teach was the key factor in my decision to pursue a career in academia. As an educator, I value active and experiential learning approaches engaging students as active learners to acquire knowledge, skills, and hands-on experiences that can be applied both inside and outside the classroom. My goal is to foster independence, creativity, and critical thinking to prepare students for careers in STEM.
* Ph.D., Michigan State University, 2020
* M.S., University of Chinese Academy of Sciences, 2016
* B.S., Sichuan University, 2013
M.S., University of Chinese Academy of Sciences, 2016B.S., Sichuan University, 2013
Research Interests
* Environmental Chemistry
* Fate And Transport
* Emerging Contaminants
* Environmental Remediation
* Pfas
Fate and TransportEmerging ContaminantsEnvironmental RemediationPFAS James H. Oliver Jr. Institute for Coastal Plain Science, Center for Advanced Materials Science dkeane@georgiasouthern.eduhttps://georgiasouthern.academia.edu/DrewKeaneD. N. KeaneD. N.KeaneVisiting Instructor912-478-0153Newton 2218AStatesboro CampusCollege of Arts & HumanitiesDepartment of EnglishD. N. Keane is writing a commentary on the Book of Common Prayer with Samuel Fornecker (forthcoming from IVP Academic). He authored How to Use the Book of Common Prayer (IVP 2024) and edited the 1662 Book of Common Prayer: International Edition (IVP Academic, 2021) with Samuel L. Bray. He took a Ph.D. in English at the University of St. Andrews for a titled The Use of the Prayer Book: The Book of Common Prayer (1549-1604) as Technical Writing for an Oral-Aural Culture. His academic work has been published in Notes & Queries, Journal of Technical Writing and Communication, the St Andrews Encyclopaedia of Theology, and the Anglican Theological Review. He serves as the Managing Editor of The Anglican Way.
* PhD (St And) English
* MA. (Georgia Southern University) English
* BA. (Johnson University) Bible and Literature
MA (Georgia Southern University) EnglishBA (Johnson University) Bible and Literature
Research Interests
* Early Modern English
* The Book Of Common Prayer
* Orality And Literacy
* Technical Writing
The Book of Common PrayerOrality and LiteracyTechnical Writing serobinson@georgiasouthern.eduSheena RobinsonSheenaRobinsonAdministrative Assistant II912-478-5118Division of Continuing and Professional EducationStatesboro CampusContinuing & Professional EducationContinuing & Professional Education
Teaching Philosophy
Currently working on completing my Bachelor's in Sociology through Georgia Southern.
* Diploma in business technology -ogeechee technical college
rzhang@georgiasouthern.eduhttps://scholar.google.com/citations?user=R1ZlW2UAAAAJ&hl=en&oi=aoRongrong ZhangRongrongZhangProfessor of Finance912-478-7219Parker College of BusinessStatesboro CampusParker College of BusinessDepartment of FinanceRongrong Zhang is a professor of finance at Georgia Southern University. She holds a MS degree in management science and Ph.D. in finance from the University of Tennessee, Knoxville. She is also a Chartered Financial Analyst. Her research interests include CEO compensation, corporate governance, board structure, institutional owners, and supply chain management. Her work has appeared in Financial Review, Journal of Financial Research, Journal of Operations Management, Journal of Risk and Insurance, Quarterly Review of Economics and Finance, Review of Finance and Economics, Review of Quantitative Finance and Accounting, etc.
* Ph.D. in Finance
* Full professor
* Chartered Financial Analyst
Full professorChartered Financial Analyst
Research Interests
* Corporate Finance
* Corporate Governance
* Supply Chain Management
Corporate governanceSupply Chain Management kmans@georgiasouthern.eduKeri MansKeriMansAssociate Professor and Interim Chair of Health Sciences & Kinesiology912-344-3245Armstrong Campus UH151B; Statesboro Campus Hollis 2115AArmstrong Campus, Statesboro CampusWaters College of Health ProfessionsDepartment of Health Sciences & KinesiologyDr. Mans is a former first generation college student who is now focused on student preparedness, mentorship, and empowerment. She holds a Bachelor of Science degree in Biochemistry & Molecular Biology, a Ph.D. in Neurobiology, and has specialized training in classroom teaching and research mentorship. Dr. Mans also serves in Department Leadership for the Department of Health Sciences and Kinesiology, where she enjoys helping faculty reach their research and teaching goals. When she is not spending time with students or faculty, Dr. Mans enjoys exercise, reading, and going to the beach. She and her husband have two daughters and three rescue pets.
Teaching Philosophy
Dr. Mans's philosophy of teaching is focused on student empowerment, mentorship, engagement, and preparedness. Students should be aware of resources available to them, be prepared to utilize those resources, and have a network of mentors that will help them reach their next educational and career steps. She believes firmly in active and experiential learning, and enjoys watching students take charge of their own learning as they grow into professionals.
* Postdoctoral Fellowship in Teaching and Research, University of Alabama at Birmingham, Psychiatry & Behavioral Neuroscience, 2010-2013
* Ph.D., University of Alabama at Birmingham, Neurobiology, 2010
* B.S., Mississippi State University, Biochemistry & Molecular Biology, 2004
Ph.D., University of Alabama at Birmingham, Neurobiology, 2010B.S., Mississippi State University, Biochemistry & Molecular Biology, 2004
Research Interests
* The Effects Of Chronic Stress On The Biochemistry Of Learning And Memory
sfriedman@georgiasouthern.eduSarah FriedmanSarahFriedmanAssistant Professor912-478-1154Herty 1100CStatesboro CampusCollege of Science & MathematicsSchool of Earth Environment & SustainabilityI am a geoscientist and educator with a passion for exploring rock magnetism, tectonics, and Earth systems. I am an Assistant Professor. I teach courses like Structural Geology, Tectonics, and Introduction to the Earth while mentoring undergraduate and graduate students on research and thesis projects. My MS and PhD work focused on the mantle's role in generating magnetic anomalies. My work has taken me around the globe for fieldwork and collaborative projects, resulting in numerous peer-reviewed publications and awards recognizing my contributions to teaching and student mentorship. I am deeply committed to advancing educational opportunities and fostering scientific discovery within the geoscience community.
* PhD in Geosciences from Southern Illinois University (2015)
* M.S. in Geology from Southern Illinois University (2011)
* B.S. in Geology from Eastern Illinois University (2008)
M.S. in Geology from Southern Illinois University (2011)B.S. in Geology from Eastern Illinois University (2008)
Research Interests
* Mantle Magnetism
* Sea Floor Basalt Alteration
* Sea Floor Basalt Magnetism
* Environmental Magnetism
Sea Floor Basalt AlterationSea Floor Basalt MagnetismEnvironmental MagnetismJames H. Oliver Jr. Institute for Coastal Plain Science kslone@georgiasouthern.eduBrooke SloneBrookeSloneField Experience Coordinator912-478-0700COE - Room 1107Statesboro CampusCollege of EducationDepartment of Elementary & Special Education, Department of Middle Grades & Secondary Education acorradi@georgiasouthern.eduhttps://scholar.google.com/citations?user=lpx2ZBYAAAAJ&hl=en&oi=aoAndrea CorradiAndreaCorradiAssistant Professor912-478-85421096 Carroll BuildingStatesboro CampusCollege of Behavioral & Social SciencesDepartment of Criminal Justice & CriminologyDr. Corradi is a mixed-methods researcher, publishing using a variety of qualitative and quantitative methods, including publications using social network analysis in Social Networks and Crime & Delinquency. Her work has also been published in Justice Quarterly, Feminist Criminology, Journal of Criminal Justice, American Journal of Criminal Justice, Security Journal, among others. Her research interests include the intended and unintended consequences of the use of social control mechanisms in society, especially in the areas of extremism, incarceration, security, health, and policing. Dr. Corradi leads the Extremism Research Lab at Georgia Southern University, which engages in significant data collection and analysis efforts.
* Ph.D, Pennsylvania State University, Criminology
* Graduate Certificate, School of International Affairs at Penn State, International Security Studies
* M.A., Wilfrid Laurier University, Criminology
* B.A., Wilfrid Laurier University, Criminology
Graduate Certificate, School of International Affairs at Penn State, International Security StudiesM.A., Wilfrid Laurier University, CriminologyB.A., Wilfrid Laurier University, Criminology
Research Interests
* Extremism
* Security
* Health
* Incarceration
* Policing
SecurityHealthIncarcerationPolicingExtremism Research Lab jlawrence@georgiasouthern.eduJimeca LawrenceJimecaLawrenceAdjunct ProfessorOnlineStatesboro CampusCollege of Behavioral & Social SciencesSchool of Human EcologyI worked as Community Engagement Specialist for many years, where I provide comprehensive case management and assessment services to low-income families and individuals. I have a Bachelor's degree in Family and Consumer Sciences/Human Sciences from Fort Valley State University and a Master of Arts degree in Apparel and Textiles from Iowa State University. I have transitioned to retail management and human ecology instruction. My core competencies include merchandising, marketing, networking, organization skills, and textile.
* MS. of Apparel Merchandising and Design
* BS. in Family Consumer Sciences Education
* Supply Chain Management Graduate Certificate
BS in Family Consumer Sciences EducationSupply Chain Management Graduate Certificate
Research Interests
* Visual Merchandising
tmesocn@georgiasouthern.eduTimothy MesconTimothyMesconExecutive in Residence, Parker College of Business813-263-3033SavannahArmstrong CampusParker College of BusinessPCOB Office of the DeanTim Mescon is currently Executive in Residence at the Parker College of Business at Georgia Southern University. Previously, for eight years until his retirement, Dr. Timothy S. Mescon was executive vice president and chief officer for Europe, the Middle East and Africa (EMEA) for AACSB International. He is President Emeritus of Columbus State University and served for 18 years as Dean and Dinos Eminent Scholar Chair at the Coles College, Kennesaw State University.Dr. Mescon received his Ph.D. from the Terry College at the University of Georgia, MBA from the Cox School at Southern Methodist University and B.A. from Tulane University.
Teaching Philosophy
Student engagement driven by experiential learning and immersion.
* Ph.D. Terry College of Business, University of Georgia
* MBA., Cox School of Business, Southern Methodist University
* BA., Tulane University
MBA, Cox School of Business, Southern Methodist UniversityBA, Tulane University
Research Interests
* Strategic Management
* Entrepreneurship
* Educational Administration & Policy
EntrepreneurshipEducational Administration & Policy jspearman@georgiasouthern.eduJessica SpearmanJessicaSpearmanLecturer912-478-7328Newton 1119DStatesboro CampusCollege of Arts & HumanitiesDepartment of EnglishI teach for the Department of English. I am located on the Statesboro Campus. I'm a double eagle, with a BA in Philosophy and English Literature with a minor in Writing, and a MA in English Literature concentrating on Contemporary American Literature.
Teaching Philosophy
I seek to inspire my students to grow and become productivemembers of our society while reflecting on how and why our world functions the way it does.
* M.A., Georgia Southern University, 2014
Research Interests
* First-Year Writing
* Rhetoric And Composition
* Philosophy
* American Literature
Rhetoric and Composition PhilosophyAmerican Literature aahuggins@georgiasouthern.eduAngelia HugginsAngeliaHugginsMananging Director, WebMBA404-938-28294994 Choctaw Ave, Pensacola, FL 32507Statesboro CampusParker College of BusinessWebMBAManaging Director of the WebMBA program. Online MBA offered by seven universities in the USG system. kbarnwell@georgiasouthern.eduKim BarnwellKimBarnwellAdministrative Assistant II912-478-0587Parker College of Business Dean's OfficeStatesboro CampusParker College of BusinessPCOB Office of the Dean ncarr@georgiasouthern.eduhttps://www.researchgate.net/profile/Nancy_Carr8Nancy CarrNancyCarrPart Time Professor912-844-9495VariesArmstrong CampusCollege of Behavioral & Social SciencesDepartment of Communication Arts, Department of Psychology Nancy Carr has taught at Georgia Southern since 2017. For Communication, she teaches Public Speaking and Intro to Communication Research. For Psychology, she teaches Careers, Ethics, and Professionalism. She also teaches Human Communication and General Psychology for eCore.She's also a registered mediator with the State of Georgia and mediates several cases each year.
Teaching Philosophy
People don't care what you know until they know you care.
* Ph.D., Liberty University, 2024
* M.A., Armstrong University, 2015
* B.A., Georgia Southern University, 2020
* B.F.A., Video, Savannah College of Art and Design, 1990
M.A., Armstrong University, 2015B.A., Georgia Southern University, 2020B.F.A., Video, Savannah College of Art and Design, 1990
Research Interests
* Nonverbal Deception Indicators
* Conflict Resolution
Conflict Resolution ssuboleski@georgiasouthern.eduStan SuboleskiStanSuboleskiProfessor of Practice912-478-2548PCOB 1105Statesboro CampusParker College of BusinessDepartment of ManagementStan Suboleski
* PhD UNLV
jbarragan@georgiasouthern.eduJoseph Bruce BarraganJoseph BruceBarraganExecutive-in-Residence & Senior Lecturer912-344-3254154 E University Hall Armstrong CampusWaters College of Health ProfessionsDepartment of Health Sciences & KinesiologyI am a native of Savannah and earned a Bachelor of Arts degree in Economics from the University of North Carolina. Then, after serving as an officer in the US Navy, I earned a Master of Health Administration degree from Duke University. My subsequent experience in the healthcare field includes serving first as vice president of administration at Memorial Health University Medical Center for 1 year, then at Spartanburg Regional Medical Center for 5 years, and as president and CEO of McLeod Health in Florence, SC for 23 years. I then served as president of GMK Associates in Columbia, SC for 11 years. I have been a faculty member of Armstrong/Georgia Southern University in 2014. I am a Life Fellow of the American College of Health Executives.
Teaching Philosophy
I believe I do best for the students when I teach from both academic and real life experiences perspective. I try to challenge the students to study and understand the environment of healthcare administration and the provision of health services from the perspectives of the patient, professional care givers, family members, and administrators.I also teach the student current issues in healthcare from national, state and local perspectives.
* Bachelor of Arts in Economics
* Master of Health Administration
* 40 years of Health Administrative experience
* 11 years of teaching experience
* Membership on several Healthcare Boards
Master of Health Administration40 years of Health Administrative experience11 years of teaching experienceMembership on several Healthcare Boards nbanks@georgiasouthern.eduNathan BanksNathanBanksInstitutional Repository Manager912-478-0798Zach S. Henderson LibraryStatesboro CampusUniversity LibrariesCollection ServicesNathan Banks holds a Bachelor of Arts in Advertising from the University of Georgia and a Master of Library and Information Science from Valdosta State University. Nathan been with the Georgia Southern Libraries for seven years.
* MLIS, Valdosta State University, 2022
* B.A., Advertising, 2015
B.A., Advertising, 2015 avickers@georgiasouthern.eduAbigail VickersAbigail VickersOutreach Specialist912-478-723258 East Main St., Suite D Statesboro, GA Statesboro CampusResearchUGA Small Business Development Center at Georgia Southern UniversityAbigail joined the University of Georgia SBDC at Georgia Southern University as the outreach specialist in the fall of 2024. Abigail brings more than a decade of community outreach and involvement experience with her to the SBDC.Abigail graduated with a Bachelor of Arts in Sociology degree from the University of Mississippi. Prior to joining the SBDC, Abigail put her degree to work and managed marketing campaigns and coordinated events for nonprofits. Along the way, she also acquired experience with customer service and office administration that she looks forward to sharing with her community.
* B.A. Sociology, University of Mississippi, 2014
UGA Small Business Development Center at Georgia Southern University rjorgenson@georgiasouthern.eduRoss JorgensonRossJorgensonAdmin Assistant IIUH 281Armstrong CampusCollege of Science & MathematicsDepartment of Mathematical Sciences-
* -
tmjackson@georgiasouthern.eduhttps://scholars.georgiasouthern.edu/en/persons/torri-m-jacksonTorri JacksonTorriJacksonAssistant Professor, Educational Leadership912-478-5204University Hall, Office 239Armstrong CampusCollege of EducationDepartment of Leadership Technology & Human DevelopmentDr. Jackson is an alum of Georgia Southern University, and she is an Assistant Professor of Educational Leadership in the Department of Leadership, Technology, and Human Development. She is an experienced P-12 educator at all levels and currently teaches graduate educational leadership courses within the M.Ed. and Ed.D. programs. Dr. Jackson believes leadership is both innate and learned, and her approach to providing instruction is centered around this belief. Using leadership theory in practice, Dr. Jackson’s students are developing a leadership toolkit that will positively impact P-12 and higher education student achievement and school improvement.
* Ed.D., Georgia Southern University, 2020
* Ed.S., Georgia Southern University, 2017
* M.Ed., Georgia Southern University, 2002
* B.S.Ed., Georgia Southern University, 1999
Ed.S., Georgia Southern University, 2017M.Ed., Georgia Southern University, 2002B.S.Ed., Georgia Southern University, 1999
Research Interests
* Leadership Self-Efficacy Of School Administrators And Leadership Interns
* Mentorship Of School Leaders In Rural School Districts
* Destructive Leadership In P-12 Educational Settings
* School Counseling Leadership
* Restorative School Discipline Practices
Mentorship of school leaders in rural school districtsDestructive leadership in P-12 educational settingsSchool counseling leadershipRestorative school discipline practices bkoehler@georgiasouthern.eduBrian KoehlerBrianKoehlerAssociate Dean of Curriculum and Student Success912-478-0608Engineeing Building Rm 2141EStatesboro CampusCollege of Science & MathematicsDepartment of Biochemistry Chemistry & PhysicsDr. Koehler came to Georgia Southern in 1999 after earning his PhD in Inorganic Chemistry from the University of Georgia, where his research focused on analysis of enzymes from hyperthermophilic bacteria (bacteria that live at temperatures above 100C). Since arriving at Georgia Southern, Brian has put much of his time working on educational improvements in the general chemistry laboratory program and also has an ongoing group of research students analyzing foods for compounds with known health-related effects. Outside of class Brian enjoys time spent with his two children, working with a local boy scout troop, and battling with model warships.
* Ph.D. University of Georgia (1999)
tzetterower@georgiasouthern.eduTonya ZetterowerTonyaZetterowerExecutive Assistant II912-486-7926Eidson HouseStatesboro CampusHonors CollegeHonors CollegeTonya Zetterower earned her Bachelor of Business Administration in Accounting from Georgia Southern. She worked as the Senior Administrative Assistant to the Associate Vice President of Student Affairs and the Dean of Students in the Dean of Students Office for several years. Tonya joined the Honors College as the Executive Assistant in March 2023. In her free time, she enjoys traveling and trying new restaurants with her family and friends. She also enjoys reading and playing with her two dogs and two grand dogs.
* BA. Accounting
vwickline@georgiasouthern.eduVirginia WicklineVirginiaWicklineAssociate Professor of Psychology912-344-2589Science Center 227Armstrong CampusCollege of Behavioral & Social SciencesDepartment of PsychologyMy research and service focus on aspects of relationships, including nonverbal communication, acculturative stress, and the benefits of interactions between majority and marginalized or minoritized groups. I also conduct research on the Scholarship of Teaching and Learning (SoTL) – particularly syllabus design, service-learning, career development, and intercultural competence of domestic, international, and study abroad students, for which I was selected as a 2020-2021 Center for Teaching and Learning (CTL) Scholarship of Teaching and Learning Faculty Fellow. I received the 2021 Southeastern Psychological Association (SEPA) Outstanding Professional Paper Award (OPPA) and 2024 Georgia Southern Inclusive Excellence Award.
Teaching Philosophy
I infuse my courses with programs and activities that help undergraduate students build professional and cultural skills, knowledge, and attitudes that will get them hired and/or accepted into graduate programs. My current teaching and service work includes being a member of the College of Behavioral and Social Science High-Impact Practice Committee and a member of the Wexford Faculty Development Program, through which I took students study abroad at our Wexford, Ireland campus in 2023. One of favorite teaching programs is a partnership I host called Crossing Borders, a series of semi-structured, cross-cultural dialogues between U.S. college students and those in other countries like Japan, Ireland, Belgium, and the Netherlands.
* Ph.D., Emory University, 2006
* M.A., Emory University, 2002
* 1999, Pre-Graduate Seminar, University of Notre Dame
* 1998, B.A., Anderson University
M.A., Emory University, 20021999, Pre-Graduate Seminar, University of Notre Dame1998, B.A., Anderson University
Research Interests
* Scholarship Of Teaching And Learning
* Intercultural Competence
* Nonverbal Communication
* College & Cultural Adjustment
Intercultural CompetenceNonverbal CommunicationCollege & Cultural AdjustmentNational Youth Advocacy and Resilience Research Center, Social Cultural and Interpersonal Process (SCIP) Laboratory kdotson@georgiasouthern.eduKaitlin DotsonKaitlinDotsonDirector of Adult and Online Learning912-478-5732CPE Center, Room 1030Armstrong Campus, Statesboro CampusOffice of Adult and Online LearningOffice of Adult and Online LearningI am passionate about empowering non-traditional students, including adult learners and fully online students, to achieve their academic, professional, and personal goals. My research and work focuses on improving the learner experience by fostering innovation and accessibility in higher education. I believe in modernizing educational practices to meet the diverse needs of today’s learners, creating pathways for success in our rapidly evolving world.
* MA., University of Georgia, 2020
* MLIS, Valdosta State University, 2020
* BA., University of Georgia, 2016 & 2017
MLIS, Valdosta State University, 2020BA, University of Georgia, 2016 & 2017
Research Interests
* Online/Distance Learning
* Andragogy
* Higher Education Administration
AndragogyHigher Education AdministrationInstitute for Innovative and Integrated Studies (I3S) rfarber@georgiasouthern.eduRobert FarberRobertFarberProfessor of Art912-478-4636ARTS2004Statesboro CampusCollege of Arts & HumanitiesBetty Foy Sanders Department of ArtBorn in Canton, Ohio, Farber received a B.F.A. degree in painting and art history from Ohio University in Athens, Ohio. He received his M.F.A. degree in drawing and printmaking from Western Michigan University in Kalamazoo, Michigan. Prior to arriving in Georgia, Farber taught twenty-four years in the Department of Fine Arts at the Ringling College of Art and Design in Sarasota, Florida. Robert Farber’s work has been acquired by public and private collections and exhibited in numerous international, national, and regional exhibitions.
* M.F.A., Western Michigan University, 1986
* B.F.A., Ohio University, 1982
B.F.A., Ohio University, 1982
Research Interests
* Digital Mixed-Media Images
* Laser Engraving, Printmaking, Drawing
Laser Engraving, Printmaking, Drawing cweaver@georgiasouthern.eduCasey WeaverCaseyWeaverSpecial Assistant to the Provost912-478-7801Marvin Pittman 2012HStatesboro CampusDivision of Academic AffairsVice Prsident Academic AffairsI earned my Master’s degree in Student Affairs in Higher Education (SAHE) from Indiana University of Pennsylvania (IUP) in May 2007. Currently, I am pursuing a Doctor of Education (Ed.D.) degree in Educational Leadership at Georgia Southern University, with an expected graduation date of May 2028.Currently, I serve as the Special Assistant to the Provost, where I manage complex student situations that affect their success. My responsibilities include overseeing emails sent to the Provost’s office, handling academic dishonesty cases, managing student grade appeals, and supporting various requests from the Provost. Prior to this role, I was the Assistant Dean of Student Care and Well-Being at Georgia Southern University.
Teaching Philosophy
Throughout my 10 years at Georgia Southern, I have truly enjoyed working with both students and faculty. I find great satisfaction in supporting their efforts as we work together to help students achieve academic success. Currently, I am collaborating with the Office of Student Conduct to review and improve the academic dishonesty process.
* MA., Indiana University of Pennsylvania, 2007
* BA., Kutztown University of Pennsylvania, 2005
BA, Kutztown University of Pennsylvania, 2005
Research Interests
* Food Insecurity
awilliams@georgiasouthern.eduAmy RowellAmy RowellCareer and Internship Advisor912-478-5197Williams Center 1047/1058Statesboro CampusDivision of Academic AffairsOffice of Career and Professional DevelopmentAmy Rowell has worked in the Office of Career and Professional Development at Georgia Southern for the past 26 years where she currently serves as a Career and Internship Advisor for CBSS and COE. Her main responsibilities include assisting students with major decisions, résumé writing, interviewing skills, job search strategies, and graduate school planning. She also works to develop faculty relationships within the colleges and presents to classes on a variety of career related topics. Amy received her BA in Social Science Education and her MA in Student Personnel Services from Northwestern State University. She has also worked at the University of Arkansas, Monticello in Residence Life, Student Activities, and Career Services.
* Master of Arts in Student Personnel Services, Northwestern State University, 1997
* Bachelor of Arts in Social Science Education, Northwestern State University, 1995
Bachelor of Arts in Social Science Education, Northwestern State University, 1995 psapp@georgiasouthern.eduPayton SappPaytonSappLibrary Technical Assistant - Cataloging912-478-0640Zach S. Henderson Library - Room 2220Statesboro CampusUniversity LibrariesUniversity Libraries
* M.L.I.S., Valdosta State University, 2025
* B.S. Psychology, Georgia Southern University, 2023
B.S. Psychology, Georgia Southern University, 2023 hcowart@georgiasouthern.eduhttps://scholars.georgiasouthern.edu/en/persons/holly-cowartHolly CowartHollyCowartSenior Lecturer912-478-56652033 Sanford HallStatesboro CampusCollege of Arts & HumanitiesDepartment of Communication ArtsHolly Cowart is a senior lecturer in multimedia journalism at Georgia Southern University where she has taught for eight years. She serves as the internship coordinator for the multimedia journalism program. Known among her students as an "AP style enforcer," her approach combines rigorous instruction with practical applications to prepare students for the field of journalism. Before transitioning to academia, she spent five years as a journalist. This professional experience informs her teaching, allowing her to provide students with firsthand insights into the challenges and rewards of a career in journalism.
* Ph.D., University of Florida, 2017
* MA., University of Tennessee - Chattanooga, 2011
* BA., University of Tennessee - Chattanooga, 2005
MA, University of Tennessee - Chattanooga, 2011BA, University of Tennessee - Chattanooga, 2005
Research Interests
* Agenda Setting
* Social Media
* Social Justice
* Protest Paradigm
Social MediaSocial JusticeProtest Paradigm thenry@georgiasouthern.eduDavid HenryDavidHenryAcademic Advisor II912-344-3905University Hall #250-CArmstrong CampusCollege of EducationGraduate Academic Services Center (COE)Former teacher with a wide variety of leadership and administrative support positions within academic, service oriented settings. When I am not working I enjoy playing disc golf, gardening, reading and watching college basketball.
Teaching Philosophy
I believe mutual authenticity is the most essential characteristic for effective academic advisement. The philosopher Bernard Lonergan posited that all human consciousness can be viewed as a progressive sequence from experience to understanding to judgment and finally to making a choice, with each choice leading us to a new experience and the cycle repeating. We become authentic only insofar as we embrace and adhere to what Lonergan refers to as the four transcendental imperatives: Be Attentive! (Experience); Be Intelligent! (Understanding); Be Reasonable! (Judgment); Be Responsible! (Choice). These transcendental imperatives are my daily touchstones as an academic advisor and serve as the foundation of my advising philosophy.
* M.A., Loyola University Chicago, 2003
* B.A., College of the Holy Cross, 1992
* Jamesville-DeWitt High School, 1988
B.A., College of the Holy Cross, 1992Jamesville-DeWitt High School, 1988Graduate Academic Services Center (GASC)-Graduate Advisement mrogers@georgiasouthern.eduMaria RogersMariaRogersCPE Program Manager912-478-2560SavannahArmstrong CampusDivision of Academic AffairsContinuing & Professional Education mgoodman@georgiasouthern.eduMelissa Gast-GoodmanMelissaGast-GoodmanGrant Coordinator912-478-7073Veazey Hall, 3009Statesboro CampusOffice of ResearchOffice of ResearchMelissa began her tenure at Georgia Southern in 2010 as first, an Administrative Assistant in the College of Science and Mathematics Office of the Dean. In 2018, she moved over to the Institute for Coastal Plain Science to serve as the Administrative Coordinator. She currently works in the Office of Research as a Grant Coordinator.
* M.Ed., Georgia Southern University, 2015
* B.A. Theatre, Georgia Southern University, 2005
B.A. Theatre, Georgia Southern University, 2005 darrinmoore@georgiasouthern.eduDarrin MooreDarrinMooreCOSM Instrumentation Maintenance and Research Specialist912-478-5590NC2238Statesboro CampusCollege of Science & MathematicsNAI have over 20 years experience maintaining, and operating mass spectrometers of many models and configurations. Over my career I have maintained numerous scientific instruments and their software, including elemental analyzers, discrete analyzers, portable leaf area IRGA's, and soil respiration systems. If I don't know how something works, I can usually figure it out, read the manual, or call the manufacturer.
* MS., University of Nevada, Reno, 1998
Research Interests
* Plant Physiology
* Plant And Soil Interactions
* Scientific Instrumentation
Plant and soil interactionsScientific InstrumentationCOSM Core Research Lab danielmcnair@georgiasouthern.eduDaniel McNairDanielMcNairSchool Psychologist478-010-0Cone HallStatesboro CampusCollege of Behavioral & Social SciencesDepartment of PsychologyDr. McNair received his Doctor of Education in Curriculum Studies with an emphasis in School Psychology from Georgia Southern University. He serves as a staff clinician at the RCLD and participates in activities of the clinical assessment team. He also enjoys his role in providing assistance and coordinating training opportunities for new members of the clinical group. He is a nationally certified school psychologist through the National Association of School Psychologists. (NASP).
* Ed.D., Georgia Southern University, 2019
* Ed.S., Georgia Southern University, 2011
* M.Ed., Georgia Southern University, 2008
* B.A., Georgia Southern University, 2006
Ed.S., Georgia Southern University, 2011M.Ed., Georgia Southern University, 2008B.A., Georgia Southern University, 2006
Research Interests
* Developmental Disabilities
* Social Deviance
* Cognitive Processing
* Written Language Assessment
* Curriculum Theory
social deviancecognitive processingwritten language assessmentcurriculum theoryThe Regents Center for Learning Disorders jbjoy@georgiasouthern.eduJune B. JoynerJune B.JoynerPrincipal Lecturer912-478-0228Newton Building, #1122FStatesboro CampusCollege of Arts & HumanitiesDepartment of EnglishOriginally from Savannah, June Joyner has been employed at Georgia Southern University in Statesboro, Georgia, since 1997. She began teaching First Year Writing in 2002 following completion of her Master's degree in English. From 2008 to 2014, Joyner served as director of the Georgia Southern Writing Project, a site of the National Writing Project.
* B.A., Georgia Southern University, 2000
* M.A., Georgia Southern University, 2002
M.A., Georgia Southern University, 2002
Research Interests
* Teaching Writing
* First Year Student Success
* Science And Culture
* Popular Culture
* Public History
First Year Student SuccessScience and CulturePopular CulturePublic History jkuchta@georgiasouthern.eduJaclynn KuchtaJaclynnKuchtaPart-Time Adjunct Professor724-413-5502virtualStatesboro CampusCollege of EducationDepartment of Leadership Technology & Human DevelopmentJaclynn Kuchta, PhD, NCSP, earned her Ph.D. in School Psychology from Duquesne University. She is a licensed psychologist in Georgia and Pennsylvania. Clinically, Dr. Kuchta's areas of focus include early childhood disruptive behavior disorders, early childhood trauma, and consultation/collaboration with early care and education, as well as community implementation of evidence-based treatments. She has a particular interest in Parent-Child Interaction Therapy (PCIT) and its adaptation with teachers (Teacher-Child Interaction Training - TCIT), and is currently in the process of pursuing her PCIT Regional Trainer (Level 2) Certification. Her research interests include translational science of evidence-based treatments in the community.
* PhD, Duquesne University 2020
* MS..Ed., Duquesne University 2016
* B.A., West Virginia University
MS.Ed., Duquesne University 2016B.A., West Virginia University Hmccumber@georgiasouthern.eduHarley McCumberHarleyMcCumberTheater Technical Manager912-478-2522Performing Arts Center (PAC)Statesboro CampusCollege of Arts & HumanitiesPerforming Arts CenterHarley began his career in professional event production in 2018, during his sophomore year of college, while interning with Capital A Productions in Savannah, GA. As a full-time student, he focused on post-production sound but worked in production to cover his living expenses. After graduating, he continued with Capital A, providing production services and solutions within a 350-mile radius of Savannah. Following six years with Capital A, Harley took on the role of Theatre Technical Manager (Technical Director) at Georgia Southern University’s Performing Arts Center in Statesboro, GA.
Teaching Philosophy
Hands on learning is the best. Making mistakes is part of learning.
* B.F.A. in Sound Design from SCAD
Research Interests
* Post-Production Audio
* Lighting Design
* Live-Sound
Lighting DesignLive-SoundPerforming Arts Center lgould@georgiasouthern.eduLaurie GouldLaurieGouldAssociate Professor of Criminal Justice and Criminology912-478-1397Carroll 1079Statesboro CampusCollege of Behavioral & Social SciencesDepartment of Criminal Justice & CriminologyLaurie A. Gould is Associate Professor of Criminal Justice and Criminology at Georgia Southern University in Statesboro, Georgia. Her areas of specialization include, corrections, comparative penology, state fragility, and gender and crime. She has co-authored two books— Corporal Punishment Around the World (Praeger) and State Fragility Around the World: Fractured Justice and Fierce Reprisal (CRC Press) and is the co-editor of the Routledge Handbook on American Prisons. Her journal articles have been published in numerous national and international journals including The British Journal of Criminology, Violence Against Women, and Women and Criminal Justice.
* Ph.D., Public Affairs (Criminal Justice Track), University of Central Florida, 2008
* M.S., Criminal Justice, University of Central Florida, 2001
M.S., Criminal Justice, University of Central Florida, 2001
Research Interests
* Corrections
* Comparative Penology
* State Fragility
* Gender And Crime
comparative penologystate fragilitygender and crime wcoggins@georgiasouthern.eduWilliam CogginsWilliamCogginsSenior Lecturer of Mathematics912-478-4730Math/Physics 3044Statesboro CampusCollege of Science & MathematicsDepartment of Mathematical SciencesI have a strong interest in computational efficiency of NP-Hard problems, specifically graph cycle problems like TSP and HCP. After completing my current degree, I plan to pursue my PhD in Applied Computing and write my dissertation on reducing the time complexity of certain graph combinatorial optimization problems.
Teaching Philosophy
Students first, always. Students desire attention and care and to be treated like adults. I strive to have an inclusive classroom that is student first in academics and be understanding of their personal struggles at home.
* M.S. Computer Science, Georgia Southern , 2025
* M.S. Mathematics, Georgia Southern, 2015
* B.S. Mathematics, Georgia Southern, 2013
* B.S. Physics, Georgia Southern, 2013
M.S. Mathematics, Georgia Southern, 2015B.S. Mathematics, Georgia Southern, 2013B.S. Physics, Georgia Southern, 2013
Research Interests
* Np-Hard Combinatorial Optimization Problems
* Machine Learning Efficiency
* Education
Machine Learning EfficiencyEducation rhinson@georgiasouthern.eduRiley HinsonRileyHinsonLead Theatre Technician912-478-8045Nessmith Lane Room 1322Armstrong CampusCollege of Arts & HumanitiesPerforming Arts CenterRiley Hinson is the Lead Theatre Technician of the Performing Arts Center. Originally from Lilburn, Georgia, Riley has a background in audio tech and music, and has studied both piano and trombone. He earned his Bachelor of Arts in Music from the Schwob School of Music at Columbus State University, and recently graduated with a Master of Music degree with a focus in Music Technology from Georgia Southern's Gretsch School of Music. Riley previously worked on the recording crews for both universities and taught two audio tech courses as a teaching assistant, in addition to doing freelance live audio production. Outside of work, Riley enjoys playing piano at local venues as part of the jazz band Blue Horizon.
Teaching Philosophy
As a teaching assistant, my philosophy was to ensure students had hands-on time in order to practice and apply the concepts they were learning. In the world of audio, much of what you learn comes from practicing, from interacting with Digital Audio Workstations to recording and producing a song in a recording studio. Understanding the concepts behind how the technology works is important, but without the experience of actually using it and being able to problem solve, you won't get very far.
* Bachelor of Arts in Music with Minor in Audio Technology, Columbus State University
* Master of Music in Music Technology, Georgia Southern University
Master of Music in Music Technology, Georgia Southern University
Research Interests
* Using Outdated/Obsolete Technology To Create New Works Of Art, And What It Means Aesthetically
* Musical Works That Incorporate Technology In A Unique And Original Way, Such As The Works Of Pamela Z
Musical works that incorporate technology in a unique and original way, such as the works of Pamela ZPerforming Arts Center tlowder@georgiasouthern.eduTimothy LowderTimothyLowderLibrary Assistant912-478-1221Zach S. Henderson Library 2102BStatesboro CampusUniversity LibrariesAccess Services Department sdevine@georgiasouthern.eduSean Michael DevineSean MichaelDevineTechnical Director - TheatreScene ShopStatesboro CampusCollege of Arts & HumanitiesDepartment of Communication ArtsSean has been studying or working in Theatre Technology & Design in one capacity or another since 1983. He has professional experience at various theatres in Chicago, Little Rock, Birmingham, Portland OR, and other cities. His current position is his first full-time experience in academic theatre since graduating college in 1989.
Teaching Philosophy
Technical theatre is best learned with the inclusion of hands-on training in a real-world context.
* BFA, Birmingham-Southern College, 1989
aofuller@georgiasouthern.eduAnn FullerAnnFullerAssociate Professor912-344-3006Lane Library, 11935 Abercorn Street, Savannah, GA 31419Armstrong CampusUniversity LibrariesCirculation Associate Professor, Georgia Southern University, 2023 + Assistant Professor, Georgia Southern University, 2018 - 2023 Assistant Professor, Armstrong State University, Savannah, GA, 2006 –2017 / 1997 -2004
* Master of Library & Information Science, University of South Carolina, Columbia, SC 1994
* International Relations, Victoria University, Wellington, New Zealand, 1989
* Bachelor of Arts, Political Science, Armstrong State College, Savannah, GA, 1988, Cum Laude
International Relations, Victoria University, Wellington, New Zealand, 1989Bachelor of Arts, Political Science, Armstrong State College, Savannah, GA, 1988, Cum Laude tleggett@georgiasouthern.eduTina LeggettTinaLeggettDirector912-344-2666Savannah Research Complex, Bldg. 1, Room 1007Armstrong CampusDivision of Academic AffairsResearch ServicesTina Leggett, Pre-Award Director, is an experienced Certified Research Administrator (CRA). She began working in research administration as a Grant Coordinator at the university in 2007, was promoted to Assistant Director in 2014, and promoted to Director in 2023. She has a Bachelor of Science in Business Administration from Brenau University. Tina wholeheartedly believes in teamwork, collaboration, knowledge sharing, and adaptability to support research growth and advancement at Georgia Southern.
* Bachelor of Science in Business Administration
jtodesca@georgiasouthern.eduJames TodescaJamesTodescaAssociate Professor912-344-2850Hawes 105AArmstrong CampusCollege of Arts & HumanitiesDepartment of History
* Ph.D., Fordham University, 1996.
mgutierrez@georgiasouthern.eduMelissa GutierrezMelissaGutierrezAdministrative Assistant II912-478-5539Brannen 1008Statesboro CampusCollege of Behavioral & Social SciencesDepartment of PsychologyGSU Eagle since 2006
* Associates - 2021
rkidder@georgiasouthern.eduRaymond KidderRaymondKidderLife Sciences Program CoordinatorBiological Sciences 2222Statesboro CampusCollege of Science & MathematicsDepartment of BiologyI serve as the program coordinator for two National Science Foundation-funded research and mentoring programs within the Department of Biology. Through these programs, we develop a more diverse and prepared next generation of coastal scientists. I was a graduate student in Freshwater Ecology Lab within Georgia Southern University Department of Biology, graduating with my Masters in Science in 2023.Prior to my time at Georgia Southern, I was employed by the USGS Wetland and Aquatic Research Center in Lafayette, Louisiana. I am a proud alum of the University of Louisiana-Lafayette where I received my undergraduate degree in 2018. I'm a native of south Louisiana grew up immersed in Cajun culture.
* M.S. Georgia Southern University, 2023
* B.S. University of Louisiana-Lafayette, 2018
B.S. University of Louisiana-Lafayette, 2018
Research Interests
* Mentoring
* Inclusive Excellence
* Aquatic Ecology
* Herpetology
* Anthropogenic Effects
Inclusive ExcellenceAquatic EcologyHerpetologyAnthropogenic Effects chanton@georgiasouthern.eduChandler HantonChandlerHantonVisiting Instructor912-478-0884Newton 1122AStatesboro CampusCollege of Arts & HumanitiesDepartment of English
* M.A., Georgia Southern University, 2022
* B.A., Georgia Southern University, 2020
B.A., Georgia Southern University, 2020
Research Interests
* First-Year Writing
* Rhetoric & Composition
* Adolescent Literature
* Psychoanalytic & Trauma Theory
Rhetoric & Composition Adolescent Literature Psychoanalytic & Trauma Theory tsoutherlin@georgiasouthern.eduDeedee SoutherlinDeedeeSoutherlinDirector, Division of Continuing and Professional Education912-478-5966301 CenterStatesboro CampusContinuing & Professional EducationContinuing & Professional EducationDeedee Southerlin is a dynamic leader with over 20 years of experience designing innovative training programs for businesses, industries, and government agencies. As Director of Continuing and Professional Education, she drives strategic planning, curriculum development, and partnerships to deliver impactful learning experiences. Skilled in Adult Learner Theory, she creates programs that empower professionals to enhance their skills and advance their careers. Dedicated to fostering collaboration, growth, and lifelong learning, Deedee is committed to making education accessible and transformative.
* Ed.D. Adult and Career Education
* M.S. Sociology
* B.S. Criminal Justice
M.S. SociologyB.S. Criminal Justice jmortimore@georgiasouthern.eduhttps://scholars.georgiasouthern.edu/en/persons/jeffrey-m-mortimore-2Jeffrey MortimoreJeffreyMortimoreDigital Scholarship Librarian912-478-0102Zach S. Henderson LibraryStatesboro CampusUniversity LibrariesCollection Services DepartmentJeff oversees the Libraries' institutional repository and data management services. Jeff's current interests reside in the areas of technical services’ public service role; technical and public services collaboration; proactive and reactive resource troubleshooting; patron-led content creation; creation, hosting, and discovery of open educational resources; and technical services assessment.
Teaching Philosophy
φύσεως, μελέτης, χρόνου
* MLIS, University of North Carolina at Greensboro, 2005
* MTS, Harvard University, 2002
* BA., University of North Carolina at Greensboro, 1998
* Technical Services Assessment
* Institutional Repositories
MTS, Harvard University, 2002BA, University of North Carolina at Greensboro, 1998Technical Services AssessmentInstitutional Repositories
Research Interests
* Research Data Management
* Open Educational Resources
* Patron-Led Content Creation
Open Educational ResourcesPatron-Led Content Creation sanderson@georgiasouthern.eduhttps://scholars.georgiasouthern.edu/en/persons/salena-andersonSalena AndersonSalenaAndersonAssistant Professor912-478-0641Newton Building 2219CStatesboro CampusCollege of Arts & HumanitiesDepartment of EnglishSalena Anderson is an Assistant Professor of English. She earned a Ph.D. in Linguistics from The Ohio State University and a master's degree in English at the University of Georgia. She has published scholarship in journals such as Computers and Composition, English Studies, Praxis, and WLN; and her research explores critical AI literacy, writing assessment, writing center studies, and language variation. She enjoys teaching courses at the intersection of AI and writing studies, first-year writing, TESOL, and linguistics.
* Ph.D., The Ohio State University, 2010
rhunnicutt@georgiasouthern.eduhttps://scholars.georgiasouthern.edu/en/persons/rebecca-j-hunnicutt-2Rebecca HunnicuttRebeccaHunnicuttCollections Management Librariannnnn912-478-07822220DStatesboro CampusUniversity LibrariesCollection Services DepartmentRebecca Hunnicutt is the Collections Management Librarian at Georgia Southern University. Ms. Hunnicutt is a Georgia Southern alumni and earned her Masters at Florida State University. She has worked at Georgia Southern since 2017 and has held her current position since 2019. In this position Ms. Hunnicutt manages the GS Libraries' collections and resources. By helping to provide access to these resources, Ms. Hunnicutt is ensuring that all faculty and students have the opportunity to achieve their goals at this institution.
* Bachelor of Arts - Georgia Southern University
* Master of Library & Information Science - Florida State University
Master of Library & Information Science - Florida State University
Research Interests
* Practices Related To Technical Services Librarianship
mcolson@georgiasouthern.eduMaegan ColsonMaeganColsonAdministrative Assistant II912-478-8007Carrol 1101Statesboro CampusCollege of Behavioral & Social SciencesDepartment of Criminal Justice & Criminology haozhang@georgiasouthern.eduHao ZhangHaoZhangAssistant Professor912-478-2189IT Building #2128Statesboro CampusAllen E Paulson College of Engineering & ComputingDepartment of Information TechnologyHao Zhang is an Assistant Professor of Information Technology at Georgia Southern University. He earned his Master of Science in Information Technology, with a focus on text analytics and data science.
Teaching Philosophy
As an educator, my primary goal is to create an engaging, and supportive learning environment where students feel empowered to explore, question, and deepen their understanding of Information Technology. I believe that effective teaching is not just about transmitting knowledge, but about inspiring students to think critically, collaborate, and develop the skills necessary to navigate the evolving technological landscape.
* MS. In Information Technology
Research Interests
* Text Analytics
* Data Science
Data Science tduggar@georgiasouthern.eduTheresa DuggarTheresaDuggarAssistant Dean, Honors College912-478-7926Eidson House, 1007Statesboro CampusHonors CollegeHonors CollegeDr. Theresa Duggar is the Assistant Dean in the Honors College at Georgia Southern University. In her role, she oversees the Honors Success Team and assists with honors student recruitment, admissions, and matriculation.Duggar is a “Double Eagle” graduate of Georgia Southern University earning a Doctorate of Education and Masters of Education. She has been with the University since 2010. Previously, Duggar served as the Associate Director of Career Development and Instruction, taught Career Exploration and the Professional Development Seminar courses, and served in various academic and student services roles. Prior to Georgia Southern, she held positions focused on high ability students, new student orientation, and student activities.
* Ed.D., Georgia Southern University, 2023
* M.Ed., Georgia Southern University, 2007
* BBA, Georgia State University, 2004
M.Ed., Georgia Southern University, 2007BBA, Georgia State University, 2004 jkraft@georgiasouthern.eduhttps://scholars.georgiasouthern.edu/en/persons/john-kraft/publications/John KraftJohnKraftDean of the Jack N. Averitt College of Graduate Studies912-478-2647Veazey Hall 1012BStatesboro CampusCollege of Behavioral & Social Sciences, Jack N. Averitt College of Graduate StudiesDepartment of PsychologyDr. John Kraft earned his B.S. in Psychology from Northern Arizona University (1991) and Ph.D. from the University of New Hampshire (1999), focusing on behavior analysis and social psychology. He joined Armstrong State University, now Georgia Southern University, and has published on social foraging, human sexuality, psychology pedagogy, and ethics. A mediator since 2003, he transitioned from faculty to administration, serving as interim AVP for Academic Affairs, Department Head, and interim Dean for two colleges. Currently, he is interim Dean of the Jack N. Averitt College of Graduate Studies, overseeing 20 certificates, 48 master's, 5 specialist, and 8 doctoral programs.
Teaching Philosophy
My teaching philosophy emphasizes the importance of communication as a means of conveying and creating knowledge. Drawing on social constructionism and inspired by pragmatist philosophers like James, Dewey, and Peirce, I see communication as essential to generating pragmatic knowledge. I prioritize student interaction through activities like discussions, writing, presentations, group work, and problem-based learning. These methods foster collaboration, enabling students to create and share knowledge. I aim to leverage unique academic environment to engage students in meaningful communication with peers and faculty, helping them develop critical insights and skills.
* Ph.D. in Psychology. University of New Hampshire, 1999 Specialization (dual): Behavior Analysis and Social Psychology
* M.A. in Psychology. University of New Hampshire, 1995 Specialization: Social Psychology
* B.S. in Psychology. Northern Arizona University, 1991
M.A. in Psychology. University of New Hampshire, 1995 Specialization: Social Psychology B.S. in Psychology. Northern Arizona University, 1991
Research Interests
* Social Behavior And Group Choice
* Higher Education
* Human Sexuality
* Ethics
Higher EducationHuman SexualityEthics mrhall@georgiasouthern.eduMichael HallMichaelHallProfessor of History912-344-2763Hawes 106AArmstrong CampusCollege of Arts & HumanitiesDepartment of HistoryMichael R. Hall has been teaching on the Armstrong Campus since 1997. His publications include Sugar and Power in the Dominican Republic (2000), the Historical Dictionary of Haiti (2012), numerous book chapters and journal articles, and dozens of book reviews and encyclopedia articles. Recent book chapters include “Castro and Cabral: Cuban Assistance in the Struggle for Independence in Guinea-Bissau and Cabo Verde” in Fidel Castro and Africa’s Liberation Struggle (2020) and “Ricardo Pittini: Roman Catholic Archbishop of Santo Domingo (1935-1961)” in The Italian Legacy in the Dominican Republic: History, Architecture, Economics, Society (2021). He is the book review editor of the Journal of Global South Studies.
Teaching Philosophy
Using primary source documents to examine the important connections between history and culture, especially cuisine.
* Ph.D. Ohio University, 1996
* M.A. Ohio University, 1989
* B.A. Gettysburg College, 1983
M.A. Ohio University, 1989B.A. Gettysburg College, 1983
Research Interests
* Haiti & Dr History
* Us Latin American Relations
* Cold War History
* 20Th Century Latin America
US Latin American RelationsCold War History20th Century Latin America aaslan@georgiasouthern.eduhttps://scholars.georgiasouthern.edu/en/persons/asli-aslan-2Asli AslanAsliAslanProfessor912-478-2565Savannah Research Complex, Building 4Armstrong Campus, Statesboro CampusJiann-Ping Hsu College of Public HealthDepartment of Biostatistics, Epidemiology & Environmental Health SciencesDr. Asli Aslan is a water microbiologist. Her research is at the intersection of water quality and environmental health. She is a Professor of Environmental Health Sciences and Director of the Institute for Water and Health at Georgia Southern University. She has over 25 years of academic experience in water and health research and led several national and international projects. Dr. Aslan has served in various state and federal agencies and organizations as an advisor, reviewer, scientific committee member, and affiliated faculty. She co-founded the Water and Health Committee at the American Public Health Association. She recently served on the USEPA Science Advisory Board Committee for Drinking Water Contaminant Candidate List V.
* Michigan State University, Department of Natural Sciences, Post-doctoral Research Associate
* Istanbul University, Institute for Marine Sciences and Management, PhD
* Istanbul University, Institute for Marine Sciences and Management, MSc
Istanbul University, Institute for Marine Sciences and Management, PhDIstanbul University, Institute for Marine Sciences and Management, MSc
Research Interests
* Water Quality
* Pollution Source Tracking
* Water Safety Planning
* Chemical And Microbiological Contaminants Of Concern
* Climate Change And Human Health
Pollution Source TrackingWater Safety PlanningChemical and Microbiological Contaminants of ConcernClimate Change and Human Health Institute for Water and Health ggibney@georgiasouthern.eduGlenn GibneyGlennGibneyAssociate Vice President for Career Readiness912-344-32481071 Student Success Center, Armstrong CampusArmstrong CampusDivision of Academic AffairsOffice of Career and Professional DevelopmentGlenn Gibney is the Associate Vice President for Career Readiness at Georgia Southern University where he leads the transformation of career readiness from an optional activity to an integral part of the Georgia Southern student experience. In that role, Glenn oversees the strategic direction and operations of the Office of Career and Professional Development that serves more than 27,000 students. Glenn uses his extensive industry experience, including executive leadership positions with NCR, VeriSign, and Asurion, and his knowledge of how “work, works” to build career development programs and strategic employer relationships to help Georgia Southern students develop the essential skills they need to be successful in the workforce.
* Masters of Business Administration
* BS. in Mechanical Engineering
BS in Mechanical Engineering cmarvil@georgiasouthern.eduCharles MarvilCharlesMarvilSenior Lecturer912-478-2259Parker College of Business 1108Statesboro CampusParker College of BusinessDepartment of ManagementCharles Marvil is a Senior Lecturer in the Parker College of Business at Georgia Southern University, with over 30 years of experience in hospitality management and education. He is a Ph.D. Candidate in Hospitality Management at Iowa State University and holds degrees from Auburn University and Georgia State University. Charles teaches courses in Strategic Management and Advanced Hospitality Management, focusing on industry trends and technology applications. An active researcher and advisor to the Hospitality Club, he brings a passion for student success and bridging academic theory with real-world practice.
Teaching Philosophy
My teaching philosophy centers on fostering critical thinking, practical application, and student engagement to prepare learners for real-world challenges in business and hospitality. I believe education should be active and interactive, encouraging students to step beyond theoretical knowledge and explore how concepts apply to practical scenarios they may encounter in their careers.
* Ph.D., Iowa State University, May 2025
* M. Sc., Auburn University, 2015
* B. Sc., Georgia State University, 1988
M. Sc., Auburn University, 2015B. Sc., Georgia State University, 1988
Research Interests
* Ai Within The Hospitality Industry
mfarmer@georgiasouthern.eduhttps://www.linkedin.com/in/willow-farmer-6088981b9Willow FarmerWillowFarmerSpecial Collections Assistant, Library General Operations912-478-0478Suite 1212, Henderson LibraryStatesboro CampusUniversity LibrariesUniversity LibrariesPassionate collections manager serving as the Special Collections Assistant and Vice-Chair of the Exhibits, Displays and Arts Committee at the University Libraries.
* BBA Business Administration, Emphasis in Entrepreneurship & Innovation
jegoodman@georgiasouthern.eduJanet GoodmanJanetGoodmanExecutive Assistant to the Dean of the University Libraries 912-478-5027Henderson Library- suite 3213Statesboro CampusUniversity LibrariesUniversity Libraries mczech@georgiasouthern.eduMelinda CzechMelindaCzechLecturer 912-478-0482IAB, office number 3067Statesboro CampusCollege of Behavioral & Social SciencesSchool of Human EcologyI am a triple Eagle, and very proud of that! While obtaining my undergraduate degree I was also a student-athlete (springboard diving), as well as Georgia Southern's diving coach while pursuing my Master's Degree. I am also a Licensed Professional Counselor with many certifications that enhance my knowledge and passion for HDFS and student success.
* Ed.S., Georgia Southern University, 2017
* M.Ed., Georgia Southern University, 2007
* Bachelor of Arts, Georgia Southern University, 1999
M.Ed., Georgia Southern University, 2007Bachelor of Arts, Georgia Southern University, 1999 jli@georgiasouthern.eduhttps://scholars.georgiasouthern.edu/en/persons/jinrong-li-2Jinrong LiJinrongLiProfessor912-478-52632218C Newton BuildingStatesboro CampusCollege of Arts & HumanitiesDepartment of EnglishDr. Li's research focuses on L2 writing assessment, language learning and technology, and information literacy. Her recent work has appeared in Journal of Second Language Writing, Assessing Writing, Language Learning & Technology, and Computers and Composition. She teaches linguistics and applied linguistics courses and frequently work with language educators.
* Ph.D. Applied Linguistics and Technology
kaikens@georgiasouthern.eduKelli AikensKelliAikensGraduate Coordinator912-478-0913Solms Hall 201CArmstrong CampusJack N. Averitt College of Graduate StudiesJack N. Averitt College of Graduate StudiesHello my name is Kelli Aikens. I am a graduate coordinator for the Jack N. Averitt College of Graduate Studies.
* Bachelor's Degree
kristinathompson@georgiasouthern.eduKristina ThompsonKristinaThompsonAssistant Professor of Criminal Justice and Criminology912-478-0467Carroll Building 1088Statesboro CampusCollege of Behavioral & Social SciencesDepartment of Criminal Justice & CriminologyDr. Thompson joined the Department of Criminal Justice and Criminology as a tenure-track professor in the Fall of 2020. She received her PhD in Criminology and Criminal Justice from the University of Missouri – St. Louis. Dr. Thompson’s areas of expertise include rural crime and criminal justice issues, criminal court dynamics – particularly in the realm of fines and fees, and applied research. Her work has been published in journals such as Justice Quarterly, Social Forces, the Russell Sage Foundation Journal of the Social Sciences, and the Justice Evaluation Journal.
Teaching Philosophy
Dr. Thompson teaches a range of courses at Georgia Southern, including Legal Process, Research Methods, Communities and Crime, and Social Inequalities. Her classes typically use a wide variety of instructional methods and her general approach is rooted in the belief that education is most effective when it synthesizes comprehensive content delivery with the development of lifelong skillsets.
* Ph.D. University of Missouri - St. Louis, 2020
* M.A. University of Nebraska - Omaha, 2014
* B.A. University of Nebraska - Lincoln, 2011
M.A. University of Nebraska - Omaha, 2014B.A. University of Nebraska - Lincoln, 2011
Research Interests
* Criminal Courts
* Rural Crime And Justice
* Fines And Fees
* Applied Research
Rural Crime and JusticeFines and Fees Applied Research cskid@georgiasouthern.eduCathy Skidmore-HessCathy Skidmore-Hessassociate professor of history 912-478-15582095 IABStatesboro CampusCollege of Arts & HumanitiesDepartment of HistoryMy research interests are Atlantic World, Gender, Religion, and the Environment. My interests include hiking, reading, and travel.
Teaching Philosophy
I believe in accessibility and student success.
* P.h.D., University of Wisconsin-Madison,1995
* M.A,. University of Wisconsin-Madison
* B.A. Mount Holyoke College
M.A,. University of Wisconsin-MadisonB.A. Mount Holyoke College Center for Africana Studies rhollandsworth@georgiasouthern.eduRandy HollandsworthRandyHollandsworthPart Time FacultyStatesboro CampusCollege of EducationDepartment of Leadership Technology & Human DevelopmentMy experience includes corporate experience in training and development, instructional design management, and online learning management. I retired from Piedmont University in Demorest, GA from the College of Education as a professor emeritus. During my time there, I managed a graduate program in Instructional Technology for educators. I have been teaching for Georgia Southern University in an online and Part Time capacity for the Leadership, Technology, and Human Development for approximately 10 years.
Teaching Philosophy
My philosophy is that students are engaged in online classes through individual and team assignments. It is critical that the course, lectures, and assignments are relevant to their professional interests and work.
* Ph.D., Virginia Tech University, 2005
* M.S., Georgia State University, 1997
* B.S., University of North Carolina, Charlotte, 1992
* Director, Center for Leadership and Professional Development, Radford University, Radford, VA, 2000-2005
* Program Chair/Instructor, Managment & Supervisory Studies, Athens Technical College, Athens, GA, 2005-2007
M.S., Georgia State University, 1997B.S., University of North Carolina, Charlotte, 1992Director, Center for Leadership and Professional Development, Radford University, Radford, VA, 2000-2005Program Chair/Instructor, Managment & Supervisory Studies, Athens Technical College, Athens, GA, 2005-2007
Research Interests
* Digital Citizenship In K-12
* Use Of Simulations In Online Learning
* Leadership Roles In Education
Use of Simulations in Online LearningLeadership Roles in Education ljensen@georgiasouthern.eduLucas JensenLucasJensenAssociate Professor912-478-56053116 College of Education buildingStatesboro CampusCollege of EducationDepartment of Leadership Technology & Human DevelopmentLucas John Jensen is an Associate Professor of Instructional Technology in the department of Leadership, Technology, and Human Development at Georgia Southern University. He has a B.A. in Political Science from Mississippi State University and two M.Eds from the University of Georgia in Social Science Education and Instructional Design and Development. For his Ph.D research at UGA, he studied the use of Twitter hashtags in the classroom. His research interests include video game design in education, motivating online students, and instructional social media usage.
* Ph.D., Learning, Design, and Technology, University of Georgia, 2015
* M.Ed., Instructional Design and Development, University of Georgia, 2009
* M.Ed., Social Science Education, University of Georgia, 2004
* B.A., Political Science, Mississippi State University, 1997
M.Ed., Instructional Design and Development, University of Georgia, 2009M.Ed., Social Science Education, University of Georgia, 2004B.A., Political Science, Mississippi State University, 1997 klehman@georgiasouthern.eduKayla LehmanKaylaLehmanAssistant Professor of Art912-478-5160Visual Arts Building Room 2026Statesboro CampusCollege of Arts & HumanitiesBetty Foy Sanders Department of Art Kayla Lehman is an Assistant Professor of Animation at Georgia Southern University with an MFA in Digital Animation and Interactive Media from Ohio State University. Her body of work has concentrated around diverse narratives in animation, particularly concerning women and mental illness, and combining 2D and 3D aesthetics and art history in 3D animation practice.
* MFA, Ohio State University, 2022
* BFA, Longwood University, 2019
BFA, Longwood University, 2019
Research Interests
* 3D Animation
* Women In Media
* Mental Illness In Media
Women in MediaMental Illness in Media lili@georgiasouthern.eduhttps://scholar.google.com/citations?user=N1n5Z-oAAAAJ&hl=enLi LiLiLiResearch Professor912-478-0200Hollis 0107CStatesboro CampusWaters College of Health ProfessionsDepartment of Health Sciences & KinesiologyResearch Professor with tenure, Georgia Southern University, 2012 - Professor, Louisiana State University, 2011-2012Associate professor, Louisiana State University, 2005-2011Assistant professor, Louisiana State University, 1998-2005
Teaching Philosophy
Teaching should be learner-focused. The best teaching fits the learner's goal and ability and motivates the learner to optimize their learning capacity.
* Ph.D. of Biomechanics, University of Massachusetts at Amherst, 1999
Research Interests
* Neuromuscular Control Of Human Movement
* Gait Analysis
* Running And Running Shoes
* Postural Control Of People With Peripheral Neuropathy
* Rehabilitation Effects On Children With Cerebral Palsy
Gait AnalysisRunning and Running ShoesPostural Control of People with Peripheral NeuropathyRehabilitation Effects on Children with Cerebral PalsyCenter for Rehabilitation and Independent Living, Biomechanics Laboratory cowens@georgiasouthern.eduhttps://scholars.georgiasouthern.edu/en/persons/charles-owens-2Charles OwensCharlesOwensClinical Associate Professor & Director229-322-8290Hendricks HallStatesboro CampusJiann-Ping Hsu College of Public HealthDepartment of Health Policy & Community HealthSince 2015, Mr. Owens serves as Associate Clinical Professor for Georgia Southern University’s Jiann-Ping Hsu College of Public Health (JPHCOPH) and the Director of the Center for Public Health Practice & Research. Under faculty appointment provides instruction in the JPHCOPH Health Policy & Community Health Department focusing on health care finance and policy. He administers various programs targeting areas of public health including but not limited to, Public Health, hospitals, Emergency Medical Services, needs assessment, program evaluation, strategic planning, health systems planning and various other components within health and health care arenas. His experience spans over 30 years reflective of the entire healthcare continuum.
Teaching Philosophy
Presenting students health care administrative skills and resources that will propel their health professions career and strengthen our public health system to positively impact the lives of others.
* Over 30 years of senior leadership public health experience
* Masters Degree majoring in Accounting
Masters Degree majoring in Accounting
Research Interests
* Management Across The Health Care Continuum
* Rural Health
* Health Care For The Underserved
Rural HealthHealth Care for the UnderservedCenter for Public Health Practice and Research akings@georgiasouthern.eduAshley KingsAshleyKingsAdministrative Coordinator 912-344-3330Science Center, Room 1505Armstrong CampusCollege of Science & MathematicsCOSM Office of the DeanAshley Kings is a dedicated professional with a strong background in administration and theatre. Growing up in a military family, she spent over nine years in Germany, where she cultivated her passion for the arts. Ashley holds a Bachelor’s degree in Theatre from Kansas State University and a Master’s degree in Education with a focus on Curriculum and Instruction – Theatre Pedagogy. She currently serves as an Administrative Coordinator for the Dean's Office in the College of Science and Mathematics at Georgia Southern University, where she excels in organizational management and supporting academic initiatives.
* Bachelor of Science in Theatre Performance and Directing
* Master of Education in Curriculum & Instruction – Theatre Pedagogy
Master of Education in Curriculum & Instruction – Theatre Pedagogy jlisec@georgiasouthern.eduJohn LisecJohnLisecLecturer of Sport Management912-478-59961124A Hollis BuildingStatesboro CampusWaters College of Health ProfessionsDepartment of Health Sciences & KinesiologyWith expertise in marketing, sport sociology, and market trend analysis, John Lisec brings aunique perspective to the Georgia Southern University Sport Management Program. In his most recent role as the Sport & Leisure Consumer Insights Analyst at Mintel, John has analyzed consumer behaviors, market trends, key brands, and industry developments. He also brings a diverse track record of sport management teaching experience. In addition to marketing and gameday operations experience with Miami University Intercollegiate Athletics, John has also worked for iHeartRadio Cincinnati in the AM sports radio promotions capacity.
* Master of Science, Sport Studies, Sport Organization, Miami University, 2010
* Bachelor of Science, Business, Marketing, Miami University, 2006
* Bachelor of Science, Health and Sports Studies, Miami University, 2006
Bachelor of Science, Business, Marketing, Miami University, 2006 Bachelor of Science, Health and Sports Studies, Miami University, 2006
Research Interests
* Gender, Sport, And Media
jevans@georgiasouthern.eduJustin EvansJustinEvansAssociate Professor of Legal Studies in Business912-478-5914PCOB 2220Statesboro CampusParker College of BusinessSchool of AccountancyJustin's research explores a variety of questions at the intersections of business law and other fields, including legal strategy, compliance, Chinese law, law and technology, legal history, constitutional law, Native American law, and U.S. national security law. His four most recent articles were published in the nation's premier scholarly journal of business law, the American Business Law Journal. He has won several research awards from the Academy of Legal Studies in Business (ALSB) and, together with Carrie Shang, was named the 2023 Guggenheim Scholar-in-Residence at the Law Library of Congress. Justin has held several leadership roles and editorial appointments in academia and the ALSB, and is passionate about his students' success.
* JD., Indiana University McKinney School of Law, 2007
* MBA., Indiana University Kelley School of Business, 2007
* BA., University of Texas at Austin, 2003
MBA, Indiana University Kelley School of Business, 2007BA, University of Texas at Austin, 2003 dsmoke@georgiasouthern.eduDarrick SmokeDarrickSmokePart-Time Faculty (Retired)912-977-8585University Hall Room #278Armstrong CampusCollege of Science & MathematicsDepartment of Mathematical SciencesI have proudly served as an educator in the Liberty County School System for the 30 years. I have taught high school mathematics at Bradwell Institute and served as an adjunct instructor of Mathematics for Georgia Southern University for the past 20 years.After receiving my education from Liberty County public schools where I was an honor graduate of Bradwell in 1990, I enrolled at Georgia Southern University where I received a Bachelor of Science in Education and later enrolled at Armstrong Atlantic State University where I received his Master of Education and later furthered my graduate studies in mathematics through Walden University and Theological Studies at Liberty University.
Teaching Philosophy
I believe education is a life-long learning process, which is indispensable. What students learn in schools is not enough to prepare for practical living. Students should be able to organize, understand, and apply what they learn in order to deal with the complex and diverse questions of their daily life. They should have the abilities to know how to use what they have learned and to continue to learn and create "new" knowledge to solve problems they meet when they leave schools.
* Certified in Secondary Math Education
* Graduate Certification in Teaching Mathematics
Graduate Certification in Teaching Mathematics
Research Interests
* Mathematical Modeling Of Epidemics
rswab@georgiasouthern.eduhttps://scholar.google.com/citations?user=HUbrYb8AAAAJ&hl=en&oi=aoR. Gabrielle "Gabby" SwabR. Gabrielle "Gabby"SwabAssistant Professor912-478-8465PCOB 1106Statesboro CampusParker College of BusinessDepartment of ManagementR. Gabrielle “Gabby” Swab joined the Parker College of Business in Fall of 2022. She received her Ph.D. from the University of Mississippi in 2019. Her research interests intersect the organizational behavior and entrepreneurship domains, where she focuses on competition in individuals, entrepreneurs, and family firms. Gabby teaches Organizational Leadership and Strategic Management. Her industry experience includes technology, sales, and project management.
Teaching Philosophy
My goals of inspiring learning and perpetuating knowledge in the classroom are guided by three principles: 1 – encourage engagement and help students relate to the material; 2 – show them you care by earning trust; and 3 – provide value.
* University of Mississippi, Ph.D. in Business Administration
* Morehead State University, Master's of Business Administration
* Belmont University, Bachelor's of Science in Business Administration
Morehead State University, Master's of Business AdministrationBelmont University, Bachelor's of Science in Business Administration
Research Interests
* Competition
* Entrepreneurship
* Family Business
* Gamification
EntrepreneurshipFamily businessGamification kwang@georgiasouthern.eduKai WangKaiWangAssociate Professor912-478-7392IT 2307Statesboro CampusAllen E Paulson College of Engineering & ComputingDepartment of Computer ScienceDr. Kai Wang obtained his Ph.D in computer science in 2015 from the University of Tennessee Knoxville. After that he joined faculty as an assistant professor in the department of Computer Science at Georgia Southern University. In 2021 he was awarded tenure and promoted to the title of associate professor. He has worked in various areas such as algorithm design, computational complexity, combinatorics, artificial intelligence, data analytics.
Teaching Philosophy
Teaching is the interactive process of imparting knowledge, demonstrating skills and inciting interests and actions to investigate the truth, explore solutions and synthesize possible explanations with both theoretical and practical frameworks.
* Ph.D in computer science, UTK, 2015
Research Interests
* Algorithm Design
* Computational Complexity
* Combinatorics
* Artificial Intelligence
* Data Analytics
computational complexitycombinatoricsartificial intelligencedata analytics stevenelisha@georgiasouthern.eduSteven ElishaStevenElishaProfessor Head, Strings Area Director of Orchestras912-478-8558Foy Fine Arts BuildingStatesboro CampusCollege of Arts & HumanitiesFred & Dinah Gretsch School of Musicinternationally-acclaimed Steven Elisha performs throughout the US and internationally as soloist and chamber musician. His NY debut at Weill Recital Hall-Carnegie Hall received critical acclaim.He holds BM -Indiana Univ., MM - Yale Univ. and DMA -Univ. of Kansas. He has taught at Bergen Conservatory (Norway), where he was also interim Co-Principal - Bergen Phil., and the U.of Toledo. Elisha was Conductor of the Topeka Symphony Youth Orch. and Artistic Dir./Conductor of Lawrence Chamber Orch. He regularly presents workshops, teaches/performs at national/international festivals, conferences.He is Regional Rep. of ASTA GA-Chapter. He is co-founder/cellist of Elaris Duo, with violinist Larisa Elisha.
Teaching Philosophy
I believe in helping students find the key that quickly unlocks their potential, for gaining instrumental technical abilities, achieving musical development and maximizing the possibilities for professional successes. Throughout my teaching career, I have worked with a very diverse class of students, from many different countries, traditions, as well as varying backgrounds and experiences. Since every person is unique in physical characteristics and their ways of understanding, I use an individual approach for each student, striving to find the best way information can be received. I use the cello and its repertoire as a doorway for personal growth, discovery and development.
* Bachelor of Music in Cello Performance - Indiana University Jacob's School of Music
* Master of Music in Cello Performance - Yale University School of Music
* Doctor of Musical Arts in Cello Performance - University of Kansas
Master of Music in Cello Performance - Yale University School of MusicDoctor of Musical Arts in Cello Performance - University of Kansas
Research Interests
* String Pedagogy
* Orchestral Conducting And Repertoire
* Chamber Music Performance
Orchestral Conducting and RepertoireChamber Music Performance nmalcom@georgiasouthern.eduNancy MalcomNancyMalcomProfessor of Sociology912-478-51681059 Carroll BuildingStatesboro CampusCollege of Behavioral & Social SciencesDepartment of Sociology & AnthropologyDr. Malcom's research and teaching interests focus gender, childhood and sports. Her research uses qualitative methodologies, including interviews, observations, and content analysis.
* Ph.D., Vanderbilt University (2000)
Research Interests
* Gender
* Childhood
* Sport
* Intersections Of Inequality
childhoodsportintersections of inequalityCenter for Africana Studies pthompson@georgiasouthern.eduPamela ThompsonPamelaThompsonClinical Instructor912-344-2788Armstrong Center Suite 25Armstrong CampusWaters College of Health ProfessionsDepartment of Communication Sciences and DisordersPamela Thompson, M.Ed., CCC-Sp is a Speech/Language Pathologist who holds the Certificate of Clinical Competence in Speech/Language Pathology from the American Speech/Language/Hearing Association and is licensed to practice in the state of Georgia. Clinical experience includes hospital, skilled nursing facilities, home health, outpatient rehabilitation and private practice.
* M.Ed. in Speech Pathology from the University of Georgia
* B.S.Ed. in Speech Pathology from the University of Georgia
B.S.Ed. in Speech Pathology from the University of GeorgiaRite Care Center for Communications Disorders kcomerfo@georgiasouthern.eduhttps://scholars.georgiasouthern.edu/en/persons/kathleen-m-comerford-2Kathleen ComerfordKathleenComerfordProfessor of History912-478-0642Interdisciplinary Academic Building 3002Statesboro CampusCollege of Arts & HumanitiesDepartment of HistoryKathleen M. Comerford (Ph.D., University of Wisconsin, 1995) is Professor of History on the Statesboro Campus. She is the author of four monographs and multiple articles and book chapters and is active in professional organizations, including the Sixteenth Century Society, for which she served as president in 2017.
Teaching Philosophy
My teaching philosophy is geared toward getting students' attention and giving them something they will remember, whether it be fact, interpretation, or skill (preferably a combination of the three). Learning history involves the mastery of facts, the ability to place them in context, and the confidence to discuss them. The best learners, whether students or teachers, are those who open their eyes and ears to both the possibilities the world holds and the responsibilities which those possibilities entail. I have believed from the beginning of my career that the more engaged I am with research, colleagues, students, and the community, the better able I am to understand and communicate both the facts of my discipline and my dedication to it.
* Ph.D., University of Wisconsin (1995)
* M.A., Fordham University (1989)
* B.A., Fordham University (1988)
M.A., Fordham University (1989)B.A., Fordham University (1988)
Research Interests
* Early Modern Tuscany
* Women's History
* History of the Society of Jesus (Jesuits)
* History of the Book and of Printing
Women's HistoryHistory of the Society of Jesus (Jesuits)History of the Book and of PrintingCenter for Irish Research & Teaching, University Libraries thinchman@georgiasouthern.eduTimothy HinchmanTimothyHinchmanAssistant Professor912-478-0489University Hall, 203Armstrong Campus, Statesboro CampusCollege of EducationDepartment of Elementary & Special EducationDr. Timothy Hinchman is a nerd that utilizes his love of comic-books as a framework for his teaching. His research explores creative approaches such as problem-based learning inspired by the 1960s Batman TV show and the use of DC Comics' Legion of Doom to teach scientific concepts. Dr. Hinchman has also investigated the effects of designed constraints on collegiate soccer players, examining how these strategies influence their athletic performance.
Teaching Philosophy
I believe that meaningful learning occurs when students are actively engaged in constructing their own understanding. Rooted in constructivist principles, my teaching philosophy emphasizes student-centered pedagogy that fosters curiosity, creativity, and critical thinking. I strive to create a dynamic learning environment where students connect theoretical concepts to real-world applications, particularly through a popular culture lens. My goal is to guide learners in becoming reflective practitioners who embrace creativity and innovation as tools for lifelong learning and meaningful contributions to their local communities.
* Ed.D., University of West Florida, 2019
* Ed.S, University of West Florida, 2018
* M.Ed., University of West Florida, 2015
* M.S., Florida State University, 1996
* B.S., Florida State University
Ed.S, University of West Florida, 2018M.Ed., University of West Florida, 2015M.S., Florida State University, 1996B.S., Florida State University
Research Interests
* Batman And Other Super-Heroes
* Creativity And Problem-Solving
* Science Education
* Athletic Performance
* Soccer
Creativity and Problem-SolvingScience EducationAthletic Performance Soccer ggermani@georgiasouthern.eduGina GermaniGina GermaniLecturer912-478-5138Sanford Hall 1012Statesboro CampusCollege of Arts & HumanitiesDepartment of Communication ArtsGina Germani is a journalism professional with four decades of experience in broadcast, print, and college journalism. As a lecturer at Georgia Southern, she teaches visual storytelling and multimedia journalism, including live weekly newscasts. She helped develop the MMJ curriculum, focusing on video news learning. Previously, she taught at Imperial Valley College, enhancing student experiences through funding and industry ties. An Emmy-winning journalist, Gina has reported extensively in Tucson, Baltimore, and Cincinnati, earning accolades for historical reporting, enterprise stories, and children's issues. She is active in organizations like NATAS and RTDNA.
* M.S., Syracuse University, 2008
* B.A., University of Southern California, 1981
B.A., University of Southern California, 1981 ccriss@georgiasouthern.eduhttps://scholar.google.com/citations?hl=en&user=InWSCo0AAAAJCaitlin CrissCaitlinCrissAssistant Professor912-478-0446College of Education, 4114Statesboro CampusCollege of EducationDepartment of Elementary & Special EducationCaitlin Criss, PhD is an Assistant Professor in the Elementary and Special Education Department. She earned her doctorate degree from the Ohio State University in special education and applied behavior analysis, her masters from National Louis University, and her BA from Ohio State. Prior to earning her doctorate, Caitlin was a middle school and high school special educator and school and district administrator for 9 years. Her research interests include increasing teachers' use of positive-based classroom management practices, performance feedback with technology, and effective reading interventions. This research agenda is developed through a strong relationship with K-12 partnerships, administrators, and teachers.
* PhD, The Ohio State University, Special Education and Applied Behavior Analysis
* MAT, National Louis University, Special Education
* BA., The Ohio State University, Special Education
MAT, National Louis University, Special EducationBA, The Ohio State University, Special Education
Research Interests
* Positive-Based Interventions In The Classroom
* Teacher Training
* Performance Feedback With Technology
* Effective Reading Interventions
Teacher Training Performance Feedback with Technology Effective reading interventions nkolbe@georgiasouthern.eduNoriko Mori KolbeNorikoMori KolbeSenior Lecturer912-478-0241Interdisciplinary Academic Building 2061Statesboro CampusCollege of Arts & HumanitiesDepartment of World Languages & CulturesMori-Kolbe, Noriko is a lecturer of Japanese at Georgia Southern University. Her research interests include language, culture and interdisciplinary study.
Teaching Philosophy
My teaching philosophy centers on fostering an inclusive and engaging learning environment where students are encouraged to think critically and apply their knowledge to real world challenges. I believe in the power of active learning and strive to create a classroom atmosphere that promotes collaboration, curiosity, and continuous growth.
* Ph.D., The University of Kansas, 2011
* Master of Music, The University of Kansas, 2003
Master of Music, The University of Kansas, 2003
Research Interests
* Interdisciplinary Study
* Second Language Acquisition
* Asian Studies
* Music Education And Therapy
* Piano Performance
Second language acquisitionAsian studiesMusic education and therapy Piano performance grich@georgiasouthern.eduhttps://scholars.georgiasouthern.edu/en/persons/gregg-richGregg RichGreggRichUndergraduate Coordinator, Sport Management Program; Associate Professor912-478-2583Hollis 1119BStatesboro CampusWaters College of Health ProfessionsDepartment of Health Sciences & KinesiologyDuring his time at Georgia Southern, Dr. Rich has taught 15 different sport management courses, teaching at both the undergraduate and graduate level. His primary areas of expertise are sport marketing, endorsement/sponsorship, event management and sales. He has been recognized for his teaching contributions twice, receiving the Waters College of Health Professions Jr. Faculty Teaching Award and the Waters College of Health Professions Sr. Faculty Teaching Award for the 2019-2020 and 2022-2023 academic years respectively. Dr. Rich also serves on several university and departmental committees and received the Waters College of Health Professions Senior Faculty Service Award for the 2023-2024 academic year.
Teaching Philosophy
While Dr. Rich desires his students to achieve high marks in the courses he teaches, his focus more on preparing them for career success. This long-term perspective influences his teaching philosophy, which is founded on 1) fostering an environment that is focused on exhibiting proactive, professional accountability and 2) developing critical thinking skills through use of intense, practical application projects. Often, Dr. Rich uses scaffolding techniques--the construction of skill-development through increasingly difficult, yet related, activities--to present material from a conceptual/theoretical state to a practical application.
* Ph.D., Kinesiology (Area of Sport Management and Policy), University of Georgia, 2017
* MS., Sport Administration, Ohio University, 2004
* MBA., Ohio University, 2004
* BS., Kinesiology (Concentration, Sport Management), James Madison University, 2002
MS, Sport Administration, Ohio University, 2004MBA, Ohio University, 2004BS, Kinesiology (Concentration, Sport Management), James Madison University, 2002
Research Interests
* Sport Sponsorship
* Endorsement/Nil
* Fan Experience
* Student-Athlete Experience
* Event Management
Endorsement/NILFan ExperienceStudent-Athlete ExperienceEvent Management loribras@georgiasouthern.eduLori BraseltonLoriBraseltonAssistant Professor912-478-5504Math/Physics 3035Statesboro CampusCollege of Science & MathematicsDepartment of Mathematical SciencesI have been teaching freshman level math course since 1990
* MS. University of Illinois
* BA. University of Northern Iowa
BA University of Northern Iowa nmangee@georgiasouthern.eduhttps://www.taskstream.com/ts/mangee/NicholasMangee Nicholas MangeeNicholasMangeeTruist Chair in Money & Banking and Professor of Finance912-478-5617Business Building 3348/Hawes Hall 208GArmstrong Campus, Statesboro Campus, Army Education CentersParker College of BusinessDepartment of FinanceNicholas Mangee is the Truist Chair in Money & Banking, Faculty Fellow of Scholar and Student Success, and Professor of Finance in the Parker College of Business at Georgia Southern University. He is also a research associate for the Institute for New Economic Thinking (INET) program on Knightian Uncertainty Economics (KUE) for financial markets. Mangee has written a scholarly book, titled How Novelty and Narratives Drive the Stock Market: Black Swans, Animal Spirits and Scapegoats (Cambridge University Press, 2021).
Teaching Philosophy
I strive to facilitate students' learning process by integrating real-world issues, theoretical motivations, and data analysis.
* Ph.D., University Of New Hampshire, 2011
* Certificate, Advanced Macroeconometrics, University Of Copenhagen, 2012
* B.A., St. Lawrence University, 2006
Certificate, Advanced Macroeconometrics, University Of Copenhagen, 2012B.A., St. Lawrence University, 2006
Research Interests
* Stock Market Narratives
* Behavioral Finance
* Textual News Analytics
* Knightian Uncertainty
* Financial Time Series
Behavioral FinanceTextual News AnalyticsKnightian UncertaintyFinancial Time Series bmentch@georgiasouthern.eduBahar MentchBaharMentchPart-Time FacultyStatesboro CampusCollege of EducationDepartment of Middle Grades & Secondary EducationDoctor of Education (Ed.D.) in Curriculum Studies with a concentration in Chemistry Education. Proficient in addressing the needs of diverse student populations and contributing to the success of all students. Utilize technology to facilitate learning, access data, maintain records, generate reports, and communicate. Recognized for a high degree of professionalism and superb oral / written skills. Proficient in MS Office (Word, Excel, and PowerPoint); fluent in English and Turkish, with intermediate Arabic skills.
Teaching Philosophy
As an educator, I aim to inspire and empower students to think critically, engage with content, and apply learning to real-world situations. Education should be an interactive process, with students actively involved in their journey. I am committed to creating an inclusive, student-centered environment that fosters curiosity, collaboration, and lifelong learning. Building strong, respectful relationships with students is central to my teaching approach, ensuring they feel valued, motivated, and supported.
* Doctor of Education (EdD) in Curriculum Studies Institution: Georgia Southern University, Statesboro, GA Major: Curriculum Studies Concentration: Chemistry Education Graduated: 13 December 2024 GPA: 3.95
* Master of Science in Chemistry Teaching Institution: Anadolu University, Eskisehir, Turkey Graduated: 2007
* Master of Science in Biochemistry Institution: Eskisehir Osmangazi University, Eskisehir, Turkey Graduated: 2006
* Bachelor of Science in Chemistry Institution: Eskisehir Osmangazi University, Eskisehir, Turkey Graduated: 2004
Master of Science in Chemistry Teaching Institution: Anadolu University, Eskisehir, Turkey Graduated: 2007Master of Science in Biochemistry Institution: Eskisehir Osmangazi University, Eskisehir, Turkey Graduated: 2006Bachelor of Science in Chemistry Institution: Eskisehir Osmangazi University, Eskisehir, Turkey Graduated: 2004 shall@georgiasouthern.eduStacey HallStaceyHallPart Time Instructor912-508-4227onlineStatesboro CampusCollege of EducationDepartment of Leadership Technology & Human DevelopmentI am proud to be a Triple Eagle! I am a School Library Media Specialist in Columbia County, Georgia, and a Part Time instructor for Georgia Southern University. I am a lifelong learner with a passion for promoting reading and computer science skills to children. I also enjoy sharing my knowledge and expertise with adults to assist them in strengthening their instructional design skills.
Teaching Philosophy
Students deserve to be stimulated and motivated to learn. Each learner should be exposed to a variety of appropriate content designed to meet their individual learning needs, and provided with meaningful opportunities to demonstrate their understanding of the material.
* Ed.S., Instructional Technology, Georgia Southern University, May 2024
* Computer Science and ESOL Endorsements, Georgia Southern University, December 2024
* Online Teaching Endorsement, Georgia Southern University, May 2024
* Ed.M., School Library Media, Georgia Southern University, May, 2009
* B.S., Communication Arts, Georgia Southern University, June 1994
Computer Science and ESOL Endorsements, Georgia Southern University, December 2024Online Teaching Endorsement, Georgia Southern University, May 2024Ed.M., School Library Media, Georgia Southern University, May, 2009B.S., Communication Arts, Georgia Southern University, June 1994
Research Interests
* Computer Science Education
* English Language Learners
* Online Teaching, Elearning
* Instructional Design
* School Library Media
English Language LearnersOnline Teaching, eLearningInstructional DesignSchool Library Media nlewis@georgiasouthern.eduNikiya LewisNikiyaLewisAssociate Professor and Traditional BSN Program Director, Interim Associate Chair 912-478-5242Nursing/Chemistry Building, Office 2002FStatesboro Campus & Armstrong CampusWaters College of Health ProfessionsSchool of NursingDr. Nikiya Lewis is a tenured Associate Professor and the Traditional BSN Program Director for Statesboro campus. She has over 18 years of clinical nursing experience with over 13 years as a family nurse practitioner in obstetrics and gynecology.
Teaching Philosophy
My teaching philosophy is grounded in a commitment to student success, belief in each student’s potential, and fostering a supportive, student-centered environment. I strive to prepare students as competent nurses and leaders, using intrinsic motivation to inspire learning while recognizing the impact of their unique backgrounds and values.
* Doctor of Nursing Practice, Georgia Southern University, 2018
* Master of Science in Nursing (Family Nurse Practitioner), Georgia Southern University, 2011
* Bachelor of Science in Nursing, Georgia Southern University, 2006
Master of Science in Nursing (Family Nurse Practitioner), Georgia Southern University, 2011Bachelor of Science in Nursing, Georgia Southern University, 2006
Research Interests
* Nursing Student Success
* Maternal Mental Health
* Maternal Morbidity And Mortality
* Women'S Health
Maternal Mental HealthMaternal Morbidity and MortalityWomen's Health lcsmith@georgiasouthern.eduLeslie Smith Leslie Smith LTG US Army Retired Visiting Professor703-967-5884College of BusinessArmstrong Campus, Statesboro CampusParker College of BusinessVisiting Leadership ProfessorEducation and Academic Qualifications: MA and MS: Central Michigan University and the National War College 1997 and 2005Research Interests: Preparing the next generation of leaders for success today. Implementing 35 years of experience at the strategic levels of the US Government and military to business, civic and academic communities.
Teaching Philosophy
Engaged leadership style
* LTG US Army retired, the Army Inspector General
sklim@georgiasouthern.eduSungkyun LimSungkyunLimProfessor of Electrical and Computer Engineering912-478-2265IT Building Room 1309Statesboro CampusAllen E Paulson College of Engineering & ComputingDepartment of Electrical & Computer EngineeringDr. Lim’s research interests are in the analysis and design of antennas and RF propagation. He demonstrated a closely spaced, compact parasitic array, an electrically small supergain array, and digital twin propagation modeling in various environments such as houses, buildings, and airfields. He has also expanded into applications such as RFID, wireless energy harvest, wireless power transfer, vehicular communication, cyber security, wireless sensors, metamaterials, GPS/GNSS, mobile phone antennas, optimization methods, electronic warfare, radars, and biomedical applications. He has published more than 100 journal and conference papers, and participated as P.I. or Co-P.I. in many research projects for federal agencies and industries.
Teaching Philosophy
It is my belief that a teacher’s task involves more than the simple transfer of information from one head to another. Instead, a teacher should inspire—both by word and example—his or her students to be creative, enthusiastic, and curious in their pursuit of knowledge. I’m acutely aware that the discoveries and realizations made in the interaction with students have long-term effects on life and career choices. The instructor must be emotionally and intellectually accessible to the students. Such accessibility fosters productive interaction between instructor and students. Dynamic and ongoing interaction increases opportunities to stimulate student imagination, creativeness, and motivation.
* The University of Texas at Austin, Electrical and Computer Engineering, Ph.D. 2007
* The University of Texas at Austin, Electrical and Computer Engineering, M.S. 2004
* Hanyang University, Seoul, Korea, Electrical and Computer Engineering, B.S. 1999
* Hanyang University, Seoul, Korea, Mathematics, B.S. 1999
The University of Texas at Austin, Electrical and Computer Engineering, M.S. 2004Hanyang University, Seoul, Korea, Electrical and Computer Engineering, B.S. 1999Hanyang University, Seoul, Korea, Mathematics, B.S. 1999
Research Interests
* Analysis And Design Of Antennas For Wireless Communications
* Electrically Small Antennas
* Propagation Modeling
* Wireless Energy Harvest
* Radars
Electrically small antennasPropagation modelingWireless energy harvestRadarsAntennas and Wireless Propagation Laboratory mrahman@georgiasouthern.eduMOSFEQUR RAHMANMOSFEQURRAHMANProfessor of Mechanical Engineering912-478-5004Engineering Building, Room 2126Statesboro CampusAllen E Paulson College of Engineering & ComputingDepartment of Mechanical EngineeringDr. Mosfequr Rahman has a BS and two MS degrees in Mechanical Engineering. He received his PhD from the University of Alabama, Tuscaloosa in 2005. He has over 22 years of teaching and over 25 years of research experiences. He has published over 28 journal papers and 100 conference papers. He received the Georgia Southern University Excellence in Service Award 2018 – 2019. He also has received the Allen E. Paulson College of Engineering and Computing (PCEC) Faculty Award of Excellence in Scholarship in 2020 – 2021, College of Engineering and Information Technology (CEIT) Faculty Award of Excellence in Service in 2016 – 2017, and CEIT Faculty Award of Excellence in Teaching in 2015 – 2016.
Teaching Philosophy
A teaching philosophy cannot be a dogmatic statement to which one would stick, but rather a developmental tool that one must review and perfect through one’s teaching career. Therefore, my teaching philosophy involves commitment to continuous improvement as a teacher, in class planning and organizing, and to the use of different teaching techniques for different classes. In my relationship with students, I believe in in-class and outside-the-classroom support, in two-way communication, and in trusting on students' responsibility. With respect to my faculty colleagues, I believe in close cooperation and support within faculty to improve my teaching skills.
* Ph.D., The University of Alabama, Tuscaloosa, AL, 2005
* MS. in ESM, The University of Alabama, Tuscaloosa, AL, 2002
* MS. in ME, Bangladesh University of Engineering and Technology (BUET), 1999
* BS. in ME, Bangladesh University of Engineering and Technology (BUET), 1997
MS in ESM, The University of Alabama, Tuscaloosa, AL, 2002MS in ME, Bangladesh University of Engineering and Technology (BUET), 1999BS in ME, Bangladesh University of Engineering and Technology (BUET), 1997
Research Interests
* Aerospace Engineering
* Wind Energy
* Experimental And Computational Fluid Mechanics
* Nanofluids
* Experimental And Computational Solid Mechanics Using Finite Element Technique
Wind EnergyExperimental and Computational Fluid MechanicsNanofluidsExperimental and Computational Solid Mechanics using Finite Element TechniqueMechanical Engineering Lab, Subsonic Wind Tunnel and Wind Energy (SWT-WE) Laboratory jmarrero@gerogiasouthern.eduJane MarreroJaneMarreroProfessor912-478-53963030 Foy BuildingStatesboro CampusCollege of Arts & HumanitiesFred & Dinah Gretsch School of MusicJane Redding-Marrero has enjoyed debut and return engagements with Nashville Opera, Opera San Antonio, New Orleans Opera, Des Moines Metro Opera, Pensacola Opera, Nevada Opera, Mobile Opera, Opera Southwest,Chautauqua Opera, Knoxville Opera, Virginia Opera, Opera Grand Rapids, Opera Naples, and New York’s Kaye Playhouse. Performances in Shanghai, Shenzhen, and Hong Kong, Ms. Redding-Marrero has appeared in concert with the Kennedy Center’s National Symphony Orchestra, Hartford Symphony, Savannah Philharmonic, Pensacola Symphony, Spokane Symphony,Charleston Symphony, Buffalo Philharmonic, Virginia Symphony, Louisiana Philharmonic, Baton Rouge Symphony, Shreveport Symphony, Jacksonville Symphony, and the Fort Worth Symphony.
Teaching Philosophy
Preparing students for a career in which they can thrive, grow and invest in their families and communities.
* University of Mississippi- Bachelor of Music
* Louisiana State University- Master of Music
* Louisiana State University- Doctor of Musical Arts
Louisiana State University- Master of MusicLouisiana State University- Doctor of Musical Arts ggearhart@georgiasouthern.eduGrant GearhartGrantGearhartAssociate Professor912-344-2703Gamble Hall 205Armstrong CampusCollege of Arts & HumanitiesDepartment of World Languages & CulturesGrant Gearhart is Associate Professor of Spanish at the Georgia Southern Armstrong Campus in Savannah and the Coordinator of Experiential Learning for the Department of World Languages and Cultures. His scholarship focuses on medieval and early modern culture, and he specializes in chivalry, sport, warfare, and masculinity. Additionally, he presents and publishes on various topics related to language pedagogy. His work has appeared in journals such as La corónica, Romance Notes, Letras Hispanas, The Journal of Popular Culture, The Language Educator, and Hispanic Journal. He teaches courses related to language pedagogy, Spanish for the Professions, and courses about medieval and renaissance Spain.
Teaching Philosophy
As an award-winning educator with over 20 years of experience, my teaching emphasizes innovation, student success, and career readiness. I integrate high-impact practices such as transmedia storytelling, service learning, and international collaboration, fostering critical thinking, inclusivity, and global competence. My courses are accessible, technology-enhanced, and rooted in comprehensible input to create engaging environments where students thrive. By blending practical skills with language acquisition, I prepare students for real-world challenges while advancing the field of language education.
* PhD, University of North Carolina at Chapel Hill, 2015
* MA., University of North Carolina at Chapel Hill, 2009
* BA., Sewanee: The University of the South, 2003
* BA., Sewanee: The University of the South, 2002
MA, University of North Carolina at Chapel Hill, 2009BA, Sewanee: The University of the South, 2003BA, Sewanee: The University of the South, 2002
Research Interests
* Medieval Spanish Chivalry And Masculinity
* Experiential/Service-Learning
* Spanish Pedagogy & Practices
* Technology And Language Teaching
experiential/service-learningSpanish pedagogy & practicestechnology and language teaching damarie@georgiasouthern.eduwww.linkedin.com/in/dragosamarieDragos AmarieDragosAmarieAssociate Professor 912-478-1149Math/Physics Building, Room 2008Statesboro CampusCollege of Science & MathematicsDepartment of Biochemistry Chemistry & PhysicsProfessional with over 10 years of diverse experience in scientific research, teaching, technology transfer, intellectual property evaluation, and patent preparation.
Teaching Philosophy
My teaching approach is student-oriented and based on a flipped learning style. It combines active, cooperative, inquiry-based learning with techniques such as think-pair-share and problem-solving. This approach is designed to work in harmony with our department's flexible, interactive, and engaging studio setting.
* PhD in Physics from Indiana University-Bloomington, Bloomington, Indiana, US (2009)
Research Interests
* My Research Group Designs, Develops, And Study Microfluidic Devices To Be Used In Live Cell Migration Experiments.
* We Will Soon Engage In Developing Micron-Sized Optical Biosensors Capable Of Monitoring, In Real Time, Biomolecular Interactions.
We will soon engage in developing micron-sized optical biosensors capable of monitoring, in real time, biomolecular interactions.Center for Advanced Materials Science bakins@georgiasouthern.eduBecki AkinsBeckiAkinsBusiness Manager912-478-5680Botanic Garden Admin OfficeStatesboro CampusCollege of Science & MathematicsBotanic Garden
* BA., Georgia Southern University, 2013
Botanic Garden dbgatch@georgiasouthern.eduhttps://scholars.georgiasouthern.edu/en/persons/delena-bell-gatch-2Delena Bell GatchDelena BellGatchAssociate Vice President912-478-7354Brannen HallStatesboro CampusCollege of Science & MathematicsDepartment of Biochemistry Chemistry & PhysicsDr. Delena Bell Gatch received her BS in Physics from Georgia Southern University (1995) and her PhD in Physics from the University of Georgia (2000). Initially, she specialized in experimental condensed matter physics. Her research ventures have included the study of the properties of powder phosphors for flat panel displays, the development of infrared detection schemes utilizing visible emission from crystals, and the investigation of the shifts in energy levels of crystals due to the application of hydrostatic pressure.After joining the faculty at Georgia Southern, she developed a strong interest in Physics Education Research. Currently she serves as the Associate Vice President of Institutional Assessment and Accreditation.
Teaching Philosophy
Delivering information in the classroom and evaluating student achievement are necessary, superficial acts of teaching which most teachers can perform. But, the outstanding teacher knows the value of developing a fertile learning environment in which students can be held to high academic expectations. I have found the most difficult task in teaching physics classes is creating a fertile learning environment. The initial difficulty many students have with physics is primarily a psychological one. I find it necessary to remain sensitive to the fact many students view physics as a hard subject, while at the same time conveying to students I have high expectations and require them to take responsibility for their achievements.
* PhD in Physics, University of Georgia, December 2000
* B.S. in Physics (Summa Cum Laude), Georgia Southern University, December 1995
B.S. in Physics (Summa Cum Laude), Georgia Southern University, December 1995 ccollins@georgiasouthern.eduCaroline JamesCarolineJamesGraduate Admissions Coordinator912-478-8900Veazey HallStatesboro CampusJack N. Averitt College of Graduate StudiesOffice of Graduate Admissions akonkle@georgiasouthern.eduhttps://scholars.georgiasouthern.edu/en/persons/amanda-konkle-2Amanda KonkleAmandaKonkleAssociate Professor912-344-2625Gamble Hall 131Armstrong CampusCollege of Arts & HumanitiesDepartment of EnglishAmanda Konkle, Ph.D., is an Associate Professor of Film Studies and English at Georgia Southern University in Savannah, Georgia. She is the author of Some Kind of Mirror: Creating Marilyn Monroe (Rutgers UP, 2019) and the article “Marilyn Monroe” in Oxford Bibliographies in Cinema and Media Studies (Oxford UP, 2023). Konkle coedited the collection Perspectives on Crazy Ex-Girlfriend: Nuanced Postnetwork Television (Syracuse UP, 2021, with Charles Burnetts). In addition, Konkle has published articles in the Quarterly Review of Film and Video, Journal of Popular Culture, Feminist Encounters, and Comparative American Studies. Konkle is currently the President of the Literature/Film Association.
Teaching Philosophy
Professor Konkle strives to help students think and articulate their thoughts through analysis, discussion, and evidence-based argumentation.
* Ph.D., University of Kentucky, 2016
* M.A., Miami University of Ohio, 2008
* B.A., Hanover College, 2004
M.A., Miami University of Ohio, 2008B.A., Hanover College, 2004
Research Interests
* Film Studies
* Gender Studies
* Television Studies
* Stardom, Celebrity, And Performance
* Classical Hollywood
gender studiestelevision studiesstardom, celebrity, and performanceclassical Hollywood bjackson@georgiasouthern.eduBenjamin JacksonBenjaminJacksonVisiting Instructor of English912-344-2729Gamble 240 (Armstrong), Newton 2218D (Statesboro)Armstrong Campus, Statesboro CampusCollege of Arts & HumanitiesDepartment of EnglishBen Jackson is a writer, ghostwriter, and educator whose work has appeared in The Boston Globe, Consequences, Literary Traveler, WBUR's Cognoscenti, The Horror Tree, The Penmen Review, Variety, Page Turner Magazine, and other venues.
* M.F.A. Creative Writing, Emerson College, 2023
* B.A. Creative Writing and English, Southern New Hampshire University, 2020
B.A. Creative Writing and English, Southern New Hampshire University, 2020
Research Interests
* Disinformation Literacy
* Trauma And Creative Writing
Trauma and Creative Writing aflatt@georgiasouthern.eduAndrew FlattAndrewFlattAssociate Professor 912-344-3150University Hall 154MArmstrong CampusWaters College of Health ProfessionsDepartment of Health Sciences & KinesiologyDr. Andrew Flatt earned his Ph.D. in Human Performance from the University of Alabama and specializes in cardiovascular and autonomic responses to exercise and lifestyle interventions, with a focus on heart rate variability and arterial stiffness. A tenured Associate Professor at Georgia Southern University, Dr. Flatt also serves as the Sports Medicine Graduate Program Coordinator. He is actively involved in mentoring graduate students and contributes to various professional organizations, including the National Strength and Conditioning Association (NSCA) and the American College of Sports Medicine (ACSM).
* Ph.D. in Human Performance from the University of Alabama
Research Interests
* Cardiovascular And Autonomic Responses To Acute And Chronic Exercise
* Heart Rate Variability (Hrv) In Health And Disease
* Recovery Status Monitoring
* Wearable Technology
* Sports Science
Heart rate variability (HRV) in health and diseaseRecovery status monitoringWearable technology Sports ScienceBiodynamics and Human Performance Center abrigdon@georgiasouthern.eduAshley BrigdonAshleyBrigdonInstructor912-713-6588Ashmore Hall room 247Armstrong CampusWaters College of Health ProfessionsSchool of NursingAshley Brigdon is a Lecturer at the Armstrong Campus of GSU. Prior to teaching, she worked as a Family Nurse Practitioner at a busy surgical practice. She enjoys playing tennis, boating, and hanging out with her husband and two children.
* MSN, FNP-C
koneal@georgiasouthern.eduKathryn O'NealKathryn O'NealLibrary Assistant-Institutional Repository Services912-478-2544Lane Library-207Armstrong CampusUniversity LibrariesUniversity Libraries
* MLIS, Valdosta State University, 2020
lcross@georgiasouthern.eduLydia CrossLydiaCrossDirector of Assessment and Graduate Academic Services912-478-8659College of Education, 3166-CStatesboro CampusCollege of EducationGraduate Academic Services Center (COE)Dr. Lydia Cross has worked at Georgia Southern University since 2007, beginning her career in Residence Life and Housing and in Academic Affairs (the College of Education) since 2009. She earned her Ed.D. in Educational Leadership - Higher Education in 2017 and is a double eagle.
Teaching Philosophy
Dr. Lydia Cross is responsible for daily management and oversight of the College of Education's Graduate Academic Services Center and the college's assessment and accreditation activities, including reporting to the Georgia Professional Standards Commission (GaPSC) and the Council for the Accreditation of Educator Preparation (CAEP). Dr. Cross also oversees the college's annual U.S. News & World Report surveys. Dr. Cross is also a trained lead accreditation site reviewer for the GaPSC and CAEP.
* Ed.D., Georgia Southern University, 2017
* M.Ed., Georgia Southern University, 2006
* B.S., Georgia Institute of Technology, 2004
M.Ed., Georgia Southern University, 2006B.S., Georgia Institute of Technology, 2004Graduate Academic Services Center (GASC)-Graduate Advisement astallons@georgiasouthern.eduAbbegayle StallonsAbbegayle StallonsBIG Outreach Coordinator912-478-057558 East Main St, Statesboro GAStatesboro CampusParker College of BusinessDepartment of Finance, Department of MarketingBachelor of Science in Public Relations, Georgia Southern University, 2023
* BS. IN
Business Innovation Group (BIG) mpeterman@georgiasouthern.eduMcKenzie PetermanMcKenziePetermanAssociate Director of Career Development & Instruction912-478-5197Student Success Complex (A) & Williams Center (S)Armstrong Campus, Statesboro CampusOffice of Career & Professional DevelopmentCareer DevelopmentDr. McKenzie Peterman is the Associate Director of Career Development and Instruction. She has been in higher education for 16 years with combined experiences at both Georgia Southern University and Armstrong State University. In her experiences, she has worked in diverse roles in both undergraduate and graduate admissions, academic advising, and multicultural affairs all intending to support students and cultivate their success. She has also facilitated FYE 1220-First Year Seminar and GSU 2132-Senior Seminar.
Teaching Philosophy
My teaching philosophy is committed to fostering student success, intellectual growth, and lifelong learning. My background in academic advising with the combined experiences of teaching first-year and senior seminars have provided me with a holistic understanding of student's journeys from their early beginning in post-secondary education to their final preparations for their post-graduate experiences. I believe that effective teaching begins with understanding and valuing each student as an individual. My goal in teaching is to create learning environments that are inclusive, engaging, and supportive where students feel empowered to contribute and grow.
* Ed.D, University of West Georgia
* M.Ed., Georgia Southern University
* BS., Georgia Southern University
M.Ed., Georgia Southern UniversityBS, Georgia Southern University
Research Interests
* Identity Development
* Culturally Responsive Pedagogy
* Access To Hed
* Hed Leadership
Culturally responsive pedagogyAccess to HEDHED LeadershipOffice of Career & Professional Development tyancey@georgiasouthern.eduC. Thresa YanceyC. ThresaYanceyProfessor of Psychology912-478-7232Brannen 2030Statesboro CampusCollege of Behavioral & Social SciencesDepartment of PsychologyDr. Yancey serves as the Director of Clinical Training (DCT) for the APA-accredited PsyD program. Her research interests include child maltreatment (particularly childhood sexual abuse), the impacts of labeling and stigma on marginalized populations, and child/pediatric behavioral and emotional difficulties. Clinically, she is trained in general and child clinical psychology and the use of culturally informed empirically supported treatments. She is a licensed psychologist in the state of Georgia.
Teaching Philosophy
I hope to leave my students with a desire to find out even more about the topic than what is presented in class or through readings. I want them to develop as critical thinkers. I am enthusiastic about psychology and hope to not only convey that to my students, but also foster life-long learning about psychology and a true passion for the subject. I want my students to enjoy coming to class and to attend due to a desire to learn more about the subject. I like to use the time during class to delve deeper, including using in-class assignments, examples, group work, etc. to move them toward a deeper understanding and allow them to begin thinking critically on the topic.
* Ph.D. Clinical Psychology, University of Nebraska, 2006
* M.A. Clinical Psychology, University of Nebraska, 2002
* B.S. Psychology, University of Alabama, 1999
M.A. Clinical Psychology, University of Nebraska, 2002B.S. Psychology, University of Alabama, 1999
Research Interests
* Child Maltreatment
* Stigma/Labeling
* Underserved Populations
* Child Emotional/Behavioral Difficulties
Stigma/LabelingUnderserved populationsChild emotional/behavioral difficulties staylor@georgiasouthern.eduShawn Wheeler-TaylorShawnWheeler-TaylorAdministrative Assistant III912-478-5494Veazey Hall, Suite 3000Statesboro CampusDivision of Academic AffairsOffice of Research and Economic Development (ORED)BA from GSU with over 20 years of experience working at GSU amichaud@georgiasouthern.eduAndrew MichaudAndrewMichaudLab Supervisor586-9-1061 ERBStatesboro CampusAllen E Paulson College of Engineering & ComputingDepartment of Manufacturing EngineeringCNC Machining, Fine Carpentry, Electronics & Gadgets
Teaching Philosophy
Socratic Method
* AS Electronics
* AAS Carpentry
* AS Machine Tool Technology
* CNC Specialist Cert
* Tool & Die Maker Cert
AAS CarpentryAS Machine Tool TechnologyCNC Specialist CertTool & Die Maker Cert
Research Interests
* Manufacturing Processes
agross@georgiasouthern.eduAlan GrossAlanGrossStatesboro Business Recruiter912-478-8542City Campus, Downtown StatesboroStatesboro CampusDivision of Research and Economic DevelopmentBusiness Innovation Group
* BBA, Georgia Southern University, 1999
kmbrinson@georgiasouthern.eduKrista BrielKristaBrielDirector of Foundation Accounting912-478-5121Veazey Hall, Room 3015Statesboro CampusDivision of Research and Economic DevelopmentOffice of Research Services and Sponsored Programs lcarmichael@georgiasouthern.eduhttps://scholars.georgiasouthern.edu/en/persons/lisandra-r-carmichael-2Lisandra "Lisa" CarmichaelLisandra "Lisa" CarmichaelDean of University Libraries 912-478-5115Henderson Library Statesboro CampusUniversity LibrariesLisandra ‘Lisa’ R. Carmichael is the Dean of University Libraries at Georgia Southern University. After receiving her BA at the University of Puerto Rico, she was commissioned in the Unites States Air Force and served 10 years of military service. She received her master’s degree in Library Sciences and Learning Technologies from the University of Missouri - Columbia, and her doctoral degree in Information Studies from Florida State University. Her career includes over 28 years at four institutions in higher education. She has successfully completed the Harvard Leadership Institute for Academic Librarians, Sunshine State Library Leadership Institute, and the Institute for Academic Leadership, Department Chairs Workshop.
* PhD - Information Studies
Research Interests
* Succession Planning In Academic Libraries
* Academic Library Spaces And Design
Academic Library Spaces and Design jjbryant@georgiasouthern.eduJakita Bryant (Taylor)Jakita Bryant (Taylor)Administrative Assistant III912-478-1763Veazey Bldg: Room 1004AStatesboro CampusDivision of Academic AffairsOffice of the ProvostJakita serves as the Administrative Assistant III in the Division of Academic Affairs. She performs a variety of routine, complex, administrative duties to support faculty and staff by way of standard clerical duties.
* Interdisciplinary Bachelors Degree
* Masters of Higher Education 8/1/24-
Masters of Higher Education 8/1/24- strussell@georgiasouthern.eduSteve TrussellSteveTrussellBusiness Consultant478-919-7425City CampusStatesboro CampusDivision of Research and Economic DevelopmentBusiness Innovation GroupBusiness consultant with 30 years of global experience in supply chain, sourcing and procurement, retail, product development and manufacturing.
* MBA., Bellarmine University, 2001
* BSBA, University of Louisville, 1989
BSBA, University of Louisville, 1989Business Innovation Group (BIG) schiggins@georgiasouthern.eduSheronda HigginsSheronda HigginsLecturer912-344-2892Ashmore Hall 145Armstrong CampusWaters College of Health ProfessionsDepartment of Clinical SciencesRadiographer Lecturer with 13 years of experience in teaching didactic and clinical radiography courses. Graduated from Armstrong Atlantic State University with a Master of Education in Adult Education and Community Leadership and Bachelor of Science in Radiologic Sciences. Certified in Radiography, Bone Densitometry, and Magnetic Resonance Imaging. Research Interests are with new technology advances in the Radiologic Sciences in utilizing two or more modalities.
Teaching Philosophy
My teaching philosophy is that teaching should be interactive, creative, and student centered. Students role play for positioning procedures and projections. One student is the radiologic technologist and the other student is the patient. Having the students role play gives them the opportunity of experiencing how a living patient may react when faced with certain situations. Students also learn how to use the radiographic equipment while also providing patient care. Having students role play gives me the opportunity to guide students through the process of how to deal with those situations.
* Master of Education in Adult Education and Community Leadership
* Bachelor of Science in Radiologic Science
* Radiography Certification
* Bone Densitometry Certification
* Magnetic Resonance Imaging Certification
Bachelor of Science in Radiologic ScienceRadiography CertificationBone Densitometry CertificationMagnetic Resonance Imaging Certification
Research Interests
* Research Interests Are With New Technology Advances In The Radiologic Sciences In Utilizing Two Or More Modalities.
kdemelogaldino@georgiasouthern.eduhttps://scholar.google.com/citations?user=M7vIvykAAAAJ&hl=enKatia GaldinoKatiaGaldinoAssociate Professor of Management912-478-7215Parker College of Business # 1126Statesboro CampusParker College of BusinessDepartment of ManagementKatia Galdino is an associate professor in the Department of Management at Georgia Southern University. Her research mostly analyzes strategic decisions of firms, such as internationalization, and the distinct strategic behaviors of firms from developing versus developed countries. Her scholarly contributions have appeared in journals such as Small Business Economics, International Small Business Journal, International Marketing Review, and European Management Journal. Galdino teaches strategic management, international business, and entrepreneurship at both undergraduate and graduate levels. Before her transition into academia, Galdino gained practical experience in international finance as well as import and export operations.
Teaching Philosophy
As a management, and more specifically, a strategy scholar, my teaching revolves around enabling students to (1) understand the organization as a whole, (2) use data to inform their arguments, (3) appreciate the application of research to strategic decision-making, (4) stay informed about current topics and issues in the business world, and (5) practice and improve communication skills. These five pillars can help students make more informed decisions throughout their careers, not only when finding and starting their first job but also when moving into leadership positions. I seek to pursue these five pillars through a combination of activities and by incorporating research into my teaching.
* PhD, Florida State University, 2018
Research Interests
* Foreign Market Entry Strategies
* International Entrepreneurship
* Emerging Markets
International EntrepreneurshipEmerging Markets joyner@georgiasouthern.eduBarry JoynerBarryJoynerProfessor912-478-7014Hollis 1104BStatesboro CampusWaters College of Health ProfessionsDepartment of Health Sciences & KinesiologyI have been a faculty member at Georgia Southern University since 1992. I was promoted to Associate Professor in 1998 and to Professor in 2005. I served as Chair of the Department of Health and Kinesiology from 2005 to 20012 and as Dean of the now Waters College of Health Professions from 2012 to 2022. I have been an author on more than 50 refereed publications and numerous regional, national and international presentations. My primary teaching responsibilities include research methods to both undergraduate and graduate students and data analysis to graduate students.
* Ph.D., University of Georgia, 1992
* M.Ed., Auburn University, 1986
* B.S.Ed., Georgia Southern College, 1985
M.Ed., Auburn University, 1986B.S.Ed., Georgia Southern College, 1985 rduncan@georgiasouthern.eduRain DuncanRainDuncanCirculation Associate912-344-2967Lane LibraryArmstrong CampusUniversity LibrariesUniversity Libraries aduffus@georgiasouthern.eduAlivia DuffusAliviaDuffusAdministrative Assistant912-478-8885 CPE bldg. 301Statesboro CampusDivision of Academic AffairsContinuing & Professional Education estehr@georgiasouthern.eduhttps://scholars.georgiasouthern.edu/en/persons/eryn-m-maher Eryn Michelle MaherEryn MichelleMaherAssociate Professor912-478-57062303 Math/Physics Bldg StatesboroStatesboro CampusCollege of Science & MathematicsDepartment of Mathematical SciencesDr. Maher joined Georgia Southern University in 2017 as a mathematics educator specializing in K-8 teacher preparation. Her passion lies in fostering mathematical creativity, critical thinking, and real-world application among undergraduate students. Dr. Maher's teaching approach emphasizes inclusive strategies to support diverse learners, addressing math anxiety, and building strong mathematical identities. Her research focuses on developing self-reliant math learners, effective use of language and technology in instruction, incorporating authentic contexts in problem-solving, and promoting diversity in mathematics education.
Teaching Philosophy
I am dedicated to fostering mathematical creativity, critical thinking, and connection-making in future K-8 teachers. Recognizing that many students enter with math anxiety and past trauma, I create an inclusive environment that validates struggle as part of learning. My approach integrates study skills, growth mindset development, multiple representations of concepts, and technology. I emphasize connecting mathematics to students' lived experiences and real-world applications. My teaching strategies focus on helping students understand not just mathematical concepts, but the specialized knowledge needed to teach them effectively, including analyzing student thinking and misconceptions.
* Ph.D. Mathematics Education, Michigan State University, 2017
* M.A. Mathematics, Minnesota State University, 2007
M.A. Mathematics, Minnesota State University, 2007
Research Interests
* Self-Reliant Learning
* Educational Technology
* Real-World Mathematics
* Inclusive Instruction
* Teacher Preparation
Educational technologyReal-world mathematicsInclusive instructionTeacher preparation jdjones@georgiasouthern.eduJoshua JonesJoshuaJonesGarden Manager912-479-58881201 Fair RoadStatesboro CampusCollege of Science & MathematicsJosh began his association with the Botanic Garden at Georgia Southern University as a student employee where he discovered his passion for botany and landscape design. He completed his B.S. in Biology in 2013 with a focus in botany. After graduation, he worked as the Outdoor Manager for a large garden center in Savannah, GA.He soon returned to the Botanic Garden at Georgia Southern University in August, 2014 as the Student Manager. In a few years, he was promoted to Horticultural Manager and recently to Garden Manager.He has been an ISA certified arborist since 2017 . In his free time, he enjoys kayaking, fishing, botanizing, landscape design, and testing species’ parameters in a botanical setting.
* B.S. Biology
* I.S.A. Certified Arborist
I.S.A. Certified Arborist
Research Interests
* Plant Pathology
* Sociology
* Student Engagement
Sociology Student Engagement ktharp@georgiasouthern.eduKelly TharpKellyTharpInstructor912-478-7564COE 2116Statesboro CampusCollege of EducationDepartment of Curriculum Foundations & ReadingI have been teaching courses in the Department of Curriculum, Foundations, and Reading since 2008. Previously, I was an elementary school principal and a middle school assistant principal; I started my career in education as an 8th grade English teacher. I have been married since 1997 to Brent, the Director of the Museum at Georgia Southern, and we have a daughter, Emma.
* Masters in P-12 Leadership; UNC Greensboro, 1999
* Masters of Secondary English Education; College of William & Mary, 1991
* BA. in English & American Literature; Harvard University, 1987
Masters of Secondary English Education; College of William & Mary, 1991BA in English & American Literature; Harvard University, 1987 dgambacorta@georgiasouthern.eduDaniel GambacortaDanielGambacortaLecturer912-344-3278Science Center 203Armstrong Campus, Liberty CampusCollege of Behavioral & Social SciencesDepartment of PsychologyI am a psychology professor at Georgia Southern University. My published work focuses on social status, philosophy of science, emotion, and evolutionary approaches to human behavior.
* PhD, New Mexico State University, 2015
* MA., New Mexico State University, 2011
* BA., State University of New York at New Paltz, 2009
MA, New Mexico State University, 2011BA, State University of New York at New Paltz, 2009 jinwookim@georgiasouthern.eduhttps://www.linkedin.com/in/jin-woo-kim-00925133/Jin-Woo KimJin-WooKimAssociate Professor912-478-7564Parker College of Business, Room 1131Statesboro CampusParker College of BusinessDepartment of MarketingI am an associate professor of marketing in the Department of Marketing at Georgia Southern University. I received his Ph.D. from the University of Texas at Arlington, holding my MBA and BBA in business administration from Business School of Sogang University, Korea.
Teaching Philosophy
I am a motivated marketing educator who inspires students to think critically and solve problems with their competencies and positive attitude. Communicating and engaging with the students is my priority as a professor. Kim teaches principles of marketing, principles of advertising, services marketing and global marketing at the undergraduate and graduate level. In 2021 and 2023, he was selected by SAAC (Student-Athlete Advisory Committee) as Professor of the Year. He received the W. A. and Emma Lou Crider Award for Excellence in Teaching in May 2022. Additionally, he was a finalist of Professor of the Year (Georgia Southern University, 2018) and received the T.J. Morris Jr. Faculty Award (2014).
* Ph.D., The University Of Texas At Arlington, TX
* MA., Sogang University, South Korea
* BBA, Sogang University, South Korea
MA, Sogang University, South KoreaBBA, Sogang University, South Korea
Research Interests
* Marketing Strategy
* Advertising Effectiveness
* Marketing-Finance Interface
Advertising EffectivenessMarketing-Finance Interface pbishop@georgiasouthern.eduPatricia BishopPatriciaBishopAdministrative Assistant912-478-1121Hanner 2320BStatesboro CampusWaters College of Health ProfessionsDepartment of Health Sciences & KinesiologyI am a Georgia Southern alumna and have worked for the Department of Health Sciences and Kinesiology since 2015.
* B.S. Family and Consumer Sciences
mdunn@georgiasouthern.eduMorgan DunnMorganDunnGarden Educator912-478-1149Botanic GardenStatesboro CampusDivision of Academic AffairsBotanic Garden
* M.S., Utah State University, 2023
* B.S., North Carolina State University, 2015
B.S., North Carolina State University, 2015
Research Interests
* Pollination
* Plant-Insect Interactions
Plant-Insect InteractionsBotanic Garden lacostello@georgiasiuthern.eduhttps://scholars.georgiasouthern.edu/en/persons/lisa-a-costello-2Lisa A. CostelloLisa A.CostelloProfessor912-478-5561Newton 2221D and IAB 2008Statesboro CampusCollege of Arts & HumanitiesDepartment of EnglishLisa A. Costello is a Professor of English and the Director (Statesboro) of the Center for Women’s, Gender, and Sexuality Studies at Georgia Southern University. Her research focuses on Memory and the Holocaust, Rhetoric, and Gender. Recent publications include the monograph, American Public Memory and the Holocaust: Performing Gender, Shifting Orientations (2019) and articles such as “Higher Education and the Precarity of WGSS” in Feminist Formations (2023), and “Gender in the Archive: The Dialogic Potential of Public Memory in the Outtakes from Claude Lanzmann’s Shoah.” (2024)
Teaching Philosophy
Teaching is “rooted in hopefulness” where, “learning is possible [and[ nothing can keep an open mind from seeking after knowledge" (bell hooks). I create rigor and an active learning environment with lectures, flipped learning, and class discussions. Both in F2F and online I foster dialogue through engaging assignments (written and multimodal), discussions, and readings, and oral presentations. English aids lifelong learning and improves overall communication and problem-solving strategies in the workplace. Through sequenced assignments, students apply skills that stress research, writing, revision, and collaboration. Student success means students become critical thinkers, problem solvers, and active participants in the global community.
* Ph.D. Louisiana State University, May 2007
* M.A. California State University Long Beach, May 2002
* B.A. California State University Long Beach, August 1993
M.A. California State University Long Beach, May 2002B.A. California State University Long Beach, August 1993
Research Interests
* Rhetoric And Composition
* Holocaust Public Memory
* Gender
* Wgss Administration
* Cultural And Memory Studies
Holocaust Public MemoryGender WGSS AdministrationCultural and Memory Studies Institute for Innovative and Integrated Studies (I3S) ktankersley@georgiasouthern.eduKelly TankersleyKellyTankersleyAdjunct faculty912-478-5091College of EducationStatesboro CampusCollege of EducationDepartment of Curriculum Foundations & ReadingI am a dedicated professional with 27 years of teaching experience in special education in the public school system. I am currently serving as a compliance specialist for two elementary schools, supporting special education teachers in the classroom with curriculum, best teaching practices, and in the writing/implementation of IEPs that are compliant. In addition to working in public schools, I have been an educator at Georgia Southern University for 19 years.
* M.Ed. Georgia Southern University
* B.Ed. Georgia Southern University
B.Ed. Georgia Southern University cpell@georgiasouthern.eduhttps://scholars.georgiasouthern.edu/en/persons/cj-pellC.J. PellC.J.PellPostdoctoral Research Associate912-478-0848Biological Sciences Rm 2260Statesboro CampusCollege of Science & MathematicsDepartment of BiologyI was born in California but have lived and worked from coast to coast. However, most of my time has been in the Southeast. In addition to my educational background, I also worked for the US Forest Service at the Lake Tahoe Basin Management Unit as a plant science technician and later as a field crew lead. My research interests are in forest ecophysiology and understanding the mechanisms that control the phenomena we observe across the cell, plant, and ecosystem scale. My goal in research is to provide more than just additional scientific knowledge. My goal is to conduct research that is impactful at the local level, scalable, and useful for those who need it.
Teaching Philosophy
An educator’s duty is to foster a learning environment that encourages questioning and to equip students with the ability to integrate knowledge from across disciplines to answer those questions. If a student walks away from a course and does not retain the specific minutia and jargon, that does not constitute a failure for either the student or the teacher. Instead, success is if a student leaves with the ability to question, to know how to learn, and how to critically think.
* Ph.D., Louisiana State University, 2022
* M.S., Auburn University, 2015
* B.S., Louisiana State University, 2013
* B.S., Louisiana State University, 2013
M.S., Auburn University, 2015B.S., Louisiana State University, 2013B.S., Louisiana State University, 2013
Research Interests
* Forest Ecophysiology
* Plant Physiology
* Soil-Plant-Water Interactions
* Regeneration Dynamics
Plant physiologySoil-plant-water interactionsRegeneration dynamics alavender@georgiasouthern.eduAmy LavenderAmyLavenderAssistant Director/WebMBA912-314-875685 Vine St. Commerce Ga. 30529Statesboro CampusParker College of BusinessWebMBAI'm an communications and marketing professional with a Master’s Degree focused in Publishing and Editing from the University of West Georgia. I've worked in higher education for nearly 10 years in various communications, marketing, event planning, creative design, course design, strategic communications, social media, and strategic planning roles.
* Master's Degree in English Literature with a concentration in Publishing and Editing
cray@georgiasouthern.eduClara RayClaraRayLaboratory Coordinator912-478-1744Herty 1104CStatesboro CampusCollege of Science & MathematicsSchool of Earth Environment & Sustainability bpmckay@georgiasouthern.eduBenjamin McKayBenjaminMcKayProgram Manager912-478-5033Downtown Statesboro CampusStatesboro CampusProvost OfficeOffice of ResearchBenjamin McKay is the Associate Director/EDA UC Program Manager at the Center for Business Analytics and Economic Research at Georgia Southern University. During his time at Georgia Southern, he has completed over 130 applied research projects for clients across Georgia. These projects have included feasibility studies, economic impact analysis, tourism impact analysis, business and community surveys, and community planning reports. He earned his Master's in Business Administration (M.B.A.) at Georgia Southern University; and Master's of Public Administration (M.P.A.) from Southern Illinois University, Carbondale.
* Master's in Business Administration (M.B.A.), Georgia Southern University (May 2015)
* Master's of Public Administration (M.P.A.), Southern Illinois University, Carbondale (December 2006)
* Bachelor of Arts in Political Science. Southern Illinois University, Carbondale (December 2002)
* Bachelor of Sciences in Speech Communication,Southern Illinois University, Carbondale (December 2002)
Master's of Public Administration (M.P.A.), Southern Illinois University, Carbondale (December 2006) Bachelor of Arts in Political Science. Southern Illinois University, Carbondale (December 2002) Bachelor of Sciences in Speech Communication,Southern Illinois University, Carbondale (December 2002)
Research Interests
* Applied Economic Development
* Economic Impact
* Community And Business Feasibility Studies
* Fiscal Analysis
* Market Analysis
Economic ImpactCommunity and business feasibility studiesfiscal analysis market analysis Business Innovation Group (BIG), Center for Business Analytics and Economic Research ncoto@georgiasouthern.eduNatalie CotoNatalieCotoAdministrative Assistant II912-478-5115Henderson Library - Suite 3213Statesboro CampusUniversity LibrariesUniversity Libraries I am the Admin Assistant to the Dean of the University Libraries.University Libraries wolmstadt@georgiasouthern.eduhttps://scholars.georgiasouthern.edu/en/persons/william-olmstadtWilliam OlmstadtWilliamOlmstadtAssociate Dean for Administration & Operations; Librarian Professor912-344-2818Lane Library 226 / Henderson Library 2208AArmstrong Campus, Statesboro CampusUniversity LibrariesWill Olmstadt has been an academic librarian for more than 25 years. He held progressively responsible positions at the health sciences libraries at Texas A&M University, University of Texas Southwestern Medical Center, Washington University in St. Louis, and Louisiana State University Health Sciences Center in Shreveport. He joined the Georgia Southern University Libraries in 2024 as Associate Dean for Administration & Operations. He taught online electives for graduate programs in public health and the graduate program in library science at Louisiana State University. He earned the Online Teaching Certificate from the Online Learning Consortium in 2019. He is currently finishing an Ed.D. from Louisiana State University in Shreveport.
* M.P.H., University of Texas Health Science Center at Houston, 2006
* M.S.L.S., University of Kentucky, 1999
* B.A., University of Louisville, 1997
M.S.L.S., University of Kentucky, 1999B.A., University of Louisville, 1997
Research Interests
* Qualitative Research In Librarianship
* Telehealth Usage In Public Libraries
* Education For Librarians & Archivists
telehealth usage in public librarieseducation for librarians & archivists nhurlock@georgiasouthern.eduNancy A. HurlockNancy A.HurlockAssistant Professor 912-478-0776Nurs/Chem Bldg Room 4018Statesboro CampusWaters College of Health ProfessionsSchool of NursingDr. Nancy A. Hurlock is an Adult Gerontology Nurse Practitioner with over 18 years of experience in Home and Community Health. She earned her Doctorate with a focus on Social Determinants of Health and their impact on older adults, particularly regarding access to healthcare. Her research emphasized the challenges faced by rural communities, particularly issues related to transportation and access to primary care. She advocates for home-based primary care as a solution to these challenges.
Teaching Philosophy
My teaching philosophy is grounded in the belief that education is most effective when students actively engage with content and continually explore the underlying reasons for their learning. I strive to create an environment where knowledge is not merely transmitted but deeply understood and applied.
* Doctorate Of Nursing Practice
* Master Of Science- Nursing - Advanced Practice Nurse Practitioner
* Bachelor Of Science In Nursing
Master Of Science- Nursing - Advanced Practice Nurse PractitionerBachelor Of Science In Nursing
Research Interests
* Social Determinants Of Health - Impact On The Older Adult
* Healthcare Access
Healthcare Access lfroberson@georgiasouthern.eduhttps://scholars.georgiasouthern.edu/en/persons/lukas-robersonLuke RobersonLukeRobersonCoordinator of Engagement and Outreach912-442-991925 Mohawk Street, Savannah, GA 31419Armstrong CampusDivision of Research and Economic DevelopmentCenters & InstitutesLuke has over 15 years of experience in environmental science and has worked with a diverse group of federal and state agencies, non-profits, and educational centers. He specializes in Community-Based Participatory Research (CBPR), working with volunteers, educators, and businesses in collecting and interpreting water quality data. He lives in Savannah, GA, with his wife Kim and two kids.Luke has undergraduate degrees in graphic design and biology from the University of Kentucky, and a Masters of Science in Environmental Science and Policy from Johns Hopkins University in Maryland. He is a current DrPH student at Georgia Southern University with a Community Health Behavior and Education concentration.
Teaching Philosophy
Place-based education, experiential learning, and a blend of lab and field work are essential when it comes to developing community learning programs and CPBR projects.
* MS.., Johns Hopkins University, 2016
* BS.., University of Kentucky, 2007
* BA.., University of Kentucky, 2003
BS., University of Kentucky, 2007BA., University of Kentucky, 2003
Research Interests
* Community-Based Participatory Research
* Water Quality
* Public Health
Water QualityPublic HealthInstitute for Water and Health lindseystone@georgiasouthern.eduhttps://scholar.google.com/citations?user=kX3N8_kAAAAJ&hl=en&oi=aoLindsey StoneLindsey StoneAssociate Professor912-478-5505Brannen HallStatesboro CampusCollege of Behavioral & Social SciencesDepartment of PsychologyDr Stone’s research examines emotion regulation and interpersonal mechanisms of affective risk and resilience for depression, and anxiety. More recent work examines these models within the context of trauma and navigating discrimination: extending research to marginalized and underserved populations. She hails from WV, is a huge movie dork, and proud cat-mom. To learn more about her research visit the RADLab website: https://sites.google.com/georgiasouthern.edu/radlab?usp=sharing
Teaching Philosophy
Dr. Stone has clinical experience working in residential treatment facilities, partial hospitalization programs, inpatient and medical facilities, sexual health clinics, and outpatient therapy with adolescents and adults. She especially enjoys teaching inclusive courses on psychopathology and psychotherapy, such as abnormal psychology with undergraduates, foundations in psychotherapy and psychopathology with graduate students.She values inclusive, multiculturally sensitive approaches that challenges students with theory based, data driven critical analysis, and allows for scaffolding active learning exercises.
* Neuroscience Post Doc at University of Pittsburgh
* Clinical Internship; Alpert Medical School of Brown University
* Clinical Psychology PhD; Binghamton University
* BS. Experimental Psychology; University of South Carolina
Clinical Internship; Alpert Medical School of Brown UniversityClinical Psychology PhD; Binghamton UniversityBS Experimental Psychology; University of South Carolina acanepa@georgiasouthern.eduAlyssa CanepaAlyssaCanepaVisiting First Year Writing Instructor912-478-7749Newton 2224Statesboro CampusCollege of Arts & HumanitiesDepartment of EnglishAlyssa Canepa is a second year low-residency MFA student in the Jack Kerouac School of Disembodied Poetics at Naropa University. She currently lives in Savannah, Georgia with her partner and two pups, Lulu and Snowy. Alyssa holds a Master of the Arts in English Literature from the University of Wyoming. She’s published work in local zines around Wyoming and Georgia, as well as the December 2023 issue of Anti-Heroin Chic.
* Master of Arts, English Literature
* Master of Fine Arts Candidate, Naropa University
Master of Fine Arts Candidate, Naropa University ssheppard@georgiasouthern.eduShonvera SheppardShonveraSheppardLibrary Assistant - AcquisitionsHenderson Library - Room 2220Statesboro CampusUniversity LibrariesCollection Services Department jhatem@georgiasouthern.eduJohn HatemJohnHatemProfessor912-478-0754PCOB 3347Statesboro CampusParker College of BusinessDepartment of FinanceTeacher, handyman, great grandfather, bereaved husband with interests in natural sciences, mathematics, and philosophy.
Teaching Philosophy
Ask questions, read with comprehension, think, use your imagination, practice, contribute.
* Ph.D. Finance, Louisiana State University, 1990
* B.S., Molecular Biophysics and Biochemistry, Yale University, 1980
B.S., Molecular Biophysics and Biochemistry, Yale University, 1980
Research Interests
* Asset Allocation
* Foundations Of Risk Measurement
* Prediction
Foundations of risk measurementPrediction kgregg@georgiasouthern.eduhttps://scholars.georgiasouthern.edu/en/persons/katy-gregg-2Katy GreggKatyGreggAssociate Professor, Human Development and Family Science912-478-5199Interdisciplinary Academic Building (IAB) 3073Statesboro CampusCollege of Behavioral & Social SciencesSchool of Human EcologyDr. Katy Gregg is an associate professor of Human Development and Family Science. Applying qualitative and mixed methodologies, Gregg uses naturalistic inquiry as a framework for telling the stories of children and families. Her research focuses on supporting families with young children in care, education, and community-based settings, especially families impacted by disability or risk factors. She also works with early childhood educators to support inclusion and social–emotional development. Gregg served on the Georgia Association for the Education on Young Children (GAEYC) board for over 7 years, 4 years in the role of President. Since 2015, she has been a research partner of Savannah’s Parent University.
Teaching Philosophy
“After all, what are academic skills without the confidence to use those skills to go out and change the world.” Brittany Packnett-Cunningham, an activist/educator/writer, spoke these words in a 2019 TED talk. I have integrated them into my primary teaching philosophy. My teaching centers on education as a tool for expanding students’ perceptions and applied knowledge in the field. This quote, along with a change in courses taught and self-work, pushed me to consider how that confidence-skill relationship happens; what does it look like for a student to feel confident in the field? She teaches courses related to young children’s learning and development, children with special needs, professionalism and ethics, and applied experiences.
* Ph.D., Child & Family Development, University of Georgia, 2010; Graduate Certificate in Qualitative Research
* MS.., Child & Family Development, University of Georgia, 2008; Graduate Certificate in Disability Studies
* BA., Psychology, Concentration in Early Intervention, Clemson University, 2005
MS., Child & Family Development, University of Georgia, 2008; Graduate Certificate in Disability StudiesBA, Psychology, Concentration in Early Intervention, Clemson University, 2005
Research Interests
* Family School Community Engagement
* Early Childhood Intervention And Inclusion
* Community And Family Strengths
* Qualitative Methods & Naturalistic Inquiry
* Mixed Methods
Early Childhood Intervention and InclusionCommunity and family strengthsQualitative Methods & Naturalistic InquiryMixed Methods swhite@georgiasouthern.eduLatrell WhiteLatrellWhiteAdministrative Assistant912-478-5132Math Physics Building, Rm 3008Statesboro CampusCollege of Science & MathematicsDepartment of Mathematical SciencesOver 20 years of administrative experience in the private and public sectors.
Teaching Philosophy
Currently enrolled in the BIS Human Life Sciences Concentration
* AAS Business Management
jessicamiller@georgiasouthern.eduJessica MillerJessicaMillerInstructor of NursingAshmore Hall 251Armstrong CampusWaters College of Health ProfessionsSchool of NursingJessica Miller is a registered nurse with over ten years of clinical experience. She has been a clinical instructor at Georgia Southern University since 2018 and joined the faculty as a full-time member in 2024 after earning her Master of Science in Nursing Education (MSN-Ed). Jessica is currently pursuing a Doctorate in Nursing Practice (DNP) at Georgia College & State University.Her research interests include end-of-life care, gerontology, and mental health, with a focus on improving care for older adults and individuals facing significant health challenges. Jessica is committed to advancing both nursing practice and education.
* Bachelor of Science Public Health
* Bachelor of Science Nursing
* Master of Science Nursing Education
Bachelor of Science Nursing Master of Science Nursing Education dcummings@georgiasouthern.edudrdeancummings.comDean CummingsDeanCummingsAssociate Professor912-478-5801Sanford Hall 3019Statesboro CampusCollege of Arts & HumanitiesDepartment of Communication ArtsBefore joining Georgia Southern University as a faculty member, Dr. Dean Cummings built a career spanning 25 years in television news and sports broadcasting. During this time, he earned nine regional Emmy Awards, seven Telly Awards, and multiple honors from the Michigan Associated Press, including the Best Individual Photojournalism Award in both 1992 and 1996.Dr. Cummings brings this wealth of professional experience into the classroom, where he regularly teaches courses such as Media Management & Sales, Intro to Media Writing, Sports Production, Studio Applications, and Multimedia Journalism Application. His teaching combines practical industry insights with academic rigor, preparing students for success in an evolving media landscape.
Teaching Philosophy
Passion is at the core of my teaching philosophy. In my classes, I make it a priority to convey my enthusiasm for the material and its relevance to students' futures. In courses like Sports Production, I encourage students to motivate each other and foster teamwork, emphasizing that earning a degree is not an endpoint but the beginning of a new chapter in their lives. My ultimate goal is to inspire students to envision their future and pursue their aspirations with confidence.Every role across media platforms is built on understanding and engaging the audience. My teaching philosophy focuses on developing the practical skills and professional expertise essential for success in the industry.
* Ph.D., Sheffield University (U.K.), 2013
* M.P.S., Syracuse University, 1989
* B.S., Rochester Institute of Technology, 1987
M.P.S., Syracuse University, 1989B.S., Rochester Institute of Technology, 1987
Research Interests
* Multimedia Journalism
* Corporatizing Television Journalism
* Media Cultivation
* Newsroom Culture And The Application Of Actor Network Theory
* Modernity
Corporatizing Television JournalismMedia CultivationNewsroom Culture and the Application of Actor Network TheoryModernity weikangwang@georgiasouthern.eduWeikang WangWeikang WangLecturer of Management 912-478-8012PCOB 2242Statesboro CampusParker College of BusinessDepartment of ManagementKen Wang joins the Parker College of Business from Northwood University, where he was a full-time faculty member for 14 years and Faculty Athletic representative for 9 years. He won the highest award a faculty can earn at the university in 2014, the Faculty Excellence Award. Ken also won the Faculty Ethics Award and Teaching Excellence Award twice, as voted by students. Ken has management and marketing experience with the largest adult beverage company in North America (Seagram), and one of the biggest consumer goods companies in Germany (Reemstma). He has also worked for the United States Olympic and Chinese Olympic Committees. Ken is passionate about developing the future leaders of free global enterprise society.
Teaching Philosophy
I love teaching and I enjoy learning. Teaching is such a great profession, and it lets you share and also it makes you continuously learn and continuously improve. I constantly feel enriched by teaching, interacting with the students & colleagues, reading Wall Street Journal almost every day, travelling around the world. This continuous enrichment further enriches my students and makes them more eager to learn, to enrich themselves and to contribute to our society. It is never too late to learn! Never stops learning because life never stops teaching. The more I learn, the more I find I do not know and the more eager we desire to learn. “Life is growth. Business is growth. You grow or you die”
* MBA. Henderson State University
* MS. Washington State University
* BA. Anhui University
MS Washington State University BA Anhui University danielskidmorehess@georgiasouthern.eduDaniel Skidmore-HessDanielSkidmore-HessDepartment Chair and Professor of Political Science912-344-2532Carroll Building 2287AArmstrong Campus, Statesboro CampusCollege of Behavioral & Social SciencesDepartment of Political Science & International StudiesDaniel Skidmore-Hess received his M.A. and Ph.D. in Political Science from the University of Wisconsin – Madison. He completed his B.A. in History at Oberlin College and obtained a graduate certificate in Jewish Studies from Gratz College. He joined the faculty of Armstrong State College in 1993 and served as Head of the Department of Criminal Justice, Social, and Political Science from 2012 until the consolidation of Armstrong with Georgia Southern University in 2018. In that role, Dr. Skidmore-Hess helped to implement online courses and programs and supported the adoption of policies that provide innovative pathways to degree completion by nontraditional and military-affiliated students.
* Ph.D. Political Science, University of Wisconsin-Madison, 1993
* M.A. Political Science, University of Wisconsin-Madison, 1987
* B.A. History, Oberlin College, 1985
* Grad. Cert. Jewish Studies, Gratz College, 2008
M.A. Political Science, University of Wisconsin-Madison, 1987B.A. History, Oberlin College, 1985Grad. Cert. Jewish Studies, Gratz College, 2008
Research Interests
* History Of Political Ideas With Emphases On Modern Ideologies & Religious Thought
* American Politics With An Emphasis On The Relationship Between Ideology, Parties, And Elections
American Politics with an emphasis on the relationship between Ideology, Parties, and Elections khutchinson@georgiasouthern.eduKirsten HutchinsonKirstenHutchinsonAdministrative Assistant 1912-478-5537Child Development CenterStatesboro CampusCollege of Behavioral & Social SciencesChild Development CenterI have been at the Child Development Center since 2017
* Associates
dwalkerdevose@georgiasouthern.eduDina Walker-DeVoseDinaWalker-DeVoseAssociate Professor / Assistant Dean (Interim)912-478-5088Veazey Hall #2020, Statesboro CampusStatesboro CampusCollege of Behavioral & Social SciencesSchool of Human EcologyDr. Dina Walker-DeVose is an Associate Professor of Human Development and Family Studies and Interim Assistant Dean of Engagement and Belonging in the College of Behavioral and Social Sciences at Georgia Southern University. Her research explores contextualized experiences of development and education, including African American mothers' parental school involvement, college students' perceptions of race and LGBTQ+ literature, and implicit bias in education and therapy. She is also a Qualified Administrator of the Intercultural Development Inventory, a leading tool for assessing intercultural competence.
* Ph.D. Curriculum & Instruction, North Carolina State University (Raleigh, NC)
* MS.. Child & Family Development, Miami University (Oxford, Oh.)
MS. Child & Family Development, Miami University (Oxford, Oh.) mhanna@georgiasouthern.eduMerri HannMerriHannCaptain (CPT) Assistant Professor of Military Science808-829-5647Military Science BLDG Room 2005Statesboro CampusCollege of Science & MathematicsDepartment of Military ScienceCPT Merri Madalynne Hanna joined the Eagle Battalion in Winter 2024 and serves as one of our MS1 Instructors. CPT M. Madalynne Hanna was born in Enterprise, Alabama and was raised in a military family her entire childhood. CPT Hanna commissioned as a Military Police Officer in 2016 from Oregon State University’s Army ROTC Program. She graduated with a Bachelor of Fine Arts Degree in Applied Visual Arts and minored in both Military Science and Art History. She most recently served as a Company Commander of the 194th Military Police Company out of Fort Campbell, Kentucky. Her other previous assignments include serving as a Platoon Leader, Company Executive Officer, and Battalion Assistant Operations Officer.
* BFA, Oregon State University, 2016
tdavis@georgiasouthern.eduTyson DavisTysonDavisLecturer912-478-1799Sanford Hall 3017Statesboro CampusCollege of Arts & HumanitiesDepartment of Communication ArtsTyson Davis is a Lecturer of Multimedia and Film Production. Additionally, Tyson manages 91.9 WVGS, Georgia Southern University’s only over-the-air broadcast station. A Double Eagle, Tyson graduated from Georgia Southern University in 1996 with a BS in Broadcast Production and again in 2005 from Georgia Southern’s MPA program. Before teaching at Georgia Southern, Tyson worked professionally in news and commercial video studio and field production. Since 2006, Tyson has taught courses in multiple Communication Arts areas (MMFP, MMJ and Comm Studies), and in the MPA program as a Part-Time Graduate Faculty Affiliate. Tyson's teaching centers around studio production, script writing, and mass communication.
Teaching Philosophy
My teaching philosophy emphasizes building trust with students through collaborative work in applications-based environments. The production environment relies heavily on collaborative trust for successful outcomes to be possible, and providing opportunities for students that highlights this crucial component in the production process is the most satisfying part of my work.
* MPA, Georgia Southern University, 2005
* BS. Broadcast Production, Georgia Southern University, 1996
BS Broadcast Production, Georgia Southern University, 1996 lsomers@georgiasouthern.eduhttps://scholars.georgiasouthern.edu/en/persons/logan-somers/similar/Logan SomersLoganSomersAssistant Professor912-344-3500University HallArmstrong CampusCollege of Behavioral & Social SciencesDepartment of Criminal Justice & CriminologyLogan Somers is an Assistant Professor in the Department of Criminal Justice and Criminology at Georgia Southern University. His research and teaching interests focus largely on policing, and include areas such as officer experience, use of force, police culture, evidence-based policing, and survey design. He also works closely with numerous local, county, and federal law enforcement agencies on projects aimed at addressing the needs of departments and improving community relationships.
* Ph.D. Criminology and Criminal Justice, Arizona State University (AZ)
* M.S. Criminology and Criminal Justice, Arizona State University (AZ)
* B.S. Justice Studies, Westminster College (UT)
M.S. Criminology and Criminal Justice, Arizona State University (AZ)B.S. Justice Studies, Westminster College (UT)
Research Interests
* Police Experience
* Officer-Decision Making And Attitudinal Orientations
* Evidence-Based Policing
* Police Training
* Research Methods
Officer-Decision Making and Attitudinal OrientationsEvidence-Based PolicingPolice TrainingResearch Methods sbarrs@georgiasouthern.eduSharon BarrsSharonBarrsAssistant Professor912-478-0493Math/Physics Building, room 3024Statesboro CampusCollege of Science & MathematicsDepartment of Mathematical Sciences
* MS., University of South Carolina
* BS., University of South Carolina
BS, University of South Carolina phadavas@georgiasouthern.eduPaul HadavasPaulHadavasAssociate Professor912-344-3091UH 284Armstrong CampusCollege of Science & MathematicsDepartment of Mathematical SciencesI enjoy problem solving and teaching all levels of mathematics.
* Ph.D., Clemson University, 2000
Research Interests
* Network Flow Optimization
farena@georgiasouthern.eduFrank ArenaFrankArenaExecutive-In-Residence, Business Innovation Group256-698-7723305 Fahm Ave, Savannah, GA 31415Armstrong Campus, Liberty Campus, Statesboro CampusCollege of Science & MathematicsResearch and Economic DevelopmentFrank Arena is a seasoned leader, entrepreneur, innovator, veteran – ethical, authentic, team player, and a strategic risk manager. Frank believes that success is the result of collaborative effort. He retired as a Colonel after 25 years of service in the Air Force. As a senior leader in Space and Missile Operations, he commanded nuclear operations and commanded both the Delta II and the Titan IV Space Launch Squadrons. 17+ years as an entrepreneur focused on emerging tech and advanced concepts. Key focus areas: laser communication, digital transformation, technology synergy, novel collaboration, and advanced experimentation. Lives by the adage “What can we achieve together?”.
* Master in Management and Human Relations
* Bachelor in English Literature
Bachelor in English Literature
Research Interests
* Intellectual Property Research And Analysis
* Radical Innovations - Laser Communication
* Digital Engineering
* Greenhouse Gas Mitigation
* Advanced Communication - Laser/Quantum
Radical Innovations - Laser CommunicationDigital Engineering Greenhouse Gas MitigationAdvanced Communication - Laser/QuantumBusiness Innovation Group (BIG) mholmes@georgiasouthern.eduMadison HolmesMadisonHolmesEmployer Relations Coordinator912-344-2784Student Success Complex Room 1069Armstrong CampusDivision of Academic AffairsOffice of Career and Professional Development acohen@georgiasouthern.eduAdrienne CohenAdrienneCohenProfessor912-478-50122271B CarrollStatesboro CampusCollege of Behavioral & Social SciencesDepartment of Sociology & AnthropologyDr. Adrienne Cohen is a professor of Sociology who teaches courses in aging and income inequality. Her research focuses on rural aging, family assistance, social supports for older adults and aging focused pedagogy in several journals and did over 50 presentations at local, regional, national, and international conferences. In 2013 she opened the Center for Social Gerontology. She has generated over $2.3 million in grant funds to support the needs of older adults in the Southeastern region of Georgia. She worked with a team to develop an Interdisciplinary Minor in Gerontology which has been in place since 2016.
* PhD in Social Gerontology from Miami University
schang@georgiasouthern.eduhttps://sites.google.com/a/georgiasouthern.edu/schang/Sungkon ChangSungkonChangProfessor of Mathematics912-478-1475Math/Physic 2309, StatesboroStatesboro CampusCollege of Science & MathematicsDepartment of Mathematical SciencesSungkon's research focuses on number theory, with published works on the arithmetic of elliptic curves and topics in elementary number theory. He has supported undergraduate mathematics by participating in journal problem-solving sessions and assisting students with preparations for the William Lowell Putnam Competition for many years.
Teaching Philosophy
My teaching philosophy focuses on providing students with opportunities to explore mathematical theories, develop independent thinking, establish strong study habits, and pursue excellence in computational precision and mathematical rigor. To achieve these goals, I incorporate frequent retrieval practices, such as homework assignments and in-class exercises, as a core aspect of my teaching methods. I aim to foster problem-solving skills and prepare students for success in mathematics.
* Ph.D., University of Georgia, 2005
* B.S., Kangwon National University, South Korea
B.S., Kangwon National University, South Korea
Research Interests
* Number Theory
ajriggs@georgiasouthern.eduAmy Jo Riggs Amy Jo Riggs Interim Associate Chair, Professor912-478-7753Hollis 2121 AStatesboro CampusWaters College of Health ProfessionsDepartment of Health Sciences & KinesiologyDr. Riggs has been at Georgia Southern for 19 years. Her area of expertise is clinical nutrition, but her passion is preventative medicine. She is a registered dietitian with clinical experience in diabetes, eating disorders, weight management, obesity, cardiovascular, and cancer. Her research interest revolve around preventative medicine and she has done some research in sports nutrition.
Teaching Philosophy
You are never too old to learn; learning is life-long. Finding learning strategies that work for individuals is key to classroom success.
* Registered Dietitian
* PhD from Auburn University in Auburn, AL
* MS. from Ball State University in Muncie, IN
* BS. from Indiana University in Bloomington, IN
PhD from Auburn University in Auburn, ALMS from Ball State University in Muncie, IN BS from Indiana University in Bloomington, IN
Research Interests
* Preventative Medicine
* Sotl
SoTL mruizfunes@georgiasouthern.eduMarcela Ruiz FunesMarcelaRuiz FunesProfessor and Chair, Department of World Languages and Cultures 912-478-5281Interdisciplinary Academic Building 2051 (Statesboro Campus); Gamble Hall 202 (Armstrong Campus)Armstrong Campus, Statesboro CampusCollege of Arts & HumanitiesDepartment of World Languages & CulturesMarcela Ruiz Funes is Professor and Chair of the Department of World Languages and Cultures. She received her PhD and MA degrees in Second Language Education (concentration in Spanish and English Applied Linguistics) from Virginia Tech, US, and her dual BA degrees in English and Translation from the Facultad de Lenguas, Universidad Nacional de Córdoba, Argentina. She worked at East Carolina University, NC for over 18 years first as Associate Professor and Coordinator of the Foreign Language Education Program.
* Ph.D., Virginia Tech, 1994
* M.A., Virginia Tech, 1988
* B.A., Facultad de Lenguas, Universidad Nacional de Córdoba, Argentina, 1984
M.A., Virginia Tech, 1988B.A., Facultad de Lenguas, Universidad Nacional de Córdoba, Argentina, 1984
Research Interests
* Foreign/Second Language Writing, Including The Cognition Of Reading To Write, Task Representation, Task Complexity And Linguistic Complexity Measures
* Second Language And Literacy Development In Two-Way Immersion Programs.
Second language and literacy development in two-way immersion programs. Assistant Professor, MPA Core Facultyjsudweeks@georgiasouthern.eduhttps://scholars.georgiasouthern.edu/en/persons/jayce-sudweeks-2Jayce SudweeksJayceSudweeksAssistant Professor919-616-5825Carroll 1072Statesboro CampusCollege of Behavioral & Social SciencesDepartment of Public & Nonprofit StudiesProfessor Sudweeks received his Ph.D. in Public Administration from North Carolina State University in August 2019. Professor Sudweeks holds a Master of Science and Bachelor of Science in Molecular Biology from Brigham Young University. He joined the faculty of Georgia Southern University in the Fall of 2019 as an assistant professor in the Department of Public and Nonprofit Studies. Professor Sudweeks teaches graduate courses in nonprofit administration, strategic management, and public administration. He teaches undergraduate courses in introduction to nonprofit management, and international nongovernmental organizations.
* PhD., Public Administration, North Carolina State University, 2019
Research Interests
* Community Resilience
* Interorganizational Collaboration
* Nonprofit Management
* Strategic Planning
Interorganizational CollaborationNonprofit ManagementStrategic PlanningInstitute for Vibrant and Engaged Communities khoward@georgiasouthern.eduKelli HowardKelliHowardAdministrative Assistant II912-478-7477COE 1103CStatesboro CampusCollege of EducationCOE Office of the DeanI serve as the Administrative Assistant to the Associate Dean of Administration and Faculty Affairs, Dr. Williams-Johnson, and the Assistant Dean of Partnerships and Outreach, Dr. Leckie, at the College of Education (COE). A proud Georgia Southern alumnus, I earned a degree in Recreation with an emphasis in Hotel & Restaurant Management in 1997. Before joining the COE, I worked for four years supporting the graduate programs in the School of Nursing.With extensive experience in higher education administration, I am committed to supporting faculty, students, and staff in their pursuit of excellence at Georgia Southern University.
* BS., Georgia Southern University, 1997
nbareford@georgiasouthern.eduhttps://scholars.georgiasouthern.edu/en/persons/nathaniel-lee-bareford-2Nathaniel Lee BarefordNathaniel LeeBarefordAssistant Professor and Head of the Learning Commons912-344-3009Learning CommonsArmstrong CampusUniversity LibrariesLearning CommonsLee Bareford, is Assistant Professor and Head of the Learning Commons for the Georgia Southern University Libraries. He is an experienced researcher with a regional, national and international publication and presentation record. Additionally, Lee currently supervises the Brain Booth at Lane Library on Georgia Southern University’s Armstrong Savannah Campus.
* MLIS, Valdosta State University, 2019
* MFA, Savannah College of Art and Design, 2002
* BA., Mercer University, 1999
MFA, Savannah College of Art and Design, 2002BA, Mercer University, 1999
Research Interests
* Educational Gaming/Game-Based Learning
* Mindfulness Practices In Higher Education
* Inclusion, Belonging, And Community In Academic Settings
Mindfulness Practices in Higher EducationInclusion, Belonging, and Community in Academic Settings kadam@georgiasouthern.eduKhaled AdamKhaledAdamLecturer912-478-8006Engineering Building (#232) | Room 2129Armstrong Campus, Statesboro CampusAllen E Paulson College of Engineering & ComputingDepartment of Mechanical EngineeringKhaled Adam is a full-time lecturer at Georgia Southern University with over a decade of experience in computational and experimental mechanics of materials. Khaled is proficient in advanced microscopy techniques, including EBSD, TEM, and SEM, as well as computational tools such as VPFFT, Monte Carlo simulations, and the phase-field model method. Khaled has published seven peer-reviewed journal articles, delivered three conference presentations, and amassed over 230 citations for his contributions to the field.In addition to his academic pursuits, Khaled is an active community member, serving as a coach for the U10 soccer team at Savannah United
Teaching Philosophy
For me, teaching goes beyond transferring knowledge; it fosters student engagement, encouraging them to share thoughts, ideas, and opinions on every topic. Prompt, precise, and frequent feedback is crucial to help students address errors and misconceptions without discarding their understanding
* Ph.D. ,Washington State University
Research Interests
* Physical And Mechanical Metallurgy
* Advanced Experimental Techniques
* Metal Deformation And Recrystallization
* Structure/Properties Relationships
Advanced experimental techniques Metal deformation and recrystallization structure/properties relationships mmcgrath@georgiasouthern.eduMichael McGrathMichaelMcGrathProfessor of Spanish912-478-0115IAB 2069Statesboro CampusCollege of Arts & HumanitiesDepartment of World Languages & CulturesMichael J. McGrath is Professor of Spanish and a Corresponding Fellow of the San Quirce Royal Academy of History and Art (Segovia, Spain). His research focuses on early modern Spanish life and literature. Professor McGrath is the General Editor of Juan de la Cuesta Hispanic Monographs and the book series “Catholic Perspectives: World Literature” (Catholic University of America Press). Professor McGrath is the author of over 70 publications (books, edited volumes, articles, essays, contributions, and book reviews). In 2019, the College of Arts and Humanities (Georgia Southern University) awarded him the Ruffin Cup, which recognizes the College’s highest achievement in teaching, scholarship, and service.
Teaching Philosophy
The overarching objective of my teaching philosophy is student engagement with the human condition. Education encourages self-exploration and self-awareness because it challenges students to see the world through a wider prism that engenders questions of identity and beliefs. Proficiency in another language, cultural competency, and the ability to live in a diverse world start with self-discovery and, especially, an understanding that the human condition is predicated on shared humanity. I prepare my students to think critically; to be discerning learners; to appreciate that learning is a life-long endeavor; and to use their college education to serve others.
* Ph.D. (Spanish), University of Kentucky
* MA. (Spanish), Middlebury College
* MA. (Theology), St. Leo University
* BA. (Spanish), Georgia Southern University
MA (Spanish), Middlebury CollegeMA (Theology), St. Leo UniversityBA (Spanish), Georgia Southern University
Research Interests
* Medieval And Early Modern Spain
* Spanish Comedia
* Miguel De Cervantes (1547-1616)
* History And Culture Of Segovia (Spain)
* Religion And Literature
Spanish ComediaMiguel de Cervantes (1547-1616)History and Culture of Segovia (Spain)Religion and Literature kswanson@georgiasouthern.eduKimberly SwansonKimberlySwansonSenior Lecturer of Mathematics912-344-3238University Hall 276Armstrong CampusCollege of Science & MathematicsDepartment of Mathematical Sciences
* MS. in Mathematics, University of Miami, 1998
* BS. in Mathematics, Spanish and Secondary Education
* Secondary Teaching License in Mathematics and Spanish
BS in Mathematics, Spanish and Secondary EducationSecondary Teaching License in Mathematics and Spanish ccutler@georgiasouthern.eduhttps://scholar.google.com/citations?view_op=list_works&hl=en&user=mA0CiygAAAAJChristopher CutlerChristopherCutlerProfessor912-478-7175Herty Building Room 2109CStatesboro CampusCollege of Science & MathematicsDepartment of BiologyMy research concerns the role that genes play in physiological processes. The particular processes I study include the systems fish employ to control osmoregulation, and in particular, ion and water transport in fish. My research encompasses mostly molecular biological/physiological approaches and I have mainly specialized in research on euryhaline teleost fish such as eels (Anguilla sp.) and also killifish (Fundulus heteroclitus). I most recently am carrying out similar work on Elasmobranchs such as the Dogfish (Squalus acanthias).
Teaching Philosophy
My central objective is to provide robust courses that equip students with the maximum amount of knowledge and understanding of the areas of cellular/molecular biology as possible. In lab courses I try to give students the maximum hands-on experience of carrying out techniques/experiments, and focus as much on the ‘why’ as the ‘how to’ to give students in depth knowledge of why techniques work the way they do, rather than just how to perform them.
* Ph.D. University of St Andrews, UK, 1990
* B.Sc Hons. Birmingham University, UK, 1985
B.Sc Hons. Birmingham University, UK, 1985
Research Interests
* Osmoregulation In Fish
* Fish Aquaporins
* Fish Ion Transporters
* Elasmobranch Urea Homeostasis
* Molecular Physiology
Fish AquaporinsFish Ion TransportersElasmobranch Urea HomeostasisMolecular Physiology jvivian@georgiasouthern.eduJoy VivianJoyVivianPart-Time Faculty912-344-2969Distance InstructorArmstrong CampusWaters College of Health ProfessionsCommunication Sciences and DisordersA skilled speech-language pathologist experienced in clinical supervision, mentorship, and evaluating and treating all aged children and young adults with diverse communication disorders. An individual that utilizes appropriate methodology required to assist fellow speech-language pathologists, teachers, administrators, and parents. Experienced with interprofessional collaboration with various specialists such as psychologists, physical therapists, and occupational therapists to improve client success across speech and language domains and academics.
* SLPD, Valdosta State University, 2021
* M.Ed. University of Georgia, 2004
* B.S.Ed. University of Georgia 2002
M.Ed. University of Georgia, 2004B.S.Ed. University of Georgia 2002
Research Interests
* Dynamic Assessment
* Phonological Complexity
* Developmental Language Disorders
Phonological ComplexityDevelopmental Language Disorders pbhoi@georgiasouthern.eduhttps://scholars.georgiasouthern.edu/en/persons/prakash-bhoi-2Prakash BhoiPrakashBhoiAssociate Professor912-478-8060ERB 3034Statesboro CampusAllen E Paulson College of Engineering & ComputingDepartment of Mechanical EngineeringDr. Prakash Bhoi is serving as an Associate Professor in Mechanical Engineering Department at Georgia Southern University, Statesboro, GA, USA. Dr. Bhoi received his PhD degree in Biosystems Engineering at Oklahoma State University, Stillwater, OK, USA. He has more than 20 years of experience in teaching, research and industry. His specific areas of research are focused on gasification, catalytic fast pyrolysis, clean power, hydrogen, sustainable aviation fuel (SAF), syngas-fired internal combustion (IC) engines, burners and combustion chambers, wet scrubbing of tar, lifecycle analysis (LCA), techno-economic analysis (TEA) and modeling of thermochemical conversion technologies.
Teaching Philosophy
One of the most important aspects of teaching is to establish a technique that will encourage ideas, new perspectives, and creative thinking. To develop such a technique, competency-based course materials, quality instruction, diverse learning styles, positive learning environment, student participation, and timely feedback is important. My teaching philosophies include developing interdisciplinary course contents with real world examples and creating an interactive environment to ensure that students understand the fundamental concepts. Additionally, collaboration with industry representatives will provide students opportunities to learn how to apply concepts to practical applications.
* Ph.D. Oklahoma State University, 2014
* M.Tech. S.V. National Institute of Technology, 2005
* B.E. Sardar Patel University, 1999
M.Tech. S.V. National Institute of Technology, 2005B.E. Sardar Patel University, 1999
Research Interests
* Hydrogen
* Sustainable Aviation Fuel (Saf)
* Biomass Gasification And Catalytic Fast Pyrolysis
* Lifecycle Analysis (Lca)
* Techno-Economic Analysis (Tea)
Sustainable Aviation Fuel (SAF)Biomass Gasification and Catalytic Fast Pyrolysis Lifecycle Analysis (LCA)Techno-economic Analysis (TEA)Clean Energy and Fuels Laboratory (CEFL) adarby@georgiasouthern.eduAlison DarbyAlisonDarbyLibrary Assistant - Institutional Repository Services912-478-22562220 Collection Services Department, Henderson LibraryStatesboro CampusUniversity LibrariesCollection Services Department
* B.A. Georgia Southern University, 2017
* M.A. Georgia Southern University, 2019
M.A. Georgia Southern University, 2019
Research Interests
* Library Science
* Local History
* Information Technology
Local HistoryInformation Technology mwrye@georgiasouthern.eduMegan WryeMeganWryeInstitutional Repository Assistant912-478-1449Collection Services Department- 2220Statesboro CampusUniversity LibrariesCollection Services Department
* High School Diploma
dmullenax@georgiasouthern.eduDonna MullenaxDonnaMullenaxPrincipal Lecturer912-344-2916Science Center 2019Armstrong CampusCollege of Science & MathematicsDepartment of Biochemistry Chemistry & PhysicsI have been at Armstrong State/Georgia Southern since 1999. I have several passions including connecting material in a course with the many majors in the classes.
* MS., Physics, Clemson University, 1999
* BA., Physics, West Virginia University, 1996
* BA., Mathematics, West Virginia University, 1996
* BS., Secondary Education, West Virginia University, 1996
BA, Physics, West Virginia University, 1996BA, Mathematics, West Virginia University, 1996BS, Secondary Education, West Virginia University, 1996
Research Interests
* Physics Education
* Astronomy Education
* Physics Of Sports
Astronomy EducationPhysics of Sports colson@georgiasouthern.eduhttps://scholars.georgiasouthern.edu/en/persons/christina-olsonChristina OlsonChristinaOlsonAssociate Professor 912-478-01242221C Newton BuildingStatesboro CampusCollege of Arts & HumanitiesDepartment of EnglishChristina Olson is the author of The Anxiety Workbook (2023), published by the University of Pittsburgh Press’s Pitt Poetry Series, and named the finalist for Georgia Author of the Year Award in 2024. Her chapbook The Last Mastodon (Rattle, 2019) won the Rattle Chapbook Prize. Other work appears in The Atlantic, The Missouri Review, The Nation, Scientific American, Virginia Quarterly Review, and The Best Creative Nonfiction.
Teaching Philosophy
As a teacher of creative writing, my guiding principles are to contextualize and define each genre; to identify the elements of craft in both professional and student writing; to train students into the constructive workshop model; to help students build a community in which they feel comfortable creating and revising creative work; and to model to students that they can take risks in writing.
* MFA, Minnesota State University, 2007
Research Interests
* Contemporary Poetry
* Contemporary Creative Nonfiction
Contemporary Creative Nonfiction tsweeney@georgiasouthern.eduThomas SweeneyThomasSweeneyAssociate Professor912-478-5463Interdisciplinary Academic BuildingStatesboro CampusCollege of Behavioral & Social SciencesSchool of Human EcologyDr. Thomas Sweeney is an associate professor of Recreation and Tourism Management in the School of Human Ecology. Originally from Ohio, he earned a bachelor’s degree in telecommunications with a focus on radio broadcasting and a master’s in Human Movement, Sport, and Leisure Studies from Bowling Green State University. He completed his PhD in Human Performance with an emphasis on Recreation and Leisure Studies at Middle Tennessee State University. Since joining Georgia Southern in 2016, Dr. Sweeney has taught courses like Leadership, Esports Management, Youth Sports Programming, and Tourism Management. He enjoys family time, golf, and supporting Cleveland sports teams.
* Middle Tennessee State University Ph.D., Human Performance, Concentration: Recreation and Leisure Studies
* Bowling Green State University M.Ed. in Human Movement, Sport, and Leisure Studies, Concentration: Leisure and Tourism Studies
* Bowling Green State University B.A., Communications Concentration: Telecommunications
Bowling Green State University M.Ed. in Human Movement, Sport, and Leisure Studies, Concentration: Leisure and Tourism StudiesBowling Green State University B.A., Communications Concentration: TelecommunicationsCenter for Public Health Practice and Research, Center for Social Gerontology hmcneal@georgiasouthern.eduHeather McNealHeatherMcNealPart-Time FacultyStatesboro CampusCollege of Behavioral & Social SciencesDepartment of Criminal Justice & CriminologyHeather Banks McNeal
* Ph.D., Nova Southeastern University, 2020
* M.P.A., Georgia Southern University, 2006
* B.S., Georgia Southern University, 2003
M.P.A., Georgia Southern University, 2006B.S., Georgia Southern University, 2003 brendarichardson@georgiasouthern.eduBrenda RichardsonBrendaRichardsonDirector, First and Second Year Experience912-478-5544Williams Center 1002Statesboro CampusDivision of Enrollment Marketing & Student SuccessFirst and Second Year Experience
* M.Ed., Georgia Southern University, 2017
* B.A., Georgia Southern University, 2012
B.A., Georgia Southern University, 2012 mdavis@georgiasouthern.eduhttps://scholar.google.com/citations?user=U6cCWH8AAAAJ&hl=enC. Michele Davis McGibonyC. MicheleDavis McGibonyProfessor of Chemistry and Director, MS Applied Physical Science Program912-478-5919Nursing and Chemistry 3215Statesboro CampusCollege of Science & MathematicsDepartment of Biochemistry Chemistry & PhysicsDr. Michele Davis McGibony earned a BS in chemistry from Georgia Southern University in 1993 and completed a PhD in Biochemistry from the University of Alabama in 1997, where her research focused on adult-onset diabetes, glucose metabolism, and the metalloprotein chromadulin. She joined the Chemistry Department at Georgia Southern in 2000 as an assistant professor of biochemistry. Dr. McGibony maintains an active undergraduate research group, and her research students regularly present their work at local, regional, and national scientific meetings. Dr. McGibony enjoys spending time with her husband and two children, traveling and and playing the keyboard in her church band.
Teaching Philosophy
I believe that teaching chemistry effectively relies on instructing students in basic chemistry theory and problem-solving skills while allowing them to practice these concepts in a laboratory setting. While at Georgia Southern, I have been fortunate enough to teach many different courses and students from freshman level to MS level. Several of my teaching accomplishments have been published in peer-reviewed journals, and I look forward I hope to maintain my enthusiasm for the subject and to inspire a new generation of scientists.
* Ph.D., The University of Alabama, 1997
* BS. in Chemistry, Georgia Southern University, 1993
BS in Chemistry, Georgia Southern University, 1993
Research Interests
* Bioinorganic Chemistry
* Metalloproteins
* Metalloenzymes
* Chemical Education
MetalloproteinsMetalloenzymesChemical EducationJames H. Oliver Jr. Institute for Coastal Plain Science abulla@georgiasouthern.eduhttps://www.researchgate.net/profile/Andrew-BullaAndrew (Drew) BullaAndrew (Drew)BullaAssociate Professor and Program Chair for Behavior Analysis Programs912-344-2803Science Center 223Armstrong CampusCollege of Behavioral & Social SciencesDepartment of PsychologyDr. Bulla is a Board-Certified Behavior Analyst that has worked at a variety of organizations over the course of his career including autism centers, community mental health agencies, animal facilities, several school districts, and internationally with schools in Canada and Lima, Peru delivering consultative services in Spanish. Drew has published and conducted research in the areas self-management, instructional design, precision teaching, physical activity, the experimental analysis of behavior, and animal training and welfare. Dr. Bulla has presented over 100 peer-reviewed presentations, posters, and workshops at regional, national, and international conferences.
Teaching Philosophy
My teaching philosophy is inspired by quotes from two scholars in the field of education:“If the student hasn’t learned, the teacher hasn’t taught.” – Siegfried Engelmann, founder of Direct Instruction “The learner knows best.” – Ogden Lindsley, founder of Precision TeachingThese two quotes, although short in length, have such a deep meaning to them that has heavily influenced me personally and professionally. My stance on education is that all students are capable of learning, and it is the role of the instructor to ensure that all students learn the material. To see each student doing well is a reward that is worth all the hours put into course preparation.
* B.S., Psychology with Autism Studies Minor, Saint Joseph’s University 2012
* M.A., Psychology – Behavior Analysis, Western Michigan University 2014
* Ph.D., Psychology – Behavior Analysis, Western Michigan University 2017
M.A., Psychology – Behavior Analysis, Western Michigan University 2014Ph.D., Psychology – Behavior Analysis, Western Michigan University 2017
Research Interests
* Instructional Design
* Precision Teaching
* Animal Training And Welfare
* The Experimental Analysis Of Behavior
* Philosophical And Conceptual Issues In Behavior Analysis
Precision TeachingAnimal Training and WelfareThe Experimental Analysis of BehaviorPhilosophical and Conceptual Issues in Behavior Analysis Psychology Non-human Animal Lab sprimatic@georgiasouthern.eduStephen PrimaticStephenPrimaticProfessor of Music912-344-2826Fine Arts 108Armstrong CampusCollege of Arts & HumanitiesFred & Dinah Gretsch School of MusicStephen Primatic is a Professor of Music at the Armstrong Campus of Georgia Southern University in Savannah Georgia where he teaches percussion, theory, jazz, and music technology.In addition to teaching, Steve maintains an active performing career in the southeastern United States. He is currently principal percussionist with the Hilton Head Symphony Orchestra, and The Savannah Philharmonic Orchestra. Steve also plays in jazz, classical, and theater venues throughout the region. Steve has over 25 compositions/arrangements for percussion ensemble and solo percussion published through various publishers. He also has published books on percussion pedagogy and instrument maintenance/repair.
* D.M.A., University of Georgia, 2004
* M.M., University of Miami, 1991
* B.M. Wilkes College, 1989
M.M., University of Miami, 1991B.M. Wilkes College, 1989
Research Interests
* Professional Performing
* Percussion Ensemble Music Compositiorranging
* Instrument Building
Percussion Ensemble Music CompositiorrangingInstrument Building wdowis@georgiasouthern.eduWilliam DowisWilliamDowisAssociate Professor of Accounting912-478-3938Room 1128Statesboro CampusParker College of BusinessSchool of AccountancyW. Brian Dowis is an associate professor of accounting at Georgia Southern University. Brian received his undergraduate degree in accounting at Coastal Carolina University while also playing on the tennis team. He next completed his Masters in Professional Accountancy at Clemson University with a concentration in taxation. After receiving his Masters, he worked at Ernst and Young in the Charlotte office before moving to Florida where he taught accounting and coached tennis at Southeastern University. Following his time in Florida he completed a Doctorate of Business Administration majoring in accounting at Louisiana Tech University. In 2015 he started at Georgia Southern University in 2015 and has been there ever since.
* Coastal Carolina University Bachelor's Degree
* Clemson University Masters of Professional Accountancy
* Louisiana Tech University Doctorate of Business Administration
Clemson University Masters of Professional AccountancyLouisiana Tech University Doctorate of Business Administration
Research Interests
* Archival Taxation
* Behavioral Taxation
Behavioral Taxation mhashiguchi@georgiasouthern.eduMatthew HashiguchiMatthewHashiguchiAssociate Professor912-478-5138Sanford 2005Statesboro CampusCollege of Arts & HumanitiesDepartment of Communication ArtsMatthew Hashiguchi is a 2024 Wyncote PBS Fellow, documentary filmmaker and Associate Professor at Georgia Southern University. His most recent film, The Only Doctor, was broadcast on PBS Reel South, and received a 2019 Gucci Tribeca Documentary Fund Award, a 2021 American Stories Documentary Fund from Points North Institute and CNN Films, and had its world premiere at the 2023 Hot Docs Film Festival.
* Emerso College MFA
eolliff@georgiasouthern.eduEdie OlliffEdieOlliffLecturer912-478-0582CEIT 3106Statesboro CampusParker College of BusinessSchool of Accountancy
* BBA - Stetson University
* MBA. - Georgia Southern University
MBA - Georgia Southern University ptubig@georgiasouthern.eduPaul TubigPaulTubigAssistant Professor of Philosophy912-478-04503304C Newton BuildingStatesboro CampusCollege of Arts & HumanitiesDepartment of Philosophy & Religious StudiesPaul Tubig, PhD (he/him) received his Ph.D in philosophy at the University of Washington in 2021. His specializes in ethics (esp. bioethics, neuroethics, and ethics of technology), social and political philosophy, and philosophy of disability. He also has strong research and teaching interests in philosophy of law, global justice, and philosophy of incarceration. Prior to Georgia Southern, Dr. Tubig has taught at San Francisco State University, Bellevue College, and the Washington Corrections Center for Women as part of the Freedom Education Project Puget Sound (FEPPS) in-prison college program. He is originally from San Diego, CA.
* Ph.D. in Philosophy, University of Washington, 2021
* M.A. in Philosophy, University of Washington, 2016
* M.A. in Philosophy, San Francisco State University, 2014
* B.A. in Philosophy & Cognitive Science, University of California, San Diego, 2007
M.A. in Philosophy, University of Washington, 2016M.A. in Philosophy, San Francisco State University, 2014B.A. in Philosophy & Cognitive Science, University of California, San Diego, 2007
Research Interests
* Applied Ethics
* Social & Political Philosophy
* Philosophy Of Disability
* Philosophy Of Law
Social & Political PhilosophyPhilosophy of DisabilityPhilosophy of LawInstitute for Health Logistics & Analytics oj00799@georgiasouthern.eduOluwatosin JegedeOluwatosinJegedeGraduate Teaching Assistant II912-478-5544Williams Center 1008Statesboro CampusDivision of Enrollment Marketing & Student SuccessFirst and Second Year Experience
* B.S.PH, Georgia Southern University
gstarling@georgiasouthern.eduGin Starling McPhailGin StarlingMcPhailSenior Lecturer912-478-7824IT Building #3120Statesboro CampusParker College of BusinessDepartment of FinanceI am a licenced Real Estate Broker and Real Estate Appraiser with over 18 years experience in the field. I began teaching at Georgia Southern University in 2009. It began as a Part Time job that has turned into a rewarding career in education. I love my students, and I love teaching at Georgia Southern.
Teaching Philosophy
My teaching philosophy is teaching by example. I use real world scenarios to connect terminology with the interests of the students. It seems to work really well!
* BBA in Marketing
* MBA.
* Real Estate Broker
* State Registered Real Estate Appraiser
MBAReal Estate BrokerState Registered Real Estate Appraiser jswaringen@georgiasouthern.eduhttps://scholars.georgiasouthern.edu/en/persons/jessica-lee-swaringen-2Jessica SwaringenJessicaSwaringenOutreach and Information Studies Librarian912-344-3012Lane Library 125Armstrong CampusUniversity LibrariesInformation StudiesJessica Swaringen is the Undergraduate Outreach and Information Studies Librarian at Georgia Southern University. Based on the Armstrong Campus in Savannah, GA, she coordinates outreach efforts for undergraduate students in collaboration with her counterpart at the main campus in Statesboro, GA. In addition to delivering one-shot library instruction upon request, Jessica also teaches credit-bearing courses within the Information Studies Department. Her professional interests include instructional humor, diversity, equity, and inclusion (DEI) in academic libraries, intellectual freedom, and information literacy.
* Master of Library Science - East Carolina University
* Master of Arts in English - Western Carolina University
* Bachelor of Arts in English - Wingate University
Master of Arts in English - Western Carolina UniversityBachelor of Arts in English - Wingate University mreidel@georgiasouthern.eduMichelle ReidelMichelleReidelProfessor912-314-9524College of Education, Room, 4125Statesboro CampusCollege of EducationDepartment of Middle Grades & Secondary EducationDr. Reidel is a former middle and high school social studies teacher. After earning her doctorate at the University of Colorado-Boulder in Curriculum and Instruction , she joined the Department of Middle and Secondary Education in 2006. Dr. Reidel is a teacher educator with nearly two decades of experience preparing the next generation of educators. Her scholarship sits at the intersection of social studies education and the affective dimensions of teaching and learning, examining how emotions shape both instructional practices and student engagement.
Teaching Philosophy
My teaching philosophy is deeply rooted in constructivist learning theory while being informed by current research in the science of learning and the critical role of emotion in educational contexts. At the core of my teaching philosophy is the belief that learning is an active, social process where knowledge is constructed rather than transmitted. I create learning environments where future teachers engage in authentic problem-solving, collaborative inquiry, and critical reflection. The affective dimensions of learning are central to my practice and I intentionally attend to the emotional climate of my classroom, recognizing that learning can be both exciting and anxiety-producing.
* University of Colorado-Boulder, Ph.D.
* Clark University, M.A.
* Eckerd College, B.A.
Clark University, M.A. Eckerd College, B.A.
Research Interests
* Social Studies Education
* Role Of Emotion In Teaching And Learning
* Teacher Education
Role of emotion in teaching and learningTeacher education ts23823@georgiasouthern.eduTrevor SconyersTrevorSconyersGraduate Teaching Assistant II912-478-5544Williams Center 1010Statesboro CampusDivision of Enrollment Marketing & Student SuccessFirst and Second Year Experience
* M.A., Georgia Southern University, 2024
* BBA, Georgia Southern University, 2022
BBA, Georgia Southern University, 2022 ma17734@georgiasouthern.eduMercy AmiolemenMercyAmiolemenGraduate Teaching Assistant II912-478-5544Williams Center 1008Statesboro CampusDivision of Enrollment Marketing & Student SuccessFirst and Second Year Experience
* MS., Georgia Southern University, 2025
* MEd, Salem State University, 2022
* BS., University of Benin Nigeria, 2021
MEd, Salem State University, 2022BS, University of Benin Nigeria, 2021 smcgee@georgiasouthern.eduShaunell McGeeShaunellMcGeeInstructor, MHA, RT (R) (CT)912-234-4320Ashmore Hall 123Armstrong CampusWaters College of Health ProfessionsDepartment of Clinical SciencesFor 23 years, I have developed extensive expertise in diagnostic imaging across various specialties, including CT and X-rays. My career has been characterized by a commitment to excellence in patient care, precision in diagnostic interpretation, and a continual advancement of medical knowledge. In addition to my clinical practice, I have devoted significant time to teaching, mentoring, and training future technologists. My teaching approach combines hands-on learning with advanced imaging technology and a strong emphasis on evidence-based practice, inspiring the next generation of diagnostic imaging technologists to excel in their field.
Teaching Philosophy
My teaching philosophy in radiology focuses on fostering a collaborative, hands-on, and student-centered approach. I aim to equip my learners with critical thinking skills, technical proficiency, and a professional demeanor necessary to succeed in a rapidly changing healthcare landscape. By emphasizing the integration of clinical and imaging knowledge, effective communication, and continuous learning, I strive to develop the next generation of radiologists who will provide exceptional patient care and contribute to the advancement of the field.
* MS. in Health Administration, University of Phoenix (2007)
* BS. in Radiologic Sciences, Armstrong State University (2004)
* BA. in Accounting, Savanah State College (1995)
BS in Radiologic Sciences, Armstrong State University (2004) BA in Accounting, Savanah State College (1995)
Research Interests
* First Generation Students
* Radiation Protection
Radiation Protection jg03225@georgiasouthern.eduNiYonna JohnsonNiYonnaJohnsonGraduate Teaching Assistant II912-478-5544Williams Center 1010Statesboro CampusDivision of Enrollment Marketing & Student SuccessFirst and Second Year Experience
* BS., Georgia Southern University, 2022
* BA., Georgia Southern University, 2019
BA, Georgia Southern University, 2019 cd05652@georgiasouthern.eduCandace DuganCandaceDuganGraduate Teaching Assistant II912-478-5544Williams Center 1001Statesboro CampusDivision of Enrollment Marketing & Student SuccessFirst and Second Year Experience
* BA., Georgia Southern University, 2019
jgarner@georgiasouthern.eduhttps://scholars.georgiasouthern.edu/en/persons/jessica-c-garner-2Jessica GarnerJessicaGarnerAccess Services Department Head & Associate Professor 912-478-0853Zach S. Henderson Library Statesboro CampusUniversity LibrariesAccess Services Department Jessica C. Garner is an Associate Professor & the Access Services Department Head at Georgia Southern University and has worked in Public and Academic libraries for over 19 years. Jessica has been involved with Children’s Services, Collection Development, Cataloging and Interlibrary Loan first as a Public Librarian at Live Oak Public Libraries and then at Georgia Southern University. Her scholarship interests include leadership, Interlibrary loan, intellectual freedom, and frontline patron services.
* Master's in Library and Information Science
jbacot@georgiasouthern.eduJoseph BacotJosephBacotPart Time Instructor912-478-8007Carroll Building 1100Statesboro CampusCollege of Behavioral & Social SciencesDepartment of Criminal Justice & CriminologyPart Time instructor for Criminal Justice and Criminology
* B.S. in Justice Studies
* M.A. in Social Science
* M.S. in Philosophy
* Ph.D. in Criminal Justice
M.A. in Social ScienceM.S. in PhilosophyPh.D. in Criminal Justice dhalaby@georgiasouthern.eduDominique HalabyDominique HalabyAssociate Vice President for Innovation912-478-8007IT BuildingStatesboro CampusOffice of Research and Economic DevelopmentBusiness Innovation GroupDominique Halaby, D.P.A. is the Associate Vice President for Innovation at Georgia Southern University. In this capacity, he oversees the business development units of the university including the Center for Business Analytics and Economic Research, EDA University Center, Area Small Business Development Center, and Business Innovation Group (BIG) with facilities in Statesboro, Hinesville and Metter. He also serves as Chair of the university Intellectual Property Committee and is responsible for managing the institutions technology transfer and knowledge translation efforts.
* Post-Doctoral Bridge Program, University of Florida
* Doctor of Public Administration, Nova Southeastern University
* Master of Professional Studies, Tech Entrepreneurship, University of Maryland
* Master of Business Administration, The University of Texas- Rio Grande Valley
* Bachelor of Arts, The University of Texas at Austin
Doctor of Public Administration, Nova Southeastern UniversityMaster of Professional Studies, Tech Entrepreneurship, University of MarylandMaster of Business Administration, The University of Texas- Rio Grande ValleyBachelor of Arts, The University of Texas at Austin
Research Interests
* Entrepreneurship
* Economic Development
* Community Engagement
Economic Development Community EngagementBusiness Innovation Group (BIG) ysalhi@georgiasouthern.eduYoussef SalhiYoussefSalhiPrincipal Lecturer of Arabic912-478-0254Interdisciplinary Academic Building 2071Statesboro CampusCollege of Arts & HumanitiesDepartment of World Languages & CulturesMr. Youssef Salhi is a Principal Lecturer of Arabic at Georgia Southern University. He also serves as the Director of the Arabic Summer Program, and the Section Leader of Less Commonly Taught Languages. He received his BA in Sociolinguistics from Hassan II University in Casablanca, Morocco, and his MA in Humanities with a concentration in Linguistics from the University of Louisville in Kentucky. Prior to arriving at Georgia Southern University in 2012, Mr. Salhi held full-time positions at Eckerd College and at the University of Tampa.
* MA., University of Louisville, 2009
* BA., Hassan II University, 1998
BA, Hassan II University, 1998
Research Interests
* Arabic Language And Literature
* Arabic Culture
* Comparative Literature
* Code Switching
* Language And Gender
Arabic CultureComparative LiteratureCode SwitchingLanguage and Gender mhatton@georgiasouthern.eduRyan HattonRyanHattonAssistant Professor912-478-2579PCOB 2228Statesboro CampusParker College of BusinessDepartment of Logistics & Supply Chain Management takanghsu@georgiasouthern.eduTa Kang HsuTa Kang HsuAssistant Professor912-478-0348PCOB 3353Statesboro CampusParker College of BusinessDepartment of Logistics & Supply Chain Management cblount@georgiasouthern.eduCasey BlountCaseyBlountPart Time Instructor912-478-4636Carroll Building 1100Online onlyCollege of Behavioral & Social SciencesDepartment of Criminal Justice & CriminologyPart Time instructor for Criminal Justice and Criminology
* B.S., United States Naval Academy
* J.D., Emory University School of Law
J.D., Emory University School of Law ia02204@georgiasouthern.eduIbtisaama AhmedIbtisaamaAhmedPhD CandidatePCOB 1123Statesboro CampusParker College of BusinessDepartment of Logistics & Supply Chain Management wlwolfe@georgiasouthern.eduWendy WolfeWendyWolfeProfessor912-344-2955Science Center 225Armstrong CampusCollege of Behavioral & Social SciencesDepartment of PsychologyGeorgia Southern University Faculty MemberI have been teaching on the Armstrong campus since 2006 and I also serve as the Armstrong Campus Psychology Department’s Senior Internship Coordinator. I teach courses in Introduction to Psychology, Psychological Disorders, Clinical Psychology, and Health Psychology.EducationI received my Ph.D. in Clinical Psychology from Syracuse University and completed a Clinical Psychology Residency through the Consortium of the Medical College of Georgia and Department of Veteran’s Affairs Medical Center in Augusta, GA.Psychology ProfessionalI am a Licensed Psychologist in the state of Georgia.
* Ph.D., Clinical Psychology, Syracuse University, 2001
jshen@georgiasouthern.eduJunan ShenJunanShenProfessor 912-478-0084Engineering Building 1123Statesboro CampusAllen E Paulson College of Engineering & ComputingDepartment of Civil Engineering & ConstructionDr. Shen is a tenured full Professor and the Director of Asphalt Research Laboratory of theDepartment of Civil Engineering and Construction at GSU. He has completed more than US $ 2 millions in externally-funded researches, and more than 150 scholarly publications related to his area of practice mainly in asphalt materials and pavement engineering. He has served for more than 15 years as an associate editor for the Journal of Material in Civil Engineering, ASCE, and committee members for several committee such as Asphalt Rubber of International Committee. As of 2024, Statistic data of Google Scholar Citations indicatedthat his h-index is 27, i10-index 52 and citation 3100.
Teaching Philosophy
Dr. Shen taught many courses in the area of Civil Engineering, Construction Engineering and Construction Management programs. He also mentored students for their Master of Science in the transportation engineering direction. In addition, Dr Shen mentored senior project course, a capstone course of this program, and undergraduate research with funded projects and undergraduate research grants. His courses are offered in both in person or online through many rigorous activities such as lectures, homework, quizzes, tests and reports as well. Some courses have course project for a team of around 5 students who work together and finish the project.
* Ph.D., Saga University, 2000
* M.Sc., Southeast University, 1990
* M.Sc., Charlmers University of Technology, 1995
* B.Sc., Nanjing Institute of Technology, 1985
M.Sc., Southeast University, 1990M.Sc., Charlmers University of Technology, 1995B.Sc., Nanjing Institute of Technology, 1985
Research Interests
* Asphalt And Cement-Based Pavement Materials And Structures
* Traffic Safety And Management
* Nondestructive Test And Machine Learning Technology
Traffic safety and management Nondestructive test and machine learning technology Asphalt Laboratory mbolton@georgiasouthern.eduMarlena BoltonMarlenaBoltonPart Time Instructor912-478-8007Carroll Building 1100Online onlyCollege of Behavioral & Social SciencesDepartment of Criminal Justice & CriminologyPart Time instructor for Criminal Justice and Criminology
* B.S., Criminal Justice and Criminology, Georgia State University
* M.S., Criminal Justice and Criminology, Georgia Southern University
M.S., Criminal Justice and Criminology, Georgia Southern University yihu@georgiasouthern.eduhttps://sites.google.com/georgiasouthern.edu/yihu/Yi HuYiHuProfessor of Mathematics, Director of Graduate Program in Mathematics912-478-4729Math/Physics Building 2027Statesboro CampusCollege of Science & MathematicsDepartment of Mathematical SciencesDr. Yi Hu is a Professor of Mathematics at Georgia Southern University. He obtained his Ph.D. degree from the University of Illinois Urbana-Champaign in 2012, and joined Georgia Southern as an Assistant Professor in 2013. He has been serving as the Graduate Program Director in the Department of Mathematical Sciences since 2023.
Teaching Philosophy
I have a deep commitment to teaching and training of students with diverse backgrounds. My goal is to enhance students' learning both in and outside the classroom and improving students' critical thinking and problem solving skills. I put myself not only as a traditional instructor, but also as a learning facilitator for students.
* Ph.D., University of Illinois Urbana-Champaign, 2012
Research Interests
* Harmonic Analysis
* Partial Differential Equations
* Number Theory
Partial Differential EquationsNumber Theory jthompson@georgiasouthern.eduJohn ThompsonJohnThompsonProfessor912-481-7763Foy 3039Statesboro CampusCollege of Arts & HumanitiesFred & Dinah Gretsch School of MusicJohn Thompson holds a Ph.D. in music composition from the University of California, Santa Barbara, where he studied music and media art with JoAnn Kuchera-Morin, Curtis Roads, Stephen Travis Pope, and Marcos Novak.Following postdoctoral work under the National Science Foundation’s IGERT interactive Digital Multimedia program, he joined the faculty of Georgia Southern University, where he heads the music technology program.He has published articles in the Computer Music Journal and the International Journal of Human-Computer Studies. His compositions and research have been presented internationally. His recent creative work explores cross-modal techniques for combining multiple media in generative and interactive contexts.
Teaching Philosophy
Making is an integral aspect of thinking. Every student has creative energies that need to be exercised in order for learning to be maximally productive. My goal is for students to engage in a process of transvergence, where our time together creatively making music and media art leads them toward significant and compelling work.
* Ph.D. in Music Composition, University of California, Santa Barbara
* M.A. in Music Composition, Middle Tennessee State University
* Certificate in Jazz Guitar, Hochschule für Musik Carl Maria von Weber
* B.M. in Music Composition, Belmont University
M.A. in Music Composition, Middle Tennessee State UniversityCertificate in Jazz Guitar, Hochschule für Musik Carl Maria von Weber B.M. in Music Composition, Belmont University
Research Interests
* Audiovisual Composition
* Generative And Interactive Music
* Live Coding
Generative and Interactive MusicLive coding cbroadhead@georgiasouthern.eduCharles BroadheadCharlesBroadheadPart Time Instructor912-478-8007Carroll Building 1100Statesboro CampusCollege of Behavioral & Social SciencesDepartment of Criminal Justice & CriminologyPart Time instructor for Criminal Justice and Criminology
* A.S., Criminal Justice, Arapahoe Community College
* B.A., History and Government, Columbia College
* Graduate Certificate, School for Police Staff and Command, Northwestern University
* M.P.A., American Public University
B.A., History and Government, Columbia CollegeGraduate Certificate, School for Police Staff and Command, Northwestern UniversityM.P.A., American Public University ccuyler@georgiasouthern.eduCrystal CuylerCrystalCuylerVisiting Assistant Professor of Elementary EducationOnline onlyCollege of EducationDepartment of Elementary & Special EducationI am Dr. Crystal Cuyler. I am from Swainsboro, GA. I taught elementary education (primarily math) for 17 years in the Jefferson County School System. I graduated from Georgia Southern in 2005 with a Bachelor's degree in elementary education. I obtained my Master's in mathematics education, my Specialist in curriculum, instruction, and professional development, and my Doctorate in early childhood education.
* Ed.D, Walden University, 2021
acdowns@georgiasouthern.eduAlan DownsAlanDownsAssociate Professor and Director of Graduate Studies912-478-0242IAB 3011Statesboro CampusCollege of Arts & HumanitiesDepartment of HistoryAlan C. Downs is an associate professor of history and Director of Graduate Studies for the Department of History. A native North Carolinian, Downs received his B.A. from North Carolina State University, and his M.A. and Ph.D. from the University of North Carolina at Chapel Hill. He joined the Department of History in 1992. Downs has lectured at Civil War symposia and conferences around the United States and Canada and has published essays and articles in numerous books and journals. He is currently revising his manuscript on Joseph E. Johnston and the Vicksburg Campaign for the University Press of Kansas as well as conducting research for a book on Abraham Rencher, territorial governor of New Mexico at the outbreak of the Civil War.
Teaching Philosophy
A university education should give students the proper tools to think critically, act creatively and responsibly, and provide for themselves (and others) in our global community.Success or failure in this process is frequently linked to the first year in college. A smooth transition to the academic and social expectations of college leads freshmen to successful years as upperclassmen. My role as a teacher aids in this evolution. Focusing on each freshman as an individual with a distinctive background and unique abilities allows me to serve the dual role of instructor and guide. I strive to engage students intellectually, treat them with respect, listen to their concerns, and help them achieve their goals in any way that I can.
* PhD
Research Interests
* The American Civil War
* American Indian History
* Us West
* Military History
American Indian HistoryUS WestMilitary History smiller@georgiasouthern.eduSuzanne Bryant MillerSuzanneBryant MillerPart Time Faculty (Retired)Online onlyCollege of EducationDepartment of Leadership Technology & Human DevelopmentEducation and Academic Qualifications:30+ years in public educationPh.D. in Educational Leadership MED in Science EducationBS in PreMed (Chemistry and Biology emphasis)Currently I work as a Part Time professor at Georgia Southern University. I also work Part Time with First District RESA as a School Improvement Specialist and Part Time as an Executive Leadership Coach with GAEL. I am also a certified John Maxwell Leadership Coach.I am very interested in educator (teacher and leader) recruitment and retention and the importance of professional coaching. My dissertation, The revolving door: How leaders push teacher turnover, focuses on how specific actions and behaviors of leaders contribute to teacher turnover. sparkerbanargent@georgiasouthern.eduSuran Parker-BanargentSuranParker-BanargentLibrary Technical Assistant912-344-3004Lane LibraryArmstrong CampusUniversity Libraries tcooper@georgiasouthern.eduTonya CooperTonyaCooperElementary and Special Education Instructor912-531-7472College of EducationStatesboro CampusCollege of EducationDepartment of Elementary & Special EducationI love teaching and helping others grow as a professional in the area of teaching special education.
Teaching Philosophy
I love teaching and feel it is one of the greatest gifts I have been blessed with. A teacher mustmodel and demonstrate compassion and respect for others’ differences and varied learning styles.It is not only content mastery that an educator is responsible for, but also fostering criticalthinking and problem-solving skills. The students need to be able to take the information fromcourse lectures, textbooks, and other materials and apply it to the real world of today’sclassroom.
* Master's in Special Education Georgia Southern University 2003
* BESD Special Education Georgia Southern University 1995
BESD Special Education Georgia Southern University 1995 tptownsend@georgiasouthern.eduTiffanie TownsendTiffanieTownsendAssociate Professor of Art History912-478-5745Arts 2025Statesboro CampusCollege of Arts & HumanitiesBetty Foy Sanders Department of ArtDr. Tiffanie Townsend is an associate professor of art history at Georgia Southern University where she has taught since 2005 and has since 2012 been a guest professor on Georgia Institute of Technology’s Oxford Program. She teaches a wide range of Western art history courses from Ancient Art to Baroque and Rococo as well as Islamic Art. She received both her MA and PhD degrees at the University of Georgia, both with a focus on Italian Renaissance and Mannerism, specifically on the art of Rosso Fiorentino which continues to be her primary research interest.
* Ph.D. University of Georgia, 2003
* M.A., University of Georgia, 1996
* B.A., University of Tennessee, 1989
M.A., University of Georgia, 1996B.A., University of Tennessee, 1989
Research Interests
* Italian Renaissance Art
* Italian Mannerism
* Rosso Fiorentino
* Grotesques
* Islamic Art
Italian MannerismRosso FiorentinoGrotesquesIslamic Art mhinely@georgiasouthern.eduMelissa HinelyMelissaHinelyVisiting Instructor912-478-5598Brannen Hall, room 2031Statesboro CampusCollege of Behavioral & Social SciencesDepartment of PsychologyMelissa Hinely, Psy.D., is a Visiting Instructor in the Georgia Southern University Department of Psychology. Dr. Hinely earned a B.S. in Psychology, M.S. in Clinical Psychology, and Psy.D. in Clinical Psychology from Georgia Southern University. She then spent time as a Postdoctoral Resident at Florida State University Counseling and Psychological Services providing therapeutic services to college students. Dr. Hinely teaches courses at the undergraduate and graduate level, all of which are influenced by the broad goal of deepening students' understanding of the complexities of mental health experiences and providing ethical care to clients. Her clinical approach is heavily influenced by 3rd wave cognitive behavioral practices.
* Postdoctoral Resident, Florida State University, 2022
* Psy.D., Georgia Southern University, 2021
* M.S., Georgia Southern University, 2019
* B.S., Georgia Southern University, 2015
Psy.D., Georgia Southern University, 2021M.S., Georgia Southern University, 2019B.S., Georgia Southern University, 2015 ahoekzema@georgiasouthern.eduAbbey HoekzemaAbbeyHoekzemaAssociate Professor912-478-5748Sanford Hall 3016Statesboro CampusCollege of Arts & HumanitiesDepartment of Communication ArtsAbbey Hoekzema is a documentary filmmaker in Savannah, GA. She co-founded DOC Savannah, a non-profit collective of nonfiction storytellers. She was a 2020 Southern Producing Lab Fellow. Her work has been presented at film festivals around the country including the New Orleans Film Festival, Atlanta Film Festival, Miami Film Festival, Heartland Film Festival, and Big Sky Documentary Film Festival. Her short Mentor (2020) premiered on REEL SOUTH and Georgia Public Broadcasting.She completed her MFA in Documentary Production and Studies at the University of North Texas and teaches film production at Georgia Southern University.
* Master of Fine Arts in Documentary Production and Studies, University of North Texas
* Bachelor of Science, Marketing Management, Virginia Tech
* Bachelor of Arts, Communications Cinema Studies Concentration, Virginia Tech
Bachelor of Science, Marketing Management, Virginia TechBachelor of Arts, Communications Cinema Studies Concentration, Virginia Tech
Research Interests
* Documentary Storytelling
* Community Storytelling
* Southern Stories
Community StorytellingSouthern Stories esnipes@georgiasouthern.eduErica HillsnipeEricaHillsnipeSenior Lecturer912-478-5301Math/Physics 2046Statesboro CampusCollege of Science & MathematicsDepartment of Biochemistry Chemistry & PhysicsErica Hillsnipe received her BS in Physics from Wittenberg University in 2009. She continued on to Auburn University, receiving her Masters in Physics in 2013. She continued her studies in the Mechanical Engineering department at Auburn, focusing on Material Science, in particular studying the various material properties and impacts of tin whiskers in electronics, while additionally working on some physics education research projects. She began at Georgia Southern as a visiting faculty in 2016, becoming a lecturer in 2017. In 2023 she was promoted to senior lecturer. Her area of interest is physics education research.
Teaching Philosophy
Receiving an education in physics and/or engineering is an excellent way to prepare oneself for problem solving and critical thinking tasks to be met in either industry or academic situations. However, many students approach physics as they would other courses that focus on memorization. This is not the primary goal in physics, and it is not what I wish for my students to walk out of my class feeling they have accomplished. Instead, I focus on how students approach the basics. Class time includes a variety of student-centered learning techniques that encourage the student to come to conclusions for themselves and learn how to apply techniques that are presented to a variety of situations that will help them in their future courses.
* M.S., Physics, Auburn University, 2013
* B.S., Physics, Wittenberg University, 2009
B.S., Physics, Wittenberg University, 2009
Research Interests
* Physics Education Research
hurstmo@georgiasouthern.eduMichael HurstMichaelHurstassociate professor912-478-18793210 Chemistry/NursingStatesboro CampusCollege of Science & MathematicsDepartment of Biochemistry Chemistry & PhysicsBS in Chemistry University of Missouri-Kansas City 1977PhD in Biochemistry Iowa State University 1983postdoc University of Colorado 1983-84Visiting Professor Ball State University 1984-85Visiting Professor University of Wisconsin-River Falls 1985-88Georgia Southern University 1988-present
* see above bio
jwertalik@georgiasouthern.eduJennifer WertalikJenniferWertalikAssociate Professor912-344-3218Science CenterArmstrong CampusCollege of Behavioral & Social SciencesDepartment of PsychologyDr. Wertalik is a board-certified behavior analyst (BCBA) who has worked in a variety of settings applying behavior analysis with autistic individuals as well as individuals diagnosed with developmental disabilities ranging in age from 2 through 25. She teaches a variety of courses in behavior analysis at the undergraduate and graduate level as well as coordinates practicum experiences for students to gain hands on experience within the field. Dr. Wertalik has published research in several peer-reviewed journals and has presented her research at numerous regional, national, and international conferences.
Teaching Philosophy
I believe that learning occurs when skills or concepts are acquired, developed, and mastered through the experiences a student has within their environment. Therefore, creating a positive classroom environment where students are engaged in the course material and actively participating in the learning process is my ultimate goal.
* Ph.D., The Pennsylvania State University, 2017
* M.A., Ball State University, 2013
* B.S., Long Island University- Southampton College, 2003
M.A., Ball State University, 2013B.S., Long Island University- Southampton College, 2003
Research Interests
* Functional Life Skills
* Precision Teaching
* Sexuality Education
* Instructional Design
Precision TeachingSexuality education Instructional design jessorv@georgiasouthern.eduJessica OrvisJessicaOrvisAssociate Professor912-478-5681Chemistry 2216CStatesboro CampusCollege of Science & MathematicsDepartment of Biochemistry Chemistry & PhysicsM.S. University of Tennessee (1989)B.S. Vanderbilt University (1986)
* M.S. University of Tennessee (1989)
* B.S. Vanderbilt University (1986)
B.S. Vanderbilt University (1986) tcase@georgiasouthern.eduThomas CaseThomasCasePart Time Instructor912-478-4747PCOB IS&BA OfficeStatesboro CampusParker College of BusinessDepartment of Information Systems & AnalyticsTom has more than 30 years of teaching experience and has co-authored two MIS textbooks and four networking textbooks. His research interests include digital disruption, enterprise systems, enterprise networks, IS education, and technology adoption and diffusion. Tom held numerous leadership roles in professional associations and on the editorial boards of IS journals. He served as department chair from 2008 to 2014 and received the university’s Excellence in Contributions to Instruction Award and as well as its Excellence in Service Award. Locally, Tom serves on the BOD of CORE Credit Union and on OTC's CIS Program Advisory Board OTC. Tom remains active as a textbook author, IS scholar, and Part Time instructor.
Teaching Philosophy
Tom uses modularized structures for all courses, especially online. He uses and shares grading rubrics for all assignments, including group assignments, and uses a combination of objective and short answer questions on quizzes and exams. He believes in challenging students to master course materials and provides a wide range of supplemental materials to facilitate concept mastery, student engagement, and different learning styles. Where possible, gamified learning experiences are uses.
* Ph.D., University of Georgia, 1982
* M.S., University of Georgia, 1979
* B.A., Davidson College, 1974
M.S., University of Georgia, 1979B.A., Davidson College, 1974
Research Interests
* Digital Disruption
* Enterprise Systems
* Enterprise Networks
* Technology Diffusion
* Is Education
enterprise systemsenterprise networkstechnology diffusionIS education cbarney@georgiasouthern.comChristian Barney NeumanChristianBarneyAssistant Professor of Marketing608-397-0087Parker COB 3334Statesboro CampusParker College of BusinessDepartment of MarketingChristian teaches digital marketing and social media and content marketing. Her research interests include retailing, digital marketing, and applied consumer behavior.
* PhD in marketing
dcymbal@georgiasouthern.eduDaniel CymbalDanielCymbalAssistant Professor912-478-7102Science Center 224Armstrong CampusCollege of Behavioral & Social SciencesDepartment of PsychologyDaniel is an Assistant Professor of Psychology in the M.S. in Behavior Analysis Program. He spending time with his family and ice hockey. In his spare time, he likes to conduct research in performance assessment as well as investigate best practices in delivering feedback and training. Daniel has co-authored multiple peer-reviewed journal articles, book chapters, and has been invited to speak at multiple regional and national conferences. He currently serves as a guest reviewer for multiple journals and serves on the editorial board of the Journal of Organizational Behavior Management.
* PhD, Behavior Analysis, 2023
* MS., Applied Behavior Analysis, 2018
* BA., Psychology, 2009
MS, Applied Behavior Analysis, 2018BA, Psychology, 2009
Research Interests
* Performance Assessment
* Training
* Performance Feedback
* Verbal Regulation Of Work Behavior
TrainingPerformance feedbackVerbal regulation of work behavior edwards@georgiasouthern.eduhttps://scholars.georgiasouthern.edu/en/persons/mark-edwards-2Mark EdwardsMarkEdwardsCallaway Professor of Physics912-478-0080Math/Physics 1002Statesboro CampusCollege of Science & MathematicsDepartment of Biochemistry Chemistry & PhysicsMark Edwards conducts research into the behavior and applications of ultracold quantum gases with an emphasis on systems that are in the Bose-Einstein condensate (BEC) state. In the BEC state, all of the gas atoms have the same matter-wave shape. This magnifies the quantum behavior of the gas up to the macroscopic scale where it can be probed and manipulated. Principal applications of such systems include precision navigation and quantum computing.
* PhD, Johns Hopkins University, 1985
* MA., Johns Hopkins University, 1980
* BS., Georgia Southern College, 1977
MA, Johns Hopkins University, 1980BS, Georgia Southern College, 1977
Research Interests
* Bose-Einstein Condensates
* Quantum Computing
* Atom Interferometry
quantum computingatom interferometry mweiland@georgiasouthern.eduhttps://scholar.google.com/citations?user=J4UQFrIAAAAJ&hl=enMitch WeilandMitchWeilandProfessor of Biochemistry912-344-2706Science Center Rm 2003Armstrong CampusCollege of Science & MathematicsDepartment of Biochemistry Chemistry & PhysicsDr. Weiland received his B.S. in Chemistry from Viterbo University, La Crosse, WI, in 2003. As an undergraduate, he participated in a Research Education for Undergraduates (REU) program at North Dakota State University. After graduation, he worked in the quality control laboratory at the City Brewing Company for one year and then pursued his graduate studies at the University of South Carolina. His Ph.D. was awarded in 2009 under the direction of Dr. James Sodetz where he studied the characterization of human complement component C9. Dr. Weiland joined the Department of Chemistry and Biochemistry at Armstrong State University in 2011 which post-consolidation is now Georgia Southern University.
* Ph.D., University of South Carolina, 2009
* B.S., Viterbo University, 2003
B.S., Viterbo University, 2003
Research Interests
* Protein Structure/Function Characterization
* Poly(Aspartic Acid) (Paa) Biodegradation
Poly(aspartic acid) (PAA) Biodegradation jbeckworth@georgiasouthern.eduJill Beckworth JillBeckworth NTT Associate Professor912-344-2902Ashmore Hall 263Armstrong CampusWaters College of Health ProfessionsSchool of NursingDr. Jill Beckworth is a five-time graduate of Georgia Southern University and an Associate Professor in the School of Nursing. Dr. Beckworth primarily teaches in the graduate nursing program and any undergraduate didactic or clinical courses where there is a need.
Teaching Philosophy
I have been teaching at the university since January 2011. I quickly realized that I have always loved nursing but I now had a passion for teaching as I can effect change on a larger level. If you make an impact on a student, that impact is exponentially multiplied Having five degrees from Georgia Southern University, I strongly believe in lifelong learning and learning something new every day whether it is formal or informal learning. I am never that far removed from a student's perspective. I am my students' biggest encourager as I believe they have the ability to be successful.
* DNP, Georgia Southern University
* MSN - ANP, Armstrong State University
* BSN, Armstrong State University
* ADN, Armstrong Atlantic State University
* BBA - Marketing, Georgia Southern College
MSN - ANP, Armstrong State UniversityBSN, Armstrong State UniversityADN, Armstrong Atlantic State UniversityBBA - Marketing, Georgia Southern College
Research Interests
* Prevention And Early Detection Of Colon Cancer
* Metabolic Syndrome
* Adrenal Insufficiency
* Primary Care Health
* Student Learning
Metabolic SyndromeAdrenal Insufficiency Primary Care Health Student Learning laurawilson@georgiasouthern.eduLaura WilsonLauraWilsonAdministrative Assistant912-478-5788Hollis 2115Statesboro CampusWaters College of Health ProfessionsDepartment of Health Sciences & KinesiologyLaura Wilson has been at Georgia Southern for 14 years and is the budget administrator for the Department of Health Sciences & Kinesiology. eajones@georgiasouthern.eduAlly Jones-HancockAllyJones-HancockCareer and Internship Advisor912-344-2752Student Success CenterArmstrong CampusDivision of Academic AffairsAcademic Affairs cc14629@georgiasouthern.eduCassie DuncanCassie DuncanInstructorOnline onlyCollege of Behavioral & Social SciencesDepartment of Sociology & Anthropology
* 2022, MA. Social Science, Georgia Southern University
* 2020, BS. Sociology, Georgia Southern University
2020, BS Sociology, Georgia Southern University btyler@georgiasouthern.eduBrittany TylerBrittanyTyler Clinical Instructor912-344-2735The Ritecare Center Armstrong CampusWaters College of Health ProfessionsDepartment of Clinical SciencesBrittany Tyler is a clinical instructor at The RiteCare Center for Communication Disorders at Georgia Southern University, Armstrong Campus. She has over 10 years' experience in the field of speech-language pathology, primarily in pediatrics.
* Masters of Science in Communication Sciences and Disorders, Armstrong Atlantic State University
cgipson@georgiasouthern.eduhttps://scholars.georgiasouthern.edu/en/persons/christina-gipsonChristina GipsonChristinaGipsonAssociate Professor of Sport Management912-478-1101Hollis 1124 BStatesboro CampusWaters College of Health ProfessionsDepartment of Health Sciences & KinesiologyDr. Christina Gipson is an associate professor of sport management at Georgia Southern University, where she blends innovative teaching with experiential learning to enhance student engagement. Since 2014, she has developed and taught a range of undergraduate and graduate courses, emphasizing service-learning and sport for development. Her research focuses on community engagement, at-risk populations, and the intersections of gender and race in sport. Passionate about mentoring, Dr. Gipson equips students with the skills to address real-world challenges. Her work fosters collaboration and highlights sport's role in driving meaningful social impact, aligning with her mission to support personal and professional growth through education.
* July 2012 Brunel University London, England Doctor of Philosophy, Sports Management and Sports Sociology Dissertation Title: “Extreme Volunteering: A holistic perspective on international women sport volunteers”
* May 2007 Georgia State University Atlanta, GA Masters of Science Major: Sport Administration with a concentration in Sport Marketing
* May 2005 Methodist University Fayetteville, NC Bachelors of Science Majors: Athletic Training and Sport Management, concentration in Health and Wellness Minors: Leadership, Physical Education, and Business
May 2007 Georgia State University Atlanta, GA Masters of Science Major: Sport Administration with a concentration in Sport MarketingMay 2005 Methodist University Fayetteville, NC Bachelors of Science Majors: Athletic Training and Sport Management, concentration in Health and Wellness Minors: Leadership, Physical Education, and Business
Research Interests
* Student Engagement, Service-Learning,
* At-Risk Communities And Opportunities In Sport And Fitness
* Sport For Development, Community Engagement,
* Gender And Race Issues In Sport
at-risk communities and opportunities in sport and fitnesssport for development, community engagement,gender and race issues in sport adawson@georgiasouthern.eduAkiv DawsonAkivDawsonAssistant Professor and Interim Director, Center for Africana Studies912-478-73511091 Carroll BuildingStatesboro CampusCollege of Behavioral & Social SciencesDepartment of Criminal Justice & CriminologyDr. Akiv Dawson is an Assistant Professor of Criminal Justice and Criminology at GeorgiaSouthern University. Her teaching and research interests center on social inequalities in the criminal legal system.
* Ph.D., Howard University, 2020
* M.A., Georgia Southern University, 2016
* B.A., Georgia Southern University, 2013
* A.S. Gordon College, 2011
M.A., Georgia Southern University, 2016B.A., Georgia Southern University, 2013A.S. Gordon College, 2011
Research Interests
* Crimmigration
* Mass Incarceration
* Social Inequality
* Race And Racism
Mass IncarcerationSocial InequalityRace and RacismCenter for Africana Studies myanochi@georgiasouthern.eduMark YanochikMarkYanochikProfessor of Economics912-478-5020Parker College of Business 3326Statesboro CampusParker College of BusinessDepartment of EconomicsMark A. Yanochik, Ph.D., is a professor of economics in the Parker College of Business. He began teaching at Georgia Southern University in 2000. Before coming to Georgia Southern, he taught at Kennesaw State University (1997-1999). He primarily teaches principles of economics (micro and macro), as well as in the Master of Science in Applied Economics program. His research has been published in a variety of academic journals, mainly in the areas of economic history, financial economics, and economics pedagogy.
Teaching Philosophy
My interest in economics developed through my study of history. I came to realize that economic factors were among the most important drivers of historical events. This insight motivated me to try to understand economic theory as an explanation for human action and historical change. In teaching economics, regardless of the level, I attempt to use important historical examples to illustrate and explain economic theories and policies. In addition, I try to explain economic theory itself as a historical development, and when relevant, show how the advancement of economic theory has influenced the construction of economic policy throughout history.
* Ph.D. in Economics, Auburn University, 1997
* M.S. in Economics, Auburn University, 1993
* B.B.A, Kennesaw State University, 1989
M.S. in Economics, Auburn University, 1993B.B.A, Kennesaw State University, 1989
Research Interests
* Economic History
* History Of Economic Thought
* Capital Theory
History of Economic Thought Capital Theory tbkearns@georgiasouthern.eduTori KearnsToriKearnsClinical Psychologist912-478-5359Regents Center for Learning DisordersStatesboro CampusCollege of Behavioral & Social SciencesDepartment of PsychologyDr. Kearns holds a Doctor of Philosophy degree in School Psychology from the University of South Carolina. She holds a Bachelor’s degree in Psychology from Swarthmore College. She is a licensed psychologist and nationally certified school psychologist. Her previous experience includes private practice, disability services/consulting, and college teaching. As the Clinical Psychologist, she is responsible for overseeing the psychoeducational/neuropsychological clinical services for the entire department.
* Ph.D., School Psychology, University of South Carolina, 2003
* Licensed Psychologist, GA PSY003519
* Ph.D., School Psychology, University of South Carolina, 2003
* Licensed Psychologist, GA PSY003519
Licensed Psychologist, GA PSY003519The Regents Center for Learning Disorders mlin@georgiasouthern.eduMao Lin Mao Lin Associate Professor of History912-478-5693IAB 3093Statesboro CampusCollege of Arts & HumanitiesDepartment of HistoryDr. Mao Lin is an associate professor of history at Georgia Southern University. His research focuses on American foreign relations, the Cold War, modern China, and especially US-China relations. Lin’s articles have appeared in a number of academic journals, covering a wide range of topics related to US-Asia relations. He has received several scholarships, including the 2024 fellowship of Southeast Asia from the East-West Center and the Henry Luce Foundation, the 2023 Fulbright-Hays scholarship in Taiwan, the 2022 Wilson Center China Program Fellowship, the 2011 National Endowment for the Humanities, and the 2009 Marshall-Baruch Fellowship from the George C. Marshall Foundation.
* Ph.D. University of Georgia, 2010
* Ph.D. University of Georgia, 2010
Research Interests
* Us Foreign Relations
* American Presidency
* China
* East Asia
* Southeast Asia
American Presidency China East AsiaSoutheast Asia rclouse@georgiasouthern.eduRobert ClouseRobert ClouseSenior Lecturer, Director of the Physical Activity Lifestyle (PAL) Program 912-478-2251Hanner Fieldhouse 2320 AStatesboro CampusWaters College of Health ProfessionsDepartment of Health Sciences & KinesiologyIn my current role, I am a Senior Lecturer that serves as the Director of the Physical Activity Lifestyle (PAL) Program. I have been the Director of the PAL Program since August 2014, and I served previously as the PAL Assistant Program Director from 2008-2014. As the Director, I oversee two full-time faculty members that serve as Campus Coordinators on the Armstrong and Statesboro Campuses. In addition, I oversee anywhere from 25-30 graduate teaching assistants (GTAs) that primarily provide daily physical activity instruction for our KINS activity labs.
Teaching Philosophy
The ability to provide students with a basic knowledge of personal wellness, and the physical fundamental skills necessary to promote personal growth and physical activity throughout a lifespan.To help each student develop a lasting interest in lifetime participation and to maintain a degree of physical fitness.
* MS. Kinesiology, Georgia Southern University 2008
* BA. Secondary Education, Marshall University 2005
* MS. Kinesiology, Georgia Southern University 2008
* BA. Secondary Education, Marshall University 2005
BA Secondary Education, Marshall University 2005
Research Interests
* Promotion Of Personal Wellness And Lifelong Physical Activity
kszczerkowski@georgiasouthern.eduKelly SzczerkowskiKellySzczerkowskiCoordinator of Instruction 912-478-4636Williams Center 1041Statesboro CampusDivision of Academic AffairsOffice of Career and Professional Development
* Master of Education
* Master of Education
berecz@georgiasouthern.eduDon BereczDonBereczPart Time Instructor (Emeritus)912-478-0259IT 3110Statesboro CampusParker College of BusinessSchool of AccountancyDon Berecz joined the faculty of Georgia Southern University in 2007, as the director of the Center for Forensic Studies in Accounting and Business. He had previously served 23 years as a special agent with the FBI. He was agency-certified as a financial investigator, police instructor, and polygraph examiner. He was responsible for a wide variety of criminal investigations, and also participated in undercover operations, foreign counterintelligence matters, and recruiting for the FBI.
Teaching Philosophy
Real world experiences and learning through classroom student activities
* MBA., Western Illinois University, 1981; BBA, Western Illinois University, 1978
* Department of Defense Polygraph Institute ( 1998 ); FBI New Agent Training ( 1983 ); FBI National Academy ( 1997 )
* MBA., Western Illinois University, 1981; BBA, Western Illinois University, 1978
* Department of Defense Polygraph Institute ( 1998 ); FBI New Agent Training ( 1983 ); FBI National Academy ( 1997 )
Department of Defense Polygraph Institute ( 1998 ); FBI New Agent Training ( 1983 ); FBI National Academy ( 1997 ) mdillard@georgiasouthern.eduMary DillardMaryDillardCommunications Coordinator912-478-3942Georgia Southern Research Complex - Building 1Armstrong CampusOffice of Research & Economic DevelopmentOffice of Research & Economic DevelopmentCommunications Coordinator
* B.A. in Writing & Linguistics from Georgia Southern University
* B.A. in Writing & Linguistics from Georgia Southern University
kcraven@georgiasouthern.eduhttps://scholar.google.com/citations?hl=en&user=gdE6-JYAAAAJKathryn Stephenson CravenKathrynStephenson CravenProfessor912-344-2648SC 1011Armstrong CampusCollege of Science & MathematicsDepartment of BiologyDr. Craven is a marine biologist with a special interest in endangered species. Collaborations and research projects include work with sea turtle reproduction, diamondback terrapin hatch success, shark paternity and the distribution of local invertebrates.
Teaching Philosophy
College classes should provide a solid foundation of essential information for all students. Beyond that, students should move on to learn the important details for their major. In the current environment for higher education, both students and professors have to step forward and take the learning out of the computer and into the real workplace. I am dedicated to preparing students for the hands-on business of biology.
* Ph.D. Zoology, Texas A&M University, 1996-2001
* BA. Biology, University of Rhoda Island, 1992
* Ph.D. Zoology, Texas A&M University, 1996-2001
* BA. Biology, University of Rhoda Island, 1992
BA Biology, University of Rhoda Island, 1992
Research Interests
* Sea Turtles
* Diamondback Terrapins
* Sea Wasps
* Spiny Dogfish
* Wolf Spiders
Diamondback TerrapinsSea WaspsSpiny DogfishWolf SpidersJames H. Oliver Jr. Institute for Coastal Plain Science krandall@georgiasouthern.eduhttps://www.researchgate.net/profile/Kayla-RandallKayla RandallKaylaRandallAssistant Professor912-344-3601Science Center, 231Armstrong CampusCollege of Behavioral & Social SciencesDepartment of PsychologyDr. Randall is a board certified behavior analyst at the doctoral level. She earned a Master’s of Education degree in Special Education from Vanderbilt University. She earned a doctoral degree in Applied Behavior Analysis from the University of Nebraska Medical Center under the supervision of Dr. Brian Greer. During her training, she completed a doctoral internship in the Severe Behavior Program at the Munroe-Meyer Institute. She completed a postdoctoral fellowship in the Behavior Management Program at the Center for Pediatric Behavioral Health.
Teaching Philosophy
My teaching philosophy can be summarized as direct, explicit instruction aligned with critical task list objectives and course aims with intentional and embedded opportunities to respond that require meaningful active student responding and occasion the motivation for student engagement. In addition, this methodology employs reinforcement for correct responding with examples and non-examples to increase discrimination with the eventual goal of testing for application. My rigorous training in both the fields of Special Education and Applied Behavior Analysis (ABA) have given me a unique opportunity to form this comprehensive teaching philosophy which relies on evidence-based practices and principles of learning from both fields.
* Board Certified Behavior Analyst-Doctoral
* PhD, University of Nebraska Medical Center
* Postdoctoral Fellowship, Center for Pediatric Behavioral Health
* M.Ed., Vanderbilt University
* Board Certified Behavior Analyst-Doctoral
* PhD, University of Nebraska Medical Center
* Postdoctoral Fellowship, Center for Pediatric Behavioral Health
* M.Ed., Vanderbilt University
PhD, University of Nebraska Medical CenterPostdoctoral Fellowship, Center for Pediatric Behavioral Health
Research Interests
* Assessment And Treatment Of Severe Problem Behavior
* Evaluation And Mitigation Of Treatment Relapse Including Resurgence And Renewal
* Interventions That Do Not Rely On Extinction
* Predictive Behavioral Markers
* Translational Research
Evaluation and mitigation of treatment relapse including resurgence and renewalInterventions that do not rely on extinctionPredictive behavioral markersTranslational research jgarland@georgiasouthern.eduJeff GarlandJeffGarlandAssociate Dean, College of Arts and Humanities and Professor, Betty Foy Sanders Department of Art217-638-2014Foy 3014Statesboro CampusCollege of Arts & HumanitiesBetty Foy Sanders Department of ArtJeff P. Garland is the Associate Dean of the College of Arts and Humanities at Georgia Southern University, bringing over 30 years of leadership and teaching experience in higher education. He has served as Interim Dean of the College of Education and Chair of the Betty Foy Sanders Department of Art. Jeff holds an MFA in Sculpture from Washington University and excels in fostering student success, promoting inclusivity, and driving program innovation. An accomplished artist and educator, he is dedicated to advancing the mission of higher education through dynamic leadership and a commitment to academic excellence.
Teaching Philosophy
Art reveals moments that shape who we think we are, challenging labels like shy or insecure, and replacing them with confidence through new experiences. My teaching fosters growth, both personal and creative, by creating collaborative environments where individuality is celebrated, and authenticity is empowered. Inspired by the Critical Response Process, I decenter power dynamics to facilitate open dialogue and mutual respect. My classroom nurtures each student’s unique voice, encouraging them to push boundaries and create meaningful work. Through shared goals, students grow as individuals and as part of a community, embracing their true selves.
* Master of Fine Arts - Washington University in St Louis
* Bachelor of Fine Arts - Illinois State University
* Master of Fine Arts - Washington University in St Louis
* Bachelor of Fine Arts - Illinois State University
Bachelor of Fine Arts - Illinois State University
Research Interests
* Flora And Fauna Of The Midwest And Southeast
* Metal Sculpture Fabrication
* Color Theory
Metal Sculpture FabricationColor Theory chulhwanbang@georgiasouthern.eduhttps://scholar.google.com/citations?user=o-z6PdkAAAAJ&hl=enChulhwan BangChulhwanBangAssistant Professor912-478-0193PCOB 2221Statesboro CampusParker College of BusinessDepartment of Information Systems & AnalyticsAs an educator, I strive to inspire curiosity and critical thinking by bridging theoretical concepts with real-world applications. My teaching philosophy centers on fostering an inclusive and engaging environment where students feel empowered to explore, question, and apply knowledge. Through hands-on learning, structured guidance, and active feedback, I aim to prepare students for the evolving demands of their fields. I embrace continuous self-reflection and adapt to meet diverse learning needs, ensuring that my approach evolves alongside both technological advancements and the unique challenges faced by students.
Teaching Philosophy
As an educator, I strive to inspire and engage students through active learning and practical applications. By bridging theory with real-world practices, I ensure students gain industry-relevant skills in data analytics and enterprise systems. My teaching emphasizes fairness, inclusivity, and adaptability, tailoring content to diverse learning needs while incorporating hands-on exercises and case studies to deepen understanding.I value open communication and encourage student participation without intimidation. Through continuous self-reflection and responsiveness to feedback, I foster a dynamic, supportive environment that prepares students for both academic and professional success.
* Ph.D. University at Buffalo
* Ph.D. University at Buffalo
Research Interests
* Big Data Analysis
* Text Mining
* Machine Learning And Artificial Intelligence
* Blockchain And Cryptocurrencies
* Sports Analytics
Text MiningMachine Learning and Artificial IntelligenceBlockchain and CryptocurrenciesSports Analytics mcharlier@georgiasouthern.eduJacqueline CharlierJacquelineCharlierPart Time Instructor912-478-7198Hollis 2210BStatesboro CampusWaters College of Health ProfessionsDepartment of Health Sciences & KinesiologyI received my undergraduate degree in Nutrition and Food Science from California State University, Chico and my Masters in Public Health Nutrition from Tulane University. I have been a practicing Registered Dietitian for over 20 years. Throughout my career I have worked in the areas of critical care, transplant, GI surgery and inborn errors of metabolism. I have been teaching in the Health Sciences Department at GSU since 2019.
Teaching Philosophy
As a practicing dietitian, I approach teaching with the knowledge that one day my students will be my peers and perhaps even a coworker. Therefore, it is my goal to teach them the skills needed to excel as nutrition professionals. My teaching centers around evidence-based practice with a professional focus to help the students reach their full potential after graduation. I am always pushing my students to use critical thinking to enable them to get to the heart of a nutrition problem and find solutions that provide the best outcomes for patients.
* Masters in Public Health Nutrition, Tulane University
* Bachelor of Science in Nutrition and Food Science, CSU, Chico
* Masters in Public Health Nutrition, Tulane University
* Bachelor of Science in Nutrition and Food Science, CSU, Chico
Bachelor of Science in Nutrition and Food Science, CSU, Chico dbrown@georgiasouthern.eduDaniel BrownDanielBrownDirector, Performing Arts Center and Professor, Communication Arts912-478-0830NesSmith Lane - 1105Statesboro CampusCollege of Arts & HumanitiesDepartment of Communication ArtsDaniel Brown is an Alabama native who has worked at several regional theatres, including the Texas Shakespeare Festival, the Alabama Shakespeare Festival, the Cloverdale Playhouse, and Montgomery’s historic Davis Theatre. Daniel earned his MFA with a concentration in Arts Management from the University of Alabama, as well as his BA in Communication and Dramatic Arts with an Emphasis in Theatre from Auburn University Montgomery. Daniel is five-star hospitality certified by the Texas Office of Development and Tourism. He is a KCACTF Barbizon Design award nominee, and his play, “Choices” has been produced at AUM as part of their mainstage season. Daniel currently serves as the faculty advisor for the Student Pokémon Association.
Teaching Philosophy
I believe that the classroom is an environment for implementing infrastructure that positively encourages student learning while actively equipping them with both the knowledge and skill set to enter their field well-prepared with the ability to move their industry forward while definitively shaping the future.
* Bachelor of Arts in Communication & Dramatic Arts with an Emphasis in Theatre
* Master of Fine Arts with a Concentration in Arts Management
* Bachelor of Arts in Communication & Dramatic Arts with an Emphasis in Theatre
* Master of Fine Arts with a Concentration in Arts Management
Master of Fine Arts with a Concentration in Arts Management
Research Interests
* Mission Development And Assessment
* Ethics In Non-Profits And The Arts
* Strategic Planning For Arts Organizations
* Community Development And Outreach In The Arts
* Understanding Hierarchies And Qualifications In The Arts
Ethics in Non-Profits and the ArtsStrategic Planning for Arts OrganizationsCommunity Development and Outreach in the ArtsUnderstanding Hierarchies and Qualifications in the ArtsPerforming Arts Center cjamison@georgiasouthern.eduhttps://quod.lib.umich.edu/c/cme/MaloryWks2/1:21?rgn=div1;view=fulltextCarol JamisonCarolJamisonProfessor912-344-3097Gamble 238Armstrong CampusCollege of Arts & HumanitiesDepartment of EnglishDr. Carol P. Jamison is a Professor of English Literature in the Department of Literature at Georgia Southern University. She received her PhD from the University of Georgia in 1993. Her research focuses on Arthurian and Medieval literature.
* PhD, University of Georgia
* PhD, University of Georgia
Research Interests
* Medieval Literature
* Linguistics
* Medievalism
linguisticsmedievalism jrcarter@georgiasouthern.eduhttps://scholar.google.com/citations?view_op=list_works&hl=en&hl=en&user=7K9NlBwAAAAJJames CarterJamesCarterAssistant Professor912-478-2346N/C 2236Statesboro CampusCollege of Science & MathematicsDepartment of Biochemistry Chemistry & PhysicsDr. Carter is an Assistant Professor of Biochemistry in the Department of Biochemistry, Chemistry, and Physics at Georgia Southern University where he has been a faculty member since 2019, and maintains affiliations with the James H. Oliver, Jr. Institute for Coastal Plain Science and COSM-DEI. Dr. Carter completed his Ph.D. at University of Kentucky. His research interests include antivirals and drug development systems, ranging from theory to design to implementation. Dr. Carter serves as an instructor for Bioinstrumental Chemistry (BCHM 3100), Biochemistry I (BCHM 5201/BCHM 5201G), Principles in Chemistry I (CHEM 1211K), Principles in Chemistry II (CHEM 1212K), and Liquid Chromatography of Nanomaterials (CHEM 5000/CHEM 5000G).
* Postdoctoral Scholar, Molecular Virology, University of Notre Dame, 2007 to 2012
* Ph.D., Biochemistry, University of Kentucky, 2007
* Postdoctoral Scholar, Molecular Virology, University of Notre Dame, 2007 to 2012
* Ph.D., Biochemistry, University of Kentucky, 2007
Ph.D., Biochemistry, University of Kentucky, 2007
Research Interests
* Antiviral Methods
* Viral Pathogenesis
* Detection Of Viruses
Viral PathogenesisDetection of VirusesJames H. Oliver Jr. Institute for Coastal Plain Science epitt@georgiasouthern.eduEloise PittEloisePittSenior Lecturer912-478-8031Carroll Building, room 1092Statesboro CampusCollege of Behavioral & Social SciencesDepartment of Criminal Justice & CriminologyMrs. Pitt received her Undergraduate Degree for East Carolina University and her GraduateDegree at Kentucky State University. Her work experience consists of Public SectorDept. Of Corrections in North Carolina, Private Sector Juvenile Justice System in thestates of South Carolina and Pennsylvania. Her area of interests includes working with Juveniles in Intervention and ReentryPrograms that contribute to reuniting the youth back in the communities and back homewith their families and Adult Corrections, with interests in issues of mass incarceration and reentry programs.She currently serves as the Internship Coordinator for the Criminal Justice dept, which students can gain experiential learning opportunities in the community .
Teaching Philosophy
She has worked in Higher Education since 2003 and it is her goal to contribute to studentsuccess by realizing that education should be a positive experience and relate to reallife experiences in all students' academic journey. Her philosophy is that higher education must go beyond simply passing on information. It should involve rigorous training in the methods of developing, analyzing, and communicating new knowledge and staying abreast of criminal justice issues in the community. The goal of her teaching pedagogy is active learning and encouraging students to be an agent of change in their own community .
* M.A Kentucky State University(2007)
* B.S East Carolina University( 1988)
* M.A Kentucky State University(2007)
* B.S East Carolina University( 1988)
B.S East Carolina University( 1988)
Research Interests
* Juvenile Justice Reform
jwadas@georgiasouthern.eduJoseph WadasJosephWadasProfessor912-877-1905Liberty CenterLiberty CampusCollege of Arts & HumanitiesDepartment of Philosophy & Religious Studies
Teaching Philosophy
My teaching philosophy centers on cultivating critical thinking, intellectual curiosity, and a deep appreciation for diverse perspectives. I strive to create an inclusive classroom environment where students feel empowered to explore profound questions about existence, morality, and belief systems while engaging respectfully with differing viewpoints. By encouraging active dialogue, interdisciplinary connections, and reflective inquiry, I aim to inspire students to apply philosophical and religious concepts to contemporary issues and their own lives. My ultimate goal is to foster not only academic growth but also personal transformation, equipping students with the tools to navigate a complex, interconnected world.
* M.A. (STL) Lateran University, Alphonsianum Academy, Rome (1992)
* STB Gregorian University, Rome (1990)
* BA St. Joseph Seminary College, St Benedict, LA (1987)
* M.A. (STL) Lateran University, Alphonsianum Academy, Rome (1992)
* STB Gregorian University, Rome (1990)
* BA St. Joseph Seminary College, St Benedict, LA (1987)
mahad@georgiasouthern.eduMohammad AhadMohammadAhadAssociate Professor and Interim Chair912-478-0006IT 1313Statesboro CampusAllen E Paulson College of Engineering & ComputingDepartment of Electrical & Computer EngineeringDr. Mohammad A. Ahad, an Associate Professor in Electrical and Computer Engineering is currently serving as Interim Chair of the Department. He earned his Ph.D and M.S. in Electrical Engineering from the University of Tennessee, Knoxville. He completed his B.S. in Electrical Engineering from Bangladesh University of Engineering and Technology (BUET). He completed the two-year post-doctoral fellowship from BIDMC of Harvard Medical School, Boston. He is a strong advocate for student-centric teaching and research and supports many graduate and undergraduate students in their research. Dr. Ahad’s research interests include but are not limited to bio-signal modeling, bio-sensor and instrumentation design, and AI-based medical diagnostics.
* Ph.D. in Electrical Engineering
* Ph.D. in Electrical Engineering
Research Interests
* Bio-Signal Modeling
* Bio-Sensor And Bio-Instrumentation
* Ai Based Medical Diagnostics
Bio-sensor and Bio-instrumentationAI based medical diagnostics jgrimes@georgiasouthern.eduhttps://scholar.google.com/citations?user=SoNJDfIAAAAJ&hl=en&citsig=AE3b8UCMQDxMsrBqVq6K2QWWexCMSara GrimesSaraGrimesSenior Lecturer912-478-1556Parker College of Business Room 2240Statesboro CampusParker College of BusinessDepartment of ManagementSara Jan Grimes, Senior Lecturer, joined the faculty at Georgia Southern University in Spring 1999. She previously worked with the Small Business Development Center as a Business Consultant. Her teaching is in the area of Management and Organizational Behavior with expertise in online learning. Jan’s primary scholarly interests revolve around engaging students online and case research. She was inducted as a Fellow in 2022 in the Southeast CASE Research Association (SECRA) and currently serves on the Editorial Board for the Southeast Case Research Journal. Jan is a certified Quality Matters peer reviewer.Jan’s outside interests include Georgia Southern Athletics, gardening, estate sales and spending time with her cats.
Teaching Philosophy
My teaching philosophy stems from my college experiences as a student. I have modeled my teaching after the great professors I had during my undergraduate and graduate schooling. Things like engagement, respect, organization, intellectual stimulation, and real world connections have guided my growth as a teacher. Other items such as course design and the implementation of technology have caught my interest in recent years.
* MBA., Georgia Southern University,1997
* BBA, Georgia Southern University, 1995
* MBA., Georgia Southern University,1997
* BBA, Georgia Southern University, 1995
BBA, Georgia Southern University, 1995
Research Interests
* Case Research And Analysis
jprice@georgiasouthern.eduJennifer PriceJenniferPriceAssistant Professor912-344-2659Ashmore Hall Armstrong CampusWaters College of Health ProfessionsSchool of NursingDr. Price is a Family Nurse Practitioner. She began her nursing career working on a Med/Surg floor in one of Savannah’s major hospitals. Before becoming a nurse, she earned her Master’s in Public Health which drove her desire to pursue a career in public health nursing where she spent over 8 years as an RN. Public health nursing allowed her to experience a variety of patient care and inspired her to return to the classroom to earn a Master’s in Nursing. As a Family Nurse Practitioner, she has worked in a variety of settings including HIV care, pain management, neurology, and urgent care. Her DNP project focused on implementation of a male specific depression screening for males ages 18-60 in a primary care setting.
* DNP, Georgia Southern University, 2024
* MSN, FNP Georgia Southern University, 2011
* BSN Armstrong Atlantic State University, 2002
* MPH Armstrong Atlantic State University, 2000
* Bacherlor Health Science, Armstrong Atlantic State University 1998
* DNP, Georgia Southern University, 2024
* MSN, FNP Georgia Southern University, 2011
* BSN Armstrong Atlantic State University, 2002
* MPH Armstrong Atlantic State University, 2000
* Bacherlor Health Science, Armstrong Atlantic State University 1998
MSN, FNP Georgia Southern University, 2011BSN Armstrong Atlantic State University, 2002Bacherlor Health Science, Armstrong Atlantic State University 1998
Research Interests
* Mental Health
* Nursing Education
* Public Health
Nursing EducationPublic Health kknoerl@georgiasouthern.eduT. Kurt KnoerlT. KurtKnoerlAssociate Professor912-344-2789108 A Hawes HallArmstrong CampusCollege of Arts & HumanitiesDepartment of HistoryDr. T. Kurt Knoerl is a maritime historian and underwater archaeologist. His research specializes in maritime cultural landscapes in Coastal Georgia and the Great Lakes. He is also a digital and public historian who has been working with online exhibits for over twenty years. Since coming to Georgia Southern University in 2017 he has joined numerous local educational institutions' advisory boards as well as currently sits on the Chatham County Historic Preservation Commission. He is also the founder and director of the online Museum of Underwater Archaeology.
Teaching Philosophy
Dr. Knoerl believes that education works best when it combines classroom and hands-on real-world experience. His courses often include fieldwork combined with archival research. Student engagement is essential to their success.
* Ph.D., George Mason University, 2012
* MA., East Carolina University, 1994
* BA., State University of New York at Buffalo, 1987
* Ph.D., George Mason University, 2012
* MA., East Carolina University, 1994
* BA., State University of New York at Buffalo, 1987
MA, East Carolina University, 1994BA, State University of New York at Buffalo, 1987
Research Interests
* Maritime Cultural Landscape Of Coastal Georgia
* Maritime Cultural Landscape Of The Great Lakes In The Eighteenth Century
* Digital And Public History
Maritime Cultural Landscape of the Great Lakes in the eighteenth centuryDigital and Public history tkeshwah@georgiasouthern.eduTiffany KeshwahTiffany KeshwahAssistant Professor912-344-2816Ashmore Hall 262Armstrong CampusWaters College of Health ProfessionsSchool of NursingI am passionate about the field of nursing and have practiced in various pediatric settings throughout my nursing career to include primary care, hematology, oncology, transplant, surgery, and emergency medicine. As an acute care pediatric nurse practitioner I am dedicated to delivering safe, quality, family-centered care to children and their families in the community. I enjoy sharing this passion with nursing students and hope to inspire them to discover and pursue the filed of nursing in which they feel most impactful.
Teaching Philosophy
I believe that inquiry and curiosity are essential to one’s ability to expand their knowledge. Student expression and inquisition are valued as part of the learning process and essential to identifying gaps in knowledge to further guide areas for learning. I cultivate a learning environment allowing for open dialogue, free of judgment, by creating a safe space for students, where they will feel comfortable asking necessary questions. I strive to empower students to take charge of their own educational experience and encourage them to capitalize on any opportunity that will expand their knowledge.
* Doctor of Nursing Practice, University of Cincinnati, 2022
* Bachelor of Science in Nursing, Georgia Southern University 2011
* Doctor of Nursing Practice, University of Cincinnati, 2022
* Bachelor's of Science in Nursing, Georgia Southern University 2011
Bachelor's of Science in Nursing, Georgia Southern University 2011
Research Interests
* Advancements In The Pediatric Np Role In Rural And Underserved Areas
* Advancing The Np Practice In States With Restricted Practice Laws
* Patient And Family Centered Education
* Nursing Education For Adult Learners
Advancing the NP Practice in States with Restricted Practice LawsPatient and Family Centered EducationNursing Education for Adult Learners kcoggins@georgiasouthern.eduKatelyn CogginsKatelynCogginsSenior Lecturer912-478-5401Math/Physics 3045Statesboro CampusCollege of Science & MathematicsDepartment of Mathematical SciencesA Double-Eagle graduate of Georgia Southern University, Katelyn Coggins has been teaching full-time on the Statesboro campus since 2016. She has a passion and enthusiasm for mathematics and loves the opportunity to share this with students, primarily first- and second-year undergraduates in core mathematics courses. She lives in Statesboro with her husband, who is also a Double-Eagle and lecturer in the math department, and together they have a daughter and two cats.
* M.S., Georgia Southern University, 2016
* B.S., Georgia Southern University, 2014
* M.S., Georgia Southern University, 2016
* B.S., Georgia Southern University, 2014
B.S., Georgia Southern University, 2014 rmcnutt@georgiasouthern.eduhttps://scholars.georgiasouthern.edu/en/persons/ryan-mcnutt-2Ryan McNuttRyanMcNuttAssociate Professor912-478-2337Carroll Building, Rm. 1050Statesboro CampusCollege of Behavioral & Social SciencesDepartment of Sociology & AnthropologyDr. McNutt's research interests include utilizing technology such as LIDAR and GIS to answer questions about battlefield and conflict sites, power and dominance in the landscape, and the impact of violence on non-combatants. This includes the archaeology of internment and POW camps, where place becomes transformed through social interaction into a space of the dominant and dominated, with landscapes and architecture spatially arranged in a grammar of control and constant observation.
* Ph.D, University of Glasgow, 2014
* MLitt, University of Glasgow, 2010
* BSc, Anthropology, Middle Tennessee State University, 2006
* Ph.D, University of Glasgow, 2014
* MLitt, University of Glasgow, 2010
* BSc, Anthropology, Middle Tennessee State University, 2006
MLitt, University of Glasgow, 2010BSc, Anthropology, Middle Tennessee State University, 2006
Research Interests
* Conflict Archaeology
* Battlefield Archaeology
* Historical Archaeology
* Gis
* Digital Technologies
battlefield archaeologyhistorical archaeologyGISdigital technologiesR M Bogan Archaeological Repository, Camp Lawton Archaeological Project mdurach@georgiasouthern.eduhttps://scholar.google.com/citations?hl=en&user=CnBM1k8AAAAJMaxim DurachMaximDurachProfessor912-478-0575Math/Physics Bldg 1008Statesboro CampusCollege of Science & MathematicsDepartment of Biochemistry Chemistry & PhysicsDr. Durach is a Professor at Georgia Southern University.
* Ph.D., Georgia State University, 2010
* M.S, Georgia State University, 2008
* M.S., St Petersburg Polytechnic State University, 2006
* B.S., St Petersburg Polytechnic State University, 2004
* Ph.D., Georgia State University, 2010
* M.S, Georgia State University, 2008
* M.S., St Petersburg Polytechnic State University, 2006
* B.S., St Petersburg Polytechnic State University, 2004
M.S, Georgia State University, 2008M.S., St Petersburg Polytechnic State University, 2006
Research Interests
* Electromagnetism
* Optics
* Photonics
* Metamaterials
* Plasmonics
opticsphotonicsmetamaterialsplasmonicsCenter for Advanced Materials Science bwarsaw@georgiasouthern.eduhttps://scholars.georgiasouthern.edu/en/persons/benjamin-warsawBenjamin WarsawBenjaminWarsawAssociate Professor of Music912-344-2823FA 121Armstrong CampusCollege of Arts & HumanitiesFred & Dinah Gretsch School of MusicAmerican pianist, Dr. Benjamin Warsaw is a classical pianist, composer, and educator. He teaches piano and other music-related courses and is founder and Artistic Director of the concert series, Piano in the Arts. During the summers, Dr. Warsaw has been on faculty at Boston University Tanglewood Institute, Blue Lake Fine Arts, Chautauqua Institution, and the Rebecca Penneys Piano Festival. In 2015, Dr. Warsaw released his debut album, Warsaw plays Warsaw, featuring a set of 24 Preludes of original music for piano. He was honored to have been selected as Georgia Music Teacher’s Association’s 2017 composer of the year for which he wrote Microcosms, a collection of short piano pieces for the developing pianist. Dr. Warsaw is an ASCAP composer.
Teaching Philosophy
My teacher, Maestra Rebecca Penneys, once told me: Sound is the carrier of emotion.I have come to learn that what the audience hears from my playing is a true expression of myself — “my voice.” Through focused, disciplined practice, we can clearly communicate emotions to our listeners which words cannot express. My goal is to teach my students these techniques, help them find “their voice” at the piano, and enable to them to create music with ease and delight.
* DMA, Boston University, 2011
* MM, Eastman School of Music, 2007
* BM, Eastman School of Music, 2005
* DMA, Boston University, 2011
* MM, Eastman School of Music, 2007
* BM, Eastman School of Music, 2005
MM, Eastman School of Music, 2007BM, Eastman School of Music, 2005
Research Interests
* Piano Performance
* Musical Composition
* Piano Improvisation
* Jewish Music
* Piano Pedagogy
Musical CompositionPiano Improvisation Jewish musicPiano pedagogy snam@georgiasouthern.eduSoonkie NamSoonkieNamAssociate Professor912-478-2343Engineering Building 1101KStatesboro CampusAllen E Paulson College of Engineering & ComputingDepartment of Civil Engineering & ConstructionDr. Soonkie Nam is an Associate Professor in the Department of Civil Engineering and Construction at Georgia Southern University. He holds a Ph.D. and M.S. in Civil Engineering from Virginia Tech, as well as an M.E. and B.E. in Civil Engineering from Ajou University in South Korea. Dr. Nam’s research focuses on laboratory and in-situ geotechnical testing, unsaturated soils, and engineered materials for geotechnical systems. His recent work includes deep foundations, earth retaining structures, and geotechnical health monitoring.In addition to his research, Dr. Nam teaches Foundation Design and Surveying and serves as the faculty advisor for the ASCE and SAMSOG Georgia Southern student chapters.
* Ph.D., Virginia Polytechnic Institute and State University, 2011
* M.S., Virginia Polytechnic Institute and State University, 2005
* M.E., Ajou University, 1998
* B.E., Ajou University, 1996
* Ph.D., Virginia Polytechnic Institute and State University, 2011
* M.S., Virginia Polytechnic Institute and State University, 2005
* M.E., Ajou University, 1998
* B.E., Ajou University, 1996
M.S., Virginia Polytechnic Institute and State University, 2005M.E., Ajou University, 1998
Research Interests
* Deep Foundations
* Earth Retaining Structures
* Geotechnical Health Monitoring
* Surveying And Geomatics
Earth Retaining StructuresGeotechnical Health MonitoringSurveying and GeomaticsLaboratory for Advanced Geotechnical Research and Innovation (LAGRI) kzeigler@georgiasouthern.eduKathryn ZeiglerKathrynZeiglerTBSN Program Director - Armstrong Campus and Assistant Professor912-344-3365Ashmore 216 CArmstrong CampusWaters College of Health ProfessionsSchool of NursingI am Family Nurse Practitioner with clinical experience in obstetrics and gynecology. My doctoral research focused on metabolic screening in patients with polycystic ovary syndrome (PCOS). Research interests include polycystic ovary disease, gestational diabetes, and best practices in undergraduate nursing education.
Teaching Philosophy
My teaching philosophy is to curate a student-centered environment that creates self-motivated students who are working to achieve academic and clinical excellence. The emphasis on self-motivation produces life-long learners dedicated to the delivery of expert nursing care.
* Doctor of Nursing Practice, Augusta University, 2023
* Master of Science In Nursing, Georgia Southern University, 2015
* Bachelor of Science In Nursing, Georgia Southern University, 2011
* Doctor of Nursing Practice, Augusta University, 2023
* Master of Science In Nursing, Georgia Southern University, 2015
* Bachelor of Science In Nursing, Georgia Southern University, 2011
Master of Science In Nursing, Georgia Southern University, 2015Bachelor of Science In Nursing, Georgia Southern University, 2011
Research Interests
* Polycystic Ovary Syndrome
* Gestational Diabetes
* Best Practices In Undergraduate Nursing Education
Gestational DiabetesBest Practices in Undergraduate Nursing Education dswanson@georgiasouthern.eduDrew SwansonDrewSwansonJack N. and Addie D. Averitt Distinguished Professor of Southern History; Editor, Agricultural History912-478-2850IAB 3004Statesboro CampusCollege of Arts & HumanitiesDepartment of HistoryDrew Swanson is Jack N. and Addie D. Averitt Distinguished Professor of Southern History at Georgia Southern University. He is the award-winning author of four books on American rural and environmental history, including A Golden Weed: Tobacco and Environment in the Piedmont South and Remaking Wormsloe Plantation: The Environmental History of a Lowcountry Landscape. His articles and book chapters have appeared in such publications as Agricultural History, American Historical Review, Environment & History, and Environmental History. He is past president of the Agricultural History Society, and is the editor of Agricultural History, the international journal of record in the field.
Teaching Philosophy
History is most meaningful when it is personal. For example, I came from a rural background and was fascinated by questions about the environmental and agricultural past that seemed relevant to my life. I wanted to know why my world looked and worked the way that it did, and set about trying to provide some answers to that question. This curiosity still fuels my teaching. Students learn best when there is something personal at stake. Despite the individual roots of these motivations, this learning is ultimately cooperative, binding us to past people and to one another. I try to make my classes relevant to today’s world, and stress the social and contemporary impulses present in “doing” history.
* PhD, University of Georgia, 2010
* MA., Appalachian State University, 2004
* BS., Lees-McRae College, 2001
* PhD, University of Georgia, 2010
* MA., Appalachian State University, 2004
* BS., Lees-McRae College, 2001
MA, Appalachian State University, 2004BS, Lees-McRae College, 2001
Research Interests
* Environment
* Agriculture
* Us South
* Public History
* Animal History
AgricultureUS SouthPublic HistoryAnimal History ncossa@georgiasouthern.eduNedra CossaNedraCossaAssociate Professor of Elementary Education912-344-2521University Hall 230Armstrong CampusCollege of EducationDepartment of Elementary & Special EducationDr. Nedra Cossa is an Associate Professor of Elementary Education. She teaches literacy and curriculum courses in three different elementary education programs across two departments. She teaches online, hybrid, and face-to-face. She also supervises preservice elementary school teachers in local schools. Her research interests focus on literacy, parental ethnotheories of children’s literacy, preservice teacher preparation, and exploring scientific content through children’s picture books.
Teaching Philosophy
Dr. Cossa’s teaching philosophy focuses on preparing future teachers through a constructivist framework, emphasizing critical thinking, reflective practices, and real-life experiences. She believes in a student-centered approach, where she is also a learner. Her interactive approaches to teaching seek to create a dynamic learning process where students explore, question, and reflect. Students engage in hands-on projects, collaborative learning, and problem-solving tasks to deepen their understanding. She encourages critical thinking by challenging students to question assumptions and analyze information through discussions, assignments, and in class activities.
* Ph.D. in Early Childhood and Literacy, George Mason University
* M.Ed. in Reading, Lynchburg College
* B.S. in Liberal Studies with P-6 Endorsement, Longwood University
* Ph.D. in Early Childhood and Literacy, George Mason University
* M.Ed. in Reading, Lynchburg College
* B.S. in Liberal Studies with P-6 Endorsement, Longwood University
M.Ed. in Reading, Lynchburg CollegeB.S. in Liberal Studies with P-6 Endorsement, Longwood University
Research Interests
* Early Literacy Development
* Critical Literacy
* Parental Ethnotheories Of Early Literacy Development
* Children'S Writing Development
Critical LiteracyParental Ethnotheories of Early Literacy DevelopmentChildren's Writing Development myarbrough@georgiasouthern.eduMary Beth YarbroughMary BethYarbroughSenior Lecturer of Exercise Science912-478-5915Hollis 2121-BStatesboro CampusWaters College of Health ProfessionsDepartment of Health Sciences & KinesiologyI am a Double-Eagle, having completed both my undergraduate and graduate degrees in the Exercise Science Program. To say I am committed to this program and its students would be an understatement. In addition to teaching, I am a parent. My two complementary roles have reinforced valuable skills - compassionate listening, empathy, setting caring yet high expectations, and patience. Whether as parent or professor, my overarching goal is fostering safe, connected communities where people support one another.Moreover, I hold multiple certifications that not only keep me up to date on the latest trends, technology, and research but also help reinforce information in the classroom.
Teaching Philosophy
Georgia Southern University's mission centers on empowering students to think, lead, teach, serve, and succeed through a learner-centered culture rooted in collaboration and inclusion. As evidenced by my teaching, curriculum vitae, and letters of support, I wholly embrace this mission in my unwavering commitment to student achievement and human connection. My pedagogical approach utilizes active learning strategies including concept mapping, games, and interactive technology to engage diverse students across backgrounds and learning styles. I design immersive lessons that stimulate critical thinking while building confidence to master complex concepts relevant to students’ lives and aspirations.
* Bachelors of Science in Kinesiology major Exercise Science
* Masters of Science in Kinesiology
* Bachelors of Science in Kinesiology major Exercise Science
* Masters of Science in Kinesiology
Masters of Science in Kinesiology
Research Interests
* While I Do Not Have Scholarship Responsibilities In My Role I Will Often Help With Data Collection In The Human Performance Lab As The Co-Director Of Those Spaces. This Allows Students To Connect To Other Faculty And See What Research Might Look Like In Our Field.
Human Performance Labs tjohnson@georgiasouthern.eduTerre JohnsonTerreJohnsonChair, The Fred and Dinah Gretsch School of Music912-478-7129Foy Building 1014Statesboro CampusCollege of Arts & HumanitiesFred & Dinah Gretsch School of MusicTerre Johnson serves as Chair of The Fred and Dinah Gretsch School of Music at Georgia Southern University. His career has included conducting professional, school, university and church choirs, as well as founding the Southeastern Chamber Orchestra. He has conducted these choirs in some of the most well-known venues around the world, including 16 concerts in Carnegie Hall, the Vienna Konzerthaus and the Sydney Opera House.Dr. Johnson is also a published composer, and has presented the premieres of four extended works for chorus and orchestra in Carnegie Hall and with the Florence Chamber Orchestra in Italy.
* BME - Troy University
* ME - Auburn University
* PhD - Florida State University
* BME - Troy University
* ME - Auburn University
* PhD - Florida State University
ME - Auburn UniversityPhD - Florida State University mmercer@georgiasouthern.eduMegan MercerMeganMercerCommunity Relations & Event Coordinator, Institute for Health Logistics & Analytics912-478-092258 E Main Street, Statesboro GAStatesboro CampusDivision of Research & Economic DevelopmentCenters & InstitutesMegan Mercer earned a BA from the University of New Hampshire in 2009 and an MPH from Armstrong State University in 2015. She has extensive experience advocating for children and adult survivors of violence. Before joining IHLA, she was Associate Director for Student Wellness at Georgia Southern University, leading student-focused public health programs. A Certified Health Education Specialist (CHES®) since 2023, Megan now works with IHLA’s Community Health Resource Project (CHRP), building partnerships and advancing health equity in underserved communities.
Teaching Philosophy
NA
* Bachelor of Arts; University of New Hampshire
* Master of Public Health; Georgia Southern University
* Bachelor of Arts; University of New Hampshire
* Master of Public Health; Georgia Southern University
Master of Public Health; Georgia Southern UniversityInstitute for Health Logistics & Analytics mshipes@georgiasouthern.eduMelissa ShipesMelissaShipesVisiting Instructor912-344-2855Armstrong Center #236Armstrong CampusWaters College of Health ProfessionsDepartment of Clinical SciencesDr. Shipes is a full-time Visiting Instructor in the Doctorate of Physical Therapy Program in the Department of Clinical Sciences. Dr. Shipes teaches undergraduate and graduate courses in online, hybrid, and in-person environments on the Savannah campus.
Teaching Philosophy
I appreciate that all students learn differently; and work to acknowledge all students' backgrounds and experiences to incorporate this into each course I teach, including building relevant, meaningful learning activities and course material. I am enthusiastic about facilitating learning together as a class through active discussion and problem solving with real-life examples.
* Doctorate of Physical Therapy (DPT), Utica University
* Board Certified Clinical Specialist in Pediatric Physical Therapy
* Doctorate of Physical Therapy (DPT), Utica University
* Board Certified Clinical Specialist in Pediatric Physical Therapy
Board Certified Clinical Specialist in Pediatric Physical Therapy
Research Interests
* Parkinson'S Disease And Gait Training
* Family Centered Care In Pediatric Physical Therapy
* Aging In Place
Family Centered Care in Pediatric Physical TherapyAging in Place jsikes@georgiasouthern.eduJulia SikesJuliaSikesConference Services and Events Manager912-478-5499301 Building (CPE Center) and Armstrong CenterArmstrong Campus, Statesboro CampusContinuing & Professional EducationContinuing & Professional Education
* BFA, Arcadia University, 2013
* BFA, Arcadia University, 2013
zpantin@georgiasouthern.eduZach PantinZachPantinOperations Manager912-478-0983City Campus, Suite CStatesboro CampusDivision of Research & Economic DevelopmentCenters & InstitutesAs the Operations Manager, Zach manages the IHLA's office in downtown Statesboro and provides project and administrative support, ensuring the seamless continuity of essential IHLA processes. Zach follows his passions for community health & development, animal welfare, and environmentalism.
* Bachelor of Philosophy, Kennesaw State University
* Bachelor of Philosophy, Kennesaw State University
Institute for Health Logistics & Analytics salderman@georgiasouthern.eduSandi AldermanSandiAldermanAdmin Assistant/PT Retiree912-478-0231Carroll Building Rm 1100Statesboro CampusCollege of Behavioral & Social SciencesDepartment of Criminal Justice & Criminology Bzwinklis@georgiasouthern.eduBrooklyn ZwinklisBrooklynZwinklisVisiting Instructor912-478-5487Liberty Campus, Room 114Liberty CampusCollege of Science & MathematicsDepartment of BiologyI discovered my passion for teaching when I was an undergraduate student at Augusta University working as a teaching assistant. Using both this experience and my time as a laboratory research assistant, I was fortunate enough to become a graduate student at Georgia Southern University. During this time, while completing my thesis research on the relationship between urbanization and mammalian biodiversity, I taught several lab courses. After graduating with my M.S. in Biology in May 2024, I had the opportunity to continue teaching at Georgia Southern University as a full-time instructor. I now teach biology courses such as Principles of Biology I & II and Introductory Biology I & II on the Liberty Campus in Hinesville, GA.
* M.S., Georgia Southern University, 2024
* B.S., Augusta University, 2022
* M.S., Georgia Southern University, 2024
* B.S., Augusta University, 2022
B.S., Augusta University, 2022 kspiridon@georgiasouthern.eduKristen SpiridonKristenSpiridonLecturer of Clarinet912-478-5396Foy 3053Statesboro CampusCollege of Arts & HumanitiesFred & Dinah Gretsch School of MusicDr. Kristen Spiridon is the Lecturer of Clarinet at Georgia Southern University. Currently, she is the Principal Clarinet of the Savannah Philharmonic; Principal Clarinet of the Coastal Symphony; Co-Principal Clarinet of the Rock Hill Symphony; and Second Clarinet of the South Carolina Philharmonic. In the summer season, Kristen serves as the head of woodwinds at the Georgia Governor’s Honors program. Before her present appointments, she held the position of Second Clarinet with both the Augusta Symphony and the Columbus Indiana Philharmonic. She represents Buffet Crampon, Chedeville Mouthpieces, and Rice Clarinet Works as a Performing Artist for their brands.
Teaching Philosophy
Teaching to the individual is key to student success.
* D.M.E., Liberty University, 2024
* A.D. University of Cincinnati College-Conservatory of Music, 2010
* M.M. University of Cincinnati College-Conservatory of Music, 2008
* B.M.Ed. The Peabody Institute of Johns Hopkins University, 2006
* B.M. The Peabody Institute of Johns Hopkins University, 2006
* D.M.E., Liberty University, 2024
* A.D. University of Cincinnati College-Conservatory of Music, 2010
* M.M. University of Cincinnati College-Conservatory of Music, 2008
* B.M.Ed. The Peabody Institute of Johns Hopkins University, 2006
* B.M. The Peabody Institute of Johns Hopkins University, 2006
A.D. University of Cincinnati College-Conservatory of Music, 2010M.M. University of Cincinnati College-Conservatory of Music, 2008B.M. The Peabody Institute of Johns Hopkins University, 2006
Research Interests
* Dyslexia And Sight-Reading
jkarnes@georgiasouthern.eduJames KarnesJamesKarnesAssociate Professor912-344-3032253 Armstrong CenterArmstrong CampusWaters College of Health ProfessionsDepartment of Clinical SciencesDr. Karnes received his Bachelor of Science in Physical Therapy and Doctor of Philosophy in Anatomical Sciences and Cell Biology from the State University of New at Buffalo. He has a 35+ year history of teaching Gross Human Anatomy and Neuroanatomy to Medical, Dental, Physical Therapy, Occupational Therapy, and Exercise Science students. Dr. Karnes also continues to provide physical therapy services to home care patients.
* Bachelor of Science - Physical Therapy
* Doctor of Philosophy - Anatomical Sciences
* Bachelor of Science - Physical Therapy
* Doctor of Philosophy - Anatomical Sciences
Doctor of Philosophy - Anatomical Sciences kstewart@georgiasouthern.eduKathryn StewartKathrynStewartBusiness & Finance Coordinator912-478-0917City CampusStatesboro CampusDivision of Research & Economic DevelopmentCenters & InstitutesI am the Business & Finance Coordinator at the Institute for Health Logistics & Analytics at Georgia Southern University. I served as the project lead for one federal grant, ensuring that the confinement facilities in the state of Georgia are provided with the mitigation supplies needed to prevent the spread of infection in their facility. I provide budgetary and administrative support to the Institute in the way of administering and monitoring budgets, accounts, policies, and procedures relating to the operational activities of the Institute or special projects housed at the Institute. I monitor the day-to-day delivery of special projects at the Institute to maintain or improve quality or processes.
* Bachelor of Arts
* Bachelor of Arts
Institute for Health Logistics & Analytics rkocerha@georgiasouthern.eduJannet KocerhaJannetKocerhaAssociate Professor912-478-4201Chemistry/Nursing Building 2216aStatesboro CampusCollege of Science & MathematicsDepartment of Biochemistry Chemistry & PhysicsI am a faculty member with a focus on education and biomedical research. Recent NIH-funded projects have focused on cancer-related drug development.
* PhD, Biochemistry, University of Florida
* MS., Biology, Purdue University
* BA., Chemistry, Indiana University
* PhD, Biochemistry, University of Florida
* MS., Biology, Purdue University
* BA., Chemistry, Indiana University
MS, Biology, Purdue University BA, Chemistry, Indiana University
Research Interests
* Cancer Research
* Drug Development
drug development jmgenelman@georgiasouthern.eduwww.martingendelman.comMartin GendelmanMartinGendelmanProfessor912-478-7903Foy #1005Statesboro CampusCollege of Arts & HumanitiesFred & Dinah Gretsch School of MusicIntrospective and provocative, the music of Martín Gendelman is built on the idea of sound as a living, organic phenomenon, and it explores the connections with the visual and acoustic elements in a performing space. Developed both for acoustic and electronic media, his creative output includes works for solo performer, chamber groups, and large ensembles, as well as cross-disciplinary works and installations (primarily with dance, video, and theater). His music has been performed across at festivals and conferences across the Americas, Europe, and the Middle East. His works are available through BabelScores and directly from the composer. Recordings of his music have been released through Neuma Records, CMMAS, and the University of Idaho.
Teaching Philosophy
Your text is well-written and clear, with only minor adjustments needed to enhance flow and readability. Here's a slightly polished version with refined punctuation:I believe art and education share the transformative power to change perspectives. A good teacher shapes how students think and view the world. My goal is to open students’ minds by challenging their assumptions, connecting new knowledge to their experiences, and fostering meaningful learning beyond the classroom, all of which strengthens their sense of purpose. I also believe that teaching is bidirectional. By sharing my passion for music and lifelong learning, I strive to leave a lasting impact by challenging and inspiring my students while learning from them in return.
* Doctor of Musical Arts - University of Maryland
* Master of Music - California State University, Northridge
* Bachelor of Music (Composition and Pedagogy) - Universidad Nacional de La Plata (Argentina)
* Doctor of Musical Arts - University of Maryland
* Master of Music - California State University, Northridge
* Bachelor of Music (Composition and Pedagogy) - Universidad Nacional de La Plata (Argentina)
Master of Music - California State University, NorthridgeBachelor of Music (Composition and Pedagogy) - Universidad Nacional de La Plata (Argentina)
Research Interests
* Sound
* Acoustic Sound Media (Instrumental And Vocal)
* Electronic Sound Media
* Visual/Theatrical Elements Of Musical Performance
* Acoustic/Architectural Elements In A Performing Space
Acoustic sound media (Instrumental and vocal)Electronic sound mediavisual/theatrical elements of musical performanceacoustic/architectural elements in a performing space jpeng@georgiasouthern.eduJuanjuan PengJuanjuan PengProfessor912-478-7262IAB 2089Statesboro CampusCollege of Arts & HumanitiesDepartment of HistoryMy main research and teaching interests includes Chinese economic and business history, Contemporary Chinese history, Modern Japanese history, and Modern World history. My publications includes "The Yudahua Business Group in China’s Early Industrialization"(Lanham, MD: Lexington Books, 2020)
* PHD. in history, The Johns Hopkins University
* PHD. in history, The Johns Hopkins University
Research Interests
* Chinese Economic And Business History
* Contemporary Chinese History
Contemporary Chinese history lacesvec@georgiasouthern.eduLace SvecLaceSvecPrincipal Lecturer of Biology912-478-15611168 Biological SciencesStatesboro CampusCollege of Science & MathematicsDepartment of BiologyDr. Lace Svec is a Principal Lecturer of Biology at Georgia Southern University. She earned her B.S. in Zoology from the University of Oklahoma and her Ph.D. in Neuroscience from Michigan State University. Her research interests are in behavioral neurobiology and social communication. For the last 15 years, she has focused on guiding student learning in introductory biology with a focus on cellular and molecular biology. She serves as the faculty coordinator for a multi-section introductory lab, where she mentors graduate teaching assistants and new faculty. Her current interests are in encouraging student engagement and developing inclusive teaching practices and research-based teaching methods in her classroom.
Teaching Philosophy
As a biology teacher, I want to serve as a guide to support students in their development as learners. My primary teaching objectives are to engage students with relevant and interesting biological information in an inclusive environment, guide students to develop skills to independently analyze and apply scientific information and allow students to practice portions of the scientific process. I address these teaching objectives through developing relevant class activities to promote active learning and skill development in and out of the classroom. Finally, I believe in continually improving my teaching through pedagogical education and I continually reflect on my teaching through responding to student performance and feedback.
* Ph.D. in Neuroscience, Michigan State University, 2009
* Ph.D. in Neuroscience, Michigan State University, 2009
Research Interests
* Biology Pedagogy
* Behavioral Neuroscience
Behavioral neuroscience srholcomb@georgiasouthern.eduSam HolcombSamHolcombBiology Lab Coordinator912-478-4401Biological Sciences 1166Statesboro CampusCollege of Science & MathematicsDepartment of BiologyI have experience and expertise in conservation biology, wildlife management, applied research, grant and contract administration, and teaching. My primary interests are ecology, herpetology, ornithology, and the conservation of rare, threatened and endangered species. I currently serve as the Biology Lab Coordinator on the Statesboro campus.
* M.S. in Biology, University of Lousiana at Monroe (2010)
* B.S. in Biological Sciences, University of Southern Mississippi (2003)
* M.S. in Biology, University of Lousiana at Monroe (2010)
* B.S. in Biological Sciences, University of Southern Mississippi (2003)
B.S. in Biological Sciences, University of Southern Mississippi (2003) michaelthomas@georgiasouthern.eduMichael ThomasMichaelThomasAssociate Director of Bands / Director of Athletic Bands912-478-0616Foy 3063Statesboro CampusCollege of Arts & HumanitiesFred & Dinah Gretsch School of MusicMr. Michael Thomas serves as the Associate Director of Bands and the Director of Athletic Bands at Georgia Southern University where he directs the Southern Pride Marching Band, Wind Symphony, and Pep Bands since 2021. He also teaches marching band techniques and graduate level drill writing and arranging. Mr. Thomas received his Bachelor of Music Education Degree and Master’s Degree in Conducting Performance from Georgia Southern University.His professional affiliations include the National Band Association, the National Association for Music Education, and the Georgia Music Educators Association. Mr. Thomas is also an honorary member of Kappa Kappa Psi music fraternity.
* Master's Degree in Conducting Performance, Georgia Southern University, 2014
* Bachelor of Music Education, Georgia Southern University, 2012
* Master's Degree in Conducting Performance, Georgia Southern University, 2014
* Bachelor of Music Education, Georgia Southern University, 2012
Bachelor of Music Education, Georgia Southern University, 2012 ktremblay@georgiasouthern.eduhttps://scholars.georgiasouthern.edu/en/organisations/nursing/persons/Kat TremblayKatTremblayAssistant Professor978-501-0344Ashmore Hall 242Armstrong CampusWaters College of Health ProfessionsSchool of NursingI lived most of my life and was initially educated around Boston, but I have loved living and teaching nursing in Savannah since 2017. Although I have been a family nurse practitioner in rural, urban, and suburban settings for over forty years, I have always been a teacher. Teaching opportunities have always been magnetic for me, from being an early role model for the developing nurse practitioner role to being a teen swim instructor, equestrian coach, parent of three sons, and now grandmother of four. Receiving a degree in nurse education in 2015 led to my career change as faculty at Georgia Southern, Armstrong Campus. I am privileged to teach in undergraduate nursing and graduate nurse practitioner programs.
Teaching Philosophy
Learning is the most rewarding gift for both teacher and student. It evolves from the discovery of knowledge, acquisition of skills, interchange of ideas, shared experiences, and the teacher-student relationship in which one cannot exist without the other. To be successful, a teacher needs to listen and understand the needs of the students to better facilitate their learning. Nurses need to be lifelong learners, and igniting the spark that creates a fire of intellectual curiosity in students is the first role of a nurse educator. As a nurse educator at all levels, I seek to translate theory into practice, encourage students to use ethical clinical judgment, and apply critical thinking and caring, creating positive healthcare outcomes.
* DNP (Doctor of Nursing Practice) Georgia College & State University
* MSN-Ed (master's in nursing education) Georgetown University, 2015
* FNP-BC (board certified family nurse practitioner)
* Nurse Practitioner Certificate-Harvard/MGH Unit on Medical Education
* BSN, Salem State University
* DNP (Doctor of Nursing Practice) Georgia College & State University
* MSN-Ed (master's in nursing education) Georgetown University, 2015
* FNP-BC (board certified family nurse practitioner)
* Nurse Practitioner Certificate-Harvard/MGH Unit on Medical Education
* BSN, Salem State University
MSN-Ed (master's in nursing education) Georgetown University, 2015FNP-BC (board certified family nurse practitioner)BSN, Salem State University
Research Interests
* Telehealth & Simulation For Nursing Education
* Immunizations & International Travel Medicine
* Pediatrics
immunizations & international travel medicinepediatrics hsezer@georgiasouthern.eduhttps://scholars.georgiasouthern.edu/en/persons/hayri-sezerHayri SezerHayriSezerAssistant Professor912-478-8521IT Building 3112Statesboro CampusAllen E Paulson College of Engineering & ComputingDepartment of Mechanical EngineeringDr. Sezer is an assistant professor of thermal and fluid sciences at Georgia Southern University's Department of Mechanical Engineering. He earned his B.Sc. in Physics Engineering (2005) and M.Sc. in Defense Technologies (2009) from Istanbul Technical University and his Ph.D. in Mechanical and Aerospace Engineering from West Virginia University (2014). His research spans renewable energy, fire dynamics, electrochemical devices (fuel cells, batteries), combustion, heat/mass transfer, and fluid flow. He developed dynamic solvers for SOFCs, Na-S batteries, and nickel coarsening models, with ongoing work in hydrogen storage, biomass pyrolysis, liquid atomization, 3D laser sintering, forensic fire investigation and wild land fires.
* Ph.D., Mechanical Engineering, West Virginia University, 2014
* Ph.D. Materials Science and Engineering, Istanbul Technical University (not completed)
* M.Sc. Defense Technologies, Istanbul Technical Engineering
* B.Sc. Physics Engineering, Istanbul Technical University
* Ph.D., Mechanical Engineering, West Virginia University, 2014
* Ph.D. Materials Science and Engineering, Istanbul Technical University (not completed)
* M.Sc. Defense Technologies, Istanbul Technical Engineering
* B.Sc. Physics Engineering, Istanbul Technical University
Ph.D. Materials Science and Engineering, Istanbul Technical University (not completed)M.Sc. Defense Technologies, Istanbul Technical Engineering
Research Interests
* Fuel Cells And Batteries
* Fire Safety And Technology
* Forensic Fire Investigation
* Computational Science And Engineering
* Chemical Kinetics
Fire Safety and TechnologyForensic Fire InvestigationComputational Science and EngineeringChemical KineticsFire and Energy Laboratory (FireGY) amendenhall@georgiasouthern.eduhttps://scholars.georgiasouthern.edu/en/persons/annie-mendenhallAnnie MendenhallAnnieMendenhallAssociate Professor770-846-8375Gamble Hall 130Armstrong CampusCollege of Arts & HumanitiesDepartment of EnglishAnnie S. Mendenhall (PhD, The Ohio State University) is associate professor of English and director of first-year writing. She is author of Desegregation State: College Writing Programs after the Civil Rights Movement (Utah State UP, winner of the 2024 CCCC Outstanding Book Award) and numerous articles and book chapters on the history of higher education, writing instruction, and writing program administration.
* PhD in English, The Ohio State University (2013)
* MA. in English, The Ohio State University (2009)
* BA. in English, University of North Georgia (2007)
* PhD in English, The Ohio State University (2013)
* MA. in English, The Ohio State University (2009)
* BA. in English, University of North Georgia (2007)
MA in English, The Ohio State University (2009)BA in English, University of North Georgia (2007)
Research Interests
* History Of Higher Education
* History Of Rhetoric And Composition
* Writing Pedagogy
* Writing Program Administration
history of rhetoric and compositionwriting pedagogywriting program administration ehall@georgiasouthern.eduEmily HallEmilyHallAssociate Professor of Music912-344-3519Fine Arts 120Armstrong CampusCollege of Arts & HumanitiesFred & Dinah Gretsch School of MusicEmily Hall holds the DMA and MM in vocal performance from Louisiana State University and the BM in Music Education from Simpson College, Indianola Iowa.
* Doctor of Musical Arts
* Doctor of Musical Arts
csalhi@georgiasouthern.eduChristina SalhiChristinaSalhiSenior Lecturer of Spanish912-478-1375Interdisciplinary Academic Building #2082Statesboro Campus, Online onlyCollege of Arts & HumanitiesDepartment of World Languages & CulturesChristina has a BA in Spanish, an MA in Humanities, and a second MA in Teaching Spanish. She has taught English and Spanish at levels ranging from elementary to university in the USA and abroad. Christina’s interests include virtual language learning, second language acquisition, curriculum development, and world religion.
Teaching Philosophy
Language learning should be a dynamic and interactive process where students take center stage and should prioritize creating a student-centered classroom, where learners actively engage with the language using authentic materials in meaningful contexts. In this approach, the focus is not solely on grammar and vocabulary but on developing speaking proficiency. By encouraging students to engage in conversations and interact with their peers they build confidence in their ability to communicate effectively in their new language.
* Master of Arts in Teaching, University of Louisville, 2005
* Master of Arts in Humanities, University of Louisville, 2003
* Bachelor of Arts in Spanish, University of Louisville, 2001
* Master of Arts in Teaching, University of Louisville, 2005
* Master of Arts in Humanities, University of Louisville, 2003
* Bachelor of Arts in Spanish, University of Louisville, 2001
Master of Arts in Humanities, University of Louisville, 2003Bachelor of Arts in Spanish, University of Louisville, 2001 bmathews@georgiasouthern.eduBenjamin MathewsBenjaminMathewsGretsch Distinguished Scholar of Guitar and Music Industry912-344-2682FAH 113Armstrong CampusCollege of Arts & HumanitiesFred & Dinah Gretsch School of MusicDr. Benjamin Mathews is the Gretsch Distinguished Scholar in Guitar and Music Industry at Georgia Southern University. He is a guitarist, songwriter, and producer from Los Angeles with experience performing across the nation and recording for many studio, television, and film projects. He has been an on-camera instructor, in-studio quality control representative, and backing track producer for the groundbreaking Fender Play online learning platform. Ben performs and records regularly on guitar and bass guitar in a wide range of styles.
* D.M.A. in Studio Guitar Performance, University of Southern California
* M.M. in Jazz Studies, Indiana University
* B.A. in Music, Brigham Young University - Idaho
* D.M.A. in Studio Guitar Performance, University of Southern California
* M.M. in Jazz Studies, Indiana University
* B.A. in Music, Brigham Young University - Idaho
M.M. in Jazz Studies, Indiana UniversityB.A. in Music, Brigham Young University - Idaho bquillian@georgiasouthern.eduhttps://scholar.google.com/citations?hl=en&user=-_w7Zc4AAAAJBrandon QuillianBrandon QuillianProfessor of Chemistry912-344-2977Science Center 2008Armstrong CampusCollege of Science & MathematicsDepartment of Biochemistry Chemistry & PhysicsDr. Quillian is a native of the Northeast Georgia Mountains. He is a US Navy veteran and a first-generation student. He is currently housed on the Armstrong campus where he has been supporting the instruction of organic chemistry for more than a decade. He also provides instruction in polymer chemistry and advanced organic disciplines. He is an avid supporter of undergraduate research, wherein he conducts research in organometallic homogeneous catalysis, small medicinal product synthesis, and preparing coordination compounds with interesting bonding motifs. He has expertise in single-crystal X-ray diffraction and nuclear magnetic resonance spectroscopy methods.
Teaching Philosophy
Friedrich Wöhler once said about the burgeoning field of organic chemistry, “At this time organic chemistry can drive one completely crazy. It seems to me like a primeval tropical jungle, full of the most remarkable things, an amazing thicket, without escape or end, into which one would not dare to enter”. Teaching organic chemistry feels rather similar. How do you get students to see through the canopy to reveal the sunlight? My teaching philosophy revolves around teaching concepts instead of content. Understanding the concepts can act as a sinewy web that connects the content. They may never use the content again, but the methods and strategies used to learn the material can aid them in problem-solving for a lifetime.
* Postdoctoral Associate, Chemistry, University of Virginia, 2009-2011
* PhD, Chemistry, The University of Georgia, 2008
* BS., Chemistry, Armstrong Atlantic State Univeristy, 2003
* Postdoctoral Associate, Chemistry, University of Virginia, 2009-2011
* PhD, Chemistry, The University of Georgia, 2008
* BS., Chemistry, Armstrong Atlantic State Univeristy, 2003
PhD, Chemistry, The University of Georgia, 2008BS, Chemistry, Armstrong Atlantic State Univeristy, 2003
Research Interests
* Organometallic Chemistry- Synthesis, Catalysis, Bonding And Structure
* Organic Chemistry-Small Molecule Synthesis And Medicinal Chemistry
* Inorganic Chemistry-Synthesis, Catalysis, Bonding And Structure
* Spectroscopy- Nuclear Magnetic Spectroscopy (Multinuclear Methods And 2D Spectroscopic Methods)
* Single-Crystal X-Ray Diffraction
Organic Chemistry-Small Molecule Synthesis and Medicinal ChemistryInorganic Chemistry-Synthesis, Catalysis, Bonding and StructureSpectroscopy- Nuclear Magnetic Spectroscopy (multinuclear methods and 2D spectroscopic methods)Single-crystal X-ray Diffraction mcone@georgiasouthern.eduMarjean ConeMarjeanConeCurator of Education912-478-7707Georgia Southern Museum - Rosenwald BuildingStatesboro CampusCollege of Arts & HumanitiesMuseumMarjean Cone is a paleontologist and geologist with extensive experience in field-based learning programs. She spent several years with the Sternberg Museum leading and managing geology, biology, and paleontology field camps for K-12 students from all backgrounds. She has also spent time working for various museums and non-profits, such as Science Moab. She is thrilled to join the Georgia Southern Museum!
Teaching Philosophy
Marjean comes from a scientific background and has worked to make equitable science accessible to low-income and minority communities. She believes that science, and knowledge should be accessible to all. She also believes that experiential and place-based programming have the most impact on others and seeks to implement wherever she can. She is most interested in paleontology, but is excited to create and engage Georgia's communities in cultural history as well!
* M.S., Geology, University of Georgia, 2023
* B.S., Geology, University of Illinois, 2021
* M.S., Geology, University of Georgia, 2023
* B.S., Geology, University of Illinois, 2021
B.S., Geology, University of Illinois, 2021Georgia Southern Museum jbrosowski@georgiasouthern.eduJeff BrosowskiJeffBrosowskiFaculty912-478-7723BusinessStatesboro CampusParker College of BusinessDepartment of FinanceJeff Brosowski joins the Parker College of Business by way of Chicago, where he served in adjunct positions for graduate and undergraduate courses for several colleges in the area. Prior to teaching, Jeff traded equity and debt securities and managed trading operations for firms such as Bank One, Bank of America and Echotrade. His teaching interests include corporate finance, financial analysis, and investments.
Teaching Philosophy
My teaching philosophy is to bring real world examples to explain the financial concepts and theories. How do I go about doing this in the classroom or in an online course? I will incorporate the topics of the last four modules (Wow Factor, Clarity, Community and Feedback) with my teaching philosophy, to describe in detail my teaching philosophy.
* Education: DBA Leadership Completed May 2020 Concordia University Chicago MBA. Loyola University January 2002 • Concentration in Finance. BA. Wayne State University July 1997 • Concentration in Accounting.
* Education: DBA Leadership Completed May 2020 Concordia University Chicago MBA. Loyola University January 2002 • Concentration in Finance. BA. Wayne State University July 1997 • Concentration in Accounting.
sscott@georgiasouthern.eduSally ScottSally ScottPart-Time FacultyParker College of BusinessStatesboro CampusParker College of BusinessDepartment of Management
* MBA., Georgia Southern University
* MBA., Georgia Southern University
dslone@georgiasouthern.eduJason SloneJasonSloneProfessor912-478-5909Newton 1122cStatesboro CampusCollege of Arts & HumanitiesDepartment of Philosophy & Religious StudiesI have a BA from the College of Wooster (1995), a MA from The Ohio State University (1999), and a PhD from Western Michigan University (2002). I specialize in the comparative social scientific study of religion.
* PhD
* PhD
xwang@GeorgiaSouthern.eduhttps://sites.google.com/a/georgiasouthern.edu/xwang/Xiao-Jun WangXiao-JunWangProfessor of Physics912-478-5503MPP Rm 3027AStatesboro CampusCollege of Science & MathematicsDepartment of Biochemistry Chemistry & PhysicsDr. Wang received his PhD degree in physics from The University of Georgia in 1992. He worked as a Postdoctoral Associate at Oklahoma State University (1992-93) and an NIH Postdoctoral Fellow at UC-Irvine (1993-95). He has been a Professor at Georgia Southern University since 1995. Dr. Wang is Fellow of American Physical Society and Editor for Material Research Bulletin and Light: Science & Applications.
* Ph.D., The University of Georgia, 1992
* M.S., Florida Institute of Technology, 1987; Chinese Academy of Sciences, 1985
* B.S., Jilin University, 1982
* Ph.D., The University of Georgia, 1992
* M.S., Florida Institute of Technology, 1987; Chinese Academy of Sciences, 1985
* B.S., Jilin University, 1982
M.S., Florida Institute of Technology, 1987; Chinese Academy of Sciences, 1985B.S., Jilin University, 1982
Research Interests
* Spectroscopy And Dynamical Processes Of Luminescence Centers
* Phosphor Synthesis, Characterization, And Applications
* Persistent Phosphors And Information Storage
* Led/Ld Pumped Phosphor-Converted Light Sources
Phosphor synthesis, characterization, and applicationsPersistent phosphors and information storage LED/LD pumped phosphor-converted light sourcesPhosphor Research Lab tthornburg@georgiasouthern.eduTheresa ThornburgTheresaThornburgAdministrative Assistant II912-478-0739Newton 1118AStatesboro CampusCollege of Arts & HumanitiesDepartment of EnglishNA
* NA
* NA
tjules@georgiasouthern.eduTanya JulesTanya JulesCommunity Outreach Coordinator912-478-0951City CampusStatesboro CampusDivision of Research & Economic DevelopmentCenters & InstitutesTanya Jules, DrPH, is a public health practitioner whose research focuses on educators' preparedness to implement comprehensive sex education for youth. With over 10 years of experience working with both metropolitan and rural populations, Dr. Jules has provided training and technical assistance to public health and behavioral health organizations to improve optimal health outcomes. She has led community health and youth development programs using a strength-based approach and Community-Based Participatory Research. Dr. Jules emphasizes inter-generational, cross-collaborative learning, and life skills development to prevent violence and help communities thrive. She also fosters strong stakeholder relationships to ensure program success.
Teaching Philosophy
Holistic Approach
* DrPH, Georgia Southern University, 2024
* MPH, Mercer University, 2018
* BS. in Public Health, University of Massachusetts, Amherst, 2016
* DrPH, Georgia Southern University, 2024
* MPH, Mercer University, 2018
* BS. in Public Health, University of Massachusetts, Amherst, 2016
MPH, Mercer University, 2018BS in Public Health, University of Massachusetts, Amherst, 2016
Research Interests
* Community Health Behavior
* Comprehensive Sex Education
* Community-Based Participartory Research
* Training & Technical Assistance
* Youth Development
Comprehensive Sex EducationCommunity-Based Participartory ResearchTraining & Technical AssistanceYouth DevelopmentInstitute for Health Logistics & Analytics vsoloiu@georgiasouthern.eduValentin SoloiuValentin SoloiuProf. Dr. and Allen E. Paulson Distinguished Chair912-478-82292127 Engineering Building Statesboro CampusAllen E Paulson College of Engineering & ComputingDepartment of Mechanical EngineeringProfessor and Allen E. Paulson Distinguished Chair, Georgia Southern University, Statesboro, GA, USA
Teaching Philosophy
I am devoted to the academic distinction in scholarship, teaching, and service. I have an active engagement that bridges a very strong fundamental theory with exceptional research and industrial practice, extending the learning environment beyond the classroom, and promoting students exceptional growth for their professional success. I strive to prepare a diverse undergraduate and graduate student population for technical and scientific achievements and professional leadership combined with high moral and ethical values. I embrace the core values expressed through continuous performance and excellence in research with collaboration and commitment to lifelong learning, and social responsibility.
* PhD, The Polytechnic University of Bucharest 1997
Research Interests
* Pi In Gsu In $3M Grants From Federal Agencies: Dod, Nsfx5, Doe, Epax2, Faa, Asme, Ornl, Gulfstream Corporation (At Present Pi Dod-Nsf Reu)
* Pi In Gsu In $3M Grants From Federal Agencies: Dod, Nsfx5, Doe, Epax2, Faa, Asme, Ornl, Gulfstream Corporation (At Present Pi Dod-Nsf Reu)
* Publishing: Over 200 Journal And Peer Reviewed Conference Papers And Author /Co-Author Of 3 Textbooks And 9 Instruction Manuals In Energy; 34 Research Studies In The Energy Field. Main Energy Reviewer For 10 Journals And Federal Agencies
* Dr. Soloiu Research Is In Turbojet Combustion, Heat Transfer And Emissions, Spray Dynamics, Lasers And Mixture Formation, Smart-Engine Control Strategies, And Intelligent Vehicles And Tribology
* The Energy Cluster Laboratories Have 15 Graduate And 30 Undergraduate Students Doing Research. Students Research Brought 60 Awards In The Last 15 Years Incl. At National Level: Nsf-Grfp, Epa-P3, Etc.
PI in GSU in $3M grants from federal agencies: DoD, NSFx5, DOE, EPAx2, FAA, ASME, ORNL, Gulfstream Corporation (at present PI DoD-NSF REU)Publishing: over 200 journal and peer reviewed conference papers and author /co-author of 3 textbooks and 9 instruction manuals in energy; 34 research studies in the energy field. Main energy reviewer for 10 journals and Federal agenciesDr. Soloiu research is in turbojet combustion, heat transfer and emissions, spray dynamics, Lasers and mixture formation, smart-engine control strategies, and intelligent vehicles and tribologyThe Energy cluster laboratories have 15 graduate and 30 undergraduate students doing research. Students research brought 60 awards in the last 15 years incl. at national level: NSF-GRFP, EPA-P3, etc.Sustainable Aviation Fuels Research Laboratory (SAFRL), Mechanical Engineering Lab, Automotive and Aerospace laboratories agarofolo@georgiasouthern.eduhttps://scholar.google.com/citations?user=oVjUyJ4AAAAJ&hlAndrew GarofoloAndrewGarofoloAssistant Professor of Management2247Statesboro CampusParker College of BusinessDepartment of ManagementAndrew Garofolo is an Assistant Professor of Management at the Parker College of Business at Georgia Southern University. He earned his Ph.D. in Entrepreneurship and Strategic Management from the University of Colorado and holds undergraduate degrees in Business and Economics from the University of North Carolina. His research interests include acquisitions, entrepreneurial exits, and the role of time in these processes.
Teaching Philosophy
My teaching philosophy emphasizes active learning through hands-on activities, applying knowledge in real-world contexts, and providing ongoing support and feedback to help students succeed in their entrepreneurial projects.
* Ph.D in Entrepreneurship & Strategic Management at the University of Colorado
* BS. in Business at the University of North Carolina
* BA. in Economics at the University of North Carolina
BS in Business at the University of North CarolinaBA in Economics at the University of North Carolina
Research Interests
* Acquisitions
* Entrepreneurial Exit
* Time Dynamics
Entrepreneurial ExitTime Dynamics bloper@georgiasouthern.eduBrandon LoperBrandonLoperSenior Lecturer912-478-0149Newton 2224CStatesboro CampusCollege of Arts & HumanitiesDepartment of EnglishBrandon Loper is a Senior Lecturer in the Department of English at Georgia Southern. Their teaching focuses on composition, and their research interests include creative writing and dialectical materialism.
* MA., University of Tennessee
kkaradjova@georgiasouthern.eduhttps://scholars.georgiasouthern.edu/en/persons/katia-g-karadjova-kozhuharova-2Katia G. KaradjovaKatia G.KaradjovaAssociate Dean of Libraries for Research & Assessment, Professor912-478-5024Henderson Library 3213B, Lane Library 202Armstrong Campus, Statesboro CampusUniversity LibrariesUniversity Libraries AdministrationKatia G. Karadjova-Kozhuharova, PhD, is the Associate Dean of Libraries for Research & Assessment at Georgia Southern University, Statesboro-Savannah, USA. Her doctoral work was on culturally grounded approaches to information literacy understanding. Katia is an active scholar and her areas of scholarly research include: Information Literacy, Mindfulness & Contemplative pedagogy, and international librarianship through the lens of human rights & travel literature. She is also a poet and a fiction writer. Katia has published 15 books, several book chapters, and a number of articles. In her free time Katia enjoys photography, racquet sports, and traveling.
* Ph.D., University of Library Studies and Information Technologies (ULSIT), Sofia, Bulgaria, 2020
* MLIS, San Jose State University, CA, 2011
MLIS, San Jose State University, CA, 2011
Research Interests
* Information Literacy
* Mindful Leadership
* Mindfulness In Academia
Mindful LeadershipMindfulness in AcademiaInstitute for Innovative and Integrated Studies (I3S) gchen@georgiasouthern.eduGang ChenGangChenAssistant Professor912-478-7350NC 2213Statesboro CampusCollege of Science & MathematicsDepartment of Biochemistry Chemistry & PhysicsDr. Chen specializes in materials chemistry and nanotechnology, with a focus on designing functional nanomaterials to advance optical and catalytic applications. Driven by a commitment to innovation, Dr. Chen aims to develop robust synthetic strategies bridging molecular and nanoscale science, enabling scalable manufacturing and integration of nanomaterials into cutting-edge biomedical, catalytic, and environmental technologies.
Teaching Philosophy
Dr. Chen believes that effective teaching and mentoring hinge on presenting subjects in an engaging and accessible manner, demystifying complex topics, and contextualizing knowledge to highlight its real-world relevance. Viewing himself as a facilitator of learning rather than a mere transmitter of information, Dr. Chen prioritizes fostering conceptual understanding. His approach emphasizes the purpose behind the material, addressing potential misconceptions, and encouraging critical thinking to empower students as active participants in their own education.
* Assistant Professor, University of Central Florida, 2016-2024
* Postdoc, The University of Chicago, 2011-2016
* Research Fellow, Nanyang Technology University, 2008-2011
* Ph.D., University of Chinese Academy of Science, 2008
* B.S., Zhengzhou University, 2002
Postdoc, The University of Chicago, 2011-2016Research Fellow, Nanyang Technology University, 2008-2011Ph.D., University of Chinese Academy of Science, 2008B.S., Zhengzhou University, 2002
Research Interests
* Nanosynthesis
* Plasmonic Nanoparticles
* Hybrid Nanomaterials
* Bio/Enviromental Sensors
* Photo/Electrochemical Catalysis
Plasmonic NanoparticlesHybrid nanomaterialsBio/Enviromental SensorsPhoto/Electrochemical CatalysisCenter for Advanced Materials Science cartow@georgiasouthern.eduCaren TownCarenTownProfessor of English912-515-5815Newton BuildingOnline onlyCollege of Arts & HumanitiesDepartment of EnglishDr. Caren J. Town has taught at Georgia Southern since 1988.She has published four books and numerous articles. Her interests are American and Adolescent Literature.
Teaching Philosophy
I teach skills--reading, critical thinking, discussion--rather than information.
* Ph.D. The University of Washington, 1987.
* BA., The University of Alabama, 1979.
BA, The University of Alabama, 1979.
Research Interests
* 19Th And 20Th Century American Literature
* Adolescent Literaature
* Realism
* Literature By Women
Adolescent LiteraatureRealismLiterature by Women alicehall@georgiasouthern.eduAlice HallAliceHallProfessor912-478-0973075 IABStatesboro CampusCollege of Behavioral & Social SciencesSchool of Human EcologyDr. Alice Hall is a Full Professor in Human Development and Family Science at Georgia Southern. She got her undergraduate degree in Child and Family Development from Virginia Tech, her master’s in early childhood education from James Madison University, and a PhD in Human Development and Family Studies from the University of North Carolina at Greensboro. She has been on the faculty at Georgia Southern since the fall of 1999.She does conference presentations and consulting in the area of After School care and has done numerous training workshops for youth development program leaders. She completed a 6-year term on the Board of the National AfterSchool Association (NAA) in 2015. Dr. Hall has been on numerous university committees.
Teaching Philosophy
My approach to teaching incorporates my previous careers working with children, parents and staff at Camp Horizons, the Ffx Cty SACC Programs, the GSU Child Development Center and my experiences consulting, training, and collecting data from child care programs in NC and GA. These experiences have added to the depth of my teaching by giving me “real world” experiences and stories to share. I believe that students will learn more from a professor who is enthusiastic, likes teaching, and cares about the students. I strive to build a rapport and relationship with students to facilitate their learning. My goal is to be a teacher, role model, and mentor to students inside and outside of the classroom.
* Ph.D. University of North Carolina at Greenboro Greensboro, NC Human Development and Family Studies Dissertation Topic: An Assessment of the Effectiveness of the Quality Enhancement Initiative to Improve the Quality of School- Age Child Care in North Carolina M.Ed. James Madison University Harrisonburg, Virginia Early Childhood Education Minor: Parent Education B.S. Virginia Tech Blacksburg, Virginia Family and Child Development
Research Interests
* Child Care Quality
* Youth Development
Youth Development vbynoe@georgiasouthern.eduhttps://scholars.georgiasouthern.edu/en/persons/vivian-f-bynoe-2Vivian BynoeVivianBynoeHead of Information Studies, Associate Professor912-344-3028University Libraries-Lane 127, Henderson 2210-HArmstrong Campus, Statesboro CampusUniversity LibrariesInformation StudiesVivian Bynoe, MLIS is an Associate Professor and Head of Information Studies at GeorgiaSouthern University Libraries. She has a diverse background spanning pre-school education,non-profit work, and libraries, and has worked in libraries since 2005 starting in the Public Library of Charlotte and Mecklenburg County. She teaches information literacy courses and, leads innovative teaching initiatives to integrate information literacy in curriculum across the university.
Teaching Philosophy
I am committed to promoting critical information literacy. Learning is a process that teaches students how to think so that they can uncover the answers for themselves. My job is to prepare students to be critical thinkers so they can use the funds of knowledge that they already have to contribute to the betterment of society. I learn from them as much as they learn from me.
* Bachelor of Science in Human Development and Family Studies
* Master of Library and Information Science
Master of Library and Information Science
Research Interests
* Critical Information Literacy
* Curriculum Studies
* Trauma-Informed Librarianship And Teaching
Curriculum StudiesTrauma-Informed Librarianship and Teaching ldroberts@georgiasouthern.eduhttps://scholars.georgiasouthern.edu/en/persons/leslie-d-roberts-2Leslie Roberts-ChalaLeslieRoberts-ChalaAssociate Professor of Reading912-344-2506University Hall 209Armstrong CampusCollege of EducationDepartment of Curriculum Foundations & ReadingLeslie D. Roberts-Chala research focuses on reading motivation for students across grade levels, content areas, and ability levels through the use of discussion and book clubs. For this research, she was awarded the J. Estill Alexander Future Leaders in Literacy award for Outstanding Dissertation (2020) and the Jerry Johns Promising Researcher award (2023) from the Association of Literacy Educators and Researchers (ALER). Her research also spans the areas of Culturally Sustaining Pedagogy with teachers in K-16, the use of young adult literature to promote social-emotional learning in the classroom, and the use of discussion with reading to promote motivation and an increased value of reading.
Teaching Philosophy
My teaching philosophy follows the tenets of culturally responsive teaching, which recognizes the importance of including students’ culture and funds of knowledge in all aspects of learning (Gay, 2018). Through my course content, instructional practices, and course materials, I promote culturally responsive ideas by recognizing, respecting, and supporting the vast array of students’ backgrounds and needs – for both my students and the K-12 students they teach. Similarly, I have designed my course content, instructional practices, and assignments to prepare student-teachers to be culturally responsive classroom teachers by encouraging them to identify, respect, and support students from different backgrounds.
* Ph.D., Clemson University, 2019
* M.Ed., University of Florida, 2010
* B.A., University of Florida, 2009
M.Ed., University of Florida, 2010B.A., University of Florida, 2009
Research Interests
* Reading Motivation
* Young Adult Literature
* Content Area Literacy
* Design-Based Research
* Middle School Literacy
Young Adult LiteratureContent Area LiteracyDesign-Based ResearchMiddle School Literacy christophersmith@georgiasouthern.eduChristopher SmithChristopherSmithSenior Lecturer for English and IDSNewton 3305DStatesboro CampusCollege of Arts & HumanitiesDepartment of English, Department of Interdisciplinary StudiesA teacher for 10+ years, and a devotee to Dr. Pepper, Smith lives in Millen, GA, with his spouse, daughter, and a clowder of cats.
* MFA, University of Nebraska (Omaha), 2009
Research Interests
* Game Studies
* Democracy And Disinformation
* Film Genres
* Pop Culture
* Literary Journals
Democracy and DisinformationFilm GenresPop CultureLiterary JournalsInstitute for Innovative and Integrated Studies (I3S) ahenderson@georgiasouthern.eduAllen HendersonAllenHendersonProfessor of Music912-471-0144FOY 3031Statesboro CampusCollege of Arts & HumanitiesFred & Dinah Gretsch School of MusicHenderson has enjoyed a career as a versatile artist, teacher, author, and arts administrator. As baritone soloist, Henderson has appeared in concert, opera, and oratorio with opera companies and symphonies around the US. He can be heard on Aeolian Records release entitled Dimensions and on his recording with guitarist Stanley Yates entitled Shadows featuring works by John Rutter, Michael Fink, and Castelnuovo-Tedesco. Henderson’s students have graced the stages of venues around the world. They have been associated with leading young artist programs and have been winners of numerous NATS and other national and regional competitions. His students also are gracing the stages of cruise ships, teaching in schools at all levels.
Teaching Philosophy
Combining historic pedagogies with current day research and trends, I seek to prepare students for life as a citizen through the arts in various settings as performers, teachers, arts administrators, and arts advocates. Teaching voice is a journey of exploration and I try to inspire students to begin a journey of lifelong learning through their pursuit of excellent singing.
* DMA, University of Cincinnati, 1991
* MM, University of Tennessee, 1987
* BM, Carson Newman College, 1985
MM, University of Tennessee, 1987BM, Carson Newman College, 1985
Research Interests
* Lyric Diction For Singers
* Voice Pedagogy
Voice Pedagogy bpatnaude@georgiasouthern.eduBrittany PatnaudeBrittanyPatnaudePart Time Clinical Instructor 912-344-2550Armstrong Campus Armstrong CampusWaters College of Health ProfessionsDepartment of Clinical SciencesRite Care Center for Communications Disorders kkroeger@georgiasouthern.eduAtton Kroeger AttonKroeger Part Time Lab Instructor912-344-2550Armstrong CampusWaters College of Health ProfessionsDepartment of Clinical Sciences
* B.S.R.S., Georgia Southern University, 2024
kfrazier@georgiasouthern.eduKelley FrazierKelleyFrazierProfessor/ Licensed Marriage and Family Therapist239-560-5473Georgia Southern Statesboro: IAB BuildingStatesboro CampusCollege of Behavioral & Social SciencesSchool of Human EcologyKelley Frazier, is a licensed Family Therapist and adjunct professor. She has received her degrees in Child Development from Georgia Southern University & Marriage and Family Therapy from Northcentral University and is currently working on a doctorate in Human Studies. Kelley specializes in working with children, couples and families. I love our community here in Statesboro and love serving and giving back.
Teaching Philosophy
I focus on creating a stimulating environment that encourages students to grow and develop. I also consider how to assess students learning and evaluate the teaching process with them. I am a experiential teacher, really like hands on work.
Research Interests
* Working With Children And Families In Crisis
* Working With Children And Families In Healthcare Issues
Working with Children and families in healthcare issuesChild Development Center tevans@georgiasouthern.eduTonira Evans Tonira Evans Career & Internship Advisor 912-478-5197Williams Center, First FloorStatesboro CampusAllen E Paulson College of Engineering & Computing, College of Science & Mathematics pgoodman@georgiasouthern.eduPamela GoodmanPamelaGoodmanAssociate Director of Employer Relations 912-478-5478Williams Center Room 1029Statesboro CampusOver 10 years of professional experience and clearly understands the operational and development needs of a business. Dedicated, and compassionate, energetic, driven professional who has a strong desire to succeed and possesses the ability to build positive working relationships. As Associate Director of Employer Relations, I am responsible for cultivating relationships and identifying career opportunities with corporate, non-profit and public sector employers for students and alumni.
* BS. Psychology
* MPA
MPA mehedihassan@georgiasouthern.eduhttps://scholar.google.com/citations?user=GT4p3rsAAAAJ&hl=enMehedi HassanMehediHassanVisiting Instructor912-478-5993Room 2108, IT BuildingStatesboro CampusAllen E Paulson College of Engineering & ComputingDepartment of Information TechnologyMehedi is a Visiting Instructor of Information Technology at Georgia Southern University. He earned his Ph.D. in Computer Science in 2024 and his M.Sc. in 2021, both from the University of Louisiana at Lafayette. He obtained his B.Sc. in Computer Science and Engineering in 2016 at the Islamic University of Technology, Bangladesh. His research interests lie in network security, complex systems, and machine learning.
Teaching Philosophy
My teaching philosophy centers on fostering a collaborative and engaging learning environment that empowers students to think critically and solve complex problems. I emphasize active learning, where students apply theoretical concepts through hands-on activities, coding exercises, and real-world examples.I believe in personalized instruction, recognizing that each student has unique strengths and learning styles. By incorporating diverse teaching methods—lectures, group discussions, and project-based learning—I aim to make complex topics accessible and engaging. My goal is to inspire curiosity, encourage lifelong learning, and equip students with the skills they need to succeed in their academic and professional careers.
* Ph.D. in Computer Science, University Of Louisiana At Lafayette, 2024
* M.Sc. in Computer Science, University Of Louisiana At Lafayette, 2021
* B.Sc. in Computer Science And Engineering, Islamic University Of Technology, 2016
M.Sc. in Computer Science, University Of Louisiana At Lafayette, 2021B.Sc. in Computer Science And Engineering, Islamic University Of Technology, 2016
Research Interests
* Network Security
* Complex Systems
* Machine Learning
Complex SystemsMachine Learning jsecrest@georgiasouthern.eduJeffery SecrestJefferySecrestProfessor912-344-2976Science Center 2015Armstrong Campus, Statesboro CampusCollege of Science & MathematicsDepartment of Biochemistry Chemistry & PhysicsDr. Jeff Secrest is a professor of physics at Georgia Southern University specializing in theoretical physics. His research applies maximum entropy techniques to solve partial differential equations in quantum mechanics, diffusion, advection, and solitons. In cosmology, he studies higher-dimensional models, varying gravitational parameters, and quantum cosmologies. Dr. Secrest also works on grand unified theories, focusing on SU(7) unification. A member of the HALO collaboration, he contributes to neutrino detection from supernovae. Through teaching and research, he explores the universe's fundamental principles, bridging theoretical models with real-world phenomena.
Teaching Philosophy
My teaching philosophy is centered on fostering critical thinking, curiosity, and a deep understanding of physics. I aim to create an inclusive and engaging learning environment where students feel empowered to explore and question complex concepts. By combining active learning strategies, real-world applications, and collaborative problem-solving, I encourage students to connect theoretical knowledge with practical relevance. I believe in mentoring students to become independent thinkers who can approach challenges with creativity and rigor. My goal is to inspire lifelong learning and equip students with the skills to succeed in their academic and professional endeavors.
* Postdoctoral Research Associate, University of Pennsylvania, 2009
* Ph.D., College of William and Mary, 2004
* M.S., College of William and Mary, 2001
* M.A., University of Mississippi, 2000
* B.S., University of Cincinnati, 1997
Ph.D., College of William and Mary, 2004M.S., College of William and Mary, 2001M.A., University of Mississippi, 2000B.S., University of Cincinnati, 1997
Research Interests
* Cosmology
* Grand Unified Theories
* Information Theory (Maximum Entropy Techniques)
* Neutrinos
* Education Physics
Grand Unified TheoriesInformation Theory (Maximum Entropy Techniques)NeutrinosEducation Physics brouhanizadeh@georgiasouthern.eduhttps://scholar.google.com/citations?user=CoplFfAAAAAJ&hl=enBehzad RouhanizadehBehzadRouhanizadehLecturer912-478-77281100BStatesboro CampusAllen E Paulson College of Engineering & ComputingDepartment of Civil Engineering & ConstructionDr. Rouhanizadeh’s Behzad Rouhanizadeh's research focuses on enhancing urban resilience and infrastructure sustainability through advanced technologies. His expertise includes using artificial intelligence for disaster risk management, assessing the impact of climate change on infrastructure, and integrating smart city technologies with IoT for improved disaster preparedness. By combining data analytics and AI, his work helps develop frameworks for effective risk management and sustainable urban development, aiming to create adaptive and resilient urban environments capable of withstanding natural and climate-induced disasters.
Teaching Philosophy
My teaching philosophy centers on providing students with the knowledge, skills, and critical thinking abilities necessary to excel in their academic and professional careers. I believe in creating a classroom where students are active participants in the learning process. By incorporating a variety of teaching strategies, including lectures, discussions, group work, and hands-on projects, I strive to cater to diverse learning styles and promote student engagement. I encourage students to ask questions, challenge assumptions, and think critically about the material.
* Ph.D., Civil Engineering, University of Texas at Arlington, 2020
* M.S., Civil Engineering, University of Tehran, Iran, 2009
* B.S., Civil Engineering, University of Mazandaran, Iran, 2006
M.S., Civil Engineering, University of Tehran, Iran, 2009B.S., Civil Engineering, University of Mazandaran, Iran, 2006
Research Interests
* Urban Resilience
* Disaster Risk Management
* Smart Cities Development
* Risk Management
* Sustainable Infrastructure
Disaster risk managementSmart cities developmentRisk management sustainable infrastructure rberry@georgiasouthern.eduRenee L. BerryRenee L.BerryLecturer and Armstrong Writing Center Director912-344-3142Lane Library, 133AArmstrong CampusCollege of Arts & HumanitiesDepartment of EnglishI began my teaching career at Corning Community College (SUNY) in upstate New York, first working in the Writing Center then becoming a tenured Assistant Professor in English before moving to Georgia and beginning as an adjunct at then Armstrong Atlantic State University. I became a full-time Lecturer after Georgia Southern University and Armstrong were consolidated, and since Spring 2021, I have been the Director of the Armstrong Writing Center.
Teaching Philosophy
My teaching philosophy is student-centered, emphasizes critical thinking, and encourages questioning. I am deeply committed to classrooms and courses that engage students, and to that end, I utilize high-impact practices such as Reacting to the Past. I primarily teach Composition I and II, and occasionally, Literature and Humanities.
* M.A., Binghamton University, 1996
* Advanced Certificate Mark Twain Studies, Elmira College, 2006
* B.A., Elmira College, 1992
Advanced Certificate Mark Twain Studies, Elmira College, 2006B.A., Elmira College, 1992
Research Interests
* Composition
* Writing Center Studies
* Mark Twain
* Children'S Literature
Writing Center StudiesMark TwainChildren's Literature anlee@georgiasouthern.eduAllyson LeeAllyson LeePatron Services Manager912-478-7916Nessmith-Lane Building Rm 1104Statesboro CampusCollege of Arts & HumanitiesPerforming Arts CenterAllyson was raised in Alabama where she received her BA in Communication and Theatre from Auburn University Montgomery. Both on and off stage, she brings a total of fifteen years within the Arts and Theatre World, having a hand in a variety of productions from plays, musicals, concerts, dance shows, fundraisers and more. Her professional experience reaches across the south from working on shows throughout Alabama and North Carolina, as well as serving four years as the Ticket Office Manager at the Texas Shakespeare Festival in Kilgore, TX. Additionally, she has received her 5-Star Hospitality Certification through the Texas State Department of Hospitality and Travel.
* B.A., Auburn University Montgomery, 2015
Research Interests
* Fostering Genuine Connections With Others Through Customer Service
* Applying Arts-Focused Backgrounds Into Traditional Occupational Environments
* Cultivating Your Sense Of Self, Post-Grad
Applying arts-focused backgrounds into traditional occupational environmentsCultivating your sense of self, post-gradPerforming Arts Center wming@georgiasouthern.eduhttps://scholar.google.com/citations?user=eaF3PQsAAAAJWeihua (Marshall) MingWeihua (Marshall)MingProfessor; Director, Center for Advanced Materials Science912-478-5043Chemistry/Nursing 3232Statesboro CampusCollege of Science & MathematicsDepartment of Biochemistry Chemistry & PhysicsDr. W. Marshall Ming is currently a Distinguished Chair in Materials Science and a Full Professor in Chemistry at Georgia Southern University. Prior to joining Georgia Southern, he was a faculty member at University of New Hampshire (2007-2011) and Eindhoven University of Technology in The Netherlands (2000-2007). His research has focused on multifunctional polymer materials and coatings, supported by over $5 million external funding in the U.S. and The Netherlands. Dr. Ming has so far published over 110 peer-reviewed papers, 8 book chapters, and 4 US patents, and he currently serves as an Editor for Progress in Organic Coatings.
Teaching Philosophy
My teaching philosophy has always been centered around the following keywords: motivating, engaging, interactive, individualized, and proactive learning. Whether it is in the classroom or to provide guidance to research students, I always keep this philosophy in mind, toward maximizing the learning for all students to the best they can.
* PhD in Polymer Chemistry & Physics, Fudan University, 1998
* B.S. in Materials Chemistry, Fudan University, 1993
B.S. in Materials Chemistry, Fudan University, 1993
Research Interests
* Smart Multifunctional Coatings (Super-Repellent, Antimicrobial, Antifouling, Antifogging)
* Functional Polymer Hybrid Nanocomposites
* Smart Coatings For Early Corrosion Detection And Preemptive Corrosion Prevention
Functional polymer hybrid nanocompositesSmart coatings for early corrosion detection and preemptive corrosion preventionCenter for Advanced Materials Science, James H. Oliver Jr. Institute for Coastal Plain Science jpage@georgiasouthern.eduJohn PageJohnPageGroundskeeper912-478-11491503 Bland Ave.; Statesboro, GA 30458Statesboro CampusCollege of Science & MathematicsBotanic GardenLandscaping, Landscape Maintenance, Nursery Management
* BA. English
sbaehman@georgiasouthern.eduStephen BaehmanStephenBaehmanPart-Time InstructorMeet by ZoomOnlineWaters College of Health ProfessionsDepartment of Health Sciences & KinesiologyGeorgia Southern Sport and Exercise Psychology program alumni. Founder of SPB Performance.
* M.S., Georgia Southern University, 2024
* B.S., Wisconsin Lutheran College, 2021
B.S., Wisconsin Lutheran College, 2021 lpadgett@georgiasouthern.eduhttps://scholar.google.com/citations?hl=en&user=DKsIeNkAAAAJLea W PadgettLea WPadgettPrincipal Lecturer912-344-2946Science Center 2105Armstrong CampusCollege of Science & MathematicsDepartment of Biochemistry Chemistry & PhysicsLea Padgett received her Ph.D. from Clemson University researching pyrrole-based cannabinoids. This was followed by a one-year postdoctoral fellowship at North Carolina State University studying post-translational modifications of G-protein coupled receptors by NMR and modeling ligand binding in the CB1 receptor. She has worked for Armstrong State University and now Georgia Southern University since 2006. Her main teaching focus is general chemistry and science courses for non-STEM majors.
* Ph.D. Chemistry, Clemson University, 2005
* B.S. Chemistry, Clemson University, 2000
B.S. Chemistry, Clemson University, 2000 bparten@georgiasouthern.eduBennett PartenBennett PartenAssistant Professor of History Hawes HallArmstrong CampusCollege of Arts & HumanitiesDepartment of HistoryI am originally from Royston, Ga. Graduated with a B.A. in History from the University of Georgia and a Ph.D. in History from Yale University.
Teaching Philosophy
My teaching philosophy revolves around student engagement and providing students with the tools to be active learners in their everyday lives.
* Yale, Ph.D.
Research Interests
* American History
Center for Africana Studies BBrinton@GeorgiaSouthern.eduhttps://scholars.georgiasouthern.edu/en/persons/brigette-brinton-2Brigette BrintonBrigetteBrintonDirector, Senior Lecturer912-344-2611Science Center 1012Armstrong CampusCollege of Science & MathematicsDepartment of BiologyAn ecologist by trade, Ms. Brinton graduated from Dartmouth College in 2008 (B.A. in Ecology and Evolutionary Biology) and Savannah State University in 2014 (M.S. in Marine Science). Ecologists are always considering the connectivity and sustainability of the system, which essential for any study of aquaponics. Her research interests center around animal behavior and parasitology, with a focus on crustaceans, fish, and corvids (e.g. crows). As director of the Sustainable Aquaponics Research Center, Ms. Brinton is responsible for grant preparation and execution, maintaining fish stock, coordinating interns, volunteers, and research students to maintain, monitor, and repair the laboratory and greenhouse systems for SARC.
Teaching Philosophy
My philosophy in teaching is to not only teach the students the content, but to provide the context and additional skills that are more difficult to acquire on their own. I emphasize the broader context, the surrounding story, and the implications of each topic whenever possible, often by asking students to troubleshoot the situation. By including higher-order learning in introductory, upper-division, and informal education, students are primed to analyze, evaluate, and create later in their educational career and can become life-long learners. Students who make connections among topics, see the relevance of their studies to their own lives, and can think critically about events will be better citizens and environmental stewards.
* Savannah State University, Master Of Science In Marine Science, 2014
* Dartmouth College, Bachelor Of Arts In Biology, 2008
Dartmouth College, Bachelor Of Arts In Biology, 2008
Research Interests
* Ecology And Evolution
* Aquaponics
* Parasitology
* Sustainable Agriculture
* Marine Biology
Aquaponics ParasitologySustainable AgricultureMarine Biology Sustainable Aquaponics Research Center (SARC), Sustainable Aquaponics Research Center jreich@georgiasouthern.eduhttps://scholars.georgiasouthern.edu/en/persons/james-reichard-2James ReichardJamesReichardProfessor of Geology912-478-55460104 HertyStatesboro CampusCollege of Science & MathematicsSchool of Earth Environment & SustainabilityJames Reichard is a Professor of Geology and teaches courses in hydrogeology and environmental geology. He earned a Ph.D. in Geology from Purdue University (1995) and an M.S. and B.S. in Geology from the University of Toledo (1984 and 1981). Prior to his dissertation, he specialized in structural and petroleum geology and worked as a photogeologist. His dissertation research involved modeling the effects of climate change on groundwater systems and developing computing applications for aquifer tests. He currently focuses on identifying permeable pathways within the coastal plain that allow for the vertical movement of groundwater. He has also published the textbook Environmental Geology with McGraw Hill, now in its 5th edition.
Teaching Philosophy
His basic teaching approach creates a classroom environment designed to motivate students to learn, and most importantly, become life-long learners. Here he strives to create a positive learning environment broken down into three components: 1) make the course personable, 2) treat students with respect, and 3) make the material pertinent, interesting, and easy to understand. Instead of providing digital copies of the lecture material, students take their own notes as he draws concept sketches in real time and scrolls through a bulleted outline with graphics from the textbook. He also doesn’t speak while students are writing so they can hear him explain the lecture material. All this keeps students engaged in class and encourages attendance.
* Ph.D., Geology, 1995, Purdue University
* M.S., Geology, 1984, University of Toledo
* B.S., Geology, 1981, University of Toledo
M.S., Geology, 1984, University of ToledoB.S., Geology, 1981, University of Toledo
Research Interests
* Identifying Permeable Pathways Between Aquifer Systems Within The Georgia Coastal Plain.
* Examining The Impact Of Groundwater Discharge On The Water Quality Of Coastal Rivers In Georgia.
* Scholarship Of Teaching And Learning As It Pertains To Environmental Geology.
Examining the impact of groundwater discharge on the water quality of coastal rivers in Georgia.Scholarship of teaching and learning as it pertains to environmental geology.Institute for Water and Health jdicesare@georgiasouthern.eduhttps://scholar.google.com/citations?hl=en&user=FCmLv8kAAAAJJohn DiCesareJohnDiCesareProfessor of Chemistry; Associate Chair, Department of Biochemistry, Chemistry, & Physics912-478-42013216C Nursing/ChemistryStatesboro CampusCollege of Science & MathematicsDepartment of Biochemistry Chemistry & PhysicsDr. DiCesare received his B.S. degree from the University of Central Florida in 1987 and his Ph.D. in Organic Chemistry from the Georgia Institute of Technology (Georgia Tech) in 1992. Dr. DiCesare completed a postdoctoral research fellowship in Medicinal Chemistry at Research Triangle Institute (RTI) in 1993. He then worked as a process development chemist at Advanced ChemTech in Louisville, KY until 1994 when he returned to RTI as a research associate to help establish a program in Combinatorial Chemistry. Dr. DiCesare joined the Department of Chemistry at The University of Tulsa in August, 1995 and in July of 2009 he joined the Department of Chemistry at Georgia Southern as Department Chair.
* Ph.D. Georgia Institute of Technology (1992)
* B.S. University of Central Florida (1987)
B.S. University of Central Florida (1987)
Research Interests
* Organic Chemistry
* Medicinal Chemistry
* Materials Chemistry
Medicinal ChemistryMaterials ChemistryCenter for Advanced Materials Science elangford@georgiasouthern.eduhttps://scholars.georgiasouthern.edu/en/persons/emily-l-langfordEmily LangfordEmilyLangfordAssistant Professor of Exercise Science912-478-2117Hollis Building 2117AStatesboro CampusWaters College of Health ProfessionsDepartment of Health Sciences & KinesiologyEmily Langford is an Assistant Professor in Health Sciences and Kinesiology at Georgia Southern University. Her scholarly work involves the occupational readiness of tactical operators, with a focus on firefighters and law enforcement officers. As an educator, she shares her expertise in a variety of subjects, including those related to exercise physiology and strength and conditioning
* Ph.D., University of Kentucky, 2022
* M.S., Georgia Southern University, 2019
* B.S., University of Alabama, 2017
M.S., Georgia Southern University, 2019B.S., University of Alabama, 2017
Research Interests
* Tactical Operators
* Occupational Performance & Safety
* Firefighter Wellness
* Ventilatory Responses
Occupational performance & safety Firefighter wellnessVentilatory responses jbailey@georgiasouthern.eduJennifer Brofft BaileyJenniferBrofft BaileyProfessor912-344-2859Science Center 1020Armstrong CampusCollege of Science & MathematicsDepartment of BiologyI'm an environmental microbiologist. My research projects focus on microbiome characterization, with particular interest in microbial symbioses.
Teaching Philosophy
I aim to create an engaging, student-centered classroom that adopts real world examples and hands-on learning.
* Postdoctoral Fellow, Skidaway Institute of Oceanography
* Ph.D. Microbiology, University of Georgia
* B.S. Biology, James Madison University
* Environmental Microbiology
* Microbiome characterization
Ph.D. Microbiology, University of GeorgiaB.S. Biology, James Madison UniversityEnvironmental MicrobiologyMicrobiome characterization
Research Interests
* Environmental Microbiology</li
* Microbiome Characterization
* Nitrogen Cycling
barilla@georgiasouthern.eduAnthony BarillaAnthonyBarillaAssociate Professor912-478-08943330 Parker College of BusinessStatesboro CampusParker College of BusinessDepartment of EconomicsTony is an Associate Professor of Economics and has been published in the Review of Economic Analysis, Applied Economics Letters, The Journal of Nature Conservation. and Chaos, Solitons, and Fractals amongst others.
Teaching Philosophy
I must teach students how to think critically, analyze economic phenomena, and apply theoretical concepts to real-world scenarios. Teaching is an important part of being a college professor and you must continually strive to improve your performance. The classroom must be a comfortable environment which promotes an inclusive and engaging learning environment that inspires interest, promotes active participation, and hopefully leads to lifelong learning.
* PhD. Kansas State University
Research Interests
* Labor Economics
* Sport Economics
* Transportation Economics
* Financial Economics
Sport EconomicsTransportation EconomicsFinancial Economics ckitchens@georgiasouthern.eduChelsea Kitchens Chelsea Kitchens Lecturer912-478-4636Ashmore Hall Room 241; Nurs/Chem Building Room 3007Armstrong Campus, Statesboro CampusWaters College of Health ProfessionsSchool of NursingChelsea Kitchens serves as a Lecturer, Clinical Coordinator, and a Simulation Coordinator at Georgia Southern University. She previously worked at Children’s Healthcare of Atlanta before relocating to the Savannah area, where she continued her career at HCA Memorial. Passionate about Community Health Nursing, she is dedicated to teaching students that nursing is not only a science but also a compassionate and caring practice. Chelsea strives to inspire the next generation of nurses by fostering both academic excellence and a commitment to patient-centered care.
Teaching Philosophy
As an educator, I am passionate about fostering student success in a dynamic, engaging environment. I believe in lifelong learning, both for my students and myself, which drives me to continuously adapt my methods. I use gamification tools like Kahoot to make learning interactive, enjoyable, and motivating, encouraging participation and real-time feedback. The "light bulb moments" when students grasp concepts are incredibly rewarding. My goal is to create a supportive environment where students take ownership of their learning, preparing them for academic and professional success.
* DNP, Georgia College and State University, In Progress
* MSN-Ed., University of West Georgia, 2019
* BSN, Medical College of Georgia, 2014
MSN-Ed., University of West Georgia, 2019BSN, Medical College of Georgia, 2014
Research Interests
* End Of Life Care
rmayes@georgiasouthern.eduRobert MayesRobertMayesNSF Program Director and Emeriti Faculty307-399-680712 Turner Drive, Stafford, VA 22556Online onlyCollege of EducationDepartment of Middle Grades & Secondary EducationB.S. (1979), M.S. (1981) Mathematics Secondary Education, Emporia State University; Ph.D. in Mathematics Education, Kansas State University (1989). Taught mathematics at high school, community college, university. West Virginia University, University of Wyoming, and University of Northern Colorado served as Co-PI on 3 NSF grants and an Upward Bound Mathematics and Science grant. Wrote ACT in Algebra. Director of 4 STEM education institutes, the most recent being the Institute for Interdisciplinary STEM Education at Georgia Southern University. Expertise in interdisciplinary STEM education and quantitative reasoning. Four years as a Program Officer at the National Science Foundation and is currently a fulltime Program Director at NSF.
Teaching Philosophy
Interdisciplinary STEM, active learning, critical thinking and problem solving, realistic applications of mathematics
* Mathematical metacognition, cognition and problem solving
* Quantitative Reasoning
* Diversity, Equity and Inclusion
Quantitative ReasoningDiversity, Equity and Inclusion
Research Interests
* Quantitative Reasoning On The Undergraduate Level
* Interdisciplinary Stem Education
Interdisciplinary STEM education cwarner@georgiasouthern.eduChristopher Coleman WarnerChristopher ColemanWarnerVisiting Instructor912-478-0871Newton 1120BStatesboro CampusCollege of Arts & HumanitiesDepartment of EnglishColeman Warner is a passionate educator and writer specializing in first-year composition and digital literacy at Georgia Southern University. With an interest in rhetorical analysis, public discourse, and the intersection of media and technology, he encourages students to engage thoughtfully with contemporary issues and conversations. He emphasizes critical thinking, creativity, and audience awareness in his classes. Outside the classroom, he is currently at work on a novel and enjoys reading Richard Russo, Ernest Hemingway, and Claire Keegan.
* M.A., Costal Carolina University, 2024
* B.A., Coastal Carolina University, 2019
B.A., Coastal Carolina University, 2019
Research Interests
* First-Year Writing
* Digital Literacy
* Literary Fiction
* Creative Writing
Digital LiteracyLiterary FictionCreative Writing lezell@georgiasouthern.eduLydia Ezell CooperLydiaEzell CooperVisiting Instructor912-478-6020Newton 2219AStatesboro CampusCollege of Arts & HumanitiesDepartment of EnglishLydia Ezell currently works as a Visiting Instructor at Georgia Southern University.She recently completed her MA in English Literature from Georgia State Universitywhere she worked as a Graduate Teaching Assistant and Writing Consultant. She hasattended multiple conferences, including British Women Writers, South Atlantic ModernLanguage Association, and International Writing Centers Association and has aforthcoming book review with Victorian Network. Her research interests includeVictorian women’s poetry, feminism, embodiment, and language.
Teaching Philosophy
In my composition class, I seek to meet my students where they are, recognizing the value of their life experiences and the diverse circumstances that each of them operates within. I work with my students to support their learning and success. I desire to cultivate vulnerability, empathy, creativity, and growth in my students by creating a flexible, collaborative, process-oriented classroom. I acknowledge the uniqueness of each student voice, promote collaboration, and support students as they discover what and how they want to communicate. My ultimate goal in teaching composition is that my students develop a deeper sense of themselves in relation to others around them by learning how to listen, respond, and revise.
* MA., Georgia State University, 2024
* BA., Union University, 2022
BA, Union University, 2022
Research Interests
* Victorian Poetry
* Female Embodiment
* Psychoanalysis
Female EmbodimentPsychoanalysis anewland@georgiasouthern.eduAbby NewlandAbbyNewlandPart-Time Faculty912-344-2556Betty Foy Sanders Fine Arts Hall, Room 210Armstrong CampusCollege of Arts & HumanitiesBetty Foy Sanders Department of ArtDr. Newland received her Ph.D in art education from the University of Georgia in 2021. She has maintained a full-time teaching position in K-12 art education during her graduate studies and continues to teach full-time while serving in a Part Time position for Georgia Southern University.
* Ph.D., 2021, Art Education, University of Georgia
jhaynes@georgiasouthern.eduJonathan HaynesJonathanHaynesVisiting Instructor912-478-0569Hollis 2120Statesboro CampusWaters College of Health ProfessionsDepartment of Health Sciences & KinesiologyJonathan Haynes is a Visiting Instructor of Sport & Exercise Psychology in the Waters College of Health Professions at Georgia Southern University. A Certified Mental Performance Consultant (CMPC) through the Association of Applied Sport Psychology (AASP), Jonathan holds an MA in Sport & Performance Psychology from the University of Denver and a B.Ed. from the University of Toledo. He has diverse background includes roles as a Master Resilience Trainer-Performance Expert (MRT-PE) for the U.S. Army, a Cognitive Performance Specialist for the U.S. Department of Defense, and a non-clinical mental health coach for Headspace. He supports the Naval Special Warfare community and their families as a resilience trainer for the Warrior For Life Fund.
* Master's of Arts, Sport and Performance Psychology
aaltaweel@georgiasouthern.eduhttps://scholar.google.com/citations?hl=en&user=O9tSC0wAAAAJAhmed Al-TaweelAhmedAl-TaweelAssistant Professor of Mathematics501-398-7041Math Physics BuildingStatesboro CampusCollege of Science & MathematicsDepartment of Mathematical SciencesAhmed Al-Taweel earned his Ph.D. in Computational Science from the Department of Mathematics and Statistics at UA Little Rock in Spring 2023. He later served as a Postdoctoral Fellow at the COSMOS Research Center in the Department of Information Science at UA Little Rock. His research focuses on numerical analysis and scientific computing, particularly developing mathematical models to study socio-technical behaviors across various social media platforms.
* Ph.D., University of Arkansas at Little Rock, 2023
* M.S., University of Arkansas at Little Rock, 2020
M.S., University of Arkansas at Little Rock, 2020
Research Interests
* Numerical Methods For Pdes
* Finite Element Methods
* Data Science
* Social Network Analysis
* Epidemiology
Finite Element MethodsData ScienceSocial Network AnalysisEpidemiology rrandolph@georgiasouthern.eduRobert RandolphRobertRandolphCurator - retired Part Time912-478-1149Botanic Garden AdminStatesboro CampusCollege of Science & MathematicsBotanic GardenEmployment:1980-1990 - U.S. Geological Survey, Groundwater Hydrologist1990-2018 - Botanic Garden @ GSU, Assistant/Associate Director2018-2025 - Botanic Garden @ GSU, Curator, Part Time retired
Teaching Philosophy
Currently working on accessions of the living plant collection.
* MFA, Art, Georgia Southern University, 2001
* MS., Civil Engineering, University of Texas, 1980
* BS., Civil Engineering Technology, Georgia Southern College, 1978
MS, Civil Engineering, University of Texas, 1980BS, Civil Engineering Technology, Georgia Southern College, 1978Botanic Garden ccanup@georgiasouthern.eduCharles CanupCharlesCanupAssociate Director of Student AccessibilityLiberty CampusCollege of Behavioral & Social SciencesDepartment of Psychology*
* PhD Psychology
* MS. Counseling Studies
* BS. Psychology
MS Counseling StudiesBS Psychology jhoelscher@georgiasouthern.eduhttps://scholars.georgiasouthern.edu/en/persons/jason-hoelscher-2Jason HoelscherJasonHoelscherProfessor and Gallery Director912-478-2788Center for Art and TheatreStatesboro CampusCollege of Arts & HumanitiesBetty Foy Sanders Department of ArtJason Hoelscher is an Associate Professor at Georgia Southern University, and received an MFA from the Pratt Institute, certificates in complex systems and network modeling from the New England Complex Systems Institute, and a PhD in aesthetics and art theory from IDSVA. Hoelscher has exhibited his paintings in galleries and museums in Atlanta, New York, LA, Berlin, Paris, Stockholm, Hong Kong and elsewhere, and has written for such publications as Burnaway, ARTnews, and ArtPulse. He has presented papers at conferences including CAA, ICA, SECAC and SLSA, and at venues including Harvard University and the Universities of Athens, Belgrade, Belo Horizonte, and Copenhagen. His book Art as Information Ecology was published by Duke UP in 2021.
Teaching Philosophy
My teaching philosophy is grounded in exploring even the most everyday of ideas from novel vantage points, to see how even the most familiar notions operate when made strange and considered from an alternate point of view or when moved into a different context. I focus on dialogue and sharing of ideas with and among students, applying a Montessori-style methodology to the university level, combining the openness of that approach with the rigor of college-level expectations to build trust, share knowledge, uncover information, create possibilities, and generate insights toward fostering an atmosphere of creativity and enthusiasm that will continue to unfold far into (and drive) each student's future.
* Ph.D: Visual Art: Aesthetics & Art Theory, Institute for Doctoral Studies in the Visual Arts, 2018
* Certificates in Complex Systems, Information, and Network Modeling, New England Complex Systems Institute, 2014. Cambridge, MA.
* MFA: Painting, Pratt Institute, 2000. NYC
* BFA: Painting & Drawing, Rocky Mountain College of Art & Design, 1998. Denver, CO
Certificates in Complex Systems, Information, and Network Modeling, New England Complex Systems Institute, 2014. Cambridge, MAMFA: Painting, Pratt Institute, 2000. NYCBFA: Painting & Drawing, Rocky Mountain College of Art & Design, 1998. Denver, CO
Research Interests
* Contemporary Painting In The Context Of The Information Age
* The Similarities And Differences Between Aesthetic Experience And Information Intake
* Aesthetics Considered In Terms Of Complex Adaptive Systems And Emergent Phenomena
* Ways The Picture Plane Have Operated Across History, From The Renaissance Window To The Modernist Surface To The Contemporary Dominance Of Screen-Scape
The similarities and differences between aesthetic experience and information intakeAesthetics considered in terms of complex adaptive systems and emergent phenomenaWays the picture plane have operated across history, from the Renaissance window to the Modernist surface to the contemporary dominance of screen-scape tosborne@georgiasouthern.eduhttps://scholar.google.com/citations?user=Y3ElQ7UAAAAJ&hl=enTanesha OsborneTaneshaOsbornePrincipal Lecturer912-478-0637Nursing/Chemistry Building, Room 3212Statesboro CampusCollege of Science & MathematicsDepartment of Biochemistry Chemistry & PhysicsPh.D., University of South Carolina, 2008B.S., Georgia Southern University, 2003
Teaching Philosophy
As an educator, my role goes beyond transferring knowledge. Education is a transformative journey that challenges, inspires, and empowers students to reach their full potential. Acting as a bridge between course content and real-world application, my mission is to create an inclusive and engaging environment that nurtures growth, fuels ambition, and sparks a lifelong passion for learning.I incorporate strategies that address diverse learning styles and continuously refine my methods using student feedback and evidence-based practices. My goal is to inspire curiosity, challenge learners, and equip them with the tools to construct their own understanding and succeed.
* Ph.D. Chemistry
* B.S. Chemistry
B.S. Chemistry cbjones@georgiasouthern.eduCatherine JonesCatherineJonesPart-Time FacultyArmstrong CampusCollege of Behavioral & Social SciencesDepartment of Psychology
* MS. Experimental Psychology
* BS. Psychology
BS Psychology wstmyers@georgiasouthern.eduWendy St. MyersWendySt. MyersFacultyArmstrong CampusCollege of Behavioral & Social SciencesDepartment of Psychology
* Psy.D. Clinical-Community Psychology
* M.A. Clinical-Community Psychology
* B.S. Youth, Adult, and Family Services
M.A. Clinical-Community PsychologyB.S. Youth, Adult, and Family Services francisdesiderio@georgiasouthern.eduFrancis DesiderioFrancisDesiderioAssociate Dean912-478-7926Eidson House 1024Statesboro CampusHonors CollegeHonors CollegeDr. Francis Desiderio joined the Honors College leadership team in 2009. He earned his Ph.D. from the Graduate Institute of the Liberal Arts at Emory University, an M.A. from the Department of Popular Culture at Bowling Green State University, and a B.A. in English from the University of Detroit. He works with every aspect of the Honors College with particular attention to the honors curriculum. When he's in the classroom, course topics include: the built environment, the meaning of place, global architecture, and soccer cultures around the world. He also has led Honors College study abroad trips in Wexford and several alternative break trips.
* Ph.D., Emory University
* M.A., Bowling Green State University
* B.A., University of Detroit
M.A., Bowling Green State UniversityB.A., University of Detroit smbridges@georgiasouthern.eduShana BridgesShana BridgesPrincipal Lecturer 478-712-2Sanford Hall Room 2031Statesboro CampusCollege of Arts & HumanitiesDepartment of Communication ArtsDr. Shana Bridges is a Communication Studies (COMS) Principal Lecturer in the Department of Communication Arts and has served as a faculty member at Georgia Southern since 2013. She teaches Public Speaking, Communication Research, Communication Theory, Persuasion, and Rhetorical Criticism. She oversees COMS interns for the Statesboro campus. She has also taught study abroad courses in Montepulciano, Italy. She is an active member of the Southern States Communication Association and has served as a mentor for COMS students who attend the SSCA Undergraduate Honors Conference. She serves as the Co-Director of the Professional Communication and Leadership (PCL) Master's Program.
Teaching Philosophy
My philosophy is that learning involves the co-creation of knowledge between professors and their students. As the instructor, I provide curriculum instruction and curate learning materials and assignments that are both relevant, applicable, and impactful. I also facilitate a supportive environment where students feel comfortable exploring ideas, asking questions, practicing skills, and expressing their views.
* B.S. in Speech Communication, Georgia Southern University, 2003
* M.S. in Philosophy of Communication, Southern Illinois University (Carbondale), 2008
* Ph.D., Rhetoric and Public Culture, Indiana University (Bloomington), 2018
M.S. in Philosophy of Communication, Southern Illinois University (Carbondale), 2008Ph.D., Rhetoric and Public Culture, Indiana University (Bloomington), 2018
Research Interests
* Political Rhetoric
* Political Polarization
* Presidential Rhetoric
* Alienation And Radicalization
Political polarization Presidential Rhetoric Alienation and radicalization joneill@georgiasouthern.eduJohnathan O'NeillJohnathanO'NeillProfessor912-478-0752IAB 3091Statesboro CampusCollege of Arts & HumanitiesDepartment of HistoryI am a historian of American constitutionalism American political thought with a focus on the twentieth century.
Teaching Philosophy
My large lecture classes provide students with comprehensive overview of American history; my upper-division classes are discussion-based and focused on core texts.
* PhD, University of Maryland, 2000
* MA., University of Maryland, 1994
* BA., Colgate University, 1991
MA, University of Maryland, 1994BA, Colgate University, 1991
Research Interests
* American Constitutional History
* American Political Thought
* Twentieth-Century American Politics
American political thoughttwentieth-century American politics drangel@georgiasouthern.eduDolores RangelDoloresRangelProfessor of Spanish; The Coastal Review Co-Editor-in-Chief912-478-0774Interdisciplinary Academic Bldg. #2087Statesboro CampusCollege of Arts & HumanitiesDepartment of World Languages & CulturesOriginary of Mexico. Teaching at Undergraduate and Graduate levels. Started in GSU in 2005. Professor since 2016. Chief Editor in The Coastal Review. Director of several Studies Abroad in Spain, Costa Rica, and Mexico.
Teaching Philosophy
My teaching philosophy revolves around three core elements: the student, technology, and the evolving nature of education. Each student is an individual shaped by a complex mix of cultural and personal factors. Technology plays a critical role in both teaching and learning processes. Education is constantly changing, and as a professor, I believe it is my responsibility to adapt and innovate continuously, refining my methods to meet the evolving needs of my students. Ultimately, my teaching is driven by a commitment to student success, a passion for my subject, and a deep respect for the privilege and responsibility that comes with being an educator.
* PhD., University of New York, 1999
* MA., New Mexico State University, 1988.
* BA., Dept. de Letras, ITESM, Mexico, 1983.
MA, New Mexico State University, 1988.BA, Dept. de Letras, ITESM, Mexico, 1983.
Research Interests
* Xx Century Latin American Narrative
* Contemporary Mexican Narrative
* Feminism, Identity, Exile, Memory, Patriarchy
* Mexican Jewish Narrative And Poetry
Contemporary Mexican NarrativeFeminism, identity, exile, memory, patriarchyMexican Jewish Narrative and Poetry dharvey@georgiasouthern.eduDeborah HarveyDeborahHarveyOutreach and Marketing Coordinator912-478-0927City Campus - StatesboroStatesboro CampusDivision of Research & Economic DevelopmentCenters & InstitutesDeborah Harvey brings 25+ years of experience in marketing and exhibit design to the Institute for Health Logistics & Analytics. After starting her career in New York City, she moved to Georgia, where she combined her marketing skills with a BS in Biology and a Master’s in Museum Studies. This unique mix led her to design innovative exhibits, particularly in science education. Deborah worked on Georgia Southern University’s COVID-19 vaccination campaigns and then earned a graduate certificate in Public Health Social Marketing. At IHLA, she applies evidence-based research to create exhibits and health communication strategies aimed at improving outcomes for vulnerable populations.
* B.S., Chapman University, 1989
* M.A., San Francisco State University, 1995
* Graduate Certificate, University of South Florida, 2022
M.A., San Francisco State University, 1995Graduate Certificate, University of South Florida, 2022Institute for Health Logistics & Analytics sknowles@georgiasouthern.eduSarah KnowlesSarah KnowlesVisiting Instructor of First-Year Writing Newton, 1122EStatesboro CampusCollege of Arts & HumanitiesDepartment of EnglishSarah Knowles is a Visiting Instructor of First-Year Writing at Georgia Southern University. She is committed to furthering student success through developing their writing skills to help them flourish within their own discipline.
* Master of Arts in English
* Bachelor of Arts in English
Bachelor of Arts in English
Research Interests
* Victorian Studies
lilili@georgiasouthern.eduhttps://georgiasouthern.libguides.com/c.php?g=357066LiLi LiLiLiLiProfessor / Information Services Librarian912-478-7960Room 2210-F, Zach S. Henderson LibraryStatesboro CampusUniversity LibrariesDept. of Information StudiesProfessor LiLi Li is an Information Studies Librarian at the Georgia Southern University Libraries. In the summer of 2002, he joined Georgia Southern University as an Assistant Professor/Information Services Librarian.Since 2005, he started presenting at the different international, national, and state conferences to represent Georgia Southern University and Georgia Southern University. He published three books and other peer-reviewed papers to promote web-based information resources and services at academic libraries. Currently, Professor Li focuses his academic researches on AI in Academic Libraries, Information Literacy, Library Integrated Systems, Reference Services, Web Design, etc. in the fields of academic libraries.
Teaching Philosophy
As a tenured faculty and an experienced Research Services Librarian at the Georgia Southern University Libraries, my mission to assist faculty, undergraduates, and graduates, especially those first-year junior students, to access and locate online and printed information when they need. To improve their academic performance and future career development, I am committed to promoting information literacy competencies in a service-oriented and student-centered academic learning environment.
* MA. Degree in Library and Information Scicences
* MS. Degree in Management Information Systems
* Georgia Southern University: Certificate of Member of Graduate Facutly
MS Degree in Management Information SystemsGeorgia Southern University: Certificate of Member of Graduate Facutly
Research Interests
* Artificial Intelligence In Academic Libraries
* Information Literacy
* Library Integrated Systems
* Reference Services In Academic Libraries
* Web Design
Information LiteracyLibrary Integrated SystemsReference Services in Academic LibrariesWeb Design mryan@georgiasouthern.eduMeaghan Dwyer-RyanMeaghanDwyer-RyanAssistant Professor of Irish Studies and Associate Director of the Center for Irish Research and Teaching912-344-2930Armstrong: Armstrong Center, Suite 10; Statesboro: Academic Interdisciplinary Building 213Armstrong Campus, Statesboro Campus, Wexford, IrelandCollege of Arts & HumanitiesDepartment of History, Learning in Ireland (Wexford Campus)Meaghan Dwyer-Ryan is an Assistant Professor of Irish Studies and Associate Director, Center for Irish Research and Teaching. She specializes in Irish and Jewish America and teaches courses in Irish and Diaspora Studies, History, and Gender Studies. Her first book, with Susan L. Porter and Lisa Fagin Davis, was Becoming American Jews: Temple Israel of Boston (Brandeis, 2009). She has also published in various scholarly journals. Currently, she is completing a manuscript, Ethnic Patriotism in Boston’s Irish and Jewish Communities, 1880-1929, and working on a digital walking trail of Savannah’s Irish neighborhoods. Her Ph.D. is from Boston College and her M.A. is from NYU. Previously, she was an Associate Professor of History at USC Aiken.
Teaching Philosophy
In my many years of teaching, I have developed a pedagogical style that pushes my students to develop the thinking and writing skills necessary for them to critically examine society and their place within it. I encourage students to engage actively with a variety of primary and secondary sources and investigate the past through a transnational and interdisciplinary lens. I try to provide multiple opportunities for success by assigning a variety of assignments to help nurture analytical and writing skills long after students’ academic careers are over. Learning is a continuous process, and some of my most rewarding experiences have come from encouraging students to form new questions, as well as find answers.
* Ph.D., Boston College, 2010
* M.A. & Certificate in Archival Management and Historical Editing, New York University, 2001
* B.A., Colby College, 1996
M.A. & Certificate in Archival Management and Historical Editing, New York University, 2001B.A., Colby College, 1996
Research Interests
* Irish Studies
* Nineteenth And Twentieth Century U.S. History
* Immigration, Ethnicity, And Race
* Jewish American Studies
* Public History
Nineteenth and Twentieth Century U.S. HistoryImmigration, Ethnicity, and RaceJewish American StudiesPublic HistoryCenter for Irish Research & Teaching, Institute for Innovative and Integrated Studies (I3S) enordenhaug@georgiasouthern.eduErik NordenhaugErikNordenhaugAssociate Professor of Philosophy912-344-2645Gamble Hall 134Armstrong CampusCollege of Arts & HumanitiesDepartment of Philosophy & Religious StudiesErik Nordenhaug is an associate professor of philosophy at Georgia Southern University. His articles and presentations in philosophy of technology include: “An Eschatological Study of the Possibility of the Humanities in a Technological Milieu”(1987), “Who or What do the Social Sciences Serve in The Technological Society?”(2006), “Externalization of Ethical Thinking In Technological Rationality”(2016) and his recent chapter “The Outsourcing of Ethics” in The Twenty-First Century and Its Discontents(2020). His current research now focuses on the transformation of human agency and morality when every field of human activity is mediated by technology. What does technologically-mediated human agency and morality look like?
* Ph.D., Emory University, 1994
* M.A., Emory University, 1989
* B.A., Mercer University, 1985
M.A., Emory University, 1989B.A., Mercer University, 1985 zzhang@georgiasouthern.eduZuotang ZhangZuotangZhangLecturer912-478-02442081 IABStatesboro CampusCollege of Arts & HumanitiesDepartment of World Languages & CulturesZuotang Zhang graduated from Ningxia University, China with a BA degree in English Language and Literature in 1982. He earned an MA degree in Religious Studies from Missouri State University in 1998. He received his PhD in Language, Literacy and Culture from the University of Maryland, Baltimore County in 2014. Zuotang has worked as a language teacher at various levels (elementary school, high school, community college and university) both in China and the United States. His research interests are broad in language, culture (Chinese folk practice) and education. In his spare time, Zuotang writes prose essays, poems and short stories in Chinese and English. He was a columnist for a Chinese newspaper in Washington DC.
Teaching Philosophy
My teaching philosophy is now reduced to a few words. Teach the students not only what I know but share with them how I learn and encourage them to find their best way of learning. And I keep telling my students that only CORRECT practice makes perfect.
* Ph.D., University of Maryland, Baltimore County, 2014
* MA., Missouri State University, 1998
* BA., Ningxia University, China, 1982
* AA, Guyuan Normal School, China, 1978
MA, Missouri State University, 1998BA, Ningxia University, China, 1982AA, Guyuan Normal School, China, 1978
Research Interests
* Language Teaching And Learning
* Cultural Studies (Folk Religions)
* Teaching Education And Training
Cultural studies (folk religions)Teaching education and training thunt@georgiasouthern.eduTamerah HuntTamerahHuntProfessor912-478-8620Hollis Building Room 1126Statesboro CampusWaters College of Health ProfessionsDepartment of Health Sciences & KinesiologyTamerah Hunt, PhD, ATC, FACSM is a Certified Athletic Trainer and has worked at every level of sports during her career. She works within the exercise science and the anatomy and physiology programs. She serves on numerous professional committees to enhance inclusion and diversity in the clinical and research setting. She has served as an Allied Health and Education Board of Trustee for ACSM and is currently the National Athletic Trainers’ Association Research and Education Foundation District 9 Board of Director.
Teaching Philosophy
Teaching allows me to mentor and inspire my students to achieve success in the clinic and classroom, while not losing themselves in the demands of a time consuming, physical career. I strive to actively educate students to be culturally sensitive, advocates for their patients while increasing awareness for self-care. To ensure that the students are in a supportive environment, I incorporate mindfulness and growth mindset techniques (mental wellness and self-care techniques) within my courses and overall degree program. This has directly resulted in improved grades, attitudes and mental health and self-care for the students directly influencing student success.
* Ph.D., University of Georgia, 2006
* M.S, James Madison University, 2002
* B.S, University of Delaware, 2000
M.S, James Madison University, 2002B.S, University of Delaware, 2000
Research Interests
* Youth Concussion
* Social Determinants Of Health
* Mental Health And Wellness
Social determinants of HealthMental Health and wellnessNational Youth Advocacy and Resilience Research Center mdmogle@georgiasouthern.eduMatthew MogleMatthewMogleAssociate Professor of Art912-478-4636Arts Building, Room 2029Statesboro CampusCollege of Arts & HumanitiesBetty Foy Sanders Department of ArtMatthew Mogle is an Associate Professor of Art, the Foundations Director, and the Honors Coordinator in the Betty Foy Sanders Department of Art. Prof. Mogle teaches Area F foundations courses on the Statesboro campus.
Teaching Philosophy
As a first-generation college graduate, my teaching philosophy emphasizes lifelong learning, critical thinking, and creative problem-solving. I strive to empower students with the tools to adapt to new challenges, think independently, and develop the confidence to pursue learning and innovation throughout their lives.
* M.F.A, New York Academy of Art, 2004
Research Interests
* Traditional Oil Painting On Non-Traditional Surfaces
* Game Design And Illustration
* Curriculum Development And Design
Game design and illustrationCurriculum development and design fprince@georgiasouthern.eduFelecia PrinceFeleciaPrincePart-Time Instructor912-362-0804College of EducationStatesboro CampusCollege of EducationDepartment of Elementary & Special EducationI am from Metter, Georgia. I was born in a family of educators. My dad is a retired principal, and my mother is a retired teacher. I have one son and nephew-son. My son, parents, and I were educated at Georgia Southern. Not only do I love teaching, but I have also been a church musician for over 48 years. I am a florist and author.
Teaching Philosophy
I believe all students can learn; but they all don't learn in the same way. We must differentiate instruction.
* Doctorate in Teacher Leadership
* Specialists in Teacher Leadership
* Masters in Education
* B. S in Home Economics/Fashion Merchandising and Clothing and Textiles
* Psychology and Education
Specialists in Teacher LeadershipMasters in EducationB. S in Home Economics/Fashion Merchandising and Clothing and TextilesPsychology and Education
Research Interests
* Differentiated Instruction
* Motivating Black Males
* Effective Strategies For Teachers
Motivating Black MalesEffective Strategies for Teachers btatom@georgiasouthern.eduBrett TatomBrettTatomPart Time Lab Instructor912-344-2550Armstrong CampusWaters College of Health ProfessionsDepartment of Clinical Sciences
* Bachelor of Radiological Sciences
mvanwagenen@georgiasouthern.eduMichael Van WagenenMichaelVan WagenenAssociate Professor912-478-5466IAB 3095Statesboro CampusCollege of Arts & HumanitiesDepartment of HistoryMICHAEL SCOTT VAN WAGENEN is an associate professor of history at Georgia Southern University where he founded the public history graduate program. He has created several award-winning documentary films, books, articles, and museum exhibits on the history and culture of the American West and borderlands.
* PhD History - University of Utah
Research Interests
* Public History
* Collective Memory
* Us - Mexico Borderlands
* Religion In The American Southwest
* Material Culture
Collective MemoryUS - Mexico BorderlandsReligion in the American SouthwestMaterial Culture egalvan@georgiasouthern.eduhttps://scholar.google.com/citations?user=nRJva8sAAAAJ&hl=en&authuser=2&oi=aoEmma GalvanEmmaGalvanAssistant Professor of MarketingParker College of Business 2224Statesboro CampusParker College of BusinessDepartment of MarketingAfter receiving my PhD from the University of Mississippi (Ole Miss) in 2024, I am currently an assistant marketing professor at Georgia Southern University, teaching Principles of Marketing. My research interests mainly fall within the area of investigating how “new-age” persuasive tactics affect consumers perceptions, intentions, and behaviors within the current marketing climate. I have published in Psychology & Marketing as well as the Journal of Business Research to name a few. When I am not teaching or researching, I love watching college sports, especially since I played soccer in college.
Teaching Philosophy
As an educator, I believe we have not only the responsibility to help students reach their full potential, but the privilege to impact the lives of generations to come. I believe this can be done by exposing students to new ways of thinking and instilling in students that learning doesn’t end after acquiring a degree. This especially rings true as a college professor, where we are encountering young adults who will be making decisions that ultimately impact the rest of their lives.
* PhD, University of Mississippi, 2024
* MS., University of Alabama, 2018
* BS., University of Alabama, 2018
MS, University of Alabama, 2018BS, University of Alabama, 2018
Research Interests
* Persuasive Marketing Tactics
* Processing
processing lhuffling@georgiasouthern.eduLacey D. Huffling Lacey D.Huffling Associate Professor912-478-24804100 COE Administration BuildingStatesboro CampusCollege of EducationDepartment of Middle Grades & Secondary EducationDr. Lacey D. Huffling is an Associate Professor of Science Education in the Department of Middles and Secondary Education. She teaches undergraduate courses on the Statesboro campus and graduate courses online. Her research interests include agency, equity, and identity in environmental and sustainability education, science education, teacher education, and self-study. She received an Early Career Research Fellowship -Education Track from the National Academies of Science, Engineering, and Medicine Gulf Research Program. She has received grants from the National Academies of Science, Engineering, and Medicine Gulf Research Board and the National Science Foundation.
* Ph.D, Georgia Southern University, 2015
* M.Ed, Wake Forest University, 2008
* B.S., Lee University, 2003
M.Ed, Wake Forest University, 2008B.S., Lee University, 2003
Research Interests
* Environmental/Sustainability Education
* Science Education
* Identity
* Agency
* Teacher Education
Science EducationIdentityAgencyTeacher EducationInstitute for Water and Health rhaddad@georgiasouthern.eduhttps://scholars.georgiasouthern.edu/en/persons/rami-j-haddad-2Rami HaddadRamiHaddadProfessor and Interim Dean912-478-7412IT 3400FStatesboro CampusAllen E Paulson College of Engineering & ComputingDepartment of Electrical & Computer EngineeringRami J. Haddad, Ph.D., SIEEE, is the Interim Dean of the Allen E. Paulson College of Engineering and Computing at Georgia Southern University. He holds a Ph.D. in Electrical Engineering from the University of Akron, an M.S. in Electrical and Computer Engineering from the University of Minnesota Duluth, and a B.S. in Telecommunication and Electronics Engineering from the Applied Sciences Private University. Previously, he served as Senior Associate Dean and Chair of the Electrical and Computer Engineering Department. His research focuses on artificial intelligence, cyber-physical systems, cybersecurity, autonomous networks, optical communications, brain-computer interfaces, smart grids, and engineering education.
Teaching Philosophy
My teaching philosophy centers on fostering an active, student-centric learning environment, reflecting the inquiry-based nature of engineering. I embrace this philosophy by guiding students to understand key concepts, develop critical thinking, and acquire lifelong learning skills. Using a collaborative apprenticeship model, I adapt my instruction to students’ diverse learning styles with tools like the Felder & Soloman Index. My approach includes project-based learning, interactive activities, simulations, and real-time feedback mechanisms to enhance engagement and understanding. This pedagogy equips students with essential skills, transforming advanced concepts into accessible knowledge while fostering professional and personal growth.
* Ph.D. in Electrical Engineering, The University of Akron, 2011
* M.S. in Electrical and Computer Engineering, University of Minnesota Duluth, 2006
* B.S. in Communication and Electronics Engineering, Applied Science Private University, 2004
M.S. in Electrical and Computer Engineering, University of Minnesota Duluth, 2006B.S. in Communication and Electronics Engineering, Applied Science Private University, 2004
Research Interests
* Artificial Intelligence
* Cyber-Physical Systems/Cyber-Security
* Autonomous Ad-Hoc Aerial Communication Networks
* Optical Fiber Communication/Networks
* Brain-Computer Interface Application
Cyber-physical Systems/Cyber-securityAutonomous Ad-Hoc Aerial Communication NetworksOptical Fiber Communication/NetworksBrain-Computer Interface ApplicationOptical Network and Smart Grid (ONSmart) Laboratory autumnjohnson@georgiasouthern.eduhttps://scholars.georgiasouthern.edu/en/persons/autumn-m-johnson-2Autumn JohnsonAutumnJohnsonAssociate Professor912-478-7819Henderson Library 1212Armstrong Campus, Statesboro CampusUniversity LibrariesAdministration - Special CollectionsAutumn M. Johnson serves as the Special Collections Librarian and Associate Professor at Georgia Southern University, where she oversees instruction, outreach, and reference efforts for the University Libraries’ Special Collections. Additionally, she acts as the library liaison for the Department of History, Center for Irish Studies, Criminal Justice, and the School of Human Ecology. Prior to her current role, Johnson held positions as the Information Literacy Coordinator at Savannah State University and User Engagement Librarian at Augusta University. With research interests centered on game-based learning in archives and teaching with primary sources, she has presented on these topics both nationally and internationally.
Teaching Philosophy
As a Special Collections Librarian, I focus on creating active, engaging experiences that encourage learners to critically interact with archival resources. My pedagogical approach emphasizes making collections accessible, relevant, and exciting across disciplines by using innovative methods that connect materials to contemporary contexts and personal narratives. Through interactive learning, I aim to develop learners’ analytical skills, creativity, and appreciation for the diverse stories contained within collections.
* MLIS, University of South Carolina, 2011
Research Interests
* Information Literacy
* Game-Based Learning
* Teaching With Primary Sources
Game-Based LearningTeaching with Primary Sources gowensgaughan@georgiasouthern.eduGrace Owens-GaughanGraceOwens-GaughanYouth Programs Coordinator912-478-1766301 building in StatesboroStatesboro CampusDivision of Academic AffairsContinuing & Professional EducationI’m in my second year as a Youth Programs Coordinator at Georgia Southern University. During college, I worked at the Bulloch County Parks and Recreation Department as a program assistant, where I gained experience running summer camps, holiday break camps, and youth programs. Now, I continue similar work with Georgia Southern, coordinating multiple week long summer camps such as Lego Robotics Camp and Migrant Educational Summer Camp, holiday break camps such as Eagle Explorers, and youth programs during the school year like the Political Science Department's Model UN Conferences.
Teaching Philosophy
I plan a camp for the Georgia Department of Education's Migrant Program that allows the children of migrant workers to stay in a dorm for a week, take various educational classes to help bridge the gap between them and their peers, and get a sense of the 'college experience.'
* Bachelors Degree in Recreation with a focus on Tourism and Leisure 2023
* Certified Program Planner 2024
Certified Program Planner 2024 mitra@georgiasouthern.eduAniruddha MitraAniruddhaMitraProfessor912-478-5129Engineering 2135Statesboro CampusAllen E Paulson College of Engineering & ComputingDepartment of Mechanical EngineeringAcademic ExperienceFull Professor, Georgia Southern University, 2016 – Current Associate Professor, Georgia Southern University, 2008 – 2016 Assistant Professor, Georgia Southern University, 2002 – 2008
* Ph.D. in Mechanical Engineering, University of Nevada, Reno, USA.
* Master of Engineering in Mechanical Engineering with First Class, Indian Institute of Science, Bangalore, India
* • Bachelor of Engineering in Mechanical Engineering with First Class Honors, Jadavpur University, Kolkata, India.
Master of Engineering in Mechanical Engineering with First Class, Indian Institute of Science, Bangalore, India• Bachelor of Engineering in Mechanical Engineering with First Class Honors, Jadavpur University, Kolkata, India.
Research Interests
* Airborne Nanoparticle, Testing Of Personal Protective Equipment
* Stability Of Structures Under Dynamic Loading.
* Future Of Design Education
Stability of structures under dynamic loading.Future of Design EducationEngineering & Research Facility gmolina@georgiasouthern.eduhttps://scholars.georgiasouthern.edu/en/persons/gustavo-j-molina-2Gustavo J. MolinaGustavo J.MolinaProfessor912-478-0125Engineering Building 2137Statesboro CampusAllen E Paulson College of Engineering & ComputingDepartment of Mechanical EngineeringDr. Gustavo J. Molina graduated with a BSc in Mechanical and Electrical Engineering from National University of Cordoba, Argentina, a Master’s in Mechanical Engineering from the University of Ottawa, Canada, for his work in acousto-ultrasonics, and a PhD in Mechanical Engineering from Virginia Tech for his work on triboemission of particles. Since 2000 he has been in the Dept. of Mechanical Eng. of Georgia Southern University, where he is a Professor. Dr. Molina’s research interests are on design methodologies, on solid mechanics and tribology, biofuels and nanofluids, on design optimization by QFD-TRIZ integration, and on equilibrium dynamics. He has authored over 40 journal papers and a book chapter in tribology.
Teaching Philosophy
Teaching interests: - Design methodologies- Solid Mechanics- Tribology and Reliability
* Ph.D., Virginia Tech, 2000
* M.App.Sc., University of Ottawa, Canada, 1994
* BSc. Mech Electr. Engineering, Natl.Univ.of Cordoba, Argentina, 1986
M.App.Sc., University of Ottawa, Canada, 1994BSc. Mech Electr. Engineering, Natl.Univ.of Cordoba, Argentina, 1986
Research Interests
* Tribology Of Nanofluids
* Tribology Of Biofuels
* Qfd-Triz Integration And Sinergy
* Triboemission Of Charged Particles
* Equilibrium Dynamics
Tribology of biofuelsQFD-TRIZ integration and sinergyTriboemission of charged particlesEquilibrium dynamics kw24715@georgiasouthern.eduKendra ChandlerKendraChandlerGraduate Assistant912-478-5539Brannen Hall - Room 1029 - Seat #2Statesboro CampusCollege of Behavioral & Social SciencesDepartment of Psychologycurrently in 3rd year of PSY-D Program
* Working on PSYC Doctoral Degree
rc17300@georgiasouthern.eduRachel CookRachelCookGraduate Assistant912-478-5539Brannen Hall, Room 1029, Seat #5Statesboro CampusCollege of Behavioral & Social SciencesDepartment of PsychologyCurrently in 2nd year of PSY-D Program
* Currently in PSYC Doctoral Program
ad08062@georgiasouthern.eduAlexis DixonAlexisDixonGraduate Assistant912-478-5539Brannen Hall, Room 1030, Seat #1Statesboro CampusCollege of Behavioral & Social SciencesDepartment of Psychologyin 4th year of PSYC Doctoral Program
* 4th year Doctoral Student
ssalter@georgiasouthern.eduShelley SalterShelleySalterResearch Compliance Manager912-478-3022Veazey HallStatesboro CampusDivision of Research & Economic DevelopmentOffice of Research IntegrityShelley began working in the Office of Research Services in December of 2011 as administrative secretary and was promoted to Compliance Specialist in September of 2013 and then to Research Compliance Manager in February of 2022. Shelley has a Bachelor’s of Science in Biology and a Master’s of Business Administration, both from Georgia Southern University.
* MBA., Georgia Southern University, 2018
* BS. Biology, Georgia Southern University, 2004
BS Biology, Georgia Southern University, 2004 sf12053@georgiasouthern.eduSilvia FloresSilviaFloresGraduate Assistant912-478-5539Brannen Hall, Room 1013, Seat #1Statesboro CampusCollege of Behavioral & Social SciencesDepartment of Psychology4th year PSYC Doctoral Student
* 4th year PSYC Doctoral Student
tg14894@georgiasouthern.eduTatyana GambleTatyanaGambleGraduate Assistant912-478-5539Brannen Hall, Room 1013, Seat #4Statesboro CampusCollege of Behavioral & Social SciencesDepartment of Psychology2nd year PSYC Doctoral Student
* 2nd year PSYC Doctoral Student
bh17184@georgiasouthern.eduBlayke HannaBlaykeHannaGraduate Assistant912-478-5539Brannen Hall, Room 1030, Seat #4Statesboro CampusCollege of Behavioral & Social SciencesDepartment of Psychology2nd year PSYC Doctoral Program
* 2nd year PSYC Doctoral Program
ar27902@georgiasouthern.eduAlondra Reyna LopezAlondraReyna LopezGraduate Assistant912-478-5539Brannen Hall, Room 1030, Seat #3Statesboro CampusCollege of Behavioral & Social SciencesDepartment of Psychology3rd year PSYC Doctoral Student
* 3rd year PSYC Doctoral Student
em17437@georgiasouthern.eduEllen MurphyEllenMurphyGraduate Assistant912-478-5539Brannen Hall, Room 1030, Seat #2Statesboro CampusCollege of Behavioral & Social SciencesDepartment of Psychology4th year PSYC Doctoral student
* 4th year PSYC Doctoral student
cp21766@georgiasouthern.eduCalla PritulskyCallaPritulskyGraduate Assistant912-478-5539Brannen Hall, Room 1029, Seat #4Statesboro CampusCollege of Behavioral & Social SciencesDepartment of Psychology3rd year PSYC Doctoral student
* 3rd year PSYC Doctoral student
ktippy@georgiasouthern.eduKelly TippyKellyTippyAdministrative Assistant II912-344-2539Hawes Hall 208Armstrong CampusParker College of BusinessDepartment of Economics ms46448@georgiasouthern.eduManasvi ShenviManasviShenviGraduate Assistant912-478-5539Brannen Hall, Room 1029, Seat #1Statesboro CampusCollege of Behavioral & Social SciencesDepartment of Psychology3rd year PSYC Doctoral student
* 3rd year PSYC Doctoral student
cw34988@georgiasouthern.eduCollin WilliamsCollinWilliamsGraduate Assistant912-478-5539Brannen Hall, Room 1030, Seat #5Statesboro CampusCollege of Behavioral & Social SciencesDepartment of Psychology2nd year PSYC Doctoral student
* 2nd year PSYC Doctoral student
cb41568@georgiasouthern.eduCaroline BachCarolineBachGraduate Assistant912-478-5539Brannen Hall, Room 1029, Seat 3Statesboro CampusCollege of Behavioral & Social SciencesDepartment of Psychology4th year PSYC Doctoral student
* 4th year PSYC Doctoral student
plarose@georgiasouthern.eduPatricia LaRose-Walthour Patricia LaRose-Walthour Community Outreach Coordinator 912-478-0966City Campus Statesboro CampusDivision of Research & Economic DevelopmentCenters & InstitutesPatricia, a Double Eagle, has experience in wellness program coordination, program evaluation, and community engagement. Her public health interests center on promoting health and well-being, rural health, and fostering community-driven health solutions.
Teaching Philosophy
Patricia is actively involved in the Community Health Resource Project (CHRP), which aims to partner with 18 underserved rural counties in Georgia over two years to identify and map local health resources, enhancing access and informing workforce development in these areas.
* MPH, Georgia Southern University, 2022
* B.S. Kinesiology, Georgia Southern University, 2018
B.S. Kinesiology, Georgia Southern University, 2018Institute for Health Logistics & Analytics jmoss@georgiasouthern.eduJanet MossJanetMossPrincipal Lecturer, EmeritusStatesboro CampusParker College of BusinessDepartment of Information Systems & AnalyticsJanet joined Georgia Southern University in 2000. She served as a Principal Lecturer in the Parker College of Business. Janet taught courses in business analytics, information systems and management. She published 16 journal articles, 11 conference proceedings and numerous conference presentations. She served on multiple panels at the INFORMS national conference. Janet was instrumental in forming an INFORMS Student Chapter. The student chapter has won two INFORMS awards of excellence. Janet was awarded the Parker College Lecturer award 3 times. Over the years, she served on numerous Georgia Southern University committees before retiring in 2024.
* Master of Business Administration, Georgia State University, 1985
* Bachelor of Art degrees, Business and Psychology, University of South Florida, 1983.
Bachelor of Art degrees, Business and Psychology, University of South Florida, 1983. pgoeser@georgiasouthern.eduPriya GoeserPriyaGoeserProfessor912-344-2874UH249BArmstrong CampusAllen E Paulson College of Engineering & ComputingDepartment of Mechanical EngineeringDr. Goeser received her B.Tech in Mechanical Engineering from the Indian Institute of Technology, Madras and her Ph.D. from the University of Delaware. She then worked as a research associate (post-doctoral fellow) at the Center for Composite Materials, University of Delaware for two years before joining the Engineering Studies Program at Armstrong State University as an Assistant Professor in August 2003. She is currently a full Professor at the Department of Mechanical Engineering, Georgia Southern University - Armstrong Campus.
* Ph.D., Mechanical Engineering, University of Delaware, Newark, Delaware, 2001
* B.Tech., Mechanical Engineering, Indian Institute of Technology, Chennai, India, 1997
* Effective College Instruction, ACUE Certified Credential, Georgia Southern University, December 2022
* Teaching Online Courses Certificate, Center for Teaching Excellence, Georgia Southern University, June 2021
* Governor's Teaching Fellows Summer Symposium Program 2017, University of Georgia, Athens, GA
B.Tech., Mechanical Engineering, Indian Institute of Technology, Chennai, India, 1997Effective College Instruction, ACUE Certified Credential, Georgia Southern University, December 2022Teaching Online Courses Certificate, Center for Teaching Excellence, Georgia Southern University, June 2021Governor's Teaching Fellows Summer Symposium Program 2017, University of Georgia, Athens, GA
Research Interests
* Engineering Education
* Open Educational Resources
* Textbook Transformation
Open Educational ResourcesTextbook TransformationEngineering Learning Center (ELC), Eagle Engineering Ambassador (EEA) Program hliu@georgiasouthern.eduhttps://scholar.google.com/citations?user=CfbkqJIAAAAJ&hl=enHau-Jian (Jason) LiuHau-Jian (Jason)LiuAssociate Professor of Physics912-478-5703Math/Physics 2052Statesboro CampusCollege of Science & MathematicsDepartment of Biochemistry Chemistry & PhysicsDr. Liu is an experimental physicist with research interests in magnetization dynamics. Specifically, his research group investigates magnetic excitations, known as spin waves, in confined micro/nanostructures. Confined structures can provide a means of controlling the characteristics of the spin waves, like amplitude, frequency, and wavelength. This work will lead to a better understanding of the fundamental physics of spin waves and how they can be used in future spin-based electronics. Current projects include spin wave interference, magnonic crystals, nonlinear spin wave processes, and magnetic vortices.
* Post-doc, National Institute of Standards and Technology, 2014-2017
* Ph.D. Physics, Colorado State University, 2014
* M.S. Physics, Colorado State University, 2010
* B.S. Physics, San Diego State University, 2008
Ph.D. Physics, Colorado State University, 2014M.S. Physics, Colorado State University, 2010B.S. Physics, San Diego State University, 2008
Research Interests
* Magnetic Materials
* Magnetization Dynamics
* Spintronics
* Magnonics
* Spin Waves
Magnetization DynamicsSpintronicsMagnonicsSpin WavesCenter for Advanced Materials Science lwible@georgiasouthern.eduLoraine WibleLoraine WibleAssistant Professor of ArtArt Building 2020Statesboro CampusCollege of Arts & HumanitiesBetty Foy Sanders Department of ArtLoraine Wible is a digital artist and experimental filmmaker who combines storytelling, interactivity, songwriting, and performance art to create joyfully political and vibrantly surrealist postcards of her intellectual journeys. Born and raised in France, she studied filmmaking in Paris before emigrating to Ohio where she obtained an MFA in electronic arts at the University of Cincinnati. She now teaches in the Art Department of Georgia Southern University where she researches how Artificial Intelligence and Algorithms change our cultural landscape.
* MFA in Electronic Arts, University of Cincinnati
* BFA in Video Production, Ecole Superieur de Realisation Audiovisuelle
BFA in Video Production, Ecole Superieur de Realisation Audiovisuelle
Research Interests
* New Media Technology And Art
* Video Art
* Internet Art
* Surrealist Filmmaking
Video ArtInternet ArtSurrealist filmmaking encarnicruz@georgiasouthern.eduEncarnacion Cruz JimenezEncarnacionCruz JimenezSenior Lecturer912-344-3194Gamble Hall 207Armstrong CampusCollege of Arts & HumanitiesDepartment of World Languages & CulturesEncarnación Cruz Jiménez is an ABD candidate at UNC-Chapel Hill, specializing in contemporary Mexican literature and transcultural identities. She holds two MAs: one in Hispanic Literature (UNC-Chapel Hill) and another in English and North American Literature (University of Seville). Her research interests encompass contemporary Mexican and Latin American literature, focusing on identity issues. Encarnación has taught various Spanish courses at GSU and Armstrong State University, including specialized programs for healthcare professionals. Her extensive teaching experience is complemented by significant academic service, including student organizations.
Teaching Philosophy
My teaching philosophy is grounded in a commitment to creating inclusive, engaging, and effective learning environments for all students. My extensive experience teaching Spanish at various levels, from elementary to advanced, across diverse formats (in-person, online synchronous, and fully online) has shaped my approach. I believe in fostering a collaborative learning atmosphere where students feel empowered to explore the language and culture, build confidence in their abilities, and develop critical thinking skills.Key Principles: Student-Centered Learning and culturally responsive pedagogy.
* BA. in English Language and Literature (University of Seville, Spain)
* MA. in English Language and Literature (University of Seville, Spain)
* MA. in Hispanic Literature (UNC- Chapel Hill)
* ABD (UNC- Chapel Hill)
MA in English Language and Literature (University of Seville, Spain)MA in Hispanic Literature (UNC- Chapel Hill)ABD (UNC- Chapel Hill)
Research Interests
* Contemporary Mexican And Latin American Literature
* Pedagogy
Pedagogy loberhelman@georgiasouthern.eduLily OberhelmanLilyOberhelmanPart Time Instructor912-344-2550Online onlyWaters College of Health ProfessionsDepartment of Clinical SciencesSonographer and Clinical Preceptor.
* M.Ed, Georgia Southern University, 2018
* BSRS, Armstrong State University, 2015
* RDMS (AB, OB, BR, VT, PS), RVT
BSRS, Armstrong State University, 2015RDMS (AB, OB, BR, VT, PS), RVT snasseh@georgiasouthern.eduhttps://sites.google.com/site/saeednasseh/homeSaeed NassehSaeedNassehProfessor912-478-5878MP3322Statesboro CampusCollege of Science & MathematicsDepartment of Mathematical SciencesBS: Sharif University of Technology, 2001MS: University of Tehran, 2003PhD: North Dakota State University, 2013Postdoctoral Fellow: University of Nebraska-Lincoln, 2014
* Postdoctoral Fellow: University of Nebraska-Lincoln, 2014
Research Interests
* Commutative Algebra, Homological Algebra, And Related Areas
cmroczek@georgiasouthern.eduChristy MroczekChristyMroczekPrincipal Lecturer912-344-2718Gamble HallArmstrong CampusCollege of Arts & HumanitiesDepartment of EnglishChristy Mroczek is a Principal Lecturer in the English Department at Georgia Southern University’s Armstrong campus, where she has been teaching since 2006. Since 2014, she has led the department’s internship program, focusing on helping students translate their English degrees into meaningful career opportunities. In addition to coordinating internships, she teaches courses in technical communication, writing for nonprofits, information design, and first-year writing.
Teaching Philosophy
I believe in empowering students to bridge the gap between academic study and real-world application, particularly within the field of English. By fostering critical thinking, collaboration, and technical proficiency, I help students discover how their education can translate into meaningful careers. Through my courses, I emphasize the importance of developing clear, persuasive communication, working effectively with others, and leveraging technology to solve problems and convey ideas. Whether guiding students in internships or teaching in the classroom, my goal is to inspire confidence, adaptability, and the ability to apply their skills across diverse contexts.
* M.A. in English (Professional Communication), Clemson University, 2005
* B.A. in English, Western Michigan University, 2002
B.A. in English, Western Michigan University, 2002
Research Interests
* English Major Internships And Careers
* Writing For Nonprofits
* Technical Communication
* Information Design
Writing for NonprofitsTechnical CommunicationInformation Design lvaleri@georgiasouthern.eduhttps://scholars.georgiasouthern.edu/en/persons/laura-e-valeri-2Laura ValeriLauraValeriProfessor912-488-5889110 Gamble Hall, Armstrong, 1119E Newton, StatesboroArmstrong Campus, Statesboro Campus, Online onlyCollege of Arts & HumanitiesDepartment of EnglishLaura Valeri is the author of The Kinds of Things Saints Do (University of Iowa Press), Safe in Your Head (SFA University Press), The Dead Still Here (SFA University Press), L'Isola del Silenzio (Galaad Edizioni), and After Life as a Human (Rainchain Press). Her scholarly and pedagogy essays appear in The Journal of Creative Writing Studies and Writing & Pedagogy. Her creative work and literary translations appear in many journals in the US and internationally. She has been teaching at Georgia Southern since 2003.
* MFA Iowa Writer's Workshop, University of Iowa
* MFA Florida International University
* BA. New York University
* AI Filmmaking certification
MFA Florida International UniversityBA New York UniversityAI Filmmaking certification
Research Interests
* Fiction Writing & Pedagogy
* Creative Nonfiction Writing & Pedagogy
* Literary Translation
* Creativity Studies
* Ai Filmmaking & Ai Animation
Creative Nonfiction Writing & PedagogyLiterary TranslationCreativity StudiesAI Filmmaking & AI Animation wweaver@georgiasouthern.eduWendelyn WeaverWendelynWeaverLecturerNursing/Chemistry Building: #3029Statesboro CampusWaters College of Health ProfessionsSchool of NursingMrs. Weaver has served continuously as a professional nurse for more than 35 years in hospitals spanning five different states, specializing in pediatrics & women's health. She joined the School of Nursing faculty at Georgia Southern University in 2018 as a parttime clinical supervisor & transitioned to full time lecturer in 2021 & has taught pharmacology, health assessment lab, pediatrics & women's health. Mrs. Weaver excels at innovative teaching methods, high-fidelity simulation & student learning. She is also a lactation counselor who strives to improve positive breastfeeding outcomes. She is passionate about sharing her love for babies & their families with a focus on compassionate nursing care with the students she teaches.
* MSN-ED/Nursing, Georgia Southern University, 2021
* BSN/Nursing, Alderson Broaddus College, 1987
BSN/Nursing, Alderson Broaddus College, 1987 jdrey@georgiasouthern.eduJennifer DreyJenniferDreyCommunity Outreach Coordinator912-713-2934City CampusStatesboro CampusDivision of Research & Economic DevelopmentCenters & InstitutesJennifer Drey is a public health professional whose work focuses on interventions that reduce common barriers to wellness, particularly in underserved communities. She currently serves as Community Outreach Coordinator at the Institute for Health Logistics & Analytics, where she focuses on building relationships and promoting project participation.
* Master of Public Health, Emory University
* Bachelor of Arts, University of Maryland
Bachelor of Arts, University of Maryland
Research Interests
* Public Health
* Community Health
* Chronic Disease Prevention
Community HealthChronic Disease PreventionInstitute for Health Logistics & Analytics jchoi@georgiasouthern.eduwww.linkedin.com/in/junghun-choi-391968150JungHun ChoiJungHunChoiAssociate Professor912-478-4123Engineering Building 2131Statesboro CampusAllen E Paulson College of Engineering & ComputingDepartment of Mechanical EngineeringAssociate Professor in the Mechanical Engineering Department at Georgia Southern University. Currently teaching Mechatronics, PLC, Numerical Methods, and Senior Design Projects. Research interests include Medical Deivces, Measurement Systems, and Bio-signal Processings.
Teaching Philosophy
Creating an educational environment where learning is actively engaged through enjoyable activities, incorporating elements of curiosity, exploration, and discovery, allowing students to actively seek knowledge by using interactive methods like real-world applications, and hands-on experiences.
* Ph.D. Virginia Tech, 2006
Research Interests
* Medical Devices - Colonoscopy Related Automation
* Medical Devices - Bioelectrical Impedance Spectroscopy
* Measurement Systems Using Sensor Fusion
* Mechatronics Projects
Medical Devices - Bioelectrical Impedance SpectroscopyMeasurement Systems using sensor fusionMechatronics Projects rperez@georgiasouthern.eduhttps://scholar.google.com/citations?user=S_IX0akAAAAJ&hl=esRocio PerezRocioPerezAssistant Professor912-478-4101Nursing and Chemistry Building, 3216BStatesboro CampusCollege of Science & MathematicsDepartment of Biochemistry Chemistry & PhysicsDr. Rocío L. Pérez earned her B.S. in Biotechnology in 2012 and Ph.D. in Analytical Chemistry in 2016 from Rosario National University, Argentina. She served as a Postdoctoral Researcher at the University of Notre Dame for one year and as a Postdoctoral Associate in Professor Isiah M. Warner's research group at Louisiana State University for four and a half years. Currently, she is an Assistant Professor at Georgia Southern University. Her research focuses on synthesizing GUMBOS for applications in protein extraction, chemotherapeutics, and purification, as well as using Ionic Liquids and Deep Eutectic Solvents as green solvents for material recycling and compound extraction.
Teaching Philosophy
I strive to create an inclusive, interactive learning environment where students actively engage with the material. By incorporating group activities, discussions, and real-world examples, I encourage collaboration and critical thinking. I also use online platforms to extend learning beyond the classroom through interactive activities, quizzes, and discussions. This blend of in-person and digital tools allows students to learn at their own pace, work with peers, and access resources easily. My goal is to empower students to take an active role in their education and develop skills for academic and professional success.
* Bachelor in Biiotechnology
* Analytical Chemistry Ph.D.
Analytical Chemistry Ph.D.
Research Interests
* Design And Synthesis Of Ionic Liquids (Ils), Group Of Uniform Materials Based On Organic Salts (Gumbos), And Natural Deep Eutectic Solvents (Nades) For Analytical Applications.
* Development Of Novel Sensing Materials Based On Ils, Gumbos Or Nades.
* Development Of Ils, Gumbos Or Nades Based Composites For The Extraction And Removal Of Contaminants From Environmental Samples.
* Synthesis Of Nanogumbos For Chemotherapeutic Applications.
Development of novel sensing materials based on ILs, GUMBOS or NADES.Development of ILs, GUMBOS or NADES based composites for the extraction and removal of contaminants from environmental samples.Synthesis of nanoGUMBOS for chemotherapeutic applications.James H. Oliver Jr. Institute for Coastal Plain Science, Center for Advanced Materials Science, Institute for Water and Health mkhan@georgiasouthern.eduhttps://scholar.google.com/citations?hl=en&view_op=list_works&gmla=AGd7smESenhVbWBK9LiQfSUD8FDDMKgpobqt9grC252Dvr4B9nQKg9OMSizuQStgPOZm7wIzbWE2rx2Ym4vCkQ&user=9VPUy1sAAAAJMujibur KhanMujibur KhanAssociate Professor912-478-8004ERB 3057Statesboro CampusAllen E Paulson College of Engineering & ComputingDepartment of Mechanical EngineeringDr. Khan has been investigating processing of nanocapsules of anti-cancer drugs into biocompatible core- shell polymer to target specific cell and stop metastatic progression. These nanocapsules are designed to stop the chemotherapy resistance and metastasis by targeting the TMA (Tumor microenvironment). Also, he contributed toward the design, synthesis, characterization and performance testing of multiphase high-performance fiber, plasma assisted nanofibers, and Metal Organic Framework for structural, sensing, and biomedical applications. He has co-authored 23 Journal Papers and 50+ Conference proceedings, presentations. His research has been funded by the NSF, DOE, and Industries such as Solvay Specialty Polymers, Advent Company Ltd etc.
Teaching Philosophy
Student success through engagement, critical thinking and problem solving
* PhD in Ocean and Mechanical Engineering from the Florida Atlantic University of Florida in 2010
* MSc in Mechatronics from Kings College, University of London in 2004
* BSc in mechanical engineering from Bangladesh University of Engineering and Technology (BUET) in 2001
MSc in Mechatronics from Kings College, University of London in 2004 BSc in mechanical engineering from Bangladesh University of Engineering and Technology (BUET) in 2001
Research Interests
* Nanomedecine And Nanocapsules
* Targeted Cancer Drug Delivery
* Nanostructure And Plasma Interactipons
* Multifunctional High Performance Fibersa
* Metalo-Organic Frame Work
Targeted Cancer Drug DeliveryNanostructure and Plasma interactipons Multifunctional High Performance fibersaMetalo-Organic Frame workNanocomposite Material Science Laboratory LDenmark@Georgiasouthern.eduLisa DenmarkLisaDenmarkProfessor of History912-478-0549IAB 3097Statesboro CampusCollege of Arts & HumanitiesDepartment of HistoryDr. Lisa L. Denmark has been on the faculty at Georgia Southern University for 24 years. She specializes in the history of the American South and Georgia, with particular focus on nineteenth-century urban development, municipal finance, public health initiatives, and prohibition. Her research, including her 2019 book published by the University of Georgia Press, examines how Savannah navigated the challenges of commerce, debt, and growth across the nineteenth century. Currently investigating antebellum public health policies, Dr. Denmark teaches courses on nineteenth-century America while serving as Executive Secretary-Treasurer of the Georgia Association of Historians.
Teaching Philosophy
My teaching approach emphasizes clear organization and straightforward delivery of course material. My courses follow a predictable and consistent weekly structure that helps students stay on track. Rather than overwhelming students with complexity, I break down historical topics and assigned material into manageable pieces. Pairing clear expectations with high academic standards, I provide the tools and support needed to meet those standards.
* Ph.D., University of South Carolina, 2004
* MA., Georgia Southern University, 1995
* BA., Georgia Southern University, 1993
MA, Georgia Southern University, 1995BA, Georgia Southern University, 1993
Research Interests
* Us South/Savannah
* Railroads
* Municipal Finance (19Th Century)
* Prohibition
* Public Health (19Th Century)
RailroadsMunicipal Finance (19th century)ProhibitionPublic Health (19th century) traceyscottsmith@georgiasouthern.eduTracey Scott-SmithTracey Scott-SmithPart Time Instructor912-344-2550Armstrong CampusWaters College of Health ProfessionsDepartment of Clinical SciencesI have been the Audiologist for the Savannah-Chatham County Public School system since 1995 and have enjoyed sharing my love for the field of Audiology with the CSDS students at the Armstrong campus of GSU for many years. I teach Intro to Audiology and Intro to Aural Rehabilitation to undergraduate students and I teach an advanced Aural Rehabilitation class to the graduate students. I also teach the new graduate students fundamentals for performing hearing screenings so that they can go out in the schools and help the nurses with their annual hearing screenings so that the students are able to obtain their required hearing/Audiology hours. I enjoy supervising them during these screenings and signing off on their hours.
Teaching Philosophy
To create a fun, inclusive learning environment where each student becomes passionate about learning not only during the semester but throughout their school career and later professional life.
* Au.D., UFL, 2005
* M.Aud., USC, 1993
* BSEd, UGA, 1989
M.Aud., USC, 1993BSEd, UGA, 1989
Research Interests
* Audiology
* Aural Rehabilitation
* Assistive Listening Devices
Aural RehabilitationAssistive Listening DevicesRite Care Center for Communications Disorders Cjordan@georgiasouthern.eduCarol JordanCarolJordanVisiting Instructor912-478-0929Ashmore HallArmstrong CampusWaters College of Health ProfessionsDepartment of Clinical SciencesCarol Jordan is an experienced educator and medical laboratory scientist with a robust microbiology background. She earned her Bachelor of Science degrees in Biology and Medical Laboratory Science from Georgia Southern University. She also holds a Master of Education degree from Armstrong State University and has specialized certification in microbiology through the American Society of Clinical Pathologists.With over 15 years of teaching experience, Carol was a Microbiology Laboratory Instructor, Microbiology Senior Lecturer, and Clinical Coordinator in the Medical Laboratory Science Program at Georgia Southern University-Armstrong Campus. Carol's professional career spans over 30 years, including several major hospitals.
* Master of Education Armstrong State University 2016
* Bachelor of Science in Medical Laboratory Science Georgia Southern University 1983
Bachelor of Science in Medical Laboratory Science Georgia Southern University 1983 gc08302-sw@georgiasouthern.eduAlex CuddAlexCuddGraduate Teaching Assistant, Level 2Williams Center Statesboro CampusDivision of Academic AffairsOffice of Career and Professional DevelopmentHello! My name is Alex and I am a graduate teaching assistant in the Office of Career and Professional Development here at Georgia Southern. I am currently working towards earning my doctorate in Clinical Psychology. I have been an instructor at Georgia Southern for over 2 years. I am currently in charge of teaching GSU 2131 ("Career Exploration") and GSU 2132 ("Professional Development Seminar").
* Master's of Science, Georgia Southern University, 2024
jtookes@georgiasouthern.eduhttps://scholars.georgiasouthern.edu/en/persons/jennifer-sweeney-tookes-2Jennifer Sweeney TookesJenniferSweeney TookesAssociate Professor of Anthropology912-478-6587Carroll 1015Statesboro CampusCollege of Behavioral & Social SciencesDepartment of Sociology & AnthropologyJennifer Sweeney Tookes is an applied cultural anthropologist conducting research in the Southeastern US (NC to FL) and the Caribbean since 2003. After completing a Ph.D. in Anthropology at Emory University, her post-doctoral training in Environmental Sciences addressed direct marketing of Georgia seafood. Her research bridges medical and environmental anthropology, focusing on changing sea levels and climate, seafood production, coastal communities, and the health, well-being, and cultural heritage of these populations. Tookes is the Chair of the Social and Economic Panel of the South Atlantic Fishery Management Council, and serves on the Science and Statistics Committee. She is active in the Society for Applied Anthropology.
Teaching Philosophy
As a professor, I use diverse teaching methods to accommodate various learning styles, drawing on my training in teaching pedagogy to design university courses. I create a welcoming classroom that fosters discussion, critical thinking, mutual respect, and engagement with anthropological research. My courses emphasize applying knowledge to real-life situations, reflecting my teaching philosophy that Anthropology's concepts are valuable across careers like business, medicine, law enforcement, and education. Anthropology is not just knowledge; it is a way of thinking that enriches and strengthens our global community.
* Ph.D. Anthropology, Emory University, 2013
* Graduate Certificate, Women's Studies, Emory University, 2013
* M.A. Anthropology, Emory University, 2009
* Certificate, Haitian Creole, Florida International University, 2006
* M.A. Cultural Anthropology with Distinction, California State University, Northridge, 2005
Graduate Certificate, Women's Studies, Emory University, 2013M.A. Anthropology, Emory University, 2009Certificate, Haitian Creole, Florida International University, 2006M.A. Cultural Anthropology with Distinction, California State University, Northridge, 2005
Research Interests
* Qualitative And Mixed Methodology Research
* Fisheries And Fishing Cultures
* Sustainable Foodways
* Climate Change Impacts On Humans
* Local And Global Food Systems
fisheries and fishing culturessustainable foodwaysclimate change impacts on humanslocal and global food systemsCenter for Africana Studies, R M Bogan Archaeological Repository, Lab for Applied Anthropology djohn@georgiasouthern.eduhttps://scholar.google.com/citations?hl=en&pli=1&user=lImbDH4AAAAJDavid JohnDavidJohnAdjunct Professor478-298-3103OnlineStatesboro Campus, Online onlyAllen E Paulson College of Engineering & ComputingDepartment of Civil Engineering & ConstructionDylan John counts over 15 years in the Construction Profession, both in the United States and International markets. A subject matter expert with a voice in Construction Technology and Innovation, Dylan John exposes students at Georgia Southern to trending Construction Innovation and Technology topics.A proven leader, Dylan provides perspective on both project and organizational leadership. Dylan also provides industry insights and consultations to General Contractors, Trade Contractors and Construction Software companies.
Teaching Philosophy
College-Industry Partnership is a cornerstone for a Rich and Meaningful Education Experience in the Construction Industry.
* MS. in Applied Engineering, Georgia Southern University
* BS. Construction Management, Georgia Southern University
BS Construction Management, Georgia Southern University
Research Interests
* Construction Technology
* Construction Performance
* Construction Innovation
* Leadership In Construction
Construction PerformanceConstruction InnovationLeadership in Construction cjohnson@georgiasouthern.eduCatherine JohnsonCatherineJohnsonAssociate Professor912-478-02472088 IABStatesboro CampusCollege of Arts & HumanitiesDepartment of World Languages & CulturesI am originally from Detroit, Michigan. I graduated from Mercy High School (Farmington Hills, MI) in 1982. I received my degrees (Ph.D., M.A., and BA) from the University of Michigan, Ann Arbor. I spent my senior year abroad in Freiburg, Germany from 1985 -1986. I accepted the offer to teach students German at Georgia Southern in 1994 and have been doing so for 31 years.
Teaching Philosophy
To ensure student growth and success as they pursue their academic goals.
* Ph.D., University of Michigan, 1994
* M.A., University of Michigan, 1990
* B.A. University of Michigan, 1986
M.A., University of Michigan, 1990B.A. University of Michigan, 1986
Research Interests
* Second Language Acquisiton
* Race, Nationality, And Identity In German-Speaking Countries
* Assessment Of Language Skills
* Social Emotional Learning
Race, Nationality, and Identity in German-speaking countriesAssessment of Language SkillsSocial Emotional Learning tkintzinger@georgiasouthern.eduTimothy KintzingerTimothyKintzingerSeniror Lecturer912-478-7140Foy 3057Statesboro CampusCollege of Arts & HumanitiesFred & Dinah Gretsch School of MusicDr. Tim Kintzinger is the trumpet professor on the faculty of the Gretsch School of Music at Georgia Southern University. He teaches applied trumpet and brass methods, and directs the GS Trumpet Ensemble and the Natural Trumpet Ensemble.
* DMA Trumpet Performance - University of Missouri - Kansas City
* Post-doctoral study Wind Literature and Conducting, University of South Carolina
* MM Trumpet Performance - Binghamton University
* BS. Mechanical Engineering - Binghamton University
Post-doctoral study Wind Literature and Conducting, University of South CarolinaMM Trumpet Performance - Binghamton UniversityBS Mechanical Engineering - Binghamton University
Research Interests
* Natural Trumpet / Baroque Performance Practice
* Jazz And Commercial Music
* Trumpet Pedagogy
Jazz and Commercial MusicTrumpet Pedagogy rpeavy@georgiasouthern.eduRenata PeavyRenataPeavyExecutive Assistant912-478-7733College of EducationStatesboro CampusCollege of EducationCOE Office of the Dean psears@georgiasouthern.eduPamela SearsPamelaSearsProfessor of Theatre; Chair, Department of Communication Arts912-478-5138Sanford Hall 3014 and Jenkins Hall 104Armstrong Campus, Statesboro CampusCollege of Arts & HumanitiesDepartment of Communication ArtsPamela Z. Sears is the Chair of the Department of Communication Arts and her principal teaching specialties are acting and movement. She has worked professionally as a director, choreographer and actor. Her professional credits include engagements on various stages including Atlanta’s Theatre in the Square, Georgia Ensemble Theatre, and Highlands Playhouse, as well as television and film productions. Recently, she has performed in the Association for Theatre in Higher Education’s New Play Development productions in Las Vegas, Washington DC, Chicago, and Austin. Professor Sears researches, and is inspired by, theatre for social change.
Teaching Philosophy
As a theatre professor specializing in actor training and stage movement, I am a facilitator and mentor. Introducing students to the newest research and techniques in my field, I provide them the tools with which to explore these principles, analyze their attributes, and build upon each assignment for cumulative growth. I create diverse educational experiences. In the classroom, I invite my students to share their concerns with me, to engage in thoughtful group discussions frequently, to take pride in and ownership of their educational experience. In this way, I hope to inspire their intrinsic motivation to reach higher standards.
* M.F.A., University of Georgia, 1998
* B.A., University of South Carolina, 1992
B.A., University of South Carolina, 1992
Research Interests
* Social Justice Theatre
erushton@georgiasouthern.eduhttps://scholars.georgiasouthern.edu/en/persons/edward-rushtonEdward RushtonEdwardRushtonAssociate Professor912-478-5283Arts Building 2028Statesboro CampusCollege of Arts & HumanitiesBetty Foy Sanders Department of Art1994 MFA The University of Iowa, Iowa City, IA.
Teaching Philosophy
I am committed to being a dedicated educator who genuinely cares aboutteaching and fostering student growth. I prioritize building respectful and supportive relationships with my students while maintaining honesty in our interactions. I firmly believe that success serves as a powerful motivator for students and, therefore, I assess their knowledge and skills from a strength-based perspective.
* MFA Graphic Design
Research Interests
* Graphic Expression
* Experimental Typography
Experimental Typography dlangley@georgiasouthern.eduDavid LangleyDavidLangleyAssociate Professor of Music Education, Associate Director of Choral Activities912-678-2322Foy Building 3069Statesboro CampusCollege of Arts & HumanitiesFred & Dinah Gretsch School of MusicDavid W. Langley is Associate Professor of Music Education and Associate Director of Choral Activities at Georgia Southern University. His duties include supervising student teachers, teaching undergraduate and graduate courses in music education, as well as directing the University Singers. Langley has been published in such journals as International Journal of Music Education, Music Education Research, The Choral Journal, American Music Teacher, and ACDA’s Chorteach. He has presented his research at numerous state, national, and international conferences and frequently offers professional development workshops for school districts. Langley is a frequent guest conductor and clinician for choirs across the southeast.
* B.Mus. Ed. from The University of Georgia
* M.M.Ed. from The University of Georgia
* Ph. D. from Georgia State University
M.M.Ed. from The University of GeorgiaPh. D. from Georgia State University
Research Interests
* Creativity In Choral Ensemble Classrooms
* Trauma-Informed Teaching
* Extramusical Benefits Of Choir
Trauma-Informed TeachingExtramusical Benefits of Choir kpetrosino@georgiasouthern.eduKrista Petrosino Slone Krista PetrosinoSlone Senior Lecturer of English, Master Captain: Licensed Merchant Mariner912-478-6993Newton Building 1120E (Statesboro)Armstrong Campus, Statesboro CampusCollege of Arts & HumanitiesDepartment of EnglishDr. Slone has been teaching in higher education since January 2007 in face to face, fully online, and hybrid modalities, and her scholarship focuses on cognitive rhetorics, Scholarship of Teaching and Learning, outcomes assessment, and writing assessment. She began working at Georgia Southern University in 2016, and prior to that, she was an Assistant Professor of English and Chair of the Master of Humanities program at Tiffin University in Tiffin, Ohio.
* Doctor of Philosophy, Rhetoric and Composition
* United States Coast Guard Licensed Merchant Mariner: Master Captain 50GRT
United States Coast Guard Licensed Merchant Mariner: Master Captain 50GRT
Research Interests
* Scholarship Of Teaching And Learning
* Cognitive Rhetorics
* Outcomes Assessment
* Writing Assessment
* Writing Center Administration And Academic Program Administration
Cognitive rhetorics Outcomes assessment Writing assessment Writing Center Administration and Academic Program Administration ddenu@georgiasouthern.eduDawit DenuDawit DenuAssociate Professor912-344-2716University Hall 290Armstrong CampusCollege of Science & MathematicsDepartment of Mathematical SciencesI am an Associate Professor of Mathematics at Georgia Southern University in the Department of Mathematical Sciences. My research focuses on deterministic and stochastic differential equations with applications in modeling epidemic dynamics.
* Ph.D., Auburn University, 2017
Research Interests
* Deterministic And Stochastic Epidemic Models
* Analysis And Numerical Solutions For Stochastic Differential Equations
* Stochastic Optimal Control Theory
Analysis and numerical solutions for stochastic differential equationsStochastic optimal control theory snielsen@georgiasouthern.eduSheila NielsenSheilaNielsenSenior Lecturer912-478-0234Newton Bldg. 1120-DStatesboro CampusCollege of Arts & HumanitiesDepartment of EnglishProfessor Sheila Nielsen has been teaching since 2001. She started in the public school system with certification in Social Studies and Special Education. Her involvement with the Georgia Southern Writing Project opened opportunities to pursue her master’s degree in English. This led to employment with GSU where she joined the faculty in the Dept. of English in 2015. She takes great pride in her students’ success, and she sees the classroom as a springboard to new opportunities to grow for herself and her students.
Teaching Philosophy
Reading, thinking, speaking, and writing are personal expressions of who we are. These skills can only be developed an environment where students are encouraged to dig deeply and critically in a multitude of subjects; in an environment where natural curiosity and desire to learn stretches beyond the classroom; and in an environment where tolerance, trust, compassion and respect provide the foundation for true understanding and learning to occur. It is Prof. Sheila Nielsen’s commitment to create this learning space, and to encourage and build these skills with her students, as they become life-long learners.
* MA. - English, Georgia Southern University 2015
* BS. Sociology, Brigham Young University, 1994.
BS Sociology, Brigham Young University, 1994.
Research Interests
* First Year Writing
* American Literature
* Interdisciplinary Studies
* Poetry
American LiteratureInterdisciplinary StudiesPoetry marcmoulton@georgiasouthern.eduMarc MoultonMarcMoultonProfessor912-478-7665Ceramics & Sculpture Building 1121Statesboro CampusCollege of Arts & HumanitiesBetty Foy Sanders Department of ArtMy artistic direction is focused on creating art works for public spaces. For me, the attraction lies in the aesthetic challenge of responding to project boundaries while creating art that is both conceptually and aesthetically successful. A primary goal is to create art that can be enjoyed either day or night— using light phenomena to extend outwards—beyond the physical boundaries of objects into and onto the surrounding area.I am interested in both the physicality of shapes and the phenomena of light. Much of my past work has been an exploration of the relationships between steel forms, light, and landscape.
Teaching Philosophy
Goal 1: Prepare students to be, think, and act independently.Goal 2: Provide professional tools that will serve the learner for decades.Goal 3: Foster critical thinkingGoal 4: Illustrate the fun in things
* The Ohio State University, Master of Fine Arts
* Weber State University, Bachelor of Arts
Weber State University, Bachelor of Arts
Research Interests
* Art In Public Spaces
msayala@georgiasouthern.eduMariana SaenzMarianaSaenzAssociate Professor of Economics912-478-7561Parker College of Business Statesboro CampusParker College of BusinessDepartment of EconomicsDr. Saenz is an Associate Professor of Economics in the Parker College of Business. She holds a joint Ph.D. in Economics and Statistics, as well as an M.S. in Statistics, from the University of Nebraska-Lincoln. Her research focuses on economic development and applied econometrics, with her work published in high-quality journals such as World Development and Applied Economics. Dr. Saenz has held various roles within the Business and Economic Statistics Section of the American Statistical Association. She is also actively involved with the Statistical Consulting Unit in the Department of Mathematics.
Teaching Philosophy
My teaching philosophy relies on my conviction that all students have the potential to excel. As an instructor, my role is to equip them with the tools they need to succeed in class while fostering their intellectual growth.
* Ph.D. Economics and Statistics, University of Nebraska-Lincoln
* M.S. Statistics, University of Nebraska-Lincoln
* M.S. Finance and Economics, West Texas A&M University
* B.S. Industrial Engineering, Universidad de los Andes
M.S. Statistics, University of Nebraska-LincolnM.S. Finance and Economics, West Texas A&M UniversityB.S. Industrial Engineering, Universidad de los Andes
Research Interests
* Economic Development
* Applied Econometrics
* Informal Economy
Applied EconometricsInformal Economy wjones@georgiasouthern.eduWilliam JonesWilliamJonesAssistant Professor of Marketing912-478-3372PCOB 2217Statesboro CampusParker College of BusinessDepartment of MarketingA Parker College graduate, Billy returns to Georgia Southern University after teaching at Ramapo College of New Jersey. His research uses neuroimaging (ERP and fMRI) and measurement theory applications, like scale development, to study sales, branding, and marketing tactics. His work has been published in the European Journal of Marketing, Psychology & Marketing, and other leading journals.
Teaching Philosophy
Billy's teaching philosophy centers on hands-on learning, informed by scientific principles and insights from neuroscience. He employs technology like AI slides and applied exercises in the classroom. Furthering this practical approach, he partners with sales organizations to provide students with real-world opportunities to apply classroom concepts.
* Ph.D. in Marketing from the University of Kentucky
* MBA. from Georgia Suuthern University
* BS. in Psychology
MBA from Georgia Suuthern UniversityBS in PsychologyCenter for Sales Excellence wrandtke@georgiasouthern.eduhttps://scholars.georgiasouthern.edu/en/persons/wilhelmina-randtke-2Wilhelmina RandtkeWilhelminaRandtkeHead of Libraries Technologies and Systems912-478-5035Henderson Library, room 2216Statesboro CampusUniversity LibrariesLibraries Technologies and Systems DepartmentWilhelmina Randtke has a background in law and technology. Her past roles include legal research, technology oversight, and product manager for cloud based publishing software. She is currently Head of Libraries Technologies and Systems at the Georgia Southern University Libraries overseeing in-building technology and online presences. Georgia Southern University Libraries is the largest student printing lab on campus, providing approximately 1,500,000 prints to students each year. The libraries provide in-building desktop computers with specialized software for academic projects, a fleet of approximately 190 checkout laptops for students, and 3D printing and scanning services.
* Juris Doctor, Florida State University, May 2008, cum laude
* Masters in Library and Information Studies, Florida State University, August 2011
* Bachelor of Science, Zoology, University of Florida, May 2003, cum laude
Masters in Library and Information Studies, Florida State University, August 2011Bachelor of Science, Zoology, University of Florida, May 2003, cum laude
Research Interests
* Metadata
* Software Management
* Search Engines
* Research Ecosystems
* Indexing
software managementsearch enginesresearch ecosystemsindexing bbae@georgiasouthern.eduhttps://scholar.google.com/citations?hl=en&user=HN2MI9sAAAAJ&view_op=list_works&gmla=AGd7smFEGvM2PCBujg3wzjwyDohcMzEW6_24Vi2OvbNyo7WlcBCdqBayUqYCNCOZWUG0gJvuWghcTTUjU6RMZIFDBeom Jun BaeBeom JunBaeAssociate Professor912-478-5777Sanford 3020Statesboro CampusCollege of Arts & HumanitiesDepartment of Communication ArtsBeom Jun Bae is an associate professor in the Department of Communication Arts and serves as the director of Professional Communication and Leadership at Georgia Southern University. He teaches public relations, and his research focuses on health communication topics such as obesity, cancer, depression, and exercise in cross cultural context.
Teaching Philosophy
As a public relations instructor, I inspire students to connect academic concepts to real-life scenarios, fostering curiosity and critical thinking. I guide them to see broader contexts to relate theories to practice by using diverse materials and real-world examples.
* Ph.D., 2010, Florida State University
* M.A., 2005, University of Georgia
* MPA, 1999, Korea University
* BA., 1997, Myongj University
M.A., 2005, University of GeorgiaMPA, 1999, Korea UniversityBA, 1997, Myongj University
Research Interests
* Health Communication
* Cross-Cultural Communication
* Persuasion
* Large Language Model For Content Analysis
* Public Relations
Cross-Cultural CommunicationPersuasionLarge Language Model for Content AnalysisPublic Relations rachaelsmith@georgiasouthern.eduRachael SmithRachaelSmithClinical Assistant ProfessorUniversity Hall 205Armstrong CampusCollege of EducationDepartment of Middle Grades & Secondary EducationDr. Rachael L. Smith, Clinical Assistant Professor at Georgia Southern University, specializes in Curriculum & Instruction, Literacy, and Cultural Diversity. She holds an EdD in Curriculum and Instruction from Kansas State University, focusing on culturally sustaining pedagogy and equity in education. With experience as a curriculum designer, instructional coach, technology specialist and teacher, she has led initiatives to create inclusive curricula and dismantle deficit ideologies. Her research explores anti-racist practices, critical reflection, and family engagement. Beyond academics, she enjoys traveling, hiking, and exploring diverse stories.
Teaching Philosophy
Education is transformative, rooted in inquiry, critical reflection, and social action. I design culturally sustaining, anti-racist curricula that empower learners by valuing their intellectual and cultural wealth. Inspired by constructs like Sims Bishop’s “mirrors and windows” and Yosso’s community cultural wealth, my teaching celebrates diversity while challenging inequities. Combining culturally responsive teaching (CRT) with Universal Design for Learning (UDL), I create inclusive spaces that embrace multiple modes of learning. Guided by funds of knowledge, I integrate students’ lived experiences into the classroom, fostering equity, empathy, and the capacity for social change.
* Ed.D., Kansas State University, 2021
* MSE, University of Kansas, 2004
* BSE, Kansas State University, 1995
MSE, University of Kansas, 2004BSE, Kansas State University, 1995
Research Interests
* Culturally & Linguistically Sustaining Pedagogy
* Critical Reflection & Critical Pedagogy
* Literacy Development Secondary Classrooms
* Instructional Technology
* Co-Teaching Inclusive Classrooms
Critical Reflection & Critical PedagogyLiteracy Development Secondary ClassroomsInstructional TechnologyCo-Teaching Inclusive Classrooms kruhland@georgiasouthern.eduhttps://scholar.google.com/citations?hl=en&view_op=list_works&gmla=AGd7smHJs4Anv1ZX9Hl2lOLzJq-Pkl1r2emm7SeLjqh_DYeh_r8ObTYbyZUOTnXMlPSTRZvyRxWOJvLUil6KZA&user=reDDjlMAAAAJKristen RuhlandKristenRuhlandSenior Lecturer912-478-1842PCOB 2237Statesboro CampusParker College of BusinessDepartment of MarketingI am a Senior Lecturer in the Department of Marketing at Georgia Southern University. I classes in various formats including face-to-face, online and hybrid. My interest areas within Marketing included integrated marketing communications, value creation, and consumer behavior. Prior to becoming a teacher, I worked in the marketing industry in Chicago. I developed marketing campaigns for companies such as Keebler, Gatorade, and ConAgra. I also worked for the University of Georgia Honors Program for several years. I obtained my bachelor’s degree from University of Wisconsin-Madison and my MBA from Georgia Southern University.
Teaching Philosophy
My teaching philosophy uses my passion for Marketing and my understanding of students’ needs to provide a positive experience for my students. My goal for the students is to come away from the classes feeling energized about marketing concepts, while having a thorough understanding of how marketing is a pivotal part of every business. I achieve this by using active-learning strategies and develop a culture that is caring, engaging, and challenging, Students are asked to apply the concepts discussed to real life situations so they may enhance their understanding of the topics. Additionally, my assessments require students to use higher order learning skills which require each of them to thoroughly understand the material.
* Journalism Bachelor of Arts, University of WIsconsin-Madison
* Masters of Business Administration, Georgia Southern University
Masters of Business Administration, Georgia Southern University dwong@georgiasouthern.eduDavid WongDavidWongVisiting Assistant Professor912-478-5273Newton Building, Room 3301EStatesboro CampusCollege of Arts & HumanitiesDepartment of Philosophy & Religious StudiesI am interested in ethics, aesthetics, and their intersection.
* PhD in Philosophy, University of Cincinnati
kwolfsheimer@georgiasouthern.eduKelly WolfsheimerKellyWolfsheimerAdjunct English Instructor804-240-9873Gamble HallArmstrong CampusCollege of Arts & HumanitiesDepartment of EnglishKelly Diamond Wolfsheimer has served as a high school and college English instructor for over 30 years. She is a previous adjunct English instructor at John Tyler Community College (now Brightpoint University) in Virginia, Beta Tech Technical College in Virginia, and Point University in Savannah. She is a National Board Certified ENG/AYA and AP Literature and Language certified. She received her undergrad B.A. from Armstrong University in English/Communications and her M.S.Ed from Old Dominion University in Secondary English Education. She currently is a business owner of Dogtopia of Thunderbolt and is a freelance writer in her spare time.
* M.S Ed in Secondary Education English from Old Dominion University
* National Board Certified in ENG/AYA
* Former educational consultant at the National Math and Science Initiative
* Former educational consultant of the Smithsonian National Portrait Museum
* Graduate of summer writing internship Oxford University, Exeter College 2016
National Board Certified in ENG/AYAFormer educational consultant at the National Math and Science InitiativeFormer educational consultant of the Smithsonian National Portrait MuseumGraduate of summer writing internship Oxford University, Exeter College 2016 jschmuki@georgiasouthern.eduJeff SchmukiJeffSchmukiProfessor912-478-2787Ceramics Sculpture Building Room 1004Statesboro CampusCollege of Arts & HumanitiesBetty Foy Sanders Department of ArtJeff's work in ecological literacy and innovative material usage has garnered recognition in multiple countries, such as Italy, South Korea, Greece, Finland, the Netherlands, and Costa Rica. These accomplishments have led to grants from the Pollock-Krasner and Joan Mitchell Foundations and numerous international awards and residencies. His ongoing collaboration, PlantBot Genetics (www.monsantra.com), with Wendy DesChene, has received substantial support and acclaim through prestigious grants from the National Endowment for the Arts and the Pulitzer Foundation.
Teaching Philosophy
Art is for everyone...
* M.F.A., New York State College of Ceramics at Alfred University, Alfred, New York
* B.F.A., Studio Art, Northern Arizona University, Flagstaff, Arizona. cum laude
B.F.A., Studio Art, Northern Arizona University, Flagstaff, Arizona. cum laude
Research Interests
* Ceramic Art
* Socially Engaged Art
* Bioart
* Ecological Literacy Through Art And Science
Socially Engaged ArtBioArtEcological Literacy through Art and Science muchida@georgiasouthern.eduMasahiko UchidaMasahikoUchidaSenior Lecturer912-478-0166MP3033Statesboro CampusCollege of Science & MathematicsDepartment of Mathematical SciencesTeaching core courses at Statesboro campus
* M.S., Georgia Southern University, 2009
rblee@georgiasouthern.eduRochelle LeeRochelleLeeAssociate Professor912-344-2753Ashmore HallArmstrong CampusWaters College of Health ProfessionsDepartment of Clinical SciencesNative to St. Louis, MO. Have lived in Savannah since 2004. Started the Nuclear Medicine program in 2004.
Teaching Philosophy
Meet students where they are, help them navigate where they need to be academically, show them what is possible with hard work and perseverance.
* EdD.- Higer Ed. Leadership
* MBA.-Gealth Services Mabagement
* ARRT (N), Nuclear Medicine
* Diversity, Equity and inclusion
MBA-Gealth Services MabagementARRT (N), Nuclear MedicineDiversity, Equity and inclusion tpritchard@georgiasouthern.eduTony PritchardTonyPritchardProfessor912-478-1323Hollis 2118BStatesboro CampusWaters College of Health ProfessionsDepartment of Health Sciences & KinesiologyTony Pritchard is the graduate program coordinator of the Master of Arts in Teaching Health and Physical Education. He is the graduate program director of the Master of Science in Kinesiology. Dr. Pritchard teaches undergraduate and graduate courses in the Health and Physical Education programs.
Teaching Philosophy
I want to make a difference in how people perceive physical education by educating teacher candidates effective teaching skills to utilize in physical. One must remember that physical education is a subject in school and this subject must be taught effectively to influence P-12 students in continuing to be active throughout one’s life.
* Ed.D., West Virginia University, 2004
* M.S., Appalachian State University, 1997
* B.S., Erskine College, 1994
M.S., Appalachian State University, 1997B.S., Erskine College, 1994
Research Interests
* Instructional Models
* Sport Education Model
* Effective Teaching Skills
Sport Education ModelEffective Teaching Skills agregory@georgiasouthern.eduArikka GregoryArikkaGregoryProfessor913-478-5408Foy 3036Statesboro CampusCollege of Arts & HumanitiesFred & Dinah Gretsch School of MusicArikka Gregory has taught at Georgia Southern for more than 17 years and serves as the Area Head for Voice in the Gretsch School of Music. While serving as Director of Opera from 2007-2018, she directed over 28 student productions. Performance credits include Siebel in Faust, Dorabella in Cosi fan tutte, Cherubino in Le nozze di Figaro, Hansel in Hansel and Gretel, and the Mother in Amahl and the Night Visitors with companies including Austin Lyric Opera, Chautauqua Opera, and Procantus Lyric Opera. Gregory has earned degrees from The University of Texas (DMA), Florida State University (MM), and The University of Florida (BA).
* DMA, The University of Texas at Austin, 2003
caplinca@georgiasouthern.eduChris CaplingerChrisCaplingerAssistant Professor912-478-1456Interdisciplinary Academic Building 3092Statesboro CampusCollege of Arts & HumanitiesDepartment of HistoryChris Caplinger came to Georgia Southern in 2000, where he coordinated academic programs for students in residence halls. After completing his dissertation on racial segregation in his hometown of Memphis, Tennessee, he directed the University’s First-Year Experience office for 14 years. In 2016, the National Resource Center for First-Year Experience recognized him as an Outstanding First-Year Student Advocate. He joined the Department of History as an NTT assistant professor in 2019. He currently serves as the department’s undergraduate coordinator and as a faculty fellow for the Provost’s Office. He serves as a co-lead of the Statesboro-Bulloch Remembrance Coalition, a group that documents the legacy of racial violence in Bulloch County.
Teaching Philosophy
I want students to leave my course having internalized that history is evidence-based, dynamic and relevant—and often controversial. The most important goal I have for students in my survey courses is to become good consumers of the history we confront in the world beyond our classroom. I ask students to make connections between the history we study and contemporary issues that shape our lives.Student success is the focus of my professional work. My teaching is not the product, but a means to enable student success. Beyond the history classroom, I seek out opportunities to help students find their groove in college and beyond. Through my administrative service, I value enabling the student success work of faculty colleagues.
* Ph.D., Vanderbilt University, 2003
* M.A., Vanderbilt University, 1995
* B.A., Emory University, 1993
M.A., Vanderbilt University, 1995B.A., Emory University, 1993
Research Interests
* U.S. Racial Segregation
* U.S. Presidency
* Dual Enrollment
U.S. PresidencyDual Enrollment alingo@georgiasouthern.eduAmy LingoAmyLingoDean, College of Education912-478-5687COE 1100EStatesboro CampusCollege of EducationDepartment of Elementary & Special EducationDr. Amy Lingo, Ed.D., joined Georgia Southern University as Dean of the College of Education in October 2024. Lingo also serves as Executive Director and was instrumental in establishing the Kentucky Reading Research Center, a partnership of the University of Louisville College of Education and Human Development and the Kentucky Department of Education. The Center aims to support educators in implementing reliable, replicable reading programs and promote literacy development for Kentucky learners. Prior to joining Georgia Southern, Lingo served nearly 20 years at the University of Louisville College of Education and Human Development (CEHD), most recently as Interim Dean from 2019 to 2024.
* Ed.D,. University of Kentucky, 2003
Research Interests
* Evidence-Based Reading Instruction
* Multi-Tiered Systems Of Support
* Teacher Education
* Leadership In Higher Education
Multi-tiered systems of supportTeacher educationLeadership in higher education jklibert@georgiasouthern.eduJeff KlibertJeffKlibertProfessor, Associate Director of Clinical Training, Director of the Prism Clinic912-478-72822032 Brannen HallStatesboro CampusCollege of Behavioral & Social SciencesDepartment of PsychologyDr. Klibert began his tenure at Georgia Southern University in 2010. He is a licensed and board-certified counseling psychologist. During his time, he has served in many roles to support student education and success inside and outside of the classroom. As a Professor, Dr. Klibert teaches courses in Personality Assessment, Adolescent Development, Clinical Supervision, Psychometric Theory, and Professional Development. His research interests include positive psychological functioning, upregulation of positive emotions (i.e., savoring), prevention science (especially regarding suicide), and LGBTQIA+ strength and resilience. He currently serves as the Director of the Prism Clinic, a behavioral healthcare clinic for LGBTIQA+ communities.
Teaching Philosophy
My pedagogical approach is informed by Problem-Based Learning (PBL) models; I teach students to gather knowledge from a wide range of resources to facilitate a defendable answer or course of action to ill-structured and abstract problems. I aim to help students critically think about and develop a large set of assessment and therapeutic-related skills to enhance integrated and holistic care outcomes in underserved communities. Overall, I set up a dynamic and experiential learning environment to accomplish three teaching objectives: 1) build a foundation of knowledge grounded in science, 2) promote social justice in practical work, and 3) scaffold student growth across career milestones.
* Ph.D. in Counseling Psychology, Oklahoma State University, 2008
* M.S. in Clinical Psychology, University of South Alabama, 2004
* B.A. in Psychology, University of Southern Mississippi, 2022
M.S. in Clinical Psychology, University of South Alabama, 2004B.A. in Psychology, University of Southern Mississippi, 2022
Research Interests
* Positive Psychology
* Savoring
* Prevention Science
* Suicide Prevention
* Lgbtqia+ Strength, Resilience
SavoringPrevention ScienceSuicide PreventionLGBTQIA+ Strength, Resilience dcarr@georgiasouthern.eduDavid CarrDavidCarrLecturer912-478-0091Hollis 1100AStatesboro CampusWaters College of Health ProfessionsDepartment of Health Sciences & KinesiologyI began teaching and coaching in 1975. I taught and served as an administrator in K-12 public schools and moved to the university level in 1983. I was the head men's soccer coach and HPE Coordinator at the U. of Charleston (WV) and served as a program coordinator of Coaching Education at Ohio University for 26 years. I retired in 2021 as an Associate Professor Emeritus. I have coached multiple sports with a primary focus on soccer. I coached players at the youth, club, interscholastic, intercollegiate and professional levels and just recently completed a 6 year term on the Board of Directors for United Soccer Coaches. I joined the HSK faculty at Georgia Southern in 2023. I was recently elected to the Beaufort County SC School Board.
* University of Maine - B.S. inHealth and Physical Education
* Marshall University - M.S. in Physical Education
* University of New Mexico - Graduate hours in Sport Management
* Ed.D. Virginia Tech - Curriculum & Instruction in Education
Marshall University - M.S. in Physical EducationUniversity of New Mexico - Graduate hours in Sport ManagementEd.D. Virginia Tech - Curriculum & Instruction in Education
Research Interests
* Developing Quality Youth Sport Programs
* Micro Coaching
Micro Coaching llocker@georgiasouthern.eduLawrence LockerLawrenceLockerProfessor of Psychology912-478-5423Brannen Hall Room 2040Statesboro CampusCollege of Behavioral & Social SciencesDepartment of PsychologyLawrence Locker, Jr. received his PhD in cognitive psychology from the University of Kansas and is currently a professor of psychology at Georgia Southern University. His research interests include topics in cognition as well as correlates of celebrity admiration.
* PhD Cognitive Psychology
Research Interests
* Celebrity Admiration
* Cognitive Psychology
* Decision Making
Cognitive PsychologyDecision Making glove@georgiasouthern.eduGerard LoveGerardLoveClinical Instructor Addiction and Recovery Counseling912-478-86532038 Brannen HallStatesboro CampusCollege of Behavioral & Social SciencesDepartment of PsychologyAddiction and Recovery specialist with 25 years teaching experience at the graduate and undergraduate level, developed and implemented Clinical Mental Health Addiction master's degree program, experience in Collegiate Recovery programming and substance use disorder treatment
Teaching Philosophy
My orientation to teaching is based in developmental and constructivist theory. Assisting students in the development of meaning making via experiential and reflective activities with emphasis on the emerging professional practitioner inform my philosophy
* EdD Vanderbilt University, 1989 Human Development and Counseling
* MA. University of Missouri, 1985 Counseling Psychology
* BA. Saint Norbert College, 1982 Psychology
MA University of Missouri, 1985 Counseling PsychologyBA Saint Norbert College, 1982 Psychology
Research Interests
* Identity Development In Sud Recovery
* Nutrition And Wellbeing Approaches In Sud Recovery
* Social And Cultural Diversity
* Na
* Na
Nutrition and Wellbeing approaches in SUD RecoverySocial and Cultural Diversity NANA rwilson@georgiasouthern.eduhttps://scholar.google.com/citations?user=ZcDDHhcAAAAJ&hl=enRobin Laine "Lainie" Wilson HarrisRobin Laine "Lainie" WilsonHarrisLecturer912-478-5435Parker College of Business Building Rm 2211Statesboro CampusParker College of BusinessSchool of AccountancyR. Lainie Wilson Harris is a lawyer, licensed in Florida, who practiced in a variety of different areas of law before moving to Georgia and entering Academia more than ten (10) years ago.
Teaching Philosophy
I find joy in nurturing curiosity and learning in others. The opportunity to help students better understand a topic feels more like a blessing than a job. In the courses I teach, I encourage students to interact with each other and me, as their professor, with professionalism. We learn to write with clarity, brevity, and effectiveness. We learn to manage time and deadlines. We learn to seek help from available sources. We learn to use technology effectively.
* J.D. Florida State University 2003
* B.A. Oglethorpe University 2000
B.A. Oglethorpe University 2000
Research Interests
* Tax
* Nil
* Ai
* U.S. Supreme Court Jurisprudence
* Technology
NILAIU.S. Supreme Court jurisprudenceTechnology cculver@georgiasouthern.eduChianti Grant-CulverChiantiGrant-CulverNTT Assistant Professor of Elementary Education912-478-5747COE 4118Statesboro CampusCollege of EducationDepartment of Elementary & Special EducationChianti Grant-Culver is an assistant professor of elementary education with a passion for fostering inclusive and engaging learning environments for young learners.Having spent over 17 years in P-5 education as a classroom teacher and over 7 years in higher education as an instructor and NTT assistant professor, Grant-Culver is dedicated to empowering future educators through research-based practices and innovative teaching methods. In addition to teaching, Chianti Grant-Culver serves as a trustee and grants chair on the Bulloch County Foundation for Public Education, co-founded the Eagles Outfitters 2.0 Clothing Closet on the Statesboro Campus and is actively involved in supporting local schools and community initiatives.
Teaching Philosophy
My teaching philosophy as an assistant professor of elementary education centers on fostering a supportive, inclusive, and engaging learning environment. By prioritizing student-centered learning, embracing diversity, integrating technology, and committing to continuous growth, I aim to inspire future educators to cultivate a love for learning and empower their students to reach their full potential.
* MEd Foundations of Education, Troy University, 2004
* BSEd Early Childhood Education, Georgia Southern University, 1999
BSEd Early Childhood Education, Georgia Southern University, 1999
Research Interests
* Family And Community Engagement
* Literacy Development
* Cultural Identity And Self Perception In Children'S Literature
Literacy DevelopmentCultural Identity and Self Perception in Children's Literature tompearsall@georgiasouthern.eduTom PearsallTomPearsallProfessor of Music912-478-5726Foy 3035Statesboro CampusCollege of Arts & HumanitiesFred & Dinah Gretsch School of MusicTom Pearsall is Professor of Music at Georgia Southern University where he has been teaching group piano and piano pedagogy since 1993. A Past President of the Georgia Music Teachers Association, he also served on the Executive Committee for the National Group Piano and Piano Pedagogy Forum (GP3) for 20 years. Tom also maintains a private studio, and is an active clinician, adjudicator, author, and performer.
Teaching Philosophy
I feel my primary responsibility as a teacher is to help each student succeed in his or her endeavors. Building good teacher/student relationships is essential to this process and a top priority for me. Through my interactions with them both in and out of class, I can help them achieve academically and grow professionally and personally. I set high standards that challenge my students. However, I believe learning should also be a fun and engaging process. For this to occur, students must feel comfortable making mistakes. I frequently remind students that some of the best learning occurs through these and my teaching style relies heavily on finding humorous ways to point these out.
* DMA, University of Oklahoma, 1996
* MM, Bowling Green State University, 1984
* BM, University of Kentucky, 1982
MM, Bowling Green State University, 1984BM, University of Kentucky, 1982
Research Interests
* Adult Pedagogy
Clemon@georgiasouthern.eduChristina LemonChristinaLemonProfessor912-478-5299Betty Foy Sanders Department of Art, visual Arts building, room 2023 and 2011Statesboro CampusCollege of Arts & HumanitiesBetty Foy Sanders Department of ArtEducator, metalsmith, artist.
* Master of Fine Arts
* Bachelor of Fine Art
Bachelor of Fine Art Angelo.diblasio107@gmail.comAngelo DiBlasioAngelo DiBlasioPart-Time Faculty-ClinicalArmstrong CampusWaters College of Health ProfessionsDepartment of Clinical SciencesGraduate of Georgia Southern university, Teaching assistant to the Cardiovascular Invasive Sciences Program.
* Bachelors of Science in Radiologic Sciences
* Registered Cardiovascular Invasive Specialist
Registered Cardiovascular Invasive Specialist nshank@georgiasouthern.eduNathaniel ShankNathanielShankAssociate Professor912-344-3320Science Center 2007Armstrong CampusCollege of Science & MathematicsDepartment of Biochemistry Chemistry & PhysicsI earned my Ph.D. under the mentorship of Dr. Bruce Armitage at Carnegie Mellon University, where I focused on the synthesis and characterization of novel fluorogenic cyanine dyes that are selectively recognized by cognate proteins (Fluorogen-activating proteins (FAPs). My postdoctoral research, conducted in the lab of Dr. Daniel Appella, centered on the synthetic modification of peptide nucleic acid (PNA) and their use as scaffolds for displaying small molecules. In 2015, I joined the faculty at Armstrong State University.
Teaching Philosophy
My teaching philosophy is centered on fostering engaging, inclusive, and learning-driven outcomes and not rote memorization. I believe that students learn best when they are actively involved in the process and worked to improve on current practices by developing Customizable Blocks for Engaging Students (CuBES). Ultimately, my goal is to provide students with not just an education, but also the experience(s) they need stand out and get a job in their field upon graduation. I work to do this through undergraduate and graduate research, student professional development, and mentoring.
* PostDoc., National Institutes of Health, NIDDK, 2015
* Ph.D., Carnegie Mellon University, 2012
* M.S., Carnegie Mellon University, 2012
* B. S., Eastern Mennonite University, 2004
Ph.D., Carnegie Mellon University, 2012M.S., Carnegie Mellon University, 2012B. S., Eastern Mennonite University, 2004
Research Interests
* Peptide Nucleic Acid
* Cyanine Intercalation
* Mass Spectrometry
* Small Molecule Detection
Cyanine intercalationmass spectrometrysmall molecule detectionInstitute for Water and Health yxu@georgiasouthern.eduYao XuYaoXuAssistant Professor of Computer Science912-478-1357IT 2321Statesboro CampusAllen E Paulson College of Engineering & ComputingDepartment of Computer ScienceDr. Yao Xu is a tenure-track assistant professor in the Department of Computer Science at Georgia Southern University. Dr. Xu’s research focuses on designing algorithms for optimization and prediction problems, with applications in transportation, healthcare, and various graph-based network systems. Her work spans data science, machine learning, and operations research, addressing complex challenges across these fields. She collaborates with researchers from diverse disciplines and actively publishes in high-quality, peer-reviewed journals and conferences.
Teaching Philosophy
Dr. Xu’s teaching philosophy emphasizes fostering a transformative learning experience by combining theory with practical application. She provides comprehensive course materials in advance to promote preparation and engagement and design assignments that connect research with real-world challenges. She also focuses on understanding students’ learning needs through participation and personal interactions to support their success.
* Ph.D. in Computing Science, University of Alberta, Canada
* M.S. in Applied Mathematics, University of Illinois at Urbana-Champaign
M.S. in Applied Mathematics, University of Illinois at Urbana-Champaign
Research Interests
* Graph-Based Network Systems
* Predictive Modeling And Machine Learning
* Algorithm Design For Optimization Problems
Predictive Modeling And Machine LearningAlgorithm Design for Optimization Problems zchen@georgiasouthern.eduhttps://scholar.google.com/citations?user=dEuG9IIAAAAJ&hl=enZhan ChenZhanChenProfessor of Mathematics912-478-0856Math/Physics 3307Statesboro CampusCollege of Science & MathematicsDepartment of Mathematical SciencesMy research interests focus on applied mathematics and its applications in biological systems. My work has been published in peer-reviewed journals such as the Journal of Theoretical Biology, Mathematical Biosciences, and Computers & Mathematics with Applications
Teaching Philosophy
Not just teach Math but teach students
* Postdoc University of Minnesota-twin cities 2011-2014
* Ph.D. Michigan State University 2011
Ph.D. Michigan State University 2011
Research Interests
* Scientific Computing And Numerical Pde
* Mathematical Biology
Mathematical biology James H. Oliver Jr. Institute for Coastal Plain Science odawson@georgiasouthern.eduOatanisha DawsonOatanishaDawsonVisiting Instructor912-269-2008Department of Middle Grades and Secondary Education College of Education, Armstrong Campus 104 University Dr. Office 297 | Savannah, GA 31419Armstrong CampusCollege of EducationDepartment of Middle Grades & Secondary EducationOriginally from New Jersey, Oatanisha Dawson has served children and families in Georgia since 1998. Her certification in teaching allowed her to advance from paraprofessional to principal as she had taught math and science to grades 4-8 for 7 years, served as a Specialist, Assistant Principal, and Principal for 11 years while simultaneously teaching as an adjunct for Armstrong University and the College of Coastal Georgia. She later completed her doctoral research in educational leadership at Georgia Southern University as well as having the privilege to serve as President of the largest teacher organization in the state. Her scholarship and service have resulted in several local, state, and national recognitions.
Teaching Philosophy
I believe in providing relevant learning experiences for all students to help them shape their self-identity and learn how to adapt or appreciate another perspective. To achieve this, it is essential to design curriculum and activities that are both meaningful and inclusive, reflecting the diverse backgrounds, interests, and abilities of all learners. For example, incorporating culturally responsive teaching practices can help students see themselves reflected in the material, fostering a sense of belonging and validation. Additionally, creating opportunities for students to engage in collaborative projects or discussions with peers who hold different viewpoints can encourage empathy and critical thinking.
* Ed.D., Georgia Southern University, 2013
* Ed.S. Georgia Southern University, 2010
* M.Ed. Armstrong Atlantic State University, 2007
* BS..Ed., Armstrong Atlantic State University, 2004
Ed.S. Georgia Southern University, 2010M.Ed. Armstrong Atlantic State University, 2007BS.Ed., Armstrong Atlantic State University, 2004
Research Interests
* Emotional Brain
* Culturally Responsive Teaching And Coaching
* Collaborative Leadership
* Parent/Community Engagement
Culturally responsive teaching and coachingCollaborative leadershipParent/Community engagement mmalmberg@georgiasouthern.eduMichael MalmbergMichaelMalmbergVisiting Instructor912-478-8570Newton 2219DStatesboro CampusCollege of Arts & HumanitiesDepartment of EnglishMichael Malmberg is a first-year writing instructor with deep ties to the Statesboro and Savannah area. In 2021 he received his MFA from Minnesota State University. You can view his creative work in Dead Peasant and Door Is a Jar.
Teaching Philosophy
My teaching philosophy centers around inclusive pedagogy and practicality. I center each of my courses around a grading contract to allow all students to get any grade they so desire. I am always looking for diverse readings and materials to pull from for my classes. I spend extra time making sure each of my students understand the classroom activities and goals so students always know why they are accomplishing certain activities and how these will benefit them in their future.
* M.F.A., Minnesota State University, 2021
spatterson@georgiasouthern.eduSteven PattersonStevenPattersonProgram Director of MS in Athletic Training912-478-8014Armstrong Center 233Armstrong CampusWaters College of Health ProfessionsDepartment of Clinical SciencesDr. Patterson has been the Director of the Athletic Training Program at Georgia Southern University since 2012.
* EdD Nova Southeastern University (2016)
* MS. Palm Beach Atlantic University (2002)
* BS. Vanguard University of Southern California (1998)
MS Palm Beach Atlantic University (2002)BS Vanguard University of Southern California (1998)
Research Interests
* Interpersonal Communication
* Sport Injury Psychology
* Emergency Care
Sport Injury PsychologyEmergency Care atorres@georgiasouthern.eduAna TorresAna TorresAssociate Professor 912-344-3197Gamble 209Armstrong CampusCollege of Arts & HumanitiesDepartment of World Languages & CulturesI received my Ph.D. from Florida State University. I am an Associate Professor of Spanish at the Georgia Southern University-Armstrong Campus in Savannah, Georgia and my area of expertise is contemporary Latin American literature, particularly works by women and poetry. In addition, I have directed programs abroad in Costa Rica and Spain, and I am currently the advisor of the Sigma Delta Pi chapter in our university. I have published on diverse Latin American literary topics. I am from Lima, Peru.
Teaching Philosophy
My purpose when I teach is not only to create a comfortable, agreeable, and a dynamic classroom environment, but also to provide my students with the most effective tools and strategies in developing their knowledge and fluency in the target language. Principally, I do my best encouraging students to see the value in learning a second language and to increase their own cultural awareness and critical thinking in the process. Primarily, my focus is student-centered, so I concentrate on their needs and the best way to present the material to them. As a result, I constantly revise my techniques so that they can get the most out of their classes with me.
* Latin American Poetry
* Latin American Literature
* Latin American Women's Literature
* Second Language Acquisition
Latin American LiteratureLatin American Women's Literature Second Language Acquisition
Research Interests
* Representation Of Violence In Literature By Women
* Otherness
* Second Language Adquisition
* Gender Studies
* Coloniality
OthernessSecond Language AdquisitionGender StudiesColoniality rgreen@georgiasouthern.eduRachel GreenRachelGreenProfessor of Art912-344-2999FA 205Armstrong CampusCollege of Arts & HumanitiesBetty Foy Sanders Department of ArtI am a Professor of Art at Georgia Southern University in Savannah, Georgia where I teach Fibers and Environmental art. I have been creating paintings and sculptures addressing environmental and cultural issues since moving to the Georgia coast in1986.
Teaching Philosophy
I enjoy teaching and seek to inspire students to enjoy learning by emphasizing the personal growth and professional achievements that comes from continuous engaged learning. I seek to inspire students by remaining an active artist who researches, creates and exhibits new work nationally and internationally while maintaining ties to the local arts community. In my courses, students are prepared for a career in the arts by executing self-directed assignments that required them to complete research, develop concepts, and master technical skills.
* MFA, University of Georgia, 1986
* BFA, Middle Tennessee State University,1982
BFA, Middle Tennessee State University,1982 bmfrazier@georgiasouthern.eduBynikini FrazierBynikiniFrazierPart-Time Faculty912-478-5204StatesboroArmstrong Campus, Statesboro Campus, Online onlyCollege of EducationDepartment of Curriculum Foundations & Reading, Department of Elementary & Special EducationDr. Bynikini M. Frazier is a passionate and enthusiastic teacher leader. Her honors in teaching include being the 2015 Savannah Chatham County District Teacher of the Year, a Georgia Innovation in Teaching Award Winner, a Top 40 Distinguished Alumni for UGA, and a 2015 Notable Alumni for Armstrong. Currently Dr. Frazier is a dynamic gifted teacher at Hesse K-8 School. Dr. Frazier is also an Academic Coach, Professional Development Coordinator, Cultural Programs Coordinator, and Testing Coordinator for the school. As an educational leader in our city and state, Dr. Frazier values the many opportunities to enrich classrooms, empower teachers, and strengthen instructional practices.
Teaching Philosophy
My teaching philosophy is that passionate teaching inspires student success. Whether synchronous or asynchronous, the dimensions of my teaching craft are built upon the foundational belief that meeting students where they are ensures that they reach the pinnacle of success. Through effective communication, planning, and organization, I seek to provide an engaging and dynamic learning experience for my students using appropriate technology tools and resources. I believe in all of my students, and I set high expectations for each and every one of them. My classroom may be virtual at times, but, regardless of the setting, the educational experiences in my classroom are real and empowering.
* Ed.D., Brenau University, 2024
* Ed.S., Georgia Southern University, 2020
* M.Ed., Armstrong Atlantic State University, 2010
* B.S.Ed., University of Georgia, 2008
Ed.S., Georgia Southern University, 2020M.Ed., Armstrong Atlantic State University, 2010B.S.Ed., University of Georgia, 2008
Research Interests
* English Language Learners
* Culturally Responsive Teaching
* Multicultural Children'S Literature
* Parental Engagement
* Funds Of Knowledge
Culturally Responsive Teaching Multicultural Children's LiteratureParental EngagementFunds of Knowledge ssubreenduth@georgiasouthern.eduS. Sharon SubreenduthS. SharonSubreenduthProfessor912-478-5204University Hall 254Armstrong CampusCollege of EducationDepartment of Middle Grades & Secondary Education Subreenduth’s interdisciplinary scholarship focuses on decolonizing research and building diverse communities of practice (COPs) through socially responsible research within global-local educational contexts. She builds COPs through critically engaged inquiry focusing on anti-oppressive schooling, curriculum, pedagogy, policy, and identity that engages intersectionality. Subreenduth leverages the transformative power of COPs to engage in knowledge production that addresses societal challenges in an equitable, assets-based way. Her career (as a faculty member and administrator) has focused on creating inclusive and ethical educational environments that emphasize integrity, equity, diversity, transparency, and belonging.
Teaching Philosophy
Through my teaching, I attempt to engage my students and myself, in critical inquiry and reflexive practice to understand that teaching is not routinized, technocratic and neutral. I build upon Freire’s notion that learning is a movement to critical consciousness and utilize the concepts of critical/engaged pedagogy. Teaching should be seen as a form of intellectual labor; an integration of theory and practice for teachers to become more critically reflexive practitioners, researchers, and community members. In my classes, I endeavor to create a pedagogical space that maximizes collaboration, response, and agency – a “safe space” where young educators/researchers can challenge dominant discourses of teaching and learning.
* Ph.D. The Ohio State University, 2003
* M.A. The Ohio State University, 1992
* B.Ed University of South Africa (UNISA) 1991
* B. Pedagogics University of Durban-Westville, Kwa-Zulu Natal 1986
M.A. The Ohio State University, 1992B.Ed University of South Africa (UNISA) 1991B. Pedagogics University of Durban-Westville, Kwa-Zulu Natal 1986 aeder@georgiasouthern.eduAndrea EderAndrea EderPrincipal Lecturer912-478-5294IABStatesboro CampusCollege of Arts & HumanitiesDepartment of World Languages & CulturesPh.D., Vanderbilt University, 2009MA, Universitaet Regensburg, 2002M.A., The University of Alabama, 2001
* Ph.D. in German Literuature
* M.A. in German Studies
* MA. in History, German and English
M.A. in German StudiesMA in History, German and English jbarkoul@georgiasouthern.eduhttps://scholar.google.com/citations?user=SKRqrpgAAAAJ&hl=en Ioannis (John) BarkoulasIoannis (John) BarkoulasProfessor of Finance912-478-1838PCOB 3331Statesboro CampusParker College of BusinessDepartment of FinanceJohn Barkoulas joined the faculty at Georgia Southern in 2003. He had previously been affiliated with West Virginia University, Louisiana Tech University, and University of Tennessee and taught a variety of undergraduate and graduate (including doctoral) classes. He has published in the Journal of Money, Credit and Banking, Journal of International Money and Finance, Journal of Macroeconomics, Journal of Financial Research, Financial Review, International Journal of Theoretical and Applied Finance, Journal of Forecasting, Journal of Futures Markets, European Journal of Finance, International Review of Financial Analysis, Energy Economics, Journal of Health Care Finance, Chaos, Solitons and Fractals, and Economics Letters, inter alia.
Teaching Philosophy
I have pursued teaching with a passion and commitment to purposeful and rigorous learning in a non-commoditized manner. I help students learn to know how, rather than know what. I emphasize the importance of creative and analytical thinking, verbal and communication skills, and the ability to work hard, long hours. The overarching goal of my teaching methodology is to effectuate robust (non-fragile) knowledge and understanding. I discourage myopic behavior that focuses on the short-term, while ignoring or undervaluing the long-term (asymptotic) benefits of learning. I preserve the integrity of the process and the material and believe that “A little learning is a dangerous thing; Drink deep, or taste not the Pierian Spring.”
* Ph.D., Boston College, MA..
* M.B.A., West Texas A&M, Texas.
* BBA Athens School of Economics & Business.
M.B.A., West Texas A&M, Texas.BBA Athens School of Economics & Business.
Research Interests
* International Finance
* Corporate Finance
* Investments
* Nonlinear Dynamics
* Applied Econometrics
Corporate financeInvestmentsNonlinear DynamicsApplied econometrics wdawers@georgiasouthern.eduBill DawersBill DawersPrincipal Lecturer912-478-4636Gamble 132Armstrong CampusCollege of Arts & HumanitiesDepartment of Communication Arts, Department of EnglishA native of Frankfort, Ky., Bill Dawers lived in St. Louis, rural Massachusetts, and Philadelphia before moving to Savannah in 1995. He began teaching at Armstrong State University in 2000 and wrote thousands of articles and columns over 24 years as a freelancer for the Savannah Morning News. Since ASU consolidated with Georgia Southern University, he has had a joint appointment in the Department of Communication Arts and the Department of English
* M.A., Washington University, 1986
* B.A., Washington University, 1985
B.A., Washington University, 1985 mzipperer@georgiasouthern.eduMelissa ZippererMelissaZippererPart Time instructor912-344-2550NAArmstrong CampusWaters College of Health ProfessionsDepartment of Clinical SciencesChief Radiation Therapist at Memorial Health University Medical CenterClinical Supervisor for Georgia Southern University Radiation Therapy Students
* BS. Radiologic Sciences, Registered Radiation Therapist
karnold@georgiasouthern.eduKyler ArnoldKyler ArnoldLecturer912-478-7899Interdisciplinary Academic Building 3059Statesboro CampusCollege of Behavioral & Social SciencesSchool of Human EcologyKyler Arnold is a Lecturer of Fashion Merchandising and Apparel Design at Georgia Southern University, with a focus on apparel manufacturing, design technology, and sustainable practices like upcycling. He holds a Master of Science in Textiles from North Carolina State University, where he studied sustainable fashion and advanced CAD methods. A proud alumnus of GSU, Kyler has industry experience as an apparel designer, technical designer, and visual merchandiser for brands like Wrangler, Target, and Fred David Como. He also presented at conferences and won an apprenticeship at Greensboro Fashion Week. Kyler is passionate about shaping future fashion professionals and is dedicated to teaching the next generation of designers.
Teaching Philosophy
I believe in fostering creativity, technical skill, and sustainability in fashion design. By blending innovative design thinking with practical industry knowledge, I encourage students to explore both traditional and modern techniques, from handcraft to advanced software applications. I am passionate about sustainable practices, especially upcycling, I challenge students to think critically about their designs' environmental impact. My goal is to cultivate thoughtful, skilled designers who are prepared to shape the future of fashion responsibly and creatively..
* M.S., North Carolina State University, 2023
* B.S., Fashion Merchandising and Apparel Design, 2018
B.S., Fashion Merchandising and Apparel Design, 2018
Research Interests
* Upcycling
* Consumer Behavior
* Advanced Cad Technologies
* Zero-Waste Design
* Sustainable Fashion Entrepreneurship
Consumer BehaviorAdvanced CAD TechnologiesZero-Waste Design Sustainable Fashion Entrepreneurship tnoone@georgiasouthern.eduTricia NooneTriciaNooneSenior Lecturer912-478-4636University Hall 218Armstrong CampusCollege of Behavioral & Social SciencesDepartment of Sociology & AnthropologyTricia Noone is a Senior Lecturer of Sociology in the Department of Sociology and Anthropology at Georgia Southern University, Armstrong campus. She joined GSU in 2012. Her research and teaching interests focus on health and illness, inequality, and marriage and family.
* ABD, Sociology, University of New Hampshire, 2008
* MA., Sociology, Georgia Southern University, 1999
* BA., Sociology, Augusta State University, 1997
MA, Sociology, Georgia Southern University, 1999BA, Sociology, Augusta State University, 1997 alitchfield@georgiasouthern.eduAlexus LitchfieldAlexusLitchfieldVisiting InstructorNewton 2218EStatesboro CampusCollege of Arts & HumanitiesDepartment of English
* M.A., Georgia Southern University, 2023
* B.A., Georgia Southern, 2020
B.A., Georgia Southern, 2020 tmteeter@georgiasouthern.eduTimothy TeeterTimothyTeeterAssociate Professor912-478-02393087 Interdisciplinary Academic BuildingStatesboro CampusCollege of Arts & HumanitiesDepartment of HistoryBorn 1954 Evanston Ill. Grew up mainly in upstate New York. Attended Columbia University 1972 - 1989. Teaching at GSU since 1991. Yankees fan.
Teaching Philosophy
Cultural literacy and engaging students with the past to empower them for dealing with the world today.
* Ph.D. in history, Columbia University, 1989
* Summer Session, American School of Classical Studies in Athens, 1983
* Fulbright Classics Seminar in Italy, 1993
* NEH Summer Seminars, 1989, 1995, 1998
* Goethe Institut Language Program, Berlin, Summer 1997
Summer Session, American School of Classical Studies in Athens, 1983Fulbright Classics Seminar in Italy, 1993NEH Summer Seminars, 1989, 1995, 1998Goethe Institut Language Program, Berlin, Summer 1997
Research Interests
* Papyrology
* Early Christianity
* Roman Urbanism
Early ChristianityRoman urbanism dowen@georgiasouthern.eduDavid OwenDavidOwenProfessor and Dean912-478-0779Foy 3012AStatesboro CampusCollege of Arts & HumanitiesDepartment of Philosophy & Religious StudiesDavid S. Owen is Dean of the College of Arts and Humanities at Georgia Southern University and Professor of Philosophy. He earned B.A., M.A, and Ph.D. degrees from the University of Illinois at Chicago. He joined Georgia Southern from the University of Louisville where he served as Interim Dean of the College of Arts and Sciences for 3 ½ years. His research interests are in social theory, philosophy of race, and Habermas. His significant scholarly publications include Between Reason and History: Habermas and the Idea of Progress (SUNY, 2002), and “Privileged Social Identities and Diversity Leadership in Higher Education” in The Review of Higher Education (2009).
* Ph.D., Univiersity of Illinois at Chicago, 1997
* M.A., University of Illinois at Chicago, 1994
* B.A. University of Illinois at Chicago, 1989
M.A., University of Illinois at Chicago, 1994B.A. University of Illinois at Chicago, 1989
Research Interests
* Philosophy Of Habermas
* Philosophy Of Race
* Humanistic Leadership
Philosophy of RaceHumanistic Leadership transom@georgiasouthern.eduhttps://georgiasouthern.academia.edu/TailerRansomTailer RansomTailerRansomPart Time Faculty912-478-58233302CStatesboro CampusCollege of Arts & HumanitiesDepartment of Philosophy & Religious StudiesBig fan of thinking about thinking and playing banjo.
* Ph.D., University of Memphis, 2019
* Graduate Certificate in Cognitive Science, Institute for Intelligent Systems, 2019
* BA., University of New Hampshire, 2012
Graduate Certificate in Cognitive Science, Institute for Intelligent Systems, 2019BA, University of New Hampshire, 2012
Research Interests
* Phenomenology
* Philosophy Of Mind
* Philosophy Of Technology
* Political Philosophy
Philosophy of MindPhilosophy of TechnologyPolitical Philosophy larisaelisha@georgiasouthern.eduLarisa ElishaLarisaElishaProfessor, Violin/Viola/Chamber Music, Coordinator of Upper String Studies912-478-8536Foy Fine Arts BuildingStatesboro CampusCollege of Arts & HumanitiesFred & Dinah Gretsch School of MusicDr. Larisa Elisha is an internationally acclaimed soloist, chamber musician, pedagogue. She has performed and taught extensively throughout Taiwan, Lithuania, Israel and the U.S. Dr. Elisha was the Concertmaster of the Lutoslawski State Philharmonic, Leopoldinum Orchestra, Artistic Director/First Violinist of Wratislavia String Quartet and Professor at Lipinski Academy of Music,Poland; Professor - Washburn University, Concertmaster of TSO, KS. L. Elisha is violinist of Elaris Duo. Global Music Awards winner, MSR Classics releases, the Elaris Duo received critical acclaim from Gramophone and other leading publications. Dr. Elisha is the Author of “Advanced Scale Studies” for Violin and Viola, published by Carl Fischer Music.
Teaching Philosophy
My Teaching Philosophy is based on the following high professional standards: • High-level professional training and musical coaching• Providing best opportunities for individual and personal development for achieving highest student success and future professional opportunities.• Using individual approach and application that helps develop each student's potential• Making the learning experience positive and productiveMy students receive high-level professional training, assistance in technical and artistic development, skills required for establishing a professional career, and instruction in teaching Method and Pedagogy.
* DMA in Violin Performance - K. Lipinski Academy of Music (Wroclaw, Poland)
* MM in Violin Performance - Lunarcharsky State Academy of Music (Minsk, Belarus)
* B.M. with Honors - Violin Performance - Soloist, Chamber Musician, Pedagogue, Lunarcharsky State Academy of Music (Minsk, Belarus)
* Post Doctoral Studies at the Institute of Chamber Music, University of Wisconsin - Milwaukee
MM in Violin Performance - Lunarcharsky State Academy of Music (Minsk, Belarus)B.M. with Honors - Violin Performance - Soloist, Chamber Musician, Pedagogue, Lunarcharsky State Academy of Music (Minsk, Belarus)Post Doctoral Studies at the Institute of Chamber Music, University of Wisconsin - Milwaukee
Research Interests
* Performance - Solo, Chamber Music
* String Pedagogy
* Sheet Musi/Books/Articles Publications
* Recordings
* Live Performances
String PedagogySheet Musi/books/articles PublicationsRecordingsLive Performances ddecastro@georgiasouthern.eduDarlene DeCastro Darlene DeCastro Part Time instructor912-344-2550Armstrong CampusWaters College of Health ProfessionsDepartment of Clinical Sciences
* Bachelor of Science in Radiologic Science, Georgia Southern University, 2024
jkardouni@georgiasouthern.eduJoseph KardouniJosephKardouniAssociate Professor & Director of Tactical Performance912-478-0934Armstrong Center (Armstrong Campus), Hanner Field House (Statesboro Campus)Armstrong Campus, Statesboro CampusWaters College of Health ProfessionsDepartment of Clinical Sciences, Department of Health Sciences & KinesiologyDr. Joseph Kardouni is an Associate Professor in the Waters College of Health Professions and the Director of the Tactical Performance Group. His clinical background is in orthopedic and sports physical therapy, and he has authored numerous peer-reviewed publications. Prior to coming to Georgia Southern, Dr. Kardouni completed a career as a physical therapist in the U.S. Army, retiring as a Lieutenant Colonel. Dr. Kardouni has served in clinical, research, and leadership roles during his career, to include assignments with U.S. Army Forces Command (FORSCOM), XVIII Airborne Corps, the U.S. Army Research Institute of Environmental Medicine (USARIEM), 3rd Special Forces Group, and multiple tours in support of combat operations.
Teaching Philosophy
My teaching philosophy centers on encouraging students to think about academics and research as a means to build an intellectual toolbox. That toolbox will grow throughout their careers and helps them improve their profession and the lives of others. During my discussions and academic lessons with students, I try to relate how I might perceive course material when I was in the students’ place and connect that to the relevance of the material to professional practice. My career path includes a variety of professional experiences that allow me to relate academics and science to professional practice. My goal is to share that with students so that they can build up on it and grow throughout their careers, advancing their profession.
* PhD in Rehabilitation and Movement Science from Virginia Commonwealth University
* Doctor of Physical Therapy (DPT) from Baylor University
* Master of Physical Therapy (MPT) from the Army-Baylor Graduate Program in Physical Therapy
* Bachelors Degree (Biology Major, Chemistry Minor) from Ole Miss
* Board-Certified Orthopaedic Clinical Specialist and Board-Certified Sports Clinical Specialist, American Board of Physical Therapy Specialties
Doctor of Physical Therapy (DPT) from Baylor UniversityMaster of Physical Therapy (MPT) from the Army-Baylor Graduate Program in Physical TherapyBachelors Degree (Biology Major, Chemistry Minor) from Ole MissBoard-Certified Orthopaedic Clinical Specialist and Board-Certified Sports Clinical Specialist, American Board of Physical Therapy Specialties
Research Interests
* Biomechanics - Functional Movement Of The Shoulder Girdle And Upper Quarter
* Performance Epidemiology
* Injury Prevention (Mitigation)
* Orthopedic Physical Therapy
* Sports Physical Therapy
Performance EpidemiologyInjury Prevention (Mitigation)Orthopedic Physical TherapySports Physical TherapyBiodynamics and Human Performance Center mhuang@georgiasouthern.eduMelissa HuangMelissaHuangAssistant Professor of Art, Interim MFA Director 2021Statesboro CampusCollege of Arts & HumanitiesBetty Foy Sanders Department of ArtMelissa Huang (b. 1992) is an Assistant Professor of Art at Georgia Southern University. Melissa graduated from Georgia State University with her MFA in Drawing and Painting (2021) and the Rochester Institute of Technology with her BFA in Fine Arts Studio (2014). Her glitch-inspired painting and video self-portraiture studies the desire, failure, and dissonance associated with portraying an idealized self for a digital audience. Melissa has had recent solo exhibitions at the Marietta Cobb Museum of Art, the Albany Museum of Art, and Whitespace. Her work has been published in New American Paintings. Melissa is represented by Whitespace in Atlanta, GA. You can see more of Melissa’s artwork on her website (www.melissahuang.com).
* MFA, Georgia State University, 2021
* BFA, Rochester Institute of Technology, 2014
BFA, Rochester Institute of Technology, 2014
Research Interests
* Painting
* Video Art
* Glitch Feminism
Video ArtGlitch Feminism jfinch@georgiasouthern.eduJohn Finch John Finch Part-Time FacultyArmstrong CampusCollege of EducationDepartment of Elementary & Special EducationDr. John T. Finch was born in and raised near Detroit, Michigan. He spent 15 years teaching in grades 2-5, in northern Kentucky. Later, he was an elementary school principal in two school systems local to Louisville, Kentucky. He was recognized as an Outstanding Administrator in Kentucky. In August 2012, Dr. Finch began a full-time Clinical Assistant Professor position at the University of Louisville serving in the Department of Elementary Education. In August of 2023, he moved to Savannah with his wife Cecilia. He began working as a Part Time instructor, at Georgia Southern University in August 2024, in the Department of Elementary & Special Education. He continues to substitute teach in Chatham County Public Elementary Schools.
Teaching Philosophy
Prepare future teachers through critical, creative, and reflective thinking, in real-world experiences, and hands-on applications, that focus on student interests, abilities, and academic needs.
* • BS., Elementary Education, 1-8, Xavier University, Cincinnati, Ohio
* • MA., Elementary Education, Northern Kentucky University, Highland Heights, Kentucky
* • Rank I, Educational Leadership; Elementary School Principal Certification, K-4; Northern Kentucky University, Highland Heights, Kentucky
* • PhD, Curriculum and Instruction, University of Louisville, Louisville, Kentucky
• MA, Elementary Education, Northern Kentucky University, Highland Heights, Kentucky• Rank I, Educational Leadership; Elementary School Principal Certification, K-4; Northern Kentucky University, Highland Heights, Kentucky• PhD, Curriculum and Instruction, University of Louisville, Louisville, Kentucky
Research Interests
* • Curriculum, Instruction, And Assessment
* • Academic Achievement Of Diverse Student Populations
* • Culturally Responsive Teaching/Multicultural, Multilingual Education
• Academic achievement of diverse student populations• Culturally responsive teaching/Multicultural, Multilingual Education bwgriffin@georgiasouthern.eduBryan GriffinBryan GriffinAssociate Professor912-478-50912128 College of EducationStatesboro CampusCollege of EducationDepartment of Curriculum Foundations & ReadingI have been a faculty member at Georgia Southern since 1992. My instructional activities have focused on statistics, measurement, and educational research courses. My current writing interest include Item Response Theory, cyber-harassment, and random effects models.
* Ph.D., Florida State University
* M.S. Florida State University
* B.A. North Carolina State University
M.S. Florida State UniversityB.A. North Carolina State University
Research Interests
* Item Response Theory And Measurement
* Structural Equation Models
* Cyber-Harassment
* Educational Motivation
Structural Equation ModelsCyber-harassmentEducational Motivation mauriciopsanchez@georgiasouthern.eduMauricio SanchezMauricioSanchezSpanish Principal LecturerOnlineOnline onlyCollege of Arts & HumanitiesDepartment of World Languages & CulturesMauricio Sánchez is a Principal Lecturer of Spanish, originally from Querétaro, México. He received a MA degree from Western Michigan University (in Latin American and Peninsular Literature)j and a BA degree in Modern Languages in Spanish from Universidad Autónoma de Querétaro, México. He is currently serving as the Coordinator for the Exit Exam as well.
* M.A., Western Michigan University, 2008
* B.A., Universidad Autónoma de Querétaro, 2006
B.A., Universidad Autónoma de Querétaro, 2006
Research Interests
* Literature, Language And Philosophy
* Language Proficiency
Language Proficiency smurphy@georgiasouthern.eduSerena MurphySerenaMurphyAccreditation Coordinator912-344-2584Solms Hall 211BArmstrong CampusDivision of Academic AffairsOffice of Institutional Assessment & Accreditation
* M.S., Psychology, Georgia Southern, 2019
bmoody@georgiasouthern.eduBrandi MoodyBrandiMoodyLecturer of English912-478-5730Newton 2222BStatesboro CampusCollege of Arts & HumanitiesDepartment of EnglishA Double Eagle, I began here at GSU as a freshman and became faculty in 2015. I primarily work with first year students through Composition classes and first year experience programs and initiatives. I am passionate about using educational technology to help students succeed and I love collaborating with my peers whenever possible.
Teaching Philosophy
As a first gen college graduate, my goals as a teacher are to make myself and my classroom, whether physical or digital, as accessible and welcoming for any and all types of students. I believe everyone is a writer and writing is for everyone, and anyone can learn and improve. I believe all of my students are capable of hard work and great things.
* Master of Arts in English Literature (Georgia Southern University, 2015)
* Bachelor of Arts in English Literature (Georgia Southern University, 2012)
* Certificate in Online Teaching (American College and University Educators, 2022)
* Certificate in Ethical and Inclusive Leadership (Florida MUMA College of Business, 2024)
Bachelor of Arts in English Literature (Georgia Southern University, 2012)Certificate in Online Teaching (American College and University Educators, 2022)Certificate in Ethical and Inclusive Leadership (Florida MUMA College of Business, 2024) hhiggs@georgiasouthern.eduHaley J. HiggsHaley J.HiggsSenior Lecturer912-478-2261Sanford Hall 2020Statesboro CampusCollege of Arts & HumanitiesDepartment of Communication ArtsHaley J. Higgs is a senior lecturer within the Communication Arts Department at Georgia Southern University. She teaches public relations, communication and nonprofit courses at the undergraduate and graduate levels. In her free time, Haley does freelance nonprofit work where she is responsible for managing organizational brands, fundraising, grant writing and awareness/advocacy.
Teaching Philosophy
My goal is for students to leave my class with a greater awareness of the ways in which our experiences, values, ethics and background play roles in the way we understand the world. While I feel that part of my job is to encourage and inspire, I strive to create an environment where my students take active participation in their own education. I aim for students to learn how to think critically about their values, the world around them and how communication can impact people's lives for the better.
* B.S. Public Relations, Georgia Southern University
* B.A. Writing, Georgia Southern University
* M.A. Mass Communication, Kent State University
* Ph.D. Communication, Regent University
B.A. Writing, Georgia Southern UniversityM.A. Mass Communication, Kent State University Ph.D. Communication, Regent University
Research Interests
* Public Relations
* Nonprofit Communication And Management
* Interpersonal Communication
* Mental Health Awareness And Advocacy
Nonprofit Communication and ManagementInterpersonal Communication Mental Health Awareness and Advocacy rrahimi@georgiasouthern.eduRegina RahimiRegina RahimiProfessor 912-344-2949University Hall 210Armstrong CampusCollege of EducationDepartment of Middle Grades & Secondary EducationRegina Rahimi is a professor in the Department of Middle and Secondary Education. Her research interests include clinical models of teacher preparation, trauma informed teaching practices, and the scholarship of teaching and learning.
Teaching Philosophy
I believe as an instructor, it is my role to support students' success in courses through encouragement and guidance.
* Ed.D. Curriculum Studies, Georgia Southern University
* Ed. S. Middle Grades Education, Georgia Southern University
* M.Ed. Middle Grades Education, Georgia Southern University
* B.S. Ed. Middle Grades Education, Armstrong State College
Ed. S. Middle Grades Education, Georgia Southern University M.Ed. Middle Grades Education, Georgia Southern University B.S. Ed. Middle Grades Education, Armstrong State College
Research Interests
* Trauma Informed Practice
* Scholarship Of Teaching And Learning
* Clinical Models In Teacher Preparation
Scholarship of Teaching and LearningClinical Models in Teacher PreparationNational Youth Advocacy and Resilience Research Center jschwind@georgiasouthern.eduhttps://scholars.georgiasouthern.edu/en/persons/jessica-smith-schwind-2Jessica SchwindJessicaSchwindAssociate Professor912-478-0302City CampusStatesboro CampusDivision of Research & Economic DevelopmentCenters & InstitutesDr. Jessica Smith Schwind is an epidemiologist and director of the IHLA at Georgia Southern University whose work is focused on the human-animal-environment interface. Her research and service is rooted in disease surveillance, public health capacity building, and risk communication for the prevention and response to a wide variety of health threats. As institute director, Jessica has led the IHLA in its commitment to optimize the health and well-being of communities through evidence-based practices and technology integration.
* PhD University of California Davis (2013)
* MPH New York Medical College (2007)
* BS. Georgia Institute of Technology (2005)
MPH New York Medical College (2007)BS Georgia Institute of Technology (2005)
Research Interests
* One Health
* Disease Surveillance
* Epidemiology
* Capacity Building
* Workforce Development
Disease SurveillanceEpidemiologyCapacity Building Workforce DevelopmentInstitute for Health Logistics & Analytics joshualambert@georgiasouthern.eduJoshua LambertJoshuaLambertFull Professor912-344-2557Armstrong CampusCollege of Science & MathematicsDepartment of Mathematical Sciences gwrogers@georgiasouthern.eduGerald RogersGeraldRogersSenior Lecturer912-478-5286Math/Physics Building, Room 3043Statesboro CampusCollege of Science & MathematicsDepartment of Mathematical SciencesInstitute for Innovative and Integrated Studies (I3S) yongkilee@georgiasouthern.eduhttps://www.linkedin.com/in/yongki-lee-a85b311a2Yongki LeeYongkiLeeAssociate Professor of Mathematics912-478-5802Math/Physics 3310Statesboro CampusCollege of Science & MathematicsDepartment of Mathematical SciencesDr. Yongki Lee is an applied mathematician specializing in partial differential equations and various applicable models, such as fluid dynamics and traffic flow.
Teaching Philosophy
Teaching is one of my favorite aspects of my job. Including my previous teaching experience in Korea, I have over 20 years of experience teaching mathematics. I constantly strive to be a more effective instructor and pay careful attention to student feedback.
* Ph.D. In Applied Mathematics, Iowa State University, 2014
Research Interests
* Partial Differential Equations
vwhite@georgiasouthern.eduVincent WhiteVincentWhiteVisiting Instructor912-478-5842Math/Physics Building, Room 2042AStatesboro CampusCollege of Science & MathematicsDepartment of Mathematical Sciences rflorin@georgiasouthern.eduRyan FlorinRyanFlorinAssistant Professor912-478-0290IT 2331Statesboro CampusAllen E Paulson College of Engineering & ComputingDepartment of Computer Science mjernigan@georgiasouthern.eduMary JerniganMaryJerniganGraduate Coordinator912-478-8612Veazey Hall, 1013CStatesboro CampusJack N. Averitt College of Graduate StudiesGraduate Student ServicesI graduated from Georgia Southern with a BS in Health Science. I started working for GS in 2012 with Continuing Education and moved to the College of Graduate Studies in 2015.
* BS. Health Science, GS
bdrevlow@georgiasouthern.eduhttps://drive.google.com/open?id=1OmcvUR8pDuXQtdG2bOw_fTYJqFj3XQ0kBenjamin DrevlowBenjaminDrevlowSenior Lecturer912-478-59022225 B Newton BuildingStatesboro CampusCollege of Arts & HumanitiesDepartment of EnglishBen Drevlow is the author of Bend With the Knees and Other Love Advice from My Father, which won the 2006 Many Voices Project from New Rivers Press, and the author of Ina-Baby: A Love Story in Reverse, A Good Ram Is Hard to Find, The Book of Rusty, Honky (all from Cowboy Jamboree Press) and In Praise of the Swayze (Alien Buddha Press).He is currently at work on a collection of prose poems, work from which has been nominated for a Pushcart Prize. He serves as the Editor-in-Chief of BULL Magazine (@MISTERBULLBULL) and is a senior lecturer on English at Georgia Southern University in Statesboro, Georgia.
* M.F.A., Creative Writing, Prose from Minnesota State University
cclements@georgiasouthern.eduCameron ClementsCameronClementsLecturer706-551-0443Newton 2225AStatesboro CampusCollege of Arts & HumanitiesDepartment of EnglishCameron Clements received her undergraduate degree in Journalism and her Master's Degree in English from Georgia Southern University. She has worked at Georgia Southern for 17 years in the areas of Admissions, Advisement, and Alumni Relations. The last 10 years she has served as faculty in the Department of English. She lives in Statesboro with her husband, Warren, her two daughters, Bowdre and Juels, and her two dogs, Bella and Rosie! In her free time, she enjoys spending time with her family, traveling, and reading!
* MA. English, Georgia Southern University; BS., Journalism, Georgia Southern University
smithln@georgiasouthern.eduLinda N SmithLinda NSmithTemp Office/Clerical Retiree912-478-2484Brannen Hall Room 2008Statesboro CampusDivision of Academic AffairsOffice of Institutional Assessment & Accreditation psobaje@georgiasouthern.eduPaul SobajePaulSobajeAssociate Professor912-478-5392MP 3325Statesboro CampusCollege of Science & MathematicsDepartment of Mathematical SciencesProfessor Sobaje received his Ph.D. in Mathematics in 2011. He worked as a mathematics professor at the University of Melbourne (Australia) (2011-14), the University of Southern California (2014-15), and the University of Georgia (2015-18), before joining the faculty at Georgia Southern in 2018. Prior to entering graduate school he worked as an analyst for Fox Sports and STATS LLC (the latter now called Stats Perform).
* Ph.D., University of Southern California, 2011
Research Interests
* Representation Theory
* Algebra
Algebra bballeck@georgiasouthern.eduhttps://drive.google.com/open?id=1BzDUSXwj5SKtwrxCbBjers9TzBxsPefCBarry BalleckBarryBalleckProfessor912-478-0571Carroll Building, Room 2273Statesboro CampusCollege of Behavioral & Social SciencesDepartment of Political Science & International StudiesFor the past twenty years he has also directed Georgia Southern University’s Model United Nations (MUN) program, one of the oldest and most continuous programs of its kind in the country. Dr. Balleck has directed the Georgia Southern MUN delegation to several national awards and has conducted dozens of MUN conferences for middle and high school students from Georgia, South Carolina, Tennessee, and Florida.
Teaching Philosophy
Dr. Balleck has research and teaching interests in the fields of international and domestic terrorism, U.S. foreign policy, the rhetoric of politics, the United Nations, and international human rights. He has dozens of conference presentations to his credit and has published in journals such as Presidential Studies Quarterly, Politics & Policy, and Peace Psychology Review.
* Ph.D., Political Science, University of Colorado at Boulder
* M.A., International Studies, Brigham Young University
* B.A. Political Science, Brigham Young University
M.A., International Studies, Brigham Young UniversityB.A. Political Science, Brigham Young University
Research Interests
* International Terrorism
* Model United Nations
* American Foreign Policy
* Global Issues
* Rhetoric Of International Relations
Model United NationsAmerican Foreign policyGlobal IssuesRhetoric of international relations kheller@georgiasouthern.eduKaren HellerKarenHellerLibrary Assistant912-478-5644Henderson Library 2210AStatesboro CampusUniversity LibrariesHenderson LibraryM.S., San Diego State University
* 25+ years of library experience
rgryan@georgiasouthern.eduRebecca RyanRebeccaRyanProfessor of Psychology912-478-5447Brannen Hall 2041Statesboro CampusCollege of Behavioral & Social SciencesDepartment of PsychologyRebecca Ryan received her Ph.D. in Lifespan Developmental Psychology from West Virginia University. Her research interests broadly cover gerontology and the scholarship of teaching and learning. While at Georgia Southern University she has taught a range of undergraduate and graduate courses at the introductory, senior, and graduate level. Select undergraduate courses include Introduction to Psychology, Lifespan Developmental Psychology, Older Adult Developmental Psychology, Research Methods, Senior Research, Service-Learning in Psychology, and Psychology Capstone. Graduate courses include Advanced Developmental Psychology and Geropsychology.
Teaching Philosophy
I strive to help my students see connections and applications of the course content. In my classes I work to help my students understand that knowing information is very different from understanding information. I also explain that it is important to see how the information can be applied in real-world settings to bring about positive outcomes, so that they can make connections between the information and the use of that information. I have also used service-learning as a pedagogical approach in several of my courses as it accomplishes these goals while also providing a valued service to our local community.
* Ph.D., West Virginia University, 2007
Research Interests
* Developmental Psychology
* Gerontology
* Scholarship Of Teaching And Learning
* Experiential Learning
* Service-Learning
GerontologyScholarship of Teaching and LearningExperiential LearningService-LearningCenter for Social Gerontology tmurray@georgiasouthern.eduTeagan MurrayTeagan MurrayLaboratory Technician 912-475-1725Natural Sciences Room 1107Statesboro CampusCollege of Science & MathematicsDepartment of Biology jeroberts@georgiasouthern.eduhttps://drive.google.com/open?id=1Kr_0psgwlbX60-hje7ieYeifboAVVCWMJonathan RobertsJonathanRobertsProfessor912-344-2910Science Center 205Armstrong CampusCollege of Behavioral & Social SciencesDepartment of PsychologyDr. Jonathan Roberts joined the faculty of Armstrong State University, now Georgia Southern University, in 2001. His area of specialty is Developmental Cognitive Neuroscience, and he primarily teaches courses in Introduction to Psychology, Developmental Psychology, Cognitive Psychology, and Sensation & Perception. From 2006 until 2017 he was the Honors Program Director at Armstrong State, and from 2018 until 2021 he was the Honors Program Associate Director and Armstrong Campus Lead. He currently serves as the Co-Associate Chair of the Department of Psychology. He is married, has two children and two dogs, and enjoys traveling. He is especially excited to teach at Georgia Southern's Wexford campus in the Summer of 2025.
* Ph.D., Psychology, May, 2001. Virginia Polytechnic Institute and State University
* M.S., Psychology, May, 1999. Virginia Polytechnic Institute and State University
* B.A., Psychology, May, 1995. University of North Carolina, Wilmington
M.S., Psychology, May, 1999. Virginia Polytechnic Institute and State University B.A., Psychology, May, 1995. University of North Carolina, Wilmington
Research Interests
* Cognitive Psychology
* Celebrity Admiration
* Decision Making
* Spatial Ability
Celebrity AdmirationDecision MakingSpatial Ability slensch@georgiasouthern.eduhttps://drive.google.com/open?id=1qJGI0tnlQw-62JsE8TiRWOFfOcgBgpCQSandra LenschSandraLenschConference Services Coordinator912-478-5556CPE CenterStatesboro CampusContinuing & Professional Education plegrier@georgiasouthern.eduhttps://drive.google.com/open?id=1t8WRjTzEy2hLs4bf6z9EDmI_byC6oTGNPhilisa LeGrierPhilisaLeGrierInstructor of Nursing912-344-2990Ashmore Hall #240Armstrong CampusWaters College of Health ProfessionsSchool of NursingWith over 30 years of experience in nursing, my journey in health began during high school when I worked in the radiology department as a technician. I graduated in 1995 with a practical nursing diploma and spent 22 years as an LPN. In 2015, I decided to further my education and obtained my associate degree of nursing, followed by a BSN in 2018, and an MSN in 2021. My clinical experience spans across various fields, including medical-surgical care, family practice, pediatrics, geriatrics, endocrinology, internal medicine, post-anesthesia care, clinical management, care management in the Veteran's Health Administration, and inpatient progressive care.
Teaching Philosophy
As a master's-prepared nurse educator, my teaching philosophy is deeply rooted in the belief that nursing education is a dynamic and profoundly transformative process. It empowers students, igniting their potential to become compassionate, competent, and critical-thinking healthcare professionals. My approach is guided by the principles of evidence-based practice, lifelong learning, and the holistic care that is the hallmark of nursing.
* MSN-RN
* Certified Nurse Educator
* Certified Ambulatory Care Nurse
Certified Nurse EducatorCertified Ambulatory Care Nurse
Research Interests
* Mental Health
* Nurse Coaching
* Resiliency In Nursing
Nurse CoachingResiliency in Nursing evanhoy@georgiasouthern.eduhttps://drive.google.com/open?id=1AzMQr7tR1AQ0YD5MH0z2CkFSddPhHshDElizabeth Van HoyElizabethVan HoyStaff Accompanist912-712-2399 Fred and Dinah Gretsch School of MusicArmstrong CampusCollege of Arts & HumanitiesFred & Dinah Gretsch School of MusicElizabeth Van Hoy earned her Bachelor’s Degree in Applied Music with a Concentration in Piano from Western Carolina University. She studied piano pedagogy, collaborative piano, and harpsichord. She is an active member of the Music Teachers National Association and the Savannah Music Teachers Association. She is co-chair of the Savannah chapter of the National Guild of Piano Teachers. She has served as Collaborative Pianist in the music department on Armstrong Campus since 2006, where she has accompanied both instrumentalists and vocalists. In addition to performing, she enjoys encouraging students to set and reach their musical goals, teaching the value of dedication and persistence.
Teaching Philosophy
If your goal seems to big, your first step isn't small enough. Chisel!
* Bachelor of Arts in Applied Music with a COncentration in Piano, Western Carolina University, 2002
nataliejames@georgiasouthern.eduhttps://drive.google.com/open?id=1bLv0yxS_cujjAka9TTyteLKjEtkKFth2Natalie IngalsbeNatalieIngalsbeSenior Lecturer912-478-4202Newton 1122B, Gamble 241Armstrong Campus, Statesboro Campus, Online onlyCollege of Arts & HumanitiesDepartment of EnglishProf. Ingalsbe teaches First-Year Writing and Literature in the English Department
Teaching Philosophy
Prof. Ingalsbe's teaching is student-centered and focused on helping every person reach their fullest potential.
* M.A. in English, University of Delaware, 2013
* B.A. in English and French, Drury University, 2008
B.A. in English and French, Drury University, 2008
Research Interests
* Pedagogy
jdagostino@georgiasouthern.eduhttps://drive.google.com/open?id=1820xA4AdEsWZ687ucNWt_KZVdCLx6wFQJennifer D'AgostinoJenniferD'AgostinoLecturer in Music (Voice)912-478-7340Foy 3002Statesboro CampusCollege of Arts & HumanitiesFred & Dinah Gretsch School of Music*having issues with linking my bio
* D.M.A. (Voice Performance and Opera Production) University of Wisconsin-Madison
* M.M. (Voice Performance and Opera Studio) University of Tennessee-Knoxville
* B.M. (Voice Performance) Baldwin-Wallace Conservatory of Music
M.M. (Voice Performance and Opera Studio) University of Tennessee-KnoxvilleB.M. (Voice Performance) Baldwin-Wallace Conservatory of Music
Research Interests
* Scholarship Of Teaching And Learning
* Voice Pedagogy
* Song Literature
Voice PedagogySong Literature fcurtis@georgiasouthern.eduhttps://drive.google.com/open?id=1JR2YBwFvc6XwKYyq_Z1PG1DkN4cRjIrVFinbarr CurtisFinbarrCurtisProfessor3305C Newton Hall/213 Gamble HallArmstrong Campus, Statesboro CampusCollege of Arts & HumanitiesDepartment of Philosophy & Religious StudiesI study religion and politics as well as theory and method in religious studies. My first book engages subjects ranging from nineteenth-century revivalism to contemporary legal debates about corporations in order to examine how the rhetoric of religious freedom has served as a form of personal and political governance in the United States. My most recent book examines how the profane and offensive style of contemporary illiberalism challenges liberal democratic institutions. Before coming to Georgia Southern, I taught at UC San Diego, New York University, Fresno State, Bucknell University, Lafayette College, and the University of Alabama.
* Ph.D., University of California, Santa Barbara, 2007
* M.A., Vanderbilt University, 2000
* B.A., Columbia College, 1995
M.A., Vanderbilt University, 2000B.A., Columbia College, 1995
Research Interests
* Religion And Politics
* Critical Theory
* History Of Religion In The United States
* Irish Studies
Critical TheoryHistory of Religion in the United StatesIrish Studies tbuzosalas@georgiasouthern.eduTeresa Buzo SalasTeresaBuzo SalasSenior Lecturer912-478-2421Interdisciplinary Academic Building #2065Statesboro CampusCollege of Arts & HumanitiesDepartment of World Languages & CulturesTeresa Buzo Salas holds a B.A. in Tourism Management from the University of Seville (Spain, 2003) and received her M.A. in Spanish from Georgia Southern University (2012). She is also certified as an Oral Proficiency Interviewer by the American Council on the Teaching of Foreign Languages (ACTFL). In 2021, Teresa received the Distinction in Teaching Award from the College of Arts and Humanities at Georgia Southern University.Teresa has published two critically acclaimed novels: Las Hijas de las Horas (2015) and Adict@ (2016). She has won first place in multiple creative writing competitions and has been a finalist in several others. In addition to her literary work, Teresa regularly contributes with articles to La Voz Latina.
Teaching Philosophy
My teaching philosophy centers on fostering a deep appreciation for the Spanish language and its diverse cultures. I strive to create a nurturing and inclusive environment where students feel valued and inspired to engage actively. By integrating authentic materials and promoting immersive experiences, I encourage students to connect language learning with real-world contexts. I believe in the power of personalized feedback and supportive guidance to help each student reach their full potential. Ultimately, my goal is to instill a lifelong passion for learning and cultural exploration, empowering students to become confident, empathetic, and culturally aware communicators.
* M.A., Georgia Southern University
* B.A., University of Seville, Spain
B.A., University of Seville, Spain jhidalgo@georgiasouthern.eduJose M HidalgoJose MHidalgoProfessor of Hispanic Studies912-478-5609Interdisciplinary Academic Building # 2077Statesboro CampusCollege of Arts & HumanitiesDepartment of World Languages & CulturesDr. José Manuel Hidalgo earned his B.A. in Classical Languages (Latin and Greek) with a minor in Hispanic Literature from the University of Seville in 1998. He completed an M.A. in Hispanic Literature with Honors from Ohio University in 2003 and a Ph.D. from the University of Virginia in 2006. Dr. Hidalgo has published in journals like Bulletin of Comediantes, Hispanic Review, and Romance Quarterly. His research interests include El libro de buen amor, Novelas Ejemplares by Miguel de Cervantes, and a passion for all great literature. He also edited La pluma es lengua del alma (2011) and co-edited Cárcel de Amor (2008).
Teaching Philosophy
Dr. Hidalgo is a passionate and dedicated professor whose commitment to student learning is evident in every course he teaches. Whether leading Spanish language courses, exploring Spanish culture, or diving into Medieval and Early Modern Literature, his classes are praised for their intellectual rigor and supportive environment. Students value his engaging teaching style and genuine investment in their success. His dedication has earned him several honors, including the University of Virginia’s Seven Society Award for Superb Teaching (2005), the CLASS Award for Excellence (2009), and recognition as an Honored Professor-Student Mentor (2007).
* Ph. D., University of Virginia, 2006
* M.A. in Hispanic Literature (With Honors), 2003
* B.A., University of Seville in 1998, specializing in Classical Languages (Latin and Greek), with a minor in Hispanic Literature
M.A. in Hispanic Literature (With Honors), 2003B.A., University of Seville in 1998, specializing in Classical Languages (Latin and Greek), with a minor in Hispanic Literature
Research Interests
* Medieval Spanish Literature
* Golden Age Spanish Literature
* Spanish Language And Culture
Golden Age Spanish LiteratureSpanish Language and Culture lmcmillan@georgiasouthern.eduhttps://drive.google.com/open?id=1tayNOcy4xVa8z0xonftLOwoCmyXP5fiuLauren McMillanLauren McMillanInformation Studies Librarian, Associate Professor912-344-3005Lane Library #124Armstrong CampusUniversity LibrariesInformation Studies DepartmentLauren McMillan has been at Georgia Southern Unviersity since 2013. Currently, she is an Information Studies Librarian and Associate Professor at Lane Library. Serving as the library liaision to Art, The Waters College of Health Professions, and Public Health, Lauren serves both students and faculty with their research needs. Lauren also teaches within the Information Studies Department. She is currently pursuing a second masters in Learning Design and Technology from the University of Georgia.
* University of South Carolina, Master's of Library and Information Science
* University of Georgia, Bacherlor of Arts in Art History
University of Georgia, Bacherlor of Arts in Art History
Research Interests
* Active Learning
* Learning Technology
* Student Engagement
Learning technologyStudent engagement htroullier@georgiasouthern.eduHaley TroullierHaleyTroullierCollections Cataloging Staff Assistant912-478-3175Collection Services DepartmentStatesboro CampusUniversity LibrariesUniversity Libraries
* Bachelor of Arts, Applied Linguistics
wdasher@georgiasouthern.eduWesley DasherWesleyDasherLearning Commons Associate912-344-3011Learning CommonsArmstrong CampusUniversity LibrariesLearning CommonsWesley Dasher works at the Learning Commons. rday@georgiasouthern.eduRebecca DayRebeccaDayPart Time Instructor912-344-2900Ashmore Hall 165Armstrong CampusWaters College of Health ProfessionsDepartment of Clinical Sciences kbradford@georgiasouthern.eduKyle BradfordKyleBradfordAssistant Professor912-478-0364Math/Physics Building, Room 3025BStatesboro CampusCollege of Science & MathematicsDepartment of Mathematical Sciences jmhendrix@georgiasouthern.eduJohn HendrixJohnHendrixLearning Commons Associate912-344-3011Learning Commons 119Armstrong CampusUniversity LibrariesLearning Commons nsiekirk@georgiasouthern.eduhttps://drive.google.com/open?id=1sxJNeHvx_3o1a7N-b84rp-2_p7NdIMw6https://scholars.georgiasouthern.edu/en/persons/nicholas-siekirkNicholas SiekirkNicholasSiekirkAssociate Professor of Motor Behavior912-478-74011101A Hollis Statesboro CampusWaters College of Health ProfessionsDepartment of Health Sciences & KinesiologyDr. Siekirk arrived in Statesboro in 2018 after completing his Ph.D. (Wayne State University) in Motor Behavior, focusing on Neuroscience under Dr. Qin Lai (Texas A&M University). Before Wayne State University (Detroit, MI), Dr. Siekirk worked in clinical and commercial settings after completing his M.S. (Oakland University), which focused on clinical biomechanics and applied physiology. Dr. Siekirk was awarded tenure and promoted to Associate Professor in the Fall of 2024 and continues to teach related coursework in the graduate and undergraduate Exercise Science programs.
Teaching Philosophy
Dr. Siekirk challenges students to move beyond superficial regurgitation and strives to cultivate hard and soft skills that allow students to integrate and evaluate available evidence, solve problems, and apply concepts systematically in real-world scenarios and settings.
* Ph.D., Wayne State University, 2018
* M.S., Oakland University, 2012
* B.A., Adrian College, 2010
* CSCS, National Strength and Conditioning Association, 2019
M.S., Oakland University, 2012B.A., Adrian College, 2010CSCS, National Strength and Conditioning Association, 2019
Research Interests
* Neuromuscular Exercise Adaptations
* Neurocognitive Exercise Adaptations
* Clinical Exercise Prescription
* Movement Constraints
* Movement Strategies
Neurocognitive Exercise AdaptationsClinical Exercise PrescriptionMovement ConstraintsMovement StrategiesCenter for Rehabilitation and Independent Living sgriffin@georgiasouthern.eduhttps://drive.google.com/open?id=1VOze9P84japFZ83JuxACrcJlPT4UoBOtStephen GriffinStephenGriffinDirector of the Center for Rehabilitation and Independent Living, Visiting Instructor 912-478-0556Hollis #1103DStatesboro CampusWaters College of Health ProfessionsDepartment of Health Sciences & KinesiologyFrom Warner Robins, GA. Currently finishing PH.D. in Physical Education from the University of South Carolina
Teaching Philosophy
Universal Design for Learning (UDL) to improve and optimize teaching and learning for all people based on scientific insights into how humans learn. The goal is learner agency that is purposeful & reflective, resourceful & authentic, strategic & action-oriented.
* Masters in Exercise Science
* Bachelors in Exercise Science
Bachelors in Exercise Science
Research Interests
* Correlates Of Motor Competence I.E., Physical Activity, Sedentary Behavior, Perceived Motor Competence
Center for Rehabilitation and Independent Living sknable@georgiasouthern.eduSteven KnableStevenKnableSenior Military Science Instructor912-478-0036Military Science Bldg, Room 2012Statesboro CampusCollege of Science & MathematicsDepartment of Military ScienceI originally came to GSU in 1994-1997 as a Major (Active Duty Military) as an Assistant Professor of Military Science (ROTC). Returned to GSU in 2001 in same position until retirement in 2006. 2006-2008 taught JROTC in Portal , GA. Returned again in 2008 to ROTC Department at GSU as a Military Contractor where I continue to serve as the Senior Military Science Instructor.
Teaching Philosophy
Students and Cadets needs come first, I am here to serve them.
* BA. in Accounting from Wofford College
jpainter@georgiasouthern.eduJillian Painter-MorenoJillianPainter-MorenoPart Time Clinical Instructor912-344-2788The The RiteCare Center for Communication DisordersArmstrong CampusWaters College of Health ProfessionsDepartment of Clinical SciencesMy name is Jillian Painter-Moreno, M.S. CCC-SLP. I am currently a clinical instructor at The Rite Care Center for Communication Disorders and I work Part Time as a speech-language pathologist at Hardeeville Elementary School. I am grateful to have the opportunity to work with the students at Georgia Southern and assist them with their graduate studies!
* M.S. Speech-Language Pathology (2019)
* B.S. Speech-Language Pathology and Audiology (2016)
B.S. Speech-Language Pathology and Audiology (2016)Rite Care Center for Communications Disorders karlarocker@georgiasouthern.eduhttps://drive.google.com/open?id=1ByH5P7ZAOVXdI9sCDefT9y7zi-SblCy2Karla RockerKarlaRockerCoordinator of Collaborative Piano912-278-7183Foy 4033Statesboro CampusCollege of Arts & HumanitiesFred & Dinah Gretsch School of MusicKarla Rocker joined the Georgia Southern University faculty as Coordinator of Collaborative Piano in the fall of 2002 after completing her doctorate at Florida State University under the direction of Dr. Carolyn Bridger. At GS, Karla plays for the Georgia Southern Chorale, faculty and student recitals, competitions, and auditions. She also supervises the accompanying area and teaches collaborative piano. Karla serves on the keyboard team at First Baptist Church of Statesboro. She enjoys life on the farm in Metter with Sophie and Scarlett (dogs), Vera and Myrtle (cats), chickens, and her husband, Dwayne.
Teaching Philosophy
NA
* D.M., Florida State University, 2002
* M.M., Arizona State University, 1991
* B.M., New Mexico State University, 1988
M.M., Arizona State University, 1991B.M., New Mexico State University, 1988 kopenix@georgiasouthern.eduKellie PenixKelliePenixSenior LecturerHollis 2110BStatesboro CampusWaters College of Health ProfessionsDepartment of Health Sciences & KinesiologyKellie Penix is a Senior Lecturer teaching both undergraduate and graduate courses in the Health and Physical Education programs.
Teaching Philosophy
My teaching philosophy is focused on effectively teaching students by providing quality authentic learning. I have a true desire to live, and help others live, a healthy lifestyle for a lifetime. I strive to help students understand why a healthy lifestyle is important, how to live a healthy lifestyle and most importantly how to teach others to do the same.
* Dr.P.H., Georgia Southern University, 2014
* Master of Science in Kinesiology, Georgia Southern University, 2009
* Bachelor of Science in Education, Georgia Southern University, 2008
Master of Science in Kinesiology, Georgia Southern University, 2009Bachelor of Science in Education, Georgia Southern University, 2008
Research Interests
* School Health Education
* Personalized System Of Instruction Teaching Model
* Effective Teaching Strategies
Personalized System of Instruction teaching modelEffective Teaching Strategies briemann@georgiasouthern.eduBryan RiemannBryanRiemannProfessor912-478-4636UHArmstrong CampusWaters College of Health ProfessionsDepartment of Health Sciences & KinesiologyBryan Riemann, PhD, ATC, FATA currently serves as a Waters Professor of Sports Medicine, and Director of the Biodynamics and Human Performance Center at GSU-Armstrong campus. In addition, he currently serves an appointment as an Oak Ridge Institute for Science and Education Faculty Research Fellow at the United States Department of Defense-US Army Research Institute of Environmental Medicine. Bryan has focused his career on educating and incorporating undergraduate and master’s students into providing scientific evidence to support exercise prescription, the efficacy of orthopedic injury prevention and rehabilitation procedures, and the role of various exercise modes to mitigate age related declines in sensorimotor function.
* PhD, University of Pittsburgh
Biodynamics and Human Performance Center slauretti@georgiasouthern.eduScott LaurettiScottLaurettiExecutive-in-Residence / Parker College of Business912-478-2622PCOB Statesboro CampusParker College of BusinessPCOB Office of the DeanFellow, Harvard University, 2018MBA/Finance, The Wharton School - University of Pennsylvania, 1990B.S. Industrial Engineering, Lehigh University, 1986CEO - SAL CompaniesSenior Managing Director - Guggenheim Partners
Teaching Philosophy
Interactive, practical, challenging curriculum and classroom environment, requiring students to actively engage in their learning experiences
* See "Brief Bio"
rbaker@georgiasouthern.eduhttps://drive.google.com/open?id=1yhq59fq54_JF_QPJsDwoL1gz72xgd5tghttps://scholars.georgiasouthern.edu/en/persons/ruth-l-baker-2Ruth BakerRuthBakerAssoc. Prof./Scholarly Communications Librarian912-478-7823Henderson Libraru 2201OStatesboro CampusUniversity LibrariesAssessment and Research UnitMy academic background is in anthropology and prehistoric archaeology and my graduate work was concentrated in paleoethnobotanical studies in the Southwestern United States. I have worked as a librarian for nearly 30 years in a variety of areas. In the Georgia Southern University Libraries, as Scholarly Communications Librarian, I serve as part of a team providing outreach and research support for Georgia Southern's faculty and graduate students and I do outreach and support for collection development in the Social and Behavioral Sciences, as well as selected departments in the Humanities. In addition to teaching formal classes in information literacy and research methods, I have taught computer applications courses , f2f and online,
Teaching Philosophy
As a library faculty member, my philosophy of teaching is based on two main objectives: 1) to help students gain the knowledge and skills they need to become passionate learners and critical thinkers; and 2) encourage them to establish a habit of lifelong learning.
* M.S. in Library and Information Studies, Drexel University, Philadelphia, PA
* M.A., AbD. in Archaeology, Southern Methodist University, Dallas, TX
* B.A. in Anthropology, cum laude, University of Arizona, Tucson, AZ
M.A., AbD. in Archaeology, Southern Methodist University, Dallas, TXB.A. in Anthropology, cum laude, University of Arizona, Tucson, AZ
Research Interests
* Information Literacy
* Contemplative Pedagogy
* Student Engagement
* Mindfulnness & Metacognition
contemplative pedagogystudent engagementmindfulnness & metacognition mfgayan@georgiasouthern.eduMelissa FarisMelissaFarisSenior Lecturer912-478-5872IAB #2090Statesboro CampusCollege of Arts & HumanitiesDepartment of HistoryMelissa Faris completed her Ph.D. from Emory University. Supported by the American Research Institute of the South Caucasus and the American Council for International Education, her project examined the 1956 anti-Soviet, pro-Stalinist protests in Soviet Georgia, Hungary, and Poland and the continuities in Moscow’s response to each of them. She also published an article on Gorbachev’s new reforms and their role in shaping a new history in Soviet Georgia.
Teaching Philosophy
My teaching philosophy centers around an inclusive, student-centered environment where students use history to enhance skills that will be useful after their time at Georgia Southern. By facing history, students enhance their global citizenship while finding their place in our globalized environment.
* Ph.D. Emory University 2023
* M.A. University of North Carolina at Charlotte
* B.A. University of North Carolina at Charlotte
M.A. University of North Carolina at CharlotteB.A. University of North Carolina at Charlotte
Research Interests
* The Former Soviet Union
* The Caucasus
* Nationalism
* Political History
the CaucasusNationalismPolitical History yongzhang@georgiasouthern.eduhttps://scholars.georgiasouthern.edu/en/persons/yong-zhangYong ZhangYongZhangAssistant Professor912-478-0134Biological Sciences Building Room 2232Statesboro CampusCollege of Science & MathematicsDepartment of BiologyMy research specializes in combining computational and experimental approaches to understand genomic evolutionary mechanisms underlying fungal adaptations to changing environments.
* Ph.D., University of Massachusetts Amherst
Research Interests
* Plant Pathology
* Fungal Genomics
* Host-Pathogen Interaction
* Integrative Multi-Omics
* Evolution
Fungal GenomicsHost-Pathogen InteractionIntegrative Multi-OMICSEvolution cgaydon@georgiasouthern.eduhttps://drive.google.com/open?id=1zjd0O7onAn20DiHMEMBkFovQz7t_ZuYpChristian GaydonChristianGaydonAssistant Director of Ecosystem Development912-478-0578Savannah, GAArmstrong CampusParker College of BusinessBIGWith a proven track record in both customer service and business development, I excel at building and maintaining strong client relationships while driving business growth. My ability to understand and anticipate customer needs allows me to deliver exceptional service and resolve issues efficiently, ensuring high levels of satisfaction and loyalty. In business development, I have a keen eye for identifying opportunities, creating strategic partnerships, and implementing innovative solutions that enhance profitability and market presence. My strong communication and problem-solving skills, combined with a strategic mindset, enable me to contribute effectively to team goals and drive successful outcomes.
* Bachelor's in Psychology
Business Innovation Group (BIG) mdricks@georgiasouthern.eduhttps://drive.google.com/open?id=1AsSgy1i7QsOoqZVeLfHgR9EtFSSP_2Xxhttps://scholar.google.com/citations?hl=en&user=sD95tIkAAAAJMatthew RicksMatthewRicksAssistant Professor912-478-5506Engineering Building Room 1101GStatesboro CampusAllen E Paulson College of Engineering & ComputingDepartment of Civil Engineering & ConstructionDr. Ricks is an Assistant Professor at Georgia Southern University. He holds a Ph.D. in Civil Engineering from Auburn University, an M.S. in Civil Engineering from the University of South Carolina, and a B.S. in Civil Engineering from the Georgia Institute of Technology. He is also a licensed Professional Engineer and possesses over two decades of industry experience in the civil engineering and construction field. His research focuses on underground utility construction, residential construction, and rainfall simulation. He also represents several national panels related to his research.
* Ph.D., Auburn University, 2020
* M.S., University of South Carolina, 2015
* B.S., Georgia Institute of Technology, 2005
* Professional Engineer, Georgia
M.S., University of South Carolina, 2015B.S., Georgia Institute of Technology, 2005Professional Engineer, Georgia
Research Interests
* Underground Utility Construction
* Residential Construction
* Rainfall Simulation And Modeling
Residential ConstructionRainfall Simulation and Modeling cgreen@georgiasouthern.eduhttps://drive.google.com/open?id=13k-_oQyzOfPe1uNDilHrOH0gf3oZQ_1sCynthia GreenCynthia GreenPart Time Clinical Instructor912-344-2735RiteCare Center/Armstrong CampusArmstrong CampusWaters College of Health ProfessionsDepartment of Clinical SciencesCynthia Green is a Part Time clinical instructor in the RiteCare Center for Communication Disorders. She has 42 years of experience as a speech language pathologist in public and private schools (K-12) and in a pediatric clinic setting. She has experience as a clinical and faculty instructor at Armstrong State College/University and then Georgia Southern University. Throughout her career she has also provided supervision in clinical and school settings for graduate-level students as well as providing Clinical Fellowship supervision for graduates of the CSDS program.
* M.Ed., Armstrong State College, 1985
* B.S.Ed., University of Georgia, 1983
B.S.Ed., University of Georgia, 1983Rite Care Center for Communications Disorders rhewlett@georgiasouthern.eduRyan HewlettRyanHewlettAssistant Professor of Graphic Design912-478-5358Art BuildingStatesboro CampusCollege of Arts & HumanitiesBetty Foy Sanders Department of ArtAssistant Professor / Georgia Southern University / Aug 2023 - Present• Instructor for courses in graphic designProfessor of Advertising & Branding / Savannah College of Art and Design / Aug 2022 - May 2023• Instructor for courses in advertising and brandingAssistant Professor / Sienna Heights University / Aug 2020 - May 2022• Instructor for courses in graphic design
* MFA Graphic & Interactive Design — Temple University
elsiehill@georgiasouthern.eduhttps://drive.google.com/open?id=1KuanmS-A9Fux7BQNGDE0JxGLvtzK4_AgElsie HowingtonElsieHowingtonDepartment Chair, Associate Professor, Betty Foy Sanders Department of Art912-478-0597Statesboro: Center for Art and Theatre 2006; Armstrong: Fine Arts Hall 127Armstrong Campus, Statesboro CampusCollege of Arts & HumanitiesBetty Foy Sanders Department of ArtElsie Hill Howington is an Associate Professor and Interim Department Chair at Georgia Southern University's Betty Foy Sanders Department of Art. She earned a B.F.A. in Painting from the Rhode Island School of Design in 1995 and worked as a commission portrait artist for 12 years. In 2006, she received her M.F.A. in Visual Art from Columbia University, where she was represented by the Nabi Gallery and participated in various exhibitions. Her accolades include the D’Arcy Hayman Scholarship and the Agnes Martin Fellowship. After returning to Savannah, GA in 2009, she painted portraits for notable figures and has exhibited in various venues including New American Paintings, The Louisiana Biennial, and Art Fields.
* Master of Fine Arts, Visual Arts, Columbia University in the City of New York
* Bachelor of Fine Arts, Painting, Rhode Island School of Design
Bachelor of Fine Arts, Painting, Rhode Island School of Design
Research Interests
* Visual Art
* Painting
* Color Theory
* Place-Based Art
PaintingColor TheoryPlace-based Art kalt@georgiasouthern.eduhttps://drive.google.com/open?id=1loz0q26F8jD0GewEUpHCJo2XOENR_vE8Kasie AltKasieAltAssociate Professor of Art History912-478-4636Fine Arts 208 and Arts Bldg 2002Armstrong Campus, Statesboro CampusCollege of Arts & HumanitiesBetty Foy Sanders Department of ArtKasie Alt is an Assistant Professor of Art History in the Betty Foy Sanders Department of Art at Georgia Southern University. She received her PhD in Art History from the University of Texas at Austin. Her research interests include eighteenth- and nineteenth-century landscape design and representation as well as the visual and material cultures of theater. Dr. Alt teaches both introductory and advanced art history courses, with specialties in Europeamerican and Global 18th, 19th, 20th and 21st Century Art as well as Theory and Criticism, and Women and Gender Studies.
Teaching Philosophy
Learning to understand and interact with the arts is at the core of our lived experience. Our world is primarily visual, and yet many do not have the necessary skills to critically assess that reality. No matter a student’s interests or background, art history teaches them to see, to develop a critical eye in order to understand the multitude of visual layers of which our lives are made.As an instructor, my goal is to promote in-depth analysis of the visual world through formal analysis and cultural context. I teach in a variety of formats, but all of my classes use scholarly readings and collaborative activities to challenge my students to think critically about the course material and its impact on the world around them.
* PhD Art History (University of Texas at Austin 2017)
* MA. Art History (University of Wisconsin - Madison 2011)
* BA. Art History and French (Northern Michigan University 2009)
MA Art History (University of Wisconsin - Madison 2011)BA Art History and French (Northern Michigan University 2009)
Research Interests
* Landscape Design/Representation
* Theatrical Scenery/Experience
* 18Th-19Th Cent. Visual Culture
* Women/Gender Studies
* Architectural History
Theatrical scenery/experience18th-19th Cent. Visual CultureWomen/Gender StudiesArchitectural History jmccall@georgiasouthern.eduJessica McCallJessicaMcCallPart Time Instructor912-344-2550OnlineArmstrong CampusWaters College of Health ProfessionsDepartment of Clinical SciencesExperienced Sonographer with a passion for teaching and a commitment to global health. Dedicated to mentoring and educating future healthcare professionals at Georgia Southern University. Specializes in providing hands-on sonography education during humanitarian missions and empowering healthcare providers in underserved regions. Combines technical expertise with a love for travel and cultural exchange, fostering impactful learning experiences in diverse settings. Committed to improving healthcare access and outcomes through education and collaboration.
* BS. in Radiologic Sciences, RDMS
csteed@georgiasouthern.eduhttps://drive.google.com/open?id=1MEwrioRp2xI-rzIbjRAvA89fOKfn1zboCaroline SteedCarolineSteedPart-Time Clinical Instructor912-344-2788Rite Care Center for Communication DisordersArmstrong CampusWaters College of Health ProfessionsDepartment of Clinical SciencesCaroline Steed is a Savannah native and Georgia Southern University alumni. She received her Master of Science degree in Speech-language Pathology from GSU in 2021. Caroline has experience in various adult clinical settings including hospitals, inpatient rehab, skilled nursing facilities, and assisted living facilities. She has worked as a Part Time clinical instructor at the Rite Care Center for Communication Disorders since February of 2024.
* Bachelor of Science in Rehabilitation Sciences, Georgia Southern University, 2017
* Master of Science in Speech-language Pathology, Georgia Southern University, 2021
Master of Science in Speech-language Pathology, Georgia Southern University, 2021 dechapman@georgiasouthern.eduDaniel ChapmanDanielChapmanAssociate Professor912-344-3187236 University HallArmstrong Campus, Statesboro CampusCollege of EducationDepartment of Curriculum Foundations & ReadingDaniel Chapman earned his doctorate at the UNC-Greensboro in Teaching and Instruction with a specialization in Cultural Studies. His writings about media, culture and politics have been presented in international journals and conferences. He is editor of the book Examining Social Theory, organizer of the Curriculum Studies Sumer Collaborative and editor of the Curriculum Studies Collaborative Journal.
Teaching Philosophy
I believe that the classroom is a sacred space of the intellect. It is a space where we can all engage with ideas that shape us in an open forum to wrestle with clarifying our own ideas and taking seriously the ideas of others. It is through reading, writing and dialogue that we come to know ourselves, others, and the world.
* Ph.D UNC-Greensboro in Teaching and Instruction with a specialization in Cultural Studies
Research Interests
* Digital Media
* Documentary Films
* Cultural Studies
* Critical Theory
Documentary FilmsCultural StudiesCritical Theory jminihan@georgiasouthern.eduJessica RiggJessicaRiggHead of Collection Services912-478-5026Henderson LibraryStatesboro CampusUniversity LibrariesCollection Services DepartmentLibrarian experienced in working with electronic resources, continuing resources, and acquisitions in a technical services environment.
* MS., Library and Information Science, University of Tennessee, Knoxville, 2007
* BS., Computer Science and Mathematics, Maryville College, 2005
BS, Computer Science and Mathematics, Maryville College, 2005 gvaughan@georgiasouthern.eduGregory VaughanGregoryVaughanIA Associate912-478-4057Henderson LibraryStatesboro CampusUniversity LibrariesCollection Services ccurtis@georgiasouthern.eduChristopher CurtisChristopherCurtisProfessor912-478-4478IAB 3098Statesboro CampusCollege of Arts & HumanitiesDepartment of HistoryDr. Christopher Curtis earned his PhD in history from Emory University, and he holds a Master’s degree from Virginia Tech and a Bachelors of Arts degree from the University of South Carolina as well. He grew up in Arlington, Virginia and graduated from Bishop O’Connell High School.
* Emory University, PhD
Institute for Water and Health ccartright@georgiasouthern.eduhttps://drive.google.com/open?id=1pGQkeXl5kFt_PpHMd6XDEX2XpZtpeS7UChris CartrightChrisCartrightSenior Lecturer of English912-344-2597Gamble Hall 208Armstrong CampusCollege of Arts & HumanitiesDepartment of EnglishChris Cartright, MFA, grew up in Port-au-Prince, Haiti. He writes fiction, poetry, and nonfiction.
* MFA English, Florida State University, 2012
* BA. English, Florida State University, 2009
* BA. French, Florida State University, 2009
BA English, Florida State University, 2009BA French, Florida State University, 2009
Research Interests
* Writing Studies
* Information Literacy
* Mass Media
* Globalization
information literacymass mediaglobalization jacobharris@georgiasouthern.eduhttps://drive.google.com/open?id=1GUrSNnbWoMZBf0wkKS3N8L3DLcDYJE47Jacob HarrisJacobHarrisGraduate Coordinator for Undergraduate to Graduate Pathways912-478-75791013A Veazy HallStatesboro CampusCollege of Graduate StudiesCollege of Graduate StudiesJacob is the Graduate Coordinator for Undergraduate to Graduate Pathways at Georgia Southern University. He earned his M.A. in Sociology from Ohio University in 2018 and B.A. in Sociology from Shawnee State University in 2017. In his free time, he enjoys watching NBA games and spending time with his cats!
* M.A., Ohio University
* B.A., Shawnee State University
B.A., Shawnee State University hschweier@georgiasouthern.eduHeidi SchweierHeidiSchweierPart Time Instructor912-344-2550Armstrong CampusWaters College of Health ProfessionsDepartment of Clinical Sciences
* ASSOCIATE DEGREE IN RADIOLOGIC SCIENCES, ARMSTRONG STATE COLLEGE 1997
* CERTIFICATE OF RADIATION THERAPY 1998
CERTIFICATE OF RADIATION THERAPY 1998 Kcoates@georgiasouthern.eduKay CoatesKayCoatesLibrarian-Associate Professor912-478-5661Zach S. Henderson LibraryStatesboro CampusUniversity LibrariesInformation Studies DepartmentKay Coates is an Associate Professor & Information Studies Librarian at Georgia Southern University Libraries. Her scholarship focuses on information literacy, AI and technology integration, library user experience, and reference and research support services. She is committed to developing students' critical thinking skills at all levels of higher education, aiming to promote lifelong learning, ethical social responsibility, and the cultivation of informed citizenship.
Teaching Philosophy
My teaching philosophy is grounded in fostering a sense of belonging where every student feels valued and empowered in their academic journey. I strive to cultivate information and digital literacy skills that enable students to critically navigate, evaluate, and ethically use information in an increasingly complex technological landscape. Through collaborative research instruction, I aim to build students' research proficiency, helping them develop the tools to explore, analyze, and ethically contribute to their academic specialties and society with confidence and integrity.
* Post-Masters Certificate in Gerontological Services
* Masters in Information and Library Studies
* Bachelor of Social Sciences (Sociology)
Masters in Information and Library StudiesBachelor of Social Sciences (Sociology)
Research Interests
* Information Literacy
* Ai And Technology Integration
* Librarians And Library Users Experience
AI and technology integration Librarians and Library users experience rlmason@georgiasouthern.eduhttps://drive.google.com/open?id=1fBgDeIsoMJFfeX4HIQ9TBbDuosSbP7_nhttps://customtrombones.com/m%26w-artistsDr. Rick MasonDr. RickMasonAssociate Professor of Trombone/Low Brass; Director of Jazz Ensemble; Brass Area Head912-478-5222Foy Building #3052Statesboro CampusCollege of Arts & HumanitiesFred & Dinah Gretsch School of MusicDr. Rick Mason is the Associate Professor of Trombone, Jazz Ensemble Director at Georgia Southern University. He is a former free-lance musician in Los Angeles, having performed in the bands of Bill Watrous, Al Hirt, Glenn Miller, Bill Holman, and Bill Tole. Rick also served as bass trombonist in the Burbank Symphony and La Mirada Orchestra; recorded albums, jingles, and motion picture/television soundtracks at Capitol Records, A&M Records, 20th Century Fox, Universal Studios, Walt Disney Studios, and Warner Brothers. Rick has performed with Sammy Davis Jr., Rosemary Clooney, Mel Torme, Toni Tenille, Temptations & Four Tops, and others. Dr. Mason is an endorsing clinician for M&W Custom Trombones https://customtrombones.com/m%26w-artists
Teaching Philosophy
I don't believe in "cookie-cutter" teaching. Every student has specific career goals they wish to achieve. I don't teach all students the same way. Different goals require different approaches. The same applies to the levels of the students as they arrive on our campus. Not all students come to us with equal abilities. As such, all students need a tailored course of study in applied music. As a result, many students have successfully moved on in pursuit of graduate degrees through the doctorate. I have former students now working in the jazz field, orchestral settings, university teaching, and in K-12 education.
* DMA, University of Alabama
* Master of Music, Bass Trombone Performance, California State University, Northridge
* B.A. Bass Trombone Performance, W.V. Wesleyan College
Master of Music, Bass Trombone Performance, California State University, NorthridgeB.A. Bass Trombone Performance, W.V. Wesleyan College rriggs@georgiasouthern.eduRebecca CollinsRebecca CollinsSenior Lecturer of Exercise Science912-478-2543Hollis 2121CStatesboro CampusWaters College of Health ProfessionsDepartment of Health Sciences & KinesiologyRebecca has taught at the university for 17 years in exercise science with a major focus in preparing students to work in the fitness industry and in health and fitness within special populations. Rebecca also directs the Phase Three Cardiac Rehabukitation Program through a partnership with the Statesbiro YMCA na East Georgia Regiobal Medical Center providing students with service learning opportunities, graduate assistantships and internships.
Teaching Philosophy
Rebecca mentors students through experiential learning opportunities with training volunteer mock personal training clients and teaching group exercise classes facilitated through her partnership with the local YMCA branch. As an exercise physiologist through the American College of Sports Medicine, Rebecca educates students in multiple areas of fitness instruction including functional movement, Zumba, Pilates, barre, and HIIT training and provides opportunities to work with populations with various chronic conditions.
* MS., Georgia Southern University, 2009
* BS., Mercer University, 2007
BS, Mercer University, 2007 awinskie@georgiasouthern.eduhttps://drive.google.com/open?id=1NKjDcICFJJdMofhodXgfXTERvljUiRHNAmy WinskieAmyWinskieLecturer912-478-5202MATH/PHYSICS 3039Statesboro CampusCollege of Science & MathematicsDepartment of Mathematical SciencesAmy is originally from Statesboro, GA. She has taught mathematics for 28 years in high school and university settings.
* B.S. Mathematics
* M.Ed. Mathematics Secondary Education
M.Ed. Mathematics Secondary Education kstudstill@georgiasouthern.eduhttps://drive.google.com/open?id=15i01ZuEtP6hz50Gk86bAOt4cRqUxNIr2Kelsey StudstillKelseyStudstillPre-Professional Advisor, Office of Career and Professional Development912-478-5197Williams Center, 1st Floor, Office 1017Statesboro CampusMy name is Kelsey Studstill and I am a Double Eagle, with my BS in Public Relations and an M.Ed. in Higher Education Administration from Georgia Southern University.Currently, I am one of the Pre-Professional Advisors in the Office of Career and Professional Development. I support Georgia Southern students on the Statesboro Campus who have the desire to pursue Medical (MD and DO), Physician Assistant, Anesthesiology Assistant, and Podiatry graduate programs. While I am back new in this role, I have worked previously with pre-professional students at Georgia Southern University for 5+ years and am very excited to be back doing so now!
* Bachelor of Science in Public Relations, Georgia Southern University
* Master of Education in Higher Education Administration, Georgia Southern University.
Master of Education in Higher Education Administration, Georgia Southern University. knaufel@georgiasouthern.eduhttps://drive.google.com/open?id=1jtmYLxNz6OQnCcrJmQatD2X8ZgWNyQaeKaren NaufelKarenNaufelProfessor of Psychology912-478-5446Brannen Hall 1027Statesboro CampusCollege of Behavioral & Social SciencesDepartment of PsychologyKaren Naufel received her Ph.D. from the University of Arkansas in May 2007 in Experimental Psychology. Her research interests are in the area of applied social cognition, with strong interests in health psychology and the scholarship of teaching and learning. She teaches introductory and capstone courses, health psychology, and graduate courses. She is passionate about connecting children to psychological science. Her accomplishments in teaching have been recognized at the university level, with the 2014-15 Award for Excellence in Instruction, and nationally, with the 2010 Jane S. Halonen Early Career Teaching Award, the 2022 Civic Engagement Award, and the 2024 Presidential Citation all from the Society for the Teaching of Psychology.
* Ph.D., Experimental Psychology
Research Interests
* The Psychology Of Workforce Ready Skills
* Social Support And Cultural Responsiveness
* Ethics In Psychological Research And Teaching
* Scholarship Of Teaching And Learning
* Psychology And Disaster Preparedness
Social Support and Cultural ResponsivenessEthics in Psychological Research and TeachingScholarship of Teaching and Learning Psychology and Disaster Preparedness pshankar@georgiasouthern.eduhttps://drive.google.com/open?id=18kuvusaZlSGiSLWQSiXlLMFlb6J0mtucPadmini ShankarPadmini ShankarProfessor of Nutrition & Food Science912-147-8578IAB 2073Statesboro CampusWaters College of Health ProfessionsDepartment of Health Sciences & KinesiologyI have been teaching nutrition and food science courses at Georgia Southern University for the last 25 years. My research interests include issues in community nutrition and public health, and clinical nutrition.
* PhD Nutrition & Foods, Texas Tech University
Research Interests
* Community & Clinical Nutrition
kdkennedy@georgiasouthern.eduKelly KennedyKellyKennedyGraduate Academic Advisor912-478-1447College of Education Room 3166Statesboro CampusCollege of EducationGraduate Academic Services Center (COE)Kelly Kennedy has worked at Georgia Southern since 2011, beginning her career in the College of Science and Mathematics as an Academic Advisor. In 2018, Kelly transitioned to the College of Education's Graduate Academic Services Center as a Graduate Advisor. Kelly is a double Eagle earning her Biology degree in 1990 and her M.Ed. Higher Education Administration in 2022. Kelly currently serves on the University Staff Council, University Student Conduct Board, Bulloch County GSU Alumni Board, College of Education Staff Advisory Committee, and the advisor for the Future Veterinarian Society. Kelly loves Georgia Southern football - GO EAGLES!
Teaching Philosophy
Kelly Kennedy is responsible for the daily management of admission, advising and program inquiries for the M.Ed. Curriculum & Instruction, Ed.S., M.Ed., and Certificates in Instruction Technology and School Library Media. She also assists the EdD Curriculum Studies with admission assistance and Cohort Orientation. Kelly collaborates with Valdosta State and Columbus State Universities with the Georgia On My Line consortium.Life and Advising philosophy - BE. Be there. Be attentive and listen. Be open. Be helpful. Be respectful. Be mindful. Be present. People need someone to reach out to and not someone to judge them.
* MEd Higher Education Administration
* BS. Biology w/ Minor Psychology
BS Biology w/ Minor Psychology
Research Interests
* Stem
* First Generation Students
* Sustainability
First Generation StudentsSustainability bmking@georgiasouthern.eduhttps://drive.google.com/open?id=1dANJ75hQkgztoQXnyg7xj5FTbEJJf74tBarbara KingBarbaraKingAffiliate Faculty912-478-8026Carroll 2010Statesboro CampusCollege of Behavioral & Social SciencesDepartment of Criminal Justice & CriminologyBarbara King is an Affiliate Faculty member and the Undergraduate Coordinator in the Department of Criminal Justice and Criminology at Georgia Southern University. She incorporates her strong interdisciplinary background in sociology, political science, and social theory into teaching ethics, human rights, and criminological theory. In addition, she has research interests in deviant youth subcultures, social movements, and the application of John Rawls' Theory of Justice to criminal justice reform.
Teaching Philosophy
My teaching philosophy centers on the idea that education is what remains after one has forgotten everything they learned. In other words, education is about developing the tools necessary to learn. To achieve this goal, I strive to engage students across a variety of delivery methods and use multiple tools of instruction to encourage student engagement and active learning that connects theory to practice. If I am successful in helping students develop critical thinking and research skills, those students always have the necessary tools to discover information of interest, including entirely new bodies of knowledge.
* M.A., Sociology, Southern Illinois University, 1998
* B.A. Sociology, Pacific Lutheran University, 1994
B.A. Sociology, Pacific Lutheran University, 1994
Research Interests
* Ethics
* Human Rights
* Deviant Youth Subcultures
* Social Movements
Human RightsDeviant Youth SubculturesSocial Movements mah@GeorgiaSouthern.eduhttps://drive.google.com/open?id=1JE7GrgDu5N_scTyBKV4Jej0Ke6mUI3MBMichelle HaberlandMichelleHaberlandProfessor of History912-478-1867Room 3008 in the Interdisciplinary Academic Building (IAB)Statesboro CampusCollege of Arts & HumanitiesDepartment of HistoryMichelle Haberland is Professor of History at Georgia Southern University. She received her Ph.D. from Tulane University where she began working on Striking Beauties: Women Apparel Workers in the United States South, 1930 – 2000, the first book-length study of the southern apparel industry and its workers. Published in 2015 by the University of Georgia Press, Striking Beauties was awarded the 2016 H. L. Mitchell Award by the Southern Historical Association for the best book published in the preceding two years concerning the history of the southern working class. Michelle is currently serving as the President for the Southern Association for Women Historians.
Teaching Philosophy
At Georgia Southern, Michelle leads courses on a variety of subjects including, Working-Class History, Oral History, The New South, and the United States in the 1960s
* Ph.D., Tulane University, 2001
* M.A., University of Florida, 1993
* B.A., University of Florida, 1990
M.A., University of Florida, 1993B.A., University of Florida, 1990
Research Interests
* Southern History
* Working Class History
* Women'S History
* 20Th Century Us History
Working Class HistoryWomen's History20th Century US History arusina@georgiasouthern.eduhttps://drive.google.com/open?id=1fNY6gHjj-cMtEM7xzz3ef7hs-nWx7edyAnastasia RusinaAnastasiaRusinaSenior Lecturer912-478-7835Math-Physics, Room 2047Statesboro CampusCollege of Science & MathematicsDepartment of Biochemistry Chemistry & PhysicsDr. Rusina is a Senior Lecturer of Physics at Georgia Southern University.
* Ph.D. Physics, Georgia State University, 2010
* M.S. Physics, Georgia State University, 2008
* M.S. Physics, Saint Petersburg State Polytechnical University, 2006
* B.S. Physics, Saint Petersburg State Polytechnical University, 2004
M.S. Physics, Georgia State University, 2008M.S. Physics, Saint Petersburg State Polytechnical University, 2006B.S. Physics, Saint Petersburg State Polytechnical University, 2004
Research Interests
* Condensed Matter Physics
* Theoretical Nano-Optics
Theoretical nano-optics gwshaver@georgiasouthern.eduGeorge ShaverGeorgeShaverDirector - Regents Center for Learning Disorders912-478-0100Cone Hall 0002Statesboro CampusCollege of Behavioral & Social SciencesDepartment of PsychologyGeorge W. Shaver, Psy.D., is a Licensed Psychologist in the state Georgia, the Director of the Regents Center for Learning Disorders at Georgia Southern University, and an adjunct professor in psychology at Georgia Southern University. He completed a predoctoral clinical internship at Eastern Virginia Medical School, and he subsequently completed a two-year postdoctoral fellowship in clinical neuropsychology at the University of Virginia Medical Center. George’s clinical expertise includes the evaluation of a variety of neuropsychological disorders in college students and adults, including learning disorders, AD/HD, and traumatic brain injury.
* Postdoctoral Fellow, Clinical Neuropsychology, University of Virginia Medical Center
* Predoctoral Clinical Intern, Clinical Psychology, Eastern Virginia Medical School
* Psy.D., Clinical Psychology, George Fox University
* M.Div., Pastoral Counseling, The Southern Baptist Theological Seminary
* B.S., Mathematics, University of Tennessee
Predoctoral Clinical Intern, Clinical Psychology, Eastern Virginia Medical SchoolPsy.D., Clinical Psychology, George Fox UniversityM.Div., Pastoral Counseling, The Southern Baptist Theological SeminaryB.S., Mathematics, University of Tennessee
Research Interests
* Effort And Motivation In Cognitive Testing
* Sports Concussion And Traumatic Brain Injury
Sports Concussion and Traumatic Brain InjuryThe Regents Center for Learning Disorders ebutterfield@georgiasouthern.eduhttps://drive.google.com/open?id=1JVL1PbrK0ZBm3neFSz8FTZlWYkj8j1KGElizabeth ButterfieldElizabethButterfieldAssociate Professor912-478-0182Newton 3303BStatesboro CampusCollege of Arts & HumanitiesDepartment of Philosophy & Religious StudiesI have been teaching at GSU since 2006. I typically teach courses in Ethics, Existentialism, Philosophy of Religion, and Happiness and the Meaning of Life.
* PhD, Emory University, 2004
Research Interests
* 19Th-20Th C Continental Philosophy
* Jean-Paul Sartre
* Herbert Marcuse And The Frankfurt School
* Happiness And The Meaning Of Life
Jean-Paul SartreHerbert Marcuse and the Frankfurt SchoolHappiness and the Meaning of Life jinkikim@georgiasouthern.eduhttps://drive.google.com/open?id=1er2fm2F7QggzuxgE_vT1VK4_KyNJaSjUJinki KimJinkiKimAssociate Professor912-478-60122134 Engineering BuildingStatesboro CampusAllen E Paulson College of Engineering & ComputingDepartment of Mechanical EngineeringJinki Kim is an Associate Professor in the Department of Mechanical Engineering at Georgia Southern University, Statesboro, GA USA. Prior to joining Georgia Southern University, he received his Ph.D degree in mechanical engineering from the University of Michigan, MI USA. His current research interests include design, analysis, and implementation of electromechanical sensors and actuators, structural health monitoring, and advanced manufacturing.
* Ph.D., University of Michigan, 2017
Research Interests
* Dynamics And Vibrations
* Sensors And Actuators
* Structural Health Monitoring
* Advanced Manufacturing
sensors and actuatorsstructural health monitoringadvanced manufacturingIntelligent Systems and Dynamics Laboratory shayfitzgerald@georgiasouthern.eduhttps://drive.google.com/open?id=1GRdipOrjGwFo2pdOKAyLs5PBVIhk_AL2Shay FitzgeraldShayFitzgeraldClinical Instructor of Speech Language PathologyRitecare CenterArmstrong CampusWaters College of Health ProfessionsDepartment of Clinical SciencesShay Fitzgerald is a South Florida native. She received her Bachelors of Science at the University of Florida in 2019 and obtained her Masters degree in Speech Language Pathology from Florida State University in 2021. Shay currently works full time as the Senior Speech Language Pathologist for Encompass Health, an Inpatient Rehabilitation Hospital in Savannah, GA. Additionally, she has worked Part Time as a clinical instructor for the graduate SLP program with Georgia Southern University since August 2024.
* M.S., Florida State University, 2021
* B.S., University of Florida, 2019
B.S., University of Florida, 2019Rite Care Center for Communications Disorders kreagan@georgasouthern.eduhttps://scholars.georgiasouthern.edu/en/persons/kevin-reaganKevin ReaganKevin ReaganInformation Studies & Outreach Librarian912-478-50322210KStatesboro CampusUniversity LibrariesInformation StudiesKevin Reagan is an Information Studies & Outreach Librarian and Assistant Professor. In his role, he teaches students how to find and leverage library materials, use information ethically, and craft quality research. Additionally, he is responsible for library outreach initiatives on the Statesboro Campus. His research interests include the scholarship of teaching and learning, artificial intelligence literacy, digital accessibility, academic library outreach, and library instruction pedagogy.
Teaching Philosophy
My teaching philosophy as an instruction librarian is to create and sustain an inclusive space for critical thinking, one that is welcoming of diverse perspectives. Recognizing that teaching is a transactional art, I strive to remain grounded in the moment, acknowledging that my interactions with students can have a meaningful impact on their relationship with education, career trajectory, and society. Furthermore, through active engagement in the scholarship of teaching and learning and reflecting on my own pedagogy, I strive to maintain a student-focused approach and continually develop as a teacher.
* Master of Sciene in Information Sciences, University of Tennessee, 2019
* Bachelor of Arts, Maryville College, 2015
Bachelor of Arts, Maryville College, 2015
Research Interests
* Scholarship Of Teaching And Learning
* Academic Library Outreach
* Digital Accessibility
* Artificial Intelligence Literacy
* Library Instrution Pedagogy
Academic Library OutreachDigital AccessibilityArtificial Intelligence Literacy Library Instrution Pedagogy cbryan@georgiasouthern.eduhttps://drive.google.com/open?id=1dUMC0Eg8FLKsM8viussv6MXHUeipw_ZTCarolyn BryanCarolynBryanProfessor of Music912-478-5669Foy 3056Statesboro CampusCollege of Arts & HumanitiesFred & Dinah Gretsch School of MusicCarolyn Bryan has performed and lectured at meetings of the World Saxophone Congress, the Southeastern Saxophone Symposium, the North American Saxophone Alliance, the Toronto International Electroacoustic Symposium, the American Choral Directors Association, and the Festival of Women Composers International. She has commissioned several works for voice and saxophone, performs as part of a saxophone duo, and is especially interested in music for choir and saxophone. She has been recognized with the GSU CLASS Award for Excellence, Awards of Distinction in Teaching and Service, and membership in Phi Kappa Phi and Pi Kappa Lambda.
* Doctor of Music, Indiana University, 1997
* Master of Music, Indiana University, 1987
* Bachelor of Music Education, Baldwin-Wallace College, 1985
Master of Music, Indiana University, 1987Bachelor of Music Education, Baldwin-Wallace College, 1985
Research Interests
* Developmental Repertoire For Saxophone
* Music Of The Holocaust
* Repertoire For Saxophone And Voice/Choir
Music of the HolocaustRepertoire for saxophone and voice/choir christopherwilliams@georgiasouthern.eduChristopher WilliamsChristopherWilliamsSenior Lecturer912-344-3263University Hall 249AArmstrong CampusAllen E Paulson College of Engineering & ComputingDepartment of Computer ScienceComputer Science Senior Lecturer
* MS., Armstrong Atlantic State University, 2004
* BS., Armstrong Atlantic State University, 2001
BS, Armstrong Atlantic State University, 2001
Research Interests
* Programming Education
mdelacerna@georgiasouthern.eduhttps://drive.google.com/open?id=15LbKKJU5b7i9ryqGS-YmuclubzvpEpwfhttps://scholars.georgiasouthern.edu/en/persons/mark-vincent-dela-cernaMark dela CernaMarkdela CernaAssistant Professor of Biochemistry912-344-2507Science Center 2012Armstrong CampusCollege of Science & MathematicsDepartment of Biochemistry Chemistry & PhysicsDr. dela Cerna is broadly interested in protein structure, function, and dynamics. His group at Georgia Southern (The Laboratory of Structural Biology and Drug Discovery) currently focuses on human protein tyrosine phosphatases (PTPs). PTPs are involved in the regulation of various biochemical pathways and their dysregulation is often associated with diseases like cancer. The lab is interested in identification and development of chemical probes that can be used to probe the functions of PTPs and that can be developed as therapeutics targeting PTPs in diseases. The lab is currently funded by the National Institutes of Health to develop inhibitors of PRL3, a pro-metastatic phosphatase.
* Ph.D., University of Louisville, 2022
* M.S., University of Louisville, 2019
* M.S., Ateneo de Manila University (Philippines), 2014
* B.S., Ateneo de Manila University (Philippines), 2012
M.S., University of Louisville, 2019M.S., Ateneo de Manila University (Philippines), 2014B.S., Ateneo de Manila University (Philippines), 2012
Research Interests
* Protein Tyrosine Phosphatases
* Cancer Drug Discovery
* Structural Biology
* Understudied Proteins
* Nmr
Cancer drug discoveryStructural biologyUnderstudied proteinsNMRJames H. Oliver Jr. Institute for Coastal Plain Science maller@georgiasouthern.eduhttps://drive.google.com/open?id=1E6POMkjOVo6QecFZLywjmQ48alfTkelShttps://scholar.google.com/citations?user=bs80eHcAAAAJ&hl=enMonique C. AllerMonique C.AllerAssociate Professor of Physics & Astronomy912-478-0576Math/Physics 2050Statesboro CampusCollege of Science & MathematicsDepartment of Biochemistry Chemistry & PhysicsDr. Aller earned a B.A. cum laude in Physics & Medieval/Renaissance Studies before receiving her M.S. & Ph.D. in Astronomy & Astrophysics. Her doctoral research, under D.O. Richstone, focused on measurements of supermassive black hole masses and their relationships with host galaxy properties. Dr. Aller was a postdoctoral researcher at the ETH Zurich under C.M. Carollo, studying the structural evolution of galaxies in the COSMOS survey, followed by a postdoctoral research position with V. P. Kulkarni (U. of S. Carolina), studying quasar absorption systems (QASs) and polar ring galaxies. Dr. Aller’s current research focuses on dust grains (and gas) in galaxies probed by QASs, observed with the Spitzer, Hubble, & James Webb Space Telescopes.
Teaching Philosophy
Dr. Aller teaches courses aimed at audiences ranging from introductory, non-science majors to upper-division physics majors planning a career in astronomy and astrophysics. She incorporates discussions of the latest astronomical research discoveries and missions into her courses, and includes activities to encourage independent student research into these topics. She also utilizes a variety of experiential learning techniques and activities, ranging from simulations and demonstrations to interactive problem-solving to short research presentations to small-group discussions in her courses to develop student skills in presenting research, problem-solving, and assessing the validity of results.
* Ph.D., University of Michigan, 2007
* M.Sc., University of Michigan, 2001
* B.A., Wellesley College, 1999
M.Sc., University of Michigan, 2001B.A., Wellesley College, 1999
Research Interests
* Interstellar/Circumgalactic Dust
* Galaxy Structure
* Galaxy Chemical Evolution
* Quasar Absorption Systems
* Observational Astrophysics
Galaxy StructureGalaxy Chemical EvolutionQuasar Absorption SystemsObservational Astrophysics charleswilson@georgiasouthern.eduhttps://scholars.georgiasouthern.edu/en/persons/hal-wilsonCharles "Hal" Wilson, Jr.Charles "Hal"Wilson, Jr.Professor912-478-5882Hollis 1100BStatesboro CampusWaters College of Health ProfessionsDepartment of Health Sciences & KinesiologyDr. Charles "Hal" Wilson, Jr. has been a faculty member at Georgia Southern University since 2014, currently serving as Professor of Coaching Education, Director of the Coaching Education Lab, and Coordinator of the Coach Education master's program and minor. His research focuses on coaching, leadership, and spirituality, with nearly 100 scholarly works to his name. A sought-after speaker, he has presented for USA Basketball and the US Soccer Foundation 11 times and frequently speaks to athletic teams of all levels. Recognized with honors like the 2023 University Award of Excellence and the 2020 Waters College Senior Teaching Award, Dr. Wilson was also an Affiliated Scholar with the Center for the Study of Sport and Religion.
Teaching Philosophy
My belief that the student must be an active particpant in their education, and that their past experiences are valuable in providing insights in current experiential learning, has led to recognition for teaching at three different institutions in three different subject areas.
* Ph.D., Kinesiology & Sport Studies, University of Tennessee
* M.S., Human Performance & Sport Studies, University of Tennessee
* B.A., English with Secondary Certification, UNC Wilmington
M.S., Human Performance & Sport Studies, University of TennesseeB.A., English with Secondary Certification, UNC Wilmington
Research Interests
* Coaching
* Leadership
* Spirituality
* Technology
LeadershipSpiritualityTechnology molsen@georgiasouthern.eduhttps://drive.google.com/open?id=1f3TDaPZIIJqHkXeT1HAoe9rAD9Y-DWPaMargaret E. OlsenMargaret E.OlsenSenior Lecturer912-344-3471Ashmore Hall Rm 252Armstrong CampusWaters College of Health ProfessionsSchool of NursingI came to Georgia Southern in 2008 as a contracted clinical instructor for Jr 2 Adult Health Nursing. I later was hired full time Lecturer in 2015 and am now a Senior Lecturer for the School of Nursing. My career started as a hematology/oncology nurse at Vanderbilt University Medical Center in Nashville TN. It was there that I learned that we could not "fix" everyone. This lead me to the area of hospice and palliative care. I have been active in hospice and palliative care since 1995. I enjoy teaching students how to be a nurse with patients. I have clinicals for both Jr 1 and Jr 2 nursing students in the hospital. I also teach skills for the Jr 1 class in the lab. I also am a guest lecturer in end of life care and palliative care.
Teaching Philosophy
My teaching philosophy is providing students with hands on experiences in both the clinical and lab areas. I provide a positive area for learning offering support to them individually and as a group. Leading by example has been a long term style of mine in all areas of my nursing career. I offer support not only to patients and their families also to the students, staff and faculty in end of life care.
* LPN, Lewis A. Wilson Tech 1979
* BSN, University Of Alabama Birmingham 1985
* MSN, CCM , Georgia Southern University 2019
BSN, University Of Alabama Birmingham 1985MSN, CCM , Georgia Southern University 2019 hkeeley@georgiasouthern.eduhttps://drive.google.com/open?id=1_rIGaWDrmnEls1PzMM1M-8F0Aj31qimDHoward KeeleyHowardKeeleyDirector, Center for Irish Research & Teaching, Associate Professor912-478-4458Interdisciplinary Academic Building, Room 2012 Armstrong Campus, Statesboro Campus, Wexford, IrelandCollege of Arts & Humanities, Division of Academic AffairsDepartment of English, Institute for Innovative and Integrated StudiesAn Irish native, Howard Keeley joined Georgia Southern in 2004. The first in his family to graduate high school and college, his initial profession was that of chef. In Dublin and Paris, he trained in classic French cuisine. Receiving a US green card, he worked full time in restaurant kitchens in Palm Beach and Atlanta while also attending community colleges, which opened for him academic learning and research. His doctoral work at Princeton earned that institution’s top graduate award for scholarship. His proudest labor at Georgia Southern has been a leading role in the creation of the Wexford Campus. In 2024, the President of Ireland bestowed on him Ireland’s highest honor for service to the country by individuals living abroad.
Teaching Philosophy
Given that his parents’ formal education stopped before high school, Howard deems university teaching and learning a privilege. The student should exit every class knowing something they did not when the session began. He believes in education for career readiness, particularly as Georgia continues to be a business powerhouse. A special passion is undergraduate research, which empowers students, beginning as early as the freshman year. In addition, he is committed to the transformative power of study at the university’s campus in Wexford, Ireland. The exciting, rigorous courses delivered there give our students a crucial edge when competing for and performing in career employment.
* PhD (Princeton University) Jacobus Fellow
* MA. (Princeton University)
* BA. (University of Georgia) summa cum laude
* AA (Gainesville College)
MA (Princeton University)BA (University of Georgia) summa cum laudeAA (Gainesville College)
Research Interests
* Irish Emigration To And Integration In Savannah And Georgia
* How Literature Since 1800 Presents The Material Culture Of The Irish House
* The Benefits For American Students Of Study In Ireland
* The Wellbeing Of Farm Families In Coastal Georgia And Southeast Ireland
How literature since 1800 presents the material culture of the Irish houseThe benefits for American students of study in Ireland The wellbeing of farm families in coastal Georgia and southeast IrelandCenter for Irish Research & Teaching, Institute for Innovative and Integrated Studies (I3S) oarens@georgiasouthern.eduOlavi ArensOlavi ArensProfessor912-344-2857Hawes 104AArmstrong CampusCollege of Arts & HumanitiesDepartment of HistoryI was born in Tartu, Estonia. When my family immigrated to the United States, we settled in a small town (Webster) Massachusetts where I attended the local high school. After receiving my undergraduate degree, I lived in New York City for 7 years doing graduate work in Russian and East European history. This was interrupted by a year in Helsinki, Finland on a fellowship to do research for my dissertation. I came to Savannah to teach at what was then Armstrong State College. I grew to like Savannah and came to own one of the historic houses in the historic district. Following the collapse of the Soviet Union and of Communism, I regularly spend my summers in Estonia where I also conduct research.
Teaching Philosophy
In my specialty courses (like Russian history), I consider myself successful as a teacher when I sense that students have developed sufficient self-awareness that enables them to understand how people, in a different cultural and historical setting, make different decisions than they would have made when confronted with similar challenges. In my survey courses in World history, I work at having students develop their ability to express themselves by helping them develop their writing skills in written exams.
* Ph.D., Columbia University, 1976
* Russian Institute Certificate, Columbia University 1968
* M.A., Columbia University, 1968
* A.B., Harvard University, 1963
Russian Institute Certificate, Columbia University 1968M.A., Columbia University, 1968 A.B., Harvard University, 1963
Research Interests
* Socialist Thought
* Us Foreign Policy
* Modern Estonia And Baltics
US Foreign Policy Modern Estonia and Baltics lbayliss@georgiasouthern.eduhttps://drive.google.com/open?id=1MvrTxb7iTRdjPWFs8vW-fmFisyO25q7Zhttps://scholars.georgiasouthern.edu/en/persons/lauren-bayliss-2Lauren BaylissLaurenBaylissAssociate Professor912-478-0213Sanford 2014Armstrong Campus, Statesboro CampusCollege of Arts & HumanitiesDepartment of Communication ArtsDr. Lauren Bayliss teaches courses in public relations, research methods, and communication strategy. In her research, she uses qualitative and quantitative methods to explore strategies for communicating complex information. As an affiliate member of the STEM Translational Communication Center at the University of Florida, she is particularly interested in communicating scientific information for health campaigns. Her current research explores food communication and methods for determining how nutrition messages influence audience members.
Teaching Philosophy
My research and teaching assume that students learn best when they construct their understanding of concepts from multiple experiences and errors. I strive to give students opportunities to apply new ideas imperfectly in low-stakes activities as often as possible and then give them immediate feedback correcting their missteps. My role is to make students feel comfortable in trying out new concepts and then to provide critiques that balance criticism with encouragement as they build a more holistic understanding of course concepts. Major assessments should give students the opportunity to apply ideas that they have used, misapplied, and corrected in the past.
* Ph.D., Mass Communication, University of Florida
* M.A., Communication, Virginia Tech
* B.A., Spanish, Calvin College
M.A., Communication, Virginia TechB.A., Spanish, Calvin College
Research Interests
* Health Communication
* Nutrition Communication
* Strategic Communication
* Public Relations
* Science Communication
Nutrition CommunicationStrategic CommunicationPublic RelationsScience Communication suazoj@georgiasouthern.eduhttps://drive.google.com/open?id=1c4sUXuUiez8GLrBw5nQH1YYl7l76dLY_Jorge W. SuazoJorge W.SuazoAssociate Professor (Emeritus)912-478-0773IAB 2065Statesboro CampusCollege of Arts & HumanitiesDepartment of World Languages & CulturesDr. Jorge W. Suazo has been a part of the Georgia Southern faculty since the fall of 1993 and has been retired since the fall of 2020. Currently, he continues to lead the Southeast Coastal Conference on Languages & Literatures (SECCLL).
* Ph.D., The Ohio State University, 1996
* M.A., Ohio University, 1986
* B.A., University of Chile-Chillan, 1979
M.A., Ohio University, 1986B.A., University of Chile-Chillan, 1979 rmans@georgiasouthern.eduhttps://scholar.google.com/citations?user=UAqYXzwAAAAJ&hl=enRobert MansRobertMansAssociate Professor Biology912-344-3314Science Center (SC) 111Armstrong CampusCollege of Science & MathematicsDepartment of BiologyBorn and raised in Gainesville, FL, I completed a BS in Integrative Biology at the University of Florida. While at UF, I conducted undergraduate research in two labs: (1) An entomology lab at the UF/IFAS and (2) the McKnight Brain Institute. Next, I completed a PhD. in Neurobiology at the University of Alabama at Birmingham (UAB) where I studied the contribution of cholesterol in Alzheimer's disease and the biochemical/physiological mechanisms by which statins enhance synaptic plasticity in the hippocampus. Next, I completed a post-doctoral fellowship at UAB, receiving more training in electrophysiology and neuropharmacology while also participating in formal training in best practices for undergraduate education.
* Ph.D., Neuroscience, University of Alabama at Birmingham, 2011
* B.S. Integrative Biology, University of Florida, 2005
B.S. Integrative Biology, University of Florida, 2005
Research Interests
* Neurobiology
* Neuropathology
* Environmental Neuroscience
NeuropathologyEnvironmental neuroscience kfenton@georgiasouthern.eduKimberly BurkeKimberlyBurkeLecturer912-344-2724Ashmore Hall, Office 261Armstrong CampusWaters College of Health ProfessionsSchool of NursingI am a passionate nurse educator with a strong clinical and academic nursing background. As a lecturer at Georgia Southern University, I develop and deliver curricula for traditional Bachelor of Science in Nursing students, focusing on adult health nursing. With over a decade of experience in critical care, neurologic, trauma, and perioperative nursing, I aim to foster critical thinking, clinical competence, and to instill the importance of evidence-based practices in future nurses. Currently pursuing my DNP, I am focused on mentorship models that enhance student preparedness and promote nurse retention in clinical practice.
Teaching Philosophy
My teaching philosophy is to foster a learner-centered and inclusive environment where students can bridge the gap between theoretical knowledge and clinical practice. I encourage critical thinking, professional growth, and evidence-based care by integrating real-world scenarios into teaching. My approach emphasizes mentorship and structured support to enhance students' confidence and competence as they prepare for their roles in diverse healthcare settings. My current focus is on advancing clinical education through innovative mentorship models to improve student outcomes and retention in the nursing profession.
* Doctor of Nursing Practice, Georgia College and State University, 2023-Present
* Master of Science in Nursing Education, Georgia Southern University, 2021
* Bachelor of Science in Nursing, Armstrong State University, 2014
* Bachelor of Science in Biology and Biochemistry, University of Maine, 2011
Master of Science in Nursing Education, Georgia Southern University, 2021Bachelor of Science in Nursing, Armstrong State University, 2014Bachelor of Science in Biology and Biochemistry, University of Maine, 2011
Research Interests
* Clinical Mentorship Models
* Nursing Advocacy
* Critical Care Education
Nursing Advocacy Critical Care Education hparrott@georgiasouthern.eduhttps://drive.google.com/open?id=1Q_3z9pC82p1ut8-dZGNUuW4jGxs3DietHannah ParrottHannahParrottEvent Coordinator912-478-8883Armstrong Center office number 134Armstrong CampusDivision of Academic AffairsContinuing & Professional EducationOriginally from Texas, where I earned my Bachelor of Science in Agriculture, I moved to Georgia in October 2023 to start on the GSU Statesboro campus as an event coordinator. I am now based on the Armstrong campus, overseeing events in Statesboro and Savannah.
* B.S., Stephen F. Austin State University, 2022
milie@georgiasouthern.eduhttps://drive.google.com/open?id=1snjdPKafStJ7vUJBP3YwdO2_-HCeyo4CMarcel ILIEMarcelILIEAssociate Professor912-478-8062ERB 3067Statesboro CampusAllen E Paulson College of Engineering & ComputingDepartment of Mechanical EngineeringDr. Marcel ILIE is an Associate Professor in the Department of Mechanical Engineering, at Georgia Southern University. He has more than 15 years academic experience and 9 years of industrial experience.
* PhD, Carleton University, 2008
* MS., Concordia University, 2004
* BS., NUST, Bucharest, Romania, 1994
MS, Concordia University, 2004BS, NUST, Bucharest, Romania, 1994
Research Interests
* Aerodynamics, Aeroacoustics, Aeroelasticity
* Turbulence, Cfd, Numerical Combustion
* Propulsion, Turbomachinery
* Multiphase Flows
* Biofluids
Turbulence, CFD, Numerical CombustionPropulsion, TurbomachineryMultiphase flows BiofluidsMulti-scale, Multi-physics Simulation and Experimental Research Lab mwood@georgiasouthern.eduhttps://drive.google.com/open?id=1q_xwxrVoFIze0NS1qQA2kyh6sHvrg3Nbhttps://scholars.georgiasouthern.edu/en/persons/m-jared-wood-phd-rpa-2M. Jared WoodM. JaredWoodAssociate Professor of Anthropology912-478-5789Carroll 1049Statesboro CampusCollege of Behavioral & Social SciencesDepartment of Sociology & AnthropologyDr. Wood has a lifelong interest in archaeology, particularly concerning the prehistoric and contact eras of the Southeastern United States. He has led and participated innumerous field projects in Georgia, Tennessee, and South Carolina. His current researchinterests center on the archaeology of undocumented areas in the Georgia Coastal Plain andCoastal Zone, often through survey and testing with Georgia Southern Archaeology FieldSchools.
* Ph.D., University of Georgia, 2009
* B.S., Middle Tennessee State University, 2000
B.S., Middle Tennessee State University, 2000
Research Interests
* Archaeology Of The Southeastern U.S.
* Human & Environment Interaction
* Settlement Systems
* Development Of Social Inequality
* Technology In Archaeology
Human & Environment InteractionSettlement SystemsDevelopment of Social InequalityTechnology in ArchaeologyR M Bogan Archaeological Repository dcalamas@georgiasouthern.eduhttps://drive.google.com/open?id=11KDEEEX6REQmBHx0sHnJGbIuQ-13LFtihttps://scholars.georgiasouthern.edu/en/persons/david-calamas-2David CalamasDavidCalamasInterim Associate Dean and Associate Professor912-478-5751Information Technology Building Room 3400HStatesboro CampusAllen E Paulson College of Engineering & ComputingDepartment of Mechanical Engineering, AEPCEC Office of the DeanDr. David Calamas is the Interim Associate Dean of the Allen E. Paulson College of Engineering and Computing and an Associate Professor in the Department of Mechanical Engineering at Georgia Southern University. He joined Georgia Southern in 2013 after receiving a M.S. and a Ph.D., both in Mechanical Engineering, from the University of Alabama. Prior to that, he received a B.S. in Mechanical Engineering from Clemson University. His research interests are in the areas of heat transfer, active and passive thermal management, thermal and fluid transport processes, and biologically inspired designs. He currently teaches undergraduate and graduate lecture and laboratory courses in the areas of heat transfer, fluid mechanics, and thermodynamics.
Teaching Philosophy
I am committed to fostering an innovative, inclusive, and high-quality learning environment. Grounded in the principles of innovation, excellence, and diversity, equity, and inclusion (DEI), my teaching philosophy emphasizes the integration of advanced technologies to enhance learning, promote fairness, and support self-directed problem-solving. Recognized with the ASEE Southeastern Section's Outstanding Mid-Career Teaching Award in 2023, I continuously strive to empower students for success in the evolving field of mechanical engineering.
* Ph.D., The University of Alabama, 2013
* M.S., The University of Alabama, 2012
* B.S., Clemson University, 2010
M.S., The University of Alabama, 2012B.S., Clemson University, 2010
Research Interests
* Heat Transfer
* Thermal Management
* Thermal And Fluid Transport Processes
* Biologically Inspired Designs
Thermal managementThermal and fluid transport processesBiologically inspired designs juliedouberly@georgiasouthern.eduJulie DouberlyJulieDouberlySenior LecturerNewton Statesboro CampusCollege of Arts & HumanitiesDepartment of EnglishDouble Eagle who has taught ENGL 1101 and ENGL 1102 with the Department of Writing and Linguistics/Department of English for 18 years
* Masters, Georgia Southern University
ejarrett@georgiasouthern.eduhttps://drive.google.com/open?id=1AYn5_yjuiw6wjpOcbUiaWDK0PmtqIoKCEbonee JarrettEboneeJarrettLecturer912-344-3153University Hall 286Armstrong CampusCollege of Science & MathematicsDepartment of Mathematical Sciences
* Master of Science, Texas Tech University, 2000
* Bachelor of Science, Paine College, 1996
Bachelor of Science, Paine College, 1996 pwells@georgiasouthern.eduhttps://drive.google.com/open?id=1fugwpILxOldGiSfReQkP2qUBgzY5fVNiPamela WellsPamelaWellsAssociate Professor912-478-5917College of Education Statesboro CampusCollege of EducationDepartment of Leadership Technology & Human DevelopmentDr. Wells is an Associate Professor in the College of Education. She is a Licensed Professional Counselor, a Nationally Certified Counselor, and an Approved Clinical Supervisor.
* Ph.D. Idaho State University, 2014
National Youth Advocacy and Resilience Research Center yilin@georgiasouthern.eduhttps://www.researchgate.net/profile/Yi-Lin-49?ev=hdr_xprf&_tp=eyJjb250ZXh0Ijp7ImZpcnN0UGFnZSI6ImxvZ2luIiwicGFnZSI6ImhvbWUiLCJwcmV2aW91c1BhZ2UiOiJsb2dpbiIsInBvc2l0aW9uIjoiZ2xvYmFsSGVhZGVyIn19Yi LinYiLinProfessor of Mathematics912-481-0251MP2306Statesboro CampusCollege of Science & MathematicsDepartment of Mathematical SciencesI received my Ph.D in mathematics from Cornell University in 2004. I was a visiting assistant professor of mathematics at UIUC during the academic year of 2024-2025, and a postdoctoral fellow in mathematics at the University of Toronto from August 2005 to July 2008. I joined the faculty of Georgia Southern University as a tenure track assistant professor in 2008, and was promoted to full professor in 2019. My main research interests lie in the area of differential geometry and its connection to mathematical physics.
* Ph.D in Mathematics, Cornell University
Research Interests
* Geometry And Topology On Foliations
* Higher Structures In Geometry
* Extremal Metrics On Sasakian Manifolds
higher structures in geometryextremal metrics on Sasakian manifolds adesai@georgiasouthern.eduAnoop DesaiAnoopDesaiProfessor912-478-75582128 Engineering BuildingStatesboro CampusAllen E Paulson College of Engineering & ComputingDepartment of Mechanical EngineeringI am a professor of Mechanical Engineering. My research interests are in the areas of core industrial engineering such as DfM, Engg economic analysis and Quality Control.
* PhD, Industrial and Manufacturing Engineering, University of Cincinnati
Research Interests
* Engineering Economic Analysis
* Design For Manufacturing
* Environment Conscious Manufacturing
* Quality Control
Design for ManufacturingEnvironment Conscious ManufacturingQuality Control listond@georgiasouthern.eduhttps://drive.google.com/open?id=1IVRxCjDH-Z7rYwn8kqCkxWObEkGW0cRlDelores ListonDeloresListonProfessor912-481-1551Room 3128 COE Office BldgStatesboro CampusCollege of EducationDepartment of Curriculum Foundations & ReadingDelores D. Liston, Ph.D. is Professor of Curriculum Studies and Social Foundations at Georgia Southern University. She is author of Joy as a Metaphor of Convergence: A Phenomenological and Aesthetic Investigation of Social and Educational Change and Pervasive Vulnerabilities: Sexual Harassment in School and Promoting Social Justice Through the Scholarship of Teaching and Learning (with Regina Rahimi). Her recent work explores SEL and Trauma-Informed Pedagogy, including the publication of an edited volume, Exploring Social Emotional Learning in Diverse Academic Settings (with Regina Rahimi). She is also co-editor of IJSoTL and is LCSW licensed through the State of Georgia.
Teaching Philosophy
Throughout her tenure, Dr. Liston maintained high standards of scholarship in her classes. At the undergraduate level, her focus has been on student development of knowledge, sensitivity to diversity, and scholarly interest in teaching. Students conduct independent research and present their findings to the class, scaffolding their professional development as teachers. At the doctoral level, students in Dr. Liston’s courses have been pushed to gain an understanding of research literature and view themselves as scholars. Mentoring scholars has been the cornerstone of her teaching at the graduate level, as evidenced by the numerous presentations and publications with students and graduates of the Ed.D. Curriculum Studies program.
* Ph.D. in Curriculum Studies & Cultural Foundations
* MSW in Social Work
MSW in Social Work
Research Interests
* Scholarship Of Teaching And Learning
* Curriculum Studies/Social Foundations
* Trauma Informed Pedogogy
Curriculum Studies/Social FoundationsTrauma Informed PedogogyNational Youth Advocacy and Resilience Research Center weaton@georgiasouthern.eduhttps://drive.google.com/open?id=1OepDbZYusKTaMeNw7tLlau4V3rbZWy2SWilliam EatonWilliamEatonAssociate Professor of Early Modern Philosophy912-478-5128Newton 3301CStatesboro CampusCollege of Arts & HumanitiesDepartment of Philosophy & Religious StudiesI grew up in Collinsville, Illinois and became interested in philosophy in junior high school when I became fascinated with science fiction and time travel. After earning my PhD in Philosophy at Southern Illinois University, I taught for a year at the University of Tennessee at Martin before accepting a position at Georgia Southern University. I've taught philosophy at Georgia Southern for over twenty years and currently serve as interim chair.
Teaching Philosophy
My teaching philosophy is influenced by Paula Freire's Pedagogy of the Oppressed (1968). A university education is about self-discovery. Philosophy is an activity that involves a sense of wonder about the universe. I try to spark my students' intellectual curiosity and then create a real dialogue in which we learn from each other, to show them how even the most abstract philosophical issues are related to their lives.
* PhD, Southern Illinois University, 2004
* MA., Southern Illinois University, 1997
* BA., Western Illinois University, 1993
MA, Southern Illinois University, 1997BA, Western Illinois University, 1993
Research Interests
* Early Modern Philosophy
* Contemporary Analytic Metaphysics
* History And Philosophy Of Science
* Philosophy Of Film
Contemporary Analytic MetaphysicsHistory and Philosophy of SciencePhilosophy of FilmCenter for Irish Research & Teaching jcatlett@georgiasouthern.eduJoseph CatlettJosephCatlettPart Time Lab InstructorArmstrong CampusWaters College of Health ProfessionsDepartment of Clinical SciencesHello there! I am Georgia native and have lived in Savannah for the last 20 years. I came here to obtain my degree in Radiologic Sciences (AASU Class of 2011) and never left. Since 2014 it has been my pleasure to serve as a Part Time faculty member in the Radiologic Sciences program. My main area of instruction is in the laboratory setting, where our students learn the ins and outs of patient care skills, radiographic positioning, radiation physics, and medical imaging acquisition. I have also served full-time as a staff Radiographer at Memorial Health University Medical Center since 2011, primarily in Emergency and Trauma services, and as a Supervisor for Imaging Services since 2022.
* BS. Radiologic Sciences (Armstrong Atlantic State University, 2011)
tatmore@georgiasouthern.eduTabitha WestTabitha WestAcademic Affairs Business Manager - Ops912-478-0420Veazey Hall 1004Statesboro CampusDivision of Academic AffairsOffice of the ProvostOffice of the Provost/EVPAA ebarrow@georgiasouthern.eduhttps://scholars.georgiasouthern.edu/en/persons/elizabeth-c-barrow-2Elizabeth BarrowElizabethBarrowAssociate Professor of Middle and Secondary Social Studies Education912-478-8534COE #4110Statesboro CampusCollege of EducationDepartment of Middle Grades & Secondary EducationElizabeth Barrow is an Associate Professor of Social Studies Education at Georgia Southern University. A former high school history teacher, Dr. Barrow now teaches social studies methods, contemporary issues in social studies education, introduction to curriculum and instruction, and supervises students in the field. Her research interests include SSTE and technology in Social Studies education. She recently published “Critical Friendships as vital to the development of RPCK” in Social Studies Research and Practice and has also published in The Social Studies, Social Education, The History Teacher, and The Clearing House: A Journal of Educational Strategies, Issues, and Ideas, and CITE.
Teaching Philosophy
As an educator, I have three objectives every time I step into a classroom: to engage students to think critically about the content, to foster disciplinary literacy, and to encourage open-mindedness and cultural competency. I carry these objectives into each course I teach. I also aim to engender enthusiasm for teaching history and social studies, another crucial element of pre-service teachers’ future success.
* Ed.D. Curriculum and Instruction, The University of North Carolina at Chapel Hill (2017)
* M.A. U.S. History, East Carolina University (2005)
* B. A. U.S. History, The University of North Carolina at Chapel Hill (2001)
M.A. U.S. History, East Carolina University (2005)B. A. U.S. History, The University of North Carolina at Chapel Hill (2001)
Research Interests
* Social Studies Teacher Education
* Technology In Social Studies Education
* Teaching Global Issues
Technology in Social Studies EducationTeaching Global Issues bsamanta@georgiasouthern.eduhttps://drive.google.com/open?id=18pze3zax-muxk7SR_m7qTLL5aBRGh6Huhttps://scholars.georgiasouthern.edu/en/persons/biswanath-samantaBiswanath SamantaBiswanathSamantaAssociate Professor912-478-0334Engineering Building (0213), Room # 2133Statesboro CampusAllen E Paulson College of Engineering & ComputingDepartment of Mechanical EngineeringDr. Samanta is ranked among Top 2% Scientists in the World (2020-2024). His research covers mechatronics, robotics, control, and artificial intelligence (AI) with applications in engineering and biomedicine. He is the author of two books: Introduction to Mechatronics - An Integrated Approach, Springer, 2023 and Introduction to Digital Control - An Integrated Approach, Springer, 2024. He has published more than 150 peer-reviewed research articles that are widely cited. He is a member of ASME and a senior member of IEEE. He currently serves as an Associate Editor of three international journals: ASME Letters in Dynamic Systems and Control, Neuroimaging and Neuromodulation (a specialty section of Frontiers in Neuroimaging), and Sensors.
Teaching Philosophy
Hands-on, Minds-on Learning: In all my courses, I emphasize: a thorough understanding of science, math and engineering principles with engineering applications, integration of the principles covered and knowledge acquired across courses for design of systems, investigation of system performance through modeling and simulation, validation on virtual simulation environment and physical systems (with lab component), and interpretation of results. In each assessment, the problems are framed involving translation from description to formulation, finding a solution using a suitable approach, and interpretation of results. I always use the continuous assessment approach and analyze student performance to implement Evaluate and Elevate approach.
* Ph.D., Indian Institute of Technology (IIT), Kharagpur, 1987
* B.Tech. (Honors), Indian Institute of Technology (IIT), Kharagpur, 1981
B.Tech. (Honors), Indian Institute of Technology (IIT), Kharagpur, 1981
Research Interests
* Dynamic Systems And Control
* Mechatronics
* Robotics And Intelligent Systems
* Deep Reinforcement Learning (Drl)
* Multidisciplinary Applications Of Ai/Ml And Dl
MechatronicsRobotics and Intelligent SystemsDeep Reinforcement Learning (DRL)Multidisciplinary applications of AI/ML and DLBio-Inspired Robotics & Intelligent Systems (B-IRIS) 0213/2113 jkowalewski@georgiasouthern.eduJennifer KowalewskiJennifer KowalewskiAssociate Professor of Multimedia Journalism 912-478-0126Sanford Hall 3032Statesboro CampusCollege of Arts & HumanitiesDepartment of Communication ArtsI earned my M.A. in Mass Communication at Ohio University in 2006 and my Ph.D. from the University of North Carolina Chapel Hill in 2009. I received my B.S. in Journalism and my B.A. in Political Science at Ohio University in 1996. I taught at Texas Christian University from 2009 to 2013 and have been at Georgia Southern University since 2013. My research interests lie in political communication, focusing on agenda-setting and the priming effects of different news media. I have also researched social media, including how individuals use social media to hoard friends or to mourn those who have died. My current interests lie in social media use and how people use it to engage with others. I am a single parent to a teenage daughter.
Teaching Philosophy
As a working journalist for 10 years, I learned much about journalism. I want to share the lessons I have learned with future reporters to prepare them for their role as communicators. To accomplish this goal, I must have the ability to 1. motivate students to learn,2. clearly communicate information and its relevance, 3. impart my knowledge about the work environment to students,4. listen to what students want from a particular course, and5. learn about new methods of teaching.
* Ph.D. from the University of North Carolina Chapel Hill
* M.A. in Mass Communication at Ohio University
* B.S. In Journalism from Ohio University
* B. A. In Political Science from Ohio University
M.A. in Mass Communication at Ohio University B.S. In Journalism from Ohio UniversityB. A. In Political Science from Ohio University
Research Interests
* Public Opinion Formation
* Social Media Use
* Social Media Mourning Behavior
* Social Media Engagement
Social Media UseSocial Media Mourning behavior Social Media engagement cnelson@georgiasouthern.eduhttps://drive.google.com/open?id=1GE-fegWlB4MuUCNSFLPt5biUd0skPC3HClaire NelsonClaireNelsonAssistant Professor912-478-0421Newton 1119B Armstrong Campus, Statesboro Campus, Online onlyCollege of Arts & HumanitiesDepartment of EnglishClaire Nelson is a poet and educator.
* M.F.A, Florida State University, 2014
* B.F.A, Savannah College of Art and Design, 2011
B.F.A, Savannah College of Art and Design, 2011
Research Interests
* First-Year Writing
* Creative Writing
* Popular Culture
* Media
Creative Writing Popular Culture Media jlhendrix@georgiasouthern.eduJennifer BerghoffJenniferBerghoffAcademic Business Manager912-478-08261004C Veazey HallStatesboro CampusDivision of Academic AffairsOffice of the ProvostI have worked at the university since August 2009 and have been an Academic Business Manager in the Office of the Provost and Executive Vice-President for Academic Affairs since October 2016.
* M.Ed. Higher Education Administration, Georgia Southern University (expected May 2026)
* B.B.A. Economics, Georgia Southern University (2000)
B.B.A. Economics, Georgia Southern University (2000)Office of the Provost and Executive Vice-President for Academic Affairs wholley@georgiasouthern.eduhttps://drive.google.com/open?id=1jSBmWXn2-G3GwO6resuQWnYSAoMURGijT8lGoiw-S2UW. Bradley HolleyW. BradleyHolleyAssociate Professor912-478-5470IAB 2055Statesboro CampusCollege of Arts & HumanitiesDepartment of World Languages & CulturesDr. Holley has been with Georgia Souther since the fall of 2016. He enjoys teaching litertature , as well as French courses at the elementary and intermediate levels of French. His research includes works by Paul Féval and Guy de Maupassant, with a focus on vampire and vampire-like creatures.
* U of Alabama PhD
* Norther Arizona U BA.
Norther Arizona U BA
Research Interests
* 19Th Century Literature
* Fantastic/Supernatural Elements In Litertaure
* French Science Fiction
Fantastic/Supernatural Elements in LitertaureFrench Science Fiction gharwood@georgiasouthern.eduhttps://drive.google.com/open?id=1p-BjX2yl3kyvjmJBUoW1UP2OM4w-Qk3KGregory HarwoodGregoryHarwoodProfessor & Director of Graduate Studies in Music912-478-6813109 Foy BuildingStatesboro CampusCollege of Arts & HumanitiesFred & Dinah Gretsch School of MusicAs the sole musicologist in the Fred & Dinah Gretsch School of Music at Georgia Southern University, I have taught general and specialized courses in music history for over 30 years. My publications have mostly centered on 19th-century music in Italy and Germany; my volume Giuseppe Verdi: A Guide to Research (two editions) has become a standard reference tool for Verdi researchers. In my spare time, I enjoy playing piano, reading, cooking, hiking, and doing NY Times word puzzles with my grandchildren.
Teaching Philosophy
The most important things to me as a teacher are also the most difficult to measure: that students see and understand the relevance of music history to their personal maturation as a professional musician and that each student develops a lifelong curiosity about all types, periods, and styles of music, overcoming barriers of prejudice and provincialism that might block or curb their enthusiasm for repertories with which they have had little experience or that lie outside of their own area of specialization. I strive to challenge both the best students and those who are struggling. I do regular overhauls of the courses I routinely teach based on assessment and on newly emerging scholarship.
* Ph.D. Music, New York University
* M.A., Musicology, Brigham Young University
* B.A., Music Performance, Brigham Young University
M.A., Musicology, Brigham Young UniversityB.A., Music Performance, Brigham Young University
Research Interests
* Giuseppe Verdi
* Robert Schumann
* Mutual Impacts Of Music, Technology, And Culture
Robert SchumannMutual Impacts of Music, Technology, and Culture jfriedel@georgiasouthern.eduhttps://drive.google.com/open?id=1wVY1yYiUv3vjOJK13mtVScJRWAba5Wznhttps://scholars.georgiasouthern.edu/en/persons/jonathan-friedelJonathan FriedelJonathanFriedelAssistant Professor912-478-0868Brannen 1036Statesboro CampusCollege of Behavioral & Social SciencesDepartment of PsychologyJonathan E. Friedel earned his PhD in Psychology from Utah State University and spent several years as a Research Psychologist at the National Institute for Occupational Safety and Health. He is currently an Assistant Professor at Georgia Southern University. His research interests are in decision making and data analytic practices behavior analysis.
* PhD from Utah State University
Research Interests
* Delay Discounting
* Behavioral Economics
* Data Analysis In Psychology
behavioral economicsdata analysis in psychology cgarland@georgiasouthern.eduhttps://drive.google.com/open?id=1dB_8hbze9qs1ks3e_IJQXUNDrwz_h9auChristopher GarlandChristopherGarlandAssociate Professor912-478-5248Newton 2224BStatesboro CampusCollege of Arts & HumanitiesDepartment of EnglishDr. Christopher Garland is an associate professor in the Department of English. His writing has appeared in a number of edited collections and academic journals. He is currently at work on contemporary representations of "white trash" for mainstream audiences.
* Ph.D., University of Florida, 2014 (English)
* M.A., University of Florida, 2009 (English)
* M.A. (Honors), University of Auckland, 2008 (Sociology)
* B.A., University of Auckland, 2006 (Film and Media Studies)
M.A., University of Florida, 2009 (English)M.A. (Honors), University of Auckland, 2008 (Sociology)B.A., University of Auckland, 2006 (Film and Media Studies)
Research Interests
* Visual Rhetoric
* Race Studies
* Interdisciplinary Writing
* Caribbean Studies (Haiti)
* Media Studies
Race StudiesInterdisciplinary WritingCaribbean Studies (Haiti)Media Studies rcleveland@georgiasouthern.eduhttps://drive.google.com/open?id=1b1bszGp89bUEam3iC3XVLvGAUrhupOKKRichard ClevelandRichardClevelandAssociate Professor912-478-8022COE #2115Statesboro CampusCollege of EducationDepartment of Leadership Technology & Human DevelopmentMindfulness-based tactical instruction for Military, Fire, Law Enforcement. Written practitioner-focused books & research journals. State, national, international presentations, invited television, radio, & podcast appearances. TEDx speaker; grant research with US Pentagon & Georgia law enforcement; spoken at International Society for Research on Solitude at York St. John University, Oxford International Symposium on School-Based Family Counseling, & University of Szczecin symposium on solitude and aloneness. Nationally board-certified mental health counselor licensed in Georgia, national Approved Clinical Supervisor, Mental Health First Aid, GaPOST Law Enforcement Resilience, & US Department Justice CRI-TAC subject matter expert.
* PhD
* LPC
* NCC
* ACS
* MHFA-I
LPCNCCACSMHFA-I
Research Interests
* Mindfulness
* School Counseling
* Solitude & Aloneness
* Tactical Client Populations
School CounselingSolitude & AlonenessTactical Client Populations oamarie@georgiasouthern.eduhttps://drive.google.com/open?id=1vnhdZ6KcFKIdvnwvuzqFxwNDpZ0cNSX-Olga AmarieOlgaAmarieProfessor912-478-1373IAB 2074Statesboro CampusCollege of Arts & HumanitiesDepartment of World Languages & CulturesDr. Olga Amarie has over 20 years of teaching experience, teaching French Literature, French through Film, Business in French, French through the Arts, Francophone Cultures, Medical French, etc. She is the Editor-in-Chief of The Coastal Review, a peer-reviewed journal in world languages. The French section received a prestigious International Student Advocate Award for their passion, dedication, and excellent execution as organizers of French Week at Georgia Southern University. Her research focuses on French literature and translation. She co-authored articles on Jacques Roubaud, Raymond Roussel, and Juliette Adam. Dr. Amarie fosters a positive work culture and is dedicated to helping students achieve their academic goals.
Teaching Philosophy
As an instructor, I prioritize self-reflection for my growth and that of my students. I encourage them to evaluate their experiences through thoughtful questions and personal feedback, which they document in their writings. This approach supports shy students who prefer to express themselves in writing. I employ an interdisciplinary teaching style and foster a collaborative classroom environment, learning alongside my students. Open communication and suggestions for course improvement are welcomed, and I strive to provide timely feedback, respond to inquiries within a day, and maintain an open-door policy during office hours.
* Ph.D., Indiana University, 2011.
Research Interests
* French Novel
* French Film
* Translation
* French Culture
* Francophone Cultures
French filmTranslationFrench cultureFrancophone cultures aspikes@georgiasouthern.eduhttps://drive.google.com/open?id=1C7wDTdXbL3vlZngGUb2v-I_E12yYGgicAntonio SpikesAntonioSpikesAssistant Professor912-478-7325Sanford 3007Statesboro CampusCollege of Arts & HumanitiesDepartment of Communication ArtsDr. Spikes is an Assistant Professor of Communication Studies with over 12 years of teaching experience at colleges and universities. He joined Georgia Southern University in the fall semester of 2024. Previously, he served as a graduate teaching assistant at Southern Illinois University, a visiting professor at Davidson College, and an assistant professor at Coe College. His current research focuses on critical intercultural communication pedagogy, video game studies and analysis, and the face-management practices and strategies of marginalized professors and professors of color.
* Ph.D., Communication Studies, Southern Illinois University, 2019
* M.A., Speech Communication, Southern Illinois University, 2014
* B.S., Communication Studies, Georgia Southern University, 2011
M.A., Speech Communication, Southern Illinois University, 2014B.S., Communication Studies, Georgia Southern University, 2011
Research Interests
* Critical Intercultural Communication Pedagogy
* Face/Identity Management
* Video Games Studies And Analysis
* Disability Studies
Face/Identity ManagementVideo Games Studies and AnalysisDisability Studies sborges@georgiasouthern.eduhttps://drive.google.com/open?id=1MiGqIsjtGCQ1GdhkZ7VBuUxwqKH_KwMHwww.jacksonborges.comJackson BorgesJacksonBorgesAdjunct Faculty912-478-5396Foy Building, 3rd floorStatesboro CampusCollege of Arts & HumanitiesFred & Dinah Gretsch School of MusicJackson Borges is Organist & Minister of Music for Statesboro First United Methodist Church and adjunct professor of music at Georgia Southern University and is an active recitalist, silent movie accompanist, vocalist, conductor, composer, and educator. He holds the BM, MM, and DMA degrees in organ performance from San Diego State University, Westminster Choir College, and The University of Alabama. His major teachers have included Robert Plimpton, Alan Morrison, the late Tom Hazleton, Faythe Freese, Bruce Neswick, and Stephen Tharp. Dr. Borges is represented by Concert Artist Cooperative. More info at jacksonborges.com and on Youtube at @JacksonBorgesDMA.
* DMA, The University of Alabama, 2021
* MM, Westminster Choir College, 2010
* BM, San Diego State University, 2008
MM, Westminster Choir College, 2010BM, San Diego State University, 2008 mmaghiar@georgiasouthern.eduMarcel MaghiarMarcelMaghiarProfessor and Interim Chair912-478-64531120 AStatesboro CampusAllen E Paulson College of Engineering & ComputingDepartment of Civil Engineering & ConstructionMarcel Maghiar, Ph.D., CM-BIM, AM ASCE, Professor and Interim Chair, teaches Construction Engineering and Management courses at junior, senior and graduate levels. His research experiences include development of computer syntaxes to unequivocally describe construction activities and development of a consistent methodology to explicitly classify and quantify construction methods (emerging taxonomy of construction methods). Marcel’s main expertise is in computer modeling of construction processes and workflows. He is also interested in educational contributions and research opportunities towards integrating field-level construction knowledge in BIM and remote sensing methods to capture the existing conditions of any built structures.
Teaching Philosophy
I am a firm believer in offering job-site visits for all my classes and bringing industry speakers to enhance students’ learning experiences into the classroom environment. The combination of practical, real-world experience shared by a knowledgeable professional, and the skills-set and wisdom of a skilled educator are within the core values I convey in guiding my students. Teaching materials must expand for new horizons, applicable technologies, and the new research developments of recent years. I had the opportunity to create and redesign many courses throughout my academic career. My commitment to student-centered learning and experiential education aligns closely with University’s emphasis on preparing students for professional success.
* Ph.D. degree in Construction Management, School of Sustainable Engineering and the Built Environment, IRA A. Fulton Schools of Engineering, Del E. Webb School of Construction, Arizona State University, August 2011
* Master of Science degree in Construction Management, Del E. Webb School of Construction, Arizona State University, August 2007
* Polytechnic University of Timisoara – Bachelor’s Degree in Mechanical Engineering, specialty in Railways Rolling Stock, 1997
Master of Science degree in Construction Management, Del E. Webb School of Construction, Arizona State University, August 2007Polytechnic University of Timisoara – Bachelor’s Degree in Mechanical Engineering, specialty in Railways Rolling Stock, 1997
Research Interests
* Construction Process Modeling And Productivity In Construction Trades, Bim Software Applications, Vr/Ar Applicability For Safety Training & Productivity
* Team Interactions And Cognitive Processes In Construction Trades, Individual And Team Mental Models
* Laser Scanning And Photogrammetry Applications
* Accuracies On Cost Estimation, Ontologies For Estimating
* Building Energy Analysis/Management
Team interactions and cognitive processes in construction trades, individual and team mental modelsLaser scanning and photogrammetry applicationsAccuracies on cost estimation, ontologies for estimatingBuilding energy analysis/managementBuilding Environment and Modeling (BEaM) Laboratory, Engineering & Research Facility, LaSurCam Instrumentation Laboratory canelson@georgiasouthern.eduCatherine NelsonCatherineNelsonClinical Instructor912-344-2735RiteCare CenterArmstrong CampusWaters College of Health ProfessionsDepartment of Communication Sciences and DisordersUsing evidence based practice only, providing the research and experience of 40+ years of practicing speech/language pathology to graduate students in all types of settings.
* Phillips University, Master of Science in Speech Pathology
* Oklahoma State University, Bachelor of Science in Speech Pathology
Oklahoma State University, Bachelor of Science in Speech Pathology cyarley@georgiasouthern.eduhttps://drive.google.com/open?id=1jkboalNFDA8tG9S4za9KccNa4LmRKmMKCarol YarleyCarolYarleyInterlibrary Loan Associate912-344-3007Lane Library Armstrong CampusUniversity LibrariesUniversity LibrariesI am the Interlibrary Loan Associate at Lane Library on the Armstrong Campus. vemsbleneau@georgiasouthern.eduhttps://drive.google.com/open?id=15_FQXA0083mW2pRB1OJdwAuH_q-3NHKPVirginie Ems-BléneauVirginieEms-BléneauSenior Lecturer912-478-0119IAB 2086 / Gamble 212Armstrong Campus, Statesboro CampusCollege of Arts & HumanitiesDepartment of World Languages & CulturesDr. Virginie Ems-Bléneau is a native of Lyon, France, where she studied British and American literature at the Université Lyon III – Jean Moulin. She then obtained a BA in English, an MA in language teaching, and finally a Ph.D. in French literature from the University of Missouri. Dr. Ems-Bléneau is the review editor of the Society and Culture section of the journal The French Review. Dr. Ems-Bléneau has experience teaching a wide range of courses, including elementary and intermediate French, composition and conversation, civilization, grammar and phonetics, and French for reading knowledge. She also teaches courses for the Comparative Literature minor at Georgia Southern.
Teaching Philosophy
I take a communicative and participatory approach to language teaching because I wish for my students to be able to use the language in meaningful ways after they leave our program, which they can only do if they have practiced it in the classroom. To achieve this, we practice all four skills in context every day. In my courses, students also work on becoming proficient in intercultural communication. I encourage students to be curious and open through the systematic practice of critical thinking, as well as by studying how certain beliefs and behaviors come to be, all the while comparing products and practices to those of their native culture.
* Ph.D., University of Missouri-Columbia, 2015
* MALT, University of Missouri-Columbia, 2008
* BA., University of Missouri-Columbia, 2006
* Licence, Université Lyon III, 2004
MALT, University of Missouri-Columbia, 2008BA, University of Missouri-Columbia, 2006Licence, Université Lyon III, 2004
Research Interests
* French Identity
* French Culture
French culture sjwilson@georgiasouthern.eduhttps://scholar.google.com/citations?hl=en&user=-Ad2n68AAAAJ&scilu=&scisig=APQ9KKMAAAAAZ4aD1qEdW3poEd5jNVSJALZiGDU&gmla=AGd7smEDbpQtT3BJiQWXz1kEF0s17LN02ybAEhcWfWwH61BtLZvIPSxJk4FTISDFEsDPeyBYyDerwRG8xWrqDHsj9cTMxFj7DI_KMkY&sciund=15072631209081315269Sam WilsonSamWilsonAssociate Professor of Motor Behavior912-478-0889Hollis 2117BStatesboro CampusWaters College of Health ProfessionsDepartment of Health Sciences & KinesiologyDr. Sam Wilson is an Associate Professor of Motor Behavior. He is currently teaching courses in motor control and learning, and biomechanics of human movement. He earned his Ph.D. in Biomechanics, and his Master of Science in Exercise Science/Neuromechanics with a minor in Applied Statistics from the University of Mississippi. His area of research is the biomechanics of human movement in work and sports settings, specifically focusing on footwear, posture mechanics and fall prevention. Dr. Wilson has a strong reputation for scholarship and has given multiple poster and oral presentations on his research at the American College of Sports Medicine and the American Society of Biomechanics annual meetings.
Teaching Philosophy
Dr. Wilson’s research, centers on the application of principles of biomechanics, neuromechanics, and ergonomics to human performance and injury prevention. His research efforts are focused in areas of human factors in ergonomics, athletics, clinical and daily living populations, with special emphasis in postural stability, gait, slips, trips, falls and fall prevention in the workplace attempting to minimize injuries while promoting safety and enhancing efficient human performance.
* University of Mississippi - Ph.D., 2018; Biomechanics
* University of Mississippi - M.S., 2015; Neuromechanics
* University of Mississippi - B.S., 2012; Exercise Science
* University of Mississippi Graduate School - Interdisciplinary Certificate Program in Applied Statistics, 2016
University of Mississippi - M.S., 2015; NeuromechanicsUniversity of Mississippi - B.S., 2012; Exercise ScienceUniversity of Mississippi Graduate School - Interdisciplinary Certificate Program in Applied Statistics, 2016
Research Interests
* Neuromechanics Of Postural Control And Locomotion
* Biomechanics Of Slips, Trips And Falls
* Footwear Biomechanics
* Human Factors And Ergonomics
* Injury Prevention
Biomechanics of Slips, Trips and FallsFootwear BiomechanicsHuman Factors and ErgonomicsInjury PreventionCenter for Rehabilitation and Independent Living, Biomechanics Laboratory mflanagan@georgiasouthern.eduMathew FlanaganMathewFlanaganTemporary ProfessorEngineering Building Room 1100BStatesboro CampusAllen E Paulson College of Engineering & ComputingDepartment of Civil Engineering & ConstructionI grew up in Harlem, Ga on a farm, helping my father build barns and other items for the animals, and this sparked my interest in engineering. I followed this path and became a Structural Engineer. I attained both my B.S. and M.S. degrees from Georgia Southern, and I also met my wife here. I am excited for the opportunity to help educate the next generation of professionals coming through Georgia Southern University!
* M.S., Georgia Southern University, 2022
* B.S., Georgia Southern University, 2021
B.S., Georgia Southern University, 2021 jmccoy@georgiasouthern.eduhttps://drive.google.com/open?id=1gvnXq8sYxTmsw9OfDnQ1UmYNNJkHwbAbJason McCoyJason McCoyStudio Technician912-486-4520Center for Art and Theater 2012 Statesboro Campus / Annex II 105 Armstrong CampusArmstrong Campus, Statesboro CampusCollege of Arts & HumanitiesBetty Foy Sanders Department of ArtI have been a working Studio Artist for more that 25 years. I am a potter and furniture maker in my own studio practice but I work in other mediums like cast metals, and stone as well. I have been working as the Studio Technician for Georgia Southern University since 2011. Prior to coming to Georgia Southern I worked as a Job site Foreman and Electrician on commercial construction sites and as a heavy equipment operator.
Teaching Philosophy
My focus is on student centered learning, and providing an environment that encourages the development of studio based hard skills. Developing skills in materials knowledge and fabrication processes, to provide a solid foundation in safe studio practices and foster the realization of a students artistic concepts through making.
* Maters of Fine Arts Georgia Southern University 2011
* Bachelors of Fine Arts Kennesaw State University 2008
Bachelors of Fine Arts Kennesaw State University 2008
Research Interests
* Reduction Firing Techniques In Gas And Wood Fired Kilns.
* Traditional Wood Joinery Techniqes And Practices.
Traditional wood joinery techniqes and practices. aparish@georgiasouthern.eduAnthony ParishAnthonyParishAssociate Professor912-344-2551UH 154-QArmstrong CampusWaters College of Health ProfessionsDepartment of Health Sciences & KinesiologyI am an associate professor in health sciences. I am a graduate of Columbia University and received my PhD from the University of Arkansas while on a Walton Distinguished Fellowship. I have nearly two dozen peer reviewed publications and two published books.
* PhD in Kinesiology from the University of Arkansas
Research Interests
* Handedness
* Student Obesity
* Coaching Technique
Student obesityCoaching technique lchappell@georgiasouthern.eduLindsey ChappellLindseyChappellAssociate Professor/Graduate Director, English MA Program912-478-6095Newton 2218BStatesboro CampusCollege of Arts & HumanitiesDepartment of EnglishDr. Chappell (she/her) likes to teach literature courses on time, empire, museums, and extreme sports. Her main research area is nineteenth-century British studies, and she is the author of Temporal Forms and the Nineteenth-Century Mediterranean: Writing British Heritage in Ancient Lands (Cambridge University Press, 2024). When she is not answering emails, she enjoys hiking, gardening, and making mediocre art.
* Ph.D., Rice University, 2017
* M.A., Rice University, 2015
* M.A., University of Colorado at Boulder, 2010
* B.A., William Jewell College, 2007
M.A., Rice University, 2015M.A., University of Colorado at Boulder, 2010B.A., William Jewell College, 2007
Research Interests
* Nineteenth-Century British Literature
* Empire Studies
* Critical Theory
Empire StudiesCritical Theory bradedwards@georgiasouthern.eduhttps://drive.google.com/open?id=17ebzlI-4omSK6YJrr1tXo5lHTBt10gxHBradley EdwardsBradleyEdwardsPrincipal Lecturer of English912-478-53503306A Newton BuildingStatesboro CampusCollege of Arts & HumanitiesDepartment of EnglishBradley C. Edwards earned a B.A. in English at the University of Wisconsin--Madison, graduating with Distinction and as a member of Phi Beta Kappa. At the University of Georgia, he attained a Ph.D. in English while focusing on the American novel. During his time at Georgia Southern University, he has taught a variety of courses, from World Literature and American Literature surveys to the Senior Seminar. He was awarded the Faculty Award of Distinction in Service in the College of Arts and Humanities in 2021.
Teaching Philosophy
“You can lead a horse to water, but you cannot make it drink.” You can make the horse thirsty, though. My mission is to make my students thirsty for literature, and I start by being enthusiastic. Hearing my passion for the Odyssey piques their interest. Teaching is my dream job because I get to be a person who teaches the next generation what is significant about the cultural legacy of authors from Homer to Hurston. Most students will take an interest in literature if they can connect it to their own lives. My goal is to show them how the concerns of great texts are as germane today as they were centuries ago and, most importantly, that these concerns remain relevant to their own lives. That relevance keeps them thirsty for literature.
* Ph.D. in English, University of Georgia, 2005
* B.A. with Distinction in English, University of Wisconsin--Madison, 1992
B.A. with Distinction in English, University of Wisconsin--Madison, 1992
Research Interests
* American Novels
* Indian Diasporic Literature
* Ancient Greek Literature
Indian diasporic literatureAncient Greek literature rcpurcell@georgiasouthern.eduhttps://drive.google.com/open?id=1M6bxiSeX1F_jtsKPpv0S61f6MrmO7IzqRoger PurcellRogerPurcellPart-Time Instructor (Retired)912-478-5001Engineering Building - 1101AStatesboro CampusAllen E Paulson College of Engineering & ComputingDepartment of Civil Engineering & ConstructionSince undergraduate graduation: Path 1: After working with the Federal Aviation Admin. and Georgia Power Company, I developed a passion to become an expert in site/utility design for all types of development. Thus, I worked with several consultants culminating in becoming Vice-Pres. of Engineering for Planners and Engineers Collaborative. Next, I Co-founded Pruitt & Purcell, P.C. Path 2: After teaching MATH (Part Time), I moved into full-time teaching at Middle Georgia State University (14 years), in Georgia Tech's RETP Program and in Surveying-Geomatics. While at Middle Georgia, I completed my Ph.D, at Tech and a year later I took a professorship at Georgia Southern University (10 years). I am currently retired and teach Part Time.
Teaching Philosophy
I began my career in teaching as an adjunct professor of mathematics at a community college. My wife, a former teacher, insisted that I try teaching on a Part Time basis to see if I would like a career change from EngineeringSurveying consultant to college–level teaching. I was very fortunate to be given this opportunity. My philosophy of teaching is rooted in my experience as a student and as an EngineeringSurveying professional. It is important to develop reasoning skills for engineeringsurveying problems and for problems in life. Therefore, I seek to provide my students with the best educational tools available for their toolbox so that they can tackle future technical problems with confidence.
* Ph.D. , Georgia Tech, 2014
* MSCE, Georgia Tech, 1977
* BCE, Georgia Tech, 1974
MSCE, Georgia Tech, 1977BCE, Georgia Tech, 1974
Research Interests
* Precise Geospatial Positioning
* Surveying-Geomatics Education
* Geographical Information Systems
* Asphalt Pavement Preservation
Surveying-Geomatics EducationGeographical Information Systems Asphalt Pavement PreservationSurveying-Geomatics Research Lab xyang@georgiasouthern.eduhttps://drive.google.com/open?id=1cUREQKJvXpGXTtwkEphoLxZ2yWh-msRNhttps://www.webofscience.com/wos/author/record/JCE-0925-2023Xiaoming YangXiaomingYangAssociate Professor912-478-7295Engineering Building 1101LStatesboro CampusAllen E Paulson College of Engineering & ComputingDepartment of Civil Engineering & ConstructionDr. Xiaoming Yang, P.E. is an Associate Professor in Civil Engineering. Has over 10 years of teaching and research experiences in Civil Engineering and Construction Management.
* Ph.D., University of Kansas, 2010
* M.S., Tongji University, 2006
* B.S. Tongji University, 2003
M.S., Tongji University, 2006B.S. Tongji University, 2003
Research Interests
* Foundation Engineering
* Geosynthetics
* Pavement Materials
* Highway Design
GeosyntheticsPavement MaterialsHighway DesignAsphalt Laboratory natasever@georgiasouthern.eduNuriye AtaseverNuriyeAtaseverVisiting Instructor912-478-8599Math/Physics 2045Statesboro CampusCollege of Science & MathematicsDepartment of Mathematical SciencesNuriye Atasever is a dedicated mathematics educator with a strong academic and teaching background. After graduating from Teacher Training High School, she earned a Bachelor's degree in Mathematics and a Master's in Mathematics Education, graduating as Valedictorian in both programs. She completed a Master's in Mathematics from Georgia Southern University in 2011 and a second Master's in Applied Mathematics from the University of New Mexico in 2014. Atasever began teaching as a Visiting Instructor at GSU in Fall 2014 and previously worked as a Lecturer at UNM. Passionate about mathematics and teaching, Atasever strives to create an engaging, supportive environment that fosters critical thinking and highlights math’s real-world relevance.
Teaching Philosophy
My teaching philosophy focuses on creating an inclusive, engaging, and dynamic environment where students feel empowered to explore and understand mathematical concepts. I believe mathematics is more than memorizing formulas; it fosters critical thinking, problem-solving, and logical reasoning skills useful in everyday life. My approach emphasizes active learning, encouraging collaboration, questioning, and meaningful engagement. I connect abstract concepts to real-world applications, sparking curiosity. By fostering a growth mindset and offering individualized support, I aim to inspire students to appreciate mathematics’ beauty and relevance while building confidence and lifelong learning skills.
* M.S Mathematics, University of New Mexico
* M.S Mathematics, Georgia Southern University
* M.Ed. Mathematics Education, Selcuk University
* B.Sc. Mathematics, Selcuk University
M.S Mathematics, Georgia Southern UniversityM.Ed. Mathematics Education, Selcuk UniversityB.Sc. Mathematics, Selcuk University
Research Interests
* Data Science
* Difference And Functional Equations
* Harmonic Analysis
Difference and functional equationsHarmonic Analysis tdurham@georgiasouthern.eduhttps://drive.google.com/open?id=1uahZqKptbIs2LJ9EDorLaPoE8mRvWqtFTeresa DurhamTeresaDurhamAdministrative Assistant912-344-3607Solms Hall 211CArmstrong CampusDivision of Academic AffairsOffice of the Provost: The Faculty Center jyates@georgiasouthern.eduhttps://drive.google.com/open?id=1r_e2Ce6cY_AhPgxorXYIzDU3t933dG9xhttps://scholars.georgiasouthern.edu/en/persons/joshua-l-yatesJoshua Lee YatesJoshua LeeYatesAssistant Professor of Multimedia and Film Production912-478-5502Sanford Hall 2006Statesboro CampusCollege of Arts & HumanitiesDepartment of Communication ArtsJoshua Lee Yates (b. 1989) is a non-disciplinary artist, educator, and film programmer originally from Fayetteville, North Carolina. His work often centers on the landscapes, histories, and lived experiences of the American South, exploring these themes through a variety of storytelling modes and multimedia formats. Over the past decade, Yates has exhibited work internationally in over 100 film festivals, photo publications, and fine art exhibitions. As a film programmer, Yates curates works that showcase innovative storytelling and amplify underrepresented voices.
Teaching Philosophy
Creativity is the cornerstone of my teaching philosophy, and I believe learning thrives when students connect the class material to their own experiences. I strive to cultivate a collaborative learner-centered environment in which playful experimentation is encouraged, allowing students to take risks, make mistakes, and discover new ideas. In an increasingly screen-dense society, my goal is to help students develop the skills to navigate and critically assess our ever-evolving mediascape, empowering them to become confident, empathetic, and adaptable creators who contribute to their communities in meaningful ways.
* M.F.A. Film and Video Production, University of Iowa, 2015
* Graduate Certificate in College Teaching, University of Iowa, 2015
* B.A. Communication Studies (Mass Media), University of North Carolina at Charlotte, 2012
Graduate Certificate in College Teaching, University of Iowa, 2015B.A. Communication Studies (Mass Media), University of North Carolina at Charlotte, 2012
Research Interests
* Emerging Creative Technologies
* Experimental Art Practices
* Media Production Pedagogy
* Music Video Culture
* Oral History
Experimental Art PracticesMedia Production PedagogyMusic Video CultureOral History mtatz@georgiasouthern.eduMatthew TatzMatthewTatzPart Time Faculty, Instructor of Tuba and EuphoniumFoy 3050Statesboro CampusCollege of Arts & HumanitiesFred & Dinah Gretsch School of MusicMatthew Tatz is the Instructor of Tuba and Euphonium at Georgia Southern University. He is finishing his Doctorate of Musical Arts in Tuba Performance fron West Virginia University. He has played tuba with the Monongahela Brass Quintet, the Mid-Columbia Symphony, and the professional traveling production of "Chicago" in Kennewick, Washington.His teachers include Carson McTeer, Dr. Chris Dickey, and Dr. Richard Mason.
* D.M.A-ABD currently in progress from West Virginia University
* M.A. Tuba Performance from Washington State University
* B.M. in Music Education from Georgia Southern University
M.A. Tuba Performance from Washington State University B.M. in Music Education from Georgia Southern University kbatson@georgiasouthern.eduKelsea Batson KelseaBatson Part-Time Faculty912-478-5396Foy Building Statesboro CampusCollege of Arts & HumanitiesFred & Dinah Gretsch School of Music jschlieper@georgiasouthern.eduJared SchlieperJaredSchlieperAssociate Professor912-344-2754University Hall 285Armstrong CampusCollege of Science & MathematicsDepartment of Mathematical SciencesJared Schlieper joined the Department in 2008. He teaches a variety courses with his focus being Analysis. Dr. Schlieper also teaches courses for the Actuarial Sciences Minor. Dr. Schlieper enjoys using 3d printing to produce models for visualizing mathematics.
* PhD, University of Missouri, 2008
* MS., Applied Math, University of Missouri, 2004
* BS., Mathematics, University of Missouri, 2000
MS, Applied Math, University of Missouri, 2004BS, Mathematics, University of Missouri, 2000
Research Interests
* Actuarial Science
* 3D Printing Mathematics
* Analysis
3D Printing MathematicsAnalysis dsmurray@georgiasouthern.eduDavid MurrayDavidMurrayProfessor of Music912-478-5019Foy 3001Statesboro CampusCollege of Arts & HumanitiesFred & Dinah Gretsch School of MusicDescribed in International Piano as “North America’s champion of C. P. E. Bach,” pianist David Murray’s performances have been called “first rate, perfect” (New York Concert Review) and “exemplary” (BBC Music Magazine). He may be heard as a solo performer on two recordings, C. P. E. Bach: Württemberg Sonatas 1-3 and C. P. E. and W. F. Bach: Sonatas and as a collaborative performer on Blue: The Complete Cabaret Songs of William Bolcom and Arnold Weinstein and The Juliet Letters. Awards include a regional Emmy for his performance of Schumann’s Piano Concerto in A minor (2013), a Faculty Award of Distinction in Scholarship or Creative Activities (2021), and a Steinway and Sons Top Teacher Award (2024).
* D. M. A., Arizona State University, 2002
* M. M., University of Kentucky, 1995
* B. M., Southwest Baptist University, 1993
M. M., University of Kentucky, 1995B. M., Southwest Baptist University, 1993Carol A. Carter Recital Hall abrunson@georgiasouthern.eduhttps://drive.google.com/open?id=1TVAydvXLq_ZF5Rq1Kbm46XSl_nscbT9Bhttps://scholar.google.com/citations?user=QfVSnJQAAAAJ&hl=enAlicia BrunsonAliciaBrunsonAssociate Professor912-344-3469University Hall 223Armstrong CampusCollege of Behavioral & Social SciencesDepartment of Sociology & AnthropologyRace and ethnicity, inequality, the politics of representation in media, Black student retention, racial identity formation, pedagogy
Teaching Philosophy
My teaching philosophy centers on three principles: listen, learn, and love. I acknowledge diverse learning styles and focus on students' gifts rather than deficits, maintaining high standards while adapting to meet students' needs. Through discussion-based classes and experiential learning, I empower students to apply sociological concepts to real-world challenges. Using engaged pedagogy and an intersectional perspective, I guide students in developing critical thinking skills and becoming agents of change in their communities. My courses emphasize community partnerships and participatory action research, enabling students to connect theory with practice while developing solutions to social issues.
* Ph.D., University of North Texas 2013 (Sociology with a concentration in Film Studies)
* B.S., Kansas State University 2025 (Psychology and American Ethnic Studies)
B.S., Kansas State University 2025 (Psychology and American Ethnic Studies)
Research Interests
* Race And Ethnicity
* Black Student Research
* Politics Of Representation Within Cultural Industries
* Pedagogy
* White Spaces
Black student researchPolitics of representation within cultural industriesPedagogyWhite spacesCenter for Africana Studies jkuykendall@georgiasouthern.eduhttps://drive.google.com/open?id=11sCxmZG_Ke6xRrYnd8tyCRtrYUoPvwKwJulie KuykendallJulieKuykendallSenior Lecturer912-478-2250Hollis 1103AStatesboro CampusWaters College of Health ProfessionsDepartment of Health Sciences & KinesiologyMrs. Kuykendall has been teaching at GSU for 14 years. She previously worked as a Fitness Director for Campus Recreation, and as a Business Owner. She primarily teaches Exercise Science related courses such as Introduction to Exercise Science, Administration Principles, Structural Kinesiology Labs, and Anatomy and Physiology Labs. In addition to teaching, she serves the university through various committees, providing CPR/FA courses for our faculty and students, and by teaching Yoga to athletic teams as needed. She also serves the community by providing ergonomic assessments, presentations about exercise and nutrition, and CPR/FA courses.
Teaching Philosophy
I believe that we all do better when we know our why in any given stage in life. I like to foster an environment where students are introspective and curious about the opportunities that surround them. I do this by asking them contemplative questions, helping them come up with plans post graduation, and empowering them with the belief that they can accomplish whatever they want to if they know their end goal. Students should be involved in experiential learning so that they can put into practice what they are learning. It is my strong belief that this kind of learning fosters the best learning.
* Masters of Science in Kinesiology, GSU, 2006
* Bachelors of Science in CHFD, Minor in Nutrition, GSU 2003
* Ace Personal Trainer, Group Fitness Instructor, and Health Coach
* Yogafit Certified
* Peak Pilates Certified
Bachelors of Science in CHFD, Minor in Nutrition, GSU 2003Ace Personal Trainer, Group Fitness Instructor, and Health CoachYogafit CertifiedPeak Pilates Certified cheller@georgiasouthern.eduhttps://scholar.google.com/citations?user=X9WKYBoAAAAJ&hl=en&oi=aoClayton HellerClaytonHellerProfessor 912-478-5293MP 2009Statesboro CampusCollege of Science & MathematicsDepartment of Biochemistry Chemistry & PhysicsMy research is in the area of Galactic Dynamics, I study the formation and evolution of galaxies and their dark matter halos over cosmological timescales.
* Ph.D., Yale University (1991)
* M.S., San Diego State University (1986)
* B.S., San Diego State University (1984)
M.S., San Diego State University (1986)B.S., San Diego State University (1984)
Research Interests
* Astrophysics
* Galactic Dynamics
* High Performance Computing
Galactic DynamicsHigh Performance ComputingPlanetarium hwane@georgiasouthern.eduhttps://drive.google.com/open?id=17WQcTYuDnQ5ycUjvKRnAQiYWePqMAVPqHapsatou WaneHapsatouWaneAssociate Professor912-344-3342Gamble Hall 135Armstrong CampusCollege of Arts & HumanitiesDepartment of EnglishDr. Hapsatou Wane is an Associate Professor in the Department of English. Her teaching focuses on world literature, postcolonial literature, and literature on immigration. Her research includes publications in African literature, Africanjujuism, and Black immigration to the US.
Teaching Philosophy
I believe in creating an inclusive, engaging classroom where students explore their potential and connect learning to real life. My goal is to foster critical thinking, creativity, and skills that prepare students for growth.
* University of Illinois Urbana Champaign: PhD in Comparative and World Literature
* Université Gaston Berger: M.A. in English Studies
Université Gaston Berger: M.A. in English Studies
Research Interests
* Postcolonial Studies
* Black Immigration To The Us
* Africanjujuism
Black immigration to the USAfricanjujuismCenter for Africana Studies meremeeva@georgiasouthern.eduhttps://drive.google.com/open?id=1Rei4nb7BwmkoHj9KFzvQTSk-Rh-spPt9https://scholar.google.com/citations?user=i3AMwekAAAAJ&hl=enMarina EremeevaMarina EremeevaProfessor, Environmental Health Sciences912-478-0504Hendricks Hall, room 2015Statesboro CampusJiann-Ping Hsu College of Public HealthDepartment of Biostatistics, Epidemiology & Environmental Health SciencesDr. Eremeeva is a Professor and Director of the Public Health Core Laboratory at the Jiann-Ping Hsu College of Public Health. She holds MD in biochemistry from the Russian National Research Medical University, PhD in microbiology from the N.F. Gamaleya Research Institute, Moscow, Russia and ScD in microbiology and cellular biology from the University of the Mediterranean, Marseilles, France. Her postdoctoral studies were at the University of Maryland, School of Medicine, Baltimore, USA. She has published more than 100 peer-reviewed articles, book chapters and conference papers on rickettsiae and rickettsial diseases including discovery of emerging pathogens and descriptions of new rickettsioses.
Teaching Philosophy
My primary goal in teaching is to provide a nurturing environment that facilitates thinking and personal growth by my students, and to give them an opportunity to reach a higher degree of competence.
* University of Mediterranean, Aix-Marseille II, Marseille, France; D.Sc.; Cellular biology and microbiology
* The N.F. Gamaleya Research Institute of Epidemiology and Microbiology, Academy of Medical Sciences, Moscow, Russia; PhD; Microbiology
* The N.I. Pirogov 2nd Moscow State Medical Institute, Moscow, Russia; MD., Biochemistry
The N.F. Gamaleya Research Institute of Epidemiology and Microbiology, Academy of Medical Sciences, Moscow, Russia; PhD; MicrobiologyThe N.I. Pirogov 2nd Moscow State Medical Institute, Moscow, Russia; MD, Biochemistry
Research Interests
* Zoonotic And Emerging Diseases
* Vector-Borne Diseases
* Public Health Laboratories
* Technology Transfer And Building Laboratory Capacity
* Molecular Epidemiology
Vector-borne diseasesPublic Health LaboratoriesTechnology Transfer and Building Laboratory CapacityMolecular epidemiologyCore Public Health Laboratory sstrickland@georgiasouthern.eduhttps://drive.google.com/open?id=1J5_IvvI5tnm5T-bb4xL9twmINdSYXqaCSami StricklandSamiStricklandCoordinator of Experiential Learning912-478-7926Solms 104Armstrong Campus, Statesboro CampusHonors CollegeHonors CollegeSami Strickland joined the Honors College in 2021 as an Honors Advisor and now serves as the Experiential Learning Coordinator. Sami earned her M.Ed. in Higher Education Administration from Georgia Southern University in the Spring of 2021. In 2018, she completed her B.A. in English from Georgia College & State University and graduated from the Honors Program. As part of the Honors Success Team, Sami assists students in completing the requirements to graduate from the Honors College. She also coordinates experiential learning opportunities, such as the Honors Mentorship Program, and workshops for honors students.
* B.A. in English, Georgia College & State University, 2018
* M.Ed. in Higher Education Administration, Georgia Southern University, 2021
M.Ed. in Higher Education Administration, Georgia Southern University, 2021 sfurry@georgiasouthern.eduhttps://drive.google.com/open?id=1cMiRcqPChgw_dmS43oh7_whtjf8cNTZ2Stephanie MasonStephanieMasonSenior Lecturer of Music912-478-5461Foy Building 3054Statesboro CampusCollege of Arts & HumanitiesFred & Dinah Gretsch School of MusicDr. Stephanie Furry Mason is an active performer and educator. She is Principal Horn with the Hilton Head Symphony, performs regularly with the Savannah Phil, Charleston Symphony, and freelances throughout the region. Prior to 2000, Dr. Mason was an orchestral and recording studio hornist in Los Angeles. She can be heard on hundreds of movie, jingle, and commercial recordings in a variety of musical styles. Her prior orchestral experience includes the Pacific Symphony, Hollywood Bowl Orchestra, Hollywood Brass Ensemble, and many other Southern California orchestras. Dr. Mason has also enjoyed performing in New York, Washington D.C., Manchester (England), Florence (Italy), and Munich (Germany). Dr. Mason is a Conn-Selmer Performing Artist.
* D.M.A., University of Southern California, 1995
* M.M., Florida State University, 1992
* B.M., University of Alabama, 1990
M.M., Florida State University, 1992B.M., University of Alabama, 1990 gdemars@georgiasouthern.eduhttps://drive.google.com/open?id=1atZa7kd_fOqkOKAccFA6uKK76lAPIbWvGeneva DeMarsGenevaDeMarsPrincipal Lecturer912-344-3285SC 1015Armstrong CampusCollege of Science & MathematicsDepartment of BiologySince 2010, I have leveraged my expertise in biochemistry and molecular biology to foster academic excellence at Georgia Southern University throughout its institutional transitions. My teaching portfolio spans introductory cell and molecular biology courses, as well as advanced curricula in endocrinology and virology. I implement evidence-based pedagogical strategies to create tailored learning experiences that meet students where they are while guiding them toward mastery. As coordinator of the Learning Assistants program, I maintain a dynamic educational framework that promotes student achievement and transformative learning.
Teaching Philosophy
I create an inclusive and dynamic learning environment that empowers students to reach their full potential. By combining research-based pedagogical approaches with integrated technology, I engage learners through multiple modalities while providing personalized support and differentiated instruction. I utilize formative assessments and learning analytics to adapt teaching strategies and provide targeted interventions. Through collaborative projects and interactive tools, I foster critical thinking while ensuring technology meaningfully enhances learning. My classroom is a space where students feel supported to take intellectual risks, where diverse learning styles are honored, and where technology enables deep understanding and engagement.
* Ph.D., University of Georgia, 2010
* B.S., University of Virginia, 1997
B.S., University of Virginia, 1997
Research Interests
* Gpcrs And Heterotrimeric G Proteins
* Human Molecular Endocrinology
Human Molecular Endocrinology jlubin@georgiasouthern.eduhttps://drive.google.com/open?id=1POKhfQilkjpGzimCMvCJEIFSrhufBa7thttps://scholars.georgiasouthern.edu/en/persons/jonathan-lubinJonathan LubinJonathanLubinAssistant Professor, MPA Core Faculty912-478-1405Carroll 1083Statesboro CampusCollege of Behavioral & Social SciencesDepartment of Public & Nonprofit StudiesJonathan Lubin, Ph.D., is an Assistant Professor at Georgia Southern University. He earned his Ph.D. in Public Administration from Florida State University, focusing on regional organizations and transportation planning. His research explores how regional and local governing organizations address collective action problems across jurisdictions. Previously, he worked as a legislative analyst for Florida’s Office of Program Policy Analysis and Government Accountability.
* Ph.D, Florida State University, 2020
* MPA, American University, 2015
* BS. in Political Science, Florida State University, 2013
* BS. in Social Science, Florida State University, 2013
MPA, American University, 2015BS in Political Science, Florida State University, 2013BS in Social Science, Florida State University, 2013
Research Interests
* Regional Intergovernmental Organizations
* Local Government
* Transportation Policy And Planning
* Technology Policy
* Artificial Intelligence
Local GovernmentTransportation Policy and PlanningTechnology PolicyArtificial Intelligence rayhashemi@georgiasouthern.eduhttps://drive.google.com/open?id=1EbKHRx13fnk97-4tPZPKwV7ypn0vfw_pRay Tyler-HashemiRayTyler-HashemiProfessor of Computer Science912-344-2906276 Science CenterArmstrong CampusAllen E Paulson College of Engineering & ComputingDepartment of Computer ScienceDr. Hashemi has secured grants money in excess of $1.6 million from variety of sources including NSF, NASA, DOE, FDA; conducted collaborative research activities for over 12 years with the National Center for Toxicological Research, 10 years with the Acxiom Corporation, and 5 years with the University of Arkansas for Medical Sciences. He has published over 160 scientific articles; served as the thesis/project advisor, or member of graduate committees of more than 70 graduate students. He has served as general co-chair of 9 and program committee member of more than 80 national and international conferences; editor/associate editor of over 50 international conference proceedings.
Teaching Philosophy
I believe that students in general, do not recognize the depth of their academic potentials. I, as a teacher and a mentor, try to bring them to this realization by following three principles: Hands-on teaching approach, Patience, and Providing for future professional needs of students. Hands-on teaching helps students establishing a bridge between theory and practice. Being patient with students builds their confidence and helping them to understand the complex concepts. The last principle is provided by giving a major team project in upper-level courses (similar to projects in real-life). Demanding from students to rigorously defend their analysis, design and implementation of the project is the key to meet the last principle.
* Ph.D., EE, University of Missouri-Columbia, 1983
* MS., Computer Science, University of Missouri-Columbia, 1979
* BS., Physics; Karazmi University,1973.
MS, Computer Science, University of Missouri-Columbia, 1979BS, Physics; Karazmi University,1973.
Research Interests
* Data Mining
* Bioinformatics
* Covert Channels,
* Image Understanding
* Business Intelligent Systems
BioinformaticsCovert Channels, Image UnderstandingBusiness Intelligent Systems rmccurdy@georgiasouthern.eduRegina P. McCurdyRegina P.McCurdyAssistant Professor912-478-5614COE Building Room 4116 (Statesboro Campus)Statesboro CampusCollege of EducationDepartment of Middle Grades & Secondary EducationRegina P. McCurdy, Ph.D. is an Assistant Professor of Middle Grades and Secondary Education, specializing in science education.
Teaching Philosophy
My teaching philosophy is oriented around developing equitable, relevant, culturally responsive, and interactive science learning environments. In doing so, I prepare preservice and in-service science teachers to utilize problem-based learning approaches and STEM integration as pathways to connect science to learners’ real lives. I believe that all learners, especially those who have been historically marginalized because of their culture, ethnicity, and/or language, should be able to see themselves positively represented in the story of science and feel as though they belong in and have something valuable to contribute to science and other STEM fields.
* Ph.D. in Education, Science Education (2021), University of Central Florida
* Educational Specialist, K-8 Math and Science Education (2018), University of Central Florida
* Master of Arts, Intercultural Studies (2007), Asbury Theological Seminary,
* Bachelor of Science, Biology (1999), Florida State University
Educational Specialist, K-8 Math and Science Education (2018), University of Central FloridaMaster of Arts, Intercultural Studies (2007), Asbury Theological Seminary, Bachelor of Science, Biology (1999), Florida State University
Research Interests
* Equity And Intersectionality In Stem Of Marginalized Students
* Culturally Relevant & Culturally Responsive Science Teaching
* Science Identity Development/Science Teaching Identity
* Preservice Teacher Candidate Preparation
* Problem-Based Learning
Culturally Relevant & Culturally Responsive Science Teaching Science Identity Development/Science Teaching IdentityPreservice Teacher Candidate PreparationProblem-Based Learning alarachavez@georgiasouthern.eduhttps://www.researchgate.net/scientific-contributions/Alejandra-Lara-Chavez-57995222 Alejandra Lara ChavezAlejandraLara ChavezAssociate Director of Biology Non-Majors Program912-478-4733The Natural Sciences Building, Room 1104BStatesboro CampusCollege of Science & MathematicsDepartment of BiologyDr. Lara oversees the non-major biology labs "Introductory Biology I Lab: Environment" and "Introductory Biology II: Life," where she trains graduate teaching instructors on lab procedures, teaching methods, and classroom management. She earned her doctorate from Virginia Tech and has postdoctoral experience from the IALR (Danville, VA). She has published peer-reviewed articles, co-authored book chapters, and contributed to sustainable bioenergy crop production. With a MAT degree from Georgia Southern, she emphasizes a strong technical foundation while fostering student creativity. She has mentored graduate and undergraduate students in various biology techniques. She also updates lesson plans to align with current biology standards.
Teaching Philosophy
Dr. Lara recognizes that each student is unique and has different learning styles. She utilizes various teaching methods such as lectures, discussions, videos, and hands-on activities to accommodate this diversity. She emphasizes active engagement to enhance retention and connect classroom learning to lab experiences. Her approach involves group work, encouraging collaboration, and exchanging ideas. She highlights the importance of communication and writing skills by having students summarize their lab findings. Assessments consist of individual and group evaluations focused on conceptual understanding. She is committed to discussing research ethics and uses student feedback to continually improve her teaching practices.
* Ph.D in Forestry., Virginia Polytechnic Institute and State University, 2010
* M.A.T. in Education, Georgia Southern University, 2020
* M.Sc.in Plant Biotechnology, Bioplants Centre, University of Ciego de Avila, 2003
* B.Sc. in Agriculture, Pan American School of Agriculture, Zamorano, 2001
M.A.T. in Education, Georgia Southern University, 2020M.Sc.in Plant Biotechnology, Bioplants Centre, University of Ciego de Avila, 2003B.Sc. in Agriculture, Pan American School of Agriculture, Zamorano, 2001
Research Interests
* Plant Tissue Culture Techniques
* Micropropagation
* Transformation
* Molecular Biology
* Molecular Biology
micropropagation transformationmolecular biologymolecular biology BMunkasy@GeorgiaSouthern.eduhttps://drive.google.com/open?id=1SJIJ1OcQQFmj5kVLzigpczzkuUV_NRduBarry MunkasyBarryMunkasyAssociate Professor912-478-09850107D HollisStatesboro CampusWaters College of Health ProfessionsDepartment of Health Sciences & KinesiologyDr Munkasy was born in New Iberia, LA and was raised in Miami, FL. He presently resides in Statesboro, GA and teaches at Georgia Southern University in the Department of Health Sciences and Kinesiology as an Associate Professor specializing in Biomechanics. He also serves as director of the Biomechanics Laboratory. He received his Ph.D. in Exercise Science, specializing in biomechanics from the University of Southern California, Masters degree in Exercise Science specializing in biomechanics from Arizona State University and B.S.E. at Tulane University in Biomedical Engineering. He is also coach of the 8 time NCA National Champion Georgia Southern Cheerleaders.
Teaching Philosophy
When I arrived at Georgia Southern the University credo was “Hands on and in Touch”. This along with my engineering and biomechanics background allowed me to create a collegiate educational experience that is more than what is found in textbooks. I continue to use this foundation to guide my teaching. In my classes, students are provided with both lecture and laboratory experiences that emphasizes knowledge and skills not only associated with pertinent subject matter, but life skills such as computer competency. While I teach with a structured approach to problem solving, I utilize an overarching theme structured around the Principles of Training: Specificity, Overload, Individualization, Periodization., Periodization.
* Ph.D., Unversity of Southern California, 1999
* MS.., Arizona State University, 1990
* BSE, Tulane University, 1985
MS., Arizona State University, 1990BSE, Tulane University, 1985
Research Interests
* Jumping And Landing Biomechanics
* Concussion Biomechanics
* Technology And Athletic Performance Improvement
Concussion BiomechanicsTechnology and Athletic Performance ImprovementCenter for Rehabilitation and Independent Living calvinwalton@georgiasouthern.eduhttps://drive.google.com/open?id=1AO6Hlw9Qp8z0Iw2Ex60WYpWgV88LlYSbCalvin WaltonCalvinWaltonSenior Lecturer, Curriculum, Foundations, and Reading912-344-3138University Hall, Room 206Armstrong CampusCollege of EducationDepartment of Curriculum Foundations & ReadingCalvin Walton, PhD is a Senior Lecturer in the Department of Curriculum, Foundations, and Reading at Georgia Southern University. His primary research concerns are arts education and African American male academic identity development, African American male engagement in teacher preparation programs, and culturally relevant and responsive teaching and learning. His published works include articles in The Journal for Learning Through the Arts, The International Journal of Education and the Arts, and English Leadership Quarterly, and book chapters in Advances in Psychology Research and African American Male Students in Pre K-12 Schools. In addition to his teaching and scholarship, Dr. Walton serves as Director of the Call Me MiSTER program.
* Ph.D., University of North Carolina at Charlotte, Curriculum and Instruction/Urban Education, 2015.
* M.Ed., Coppin State University, Special Education, 1999.
* B.A., Oberlin College, Communications and Black Studies, 1987.
M.Ed., Coppin State University, Special Education, 1999.B.A., Oberlin College, Communications and Black Studies, 1987.
Research Interests
* Arts Education And African American Male Academic Identity Development
* Black Male Engagement In Teacher Education Programs
* Culturally Relevant And Responsive Instruction And Academic Performance
Black male engagement in teacher education programsCulturally relevant and responsive instruction and academic performance tbarton@georgiasouthern.eduhttps://drive.google.com/open?id=1fYrtQvVlTwfmbj-FPYqG16bE2V7U_oq0Taylor BartonTaylorBartonPart-Time Faculty404-536-5080RemoteOnline onlyCollege of EducationDepartment of Leadership Technology & Human DevelopmentDr. Barton is a practicing principal in Georgia and a Part Time professor of educational leadership.
* B.A. Furman University
* M.A.T. University of Maine
* EdD Georgia State University
M.A.T. University of MaineEdD Georgia State University bdouglas@georgiasouthern.eduBrenda Davis-DouglasBrendaDavis-DouglasOperations Coordinator, Liberty Campus912-877-1909HinesvilleLiberty CampusDivision of Enrollment Marketing and Student SuccessEnrollment ManagementOperations Coordinator at the Liberty Campus
Teaching Philosophy
Students First
* Adult Education
Enrollment Department rhiggerson@georgiasouthern.eduhttps://drive.google.com/open?id=1Ds9EdkV9TbPyJaccfKoAyQ4xX4t2i7Z3Robert HiggersonRobert HiggersonInstructor 912-478-6099The Newton Building, Room 3302-AStatesboro CampusCollege of Arts & HumanitiesDepartment of Philosophy & Religious StudiesI have taught for and at three different universities and one community college. My teaching experience goes all the back to 2003 (and even much earlier, if we count my days as a graduate student). I come from a family who made their living in the printing trade, and I, too, have worked in that profession. I have some published research and more on the way.
Teaching Philosophy
Effective teaching is much more than the dissemination of information, for it must involve inducing inspiration and enthusiasm for the subject matter being taught, and it must involve showing the value of what is being taught. Teaching is sometimes most rewarding when it takes on the form of reciprocity, when both the teacher and the student learn from each other. It is a creative process, not a purely methodological one. Finally, the traditional curriculum of reading, writing, and arithmetic must be expanded to reading, writing, arithmetic, and art.
* Ph.D, Southern Illinois University at Carbondale (SIUC)
* M.A., Southern Illinois University at Carbondale (SIUC)
* B.A., Southeast MIssouri State University
M.A., Southern Illinois University at Carbondale (SIUC)B.A., Southeast MIssouri State University
Research Interests
* Early Modern Philosophy And Science (Late 16Th To The Early 18Th Century, Especially The Rationalists)
* The Philosophy Of Language
* Aesthetics And The Philosophy Of Art
* Mathematical Logic
* Metaphysics
The Philosophy of LanguageAesthetics and the Philosophy of ArtMathematical LogicMetaphysics rcouillou@georgiasouthern.eduRyan CouillouRyanCouillouAssistant ProfessorBrannen Hall 2033Statesboro CampusCollege of Behavioral & Social SciencesDepartment of PsychologyDr. Couillou is a Counseling Psychologist and has been a licensed psychologist since 2014 in Georgia. He is a clinical faculty member of the PsyD program and teaches graduate classes such as practicum, intellectual assessment, and clinical consultation. He also teaches the senior psychology capstone course. His research interests include community engagement and service-learning.
Teaching Philosophy
Dr. Couillou strives to create a supportive classroom environment where students can engage in the content and enhance their professional development. Dr. Couillou also implements experiential learning in his courses which may include service-learning or other applied experiences.
* Ph.D., Counseling Psychology, University of Georgia, 2012
* M.A., Clinical Psychology, Western Carolina University, 2008
* B.S., Psychology, University of Georgia, 2005
M.A., Clinical Psychology, Western Carolina University, 2008B.S., Psychology, University of Georgia, 2005
Research Interests
* Community Engagement
* Service-Learning
Service-Learning lparker@georgiasouthern.eduhttps://drive.google.com/open?id=1Qj3tMwzBvYiYYuRetCyYxlJleC4xq-uVLindsay ParkerLindsayParkerAdministrative Assistant912-877-1905Liberty CampusLiberty CampusDivision of Enrollment Marketing and Student SuccessDivision of Enrollment Marketing and Student SuccessI am an administrative assistant at the Liberty Campus. I'm proud to be Georgia Southern University alumni!
* Master of Science in Reading Education
* Bachelor of Arts in English and History
Bachelor of Arts in English and History aaschumacher@georgiasouthern.eduAmanda SchumacherAmandaSchumacherSenior Lecturer912-478-5750NewtonStatesboro CampusCollege of Arts & HumanitiesDepartment of EnglishThis will be Schumacher's 18th year as an instructor and 13th year at Georgia Southern. She teaches first year sequence (1101 and 1102), Technical Communication and Creative Writing.
* Schumacher graduated with her MFA from Minnesota State Mankato.
* She received her MA. in English from Iowa State University.
She received her MA in English from Iowa State University. yujinpark@georgiasouthern.eduhttps://drive.google.com/open?id=1Q6xlthRUYCBP8Y2L6BxPSYnfzvMaIpHtYujin ParkYujinParkPart Time Teaching FacultyOnline onlyCollege of EducationDepartment of Leadership Technology & Human DevelopmentYujin Park is teaching Instructional Design at Georgia Southern University as a Part Time teaching faculty. She is a Ph.D. in Instructional Systems and Learning Technologies at Florida State University. She received an M.A. in Educational Technology from Seoul National University, and a Bachelor's Degree in Elementary Education with a minor in Pedagogy at Jinju National University in Education in South Korea. Her research interests include teacher professional development in online settings, digital literacy, and technology integration in educational practice.
Teaching Philosophy
Her teaching philosophy is people first and technology for all. She tries to understand students’ status first and apply technology to learning together and interacting with content, students, and instructors.
* Ph.D., Florida State University, 2023
Research Interests
* Teacher Professional Learning
* Adult Learners' Online Informal Learning
* Social Network Analysis
Adult Learners' Online Informal LearningSocial Network Analysis cstoddard@georgiasouthern.eduCasey AltmanCaseyAltmanCommunity Outreach Coordinator912-478-6033Center for Art & TheatreStatesboro CampusCollege of EducationCOE Office of the DeanAs the Community Outreach Coordinator for the College of Education, Casey leads outreach and communications efforts to promote the College’s programs, working closely with both campus and community partners. She has a strong background in creative design, editorial leadership, and communications, and works collaboratively to support student engagement, community partnerships, and strategic recruitment and retention initiatives.
* B.S. Journalism, Georgia Southern University, 2007
cbaldwin@georigasouthern.eduCassandra BaldwinCassandraBaldwinAssistant Professor of Psychology912-478-7529Brannen Hall 1032Statesboro CampusCollege of Behavioral & Social SciencesDepartment of PsychologyCassandra Baldwin, Ph.D, is an Assistant Professor in the Department of Psychology. She earned her Ph.D in Psychology at Texas A&M University. Her research interests entail learning about the behavioral, social/cognitive, and physiological/neurological aspects of emotion and self-regulation. She also enjoys learning about health and personality processes. She teaches physiological psychology, cognitive psychology, and research methods, teaching online and on the Statesboro Campus at the undergraduate and graduate levels.
Teaching Philosophy
My goals are to ensure that students understand the content they are grappling with and to ensure they can see the links between the content and their everyday lives. I use a range of strategies that have been proven to be effective for learning, such as asking students questions about the content and themselves, as well as asking them to make connections between different fields. I also hope to help students develop skills that they can take with them after the course ends. Overall, I enjoy the opportunity to discuss anything interesting psychology and learning from my students.
* Ph.D., Texas A&M University, 2022
* M.A., The University of Alabama in Huntsville, 2015
* B.A., The University of Alabama in Huntsville, 2013
M.A., The University of Alabama in Huntsville, 2015B.A., The University of Alabama in Huntsville, 2013
Research Interests
* Emotion And Motivation
* Self-Regulation
* Psychophysiology And Neuroscience
* Social Psychology
* Cognitive Psychology
Self-RegulationPsychophysiology and NeuroscienceSocial PsychologyCognitive Psychology jmutchler@georgiasouthern.eduhttps://scholar.google.com/citations?hl=en&user=apdXU_IAAAAJJessica MutchlerJessicaMutchlerAssociate Professor912-478-7400The Armstrong Center, Rm 232Armstrong CampusWaters College of Health ProfessionsDepartment of Clinical SciencesDr. Jessica Mutchler is an Associate Professor of Athletic Training, and the Clinical Coordinator for the Master of Science in Athletic Training program. She teaches graduate courses in athletic training and serves as a research advisor to graduate exercise science students in the Biomechanics Lab. She serves as the state representative and chair of the Georgia ATs Care Team, and provides critical incident stress management services to fellow athletic trainers.
Teaching Philosophy
My teaching philosophy is driven by a dedication to student success and the development of lifelong learners. I believe student success is more likely to occur when learners are engaged and see the relevance of their studies. I provide a dynamic and interactive environment by integrating hands-on activities, practical application, and discussions. As an athletic trainer and teacher-scholar, I have a deep appreciation for the human body—its adaptability, response to demands, and intricate design, which drives my passion for teaching in this field. By sharing this passion and approaching each class with positivity and enthusiasm, I aim to inspire students to explore how their knowledge, skills, and abilities can positively impact others.
* PhD, Old Dominion University, 2015
* MSEd, Old Dominion University, 2010
* BS., University of Delaware, 2008
MSEd, Old Dominion University, 2010BS, University of Delaware, 2008
Research Interests
* Lower Extremity Biomechanics
* Sport Performance
* Sotl
Sport PerformanceSOTLCenter for Rehabilitation and Independent Living amohammad@georgiasouthern.eduhttps://drive.google.com/open?id=1ULAnHoWQHM6p6616PtBMo-A1D1hM2HhMAnwar MohammadAnwarMohammadPart-Time Faculty850-404-2993COE 2156Statesboro CampusCollege of EducationDepartment of Middle Grades & Secondary Education31 Years in the Field of teaching and learning. Worked in three countries USA, Maldives, and India. Had the opportunity to serve on the "End of Course Test Item and Data Review Committee" for Georgia Department of Education 5 times. Had the opportunity to serve on the "Biology EOC Study guide" review committee for the GADOE.
* MS., EdS
sharrison@georgiasouthern.eduScott HarrisonScottHarrisonAssociate Professor and Interim Chair912-478-5280Biological Sciences 1122Statesboro CampusCollege of Science & MathematicsDepartment of BiologyMy research uses population and functional genetic approaches to answer evolutionary and ecological questions. Research areas include genetic variation and the dynamics of inbreeding and outbreeding, the genetics of environmental tolerance and limits, sexual dimorphism, mitochondrial dynamics, and heritable bacterial endosymbionts. I am also interested in introduced species that can serve as “natural experiments” in evolutionary genetics, as these invaders often experience new biotic and abiotic conditions. A variety of study organisms are used in my research, including marine invertebrates (copepods, barnacles, oysters, brachyuran crabs), terrestrial arthropods (aphids and widow spiders), and reptiles (sea turtles and lizards).
Teaching Philosophy
My teaching philosophy stems from the goal of fostering a learning environment that emphasizes curiosity, active learning, and critical thinking. I aim to employ student-centered teaching strategies and facilitate meaningful connections between course content, other courses, and lived experiences. Everything is connected. I encourage collaboration, problem-solving, intellectual engagement, and, hopefully, fun.
* Ph.D., Texas A&M University, 2001
* B.S., Brigham Young University, 1994
B.S., Brigham Young University, 1994
Research Interests
* Ecological/Evolutionary Genetics
* Invasive Species
* Mitochondrial Dynamics
* Endosymbionts
Invasive speciesMitochondrial dynamicsEndosymbionts cgoode@georgiasouthern.eduhttps://drive.google.com/open?id=1fktuHfIFhJwtmE2WnqdzbQeLXcvE4cLjCrystal GoodeCrystal GoodeAssociate Director, Pre-Professional Advising & Alumni Career Development912-344-3148Student Success Complex Rm 1067Armstrong CampusDivision of Academic AffairsOffice of Career and Professional DevelopmentCrystal possesses over 20 years of progressive experience in higher education including program development, event planning, career counseling, and staff training. As the Associate Director of Pre-Professional Advising & Alumni Career Development, she currently oversees professional and student staff in assisting students/alumni pursuing full-time employment or graduate programs. Her areas of expertise include all aspects of the graduate school application process, personal statement and resume reviews, effective networking and job search strategies, interviewing, and more. Throughout her career, she has served diverse populations including dual-enrolled, first-generation, military, non-traditional, LGBTQ+, and students with disabilities.
Teaching Philosophy
Community
* MS. Clinical Counseling Psychology, Valdosta State University (2000)
* BS. Psychology, Valdosta State University (1998)
* Using Type in Career Counseling, Center for Applications of Psychological Type, Gainesville, FL 2007
* MBTI Qualifying Program, Center for Applications of Psychological Type, Gainesville, FL 2006
* Career Development Facilitator training, Kennesaw State University 2003
BS Psychology, Valdosta State University (1998)Using Type in Career Counseling, Center for Applications of Psychological Type, Gainesville, FL 2007 MBTI Qualifying Program, Center for Applications of Psychological Type, Gainesville, FL 2006 Career Development Facilitator training, Kennesaw State University 2003 czinskie@georgiasouthern.eduhttps://drive.google.com/open?id=1QYuW84RkXBQx5SyvQ8l44GLGjc3hGRdgCordelia ZinskieCordeliaZinskieProfessor of Educational Research912-478-1438College of Education 3136Statesboro CampusCollege of EducationDepartment of Curriculum Foundations & ReadingCordelia D. Zinskie is Professor of Educational Research at Georgia Southern University, teaching graduate courses in research methods (quantitative and qualitative), statistics, and proposal writing. She has extensive experience mentoring graduate student research, and her recent research efforts have focused on social media use of pre-service and in-service teachers, e-professionalism in the teacher education curriculum, and use of social media to promote student engagement in online courses.
* Ed.D., University of Memphis, 1988
* M.S., University of Memphis, 1985
* B.A., Millsaps College, 1983
M.S., University of Memphis, 1985B.A., Millsaps College, 1983 gmaldonado@georgiasouthern.eduhttps://drive.google.com/open?id=1eFVbGfhHy4cZ7HOp4Ptua3K-N9_ytn6oGustavo MaldonadoGustavoMaldonadoProfessor912-478-0016Room 1127, Engineering BuildingStatesboro CampusAllen E Paulson College of Engineering & ComputingDepartment of Civil Engineering & ConstructionIn 1981, Dr. Maldonado obtained his bachelor’s degree in Civil Engineering (six-year curriculum) from National University of Cordoba, Argentina. Initially, he worked in consulting firms and later completed his master’s and doctoral degrees in Engineering Science and Mechanics at Virginia Tech. He worked as an Earthquake Engineer in California and was an Associate Professor of Civil Engineering at the University of Puerto Rico, Mayagüez. Later, he served as Chairperson of Engineering at Miami Dade College. During his academic career, he has taught more than 25 different undergraduate and graduate courses in Argentina, Puerto Rico, Mexico, and the USA. He is a California licensed professional engineer and a member of ASCE.
Teaching Philosophy
Dr. Maldonado's teaching philosophy emphasizes the transmission of theoretical and practical knowledge while motivating students and developing their ingenuity. Several of his classes combine classical lecturing with active learning techniques, including group activities, and competitions. He aims to engage students through motivational activities and interactive teaching, fostering student-instructor and student-student interactions. He uses presentation software for complex concepts and emphasizes the importance of understanding pertinent modern issues. His philosophy is summarized in key points, including recognizing different learning styles, simplifying complex concepts, encouraging problem-solving, and peer cooperation.
* Ph.D. in Engineering Science & Mechanics, Virginia Tech (1992)
* MS. in Engineering Science & Mechanics, Virginia Tech (1987)
* BS. in Civil Engineering, Universidad Nacional de Córdoba, Argentina (1981)
* Associate Degree in Accounting, Colegio Corazón de María, Córdoba, Argentina (1975)
* Licensed Professional Engineer (California, 1996)
MS in Engineering Science & Mechanics, Virginia Tech (1987)BS in Civil Engineering, Universidad Nacional de Córdoba, Argentina (1981)Associate Degree in Accounting, Colegio Corazón de María, Córdoba, Argentina (1975)Licensed Professional Engineer (California, 1996)
Research Interests
* Remote Sensing
* Lidar & Photogrammetry
* Structural Analysis/Design
* Earthquake/Wind Engineering
* Engineering Education
LiDAR & PhotogrammetryStructural Analysis/DesignEarthquake/Wind EngineeringEngineering EducationBuilding Environment and Modeling (BEaM) Laboratory jcompton@georgiasouthern.eduhttps://drive.google.com/open?id=1gq_xV4y-HIQ9rnL64G2sa7I4oalRETTrJ. Matthew ComptonJ. MatthewComptonDirector, Laboratory of Archaeology; Curator, R M Bogan Archaeological Repository; Academic Professional, AC912-478-5548Carroll 2256BStatesboro CampusCollege of Behavioral & Social SciencesDepartment of Sociology & AnthropologyMatthew Compton serves as the Director of the Laboratory of Archaeology and Curator of the R M Bogan Archaeological Repository at Georgia Southern. Compton received a B.A. in Anthropology from Appalachian State University and later attended the University of Georgia where he earned a Ph.D. in Ecological and Environmental Anthropology with a focus on the archaeology of the southeastern United States. His scholarly interests most often fall within the realm of historical ecology with its emphasis on the human landscape and the interaction between humans and their environment. His methodological specialty involves the identification and analysis of Holocene-age animal remains from archaeological sites of the southeastern United States.
* Ph.D., Ecological and Environmental Anthropology, University of Georgia, 2009
* B.A., Anthropology, Appalachian State University, 1998
B.A., Anthropology, Appalachian State University, 1998
Research Interests
* Southeastern United States Archaeology
* Zooarchaeology
* Archaeological Curation
* Historical Ecology
* Subsistence Studies
ZooarchaeologyArchaeological curationHistorical ecologySubsistence studiesR M Bogan Archaeological Repository, Laboratory of Archaeology nnewell@georgiasouthern.eduhttps://drive.google.com/open?id=1ITbNXvhlxcVO-jFnHDs_Wj46mPVSra1PNicholas NewellNicholasNewellProfessor of Theatre912-478-05323003 Sanford HallStatesboro CampusCollege of Arts & HumanitiesDepartment of Communication ArtsNick Newell is a Professor of Theatre at Georgia Southern University and the Director of new play development at the Lean Ensemble Theatre in Hilton Head Island, South Carolina, and is a founding member of the Lowcountry Shakespeare Company. Nick previously founded and directed the Hilton Head Island New Play Festival and served as Artistic Director of the interactive theatre company Bok Players in Cambridge, Massachusetts. His Acting and Directing credits in New York, Los Angeles, Boston and regional theatres across the country. In 2025 he was inducted into the National Theatre Conference and has received multiple awards from the Kennedy Center American College Theatre Festival.
* MFA in Acting Moscow Art Theatre School/Institute for Advanced Theatre Training at Harvard University
* BA. in Theatre and History, Hanover College
BA in Theatre and History, Hanover College
Research Interests
* New Play Development
* Directing
Directing csmith@georgiasouthern.eduhttps://drive.google.com/open?id=14XXbA7aswkFc9xHTlSLdQC9hl4-6T7bgChasen SmithChasenSmithSenior Lecturer of Mathematics912-478-4727Math/Physics Building, Room 3034Statesboro CampusCollege of Science & MathematicsDepartment of Mathematical SciencesChasen Smith is a Senior Lecturer of Mathematics at Georgia Southern University, where he has taught since 2012. He teaches core courses, including Calculus, as well as math content courses for pre-service elementary and middle grades teachers. He has served as the coordinator of the Eagle Undergraduate Math Conference and the annual invitational Georgia Southern Math Tournament. He co-organized the Undergraduate Student Poster Sessions at JMM and the Undergraduate Student Paper Sessions at MathFest from 2016 to 2022. He has been an AP Calculus Reader since 2016. Starting in 2022, he became a College Board-endorsed AP Workshop Consultant and has led more than a dozen AP Summer Institutes for AP Calculus AB/BC and AP Precalculus.
* M.S. Mathematics, Georgia Southern University, 2011
* B.S. Mathematics, Georgia Southern University, 2009
B.S. Mathematics, Georgia Southern University, 2009 aperalta@georgiasouthern.eduhttps://drive.google.com/open?id=1tjI9-BKRytFqLhD0UXyC5tANExRj3AayAlexander PeraltaAlexanderPeraltaPart-Time Instructor912-344-2566Science Center 228Armstrong CampusCollege of Behavioral & Social SciencesDepartment of PsychologyI graduated with my master's in experimental psychology in Spring 2024. I am currently applying for clinical/community PhD programs. I got my undergraduate and master's at Georgia Southern University. I found my passion for teaching during my master's program when I developed my brief intervention for college students using Dungeons and Dragons. Ever since I took Introduction to Psychology I was hooked and knew that psychology was the field I needed to be in.
Teaching Philosophy
I have always seen teaching as a collaborative session, where everyone can share their opinions and not only learn from the professor, but other students.
* Bachelor in Science
* Master's in Experimental Psychology
* Seminar in Teaching Certificate
Master's in Experimental PsychologySeminar in Teaching Certificate
Research Interests
* Brief Interventions
* Addressing Biases
* Anxiety And Adjustment To College
* Community Psychology
Addressing BiasesAnxiety and Adjustment to CollegeCommunity Psychology eosilva@georgiasouthern.eduhttps://scholar.google.com/citations?user=O_oDg4QAAAAJ&hl=enEric O. SilvaEric O.SilvaProfessor of Sociology912-478-1964Carroll 1013AStatesboro CampusCollege of Behavioral & Social SciencesDepartment of Sociology & AnthropologyEric Silva's research focuses on the public construction of cultural conflicts (e.g., vaccines, evolutionary theory, and immigration policy) and has appeared in Symbolic Interaction, Public Understanding of Science, and Health Communication.
* PhD in Sociology from University of California, Davis
Research Interests
* Symbolic Interaction
* Stigma
* Social Construction
stigmasocial construction dholt@georgiasouthern.eduhttps://drive.google.com/open?id=1mtwNUEj7ggdsAtYwTBGspQygqI88UB56Dorothy HoltDorothyHoltPart Time instructor912-344-2550Online onlyWaters College of Health ProfessionsDepartment of Clinical SciencesI have been a resident of Georgia for about 34 years! I am originally from Texas, born into a military family, leading me to relocate to Georgia as young girl. I am a dedicated mother of two wonderful kids whom I love and adore beyond words. I have been an Ultrasound Technologist for 14 years and I enjoy helping others learn and prosper towards their goals and dreams. I have been a Part Time faculty with Georgia Southern for the last four years.
Teaching Philosophy
My goal as professor is to motivate students to learn while fostering critical thinking skills to promote a growing mindset.
* MHA, Walden University, 2018
* BSRS, Armstrong Atlantic State University, 2011
* RDMS (AB)(OB) 2011
BSRS, Armstrong Atlantic State University, 2011RDMS (AB)(OB) 2011 yzou@georgiasouthern.eduhttps://drive.google.com/open?id=1bi5-hQFwYhyOGniHU5usBeKNWu2bl5J0Yuting ZouYutingZouSenior Lecturer912-478-5390MP3046Statesboro CampusCollege of Science & MathematicsDepartment of Mathematical SciencesI am a mathematician by training and a designer by passion. I dedicate most of my time to teaching mathematics while finding inspiration and energy in exploring the intersection of mathematics, technology, art, and design.
Teaching Philosophy
My job is to help students discover their own unique, organic way of thinking, empowering them to bear the fruits of innovation.
* Ph.D., Michigan State University
* B.S., Xiamen University
B.S., Xiamen University
Research Interests
* Ai Assisted Generative Design
* Computer Assisted Proofs
* Dynamical Systems
computer assisted proofs dynamical systems mhughes@georgiasouthern.eduMartha HughesMarthaHughesSenior Lecturer912-478-5074Interdisciplinary Academic Building 2083Statesboro CampusCollege of Arts & HumanitiesDepartment of World Languages & CulturesI was born in Atlanta and lived there until I moved to Nashville, TN, to attend Vanderbilt University. During my undergraduate years, I studied for a semester at the University of Madrid, a life-changing experience. After earning my BA in Spanish at Vanderbilt, I earned an MA in French from New York University (with all classwork done in Paris, mostly at the Sorbonne), an MA in English at Georgia State University, and a Ph.D. in Comparative Literature at the University of South Carolina. In 1988 I accepted a tenure-track position at East Georgia College, and in 2005 I transferred to Georgia Southern, where I have taught since. I have one daughter, who earned a BA in Anthropology and a BSN in Nursing at Georgia Southern.
Teaching Philosophy
I teach in order to help students think critically, learn about other cultures, and improve their reading skills. With these three skills, they will be well prepared to go into the world and enrich their own lives as well as the society around them. I want my students to have what I have had as a result of my education. In the classroom, I try to maintain high standards. As I heard a kindergarten teacher say once when asked her teaching philosophy, "If I don't ask for much, I won't get much." I want students to reach their fullest potential and to understand how important the learning process is, both in college and for the rest of their lives.
* Ph.D, University of South Carolina, 2008
* M.A., Georgia State University, 1985
* M.A., New York University, 1975
* B.A., Vanderbilt University, 1971
M.A., Georgia State University, 1985 M.A., New York University, 1975B.A., Vanderbilt University, 1971
Research Interests
* Comparative Literature
* 18Th Century Literature
* Hegel
* French Linguistics
18th Century Literature Hegel French Linguistics kpatterson@georgiasouthern.eduhttps://drive.google.com/open?id=1uaY8oW-q-ZsLQh2RoPbBvVeZhyUWeTE8https://scholars.georgiasouthern.edu/en/persons/kristina-patterson-2Kristina PattersonKristinaPattersonAssistant Professor, MPA Core Faculty912-478-8583Carroll 1064Statesboro CampusCollege of Behavioral & Social SciencesDepartment of Public & Nonprofit StudiesDr. Patterson centers community voice in her research, which focuses on opportunities for the development of civic identity, skills, and knowledge, particularly for members of historically marginalized groups. Her work bridges scholarship and practice, facilitating collaboration across organizations and sectors to build capacity to meet community needs. She has held leadership positions in a range of nonprofit and public community-based organizations including serving as the co-chair of the Statesboro Youth Commission, where she was instrumental in developing and implementing the Statesboro Village Builders Initiative.
Teaching Philosophy
My approach is to meet students where they are, offer individualized support to guide students to mastery of the content, as well as encourage them to reflect on their learning. I believe it is my job as a teacher to support my students’ success beyond my classroom. I structure my classroom to engage diverse learners and ensure they develop skills and knowledge that will support their success long after the course ends. One of my key goals is to inspire self-directed learning. Most importantly, I endeavor to convey to my students that I value them as people first, and students second, as my teaching philosophy is that students learn best when they are valued and supported.
* Ph.D., University of North Carolina at Chapel Hill, 2017
* M.A., Virginia State University, 2007
* B.A., University of Virginia, 1994
M.A., Virginia State University, 2007B.A., University of Virginia, 1994
Research Interests
* Community Engaged Research
* Civic Engagement
* Education Policy
* Equity
Civic engagementEducation policyEquityNational Youth Advocacy and Resilience Research Center, Institute for Vibrant and Engaged Communities sbeall@georgiasouthern.eduSara BeallSaraBeallPart-Time Instructor912-478-5648College of EducationStatesboro CampusCollege of EducationDepartment of Middle Grades & Secondary EducationI teach ISCI Life and Earth Science.
* M.S. Georgia Southern University
kleibelsperger@georgiasouthern.eduKelsey LeibelspergerKelseyLeibelspergerInstructor912-478-8007University Hall 225Armstrong CampusCollege of Behavioral & Social SciencesDepartment of Criminal Justice & CriminologyKelsey Leibelsperger, Ph.D., is an instructor at Georgia Southern University. She focuses on gender, substance use, and sentencing outcomes as her main areas of research.
* Ph.D., Pennsylvania State University
lli@georgiasouthern.eduhttps://drive.google.com/open?id=10B4ztlb5Uav3ptXZKMXzlKOUq-pLBWaWhttps://scholars.georgiasouthern.edu/en/persons/lixin-li, https://scholar.google.com/citations?user=aGnh-KYAAAAJ&hl=enLixin LiLixinLiProfessor912-478-7646IT 2325Statesboro CampusAllen E Paulson College of Engineering & ComputingDepartment of Computer ScienceDr. Lixin Li is a tenured Professor in the Department of Computer Sciences at Georgia Southern University. She received her B.S. and M.S. degrees in Computer Science from Southwest Jiaotong University, Chengdu, China in 1997 and 1999. She received her Ph.D. in Computer Science in 2003 from University of Nebraska-Lincoln. Dr. Li’s research focuses on spatiotemporal interpolation methods, air pollution and GIS (Geographic Information System) applications and Machine Learning. She has more than 60 peer-reviewed journal articles, book chapters and conference proceeding publications.
Teaching Philosophy
(1) To have students to truly learn something by discovering and doing it for themselves. I always make sure to provide students plenty opportunities to discover and do things themselves. (2) To create lifelong learning spirit. Lifelong learning is a requirement for success. This is especially true in the field of computer science because technology is constantly changing and evolving. (3) To foster critical thinking. As Albert Einstein stated, "Example isn't another way to teach, it is the only way to teach." I believe that allowing students to be creative and encouraging them to inquire about topics that are of their interest will help fostering their critical thinking skills.
* Ph.D., Computer Science, University of Nebraska-Lincoln, 2003
* M.S., Computer Science, Southwest Jiaotong University, China, 1999
* B.S., Computer Engineering, Southwest Jiaotong University, China, 1997
M.S., Computer Science, Southwest Jiaotong University, China, 1999B.S., Computer Engineering, Southwest Jiaotong University, China, 1997
Research Interests
* Machine Learning
* Spatiotemporal Interpolation Methods
* Air Pollution
* Gis (Geographic Information System) Applications
Spatiotemporal interpolation methodsair pollutionGIS (Geographic Information System) applicationsInstitute for Water and Health mhhernandez@georgiasouthern.eduHelena HernandezHelenaHernandezPrincipal Lecturer and Administrative Coordinator912-478-1381Interdisciplinary Academic Building, Office 2049Statesboro CampusCollege of Arts & HumanitiesDepartment of World Languages & CulturesM.Ed., Georgia Southern University, 2005M.B.A., Georgia Southern University, 2000B.A., Universidad de Los Andes, Bogotá – Colombia, 1995
* M.Ed., Georgia Southern University with a concentration in Spanish Education
jmccooey@georgiasouthern.eduhttps://drive.google.com/open?id=1wyGWtJjHl1Yk2wMWAlQtdpuarIMMUSzSJacob McCooeyJacobMcCooeyPart Time Professor of Music912-334-1525Foy 4049Statesboro CampusCollege of Arts & HumanitiesFred & Dinah Gretsch School of MusicJacob McCooey received his Master's Degree in music with a focus in music theory from the University of South Carolina studying under Dr. Danny Jenkins and Dr. Bruno Alcalde. During this time, his thesis "Becoming Musical: Towards a Typology of Non-Musical Sounds in Recorded Popular Music" was published. Mr. McCooey received his undergraduate degree, a Bachelor's of Arts in Music Education from Georgia Southern University studying under Dr. David Langley.
* B.A., Georgia Southern University, 2020
* M.M., University of South Carolina, 2024
M.M., University of South Carolina, 2024
Research Interests
* Popular Music Theory
* Aspects Of Studio Effects On Popular Music
Aspects of Studio Effects on Popular Music mgriffin@georgiasouthern.eduhttps://drive.google.com/open?id=1cz81bTa-pMltnlpEnJjVV2ti-fkPmcnXhttps://scholar.google.com/citations?user=7z788XMAAAAJ&hl=enMarlynn GriffinMarlynnGriffinProfessor of Educational Psychology912-478-06952127 College of EducationStatesboro CampusCollege of EducationDepartment of Curriculum Foundations & ReadingDr. Marlynn M. Griffin is Professor of Educational Psychology in the Curriculum, Foundations, and Reading Department at Georgia Southern University. Dr. Griffin coordinates the Pre-Professional Block early field experience, and teaches graduate courses in learning, classroom assessment, and human development. Her research interests include teacher professionalism, e-professionalism, and teacher social media use. Her recent work includes an examination of initial teacher preparation faculty views on e-professionalism in teacher education, two examinations of the productivity of educational psychology researchers, and a content analysis of published news stories of educators who have been disciplined for their social media use.
Teaching Philosophy
As an educational psychologist, I am committed to using best practices for teaching that support student learning and are rooted in a solid understanding of cognitive science. My courses include student learning outcomes, assessments aligned to these outcomes, and learning activities that support student mastery of outcomes. Learning is supported through use of a variety of instructional materials and through the application of learning to personal experience. Until a student feels respected and valued, and owns the content, it is not theirs to take from a course. Thus, all of my courses are focused on making learning personal and applicable, and respect for students and support for their learning are important components of my teaching.
* Ph.D., Florida State University, 1992
* M.S., Florida State University, 1989
* M.S., Florida State University, 1985
* B.S., Florida State University, 1984
M.S., Florida State University, 1989M.S., Florida State University, 1985B.S., Florida State University, 1984
Research Interests
* Teacher Professionalism
* Teacher E-Professionalism
* Teacher Social Media Use And Misuse
* Preservice Teacher Education
* Early Field Experiences
teacher e-professionalismteacher social media use and misusepreservice teacher educationearly field experiences nhachempour@georgiasouthern.eduhttps://drive.google.com/open?id=1TXdkPJBRSEFM8uD9OHv6il49plKko28CMelody Hachempour MelodyHachempour Lecturer912-478-7381Interdisciplinary Academic Building 3069Statesboro CampusCollege of Behavioral & Social SciencesSchool of Human EcologyMelody Hachempour, an Interior Design lecturer at Georgia Southern University, integrates hands-on learning and innovation into her teaching, emphasizing biomaterial experimentation and sustainable design. With over 15 years of professional experience in architectural and interior design, her diverse projects include residential renovations and urban planning. Melody is proficient in 3D and 2D design tools and fluent in English, French, and Persian. Her teaching fosters creativity, critical thinking, and collaboration, inspiring students to connect theory with practice while staying at the forefront of design innovation.
Teaching Philosophy
Melody Hachempour’s teaching philosophy emphasizes creating an engaging, hands-on learning environment where students connect theory to practice. She incorporates innovative approaches like biomaterial experimentation to challenge conventional thinking and inspire creativity. By fostering collaboration, critical thinking, and adaptability, Melody prepares students for a dynamic design industry. Her goal is to instill a lifelong passion for learning and empower students to make meaningful contributions to the field.
* M.F.A in Studio Arts, Georgia Southern University, 2021
* M.Sc. in Architectural Engineering, Azad University, 2014
* Bachelor of Science in Architectural Engineering, Azad University, 2009
M.Sc. in Architectural Engineering, Azad University, 2014Bachelor of Science in Architectural Engineering, Azad University, 2009
Research Interests
* Biomaterial
* Sustainability
* Human Well Being
SustainabilityHuman Well Being achatterjee@georgiasouthern.eduhttps://drive.google.com/open?id=1xu5l5d9x_7OIr3Vy759DhDgh_trXC7_NArpita ChatterjeeArpitaChatterjeeAssociate Professor912-478-0893Math/Phys Building 2307Statesboro CampusCollege of Science & MathematicsDepartment of Mathematical SciencesDr. Arpita Chatterjee is an Associate Professor in the Department of Mathematical Sciences, specializing in Statistics. She earned her Ph.D. in Statistics from Northern Illinois University in 2012 and has over a decade of experience teaching undergraduate and graduate Statistics courses.Dr. Chatterjee’s research focuses on developing parametric and semiparametric hierarchical Bayesian models. Her findings have been published in prestigious journals, including the Journal of the Royal Statistical Society Series C (Applied Statistics). In addition to her academic contributions, she plays an active role in the Statistical Consulting Unit, providing expert guidance on collaborative projects and applied statistical methodologies.
* Ph.D., Northern Illinois University, 2012
* MS. in Mathematics, University of New Orleans, 2007
* MS. in Statistics, Indian Institute of Technology, Kanpur, India, 2006
MS in Mathematics, University of New Orleans, 2007MS in Statistics, Indian Institute of Technology, Kanpur, India, 2006
Research Interests
* Hierarchical Bayesian Modeling
* Clinical Trials
* Ranked Set Sampling
* Statistical Quality Control
Clinical TrialsRanked Set SamplingStatistical Quality Control abullard@georgiasouthern.eduhttps://drive.google.com/open?id=1jJRAQk6CNh9jfIO4bE6-PP_HDrJOV0UjAnnessia Bullard, PhDAnnessiaBullard, PhDPart Time Instructor of Educational PsychologyOnline onlyCollege of EducationDepartment of Curriculum Foundations & ReadingDr. Annessia Bullard is a Part Time Assistant Professor of Educational Psychology, teaching at both Georgia Southern University and the University of Georgia. She is also the Assistant Editor for the Journal of Advanced Academics. Under Emory University’s Office of the Provost social justice grant program, she assists with program development to expose K-12 students to medical and scientific pathways, in partnership with the School of Medicine and the Center for Civic and Community Engagement. In 2023, she received the Outstanding Doctoral Student Award in Gifted and Creative Education from UGA's Department of Educational Psychology and the Carolyn Callahan Doctoral Student Award from the National Association for Gifted Children.
* PhD, University of Georgia, 2023
* MEd, University of Georgia, 2022
* MSA, Central Michigan University, 2013
* BA., Spelman College, 2009
MEd, University of Georgia, 2022MSA, Central Michigan University, 2013 BA, Spelman College, 2009
Research Interests
* Medical And Scientific Pathway Programs
* Stem Identity Development
* Motivation And Self-Efficacy
* K-12 Gifted And Advanced Education
STEM identity developmentMotivation and self-efficacyK-12 gifted and advanced education fcubassuazo@georgiasouthern.eduFrancisco CubasFranciscoCubasAssociate Professor912-478-2822Engineering Building, Room 1101DStatesboro CampusAllen E Paulson College of Engineering & ComputingDepartment of Civil Engineering & ConstructionDr. Francisco Cubas is an Associate Professor of Civil and Environmental Engineering. As a scholar, he has secured research funding ($ 2.9+ Million), published in peer-reviewed journals, co-established the Environmental, Water Resources, and Sustainability lab, and mentored several graduate students. His research area includes watershed management, surface water quality, resources recovery, and sustainability. His research focuses specifically on the biogeochemical cycling of nutrients at the sediment-water interface of freshwaters; sustainable on-site water treatment; nutrient recovery; and water reuse. His professional service includes advising committees and boards in the professional field. He is currently the MSCE program coordinator.
Teaching Philosophy
Dr. Cubas’ goal is to teach students how to learn, and to instill curiosity and passion for learning that they will carry into their careers. Dr. Cubas imparts fundamentals and general engineering concepts, which are essential for the edification of a solid base that will provide students with the problem-solving skills required to face current engineering challenges. Next to a rigorous theoretical background, practical engineering problems are used to illustrate how theoretical concepts may be applied to address real-world problems. Dr. Cubas believes that an atmosphere which provides students with a challenging, but fun environment, is necessary to inspire them to expand their knowledge to solve problems requiring unique solutions.
* Doctorate of Philosophy, Civil Engineering - Virginia Tech, 2012
* Master of Science in Environmental Engineering - Vriginia Tech, 2006
* Bachelor of Science Degree in Civil Engineering - National Autonomous University of Honduras (UNAH), 2000
* Post-doctoral Associate, Occoquan Watershed Monitoring Laboratory - Virginia Tech, 2012-2014
Master of Science in Environmental Engineering - Vriginia Tech, 2006Bachelor of Science Degree in Civil Engineering - National Autonomous University of Honduras (UNAH), 2000 Post-doctoral Associate, Occoquan Watershed Monitoring Laboratory - Virginia Tech, 2012-2014
Research Interests
* Watershed Management
* Surface Water Quality
* Nutrient Cycling At The Sediment-Water Interface Of Freshwaters
* Resources Recovery
* Sustainable On-Site Water Treatment
Surface water qualityNutrient cycling at the sediment-water interface of freshwatersResources recovery Sustainable on-site water treatmentEngineering & Research Facility, James H. Oliver Jr. Institute for Coastal Plain Science, Institute for Vibrant and Engaged Communities, Institute for Water and Health, Environmental, Water Resources and Sustainability Laboratory mgarcia@georgiasouthern.eduhttps://sciprofiles.com/profile/3208578Miguel GarcíaMiguelGarcíaAssociate Professor of Spanish912-478-5695Interdisciplinary Academic Building, 2080Statesboro CampusCollege of Arts & HumanitiesDepartment of World Languages & CulturesA first-generation college student, Miguel García completed his Ph.D. in Hispanic Linguistics. He received his M.A. in Hispanic Linguistics, and B.A. in Spanish. He teaches all levels of Spanish, including introductory and intermediate language classes, as well as upper-level and graduate Hispanic Linguistics courses. Professor García is originally from Lima, Peru, and has conducted linguistic fieldwork multiple times in Lima and in the Amazonian region of Peru. Professor García is currently the Spanish Section Leader in the department.
Teaching Philosophy
Three pillars guide my teaching: engage and challenge my students in a welcoming and supportive environment; promote (language) learning through meaningful and creative activities/assignments; and help students develop critical thinking skills, career readiness competencies, as well as linguistic and cultural awareness. Each semester, one of my main goals is to get to know my students better. I also aim to facilitate creative use of the Spanish language. Ultimately, I invite all my students to explore the linguistic and cultural richness of the Spanish-speaking world, either by working with authentic resources, interviewing/conversing with native Spanish speakers, or exploring/analyzing the Spanish found in their communities.
* Ph.D., The Ohio State University, 2016
* M.A., Stony Brook University, 2011
* B.A., Stony Brook University, 2009
M.A., Stony Brook University, 2011B.A., Stony Brook University, 2009
Research Interests
* Hispanic Linguistics
* Spanish Prosody/Intonation
* Language Contact
* Spanish In The Us
* Second Language Acquisition
Spanish Prosody/IntonationLanguage ContactSpanish in the USSecond Language Acquisition adiamanduros@georgiasouthern.eduhttps://drive.google.com/open?id=1DvCJgUnkLcp-NQuO9S-CYxF9dHCBICEhAndrew DiamandurosAndrewDiamandurosAcademic Professional / Lecturer912-478-1876BioSci room 1128Statesboro CampusCollege of Science & MathematicsDepartment of BiologyPROFESSIONAL POSITIONS: Academic Professional / Lecturer at GSU, Research Manager at GSU, Senior Research Staff at Multiple Sclerosis Research and Treatment Center of New York now called the Tisch Multiple Sclerosis Research Center of New York, Research Specialist at Medical University of SC,
Teaching Philosophy
Teaching: Confocal and Electron Microscopes Use / Instruction / Training, Microbiology Class/Lab, Principles of Biology Class/Lab, Biology of Cancer, Physiology Class/Lab, Environmental Biology, Principles of Biology, General Biology; Please contact me by email for training or help to use the Electron and Confocal Microscopes
* Master of Philosophy, Columbia University, Microbiology-Immunology
* Master of Arts, Columbia University, Microbiology-Immunology,
* Bachelor of Science, University of South Carolina, Major in Biology, Minor in Chemistry
Master of Arts, Columbia University, Microbiology-Immunology, Bachelor of Science, University of South Carolina, Major in Biology, Minor in Chemistry
Research Interests
* Immunology
* Microbiology
* Confocal And Electron Microscopes Use / Instruction
* Autoimmunity
* Cancer Chemo-Therapeutics
MicrobiologyConfocal and Electron Microscopes Use / InstructionAutoimmunityCancer Chemo-therapeutics trodriguez@georgiasouthern.eduhttps://scholars.georgiasouthern.edu/en/persons/terese-n-rodriguezTerese RodriguezTereseRodriguezAssistant Professor912-478-5563NURS/CHEM Building 3013Statesboro CampusWaters College of Health ProfessionsSchool of NursingDr. Rodriguez is an assistant professor that teaches undergraduate traditional BSN students on both, Armstrong and Statesboro campuses for Leadership and Management. Her non-academic career specialized in patient safety, clinical quality, risk management, value analysis and education.
Teaching Philosophy
My teaching philosophy is to provide students with a supportive learning environment in which they are allowed to be actively engaged. I believe in providing student centered education in which materials are provided with real world experience as well as interactive situations to provide tangible learning opportunities to correlate and apply reading materials to work experience.
* DNP
* BA.
BA
Research Interests
* Rural Health
* Interprofessional Education And Collaboration
* Community Health
* Justice-Involved Populations
Interprofessional Education and CollaborationCommunity Health Justice-Involved Populations mmccoy@georgiasouthern.eduhttps://drive.google.com/open?id=1sBtRej2-Y1GBsubx95dI2r2EzeoYTtQjMarguerite McCoyMargueriteMcCoyAdjunct Professor912-478-2787Ceramic and Sculpture Building, rm 1122Armstrong Campus, Statesboro CampusCollege of Arts & HumanitiesBetty Foy Sanders Department of ArtMy journey to the arts began in food as a pastry chef. I have been a ceramic artist for 25 years. Teaching is in my blood and has enhanced each position I have held throughout my career as a trainer and educator in the food service industry. Statesboro has been my home for most of my life and Georgia Southern remains a family tradition since 1931.
Teaching Philosophy
I am here to introduce possibilities and challenge ideas while providing guidance to students reach their goals. I strive to meet each student where they are in their educational journey and support them to achieve.
* MFA (Georgia Southern University, 2024)
* BS. (Georgia Southern University, 1993)
BS (Georgia Southern University, 1993) darrellbrown@georgiasouthern.eduhttps://drive.google.com/open?id=1NwZN26H4H7QImIzh0heNLO0WR2XCVW8dhttps://scholars.georgiasouthern.edu/en/persons/darrell-brownDarrell BrownDarrellBrownDirector of Bands / Graduate Wind Conducting Coordinator912-478-0195Foy 3064Statesboro CampusCollege of Arts & HumanitiesFred & Dinah Gretsch School of MusicDarrell Brown is the Director of Bands in the Fred and Dinah Gretsch School of Music at Georgia Southern University where he conducts the Symphonic Wind Ensemble and is the coordinator of the graduate wind conducting program. He is also the conductor of the Statesboro Chamber Orchestra, and guest conducts domestically and abroad, and has performed with his ensembles at conferences of the CBDNA, NAfME, ILMEA, and WMEA. Dr. Brown received his DMA from UNLV, and he is an active composer, arranger, and researcher of wind band repertoire. He is a member of the Internationale Gesellschaft zur Erforschung und Förderung der Blasmusik and serves as treasurer for the World Association for Symphonic Bands and Ensembles.
Teaching Philosophy
I believe in teaching the one, the individual and that a good teacher learns from their students just as students learn from their teachers. Students engage in a more effective way when they feel their educational needs are being met and that their teachers genuinely care about their education. I always strive to focus on individuals and their unique needs and to be accessible and available to my students.
* DMA, University of Nevada, Las Vegas
* MM, Brigham Young University
* BM, Brigham Young University
* AA, Ricks College
MM, Brigham Young UniversityBM, Brigham Young UniversityAA, Ricks College
Research Interests
* The Music Of Cuban Modernist Alejandro García Caturla
* Latin American & Caribbean Wind Band Music
* Spec Music Of The 1897-8 Barnum & Bailey'S Circus In Kensington
* Wind Music Of The Modernist Era
* The Music Of Haitian Composer Occide Jeanty
Latin American & Caribbean wind band musicSpec music of the 1897-8 Barnum & Bailey's Circus in KensingtonWind music of the Modernist eraThe music of Haitian composer Occide Jeanty rkmcneal@georgiasouthern.eduRyan McNealRyanMcNealPart Time Instructor912-478-8007Carroll Building 1100Online onlyCollege of Behavioral & Social SciencesDepartment of Criminal Justice & CriminologyPart Time instructor for Criminal Justice and Criminology
* M.P.A.
npowell@georgiasouthern.eduNicholas PowellNicholasPowellPart Time Instructor912-478-8007Carroll Building 1100Armstrong Campus, Statesboro Campus, Online onlyCollege of Behavioral & Social SciencesDepartment of Criminal Justice & CriminologyPart Time instructor for Criminal Justice and Criminology
* B.S., Criminology, University of West Georgia
* M.P.A., Columbus State University
* Ph.D., Sociology, Georgia State University
M.P.A., Columbus State UniversityPh.D., Sociology, Georgia State University fkatz@georgiasouthern.eduhttps://drive.google.com/open?id=1R_uW-wnI3IOAPLD3XkaH4o39fXw7gNeEhttps://expertfile.com/experts/frank.katzFrank KatzFrankKatzAssistant Professor 912-344-3192210 Science CenterArmstrong CampusAllen E Paulson College of Engineering & ComputingDepartment of Information TechnologyProfessor Frank H. Katz is Assistant Professor of Information Technology in the College of Engineering and Computing and Director of the Center for Applied Cyber Education at Georgia Southern University. He received a B.A. in Computer and Information Science from the University of Florida in 1977, and a M.S. in Management from the College of Business Administration at Georgia State University in 1987.
* MS.: Georgia State University, Management
* BA.: University of Florida, Computer and Information Sciences
BA: University of Florida, Computer and Information Sciences mtafazzoli@georgiasouthern.eduhttps://drive.google.com/open?id=1LoiLUJMoh6g_jtgyUo6YqC7G7xJTlcothttps://scholar.google.com/citations?hl=en&user=toVYiXAAAAAJ&view_op=list_works&authuser=2&sortby=pubdateTommy TafazzoliTommyTafazzoliAssistant Professor912-478-6017201 COBA Drive, Bldg. 232, Rm. 1101 LStatesboro CampusAllen E Paulson College of Engineering & ComputingDepartment of Civil Engineering & ConstructionDr. Tommy Tafazzoli has taught over 2,000 students across 33 classes by 2025. He has a record of 50+ scholarly publications and has applied for over $12 million in research grants. His research spans sustainable construction and advanced construction safety technologies, including wearable devices for fatigue management. With over 50 publications in prestigious journals, book chapters, and peer-reviewed conference proceedings, Dr. Tafazzoli tries to be an influential researcher in his field.
Teaching Philosophy
Dr. Tafazzoli's philosophy focuses on preparing Construction Management students for fieldwork by fostering project-based thinking, workforce readiness, and adaptability. He emphasizes viewing construction projects holistically, balancing decisions with safety, sustainability, and budget considerations. Through experiential learning with real-world scenarios and case studies, he helps students develop practical skills like OSHA compliance. He models ethics and professionalism, instilling workplace values. With a focus on sustainability and innovation, he introduces emerging technologies and materials, motivating students to embrace lifelong learning and industry advancements.
* PhD in Civil Engineering with a Focus on Construction Management
* Master's Degree in Transportation Engineering
* Bachelor's Degree in Civil Engineering
Master's Degree in Transportation EngineeringBachelor's Degree in Civil Engineering
Research Interests
* Wearable Technologies For Construction Fatigue Measurement
* Construction Automation And Robotics
Construction Automation and Robotics debblackburn@georgiasouthern.eduhttps://drive.google.com/open?id=1ZwSsQMqrsNTWrgIQ-681c8x_RmkmvmqtDeb BlackburnDebBlackburnDirector of Senior Companion Program912-478-0712Veazey Hall, Room 2009Statesboro CampusCollege of Behavioral & Social SciencesDepartment of Sociology & AnthropologyDirector of the GSU Area Senior Companion Program since 2012. Statesboro, Georgia. Deb’s professional experience includes DFCS, nursing homes, home health, Executive Director of an HIV organization and the Statesboro Regional Sexual Assault Center. She was the Chair of the Senior Companion Program Committee for National Senior Corps Association, President of the Georgia Senior Corps Directors Association, and Chair for the DBHDD Region 5 Community Collaborative for the Bulloch County Community Collaborative. Deb has won and managed over $3,500,000 grants. developed and managed non-profit and government budgets up to $1.2mil annually.
Teaching Philosophy
If we teach people about disparities in our communities that impact our economy and stifle the potential of those affected, we can encourage others to help overcome these issues.
* M.A. Sociology
* M.Ed. Higher Ed
M.Ed. Higher Ed
Research Interests
* Social Service Effectiveness
* Social Justice
Social Justice Center for Social Gerontology mvimalcruz@georgiasouthern.edulinkedin.com/in/meena-vimal-cruzMeenalosini CruzMeenalosiniCruzAssistant Professor912-478-0395268 Science CenterArmstrong CampusAllen E Paulson College of Engineering & ComputingDepartment of Information TechnologyWith 10 years of teaching and research experience in Computer science, I love to learn and teach cutting edge techniques of Artificial Intelligence.I have completed Ph.D in computer science engineering in the year 2014, received Master of Technology degree in Computer and Information technology with gold medal from a state university in India. I have also completed Master of Science & Philosophy in Physics.I have published more than 10 research papers in reputed international journals.
* Ph.D. Computer Science Engineering
* Master's Degree Computer and Information Technology
* Master of Philosophy
* Master of Science Physics
Master's Degree Computer and Information TechnologyMaster of Philosophy Master of Science Physics
Research Interests
* Brain Computer Interface
* Artificial Intelligence
* Computer Vision
* Machine Learning & Deep
Artificial IntelligenceComputer VisionMachine Learning & Deep kkkelly@georgiasouthern.edulinkedin.com/in/kenard-kellyKenard KellyKenardKellyAdministrative Assistant II912-478-27272313Statesboro CampusAllen E Paulson College of Engineering & ComputingDepartment of Computer ScienceI am currently serving as an Administrative Assistant II in the Computer Science department. With over 5 years of experience in administrative roles within the academic environment, I have developed a strong foundation in organizational management, communication, and problem-solving, all of which are essential to supporting the dynamic and fast-paced world of computer science education and research.
* Master of Science Innovation and Entrepreneurship
* BBA Mangement emphasis in Entrepreneurship/Small Business
* BBA Information Systems emphasis SAP
BBA Mangement emphasis in Entrepreneurship/Small BusinessBBA Information Systems emphasis SAP wbelford@georgiasouthern.eduWilliam BelfordWilliamBelfordSenior Lecturer of English912-344-3256Gamble Hall 233Armstrong CampusCollege of Arts & HumanitiesDepartment of EnglishDr. William Lee Belford, Jr. is from Savannah, Georgia.
* Ph.D. Florida State University, 2006
* M.F.A. University of Alabama, 2001
* B.A. Sewanee, 1997
M.F.A. University of Alabama, 2001B.A. Sewanee, 1997
Research Interests
* Creative Writing
mvilleponteaux@georgiasouthern.eduhttps://drive.google.com/open?id=1hRD4e9CGjSYD49CcgbOePXwVkFLlNmWeMary VilleponteauxMaryVilleponteauxProfessor912-478-5905Newton 3304DStatesboro CampusCollege of Arts & HumanitiesDepartment of EnglishMary Villeponteaux came to Georgia Southern in 2006 after teaching at the University of Southern Mississippi for 17 years. She is the author of The Queen's Mercy: Gender and Judgment in Representations of Elizabeth I (Palgrave Macmillan, 2014) and essays on Spenser, Shakespeare, and other Renaissance writers. She teaches Shakespeare and early British literature.
* Ph.D., Louisiana State University, 1990
* M.A., University of Sussex, 1981
M.A., University of Sussex, 1981
Research Interests
* Shakespeare, Spenser, And Early Modern England
pzellner@georgiasouthern.eduhttps://drive.google.com/open?id=1V7hygcrkmYNPFH6TeO8Rs3OvB2RF6oasPiper ZellnerPiperZellnerResearch AssistantBiological Sciences BuildingStatesboro CampusCollege of Science & MathematicsDepartment of BiologyResearch and Mentoring Program (2024-2025) fellow working in the field of ecological immunology.
* B.S. Biology, Georgia Southern University, 2023
Research Interests
* Immunology
* Public Health
Public HealthEcological Immunology Research Lab eedwards@georgiasouthern.eduhttps://drive.google.com/open?id=1bWQSDPNk67CTrwYT-cD3eCx2cP7d0or_Elizabeth ProsserElizabeth ProsserAssociate Professor of Reading Education 912-478-5859College of Education, 3133Statesboro CampusCollege of EducationDepartment of Curriculum Foundations & ReadingElizabeth Prosser is an associate professor of reading education in the Department of Curriculum, Foundations, and Reading in the College of Education at Georgia Southern University, where she teaches undergraduate and graduate courses. She has published research on elementary and middle grades vocabulary development, and her current research interests focus on increasing home access to print with the pedagogical goals of increasing reading achievement, reading motivation, and vocabulary development.
Teaching Philosophy
My teaching is grounded in sociocultural pedagogical theory. I recognize that both undergraduate and graduate students come to college from a variety of backgrounds and varying levels of preparation. I strive to create an atmosphere of trust where students take an active part in class as they discuss and share points of view as they socially construct knowledge. While I have constructive information that I want to get across to students, I want students to also learn from one another’s expertise. The overall goal for all courses I teach is for my students to put into practice information learned so that they continue to improve their practice.
* Ph.D. in Reading Education, The University of Georgia, 2006
* M.Ed. in Elementary Education, Georgia Southern University, 1994
* B.S. in Elementary Education, Georgia Southern University, 1991
M.Ed. in Elementary Education, Georgia Southern University, 1994B.S. in Elementary Education, Georgia Southern University, 1991
Research Interests
* Vocabulary
* Sociocultural Pedagogical Theory
* Home Access To Print
* Reading Engagement And Motivation
Sociocultural Pedagogical TheoryHome Access to PrintReading Engagement and Motivation canderson@georgiasouthern.eduRai AndersonRaiAndersonDiscovery Services Library Assistant912-478-51142220Statesboro CampusUniversity LibrariesCollection Services amandawilliams@georgiasouthern.eduAmanda WilliamsAmandaWilliamsAdministrative Assistant912-344-2556Fine Arts Hall Room 125Armstrong CampusCollege of Arts & HumanitiesBetty Foy Sanders Department of ArtNA
* Master of Science in Information Technology from Capella University (Graduated 2011)
* Liberal Studies with minors in Biology and Library Media from Armstrong Atlantic State University (Graduated 2005)
Liberal Studies with minors in Biology and Library Media from Armstrong Atlantic State University (Graduated 2005) creiber@georgiasouthern.eduCarl ReiberCarlReiberProvost & Executive Vice President for Academic Affairs, Professor912-478-5258Marvin Pittman Administration Building, Suite 2012, Statesboro & Burnett Hall, Suite 105, Armstrong CampusArmstrong Campus, Statesboro CampusCollege of Science & MathematicsDepartment of Biology, Division of Academic AffairsCarl L. Reiber is the Provost and Executive Vice President for Academic Affairs at Georgia Southern University and Professor of Biology, serving the university since 2018. Beginning in 2020, he was named to the University System of Georgia’s Council on General Education. He is also Professor Emeritus, School of Life Sciences, University of Nevada Las Vegas.Dr. Reiber’s research focuses on the developmental physiology of cardio-respiratory regulatory mechanisms and their ability to change in response to environmental conditions. Dr. Reiber has been funded by the NSF, NIH, and DOE and has served as lead on several multi-million dollar grants that focus on building biomedical research infrastructure and student access to STEM disciplines.
* Ph.D., University of Massachusetts, Amherst, 1992
* M.S., George Mason University, 1987
* B.S., George Mason University, 1984
M.S., George Mason University, 1987 B.S., George Mason University, 1984
Research Interests
* Developmental Physiology
* Cardio-Respiratory Regulatory Mechanisms
* Biomedical Research Infrastructure
* Stem Education And Access
cardio-respiratory regulatory mechanismsbiomedical research infrastructure STEM education and access sridgway@georgiasouthern.eduSara Emily Ridgway-JonesSara Emily Ridgway-JonesGraduate Degree Audit Coordinator 912-478-5678Statesboro - Veazey Statesboro CampusJack N. Averitt College of Graduate Studies Jack N. Averitt College of Graduate Studies 10 years of service in various departments and a graduate of Georgia Southern
* Georgia Southern University, B.S. 2013
* Georgia Southern University, M.A. 2025
Georgia Southern University, M.A. 2025 melissaadams@georgiasouthern.eduhttps://drive.google.com/open?id=1O_J-zJQBq3Z0iqbLsQtkixdBpcoieXW1Melissa AdamsMelissaAdamsDirector of Research Operations912-478-7119Veazey Hall 3005Statesboro CampusOffice of Research and Economic DevelopmentOffice of Research and Economic DevelopmentAs Director of Research Operations, Melissa supervises the administrative staff and manages the day-to-day financial, technical, and logistical support necessary to sustain enterprise operations. Melissa is passionate about serving others and providing a high level of customer service to support the exciting initiatives of our faculty and staff at Georgia Southern.
Teaching Philosophy
Melissa is currently pursuing her Master of Accounting degree here at Georgia Southern to further enhance leadership and management skills.
* M.A., University of Missouri-Kansas City, 2003
* B.S. Psychology, Southeast Missouri State University, 1999
B.S. Psychology, Southeast Missouri State University, 1999 lmuller@georgiasouthern.eduhttps://drive.google.com/open?id=1MF8MUWEXuaNpJrsg3VoTzJaRWzArvnwqLisa K. L. MullerLisa K. L.MullerLecturer912-478-0249Sanford Hall 3021 (Statesboro Campus)Statesboro CampusCollege of Arts & HumanitiesDepartment of Communication ArtsLisa K. L. Muller serves G.S.U. as a Lecturer. She is also an attorney admitted to the State Bar of Georgia who practiced law in the area of civil litigation prior to her career in education. She currently instructs Communication Arts Students studying Public Relations and students studying other communications disciplines. She teaches in-person, hybrid, and online course formats. Specific courses include, but are not limited to: Intro. to P.R., P.R. Writing, P.R. Research, Campaigns, Intranational Comm., Senior Seminar, Event Management, Media Law, Advanced Law and Ethics, Crisis Communication, and Public Speaking. She taught courses in London through a study abroad program offered through the University System of Georgia Goes Global.
Teaching Philosophy
My teaching philosophy centers around my belief that students should be offered a non-intimidating learning environment in which to accomplish motivating and challenging assignments to foster understanding. My prior education, community involvement, career development, and professional affiliations enable me to better instruct the students studying the concepts and applications of public relations and communications law.
* Juris Doctor Degree (2001) The University of Georgia, School of Law, Athens, Georgia
* Master of Arts Degree in Communications / Public Relations Concentration (2016) Western New England University, Springfield, Massachusetts
* Bachelor of Science Degree in Public Relations (1998) Georgia Southern University, Statesboro, Georgia
Master of Arts Degree in Communications / Public Relations Concentration (2016) Western New England University, Springfield, MassachusettsBachelor of Science Degree in Public Relations (1998) Georgia Southern University, Statesboro, Georgia
Research Interests
* Communications
* Law
* Public Relations
* Ethics
* Generative A.I.
LawPublic RelationsEthicsGenerative A.I. dagray@georgiasouthern.eduhttps://drive.google.com/open?id=18M2TpASJE89IyM_QqcKdQXx-AfiDb1CfDaniel GrayDanielGrayAssociate Professor912-478-1563MATH/PHYSICS BUILDING ROOM 1012-CStatesboro CampusCollege of Science & MathematicsDepartment of Mathematical SciencesDaniel Gray teaches a wide variety of undergraduate classes, and conducts research in Enumerative Combinatorics and Geometric Complex Analysis.
* Ph.D., University of Florida, 2015
* M.S., Georgia Southern University, 2010
* B.S., Augusta State University, 2008
M.S., Georgia Southern University, 2010B.S., Augusta State University, 2008
Research Interests
* Enumerative Combinatorics
* Geometric Complex Analysis
Geometric Complex Analysis tgiles@georgiasouthern.eduTimothy Giles Timothy Giles Professor 912-541-1400Online onlyCollege of Arts & HumanitiesDepartment of EnglishDr. Timothy D. Giles retired in 2024, after 35 years at Georgia Southern University. His BA in English—Concentration in Writing—and a minor in Philosophy (1982), and his MA in English— Concentration in Professional and Technical Writing (1986) are from East Carolina University. He earned his Ph.D. with the University of Minnesota’s Rhetoric, Scientific, and Technical Communication program. A founding member of the Department of Writing and Linguistics, he developed the BA in Writing & Linguistics the professional and technical writing area, which is now part of the current BA in English.
Teaching Philosophy
Dr. Giles supports the social construction of knowledge as a foundation for his teaching philosophy, which means students need to be able to explain in writing, as well as verbally, the knowledge they would share with others. Being able to do so ranges from small group work in classes, to internships, where students can apply to their intended professions what they learned in the classroom.
* Ph.D. University of Minnesota--Rhetoric, Scientific & Technical Communication
* MA.--English, professional & technical writing emphasis
* BA.--English, concentration in writing
MA--English, professional & technical writing emphasisBA--English, concentration in writing
Research Interests
* Figurative Language In Scientific & Technical Communication
* The Misuse Of Readability Formulas In Professional Writing
* Technical Communication Pedagogy
* Risk Communication
The misuse of readability formulas in professional writingTechnical Communication PedagogyRisk Communication cwhite@georgiasouthern.eduWade WhiteWadeWhitePart-Time Lab Instructor912-344-2550Armstrong CampusWaters College of Health ProfessionsDepartment of Clinical Sciences
* B.S. Medical Laboratory Science, Georgia Southern University
kaiken@georgiasouthern.eduhttps://scholar.google.com/citations?user=JVN9WZcAAAAJ&hl=enKarelle AikenKarelleAikenProfessor of Chemistry912-478-5238Nursing/Chemistry 3236Statesboro CampusCollege of Science & MathematicsDepartment of Biochemistry Chemistry & PhysicsAs a teacher-scholar, Dr. Aiken engages in work focused on training the next generation of scientists. In addition to teaching, she mentors an organic research team of undergraduate and graduate students. Dr. Aiken has also served in various leadership roles such as an Assistant Dean for her college, a PI for a Research Experiences for Undergraduates (REU) program (CEMITURE) funded by the National Science Foundation (NSF), a Faculty-Liaison for the Georgia Southern Ronald E. McNair Scholars Program, and a PD for the COSM IE3 Initiative grant funded by the Howard Hughes Medical Institute (HHMI). In research, she works collaboratively with colleagues on projects targeting medicinal and environmental applications.
* Ph.D., University of New Hampshire, 2005
* B. A., Williams College, 2000
B. A., Williams College, 2000
Research Interests
* Synthetic Organic Chemistry
dmincey@georgiasouthern.eduhttps://drive.google.com/open?id=1CtzzJg1s2ZlKDV5SGVD6zzggNq1ZfUF_Darnell MinceyDarnellMinceyAdministrative Assistant I912-478-8487Military ScienceStatesboro CampusCollege of Science & MathematicsDepartment of Military ScienceJoined the Eagle Battalion in 2011. Administrative functions waivers and Green to Gold
* Georgia Southern University, 1995
arainey@georgiasouthern.eduhttps://drive.google.com/open?id=1lDFYCZfWiPxcVsyqK7wSJTkkuP4A8fHOAllison RaineyAllisonRaineyAdministrative Assistant II912-478-5320Military Science, Rm. 1023Statesboro CampusCollege of Science & MathematicsDepartment of Military ScienceJoined the Eagle Battalion in 2010. Oversee administrative functions, enrollment, and social media for the department.
* Georgia Southern University, 2010
jorvis@georgiasouthern.eduJeffery OrvisJefferyOrvisProfessor of Chemistry912-478-56813211 Nursing/ChemistryStatesboro CampusCollege of Science & MathematicsDepartment of Biochemistry Chemistry & PhysicsBeen here since 1991
Teaching Philosophy
Don't tell them ... show them.
* Doctorate in Inorganic Chemistry
Research Interests
* Nmr Spectroscopy
yliang@georgiasouthern.eduDaniel LiangDanielLiangRetiree912-344-3264Armstrong CampusAllen E Paulson College of Engineering & ComputingDepartment of Computer SciencePh.D. in Computer Science from the University of Oklahoma in 1991, and M.S. and B.S. in Computer Science from Fudan University in Shanghai, China in 1986 and 1983, respectively. Prior to joining Armstrong State University (now merged with Georgia Southern University), I was an Associate Professor in Computer Science at Purdue University in Fort Wayne, Indiana, where I twice received the Excellence in Research award.
* Ph.D. Computer Science
* Bachelor degree Computer Science
Bachelor degree Computer Science mljackson@georgiasouthern.eduhttps://drive.google.com/open?id=1PMya9S8WEjRscuD1q9bvbwUoxOXcgEJLMelissa JacksonMelissaJacksonILL Librarian and Assistant Professor912-344-3125Lane LibraryArmstrong CampusUniversity LibrariesUniversity LibrariesMelissa Jackson currently serves as the ILL Librarian of Georgia Southern University. She began her work at Armstrong Atlantic State University in Spring 2000, and transitioned after consolidation with Georgia Southern University in 2018. She earned her MLS degree from the University of South Florida (1996).
* Master of Library Science, University of South Florida, 1996
* Master of the Arts in Religion, Florida State University, 1992
* Bachelor of the Arts in Religion, Florida State University, 1990
Master of the Arts in Religion, Florida State University, 1992Bachelor of the Arts in Religion, Florida State University, 1990 dwatson@georgiasouthern.eduhttps://drive.google.com/open?id=166xkfPakJIMwR6hitI9zsHQdAhPxTpDDDarrien WatsonDarrien WatsonLecturer912-478-8546IAB 3085Statesboro CampusCollege of Behavioral & Social SciencesSchool of Human EcologyDr. Darrien Watson is a Lecturer in Recreation and Tourism Management. He is responsible for teaching courses such as Conference and Event Planning, Marketing, and Youth Development. His research interest is leisure among race and ethnic groups in society and parks and recreation equity, and family leisure. His interest also involves the influence of culture in African American leisure and the navigation of barriers for diverse ethnic families. Dr. Watson aspires to utilize his research and teaching to be an advocate for recreational opportunities for underserved populations and contribute to increasing diversity in higher education.
* Ph.D., University of Illinois at Urbana-Champaign, 2024
* M.S., University of Tennessee-Knoxville, 2020
* B.S., Langston University, 2018
M.S., University of Tennessee-Knoxville, 2020B.S., Langston University, 2018
Research Interests
* Race And Ethnicity In Leisure
* Family Leisure
* Parks And Recreation Equity
* African American Leisure
Family LeisureParks and Recreation EquityAfrican American Leisure malnu@georgiasouthern.eduhttps://drive.google.com/open?id=18_DgNQSC-gbFnsNB-f847S1e3zrgMfErhttps://scholar.google.com/citations?user=fyQpFtsAAAAJ&hl=enAbid ShaikhAbidShaikhAssociate Professor912-478-0973Nursing/Chemistry building Rm 3233Statesboro CampusCollege of Science & MathematicsDepartment of Biochemistry Chemistry & PhysicsDr. Shaikh earned his Ph.D. at the University of Massachusetts Boston under the supervision of Dr. Bela Torok where he worked on synthesis of chiral organofluorine compounds as potential therapeutics for Alzheimer’s disease. After his graduation in 2007, he accepted a postdoctoral fellow position with Dr. Xudong Huang at the Harvard Medical School, and worked on development of novel MRI-contrast and PET-imaging agents for early diagnosis of cancer and Alzheimer’s disease. He then joined Dr. Frank Schroeder’s lab at Cornell University to conduct postdoctoral research in the area of natural product synthesis before joining the faculty at Georgia Southern University in Fall 2010.
* Ph.D. University of Massachusetts Boston (2007)
* Postdoctoral: Harvard Medical School/Cornell University (2010)
Postdoctoral: Harvard Medical School/Cornell University (2010)
Research Interests
* Organic Chemistry
* Organofluorine Chemistry
* Asymmetric Synthesis
* Heterocyclic Chemistry
* Natural Product Synthesis
Organofluorine ChemistryAsymmetric SynthesisHeterocyclic ChemistryNatural Product SynthesisCOSM Core Research Lab kenglish@georgiasouthern.eduKarron EnglishKarronEnglishPart-Time Faculty912-478-56763054Online onlyCollege of Behavioral & Social SciencesSchool of Human EcologyPart-Time Fashion Merchandising/Apparel Design Instructor
* Master of Fine Arts
ssstewart@georgiasouthern.eduSheila StewartSheilaStewartPart-Time Faculty912-478-5864IAB Room 3060Statesboro CampusCollege of Behavioral & Social SciencesSchool of Human EcologyPart-Time Interior Design Faculty
* Master of Fine Arts
amorris@georgiasouthern.eduhttps://drive.google.com/open?id=15LGiYrsM8qOqNSU22wnwkLYakG0rxUUQAshley Morris Ashley Morris Part-Time FacultyLiberty CampusCollege of Arts & HumanitiesDepartment of EnglishDr. Ashley Morris is a dedicated educator, leader, and community advocate with a passion for empowering others through education and service. With a Doctorate in Higher Educational Leadership, Dr. Morris has extensive experience in strategic planning, academic excellence, and non-profit development to her role at Georgia Southern University. Her academic career spans nearly a decade of teaching English at the college level, in addition to leadership roles in higher education administration.
* EdD, Georgia Southern University, 2018
* MA., Georgia Southern University, 2009
* BA., Mercer University, 2007
MA, Georgia Southern University, 2009BA, Mercer University, 2007 cocak@georgiasouthern.eduhttps://drive.google.com/open?id=15K-hW_2bn6_89wCFKBuDjIoATEYVU9zKhttps://scholar.google.com/citations?user=MGRmKFQAAAAJ&hl=en&oi=aoCeren OcakCerenOcakAssistant Professor912-478-00813110 College of Education BuildingStatesboro Campus, Online onlyCollege of EducationDepartment of Leadership Technology & Human DevelopmentCeren Ocak is Assistant Professor of Instructional Technology at Georgia Southern University, USA. She previously worked as a curriculum developer and educational game designer, where she developed an interest in applications of technology to enhance teaching and learning practices. Her research primarily focuses on the embodiment of computational thinking, computer science education, and the design of learning environments that not only align with embodied learning principles but also integrate the social and technical aspects of computational systems, considering issues of justice, ethics, and biases.
* Ph.D., Learning, Design, and Technology | University of Georgia, Athens, GA, U.S | Dec 2020
* M.S, Curriculum and Instruction | Middle East Technical University, Ankara, Turkey | Jun 2016
* B.S., Elementary Science Education | Middle East Technical University, Ankara, Turkey | Jun 2013
M.S, Curriculum and Instruction | Middle East Technical University, Ankara, Turkey | Jun 2016B.S., Elementary Science Education | Middle East Technical University, Ankara, Turkey | Jun 2013
Research Interests
* Embodied Cognition
* Computational Thinking
* Computer Science Education
* Ecological Psychology
computational thinkingcomputer science educationecological psychology npalmer@georgiasouthern.eduhttps://drive.google.com/open?id=10fj_RA9K4rMpN3XjdOvHqodOr9iuldoyNathan PalmerNathanPalmerAssociate Professor912-478-78971059A Carroll BuildingStatesboro CampusCollege of Behavioral & Social SciencesDepartment of Sociology & AnthropologyNathan Palmer, Ph.D., is a sociologist and Assistant Professor at Georgia Southern University with a Ph.D. in Sociology from the University of Nebraska-Lincoln. Dr. Palmer specializes in exploring how individuals understand social inequality and develop a sociological imagination. His research and teaching integrate innovative approaches to sociological education, emphasizing structural explanations and interdisciplinary collaboration.
Teaching Philosophy
My teaching philosophy is rooted in evidence-based practices and a commitment to fostering critical thinking, student engagement, and inclusivity. I design courses to help students develop sociological reasoning through the SCI Model, emphasizing structural, cultural, and individual explanations of social phenomena. By integrating active learning and reflection, I strive to help students to connect sociological concepts to their lives. My approach is guided by continuous professional development and a focus on accessibility, ensuring that all students can thrive and achieve success in the classroom and beyond.
* Ph.D., University of Nebraska-Lincoln, 2017
* M.A., University of Nebraska-Lincoln, 2008
* B.A., University of Nebraska-Lincoln, 2006
M.A., University of Nebraska-Lincoln, 2008B.A., University of Nebraska-Lincoln, 2006
Research Interests
* Social Inequality
* Understanding Social Phenomena
* The Sociological Imagination
* Explanations Of Inequality
Understanding Social PhenomenaThe Sociological ImaginationExplanations of Inequality lmcgrath@georgiasouthern.eduLeticia McGrathLeticiaMcGrathAssistant Professor of Spanish912-478-1372IAB 2085Statesboro CampusCollege of Arts & HumanitiesDepartment of World Languages & CulturesDr. Leticia McGrath has taught all levels of Spanish at Georgia Southern University since 2000. She specializes in Hispanic film, Spanish theater, and 19th- to 21st-century Spanish literature, presenting and publishing her research worldwide, including in Spain, Peru, Mexico, Colombia, Puerto Rico, and Jamaica. Her books include Joaquín Dicenta: Spain’s Forgotten Dramatist (2004, Juan de la Cuesta Hispanic Monographs) and Joaquín Dicenta: La vida y la obra de un dramaturgo olvidado (2017, Editorial Pliegos, Madrid). Dr. McGrath developed Intermediate Spanish for USG’s eCore program, translated OSHA Infectious Diseases training slides, and serves as a subject matter expert for McGraw-Hill, creating exclusive LearnSmart content.
Teaching Philosophy
My teaching philosophy, grounded in my commitment to student success—one of Georgia Southern’s core pillars—fosters an open learning environment that encourages lifelong learning. By exposing students to diverse perspectives and cultures, particularly from the Spanish-speaking world, I prepare them to embrace differences and grow as global citizens while enhancing their Spanish skills. I design courses to inspire creativity and critical thinking, offering opportunities for exploration, idea exchange, and practical application, all while improving Spanish proficiency. My goal is to motivate meaningful conversations, broaden cultural awareness, and equip students with the mindset to become proactive, informed global citizens.
* Ph.D., University of Kentucky, 2000
* M.A., Auburn University, 1995
* B.A., University of Mobile, 1993
M.A., Auburn University, 1995B.A., University of Mobile, 1993
Research Interests
* Modern Spanish Literature And Culture
* Peninsular Spanish Theatre, With Special Emphasis On Social Drama And Film Adaptations
* Hispanic Culture Through Film, With Special Emphasis On The Spanish Civil War And Historical Memory
* Online Language Learning
* Technology In The Language Classroom
Peninsular Spanish Theatre, with special emphasis on social drama and film adaptations Hispanic Culture through Film, with special emphasis on the Spanish Civil War and historical memoryOnline Language Learning Technology in the Language Classroom Jrago@georgiasouthern.eduhttps://drive.google.com/open?id=1gt--toWIeICo8zsqqr_p3gWJZOIIwZW3Jane RagoJaneRagoNTT Associate Professor/Co-Chair Women's, Gender, & Sexuality Studies912-344-2937Gamble Hall 237Armstrong CampusCollege of Arts & HumanitiesDepartment of EnglishI have been teaching at Armstrong for 17+ years; living in Savannah, traveling, reading, and best of all spending time with students.
Teaching Philosophy
Student-led, inquiry-based, and always fun.
* PhD, West Virginia University (2009)
* MA., The University of Chicago (1999)
* BA., Antioch College (1996)
MA, The University of Chicago (1999)BA, Antioch College (1996)
Research Interests
* Gender Studies
* Cultural Studies
* British Literature
Cultural StudiesBritish LiteratureGullah-Geechee Heritage Center, Institute for Innovative and Integrated Studies (I3S) bmccoy@georgiasouthern.eduBrandon McCoyBrandonMcCoyInstructor912-257-3417Online OnlyOnline onlyCollege of Arts & HumanitiesDepartment of English
* M.A., Georgia College, 2014
Research Interests
* First-Year Writing
* 20Th Century American Literature
20th Century American Literature lawilliams@georgiasouthern.eduhttps://drive.google.com/open?id=1n4lPDJgr0Tqq4oyODkWj7Y-IG7OLvBvvLeigh Ann Williams Leigh AnnWilliams Senior Lecturer 912-478-1866Newton 1124BStatesboro CampusCollege of Arts & HumanitiesDepartment of EnglishM.A., Georgia Southern University, 1995
Teaching Philosophy
Teaching is something I love deeply. I enjoy teaching freshmen specifically because I like shepherding students into the university, helping them to acclimate to college life and to the rigors of academia. I believe that one should never stop learning, so professional development is an important aspect of my job. I also believe that students can enjoy learning and can improve their reading and writing skills through practice and various activities. My teaching approach involves treating students with respect and kindness while encouraging them to develop the literacy skills that all students need (no matter their field). I want all students to know that their ideas matter and that my classroom is a safe place to express those ideas.
* MA. in English
* BA. in English
* Minor in Psychology
* Various certifications
BA in English Minor in Psychology Various certifications
Research Interests
* First-Year Writing
* Creative Nonfiction
* Narratives
* Firsr-Year Experience
Creative nonfiction Narratives Firsr-year experience josephroberts@georgiasouthern.eduhttps://drive.google.com/open?id=1A4WsiTJJO7j3bhrVPSx0nAlrZ1zc2H8-Joseph RobertsJosephRobertsSenior Lecturer912-344-3309University Hall 292Armstrong CampusCollege of Science & MathematicsDepartment of Mathematical SciencesJoseph Roberts is a dedicated and passionate mathematics lecturer with over a decade of experience in teaching undergraduate mathematics. Holding a Master of Science in Mathematics from Missouri State University, Joseph Roberts has experience in Real Analysis and Ordinary Differential Equations.With a commitment to fostering a deep understanding of mathematical concepts, Joseph Roberts uses a variety of engaging teaching methods that cater to diverse learning styles. Known for creating an inclusive and supportive classroom environment, Joseph Roberts is deeply invested in helping students achieve their academic and professional goals.
* Master of Science, Mathematics, Missouri State University, Springfield, MO, 2015
* Bachelor of Science, Mathematics (Comprehensive), Missouri State University, Springfield, MO, 2012
Bachelor of Science, Mathematics (Comprehensive), Missouri State University, Springfield, MO, 2012 bsmith@georgiasouthern.eduhttps://drive.google.com/open?id=1vO6SIeZw8fNjwxC38FPh-4ye1GwMzHp2Brian SmithBrianSmithVisiting Professor912-344-2591Gamble Hall, Room 140Armstrong CampusCollege of Arts & HumanitiesDepartment of EnglishI am from Augusta, GA, graduating from Augusta State University with a Masters in Education, Secondary Education, English. I taught at Georgia Military College, Augusta Satellite, for six years as a Professor of English, transitioning to a Visiting Professor of English at Georgia Southern University, Armstrong Campus.
Teaching Philosophy
I believe the ultimate goal of the university is to seek truth; thus, I utilize my instruction to foster mindsets and skillsets towards truth seeking. My curriculum challenges students to analyze their intellectual capacities, empowering their critical thinking to evaluate the ideas of their own minds, the minds of others towards, and ideologies of the past and present towards the ultimate pursuit of truth. What one thinks is less important than how they think.
* MA. Secondary Education, English, Augusta University, 2016
achall@georgiasouthern.eduAmy FrazierAmyFrazierPart Time InstructorArmstrong CampusWaters College of Health ProfessionsDepartment of Clinical Sciences brupnik@georgiasouthern.eduBarbara RupnikBarbaraRupnikPart Time InstructorArmstrong CampusWaters College of Health ProfessionsDepartment of Clinical Sciences elizabethdowns@georgiasouthern.eduElizabeth (Danna) DownsElizabeth (Danna)DownsPart-Time Faculty706-542-6147Online onlyCollege of Behavioral & Social SciencesDepartment of Public & Nonprofit StudiesDanna Downs is a Part-Time faculty member in the Department of Public & Nonprofit Studies. jlambeck@georgiasouthern.eduJacob LambeckJacobLambeckPart-Time Faculty706-542-1881Online onlyCollege of Behavioral & Social SciencesDepartment of Public & Nonprofit StudiesJacob Lambeck is a Part-Time Faculty member in the Department of Public & Nonprofit Studies. jbhall@georgiasouthern.eduJames HallJamesHallPart-Time Faculty912-478-1400Online onlyCollege of Behavioral & Social SciencesDepartment of Public & Nonprofit StudiesJames Hall is a Part-Time Faculty member in the Department of Public & Nonprofit Studies. jmsmith@georgiasouthern.eduhttps://drive.google.com/open?id=1RFBUo_gMl0CsBNvkFQQGblqo-bjampGaJames SmithJamesSmithDr. James M. Smith, Jr.912-344-3196Gamble 232Armstrong CampusCollege of Arts & HumanitiesDepartment of EnglishEditor, Southern Poetry Review
* Ph.D., Vanderbilt University, 1989
edesnoyerscolas@georgiasouthern.eduhttps://drive.google.com/open?id=1WHbtOKrsh_E0ynOVo2zLGbEumeN5XAaeElizabeth Desnoyers-ColasElizabethDesnoyers-ColasProfessor, Communication and Africana Studies912-344-3190Jenkins 101Armstrong CampusCollege of Arts & HumanitiesDepartment of Communication ArtsUsed story telling and narrative as an integral cultural oral communication tool. I focus on examining Womanist/feminist rhetoric in film and theater dialogue in the lyrical content of jazz, blues and rap music. I am a retired USAF Major as a Public Affairs officer who was awarded the Defense Meritorious Service. i served as a speech writer for senior military and civilian officials. I deployed to Operation Desert Storm, Dhahran Saudi Arabia as the Director of Public Affairs Protocol and the Joint Task Force Information Bureau, Haitian Refuge Humanitarian Rescue Effort, Guantanamo Bay Cub.
* Ph.D. Communication, Regent University, 2003.
* M.A. Public Relations, Regent University, 1987
* B.A., Journalism, Central Wash. Univ. 1980
* United States Air Force, Major, 1980-1995
M.A. Public Relations, Regent University, 1987B.A., Journalism, Central Wash. Univ. 1980 United States Air Force, Major, 1980-1995
Research Interests
* Narrative, Black Story Telling
* Colorism And Generation Z
* Blacks In The Military
* Academic Mentorship
* Blacks And Mental Health
Colorism and Generation ZBlacks in the MilitaryAcademic MentorshipBlacks and Mental HealthCenter for Africana Studies rramoutar@georgiasouhern.eduRia RamoutarRiaRamoutarPrincipal Lecturer912-478-5055Nursing Chemistry buildingStatesboro CampusCollege of Science & MathematicsDepartment of Biochemistry Chemistry & PhysicsDr. Ria Ramoutar is a Principal Lecturer primarily teaching Principles of Chemistry and Survey of Chemistry courses. She has also taught Analytical and Biochemistry labs. Dr. Ramoutar’s research background is in Biochemistry, looking at the antioxidant activity of selenium and sulfur drugs on DNA damage. At GS, she has collaborated on projects studying the anticancer and antibacterial activities of triazole compounds synthesized by the Aiken group. Currently, she manages the department’s BSL I lab facility. Dr. Ramoutar is the advisor for the National Organization for Black Chemists and Chemical Engineers (NOBCChE) student organization and is on the advisory board for The Lab LLC, co-instructing FYE and CORE 2000 for COSM majors.
* Ph.D., Clemson University, 2009
* B.S., Claflin University, 2003
B.S., Claflin University, 2003
Research Interests
* Antioxidant Activity Of Selenium And Sulfur-Based Compounds On Metal-Mediated Dna Damage
* Anticancer And Antibacterial Activities Of Prodrugs
* Chemical Education
Anticancer and antibacterial activities of prodrugsChemical Education hwang@georgiasouthern.eduhttps://mathscinet.ams.org/mathscinet/author?authorId=747829Hua WangHuaWangProfessor of Mathematics912-478-0366MP 2321Statesboro CampusCollege of Science & MathematicsDepartment of Mathematical Sciences
* PhD of Mathematics in 2005
Research Interests
* Combinatorics And Graph Theory
* Math Modeling And Applications
* Computer Science And Optimization
* Mathematical Chemistry And Biological Mathematics
Math Modeling and ApplicationsComputer Science and OptimizationMathematical Chemistry and Biological MathematicsJames H. Oliver Jr. Institute for Coastal Plain Science droebuck@georgiasouthern.eduDeborah RoebuckDeborahRoebuckDirector of TeamingOnline OnlyParker College of BusinessPCOB Office of the DeanOver the last 40 plus years, Deborah Britt Roebuck has focused on helping individuals develop their leadership, teaming, and communication skills. She has served as Executive Director of the Siegel Institute for Leadership, Ethics, and Character for Kennesaw State University. At Coles College of Business at KSU, she served as Chair of the Department of Leadership and Professional Development and Director of the Executive MBA Programs as well as Professor of Management. In January 2020, she became the Director of Teaming for the WebMBA Program. In this role, she facilitates the growth and development of the WebMBA students in their cohort teams.
Teaching Philosophy
I believe individuals learn best when they are actively involved in their learning. I strive to use innovative approaches and an interactive style when coaching and facilitating student learning.
* Ph.D. Georgia State University
* Masters of Business Education Truman State University
* Bachelors of Business Education Truman State University
Masters of Business Education Truman State UniversityBachelors of Business Education Truman State University
Research Interests
* Communication
* Leadership
* Teaming
LeadershipTeaming ab46941@georgiasouthern.eduAustin BuchananAustinBuchananProfessor of the Arts, M.F.A, B.A.316-550-8452StatesboroStatesboro CampusCollege of Arts & HumanitiesBetty Foy Sanders Department of ArtMaster of Fine Arts, Bachelor of Art and Visual Studies.
Teaching Philosophy
Make everyone better,
* Master of Fine Arts
* Bachelor of Art and Visual Studies
* High School Art Legend
Bachelor of Art and Visual Studies High School Art Legend
Research Interests
* Inner Creative Ability
devans@georgiasouthern.eduhttps://drive.google.com/open?id=1EuTi1buniAex1x4iNtLEnmJCcvL5RFCYD’Erica EvansD’EricaEvansBusiness Development Coordinator912-478-059325 S. Terrell Street, Metter, GA 30439Statesboro CampusDivision of Research & Economic DevelopmentBusiness Innovation GroupBachelors, Georgia Southern University, 2017
* Business, Entrepreneurship, Communication
Business Innovation Group (BIG) cynthiamassey@georgiasouthern.eduhttps://drive.google.com/open?id=1KvHeUgd4SgSn5OKqr3Frl-9wGkmilnRdhttps://scholars.georgiasouthern.edu/en/persons/cynthia-masseyCynthia MasseyCynthiaMasseyAssociate Professor of Special Education912-478-5204University Hall #263Armstrong CampusCollege of EducationDepartment of Elementary & Special EducationDr. Massey is an Associate Professor of Special Education in the Department of Elementary and Special Education at Georgia Southern University. She teaches both undergraduate and graduate courses with an emphasis on applying effective, evidence-based practices to prepare future educators for the diverse needs of their students. Her research focuses on the use of instructional technology, transition services for individuals with disabilities, and best practices in educator preparation.
Teaching Philosophy
Dr. Massey believes in nurturing future educators who are adaptable, compassionate, and skilled in evidence-based practices. Her teaching centers on fostering critical thinking, integrating instructional technology, and emphasizing practical applications that address diverse learner needs. With a foundation in inclusive teaching and transition planning, she aims to inspire her students to become innovative and resilient professionals, ready to make a meaningful impact in special education. Her goal is for each preservice teacher to graduate with the confidence and tools to support all learners most effectively.
* Ph.D. Auburn University
* Ed.S. Jacksonville State University
* M.A. University of Central Florida
* B.A Auburn University
* Educator Preparation
Ed.S. Jacksonville State UniversityM.A. University of Central FloridaB.A Auburn UniversityEducator Preparation
Research Interests
* Transition Services In Special Education
* Instructional Technology
Instructional Technology cboltongary@georgiasouthern.eduCynthia Bolton-GaryCynthiaBolton-GaryProfessor843-505-0856212 University HallArmstrong CampusCollege of EducationDepartment of Middle Grades & Secondary EducationDr. Cynthia Bolton-Gary holds a Ph.D. in Educational Psychology from the University of North Carolina at Chapel Hill. She also earned her M.Ed. in Special Education from UNC Charlotte and a B.S. in Public Health from UNC Chapel Hill. Dr. Bolton-Gary has acquired several academic and leadership certificates, including certifications from Harvard Graduate School of Education. Dr. Bolton-Gary currently serves as a Professor in the College of Education at Georgia Southern University. Her extensive career in higher education includes roles such as: Associate Vice Chancellor for Academic Affairs at the University System of Georgia and Interim Dean & Associate Dean at Armstrong State University (now part of Georgia Southern University).
* B.S. Public Health - University of North Carolina Chapel Hill
* M.Ed. Special Education - University of North Carolina Charlotte
* Ph.D. Educational Psychology - University of North Carolina Chapel Hill
M.Ed. Special Education - University of North Carolina CharlottePh.D. Educational Psychology - University of North Carolina Chapel Hill
Research Interests
* Educational Policy & Leadership
* Instructional Quality & Evaluation
* Educational Psychology
* Data-Driven Decision Making & Improvement
* Global & Interdisciplinary Collaboration
Instructional Quality & Evaluation Educational PsychologyData-Driven Decision Making & ImprovementGlobal & Interdisciplinary CollaborationInstitute for Innovative and Integrated Studies (I3S) sthompson@georgiasouthern.eduhttps://drive.google.com/open?id=1kufc_Mxe9ttioTkk9suyUdxiYD1ZVbNsSusan ThompsonSusanThompsonPart-Time Faculty912-877-1906Liberty CenterArmstrong Campus, Liberty CampusCollege of Arts & HumanitiesDepartment of English
Teaching Philosophy
My teaching philosophy is rooted in a supportive, student-centered environment but one with ambitious goals and expectations. My goal is to promote critical reading and thinking skills to support the academic expectations and writing goals of my students as much as I believe that honing those skills results in better prepared citizens of the world.
* MA. Rhetoric and Composition The University of Central Florida
* BA. English Armstrong State University
BA English Armstrong State University Lholmen@georgiasouthern.eduhttps://drive.google.com/open?id=1eU18qoIqlE_cnjVTtD44PKVjTcysfqt3Lauren HolmenLauren HolmenArts Marketing Manager/Facilities Coordinator912-344-3169Fine Arts Hall Rm 139Armstrong CampusCollege of Arts & HumanitiesBetty Foy Sanders Department of Art, Department of Communication Arts, Fred & Dinah Gretsch School of MusicLauren M. Holmen is the Arts Marketing Manager and Facilities Coordinator at Georgia Southern University’s Armstrong Campus. She coordinates the Fine Arts Auditorium, Jenkins Mainstage Theatre, Jenkins Hall Blackbox, and the Fine Arts Gallery. Lauren manages the all front-of-house operations. She also handles marketing for the Fred and Dinah Gretsch School of Music, Betty Foy Sanders Department of Art, and the Department of Communication Arts. In her spare time Lauren enjoys dancing and supporting local productions.
* B.S. Georgia Southern University B.S. General Studies 2013
* M.S. South University M.S. Leadership 2015
M.S. South University M.S. Leadership 2015 asaad@georgiasouthern.eduhttps://drive.google.com/open?id=11z9D6zW2uMojN5mNPtR2gJQ9bKvVHCMghttps://www.researchgate.net/profile/Ashraf-Saad-2Ashraf SaadAshrafSaadAssistant Dean912-344-3084University Hall 242Armstrong CampusAllen E Paulson College of Engineering & ComputingDepartment of Computer Science, Department of Electrical & Computer Engineering, Department of Information TechnologyDr. Saad serves as Assistant Dean for the Armstrong Campus and Interim AD for Research in the AP College of Engineering and Computing. He holds the rank of professor in the Department of Electrical and Computer Engineering and the Department of Computer Science.
Teaching Philosophy
Teaching through discovery for lifelong learning.
* Ph.D., Vanderbilt University, 1996
* M.S., Cranfield University, 1991
* B.S., Ain Shams University, 1987
M.S., Cranfield University, 1991B.S., Ain Shams University, 1987
Research Interests
* Machine Learning
* Intelligent Systems
* Hybrid Soft Computing
* Computer Science Education
* Climate Change Education
Intelligent Systemshybrid soft computingComputer Science EducationClimate Change Education meganmurray@georgiasouthern.eduhttps://drive.google.com/open?id=1EJ1PcqplNcVt9afwBumGsDg4iLIpI4SbMegan MurrayMegan MurrayGraduate Recruitment Coordinator912-478-2302Veazey Hall, Suite 1012Statesboro CampusJack N. Averitt College of Graduate StudiesGraduate Studies gchamblee@georgiasouthern.eduhttps://drive.google.com/open?id=12DABf0uwXAPnVoQ5FbmI7IZiyEB5NV4bGregory ChambleeGregoryChambleeProfessor and Interim Department Chair912-478-5204College of Education Room 4101Statesboro CampusCollege of EducationDepartment of Elementary & Special Education, Department of Middle Grades & Secondary EducationDr. Chamblee, a native of North Carolina, began his career teaching in public schools before joining California State University Pomona’s Mathematics and Statistics Department, where he taught mathematics courses for preservice teachers and supervised student teachers. In 1999, he joined the Georgia Southern University’s College of Education faculty. His primary duties include teaching undergraduate and graduate courses in mathematics education and supervising student teachers. Dr. Chamblee enjoys gardening, driving tractors, and playing golf outside of academia.
Teaching Philosophy
My teaching philosophy is to create life-long learners who are passionate about educating others and ‘paying forward’ their knowledge. I believe that engaging students actively in the content is essential to their learning. By fostering a student-centered classroom, I encourage curiosity, collaboration, and real-world connections to make learning meaningful and relevant. My approach incorporates diverse instructional strategies to cater to various learning styles, promoting active participation and critical thinking. Ultimately, my goal is to inspire students to become educators who will continue the cycle of sharing knowledge and fostering learning in others.
* Ph.D., The University of North Carolina at Chapel Hill, 1995
* M.Ed., North Carolina State University, 1992
* B.S.Ed., North Carolina State University, 1987
* B.S., North Carolina State University, 1986
M.Ed., North Carolina State University, 1992B.S.Ed., North Carolina State University, 1987B.S., North Carolina State University, 1986
Research Interests
* Integrating Technology In P-12 Mathematics
* Using Differing Strategies To Teach Mathematics
* Technology In All Areas
* Curriculum Alignment
Using differing strategies to teach mathematicsTechnology in all areasCurriculum alignment mfhe@georgiasouthern.eduhttps://drive.google.com/open?id=1KU2tSNVfT5zXpNvMIZIo_q0ZSLBPmfhiMing Fang HeMing Fang HeProfessor912-478-1546Room 3130Statesboro CampusCollege of EducationDepartment of Curriculum Foundations & ReadingMing Fang He is Professor of Curriculum Studies at Georgia Southern University. She has been teaching at the graduate, pre-service, and in-service levels in the U. S., Canada, Hong Kong, and China. She explores education, curriculum, and life in-between the Eastern and Western philosophy. She has written about cross-cultural narrative inquiry of language, culture, and identity in multicultural contexts, cross-cultural teacher education, curriculum studies, activist practitioner inquiry, social justice research, exile curriculum, diaspora curriculum, narrative of curriculum in the U. S. South, and transnational and Asian diaspora studies.
Teaching Philosophy
An inquiry-oriented philosophy permeates all aspects of my teaching and supervision. I encourage my students to perceive their course or dissertation work as a quest for possibilities for cultivating humanity in an increasingly diversified world. I invite them to think of this quest as directly connected to their personal and professional concerns, research interests, and inquiries. I encourage my students to understand, synthesize, analyze, and criticize existing theory and practice, and to join the efforts to build an activist intellectual community where diverse voices are heard, diverse ways of teaching, learning, and researching appreciated, and diverse challenges and changes initiated.
* I have been teaching at the graduate, pre-service, and in-service levels in the United States, Canada, Hong Kong, and China.
* I explore education, curriculum, and life in-between the Eastern and Western philosophy with a focus on Confucius, John Dewey, Tsunesaburo Makiguchi, Daisaku Ikeda, Weiming Tu, Martha Nussbaum, and Edward Saïd.
* I have written about cross-cultural narrative inquiry of language, culture, and identity in multicultural contexts, cross-cultural teacher education, curriculum studies, activist practitioner inquiry, social justice research, exile curriculum, diaspora curriculum, narrative of curriculum in the U. S. South, and transnational and Asian diaspora studies.
* Master of Education and Bachelor of Arts in English Language and Literature
* Doctor of Philosophy in Education
I explore education, curriculum, and life in-between the Eastern and Western philosophy with a focus on Confucius, John Dewey, Tsunesaburo Makiguchi, Daisaku Ikeda, Weiming Tu, Martha Nussbaum, and Edward Saïd. I have written about cross-cultural narrative inquiry of language, culture, and identity in multicultural contexts, cross-cultural teacher education, curriculum studies, activist practitioner inquiry, social justice research, exile curriculum, diaspora curriculum, narrative of curriculum in the U. S. South, and transnational and Asian diaspora studies.Master of Education and Bachelor of Arts in English Language and LiteratureDoctor of Philosophy in Education
Research Interests
* I Explore Education, Curriculum, And Life In-Between The Eastern And Western Philosophy With A Focus On Confucius, John Dewey, Tsunesaburo Makiguchi, Daisaku Ikeda, Weiming Tu, Martha Nussbaum, And Edward Saïd.
* I Have Written About Cross-Cultural Narrative Inquiry Of Language, Culture, And Identity In Multicultural Contexts, Cross-Cultural Teacher Education, Curriculum Studies, Activist Practitioner Inquiry, Social Justice Research, Exile Curriculum, Diaspora Curriculum, Narrative Of Curriculum In The U. S. South, And Transnational And Asian Diaspora Curriculum Studies.
I have written about cross-cultural narrative inquiry of language, culture, and identity in multicultural contexts, cross-cultural teacher education, curriculum studies, activist practitioner inquiry, social justice research, exile curriculum, diaspora curriculum, narrative of curriculum in the U. S. South, and transnational and Asian diaspora curriculum studies. mbasista@georgiasouthern.eduMichael Basista MichaelBasista Visiting Writing Instructor Newton Building 2225D Statesboro CampusCollege of Arts & HumanitiesDepartment of EnglishCurrently working as a Visiting Writing Instructor.
Teaching Philosophy
The classroom is a space in which interactions should serve to treat the classroom as a community. In doing so, not only will students have the opportunity to look at lessons through the different perspectives of their fellow students, but also through the perspective of their instructor.
* Master's in English, Georgia Southern University, 2024
* Bachleor's of Science in Multimedia Film and Production, Georgia Southern University, 2022
Bachleor's of Science in Multimedia Film and Production, Georgia Southern University, 2022
Research Interests
* American Literature
* Creative Writing
Creative Writing apease@georgiasouthern.eduAron PeaseAronPeaseSr Lecturer912-478-5936Newton 1123Statesboro CampusCollege of Arts & HumanitiesDepartment of EnglishMy teaching and research focus on multimodal composition and the representation of technology in American literature, analyzed through critical and socioeconomic frameworks.
* Ph.D., University of Florida, 2010
* M.A., Bowling Green State University, 1999
* B.A., Central College, 1995
M.A., Bowling Green State University, 1999B.A., Central College, 1995
Research Interests
* Rhetoric And Composition
* Critical Theory
* American Literature
* Science Fiction
Critical TheoryAmerican LiteratureScience Fiction jdale@georgiasouthern.eduhttps://drive.google.com/open?id=183AUuamPLJT7nrCprVspDar-4kl12GFKJanet DaleJanetDaleAssistant Professor912-478-5936Newton 3305EStatesboro CampusCollege of Arts & HumanitiesDepartment of EnglishJanet Dale has been faculty at Georgia Southern University since the Fall of 2013. She teaches first-year writing, creative writing, and literature courses for the Department of English.
* M.F.A., Georgia College & State University, 2013
* B.A., University of Memphis, 2009
B.A., University of Memphis, 2009 DCain@GeorgiaSouthern.eduhttps://www.georgiasouthern.edu/wp-content/uploads/2025/03/headshot-georgia-southern-dan-cain.jpgwww.linkedin.com/in/danielpgcainDaniel CainDanielCainProgram Director: EAGLE Academy912-478-8407COE 3166FStatesboro CampusCollege of EducationDepartment of Elementary & Special EducationProgram Director of the EAGLE Academy at Georgia Southern University. With my 16+ years working as a practitioner that span across a variety of departments (including but not limited to): career development, student success, housing, academic advising, and alumni engagement.
* Stony Brook University Master of Arts (M.A.), Higher Education/Higher Education Administration Master of Arts (M.A.), Higher Education/Higher Education Administration
EAGLE Academy ktucker@georgiasouthern.eduKathy TuckerKathyTuckerEducation Coordinator912-478-11491201 Fair Road, Statesboro, GA 30458Statesboro CampusCollege of Science & MathematicsBotanic Garden at Georgia Southern University
* Education Specialist
tparker@georgiasouthern.eduTina ParkerTinaParkerAdministrative Assistant II912-478-6105Veazey Hall Suite 2021Statesboro CampusAcademic Affairs The Office of Global Engagement mhuey@georgiasouthern.eduMegan HueyMeganHueyExecutive Assistant II 912-478-7412ITStatesboro CampusAllen E Paulson College of Engineering & ComputingAEPCEC Office of the Dean
* B.S. Georgia Southern University
mhall@georgiasouthern.eduhttps://drive.google.com/open?id=1sEeek3MljqDQql9m8xwPmzQ8WgBn-TE4Michelle HallMichelle HallAdministrative Assistant912-478-1894Engineering 1120Statesboro CampusAllen E Paulson College of Engineering & ComputingDepartment of Civil Engineering & ConstructionNA
* Hofstra University BA. in Communications
wwood@georgiasouthern.eduWilliam WoodWilliamWoodLearning Commons Associate912-344-3011Learning CommonsArmstrong CampusUniversity LibrariesLearning CommonsN?A
* MA. in History from Georgia Southern 2018
* Enrolled in graduate school at Valdosta State University for a Masters in Library and Information Science. Anticipated graduation is May 2026.
Enrolled in graduate school at Valdosta State University for a Masters in Library and Information Science. Anticipated graduation is May 2026. jstocking@georgiasouthern.eduJennifer StockingJenniferStockingBudget manager912-478-5649COE 1100IStatesboro CampusCollege of EducationCOE Office of the Dean
* M.A., Bowling Green State University, 1995
* B.A., University of Minnesota-Twin Cities, 1991
B.A., University of Minnesota-Twin Cities, 1991 jcardell@georgiasouthern.eduJanee CardellJaneeCardellGrant Coordinator 912-478-0234Savannah Research LabsArmstrong CampusDivision of Research & Economic DevelopmentOffice of Research Services & Sponsored ProgramsBachelor of Arts
* Bachelor of Arts
rschaffer@georgiasouthern.eduRose SchafferRoseSchafferLibrary Assistant912-478-2418Zach S. Henderson LibraryStatesboro CampusUniversity LibrariesUniversity Libraries Access ServicesStaff advisor for Hillel at Georgia Southern, chair of the University Libraries Exhibit, Display, and Art Committee, and volunteer for American Foundation for Suicide Prevention.
* B.F.A., Savannah College of Art & Design, 2021
ckasay@georgiasouthern.eduColin KasayColinKasayAccountant I912-478-6041Veazey Hall Room 3013Statesboro CampusDivision of Research & Economic DevelopmentOffice of Research Services & Sponsored Programs sholloway@georgiasouthern.eduStacey HollowayStaceyHollowayAdministrative Assistant III912-478-8644Veazey Hall 2000AStatesboro CampusCollege of Behavioral & Social SciencesCBSS Office of the Dean jldavenport@georgiasouthern.eduJennifer DavenportJenniferDavenportAdministrative Assistant912-478-4848Information TechnologyStatesboro CampusAllen E Paulson College of Engineering & ComputingDepartment of Information Technology sruffner@georgiasouthern.eduJessica RuffnerJessicaRuffnerPart Time Instructor912-344-2556Armstrong Fine Arts BuildingArmstrong CampusCollege of Arts & HumanitiesBetty Foy Sanders Department of ArtJessica Ruffner is an art educator with thirteen years of elementary art teachingexperience. She currently teaches at Marshpoint Elementary in Savannah, Georgia where she has been teaching Kindergarten through 5th grade art for the past seven years. Mrs. Ruffner attended the University of North Florida where in 2011 she earned a Bachelor of Fine Arts with an emphasis in photography and a minor in education. In 2021, Mrs. Ruffner received her Master of Arts in art education from the University of Florida. Most recently in 2024, Mrs. Ruffner graduated from Augusta University with her Education Specialist degree in advanced educational studies with a concentration in art education.
* BFA in Fine Arts
* MA. in Art Education
* Ed.S. in Advanced Educational Studies
MA in Art EducationEd.S. in Advanced Educational Studies gcorley@georgiasouthern.eduGlenda CorleyGlendaCorleyAdministrative Assistant II912-478-5681Statesboro- Nursing/Chemistry bldgStatesboro CampusCollege of Science & MathematicsDepartment of Biochemistry Chemistry & Physics rcovington@georgiasouthern.eduCortney CovingtonCortneyCovingtonAdministrative Coordinator912-478-5111Engineering BuildingStatesboro CampusCollege of Science & MathematicsCOSM Office of the DeanMrs. Covington began her career as the Managing Editor of a literary journal while earning her MFA in Creative Writing. She then moved into university administrative work, where she remains while continuing to publish her personal works.
* MFA in Creative Writing
* BA. in Creative Writing
BA in Creative Writing shutchins@georgiasouthern.eduSusan HutchinsSusan HutchinsAccountant 1912-478-2456Statesboro, GA 30460Statesboro CampusGeorgia Southern University Research & Service Foundation, Inc.Georgia Southern University Research & Service Foundation, Inc.Married to Mike; three children; 4 grandchildren. I enjoy crafts and quilting in my spare time. I also love to read and spend time with my family.
* B.S. Accounting Degree 2013
Georgia Southern University Research & Service Foundation, Inc. hpipkin@georgiasouthern.eduhttps://drive.google.com/open?id=1hs4N-8N4VQ4yaf0nRns-MJrpxtKK0TSlHelen PipkinHelenPipkinAccountant II912-478-5076Veazey HallStatesboro CampusOffice of Research Services and Sponsored ProgramsOffice of Research Services & Sponsored ProgramsNA
* BS./ACC, Indian Wesleyan University, 2014
jdelaigle@georgiasouthern.eduJessica DeLaigleJessicaDeLaigleChild Development Specialist 912-478-2516Child Development Center Statesboro CampusCollege of Behavioral & Social SciencesSchool of Human EcologyGeorgia Southern graduate 2009Child Development Center hlewis@georgiasouthern.eduhttps://drive.google.com/open?id=1Dhta7MWNd0WVEWs2Jl81REDxp-K3gDy5Holly LewisHollyLewisUltrasound Lab Instructor Armstrong CampusWaters College of Health ProfessionsDepartment of Health Sciences & KinesiologyBS, GSU 2017 ndjames@georgiasouthern.eduNicole JamesNicoleJamesPart-Time instructor912-478-2787Arts, 2022Statesboro CampusCollege of Arts & HumanitiesBetty Foy Sanders Department of ArtNicole James is an educator, sculptor, installation artist, and serial crafter with a passion for an extensive variety of media and art forms. As such, she devotes her time to sharing this breadth of knowledge with others and taking on new projects to expand her own. Notably, in 2018, she collaborated with University of North Florida students and professors in an Interdisciplinary cast iron performance wedding, where she herself was the bride.Starting off as an interest developed through her own identity, she strives to develop a better practice for working with neurodivergent students. She has been teaching at Georgia Southern University since 2018.
* MFA, Georgia Southern University, 2020
* BFA, University of North Florida, 2015
BFA, University of North Florida, 2015 jpellegrino@georgiasouthern.eduhttps://drive.google.com/open?id=1jfCp6dMdR3RO1k_tFWIcjUjEml6zhsInhttps://scholars.georgiasouthern.edu/en/persons/joe-pellegrinoJoe PellegrinoJoePellegrinoAssociate Professor912-478-58533308B NewtonStatesboro CampusCollege of Arts & HumanitiesDepartment of EnglishI taught my first college class in 1982, so I’ve been at this for a while. I enjoy working in the interstitial spaces between disciplines (like literature, religion, philosophy, and music) and modalities (like writing, web work, and other mediated expressions). That’s why I’m attracted to the hybridity in postcolonial lit. My pedagogical choices are always rooted in things I look like I’ve outgrown: a working-class background, a religious upbringing, and an unshakeable belief that an education should not just get you a better job; it should make you a better human.
Teaching Philosophy
I will put in the time to help students achieve rigor in their arguments and clarity in their writing. This is a matter of respect for the abilities I know they have. Expecting less than what they are capable of is insulting. Although I teach with technology, and at a distance, I believe in-person engagement with students cannot be replaced; a virtual education is just that, virtual. There is no online experience that equals the immediacy and efficacy of a class discussion with engaged students. Technology may democratize access to a college degree, but it also turns students into consumers of information, not producers of knowledge. Our students should graduate knowing how to think deeply, read closely, and write clearly.
* PhD, University of North Carolina at Chapel Hill, 1996
* BFPA, Saint Louis University, 1988
* MA., Duquesne University, 1984
* BA., Duquesne University, 1981
BFPA, Saint Louis University, 1988 MA, Duquesne University, 1984BA, Duquesne University, 1981
Research Interests
* Postcolonial Literature
* Irish Literature
* Modern And Contemporary Poetry
* Scholarship Of Teaching And Learning
Irish literatureModern and contemporary poetryScholarship of Teaching and Learning mprude@georgiasouthern.eduAlyson PrudeAlysonPrudeassociate professorNewton 3305BStatesboro CampusCollege of Arts & HumanitiesDepartment of Philosophy & Religious StudiesI study contemporary Himalayan Buddhism with a focus on the relationships between normative Buddhist and indigenous traditions.
* PhD, Religious studies, UCSB
rking@georgiasouthern.eduhttps://drive.google.com/open?id=1Xf7Tw4NzzYuPBJQGLhKwElc_lsu8cmjDRobbi King GreeneRobbi KingGreenePart-Time Instructor912-344-2550Armstrong CampusWaters College of Health ProfessionsDepartment of Clinical Sciences
* M.Ed., Armstrong State University, 2016
* BSRS, Armstrong Atlantic State University, 2009
* RDMS (ABD, OBGYN, BR)
* RVT
BSRS, Armstrong Atlantic State University, 2009RDMS (ABD, OBGYN, BR)RVT crossetti@georgiasouthern.eduhttps://drive.google.com/open?id=12ZsklCkM4-5ieNEWskqJzP7Te7hEdGWYhttps://scholar.google.com/citations?user=_MXfeR4AAAAJ&hl=enChristian RossettiChristianRossettiAssociate Professor912-478-0756PCOB 3349Statesboro CampusParker College of BusinessDepartment of Logistics & Supply Chain ManagementAccomplished researcher and educator with experience in supply chain, logistics, and operations management. Published impactful research in the aerospace, pharmaceutical, and healthcare industries focusing on Supply Chain Management, Strategic Sourcing, and Logistics. Expertise in multiple data acquisition and statistical analysis techniques. Award winning educator who has developed courses for Doctoral, Masters, and Undergraduate education. Team player who can lead or support research projects, program development, or administrative initiatives.
Teaching Philosophy
My teaching philosophy focuses on enhancing students’ Knowledge, Skills and Abilities through Engaging, Enabling, and Ensuring. Using DMAIC from lean six sigma, I continuously refine my methods. I engage students with active learning and relevant coursework, motivating participation to enable success, and ensure learning through frequent measurement and feedback. By analyzing results and gathering feedback, I aim to achieve high learning outcomes and meet external stakeholders’ human capital needs.
* Ph.D., Arizona State University, December 2006. Business Administration: Supply Chain Management
* MS. Operations and Information Technology, Worcester Polytechnic Institute, 2000.
* B.Eng. Civil Engineering w/ emph in Structural Engineering
MS Operations and Information Technology, Worcester Polytechnic Institute, 2000.B.Eng. Civil Engineering w/ emph in Structural Engineering
Research Interests
* Supply Networks
* Supply Chain Management
* Buyer Supplier Relationships
* Healthcare
* Aerospace Industry
Supply Chain ManagementBuyer Supplier RelationshipsHealthcareAerospace Industry cgourley@georgiasouthern.eduhttps://drive.google.com/open?id=1R80IAYc6Vbh1Z0LoPAU1kx75eU0WsFMeCandice GourleyCandiceGourleyRegistration Specialist912-478-5551Armstrong CenterArmstrong CampusDivision of Academic AffairsContinuing & Professional EducationContinuing & Professional Education lloving@georgiasouthern.eduLakesha Loving Lakesha Loving Director of Clinical Practice 912-344-3155University Hall Suite 250Armstrong CampusCollege of EducationDepartment of Curriculum Foundations & Reading, Department of Elementary & Special Education, Department of Middle Grades & Secondary EducationMrs. Loving is a veteran educator committed to helping young people achieve their goals through positive motivation. Mrs. Loving currently serves as Director of Clinical Practice at Georgia Southern University.
* MS.- American College of Education 2016
* MS.- Nova Southeastern University- 2006
* BS.- Georgia Southern University- 1999
MS- Nova Southeastern University- 2006BS- Georgia Southern University- 1999 amills@georgiasouthern.eduAngela MillsAngelaMillsAdmission and Certification Officer912-344-2552UH 250BArmstrong CampusCollege of EducationOffice of Curriculum Instruction and Initial Educator Preparation
* Bachelor of Arts, AASU, 2001
* Graduate Certifcate, ASU, 2010
* Master of Education, ASU 2016
Graduate Certifcate, ASU, 2010Master of Education, ASU 2016 melissabrown@georgiasouthern.eduMelissa BrownMelissaBrownStudent Services Coordinator 912-478-5668Veazy HallStatesboro CampusDivision of Academic Affairs Office of Global EngagementMelissa Brown is a dedicated and skilled professional with three years of experience working at Georgia Southern University. She holds a Bachelor of Fine Arts from the Savannah College of Art and Design and is currently pursuing a Master of Fine Arts at Georgia Southern University.Melissa is committed to delivering quality service, fostering collaboration, and contributing to a welcoming environment at Georgia Southern. She values continuous learning and strives to make a positive impact within the community.
* Bachelors of Fine Art in Photography
spaulk@georgiasouthern.eduhttps://drive.google.com/open?id=1hgeCXV3BvsqK9Ycs0KmmMbfxKgHMMN1kShannon PaulkShannonPaulkSenior Companion Program Coordinator912-478-0723Veazey HallStatesboro CampusCollege of Behavioral & Social SciencesDepartment of Sociology & AnthropologyShannon Paulk, M.A., is the full-time Program Coordinator for the Georgia Southern University Area Senior Companion Program. With a background in political science and nonprofit coordination, she has contributed to impactful initiatives addressing wealth disparities and their intergenerational effects while working on various projects with the City of Statesboro's Office of the Mayor. Shannon is trained in both quantitative and qualitative research design, data analysis, and budget management, developed through her work in campaign and community-focused roles. She brings her expertise and dedication to overseeing volunteer activities and fostering meaningful community engagement.
* Bachelor of Arts in Political Science
* Master of Arts in Social Science
Master of Arts in Social Science
Research Interests
* Intergenerational Policy Impacts
* Civic Engagement And Voter Behavior
* Nonprofit Administration And Cross-Sector Collaboration
Civic Engagement and Voter BehaviorNonprofit Administration and Cross-Sector CollaborationCenter for Social Gerontology tmorris@gerogiasouthern.eduhttps://drive.google.com/open?id=1Igt04wcPhmxK_OZaWXema7OnfL_rJeAXhttps://tonyraymorris.com/about/Tony MorrisTonyMorrisProfessor912-344-3123Gamble 204Armstrong CampusCollege of Arts & HumanitiesDepartment of EnglishIn addition to his fiction (Deep River Blues--Northampton House Press, 2020), Morris has published four books of poetry: Pulling at a Thread (2015), Greatest Hits (2013), Back to Cain (2005), and Fugue’s End (2004). Awarded the Louisiana Literature Prize, and the Tennessee Writers Alliance Award, and is published in over fifty national journals, including: Spoon River Review, Hawai’i Review, Southern Poetry Review, and many others. His poems are also widely published in anthologies, including: Georgia Poetry Anthology (Negative Capability Press, 2015), Southern Poetry Anthology: North Carolina(2014), What Matters (2014), Southern Poetry Anthology: Georgia (2012).
Teaching Philosophy
To help students learn and appreciate the best of writing and writing craft, and to develop into scholars of classical liberal arts.
* Phd English
* Master's Degree in English
* Bachelor's Degree in English w/double minor in journalism and communications
* Associate's Degree in Liberal Arts
* Sewanee Writer's Conference Scholar
Master's Degree in EnglishBachelor's Degree in English w/double minor in journalism and communicationsAssociate's Degree in Liberal ArtsSewanee Writer's Conference Scholar
Research Interests
* Creative Writing
* Journalism
* American Literature (Nineteenth And Early Twentieth Century)
* British Romanticism
JournalismAmerican literature (nineteenth and early twentieth century)British Romanticism kembrey@georgiasouthern.eduKatrina EmbreyKatrina EmbreyInterim Chair912-244-3385School of Nursing Armstrong Campus, Statesboro CampusWaters College of Health ProfessionsSchool of Nursing ckaroki@georgiasouthern.eduCaroline KarokiCarolineKarokiInstructorSavannah GAArmstrong CampusCollege of Arts & HumanitiesDepartment of Communication ArtsCaroline Karoki, MFA, is a filmmaker, media producer, and consultant with over 14 years of experience. She is a Southern Documentary Fund grant recipient, a Cucalorus and Working Films Works-in-Progress (WiP) Lab participant, and a South Pitch Finalist. While independently developing projects, she has freelanced in various roles on films and TV and worked full-time in corporate media production. She recently completed The Price of Hope, which was recently acquired for Educational Distribution by Good Docs. Caroline is a board member of Savannah Women in Film & TV and a member of DOC Savannah and Brown Girls Doc Mafia.
* MFA, Savannah College of Art and Design
nmoore@georgiasouthern.eduNina-Jo MooreNina-JoMooreAdjunct Professor of Communication 828-262-2171Jenkins 102Armstrong CampusCollege of Arts & HumanitiesDepartment of Communication ArtsProfessor Emerita from Appalachian State University. Ph.D. From University. Of Maryland, MA from University of Georgia, BA from University of South Florida. Retired in 2021. Served as Associate Dean and Assistant Chair.
Teaching Philosophy
Experiential learning is I portant to a well-rounded education.
* Ph.D in Communication Education, University of Maryland, 1987
* MA. in Rhetoric & Public Address, Universiy of Georgia, 1982
* BA. in Speech, English Secondary Education, University of South Florida, 1973
MA in Rhetoric & Public Address, Universiy of Georgia, 1982BA in Speech, English Secondary Education, University of South Florida, 1973
Research Interests
* Nonverbal Communication
* Intercultural Communication
* Communication Theory
* Rhetorical Criticism Theory
Intercultural Communication Communication TheoryRhetorical Criticism Theory zutic@georgiasouthern.eduhttps://drive.google.com/open?id=1K6NE534mG1ouzvk7rq46nXqZ1sJBENzohttps://scholar.google.com/citations?user=IMWGo1wAAAAJ&hl=enZheni UticZheniUticAssistant Professor912-901-5422MP 3042Statesboro CampusCollege of Science & MathematicsDepartment of Mathematical SciencesZheni Utic is an Assistant Professor of mathematics on the Statesboro campus at Georgia Southern University, where she has taught since 2021. Her research interests include Machine Learning methods applied to Cyber Security, Reinforcement Learning and Markov Decision Process.
* Ph.D. Mathematics, University of South Florida
* M.S. Economics, University of South Florida
* M.S. Finance, University of South Florida
M.S. Economics, University of South FloridaM.S. Finance, University of South Florida
Research Interests
* Machine Learning
* Reinforcement Learning
* Markov Decision Process
Reinforcement LearningMarkov Decision Process mbattle@georgiasouthern.eduhttps://drive.google.com/open?id=1yy3GeuCRTsyxffgXtyiddIWCXPBiBf-nMilta Lydée BattleMilta LydéeBattleAdministrative Assistant912-478-5358Center for Art and Theater 2004BStatesboro CampusCollege of Arts & HumanitiesBetty Foy Sanders Department of ArtMilta Lydée (rhymes with Renée) Jones Battle is the Administrative Assistant for the Betty Foy Sanders Department of Arts. She has extensive experience providing administrative support to senior executives and managing complex administrative functions in higher ed, corporate and nonprofit organizations. While working in the office of the President at Washington Adventist University in Takoma Park, MD, she earned her B.S. in Psychology and plans to pursue a masters in counseling. In her spare time Lydée enjoys gardening, a passion she's discovered since moving to Georgia two years ago.
* Bachelor of Science, Counseling Psychology
rtootle@georgiasouthern.eduhttps://drive.google.com/open?id=1VaVtaRSvzgQ4vxe-P2pZrkP8RUOojvOQRevonna TootleRevonna TootleChild Development Assistant 912-478-5809789 Forest Dr. (Bldg#219)Statesboro CampusCollege of Behavioral & Social SciencesSchool of Human EcologyChild Development assistant at the CDC on Statesboro Campus
* AAS Early Childhood Education
* Child Development Specialist
Child Development Specialist Child Development Center aaroncharlescohen@gmail.comhttps://drive.google.com/open?id=1W7EDpNUjfBS-MIXcDAGcvF1aK55tclg8Aaron CohenAaronCohenAaron Cohen, M.Arch (or Mr.)912-478-11491201 Fair Rd (Botanic Garden Admin)Statesboro CampusCollege of Science & MathematicsBotanic Garden at Georgia Southern University
* M.Arch., Savannah College of Art & Design
* B.A. Economics, University of Maryland
B.A. Economics, University of MarylandBotanic Garden cfutch@georgiasouthern.eduhttps://drive.google.com/open?id=1VW1DeGtziTj3yuyQnXzxw_lTXt2P5BhZSam FutchSamFutchDirector of Electronics and Research Techology912-536-2408Math/Physics Rm. 2031Armstrong Campus, Statesboro CampusCollege of Science & MathematicsCOSM Office of the DeanMy name is Sam, and I have been working for Georgia Southern University in various positions for 11 years. Utilizing the USG Tuition Assistance Program I was able to graduate with a B.S. in Electrical Engineering from Georgia Southern in 2019. The past 4 years I have acted as the Director of Electronics and Research Technology for the College of Science and Mathematics. This role is extremely broad and very exciting. I have the privilege of working with many brilliant Faculty and Staff members, and I assist them with any equipment and infrastructure related issues and requirements.
* B.S.E.E.
COSM Core Research Lab, James H. Oliver Jr. Institute for Coastal Plain Science, Planetarium, Sustainable Aquaponics Research Center (SARC), United States National Tick Collection tbrookin@georgiasouthern.eduhttps://drive.google.com/open?id=1lhRDzhonGEoE0PZpkQMdzzVqAR5e_WXSTina BrookinsTina BrookinsExecutive Assistant II 912-478-1957Foy Building 3006Statesboro CampusCollege of Arts & HumanitiesCAH Office of the DeanMotivated, personable business professional with over 30 years of office and managerial experience. Excellent performance with bookkeeping, data entry, and account maintenance. Effective team management, strong organization and communication skills, attention to detail, and excellent written and oral communication skills in a fast-paced environment. Outstanding analytical skills with demonstrated ability to interpret and summarize data. Exceptional multi-tasking capabilities with effective time management and supervisory skills. I have excellent computer skills, including hardware and software knowledge and experience. I am proficient in Microsoft Office, graphic design software, and web design and maintenance.
* AS Business Administration
dglawrence@georgiasouthern.eduDebra LawrenceDebraLawrenceOffice Assistant 912-478-0141Newton 1118Statesboro CampusCollege of Arts & HumanitiesDepartment of English rgroomes@georgiasouthern.eduRobin GroomesRobinGroomesadministrative assistant 912-478-8002ENG 2125Statesboro CampusAllen E Paulson College of Engineering & ComputingDepartment of Mechanical Engineering sferguson@georgiasouthern.eduSandra FergusonSandraFergusonLaboratory Coordinator912-478-2226Nursing/Chemistry Room 2001Statesboro CampusCollege of Science & MathematicsDepartment of Biochemistry Chemistry & Physics lpires@georgiasouthern.eduhttps://drive.google.com/open?id=1S1vy3cSUvaK5W9-JbP19PFPeK-yBzgyMLarissa PiresLarissaPiresInstructional Services Coordinator912-478-0078Cone Hall Statesboro CampusDivision of Academic AffairsFaculty CenterInstructional Design Coordinator with focus in faculty development for teaching and learning success and faculty support. Historian per training, experienced Visiting Professor teaching Latin American history and World History.
* Ph.D. in History of Science and Technology from Iowa State University, 2013.
* MBA. Foreign Trade - Catholic University of Brasilia, Brazil. 2006
* B.A. International Relations - Catholic University of Brasilia, Brazil. 2003
MBA Foreign Trade - Catholic University of Brasilia, Brazil. 2006B.A. International Relations - Catholic University of Brasilia, Brazil. 2003
Research Interests
* Teaching And Learning In Higher Ed
* Course Development
* Gender Studies
* Urban Development
Course developmentGender studiesUrban development hrmoye@georgiasouthern.eduHeidi MoyeHeidiMoyeOffice Manager912-478-7911Cone Hall 0007Statesboro CampusCollege of Behavioral & Social SciencesDepartment of PsychologyHeidi began working at Georgia Southern University in 2004 and has been at the Regents Center for Learning Disorders (RCLD) since 2007. During this time, she has earned both a Bachelors and Masters of Arts in History while leading the administrative team at the RCLD.
* M.A., Georgia Southern University, 2017
* B.A., Georgia Southern University, 2012
B.A., Georgia Southern University, 2012
Research Interests
* African American History
* History Of The South
* Civil War History
History of the SouthCivil War HistoryThe Regents Center for Learning Disorders bsimmonsjohnson@georgiasouthern.eduBonita Simmons-JohnsonBonitaSimmons-JohnsonAdministrative Assistant II912-478-4747COBA Statesboro CampusParker College of BusinessDepartment of Information Systems & Analytics20+ years of Administrative Assistant experience, previously owned and operated several businesses which help to hone my administrative skills.
* Two years of college majoring in Accounting.
lnickles@georgiasouthern.eduLaura NicklesLaura NicklesAdministrative Assistant II912-478-5471Newton 3307BStatesboro CampusCollege of Arts & HumanitiesDepartment of Philosophy & Religious Studies mdmoore@georgiasouthern.eduhttps://drive.google.com/open?id=1uqaUlLGwI3MohvTE-SmRwTmkJf5CNEXjMachelle MooreMachelleMooreAdministrative Assistant912-344-2763Hawes HallArmstrong CampusCollege of Arts & HumanitiesDepartment of History aphillips@georgiasouthern.eduAaron PhillipsAaronPhillipsCoordinator, Fred & Dinah Gretsch CollectionStatesboro CampusDivision of Academic AffairsOffice of the ProvostAaron is the Project Coordinator for the Fred and Dinah Gretsch Collection at Georgia Southern University. He oversees all internal and external projects related to the Gretsch partnership with Georgia Southern, including initiatives within the Georgia Southern Museum, the Fred and Dinah Gretsch Instrument, Artifact, and Document Collection, the Fred and Dinah Gretsch School of Music, and the Parker College of Business, as well as collaborations with the J.W. Marriott at Plant Riverside District, the National Association of Music Merchants, the Georgia Music Foundation, and the Country Music Hall of Fame.
* B.S., Georgia Southern University, Criminal Justice, 2012
* M.A., The University of Alabama, American Studies, 2016
* PhD, The University of Alabama, History, ABD
M.A., The University of Alabama, American Studies, 2016PhD, The University of Alabama, History, ABD
Research Interests
* American History
* Southern History
* Memory Studies
* Music History
Southern HistoryMemory StudiesMusic History wmatti@georgiasouthern.eduWilma Matti Wilma Matti Instructor 912-478-7648Nursing/ChemistryStatesboro CampusWaters College of Health ProfessionsSchool of Nursing jacksimmons@georgiasouthern.eduhttps://drive.google.com/open?id=1YbYzPB8HNXHW4302gk05MMC5N_WaLFPXJack SimmonsJackSimmonsProfessor912-344-2653Gamble 203Armstrong CampusCollege of Arts & HumanitiesDepartment of Philosophy & Religious StudiesJack Simmons was born in California. He attended university in Louisiana, Pennsylvania and Germany and now resides in Savannah, Georgia with his wife Katherine and his children, Savannah, Mary and Augustus. He is a professor of philosophy at Georgia Southern University, and when not surfing at Tybee or writing fiction, he likes to enjoy a Sazerac cocktail.
Teaching Philosophy
Doing is learning.
* Ph.D. Philosophy
Research Interests
* Applied Discourse Theory: Science, Medicine, Bureaucracy And Art.
Institute for Water and Health dlarkin@georgiasouthern.eduhttps://drive.google.com/open?id=1NHLjfS5OzsG2Gmw3s0ko6E63qMGeBipKDan LarkinDanLarkinAssociate Professor912-478-5471Newton 3308Statesboro Campus, Wexford, IrelandCollege of Arts & HumanitiesDepartment of Philosophy & Religious StudiesMy research is centered around Ancient Greek Philosophy, more specifically Plato. My work has focused on rethinking Plato's understanding of divine intervention and the role it plays with regard to the acquisition of knowledge. Recently, I have shifted my focus to ignorance and love, and the roles they play throughout the Platonic dialogues. I am also currently serving as the Program Director of the Wexford Study Abroad program at Georgia Southern.
* PhD - Philosophy - University of Memphis
* MA. - Philosophy - University of Memphis
* BA. - Philosophy - Villanova University
MA - Philosophy - University of MemphisBA - Philosophy - Villanova University
Research Interests
* Ancient Greek Philosophy
* Philosophy Of Religion
* 19Th Century Philosophy
Philosophy of Religion19th Century PhilosophyCenter for Irish Research & Teaching eweeks@georgiasouthern.eduhttps://drive.google.com/open?id=1MrdlRyWawEr0osZOPayK0eeGesKaIWAFElanor WeeksElanorWeeksAdministrative Assistant II912-478-0572Foy 3011Statesboro CampusCollege of Arts & HumanitiesCAH Office of the Dean travenjackson@georgiasouthern.eduhttps://drive.google.com/open?id=173CyqNEaQqg85zRVG3d9Wu7l0jAA5_bhTraven JacksonTravenJacksonAdministrative Assistant912-344-3093SC202/UH242Armstrong CampusAllen E Paulson College of Engineering & ComputingDepartment of Civil Engineering & Construction, Department of Computer Science, Department of Electrical & Computer Engineering, Department of Information Technology, Department of Manufacturing Engineering, Department of Mechanical Engineering bbentley@georgiasouthern.eduhttps://drive.google.com/open?id=1G5uaaRvyKhLQKEEqt5r3ovNZvJuHD-B7Benjamin BentleyBenjamin BentleyLab Technician 912-478-7180Sanford Hall room 0103AStatesboro CampusCollege of Arts & HumanitiesDepartment of Communication ArtsRetired U.S. Army Sergeant. Broadcast Engineer.
Teaching Philosophy
Facilitator of higher learning
* Bachelors of Science Electrical Engineering Technologies
gwendolyn.starling@georgiasouthern.eduhttps://drive.google.com/open?id=1fQRrQn2cG4TPjQuM2dSs6Bk9QIfM_rlrWendy FletcherWendyFletcherAdministrative Assistant912-478-5761Engineering 2121Statesboro CampusAllen E Paulson College of Engineering & ComputingDepartment of Mechanical Engineering btharp@georgiasouthern.eduhttps://drive.google.com/open?id=1pu8WQtvftJpDX8Vb3imt2NR09CNc4SYhBrent TharpBrentTharpMuseum Director912-478-5021Rosenwald 2053AStatesboro CampusCollege of Arts & HumanitiesMuseumBrent Tharp’s work and research have focused on Museum Studies and American Material Culture including his dissertation, “‘Preserving Their Form and Features’: The Role of the Coffin in the American Understanding of Death, 1607-1870.” He has worked professionally in the field for more than 30 years as Curator for the Jamestown-Yorktown Foundation, Director of the North Carolina Pottery Center, and Director of Georgia Southern’s museum since July 2000. Dr. Tharp has served in leadership roles in various boards including the Georgia Association of Museums and the Association of Academic Museums and Galleries, and serves an Assessment and Accreditation Peer Reviewer for the American Alliance of Museums.
Teaching Philosophy
My teaching philosophy at Georgia Southern is to ensure that our students as visitors to the museum are building a foundation of life-long learning, but also, through employment, internships, and classes they are serving as curators, designers, educators, and more contributing to the museum’s operations and mission.
* Ph.D., American Studies, College of William and Mary, 1996
* MA., History, College of William and Mary, 1988
* BA., History, Indiana University, 1986
MA, History, College of William and Mary, 1988BA, History, Indiana University, 1986
Research Interests
* Museum Studies
* American Material Culture
* Coastal Georgia History
American Material CultureCoastal Georgia historyGeorgia Southern University Museum, James H. Oliver Jr. Institute for Coastal Plain Science tvo@georgiasouthern.eduTimmy VoTimmy VoLearning Commons Associate912-344-3011Learning CommonsArmstrong CampusUniversity Libraries christinawaugh@georgiasouthern.eduChristina WaughChristinaWaughLibrary Assistant912-478-5647Henderson Library, Access ServicesStatesboro CampusUniversity LibrariesHenderson LibraryPh.D., University of Michigan, 2000
* Ph.D., University of Michigan, 2000
Henderson Library mrempel@georgiasouthern.eduM.H. RempelM.H.RempelAssociate Professor912-478-5471Newton Building, P.O. Box 8023Armstrong Campus, Statesboro CampusCollege of Arts & HumanitiesDepartment of Philosophy & Religious StudiesPh.D. University of Toronto
* Ph.D. University of Toronto
swade@georgiasouthern.eduSabrina WadeSabrinaWadeCirculation Assistant912-344-3010Lane Library, Room 102Armstrong CampusUniversity LibrariesUniversity Libraries CGerdmann@georgiasouthern.eduChristopher GerdmannChristopherGerdmannLab Supervisor912-478-6077Engineering Building 1105Statesboro CampusAllen E Paulson College of Engineering & ComputingDepartment of Mechanical Engineering
* Georgia Southern University
jgee@georgiasouthern.eduJoshua GeeJoshua GeeLibrary Technical Assistant 912-478-5400Henderson LibraryStatesboro CampusUniversity LibrariesUniversity Libraries
* B.A. History, Georgia Southern University, 2021
loparker@georgiasouthern.eduLionel ParkerLionelParkerLibrary Assistant912-225-5002ILL dept.Statesboro CampusUniversity LibrariesIntern-Library Loan kgecawich@georgiasouthern.eduKelli Anne GecawichKelli AnneGecawichMedia & Circulation Associate912-344-3008Lane LibraryArmstrong CampusUniversity LibrariesUniversity LibrariesMedia & Circulation Associate at Lane Library
* M.Ed. Georgia Southern University, 2024
* MLIS, Valdosta State University, 2022
MLIS, Valdosta State University, 2022 epatterson@georgiasouthern.eduErin PattersonErinPattersonProject Archivist912-478-8462Henderson Library, Special CollectionsStatesboro CampusUniversity LibrariesSpecial Collections Unit at University Libraries
Teaching Philosophy
Archival processing of the Gretsch materials
* MLIS, University of South Carolina, 2016
* BA., Mercer University, 2012
BA, Mercer University, 2012 jhammond@georgiasouthern.comhttps://drive.google.com/open?id=1pADVw2eRskG_64NSVrYy5sLBRcpjgiiNEvan HammondEvanHammondIT Technician912-478-01612216Statesboro CampusHenderson LibraryHenderson LibraryIT technician, husband and father, musician lakers@georgiasouthern.eduLisa AkersLisaAkersData Manager/Assessment Coordinator912-478-5762COE Room 1103-BStatesboro CampusCollege of EducationOffice of Curriculum Instruction and Initial Educator PreparationLisa Akers is the Data Manager for the College of Education and provides information pertaining to enrollment, academic progress, and completion for administrators, faculty, and staff of the college as well as for Title II reporting purposes. She is also the Assessment Coordinator and manages accounts and assessments in Chalk & Wire for the College of Education.
* B.B.A., Georgia Southern University
jnbrown@georgiasouthern.eduJasmine BrownJasmineBrownCoordinator912-478-5544Williams Center, 1003Statesboro CampusDivision of Enrollment Marketing and Student SuccessOffice of First and Second Year Experience
* M.Ed., Georgia Southern University, 2017
* B.A., Georgia Southern University, 2015
* B.S., Georgia Southern University, 2014
B.A., Georgia Southern University, 2015B.S., Georgia Southern University, 2014 dmaeweather@georgiasouthern.eduDantrell MaeweatherDantrellMaeweatherCoordinator912-478-5544Williams Center, 1004Statesboro CampusDivision of Enrollment Marketing and Student SuccessOffice of First and Second Year Experience
* M.Ed., Georgia Southern University, 2021
* B.A., Georgia Southern University, 2016
B.A., Georgia Southern University, 2016 mshepherd@georgiasouthern.eduMiracle ShepherdMiracleShepherdAdministrative Assistant I912-478-5544Williams Center, 1001Statesboro CampusDivision of Enrollment Marketing and Student SuccessOffice of First and Second Year Experience wpowell@georgiasouther.eduWilliam PowellWilliamPowellDirector Interdisciplinary Studies912-478-7128IAB 2014Statesboro CampusInstitute for Innovative and Integrated Studiesinterdisciplinary Studies20+ years in Higher Education management, service and innovation
* MA., Appalachian State University, 1994
* BS., Georgia Institute of Technology, 1992
BS, Georgia Institute of Technology, 1992Institute for Innovative and Integrated Studies (I3S) jinahpark@georgiasouthern.eduhttps://drive.google.com/open?id=1A7NrBoShh1bsgqHVwmZd_K0q34C7pxT5Jin Ah ParkJin AhParkHonors Program Coordinator912-478-5569Eidson HouseStatesboro CampusHonors CollegeHonors College
* Masters of Art, Georgia Southern University, 2024
* Bachelor of Science, Georgia Southern University, 2020
Bachelor of Science, Georgia Southern University, 2020 mmccurdy@georgiasouthern.eduhttps://drive.google.com/open?id=11AbDZ6HgKJvW9n4KEvwMM4yr2RCTtvLDMichael McCurdyMichaelMcCurdyDirector912-478-1509Cone Hall, 2026Statesboro CampusDivision of Academic AffairsThe Faculty Center
Teaching Philosophy
Interests include: Providing faculty with resources to balance their workloads; Building faculty resource spaces such as studios for audio, video, and podcast recording; Supporting the development of quality learning environments as they relate to the student experience.
* M.S., Full Sail University, 2010
* B. Music, University of Toronto, 1995
B. Music, University of Toronto, 1995 klarry@georgiasouthern.eduhttps://drive.google.com/open?id=1HVdrK5KHBUqr6IUZUgtrBeykLcBwCo8JKyra LarryKyraLarryCoordinator of Experiential Learning 912-478-5197Williams CenterStatesboro CampusDivision of Academic AffairsOffice of Career and Professional Development Kyra specializes in Human Resource Management, Career Development, and Organizational Leadership. As Coordinator of Experiential Learning in the Office of Career & Professional Development, she manages initiatives across three campuses, collaborates with faculty and employers, and oversees the Internship Scholarship Program.With a BBA in HR Management from Georgia Southern and an MEd in Learning, Leadership, and Organizational Development from UGA, Kyra is a lifelong learner dedicated to inspiring students. She also serves as the Professional Development Committee Chair for GACE and Staff Advisor for NSBE, excelling in building connections, leading initiatives, and championing professional development.
* BBA, emphasis in Human Resource Management
* M.Ed., Learning, Leadership, & Organizational Development
* SHRM-CP
M.Ed., Learning, Leadership, & Organizational DevelopmentSHRM-CP draymond@georgiasouthern.eduDeAndra RaymondDeAndra RaymondExecutive Assistant II912-478-0851Veazey Hall Statesboro CampusJack N. Averitt College of Graduate Studies Graduate StudiesI'm an accomplished Executive Assistant II with a strong organizational support and administrative excellence background. With a master's degree in accounting, I bring a unique blend of analytical expertise and meticulous attention to detail to the role. Known for managing complex schedules, streamlining processes, and fostering seamless communication within teams, I'm a trusted professional dedicated to driving operational efficiency and supporting executive-level leadership. My accounting expertise enhances my ability to handle financial reporting, budget management, and strategic planning with precision and insight.
* Master's in Accounting
ttemple@georgiasouthern.eduTravis TempleTravisTempleBudget Analyst I912-478-2609Williams CenterStatesboro CampusDivision of Academic AffairsOffice of Career and Professional Development rabarret@georgiasouthern.eduRachael BarrettRachaelBarrettCareer and Internship Advisor912-478-51971055 Williams CenterStatesboro CampusParker College of BusinessTwenty three years of experience in Career Services/Office of Career and Professional Development, working with student to achieve success in educational goals. Professionally certified through the Society of Human Resource Management (SHRM-CP) organization. Additional qualifications in the National Association of Colleges and Employers in Career Coaching.
* Master of Education, University of New Orleans, 2001
* Bachelor of Science, Accounting, 1983
* Society of Human Resources Management, SHRM-CP
Bachelor of Science, Accounting, 1983Society of Human Resources Management, SHRM-CP ccofer@georgiasouthern.eduCaitlyn CoferCaitlynCoferDirector of Operations912-478-7778Williams Center, First FloorStatesboro CampusCareer & Professional Development acraig@georgiasouthern.eduAbigail CraigAbigailCraigAssessment Specialist912-478-8053Williams CenterStatesboro Campus lreefer@georgiasouthern.eduhttps://drive.google.com/open?id=1jr0idKzE2wJMLEoLEIcFhwpJhzhsK__BLaura Lowe-ReeferLauraLowe-ReeferInstructional Service Coordinator912-478-0101Cone Hall room 2032 Statesboro CampusThe Faculty CenterThe Faculty CenterI'm Laura Lowe-Reefer, I work at the Faculty Center on the Statesboro campus, where I've been supporting faculty, teaching, and learning for 15 wonderful years. My passion lies in helping faculty with instructional design, technology, course reviews, and pedagogy. When I'm not at work, you'll find me on our charming little farm with my husband. We have a delightful menagerie of animals, including chickens, rabbits, donkeys, turkeys, dogs, and a cat. And guess what? We just welcomed our second granddaughter. I love being a grandmother.
Teaching Philosophy
My teaching philosophy is learner-centric and holistic, recognizing that effective education goes beyond mere information transmission. I believe each learner is unique, with diverse backgrounds, learning styles, and preferences. I emphasize real-world relevance, ensuring instructional content is practically applicable. I integrate Universal Design, User Experience Design, and Accessibility, creating a learner-centered environment with a collaborative constructivist perspective. This approach fosters teaching, cognitive, and social presence through interactions among students, content, and instructors, encouraging curiosity, critical thinking, and creativity through active engagement and practical application.
* Masters in Adult Education and Community Leadership
* Masters Instructional Design/Technology
* BS. Information Technology - Multimedia Animation
Masters Instructional Design/TechnologyBS Information Technology - Multimedia Animation kathrynbryant@georgiasouthern.eduKathryn BryantKathrynBryantCoordinator of Programs & Events912-478-1322Williams CenterStatesboro CampusDivision of Academic AffairsOffice of Career & Professional Development jkjones@georgiasouthern.eduhttps://drive.google.com/open?id=1ryMvL3jqe3VO7czh_1PuDaCwqnMxTIejJosh JonesJoshJonesPre-Professional Advisor912-478-5197Williams Center 1018Statesboro CampusDivision of Academic AffairsOffice of Career & Professional Development
* B.S., Georgia Southern University, 2022
djones@georgiasouthern.eduhttps://drive.google.com/open?id=1FlhOOnTGBvgqfQIvZFegQHkHfJq_dv_DChance JonesChanceJonesProgram Recruiter and Adult Transition Manager912-478-2307StatesboroStatesboro CampusAdult and Online LearningAdult and Online LearningCPT Dakota "Chance" Jones is currently assigned as the Assistant Operations Officer at 3-121 IN, 48th BDE of the Georgia Army National Guard. His previous assignments include Scout Platoon Leader, Rifle Platoon Leader, Gold Bar Recruiter, Operations Officer, Executive Officer, and Assistant Gunner. In his civilian career, he currently serves as the Program Recruiter and Adult Transition Manager at Georgia Southern University. His previous civilian positions and employment include Military Outreach Coordinator, Coordinator of Residency, Operations Manager, and Senior Military Science Instructor.
* MBA., Georgia Southern University, 2023
* BBA Finance, Georgia Southern University, 2018
BBA Finance, Georgia Southern University, 2018 stripathi@georgiasouthern.eduShamit TripathiShamitTripathiBusiness Operations Manager - Institutional Research912-314-3334SavannahArmstrong CampusOffice of ResearchOffice of ResearchHelping GSU make data - driven informed decisions.
* MSIS - Georgia State University
abodruk@georgiasouthern.eduAdrianna BodrukAdriannaBodrukProject Manager - QEPWilliams CenterStatesboro CampusDivision of Academic AffairsOffice of Career & Professional Development
* Bachelor of Science in Public Relations
ehoste@georgiasouthern.eduEmily HosteEmilyHosteAdministrative Assistant II912-478-5197Williams CenterStatesboro CampusDivision of Academic AffairsOffice of Career & Professional Development dkessel@georgiasouthern.eduDiane KesselDianeKesselSenior Lecturer912-478-5396Foy Armstrong Campus, Statesboro CampusCollege of Arts & HumanitiesFred & Dinah Gretsch School of MusicDiane Kessel is the flute instructor at Georgia Southern University. She earned her DMA in performance at the University of South Carolina with Jennifer Parker-Harley, her MM at Western Michigan University with Martha Councell-Vargas, and her BM at the University of Illinois with Jonathan Keeble. She has performed with the National Music Festival Orchestra, Greenville Symphony, Ohio Light Opera, Palmetto Opera, and Theatro Lirico D’Europa. Diane has won competitions and performed at festivals across the U.S., and her quintet recently toured China. A Cleveland native, she was principal flute with the Contemporary Youth Orchestra, performing with Jon Anderson, Pat Benatar, and Styx.
* D.M.A. University of South Carolina
* M.A. Western Michigan University
M.A. Western Michigan University robert.harris@georgiasouthern.eduRobert HarrisRobertHarrisProfessor912-344-2872Fine Arts Hall, Room 125Armstrong CampusCollege of Arts & HumanitiesFred & Dinah Gretsch School of Music
* D.M.A. University of Washington
* M.M. University of the Pacific
M.M. University of the Pacific mredden@georgiasouthern.eduMark ReddenMarkReddenTheater Technical Director912-344-2556Fine Arts HallArmstrong CampusCollege of Arts & HumanitiesDepartment of Communication ArtsMr. Redden works in theatrical scenic construction, lighting and sound.
* PLC
labbott@georgiasouthern.eduhttps://drive.google.com/open?id=1zBQwQepQqK4m2VrnuTYnQsLg4_cKLW-JLisa AbbottLisaAbbottProfessor and Director of Theatre912-478-0530Sanford HallStatesboro CampusCollege of Arts & HumanitiesDepartment of Communication ArtsLisa L. Abbott is a Professor and Director of Theatre. She teaches directing, acting and playwriting. Abbott supervises and trains the student stage managers and serves as the Marketing Director and Box Office supervisor for the Theatre program. Abbott has worked all over the United States as a director and stage manager. Her focus is on development of new works with Portland Center Stage, Pavement Productions, The Organic Theatre in Chicago, and Chicago Dramatists. Abbott is fascinated with the process of story development through movement and language. She was recognized by the Kennedy Center American College Theatre Festival in 2015 with the Hilton Worldwide Award for Distinguished Director of a play for her work on Race; a play.
* M.F.A Directing, University of Portland
* B.S Theatre and Psychology, Colorado State University
B.S Theatre and Psychology, Colorado State University mhill@georgiasouthern.eduMatthew HillMatthewHillGretsch Collection Curator of Permanent Collections, Loans, and Exhibitions912-478-7138Central warehouseStatesboro CampusGeorgia Southern University MuseumDepartment of Political Science & International Studies, MuseumMatthew W. Hill has worked, consulted, and created exhibitions for museums in the US, Canada, Scotland, England, Ireland and Russia. He was a founding curator of the Musical Instrument Museum in Phoenix (Arizona). Besides academic pursuits, he has enjoyed a varied musical life that includes being a Nashville session player, art music composer, double bassist, and guitarist.
* Ph.D., University of Edinburgh, 2014
* MMus., University of Edinburgh, 2005
* BMus, Edinburgh Napier University, 2004
* Research Interests
* Musical Instruments
* Music History And Material Culture
* Popular Music
MMus., University of Edinburgh, 2005BMus, Edinburgh Napier University, 2004
Research Interests
* Musical Instruments
* Music History And Material Culture
* Popular Music
Music history and material culturePopular music smjackson@georgiasouthern.eduhttps://drive.google.com/open?id=1Sbusn-C34CI3iRErshPTiR6sAcKabReqShawn JacksonShawnJacksonLab Supervisor912-478-60661100E Engineering BuildingStatesboro CampusAllen E Paulson College of Engineering & ComputingDepartment of Civil Engineering & ConstructionShawn Jackson is a dedicated member of the Civil Engineering Department, overseeing the operation of 14 labs, including equipment maintenance, repair, and purchasing. With a background in geology, he brings a unique perspective to his work, combining technical expertise with hands-on problem-solving.Beyond the lab, Shawn is passionate about emerging technologies like 3D printing and artificial intelligence research. He also enjoys flying drones, hiking, and restoring vintage motorcycles. A lifelong adventurer, he has lived across the U.S., from Idaho and South Carolina to Texas, before settling in Georgia. When he's not working, he treasures time with his wife and three children, often capturing life’s moments through photography.
Teaching Philosophy
The purpose of education is the creation of autodidacts. We teach to cultivate the mind and stir curiosity. Once that flame is kindled, learning becomes a lifelong journey.
* B.S., Geology Georgia Southern, 2014
* Research Interests
* Uas/Drones
* 3D Printing
* Materials Science
* Artificial Intelligence
* Asphalt Laboratory, Materials Research Laboratory, Water Environment Research Laboratory
Research Interests
* Uas/Drones
* 3D Printing
* Materials Science
* Artificial Intelligence
* Asphalt Laboratory, Materials Research Laboratory, Water Environment Research Laboratory
3D PrintingMaterials ScienceSurveying and GISArtificial Intelligence Asphalt Laboratory, Materials Research Laboratory, Water Environment Research Laboratory szheng@georgiasouthern.eduhttps://shijun-zheng.github.io/Shijun ZhengShijunZhengProfessor912-478-1338Math-Physics building Room 3306Statesboro CampusCollege of Science & MathematicsDepartment of Mathematical SciencesDr. Shijun Zheng received a Ph.D. in Mathematics at The University of Maryland, College Park. Following his postdoctoral positions at LSU and USC, Zheng joined the Mathematical Sciences department at Georgia Southern University. His research interests include Spectral Calculus and PDE in Quantum Mechanics in both analytical and computational domain. Zheng authored more than 35 papers and served as editor of five book volumes. Zheng teaches a variety of undergrad and grad courses, e.g., Calculus, Linear Algebra, ODE, Advanced PDE, Math for Scientists and Engineers. Zheng loves to work with students on their studies as well as research projects. HIs hobbies are music, ping-pong, tennis, soccer, and hiking.
Teaching Philosophy
A good teacher should be a great Communicator who is able to share with students a growth mindset.
* PHD. University of Maryland 2003
* Research Interests
* Evolutionary Pde Arising In Physics
* Numerical Modeling
Research Interests
* Evolutionary Pde Arising In Physics
* Numerical Modeling
Numerical Modeling mnetherland@georgiasouthern.eduhttps://drive.google.com/open?id=1VmEMlyLaEgmDTnx2-8VZDTfPDllYG7GiMegan NetherlandMeganNetherlandPart Time faculty912-344-3619Armstrong Campus, Online onlyCollege of Arts & HumanitiesDepartment of Philosophy & Religious StudiesMegan Netherland has served at GSU as a Part Time faculty member since 2018. She received her Bachelors of Arts in liberal studies from Armstrong Atlantic State University in 2015.
* M.A., Louisiana State University, 2017
* B.A., Armstrong State University, 2015
B.A., Armstrong State University, 2015 klau@georgiasouthern.eduKam LauKamLauAssociate Professor912-478-5290Armstrong CampusAllen E Paulson College of Engineering & ComputingDepartment of Information TechnologyAssociate Professor, Department of Information Technology, Georgia Southern University
* PhD
pbrummell@georgiasouthern.eduhttps://drive.google.com/open?id=1ir5tAw0SuIbPGWnyZ5FHNqxOrLq0i86VPamela BrummellPamela BrummellAccess Services Supervisor912-478-5045Zach S. Henderson Library, Office 2300Statesboro CampusUniversity LibrariesDepartment of University Libraries My name is Pamela “Carley” Brummell, and I am an Access Services Supervisor at Zach S. Henderson Library on the Statesboro campus. I’m from Macon, GA and graduated from Georgia Southern University with a Writing and Linguistics degree. In my spare time, I enjoy reading fiction and writing poetry. aculver@georgiasouthern.eduAmber CulverAmberCulverStaff Assistant 912-478-1685Psychology Clinic 0213Statesboro CampusCollege of Behavioral & Social SciencesDepartment of PsychologyHello My name is Amber Culver. I have been living in Statesboro, GA for a few years now by way of Mississippi. Being a Georgia Southern University Eagle means the world to me and I am so excited to continue my employment with such an amazing university.
* BS.; Public Health
* Research Interests
* Psychology Clinic
Research Interests
* Psychology Clinic
Psychology Clinic mnordahl@georgiasouthern.eduhttps://drive.google.com/open?id=1CKUbFiN1gixXGRCj3CAUYQqlz2DraOkuMarianne NordahlMarianneNordahlDirector of Child Development Center912-478-5809789 Forest DriveStatesboro CampusCollege of Behavioral & Social SciencesSchool of Human EcologyTeaching young children has always been my passion. I loved my time in the classroom teaching Kindergarten, First and Second graders. As my children grew up, I returned to school to further my education in teaching which allowed me to oversee programs and become an elementary school principal.I am a Georgia Southern alumna, receiving my Masters in Teaching on the Armstrong campus. I acquired her Ed S in Leadership while working as an Elementary Principal before my current position as the Director of the GS Child Development Center.
* Educational Specialist degree in Leadership
* Masters of Arts in Teaching
* Bachelors of Science degree in Social Work
* Research Interests
* Early Childhood Development
* Special Needs Children
* Reading And Literacy In Children
* Child Development Center
Masters of Arts in TeachingBachelors of Science degree in Social Work
Research Interests
* Early Childhood Development
* Special Needs Children
* Reading And Literacy In Children
* Child Development Center
Special Needs ChildrenReading and literacy in childrenAdult/children relationshipsChild Development Center cdeal@georgiasouthern.eduCaroline DealCarolineDeal912-478-0100Cone Hall #0010Statesboro CampusCollege of Behavioral & Social SciencesDepartment of PsychologyMrs. Deal earned her Ed.S. in School Psychology from Georgia Southern University in 2005. She spent three years working in a K-12 setting with clients ranging in age from 3 to 21years. She has been at the Regents Center for Learning Disorders since 2008, she enjoys being a part of the evaluation team and providing students with tools to successfully complete their academic goals.
* Ed.S. School Psychology
* Research Interests
* Learning Disabilities Related To Reading And Written Expression
* The Regents Center For Learning Disorders
Research Interests
* Learning Disabilities Related To Reading And Written Expression
* The Regents Center For Learning Disorders
The Regents Center for Learning Disorders mquattlebaum@georgiasouthern.eduMeredith Lee QuattlebaumMeredith LeeQuattlebaumEducational Psychologist912-478-5380Cone Hall 0008Statesboro CampusCollege of Behavioral & Social SciencesDepartment of PsychologyI have worked at the RCLD at Georgia Southern as an Educational Psychologist for the last ten years. I also have experience in the K-12 system as well as working with individuals with Autism who are seeking behavioral therapy. I am passionate about helping those with learning disabilities, AD/HD and anxiety. When not at work, I like to watch sports and spend time with my family.
* Ed.S. Georgia Southern University, 2011
* M.Ed. Georgia Southern University, 2009
* B.A. University of South Carolina, 2008
M.Ed. Georgia Southern University, 2009B.A. University of South Carolina, 2008 sarahsingleton@georgiasouthern.eduSarah SingletonSarahSingletonOffice Assistant912-478-0100Cone HallStatesboro CampusCollege of Behavioral & Social SciencesDepartment of PsychologyOffice AssistantSarah has been with the RCLD since January 2016. Her major responsibilities include greeting clients, processing all incoming and outgoing mail, answering incoming phone calls. Sarah also provides support to the clinical staff by proofreading reports, making psychoeducational formatting corrections, and creating the final copy. She also proofs and finalizes all outgoing letters from the RCLD. Sarah is fluent in Spanish, French, and English.
* Research Interests
* The Regents Center For Learning Disorders
Research Interests
* The Regents Center For Learning Disorders
The Regents Center for Learning Disorders mbanks@georgiasouthern.eduMe'Osha BanksMe'OshaBanksChild Life Specialist912-478-5537Child Development CenterStatesboro CampusCollege of Behavioral & Social SciencesSchool of Human EcologyChild Development Specialist; Preschool One Lead Teacher
* B.S. in Child and Family Development, Emphasis in Child Development
* Research Interests
* Child Development Center
Research Interests
* Child Development Center
Child Development Center kmcmillan@georgiasouthern.eduKelly McMillanKellyMcMillanAdministrative Assistant 912-478-5249Cone HallStatesboro CampusCollege of Behavioral & Social SciencesDepartment of PsychologyKelly joined the Regents Center for Learning Disorders at Georgia Southern University in January of 2015. She is currently earning her B.S.Ed. in Elementary Education while working full time as the administrative assistant in the RCLD.
* Elementary Education, B.S.Ed. (in progress)
cjthomp@georgiasouthern.eduhttps://drive.google.com/open?id=1fzxvthq_9juZxyWwlUzA1J-XDqv8_ScsChristina ThompsonChristinaThompsonEducation Preparation Coordinator912-478-0499College of Education Room 1103EStatesboro CampusCollege of EducationOffice of Curriculum Instruction and Initial Educator Preparation JLJONES@GEORGIASOUTHERN.EDUhttps://drive.google.com/open?id=1S7r3dgDW82-LbF_FaFUYU29ZDnoYpB22Jasmine JonesJasmineJonesAdministrative Assistant II912-478-5149Carroll Building 1003DStatesboro CampusCollege of Behavioral & Social SciencesDepartment of Sociology & AnthropologyMy name is Jasmine Jones!!! I am the administrative assistant II for the Department of Sociology and Anthropology. I begin my career at Georgia Southern University Statesboro Campus on November of 2021. I enjoy helping students and Faculties when help is needed for handling any problems or answering any questions. Here at Georgia Southern that is my main top priority to help assist. mgranado@georgiasouthern.eduhttps://drive.google.com/open?id=1tiLmuG4MKfbzPcV18jqEFAV0pzDA_yOmMichael Granado Michael Granado Part-Time Faculty912-478-5471Statesboro Newton BuildingOnline onlyCollege of Arts & HumanitiesDepartment of Philosophy & Religious StudiesPhD Candidate, Staffordshire University, M.A. Georgia Southern University, M.T.S. Emory University, B.A. Georgia Southern University.
* PhD Candidate
apinilla@georgiasouthern.eduhttps://drive.google.com/open?id=1saiepfnNrKO93wc2wRvUfA1iZTGvwagyAngela Pinilla-HerreraAngelaPinilla-HerreraAssociate Professor and Co-Director MA/mat Spanish912-478-7060IAB 2063Statesboro CampusCollege of Arts & HumanitiesDepartment of World Languages & CulturesDr. Angela Pinilla-Herrera is a passionate educator and scholar in linguistics, committed to fostering Spanish language skills and critical thinking. Her courses, ranging from introductory to graduate levels, emphasize practical language skills, cultural awareness, and the social and cultural contexts of communication. As a scholar in sociolinguistics, Spanish in the U.S., and applied linguistics, she has published works, including a chapter in The Routledge Handbook of Spanish Language Teaching. Dr. Pinilla-Herrera also contributes to Georgia Southern University through various leadership roles. She is currently Co-Director of the Spanish MA & MAT, advocating for diverse communities both inside and outside the classroom.
Teaching Philosophy
I believe that pedagogy should be both affective and effective. Treating students with respect and engaging them as critical thinkers and global citizens is key to my approach to teaching.I focus on creating a comfortable, collaborative learning environment that promotes active participation and research. I encourage students to engage in discussions to take ownership of their learning and appreciate diverse perspectives. To this end, I use a variety of authentic materials and research from my expertise in sociolinguistics and second language pedagogy to challenge students' views on linguistic and cultural topics.
* Ph.D. Linguistics. University of Minnesota
* M.A. Linguistics. Arizona State University
* B.A. Modern Languages. Universidad de Los Andes, Bogotá
* Research Interests
* Sociolinguistics
* Spanish In The U.S.
* Second Language Pedagogy
* Discourse Analysis
M.A. Linguistics. Arizona State UniversityB.A. Modern Languages. Universidad de Los Andes, Bogotá
Research Interests
* Sociolinguistics
* Spanish In The U.S.
* Second Language Pedagogy
* Discourse Analysis
Spanish in the U.S.Second Language PedagogyPragmaticsDiscourse Analysis lalston@georgiasouthern.eduLatoya AlstonLatoyaAlstonChild Development Specialist 912-478-5809Child Development Center Statesboro CampusCollege of Behavioral & Social SciencesSchool of Human EcologyI’m the lead toddler one teacher at the child development center. I graduated from Georgia Southern University in 2012 and I have two children.
* B.A. in General Studies, Minor in Child/Family Development, Georgia Southern University
* Research Interests
* Child Development Center
Research Interests
* Child Development Center
Child Development Center bmcduffie@georgiasouthern.eduBritne McDuffieBritne McDuffieChild Development Specialist912-478-5537Child Development CenterStatesboro CampusCollege of Behavioral & Social SciencesSchool of Human EcologyMy name is Britne Mcduffie! I am from McRae, Ga. My career as a Child Development Specialist (Toddler Teacher) began during my internship at Georgia Southern Child Development Center. I continued my work with young children after my internship by becoming the lead teacher in the Toddler Two classroom at Georgia Southern Child Development Center. As a lab teacher, my role is to serve as a role model and mentor to students who are working towards their degree in child development. My unwavering commitment to child development is the driving force behind my work. I am passionate about teaching young children within a learning environment and collaborating with others to make a difference for ALL children.
Teaching Philosophy
As educators, we play a pivotal role in shaping the minds of our future leaders. Our perspectives as teachers matter because we support children's development and growth alongside caregivers. Communication is the key to creating positive and supporting relationships with families, which in turn helps us as leaders support the children's development within a childcare setting. Together, we are building a learning environment where all are welcome and the children's learning needs are supported and met, aligning with our view as teachers. This is significant because, as leaders, we are molding the minds of our future leaders; we can only fulfill this by supporting and meeting the needs of these children.
* Master of Psychology in Child and Adolescent Development from Capella University (Summer 2021)
* Bachelor of Sciences in Child and Family Development from Georgia Southern University (Spring 2018)
* Bachelor of Science in Early Childhood Administration from Purdue Global (Fall 2024)
* Research Interests
* Infants And Toddlers Development
* Language And Literacy
* Diversity, Equity, And Inclusion
* Child Development Center
Bachelor of Sciences in Child and Family Development from Georgia Southern University (Spring 2018)Bachelor of Science in Early Childhood Administration from Purdue Global (Fall 2024)Associate of Arts in Early Childhood Education from East Georgia State College (Spring 2016)
Research Interests
* Infants And Toddlers Development
* Language And Literacy
* Diversity, Equity, And Inclusion
* Child Development Center
Language and LiteracyDiversity, Equity, and InclusionCulturally Responsive ClassroomsChild Development Center madavis@georgiasouthern.eduhttps://drive.google.com/open?id=1EUHuRWAbCML82vs-EgZdhSG_blGyliFIMerrial DavisMerrialDavisAssistant teacher 912-478-5537789 Forest Dr, Statesboro Ga Statesboro CampusCollege of Behavioral & Social SciencesSchool of Human EcologyAssistant teacher for toddler two at the child development center.
* College degree
* Research Interests
* Child Development Center
Research Interests
* Child Development Center
Child Development Center swashington@georgiasouthern.eduShari WashingtonShariWashingtonLead Teacher(912)478-1580Child Development CenterStatesboro CampusCollege of Behavioral & Social SciencesSchool of Human Ecology bturkett@georgiasouthern.eduByron TurkettByronTurkettPhysician Assistant/Associate Program Director and Clinical Instructor912-478-0472Ashmore Hall 151Armstrong CampusWaters College of Health ProfessionsDepartment of Clinical SciencesPA-CMPASFCCM ddai@gsu.eduDajun DaiDajunDaiExternal Affiliate: Professor of GIS404-413-5797Georgia State UniversityAtlanta, GeorgiaGeorgia State University Department of GeosciencesSpecialty Area: Interactions between place and health and their implication on planning, public health, and policy
Research Lab Link
* Ph.D. Southern Illinois University, Illinois
* M.S. Peking University, Beijing, China
* B.E. Jilin University, Changchun, China
Institute for Water and Health jdeemy@ccga.eduJames DeemyJamesDeemyExternal Affiliate: Associate Professor of Environmental Science912-279-5934College of Coastal GeorgiaBrunswick, GeorgiaCollege of Coastal Georgia Department of Natural SciencesJames Deemy is a hydrologist and environmental scientist. He has a broad background in biology, ecology, and geology. His research interests focus on assessing the hydrologic connectivity between isolated, ephemeral wetlands and watersheds. He has specifically assessed the water quality and quantity of agricultural storm-based flows that connect wetlands to nearby waters in southwest Georgia. James also has active research in water resources education.
Specialty: Wetland hydrology, water quality
Current Research: Hydrology and water quality of episodic flows through isolated wetlands
Google Scholar Link
LinkedIn
ResearchGate Link
* Ph.D
Institute for Water and Health ktakagi@ccga.eduKimberly TakagiKimberlyTakagiExternal Affiliate: Assistant Professor of Environmental Science912-279-5896College of Coastal GeorgiaBrunswick, GeorgiaCollege of Coastal Georgia Department of Natural SciencesKimberly Takagi is a marine environmental scientist and educator. She is particularly interested in coastal ecosystem dynamics and the role of marine invertebrates (crabs, snails, oysters, mussels, etc.) in carbon and nutrient biogeochemical cycling. In her courses, she strives to facilitate learning by immersing students in field and laboratory research approaches. She strives to develop students’ abilities to critically think about environmental processes through student-collected data and course-based research projects.
Speciality Area: Marine and Environmental Science
Current Research: The relationship between aquatic/ marine invertebrate ecology and water quality dynamics
Google Scholar Link
LinkedIn
ResearchGate Link
* Ph.D
Institute for Water and Health smullis@georgiasouthern.eduhttps://drive.google.com/open?id=1oQ16t-q2xciGQ_s9cWmt13_Ew3bqpVqNSandra Mullis SandraMullis Clinical Coordinator for the RiteCare Center for Communication Disorders, Department of Clinical Science912-344-2788RiteCare Center- Suite 25 of the Armstrong Center (13040 Abercorn Street)Armstrong CampusWaters College of Health ProfessionsDepartment of Clinical SciencesSandra Mullis is a speech-language pathologist and serves as Clinical Instructor and Clinical Coordinator for the RiteCare Center for Communication Disorders at Georgia Southern University. Sandra has over 12 years of clinical experience within the pediatric outpatient treatment setting, as well as in student mentorship and supervision.
Teaching Philosophy
As a clinical instructor and clinic coordinator, I prioritize open communication, structured feedback, and adaptable mentorship to support the evolving needs of my graduate student clinicians. My teaching philosophy centers on fostering clinical growth through hands-on experience, tailored guidance, and collaboration with fellow instructors. Drawing on over 12 years of pediatric practice and leadership roles, I emphasize both clinical and professional development while cultivating a supportive, team-based learning environment. This approach enables students to build confidence, refine their clinical skills, and prepare for diverse practice settings.
* Master of Science in Communication Sciences and Disorders - Armstrong Atlantic State University
Research Interests
* Rite Care Center For Communications Disorders
Rite Care Center for Communications Disorders cmakant@georgiasouthern.eduhttps://drive.google.com/open?id=1gC7ST3B3OciVrzWXx8OkQJrluFRpzODXCandace MakantCandaceMakantLecturer912-478-2544Nursing/Chemistry room 3020Armstrong Campus, Statesboro CampusWaters College of Health ProfessionsSchool of NursingCandace Makant is a Lecturer in the School of Nursing. She gained a Master in Nursing Education degree from Georgia Southern University. Mrs. Makant is interested in nursing education in the classroom and simulation laboratory. She teaches on Statesboro and Armstrong campuses.
Teaching Philosophy
Teachers should continue to evaluate their teaching philosophy to meet the current needs to their students. Currently, I believe that teaching should include interactive technology and collaborative methods to reach the needs of our students. I also think that timely feedback is important to meeting the students' needs.
* MSN-Ed, Georgia Southern University
* BSN, Armstrong Atlantic State University
* BS. in Family and Consumer Science with a degree in Nutrition Science, University of Georgia
* Nursing Education
BSN, Armstrong Atlantic State UniversityBS in Family and Consumer Science with a degree in Nutrition Science, University of Georgia
Research Interests
* Nursing Education
kshermanmorris@georgiasouthern.eduKathleen Sherman-MorrisKathleenSherman-MorrisDepartment Chair, School of Earth Environment & Sustainability912-478-5957College of Science & MathematicsSchool of Earth Environment & Sustainability aadhikari@georgiasouthern.eduAtin AdhikariAtinAdhikariAffiliate Research Faculty912-478-2289Statesboro CampusJames H. Oliver Jr. Institute for Coastal Plain Science rarmstrong@georgiasouthern.eduhttps://drive.google.com/open?id=1J33CGGZyJ7LnarK1-68PaaeUkPlJu8Wshttps://scholars.georgiasouthern.edu/en/persons/ryan-m-armstrongRyan M. ArmstrongRyan M.ArmstrongAssistant Professor of Philosophy and Religious Studies360-930-1944Newton 3302BStatesboro CampusCollege of Arts & HumanitiesDepartment of Philosophy & Religious StudiesRyan M. Armstrong researches the Bible in its Ancient Near Eastern context, the history of its interpretation, and comparative literature. His recent book explores mediation in the book of Job with insights gained from Alice's Adventures in Wonderland. Both books mock self-assured moralists with parody, humor, nonsense words, and dizzying language games to present a genuine approach to religion. Job and Alice become curiouser and curiouser as their most foundational beliefs are challenged. Along the way, Armstrong incorporates insights from history's rabbis, theologians, philosophers, and artists. Armstrong has also written on hip hop philosophy from his perspective as a member of the historic Dynamic Rockers breaking crew.
Teaching Philosophy
The core values of Armstrong's teaching and research are creativity, rigor, and relatability. Creativity brings fresh solutions to old problems. It becomes effective when tested with rigorous scholarship and related to daily life.
* PhD, Princeton Theological Seminary
* MA, The Hebrew University of Jerusalem
* ThM/MDiv, Southeastern Baptist Theological Seminary
Research Interests
* Hebrew Bible
* Biblical Languages and Literature
* History of Biblical Interpretation
* Hip Hop History and Philosophy
Biblical Languages and LiteratureHistory of Biblical InterpretationHip Hop History and Philosophy dantelliott@gmail.comhttps://drive.google.com/open?id=1HVdmzt7ayUhYr2grGseNeuneaPRPNYEYhttps://thelamarinstitute.org/images/PDFs/danlongresume-v10-2020.pdfDaniel ElliottDanielElliottGraduate Faculty Affiliate706-341-7796101 Savannah Avenue, Rincon, Georgia 31326Statesboro CampusCollege of Behavioral & Social SciencesDepartment of Sociology & AnthropologyMr. Daniel T. Elliott has more than 48 years as a historical archaeologist. He is also extensively versed in prehistoric archaeology. Mr. Elliott received his M.A. degree in Anthropology in 1980 from the University of Georgia. While his research has focused on southeastern North America, he also has led projects in the Caribbean and Saipan. He has directed large and small projects and has successfully documented this research in several hundred research reports and dozens of publications.
Teaching Philosophy
I enjoy teaching to people who wish to learn.
* Masters of Arts, Anthropology, University of Georgia, 1980
* Bachelor of Arts, Anthropology, University of North Carolina, 1976
* 48 years of experience as an archaeologist
* Author of more than 100 research reports, monographs, articles, and book chapters
* Masters of Arts, Anthropology, University of Georgia, 1980
* Bachelor of Arts, Anthropology, University of North Carolina, 1976
* 48 years of experience as an archaeologist
* Author of more than 100 research reports, monographs, articles, and book chapters
48 years of experience as an archaeologist.Author of more than 100 research reports, monographs, articles, and book chapters.Mr. Elliott has directed hundreds of archaeological surveys, testing projects, and numerous large scale archaeological excavations in eastern North America and the Caribbean.
Research Interests
* 18th Century Studies
* Late Archaic Period studies
* Soapstone artifacts, quarries and trade and exchange in pre-state level societies
* Ground Penetrating Radar (GPR) and other remote sensing techniques
* Conflict (Battlefield) Archaeology
Late Archaic Period studiesSoapstone artifacts, quarries and trade and exchange in pre-state level societiesGround Penetrating Radar (GPR) and other remote sensing techniquesConflict (Battlefield) Archaeology lgeiger@georgiasouthern.eduhttps://drive.google.com/open?id=1tNtLhcNkFQ_FP9_9s1OCttFNbEt7KcmoLauren GeigerLaurenGeigerAcademic Engagement Coordinator912-478-0461Hendricks Hall 1016Statesboro CampusJiann-Ping Hsu College of Public HealthDepartment of Biostatistics Epidemiology & Environmental Health SciencesOver 15 years experience in education
* B.A., Armstrong State University, 2013
lscott@georgiasouthern.eduhttps://drive.google.com/open?id=11oeQ0OcfCR7yE6eCCLd4EKRobB-57TSGLena ScottLenaScottProgram Coordinator912-478-0906Armstrong Center - 230Armstrong CampusWaters College of Health ProfessionsDepartment of Clinical ScienceLena Scott is an accomplished higher education leader and healthcare professional with extensive experience in allied health education, program development, and cardiovascular technology. Currently serving as the Program Coordinator for the Cardiovascular Interventional Science program at Georgia Southern University, she leads strategic planning, curriculum design, and accreditation compliance initiatives to ensure high academic standards. Her career also includes extensive experience as a clinical educator, adjunct professor, and registered cardiovascular invasive specialist across multiple leading healthcare institutions. She is a Registered Cardiovascular Invasive Specialist and a Fellow of the Alliance of Cardiovascular Professionals.
* Bachelors of Science in Radiologic Sciences/Cardiovascular Interventional Science, Armstrong Atlantic State University 2015
* Masters of Business Administration in Healthcare Administration, South University, 2017
Masters of Business Administration in Healthcare Administration, South University, 2017 wli@georgiasouthern.eduhttps://drive.google.com/open?id=1nT_hAX965ZC-kuMB-yiaK49C1LCDyaA3https://sites.google.com/view/wenjieli/homeWenjie LiWenjieLiAssistant Professor912-478-4637Nursing/Chem building 2211Statesboro CampusCollege of Science & MathematicsDepartment of Biochemistry Chemistry & PhysicsDr. Li received his Ph.D. in Materials Science and Engineering, from Technical University of Darmstadt, Germany. He earned a M.S. and B.S. in Materials Science and Engineering from University of Chinese Academy of Sciences and Central South University, respectively. Prior to joining GSU, he was research professor at Penn State University and Postdoc at Virginia Tech. His research focuses on advances in functional and structural materials for sustainable energy and aerospace applications, tackling critical challenges across materials science and device engineering. Core research interests include, but are not limited to, thermoelectrics, hydrogen storage, elastocaloric materials, high-entropy alloys, and advanced ceramics
Teaching Philosophy
My teaching philosophy centers on fostering an inclusive, engaging, and student-centered environment where curiosity drives learning. I see myself as a facilitator who guides students through inquiry, discussion, and hands-on activities, linking fundamental science with real-world applications to develop critical thinking and collaboration. I adapt instruction to diverse learning styles, provide continuous feedback, and support professional growth. My goal is to inspire passion for learning, prepare students for successful careers, and empower them to break boundaries through innovation, leadership, and lifelong learning.
* Ph.D., Technical University of Darmstadt, Germany, 2015
* M.S., Chinese Academy of Science, 2010
* B.S, Central South University, China, 2007
M.S., Chinese Academy of Science, 2010B.S, Central South University, China, 2007
Research Interests
* Energy Conversion And Storage
* High-Entropy Materials
* Advanced Manufacturing
* Center For Advanced Materials Science | Gs-Cams
* Tt
High-entropy materialsAdvanced manufacturingProcessing-microstructure-propertyCenter for Advanced Materials Science nliu@georgiasouthern.eduhttps://drive.google.com/open?id=12XxydFKUeERYigNn09b6mbWSdI1Lhwiwhttps://scholar.google.com/citations?user=qGm70gQAAAAJ&hl=enNa LiuNaLiuAssistant ProfessorNC 2214Statesboro CampusCollege of Science & MathematicsDepartment of Biochemistry Chemistry & PhysicsDr. Liu is a materials scientist who conducted postdoctoral training at Penn State University before joining Georgia Southern University. Her research focuses on (1) Solid–solid phase-change materials, including dopant-tunable VO₂ and high-temperature shape-memory alloys, for adaptive thermal management, smart windows, and aerospace actuation, developed through advanced processing methods such as powder metallurgy, field-assisted sintering, arc/induction melting, and additive manufacturing; and (2) Advanced atomic force microscopy (AFM) techniques to probe nanoscale structure–property–function relationships across functional materials.
Teaching Philosophy
I view teaching as a student-centered process that empowers learners to actively engage with knowledge, connect theory to practice, and grow with confidence. I emphasize collaboration, hands-on learning, and real-world applications to make complex concepts accessible and meaningful. My philosophy is grounded in simplifying difficult ideas, fostering intellectual curiosity, and leveraging technology to expand learning opportunities. I see my role as both educator and mentor—supporting students in research, writing, and career development—while respecting individual differences and cultivating an inclusive environment where every student can succeed.
* Post-doc, Penn State University, 2025
* Ph.D., Technische Universität Darmstadt, Germany, 2017
* M.S., Chinese Acadmy of Sciences
Ph.D., Technische Universität Darmstadt, Germany, 2017M.S., Chinese Acadmy of SciencesB.S., Central South University
Research Interests
* Phase-Change Materials
* Shape-Memory Alloy
* Scanning Probe Microscopy
* Center For Advanced Materials Science | Gs-Cams
* Ntt
Shape-Memory Alloy Scanning Probe Microscopy Thermal Management and Energy Harvesting Center for Advanced Materials Science ematory@georgiasouthern.eduhttps://drive.google.com/open?id=1GKBaTvSmKg_vZhNUg8Zm2kR-zqxK2SYeElizabeth MatoryElizabethMatoryVisiting Instructor912-478-05108Carroll 1051Statesboro CampusCollege of Behavioral & Social SciencesDepartment of Criminal Justice & CriminologyElizabeth "Liz" Matory serves as a visiting instructor for the Criminal Justice & Criminology Department having served as an assistant professor at Glenville State University in West Virginia in both the criminal justice and business departments. Since 2021, she taught for the prison education program.
* J.D., Howard University School of Law, 2006
* M.B.A., University of Maryland, 2014
* M.A., Fielding Graduate University, 2025
M.B.A., University of Maryland, 2014M.A., Fielding Graduate University, 2025 mlally@georgiasouthern.eduhttps://drive.google.com/open?id=11cEANJeaAV7ShEe0vtj5Om3zEw0LBqO5https://scholars.georgiasouthern.edu/en/persons/marisa-lallyMarisa LallyMarisaLallyAssistant ProfessorCOE 3109Statesboro CampusCollege of EducationDepartment of Leadership Technology & Human DevelopmentMarisa Lally, Ph.D., is an assistant professor of higher education leadership at Georgia Southern University. Her research agenda is best illustrated as the intersection of the following overlapping themes: 1) the study of nationalism and national identity in education, especially in the context of the United States, 2) the study of internationalization in education from postcolonial and critical perspectives, and 3) sociohistorical and discourse analysis methods
* Ph.D., Boston College, 2024
* M.A., The Ohio State University, 2017
* B.A., The Ohio State University, 2015
M.A., The Ohio State University, 2017B.A., The Ohio State University, 2015
Research Interests
* Critical Discourse Analysis
* Higher Education Policy
Critical discourse analysisHigher education policy Internationalization of higher education bbierdz@georgiasouthern.eduhttps://drive.google.com/open?id=1W2jOtJvYy8FV6SHYj8MDjhSOVkiETT5jhttps://scholars.georgiasouthern.edu/en/persons/brad-bierdzBrad BierdzBradBierdzAssistant ProfessorCOE 3128Statesboro CampusCollege of EducationDepartment of Curriculum Foundations & ReadingBrad Bierdz is a scholar of curriculum theory, critical pedagogies, and emergent epistemologies in the College of Education. Their work interrogates how schooling reproduces authoritarianism, compulsion, and epistemic/ontological violence, drawing on crip theory, queer studies, decolonial and posthumanist thought. Brad’s current projects include a book, "The Cripped Teacher," and an article critiquing Universal Design for Learning’s neoliberal logics. Their teaching blends critical history, political philosophy, and contemporary culture to cultivate students’ analytical and creative capacities.
Teaching Philosophy
My classroom vibe is creative, curious, and deeply interrogative. We read big ideas and put them to work. I ask students to analyze cultural artifacts alongside primary sources and theoretical framings, so we can see how power and possibility move through everyday life. My classes offer spaces for mini-essays, podcasts, timelines, zines, community interviews, and imaginative mappings. I plan with structure but teach with flexibility; if a conversation sparks, we follow it. The goal is simple: grow as thinkers and neighbors who can name what’s happening, imagine better, and act with others. We don’t just learn ideas - we test them, adapt them, and practice using them to make our worlds more livable.
* Ph.D., University of Wisconsin-Madison, 2024
* M.S., University of Wisconsin-Madison, 2020
* B.A., Rhodes College, 2018
M.S., University of Wisconsin-Madison, 2020B.A., Rhodes College, 2018B.A., Rhodes College, 2018
Research Interests
* Crip Theory
* Critical Pedagogies
* Decoloniality
* Anarchist Studies
* Queer Studies
* Posthumanism
* Epistemology
* Gender Studies
* Black Studies
* Affect Studies
* Critical Technology Studies
Crip Theory; Decoloniality (the form won't allow me to enter values in the first box)Anarchist StudiesPosthumanismQueer Studies bstroup@georgiasouthern.eduBrandilyn StroupBrandilynStroupInstructor912-478-5614COE 4116Statesboro CampusCollege of EducationDepartment of Elementary & Special EducationBrandilyn Stroup has experience in both teaching and leadership in PK-12 settings with a background spanning classroom instruction, curriculum development, and instructional support. Her professional interests include instructional coaching, mathematics education, and instructional technology. She is dedicated to advancing educator preparation and advancing effective, research-based teaching practices that support both teacher development and student learning.
* Ed.S, Valdosta State University, 2022
* M.Ed, Georgia Southern University, 2015
* B.S.Ed, Georgia Southern University, 2011
M.Ed, Georgia Southern University, 2015B.S.Ed, Georgia Southern University, 2011
Research Interests
* Mathematics Education
* Instructional Technology
Mathematics EducationInstructional TechnologyInstructional Coaching dmorsching@georgiasouthern.eduhttps://drive.google.com/open?id=19L_2S3oMfWpEnTxtg7IejTzJvE_k76HgDanielle MorschingDanielleMorschingAssistant Professor Elementary & Special Education912-478-0054University Hall Room 266Armstrong CampusCollege of EducationDepartment of Elementary & Special EducationDanielle Morsching earned her Ph.D. in Special Education from Florida State University in 2025. Prior to this, she spent fifteen years teaching in general and special education settings where she also served as a mentor for beginning teachers. During her studies, she contributed to research-practice partnerships with the local school district through collaborations with the Florida Center for Reading Research and Florida State University’s School of Social Work. Dr. Morsching’s research focuses on preparing preservice special education teachers, supporting novice educators, and strengthening mathematics instruction for students with disabilities.
* Ph.D., Special Education, Florida State University, 2025
* M.S., Emphasis in Autism, Florida State University, 2022
* B.A., Elementary Education and Special Education, Flagler College, 2007
M.S., Emphasis in Autism, Florida State University, 2022B.A., Elementary Education and Special Education, Flagler College, 2007
Research Interests
* Teacher Preparation
* Mathematics Instruction
Teacher preparationMathematics instruction mbaker@georgiasouthern.eduhttps://drive.google.com/open?id=1-FJfSnhkmnEd3VhzekSGlpVw6HQfPihyMathew BakerMathewBakerClinical Assistant Professor912-344-2503Armstrong CampusCollege of EducationDepartment of Middle Grades & Secondary EducationI taught high school social studies for 7 years at Garinger High School (Title I) in Charlotte, North Carolina. During that time I got my masters in school administration from University of North Carolina Charlotte. At the start of COVID, University of Texas made me an offer I couldn't refuse and I spent 5 years in Austin, TX getting my Ph.D. My research interests are two-fold. The first is how the practice-theory connection of pre-service teachers develops, specifically how does critical theory enter pre-service teachers' practice. The second is how do pre-service teachers form historical narratives and then conceptualize them in the context of pedagogy and curriculum.
* Ph.D., University of Texas at Austin, 2025
* University of North Carolina Charlotte, M.S.A., 2018
* Eastern Michigan University, B.S., 2014
University of North Carolina Charlotte, M.S.A., 2018Eastern Michigan University, B.S., 2014Eastern Michigan University, B.A., 2011 amoss@georgiasouthern.eduAmanda Hampton MossAmanda HamptonMossVisiting Instructor University Hall 239Armstrong CampusCollege of EducationDepartment of Elementary & Special EducationWith eight years of public school teaching experience, Amanda Hampton Moss has taught all grades, K–5, in a range of instructional contexts, including gifted/advanced content, inclusion, and virtual learning. She has served as a grade level chair and clinical supervisor for student teachers. She is certified in Gifted Education and Instructional Technology.
Teaching Philosophy
She believes in meeting learners where they are. She is dedicated to designing relevant, connected, and active learning experiences, knowing that teaching must continually evolve to meet the needs of today’s learners.
* Ed.S. Teaching and Learning-Georgia Southern University 2023
* Master of Arts in Teaching Elementary Education- Georgia Southern University, 2020
* Bachelor of Arts in Psychology- Georgia Southern University, 2018
Master of Arts in Teaching Elementary Education- Georgia Southern University, 2020Bachelor of Arts in Psychology- Georgia Southern University, 2018
Research Interests
* Technology
* Mathematics Instruction
TechnologyMathematics InstructionInterdisciplinary Learning jflanigan@georgiasouthern.eduhttps://drive.google.com/open?id=1zNmDKl336HNT6kdMxvhORYjaPFEUxbeUJulia FlaniganJuliaFlaniganVisiting Assistant Professor912-478-5425College of Education Building, rm. 2121Statesboro CampusCollege of EducationDepartment of Curriculum Foundations & ReadingDr. Flanigan received her B.A. in English Language & Literature from the University of Michigan, along with a secondary teaching certificate. After teaching for a year, she attended the University of Nebraska-Lincoln, where she earned her M.A. in Educational Psychology and her Ph.D. in Educational Studies with a specialization in Special Education. She taught Part Time for the Department of Curriculum, Foundations and Reading in 2020-21 and was the Academic Success Coach for TRIO Student Support Services on Armstrong and Liberty campuses from fall 2021 to spring 2025.
* Ph.D., University of Nebraska-Lincoln, 2021
* M.A., University of Nebraska-Lincoln, 2014
* B.A., University of Michigan, 2010
M.A., University of Nebraska-Lincoln, 2014B.A., University of Michigan, 2010 sriner@georgiasouthern.eduSpencer RinerSpencerRinerPart Time Instructor, Department of Criminal Justice and Criminology912-478-8007Carroll Building 1100Statesboro CampusCollege of Behavioral & Social SciencesDepartment of Criminal Justice & CriminologyPart Time instructor for Criminal Justice and Criminology
* B.A. History (minor in Justice Studies), Georgia Southern University
* M.P.A., Columbus State University
* M.S. Criminal Justice and Criminology, Georgia Southern University
M.P.A., Columbus State UniversityM.S. Criminal Justice and Criminology, Georgia Southern University haltman@georgiasouthern.eduhttps://scholars.georgiasouthern.edu/en/persons/heidi-m-altman-2Heidi AltmanHeidiAltmanProfessor of Anthropology912-478-57232271C Carroll BuildingStatesboro CampusCollege of Behavioral & Social SciencesDepartment of Sociology & AnthropologyHeidi Altman, Ph.D., is an applied cultural and linguistic anthropologist with degrees in writing and anthropology from Florida State University and the University of California Davis. With over twenty years of experience in community-based participatory research, Altman practice is focused on documenting how communities understand their own environments, health and wellness, and lived experiences and applying these perspectives to a range of projects that facilitate culturally adapted solutions. Through The Georgia Moms Project, Altman employs a mixed methods approach to amplifying the experiences of people who have given birth in Georgia, which is ranked among the worst states for maternal mortality.
Teaching Philosophy
I believe in meeting students where they are, engaging them with activities and involving them in research and service projects at every opportunity.
* Ph.D., University of California Davis (2002)
* M.A. Anthropology, Florida State University (1996)
* M.A. English, Florida State University (1990)
* B.A. English, Florida State University (1987)
M.A. Anthropology, Florida State University (1996)M.A. English, Florida State University (1990)B.A. English, Florida State University (1987)
Research Interests
* Language And Culture
* Health Disparities & Personal Experiences
* Native American Cultures
* African American Cultures
* Applied Anthropology
Health Disparities & personal experiencesNative American CulturesAfrican American CulturesApplied Anthropology jmesenbrinksainz@georgiasouthern.eduhttps://drive.google.com/open?id=1eblQqOWDKYHwsE1smqnSyrtK6gsEJZOIhttps://scholars.georgiasouthern.edu/en/persons/jackie-mesenbrink-sainzJacquelyn Mesenbrink-SainzJacquelynMesenbrink-SainzAssistant Professor912-344-3179University Hall 154DArmstrong Campus, Statesboro CampusWaters College of Health ProfessionsDepartment of Health Science & KinesiologyDr. Jacquelyn Mesenbrink-Sainz holds a DrPH and MPH from Georgia Southern University and a BS in Biology from Iowa State University. Since 2017, she has served Eagle Nation as an Academic Success Coach, Visiting Instructor, and Assistant Professor in both HSK and JPHCOPH, with time away as a Presidential Management Fellow at the CDC’s Division of Emergency Operations. She has presented nationally, published on topics including HCUP SDoH Z codes, violence prevention with the University of Utah, and SoTL, and served in leadership roles on campus and professional boards. She is also Chair of a local non-profit sexual assault center.
Teaching Philosophy
Dr. Jacquelyn Mesenbrink-Sainz creates classes that are clear, engaging, and practical by using interactive activities, online discussions, and group projects to connect learning to real-world public health challenges. She involves undergraduate and graduate students in research to prepare them for internships, graduate study, and fellowships. With a background as a victim advocate, she addresses topics such as sexual violence prevention, harm reduction, and community health through open discussion and problem-solving. Her goal is to help students build the knowledge, skills, and confidence to become strong public health professionals who can improve community health.
* DrPH, Georgia Southern University, 2022
* MPH, Georgia Southern University, 2019
* B.S. Biology, Iowa State University, 2017
* CHES, 2019
MPH, Georgia Southern University, 2019B.S. Biology, Iowa State University, 2017CHES, 2019
Research Interests
* Violence Prevention & Harm Reduction
* Sdoh Icd-10 Z-Codes
* Sotl
* Opioid Reduction In Health Organizations
Violence Prevention & Harm ReductionSDoH ICD-10 Z-CodesSoTLOpioid Reduction in Health Organizations schilders@georgiasouthern.eduhttps://drive.google.com/open?id=13sTAl1pIUxo-0eLixEWSyJvcXuZoypetShelly ChildersShellyChildersLecturer912-478-8563Ashmore Hall - 255BArmstrong CampusWaters College of Health ProfessionsSchool of NursingAdult-Gerontological Primary Care Nurse Practitioner- Board Certified. Current Lecturer, non-tenured track in the Waters College of Health Professions School of Nursing. I was born and raised in Savannah, GA and looking forward to helping our student nurses grow!
* Bachelors of Science in Nursing, Georgia Southern University, 2011
* Masters of Science in Nursing, Armstrong State University, 2017.
Masters of Science in Nursing, Armstrong State University, 2017. cbradley@georgiasouthern.eduhttps://drive.google.com/open?id=1Lx8JWbtk8G1BRV_PqxieEDMwFwBETPD2Catherine BradleyCatherineBradleyAssistant Professor912-344-3291237 Ashmore HallArmstrong CampusWaters College of Health ProfessionsSchool of NursingDr. Katie Bradley is a native of Savannah, Georgia, having spent the majority of her nursing career in clinical pracitice as a nurse practitioner with Savannah Vascular Institute, caring for patients with complex, multi-system disease. In addition to her position in the School of Nursing, she continues to practice in Savannah in a primary care clinic focusing on the care of the elderly and disabled. She is a graduate of both Armstrong State College and Georgia Southern University and her reaseach interests include interdisciplinary practice, maintaning academic integrity while optimizing the use of AI in higher education, and socioeconic and behaviorial determinants of patient non-compliance.
* Doctor of Nursing Practice, Georgia Southern University, 2013
* Master of Science in Nursing, Georgia Southern University, 1995
* Bachelor of Science in Nursing, Armstrong State College, 1989
Master of Science in Nursing, Georgia Southern University, 1995Bachelor of Science in Nursing, Armstrong State College, 1989
Research Interests
* Ai In Higher Education
* Primary Prevention Of Cardiovascular Disease
* Socioeconomic And Behavioral Determinants Of Non-Compliance
* Benefits And Obstacles In Interdisciplinary Practice
AI in Higher EducationPrimary Prevention of Cardiovascular DiseaseSocioeconomic and Behavioral Determinants of Non-complianceBenefits and Obstacles in Interdisciplinary Practice msulkowski@georgiasouthern.eduhttps://drive.google.com/open?id=1MsJ0X4IJko-81Qbw5SRtwbiruFZGNYxfhttps://scholar.google.com/citations?user=1Crjxr0AAAAJ&hl=enMichael SulkowskiMichaelSulkowskiAssociate Professor912-478-5091Education 2103Statesboro CampusCollege of EducationDepartment of Leadership Technology & Human DevelopmentMichael L. Sulkowski, Ph.D., NCSP, is an Associate Professor of School Psychology. Before joining the faculty at Georgia Southern University in the fall of 2025, Dr. Sulkowski was a faculty member at the University of Alabama. He received his doctorate from the University of Florida. Dr. Sulkowski has published over 50 peer-reviewed journal articles on topics ranging from school safety to student mental health. He is a co-author of the following books: Cognitive Behavioral Therapy in K-12 Schools: A Practitioner’s Workbook (first and second editions), Creating Safe and Supportive Schools and Fostering Students’ Mental Health, and Leadership for Safe Schools: The Three Pillar Approach to Supporting Students’ Mental Health.
Teaching Philosophy
My teaching philosophy is informed by my training and experience as a therapist. Consistent with my therapeutic orientation, it is infused with elements of cognitive-behavioral therapy and humanistic psychology. Cognitive-behavioral therapy (CBT) is a change-oriented psychotherapy that involves modifying thoughts and behaviors to influence feelings and improve functioning. Like pacing therapy, it is important to find the zone of proximal development for each student. Over the years, this principle has guided me as I have developed courses and delivered instruction.
* Ph.D., University of Florida
* M.Ed., University of Florida
* B.A., Canisius University
M.Ed., University of FloridaB.A., Canisius University
Research Interests
* Student Mental Health
* School Climate
* Supporting At-Risk Students
* School Safety
Student mental healthSchool climateSupporting at-risk studentsSchool safety kfarleysmith@georgiasouthern.eduhttps://drive.google.com/open?id=1j3qSp03n-X4RxSdE2f1RIolz2dcKJEtWhttps://scholars.georgiasouthern.edu/en/persons/kimberly-farley-smithKimberly Farley-SmithKimberly Farley-SmithAssistant Professor912-478-3921COE 2112Statesboro CampusCollege of EducationDepartment of Leadership Technology & Human DevelopmentDr. Kimberly L. Farley-Smith (she/her/hers) is a licensed school counselor (LSC) and joined GSU in fall 2025 as an Assistant Professor in the Department of Leadership, Technology, and Human Development. She holds degrees in Adolescent Education, English, Administration, and School Counseling. In 2024, she completed her PhD in Counselor Education and Supervision at the University of Cincinnati. Her career spans roles in K–12 education, college counseling, and leadership. Her research interests include school counseling, supervision, career development, foster care/adoption, and advocacy.
Teaching Philosophy
As a counselor educator, I am deeply committed to shaping compassionate, equity-driven counselors-in-training. I believe the foundation of counselor preparation lies in cultivating a strong professional identity rooted in advocacy, ethical responsibility, and a passion for student well-being. My classroom is an engaging, reflective space where theory comes alive through dialogue, case studies, and experiential learning. I challenge students to think critically, act ethically, and lead with empathy—equipping them to serve diverse communities with confidence, cultural humility, and heart.
* Ph.D., University of Cincinnati, 2024
* M.A., Xavier University, 2021
* M. Ed., West Virginia University, 2007
* BA..Ed., University of Toledo, 2004
* B.A., University of Toledo, 2004
M.A., Xavier University, 2021M. Ed., West Virginia University, 2007BA.Ed., University of Toledo, 2004B.A., University of Toledo, 2004
Research Interests
* School Counseling
* Counseling Supervision
* Career Development
* Foster Care/Adoption Advocacy
School Counseling Counseling SupervisionCareer Development Foster Care/Adoption Advocacy bnein@georgiasouthern.eduhttps://drive.google.com/open?id=1iH-2ImLtigWumUrlS_qCj8T9EntHq8JPBrad NeinBradNeinVisiting Instructor912-478-0558Hollis Building 2131 BStatesboro CampusWaters College of Health ProfessionsDepartment of Health Science & KinesiologyDr. Bradley C. Nein is Vice President of Tormenta FC Academy and a Visiting Instructor at Georgia Southern University’s Waters College of Health Professions. With more than 20 years of leadership in youth, collegiate, and professional athletics, he oversees academy programming for 2,500+ players while guiding staff development and strategic growth. He is also the founder of Sweet Feet Soccer, Scoops Lacrosse, and Sport Performance 360, programs that have introduced thousands of children to sport. Dr. Nein holds an Ed.D. in Sports Management, has published and presented nationally, and serves as a mentor and instructor with United Soccer Coaches and US Youth Soccer.
Teaching Philosophy
My teaching philosophy is rooted in creating engaging, inclusive environments where students connect theory to practice and develop skills for lifelong success. I believe learning is most powerful when it is active, collaborative, and reflective. Whether in the classroom or on the field, I challenge students to think critically, apply knowledge in real-world settings, and embrace personal growth through effort and resilience. By fostering positive relationships and modeling professionalism, I aim to inspire confidence, curiosity, and a commitment to excellence that extends beyond academics into their future careers and communities.
* Ed.D., United States Sports Academy, 2016
* M.Ed., Salisbury University, 2001
* B.S., Salisbury University, 1999
M.Ed., Salisbury University, 2001 B.S., Salisbury University, 1999 jbateman@georgiasouthern.eduJennifer M. BatemanJennifer M. BatemanVisiting InstructorOnline OnlyOnline onlyCollege of EducationDepartment of Middle Grades & Secondary EducationJennifer has taught science and STEM to students from preschool through high school. She is passionate about making science applicable to all students and supporting teachers in three dimensional practices. Originally from Virginia, she now lives in Augusta, Ga.
Teaching Philosophy
School science should be student-centered, allowing students and teachers to engage in constructive discussions about scientific concepts. Teachers play a crucial role in building students' understanding through real-world experiences and supporting knowledge acquisition by having students actively 'do' science rather than passively learning. By engaging in science and engineering practices (SEPs), students become scientists, uncovering new knowledge in collaboration with peers and teachers.
* Ph.D. Clemson University, 2024
* M.Ed. University of Georgia, 2021
* B.S. Longwood University, 2003
M.Ed. University of Georgia, 2021B.S. Longwood University, 2003
Research Interests
* District Science Leader Identity
* District Science Leader Identity
* Science Teacher Career Trajectory
District science leader identityDistrict science leader identityScience teacher career trajectory colson@georgiasouthern.eduhttps://drive.google.com/open?id=1cljdWmryuwMCeXfReZNfopWEaiA4KNl1https://scholars.georgiasouthern.edu/en/persons/christina-olsonChristina OlsonChristinaOlsonProfessor912-478-01242221C Newton BuildingStatesboro CampusCollege of Arts & Humanities, Honors CollegeDepartment of EnglishChristina Olson's latest book is The Anxiety Workbook (University of Pittsburgh Press’s Pitt Poetry Series), which was named finalist for Georgia Author of the Year Award in 2024. Her poetry & creative nonfiction has appeared in more than a hundred magazines & journals. She is the director of the Georgia Poetry Circuit. Learn more at www.thedrevlow-olsonshow.com.
* M.F.A., Minnesota State University Mankato, 2007
* B.S., Communication Studies and English, State University of New York at Fredonia
B.S., Communication Studies and English, State University of New York at Fredonia
Research Interests
* Poetry
* Creative Nonfiction
* Coney-Style Hot Dogs
* Scientific Fact In Creative Writing
PoetryCreative NonfictionConey-style hot dogsScientific fact in creative writing kparker@georgiasouthern.eduhttps://drive.google.com/open?id=1w2QAKT21BPznVzw9yuTRc2WfidmOsY0ewww.kendrarparker.comKendra R. ParkerKendra R. ParkerAssociate Professor912-344-2621Gamble Hall and Newton HallArmstrong Campus, Statesboro Campus, Online onlyCollege of Arts & HumanitiesDepartment of EnglishKendra R. Parker (Ph.D., Howard University) is an associate professor at Georgia Southern University. She is the author of She Bites Back: Black Female Vampires in African American Women's Novels, 1977-2011 (Lexington, 2018), co-editor of The Bloomsbury Handbook to Octavia E. Butler (Bloomsbury, 2020), and author of Understanding Octavia E. Butler (University of South Carolina Press, 2025).
* Ph.D., Howard University, 2014
tingramjones@georgiasouthern.eduhttps://drive.google.com/open?id=1BTdOPTGkN8Nyp7WAbVZHTMkPIbuI_GiBhttps://scholars.georgiasouthern.edu/en/persons/trinity-ingram-jonesTrinity Ingram-JonesTrinityIngram-JonesAssistant Professor912-478-0890Nursing/Chemistry Building, Room #3028Statesboro CampusWaters College of Health ProfessionsSchool of NursingDr. Ingram-Jones is a board-certified Pediatric Nurse Practitioner and Advanced Forensic Nurse. She is an experienced clinician, educator, and scholar. Prior to graduating from nurse practitioner school in 2006, Dr. Ingram-Jones worked in Pediatrics and Labor & Delivery, Neonatal and Pediatric Intensive Care Units, and Emergency Department. Dr. Ingram-Jones is a Distinguished Fellow in the Academy of Forensic Nursing. In 2018, she was inducted into the American Academy of Forensic Science. In addition to her full-time teaching responsibilities at GSU, Dr. Ingram-Jones provides specialized medical-forensic care to victims of violence from 8 counties in the coastal Georgia region free of charge.
Teaching Philosophy
Nurse educators are responsible for shaping compassionate beings into competent professionals with the ability to critically think on their feet and a dedication to the provision of safe, ethical nursing care. I strive to create a student-centered learning environment that fosters respect, inclusivity, and active engagement in the learning process. By integrating evidence-based practice, clinical reasoning, and real-world experiences, I help nursing students bridge the gap between theory and practice, while also building the confidence, skills, and professional values needed to advocate for patients and effectively collaborate with healthcare teams to ensure the provision of high-quality care.
* Post-Doctoral Certificate, Center for Legal Studies, University of Georgia, 2015
* Doctor of Nursing Practice (DNP), University of South Alabama, 2010
* Master of Science in Nursing (MSN), University of South Alabama, 2005 - and • Post-MSN Certificate, Pediatric Nurse Practitioner and Clinical Nurse Specialist (CPNP/PCNS), University of South Alabama, 2006
* Bachelor of Science in Nursing (BSN), Auburn University Montgomery, 2003
* Associate of Applied Science in Nursing (ADN), Wallace Community College, 1999
Doctor of Nursing Practice (DNP), University of South Alabama, 2010Master of Science in Nursing (MSN), University of South Alabama, 2005 - and • Post-MSN Certificate, Pediatric Nurse Practitioner and Clinical Nurse Specialist (CPNP/PCNS), University of South Alabama, 2006Bachelor of Science in Nursing (BSN), Auburn University Montgomery, 2003Associate of Applied Science in Nursing (ADN), Wallace Community College, 1999
Research Interests
* The Impact Of Specialized Forensic Nursing Care On Patient And Legal Outcomes.
* The Impact Of The Use Of Forensic Nurse Experts On Legal Outcomes.
* The Impact Of Interventions To Reduce The Incidence Of Traumatic Brain Injury (Tbi) And Chronic Traumatic Encephalopathy (Cte) On Collegiate And Professional Football Players.
* The Impact Of Electronic Teaching Modalities In Undergraduate And Graduate Education.
The impact of specialized forensic nursing care on patient and legal outcomes. The impact of the use of forensic nurse experts on legal outcomes. The impact of interventions to reduce the incidence of traumatic brain injury (TBI) and Chronic Traumatic Encephalopathy (CTE) on collegiate and professional football players. The impact of electronic teaching modalities in undergraduate and graduate education. bhowells@georgiasouthern.eduhttps://drive.google.com/open?id=18gzm9sQun2wr4bewJZ2Cq3oqLviulMU9https://scholars.georgiasouthern.edu/en/persons/h-elizabeth-howells-2H. Elizabeth HowellsH. ElizabethHowellsProfessor of English912-478-5133Newton 1118 and Gamble 103Armstrong Campus, Statesboro CampusCollege of Arts & HumanitiesDepartment of EnglishDr. Elizabeth Howells has been on the faculty since 2001 first at Armstrong State University, then at Georgia Southern. After serving as Chair of Languages, Literature, & Philosophy then Chair of Literature following the consolidation, she is currently Chair of the Department of English at Georgia Southern University. When she is not administrating, she teaches and turns her attention to scholarship on nineteenth-century British literature, composition, and rhetoric.
Teaching Philosophy
Teaching interests: Writing, rhetoric, gender and women’s studies, composition studies, 19th c. British literature.
* Ph.D. in Composition and Rhetoric and Nineteenth-Century British Literature, University of North Carolina at Greensboro … → 2001
* M.A. in English, The University of Alabama … → 1996
* B.A. in English and Art History, University of Notre Dame … → 1994
M.A. in English, The University of Alabama … → 1996B.A. in English and Art History, University of Notre Dame … → 1994
Research Interests
* 19Th Century British Literature
* Rhetoric & Composition
* Writing
* Gender And Women'S Studies
19th Century British LiteratureRhetoric & CompositionWritingGender and Women's Studies akonkle@georgiasouthern.eduhttps://scholars.georgiasouthern.edu/en/persons/amanda-konkle-2Amanda KonkleAmandaKonkleProfessor912-344-2625Gamble 131Armstrong CampusCollege of Arts & HumanitiesDepartment of EnglishDr. Konkle is a leading scholar on Marilyn Monroe. Dr. Konkle teaches and researches in the areas of film history, stardom and celebrity studies, performance studies, gender and sexuality studies, adaptation studies, the Hollywood production code, and television studies.
* Ph.D., University of Kentucky, 2016
kyrobinson@georgiasouthern.eduKristina RobinsonKristinaRobinsonMedical Laboratory Science Clinical Coordinator and Non-Tenure Track Lecturer912-478-0295Ashmore Hall 153Armstrong CampusWaters College of Health ProfessionsDepartment of Clinical SciencesKristina Robinson received her BSMT from AASU and worked in the hospital laboratory for several Level I Trauma facilities along the east coast in Charleston, Savannah, and Philadelphia. She's taught medical assisting students laboratory competencies at South University and FYE 1220 - First Year Seminar to freshmen at Georgia Southern University. She was an academic advisor to health professions students across multiple campuses and supervised the WCHP/JPHCOPH advisement team in 2024. Kristina Robinson is certified as MLS (ASCP)cm by the American Society for Clinical Pathology.
* MSL, MLS (ASCP)cm
* South University 2014 - MSL, Master of Science in Leadership
* Armstrong Atlantic State University 2008 - BSMT, Medical Technology (Medical Laboratory Science)
South University 2014 - MSL, Master of Science in LeadershipArmstrong Atlantic State University 2008 - BSMT, Medical Technology (Medical Laboratory Science) acanepa@georgiasouthern.eduhttps://drive.google.com/open?id=1BuPaxBWhyvoor8sk60mlPjCRBijZKKAUAlyssa CanepaAlyssaCanepaLecturer912-478-7749Newton 2224Statesboro CampusCollege of Arts & HumanitiesDepartment of EnglishAs an educator, Alyssa has served first-generation college students as a first-generation faculty mentor, delivered poetry and professional writing workshops in carceral and rehabilitative institutions across Colorado and Georgia, and currently leads writing workshops in Savannah, Georgia for justice-impacted people. Her critical research examines the relationship between literacy and incarceration rates as well as abolitionist and engaged pedagogy in the classroom. Alyssa’s creative work is featured in local zines across Wyoming and Georgia as well as Anti-Heroin Chic and Bombay Gin. Most recently, her multimedia piece “A Genealogy of Mud and Trees” won 2nd place in a juried exhibit for the Nicolaysen Museum in Casper, Wyoming.
* M.F.A., Creative Writing, The Jack Kerouac School of Disembodied Poetics at Naropa University, 2025
* M.A., English Literature, University of Wyoming, 2020
* Contemporary American Lit/Poetry (The form won't let me enter this as my first research interest)
M.A., English Literature, University of Wyoming, 2020Contemporary American Lit/Poetry (The form won't let me enter this as my first research interest)
Research Interests
* Contemporary American Lit/Poetry
* Multimedia/Visual Poetics
* Experimental/Cross-Genre Poetics
* Ecopoetics
Contemporary American Lit/PoetryMultimedia/Visual PoeticsExperimental/Cross-Genre Poetics Ecopoetics rmoyers@georgiasouthern.eduhttps://drive.google.com/open?id=1cQq7woJq7-vxT2-BoiolTPc6QVRkmlzgRobin MoyersRobinMoyersAssistant Professor of Nursing404-713-9066Nursing/Chemistry Building Room 3024Statesboro CampusWaters College of Health ProfessionsSchool of NursingDr. Moyers joined Georgia Southern University in 2005 after retiring from federal government service. She has a strong clinical background in psychiatric mental health nursing. Dr. Moyers has also practiced as a nurse educator in both the clinical setting and academia.
Teaching Philosophy
Learning occurs in a safe and caring environment. Nursing students are active learners with a shared accountability in the teaching-learning process. Nursing educators are role models and mentors to students. We facilitate learning, cultivate motivation to seek out answers to questions, and respectfully challenge students to achieve higher than their perceived expectations.
* Ph.D., University of Phoenix, 2014
* M.S.N., University of Phoenix, 1998
* B.S.N. University of South Alabama 1994
* A.D.N. Itawamba Community College, 1984
M.S.N., University of Phoenix, 1998B.S.N. University of South Alabama 1994A.D.N. Itawamba Community College, 1984
Research Interests
* Student Outcomes
* Teaching Modalities
* Addictions
* Lifestyle Changes
Student outcomesTeaching modalities Addictions Lifestyle changes ktollefson@georgiasouthern.eduhttps://drive.google.com/open?id=1vLiMRZDDFr1KKu6g2Bv_jpJIPsVS5uKFhttps://scholars.georgiasouthern.edu/en/persons/kimra-tollefsonKimra Tollefson, DNP, MSN Ed, BSN, RNKimraTollefson, DNP, MSN Ed, BSN, RNAssistant Professor 912-478-0188Nursing BuildingStatesboro CampusWaters College of Health ProfessionsSchool of NursingMarried with a blended family of 7 kids (most are adults now). My husband is retired corrections. I have worked in many different fields of nursing, including corrections, hospice, case management, clinic nurse, public health, and family practice. I have been an educator since 2017, with most of my experience in Community College programs prior to coming to GSU. Although my husband and I were both raised in the PNW (Alaska and Washington), we were excited to move to a warmer climate and experience life on a different coast! I am involved in music ministry and meal services outside of work. I enjoy quilting, baking, reading, travel, and motorcycles.
Teaching Philosophy
I believe every student has their own learning style and I strive to encourage them to perform at their top level while also supporting them and providing ample learning materials to suit the many different learning needs. Not every student is a top tester, but that does not mean they cannot be successful. Providing tools and support can be beneficial for those students. I want to see students succeed.
* DNP, Walden University, 2024
* MSN Ed., Walden University, 2018
* BSN, Walden University, 2015
* ADN, Excelsior University, 2007
* A.A.S. Medical Assisting, University of Alaska - Fairbanks, 2001
MSN Ed., Walden University, 2018BSN, Walden University, 2015ADN, Excelsior University, 2007A.A.S. Medical Assisting, University of Alaska - Fairbanks, 2001
Research Interests
* Student Judgement Errors
* Preceptor Knowledge Gaps
Student judgement errorsPreceptor Knowledge Gaps wprince@georgiasouthern.eduhttps://drive.google.com/open?id=1sJlpubV53z4kzlb0R6mK6t3BeGbqtsRuhttps://scholars.georgiasouthern.edu/en/persons/william-princeWilliam G. PrinceWilliam G.PrinceAssistant Professor912-478-8630Carroll Building #1071Statesboro CampusCollege of Behavioral & Social SciencesDepartment of Public & Nonprofit StudiesDr. Prince is an Assistant Professor in the Department of Public and Nonprofit Studies at Georgia Southern. He joined the Department in Fall 2025 after completing his PhD at the American University School of Public Affairs. His research and teaching interests include organizational behavior and theory, and recently published the first chapter of his dissertation in the International Public Management Journal.
Teaching Philosophy
As an instructor in the field of public administration and policy, my objective is to highlight the fundamental elements of excellent management, leadership, and evaluation and to emphasize their significance for good governance. I am dedicated to creating a culture of belonging in the classroom by considering each student’s unique needs and goals, helping students cultivate their professional identity, and encouraging collaboration among students.
* Ph.D., American University, 2025
* MPA, UNC Charlotte, 2021
* BA., Mercer University, 2014
MPA, UNC Charlotte, 2021BA, Mercer University, 2014
Research Interests
* Organizational Behavior
* Organization Theory
* Human Capital Management
* Public Participation
organizational behaviororganization theoryhuman capital managementpublic participation ccartright@georgiasouthern.eduhttps://drive.google.com/open?id=1BeE3WAl0jbzBE36t17CL-RnMt2zZYJ6qChris CartrightChrisCartrightSenior Lecturer912-344-2597Gamble Hall 208Armstrong CampusCollege of Arts & HumanitiesDepartment of EnglishChris Cartright teaches composition, literature, creative writing, and gender studies. His collaborative research projects have explored pedagogical issues in sociology and composition. He also writes creative nonfiction, short fiction, and poetry.
* M.F.A., Florida State University, 2012
Research Interests
* Pedagogy
* Media Literacy
* Globalization
* Mass Media
PedagogyMedia literacyGlobalizationMass media awood@georgiasouthern.eduhttps://drive.google.com/open?id=1isDk4hNpdNnwggDE5JTqxl-v5VyBoGq1Alexandria "Ally" WoodAlexandria "Ally"WoodAssistant Professor912-478-0090Sanford Hall, 3013Statesboro CampusCollege of Arts & HumanitiesDepartment of Communication ArtsAlexandria “Ally” Wood is a theatre designer and educator specializing in lighting, projection, and the creative use of technology in performance. She holds a BA in Theatre from Georgia College and State University and an MFA in Theatre Design and Technology from San Diego State University. Her credits include lighting for The Children, She Kills Monsters, Free Play Project, Cabaret, and Disney’s Aladdin Jr., as well as projection design for Bloodletting. At Georgia Southern, she teaches Theatre Appreciation, Stage Construction, Design Concepts, Lighting, and Scenic Design. Ally has also worked with Vectorworks, Inc. and held fellowships with Moxie and Cygnet Theatres in San Diego.
Teaching Philosophy
Pursuing a career in the performing arts often comes with misconceptions about its stability and value. Having faced these doubts myself, I center my teaching on building confidence, collaboration, and resilience. Theatre, one of humanity’s oldest storytelling forms, allows me as a lighting and projections designer to serve as historian and storyteller. In my classroom, script analysis sparks exploration, asking: How can design feel distinctive? How does context shape interpretation? How can design reimagine a story while honoring the text? These conversations help students cultivate unique artistic voices and embrace creativity, resilience, and integrity as they prepare to meet the challenges of this industry.
* MFA, San Diego State University, 2023
* B.A, Georgia College and State University, 2018
B.A, Georgia College and State University, 2018
Research Interests
* Women In Technology
* Women In Design
* 3D Modeling
Women in TechnologyWomen in Design3D Modeling jhughes@georgiasouthern.eduhttps://drive.google.com/open?id=178hy8W89QckJLlwnxX2oGD922QD9D5hXhttps://scholars.georgiasouthern.edu/en/persons/jolyon-timothy-hughes-2Jolyon HughesJolyonHughesProfessor912-478-06092023 Sanford HallStatesboro CampusCollege of Arts & HumanitiesDepartment of Communication Arts, Department of World Languages & CulturesPh.D. German Language and Literature | University of FloridaMaster of Arts in German | Colorado State UniversityBachelor of Arts in German | Illinois State UniversityMaster of Science Coursework in Public Relations/Mass Communications-32 Credits (2018)Colorado State University/Washington State UniversityThesis: The Use of University Athletic Programs in Integrated Marketing Communication in University Public RelationsBusiness Core Competencies (2012) | Colorado State University Universitet Uppsala – Uppsala, Sweden: Intyg 64 Studietimmar Svenska (1996)Universität Paderborn (BWL Studium) – Paderborn, Germany (1992)Gymnasium Horn – Bremen, Germany (1989)Quincy Senior High School – Diploma/Certification (1988)
* Ph.D. University of Florida, 2002
* M.A. Colorado State University, 1997
* B.A. Illinois State University, 1994
* Business Certification, 2012
* Mass Communication/Public Relations Coursework and Thesis, ABT - Washington State University, 2016
M.A. Colorado State University, 1997B.A. Illinois State University, 1994Business Certification, 2012Mass Communication/Public Relations Coursework and Thesis, ABT - Washington State University, 2016
Research Interests
* German Language
* German Literature
* German Medieval
* Public Relations
German LanguageGerman LiteratureGerman MedievalPublic RelationsCommunication Arts Center rpettibone@georgiasouthern.eduRyan PettiboneRyanPettiboneVisiting Instructor912-478-57252205 Carroll BuildingStatesboro CampusCollege of Behavioral & Social SciencesDepartment of Political Science & International StudiesDr. Ryan Pettibone is a visiting instructor at Georgia Southern University. He received his Ph.D. in Political Science from the Rockefeller College of Public Affairs & Policy at the University at Albany, SUNY, in 2023. He also holds an M.A. and B.A. in Political Science from the University at Albany.
Teaching Philosophy
Dr. Pettibone focuses mainly on core American Government classes. His research interests include American political development, with particular attention to the politics of race, gender, and identity. He examines how Southern politics, populism, and political entrepreneurship shape political institutions and drive party realignment.
* Ph.D., University at Albany, SUNY
Research Interests
* American Political Development
* The Presidency
* Political Parties
American Political DevelopmentThe PresidencyPolitical Parties rmazumder@georgiasouthern.eduhttps://drive.google.com/open?id=1jFmI2iTc8Qhg_3augCl1hieS42gOssxAhttps://scholars.georgiasouthern.edu/en/persons/ram-krishna-mazumderRam Krishna MazumderRam KrishnaMazumderAssistant Professor912-478-0896Engineering Building 1101JStatesboro CampusAllen E Paulson College of Engineering & ComputingDepartment of Civil Engineering & ConstructionRam Krishna Mazumder is an Assistant Professor in the Department of Civil Engineering & Construction at Georgia Southern University. His research focuses on risk management of buildings and civil infrastructure systems, enhancing community resilience to natural disasters. His work integrates experimental, field-based, and computational methods, drawing from engineering, and social science fields. Dr. Mazumder has authored about 30 peer-reviewed journal articles. He is a licensed Professional Engineer and holds an Asset Management Certificate. He also serves as an Associate Editor for the Journal of Pipeline Systems Engineering and Practice, and the Journal of Structural Engineering and Construction Practice, both published by ASCE.
Teaching Philosophy
Dr. Mazumder promotes a student-centered, active learning environment that fosters critical thinking through in-class discussions and hands-on activities. His approach emphasizes helping students achieve learning objectives by actively practicing core concepts rather than relying solely on memorization. He applies Kolb’s learning style framework to evaluate students’ learning preferences and support them in developing the skills needed to become self-directed learners. In his view, effective instruction should be both student-centered and culturally responsive. Dr. Mazumder also prioritizes fostering a sense of community in the classroom and research group, which he believes is essential for student success in both their careers and lives.
* Ph.D., Civil Engineering, Case Western Reserve University, 2020
* PG Diploma, Geologic & Climate Related Risk Management, University of Geneva, 2015
* M.S., Evaluation, Control and Reduction of Seismic Risk, Sapienza University of Rome, 2012
* B.Sc., Civil and Environmental Engineering, Shahjalal University of Science and Technology, 2009
PG Diploma, Geologic & Climate Related Risk Management, University of Geneva, 2015M.S., Evaluation, Control and Reduction of Seismic Risk, Sapienza University of Rome, 2012B.Sc., Civil and Environmental Engineering, Shahjalal University of Science and Technology, 2009
Research Interests
* Resilient Civil Infrastructure Systems
* Structural Reliability And Risk Assessment
* Asset Management Of Pipeline Systems
* Community Resilience
Resilient Civil Infrastructure SystemsStructural Reliability and Risk AssessmentAsset Management of Pipeline SystemsCommunity Resilience dpark@georgiasouthern.eduhttps://drive.google.com/open?id=1RvuCNqhmQYn9KM7Srj7d77RXHh7sCRzBDaniel ParkDanielParkVisiting Assistant Professor912-478-0106Sanford 2018Statesboro CampusCollege of Arts & HumanitiesDepartment of Communication ArtsDr. Daniel Park is a Visiting Assistant Professor in the Department of Communication Arts. He teaches Communication and Leadership in the Public Arena, Comprehensive Project in Professional Communication and Leadership, Research in Communication and Leadership, and Public Relations Research. At the intersection of strategic communication and emerging media technologies, his translational research applies theoretical frameworks and mixed methods to explore and optimize diverse media user experiences, including risk-reward appraisals and parasocial interactions with generative AI chatbots in healthcare. Ultimately, his goal is to bridge the digital divide and promote the public good across generations and communities.
Teaching Philosophy
My teaching philosophy centers on designing curricula with clear learning goals and objectives and implementing them in supportive and engaging ways. Guided by this philosophy, I mentor students to become scholars who translate academic insights into actionable interventions that leverage strategic communication and emerging media technologies to make meaningful contributions to society, ranging from enhancing learning experiences and promoting civic engagement and well-being to fostering a sense of community belonging.
* Ph.D. in Health Communication, Indiana University
* M.A. in Applied Communication, Indiana University
* M.A. in Communication and Journalism, Hanyang University
* B.A. in Journalism and Mass Communication, Hanyang University
M.A. in Applied Communication, Indiana UniversityM.A. in Communication and Journalism, Hanyang UniversityB.A. in Journalism and Mass Communication, Hanyang University
Research Interests
* Emerging Media Technologies
* Health Communication
* Media Psychology
* Strategic Communication
Emerging Media TechnologiesHealth CommunicationMedia PsychologyStrategic Communication trobbins@georgiasouthern.eduhttps://drive.google.com/open?id=1GHmKGbENwDodWgszr61cNFhkdn9XJ6qDTodd Robbins, MSN, APRN, FNP-CToddRobbins, MSN, APRN, FNP-CLecturer912-478-7173Room 3004, Nursing and Chemistry BuildingStatesboro CampusWaters College of Health ProfessionsSchool of NursingTodd Robbins is a dedicated nurse leader, educator, and clinician whose career bridges the fields of advanced practice nursing, higher education, and talent acquisition in healthcare. With a Master of Science in Nursing and board certification as a Family Nurse Practitioner (FNP-C) and Certified Emergency Nurse (CEN), Todd brings clinical expertise, academic rigor, and a passion for professional development to every role he serves.
* M.S.N. UAB School of Nursing, 2015
cwelty@georgiasouthern.eduhttps://drive.google.com/open?id=1CdRBR1tpJYir6TKDp8F8Yxqf7IeD9GLICharlie Ruth WeltyCharlie RuthWeltyLecturer706-579-8459Fine Arts Hall Rm. 123Armstrong CampusCollege of Arts & HumanitiesFred & Dinah Gretsch School of MusicCharlie Ruth Welty is an in-demand multi-instrumentalist with particular focus on electric bass, double bass, and guitar. She can be found in theatre pits, jazz clubs, orchestral halls, and rock stages. Charlie earned her B.A. in Music from Cal Poly Humboldt, her M.M. in String Performance from the University of Washington, and has earned her Doctor of Musical Arts degree from the University of Arizona, researching and writing on dynamics of gender in contemporary performance practices and spaces.Charlie is currently a Lecturer at the Fred and Dinah Gretsch School of Music at Georgia Southern University in Savannah, GA. As Lecturer, Dr. Welty offers instruction on the electric bass, double bass, and music technology/recording.
* D.M.A., University of Arizona, 2024
* M.M., University of Washington, 2014
* B.A., Cal Poly Humboldt, 2012
M.M., University of Washington, 2014B.A., Cal Poly Humboldt, 2012 kyrobinson@georgiasouthern.eduhttps://drive.google.com/open?id=1ZOj9jJlTxS-hnrvRe_HCj-SY6vEHDkN1Kristina RobinsonKristinaRobinsonClinical Coordinator and Lecture for Medical Laboratory Science912-478-0295Ashmore Hall 153Armstrong CampusWaters College of Health ProfessionsDepartment of Clinical SciencesKristina Robinson is a graduate of the former Armstrong Atlantic State University with her BSMT, and board certified with the American Society for Clinical Pathology (ASCP). Aside from working in higher education for the past decade, she previously worked with several Level I trauma centers' medical laboratories along the east coast in Charleston, Philadelphia, and Savannah. Robinson has worked with students as an academic advisor focusing on health professions and public health, but also has taught students at Georgia Southern University and South University. Courses taught include FYE 1220 to freshmen Georgia Southern students as well as Lab Competencies to medical assisting students at South.
* Kristina Robinson, MSL, MLS (ASCP)CM
* Master of Science in Leadership, South University, 2014
* Bachelor of Science in Medical Technology, Armstrong Atlantic State University (Georgia Southern University), 2008
Master of Science in Leadership, South University, 2014Bachelor of Science in Medical Technology, Armstrong Atlantic State University (Georgia Southern University), 2008 jsellers@georgiasouthern.eduJabari SellersJabari SellersClinical Assistant Professo912-687-2056College of Education Statesboro CampusCollege of EducationDepartment of Leadership Technology & Human DevelopmentI am a native of Jackson, Mississippi. I attended Mississippi State University for all three of my degrees. I was able to serve on with a team of researchers at the National Strategic Planning & Analysis Research center as we developed the Workforce Innovation and Opportunity Act for the state of MS. I obtained my Ph.D. in School Psychology in 2017. I have been a School Psychologist since then and until I changed my career focus to academic in August 2025. I have served as the Mississippi Association for Psychology in the Schools President in 2019 where I developed conventions for two years aimed at getting professional development opportunities for School psychologist and Psychometrist in the state of Mississippi.
* Ph.D., Mississippi State University, 2017
* M.S., Mississippi State University, 2013
M.S., Mississippi State University, 2013 jwebb@georgiasouthern.eduhttps://drive.google.com/open?id=1ys-l6qwNekLt-_H8b7h5afUFwZ0SEZWkJackie WebbJackieWebbGrants Research Coordinator912-478-25493161Statesboro CampusCollege of EducationOffice of Innovation and Educational ResearchJackie has 15 years experience in grantor institutions, and leverages this experience to assist faculty throughout the grant proposal lifecycle. She is available to help with budgets, budget justification, narratives, process, and coordination on the pre-award side. She can also help with post-award activities including checking budgets, coordinating reallocations, and more. She additionally provides training to faculty about the proposal process.
* n/a
kshermanmorris@georgiasouthern.eduhttps://drive.google.com/open?id=1iIOdlnFhxWKYDZxtWzd-cy-TaSLFigiqhttps://scholars.georgiasouthern.edu/en/persons/kathleen-sherman-morrisKathy Sherman-MorrisKathySherman-MorrisProfessor and Chair912-478-5178Herty 1110Statesboro CampusCollege of Science & MathematicsSchool of Earth Environment & SustainabilityAdd intro: Dr. Sherman-Morris came to Georgia Southern from Mississippi State University where she had been a professor of geoscience as well as an assistant dean for the College of Arts and Sciences. Her research and teaching interests are at the intersection of meteorology and social science. She uses a broad range of social science methods to study how people use and respond to weather information, how people think about risk and how they respond to threats such as extreme weather events like hurricanes and tornadoes. She has published over 50 peer reviewed articles and has been funded by the National Science Foundation and NOAA.
Teaching Philosophy
Many of the classes I’ve taught have been situated at the interface between the physical earth sciences and the human beings that earth and atmospheric systems impact. In my classes, I like to draw on my students’ life experiences and encourage them to connect these experiences with the course content. One of my favorite things about being a professor is helping graduate students translate their ideas into scholarship. Please feel free to reach out if you are a student interested in graduate research.
* Ph.D., Florida State University, 2006
* M.S., Mississippi State University, 1999
* B.S.Ed. Mansfield University, 1997
M.S., Mississippi State University, 1999B.S.Ed. Mansfield University, 1997
Research Interests
* Risk Perception
* Weather Communication
* Individual Hazard Response
* Geoscience Education
Risk perceptionWeather communicationIndividual hazard responseGeoscience educationJames H. Oliver Jr. Institute for Coastal Plain Science cusewicz@georgiasouthern.eduhttps://drive.google.com/open?id=1Sag6swfv5X-c4OknfqFNah09uN1RTU7jCatherine UsewiczCatherineUsewicz Assistant Professor of Art Education912-344-2831Fine Arts Hall, room 207Armstrong CampusCollege of Arts & HumanitiesBetty Foy Sanders Department of ArtI am an avid traveler and have spent much of my life jumping from one location to another. I have navigated through life by learning as much as I can about art, education, and my surroundings. I have studied Art, Art history, and Art Education in NY, NC, CT, Florence, Italy, and FL. Taught middle school art as a K-12 certified art educator in NC for 8 years. My research explores itinerant art education experiences and the use, by researchers, of comics in the dissemination of knowledge. My personal works currently explores narratives, visual description, and interpretations. I lean towards 2d works at this stage in my life, using colored pencil, watercolor, ink, and mixed media in general.
Teaching Philosophy
I emphasize student growth through experiences, which inspires my journey into teaching and continually motivates me to refine my practices. My beliefs about teaching are deeply rooted in my life experiences. Travel through my life has instilled a love of exploration that has fueled my artistic pursuits, learning, and research. I prioritize cultivating experiences that foster interdisciplinary connections, showcase career pathways, and explore personal and community heritage. Experiences related to current events and personal perspectives should be integral to all student learning. An Emphasis is placed on the importance of experiences and how, as educators, we can facilitate meaningful opportunities for our students.
* Ph.D in Art Education, Florida State University, 2025
* MAeD in Art Education, East Carolina University, 2017
* Certification, Central Connecticut State University, 2013
* Post Bacc Certification, Studio Art Colleges International, 2010
* Double BA. in Architectural Art History and Studio Art , Binghamton University, 2006
MAeD in Art Education, East Carolina University, 2017Certification, Central Connecticut State University, 2013Post Bacc Certification, Studio Art Colleges International, 2010Double BA in Architectural Art History and Studio Art , Binghamton University, 2006
Research Interests
* Itinerancy In Art Education
* Reflective Processes Of Art Educators
* Non-Conventional Research Formats
Itinerancy in art education reflective processes of art educatorsnon-conventional research formats mcharlier@georgiasouthern.eduM Jacqueline CharlierM Jacqueline CharlierPart Time Instructor912-478-7198Hollis 2110 BStatesboro CampusWaters College of Health ProfessionsDepartment of Health Science & KinesiologyMasters of Public Health, Tulane University 2001Bachelor's of Science, California State University 1998
Teaching Philosophy
As a practicing dietitian, I approach teaching with the knowledge that one day my students will be my peers and perhaps even a coworker. Therefore, it is my goal to teach them the skills needed to excel as nutrition professionals. With one foot in academia and one foot in practice, I can recognize the direction that medical nutrition therapy is moving and inform my students with the most up to date information that they can use when providing nutritional care to patient populations. My teaching centers around evidence-based practice with a professional focus to help the students reach their full potential after graduation. I am always pushing my students to use critical thinking to enable them to get to the heart of a nutrition problem.
* Master's of Public Health, Tulane University, 2001
klanier@georgiasouthern.eduKacie V. LanierKacie V.LanierAssistant Professor of Health and Physical Education912-478-5925Hollis 2131CStatesboro CampusWaters College of Health ProfessionsDepartment of Health Science & KinesiologyKacie Lanier is an Assistant Professor who teaches both undergraduate and graduate students in the Health and Physical Education programs.
Teaching Philosophy
My teaching philosophy is focused on getting students excited about teaching physical education. By relating pedagogical concepts to real-life experiences and by providing a variety of learning experiences, I hope to help students fill their "teaching toolbox" with the tools and skills needed to become a successful teacher.
* Ph.D., Georgia State University, 2024
* M.S., Georgia Southern University, 2017
* M.Ed., Georgia Southern University, 2014
* B.S.F.C.S., University of Georgia, 2011
* B.S., University of Georgia, 2011
M.S., Georgia Southern University, 2017M.Ed., Georgia Southern University, 2014B.S.F.C.S., University of Georgia, 2011B.S., University of Georgia, 2011
Research Interests
* Youth Mental Health
* Strength And Conditioning
Youth Mental HealthStrength and Conditioning theffern@georgiasouthern.eduhttps://drive.google.com/open?id=1bKP_9Iba9k2Z5mvrzSO6P2pkUL1xmf_QTaylor HeffernTaylorHeffernLecturer Anatomy & Physiology888-888-8888University Center 105DArmstrong CampusWaters College of Health ProfessionsDepartment of Health Science & KinesiologyI was born and raised right outside of Atlanta, GA and moved to Bluffton, SC 10 years ago with my husband. We have three children. I have been an Exercise Physiologist for over a decade, with my focus in Cardiopulmonary Rehabilitation. I also teach Anatomy and Physiology 1 and 2 on the Armstrong Campus of Georgia Southern University.
Teaching Philosophy
I believe in hands on and real life situation education. I enjoy bringing my field experience into every topic that I teach to show students how Anatomy and Physiology is applied in any field they choose to go into.
* Bachelors of Science in Exercise Science, Valdosta State University 2010
* Masters of Science in Exercise Science, Kennesaw State University 2014
Masters of Science in Exercise Science, Kennesaw State University 2014 cromanvendrell@georgiasouthern.eduhttps://drive.google.com/open?id=1Bbs0e2IYtp4lCN97l95I96UklIMpc5PNhttps://scholar.google.com/citations?user=rSkR1HwAAAAJ&hl=enCristina Roman-VendrellCristinaRoman-VendrellAssistant Professor912-344-2607SC 128Armstrong CampusCollege of Science & MathematicsDepartment of BiologyDr. Cristina Román-Vendrell studies how alterations in membrane trafficking contribute to synaptic dysfunction and neurodegeneration. Her research combines the lamprey giant synapse model with advanced microscopy and microinjection techniques to uncover how synaptic proteins, including α-synuclein, affect presynaptic endosomal trafficking and spatial organization. Her research aims to elucidate mechanisms of neuronal membrane dynamics and uncover cellular pathways underlying Parkinson’s disease and related disorders.
Teaching Philosophy
I see teaching as an extension of research, an opportunity to share curiosity and discovery with students. In the classroom and lab, I aim to create an environment where questions drive learning and everyone feels welcome to participate. I enjoy using hands-on activities and discussions to make complex ideas approachable. I’m especially passionate about mentoring students in neuroscience and cell biology, helping them connect core concepts to real experiments and future scientific careers.
* Ph.D., University of Puerto Rico-Medical Sciences Campus, 2018
* B.S. Microbiology, University of Puerto Rico-Mayaguez Campus, 2006
B.S. Microbiology, University of Puerto Rico-Mayaguez Campus, 2006
Research Interests
* Mechanisms Of Neurodegeneration
* (Pre)Synaptic Trafficking
* Synaptic Manipulation
* Advanced Microscopy
Mechanisms of Neurodegeneration(Pre)synaptic TraffickingSynaptic ManipulationAdvanced Microscopy syoo@georgiasouthern.eduhttps://drive.google.com/open?id=1khug0lezZbQcxe_So9zGJp1en64lqiT8Samantha YooSamanthaYooAssistant Professor912-478-5358Art 2033Statesboro CampusCollege of Arts & HumanitiesBetty Foy Sanders Department of ArtSamantha Yoo is an Assistant Professor of Graphic Design at Georgia Southern University. With over 25 years of professional experience, she has led branding projects for major global companies and continues to explore the intersection of design, culture, and AI in design education. Her creative work has been exhibited internationally, and her students have received national design awards. Yoo’s achievements include multiple national recognitions for excellence in both professional practice and teaching.
Teaching Philosophy
My teaching philosophy centers on empowering students to think critically, solve problems creatively, and communicate ideas effectively through design. I emphasize process, research, and reflection, encouraging students to explore their cultural perspectives and develop unique voices as designers. By integrating emerging technologies such as AI, I aim to prepare students for the evolving design industry while fostering adaptability, curiosity, and lifelong learning.
* M.F.A., Marywood University
lmarkum@georgiasouthern.eduhttps://drive.google.com/open?id=1H7NzDeJHFewZOVmCMa_g4w4ZTk80UJuuLiz MarkumLizMarkumAssistant Professor of Art2022Statesboro CampusCollege of Arts & HumanitiesBetty Foy Sanders Department of ArtLiz Markum is a sculptor and arts educator with research interests in ecology, cast glass, cast metals, environmental folklore, and speculative nature narratives. They have shown their work nationally in institutions such as the Metal Museum in Memphis, TN, the University of Oklahoma in Norman, OK, and the Arlington Museum of Art in Arlington, TX. They have completed residencies in support of their research in institutions such as Penland School of Craft, The Perry Glass Studio at the Chrysler Museum of Art, and Atelier de la Nature. They recently received the Glass Art Society 2025 Emerging Artist Award.
Teaching Philosophy
My teaching philosophy encourages students to continuously grow, expand their creative skillset, and work in a manner that is conscious of the people and environment around them. I urge students to see their learned skills as more than tools for academic success but also as a life-long investment that expands their creative practice and process of thinking. I encourage students to continue the history of skill sharing, critical engagement, and community connection made only possible through the arts, a belief driven by my admiration and engagement in community-based initiatives to collaborate and connect with others through the making process.
* M.F.A., University of North Texas, 2024
* B.F.A., University of Texas at Arlington, 2021
B.F.A., University of Texas at Arlington, 2021
Research Interests
* Sculpture
* Art + Ecology
* Environmental Folklore
* Eco-Horror Studies
SculptureArt + EcologyEnvironmental FolkloreEco-horror Studies bturkett@georgiasouthern.eduByron TurkettByronTurkettFounding Program Director, Physician Assistant Program912-478-0472Ashmore 151Armstrong CampusWaters College of Health ProfessionsDepartment of Clinical SciencesByron E. Turkett, MPAS, PA-C, FCCM, is a distinguished military veteran, humanitarian, and PA education leader.He served as a Captain and Flight Surgeon PA in the U.S. Army Reserve (1997-2005), deploying in support of Operation Iraqi/Enduring Freedom and earning the Bronze Star.With over 31 years of practice in diverse fields like Trauma and Critical Care, he has also completed 22 medical missions across four continents.In academia, he progressed from lecturer to Founding Program Director, holding every major administrative role in PA education.
Teaching Philosophy
My philosophy is outcome-driven: producing competent, compassionate PAs prepared to pass the PANCE and serve others. I teach with a "no learner left behind" ethos, rooted in a commitment to dedicated, focused remediation to ensure all students meet competency. I set clear expectations and provide all tools for success. Learning is built on student preparation, then reinforced by faculty-facilitated small groups and lecture. The focus is on a progressive mastery: knowledge acquisition, accurate recall, and clinical application through problem-solving and reasoning. Education is preparation for immediate, effective service.
* MPAS, University of Nebraska Medical Center, 1999
brandonrobinson@georgiasouthern.eduhttps://drive.google.com/open?id=1eTdyvIdpqtFfWBvIEmLVGdzqUHju6EN0Brandon RobinsonBrandonRobinsonAdministrative Coordinator912-478-0667Herty Building Room 1110BStatesboro CampusCollege of Science & MathematicsSchool of Earth Environment & SustainabilityBrandon Robinson is an Administrative Coordinator in the School of Earth, Environment & Sustainability. He provides complex administrative support to the to Director, Graduate and Undergraduate Program Coordinators, faculty, students, and visitors to SEES.
* N/A
James H. Oliver Jr. Institute for Coastal Plain Science sbaehman@georgiasouthern.eduhttps://drive.google.com/open?id=1SBihzHKTg6HCKBHnbf1BwLphj2VfsfBqStephen BaehmanStephenBaehmanPart Time Instructor1104AStatesboro CampusWaters College of Health ProfessionsDepartment of Health Science & KinesiologyI am a part-time instructor in the Health Sciences and Kinesiology Department, teaching Sport and Exercise Psychology courses to undergraduate students. I also work as a mental performance consultant with SPB Performance.
* M.S., Georgia Southern University, 2024
* B.S., Wisconsin Lutheran College, 2021
B.S., Wisconsin Lutheran College, 2021
Research Interests
* Mental Performance
Mental Performance jrichmond@georgiasouthern.eduhttps://drive.google.com/open?id=1zO-3z1r4Oo8TmCQYPmxb9Dp7Q38Lgl6Rhttps://www.jasonrichmondcomposer.com/Jason RichmondJasonRichmondVisiting Instructor of Music Theory 912-478-5410Foy Building Room 3032Statesboro CampusCollege of Arts & HumanitiesFred & Dinah Gretsch School of MusicA four-time Finalist in the American Prize Competition, Jason Richmond received his Doctorate in Music Composition at the University of Cincinnati College-Conservatory of Music (CCM). His works, both acoustic and electronic, have been performed throughout the United States and Europe. His orchestral piece, Ctrl + Alt + Del, was recorded by the Brno Philharmonia in the Czech Republic and is featured on ABLAZE Records Orchestral Masters Vol. 4 disc and was a Semi-Finalist in the 2020 American Prize Orchestra Division competition. Dr. Richmond has taught Music Theory, Music Technology, and Music Composition at both Northern Kentucky University and Xavier University and currently teaches Music Theory at Georgia Southern University.
* D.M.A. University of Cincinnati CCM, 2014
* Master of Music in Composition, University of Louisville, 2008
* Bachelor of Arts in Music, Northern Kentucky University, 2005
Master of Music in Composition, University of Louisville, 2008Bachelor of Arts in Music, Northern Kentucky University, 2005
Research Interests
* Music Composition
* Computer Music
* Music Theory
Music Composition Computer MusicMusic Theory lduvall@georgiasouthern.eduhttps://drive.google.com/open?id=19udIiX9OvUWhpLsTNpe0aOwppW-HgiUVLarry DuvallLarryDuvallVisiting Instructor of Trombone, Director of Jazz Ensemble912-478-52223052Statesboro CampusCollege of Arts & HumanitiesFred & Dinah Gretsch School of MusicProf. DuVall has performed with the Memphis Symphony Orchestra, Memphis Jazz Orchestra, Glenn Miller Orchestra, Tommy Dorsey Orchestra, SC Philharmonic, Aiken Symphony, and SC Jazz Masterworks. He has appeared on 7 studio albums and is currently the editor of the Audio/Video Reviews column for the International Trombone Association Journal.
Teaching Philosophy
The Art of Dicky Wells: Transcription and Analysis of Recorded Solos from the Career of a Jazzman
* ABD, University of South Carolina, 2026
* M.M., University of Mississippi, 2022
* B.M., University of Memphis, 2013
M.M., University of Mississippi, 2022B.M., University of Memphis, 2013 epalmer@georgiasouthern.eduhttps://drive.google.com/open?id=11s6aBjMxVTwF2GJ9HURV5luNpV3fYF3fErin PalmerErinPalmerMusic DirectorFoy 1008Statesboro CampusCollege of Arts & HumanitiesFred & Dinah Gretsch School of MusicErin Palmer is a pianist, vocal coach, and educator with a profile spanning the United States, Canada, and Europe. She is currently Music Director at Georgia Southern University, where she coaches and conducts the opera and partners with the Savannah Voice Festival. Previous appointments include Opera Coach at the University of Oklahoma as well as collaborative piano positions at the University of North Carolina at Charlotte and Georgia State University. Internationally, Erin has spent multiple seasons in Graz, Austria, at the American Institute for Musical Studies. An avid student of language, she has studied at the Università per Stranieri di Perugia, Alliance Française, and the ActiLingua Academy of Vienna.
* DMA, University of North Carolina - Greensboro, 2023
* DÉPA en Musique, Université de Montréal, 2023
* MM, Valdosta State University, 2006
* BM, Valdosta State University, 2004
DÉPA en Musique, Université de Montréal, 2023MM, Valdosta State University, 2006BM, Valdosta State University, 2004 lrich@georgiasouthern.eduhttps://drive.google.com/open?id=1Ejb-nJPevMWNrtMnDEkxnWNp4_dwkgaKhttps://scholar.google.com/citations?user=cTsAv88AAAAJ&hl=enLeigh E. RichLeigh E.RichProfessor of Health Sciences912-334-2655UH 154FArmstrong CampusWaters College of Health ProfessionsDepartment of Health Science & KinesiologyIn the vein of Anton Chekhov, Leigh E. Rich has followed two passions: medicine and the media. A medical anthropologist, she teaches courses in bioethics, health law and policy, health communication, and literature, TV, and film in medicine. Her research focuses on bioethics and the body, health law, pop culture and gender, and the philosophy of medicine. A longtime “culture critic,” she has worked for various publications, including editor in chief of the “Journal of Bioethical Inquiry,” copy editor for “The Moscow Times,” and host of “Listening to Literature” and “The Common Good.” She is an award-winning writer of editorials, news and feature stories, and book reviews and has worked in Australia, Denmark, Italy, Russia, and Switzerland.
Teaching Philosophy
Medical sociologist Irving Zola emphasized that parents can learn from children, teachers from students, and doctors from patients. This perspective — rooted in a Socratic scaffolding embellished with theoretical foundations, primary sources, cultural competence, and connecting science with praxis — is key to effective teaching and learning. In a lifelong exercise for depth in certain disciplines and breadth across several, a good teacher offers guided questioning and interdisciplinary tools that equip students to delve deeper and become nimble. Every student also brings unique experiences and expertise. A successful classroom transgresses traditional hierarchies, where learning travels interactively and collaboratively in all directions.
* Ph.D., University of Colorado, 2004
* M.A., University of Arizona, 1997
* B.A., University of Colorado, 1994
M.A., University of Arizona, 1997B.A., University of Colorado, 1994
Research Interests
* Bioethics And Biotechnology
* Narrative Medicine
* Health Law And Policy
* Anthropology Of The Body
Bioethics and BiotechnologyNarrative MedicineHealth Law and PolicyAnthropology of the Body ajriggs@georgiasouthern.eduhttps://drive.google.com/open?id=1uWseWXexR5bgnJ20O7Tiy30bpkfiMbEtAmy Jo RiggsAmy JoRiggsProfessor 912-478-7753Hollis Building, 2121 AStatesboro CampusWaters College of Health ProfessionsDepartment of Health Science & KinesiologyDr, Amy Jo Riggs is a full professor in the Department of Health Sciences and Kinesiology with a focus in Nutrition and Food Science. She is a registered dietitian nutritionist (RDN) and is licensed in the state of Georgia to practice in a clinical and community setting. Her passion is preventative medicine and wellness. She enjoys working with all populations on how diet and nutrition can improve health and quality of life. She has worked in a variety of clinical settings with acute and chronic illnesses. Her main areas of expertise include general nutrition for health and longevity, diabetes, obesity, weight management, eating disorders, and sports nutrition.
Teaching Philosophy
My teaching philosophy is simple. The content I teach in my classes should be applicable to real life situations, whether that is professional or personal. I want students to leave my classes feeling they have learned something valuable that will stay with them forever. Learning is ongoing so my hope is to install life-learning skills in my students.
* Ph.D., Auburn University, 2006
* MS. in Nutrition, Ball State University, 1999
* BS. in Nutrition & Food Science, Indiana University, 1997
Ph.D., Auburn University, 2006MS in Nutrition, Ball State University, 1999 BS in Nutrition & Food Science, Indiana University, 1997 todukoya@georgiasouthern.eduhttps://drive.google.com/open?id=1Ec91CN77vua990r_1BPKuAOdbtVyKrahhttps://scholars.georgiasouthern.edu/en/persons/tolu-odukoyaTolu OdukoyaToluOdukoyaAssistant ProfessorCarroll Building - Room 2286Statesboro CampusCollege of Behavioral & Social SciencesDepartment of Criminal Justice & Criminology, Department of Political Science & International StudiesSpecializes in counterterrorism, homeland security, and computational social science, focusing on how governments respond to extremist violence. Her research examines radicalization, recruitment, reintegration, violent propaganda, and extremist group adaptation. She also studies how data analytics and AI can deepen understanding of political violence and emerging security threats. Her work bridges machine learning and NLP with policy-relevant questions in global and domestic security, with applied projects spanning Nigeria, Africa, violent extremist organizations, and transnational jihadist networks. Her goal is to produce evidence-based insights for counterterrorism policy and promote the responsible use of AI in security and governance.
* Ph.D., in Foreign Affairs, University of Virginia, 2025
* M.S. in Terrorism and Homeland Security Policy, American University
* LL.M. in Law, Politics, and Legislation, American University
* LL.B. (J.D.) University of Lagos
Ph.D., in Foreign Affairs, University of Virginia, 2025M.S. in Terrorism and Homeland Security Policy, American UniversityLL.M. in Law, Politics, and Legislation, American UniversityLL.B. (J.D.) University of Lagos
Research Interests
* Violent Extremist Organizations, Africa, Nigeria
* Counterterrorism, Radicalization, Recruitment,
* Machine Learning, Ai, Global And Domestic Security
* Transnational Jihadist Networks, Violent Propaganda, Organizational Adaptation
* Center For Africana Studies
Violent Extremist Organizations, Africa, NigeriaCounterterrorism, Radicalization, Recruitment, Machine Learning, AI, Global and Domestic SecurityTransnational Jihadist Networks, Violent Propaganda, Organizational Adaptation mduva@georgiasouthern.eduhttps://drive.google.com/open?id=1rwnKcNxJoa8ge7pBgt57OsnpIPdvcxRthttps://scholars.georgiasouthern.edu/en/persons/meltem-duva/Meltem DuvaMeltemDuvaAssistant Professor912-478-13281101K, Engineering BuildingStatesboro CampusAllen E Paulson College of Engineering & ComputingDepartment of Civil Engineering & ConstructionDr. Meltem Duva is an Assistant Professor in the Department of Civil Engineering & Construction at Georgia Southern University. Her research focuses on the formation, functioning, and optimization of project teams; collaboration networks and network interventions; human-technology partnership and artificial intelligence; and sustainable built environment. Her work has been published in several journals, including the Journal of Construction Engineering and Management and the Journal of Management in Engineering, as well as in peer-reviewed conference proceedings. A LEED Accredited Professional in Building, Design and Construction, Dr. Duva is a member of the American Society of Civil Engineers and the Sigma Lambda Chi Honor Society.
* PhD in Construction Management, Michigan State University
* Master’s Degree in Construction Management, Yildiz Technical University
* Bachelor’s Degree in Architecture, Anadolu University
PhD in Construction Management, Michigan State UniversityMaster’s Degree in Construction Management, Yildiz Technical UniversityBachelor’s Degree in Architecture, Anadolu University
Research Interests
* Project Teams And Organizational Issues
* Social Network Analysis And Interventions
* Human-Technology Partnership And Artificial Intelligence
* Green Buildings, Sustainable Built Environment, And Smart Cities
Project Teams and Organizational IssuesSocial Network Analysis and InterventionsHuman-Technology Partnership and Artificial IntelligenceGreen Buildings, Sustainable Built Environment, and Smart Cities epalmer@georgiasouthern.eduhttps://drive.google.com/open?id=17z_RQoxSlzt8cEukWSl2W1i7KWi6bJ0yErin PalmerErinPalmerMusic DirectorFoy 1008Statesboro CampusCollege of Arts & HumanitiesFred & Dinah Gretsch School of MusicErin Palmer is a pianist, vocal coach, and educator with a profile spanning the United States, Canada, and Europe. She is currently Music Director at Georgia Southern University, where she coaches and conducts the opera and partners with the Savannah Voice Festival. Previous appointments include Opera Coach at the University of Oklahoma as well as collaborative piano positions at the University of North Carolina at Charlotte and Georgia State University. Internationally, Erin has spent multiple seasons in Graz, Austria, as a répétiteur and coach at the American Institute for Musical Studies. An avid student of language, she has studied at the Università per Stranieri di Perugia, Alliance Française, and the ActiLingua Academy of Vienna.
* DMA, University of North Carolina - Greensboro, 2023
* DEPA en musique, Université de Montréal, 2023
* MM Performance, Valdosta State University, 2006
* BM Performance, Valdosta State University, 2004
DMA, University of North Carolina - Greensboro, 2023DEPA en musique, Université de Montréal, 2023MM Performance, Valdosta State University, 2006BM Performance, Valdosta State University, 2004 jgalvan@georgiasouthern.eduhttps://drive.google.com/open?id=1zXQAJZUKNl1Uz8cPUjczA4MpZEamY0hGhttps://scholar.google.com/citations?user=-IXVrYwAAAAJ&hl=en&authuser=1John GalvanJohnGalvanAssistant Professor of Marketing912-478-0220COB 3353Statesboro CampusParker College of BusinessDepartment of MarketingJohn Galvan received his PhD in Marketing from University of Mississippi (Ole Miss), following an MBA from North Central College and BS in Marketing, from Illinois State University. John’s research is centered around sales technology, specifically exploring the composition of sales technologies (sales-stacks) needed to make a salesforce more efficient and effective. Prior to pursuing a career in academia, John worked in eCommerce sales for World Kitchen (now Instant Brands), and later founded a consulting firm delivering digital sales strategy, eCommerce optimization, and sales technology implementation to help organizations accelerate growth and improve performance.
* PhD, University of Mississippi, 2022
* MIBA., North Central College, 2015
* BS.., Illinois State University, 2013
PhD, University of Mississippi, 2022MIBA., North Central College, 2015BS., Illinois State University, 2013
Research Interests
* Center For Sales Excellence
kzosel@georgiasouthern.eduhttps://drive.google.com/open?id=1m40GtqmVNE77ZRphwuPZpZwyErc301IkKristen ZoselKristenZoselAssistant Professor912-344-274711935 Abercorn Street Savannah, GA 31419Armstrong CampusWaters College of Health ProfessionsDepartment of Clinical SciencesKristen Zosel, PT, DPT, PhD, SCS, is an Assistant Professor in the Doctor of Physical Therapy Program at Georgia Southern University. A board-certified Sports Clinical Specialist, she brings clinical experience from orthopedic and tactical athlete settings, along with research expertise in musculoskeletal injury, social networks, and psychosocial influences on health and performance. Her work integrates evidence-based practice, behavioral science, and meaningful connection to support student success and advance the profession.
Teaching Philosophy
My teaching philosophy centers on developing clinicians who think critically, reason effectively, and lead with integrity. I create a collaborative learning environment where graduate students build strong foundational skills and apply evidence to real-world patient care. Through guided problem-solving, case-based discussion, and reflective practice, I help students connect concepts, sharpen their clinical reasoning, and grow in confidence as emerging physical therapists. I aim to develop thoughtful, compassionate practitioners prepared to serve diverse communities.
* Ph.D., University of South Carolina, 2024
* DPT, Baylor University, 2011
* B.S., Oregon State University, 2006
Ph.D., University of South Carolina, 2024DPT, Baylor University, 2011B.S., Oregon State University, 2006
Research Interests
* Psychosocial Factors
Psychosocial factors kkampichler@georgiasouthern.eduhttps://drive.google.com/open?id=1a7F4TBITA147JS3foEqt2yL0RC4mDsXRKrista KampichlerKristaKampichlerConferences Services and Events Coordinator912-478-2379CPE CenterStatesboro CampusDivision of Continuing and Professional EducationAcademic Affairs
* Master of Science, Universitaet Wien, 2005
Master of Science, Universitaet Wien, 2005 zgatewood@gergiasouthern.eduhttps://drive.google.com/open?id=1IJlo46bI1Edm5bjBOmuk0JZOZHNJEW7TZach GatewoodZachGatewoodMarketing Coordinator912-478-0643CPE CenterStatesboro CampusDivision of Continuing and Professional EducationAcademic Affairs
* BA.., Columbus State University, 2024
BA., Columbus State University, 2024 ewendling@georgiasouthern.eduhttps://drive.google.com/open?id=1bPx_Mng5UPr30xv6V1E8N3zoZKZ3H_aNhttps://scholars.georgiasouthern.edu/en/persons/elodie-wendling/Elodie WendlingElodieWendlingAssistant Professor in Sport Management912-478-2561Hollis 1119CStatesboro CampusWaters College of Health ProfessionsDepartment of Health Science & KinesiologyDr. Wendling joined Georgia Southern University in the Fall 2025 and bringing with her eight years of teaching experience in sport management (i.e., sport finance, management, ethics, sociology, research and statistics, and career development) and research experience in athlete development and sport career transition. Her previous academic appointments include University of Florida, Georgia State, and Washington State. Elodie is a former NCAA Division I athlete who played college tennis for the Owls at FAU. Before pursuing her doctoral degree at UF, she worked as a tennis coach and college career counselor. When she is not working, she enjoys playing pickleball, hiking, traveling, listening to music, and watching sport.
* PhD, Sport Management (2019) – University of Florida
* MS., Sport Management (2011) – Barry University
* BBA, Economics (2008) – Florida Atlantic University
PhD, Sport Management (2019) – University of FloridaMS, Sport Management (2011) – Barry University BBA, Economics (2008) – Florida Atlantic University
Research Interests
* Sport Career Transition
* Career Identity Development
* Well-Being
* Developmental Psychology
Sport Career TransitionCareer Identity DevelopmentWell-BeingDevelopmental Psychology
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Consider the reaction: NH{4} HS(s) NH{3}(g)+H{2} S(g) At a c
Related questions with answers
Consider the reaction: NH4HS(s)⇌NH3(g)+H2S(g)\mathrm{NH}_{4} \mathrm{HS}(s) \rightleftharpoons \mathrm{NH}_{3}(g)+\mathrm{H}_{2} \mathrm{S}(g) At a certain temperature, Kc=8.5×10−3K_{\mathrm{c}}=8.5 \times 10^{-3} A reaction mixture at this temperature containing solid NH4HSNH_4HS has [NH3NH_3] = 0.166 Mand [H2SH_2S] = 0.166 M. Will more of the solid form or will some of the existing solid decompose as equilibrium is reached?
Given the reaction
NH4HS(s)⇋ NH3(g) + H2S(g)\text{NH$_4$HS$(s)$ $\leftrightharpoons$ NH$_3(g)$ + H$_2$S$(g)$ }
with Kc=8.5×10−3K_c = 8.5 \times 10^{-3}. If a reaction mixture contains solid NH4_4HS, [NH3_3] = 0.166 M, and [H2_2S] = 0.166 M, determine whether more solid forms or existing solid decompose to achieve equilibrium.
Solution: Calculate the reaction quotient and compare it with KcK_c.
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`NH_(4)HS(s)hArrNH_(3)(g)+H_(2)S(g)` `The3 equilibrium pressure at `25^()C` is 0.660 atm . What ...
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Question From – Narendra Awasthi Physical Chemistry Class 11 Chapter 05 Question – 041 CHEMICAL EQUILIBRIUM CBSE, RBSE, UP, MP, BIHAR BOARD
QUESTION TEXT:-
`NH_(4)HS(s)hArrNH_(3)(g)+H_(2)S(g)` `The3 equilibrium pressure at `25^()C` is 0.660 atm . What is `K_(p)` for the reaction ?
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[FREE] 4.
a. Calculate K_p for the reaction \text{NH}_4\text{HS}(s) \rightleftharpoons \text{NH}_3(g) +
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a. Calculate for the reaction , given at .
b. If a closed container at contains and some gas with a partial pressure of and gas with a partial pressure of , will the reaction produce more solid, or will it produce more gases to reach equilibrium?
5.
For the reaction: , with at a certain temperature:
a. If at a given moment in the reaction at that temperature, , in which direction will the reaction proceed to reach equilibrium? Explain your reasoning.
Community Answer
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4a. Kp for this reaction will be equal to 8.5 x 10^(-1/RT).
Kp = Kc(RT)^Δn, where Δn = (moles of gaseous products) - (moles of gaseous reactants). In this case, Δn = (2-1) = 1. Thus, Kp = 8.5 x 10^(-1/RT).
4b. The reaction will produce more solid in order to reach equilibrium, since the increase in solid will decrease the concentration of NH3 and H2S gases, which will shift the equilibrium towards the reactants.
5a. The reaction will proceed in the forward direction to reach equilibrium, since Qc (the reaction quotient) is less than Kc (the equilibrium constant), indicating that there are not enough products present at the given moment in time.
5b. This is a duplicate question from 4b. Please refer to the answer provided for 4b.
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To find for the reaction, use the formula with . For the equilibrium state, you can determine if the system produces more solid or gas by calculating the reaction quotient compared to . In the second case, since , the reaction proceeds to the right, producing more HI to reach equilibrium.
Explanation
4a. To calculate the equilibrium constant in terms of partial pressures, denoted as [K_p], we can relate it to the equilibrium constant in terms of concentrations, denoted as [K_c]. The formula to convert [K_c] to [K_p] is:
Here, is the ideal gas constant (0.0821 L·atm/(K·mol)), is the temperature in Kelvin (25°C = 298 K), and is the change in moles of gas during the reaction.
For the reaction , we have:
* Reactants: 0 moles of gas (since NH4HS is a solid)
* Products: 2 moles of gas (NH3 and H2S)
Thus, .
Now substituting the known values:
Given that , the calculation would be:
1. Calculate
2. Thus,
3. Therefore,
4. Hence,
4b. To determine the direction of the reaction based on the given concentrations of gases and the solid phase:
* We are given: 12.7 g of and the partial pressures of gases and .
* We can find the reaction quotient :
Next, we need to compare with . If , the reaction will shift towards the products (producing more gas). If , it will shift towards the solid.
* Given that would be derived from the calculations and is likely higher than 0.5814, the reaction would shift to produce more solid as equilibrium is approached.
5a. For the reaction with , if the concentrations are given as :
1. Calculate the reaction quotient , which is:
\
Since , the reaction will proceed to the right (producing more HI) to reach equilibrium.
In conclusion: the calculated values show the direction of the reactions based on comparisons of and or and .
Examples & Evidence
An example of calculating involves knowing and using the temperature to find the gas constant product. For understanding the movement to equilibrium, consider scenarios where increasing reactant concentration might shift the reaction toward products or vice versa.
The relationship between reaction quotients and equilibrium constants is fundamental in chemical equilibrium, supported by extensive studies in chemistry.
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Mordecai Richler | Research Starters
Mordecai Richler
Canadian writer
* Born: January 27, 1931
* Birthplace: Montreal, Quebec, Canada
* Died: July 3, 2001
* Place of death: Montreal, Quebec, Canada
Challenging the myths and realities of both his inherited Jewish and Canadian cultures through his novels and essays, Richler became the first well-known Jewish Canadian writer outside his native country. As a realist and a satirist, Richler fueled controversies for more than four decades, and he died as one of the most respected literary figures in Canada.
Early Life
Mordecai Richler (MOHRD-ih-ki RIHK-lur) grew up in the St. Urbain Street neighborhood of Montreal, the son of Moses Isaac Richler, a scrap-metal dealer, and Lily Leah Rosenberg, the daughter of a rabbinical scholar who had emigrated to Montreal from Galicia in 1904. Richler’s mother published The Errand Runner: Reflections of a Rabbi’s Daughter in 1981.
Richler’s early life in this mainly Jewish working-class section of Montreal would fuel much of his later fiction. He attended the predominantly Jewish Baron Byng High School and studied English for several years at Sir George Williams College (later Concordia University) in Montreal, but he left the program before completing his degree and sailed to Europe in 1951 at the age of nineteen.
Richler would spend almost twenty years living abroad in Paris, in Spain, and, after a brief return in 1952 to Canada for work with the Canadian Broadcasting Company, in London. His literary career began during these expatriate years. He published his first novel, The Acrobats, in 1954, which was soon followed by Son of a Smaller Hero (1955) and A Choice of Enemies (1957). Neither of these early novels found commercial success.
Life’s Work
Richler’s breakthrough work was The Apprenticeship of Duddy Kravitz , which he published in 1959. Like several of his later novels, The Apprenticeship of Duddy Kravitz features a Jewish Canadian protagonist in struggle with his society and presents a rich blend of realism and satire. (Richler’s adaptation of the novel into a popular film would win an Academy Award nomination and a Screenwriters Guild of America award, both in 1974.) The Apprenticeship of Duddy Kravitz is a coming-of-age novel, but, unlike most works of this type, Richler’s novel satirizes not only the society in which he is growing up but also the hero himself, both of which suffer from greed and a tendency to exploit others. The closest model to Richler’s work is probably Budd Schulberg’s What Makes Sammy Run (1941), which also contains a Jewish antihero and a satirical portrait of an avaricious society. Thanks to Richler’s comic touch, Duddy Kravitz made a fascinating character (played by Richard Dreyfus in the film his first starring role) and won the hearts of many readers.
The Apprenticeship of Duddy Kravitz led to a Guggenheim Fellowship and to other successes for Richler. The Incomparable Atuk (1963) was his next novel, a satire of Canadian culture, especially its nationalism, through the central character of an Eskimo poet. His next novel, Cocksure (1968), pilloried the media and entertainment industries. In 1972 he returned to Canada and settled in Montreal, and his life work was set. After a failed early marriage, Richler had married his second wife, Florence, in 1960, and their five children all found careers in the arts and media in Canada.
Richler’s later novels continued to develop his earlier settings, characters, and themes. St. Urbain’s Horseman (1971) featured Jacob Hersh, a Canadian writer living in London and looking back on his life and rise to prominence and wondering about the costs of success. Joshua Then and Now (1980) returned to Montreal and a satirical examination of a Jewish Canadian’s moral crises. Solomon Gursky Was Here (1989), which won the Commonwealth Writers Prize, followed Jewish scholar Moses Berger’s attempt to write the history of one of the central but mysterious families in Canadian commerce (inspired by the real-life Bronfman family of Seagram’s Whiskey fame). Barney’s Version (1997), which won both the Giller Prize and the Stephen Leacock Award for Humour, again featured a protagonist who left behind a Montreal ghetto to achieve fame and fortune.
Soon after his first novels appeared, Richler began to write and publish cultural criticism that carried his trademark satire and humor. As a contributor to Canadian, British, and American periodicals (including The Atlantic Monthly, Playboy, and The New Yorker), and in columns in Canadian papers (such as The National Post and The Gazette), Richler continued to explore the provincialism, materialism, and hypocrisy that his novels had first exposed. Many of these pieces were collected in the books of nonfiction he published for over thirty years, from Hunting Tigers Under Glass: Essays and Reports (1969), Shovelling Trouble (1973), and Notes On an Endangered Species and Others (1974), to Broadsides: Reviews and Opinions (1990). In addition, Richler produced collections of essays and memoirs of Canadian life, such as The Street (1969) and Home Sweet Home: My Canadian Album (1984), as well as a controversial book on the Quebec sovereignist movement, Oh Canada! Oh Quebec! Requiem for a Divided Country (1992).
Richler also produced a trilogy of popular and award-winning children’s books beginning with Jacob Two-Two Meets the Hooded Fang (1975), about a boy who has to repeat things so that adults will understand him. The book won both the Ruth Schwartz Book Award and the Canadian Library Association Book of the Year for Children Award. In addition to his fiction, Richler produced a series of screenplays (like Fun with Dick and Jane in 1977 and an adaptation of his Joshua Then and Now in 1985), as well as television and radio plays. Other far-afield books include The Best of Modern Humor (a collection Richler edited in 1984) and On Snooker: The Game and the Characters Who Play It (2001). Finally, Richler published two books of travel, Images of Spain (1977) and This Year in Jerusalem (1994).
Significance
In the foreword to his collection of essays Hunting Tigers Under Glass, Richler writes that to be Canadian and Jewish is to emerge from the ghetto twice, a self-definition that also holds the key to Richler’s recognition among world readers. He was one of the best-known Jewish Canadian writers in the twentieth century and the first Canadian writer of Jewish themes with a global readership. His novels, especially The Apprenticeship of Duddy Kravitz, helped to introduce readers in the English-speaking world beyond Canada to the particular culture and problems of Montreal’s Jewish community.
Richler functioned throughout his literary career as an outsider. His novels and essays were critical of the Jewish community as well as Canadian culture, and there are few writers who started more literary firestorms than did Richler in his essays and books. The controversies brought him into the literary spotlight, but they also tended to isolate him further as an outsider. Although Richler was an expatriate in Europe for less than two decades, he had a difficult time being accepted as a Canadian again in the years after he returned to Montreal. He continued in a kind of literary exile to the end of his life in the very communities that had given him so many of the rich materials for his literature.
Part of Richler’s importance can be measured by the number of awards he won during his career. In addition to those awards already cited, Richler was given the Governor General’s Award for Cocksure and Hunting Tigers Under Glass in 1969, and again in 1971 for St. Urbain’s Horseman. He was twice short-listed for the British Booker Prize (for St. Urbain’s Horseman and again in 1990 for Solomon Gursky Was Here). In 1998 he won the Canadian Booksellers Association’s Author of the Year award, and, only months before his death in 2001 he was awarded the Companion of the Order of Canada. Few writers have garnered more recognition in their lifetime.
Bibliography
Posner, Michael, ed. The Last Honest Man: Mordecai Richler An Oral Biography. Toronto, Ont.: McClelland & Stewart, 2004. This posthumous volume documents Richler’s life through interviews with family and friends, editors, and other writers.
Ramraj, Victor J. Mordecai Richler. Boston: Twayne, 1983. A volume in Twayne’s World Authors series, this study focuses on Richler’s novels and finds that all Richler’s early protagonists reveal an ambivalent outlook toward their world that reflects his own world.
Richler, Mordecai. Mordecai Richler Was Here: Selected Writings. Edited by Jonathan Webb. New York: Carroll & Graf, 2007. A vast collection of selections from the nearly thirty books penned by Richler. Features his observations on the cities of Montreal, Paris, and London.
Sheps, G. David, ed. Mordecai Richler. New York: McGraw-Hill, 1971. A collection of essays on Richler’s early novels that includes a detailed study of St. Urbain’s Horseman.
Weintraub, William. Getting Started: A Memoir of the 1950’s With Letters from Mordecai Richler, Mavis Gallant, and Brian Moore. Toronto, Ont.: McClelland & Stewart, 2001. A memoir by journalist Weintraub who met and became friends with Canadian writers Richler, Gallant, and Moore in the 1950’s, when Canadian literature was flowering. Includes correspondence between Weintraub and the three writers.
Woodcock, George. Mordecai Richler. Toronto, Ont.: McClelland & Stewart, 1971. A useful study of Richler by one of the foremost commentators on Canadian literature. This study of Richler’s work includes work up to The Street.
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Mordecai Richler, CC, novelist, essayist, social critic (born 27 January 1931 in Montréal, QC; died 3 July 2001 in Montréal, QC). A singular figure in Canadian literary and cultural history, Richler remained, in the words of critic Robert Fulford, “the loyal opposition to the governing principles of Canadian culture” throughout his long and productive career. His instincts were to ask hard, uncomfortable questions and to take clear, often unpopular moral positions. Born into an Orthodox family in Montréal’s old Jewish neighborhood, a community he immortalized in his work, he was from the start a complex and uncompromising figure, at once rejecting many of the formal tenets of his faith while embracing its intellectual and ethical rigour. That tension, along with an innately absurdist vision of life, a raw, bracing comedic sensibility, and a fearlessness about speaking his mind, as both artist and citizen, ensured that nearly every word he published displayed a distinctive sensibility. No one else sounded like Mordecai Richler, and few other writers in Canada have ever demanded, and maintained, such a high profile as both an admired literary novelist and a frequently controversial critic. A Companion of the Order of Canada, two-time winner of the Governor General’s Award (1968 and 1971), and winner of the Giller Prize, Mordecai Richler is without question one of Canada’s greatest writers.
Early Life and Career
Richler’s voice came early in his career, but not with his first books. After graduating without distinction from Baron Byng high school on St. Urbain Street, he lasted less than two years at Sir George Williams College (later Concordia University). By age 19 he was off to Europe for a traditional writer’s education in life, and enjoyed, between 1949 and 1952, his fair share of formative misadventures in Spain, Paris and London. By 1954 he was settled in London and had already published his first novel, The Acrobats. It was very serious, very dark, and though the work of such an evidently talented young man that it was soon published in several countries, it bore little resemblance to the mature artist. The same was true of Richler’s second and third novels, of which Son of a Smaller Hero (1955) managed to infuriate and alienate most of his large family in Montréal, as well as a considerable percentage of the city’s Jewish community. Only with his fourth novel, The Apprenticeship of Duddy Kravitz, published in 1959, did he learn how to translate his ferocious, satiric, funny take on human behaviour onto the page. With this novel, and its anti-hero, the hard-nosed, unscrupulous, but also energized and empathetic young hustler, Duddy Kravitz, Richler gave Canadian literature one of its most challenging and unresolved protagonists, and one of its first important novels. It won him admirers in London, New York and Toronto, but not so many, it often seemed, among his “people” in Montréal — a pattern that would persist for decades.
Though two lengthy excerpts from Duddy Kravitz ran in Maclean’s, the novel’s initial impact in Canada was minimal. This spoke more to the somnambulant state of Canadian literary culture at the time, and was one reason why Richler continued to live in London, where he both began a large family with his second wife, Florence Richler, née Wood, whom he married in 1960, and maintained a robust and impressive career as a freelance journalist and scriptwriter for radio, television and film. He and Florence did not repatriate permanently with their five children until 1972, and did so to a Canada then in the thrall of a determined cultural awakening, a period now known as the era of cultural nationalism. While predictably a critic of the movement, Richler both helped define the new literary Canada, and benefited from its unfolding.
Canadian Literature Comes of Age
During the 1960s, however, Richler’s evolution as a novelist took a near-wrong turn. Overcommitted to other projects, uncertain how to proceed artistically, he kept putting aside the fiction that would eventually inaugurate his major period, St. Urbain’s Horseman, in favour of smaller, sharper works. Both The Incomparable Atuk (1963) and Cocksure (1968) are satires of insight and ferocity, as well as caustic, at times surreal wit. And yet, by steering clear of his home turf of Jewish Montréal, they lack the depth and humanity that he found when engaging, however combatively, with the material he knew best. A 1969 collection of stories, The Street, many closer to autobiographical sketches, announced his intention to re-establish his literary roots in Montréal, an intention that came to quick, brilliant fruition with the publication of the sprawling, deeply felt St. Urbain’s Horseman in 1971. Literary historians count the book’s simultaneous publication in Canada, the United States and England as the day the nation’s literature achieved adult status. St. Urbain’s Horseman, which won Richler his second Governor General’s Award, was also nominated for the newly established Booker Prize in London.
The Major Period
With St. Urbain’s Horseman, his seventh novel, Mordecai Richler settled into the rhythm of taking many years between major books. He filled in the gaps with his usual abundance of scripts, journalism, compiling and editing anthologies, along with a perhaps unlikely sidebar — writing for children. Jacob Two-Two Meets the Hooded Fang (1975) may have begun as a tale told to his youngest son, but it quickly achieved the status of a Canadian classic. Twice the short novel was made into a film, and twice more Richler revisited his beloved character in print. He also successfully adapted each novel for the stage. In 1974, The Apprenticeship of Duddy Kravitz, by now a well-taught text in Canadian high schools, was also turned into a successful film, another modest milestone in the fraught emergence of an English Canadian film industry. Novel-wise, Richler once again temporarily put aside a more ambitious book he had been mulling over to quickly write, and happily publish, the scabrous Joshua Then and Now (1980). It, too, made it to the movies, albeit with less success. Finally, in 1989 the novel Solomon Gursky Was Here shocked and unsettled the Canadian literary scene with everything from its nine plot lines spread over a two hundred year span, its outrageous Jewish rewrite of a treasured pseudo-Canadian failure story — the doomed Franklin expedition to find the Northwest Passage — and its not-so-concealed portrait of a notorious bootlegging turned distillery moguls clan, the Gurskys, clearly modelled on the Bronfmans. The book, the product of a lifetime of experience and craft, and arguably Richler’s masterpiece, was received with maximum attention in Canada but, perhaps, a somewhat lesser degree of ardour. In England, it was shortlisted again for the now highly influential Booker, but failed to take the prize.
By the time he published Solomon Gursky, Richler was a household name in Canada. Often that name was being taken in vain, especially in French-speaking Québec, where his status as a biting and mocking commentator on aspects of the nationalist movement, in particular the language and sign laws introduced in the late 1980s, earned him much enmity. In contrast, for English-speaking Canadians, most piquantly for Jewish Montrealers, many in their fourth decade nursing a grudge against their most famous offspring, he became a kind of reluctant hero, standing up for their community, their city, and for a united Canada, in his own candid, irascible way. Reams of journalism came out of his powerful, bare-knuckled engagement with Québec nationalism, most famously his 1991 New Yorker piece, and the quick, cutting book that grew out of it. Oh Canada! Oh Quebec! (1992)is far from his best non-fiction. It is, however, arguably one of the most influential works ever published in the country.
The Final Decade
In his final decade, the now-veteran novelist produced one very good travel book, 1994’s This Year in Jerusalem, and the charming novel that appears, at present, to be the people’s choice among his works. On its appearance in 1997, Barney’s Version became an instant bestseller and, shortly, winner of the Giller Prize, a still relatively new literary award that Richler had himself helped set up a few years earlier. The tale of the outsized, unapologetic, apostate Jew Barney Panofsky was presumed by many to be closely autobiographical. It isn’t, most significantly its portrait of a man who destroys his one great chance at enduring love, but much about the character’s appetite for life, and his philosophy for living, is close to its author’s way of being in the world. New, almost, to Barney’s Version was a degree of pathos, and an emotional tenderness, that won Richler new readers and admirers in what was his fifth and, it turned out, final decade of a significant career as a man of letters and that loyal member of the opposition. His death in 2001 was mourned nationally.
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Mordecai Richler
From Wikipedia, the free encyclopedia
Mordecai Richler
CC
Richler in the 1960s
Born January 27, 1931
Montreal, Quebec, Canada
Died July 3, 2001 (aged 70)
Montreal, Quebec, Canada
Resting place Mount Royal Cemetery
Citizenship * * British subject (before 1946)
* Canada (after 1946)
Alma mater * * Baron Byng High School
* Sir George Williams University
Occupation Writer
Spouses Catherine Boudreau
(m. 1954, divorced)
Florence Isabel Mann (née Wood)
(m. 1961–2001)
Children * Daniel
* Jacob
* Noah
* Martha
* Emma
Relatives Rabbi Yehudah Yudel Rosenberg (grandfather)
Writing career
Subject Canadian Jewish life
Notable works * The Apprenticeship of Duddy Kravitz
* Joshua Then and Now
* Barney's Version
* St. Urbain's Horseman
* Solomon Gursky Was Here
* Jacob Two-Two
* Oh Canada! Oh Quebec!
Mordecai Richler CC (January 27, 1931 – July 3, 2001) was a Canadian writer from Montreal, Quebec. He is best known for his novels set in Montreal's Jewish community; including The Apprenticeship of Duddy Kravitz (1959) and Barney's Version (1997). His 1970 novel St. Urbain's Horseman and 1989 novel Solomon Gursky Was Here were nominated for the Booker Prize. He is also well known for the Jacob Two-Two fantasy series for children.
In addition to his fiction, Richler was a journalist, and his non-fiction writing included essays about the Jewish community in Canada, and about Canadian and Quebec nationalism. Richler's Oh Canada! Oh Quebec! (1992), a book version of an essay that originally appeared in The New Yorker,[1] generated considerable controversy.
For his literary and cultural contributions, Richler was awarded Companionship of the Order of Canada in 2001.[2] He was also a two-time recipient of the Governor General's Award for Literature (1968 and 1971), and winner of the Giller Prize (1997).[2] Charles Foran for Historica Canada called Richler "without question one of Canada’s greatest writers."[2]
Early life and education
The son of Lily (née Rosenberg) and Moses Isaac Richler,[3] a scrap metal dealer, Richler was born on January 27, 1931, in Montreal, Quebec,[4][2] and raised on St. Urbain Street in that city's Mile End area. Richler was fluent in English and Yiddish but had poor French.[5] Richler graduated from Baron Byng High School and enrolled in Sir George Williams College (now Concordia University) to study but did not complete his degree. Years later, Richler's mother published an autobiography[6] which discusses Mordecai's birth and upbringing, and the sometimes difficult relationship between them. Mordecai Richler's grandfather and Lily Richler's father was Rabbi Yehudah Yudel Rosenberg, a celebrated rabbi in both Poland and Canada, chief rabbi of Montreal, and a prolific author of many religious texts, as well as religious fiction and non-fiction works on science and history geared for religious communities.
Richler's parents had had an arranged marriage which his mother deeply resented. She began an affair with a boarder in 1944 and divorced her husband, events which deeply upset the 12-year-old Richler.[7]
Richler moved to Paris at age nineteen, intent on following in the footsteps of a previous generation of literary exiles, the so-called Lost Generation of the 1920s, many of whom were from the United States. Richler considered his time in Paris studying and writing at his favourite café, the Mabillon on St. Germain des Prés, as the equivalent of university years.[8]
Richler returned to Montreal in 1952, working briefly at the Canadian Broadcasting Corporation, then moved to London in 1954. He published seven of his ten novels, as well as considerable journalism, while living in London.
Worrying "about being so long away from the roots of my discontent", Richler returned to Montreal in 1972. He wrote repeatedly about the Anglophone community of Montreal and especially about his former neighbourhood, portraying it in multiple novels.
Marriage and family
In England, in 1954, Richler married Catherine Boudreau, nine years his senior. On the eve of their wedding, he met and was smitten by Florence Mann (née Wood), then married to Richler's close friend, screenwriter Stanley Mann.[9]
Some years later Richler and Mann both divorced their prior spouses and married each other, and Richler adopted her son Daniel. The couple had four other children together: Noah, Emma, Martha and Jacob. These events inspired his novel Barney's Version.
Richler died of cancer on July 3, 2001, in Montreal, aged 70.[4][2][10]
He was also a second cousin of novelist Nancy Richler.[11]
Throughout his career, Richler wrote journalistic commentary, and contributed to The Atlantic Monthly, Look, The New Yorker, The American Spectator, and other magazines. In his later years, Richler was a newspaper columnist for The National Post and Montreal's The Gazette. In the late 1980s and early 1990s, he authored a monthly book review for Gentlemen's Quarterly.
Richler was often critical of Quebec but of Canadian federalism as well. Another favourite Richler target was the government-subsidized Canadian literary movement of the 1970s and 1980s. Journalism constituted an important part of his career, bringing him income between novels and films.
The Apprenticeship of Duddy Kravitz
Richler published his fourth novel, The Apprenticeship of Duddy Kravitz, in 1959. The book featured a frequent Richler theme: Jewish life in the 1930s and 40s in the neighbourhood of Montreal east of Mount Royal Park including St. Urbain Street and Saint Lawrence Boulevard (or Boulevard Saint Laurent, known colloquially as "The Main"). Richler wrote of the neighbourhood and its people, chronicling the hardships and disabilities they faced as a Jewish minority.
> To a middle-class stranger, it is true, one street would have seemed as squalid as the next. On each corner a cigar store, a grocery, and a fruit man. Outside staircases everywhere. Winding ones, wooden ones, rusty and risky ones. Here a prized lot of grass splendidly barbered, there a spitefully weedy patch. An endless repetition of precious peeling balconies and waste lots making the occasional gap here and there.
— The Apprenticeship of Duddy Kravitz, Penguin Books, 1964, p. 13
Following the publication of Duddy Kravitz, according to The Oxford Companion to Canadian Literature, Richler became "one of the foremost writers of his generation".[12]
Many critics distinguished Richler the author from Richler the polemicist. Richler frequently said his goal was to be an honest witness to his time and place, and to write at least one book that would be read after his death. His work was championed by journalists Robert Fulford and Peter Gzowski, among others. Admirers praised Richler for daring to tell uncomfortable truths; Michael Posner's oral biography of Richler is titled The Last Honest Man (2004).
Critics objected to the way his journalistic writing was incorporated by him into his later novels, apparently seeing this as lazy or redundant. Richler's ambivalent attitude toward Montreal's Jewish community was captured in Mordecai and Me (2003), a book by Joel Yanofsky.
The Apprenticeship of Duddy Kravitz was made into a film, for which Richler wrote the screenplay, and it was performed on stage in several live theatre productions in Canada and the United States.
Richler had recurrent conflicts with members of the Quebec nationalist movement. In articles published between the late 1970s and the mid-1990s, Richler criticized Quebec's restrictive language laws and the rise of sovereigntism.[13][14] Critics took particular exception to Richler's allegations of a long history of antisemitism in Quebec.[15]
Soon after the first election of the Parti Québécois (PQ) in 1976, Richler published "Oh Canada! Lament for a divided country" in the Atlantic Monthly to considerable controversy. In it, he claimed the PQ had borrowed the Hitler Youth song "Tomorrow Belongs to Me" from the musical Cabaret for their anthem "À partir d'aujourd'hui, demain nous appartient" (which translates as "From today, tomorrow belongs to us"),[16][17] though he later acknowledged his error on the song, blaming himself for having "cribbed" the information from an article by Irwin Cotler and Ruth Wisse published in the American magazine Commentary.[18] Richler apologized for the mistake and called it an "embarrassing gaffe".[15][19][20]
In 1992 Richler published Oh Canada! Oh Quebec!: Requiem for a Divided Country, which parodied Quebec's language laws. He commented approvingly on Esther Delisle's The Traitor and the Jew: Anti-Semitism and the Delirium of Extremist Right-Wing Nationalism in French Canada from 1929–1939 (1992), about French-Canadian anti-Semitism in the decade before the start of World War II. Oh Canada! Oh Quebec! was criticized by the Quebec sovereigntist movement and to a lesser degree by other anglophone Canadians.[21] His detractors claimed that Richler had an outdated and stereotyped view of Quebec society and that he risked polarizing relations between francophone and anglophone Quebecers. Sovereigntist Pierrette Venne, later elected as a Bloc Québécois MP, called for the book to be banned.[22] Daniel Latouche compared the book to Mein Kampf.[23]
Nadia Khouri believes that there was a discriminatory undertone in the reaction to Richler, noting that some of his critics characterized him as "not one of us"[24] or that he was not a "real Quebecer".[25] She found that some critics had misquoted his work; for instance, in reference to the mantra of the entwined church and state coaxing females to procreate as vastly as possible, a section in which he said that Quebec women were treated like "sows" was misinterpreted to suggest that Richler thought they were sows.[26] Québécois writers who thought critics had overreacted included Jean-Hugues Roy, Étienne Gignac, Serge-Henri Vicière, and Dorval Brunelle. His defenders asserted that Mordecai Richler may have been wrong on certain specific points, but was certainly not racist nor anti-Québécois.[27] Nadia Khouri acclaimed Richler for his courage and for attacking the orthodoxies of Quebec society.[26] He has been described as "the most prominent defender of the rights of Quebec's anglophones".[28]
Some commentators were alarmed about the strong controversy over Richler's book, saying that it underlines and acknowledges the persistence of anti-Semitism among sections of the Quebec population.[29] Richler received death threats;[30] an anti-Semitic Francophone journalist yelled at one of Richler's sons, "[I]f your father was here, I'd make him relive the Holocaust right now!" An editorial cartoon in L'actualité compared him to Hitler.[31] One critic controversially claimed that Richler had been paid by Jewish groups to write his critical essay on Quebec. His defenders believed this accusation was evoking old stereotypes of Jews. When leaders of the Jewish community were asked to dissociate themselves from Richler, the journalist Frances Kraft said that indicated that they did not consider Richler as part of the Quebec "tribe" because he was Anglo-speaking and Jewish.[32]
About the same time, Richler announced he had founded the "Impure Wool Society," to grant the Prix Parizeau to a distinguished non-Francophone writer of Quebec. The group's name plays on the expression Québécois pure laine, typically used to refer to Quebecker with extensive French-Canadian multi-generational ancestry (or "pure wool"). The prize (with an award of $3000) was granted twice: to Benet Davetian in 1996 for The Seventh Circle, and David Manicom in 1997 for Ice in Dark Water.[33]
In 2010, Montreal city councillor Marvin Rotrand presented a 4,000-signature petition calling on the city to honour Richler on the 10th anniversary of his death with the renaming of a street, park or building in Richler's old Mile End neighbourhood. The council initially denied an honour to Richler, saying it would sacrifice the heritage of their neighbourhood.[34] In response to the controversy, the City of Montreal announced it was to renovate and rename a bandstand, loosely termed a gazebo in media accounts, in his honour.[35] For various reasons, the project stalled for several years but was completed in 2016.[36] Richler has also been honoured with a mural and the renaming of a library.[35]
* St. Urbain's Horseman (1971) was made into a CBC television drama.
* In 1973 The Apprenticeship of Duddy Kravitz was adapted into a film of the same name starring Richard Dreyfuss as Duddy.
* The Apprenticeship of Duddy Kravitz has repeatedly been adapted as a musical play, i.e. in 1984 (Edmonton, Alberta, Canada), 1987 (Philadelphia), and 2015 (Montreal).
* The animator Caroline Leaf created The Street (1976), based on Richler's 1969 short story of the same name. It was nominated for an Academy Award in animation.
* In 1978 Jacob Two-Two Meets the Hooded Fang was adapted into a theatrical film as Jacob Two-Two Meets the Hooded Fang (1978 film).
* In 1999 Jacob Two-Two Meets the Hooded Fang was again adapted into a television film as Jacob Two Two Meets the Hooded Fang (1999 film).
* In 1985 Joshua Then and Now (1980) was adapted into a film of the same name.
* In 2003 Jacob Two-Two was adapted into an animated series of the same name loosely based on the titular character of the book series.
* In 2009 Barney's Version was adapted for radio by the CBC.
* In 2010 Barney's Version (1997) was adapted into a film of the same name.
Awards and recognition
* 1969 Governor General's Award for Cocksure and Hunting Tigers Under Glass.
* 1972 Governor General's Award for St. Urbain's Horseman.
* 1975 Writers Guild of America Award for Best Comedy for screenplay of The Apprenticeship of Duddy Kravitz.
* 1976 Canadian Library Association Book of the Year for Children Award: Jacob Two-Two Meets the Hooded Fang.
* 1976 Ruth Schwartz Children's Book Award for Jacob Two-Two Meets the Hooded Fang.
* 1990 Commonwealth Writers Prize for Solomon Gursky was Here
* 1995 Mr. Christie's Book Award (for the best English book age 8 to 11) for Jacob Two-Two's First Spy Case.
* 1997 The Giller Prize for Barney's Version.
* 1998 Canadian Booksellers Associations "Author of the Year" award.
* 1998 Stephen Leacock Award for Humour for Barney's Version
* 1998 Commonwealth Writers Prize for Best Book (Canada & Caribbean region) for Barney's Version
* 1998 The QSPELL Award for Barney's Version.
* 2000 Honorary Doctorate of Letters, McGill University, Montreal, Quebec.
* 2000 Honorary Doctorate, Bishop's University, Lennoxville, Quebec.
* 2001 Companion of the Order of Canada
* 2004 Number 98 on the CBC's television show about great Canadians, The Greatest Canadian
* 2004 Barney's Version was chosen for inclusion in Canada Reads 2004, championed by author Zsuzsi Gartner.
* 2006 Cocksure was chosen for inclusion in Canada Reads 2006, championed by actor and author Scott Thompson
* 2011 Richler posthumously received a star on Canada's Walk of Fame and was inducted at the Elgin Theatre in Toronto.[37]
* 2011 In the same month he was inducted into Canada's Walk of Fame, the City of Montreal announced that a gazebo in Mount Royal Park would be refurbished and named in his honour. The structure overlooks Jeanne-Mance Park, where Richler played in his youth.[38]
* 2015 Richler was given his due as a "citizen of honour" in the city of Montreal. The Mile End Library, in the neighbourhood he portrayed in The Apprenticeship of Duddy Kravitz, was given his name.[39]
* The Acrobats (1954) (also published as Wicked We Love, July 1955)
* Son of a Smaller Hero (1955)
* A Choice of Enemies (1957)
* The Apprenticeship of Duddy Kravitz (1959)
* The Incomparable Atuk (1963)
* Cocksure (1968)
* St. Urbain's Horseman (1971)
* Joshua Then and Now (1980)
* Solomon Gursky Was Here (1989)
* Barney's Version (1997)
Short story collection
* The Street (1969)
Fiction for children
Jacob Two-Two series[40]
* Jacob Two-Two Meets the Hooded Fang (Alfred A. Knopf, 1975), illustrated by Fritz Wegner
* Jacob Two-Two and the Dinosaur (1987)
* Jacob Two-Two's First Spy Case (1995)
* Images of Spain (1977)
* This Year in Jerusalem (1994)
* Hunting Tigers Under Glass: Essays and Reports (1968)
* Shovelling Trouble (1972)
* Notes on an Endangered Species and Others (1974)
* The Great Comic Book Heroes and Other Essays (1978)
* Home Sweet Home: My Canadian Album (1984)
* Broadsides (1991)
* Belling the Cat (1998)
* Oh Canada! Oh Quebec! Requiem for a Divided Country (1992)
* Dispatches from the Sporting Life (2002)
* On Snooker: The Game and the Characters Who Play It (2001)
* Canadian Writing Today (1970)
* The Best of Modern Humour (1986) (U.S. title: The Best of Modern Humor)
* Writers on World War II (1991)
* Insomnia Is Good for You (1957) (co-written with Lewis Griefer )
* Dearth of a Salesman (1957, starring Peter Sellers ) (co-written with Lewis Griefer )
* No Love for Johnnie (1962) (co-written with Nicholas Phipps, based on the novel by Wilfred Fienburgh)
* The Wild and the Willing (1962)[41]
* Life at the Top (1965) (screenplay from novel by John Braine)
* The Apprenticeship of Duddy Kravitz (1974) (Screenwriters Guild Award and Oscar screenplay nomination)
* The Street (1976)[42] (Oscar nomination)
* Fun with Dick and Jane (1977, with David Giler & Jerry Belson, from a story by Gerald Gaiser)
* The Wordsmith (1979)
* Joshua Then and Now (1985)
* Barney's Version (2010, screenplay by Michael Konyves, based on Richler's novel of the same name; Richler wrote an early draft)
* List of Quebec authors
* Jews in Montreal
* World famous in New Zealand (Richler coined the similar phrase "world famous – in Canada" in The Incomparable Atuk, 30 years before the New Zealand version of the phrase made its first recorded appearance)
1. ^ Mordecai Richler, "Inside/Outside", The New Yorker, Sept 23 1991, 40
2. ^ a b c d e Foran, Charles (March 4, 2015). "Mordecai Richler". The Canadian Encyclopedia. Historica Canada.
3. ^ "Mordecai Richler Biography". eNotes.com. Retrieved May 15, 2015.
4. ^ a b DePalma, Anthony (July 4, 2001). "Mordecai Richler, Novelist Who Showed a Street-Smart Montreal, Is Dead at 70". The New York Times. ISSN 0362-4331. Retrieved November 5, 2021.
5. ^ Foran, Charles (2010). Mordechai: The Life & Times. Toronto: Alfred A. Knopf Canada. p. 408. ISBN 978-0-676-97963-3.
6. ^ The Errand Runner: Reflections of a Rabbi's Daughter in libraries (WorldCat catalog)
7. ^ Foran, Charles (October 22, 2010). "Mordecai Richler's greatest private sorrow, and the one story he could never tell". Globe and Mail. Retrieved September 15, 2025.
8. ^ Foran, Charles (2010). Mordecai: The Life & Times. Toronto: Alfred A. Knopf Canada. pp. 231–235. ISBN 978-0-676-97963-3.
9. ^ Brownfeld, Allan C. (March 22, 1999). "Growing intolerance threatens humane Jewish tradition". Washington Report on Middle East Affairs. Retrieved September 26, 2016.
10. ^ McNay, Michael (July 5, 2001). "Mordecai Richler". The Guardian.
11. ^ "Nancy Richler novel meticulous study of Jews in postwar Montreal". Winnipeg Free Press. April 24, 2012.
12. ^ Brown, Ruseell (1997). "Richler, Mordecai". In Benson, Eugene; Toye, William (eds.). The Oxford Companion to Literature (2 ed.). Don Mills, Ontario: Oxford University Press. p. 1000.
13. ^ Steyn, Mark (September 2001). "Mordecai Richler, 1931–2001". New Criterion. 20 (1): 123–128.
14. ^ See the following authored by Richler:
• "Fighting words". New York Times Book Review. Vol. 146, no. 50810. June 1, 1997. p. 8.
• "Tired of separatism". The New York Times. Vol. 144, no. 49866. October 31, 1994. p. A19.
• "O Quebec". The New Yorker. Vol. 70, no. 15. May 30, 1994. p. 50.
• "On Language: Gros Mac attack". New York Times Magazine. Vol. 142, no. 49396. July 18, 1993. p. 10.
• "Language Problems". Atlantic Monthly. Vol. 251, no. 6. June 1983. pp. 10–18.
• "OH! CANADA! Lament for a divided country". Atlantic Monthly. Vol. 240, no. 6. December 1977. p. 34.
15. ^ a b Conlogue, Ray (June 26, 2002). "Oh Canada, Oh Quebec, Oh Richler". The Globe and Mail. Retrieved May 31, 2018.
16. ^ Richler, Mordecai (December 1977). "OH! CANADA! Lament for a divided country". Atlantic Monthly. Vol. 240, no. 6. p. 34.
17. ^ "Video: Controverse autour du livre Oh Canada Oh Québec!". Archives. Société Radio-Canada. March 31, 1992. Retrieved September 22, 2006.
18. ^ Foglia, Pierre (December 16, 2000). "Faut arrêter de freaker". La Presse.
19. ^ Smith, Donald (1997). D'une nation à l'autre: des deux solitudes à la cohabitation. Montreal: Éditions Alain Stanké. p. 56.
20. ^ Teboul, Victor. "Mordecai Richler, le Québec et les Juifs". Tolerance.ca. Retrieved October 17, 2025.
21. ^ Smart, Pat (May 1992). "Daring to Disagree with Mordecai". Canadian Forum. p. 8.
22. ^ Johnson, William (July 7, 2001). "Oh, Mordecai. Oh, Quebec". The Globe and Mail.
23. ^ "Le Grand Silence". Le Devoir. March 28, 1992.
24. ^ Richler, Trudeau, "Lasagne et les autres", October 22, 1991. Le Devoir
25. ^ Sarah Scott, Geoff Baker, "Richler Doesn't Know Quebec, Belanger Says; Writer 'Doesn't Belong', Chairman of Panel on Quebec's Future Insists", The Gazette, September 20, 1991.
26. ^ a b Khouri, Nadia. Qui a peur de Mordecai Richler. Montréal: Éditions Balzac, 1995. ISBN 9782921425537
27. ^ "Hitting below the belt.", By: Barbara Amiel, Maclean's, August 13, 2001, Vol. 114, Issue 33
28. ^ Ricou, above
29. ^ Khouri, above, Scott et al., above, Delisle cited in Kraft, below
30. ^ Noah Richler, "A Just Campaign", The New York Times, October 7, 2001, p. AR4
31. ^ Michel Vastel, "Le cas Richler". L'actualité, November 1, 1996, p.66
32. ^ Frances Kraft, "Esther Delisle", The Canadian Jewish News, April 1, 1993, p. 6
33. ^ Siemens: "Canadian Literary Awards and Prizes", The Encyclopedia of Literature in Canada Archived February 5, 2012, at the Wayback Machine
34. ^ "Mordecai Richler would have enjoyed Montreal memorial controversy". Toronto Star. March 13, 2015. Retrieved May 15, 2015.
35. ^ a b Noakes, Taylor C. (October 31, 2016). "Mordechai Richler deserves a better tribute". The Walrus. Retrieved March 3, 2022.
36. ^ "Mordecai Richler gazebo finally finished". CBC News. September 12, 2016.
37. ^ "Press Release: Canada's Walk of Fame Announces the 2011 Inductees". Canada's Walk of Fame. June 28, 2011. Archived from the original on July 10, 2011. Retrieved June 28, 2011.
38. ^ Peritz, Ingrid (June 24, 2011). "Mordecai Richler to be honoured with gazebo on Mount Royal". The Globe and Mail. Retrieved December 25, 2011.
39. ^ "Editorial: At last, a Richler library". Montrealgazette.com. March 12, 2015. Retrieved May 15, 2015.
40. ^ The Jacob Two-Two books are about 100 pages each. Two of them are Richler's only works in Internet Speculative Fiction Database (ISFDB), which catalogues them as juvenile fantasy novels and reports multiple cover artists and interior illustrators.
"Mordecai Richler – Summary Bibliography". ISFDB. Retrieved July 25, 2015.
41. ^ Vagg, Stephen (July 20, 2025). "Forgotten British Film Studios: The Rank Organisation, 1962". Filmink. Retrieved July 20, 2025.
42. ^ "The Street". National Film Board of Canada. Retrieved August 21, 2012.
* Charles Foran, Mordecai: The Life & Times (Toronto: Alfred A. Knopf Canada, 2010)
* Reinhold Kramer, Mordecai Richler: Leaving St Urbain (2008)
* Victor Teboul, Ph.D., "Mordecai Richler, le Québec et les Juifs", Tolerance website
* M. G. Vassanji, Extraordinary Canadians: Mordecai Richler (Penguin, 2009), biography
* "Mordecai Richler". Face to Face. Canadian Museum of History.
* Mordecai Richler at IMDb
* Yiddish phrases & cultural references in The Apprenticeship of Duddy Kravitz
* CBC Digital Archives: Mordecai Richler Was Here
* Obituary of Richler
* Literary biography of Richler
* Obituary by Robert Fulford
* Walk in Montreal commemorating Mordecai Richler
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Soviet Bloc States Establish Council for Mutual Economic Assistance | Research Starters
Soviet Bloc States Establish Council for Mutual Economic Assistance
Date January 25, 1949
The communist states replied to the U.S. Marshall Plan by establishing the Council for Mutual Economic Assistance, which Soviet leader Joseph Stalin saw as a means of enforcing Soviet-style economic development in Eastern Europe to counter Western influence. The agency became more active after Stalin’s death but ceased to exist when the Soviet Union itself collapsed.
Also known as Comecon; CMEA; Moscow Joint Communiqué
Locale Eastern Europe
Key Figures
* Joseph Stalin (Joseph Vissarionovich Dzhugashvili; 1878-1953), general secretary of the Central Committee of the Communist Party of the Soviet Union, 1922-1953, and premier, 1941-1953
* Harry S. Truman (1884-1972), president of the United States, 1945-1953
* George F. Kennan (1904-2005), American diplomat, 1926-1950
* George C. Marshall (1880-1959), U.S. secretary of state, 1947-1949
* Vyacheslav Mikhailovich Molotov (Vyacheslav Mikhailovich Skryabin; 1890-1986), Soviet commissar of foreign affairs, 1939-1949 and 1953-1956
Summary of Event
On January 25, 1949, the Moscow Joint Communiqué was issued by Soviet leader Joseph Stalin, as well as the heads of state of Bulgaria, Czechoslovakia, Hungary, Poland, and Romania. This document announced the founding of the Council for Mutual Economic Assistance (Comecon, or CMEA). It represented the Soviet rejection of the United States’ Marshall Plan as the framework for postwar reconstruction, while simultaneously laying the groundwork for a centralized system of diplomatic, economic, and military alliances in Eastern Europe designed to serve Soviet strategic interests. The so-called Molotov Plan, meant as an alternative to the Marshall Plan, marked the de facto division of Europe into two separate and mutually hostile blocs, a condition that was to last until the dissolution of the Soviet Union in 1991.
From the very earliest stages of World War II, the Allied Powers were forced to paper over numerous conflicts of interest among the coalition’s partners. The Atlantic Charter (1941) was originally intended to establish an Anglo-American alliance against both Germany and the Soviet Union—in spite of the fact that the United States had yet to enter the war, while the Soviet Union had already entered on the side of the British and was fighting for its very existence against Germany.
The Red Army faced the full fury of the Wehrmacht (German army), losing millions of soldiers while inflicting three-fourths of all the casualties suffered by Germany during the war. Meanwhile, despite numerous urgent requests from Stalin to open a second front in Europe, the United States and Great Britain made no moves to comply until 1944. By this time, the Red Army had already destroyed the Wehrmacht as a fighting force on the eastern front and was rapidly rolling back the remainder, occupying vast areas of eastern Europe in its drive to the German homeland.
Planning for the end of the war and the postwar recovery had begun in earnest by 1943. The planning process was dominated by the British and Americans, with no serious consideration of Soviet views or interests. The Soviets were resentful, and Stalin was increasingly determined to do whatever was required to guarantee the security of the Soviet Union in the postwar period. In the wake of Germany’s invasion of his country, Stalin’s vision of a stable and secure postwar order focused on the creation of a buffer zone of friendly states. Such a zone would close off the Polish corridor and eliminate Germany and any other potential invaders as military threats, albeit at the potential expense of the buffer states themselves. It would also establish an international peacetime sphere of influence within which Soviet hegemony would be unchallenged.
This approach was consistent with the outcomes of previous great power conflicts; furthermore, it comported handily with the plans of Great Britain and France for the reestablishment of their own colonial empires. However, the American plan was for a postwar order based on open markets in a system of intergovernmental organizations (IGOs) that would maintain the collective security of all nations. This plan was incompatible with the perceived needs of the Soviet Union. The United Nations (in which the Soviet Union had veto power) was the only international institution in which the Soviets regularly participated.
The United States saw the major challenges of the postwar period to be the reconstruction of Europe and Asia, the restoration of a stable world economy, the establishment of an effective system of collective security, and limiting the influence of the Soviet Union in world affairs. The “Truman Doctrine” refers to the speech (March 12, 1947) in which U.S. president Harry S. Truman declared it to be the duty of the United States to support any resistance to what might be considered an expansion of “communist influences” anywhere on the globe. This represented an embrace of the strategic doctrine of “containment,” first articulated by George F. Kennan in 1946, and it was a foundational moment in the Cold War between capitalist and communist nations.
Kennan’s work provided the theoretical rationale for the Truman Doctrine; he was also one of the chief authors of the Marshall Plan (named for then-secretary of state George C. Marshall). The plan was the economic counterpart to the Truman Doctrine. It was designed to support Western European nations in the task of material reconstruction and was based on the premise that prosperous nations were less vulnerable to communist influences. The Marshall Plan arose out of a series of negotiations among sixteen Western European nations regarding an acceptable mechanism for distributing and managing American financial contributions to the rebuilding effort.
Under the plan, aid was conditional on the recipient’s willingness to disclose all economic information to the United States, accept a fixed exchange rate for its currency, eliminate trade barriers, and adopt a number of other structural reforms. With those restrictions, Marshall Plan aid was available to all European nations, including the Soviet Union and its satellites. The Soviets sent Vyacheslav Mikhailovich Molotov, Stalin’s minister of foreign affairs, to the Paris Meetings (June, 1946) to explore the terms for obtaining economic assistance, and he left after only a few days, declaring that the U.S. plan was an imposition on national sovereignty, because it required the disclosure of financial information that the Soviets deemed too sensitive to reveal to the world’s capitalist powers. Moreover, the plan seemed to Molotov to be designed rapidly to rebuild Germany in order to aid in the U.S. containment strategy by reconstituting the German threat to the Soviet Union. Consequently, Moscow forbade all of its Eastern European satellite nations from receiving Marshall Plan aid.
Upon Molotov’s return to Moscow in July of 1947, Stalin announced the Soviet response to the Marshall Plan: The Molotov Plan would be a program of in-kind aid and technical assistance, administered through a series of bilateral agreements between the Soviet Union and the nations under its influence. Stalin intended to use Soviet economic and military advantages to impose what he called the “socialist international division of labor” upon Eastern Europe. This division of labor essentially consisted of the provision of raw materials and energy resources to Eastern European countries by the Soviet Union, which would receive finished goods from the satellite nations in return. The agreements negotiated along these lines were designed to redirect trade flows, increase the degree of economic dependency of the subject states upon the Soviet Union, and create a mechanism for the extraction of reparations.
The Moscow Joint Communiqué of January, 1949, established Comecon as the institutional framework for the coordination of numerous national economic plans. The stated purpose of the organization was to coordinate economic planning and share technology among member nations. Members were all entitled to “sovereign equality,” meaning “one-nation, one vote” in all decision-making processes. Each member was allowed to declare an “interest” in any matter under consideration; all participation was voluntary. The dominance of the Soviet economy in the region, however, gave the Soviets a disproportionate say in collective decisions. Nevertheless, they were unable to prevent countries from opting out of the organization, meaning that Comecon never obtained formal supranational authority.
The structure and proximate goals of Comecon evolved over the years to reflect the varying foci of Soviet security strategy. This approach to economic integration suffered from a variety of technical defects as regarded purely economic criteria for efficiency. It persisted, because Comecon served extremely well as an instrument for the advancement of the Soviet Union’s fundamental strategic objectives: maintaining and extending the nation’s political dominance within its sphere, using client states to finance Soviet reconstruction, maintaining the buffer zone of pliable regimes, and cultivating a group of dependent allied nations to bolster Soviet influence on the United Nations. Comecon was finally declared defunct with the dissolution of the Soviet Union on June 28, 1991.
Significance
The formation of Comecon served to crystallize the existing and emerging Cold War lines of division between the United States and the Soviet Union, and it accelerated the growth of tension in the superpower rivalry. It also froze Germany’s political structure, forcing the nation to remain partitioned for another four decades. Comecon served as an adjunct to the process of creating a system of communist military alliances known as the Warsaw Pact, and it did much to shape the relatively favorable image the Soviets enjoyed among the less developed nations within its sphere. It probably carried within it the seeds of its own destruction, however, since the satellite nations received relatively favorable terms on the resources they received from the Soviets for most of the period. This implicit subsidy to the Soviets’ client states turned out to be a measure that the Soviet economy could ill afford in the long run.
Bibliography
Berger, Helge, and Albrecht Ritschl. “Germany and the Political Economy of the Marshall Plan, 1947-1952: A Re-Revisionist View.” In Europe’s Postwar Recovery, edited by Barry Eichengreen. New York: Cambridge University Press, 1995. Argues that the linkage of several issue areas through the conditionality of Marshall Plan aid served a wider purpose than simply assisting in postwar rebuilding: It was also intended to foster a much tighter degree of European economic integration than was actually achieved.
Gaddis, John Lewis. We Now Know: Rethinking Cold War History. New York: Oxford University Press, 1997. Addresses the question as to whether the Cold War was inevitable; his answer is in the affirmative.
Judt, Tony. Postwar: A History of Europe Since 1945. New York: Penguin Press, 2005. Provides a very thorough look at the economic histories of Eastern European countries.
Riasanovsky, Nicholas V., and Mark Steinberg. A History of Russia. 7th ed. New York: Oxford University Press, 2005. Excellent overview of the roots of the Cold War conflict; includes chapters on the transition into capitalism at the end of the twentieth century.
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Comecon | Soviet-Led Economic Alliance & Cold War History
Top Questions
* Which countries were members of Comecon?
* How did Comecon help its member countries?
* How was Comecon different from other economic organizations like the European Economic Community?
* What led to the end of Comecon, and what happened after it dissolved?
Comecon, organization established in January 1949 to facilitate and coordinate the economic development of the eastern European countries belonging to the Soviet bloc. Comecon’s original members were the Soviet Union, Bulgaria, Czechoslovakia, Hungary, Poland, and Romania. Albania joined in February 1949 but ceased taking an active part at the end of 1961. The German Democratic Republic became a member in September 1950 and the Mongolian People’s Republic in June 1962. In 1964 an agreement was concluded enabling Yugoslavia to participate on equal terms with Comecon members in the areas of trade, finance, currency, and industry. Cuba, in 1972, became the 9th full member and Vietnam, in 1978, became the 10th. Headquarters were established in Moscow. After the democratic revolutions in eastern Europe in 1989, the organization largely lost its purpose and power, and changes in policies and name in 1990–91 reflected the disintegration.
Comecon was formed under the aegis of the Soviet Union in 1949 in response to the formation of the Committee of European Economic Cooperation in western Europe in 1948. Between 1949 and 1953, however, Comecon’s activities were restricted chiefly to the registration of bilateral trade and credit agreements among member countries. After 1953 the Soviet Union and Comecon began to promote industrial specialization among the member countries and thus reduce “parallelism” (redundant industrial production) in the economies of eastern Europe. In the late 1950s, after the formation of the European Economic Community in western Europe, Comecon undertook more systematic and intense efforts along these lines, though with only limited success.
The economic integration envisaged by Comecon in the early 1960s met with opposition and problems. A major difficulty was posed by the incompatibility of the price systems used in the various member countries. The prices of most goods and commodities were set by individual governments and had little to do with the goods’ actual market values, thus making it difficult for the member states to conduct trade with each other on the basis of relative prices. Instead, trade was conducted mainly on a barter basis through bilateral agreements between governments.
More From Britannica
international trade: Comecon
Comecon’s successes did include the organization of eastern Europe’s railroad grid and of its electric-power grid; the creation of the International Bank for Economic Cooperation (1963) to finance investment projects jointly undertaken by two or more members; and the construction of the “Friendship” oil pipeline, which made oil from the Soviet Union’s Volga region available to the countries of eastern Europe.
Quick Facts
Byname of: Council for Mutual Economic Assistance (CMEA)
Also called (from 1991): Organization for International Economic Cooperation
Date: January 1949 - present
After the collapse of communist governments across eastern Europe in 1989–90, those countries began a pronounced shift to private enterprise and market-type systems of pricing. By January 1, 1991, the members had begun to make trade payments in hard, convertible currencies. Under agreements made early in 1991, Comecon was renamed the Organization for International Economic Cooperation, each nation was deemed free to seek its own trade outlets, and members were reduced to a weak pledge to “coordinate” policies on quotas, tariffs, international payments, and relations with other international bodies.
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Comecon
The Council for Mutual Economic Assistance,[c] often abbreviated as Comecon ( KOM-ik-ON) or CMEA, was an economic organization from 1949 to 1991 under the leadership of the Soviet Union that comprised the countries of the Eastern Bloc along with a number of socialist states elsewhere in the world.[1]
The descriptive term was often applied to all multilateral activities involving members of the organization, rather than being restricted to the direct functions of Comecon and its organs.[2] This usage was sometimes extended as well to bilateral relations among members because in the system of communist international economic relations, multilateral accords—typically of a general nature—tended to be implemented through a set of more detailed, bilateral agreements.[3]
Comecon was the Eastern Bloc's response to the formation in Western Europe of the Marshall Plan and the OEEC, which later became the OECD.[3]
The Comecon was founded in 1949 by the Soviet Union, Bulgaria, Czechoslovakia, Hungary, Poland, and Romania. The primary factors in Comecon's formation appear to have been Joseph Stalin's desire to cooperate and strengthen the international relationships at an economic level with the smaller states of Central Europe,[3] and which were now, increasingly, cut off from their traditional markets and suppliers in the rest of Europe.[5] Czechoslovakia, Hungary, and Poland had remained interested in Marshall aid despite the requirements for a convertible currency and market economies. These requirements, which would inevitably have resulted in stronger economic ties to free European markets than to the Soviet Union, were not acceptable to Stalin, who, in July 1947, ordered these communist governments to pull out of the Paris Conference on the European Recovery Programme. This has been described as "the moment of truth" in the post-World War II division of Europe.[6] According to the Soviet view the "Anglo-American bloc" and "American monopolists ... whose interests had nothing in common with those of the European people" had spurned east–west collaboration within the framework agreed within the United Nations, that is, through the Economic Commission for Europe.[7]
Some say that Stalin's precise motives in establishing Comecon were "inscrutable"[8] They may well have been "more negative than positive", with Stalin "more anxious to keep other powers out of neighbouring buffer states… than to integrate them."[9] Furthermore, GATT's notion of ostensibly nondiscriminatory treatment of trade partners was thought to be incompatible with notions of socialist solidarity.[5] In any event, proposals for a customs union and economic integration of Central and Eastern Europe date back at least to the Revolutions of 1848 (although many earlier proposals had been intended to stave off the Russian and/or communist "menace")[5] and the state-to-state trading inherent in centrally planned economies required some sort of coordination: otherwise, a monopolist seller would face a monopsonist buyer, with no structure to set prices.[10]
Comecon was established at a Moscow economic conference 5-8 January 1949, at which the six founding member countries were represented; its foundation was publicly announced on 25 January; Albania joined a month later and East Germany in 1950.[8]
Recent research by the Romanian researcher Elena Dragomir suggests that Romania played a rather important role in the Comecon's creation in 1949. Dragomir argues that Romania was interested in the creation of a "system of cooperation" to improve its trade relations with the other people's democracies, especially with those able to export industrial equipment and machinery to Romania.[11] According to Dragomir, in December 1948, the Romanian leader Gheorghe Gheorghiu-Dej sent a letter to Stalin, proposing the creation of the Comecon.[12]
At first, planning seemed to be moving along rapidly. After pushing aside Nikolai Voznesensky's technocratic, price-based approach (see further discussion below), the direction appeared to be toward a coordination of national economic plans, but with no coercive authority from Comecon itself. All decisions would require unanimous ratification, and even then governments would separately translate these into policy.[13] Then in summer 1950, probably unhappy with the favorable implications for the effective individual and collective sovereignty of the smaller states, Stalin "seems to have taken [Comecon's] personnel by surprise," bringing operations to a nearly complete halt, as the Soviet Union moved domestically toward autarky and internationally toward an "embassy system of meddling in other countries' affairs directly" rather than by "constitutional means". Comecon's scope was officially limited in November 1950 to "practical questions of facilitating trade."[14]
One important legacy of this brief period of activity was the "Sofia Principle", adopted at the August 1949 Comecon council session in Bulgaria. This radically weakened intellectual property rights, making each country's technologies available to the others for a nominal charge that did little more than cover the cost of documentation. This, naturally, benefited the less industrialized Comecon countries, and especially the technologically lagging Soviet Union, at the expense of East Germany and Czechoslovakia and, to a lesser extent, Hungary and Poland. (This principle would weaken after 1968, as it became clear that it discouraged new research—and as the Soviet Union itself began to have more marketable technologies.)[15]
In a recent paper by Faudot, Nenovsky and Marinova (2022) the functioning and the collapse of the Comecon has been studied. It focuses on the evolution of the monetary mechanisms and some technical problems of multilateral payments and the peculiarities of the transfer ruble. Comecon as an organization proved unable to develop multilateralism mainly because of issues related to domestic planning that encouraged autarky and, at best, bilateral exchanges.[16]
Nikita Khrushchev era
After Stalin's death in 1953, Comecon again began to find its footing. In the early 1950s, all Comecon countries had adopted relatively autarkic policies; now they began again to discuss developing complementary specialties, and in 1956, ten permanent standing committees arose, intended to facilitate coordination in these matters. The Soviet Union began to trade oil for Comecon-manufactured goods. There was much discussion of coordinating five-year plans.[15]
However, once again, trouble arose. The Polish protests and Hungarian uprising led to major social and economic changes, including the 1957 abandonment of the 1956–60 Soviet five-year plan, as the Comecon governments struggled to reestablish their legitimacy and popular support.[17] The next few years saw a series of small steps toward increased trade and economic integration, including the introduction of the "convertible rouble (ru)", revised efforts at national specialization, and a 1959 charter modeled after the 1957 Treaty of Rome.[18]
Once again, efforts at transnational central planning failed. In December 1961, a council session approved the Basic Principles of the International Socialist Division of Labour, which talked of closer coordination of plans and of "concentrating production of similar products in one or several socialist countries." In November 1962, Soviet Premier Nikita Khrushchev followed this up with a call for "a common single planning organ."[19] This was resisted by Czechoslovakia, Hungary, and Poland, but most emphatically by increasingly nationalistic Romania, which strongly rejected the notion that they should specialize in agriculture.[20] In Central and Eastern Europe, only Bulgaria happily took on an assigned role (also agricultural, but in Bulgaria's case this had been the country's chosen direction even as an independent country in the 1930s).[21] Essentially, by the time the Soviet Union was calling for tight economic integration, they no longer had the power to impose it. Despite some slow headway—integration increased in petroleum, electricity, and other technical/scientific sectors – and the 1963 founding of an International Bank for Economic Co-operation, Comecon countries all increased trade with the West relatively more than with one another.[22]
Leonid Brezhnev era
From its founding until 1967, Comecon had operated only on the basis of unanimous agreements. It had become increasingly obvious that the result was usually failure. In 1967, Comecon adopted the "interested party principle", under which any country could opt out of any project they chose, still allowing the other member states to use Comecon mechanisms to coordinate their activities. In principle, a country could still veto, but the hope was that they would typically choose just to step aside rather than either veto or be a reluctant participant.[23] This aimed, at least in part, at allowing Romania to chart its own economic course without leaving Comecon entirely or bringing it to an impasse (see de-satellization of communist Romania).[24]
Also until the late 1960s, the official term for Comecon activities was cooperation. The term integration was always avoided because of its connotations of monopolistic capitalist collusion. After the "special" council session of April 1969 and the development and adoption (in 1971) of the Comprehensive Program for the Further Extension and Improvement of Cooperation and the Further Development of Socialist Economic Integration by Comecon Member Countries, Comecon activities were officially termed integration (equalization of "differences in relative scarcities of goods and services between states through the deliberate elimination of barriers to trade and other forms of interaction"). Although such equalization had not been a pivotal point in the formation and implementation of Comecon's economic policies, improved economic integration had always been Comecon's goal.[3][25]
While such integration was to remain a goal, and while Bulgaria became yet more tightly integrated with the Soviet Union, progress in this direction was otherwise continually frustrated by the national central planning prevalent in all Comecon countries, by the increasing diversity of its members (which by this time included Mongolia and would soon include Cuba) and by the "overwhelming asymmetry" and resulting distrust between the many small member states and the Soviet "superstate" which, in 1983, "accounted for 88 percent of Comecon's territory and 60 percent of its population."[26]
In this period, there were some efforts to move away from central planning, by establishing intermediate industrial associations and combines in various countries (which were often empowered to negotiate their own international deals). However, these groupings typically proved "unwieldy, conservative, risk-averse, and bureaucratic," reproducing the problems they had been intended to solve.[27]
One economic success of the 1970s was the development of Soviet oil fields. While doubtless "(Central and) East Europeans resented having to defray some of the costs of developing the economy of their hated overlord and oppressor,"[28] they benefited from low prices for fuel and other mineral products. As a result, Comecon economies generally showed strong growth in the mid-1970s. They were largely unaffected by the 1973 oil crisis.[27] Another short-term economic gain in this period was that détente brought opportunities for investment and technology transfers from the West. This also led to an importation of Western cultural attitudes, especially in Central Europe. However, many undertakings based on Western technology were less than successful (for example, Poland's Ursus tractor factory did not do well with technology licensed from Massey Ferguson); other investment was wasted on luxuries for the party elite, and most Comecon countries ended up indebted to the West when capital flows died out as détente faded in the late 1970s, and from 1979 to 1983, all of Comecon experienced a recession from which (with the possible exceptions of East Germany and Bulgaria) they never recovered in the Communist era. Romania and Poland experienced major declines in the standard of living.[29]
The 1985 Comprehensive Program for Scientific and Technical Progress and the rise to power of Soviet general secretary Mikhail Gorbachev increased Soviet influence in Comecon operations and led to attempts to give Comecon some degree of supranational authority. The Comprehensive Program for Scientific and Technical Progress was designed to improve economic cooperation through the development of a more efficient and interconnected scientific and technical base.[3] This was the era of perestroika ("restructuring"), the last attempt to put the Comecon economies on a sound economic footing.[30] Gorbachev and his economic mentor Abel Aganbegyan hoped to make "revolutionary changes" in the economy, foreseeing that "science will increasingly become a 'direct productive force', as Marx foresaw… By the year 2000… the renewal of plant and machinery… will be running at 6 percent or more per year."[31]
The program was not a success. "The Gorbachev regime made too many commitments on too many fronts, thereby overstretching and overheating the Soviet economy. Bottlenecks and shortages were not relieved but exacerbated, while the (Central and) East European members of Comecon resented being asked to contribute scarce capital to projects that were chiefly of interest to the Soviet Union…"[32] Furthermore, the liberalization that by 25 June 1988, allowed Comecon countries to negotiate trade treaties directly with the European Community (the renamed EEC), and the "Sinatra doctrine" under which the Soviet Union allowed that change would be the exclusive affair of each individual country marked the beginning of the end for Comecon. Although the Revolutions of 1989 did not formally end Comecon, and the Soviet government itself lasted until 1991, the March 1990 meeting in Prague was little more than a formality, discussing the coordination of non-existent five-year plans. From 1 January 1991, the countries shifted their dealings with one another to a hard currency market basis. The result was a radical decrease in trade with one another, as "(Central and) Eastern Europe… exchanged asymmetrical trade dependence on the Soviet Union for an equally asymmetrical commercial dependence on the European Community."[33]
The final Comecon council session took place on 28 June 1991, in Budapest, and led to an agreement to dissolve in 90 days.[34] The Soviet Union was dissolved on 26 December 1991.
Post-Cold War activity after Comecon
After the fall of the Soviet Union and communist rule in Eastern Europe, East Germany (now unified with West Germany) automatically joined the European Union (then the European Community) in 1990. The Baltic States (Estonia, Latvia and Lithuania), Czech Republic, Hungary, Poland, Slovakia, and Slovenia joined the EU in 2004, followed by Bulgaria and Romania in 2007 and Croatia in 2013. To date, Czech Republic, Estonia, Germany (former GDR), Hungary, Latvia, Lithuania, Poland, Slovakia, and Slovenia are now members of the Organisation for Economic Co-operation and Development. All four Central European states are now members of the Visegrád Group.
Russia, the successor to the Soviet Union, along with Ukraine and Belarus founded the Commonwealth of Independent States which consists of most of the ex-Soviet republics. The country also leads the Shanghai Cooperation Organisation with Kazakhstan, Kyrgyzstan and Uzbekistan and the Eurasian Economic Union with Armenia, Belarus, Kazakhstan and Kyrgyzstan. Along with Ukraine, Georgia, Azerbaijan and Moldova are also part of the GUAM.
Vietnam and Laos joined the Association of Southeast Asian Nations (ASEAN) in 1995 and 1997 respectively.
Albania had stopped participating in Comecon activities in 1961 following the Soviet–Albanian split, but formally withdrew in 1987. East Germany reunified with the West and withdrew from Comecon on 2 October 1990.
Name Official name Accession Continent Capital Area Population Density Currency Official
date (km2) (1989) (per km2) languages
Albania People's Socialist Republic of Albania Feb. 1949 Europe Tirana 28,748 3,512,317 122.2 Lek Albanian
(Republika Popullore Socialiste e Shqipërisë)
Bulgaria People's Republic of Bulgaria Jan. 1949 Europe Sofia 110,994 9,009,018 81.2 Lev Bulgarian
(Народна република България)
Cuba Republic of Cuba July 1972 North America Havana 109,884 10,486,110 95.4 Peso Spanish
(República de Cuba)
Czechoslovakia Czechoslovak Socialist Republic Jan. 1949 Europe Prague 127,900 15,658,079 122.4 Koruna Czech
(Československá socialistická republika) Slovak
East Germany German Democratic Republic September 1950 Europe East Berlin 108,333 16,586,490 153.1 Mark German
(Deutsche Demokratische Republik)
Hungary Hungarian People's Republic Jan. 1949 Europe Budapest 93,030 10,375,323 111.5 Forint Hungarian
(Magyar Népköztársaság)
Mongolia Mongolian People's Republic June 1962 Asia Ulaanbaatar 1,564,116 2,125,463 1.4 Tögrög Mongolian
(Бүгд Найрамдах Монгол Ард Улс)
Poland Polish People's Republic Jan. 1949 Europe Warsaw 312,685 38,094,812 121.8 Zloty Polish
(Polska Rzeczpospolita Ludowa)
Romania Socialist Republic of Romania Jan. 1949 Europe Bucharest 238,391 23,472,562 98.5 Leu Romanian
(Republica Socialistă România)
Soviet Union Union of Soviet Socialist Republics Jan. 1949 Europe / Asia Moscow 22,402,200 286,730,819 12.8 Rouble None[d]
(Союз Советских Социалистических Республик)
Vietnam[3] Socialist Republic of Vietnam June 1978 Asia Hanoi 332,698 66,757,401 200.7 Đồng Vietnamese
(Cộng hòa xã hội chủ nghĩa Việt Nam)
* Yugoslavia (1964)
In the late 1950s, a number of communist-ruled non-member countries – the People's Republic of China, North Korea, Mongolia, Vietnam, and Yugoslavia – were invited to participate as observers in Comecon sessions. Although Mongolia and Vietnam later gained full membership, China stopped attending Comecon sessions after 1961. Yugoslavia negotiated a form of associate status in the organization, specified in its 1964 agreement with Comecon.[3] Collectively, the members of the Comecon did not display the necessary prerequisites for economic integration: their level of industrialization was low and uneven, with a single dominant member (the Soviet Union) producing 70% of the community national product.[36]
In the late 1980s, there were ten full members: the Soviet Union, six East European countries, and three extra-regional members. Geography, therefore, no longer united Comecon members. Wide variations in economic size and level of economic development also tended to generate divergent interests among the member countries. All these factors combined to give rise to significant differences in the member states' expectations about the benefits to be derived from membership in Comecon. Unity was provided instead by political and ideological factors. All Comecon members were "united by a commonality of fundamental class interests and the ideology of Marxism-Leninism" and had common approaches to economic ownership (state versus private) and management (plan versus market). In 1949 the ruling communist parties of the founding states were also linked internationally through the Cominform, from which Yugoslavia had been expelled the previous year. Although the Cominform was disbanded in 1956, interparty links continued to be strong among Comecon members, and all participated in periodic international conferences of communist parties. Comecon provided a mechanism through which its leading member, the Soviet Union, sought to foster economic links with and among its closest political and military allies. The East European members of Comecon were also militarily allied with the Soviet Union in the Warsaw Pact.[3]
There were three kinds of relationships—besides the 10 full memberships—with the Comecon:
* Yugoslavia was the only country considered to have associate member status. On the basis of the 1964 agreement, Yugoslavia participated in twenty-one of the thirty-two key Comecon institutions as if it were a full member.[3]
* Finland, Iraq, Mexico, and Nicaragua had a cooperant status with Comecon. Because the governments of these countries were not empowered to conclude agreements in the name of private companies, the governments did not take part in Comecon operations. They were represented in Comecon by commissions made up of members of the government and the business community. The commissions were empowered to sign various "framework" agreements with Comecon's Joint Commission on Cooperation.[3]
* After 1956, Comecon allowed certain countries with communist or pro-Soviet governments to attend sessions as observers. In November 1986, delegations from Afghanistan, Ethiopia, Laos, and South Yemen attended the 42nd Council Session as observers.[3]
Working with neither meaningful exchange rates nor a market economy, Comecon countries had to look to world markets as a reference point for prices, but unlike agents acting in a market, prices tended to be stable over a period of years, rather than constantly fluctuating, which assisted central planning. Also, there was a tendency to underprice raw materials relative to the manufactured goods produced in many of the Comecon countries.[37]
International barter helped preserve the Comecon countries' scarce hard currency reserves. In strict economic terms, barter inevitably harmed countries whose goods would have brought higher prices in the free market or whose imports could have been obtained more cheaply and benefitted those for whom it was the other way around. Still, all of the Comecon countries gained some stability, and the governments gained some legitimacy,[37] and in many ways this stability and protection from the world market was viewed, at least in the early years of Comecon, as an advantage of the system, as was the formation of stronger ties with other socialist countries.[38]
Within Comecon, there were occasional struggles over how this system should work. Early on, Nikolai Voznesensky pushed for a more "law-governed" and technocratic price-based approach. However, with the August 1948 death of Andrei Zhdanov, Voznesensky lost his patron and was soon accused of treason as part of the Leningrad Affair; within two years he was dead in prison. Instead, what won out was a "physical planning" approach that strengthened the role of central governments over technocrats.[39] At the same time, the effort to create a single regime of planning "common economic organization" with the ability to set plans throughout the Comecon region also came to nought. A protocol to create such a system was signed January 18, 1949, but never ratified.[40] While historians are not unanimous on why this was stymied, it clearly threatened the sovereignty not only of the smaller states but even of the Soviet Union itself, since an international body would have had real power; Stalin clearly preferred informal means of intervention in the other Comecon states.[41] This lack of either rationality or international central planning tended to promote autarky in each Comecon country because none fully trusted the others to deliver goods and services.[39]
With few exceptions, foreign trade in the Comecon countries was a state monopoly, and the state agencies and captive trading companies were often corrupt. Even at best, this tended to put several removes between a producer and any foreign customer, limiting the ability to learn to adjust to foreign customers' needs. Furthermore, there was often strong political pressure to keep the best products for domestic use in each country. From the early 1950s to Comecon's demise in the early 1990s, intra-Comecon trade, except for Soviet petroleum, was in steady decline.[42]
Beginning no later than the early 1970s,[43] Soviet petroleum and natural gas were routinely transferred within Comecon at below-market rates. Most Western commentators have viewed this as implicit, politically motivated subsidization of shaky economies to defuse discontent and reward compliance with Soviet wishes.[44] Other commentators say that this may not have been deliberate policy, noting that whenever prices differ from world market prices, there will be winners and losers. They argue that this may have been simply an unforeseen consequence of two factors: the slow adjustment of Comecon prices during a time of rising oil and gas prices, and the fact that mineral resources were abundant in the Comecon sphere, relative to manufactured goods. A possible point of comparison is that there were also winners and losers under EEC agricultural policy in the same period.[45] Russian and Kazakh oil kept the Comecon countries' oil prices low when the 1973 oil crisis quadrupled Western oil prices.
As one of the Comecon members deemed underdeveloped, Cuba obtained oil in direct exchange for sugar at a rate highly favorable to Cuba.[46]: 41 Within the socialist economic paradigm, the subsidies in favor of Cuba and other underdeveloped Comecon members were viewed as rational and fair because they counteracted unequal exchange.[46]: 76
Ineffective production
The organization of Comecon was officially focused on common expansion of states, more effective production and building relationships between countries within. And as in every planned economy, operations did not reflect state of market, innovations, availability of items or the specific needs of a country. One example came from former Czechoslovakia. In the 1970s, the Communist party of Czechoslovakia finally realized that there was a need for underground trains. Czechoslovak designers projected a cheap but technologically innovative underground train. The train was a state-of-the-art project, capable of moving underground or on the surface using standard rails, had a high number of passenger seats, and was lightweight. According to the designers, the train was technologically more advanced than the trains used in New York's Subway, London's Tube or the Paris Metro. However, due to the plan of Comecon, older Soviet trains were used, which guaranteed profit for the Soviet Union and work for workers in Soviet factories. That economical change lead to the cancellation of the R1 trains by A. Honzík. The Comecon plan, though more profitable for the Soviets, if less resourceful for the Czechs and Slovaks, forced the Czechoslovak government to buy trains "Ečs (81–709)" and "81-71", both of which were designed in early 1950s and were heavy, unreliable and expensive. (Materials available only in Czech Republic and Slovakia, video included)[47]
On the other hand, Czechoslovak trams (Tatra T3) and jet trainers (L-29) were the standard for all Comecon countries, including the USSR, and other countries could develop their own designs but only for their own needs, like Poland (respectively, Konstal trams and TS-11 jets). Poland was a manufacturer of light helicopters for Comecon countries (Mi-2 of the Soviet design). The USSR developed their own model Kamov Ka-26 and Romania produced French helicopters under license for their own market. In a formal or informal way, often the countries were discouraged from developing their own designs that competed with the main Comecon design.
Although not formally part of the organization's hierarchy, the Conference of First Secretaries of Communist and Workers' Parties and of the Heads of Government of the Comecon Member Countries was Comecon's most important organ. These party and government leaders gathered for conference meetings regularly to discuss topics of mutual interest. Because of the rank of conference participants, their decisions had considerable influence on the actions taken by Comecon and its organs.[3]
The official hierarchy of Comecon consisted of the Session of the Council for Mutual Economic Assistance, the executive committee of the council, the Secretariat of the council, four council committees, twenty-four standing commissions, six interstate conferences, two scientific institutes, and several associated organizations.[3]
The Session of the Council for Mutual Economic Assistance, officially the highest Comecon organ, examined fundamental problems of economic integration and directed the activities of the Secretariat and other subordinate organizations. Delegations from each Comecon member country attended these meetings. Prime ministers usually headed the delegations, which met during the second quarter of each year in a member country's capital (the location of the meeting was determined by a system of rotation based on Cyrillic script). All interested parties had to consider recommendations handed down by the Session. A treaty or other kind of legal agreement implemented adopted recommendations. Comecon itself might adopt decisions only on organizational and procedural matters pertaining to itself and its organs.[3]
Each country appointed one permanent representative to maintain relations between members and Comecon between annual meetings. An extraordinary Session, such as the one in December 1985, might be held with the consent of at least one-third of the members. Such meetings usually took place in Moscow.[3]
Executive committee
The highest executive organ in Comecon, the executive committee, was entrusted with elaborating policy recommendations and supervising their implementation between sessions. In addition, it supervised work on plan coordination and scientific-technical cooperation. Composed of one representative from each member country, usually a deputy prime minister, the executive committee met quarterly, usually in Moscow. In 1971 and 1974, the executive committee acquired economic departments that ranked above the standing commissions. These economic departments considerably strengthened the authority and importance of the executive committee.[3]
There were four council committees: Council Committee for Cooperation in Planning, Council Committee for Scientific and Technical Cooperation, Council Committee for Cooperation in Material and Technical Supply, and Council Committee for Cooperation in Machine Building. Their mission was "to ensure the comprehensive examination and a multilateral settlement of the major problems of cooperation among member countries in the economy, science, and technology." All committees were headquartered in Moscow and usually met there. These committees advised the standing commissions, the Secretariat, the interstate conferences, and the scientific institutes in their areas of specialization. Their jurisdiction was generally wider than that of the standing commissions because they had the right to make policy recommendations to other Comecon organizations.[3]
The Council Committee for Cooperation in Planning was the most important of the four. It coordinated the national economic plans of Comecon members. As such, it ranked in importance only after the Session and the executive committee. Made up of the chairmen of Comecon members' national central planning offices, the Council Committee for Cooperation in Planning drew up draft agreements for joint projects, adopted a resolution approving these projects, and recommended approval to the concerned parties. If its decisions were not subject to approval by national governments and parties, this committee would be considered Comecon's supranational planning body.[3]
The international Secretariat, Comecon's only permanent body, was Comecon's primary economic research and administrative organ. The secretary, who has been a Soviet official since Comecon creation, was the official Comecon representative to Comecon member states and to other states and international organizations. Subordinate to the secretary were his deputy and the various departments of the Secretariat, which generally corresponded to the standing commissions. The Secretariat's responsibilities included preparation and organization of Comecon sessions and other meetings conducted under the auspices of Comecon; compilation of digests on Comecon activities; conduct of economic and other research for Comecon members; and preparation of recommendations on various issues concerning Comecon operations.[3]
In 1956, eight standing commissions were set up to help Comecon make recommendations pertaining to specific economic sectors. The commissions have been rearranged and renamed a number of times since the establishment of the first eight. In 1986 there were twenty-four standing commissions, each headquartered in the capital of a member country and headed by one of that country's leading authorities in the field addressed by the commission. The Secretariat supervised the actual operations of the commissions. The standing commissions had authority only to make recommendations, which had then to be approved by the executive committee, presented to the Session, and ratified by the interested member countries. Commissions usually met twice a year in Moscow.[3]
The six interstate conferences (on water management, internal trade, legal matters, inventions and patents, pricing, and labor affairs) served as forums for discussing shared issues and experiences. They were purely consultative and generally acted in an advisory capacity to the executive committee or its specialized committees.[3]
The scientific institutes on standardization and on economic problems of the world economic system concerned themselves with theoretical problems of international cooperation. Both were headquartered in Moscow and were staffed by experts from various member countries.[3]
Affiliated agencies
Several affiliated agencies, having a variety of relationships with Comecon, existed outside the official Comecon hierarchy. They served to develop "direct links between appropriate bodies and organizations of Comecon member countries."[3]
These affiliated agencies were divided into two categories: intergovernmental economic organizations (which worked on a higher level in the member countries and generally dealt with a wider range of managerial and coordinative activities) and international economic organizations (which worked closer to the operational level of research, production, or trade). A few examples of the former are the International Bank for Economic Cooperation (managed the transferable rouble system), the International Investment Bank (in charge of financing joint projects), and Intermetall (encouraged cooperation in ferrous metallurgy).[3]
International economic organizations generally took the form of either joint enterprises, international economic associations or unions, or international economic partnerships. The latter included Interatominstrument (nuclear machinery producers), Intertekstilmash (textile machinery producers), and Haldex (a Hungarian-Polish joint enterprise for reprocessing coal slag).[3]
Nature of operation
Comecon was an interstate organization through which members attempted to coordinate economic activities of mutual interest and to develop multilateral economic, scientific, and technical cooperation:[3]
* The Charter (1959) stated that "the sovereign equality of all members" was fundamental to the organization and procedures of Comecon.[3][18]
* The Comprehensive Program further emphasized that the processes of integration of members' economies were "completely voluntary and do not involve the creation of supranational bodies." Hence under the provisions of the Charter, each country had the right to equal representation and one vote in all organs of Comecon, regardless of the country's economic size or the size of its contribution to Comecon's budget.[3]
* From 1967, the "interestedness" provisions of the Charter reinforced the principle of "sovereign equality." Comecon's recommendations and decisions could be adopted only upon agreement among the interested members, and each had the right to declare its "interest" in any matter under consideration.[3][23]
* Furthermore, in the words of the Charter (as revised in 1967), "recommendations and decisions shall not apply to countries that have declared that they have no interest in a particular matter."[3][23]
* Although Comecon recognized the principle of unanimity, from 1967 disinterested parties did not have a veto but rather the right to abstain from participation. A declaration of disinterest could not block a project unless the disinterested party's participation was vital. Otherwise, the Charter implied that the interested parties could proceed without the abstaining member, affirming that a country that had declared a lack of interest "may subsequently adhere to the recommendations and decisions adopted by the remaining members of the Council."[3] However, a member country could also declare an "interest" and exercise a veto.[23]
Over the years of its functioning, Comecon acted more as an instrument of mutual economic assistance than a means of economic integration, with multilateralism as an unachievable goal.[48] J.F. Brown, a British historian of Eastern Europe, cited Vladimir Sobell, a Czech-born economist, for the view that Comecon was an "international protection system" rather than an "international trade system", in contrast with the EEC, which was essentially the latter.[49] Whereas the latter was interested in production efficiency and in allocation via market prices, the former was interested in bilateral aid to fulfill central planning goals.[49] Writing in 1988, Brown stated that many people in both the West and the East had assumed that a trade and efficiency approach was what Comecon was meant to pursue, which might make it an international trade system more like the EEC, and that some economists in Hungary and Poland had advocated such an approach in the 1970s and 1980s, but that "it would need a transformation of every economy along Hungarian lines [i.e., only partly centrally planned] to enable a market-guided Comecon to work. And any change along those lines has been ideologically unacceptable up to now."[49]
Although Comecon was loosely referred to as the "European Economic Community (EEC) of (Central and) Eastern Europe," important contrasts existed between the two organizations. Both organizations administered economic integration; however, their economic structure, size, balance, and influence differed:[3]
In the 1980s, the EEC incorporated 270 million people in Europe into economic association through intergovernmental agreements aimed at maximizing profits and economic efficiency on a national and international scale. The EEC was a supranational body that could adopt decisions (such as removing tariffs) and enforce them. Activity by members was based on initiative and enterprise from below (on the individual or enterprise level) and was strongly influenced by market forces.[3]
Comecon joined 450 million people in ten countries and on three continents. The level of industrialization from country to country differed greatly: the organization linked two underdeveloped countries—Mongolia, and Vietnam—with some highly industrialized states. Likewise, a large national income difference existed between European and non-European members. The physical size, military power, and political and economic resource base of the Soviet Union made it the dominant member. In trade among Comecon members, the Soviet Union usually provided raw materials, and Central and East European countries provided finished equipment and machinery. The three underdeveloped Comecon members had a special relationship with the other seven. Comecon realized disproportionately more political than economic gains from its heavy contributions to these three countries' underdeveloped economies. Economic integration or "plan coordination" formed the basis of Comecon's activities. In this system, which mirrored the member countries' planned economies, the decisions handed down from above ignored the influences of market forces or private initiative. Comecon had no supranational authority to make decisions or to implement them. Its recommendations could only be adopted with the full concurrence of interested parties and (from 1967[23]) did not affect those members who declared themselves disinterested parties.[3]
As remarked above, most Comecon foreign trade was a state monopoly, placing several barriers between a producer and a foreign customer.[42] Unlike the EEC, where treaties mostly limited government activity and allowed the market to integrate economies across national lines, Comecon needed to develop agreements that called for positive government action. Furthermore, while private trade slowly limited or erased national rivalries in the EEC, state-to-state trade in Comecon reinforced national rivalries and resentments.[50]
Prices, exchange rates, coordination of national plans
See: Comprehensive Program for Socialist Economic Integration
International relations within the Comecon
See: International relations within the Comecon
Soviet domination of Comecon was a function of its economic, political, and military power. The Soviet Union possessed 90 percent of Comecon members' land and energy resources, 70 percent of their population, 65 percent of their national income, and industrial and military capacities second in the world only to those of the United States. The location of many Comecon committee headquarters in Moscow and the large number of Soviet nationals in positions of authority also testified to the power of the Soviet Union within the organization.[3]
Soviet efforts to exercise political power over its Comecon partners, however, were met with determined opposition. The "sovereign equality" of members, as described in the Comecon Charter, assured members that if they did not wish to participate in a Comecon project, they might abstain. Central and East European members frequently invoked this principle in fear that economic interdependence would further reduce political sovereignty. Thus, neither Comecon nor the Soviet Union as a major force within Comecon had supranational authority. Although this fact ensured some degree of freedom from Soviet economic domination of the other members, it also deprived Comecon of necessary power to achieve maximum economic efficiency.[3]
* Association of Southeast Asian Nations
* Bilateral trade
* Commonwealth of Independent States
* Economy of the Soviet Union
* Eurasian Economic Union
* European Union
* Druzhba pipeline also as Friendship Pipeline also as Comecon Pipeline
* Five-year plans of the Soviet Union
* History of the Soviet Union
* Non-Aligned Movement
* State capitalism
* State socialism
* Planned economy
* Shanghai Cooperation Organisation
* Spartakiad
* Bolivarian Alliance for the Peoples of Our America
* Visegrád Group
* Craiova Group
* Warsaw Pact
1. ^ Stopped participating in Comecon activities in 1961, withdrew in 1987.
2. ^ Withdrew in 1990
3. ^ Russian: Совет Экономической Взаимопомощи (СЭВ), romanized: Sovét Ekonomícheskoy Vzaimopómoshchi (SEV), pronounced [sɐˈvʲetɪkənɐˈmʲitɕɪskəjvzɐˌimɐˈpoməɕːɪ(ˌɛsˌɛˈvɛ)]
4. ^ Russian was de facto national language of the Union.
5. ^ Stopped participating in Comecon activities in 1961 following the Sino-Soviet split.
1. ^ Michael C. Kaser, Comecon: Integration problems of the planned economies (Oxford University Press, 1967).
2. ^ For example, this is the usage in the Library of Congress Country Study that is heavily cited in the present article.
3. ^ a b c d e f g h i j k l m n o p q r s t u v w x y z aa ab ac ad ae af ag ah ai aj "Appendix B: The Council for Mutual Economic Assistance: Germany (East)". Library of Congress Country Study. Archived from the original on 1 May 2009.
4. ^ "СОГЛАШЕНИЕ между Правительством Союза Советских Социалистических Республик и Советом Экономической Взаимопомощи об урегулировании вопросов, связанных с месторасположением в СССР учреждений СЭВ". Archived from the original on 2021-06-12.
5. ^ a b c Bideleux and Jeffries, 1998, p. 536.
6. ^ Bideleux and Jeffries, 1998, pp. 534–35.
7. ^ Kaser, 1967, pp. 9–10.
8. ^ a b Bideleux and Jeffries, 1998, p. 535.
9. ^ W. Wallace and R. Clarke, Comecon, Trade, and the West, London: Pinter (1986), p. 1, quoted by Bideleux and Jeffries, 1998, p. 536.
10. ^ Bideleux and Jeffries, 1998, pp. 536–37.
11. ^ Elena Dragomir, ‘The formation of the Soviet bloc’s Council for Mutual Economic Assistance: Romania’s involvement’, Journal Cold War Studies, xiv (2012), 34–47.http://www.mitpressjournals.org/doi/abs/10.1162/JCWS_a_00190#.VQKof9KsX65.
12. ^ Dragomir, Elena (2015). "The creation of the Council for Mutual Economic Assistance as seen from the Romanian archives: The creation of the Council for Mutual Economic Assistance". Historical Research. 88 (240): 355–379. doi:10.1111/1468-2281.12083.
13. ^ Bideleux and Jeffries, 1998, pp. 539–41.
14. ^ Bideleux and Jeffries, 1998, pp. 541–42.
15. ^ a b Bideleux and Jeffries, 1998, pp. 542–43.
16. ^ Faudot, Adrien; Marinova, Tsvetelina; Nenovsky, Nikolay (2022-07-20). "Comecon Monetary Mechanisms. A history of socialist monetary integration (1949–1991)". mpra.ub.uni-muenchen.de. Retrieved 2023-04-20.
17. ^ Bideleux and Jeffries, 1998, pp. 543–34.
18. ^ a b Bideleux and Jeffries, 1998, p. 544.
19. ^ Bideleux and Jeffries, 1998, p. 559.
20. ^ Bideleux and Jeffries, 1998, p. 560.
21. ^ Bideleux and Jeffries, 1998, p. 553.
22. ^ Bideleux and Jeffries, 1998, pp. 560–61.
23. ^ a b c d e Bideleux and Jeffries, 1998, p. 561.
24. ^ Bideleux and Jeffries, 1998, p. 566.
25. ^ Bideleux and Jeffries, 1998, pp. 564, 566.
26. ^ Bideleux and Jeffries, 1998, p. 564.
27. ^ a b Bideleux and Jeffries, 1998, pp. 568–69.
28. ^ Bideleux and Jeffries, 1998, p. 568.
29. ^ Bideleux and Jeffries, 1998, pp. 571–72.
30. ^ Bideleux and Jeffries, 1998, p. 579.
31. ^ Abel Aganbegyan, quoted in Bideleux and Jeffries, 1998, p. 580.
32. ^ Bideleux and Jeffries, 1998, p. 580.
33. ^ Bideleux and Jeffries, 1998, pp. 580–82; the quotation is on p. 582.
34. ^ Bideleux and Jeffries, 1998, p. 582.
35. ^ Smolansky, Oleg; Smolansky, Bettie (1991). The USSR and Iraq: The Soviet Quest for Influence. Duke University Press. p. 25. ISBN 978-0-8223-1116-4.
36. ^ Zwass, 1989, p. 4
37. ^ a b Bideleux and Jeffries, 1998, p. 537.
38. ^ Bideleux and Jeffries, 1998, p. 538.
39. ^ a b Bideleux and Jeffries, 1998, p. 539.
40. ^ Bideleux and Jeffries, 1998, p. 540.
41. ^ Bideleux and Jeffries, 1998, pp. 540–41.
42. ^ a b Bideleux and Jeffries, 1998, p. 565.
43. ^ Bideleux and Jeffries, 1998, p. 569.
44. ^ Bideleux and Jeffries, 1998, p. 570 makes the assertion about this being the dominant view, and cites several examples.
45. ^ Bideleux and Jeffries, 1998, pp. 570–71.
46. ^ a b Cederlöf, Gustav (2023). The Low-Carbon Contradiction: Energy Transition, Geopolitics, and the Infrastructural State in Cuba. Critical environments: nature, science, and politics. Oakland, California: University of California Press. ISBN 978-0-520-39313-4.
47. ^ "Zašlapané projekty: Pražské metro – Česká televize". Česká televize. Archived from the original on 19 June 2010. Retrieved 8 May 2018.
48. ^ Zwass, 1989, pp. 14–21
49. ^ a b c Brown, J.F. (1988), Eastern Europe and Communist Rule, Duke University Press, ISBN 978-0882308418, pp. 145–56.
50. ^ Bideleux and Jeffries, 1998, p. 567.
* This article incorporates text from this source, which is in the public domain. Country Studies. Federal Research Division.
* Robert Bideleux and Ian Jeffries, A History of Eastern Europe: Crisis and Change, Routledge, 1998. ISBN 0-415-16111-8.
* Brine, Jenny J., ed. Comecon: the rise and fall of an international socialist organization. Vol. 3. Transaction Publishers, 1992.
* Crump, Laurien, and Simon Godard. "Reassessing Communist International Organisations: A Comparative Analysis of COMECON and the Warsaw Pact in relation to their Cold War Competitors." Contemporary European History 27.1 (2018): 85–109.
* Falk, Flade. Review of Economic Entanglements in East-Central Europe and the Comecon´s Position in the Global Economy (1949–1991) online at (H-Soz-u-Kult, H-Net Reviews. Jam. 2013)
* Godard, Simon. "Only One Way to Be a Communist? How Biographical Trajectories Shaped Internationalism among COMECON Experts." Critique internationale 1 (2015): 69–83.
* Michael Kaser, Comecon: Integration Problems of the Planned Economies, Royal Institute of International Affairs/ Oxford University Press, 1967. ISBN 0-192-14956-3
* Lányi, Kamilla. "The collapse of the COMECON market." Russian & East European Finance and Trade 29.1 (1993): 68–86. online
* Libbey, James. "CoCom, Comecon, and the Economic Cold War." Russian History 37.2 (2010): 133–152.
* Peykovska, Penka. "The Bulgaria - Hungary Relationship under State Socialism: with a Special Insight into Mutual Trading", 2024.
* Radisch, Erik. "The Struggle of the Soviet Conception of Comecon, 1953–1975." Comparativ 27.5–6 (2017): 26–47.
* Zwass, Adam. "The Council for Mutual Economic Assistance: The Thorny Path from Political to Economic Integration", M.E. Sharpe, Armonk, NY 1989.
* Faudot, Adrien, Tsvetelina Marinova and Nikolay Nenovsky. " Comecon Monetary Mechanisms. A history of socialist monetary integration (1949–1991)", MPRA 2022. Comecon Monetary Mechanisms. A history of socialist monetary integration (1949–1991)
* Germany (East) Country Study (TOC), Data as of July 1987, Appendix B: The Council for Mutual Economic Assistance, Library of Congress Call Number DD280.6 .E22 1988.
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History of the Drum Set: Evolution & Key Innovations
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Drums and Drummers – drumstutor
Introduction: Though it is thought by many that the drums are an uncommon instrument, all evidence shows the opposite. The drum is the oldest man-made instrument. The instrument available to all is the vox humana or, ‘the human voice’.
Beginnings:
The first recognizable ancestors of the modern drum kit were born in the Vaudeville era (shows during the 1880s’ and after), monetary and theater space considerations demanded that fewer percussionists covered more percussion parts. In military and orchestral music settings, drums and cymbals were traditionally played separately by one or many percussion instruments played by percussionists. The bass drum, snare drum, cymbals, and other were all played using hand-held drum sticks. Circa 1890, experimentation with foot pedals began. Many patented their systems such as Dee Dee Chandler of New Orleans 1904-05. Liberating the hands for the first time, this evolution saw the bass drum played with the foot of a standing percussionist (thus the term “kick drum”) and became the central piece around which every other percussion instruments would later revolve. Ludwig Mussier, William F. Ludwig, Sr., and his brother, Theodor Ludwig, founded the Ludwig & Ludwig Co. in 1909 and patented the first workable bass drum pedal system, paving the way for what was to become the modern drum kit.
The arrival of the modern drum kit and its repercussions:
THE ADVENT OF THE STEREO RESULTED IN MANY LIVE MUSICIANS AND DRUMMERS BEING DOWNSIZED
Clement Adler demonstrated the first two-channel audio system in Paris in 1881. In the 1930s, Alan Blumlein at EMI patented stereo records, stereo films, and also surround sound. BUT THIS INVENTION SAW THAT MUSIC AND DRUMS GAINED A MORE WIDESPREAD AUDIENCE…..
Now, I would love to get into the legendary classic rock drummers from rock and roll history, and our favourite drum kit manufacturers, but for now………..Let’s move on to the JAZZ HALL OF FAME DRUMMERS……with names such as: Max Roach, Steve Smith, Tony Williams, Steve Smith, Elvin James, Joe Morello, Gene Krupa and Buddy Rich…..and famous female jazz drummers Cindy Blackman, Teri Lyne Carrington. Copyright © 2013 https://drumstutor.wordpress.com
Drumset history
IN A CLASS OF HIS OWN
HAL BLAINE
Hal Blaine record Drums! Drums! a go go 1966. Hal Blaine, born Harold Simon Belsky, 5 February 1929, from Holyoke, Massachusetts is an American drummer and session musician. He is most known for his work with the Wrecking Crew in California. Blaine played on numerous hits by popular groups, including Nancy Sinatra, Elvis Presley, John Denver, the Ronettes, Simon & Garfunkel, the Carpenters, the Beach Boys, and the 5th Dimension. He has played on 50 number one hits, over 150 top ten hits and has recorded, by his own admission, on over 35,000 pieces of music over four decades of work. Blaine is a member of the Rock & Roll Hall of Fame, Musicians Hall of Fame and Museum and the Percussive Arts Society Hall of Fame. He is widely regarded as one of the most prolific drummers in recording music history.
Copyright © 2013 https://drumstutor.wordpress.com
Michael Miller is a best-selling and prolific writer, with more than 100 non-fiction books published over the past two decades. He’s known for his casual, easy-to-read writing style and ability to explain a wide variety of complex topics to an everyday audience. Collectively, his books have sold more than a million copies worldwide — not a bad accomplishment. He’s also an accomplished drummer, composer, and arranger. He’s written about all manner of music-related topics, including music theory, composition, arranging, drums and percussion, and the music business in general.
Drums as mentioned at the beginning, are old instruments, and so the history surrounding drums is vast and lengthy and would date back to prehistoric times. That makes writing the history of drums a long process. But that is not impossible. What is important is the role of drums in music history within modern civilization. An interview with Hal Blaine could provide just that insight that readers like to pick up on. Here is an Interview by Michael Miller of Hal Blaine from The Idiot’s Guide to Playing Drums, chapter 26 (edited to fit into this website, no changes made).
What Makes a Drummer Great…..
I have to admit, I’m an unabashed fan of Hal Blaine. To my regret, I was too young (and too self-involved) to be aware of Hal during his heyday, but I have come to appreciate him greatly in the years since. (Wisdom and maturity come with age, apparently–something else I’ve only recently learned!)
What is so great about Hal Blaine? First, you have sheer quantity. Name any 10 hit singles from the early 1960s through the mid-1970s, and chances are that Blaine played on three or four of them. When Dick Clark featured Hal on his Rock, Roll, and Remember radio program, he essentially played his normal song list–because when you play a list of Hal’s records, you’re playing the top hits of the era.
The second great thing about Hal Blaine is the variety of styles he had to play–and master. How many drummers do you know who could play for both Frank Sinatra and the Mamas and the Papas–and play the right kind of drums for each? When you read the list of artists Hal played for, and then consider how different these artists sounded, you really appreciate his versatility.
Beyond this versatility is Hal’s creativity, his ability to play just the right part for whatever song he was playing on. Sometimes that meant playing full-out, as on the Fifth Dimension’s “Aquarius/Let the Sun Shine.” Sometimes that meant playing a Buddy Holly-like tom-tom riff, as on Tommy Roe’s “Dizzy.” Sometimes that meant playing nothing but bass drum and snare drum, as on the Ronettes’ “Be My Baby.” Sometimes it meant playing something other than drums, as on the Beach Boys’ “God Only Knows.”
As I was writing this book, I had the good fortune to talk to Hal Blaine about his career, his opinions on today’s music industry, and his advice for beginning drummers. I found him charming and extremely entertaining, full of great stories and great advice; any drummer can learn something from this master.
Mike Miller (MM): I want to start out by congratulating you on your induction into the Rock and Roll Hall of Fame.
Hal Blaine (HB): That was fun.
MM: It’s good to see you and Earl Palmer and the studio guys finally
getting some recognition.
HB: I know, I know, and they cut it all out of the TV thing, which is really a pity. Earl was just livid. Personally, I couldn’t care less. It was 20 years ago, great. Seriously, who in the hell cares? The Rock and Roll Hall of Fame, you know, it’s nice, and that’s fine, and goodbye.
The one that I was very interested in was Bill Gates’ former partner, Paul Allen. He put this museum together in Seattle, called the Experience Music Project. They came down here with a film crew and filmed me. They’re going to have film running for as long as the museum is open each day–people like myself, different artists, different musicians, talking about music. The crew that came in here blew me away! They were the guys that just got the Oscar for Titanic!
MM: Well, Paul Allen can afford to hire the best. (laughs)
HB: Evidently! I didn’t realize that he’s a guitar player. Plain and simple. A very wealthy guitar player. (laughs)
MM: A big Jimi Hendrix fan, I hear.
HB: Yeah, well it was originally going to be called the Jimi Hendrix Experience, but then it became the Experience Music Project. They’re supposedly doing a magnificent job.
MM: Hal, one thing that every beginning drummer is fascinated by is how other guys got started. How did you get started playing the drums?
HB: Well, I had a couple of relatives who were drummers: a female, who was with an all-female orchestra, and a cousin, Bill, who was a drummer in some little band, and a brother-in-law who was a great trumpet player. So I was kind of around music growing up.
When I was a kid, my dad used to take me to work every Saturday at the State Theater in Hartford, Connecticut, and I would watch absolutely every band, every singer, every dance act–absolutely everything. And I got hooked on drums, being a showoff. You know, drummers are showoffs, and they get all the toys to play and hit. A guitar player has one guitar and a piano player has one piano, but a drummer has all this stuff to play. We’re built-in showoffs, and I guess we need attention. That’s how it works. My sister bought me my first little set of drums, and you start bangin’ on ’em.
MM: How old were you when you got your first set?
HB: Oh, I was about 11 or 12. I used to set them up on the front porch; we lived on the second floor. After school, with the kids coming home from school, I’d be up there banging my drums, getting the attention.
MM: When you were first starting off, were you taking lessons?
HB: No, I was the only Jewish kid in an all-Catholic drum and bugle corps, which was kind of a funny thing. The priest used to see me peeking through the bars, watching the guys play and march and everything. Finally, he came over to talk to me one time, and I told him I was a drummer. I wasn’t a real drummer, but I was a drummer. So he invited me in, and I got to play march music with the guys and march with the guys. It was really a lot of fun.
You know, one thing leads to another that way. Eventually we moved to California, and I was in high school, and I got in some little bands. I had my own little band and played around San Bernadino and up in the mountains of Lake Arrowhead and Big Bear Lake. You know, we used to play a job for $5 and a free chicken dinner. For real.
That’s kind of the way it starts. I went through the service, played USO shows, played Army bands, got out of the service, came home from Korea. I met some nice people in San Bernadino who wanted my band in this new nightclub that was opening up.
One of the top disc jockeys, Bill Bellman (he was known as Bill the Bellman), asked me if I could come into the radio station sometime. They had a studio, and he was a songwriter. He wanted to do demos, and he just happened to be a friend of mine. I’d go into the studio with him and several other San Bernadino musicians, great musicians. All black, by the way–most of my early days were playing with black musicians, it was just one of those things that happened. Anyway, we got to do all these demos with Bill the Bellman, which led to eventually being in Hollywood and doing demos for all the big songwriters, which led to, “These guys that did the demos, we better get them for the record.” So I’d had a certain amount of studio time behind me and studio experience when I really got my first big break and started working with Tommy Sands, who was a teenage idol in those days, and Sam Cooke. Sam Cooke was a major, major artist, and of course that led to Phil Spector, and the rest is history.
MM: If somebody were aiming for studio playing today, how would they go about it?
HB: First of all, studios are not like they used to be. Every kid has a garage studio today. They make their own demos. They have their own computer that plays their own drums and their own horns and their own violins and everything. The synthesizers that do all of that, the sampling that has been done through the years–there used to be companies advertising that they had me sampled, and Shelly Manne sampled, and various drummers, various other artists. You could buy those samples, and you could have me playing an entire track to no music–you write your own music to it, that type of thing.
So today it’s a different thing. Today, if you go in live–well, there’s not a lot of live recording going on anymore, like we used to do with Frank Sinatra, Dean Martin, and those kind of people that sang live. With the Beach Boys, we did live instrumental tracks, but they would go in and do their voices later. The same with Jan and Dean, and the Monkees, and the Partridge Family, and all those groups. I mean, I can’t tell you how many television pilots I did, from The Brady Bunch and on and on and on. We did everybody, because we were the new kids in town that knew what the words “rock and roll” meant.
And it was just crude, it was just a backbeat. There was nothing to rock and roll; it was nothing–but to the old established guys it was a dirty word. Rock and roll was just “dirty black music, and we’re not gonna play that.” So when rock and roll started to infiltrate the television shows, the movies, the commercials, and records, of course, whenever they were gonna do something, they said, “Call those rock and roll guys.” Well, that was us. That was the Wrecking Crew. The reason they called us the Wrecking Crew–that was a phrase really that I kind of coined. Because we were working with a lot of these old established musicians who’d been in the studios for 30 years, and they used to look at us; here we were in Levis and T-shirts, and smoking cigarettes–no drugs–and these guys would look at us, in their three- piece suits, and they’d say, “These kids are gonna wreck the business.” So we became the Wrecking Crew, and it got so that producers would call my secretary, and say, “We need that Wrecking Crew for so and so,” and she’d just book the dates. I mean, we were booked three months, four months in advance, sometimes.
MM: And you’d be playing, what, three dates a day?
HB: Probably a minimum of three dates a day, sometimes four, up to seven.
MM: Pretty much the same cats playing?
HB: It was me and a nucleus of rhythm players, you know, bass players and guitar players. Later they would bring in their own strings, their own horns, that kind of stuff–if they were gonna do that.
I’d do rock and roll records in the beginning. You can listen to Sam Cooke, “Another Saturday Night”–I think it was H.P. Barnum who was the arranger. Those were the kind of records that we were doing that the old established guys were saying, “That music is terrible, it’s filthy, it’s awful, it’s not music.” They had no idea–and within a year they were begging us to work with them. After all, I became the big contractor, and a lot of us became leaders, and these guys had their noses up our asses. At the beginning they hated us and then all of a sudden they loved us because we had work.
MM: When I was a kid, I remember reading an article in Life or Look or one of those magazines about a drummer–later on I realized it was you–that everybody wanted the Hal Blaine sound to make a hit record, and if they couldn’t book you, they’d book your drums.
HB: It wasn’t that they couldn’t get me, but if somebody was doing a date with their own group and they wanted my sound, they would ask if they could rent one of my sets for their drummer. I had about a dozen sets of drums then. I had a guy that took care of my drums exclusively, and he still is–this is his 36th or 37th year with me, taking care of my drums. And he would, you know, deliver the drums and set them up for whoever and then pick them up after the session.
Drum Note
Hal’s long-time drum tech is Rick Faucher, a legend in his own right. Over the years, Rick has worked with Hal, Jim Keltner, and many other L.A. studio drummers.
The rental was putting me on the contract, which today, of course, has managed to give me my pension from the union. Because every job that we did, it was an employer’s pension, and I did so much work, obviously, in those days, and built up that pension.
MM: What kind of set were you playing back then?
HB: I had a little four-piece set. I started out with Ludwig, then I had some Rogers, then I went with Pearl.
In the early 1960s, I designed a set that completely changed the drum world. We went from a little three-, four-piece set of drums; I built a set of drums with an octave of tom-toms so that I could make those long filling rolls rather than just one or two or three tom-toms.
Drum Note
Hal’s groundbreaking set of eight tunable concert toms were eventually popularized as Octaplus toms from Ludwig.
MM: Who made that set for you–was that Ludwig?
HB: No, no, no. I stupidly gave it to them. I was a Ludwig drummer, and they were thrilled. I introduced that set–my set of drums–on an Ed Sullivan special, and every drum company in the world within three months was putting out that set of drums. Like a fool, I never patented anything; I didn’t get a design patent or an actual patent. When I do clinics today, one of the first things I do is talk about that if you come up with any design or anything, you get yourself a design patent, which is the easiest thing in the world–costs you nothing.
There’s a little item out there called the ching-a-ring. Well, I made a ching-a-ring out of a tambourine, probably 1959. I was using that on my hi-hat–I still have the original tambourines here that I was using. I should have put a design patent out on ’em, and before you know it, companies are making ching-a-rings.
MM: I’m amazed, listening to the old recordings, how many of the songs really didn’t have traditional drums or traditional drum beats on them. I think back to a lot of the stuff with the Beach Boys, the song that you played the orange drink bottles on.
HB: That was just a matter of percussion sounds, coming up with different sounds. I remember playing my snow tire chains on “Bridge Over Troubled Water.”
MM: Great sound.
HB: You know, I just used to–I don’t know, perhaps it was my creativity. I wanted to know what the song was about, and wherever it led me, that’s where I would come up with a certain sound that they wanted, certain sounds.
MM: One thing I find is that a lot of drummers just play too much. When do you know when not to play?
HB: Well, you know, that comes with experience, learning that less is more. That one good knock in the right place is worth a million sixteenth notes.
Kids today don’t listen. I’m amazed–when I go into a studio today, if I go into a studio that I haven’t been playing in for some time, where the guys don’t know me, everybody has headsets, and the engineer says to me, “Hal, what do you want in your headsets?” And I say, I just want a little bit of everybody and just a touch of the singer, and no drums. They say, “No drums?” That’s right. I don’t want any drums in my headset. “Why is that?” Well, I don’t have to play with me, I have to play with six or seven or eight guys out there. If everybody listens a little bit to everybody, you’ll play together. But these guitar players get in, and they say, “I wanna hear my guitar, turn me up, turn me up”–it’s crazy. All of a sudden they’re playing with themselves. They’re not listening to anybody else.
They just don’t make music today the way we used to make music. Now maybe each generation has said that, but it’s the truth. There’ll never be another golden era like the Sixties and Seventies, part of the Eighties. It has all changed. I mean, you can’t understand the lyrics today, these kids screaming. These drummers who are using baseball bats for drumsticks. I mean, it’s hysterical.
When guys look at me, when they see the Hal Blaine signature stick, they say, “My goodness, how can you play with that little light stick?” I say, first of all, I got microphones on me. I don’t have to play loud. I play what I feel. I play dynamics. Now if they want me playing really heavy, I’ll just turn the sticks over and use the butt ends, it really doesn’t matter. I don’t need the sticks that these guys are using– they’re building muscles and they’re getting cramps and they’re hurting their fingers and they’re getting deaf.
MM: I’m still amazed by the versatility you guys had back then.
HB: Yeah. In the morning I’d play on some rock and roll record, then I’d be doing Barbra Streisand records, some of the most beautiful music in the world, and then three hours later I’d be in playing a Latin session. I mean, it just went on and on and on. It’s amazing to me, and I guess amazing to a lot of people, that we could do that. It was wild, but we were guys who, at that time, had that experience, and we could do it.
MM: It was an amazing era, and great stuff came out of it. They don’t make ’em like that anymore.
HB: I know. They really don’t. It’s really a shame, but, you know, it’ll come around again. I remember the big bands, and I was a big-band drummer, that was my meat. I was with Count Basie, I was working with lots of big bands. It was wonderful, and I loved it. But the big bands were getting crazier and crazier, the arrangements were getting wilder, the chords were more dissonant, where it really wasn’t pleasant to the ear–even to the ears of the musicians! It finally wound up with Stan Kenton playing all this wild music, I mean, it was wild! Then all of a sudden this guy came along with a quiet little trio, Capitol Records, and turned the whole recording business upside down. His name was Nat King Cole. Quiet, little wonderful music.
So people who were really getting enough of the Stan Kentons and these wild bands who were just blowing their brains out, all of a sudden Nat King Cole came along, and you could hear every word. It was impeccable, and his music was beautiful.
One of the saddest parts of my career was, after he died, going in and putting drums on all his stuff. He had a fine drummer, Lee Young, but Lee played quiet little brushes; you never knew he was there. Dave Cavanaugh, who was one of the big producers of the time, a great arranger at Capitol, decided, let’s update, put some real drums on Nat’s stuff. So I spent, I don’t know, a week or so, everybody crying in the studio listening to Nat on tape, talking in between takes, and so forth. Really very, very sad. Very sad.
All this music that we’re listening to today that’s so crazy–people are coming along, like this chick Diana Krall, she’s playing very quiet. I think she’s eventually going to turn the tables around where everybody starts coming out with kind of a quiet version of songs.
MM: I’ve always seen a trend more toward simplicity, over time.
HB: Oh, absolutely! Less is more. It’s one of the things you learn.
MM: When MTV had all those “unplugged” concerts, that was kind of that trend. Take the electronics away, strip down the instrumentation, and see what it sounds like.
HB: Right. That’s one of the wild things about David Grisman. He has this wonderful company, and he’s made over 30, 35 albums. We’ve done records with Jerry Garcia, various people, but acoustically. He will not have anything electric on his records. You listen to these albums, they’re magnificent. And he sells a lot of albums, a lot of albums.
MM: You worked with John Denver for a long time, right?
HB: Working with John Denver is the perfect example of how we used to build a song. John would sing the song; we would all produce our own parts. When we were ready to make it, we would yell into the booth to wake up the producer, who was sleeping there or doing a crossword puzzle, and we would make a record. I had 10 major hits with him, 10 major albums through those years.
MM: You’ve done studio drumming, you’ve done live drumming, you were on the road with John Denver. For a beginning drummer, what’s the difference between doing studio and being on the road?
HB: The difference is, when you’re working a live performance, you’re getting immediate response to what you’re doing. People are screaming, and they love what you’re doing. People are listening with their eyes. You become more of a showman when you’re on stage.
People listening to records–when you’re in the studio, you’re playing music. You don’t have to show off, so to speak. You don’t have to raise your arms a little higher than normal. Things like that, the little tricks you learn–you know, how to jump up out of your seat on the very end of the song–those kind of things that you do onstage.
Another difference is that you can have an awful lot of fun on the road because when the show is over at night, you know that you’re going to get a good night’s sleep and have a nice breakfast in the morning. Especially the John Denver show. We never carried a bag; our bags where all numbered, they were always in your hotel room whenever you arrived. I mean, it was just the most incredible job, probably ever, in show biz. And everybody made money.
Nowadays, as you know, all you have to do is look at VH1 to see where are they now. You know, these guys are homeless and living in the streets, and they made millions and they put it up their nose or in their arms. Of course, now that they realize how foolish they were, they want to start the band over again. It doesn’t work. Today, the demographics of record buyers are from 11 years old to about 24. They don’t want old people anymore. They want young kids; they want little gorgeous chicks. You see this on MTV and VH1 when they’re doing videos. It’s just the way it is. It’s hard to understand the songs because everybody’s playing as loud as they can, and the singers are not really trained singers–they’re people just out of high school or whatever, and they’re screaming. They’re just hollering, and you don’t know what the heck they’re saying.
But, I’m not a young kid anymore. You know, if I was a young kid in high school, and that was the trend, and we were all 15-year-olds, maybe I’d be going along with that.
I know that there are an awful lot of fine musicians out there, and they’re all trying hard; they’re studying hard. I try to tell drummers, you’ve got to know how to read music. How do you expect to walk in and sit down with maybe a 60-piece orchestra when they put a part in front of you? You know, it’s the old joke, how do you get a drummer to quiet down? Put music in front of him. (laughs)
MM: When you do your clinics and you talk to the drummers, what mistakes do you see a beginning drummer making?
HB: The first thing is, they don’t want to study. They just want to get in and play music. They want to play their favorite rock and roll song that they’ve heard 2,000 times on the radio or on their CD player at home, and now they’re a drummer because they’re playing exactly what the drummer played on the record. They think that’s all they have to do, and they start these garage bands and they play cover songs. But how in the hell can they possibly be creative and play their own songs?
You know, it’s easier to hit the lotto than hit the jackpot with a group. There are 10 million groups out there, and record companies don’t sign groups anymore today. I shouldn’t say that–sometimes they do. But if you have a band today, and you write songs–let’s say 12 or 14 songs- -and you record them–they’re not bad, you know, halfway-decent commercial–you can get them burned on CDs for next to nothing. You can have them packaged for next to nothing. And every time you go out and play somewhere, you sell your own CDs.
Now, I know, from heads of record companies, that they watch some of these sales. I know there was one big group, Smashing Pumpkins or Hootie and the Blowfish, all of a sudden there was some group that was selling something like 30,000 records almost every two months. Well, that’s when a record company takes notice. They’ll go in and offer them a lot of money, to put the record on their label.
It’s not like the old days. It’s not like you went in, you worked on a record in the studios, and so forth. It just doesn’t work that way today. That’s why it’s such a long shot for a drummer to really make it.
I think the last guy to really start to happen, along with me and after me, was Jim Keltner. Fine drummer. Fine, fine drummer. You know, he’ll even tell you, I was the guy that started recommending him for work. Even Jim, now he’s out on the road today with Crosby, Stills, Nash, and Young, he’s out there because he’s making more money on the road than he’s ever known in the studio. Studios are just not happening anymore. If you’re going to be a sideman, so to speak, you have to be with a group that’s out there making it, and making money.
It’s such a long shot today, it’s a shame.
Aside from popular music, there are a lot of musicians, who are fine, fine musicians; they study classical music all their lives, and they go into a symphony orchestra. Well, a violinist can always find work because they use 20, 30, 40 violins in a symphony orchestra. And if it’s not this town, it’s the next town or the next town.
But a drummer, there’s only one drummer in a band. If you’re lucky enough to get into that band, whatever it is, whether it be pop or classical, you’re very fortunate to have a job.
I hate to discourage guys, but damn it, it’s a fact of life!
MM: It’s a tough industry–like you said, there’s only one drummer in a band. But I’ve been surprised at how noncompetitive–how friendly and cooperative–most of the people in the drumming community are.
HB: That’s true. Drummers are all friends. I mean, when we, the so- called rock and roll Wrecking Crew came along, we were all guys working in nightclubs, making a hundred bucks a week. All of a sudden we’re making a thousand dollars a day. Now, that’s one hell of a leap! Like falling into a vat of chocolate. And you gotta be friends.
One of the things I used to tell the guys when I was contracting was, “If you smile, you stay around a while. If you pout, you’re out!” Because a lot of guys would walk in, look at their music, and say “Eh, the same s**t today,” or “What kind of s**t are we playing today?” Well, the microphones are on and producers hear that, then they’ll come to me and say, “I don’t want that guy around here! I want guys who want to play on my records.”
So that’s one of the things I used to tell the guys. So everybody was friendly. Everybody loved one another. There were no arguments, there were no fights. Fortunately, during our era, there were no drugs. Rarely were there drugs.
The Mamas and Papas was a different story. They had lots of drugs. Coming out of the Mamas and the Papas, Michelle Phillips, who became quite a great actress–she does a lot of movies, she recently married an old buddy of mine who’s a plastic surgeon–she’s the only one, really, who didn’t do drugs. The rest of them, you know, Denny was always drunk, jumping out of windows and breaking his legs. John Phillips had a liver transplant, and now he’s drinking again. Cass, of course, unfortunately passed away.
I look at all these groups, there’s something like 175 groups that I worked with, did their records, and there may only be a couple of guys still out there. Freddy Cannon goes out once in a while to do something. Gary Lewis still goes out to do something once in a while. He’s one of the few guys that won’t admit that I played drums on his records. I played on his records, I played on his father’s records, I was doing movies with his father. I mean, it’s ridiculous, I’ve got pictures in the studio, of him sitting, you know, fooling around with my drums! He’s the only guy who said, oh no, he played his own drums on his own records. Total BS.
I do need to say, when it came to the Monkees, for an example, they really did play music, but they didn’t make their own records. Now I remember one night, there was this big, big thing that hit Hollywood: The Monkees do not make their own records. I mean, it was the scandal of scandals.
MM: But nobody made their own records back then…
HB: That was common knowledge, but not necessarily to the general public. To the kids, all of a sudden this thing came up, the Monkees do not make their own records. So, in order to straighten that out, they took the Monkees, and they had them in the little Studio C at RCA one night. Coincidentally, we were in Studio A making Monkees records. Closed session, nobody could get in there. In Studio C, all the press, all the media was there, all the TV guys with their cameras, taking pictures of the Monkees playing music, and singing. (laughs) So, that kind of took care of that.
A lot of guys are constantly asking me, still, didn’t it bother Dennis Wilson that you made the records with the Beach Boys? Well, Dennis loved that I made the records because he could be out surfing and motorcycling and boating and you know, nothing but chicks and boozing and getting in car crashes. (laughs) That was Dennis. The proof of the pudding is when he made his own album, he hired me. (laughs) He really didn’t mind.
There was only one drummer that did. When I did the Byrds, that was the only drummer that pissed and bitched and moaned, and Terry Melcher, the producer, had to tell him to shut up and sit the f**k down! (laughs) Anyway, they were thrilled at the end, because right out of the box came “Mr. Tambourine Man.”
MM: Of all the people you played with, is there anybody you wanted to play with that you didn’t get to?
HB: There are many people, obviously; there were lots of people in those days that I did not get to work with. But they were mostly people who did have their own group and had good musicians, and went in and made their own records.
MM: It seems that the ones you weren’t playing on, Earl Palmer was.
HB: Right! Exactly, I was just gonna say, “You’ve Lost That Lovin’ Feeling”–I was in England. I was always Phil Spector’s drummer, so Earl got to do that, and it was a big hit. I mean, it was Phil Spector producing. Everything he did was a big hit.
MM: What drummers do you listen to today–who do you like?
HB: There are some fine drummers out there. I have friends like Gregg Bissonette–very, very fine drummer. Kenny Aronoff, that I see with so many groups, knows just how to play–like I said, less is more. Of course, Nashville discovered drums about 15 years ago, so Paul Leim and those guys are down there, and country music has become rock and roll, and they’re just playing rock and roll what we were all playing in Hollywood, and they’re doing a great job.
MM: What advice would you give to a new drummer, just starting out?
HB: Study. You know like they say, location, location, location? Study, study, study. Practice, practice, practice. Because practice makes perfect. You’re not gonna get anywhere if you haven’t studied because you walk into a band and they throw that music in front of you–how in the hell are you going to play a song? Unless you happen to know it backward. Now what if it’s a brand-new song?
What is music? Music is only a roadmap. You start here and you end here, but in between there may be some stops and starts and left turns and right turns, and so forth. That’s all music is. Everyone is reading the same part, that’s so that everyone–whether it’s a five-piece band or a thousand-piece band–everybody starts at the same downbeat and ends at the same place.
It’s only a roadmap, and if you can read English, you can read music. I’ve heard guys say, “I don’t want to have to read notes because it’ll hurt my soul.” Well, that’s such BS, absolute BS. If you can read the newspaper or a comic book, you can read music. It’s no different. You learn to read in groups.
When you first started to learn to read English, you were reading, “the,” “man,” “dog,” “cat,” “c-a-t.” Music is no different. When you first learn it, you’re learning your one-e-and-ahs and two-e-and-ahs and so forth, but before you know it, you’re reading in groups. Now when you read a newspaper, you don’t think about the word “the,” “can,” “run,” “cat,” “go,” “stop.” You don’t think about those things. You’re automatically reading them. Once you start reading music you learn to read in groups. Bop bop, bop bop, dadadadadot, dadadadadot. Once you’ve practiced it and studied it, you don’t think, “one-e-and-ah two, one and two and”–you don’t think that way; you think in groups. So you automatically do it without thinking about it.
Once in a while you run into a figure that an arranger has written that’s really difficult, and you go back to the old, “Let’s see now, this is one- and two-and-ah three-and four-and one-and.” You spell it out and then you’ve got it. But if you don’t know those basics, you can’t do that.
The hardest thing I ever did was a movie called The Carpetbaggers, with an incredible arranger who writes some of the most difficult music in movies. He writes a lot of stuff in six. I walked into this session–why I even got hired, I don’t know. But I walked in and the percussionist saw me, and I didn’t know this percussionist. He was an older guy, and he was one of those guys that read fly specks. I mean, he played all these marimba and xylophone parts on all the cartoons, for years. One of the great, great guys, terrific guy. He saw me looking through the music and sweating. He came over and put his arm around me, and said, “Look, there’s no problem, we run into something here, we just talk it out. Nobody has to know.” And it was beautiful, and it came out great! It would go from six to three to four to two to one, unbelievable stuff. And it worked out fine.
Drum Note
The score to The Carpetbaggers was written and arranged by award- winning composer Elmer Bernstein, who has created the soundtracks for hundreds of Hollywood films from 1951 to today.
So, if I hadn’t had some kind of basic training, I could have never done that in a million years. That’s all it is.
The advice that I give kids is that you must learn how to read music. Because then you become a part of the joke, you know. What did the drummer say on his very first professional job? “Would you like fries with that order?” (laughs) What does a drummer say when he knocks on your door at night? “Dominos!” You know, you’re either gonna be a drummer or you’re gonna work in a fast food joint, and that’s all there is to it.
There are so many things that I try to explain to kids when I do clinics. When you drive a car, if you remember when you first started driving, maybe you were 12 or 13, and you were learning; you couldn’t wait till you were 16. Finally you’re driving, and now you’re scared to death; you’re shaking all over, you’re looking ahead, you’re trying to see a light, remember to step on the brake, step on the gas, turn on your signals… Well, within three months or four months, you’re now looking at people, you’re waving to people, you’re listening to the radio, you’re not thinking because you’re automatically seeing that light coming up that’s green or red; you’re automatically stepping on the brake or the gas or turning on the street you’re supposed to turn on. You don’t think about it. You’re not saying to yourself, “I’m going to turn here and then I’ll step on the brake and then I’ll turn…” You don’t think that way. Reading music is the same way. You don’t think about it; you’re just doing it. You’re playing those licks–they’re just in groups. Every time you see those triplets, dadada dadada dadada, you know what they are. Not the first time, but by the fifteenth or twentieth time.
So, I guess that’s my advice.
MM: That’s great advice, Hal. Thanks for spending the time talking. HB: My pleasure.
Drum Note
For more information about Hal Blaine–past, present, and future– check out his Web site at www.halblaine.com.
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Last modified: February 03, 2007
Artists with whom Blaine has recorded:
Some of the famous musicians with whom Blaine has worked include: Elvis Presley, The Beach Boys, The Ronettes, Jan and Dean, The Mamas & the Papas, The Byrds, Johnny Rivers, Elkie Brooks, The Association, Sonny & Cher, The Grass Roots, Gary Lewis and the Playboys, Frank Sinatra, John Lennon, Neil Diamond, Simon & Garfunkel, John Denver, Paul Revere & the Raiders, Captain & Tennille, The Carpenters, Henry Mancini, The 5th Dimension, The Supremes, Barbra Streisand, Nancy Sinatra, Diana Ross, Dean Martin, Jon Mark, Sam Cooke and The Partridge Family.
NOT SURPRISINGLY, THE BEST DRUMMERS IN ROCK HISTORY BELONG TO THE BEST BANDS IN ROCK HISTORY
Ian Paice
THE WHITE STRIPES
MANY LISTS FOR THE TOP 50 DRUMMERS IN CLASSIC ROCK HISTORY HAVE BEEN DRAWN FROM VOTING. HERE IS A TOP 50 COUNTDOWN:
THE GREATEST DRUMMERS IN ROCK
From page 41 of Classic Rock Magazine June 2005
Guest Editor Matt Sorum wanted a feature on the best 50 drummers in rock, so that’s exactly what we’ve done.
To get our definitive rundown, we went to the experts: Classic Rock polled the staff and students of the UK’s leading drum schools: the Academy Of Contemporary Music in Guildford, the Brighton Institute Of Modern Music, and London’s Drumtech. On top of that, we consulted our sister magazines Metal Hammer, Total Guitar and Rhythm (Britain’s top drumming mag, so they should know what they’re talking about), as well as picking the brains of our own writers, some top-notch drum technicians and a whole host of professional drummers (including Chili Pepper Chad Smith).
The rules were simple: they had to nominate their Top 10 rock drummers – so please remember that before complaining about why some of those shit-hot jazz cats aren’t in our list. The results were compiled from those votes.
Oh, and if you’re wondering why Mr Matt Sorum didn’t make our Top 50 – well, seeing as he instigated it, he was automatically disqualified. He does, however, dish the dirt on his Magnificent Seven…
50 TOPPER HEADON Band: The Clash Defining moment: The powerhouse of drumming that backs I Fought The Law Jazz-trained, Nicky ‘Topper’ Headon was the one proper musician in The Clash: a skinny ball of energy that transformed the band’s sound.
49 DANIEL ERLANDSON Band: Arch Enemy Defining moment: The Burning Bridges album This Swedish monster has helped to take European metal into the 21st century. Arch Enemy are a significant force on the current scene, propelled in no small part by the concussive and creative rhythms of this man.
48 DENNY CARMASSI Band: Montrose, Heart, Coverdale/Page Defining moment: Montrose’s Rock Candy Carmassi made his name on the celebrated, self-titled Montrose debut in 1973. This not only was a pioneering release for hard rock, but Carmassi shines in his ability to combine power and precision, while never losing a grip on the groove.
47 VINNIE PAUL Band: Pantera, Damageplan Defining moment: Pantera’s Cowboys From Hell The godfather of modern metal drummers, Vinnie Paul’s ferocity helped fuel a unique metal sound. He’s also shown himself to be adept as a producer as well, but the tragic shooting of his brother, guitarist Dimebag Darrell, has left a question mark over future plans.
46 TOMMY ALDRIDGE Band: Black Oak Arkansas, Whitesnake, Ozzy Defining moment: His live solo, playing with his bare hands
A veteran on the US hard rock scene, Aldridge’s name was always on shortlists when top names were looking for a drummer. Despite his reputation as a journeyman, he is a passionate performer and also has the technique to adapt to any demands.
45 TICO TORRES Band: Bon Jovi Defining moment: King Of The Mountain When Bon Jovi broke big in the 80s Tico Torres had played on no less than 26 albums. A jazz fan, who also loves Zeppelin, Torres sublimates his performance to the song and never overplays.
CINDY BLACKMAN44
Band: Lenny Kravitz Defining moment: On stage with Kravitz Female drummers are rarely regarded as anything other than a novelty. Not so Cindy Blackman. Her jazz background gave her a solid grounding, and she’s used this to major effect with Lenny Kravitz, proving that she can get with the funk-rock groove.
SORUM SAYS…
“Cindy Blackman used to drum for Lenny Kravitz. I went out with her for a while. It was great – we’d make out, then talk about paradiddles! She’s a beautiful girl, and a great jazz drummer. We drifted apart unfortunately. I love jazz. I love John Coltrane, Mahavishnu Orchestra. I never understood punk rock. I always thought it was a load of crap. I’m a muso, I believe in studying my craft. When I joined Guns people said my style was more muso – less punk rock than Steven Adler. I liked that.”
43 BILLY COBHAM Band: Mahavishnu Orchestra, Miles Davis Defining moment: His Spectrum solo album In the 70s, the term ‘fusion’ became trendy, but nobody embodied this better than Billy Cobham.
With jazz great Miles Davies, then as part of the Mahavishnu Orchestra, he fluidly consummated the union of jazz and rock. Cobham always embraced modern technology, adapting his own remarkable skills, for instance, to include electronic drum kits.
NICK MASON
Defining moment: Summer Of ’68 Often disregarded when Pink Floyd’s influence and importance is analysed, Mason’s rather understated and unfussy approach perfectly suited all incarnations of the band. He adapted easily to the demands of Syd Barrett, Roger Waters and David Gilmour.
41 BRAD WILK Band: Rage Against The Machine, Audioslave Defining moment: RATM’s Killing In The Name Being part of Rage Against The Machine in their early days was a real challenge. The band weren’t afraid to confront authority to get their political points across, and musically their hybrid of metal, punk, rap and funk could easily have degenerated into a confused mess. A constantly restless musician, he took strange risks, such as replacing his tom toms with cowbells, “just for the challenge”.
40 CARMINE APPICE Band: Beck, Bogert & Appice, Vanilla Fudge, Cactus Defining moment: Fudge’s You Keep Me Hanging On One of those names you’ve seen on countless albums, Appice has worked with Rod Stewart, Ted Nugent, Ozzy and Jeff Beck. Never fazed by the situation, some regard him as being one of the players who helped invent the whole heavy drumming style with Vanilla Fudge in 1967. A shameless self-publicist, he has always demanded to be involved intimately with every project he’s worked on; Appice is far more than a sticksman for hire.
39 IGOR CAVALERA Band: Sepultura Defining moment: Mass Hypnosis from the Beneath The Remains album The man who started the Brazilian foursome with his brother, guitarist/vocalist Max, Igor has become the heart, soul and conscience of a truly innovative band. Over the years, he’s played on record and live with percussions from all over the world, and has never been caught short in meeting these challenges.
38 BRIAN DOWNEY Band: Thin Lizzy Defining moment: The Live Fr Dangerous album Brian Downey co-founded a band called Orphanage in 1969 with his mate Phil Lynott. We know them better as Thin Lizzy, a name they adopted a year later.
And it’s with Lizzy that Downey will always be associated. Apart from a brief period in 1978, when he left to be replaced by Mark Nauseef for an American tour, the drummer’s been ever-present, his quietly efficient style marking out the landscape for the skills of others.
37
ROGER TAYLOR Band: Queen Defining moment: Radio Ga-Ga There was a wealth of talent in Queen: Freddie’s awesome voice and songwriting, May’s unique phrasing and songwriting, Deacon’s playful bass- playing and songwriting. And then there’s Roger Taylor. Not only a great drummer – he’s a man who manages to combine a pop and even funk approach with moments of ferocity (Seven Seas Of Rye and Hammer To Fall) – he’s a songwriter and singer too: the man who wrote Radio Ga-Ga, and supplied Queen with many of those fantastic vocal harmonies. And he has his celebrity fans…
SORUM SAYS
SORUM SAYS…
“Roger Taylor inspired me in so many ways. He was actually the first rock star I ever saw in real life. I was 15. It was at the Bar & Grill in Hollywood and
he pulled up in a Rolls-Royce, wearing this great suit, with a girl on each arm. He had such a sense of style, and I’ve always tried to emulate that. I played with him once at the Freddie Mercury tribute concert at Wembley and he was dressed totally in white denim. I told him, ‘You can sing like a motherfucker!’ He encouraged me to sing too. I have stood up front in covers bands and stuff, but it’s a very different animal. I can understand why singers get so crazy: they have nothing to shield them.”
36 THUNDERSTICK Band: Samson, Thunderstick Defining moment: His cage. No, really.
He was so dangerous, he had to play drums locked inside a cage! That’s all you need to know about Thunderstick. (The fact that the cage was of wobbly Meccano and couldn’t have contained a septuagenarian Bassett hound was neither here nor there.) Thunderstick started in a very early Iron Maiden line-up but came to prominence in NWOBHM’ers Samson. His real name was Barry Graham and he wore a sadomasochistic mask to hide his bright ginger hair. Good drummer, too.
35 RAT SCABIES Band: The Damned Defining moment: Machine Gun Etiquette – the album and especially the title track The first UK punk single, New Rose, opens with Rat’s pounding beats. An unstoppable and anarchic force, he never let up – even by the time of their goth-pop crossover Phantasmagoria in ’85 he was adding epic
beats to tracks like Street Of Dreams.35
34 MATT CAMERON Band: Soundgarden, Pearl Jam Defining moment: Soundgarden’s Spoonman Not content with being in one of Seattle’s biggest exports as the sticksman for Soundgarden, upon their implosion he took up the drumstool for fellow Seattlites Pearl Jam. Equally adept at bludgeoning rock or subtle, brush-led laid-back grooves.
33 TERRY BOZZIO Band: Frank Zappa, Missing Persons, The Knack Defining moment: Black Page, written for him by Zappa as a challenge
One of the elite who are constantly being harassed by the biggest names in music to record with them, Bozzio is unique. His work with so many artists – from Zappa to UK, Missing Persons to Jeff Beck – is recognisable for its occasional contempt for convention.
32 TRAVIS BARKER Band: Blink 182/Transplants/Box Car Racer Defining moment: The Box Car Racer album Pop-punk drummers rarely attract attention, but then Blink 182 have become more than just another big- selling band. One reason is Barker, a man with a sense of the dramatic, as well as influences that take in electronica, dance, punk, rap and jazz.
31 JIMMY CHAMBERLIN Band: Smashing Pumpkins/Zwan Defining moment: Pumpkins’ Siamese Dream album It says much about Jimmy Chamberlin’s reputation that, having fired him from the Smashing Pumpkins in 1996 because of his drug problems, Billy Corgan decided to take him back three years later. An intelligent percussionist with a wide-ranging talent.
30 SIMON KIRKE Band: Free, Bad Company Defining moment: The song Bad Company Few people ever get the chance to play with one seminal band. Simon Kirke has done it twice. He found his niche before he was 20 with Free, and in 1973 he helped put together Bad Company. He’s an accomplished songwriter, too.
29 JOEY KRAMER
Band: Aerosmith Defining moment: Sweet Emotion Steven Tyler and Joe Perry get all the accolades, but where would Aerosmith be without Joey Kramer? He’s been a constant from the start with a band who’ve had their trials and tribulations. While he’s more than able to deliver blistering solos, Kramer’s philosophy has always been: “Less is more. I play hard, but I like to play with feeling. I am more interested in the groove”.
28 SCOTT ASHETON Band: The Stooges Defining moment: I Wanna Be Your Dog Before switching to a regular kit and pioneering a hard-hitting, simplistic style that’s since been adopted by virtually every drummer in punk, the man that Iggy Pop likes to call Rock Action used hammers on empty oil barrels at early Stooges shows.
PHIL RUDD 27 Band: AC/DC
Defining moment: Dirty Deeds Done Dirt Cheap As important to AC/DC as Charlie Watts is to the Rolling Stones, Phil Rudd has (like Watts) suffered from being massively underrated, because what he does seems so simple. Don’t believe a word. If that was the case, then his absence from the band between 1983 and 1994 wouldn’t have been as keenly felt as it was. Rudd is vital to the sound of one of the great bands.
SORUM SAYS…
“I love records with a sense of space, and Phil Rudd was a big part of that spacious sound you hear on Back In Black. An amazing drummer. I want to fight for that on the next Velvet Revolver album actually. Everyone always wants to fill every space with guitars. I just want to let things breathe.”
27
LARS ULRICH Band: Metallica Defining moment: Being the man who pushed Metallica into the major league Ulrich, the Danish-born tennis prodigy who loved NWOBHM, is now a co-founder and leader of one of the most important bands in metal history. Not renowned as a virtuoso drummer, his true worth has proven to be not just musical, but in his sense of vision, focus and grim determination to make his band into the biggest in the world.
25 VINNIE COLAIUTA Band: Frank Zappa Defining moment: His self-titled solo album in ’94 Although not a household name, Colaiuta is the sort of drummer who attracts attention from his peers whenever he plays. He started off hitting his parents’ pots and pans, but has long since left that activity behind, going on to work with Frank Zappa, Joni Mitchell, Air Supply…and even Christina Aguilera!
24 JEFF PORCARO
Band: Toto
Defining moment: Unfortunately, his unusual garden-related death Jeff will always be known for the announcement that he died in 1992, after a ‘bizarre gardening accident’, but Porcaro was among the most in-demand session drummers of his generation. While he made his name with Toto, he worked with everyone from Steely Dan to Manhattan Transfer, The Bee Gees to Pink Floyd.
Why? Because he could adapt to any situation.
23 TAYLOR HAWKINS Band: Foo Fighters Defining moment: All My Life Try being in a band led by one of the all-time great drummers – that’s the challenge Taylor Hawkins faces. It’s the sort of situation that might have buried lesser mortals but Hawkins has always been his own man, doing the job as he sees fit, not as Foo frontman and former Nirvana drummer Dave Grohl might do it. The results have been a pleasant balance between light and shade, with little hint of pretentious posturing. In other words, perfect for the Foos.
22
RINGO STARR Band: The Beatles Defining moment: Come Together Despite being the butt of many a joke – even John Lennon joked that not only wasn’t Ringo the best drummer in the world, he wasn’t even the best drummer in The Beatles – there can be no denying Ringo’s influence. No-one had played rock drums like him before.
SORUM SAYS…
“Ringo’s an underrated player. I met him while I was recording Guns N’ Roses’ Use Your Illusion albums and he gave me some great advice. I was having problems coming up with new fills and he said, ‘If you can’t think of one, don’t do one!’”
21 PHIL ‘PHILTHY ANIMAL’ TAYLOR Band: Motörhead Defining moment: Overkill – the long version He didn’t do much prior to Motörhead, and has done virtually nothing since, but Phil ‘Philthy Animal’ Taylor is the definitive ’Head drummer. He joined the band in 1975, left nine years later, and was part of albums that have become cornerstones of classic rock. Overkill, Bomber, No Sleep ’Til Hammersmith, Ace Of Spades – without Taylor’s instantly acknowledged kick, they wouldn’t sound the same.
20 BILL WARD Band: Black Sabbath Defining moment: War Pigs The behemoth who has driven the Sabbath beast for so long, Ward has often seemed like a man going out of control behind the kit. Yet, despite the presence of others over the years, there’s little doubt that he remains the ultimate Sabbath drummer. He provides brute force, while reacting perfectly to his bandmates.
19 TOMMY LEE Band: Mötley Crüe, Methods Of Mayhem Defining moment: His (literally) high flying solo His outrageous offstage persona. His ex-wives. His constant controversies. Those are the ways most people know Tommy Lee. But the man is the best musician in Mötley Crüe, and a drummer who always performs right on the edge. Crüe’s Dr Feelgood tour even saw him playing a solo upside down.
18 STEWART COPELAND Band: The Police Defining moment: Don’t Stand So Close To Me Growing up the son of a CIA agent in Beirut, Copeland started playing on his brother’s kit. Steeped in jazz, his virtuoso playing (along with that of bandmates Sting and Andy Summers) ensured The Police stood out among punk bands of the early 80s.
17 MIKE PORTNOY Band: Dream Theater Defining moment: When Dream And Day Unite The most acclaimed prog rock drummer of the past 15 years, Mike Portnoy has proven to be the natural successor to the likes of Alan White, Carl Palmer and Phil Collins. A self-confessed sufferer from Obsessive Compulsive Disorder, Portnoy has driven Dream Theater, against the odds, to achieve international stature. What sets him apart is that he combines a thrash metal heart with a prog rocker’s soul.
16 BILL BRUFORD Band: King Crimson, Yes Defining moment: King Crimson – all 25 years The thinking man’s drummer, Bill Bruford has always seemed slightly disdainful of his art, yet his crisp, complex style has enhanced King Crimson, Yes, Genesis, Gong and UK. Bruford is forever looking for ways to stretch musical boundaries. From orchestras to jazz workshops, nothing is outside the remit of this restless musician.
15 CARL PALMER Band: Emerson Lake & Palmer, Asia Defining moment: Fanfare For The Common Man A child prodigy with Atomic Rooster in the late 1960s, Carl Palmer came into his own with ELP. Able to match the brilliance of Keith Emerson and Greg Lake, Palmer likes nothing more than to stretch out and show off his colourful abilities. His quickfire excursions around the kit have become part of ELP’s legend, as indeed has his gong. With Asia he showed an awareness and respect for song structure, proving that he was more than an egomaniac.
14
PHIL COLLINS Band: Genesis Defining moment: The Lamb Lies Down On Broadway album Forget about his MOR meanderings in front of the microphone. Phil Collins is one of the greats.
A child actor turned drummer, he joined Genesis in 1970, and his work for the next several years was so impressive that it put him ahead of almost everyone in the prog rock movement. He even found time to play with jazz rockers Brand X. If only he’d stayed behind the kit…
13 JOEY JORDISON
Band: Slipknot Defining moment: His performance with Metallica at the Download Festival in 2004 Joey Jordison came into his own last year when Metallica asked him to be one of a number of drummers to cover the loss of Lars Ulrich at Download.
He might wear a silly mask and boiler suit with Slipknot, but his astonishing clarity and skill behind the kit have certainly not gone unnoticed. Not bad for someone who’s barely taller than a garden gnome.
12 GINGER BAKER Band: Cream, Blind Faith, Masters Of Reality Defining moment: 16-minute live version of Toad Peter ‘Ginger’ Baker had already made quite a name for himself on the British jazz and blues scenes of the late 60s (for being a fearsomely cantankerous bugger, as much as for his prowess as a drummer). But it was with Cream that Baker’s unique, thunderous, tumbling polyrhythmic playing caused jaws to drop. He was responsible for transforming the drums from a rhythm component to a lead instrument.
11 NICKO McBRAIN Band: Iron Maiden Defining moment: The B-side, Mission From ’Arry A larger-than-life character, Nicko McBrain enjoyed stints with Pat Travers, Trust and comedian Jimmy Jones before joining Iron Maiden in 1983. Maiden bassist Steve Harris once said of him: “Nicko plays the drums the way most guitarists play their guitars – he’s riffing right along with you, note for note.” 10 CHARLIE WATTS Band: Rolling Stones Defining moment: Sympathy For The Devil A man who, for years, was ignored by the critics because he seemed to do so little, Charlie Watts is now acclaimed for his minimalist approach with the Stones. A jazz lover, Watts has become the soul of the ‘greatest rock’n’roll band in the world’. While he makes the job appear easy, he is irreplaceable in the Stones. His taciturn performances belie a cunning player, who actually delivers the sort of rhythmic reliability so important to Jagger and Richards. And he can also display an extraordinary range of percussive gifts when the need arises.
9 COZY POWELL Band: Rainbow, Black Sabbath, MSG Defining moment: His 1812 Overture live solo Often decried for being the ultimate ‘drums for hire’ man, the late Cozy Powell was so much in demand because of his remarkable ability to adapt his style to the demands of the job – yet always managing to retain his solid individuality. From Rainbow to Whitesnake, Michael Schenker Group to Peter Green, via Gary Moore and Emerson, Lake & Powell, the man brought a real sense of drive, pride and purpose to everything he did. Powell was killed in a car crash in 1998, and it’s only in his absence that the drummer has started to get the recognition he always deserved.
IAN PAICE Band: Deep Purple Defining moment: Listen to his performance on Child In Time – a real tour de force Unfussy and unhurried, Ian Paice is the only band member to have been ever-present with Deep Purple. He’s also served time with Whitesnake, Paul McCartney, Gary Moore and the underrated Paice Ashton Lord. Often overlooked when discussions turn to the all-time great drummers, what sets Paice apart from so many is that he never over-emphasises – he does just enough to enhance a song, without exaggerating his influence. But there’s little doubt that he’s been a crucial part of Purple’s legend.
SORUM SAYS…
“Ian Paice? I stole a lot of fills from that guy! He’s an incredible drummer. I remember sitting in my room, listening to Burn over and over again, trying to work out how he did it. I was lucky enough to meet him recently and I told him how much of an influence he’s had on my playing.”
7 MITCH MITCHELL Band: Jimi Hendrix Experience Defining moment: Fire, on which he burns out of the track like a distress flare After working in future guitar amplifier supremo Jim Marshall’s shop and a stint with Georgie Fame & The Blue Fames, in 1966 John ‘Mitch’ Mitchell passed the audition and found himself sitting in the eye of the storm with the Jimi Hendrix Experience, at the age of just 19, and one of rock music’s great synergies was born.
With his jazz influences, fluidity, superb technique and vivid imagination, Mitchell’s highly explosive style was full of crackling machine-gun snare rolls, and quite unlike the drumming in any other rock band.
One of the truly great British rock drummers of the 60s, Mitch Mitchell is an indispensable part of the legacy of Jimi Hendrix.
6 DAVE LOMBARDO Band: Slayer Defining moment: Angel Of Death When Dave Lombardo stepped in at the last minute to help out Metallica at the Download Festival, for many it was a dream come true – at last, the greatest metal band of the past two decades were working with the finest drummer of that era. Lombardo combines brute force and subtlety at high pace, leaving him unsurpassed. Slayer suffered significantly when he left the band in 1992 (he returned 11 years later). Lombardo has also put his talents to work successfully with oddball band Fantomas.
5 CHAD SMITH Band: Red Hot Chili Peppers, Glenn Hughes Defining moment: The Chili’s Higher Ground A modern drummer with a traditional attitude, Chad Smith is rarely noticed with the Chilis – he just gets on with the job in a quiet, unhurried manner that complements the more flamboyant tendencies of his bandmates. Whether strutting through funk, blazing across a rock groove or hitting the soul train, Smith takes it all in his stride. And his recent work on the Glenn Hughes album Soul Mover really proves the point that he is a world-class performer who deserves much more attention.
4 NEIL PEART Band: Rush Defining moment: His astonishing live solo spot on last year’s tour Known as ‘The Professor’, Peart joined Rush in 1974, establishing himself not only as a spectacularly gifted drummer, but also an erudite lyricist. In his early days, Peart was defined as much by his flamboyant moustache as hi-hat skills, but he quickly transcended such superficial analysis, being hailed as a unique figure, drawing in particular from his own hero, the late jazz drummer Buddy Rich.
The tragic deaths of both his daughter (in 1997) and his wife a year later seem to have enhanced his musical purpose – as anyone who saw him perform last year on Rush’s 30th anniversary tour will attest.
KEITH MOON `J Band: The Who Defining moment: The Kids Are Alright movie As famous for his offstage antics as for his musical prowess, Keith Moon epitomised the caricature of the crazy drummer. Whether driving his car into a swimming pool, strutting down the street in a Nazi uniform or blowing up a toilet, Moon The Loon was never far from the headlines. But he left an indelible mark on the records of The Who.
SORUM SAYS…
“The Who without Keith Moon just wouldn’t sound the same. I only ever saw him on TV, but I loved everything about him – the goldfish in the floor toms, the platform heels. I wish I could be as fluid in my playing as he was. He just swept across the drumkit like he was tossing salad.”
2 DAVE GROHL Band: Nirvana/Tenacious D/Queens Of The Stone Age, Nine Inch Nails, Killing Joke Defining moment: The Nevermind album Dave Grohl suffers somewhat from ‘Phil Collins Syndrome’, being more renowned these days as a frontman than a drummer. However, his skills leading the Foo Fighters really pale by comparison to his tremendous gifts when given a pair of sticks. He was, after all, Nirvana’s drummer. Pace, vision, virtuosity and versatility are his hallmarks, which is why he’s been hugely in demand guesting behind the kit for bands like QOTSA and Killing Joke.
Grohl once famously said his ambition was to replace John Bonham if Led Zeppelin were ever to re-form. Don’t bet against it.
JOHN BONHAM
Band: Led Zeppelin Defining Moment: Moby Dick
SORUM SAYS…
“The weird thing is, I was never into Led Zep at the time. At high school I was more interested in smoking pot and listening to prog rock, Genesis and stuff. Everyone else loved Led Zep, but not me. It was only later that I appreciated them.
“John Bonham took these simple R&B influences and he added all this complexity, odd meters and stuff. I love all that. You know, writing a song in 5/4 or 7/4 time. I’ve always tried to do that in the bands I’ve been in but no-one can ever count past four!
“I actually went on the road with Jason Bonham once and I got to see all the old family videos of John. It was fascinating.
He’s a hero of mine. I wanted to emulate his attitude, his hot- rod cars, his drinking. I wanted to be that person. And I did become a heavy drinker – I managed that part! But I’ll never be as good as him.
Riley B. King (born September 16, 1925), known by the stage name B.B. King, is an American blues musician, singer, songwriter, and guitarist.
Rolling Stone magazine ranked him at No. 6 on its list of the 100 greatest guitarists of all time (previously ranked No. 3 in the 2003 edition of the same list),[1] and he was ranked No. 17 in Gibson’s “Top 50 Guitarists of All Time”.
Tony Coleman has toured around the planet performing with some of the best R&B and blues musicians ever. Tony can attest to playing drums with B.B. King, Otis Clay, Bobby Blue Bland, Johnnie Taylor, Albert King, Albert Collins, Etta James, James Cotton, Katie Webster, Z.Z. Hill, O.V. Wright, Buddy Guy, and the list goes on and on.
Tony was born August 12, 1955 in Kissimmee, Florida. He always knew that he wanted to play drums. When he was a baby, his grandmother would put a transistor radio in his crib to calm him and he would tap out the beat of the music. He was playing drums with various local bands in Florida until he graduated from high school. On December 28,1973 he joined the US Army to get away from his hometown and to explore the world. After 3 years of Army life, Tony realized it was time to pursue his dream of becoming a world-class drummer. He moved to Chicago in the spring of ’77 along with a group of ex-Army partners. Tony played mostly in the garage with the group while their dream of becoming the next Earth, Wind & Fire seemed far away.
Tony’s aspirations were much higher, and he began to play drums with several well-known local bands. The word got out about this new drummer in town, and before long he met soul singer Otis Clay. He quickly joined Clay’s band and toured with him for a couple years, recording a live album in Tokyo, Japan. From touring and recording with Otis Clay came opportunities to work with other major R&B and blues artists.
After a jam session in a Chicago club called The High Chaparral, B.B. King jammed with Otis Clay’s rhythm section, including Tony. B.B. liked the rhythm section so much that he asked them to join him as his touring band. So Tony Coleman, Russell Jackson and Leonard Gill became B.B. King’s rhythm section. As fate would have it, Tony was only with B.B. for a few months until B.B.’s ex-drummer returned.
Tony Coleman returned to Chicago and rejoined Otis Clay’s band for another tour in Japan. From Otis Clay, Tony moved to Dallas, Texas in 1980 to play drums for Johnnie Taylor. Tony toured with Johnnie for a couple of years and was then asked to join Bobby Blue Bland, with whom he worked for a few years. In the middle of a joint B.B. King/Bobby Blue Bland tour, B.B. needed a drummer and Tony ended up playing drums for both artists for the remainder of that tour – two shows a night. From that point, Tony rejoined B.B. King and toured with his organization for over 10 years performing blues music around the globe.
In 1999, Tony realized the time was right for him to do his own thing. Tony now tours, records, plays golf and writes songs for various blues artists. In addition, he has written jingles for Northwest Airlines and Calloway Golf Company; he’s also featured in a television commercial for Calloway Golf introducing the Odyssey White Hot Putter. But Tony is most at home when he is behind a drum set playing the blues.
His first CD _Out in the Open_ received great reviews, with guest artists Lucky Peterson, Kenny Neal and Frankie Lee contributing their talents. His second album, _Travelin’ Man_, was released in the U.S. in February 2002 and featured such guests as the Earth, Wind & Fire horn section, Lucky Peterson and other great names of blues.
Louis Armstrong
Sachtmo Pops
A Young Virtuoso:
In his teens, Armstrong proved to be a talented cornet player, and soon he was a featured as a soloist in local bands. In 1922, he was invited by bandleader Joe “King” Oliver to join his group in Chicago, Illinois. Armstrong began to outshine Oliver, and ambitiously decided to try his luck in New York City. He moved there briefly in 1924 to join Fletcher Henderson’s big band. During this time he switched from cornet to trumpet.
He returned to Chicago in 1925 to record some of his most famous music with his Hot Five and Hot Seven bands. His playing on these records earned him acclaim and popularity for solos that were virtuosic and joyfully melodic. The risks and liberties he took on the trumpet were were exciting and unprecedented. He also endeared himself to audiences with his warm and often humorous vocals. He is credited with developing the wordless style of improvised singing known as “scat singing.”
Stardom:
A highly skilled musician, Armstrong succeeded in balancing his artistic integrity with popular appeal. His personality onstage and off was gregarious and lovable, and he was soon performing all over the country, especially in Chicago, New York, and Los Angeles. Although the 1930s were slow for the music industry, Armstrong toured continually, and even brought his act to Europe.
The 1940s were very fruitful, and aside from making several recordings, he appeared in over 30 films. His career remained steady from then on, and in 1964 the title track from his record “Hello, Dolly!” reached number one on the pop charts, beating even the Beatles. He toured Europe, Africa, and Asia on U.S. State Department-sponsored tours, and continued to thrill audiences until his death in 1971.
Legacy:
To this day, Armstrong is regarded as the father of jazz. His sophistication and inventiveness as a trumpet player changed the course of improvisation, as he inspired musicians to improvise using their own unique styles. His influence was pivotal in the development of jazz in the first half of the century, and guided the creative output of such figures as Duke Ellington, Ella Fitzgerald, and Dizzy Gillespie. The joy he brought to the bandstand as a trumpeter, singer, and bandleader has yet to be matched.
Danny Barcelona
Danny Barcelona
(July 23, 1929 – April 1, 2007) was a jazz drummer best known for his years with Louis Armstrong‘s All-Stars. He was a Filipino-American born in Waipahu a community of sugar cane plantation.
Career
At the age of 18 and in his final year in high school, Barcelona was already playing music with trombonist, singer, and bandleader Trummy Young. Barcelona was a self-taught percussionist. Young and Barcelona met in the mid-1940s. Danny Barcelona was later introduced to Louis Armstrong in 1956 by Young. Barcelona became Armstrong’s drummer for 15 years. A native Hawaiian, Barcelona joined Young’s Hawaii All-Stars in the early 1950s, and then later assumed leadership of the said band – a sextet known as the Hawaiian Dixieland All-Stars – when Young himself left to join Louis Armstrong’s combo in 1952. Barcelona toured around the Hawaiian Islands, Japan and the rest of the Far East. In the fall of 1957, Barcelona moved to New York City. Barcelona, again through Trummy Young’s recommendation, formally joined Armstrong’s All-Stars band in February 1958 to replace retiring drummer Barrett Deems and to record jazz music with Armstrong for more than 130 times. Barcelona was only 27 years old when he was introduced by Young to Armstrong. Barcelona’s recording career with Armstrong included the jazz music hits “Hello, Dolly!” (1964) and “What a Wonderful World” (1968). With Armstrong and Young, Barcelona, traveled the world which included trips to Denmark, Germany and Rhodesia, Africa. Barcelona was described by T. Dennis Brown in The New Grove Dictionary of Jazz as a drummer “characterized by extensive use of the ride cymbal, crisp, clean fills and breaks, and solos that exploit asymmetrical phrasing”. After Armstrong’s illness in 1971 and his death on July 6 of the same year, Barcelona returned to Hawaii and became a permanent performer at the Hilton Hawaiian Village Hotel to play with Bernie Halmann and Melveen Leed. He also worked for many years at Harry’s Music Store and the Easy Music Center. In 1979, Barcelona returned to the mainland and settled with his family in Monterey Park, California.
Personal
Barcelona died at Monterey Park on Sunday, April 1, 2007, due to complications at the age of 77.
Nigel Olsson
Nigel Olsson is an English rock drummer, who is best known for his affiliation with Elton John. Olsson helped establish the Elton John sound as the
first member of John’s band, on drums, percussion and backing
vocals.
ROLLING STONES: TOP 100 DRUMMERS ACCORDING TO POPULAR VOTE
1
Neil Peart
Hard rock, Progressive rock, Heavy metal
2
John Bonham
Hard rock, Heavy metal, Folk rock
3
Ginger Baker
Hard rock, Jazz fusion, Blues-rock
4
Keith Moon
Rock music, Hard rock, Pop rock
5
Terry Bozzio
Classical music, Alternative rock, Rock music
6
Bill Bruford
Rock music, Progressive rock, Jazz fusion
7
Danny Carey
Progressive rock, Jazz fusion, Heavy metal
8
Mike Portnoy
Hard rock, Progressive rock, Heavy metal
9
Ian Paice
Hard rock, Progressive rock, Heavy metal
10
Carl Palmer
Rock music, Hard rock, Progressive rock
11
Stewart Copeland
Rock music, Jazz, New Wave
12
Dave Lombardo
Heavy metal, Thrash metal, Death metal
13
Steve Gadd
Rock music, Jazz fusion, Rhythm and blues
14
Vinnie Colaiuta
Rock music, Jazz fusion, Heavy metal
15
Carter Beauford
Alternative rock, Rock music, Rhythm and blues
16
Tim Alexander
Alternative rock, Rock music, Jazz fusion
17
Simon Phillips
Rock music, Hard rock, Jazz fusion
18
Rod Morgenstein
Rock music, Hard rock, Jazz fusion
19
Matt Cameron
Alternative rock, Hard rock, Heavy metal
20
Dennis Chambers
Jazz fusion, Jazz, Funk
21
Chad Wackerman
Rock music, Jazz fusion, Jazz
22
Phil Collins
Rock music, Progressive rock, Jazz fusion
23
Mitch Mitchell
Rock music, Hard rock, Jazz fusion
24
Virgil Donati
Jazz fusion, Jazz, Progressive metal
25
Max Weinberg
Rock music, Popular music, Jazz
26
Vinnie Paul
Heavy metal, Thrash metal, Glam metal
27
Ansley Dunbar
28
Michael Shrieve
29
David Garibaldi
30
Steve Smith
Rock music, Hard rock, Jazz fusion
31
Josh Freese
Alternative rock, Rock music, Hard rock
32
Alex Van Halen
Hard rock, Jazz fusion, Heavy metal
33
Billy Cobham
Rock music, Progressive rock, Jazz fusion
34
Bill Ward
Hard rock, Heavy metal, Blues-rock
35
Alan White
Hard rock, Progressive rock, Pop rock
36
Carmine Appice
Rock music, Hard rock, Heavy metal
Stanton Moore
Alternative rock, Rock music, Heavy metal
38
Nicko McBrain
Hard rock, Progressive rock, Heavy metal
Scott Rockenfield
40
Hal Blaine
Pop music, Rock and roll
41
Joey Jordison
Hard rock, Heavy metal, Punk rock
42
Marco Minnemann
Rock music, Progressive rock, Heavy metal
43
Cozy Powell
Rock music, Hard rock, Progressive rock
44
Tommy Aldridge
Hard rock, Heavy metal, Blues-rock
45
Chester Thompson
Progressive rock, Jazz fusion, Pop rock
46
Morgan Agren
47
Jeff Porcaro
Rock music, Hard rock, Progressive rock
48
Deen Castronovo
Rock music, Hard rock, Speed metal
49
Mike Giles
50
Jeff Campitelli
51
Nick Mason
Hard rock, Progressive rock, Psychedelic rock
52
Greg Bissonette
Gregg Bissonette, is an American drummer. He has been a touring, session recording, and full-time drum set player in many jazz and rock bands.
Rock, Jazz
53
Mike Bordin
Alternative rock, Hard rock, Heavy metal
54
Ringo Starr
Rock music, Pop music, Psychedelic rock
55
Zak Starkey
Alternative rock, Rock music, Hard rock
56
Jon Theodore
Progressive rock, Experimental rock
57
Phil Ehart
Rock music, Progressive rock
58
Clive Bunker
59
Jimmy Chamberlin
Alternative rock, Jazz fusion
60
Charlie Watts
Rock music, Hard rock, Blues-rock
61
Lars Ulrich
Hard rock, Heavy metal, Thrash metal
62
Brian Mantia
63
Mike Sus
64
Jason Rullo
Progressive metal, Neo-classical metal
65
Dave Grohl
Alternative rock, Rock music, Hard rock
66
Pat Mastelotto
67
Mick Fleetwood
Rock music, Blues-rock, Blues
68
Raymond Herrera
Rock music, Heavy metal, Thrash metal
69
Brann Dailor
Progressive rock, Heavy metal, Death metal
70
Matt McDonough
71
Scott Travis
Hard rock, Heavy metal, Speed metal
72
Jack Irons
Alternative rock, Rock music, Hard rock
73
Roger Taylor
Alternative rock, Pop rock, New Wave
74
Jose Pasillas
75
Earl Palmer
76
B.J. Wilson
Rock music
77
Joey Kramer
Rock music, Hard rock, Heavy metal
78
Gene Holgan
79
Danny Seraphine
Rock music
80
Igor Graziano Cavalera
Heavy metal, Electronic music, Thrash metal
81
Brian Downey
Hard rock, Heavy metal, Blues-rock
82
Travis Barker
Alternative rock, Progressive rock, Drum and bass
83
Taylor Hawkins
Alternative rock, Rock music, Hard rock
84
Nicholas Barker
Thrash metal, Black metal, Death metal
85
Paul Bostaph
Thrash metal, Progressive metal
86
Chad Smith
Alternative rock, Rock music, Hard rock
87
Brad Wilk
Alternative rock, Rock music, Hard rock
88
Alan Gray
89
Matt Sorum
Alternative rock, Rock music, Hard rock
90
John Dolmayan
Alternative rock, Rock music, Hard rock
91
Chad Sexton
Alternative rock, Funk-rock, Reggae
92
Mark Zonder
93
Gary Husband
Progressive rock, Jazz fusion, Jazz
94
John Densmore
Rock music, Hard rock, Jazz fusion
95
Jon Fishman
Rock music, Jazz fusion, Punk rock
96
Al Jackson
Rhythm and blues, Soul music, Funk
97
Jim Gordon
Hard rock, Blues-rock, Pop music
98
Dave Abbruzzese
Alternative rock, Rock music, Hard rock
99
Sean Kinney
Alternative rock, Hard rock, Heavy metal
Karen Carpenter
Date of Birth
2 March 1950, New Haven, Connecticut, USA
Date of Death
4 February 1983, Downey, California, USA (heart failure caused by chronic anorexia)
Born in New Haven, Connecticut, Karen Carpenter moved with her family to Downey, California, in 1963. Karen’s older brother, Richard Carpenter, decided to put together an instrumental trio with him on the piano, Karen on the drums and their friend Wes Jacobs on the bass and tuba. In a battle of the bands at the Hollywood Bowl in 1966, the group won first place and landed a contract with RCA Records. However, RCA did not see a future in jazz tuba, and the contract was short-lived.
Karen and Richard formed another band, Spectrum, with four other fellow students from California State University at Long Beach that played several gigs before disbanding. In 1969, Karen and Richard made several demo music tapes and shopped them around to different record companies; they were eventually offered a contract with A&M Records. Their first hit was a reworking of The Beatles hit “Ticket to Ride”, followed by a re-recorded version of Burt Bacharach‘s “Close to You”, which sold a million copies.
Soon Richard and Karen became one of the most successful groups of the early 1970s, with Karen on the drums and lead vocals and Richard on the piano with backup vocals. They won three Grammy Awards, embarked on a world tour, and landed their own TV variety series in 1971, titled “Make Your Own Kind of Music!” (1971).
In 1975 the story came out when The Carpenters were forced to cancel a European tour because the gaunt Karen was too weak to perform. Nobody knew that Karen was at the time suffering from anorexia nervosa, a mental illness characterized by obsessive dieting to a point of starvation. In 1976 she moved out of her parents’ house to a condo of her own.
While her brother Richard was recovering from his Quaalude addiction, Karen decided to record a solo album in New York City in 1979 with producer Phil Ramone. Encouraged by the positive reaction to it in New York, Karen was eager to show it to Richard and the record company in California, who were nonplussed. The album was shelved.
In 1980, she married real estate developer Thomas J. Burris. However, the unhappy marriage really only lasted a year before they separated. (Karen was to sign the divorce papers the day she died).
Shortly afterward, she and brother Richard were back in the recording studio, where they recorded their hit single “Touch Me When We’re Dancing”. However, Karen was unable to shake her depression as well as her eating disorder, and after realizing she needed help, she spent most of 1982 in New York City undergoing treatment. By 1983, Karen was starting to take control of her life and planning to return to the recording studio and to make public appearances again. In February of 1983, she went to her parents’ house to sort through some old clothes she kept there when she collapsed in a walk-in closet from cardiac arrest. She was only 32. Doctors revealed that her long battle with anorexia nervosa had stressed her heart to the breaking point.
Jim Riley
Jim was born in Boston, Massachusetts, and from an early
age, showed real interest in music. He began his formal
studies of percussion at age 12, the same year he began
singing with the Youth Pro Musica choir. In High school, Jim
began his studies with Boston Symphony percussionist, Arthur
Press. In addition to Participating in the Natick High band
program, Jim was also performing with the Greater Boston
Youth Symphony Orchestra and the Massachusetts Youth Wind
Ensemble. He was also elected to ‘All State’ his final three
years in school.
Upon graduation, he attended the University of North Texas,
where the studied drums with Ed Soph and Timpani with The
Dallas Symphony’s Kal Cherry. During his Tenure at NT, Jim
was heavily involved with their nationally acclaimed Jazz
program, as well as being a member of the top orchestra,
wind ensemble, and percussion ensemble at the university. In
the area of marching percussion, Jim performed with the NT
drumline, where they won 5 national championships. He also
played in the Drum Corps International Finals as a member of
the Velvet Knights Drum and Bugle Corps.
After receiving his degree in Music Education, Jim accepted
a position as the Head of Percussion Studies for the Coppell
Independent School District in Coppell, TX. In 1995, Jim
moved to Kansas City in pursuit of his dreams to be a
professional musician. While recording with local guitarist
Jeff Scheetz, he took a job with Kansas City Drumworks
building and selling custom drums. It was at this time that
Jim began his long relationship with The VPR Creative Group
as a writer and performer with the Sticks of Thunder
percussion ensemble.
In 1997, Jim made the move to Nashville looking to further
his career as a performer. Less than a year later, he was
playing with Country artist Mark Chesnutt and outlaw rocker
Hank Williams III. The real turning point in Jim’s career
came in 2000, when he took the job as drummer and band
leader for Rascal Flatts. Jim is currently on Rascal Flatts’
‘Me and My Gang’ tour, which is expected to play to well
over a million people. Rascal Flatts has sold over 10
million records and is the most successful country group of
the new millennium. In addition to his work with Rascal
Flatts, Jim keeps busy playing sessions in Nashville, where
he and his wife, Jaime, reside.
Danny Seraphine: Update
– May 2, 2011 Posted in: Drummers, Feature Stories
(June 2011 Issue)
By Bob Girouard
It seems that since Danny Seraphine made a comeback of sorts of the 2006 Modern Drummer Festival, he’s kicked the current phase of his drumming career into high gear, appearing at events like Drummers for Jesus, the 2009 Chicago Drum Show, and a Terry Kath tribute, and making a memorable appearance at Donn Bennett’s Drum Shop in Seattle. Seraphine’s autobiography, Street Player: My Chicago Story, and new DVD, The Art of Jazz Rock Drumming, have also hit the shelves recently. MD sat down with the legendary drummer to find out more about his latest projects.
MD: How do you feel the reception to your recent comeback has been? Danny: The Modern Drummer Festival is something I’ll never forget. It was really gratifying; it’s hard to explain all the emotions. I thank everyone at MD, along with my equipment sponsors, DW, Remo, Zildjian, and Pro-Mark. But most of all I thank the drummers of the world who welcomed me back. When I think about it, it still gives me chills. The reception out there has been incredible.
I used to be nervous doing clinics. I’d rather play in front of 50,000 people than fifty drummers, you know? I do a lot of clinics, and I feel the love. There are some guys who look at you and think, I’m faster than he is. But nearly all the drummers I’ve played to are those who’ve been influenced by my early stuff and are big followers of the jazz-rock genre. It’s an incredible genre for drummers—really liberating.
MD: Since your departure from Chicago, you’ve done some very cool projects, including producing recording artists and Broadway shows. Were those rewarding experiences for you? And what made you want to get back in the game, so to speak? Danny: I always try to do something that moves me artistically and spiritually. At that point in time I was kind of in exile from music. For the Broadway show, I was approached to find investors, which I had never done before. Because of my musical pedigree, I ended up getting involved with cast-soundtrack albums. I was involved with two shows between 2003 and 2005. One was Bombay Dreams, which was written and composed by Andrew Lloyd Webber and A.R. Rahman [Slumdog Millionaire]. The second was called Brooklyn. Both were incredible, with great scores, but when you get a lukewarm review on Broadway, it’s the kiss of death.
At the same time, I produced some really great but unknown artists. As far as success, some of it was there but not all the way there, if you know what I mean. The lightbulb finally went off in my head, saying, Get back to playing. Not to mention that many people were asking me why I wasn’t drumming. So I took some private refresher lessons with Joe Porcaro to work on my technique, and here I am.
MD: Full Circle, by your group California Transit Authority, is a killer calling card. You’ve kept the spirit of the original Chicago sound—especially of the first two albums—with a fresh, adventurous approach. And your guitarist, Marc Bonilla, practically channels Terry Kath. How difficult was it to find players who could give you what you were looking for? Danny: If you talk to most of the younger cats, it all started with jazz-rock being the catalyst to becoming musicians. Marc was a big fan of Terry’s, and he’s the best guitarist I’ve played with since then. Keyboard player Peter Fish is a brilliant arranger. Our other keyboardist, Ed Roth—what a player! Bassist Mick Mahan has a great pocket. And then you’ve got singer Larry Braggs, who brings the R&B thing to the Chicago thing. CTA is a labor of love.
MD: What’s going on with the band at present? Danny: We’re working on a new record called Promises. It’s all originals except for a Blood, Sweat & Tears song and a Chicago song that I cowrote. They’re all in the jazz-rock genre, which nobody’s doing. It’s a dying art, you know?
MD: A very cool thing about your DVD is the way you present your approach to the beats and fills you created, within the framework of your music. You cut in and out of each song with a conversational, easy-to-understand analysis. How did you want to make your video different from the many you’ve come across? Danny: Well, the lion’s share of credit goes to [Drum Workshop and Drum Channel founder] Don Lombardi. Like the guy who cowrote my book, Adam Mitchell, Don really helped me craft the DVD. We discussed the approach, and he stayed on it diligently. We wanted to entertain as well as educate. For twenty-three years with Chicago, I wasn’t allowed to talk, and now you can’t shut me up! [laughs] It’s been fun reaching out to the drummers of the world, and I want them to know that I’m approachable on anything. MD: The disc also highlights four great cuts: “Introduction,” “Antonio’s Love Jungle,” “I’m a Man,” and “25 or 6 to 4.” You stay faithful to the arrangements, but at the same time you aren’t afraid to stretch with solos. It’s almost like a jazz concept in a big band format. Was that your emphasis from the start? Danny: That’s a good analogy. Interestingly, on the new CD we have a full brass section. It kind of happened by accident. In the summer of 2006 I was asked to play at a benefit for the photographer Lissa Wales. At the time I couldn’t pull a horn section together, so Marc Bonilla suggested he play some of the horn parts on guitar. Consequently, it sounded like Chicago on steroids. It was, to say the least, powerful.
MD: Your own playing continues to amaze. Stylistically, you have so much of Buddy Rich in your execution, but you rock like crazy at the same time. Danny: Yeah, there’s Buddy and a lot of Gene Krupa. I think I was only ten or eleven when The Gene Krupa Story soundtrack came out. I really learned how to play by listening to it. Buddy told me personally that Gene influenced him. I’m really blessed, because they were the foundation of my playing—as well as rock guys like Hal Blaine, Mitch Mitchell, Ringo Starr, Dino Danelli…. All these guys had a style. My ambition was always to integrate elements from whoever I learned from.
MD: You have that perfect combination of being self-taught and studying formally. Do you feel that’s a must for today’s young players? Danny: I don’t like to preach, but there’s nothing I can say to these “chops cats.” I appreciate what they’re doing, and they’re giving me all kinds of ideas. But you know what? It’s not just about the drummer world; it’s about the rest of the world. Even with today’s styles, the drummer’s role is to hold it together. I don’t care if it’s country, alt rock, metal, whatever—it’s about the groove. That is absolutely first and foremost, and once you get that in your head, everything else is easy. Furthermore, the other musicians in the band will appreciate you.
MD: Many of us are still puzzled by your dismissal from Chicago in 1990. Danny: The dismissal thing was bullshit. I got caught on the wrong end of a power play. What happened was during the drug-and-alcohol days, I stepped on a lot of people’s toes. Eventually, everybody got straight again—which I was very proud of achieving for myself—and all of a sudden they wanted to put me in the background. In other words, it was like, “Go back on the drums and shut up!” First, it was patronizing. And second, that’s just not my way. The agenda was “disguised” by my playing, and I believed it at first. But I realized that, yes, there might have been some truth [to the accusation] that I was too involved with the business at the time. But these guys were like brothers. Sure, there were typical band dynamics, but that’s the case in every band. All in all, the whole experience made me a better drummer and a better person. I’m not wealthy like I used to be, but I’m rich in other ways, so I’m grateful.
MD: When you first arrived on the scene, it is well known that Buddy Rich mentioned you, along with Bobby Colomby, as among his favorite drummers. He made no secret about his disdain for rock drummers, so this was a real badge of honor. Has it remained something that you consciously or subconsciously uphold to this day? Danny: Without a doubt! It’s like getting an endorsement from God. Buddy was a good friend, and it was such a great honor to be acknowledged by your drum hero, not to mention in front of millions of people who heard him say that on television.
MD: You’re presenting a fresh take on a style that’s been ignored for a while. You have something special with CTA, but given the state of today’s technology and the constant media barrage, it’s hard to get any art form, especially music, to stick. Do you think you can crack the mass market? Danny: I don’t know. It’s so frightening. But I think what we can do is rally the troops, so to speak—people who really miss and want good music. And if they like it, perhaps they’ll buy a CD and tell their friends, who’ll tell their friends. It will be difficult, but I’m up to the task. I have to be pragmatic about my expectations, and my priority is getting the band out there and touring. I love what I do and want to keep doing it. I also want to help others in the process and share whatever I know with other drummers. I’ve had the chance to do things that most people can only dream of.
MD: In looking at the many photos and videos of you over the years, it seems you’re comfortable with any drum configuration—from early five-piece setups with two floor toms to two mounted rack toms to the three-rack, three-floor, two-kick setup you’re currently using. How have you been able to master all of them? Danny: I think that’s kind of the fun of it—adjusting to what you have in front of you and making it work for you. I try to use what I have within the framework of the music—for instance, with Chicago, using a lot of colors and cymbals, and now using different-size drums with CTA. Although I love playing with a small bass drum, I’m now using a 23″ bass drum, and it’s deep.
MD: Did you spend a lot of time mastering the double pedal before integrating it into your kit? Danny: Yes. I worked with Chuck Flores on independence and foot technique, and we worked on developing my left foot. I mean, today guys like Thomas Lang play things with their feet that most drummers can’t do with their hands. I love practicing and using a double pedal. It’s a constant challenge, but I feel I’m doing so much more in the process and integrating it into my style at the same time.
MD: The positioning of your drums and cymbals is set by your arm length and reach—much like Buddy Rich. Do you subscribe to the “no wasted motion” theory? Danny: Oh, yeah. That was the beauty of Buddy. He had hardly any wasted motion, until he went into super-overdrive. His overdrive was, of course, beyond human; he had a gear that no one except maybe Billy Cobham had, where everybody watching would think, How did he do that? But even though you might not be able to duplicate what they’d be doing, you could still get something out of it. My advice: Watch and learn.
MD: It’s obvious that you’ve been well schooled in drum rudiments. But a lot of your style is about feel. Do you think about rudiments or about sound when you apply a sticking pattern to the music? Danny: I don’t think in terms of rudiments. I think only in terms of sound and feel. Even though I’m not thinking in terms of RLRR, LRLL, however, subconsciously I am using rudiments to facilitate what I need to do.
MD: What’s your stand on formal practicing on the drumset? Danny: Practicing, for me, depends a lot on where I am at the moment. I do most of it on pads. There’s a discipline on pads that you don’t have on drums. Then I go over to the drums and experiment. Yes, I believe practice is essential—if you want to keep moving forward and learning, you need to practice and listen.
My Kenny Aronoff Story
Michael Miller
I first heard Kenny Aronoff around 1977 in Bloomington, Indiana. I was attending the Indiana University music school at the time, and Kenny was back in town after graduating a year or so earlier. He was playing with some former bandmates of mine in a jazz fusion group called Streamwinner, and he impressed the heck out of me with his blazing fusion drumming technique. Imagine my surprise a few years later when I heard that Kenny was going to be the new drummer for the artist then known as John Cougar–after all, Cougar was a solid rock gig, and Kenny was a jazz fusion drummer!
Well, Kenny adapted his style to such a degree that I couldn’t tell that it was the same guy. His playing with Cougar/Mellencamp was powerful and deceptively simple, just what the band and the songs needed. Listening to Kenny’s playing over the years reveals a drummer with incredible musical intelligence, great ears, and a total lack of ego–he plays exactly what’s needed, even if he’s using only a fraction of his total technique. It’s no wonder that Kenny Aronoff is so in demand among today’s top artists.
For a sampling of the “best of Aronoff,” you can listen to Jon Bon Jovi’s Destination Anywhere, Garth Brooks’ The Life of Chris Gaines, Belinda Carlisle’s Heaven on Earth, Mary Chapin Carpenter’s Stones in the Road, Shawn Colvin’s Cover Girl, Celine Dion’s Let’s Talk About Love, Melissa Etheridge’s Your Little Secret, John Fogerty’s Premonition, Ricky Martin’s Ricky Martin, Meatloaf’s Bat Out of Hell 2/Back Into Hell, Michael Penn’s March, Iggy Pop’s Brick by Brick, Bob Seger’s The Fire Inside, Rod Stewart’s A Spanner in the Works, or any of John Mellencamp’s earlier albums, including American Fool, Uh-Huh, and Scarecrow. In addition, Kenny was the uncredited drummer behind “The Wonders” (or was that “The Oneders?”) in the movie That Thing You Do!, and he played on both Burning for Buddy Buddy Rich tribute albums.
From the initial planning of this book, I wanted Kenny to somehow be a part of what I was writing. I liked the idea of including a fellow Hoosier drummer and I.U. grad, and I knew that Kenny would reinforce the main concepts I’d be writing about. (Besides that, all the drummers here in Indiana–including my publisher’s husband!–know Kenny, and not including something from him might get me drummed out of the state!)
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Sources: Photo/Image: Drum carried by John Unger, Company B, 40th Regiment New York Veteran Volunteer Infantry Mozart Regiment, December 20, 1863
Peckman, Jonathan (2007). Picture Yourself Drumming, p.30. ISBN 1-59863-330-9 http://www.music.vt.edu/musicdictionary/textd/drumkit.html retrieved 29 January 2012 Remnant, M. (1989). Musical instruments. (pp. 159-174). London: B.T. Batsford Ltd. For example Trinity College London http://www.trinitycollege.co.uk/site/?id=1794 retrieved 20 March 2012. Porter/Hullman/Hazel (1993). Jazz – From its Origins to the Present, p.18. ISBN 0-13-512195-7. Porter/Hullman/Hazel (1993). Jazz – From its Origins to the Present, p.44. ISBN 0-13-512195-7, http://meinlpercussion.com/no_cache/percussion/meinl-percussion/timbales/action/show/Product/1323/#item1323 retrieved 28 February 2012: a pair of 8″ diameter timbale shells with a depth of 9″ and 11″ respectively… 8″ x 9″, 8″ x 11″ Remnant, M. (1989). Musical instruments. (pp. 159-174). London: B.T. Batsford Ltd “Warren ‘Baby’ Dodds”. The Percussive Arts Society. Retrieved 21 November 2011. “Dodds’ way of playing press rolls ultimately evolved into the standard jazz ride-cymbal pattern. Whereas many drummers would play very short press rolls on the backbeats, Dodds would start his rolls on the backbeats but extend each one to the following beat, providing a smoother time flow.” ^ a b Peckman (2007), p.31. ^ Steve Weiss Music http://www.steveweissmusic.com/category/drum-sets – drummufflers.com – Musician’s Friend Tech Tip: Muffling Your Drums
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Eurovision 1973 Switzerland: Patrick Juvet
Je vais me marier, Marie
Mes amis, mes bons amis, je vous ai réunis
Nous allons nous noyer dans le champagne et le whisky
Allez youpie
On va rire et chanter pendant toute la nuit
Et puis, demain matin, je me rendrai à la mairie
Allez youpie, allez youpie
Je vais me marier, Marie
Et vous quitter Sophie, Marianne et Virginie
Oh, ne pleure pas, Marie
Pas plus que toi, Véronica et Rebecca
Je renonce à vos caresses, à votre amour, à ma douce vie
Je vais me marier, Roger
Et vous quitter, toi Frédéric et toi Didier
Ne te moque pas, Lucas
Pas plus que toi, Napoléon, ni toi, Colas
Je renonce à nos prouesses, à nos nuits de folie
Et à notre jeunesse qui finit aujourd'hui
Puisque je me marie
Demain il sera bien temps
De penser à la vie, de faire des enfants
De placer mes économies
Allez youpie
Demain je serai bouclé
Vous ne me verrez plus
Buvons à ma santé et à la liberté perdue
Vive la mariée, vive la mariée
Je vais me marier, Marie
Et vous quitter Sophie, Marianne et Virginie
Oh, ne pleure pas, Marie
Pas plus que toi, Véronica et Rébécca
Je renonce à vos caresses, à votre amour, à ma douce vie
Je vais me marier, Roger
Et vous quitter, toi Frédéric et toi Didier
Ne te moque pas, Lucas
Pas plus que toi, Napoléon, ni toi, Colas
Il faut qu'on s'en souvienne jusqu'au bout de la vie
Et que quoiqu'il advienne, nous restions des amis
Même ѕi je me marie
Nana nana nа…
I'm going to marry, Marie
My friends, my good friends, I've got you together
We're going to drown ourselves in champagne and whisky
Go like a spinning top
We'll laugh and sing the whole night long
And then, tomorrow morning, I'll go to the town hall
Go like a spinning top, go like a spinning top
I'm going to marry, Marie
And say goodbye to Sophie, Marianne and Virginie
Oh, don't cry, Marie
Not more than you, Véronica and Rebecca
I renounce your caresses, your love, my sweet life
I'm going to marry, Roger
And say goodbye to you, Frédéric and you, Didier
Don't make fun, Lucas
Not more than you, Napoléon, nor you, Colas
I renounce our feats, our crazy nights
And our youth which finishes today
Because I'm getting married
Tomorrow it'll be good time
To think about life, to make children
To invest my savings
Go like a spinning top
Tomorrow I'll be in prison
You won't see me anymore
Let's drink on my health and for my lost freedom
Long live the bride, long live the bride
I'm going to marry, Marie
And say goodbye to Sophie, Marianne and Virginie
Oh, don't cry, Marie
Not more than you, Véronica and Rebecca
I renounce your caresses, your love, my sweet life
I'm going to marry, Marie
And say goodbye to you, Frédéric and you, Didier
Don't make fun, Lucas
Not more than you, Napoléon, nor you, Colas
We have to remember that until the end of our life
And whatever may happen, we will remain friendѕ
Even if I'm getting married
Nana nana nа…
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Client Challenge
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https://eurovisionsongcontest.fandom.com/wiki/Je_vais_me_marier,_Marie
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Switzerland in the Eurovision Song Contest 1973
From Wikipedia, the free encyclopedia
Switzerland was represented at the Eurovision Song Contest 1973 with the song "Je vais me marier, Marie", written by Pierre Delanoë, and performed and composed by Patrick Juvet. The Swiss participating broadcaster, the Swiss Broadcasting Corporation (SRG SSR), selected its entry for the contest through a national final.
Concours Eurovision de la Chanson 1973
The Swiss Broadcasting Corporation (SRG SSR) held a national final to select its entry for the Eurovision Song Contest 1973. The broadcaster received 61 total song submissions, and ultimately selected ten to take part in the selection, with five songs being performed in French, three in German, and two in Italian.[1] Among the participants were Henri Dès— who represented Switzerland in 1970– and Peter, Sue and Marc— who represented Switzerland in 1971, and would repeat this in 1976, 1979, and 1981. On 30 January, "Bitte glaub es nicht" by Monica Morell was disqualified, due to its songwriter, Pepe Ederer, not having Swiss citizenship.[2][3]
Prior to the national final, the nine participating songs were broadcast on television in the form of music videos, starting on 1 February for the public to vote for via postcard until 12 February at midnight.[4]
Swiss French broadcaster Télévision suisse romande (TSR) staged the national final on 17 February 1973 at 20:00 CET in Bern.[5] It was presented by Georges Hardy (fr).[6]
R/O Artist(s) Song Songwriter(s) Language
Composer Lyricist
1 Mady Rudaz "Le vent qui sufflait ce matin" Stuff Combe Jean-Jacques Egli French
2 Michel Bühler "L'amour s'en vient, l'amour s'en va" Michel Bühler French
3 Henri Dès "Quand on revient d'ailleurs" Henri Dès French
4 Patrick Juvet "Je vais me marier, Marie" Patrick Juvet Pierre Delanoë French
5 Britt Tobler "Lass der Jungend ihre Liebe" Pepe Ederer Britt Tobler German
6 Peter, Sue and Marc "Es kommt ein Tag" Peter Reber (de) German
7 Claude Prélo "Si tu t'en vas" * Claude Prélo Claude Prélo French
* Mirta Campana
8 Gil & Leonia "Brakata-Tunga" Mario Robbiani * François Heller Italian
* Georges Pilloud (de)
* Marzio Negrini
9 Yor Milano (it) "Il vecchio orologio" Mario Robbiani Yor Milano (it) Italian
10 Monica Morell "Bitte glaub es nicht" Pepe Ederer German
The voting consisted of public votes, a press jury, and a jury of music experts.[2] The votes, which were delivered in rankings, rather than points, were announced by SRG SSR chairman Frank Tappolet (fr). If a tie were to take place, the song with the best score from the public would be selected.[7] An estimate of 40,000 votes from the public were cast. The winner was the song "Je vais me marier, Marie" performed by Patrick Juvet, written by Pierre Delanoë, and composed by Juvet himself.[8]
R/O Artist(s) Song Public Press Expert Total Place
Jury Jury
1 Mady Rudaz "Le vent qui sufflait ce matin" 9 7 7 23 8
2 Michel Bühler "L'amour s'en vient, l'amour s'en va" 6 2 5 13 5
3 Henri Dès "Quand on revient d'ailleurs" 5 3 3 11 3
4 Patrick Juvet "Je vais me marier, Marie" 3 1 1 5 1
5 Britt Tobler "Lass der Jungend ihre Liebe" 2 4 4 10 2
6 Peter, Sue and Marc "Es kommt ein Tag" 4 5 2 11 3
7 Claude Prélo "Si tu t'en vas" 8 8 6 22 7
8 Gil & Leonia "Brakata-Tunga" 1 6 8 15 6
9 Yor Milano (it) "Il vecchio orologio" 7 9 9 25 9
At the Eurovision Song Contest 1973, held at the Grand Théâtre in Luxembourg, the Swiss entry was the eighth entry of the night following Spain and preceding Yugoslavia. The Swiss conductor at the contest was Hervé Roy. At the close of voting, Switzerland had received 79 points in total; finishing in twelfth place out of eighteen countries.
Each participating broadcaster appointed two jury members, one aged between 16 and 25 and one aged between 26 and 55, with at least 10 years between their ages. They each awarded 1 to 5 points for each song (other than the song from their own country) immediately after it was performed and the votes were collected and counted as soon as they were cast. All jury members were located at Villa Louvigny CLT studios, watched the show on television from there, and appeared on screen to confirm their scores after all songs were performed.
1. ^ a b c "Les 10 chansons choisies pour la finale suisse du concours 1973 de l'Eurovision" [The 10 songs chosen for the Swiss final of the 1973 Eurovision Song Contest]. L'Est vaudois (in French). Lausanne, Switzerland. 3 January 1973. p. 9. Retrieved 14 February 2025 – via Scriptorium.
2. ^ a b "Concours Eurovision de la chanson 1973" [Eurovision Song Contest 1973] (in French). Lausanne, Switzerland. 8 February 1973. p. 30. Retrieved 15 February 2025 – via Scriptorium.
3. ^ "Concours Eurovision de la chanson: sélection suisse" [Eurovision Song Contest: Swiss selection]. FAN - L'express (in French). Geneva, Switzerland. 30 January 1973. p. 13. Retrieved 15 February 2025 – via E-newspaperarchives.ch.
4. ^ "Concours Eurovision de la chanson 1973 Bulletin de vote" [Eurovision Song Contest 1973 Ballot]. Radio TV – Je vois tout (in French). Lausanne, Switzerland. 8 February 1973. p. 27. Retrieved 15 February 2025 – via Scriptorium.
5. ^ "Les programmes de la radio et de la télévision" . Feuille d'avis de Vevey (in French). Lausanne, Switzerland. 10 February 1973. p. 3. Retrieved 14 February 2025 – via Scriptorium.
6. ^ "Fernsehen – Samstag 10. Februar 1973" [Television – Saturday 10 February 1973]. Neue Zürcher Zeitung (in German). Zurich, Switzerland. 10 February 1973. p. 28. Retrieved 15 February 2025 – via E-newspaperarchives.ch.
7. ^ "A La Télévision Ce Soir — TV Romande, samedi 20 h. Concours eurovision de la chanson Sélection de la chanson suisse" [On Television Tonight — TV Romande, Saturday 8 p.m. Eurovision Song Contest Swiss Song Selection]. Tribune de Genève (in French). No. 34–6. 17 February 1973. p. 52. Retrieved 1 May 2025 – via E-newspaperarchives.ch.
8. ^ "Patrick Juvet représentera notre pays au concours Eurovision de la chanson" [Patrick Juvet will represent our country at the Eurovision Song Contest]. Fan - L'Express (in French). Bern, Switzerland. 17 February 1973. p. 15. Retrieved 1 May 2025 – via E-newspaperarchives.ch.
9. ^ a b "Results of the Final of Luxembourg 1973". European Broadcasting Union. Archived from the original on 9 April 2021. Retrieved 15 February 2025.
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PROVENCHER, JOSEPH-ALFRED-NORBERT (baptized Joseph-Albert Villebrun, dit Provencher) – Dictionary of Canadian Biography
PROVENCHER, JOSEPH-ALFRED-NORBERT (baptized Joseph-Albert Villebrun, dit Provencher), lawyer, journalist, and public servant; b. 6 Jan. 1843 at Baie-du-Febvre (Baieville), Canada East, son of Godfroi Villebrun, dit Provencher (Provencher, dit Villebrun), a farmer, and Placide Lafrance; m. 24 May 1876 Louise Delagrave in the parish of Notre Dame de Québec; d. 28 Oct. 1887 in Montreal, Que., and was buried there three days later in Notre-Dame-des-Neiges cemetery.
Joseph-Alfred-Norbert Provencher received his classical education at the Séminaire de Nicolet from 1851 to 1859, perhaps partly with the help of his distant cousin Joseph-Norbert Provencher*, the bishop of St Boniface (Man.). When he left the college, he articled in Trois-Rivières in the law office of William McDougall. Around 1862, while engaged in his legal studies, Provencher founded the short-lived newspaper, La Sentinelle (Trois-Rivières). Called to the bar of Lower Canada on 30 April 1864, he did not immediately go into practice, since a career as a journalist seemed more attractive, and he became night editor at La Minerve in Montreal. A contemporary, the journalist Léon Ledieu, recounted that when Provencher arrived people wondered what “this tall, bulky fellow, with an odd-looking head, hands of a Hercules, sloppy garb, heavy gait, and enormous bushy mop of hair” could be doing in the editorial office of a newspaper. That year, with writers Napoléon Bourassa*, Joseph Royal*, and several others, he helped found La Revue canadienne (Montreal); in it he published several well-researched articles on such subjects as constitutional issues and political economy. For a time he was also secretary of the literary circle attached to the Cabinet de Lecture Paroissial.
In 1867 the Conservative party chose Provencher as its candidate in the federal elections in Yamaska, a stronghold of the Liberal party; he was narrowly defeated by the Rouge candidate, Moïse Fortier. He continued to hold the post of editor of La Minerve, which he had been given on the departure of Évariste Gélinas* in 1865. He left the paper in 1869 when he was appointed secretary to William McDougall*, the Ontario politician who was named the new lieutenant governor of the North-West Territories, the sale of which had just been negotiated in London. In October 1869 he went in this capacity to the Red River Settlement (Man.) in advance of McDougall, to assert the authority of the Canadian government in the territory, but on his arrival in St Norbert on 1 November he was arrested and imprisoned. He explained to his captors, among them Louis Riel, that the imperial parliament in London had authorized the annexation of the territories to Canada, and that the Canadian House of Commons, with the Hudson’s Bay Company’s agreement, had approved the terms of the transfer. Released after one day, he was escorted by Riel’s troops to Pembina (West Lynne, Man.) and forced to seek refuge in American territory. There McDougall, who had unsuccessfully tried to enter the colony, ordered him to draft proclamations calling on the Métis to surrender their lands. It was later learned that McDougall did not have the authority to issue these proclamations and that they were not valid.
After McDougall returned to Ottawa and the federal government established order in the Red River region, Provencher presumably went back to central Canada. In October 1871 he was appointed immigration commissioner in Manitoba for the federal Department of Agriculture. In 1872 he was given the responsibility of representing the Canadian government in Paris to encourage French immigration to Canada. He left Paris the following year to return to Manitoba as acting superintendent of Indian affairs in the Department of the Interior, a post he retained until 1877. His duties included negotiating treaties with a number of First Nations to acquire their lands in return for compensation, including sums of money. Thus, with Simon James Dawson* he served on a commission led by Alexander Morris which in 1873 concluded Treaty no.3 with the Ojibwa of the Lake of the Woods area, whereby the Ojibwa ceded all their lands to the Canadian government. Provencher was removed from his post some four years after his appointment following an investigation into his difficult relations with indigenous peoples and alleged fraud committed in the office of the Indian affairs branch in Winnipeg [see Ebenezer McColl*]. He then practised law there and worked as a notary in partnership with Michel Carey. In 1877 he represented the Collège de Saint-Boniface on the council of the University of Manitoba. Two years later he ran as a government candidate in the provincial elections in St Boniface, but received only 4 votes against 127 for his opponent, Alphonse-Alfred-Clément La Rivière*. As a result of this defeat, he decided to turn to writing again.
Back in Montreal in 1880, Provencher once more worked in the office of La Minerve, which was under the editorship of his friend Joseph Tassé*. For a short time he was editor of Le Monde (1883), and then of La Presse (1884–85). He also contributed to Le Figaro (Montreal) in 1883, to the Nouvelles Soirées canadiennes in 1884, and to La Minerve from 1885 to 1887. After a brief illness he died in Montreal in his 45th year, and was remembered as a journalist of superior talent and a competent administrator. As journalist Léon Ledieu observed, “Provencher was the last of the Dansereau, Decelles and Dunn generation.”
[As a journalist Joseph-Alfred-Norbert Provencher wrote on a variety of subjects, including the British constitution, land credit, the agricultural census of Canada East, and the paper manufacturing industry. His articles can be found in a number of newspapers and journals including the Rev. canadienne, 1864–69, La Minerve, 1864–69, 1880–87, Le Monde, 1883, and La Presse, 1884–87.k.l.]
ANQ-Q, AP-G-134. Morris, Treaties of Canada with the Indians. Le Canadien, 2 nov. 1887. L’Événement, 22 avril 1870. La Minerve, 29 oct. 1887. Le Monde, 29 oct. 1887. Le Monde illustré (Montréal), 12 nov. 1887. La Presse, 29 oct. 1887. Beaulieu et J. Hamelin, La presse québécoise, II: 20; III: 51, 71. A.-G. Morice, Dictionnaire historique des Canadiens et des Métis français de l’Ouest (Québec et Montréal, 1908). J.-A.-I. Douville, Histoire du collège-séminaire de Nicolet, 1803–1903, avec les listes complètes des directeurs, professeurs et élèves de l’institution (2v., Montréal, 1903). Stanley, Birth of western Canada; Louis Riel. L. H. Thomas, The struggle for responsible government in the North-West Territories, 1870–97 (Toronto, 1956). Donatien Frémont, “Alfred-Norbert Provencher, 1843–1887,” RSC Trans., 3rd ser., 51 (1957), sect.i: 29–41.
Revisions based on:
Bibliothèque et Arch. Nationales du Québec, Centre d’arch. de la Mauricie et du Centre-du-Québec (Trois-Rivières, Québec), CE401-S13, 8 nov. 1877; Centre d’arch. de Montréal, CE601-S51, 31 oct. 1887; CE603-S2, 7 janv. 1843; Centre d’arch. de Québec, CE301-S1, 24 mai 1876. La Minerve, 2 nov. 1887. Frances McColl, Ebenezer McColl, “Friend to the Indians,” superintendent of Indian affairs for Manitoba and Northwest Territories: a biography, 1835–1902 (Winnipeg, 1989).
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Cite This Article
Kenneth Landry, “PROVENCHER, JOSEPH-ALFRED-NORBERT (baptized Joseph-Albert Villebrun, dit Provencher),” in Dictionary of Canadian Biography, vol. 11, University of Toronto/Université Laval, 2003–, accessed December 22, 2025, https://www.biographi.ca/en/bio/provencher_joseph_alfred_norbert_11E.html.
The citation above shows the format for footnotes and endnotes according to the Chicago manual of style (16th edition). Information to be used in other citation formats:
Permalink: https://www.biographi.ca/en/bio/provencher_joseph_alfred_norbert_11E.html
Author of Article: Kenneth Landry
Title of Article: PROVENCHER, JOSEPH-ALFRED-NORBERT (baptized Joseph-Albert
Villebrun, dit Provencher)
Publication Name: Dictionary of Canadian Biography, vol. 11
Publisher: University of Toronto/Université Laval
Year of publication: 1982
Year of revision: 2022
Access Date: December 22, 2025
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Justifying the End of Official Bilingualism:
Canada's North-West Assembly and the
Dual-Language Question, 1889-1892¹
EDMUND A. AUNGER University of Alberta
Introduction
In the months preceding the opening of the first North-West Assembly
on October 31, 1888, and then again during the assembly's initial ses-
sions, the territorial newspapers assailed the French language and offi-
cial bilingualism, praised the ascendancy of the English language and
the British heritage, and appealed for the creation of a homogeneous
Canadian nationality.² The newspaper editors, like the assembly mem-
bers and the territorial population as a whole, were predominantly
Ontario-born immigrants, recently arrived in Canada's North-West and
strongly imbued with the vision of a united English-speaking Canada.
Very few realized, at first, that the French language enjoyed official
status in the North-West Territories and had done so, at least on a for-
mal basis, since 1877. This reality struck home, however, when-to
the shocked disbelief of the newly elected legislators-Lieutenant-
Governor Joseph Royal delivered his first speech from the throne in
both English and French. Assemblyman Hugh Cayley, a Toronto-born
lawyer, then-owner and editor of the Calgary Herald, subsequently
1
I am grateful to my colleague Claude Couture and the JOURNAL's anonymous
referees for challenging me to place this study in the context of English-Cana-
dian nationalism and its historiography, and then generously suggesting ways
that this might be done.
2 See, for example, Manoly R. Lupul, The Roman Catholic Church and the
North-West School Question: A Study in Church-State Relations in Western
Canada, 1875-1905 (Toronto: University of Toronto Press, 1974), 42-50.
Edmund A. Aunger, Faculté Saint-Jean, University of Alberta, Edmonton, Alberta
T6C 4G9; edmund.aunger@ualberta.ca
Canadian Journal of Political Science / Revue canadienne de science politique
XXXIV:3 (September/septembre 2001) 451-486
©2001 Canadian Political Science Association (l'Association canadienne de science politique)
and/et la Société québécoise de science politique
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MPs' expenses: Elliot Morley jailed for 16 months | MPs' expenses
Former Labour minister Elliot Morley has become the highest-profile parliamentarian to be jailed over the expenses scandal after he was sentenced to 16 months' imprisonment for claiming more than £30,000 in false mortgage payments.
The 58-year-old former MP for Scunthorpe, who had admitted two charges of false accounting, was told he was guilty of "blatant dishonesty" and had "thrown away his good name and good character" in a fraud which ended "a distinguished political career" that spanned more than 20 years.
Sentencing him at Southwark crown court, Mr Justice Saunders described Morley's public downfall as "tragic".
Morley, who is diabetic and suffers from depression, had earlier wiped away tears as the court heard he had made a "grotesque error of judgment". He could be released on licence in four months.
"He had given honourable service to the public, not just to constituents but to the country as whole," said Jim Sturman, QC, defending. He had "discharged onerous ministerial duties for almost a decade". But now he faced "a bleak and very uncertain future, especially at his age".
He had also been stripped of a £64,000 resettlement grant he would normally receive on leaving parliament.
Peter Wright, for the prosecution, said Morley had "engaged in the wholesale abuse of the expenses system".
The court was told that, between May 2004 and November 2007, Morley had "on no fewer than 40 occasions" falsely claimed £800 a month. Parliamentary rules entitled him to claim only mortgage payment interest on his second home. But while his interest varied from £52 per month in 2004 to £5.85 in February 2006, he continued to claim £800 a month.
He sought £15,200 in mortgage claims, when he was only entitled to £1,572. Between March 2006 and November 2007, after his mortgage had been repaid, he continued to submit the £800 monthly, claiming £16,800 towards a mortgage that did not exist.
He failed to respond to requests for further information from the Fees Office and "evaded giving answers in the knowledge that to give truthful answers would reveal the fraud", said Saunders.
When he was eventually challenged, he described it as an "embarrassing and inadvertent oversight" and immediately repaid the money.
Morley, who lost his post as environment minister in 2006, stood in the dock as the judge told him that in common with other MPs convicted over expenses, he was guilty of a "serious breach of trust". It was " arguably worse" in his case because he was a minister.
The judge was satisfied the "excessive claims were made deliberately and are not explicable even in part by oversight".
He allowed a 25% discount of the sentence because of the "courage" it had taken for Morley to enter a guilty plea. He avoided a longer sentence, despite claiming more money than other MPs convicted, because "the degree of sophistication" involved in the fraud was less.
The judge also made "some small further reduction" in sentence in light of Morley's public service. He had read "a truly remarkable series of testimonials" from many distinguished people describing him as a "positive force for good"
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Ex-MP Elliot Morley jailed for expenses fraud
Former Labour minister Elliot Morley has been sentenced to 16 months in jail for dishonestly claiming more than £30,000 in parliamentary expenses.
He pleaded guilty last month to making excessive claims for mortgage costs from 2004 to 2007 and claiming for a mortgage that had been paid off.
Sentencing him, Mr Justice Saunders said he had "thrown away his good name and good character".
Morley, MP for Scunthorpe since 1987, stepped down at the general election.
As a former environment minister, he is the most senior politician to plead guilty to expenses fraud.
When the allegations against him first surfaced, he claimed it had been a genuine mistake and said he would prove that he was not guilty of deception.
But the Crown Prosecution Service said Morley's behaviour had been "blatantly dishonest".
Sentencing him, the judge Mr Justice Saunders said: "I am satisfied from the nature of the mortgage transactions and the correspondence that the excessive claims were made deliberately and are not explicable even in part by oversight."
The 58-year-old pleaded guilty to two charges of false accounting under the Theft Act.
He claimed £15,200 in mortgage claims - when he was only entitled to £1,572 - and submitted claims for £16,800 towards a mortgage on a property near Scunthorpe - after it had been paid off.
He wrongly filled out a total of 40 forms relating to mortgage payments.
Mr Justice Saunders acknowledged that Morley had been "a positive force for good" during his time as a minister and had done "a great deal to promote the green agenda".
He described the case as "tragic for the defendant and his family" and said Morley had "thrown away his good name and good character".
He said he accepted the fraud in Morley's case was not as "sophisticated" as that of another former Labour MP, David Chaytor, and therefore, his sentence was slightly lower.
Chaytor was jailed for 18 months in jail in January for fraudulently claiming more than £20,000 in expenses by submitting bogus invoices for IT consultancy work and claiming rent he never paid.
A Labour Party spokesman said: "Elliot Morley had already been suspended from the Labour Party and following his custodial sentence he has now been excluded from the party."
Morley was the third former Labour MP to plead guilty to expenses fraud, along with Eric Illsley, who received a 12-month sentence, and Chaytor.
A fourth Labour MP, Jim Devine, was the only one to stand trial but was jailed for 16 months in March after being found guilty.
Lawyers for Devine have made a formal complaint to the governor of Belmarsh prison, where he is being held, because they argue he should be moved to a lower security insititution.
Gerald Shamash said his client's incarceration in Belmarsh - which houses high risk, Category A prisoners, - was "taking its toll", and as a low risk, Category D inmate he should have already been transferred.
In response, a Prison Service spokesman said: "Prisoners may be allocated to any prison in England and Wales according to the offence, sentence, security category and individual circumstances."
"When a prisoner is recategorised the Prison Service will allocate them to a suitable establishment as soon as there is space available."
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British MP cut adrift over $24,000 expense claim
LONDON, England (CNN) -- Britain's ruling Labour Party cut ties Thursday with a top member of parliament who admitted guilt in an escalating parliamentary expenses scandal.
Elliot Morley has been cut adrift by the Labour Party over claim for mortgage he had already paid off.
Lawmaker Elliot Morley was suspended from the Parliamentary Labour Party, a party spokesman told CNN. It means he retains his parliamentary seat but is stripped of his party affiliation.
Morley, who was agriculture minister under former Prime Minister Tony Blair, admitted claiming more than $24,000 in interest payments for a mortgage he had already paid off.
He called it "a mistake," apologized, and said he had repaid some of the money. Watch more on the scandal »
According to The Daily Telegraph newspaper, which has had access to details of lawmakers' claims and printed them over the past week, Morley also charged rent on his London home to fellow Labour lawmaker Ian Cawsey.
While Morley charged the Commons authorities for mortgage costs on the property, Cawsey paid Morley $1,500 a month in rent and claimed that on his expenses, in what amounted to a "double dip" on public funds.
Don't Miss
Morley's admission is among continued revelations about excessive expenses claims that are embarrassing British parliament members from all parties. Some lawmakers have paid back money to public funds; others face disciplinary action and possible prosecution.
Opposition leader David Cameron, of the Conservative Party, forced eight of his senior parliament members to get out their checkbooks and repay claims they had made for furniture and maintenance on their second homes, warning them they would lose their jobs otherwise.
Members of parliament from outside the capital can claim an allowance for a second home. What do you think about the expense scandal?
But Cameron faced new embarrassment Thursday.
Conservative member of parliament Andrew Mackay, a senior aide to /topics/david_cameron" class="cnnInlineTopic">Cameron, resigned after revealing that he and his wife, Julie Kirkbride, also a member of parliament, had each claimed second home allowances on separate properties over eight or nine years.
A party official said it was "an unacceptable situation that would not stand up to public scrutiny."
Mackay said: "Due to an error of judgment in accepting advice from the fees office, I have let a lot of people down." Watch more on MPs' reaction »
With the House of Commons fearful of more damaging revelations to come, and public contempt for politicians in the mainstream parties growing by the day, several lawmakers have volunteered repayments of allowances they have claimed.
Health Minister Phil Hope paid back $60,000 in fittings and furniture claims, saying he could not stand "the blow to my integrity." Cynics suggested it was more likely the potential blow to his wafer-thin majority of 1,571 in his constituency that was worrying him ahead of a general election next year.
Labour, Conservative and Liberal Democrat lawmakers also fear a backlash in local government and European parliament elections next month, which could benefit fringe parties like the United Kingdom Independence Party and the far-right British National Party.
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Portland State University
PDXScholar
Dissertations and Theses Dissertations and Theses
1-1-2010
Visions and Voices: An Arts-Based Qualitative Study
Using Photovoice to Understand the Needs and
Aspirations of Diverse Women Working in the Sex
Industry
Moshoula Capous Desyllas
Portland State University
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Visions & Voices: An Arts-Based Qualitative Study
Using Photovoice to Understand the Needs and Aspirations of Diverse Women
Working in the Sex Industry
by
Moshoula Capous-Desyllas
A dissertation submitted in partial fulfillment of the
requirements for the degree of
Doctor of Philosophy
in
Social Work and Social Research
Dissertation Committee:
Stephanie Wahab, Chair
Laurie Powers
Pauline Jivanjee
Julie Rosenzweig
Ann Mussey
Portland State University
(c) 2010
Abstract
The ways in which sex workers have been studied and represented historically,
socio-politically and academically do not take into account their voices, subjective
experiences and participation in the process. Women working in the sex industry are
seldom heard and their needs are consistently defined and represented by others. This
contributes to the stereotyping and stigmatization of sex workers, while academic
research is consistently being done on sex workers instead of with them.
This study uses the arts-based research method of photovoice with individuals
working in the sex industry in Portland, Oregon to understand their needs and aspirations
through their own artistic self-representation. Understanding sex workers' needs from
their own point of view provides the opportunity for collaborative knowledge creation of
important issues in order to enhance social service design and delivery, and advocate for
social change. Valuing sex workers' aspirations supports the acknowledgement of
individual strengths, skills, and visions.
Drawing from techniques of interpretive phenomenological analysis methods, the
themes that emerge to illustrate the participants' needs and aspirations include:
sustainability of the body; nourishment of the heart; fostering of the mind and soul; social
justice and activism; dreams and desires; and self-empowerment and identity. The
participants create meaning from their photographs through the use of self, performance,
bodies, emotions, imagination, intellect, humor and story-telling. The role of
intersectionality informs the sex workers' diverse experiences and their unique ways of
self-expression.
i
The researcher uses collage as reflexivity to illustrate, contextualize and reflect
her physical, emotional, and mental experiences throughout the study. The multiple art
exhibits that ensue from this study allow for the artists' visions and voices to travel to a
broad audience beyond academia, in order to reach influential community advocates and
challenge stigma and stereotypes. This arts-based study presents the richness and
complexity of alternative forms of data, invites new levels of engagement that are both
cognitive and emotional, and provides creative ways through which to explore and
understand the experiences of sex workers.
ii
Dedication
This dissertation is dedicated to the eleven artists featured in this study, who shared their
lives, loves and wisdom with me. I learned so much from each one of these incredible
women who trusted me to tell their stories and who continue to inspire me through their
visions and voices.
* In loving memory of Rogue (1978-2010) *
iii
Acknowledgements
I will forever be grateful to various individuals in my life that provided strength,
courage & support throughout this journey. This dissertation would not have been
completed without the participation and creativity of the amazing women who
participated in this study: Alex, Bee, Crystal, Grahm, Jasmine, Lady Purfection, Merry
Mag, Mouse, Rizzo, Rogue, and Sarah.
I wish to thank my community partner, Crystal Tenty, for her contribution and our
collaboration on the various stages of this dissertation. I am forever grateful for her
enthusiasm and commitment to this study and to sex workers' rights.
I feel deeply honored that Stephanie Wahab was willing to be a part of my
dissertation journey, and I want to express my sincerest gratitude for her guidance,
support and patience. Throughout the years, Stephanie continued to encourage and
nurture my need to merge art, research and creative self-expression. She was a source of
inspiration and an impressive role model in academia and for life. Stephanie taught me
not to be afraid to push the boundaries and limits, for which I am eternally grateful.
I am particularly thankful to Laurie Powers, who shared her wisdom and expertise
with me, and believed in my ability to implement this study when I struggled to find that
belief in myself. Her constant support during our meetings always left me feeling
energized, empowered and passionate about the possibilities.
Throughout this study, I had the constant moral support of Pauline Jivanjee, who
met with me regularly to discuss my research process and experiences. I want to thank for
her warmth, depth of perception and support of alternative ways of creating and
representing research.
iv
Many thanks go to Julie Rozensweig who shared her enthusiasm for creative
scholarship and continued to encourage me from the moment I entered the doctoral
program. As my committee's outside member, Ann Mussey brought a penetrating
curiosity and a deep, warm humanity to our discussions. I am particularly grateful to Ann
who also showed her support and enthusiasm for this dissertation by attending the art
exhibit.
I am eternally grateful to my editor, art show coordinator and amazing friend,
Erika, for her support throughout many stages of this study. I also want to thank my peer
reviewer, Diane, for her expertise and guidance throughout. My gratitude goes out to
members of the DO MSW team, members of my Ph.D. Cohort and my fellow doctoral
student colleagues who surrounded me with incredible support over the years.
I could not have done this without my lovely family, amazing friends and
phenomenal partner, who surrounded me with love and laughter, and for always believing
I would succeed in completing this dissertation. A very special thank you goes to Niko,
for being by my side every step of the way.
v
TABLE OF CONTENTS
Abstract.................................................................................................i
Dedication.............................................................................................iii
Acknowledgements....................................................................................iv
List of Tables.........................................................................................ix
List of Figures.........................................................................................x
CHAPTER 1 - INTRODUCTION.................................................................1
Background...................................................................................1
Terminology & Definitions.................................................................3
Sex Work, Prostitution, and the Sex Industry...................................3
Feminist Perspectives on Sex Work .......................................................5
Sex Work as Violence and Exploitation.........................................6
Sex Work as Legitimate Work....................................................8
Perspectives Outside of the Sex Work Polemic...............................11
Significance of this Study.................................................................15
Relevance to Social Work.................................................................16
CHAPTER 2 - LITERATURE REVIEW OF SEX WORKERS' NEEDS &
ASPIRATIONS............................................................................20
Historical & Socio-Political Representations of Sex Workers' Needs &
Aspirations..................................................................................20
Faith-Based Organizations.......................................................20
Social Work Bodies...............................................................21
Medical Professionals............................................................25
Policy Makers.....................................................................27
Social Movements and Organizations..........................................31
Academic & Research-Based Representations of Sex Workers' Needs............35
Violence............................................................................36
Mental Health......................................................................38
Drugs & Alcohol..................................................................38
HIV/AIDS..........................................................................39
Needs Assessment Studies.......................................................41
Limitations of Social Science Research........................................42
Creative & Artistic Representations of Sex Workers' Needs & Aspirations......44
CHAPTER 3 - RESEARCH METHODOLOGY..............................................48
Location of Self.............................................................................48
Research Questions........................................................................50
Arts-Based Research Framework........................................................51
Art as a Way of Knowing........................................................52
Key Features of Arts-Informed Inquiry........................................53
Creative Forms of Data Representation........................................55
Use of Images in Research.......................................................57
vi
Theoretical & Practical Framework......................................................58
Feminist Standpoint Theories...................................................59
Knowledge as partial and situated.....................................60
Woman as epistemologically privileged..............................62
Limitations of theory.....................................................64
Freire's (1970) Approach to Empowerment Education......................65
Education for critical consciousness...................................66
Use of the visual image..................................................69
Limitations of approach.................................................70
Participatory Approach to Documentary Photography.......................71
Photovoice Method........................................................................74
Concepts of Photovoice..........................................................76
Photovoice Research Studies....................................................78
Advantages of Photovoice.......................................................83
Limitations of Photovoice........................................................86
Photovoice Research Design..............................................................87
Rationale...........................................................................87
Manifestations of the Photovoice Process.....................................88
I. Contextualizing the project.........................................89
Identifying the site..............................................89
Selecting the methodology....................................90
Community partnership........................................91
Community support.............................................92
II. Finding the artists....................................................92
Sampling and recruiting........................................92
Participant diversity.............................................96
III. Orientating the artists to the tools of artistic expression........98
Conducting the photovoice trainings.........................98
Group photovoice training session............................99
Individual photovoice training sessions.....................101
Devising the initial theme for taking the photographs....102
IV. Taking the photographs and creating art........................103
Artists in the community......................................103
Unanticipated occurrences....................................104
V. Individually reflecting, dialoguing and storytelling............105
Selecting photographs for discussion........................105
Contextualizing and storytelling.............................107
VI. Communal dialoguing and sharing the artistic creations......108
Group Dialogue Sessions.....................................108
Selecting photographs for art exhibit........................111
Organizing the representation of the art.....................112
VII. Disseminating artistic creations to the public..................114
Community art exhibits.......................................114
Media coverage and attention................................116
Audience interactions with art...............................116
vii
CHAPTER 4 - DATA ANALYSIS PROCEDURE..........................................119
Artistic Representation of Analysis Process..........................................120
Within-Case Analysis of Individual Transcripts......................................123
Step 1: Immersion in the data..................................................123
Step 2: Preliminary analysis....................................................123
Step 3: Emerging themes.......................................................126
Step 4: Connecting themes......................................................126
Step 5: Creating individual analysis summary...............................129
Step 6: Final categories.........................................................130
(Visual) Cross-Case Comparison & Synthesis.......................................131
Step 7: Parallel process of analysis............................................131
Trustworthiness & Quality...............................................................132
CHAPTER 5: SELF AS ARTIST/RESEARCHER...........................................135
Reflexivity through Collage.............................................................135
Creation of Collages.....................................................................136
Collage I: Possibilities for an Outsider.......................................139
Collage II: Chaotic Liberation.................................................145
Collage III: The Wait, I Carry..................................................151
CHAPTER 6: PRESENTATION OF THE ARTISTS & THE FINDINGS...............155
Portraits of the Artists....................................................................155
Alex................................................................................155
Bee.................................................................................156
Crystal.............................................................................157
Grahm.............................................................................158
Jasmine............................................................................159
Lady Purfection..................................................................160
Merry Mag........................................................................161
Mouse..............................................................................162
Rizzo..............................................................................163
Rogue..............................................................................164
Sarah..............................................................................165
Overview of Photographs and Themes................................................166
Artistic Representation of Six Themes................................................171
Presenting the Findings..................................................................174
Sustainability of the Body......................................................174
Resources for survival..................................................175
Water.............................................................175
Food.............................................................176
Clothing.........................................................179
Restrooms......................................................180
Shelter...........................................................182
viii
Transportation..................................................185
Social services for women.............................................187
Safety and protection...................................................188
Self care for preservation..............................................192
Privacy and solitude....................................................194
Income generation......................................................196
Nourishment of the Heart.......................................................199
Love and romance......................................................200
Family, friends and community.......................................205
Family...........................................................205
Friends...........................................................207
Partners..........................................................210
Community.....................................................211
Pet companionship......................................................213
Meditations on death...................................................216
Fostering of the Mind and Soul................................................221
Educational endeavors.................................................221
Faith and spirituality...................................................225
Social Justice and Activism....................................................230
Sex workers' rights.....................................................230
Judgment, stigma and stereotypes....................................234
Poverty and racism......................................................239
Dreams and Desires.............................................................244
Play, fun and happiness................................................244
Rest and relaxation......................................................246
Hobbies and interests...................................................250
Art...............................................................250
Sports............................................................251
Music............................................................252
Travel............................................................254
Career Interests................................................255
Motherhood..............................................................258
Self-Empowerment and Identity...............................................261
Inner strength and personal growth...................................262
Relationship with work................................................266
Work environment and satisfaction.........................267
Sex work as art.................................................270
Work accessories..............................................273
Identity and existence..................................................274
Self-confidence.........................................................278
Respect and recognition................................................280
CHAPTER 7: DISCUSSION.....................................................................284
Introduction................................................................................284
Intersectionality...........................................................................285
ix
Diversity of Needs and Aspirations...........................................286
Self Perceptions..................................................................291
Construction of Needs and Aspirations.......................................291
Stigma......................................................................................294
Resistance to Stigma............................................................296
Power of Art...............................................................................298
For the Artists....................................................................298
Transformation..........................................................299
Empowerment...........................................................299
Agency and voice.......................................................301
Visibility and existence................................................301
For the Researcher...............................................................302
Chapter 8: CONCLUSION......................................................................306
Implications for Social Work...........................................................306
Practice...........................................................................306
Valuing knowledge through art.......................................307
Service design and delivery...........................................308
Working towards social change.......................................312
Policy..............................................................................313
Research...........................................................................314
Challenges Encountered..................................................................316
Suggestions for Future Research.......................................................319
REFERENCES....................................................................................321
APPENDICES.....................................................................................350
Appendix A: Recruitment Flyer.........................................................350
Appendix B: Social Service Agency Recruitment Letter...........................351
Appendix C: Telephone Recruitment and Screening Script........................352
Appendix D: Consent Form.............................................................356
Appendix E: Project Summary Handout...............................................359
Appendix F: Training Workshop Session Curriculum..............................360
Appendix G: Tips for Using a Camera & Taking Photographs Successfully.....362
Appendix H: Demographic Data Form................................................363
Appendix I: Individual Dialogue Session Questions Guide........................364
Appendix J: PSU Photo Release Form................................................365
Appendix K: Group Dialogue Session Questions Guide............................366
Appendix L: Participant Contact Sheet................................................368
Appendix M: Recruitment Flyer with Graphic.......................................369
Appendix N: Art Exhibit Flyer.........................................................370
x
LIST OF TABLES
Table 1: Preliminary Analysis Procedure Table...............................................125
Table 2: Table of Connecting Themes..........................................................127
Table 3: Individual Analysis Summary.........................................................129
Table 4: Final Categories Table..................................................................131
xi
LIST OF FIGURES
Figure 1: Visual Representation of Analysis Process.........................................122
Figure 2: Possibilities for an Outsider..........................................................140
Figure 3: Chaotic Liberation.....................................................................146
Figure 4: The Wait, I Carry.......................................................................152
Figure 5: Continuum of Needs and Aspirations...............................................169
Figure 6: Visual Representation of the Themes of Needs and Aspirations................170
Figure 7: Untitled..................................................................................175
Figure 8: Untitled..................................................................................176
Figure 9: Untitled..................................................................................177
Figure 10: Untitled.................................................................................178
Figure 11: Untitled.................................................................................178
Figure 12: Untitled.................................................................................179
Figure 13: Untitled.................................................................................179
Figure 14: Shooting gallery, office, beauty salon, motel room, and also, surprisingly,
just a bathroom.........................................................................180
Figure 15: Untitled.................................................................................181
Figure 16: Our rights-basic human dignity.....................................................181
Figure 17: Camp, Sweet Camp..................................................................182
Figure 18: Untitled.................................................................................183
Figure 19: Untitled.................................................................................184
Figure 20: Untitled.................................................................................184
Figure 21: Untitled.................................................................................185
Figure 22: Untitled.................................................................................185
Figure 23: Better Means...........................................................................186
Figure 24: Everyone needs a great driver.......................................................186
Figure 25: Untitled.................................................................................187
Figure 26: Untitled.................................................................................188
Figure 27: Sometimes Sex Work Hurts-Call the Bad Date Line. Not all People Hate
Us.......................................................................................189
Figure 28: An angel always watching over the women working the street who are
vulnerable to the utmost evil.........................................................190
Figure 29: Untitled.................................................................................191
Figure 30: Untitled.................................................................................192
Figure 31: Wake Up...............................................................................193
Figure 32: Untitled.................................................................................194
Figure 33: Untitled.................................................................................194
Figure 34: Untitled.................................................................................195
Figure 35: Untitled.................................................................................196
Figure 36: Tools of the trade.....................................................................197
Figure 37: Untitled.................................................................................197
Figure 38: Portland's Finest Exotic Dancers...................................................198
Figure 39: Tired....................................................................................198
Figure 40: Untitled.................................................................................200
xii
Figure 41: Untitled.................................................................................201
Figure 42: Looking up and looking forward....................................................202
Figure 43: Untitled.................................................................................202
Figure 44: Untitled.................................................................................203
Figure 45: Untitled.................................................................................203
Figure 46: Untitled.................................................................................205
Figure 47: Untitled.................................................................................206
Figure 48: Untitled.................................................................................207
Figure 49: My family portrait....................................................................207
Figure 50: Untitled.................................................................................208
Figure 51: Untitled.................................................................................208
Figure 52: Untitled.................................................................................209
Figure 53: Untitled.................................................................................210
Figure 54: We grind. Warmth, comfort, speed naps, companionship......................210
Figure 55: Untitled.................................................................................211
Figure 56: Hope for our community.............................................................211
Figure 57: I can only hope my feet are matched and weathered as much as these
beautiful feet from walking and doing outreach to others in poverty..........212
Figure 58: Untitled.................................................................................213
Figure 59: Cowboy: sporadic...fun, inspiration, love...never judges me for my
profession..............................................................................214
Figure 60: Untitled.................................................................................215
Figure 61: Untitled.................................................................................215
Figure 62: Untitled.................................................................................216
Figure 63: See you in Ho Heaven Tomorrow..................................................217
Figure 64: Eileen Wournos - you are my hero.................................................218
Figure 65: A memorial sound at the trailheads in Forest Park, in remembrance of the
three beautiful women violently raped and killed here...........................219
Figure 66: Untitled.................................................................................220
Figure 67: Nordstrom Skull......................................................................220
Figure 68: Untitled.................................................................................222
Figure 69: Untitled.................................................................................223
Figure 70: Untitled.................................................................................223
Figure 71: Untitled.................................................................................224
Figure 72: Untitled.................................................................................225
Figure 73: Untitled.................................................................................226
Figure 74: Being spiritual and having a good relationship with God.......................226
Figure 75: My Best Friend........................................................................227
Figure 76: God Bless..............................................................................228
Figure 77: Untitled.................................................................................228
Figure 78: Untitled.................................................................................229
Figure 79: Untitled.................................................................................229
Figure 80: The three condom law: This could get YOU arrested for prostitution! ........231
Figure 81: The last legal pussy...................................................................231
Figure 82: There is no shame in consensual sex work. There is shame in a society
xiii
that would criminalize us for trying to support and protect ourselves.........232
Figure 83: Untitled.................................................................................233
Figure 84: Untitled.................................................................................234
Figure 85: Collecting drinks in the dressing room.............................................235
Figure 86: Collecting drinks in the dressing room.............................................235
Figure 87: Untitled.................................................................................236
Figure 88: Who all are innocent I...............................................................236
Figure 89: Who all are innocent II...............................................................237
Figure 90: Who all are innocent III..............................................................237
Figure 91: On both sides of the fence...........................................................238
Figure 92: Untitled.................................................................................239
Figure 93: It's a rich white-man's world- How many childhoods are lost? I started in
sex work at the tender age of 12 in the USA.......................................240
Figure 94: Untitled.................................................................................241
Figure 95: Untitled.................................................................................241
Figure 96: Untitled.................................................................................242
Figure 97: Untitled.................................................................................243
Figure 98: Not all tricks are predatory..........................................................243
Figure 99: Untitled.................................................................................245
Figure 100: To be happy..........................................................................246
Figure 101: Untitled...............................................................................247
Figure 102: Life with hope is freedom to believe in your future............................247
Figure 103: Untitled...............................................................................248
Figure 104: Awakening Vision...................................................................248
Figure 105: Untitled...............................................................................249
Figure 106: Untitled................................................................................249
Figure 107: Untitled................................................................................250
Figure 108: Untitled...............................................................................251
Figure 109: Untitled...............................................................................252
Figure 110: Untitled................................................................................252
Figure 111: Gypsy Eyes...........................................................................253
Figure 112: Untitled...............................................................................253
Figure 113: Untitled...............................................................................254
Figure 114: Untitled...............................................................................255
Figure 115: Untitled...............................................................................255
Figure 116: Untitled...............................................................................256
Figure 117: Wishful sign of dreams & goals...................................................256
Figure 118: Untitled...............................................................................257
Figure 119: Untitled................................................................................258
Figure 120: Untitled...............................................................................259
Figure 121: Untitled...............................................................................260
Figure 122: Untitled...............................................................................261
Figure 123: Untitled................................................................................263
Figure 124: Untitled...............................................................................264
Figure 125: Untitled...............................................................................265
xiv
Figure 126: Untitled...............................................................................265
Figure 127: Untitled...............................................................................267
Figure 128: Untitled ...............................................................................268
Figure 129: Untitled................................................................................269
Figure 130: Untitled................................................................................270
Figure 131: Rich Landscape.......................................................................270
Figure 132: Untitled................................................................................271
Figure 133: Seductive Tales: self-expressive, watch closely, but not too deeply..........272
Figure 134: One for every necessary occasion.................................................273
Figure 135: Untitled...............................................................................274
Figure 136: Untitled...............................................................................275
Figure 137: Untitled...............................................................................275
Figure 138: Untitled...............................................................................276
Figure 139: Untitled...............................................................................277
Figure 140: No Trespassing......................................................................277
Figure 141: Shadow Tag..........................................................................278
Figure 142: Can't see me...but I can see you..................................................279
Figure 143: Me, Myself & I......................................................................280
Figure 144: Untitled...............................................................................281
Figure 145: Untitled...............................................................................281
Figure 146: Smoke Break........................................................................282
Figure 147: Untitled...............................................................................283
Figure 148: Rich Landscape.....................................................................320
xv
CHAPTER 1
INTRODUCTION
The ways in which sex workers have been studied and represented historically,
socio-politically and academically do not take into account their voices, subjective
experiences and participation in the process. Women working in the sex industry are
seldom heard and their needs are consistently defined and represented by others. This
contributes to the stereotyping and stigmatization of sex workers, while academic
research is consistently being done on sex workers instead of with them. This study uses
the arts-based research method of photovoice with individuals working in the sex
industry in Portland, Oregon to understand their needs and aspirations through their own
artistic self-representation. This allows for their visions and voices to reach a broad
audience beyond academia, to re-present their diverse needs, and to challenge stigma and
stereotypes. Understanding sex workers' needs from their own point of view provides the
opportunity for collaborative knowledge creation. Valuing sex workers' aspirations
supports the acknowledgement of individual strengths, skills, and visions. This arts-based
study presents the richness and complexity of alternative forms of data, invites new levels
of engagement that are both cognitive and emotional, and provides creative ways through
which to explore the experiences of sex workers in Portland.
Background
There is currently no agency in Portland, Oregon that provides social services to
sex workers, specifically to address their needs. After eight years of promoting safe sex in
Portland (through education about disease prevention, free or inexpensive health care,
1
and safety tips on needle exchange programs), the non-profit Danzine lost its funding in
2003. The Council for Prostitution Alternatives (CPA)/LOTUS (Liberating Ourselves
through Understanding Sexploitation), another Portland organization working to educate
sex workers, also lost its funding in 2005. In addition, two programs that specifically
served people working in the sex industry-Lola Greene Baldwin Foundation and New
Options for Women-both discontinued their services in mid-2007. At the beginning of
2008, CPA re-opened its doors under new management, with a stated mission to "save"
women working in the sex industry. Six months later, this agency closed its drop-in
center services that provided clothing and a safe space for women to convene for a couple
of hours, twice a week. At this time, the only programs in Portland that are specifically
for individuals working in the sex industry are through Volunteers of America (VOA)
and Lifeworks North West. However, these are mandated services only for those female
sex workers who were previously incarcerated due to a drug offense.
In an attempt to address the gap in services available to sex workers, the Sex
Worker Outreach Coalition (SWOC) was created. SWOC is a network of social service
providers in Portland, Oregon that meet monthly to address issues related to the sex
industry. SWOC uses a harm-reduction lens to find better ways to coordinate services for
sex workers and to do street outreach. Local organizations involved in SWOC include the
Portland Women's Crisis Line, Legal Aid of Portland, Cascade AIDS Project, New
Avenues for Youth, YWCA of Clark County, Outside In, and the Bad Dateline, among
other affiliations. The coordination and collaboration of social service providers (physical
and mental health, housing, child welfare, job training, etc.), drug and alcohol treatment
programs, law enforcement, and legal assistance within Multnomah County may help
2
respond to the service needs of sex workers given the lack of a specific agency that
addresses the various needs of sex workers. SWOC predominately incorporates the
voices of social services providers and what they have identified as the needs of sex
workers. The voices of individuals currently working in the sex industry and their self-
identified needs are often missing within the coalition.
Terminology and Definitions
Sex Work, Prostitution, and the Sex Industry
The term "sex work" was first coined by performer and activist Carol Leigh,
a.k.a. Scarlot Harlot, who felt motivated to construct an atmosphere of tolerance for
women working in the sex industry (Alexander, 1987). It was created in the context of
the feminist movement of the 1970s, in opposition to the use of the term "prostitute," and
during a time when sex worker's rights organizations began to form to unite women in
the sex industry (Leigh, 2000).
In this dissertation, sex work* will be used to refer to a wide range of activities
where sex or sexual services are exchanged for money or other material benefits
(Outshoorn, 2005). Sex work also includes male and transgender individuals within
various arenas of the sex industry. Weitzer (2000) provides a broad definition of sex
work as "commercial sexual services, performances, or products given in exchange for
material compensation" (p. 3). A more detailed definition by Sloan and Wahab (2004)
*
I prefer to use the term sex work and sex worker (instead of prostitute and prostitution) since it focuses
attention to the occupational health and safety issues of the sex industry and because the term is less
stigmatizing. However, there are instances in this dissertation when I refer to sex work as prostitution, in
recognition of the historical, political and social impact of the term and the use of the term by other
academics.
3
states:
Sex work is a term that includes many types of situations in which compensation
is exchanged for some kind of sexual activity, including legal activities that do not
involve person-to-person client contact (telephone sex), legal activities that
involve person-to-person contact but not intercourse (such as lap dancing,
stripping, topless dancing), and illegal forms of sex work where there is intimate
person-to-person client contact (such as, sexual massage, sexual nude modeling,
and other forms of prostitution). (p. 18-19)
Sex work also includes fantasy services (submission-domination, bondage, and cross-
dressing), escorting, call girls and call boys, hosts and hostesses.
Some research studies and theoretical publications on sex work by radical
feminists, such as Sheila Jeffreys (1997), use the term prostituted women and survivors as
a "deliberate political decision and is meant to symbolize the lack of choice women have
over being used in prostitution" (p.330). Weitzer (2005) pointed out that the terms
survivors and prostituted women are problematic since the former suggests people who
have escaped something and the latter completely erases women's agency. The term
prostituted woman also highlights the powerlessness and submission of those in the sex
industry (Silbert & Pines, 1982). While there is great debate about how prostitution and
sex work should be understood and who should represent it or speak for it, many
generally agree that the term "sex work" actually represents what women feel they are
engaging in and the reasons for doing so. In a study of 294 sex workers in Miami, almost
all of them "prefer(ed) the terms sex worker and working woman and refer(ed) to
themselves as such" (Kurtz, Surratt, Inciardi, & Kiley, 2004, p.359). However, it is
important to note that there are some individuals working in the sex industry that do not
identify with or use these terms.
A few scholars have pointed to the political and social significance of referring to
4
sex work, as opposed to prostitution. "There is a shift from moral to economic references
for describing the engagement of monetized sexual exchange, known as sex work"
(Wardlow, 2004, p. 1017). Some assert that by using the terminology of sex work, there
is a shift away from historical associations of prostitution as sinful, criminal and illicit
(Jenness, 1990). In addition, using the phrase sex work is less stigmatizing because it
suggests an income-generating activity rather than a totalitizing identity.
The sex industry includes those who sell services directly, as well as their
customers. It also comprises of "the business owners and investors, managers,
independent contractors, non-sexual employees (cashiers, waiters, drivers) and
middlemen who facilitate business processes (some travel agents, guides) (Agustin,
2005). The sites of work include, but are not limited to bars, restaurants, cabarets,
brothels, clubs, saunas, massage parlors, cars, motels/hotels, truck stops, crack houses,
sex shops with private booths, dungeons for bondage and domination, Internet sites, and
cinemas (Agustin, 2005; Williamson & Folaron, 2003). Products and services involved in
the sex industry consist of "erotic phone lines, escort and matrimonial services, films and
videos, souvenirs, toys, clothes, equipment, and live and `virtual' spectacles via web-
cameras...sometimes, art exhibitions and theatrical plays appear to temporarily form part
of the industry" (Agustin, 2005, p. 622).
Feminist Perspectives on Sex Work
While various theories have analyzed sex work within feminism, two prevailing
perspectives continue to dominate the understanding and discourse of sex work, thus
informing theory, policy and research. One perspective conceptualizes sex work as
5
violence and exploitation, and the other, sex work as legitimate work (Chapkis, 1997;
Sloan & Wahab, 2000). Women of color have also contributed to the competing
perspectives, examining how racism, classism, colonialism, militarism, and globalism
shape the understanding of sex work.
Sex Work as Violence and Exploitation
The conceptualization of sex work as violence and exploitation is represented in
radical feminist theory and domination theory, and evidenced particularly in the works of
Millett (1970; 1975), Barry (1979; 1995), Dworkin (1987; 1989); MacKinnon (1987;
1989), Jeffreys (1997), Farley (2004), Raymond (2004), and Hughes (2004). For these
radical feminists, sex work as violence is understood, "not only in the practice of
prostitution but more fundamentally in the very idea of `buying sex,' which is considered
inextricably linked to a system of hetero-sexuality and male power" (Scoular, J., 2004, p.
344). Sex work is placed within the rhetoric of violence and oppression (Stout &
McPhail, 1998) so that for radical feminists, prostitution represents the epitome of
patriarchal male privilege (Kesler, 2002). Radical feminist theory has illustrated the
inequalities in sex work within the context of a gendered analysis of the state and
sexuality (Scoular, 2004, p. 344).
Domination theory is similar to radical feminist theory, but differs in that it
replaces gender with sex (Dworkin, 1987; MacKinnon, 1987). From this lens, prostitution
is a system of male sexual dominance that undermines women's equal status and sexually
objectifies women. Domination theory emphasizes the ways men attempt to control
women's bodies and construct female sexuality to serve men's needs (Dworkin, 1987;
MacKinnon, 1987). Prostitution is viewed as sexual slavery and the epitome of women's
6
oppression (Outshoorn, 2005). The notion of prostitution as sexual slavery, first coined
by Barry, informs many of the contemporary campaigns against trafficking (Scoular,
2004). Radical feminists and domination theorists view all types of sex work as
inherently oppressive and exploitative for all women and assert that in order to eliminate
women's oppression, society must be completely altered (Saulnier, 1996) and prostitution
will need to be abolished.
Radical feminist insights into sex work have contributed the most to highlight the
harms and violence experienced by sex workers. This perspective of sex work as violence
and exploitation against women is often criticized for supporting a single view of sex
work and for not acknowledging the various experiences of women (Weitzer, 2000). It
fails to acknowledge the testimonies of sex workers and their experiences of pleasure in
work, sex and choice. In addition, sex worker's rights advocates critique this view as
being biased and based on street or outdoor sex work. The belief that sex work is
violence maintains that sex workers are under the oppressed conditions of patriarchy
(Bullough & Bullough, 1987), they have no real freedom of choice, but rather they are
victims of "false consciousness" (Abrams, 1990 in Barlett, 1993, p. 908). False
consciousness suggests that those who are oppressed unconsciously internalize the
dominant ideology. In other words, given women's unequal status in society, free choice
is considered to be an illusion. Those who take on this position reject the notion of
voluntary sex work, holding that no woman would choose prostitution by choice or free
will (Outshoorn, 2005).
Limitations of this perspective include the lack of attention to the complexities
and contradictions inherent in sex work, along with the role of culture, class, race, and
7
gender. This perspective does not account for men and transgender sex workers.
Furthermore, critics of radical feminist positions on sex work have pointed out that the
image of a sex worker from this lens portrays the female as a sexual subordinate and it
also "sustains the myths and norms of the sex industry, of potential men and submissive
women, rather than transforming them" (Shrage, 1994, p. 134). The simple reduction of
sex work to gender and/or sexual oppression does not take into account the complexities
of the workers, nor the power relations between workers, customers and managers. While
there are gender and power inequalities in the heterosexual sex worker-client relationship,
it is not certain that a sex worker abandons all control over her actions by engaging in sex
work. Murphy (2003) asserts that women who use their bodies to make money are more
"subjects with power than objects of power" (p. 308). Wood (2000) also agrees that while
gendered power can be crucial to the experiences of sex workers, power is not always
accepted but also contested and negotiated by women in their transactions with clients
and in their personal relationships.
Sex Work as Legitimate Work
The sex as violence perspective has defined and shaped important policy arenas in
the national and international discourse on prostitution for almost a century. However,
this discourse has been challenged by those who conceptualize sex work as a legitimate
employment option that can also represent sexual freedom and diversity. The perspective
of sex work as legitimate work in the U.S. emerged with the formation of the sex
workers' rights movement, founded on three basic premises: (a) many women freely
choose sex work; (b) sex work should be viewed and respected as legitimate work; and
(c) denying a woman the opportunity to work as a sex worker is a violation of her civil
8
rights (Pheterson, 1989). The sex workers' rights movement founded in the 1970s
provided a forum for sex workers to speak for themselves and to advocate for their right
to work in the sex industry.
The sex-work-as-work/ pro-rights perspective supports the idea that restricting a
woman's choice, for any reason, reduces her status as a full and equal human being since
making choices for others implies having control over them (Jolin, 1994). This supports
the view that women are selling a service, and that sex work should be acknowledged as
a social contract, like any other free wage labor. The belief is that women sell their
services, not their bodies, and it is a woman's free choice to engage in sex work "in as
much as free choice can be achieved in a patriarchal, racist, and a sexist society" (Bell,
1994, p. 78). This view holds that given a woman's unequal gender status in society, sex
work may often be the most viable option. The pro-rights perspective recognizes that sex
workers, like most individuals, are making choices within limiting power structures of
race, class and sexuality. However, this view supports the idea that structures aren't
inevitable or unchangeable, but rather that they can be challenged and resisted through
political organizing and action (Jeffrey & MacDonald, 2006).
The sex-work-as-work perspective is theoretically represented by sex radicals,
who share a similar ideology with the pro-rights feminists, but with a further emphasis on
the identity politics of sex work and the role of discursive power (Jeffrey & MacDonald,
2006). For example, radical sex liberals, also referred to as radical sexual pluralist
theorists, celebrate sexual variety and free choice (Rubin, 1984; Bell, 1994) while
acknowledging sex work as liberating and legitimate work. Sex radical theory/radical
sexual pluralist theory is illustrated in the works of Califia (1998), Rubin (1984), Paglia
9
(1992), Pheterson (1989), Chapkis (1997), Nagle (1997), and Doezema (1998). Sex
radical theory, similar to the pro-sex worker's rights perspective, represents a free-choice
point of view toward sex work, based on the right to self determination. Sex work is
perceived as "a possible option or strategy of survival taken by women, which should be
respected" (Outshoorn, 2005, p. 145; Bell, 1994; Chapkis, 1997). Sex radicals encompass
a coalition of feminist academics, queer theorists, sex trade workers, and others (Califia,
1994). According to radical sexual pluralist theory, sex work is understood as
undermining patriarchy's definition of traditional femininity and sex radical feminists
strongly support sex workers' rights to perform erotic labor (Barton, 2002, p. 586). The
emphasis of sex radical theory lies in the potential for sex work(ers) to expand the
boundaries of sexuality and gender.
Ferguson (1984) illustrates the theoretical assumptions of sex radical theory
concerning sexuality, social power and sexual freedom by stating that:
Social institutions, interactions, and discourses distinguish the
normal/legitimate/healthy from the abnormal/ illegitimate/unhealthy and privilege
certain sexual expressions over others, thereby institutionalizing sexual repression
and creating a hierarchy of social power and sexual identities. (p. 109)
Sex radicals believe that sex work can be read in more complex ways than just
confirming male power and domination. Sex work can also be seen as a site of resistance
and can be understood as a place of agency where the sex worker utilizes the existing
sexual order (Chapkis, 1997). For sex radicals, sexual freedom requires going beyond
socially respectable categories of sexuality and refusing to place boundaries on what
counts as politically correct sexuality (Ferguson, 1984). Instead of privileging one type of
sexuality over another, there is the notion that changing ideas about sex can change sex
10
itself, along with the balance of power in society.
Those who critique the sex workers' rights perspective assert that this view
uncritically embraces only a civil rights emphasis on freedom of sexual expression
(Weitzer, 2000). Also, others have pointed that this perspective is representative of those
sex workers who are well-educated and upper-level sex workers (e.g. Bernstein, 1999).
Therefore, it may not be applicable to street-based workers or migrant sex workers who
may not identify as sex workers or who might not have any desire to participate in
advocacy (Agustin, 2005). It has also been suggested that radical sexual pluralist theory
may be overly celebratory in its focus on empowerment (Jeffrey & MacDonald, 2006)
and may not take into account race, class and ethnicity as informing sex workers'
experiences. However, Chapkis (1997) argues that not all sex radicals are of the
libertarian perspective where sex work is free from the repression of power, but rather,
many sex radical feminists view sex work as a place of struggle.
The sex work as legitimate work position has been strengthened in recent years by
a new postcolonial critique that views abolitionism and the sex work as violence
perspective as a Western, White, middle-class women's movement seeking to protect and
save women, similar to those efforts during the Progressive Era (e.g. Doezema; Augustin;
Kempadoo). More recent proponents of the pro-sex workers' rights perspective are
including a more global analysis of sex work as work that includes issues of race, culture,
and nationality, along with politics, economics and women's migration.
Perspectives Outside of the Sex Work Polemic
The feminist perspectives that polarize sex work as exploitation or work- slavery
or freedom- present a problematic dichotomy. These debates do not reflect the
11
complexity of sex workers' experiences. There is a wide range of individuals involved in
the sex industry, a myriad of ways in which sexual services and sexual fantasies are
bought and sold, and much variety in the relationships that are developed in the
workplace (Benoit & Shaver, 2006, p. 249). In his anthology of writings, Sex for Sale,
Weitzer (2000) expressed frustrations with the feminist sex wars, stating "essentialist
claims about the intrinsic nature of sex work (whether oppressive or liberating) clash with
the reality of variation in sex work" (p. 3). Chancer (1998) argues that the polarized
frameworks have "potentially reconcilable goals: for women to enjoy sexual freedom (the
emphasis of sex radicals) and to experience freedom from sexism (the emphasis of
radical feminists)" (Barton, 2002, p. 600). In contrast, Sutherland (2004) asserts that "sex
radicalism is not radical feminists opposite pole...it does not shore up the opposite side of
the binaries" (p. 28). Sex radical theory, in its embrace of sexual and theoretical
pluralism, holds considerable promise for exploring the multiple subjectivities and
intricate lives of sex workers (Sutherland, 2004) on a feminist theoretical continuum. The
theoretical pluralism discussed by Rubin (1984) and Bell (1994) illustrates how no
singular site is privileged, but rather there are multiple spaces for differences.
Women of color present different perspectives on sex work that take into account
the intersections of race, class and gender. Black feminist Patricia Hill Collins (1990)
holds the position that sex work is sexual exploitation, but her focus is on race and racism
that make certain forms of objectification possible. Collins (1996) illustrates the history
of sexual exploitation of Black women through slavery and violence. This history of
violence against Black women is linked to sex work as the representation of abuse of
Black women's sexuality for economic purposes. Others have built upon Black feminist
12
thought to point out that the sex industry is oppressive because it prospers on race
stereotypes of exotic, sexually insatiable, yet subservient women of color who exist to
serve the needs of the white man (Overall, 1992).
Collins also calls attention to the disproportionate number of Black women
working in the sex industry as she writes,
Theoretical work explaining patterns of Black women's exclusion in the
burgeoning international pornography industry has been...neglected. Perhaps the
most curious omission has been the virtual silence of the Black feminist
community concerning the participation of far too many Black women in
prostitution. Ironically, while the image of African-American women as
prostitutes has been aggressively challenged, the reality of African American
women who work as prostitutes remains unexplored. (Shrage, 1994, p. 141-142)
The work of Collins is helpful for understanding how women of color may experience
working in the sex industry. What may be liberating on an individual level may be
simultaneously reproducing racism, classism, ageism, and sexism at the institutional level
(Collins, 1990; 1997; Smith, 1998). Analyzing sex work on an individual and structural
level may best capture the multitude of experiences of sex workers locally, nationally,
and globally.
Other women of color, some of who identified as current or past sex workers such
as Kempadoo and Doezema (1998), examined the structural issues of sex work from a
global perspective. Kempadoo (2001) argues that "the global sex trade cannot be simply
reduced to one monolithic explanation of violence to women" (p. 28). Viewing
prostitution as a reflection of patriarchy and violence to women is "inadequate to capture
the various histories, oppression, and experiences of women of color" (Kempadoo, 2001,
p. 37). Overlooking the agency of women of color by treating them as passive victims of
oppression does not address the complexities of the lives of women of color (Kempadoo,
13
2001). Rather than conceptualize prostitution in terms of the sexual objectification and
degradation of women, Kempadoo and Doezema (1998) advocate for understanding sex
work as a kind of labor that is often performed by marginalized people. This avoids
moralistic discourses about female sexuality and stays away from unrealistic abolitionist
approaches (Sharge, 1996). Instead, there can be a focus on working conditions and
empowerment, legal status of work, and occupational alternatives to people oppressed by
race, class, gender, and nationality.
My own personal and political perspective of sex work is consistent with the idea
that sex work is a legitimate form of labor. I recognize that commercial sex work
involves both dangers and pleasures within a continuum of individual experiences. I also
acknowledge the intersections of race, class, gender and ethnicity and the imbalance of
power on an institutional, communal level. I believe that the complexity of sex workers'
sexual agency can best be illustrated by sex workers themselves. Barton (2002) suggests
this has the potential to enhance understanding of both gendered power relations in the
sex industry, as well as women's sexuality within patriarchy. The voices of sex workers
will also contribute to understanding the experiences of women of color within the social,
political and economic structure of society. This requires moving away from a singular
identity of the sex worker as either, victim or agent, and shifting the focus away from the
free-versus-forced dichotomy. Instead, a move towards viewing women as active agents
in a broader context will more successfully capture the multiple subjectivities and the
range of experiences, contradictions and complexities of sex work.
14
Significance of this Study
It is assumed that the needs of individuals working in Portland's sex industry are
not being met due to a lack of available services for sex workers. While SWOC aims to
coordinate agencies that assist marginalized populations, no organizations exist that only
address the needs of sex workers. Many studies report that even if there were specific
social service agencies to serve sex workers- the stigma and discrimination against sex
workers- in addition to the illegal nature of work, prevents many sex workers from
accessing mental health, legal and medical services. The absence of social services and
the invisibility of sex-worker activists in Portland raises the question of whether or not
they have needs, if they are receiving services, or if they are obtaining any support.
The subjective experiences and voices of sex workers have rarely been heard and
their needs have been consistently defined and represented by professional non-sex
workers throughout history and within academia. As a professional non-sex worker
myself, who will be representing the needs and aspirations of sex workers for the
purposes of this dissertation, I address this tension within my study by employing
photovoice, an arts-based research method that allows for participatory, collaborative
knowledge creation with sex workers. This method addresses the lack of sex workers'
voices in research and the limited knowledge around sex workers' aspirations.
The purpose of this arts-based qualitative study is to utilize art created by sex
workers to understand and represent their experiences, needs, and aspirations. An arts-
informed paradigm states that by handing over creativity (the contents of research) and its
interpretation (the explanation of its contents) to the research participants, they are
empowered, and the content is more culturally exact and explicit, utilizing emotional and
15
cognitive ways of knowing (Sarasema, 2003; Sclater, 2003). Through the use of
photovoice, sex workers can utilize visual representation (photography) to generate art,
collaboratively create knowledge, and raise awareness of their needs (Wang, 1999).
Photovoice is designed to specifically tap into daily realities and the core meanings and
significances of these realities as defined by the participants (Wang & Burris, 1997). In
general, sex workers have not had the opportunity to influence the design and
implementation of social services and programs, and both their needs and capacities are
undervalued (Vanwesenbeeck, 2001). I believe sex workers are the experts on what will
work best for themselves and their communities.
Relevance to Social Work
The history of the social work profession in the United States and its involvement
with commercial sex workers dates back to the early 1800s with the social reformers,
charity organizations and benevolent societies. While this relationship will be detailed
later, it is crucial to note that historically, social work bodies have viewed sex work from
a moral lens. Sex workers were perceived as victims that needed to be rescued and saved
(Hobson, 1987). This perspective contributed to the perpetuation of stereotypes of sex
workers as deviant and immoral women. Historically, the needs of sex workers were
determined by social work bodies based on representations of sex workers as "fallen"
women and carriers of disease. Social workers currently lack sex worker-informed
information about the needs of sex workers due to these negative associations,
stereotypes and judgmental attitudes. By continuing to regard sex workers as victims,
social workers do not recognize their agency, strengths and power for self-determination.
16
This can be disempowering for sex workers, preventing them from accessing services and
voicing their needs.
Social workers encounter individuals working in the sex industry in the following
social service settings: needle exchange programs, substance abuse treatment programs,
HIV/AIDS outreach programs, domestic violence and homeless shelters, crisis hotlines,
criminal justice settings, and safer sex and public health programs for individuals living
with HIV/AIDS. Some commercial sex workers do not disclose their work to social
workers due to the stigma associated with illegal behavior and fear of arrest (Weiner,
1996; Mathieu, 2003). This results in many sex workers not receiving necessary
assistance for fear of being turned away because of their involvement in illegal work.
Due to the illegality of their work, sex workers tend to avoid interacting with
social service agencies or institutions that might punish them. Consequently, social
workers are limited in their abilities to build trusting relationships with sex workers. In
order to maintain the profession's commitment to clients' right to self-determination
(NASW, 1999), the voices of sex workers need to be heard and their agency valued.
Attention to race, class and gender is crucial, as their intersections play a major role in the
experiences of sex workers who seek assistance from social service agencies (Wahab,
1997). I believe sex workers are experts in their own lives, and I acknowledge the harm
that judgment and bias from social workers can create in the lives of those working in the
sex industry.
While the social work profession is centered on principles of economic justice and
social inequality, it wasn't until 2005 that the National Association of Social Workers
(NASW) created a public and professional policy statement to address issues faced by
17
sex workers and to advocate for their rights. This powerful initiative to address the rights
of sex workers began from a group of social workers who identified the need to move
away from a moral, victim lens. NASW created this policy to help bring expertise to this
area and to continue to provide accessible services for commercial sex workers. The
policy statement identifies many issues faced by sex workers, including their increased
vulnerability to violence, exploitation, disease and arrest, especially for sex workers of
color and those who are undocumented. The current NASW policy statement has practice
and policy implications, based on its Code of Ethics. These include: dignity and respect
for the self-determination of commercial sex workers; prosecution of violence against sex
workers; the detrimental effects of arrest of sex workers; condemnation of forced
prostitution and sexual exploitation; the goal for economic justice, employment and
education opportunity and health care for sex workers; and the acknowledgement of the
role of racism, sexism and classism and their intersections into the lives of sex workers
(NASW, 2005, p. 54).
The formation of this policy statement highlights social workers' role to work
towards enhancing the quality of life of marginalized populations and pursuing social
justice. Huff (1998) emphasizes how one of the strategies commonly used to do this in
social work's history was through the use of the visual image. Social work campaigns
used images, but today, social workers "have largely abandoned media-rich
presentations, relying instead on statistics, tables, and- all too often- turgid essays.
Consequently, much of our emotion is lacking in our appeals, and this diminishes the
important mission of educating the public" (Huff, 1998, p. 582). The creation of visual
images by marginalized individuals can be attained in academia through arts-based
18
research. This has the potential for engendering empathy of stigmatized groups through
the creation of art to express experiences, feelings and perceptions. In the process of
forming art, a person is expressing a vision and a relationship with his or her own world
(May, 1994). An arts-based approach to understanding one's needs and aspirations has
the potential for capturing experiences in ways that do justice to the complexities of sex
work and the diversity of those working in the sex industry.
An arts-based approach supports social work values of self-determination since
the power to create art and impart knowledge are placed in the hands of the participants.
Empowerment of sex workers through artful representation, dialogue, and community
participation also adheres to the social work profession's goal of social justice. An arts-
based approach brings the voices and visions of sex workers to broader audiences in
order to create knowledge, build awareness and advocate for social change. Through the
use of visual images, art has the power to reach the public in a memorable way.
19
CHAPTER 2
LITERATURE REVIEW OF SEX WORKERS' NEEDS & ASPIRATIONS
Historical & Socio-Political Representations of Sex Workers' Needs & Aspirations
Throughout United States history, the needs of sex workers were determined and
represented by professional non-sex workers in order to address particular social and
political agendas. Sex workers' needs were represented with underlying intentions: to
protect the sexuality of women, to protect society from risks of disease, to control illegal
immigration, and to control criminal activity. I aim to present how various faith-based
organizations, social work bodies, medical professionals, and policy makers determined
and/or defined the needs of sex workers from their own moral, class or racial lenses.
These groups assumed sex workers aspire to leave the sex industry, without taking into
account their diverse experiences and their own voices. These particular portrayals of sex
workers and their needs led to the negative stereotypes and stigma. Sex workers'
aspirations were addressed through social movements and organizations. These
grassroots, activist efforts by sex workers provided a space for their voices to be heard in
an attempt to create change and raise awareness of the multitude of experiences in the sex
industry.
Faith-Based Organizations
In the early 1800s, prostitution was seen as a moral, social, sanitary, and political
threat symbolizing disorder, excess and pleasure. Early social work practice took the
form of Evangelical work through organizations such as The Boston Society for the
Moral and Religious Instruction of the Poor and New England Female Reform Society.
20
These organizations viewed the prostitute as a "fallen woman," who needed to be
redeemed through religion (Gilfoyle, 1999). Made up of groups of charitable ladies who
held Sunday schools for sex workers, their work was devoted to saving prostitutes
through religious conversion (Hunt, 1999). These Evangelical social reformers were
women of privileged backgrounds who believed that sex workers needed protection from
male sexual aggression (Boyer, 1978; Hobson, 1987). Their efforts included advocating
for legal solutions to punish men who violated chastity codes. In addition, they tried to
coerce men to marry the women they seduced and urged women to form alliances to
oblige men to adapt behaviors that demonstrated accountability (Wahab, 2002). These
reformers wanted to bring women back onto the "path of virtue," believing that women
who engaged in non-marital sexual relationships did so as a result of being exploited by
men, not because they might have enjoyed a sense of sexual freedom (Wahab, 2002).
Evangelical reformers failed to take into account the voices of prostitutes and perceived
sex work as women's lack of protection. Their religious and moral agenda served to
depict young sex workers as passive, innocent victims forced into prostitution by evil
men (Miller, Romenesko & Wondolkowski, 1993). These early representations of sex
workers served to influence subsequent social and political responses towards sex
workers and their needs.
Social Work Bodies
During the progressive era, social reformers mostly operated collectively within
organized women's clubs, mother's groups and charity societies (Abrams & Curran,
2000). These social work reformers utilized individualized treatment approaches that
placed the blame on the "fallen women" who needed to repair themselves (Kunzel,
21
1993). These women were labeled "wayward girls" and associated with social problems
like venereal disease, illegitimacy and prostitution. The symbol of the wayward girl
emerged as a cultural representation of female sexual deviance (Abrams & Curran, 2000).
It was this depiction of women working in the sex industry that paved the way for the
Charity Organization Society (COS) and for the Settlement Houses in the late 1800s to
intervene with these women who had fallen from "virtuous womanhood" (Rothman,
1978). These social reformers played a major role in depicting female deviance from their
own moral and class lenses. The needs of sex workers, as determined by these social
work bodies, included the assumption that sexually deviant women needed assistance to
return to a path of virtue.
Charity organizations and friendly visits began forming in 1870s by middle and
upper class female volunteers who attempted to provide relief to the poor through their
own value system. These volunteer organizations were grounded in the Protestant
tradition of charity and community responsibility (Abrams & Curran, 2000). The COS's
aimed to change the behaviors of the poor by sending friendly visitors to impoverished
neighborhoods in an attempt to create relationships, and, ultimately, to modify people's
personalities and moral characters (Wahab, 2002). Unlike the earlier Evangelical workers
who saw women as victims of male aggression, the efforts of the COS was driven by the
belief that lower-class women were incapable of making good decisions (Stadum, 1992;
Wahab, 2002). Like other white, middle-class reformers, these charity organizations
determined that sex workers needed assistance with decision-making and behavior-
change to prevent women from falling into a "deviant" and immoral way of living.
Charity workers wanted to restore order and social control over those who did not adhere
22
to their middle class morals and values.
Settlement houses, which first appeared in New York City in 1886, were created
to meet the needs of immigrants adapting to life in the U.S. and to assist low income
females. At the time, there was great stigma against the large number of unmarried,
working class immigrant women. It was assumed that these immigrant women could not
care for themselves, so they resorted to prostitution for economic relief (Abrams, 2000).
Settlement workers determined that sex workers needed positive aspirations in life to
move out of prostitution and up from the lower class. Settlement workers differed from
the COS in that they decided sex workers needed protection from the state through
policies to abolish prostitution. Settlement workers participated in the anti-prostitution
crusade by holding the belief that prostitution was "the social evil" and that women were
incapable of helping themselves (Bullough & Bullough, 1987; Wahab, 2002). Women
working in the sex industry were portrayed by social work bodies as vulnerable and
powerless victims of white slavery (Hobson, 1987). Settlement workers held the belief
that a society without prostitution was necessary for the emancipation of women (Wahab,
2002; Abrams, 2000), and yet identified the need for advocating on behalf of sex
workers. During this era, various women's groups, activists, reformers, and feminists
joined together to speak out against prostitution. Even though their views varied, they all
agreed that prostitution was a threat to women's bodies, health, family, morality and
opportunity in life (Wahab, 2002).
As the U.S. entered World War I, the sex worker image changed from being a
victim of white slavery to being the carrier of disease and infection. The heightened war
propaganda presented the image of a prostitute that "could do more harm than a German
23
fleet of airplanes" (Hobson, 1987, p.165). Society was absorbed and concerned with the
high incidence in sexually transmitted infections. The fear of prostitutes as spreaders of
disease created more work for social workers engaged in rescue and reform work. During
this time, federal legislation mandated the detention of all civilian disease carriers
(Wahab, 2002). As social work bodies adopted a medical model in order to become more
professional, they created scientific classifications of women they considered to be sexual
delinquents and the spreaders of diseases. In the beginning of the 1910s,
"feeblemindedness" emerged as a diagnostic category to explain deviant behavior
(Abrams & Curran, 2000). Many women were finding themselves placed in long-term
custodial homes for the "feebleminded" run by rescue workers. The prevailing idea of the
time was that "an overdeveloped body signaled an underdeveloped mind," which related
to the belief that women being sexually promiscuous at an early age were `feebleminded'
(Hobson, 1987, p.191). Women were institutionalized because their sexuality was viewed
as threatening and needing to be protected. The social workers of the time developed
rigorous diagnostic and medical treatment models to use in their practices in order to
claim their authority in the science of social problems (Kunzel, 1993; Abrams & Curran,
2000).
As social workers struggled to construct their professional identities, they
separated themselves from individuals and organizations doing Christian, or church-
based work, such as the Evangelical and charity workers (Wahab, 2002). Instead, they
began to attach themselves to the fields of psychiatry, psychology and medicine
(Walkowitz, 1999); using more scientific-based models of treatment in order to gain their
own social and professional status (Wahab, 2002). Social workers' view of sex workers
24
then was shifting from regarding these women as immoral, sexual deviants to neurotic
individuals (Hobson, 1987). Social workers were shifting toward trying to rehabilitate the
"fallen" women by changing their personalities through case work and therapy, while
Evangelical reformers were using religion to change women. While there was social
distinction between the professionals and nonprofessionals, both groups continued to
utilize interventions that focused on their own perceived needs of sex workers. These
social work bodies perceived the needs of sex workers to be psychological interventions
to change the mind of women. They determined sex workers needed therapy and
psychiatric assistance to "cure" their neurosis that led them to pursue work in the sex
industry.
The 1940s and 1950s brought about psychoanalytic perspectives used to describe
the causes of prostitution. Women continued to be blamed and psychiatrists labeled the
prostitute as "neurotic," "frigid" and "masochistic" (Hobson, 1987). Similarly, in 1953,
psychiatrist Frank Caprio conducted research on sex workers in brothels across the
country, concluding that deviant behavior of prostitution primarily appealed to women
who had homosexual tendencies (Wahab, 2002). The social attitudes of this era
continuously placed blame on the individual for social problems, for example the
pathologizing of prostitutes shifted the blame from society onto sex workers who were
then portrayed as needing psychoanalytic intervention.
Medical Professionals
The medical profession played a major role in identifying the health needs of sex
workers and implementing policy to address those perceived needs. With advances in
medical technology at the end of the 19th century, medical professionals were able to
25
discover the impact of venereal diseases, particularly syphilis and gonorrhea (Bullough &
Bullough, 1987). However, the underlying agenda of the medical professionals was to
ensure that society was protected and safe from disease, without taking into account the
negative consequences for those women working in the sex industry. Medical
professionals founded the social hygiene movement and lobbied to pass the Social Evil
Ordinance Law in 1870. The purpose of this law was to educate the public and to conduct
compulsory medical inspections of sex workers. Women who were found to have
sexually transmitted infections were committed to a special hospital until they were
"cured" (Bullough & Bullough, 1987). The obligatory medical checks imposed on sex
workers depicts how their needs were identified by others to serve a social agenda and to
further stigmatize women working in the sex industry.
In the early 20th century, the spread of venereal diseases resurfaced as a social
concern when high numbers of women and children became infected. Again, the blame
was placed on prostitution, as sex workers were considered to be in dire need of
"cleansing" in order to protect the men from the "disease carrying prostitute" (Wahab,
2002). This led the New York legislature to pass the Page Bill in 1910, which required all
prostitutes convicted of an offense to be examined for sexually transmitted diseases
(Wahab, 2002). This social hygiene movement continued through 1913, contributing to
the formation of organizations, such as the American Vigilance Association/Committee,
the American Federation for Sex Hygiene and the American Social Hygiene Association
(Burnham, 1973). These organizations represented the continual attempts of the medical
and social work bodies to impose middle class values and sexual standards on society.
Sex workers were again portrayed as "potential reservoirs of disease" (Phoenix, 2007, p.
26
81), and as women who needed purification. This construction of sex workers created the
opportunity for privileged women to impose their moral agenda to reform society.
Policy Makers
In the late 1800s, there was an increase in migrant Chinese and Japanese women
to California. These Asian immigrants who settled in San Francisco were depicted as
having been shipped into the U.S. on large boats, imported by merchants and tradesmen,
either to be sold as prostitutes or wives (Bullough & Bullough, 1987). Accounts from the
San Francisco Chronicle from 1869 portrayed how some of these Chinese women that
men chose not to marry were used as prostitutes and they were then discarded in an
alleyway in Chinatown, left to starve (Bullough & Bullough, 1987). These media
accounts created the idea that foreign, powerless women needed to be protected from
men. Throughout this era, similar newspaper accounts served to create the fear of a
sexual slave trade of women. However, it wasn't until later, when the white, European
women were thought to be traded and sold into slavery that sexual trafficking, also
known as white slavery, became a major social and political concern.
The myth of white slavery was instrumental in maintaining the anti-prostitution
sentiment of the Progressive Era (Grittner, 1990). Laws regulating prostitution were
developed during the years of 1874, 1881, 1907, and 1910, in response to the perceived
threat of white slavery (Hobson, 1987; Wahab, 2002). With the arrival of new immigrants
society perceived prostitution as a "big business" that extended internationally. There was
the exaggerated image of women being tricked and "trafficked" against their will,
typically by foreign men, pimps, madams, and proprietors who organized the business
(Wahab, 2002; Riegel, 1968). This image, along with others, constructed the impression
27
that all prostitution involved sexual enslavement of young, vulnerable and innocent
women. Women were represented as naive victims who needed protection from the
`foreign villains' responsible for the sexual slave trade. Policy makers determined women
working in the sex industry and "innocent" others in danger of entering the sex industry,
needed to be protected from the state through measures that prohibited the transportation
of women for sexual purposes.
In response to social fear of white slavery, Congress passed the White Slave
Traffic Act in 1910, also known as the Mann Act. While the Mann Act was enacted to
address the perceived need to protect women, it also served to prohibit unmarried women
from crossing state lines for immoral purposes and it criminalized interracial couples
(Saunders & Soderlund, 2003; Riegel, 1968). In 1914, under the Mann Act, more than
70% of the convictions of women were related to voluntarily transportation of women for
prostitution or other immoral purposes (Saunders, 2005). For those women who were
fulfilling desires to travel and be independent, society labeled them as low class and
socially deviant.
It has been suggested that the moral panic and fear of white American women
being sexually victimized by non-white men was fueled by anxieties around race, class,
gender and migration. Other scholars have reported that the recent emancipation of the
male African American slaves into society contributed to social fears of threats to sexual
purity (Chapkis, 1997). The 19th century sex slave was represented as "a white woman,
victim of the animal lusts of the dark races" (Doezema, 1998, p. 44) in contrast to over-
sexualized women of color. During this era, Chinese women, Mexican women and other
women of color were depicted as overly sexual, deviant and promiscuous at the turn of
28
the century (Doezema, 1998). These portrayals created an opportunity for social work
bodies working in the settlement houses in the latter part of the century, to identify the
needs of immigrant women from their own racial, social and class positions.
Trafficking in persons was equated with prostitution at the end of the 20th century
with the fear of a white slave trade. Trafficking is currently resurfacing as a political,
national, and global concern. In the 21st century, sex workers are being portrayed by
policy makers, media and some feminists as sexual slaves without agency; as passive
victims who need to be saved. Current anti-trafficking efforts are heavily supported by
government and influenced by a radical feminist perspective of sex work. An
overwhelmingly prevalent image in the media is one of thousands of women and children
from the global South being trafficked into the U.S., primarily for sexual purposes. Many
scholars and feminists have critiqued the modern human trafficking discourse and assert
that the discursive history of trafficking is related to fears of immigration, the morality
and racialized sexuality of women, and the abolitionist agenda to end prostitution (Shah,
2004; Sanders & Soderlund, 2003; Doezema, 2000). The anti-sexual slavery rhetoric is
being adopted by anti-trafficking organizations such as the Coalition Against Trafficking
in Women (CATW) whose aim is to combat sexual exploitation. These organizations
believe that all work in the sex industry is sexual exploitation and violence, working
closely with government officials towards influencing public policy on human
trafficking.
The implementation of anti-trafficking policy, the Trafficking in Victims
Protection Act (TVPA) of 2000, has negative consequences on national and international
non-governmental organizations (NGOs) working with sex workers to address their
29
needs1. Included in the 2003 and 2005 reauthorization of the TVPRA are sections 113(g)
(1) and (2) which prohibit the use of State Department anti-trafficking funds to promote,
support or advocate for the legalization or practice of prostitution and prohibit funding to
any organization that has not stated, in a grant application or agreement, that it does not
promote, support or advocate for prostitution as an employment choice (Weitzer, 2006).
Otherwise, organizations are not funded, while grantees are now being asked to state their
position on prostitution in writing (Block, 2004; Melzer, 2005; Ditmore, 2003). Programs
that utilize the term "sex work" are now considered "inappropriate partners for USAID
(US Agency for International Development) anti-trafficking grants or contracts" since
they accept prostitution as employment choice (Saunders & Soderlund, 2003, p. 21).
NGOs that forcibly remove women from prostitution in order to "save" them have been
among those given funding preferences (Melzer, 2005). As funds for programs to support
the needs of sex workers disappear, the U.S. government is allocating funds under
trafficking grants to social service agencies that state an opposition to prostitution in their
applications. Policy makers are determining that women need to stay out of prostitution,
which is being equated with trafficking and sexual slavery.
The current anti-trafficking policy also has negative consequences for sex
workers. In order to receive any services, a woman must prove that she was trafficked
into the sex industry and provide authorities with information about her "trafficker."
Government funds to support anti-trafficking efforts may result in women being forced to
adopt the stereotypical representation of a trafficking victim in order to receive social
services (Chapkis, 2003). Not only are sex workers being portrayed as victims of sex
1
For a social and/or legal analysis on the underlying, moral agenda of the trafficking policy see: Bindman
& Doezema (1991); Block (2004); Chapkis (2003); Ditmore (2003).
30
trafficking in order to receive any type of assistance, but the needs of sex workers are
once again being determined by others with underlying agendas.
Agustin (2002) points out that the aspirations of some women from the global
South are hardly ever considered a possibility. Some women want to work in the sex
industry abroad in order to have the opportunity to travel to other parts of the world, to
explore, to be independent and to experience life. Some address the possible underlying
agendas of some policy makers, academics and social work bodies whose interests lie in
depicting sex workers as vulnerable, enslaved women. If sex workers' aspirations were
actually considered, then privileged individuals wouldn't be able to "save" sex workers to
serve their own career interests (Agustin, 2004). By blaming foreign "evil traffickers" of
sexually enslaving innocent young women who would never choose to work in the sex
industry, government funding can then be allocated to anti-trafficking programs and the
salaries of professionals who want to "rescue and save" women from the immoral
profession of sex work.
Social Movements & Organizations
In the 1970s, prostitutes' rights movements and organizations emerged in the U.S
and other parts of the world. For the first time, women working in the sex industry started
to articulate their views and form their own interest groups (Outshoorn, 2005). The
various grassroots organizations led by sex workers provided a forum for individuals to
speak for themselves and claim their rights (Delacoste & Alexander, 1987; Jenness,
1993). For the first time in history, sex workers were articulating their own needs and
aspirations. Their movement was founded on the right to self-determination. The
members of the movement believe that women freely choose sex work as an occupation,
31
that sex should be perceived and respected as legitimate work, and that women's civil
rights are violated when they are not allowed to choose to work in the sex industry (Sloan
& Wahab, 2000; Jenness, 1993).
COYOTE (Call Off Your Old Tired Ethics), founded in 1973 by former sex-
worker Margo St. James, was the first American sex workers' rights organization that
fought for sex workers' rights and for sex work to be recognized as an occupational
choice (Jenness, 1993; Pheterson, 1989; Delacoste & Alexander, 1987). COYOTE works
to enhance the welfare of sex workers and aimed for legalizing prostitution (Jenness,
1993). The group's belief is that "most women who work as prostitutes have made a
conscious decision to do so, having looked at a number of alternatives" (Sloan & Wahab,
2000, pg. 466). Since then, other sex-worker-led organizations have emerged, such as the
Sex Workers' Outreach Project (SWOP) and Desiree Alliance.
Today, various sex-worker-led, rights-based organizations continue to develop
around the nation to improve working conditions, increase safety and services for
workers, and to eliminate discrimination. Sex workers' rights groups are concerned about
sexual and physical violence, and exploitation that many sex workers suffer from
customers, pimps or the police. While sex workers' rights advocates acknowledge the
harms some may experience, they argue that the illegality of the work is exploitative
since its status denies sex workers equal protection under the law (Alexander, 1987;
Jenness, 1990; Weitzer, 1991; Zatz, 1997). For instance, due to the illegality of
prostitution, if women involved in sex work experience sexual or physical violence, the
law fails to protect them (Bell, 1987; Pheterson, 1989). Sex workers and sex worker
advocates want these abuses (e.g. kidnapping, assault, rape and fraud) stopped by the
32
enforcement of existing laws that prohibit these abuses (Pheterson, 1989). Pro-sex worker
rights groups hold that the illegality of most sex work leaves workers vulnerable to abuse,
rape and exploitation. Therefore, violence and exploitation can be significantly reduced
through the creation of rights-based movements or unions that lobby for maintaining safe
working conditions.
From this perspective, advocates proposed the decriminalization of all sex work
and asked for the assurance of equal protection under existing laws of civil and legal
rights as other workers are entitled to (Alexander, 1987; Jenness, 1990; Weitzer, 1991).
By identifying sex work as an occupation, sex workers can be included and protected
under existing instruments (Bindman, 1998). In addition, while advocates support
decriminalization, they oppose the legalization of sex work, since it infringes upon other
rights of sex workers and can result in mandatory health exams, registration, and
licensure (Alexander, 1987; Jenness, 1990; Weitzer, 1991). Additional reasons as to why
sex workers support decriminalization but not regulation or prohibition includes the fear
of deportation for a migrant sex worker. There is also the risk of a mother losing custody
of her children if she is found to be engaging in sex work. Sloan and Wahab (2000)
wrote,
Initiatives to prohibit sex work or prostitution have resulted in the isolation,
increased vulnerability, abuse, and exploitation of sex workers; programs to
regulate sex work have resulted in the control and further stigmatization of sex
workers; and efforts to abolish sex work have denied sex workers their rights to
autonomy and self-determination. (p.468)
The existence of sex workers' rights groups provide a safe space for sex workers
to voice their needs, desires and experiences. This image of sex workers challenges
traditional existing notions of prostitutes as "social inferiors, sexual slaves, victims of
33
pimps and drug addictions and tools for organized crime" (Jenness, 1993, p. 1). The
aspiration of sex workers to decriminalize their profession and fight for rights contributes
to a shift in how sex workers are being represented and perceived.
In 1985, the organization WHISPER (Women Hurt in Systems of Prostitution
Engaged in Revolt) was founded. WHISPER, a widely known prostitution support
organization within the prostitution-as violence-framework, was at the forefront of the
movement to publicize the harm caused by prostitution through relaying personal stories
and experiences of WHISPER participants (Weitzer, 2000). This organization ceased its
operations in 1996 but provided a forum for those sex workers who wanted to share their
experiences working in the sex industry. The founder and editor of WHISPER's national
newsletter, Wynter (1987) stated that prostitution is
...founded on enforced sexual abuse under a system of male supremacy that is
itself built along a continuum of coercion- fear, force, racism and poverty. For
every real difference between women, prostitution exists to erase our diversity,
distinction, and accomplishment while reducing all of us to meat to be bought,
sold, traded, used, discarded, degraded, ridiculed, humiliated, maimed, tortured,
and all too often, murdered for sex. (p. 268)
This political message directly contrasts those purported by St. James and COYOTE.
Despite their shared immediate goal of decriminalizing prostitution for the women
involved, prostitution-as-violence-and-exploitation advocates differ from their
prostitution-as-work counterparts in contending that prostitution should remain
criminalized for the procurers and customers of women working in the sex industry
(Dworkin, 1987). These organizations, although different in their perspectives on
prostitution, provided the initial forum for sex workers to voice their needs, share their
aspirations, and take political action toward change.
34
Currently, organizations that maintain a sex-work-as-violence perspective are
emerging as anti-trafficking groups that conflate trafficking with prostitution. CATW
participates in global campaigns to end trafficking, advocates for ending prostitution,
seeks to develop better programs for victims of trafficking and advocates for the
penalization of customers. CATW challenges the perspective of prostitution as work and
views prostitution as sexual slavery. It is interesting to note that CATW and other
trafficking groups differ from earlier organizations, such as WHISPER, in that they were
not created by survivors of trafficking, but rather by radical feminist activists focused on
an anti-prostitution agenda. Through these organizations, women working in the sex
industry are being represented by others who are identifying their needs from a privileged
location in society.
Academic Representations of Sex Workers' Needs & Aspirations
Social science researchers' perception of sex work has been influenced by
feminist perspectives and socio-political representations of sex workers' needs
throughout history. Rajan (1999) points out that "apart from the function of illustration,
representations carry significance also by serving as a cognitive frame for conceptual and
practical understanding of issues" (p. 7). The representations of sex workers as criminals,
deviants, carriers of disease, and/or innocent victims who need to be saved have
influenced research topics so that there is a disproportionate focus on the harms of sex
work instead of research on empowering or strength-based aspects of working in the sex
industry. The harms of sex work can be grouped into topics that imply sex workers' need,
while most studies omit positive attributes and aspirations of sex workers. Four areas of
35
academic research related to the needs of sex workers include violence, mental health,
drug and alcohol use, and HIV/AIDS; with a limited number of needs assessment studies.
While very valuable, these topics perpetuate the construction and representation of sex
workers' needs by professionals who are not sex workers. Missing is the involvement of
sex workers in the research process and their voices. These studies also contribute to the
homogenization of sex workers as a single group, which is not representative of
individuals working in different parts of the sex industry, the multiple identities of sex
workers, and their varied experiences.
There are only a few studies that specifically assess sex workers' needs without
creating pre-determined topics of study around violence, drugs, mental health and
HIV/AIDS. However, these studies focus on street sex workers and do not address the
needs of individuals working in other areas of the sex industry. There is a great imbalance
in the social science literature with regards to topics of study on sex work. While there is
a focus on issues related to sex workers' needs, there are no identified research studies in
the social science literature that have looked at sex workers' aspirations.
Violence
Many research studies consistently report on the high rates of violence
experienced by sex workers, particularly those individuals working on the streets2. Some
studies focusing on issues of violence are informed by radical feminist theories on sex
work, which insist that "sexual violence and psychological harm both precede and are
intrinsic to prostitution" (Farley & Kelly, 2000, p. 30). Rubin (1984) critiques research
2
For additional research studies on sex work and violence see: Weinberg, Shaver, & Williams (1999);
Pauw & Brener (2003); El Bassel, Witte, Wada, Gilbert, & Wallace (2001); Nemoto, Iwamoto, Wong, Le,
& Operario (2004); Chesler (1993); Hardesty & Greif (1994); Miller (1993); Miller & Schwartz (1995);
Pyett & Warr (1999); Nixon, Tutty, Downe, Gorkoff & Ursel (2002).
36
studies that only emphasize high rates of violence as intrinsic to sex work since these
studies select "the worst available examples" and the most disturbing instances of abuse
and present them as representative of the population (Rubin, 1984, p. 301). Weitzer
(2005) adds that studies on violence are vulnerable to selection bias, whereas the most
desperate segment of the population is most likely to contact service providers. A few
studies have reported a difference in the amount of violence experienced by street
workers compared to call girls, brothel workers and escorts (Church, Henderson,
Barnhard & Hart, 2001; Giobbe, Harrigan, Ryan & Gamache, 1990; Lopez-Jones, 1999).
In Church's et al. (2001) comparison study between indoor and outdoor sex workers,
individuals working outdoors experienced higher levels of violence and drug use. Other
findings indicate independent call girls and those who work for escort agencies, massage
parlors, and brothels are at lower risk for violence since they have a greater proportion of
regular customers (Lever & Dolnick, 2000).
These studies tell us that street sex workers may need safer places to work, which
might result in developing a steady clientele they can trust. Street sex workers might also
need safety tips on identifying dangerous situations and staying safe when working on the
streets. However, in order to better understand connections between sex work and
violence, more attention to race, class and gender within various parts of the sex industry
is needed. Wahab (2005) points out that the race and class bias in research studies on
violence is problematic because it creates the impression that female street workers
represent the problem, thus creating a situation where sex workers are "further targeted
for arrest and prosecution because they are seen as the problem" (p. 264). The need to
37
address violence against sex workers may be best addressed through laws protecting
them.
Mental Health
The effects of violence experienced in sex work has led some researchers to also
look at mental health issues, particularly Post Traumatic Stress Disorder (PTSD). While
experiences of violence can lead to PTSD and other mental health issues, some research
studies that are informed by a sex-work-as-violence lens identify mental health effects as
being caused by work in the sex industry. This can be problematic because while Farley,
Baral, Kiremire, and Sezgin (1998) present evidence of elevated psychological distress
and PTSD of sex workers, one has to question whether the stress is related to sex work
per se or the violent conditions of the work, especially in the context of street work
(Shaver, 2005)3. Street workers are also most vulnerable to homelessness, violence and
arrest, which may contribute to mental health needs. A research study by Romans, Potter,
Martin, and Herbison (2001) gathered data from less vulnerable sex workers (off-street
workers) using a comparison group of women matched by age. These researchers
reported no differences between the two groups in mental health on the General Health
Questionnaire or in self-esteem. It is important for researchers to not homogenize the
needs of all sex workers, since workers in different aspects of the sex industry have
different needs and experiences.
Drugs & Alcohol
Multiple research studies focused on alcohol and drug related harm associated
3
Additional research studies that examine PTSD and mental health issues in sex workers have been
completed by Farley & Barkan (1998); Farley & Kelly (2000); Cwikel, Ilan, & Chudakov (2003); Hutton,
Treisman, Hunt, Fishman, Kendig, Swetz, & Lykestos (2001); Surratt, Kurtz, Weaver & Inciardi (2005).
38
with sex work4. These studies are prevalent in the literature; especially with regards to the
experiences of women of color working on the street. Both qualitative (Inciardi,
Lockwood, & Pottieger, 1993; Sterk, 1999) and quantitative (Logan & Leukeld, 2000;
Edwards, Halpern, & Weschsberg, 2006) studies have specifically looked at African
American street workers and crack cocaine, concluding that crack use is correlated to
homelessness and abuse. In a study by Romero-Daza, Weeks and Singer (2003), in-depth
interviews were conducted with 35 street workers (ages 23-41 years), 29 of whom
identified as Latina or African American. Study results found that there was a complex
relationship between drug abuse, sex work, violence, and AIDS, with most of the women
suffering from major emotional trauma. It is important to note that these women were all
recruited from a convenience sample of a recently completed drug and alcohol treatment
program. Structural factors that contribute to poverty, racism and hierarchical differences
among sex workers play a role in which sex workers enter treatment programs, and thus
participate in research studies. A focus on drugs and alcohol in sex work research
assumes they are an inherent aspect of the work and places a heavy burden on women of
color and those most marginalized in sex work who might work in the sex industry to
support a drug habit.
HIV/AIDS
A large body of literature on sex work is related to risk of HIV/AIDS, even
though in the late 1980s researchers showed that sex workers were not responsible for the
spread of HIV (King, 1990). Although the importance of HIV transmission through sex
4
For additional research studies on sex work and drug use see the following: Romero-Daza, Weeks, &
Singer, 1999;Baseman, Ross, & Williams, 1999; Latkin, Hua & Forman, 2003); Logan, Cole, & Leukefeld,
2003; Logan & Leukefeld, 2000; Weeks, Grier, Romero-Daza, Puglisi-Vasquez, & Singer, 1998.
39
work has been evidenced in Africa, sex work is not a major cause for the spread of HIV
infection in the U.S. (Porter & Bonilla, 2000). One study concluded that street workers in
the U.S. were more likely to perform oral sex with their clients and frequently used a
condom (McKeganey & Barnard, 1990). The assumption of sex workers as a "risk
group" is used to justify and shape AIDS research and interventions (Murray &
Robinson, 1996, p.3). The HIV/AIDS discourse has contributed to representing sex
workers as a threat to public health, regardless of where or how they work (Phoenix,
2007). Some scholars criticize the negative focus on prostitution in the context of HIV
and the misrepresentation of sex workers in the media as carriers of the disease
(Vanwesenbeeck, 2001). Yet, a large part of the literature on sex work(ers) is still HIV
focused, which may be related to funding opportunities for HIV/AIDS research. Many
studies on HIV and commercial sex work were conducted in countries of the global
South5. The majority of research completed with sex workers in the U.S. has involved
large, quantitative surveys of sexual behavior, sexual risk predictors, assessment of HIV
programs, drug-use6, and needle-exchange (Wyatt, Bloom & Solmai, 2000). The focus of
these studies is on sex workers' need to change their sexual behavioral and relations, as
opposed to addressing the role that structural and societal relations as play in the
transmission of HIV. It is important to note that this body of literature creates a discourse
that is often moralizing, categorizing, and stigmatizing (Vanwesenbeeck, 2001). An
5
For studies on HIV/AIDS and commercial sex workers in countries of the global South, refer to the
following articles: Weeks, Abbott, Liao, Yu, et al., 2007; Jusza & Baker, 2004; Riono & Jazant, 2004;
O'Neil, Orchard, Swarankar, et al., 2004; Truong, Do, Durant, et al., 2004; Morison, Weiss, et al., 2001.
6
For studies on HIV/AIDS and drug use see: Wallace J, Weiner A, Steinberg A, Hoffmann B., & Fielding
C. (1992); Sherman, German, Cheng, Marks & Bailey-Kloche (2006); Doherty, Garfein, Monterroso,
Brown & Vlahov (2000); Kral, Lorvick & Edlin (2000); Ross, Hwang, Zack, Bull, & Williams (2002); and
Baseman, Ross & Williams (1999).
40
underlying political agenda of HIV/AIDS research within sex work is to minimize the
potential risks to the health of sex workers in order to limit the perceived threat sex
workers pose to the general population (Phoenix, 2007).
Needs Assessment Studies
Very few research studies have specifically assessed the general needs of sex
workers. The existing knowledge of sex workers' needs comes from quantitative studies,
with large sample sizes and standardized questions. One of the first needs assessment
studies on sex workers was published by Weiner (1996), who utilized an ex post facto
research design to quantitatively analyze the responses from 1,963 street sex workers
accessing services from a mobile outreach van. More than half of the sex workers who
participated in this study identified as Black women, more than a quarter identified as
Latina women, and about one fifth were white women. Weiner's (1996) findings
concluded that sex work makes a woman vulnerable to:
The loss of social services, removal of her children and termination of parental
rights, expulsion from social support systems such as family or church, rape or
other violence, and arrest. The stigma associated with being a prostitute may
make it impossible for these women to return to more "legitimate" lifestyles. (p.
100)
This study also pointed to the experience of some women who were not able to access
alcohol and drug treatment because of the unavailability of beds. Also, facilities that had
co-ed populations also turned women down, believing that sex workers would continue to
trade sex for drugs and therefore undermine the program (Weiner, 1996).
Another large, quantitative study by Valera, Sawyer, and Schiraldi (2001)
surveyed 100 street sex workers in an interview format (due to concerns about literacy
levels) using two existing survey instruments. The participants were female (42%), male
41
(32%) and transgender (26%), providing insight into the different needs of sex workers in
Washington D.C., based on gender identity. The perceived needs of all of the participants
included: support from others who had experienced life as a street worker (especially
among males), counseling and support (highest percentage among males), a home or safe
place to stay, drug or alcohol treatment, self- defense training (high percentage among
females), and job training. It is important to note that the subgroups had different needs
prioritized, confirming the significance of acknowledging heterogeneity among sex
workers. A needs assessment study on indoor sex workers by Murphy and Venkatesh
(2006) identified that immigration assistance was needed by 70% of sex workers, 35%
needed other employment options, and approximately 37% needed medical assistance.
Other needs identified were drug and alcohol counseling, legal help, domestic violence
assistance, child welfare needs and psychological support.
While the large sample size of these needs assessment studies provides the
opportunity to generalize among street-workers, the quantitative nature of these studies
prevents a deeper understanding of the needs of sex workers working in various parts of
the sex industry. In addition, it is unclear whether the categories of possible needs were
pre-determined by the researchers or if the participants had an opportunity to report needs
without having to choose from a list. It is also difficult to ascertain whether the perceived
needs were a result of working in the sex industry.
Limitations of Social Science Research
Large, quantitative research studies have many limitations for conducting research
on sex workers. They do not allow for a deeper understanding of sex worker needs and
aspirations, nor do they allow for potential collaboration with sex workers so that their
42
voices are taken into account. In addition, studies that use participants' self-reports to
examine risky sexual behaviors among commercial sex workers may not be accurate due
to a social desirability bias (Morisky, Ang, & Sneed, 2002), thus threatening the internal
validity of the studies. There is also the stigma associated with certain risky behaviors
related to the transmission of HIV (e.g. multiple sex partners without a condom,
intravenous drug use), further complicating self-reports. These limitations can be
minimized if studies use in-depth interview methods (Sherman, et al., 2006). However, it
is important to note that most studies are done on sex workers instead of with them. Also,
the size and boundaries of the various communities of sex workers are unknown, making
it difficult to obtain a representative sample (Shaver, 2005). Reliance on convenience and
snowball samples does not allow the generalizability of the study results (Weitzer, 2005).
Most studies on sex work consist of individuals who contacted social service agencies,
were approached in the street, or were interviewed in jail. Therefore, data is often
obtained from the most vulnerable sex workers; street-based workers who are most
frequently victimized (Weitzer, 2005). More information is needed on the needs and
aspirations of sex workers working in different branches of the sex industry, as Chancer
(1993) points out that sex workers experiences, situations and circumstances greatly
differ in a "highly stratified occupation" (p. 163).
Within the sex work literature, little attention is given to empowering aspects of
working in the sex industry. This proposed study, which focuses on the aspirations of sex
workers, aims to address this gap. Vanwesenbeeck (2001) believes this gap is due to the
difficultly that some researchers have in understanding rational, not to mention positive
reasons for choosing sex work. This results in the perception of sex workers as victims
43
that could not possibly choose this type of work. Vanswesenbeeck (2001) points out that
this may lead to a desirability bias, in which sex workers might stress their victim status
and negative motivation for working or they might hide their experiences around further
stigmatizing behavior such as drug use or risky sexual behavior. The large focus on
studies related to violence, drugs and alcohol, and HIV/AIDS research may be related to
opportunities funded by the government. This bias in funding areas presents an
underlying political agenda to protect society from crime related to drugs and alcohol,
from health risks associated with HIV/AIDS, and from the domination of violent men. In
addition, the recent funds available for research studies on trafficking into the sex
industry demonstrate an underlying agenda to protect national borders from corruption.
The funding opportunities available for research on sex work (which are usually limited
to begin with) shape the focus of social science research literature and serve to protect the
interest of the general public from a stigmatized and marginalized population.
Creative and Artistic Representations of Sex Workers' Needs and Aspirations
There is an expanding body of work from the perspective of sex workers in
academia, literature, poetry, film, art, and performance. Former and current sex workers
have performed art, created art and written about their experiences as sex workers and
their involvement in the sex industry from diverse and passionate perspectives. These
creative works contribute to transforming representations of sex workers as passive
victims and social deviants to empowered activists, artists and scholars. In particular,
writings by sex workers illustrate many different voices; voices of pain, voices of power,
and voices of hard work (Alexander, 1987). This artistic expression and communication
44
addresses the unique experiences of various sex workers; their needs, desires, pleasures,
identity, spirituality, creativity and civil rights.
Anthologies also provide information and insight into the lived experiences and
histories of sex workers. Sex work: Writings by Women in the Sex Industry (Delacoste &
Alexander, 1987) presents testimonials from sex workers and provides a space for
various points of view to be written in creative ways through stories, poems, essays,
articles and short reports. The motive behind creating this anthology was to give sex
workers the opportunity to voice their experiences and to unite sex workers towards a
common goal of ending violence and pain (Alexander, 1987). Good girls/Bad girls:
Feminists and Sex Trade Workers, Face to Face (Bell, 1987) also brings the voices of
sex workers together with feminists to discuss issues around pornography, sex work,
racism, sexuality and the construction of women through the good girl/ bad girl image.
Another anthology, A Vindication of the Rights of Whores (Pheterson, 1989), focuses on
activism and civil rights. It presents an account of the international movement for sex
worker's rights; the committees and organizations formed, the conferences attended and
the experience of migrant sex workers and their development of international movements
for sex workers rights.
Volumes of essays from sex workers have also provided powerful accounts of
experiences in the sex industry, serving to illuminate the nature of these feminist sex
workers as thinkers, writers, and activists. Many of the contributors to the volume of
essays in Whores and Other Feminists (Nagle, 1997) acknowledged their racial and
economic privilege within the sex industry and expressed their experiences through
poetry, essays and testimonials. Using creative techniques to express thoughts, reflections
45
and life stories, while challenging stereotypes and assumptions, can be empowering for
sex workers and has the potential for reaching broader audiences. The internet is also a
space for creating and sharing written and photographic art by sex workers. This offers
the potential for reaching a broader audience. In addition, the annual Sex Worker Art
Show provides a space for sex workers to perform and engage in artistic expression.
Maggie O'Neill (2002) conducted a creative, arts-based research study that
examined the lived experiences of sex workers and their needs. She used the research
process of ethno-mimesis, which combines participatory research with ethnographic work
to produce performance art. During the study process, the theme of safety emerged as a
pressing need for sex workers. The collaborative process of this research included artistic
forms for representing experiences and facilitating ideas for change. The transcribed
interviews of the life stories of sex workers were combined with dance, text, sound and
video. The immediacy and directness of live art performance has the ability to "get in
touch with our `realities', our social worlds and the lived experiences of others, in ways
that demand critical reflection" (O'Neill, 2002, p. 218). This study demonstrated the
potential of creative and artistic research for including the voices of sex workers,
challenging representations and stereotypes, identifying needs, and highlighting
experiences through art to create awareness for change.
Expressing and representing research data creatively has the potential for
providing a deeper understanding of the needs and aspirations of sex workers. Arts-based
research has the capacity for "re-visioning problems that are simply not possible through
descriptive or linear language" (McNiff, 2008). Traditional forms of qualitative research
using researcher-driven interviews and observations can be limited in their usefulness for
46
understanding sex workers' subjective experiences. Interviews provide the space for sex
workers to share their experiences; however, participants have limited freedom to shape
their own stories, in ways that makes sense to them. No matter how flexible the interview
protocol, the questions asked and the order in which they occur will at some level focus
on what matters most to the researcher, and not necessarily to the participant. In addition,
observations are usually described through the researcher's eyes. Through an arts-based
research process, sex workers have the option to express themselves and their
experiences using a medium other than language and have the freedom to construct their
stories in ways that make sense to them. "Art, in any of its various forms, provides a
medium for self-reflection, self-expression, and communication between and among
creators and audiences" (Finely, 2005, p. 692). Arts-informed inquiry has the potential
for evoking new and multiple levels of participation and understanding of the needs and
aspirations of sex workers.
47
CHAPTER 3
RESEARCH DESIGN
Location of Self
I am a first generation Greek-American, holding dual citizenship and claiming a
transnational identity. I lived in Greece and currently reside in the U.S., continuously
traveling between my two parallel worlds. My engagement with the visual arts developed
in childhood. As a bi-cultural woman of color, art seemed to transcend boundaries,
connecting my two worlds in a way that language could not. Art served as a source of
knowledge and a form of expression for the feelings and experiences that I could not
articulate. From a very young age, engaging with art and producing my own art was a
source of inspiration. My self expression has taken shape in multiple forms and through
various media; such as painting, drawing, ceramics, collage, jewelry making, sewing, and
photography. As I grow, I feel most at home, most safe, most alive, and most expressive
behind the lens of my camera. I use each of my cameras as a tool to make sense of my
reality and to document my lived experiences, perspectives, and relationships. Years of
art and photography classes, the creation of my own darkroom at home, and the
opportunities to display my photography in various communities have all contributed to
how I see myself as a visual artist. My personal creativity and commitment to the artistic
process are also inspired by the artistic images and creativity of others. It is my love for
the arts and my identity as a visual artist that fuels my passion for incorporating artistic
inquiry into social science research with sex workers. I believe that fusing the arts with
social science research provided the opportunity to develop unique knowledge and a
48
deeper insight into the experiences of sex workers that had never been done before with
this population.
My interest in conducting research with sex workers followed my initial interest
in the feminist debates on sex work. The complexity and politicized nature of sex work
challenged me to examine my own ideas acquired through media representations and
images. As a social worker, my clinical experience with individuals working in the sex
industry is limited to working in a drug and alcohol treatment program that serves dual-
diagnosed, previously incarcerated individuals (some of whom had worked in the sex
industry) and working with children of sex workers. I have never engaged in sex work,
nor have I ever participated in other aspects of the sex industry. I acknowledge that my
reality is very different from the study participants. I also believe that the experiences of
working in the sex industry can vary according to age, social location, gender, race, and
even personality or mood. I consider it important to avoid moralistic positions when
discussing commercial sex work between two consenting adults. I believe in a sex
workers' rights-based approach which demands citizenship rights for sex workers and
their right to work with dignity, safety, and without discrimination.
During the past two years, I had the opportunity to become more involved with
communities of sex workers and with the social service agencies that encounter them. I
volunteered with the Portland Women's Crisis Line, at a mobile outreach van that
provides health services to sex workers. I am an active member of the Sex Worker
Outreach Coalition (SWOC). I helped to develop a training curriculum for SWOC
volunteers, and I co-facilitated sex worker outreach volunteer trainings. I am on SWOC
sub-committees that are involved in media advertisement and response. During the course
49
of this project, I also facilitated a collage art-workshop for sex workers and a film
screening and dialogue session to raise awareness about the violence against sex workers.
Through these experiences I built relationships within various communities of sex
workers and with multiple social service providers. My strong personal and professional
relationships and my activism for the rights of sex workers contributed to strengthening
my connection with those sex workers who were interested in co-creating knowledge in a
creative manner. My status as a doctoral student and researcher granted me certain
privileges and power that I tried to equalize and share with the participants in my study.
Using the arts-based research method of photovoice with sex workers allowed for a more
participatory way of knowledge making and sharing.
Research Questions
My interest in this study was to understand the lived experiences and perspectives
of sex workers in Portland through their art and our dialogue about their art. The first and
second research questions are answered from the sex workers' perspectives. The third
and fourth research questions were answered with a focus on the conditions of
photovoice as a process for illustrating the women's experiences.
* What do sex workers identify as the needs of their communities?
* What are the aspirations of sex workers?
* How do sex workers make meaning of their needs and construct their experiences
in photographs as the creators and interpreters of their own images?
* How do sex workers make meaning of their aspirations and construct their
experiences in photographs as the creators and interpreters of their own images?
I relied on a thorough review of the literature to identify research questions that others
50
had not yet addressed. I also drew from my experience and knowledge of the lack of
services available for sex workers in Portland and their missing voices in the community.
At the start of this project, I presented the participants with needs and aspirations as
initial themes for taking photographs. Throughout this research project, the participatory
nature of the study supported the participants' desire to refine, substitute, eliminate, add,
or redevelop any or all of the research themes or focus of the project. No one chose to do
so, but rather, all participants' expressed their desire to use these themes as the ideas
behind their photographs.
Arts-Based Research Framework
This proposed research study is informed by (visual) arts-based research, which is
a form of qualitative inquiry that emphasizes constructivism, critical interpretation, and
contextualism (Sullivan, 2005). Arts-based research makes use of the diverse ways of
knowing and experiencing the world (Finley, 2008). Three main goals of arts-based
research are: (1) social activism by giving voice to those with less power in society
(Barone 2000; Finley & Finley 1999); (2) making connections between research and
lived experience (Garoian, 1999); and (3) making meaning through multiple senses and
medium (Norris, 2000). What distinguishes arts-based research are the multiple creative
ways of representing experiences and the different representational forms (medium) of
expression that can effectively enhance the understanding of the human condition and
experience. "Art seizes the fullness of lived experiences by describing, interpreting,
creating, reconstructing, and revealing meaning" (Watrin, 1999, p.93). In arts-based
research, the role of lived experience, subjectivity, and memory are seen as driving forces
51
in knowledge construction. Arts-based research uses art to understand and represent the
worlds in which research is constructed (Finley, 2008, p. 79). The arts provide a unique
way of coming to understand something and how it represents what we know about the
world.
Art as a Way of Knowing
Arts in research promote a form of understanding that is derived or evoked
through empathic experience, thus, the artist provides a means through which feelings
can come to be known (Eisner, 2008, p. 7). The relationship between arts and knowledge
has been addressed by Susanne Langer, (1957) who writes:
What does art seek to express? ... I think every work of art expresses, more or
less purely, more or less subtly, not feelings and emotions the artist has, but
feelings which the artist knows; his insight into the nature of sentience, his picture
of vital experience, physical, and emotive and fantastic. (p. 91)
From this perspective, works of art represent an artist's ability to create something in a
particular form that is similar to human experiences and feelings. Eisner (2008) discusses
four contributions of the arts to knowledge. First, the arts address the qualitative subtle
differences of situations. For example, art has the potential to address what is subtle but
significant about the world that one might not notice if they didn't know how to look. A
second contribution relates to do with emphatic feeling. Images created in artistically
expressive form generate a type of empathy that makes action possible. A third
contribution the arts make to knowledge has to do with the fresh perspective they have to
offer, so that our old habits of mind don't dominate our reactions with typical, collected
responses. The arts offer new ways in which to perceive and interpret the world that
would otherwise go unknown. Finally, the arts tell us something about the capabilities of
52
individuals to experience the affective responses to life that the arts evoke. Eisner (2008)
articulates,
If the arts are about anything, they are about emotion, and emotion has to do with
the ways in which we feel. Becoming aware of our capacity to feel is a way of
discovering our humanity. Art helps us connect with personal, subjective
emotions, and through such a process, it enables us to discover our own interior
landscape. (p. 11)
Art is a way of knowing what we actually believe and feel and can also be a way of
expressing what we experience. Art within research can be a representation, a process,
and a form of inquiry.
Key Features of Arts-Informed Research
Arts-based research is also referred to as arts-informed research, arts-based
inquiry, or image-based research (Franz, 2005). Research based in and informed by art is
broadly grounded in assumptions that describe a qualitative paradigm. These defining
aspects, articulated by Cole and Knowles (2008), include a commitment to a particular art
form that is reflected in elements of the creative research process and in the
representation of the research text. Another distinctive trait is methodological integrity,
which refers to having a rationale for the use of a particular art medium for guiding the
inquiry or representation. In addition, the arts-based, creative inquiry process is defined
by openness to the extensive possibilities of the human imagination. Butler-Kisber (2008)
states that there is growing interest in using arts-based inquiry to "counteract the
hegemony and linearity in written texts, to increase voice and reflexivity in the research
process, and to expand the possibilities of multiple, diverse realities and understandings"
(p. 268). It has the potential for offering ways of re-visioning issues that are simply not
possible through descriptive linear language.
53
Another characteristic of arts-based research is the subjective and reflexive
presence of the researcher through the researcher's creativity/artistic ability. Arts-
informed research also incorporates strong reflexive elements that indicate the presence
and signature of the researcher (without the researcher necessarily having to be the focus
of the study). Weber and Mitchell (2004) add that reflexivity in arts-based research forces
a researcher to take a step back and look introspectively from a new perspective provided
by the medium itself, increasing the potential for a deeper self-analysis.
Arts-based research has distinctive features that set it apart from other forms of
postmodern qualitative inquiry. According to Finley (2008), arts-based research: (1)
makes use of emotive, affective experiences, senses, and bodies, and imagination, as well
as intellect, as ways of knowing and responding to the world; (2) gives interpretive
license to the researcher to create meaning from experience; (3) attends the role of form
(e.g. photography) in shaping meaning; and (4) exists in the tensions of blurred
boundaries, between art and social science research. McNiff (2008) claims that original
knowledge occurs while crossing those boundaries of previously separated domains (arts
and science); when ideas are placed in new relationships to one another. A central
purpose of arts-informed research is to enhance the understanding of the human condition
through alternative processes and representational forms of inquiry (Cole & Knowles,
2008).
Another main goal of arts-based research is to reach multiple audiences by
making scholarship more accessible. Arts-based inquiry is committed to connecting the
work of academia with the lives of people in the community through research that is
accessible, evocative, empathetic and stimulating (Cole & Knowles, 2008). It aims to
54
democratize research and place control in the hands of the people. The objective is to
"bring both arts and social inquiry out of the elitist institutions of academia and art
museums, and relocate inquiry within the realm of local, personal, everyday places and
events" (Finley, 2008, p. 72). The arts-based researcher aims to provide tools and
opportunities for participants to perform inquiry through creative mediums. Arts-based
processes invite participants to reflect on their performances, and to preserve, create, and
rewrite their experiences and culture in dynamic, local spaces (Finley, 2008). Artful
representations by participants can provoke reflective dialogue and meaningful
participatory action to change society.
Creative Forms of Data Representation
In social science research, data are usually represented and reduced to numbers
and/or text. However, the concept of creative, artistic and alternative forms of data
representation acknowledges the variety of ways through which our experience is coded
(Eisner, 1997). The use of creative forms to represent research data contributes to
deepening meaning, expanding awareness and enlarging understanding of a research
phenomenon. There are many different ways in which the world can be experienced and
represented (Barone & Eisner, 1997). Creative forms of data representation allow
meanings to take shape in different ways and invite us to engage with experiences in new
ways. They provide opportunities to go beyond the limitations of our usual frame of
reference and beliefs so that new associations are created. Creative forms invite us to
develop insights that would otherwise be inaccessible and encourage us to see differently.
Some human experiences are so complex and intensely emotional, that creative forms of
representation can reflect their texture more powerfully than traditional academic text.
55
Creative forms of expression can even make something intense out of experiences that
are perceived to be mundane.
Eisner (1997) identified potential benefits for using alternative, creative forms of
data representation in order to shape experience and expand understanding. He
emphasizes the need for scholars to engender a sense of empathy for the lives of people
they wish to know. Eisner (1997) maintains that facts described literally are less likely to
have the power to provide a particular kind of access (acquired through creative forms)
into the participants' lives that is necessary for empathy. Engagement with the arts fosters
understanding and potential for shared meaning. Secondly, alternative forms provide a
sense of particularity that abstractions cannot provide (Eisner (1997). For instance,
through creative forms, we come to see the place, the situation and to know each
individual person. These perceptions take on their own distinctive qualities and acquire
dimension. Third, creative data representations can provide `productive ambiguity';
defined by Eisner (1997) to mean that "the material presented is more evocative than
detonative, and in its evocation, it generates insights and invites attention to complexity"
(p. 8). Some forms of creative representation result in less closure and more possibilities
for interpretations of the situation. With open texture of the form, there is a greater
probability of the emergence of multiple perspectives (Eisner, 1997).
There are some limitations to using creative forms of data representation. While
creative forms can provide multiple perspectives, the data presented incorporate the risk
of meaning whatever anyone wants them to mean, since alternative forms do not provide
precision (Eisner, 1997). The question then becomes one of how much precision do we
need in order to test the validity of the data or their meaning? In addition, oftentimes,
56
alternative forms of data (if the terrain is new) might need text since some genres of work
cannot stand alone without an interpretive context. And finally, there is concern around
what form these creative representations will take in order to meet practical academic
requirements for establishing a publication record (Eisner, 1997). As creative, artistic
forms of data representation are used more and more within the social sciences, these
limitations may be addressed or redefined to resolve the tensions they raise.
Use of Visual Images in Research
Images are very valuable to research because they have the ability to convey
multiple messages, pose questions, and point to both abstract and concrete thoughts
(Weber, 2008). Visual images are constantly subject to reconstruction and
reinterpretation, holding multiple meanings. Barthes (1981) takes the photographic image
and explains that images have two main levels of meaning: denotative and connotative.
The denotative meaning of an image refers to its literal, descriptive meaning; the visible
truth, evidence, or objective reality that the image documents. The connotative meaning
of that same image refers to the cultural and historical context of a specific image, in
addition to the social conventions, codes, and meanings that have been attached to or
associated with that image in a particular context (Weber, 2008). Images can act as useful
metaphors. Working with metaphors can provide themes and patterns to form ideas and
explanations (Simons & McCormack, 2007). In addition, metaphors provide an
opportunity to connect images and ideas in different ways. This can reshape the text from
being one-dimensional to having multiple layers and meanings. The ability of images to
express multiple messages contributes to the potential for obtaining rich data about
human experiences and perspectives. Arts-based research approaches that incorporate
57
visual images operate at a symbolic, metaphoric level, which invites multiple ways of
understanding (Franz, 2005).
Weber (2008) makes a case for using visual images in research and identifies the
potential for images to capture the indescribable, hard-to-put-into-words aspects of
knowledge that might otherwise remain hidden or ignored. Images hold the power to
engage us and make us pay attention to things from a different perspective. Images can
illicit emotional and intellectual responses (Weber, 2008). These various responses make
images more memorable, easier to disseminate, and accessible to a wider audience.
Images can be used to incorporate multiple layers of meaning and evoke stories. Visual
images can help us adopt someone else's point of view, enhancing empathic
understanding (Weber, 2008; Eisner, 1997). They encourage embodied knowledge;
"people are not ideas, but flesh and blood beings learning through senses and responding
to images through their embodied experiences" (Weber, 2008, p. 46). Visual images can
also facilitate reflexivity in research since artistic expression has the potential for
revealing aspects of the self, personal experiences, and ways of seeing. There is also the
power of images to provoke action for social justice (Weber, 2008; Wang, 1999). They
can spark critical dialogue and encourage individual and collective action.
Theoretical & Practical Framework
This study is informed by the following theories and approaches: feminist
standpoint theories, Freire's (1970) approach to empowerment education (education for
critical consciousness), and a participatory approach to documentary photography. These
58
theoretical and practical underpinnings inform the use of the qualitative, arts-based
method of photovoice.
Feminist Standpoint Theories
Standpoint theories are rooted in philosophy and literature. The philosopher
Georg Hegel revealed that what people know depends upon which group they belong to
and the knowledge created by those in control (McGlish & Bacon, 2003). Standpoint
theories are also influenced by symbolic interactionsim, which suggests that people act
toward things based on the meaning that those things have for them. These meanings are
derived from social interaction and modified through interpretation. Standpoint theories
emerged in the 1970s and 1980s as feminist critical theories that examined the relations
between the production of knowledge and the practices of power (Harding, 2004).
Standpoint theories have roots in Marxian thought and are influenced by the ideas of
Marx and Engels which held that the poor can be society's "ideal knowers" (McGlish &
Bacon, 2003). The assumption is that the socially oppressed class can access knowledge
unavailable to the socially privileged, particularly knowledge of social relations. Hartsock
(1983) coined the term feminist standpoint in 1983, while expanding on her work from a
feminist Marxist stance. Hartsock developed a parallel argument that the position of
women as an oppressed group placed them in a position of epistemic privilege
(Hundleby, 1997). Feminist standpoint theories became crucial for understanding
systematic oppressions in a society where women's knowledge is undervalued.
A standpoint is a place from which to view society that determines what we focus
on as well as what is obscured from us. "A feminist standpoint is a way of understanding
the world, a point of view of social reality, that begins with, and is directly from,
59
women's experiences" (Brooks, 2007, p. 60). Haraway (1997) defines standpoints as
"cognitive-emotional-political achievements, crafted out of located social-historical-
bodily experience- itself always constituted through fraught, non-innocent, discursive,
material, collective practices" (p. 304). The pluralizing of feminist standpoints
acknowledges that there are differences among material experiences of women across
history, race, class and culture (Hirschmann, 1997). Feminist standpoint theorists, such as
Dorthy Smith, Patricia Hill Collins, Alison Jagger, Nancy Hardstock, Donna Haraway,
and Sandra Harding offer slightly differing versions of this theory, however, they all
share related theoretical concepts.
Knowledge as partial and situated.
In standpoint theories, all knowledge is situated and multiple "truths" are
accepted. Rather than claiming one universal truth about the nature of the world's reality,
feminist standpoint theorists seek partial and less distorted views. For feminist standpoint
theorists, truth and knowledge are value laden, and all standpoints offer partial views of
reality. Each person can achieve only a partial view of reality from the perspective of his
or her own location in a hierarchically structured system of power relations (Harding,
2004). According to Harding (2004), situated knowledge is based on our social location
and the social groups to which we belong that systematically shape what we know and
how we communicate. Thus, standpoint theorists acknowledge that "who we are" and
"what we know" will shift and change, in response to the different material conditions, as
well as to the fact that each individual occupies more than one experiential and identity
location (Hirschmann, 1997).
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Standpoint theories are grounded in a version of empiricism which supports the
notion that knowledge depends on experience (Hundleby, 1997). Feminist standpoint
theories foreground women's knowledge as emergent from women's situated
experiences. Haraway (1991) and Longino (1999) argue that knowledge grows out of
women's unique lived experiences and the specific interpretations of social reality (or
standpoints) that go along with those experiences. Standpoint theories reject
postmodernism's absolute relativism, offering a middle ground between "feminist
empiricism" and "feminist postmodernism" (Hundleby, 1997). Standpoint theories do not
deny scientific authority but rather aim to improve it through valuing the most discredited
perspectives of knowledge (Alcoff & Potter, 1993).
Dominant and marginalized groups, as well as sub-groups, each contribute
"distinctive knowledge emerging from its particular social situations" (Swigonski, 1994,
p. 392). However, feminist standpoint theorists suggest that social inequalities generate
unique accounts of nature and social relationships. Standpoint theories emphasize the
notion that dominant groups, by virtue of their role or position in society, have greater
influence on what knowledge is produced. However, the perspectives of the lives of those
less privileged can provide a more objective view than the perspective of those who are
more privileged (Harding, 2004; Olesen, 2005).
Feminist standpoint theories grant epistemic privilege to those who are
marginalized since these individuals may better know different things than those who are
privileged by virtue of what they experience and how they understand it (Harding, 2004).
Therefore, the perspectives of marginalized groups are more complete, more valuable,
and far less limited than those of privileged groups in society (Haraway, 1988; Harding,
61
2004), as some assert that the dominant groups' view is more superficial. This is due to
the dominant group's interest in maintaining the status quo, regardless of how incomplete
their understanding of the world may be (Swigonski, 1994). Since marginalized
populations have less to lose, their perspective can generate a fresh, critical analysis of
current systems of power (Swigonski, 1994). Standpoint feminist theories allow us to
understand degrees of power and privilege that fit together with particular differences by
holding on to the material reality of oppression (Hirschmann, 1997). Feminist standpoint
scholars emphasize the importance of using women's experience as a lens through which
to examine society as a whole (Brooks, 2007; Harding, 1991). Prioritizing women's
perspectives and knowledge from their experience can be used to illuminate social
inequalities and injustices.
Woman as epistemologically privileged.
Feminist standpoint theorists view differences between men and women as a
result of cultural expectations and the divergent treatment that each group receives from
one another (McGlish & Bacon, 2003). However, theorists acknowledge that culture is
not experienced the same by everyone due to inequalities on multiple levels, such as race,
class, and sexuality. Women are seen as disadvantaged, but they are not viewed as a
single group, therefore, they do not share the same standpoint (Harding, 1991; Wood,
1982). Women are seen as "occupying different standpoints and inhabiting many
different realities" (Hekman, 2004, p.227). It is in these differences, diversity, and even
conflict between women's experiences that more can be revealed about society at large
(Harding, 1993).
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Scholars also argue that women, as members of an oppressed group, have
developed a "double-consciousness;" a heightened awareness of their own lives and the
lives of the dominant gender, men (Brooks, 2007; Smith, 1990). Women cultivate this
double-consciousness to perform their socially imposed role in society, while others
develop this double-consciousness to protect themselves and ensure survival (Brooks,
2007). bell hooks (2004) concludes that double consciousness serves as both a powerful
"space of resistance" and a "site of radical possibility" (p. 156). Feminist standpoint
theorists argue that women's subordinate status and ability for double-consciousness
gives them unique epistemological privilege from which to begin research (Jagar, 1997;
Narayan, 2004); an approach labeled as "strong objectivity" (Harding, 1991). In contrast,
knowledge generated from the standpoint of dominant groups yields "weak objectivity"
(Harding, 1991). The feminist standpoint concept of strong objectivity asserts that the
representation of reality from the standpoint of women is "more objective and unbiased
than the prevailing representations that reflect the standpoint of men" (Jagar, 2004, p.
62).
According to feminist standpoint theories, there are two reasons why the
standpoints of women and other marginalized groups are less partial, distorted and false
than those of men in dominant positions: (1) marginalized individuals have more
motivation to understand the perspective of the more powerful, and (2) marginalized
people have little reason to defend the status quo (Wood, 1982). Narayan (1989) argues
that in this point in history, women of various positionalities will have more to say to
men about sexism. Likewise, African-Americans have more to say to whites about
63
racism; and lesbians and gays, more to say to heterosexuals about heterosexism, since
standpoint feminism considers the experiences of the oppressed as less partial.
The purpose of feminist standpoint theories is to help us understand the conditions
in society and to envision the possibilities for liberating social change (Anderson, 1997).
These theories view women as authorities on their own lives; they enable them to
construct their own knowledge about women according to their criteria as women, and to
empower themselves through knowledge making (Kramarae & Spender, 1992). Feminist
inquiry into women's realities is carried out by and with women, instead of on women, in
ways that empower people to honor women's intelligence and value knowledge grounded
in experience (Reinharz, 1992).
Limitations of theory.
While feminist standpoint theories claim the epistemic privilege of women and
other marginalized groups, more recently, some scholars are challenging the claim that
women can produce more "objective" results and a more complete understanding of
social reality (Brooks, 2007). Nielsen (1990) and Longino (1993) both reject feminist
standpoint theories' claims that the experiences and perspectives of one group (women)
are more accurate and objective than another group. Others point out that reducing all
women to a group that shares one experience and one single point of view based on that
experience is problematic. Women are diverse and socially positioned on various
dimensions that affect their lives, therefore many critics question whether there is
sufficient commonality on which to base common experiences, perspectives, and interests
(New, 1998). Some scholars disagree with the hierarchy of the oppressed which assumes
that the heavier the oppression, the better knowledge it yields (Stanley & Wise, 1993).
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Other critics of standpoint feminists theories are concerned about the theories' risks of
relativism (Harding, 1987), their potential for being overly simplistic (Hawkesworth,
1989), issues around validity (Ramazanoglu, 1989), and their danger for essentialism
(Lemert, 1992). Critics call attention to problems of evaluating accounts from different
perspectives (Longino, 1993).
A limitation in Harding's version of standpoint theory is the lack of attention to
the role of language, which is influenced by society and culture and cannot be separated
from standpoint. In addition, feminist standpoint theories, which divide the world into
oppressed and dominant groups, have difficulty accounting for the fact that some
individuals of the oppressed group are simultaneously members of dominant groups.
Feminist standpoint theories do not account for the possible status of some members who
are part of a dominant group, or whose position continues to shift between the two.
Nevertheless, feminist standpoint theories are committed to the emancipation of
marginalized and/or oppressed groups through valuing the socially constructed category
of women to mobilize collective action for change.
Freire's Approach to Empowerment Education
A major theoretical and practical underpinning of this dissertation stems from
Paulo Freire's empowerment education for critical consciousness, also commonly
referred to as problem-posing education or liberation pedagogy. As a Brazilian educator
in the 1950s, Freire initiated a successful literacy and political consciousness program for
the poor living in shanty towns in Brazil (Wallerstein & Bernstein, 1988). He was
concerned about social transformation; awakening a critical consciousness whereby
people perceived the social, political, and economic contradictions in their life and take
65
action against the oppressive elements. His ideas around democratic and empowering
education came from his own educational background in Catholic liberation theology and
Marxist ideology.
Freire's methods created a concept of popular literacy education for personal and
social liberation (Gibson, 1999). His process of empowerment education was created
with an emphasis on organizing at the individual, organizational and community level. In
this context, empowerment is characterized not as achieving power to dominate others,
but rather, power to act with others to influence change (Wallerstein & Bernstein, 1988).
Freire's approach initiated a process where oppressed individuals examined their
potential roles as self liberators and collaborated in community efforts toward social
change. Empowerment education theory surfaced in the 1960s as a result of group
reflections of the Brazilian Institute of Higher Studies (Gibson, 1999). Empowerment
education theory, as developed from Freire's teachings and writings, involves individuals
working together in group efforts to identify their problems, critically access social and
historical roots of the problem, visualize a healthier society, and develop strategies to
overcome barriers in achieving desired goals (Wallerstein & Bernstein, 1988). Freire's
approach to empowerment education involves reaching a level of critical consciousness
and awareness of oppression and realizing the need for change.
Education for critical consciousness.
One of Freire's central tenents is that education is not neutral and takes place
within the context of people's lives. In class or community settings, adults and young
people bring with them their life experiences, current pressures, and future expectations.
Within this context Freire (1973) asks: who does education serve and for what purpose?
66
Does education socialize individuals to be passive objects of learning who accept the
status quo or does it encourage people to question the critical issues of the day and
challenge the systems and power? According to Freire, all pedagogy is a call to action for
change and social justice.
Freire believes that knowledge is always actively manufactured in dialogue
(Roberts, 1999). "The dynamic relationship between knower and known isn't just an
unreflective being-in-the-world, but an active consciousness involving the deliberate use
of the imagination, the emotions, and the ability to conjecture and compare" (Joldersma,
2001, p. 134). According to Freire, the purpose of education should be individual
liberation so that learners can be both subjects and actors in their own lives and within
society (Wallerstein & Bernstein, 1988). To emphasize this dual role, Freire proposes a
dialogue approach where everyone participates as equal learners who co-create
knowledge. The goal of group dialogue is to think critically by framing problems in a
way that participants reveal the causes of their status and location in society. Critical
reflection then focuses on the influence of the socioeconomic, political, cultural and
historical context of their personal lives (Wallerstein & Bernstein, 1988). Critical
thinking and reflection moves toward praxis; actions that people can take to become
empowered in their lives and within their communities. Freire (1970) conceptualizes
praxis as the dynamic of reflective action or active reflection, where words and action are
closely intertwined. Freire's educational praxis, or problem-posing education, stresses the
importance of individual's sharing and speaking from their own experiences, identifying
a common theme among their own situations, creating an analytical perspective from
which to understand root causes, and developing solutions and strategies for change
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(Freire, 1970; Wallerstein & Bernstein, 1988). Freire sees critical reflection as central to
transformation in the context of problem-posing and dialogue with others.
The philosophical underpinnings of Freire's approach to empowerment education
are very similar to feminist standpoint theories in that both start from problems identified
by individuals and their community. Both use active listening and learning methods
through the dialogue process and engage individuals to take action toward emancipation.
Freire (1976) also refers to this process of liberation as transformation, or the process of
changing objects (who have a naive consciousness of reality) into subjects (who see
theory behind the reality). Similar to standpoint theories, Freire insists on situating
educational activity in the lived experiences of the participants (Taylor, 1993). Both
feminist standpoint theories and Freire's approach recognize the power of the oppressed
and value the voices of those less privileged. "In the culture of silence, the masses are
mute, that is, they are prohibited from creatively taking part in the transformation of their
society and therefore prohibited from being" (Freire, 1985, p. 50). Freire acknowledges
that established knowledge comes from those in power; therefore less powerful
individuals are left voiceless. He emphasizes creating collective knowledge that comes
from a shared group experience and understanding of the social influences that affect
their lives (Wallerstein & Bernstein, 1988). Empowering education teaches more than
individual development. Efforts are directed at individual change, community quality of
life, and structural changes for social justice.
Freire (1970) believes that with the proper tools, anyone is capable of looking
critically at the world, his or her personal and social reality, and the contradictions that
exist everywhere. Where Freire's approach to empowerment education differs from
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feminist standpoint theoretical perspectives is in Freire's notion that those
underprivileged are preoccupied with survival and often lack information with regards to
understanding how power structures work. In contrast, feminist standpoint theory points
to the concept of a "double-consciousness." Freire's idea is that the oppressed often share
the oppressor's viewpoint, blaming themselves for their own powerlessness. Freire
(1982) states:
The oppressed, having internalized the image of the oppressor and adopted his
guidelines, are fearful of freedom. Freedom would require them to eject this
image and replace it with autonomy and responsibility. Freedom is acquired by
conquest, not by gift. It must be pursued constantly and responsibly. Freedom is
not an ideal located outside of [us]; nor is it an idea which becomes a myth. It is
rather the indispensable condition for the quest for human completion. (p. 31)
Freire emphasizes that freedom must to be worked for in order to improve quality of life
and justice in communities. Individuals develop consciousness, or "conscientization,"
which is the process of learning to perceive social, political and economic contradictions
through dialogue. It is this consciousness that has the power to transform reality (Taylor,
1993). In comparison, feminist standpoint theories give automatic privilege to the
knowledge of those who are marginalized, based on their life experience and their
position of holding dual-consciousness in order to survive around those more powerful.
Use of the visual image.
The visual image is one tool that enables people to think critically about their
communities and reveals the everyday social and political realities that influence their
lives (Freire, 1970). Within Freire's process of community dialogue, the use of visual
images is encouraged for building awareness of one's community and for encouraging
the construction of knowledge. Freire proposes the creation of discussion objects called
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"codifications" or "codes" to serve as problem-posing issues to be addressed in the
dialogue process (Wallerstein & Bernstein, 1988). In this context, a "code" is a concrete
physical representation of an identified community issue that can be in any form, such as,
role-plays, stories, slides, photographs, and songs. The "code" re-presents the community
reality back to participants for discussion. Freire (1973) used line drawings and
photographs that represented significant realities or "coded situation-problems." He
argues that visual images can inspire a group to critically analyze many social relations
and conditions within their communities. Photographs may fuel critical consciousness
and collective action by making political statements about the reality of people's lives. As
a communication tool, photographs can educate, inspire and influence decisions.
Influenced by a participatory approach to documentary photography, photovoice method
takes this a step further since the community produces the image (Wang, Burris & Ping,
1996). The process of creating visual images is often a source of empowerment, as are
the group dialogues that confirm the collective struggles and insights of individuals
(Wallerstein & Bernstein, 1988).
Limitations of approach.
Some have critiqued Freire's approach to empowerment education, or critical
consciousness, as being too binary in focus-we are either with the oppressed or against
them-creating a simplistic political analysis. Similar to the limitations of feminist
standpoint theories, critics draw attention to Freire's failure to address the complexity of
overlapping and contradictory positions where the location of oppressor and oppressed
are shifting and ambiguous (Weiler, 2003). Others point to the "revolutionary pedagogy"
and its presumption of universal notions of what it means to be oppressed, liberated, and
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how this is done (Cho & Lewis, 2005, p. 314). Influenced by his Marxist roots, Freire
emphasizes material relations and not the issues of patriarchy, race, or colonization
(Haymes, 2002; Weiler, 1991). Freire's earlier work fails to take into account the radical
differences between forms of oppression, as well as their complexities and contradictions
within an individual. Critics also point out vocabulary in that Freire's writing suffers from
sexism and a patriarchal notion of revolution, and lacks emphasis on domination based on
race and ethnicity (Wang & Redwood-Jones, 2001). Another weakness of Freire's
constructivist epistemology is the tension between the concept of freedom (constituted as
having the action of agency and spontaneity), and his ethical project of a pedagogy for
justice (one based in responsibility and non-difference) (Joldersma, 2001). A concept of
knowledge promoting justice is in conflict with an epistemology rooted primarily in
agency and freedom.
Participatory Approach to Documentary Photography
The final theoretical and practical underpinning of this dissertation is rooted in a
participatory approach to documentary photography. Documentary photography is
described as the social conscious presented in visual imagery (Rosler, 1989). Many argue
that photographic images can arouse a viewer's conscience (Berger, 1980). Documentary
photography has also been discussed as the portrayal of the social and mental wellness of
both its subjects and the society of which they are part (Wang & Burris, 1997). By giving
ordinary people cameras, documentary photography can be used within a community for
social change. To describe the term "community photography," Spence (1995) writes:
The most recent break in traditional fields has been the use of photography as a
tool by community activists...Community photographers are encouraging people
to photograph each other, friends and family, then their social environment. This
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provides immediate feedback for discussion, provides aids for storytelling and
reading, and makes it possible to look at the world differently. People can
discover how to relate to themselves and to others more positively when aimed
with images, of themselves-images which counteract the stereotypes usually seen
in the mass media. (p. 33, 35)
Spence (1995) explains that the main objective of community photography is to enable
people to document aspects of their lives, express themselves and gain solidarity with one
another. Spence provided individuals with cameras to photograph the same things she
herself had photographed, capturing illness, social justice, explorations of sexuality, and
joyful events. By giving cameras to people who have typically been the subjects of
photographs, community members have an advantage over professionals in their ability
to use grassroots voices and images to advocate policy (Wang, Redwod-Jones, 2001).
Throughout history, various photographers and educators used participatory photo
documentaries within communities. This entails the act of training nontraditional
photographers to record their own lives with a camera. For example, in the 1970s, Wendy
Ewald taught 150 children, between the ages of six and fourteen, living in Kentucky to
photograph themselves, their families, their community, their pets, their dreams, and their
fantasies. In her book, Portraits and Dreams: Photographs and Stories by Children of the
Appalachians (Ewald, 1985), children presented the images, words and stories of their
everyday lives. Ewald (1985) describes how the students learned that they could create
characters for themselves through self-portraits. This had a profound effect on the
students' sense of power and control in producing any image they wanted. In 1989,
Ewald settled in the village of Vichya in Gujarat, India for seven months. There she lived
among children whom she gave cameras to photograph their lives and dreams. In her
book, I Dreamed I Had a Girl in My Pocket: The Story of an Indian Village, Ewald
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(1996) describes the children's experience of shared human meaning and communication
through photography. She was awarded a MacArthur Foundation Fellowship and
continued to teach children in India, Columbia, and North Carolina to photograph and
write about their lives (Wang & Burris, 1994).
In the early 1970s, Worth and Adair used documentary photography with
indigenous people in Philadelphia and New York. Their famous book, Through Navajo
Eyes (1972) captured the experiences of teaching Navajo citizens to photograph their
world. Worth and Adair (1972) further explored this method by giving Navajo males
16mm video cameras in an attempt to discover how they understood and structured their
world on an Arizona reservation. Their primary interest was in noting how the Navajo
edited the footage. Worth and Adair described their own surprise at discovering that the
Navajo had filmed themselves walking for miles (Stokrocki, 1994).
In the early 1980s, Jim Hubbard also initiated documentary photography by
members of a community. After working as a professional photojournalist for 25 years,
Hubbard gave cameras to homeless youth living in shelters in Washington, D.C. so that
they could document their everyday lives. His efforts initially began with teaching one
homeless child how to use a camera, and after the excitement spread through the
community he then the recruited more photographers to teach other children, resulting in
his book, Shooting Back: A Photographic View of Life by Homeless Children (Hubbard,
1991). Other research by Hubbard (1994) includes a similar project conducted with
Native American youth.
By using a creative and powerful tool, such as documentary photography,
participants can draw attention to the realities of their lives (Zhao, 1993), and ignite
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public interest and curiosity (Wang, Burris, & Ping, 1996) and promote the well-being of
themselves and their communities. In drawing community involvement with
documentary photography, photovoice method involves giving cameras to people who
might otherwise not have access to such a tool. This allows individuals to record and
initiate change within their communities, instead of being passive subjects of other
people's intentions and images (Wang & Burris, 1997). Oftentimes, what researchers
may think is important in a community may neglect what the community actually views
as being important. Again, photovoice method views participants as the experts on their
own lives and communities because they hold a visual voice.
Photovoice Method
Photovoice is an arts-based, qualitative method with participatory features
(Mitchell & Allnutt, 2008), that combines health promotion principles and community-
based approaches to documentary photography. Photovoice is built on the theoretical
foundations and approaches of Freire's (1970) education for critical consciousness and
feminist theory (Wang, Cash, & Powers, 2000).
While these theories and approaches embody a distinct set of underlying values,
they share many commonalities that inform the photovoice method. They acknowledge
that the absence of participatory research with underrepresented groups perpetuates a lack
of power. Each questions the political power structures that undermine the expertise
individuals have for their own lives and situations. They all strive to shift the control over
representation and knowledge creation from those in positions of power to those whose
standpoints are seldom heard. All contribute to breaking down the traditional power
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imbalance between those with power and those without. Finally, the photovoice method
aims to equalize power differences between participants and researcher (Frohmann,
2005). These theories and approaches all seek to apply the knowledge gained from the
perspectives of marginalized individuals to inform and implement social change. They all
identify the visual image as a means to initiate critical dialogue around social and
political forces that influence their daily lives and create change (Israel, Eng, Schulz,
& Parker, 2005).
The process of photovoice entails giving cameras to individuals who use
photography to identify, represent, and enhance their communities (Wang & Burris,
1997). Participant-generated images provide an opportunity for traditionally silenced
populations to document their lives and environments (Hubbard, 1994). As a form of
self-expression, visual techniques provide a window into the participant's
(photographer's) immediate environment, significant relationships, feelings, and
perceptions of self (Hubbard, 1994). Through photovoice, the power of the visual image
is used to communicate life experiences and perceptions, which then has the power to
influence social policy. Specifically, this method is used in communities with limited
power or status to communicate to influential community advocates where change must
occur. The three main goals of photovoice are: (1) to enable people to record and reflect
their community's strengths and concerns, (2) to promote critical dialogue and
knowledge about important community issues through large and small group discussions
of photographs, and (3) to reach policy makers and others who can be mobilized for
change (Wang, Cash, & Powers, 2000, p. 82; Wang & Burris, 1997, p.370).
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Photovoice emerged from of an arts-based research method that was originally
coined "photo novella" by Wang, Burris, and Ping (1996). In photo novellas, participants
use a variety of visual methods, including paintings, sculpture, body casting, and written
narratives to artistically express their experiences (Herbison & Lokanc-Diluzio, 2006),
whereas photovoice denotes the specific use of photography to illustrate stories.
Photovoice was first developed by Caroline Wang and colleagues in the Ford
Foundation-supported Women's Reproductive Health and Development Program in
Yunnan, China (Wang & Burris, 1997). This program provided cameras to Chinese
village women who photographed their everyday health and work realities and
communicated their issues and concerns to policy makers. Since then, many studies have
utilized photovoice to illustrate community needs and to involve less privileged
populations in a research process to create social and political change.
Concepts of Photovoice
There are five key concepts of photovoice, which are: (1) images teach, (2)
pictures can influence policy, (3) community people should participate in creating and
defining images that shape healthful public policy, (4) the process requires that planners
bring policymakers and other influential people to serve as an audience, and (5) there
must be an emphasis on individual and community action (Wang, 1999).
(1) Images teach: The visual image is a site of learning that has the capability of
strongly influencing people's well-being (Wang, 1999). Images have the potential of
conveying more meaning and feeling than text. The image itself is not as powerful as the
meaning people attribute to the photograph (Wang, 1999). Wang believes that images
76
contribute to how we define ourselves, how we define and relate to the world, and what
we perceive as being important or different.
(2) Pictures can influence policy: To understand the influence of images, Wang
(1999) suggests an analysis of the production of images, the reception of the images and
meanings attributed to them by audiences, and the content of the images themselves.
Policy is not shaped by images in a linear manner, but rather, the images viewed by
people influence each individual's world view. By contributing to how we perceive the
world and our place within society, images can influence community advocates and
society.
(3) Community people should participate in creating and defining the images that
shape public policy: Wang (1999) points out that policies created to benefit under-
privileged groups are not necessarily based on what these groups need or want.
Photovoice is more than individuals taking pictures; it's about them defining the images
they have produced to add meaning and value to their story and perspective. This
provides a better context for understanding the condition of people's lives.
(4) From the beginning, the process requires that influential community
advocates serve as an audience for community people's perspectives. Photovoice can be
used as a tool to influence policy when there is an exchange of knowledge through the
images among community members, health and social workers, and policy makers
(Wang, 1999). These interactions must be planned in order to mobilize change with those
in power. It is crucial that community leaders, workers in the social services, board
members, researchers, funders and other influential community advocates serve as
significant participants in a dialogue with community members.
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(5) Photovoice emphasizes individual and community action: Sharing similar
values with participatory action research, photovoice incorporates a community approach
to documentary photography, the production of social knowledge and social action
(Wang, 1999). Photovoice is grounded in "the understanding that policies derived from
the integration of local knowledge, skills, and resources within affected populations will
more effectively contribute to healthful public policy" (p. 187). Community collaboration
contributes to power of the individual and group voice and the local knowledge of issues
to be addressed.
Photovoice Research Studies
Research studies have used photography with a number of populations in a variety
of fields, including anthropology, sociology and nursing (Dyches, Cichella, Olsen &
Mandelco, 2004). However, photovoice studies are most prevalent in the fields of
community health and nursing. The process of using photo documentary as voice for
social change has been implemented with youth (Strack, Magill & McDonagh, 2004);
older adults (Killion & Wang, 2000); homeless adults (Morrell, 2007; Wang, Cash &
Powers, 2000); individuals with learning disabilities (Booth & Booth, 2003); immigrant
populations (Streng, Rhodes, Ayala, Eng, Arceo & Phipps, 2004); persons living with
HIV/AIDS (Rhodes, Hergenrather, Wilkin & Jolly, 2007); and within communities of
color (Wang & Pies, 2004). Photographs are used to document experiences, perspectives,
needs and hopes. Participants in photovoice research studies are given cameras and asked
to photograph their daily activities, concerns and struggles, needs, views on family and
health, what makes them happy, and other topics that reflect personal experiences and
78
their communities. Photography allows participants' voices to be heard through oral
interpretations of their photographs. Narrating photographs has shown to promote self-
reflection and self-understanding of important issues in people's lives (Killian, 2001).
Photovoice provides a platform from which to engage in critical dialogue with others and
to initiate community action for change.
Relevant to this dissertation are studies that utilize the photovoice method to
identify and address individual and community needs within marginalized populations. In
the Ford Foundation supported Women's Reproductive Health and Development
Program in Yunnan, China, the images produced by 62 women using the photovoice
method influenced Chinese policy in three main areas: day care, midwifery, and girls'
education (Wang, Burris, & Ping, 1996). The decision to set up child care centers for the
women resulted from photographs taken by women that showed their infants exposed to
the rain and sun while their mothers worked in the fields performing heavy farm labor.
Other photographs and testimonies illustrated children playing near water unsupervised,
indicating that the women had no alternative methods for caring for their children.
Another policy decision developed from a photograph of a mother lying in bed with her
three-day old baby, which documented the poor medical hygiene and lack of access to
health services for these women. The accompanying testimonial to the photograph
documented how the woman had delivered the baby at home because she could not afford
to go to the hospital. As a result of this work, a program to train midwives, indigenous
older women, to provide birthing assistance to rural women was implemented. A
discussion subsequently emerged between women and policy makers about the
widespread use of unsafe procedures such as un-sterilized scissors and risky methods of
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cutting the umbilical cords. Finally, a photograph depicting a girl caring for her baby
brother during hours when she should have been in school prompted policy makers to
provide scholarships, not only for poor girls, but also for outstanding female students
regardless of income. This study illustrates the potential for photovoice to create
relationships between influential community advocates and community members who are
seldom heard, and who might not normally have access to one another.
Wang, Cash, and Powers (2000) used photovoice with seven homeless men and
women living in a shelter in Ann Arbor, Michigan. The Language of Light Photovoice
Project enabled these individuals to photograph their everyday health, work and life
conditions to capture and reflect their community's strengths and concerns. A 55-year old
man titled one of his photographs of a clock and digital display on Main Street as, "Good
times, But We're Not Feeling It." To describe his photograph he said,
Not only does it tell the time, but it also shows the Dow Jones as high as it has
ever been. Why is the Dow Jones so high? Everyone is making a bundle of money
on the stock market; but even though many of us at the shelter have jobs, we can
barely find a hamburger to eat sometimes. (Wang, Cash, & Powers, 2000, p. 85)
This participant taught policy makers that many homeless men and women living at the
shelter often have two or three jobs. The realization that most homeless people worked
served to change stereotypes and enabled board members, planners, community people,
and community leaders to reconsider issues from the standpoint of the homeless. This
particular study illustrates the power of images and the narratives accompanying
photographs to alter stereotypes of marginalized individuals.
Photovoice was also used in a pilot study by Killion and Wang (2000) with
young, homeless African American women and elderly, low-income African American
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women to establish intergenerational contact between the two groups. Five African
American women participated in this seven-month pilot study; two homeless women,
ages 28 and 36, and three women between the ages of 67 and 86, who lived
independently in their homes. While these two groups of African American women were
unlikely to encounter one another because they were separated by age and life station,
this study provided the opportunity for the two groups of women to discover that they
shared parallel housing, health and personal needs. The women photographed favorite
people, places, and things, creating the theme of my own space, my own place,
emphasizing the significance of having their own space and possessions.
The project also created a space for the older group of women to informally share
mothering tips with the younger mothers. Also, through dialogue around their
photographs, two major challenges of being African American, female, poor and a
mother emerged; finding affordable housing and raising children with limited resources.
This pilot study involved outreach to policy makers and provided a model for
intergenerational women to use photovoice to build community. This study shows how
photovoice can unite women of color of different ages groups and socio-economic status.
Having the opportunity to discuss concerns are around issues of race and class through
photographs provides a foundation to create a sustainable relationship of support between
individuals living in low-income communities.
A large photovoice study was conducted in Contra Costa, an economically and
ethnically diverse county in the San Francisco Bay area. The Picture This Project by
Wang and Pies (2004) recruited 60 county residents, between the ages of 13-50, who
were encouraged to take photographs reflecting their views on family, maternal, and child
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health concerns in their community. The themes identified by participants were different
from those identified by the health department personnel. The first theme- the need for
safe recreation for children- emerged as some individuals photographed: 1) roadside
crosses where children were killed; 2) insufficient posting of neighborhood stop signs,
especially near schools; 3) a Spanish- English park sign that read, "This area is not
maintained by the city of Antioch. Enter at your own risk" (Wang & Pies, 2004, p.98).
The second theme- the need to improve the general community environment within a
county neighborhood- surfaced as participants photographed the neglect of property by
landlords; graffiti; trash; and the closure of a hospital that provided insufficient services
to low-income individuals.
Several participants from Picture This Project were asked to be part of an
advisory committee to provide input, ideas and suggestions on future programs. The
project also mobilized members of the community to start cleaning community parks and
campaign to keep a local recreation space open. Photovoice provided a platform that
acknowledged the voices and local expertise on community issues. Action was taken
based on participant-identified needs and the generation of new ideas for improving the
community. The creation of an advisory committee depicts the potential of photovoice to
initiate sustainable community participation and improvement of participants' living
conditions.
In Portland, the social service agency Sisters of the Road used photovoice with
homeless individuals who were encouraged to photograph their everyday lives and share
their unique stories and perspectives (Morrell, 2007). Forty people began this project, ten
participants completed the project, and over 500 images were produced of their lives on
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the street. This project raised community awareness of homelessness and poverty issues,
reaching close to 15,000 community members such as youth, businesses, associations,
universities, and faith-based groups. A school curriculum (K-12) was also created to
accompany the photovoice exhibit, in order to educate students and alter stereotypes
about homelessness. This study demonstrates the potential of photovoice to empower,
educate and inspire action toward social change. The artistic process of documentary
photography supports self-determination and may increase feelings of independence and
self-esteem (Hubbard, 1994). Engaging in an arts-based method like photovoice also has
the potential to heal individuals who have experienced multiple barriers, hardship and
social isolation.
Advantages of Photovoice
Photovoice has many potential advantages for the various participants involved:
(a) for those with the least amount of power; (b) for those holding more power; and (c)
for the community at large. For marginalized communities, photovoice offers the
opportunity to represent and enhance one's own communities through a vivid and
specific way of taking pictures and telling stories. It can enhance self-esteem and peer
status, express appreciation, and build new ties. Through the medium of photography,
photovoice gives something tangible and personal to others. The process of creating
visual images is often a source of empowerment, as are the group dialogues that affirm a
collective struggle and insight (Wang, Burris, & Ping, 1996).
Using this method with marginalized populations whose voice is often missing
from society, or whose image is often misrepresented in the media, can be a powerful
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catalyst for change. Rollins (2007) asserts that there is an opportunity for participants to
control the means of political representation of themselves and of their realities.
When the subordinated represent, they also re-present and reposition themselves
apart from a location of disenfranchisement, alienation, and social invisibility. We
capture responsibility for our appearances. The re-presentation of representation,
especially self-representation, performs a coup over the dominance of forced
inscriptions. (p.8)
For Rollins (2007), every re-presentation establishes new boundaries, a new sense of
place, space and meaning. The use of photographic images to create new meaning, to
change stereotypes, and to convey a message to society makes presentations more
accessible to diverse audiences (Gold, 2004). Through exhibitions in public spaces,
participants' photographs and voices reach broader audiences, including policy makers
and others who have power to create change (Wang, Burris, & Ping, 1996).
Through photovoice, those participants holding more power, such as university
researchers and influential community advocates, have the opportunity to learn from local
people's expertise and engage in work that is valued by others. There is also opportunity
to innovate in a community context through publications and community approval, since
actions are community-driven. Participants with more power can recognize others as
individuals and thereby enhance their own humanity (Wang, Yi, Tao, & Carovano,
1998). Photovoice also helps build rapport with participants through continual
collaboration and sharing. "Visual documentation often demands that researchers come
into contact with participants and details of social life to a degree that exceeds what is
generally applied in other methods" (Gold, 2004, p. 1554). Photovoice links the needs of
the community with active participation. On a community level affecting all participants,
photovoice can contribute to effective, healthy change. There is also the increased
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credibility of all members by affiliation or collaboration and the exchange of new ideas,
methods and resources for improving the quality of life (Wang, Yi, Tao, & Carovano,
1998).
According to Wang and Burris (1997) photovoice offers distinctive contributions
to needs assessment. It enables researchers, as outsiders, to gain access to insiders'
information. People with cameras can record settings, moments and objects that may not
be readily available to researchers (Wang & Burris, 1997). This approach to participatory
needs assessment confronts a fundamental problem: "What researchers think is important
may neglect what the community thinks is important" (Wang & Burris, 1997, p. 372).
Photovoice also contributes to needs assessment through the visual image by placing a
human face on the data. In addition, photovoice is accessible to anyone who can use a
camera and does not presume the ability to read or write.
As illustrated in previously discussed studies, an advantage of photovoice is that
the images produced and the issues discussed and framed by individuals may have the
potential for stimulating action toward social change. Wang and Burris (1997) argue:
Photovoice can be a tool to reach, inform, and organize community members,
enabling them to prioritize their concerns and discuss problems and solutions.
Photovoice goes beyond the conventional role of needs assessment by inviting
people to become advocates for their own and their community's well-being. (p.
373)
Furthermore, Wang, Burris, and Ping (1996) point out that the media are often attracted
to the "human interest" strength of photovoice, which draws people to exhibits and
spaces where photographs are presented. The media is very influential in affecting social
interest and concern about certain issues, as well as what policymakers focus and take
85
action on. Photovoice can be a powerful method for drawing attention to voices and
visions.
Limitations of Photovoice
While the advantages of photovoice outweigh the limitations, there are a few
disadvantages that need mentioning. First, a potential ethical implication concerns the
unfair distribution of the burden of social change (Wang, Burris, & Ping, 1996). Caution
should be used against placing the burden of organizing for change on less powerful
groups, rather than on privileged groups, who have the responsibility to restore social
equality (Minkler, 1978). Also, it is important that all participants are aware that
photovoice enables individuals to communicate their perspective to influential
community advocates, but it does not shift the power to them to decide on policy (Wang,
Burris, & Ping 1996). There is also the chance that participants who are motivated to
make community change could feel a sense of cynicism, despair or powerlessness when
the results of their efforts do not match the results they had hoped for (Wang, Yi, Tao, &
Carovano, 1998).
Due to the uncertainty and unpredictability of what may occur when giving
someone a camera to photograph friends, family and community, participants may be at
risk. The photovoice method may produce unintentional consequences. There may also
be the fear of not wanting photographs taken used against them (Wang , Yi, Tao, &
Carovano, 1998). Participants mindful of these issues may become fearful and censor
what they photograph in order to protect themselves and others. Personal judgment may
intervene at different levels of representation, for example, "who used a camera, what the
user photographed, what the user chose not to photograph, who selected which
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photographs to discuss, and who recorded whose and what thoughts about whose and
which photographs" (Wang & Burris, 1997, p. 374).
Wang and Burris (1997) caution others that photographs are easy to gather but
difficult to analyze and summarize. There is also debate around issues of validity and
reliability of research with participatory features. Some argue that the integrity of the
research is compromised when researchers give up control over the content and process
of the research. Some might view research that is conducted in a participatory manner as
unscientific. However, others argue that it is inherently political and value-driven, and
that participatory approaches give priority to the community's needs as opposed to the
researcher's agenda (Wang, Yi, Tao, & Carovano, 1998).
The photovoice process is also costly and time-consuming. Issues related to
transportation, communication and finances could surface. Limited funds to cover the
cost of cameras, film developing, transportation allowances, and interpreters (if needed)
could impact the outcome of a successful project. Photovoice requires a great deal of time
commitment and follow-through from all participants involved. Despite these limitations,
photovoice has many strengths and the opportunity to create new knowledge around the
implementation of arts-based methods with sex workers
Photovoice Research Design
Rationale
The purpose of this study is to gain a deeper, more complex understanding of the
needs and aspirations of female sex workers through the artistic medium of photography.
Art, as a form of experience, has the potential for helping us understand social issues
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imaginatively and emotionally (Eisner, 2006). It was important to select a methodology
that would provide an opportunity for female sex workers in Portland to express and
represent their needs and aspirations in a creative, effective and meaningful way in order
to reach a broad audience with the potential for empowerment and societal change. To
support this objective, I utilized the photovoice method since it provided the possibility to
reflect the original richness and complexity of the data, to invite new levels of
engagement that are both cognitive and emotional, and to provide multiple ways through
which to explore experience. In addition, the terms participant(s), woman/women, and
artist(s) are used interchangeably to capture the depth and range of embodied experiences
of each individual who took part in this study.
Manifestations of the Photovoice Process
In this research study, I tried to adhere as closely as possible to the intent,
activities and sequencing of activities recommended by Wang and Burris's (1997)
photovoice method. The five stages of photovoice involve: (1) Conceptualizing the
problem (selecting the site, methodology, sampling and recruiting); (2) Implementing the
method (conducting the photovoice training, creating initial themes for taking the
pictures, taking the pictures); (3) Participatory analysis, critical refection, and dialogue
(selecting photographs for discussion, contextualizing issues, themes, and theories, and
documenting stories); (4) Disseminating the findings (selecting photos and stories for
presentation and writing journal articles); and (5) Advocating policy (sharing information
and implementing policy).
While using these stages as a guide, my own process of implementing the
photovoice method with diverse women working in the sex industry was flexible and
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fluid in order to meet the requests and lifestyles of the participating artists. My process
differed from Wang and Burris's (1997) in two major ways: (1) I conducted multiple
photovoice training sessions, instead of one group training session, and (2) I held
individual dialogue sessions with each participant and an optional group dialogue session,
instead of holding only one group dialogue session to share photographs. The stages of
this photovoice research study involved:
VII. Contextualizing the project
Identifying the site
Selecting the methodology
Community partnership
Community support
VIII. Finding the artists
Sampling and recruiting
Participant diversity
IX. Orientating the artists to the tools of artistic expression
Conducting the photovoice trainings
Group photovoice training session
Individual photovoice training sessions
Devising the initial theme for taking the photographs
X. Taking the photographs and creating art
Artists in the community
Unanticipated occurrences
XI. Individually reflecting, dialoguing and storytelling
Selecting photographs for discussion
Contextualizing and storytelling
XII. Communally dialoguing and sharing the artistic creations
Group dialogue session
Selecting photographs for the art exhibit
Organizing the representation of the art
VII. Disseminating artistic creations to the public
Community art exhibits
Media coverage and attention
Audience interactions with art
Stage I: Contextualizing the project.
Identifying the site.
This study took place in Portland over a period of ten months. This site was
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chosen to understand the needs and aspirations of diverse women working in various
aspects of the sex industry for several reasons. As previously mentioned, there is no
agency in Portland, Oregon that specifically provides services to sex workers unless they
are involved in the criminal justice system. In addition, the voices of sex workers in
Portland have not been heard in regards to the creation of social services or programs.
Beginning in 1995, the City of Portland enacted the Prostitution Free Zone (PFZ)
ordinance, which allowed law enforcement to issue citations of exclusion from
designated areas to individuals suspected of engaging in prostitution. After the PFZ
ordinance expired in September 2007, there was an influx of complaints from the
neighborhood associations regarding visible street workers in their neighborhoods and a
perceived increase in crime. During the summer months of 2008, I attended numerous
town hall meetings focused on addressing the needs of sex workers and the community
on 82nd Avenue. I observed that the voices of law enforcement, business owners,
neighborhood associations and radical feminists were present. However, the diverse
voices and perspectives of sex workers were silenced and missing from the community
dialogue meetings.
In response to the complaints about the termination of PFZs, the City of Portland
of took a rehabilitative and criminal justice response to the issue of prostitution on 82nd
Ave and awarded a grant to the organization, Lifeworks North West. However, this
agency received funding to serve only those sex workers that are referred by a parole
officer in relation to a drug or soliciting charge. Individuals working in the sex industry
were not consulted on what services would best meet their needs.
Selecting the methodology.
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Influenced by the photovoice method created by Wang and Burris (1997) and
colleagues, this study consisted of multiple photovoice training workshops for
participants, an individual dialogue session with each participant, and two optional group
dialogue meetings. A crucial component of the photovoice method was dialoguing, which
was consistent with participatory action research approaches. Park (1989) describes
dialoguing as the process of talking with participants as equal partners in an exchange of
information, sentiment and values.
Dialogue is a means of discovering the sharedness of a problem, the
connectedness of the lives, and the common ground for action. This cannot be
achieved through the exercise of merely answering questions in a conventional
questionnaire or a formalized interview which do not allow the respondents to
speak in a full voice. (Park, 1989, p.12)
In photovoice, dialogue sessions center on participant-generated photographs. In this
study, the individual dialogue sessions focused on the photographs taken by participants
and allowed individuals to reflect upon and analyze parts of their lives that they might not
have ordinarily paid attention to or questioned.
Ada and Beutel (1993) contend that in a dialogue we share and engage in spoken
and creative thought. In this study, dialogue contributed to shared power between me and
the participants. It allowed for producing and sharing personal insight and critical
knowledge. This enhanced reciprocity, openness, and sharing between me and the
participants, as we collaborated in knowledge creation (Finley, 2003). The training
workshop, the individual dialogue session, and the group dialogue sessions with
participants will be explained in further detail in later sections.
Community Partnership.
Throughout this study, a community advocate from the Portland Women's Crisis
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Line and the Sex Worker Outreach Coalition served as community partner and co-
facilitator on this study. This individual provided support and acted as a resource
throughout the study since she held unique expertise and practice experience working
with sex workers in Portland. Her involvement enhanced the credibility of this project
among sex workers in Portland, some of whom had already built a good rapport with her
prior to the start of this project. She educated herself on the photovoice research method
and its implementation process and provided valuable feedback throughout the study. My
community partner assisted with the recruitment of the participants and co-facilitated the
various training workshops and group dialogue sessions. She also served as co-art exhibit
coordinator for the art exhibit opening and a peer reviewer for the analysis of data.
Community support.
In order to raise awareness and money for this photovoice study, my community
partner and I hosted a fund raiser in the community prior to the start of recruitment. This
benefit served multiple purposes: (1) friends and family donated 35mm cameras that they
did not need or no longer used, (2) social service providers, influential community
advocates, and members of the community attended the fund raiser, (3) money was raised
to pay for the rolls of black and white film and to pay the participants/artists for their
time, and (4) everyone became aware of this project and the art show that would ensue.
Stage II: Finding the artists.
Sampling and recruiting.
Multiple methods and strategies of recruitment were implemented over a period
of four months. The first recruitment strategy involved creating a flyer that described the
research study, its purpose, and eligibility requirements (Appendix A). My phone number
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and my community partner's phone number were included on the flyer so that potential
participants could contact us.7 During this time, I also changed my telephone answering
machine message to reference the photovoice research study in hopes of increasing the
rate of call-back from those individuals who would not feel comfortable leaving a
telephone message.
Study flyers were distributed in various neighborhoods and venues in Portland
where it was assumed that individuals working in the sex industry might be located.
These locations included inside the dressing rooms and bathrooms of different exotic
dance clubs, a methadone clinic, an outreach clinic for the homeless, and various drop-in
centers for the homeless. Flyers were also passed out to women working in the sex
industry through street outreach with my community partner.8
Another approach involved mailing a letter describing the study (Appendix B) to
social service agencies who may serve sex workers (e.g. those that have needle exchange
programs). Members of SWOC were contacted, as well other social service agencies,
such as Cascadia Bridgeport, Sisters of the Road, Rosehaven, Transition Projects, Inc.,
SAVE Shelter, Lifeworks Northwest, Royal Palm, Young Women's Christian
Association (YWCA), and Immigrant and Refugee Community Organization (IRCO). In
addition to receiving a letter, these organizations were also given study flyers to pass out
to those female sex workers who expressed an interest in participating in the study.
7
Both of our telephone numbers were included on the flyer to maximize opportunities for recruitment.
When talking with potential participants, my community partner made arrangements for them to speak with
me prior to participating in the photovoice training workshop to ensure that they met the eligibility criteria.
8
It's interesting to note that five potential participants read about the study by randomly encountering the
flyer at one of these venues. These women contacted me individually with an interest in the project, but did
not show up for a photovoice training session. After a number of attempts to follow-up with these five
women, I discontinued contact.
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On-line methods were also used to recruit potential participants by posting a
graphic version of the study flyer (Appendix M) on the SWOC website, through the
SWOC list-serve and on the SWOC myspace webpage. The research study was also
announced on a local feminist radio show called Bread and Roses.
Purposive sampling was implemented with potential participants that were
referred to me through my community partner and/or through a social service agency.
These women were identified prior to the start of the project and had the opportunity to
participate in the first and only group photovoice training session. Of these five women,
only three completed the entire project; the other two did not contact me again about
developing their film after having attended a photovoice training session.
Snowball sampling was also used to recruit additional sex workers who were
interested in participating in the study. All of the study participants were invited to
identify others working in the sex industry that would be willing to consider participating
and were given additional flyers to pass out to friends and acquaintances. After two
months of extensive outreach and efforts to recruit by repeating the same strategies
mentioned, there was still a lack of responses from potential participants. With only three
women having completed the individual dialogue session, I was concerned about whether
this study appeared to be too demanding, time-consuming or uninteresting to individuals
working in the sex industry. I also worried that my status as an outsider played a role in
the lack of interest. The three participants who had followed through with the individual
dialogue session reported talking about the study to their friends but no other potential
participants contacted me. At the same time, it was important to me to be very mindful of
not placing the burden of recruitment on those women already participating in the study.
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After experiencing difficulties with recruitment, my community partner and I
engaged in dialogue around how to access those individuals who might not have heard
about the study through a participant, their workplace, a social service provider, or a
friend. We decided to request additional Institutional Review Board approval to advertise
the study on the university e-mail start up page and to post an advertisement for the
project in the local Mercury newspaper, in a special section featuring an annual arts
festival called Sex PDX.
Twenty-four hours after a graphic version of the research study flyer (Appendix
M) was published in the Mercury newspaper, I received an influx of phone calls from sex
workers interested in participating in the photovoice project. One woman contacted me
and wanted to meet that same day to participate in an individual photovoice training
session. I found that conducting individual photovoice training sessions (instead of
waiting for enough potential participants available to coordinate a group training session)
was more effective for engaging potential participants and supporting follow-through.
Through word of mouth, four more women working in the sex industry also contacted me
individually within the next few weeks to learn more about the study. Also in response to
the advertisement in the Mercury newspaper, a woman called me with an interest in
participating and referred her two friends who also wanted to be involved in the study. It
was during this recruitment period that I decided to invest in a cell phone (even though I
was previously resistant to getting one) in order to maintain contact with the participants
whose primary methods of communication was text messaging. Phone calls and e-mail
contact were the other preferred method used by the study participants.
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Once I was contacted by potential participants over the telephone, I described the
purpose of the study and talked to the women about the procedures, risks and safeguards
of the study (Appendix C). We also discussed the time-commitment it would require.
Women were encouraged to ask any questions they had regarding the project. If the
potential participants expressed interest in participating, they were screened over the
telephone to ensure that they met the eligibility criteria stated on the flyer. Those
participants who were eligible to participate in this study had to meet the following
criteria: (a) over 18 years of age; (b) female; (c) currently working in the sex industry in
Portland, Oregon for the past six months; (c) engaged in sex work, defined as the
exchange of sex or sexual stimulation for material goods like money, drugs, food,
transportation, or rent.
During the recruitment stage, a total of 19 women contacted me and expressed an
interest in the project. Out of those, 5 did not set up a meeting for a photovoice training
session. Fourteen women signed the consent form, completed the photovoice training
workshop and were given a 35mm camera with a roll of 36-exposure black and white
film. Of those 14, three did not contact me again about developing their film. After
numerous attempts to follow-up over a period of three months, I discontinued contact.
Two women individually contacted me to participate in the project one month after all the
data was collected. I maintained contact with these women and invited them to the
community art exhibit at the end of the study. One of the women, a self-identified artist,
was invited to display her own artwork in the second art exhibit. A total of 11 women
working in the sex industry participated in all stages of this photovoice study.
Participant Diversity.
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The eleven participants ranged in age from 18 to 52 years old, with an average
age of 31. Five of the women self-identified as women of color and/or of mixed ethnic
background including Scottish-American/Indian, Hispanic/White, 1/8th Native American/
European, Creole/Black/Native mix, and Indian. One participate stated that she did not
believe in race. The other five women identified as Caucasian, European-American or
Eastern European. Their educational experiences ranged from not having finished high
school to working on the completion of a bachelor's degree. Four women did not
complete high school and one woman received her G.E.D. Four women completed high
school, and of those four, three took some college courses. Two women were enrolled in
a private college and working to earn an undergraduate degree.
With regards to their work in the sex industry, the participants varied in the type
of sex work they participated in, their years of experience, and the hours of current work.
Years of experience working in the sex industry ranged from 7 months to 39 years, with
an average of 10 years of experience. The different sectors of employment included
exotic dancing, escorting, erotic massage, pro-domination work, street work, and erotic
modeling photography. Six of these women worked in multiple sectors of the sex
industry. Their hours of sex work per week ranged from 5 hours to 50 hours, depending
on the week, and averaging 26 hours per week. Five women mentioned earning an
additional income unrelated to working in the sex industry.
Their living situations varied and even changed during the course of the project.
Four women were living in rented apartments with roommates, one woman lived in low-
income public housing, three women stated they were living with friends or family (one
of whom also lived in a hotel at some point during the project), and three women were
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homeless (two of whom often stayed in a motel and one who lived in a van at certain
times during the study). Six of the participants did not have any children, one woman had
a teenage son, two women had two children each and two women had four children each.
Of the eleven diverse participants, eight women stated that they were single (two
emphasizing "by choice"), one woman had an open and "complicated" relationship
status, one woman was recently engaged and another woman stated that she was happily
married.
Stage III. Orienting the artists to the tools of artistic expression.
Conducting the photovoice trainings.
Each woman began her participation in the project by attending a 1-11/2 hour
training workshop (Appendix F) either in a group setting or individually. Training
workshops were offered to ensure that all participants were knowledgeable of the study
goals, photovoice method, procedures, risks and ethics prior to taking their photographs.
The first training workshop was held in a community location that was convenient for the
women. The four participants who were initially recruited through social service agencies
attended the first and only group photovoice training. Following the group training
session, a total of ten other individual photovoice training sessions took place in locations
that were most convenient for the women. The different locations chosen by the
participants for holding the individual photovoice training sessions included: my office at
the university, a coffee shop, my home, the participant's home, on the sidewalk of a street
downtown, at a bar/exotic dance club, and at a restaurant. Some training sessions were
more formal in nature while others were more casual and consisted of informal
conversations and relationship building.
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The purpose of the initial meeting and training session was to review the project
goals, the photovoice process, and the participatory, artistic aspect of photovoice which
required the participants to take on a role as active partners in the project and as co-
creators of knowledge. Shared power was emphasized by letting the participants know
we all held joint ownership of the research project. It was also highlighted through a
collaborative, participant-based analysis of the photographs, our group efforts for
organizing an art exhibit, and our collective orientation toward community action.
Kemmis and McTaggart (2005) suggest similar methods for photovoice. An additional
goal for this initial training workshop was to familiarize the women with underlying
issues about the use of cameras, power, and ethics; potential risks to participants and how
to minimize them; and the practice of giving photographs back to community members to
express appreciation, respect or camaraderie (Wang, 1999).
Group photovoice training session.
Those participants who attended the first group training session were asked to
arrive at the training workshop 15 minutes early to review and sign their informed
consent (Appendix D). The basic elements of the informed consent were highlighted
(procedures, risks, safeguards, confidentiality) and assistance was provided to those who
wanted their consent form read to them. Time was allocated to address any individual
questions that participants had related to the consent forms. I emphasized that
participation was voluntary and that each woman had the opportunity to withdraw from
the study at any time without consequence.
The group training workshop began with an icebreaker activity. This allowed
participants to become familiar with each other, myself and my community partner. It
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also contributed to my building trust and connection with participants. The women were
given the option to not disclose their full names, but rather choose pseudonyms to be used
throughout the study. Then, the concept and method of photovoice was described. A
project summary handout (Appendix E) with an overview of the goals and the photovoice
process was distributed to each participant. The study objectives were presented along
with the project's aim to influence community advocates and leaders. There was also a
discussion around the power, authority and responsibility that one has using a camera.
Critical dialogue was facilitated around participants' responsibilities when carrying a
camera and the importance of respecting the rights and privacy of others. Safety was
emphasized, along with ways to minimize potential risks.
As a group, we talked about ways to approach and photograph someone in the
community. To facilitate a discussion on participants' safety and ways to approach
people, the following questions, suggested by Wang and Burris (1997), were explored
with participants during the training workshop: (a) What is an acceptable way to
approach someone to take his or her picture? (b) Should someone take pictures of other
people without their knowledge? (c) To whom might one wish to give photographs, and
what might be the implications? (d) When would someone not want to have their picture
taken? The purpose of this discussion was to focus participants' attention on ways to
minimize risks (whether physical danger or loss of privacy to themselves and their
community) when taking photographs. Participants were advised to always obtain verbal
permission before taking someone else's photograph. We discussed how asking for other
people's consent would help to prevent misunderstandings and build trust by giving
participants an opportunity to describe the project and establish longer-term relationships
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and knowledge exchange with other community members. Obtaining verbal consent to
photograph someone would help to promote community wellness. We also discussed
giving photographs back to people as a way of expressing gratitude (Wang, 1999).
During the second half of the workshop, each participant received one used 35mm
film-based camera with a flash feature along with one roll of 36-exposure black and
white (C-41 processing) film. Participants were also given a small, hand-held journal to
record their thoughts or reasons for taking their photos. After the participants received
their cameras, I explained the mechanical aspects of camera use and photographic tips
(Appendix G). This included how to protect the camera (what happens if it is dropped,
how heat and water can affect the camera); parts of the camera (the viewfinder, the flash);
operating the camera; when to use flash (the range at which it works); indoor, outdoor
and night use; camera handling when taking photos (holding the camera steady when
pressing the shutter release); distance from subject; and framing. We discussed close-ups
and angles; different ways to photograph a group of people; posed and un-posed pictures;
and how symbols of the community or culture might be photographed as suggested by
Wang and Burris (1997). The technical advice was minimal to avoid stifling participants'
creativity. More emphasis was placed on reminding participants to keep their fingers out
of the camera's lens, to place the sun at their back as often as possible, and to avoid
putting the center of interest in the middle of the photograph every time.
Individual photovoice training sessions.
Participants who met with me individually to receive the photovoice training were
given the same handouts and orientation to the project as those who participated in the
group training session. However, the manner in which each woman was presented with
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the photovoice training material was less structured in order to meet the individual needs
of each potential participant. Meeting with the women individually often provided the
opportunity to connect on a deeper, more personal level (if they were interested in doing
so). The informal nature of the individual photovoice training sessions allowed me to be
attuned to each individual participant. Their fluid, individualized nature emphasized a
sense of power in comparison to conducting a group training session where there was a
sense of talking to a group of women instead of with each individual. Conducting the
individual photovoice training sessions within hours or days after a receiving a phone call
from a potential participant was helpful for retaining participants and engaging them
immediately in the research study.
Devising the initial theme for taking the photographs.
Participants were instructed to photograph places, objects, events, and people
related to their everyday experiences that were important to them. Within this broad
scope, participants received the initial themes to center their photographs on, needs and
aspirations. These themes were kept broad so that participants had the freedom to
photograph experiences meaningful to them. I told the participants how I came up with
these two themes; through the academic literature, my knowledge of the lack of services
available in Portland, and my experience with attending community forums on the PFZs.
Then, we collectively discussed these themes as the framework for taking photographs of
their experiences and communities.
We discussed the appropriateness of these themes and their relevance to the
participants' lives. The women were given the option to refine, substitute, eliminate, add,
or reframe any or all of the themes posed in order to best suit what each one wanted to
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express about her experiences and communities; however, no one chose to do so. During
the group and individual photovoice training session, the participants brainstormed and
discussed ways in which to portray the themes. It is interesting to note that along with
photographing their needs and aspirations, the artists took photographs unrelated to the
themes, which were later described as being important to their lives.
IV. Taking the photographs and creating art.
Artists in the community.
In the group and individual photovoice training sessions, we discussed the
reasonable amount of time needed by participants to take their 36 photographs
(approximately 18 photographs of needs and 18 photographs of aspirations). Once an
estimated deadline was set by each participant for taking her photographs, the women
went out into their communities with their cameras. Ideally, the time between the
photovoice training workshop, the individual dialogue session, and the group dialogue
session should have been minimal (around a month), in order to stay connected with each
participant and to support follow-through. However, in this study, while some women
took a week to take their photographs, others took well over three weeks, prolonging the
individual and group dialogue sessions over a period of three months. It is interesting to
note that those participants who were homeless and financially stressed completed their
roll of film the fastest. All participants were compensated $50 in cash as a thank you for
their time and effort. One participant did not wish to take the money and chose to donate
it back to the photovoice project toward the costs of hosting the art exhibit. Another
participant repeatedly stated that she didn't want to accept the money because she was
participating in the study out of her passion for the project and its purpose.
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After taking a roll of 36 photographs, I met with each woman to collect her film
for developing. During this time, we scheduled a date and time to hold her individual
dialogue session. Over half of the dialogue sessions occurred on the same day that the
film was developed since this seemed to be most convenient. For each roll of film, two
sets of 36 prints were developed and a CD was made. Each participant received one set of
her photographs and the camera to keep. I kept the other set of photographs (for analysis),
along with the CD (for presentation purposes) and the negatives (for enlargement of
photographs). At the end of the study, the negatives were returned to the artists.
Unanticipated occurrences.
During the individual and group photovoice training sessions I emphasized that if
anything happened to the participants' cameras, film or anything else related to the
photovoice project, I was available to assist. I stated my willingness to replace any
broken cameras, provide more film, or distribute more photo release forms, if needed. Six
of the women did not encounter any problems with their cameras, film or developing;
with almost every photograph being in focus. One participant contacted me after taking a
few photographs because her camera stopped working. I immediately replaced her battery
so that she could successfully complete her roll of film. Another artist reported her
camera breaking after she had taken 10 photographs. This participant made the decision
to shoot the rest of her photos for the project with her personal digital camera instead of
using another 35mm camera.
One participant did not return my phone calls one month after her individual
training session. Eventually, she asked her friend (also in the study) to relay to me her
embarrassment around leaving her camera at someone's home and being unable to
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retrieve it. After learning this news, I communicated with her and assured her that this
wasn't a problem and nothing to be embarrassed about. I then gave her another camera to
use along with another roll of film. After meeting with her to develop her film, she
revealed that she had lost her second roll of film that she had spent time shooting.
However, she had pro-actively bought a roll of black and white film on her own in order
to complete the project. After her individual dialogue session, she expressed feeling so
inspired by photography that she decided to take another roll of film to photograph those
things she wasn't able to capture.
Two participants, who were recruited towards the end of the recruitment phase of
the study, turned in their cameras with only 1/3 of the photographs taken. Both expressed
feeling pressured to meet a deadline. I met with each woman individually and explained
that they could take as long as they needed to capture the photographs they wanted. I
asked each artist if she would be willing and able to complete her roll of film before the
scheduled group dialogue session. Both women needed more time and within a few days,
successfully completed their roll of film. However, one of the two artists accidentally
opened her camera (to remove her film) before the film had time to completely rewind,
thus exposing a few photographs that were meaningful to her. After we developed her
film and discovered which photographs had been lost to light-exposure, she chose to use
a digital camera in order to capture the four images that she had lost.
Stage V. Individually reflecting, dialoguing and storytelling.
Selecting photographs for discussion.
Each artist chose a private, quiet place where she met with me individually to
view and discuss her photographs. These individual dialogue sessions were held in
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various locations: in my home, in the participant's home, in my office at the university,
and one was held in the car. For those (nine) individual dialogue sessions that were held
either in my home or in my office at the university, participants were exposed to multiple
photographs that I had taken (displayed on the walls of the rooms). I was able to share my
own artwork with the women and connect on a creative level. This contributed to
building trust and reciprocity. For those women who chose to hold their individual
dialogue session in my home, I treated them as I would any other guest.
Wang's (1997) photovoice method advocates for a participatory group dialogue
session for sharing photographs. However, I found that holding individual dialogue
sessions with each artist was deemed more helpful in this study, due to the possible
sensitive nature of some photographs and private nature of some reflections. I wanted to
eliminate any potential for participant discomfort in sharing their photographs and stories
within a larger group. All participants were invited to attend the two optional group
dialogue sessions to share their photographs with each other.
Prior to beginning each individual dialogue session, each woman's subjectivity
(living and working experiences) was explored (Appendix H). Afterwards, each
participant was given the option to write her own artist biography or verbally provide
what information she wanted me to include. Half of the women chose to write their own
biography after the individual dialogue session and later sent it to me via e-mail. The
other half dictated the contents of their biography during the individual dialogue session
and later met with me to review what I wrote to ensure accurate representation. It is
interesting to note that the artists had multiple opportunities to make revisions to their
biographies and many chose to make various changes, additions and omissions more than
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once prior to the art exhibit. This spoke to the fluidity of their identity and it is possible
that their sense of self (and self as artist) may have changed over time. Perhaps, as the
women took more ownership of the project, their perceptions of themselves as artists
transformed.
Contextualizing and storytelling.
After taking the time to view her photographs on her own, each artist chose the
order in which to talk about her photographs. Some participants chose to discuss their
photographs in the order in which they were taken. Others spread out their photographs
around them and allowed the flow of conversation to inspire the order in which they
talked about each photograph. While the women were told that they didn't have to talk
about every photograph taken, it is interesting to note that in this study, every participant
discussed and analyzed why she took each and every photograph.
While each artist discussed her photographs, we engaged in a dialogue together
centered on her photographs. The process of discussing the content of photographic
imagery allowed participants to both share and guide me through an external view of
their internal realities (Collier, 1979). The women were given a guide from which to
address questions about their photographs associated with each letter in the PHOTO
acronym (Appendix I). The acronym PHOTO (Hussey, 2006) asked the following:
1. Describe your Picture?
2. What is Happening in your picture?
3. Why did you take a picture Of this?
4. What does this picture Tell us about your life?
5. How can this picture provide Opportunities for us to improve life (with
regard to sex workers' lives in Portland, Oregon)? (The phrase in the
parenthesis was added to adapt to the study).
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For some artists, this questioning guide provided a way to focus on the specific
stories and experiences portrayed in the photographs, and then move toward thinking
about ways to improve life conditions. It served as a way to contextualize the meaning of
their photographs. While this guide was encouraged, it was not enforced in order to
maintain the natural progression of dialogue and to maintain creativity and freedom of
expression. It is interesting to note that those participants who chose not to refer to the
guide while explaining their photographs still provided rich, contextual descriptions for
each of their photographs, while addressing these questions in their own way.
After discussing each photograph, the artist was asked if she would like to say
anything else about the photograph (that might not have been captured by the five
questions). In addition, some artists were asked what was missing, if anything, from each
photograph. At the end of the individual dialogue session, each artist was asked if there
were any photos that she wanted to take but was unable to. Also, each woman was asked
to describe her thoughts and feelings around participating in this project.
With the permission of the artists, the individual dialogue sessions were audio-
tape recorded. The individual dialogue sessions ranged in duration, from 45 minutes to 4
hours (as one participant requested smoke breaks). On average, most individual dialogue
sessions were 1 1/2 to 2 hours long.
Stage VI. Communal dialoguing and sharing the artistic creations.
Group dialogue sessions.
Prior to the start of this study, my intent was to hold an optional group dialogue
session for those participants who were interested in sharing their photographs and stories
with one another. I created a group dialogue session facilitation guide (Appendix K),
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which included specific questions for discussion and sharing. My hope was that those
participants who chose to attend the group dialogue session would have the opportunity
to share their photographs with other sex workers, collectively identify common themes,
and plan for the community art exhibit of their photographs. While this did occur, it
happened very differently than I had imagined.
The first group dialogue session was held at a convenient community location
with eight out of the eleven participants in attendance. Of the three women who did not
attend, one reported getting lost and not being able to find the location, another had
previously mentioned that she had to work, and one later admitted that she was too
intimidated to participate in a group setting. The first group dialogue session lasted three
hours. In preparation for the group dialogue session, I made copies of everyone's
photographs (a total of approximately 400 black and white photos, 4x6 inches in size)
and placed each participant's 36 photos on two white poster boards (18 photos to a
board). Each photograph was numbered and the poster boards were hung on the walls of
the room so that each artist had a "station" with a bowl underneath for the voting process.
The tables in the room were filled with homemade food and various sweet and salty
snacks, and there was another table with prizes (e.g. coffee shop and grocery store $5 gift
certificates, scarves, mittens, jewelry, books, and magazines) to give away in a raffle at
the end of the group dialogue session, as a way of thanking the women for their time.
The group dialogue session was scheduled to begin at 3:00 pm, but the
participants all came at different times, so the session started 30 minutes late. While we
waited for everyone to arrive, the women were invited to eat and get acquainted with
each other informally. I asked the women to make self-introductions with whichever
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name they felt most comfortable (since I didn't know if they wanted to be referred to by
their "real" names or pseudonyms). Prior to the start of the dialogue session, some
women ate food, others talked on their cell phones, some were engaged in conversation
with me (when I wasn't on the phone giving directions to other participants who were on
their way), some were chatting with my community advisor, and some were smoking
outside (we had bought a pack of cigarettes for those women who smoked, since smoking
can be a social activity and often times an icebreaker).
The dialogue session began with an ice breaker activity that included
introductions to one another through humor. After getting to know one another, ground
rules were created by the women and we talked about creating a safe space for sharing.
The participant-created ground rules included the need to listen to one another, be
respectful and not to be in competition with one another. Then, I talked about the purpose
of the session, the importance of confidentiality, and the voluntary nature of the group
session. A photo release form for participants to sign was also provided (Appendix J).
Each woman was given a folder with her typed biography (to edit/change or
approve), a list of themes from her own photos that emerged (to provide feedback on),
and a list of the group dialogue questions (from which to begin sharing stories and
photographs). Following my group dialogue session guide (Appendix F), I proceeded to
talk about the discussion questions that I created to guide the dialogue session. However,
the women started to nod off and appear disinterested. Observing and sensing this from
the participants, I realized that I had an "agenda" that was not participant-led, so I
stopped talking to the women. It was at this moment that I realized, in an effort to "stay
true" to the photovoice methodology, I was taking on the role of the researcher who had
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not yet completely given up her power. So I decided to talk with the participants and
asked them what they wanted to do and how they wanted to spend these three hours
together. My desire to equalize the power imbalance resulted in turning the group
dialogue session over to the artists and allowing the course of events to naturally evolve.
The participants voiced that they wanted to talk about the art exhibit and how they would
share their photographs with the community. While, initially, I had intended to keep the
art exhibit separate from my dissertation, it clearly became the focal point of this project
for the participants; therefore it is important to illuminate it in this scholarly work.
Selecting photographs for art exhibit.
The participants expressed their interest in talking about the art exhibit and how to
display their photographs. Excitement arose over planning the date of the art show, the
possible locations, the guest list, and advertisement for the exhibit. Together, we
discussed how the participants wanted to be represented on the art show flyer (Appendix
N). Specifically, the women suggested that a flyer be created that referred to the artists as
"diverse women working in the sex industry" as opposed to just "sex workers." The
women discussed the type of image to be placed on the flyer and the color scheme. Then,
each participant reviewed her own artist biography, making necessary changes to the text
when relevant. The women discussed how they wanted their biographies and photographs
presented and whether their photos would be presented as a group or individually. The
participants chose to have their biographies grouped together and their framed
photographs intermixed on the wall. As a group, the number of photographs displayed in
the exhibit and framing was also decided upon.
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We also discussed the way in which we could all anonymously vote on the artists'
photographs that would be representative of the diverse voices of the group. A decision
was made that each artist would have three photographs displayed in the exhibit that
would be voted on by the group; totaling 33 photographs for the art show. We also agreed
that one of the three photographs voted on by the group could be "switched out" by each
artist if she chose to replace a "voted on" photo with one that she felt best represented her
voice. Once the voting terms were discussed and set, each artist went to her station,
where her two poster boards of numbered photos were displayed. Each participant was
given the option of covering those photographs that she did not want to share with others
or that she did not want the group to vote on for the art exhibit. Some artists chose to
cover many of their photographs on the poster board; others did not cover any. Then each
participant cast her three votes for her own favorite photographs.
After each participant completed the voting process for her own artwork, she
walked to the other stations and voted on other participants' photographs. It is interesting
to note that it was during this time of voting that the women laughed, joked, hugged and
complimented one another; appearing to connect on a personal level. I found women
huddled together around photographs at each station, asking questions and sharing stories
with one another. This moment of support and sharing brought the group together in a
way that my scripted "agenda" could not. After every participant had the opportunity to
vote at each station, everyone took a break while votes were tallied.
Organizing the representation of the art.
The top three photographs from each artist that received the greatest number of
votes from the group were announced after the break. Only one artist chose to substitute a
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photo that was voted on for one that she really wanted in the art show. All of the other
participants were content with the photos that were voted on by the group. We discussed
the inclusion of captions, stories, and/or poems beside each artist's photographs. The
women spent time writing titles for their three photographs, and those participants that
wanted to include a story or caption talked about meeting again before the art exhibit to
put those together. During this time, we also discussed the artists' desire to sell their
framed photographs, as well as smaller prints of their images. As a group, the women
decided that each artist would choose seven of her photographs to sell as postcards at the
art show. The participants also talked about the pricing of their artwork. They decided
that the proceeds from the art exhibit would be divided equally among them.
The participants talked about making a calendar of everyone's photographs where
every artist could be featured each month out of the year. However, in our dialogue
session this idea was replaced with the proposal to create a self-published, coffee table
book of everyone's photographs. The participants all agreed that a coffee table book
would be more artistic, so the women chose which photographs they wanted to include in
the book. We also discussed and decided on the size and photographic layout. There were
some images that they wanted cropped in certain places, so these changes were noted.
In preparation for the art show, I attended to the mechanical aspects of enlarging,
cropping and framing the participants' photographs. My knowledge and experience with
contrast, composition, and other technical and aesthetic aspects of photography enhanced
the presentation of the photographs (without changing their content) for the art exhibit.
The opportunity for me to personally enlarge and crop participants' photographs also
offered a sense of shared artistic creation in addition to the co-creation of knowledge.
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Three weeks after the group dialogue session, another gathering was held at my
home and all participants were invited to attend. A total of four participants came. They
were eager to debrief the first group dialogue session and share their thoughts about the
study process, their poems, and stories to go along with their photographs. This second
group dialogue session was very informal and participant-led. One of the women, not at
the first group dialogue session (stating she felt too intimidated to come), showed up and
brought with her a bag of clothes for the other women. This kind gesture appeared to
create a sense of sisterhood and support among the women, setting the tone for a
comfortable atmosphere. After we spent some time connecting with one another, the
artists chose to work on their stories and poems to accompany their photographs. This
time, I did not present my "agenda," but rather allowed for the participants to guide the
conversations and events of the gathering. The artists decided to tape record their
reflections about the photovoice method and how meaningful this process was to them.
There were only two participants who chose to not attend either one of the group
dialogue sessions. However, one of the two contacted me to set up a time to meet with
me individually to title her photographs and to choose which postcards to sell. Also, she
was able to attend both art exhibits. The other participant chose not to attend either group
dialogue session nor title her photographs. She did not attend the art exhibits nor did she
return any phone calls inviting her to participate in activities related to the project.
However, I did meet with her again, one month after the art exhibit, to give her the equal
share of the proceeds from the art exhibit.
Stage VII. Disseminating artistic creations to the public.
Community art exhibits.
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The participants, my community advisor, and I identified and invited influential
community advocates, sex workers, journalists, students, professors, social workers,
social service professionals, community leaders, friends, and family to the art exhibit.
Policy makers and influential community advocates received a personalized, hand-made
invitation to the art exhibit. Advertising to the public for the art exhibit was done in-
person, through telephone, by word-of-mouth, and electronically via the internet. An e-
mail list serve generated by the university's School of Social Work was used to contact
faculty, staff and graduate students about the photographic exhibit. An e-mail list serve
generated by SWOC informed social service providers about the exhibit. The art exhibit
was also promoted through the SWOC website and a my-space internet page dedicated to
the photovoice study. The week of the art exhibit, two local newspapers featured the
opening in their current events section and on-line in the art gallery portion of their paper.
Many people attended the art opening that was held in a donated public space and
various guests reported having to wait in line to get into the cafe's gallery section to see
the exhibit. In addition, many of the individuals who attended the fund raiser also
attended and supported the art exhibit. Seven of the artists were able to attend and stay
until the end of the evening. One participant was unable to attend because she had to
work and another artist could not attend because she was ill. One of the women had
already moved to the east coast, but called me after the art exhibit to hear about its
success since she was unable to attend. Only one out of the eleven participants did not
contact me afterwards regarding the exhibit.
One month later, the director of the women's resource center at a local
community college invited us to hang the 34 photographs featured in the art exhibit on
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the walls of the campus library. The photovoice project was featured in this space for one
month, gaining much attention from students, professors and the community. In addition,
the photographic art exhibit was later displayed on the walls of a cafe at Portland State
University for six weeks. The university provided funds to host this second art exhibit
opening to honor the artists and their work. The same methods of advertising were used
for this art exhibit, and the event was featured in one local newspaper. Four of the study
participants attended this event, along with students, professors, social service providers,
sex workers, friends, family and members of the community. Additional places where the
exhibit was displayed include a social service agency in the community, the lobby of a
performance space at a community college, and the art gallery of a private university. The
art exhibit is also scheduled to be on display at an independent, feminist bookstore.
Media coverage and attention.
It is important to note that while this research study might not have had any
immediate or direct effects on policy decisions, it received a lot of media attention and
community support. The art exhibit was featured in a local activist newspaper. My
community partner and I were interviewed and three artists, also interested in being
interviewed, contacted the reporter on their own and talked about their participation in the
project. Their thoughts, perspectives and photographs were presented in a feature story.
In addition, the local news station contacted me and my community partner with an
interest in doing a story about the art exhibit for the 6 o'clock evening news. The film
crew documented the art exhibit at the community college and interviewed my
community partner. One artist, very interested in appearing on the news (while remaining
anonymous), contacted the news reporters and participated in a televised interview.
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Audience interactions with art.
With arts-based research projects, it is important to consider the audience that is
viewing the art and the power of art to evoke strong emotions within people. It was
anticipated that there could be ways in which the photographs might harm those people
witnessing them, especially those individuals most affected by the subject matter
(Sinding, Gray & Nisker, 2008). When publicly promoting and passing out flyers for the
art exhibit, the context and purpose of the show was made explicitly clear.
There was an overwhelming amount of positive feedback from individuals who
attended the art exhibit. Many people wrote their comments and impressions in a book
that the artists had dedicated for feedback from the guests of the two art exhibits. Some
comments were written by individuals who worked in the sex industry and highlighted
the positive impact that the art exhibit had on them. One person wrote, "I really loved all
of the art. It was very touching and inspirational. As a sex worker myself for 2 1/2 yrs, I
wasn't going to come, but now that I'm here I love it. Thank you to all the artists and
people who put this exhibit together with much love and respect." Some one else wrote,
"After 13 years working on the street for crack cocaine I'm finally clean and sober at the
V.O.A. rehabilitative center and I found great inspiration here tonight. Thank you." An
additional comment stated, "Thanks so much to the artists. Such real and inspiring work
makes me proud!" These reflections demonstrated the power of the women's art to touch
the audience and the ways in some art exhibit guests personally related with the art.
Other audience members reflected on how thought provoking the images and
voices were for them. One individual wrote, "Beautiful display. Very touching
photographs. A special thank you to all of the participants for sharing their thoughts and
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feelings through their photos." Someone else wrote, "Amazing, thought-provoking, sad,
human- I learned a lot. Thank you." Some responses expressed solidarity, gratitude and
support. One guest wrote, "Great idea! Very creative and direct way at looking at the
struggle that some people face to survive. A way to bring attention to an issue that needs
publicity in a positive light!" While another person wrote, "In solidarity with all
workers...Thank you for sharing your stories and courage!" Others highlighted the power
of the photographic image for bringing about awareness and enlightenment. Another
comment stated, "It is interesting to note how much a photo can capture. A photo by this
show's definition can move one to tears and enlightenment."
These comments from the guests of the art exhibit express the political nature of
arts-based research for reaching a broad audience beyond academia while making both
art and scholarship more accessible. In addition, these audience reflections emphasized
how audience engagement is central, whereby the reader/audience is involved in an
active process of meaning making that is likely to have transformative potential.
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CHAPTER 4
DATA ANALYSIS PROCEDURE
Given that I was interested in the lived experiences of sex workers and the
meanings that they assigned to objects, people, places and events in their everyday lives,
as expressed through their photographs, I borrowed techniques from phenomenological
approaches to analyze the data from the individual dialogue sessions. Specifically, I used
tools from interpretive phenomenological analysis, as described by Smith and Osborn
(2008) to explore how participants make sense of their personal and social world and the
particular situations they are facing by focusing on the meanings that various
experiences, events, and states hold for them. My analysis was concerned with trying to
understand what their world is like, from their point of view. Also borrowing from the
processes of Creswell (1998) and Rieman (1998), my analysis involved sustained
engagement with the text and a process of interpretation aimed at understanding the
content and complexity of the meanings.
The analysis of the data involved two major parts: (1) a within-case analysis of
each participant's transcript, and (2) a cross-case analysis comparing all of the
participants' transcripts together. The analysis took several forms, which included
looking at each photograph and its description produced by each artist (to answer the first
and second research question), identifying common themes for each artist based on her
dialogue session (to perform a within-case analysis of each transcript), and then
comparing and synthesizing all of the artist's themes together (to perform a cross-case
analysis of all dialogue sessions in order to answer the second research question). The
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data collected included approximately 36 photographs taken by each participant (along
with their titles and captions), field notes, and journal entries for a total of 396
photographs. How the data was triangulated is discussed below. I created various visual
tables to organize, account for and ground all of the data to help with the analysis. The
steps of the analysis for each transcript are represented in multiple tables that build upon
one another in order to proceed into deeper meaning. While the first table served to
organize and provide a foundation for the data, the sequential tables represented the
progression of the analytic themes (associated with the dialogue, captions, titles, field
notes, and journal entries), their connections, and the meaning created from the
transcripts and photographs. The entire analytic process was then visually represented
through the symbolism of a tree (see figure 1).
Artistic Representation of Analysis Process
To depict my within-case analysis process for each artist in a visual manner, I
drew a tree and inserted mini replicas of the various tables I created on different parts of
the tree (i.e. underground roots at its base, trunk, branches, and leaves) (see figure 1). I
wanted to show how my data was organized in each table. This was my way of
illustrating my organic process of working with each artist's data over time. In this
drawing, the soil illustrates the multiple forms of data I started with prior to beginning of
my analysis (the photographs and their captions, the transcripts, the artist biographies, my
journal, and my field notes). My initial contact with the data is represented by the roots
that developed. These roots symbolize my feelings and impressions while reading the
transcripts, looking at the photographs along with their captions and titles, and comparing
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my field notes and journal entries. The tree trunk is used to symbolize the foundation of
my understanding of the data through the analysis process. It also represents the growth
of working with the data, the strong relationships between the information collected, and
steps of my analysis process. The tree braches represent the connections between the
themes that allowed for the superordinate themes to surface. The emerging themes
presented a solid foundation for understanding how each artist was making meaning of
her experiences while the analysis continued to build upon itself. The miniature
photographs at the top of the tree, attached to the branches, represent the leaves of a tree.
These "leaves" symbolized the power of the visual image in the form of a photograph, to
express additional layers of understanding, representation and liveliness of experiences.
The photographs were also representative of leaves on a tree, since they would be
detached from the data in the visual cross-case analysis, spread out before me, and
explored for visual patterns and further insight. While the textual data provided an
understanding of the meaning that particular experiences held for the participants, each
artist's photographs offered an additional layer of expression and depth of perception.
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Figure 1: Visual Representation of Analysis Process
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Within-Case Analysis of Individual Transcripts
Step 1: Immersion in the Data
I personally transcribed the audio-tapes of each dialogue session verbatim. I
began the analysis process of some individual dialogue sessions while finishing the
transcription of others. The first step involved my initial contact with the data, where I
immersed myself in the photos, captions, biographies, field notes and my journal.
Focusing on one artist at a time, I began by performing multiple readings through an
individual dialogue transcript to become familiar with the text, while simultaneously
listening to the recorded dialogue session to get a feel for voice, intonations and pauses.
As I listened and read along with the transcription, I noted what was interesting or
significant on the right hand side of the margin in pencil (Smith & Osborn, 2008;
Creswell, 1998). For example, my initial comments were related to the participants' use
of language, my sense of her and my interpretation of how she presented herself. I noted
similarities, differences, amplifications, repetitions, pauses and contradictions in what
each artist was saying. Some of my comments were attempts at summarizing what the
participant said while others were related to connections that came to mind. This process
continued for the entire first transcript.
To make the reading of each transcript easier, each participant's transcript was
divided into sections corresponding to the different photographs discussed. For example,
I used a pencil to draw a horizontal line above each sentence that started a discussion of a
new photograph. This was done in order to visually organize and link the dialogue text in
the transcript with each photograph taken and discussed.
Step 2: Preliminary Analysis
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The second step consisted of reading and listening to the transcript once more,
and creating a table to organize my interpretation of the data. The purpose of conducting
a preliminary analysis, or preliminary interpretation, and taking hand-written notes on the
table was to (1) synthesize each photograph with the accompanying stories embedded in
the transcript, (2) highlight significant ideas, photographs and their frequency, (3)
document how experiences were mentioned in the transcript and related to the
photographs, (4) formulate key interpretation questions, and (5) document my own
interpretations of the photographs and what was said about each one (based on my
journal entries and field notes). I created this table to provide me with an overview of
how each photograph discussed by the participant using the PHOTO acronym and the
theme of the photograph as identified by the artist.
Documenting how the experience happened, how it was talked about and
experienced by the participant is referred to as "structural description" (Creswell, 1998).
Structural description is the process of seeking all possible meanings, varying the frames
of reference about the phenomenon, and constructing a description of how the
phenomenon was experienced. This is where I reflected on the setting and context in
which the phenomenon was experienced.
Key interpretation questions were developed for each photograph to guide what
information I was seeking from the data (Rieman, 1998). The key interpretation questions
reflected the different ways that participants talked about their lives and experiences and
the meanings they ascribed to them. Examples of some key interpretation questions
include: "How might her idea around having an equal playing field as a stripper be
reflected in her description of the photograph of her clothes over the seesaw at the park?"
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and "What tension exists between her religious and spiritual beliefs in Islam and her
identity as an artist and a community activist?" and "What does the comparison of her
basket to a gun and a cross say about how she views the basket she has photographed
twice, with one photograph being a self-portrait?" Key interpretation questions were
posed to also distinguish what the participant said from my interpretation or account of
each photograph.
During the preliminary analysis process, I referred to the artist's transcript to
complete the following table for each photograph taken (approximately 36 tables for each
participant).
Table 1: Preliminary Analysis Procedure Table
Artists-Identified Theme: (need, aspiration or both)
* What is * What does * How many * How is it Formulate key * What are my
the photo- participant times is it mentioned? interpretation own inter-
graph of say about mentioned? (How does questions pretations?
(what is it the How many the participant (developing (based on my
depicting)? photograph? times was it formulate questions to guide journal entries
(using photographed? meaning?) info that I am & field notes
PHOTO seeking from the & time spent
acronym) data) with each
participant)
The Preliminary Analysis Procedure Table above was completed for every
photograph or group of photographs (with the same subject matter, idea or story) that
corresponded with each participant's transcript. On the back of each table's page, I pasted
the artist's caption and/or title for each photograph and wrote my own comments and
perspectives. For example, I described each photograph in technical and aesthetic terms
(i.e. assessing the use of self, contrast, angles, cropping, centering, distance and lighting).
I noted any use of self in the photograph and how the self was portrayed. In addition, I
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used colored highlighters on the transcripts to illustrate the words that were used and
repeated in each story or experience. My intent was to use color to visually illuminate the
unique words and phrases that were used by each artist to share her experiences.
Step 3: Emerging Themes
After completing approximately 36 Preliminary Analysis Procedure Tables for
each photograph taken by the participant for the whole of the first transcript, I returned to
the beginning of the transcript and used the left hand margin to document the emerging
themes. Here, my initial notes on the right hand margin were transformed on the left hand
margin into concise phrases (themes) for each photograph in order to capture important
qualities found in the text of the transcript (Smith & Osborn, 2008). Through this
procedure, the themes moved to a slightly higher level of abstraction. The themes
documented in the left hand margin were grounded within the stories and descriptions of
the photos that the participants gave and could be directly traced back to the text.
Step 4: Connecting Themes
A table (see Table 2) was created to document the themes found in the left hand
margin of the transcript and the process of clustering and organizing the themes. For each
photograph or group of photographs, the themes that emerged in the left hand margin of
the transcripts were typed in the first column, in chronological order "based on the
sequence with which they came up within the transcript" (Smith & Osborn, 2008, p.70).
In the second column of Table 2, the themes were moved around and clustered
into groups. This stage involved a more analytical or theoretical ordering, which means
that I tried to make sense of the connections between the themes that emerged. The initial
list of themes was moved around and clustered according to what captured most strongly
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or what was most aligned with the participant's concerns for a particular topic (Smith &
Osborn, 2008). Some themes were merged if a similar idea was repeatedly expressed. As
the clustering of themes materialized, I returned to the transcript to check the themes to
ensure that the connections worked for the actual words of the participants (Smith &
Osborn, 2008).
In the third column of Table 2, each different cluster of themes was given a name
that represented a superordinate theme. These superordinate themes signified what stood
out as most reflective of the clustered list of themes. An overall description of the
meaning and the essence of the experience was represented in each superordinate theme
that emerged (Creswell, 1998; Rieman, 1998). During this process, certain themes were
dropped; those which neither fit the clusters of themes or those that were not very rich in
evidence within the transcript.
The description of the initial themes, their clustering and the superordinate themes
for each photograph were documented in the respective columns in the following Table
of Connecting Themes. I also present an example from one of the artist's transcripts for
further clarification of the manifestation of superordinate themes
Table 2: Table of Connecting Themes
# of Photo & Artist's Depiction/ Identification of theme:
Photos # 7 -12 Graveyard Tribute
Initial list of themes - Clustering of Themes List of Superordinate Themes
chronological
(Themes grouped in clusters) (1.Superordinate theme(s))
(Themes that emerged on the left
hand side of the margin from (page #: line #) "quote from
transcript, listed in chronological transcript"
order as they appear in the text)
*Feelings of heartache & pain Feelings of heartache & pain 1. Use of self to express years
*Allowing herself to feel pain Allowing herself to feel pain of pain & heartache
*Admires their beauty Suppression of feelings of pain (6:8-9) "so much heartache
*Ideas of a wonderful sex worker Attempts to stop the pain that its really hard for me now"
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*Sense of people not caring (6:9-10) "I'm clean, for one
*Feeling unimportant, unworthy thing, and feeling all these
*Suppression of feelings of pain feelings, it's like a delayed
*Attempts to stop the pain reaction. I think about these
*Undesirable, destructive self women all the time." (6:28)
*Experiences of physical pain "this image of tape over my
*Humiliation mouth its like I couldn't talk
*Feelings of survivor guilt about it"(6:30) "in order to
*Needing to stay safe stop the pain or to stop myself
*Worthiness-certain people care from committing suicide or
*Sense of sisterhood murder myself"
2. Experiences of trauma &
need for safety
Experiences of physical pain (6:31-32) "After being raped
Advocating for safety so many times or being beat so
many times or my money
stolen back from me"
(7:1) "prostitutes know that
you need to stay safe"
3. Conflicting sense of
worth/worthlessness due to
stigma
Sense of people not caring (6:20) "there wasn't much
Worthiness-certain people care written about us...in the
Feeling unimportant, unworthy papers"
Humiliation (7:1-2) "there are people that
care about us"
(6:21-22) "It wasn't
mainstream media news
because we were just hos you
know" (6:33-34) "police would
harass me, asking me "how
many dicks did you suck today
bitch"
4. Feelings of loyalty &
sisterhood
(6: 11-12) "how beautiful they
Admires their beauty were & how many men loved
Ideas of a wonderful sex worker them. (6:13-14) "was a
Sense of sisterhood wonderful prostitute I mean
she did her job very well" (7:3)
"I really love them. I've
always had a kinship with
women emotionally"
5. Undesired feelings toward
self
Undesirable, destructive self (6:36) "I didn't end up
Feelings of survivor guilt suiciding or murdering myself"
(6:37) "I have survivor's guilt
that I'm alive"
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The list of clustered themes under each superordinate theme (in the third column
of the table) corresponded with multiple identifier quotes in the transcript (according to
line number and page number) to aid the organization of the analysis and to facilitate
finding the original source. Each photograph or group of photographs were connected to
one or more (even up to eight) superordinate themes.
Step 5: Creating Individual Analysis Summary
A table titled Individual Analysis Summary (Table 3) was created for the artist in
preparation for a cross-case analysis of all participants. This table built upon previous
ways of organizing and categorizing the data and incorporated: (1) how the participant
identified her photo(s) as a need, aspiration or both, (2) the number of photos taken to
depict her need, aspiration or both, (3) what the photograph depicted- categorized into
one of five categories- things/objects; people; places/location; animals; or self, (4) the
superordinate themes from the analysis process, and (5) whether the artist described the
need or aspiration as personal (micro), communal (mezzo), or societal (macro).
Table 3: Individual Analysis Summary
* What is the * How is it * # of * What is the Key Analysis of Additional
photograph of mentioned Photos? photograph of words: (super- comments:
(what is it (as a need, (self, people, ordinate) (need and/or
depicting)? aspiration or animal, place, themes aspiration
both)? thing)? framed as
personal or
community)
Subjectivity
Any
additional
photos she
wanted to take
but didn't?
Feelings
around
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process &
project
Journal Notes
(interactions
w/her & my
perceptions)
Field Notes
(individual &
group
meetings &
interactions)
After representing my analytical findings in the Individual Analysis Summary
table, I included any information about the participant's subjectivity (if she referenced
herself at the beginning of dialogue session or at the end), her description of any
photographs that she may have wanted to take but did not, her feelings around the
photovoice process, my journal notes and my field notes related to my interactions with
her. My intent was to have a holistic, written illustration of each artist in the form of a
detailed table to accompany her 36 photographs for use in the visual cross-case
comparison between all participants. This was also a way to continue to create tables that
build upon one another; all connected and rooted in the data.
Step 6: Final Categories
To prepare for my cross-case analysis of (1) the artist-identified themes of their
needs, aspirations, or both based on their photographs, and (2) my own analysis of
themes based on their transcripts and photographs, I condensed the data table even more
for each artist. This allowed me to organize and condense the artist-identified themes of
needs, aspirations, or both and to link those themes to their corresponding photographs. A
Final Categories table was created and each participant's photographs were numbered
and listed under a category (needs, aspirations or both), as determined by each artist.
Then, depending on how each participant spoke about her needs and/or aspirations in her
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photographs (as a personal-micro, communal-mezzo, and/or societal-macro) each
category was colored-coded.
Table 4: Final Categories Table
NEEDS Photo # ASPIRATIONS Photo # NEEDS/ASPIRATIONS Photo #
All of the artists' superordinate themes were listed on a sheet of paper in order to be cut
into strips of pieces to be moved around for a cross-case analysis.
Visual cross-case comparison & synthesis
Step 7: Parallel Process of Analysis
The visual cross-case analysis among all participants involved the comparison and
synthesis of (1) significant statements made by the artists (regarding self-identified needs,
aspirations, or both), (2) formulated meanings of experiences that I identified for each
artist as expressed in the superordinate themes that emerged, and (3) all of the
photographs taken by the artists. This was a visual process because I used my hands to
move around strips of paper and photographs to spatially and visually juxtapose the
statements and the visual images created by all of the participants. The fluidity of the
visual cross-case analysis involved data that were color-coded, tactile and portable.
The significant statements of the artist-identified needs/aspirations listed in the
Final Categories Table were placed on three different colored pieces of paper according
to each category. Each statement was cut up into strips of paper and moved around on the
floor into various piles of association. The significant statements of the artist-identified
themes were spatially grouped according to the patterns of ideas and associations that
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emerged in each pile. All of the artist-identified themes were placed in distinct clusters
that illustrated their needs and aspirations in various aspects of their lives.
Similarly, the superordinate themes for all of the artists were cut into little strips
of paper that were moved around and spatially positioned and re-positioned for the cross-
case analysis. Various clusters between all of the participants emerged that expressed
how participants were making meaning of their needs and aspirations as creators and
interpreters of their own images. All of the photographs taken by each participant were
labeled and numbered on the back according to how each artist defined the subject matter
in her transcripts. In a parallel manner, I laid out all of the photographs taken by the
participants to allow for patterns, categories and ideas to surface. These photographs were
also moved around and placed into various categories (i.e. photos of self, animals, places,
community members, drugs and alcohol, work) and positions to see what might emerge
visually and spatially. All of the women's photographs formed into unique clusters that
were not mutually exclusive, thus overlapping into various categories of associations.
Trustworthiness & Quality
Several steps were taken to ensure the trustworthiness and quality in this study.
These included prolonged immersion into the data and in the field, extensive member-
checking, triangulation of the data through multiple sources of data collection and data
analysis, analytic and reflective journal keeping, peer review of analytic procedure, and
expert review throughout the study process.
I personally collected all of the data, transcribed the dialogue sessions, and
analyzed the data. My multifaceted approach and continual immersion in the data
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contributed to the increased rigor of this study. I constantly worked with the data to see if
my categories, themes, constructs, interpretations, and conclusions made sense and
reflected the nature of what I was trying to understand. I also worked with all 396 of the
artists' photographs over and over again, arranging and rearranging them visually and
spatially.
The triangulation of the data contributed to the thoroughness of the analysis
process and the credibility of the study. Multiple and different sources of data were
collected, including the individual and group dialogue sessions, the photographs, the
artists' biographies, my journals, and my field notes. I also incorporated my own artwork,
in the form of collage, throughout the research process which is discussed in the
following chapter. Since this study involved participatory aspects and multiple stages,
there was prolonged engagement with the artists. I met with each participant at least four
times over the course of the study and I met with some over ten times.
In addition, my community partner also analyzed the data independently, using
her own process, so that we could compare our coding schemes and findings to ensure
similarity in the themes that emerged. I also worked very closely with my dissertation
chair. She reviewed the data analysis process and we engaged in reflexive dialogue
around my analysis steps, the tables that I created, and my thought process throughout.
A peer reviewer, guided by my analysis process, read through four complete
transcripts with (hand-written) codes along with the accompanying photographs and the
multiple tables depicting the initial and superordinate themes. She was chosen to review
and audit the analysis based on her experience and knowledge of qualitative research and
her status as someone who was not directly involved in the data collection or other parts
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of the study. I took notes on the conversations I had with my peer reviewer who served as
a sounding board throughout the research process.
Participant checks also occurred at different stages of the study and with all of the
different pieces of data collected and presented. All eleven participants had the
opportunity to either write their own biography or review the biography we had written
together. All of the artists had a say in which photographs were included in the art show.
Before the art show, three participants changed the quotes that accompanied their
photographs and also asked that these changes be made in their transcripts. The women
were invited to review their transcripts and make clarifications to their statements and
ideas. Only four participants chose to re-word what they said in some areas, omit parts of
their transcripts, or further elaborate their thoughts. The participants made changes to
their transcripts prior to the start of my analysis. After my analysis of the data, I invited
the participants to review the themes that emerged. I met with three of the participants
who were interested in reviewing the themes and findings. Two participants asked for a
copy of this dissertation.
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CHAPTER 5
SELF AS RESEARCHER AND ARTIST
Reflexivity Through Collage
Reflexivity is defined as the awareness of the researcher's own presence and
contribution to the construction of meanings throughout the research process. It requires
an acknowledgment of the impossibility of remaining "outside of" one's subject matter
while conducting research. Reflexivity then urges us "to explore the ways in which a
researcher's involvement with a particular study influences, acts upon and informs such
research" (Nightingale & Cromby, 1999, p. 228). Critical subjectivity, or critical
reflexivity, is when one enters into "high-quality awareness" of one's own psychological,
philosophical, and emotional states before, during, and after the research experience for
the purpose of understanding the personal and psychological state of others (Lincoln,
1995, p. 283). To capture my inner, reflective processes that occurred throughout this
study, I kept detailed field notes and a journal of my thoughts, feelings, observations,
experiences and interactions with participants. These data sources were creatively
expressed and represented in the art form of collage. I created three collages throughout
the study to reflect, illustrate, and contextualize my physical, mental and emotional
experiences of the research and analysis process.
Making collages allowed for the integration of both my researcher and artist self.
As a visually oriented person, I respond artistically to my own lived experiences, and I
am committed to creative ways of knowing and self exploration. I chose the art form of
collage over other artistic mediums because the process of creating collages closely
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mirrored my own interactive and tactile analysis process of moving images around to
understand and formulate meanings. By creating collages, I used art to reveal the
intersections of my life as a researcher with the lives of the participants. I used collage to
document my research journey and to reflect on my research process in a way that would
honor my personal approach of making sense of my world, my self, and my experiences.
I created collages to make more transparent my own ideas, perspectives, experiences and
analysis process. Through collage, I located my reflections and participation in the
research process and presented artistic representations that provided a visual context
where one could see the multiple layers of personal exploration. I didn't want to rely on
language as the single form of expression. Creating collages allowed me to use visual
images to represent the various levels of my experiences; to move from my intuitions and
feelings to thoughts and ideas.
Creation of Collages
The artistic process of collage entails collecting, piecing together, and juxtaposing
images and quotes from multiple sources in order to create connections, and to express
thoughts and emotions (Vaughan, 2005). Creating a collage is more than just cutting,
moving, and pasting images on a surface. La Jevic and Spinggay (2008) describe the
collage process as "the placement of spaces, meanings and subjectivities together in a
rhizomatic sequence, and from this fluid, hesitant and non-linear arrangement, multiple
meanings ensue" (p. 85). My own process of creating collages began by selecting various
magazine photographs and cut-out book illustrations from my personal collection. Also, I
flipped through magazines and cut out additional images that drew me. I own a large
collection of vintage National Geographic and fashion magazines (from the 50s, 60s and
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70s) that characterize my own fascination with how women were portrayed and
represented in the media in previous decades. I am interested in how these representations
change and continue to take different shapes and forms over time. Since I already had a
plethora of words documented in my journal entries and field notes to express my own
experiences and emotions, I chose to use visual images in my collages for (re)imagining,
(re)presenting and critically reflecting on my experiences.
I made my selection of images based on styles, colors and sizes of pictures that
would contrast well enough that they would not blend together, but, rather, complement
one another. When going through a multitude of cut-outs, I paid attention to color, space,
directionality, position and style of images, as well as what thoughts and emotions they
invoked in me with relation to my research experience. I also chose to incorporate
various images of animals whose meanings I knew had symbolic or cultural significance.
While some images were intentionally chosen based on intuition or aesthetics, others
were based on my interest related to relationships and encounters I shared with the
participants.
I experimented with overlapping the images and shifting open spaces within the
frame. This juxtaposition of seemingly random images based on my own feelings and
experiences provided the potential for eliciting new awareness of hidden relationships,
patterns and associations. Sinner, Leggo, Irwin, Gouzouasis, and Grauer (2006) refer to
this process as "crossing boundaries by joining things together that don't normally go
together" (p. 1254). My process of composition was fluid and entailed assembling
images, adding new pieces and rearranging them intuitively until a schema was achieved.
The "intuitively known content," situated with other images, allowed for the "appearance
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of unexpected new associations" (Davis & Butler-Kisber, 1999, p. 4) and connections
that may otherwise have remained unconscious.
Understanding the power of artwork to evoke a certain mood, I emphasized a
color scheme of earthy, natural colors to represent my organic relationships with the
participants and the data. In her work with collage in qualitative research, Davis and
Butler-Kisber (1999) reflects on the idea of framing as a metaphor for a completed piece
of art work. It is interesting to note that I began my first two collages on frames as
opposed to framing them after completion. This speaks to my feelings of "duty" to the
methodological steps of the photovoice research process and the "completion" of a
particular stage. Since the photovoice method incorporated multiple stages, long-term
involvement, and multiple interactions with the participants, I chose to look at the
research process in segments so that the photovoice method wouldn't feel so
overwhelming.
Throughout the study, I harbored anxiety around whether or not I would be able
to gather enough data and participant follow-through for this project as an "outsider."
Creating a collage on a framed surface provided the sense of completion of the particular
methodological step. In contrast, the third collage piece, completed while analyzing the
data, was created on four pieces of found wood that served as the base surface of my
collage. The pieces of wood were not framed, symbolizing the infinite ways in which the
data analysis process was continuously evolving, unconfined to borders and enclosures.
Also, these pieces of wood were painted orange, reflecting my sense of confidence and
my rich experience working with the various forms of data. As a color, orange often
represents warmth, energy, and enthusiasm. My excitement in working with the artists'
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photographs as data was reflected in the color that I chose to paint the pieces of wood,
prior to juxtaposing and pasting the images. In the following sections below I present
three collage pieces illustrating the stages of my research process: (1) the recruitment and
photovoice training process, (2) the group dialogue sessions, and (3) the analysis process.
Collage I: Possibilities for an Outsider
The first collage (figure 2) reflects the initial stages of the research process;
specifically related to the recruitment process and the photovoice training workshops. It
incorporated my thoughts, feelings and experiences with the methodology, my role as a
researcher, and my initial relationships with the participants.
The gray background of the collage stands for the unknown possibilities of
implementing this research and immersing myself in the communities of activists, social
service providers, sex industry workers, neighborhood associations and others who had
direct and indirect interests related to the sex industry. As a color, gray represents
neutrality. I wanted to use my location as an outsider to be open to every experience and
encounter without being quick to make judgments or assumptions. I wanted to stay
"neutral" while still acknowledging and documenting my personal biases and
perspectives with every interaction. The repetition of the diamond pattern in the
background reflected my initial sense of security in the photovoice method due to its
repeated implementation by researchers with various populations all over the world. I
thought that if I just followed the steps like a diligent researcher, what could possibly go
wrong?
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Figure 2: Possibilities for an Outsider
Prior to beginning this study, I spent a lot of time researching the differing
feminist views and perspectives on sex work, locating my own political and theoretical
perspectives within the debates, as mentioned in earlier chapters. These opposing
perspectives were represented in the collage through the white bird, which symbolized
the idea of sexual freedom and independence, and the black birdcage which represented
the idea of sexual slavery and victimhood. While these dichotomous and opposing
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philosophical viewpoints were prevalent in the academic literature, I was surprised to see
them manifesting within the community. As an advocate for the rights and well-being of
sex workers, and as a community member for the neighborhood coalition 82nd Cares 9, I
attended numerous town hall meetings during the months of recruitment and trainings. I
was overwhelmed with my experience in these community meetings and the ways in
which the feminist debates were reenacted among the attendees.
Overwhelmingly present were the voices of anti-prostitution activists who talked
about evil pimps who were forcing women into sex work and sinful "johns" who needed
to be arrested for "abusing" women. I was uncomfortable with the way in which these
ideas were perpetuating stereotypes of sex work and the sex industry. I included a
caricature of a man in a position that displayed a sense of power and control over others.
My intent was to express my own concern and fear of reinforcing stereotypes and
representations of sex workers as weak, controlled and powerless within my research,
even though I did not believe that this was the case. I was aware of the well-intended
motives from members of differing feminist perspectives, however, I had a heightened
sense of consciousness of who was speaking for whom, how important it was for me to
be conscious of my power as a researcher, the weight of my words and the choices I
made with representing the data, and what it would mean to "give voice" to someone, if
this was even possible.
This collage also speaks to my diverse experiences with participant recruitment in
various exotic strip clubs, adult video stores and other venues of the sex industry in
9
The 82nd Cares Neighborhood Coalition was formed in the summer of 2008 in response to the situation on
82nd Ave and the expiration of PFZ ordinances. The Coalition advocated for the health and safety of sex
workers and for addressing economic and social justice issues instead of using law enforcement to further
criminalize women working in the area.
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different parts of Portland. These contradicting images against the gray background
correspond to the wide range of my feelings within a continuum of extremes; from
comfort to discomfort, from fascination to disgust, from acceptance to rejection. Some
venues that I entered to pass out study flyers felt safe, comfortable and extremely
supportive of women. Other venues felt scary, unsafe, and suspicious. Some women with
whom I spoke with about the study were very receptive and interested in participating,
while other women seemed disinterested. I had one experience outside of a strip club
where I was yelled at and cursed by a group of four exotic dancers who I approached
with a study flyer. They angrily asked me and my community partner what we were
doing there, while injecting their speech with curse words to question our motives. For
hours after this encounter I felt guilty and anxious and wondered about how we had been
perceived by the women, and how I might have (mis)represented myself in order to elicit
such an angry response. Questions that came up for me included: How could I (blindly)
enter this space, shaped by socio-economic status and race, and (naively) think that I
would just be accepted? What did this reveal about my own privilege? How might the
different color of our skin, our social and class privilege have played a role in how we
were perceived, distrusted and rejected? Would I have received the same response if I
had been alone?
The title of this first collage, Possibilities for an Outsider, refers to the multitude
of experiences that this project was beginning to offer and had yet to offer, my location as
an outsider (a non-sex worker), and my struggle with how to present myself to the
participants in order to form a connection. I was drawn to the image of the naked woman
holding peacock feathers to cover her body because this image embodied my own
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internal conflict of how much to reveal of myself in the photovoice training sessions and
my concern of the exposure and the possibilities of what would be revealed through this
arts-based project. It also reflected my insecurity of being an outsider and how I would be
perceived by the women working in the sex industry. I wanted to be perceived as "cool,"
hip, non-judgmental, strong, and street smart. How would I present myself to the
participants as a non-sex worker interested in their stories, lives, experiences and artistic
expression?
Along with my internal struggles, I felt excitement about the possibilities that this
method offered. This also led me to question my own fascination with a profession that
was so far removed from the current reality that I was living. I thought back to the stories
my father told me about his experience living as an illegal immigrant in New York City
in the 60s and 70s, and his involvement with different types of illegal work. Was I trying
to understand this idea of a perceived "underworld" where an illegal economy had a life
of its own? Would I come closer to understanding my father and his experiences if I
studied the lives of individuals engaged in illegal work? These questions led me to
creatively explore the representations of the sex industry that I subconsciously carried
from films, books, media, music and stories.
While coming into contact with the participants to individually conduct
photovoice training sessions, I found myself connecting with each woman in different
ways. My interaction with each person brought forth a unique part of myself, and
oftentimes, sides of my character that had been dormant for years since entering an
academic setting, such as my experience with playing music and my own identification
with a sub-culture. It was interesting to uncover those parts of myself that could be free
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and not feel confined to a sense of conservative professionalism that I sometimes felt
among academics. Having grown up with a mother who closed her own business after
moving to the U.S. from Greece, choosing instead to raise a family, and a father who
worked in a non-professional environment as a construction worker, I was not familiar
with the professionalism of educated occupations. My understanding of work was as
something casual and informal, so in academia I often feel cautious and reserved. For
example, sometimes I feel like the interests I am able to share with colleagues are
confined to research or teaching interests related to work, as opposed to hobbies or
passions outside of the academy. After conducting multiple photovoice training sessions,
I began to form a way of performing; a way of presenting my self and the research study
that was authentic, sincere, fluid and adaptive to each unique participant.
There was one instance that caught me off guard and led me to explore my
personal style and needs as a person, not just as a researcher. After completing a
photovoice training with one of the participants at a local coffee shop, I assumed that
after we discussed the process, timeline, etc. that we would spend a few moments
"connecting" as I had experienced with other participants thus far. For me, "connecting"
usually involved an exchange of ideas, the sharing of personal information and an
expressed sense of where each one of us was coming from. However, after this particular
photovoice training session, the participant immediately left without engaging in any
conversation beyond the scope of the study. I felt a sense of rejection and questioned
whether she would contact me again or discontinue her participation in the study. Why
didn't she want to get to know me? Why didn't she ask any questions? Didn't she want
us to connect? How could she trust me if she didn't really get to know me? While all of
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these questions entered my mind, I realized that these were my needs of wanting to
establish rapport, connection and trust; they weren't needs and values I could impose on
someone or expect some to share with me. My personality and own personal needs were
interacting with the researcher side of me. This tension revealed my need to be informal
and friendly with the participants as a way of bridging the power inequality and sense of
authority that my title and role held.
Collage II: Chaotic Liberation
The second collage that I created (figure 3) corresponded to my experience with
the individual dialogue sessions, the group dialogue session, and my relationships with
the participants. The images for this collage were collected over a period of a few weeks,
and continued to shift in directionality and position on the frame. Some images were
chosen to represent specific ideas and perspectives; others were selected as a way for me
to process some of the intense emotions that surfaced from the stories and experiences
shared with me in the individual dialogue sessions.
During each of the individual dialogue sessions I was led on a journey of
emotions, images, and stories that presented a kaleidoscopic moment of time in the past,
present and future lives of the artists. While some experiences brought laughter and joy,
others made me angry, sad and fearful. I was especially affected by stories of violence
and racism. Two images in particular, the Black man in the center and the porcelain
female head, were included in this collage as a way for me to process my discomfort
associated with the stories shared with me. I also included a butterfly holding the weight
of a zebra. The butterfly, symbolizing transformation and change, carries the weight of a
zebra to show the resilience and strength that I saw in each of the women. The zebra
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embodies the beauty in individuality and its distinctive stripes serve as a protective
camouflage against predators.
Figure 3: Chaotic Liberation
The individual dialogue sessions were especially sacred for me because I felt that
I was given a gift of trust and creative expression through the artists' images and stories. I
felt excitement with each new roll that was developed and eagerly shared that experience
of curiosity with the participants. In these moments, I connected with many of the women
as artists. In the individual dialogue sessions, when I learned about various "behind the
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scenes" occurrences at different strip clubs, among dancers, on Craigslist, and on the
streets my location as an outsider no longer seemed to be a barrier to gaining trust and
openness. This was a very different perspective from what I had experienced as an
activist and member of SWOC. For example, an insider constitutes someone who shares
a similar characteristic, role or experience with the participants. As a non-sex worker, my
location as an outsider shifted as I entered the space between that of an outsider and
insider, challenging this dualistic parameter. The dichotomous reference of
insider/outsider locations became more complex and fluid in order to address the multiple
layers and sites on this continuum.
In the collage, the curtain signified the performance we all engaged in throughout
the study; for example, the roles of researcher and researched; of artist and observer; of
partner and collaborator; and the performances of our gender, race, class, sexuality,
abilities and status. The group dialogue session was like a center stage, where I was most
challenged in my performing role as a researcher who wanted to equalize my power with
the study participants. I felt that there was a power differential inherent in my relationship
with the participants by virtue of my role as the researcher, we well as elements of
difference by virtue or race, class, ethnicity, age, ability, circumstances and position.
Prior to the group dialogue session, the equalizing of power had been theorized and
romanticized, and believed to have already occurred by the nature of the methodology
chosen.
This shifting of power that took place was not planned or anticipated since I had
already assumed it had taken place and that as a researcher I had already taken a "back
seat" in the study. I prepared myself for the group dialogue session with a research
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"agenda," but from the responses of the participants in attendance, I realized that in order
to truly shift the power dynamics, I had to set my agenda aside, allow the participants to
lead the group, and feel comfortable in my role. My journal notes from that day were
filled with words like "chaos," "loss of control," "stress," "frustrating," and "disruptive."
My efforts to create structure in the group based on what I thought I had to do as a
"responsible" researcher following photovoice method protocol was met with resistance
in various ways. This resistance was a space of empowerment for the artists and a
location where control of the research study and agenda was (re)claimed by the
participants. The various acts, occurrences and discussions during the group dialogue
session that led to the natural shift in power felt disorienting in that moment in time and
liberating in retrospect.
The day after the group dialogue session, five participants called me individually
to discuss their experiences in the group. It was the participants who decided that a
second group dialogue session should take place. While my initial journal entries
identified a state of bewilderment with the turn of events in the group dialogue session,
after debriefing with some of the women, the subsequent journal entries identified my
feelings of liberation through the process of letting go of my power. I thought back to
other moments when my power as a researcher continually fluctuated throughout the
stages of research, and how it shifted into the hands of the artists when they shared their
visions and voices in the individual dialogue sessions. If I hadn't had the experience of
the group dialogue session, if the artists had followed my agenda, would I still be making
claims of a shared sense of power among us? Did certain research methodologies always
lead to the equalizing of power or was it something about those particular group
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dynamics that day that allowed for this to take place? Was there something more than just
the theoretical tenents of a method or an approach that allowed this to transpire within
research? I think that particular methods like photovoice that incorporate communal
dialogue, provide the necessary spaces for balancing the power in a collective manner.
Through the acknowledgement and understanding of the negotiation of power that occurs
within research processes we can interrogate, recreate, and strengthen mutual researcher-
participant partnerships.
It is important to illustrate that during the group dialogue session there were
moments when the power not only shifted from myself to the participants, but also
shifted from woman to woman based on, but not limited to race, class, age, size, shape,
ethnicity, experience, personality and presence. The image of the woman holding down a
female head in one hand and holding up a deer's head in the other speaks to this dynamic
that ensued, based on our multiple locations and shifting status. I chose the symbol of a
deer, which represents gentleness and compassion for ourselves, others, and situations in
life, to highlight the importance of considering how our locations and multiple identities
may serve to oppress others in moments least expected.
The act of holding the deer in a particular manner, as observed in the collage,
brings up the idea of ownership of the photovoice project. Throughout the research study,
there were some women who were more vocal about their participation and sought out
opportunities to represent themselves and the project at the various art exhibits and within
the media. Other artists were equally invested yet less vocal. My community partner was
also very eager to have her participation acknowledged, while I was uncomfortable with
drawing attention to myself. There were times when I struggled with issues of ownership
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and wanting to emphasize that the project was "ours" while also wanting to be credited
for the work I contributed. There were other times when I felt so much pride in the
photographs created by the artists that I felt as if it was my own artwork on display.
The figure of the ancient Egyptian woman also raises the question and concern of
how I was perceived by the study participants. One of the artists talked about her desire
to travel to exotic places, and in particular Egypt, so that she could climb the pyramids.
She thought that I was from Egypt and this made me wonder if I was perceived as being
foreign or exotic. If so, did this make it easier to connect with me because there weren't
any expectations attached to my perceived identity? These questions surfaced my need to
be liked and accepted by the participants and the importance of feeling connected. This
need stems from my belief in the importance of relationships for enhancing
communication, honesty, openness, commitment and growth. Not only did I want to feel
connected with each participant, I desired to be seen in a positive light. I wanted to be
seen as trustworthy, understanding and compassionate.
While I wondered how I was viewed by some of the women, others voluntarily
told me directly what they thought of me. I was fascinated, pleased and sometimes
disappointed by the variety of comments. Aside from positive comments that reaffirmed
acceptance, some women saw me as a "goody-two-shoes who wanted to help losers like
us," a "chicken" who didn't seem like she would ever get a tattoo, and a "hippy, indie-
rocker" that cared about social issues. Throughout the research process, I found myself
wanting acceptance, desiring the label of being "cool," and admiring the sense of
confidence, courage and freedom that I saw in many of the participants. I felt that being
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accepted by each artist would lead to the formation of a meaningful relationship and a
deeper understanding of their life experiences.
Collage III: The Wait, I Carry
The third collage (figure 4), a series of four images, was completed during my
analysis process. I created this series of collages to reflect, clarify and contextualize the
different issues that I thought about through the analysis process. I painted the pieces of
wood in an orange, earthy tone to symbolize the organic process of working with the data
in a physical manner (i.e. moving around the photographs and the themes on strips of
paper). The painted orange color reflected my excitement with having collected such a
wealth of data and my immersion in the information gathered. I began to juxtapose
various images on each wood panel, shifting and altering the positions of the cut-outs,
then leaving them in different arrangements to see what connections would emerge over
time. I wanted to present four pieces/parts as one cohesive piece of work, to represent the
cross-case analysis process of working with the data. My intent was to use these
fragmented pieces as one collage representation as process for understanding and
exploring the multiple ways to merge and represent the findings of the data analysis.
While searching for images that captured my attention for various reasons, I
found myself drawn to media portrayals of femininity, representations of sexuality, and
images that reflected confidence, strength and power. These images also reflected
particular stories that stood out in the analysis, while the butterflies infused in each of the
four pieces characterized the transformative aspects of the multiple self-portraits
presented by the artists, as well as my own transformation throughout the study.
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Figure 4: The Wait, I Carry
By linking the content of this collage piece to my journal notes and interpretations
of the data, I realized the potential of collage as an analytic memo. Davis and Butler-
Kisber (1999) discuss the use of collage as a contextualizing analytic strategy that
emulates "memoing" in ways that opens up the data for further insight. Upon closer look
at the images in the collage and linking them to the content in my journal and reflexive
notes, a few things stood out in relation to the data. The images of women represented in
the collage depicted various aspects of the human condition, for example, laughter, fear,
power, love, playfulness, safety and spirituality. These expressions were also reflected in
the analytic themes that surfaced among the artists' photographs and stories.
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I was also drawn to the variety of clothing and accessories worn by the women in
the collage. Reflecting on the collage brought to my attention to the unique clothing, or
lack of clothing, that the artists wore in their own self-portraits to express certain
experiences or ideas. Their individual choices in clothing were deliberate and used to tell
a particular story. Some pieces of clothing were similar to costumes, depicting the
performative nature of the self-portraits. Vaughan (2005) points out that clothing reflects
a border between one's self and their world, between individual preferences of self-
presentation and accepted societal norms. I was intrigued and impressed by the personal
choices in clothing made by the artists in their self-portraits and the ways in which the
women used their clothing to challenge the social boundaries of self-representation.
This collage provided a portrait of my internalized world. Most of the characters
in the collage are holding something; either in their hands, on their heads, or on their feet.
These symbols of "holding" or being "weighed down" correspond to my feelings of
honor and burden. I feel honored to hold the participants' photographs, stories and
experiences, and sat with the data for a long time. While this allowed me to have the
opportunity to revisit the data from different angles and at different moments in time, I
felt burdened and weighed down with how to (re)present the participants' artwork. I
didn't want to use the representational space of the dissertation to further stereotype or
marginalize the artists. I felt this recurring anxiety and tension around how to represent
the representations of others in a way that would honor their unique voices while
highlighting their common themes in a holistic manner.
My discomfort and anxiety over issues of representation was projected onto,
situated within and clarified through the collage, thus offering a sense of release and
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transparency. The collage provided an opportunity to present the tension in my research
and redefine it as a chance to display the interactions between my thoughts and my
artistic creations. I felt the need to explore my own inner landscapes before presenting the
landscapes of others (Wattsjohnson, 2005). Through the process of creating the collage, I
was able to move through my resistance of representing the stories of others and tell my
own story of the research process through art. This allowed me to preserve the
participants' stories connected to their images and accept the co-creation of our
knowledge in the presentation of the findings. By being transparent, I was able to move
forward in order to relay the collective vision of the represented needs and aspirations of
the artists. In the following chapter, I (re)present the photos and voices of the women,
keeping in mind the tension between the richness of the images and the depth of the text,
sometimes in competition and other times in complement.
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CHAPTER 6
PRESENTING THE ARTISTS AND THE FINDINGS
Portraits of the Artists
As previously described in Chapter 3, each artist had the opportunity to write her
own biography. Seven of the women (Alex, Bee, Grahm, Jasmine, Lady Purfection,
Merry Mag, and Sarah) wrote their own "artist biography" and four of them asked me to
write (while they dictated the contents), which I reviewed with them afterwards. The
artists describe their unique traits and diversity in the following biographies below.
Underneath each artist's biography I discuss my interactions with each artist, our
relationship, my perceptions of her, and significant themes I found in her art.
Alex
Alex is a 33-year-old exotic dancer of Scottish-American and Indian decent. She
danced her way across North America, from HI, CA, OR, WA, CT, OH, NY and all
the way up to Canada. While living in California, Alex worked as a professional
photographer for a rock magazine's charity benefit, Stop the violence, face the music.
Alex's ultimate dream is to have the opportunity to host her own photography exhibit
featuring abandoned places and things in Portland, Oregon. She is drawn to mystery,
history and the original state of things. Her other hobbies include painting on
photographs and writing. She is a published poet who is inspired by beautiful men.
Alex has some experience with performance and acting, and hopes to pursue this
when she quits dancing.
[I was introduced to Alex through one of the participants. We had the opportunity to
meet numerous times throughout the duration of the study, and we soon discovered
that we lived within a few blocks of each other. Our meetings took place in my home,
at her workplace, and at restaurants in our neighborhood. Alex lived in a house with a
roommate, but struggled to pay her rent every month. She had ten years of work
experience in the sex industry. During our first meeting, Alex talked at length about
her experiences at the different local strip clubs where she worked and the type of
clientele that desired her "look." At the time of this study, she was working
approximately 40 hours per week as an exotic dancer. She often talked about the
stress of her work schedule and her lack of sleep. Alex described and photographed
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her desire to transition out of the sex industry and to pursue a college education. She
held a high school diploma and her aspiration was to go to college to obtain her
bachelor's degree in graphic design. She also spoke of pursuing photography and
nurturing her creativity. At the time of the study, she was not in a relationship nor did
she have any children, but she photographed and expressed her desire for romantic
love, her need for a man, and the experience of motherhood. While she was more
private and guarded than the other artists, her photographs mostly depicted the
direction she wanted her life to go in. Alex did not take any self-portraits or any
photographs of people. Instead, all of her images consisted of places and things. She
photographed buildings, homes, trees, tires, a fence, a stairway and signs. These
images represented the stability she sought in her life, as well as her feelings of
loneliness and her need for love and connection with people she could trust. Alex
infused a lot of humor in her photographs and experimented with different camera
angles. She expressed a desire for social mobility and change, and seemed very
hopeful about her future. Her needs and aspirations were framed as personal, and the
only communal and societal need she articulated was not to be stigmatized, judged
and stereotyped by others. Throughout the study, she emphasized her desire to find
happiness and lead a peaceful existence. She emphasized her need and aspiration for
faith and spirituality in her life. While Alex did not share too much of her past, she
expressed not wanting to always run away from life, but rather, run towards a better
life for herself. She attended the various community art exhibits and took great pride
in her photographs.]
Bee
Bee is a 42-year-old exotic dancer who identifies as Caucasian. She has worked in the
sex industry for the past 10 years and has an 18-year-old son. She started dancing at a
young age and has professional training in ballet, tap and jazz. She was also a dancing
instructor for young girls and views dancing as a form of art. Bee has many stories to
tell about her various life experiences and her work in different sectors of
employment. She has worked as a telemarketer, bartender, caterer, business manager,
and in construction. Bee considers herself a "matriarch" in the business industry and
hopes to utilize her managerial skills to open her own business. She is at the end of
her career in the sex industry and aspires to return to school in order to follow her
lifelong dream of working with animals.
[My first meeting with Bee was at a strip club where she worked and we spent two
hours together talking. She was very inquisitive about who I was, why I was
interested in the lives of sex workers, and what my views were on sex work. Bee was
very talkative and we connected right away through our mutual love for story-telling.
She had many stories to share of her past, including her life as a Hell's Angel "biker
chick." We met numerous times over the course of the study and she often talked
about how she was at a stage in her life where she was ready to focus on herself. Her
son had recently turned 18 years old and was ready to pursue his own goals in life.
She felt that this was the time in her life to transition out of the sex industry and
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pursue some of her childhood dreams, like becoming a veterinarian. Bee had ten
years of experience working in the sex industry as an exotic dancer and prided herself
in being skillful and talented, often referencing her training in ballet. She
photographed her feet and described her stripping as a form of art. Bee's photographs
consisted of places and things, and centered on what she needed or aspired to that
would make her happy in life. While she often mentioned that she didn't know how to
be happy, she photographed things that made her feel happy that she desired to bring
back into her life: creativity, artwork, hobbies, sports, dreams, and working with
animals. She also photographed her need to go back to college and finish her degree
in order to be able to pursue another type of work. Bee photographed her aspiration to
get married and her need for reciprocal romance, and exposed her ambivalence when
she explained that she didn't need to be involved with anyone; that she was "done
playing house." She talked at length about her experience with domestic violence, her
shame surrounding her violent situation, and her distrust of the men in her life. As a
cancer survivor, Bee discussed this difficult time in her life and her inability to have
anymore children as a result of her surgery. She also shared that all of the money she
had saved to buy a home went to her medical debt. At the time of this study, she lived
in an apartment with a roommate but photographed her aspiration to own a home. Bee
highlighted her accomplishments in life connected to her hard work, inner strength,
survival, and resilience. She also expressed a desire to open her own business,
emphasizing her organizational skills and her ability to connect with different types of
people. At one of the group dialogue sessions, she brought clothes to give to the other
participants and felt an affinity towards the other women. Her photographs expressed
the possibilities that lay ahead for her and her need to continue to have dreams in
life.]
Crystal
Crystal is a 29-year-old woman who identifies as Hispanic and White. She has been
working in the sex industry for the past ten years as an exotic dancer, erotic masseur
and escort for elderly gentlemen. She dropped out of high school in the 10th grade,
acquired her GED and spent one year at community college. She has aspirations of
going back to school and entering the helping profession. After being in an abusive
relationship for eight years, Crystal, now currently single, aspires to give back to the
community by working with domestic violence survivors. She has four children (two
boys and two girls) and hopes to be reunited with them once her life is more stable.
Her greatest joy is the time she is able to spend with her children, family, and friends.
Crystal also loves street art, such as graffiti and murals. She also has a passion for
costumes and dressing up during performance.
[Crystal responded to the study flyer that she saw in the PDX Sex magazine and took
great interest in the opportunity to engage in sex worker activism. We initially met at
a coffee shop and then at my home. She was very polite and soft spoken, and eager to
connect. From our conversations and her photographs, I felt her sense of loneliness
and longing for reunification with her four children, whom she no longer had in her
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custody due to domestic violence. At the time of the study, Crystal had ended an
abusive relationship and was trying to reconnect with friends and family again. Her
newfound sense of freedom contributed to internal peace but continued isolation from
loved-ones. She wanted to transition out of the sex industry and gain economic
stability in order to have her children returned to her care. She worked approximately
20 hours a week and talked about how the economic recession had also influenced the
decline in clientele. She aspired to attend beauty school since she felt that working in
the sex industry could be exhausting at times due to the pressures of staying young
and desirable. She also valued self-care and the need for women to be healthy. At the
time of the study, she lived in a house with many women with whom she shared rent.
She expressed feelings of sorrow and guilt around not living with her children, but
optimistic that her situation would change. Her photographs were very personal in
nature, and depicted her hopefulness and desire for continued self-improvement. She
did not take any self-portraits or images of people, but rather, she photographed the
places where she worked, the places where she went to relax and find peace, and
those things that were important to her. Her needs revolved around her work; for
instance the need to make more money by learning new pole tricks, the need to have a
dependable driver for her out-calls, the need to set personal boundaries while
working, and the need for support. Crystal's aspirations included owning a home, a
family vehicle, staying healthy and having spirituality in her life. She expressed the
importance of feeling at peace and having hope, and photographed things that
represented future possibilities. Crystal attended the art exhibits and relayed
appreciation for the opportunity to think about her future. Throughout the study, she
shared her sketchbook with me and found comfort in creativity.]
Grahm
Grahm is a 21-year-old student, activist and stripper. She moved to Portland from a
big city a few years ago. She blogs her feelings about sex workers' rights, activism,
and books she likes and she is in the process of putting together a sex worker `zine in
collaboration with other like-minded folks. Grahm thinks it's fun to describe herself
as a "queer feminist anarcha-stripper who voted for Obama."
[My interactions with Grahm began prior to the start of this study. We met through
our community-based, sex worker activist efforts and connected through our shared
experience of being students as well as politically, socially and environmentally like-
minded. Grahm was immediately drawn to the study and did not accept money for her
participation, but rather donated the funds to the project. At the time of the study she
attended a prestigious, private university and lived in a house with a roommate. We
often met for coffee or drinks to discuss her thesis research on sex work and share
academic perspectives and ideas. For the past two years, she had worked
approximately 15 hours a week. For Grahm, working in the sex industry was a source
of empowerment and a means through which to explore her sexuality. Her biggest
concern was maintaining anonymity due to the stigma associated with her work and
the risks of "coming out" to family, friends and colleagues. Her concern for
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anonymity and privacy was also evidenced in her photographs; she did not take any
self-portraits and the photographs she took of people did not show any faces. This
was also related to her deliberate attempt to bring attention to the way in which sex
workers are often objectified through body parts. All of her images centered on
communal and societal needs related to one's sex worker identity. She did not
photograph or share her personal needs or aspirations outside of her sex worker
identity. Those needs and aspirations identified as personal were in relation to her
need for an on-line community of support and the aspiration to continue to learn
about her own body and sexuality. While she expressed and photographed her
aspiration for a stronger activist community around stripping, she discussed this
challenge and dilemma in relation to her need to stay anonymous. Grahm used
symbolism to relay specific ideas regarding stereotypes and stigma of sex workers
and to critique radical feminist discourse on sex work. She specifically created her
own scenes and most of her photographs relayed an activist message. Some of her
images were taken inside of the club where she worked to document the safety needs
of strippers. Others were taken in her home. She also took a series of photographs at
the park to challenge the notion of female sex workers as innocent, helpless, victims
without agency. Grahm experimented with different angles (i.e. photograph taken
from underneath a woman's dress) in order to highlight the voyeurism of sex workers
and their depiction as vulnerable victims to be saved.]
Jasmine
Jasmine is a 31-year-old gutter-punk10 who spent the last couple years of her life
riding freight trains all across the country and meeting many interesting people along
the way. She is not afraid to defend herself and also knows how to diffuse difficult
situations. She has worked in the sex industry for the past ten years at an escort
agency as well as on the streets. Jasmine has two children (one boy and one girl). She
is "single by choice" and identifies as 1/8 Native American and of European ancestry.
She currently works off of Craigslist as an escort and accepts outcalls in order to
support her addiction. Jasmine hopes to pursue a career as a nature photographer. She
loves animals and her dream is to work for National Geographic. You can always find
her downtown with her dog, Wagner.
[I met Jasmine through another participant in the study who also identified as a
gutter-punk. Since Jasmine was homeless, it was difficult to stay in contact with her
at the start of the study, but once she acquired a cell phone, in order to carry out her
work off of Craigslist, we met frequently. Jasmine was always accompanied by her
dog, and eager to meet, connect, and discuss her life and photography. She was
incredibly invested in the project and wanted to pursue a career in photography. As
Midwestern teenager, Jasmine left her home and hopped trains, living the lifestyle of
the gutter-punk subculture. She felt that she had a unique perspective to capture on
10
A gutter-punk is a homeless or transient individual, often through means of freight-hopping or
hitchhiking. Gutter punks are often associated with the anarcho-punk subculture. Gutter-punks are
notorious for panhandling and often display cardboard signs that make statements about their lifestyles.
159
film, things often overlooked by the general public. Her major concern throughout the
duration of the study was her heroin addiction. This need and aspiration was often
discussed in many of her photographs and dialogue about the direction of her future.
She prided herself in her resilience, but often admitted to how hard her life had
become, especially because she felt stigmatized and judged by society based on her
gutter-punk lifestyle, her homelessness, her heroin addiction, and her work in the sex
industry. All of her photographs depicted personal needs and aspirations linked to her
various identities and social locations. Her images highlighted her experience of
homelessness and survival, and featured her living environment on the streets and
under bridges (i.e. architecture of buildings, flowers, trees, signs, camp, and railroad
tracks), which she found beautiful. Jasmine also presented many self-portraits that
served as a mirror for self-care and a reminder of what was important to her. These
photographs affirmed her existence. She experimented with different camera angles,
lighting, shadows, and reflections. Her aspirations centered on having freedom and
privacy. Jasmine desired recognition, acceptance, and becoming a part of society. She
aspired to contribute to society through art and activism to address poverty and
injustice. Jasmine expressed her aspiration to stand on her own two feet and have
stability in life that would come from addressing her addiction. She also talked about
her body image issues and expressed feeling overweight and very insecure about her
body. She aspired to feel confident and made efforts to accept herself through self-
portraits. Her needs included housing, food, good friends, and overcoming obstacle in
life. She also expressed the need for her spiritual practices, performing rituals, and
ceremonial magic. Jasmine emphasized her need for good friends and feeling
connected to animals. She was very open with her feelings and experiences and often
initiated our meetings. She shared photographs of her children who were in the care
of family members and told stories of her adventures hopping trains. Jasmine
attended all of the art exhibits and continued to stay in touch after the study.]
Lady Purfection
Lady Purfection is a 23-year-old entertainer who chose to work in the sex industry
because its fun and it offers an experience that you can't get anywhere else. She has
worked in the sex industry for the past two years and currently works as a dancer and
an escort anywhere between 40-60 hours a week. Lady Purfection identifies as Creole
and Blackfoot Native Mix. She is a high school graduate with some college credits.
She is involved in numerous activist projects and was recently engaged. For Lady
Purfection, entertaining in the sex industry is a form of art and she aspires to be
famous; not just for her sex work, but for her art. She is a spoken-word poet and a sex
worker artist recently featured in Spread Magazine.
[Lady Purfection was referred to the study through a court-mandated, drug and
alcohol treatment program. I met her for the first time at the group photovoice
training session. She was incredibly friendly and easy-going, and involved in various
forms of sex worker activism. Lady Purfection viewed her work in the sex industry as
a form of art and was confident in her talents as a dancer, poet and artist. At the time
160
of the study, she was living with her fiance in different motels and working
approximately 60 hours a week to make ends meet. Each time we met, she would
express great frustration with her parole officer, who she felt judged her for working
in the sex industry. She had to hide her stripping and escorting from her parole
officer, which made it difficult for her to establish a permanent position at clubs.
Lady Purfection loved performing and felt empowered and fulfilled by sex work. She
emphasized that it was her choice and that all she wanted was the freedom to live her
life without being judged and stigmatized. She desired admiration, compassion and
respect from society. Lady Purfection's images included numerous self-portraits and
photographs of the places and spaces where she spent most of her time (i.e. inside the
dance clubs, on the streets of downtown, inside motel rooms, inside her car). She
talked about personal, communal and societal needs. For example, she identified the
need for clean, public restrooms downtown, resources/social services for people
without drug and alcohol issues, and housing. Her aspirations included unconditional
love (from pets), having support from her fiance, and maintaining her faith and
spirituality. Lady Purfection expressed her need and aspiration for being around
calming bodies of water, like the river, as a healthy alternative to coping with life
stressors and difficult situations. Her self-portraits depicted her confidence, resilience
and desire to be respected and treated with humanity. She attended the art exhibits
and stood with pride next to her photographs while she explained the ideas behind her
images and poetry. She was also featured in an independent magazine by and for sex
workers and those who support their rights. Lady Purfection proudly autographed
copies of the magazine at the art exhibits and accepted an interview with a local
grassroots newspaper where she talked about her experience with this photovoice
study.]
Merry Mag
Merry Mag is a 52-year-old self-described "activist ho" who has been working as a
prostitute doing all types of work in the sex industry (from high class escorting to
working in a brothel to working off of the streets) on and off since age 13. She has
struggled with addictions to heroin and cocaine, homelessness, and schizoaffective
and bi-polar disorder. She has also been a successful business owner of two family-
oriented social clubs. She is a highly respected leader in her community. She is a
mother of two adult children as well as a proud grandmother. She is a risk-taker and
is energized by involving herself in a variety of social justice movements that address
issues of violence, sex workers' rights, homelessness and poverty. She is also
passionate about social justice for prisoners and is vocal on human rights issues. She
is a deeply spiritual woman with hopes for a special "ho heaven" where she will one
day reunite with her oldest and closest sisters/friends.
[My community partner introduced me to Merry Mag who was involved in street
outreach to sex workers and community activism with homeless individuals. Merry
Mag had worked in the sex industry for 39 years and at the time of the study she
worked a few hours a week with a steady set of clients. She lived alone in a low-
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income apartment complex and I was invited to her home on multiple occasions.
Merry Mag was a dynamic story-teller and shared her wisdom from life experiences.
She often wore elegant hijabs and talked about her struggles with being Muslim
related to her engagement with sex work. She specifically spoke to the internal
tension she felt and her desire to not shame her religion due to the nature of her work.
For years Merry Mag struggled with mental health issues, drug addiction, and
homelessness. At the time of this study, she was in a very stable place in her life
mentally, physically and emotionally. As an independent thinker and activist she
often expressed great passion about issues dealing with racism, poverty, the prison
industrial complex, sex worker's rights, and child prostitution. Her photographs
reflected her activist identity and the needs she identified were personal, communal
and social. She often used herself in photographs to relay certain ideas. She also
photographed symbols of importance in her home and artwork she had created. For
example, she highlighted the need for awareness of racism, slavery, injustice, western
white male privilege, poverty and ending war. She presented images of her homeless
friends, symbols of oppression, body parts and important objects in her life. To depict
the need for reducing stigma against sex workers, Merry Mag photographed various
collages. To relay the need for ending violence against sex workers she took multiple
self-portraits at a graveyard to symbolize her emotions and experiences. Her
aspirations included her need to foster women specific communities, in particular,
homeless women with whom she shared similar life and work experiences on the
streets. Her faith was important to her, as were her dreams of love and
companionship. She expressed her loneliness and desire to fall in love but felt she
was undeserving of love because of her work. While she expressed the complexity of
her feelings with regards to working in the sex industry, she often described sex work
as a source of empowerment. Merry Mag used this study as a way of healing, to
express her activist voice, and share her dreams of a better life. She attended the art
exhibits and shared how meaningful the experience had been for her.]
Mouse
Mouse is a 21-year-old exotic dancer and erotic model. She is a college student
studying psychology who loves to read. Mouse identifies as a gutter-punk and has
spent the past few years hopping trains around the country. She likes to hitchhike and
live freely. She adores dogs and their playfulness, and especially admires their
carefree essence. Mouse also plays the accordion and trumpet, as music is one of her
many passions. She hopes to devote her attention to playing music and being with
animals once she is able to settle down and have a comfortable, stable place of her
own.
[Mouse found out about the study from her friend, also a participant, and immediately
contacted me. We connected the moment we met, sharing similar idealistic and
romantic views of life. I found her to be very insightful and engaging, and we spent
four hours together in dialogue about her photographs. At the time of the study, she
was in a very experimental stage in her life and saw her work in the sex industry as a
162
form of artistic self-expression and an exploration of her sexuality. This study served
as a space for her to think deeply about her life and the direction she wanted it to take.
Her images were very intimate and depicted her personal needs and aspirations. She
took photographs of dogs to represent how she wanted to be: playful, carefree, not
over-analytical, patient, and happy. Most of her photographs consisted of self-
portraits with her performing her needs and aspirations based on her various,
interlocking identities (sex worker, student, gutter-punk, etc.). Mouse had worked in
the sex industry for 7 months for approximately 30 hours per week. Her personal
needs were related to her work in the sex industry, highlighting the contradictions and
complexity of sex work. For example, she expressed her need for more synthesis in
her life: not having everything so compartmentalized as she depicted in a photograph
of the different bags of her life (one for school, another for work, one for traveling,
etc.). Yet, she also expressed the need to keep separate her "true self" from the
"stripper character" she played at work. Through a series of images, Mouse identified
her need to meld together love and romanticism in her life, simultaneously
challenging her own perceptions and separation of the two with regards to her work.
Another need photographed by Mouse was to not be stigmatized, judged, and looked
at as a piece of meat. She expressed the need to be respected and admired at work and
to be recognized as a human being with a life. Mouse identified her aspiration to
challenge ideas of beauty by viewing stripping as a form of art. Her aspirations also
included having more balance in her life, personal growth and privacy. Mouse's self-
portraits presented herself in action, as she illustrated her aspiration to do more
seemingly spontaneous things in life and to be fearless and able to dive into the
unknown. She identified things that were both a need and an aspiration, like quitting
heroin, continuing to play music, and completing college. She used a lot of
symbolism in her photographs and created her own scenes. Mouse's thoughtfully
crafted images represented her desire for new experiences, self-exploration, and a
search for a deeper understanding and direction.]
Rizzo
Rizzo is an 18-year-old gutter-punk who has worked in the sex industry for the past
two years. She has her GED and attended some business classes in web design. Rizzo
identifies as white and is currently single. She currently works approximately 20-30
hours per week through Craigslist by posting for outcall escort services. She has no
tolerance for violence and has an immense passion for cooking. Her dream is to
attend culinary school and work as a chef once she receives treatment for her
addiction to heroin. Rizzo also aspires to travel around the world with a backpack.
[Rizzo contacted me the same day that the study flyer was featured in the PDX Sex
magazine. I met her downtown where she waited for me at a coffee shop with a
friend. She did not seem to want to know much about me or engage in discussion
about the project, but rather, was eager to get started taking photographs. While we
did not have lengthy, intense interactions, we met on multiple occasions and checked
in with each other throughout the duration of the study. I felt accepted and trusted by
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her as she introduced me to three of her friends who also chose to participate in the
project. Rizzo had worked in the sex industry for two years after running away from
home to escape a violent situation. She was very guarded with her emotions and
offered limited self-disclosure, strictly addressing her needs and aspirations for the
purpose of this study. Her images did not reveal her current living and working
situation, but rather focused on presenting ideas in the form of photographs for
addressing personal and communal needs and aspirations. She did not take any self-
portraits. Aside from an image of her feet and one of her dog, most of her
photographs consisted of things in her environment, specifically, different types of
signs with words on them that expressed a particular need or aspiration. The
photographs that depicted her needs focused on her lack of access to resources,
homelessness and addiction. For example, she expressed her need for basic resources
for survival such as water, food, restrooms, shelter, transportation, and clothing. She
also photographed various objects to relay communal needs, including clean needles,
mailboxes, beauty services specifically for sex workers, and job centers. Her
photographs advocated for the implementation of specific social services to improve
her current life circumstances and that of other women working in the sex industry.
She also photographed a knife to highlight the need to address violence against sex
workers and the stigma attached to sex work. Rizzo's aspirations focused on future
career opportunities, learning new skills, and pursuing her dreams. She was
passionate about discovering her strengths. She expressed her aspiration to attend
culinary or cosmetology school. Rizzo also expressed a desire for stability in her life
and addressing her heroin addiction. Other aspirations revolved around her
identification with the gutter-punk sub-culture such as traveling, backpacking and
hopping trains. The majority of Rizzo's photographs represented her hopes and
dreams, and there were many times when she talked about her desire for change,
growth and stability. Rizzo spoke of her situation as being temporary and contingent
upon her addressing her addiction and getting her life back to "flowing smoothly."]
Rogue
Rogue is a 30-year-old woman who identifies as Indian. She is happily married to a
man who is her greatest support in life. Rogue met her husband on the bus after going
home from band practice where she was the lead female vocalist. After making eye
contact and wonderful conversation, she instantly fell in love with him and has been
happily married every since. Rogue currently engages in street work and works off of
Craigslist in order to support her heroin addiction, but states that she does not want to
keep doing this work any longer. Rogue completed the 11th grade and proceeded to
work as a dancer shortly after high school. She has four children (2 girls and 2 boys)
who do not live with her but hopes to be reunited with in the near future. Her dream is
to open a family restaurant where she can be the chef and where kids can do karaoke.
[I met Rogue through another participant who was also living on the streets at the
time of this study. We met a total of four times and when we first met, Rogue did not
look me in the eyes. She was very ashamed and explained that she did not like having
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to engage in prostitution. Rogue also shared that she hated having to keep her work a
secret from her husband. She often talked about how much she loved him and how
she would be lost without him. I had the privilege of meeting him and also seeing him
depicted in her photographs. Rogue had worked in the sex industry for nine years and
at the time of the study was working approximately 20 hours a week. She expressed
unhappiness with her lifestyle and talked about her desire to have her children (from
another marriage) and her husband's children returned to them once they were more
stable. Rogue aspired to a middle-class lifestyle, as evidenced in her photographs that
depicted nice houses, new automobiles, and expensive objects in storefront windows
that she desired and longed for. While many of her needs were related to survival
(shelter), she photographed expensive things (a Victorian home) to represent these
needs, in addition to less expensive, more attainable objects (a tent). She presented
self-portraits, images of her husband and friends, as well as buildings, and signs
around the city. Through her photographs of different objects, Rogue expressed needs
related to survival such as water, food, shelter, transportation, clothing, and eye-
glasses. She also expressed the need for stability by photographing a tree and the need
for protection by presenting an image of her dog. She strongly emphasized her need
to not be judged, stigmatized and stereotyped. Rogue became very emotional when
describing being stigmatized and treated poorly. Some of her images depicted both a
need and an aspiration, and were emphasized as crucial in her life; such as having
good friends, her husband, as well as having strength and confidence in herself.
Rogue had dropped out of high school and identified her aspiration to attend college.
Her dream was to manage a karaoke restaurant for children. Additional aspirations
included pursuing art and music, traveling, and attending football games. In a self-
portrait, she represented her desire to never again have to wait for a client. Rogue
shared that she was raised Mormon, but while she did not necessarily belong to the
church anymore, she wanted faith and spirituality back in her life. After we met to
discuss her photographs, she explained that she did not want to attend any of the art
exhibits and preferred to discontinue contact. We met once more after the first art
opening, at her request, but have since ended contact.]
Sarah
Sarah is a 37-year-old Euro-American street worker who loves getting crafty and
creating art. She completed a few years of college, majoring in art and psychology.
She comes from an educated, middle class family. Sarah has traveled throughout the
U.S. and her experiences include working as a bike messenger in San Francisco and
as a fisher in Alaska. She has many hobbies and passions, including craft-making.
Sarah has struggled with addiction for more than 20 years and has a lot to say
regarding the war on drugs and the ways in which our society treats individuals with
addictions. She has worked in the sex industry for 11 years and is an outspoken
activist for ending police violence against sex workers. This photovoice project has
inspired Sarah to pursue photography as a hobby. Sarah dreams about being an art
therapist or studying international business and world affairs.
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[Another participant referred Sarah to the study, but it was a few weeks before we
were able to connect due to her health issues and associated pain. Our initial meeting
took place at her mother's home where she was living at the time of the study. We
met there several times, as well as at my home, when she was able to coordinate
transportation with her medical driver. Sarah had engaged in street work for the past
11 years and had many stories to tell of her experiences with homelessness, addiction
and violence. She was very outspoken about the stigma and mistreatment she had
experienced by the police. Sarah was a strong advocate for sex workers' rights and
the legalization of sex work. She talked about her resilience and emphasized that
regardless of her negative experiences on the streets she did not identify as a victim,
but rather, felt empowered as a sex worker. Sarah identified personal, communal and
societal needs that centered on her compassion for other sex workers on the streets,
her sisters. She photographed her need for shelter/housing, food, drug rehabilitation,
public bathrooms, and quality health care. Even though her living situation was stable
at the time of the study, it was only temporary, so her needs addressed past
experiences and the challenges she still faced. Sarah's photographs consisted of
places, things, people, and pets. She did not use herself in her photographs, but did
take a picture of herself with her mother to discuss their complicated and strained
relationship. She presented a series of many photographs addressing the need for
safety, protection, criminalizing predators (not sex workers), and paying tribute to her
murdered sisters. Sarah identified the aspiration for society to have compassion for
sex workers and her personal need and aspiration to address her drug-addiction. Her
photographs reflected the various challenges she experienced when living on the
streets and the struggles she continued to face. She was also passionate about
addressing racism and spoke at length about feeling judged by others while being in
an interracial relationship. Sarah talked about the importance of faith in her life and
the value it had for helping her through difficult times. Her photographs consisted of
people and things she appreciated in life, like her pets and her best friend who was
her medical driver. Sarah was so excited about the opportunity to photograph her
needs and aspirations that after she shot her initial roll of film she bought an
additional roll of 24-exposure film on her own to document more images that were
important to her. This study inspired Sarah to save money to buy a nice camera in
order to pursue photography.]
Overview of Photographs and Themes
The artists took their black and white photographs inside and outside, with and
without the use of a flash. They experimented with different ways of framing, depth of
field and the use of various camera angles. The subject matter consisted of people, places,
things, and animals. Photographs were taken at various locations, inside homes, at parks,
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in hotel rooms, on the city streets and in different exotic dance clubs. The artists
photographed friends, family, partners, co-workers, and street people. Eight of the
women included themselves in their photographs. Seven of the artists photographed their
dogs. The different objects or things the women photographed most often were buildings,
signs/words, money, bags, needles, clothing, shoes, trees, flowers, bridges, and bodies of
water. The artists documented various aspects of their lives, photographed their desires,
and created their own scenes to represent concepts they wanted to share.
I asked the participants to photograph their personal and community needs and
aspirations. In their individual dialogues sessions, the artists identified a need as a lack of
something they wanted or deemed necessary arising from circumstances or a specific
situation. Some women also identified a need as pressing and urgent. A need related to
survival was often prioritized over an aspiration. The ways in which the artists defined a
particular need were related to their social location, access to resources, race, class, age,
experience, level of education, and the conditions of their work, among other factors
related to participant diversity. The artists identified an aspiration as a vision, hope,
dream, desire (to achieve or have something), a want, a longing, or an ambition. For some
artists, an aspiration was also conceptualized as an inspiration or a motivation.
In the individual dialogue sessions, the artists discussed their needs and
aspirations on three different levels; personal, communal and societal. A personal need or
aspiration was related to the individual artist. A communal need or aspiration pertained to
other sex workers and other communities of sex workers in Portland. A societal need or
aspiration was associated with the general public living in Portland and sometimes
generalized to all people living in the United States. Communal needs and aspirations
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depicted in their photographs referenced some type of advocacy for other sex workers (or
communities of sex workers) or other marginalized groups in society.
I initially thought that there would be a clear distinction between photographs
related to needs and photographs related to aspirations; however, the expressions of
participants' needs and aspirations surfaced in complex ways. The needs and aspirations
identified by the artists were not mutually exclusive experiences or desires, but rather
intersecting and mediated by the artists' social location, working conditions and other
aspects of self. For example, a need for one artist was sometimes an aspiration for
another. Some women took photographs that were simultaneously a need and an
aspiration. Analysis of the data surfaced six recurring themes with relation to the artists'
needs and aspirations.
1. Sustainability of the Body
2. Nourishment of the Heart
3. Fostering of the Mind and Soul
4. Social Justice and Activism
5. Dreams and Desires
6. Self-Empowerment and Identity
These themes represent and speak to the humanity of the artists as diverse, creative and
politicized individuals with dreams and desires. Within these six themes, sub-themes
emerged that represent a specific emphasis on each of these themes. Representation of
needs and aspirations varied between individuals and within their photographs and varied
in terms of priority (high or low) across artists. For example, those artists who had the
least access to resources expressed a high priority for survival needs. The funnel below
(figure 5) helps us conceptualize the continuum of needs and aspirations.
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Figure 5: Continuum of Needs and Aspirations
An artist's social location typically informed how she identified, articulated and
prioritized a need and/or aspiration. The tree diagram (figure 6) symbolizes the holistic,
organic and multi-dimensional nature of the six themes. The funnel diagram (figure 5)
was created in the shape of the tree to be placed on top of the tree diagram below as a
diaphanous layer, as an additional level of understanding the ways in which needs and
aspirations emerged, blended together and were expressed differently for each artist. The
arrows on both sides serve to emphasize the fluid continuum of needs and aspirations, as
opposed to a hierarchy or top down model.
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Figure 6: Visual Representation of the Themes of Needs and Aspirations
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Artistic Representation of the Six Themes
I chose to visually represent the themes through the symbolism of a tree,
paralleling my artistic representation of the analysis process and illustrating the multi-
dimensional nature of the findings. The six themes (and sub-themes) were mapped on a
tree to represent the diversity of needs and aspirations and how the participants
prioritized them. I chose this symbol because it stands for growth, resilience, strength,
and potential, as observed in its trunk, grounded roots, and intricate branches.
The first theme, Sustainability of the Body, is represented by the tree roots, as the
life-line and foundation. The sub-themes include: (1) resources for survival- expressed by
those artists with the least amount of resources; (2) social services- placed as part of the
solid ground that provides support to its community members; (3) protection and safety-
closer to the outer roots and potentially affected by the environment; (4) self-care for
preservation- as part of the trunk; and (5) income generation- important for sustaining
everyday existence.
The second theme, Nourishment of the Heart, is represented by the soil. The sub-
themes include: (1) love and romance; (2) family, friends, and community; (3) pet
companionship; and (4) meditations on death. Needs and aspirations under these sub-
themes enhanced the overall quality of life for the artists. The soil was used as a
metaphor since it is rich in nutrients, representing loyalty and support.
The third theme, Fostering of the mind and soul, is symbolized in the trunk of the
tree as education and faith. The sub-themes include: (1) educational endeavors; and (2)
faith and spirituality. The trunk represents strength and resilience, the possibilities for a
stronger future, and the enhancement of self. The arrows show how both education and
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faith can be found from within or from one's environment, for example, through an
institution like school or church.
The fourth theme, Social justice and activism, is signified in the branches of the
tree. The sub-themes include: (1) sex workers' rights; (2) poverty and racism; and (3)
judgment, stigma, and stereotypes. Their socio-political agency and activism is
represented in the branches; as a growing extension of their need for dignity, justice and
social action.
The fifth theme, Empowerment and identity, is represented by the branches and a
swing hanging from the tree. The branches incorporate: (1) inner strength and personal
growth; and (2) the artists' relationship to work. The swing, constructed to hang from a
stronger branch, corresponds with the idea of identity as constructed, fluid and complex.
The swing incorporates the sub-themes of: (3) identity and existence; (4) self-confidence;
and (5) respect and recognition. These are sub-themes that the artists related to different
areas of their work. The growing and expanding branches symbolize the individuality of
the artists and the different directions and paths of their lives.
The final theme, Dreams and desires, is embodied in the leaves of the tree, the
blossoming of the artists' talents, skills and dreams. The leaves stand for the sub-themes
of: (1) play, fun and happiness; (2) rest and relaxation; and (3) interests and hobbies. The
bird's nest was created to symbolize the artists' unique connections related to their needs
and aspirations of (4) motherhood.
The women captured their needs and aspirations in their photographs through the
use of self, use of bodies, emotions, imagination, intellect, humor and storytelling. In the
following sections the themes are discussed and supported with the participants'
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photographs, titles, captions and statements taken from their individual dialogue
transcripts. Some artists chose to write their own poetry to accompany their images.
All of the participants chose to share every one of their photographs along with a
description of each photograph. While the artists assured me that they wanted their
photographs and descriptions of needs and aspirations shared, my ethical dilemma
centered on how to accomplish this in a manner that accurately (re)presented their art and
text. To achieve a level of faithful representation, the following images and text are
presented in their natural state; for example, the photos as taken by the participants
(untouched other than cropping as directed by the artists and blurred faces to maintain
confidentiality for one artist who did not want her face shown) and verbatim excerpts
from the transcripts (occasionally abbreviated for the sake of clarity). I attempted to
equally represent the images and voices of all the artists as best as possible.
From my position as an arts-based researcher, I chose to present the artists'
visions and voices in a way that centers on the participants' analysis of their art, a method
consistent with the photovoice methodology (Wang & Burris, 1997). The participatory
aspects of the photovoice method highlight self-representation, the "subjectivity of the
photographer," and the opportunity for participants to engage in dialogue about their art
(Newbury & Hoskins, 2008, p. 234). While the themes organizing the women's
photographs in this chapter are a result of my analysis and of their analyses, words and
art, I am mindful of my analytic voice and its potential to overshadow the artists' verbal
and visual representations of themselves, their lives, their needs and aspirations.
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Presenting the Findings
Sustainability of the Body
Five sub-themes surfaced associated with Sustainability of the body that further
illustrate the care of their own bodies, the bodies of other sex workers, and the bodies of
other members of society. The first sub-theme, resources for survival, speaks to the
women's experiences of homelessness and articulates their personal, as well as
communal and societal, need for water, food, clothes, and public restrooms. Depending
on each woman's living circumstances, the artists expressed their need for shelter and
transportation differently. The second sub-theme, social services for women, represents
personal and communal needs for a variety of services. The third sub-theme, safety and
protection, includes photographs related to working conditions. Street workers, escorts
and exotic dancers expressed different needs and aspirations for safety and protection.
The sub-theme, self-care for preservation, incorporates the artists' personal needs to take
care of their health by addressing drug addiction/abuse and exercise. Privacy and solitude
reflects the personal need and aspiration for the women to have privacy and time alone.
The final sub-theme, income generation, represents the personal need to keep making
money and the personal aspiration to save money to survive. The photographs
representing the artists' needs to work in order to sustain a certain lifestyle varied
depending on the type of work each artist engaged.
The common thread within the five sub-themes is the importance of sustaining the
human body. This theme speaks to the importance of attending to one's body and the
interconnectedness of the body to other aspects of one's life, such as physical and mental
health, safety, environment, and economics.
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Resources for survival.
The artists with the least amount of access to resources identified needs related to
their biological sustainability (water, food, shelter, clothing, and restrooms). Those
women that did not have to worry about their daily survival associated these needs with
other areas of their life, including the need to eat with others, the need to experience
community through food, the need for bathrooms as a form of human dignity, and the
need for shelter to have independence. For these artists, the need for housing and
transportation was related to improving their living situation, not necessarily for survival.
Water
The need for water was expressed through photographs of water fountains
downtown. Rizzo said, "I took one of the water fountains `cause they turn the water
fountains off at night. It would be nice to have them kept on longer `cause I fill my water
bottle up at night before I go to camp." Rogue's photograph of a fountain downtown
(figure 7) echoed Rizzo. She asserted her need "to never be thirsty and always have
something to drink. That's why I took that picture. You need to drink water to survive.
You don't need juice or soda, you need water. Without water you die of dehydration."
Figure 7: Untitled.
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Food
Some of the participants expressed the need for food and simultaneous
circumstances including poverty, having to work during "feed" hours, and prioritizing
drugs over food. Rizzo, Rogue and Jasmine, all homeless at the time of this study,
described their need to eat more often. Rogue photographed a stocked refrigerator at a
convenience store (figure 8) and explained, "Everybody needs to eat, everybody. I don't
care who you are...Sometimes its 2 to 4 days before I eat. Usually the only time I ever
really good is the beginning of the month, because we get food stamps."
Figure 8: Untitled.
In describing her personal and communal need for food, Rizzo suggested that
organizations provide take-away lunches.
That's a need `cause its hard to get food, especially on Saturdays when there
aren't feeds. Mostly at night it's hard to get food `cause I'm meeting clients, so
sometimes I don't eat because I have to support my habit and I usually don't have
enough to eat. I've lost so much weight since I've been out of jail. This is my
second pair of pants that have gotten too big on me and fallen off...there should
be more services, drop-in centers maybe, where's there's food available or even
sack lunches where there's different times of the day you can go get a sack lunch.
Jasmine photographed a bag of candy to represent her need to eat healthy food instead of
prioritizing of sweets. Sarah also spoke about her personal need to eat and stay healthy.
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She was living with a relative at the time of the study, but often found herself staying in
hotels or on the streets. She photographed a cupboard with food and talked about how her
drug use prevented her from prioritizing food in her life. Reflecting back on when she
was homeless, she shared:
When I was out there, I never ate, or I ate just crap- you know, like candy bars, or
soda pop from the store so I was really underweight. It kinda goes along with the
need to stay healthy and to eat, to have food. Every human deserves to be able to
eat. And, you know when you're a drug addict, most of your money goes toward
your drugs, you don't want to spend your money on food, so you get the cheapest
crappiest food you can.
For those participants whose living situation was stable (either living in low-
income housing or a shared apartment) the need for food was linked to community and
communal eating. Merry Mag connected her personal and communal need for food
through empathy and care for others. Like Sarah, she also photographed shelves of food
in her cupboard at home (figure 9) and recalled:
I just remember being so hungry. I haven't eaten one thing off the top of this
shelf. I just like lookin' at it and knowin' I have it...I give it to different people...
Figure 9: Untitled.
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Merry Mag relayed her appreciation of having food since she experienced homelessness
and hunger in the past. She also talked about her desire to share food with others who
were less fortunate and living on streets. Merry Mag spoke about her feelings of
loneliness now that she is clean and sober and no longer living on the streets. For Merry
Mag, the homeless community was like her family and a series of her photographs
centered on the sisterhood and support she received when she was homeless.
Mouse also associated food with community. She presented a self-portrait and
photographed her friend's kitchen (figures 10 & 11) to express her need and desire to
experience cooking with others. She identified her need and desire to incorporate
communal cooking and eating in her life by photographing the space where cooking and
eating takes place, in contrast to other artists who photographed actual food.
Thankfully food is a need that I don't have to be too concerned about, but... I
need to experience cooking food and for me, cooking food is a very social thing. I
don't really cook in a kitchen unless I am cooking with other people or for other
people...So, it's the need for food in a more wholesome, fulfilling way.
Figure 10: Untitled. Figure 11: Untitled.
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Clothing
Those women experiencing homelessness expressed a need for clothes. Rizzo
took a photograph of socks (figure 12) and a jacket through a shop window to represent
her clothing needs.
Figure 12: Untitled.
I took the picture of the socks and coat because its wintertime coming up and I
need socks and a coat. I am sure other girls need winter wear, definitely.
Especially ones who have a habit and are probably not going to spend their money
on winter wear. I know that it sucks to be soaking wet and a lot of times. Clients
don't want to see you if you're fucking soaking wet you know...they don't like
that. I'd be nice to be able to maybe have a clothing closet or something like that
if there ever was a day center.
Similarly, Rogue photographed mannequins in a store window (figure 13) to represent
her need for clothes and shoes.
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Figure 13: Untitled.
She talked about how she tried not to "look homeless or dress homeless," always carrying
a brush with her everywhere. Rogue explained how her appearance determined whether
she would have access to restrooms in grocery stores or other places, since the public
restrooms weren't open 24 hours.
Restrooms
Many of the artists verbalized and photographed the personal, communal and
societal need for restrooms. The exterior and interior of public restrooms, portable toilets,
and restroom signs depicted this need. Sarah, engaged in street work, took a photograph
of the inside of a public bathroom downtown (figure 14). She articulated the multiple
uses of a public bathroom and shared a story from her past.
This is the bathroom. Everyday we would stay up all night and then work. My
boyfriend would sell drugs, and then we'd sleep in the park in the day, and then
when I woke up in the evening, I would come into this very bathroom, to get well,
to fix, to do my drugs, and then to get ready to go out and work - disgusting, isn't
it? And the bathrooms all over town-that's what people are doing. Also women do
dates in these bathrooms. I've done a few dates in this very bathroom myself, it's
disgusting.
Figure 14: Shooting gallery, office, beauty salon, motel room, and also, surprisingly, just
a bathroom.
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Rogue also photographed the inside of a bathroom (figure 15). She pointed out the need
for more public restrooms and stated with frustration,
When you live on the streets, finding a bathroom is like finding a needle in the
haystacks. Because the public bathrooms that they have out here, they close them
at 10 or 11 o'clock, so those of us that are homeless have to squat in the bush.
And I don't necessarily like doing that. I really don't.
Figure 15: Untitled.
For Lady Purfection, the personal, communal, and societal need for public restrooms was
depicted by a restroom sign and framed as basic human dignity (figure 16).
I mean, just because people are homeless or sex workers living on the street, or
whatever the case may be, doesn't mean that they don't want to use the restroom
in some place that's clean and sanitary...I mean its basic human dignity.
Figure 16: Our rights-basic human dignity
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Shelter
The need or desire to have a home was illustrated and articulated differently
depending on each woman's living situation and past experiences. For some, home was a
place to relax and have privacy. Others associated the notion of having a home with
protection from discrimination. For one woman, home was connected to fulfilling a
childhood void. The type of home that was desired by participants seemed to be
influenced by sub-culture, western notions of home (white picket fence), and age.
Jasmine, who was living under a bridge at the time of the study, photographed her
friends sleeping at her camp (figure 17). She discussed her need for solitude and a place
to call home by presenting her current home. She explained, "That was the need for a
home, a place to rest my head, you know, relax, just for that one time at night when I can
have time to myself...and a place where I can just spread out everything in my pack..."
Figure 17: Camp, Sweet Camp.
Similarly, Lady Purfection photographed the place were she was living at the time
of the study: a hotel room. She photographed a towel rack in the room and said:
This is the life that entertainers live when they have really no choice; when they
don't really have nowhere to go, you know... I'm an entertainer and I'm living in
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a hotel. You're paying damn near $300 a week if you're staying here. But I can't
get a place; it's hard to get a place for me...
Lady Pufection felt she had limited housing options due to the instability of her income.
Sarah conveyed frustration with staying in a motel and depicted her personal and
communal need for housing (figure 18). Sarah told a story about her experience of being
judged and mistreated by the motel management.
Figure 18: Untitled.
Motel Cabana. I used to live there when I worked 82nd (Ave) and those bastards!
You know what they did to us? We paid our rent, which was like, 70 bucks or
something; a couple of us [women] were living there. They came and cleaned and
then they came back with a washcloth and like, mascara, and wiped the mascara
off the counter with the washcloth and said, "This is drugs!" and he [manager]
kicked us out, and we had just paid our rent, like, one minute before...So, the
need for women to have shelter where they're not being abused, taken advantage
of and treated like dogs. That happened to me three times where they took my rent
and then kicked me out for no reason.
In contrast, Alex was living in an apartment with a roommate at the time of the
study. She photographed a house with a white picket fence to represent her need for a
certain type of home (figure 19).
The house with the gate in the front, with lots of leaves- the great looking house-
that is to represent home. The one thing I never seem to have. I never felt like I've
had a home- even growing up because we moved all the time. And now, it seems
like- I just want to be somewhere where no one asks me to leave.
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Figure 19: Untitled.
Crystal and Bee also photographed a house with a white picket fence to represent
the aspiration to own a home. To accompany her photograph, Bee explained, "It is such
an aspiration to own my own home again because I did that. I was this close to getting
ahead of the game. I lost my home due to cancer." In contrast, Mouse photographed an
abandoned house (figure 20) to represent her aspiration to own a home and reclaim the
discarded. She explained:
I feel really at home in these houses because they are the kind of houses that I've
lived in for awhile. You just buy an abandoned house, you crack it, and you go in
and sleep in there. So, for one thing, I feel at home looking at a house like this but
for another thing, it being abandoned is- it's kind of like a blank slate.
Figure 20: Untitled.
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Transportation
Transportation emerged as a need for some and as an aspiration for others
depending on age, type of work and lifestyle. Rizzo, the youngest participant,
photographed bikes (figure 21) to express personal and communal needs for
transportation. She presented the idea of having bikes for rent at affordable prices.
Figure 21: Untitled.
Rogue took a photograph of a VW van to depict personal and communal needs for
transportation (figure 22). She described its multiple uses by stating, "Everyone that lives
on the street needs something that they can sleep in and use to get to and from work...and
also for shelter too."
Figure 22: Untitled.
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Those participants who had some mode of transportation expressed the desire to
have their own cars. Alex photographed a vintage car (figure 23).
That represents the need for better transportation and also to like, have it be, you
know, nice transportation. I don't have a car right now-it broke down. But I'll just
save money and get another one. But I'd rather save a decent amount of money
and get something that I like because I don't want to just buy a car, any car, I
want to buy something I can be excited about.
Figure 23: Better Means.
Crystal was in a similar situation; she also owned an unreliable car. She represented her
need to have transportation by capturing her driver's car (figure 24).
Figure 24: Everyone needs a great driver.
I have a car, but it kinda smokes sometimes; it runs, it drives, it's good, it just
needs a little work. So, I have a town-car driver. This is my town-car driver's car
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for when I'm going to do a massage or an outcall- to spend time with elderly
gentlemen that are lonely, all alone, and want to go out to dinner or something.
Crystal took another photograph of an SUV and discussed her aspiration to have a
family car in the context of feeling lonely. "I would like to have a family vehicle... So I
can bring friends and family in it, and you know...it's a hope of mine. It can be a lonely
life sometimes, you know." She explained that her four children were in foster care, so an
aspiration of hers was to be reunited with her children who she would drive around in a
family vehicle.
Social services for women.
Several of the artists who were homeless or who had experienced homelessness
discussed and represented the need for social services. Rizzo photographed various signs
and objects around downtown to depict various communal needs. For example, she
photographed a U.S. Mail Box to highlight the need for a mailing address (figure 25). "A
lot of girls don't have mailing addresses and that is definitely a need. I have a mailing
address but a lot of girls don't, and it's nice to get letters from family and stuff. It's nice
to be able to get your mail from, like, the DHS office."
Figure 25: Untitled.
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Rizzo also photographed a sign that read "Hair and Skin Care" to illustrate the need for
beauty services for sex workers. She expressed this communal need and explained:
I think there should be more things like the Portland Homeless Connect but for
girls in the sex industry so that it could help them take care of their hair and skin.
Like, maybe hair cut vouchers and stuff like that...just to take better care of
themselves because I know a lot of girls who are supporting drug habits, so it
helps to get your haircut or even shampooed or conditioned professionally.
Another social service need expressed by the women was drug rehabilitation as
depicted by Sarah in a photograph of the methadone clinic she frequented. In contrast,
Lady Purfection articulated the personal, communal and societal needs for more general
resources for sex workers who don't have drug addictions by photographing a door sign
of a strip club to advocate for a drop-in center for youth and sex workers to hang out
(figure 26). Lady Purfection shared a personal story to illustrate the need for a safe drop
in center and resources for sex workers that aren't just focused on drug rehabilitation.
I entered the sex industry when I was 21 and that was my choice. I remember
when I was first in the sex industry...I put myself in a horrible situation and I was
a street worker for a week and a half. The only place I could find to go was a 24-
hour deli downtown... There need to be places for sex workers, places for
youth...for people that don't have drug problems. That's who the majority of the
resources are for...
Figure 26: Untitled.
Safety and protection.
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Many of the women specifically photographed their personal, communal and
societal needs for safety and protection while working in the sex industry. The images for
representing this need varied among the artists and included photographs taken of strip
clubs, animals, statues, weapons, and body parts. Artists engaged in street work
expressed feeling unsafe with some clients, feeling unprotected by the police, and feeling
disregard by society due to stigma. Participants who worked in strip clubs pointed to the
lack of protection from management and feeling discounted as dancers.
Merry Mag juxtaposed a flyer used to report violence next to stitched body parts
to create meaning of her experience of violence while working on the streets (figure 27).
Reflecting on the need for safety and protection, she recalled her traumatic experience.
This one time, I almost got murdered by this man [client] and I thought that I was
gonna die. I had 2 broken ribs by him...I ended up in the hospital and that's what
this picture represents to me. The part on top where it has the Portland Bad Date
Line, I just was happy that someone cared about us like the bad date line and
cared that we even lived and existed because there is such a stigma against us
especially street workers. He was going to kill me- that's what he was saying- that
he was gonna kill me because I was a whore and his mother was a whore and he
was angry. The photo also has the syringe exchange hotline number on here
which is another group of people who care about people like us. You know, as
kids we don't say "well, when I grow up I wanna be a ho and a junkie," and so
that's what this picture means to me.
Figure 27: Sometimes Sex Work Hurts-Call the Bad Date Line. Not all People Hate Us.
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Merry Mag presented a physical metaphor for the external pain of violence, while her
story held the internal scar of her trauma. She emphasized her deep appreciation for those
who cared about the well-being and safety of sex workers.
Sarah described her fear of violence by the police. Sarah accompanied her story
with the image of an angel statue to symbolize protection (figure 28).
Figure 28: An angel always watching over the women working the street who are
vulnerable to the utmost evil.
I don't get anxious about the dates, I get anxious about the police. I get terrified. I
don't feel safe until I get into a guy's car. Isn't that funny? It should be the other
way around, shouldn't it? But I feel safe once I open that door and I'm in the car.
I got kidnapped one time by the police. They took me somewhere- it wasn't even
a station- held me there for two hours, told me I was under arrest, for nothing! I
was eating my breakfast at McDonalds, and he started, like, telling me that he saw
me the day before with some guy, and I said, "Well you must have me confused
with someone else." And he said "you calling me a liar? That's it- you're under
arrest for prostitution!" I didn't even have any condoms on me, no money, no
nothing! I was eatin' my breakfast, waiting for my girlfriend to get home where I
was staying. And he took me to this place, and all these cops who weren't even on
duty were there. I was crying and at this point I'd never been arrested- they had
me handcuffed and they were like, "don't get your AIDS-diseased tears on our
desk!" Then they were calling me, "fucking bitch" and "nasty whore" and this and
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that. They had me there for two hours. Then they go, "well we're not going to
arrest you `cause you'll be out next day doing the same thing."
Both Merry Mag and Sarah shared personal experiences to illustrate the importance of
feeling safe, protected, and not alone when working on the streets.
Grahm, who worked as an exotic dancer, illuminated the unsafe working
conditions in some strip clubs. She took a photograph of cleaning supplies positioned on
the edge of a dance stage (figure 29) to represent the personal and communal need for
safety and safe working conditions.
Figure 29: Untitled.
Grahm shared her experience of getting hurt at her workplace and the negligence
of her employer.
When I was working there for only a few weeks before I quit, I had a lot of people
tell me about how five girls had gotten staph infections over the course of a month
before I started working there. I was totally grossed out. So a friend of mine who I
was working with there, we got these Clorox bleach wipes and scrubbed the
stages. Then we showed them all to the manager and we were like, "this is
disgusting, this stage is disgusting!" Then he went back and yelled at the cook for
not cleaning it and it was really gross. Then he didn't deal with it, of course. I
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ended up quitting when I cut myself on something onstage; I sliced my leg.
Another dancer told me that one of the mirrors- one of these tile mirrors or
whatever- one of them had broken, and they hadn't cleaned it up well enough. I
was cutting myself on broken glass on the stage! So right after that, I went up
them [management] and I'm like "I'm bleeding, I need a band-aid" and they
didn't have a band-aid! They told me that I should keep working my shift with a
bandana tied around my leg-so I quit.
Self-care for preservation.
Among some of the women, bodily care was crucial in their lives and took the
form of seeking treatment for substance abuse. The need and/or aspiration to address
one's drug addiction was photographed and articulated differently depending on the years
of addiction, the type of drug(s), and the perspective one had with their use. Sarah took
six different photographs depicting bottles of methadone, a methadone clinic, drugs and
drug paraphernalia (figure 30) to present her years of experience with addiction. Sarah
described her undesirable behavior, the stigma against her, and her desire for help.
That just represents addiction- crack, I got pills, heroin, syringes-and again the
need to stay well. Heroin- the need to get treatment and the aspiration to get
treatment. I was in the hospital 13 times all because of drug use! You know, I've
ruined my health. I am disabled because of it and people think we choose that... I
want people to understand that we're people- not animals. We didn't choose to
live a life of addiction, we need help.
Figure 30: Untitled.
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Similarly, Jasmine illustrated her need to battle against her heroin addition through a self-
portrait of a heroin needle between her teeth (figure 31). She identified her behavior as
self-destructive and expressed anger towards herself as she described her addiction.
I need to get clean, that's part of my problem. I'm a heroin addict and heroin
addiction takes up every aspect of your life. The only time that I have to myself is
at night, when I get to go back to my camp to relax, go to bed, or play with my
dog- the rest of the time is spent is trying to hustle to get that money to get that
fix, cause I have to have that fix or I'll get sick. Ugh! I hate it! I can't believe I
fucking- I was so stupid to do this shit to myself.
Figure 31: Wake Up.
In contrast, Mouse had a stable living situation, was enrolled in a private
university and had economic privilege. She framed her drug use as an undesirable
behavior, not as an addiction, and as a habit that consumed too much of her time. Mouse
used syringes to spell out "QUIT" on the ground, and photographed this to represent her
need and aspiration to stop using heroin (figure 32). She shared:
I started doing heroin back in March and this picture was almost kinda like a no-
brainer, because it is something that I think about a lot- that I think about wanting
to not do a lot because it's not something that really occupies a lot of my mental
energy, a lot of my thought process, but definitely occupies a lot of my time. I
don't really look at it as being in anyway a part of who I am, I don't really
identify with it, but it's something that just takes up a lot of time in my life.
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Figure 32: Untitled.
For both Mouse and Jasmine, their need for personal time was identified as something
important that their heroin use infringed upon.
Privacy and solitude.
Some artists highlighted the need for privacy and solitude as part of their self
care. Living circumstances, type of work, and privilege informed how this need was
expressed. The need for bodily privacy and solitude ranged from not wanting to be
physically surrounded by others on a daily basis to feeling physically over-exposed while
working. Jasmine photographed herself in the mirror of her motel room (figure 33).
Figure 33: Untitled.
She described her pleasure in having time to herself. As a homeless woman, she always
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found herself surrounded by others.
For some reason I just wanted to capture that moment because it was just, "ahhh,
I'm here. I've got a room to be in, all by myself where I don't have ten bums
sleeping around me and all that stuff." It was really nice. It would be the
aspiration and need for solitude.
Mouse described privacy in the context of her work. She went to a park and
photographed clothes strewn over a seesaw (figure 34). Mouse explained how and why
she created this image to represent her deprivation of privacy and feelings of over-
exposure when stripping.
I took a lot of clothes that I dance in to the park... I just threw all the stripper
clothes all over. I was thinking about how the idea of having all my underwear
just thrown all over these seesaws in a public park, how public my private life
feels when I am dancing because, I mean, just literally being physically naked or
scantily clad in front of other people. There is really no privacy and I would like
to retain a little more privacy in my life. You know, it's funny though, because at
the same time, privacy feels like it's an issue when you are around other people
that have the luxury of privacy [clients]. But when you are in a dressing room
with a bunch of other girls you don't worry about getting naked while you're
changing or putting on your make up or brushing your teeth or rubbing your
crotch down with a baby wipe in front of them. Because they don't have that
privacy either and you are un-concerned about it when you are with them...It's
like, privacy is a luxury but you only feel deprived of it because you are around
other people that have it when you don't. And I don't care about having privacy
or not if I feel like I am on an equal field with other people.
Figure 34: Untitled.
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While both women discussed the need for privacy, Jasmine referred to her desire for
mental solitude while Mouse talked about her internal dilemma of not having the
privilege of bodily privacy in the workspace and her need for this. However, at the same
time Mouse was unconcerned about this need for privacy if others were in a similar
position as her self.
Income generation.
The artists presented their need to make money in order to "keep things going."
The use of their bodies was crucial to their livelihoods. Their bodies were seen as an asset
and often a space to express their talent. For example, Jasmine presented a portrait of
herself panhandling; something she did to supplement her income (figure 35).
Figure 35: Untitled.
Bee photographed a specific part of her body to connect dancing to income and
art. She took two photographs; one of her feet in ballet slippers (figure 36) and the other
of her feet in her stripping shoes (figure 37).
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Figure 36: Tools of the trade.
She explained how both images represented the art of dancing and talked about her
training as a professional ballet dancer. "I have my stripper-hooker shoes on...I am
wearing the big heeled model. These are for work; this one is a need... So, the other one,
the one with the ballet shoes, was an aspiration. But both are pictures of my feet." While
Bee enjoyed ballet, she explained that it didn't pay as well as stripping. She continued, "I
enjoy it [ballet]. It is great for stress...but you don't get paid so I can't do it..."
Figure 37: Untitled.
Other participants referred to their work and their need to sustain their livelihood
through their jobs and the use of their talents. Crystal took a photograph of a poster
displaying a stripper wrapped around a pole (figure 38). She stated, "You know, they
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actually have classes on how to pole dance and stuff. But when nobody's around, we all
get up there and twirl around just to see if we can figure out a new move that's kinda
cool...it's kind of a need, you know, to keep on making money."
Figure 38: Portland's Finest Exotic Dancers.
Crystal used a poster to represent her need for exploring new dance moves in order to
increase her tip money. She also mentioned taking pole-dancing classes to highlight the
technique and expertise involved in job.
Alex explained the importance of her personality in her work as a dancer. She
used humor to make meaning of her photograph depicting a pile of tires (figure 39).
Figure 39: Tired.
"This is the need to not be tired (laughter). `Cause you know, this job-it's your attitude
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and your personality that really makes you money. It really doesn't matter what you look
like or what kind of body you have, it's your attitude." Alex identified her personality as
a personal strength in her line of work and her need to not be tired in order to make
money.
Similarly, Crystal explained, "You want to be friendly...there's a lot of customer
service...that's brought me a lot more money, actually, is to be friendly (laughs) and out
there." Those artists who expressed the need to make money presented their personal
skills and assets through their photographic images and discussed ways in which these
strengths assisted them with generating an income.
Nourishment of the Heart
Four sub-themes emerge associated with Nourishment of the heart emerged that
illuminated the cultivation of deep emotions often symbolized as emanating from the
human heart. The sub-themes include: (1) love and romance; (2) family, friends and
community; (3) pet companionship; and (4) meditations on death. The personal need or
aspiration for love or romance was prevalent among those artists who had the most
access to basic resources for survival (e.g. those women living in stable housing and not
dealing with addiction). However, the personal need for friends, family and community
was articulated by almost all of the women in the context of trust, support and
acceptance. These key features were considered important to their relationships. The
personal need or aspiration for pet companionship was also articulated by many of the
artists as central to their life, regardless of their social location, type of work, and
circumstances. The sub-theme, meditations on death, involves the need for some of the
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artists to address emotions associated with the death of a loved one. The unifying factor
within these four sub-themes was related to feelings and emotions associated with
nurturing the heart. Another commonality was the importance of relationships and
connection in life.
Love and romance.
The personal need or aspiration for love, romance, companionship, and a
significant other was expressed in a variety of ways. The women took photographs of
symbols of love (rose) and sexuality (lingerie), symbols of marriage (church, wedding
ring), romantic statues, lingerie stores and family members. Many of the artists took two
or three different photographs to differentiate their need for love and their aspiration for
romance. The women had different notions of love based on their life experiences with
previous relationships. Some women felt undeserving of love because of their work in the
sex industry while. Others had clear ideas of the type of love they aspired to and deserved
to have in their lives.
In one of her photographs, Alex used humor when describing her image of a
mailbox (figure 40).
Figure 40: Untitled.
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I present an excerpt from the transcript to demonstrate how she explained her need:
Alex: the mailbox, is for um, a male (laughter)
Moshoula: a mail? (my face shows confusion)
Alex: yeah, a male, (laughter) a dude. A dude, you know? That would be more
like a need, other than romance, which is something that I would aspire to.
She took another picture to differentiate her aspiration related to love (figure 41).
Figure 41: Untitled.
Alex explained, "That is to represent romance and compatibility. I don't- I don't need it
in my life, but you know...it's an aspiration."
Bee photographed her aspiration to get married in a church (figure 42). She shared
a story of her previous marriage, "The reason I took a picture of a church is because I got
married when I was like 21, 22 or something like that. And my son's dad, I married him
and it was a total disaster and he abused me." She shared her experience of domestic
violence and her difficulty with trusting men. For Bee, "a marriage this time around
would be more along the lines of bonding; to be with someone that treated me well."
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Figure 42: Looking up and looking forward.
She juxtaposed her image of a church with a photograph of a lingerie romance store
(figure 43) to express her need for reciprocal romance from a partner.
Figure 43: Untitled.
Mouse conceptualized romance through symbolism. In one image, Mouse placed
a pair of her underwear on a rose bush to represent her need to meld together romanticism
with her sexuality (figure 44).
If I am getting naked in front of a bunch of strangers, you know, like a hundred
times in a night, is that going to make, getting naked in front of somebody that I
love seem completely meaningless? You know... and sometimes yeah, it kind of
does detract from some of the specialness, I think. But I don't think that's
something that I can't get past. So I want to meld those things back together
again- romanticism and my sexuality...I always thought it [rose] was an
appropriate analogy for love because its beautiful and it smells wonderful, but it
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hurts. It hurts a lot.
She shared her worries of losing intimacy in her personal sexual relationships as a result
of her work in the sex industry. Mouse raised the dilemma of presenting her naked body
in public (at work) in relation to preserving her notion of romanticism in private
(personally). In a second image, Mouse represented her aspiration for romantic love in
her life that would be preserved like a rose (figure 45). Mouse explained the symbolism
behind her second image:
This one is an aspiration because the roses have been dried... coming back to
roses again, it's a symbol of romantic love. These are very well preserved and I
like that once you dry one flower, it's going to stay that way forever. And
someday I do want to have love in my life and it's going to be like that. That's
going to be beautiful like the rose, but that is going to mature and age to such a
point that it will stay that way forever...and the ring too, symbolizes that for me.
She shared a story about the engagement ring in her photograph and the circumstances
surrounding a painful break-up with her fiance. She described her experience with
violence and her feelings of betrayal.
Figure 44: Untitled. Figure 45: Untitled.
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Then, Mouse told a story to explain what the roses in her photograph represented to her:
The roses were kind of funny because (laughter) there is this one Mexican guy
who would come into the strip club with a rose...he had tried giving it to every
other girl in the bar before he got to me...he just looked so sad by the time that he
offered it to me that I was like, "yeah, I would love a flower, thank you." And he
got so happy, and he's like, "you are not like all the other girls." He is like, "you
are special, you are nice to people," and ever since that night he came in every
single night. He would come in at the beginning of my shift and he would stay
until they closed. He would tip me... so, this guy gave me two hundred dollars a
night, and I would just sit and hang out with him and he would buy me drinks all
night and we didn't even talk that much because his English wasn't great, my
Spanish wasn't great, but he just wanted like a pretty girl to sit with him and smile
at him. And he would bring in a rose every single night, too. And he bought me
diamond earrings once...It was just very sweet and very pure, because he never
expected anything from me. He didn't even expect conversation- he just wanted
me to be there. So, those two things embody a lot of the things that I would like to
expect from romantic love at some point, in a very idealistic sense. So that
picture's got a lot of story behind it.
Through the story of her connection with a client Mouse illustrated her desire to feel
special, beautiful and appreciated. She presented an example of what idyllic romantic
love would look like for her; something she was unable to sustain in her private life but
experienced at her work.
In contrast, Merry Mag shared her aspiration for love and companionship, but
shared her doubt of ever having the possibility to experience love because of her job as a
street worker. She photographed an image that she created, which depicted an E.T. doll
holding an old childhood photograph of herself (figure 46).
I love this picture of me as a child and I haven't always been a ho. I had dreams of
a partner, someone to love me unconditionally but I guess that was just a fairy tale
for a woman like me. I do service work to stop the pain and loneliness. Pray to
Allah. I'm about 7 (yrs. old) there with ET and I loved ET. I had dreams as a kid
and it wasn't this...
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Figure 46: Untitled.
Merry Mag internalized the social stigma of street workers who are considered unworthy
of being loved and simultaneously expressed her aspiration for a better life, a companion,
and love. When Merry Mag placed her own photograph in the arms of E.T., she
symbolized her childhood dreams of love that were still protected and alive. She
connected her childhood dreams with her unfilled desires of adulthood. Both Merry Mag
and Mouse placed personal objects in specific positions within their photographs to
represent their experiences and perspectives around love and romance.
Family, friends and community.
The women identified the significance of their immediate systems of support:
family, friends, lovers and their communities. Their photographs related to family
revealed the complex relationships and the lack of familial connection. Participants
presented images of family members, themselves with family members, and symbols
commonly associated with the idea of family. Those artists who did not mention family
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photographed their friends and lovers to relay the importance of having human
connection. The women identified trust, loyalty, intimacy, and support as valuable traits.
Their photographs served to honor and appreciate important people in their lives.
Family
Sarah addressed the personal and communal need for maternal love; something
she struggled to have growing up. She took two photographs to represent this need; one
of her mother and another one of herself hugging her mother (figure 47). Sarah shared:
I wanted to get a picture of my mother and I in a maternal embrace because I
think a lot of females did not get that maternal care as children and as adults. I
think that is a real need, you know. I think that if you get that love and that care
you're not going to be out there looking for it in different ways.
Figure 47: Untitled.
Merry Mag presented a photograph of herself smiling and holding her granddaughter
with pride (figure 48).
And this is, of course, my grandbaby, which I didn't know if I would live to see.
And I love this scarf in this picture. I look pretty in this picture. And my
grandbaby looks beautiful and I am very, very pleased with this picture. My
children, they're afraid because of my schizophrenia to let me baby-sit her and it
really brings me a lot of pain even though the other grandparents who have a lot
of money get to see her. My children are elitist and that makes me very sad
because I didn't raise them that way. But society and their other grandparents
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taught them that; I didn't teach them that. It's like they think I'm contagious or
something, even though they know how good I am with children.
Figure 48: Untitled.
Merry Mag captured an image that brought her happiness in the moment, but also sadness
and pain. While Merry Mag presented the complexities of her multi-generational family,
in contrast, Alex used her creativity to represent her lack of family. She photo-
documented the empty picture-frames that hung from the walls of her home (figure 49).
Figure 49: My family portrait.
Alex explained that the empty frames were symbolic of the empty void that she aspired to
fill by having a family.
Friends
The artists also highlighted the need for friends in their lives and depicted this
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through photographs of friends. Rogue took photographs of her friends (figure 50).
Figure 50: Untitled.
You need to have friends out here [on the streets]. That one has always been
there. For the last nine months since I've known her, she's always been there. I've
needed something and she's had it- she's given it to me, she doesn't put me down.
I need to have friends, and always have them.
Rogue emphasized the importance of always having friends and keeping them in your
life. Jasmine echoed these words with her "need for good friends" and presented images
of her friends on the street and hanging out at a homeless drop-in center (figure 51).
Figure 51: Untitled.
To represent her need for good, trustworthy friends, Sarah took a photograph of her
medical driver behind the wheel of a car (figure 52).
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Figure 52: Untitled.
She described her photograph:
This is my friend. She drives me to my clinic every morning- she's actually my
medical transportation driver and she's 27. She's ten years younger than I, and
she's been driving me for about two years...from Azerbaijan...she's the only
person, friend, I have that's never been involved in drugs and prostitution and
what not, but she knows all my stories, she knows everything about me... I call it
my therapy. I get more out of sitting and talking to her than I do with my
psychologist. I have somebody that I can trust that has no agenda...that happens a
lot with addiction... people have a hidden agenda, or they're always up to
something... I'm really glad I have her- without her I think I'd be crazy. She's
talked me through some really hard times. So I just adore her.
Other participants who mentioned the need for support from loved ones during hard times
also photographed their friends engaged in different activities. Mouse took a picture of
her friend petting a dog (figure 53) and said:
The two of them just gravitated towards each other and they just both looked
really sad...it made me think of how you need to find that bond with other people
when you are having hard times. You just need to have another being there with
you who will help you to pull through.
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Figure 53: Untitled.
Partners
Lady Purfection emphasized the need for support and presented photographs of
herself sleeping next to her fiance after a night of "grinding" (figure 54). She described
her experience of trying to make ends meet and the strenuous lifestyle that she was living
at the time when the photographs were taken. She presented herself in the arms of a loved
one to illustrate her need for support during hard times and her optimism that her
situation was only temporary.
Figure 54: We grind. Warmth, comfort, speed naps, companionship.
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Rogue took two photographs; one of her husband and one of herself hugging him (figure
55). She stated, "This is a picture of my husband. And he's a need. I need to have him to
feel whole. And it would kill me if I lost him."
Figure 55: Untitled.
Community
Many of the artists relayed their need and/or aspiration for community and
depicted this through art, poetry, body parts and performance. Crystal expressed the need
for community support during hard times and photographed a mural to emphasize her
point(figure 56).
Figure 56: Hope for our community.
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She said, "This one says Hope is Vital which I believe is absolutely necessary. And it
says, It Takes a Planet to Save a Village. And sometimes I feel that way. When you're
really having a hard time it takes other people to help you. You can't do it by yourself."
Merry Mag highlighted her personal and communal need to foster women specific
communities by photographing a woman's feet (figure 57).
Figure 57: I can only hope my feet are matched and weathered as much as these beautiful
feet from walking and doing outreach to others in poverty.
I'm really drawn to this woman I met...she's an older woman probably in her 80s
and I can see by her feet that she's traveled and that she's not one of these prissy
foot women that has had a man taking care of her. She's trudged a road, probably
the same path that I have; a road of destiny and has not bought into the
system...She's probably been a prostitute most of her life and she's getting up
there in age and she's very, very smart... we carried on a very good, intelligent
conversation between each other. She allowed me to take a picture of her feet
which I find very beautiful. When I'm her age I'll still be carrying my basket and
have feet that are worn like that and not buy into the whole Max Factor industry
or the whole male industry that says you have to look a certain way or be a certain
way... the sisterhood I experience with street sex workers is incomparable.
Another artist who emphasized her desire for solidarity among sex workers was
Grahm. She photographed her friend typing in front of a computer to illustrate her
personal and communal need for on-line communities of sex workers (figure 58). Grahm
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discussed the opportunity to communicate and connect with different people through the
internet communities while having a choice to remain anonymous.
Figure 58: Untitled.
Pet companionship.
Dogs played a major role in the participants' lives. Many of the women framed
their need or aspiration to have pets in their lives because of their loyalty, acceptance,
unconditional love and support. Eight of the artists photographed their dogs in various
poses (playing, sleeping, sitting, laying, and nursing) to represent their love for their pet.
Lady Purfection took a picture of her dog, Cowboy (figure 59). She emphasized, "I know
he loves me no matter what. No matter what I do, he's gonna love me. Even if I throw
him in the bath and give him a bath he's gonna love me. He's gonna love me no matter
what. And he's gonna respect me even if I'm a dancer or not."
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Figure 59: Cowboy: sporadic...fun, inspiration, love...never judges me for my
profession.
Bee also photographed her dog.
Animals- they don't take drugs, they don't drink, they remember everything. I
love the animals because they are better than people. I really do; they don't have
ulterior motives. They have needs and they give. Dogs are so forgiving. Boy, they
are the most forgiving animals, I swear to God...that's one of the reasons why I
love animals. Since I was little I wanted to be veterinarian.
She shared the character traits she loved in dogs and her personal aspiration to always be
around dogs. Similarly, Rizzo expressed love and adoration for Dumpster, her friend's
dog (figure 60). She talked about Dumpster's key role among her group of friends as
always being around for love and companionship. Rizzo also shared her aspiration to
always be around dogs, to have their love, and to hold their attention.
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Figure 60: Untitled.
Mouse shared a similar appreciation for the unconditional love she has received
from dogs and held them up as a model for how she wanted to be in life. Mouse's
photograph was one of many that she took of dogs in different states of play and rest
(figure 61).
Her name is Jet... the picture, on one hand, is basically about the fact that I want
dogs in my life. I need dogs in my life. Having a dog around- it's the best
reminder I can get for what I want my attitude about life to be. It is a great
reflection of what my ideal outcome of my life would be because everything is
new to dogs all the time... and they are always so excited and I want to be that
excited about life all the time and they don't hold grudges.
Figure 61: Untitled.
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Sarah also shared this perspective and took multiple photos of her two dogs. In reference
to one of the pictures (figure 62), she shared:
My dog gives me much, much comfort. My little dog, Quincy, he knows- dogs are
strange- they know when you're sick, they know when you're feeling bad, they
know just what to do- especially this one...there's my other dog...he's not as
cuddly and sweet as Quincy, but he's a good boy. He's 14 and he's been there
with me through thick and thin.
Figure 62: Untitled.
The women who photographed their dogs shared their love for them and their own
personal and emotional connections with their pets.
Meditations on death.
The personal need to address the pain associated with the death of loved ones
emerged as an important theme in the women's lives. Some of the artists who were
currently living on the streets at the time of the study shared their loss of good friends.
For these women, creating art through photography was an opportunity to address
feelings related to death and loss. The act of photographing and sharing their stories of
pain provided a space for healing. The different photographs taken included an image of
a skull, a series of photographs at the scene of a murder, a memorial, Dead End road
signs, tombstones, and self portraits recreating emotions of loss, pain and mourning.
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Two of the women took multiple photographs related to their experience of pain,
sadness and suffering when their good friends were murdered by a serial killer in 1999.
Their photographs highlighted their need to remember these women, as well as the
personal and communal need to stay safe. Merry Mag presented a series of self-portraits
where she positioned herself in front of a newspaper depicting her hand-written words
"tortured and murdered ho's" (figure 63).
Figure 63: See you in Ho Heaven Tomorrow.
To accompany her series of images taken at a cemetery, Merry Mag said:
These pictures represent to me a lot of heartache. So much heartache that its really
hard from me right now because I'm clean for one thing, and feeling all these
feelings, its like a delayed reaction. I think about these women all the time. How
they were tortured and murdered and how beautiful they were and how many men
loved them...there was a murderer out on the streets that had been killing
prostitutes. And there wasn't much written about us...in the papers, you know.
What was happening- it was all hush-hush. It wasn't mainstream media news
because we were just ho's. This is a tribute to them in honor of their memory and
of my pain. When I look as this image of this tape over my mouths it's like I
couldn't talk about it. I mean, I had to just go out there and turn tricks after
finding out that my friends had just died in order to stop the pain or to stop myself
from committing suicide or murdering myself...that's what these pictures are
doing- they're speaking for me...that I have survivor's guilt that I'm still alive,
and that somehow this project will help new and upcoming prostitutes know that
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you need to say safe. That there are people that care about us and nobody knows
why we end up in the industry...I've always had a kinship with women
emotionally and have always felt that men were just for, you know...getting
money from, so, I hope I'll see them in ho heaven.
In another self portrait, Merry Mag held her head and cried (figure 64). Merry Mag spoke
of the stigma she experienced as a sex worker and the lack of attention to the murders in
the local media. She created meaning in her photographs by placing herself in a symbolic
pose that represented her repressed feelings of pain and loss.
Figure 64: Eileen Wournos - you are my hero.
Sarah expressed similar emotions. She was also working on the streets at that time
and experienced the murder of friends by the same serial killer. Sarah paid tribute to her
friends through her photographs. Sarah traveled to the scene of the murder and took
images of the road that led up the murder, the street and road signs in the surrounding
area, the forest where the murdered bodies were found, flowers in a vase (figure 65), and
a graveyard (figure 66).
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Figure 65: A memorial sound at the trailheads in Forest Park, in remembrance of the
three beautiful women violently raped and killed here.
Sarah shared how she lit a candle and said a prayer to remember the women and
explained her encounter with the memorial:
I found this memorial with sage, a vase, flowers a crystal, and a candle...I lit the
candle...I leaned down on the concrete block next to it and I said a prayer. I think
that's very important- I don't EVER want people to forget those women. To the
prostitutes- the main public, they're like, "oh, they deserved it! They were asking
for it." These women were mothers, children of mothers, daughters, sisters,
parents, granddaughters- they deserve some respect and they deserve to be
remembered. I know I will never forget them and I will try my hardest to always
make sure that they are remembered. There is a need for everybody to understand-
a need for people to have a sense of compassion for these women that are just
trying to survive. The need for law enforcement to put their energy into these
predators and not into the women who are simply trying to survive and not hurt
anybody...because as women, we represent each other; it could've been me, it
could've been any of us.
She also referenced the media and the public's lack of compassion for the street workers
who were murdered. Sarah shared her feelings of sisterhood and support for all of the
women working on the street. She expressed the importance of having compassion for
her murdered friends who were trying to survive in a society that judged them for the
work they engaged in. She also explained that her series of photographs represented death
and sadness, but that sex work wasn't only about death, sadness and pain.
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Figure 66: Untitled.
I want to say, its not all- I hate when people think that its all bad, like, I don't feel
like a victim, I mean, I've been raped and I've been robbed but that's maybe
.001% of the time. The rest of the time I've been treated very well and with
respect and I felt empowered. So I don't feel like a victim at all, I felt empowered.
But these photos represent the sadness of it, you know, that there are the predators
out there and we pray, I guess.
Sarah made sure to assert that even though there was potential violence to be experienced
when engaging in street work, she did not consider herself a helpless victim, but rather,
she felt empowered by her work.
Another participant who addressed her emotions about the recent death of a close
friend was Jasmine. She acknowledged her repressed sadness and expressed her need and
aspiration to accept death in her photograph of a skull (figure 67).
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Figure 67: Nordstrom Skull.
Ok, the skull, I love this skull...That would be a future aspiration and the need to
accept death. Because there's been a lot of deaths for me in the past year that I've
had to deal with and it's been really rough. I'm kinda angry that they're gone and
I don't know how to handle this stuff and it's really shitty for me. The skull-the
only thing I could think of that represented death- and I don't want to deal with it.
Like, it's locked up in a case, so being able to not let it touch me is hard...
inwardly especially. I mean outwardly, I've been able to make it with saying,
"I'm ok," but a lot of times I'm not. So it just kills me, whenever I think about my
friends who died a few months ago...
The artists who discussed their feelings and shared their stories about the death of
friends and loved ones identified different stages in their experience of loss and
mourning. Each woman had a different manner in which she coped with her emotions
related to death and the ways in which she presented this through art.
Fostering of the Mind and Soul
The theme Fostering of the mind and soul reflects the artists' personal needs and
aspirations related to the cultivation of the intellect and spirit. The two sub-themes that
surfaced were (1) educational endeavors and (2) faith and spirituality. These two sub-
themes highlight the intellectual and spiritual pursuits of the artists. The need or
aspiration to pursue an education was often related to obtaining a college degree and new
knowledge in order to transition out of the sex industry. For others with access to more
resources, the need or aspiration for educational pursuits (through reading books) was
related to self-enhancement. The personal need or aspiration for faith and spirituality was
articulated by various artists as a source of hope and strength in their life.
Educational endeavors.
Some of the artists expressed a need or an aspiration related to school and education.
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Cultivating one's mind was important and central to their idea of enhancing self and
upward mobility. Those women who identified a need or desire for a college education
also articulated wanting to transition out of the sex industry and often had an idea of what
they wanted to study. Those participants who were most marginalized (i.e. homeless),
with the exception of Rogue (who hated having to engage in sex work), did not identify
school or education as a need or aspiration. This was identified as important for those
artists that had stable living situations.
To represent their desires or need to go back to school, some of the women
photographed school buildings, university signs, books and university sweatshirts. Rogue
photographed a university sign (figure 68) and expressed her aspiration to go back to
school for a business degree to "open up a restaurant and have good business ethics."
Figure 68: Untitled.
Similarly, Alex photographed a school building (figure 69) and shared her desire to go
back to school and study computer graphics, specifically animation.
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Figure 69: Untitled.
Bee expressed her need to go back to school through a photograph of a university
sweatshirt with a $100 bill placed on it (figure 70). The money represented her desire to
go to a "good university" and her need for tuition money. Bee shared how she valued
education and stated, "I think all people should further their education because it makes
them a more well rounded person even though a lot of people think it is a waste of time."
Figure 70: Untitled.
Crystal photographed a bookcase to represent her need and aspiration to continue to
educate herself in order to improve her life. Crystal said, "it's always good to get into
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books `cause the more you know, the more you can apply it to your own life and
hopefully get better jobs. Education is very important in order to stay out of crime."
As a student enrolled at a private university at the time of the study, Mouse also
photographed books that she placed on her staircase to represent progress (figure 71).
Through her photograph, Mouse represented both her aspiration to finish college and her
need for books in her life.
I do want to finish school someday. I put them [books] on the stairs because I
think of stairs as upper progress and someday I'll march forward and finish my
degree somewhere. You know, chip away at it and it's gonna get done someday. I
need books in my life. College is the aspiration and books are the need. I have
never been able to live without books. I started reading when I was two and my
mom always joked about how books were like my security blanket.
Figure 71: Untitled.
While many of the women articulated a personal need for a college education,
Grahm, a college student at the time of the study, expressed a personal, communal and
societal need and aspiration for sex education and sexual self knowledge. She
photographed her friend reading a book on a bed (figure 72) to represent empowerment
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through knowledge of one's self and body.
Figure 72: Untitled.
Grahm accompanied her series of photographs with the following explanation:
These are a couple of photos of my friend sitting on a bed and reading The
Ultimate Guide to Anal Sex for Women. I took this photo because I wanted to
have an opportunity to mention a lot of sex workers' literature. Tristan Taormino
wrote that book and she's an interesting pornographer, like, a sort of
"empowering, learn about sex, take your health into your own hands" sort of
culture that I think is, in a lot of ways, related to sex work, even if you go way
back to Nina Hartley's instructional videos. They are instructional porn and the
beginnings of feminist porn that are related to teaching people about their bodies.
For Grahm, knowing about one's own body was a source of empowerment and books
represented a way to share skills and knowledge to improve one's life and the lives of
others. She went on to share her belief in the power of information sharing:
Talking about sex is skill-sharing in this context- it's not that talking about sex is
inherently liberating or whatever, but I do believe that openness is valuable as a
way of learning how to communicate about things that are difficult. In talking
about things explicitly we begin to get comfortable articulating our own
boundaries, protecting ourselves and learning to have the type of sex- with clients
or lovers or whoever or with ourselves- that we want to have.
Faith and spirituality.
Belief in a higher power, faith and spirituality were identified as important to the
women's lives. Over half of the participants expressed their need or aspiration for faith
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and shared the importance of spirituality in their lives by depicting photographs of
crosses, churches, statues of Jesus, Islamic prayer rugs, and other faith-based symbols.
Faith was a source of empowerment, contradiction and inspiration for the artists.
Rogue photographed a church (figure 73) and said, "I grew up Mormon, but I'm
not Mormon. I gotta go get back into the church. I gotta rebuild my faith. It's a need."
Figure 73: Untitled.
A similar reference to the need for faith was made by Crystal, who photographed
a statue of Jesus on a cross (figure 74).
Figure 74: Being spiritual and having a good relationship with God.
She expressed her need to connect with a higher power and said, "You know, Jesus was
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carrying the cross and...it's just very, very peaceful. You know, it kind of gives you
hope that there's someone up above watching."
Alex photographed of a statue of Jesus (figure 75) and stated, "This is the need to
have Jesus in my life." She also expressed her aspiration to be close to God in another
photograph that she took of a church.
Figure 75: My Best Friend.
While some artists photographed religious symbols, others artists photographed
them-selves next to sacred objects of spiritual value, as well as loved ones. For example,
Lady Purfection photographed her fiance in the car with a cross in front of him to
represent her aspiration to keep having faith, which brings hope in their lives (figure 76).
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Figure 76: God Bless.
Merry Mag photographed an image hanging on the walls of her bedroom that
represented her faith (figure 77) and also photographed her prayer rug (figure 78).
Figure 77: Untitled.
She shared the internal conflict she had with her spiritual beliefs and her work in the sex
industry. Merry Mag expressed, "I believe my whole life is a spiritual experience; even
turning tricks is very spiritual to me because it is very intimate." She identified her
conflicted self when she continued, "I have this prayer to Allah...am I bringing too much
attention to myself? Because in Islam we're supposed to be very humble, but I feel like,
as an artist, as a creative person, that I am the art."
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Figure 78: Untitled.
To represent her need for faith and spirituality in her life, Sarah placed a baby photograph
on top of a Holy Bible (figure 79).
Figure 79: Untitled.
The picture of the Holy Bible and the baby- that's my niece and it's a representation of
my faith, which has brought me through all the hard times of working and addiction, and
what not. And my niece kinda represents the same thing, you know, she represents- she is
the reason why I am working so hard to improve my life. I took a picture of the Bible, not
necessarily for Christianity but the need for spirituality- without it, I am sure, I know, I
wouldn't be around.
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Social Justice and Activism
Social justice and activism represents the political agency of the women and their
activist efforts to speak out against the criminalization of sex workers, work-related
stigma, and other injustices. The three sub-themes that emerged include: (1) sex workers'
rights; (2) judgment, stigma and stereotypes; and (3) poverty and racism. The artists
expressed their advocacy for sex workers' rights through the communal need to address
the criminalization of sex work and radical feminist discourse on sex work. The artists
expressed personal and communal needs to not be judged, stigmatized or stereotyped
differently. Some participants shared their personal needs to not feel judged for the work
they did in the sex industry or because of their homelessness. The need to end stigma and
stereotypes associated with sex work was expressed as a communal need by those artists
with the most privilege. The artists also called attention to the stereotypical victimization
of women in the sex industry and the notion that sex workers needed to be saved. Many
of the women also articulated the need to address poverty and racism within their
communities. These photographs centered on communities of street workers and
homeless individuals. The artists who illustrated issues of poverty also shared their own
experiences of stigma related to homelessness and street work.
Sex workers' rights.
The artists were vocal about their needs to defend the rights of sex workers. Many
of the artists expressed personal, communal, and societal needs for activism in support of
the rights of sex workers through representations of collages incorporating activist
material, through humor relaying an activist message, and by performance portraying an
activist idea. Regardless of the type of sex work the women engaged or their access to
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resources, the participants highlighted their rights and institutional injustices against
them.
Sarah photographed three condoms (figure 80) to highlight the unreasonable laws
criminalizing women, specifically street workers.
Figure 80: The three condom law: This could get YOU arrested for prostitution!
Three or more condoms can get you arrested for prostitution. And that's really
important to me. I HATE that law. It makes me SSSSICK. Here women are trying
to protect themselves and others against AIDS and Hepatitis and other diseases,
and they're gonna arrest them for it?! That needs to be changed.
In a photograph of her cat (figure 81), Sarah used humor to highlight the unjust
criminalization of sex workers.
Figure 81: The last legal pussy.
She explained, "This is my favorite one (laugh). I want, underneath it, something like,
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"the only legal pussy" or "the only pussy that's legal" (laughter)...That's exactly what
this is about- legalization... It's a huge passion of mine." Similarly, Jasmine expressed the
societal need for legalization of prostitution.
My opinion, to really help sex workers would be to make it safe for them to carry
out what they do. I don't think there is anything wrong with selling your body if
it's safe and it's clean and it's regulated like in Amsterdam...they have a whole
system for them [sex workers]. They take care of them. The government takes
care of their health...that's why I think that this government [Bush
Administration] is suppressive...they don't want us happy and safe. They want us
repressed under parental laws and they want to own our bodies, literally. It's
horrible. I mean, by making prostitution illegal they're not helping people; they
are making our lives worse. I, I-ugh! I, I really, I hate it! They don't care about us
women, they just treat us like garbage, they think of most of us as garbage...
Merry Mag shared her anger towards privileged policy makers and the
unreasonable laws used to punish sex workers. She stated her preference for the
decriminalization of sex work and created a collage of images to include activist buttons,
signs, stickers, money, make-up, and undergarments (figure 82).
Figure 82: There is no shame in consensual sex work. There is shame in a society that
would criminalize us for trying to support and protect ourselves.
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It's hypocritical. Yeah, you know, white men making the laws. Because they
don't like that women are making money for it [sex work] and they don't like it
that they are being tricked out of their money. You know, they don't want women
having the upper hand and they're pissed off that women have all the pussy. They
feel like they should be able to get it for free, when and however they want. But
it's one way I feel like where women have the power is in our pussy but we're not
taught that's what it is, that we can use it as a way to get money. So I think it's
very hypocritical. I'd rather it be just solely blunt fuck honest -I'll give you head
the way you like it, and you give me money so I can pay my bills or do whatever
the hell I want with it. But that's illegal and that's stupid.
Grahm focused on her personal and communal aspiration to build a stronger
activist community around stripping. She photographed a resource and information box
located in the dressing room of the exotic dance club where she worked (figure 83).
It's a box that is from the mid to late 90s, that some women who were involved in
a non-profit and activist organization, Danzine, had this...it was just this really
cool, grassroots, activist effort. I wish that there was something like that going on
right now, and that people were engaged in the same sort of projects, which I
guess I could take the time to do if I wasn't really involved with school... but
that's definitely an aspiration of mine- to build a stronger activist community
around stripping specifically, sex work generally... So this is a little free box and
it says "use me but don't abuse me" on the side. We just have random little things
like razors, condoms and PWCL flyers in it...
Figure 83: Untitled.
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Grahm also took a series of photographs to challenge assumptions and ideas about sex
workers as a homogenous group (figure 84).
Figure 84: Untitled.
I had my friend wear a paper bag on her head for a few reasons. Generally, to
express how sex workers are talked about as a subject group, and not given a face,
and talked about historically as a social problem and a thing that happens- not as
something that people are engaged in- an abstract phenomenon that has nothing to
do with the people that actually do the work.
Grahm used her intellect and knowledge of history to express personal, communal and
societal needs to challenge radical feminist discourse on the sex industry. She re-created a
historically symbolic image related to the sex worker's rights movement and added:
Also, it's a reference to "Scarlot the Harlot," who is an old-timer sex
worker/activist... So Scarlet the Harlot wore a paper bag on her head...to a "take
back the night" protest to sort of get people to think about the ways they were
excluding real people from their cause. I think that radical feminist discourse talks
about prostitution in a way that is really abstract and not addressing the fact that
there are people that do this work that come to this work from a lot of different
places. She [Scarlot] used to do this work for a lot of different reasons, so that was
a little bit of a thing about Scarlet and old school prostitution activism.
Judgment, stigma, and stereotypes.
While the issue of stigma was raised in multiple stories, there were some women
who specifically photographed and addressed personal and societal need to challenge
stigma, stereotypes, and assumptions about sex workers. The experience of stigma as a
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sex worker was discussed in the context of theories imposed by academics, media
stereotypes, assumed gender roles, and economic marginalization. Stigma was expressed
differently by the artists depending on their work environment, access to resources and
identities.
At the club where she worked, Grahm took a series of photographs depicting
money and drinks on a dressing room table (figures 85 & 86) to critique social
stereotypes of strippers.
So I took some photos of some piles of cash because there's this idea that
strippers make helluv' bank, and it's not always true and it's not always
predictable, but sometimes it is. ...there is this weird cultural obsession with
stripper imagery...that strippers are obsessed with cash, or like, bad with their
cash and that it's difficult to manage your money when you have this constant
flow of cash...money is sexualized and having cash in your hand becomes a thing
that is very sexy. But really, people value cash in intensely different ways.
Figures 85 & 86: Collecting drinks in the dressing room.
Grahm expressed her frustration with the stereotyping of strippers as irresponsible with
the cash they earned, while Mouse expressed her anger with being objectified as a
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stripper. She used a self-portrait of her body (figure 91), with her breasts covered by
pieces of chicken, to represent how she felt judged, like a piece of meat.
Figure 87: Untitled.
Also using the idea of a woman's body in parts, Grahm also took a series of photographs
(figures 88, 89 & 90) and wrote the following caption to accompany this series of images:
Figure 88: Who all are innocent I.
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Figure 89: Who all are innocent II.
Figure 90: Who all are innocent III.
I want to call attention to the sexualization of victimhood, to voyeurism, to the
objectification of sex workers in discourses about them. Always gendered female.
Out of her mind in one way or another. I want to encourage people to question the
impulse to help, to save, to define what's "really" going on. The woman in the
photographs dressed up today. She is a caricature of herself. She is the object of
her own sales pitch. You can't see her face but she sees you staring.
She went on to say:
This sort of little girl playground thing is about the stereotype of sex workers as
wounded, hurt, and vulnerable, or the idea of helplessness. But a lot of the shots
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are also from underneath her and underneath her skirt that are pretty voyeuristic. I
did that because I think that while there's this idea of how sex workers are in a
really vulnerable position, they are victims. I think there's also a really intense
aspect of that voyeurism that sexualizes that vulnerability, that victimization...
the way that women's bodies are talked about in that discourse is really
objectifying in and of itself and robs people of agency. So that is where the kind
of creepy Lolita gaze comes in, looking up her skirt from underneath the monkey
bars, and her head and face absent from every shot.
Through her images and access to feminist sex work discourse, she challenges the
stereotypical portrayal of sex workers as vulnerable victims.
Alex photographed a wooden fence to express her need to not feel fenced in and
stereotyped because of her work (figure 91). Her work in the sex industry presented
complexities in her romantic relationships.
Figure 91: On both sides of the fence.
It's like, sometimes working in this industry you feel fenced in. Because there's a
certain stereotype, there's certain things- inherent problems that resurface
personally. The one thing that people love you and like you for is the one thing
people inevitably throw in your face and, and despise you for. If a guy takes an
interest in you, and then all of a sudden you think, oh, its very complimentary but
then he's like, "oh, why don't you just go suck up to some guy and get your
money the way you--" or they call you "big whore," so you know, you feel
fenced-in in that way- there's no way around it or out of it.
Other women also discussed feeling judged and stereotyped because of their work
in the sex industry. Rogue expressed her personal need for people not to judge and
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stereotype her. She used a portrait of herself standing up against a concrete wall (figure
92) to explain how she has been discriminated against as a homeless street worker and
not allowed in restrooms or public buildings.
Figure 92: Untitled.
Stereotyped- judged by the book, by the cover of the book, instead of having them
open it and take a look. Finding out for themselves what it's really about. When
you look homeless, they don't want you in there- they look at your fingernails.
I've seen them do it. I've seen them do it to me. If you've got dirt in your
fingernails, whether it's a lot or not, they look for that. They want to see if you're
clean. They look at your hair. That is why I always attempt to have a brush on me.
I try not to dress, you know, too homeless.
Photographs related to stigma manifested differently for each artist depending on the type
of sex work she was involved in as well as other factors related to one's diverse status.
Poverty and racism.
The artists presented poverty and racism as communal and societal need. They
presented the intersections of race, class and gender on international, national and local
levels. Some participants shared stories of their own struggles with poverty and expressed
compassion for those less privileged. Those who lived on the streets at the time of the
study or had experienced homelessness in the past photographed images of street people
whom they knew. The artists also photographed collages, educational posters, ethnic
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symbols and the juxtaposition of body parts. Their photographs represented the injustice
experienced and observed in their communities related to exploitation, stigma, and
racism.
Merry Mag photographed money on top of a newspaper (figure 93) and explained
the need to be aware of (Western) male privilege and poverty as it related to sex work.
I see this picture of these young girls in Cambodia and it reminded me of how
they get paid pennies, pennies for what they're doing and the white men, rich
men, go to Cambodia `cause they know that can get sex from these young girls
and do absolutely anything with their bodies. And the people that are running
these organizations are vile and they don't give a rip about them. And their
families let them go because they can't support and feed their children and they
say they're gonna give them a job but what it is, is a sex job. So I feel a real
affinity to these young girls, all over the world, I do...
Figure 93: It's a rich white-man's world- How many childhoods are lost? I started in sex
work at the tender age of 12 in the USA.
Merry Mag also took multiple photographs of her friends living on the streets to
highlight her sense of sisterhood connection with the homeless community (figure 94).
She explained her activist role and her own ability to see herself in others.
That one woman, she's always getting' picked up. The police harass her almost
all the time. We're working now on this sit lie ordinance because you can't sit or
lie. She's a native woman; she's a prostitute, a sister. I help her with a few dollars
when I can afford it...I really love her and worry about her and I talk to her pretty
much everyday...she likes it that I love her-like street community-and that I'm
not an enemy. I'm not looking down on her.
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Even though Merry Mag was living in low income housing at the time of this study she
maintained friendships with those less fortunate and continued activism on their behalf.
Figure 94: Untitled.
Jasmine also brought attention to poverty and injustice with her photograph of a homeless
veteran (figure 95). She expressed anger with society and the government.
Figure 95: Untitled.
This is a friend of mine...He was poisoned with Agent Orange in Vietnam. He
has a lot of health problems; he has COPD [chronic obstructive pulmonary
disease] and emphysema, but he is a really nice old man. He feeds me whenever
he comes down and sees me. He gives me money if he gets extra for the day and
one of my future aspirations is to get involved in doing something to help out old
veterans. It's a fucking God-damn crying shame how they treat these veterans in
this country, just like fucking cows, expendable fucking garbage! These people
fucking risked their lives for a fucking war that we had no business being in to
begin with and then they treat them like this. He has to come out and beg on the
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fucking streets to help supplement his income. It makes me really angry but that's
why I took a picture of him.
Merry Mag highlighted the communal and societal need for awareness of racism, slavery,
poverty, and injustice in her photograph below (figure 96). She linked her perspectives on
institutional racism and poverty with her own story of living and working on the streets.
This is a sleeping bag with a pillow on a bench with an empty beer by it...We
gave the Native Americans beer and alcohol and they couldn't handle their
alcohol. They liked it- they called it firewater...alcohol influenced the 2 million
people that we have in our industrialized nation in prison...they also market beer
to young Black males and females...so to me it's just a way to enslave them using
the legal drug, alcohol. It also represents to me, being out on the streets sleeping,
you know, how dirty it was and how I had to try and keep myself clean...if I
could get a trick to get a room, then I could take a shower or have a bathroom to
go into to clean up so that I could be presentable enough to make some money.
Figure 96: Untitled.
Jasmine expressed anger and pain because of the way she was treated and
stigmatized in society as a homeless street worker (figure 97).
It's hard to spend each day with people looking down on you and people looking
at you in disgust and people treating you like you don't exist. It's hard to exist
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like that, even if you've got as tough of a skin as I do. Sometimes I just break
down and cry because I feel so bad. I mean, that is why it's so important to have
friends and people that are there, and especially people that are going through the
same thing that you are. It helps.
Figure 97: Untitled.
Sarah addressed her experience of stigma and the societal need to end racism and
stereotyping. She shared her story of interracial dating through a photograph of her hands
clasped with the hands of her ex-boyfriend (a former trick) (figure 98).
I took this picture of my ex-boyfriend and I holding hands because he's Black and
I'm white. Of course, a lot of Black guys get a lot of raw deal. He got a bad rap,
that pimping rap, and the police called my mom when we were together and told
her that he was my pimp, which is so ridiculous. He never once told me to go out
there and make money... I've see a lot of racism by the police. It makes me sick!
Figure 98: Not all tricks are predatory.
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Dreams and Desires
Dreams and desires emerged as a theme related to photographs depicting personal
passions, interests, and dreams. Bee captured the essence of this theme when she
photographed a dream catcher hanging from the walls of her room and stated, "This is
about dreams. How important they are. You need to have dreams. You do. Otherwise,
why live?" The four sub-themes that reflect the artists' personal dreams and desires
include: (1) play, fun, and happiness; (2) rest and relaxation; (3) interests and hobbies;
and (4) motherhood. Those women with access to resources and not having to worry
about daily survival, photographed and conceptualized the theme of Playing, having fun,
and being happy as a need and aspiration. The women expressed the sub-theme rest and
relaxation as a need or aspiration for tranquility and inner peace. The artists presented
diverse interests and hobbies and framed them as personal needs or aspirations, including
the pursuit of a hobby, the desire to travel, and the contemplation of other career options.
Here, the artists shared their talents, skills and passions. The sub-theme of motherhood
involved the artists' desire to be mothers and their personal needs as mothers. The
unifying factors connecting these sub-themes include objects, ideas, visions and
experiences which brought the women pleasure, possibilities and inspiration.
Play, fun and happiness.
The artists who weren't struggling to survive expressed a desire to have fun, be
happy and play. The participants photographed various places and things that symbolized
their pursuit of play, fun, and happiness, and its importance in their lives. They expressed
difficulty envisioning what this would look like, due to over-working and not taking the
time to have fun and pursue their own happiness. Some artists analyzed the sexual
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meaning of the word "play" and discussed their desire for a more innocent understanding
and experience of play.
Bee photographed a playground (figure 99) to represent her personal need to have
fun and spend more time having fun. She also expressed the need to know how to have
fun, since it was something she was not used to doing because of working too much. Bee
shared a story from a time in her life when she was homeless and living in a truck. Where
she may have considered a pastime like camping fun at one point in her life, after her
experience with homelessness camping was no longer enjoyable.
Figure 99: Untitled.
Alex expressed similar uncertainty about what made her happy. She photographed
a tree, with a smiling face on it, and shared her aspiration to be happy (figure 100). When
asked what happiness would look like for her, she responded, "I'm not sure. I used to
know. Sometimes it comes in different ways. I mean, whatever it is- that's what I want to
be." Further conversation around what made her happy in life led her to share, "taking
photos. And actually, I hadn't taken photos in a really long time." Alex shared that she
had worked as a photographer years ago and said the photovoice project offered her the
opportunity to be creative again.
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Figure 100: To be happy.
Mouse, who photographed her stripper clothes on a seesaw in the park (refer back
to figure 34), shared:
I want to see friends of mine and just run up and start playing with them...but,
also, how the phrase "play" itself goes through kind of a transformation when you
get older because it's so... play is so tied, when you are an adult, to sexual
activity...at some point that word goes through a sort of loss of innocence.
For Mouse, the innocent association with the word, "play," was important to her but no
longer something she felt could revert back to.
Rest and relaxation.
The artists expressed personal needs or aspirations for rest and relaxation. They
associated rest and relaxation with the body, the mind, solitude, privacy, warmth, peace,
and stability. Those women who expressed this need and aspiration often had stable
living situations and worked as exotic dancers. Rest and relaxation was often associated
with water and its calming presence. This was expressed by the women through
photographs of their own bodies submersed in water and large bodies of water, like the
river and the ocean.
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Bee photographed a parked boat (figure 101) and shared her love for the beach.
Figure 101: Untitled.
I used to sleep on the beach when I was younger... because nobody was bothering
me, nobody was asking for anything, nobody was calling me, nobody was
bugging me, and I could sleep good. Oh, I loved it! And there was this spot where
the surfers used to go and that was really calm, quiet...
Lady Purfection photographed the Willamette River to represent their aspiration for calm
and peace (figure 102). She explained:
For me it's not just a picture of the river or the buildings or the freeway - it's my
inspiration. I love the water. When I'm stressed out or confused or my mind is
boggled I can go to the river and it will calm me.
Figure 102: Life with hope is freedom to believe in your future
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Rizzo expressed her desire to be able to relax and have more stability. She photographed
the river to represent her personal aspiration to have life flow smoothly (figure 103).
Figure 103: Untitled.
I want my life to flow easy, you know, like the river. `cause right now its rapids
and waterfalls and I definitely don't know where I'm gonna sleep every night and
I don't know what I'm gonna do everyday. I don't know for sure if I'm gonna see
a client or not and it sucks... I always have to worry about getting enough money
to support my habit and I don't wanna have to worry about that.
Jasmine echoes this desire in her photograph of the trees from the camp where she slept
(figure 104).
Figure 104: Awakening Vision.
Mouse took a photograph while sitting in her bathtub. She immersed herself in a
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bathtub full of water and took a photograph of her feet (figure 105) and expressed a need
to relax while situating herself in a place where she couldn't relax.
Figure 105: Untitled.
My feet were surprisingly tense when I took the shot. I would like to feel more
relaxed but...in a sense baths aren't as relaxing for me as for other people. I think
part of that is the reason that being naked doesn't feel as private to me, as it does
for other people. Because when some people go in to take a bath, it's like, "ok I'm
naked" and automatically that makes one feel sort of private and they are finally
in a space where they are safe enough that they can take all their clothes off. That
does nothing for me. I need to be able unwind a little more and find some other
sort of outlet that I can use to relax.
For Crystal, relaxation was associated with tanning beds and warmth. She
photographed the inside of a tanning bed (figure 106).
Figure 106: Untitled.
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Crystal explained, "This is a place I've spent a little time; you know once or twice a
week. So I can sit there and just relax and just let my mind go away."
Hobbies and interests.
The artists expressed personal aspirations and needs to pursue hobbies and
interests including art, music, sports, travel, and other types of work. The women
photographed their hobbies, often things they hadn't pursued in a while. This project
served to remind them of the pastimes that made them happy and the creative talents they
possessed. The aspiration to travel was shared by a few of the women who also identified
with the gutter-punk sub-culture. The participants who photographed career aspirations
were either exotic dancers transitioning out of the sex industry or younger women with
visions of different possibilities in their lives.
Art
Bee photographed two jean jackets she decorated with beads, patches, and other
artwork to express her need to spend more time being creative (figure 107).
Figure 107: Untitled.
She described, "It's the need to spend more time doing creative things because it relaxes
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me. And I'm usually alone. Nobody is bothering me. I get so little peace..." Bee found
peace, solitude, and relaxation when creating art.
Crystal photographed graffiti to represent her appreciation for public art (figure
108). She explained, "A lot of people think it's dirty, but I like it because it's a form of
artwork. It's a place where someone can really express themselves and as long as it's not
harming anyone, or harming their business or whatever, I think it's great that people can
be so colorful and do it..." Crystal articulated how graffiti, as a form of artistic
expression, was an inspiration to her.
Figure 108: Untitled.
Sports
Bee photographed ice skates and golf shoes (figure 109) to represent a need and
aspiration to pursue two hobbies that made her happy: ice skating and golf.
I used to skate a lot and play golf... It's sooo fun... That is another thing that has
to do with the fun I don't get to do any more. That's an aspiration to do again. It's
also a need. It's a need to do these kinds of things that feed your soul.
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Figure 109: Untitled.
Rogue also expressed interest in sports and shared an aspiration to attend a live football
game. She photographed a football stadium (figure 110) and went on to envision herself
with her husband at the stadium cheering on the teams.
Figure 110: Untitled.
Music
Music was presented as an important need and aspiration. Mouse presented a self-
portrait to represent her passion for playing music (figure 111).
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Figure 111: Gypsy Eyes.
That's one of the nice things about aspiring to be better at art -it's an endless
pursuit. I mean, there's no limitation of yourself. You are only measuring your
skill and art against yourself and against your own standards and your own
perception of ability. So I really like that, but I can always be getting better. I love
playing accordion. I play accordion and trumpet-those are two of my great loves.
Rogue also shared a love for music and photographed a piano (figure 112) to represent an
aspiration to have one to play.
Figure 112: Untitled.
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She stated, "Ever since I was a little girl I've always wanted a piano. And I will have a
piano. It might not be this piano, but I will have one. I don't care if I'm 90 years old, I
will have a piano. I played piano for a year. I played the violin and the cello. But I like
the piano more."
Travel
The artists communicated the aspiration to travel via photographs of destination
signs, travel signs, trains, and a globe. Rogue's image of a globe (figure 113) represented
her personal aspiration to travel the world. She expressed a fascination with different
cultures and a dream to climb the pyramids in Egypt.
Figure 113: Untitled.
Rizzo took multiples photos of travel signs to represent a desire to travel and hop trains
(figure 114).
It's an aspiration `cause I wanna travel and I want to do more of that. So that's my
aspiration to get clean and get on my feet just a little bit to be able to travel.
Because even hopping trains and stuff, I can't do that with a habit, so I would
have to get clean to be able to travel in that way. It would be nice to go to, like,
New York or something and not have to worry about being dope sick.
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Figure 114: Untitled.
Similarly, Rogue took a photograph of train tracks (figure 115) and shared:
I've never traveled by train. Well, unless you consider the MAX but that doesn't
count- this is a train...You'd see all the different sceneries by train that you
wouldn't see on a plane or on a bus.
Figure 115: Untitled.
Career Interests
Some of the participants photographed symbols they associated with a career they
aspired to pursue. Jasmine took a series of photographs of flowers, plants in nature,
buildings (figure 116), and statues in the city to express her dream of becoming a
photographer. She wanted to "capture beauty and places and things like this ceiling and
like that gargoyle that not everyone would stop to take the time to notice and look at."
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Figure 116: Untitled.
Bee shared a need to open her own business. She photographed a window of an
office building (figure 117).
Since I was little I wanted to be veterinarian.... I'm bored with the [sex industry]
business I'm in anyway. I can't go any higher than where I am right now. I've
done it all, the only thing I haven't done is own my own business...I would be so
happy working for myself because I've made a lot of people rich in the restaurant
business helping them. Be my self's boss...I am so confused; there are so many
things I want to do. I also want to work with animals. I thought about doing
mobile grooming one time.
Figure 117: Wishful sign of dreams & goals
Bee expressed her need to pursue a different line of work since she wasn't able to move
up as a stripper and bartender where she worked at the time of the study. She displayed
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confidence in knowing how to assist others with making money and displayed self-
assurance of success.
A similar assuredness was presented by Rogue who shared a similar idea of
wanting to open up her own business: a karaoke restaurant for kids. She took a
photograph of a sign for cooking school (figure 118) and explained her aspiration. "I
actually want to be a chef. I want to open up my own restaurant. Actually, a karaoke
restaurant so kids could come. Not a bar, but an actual karaoke restaurant that kids can
actually go in and sing karaoke." Rizzo shared the same aspiration to be a chef. She
photographed a sign for culinary school and a sign that read Serious Cooks. She said,
"It's an aspiration to be one of the serious cooks that are serving, to be able to buy a cute
little French whisk and actually know what to do with it (laughs)."
Figure 118: Untitled.
Rizzo, the youngest of the artists, had a series of photographs related to career
aspirations that she represented through photographing signs around the city. She also
photographed a sign that read Stylist Available, for walk-in appointments (figure 119) and
explained, "that was another aspiration `cause if I wasn't gonna be a cook I'd want do
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stuff with cutting hair or doing makeup and stuff. So I'd be cool if I was one of those
stylists available."
Figure 119: Untitled.
Crystal also expressed interest in pursuing a career in cosmetology. She
photographed the Portland Beauty School and shared, "that would be a dream to go to. It
looks like a really nice beauty school...It's just in really high demand these days to look
great (laughter). I'd like to do like spa stuff, like deep conditioning. Everybody just gets
so busy with their life that they need to take time out and get pampered."
Motherhood.
A few of the artists depicted various aspects of motherhood. Some of the artists
expressed the aspiration to have kids and someone to care for, others discussed their
relationship with their children, or lack of a relationship, often in the context of their
experience with domestic violence. For some of the women who worked as exotic
dancers, motherhood was central to some of their aspirations. For those women who
lacked resources and experienced homelessness and addiction, motherhood was
secondary to the need for drug and alcohol treatment.
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Bee discussed a desire to have another child despite an inability to have anymore
children.
I had cancer and had to remove everything...I had already had it for three
years....I was working with cancer. You know, I was bleeding and I was working
with baby diapers. I wanted to have one more child, but I am done now. Yeah, it
sucks, right? But you know what? You live. Live and learn.
She described her photograph of a teddy bear sitting on her bed (figure 120).
Figure 120: Untitled.
So the teddy bear represents my son. It was brand new when I got it... and now I
use it for a headrest (laughter). When I am laying in bed, he makes a great
headrest, and I just can't let go of it. I just can't...I was a single mom so me and
my son- we're pretty close. It doesn't seem like it when people meet us but we
are- we're really close. Because it was him and I against the world a lot. My son
has seen me get beat up. He was too little to do anything- but the youngest boy
pulled my ex off of me. He was on top of me with his knee in my neck.
Like Bee, Crystal shared her experience with domestic violence and expressed an
aspiration to be reunited with her four children who were in foster care at the time of the
study. She said, "I went through a really long relationship that included a lot of domestic
violence. For eight years I went through that and now that I'm free from him, I am able to
get a better life for me and someday for my children." Jasmine and Rogue were living on
the streets at the time of the study and dealing with addiction. Their children were living
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in the care of family members. Like Crystal, they expressed the desire to be reunited with
their children.
The artists who did not have children shared aspirations of motherhood. Rizzo
photographed a book titled, What to Expect When You're Expecting, and said, "Its an
aspiration. I was in the bookstore and maybe someday I'll buy that book if I get pregnant.
But to do that I would have to get clean. But someday I'd like to have a least one kid,
preferably a girl."
Alex echoed the aspiration to have a child and used humor and symbolism in her
photograph of a building sign that read A-BOY (figure 121). She shared, "the next one is
A-Boy building which I think is a warehouse store; that is my desire to have my child,
which is a boy." When asked why she preferred a boy, Alex responded, "I think it comes
from my fear of not wanting to be my mother...and my mom didn't want to be like her
mom, so if I had a child, if I had a boy, I wouldn't have to worry about him not wanting
to be like me (laughter). Because inevitably, you will become what you fear."
Figure 121: Untitled.
In contrast, Mouse photographed a dog feeding her puppies (figure 122). She shared that
she didn't want to give birth to her own kids but eventually wanted to adopt.
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Figure 122: Untitled.
Its funny looking at this...because I don't actually want to have kids myself but it
was such a miracle, in a way, watching the puppies be born... she just
instinctively knew what to do...it was just intuition and seeing the bond that she
had with them almost made me aspire to want to have kids, but more than
anything I think it made me-because I don't want to have kids but I do want to
adopt kids at some point-so, it made me think about the bond that I someday
wanted it to have with something that I was responsible for and could take care of.
Self-empowerment and Identity
Self-empowerment and identity surfaced as a result of the multiple self-portraits
and references to identity, personal strengths and abilities. This theme illuminates the
women's agency, power and creative self-representation. The five sub-themes related to
the artists' empowerment and identity include: (1) inner strength and personal growth, (2)
relationship with work, (3) identity and existence, (4) self-confidence, and (5) respect and
recognition. The sub-theme inner strength and personal growth includes photographs
that relay the artists' personal aspirations for enhancing themselves through internal
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growth, seizing life opportunities, and building on existing strengths. The artists also
shared their personal relationships with work by including their personal needs associated
with their type of sex work, maintaining a good appearance for clients, and having a
supplementary income. Viewing sex work as art was an aspiration for some, while one
artist expressed her hatred for street work.
The artists also discussed racial and ethnic identity in the context of their work.
Identity and existence emerged as a sub-theme from those artists who identified the need
to maintain certain identities that empowered them and allowed for self-expression. The
need to differentiate one's identity from the character roles one played while working
was common. The personal need or aspiration to exist related to how one chose to live,
be, and belong to society. The women illustrated Self-confidence as a personal need and
aspiration related to actions and perceptions of self. The artists working as exotic dancers
emphasized their need for respect and recognition related to their work and their dancer-
identity compared to street workers who expressed aspirations for respect and recognition
within society.
Inner strength and personal growth.
Many of the artists took photographs representing their inner strengths, their
desires for growth, and their aspirations for seizing new opportunities. The women
photographed their bodies, nature, animals, and symbols of opportunity to express their
needs, desires, and experiences related to inner strength and growth. The artists
photographed their feet, doors, signs, and animals to represent their aspirations for
pursuing various possibilities and life opportunities.
Mouse photographed herself in her garden holding a watering can over her head
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(figure 123) to represent her personal need and aspiration for growth.
I took that thinking about the things that I need in my life, like plants, like in a
very organic sense. Like just needing water and sunlight which is kind of hard in
Portland and aspiring for growth...in a very organic sense. And tranquility
because plants don't- as far as I know- plants don't think about growing.
Figure 123: Untitled.
Similarly, Rizzo photographed a flower to represent her aspiration for internal change
and growth. She also paralleled the blossoming of a flower to her own internal growth
associated with her youthful age. Rizzo also photographed a book that read Now Discover
Your Strengths to express her self confidence and her aspiration to discover more of her
personal assets and abilities.
I mean sure, I'm a good prostitute (laughing), but I'm sure I can do other things,
too. So it's just an aspiration for me to discover my strengths and things that I can
do besides the stuff that I do now...and become a stronger person.
For Crystal, a change in her life involved being able to visualize her self in
positions where she was utilizing her strengths and interests.
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I can actually see things changing, you know. I can actually see myself
volunteering at places and doors opening. I can see that now. A few years ago, I
was like, is this [domestic violence] ever gonna end? I just kinda got feeling stuck
in a rut and got really kinda scared, but I'm to the point where I don't care. I'm
gonna be out of my comfort zone. And I'm gonna be scared. I'm just not gonna
let anyone know it (laughter)
Crystal reflected on the opportunities available to her when she leaves her comfort zone
and the possibilities for change in her life.
Jasmine expressed her need to pursue new opportunities through a photograph of
doors (figure 124). She expressed feeling overwhelmed with the unknown and the
obstacles ahead while simultaneously feeling excited and hopeful with the possibilities.
I laid down to do that one actually. The door, to me it represented all of the doors
that are shut to me... the need to open certain doors I haven't been through yet.
They are big and they're immense...like these big bronze doors that are kind of
scary and it's almost like the need to overcome obstacles...right now I have the
need to break down those doors.
Figure 124: Untitled.
Jasmine also took a picture of her feet and said, "my feet standing up on this beautiful
path is like a future aspiration of me being able to stand on my own two feet and put
myself on the path that I want to be on." A similar aspiration to walk on a chosen path in
life was expressed by Rizzo. She also photographed her feet to symbolize a new start, her
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resilience in life and her aspiration to keep going (figure 125).
I feel like I've walked millions of miles in my life and been through a lotta stuff
so it's an aspiration. I'm gonna keep going and keep walking through all different
parts of my life and different changes in my life. For me, these are new shoes so
it's like a new walk of life, a new trip for those shoes; a new route for those shoes
to go on.
Figure 125: Untitled.
Mouse presented a photograph of herself on the top of the roof (figure 126) to
symbolize her aspiration to be more spontaneous.
Figure 126: Untitled.
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It was the first time I climbed up on top of my house (laughter). I did it because I
had never done it before and I thought it would be a good opportunity to take a
photo of this because I want to do that more often in my life. I want to just think
of spontaneous seemingly impossible things that I've never done before and just
do them. And the airplane trail and having me so small in the corner really
emphasizes how large that I felt the possibilities were at that moment. So, I mean,
to use the cliche, the sky is the limit. That's really how I felt standing on the apex
of the roof right there.
Relationship with work.
The artists took various images related to their work environment, type of work,
personal boundaries, and the challenges and benefits of sex work. They represented these
needs and aspirations through self portraits and photographs associated with their work
environment (e.g. signs, lockers, work accessories). The women discussed their work
environment and level of satisfaction (or dissatisfaction) with sex work. For those women
who worked as exotic dancers, they described the importance of their relationship with
club management. Clear communication and boundaries with management, as well as job
perks (free food, tanning, etc.), helped to promote a positive working environment. The
artists expressed different levels of fulfillment through their work. The women who
experienced satisfaction from their job presented self-portraits to represent their sex work
as art. Work satisfaction (or dissatisfaction) was often related to the participants' level of
dependency on sex work for their livelihoods. However, dependency on sex work did not
correlate with a lack of resources since some women who were homeless at the time of
the study had other avenues for making money.
The artists discussed their work in the context of their identities. Racial identity
was significant to one's experiences while working and related to a desire for respect.
Work accessories seemed to represent an extension of the women's identities. While not
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all participants specifically photographed concepts related to their job, they articulated
their personal relationship to their work in the sex industry.
Work environment and satisfaction
Lady Purfection photographed the signs and messages hanging from the walls of
the dressing room at the exotic dance club where she worked (figure 127). She expressed
a personal and communal need to communicate with strip club management.
You see these types of signs in a lot of strip clubs you go to, hanging in the
dressing room. So the signs---it's good communication. It's a need for me. It's a
need to feel like I can communicate with the clubs that I'm working at. For them,
it's a need to communicate with the entertainment...
Figure 127: Untitled.
Lady Purfection also took two photographs of lockers in the dressing room of the
exotic dance club. They symbolized her aspiration to have her own space at the club and
represented stability, privacy, prestige and a sense of belonging.
Lockers are just significant in the entertainment world just `cause they [club
management] don't have a key; they don't have your combo so they can't just go
in and start rummaging for your stuff. I think that's part of what my problem is
now. I don't have my space...I tried to go back to [XXX] and [XYZ] but it's not
gonna happen. And I'm just trying to find my place.
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Jasmine explained her relationship with street work and clarified that her work in
the sex industry was not her main source of income.
The first time I ever sold my ass (laughing) was when I was 21...I didn't have a
bad experience...I've done everything from picking up johns on the corner to
escort work....me and my friend-we put ads on Craigslist-but only when I'm
really hurting for money. But usually, I prefer to just panhandle, its [sex work] not
something I want to get into doing...I've seen what happens when you do
something like that as a primary form of income- it ages you very quickly, I know
girls who have been doing it for years...
In contrast, Crystal spoke about how her only form of income has been through
sex work. She expressed fear that she would not have any other work experience if she
chose to discontinue this type of work when she was older.
We need to think about our future...we need to try to get a resume so we can get
better jobs and try to get out before it's too late...before you're stuck in your 50's.
Not that I'm making judgments but just that it's scary to think about the future
without a whole lot that I could put on my resume...Some days can be okay-real
good and other days just aren't and you just never know. It can be difficult at
times; not always consistent. It's a lot of work, to try to please the world, to try to
please men, to make yourself look good -it takes a lot of time and energy to make
yourself look great and to be healthy and it doesn't last forever...
Crystal speaks to the unstable income from stripping and escort work and the energy it
takes to look good. She photographed a sign outside of a strip club (figure 128) and
discussed the benefits of working there even though business decreased.
Figure 128: Untitled.
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The special thing about this place here is that you get your own free lunch or
breakfast, your choice. Inside the dressing rooms they have a tanning bed so if
you want you can go tanning in there for free. I feel like it's fair- they've
expanded it and remodeled it and made it cleaner, it's a cleaner environment but
it's gotten a lot less busy, so money-wise, it's just ok, it doesn't get super busy so
that's probably why they do that for the dancers there...
Mouse also expressed satisfaction with the club she worked at and shared, "it's
just like a really nice homey kind of environment, and the management is really, really
wonderful people... it's just a really nice place to work and I like that there is no
drama...people don't steal stuff from each other." Job satisfaction was also expressed by
Grahm, who expressed content with her co-workers and the management. She said, "I've
been really happy working there. I think that it's a way more supportive place than a lot
of other places I've been to before."
In contrast, Rogue expressed discontent with her need to engage in street work in
order to survive. Her husband was unaware of her involvement with street work. She
presented a portrait of herself panhandling (figure 129) and shared an aspiration to no
longer hold a sign while waiting for a client.
Figure 129: Untitled.
She also took a photograph of a tree (figure 130) and explained the symbolism behind her
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image. She said, "This one is more of a need and an aspiration. Just to stand tall and
strong like the tree does. It's hardest to stand tall and strong when I have to lie to my
husband. I hate what I'm doing. I absolutely hate it."
Figure 130: Untitled.
Sex work as art
A few participants expressed the notion of sex work as art through self portraits.
Lady Purfection, Mouse, and Bee expressed feelings of empowerment and photographed
the pride they took in their work in the sex industry. Mouse used a self-portrait (figure
131) to represent her stripping as an art form.
Figure 131: Rich Landscape.
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I put these photos together because no matter what kind of sex work you do, it is a
kind of art. When I think of stripping, I really do try to treat it like an art. I mean,
everything from the movements that you do while you are dancing, to the image
that you project when you are interacting with other people.
Mouse further explained how she composed the scene of herself being painted by her
friend as a landscape to challenge typical ideas of beauty.
I told my friend that I wanted her to paint me... I told her, you know, just act like
you are painting me, but have the landscape visible, because this is a beautiful
painting. And I thought that it was an interesting idea that she was obviously
painting me in the picture but it translates to just something beautiful. And the
fact that she could be looking at someone dressed up in super trashy stripper
clothes covered in cash and just be that sort of beauty. So, I think of stripping as
an art and every so often it would be nice to have it be appreciated as such and to
have people to notice the kind of things that these people don't notice.
Lady Purfection also presented the idea of her work in the sex industry as art. She
photographed a piece of found art depicting a female silhouette (figure 132).
Basically, I'm in the sex industry because it's fun. It's an experience you won't
ever get anywhere else unless you partake in it. I love what I do, I love art and it's
a form of art to me, entertaining. One day I hope to be famous for my art, not just
for my sex work... This picture of a dancer on the wall...it's just drawn with a
sharpie... this picture symbolizes that women are sexy...it represents compassion
because of the way that she's angled and the way that it's drawn.
Figure 132: Untitled.
She paralleled her experiences as an exotic dancer with what she saw represented in the
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found artwork. Like Mouse, Lady Purfection presented a series of photographs of herself
dancing on stage (figure 133) to express the perspective of sex work as art. In the
individual dialogue session she said:
So, these other pictures that I have here of me dancing at [XXX] I actually had a
customer take these pictures because I really wanted to get this picture of this pole
trick that I do because I love it so much. I mean, I don't get an hourly wage no
matter where I dance at so everything is all based on tips. For me, I just like to
express myself and let everyone know look, I'm attractive but there's more than
what you see. And I think sometimes when I'm dancing I show that because
people ask me all the time, "what do you do outside of work? I'm interested to
know." And I just say "well, I take pictures, I write, I'm trying to go back to
school. I do a lot." And so that all ties in with my compassion for my work.
During this project, Lady Purfection wrote several poems to accompany her photographs.
She also talked about her frustration with how she is sometimes perceived racially and
ethnically at work.
Figure 133: Seductive Tales: self-expressive, watch closely, but not too deeply.
I mean it's not hard, or it's not easy being Creole Blackfoot Native mix which is
considered Black. And some people can tell that I'm mixed and some people can
tell I'm not straight up Black. I mean what is straight up Black? African?
Jamaican? What? I have people come up to me speaking Swahili and fuckin'
Spanish when they're from the Caribbean, like Cuban. So, for me it's not so
easy... of everything I go through, dancing is- it's my decision. I put up with a lot
and I chose not to put up with a lot. I don't think that I disrespect myself. I don't
think that I disrespect my body. It's self-expression. There's so much art and
there's so many different venues for art and some people don't understand and
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they think "oh, they're just selling their self, they're just being pimps, they're just
this and that" and it's not like that...When you're close-minded, you don't really
get a good grasp of life.
Work accessories
Some participants photographed the different bags they carry in different
situations (i.e. work, travel, going out). Bee photographed three bags of all different sizes
(figure 134) and explained, "Bags of my life. I live out of bags. I should have put my
purse in there, because I live out of my purse, too. I cannot carry a small purse. This is my
life. They are all needs. I need to have this, I need to have this, I need these things, I need
these bags to do my job and live." She described the different things she carried in her
bags; all symbolizing her relationship to different types of clothing she needed for work
or for her personal life.
Figure 134: One for every necessary occasion.
Mouse also photographed the bags she carried in life (figure 135).
This picture was interesting because I was thinking about the containers for my
life, because that one, that tiny little purse right there, is the bag that I carry when
I'm stripping. Because it's small enough that it's not huge and bulky, but it's large
enough that it holds my cigarettes, my lighter, my cash and my makeup. And
that's all I need...but then I was thinking, there is my school back pack and that
holds everything that I need when I'm going to classes; it holds all my notebooks,
my books, all my writing utensils, my coffee mug and it's the perfect size for that.
And then, this pack is what I have when I am traveling and that holds, you know,
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my camping stove, a number of books, many layers of clothing, my sleeping bag,
the pillow on the side there...I was thinking about how my life has progressively
become more compact...I was thinking that I want there to be more synthesis in
my life of all those different parts of it, instead of everything being self-contained
inside containers. I just want everything to be more fluid. I don't want to have to
compartmentalize so much. It was also interesting thinking about the different
sizes of my life at different stages.
Figure 135: Untitled.
Identity and existence.
The artists took various photographs of themselves or objects to symbolize
extensions of themselves, such as a basket, shoes, particular landscapes, trains and signs.
It was important for the artists to present their identities and as a way to be perceived and
understood as more than just a sex worker. For some women, it was a way to differentiate
their sex worker identity with their other identities. The women presented clothing, shoes,
and other objects to define themselves as unique beings. For those women who were
homeless at the time of the study, self-portraits served to validate their existence.
Merry Mag took a self portrait with a basket on her head (figure 136) to
symbolize her activist identity.
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Figure 136: Untitled.
Thru my ability to learn to balance it [basket], I feel an affinity with millions of
women from all over the world. I carry hygiene items, condoms, syringes in
there... band aids, clean fresh socks, makeup for women...a lot of us women
[street workers] would get together on the corner and get ready for the day...I just
always thought that women that wore a basket were beautiful and I thought, that's
all I need- whatever I could carry in my basket and I knew that the police could
not search my basket without a search warrant. I wear it today as an aspiration...
Her basket was a source of resistance and empowerment and a way in which she could
represent her values and interact with her community. Merry Mag also photographed her
basket alone (figure 137), seen as an extension of herself.
Figure 137: Untitled.
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Mouse presented a portrait of herself in front of the mirror to represent a need to
keep her identity separate from her stripper character (figure 138).
Figure 138: Untitled.
You can see me making my face up in the mirror...that side of my face I had
make up on, and that side of my face I didn't...I wanted it to show that there were
two sides; that there was the ghost side, the apparition side, the character that I
play, and then there is the real side of me...I think of them as being divided. I
sometimes flip and change back and forth from one to the other but I never think
of them of being as cohesive and as a single being. I don't think I really would
want to embody who I am when I am stripping in my everyday life...I don't want
to think of myself necessarily as the kind of person who shamelessly flirts with
fifty year old strange men I have never seen before in my life and gets naked in
front of them and teases them and I just don't want to think of that as who I am.
It's my job, its how I make money, but it's not who I am...that is not my
personality... It's a character that I play to make money and it's like theater.
Mouse also photographed two different pairs of shoes side by side (figure 139) as a
symbol to represent a need to feel comfortable with who she is as a person.
Shoes are very defining for who you are...these are the boots that I am wearing
right now. These are the boots that I wear every single day. That is my foot wear.
That it's the foot wear embodiment of who I am, and those [heels] are my
character shoes...what shoes you're wearing have a huge effect on your comfort
level...I feel comfortable in these shoes. Those shoes [heels] make me feel like
shit (laughter). They make you hurt all over when you are wearing them. For the
entirety of the eight hour shift, oh my God, they hurt. So, in terms of the way that
different shoes make you feel, I want to feel like who I feel like I am. And I want
to feel comfortable.
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Figure 139: Untitled.
While Mouse reflected on a desire to keep her true self separate from her sex
work character, Jasmine expressed a need to stay connected to her past and her identity as
a train rider and gutter-punk in her photograph of a sign and train tracks (figure 140).
Figure 140: No Trespassing.
The "no trespassing" sign has a meaning- from constantly being shut out of places
for who I am and what I am. It also represents me as a train rider, a gutter-punk.
That is my need to stay connected with my past and who I am, because that is part
of who I am, the whole train rider thing and Union Pacific... I hopped my first
train when I was 21, 22...I've hung around at places like this almost my whole
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life...part of it is a need to, you know, be able to go places that others can't, and a
need to not be constantly shut out of everything. It's always, "No trespassing"
"Can't stay here, move on!" "Move along! Get out!" "Nobody wants you here
because of who you are, because you're poor!" you know, "Nobody wants you
around!" Like I'm just supposed to roll over and die and disappear because it's
inconvenient for society to have me around.
Jasmine described the discrimination she faced because of her identity as a homeless train
rider and as someone who identified as a gutter-punk. She also photographed her shadow
on a wall that displayed her graffiti (figure 141) to represent her need to exist. "That's
my tag Midwest Drunk Punks. It's my shadow, see, I wanted one of my shadow in there.
That's my need to exist, you know, to exist and be recognized...that I am part of a sub-
culture, part of something, I always have been or I have been for quite some time."
Figure 141: Shadow Tag.
Self-confidence.
Self-confidence was an important theme represented as an aspiration and
expressed through self-portraits of self-assurance. Feeling secure and confident allowed
the women to resist stigma, and love and accept themselves. The artists presented their
confidence; by hiding parts of themselves (behind sunglasses) and by exposing
themselves (through nudity).
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Lady Purfection photographed herself in the passenger seat of a car (figure 142)
to express a personal aspiration to always be confident.
Figure 142: Can't see me... but I can see you.
I wear stunners-I call them sucker reflectors `cause I just like to think that people
can't see me. When I take pictures of myself- it's inspiration for myself because I
can look at myself and say, this is what I'm doing, this is how I'm living my life
and if they don't like it, oh well.
Lady Purfection's sunglasses represent her resilience and self-protection from society's
judgments. In her self portrait (refer to figure 136) Merry Mag also shared the importance
of having confidence and not worrying about being judged for working in the sex
industry.
Jasmine photographed herself physically exposed (figure 143) to express her
aspiration to be comfortable with her own body.
I just wanted to be like a primal naked self, you know, like this is me, and I am
confronting you with myself, there's no armor, nothing. That's like an aspiration
to able to show myself without shame... I'm very self-conscious of people seeing
me naked...so maybe it's a future aspiration to be able to be comfortable with my
own body for once.
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Figure 143: Me, Myself & I.
Like Lady Purfection, Jasmine wanted to confront her audience with herself and be
accepted for who she is. While Jasmine articulated an insecurity and represented
confidence in her self-portrait of exposure, Lady Purfection represented her confidence
by remaining hidden behind sunglasses.
Respect and recognition.
The artists took photographs that centered the personal and communal needs for
respect, recognition, appreciation, and belonging, in the context of work and life. Images
included self-portraits, cityscapes, and indoor scenes constructed to tell particular stories.
The artists placed value on wanting to be seen as a human being.
Mouse juxtaposed two photographs to represent her need to be acknowledged,
respected and admired while working. One image captured her feelings of vulnerability,
exposure and rejection when customers ignored her while stripping (figure 144). Another
image represented what she wanted to feel while stripping on stage (figure 145).
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Figure 144: Untitled. Figure 145: Untitled.
I thought that it [photo on the left] reflected the worse manifestation of how I feel
when I am working. In that I am putting myself out there to people, I'm
completely naked; it feels very vulnerable to be like that and to just have the
people who are clothed around me just not even paying attention. I mean, just not
caring and when you're stripping and you're really trying- I mean, you put so
much effort into trying to look beautiful for other people in this very
conventionalized way...and they ignore you. It just makes you feel like shit. So, I
took those two first because I thought that was an important feeling to capture, but
then I went back and thought, I am trying to make this about needs and aspirations
and these indirectly reflect a need that I need to not feel like this. But then I
thought I needed to go back and take these other pictures because this is what I
need from people when we are in that kind of position.
Mouse created her own performance story to illustrate her experiences as well as her
vision of being accepted while working and embraced for her hard work.
Mouse took another series of photographs- self-portraits- of her performing
mundane tasks and activities inside and outside of her house in her stripper clothes. These
photographs of her (i.e. smoking, drinking milk) represent a personal need to be
recognized as a human being (figure 146).
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Figure 146: Smoke Break.
To accompany the photograph of herself smoking outside she stated:
Clients don't want to hear about your actual life, that you drink milk out of the
fridge and that you smoke too many cigarettes out on your porch too late at night.
Or, you know, what you actually aspire to do with your life. They want to hear
that you have naked pillow fights, sprayed with cream all over each other...
(laughter). They would much rather have you facilitate those fantasies that they
already have running. So, I took these pictures because I really wish that it wasn't
the case, that even if it is my job to be that role for those men and occasionally
women that come there, that...I do wish sometimes that I could still be
acknowledged or at least recognized more as a human being with a normal life.
Jasmine photographed a bridge to represent her aspiration for recognition and belonging
to society (figure 147). This symbol represented her potential for becoming a part of
society, instead of an observer from below or above the bridge.
My aspiration is becoming a part of society, a part of this city, you know, doing
something cool in this city, this part of the country; actually making a name for
myself, eventually...so this is a bridge I've walked across many times. I used to
sleep under it. I used to walk across that bridge every morning after I got up,
coming back over to downtown. I've always liked the view from it, and I've stood
there watching the ships come in...
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Figure 147: Untitled.
While the photographs taken by Lady Purfection addressed her need for respect,
she explained that she wasn't able to specifically photograph that key concept.
How do you take a picture of respect? The need for respect from people on the
outside looking in. I don't disrespect anyone, period. I don't. Just because I'm an
entertainer doesn't mean I don't deserve respect or I don't deserve the right to live
my life how I want to as long as I'm not damaging anyone else's lives or putting
anyone else at harm. I don't think that the government, or the police, or whoever,
has the right to just disrespect people. Respect to me is- it's my ability to be able
to live my life without the people on the outside looking in and judging me.
Lady Purfection's sentiments about the personal, communal and societal needs for
respect were echoed by all of the artists who participated in this study in different ways
and through various stories and images. Regardless of the type of work the artists were
engaged in or their level or privilege, all of the women expressed the need to be respected
as workers and as human beings.
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CHAPTER 7
DISCUSSION
Introduction
The women's photographs capture the multi-layered and multi-dimensional nature
of their lives, as well as the depth, beauty and complexity of each artist. The images also
capture their humanity and desire to be viewed and treated with respect. While their
photographs and stories do not always give a prime focus to needs and aspirations related
to sex work itself, they are linked to other areas of their lives, including domestic life,
homelessness, hobbies, motherhood, politics, activism, grief, love and happiness. This
speaks to the ability of photovoice to capture the richness of people's intricate lives and
the opportunity for sex workers to present various parts of their selves. These
photographs serve to challenge the stereotypes of sex workers usually presented in the
media, which uphold essential unidimensional representations of sex workers. The artists'
needs and aspirations are shaped by their pasts, attitudes, beliefs and actions in the
present, as well as desires for the future. Using the photovoice method to weave together
their visions and voices allows for individual experiences and diverse realities to be seen.
From the perspective of an arts-based researcher interested in the "visual voice"
of sex workers who are often spoken about and for in research, I highlight in this chapter
the following three concepts that emerged from a synthesis of the findings: (1)
intersectionality and how it informs the women's diverse experiences (i.e. there is no
universal sex worker experience); (2) the shared experience of stigma; and (3) the power
of art in research. These themes will be discussed and presented in the context of the
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photovoice method and its focus on the photographic self-representations of participants'
selves, lives and experiences. This chapter presents how the intersections of the artists'
multiple identities and social locations shape the diversity of their experiences. These
factors also form the varied ways in which each chooses to express her needs and
aspirations through photography. The artists' self perceptions are presented to challenge
radical feminists' assumptions of their realities. The findings also highlight a common
experience shared among the artists: the stigma attached to working in the sex industry.
While stigma is experienced and expressed differently among the artists, the women
resist the externalized stigma through agency as photographers and in the creation of their
art. Finally, the power of art as a research tool is discussed as it impacts the artists as
study participants and me, as the researcher.
Intersectionality
The term intersectionality was initially coined by Kimberle Crenshaw in 1989 to
highlight the merging and mingling of multiple markers of difference (Ludvig, 2006). In
this discussion, intersectionality refers to the idea that an individual's experiences are
influenced by a multitude of identities (such as race, gender, sexuality, ethnicity, class,
ability, etc.) that interact and intersect. Social locations are created by the intersections of
multiple identities (Murphy, Hunt, Zajicek, Norris & Hamilton, 2009). The findings of
this study suggest that the unique self-representations of needs and aspirations for each
artist are informed by the intersections of their multiple identities and social locations.
Educational levels, sub-culture, age, lifestyle, personality, and roles in life (mother,
grandmother, wife, student, etc.) inform the artists' diverse identities and influence their
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experiences and expressions of needs and aspirations. Some of the life circumstances
relevant to the artists in this study include working conditions, family situation, living
and working in Portland, involvement in school, child welfare, or in the criminal justice
system, and homelessness. If I were to do this study all over again, considering the
prominence and relevance of intersectionality in these women's lives, I would adopt
intersectionality theory as one of my guiding theories.
This study challenges the findings of other social science research studies that
find commonalities among sex workers based on their type of work; either as strippers or
street workers. For example, Weitzer (2005) asserts that "the diverse experiences are
patterned in such a way that the prostitution market is segmented between indoor and
street sectors" (p. 215). However, the diversity of the artists and their multiple realities
transcend different types of sex work in this study. In the following sections, I weave
together the artists' experiences based on specific shared identities and social locations,
while highlighting the diversity of their needs and aspirations. I also present the artists'
self-perceptions and the ways in which they construct their images to express their
different needs and aspirations.
Diversity of Needs and Aspirations
The intersections of the artists' multiple identities and social locations resulted in
unique and sometimes overlapping needs and aspirations. Participants who shared similar
identities and social locations experienced the purpose of this study differently, including
a space for personal exploration, an opportunity for healing, and a space for community
activism. The lived experiences of the women and the ways in which they manifested
visually through photographs included different experiences of (but not limited to) the
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following: work and working conditions, violence, stigma, drug use and abuse,
homelessness, love, romantic relationships, future career aspirations, experiences of
domestic violence, and motherhood.
One might assume that Mouse and Grahm share similar experiences of working in
the sex industry, as well as similar needs or aspirations. They are the same age; they work
as exotic dancers, identify as Caucasian, attend the same private university, and come
from similar socio-economic backgrounds. However, the ways in which they represent
their needs and aspirations vary greatly, as well as what they identify as important.
Grahm's photographs mostly depict communal needs and aspirations as she
intellectualized the sex industry and brought attention to the harmful radical feminist
discourse on sex work. Grahm does not reveal many things about her personal life, aside
from her involvement in sex work activism. On the other hand, Mouse's photographs are
very personal in nature, consisting mostly of self-portraits. She does not identify any
communal or societal needs or aspirations and uses this project as a personal way to
reevaluate her life and think deeply about issues related to love, identity and being in the
world. She shares how her identification with the gutter-punk sub-culture shaped her life
aspirations. Despite a shared type of sex work, Mouse and Grahm had different
experiences as strippers. Grahm works at a hip, women-run nude dance club whose
clientele consists of white, educated men in their early 20s and 30s. Mouse works at a
family-owned strip club whose clientele consists of mostly Latino men and older
gentlemen interested in playing video poker. Both women work in other aspects of the
sex industry. Mouse engages in nude modeling and Grahm works as a dominatrix.
Based on the assumption that individuals who share similar traits also have
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similar experiences, one might never assume Mouse to have much in common with
Merry Mag, aside from heroin use. However, their photos and the ways in which they
took them (e.g. constructing their own scenes where they performed for the camera) are
very similar. Merry Mag, a 52-year-old street worker, "street educated," and homeless for
most of her life photographed very personal needs and aspirations. She uses this project
as a forum to heal from past grief. Like Mouse, she also reflects on issues of love and
identity. On the other hand, Merry Mag shares Grahm's activist identity and passion for
activism.
In this study, there are other artists who share similar lifestyles, common identities
and social locations, but express very different needs and aspirations. Merry Mag and
Sarah both share past experiences of homelessness and the death of mutual friends. They
work on the streets, identify as Caucasian, and struggle with drug dependency. Sarah's
needs and aspirations center on resources for street workers, struggles with addiction,
spirituality, and her experience of stigma. Sarah and Merry Mag shared similar
experiences of stigma (from society, clients and the police), encountered violence while
working, and faced discrimination as homeless women. However, Merry Mag's roles (as
a mother, grandmother and activist) coupled with a stable living situation at the time of
the study shape her expression of needs and aspirations. Merry Mag expresses the need
for awareness of poverty, violence and sex worker's rights. She expresses aspirations for
romantic love, more time with her grandbaby, and acceptance in society. Sarah does not
have children or a stable place to live and identifies different dreams and desires related
to survival.
Contrary to Farley and Kelly's (2000) claim that physical and sexual violence and
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drug abuse are intrinsic to prostitution, this was not the experience for all of the women
in the study. For example, Jasmine and Rogue are both in their 30s with young children
in the care of family members. They work off of Craigslist, engage in street work, and
struggle with heroin abuse and homelessness. Neither photographed a need or aspiration
related to the experience of violence. This does not necessarily imply that violence is not
ever experienced, but rather, that perhaps the occurrence and type of violence in their
lives does not require immediate attention or priority over other needs and aspirations as
suggested in some research.
Both Jasmine and Rogue present self-portraits of themselves panhandling to
document their preferred method of income-generation and their need to survive. While
Rogue hates sex work (the only participant who expresses discontent with sex work),
Jasmine does not mind it and sets clear boundaries for what services she is willing to
provide. Rogue's aspirations revolve around living a middle class lifestyle with her
husband, getting off the streets, and addressing her heroin addiction. Jasmine's
photographs are influenced by her identification with the gutter-punk sub-culture and her
alternative ways of viewing the world and its beauty. Her needs and aspirations reflect
the years of stigma she experienced as a result of this identity, her status as a homeless
sex worker, and addiction.
Rizzo, who is 18 years old, shares similar identities and social locations as
Jasmine and Rogue, in that she is homeless, identifies with the gutter-punk sub-culture,
engages in street work, works off of Craigslist, identifies as Caucasian, and struggles with
addiction. Most of her photographs reflect her need for resources and include innovative
ideas of how those needs can be met. She also identifies her various skills, which she
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aspires to enhance, and sees her work in the sex industry as temporary. Her youthful age
is reflected in her photographs depicting the multitude of future possibilities.
Photographs of career aspirations were also taken by Alex, Bee and Crystal. All
three of these artists articulate their desire to transition out of the sex industry. While
these women share common identities and similar social locations, one cannot assume
their needs and aspirations to be similar. They are all single and worked as strippers for
ten years. All three expressed how they were getting older and "couldn't move up" in sex
work. Crystal and Bee experienced domestic violence in the past. This resulted in the loss
of custody of Crystal's four children. Bee did not lose custody of her son and shares how
their experiences of homelessness and domestic violence brought them closer together.
Bee's aspirations center on wanting to do more for her self (i.e. pursue another line of
work and focus on her hobbies) now that her son is an adult. Crystal's photographs
express her desire for better self-care and independence so that she can reunite with her
children. Jasmine and Rogue also discuss their children who are in the care of others.
While Crystal's children are in the custody of the state, her needs are centered on
improving her finances and transitioning out of the sex industry so that she can be
reunited with her children. This is not the case for Jasmine and Rogue, whose children
are in the care of family members. Their photographs center on needs related to survival
and addressing heroin addiction in order to have more stability in life.
While none of the artists explicitly discuss their racial or ethnic identities and
their influence on their experiences in the sex industry, Crystal shares how her Latina
background and Catholic upbringing play a role in her spiritual beliefs- giving her hope
in life. Lady Purfection also expresses the importance of her faith and feeling empowered
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from within. She presents various photographs that emphasize her choice to work in the
sex industry and her need to be respected. In a self-portrait of herself dancing on stage,
Lady Purfection mentions that it isn't easy being Creole Blackfoot Native mix, but she
does not elaborate on how her racial identity impacts her experience working in the sex
industry. Her fiance supports her work as an escort and stripper, unlike Alex, who feels
that the men in her life are judgmental towards her because of her work. Lady Purfection,
Merry Mag, Bee, and Mouse all communicate their view of sex work as a form of art and
symbolize this idea in photographs of themselves and their surroundings.
Self Perceptions
It is important to highlight that contrary to some perceptions and representations
of sex workers as vulnerable victims (Farley & Kelly, 2000; Farley & Barkan, 1998)
none of the women in this study see themselves as victims, even if they experienced
emotional, physical, and sexual violence, poverty, or drug addiction. All but one of the
artists present mixed feelings about sex work in regard to personal power, agency,
freedom and choice. All of the artists emphasize that working in the sex industry was
their choice. This is contrary to some radical feminist beliefs that "few women would
choose prostitution" (Young, Boyd, Hubbell, 2000, p. 797). As previously mentioned,
Rogue was the only participant who expressed negative experiences from her work in the
sex industry. She expresses feeling ashamed by engaging in prostitution and wanted to
stop but felt compelled to trade sex for money out of financial desperation and to support
her drug habit.
Construction of Needs and Aspirations
The artists constructed their needs and aspirations in their photographs by
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representing parts of their complex selves, locations, and identities.
In the process of performing in front of the camera, as well as explicitly creating
images (of ourselves or of other subjects) and telling stories (including those
around images, for ourselves and for others), we enact ourselves, individually and
collectively. (Van House, 2009, p.1084)
Each artist's expression of her needs and aspirations reflects how she internally defined
and "framed" her reality, herself, and other people; how her thoughts, feelings, memories,
attitudes, and beliefs were stored inside her and manifested visually.
Some of the participants constructed performative photographs by dressing up for
the camera and constructing their own scenes to relay a particular experience. I was
intrigued with the idea of sex workers creating self-portraits as a vehicle for promoting
their self-exploration, reflection and personal discovery of their needs and aspirations.
Martin and Spence (1985) highlight that a self-portrait "represents a range of
possibilities, or subject positions, which are not forever fixed in silver...these can be
examined, played with, questioned, accepted or discarded" (p. 67). Mouse, Lady
Purfection, Merry Mag, Jasmine and Rogue used their self in their photographs. Mouse
took a series of self-portraits in various stages of dress, in different types of clothing, and
in different locations. She represented herself as a musician playing the accordion, a
spontaneous woman daring to climb on top of the roof, an individual desiring growth, a
character working as a stripper, as a piece of art in her stripper clothes, and so on.
Similarly, Merry Mag experimented with self-representation and took a number of
photographs that depicted herself as an activist, a grandmother, and a street worker
mourning the loss of her sisters. Jasmine's self-portraits included images of her gutter-
punk identity in the form of graffiti, her situation as a homeless woman while
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panhandling, and an image of her "primal naked self."
A few of the women used their bodies or photographed the body parts of others to
represent their own needs and aspirations. The bodies that the artists photographed
represent sites of struggle, power, strength, independence, choice and vulnerability.
Grahm took a series of photographs of body parts to represent the need to challenge the
representations of sex workers and the assumptions made about their lack of self-
determination. Grahm's choice of images and ideas around challenging radical feminist
theoretical constructs reflect her socio-economic location and status as a college student.
Mouse presents her own body as a site of objectification and judgment, as well as a
location of power and vulnerability. This symbolism is also illustrated in her other
photographs and descriptions of the contradictions she experienced while working in the
sex industry. Tidwell, Heston and Fitzgerald (2009) believe that "even when people use
objects as stand-ins or signifiers for their bodies, they are linking, extending or
representing their corporeal existence and identity" (p. 129).
Some of the artists represent their emotions in photographs to symbolize a
particular need or aspiration. For example, Merry Mag, Sarah, and Jasmine represent
their emotions around the deaths of their close friends. Through their images they express
needs to address feelings of pain, guilt, anger and sadness associated with death.
Gauntlett (2007) explains that "making artistic work gives a person the opportunity to
externalize, and therefore, diffuse their personal pain" (p.11). The artists' photographs
and the opportunity to share their stories appeared to facilitate healing. One of the artists,
Alex, infuses many of her photographs with humor to express various needs and
aspirations. According to Van House (2009), humor can be seen as a form of self-
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representation. Under certain circumstances, use of humor has been a powerful tool for
resistance and a means of coping with difficult situations (Gouin, 2006). Alex uses humor
to contest assumptions and stereotypes. Sarah also uses humor in her photograph of a cat
to express the communal need to not be criminalized for street work.
Many of the artists use their imagination to express their needs and aspirations. In
particular, the artists wrote poetry to accompany their images. Leavy (2007) explains that
"poetry relies on emotional evocation as part of meaning-making while simultaneously
exposing fluidity and multiplicity of meaning" (p. 5). Poetry is used to provide an
additional layer of meaning and self-expression of the artwork. Both Alex and Lady
Purfection identify as poets and felt their artwork to be complete once their photographs
were accompanied by poetry. The artists also use storytelling as a way to create meaning
of their images representing needs and aspirations. The stories shared by the artists
consist of their past experiences and provide a perspective of their social locations and
circumstances in life. Cole and Knowles (2001) state:
The stories we remember and tell about our lives reflect who we are, how we see
ourselves and perhaps, how we wish to be seen. In other words, when participants
are revealing elements of their lives they are revealing elements of their identities.
(p.119)
As story tellers, the artists hold the power of sharing their experience and representing
themselves in any way they chose. They also hold the freedom to re-invent themselves.
Stigma
While the intersections of one's multiple identities produced distinctive
experiences and varied needs and aspirations, there were meaningful similarities. Based
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on their shared sex worker identity, the artists expressed experiences with stigma. This
study supports the findings of other sex work research that highlight the stigma
experienced by sex workers. Vanwesenbeeck (2001) addresses the stigma faced by
female sex workers and the additional efforts they put into managing their identities.
Sloan and Wahab (2000) speak to the burden of stigma and the barriers faced by sex
workers as a result of discrimination.
While the experience of stigma is prevalent in all artists' photographs and stories,
the ways in which stigma is experienced and expressed differs across them.
Vanwesenbeeck (2005) also asserts that stigma does not affect all sex workers to the
same extent. In this study, variation was found in the amount and type of stigma-related
experiences and negative social reactions encountered. It was common for women to
experience additional layers of stigma related to their drug addiction, homelessness, and
mental health issues. Phelan, Link, Moore and Stueve (1997) discuss the stigma faced by
individuals who are homeless and experience mental health issues and the perpetuation of
their discrimination in society.
For the participants in this study, stigma took various forms. Based on their sex
worker identity, the artists described stigma as verbal and physical insults by clients, law
enforcement, and lovers; for example, being called a "slut," "whore," "diseased," and
"AIDS-infested." One participant was told to "go suck-up someone else" by her partner.
Stigma was also felt by feeling "judged," "disrespected," "worthless," and being treated
like "garbage." Some women talked about being a homeless sex worker and feeling like
they "didn't exist," "invisible," "excluded," and "shut out from everything." The artists
who experienced stigma related to mental health issues felt like "people were looking
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down in disgust" and expressed feeling like they were "contagious." While stigma was
experienced differently depending on one's social location, identity, and working
conditions, the need to not be stigmatized and stereotyped was infused in many of the
discussions and photographs. The following section describes the stigma experienced by
the artists and the ways in which it was resisted through the creation of art.
Resistance to Stigma
Many of the artists used their photographs as a strategy to challenge fixed
ideologies about sex workers and sex work, to deconstruct old dichotomies, and to define
themselves. Jasmine, Rogue, and Merry Mag discuss the stigma they felt as homeless
women and as sex workers. Rogue presents a self-portrait of herself facing the camera
(figure 93) and challenges the viewer to really get to know her instead of just "judging
the book by its cover." As someone who was homeless and involved in street work
Rogue feels stigmatized and judged based on her appearance. Jasmine adds that her
gutter-punk identity, in addition to being homeless, contributes to feeling stigmatized and
excluded from certain public places. The symbol of graffiti that she photographed (figure
141) represents her place within a sub-culture. She shows her resistance to hide her
identity as a gutter-punk as she "tagged" her existence. Merry Mag presents an image of a
homeless woman's feet (figure 58). In her description of the woman's feet as beautiful,
she re-defines common notions of beauty and resists the stigmatization and judgment of
homeless individuals.
Grahm discusses the communal need to address stigma. She also expresses her
own personal desire and need for anonymity due to the stigma associated with working in
the sex industry. While she does not explicitly report feeling stigmatized, she expresses
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her fear of "coming out" as a sex worker because of the social stigma. Alex photographs
a fence (figure 92) to depict the stigma she feels from men who hate her for the same
thing that they love her for (working in the sex industry). Her image of a fence and
description of not wanting to feel "fenced in" represents a resistance to the stigma
imposed on her by potential romantic partners.
Merry Mag and Sarah worked on the streets for many years. They both
experienced substance abuse, homelessness and violence. For both women, stigma is
intertwined with experiences of violence from clients and the police. Merry Mag shares a
story of her experience of physical violence from a client who beat her and called her a
"whore." Her accompanying photograph of the stitches (figure 27) and the caption that
includes "Not all People Hate Us" represents her resistance to the stigma of sex workers.
Sarah also shares her experience of feeling stigmatized by police and recalls their hurtful
insults towards her. As she shares her story, she talks about her own resistance to being
arrested by the police in that moment when they accuse her of prostituting without any
evidence. They call her a "fucking bitch," a "nasty whore," and accuse her of having
"AIDS-infested tears." Sarah also expresses being treated unfairly at a motel (figure 18)
where she is discriminated against and kicked out because of her involvement in street
work. She shares how she stood up for herself and the other women who were with her to
resist the unjust discrimination.
Merry Mag carries the weight of the social stigma attached to sex work and feels
that she isn't worthy of romantic love as she expresses in her photograph of E.T. (figure
48). She also talks about the stigma she feels because of her mental health issues and the
discrimination she experiences from her own children. Merry Mag shares her experience
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of being treated as if she is contagious and incapable of watching over her granddaughter
because of her schizophrenia. She feels stigmatized by her children as a result of her
mental health issues and photographs her resistance to their stigma in a self-portrait of
herself holding her grandbaby with pride (figure 49). In other photographs, Merry Mag
presents her opposition to outsider-imposed stigma through her collage of activist images
(figure 83) and her critique of criminalizing laws against sex workers. Sarah also depicts
her resistance to the stigma associated with working in the sex industry in her photograph
representing the "3 condom law" (figure 81). She wants to highlight that anyone carrying
3 condoms or more is susceptible to being punished under this law, not just sex workers.
The artists exercise power, agency, and control as they presented their realities,
varied experiences, and multiple identities in the forms of needs and aspirations. The use
of a camera provides the means of giving the artists authoritative voice (Bloustien &
Baker, 2003). They use their creative control and freedom to set the agenda for what was
depicted and discussed. The artists are agents exploring their subjectivities. By presenting
their needs and aspirations and choosing to reveal or withhold information, they shaped
the stories that evolved. The artists actively resisted the stigma in their lives through the
creative representations of their multiple realities and complex selves. These acts of
resistance through art can be seen as a strategy for taking action. The opportunity to
represent themselves, their needs and desires allows for the redefinition and re-
conceptualization of stereotypes and assumptions.
Power of Art
For the Artists
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Transformation
The use of art in this study had a powerful and meaningful impact on the artists.
Many of the women reflected on the transformative power of art. Under the theme, Self-
Empowerment and Identity, the artists demonstrated how their participation in the process
presented new possibilities for living their lives and provided a space for visually
documenting their transformation. Photovoice allowed participants to use photographs as
an extension of themselves and a space to reenact their visions. For instance, Mouse
presents the photograph of herself on the roof top (figure 126) and identifies her
aspiration to do "more spontaneous, seemingly-impossible things in her life." She
identified her aspiration, acted upon her desire, and photographed herself in action. This
was also evidenced in one of Jasmine's self-portraits. She presents herself topless (figure
143) and shares her aspiration to be able to show her naked self without shame. Like
Mouse, she identified her aspiration, took action to achieve her goal, and photographed
her accomplishment. Rizzo also articulates her aspiration to save money. During her
participation in the project, she bought a new coin purse and devised a strategy to save
her money by placing the coin purse at the bottom of her backpack. The opportunity for
sex workers to use photography to document their needs and aspirations elevates the
importance of their creative abilities and their personal strengths, thus supporting the
potential for transformation.
Empowerment
The participants whose photographs were related to the theme Social Justice and
Activism felt empowered through the opportunity to use art as a form of activism. For
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Sarah, her participation in the study gave her the opportunity to explore her creativity in
support of the rights of street workers. She shares:
I was SO skeptical about getting into this project because of my health issues and
I just felt like I couldn't take on anything extra because I couldn't commit to it but
I am SO glad I did because it's given me a purpose. I've always had a purpose to
help the girls and to stand up for our rights and to fight against police brutality
and what not, and so this has given me a great opportunity to pursue my mission,
and so I'm so happy...it's also created an urge, a desire to experiment more with
photography. I loved taking the photographs...I can't wait for the art show.
For Grahm, whose photographs also centered on the theme of Social Justice and Activism
this study presented excitement and possibility. She said, "It is exciting and new to think
about how your ideas are coming across when you are taking a photo and how you can't
control how it's perceived or whatever. That is exciting-like thinking about the places
where these images can go in people's heads..." Using photography provided the artists
with the chance to reach and engage the public.
Some of the women felt empowered by the ways in which photography provided
them with an opportunity to think about what was important in life. For Mouse the
process of creating art and talking about her needs and aspirations was empowering. She
expressed:
It was amazing. I really liked how much it forced me to think about these things
in relation to being a sex worker, or in general, I haven't thought about what my
needs and my life were in a really long time...especially now, that I am going
through a tumultuous time. There is a lot upheaval in my life right now and I am
redefining what my goals are in a lot of ways. Thinking about a lot of these
aspirations made me feel a lot more positive. The fact that photography was
involved was really wonderful because every time I would come up with
something I would take a picture. Now I have that record of what I was aspiring
to. This is probably the most important roll of pictures I have ever taken because
there was so much thought put into each one of those and they are all so personal.
Each picture reflects something that I think of as being very, very important.
Mouse's participation offered the opportunity to identify, redefine, and document her
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needs and aspirations during a crucial time in her life.
Agency and Voice
Participation in this photovoice study was a way for the artists to assert their
agency and voice. After sharing all of her photographs in the individual dialogue session,
Lady Purfection talked about her experience in the study. She said, "I just wanted to say
that I'm glad I partook in this study. It just makes me feel good that my voice is being
heard. I'm just really happy I got a chance to share my part." Through their visions,
voices, and the opportunity for self-representation, the artists assert their agency and
subjectivity. Considering the participants as agents capable of investigating their own
situations empowers them and can make a project more useful to them (Feen-Calligan,
Washington, & Moxley, 2009). Through this photovoice project, Merry Mag found use in
the healing power of art. She expressed, "the process has been wonderful healing for me,
especially relative to the women that I personally knew that died...And you know, I
could have said a million words but until I went to that graveyard and had my friend take
those pictures of me, I couldn't tap into the pain that I had buried so deep with my friends
that had been murdered..."
Visibility and Existence
For those most marginalized in the study, based on their lack of resources for
survival and type of sex work, the project provided visibility and a sense of existence.
Hammond (2004) states, "a photographic presence may serve as an important political
statement of existence and significance" (p. 137). A few women identified the need for
existence and some women photographed events in their lives as a way to prove things
happened. For instance, Sarah photographed Motel Cabana (figure 18) as a way to
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document the injustice she experienced and to share feelings of discrimination. Rogue
and Jasmine took various self-portraits, photographs of their loved ones and of their lives
on the streets. They talk about being stigmatized and treated as if they didn't exist in
society. Photographing themselves and their surroundings communicates their presence
in this world and reinforces the importance of their existence.
Friedrich Nietzsche suggested that human beings, since ancient times, have felt
the need to make marks to represent their lives and experiences, not simply as a
reflection of private dreams, or to communicate instrumental facts about survival,
but as a kind of necessary celebration of existence: an impulse which calls art into
being, as the complement and consummation of existence, seducing one to a
continuation of life [1872] (Gauntlett, 2007, p. 26).
This quote reinforces the power of the artists' photographs, which went beyond the
expression of their needs and aspirations, to illustrate the human essence of being.
For the Researcher
This study gave me the opportunity to hear the rich stories and experiences of a
marginalized group of women I might not have otherwise connected with. It challenged
my own biases, fears, and assumptions. At the same time, this study stimulated, inspired
and transformed me. I did not know what to expect from the artists and assumed their
photographs would fit into neat categories of needs and aspirations, either based on type
of work, race, class, or age. I did not take into account intersectionality and the
complexity of human existence, past and present, and the various forces shaping visions
for the future. I had not even considered the different sub-cultures existing within the sex
industry. I assumed that sex workers embodied more or less, one stereotypical "type." I
was inspired by the diversity of images, their emotional impact, and the creative ways in
which the women depicted themselves and their experiences. I did not expect the
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participants to go to such great lengths to create their own scenes and infuse self-portraits
to relay a particular idea. I assumed that the photographs would mostly consist of
documentary style images. I also did not expect the women to identify their dogs as
crucial to their needs and aspirations in life. This spoke to their desire to feel support,
acceptance and unconditional love.
I cherish my unique relationships with each of the artists. There were three
women with whom, under different circumstances, I could have easily been good friends.
One artist invited me to her place of work, sharing another part of her life with me.
Another participant invited me into her home and shared her hospitality. Two of the
women exposed me to a humbling experience related to their state of homelessness.
During one of my encounters with them, I sat down next to them on a downtown street to
collect their film and check in about their progress. I happened to sit behind their street
sign created for panhandling and was offered a sandwich by a stranger walking down the
street who thought I was also homeless. This experience gave me a sense of empathy and
a deeper feeling of awareness.
I value how the artists shared personal images of their streets, homes, pets, friends
and family, and those things close to their hearts. I was invited to understand their lives,
dreams and desires, and to celebrate their artistic creations. I carried their memorable
images around with me in my mind. I felt compassion for the artists as they described the
stigma they experienced and other difficulties they encountered day to day or in their
past. At the same time, I felt a unique connection and closeness with having the privilege
to hear about and see their dreams and aspirations, some of which I also shared. Seeing
the photographs related to the women's aspiration of travel mirrored my own love for
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travel and experience of other cultures. Seeing photographs depicting musical
instruments echoed my own love for playing the piano and my dream to learn how to
play the accordion. I also shared similar aspirations with the artists, related to finishing
school, for example, the fear that this dissertation would not be completed.
I gained a greater appreciation for the complexity of their lives and some of the
inherent contradictions of working in the sex industry. I attribute these contradictions to
the multiple and often contested identities of the artists. I also acknowledge that
contradictions exist within each and every one of us. There were times when I felt
sadness about the women's experiences of violence, as well as outrage at the injustices
and unfair policies aimed at criminalizing those engaged in sex work. We experienced a
range of emotions together in the individual dialogue sessions, we cried, we laughed. I
admired how the artists stretched their boundaries of personal expression and told
powerful stories of strength, empowerment, and resilience. Art allowed us to step both
deeper and outside of ourselves and our experiences (Cahnmann, 2006).
This arts-based study also fostered my relationships with members of the
community who shared similar values, interests, and appreciation for art. Collaboration
with my community partner provided support, guidance, and personal growth. Our many
months of working together inspired different ways of understanding the research process
through our sharing and exchange of ideas. We spent countless hours debriefing,
brainstorming, and pooling our limited resources together to provide compensation for
the artists. We combined our skills and visions to bring together the artists, social service
providers, and members of the community at different points during the study and to the
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art exhibits. The following chapter details the power of art for social work practice,
policy and research.
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CHAPTER 8
CONCLUSION
Implications for Social Work
The images and voices of sex workers in this study hold several implications for
social work practice, policy and research. The social work profession has a history of not
taking into account the voices of sex workers when creating programs to meet their
needs. From a practice perspective, the use of photography allows sex workers to identify
and creatively represent their needs and aspirations, thus informing social service design
and delivery. The photovoice methodology provides an opportunity to bring together
individuals and empower communities to work for long-term social change. Visual
images can serve to educate and influence social workers, activists, academics and other
influential community advocates working on sex work policy issues. Alternative methods
of data collection and representation in social work research allow for a new ways of
knowing and understanding the nuanced experiences of sex workers.
Practice
Social workers who engage in practice with sex workers can explore the
usefulness of creative art forms, such as photography, as another way of knowing that can
be used to inform practice wisdom. This study brings forth the significance of: (1)
valuing diverse and creative ways of knowing and expression, (2) cultivating professional
awareness of sex workers' needs and aspirations for improved service design and
delivery, and (3) taking steps to move beyond just social service delivery and toward
working for social change.
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Valuing knowledge through art
Fusing art with social work enhances the multiple possibilities of knowing, seeing
and understanding differently. Kaminsky (1985) parallels art with social work and
articulates:
Art, like social work, provides catharsis and insight, self-awareness and
awareness of the contradictory nature of society and our experiences of it. Social
work, like art, validates the experiences of groups of people who have been
rendered voiceless by official culture. (p. 22)
Social work can learn many things from the arts with regards to the multi-layered, multi-
dimensional nature of people's lives. The creation of art in social work serves to illustrate
the multiple realities of individuals working in the sex industry from their own
perspectives and manners of representation. Photovoice method provides "a vehicle for
stimulating the `authentic voice' of participants, enabling them to communicate their own
experiences" and emphasize aspects of their work in the sex industry that is often
inaccessible to the public (Feen-Calligan, Washington & Moxley, 2009, p. 426).
An appreciation for different ways of knowing and self-expression is congruent
with social work values of valuing the dignity and worth of each person (NASW, 1999).
By turning the photographic lens on themselves and their life experiences, the artists in
this study engaged in diverse ways of critical self-reflection and creative self-
representation. Photovoice reinforces the belief that each woman is an expert of her own
life, while maintaining the power in her ability to shape her subjectivity according to the
narratives and images she wishes to share. Incorporating art into social work practice
with sex workers can encourage dialogue, which is critical to promoting the
understanding of their lived experiences.
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The photographs in this study rendered empathic understanding of the sex
workers' needs and aspirations and how they defined them. Artistic forms of
representation facilitate compassion by connecting people on emotional and intuitive
levels, which is a necessary precondition for challenging harmful stereotypes (Leavy,
2009). Social workers need to disregard negative stereotypes and judgmental attitudes
about sex workers and place them at the center of service provision (Wahab, 2004)
instead of treating them as vulnerable victims that need to be saved. By valuing the
creative and diverse images and voices of sex workers as artists, social workers can
attempt to abandon stereotypes and assumptions about individuals working in the sex
industry. They can begin to operationalize the social work values of self-determination
and acceptance. Social workers can start to work from an expanded understanding of sex
work as a complex form of work. From a social work standpoint, Allen Irving (1999)
asserts that we must embark on alternative journeys where sacred, stable meanings slide
into the space of scattered meanings, fluid subjectivity and multiple realities. Resonating
with this dissertation, Irving asks us to see ourselves not as social workers seeking
universal truths, but as "connoisseurs of ambiguity" (p. 6). This suggests we embrace
multiple realities, different ways of knowing, and various mediums of expression and
representation as valuable for understanding the complexity of human experience.
Service design and delivery
Photovoice has various implications for service design and delivery. Individuals
working in the sex industry should have a central role in the design and delivery of social
services. Photovoice supports participant-driven identification and determination of
appropriate social service needs. The participatory aspects of photovoice provide social
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workers with collaborative tools to include sex workers perspectives. Sex workers'
perspectives "may lead to culturally appropriate solutions because participants are
involved in the collection, interpretation and dissemination of the findings" (Valera,
Gallin, Schuk & Davis, 2009, p. 312). Photographs provide visual data from the homes,
streets, workplaces, and communities where sex workers spend their time. This lends
itself to a more culturally appropriate understanding of social service needs and
potentially more innovative service design to meet and deliver those needs. Photographs
also form visual evidence to facilitate the prioritization of issues identified by sex
workers and to support their advocacy endeavors. For example, in this study, Jasmine
photographed her sleeping bag at the camp where she stayed every night to express the
immediate need for shelter. Rogue photographed herself panhandling on the streets to
highlight the lack of resources for survival. Rizzo photographed clean needles to
emphasize the need for more needle exchange services.
This study suggests several recommendations for resources associated with
improving service design and delivery to sex workers. Many of the basic needs for
survival expressed by the sex workers in this study are similar to those articulated in a
needs assessment study of street workers by Weiner (1996). The artists in this study who
were homeless identify needs related to survival and sustaining their everyday existence
such as needs for food, water, clothing, shelter, and services like drug rehabilitation and
health care. These women also highlight the need for drop-in centers with available
meals, showers, and mailboxes. All of the artists express the need for social inclusion and
acceptance, as opposed to stigmatization and judgment.
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Photovoice method can also be used to explore which existing services need to be
altered or changed to meet the needs of sex workers. Through images of their
experiences, individuals working in the sex industry can share evidence and thoughts on
social services and programs that are not having their intended effect (Molloy, 2007). The
women in this study provide several recommendations for improving existing social
services to meet their needs. For example, Rizzo photographed food to relay the need for
take-away lunches instead of sit- down meal services at a shelter due to unpredictable
working hours of street work and escorting. Rogue, Rizzo and Lady Purfection
photographed restrooms and water fountains to advocate for 24-hour access. Sarah and
Lady Purfection, who lived in different motels, spoke to the need for a drop-in center that
was not contingent upon, or connected to drug and alcohol treatment services. A drop-in
center could serve as a safe space for sex workers to go to after work shifts. The
participants emphasized the lack of services available in Portland for sex workers who
are not involved in drug and alcohol rehabilitation or the criminal justice system. Others
expressed the need for voluntary drug rehabilitation services not connected to the
criminal justice system. Social services must be acceptable and accessible for individuals
working in various aspects of the sex industry, delivered in a safe environment, and in a
respectful manner (NASW, 2005). The different realities and circumstances of the
women in this study illustrate the importance of including sex workers' voices in the
development of different types of services to ensure their appropriateness.
The unique aspect of this study was that the artists' photographs highlight their
needs while simultaneously visually depicting and providing insight into their
experiences and the conditions of their lives. Visual art, such as photography, adds an
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additional layer of perception and understanding of sex workers' needs. The use of
photographs is valuable for highlighting current living situations, documenting the lack of
resources, and revealing the deeply nuanced, highly complex relationship among
individuals and their environment. For example, living in a state of homelessness can
mean and look like many different things, but using the camera as a tool to illustrate
one's living situation may engender empathy and urgency to create positive change.
Illuminating the aspirations of sex workers is congruent with social work
strength-based practices that focus on individual talents, competencies, visions, and
hopes. The opportunity to photograph their aspirations supported these sex workers'
agency and self-determination. The visual documentation of possibilities and the
identification of talents and strengths in one's life can assist sex workers with building
upon those strengths to improve conditions in their life, if desired. The arts can convey
messages of hope and opportunity. While alternative occupations and lifestyles may be
limited for some women, it is still important to recognize that there are possibilities and
choices available to sex workers, even within limited options (Wahab, 2004). An
aspiration for several of the artists in this study was to obtain an education to learn and
enhance various skills (e.g. managerial, culinary, veterinary, computer, artistic skills).
Educational opportunities and job assistance services for sex workers should be available
for those who want them. Education can serve to broaden employment opportunities, and
job training can serve as a way to explore other occupations. The opportunity to
photograph one's aspirations can provide a starting point for identifying strengths,
interests, and new directions in life. For those sex workers who are content with their
lives and their choices, visual documentation of their experiences can be reaffirming and
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empowering. Photography can be an opportunity for sex workers to advocate for rights,
display their talents and strengths, and share their visions and voices.
Photovoice method provides the opportunity for participants and social work
researchers and practitioners to reflect together and stimulate discussion, awareness, and
action plans for addressing social justice. Visual representations of the lives and
experiences of sex workers have the power to provide individuals with a new
consciousness of what actions to take and how to proceed. Exhibits in the community
featuring art by sex workers serve to educate the public, taking research out of academia
and to diverse groups of people and different communities. Photographic representations
of sex workers' diverse lives and multiple realities can serve to challenge stigma and
work towards addressing their rights.
Working towards social change
Photovoice has the potential to improve service design and delivery to sex
workers by taking into account their own visual voices of what is needed in their
communities to meet their needs. However, while social services provide support to those
sex workers who are struggling to survive, this does not address the underlying structural
inequalities that serve to marginalize and stigmatize sex workers on various economic,
social and political levels. Beyond providing visual evidence for innovative and relevant
social service design and delivery, photovoice supports a social change agenda for
working toward long-term equality and structural change.
According to Paul Kivel (2006) when social workers place all of their focus on
social service design and delivery, this serves as a disadvantage to long-term social
change. Using a hierarchical, economic pyramid to present the unequal distribution of
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wealth and resources in the U.S., Kivel (2006) explains the role of social service agencies
in maintaining established wealth and existing poverty through the system of "helping"
others instead of developing ways to create community power for change. He advocates
for placing our energy into mobilizing communities to battle against exclusion,
marginalization, decriminalization and violence, while "simultaneously engaging in a
long-term struggle for redistribution of wealth and power" (Kivel, 2006, p. 23).
Kivel's framework for social change supports the intent and purposes of the
photovoice method with regards to bringing people together to connect and identify
common goals, and empowering people to work for social change. Photovoice is one
such strategy for uniting sex workers so that they see they are not alone, their problems
not unique and their needs and aspirations interrelated. This study was successful in
bringing individuals together through photography to identify their needs, aspirations,
common struggles, and experiences. Through various art exhibits, the women in this
study continue to present their visions and voices to different communities to bring
awareness of the stigma, discrimination, and inequalities they encounter based on their
various identities and work in the sex industry. Photovoice is congruent with Kivel's
emphasis on creating situations where individuals can take action by coming together for
increased consciousness, resource sharing and empowerment. I agree with Kivel's
argument that it is not enough to focus on social service delivery, but rather, to go further
to support the grassroots leadership, organization, and empowerment of individuals and
communities; one way to do this is through art created by sex workers.
Policy
Incorporating art as social activism within social work has the potential to impact
313
county, state and NASW policy related to sex workers. Photovoice art exhibits provide a
forum for influencing local policies, such as the PFZs, that criminalize sex workers.
Artistic representations of sex workers' needs and aspirations support advocacy for social
services and long term structural change instead of a criminal justice response to sex
work. A few of the artists address the need for decriminalization or legalization of sex
work in their photographs and expressed the importance of changing current state policy
on sex work. They articulate the importance of being able to carry out their work safely
and without fear of arrest. Photographs created by sex workers can serve to visually
depict the harmful effects of criminalization on their lives.
Social workers who are informed of the significance of decriminalization can
advocate for the rights of individuals working in the sex industry, together with sex
workers themselves, and adapt a decriminalization agenda within their agencies. Social
workers can also support the NASW policy statement on commercial sex work that
supports self-determination, addresses the issues faced by sex workers and advocates for
their rights. It is important for sex workers to be acknowledged by social workers as
experts, leaders, and advocates of their own lives and profession. Participation in a
photovoice study where their visions and voices are shared with various communities can
open up opportunities for sex workers to engage in activism and action for social change.
Research
Photovoice is a useful means for uncovering voice, meaning, visions and the lived
experiences of sex workers. It contributes to new ways of knowing and understanding the
world through the eyes of the artists using an interdisciplinary approach to research.
While the fields of education, community health, and nursing have embraced arts-based
314
research, social work has yet to significantly incorporate the arts into research. This
dissertation provides an example for how to use art within research to facilitate a richer,
more complex understanding of sex workers' experiences and realities.
The images and processes of artistic creation are always at least one step ahead of
the reflecting mind. If we continue to follow the standard behavioral science
methods of establishing what we plan before we do it, we undermine the power of
our discipline to offer something distinctively new and useful to research.
(McNiff, 1998, p. 27)
This speaks to the potential for arts-based research approaches to contribute to new
knowledge about the perspectives and multiple realities of sex workers.
Arts-based research in social work counters the dominant forms of representation
produced within the social sciences and supports the use of art to deepen meaning,
expand awareness, and enlarge understanding. Creative forms of data representation
promise to increase the variety of questions that we ask about the phenomenon we study
since they present new ways of seeing and new settings for their display. Creative forms
allow the researcher and the participants to utilize their individual skills and abilities. As
an artist and a researcher, I had the opportunity to creatively express my experiences of
the research process. The artists had the opportunity to use their photographic talents to
illustrate their needs and aspirations. Using art within research is a way to utilize greater
varieties of human intelligence, talent, and imagination.
Arts-based research in social work can foster social action and advocacy around
the needs and issues of sex workers through creative means that are shared beyond
academia and with the broader community. This is congruent with the profession's
ethical responsibilities of social and political action within the broader society (NASW,
315
1999). This study responds to the unmet need for combining creativity and scholarship
with social action for the purpose of educating communities, challenging stereotypes, and
inspiring action for change with regards to sex workers.
Challenges Encountered
While the benefits of arts-based research far outweigh the challenges encountered,
the difficulties of carrying out a photovoice study are important to discuss. A major
challenge of this study was participant recruitment. Even though Portland has a large sex
industry, and despite the fact that I collaborated with a community partner for assistance
with recruitment, it was difficult to find women who were interested or able to dedicate
so much time to the photovoice study. Sex workers are a difficult to population to reach.
The illegality and stigma associated with their work inhibits sex workers from openly
identifying themselves to others for fear of legal ramifications or judgment from others.
Difficulties in recruitment may also be related to the nature of the research and
motivations to participate in the study. The task of creating art through photography may
be daunting, frightening or too demanding for some individuals. In addition, the $50 in
compensation, coupled with the camera and photographs, may have paled in comparison
to what some of the women could make working. Some of the women's motives for
participation include passion about the issues, activism around sex workers' rights, and a
stated desire to help other female sex workers. There were three women who contacted
me about participating in the study after hearing about the art exhibit in the media.
However, by this time, all phases of the research were completed.
316
Another challenge included maintaining contact with the participants over a long
period of time. Several of the women experienced homelessness throughout the duration
of this study and were difficult to reach. Drug dependency, health, school, legal troubles,
work schedules, and "life" in general got in the way of the women's ability to take time
to finish their roll of film. Some participants took a week to finish their roll of film while
others took months. Those participants invited to participate toward the end of the
recruitment process reported needing more time to finish their photographs and one
participant reported feeling rushed to finish. Participation in this study was time-
consuming for participants because contact was maintained with all of the women for six
months (from the start of recruitment until the first art exhibit opening). The participatory
features and my dedication to using art as activism required many hours of work on my
end and costly to implement. Two community fundraisers were held to cover the
compensation costs for the artists, in addition to the costs of the black and white film,
printing, framing, and food catering for the group dialogue sessions and art shows.
There were no immediate policy changes associated with this study, and as
previously mentioned, policy makers did not attend any of the community art exhibits.
However, influential community advocates, family, friends, and members of the
community attended the exhibits and supported the artists by purchasing their art.
Through this photovoice study there was little time to develop action steps for change
with the participants, such as creating a concrete plan to present their visions and voices
at a Portland Town Hall meeting or another venue with access to policy makers. There
was a strong desire from the artists to come together in the group dialogue sessions.
However, these meetings seemed to be more productive for sharing images and planning
317
for the art exhibit than for the generation of ideas for gathering material needed to
influence policy change.
The findings of this photovoice dissertation are still subject to dilemmas of
interpretation and representation (Denzin & Lincoln, 2005). While the participants agreed
that visually depicting their needs and aspirations was important to them, I was the one
who ultimately chose the focus of representing "needs" and "aspirations." The artists
decided which photographs could and could not be included and which photographs
should be blurred, and they interpreted their own photographs and assigned meaning.
However, this still does not address the complexity of power in the research relationship.
Ultimately, I was the one who chose how these images and voices would be (re)presented
to an academic audience. Even though the artists were the creators and interpreters of
their own images, I chose which final images to share and what parts of their quotes to
include. While I tried my best to faithfully represent the themes identified by the artists, I
still held the power of representation within this dissertation.
It is not the intent of this study to generalize these findings to all sex workers and
it is important to highlight that these images and voices reflect the creativity, experiences
and multiple realities of 11 women working in various aspects of the sex industry in
Portland, Oregon at the time of this study. It is important to note that this study did not
capture the needs and aspirations of those women who are engaged in sex work but who
may not see or think of themselves as a sex worker. This study must be considered in its
social, historical, and geographical moment as the lives of sex workers are not static.
Although this study captured one moment in time, these individual moments of self-
318
expression through photography portray the richness and complexity of the artists' lives,
inspiring further exploration and understanding.
Suggestions for Further Research
Additional understanding is needed about the needs and aspirations of a wider
sample of women working in various aspects of the sex industry, including the
experiences of male and transgender sex workers. While the 11 women in this study did
not specifically discuss how race, class, or ethnicity specifically informed their needs or
aspirations, further exploration would provide valuable insight for feminist standpoint
theories. In addition, many of the artists in this study referenced their identification with a
sub-culture. Further research might use art to explore the connections between sub-
cultures and experiences in the sex industry, as well as diverse sexual sub-cultures within
commercial sex.
I found it interesting to see how many of the artists used their bodies and self-
portraits to confront social pressures and Western definitions of physical attractiveness.
Future research may consider using photovoice method to explore sex workers' concerns
of beauty, the pressure to stay young and physically fit. Future research projects may use
photovoice to explore love, family, friends, and pet companionship as sources of support
for sex workers. Friendships were also central to the women's lives, particularly for those
who were homeless, dealing with substance abuse issues, and involved in street work or
escort work off of Craigslist. It was surprising to see how many participants
photographed their dogs and voiced the importance of having a pet as a companion and a
source of love, emotional support and acceptance.
319
Deeper understanding is needed about the role of motherhood (or fatherhood) in
the lives of individuals working in the sex industry, including custody issues. Another
area that deserves further attention is the role of the internet and new technologies on
one's experience of working in the sex industry. The internet can be a site of client
recruitment, a space for sharing, learning, connecting and engaging in activism, as well as
a place for love-making. Additional research projects can include understanding the
crucial role that the internet plays in the sex industry and in the lives of sex workers and
their clients.
It is crucial that future research with sex workers continue to use the arts-based
method of photovoice to explore and understand the multi-layered, multi-dimensional
and complex realities of individuals working in the sex industry. We should continue to
advocate for research that challenges stereotypes and stigma. We support methods that
include the creative participation of sex workers and the opportunities for self-
representation and self-definition. As social workers who strive to understand the human
condition, photovoice can offer a kaleidoscopic perspective of the "Rich Landscape"
(Mouse) that individuals inhabit, as well as our own.
Figure 148: Rich Landscape.
320
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Appendix A: Recruitment Flyer for Agencies
Attention Sex Workers in Portland, OR:
We are looking for your images and
voices!!!
Are you:
* Female
* 18 years or older
* Currently working in the sex industry for the past six months
(including working on the streets, at an escort agency, as a dancer, a dominatrix,
an erotic masseuse, or a model in a private booth)
* Engaged in sex work (defined as the exchange of sex or sexual stimulation for
money or other forms of payment)
This research study:
* This is an Arts-Based Photovoice Research Study with Sex Workers!!!
* Photovoice is where we give YOU cameras to document your needs and
aspirations
* This study will result in an art-exhibit of photographs and stories
The goals of Photovoice are:
* to enable people to record and reflect their community's strengths and concerns
* to promote critical dialogue and knowledge about important community issues
through large and small group discussions of photographs
* to reach influential community advocates and people who can be mobilized for
change
* We are interested in ART AS ACTIVISM!!!
Your participation will involve:
* Attending a 1-1 1/2 hour photovoice training session
* Taking a roll of 36 photographs of what is important to you
* Participating in a 11/2 -2 hour individual dialogue session about your photos
* You will be paid $50 for your time and the 35mm camera is yours to
keep!
If you are interested in learning more about this study, please contact:
Moshoula (503-725-5028) or Crystal (503-957-9556)
(If we do not answer, please leave your name, a telephone number, and a time when we can call you back)
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Appendix B: Social Service Agency Recruitment Letter
Today's Date
To whom it may concern:
I am a graduate student at Portland State University (PSU) and a Principal Investigator
conducting research with sex workers in Portland, Oregon. I would like to tell you a little
about my study so that you can refer any potential participants and post the enclosed
flyers about the study at your agency.
The purpose of this study is to understand the needs and aspirations of sex workers, using
the arts-based research method called photovoice. According to Caroline Wang and Mary
Ann Burris, photovoice is a process by which people can identify, represent, and enhance
their community through photography. Photovoice entrusts cameras to the hands of the
people to enable them to act as recorders, and potential catalysts for change in their own
communities. It uses the immediacy of the visual image and accompanying stories to
provide a voice and to promote an effective, participatory means of sharing individuals'
experience and expertise.
The use of photovoice in this study is to enable female sex workers in Portland to
photograph their lives as a way of documenting their perspectives, strengths, and
struggles. The goal is to promote critical dialogue about the issues of concern to sex
workers through discussions of their photographs, and to reach influential community
advocates and the broader public about their concerns and aspirations through an art
exhibit of their photographs.
Those individuals who are eligible for our study are:
* Female and 18 years or older
* Currently working in the sex industry for the past six months
(including working on the streets, at an escort agency, as a dancer, a dominatrix,
an erotic masseuse, or as a model in a private booth)
* Engaged in sex work (defined as the exchange of sex or sexual stimulation for
material goods like money, drugs, food, transportation, or rent)
All participants will be compensated for their time. The Human Subjects Committee of
PSU has strict guidelines that I will follow to protect the confidentiality and the rights of
the women who participate in this study. If you have any questions about these
procedures or want more details about the study, please do not hesitate to call me,
Moshoula, at 503-725-5028, or my community advisor in this study, Crystal, at (503-957-
9556). Thank you for your time and consideration.
Sincerely,
Moshoula Capous Desyllas, PSU School of Social Work
Crystal Tenty, PSU Conflict Resolution Program
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Appendix C: Telephone Recruitment and Screening Script
*Making a call in response to a message left by a potential study participant
If not available:
Investigator: Hello, may I please speak to _________?
Response: No, she is not in right now. Can I take a message?
Investigator: Sure, could you tell her Moshoula returned her phone call. I can be
reached at 503-725-5028. Thank you!
If available:
Investigator: Hello, may I please speak to _________?
Response: This is she.
Investigator: This is Moshoula and I am calling you back regarding the research study.
You left a message for me yesterday about being interested in hearing
more about this study. Is this a good time to talk?
If no, not a good time to talk:
Response: No, actually, it isn't a good time to talk.
Investigator: When would be a better time to call you back?
Response: (Day) and (Time) will work better.
Investigator: Okay, I will call you back on (Day) at (Time).
If no, not interested at all anymore:
Response: I changed my mind; I don't want to be in the study.
Response: Oh, okay. Thank you for your time. Good-bye.
If, yes, a good time to speak:
Response: Yes, actually this is a good time to talk.
Investigator: Okay. I am a graduate student at Portland State University and I am
looking for female sex workers to participate in my doctoral research
study. The purpose of this study is to understand the needs and aspirations
of sex workers in Portland by giving women a camera so that they can
photograph what is important to them and other sex workers. This study
using an arts-based research method called photovoice. The goals of
photovoice are to enable people to record and reflect their personal and
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community's strengths and concerns through taking photographs, to
promote critical dialogue and knowledge about important issues through
discussion of their photographs, and to reach policy makers and influential
community advocates who can influence positive social change through
public forums and showing of their photographs. Does this sound like
something you might be interested in?
If no, not interested at all anymore:
Response: Actually, this study isn't really something I am interested in.
Response: Oh, okay. Thank you for your time. Good-bye.
If, yes, still interested:
Response: Yes, this sounds interesting. Go on...
Investigator: Great. I wanted to ask you a few questions to make sure that you are
eligible for this study. Would you be willing to answer a few questions
related to your age, gender, and your involvement in the sex industry, so
that I can determine if you are eligible to participate in the study? Please
know that you are free to say no, and not answer any questions you do not
wish to answer.
If she does not want to answer any questions:
Investigator: It's okay; I understand your desire not to answer my question. Would you
prefer I continue to describe the research project or do you prefer not to
answer any questions at all?
aIf she would rather not answer any questions at all, I will thank her for her time.
aIf she wants me to continue discussing study, I will provide more information, and then
return to the this part where I asker her permission to ask her the eligibility
questions.
If she is willing to answer the questions:
Response: Sure, I don't mind answering your questions.
Investigator: Thank you. I am going to review the criteria for women to be in the study.
After I go over them, please tell me if they are all true for you. If one or
more of the criteria are not true for you, just answer no. Feel free to ask
questions. Does this sound okay to you?
Response: Yes. I am ready.
Investigator: The first criteria is a woman needs to be eighteen years or older. The
second criteria is a woman's gender since birth is female. The last criteria
is a woman has been involved in sex work in the past six months in
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Portland. In this study, sex work is defined as the exchange of sex or
sexual stimulation for money or other forms of payment. Please say "yes"
if all of these criteria fit you or "no" if one or more of them does not fit
you.
If she does not meet the eligibility criteria:
Investigator: Thank you. Unfortunately, this study is not a good fit since I am looking
for women who can meet a specific set of criteria. Thank you for taking
the time to talk to me today. I appreciate your interest in this study and
your willingness to help me.
If she meets the eligibility criteria:
Investigator: Thank you. Based on your answer to these three questions, you fit the
eligibility criteria for this study if this is something you are interested in. I
wanted to talk to you a little bit more about this study and what your
participation would entail. If you have any questions throughout, please
feel free to ask them anytime. If you agree to participate in this study, you
will attend a 1-11/2 hour long training workshop on the photovoice method
and the ethics behind taking pictures in your communities. Then, you will
be a given a 35mm, automatic camera and a roll of 36-exposure, black &
white film to photograph objects, places, things, and people that are
important to you with regards to your needs and aspirations. I will meet
with you to pick up the camera for developing. Once the photographs are
developed, we schedule a date for an individual dialogues session. You
will decide on a private, comfortable place (either at my home, your home,
or anywhere else that is convenient for you) where we can hold a 1-11/2
hour long dialogue session where you will talk about the stories behind the
8-10 photographs of your choice. We will also discuss what description
you would like to accompany the photographs. You will be given one set
of prints to keep and you will receive the negatives to keep once this study
is over. For your participation in these activities, you will be compensated
you $50 in cash in appreciation for your time and efforts. You will also get
to keep the camera. Also, I will invite you to participate in an optional
brief follow-up meeting with me to clarify anything you said during the
individual dialogue session; this to make sure that I accurately portray
your experiences in my analysis for this study. Your participation in this
study will last over a period of 2 to 3 months. Do you have any questions
so far?
Investigator: In addition, if are interested, after our individual dialogue session you will
also be invited to participate in an optional 11/2-2 hour group dialogue
session where all of the participants in the study will be invited to discuss
the themes that emerged from the photos and the ways in which to present
everyone's photos in an art exhibit in order to reach influential community
advocates and policy makers. You will also be invited to this art exhibit of
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all of the participants' photographs from this study. You could choose
whether to have your photos in the art exhibit.
I also want to add that you are free to contact me throughout this study at
any time. You are also free to withdraw from the study at any time. It's
possible you could feel some discomfort or embarrassment participating in
the dialogue sessions because the stories behind your photographs may be
very personal. However, you do not have to share anything you wish not
to share. Those things we speak about in the individual dialogue session
will be kept confidential. I will not use your real name in this study, but
rather, at the start of the photovoice training workshop you will be asked
to choose a pseudonym or make up a name for yourself. Again, I want to
emphasize that your participation in this study is voluntary and you may
stop participating at any time. Do you have any questions?
Investigator: Does this study sound like something you would like to participate in?
If, no, not interested after hearing about the study:
Investigator: Thank you for your time. I appreciate your taking the time to listen. Good-
bye.
If, yes, interested after hearing about the study:
Investigator: Could you meet with me 15 minutes prior to the workshop training session
to be held at (community location) on (date) at (time) so that we can go
over the study consent form in person and so that you can sign it if you
still would like to participate in this study?
Response: Sure, I can meet you there at (time) on (date).
Investigator: Great! Do you have any other questions for me? Do you have my phone
number so that you can call me if you have any questions? What is the
best way to contact you?
Response: (I can be reached at one of these two numbers...)
Investigator: Great! So I will see you on (date) at (time). Thanks again for your time!
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Appendix D: Participant Consent Form
Images & Voices: An Arts-based Qualitative Study Using Photovoice to Understand the
Needs & Aspirations of Sex Workers in Portland, Oregon
Principal Investigator Community Advisor & Research Partner
Moshoula Capous Desyllas, Ph.D. student Crystal Tenty, Masters Student
PSU School of Social Work PSU Conflict Resolution Program
PO Box 751 P.O. Box 751
Portland OR 97207 Portland OR 97207
(503) 725-5028 (503) 957-9556
Purpose of the study
The purpose of this study is to understand the needs and aspirations of sex
workers in Portland, Oregon from their own point of view, and to bring forward the
knowledge and experiences of their everyday lives. The objective of this study is to use
the arts-based method of photovoice to promote discussion about the issues of concern to
sex workers. Following the study, an art-exhibit of photographs will be presented to reach
influential community advocates and the broader public about these concerns and
aspirations through an art exhibit of their photographs.
Study Procedures
If you take part in this project, you will be asked to take photographs of the
images that are important to you. You will also be asked to attend a training workshop
and an individual dialogue (discussion) session. The training workshop and individual
dialogue session will be held in a community location that is private, convenient and
acceptable to you.
The training workshop will explain the purpose and procedures of the project;
underlying issues about the use of cameras, power, and ethics; potential risks to
participants; and how to minimize these risks. You will be given a camera with film and
there will be discussion about themes for your photographs. In the event that your camera
is lost or broken, we will replace it for you. The training workshop will last
approximately 1-11/2 hours.
After you take your photographs, I will meet with you to pick up your film for
developing. Then, we will schedule an individual dialogue session to talk about your
photographs and the stories that you want to share about them. You will choose which
photos to share and this individual meeting will last approximately 11/2 -2 hrs. A few
weeks after our meeting, you will also be invited to give feedback on my summary of
your comments to be sure I understood what you said. This is optional; you do not have
to agree to give me the feedback in order to participate in the study.
You also will be invited to an optional group dialogue session with other
participants in the study. At this session, we'll talk about the photographs and plan for an
art exhibit to educate the community about sex workers' needs and aspirations. This
group meeting will last 11/2 - 2 hours and will be held in a community location that is
private and convenient for you. Attending this group session is optional; you do not have
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to participate in order to be in the study. If you decide to have any of your photos
included in the exhibit, I'll ask you to give permission by signing a separate PSU photo
release form. I'll also ask you to present a PSU photo release signed by any person shown
in your photograph(s).
With your permission, I will audio-tape record both our individual meeting and
the group meeting so that the results are more accurate and better represent your actual
words. This study will take place over a period of 2 to 3 months (depending on your
choice to participate in the optional activities). At the end of the study, you will be invited
to a community art exhibit of the photographs taken.
Risk, Stress and Discomfort
The use of cameras to photograph your life experiences and issues of concern
may have potential risks, such as physical harm and loss of privacy. It is important that
others' privacy and rights are respected. You will be advised to always obtain verbal
consent before taking any photographs of other people. If you think you may want to use
a person's photo in the exhibit, I'll ask you to have them sign a PSU photo release form.
Due to the illegal nature of sex work, no photographs possibly showing any illegal or
improper behavior will be accepted for discussion in the research project. In addition, you
may feel some discomfort or embarrassment from participating in the dialogue sessions
because the stories behind your photographs may be very personal. However, you do not
have to share or discuss anything you do not wish to talk about and you are free to stop
the dialogue at any time. If you experience any stress or discomfort during your
participation in this study, you will be provided with referrals to specific agencies that
support women working in the sex industry.
Benefits
The benefits to participating in this study are: (1) you will receive $50 in cash
after completing the individual dialogue session and you will get to keep the camera and
one set of photographs, (2) you will receive a $5 Fred Meyer gift card if you participate
in the optional group dialogue session, (3) you will have the opportunity to voice your
concerns through your photographs to influential community advocates, and (4) your
participation will contribute to the understanding of sex workers' needs and aspirations in
Portland, Oregon.
Costs
The training workshop and dialogue sessions will be conducted at no cost to you.
The camera, film and development of the film will all be provided for you.
Confidentiality
All information that you provide in this study will be kept strictly confidential. If
you show me photographs of people, I will not ask any identifying information about
them (e.g. name, address, etc). All participants will choose a pseudonym (made up name)
in order to be anonymous. Only the researcher will have your real name, and this will be
kept private and separate from the research data. While all participants in the group
dialogue session will be asked to keep what is said in the group discussion private, we
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cannot guarantee that others in the group will not share what is said or shown.
Your name and consent form will be kept separate from the photographs and
dialogue transcripts and data to ensure that you cannot be identified. If you agree to
participate, all identifying information will be removed from the audio-tape transcripts so
that your responses remain confidential. In other words, the transcripts will not include
any identifying information and the audio tapes will be destroyed once they are
transcribed.
The information gathered, including audio-tapes, photographs, and transcripts will
be kept in a locked storage cabinet or password protected computer at the office of the
researcher in the School of Social Work. The researcher will be the only person who has
the key for this locked storage cabinet or password for the computer. The exceptions of
confidentiality are if you share information with me about the abuse of a child, which by
law, has to be reported to the appropriate agency.
Some of your comments may be included in the reports written to summarize
what has been learned from this study, however, the summary will not include any
identifying information about you. Neither your name nor your identity will be used for
any publication or publicity purposes without your written permission.
Voluntary Participation/Withdrawal from the Study
Your decision to participate in this study is strictly voluntary. You may refuse to
participate or you may withdraw from the study at any time without any penalty or
consequence.
Statement of Consent
The study described above has been explained to me. The risks and benefits have
been explained to me. I understand that the information regarding my personal identity
will be kept confidential. I agree to not share information that I hear from others in the
optional group dialogue session. I understand that I will be given a copy of this consent
form after signing it. I understand that my decision to release my photographs for
publication or use in public forums is voluntary and that I may choose to withdraw my
permission at any time. I freely agree to release my photographs or only certain specified
photographs for use in this research study.
I have read this consent form and I have had the opportunity to discuss this study
with the researcher. I have had my questions answered in a language I understand. If I
have questions later on about the research I can ask one of the Principal Investigators,
Moshoula Capous Desyllas, or Crystal Tenty, who are listed on this consent form or I can
contact the Human Subjects Research Review Committee, Office of Research and
Sponsored Projects, 600 Unitus Bldg., PSU, 503-725-4288.
____________________________ ___________________________
Signature of Participant Date
____________________________ ____________________________
Printed Name of Participant Witness
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Appendix E: Project Summary Handout
Purpose and Background
The Principal Investigator, Moshoula Capous Desyllas, a Ph.D. student in the School of
Social Work at Portland State University and the co-facilitator, Crystal Tenty, a Master's
student in the Conflict Resolution Program at Portland State University, are doing a study
on the needs and aspirations of sex workers in Portland, Oregon using the arts-based,
qualitative research method of photovoice.
What is an arts-based research?
Arts-based research makes use of the diverse ways of knowing and experiencing in the
world. It aims to reach a broad audience, beyond the university. Arts-based research has
the potential for offering ways of re-visioning issues that are simply not possible through
descriptive language. Three main goals of arts-based research are:
(1) Social activism by giving voice to the powerless and silenced
(2) Making connections between research and lived experience
(3) Making meaning through multiple senses and medium
What is photovoice?
According to Caroline Wang and Mary Ann Burris, photovoice is a process by which
people can identify, represent, and enhance their community through photography.
Photovoice entrusts cameras to the hands of the people to enable them to act as recorders,
and potential catalysts for change in their communities. It uses the immediacy of the
visual image and accompanying stories to provide a voice and to promote an effective,
participatory means of sharing individuals' experience and expertise.
The use of photovoice in this study is to enable female sex workers in Portland to
photograph their life as a way of documenting their perspectives, strengths, and struggles.
The goal is to promote critical dialogue about the issues of concern to sex workers
through discussions about their photographs, and to reach influential community
advocates and the broader public about their concerns and aspirations through an art
exhibit of their photographs.
359
Appendix F: Training Workshop Session Curriculum
(Duration: 1-11/2 hours; Location: Convenient community location chosen by
participants)
The individual dialogue session will include an overview of the goals and purpose of
photovoice and the procedures of the project; underlying issues about the use of cameras,
power, and ethics; potential risks to participants; and how to minimize these risks.
Participants will be given a camera with film and will be given camera tips to keep in
mind while taking photographs. There will be discussion about themes to focus the
photographs on. The training workshop will last approximately 1-11/2 hours.
Prior to Beginning:
* Consent forms will be reviewed with participants 15 minutes prior to start of
training workshop.
* Key elements will be highlighted with participants (i.e. project rationale, study
procedures, timeline, risk, safeguards, voluntary nature of the study and rights to
withdrawal without penalty)
* Individual questions will answered and then those individuals interesting in
participating will sign the consent form prior to beginning Training Workshop
Session.
Introduction & Purpose of the Project:
* Introductions of Principal Investigator and Co-facilitator
* Project Summary Handout (Appendix E)
* Emphasis on the shared power that the community advisor/co-facilitator and I
have participants. This shared power will entail a joint ownership of the research
project, a collaborative, participant-based analysis of the photographs, group
efforts for organizing an art exhibit of their photographs, and a collective
orientation toward community action
* Ice breaker activity: Sex workers making a difference-perhaps ask them if they
think they are making a difference- why, how, why not...
Dialogue and Discussion:
* Establish group ground rules for discussion
* Ask group what is photography, what does it mean to them- conveys information,
captures point in time, etc.
* Brief background of photography as a mechanism for social change
* Power, authority and responsibility that one has with holding a camera
* Importance of respecting the rights and privacy of others
* Always obtaining verbal approval from an individual before taking their
photograph
* Asking permission to sign PSU photo release for their photo to be exhibited
* Ways to approach someone with a camera (Wang & Burris,1997)
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(a) What is an acceptable way to approach someone to take his or her picture?
(b) Should someone take pictures of other people without their knowledge?
(c) To whom might one wish to give photographs, and what might be the
implications? (d) When would one not want to have a picture taken?
* Giving back photos to the community and always obtaining verbal approval from
those individuals who may appear in the photographs
Distribute:
* One used 35mm film-based camera with a flash feature to each participant
* One roll of 36-exposure black-and-white (C-41 processing) film to each
participant
Discuss and Review:
* Mechanical aspects of camera and photographic tips to successfully take pictures
(Appendix G)
* Discussion on close-ups and angles, different ways to photograph a group of
people, posed and un-posed pictures, and how symbols of the community or
culture might be photographed
* Appropriateness of the two themes: needs and aspirations for taking their
photographs
(Participants will have the option to refine, substitute, eliminate, add, or redevelop
any or
all of the themes posed)
* Reasonable timeline for taking their photographs
* Any final questions?
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Appendix G: Tips for Using a Camera & Taking Photographs Successfully
Parts of the camera:
v View finder, lens, shutter release, flash, dial to bring up the next picture
Protecting the camera:
v Keep camera away from water, sand, extreme heat/cold
Taking a photograph:
v Keep fingers away from the lens and flash
v Hold steady when pressing the shutter release to take pictures to avoid blurry
pictures
v Stand at least 3 feet from your subject, or it will be a blurry picture
v Keep the sun behind you when outside
v When in doubt, use your flash
Use of creativity:
v Explore different angles
v Alternate different distances from your subject
v Consider both posed and unposed pictures
v Think about symbols of the community or culture that might be photographed
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Appendix H: Demographic Data Form
(Data to be collected during the individual dialogue session)
Date: ____________
Chosen Pseudonym: ________________________
Age of participant: _______
Self-described ethnicity: ________
Educational Experience: ____________________
Years working in the sex industry: _______
Sector of employment in the sex industry: _____________
Hours of work per week: _______
Number of children: ______
Relationship Status: ______
Anything else you would like to share with me or include in your short biography:
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
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Appendix I: Individual Dialogue Session Guide
(Duration: 1 1/2 -2 hours; Location: Convenient community location chosen by
participants)
The individual dialogue session will be around the participants' photographs. It will last
approximately 11/2-2 hours and will be audio-tape recorded and transcribed.
* Each participant will choose 8-10 photographs to discuss (4-5 photographs related
to needs & 4-5 photographs related to aspirations)
* The questioning acronym PHOTO will be used to contextualize the meaning of
each of the participants' chosen photos.
* The acronym PHOTO (Hussey, 2006) asks the following:
6. Describe your Picture?
7. What is Happening in your picture?
8. Why did you take a picture Of this?
9. What does this picture Tell us about your life?
10. How can this picture provide Opportunities for us to improve life (with
regard to sex workers' lives in Portland, Oregon)?
i. After discussing each photo in this way, using the PHOTO acronym, participants
will be asked:
1. Would you like to say anything else about the photograph that might
not have been captured by the five questions?
2. What is missing, if anything, from each photograph?
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Appendix J: PSU Photo Release Form
I give my permission for my photograph(s), both in printed and electronic form, to be
used in publications, community art exhibits, and presentations for educational purposes.
Date: __________
Printed name: _______________________________
Signature: __________________________________
Witness: ____________________________________
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Appendix K: Group Dialogue Session Guide
(Duration: 1 1/2 -2 hours; Location: Convenient community location chosen by
participants)
The optional group dialogue session will provide the opportunity for participants to share
their photographs with other sex workers, collaboratively synthesize their themes, and
plan for the community art exhibit of their photographs. It will last approximately 11/2-2
hours and will be audio-taped and transcribed.
Prior to Beginning:
* Key elements will be highlighted with participants (i.e. project rationale, group
dialogue procedures, timeline, risk, safeguards, voluntary nature of the study and
rights to withdrawal without penalty)
* Individual questions will answered
* Photo Release form will be signed
Dialogue Questions Guide:
The questions that will be asked of participants are as follows:
1. Are there are any photographs and/or themes that you would like to share
with the other participants in this study related to community needs and
personal aspirations?
2. What have you been thinking about since the individual dialogue session
in regards to things you said or new things you would like to talk about?
3. What recommendations do you have to promote social equality for
addressing the needs of sex workers in Portland?
4. If you had the undivided attention of politicians, policymakers, educators,
social workers, community members, friends and neighbors, what would
you say to them about your needs and concerns as a sex worker living in
Portland?
5. What would you share with them about your aspirations?
6. What has this process (of using the photovoice method to illustrate and
express your experiences) been like for you?
Discussion:
a. As they discuss their photographs, the group will collectively identify issues,
themes, theories that emerge from all of their photographs
b. This process will give participants the chance to voice individual and collective
experiences, and to reflect on issues that might not have been addressed in the
individual dialogues.
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c. The themes that participants come up with for each research question will be
written on a poster board and tacked to the wall.
d. These agreed upon themes will be compared to the investigator's cross-case
analysis
Community Art Exhibit Dialogue:
* Collaborative selection of photographs and stories based on collective themes
* How do participants want to document their stories and which photographs will
be displayed for the art exhibit
* Will we have captions and titles next to photographs? Short stories next to
photographs?
e. Participants will also have a discussion around how to present photographs and
findings in a community art exhibit
f. Discuss art exhibit dates, location, guest list, and advertisement for exhibit
Publication Dialogue:
g. Discuss participants' interest in and possibilities for writing news paper articles,
internet blogs to be placed on SWOC webpage, articles for `zine, academic
journal articles
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Appendix L: Participant Contact Sheet
(To be kept separate from data)
Name: _____________________________ Interested in study: ___ yes ___ no
Telephone #: ________________________ Left message on: _______________
Best time to call: ____________________ Left message on: _______________
Name: _____________________________ Interested in study: ___ yes ___ no
Telephone #: ________________________ Left message on: _______________
Best time to call: _____________________ Left message on: _______________
Name: _____________________________ Interested in study: ___ yes ___ no
Telephone #: ________________________ Left message on: _______________
Best time to call: _____________________ Left message on: _______________
Name: _____________________________ Interested in study: ___ yes ___ no
Telephone #: ________________________ Left message on: _______________
Best time to call: _____________________ Left message on: _______________
Name: _____________________________ Interested in study: ___ yes ___ no
Telephone #: ________________________ Left message on: _______________
Best time to call: _____________________ Left message on: _______________
Name: _____________________________ Interested in study: ___ yes ___ no
Telephone #: ________________________ Left message on: _______________
Best time to call: _____________________ Left message on: _______________
Name: _____________________________ Interested in study: ___ yes ___ no
Telephone #: ________________________ Left message on: _______________
Best time to call: _____________________ Left message on: _______________
Name: _____________________________ Interested in study: ___ yes ___ no
Telephone #: ________________________ Left message on: _______________
Best time to call: _____________________ Left message on: _______________
Name: _____________________________ Interested in study: ___ yes ___ no
Telephone #: ________________________ Left message on: _______________
Best time to call: _____________________ Left message on: _______________
Name: _____________________________ Interested in study: ___ yes ___ no
Telephone #: ________________________ Left message on: _______________
Best time to call: _____________________ Left message on: _______________
368
Appendix M: Recruitment Flyer with Graphic
369
Appendix N: Art Exhibit Flyer
370
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ARTICLE
PUNISHMENT AS PROTECTION
Cynthia Godsoe
ABSTRACT
Each year, thousands of girls are prosecuted, and often
incarcerated, for prostitution. Indeed, prostitution is the only
crime for which girls are the majority of juveniles arrested. Why
are girls below the age of consent victims of statutory rape when
they have sex, yet become offenders if they are paid? This
differential treatment cannot be justified on retributive or
consequential grounds, as prostituted girls inflict only self-harm,
usually deemed illegitimate grounds for criminal sanctions, and
punishment does not deter their conduct. Criminal sanctions are
not only unjustified, but counter-productive. They result in great
harms to the individual girls and have not decreased the scope of
juvenile prostitution. In short, the cure is worse than the ill.
This Article examines the persistence of this criminalization
model and argues that the protectionist rationale offered is
pretextual, cover for moralism. Entering `the life' at an average
age of thirteen, most of these girls have experienced abuse or
family trauma. They are also victims under trafficking and
Assistant Professor of Law, Brooklyn Law School. Many thanks to Miriam Baer,
Tamar Birckhead, Jordan Blair Woods, Josh Bowers, Michael Cahill, Bennett Capers,
Stacy Caplow, Donna Coker, Michelle Madden Dempsey, Barry Feld, Leigh Goodmark,
Stuart Green, Aya Gruber, Carissa Hessick, Doug Husak, David Jaros, Josh Kleinfeld,
Adam Kolber, Mary Leary, Michelle Oberman, Fran Sherman, Jocelyn Simonson, and
Frank Zimring for their helpful comments on this Article; to McLean Crichton, Kaitlyn
Devenyns, Jaime Perrone, and Laura Solecki for their excellent research assistance; and
to the Houston Law Review for their thoughtful editing. Special thanks is due to the
defense attorneys, prosecutors, and judge who let me interview them. Earlier stages of
this project were presented at Columbia Law School's 2011 Paul Robeson Conference, the
2012 AALS Annual Meeting, and the 2013 LSA Annual Meeting, and benefited greatly
from the participants' feedback. I am grateful to Dean Nicholas Allard for his support.
Special thanks to the young women of GEMS for their strength and inspiration.
1313
Do Not Delete 4/29/2015 10:21 AM
1314 HOUSTON LAW REVIEW [52:5
statutory rape laws. Nonetheless, studies report that police see
only one in five as a victim. The men who purchase girls for sex
are rarely prosecuted. Using a historical lens, this Article argues
that this punitive paternalism is the current incarnation of a
long trajectory of regulating adolescent female sexuality via
criminalization.
This story of regulation as punishment also offers broader
insights into the dynamics and dysfunctions of the criminal law.
The high costs of punishment render criminal sanctions an
untenable instrument for addressing self-harm or enforcing
sexual norms. By punishing the victims and failing to pursue the
real offenders, this institutional approach ignores, even
normalizes, the commercial sexual exploitation of children. This
Article concludes by considering three alternative frameworks for
addressing this widespread social problem.
TABLE OF CONTENTS
I. INTRODUCTION ..................................................................... 1315
II. THE PARADOX OF GIRLHOOD SEX ........................................ 1323
A. Victim or Offender? ...................................................... 1323
1. Victim: Statutory Rape ......................................... 1323
2. Offender: Prostitution ........................................... 1325
B. Costs of This Approach ................................................ 1332
1. Anti-Deterrent Effect and Individual
Harms .................................................................... 1332
2. Selective Enforcement ........................................... 1335
3. Missing Victims and a Pass for the Real
Offenders ............................................................... 1337
4. The Legitimacy Drain ........................................... 1342
III. POTENTIAL RATIONALES FOR PUNISHMENT ........................ 1343
A. Retribution: Greed v. Love ........................................... 1345
1. Just Deserts ........................................................... 1345
2. Victim Vindication ................................................ 1347
B. Utilitarianism: Cleaning up the Streets ...................... 1348
1. Deterrence .............................................................. 1349
2. Cooperation (or Coercion?) ................................... 1350
C. Paternalism .................................................................. 1353
IV. ACTUAL EXPLANATION FOR PUNISHMENT: LEGAL
MORALISM ............................................................................ 1355
A. "Teach the Children Well" ............................................ 1356
1. Social Control via Criminalization ...................... 1356
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2. Historic Training of Delinquent
Daughters .............................................................. 1357
B. Policing the Boundaries of Victimhood and Girlhood 1363
1. Chastity ................................................................. 1367
2. Obedience .............................................................. 1372
V. POLICY IMPLICATIONS: MOVING BEYOND "TOUGH LOVE" .. 1377
A. Status Offender Jurisdiction ....................................... 1379
B. Child Protection Treatment ......................................... 1380
C. Nonlegal Interventions ................................................. 1381
VI. CONCLUSION ........................................................................ 1383
I. INTRODUCTION
Jane, aged fourteen, and John, aged thirty, have sex. In
every jurisdiction, Jane would be a victim, and John an offender,
under statutory rape laws. But if John pays Jane $50, then she
can be prosecuted for prostitution. What transforms Jane from a
victim into an offender?
Take another example. Jane, who is from the Bronx, is
arrested for prostitution. Julia, also fourteen years old, is from
Bosnia. When police discover that she had sex with John for $50,
Julia is deemed a trafficking victim. Rather than being arrested
and prosecuted like Jane, Julia is put in safe housing, and given
services and possibly immigration relief.
The criminal law has long treated girls' sexual activity in
a contradictory manner.1 On the one hand, sexual abuse and
child pornography are viewed as among the most heinous
crimes. A panoply of laws punishes, often severely, sexual
activity with children.2 Statutory rape laws were the earliest
attempt to criminalize sex with children.3 These laws take as a
central premise that minors below a certain age are incapable
of consent. Trafficking laws reauthorized in the last decade
1. Although there are some significant differences in the juvenile and adult
systems, both bring harms including possible incarceration, and juvenile adjudications
are often used for sentencing enhancements or predicate acts for increased punishment of
adult criminal activity. See, e.g., United States v. Olfano, 503 F.3d 240, 242-44 (3d Cir.
2007); BARRY C. FELD, CASES AND MATERIALS ON JUVENILE JUSTICE ADMINISTRATION
858-62 (2000). By incarceration, I mean secure confinement in either the juvenile or
criminal system.
2. See, e.g., Carissa Byrne Hessick, Disentangling Child Pornography from Child
Sex Abuse, 88 WASH. U. L. REV. 853, 856-59 (2011).
3. See infra notes 57-65 and accompanying text.
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1316 HOUSTON LAW REVIEW [52:5
also seek to prevent the sexual exploitation of minors,
particularly girls.4
On the other hand, the law on the books and in practice in
virtually every state allows, even mandates, the arrest,
prosecution, and incarceration of girls who are prostituted.5 This
is not a small or hypothetical problem. The federal government
estimates that at least 100,000 minors are prostituted each year
in the United States, and researchers put the number of children
at risk for prostitution as high as 300,000.6 A variety of sources
further demonstrate that minors, mostly girls, are routinely
arrested and prosecuted for prostitution.7 For instance, 3,825
minors were arrested for prostitution in New York City alone
between 1998 and 2006.8 Many of them are very young--girls
enter "the life" on average between the ages of eleven and
fourteen.9 Most have experienced abuse or family trauma before
4. See, e.g., Trafficking Victims Protection Act of 2000, 22 U.S.C. 7101-7200
(2012) (reauthorized 2013).
5. I grappled at some length with what terminology to use in describing these
girls. I use the term "prostituted children," as most statutes describe the offense of
exchanging sex for money as "prostitution" and this terminology is still overwhelmingly
used by police and courts. The more appropriate term is "commercially sexually exploited
children." The U.S. Department of Justice (DOJ) recently endorsed this as the correct
term to use in referring to these minors. William Adams, Colleen Owens & Kevonne
Small, Effects of Federal Legislation on the Commercial Sexual Exploitation of Children,
JUV. JUST. BULL., July 2010, at 8, available at http://ncjrs.gov/pdffiles1/ojjdp/228631.pdf.
6. RICHARD J. ESTES & NEIL ALAN WEINER, THE COMMERCIAL SEXUAL
EXPLOITATION OF CHILDREN IN THE U.S., CANADA AND MEXICO 4 (2002); Matt Korade,
DHS Adviser: Government Needs Public's Help in Fighting Human Trafficking, CQ
HOMELAND SECURITY, Oct. 18, 2010, available at 2010 WLNR 21249805.
7. The most comprehensive report to date on this issue supports this conclusion.
See INST. OF MED. & NAT'L RESEARCH COUNCIL, CONFRONTING COMMERCIAL SEXUAL
EXPLOITATION AND SEX TRAFFICKING OF MINORS IN THE UNITED STATES 2 (Ellen Wright
Clayton, Richard D. Krugman & Patti Simon eds., 2013) [hereinafter NRC] ("Most states
continue to arrest commercially exploited children and adolescents as criminals instead of
treating them as victims . . . ."). The DOJ also acknowledges that over 1,000 children are
arrested for prostitution each year. Stella Dawson, U.S. Jails Sex-Trafficked Kids in
Human Rights Abuse, Group Says, REUTERS (Mar. 16, 2015, 11:39 PM),
http://www.reuters.com/article/2015/03/17/us-trafficking-us-children-idUSKBN0MD0AJ20
150317. This is almost certainly an underestimate as prostitution arrests and convictions
are not comprehensively tracked. Accordingly, researchers have noted that "[m]ost
discussions of the prostitution of juveniles rely heavily on anecdotal case studies" due to
the lack of data. See David Finkelhor & Richard Ormrod, Prostitution of Juveniles:
Patterns from NIBRS, JUV. JUST. BULL., June 2004, at 10, available at http://ncjrs.gov
/pdffiles1/ojjdp/203946.pdf. Accordingly, I draw broadly from published cases, media
accounts, a few interviews, and policy reports to gather a fuller picture of this issue.
8. 2 AMY MUSLIM, MELISSA LABRIOLA & MICHAEL REMPEL, THE COMMERCIAL
SEXUAL EXPLOITATION OF CHILDREN IN NEW YORK CITY 14 (2008).
9. See Exploiting Americans on American Soil: Domestic Trafficking Exposed:
Hearing Before the Comm'n on Sec. & Cooperation in Eur., 109th Cong. 6 (2005)
(statement of Chris Swecker, Assistant Director, FBI) [hereinafter Swecker Congressional
Testimony] (average age of entry is eleven to fourteen, while some are as young as nine).
Do Not Delete 4/29/2015 10:21 AM
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entering the commercial sex industry.10 Nonetheless these girls
continue to be punished, usually incarcerated, for sexual acts to
which they are incapable of legally consenting. This is even true
of girls "rescued" in recent FBI operations to combat trafficking.11
Indeed, they are prosecuted at far higher rates than the "johns"
and "pimps" who buy and sell them.12
What explains this inconsistency? A closer look at the
history of the juvenile justice system reveals a focus on
regulating girls' sexuality. The same reformers who advocated for
statutory rape laws created the juvenile court and attendant
reformatories tasked with "saving" the thousands of
working-class and immigrant youth crowding America's cities.13
Obsessed with adolescent female sexuality, the system's
treatment of girls focused almost exclusively on moral offenses,
including premarital sex or other signs of sexuality in a girl's
dress or behavior.14
Girls continue to be punished for nonconforming sexual
behavior.15 Those who end up in the criminal system are those
10. A Los Angeles police officer in charge of a specialized vice unit reports that
"ninety-nine percent" of the hundreds of adults in prostitution he has encountered entered
as minors, and that "[the life is] all they've known." Mike Kessler, Gone Girls, L.A. MAG.,
Nov. 2014, at 150, 154.
11. See, e.g., Carolyn Davis, New Efforts Target Young Victims of Trafficking,
PHILLY.COM (Aug. 14, 2013), http://articles.philly.com/2013-08-14/news/41378726_1
_abused-children-operation-cross-country-victims (quoting a law enforcement officer who
jailed a prostituted teenager after a "rescue" operation: "Can we treat her as a 100 percent
victim right now? I can't say that until an investigation is done."); Margie Shafer, 17
Arrested in Oakland Police Sting Targeting Prostitution, Human Trafficking, CBS (Nov.
13, 2014, 12:26 PM), http://sanfrancisco.cbslocal.com/2014/11/13/17-arrested-in-human
-trafficking-sting-executed-by-oakland-police/ (reporting on arrest of people engaged in
prostitution, including at least one juvenile, during a human trafficking sting).
12. See infra Figures 2 and 3.
13. Indeed, the two crimes were connected from the beginning as "[statutory rape]
legislation rested upon the belief that men initiated unwitting young women into sexual
activity that led to prostitution." JOHN D'EMILIO & ESTELLE B. FREEDMAN, INTIMATE
MATTERS: A HISTORY OF SEXUALITY IN AMERICA 153 (3d ed. 2012).
14. See infra Part IV.A.2.
15. I adopt a definition of punishment whereby "a person is said to suffer
punishment whenever he is legally deprived of some of the normal rights of a citizen."
John Rawls, Two Concepts of Rules, 64 PHIL. REV. 3, 10 (1955). This definition is arguably
broader than necessary as I am describing actions that are indisputably punitive, such as
delinquency adjudications and criminal convictions, and incarceration in a locked juvenile
or adult facility. A broad definition captures state regulation, which on its face may not be
criminal or punitive. In determining whether a measure is punitive, courts should
ascertain "whether an alternative purpose to which it may rationally be connected is
assignable for it." Kennedy v. Mendoza-Martinez, 372 U.S. 144, 168-69 (1963).
Punishment thus could include other actions such as police detainment of prostituted
girls to seek mandated counseling, material witness holds in jail, excessive surveillance
by police and other state actors, and arrests even when they do not result in prosecution.
See, e.g., Eisha Jain, Arrests as Regulation, 67 STAN. L. REV. 809 (2015) (arrests).
Do Not Delete 4/29/2015 10:21 AM
1318 HOUSTON LAW REVIEW [52:5
who violate feminine and victim roles and related norms of
chastity and obedience.16 This truth is particularly apparent in
the case of prostituted minors. Prostituted girls continue to be
viewed primarily as offenders--recent studies show that police
see only one in five prostituted minors as victims, with 74
percent of youth in reported instances of juvenile prostitution
arrested as offenders.17 The deputy mayor of Washington, D.C.,
for instance, recently opposed legislation that would stop
sanctions of prostituted juveniles, describing some of them as
"legitimate offenders," who "prostitute through their own
volition" because they have "decided that payment for sexual
favors is the best way to gain monetary security."18 This focus on
the girls' conduct, girls sometimes so young that they carry teddy
bears, suck their thumbs, or are paid in McDonald's Happy
Meals, renders all prostituted children offenders.19 Tellingly,
although many are victims of statutory rape, they are not viewed
as such, nor are the adult men who have sex with them
prosecuted as rapists.20
16. See RUTH M. ALEXANDER, THE "GIRL PROBLEM": FEMALE SEXUAL DELINQUENCY
IN NEW YORK, 1900-1930, at 150 (1995) (describing New York's criminal justice system as
treating female sexual promiscuity as a variant of prostitution); Cynthia Godsoe,
Contempt, Status, and the Criminalization of Non-Conforming Girls, 35 CARDOZO L. REV.
1091, 1096-97 (2014). Historically, girls were punished explicitly for nonconformity; now
this occurs under the guise of protection. This illustrates what Reva Siegel has termed
"preservation-through-transformation." See Reva B. Siegel, "The Rule of Love": Wife
Beating as Prerogative and Privacy, 105 YALE L.J. 2117, 2184 (1996).
17. See Stephanie Halter, Factors That Influence Police Conceptualizations of Girls
Involved in Prostitution in Six U.S. Cities: Child Sexual Exploitation Victims or
Delinquents, 15 CHILD MALTREATMENT 152, 153 (2010); Finkelhor & Ormrod, supra note
7, at 5; see also Kimberly J. Mitchell, David Finkelhor & Janis Wolak, Conceptualizing
Juvenile Prostitution as Child Maltreatment: Findings from the National Juvenile
Prostitution Study, 15 CHILD MALTREATMENT 18, 30 (2010) (reporting that prostituted
children are more often viewed as delinquents rather than victims if the "case comes to
police attention due to police initiative alone"). The victim and offender categories are
more than just labels. Rather, these antipodal categories determine whether a girl
receives punishment or assistance.
18. Alyssa Peterson, The Criminalization of Children Forced into Prostitution,
THINK PROGRESS (Aug. 27, 2014, 2:56 PM), http://thinkprogress.org/health/2014/08/27
/3476113/dc-child-survivors-sex-trafficking/ (quoting D.C. Deputy Mayor for Public Safety
and Justice Paul A. Quander, Jr.). Political leaders have opposed similar legislation in
other states and jurisdictions. See, e.g., John Feinblatt, NY's Pro-Pimp Bill, N.Y. POST
(June 21, 2008, 8:27 AM), http://nypost.com/2008/06/21/nys-pro-pimp-bill/ (opposing
legislation that decriminalized prostitution for children under fifteen).
19. VERY YOUNG GIRLS (Showtime Network 2007).
20. Extensive research revealed only a handful of published statutory rape cases,
wherein the victim was a prostituted girl. None of those cases resulted in conviction for
any serious offense. Advocates also report that they have never heard of such a
prosecution. See, e.g., RACHEL LLOYD, GIRLS LIKE US 18-19 (2011); Megan Annitto,
Consent, Coercion, and Compassion: Emerging Legal Responses to the Commercial Sexual
Exploitation of Minors, 30 YALE L. & POL'Y REV. 1, 18-19 (2011). Most customers of
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The criminal treatment of prostituted girls remains
significantly understudied. Scholars have described the rise of
the criminal justice system as a tool to regulate and segregate
marginalized populations.21 Historians have outlined the coercive
nature and purpose of the early juvenile court, and its particular
focus on girls' morality and sexuality.22 Still largely overlooked,
however, is the criminal law's ongoing regulation of girls'
sexuality in the context of prostitution.23 More broadly,
paternalistic punishment is undertheorized. Prosecutions of
prostituted girls are often termed protective acts, done for girls'
own good to protect them from pimps, a "bad reputation," and
other real or perceived dangers.24 This Article takes up the task
of explaining this inconsistent treatment of sexually active girls.
It also takes a skeptical look at the protectionist rationale,
digging beneath the rhetoric to uncover larger patterns of social
control.25
In telling this story of regulation by punishment, this Article
makes several descriptive and normative claims. First,
traditional theories of punishment fail to explain the prosecution
of this high-needs, low-risk population.26 This is true both of
retributivist theories, which defend punishment on "just desert"
grounds, and consequentialist theories, which justify punishment
to prevent future crime. Prostituted girls' legal status as victims
under statutory rape and trafficking laws, and their actual
victimization by family members, pimps, and customers, make
them particularly undeserving of punishment.27 Research reveals
that girls want to leave prostitution but are not offered the
prostituted minors are not arrested or prosecuted at all. Those that are face the minor
offense of solicitation, which almost never leads to incarceration. See infra notes 142-49
and accompanying text.
21. See infra Part IV.A.1.
22. See infra Part IV.A.2.
23. See infra Part III.A.2; infra notes 135-41 and accompanying text. Several
exceptions include Annitto, supra note 20; Tamar R. Birckhead, The "Youngest
Profession": Consent, Autonomy, and Prostituted Children, 88 WASH. U. L. REV. 1055
(2011).
24. See infra notes 228-30 and accompanying text.
25. Other scholars have engaged in similar interpretive work. One excellent recent
example is MICHELLE ALEXANDER, THE NEW JIM CROW (2010) (arguing that the criminal
justice system, mass incarceration and collateral consequences operate to control and
suppress African-Americans).
26. My analysis and arguments here are limited to the juvenile context; I do not
take a position in the vigorous debate about whether adult prostitution should be
legalized. The criminal justice system's treatment of prostitution, however, should
arguably take into account the fact that the majority of prostitution offenders enter
prostitution as minors.
27. See infra notes 320-26 and accompanying text.
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1320 HOUSTON LAW REVIEW [52:5
resources to do so.28 The harms of prosecution and incarceration
leave most of them worse off after involvement with the system,
revealing a protectionist rationale to be largely pretextual.29
Second, criminalizing this behavior is not only unjustified,
but counter-productive. Prosecution is ineffective both at
securing cooperation against pimps and other exploiters, and at
reducing girls' recidivism.30 Individual police, prosecutors, and
judges increasingly recognize this. For instance, one Atlanta
police officer poignantly describes realizing that a
nineteen-year-old he had just arrested was the same girl he had
arrested six years before.31 Indeed, girls' bad experiences with
police and other state actors, and the lack of meaningful services
or housing, arguably have an anti-deterrent effect. This practice
also risks selective enforcement of particularly marginalized
youth, as well as the significant legitimacy costs when the
criminal law operates in an incoherent and opaque manner.32
Third, the criminal law continues to be implemented in a
highly gendered fashion. I focus here on girls and young women,
although many boys, young men, and transgender youth are also
victimized by statutory rape and prostitution.33 I focus on girls
because they are the large majority of minors arrested for
prostitution, one of only two offenses for which this is so.34 The
treatment of prostituted girls also reflects a broad array of
28. See infra notes 304-20 and accompanying text (explaining why law enforcement
and incarceration are not an effective means to protect victims of sexual exploitation).
29. This theory is further supported by the failure of police and prosecutors to
robustly pursue and punish the real offenders--the pimps and customers. See infra notes
142-47 and accompanying text.
30. See infra Part III.B.1-2.
31. Jane O. Hansen, Runaway Girls Lured into the Sex Trade Are Being Jailed for
Crimes While Their Adult Pimps Go Free, ATLANTA J. CONST., Jan. 7, 2001, at 1A. The
officer concluded that "[t]he system has failed her . . . . There is nothing for these girls."
Id.
32. See infra Part IV.A.1.
33. See Karyl Troup-Leasure & Howard N. Snyder, Statutory Rape Known to Law
Enforcement, JUV. JUST. BULL., Aug. 2005, at 3, available at http://www.ncjrs.gov/pdf
files1/ojjdp/208803.pdf. Gender influences the entire landscape of sex work. For instance,
transgender girls and women are frequently rounded up as suspected prostitutes
whenever they are out in public, leading to the coining of the phrase "walking while
trans." JOEY L. MOGUL, ANDREA J. RITCHIE & KAY WHITLOCK, QUEER (IN)JUSTICE: THE
CRIMINALIZATION OF LGBT PEOPLE IN THE UNITED STATES 61-62 (2011).
34. In 2009, girls comprised 78 percent of the juveniles arrested for prostitution.
Charles Puzzanchera & Benjamin Adams, Juvenile Arrests 2009, JUV. OFFENDERS &
VICTIMS: NAT'L REP. SERIES BULL., Dec. 2011, at 4, available at http://ojjdp.gov/pubs
/236477.pdf. The other offense, running away, is related. Girls who run away often flee
abuse at home, and are at great risk for sexual exploitation on the streets. See infra notes
357-60 and accompanying text.
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gender differences in the juvenile justice system.35 Girls are more
frequently, and more harshly, punished for minor, nonviolent
crimes than boys. This is particularly true of offenses related to
sexuality or morality, such as prostitution.36 The paternalistic
justification offered is also gendered--boys are not incarcerated
on the basis that it will "help" them.37 Finally, this examination
of juvenile prostitution offers critical insight into the limits of the
criminal law.38 The harsh approach to prostituted girls, and the
costs of this approach, suggest that protection from self-harm is
not an appropriate ground for criminal sanctions. Such "punitive
paternalism" too easily elides into moralism, largely discounted
as a valid basis for punishment in modern times.39 This
discussion also highlights the overuse of the criminal justice
system to address social problems.40 A perplexing truth is that
the more victimized a girl is, the more likely she is to be
prosecuted and incarcerated.41 Under this framework, even the
youngest and most vulnerable are held accountable for their own
victimization. This institutional approach normalizes child
sexual exploitation, or at best ignores it.42
A caveat for clarification is needed. I am not arguing that all,
or even most, police, prosecutors, and judges are hostile towards
35. See infra Part IV.A.2.
36. See infra Part IV.A.2.
37. See, e.g., Barry C. Feld, Girls in the Juvenile Justice System, in THE
DELINQUENT GIRL 225, 248-52, 254-55 (Margaret A. Zahn ed., 2009) (contrasting the
paternalistic rationale often underlying girls' entry into the juvenile justice system from
that underlying boys' entry).
38. This is not to say, however, that the criminal law has no role in preventing
juvenile prostitution; to the contrary, increased enforcement of laws against buyers and
pimps of juveniles, as well as greater sanctions for those purchasing minors for sex, is an
important step to addressing this problem. Several states have recently strengthened
their laws in exactly this fashion. See, e.g., ARIZ. REV. STAT. ANN. 13-3552 (Supp. 2014);
FLA. STAT. ANN. 796.035 (West Supp. 2015); see also Michelle Madden Dempsey, How to
Argue About Prostitution, 6 CRIM. L. & PHIL. 65, 67 (2012) (suggesting "demand-side"
approaches to prostitution more generally).
39. Sociologist Loic Wacquant has used this term to describe the interaction of the
criminal and social welfare systems to marginalize and punish low-income people. LOIC
WACQUANT, PUNISHING THE POOR 16-17 (2009). I use the term more narrowly, to describe
the use of criminal sanctions against a person, ostensibly for her own benefit.
40. As psychologist Abraham Maslow famously observed: "[I]t is tempting, if the
only tool you have is a hammer, to treat everything as if it were a nail." ABRAHAM H.
MASLOW, THE PSYCHOLOGY OF SCIENCE: A RECONNAISSANCE 15-16 (1966).
41. See infra notes 228-30 and accompanying text (describing the desire to protect
victimized girls as the most common justification offered for incarceration).
42. As the Alameda County, California, District Attorney explains, seeing girls who
sell sex as criminals rather than victims "allows communities to ignore them as invisible."
Lee Romney, Campaign Cracks Down on Oakland Child-Sex Trafficking, L.A. TIMES (Jan.
9, 2014), http://articles.latimes.com/2014/jan/09/local/la-me-ln-oakland-child-sex-traffick
ing-20140109.
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1322 HOUSTON LAW REVIEW [52:5
these victimized girls. Many are trying to help them, and do not
know how else to do so, or lack resources such as safe housing for
runaways.43 They often face the devastating choice of jailing a
vulnerable child or putting her back on the streets to face great
risks. So is this story really about punishment or more about
misguided efforts to help?
Regardless of the motivations of individual actors, or the
"rescue" rhetoric, the systemic approach to juvenile prostitution
remains prosecution and, often, incarceration of the girls
themselves. Contributing to the persistence of this approach is
the rigid victim-offender binary. Police and other criminal justice
actors divide the world into good and bad, declining to recognize
the more complex reality.44 Juvenile prostitution, however, is
"messy"; prostituted children rarely act like victims, or even like
children.45 As a result, many treat these children as only
offenders--"apathy and outright disdain" become the primary
responses.46 Compounding this dynamic is the societal discomfort
and disgust for girls who are sexually active, even those who
have been exploited. Widely used police terms for cases involving
adult prostitutes and prostituted minors, such as "NHI (no
humans involved)" or "the trash run," reflect this view.47 The
criminal justice system's ongoing line-drawing between female
victims and offenders based on sexuality exposes this discomfort.
And this discomfort transforms protection into punishment.
This Article proceeds in four parts. Part II traces the
inconsistent treatment of girls for sexual activity below the age of
consent. It then outlines the significant costs of this paradox.
Part III considers potential justifications for prosecuting girls for
prostitution, concluding that none of the offered rationales pass
theoretical or practical muster. Part IV describes the most
plausible explanation for this practice, punishment for
nonconforming sexual conduct. Bringing to the fore the largely
hidden historic use of the criminal law to regulate girls' sexual
behavior, it then interprets the current treatment of prostituted
minors as a system of gendered social control. Part V concludes
43. See supra notes 30-32 (citing lack of adequate services or housing as one of the
reasons prosecution of child victims is ineffective).
44. I critique this binary, and its centrality to the criminal law, in a forthcoming
work. See Cynthia Godsoe, Victims and Offenders (draft on file with author).
45. Many police officers do not like these cases because of the deep needs of these
minors and the noncriminal justice orientation of the nonprofits that work with them.
One former prosecutor described overcoming this culture as the biggest challenge in these
cases. Telephone Interview with former prosecutor (Jan. 6, 2014).
46. LLOYD, supra note 20, at 146; see also supra notes 15-17.
47. LLOYD, supra note 20, at 147.
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by sketching out some alternative policy options for addressing
juvenile prostitution.
II. THE PARADOX OF GIRLHOOD SEX
Statutory rape and prostitution laws are in tension, both in
theory and practice. An underage girl having sex with an older
man is either a victim incapable of consent, or old enough to
agree. Her ability to consent is not dependent on money changing
hands. Nor, as we shall see, are prostituted girls less vulnerable
or coerced than girls in statutory rape cases--if anything, the
reverse is true.
After outlining this paradox, this Part describes the
immense costs incurred by a system that punishes prostituted
girls. This flawed policy likely increases girls' entrenchment "in
the life," as well as harms them in additional unanticipated
ways. Categorizing all prostituted children as offenders erases
their victimhood, rendering the problem of juvenile prostitution
invisible to "nice people" and giving their exploiters a free pass.
Finally, this unjust treatment of already marginalized girls
erodes the legitimacy of the criminal law.
A. Victim or Offender?
1. Victim: Statutory Rape. Statutory rape laws have long
been controversial, yet they remain on the books in every state. In
both England and America, these laws originally served to protect
"the purity of [young girls]" before marriage.48 At various times in
the last century, they have aimed to combat the spread of sexually
transmitted infections,49 collect child support,50 help prosecute
forcible rape,51 and protect society against the costs of young
motherhood and girls from sexual exploitation by older men.52
Statutory rape continues to have a gendered nature; so
much so that in 1981 the Supreme Court found it
48. Michelle Oberman, Turning Girls into Women: Re-evaluating Modern Statutory
Rape Law, 85 J. CRIM. L. & CRIMINOLOGY 15, 32-33 (1994) (quoting Pawson v. State, 865
S.W.2d 36, 41 app. n.4 (Tex. Crim. App. 1993)).
49. See People v. Gonzales, 561 N.Y.S.2d 358, 361-62 (Westchester Cnty. Ct. 1990).
50. Kay L. Levine, The Intimacy Discount: Prosecutorial Discretion, Privacy, and
Equality in the Statutory Rape Caseload, 55 EMORY L.J. 691, 711 n.82 (2006).
51. CAROLYN COCCA, JAILBAIT: THE POLITICS OF STATUTORY RAPE LAWS IN THE
UNITED STATES 17 (2004).
52. See, e.g., State v. LaMere, 655 P.2d 46, 49-50 (Idaho 1982) (unwanted
pregnancy); Commonwealth v. Albert, 758 A.2d 1149, 1153 (Pa. 2000) ("The [statutory
rape statute] properly . . . [puts] [t]he onus of sexual responsibility . . . on the older more
mature individual in the relationship.").
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1324 HOUSTON LAW REVIEW [52:5
constitutional to punish only males for statutory rape.53 Even
though most state statutes now use gender-neutral language,
the vast majority of defendants continue to be men, and the
victims girls.54 Legislatures, courts, and prosecutors continue
to be concerned primarily with preserving girls' chastity or
protecting girls from exploitation, rather than protecting
young girls and boys from exploitation.55
The current age of consent varies from thirteen to
eighteen, but is sixteen years old in over half the states and
under federal law.56 The nonculpability of the minor is
apparent from the doctrinal rule that a minor cannot be an
accomplice to her own statutory rape.57 Recognizing that the
exploitation at the heart of the crime comes mainly from the
greater maturity of the offender, most states now take into
account the age difference between the victim and offender.58
Teenagers who have sex are often exempted from liability,
either de jure or de facto, as these encounters are not
considered to contain the same coercive elements as those with
an older man and a younger girl.59 Even where liability is not
dependent upon it, a greater age difference has resulted in
prosecutors and courts recommending or imposing a higher
charge or a more severe sentence.60
53. Michael M. v. Superior Court of Sonoma Cnty., 450 U.S. 464, 473 (1981).
54. See Troup-Leasure & Snyder, supra note 33, at 1 (95 percent of cases involve
female victims and male defendants).
55. See, e.g., Hernandez v. State, 754 S.W.2d 321, 326 (Tex. App.--Houston [14th
Dist.] 1988) ("The purpose of the . . . statutory rape statute was to prevent imposition
upon females under the age of seventeen by older and presumably more experienced
males."), aff'd, 861 S.W.2d 908 (Tex. Crim. App. 1993).
56. See ASAPH GLOSSER, KAREN GARDINER & MIKE FISHMAN, THE LEWIN GRP.,
STATUTORY RAPE: A GUIDE TO STATE LAWS AND REPORTING REQUIREMENTS 5-8 (2004),
available at http://aspe.hhs.gov/hsp/08/sr/statelaws/report.pdf; see also 18 U.S.C.
2243(a)(1) (2012). Significantly, however, the TVPA considers all prostituted people
under eighteen to be per se victims.
57. See, e.g., In re Meagan R., 49 Cal. Rptr. 2d 325, 330 (Cal. Ct. App. 1996)
(holding that a fourteen-year-old girl could not be liable for aiding and abetting in
her statutory rape because she "was the protected victim under . . . a provision
designed to criminalize the exploitation of children rather than to penalize the
children themselves").
58. See, e.g., N.Y. PENAL LAW 130.25-.35 (McKinney 2014); MISS. CODE ANN.
97-3-65(1)(a)-(b) (West 2011).
59. At least sixteen states require that a defendant be a minimum age in order to
prosecute him or her for statutory rape. GLOSSER, GARDINER & FISHMAN, supra note 56,
at 6-7; Lisa Pearlstein, Note, Walking the Tightrope of Statutory Rape Law: Using
International Legal Standards to Serve the Best Interests of Juvenile Offenders and
Victims, 47 AM. CRIM. L. REV. 109, 120 (2010).
60. See, e.g., Oberman, supra note 48; Britton Guerrina, Comment, Mitigating
Punishment for Statutory Rape, 65 U. CHI. L. REV. 1251, 1254-55 (1998).
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Statutory rape is not widely prosecuted, yet the penalties for
it remain high in many jurisdictions.61 The focus today is
primarily on protecting minors from sex with adults in light of
the potential harms from such encounters.62 Prosecutors and
courts broadly consider the various types of coercion adults use to
pressure minors into having sex, including "economics, deceit,
violence, or romance."63 Courts have emphasized that youth
precludes girls from consenting, regardless of their individual
maturity or the circumstances of the encounter--the age
difference alone renders the dynamic coercive. As one court put
it: "The law conclusively presumes that those under [the age of
consent] are not sufficiently mature to understand fully the
physical, mental, and emotional consequences of sexual
intercourse, and are therefore incapable of making a rational
decision about whether to consent to such conduct."64 This rubric
posits a polarized binary between the adult "predator" meriting
punishment and the "inevitably vulnerable," innocent, and
"virtually defenseless" minor needing protection.65
2. Offender: Prostitution. The other story of girls engaged
in sexual activity is a punitive one. Across the country, girls are
routinely arrested and convicted, or adjudicated a juvenile
delinquent, for prostitution, i.e. "engag[ing] in sexual activity as
a business" or "for a fee."66 The assumptions outlined above about
the vulnerability of minors, and the greater culpability of adults
who have sex with them, break down in this context.
Prostitution has historically been a highly contested
crime. Nonetheless, as Frank Zimring and Bernard Harcourt
point out, it has seen virtually no reform from 1950 until very
61. See AM. PROSECUTORS RESEARCH INST., STATE RAPE STATUTES, available at
http://www.arte-sana.com/articles/rape_statutes.pdf (last visited Apr. 18, 2015)
(comparing rape penalties among states); Troup-Leasure & Snyder, supra note 33, at 1-2
(estimating 15,700 reports nationwide in 2000 but noting that its incidence is "relatively
unknown"). Only 42 percent of reports resulted in an arrest. Id. at 1.
62. See, e.g., People v. Douglas, 886 N.E.2d 1232, 1243 (Ill. App. Ct. 2008) ("[T]he
State has a legitimate interest in protecting children of tender years from sexual
involvement and in putting on the adult the burden of determining the age of the child.").
These potential harms are both physical and emotional. See, e.g., State v. Ware, 418 A.2d
1, 4 (R.I. 1980) (noting "the severe physical and psychological consequences of [underage
sex]").
63. Levine, supra note 50, at 711 (citing prosecutors).
64. Commonwealth v. Dunne, 474 N.E.2d 538, 545 n.17 (Mass. 1985).
65. See State v. Jadowski, 680 N.W.2d 810, 817 (Wis. 2004); Jones v. State, 640 So.
2d 1084, 1086 (Fla. 1994); McGuire v. State, 706 S.W.2d 360, 361-62 (Ark. 1986).
66. MODEL PENAL CODE 251.2 (1980); TEX. PENAL CODE ANN. 43.02(1) (West
2013). Every state prohibits or regulates prostitution. 73 C.J.S. Prostitution and Related
Offenses 1 (2012).
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1326 HOUSTON LAW REVIEW [52:5
recently, in stark contrast to other vice crimes and to statutory
rape.67 As outlined further below, the justifications for
criminalizing prostitution include deterring the spread of
sexually transmitted diseases, as well as the "public affront" to
moral citizens of public solicitation.68 Like statutory rape,
prostitution continues to be gendered. It was historically
defined in gender-specific terms; one illustrative 1951
definition describes it as "the indiscriminate offer by a female
of her body for the purpose of sexual intercourse or other
lewdness."69 Although all statutory definitions of prostitution
are now gender-neutral, the vast majority of people arrested
for and convicted of prostitution are girls and women.70
The statutory structure governing prostitution does not take
into account age; the law on the books in almost all states
permits the prosecution for prostitution of minors below the age
of consent.71 Thousands of girls are arrested and prosecuted for
prostitution.72 Arrests for prostitution constitute one of girls'
major entryways into the criminal system.73 Girls are frequently
incarcerated, both pre- and post-adjudication.74 As Figure 1
demonstrates, prostituted girls are far more likely to be treated
as offenders than as victims.
Indeed, minors prosecuted for prostitution are much more
severely sanctioned than adults. A woman arrested for
prostitution will be out the system's "revolving door" in a day or
67. FRANKLIN E. ZIMRING & BERNARD E. HARCOURT, CRIMINAL LAW AND THE
REGULATION OF VICE 634 (2007).
68. Id. at 47; see also infra notes 230, 241 and accompanying text (describing the
risks minors face and moral concerns as justifications for punishment).
69. ZIMRING & HARCOURT, supra note 67, at 634.
70. See NRC, supra note 7, at 144 (noting statutory changes to gender-neutral
prostitution definitions).
71. In the last few years, some states have passed "Safe Harbor" statutes to treat
prostituted minors differently than adults. See infra note 386. Even after these laws are
enacted, girls continue to be arrested for prostitution. See infra notes 387-89 and
accompanying text.
72. See supra note 7 (collecting sources); see also DARLENE LYNCH & KIRSTEN
WIDNER, COMMERCIAL SEXUAL EXPLOITATION OF CHILDREN IN GEORGIA: SERVICE
DELIVERY AND LEGISLATIVE RECOMMENDATIONS FOR STATE AND LOCAL POLICY MAKERS 9
(2008), available at http://bartoncenter.net/uploads/fall2011updates/status_other/CSEC
-recs-for-policy-makers.pdf; MUSLIM, LABRIOLA & REMPEL, supra note 8, at 14, 58
(reporting almost 4,000 arrests over a nine-year period in New York City and that almost
90 percent of these minors pled guilty or were convicted); Abby Sewell, Foster Youths in
Sex Trade, L.A. TIMES, Nov. 28, 2012, at AA1 (reporting that, in 2010, 174 minors were
arrested in Los Angeles for prostitution-related offenses).
73. Godsoe, supra note 16, at 1107-09 (describing the entry of juveniles into the
system).
74. See infra notes 304-11 and accompanying text.
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two.75 She is likely to be arrested repeatedly, but never to face
any significant period of incarceration. Girls, on the other hand,
are frequently prosecuted and incarcerated for lengthy periods on
prostitution or related charges.76 Knowing this reality, most
pimps pressure girls to lie about their age to police and others so
they are processed as adults and quickly released.77
FIGURE 1: PERCENTAGE OF PROSTITUTED MINORS TREATED AS
OFFENDERS VERSUS VICTIMS (NATIONAL STUDY)78
Like legislatures, courts have been largely silent on this
issue, although trial courts routinely process juvenile
prostitution cases.79 Several appellate courts in the last decade,
75. JUHU THUKRAL & MELISSA DITMORE, URBAN JUSTICE CTR., REVOLVING DOOR:
AN ANALYSIS OF STREET-BASED PROSTITUTION IN NEW YORK CITY 72, 78 (2003), available
at http://sexworkersproject.org/downloads/RevolvingDoor.pdf. As one former defense
attorney put it, prostitution by adults has been "de facto" decriminalized as law
enforcement and courts do not deem it worthy of significant attention or sanctions.
Telephone Interview with former defense attorney (Jan. 15, 2014).
76. See supra notes 8-10 and accompanying text (reporting the statistics from the
MUSLIM, LABRIOLA & REMPEL study); infra notes 79-84 and accompanying text
(summarizing cases that imposed harsh penalties on girls).
77. See Francine T. Sherman & Lisa Goldblatt Grace, The System Response to
the Commercial Sexual Exploitation of Girls, in J UVENILE JUSTICE : A DVANCING
RESEARCH, POLICY , AND PRACTICE 331, 335 (2011) (suggesting that this practice is
very widespread). Police and others are sometimes complicit in this pretense;
identifying the girls as minors, particularly as minor victims, raises many problems.
See infra Part II.B.3.
78. This data is drawn from the only national analysis of juvenile prostitution. See
Finkelhor & Ormrod, supra note 7, at 8; see also Halter, supra note 17, at 153-54, 156
(reporting the same trend).
79. Most such cases are never appealed, and so remain unpublished or even
untracked, but there are cases from across the country. See, e.g., In re J.J., No. A125054,
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1328 HOUSTON LAW REVIEW [52:5
however, have expressly condoned this practice. For instance, a
Texas court affirmed a girl delinquent for prostitution, first
noting that the state penal code did not limit its definition of
prostitution to adults.80 Similarly, a New York appellate court
affirmed the delinquency adjudication of a twelve-year-old girl
for prostitution and incarcerated her for twelve months.81
Both courts dismissed the inconsistencies between state
statutory rape laws and prostitution laws.82 The New York court
acknowledged that the girl was "incapable of consenting to any
sexual act[,]" but found "this circumstance was irrelevant to the
issue of whether she was properly found to have committed an
act [of] prostitution."83 The Texas court declined the girl's
argument that other penal code provisions punishing adult
exploiters of children signaled a legislative intent to protect
children from prosecution, maintaining that the state needed the
power to punish some minors for prostitution, or deter them by
the threat of punishment.84 In both cases, the courts ignored not
only the girls' legal incapacity to consent, but also evidence of
family and other trauma, which precipitated their prostitution.
Given these deliberate attempts to isolate the prostitution law
from statutory rape law, it is perhaps not surprising that there
appear to be no prosecutions for statutory rape associated with
these or other cases of prostituted minors.
Measuring the scope of juvenile prostitution is very difficult,
leading government agencies and experts to call for more
2009 Cal. App. Unpub. LEXIS 9995, at *17-18 (Cal. Ct. App. Dec. 17, 2009) (affirming the
adjudication of a minor for prostitution); In re Nicolette R., 779 N.Y.S.2d 487, 488 (App.
Div. 2004) (affirming the adjudication of a twelve-year-old girl for prostitution and noting
that the statute defining prostitution "contains no age requirement").
80. In re B.D.S.D., 289 S.W.3d 889, 895-96 (Tex. App.--Houston [14th Dist.] 2009,
pet. denied) ("[Nowhere in this statutory scheme including statutory rape laws] did the
Texas legislature state that a child cannot offer or agree to engage in sexual conduct with
an adult. Under the plain meaning of the prostitution statute, a child under [the age of
consent] can engage in [prostitution]." (citations omitted) (citing prior cases that endorse
prosecution of minors for prostitution)).
81. In re Nicolette R., 779 N.Y.S.2d at 488.
82. See id. ("There is nothing in the Penal Law to support the conclusion that [the
statutory rape section] was intended to bear any relationship to [the prostitution
section.]"); In re B.D.S.D., 289 S.W.3d at 896 (dismissing the child's argument that the
statutes "cannot be harmonized to give each of them effect").
83. In re Nicolette R., 779 N.Y.S.2d at 488. The New York legislature recently
passed the Safe Harbour for Exploited Children Act. Fernando Camacho, Sexually
Exploited Youth: A View from the Bench, in LAWYER'S MANUAL ON HUMAN TRAFFICKING:
PURSUING JUSTICE FOR VICTIMS 141, 146 (Jill Laurie Goodman & Dorchen A. Leidholdt
eds., 2011), available at http://www.dcf.state.fl.us/programs/humantrafficking/docs/LM
HT.pdf ("Let's not punish them, let's get them help.").
84. In re B.D.S.D., 289 S.W.3d at 894-95 (noting that otherwise "a juvenile could
engage in conduct constituting prostitution without fear of adjudication").
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systematic and accurate data collection on this issue.85 Accurate
data is virtually nonexistent for numerous reasons, including the
general lack of data on prostitution and other misdemeanor
crimes;86 the fact that juvenile records are sealed and rarely
appealed, resulting in scant reported case law; lack of attention
to juvenile prostitution by law enforcement in most
jurisdictions;87 and the widespread practices of girls lying about
their age to be processed as adults, and of police and prosecutors
charging minors with other offenses such as loitering or
disorderly conduct.88 Several of the problems inherent to the
criminalization of juvenile prostitution, such as girls' variable
status as victims or offenders, and the fact that most of these
girls are vulnerable, traumatized, and distrustful of police and
other authorities, compounds their invisibility.89 Juvenile
prostitution is becoming even more hidden from the general
public as pimps advertise girls on the Internet and purchasers
meet minors in hotel rooms or in private homes, away from
public view.90
It is clear, however, that the number of prostituted children
is not small, with 100,000 children estimated to be prostituted
each year, and between 100,000 and 300,000 children at risk.91
City-specific numbers are similarly high--an estimated 2,200
children are prostituted in New York City each year (deemed a
"significant undercount[]" by the study's authors), and 16,000 in
Chicago each year.92 Experts agree that the problem is growing,
85. The DOJ observed that "the exact number of children who are victims of
sex trafficking does not exist because comprehensive research is lacking." KRISTIN
M. F INKLEA , A DRIENNE L. F ERNANDES -A LCANTARA & A LISON S ISKIN , C ONG .
R ESEARCH S ERV ., R41878, S EX T RAFFICKING OF C HILDREN IN THE U NITED S TATES :
O VERVIEW AND I SSUES FOR C ONGRESS 6 (2011), available at
http://fas.org/sgp/crs/misc/R41878.pdf.
86. See JESSICA ASHLEY, ILL. CRIMINAL JUSTICE INFO. AUTH., THE COMMERCIAL
SEXUAL EXPLOITATION OF CHILDREN AND YOUTH IN ILLINOIS 1, 5, 21 (2008) (concluding
that this lack of reporting made finding the number of prostituted children arrested in
Illinois impossible).
87. See Mitchell, Finkelhor & Wolak, supra note 17, at 22.
88. Id. at 33. This occurs for multiple reasons, including well-meaning police officers
and prosecutors who do not want to charge girls with prostitution itself and proof
problems. Id. at 21-22.
89. Id. at 19, 33.
90. See FINKLEA, FERNANDES-ALCANTARA & SISKIN, supra note 85, at 2 (noting that
technologies like the Internet have facilitated sex trafficking of children by connecting
"buyers of commercial sex with trafficking victims while simultaneously distancing the
perpetrator from criminal transactions").
91. See ESTES & WEINER, supra note 6, at 4. All of the sources, including the
government, concede that these numbers are likely underestimates. Id.
92. FRANCES GRAGG ET AL., NEW YORK PREVALENCE STUDY OF COMMERCIALLY
SEXUALLY EXPLOITED CHILDREN: FINAL REPORT 23, 92 (2007), available at
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1330 HOUSTON LAW REVIEW [52:5
and that children are being prostituted at increasingly younger
ages.93 Many of the girls arrested are very young--the
Department of Justice (DOJ) estimates that the average age of
entry into the commercial sex industry is between eleven and
fourteen years old.94 The vast majority of those purchasing sex
from minors are "almost exclusively" adult men.95
These girls are extremely vulnerable, and their entry into
the sex industry is usually prefaced by trauma.96 Seventy to
ninety percent of them have a history of sexual abuse, and the
majority have also experienced physical abuse and/or extreme
family dysfunction.97 Sixty percent of prostituted children
nationwide have run away from home.98 Experts estimate that a
runaway will be approached in an attempt to lure her into
prostitution within forty-eight to seventy-two hours of leaving
home.99 In short, these girls are not well-off suburban teenagers
http://www.ocfs.state.ny.us/main/reports/CSEC-2007.pdf; Nesheba Kittling, God Bless the
Child: The United States' Response to Domestic Juvenile Prostitution, 6 NEV. L.J. 913, 921
(2006); John Tanagho, Comment, New Illinois Legislation Combats Modern-Day Slavery:
A Comparative Analysis of Illinois Anti-Trafficking Law with Its Federal and State
Counterparts, 38 LOY. U. CHI. L.J. 895, 904 (2007).
93. See Swecker Congressional Testimony, supra note 9; Eric Scigliano, The
Struggle to Control Seattle's Burning Underage Prostitution Problem, CROSSCUT (Apr. 3,
2014), http://crosscut.com/2014/04/sex-exploitation-seattle-homeless-youth-scigliano/
(indicating that a Seattle police officer reported that from the 1980s to now, 95 percent of
the women in prostitution he encountered began as abused teenagers or children, with
the only change being that in 2014 "the girls seem [even] younger").
94. See Swecker Congressional Testimony, supra note 9. Almost half of prostituted
children in certain jurisdictions were first exploited as young as age ten or eleven. GRAGG
ET AL., supra note 92, at 40.
95. Finkelhor & Ormrod, supra note 7, at 8.
96. There is also a disproportionate representation of low income and racial minorities
among these youth. See, e.g., GRAGG ET AL., supra note 92, at 86 (finding 67 percent of
prostituted children in New York State are black); Peterson, supra note 18 ("The vast majority
(of minors) are from families living in extreme poverty because traffickers prey on vulnerable
children. . . ." (quoting Andrea Powell, Founder of FAIR Girls)).
97. See Swecker Congressional Testimony, supra note 9; see also GRAGG ET AL.,
supra note 92, at 31, 42 (reporting that 85 percent of prostituted children in that study
had prior child welfare involvement); Sewell, supra note 72 (majority of prostituted
minors arrested in Los Angeles had been in foster care). Police and others encountering
these girls around the country often put the number who have been abused even higher.
See, e.g., Kessler, supra note 10 (quoting a California police officer's estimate that "nine-
and-a-half or ten out of ten" of the prostituted girls he encounters were first victims of
sexual abuse); Scigliano, supra note 93 (quoting a Seattle prosecutor estimating that 80
percent to 90 percent of prostituted youth were sexually abused as children, with a "very
high rate" of runaway youth involved).
98. FINKLEA, FERNANDES-ALCANTARA & SISKIN, supra note 85, at 32-33.
99. HEATHER J. CLAWSON ET AL., U.S. DEP'T OF HEALTH & HUMAN SERVS., HUMAN
TRAFFICKING INTO AND WITHIN THE UNITED STATES: A REVIEW OF THE LITERATURE 10
(2009), available at http://aspe.hhs.gov/hsp/07/humantrafficking/litrev/; The Numbers,
NAT'L CLEARINGHOUSE ON FAMILIES & YOUTH, http://ncfy.acf.hhs.gov/features/trafficking
-and-runaway-youth/numbers (last visited Apr. 18, 2015).
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looking to earn spending money.100 Instead, they are highly at
risk for abuse, or seduction, by older men. As an FBI assistant
director described them: "Many of them are what they call
`throwaway children'--they're children that really nobody
wants. . . . They have no family structures, they have no viable
friends."101
There is also significant evidence that girls are harmed by
prostitution. Violence, including assault, rape, and robbery, is
endemic to the commercial sex industry.102 Involvement in
prostitution puts children at significant risk for mental health
and substance abuse problems, as well as for sexually
transmitted infections (STIs).103 For this reason, the medical
literature classifies these girls as victims of psychological and
often physical trauma. Many of these harms, such as the risk of
abuse and STIs, are also those recognized by legislatures and
courts in justifying statutory rape laws.104
Typical are these two accounts from a recent case and a
media account. Lucilia was put in foster homes as a baby, after
being injured during a dispute between her parents. At age five,
she went to live with her grandmother.105 From ages ten to
twelve, an uncle sexually abused her, but her grandmother did
not believe her, and whipped her with a TV wire, calling her a
"liar and a whore." Lucilia went to live with her mother, where
she was raped by her seventeen-year-old half-brother. After
running away, Lucilia was picked up by two men in a car who
offered her food and shelter for sex. Shortly afterward, she was
recruited by an adult pimp, Romeo. She lived with five other
prostituted girls under Romeo's control, and was arrested for
prostitution when she was thirteen. She lied about her age, was
processed as an adult and released. Arrested again a few months
later, she gave her true age and was incarcerated in a juvenile
100. That is the uncredible plot of a 2007 film "The Babysitters." THE BABYSITTERS
(Forensic Films 2007).
101. Child Prostitutes Rescued by FBI, Police, WIBW (Feb. 23, 2009, 4:54 PM),
http://www.wibw.com/home/headlines/40126577.html (quoting Daniel Roberts, Deputy
Assistant Director, FBI). The children prosecuted in the cases described above bore many
of the indicia of vulnerability discussed here. For instance, the girl in the Texas case was
a runaway solicited into prostitution by her adult pimp. Petition for Writ of Certiorari at
2, B.D.S.D. v. Texas, 131 S. Ct. 1485 (2011) (No. 10-758), 2010 WL 4972110, at *2.
102. Finkelhor & Ormrod, supra note 7, at 8-9.
103. See Marty Beyer, Delinquent Girls: A Developmental Perspective, 9 KY. CHILD.
RTS. J. 17, 20 (2001) (noting that girls that have experienced trauma often develop
posttraumatic stress disorder, depression, and use drugs and alcohol to "numb the pain").
104. See supra notes 48-65 and accompanying text.
105. These facts are taken from the case outlined in Jessica Lustig, The 13-Year-Old
Prostitute: Working Girl or Sex Slave?, N.Y. MAG., Apr. 2007, at 36, 38-40.
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1332 HOUSTON LAW REVIEW [52:5
facility for over a year, despite cooperating in the successful
prosecution of Romeo.
Jane Doe ran away from home at thirteen, and was soon
prostituted by various pimps.106 Jane came under the control of a
pimp, DB, who "used physical violence, degradation and other
coercive tactics [including having his name tattooed on her arm]
to control [her]."107 She was arrested and convicted for
prostitution multiple times in New York, but she followed DB's
instructions and lied about her age. After these convictions, DB
prostituted her in Washington, D.C., Virginia, and Florida. She
was gang-raped and assaulted, but he would not allow Jane to go
to the hospital. Despite the young age and other indicia of
vulnerability of Lucilia, Jane, and thousands more, buyers of
prostituted minors are not prosecuted for statutory rape and
these girls continue to be viewed by police and prosecutors as
offenders rather than victims.
B. Costs of This Approach
This section outlines the numerous costs of this punitive
approach to juvenile prostitution. These include the harms to
individual girls and crimogenic effects of sanctioning them, the
high risk of selective enforcement, the failure to pursue child
exploiters (the "real" offenders), and the accompanying
legitimacy costs on the criminal law as a whole.
1. Anti-Deterrent Effect and Individual Harms. It is
undisputed that girls need appropriate services and supports to
permanently exit prostitution. In addition to safe housing, they
need specialized treatment for the trauma they have suffered, other
medical and psychological care, and job training and educational
supports.108 Otherwise, they are left with few economic or emotional
options other than to return to their pimps. The complex
psychological trauma of being prostituted often requires multiple
interventions for a successful exit; accordingly, experts have found
that exit takes at least three appropriate interventions.109
106. These facts are taken from People v. Doe, 935 N.Y.S.2d 481, 482-83 (Sup. Ct.
2011).
107. Id.
108. See, e.g., CAL. CHILD WELFARE COUNCIL, ENDING THE COMMERCIAL SEXUAL
EXPLOITATION OF CHILDREN: A CALL FOR MULTI-SYSTEM COLLABORATION IN CALIFORNIA
39 (2013) (noting that victims of sexual exploitation require comprehensive services
including housing, legal and medical assistance, and social services).
109. Id. at 38 (indicating that the "continuum of care can be divided into three
phases: (1) crisis intervention and assessment, (2) comprehensive assessment and case
management, and (3) social reintegration").
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Criminal prosecution and incarceration do not help. On the
contrary, the available data indicate that they further entrench
girls in "the life."110 Expressing frustration about the "revolving
door" of arrest and incarceration, some police and prosecutors
have themselves concluded that punishing girls to secure their
testimony is extremely ineffective, and often renders them
unlikely to ever seek assistance.111 There are several reasons for
this anti-deterrent effect. First, being prosecuted and treated as a
criminal results, not surprisingly, in girls distrusting the police
and others who seek to assist them.112 Second, prosecution does
not address the reasons most girls enter prostitution; and, third,
it does not provide the services and housing that they need to
escape the life.
The risk factors for entering prostitution are well
documented, but the criminal justice system fails to address
these underlying causes. Incarceration, probation, or other
criminal sanctions do not address the histories of abuse and
running away, which leave girls extremely vulnerable to
exploitation.113 Experts name a lack of safe and supportive
housing as the number one barrier to exit.114 There remains,
however, virtually no such housing nationwide, leaving many
girls after prosecution facing the Hobson's choice of homelessness
110. MUSLIM, LABRIOLA & REMPEL, supra note 8, at 33, 39, 61, 64 (noting that law
enforcement and the courts either incarcerate the girl with no services or place her back
in the dysfunctional or abusive family she left, usually leading to her return to her
exploiter and prostitution).
111. LLOYD, supra note 20, at 138 ("The cops knew that as soon as these jail stays
were over, the girls would go right back."); Camacho, supra note 83, at 141-46 (explaining
how his years of prosecuting girls for prostitution, and then sentencing them to
incarceration as a judge, led him to realize that prosecution is ineffective and unfair).
112. Aggressive police tactics, including sexual abuse, compound this dynamic.
Abuse by police of prostituted minors is disturbingly widespread. For instance, "most" of
the prostituted girls whom researchers interviewed in a New York study "reported
trading sex with police officers to avoid arrests." GRAGG ET AL., supra note 92, at 46. Even
if they don't abuse them, police often treat prostituted children so poorly that the girls
distrust them, rendering cooperation very unlikely. Holly Austin Smith, Law Enforcement
Training: The Missing Service for Victims of Human Trafficking, HOLLY AUSTIN SMITH
(Sept. 20, 2012), http://hollyaustinsmith.com/2012/09/ (quoting a former prostituted girl
who after being treated with "disgust and scorn" by most police "flat out refused to
cooperate").
113. The shortage of appropriate services for girls in the juvenile justice system,
particularly those who have been sexually abused and/or prostituted, is well documented.
See, e.g., Francine T. Sherman, Detention Reform and Girls: Challenges and Solutions:
JDAI Pathways to Detention Reform #13, at 19 (Bos. Coll. Law Sch., Legal Studies
Research Paper Series, Research Paper No. 2005-02, 2005), available at
http://papers.ssrn.com/sol3/papers.cfm?abstract_id=2127252.
114. FINKLEA, FERNANDES-ALCANTARA & SISKIN, supra note 85, at 20 n.82; GRAGG ET
AL., supra note 92, at 73.
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1334 HOUSTON LAW REVIEW [52:5
or a return to their pimps.115 Tellingly, even though a majority of
prostituted girls report a real desire to leave "the life," they are
usually left less able to do so after contact with the criminal
system.116
Indeed, criminal prosecution itself brings many harms. The
conditions in adult and even juvenile incarceration are
deplorable, with girls convicted of prostitution or related
nonviolent offenses being transported to and from court in leg
shackles and handcuffs.117 Detention offers few health, mental
health, or education resources, particularly for girls, and often
leaves them worse off in these regards.118 Girls are more likely
than boys to be abused or mistreated by staff while confined, and
such abuse is often gendered, with girls being sexually assaulted
or called "hos."119 Experts have concluded that incarceration is
likely ineffective and harmful for many minors, but it is
particularly harmful to prostituted girls due to their traumatic
histories and complex psychosocial needs.120
Even those girls who are not incarcerated endure the stigma
and collateral consequences of a delinquency or criminal
115. See, e.g., FINKLEA, FERNANDES-ALCANTARA & SISKIN, supra note 85, at 24
(reporting 2010 Senate committee testimony that only twelve organizations throughout
the country provide specialized services for prostituted children, with only fifty beds
among them).
116. Advocates working with prostituted girls report that most of the girls want to
leave prostitution but are unable to do so because of the fear or psychological hold of their
pimps and a lack of housing, employment, or a support system. See, e.g., RIC CURTIS ET
AL., THE COMMERCIAL SEXUAL EXPLOITATION OF CHILDREN IN NEW YORK CITY 110 (2008)
(87 percent of the girls interviewed unequivocally wanted to exit prostitution).
117. See Sherman, supra note 113, at 6 (identifying crowding as a serious problem);
see also NAT'L JUVENILE JUSTICE NETWORK, UNCHAIN THE CHILDREN: POLICY
OPPORTUNITIES TO END THE SHACKLING OF YOUTH IN COURT 1 (2014), available at
http://www.njjn.org/uploads/digital-library/Shackling-in-Court-Hearing_FINAL.pdf
(discussing the physical and psychological harm that occurs when all children appearing
in juvenile court are shackled).
118. See infra notes 304-11 and accompanying text.
119. For instance, girls are at higher risk of sexual assault while incarcerated.
OFFICE OF JUVENILE JUSTICE & DELINQUENCY PREVENTION, JUVENILE OFFENDERS AND
VICTIMS: 2006 NATIONAL REPORT 231 (2006) [hereinafter OJJDP 2006 REPORT], available
at http://www.ojjdp.gov/ojstatbb/nr2006/downloads/NR2006.pdf.
120. Deterrence by incarceration is particularly ineffective for low-risk, low-level
offenders. RICHARD A. MENDEL, ANNIE E. CASEY FOUND., NO PLACE FOR KIDS: THE CASE
FOR REDUCING JUVENILE INCARCERATION 12 (2011), available at http://www.aecf.org/m
/resourcedoc/aecf-NoPlaceForKidsFullReport-2011.pdf. New York state legislators noted
this dynamic: "[S]ince the overwhelming majority of these youths have a history of
psychological, physical or sexual abuse as younger children and many have been raised in
poverty, simply arresting, prosecuting and incarcerating them as criminals did little more
than re-traumatize survivors of sexual exploitation." Press Release, Sheldon Silver,
Assembly Speaker, Assembly Passes `Safe Harbour' Legislation (June 19, 2008), available
at http://assembly.state.ny.us/Press/20080619/.
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adjudication.121 The harmful impact of even a misdemeanor
conviction on employment and future success is well documented,
and underlies the current movement to vacate past convictions
for prostituted minors.122 The emotional stress and trauma
associated with prosecution are compounded for juveniles.123 Like
incarceration, the experience of prosecution is particularly
difficult for prostituted children, leading to near-consensus
among experts "that prosecuting sexually exploited children
re-traumatizes them and makes the process of leaving the streets
more difficult."124 These girls suffer from low self-esteem,
worthlessness, and guilt, which are likely to be exacerbated by
the inherent message in prosecution that they are culpable for
their exploitation.125 In short, sanctioning prostituted children
utterly fails to protect them--the cure is indeed worse than the
disease.
2. Selective Enforcement. The current prosecution approach
to prostituted girls also brings a significant risk of selective
enforcement. The broad discretion of criminal law actors is an
area of great concern to lawmakers and scholars. These concerns
are heightened in the juvenile justice context, which has always
built in additional discretion. Intended to accommodate the
unique needs of minors, this discretion has frequently resulted
instead in more punitive, arbitrary, or racially discriminatory
treatment of certain groups.126 Selective enforcement is also
endemic to under-enforced crimes, such as statutory rape and
prostitution.127
121. See Michael Pinard, The Logistical and Ethical Difficulties of Informing
Juveniles About the Collateral Consequences of Adjudications, 6 NEV. L.J. 1111, 1114-15
(2006) (identifying housing, future employment, enhanced future sentences, and
immediate educational opportunities as potential collateral consequences of juvenile
adjudication).
122. See, e.g., 725 ILL. COMP. STAT. ANN. 5/116-2.1 (LexisNexis Supp. 2014)
(indicating that a motion to vacate a prostitution conviction for sex trafficking victims can
be filed at any time following a verdict or finding of guilt).
123. People v. Samantha R., No. 2011KN092555, 2011 WL 6303402, at *5 (N.Y.
Crim. Ct. Dec. 16, 2011) (observing this fact).
124. JACKIE ROSS, CORR. ASS'N OF N.Y., ADDRESSING KEY CRIMINAL JUSTICE ISSUES
IN THE 21ST CENTURY 12 (2007). "Research demonstrates that these children have been
victimized at a number of levels and that prosecution only compounds the harms they
have experienced." LYNCH & WIDNER, supra note 72, at 4.
125. LYNCH & WIDNER, supra note 72, at 12; Samantha R., 2011 WL 6303402, at *1,
*5.
126. See, e.g., Kim Taylor-Thomson, Girl Talk--Examining Racial and Gender Lines
in Juvenile Justice, 6 NEV. L.J. 1137, 1137 (2006) ("In a system built on the exercise of
discretion . . . , girls of color tend to benefit the least . . . .").
127. Sanford Kadish identified this problem with adult prostitution in his
seminal work on overcriminalization. Sanford H. Kadish, The Crisis of
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1336 HOUSTON LAW REVIEW [52:5
Based on these concerns, several state high courts have
recently held that punishing a child under the statutory rape law
intended to protect children is impermissible.128 Significant to
these holdings was the purpose of these laws to protect children
against predators, usually adults, who manifest "vicious
behavior."129 For instance, the Vermont Supreme Court noted the
"tension goes beyond irony" of designating all minors engaged in
consensual sex with each other simultaneously victims and
offenders, concluding that the legislature could not have intended
to stigmatize minors as child abusers.130 The courts also reasoned
that the conflation of the victim and offender roles led to a great
risk of selective prosecution in determining which minors were
victims and which were offenders. The Ohio Supreme Court
found its statutory rape law to be unconstitutionally vague as
applied to children under thirteen years old because the
identities of the offender and the victim were unclear:
When an adult engages in sexual conduct with a child [this
young], it is clear which party is the offender and which is
the victim. But when two children [this young] engage in
sexual conduct with each other, each child is both an
offender and a victim, and the distinction between those
two terms breaks down.131
This lack of role clarity encourages selective, even
discriminatory, enforcement.132
The risk of selective enforcement is similarly present in the
prosecutions of prostituted girls. The treatment of these girls
varies widely across the country and even individual states, as
Overcriminalization, 374 ANNALS AM. ACAD . POL. & S OC. SCI. 157, 159-61 (1967); see
also Michele Goodwin, Law's Limits: Regulating Statutory Rape Law, 2013 WIS. L.
REV. 481, 481 ("[J]udges interpret and enforce statutory rape cases in a manner that
entrenches stereotypes and biases.").
128. See, e.g., In re D.B., 950 N.E.2d 528, 529-30, 533 (Ohio 2011) (finding Ohio's
statutory rape statute to be unconstitutional when it was applied to prosecute a
twelve-year-old boy for sex with an eleven-year-old boy); In re Z.C., 165 P.3d 1206, 1207,
1213 (Utah 2007) (reversing a delinquency finding against a thirteen-year-old girl for
statutory rape of a twelve-year-old boy and vice versa, where each child was the victim in
one case and the offender in another); In re G.T., 758 A.2d 301, 302, 309 (Vt. 2000)
(reversing a delinquency adjudication against a fourteen-year-old boy for statutory rape of
a twelve-year-old girl).
129. See In re D.B., 950 N.E.2d at 532 (quoting OHIO REV. CODE ANN. 2907.02 cmt.
(LexisNexis 2014)).
130. In re G.T., 758 A.2d at 305.
131. In re D.B., 950 N.E.2d at 533.
132. Id. at 529-30, 532-33 (finding it particularly problematic where, like here, the
defendant was engaging in same-sex sexual activity, suggesting potential selective
enforcement against LGBT minors).
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well as between the state and federal systems.133 This variation
is compounded by the fact that demeanor, compliance, and other
arbitrary circumstances largely determine how prostituted girls
will be treated by police, prosecutors, and judges. In short, the
extremely important designation of victim or offender is often
made on criteria having nothing to do with the retributive or
deterrence goals of the criminal law.134
3. Missing Victims and a Pass for the Real Offenders. Many if
not most people prefer not to know about prostituted children,
wishing to ignore this uncomfortable issue.135 Indeed, some continue
to opine that juvenile sex trafficking does not occur "here," but only
in far off countries such as Thailand or Ukraine.136 This is true not
only of the general public, but of criminal justice actors. Studies
show that many police departments across the country continue to
deny that prostituted minors exist in their jurisdictions, even in the
face of countervailing evidence.137 Police officers sometimes profess
to believe girls who lie about their age, even girls as young as twelve
or thirteen. When they know they are minors, many arrest girls
without asking them about the circumstances of their
prostitution.138 Experts suggest that this "tacit ignorance" may be
133. For instance, federal prosecutors have prosecuted pimps for trafficking
American-born minors, treating the minors as victims throughout the proceedings.
Telephone Interview with former prosecutor (Jan. 6, 2014). State prosecutors, to the
contrary, have largely continued to routinely prosecute minors for prostitution. See infra
notes 191-98 and accompanying text (discussing the difference between state prostitution
laws and federal anti-trafficking laws).
134. See infra Part III.A-B (discussing the retributive and deterrence goals of
criminal law). As one expert writes: "I hope and pray with each [prostituted] girl that they
get a `good' cop, a supportive judge, an understanding prosecutor. There are too many
girls . . . who just don't get that lucky." LLOYD, supra note 20, at 143-44.
135. Numerous judges and advocates cite this as a significant challenge. As one
judge described it: "When you begin to discuss these girls, people turn away and don't
want to hear. . . ." Telephone Interview with judge and former prosecutor (Feb. 7, 2014).
At least one commentator has suggested that punishing, particularly incarcerating, these
girls is primarily a way to remove them from our collective sight and guilt. Jonah
Spangenthal-Lee, Incarcerate the Victim: King County Seeks Harsh Punishment for Teen
Prostitute, STRANGER (Mar. 22, 2007), http://www.thestranger.com/seattle/Content
?oid=180560. Also reflecting this myopia, when Jodie Foster portrayed a twelve-year-old
prostituted girl in the iconic Taxi Driver, critics were more concerned about the actress's
mental health after playing this part rather than the many actual young girls being
prostituted. See Boze Hadleigh, Jodie Foster Interview, MEDIASCENE PREVUE, Mar.-June
1992, available at http://www.oocities.org/jodiefosterph/mprevue030192.html.
136. Matthew Segal, Q&A: Mike Kessler Reveals the Unsavory Truth About Child
Prostitution in L.A., L.A. MAG. (Oct. 20, 2014), http://www.lamag.com/thejump/qa-mike
-kessler-reveals-unsavory-truth-child-prostitution-l/.
137. NRC, supra note 7, at 203.
138. See, e.g., Segal, supra note 136 (noting that "it's easier [for law enforcement] to
turn the other cheek, or to blame the victim"); see also KATE MOGDALESCU & KATHERINE
MULLEN, COUNCIL OF THE CITY OF N.Y. COMM. ON WOMEN'S ISSUES & COMM. ON PUB.
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1338 HOUSTON LAW REVIEW [52:5
intentional because recognizing that those being prostituted are
underage means undergoing the inconvenience that arresting
minors entails, as well as coming face-to-face with the collective
guilt.139 The discomfort criminal justice actors have with these
cases, coupled with the dearth of other options for addressing these
girls' needs, pressures them to classify these high-needs girls as
offenders. Accordingly, despite police protocols to search missing
child reports when encountering runaway or unaccompanied
minors, police sometimes do not do so when they arrest minors for
prostitution.140 Courts are also sometimes willfully blind about the
victimhood, actual or legal, of prostituted girls.141
The denial of girls' victimhood, and their treatment as
offenders, also exonerates those who are the most culpable for
the harm to children. The focus on prosecuting the prostituted
girls themselves detracts from pursuing the pimps and customers
exploiting children, leading the DOJ to acknowledge that these
men "have largely escaped accountability for many years."142
Prosecutors also acknowledge that the vast majority of sex
buyers are not arrested or prosecuted.143 The figures below
demonstrate the vast discrepancies in punishment between
SAFETY, TESTIMONY, OVERSIGHT: COMBATING SEX TRAFFICKING IN NYC: EXAMINING LAW
ENFORCEMENT EFFORTS--PREVENTION AND PROSECUTION 9 (2011) (reporting that despite
having arrested minors for prostitution, an officer of the NYPD "could not define sex
trafficking, was unaware that New York had an anti-trafficking law, and had never been
trained on the risk of commercial sexual exploitation of minors").
139. Segal, supra note 136; see LLOYD, supra note 20, at 137 ("Underage involves
having to contact a parent, calling Children's Services, waiting hours for a social worker
to show up, a paperwork hassle, a night ruined, chained to a desk with a defensive
teenager.").
140. See MOGDALESCU & MULLEN, supra note 138, at 4-5 (describing a case where a
fifteen-year-old girl listed on the national registry of missing children was arrested by
police and, per her pimp's instructions, said she was eighteen, whereupon the police took
no steps to ascertain her true identity or age and processed her through criminal court as
an adult). Most prostituted youth, however, are not listed on the registry; pimps target
children "who won't be missed." Peterson, supra note 18 (quoting one service provider
noting that out of the over 300 girls they have served, only two were reported missing,
often because they were in foster care). The fact that they are not missed further
distances these children from the standard victim paradigm, facilitating their
identification as offenders. See infra Part III.A.2 (discussing how prostitution laws reflect
the invisibility of prostituted persons and treat them as barely human).
141. Both the Nicolette R. and B.D.S.D. courts refused to consider the girls' status as
victims of statutory rape, or their actual victimhood. See supra notes 79-84 and
accompanying text.
142. NRC, supra note 7, at 161; DEP'T OF JUSTICE, THE NATIONAL STRATEGY FOR
CHILD EXPLOITATION PREVENTION AND INTERDICTION: A REPORT TO CONGRESS 34 (2010).
143. See, e.g., Sara Jean Green, Tougher Police Tactics Stinging Sex Buyers, SEATTLE
TIMES, Oct. 15, 2014, http://www.seattletimes.com/seattle-news/tougher-police-tactics
-stinging-sex-buyers/ (citing a prosecutor that buyers are rarely arrested, and only then
after they have repeatedly purchased girls and women for sex, some up to "hundreds of
times").
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prostituted girls and either their customers or their pimps. For
instance, over a twenty-five-year period in New York City,
prostituted minors were arrested over ten times as often their
customers and almost six times as often as their pimps.144 A
similar pattern is evident in other jurisdictions.145
FIGURE 2: RELATIVE NUMBER OF ARRESTS OF PROSTITUTED
MINORS AS OFFENDERS AND OF ADULT EXPLOITERS WHEN THE
MINORS ARE DESIGNATED VICTIMS (NATIONAL STUDY)146
80%
60%
40%
20%
0%
Arrested minors Arrested adults
144. See infra Figure 3.
145. For instance, in Seattle, until recently, "women and girls involved in
prostitution were arrested up to ten times more often than sex buyers, and were three to
four times more likely to face prosecution." Green, supra note 143.
146. See Finkelhor & Ormrod, supra note 7, at 9.
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FIGURE 3: RELATIVE NUMBER OF ARRESTS OF PROSTITUTED
MINORS, THEIR PIMPS, AND THEIR JOHNS (NYC STUDY)147
Average arrests per year
(over 25 year period)
Customers of minors
Pimps of minors
Minors for prostitution
0 50 100 150 200 250 300
Girls are not only arrested and prosecuted far more
frequently than their exploiters, but are also punished more
severely. Prostitution customers, even those purchasing sex
from minors, rarely face incarceration, in stark contrast to the
minors themselves.148 Indeed, a handful of jurisdictions do not
sanction solicitation, and most impose minor sanctions such as
fines.149 Pimps are more likely to be sanctioned than
customers, but they also receive less law enforcement focus
than prostitutes themselves.150 Tellingly, police officers across
the country report that gangs and other criminal organizations
are increasingly pimping young girls because it is "a very low-
risk, high-reward activity," particularly compared to
possessing or selling drugs or weapons.151
147. See MUSLIM, LABRIOLA & REMPEL, supra note 8, at 12, 19 (also noting that
interviews of law enforcement revealed that "arresting [johns] was not seen as a way to
stop the problem" and "requires resource-intensive undercover police work").
148. See supra notes 142-47 and accompanying text. This is starting to change, with some
jurisdictions enacting statutes that punish solicitation of minors more severely than regular
solicitation. VA. CODE. ANN. 18.2-346 (2014); TEX. PENAL CODE ANN. 43.02 (West 2013). To be
effective, however, police, prosecutors and judges need to enforce these higher penalties.
149. For instance, the Model Penal Code treats buying sex as a violation, while selling
sex is a misdemeanor. Compare MODEL PENAL CODE 251.2(5) (1980), with MODEL PENAL
CODE 251.2(1)-(2). The law on the books for both offenses is now equal in most states, but
in some it still punishes selling sex more severely than buying it. See, e.g., NEB. REV. STAT.
28-801, 28-106 (2008) (outlining the sentence for prostitution of up to a year incarceration
and a fine of $1,000, while purchasing sex is punishable by fines of $200-$500).
150. See, e.g., Sylvia A. Law, Commercial Sex: Beyond Decriminalization, 73 S. CAL.
L. REV. 523, 569 n.277 (2000) (reporting that a data review revealed "almost no evidence
of prosecution for pimping or pandering").
151. Scigliano, supra note 93 (quoting a Seattle Police Department captain
contrasting pimping with drugs and guns and reporting that even those arrested and
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Some commentators conclude that this is largely intentional;
because it is easier to prosecute prostitutes than pimps, police
and prosecutors are simply focusing on the "low-hanging fruit" to
keep their numbers up rather than actually pursuing the most
culpable offenders or changing the system.152 The ease with
which customers can be caught when prosecutors and police focus
further supports the argument that it is not a priority in most
jurisdictions. For instance, one suburban county recently
initiated a sting operation and arrested 104 sex buyers in one
month with minimal resources.153 Only 39 had been arrested
during the entire previous decade.154 Barriers to sanctioning
child exploiters extend beyond resources and police priorities to
societal attitudes condoning purchasing sex, and ignoring the
extent to which this practice harms girls and women.155 To cite
convicted serve short sentences before they return to exploit more girls); see also Ian
Urbina, For Runaways on the Street, Sex Buys Survival, N.Y. TIMES, Oct. 27, 2009, at A1
(quoting a Boston police detective: "Gangs used to sell drugs. . . . Now many of them have
shifted to selling girls because it's just as lucrative but far less risky.").
152. Mitchell, Finkelhor & Wolak, supra note 17, at 30 (documenting the failure by
police to vigorously pursue customers and pimps of prostituted children); Christina M.
Becker, Note, Violating Due Process: The Case for Changing Texas State Trafficking Laws
for Minors, 20 WASH. & LEE J. CIVIL RTS. & SOC. JUST. 85, 90 (2013); see also Josh
Bowers, The Normative Case for Normative Grand Juries, 47 WAKE FOREST L. REV. 319,
319 (2012) (reporting the high conviction rate for prostitution as compared to almost all
other crimes); Larry Neumeister, Public Shaming of Prostitution Clients a Growing
Trend, Can Harm Families, HUFFINGTON POST (Oct. 14, 2012, 10:06 AM),
http://www.huffingtonpost.com/2012/10/14/shaming-prostitute-patrons-johns-public_n_19
64925.html (quoting a Detroit prosecutor as acknowledging that they did not prosecute
any of the "30,000 or so clients" of a sex ring operating in the city for over a decade).
153. William Murphy & Ann Givens, Long Island Prostitution Sting, `Operation
Flush the Johns,' Leads to Arrests of 104 Men, HUFFINGTON POST (June 3, 2013, 7:37 PM),
http://www.huffingtonpost.com/2013/06/03/nassau-da-lawyers-docs_n_3380219.html; see
also Green, supra note 143 (reporting that a concerted effort in Washington State over
three months led to 105 arrests of men for solicitation, 25 for soliciting a minor, which
almost equals the number of men arrested in twenty-five other cities in the state for the
same period, whose police departments did not focus on solicitation).
154. Murphy & Givens, supra note 153.
155. A full discussion of this pervasive attitude is beyond the scope of this Article,
but it is well documented. The Model Penal Code comments to solicitation express
skepticism about implementing harsher penalties for sex buyers because of the "common
perception of extra-marital intercourse as a widespread [normal] practice." MODEL PENAL
CODE 251.2 cmt. 6 (1980); see also U.S. DEP'T OF STATE, OFFICE TO MONITOR AND
COMBAT TRAFFICKING IN PERSONS, PREVENTION: FIGHTING SEX TRAFFICKING BY CURBING
DEMAND FOR PROSTITUTION (2011) (arguing that we must "reject[] long-held notions that
regard commercial sex as a `boys will be boys' phenomenon, and instead send[] the clear
message that buying sex is wrong"); Law, supra note 150, at 568 ("[P]olice agencies, and
the public at large, are reluctant to expose customers to embarrassment because they are
`mostly white, married men with at least a little disposable income. Real people, that is.'"
(quoting Margaret A. Baldwin, Strategies of Connections: Prostitution and Feminist
Politics, 1 MICH. J. GENDER & L. 65, 74 (1993))). In some instances, police themselves
embody this attitude, demanding sex from prostituted minors in exchange for no arrest,
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1342 HOUSTON LAW REVIEW [52:5
just one example, after intense public sympathy for the men
arrested in the sting outlined above, the county prosecutor
reversed course and allowed virtually all of the sex buyers to
plead guilty to a reduced charge which brought no criminal
record or other meaningful sanction.156
4. The Legitimacy Drain. A final problem with the current
approach to prostituted girls is that punishing a person who is
not culpable, and is arguably a victim, is quite simply unjust.
Criminalizing self-harm or violations of moral norms, rather
than societal harm, has been widely discredited. Numerous
scholars have outlined the costs of such overcriminalization.
These harms include an inefficient use of resources, a lack of
transparency about the use of the criminal law to impose social
or moral norms, particularly contested ones, widening racial and
social divisions, and "a tendency towards authoritarianism."157
The greatest harm is the erosion of the criminal law's legitimacy,
and concomitant power to proscribe behavior, when it sweeps in
behaviors that are not harmful or wrongful. As Sanford Kadish
noted, overcriminalization denigrates the whole criminal justice
system.158
Political oversight is not an effective check on these potential
abuses. Criminalization is an overly simplistic and politically
costless solution to complex social problems, rendering oversight
scant. This is particularly true of misdemeanor crimes such as
prostitution in which the public takes little interest, and for
which there is little to no appellate review or political discussion
or otherwise harming them. See, e.g., LLOYD, supra note 20, at 124; Steven D. Levitt &
Sudhir Alladi Venkatesh, An Empirical Analysis of Street-Level Prostitution 15 (2007),
available at http://economics.uchicago.edu/pdf/Prostitution%205.pdf?q=opportunity-an
alysis-is.
156. William Murphy, "Flush the Johns" Defendants Now Can Plead to Reduced
Charge, DA's Office Says, NEWSDAY (June 4, 2014, 9:52 PM), http://www.newsday.com/l
ong-island/nassau/flush-the-johns-defendants-now-can-plead-to-reduced-charge-da-s-office
-says-1.8333288. The reluctance to punish customers of prostitution because it will ruin
their families and careers underlies the significant opposition to "shaming" sanctions for
sex buyers. The same concern is not usually accorded other offenders, including those
engaged in prostitution. CAL. CHILD WELFARE COUNCIL, supra note 108, at 42 (quoting
MICHAEL SHIVELY ET AL., A NATIONAL OVERVIEW OF PROSTITUTION AND SEX TRAFFICKING
DEMAND REDUCTION EFFORTS viii (2012)).
157. See DAVID GARLAND, THE CULTURE OF CONTROL: CRIME AND SOCIAL ORDER IN
CONTEMPORARY SOCIETY 204-05 (2001).
158. Kadish, supra note 127, at 166 ("Not only does the use of the criminal law,
therefore, divert substantial law-enforcement resources away from genuinely threatening
conduct, but the whole criminal-justice system is denigrated by the need to process
massive numbers of pathetic and impoverished people through clumsy and inappropriate
procedures.").
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of the costs versus benefits of criminalization.159 Compounding
this dynamic is the juvenile context, where closed proceedings
and an extreme lack of data further reduce transparency.160
Framing the problem of child sexual exploitation as one of
individual pathology or wrongdoing implicitly condones the
systemic exploitation of girls.161
The legitimacy drain is particularly large in the current case
because prostituted girls are harming only themselves, and are
victims in both a legal and socio-medical sense. Sanctioning this
vulnerable group, particularly while their exploiters usually go
unpunished, reveals a glaring gap between the law and an
inherent sense of justice.162 As one criminal court judge recently
asked: "How far away are we from flogging the child rape victim
in the public square, or stoning her to death, while the man who
had sex with her remains anonymous?"163
III. POTENTIAL RATIONALES FOR PUNISHMENT
This Part considers possible rationales for the punishment of
prostituted girls. My examination of potential rationales goes
beyond the stated justifications for criminalizing prostitution by
minors for two reasons. First, statutory and case language is
virtually silent on this issue; the laws governing prostitution do
not consider age.164 This may be because vice crimes are
misdemeanors and thus largely ignored, or because legislators
and others until very recently overlooked the large number of
girls engaged in and prosecuted for prostitution.165 Accordingly, I
will consider illustrative justifications for punishing adult
159. See id. at 161-62, 168.
160. See Megan Annitto, Juvenile Justice Appeals, 66 U. MIAMI L. REV. 671, 699-701
(2012) (explaining the drawbacks of closed juvenile proceedings, including lack of
transparency); Annitto, supra note 20, at 7 & n.17.
161. See, e.g., Segal, supra note 136 ("Until everyone understands that these girls are
victims rather than `hookers,' then people will continue to ignore the problem, or blame
the victim, which is far easier than facing it down.").
162. The criminal law undoubtedly has an expressive function. See Dan M. Kahan,
The Secret Ambition of Deterrence, 113 HARV. L. REV. 413, 497-98 (1999) (arguing that
criminal justice goals framed in terms of deterrence often have expressive goals). The
practice discussed herein sends the message that girls are responsible for their own
victimization and that their exploiters are not real offenders.
163. Complaint Charging 16 Year-Old with Prostitution Facially Insufficient, N.Y.
L.J., May 10, 2013, at 21 (People v. Christine C. case) (dismissing a prostitution complaint
against a sixteen-year-old girl as facially insufficient because the girl was too young to
consent).
164. An exception is the very recent legislation in a few states partially
decriminalizing prostitution for minors. See infra Part V.B.
165. See supra notes 135-41 and accompanying text (discussing American society's
"tacit ignorance" of child prostitution).
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1344 HOUSTON LAW REVIEW [52:5
prostitution and extrapolate from them to the juvenile context.166
Second, my concern is with the law on the ground, with what is
actually happening on the streets and in trial and juvenile
courts. There is an internal dynamic to criminal law that goes
beyond the law on the books to incorporate enforcement patterns
and other practices.167 To focus on the former, particularly in the
context of an under-documented area such as juvenile
prostitution, would show us only a piece of the puzzle. To this
end, I also consider rationales or explanations offered by criminal
justice actors, such as police officers, prosecutors, and judges.
This is particularly significant in the context of juvenile
prosecution as the criminal justice actors have enormous
discretion in this realm to determine whether a prostituted girl is
a victim or an offender, and if the latter, what type of
punishment she will face.168
Punishment theories justify sanctions to give an offender
what she deserves, to prevent future harm, or, ideally, to do
both.169 This Part considers and finds lacking traditional
retributive and utilitarian justifications for punishing prostituted
girls. They are lacking because they are ineffective at achieving
their stated goals and, in the case of retributivism, theoretically
incoherent. I then turn to the most frequently offered rationale,
that girls are punished to protect them from the harms of
prostitution.170 This rationale is also flawed. Paternalism is
almost always deemed to be an improper basis for criminal
sanctions, bringing more harm than good. The lack of services
166. I surveyed statutes and am including a representative sample of the
justifications offered. Comment to the Model Penal Code's prostitution provision offers an
overview of the most common justifications:
Religious and moral ideals no doubt provided the chief impetus for suppression,
but several utilitarian considerations also supported that solution [including]:
(i) prostitution was an important factor in the spread of venereal disease;
(ii) prostitution was a source of profit and power for organized crime and was
frequently combined with illicit drugs, illegal gambling, and even robbery and
extortion; (iii) prostitution was a major source of corrupt influence on
government generally and of law enforcement in particular; and (iv) prostitution
was viewed as a significant factor in encouraging social disorganization by
undermining fidelity to home and family.
MODEL PENAL CODE 251.2 cmt. 1 (1980) (footnotes omitted).
167. See DOUGLAS HUSAK, OVERCRIMINALIZATION: THE LIMITS OF CRIMINAL LAW 27
(2008) ("The real law--the law that distinguishes the conduct that leads to punishment
from the conduct that does not--cannot be found in criminal codes.").
168. See supra Part II.B.2; infra Part III.C.
169. Michael T. Cahill, Punishment Pluralism, in RETRIBUTIVISM: ESSAYS ON
THEORY AND POLICY 25, 27 (Mark D. White ed., 2011).
170. Although courts and criminal justice actors cite combating sex trafficking and
exploitation as a reason to criminalize prostitution, no statute includes this justification.
See infra notes 228-30 and accompanying text.
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and treatment for prostituted girls in the juvenile justice system
further put the lie to a protective justification.
A. Retribution: Greed v. Love
1. Just Deserts. One of the two major justifications for
punishing individuals who engage in certain conduct is
retribution. In short, people are punished because they "deserve
it."171 Perhaps reflecting changing social mores, these retributive
justifications are less frequently used in recent decades.172
Nonetheless, explicitly stated justifications for punishing
prostitution include promoting public morality173 and protecting
family life.174
Retributive rationales do not justify sanctioning prostituted
girls as they are minors, they are not deserving of punishment,
and they are in fact victims both nominally and actually. As to
the first point, the Supreme Court has recently recognized that
juveniles are less morally culpable than adults.175 As Justice
Kagan concluded in Miller v. Alabama: "Because `[t]he heart of
the retribution rationale' relates to an offender's
blameworthiness, `the case for retribution is not as strong with a
minor as with an adult.'"176 This lower culpability should apply to
minors prosecuted for prostitution, particularly those at the
younger end of adolescence.177 Second, it is a well-established
legal principle that young people below a certain age cannot
171. Paul H. Robinson, The Ongoing Revolution in Punishment Theory: Doing Justice
as Controlling Crime, 42 ARIZ. ST. L.J. 1089, 1089 (2010).
172. ZIMRING & HARCOURT, supra note 67, at 96. Many of these justifications,
however, remain on the books, as illustrated by the statutes cited below. See infra notes
173-74 and accompanying text.
173. See, e.g., COLO. REV. STAT. 18-7-201 (2013) ("Offense[] Relating to Morals");
TEX. PENAL CODE ANN. 43.02 (West 2013) (Offenses Against Public Order and Decency);
VA. CODE ANN. 18.2-346 (2014) (Crimes Involving Morals and Decency); see also Cherry
v. Koch, 491 N.Y.S.2d 934, 944 (Sup. Ct. 1985) ("[T]here is unquestionably a control in the
states over the morals of their citizens which extends to making prostitution a crime . . . ."
(quoting Hoke v. United States, 227 U.S. 308, 321 (1913))).
174. See, e.g., MONT. CODE ANN. 45-5-601 (West 2009) (categorizing prostitution
offenses as "Offenses Against the Family"); Roe v. Butterworth, 958 F. Supp. 1569, 1582
(S.D. Fla.) (writing that the state "has a particularly strong interest in protecting the
sanctity and strength of family and marital relationships" which "justifies the criminal
prohibition against prostitution, as most patrons of prostitutes are married men"), aff'd,
129 F.3d 1221 (11th Cir. 1997).
175. Miller v. Alabama, 132 S. Ct. 2455, 2460 (2012); Graham v. Florida, 130 S. Ct.
2011, 2032 (2010); Roper v. Simmons, 543 U.S. 551, 553 (2005).
176. Miller, 132 S. Ct. at 2465 (alteration in original) (quoting Graham, 130 S. Ct. at
2028).
177. But see, e.g., In re Nicolette R., 779 N.Y.S.2d 487, 487 (App. Div. 2004) (declining
to dismiss prostitution charges against a twelve-year-old girl).
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consent to many things including the two acts at issue here: a
contract for the sale of goods and sex.178
The realities of juvenile prostitution further undercut the
notion of desert. These girls are usually from troubled family
backgrounds, and the majority have already suffered abuse of
some type before entering the commercial sex industry.179 Most
prostituted girls are under the control of pimps, who
frequently use violence to maintain their control.180 Girls are
isolated from sources of support and become reliant--
economically, psychologically, and physically--on their pimps.
Tactics pimps use to this end include forcibly tattooing their
names on girls, requiring that girls call them "daddy" and obey
their commands, and mandating that girls channel all their
money through them.181 Because of this widespread dynamic,
girls usually do not profit from prostitution; instead, their
pimps do.182
The dynamic between many girls and their pimps calls into
question the greed versus love dichotomy itself. Like child
abusers, pimps "groom" girls to enter prostitution, targeting
vulnerable children, romancing them, deceiving them, and using
psychological and physical force and threats to control them and
keep them in "the life." During the recruitment process, a pimp
acts as a girl's "boyfriend," breaking down her self-esteem and
often preventing her from realizing that she is a victim.183 As
experts describe it: "[These] are children that are disaffected,
they are from broken homes, . . . they are looking for someone to
178. See discussion supra notes 56-65 and accompanying text (discussing the age of
consent to sex); see also RESTATEMENT (SECOND) OF CONTRACTS 14 (1981) ("Infants")
("Unless a statute provides otherwise, a natural person has the capacity to incur only
voidable contractual duties until the beginning of the day before the person's eighteenth
birthday.").
179. See supra notes 96-101 and accompanying text (citing family trauma as a
starting point for most child prostitutes).
180. ESTES & WEINER, supra note 6, at 110.
181. See, e.g., People v. Doe, 935 N.Y.S.2d 481, 482 (Sup. Ct. 2011) (detailing common
behaviors of pimps to maintain control); Ashley Powers, Hostages of Child Prostitution,
L.A. TIMES (Oct. 6, 2011), http://articles.latimes.com/2011/oct/06/nation/la-na-teen-pros
titutes-20111007 ("[Pimps] were masters at manipulating and dominating the teenagers.
They sweet-talked the girls in shopping malls and Greyhound terminals, bought them
pedicures and wigs, plied them with drugs and gave them the attention they craved. Once
ensnared and working as prostitutes, the girls could fall victim to pistol-whippings and
gang rape--sometimes, even worse.").
182. See Jennifer Sullivan, Prostitute, 15, Couldn't Find Help to Get Out, SEATTLE
TIMES, Feb. 26, 2008, http://community.seattletimes.nwsource.com/archive/?date=200802
26&slug=childprostitution26m (quoting one fifteen-year-old: "The greatest joy for me back
then was to bring [my pimp] money").
183. See Urbina, supra note 151.
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take care of them. . . . A lot of these kids feel like they are in love
[with their pimps]."184
Finally, a central tenet of retributivist theory is that the
punishment must be proportionate to the wrongdoer's desert.185
Even assuming arguendo that some level of punishment of
prostituted minors were justified, what they receive is far too
harsh in comparison to the lack of consequences or "slaps on the
wrist" accorded their exploiters.186
2. Victim Vindication. The more specialized theory of victim
vindication retributivism further undermines this justification.
Jean Hampton posited that retributive punishment is warranted
where a wrongful action diminishes the value of the victim.187
Victims are harmed in two ways by wrongdoers: (1) by injuring the
victim, the wrongdoer conveys that the victim is less worthy of
dignity and respect than all people intrinsically are; and (2) the
wrongdoer's "insulting" actions state that he is worth more than his
victim.188 Rectifying these "moral injuries" lies at the heart of the
state's retributive duty.189 Hampton and other scholars have noted
that women and children are the archetypal victims and crimes
against them are often sanctioned more severely.190
Minors who engage in sexual activity with older men are
victims under statutory rape laws and state and federal trafficking
laws.191 The Trafficking Victims Protection Act (TVPA) was enacted
"to combat trafficking in persons, a contemporary manifestation of
slavery whose victims are predominantly women and children, to
184. Carol Cratty, FBI: Nationwide Child Prostitution Sweep Leads to 104 Arrests,
79 Children Rescued, CNN (June 29, 2012), http://www.cnn.com/2012/06/25/us/child
-prostitution/ (emphasis added) (quoting the FBI acting executive assistant director and
the president of the National Center for Missing and Exploited Children).
185. HUSAK, supra note 167, at 82.
186. See supra notes 138-51 and accompanying text.
187. Jean Hampton, Correcting Harms Versus Righting Wrongs: The Goal of
Retribution, 39 UCLA L. REV. 1659, 1686 (1992) (internal quotation marks omitted).
188. See id. at 1670-72, 1677.
189. Id. at 1686, 1698.
190. See id. at 1682-85; see also FRANKLIN E. ZIMRING, AN AMERICAN TRAVESTY:
LEGAL RESPONSES TO ADOLESCENT SEXUAL OFFENDING 26 (2004) ("The offenses that
cause most public concern . . . are crimes of sexual force and predatory abuse of children
and youth who lack the capacity to judge the intentions of others or to defend themselves
from the sexual aggression of exploitative adults."); Aya Gruber, Rape, Feminism, and the
War on Crime, 84 WASH. L. REV. 581, 539-40 (2009). As discussed further below, however,
this status is often limited to white, middle-class women and children. See infra Part
IV.A.2.
191. The discussion will focus on the federal TVPA, but over thirty states have
enacted anti-trafficking legislation to date. Xin Ren, Legal Protection and Assistance for
Victims of Human Trafficking in the United States: A Harm Reduction Approach, in
JUSTICE FOR VICTIMS 140, 146 (Inge Vanfraechem et al. eds., 2014).
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1348 HOUSTON LAW REVIEW [52:5
ensure just and effective punishment of traffickers, and to protect
their victims."192 The Act explicitly notes the connection between
prostitution and trafficking: "The sex industry has rapidly expanded
[recently]. It involves sexual exploitation of persons, predominantly
women and girls, involving activities related to prostitution . . . ."193
Although all victims are nonoffenders under the TVPA, the Act
specifically distinguishes between adult and child victims.
Prostituted minors under eighteen need not prove "force, fraud, or
coercion" to show trafficking as adult victims must, and all minors
are deemed victims of "severe trafficking," rendering their
traffickers subject to increased penalties, including a possible life
sentence.194
Prostitution laws are significantly out of step with
anti-trafficking laws, although they are much more often
enforced.195 Tellingly, no statute criminalizing prostitution,
including pimping and buying sex, is justified based on the
exploitation of those sold for or selling sex.196 This further reflects
the invisibility of prostituted persons.197 Yet the harm is even
greater than that to other victims whose victimhood goes
unrecognized. Sanctioned for the trauma done to them, prostituted
girls are treated as not worthy of societal protection, as barely
human.198 This approach turns both the compensatory and
expressive functions of victim-centered retribution upside down.
B. Utilitarianism: Cleaning up the Streets
Utilitarian justifications look forward to the effects of
punishment on future crime, and include deterrence,
incapacitation, and rehabilitation. Although the juvenile justice
system has at times been nominally rehabilitative, experts agree
that its mission and practice have always been quite punitive
and have recently become more so.199 More children are tried and
192. Trafficking Victims Protection Act of 2000, 22 U.S.C. 7101(a) (2012)
(reauthorized 2013).
193. Id. 7101(b)(2).
194. Id. 7102(8)(A); id. 7105(b)(1)(A), (C); id. 7105(c)(1)(A)-(B); id. 7109(b); 18
U.S.C. 1581 (2012).
195. See supra notes 142-56, 191-94; infra notes 196-98.
196. Indeed, prostitution is widely referred to as a "victimless" crime with the most
commonly cited harm being to the general public order. See supra notes 173-74 and
accompanying text.
197. See supra notes 135-41 and accompanying text.
198. See supra notes 45-47 and accompanying text (describing terminology
sometimes used to refer to sex workers such as "no humans involved").
199. See, e.g., Barry C. Feld, Violent Girls or Relabeled Status Offenders?: An
Alternative Interpretation of the Data, 55 CRIME & DELINQ. 241, 260 (2009).
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sentenced as adults, and minors are often incarcerated in
facilities indistinguishable from adult prisons.200 Accordingly, I
will focus here on the primary justification, deterrence.
The most frequent rationales currently offered for punishing
prostitution are instrumental ones--to prevent the spread of STIs
and other public health threats,201 to maintain public order and
deter crime related to prostitution,202 and to secure cooperation
against pimps.203 Prevention of more generalized harm is
particularly valuable in justifying punishing so-called victimless
crimes, such as prostitution.204 Again these rationales fail because
punishment of prostitution fails to deter; in fact, I have argued that
it has a crimogenic effect.205 Concomitantly, punishment of victims
to secure cooperation is both unjust and ineffective.
1. Deterrence. Deterrence encompasses both general
deterrence, for the population as a whole, and individual
deterrence, for that particular offender. Effective deterrence
requires that people be aware that the behavior at issue is
punishable, that they are able to calculate the costs and benefits
of their behavior, and that such a calculation leads them to
conclude that the costs of certain behavior, particularly in terms
of criminal sanctions, outweigh the benefits.206 These conditions
are absent in the case of juvenile prostitution.
The likely failure of many sanctions to measurably deter many
people's conduct is well documented.207 There is also little empirical
200. See Douglas E. Abrams, Reforming Juvenile Delinquency Treatment to Enhance
Rehabilitation, Personal Accountability, and Public Safety, 84 OR. L. REV. 1001, 1028,
1052, 1092 (2005); Megan Annitto, Graham's Gatekeeper and Beyond: Juvenile Sentencing
and Release Reform in the Wake of Graham and Miller, 80 BROOK. L. REV. 119, 122 (2014)
(describing how policy shifted in the 1990s to allow more juveniles to be tried and
sentenced as adults).
201. See, e.g., ALA. CODE 13A-12-121 (LexisNexis 2005) ("Offenses Against Health
and Morals"); State v. Taylor, 808 P.2d 314, 317 (Ariz. Ct. App. 1990) ("Among the various
supportive rationales are preventing communicable disease . . . .").
202. HAW. REV. STAT. 712-1200 cmt. (West 2013) ("Legalizing prostitution would
decrease the prostitute's dependence upon and connection with the criminal underworld
and might decrease the danger that `organized crime' might be financed in part by
criminally controlled prostitution.").
203. See infra Part III.B.2 (discussing the utilitarian goal of securing cooperation of
juveniles in prosecution against their pimps).
204. See Bernard E. Harcourt, The Collapse of the Harm Principle, 90 J. CRIM. L. &
CRIMINOLOGY 109, 149-52 (1999) (arguing that these deterrence/harm prevention
arguments may be "window dressing" for the old moral arguments against prostitution).
205. See supra Part II.B.1 (discussing the "revolving door" effect of the criminal
justice system with respect to underage prostitutes).
206. Robinson, supra note 171, at 1093.
207. Paul H. Robinson & John M. Darley, The Role of Deterrence in the Formulation of
Criminal Law Rules: At Its Worst When Doing Its Best, 91 GEO. L.J. 949, 951, 1001 (2003).
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support demonstrating that harm prevention is achieved by
prosecuting prostitutes. At least one legislature has recognized this
fact.208 This lack of deterrence is compounded in the case of minors.
The Supreme Court has recognized that adolescents are more
impulsive and less able to control their behavior based on
attenuated consequences: "[T]he same characteristics that render
juveniles less culpable than adults suggest as well that juveniles
will be less susceptible to deterrence."209 Research has reinforced
these conclusions as to both general and specific deterrence of
juveniles.210
2. Cooperation (or Coercion?). One of the most commonly
stated justifications for punishing prostituted girls is to secure their
cooperation against pimps and customers.211 Although no statute
incorporates this justification, it is widely cited by prosecutors and
law enforcement. For instance, Las Vegas police "routine[ly] use"
material witness holds to detain prostituted girls, often for weeks,
so that they can assist in prosecuting their pimps.212 Similarly, New
York City prosecutors opposed the decriminalization of juvenile
prostitution, arguing that they needed the threat of prosecution and
jail to ensure girls' cooperation.213
Cooperators are sometimes detained pending the target's
trial to ensure their testimony. This is almost always true in
prostitution cases, where girls are flight risks due to their
runaway histories, and are often reluctant to testify against
their pimps because of love or fear. Cooperation is a widely
accepted use of the criminal law, but has been criticized,
particularly when coercive tactics are used against vulnerable
208. HAW. REV. STAT. 712-1200 cmt. (West 2013) ("Venereal disease is not
prevented by laws attempting to suppress prostitution."). The Model Penal Code drafters
also noted the disputed nature of empirical claims against harm prevention in the
prostitution context. MODEL PENAL CODE 251.2, cmt. 1 (1980).
209. Roper v. Simmons, 543 U.S. 551, 571 (2005).
210. See generally OXFORD HANDBOOK OF JUVENILE CRIME AND JUVENILE JUSTICE
(Barry C. Feld & Donna M. Bishop eds., 2012) (collecting studies).
211. See, e.g., Abigail Goldman, What Should Clark County Do with Juvenile
Prostitutes?, L AS VEGAS S UN (Mar. 22, 2010), http://lasvegassun.com/news/2010/mar
/22/what-should-clark-county-do-teenage-prostitutes/ (reporting on a fourteen-year-
old girl kept in juvenile detention for thirty-eight days to secure her testimony
against her pimp); see also Birckhead, supra note 23, at 1083-84 (listing this as a
common rationale offered by prosecutors around the country for jailing or prosecuting
prostituted girls).
212. Geneva O. Brown, Little Girl Lost: Las Vegas Metro Police Vice Division and the
Use of Material Witness Holds Against Teenaged Prostitutes, 57 CATH. U. L. REV. 471, 471,
495-96 (2008).
213. Bob Herbert, Op-Ed., The Wrong Target, N.Y. TIMES, Feb. 19, 2008, at A25.
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populations.214 Using coercion to secure cooperation is
particularly controversial when the cooperator is either a
nonoffending witness or a victim. Accordingly, most material
witness statutes are narrowly drawn or interpreted to, for
instance, allow detention only of witnesses who explicitly and
willfully refuse to promise to appear,215 or to prohibit detention
of witnesses "on the mere suspicion that they know
something[,]"216 or where the prosecution is local.217 Often
witnesses must be detained in nonjail settings.218
Recognizing the ineffectiveness and potential illegitimacy of
detaining witnesses who are also victims, prosecutors in
numerous jurisdictions prohibit or advise against using
material witness holds in domestic violence cases.219 In
Michigan, for instance, the Prosecuting Attorneys Association
warns prosecutors not to seek an arrest warrant or other
sanctions against victims who refuse to testify: "The obvious
answer [to these tactics] is a resounding `No!' All of these
responses only re-victimize her."220 The manual explains that a
victim's refusal to testify may be a rational response for her
safety, and aggressive tactics can backfire if the victim recants
or minimizes the harm done to her.221 Other prosecutors' offices
have recognized that compelling victims to testify through
sanctions can lead to the use of such sanctions by the abuser to
manipulate the victim, and a systemic dissuasion of victims
from seeking assistance in the future.222
214. Alexandra Natapoff, Snitching: The Institutional and Communal Consequences,
73 U. CIN. L. REV. 645, 672-77, 683-96 (2004).
215. See 18 U.S.C. 3144 (2012); ARK. CODE. ANN. 16-85-507 to -508 (2013).
216. Ronald L. Carlson, Distorting Due Process for Noble Purposes: The Emasculation
of America's Material Witness Laws, 42 GA. L. REV. 941, 948 (2008) (quoting State v.
Price, 260 A.2d 877, 882 (N.J. Super. Ct. Law Div. 1970)).
217. N.Y. CRIM. PROC. LAW 620.10 cmt., 620.20 (McKinney 2015) ("Practice
Commentaries" by Peter Preiser).
218. See, e.g., OKLA. STAT. ANN. tit. 22, 719 (West 2014).
219. Courts have also recognized some of the unique concerns of victim-witnesses in
domestic violence cases. See, e.g., People v. Santiago, No. 2725-02, 2003 WL 21507176, at
*15 (N.Y. Sup. Ct. Apr. 7, 2003) ("Attempts to hold complainants in contempt as a means
of compelling their testimony are notably unsuccessful and serve only to abuse the
complainants further.").
220. HERB TANNER, JR., PROSECUTING ATTORNEYS ASS'N OF MICH., DOMESTIC
VIOLENCE TRIAL MANUAL 108 (2009 ed. 2009), available at http://www.michigan
prosecutor.org/Downloads/Domestic%20Violence/Domestic%20Violence%20Trial%20Manu
al%202009%20Edition.pdf.
221. Id.
222. IOWA ATTORNEY GENERALS OFFICE PROCEDURES AND POLICIES FOR
PROSECUTION OF DOMESTIC ABUSE CASES: IOWA CODE 13.2(14) (2007), at 4, available at
http://iowa-icaa.com/wp-content/uploads/2014/09/AG-Domestic-Abuse-Policy-ICAA-Websi
te.pdf (last modified Sept. 25, 2014).
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1352 HOUSTON LAW REVIEW [52:5
Anti-trafficking laws also mandate that victims should not
be jailed or otherwise punished for failure to cooperate. For
instance, the TVPA does not permit the detention of adult
trafficking victims who refuse to cooperate and exempts
trafficked minors from having to cooperate to access services and
immigration amnesty.223 On the contrary, prosecutors must
ensure that prostituted/trafficked children shall "(A) not be
detained in facilities inappropriate to their status as crime
victims; (B) receive necessary medical care and other assistance;
and (C) be provided protection if a victim's safety is at risk or if
there is danger of additional harm by recapture of the victim by a
trafficker."224
These considerations similarly render punishment to compel
cooperation ineffective and illegitimate in the context of juvenile
prostitution. The prosecutions are almost always local, yet the
girls are placed in jail. The same safety and relationship
considerations present in domestic violence cases apply to many
prostituted girls.225 Indeed, these pressures are likely heightened
because prostituted girls are young and often completely
dependent upon their pimps for housing and safety.226 A rational
cost-benefit analysis leads many girls to return to their pimps,
rather than risk violence or homelessness. As one former
prosecutor noted, however, these risks are sometimes ignored:
There's an inherent conflict . . . between [the children's
advocates and the police and prosecutors] because the
advocates want the kids . . . to get out of the life, but they
don't want them to cooperate . . . against the pimps because
they fear for the kids' safety and rightly so. On the law
enforcement side, . . . they want these kids to cooperate and
be witnesses. They may not be as concerned about their
safety as the advocates are.227
223. 22 U.S.C. 7102, 7105 (2012).
224. Id. 7105(c)(1).
225. See, e.g., LLOYD, supra note 20, at 137 (outlining the risks girls may incur if they
cooperate against their pimps).
226. See William A. Scarborough, Legislative Initiatives in New York State, CHILD
POL'Y F. N.Y., Summer 2009, at 22, 24-25, available at http://www.brook
lyn.cuny.edu/web/aca_centers_children/090206_CPFNY_Proceedings.pdf (explaining that
prostituted girls are often reluctant to testify against their pimps because the pimps are
also their landlords, leaving these girls "virtually nowhere to go").
227. Changing Perceptions: A Conversation on Prostitution Diversion with Judge
Fernando Camacho, CENTER FOR CT. INNOVATION (Jan. 2012), http://www.courtinnov
ation.org/research/changing-perceptions-conversation-prostitution-diversion-judge-fernan
do-camacho-0. As in domestic violence cases, prosecutors can still bring cases using other
types of evidence rather than relying only on cooperating witnesses. See, e.g.,
Memorandum on N.Y. Bill A02240 (2013) (amending the criminal procedure law to allow
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C. Paternalism
The protection of girls from the harms of prostitution is the
strongest, and now the most commonly used, rationale offered for
their punishment, but it also fails. No statutes explicitly justify
criminalizing prostitution to protect the prostitutes themselves,
but numerous police, prosecutors, and courts have offered this
rationale in the context of juvenile prostitution.228 Typical is the
Las Vegas chief juvenile prosecutor who explicitly acknowledged
the self-victimization driving the prosecution model. Child
prostitutes, he said, "clearly [present] a danger to themselves
[rather than to the community]. Physical assault, beatings,
sexual abuse, venereal diseases, pregnancy, psychological
damage--the risks are tremendous."229 Similarly, an FBI agent
acknowledged that "[jailing] some kids may be the best option to
protect them, although it falls far short of ideal."230
Legal paternalism is the restriction of a person's autonomy
or choice solely to benefit that person or reduce harm to him.231
Liberals have historically opposed legal paternalism, no matter
what the level of potential self-harm.232 As John Stuart Mill
wrote: "[A man] cannot be rightfully compelled to do or forbear
because it will be better for him to do so . . . ."233 In more recent
times, however, some paternalistic measures have been widely
accepted, such as mandatory seat belt laws. This reflects the
view of contemporary philosophers, such as Gerald Dworkin, that
some paternalism is justified, but that its use should be
limited.234
for additional investigatory tools to investigate exploitation and trafficking). Federal
prosecutors have successfully prosecuted domestic trafficking cases using wiretap
evidence and not using witnesses, although they acknowledge the greater resources they
have. Telephone Interview with former prosecutor (Jan. 6, 2014).
228. At least one court has considered a rationale of protecting women, although not
explicitly focusing on minors. See Cherry v. Koch, 491 N.Y.S.2d 934, 944 (Sup. Ct. 1985)
("[C]ommercial sex demeans and exploits women, particularly the young and uneducated
who require protection of their interests.").
229. LYNCH & WIDNER, supra note 72, at 36.
230. Davis, supra note 11.
231. Gerald Dworkin, Paternalism, STANFORD ENCYCLOPEDIA OF PHIL.,
http://plato.stanford.edu/entries/paternalism/ (last updated June 4, 2014).
232. See, e.g., Douglas N. Husak, Legal Paternalism, in THE OXFORD HANDBOOK OF
PRACTICAL ETHICS 387, 394 (Hugh LaFollette ed., 2003).
233. 3 JOEL FEINBERG, THE MORAL LIMITS OF THE CRIMINAL LAW: HARM TO SELF 3
(1986) (quoting JOHN STUART MILL, ON LIBERTY 18-19 (2009)). Kantians have also
traditionally opposed paternalism, on the grounds that infringements on autonomy treat
people as "simply means to their own good, rather than as ends in themselves." Dworkin,
supra note 231.
234. See Gerald Dworkin, Paternalism, in PHILOSOPHY OF LAW 230, 239 (Joel
Feinberg & Hyman Gross eds., 2d ed. 1980). For instance, most theorists would limit
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1354 HOUSTON LAW REVIEW [52:5
As evidenced by its name, legal paternalism has been most
vigorously applied to minors.235 Joel Feinberg has outlined how,
in recent decades, paternalism has prompted the zealous
prosecution of those exploiting children and other "helpless or
vulnerable people."236 Lack of consent is a key component of this
type of paternalism, since if a person is coerced into consent, or is
incapable of consenting due to her age, paternalism is not
interfering with that person's liberty in preventing self-harm.
Rather, it is preventing harm by others.237
While most philosophers have accepted the necessity for
some level of paternalism, few support punitive paternalism.
This would be akin to punishing the victim and thus "is never a
morally valid reason for statutes threatening the nonvoluntary
self-endangerer himself with criminal punishment."238
Specifically in the juvenile context, Gordon Hawkins and
Franklin Zimring have concluded that "[i]t is never appropriate
to use either the criminal law or the delinquency jurisdiction of
the juvenile court to punish minors severely solely because they
put themselves at risk."239
Indeed, punitive paternalism is an oxymoron. As Douglas
Husak points out, punishment undermines the very aim of
paternalism, the prevention of self-harm, as punishment "is
almost always more detrimental to an offender's ability to make
his own life than is the harm that he risks to himself by engaging
in the proscribed conduct."240 Severe sanctions thus signal that a
law is not truly paternalistic, i.e. not really intended to benefit
the sanctioned parties, but is instead perhaps "an expression of
moral abhorrence," for "[p]arents, after all, do not imprison or
hang their children for their own good."241
Reflecting this view, most scholars do not support criminally
sanctioning even adult prostitutes themselves as an effective or
morally correct method of reducing this harm.242 One state
intervention to physical and psychological, rather than moral, harms. Husak, supra note
232, at 409.
235. See, e.g., Dworkin, supra note 234, at 235.
236. 3 FEINBERG, supra note 233, at 5.
237. Id. at 13.
238. Id. at 15 (emphasis added).
239. Gordon Hawkins & Franklin E. Zimring, Pornography and Child Protection, in
CRIMINAL LAW AND THE REGULATION OF VICE, supra note 67, at 609, 628.
240. Husak, supra note 232, at 405.
241. 3 FEINBERG, supra note 233, at 18.
242. See Stuart P. Green, Foreword: Symposium on Vice and the Criminal Law, 7
CRIM. L. & PHIL. 3, 7-9 (2013), available at http://link.springer.com/article/10.1007
/s11572-012-9178-5/fulltext.html. A few, however, justify punishing prostitutes on
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legislature also explicitly rejected this rationale as not
supporting the broad reach of current anti-prostitution sanctions:
"If [protection of innocent girls from] exploitation were a
significant [basis for criminalizing prostitution], the offense could
be dealt with solely in terms of [statutes criminalizing]
coercion."243 Not only is self-protection deemed to be an
insufficient basis for sanctions generally, but the harms of
criminalization in this context are far worse, both for the girls
themselves and for society as a whole.244 If the goal is protection,
why have law enforcement served as the gateway and
incarceration as the default service?245 This structure, coupled
with the lack of preventive or rehabilitative services for
prostituted girls in the juvenile justice system, suggests that
"protection" is really punishment by another name.246
IV. ACTUAL EXPLANATION FOR PUNISHMENT: LEGAL MORALISM
As the three theories described above do not explain the
punishment of prostituted girls, what does? The most convincing
explanation for the paradox of girlhood sex is legal moralism or
its more modern iteration, social control.247 Girls who are
sexually active, even when their activity harms only themselves,
are so contrary to established norms that their protection takes a
harsh and stigmatizing form.248 A former head juvenile justice
administrator revealed this truth underlying the rhetoric of
protection: "[W]e have had a strong heritage of being protective
paternalistic grounds, i.e. to prevent self-harm. See, e.g., Dempsey, supra note 38, at 66-
67 (reviewing Peter de Marneffe's "paternalistic case" for criminalizing prostitution).
243. See HAW. REV. STAT. 712-1200 cmt. (West 2013).
244. See Green, supra note 242, at 12; Stuart P. Green, Vice Crimes and Preventive
Justice, CRIM. L. & PHIL. (Oct. 10, 2013), http://link.springer.com/article/10.1007
/s11572-013-9260-7.
245. Further belying a truly protectionist purpose is the refusal of courts, police, and
prosecutors to apply statutory rape or child abuse laws to protect prostituted girls and
sanction their exploiters. See Petition for Writ of Certiorari, supra note 101, at 2-4.
246. In determining whether a measure is punitive, courts should ascertain "whether
an alternative purpose to which it may rationally be connected is assignable for it."
Kennedy v. Mendoza-Martinez, 372 U.S. 144, 168-69 (1963).
247. Legal moralism is the punishment of harmless acts deemed "immoral." 4
FEINBERG, THE MORAL LIMITS OF THE CRIMINAL LAW: HARMLESS WRONGDOING (1988),
supra note 233, at 324. Social control is "a normative system with rules about the way
people should and should not behave, and a system of formal and informal mechanisms
used to control deviation from, and promote conformity to, these rules." RONALD L. AKERS,
CRIMINOLOGICAL THEORIES 165 (3d ed. 2000).
248. This rationale is not usually explicitly stated, although some continue to decry
the "immorality" of prostituted children. See supra notes 15-17 and accompanying text.
Nonetheless, it persists in more opaque ways, in the manner in which we differentiate
these girls from other victims. Supra notes 15-17 and accompanying text.
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1356 HOUSTON LAW REVIEW [52:5
towards females in this country . . . [and it is against] our
sensibility and values to have a fourteen-year-old girl engage in
sexually promiscuous activity . . . . [I]t's not the way we like to
think about females in this country."249 The continuing
widespread arrest, prosecution and incarceration of girls for
self-victimization, such as being sold for sex, reflects the
entrenchment of this viewpoint.
After briefly outlining the theoretical framework of social
control via criminalization, this Part delineates the robust
historic use of the criminal law to regulate adolescent female
sexuality. It then turns to the current treatment of prostituted
girls. Their punishment, despite their victimhood and the
ineffectiveness of criminal sanctions at protecting them, is a
continuation of this historic regulation rather than retribution
for violating the law or a genuine systemic effort at protecting
them from exploitation.250
A. "Teach the Children Well"
1. Social Control via Criminalization. Some degree of
social control is a natural and necessary function of the criminal
law.251 Its overuse, however, raises serious concerns. One concern
is the criminalization of marginal or nonconforming populations.
As Michel Foucault observed in his seminal work, Discipline and
Punish, disciplinary regimes transform nonmainstream behavior
into disease or offense.252 The state thus uses crime control "to
legitimate interventions that have other motivations," such as
the exclusion of racial minorities and low-income people.253 This
concern is amplified when the conduct at issue, like sex, is of
contested wrongfulness or closely connected to morality. While
some categories of crimes such as murder and theft are widely
249. MEDA CHESNEY-LIND & RANDALL G. SHELDEN, GIRLS, DELINQUENCY, AND
JUVENILE JUSTICE 175 (3d ed. 2004) (emphasis added) (quoting the director of the
National Center of Juvenile Justice in 1975) (internal quotation marks omitted).
250. See Reva Siegel, Why Equal Protection No Longer Protects: The Evolving Forms
of Status-Enforcing State Action, 49 STAN. L. REV. 1111, 1113 (1997)
("preservation-through-transformation" (quoting Siegel, supra note 16, at 2180)).
251. But see 4 FEINBERG, THE MORAL LIMITS OF THE CRIMINAL LAW: HARMLESS
WRONGDOING (1988), supra note 233, at 324 (concluding that legal moralism is justified
only in "extraordinary circumstances").
252. See generally MICHEL FOUCAULT, DISCIPLINE AND PUNISH: THE BIRTH OF THE
PRISON (Alan Sheridan trans., 1977).
253. JONATHAN SIMON, GOVERNING THROUGH CRIME 4 (2007). Scholars have
developed a robust literature in recent years describing the use of criminal sanctions, or
the threat thereof, to control poor and marginalized communities. See, e.g., ALEXANDER,
supra note 25, at 22; GARLAND, supra note 157, at 200.
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agreed-upon wrongs, the same is not true of vice crimes such as
prostitution.254 Normative sexual behaviors, particularly of young
girls, are hotly contested and thus particularly susceptible to
being defined by culturally specific values. Punishing
marginalized communities for behavior of contested wrongfulness
can quickly elide into the punishment of even harmless
nonconformity.
A second, related, concern is the use of very punitive
sanctions for social control purposes. Scholars across numerous
fields have persuasively outlined the increasing severity in
criminal justice since the 1970s, even as crime has declined.255
This punitive upsurge has resulted in the demise of a
rehabilitative approach to juveniles, harsh sanctions for low-level
offenses, and the growing popularity of criminal sanctions and
incarceration as solutions to virtually any social problem, be it
family violence, addiction, or school discipline.256 Those being
punished are on society's margins; the poor and racial minorities
and the rhetoric used by politicians, prosecutors, and police
furthers this division of society into the useful and the useless.
As sociologist Loic Wacquant puts it: "[T]his discourse openly
valorizes repression and stigmatizes [groups including] youths
from declining working-class neighborhoods, the jobless,
homeless, beggars, drug addicts and street prostitutes."257
2. Historic Training of Delinquent Daughters.
Understanding the entrenchment of punitive paternalism as a
response to prostituted minors entails looking back to early state
interventions as to adolescent behavior. The first juvenile court
opened in Chicago in 1899, and by 1928, there were juvenile
courts in all but two states.258 Juvenile court was the product of
numerous socioeconomic changes, including the development of
childhood as a distinct life phase, extremely rapid modernization,
urbanization, and immigration, and concomitant changes in
family structure and social relations.259 Designed to rehabilitate
rather than punish "wayward youth," the court was to be guided
by an omniscient and benevolent judge. In order to "meld[] child
welfare and crime control goals," it did not distinguish among
children who were neglected or abused, those who engaged in
254. See ZIMRING & HARCOURT, supra note 67, at 28-29 (discussing how society
agrees that certain categories of crime are wrongs, while other categories are not
considered wrongs).
255. WACQUANT, supra note 39, at 11.
256. SIMON, supra note 253, at 186-88.
257. Loic Wacquant, Ordering Insecurity: Social Polarization and the Punitive
Upsurge, 11 RADICAL PHIL. REV. 1 (2008).
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1358 HOUSTON LAW REVIEW [52:5
undesirable acts, such as running away from home, that were not
crimes (now termed "status offenses"), and those that committed
crimes (delinquents).260 As one of the juvenile court's earliest
observers opined: "Why is it not just and proper to treat these
juvenile offenders, as we deal with the neglected children, as a
wise and merciful father handles his own child whose errors are
not discovered by the authorities?"261
This rosy picture does not, however, fully explain the
court's history or its current operation.262 Historians now
widely agree that the juvenile court was designed in large part
to regulate the low-income, often immigrant, families crowding
America's rapidly expanding cities. Anthony Platt, in his
seminal work The Child Savers: The Invention of Delinquency,
argues that the juvenile court's creation represented an
ambitious expansion of the state's powers of social control to
shape those deemed likely to be deviant, but still young
enough to potentially conform. To aid in this endeavor, early
juvenile court advocates "invented . . . new categories of
youthful misbehavior," allowing them to stamp out "deviant"
behaviors including begging and prostitution, Americanize
children, and instill in them middle-class values.263 This
"moral crusade" was based in large part on the belief that
punishment, including incarceration, was for children's own
good, at least when the children were poor or immigrant.264
Accordingly, the system was set up with few, if any, legal
requirements for children to be taken into state custody, and it
258. ANTHONY M. PLATT, THE CHILD SAVERS: THE INVENTION OF DELINQUENCY 139
(expanded 40th anniversary ed. 2009).
259. FELD, supra note 1, at 1.
260. Barry C. Feld, A Century of Juvenile Justice: A Work in Progress or a Revolution
That Failed?, 34 N. KY. L. REV. 189, 195 (2007).
261. Julian W. Mack, The Juvenile Court, 23 HARV. L. REV. 104, 107 (1909).
262. See Bernardine Dohrn, Foreword to DAVID S. TANENHAUS, JUVENILE JUSTICE IN
THE MAKING vii-ix (2004); see also MICHAEL WILLRICH, CITY OF COURTS: SOCIALIZING
JUSTICE IN PROGRESSIVE ERA CHICAGO xxviii (2003) (noting that Chicago's juvenile court
"aimed not merely to punish offenders but to assist and discipline entire urban
populations"). Girls brought into juvenile court were almost exclusively working-class,
and often racial and ethnic minorities. Steven Schlossman & Stephanie Wallach, The
Crime of Precocious Sexuality: Female Juvenile Delinquency in the Progressive Era, 48
HARV. EDUC. REV. 65, 71 (1978).
263. PLATT, supra note 258, at 3-4, 36-39.
264. Id. at 4, 53. Barry Feld puts it even more forcefully: "[T]he juvenile court [was]
deliberately designed . . . to discriminate against `other peoples' children . . . .'" Barry C.
Feld, The Transformation of the Juvenile Court--Part II: Race and the "Crack Down" on
Youth Crime, 84 MINN. L. REV. 327, 331, 339 (1999) (quoting W. NORTON GRUBB &
MARVIN LAZERSON, BROKEN PROMISES: HOW AMERICANS FAIL THEIR CHILDREN 69 (1988)).
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maximized the discretion of judges and probation officers.265
Discretion was rarely used to release children, instead usually
resulting in long or indeterminate sentences in reformatories
that were far more punitive than rehabilitative.266
The early juvenile court system was highly gendered--
indeed, an "obsession" with adolescent female sexuality drove
its very creation.267 A nationwide "purity" campaign sought to
protect and control immigrant and working-class girls exposed
to "temptation" by their increasing entry into the workforce
and freedom from family and community restraints.268 Morals
police, also known as protective officers, worked with juvenile
courts and reformatories to enforce sex role conformity in
"immoral or wayward" girls. Accordingly, premarital sexual
activity or defiance of parental and other authority brought
girls into juvenile court, in contrast to the actual criminal
behavior, such as theft, which brought boys into the system.269
The behaviors targeted, however, were much broader than sex
and included any behaviors indicating perceived sexuality,
including dressing "provocatively" or wearing makeup,
"flirting," staying out late, or going to dance halls
unchaperoned.270 Girls coming into court for other reasons,
such as theft or running away, underwent mandatory pelvic
exams to determine if they were sexually active, tested for
sexually transmitted infections, and often "relabeled" as moral
offenders.271 In this manner, virtually all of girls' misbehavior
and treatment needs were sexualized.
265. Franklin E. Zimring, The Common Thread: Diversion in the Jurisprudence of
Juvenile Courts, in A CENTURY OF JUVENILE JUSTICE 142, 142-43 (Margaret K.
Rosenheim et al. eds., 2002) ("Broad and vague definitions of delinquency were favored, so
that all children who needed help would fall within the new court's jurisdiction.").
266. See CHESNEY-LIND & SHELDEN, supra note 249, at 163. The Supreme Court
acknowledged the punitive reality of the juvenile justice system sixty years later in In re
Gault. In re Gault, 387 U.S. 1, 14-16 (1967).
267. See WILLRICH, supra note 262, at 209 (reporting that juvenile courts often
retained jurisdiction over girls until an older age than boys).
268. Fears of "white slavery" (the Mann Act was passed in 1910) and of prostitution
more generally also drove this purity campaign.
269. MARY E. ODEM, DELINQUENT DAUGHTERS: PROTECTING AND POLICING
ADOLESCENT FEMALE SEXUALITY IN THE UNITED STATES, 1885-1920, at 136, 155-56
(1995) (63 percent of the girls were arrested for "sex delinquency," usually meaning
premarital sex, and 18 percent for other "moral offenses"). Similarly, a New York study of
the inmates of two girls' reformatories found that 51 of 100 of the girls were committed for
either prostitution or solicitation. RUTH M. ALEXANDER, THE "GIRL PROBLEM": FEMALE
SEXUAL DELINQUENCY IN NEW YORK, 1900-1930, at 30 (1995).
270. Schlossman & Wallach, supra note 262, at 71-73 (summarizing research from
juvenile court records from Milwaukee, Chicago, San Francisco, and New Haven).
271. Id. at 73.
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1360 HOUSTON LAW REVIEW [52:5
The traditional Madonna/whore binary of female sexuality
underlay this framework. Girls were deemed both vulnerable and
lustful, simultaneously needing protection and punishment. This
dichotomy persisted although the majority of girls arrested and
detained were neither "helpless" victims of statutory rape nor
"troubled" prostitutes, but rather were voluntarily engaged in
sexual relationships with men who were also young and
working-class.272 Even where women were punished for
prostitution, it is not clear that they actually committed that crime
because in post-Victorian America police and judges "found
rebellious working girls [to be] indistinguishable from
prostitutes."273 Illustrative is the story of Nellie, a young woman
institutionalized after having sex with various men in a hotel.
Nellie argued that she should not have been convicted of
prostitution because she consented and had not been paid or
exploited by her partners, but she was ignored.274 Nellie was
punished not only because of the societal belief that any sexual
exploration could easily lead to a girl's ruin and actual prostitution,
but also because Nellie's attempt to breach the female binary was
itself blameworthy--she had "demonstrated a disgraceful
willingness to narrow the social distance between herself and the
degraded prostitute."275 This framework transformed sexuality or
assertions of independence in dress and behavior into prostitution,
a violation of sexual norms into a crime.
The "whore" category swept in more than just sexually
experimenting girls however; all girls deviating from
middle-class standards of female virtue were conflated, including
the victims of forcible or statutory rape. Demonstrating this, the
treatment of girls detained as victims and as offenders was
virtually indistinguishable, with acknowledged rape victims
detained in reformatories pending court proceedings, subjected to
pelvic exams, interrogated about their sexual histories, and
blamed if they did not forcibly resist, despite their legal inability
to consent.276 The inverse was true as well--many of the girls
designated offenders displayed victim-like characteristics. For
instance, 20 percent of female delinquents in one study were
272. Id. at 71 (reporting that the majority of the girls in their study fit this profile).
273. ALEXANDER, supra note 269, at 2, 4.
274. Id. at 12-13.
275. Id. at 12, 40, 42.
276. Sadly typical was one case where a judge asked a thirteen-year-old abused by
her twenty-seven-year-old brother, "Why did you let him do this, . . . you knew that it was
naughty, didn't you?" ODEM, supra note 269, at 69 (quoting Alameda County Superior
Court, Oakland, Calif., Case No. 6859 (1918)).
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runaways, often from abusive family situations.277 Men were
rarely detained or punished very severely for statutory or even
forcible rape, and were sometimes excused completely as driven
to their actions by these young girls.278
Girls were severely sanctioned for their norms violations,
and were punished much more severely than boys, even though
boys were mostly arrested for actual crimes.279 Probation was
deemed too risky for many girls, the temptations of
nonconfinement too great, so authorities instead preferred to
institutionalize girls for two to three years until they were an
appropriate age for marriage.280 Reflecting this pattern, 26
percent of girls in the Los Angeles study received a sentence of
probation versus 44 percent of boys, and 33 percent of girls were
institutionalized for a period of years versus only 21 percent of
boys.281 This gender discrepancy in sentencing was reflected
across the country.282 Girls were also incarcerated for
significantly longer periods than boys.283 This pattern increased
as to morals offenses--the few boys brought in on such charges,
including statutory rape, almost always received lighter
punishments, perhaps just a "stern lecture."284
Harsh measures were deemed necessary both for the girls
themselves and for society as a whole. For a girl, a morals offense
"threatens the ruin of her whole life, and the situation demands
immediate action . . . . The delinquent boy, on the other hand, is
frequently only a troublesome nuisance who needs discipline but
who, as the probation officer so often says, is `not really a bad
boy.'"285 For society, "[a] girl's misstep is . . . vital to the
race . . . . It is an attack upon motherhood, it is the poisoning of
the sources of life, it requires more immediate, intimate and
277. Id. at 50, 61, 138 (noting that these girls often engaged in what is now termed
"survival sex," i.e. sex for shelter or food).
278. The historical sources are replete with such cases. Then, as now, the real harm
in sexual assault was seen as the theft of a girl's chastity, rather than the physical or
mental trauma of exploitative sexual activity. Id. at 71, 78 (describing a defense attorney
arguing for leniency for his client because the client had "not committed a crime that is as
heinous as it would be if he had raped a pure girl.") (quoting Alameda County Superior
Court, Oakland, Calif., Case No. 4979 (1911)).
279. Schlossman & Wallach, supra note 262, at 73.
280. Id. at 76, 84.
281. ODEM, supra note 269, at 146, 156.
282. CHESNEY-LIND & SHELDEN, supra note 249, at 167 (noting that in Chicago,
Milwaukee, and Memphis, more than twice as many girls were institutionalized as boys).
283. Id. (detailing data).
284. ODEM, supra note 269, at 156.
285. Id. at 115 (emphasis added). The implication of course is that the girls were
really bad girls.
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1362 HOUSTON LAW REVIEW [52:5
expert attention than bodily ailments . . . ."286 Girls were confined
in reformatories tasked with indoctrinating them in appropriate
female behavior and preparing them for marriage and
motherhood.287 To this end, they were isolated from boys and
men, trained in domestic labors and often placed as servants in
private homes before they were paroled.288
A word regarding parents is called for. The standard
narrative of the juvenile court is of state intervention into the
theretofore private sphere of the family, to control children whose
parents were failing to do so.289 But the story as to girls is more
complicated. Parents frequently welcomed, even sought, help to
control their daughters. This contrasted with their more
laissez-faire attitude towards sons.290 Consistent with this
pattern, researchers found that a large percentage of girls were
referred to court by a parent or relative, while boys were mostly
referred by law enforcement.291 Parents almost never referred
boys for sexual misconduct, in contrast to girls.292 This imbalance
reflects still extant gender stereotypes--boys' youthful missteps
are to be overlooked, whereas girls must behave to preserve the
family honor and their own prospects for marriage.293
Today, girls are a rapidly growing group of young offenders.
Between 1985 and 2010, the number of delinquency cases
involving girls increased 69 percent while those involving boys
increased only 5 percent.294 Their rates of incarceration have
286. Id. at 112 (quoting Editorial, Our Juvenile Court Problem, the Delinquent Girl--
Need for a Woman Judge, 2 WOMEN LAW. J. 58, 59 (1913)) (internal quotation marks
omitted).
287. See Francine T. Sherman, Justice for Girls: Are We Making Progress?, 59 UCLA
L. REV. 1584, 1586, 1590 (2012).
288. CHESNEY-LIND & SHELDEN, supra note 249, at 168.
289. PLATT, supra note 258, at 145.
290. CHESNEY-LIND & SHELDEN, supra note 249, at 36-37.
291. ODEM, supra note 269, at 135 (47 percent). Alexander's sample dealt with
slightly older girls, but still found that a significant number were incarcerated upon
parental request. ALEXANDER, supra note 269, at 150.
292. Sixty percent of parents' complaints about girls centered on sexual misconduct
versus only eight percent of those about boys. ODEM, supra note 269, at 176-78. The few
boys reported by their parents for sexual misconduct were accused of molesting younger
siblings or "homosexuality." Id. at 178.
293. Statutory rape doctrine is also gendered and based on the same stereotypes
about boys and girls. See supra notes 53-55 and accompanying text. Although problematic
in its own right, my argument here is against the criminalization of girls under the guise
of protection, rather than against their protection in other forms. Thus, I do not address
the problems with statutory rape laws which are hardly ever used to punish girls.
294. See CHARLES PUZZANCHERA & SARAH HOCKENBERRY, NAT'L CTR. FOR JUVENILE
JUSTICE, JUVENILE COURT STATISTICS 2010, at 11-12 (2013), available at
http://www.ncjj.org/pdf/jcsreports/jcs2010.pdf.
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increased dramatically, particularly as compared to boys.295 Yet
their pathways into and treatment in the system continue to be
very different than boys, with the overwhelming majority of girls
continuing to be arrested and incarcerated for nonviolent
offenses.296 As criminologist Meda Chesney-Lind describes it,
girls adjudicated delinquent violate female role expectations
more frequently than criminal law statutes.297
B. Policing the Boundaries of Victimhood and Girlhood
As it did historically, the criminal law continues to act as a
powerful mechanism to control girls' behavior, particularly their
sexual behavior. Situated at the intersection of two statuses, girls
are victims if viewed one way, offenders if viewed another.298 This
designation has great significance beyond the expressive--the
pathway upon which a girl is placed brings sympathy or stigma,
services or punishment.299
Prostituted children are particularly far from normative
visions of girlhood. As a result, they continue to be designated as
offenders.300 Kim Taylor-Thompson explains that "[w]e reserve
our harshest judgment for girls who stray from the feminine
ideal and whom we can, thereafter, censure for failing to live up
to our expectations."301 This is true regardless of their actual
vulnerability and need for protection.302 Indeed, this duality of
295. LIZ WATSON & PETER EDELMAN, IMPROVING THE JUVENILE JUSTICE SYSTEM FOR
GIRLS: LESSONS FROM THE STATES 1, 3 (2012), available at http://www.law.georgetow
n.edu/academics/centers-institutes/poverty-inequality/upload/JDS_V1R4_Web_Singles.pdf
(between 1991 and 2003, girls' rates of incarceration rose by 88-98 percent while boys'
detention rate increased by 23-29 percent).
296. OJJDP 2006 REPORT, supra note 119, at 210.
297. See CHESNEY-LIND & SHELDEN, supra note 249, at 51-52.
298. Juvenile prostitution is one of several crimes as to which police have
tremendous discretion to designate people victims or offenders for the same conduct, often
based on irrational or biased criteria. I plan to further address this victim/offender
overlap in future work.
299. Norms and roles express societal views about acceptable behaviors and create
the social meaning of conduct. Lawrence Lessig, The Regulation of Social Meaning, 62 U.
CHI. L. REV. 943, 951, 956 (1995). Because the archetypal victim in our society is female
and/or a child, the girlhood role and norms are inextricably intertwined with the victim
role and norms.
300. See Kessler, supra note 10, at 153. The tendency to see nonconforming girls as
offenders is so powerful that even the minority of criminal justice actors who now see
them as victims, and work with them, relate how at first they viewed them as offenders.
See, e.g., id. at 214 (For instance, one judge who now sees the girls as victims relates how
for many years she "viewed them as willing participants" and "lecture[d] them about bad
choices.").
301. Taylor-Thomson, supra note 126, at 1138-39.
302. Id.
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1364 HOUSTON LAW REVIEW [52:5
offender versus victim is so deeply embedded that many
prostituted girls do not even see themselves as victims.303 The
flip side of this framework is that customers of prostituted
minors are not prosecuted for statutory rape. Since the girls are
offenders, hence ineligible as victims, their exploiters escape
punishment.
Tellingly, incarceration is the most commonly used
intervention to "help" prostituted girls.304 The only
comprehensive study of case outcomes in one urban jurisdiction
found that 62 percent of prostituted children aged fifteen and
younger were incarcerated.305 Many jurisdictions routinely
impose weeks-long "protective" confinement on minors arrested
for prostitution.306 Typical is the police officer from Seattle who
acknowledged that he and his colleagues "will often select jail
because we know they won't be allowed to walk out the door."307
As is the Atlanta judge who "put[s] girls in [jail] until [she] could
figure out where else to put them."308 Yet authorities also may
justify jailing girls by denying them victim status. As one law
enforcement officer said about jailing a teenager after her
"rescue" from her pimp: "Can we treat her as a 100 percent
victim right now? I can't say that until an investigation is
done."309 In another case, a prosecutor argued that a prostituted
twelve-year-old merited incarceration because she "lacked
remorse [and] . . . need[ed] the structured situation which
[would] . . . force [her] to face up to where [she was] in [her] li[fe]
and what [she] ha[d] done."310 Although incarceration is often
explained as necessary to ensure that girls cooperate with
303. Patricia Leigh Brown, An All-Hands Approach Aids Girls Most at Risk, N.Y.
TIMES, Jan. 29, 2014, at A11 (quoting an Alameda County judge: "Many girls come to
court unaware that they are being exploited.").
304. This includes incarceration pre-trial and post-adjudication. See, e.g., In re Bobby
P., 907 N.Y.S.2d 540, 547-49 (Fam. Ct. 2010) (finding that a fifteen-year-old girl's
"self-destructive and dangerous behavior" in running away from foster care and being
prostituted merited a delinquency charge so that she could receive services in
confinement). Incarceration is also used as leverage for girls' cooperation against their
pimps. See NRC, supra note 7, at 202.
305. MUSLIM, LABRIOLA & REMPEL, supra note 8, at 17 (studying New York City,
although some unknown percentages were in nonsecure facilities); see also NRC, supra
note 7, at 188 (national study finding that "[s]ecure detention often is used as a means of
`protecting' [exploited minors]").
306. See, e.g., Powers, supra note 181 (minors arrested for prostitution in Las Vegas
are usually jailed for at least two weeks).
307. Sullivan, supra note 182.
308. Hansen, supra note 31.
309. Davis, supra note 11 (quoting a Pennsylvania official).
310. Leslie Kaufman, Determining the Future of a Girl with a Past, N.Y. TIMES, Sept.
15, 2004, at B1.
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services or with the prosecution, and are housed away from their
pimps, the reality is that there are few to no services in detention
or jail for girls generally, nor for prostituted girls in particular.311
Despite being framed as necessary to protect girls from the
harms attendant to prostitution, interventions are invariably
punitive. Consider these cases. A prosecutor reports that a
teenage girl is engaged "in extremely high-risk behavior" and
expresses "a lot of concern for her personal safety."312 To what
end? A request of the extremely disproportionate sentence of one
year's incarceration for prostitution.313 Similarly, a juvenile court
judge expressed "frustration [and] profound sadness" at not being
permitted to detain a thirteen-year-old girl who was arrested for
a violation, loitering for the purpose of engaging in prostitution,
rather than for a crime: "In an age of deadly sexually transmitted
diseases, this places young persons who are highly vulnerable,
and most needful of protection, outside the authority of the
juvenile justice system to aid them."314 Positing incarceration as
aid, the judge called on legislators to change the state law so that
courts could in the future, "confine [girls like] her as an action
consistent with [their] best interests."315
Even where punishment is purportedly for other reasons,
such as community protection from harm, a closer look reveals
that this justification is actually cover for punitive
paternalism.316 Evidencing this, a Washington court sentenced
a girl to twenty-six weeks of incarceration per count of
prostitution, a sentence so unusually harsh that the prosecutor
had to file a manifest injustice motion.317 The court paid "lip
311. See NRC, supra note 7, at 202; see also WATSON & EDELMAN, supra note 295, at
1 (observing that the large increase in girls' institutionalization in the last decade
"signal[s] the lack of appropriate community-based alternatives to detention and
residential facilities for girls").
312. Spangenthal-Lee, supra note 135. Average sentences for prostitution range from
fines or community service, to a few days' incarceration.
313. Id.
314. In re C.S., 591 N.Y.S.2d 691, 692-93 (Fam. Ct. 1992).
315. Id. at 693. (emphasis added); see also Alameda County Grapples with Best Way
to Rescue Teen Prostitutes, CBS S.F. BAY AREA (Aug. 11, 2011, 10:12 AM), http://sanfranc
isco.cbslocal.com/2011/08/11/alameda-county-grapples-with-best-way-to-rescue-teen-prosti
tutes/ (quoting a police department spokesperson justifying incarceration because "[a
prostituted girl's] physical safety has to be first").
316. A harm-prevention justification is not often made in the prostitution context
given that, as one court recently recognized, the harm to the girl's welfare far outweighs
the societal harm, and attributing the collateral harms of prostitution to a community to
one teenaged girl "would surely be an exaggeration." People v. Samantha R., No.
2011KN092555, 2011 WL 6303402, at *5-6 (N.Y. Crim. Ct. Dec. 16, 2011).
317. State v. N.E., 854 P.2d 672, 672-74 (Wash. Ct. App. 1993) (per curiam). These
motions are usually reserved for juveniles who commit particularly heinous crimes such
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1366 HOUSTON LAW REVIEW [52:5
service" to community endangerment as one of the only
permissible grounds for such an extreme sentence, but focused
in its opinion only on the risk the girl posed to herself, not a
permissible ground.318 The opinion outlines the girl's sad
history, including sexual abuse by her father and brother,
repeated running away, substance abuse and untreated mental
illness, and a high risk of AIDS. It also notes the lack of
effective services for this traumatized girl: "We have pretty
much exhausted all the services available in the
community. . . . [The probation officer] is convinced that [the
girl] will either end up dead or will die from her disease if
something isn't done."319 Danger to the community is thus used
as a proxy for danger to the girl herself, permitting criminal
sanctions normally not allowed for self-protection. And rather
than question the lack of services and the incarceration of a
victimized minor, the decision leaves intact the punitive
approach.
The risks facing these girls are the same as those underlying
statutory rape laws and other protectionist legislation--
exploitation by older men, coercive sex, physical abuse, sexually
transmitted infections, and unwanted pregnancy.320 Indeed, the
risks are heightened for this group of girls given the multiple
partners and physical and emotional trauma characteristic of
prostitution. Yet their nonconformity from the victim/girl role
transforms protection into punishment. This social control
framework helps to explain some puzzling truths from the data
outlined in Part II: First, the fact that the more needs a girl
presents with, the more likely she is to be seen as an offender
rather than as a victim.321 A girl's sexual acting out and
disobedience becomes the focus, rather than the sexual abuse or
lack of treatment which led to this conduct. Second, the
persistence of this punitive model despite its proven
ineffectiveness.322 The model reflects the deeply entrenched
as murder. See, e.g., State v. S.R., No. 51066-5-I, 2003 WL 21500727, at *1, *3 (Wash. Ct.
App. June 30, 2003) (per curiam).
318. N.E., 854 P.2d at 674.
319. Id. at 673 (internal quotation marks omitted).
320. See supra notes 48-52 and accompanying text.
321. One illustration of this dynamic is the fact that the younger a prostituted girl is,
the more likely she is to be incarcerated. MUSLIM, LABRIOLA & REMPEL, supra note 8, at
15-18. Indeed, our refusal to acknowledge that children as young as ten and eleven are
prostituted is reflected in the lack of services for this group and even teens up to age
seventeen. See, e.g., Kaufman, supra note 310 (documenting the lack of specialized
housing in New York City for prostituted girls under seventeen years old).
322. See supra notes 312-19 and accompanying text (discussing the punitive nature
of the treatment of prostituted girls).
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perception that exploited youth are "bad kids," responsible for
their own victimization.323
Two norms of behavior are central to "good" girl and victim
roles--chastity, and obedience to parental and state authority.324
The criminal justice system expounds these norms on both a
systemic and individual level. Prostitution statutes lacking age
exceptions and malleable status offenses operate systemically.
On an individual level, police, prosecutors, and judges classify
girls based upon their sexual behavior and deference to
authority. These norms are particularly robust in the context of
prostitution because criminal system actors have great discretion
in arrests, charges, and sentences, which they lack as to more
severe crimes. As a result, minors are subject to designation as a
victim or as an offender largely at their discretion.325 In this
manner, the criminal justice system does not just reflect the
sexual double standard, but actually amplifies it.326
1. Chastity. Chastity has historically been and continues to
be the thickest girlhood norm. The law has regulated this norm
in numerous ways, but I focus here on statutory rape and
prostitution laws.327 Statutory rape laws have changed over time
to reflect views of appropriate sexuality, for instance through
raising the age of consent or expanding the law's reach to include
nonvirgins.328 The victim's "promiscuity" was a defense in all
states until fairly recently, and the Model Penal Code still
includes it as a defense to most statutory rape charges.329 Even
323. NRC, supra note 7, at 186 (reporting this problem "was repeatedly identified by
service providers and other experts" around the country).
324. Obedience includes gratitude at being rescued. These two values are related;
girls are frequently perceived to be disobedient about sexual issues.
325. See, e.g., Halter, supra note 17, at 152 (summarizing research finding that
"police officers in the U.S. are inconsistent in their treatment of youth involved in
prostitution").
326. The typical prostituted minor is far more likely to be low-income and a person of
color than the typical victim in a statutory rape case, so these stock designations of victim
and offender tend to also reinforce race and class norms.
327. Other instances include punishment of girls for "sexting," and the failure to
convict even forcible rapes of minors deemed to be "asking for it." Girls' sexual activity is
also regulated through status offenses. Liz Watson & Peter Edelman, Improving the
Juvenile Justice System for Girls: Lessons from the States, 20 GEO. J. ON POVERTY L. &
POL'Y 215, 217 (2013); see also Godsoe, supra note 16, at 1102-05 (detailing the use of the
status offense system to control and punish girls who sexually act out). State surveillance
of girls outside the criminal justice system also heavily focuses on their sexual activity. Id.
at 1110-11.
328. See supra notes 48-60 (discussing the evolution of statutory rape laws).
329. See, e.g., MISS. CODE ANN. 97-5-21 (repealed 1998); see also MODEL PENAL
CODE 213.6 (1985) ("(3) Sexually Promiscuous Complainants. It is a defense . . . for the
[defendant] to prove . . . that the alleged victim had, prior to the time of the offense
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1368 HOUSTON LAW REVIEW [52:5
now, after its abolition, girls' past sexual behavior creeps into
decisions about whether to prosecute or convict, and how to
sentence.330
Statutory rape has always been characterized by sporadic
enforcement due to underreporting, proof problems, and the
disputed nature of its blameworthiness. This problem has been
compounded by police, judges, and others who continue to
distinguish between girls whose own actions are deemed to
have contributed to their rapes, and those whose purity
renders them perfect victims.331 Quite typical is this
characterization by a judge of a statutory rape case with a
twenty-nine-year-old defendant and a fifteen-year-old victim,
which included indicia of forcible rape.332 He first criticized the
victim, finding "a problem . . . [where] a 15-year-old [girl]
would do this kind of thing . . . [which] can subject [her] to
criminal acts," and then bemoaned the larger picture of "teen-
age sexual activity . . . [concluding that] `[w]e're now raising a
generation of people who mate like people in heat. . . . They
don't have a date, they don't have an introduction.'"333 A more
charged, engaged promiscuously in sexual relations with others."). Typical of the rationale
underlying the widespread use of the promiscuity defense is this reasoning from one
court: "While the [statutory rape of a thirteen-year-old] is revolting and reprehensible
under any circumstances, it might be considered less so if the girl involved was not an
innocent child, but rather one who was sexually wise and experienced far beyond her
years." Bryant v. Peyton, 270 F. Supp. 353, 359-60 (W.D. Va. 1967) (quoting Whitaker v.
Warden, 362 F.2d 838, 840 (4th Cir. 1966)).
330. State v. Stiffler, 763 P.2d 308, 311 (Idaho Ct. App. 1988) ("Though a female
adolescent's precociousness may be irrelevant to the charge of statutory rape, we believe
such circumstances may properly be considered in imposing punishment."); State v. Rush,
942 P.2d 55, 56 (Kan. Ct. App. 1997) (sentencing an adult statutory rape defendant below
the statutory guidelines where, in the judge's words, "[the under fourteen-year-old] victim
was . . . sexually experienced" (alteration in original)).
331. See Levine, supra note 50, at 706 (noting that prosecutors charge statutory rape
defendants with lesser crimes when they perceive the victims as unsympathetic to jurors);
see also Goodwin, supra note 127, at 483 (outlining how statutory rape enforcement relies
on and reinforces gender stereotypes about adolescents).
332. Norris P. West, Judge's Comments on Statutory Rape Criticized, Howard County
Jurist Denies Blaming Teen Victim, BALT. SUN (Jan. 28, 1996), http://articles.balt
imoresun.com/1996-01-28/news/1996028057_1_sexual-assault-judge-girl. A more recent
example is the Montana judge who, in 2013, sentenced a fifty-four-year-old man to only
thirty days in prison for the statutory rape of his fourteen-year-old student--a sentence
far below the mandatory minimum. The victim committed suicide after the abuse. At the
sentencing hearing, the judge made derogatory statements about the victim, including
holding her in part responsible for the relationship. John Bacon, Judge Apologizes for
Teen Rape Remarks, Not Sentence, USA TODAY (Sept. 6, 2013, 4:22 PM), http://www.usa
today.com/story/news/nation/2013/08/28/teacher-rape-montana/2722817/. The sentence
was eventually overturned and he received a sentence within the guidelines of ten years.
333. West, supra note 332. Girls who enter sexual relationships with adult male
celebrities seem to be automatically deemed unchaste, and the adults, excused. A few
examples of this are Rob Lowe, who had sex with a sixteen-year-old, and Don Johnson,
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seemingly chaste victim was treated with much greater
sympathy. This girl, also fifteen, was from an affluent
suburban community rather than inner-city Baltimore like the
prior victim. She had sex with a thirty-two-year-old man whom
she met at an equestrian center. The girl's parents hired a
private investigator, who uncovered the relationship, and the
man was prosecuted for statutory rape. When the victim, now
eighteen years old, married him and refused to testify in the
prosecution based on spousal privilege, the investigating police
detective was nonjudgmental, acknowledging that "the girl
was naive and in love."334
As archetypal unchaste girls, prostituted children are
deemed unworthy of the protection of statutory rape and other
laws.335 Quite simply, as one former prosecutor explained:
"People do not see victims; they see bad girls."336 Even
contemporary prosecutions are sometimes explicitly aimed at
imposing sexual mores. One judge made this clear in sentencing
a twelve-year-old prostituted runaway to a year in prison to learn
"moral principles."337 Similarly, the recent head of the national
juvenile justice office of the DOJ opined that "[t]he fact that
[juvenile prostitution] remains illegal serves as a warning for
everybody, including the teenagers, that they are doing
something that's wrong."338
Focusing blame on the girls for their own harm also
obscures the coercion and exploitation by customers and
pimps.339 As one prosecutor explained in pursuing a
who lived with fourteen-year-old Melanie Griffith, claiming "she pursued me." In neither
case were criminal charges brought. See Celebrity Arrests They Wish They Could Forget,
CBS NEWS, http://www.cbsnews.com/pictures/celebrity-arrests-they-wish-they-could-for
get/3/ (last visited Apr. 18, 2015); see also Celebrities Accused/Convicted of Statutory
Rape, AGE OF CONSENT, http://www.ageofconsent.com/comments/numberthirtynine.htm
(last visited Apr. 18, 2015).
334. Joseph Serna & Jack Leonard, Marriage Adds Hurdles to Pursuit of Rape Case,
L.A. TIMES, Apr. 23, 2011, at AA1.
335. Even the means used to identify girls suspected of prostitution reveal the
stigma against sexually active girls. See, e.g., In re J.J., No. A125054, 2009 WL 4881911,
at *3 (Cal. Ct. App. Dec. 17, 2009) (stating the arresting officer asked the girl "why she
would carry condoms if she was not working as a prostitute").
336. Telephone Interview with judge and former prosecutor (Feb. 7, 2014).
337. Nicholas D. Kristof, What About American Girls Sold on the Streets?, N.Y.
TIMES, Apr. 24, 2011, at 10.
338. Lustig, supra note 105, at 41 (quoting former OJJDP head Robert J. Flores, who
opposed decriminalization of juvenile prostitution).
339. This treatment of prostituted girls also contrasts notably with the portrayal of
victims in child pornography cases, even where the children are of similar ages. See, e.g.,
United States v. Cruikshank, 667 F. Supp. 2d 697, 701 (S.D. W. Va. 2009) (calling for
"severe" punishment for purchasers of child pornography because "[t]he most vulnerable
members of our society have been exploited and discarded"). Numerous courts and
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1370 HOUSTON LAW REVIEW [52:5
prostitution finding against a teenaged runaway: "It is not the
State's duty to investigate whether or not [a child] is
compelled."340 Most prostituted girls are "exploited" as
prosecutors define that term in the statutory rape context, i.e.
pressured through violence, economics, or romance into sex.341
Many of them are also victims of violence.342 Yet their
exploiters are rarely prosecuted, and never for the more
serious crime of statutory rape. This is despite the fact that
they are inevitably the older male predators at whom the
statutory rape laws are aimed. Although the criminal law does
not preclude prostituted girls from simultaneously being
victims and offenders, its enforcers continue to place girls in
one category only, that of offender.
Indeed, prostituted girls are not only denied victimhood
status, they are effectively defined to not even be children.
They are not protected by the usual, and legal, definition of
consent. Instead, their sexual "misbehavior" makes them
capable of consent, regardless of their age. Accordingly, while
girls under eighteen are incapable of consenting to prostitution
under federal law, and those under sixteen or seventeen
incapable of consenting to sex under most state laws, consent
is deemed irrelevant to the conviction of girls as young as
twelve or thirteen for prostitution.343 A New York appellate
court confirmed this view in adjudicating a twelve-year-old
guilty of prostitution in part because the anti-prostitution law
"contain[ed] no age requirement."344 Many police officers and
others do not see these children as victims, even those as
young as ten and eleven years old, instead viewing them as
"consenting participants."345 Since statutory rape is
scholars have criticized the exponentially escalating sanctions on users of child
pornography. See, e.g., United States v. Shannon, 743 F.3d 496, 502-03 (7th Cir. 2014)
(contrasting its holding with other circuits' broad bans on child and adult pornographic
material); Amy Adler, The Perverse Law of Child Pornography, 101 COLUM. L. REV. 209,
270-72 (2001); Hessick, supra note 2, at 857-60. Carissa Hessick persuasively
demonstrates that some possessors of child pornography are more severely sentenced
than child abusers. Id. at 864-66.
340. Petition for Writ of Certiorari, supra note 101, at 3.
341. Levine, supra note 50, at 716-17.
342. See supra notes 102, 126 and accompanying text.
343. See 18 U.S.C. 1591(c) (2012) (establishing strict liability for commercial sex
acts with individuals younger than eighteen); Annitto, supra note 20, at 32 (explaining
that six states have elected their age of consent to be seventeen).
344. In re Nicolette R., 779 N.Y.S.2d 487, 488 (App. Div. 2004).
345. Hansen, supra note 31 (quoting an Atlanta judge); see also Telephone Interview
with former prosecutor (Jan. 6, 2014) (explaining that many police officers, prosecutors
and judges see these girls as "choosing the life, volitional"). Contrast this statement from
a girl prostituted at age fourteen. "Whenever I would get into a car some part of me hoped
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particularly pernicious as a "theft of childhood,"346 prostituted
girls, too promiscuous and jaded to be true children, are
outside the doctrine's protection.
Consent is partially a normative concept, a "legal fiction"
reflecting societal views on values such as autonomy and
blame.347 Because their lack of chastity has rendered them both
adult and culpable, prostituted girls are often seen as voluntarily
entering prostitution.348 One juvenile court judge emphasized
this by describing a fifteen-year-old girl, prostituted at age twelve
when she ran away from foster care, as "cho[osing] to engage in
the `street life.'"349 The court refused to substitute a status
offense for the delinquency case, faulting the girl for having not
fully cooperated with services or the prosecution of her
pimp/boyfriend, and for not being "willing" or able to care for her
baby.350 This placed the girl in a catch-22: too immature to be
trusted with services and nonconfinement, yet too "experienced"
to be considered a victim.
Finally, girls who are sexually impure frequently incur more
anger and worse treatment than girls who commit violent or more
serious crimes. Police officers' extremely harsh treatment of both
that this guy would see me as the child I was and I wouldn't have to do it. But in the back
of my mind I knew that wasn't going to happen . . . ." Philip Martin, "Pretty Woman" vs.
The Real World of Prostitution, WGBH NEWS (Nov. 19, 2013, 8:55 AM), http://wgbh
news.org/post/pretty-woman-vs-real-world-prostitution.
346. Levine, supra note 50, at 711 (quoting a prosecutor discussing statutory
rape). Some statutory rape victims, particularly those who are sexually active or
otherwise nonconforming, are also denied the protections of childhood. See, e.g.,
Mariano Castillo, Judge in Montana Teen Rape Case Has Been Tough in Other Cases,
CNN (Aug. 29, 2013, 8:37 PM), http://www.cnn.com/2013/08/28/justice/montana-
judge-profile/ (reporting that a judge recently attributed blame to the fourteen-year-
old statutory rape victim because, among other things, she "seemed older than her
chronological age").
347. See Joseph Raz, Authority and Consent, 67 VA. L. REV. 103, 119 (1981). See
generally PETER WESTEN, THE LOGIC OF CONSENT (2004) (asserting the idea of consent as
a defense is a legal fiction). A full discussion of consent among adults in the commercial
sex industry is beyond the scope of this Article, but it should be noted that the "legal
fiction" of consent can be punitive to many young adults as well, who are only one year, or
one day, removed from minority. See Catharine A. MacKinnon, Trafficking, Prostitution,
and Inequality, 46 HARV. C.R.-C.L. L. REV. 271, 297 (2011) ("[I]f something is problematic
[with juvenile prostitution], how does it change suddenly when she reaches seventeen
years and three hundred sixty-six days old? If no one could enter commercial sex as a
child, if the abuse of all those who did was retroactively redressed, the sex industry would
be depopulated overnight." (footnote omitted)).
348. See supra notes 343-45 and accompanying text.
349. In re Bobby P., 907 N.Y.S.2d 540, 548-49 (Fam. Ct. 2010) (emphasis added); see
also Kristof, supra note 337 ("[M]any Americans perceive [prostituted girls] not as
trafficking victims but as miscreants who have chosen their way of life.").
350. In re Bobby P., 907 N.Y.S.2d at 548-49.
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1372 HOUSTON LAW REVIEW [52:5
adult and juvenile prostitutes has been repeatedly noted.351 This
pattern extends beyond prostitution. For instance, police are more
likely to release girls suspected of a crime than similarly situated
boys, but more likely to arrest girls suspected of sex offenses.352
2. Obedience. The second value informing a girl's
designation as worthy victim or culpable offender is her
obedience, or lack thereof, to parental and state authority.
Experts have repeatedly noted that societal expectations of girls
as obedient and compliant--a "joy to their parents"--persist
while boys are permitted, even encouraged, to be more
independent and "wild." As criminologist Todd Clear puts it:
There is something about "bad girls" that embarrasses us,
makes us want to change the topic. The image of a "bad
girl" is threatening and naughty, maybe even sexually dirty
or unspeakable. For boys, breaking the rules can be seen as
part of growing up--we say that boys are "precocious," and
when they get particularly rambunctious, they are "feeling
their oats."353
Girls have always comprised a disproportionate number of
youth arrested and confined for status offenses.354 Status offenses
center on disobedience, and include catchall terms such as
"ungovernability," rendering them applicable to virtually any
adolescent behavior deemed undesirable.355 The tremendous
discretion they afford decision-makers, both in their vague
definitions and array of possible outcomes, renders them ideal
vehicles for enforcing norms and roles. Status offenses, and
351. See supra note 112 (describing police abuse of those in the commercial sex
industry, including minors); see also LLOYD, supra note 20, at 124 ("Cops see men buying
girls on the street and look the other way, cops taunt girls and call them names, and some
of the johns are cops themselves. . . . Some cops would take money from the
girls . . . knowing that they could never report it."); MOGUL, RITCHIE & WHITLOCK, supra
note 33, at 62-63 (noting the "highly sexualized" and "misogynist" attitudes prevalent in
the policing of sex work). Of course there are also police officers who "believe[] that girls
are the victims, and pimps and johns the bad guys, and treated girls accordingly." LLOYD,
supra note 20, at 146. But most experts agree the latter group is the minority, albeit a
growing one. Id.
352. CHESNEY-LIND & SHELDEN, supra note 249, at 200.
353. Todd R. Clear, Foreword to CHESNEY-LIND & SHELDEN, supra note 249, at xi.
This quotation also reveals the related nature of these two central norms.
354. OJJDP 2006 REPORT, supra note 119, at 191 (noting that "[a] major difference
between delinquency and status offense cases is the large proportion of status cases that
involve females").
355. The main charges are running away, truancy, and being incorrigible or beyond
the control of one's parents. See, e.g., S.C. CODE ANN. 63-19-20(9) (2010). Status offense
proceedings are often parent-driven, and parents use them more frequently against girls
than boys.
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related contempt charges for violations of court orders, continue
to be robustly used against girls, remaining a major gateway for
them into the juvenile and criminal justice systems.356
Running away is a particularly frequent entry point for girls
into the juvenile justice system, and it is the only offense other
than prostitution for which girls comprise the majority of
offenders.357 For juvenile arrests for the noncrime of running
away, over half are female.358 Runaways are at great risk for
entering prostitution. Most run because of sexual or other abuse,
or serious family discord.359 Yet the reasons girls flee their homes
for the streets, many of them repeatedly, are largely ignored.
Instead of addressing girls' victimization in their families, police
and courts have instead imposed harsh controls on at-risk girls,
including incarceration, in the name of protection.360
Like girls who sexually act out, noncompliant girls are
treated very punitively. Girl status offenders are significantly
more likely than boys to be incarcerated, and receive longer
sentences and harsher treatment every step of the way.361
Indeed, police and courts frequently treat girls charged with
status offenses or contempt charges more severely than girls or
boys charged with crimes; they arrest them more often, and
institutionalize them more frequently and for longer periods. 362
Repeat status offenders, particularly runaways, and girls who
violate court orders are treated the most harshly.363 Police and
356. See WATSON & EDELMAN, supra note 295, at 2 (describing the disproportionate
detention of girls for status offenses as a pathway into the juvenile justice system); see
also Godsoe, supra note 16, at 1098 & n.39 (outlining data and describing the
incarceration of status offenders pursuant to violation of a court order).
357. Puzzanchera & Adams, supra note 34, at 4.
358. Id.; see also OJJDP 2006 REPORT, supra note 119, at 191 (detailing data from
1985-2002).
359. Homeless and Runaway Youth, NCSL (Oct. 1, 2013), http://www.ncsl.org
/research/human-services/homeless-and-runaway-youth.aspx (reporting that 75 percent of
runaways are female and abuse or family discord are frequent causes).
360. WATSON & EDELMAN, supra note 295, at 2; see Godsoe, supra note 16, at 1101-
02 (outlining the widespread detention and incarceration of runaways).
361. For instance, they are detained on average for twice as long as male status
offenders. OJJDP 2006 REPORT, supra note 119, at 191-92, 208, 210. This is despite the
fact that male status offenders are more likely to also have committed criminal offenses.
Id. at 210.
362. See, e.g., WATSON & EDELMAN, supra note 295, at 1 (reporting that, in 2006,
technical probation violations and status offenses comprised 25 percent of boys'
detentions, versus 41 percent of girls', and summarizing data from Connecticut that "88
percent of girls who were adjudicated delinquent, and placed at the state's only secure
facility for adjudicated juveniles, were status offenders").
363. See OJJDP 2006 REPORT, supra note 119, at 191; see also HANNAH BENTON ET
AL., REPRESENTING JUVENILE STATUS OFFENDERS 66 (2010), available at http://www.amer
icanbar.org/content/dam/aba/administrative/child_law/20100121_RJSO_Book.authcheckd
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1374 HOUSTON LAW REVIEW [52:5
probation officers report finding nonviolent female offenders
particularly challenging to work with, characterize them as
"mak[ing] inappropriate lifestyle choices" and "whining too
much," and often hold girls largely responsible for their own
victimization.364 In sum, girls who fail to obey parents and
courts draw much more ire than do boys or other female
offenders.
The focus on obedience is particularly salient in the
prostitution context because of the widespread discretion to
designate girls as a victim or an offender, a designation that
often turns on a girl's conformity to obedience and other feminine
behavior.365 For instance, the most comprehensive study of
prostituted children's treatment by the police found that
statistically significant factors in a child's designation by police
as a victim rather than an offender were: (1) a child's cooperation
with the police; (2) obvious pimp or john involvement; and (3) a
report to the police rather than police observation of prostitution
during, for instance, a sting.366 Cooperation's relationship to
obedience is clear. Yet included in this assessment are some
factors over which the girls had no control, such as whether the
girl was local or from another jurisdiction.367 A more visible pimp
or john seems to enable police officers to more readily recognize a
girl as a victim, perhaps because they have a concrete individual
to blame for the harm; as the study's author noted, "youth who
would not provide police with a person to blame [were]
considered . . . culpable [by the police]."368 Finally, being reported
am.pdf (stating that if an accused status offender does not comply with court-ordered
terms, the consequences may get much harsher); MEDA CHESNEY-LIND & LISA PASKO,
THE FEMALE OFFENDER 64 (2013) (discussing studies where female repeat status
offenders were six times more likely than male status offenders to be institutionalized).
364. Barry C. Feld, Girls in the Juvenile System, in THE DELINQUENT GIRL, supra
note 37, at 225, 244 (internal quotation marks omitted); see also LAURIE SCHAFFNER,
GIRLS IN TROUBLE WITH THE LAW 159 (2006) (quoting a female probation officer: "These
girls are too rude and too loud; . . . they need to learn manners and better grooming."
(alteration in original)). Judges also find these girls particularly challenging. As one
expert describes it: "Status offenders test judge's [sic] limits and their failure to comply
with court orders may be perceived as an affront to judicial power." JESSICA R. KENDALL,
ABA CTR. ON CHILDREN & THE LAW, FAMILIES IN NEED OF CRITICAL ASSISTANCE 12 n.37
(2007).
365. See NRC, supra note 7, at 5-7 (outlining the issues behind sex trafficking
definitions such as "victim" and "offender"); Finkelhor & Ormrod, supra note 7, at 4
(noting that designation as an offender or victim turns in part on "personal characteristics
of juvenile victims").
366. Halter, supra note 17, at 156. The vast majority of minors were categorized as
one or the other, with police identifying only a few minors as both. Id. at 154.
367. Id. at 155, 157.
368. Id.
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as opposed to being observed may indicate to police that a child
wants assistance, whereas youth observed by police in the act
were frequently deemed "complicit" in their prostitution. None of
these are legal factors pertinent to determining offender or victim
status, as is, for instance, age of consent in statutory rape cases.
Girls' obedience is scrutinized at every point in the
system, from respect for police, to immediate acceptance of
services, cooperation with court orders, or a permanent exit
from prostitution after a first arrest. Failure to comply results
in increasingly punitive interventions. Prosecution and
incarceration, as one criminal justice official put it, compel
prostituted girls to "feel there will be repercussions for
dropping out."369 Other authorities describe prostituted minors
as "streetwise [girls] who do not obey rules and are not
willingly compliant with authority."370 These girls, however, do
not need external sanctions to encourage them to leave "the
life"; research shows that the majority want to, but lack the
resources to do so.371 The focus on obedience permeates even
recent laws decriminalizing prostitution for minors. The
majority of these laws apply only to children arrested for the
first time, or give prosecutors and/or judges discretion to
decide whether or not girls are worthy of being treated as
minors or should instead be prosecuted.372
This emphasis on compliance and gratitude for being "rescued"
ignores both safety concerns for girls who cooperate and the
psychological trauma literature about prostituted children.373 A
girl's connection to her pimp and her abuse may cause her to react
negatively to any efforts to control her behavior, even if intended to
help her.374 Nonetheless, the view that a girl's failure to exit the sex
industry is a personal failing, even an act of defiance to authorities,
remains widespread. Testimony by the head of a city's newly
created anti-trafficking division is illustrative: "Teen prostitutes
369. Feinblatt, supra note 18. At least one prosecutor has even argued that
incarceration would not only help a girl, but that she might enjoy it. Petition for Writ
of Certiorari, supra note 101, at 3 ("[She] may be perfectly happy where she is [in
jail].").
370. LLOYD, supra note 20, at 246 (quoting a memo opposing New York's Safe Harbor
legislation).
371. See supra note 116.
372. This decision often turns on a girl's compliance with court orders. See discussion
supra Part II.B.2.
373. It also obscures the lack of appropriate treatment options, both in the
community and in prison, which frequently underlies noncompliance.
374. See, e.g., Beyer, supra note 103, at 20 (discussing how girls that are sexually
and physically traumatized often react negatively to "outside control").
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1376 HOUSTON LAW REVIEW [52:5
hard to save, cop tells City Council . . . police say they are trying to
rescue teens forced into prostitution, only to find that the girls often
don't want their help."375
As noted earlier, many individual police, prosecutors and
judges have benevolent aims, truly believing that criminal
sanctions are "for the girls' own good." Many are frustrated with
the lack of appropriate services, particularly housing, for
prostituted, runaway, and other at-risk girls.376 Police and others
"may feel that their hands are tied" if they find a prostituted girl
because they cannot detain her securely, i.e. lock her up, without
a criminal charge.377 They are, with valid reason, concerned
about girls running away from a foster home or other nonsecure
shelter, and being wooed or threatened back into the life by a
pimp. As one Chicago police officer asked:
What do you do with these, you know, juveniles in the mean
time [sic] [before there is safe housing]? . . . So many of
them . . . are just chronic runaways. You need a place where
they can stay where they can be safe . . . because there is so
much violence out there in the prostitution world.378
Similarly, an Atlanta judge lamented jailing an eleven-year-old
prostituted girl: "The last thing I want to do is detain
her . . . [b]ut I've got to make sure that she's safe."379 Some
authorities even demonstrate an explicitly parental attitude in
prosecuting these girls. Typical is one vice police officer who
sought incarceration for a teenaged girl he arrested for
prostitution because "[i]f she was your daughter, what would you
want the [police department] to do to keep her off the street? If
you had a child, sometimes you've gotta know you've gotta put
`em in time out."380
No matter how well intended, however, these interventions
cause more harm than good. The "stick" of prosecution does not
help girls exit prostitution and jail is not akin to a time-out.
Police and other criminal justice actors are frequently too quick
375. Alison Bowen, Teen Prostitutes Hard to Save, Cop Tells City Council, N.Y.
METRO (Oct. 19, 2011), http://www.metro.us/local/teen-prostitutes-hard-to-save-cop-tells
-city-council/tmWkjs---b6GoCwIA4tJU/ (emphasis added).
376. Sullivan, supra note 182 (quoting a police officer decrying the lack of services for
prostituted girls).
377. Halter, supra note 17, at 157.
378. ASHLEY, supra note 86, at 45 (internal quotation marks omitted).
379. Hansen, supra note 31.
380. Spangenthal-Lee, supra note 135; see also Feinblatt, supra note 18 ("As any
parent knows, there comes a time when `tough love' is the only thing that will get a child
to stop destructive behavior.").
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to dismiss interventions other than criminal.381 This "lock it up"
culture is a major barrier to a truly protective or rehabilitative
approach.382 Finally, the lack of political will to change the
current system demonstrates that the desire to label and control
girls based on their sexual conduct persists more broadly.383
V. POLICY IMPLICATIONS: MOVING BEYOND "TOUGH LOVE"
As the foregoing account illustrates, the criminal law is too
blunt an instrument to address a complex social problem like
juvenile prostitution.384 A handful of courts and legislatures are
beginning to recognize this. For instance, one state criminal court
judge recently dismissed a prostitution case against a
sixteen-year-old girl in part because: "[T]he public's confidence in
the criminal justice system will be enhanced by a dismissal here.
The criminal justice system is not always the best venue for
addressing societal problems."385 There has also been a small but
growing movement to decriminalize juvenile prostitution based
on many of the arguments made here. New York was the first
381. This is true even in jurisdictions proclaiming a new victim-friendly approach to
commercial sex and trafficking. For instance, several counties in California recently
announced their shift to view prostituted people as "victims, not criminals." Matt
Fountain, SLO County Prosecutors to View Prostitutes as Victims, Not Criminals,
TRIBUNE (Mar. 17, 2015), http://www.sanluisobispo.com/2015/03/17/3542351_prostitution
-sex-trafficking.html?rh=1. Yet the district attorney conceded that "[i]n some cases,
especially those involving [minors], the only way to get a trafficking victim into the
system where they can get help is to charge them with a crime." Id.; see also Shafer, supra
note 11 (quoting a police officer that in his opinion "they are all victims," but noting that
while "they are not looking to arrest their way out of the problem," arrest is an effective
way to get girls and women off the street and into services).
382. My thanks to former prosecutor for this term. Telephone Interview with former
prosecutor (Jan. 6, 2014).
383. See generally William J. Stuntz, The Pathological Politics of Criminal Law, 100
MICH. L. REV. 505, 517-18 (2001) (describing the tendency to over-criminalize in the quest
for simplistic solutions to complex social problems).
384. I am mindful of the critiques of decriminalization. Scholars such as Alexandra
Natapoff persuasively argue that decriminalization has a net-widening effect and that
many of those ensnared may end up in the criminal justice system, even incarcerated, in
any event. See Alexandra Natapoff, Misdemeanor Decriminalization, 68 VAND. L. REV.
(forthcoming 2015). I am not arguing here for full decriminalization; rather for a shift in
focus from punishing prostituted girls to pursuing their customers and pimps. Increased
enforcement and greater sanctions against johns and pimps is essential to addressing the
exploitation of children. Several states are considering legislation to these ends. See, e.g.,
S.B. 427, 76th Legis. Assemb., Reg. Sess. (Or. 2011) (proposing increased fines for
customers of prostituted minors).
385. People v. Samantha R., No. 2011KN092555, 2011 WL 6303402, at *6-7 (N.Y.
Crim. Ct. Dec. 16, 2011); see also Changing Perceptions: A Conversation on Prostitution
Diversion with Judge Fernando Camacho, supra note 227 (explaining that he began to
divert prostituted girls from prosecution because "[i]t wasn't fair, it wasn't just . . . . Jail is
not the right place for these [children].").
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state to pass a "Safe Harbor" statute, in 2008, and to date, over
fifteen other states have enacted similar legislation.386
Most of these reforms, however, do not go far enough. All
states but Illinois and Tennessee, for instance, retain the option
to prosecute minors for prostitution.387 Full decriminalization in
the other states was opposed, usually by prosecutors, judges, and
police, who argued that they needed to retain the ability to
incarcerate prostituted minors.388 As a result, even in states with
"Safe Harbor" laws, minors continue to be arrested and
incarcerated on prostitution-related charges. Similarly, courts
have declined to immunize from prosecution even girls who
demonstrate extreme indicia of victimhood.389 Because this
discretion risks both selective enforcement and the ongoing
punishment of nonculpable people, I have argued that
prostituted girls should not be treated as offenders under any
circumstances.390
This Part sketches out three possible alternative approaches.
Any approach must be transparent and accountable, two things
lacking in punitive paternalism. My outline here is not
exhaustive, nor are my conclusions more than tentative. Rather,
I hope to illustrate the parameters and implications of these
386. As of January 2015, the following states had enacted "Safe Harbor" statutes. A
growing number of states are doing so, so the number may increase shortly. CONN. GEN.
STAT. ANN. 53a-82 (West Supp. 2014); Florida Safe Harbor Act, Ch. 2012-105 (codified at
FLA. STAT. ANN. 39.001, 39.401, 409.1678, 800.04 (West Supp. 2015)); 720 ILL. COMP.
STAT. ANN. 5/11-14(d) (LexisNexis Supp. 2014); KY. REV. STAT. ANN. 630.125
(LexisNexis 2014); MASS. GEN. LAWS ANN. ch. 119, 39L (West Supp. 2014); MICH. COMP.
LAWS ANN. 750.451(6) (West Supp. 2014); MINN. STAT. ANN. 260B.007(6)(c) (West
Supp. 2014); MISS. CODE. ANN. 97-3-54.1(4) (West Supp. 2014); NEB. REV. STAT.
28-801(5) (2008 & Supp. 2013); N.H. REV. STAT. ANN. 645:2(IV) (LexisNexis Supp.
2013); N.J. STAT. ANN. 2A:4A-71(b) (West Supp. 2014); N.Y. FAM. CT. ACT 311.4(3)
(McKinney Supp. 2014); N.C. GEN. STAT. 14-204(c) (2013); OKLA. STAT. ANN. tit. 21,
1029(C) (West Supp. 2015); TENN. CODE ANN. 39-13-513(d) (Supp. 2013); UTAH CODE
ANN. 76-10-1302(c)-(d) (LexisNexis 2012 & Supp. 2013); VT. STAT. ANN. tit. 13,
2652(c)(1)(B) (Supp. 2013); WASH. REV. CODE ANN. 9A.88.040 (West Supp. 2015).
387. Half the safe harbor laws grant discretion to prosecute any children, whatever
the age, under certain circumstances, rendering them more diversion programs than
actual decriminalization. This discretion is often broad and linked to obedience of court
orders and other mandates. See, e.g., MASS. GEN. LAWS ANN. ch. 119, 39L(c) (granting
judicial discretion to restore delinquency or criminal proceedings against a prostituted
child if she "failed to substantially comply with [the conditions of probation] or [if] the
child's welfare or safety so requires").
388. See, e.g., Feinblatt, supra note 18.
389. See discussion supra Part IV.B (including discussion of In re Bobby P., where
the court continued delinquency proceedings against a fifteen-year-old girl despite ample
evidence that she had been under the control of an adult pimp and traumatized).
390. I limit this to prostitution-related offenses, although some advocates have
argued, with limited success, for lesser culpability for trafficking victims in other cases
such as robbery. Telephone Interview with defense attorney (June 15, 2013).
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approaches for prostituted girls, and for the criminal law more
generally.391
A. Status Offender Jurisdiction
The majority of the safe harbor laws treat prostituted minors
as status offenders.392 This approach has some benefits, including
the lack of stigma and collateral consequences of a criminal
adjudication, as well as the prohibition on incarceration for status
offenders. It sends a message that prostituted children are not
criminal offenders, although this message is somewhat mixed due
to the quasi-criminal nature of the status offense system.393 Finally,
it allows courts to retain jurisdiction over minors to mandate or
encourage their connection to social services and treatment.
There are also, however, considerable drawbacks to
addressing this problem through the status offender system. This
system brings considerable harms including stigma and possible
incarceration on contempt charges.394 Indeed, the punitive nature
of the status offender system, despite its lack of due process
protections, has led to recent attempts at reform, including
proposed federal legislation.395 The status offense system has
historically been, and continues to be, used to regulate the
noncriminal behavior of girls, and has been notably unsuccessful
at helping them due to its largely punitive nature and its failure
to address the underlying causes of, for instance, runaway
behavior.396 The system lacks resources, in particular the
specialized services and secure housing prostituted girls need.
Diverting prostituted girls to the status offender system will
391. Any effective approach would have to take into account the unique risks and
situations of girls, unlike the current juvenile and criminal justice systems which are
designed and implemented for male offenders. See infra Part V.A-C.
392. See, e.g., MASS. GEN. LAWS ANN. ch. 119, 39L.
393. See Godsoe, supra note 16, at 1100-01; see also Janet C. Sully, Note, Precedent
or Problem?: Alameda County's Diversion Policy for Youth Charged with Prostitution and
the Case for a Policy of Immunity, 55 WM. & MARY L. REV. 687, 710-11 (2013) (suggesting
that immunity gives girls accused of prostitution mixed messages from the judicial
system).
394. The consequences of status offenses can be very similar to those of criminal or
delinquency adjudications, including institutionalization, sentencing enhancements in
future criminal proceedings, and stigma.
395. This issue has recently captured public opinion. See, e.g., Editorial, Kids and
Jails, a Bad Combination, N.Y. TIMES, Dec. 29, 2014, at A16 (decrying the
"counterproductive practice of throwing children in jail for `status offenses'"). Senators
Grassley and Whitehouse introduced the Reauthorization of the Juvenile Justice &
Delinquency Prevention Act in December 2014.
396. See supra notes 354-60 and accompanying text.
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1380 HOUSTON LAW REVIEW [52:5
likely have similar results.397 Girls will be stigmatized, perhaps
even incarcerated, and yet will emerge no better able to exit the
life. Finally, this approach is even less transparent than the
criminal justice system and potentially widens the net to
regulate greater numbers of girls.
B. Child Protection Treatment
A handful of states have chosen to address prostituted
children at least in part through the child protection system
(CPS).398 Under this model, prostituted minors are categorized as
abused or neglected children, subject to mandatory reporting by
teachers and doctors, and eligible for services and placement in
protective custody at a medical facility or foster home, rather
than jail.399 There are numerous advantages to this approach.
First, it is far less stigmatizing than the criminal or status
offender systems while allowing for ongoing court jurisdiction
and services. It also conveys the unequivocal message to these
girls and the public at large that prostituted children are victims,
not culpable for their exploitation. This framework is consistent
both with other laws, including statutory rape and trafficking
laws, as well as with the medical model which defines
commercial sexual exploitation as child maltreatment.400
Treating prostituted girls as maltreated children would, however,
bring more than expressive value. The majority of them have
suffered abuse both before and during prostitution and can
benefit from the system's services.401 Moreover, prostituted
children will likely be more receptive to the police and
prosecutors if they do not have to fear criminal or status offender
397. Indeed, a large percentage of them have been through the system before. See
Godsoe, supra note 16, at 1103-04; see also AM. BAR ASS'N & NAT'L BAR ASS'N, JUSTICE BY
GENDER: THE LACK OF APPROPRIATE PREVENTION, DIVERSION AND TREATMENT
ALTERNATIVES FOR GIRLS IN THE JUSTICE SYSTEM 19-20 (2001), available at
http://www.americanbar.org/content/dam/aba/publishing/criminal_justice_section_newslet
ter/crimjust_juvjus_justicebygenderweb.authcheckdam.pdf (outlining studies which
indicated that girls are more likely than boys to return to detention within one year).
398. See, e.g., 720 ILL. COMP. STAT. ANN. 5/11-14(d) (LexisNexis Supp. 2014).
399. Prostituted girls fit within existing definitions of abused or neglected children
under most current state laws, either because of abuse suffered while in their parents'
care or abandonment. Cf. Gregory A. Loken, "Thrownaway" Children and Throwaway
Parenthood, 68 TEMP. L. REV. 1715, 1736-38 (1995). Alternatively, states might amend
their child protection laws to incorporate a new category of prostituted children.
400. See, e.g., Mary P. Alexander, Nancy D. Kellogg & Phyllis Thompson, Community
and Mental Health Support of Juvenile Victims of Prostitution, in MEDICAL, LEGAL, &
SOCIAL SCIENCE ASPECTS OF CHILD SEXUAL EXPLOITATION 397, 397 (2005).
401. See supra notes 113-20; see also Annitto, supra note 20, at 29 (noting that the
child protection system exists to protect abused and neglected children, which includes
CSEC).
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treatment, and potential incarceration. This approach could thus
help both with girls exiting prostitution and with the prosecution
of pimps and other exploiters.
There are also considerable drawbacks to this approach.
First, the fact that many prostituted children were involved
with the CPS before being prostituted indicates that the
system was not addressing their abuse and other needs even
then.402 Indeed, the very strong correlation between a history
of abuse and juvenile prostitution has led some experts to
conclude that the societal failure to effectively respond to child
maltreatment is largely responsible for children becoming
prostituted.403 Second, the problems with the CPS are legion--
it is consistently underfunded and overburdened, and many
children in foster care emerge worse off than if they had been
left home.404 Finally, the CPS in most places currently lacks
the specialized services and safe housing that these girls
require.405 This leaves prostituted girls in the system both
more accessible to their pimps, and thus vulnerable to a return
to prostitution, and less likely to successfully heal from their
trauma.406
C. Nonlegal Interventions
A third possible approach would be to treat prostituted
children outside of the legal system, in a public health or similar
framework. A public health approach focuses on harm prevention
by reaching vulnerable individuals earlier and addressing
underlying causes.407 No state yet addresses juvenile prostitution
in this fashion, or even significantly attempts to do so. While a
few nonprofits currently provide services to "voluntary," i.e.
noncourt-ordered, prostituted minors, funding is scarce and space
402. See supra notes 113-20.
403. See Mitchell, Finkelhor & Wolak, supra note 17, at 19.
404. See, e.g., Clare Huntington, Rights Myopia in Child Welfare, 53 UCLA L. REV.
637, 656-60 (2006) (outlining the myriad failings of the child protection system).
405. Relatedly, most child protective workers do not have the training or procedures
to identify prostituted children. See CTR. FOR THE HUMAN RIGHTS OF CHILDREN, BUILDING
CHILD WELFARE RESPONSE TO CHILD TRAFFICKING 13 (2011), available at
http://www.luc.edu/media/lucedu/chrc/pdfs/BCWRHandbook2011.pdf.
406. Pimps often recruit girls from foster care, knowing that they are particularly
vulnerable. See supra note 97.
407. See generally Scott Burris, From Health Care Law to the Social Determinants of
Health: A Public Health Law Research Perspective, 159 U. PA. L. REV. 1649, 1662-65
(2011) (discussing Public Health Law Research programs which fund "interventional"
health laws and "address differences in underlying resources and opportunities that are
the root causes of health inequalities across social groups").
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1382 HOUSTON LAW REVIEW [52:5
limited.408 Numerous researchers have recommended a public
health approach, based in part upon the failure of criminal and
other legal interventions to reduce child sexual exploitation.409
A public health approach could bring numerous advantages.
Virtually stigma-less, it would treat prostituted children as victims,
consistent both with other laws and the reality of their experience.
This approach would reap the same benefits, if not more, as a child
protection one, by reaching more girls and building their trust in
the police and others, thus facilitating the detection and prosecution
of exploiters. It would also likely be more effective at eradicating
sexual exploitation by intervening earlier and addressing the root
causes, including familial abuse.410 Further, a public health
approach would bring together institutional stakeholders, including
law enforcement and social service agencies, which do not often
collaborate. Finally, such an approach would address prevailing
views about culpability and responsibility for nonconforming
minors.411 To this end, criminal justice system actors and the public
need education about the causes and realities of juvenile
prostitution, as do children about the dangers of exploitation.412 One
recent successful initiative to this end is a public education
campaign led by a California district attorney, featuring billboards
with messages such as: "Buying a teen for sex is child abuse.
Turning a blind eye is neglect."413
Although in theory such an approach is the most effective
one, in practice it has several limitations. While some public
health campaigns have been successful at changing behavior,
408. Two such agencies are MISSSEY (Oakland, California) and GEMS (New York
City, New York), which provide services both to court-involved and noncourt-involved
prostituted girls. See Our Services, MISSSEY, http://misssey.org/our-services/ (last visited
Apr. 18, 2015); What We Do, GEMS, http://www.gems-girls.org/about/what-we-do (last
visited Apr. 18, 2015). Even voluntary services, however, can include "crisis holds" for
several weeks in a secure place. Some other countries have implemented these to address
safety concerns about runaways and prostituted youth.
409. See, e.g., NAT'L COALITION TO PREVENT CHILD SEXUAL ABUSE & EXPLOITATION,
NATIONAL PLAN TO PREVENT THE SEXUAL ABUSE AND EXPLOITATION OF CHILDREN 9
(2012), available at http://preventtogether.org/Resources/Documents/NationalPlan2012
FINAL.pdf.
410. For instance, some jurisdictions are beginning to focus on tracking repeat
runaways as a method of reducing juvenile prostitution. See Ian Urbina, Legislators
Moving to Fill in Cracks That Teenage Runaways Can Slip Through, N.Y. TIMES, Jan. 4,
2010, at A10.
411. See Changing Perceptions: A Conversation on Prostitution Diversion with Judge
Fernando Camacho, supra note 227 (noting that the first step is to "chang[e] the
perception" of criminal system actors that these are "bad girls who like to do this").
412. Many system actors would welcome training; for instance, police officers from
across Illinois cited training for themselves as one of the most urgent needs. See ASHLEY,
supra note 86, at 42-43.
413. Romney, supra note 42 (internal quotation marks omitted).
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(certain anti-smoking campaigns come to mind) this can take
considerable time, and attitudes are often very difficult to
change, particularly ones as deeply entrenched as gender roles.
Moreover, by relying on voluntary referrals and participation,
such an approach might reach too few prostituted minors. Most
significantly, such an approach does not comport with current
funding and political realities. Particularly in fiscally strained
times, like now, funding and services tend to attach to statuses.
Accordingly, prostituted children are more likely to receive
services and housing if they are identified as being a status
offender or an abused child.414 Even then, services and housing
are not always provided.415 Compounding this reality is the
political preference for punitive over public health approaches,
particularly as to issues with a criminal component.416 As a
result, most public health interventions are privately funded, and
hence not implemented on a statewide or national scale.
Each of these three approaches brings both advantages and
flaws. None of them alone is sufficient to address the many
social, legal, and political realities underlying sexual
exploitation. Rather, some combination of them is necessary to
effectively address this problem in both the short and long term.
VI. CONCLUSION
I do not claim to have a ready solution to the complex
problem of juvenile prostitution. Instead, I hope to bring this
understudied issue into view, and highlight the importance of
what may appear to some as trivial parts of the criminal justice
system--misdemeanors and juveniles. Exploring these areas at
the margins of the criminal system can reveal larger dynamics,
such as the system's highly gendered nature and the tensions
that may exist between theories of punishment and punishment's
implementation.
I also aim to tell a cautionary tale about the criminal law.
The treatment of prostituted girls demonstrates the dangers of
using criminal sanctions to address self-victimization or enforce
414. Many of them would qualify for relief as victims of trafficking laws. Currently,
anti-trafficking laws are not being robustly enforced, and many state laws are unfunded
mandates. Consequently, they are not yet capable of covering the large population of
prostituted children. See generally Adams, Owens & Small, supra note 5, at 7-8
(discussing the lack of enforcement of child trafficking laws and the need for more access
to services for victims). It is, however, a promising avenue for future exploration.
415. This has been the case in New York where the safe housing and services under
the Safe Harbor Act have been consistently underfunded.
416. See discussion supra Part IV.B.
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1384 HOUSTON LAW REVIEW [52:5
social norms unrelated to harm to others. Quite simply, the costs
vastly outweigh the benefits. These costs include
disproportionate and ineffective sanctions for the girls, and
eroded legitimacy of the criminal justice system as a whole. The
criminal justice system is an important tool, but it is only one
tool. It cannot and should not be our only approach to the
problems of runaway and sexually exploited children.
Much work remains to be done. No prostitution statute
before 2008 considered age and most still do not. Even those
states that have partially decriminalized juvenile prostitution, or
that endeavor to see these minors as victims, continue to arrest
and prosecute them.417 The vast numbers of prostituted minors,
the lack of meaningful interventions, and the remaining
discretion of police and others makes widespread change
extremely difficult. The juvenile justice system's long history of
treating nonconforming girls as offenders is also a powerful
counterweight to any reform.
Nonetheless, discussion of the issue is an important first
step. Prostituted girls have been virtually invisible until recently.
Public discourse about commercially sexually exploited children,
however, has begun to increase rapidly.418 This discussion will
allow for a more honest assessment of the costs and benefits
involved in the current approach, costs both societal and, in a
very real sense, human.
417. See supra notes 387-90 and accompanying text.
418. News coverage of prostituted minors in the decade 2000-2010 was quite scant;
while from 2011 to 2015, there are several stories a week on the topic. Advocates are also
increasingly focusing on this issue, and raising it in broader forums. For instance, the
Inter-American Commission on Human Rights held a hearing in March 2015, where
advocates argued that the prosecution and incarceration of prostituted minors is a human
rights violation. Dawson, supra note 7.
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Aga Khan I
From Wikipedia, the free encyclopedia
His Highness
Prince Hasan Ali Shah Aga Khan I
آغا خان اوّل
Ismaili Imam Aga Khan I (1817-81)
46th hereditary Imam of the Nizari Isma'ilism Muslim
In office
1817 – 12 April 1881
Preceded by Shah Khalil Allah III
Succeeded by Aga Khan II
Title Aga Khan I
Personal life
Born Prince Hasan Ali Shah
1804
Kahak, Sublime State of Iran
Died 12 April 1881 (aged 76–77)
Bombay, British India
Resting place Hasanabad Maqbara, Bombay
Spouse Sarv-i Jahan Khanum
Children Aqa Ali Shah (successor)
Parents * Shah Khalil Allah (father)
* Bibi Sarkara (mother)
Religious life
Religion Islam
Denomination Isma'ilism
School Nizari
Lineage Fatimid (direct descendant of Muhammad)
Prince Hasan Ali Shah (Persian: حسن علی شاه, romanized: Ḥasan ʿAlī Shāh; 1804 – 12 April 1881), known as Aga Khan I (Persian: آقا خان اوّل, romanized: Āqā Khān Awwal), was the 46th hereditary imam of the Nizari Isma'ilis. He served as the governor of Kerman and a prominent leader in Iran and later in the Indian subcontinent. He was the first Nizari imam to hold the title Aga Khan.
Early life and family
Hasan Ali Shah was born in 1804 in Kahak, Iran to Shah Khalil Allah III, the 45th Ismaili Imam, and Bibi Sarkara, the daughter of Muhammad Sadiq Mahallati (d. 1815), a poet and a Ni‘mat Allahi Sufi.[1] Shah Khalil Allah moved to Yazd in 1815, probably out of concern for his Indian followers, who used to travel to Persia to see their Imam and for whom Yazd was a much closer and safer destination than Kahak. Meanwhile, his wife and children (Including Hasan Ali) continued to live in Kahak off the revenues obtained from the family holdings in the Mahallat (Maḥallāt) region. Two years later, in 1817, Shah Khalil Allah was killed in Yazd during a brawl between some of his followers and local shopkeepers. He was succeeded by his eldest son Hasan Ali Shah, also known as Muhammad Hasan, who became the 46th Imam.[1]
While Khalil Allah resided in Yazd, his land holdings in Kahak were being managed by his son-in-law, Imani Khan Farahani, husband of his daughter Shah Bibi. After Khalil Allah's death, a conflict ensued between Imani Khan Farahani and the local Nizaris (followers of Imam Khalil Allah), as a result of which Khalil Allah's widow and children found themselves left unprovided for.[2][1] The young Imam and his mother moved to Qumm, but their financial situation worsened. The dowager decided to go to the Qajar court in Tehran to obtain justice for her husband's death and was eventually successful. Those who had been involved in the Shah Khalil Allah's murder were punished. Not only that, but the Persian king Fath Ali Shah gave his own daughter, princess Sarv-i-Jahan Khanum, in marriage to the young Imam Hasan Ali Shah and provided a princely dowry in land holdings in the Mahallat region. King Fath Ali Shah also appointed Hasan Ali Shah as governor of Qumm and bestowed upon him the honorific of "Aga Khan". Thus did the title of "Aga Khan" enter the family. Hasan Ali Shah become known as Aga Khan Mahallati, and the title of Aga Khan was inherited by his successors. Aga Khan I's mother later moved to India where she died in 1851. Until Fath Ali Shah's death in 1834, the Imam Hasan Ali Shah enjoyed a quiet life and was held in high esteem at the Qajar court.[1]
Governorship of Kerman
Soon after the accession of Muhammad Shah Qajar to the throne of his grandfather, Fath Ali Shah, Hasan Ali Shah was appointed governor of Kerman in 1835.[1] At the time, Kerman was held by the rebellious sons of Shuja al-Saltana, a pretender to the Qajar throne. The region witnessed frequently raids by the Afghans. Hasan Ali Shah managed to restore order in Kerman, as well as in Bam and Narmashir, which were also held by rebellious groups. Hasan Ali Shah sent a report of his success to Tehran, but did not receive any material appreciation for his achievements.
Despite the service he rendered to the Qajar government, Hasan Ali Shah was dismissed from the governorship of Kerman in 1837, less than two years after his arrival there, and was replaced by Firuz Mirza Nusrat al-Dawla, a younger brother of Muhammad Shah Qajar.[1] Refusing to accept his dismissal, Hasan Ali Shah withdrew with his forces to the citadel at Bam. Along with his two brothers, he made preparations to resist the government forces that were sent against him. He was besieged at Bam for some fourteen months. When it was clear that continuing the resistance was of little use, Hasan Ali Shah sent one of his brothers to Shiraz in order to speak to the governor of Fars to intervene on his behalf and arrange for safe passage out of Kerman. With the governor having interceded, Hasan Ali Shah surrendered and emerged from the citadel of Bam only to be double-crossed. He was seized and his possessions were plundered by the government troops. Hasan Ali Shah and his dependents were sent to Kerman and remained as prisoners there for eight months. He was eventually allowed to go to Tehran near the end of 1838-39 where he was able to present his case before the Shah. The Shah pardoned him on the condition that he return peacefully to Mahallat. Hasan Ali Shah remained in Mahallat for about two years. He managed to gather an army in Mahallat which alarmed Muhammad Shah, who travelled to Delijan near Mahallat to determine the truth of the reports about Hasan Ali Shah. Hasan Ali Shah was on a hunting trip at the time, but he sent a messenger to request permission of the monarch to go to Mecca for the hajj pilgrimage. Permission was given, and Hasan Ali Shah's mother and a few relatives were sent to Najaf and other holy cities in Iraq in which the shrines of his ancestors, the Shiite Imams are found.[1]
Prior to leaving Mahallat, Hasan Ali Shah equipped himself with letters appointing him to the governorship of Kerman. Accompanied by his brothers, nephews and other relatives, as well as many followers, he left for Yazd, where he intended to meet some of his local followers. Hasan Ali Shah sent the documents reinstating him to the position of governor of Kerman to Bahman Mirza Baha al-Dawla, the governor of Yazd. Bahman Mirza offered Hasan Ali Shah lodging in the city, but Hasan Ali Shah declined, indicating that he wished to visit his followers living around Yazd. Hajji Mirza Aqasi sent a messenger to Bahman Mirza to inform him of the spuriousness of Hasan Ali Shah's documents and a battle between Bahman Mīrzā and Hasan Ali Shah broke out in which Bahman Mirza was defeated. Other minor battles were won by Hasan Ali Shah before he arrived in Shahr-e Babak, which he intended to use as his base for capturing Kerman. At the time of his arrival in Shahr-e Babak, a formal local governor was engaged in a campaign to drive out the Afghans from the city's citadel, and Hasan Ali Shah joined him in forcing the Afghans to surrender.[1]
Soon after March 1841, Hasan Ali Shah set out for Kerman. He managed to defeat a government force consisting of 4,000 men near Dashtab, and continued to win a number of victories before stopping at Bam for a time. Soon, a government force of 24,000 men forced Hasan Ali Shah to flee from Bam to Rigan on the border of Baluchistan, where he suffered a decisive defeat. Hasan Ali Shah decided to escape to Afghanistan, accompanied by his brothers and many soldiers and servants.[1]
Fleeing Iran, Hasan Ali Shah arrived in Kandahar, Afghanistan in 1841 – a town that had been occupied by an Anglo-Indian army in 1839 in the First Anglo-Afghan War. A close relationship developed between Hasan Ali Shah and the British, which coincided with the final years of the First Anglo-Afghan War (1838–1842). After his arrival, Hasan Ali Shah wrote to Sir William Macnaghten, discussing his plans to seize and govern Herat on behalf of the British. Although the proposal seemed to have been approved, the plans of the British were thwarted by the uprising of Dost Muhammad's son Muhammad Akbar Khan, who defeated and annihilated the British-Indian garrison at Gandamak on its retreat from Kabul in January 1842.
Hasan Ali Shah soon proceeded to Sindh, where he rendered further services to the British. The British were able to annex Sindh and for his services, Hasan Ali Shah received an annual pension of £2,000 from General Charles James Napier, the British conqueror of Sindh, with whom he had a good relationship.[1]
In October 1844, Hasan Ali Shah left Sindh for the city of Bombay in the Bombay Presidency, British India passing through Cutch and Kathiawar where he spent some time visiting the communities of his followers in the area. After arriving in Bombay in February 1846, the Persian government demanded his extradition from India. The British refused and only agreed to transfer Hasan Ali Shah's residence to Calcutta, where it would be harder for him to launch new attacks against the Persian government. The British also negotiated the safe return of Hasan Ali Shah to Persia, which was in accordance with his own wish. The government agreed to Hasan Ali Shah's return provided that he would avoid passing through Baluchistan and Kirman and that he was to settle peacefully in Mahallat. Hasan Ali Shah was eventually forced to leave for Calcutta in April 1847, where he remained until he received news of the death of Muhammad Shah Qajar. Hasan Ali Shah left for Bombay and the British attempted to obtain permission for his return to Persia. Although some of his lands were restored to the control of his relatives, his safe return could not be arranged, and Hasan Ali Shah was forced to remain a permanent resident of India. While in India, Hasan Ali Shah continued his close relationship with the British, and was even visited by the Prince of Wales (the future King Edward VII) when he was on a state visit to India. The British came to address Hasan Ali Shah as His Highness. Hasan Ali Shah received protection from the British government in British India as the spiritual head of an important Muslim community.[1]
Khoja reassumption and dispute
The vast majority of his Khoja Ismaili followers in India welcomed him warmly, but some dissident members, sensing their loss of prestige with the arrival of the Imam, wished to maintain control over communal properties. Because of this, Hasan Ali Shah decided to secure a pledge of loyalty from the members of the community to himself and to the Ismaili form of Islam. Although most of the members of the community signed a document issued by Hasan Ali Shah summarizing the practices of the Ismailis, a group of dissenting Khojas surprisingly asserted that the community had always been Sunni. This group was outcast by the unanimous vote of all the Khojas assembled in Bombay. In 1866, these dissenters filed a suit in the Bombay High Court against Hasan Ali Shah, claiming that the Khojas had been Sunni Muslims from the very beginning. The case, commonly referred to as the Aga Khan Case, was heard by Sir Joseph Arnould. The hearing lasted several weeks, and included testimony from Hasan Ali Shah himself. After reviewing the history of the community, Justice Arnould gave a definitive and detailed judgement against the plaintiffs and in favour of Hasan Ali Shah and other defendants. The judgement was significant in that it legally established the status of the Khojas as a community referred to as Shia Nizari Ismailis, and of Hasan Ali Shah as the spiritual head of that community. Hasan Ali Shah's authority thereafter was not seriously challenged again.[1]
Hasan Ali Shah spent his final years in Bombay with occasional visits to Pune. Maintaining the traditions of the Iranian nobility to which he belonged, he kept excellent stables and became a well-known figure at the Bombay racecourse. Hasan Ali Shah died after an imamate of sixty-four years in April 1881. He was buried in a specially built shrine at Hasanabad in the Mazagaon area of Bombay. He was survived by three sons and five daughters. Hasan Ali Shah was succeeded as Imam by his eldest son Aqa Ali Shah, who became Aga Khan II.[1]
The titles Prince and Princess are used by the Aga Khans and their children by virtue of their descent from Shah Fath Ali Shah of the Persian Qajar dynasty. The princely title was officially recognised by the British government to the entire family of the Aga Khan in 1938.[3]
The title of 'His Highness' was initially granted by the British Monarch to the Ismaili Imams dating back in mid 1800s, to the first Aga Khan, in recognition as a religious leader of global importance and his role as spiritual head of the Ismaili community resides in Commonwealth countries.[4]
1. ^ a b c d e f g h i j k l m Daftary, Farhad (1990). The Ismā'īlīs: Their History and Doctrines. Cambridge: Cambridge University Press. pp. 503–516. ISBN 0-521-42974-9.
2. ^ The Ismailis & their history
3. ^ Edwards, Anne (1996). Throne of Gold: The Lives of the Aga Khans, New York: William Morrow. ISBN 0-00-215196-0
4. ^ "The King is pleased to grant the new Aga Khan the title "His Highness"". Royal.UK. 10 February 2025. Retrieved 10 February 2025.
* Bhownagree, Mancherjee Merwanjee (1911). "Aga Khan I." . In Chisholm, Hugh (ed.). Encyclopædia Britannica. Vol. 1 (11th ed.). Cambridge University Press. pp. 362–363.
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Imam Hasan Ali Shah Aga Khan I’s migration to the Indian subcontinent initiated the modern phase of Nizari Ismaili history – Ismailimail
Nizari Ismaili history is divided into: Early Ismailis, Fatimid (909-1171), Alamut (1090-1256), Post-Alamut (thirteenth to fifteenth centuries), Anjundan Revival (fifteenth to eighteenth centuries), and Modern Period (beginning in the nineteenth century).
The modern period of Nizari Ismaili history began when Imam Imam Hasan Ali Shah migrated to Bombay (now Mumbai) in the nineteenth century. Born in in Kahak (in modern-day Iran) in 1804, Imam Hasan Aly Shah succeeded to the Imamat at the age of thirteen after the murder of his father.
In his autobiography, the Ibrat-afza, witten following his departure from Persia and settlement in India, Imam states:
“…I was at the age of seven when my martyred father was taken to Yazd and Imani Khan Farahani [Imam’s brother-in-law and husband to his sister Shah Bibi] was deputised to oversee some villages belonging to us. These villages were given to us by the late Agha Muhammad Khan [Qajar r.1789-1797 (founder of the Qajar dynasty)] in exchange for some properties in Kirman at the time when my father and my relatives were moved from Kirman. There was a certain Muhammad Ali who was the chief of the village of Rivkan of Mahallat [The Aga Khan’s ancestors had lived in the nearby village of Kahak since the late 11th/17th century and held a large number of properties in the area and in surrounding regions (Memoirs p79 n, 140)]. He did not submit to Imani Khan’s directive. Therefore, in order to get some peace of mind, he wrote a letter to my late mother making solemn promises and vows. When my late mother felt confident that nothing would happen to him, she sent him to Farahan, but Imani broke his vows and imprisoned him … My mother went to Farahan [a city in the province of Markazi] in order to vouch for him and intercede on his behalf but Imani Khan left Mashkabad, which was his residence, for another village and hid himself.
Because of these things we were compelled to leave our home and residence in Mahallat and settle perforce in Qumm at the age of eight. In Qumm … life became so hard and we were so poor that we could barely obtain even yoghurt and bread. Any assistance either from relatives or strangers was entirely inconceivable until I was thirteen years old. It was in this year that my father was martyred in Yazd.
After this incident, relatives and strangers all unanimously opposed me… my late mother finally lost patience and departed for the royal capital in Tehran and sat there in the majestic royal court seeking justice … The passionate petition of my late mother touched the heart of His Majesty [Fath Ali Shah] …His Majesty … began compensating for what had been lost and rectifying all the damages we had sustained over the years and in past times… he [also] raised me up in distinction to become his son-in-law …” (Memoirs p 79-81).
Imam Hasan Aly Shah became involved in the public life of his native province. In time, Fath Ali Shah appointed him governor of the district of Qumm and bestowed upon him the honorific hereditary title of Agha Khan (Aga Khan) – a title that has remained in use by his successors to the present Imam.
In 1835, Muhammad Shah (r.1834-1848), Fath Ali Shah’s grandson and successor, appointed the Imam governor of the province of Kirman. At the time, there was much political unrest in the province and Imam brought calm to the region. However, despite his successes, he was informed that he would be replaced by one of the monarch’s brothers. When Imam refused to accept his dismissal, he was confined to the citadel of Bam along with his family and his army.
After fourteen months, when the accusations against him in the civil unrest were proven false, Imam was taken to Kirman in captivity, eventually being permitted to return to Mahallat.
End of Persian Period
Owing to further political unrest, Imam migrated to Qandahar, Afghanistan in 1841, marking the end of the Persian period in Nizari Ismaili history that had lasted some seven centuries since Alamut time. Here, he received deputations from representatives of Ismailis living in Kabul, Badakhshan, Bukhara, and Sind. The Imam began establishing more direct connections with followers in remote parts of Asia.
When Imam left Persia, the Persian Nizaris were left without leadership as the bulk of the senior leaders of the community had also migrated with the Imam. For the first time in almost seven centuries, the Persian Nizaris were deprived of direct access to the Imam and the headquarters of the da’wa. Henceforth, the Nizari communities, separated from one another by long distances, became highly disorganised each community developing autonomously on the basis of its own resources and local initiatives. Deprived of the guidance and protection of the Imam, the scattered Nizari communities were now subjected to periodical persecution.
A few years after his migration, according to oral traditions of the Persian Nizaris, Aga Khan I appointed Mirza Hasan, who was residing in the village of Sidih and whose family had served the Imams, to manage the affairs of the community in Persia, a position he held for forty years. Mirza died around 1887-1888; he was succeeded by his son Murad Mirza, “who had his own rebellious ideas regarding the affairs of the Persian Nizaris” (Daftary, The Ismailis Their history and doctrines p 535). As the community had lost direct contact with the Imam whose place of residence was then unknown to most of them, Mirza began to lead the community autonomously.
Settlement in India
Imam subsequently travelled to various cities in the Indian subcontinent eventually settling permanently, in 1848, in Bombay (now Mumbai), which had the largest settlement of Khojas. This began the modern phase in the history of the Nizari Ismailis, and an era of regular contact between Imam and the widely dispersed communities. Imam began to take crucial steps to consolidate the community.
Prior to Imam’s arrival in the subcontinent, the Khojas had been rather autonomous. The management of the communal properties including jamatkhanas, as well as the collection of religious dues were “the responsibility of a select group of Khoja commercial magnates who formed a kind of council of elders (justi). In addition, the mukhi and kamadia as well as the sayyid/vakil, were central figures of authority …” (Asani, A Modern History of the Ismailis p 105).
Nizari Ismaili Tradition in the Subcontinent
The development of the Nizari Ismaili tradition in the subcontinent was associated with various da’is (pirs) who were sent, from the eleventh century on, by Imams residing in Persia, to teach Ismaili doctrines. These da’is referred to their teachings as Satpanth, ‘the true path.’ “Henceforth their followers identified themselves as Satpanthis rather than Ismailis. One of the mainstays of their devotional life was the singing of ginans composed by pirs and sayiyds in various local languages to convey the teachings of Satpanth in a manner which they could be best understood by the local population. They employed terms and ideas from a variety of Indic religious and philosophical currents, such as Bhaktis, Sant, Sufi, Vaishnavite, and yogic traditions to articulate its core concepts. As a result, the formulation of Satpanthi doctrine in the ginans was multilayered and multivalent in character” (More on ginans). Furthermore, in order to escape persecution, the community practiced taqiyya (precautionary dissimulation of beliefs) appearing externally as Sufis, Twelver Shi’i, or Sunni, participating in various rituals and ceremonies, hence making it problematic to define Khoja identity.
Soon after his arrival in Bombay, Imam Hasan Aly Shah began asserting his authority over all matters including control over communally owned property, a move which upset the upper echelons of the Khoja hierarchy (Ibid. p106).
Aga Khan Case
Some Khojas challenged Imam’s authority as a leader of the community, claiming he and the Khojas were Sunnis. The remote Nizari Ismaili communities in the subcontinent had established their own models of governance and forms of leadership. In addition, the British had established direct rule over most of the subcontinent seeking to govern a heterogeneous region by classifying the people based on religion. To clarify the situation for the Khoja Ismailis, Aga Khan I circulated a document in 1861, in Bombay and elsewhere, stating the Khojas were Shi’i Ismailis, and included the beliefs, customs, and practices, as well as his role as the leader of the community asking every Khoja to sign the document. He further instructed them that they no longer had to observe taqiyya as under British rule the exercise of all religions was free. The majority of the Khojas signed it, but a minority group challenged the Imam’s authority, claiming that the Khojas were originally Sunni and accused the Aga Khan of propagating ‘heretical’ ideas to bolster his authority.
Following several years of dispute, Imam’s opponents filed a legal suit, which came to be known as the Aga Khan Case, tried by Justice Joseph Arnould in 1866 at the Bombay High Court. The judgement “legally established the status of the community, referred to as ‘Shia Imami Ismailis’ and of the Imam as the murshid or spiritual head of the community and heir in lineal descent to the imam of Alamut” (Daftary, The Ismailis Their history & doctrines p 516). The ruling legally endorsed the Khojas as a single united group of the Raj, whose leader’s role was to govern their affairs and define their religious practices. The ruling was profound, considering that only a few decades earlier, Imams and members of the community were living in concealment. Unable to accept this judgement, the Aga Khan’s opponents joined the Sunni fold, calling themselves Sunni Khojas. (Asani, A Modern History of the Ismailis p 106).
During the three decades of his residence in the subcontinent, Imam Hasan Ali Shah organised the community through a network of officers, the mukhi and kamadia for jamats of a certain size. He also attended jamatkhana in Bombay on special occasions and led the public prayers of the Khojas. Every Saturday, when in Bombay, he held darbar, giving audience to the jamat.
Imam Hasan Ali Shah Aga Khan I died in 1881 after an eventful Imamat of sixty-four years, and was buried at Hasanabad in Bombay, where there is also a jamatkhana in the courtyard. He was succeeded by his son Aqa Ali Shah Aga Khan II.
Adapted from “From Satpanthi to Ismaili Muslim: The Articulation of Ismaili Khoja Identity in South Asia,” by Ali Asani published in A Modern History of the Ismailis Ed. by Farhad Daftary, I.B. Tauris, London, 2011
Contributed by Nimira Dewji, who also has her own blog – Nimirasblog – where she writes short articles on Ismaili history and Muslim civilisations.
Sources:
Memoirs of the First Aga Khan, Edited and Translated by Daniel Beben and Daryoush Mohammad Poor, I.B. Tauris, 2018
Farhad Daftary, Zulfikar Hirji, “The Khojas and Satpanth Ismailism,” The Ismailis: An Illustrated History, Azimuth Editions
Farhad Daftary, The Ismailis: Their History and Doctrines, Cambridge University Press, 1990
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[Dec] This month in history: Imam Hasan Ali Shah established his residence in Bombay – Nimira's Blog
Imam Hasan Ali Shah Aga Khan I, the forty-sixth Nizari Ismaili Imam, settled in Bombay (now Mumbai), India in December 1848, establishing the seat of Imamat there, initiating the modern period in Nizari Ismaili history.
In the aftermath of the destruction of their state of Alamut, the Nizari Ismailis who survived the Mongol catastrophe, were deprived of a central leadership they had enjoyed during the Alamut period (1090-1256). Although the Imamat continued in the progeny of Imam Rukn al-Din Khurshah (r. 1255-1257), the last Imam of Alamut, Imams remained in hiding for almost two centuries. The scattered Nizari communities developed locally and in isolation from one another while observing strict precautionary measures in order to escape rampant persecution. “To that end, they not only concealed their true beliefs as well as their religious literature, but also resorted to a wide variety of Sunni, Sufi, Twelver Shi’i and Hindu disguises in the midst of hostile surroundings in the Iranian world and the Indian subcontinent” (Daftary, The Isma’ilis Their History and Doctrines, p 404).
Around 1425-26, Imam Islam Shah settled in Anjundan, in central Persia to revive the da’wa and literary activities. Imam Hasan Ali Shah, who succeeded to the Imamat in 1817, achieved political prominence in Persia and was bestowed the title of Aga Khan by the Qajar monarch Fath Ali Shah (d. 1834). Owing to political unrest, Imam migrated to Qandahar, Afghanistan in 1841, marking the end of the Persian period in Nizari Ismaili history that had lasted some seven centuries since Alamut time.
In Afghanistan, Imam Hasan Ali Shah associated with the British offering his services to them. He subsequently migrated to Sind in the Indian subcontinent where he resided in Jerruck (now in Pakistan), continuing to offer his services to the British. In 1844, Imam left Sind, travelling to Karachi, Cutch, Kathiavar, and Calcutta, eventually settling permanently in Bombay in 1848, establishing his durkhana, or chief residence there. This began an era of regular contacts between Imam and the widely dispersed communities.
The Nizari Ismaili Khojas of the Indian subcontinent, who had made the hazardous journey to Persia for several centuries to see the Imam, were overjoyed to have the Imam residing closer to them. Imam Hasan Ali Shah attended the jamatkhana in Bombay on special religious occasions, and led the public prayers there. Every Saturday when in Bombay, he also held durbar, granting audience to members of the community.
Imam Hasan Ali Shah Aga Khan I died in 1881, after an Imamat of sixty-four years and was buried in a mausoleum at Hasanabad in the Mazagaon area of Bombay. He was succeeded by his eldest son Aqa Ali Shah.
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Evaluating the evidence: a systematic review of reviews of the effectiveness and safety of digital interventions for ADHD
BMC Psychiatry. 2025 Apr 22;25(1):414. doi: 10.1186/s12888-025-06825-0.
Authors
Affiliations
* 1 Department of Education, ICT and Learning, Østfold University College, Halden, Norway. elia.gabarron@hiof.no.
* 2 Institute for Patient-Centered Digital Health, Bern University of Applied Sciences, Bern, Switzerland.
* 3 Wellcome-Wolfson Institute for Experimental Medicine, Queens University Belfast, Belfast, Northern Ireland, UK.
* PMID: 40264083
* PMCID: PMC12016436
* DOI: 10.1186/s12888-025-06825-0
Abstract
Background: Attention-Deficit/Hyperactivity Disorder (ADHD) impacts academics, work and social relationships. Digital interventions, such as virtual reality, games, app and other, offer accessible therapeutic options, yet understanding their efficacy and potential adverse effects is crucial for safe use. The objective of this study is to identify and analyze the efficacy and adverse effects reported in systematic reviews of digital interventions for ADHD.
Methods: We conducted a systematic review of systematic reviews to assess the reported efficacy and safety of digital interventions for ADHD. We searched for relevant publications in Scopus, PubMed, PsycINFO and Cochrane Library. Both study selection and data extraction were performed in duplicate to ensure accuracy and reduce bias. This review followed PRISMA 2020 guidelines, PRISMA-harms checklist, and we used AMSTAR-2 to assess the quality and risk of bias of the included reviews.
Results: A total of 26 systematic reviews on digital interventions for ADHD were included. These reviews collectively involved 34,442 participants, with the majority focusing on children and adolescents. The digital interventions analyzed included video games, computerized cognitive training, virtual reality, apps, and others. The outcomes reported various positive effects, such as improvements in inattention and executive function, though evidence was generally low quality. Adverse effects were reported in 8 of the 26 included reviews (30,1%), and included physical discomfort, emotional reactions, and behavioral issues, such as video game addiction.
Conclusions: This systematic review of systematic reviews indicates that while digital interventions for ADHD show potential benefits, their effectiveness remains inconclusive due to low evidence quality. Adverse effects, particularly from video games, have been reported but are inconsistently documented. Future research should focus on rigorous safety assessments, standardized reporting, and long-term effectiveness.
Trial registration: This systematic review is registered in Prospero: CRD42024521084.
Keywords: ADHD; Adverse effects; Attention-Deficit/Hyperactivity Disorder; Digital Health; Systematic Review.
© 2025. The Author(s).
Publication types
* Systematic Review
MeSH terms
* Adolescent
* Attention Deficit Disorder with Hyperactivity* / therapy
* Child
* Humans
* Mobile Applications
* Video Games*
* Virtual Reality
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https://pubmed.ncbi.nlm.nih.gov/40264083/
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Evaluating the evidence: a systematic review of reviews of the effectiveness and safety of digital interventions for ADHD
Abstract
Background
Attention-Deficit/Hyperactivity Disorder (ADHD) impacts academics, work and social relationships. Digital interventions, such as virtual reality, games, app and other, offer accessible therapeutic options, yet understanding their efficacy and potential adverse effects is crucial for safe use. The objective of this study is to identify and analyze the efficacy and adverse effects reported in systematic reviews of digital interventions for ADHD.
Methods
We conducted a systematic review of systematic reviews to assess the reported efficacy and safety of digital interventions for ADHD. We searched for relevant publications in Scopus, PubMed, PsycINFO and Cochrane Library. Both study selection and data extraction were performed in duplicate to ensure accuracy and reduce bias. This review followed PRISMA 2020 guidelines, PRISMA-harms checklist, and we used AMSTAR-2 to assess the quality and risk of bias of the included reviews.
Results
A total of 26 systematic reviews on digital interventions for ADHD were included. These reviews collectively involved 34,442 participants, with the majority focusing on children and adolescents. The digital interventions analyzed included video games, computerized cognitive training, virtual reality, apps, and others. The outcomes reported various positive effects, such as improvements in inattention and executive function, though evidence was generally low quality. Adverse effects were reported in 8 of the 26 included reviews (30,1%), and included physical discomfort, emotional reactions, and behavioral issues, such as video game addiction.
Conclusions
This systematic review of systematic reviews indicates that while digital interventions for ADHD show potential benefits, their effectiveness remains inconclusive due to low evidence quality. Adverse effects, particularly from video games, have been reported but are inconsistently documented. Future research should focus on rigorous safety assessments, standardized reporting, and long-term effectiveness.
Trial registration
This systematic review is registered in Prospero: CRD42024521084.
Supplementary Information
The online version contains supplementary material available at 10.1186/s12888-025-06825-0.
Keywords: ADHD, Attention-Deficit/Hyperactivity Disorder, Systematic Review, Digital Health, Adverse effects
Background
Attention-Deficit/Hyperactivity Disorder (ADHD) is a neurodevelopmental disorder characterized by persistent patterns of inattention, hyperactivity, and impulsivity that interfere with functioning or development [1]. It affects approximately 5–11% of children worldwide [2], with symptoms often continuing into adulthood [3], where the prevalence of adult ADHD is 6,76% [4]. ADHD significantly impacts individuals by impairing academic performance [5], occupational success [6], and social relationships [6], and it is associated with higher risks of comorbid health conditions [7, 8]. At society level, ADHD contributes to increased healthcare costs, educational support needs, and productivity losses, underscoring the importance of effective interventions and support systems.
Digital interventions offer solutions for addressing challenges in current healthcare systems (i.e., accountability, coverage; accessibility of health facilities; availability of human resources, commodities, and equipment; contact and continuous coverage; effective coverage; and financial coverage) [9]. Digital interventions are already being used for treating individuals with ADHD [10–13]. Digital interventions include a range of technologies, such as mobile apps, computer programs, video games, virtual reality, or robotics. These technologies have the potential to be personalized, scalable, and accessible with options for integration into daily life to treat ADHD or as a complement to other interventions, as well as to improve adherence and engage younger populations who are often more receptive to digital tools [14, 15].
In the evaluations of digital interventions, it is crucial not only to assess their efficacy but also to understand their safety and potential adverse effects or events. Adverse effects (i.e., adverse outcome that can linked to the intervention) [16] and adverse events (i.e., adverse outcome that occurs during an intervention, but is not directly caused by it, or may not be linked to it at all) [16] are a critical aspect of any intervention, as they provide a comprehensive view of the potential risks involved in using these technologies. This information is essential for informed decision-making by both clinicians and users of these technologies, as it helps to weigh the benefits against the possible risks. Moreover, understanding safety can guide the development of safer and more effective interventions, ensuring that they do not unintentionally harm users [17]. Focusing on these aspects contributes to a more holistic evaluation, ultimately aiming to enhance the quality and safety of digital mental health solutions. In the field of mental health, some research indicates that there is little risk of harm associated with certain digital interventions (e.g., chatbots) [18], while other studies suggest that there may be a gap in the reporting of safety in publications related to digital mental interventions [19–21].
With the exponential growth of research on digital interventions for health [22], particularly related to mental health [23–25], and the increasing number of systematic reviews synthesizing these studies, a systematic review focusing not only on the effectiveness but also on the safety of these interventions for ADHD is highly relevant. The research question guiding this study is: What is the effectiveness and safety of digital interventions for ADHD, as reported in systematic reviews? Understanding the potential risks associated with digital interventions helps clinicians make informed decisions, ensuring that these tools are implemented safely and effectively in clinical settings. For researchers, identifying effectiveness as well as common adverse effects and events can highlight areas that require further investigation, driving the development of safer and more effective interventions for individuals with ADHD. From a policy perspective, comprehensive knowledge of the effectiveness and safety can inform regulations and guidelines, ensuring that digital interventions for ADHD are held to high safety standards, ultimately improving patient outcomes.
Objective
The objective of this study is to identify and analyze the effectiveness and safety reported in systematic reviews of digital interventions for ADHD.
Methods
We have performed a systematic review of systematic reviews to capture the current evidence on the reported effectiveness and safety associated with digital interventions for ADHD.
This review followed the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA 2020 Statement) [26], the PRISMA harms checklist [27] to identify the minimal set of items to be reported when reviewing harms; and the MeaSurement Tool to Assess systematic Reviews (AMSTAR- 2) guidelines [28]. This systematic review is registered in Prospero: CRD42024521084.
Search strategy and information sources
This review is part of a larger project in which we are examining the safety of any type of intervention addressed to individuals with ADHD, as reported in systematic reviews with or without meta-analysis. With the objective of identifying the reported effectiveness and safety associated with any type of intervention for ADHD documented in systematic reviews, an electronic search was carried out on March 4 th, 2024. Additionally, a second search was conducted on March 6 th, 2025, covering the period from 2024 to 2025. These searches were carried out by the first author. The searches covered published studies comprising the terms related to ADHD in title or abstract “ADHD” or “Attention Deficit Disorder with Hyperactivity” or “Attention Deficit Disorder” or “Attention Deficit Hyperactivity Disorder” or “Attention Deficit Hyperactivity Disorders” or “Hyperkinetic Syndrome” in combination with terms related to systematic review in the title “Systematic review” or “Meta-analysis” or “Metaanalysis” and indexed in the following databases: Scopus, PubMed, PsycINFO, and the Cochrane Library. No year or language limitations were used. The full search strategy is presented in Appendix 1.
In this article, we specifically present data corresponding to systematic reviews on digital interventions for ADHD, which refer to the use of any digital technology to deliver the intervention, such as apps, computers, video games, virtual reality, robots, artificial intelligence, and others.
Eligibility criteria, selection process and data extraction
Publications were included in the review if they fulfilled following criteria:
Inclusion Criteria:
1. Systematic reviews specifically focusing on individuals with ADHD (of any age group, gender, ethnicity, and existence of comorbidity); and
2. Systematic reviews covering any digital intervention and published in any language.
Exclusion Criteria:
1. Systematic reviews that do not specifically focus on individuals with ADHD;
2. Systematic reviews that do not address digital interventions;
3. Protocols of systematic reviews;
4. Editorials, letters to the editor, errata, corrigenda, corrections, comments, retracted articles, responses, or similar materials about systematic reviews or meta-analyses.
All references captured by the search engine were uploaded to EndNote 20 and Rayyan. Duplicates were identified and removed. In order to assess eligibility, in a first step, all titles and abstracts were reviewed in duplicate: one reviewer (EG) screened all references, while two other reviewers (KD and GLC) independently screened half of the references each. In a second step, the full text of the selected studies was reviewed in duplicate; two-thirds of the references were assigned to each of the three reviewers, ensuring that each article was independently assessed in full text by two reviewers. Discrepancies were solved through discussion until reaching agreement. All selected articles were included in qualitative synthesis.
The following data were extracted into an ad hoc document: publication year, population (age, gender, ethnicity, and comorbidities), intervention (type and duration), comparator/control, and reported outcomes (effectiveness and safety). The data extraction was also performed in duplicate, with all selected articles from the full-text screening divided among the three reviewers, ensuring that each article had data extracted by two independent reviewers. No additional attempts were made to retrieve relevant data from the authors of included studies. Data extraction files were merged, and discrepancies were discussed between all authors until consensus was achieved.
Data items and synthesis of data
Following the PRISMA guidelines [26], we performed a narrative synthesis of the results and present tables and figures summarizing the outcomes (effectiveness and safety) reported in the systematic reviews. These were categorized according to the type of intervention, over time, and according to the quality of evidence of the systematic review. Additionally, we have summarized the systematic reviews that have not reported safety data. These findings were also categorized according to the type of intervention, over time, and according to the quality of evidence provided in the systematic review. All coauthors have been involved in the data synthesis.
Quality evidence assessment and risk of bias
We have used the critical appraisal tool for systematic reviews that include randomized or non-randomized studies of healthcare interventions, known as AMSTAR- 2 [28] to evaluate the quality of the evidence of the included reviews. This tool helps to rate the studies as having high, moderate, low, or critically low quality based on the assessment of 16 domains, such as the inclusion of PICO questions and criteria; existence of prior published review protocol; explained inclusion criteria; use of comprehensive literature search strategy; performed duplicate study selection; performed duplicate data extraction; or list of excluded studies with justifications of their exclusion, among others. Each included study was independently evaluated by two authors.
Results
Study selection
A total of 5,565 records were identified in the data search. After removing duplicates, 3,088 titles and abstracts were screened, and of those 540 were sought for retrieval. Of those, 40 additional articles were excluded due to lack of access to their full text, being retracted articles or duplicates (most of which resulted from overlap in the second search). The full texts of 500 systematic reviews on interventions for ADHD were obtained, and from these, a total of 26 systematic reviews addressing any type of digital intervention were included in this review [29–54]. Figure 1 presents the flowchart of the selection procedure for both search engines.
The list of the 474 articles systematic reviews on interventions for ADHD that do not specifically address any type of digital intervention and were therefore excluded from this review is presented in Appendix 2.
Risk of bias
The methodological quality and risk of bias of the included systematic reviews are presented in Fig. 2. Three reviews were classified as high quality [41, 46, 54], one as moderate quality [50], ten as low quality [29–31, 33, 34, 38–40, 44, 48, 49, 52, 53], and eleven were classified as critically low [29–31, 33, 34, 38–40, 44, 48, 51] using AMSTAR- 2 [28]. The risk of bias for one of the included articles could not be assessed [37], as it was published in a language not known to the authors (Slovenian) and the accuracy of the automated translation with Google Translate Documents could not be confidently relied upon.
Studies classified as low or critically low mainly failed to report a list of excluded studies with reasons for exclusion (a critical domain in AMSTAR- 2), and because the authors did not address how the risk of bias might have impacted the interpretation of their results.
Description of participants, interventions and comparators
A summary of the 26 included systematic reviews is presented in Table 1. The included articles were published between 2018 and 2025 and reported the inclusion of a total of 575 articles in their reviews. The source of funding of the included reviews is reported in Appendix 3.
Table 1.
Summary of the systematic reviews included (n = 26)
Reference Articles included in review Participants included the reviews and their ages Intervention type and durations (D) Use of control groups Outcomes-Effectiveness Outcomes-Safety
Powell et al, 2018 [41] 14 N = 743 Several digital interventions (self-help devices, video Control groups: Technology has potential in pediatric ADHD management, but Not reported
games, internet, software, social media, apps…) for current research lacks robustness
6,6 to 16,5 years facilitating the self-management of ADHD associated - No intervention
difficulties
D: 2 days to 3 months
Gudka et al., 2025 [54] 19 N = 26,518 to 77 years Several digital tools (web-base, apps and chatbots) for Control groups: Limited evidence of effectiveness was found, except for Not reported
providing psychoeducation; symptom monitoring; practical psychoeducation DHIs which may be effective in reducing ADHD
interventions; healthcare and self-management information - No intervention (only used in 9/19 included articles) symptoms
D: Not reported
Westwood et al, 2023 [46] 42 N = 2234 Computerized cognitive training for supporting clinical, Control groups: No effect of computerized cognitive training interventions Not reported
neuropsychological and academic outcomes on ADHD total or hyperactivity/impulsivity symptoms; small
6 to 65 years - Treatment as usual improvement in inattention symptoms
D: Not reported
- Waiting list
- Medication
- No intervention
Liu et al., 2024 [50] 25 N = 1780 Several digital tools (computers, internet, chatbot, games) Control groups: The digital interventions proved beneficial for individuals Not reported
for delivering CBT, cognitive or attention training, with ADHD by alleviating symptoms of ADHD, inattention, and
5 to 38,9 years neurofeedback, and relaxation training - Wait list hyperactivity/impulsivity
D: 4 to 25 weeks - Placebo pill
Elbe et al, 2023 [35] 9 N = 285 Computerized cognitive training for supporting cognitive Control groups: Computerized cognitive training showed a slight improvement Not reported
outcomes and symptom severity in overall cognition, with no significant changes in symptom
21,1 to 39,5 years - Active intervention (1-back) severity or specific cognitive skills
D: 4 to 12 weeks
- Wait-list
Yu et al., 2024 [52] 9 N = 370 Virtual reality (games, cognitive training, and neural Control groups: Both immersive and nonimmersive virtual reality Not reported
feedback training) for supporting attention and motor interventions significantly improved attention
8 to 18 years ability - Methylphenidate
D: 2 to 12 weeks - Conventional therapy/feedback training
- No intervention
Avion, 2024 [49] 9 N = 370 Computerized-cognitive training for supporting attention, Control groups: Computerized-cognitive training interventions did not Not reported
working memory, and/or combined aspects of cognitive provide enough data to determine their impact on executive
6 to 17 years function - Waiting list and adaptive functioning
D: 5 to 8 weeks - Sham
- Active control
- Stimulant medication
- Combined treatment
Caselles-Pina et al, 2023 [32] 18 N = 1479 Video-games as cognitive training Control group only mentioned for one study (Tetris) Video games-based interventions can be used to improve ADHD Headache (3 studies)
symptoms and display high adherence to treatment
7,8 to 15,6 years D: 1 to 20 weeks Pain in the fingers (1 study)
Irritability (1 study)
Frustration (1 study)
Zhang et al., 2024 [53] 10 N = 683 Virtual reality-based sports games (computer-based training; Control group: Virtual reality motor games significantly improved the Not reported
motor games, and virtual reality training) for improving executive and cognitive functions of children with ADHD
6 to 17 years executive and cognitive functions - No intervention
D: 4 to 20 weeks
He et al, 2023 [36] 31 N = 2169 Several digital interventions (RoboMemo; Cogmed working Control groups: Digital interventions improved inattention symptoms, reduced Video game therapy lead to headache, dizziness, agitation,
memory training; Xbox Kinect; Focus iCON mobile application; reaction time on the continuous performance task, slightly and other adverse effects
4 to 17 years and other) as digital therapeutics - No intervention decreased impulsive hyperactivity, and enhanced executive
function ADHD patients are at higher risk for video game and internet
D: Not reported - Traditional cognitive intervention addiction
- Standard care
Rodrigo-Yaguas et al., 2022 [42] 128 N = 11,969 Video games as cognitive rehabilitative tools Control groups: Video games can be used to ameliorate ADHD symptoms while Playing video games for over 1 h daily may worsen ADHD
improving adherence to treatment symptoms
10 months to 36 years D: 2 weeks to 2 years - No intervention
Playing video games may increase attention problems
- Different interventions
The presence of electronic devices can cause sleep problems
- Usual treatment
- Other comparators
Vitija et al, 2022 [45] 4 N = 502 Several digital interventions (mobile app; Telemental Health Control groups: Digital interventions bridge gaps between patients and Not reported
service; digital appointments with counserllors…) for healthcare professionals, enabling more frequent monitoring
2 to 18 years promoting communication - Treatment as usual and communication
D: 5 to 12 weeks
Romero-Ayuso et al., 2021 [43] 6 N = 311 Virtual reality for supporting cognitive deficits Control groups: Virtual reality interventions led to improvements in Children struggle to distinguish real memories from VR
attentional vigilance, with more correct responses and fewer memories
7 to 12 years D: 2 to 8 weeks - Non VR omission errors, but no change in impulsivity
- Placebo psychotherapy training
- Long-lasting methylphenamide
Wilkes-Gillian et al., 2021 [47] 15 N = 106 Video-modelling for improving skills and behaviours Some studies have controls Evidence suggests video modeling may effectively enhance Not reported
social skills and behaviors in individuals with ADHD when
5 to 16 years D: 15 min to 18 months combined with other interventions
Black et al, 2020 [31] 32 Not reported Several digital interventions (wearables, mobile apps and Not reported Mixed conclusions on the effectiveness of utilizing these Not reported
computer based) as school performance support tools technologies as an aid of ADHD
D: Not reported
Păsărelu et al, 2020 [39] 1 N = 39 App for improving medication adherence Control groups: Further research is needed to determine the safety and Not reported
efficacy of available ADHD apps
6 to 16 years D: Not reported - Treatment as usual (no app)
Andreou et al., 2024 [29] 15 N = 310 Several digital interventions (iPad, software, Lexia SOS, Some studies have controls Educational software and computer games can aid children Not reported
augmented reality app, etc.….) for enhancing the with ADHD in native language learning, supporting skills
6 to 16 years like reading, spelling, and descriptive writing
academic achievements
D: 1 lesson to 6 months
Bernanalizadeh et al., 2024 [30] 12 N = 708 Several digital interventions (computer-based training; Control groups: Significant effect on inattention/cognitive function, Not reported
online behavioural parent training; virtual reality…) for hyperactivity/impulsivity, and oppositional behaviours
5 to 17 years supporting symptom domains - No intervention
D: 4 to 22 weeks - Waitlist
- Other comparators
Cervantes et al., 2023 [33] 36 N = 1219 Social robots and video games for supporting cognitive or Control groups (not specified) Social robots and video games interventions have the Issues related with device ergonomics
behavioral rehabilitation therapies potential to support non-pharmacological treatments of
3 to 35 years (social robots) people living with ADHD
D: Not reported
and 5 to 40 (games)
Corrigan et al., 2023 [34] 7 N = 321 Virtual reality for improving cognitive deficits Control groups: Virtual reality interventions lead to large effect sizes in “My head become heavy” (fullness of head)
favor of VR-based interventions on outcomes of global
7 to 18 years D: 2 to 10 weeks - Computer monitor cognitive functioning, attention, and memory
- No intervention
- Traditional training
- Flash games
- Medication
Oh et al, 2023 [38] 20 N = 1402 Serious games as digital therapeutics Control groups: Game-based interventions improved inattention and No serious side effects
hyperactivity more than the control, while medication was
6 to 17 years D: Not reported - Other type of games more effective than game-based interventions Minimal side effects
- Wait list control
- Medication
Wong et al, 2023 [48] 19 N = 1843 Several digital interventions (computer-assisted Control groups: Small and significant effect sizes in inattention, overall Not reported
interventions, exergame training, virtual classrooms, executive function, disruptive behavior disorder, and
7 to 12 years web-based training and other) for regulating the behaviors - Not receiving training computer-rated visual attention
and cognitive functions
- Treatment as usual
D: 4 weeks to 6 months
- Other comparators
Peñuelas-Calvo et al, 2022 [40] 22 N = 1473 Video games as digital therapeutics Control groups: Effective in improving cognition and reducing ADHD symptoms Not reported
8,6 to 14,7 years D: 3 to 24 weeks - No intervention
Shou et al, 2022 [44] 6 N = 261 Online interventions (including Cognitive Behavioural Control groups: Online interventions were more effective than the waiting Not reported
Therapy; Behavioural Parent Training; Online web Learning: list in improving attention deficit and social functioning
3 to 12 years Internet-based Cognitive Behavioural Therapy, and other) for - Waiting list in adults and children with ADHD
reducing ADHD related cognitive and social disorders
adults mean age 38,9 years
D: 6 to 16 weeks
Ramos-Galarza et al, 2024 [51] 40 Not reported Several technologies (serious games; mobile apps; monitoring Not reported Increase in the patient’s motivation for the treatment Not reported
devices; robots; internet-based platforms; voice assistants) process and their interest in performing the different
as digital therapeutics exercises to improve their attention and self-control
D: Not reported
Mičič et al, 2021 [37] 25 N = 1214 Computerized cognitive training for supporting functional Control groups: Computerized cognitive training shows a positive effect on Impulsiveness
deficits (attention deficit, impulsivity, lack of the cognitive abilities of children with ADHD. Some studies
5 to 17 years behavioural inhibition, planning, and organisation) - Placebo have also shown a positive effect on reducing dysfunctional
and impulsive behavior
D: 4 weeks to 4 months - Passive
- Later inclussion
- Partially active + placebo
- Later inclusion + active
The systematic reviews included in this review collectively involved a total of 34,442 study participants across intervention and control groups. The smallest review included 39 participants [39], while the largest included 11,969 participants [42]. Most of the studies focused on children and adolescents (ages 3 to 18), though seven reviews also included studies with adult participants [33, 35, 42, 44, 46, 50, 54].
Regarding the interventions, 10 systematic reviews addressed various types of digital interventions [29–31, 36, 41, 45, 48, 50, 51, 54]; 4 on computerized cognitive training [35, 37, 46, 49]; 4 on virtual reality-based interventions [34, 43, 52, 53]; 3 specifically focused on video games [32, 40, 42]; 1 on video modeling [47]; 1 on apps [39]; 1 on serious games [38]; 1 on online interventions [44]; and 1 on both social robots and video games [33].
The reviews reported varied intervention durations, with the shortest being from 15 min [47] and the longest lasting up to 2 years [42]. Eight reviews did not report the duration of the analyzed interventions [31, 33, 36, 38, 39, 46, 51, 54].
All systematic reviews, except two [31, 51], reported that their included studies used control groups or comparators, with waitlist and no intervention being the most commonly reported types of controls.
Description of the outcomes: effectiveness and safety
Several reviews analyzed the effectiveness of various digital interventions. The high-quality reviews focusing on various digital interventions reached different conclusions: one found that current research lacks robustness [41], while the other found limited evidence of effectiveness, except for psychoeducation DHIs, which may help reduce ADHD symptoms [54]. The moderate quality evidence review found that the digital interventions proved beneficial for individuals with ADHD by alleviating symptoms of ADHD, inattention, and hyperactivity/impulsivity [50]. Reviews considered of low and critically low evidence according to AMSTAR- 2 showed significant effects on attention, executive functions, behaviour, and learning in children with ADHD linked to the use of various digital interventions [29–31, 36, 45, 48, 51].
Regarding the computerized cognitive training, the high-quality review found no effect on ADHD total or hyperactivity/impulsivity symptoms, with a small improvement in inattention symptoms [46]. In reviews ranked of lower quality evidence computerized cognitive training showed some cognitive benefits but limited impact on ADHD symptoms and executive functioning [35, 37, 49].
Four low or critically low-quality reviews (AMSTAR- 2) found that virtual reality interventions improved cognitive functioning, attention, and memory [34]; enhanced attentional vigilance but not impulsivity [43]; improved executive and cognitive functions [53]; and significantly enhanced attention in both immersive and nonimmersive formats [52].
Additionally, low-quality reviews suggested that video games may improve ADHD symptoms, enhance cognition, and promote high adherence to treatment [32, 40, 42].
Five low or critically low quality reviews (AMSTAR- 2) found that video modeling may improve social skills [47], ADHD apps require further research [39], serious games improved inattention and hyperactivity but were less effective than medication [38], online interventions outperformed waiting list interventions in improving attention and social functioning [44], and social robots and video games may support non-drug treatments for ADHD [33].
Only 8 of the 26 included systematic reviews explicitly reported any adverse effects associated with digital interventions [32–34, 36–38, 42, 43]. The reported adverse effects of digital interventions could be considered under falling into several broad categories, such as physical discomfort (including symptoms like headache, dizziness, fullness of head, pain in the fingers, and issues related to device ergonomics) [32–34]; mental and emotional reactions, such as irritability, frustration, agitation, hangover, impulsiveness and hyperactivity [32, 33, 36, 37]; Confusion is noted in cases where children struggle to distinguish real memories from VR experiences [43]; Sleep and attention issues arise from media use, with electronic devices linked to sleep problems, and both video gaming and TV potentially worsening attention, especially in ADHD patients [42]. Additionally, behavioral and addiction risks are highlighted, with individuals with ADHD being more prone to video game and internet addiction [36], and extended video game use potentially worsening ADHD symptoms [42]. One review reported minimal or no serious side effects [38].
A comprehensive overview of the main reported outcomes regarding effectiveness and safety associated with various digital interventions for ADHD, categorized by the overall confidence in the review results, is provided in Table 2.
Table 2.
Overview of the main reported outcomes associated with the digital interventions for ADHD
Analyzed digital interventions for ADHD Positive effects of interventions Neutral or marginal effects of interventions Adverse effects of interventions
Computerized cognitive training High evidence
(to improve clinical, cognitive, academic, and functional • Small improvement in inattention symptoms [46] • No effects on hyperactivity symptoms [46]
outcomes)
• No effects on impulsivity symptoms [46]
Low evidence
• Improvement in overall cognition [35] • No significant changes in symptom severity or specific
cognitive skills [35]
• Lack of data to determine impact on executive and adaptive
functioning [49]
Critically low evidence
• Improved overall cognition [37] • Impulsiveness [37]
• Reduced dysfunctional behavior [37]
• Reduced impulsive behavior [37]
Several digital interventions High evidence
(to provide psychoeducation, symptom monitoring, • Psychoeducation delivered through digital interventions • Current research lacks robustness [41]
self-management, CBT, training, and academic support) may help reduce ADHD symptoms [54]
• Limited evidence of effectiveness [54]
Moderate evidence
• Alleviated symptoms of ADHD, inattention, and
hyperactivity/impulsivity [50]
Low evidence
• Improved inattention symptoms [36]
• Enhanced executive function [36]
• Reduced reaction time on continuous performance tasks [36]
• Decreased impulsive hyperactivity [36]
• More frequent monitoring and communication with healthcare
professionals [45]
Critically low evidence
• Aid in language learning [29] • Mixed conclusions on the effectiveness of utilizing
technologies as an aid of ADHD [31]
• Improved inattention symptoms [30, 48]
• Improved visual attention [48]
• Improved cognitive function [30]
• Enhanced executive function [48]
• Improved disruptive behaviour [30, 48]
• Decreased impulsive hyperactivity [30]
• Increased motivation for the treatment [51]
Virtual reality Low evidence
(to support and improve attention, motor ability, and • Improved attentional vigilance [43] • No changes in impulsivity [43] • Children struggle to distinguish real memories from VR
cognitive functions) memories [43]
• Improved executive and cognitive functions [53]
• Significantly enhanced attention [52]
Critically low evidence
• Improved global cognitive functioning [34]
• Improved attention [34]
• Improved memory [34]
Video games Low evidence • Headache [32]
(for supporting cognitive training, rehabilitation, and as • Reduced ADHD symptoms [32, 42] • Pain in fingers [32]
digital therapeutics)
• Higher adherence to treatment [32, 42] • Irritability [32]
• Frustration [32]
• Worsening ADHD symptoms when playing > 1 h/day [42]
• Increased attention problems [42]
• Sleep disturbances [42]
Critically low evidence
• Reduced ADHD symptoms [40]
• Improved cognition [40]
• Potential to support non-pharmacological interventions
[33]
Video modelling Low evidence
(for improving skills and behaviours) • Enhanced social skills [47]
Serious games Critically low evidence
(as digital therapeutics) • Improved inattention [38] • Medication more effective than serious games [38] • Minimal side effects [38]
• Improved hyperactivity [38]
Social robots Critically low evidence
(for supporting cognitive or behavioral rehabilitation • Potential to support non-pharmacological interventions • Ergonomics [33]
therapies) [33]
Online interventions Critically low evidence
(for reducing ADHD related cognitive and social disorders) • Improved attention deficit [44]
• Improved social functioning [44]
Apps Critically low evidence
(for improving medication adherence) • Inconclusive safety and efficacy of ADHD apps [39]
Discussion
Summary of findings
This systematic review includes 26 systematic reviews on digital interventions for ADHD, published between 2018 and 2025, and covering more than 34,000 patients, most of which focus on children and adolescents. The technologies tested in the studies concern digital interventions, interactive and immersive technologies, cognitive and behavioral training technologies as well as robotics and hybrid technologies including video games.
The studies showed that there is some low-quality evidence (as assessed by AMSTAR- 2) that digital interventions improve single symptoms of ADHD, such as inattention, impulsivity, and hyperactivity. Beside that they can have an effect on the treatment adherence and the monitoring and communication behavior of healthcare professionals.
The overall findings from 8 from the 26 reviews suggest that digital interventions can have a range of adverse effects, spanning physical, mental, and behavioral domains. They are related to the interaction with the technology itself (e.g. video games), the device ergonomics (e.g. in social robots) respectively such as physical discomfort. Some worsening of typical ADHD symptoms namely attention loss, mental and emotional reactions or behavioral and addiction risks were also mentioned.
Are digital interventions for ADHD effective and safe?
All the included systematic reviews examined the effectiveness of using digital health interventions in ADHD, but only twelve addressed safety, with only eight reporting any adverse effects. This could indicate a potential oversight or underreporting of safety concerns in the literature, highlighting a gap in comprehensive evaluations of both effectiveness and safety. When these findings are analyzed in further detail it is possible to identify differences in the effectiveness and the associated level of evidence of the reviews. Three of the studies considered [31, 39, 41] did not clearly identify any positive or negative outcomes associated with the use of the digital interventions (i.e., apps and several digital solutions). These reviews are the oldest considered in our analyses, published between 2018 and 2020, and showed mixed conclusions regarding the effectiveness of the interventions and highlighted the need of generating further evidence. These results could fit a scenario where the body of research in this domain was still under development.
Most of the reviews showed some evidence of positive outcomes associated with the use of digital interventions in ADHD populations. However, it is important to notice that the level of evidence for those reviews was mostly low or critically low, limiting the strength of these findings. Only two reviews showed high evidence of positive outcomes related to the use of various digital interventions to deliver psychoeducation, which was found to be beneficial to reduce ADHD symptoms [54]; and computerized cognitive training was linked to “a small improvement in inattention symptoms” [46] while it also showed moderate evidence of no impact on hyperactivity or impulsivity symptoms [46]. These findings highlight the variability in the strength of evidence across reviews and suggest that while some positive effects are observed, they are generally based on low-quality evidence.
When we consider the technologies used for delivering the interventions, it is possible to identify a similar landscape in the field of digital interventions for mental health to the one described above, where many studies on digital technologies show low or critically low evidence level [55–58]. The studies considered covered a broad range of tools and technologies used in the different interventions. However, the continuous advancement in the use of novel technologies particularly the recent use of generative artificial intelligence solutions based on the use of large language models represents an opportunity to develop new digital interventions tailored for individuals with ADHD. In most cases, these solutions might have not been fully addressed in this work due to their novelty.
Overall, our findings show that despite there have been advances in the development and use of digital health interventions for ADHD their effectiveness remains arguable as the vast majority of the systematic reviews supporting their effectiveness are considered to have low or critically low evidence. However, this does not imply that the original articles included in these reviews were of low quality. Even more, our results showed mixed and even contradictory outcomes regarding the effectiveness of the analyzed interventions, for example the use of computerized cognitive training has been associated to having no effect on impulsivity symptoms according to a review with moderate evidence [46], and also positively associated with reduced impulsive behavior or even with adverse effects related impulsiveness by a review graded as having critically low evidence [37].
The majority of the original studies included in the systematic reviews that we have analyzed focused on children/adolescent population (17/26) with a few studies (7/26) that reported a broad range of ages spanning from childhood to adult hood [33, 35, 42, 44, 46, 50, 54] and two that did not report the ages [31, 51]. It has been observed before that the severity of the ADHD-related symptomatology can decrease in some individuals during adolescence [59, 60], thus it is possible that this phenotypic variability could impact the different outcomes observed and the low level of evidence reported across the studies. However, evidence suggests that ADHD traits can become more challenging for women later in life [61, 62], particularly during transitions such as adulthood [63], where demands and responsibilities increase. This highlights the potential need for more structured, facilitated interventions for adults, rather than relying on self-directed approaches. Further evaluations focusing on adults with ADHD, especially during key life transitions, would be valuable in addressing this gap in the literature.
Safety is an important component of any heath intervention, however in the majority (18/26) of the studies included in our analyses no safety data was reported. Previous research had already highlighted the poor reporting of harms in primary studies related to diverse intervention types [27], and this issue appears to be reflected in systematic reviews as well. It is not clear whether this is due to a lack of focus in considering the safety aspects or because the interventions completely safe and free of adverse effects or adverse events. However, when the different digital interventions are analyzed in detail, it can be seen that for 5 out of the 8 types of intervention considered (see Table 2) at least one adverse effect could be associated with them. In particular, the studies that looked at the use of video game interventions [32, 42], where the ones were this information was more detailed and presented. On the other side, neither online interventions nor video-modelling [44, 47] presented information related to potential adverse effects. Focusing on the effectiveness of digital interventions is a strong attraction given the pressures and needs to support individuals with ADHD. Providing novel therapies to replace or complement pharmacological interventions, while ensuring widespread accessibility, is a mayor challenge. Digital technologies offer promising solutions by adapting and translating existing tools, such as cognitive behavioral therapy [64]. However, many of these interventions focus primarily on achieving a like-for-like replacement of existing approaches with digital platforms. While this approach is common, it risks overlooking potential adverse effects and risks associated with the transition to digital platforms. Such considerations should be addressed more systematically to ensure safety and efficacy [17]. Specifically, the increasing use of artificial intelligence and large language models in the development of digital health interventions necessitates rigorous criteria for algorithmovigilance [65, 66].
These criteria must be integrated at every stage of design, implementation, and analysis to safeguard against unforeseen consequences. In the context of ADHD and the safe use of digital health interventions, it is worth noting that the CONSORT-EHEALTH [67] checklist for reporting digital health clinical trials includes a section on “Harms.” While this section encourages reporting on potential adverse effects, its inclusion is currently only recommended rather than mandatory. Strengthening these requirements could play a critical role in ensuring the safe and effective deployment of digital interventions.
To our knowledge, no comprehensive study has been published that specifically examines the safety of any type of interventions for ADHD. However, we are currently conducting a larger project that systematically investigates the safety of all intervention types for individuals with ADHD, based on evidence from systematic reviews with or without meta-analysis. This ongoing work is registered in PROSPERO (CRD42024521084).
Managing the evidence on digital interventions safety for ADHD
Research on digital interventions for mental health has experienced exponential growth [23–25], and the volume of scientific publications on ADHD has similarly expanded significantly over the past decade [68]. This growing volume of literature can make it challenging for clinicians, educators, and other professionals working with individuals with ADHD to stay up-to-date and recommend the most effective and safest interventions. Systematic reviews and meta-analyses are considered the gold standard for synthesizing evidence that can provide professionals with crucial information to fully assess interventions, both in terms of effectiveness and safety. In this review, however, we identified that only 8 of the 26 included systematic reviews reported on the adverse effects of digital interventions for ADHD [32–34, 36–38, 42, 43], therefore leaving a critical knowledge gap for clinicians, educators, policymakers or others who rely on systematic reviews to make informed decisions. Publication bias and underreported negative outcomes in original research may contribute to the limited reporting of adverse effects in systematic reviews.
When systematic reviews cannot be relied upon to provide comprehensive reporting, especially regarding safety, identifying sources of information on possible adverse effects of digital interventions for ADHD becomes crucial. Other sources that might include safety data related to interventions are clinical trial registries (e.g., ClinicalTrials.gov), case reports, or observational studies. However, the current lack of standardization in reporting adverse effects of digital interventions [17, 69] makes it difficult to aggregate and interpret data effectively. Furthermore, clinicians working with digital interventions for ADHD may observe side effects that are not documented or shared with the scientific community. Further, individuals with ADHD and their caregivers may report adverse effects of digital interventions through informal or non-traditional channels, such as social media platforms or app store reviews. Reporting of side effects related to interventions for mental health in digital platforms has been previously reported [21, 70–73]. Although the reporting of side effects on digital platforms may lack structure, and its credibility can be questionable, it could serve as warning for potential safety concerns. This underscores the need for more research on the unintended consequences of digital interventions [74], as well as the establishment of standardized protocols for reporting adverse effects that enable comprehensive safety assessments for all stakeholders [69]. Advances in technology, including artificial intelligence, have the potential to revolutionize the identification and synthesis of safety information for ADHD digital interventions by processing vast amounts of data from diverse sources, including unstructured data posted on social media.
Strengths and limitations
In this paper, we focused on a specific condition ADHD and digital interventions addressing it. The aggregated evidence as reported in this paper was not previously available, yet crucial to recognize current limitations of digital interventions for ADHD and determine potential for future improvements, in particular regarding safety. We used the broad scope of digital technologies without focusing on specific technologies which provides an excellent overview on the current landscape in this field and which allows us to judge the differences in effectiveness and safety of the different types of technologies. However, our search was limited to only four databases, and we limited our search keywords to titles and abstracts, which may have resulted in the exclusion of relevant studies. We also did not search for grey literature, potentially limiting the breath of our findings.
Although we found adverse effects reported, their amount was limited. It is unclear whether no further adverse effects occurred or whether there is a gap in reporting. Reviews included were mainly of low or critically low quality, with many failing to report a list of excluded studies (a critical domain in AMSTAR- 2). While journal restrictions on word count or page limits may pose challenges, authors still have the option to upload these lists to repositories to enhance transparency and reproducibility. Since AMSTAR- 2 considers this a critical reporting requirement, we did not contact the authors to obtain these lists, as this information should have been included in their published reviews. The absence of this information limits the ability to fully assess the rigor of the included reviews. Further, the number of papers considered was small, at least when considering the different technologies. We relied upon the information in the included systematic reviews and did not collect the information from the original sources of the single reviews. It might be, that the data aggregated in the included reviews is incomplete. In fact, we had to acknowledge that the information in the papers was incomplete or even contradictory, and one of the included articles could not be evaluated for its risk assessment due to our lack of knowledge in which the language was written, and the accuracy of the automated translation could not be reliably confirmed.
Additionally, our review focused on previously published reviews, so newer digital interventions, including those using generative artificial intelligence or other recent technological advancements, may not have been fully addressed.
Conclusions
This review of systematic reviews on digital interventions for ADHD highlights that while there is some evidence suggesting potential benefits, the overall effectiveness of these interventions remains inconclusive, with most systematic reviews presenting low or critically low levels of evidence. While digital interventions may improve symptoms such as inattention, adherence to treatment, and communication with healthcare professionals, the findings are inconsistent, and the safety of these interventions has not been comprehensively assessed. Adverse effects, particularly those associated with video games and other technologies, have been reported, though their frequency and severity vary across studies. The lack of standardized reporting on adverse effects further complicates the ability to fully assess the safety of digital interventions for ADHD. Given the growing use of these technologies, especially those leveraging artificial intelligence and large language models, there is an urgent need for more rigorous studies, transparent reporting, and standardized protocols to ensure both the efficacy and safety of digital health interventions. Future research should prioritize evaluating the long-term effects, safety risks, and potential for widespread implementation in clinical and educational settings.
Supplementary Information
Authors’ contributions
Elia GABARRON, Kerstin DENECKE, and Guillermo LOPEZ-CAMPOS all contributed equally to the conception, design, drafting, and revision of this manuscript, and all authors approve the final version for submission.
Funding
None.
Data availability
The data used to support the findings of this study are included within the article.
Declarations
Ethics approval and consent to participate
This article is a systematic review of systematic reviews and does not involve human participants or primary data collection. Therefore, ethical approval and Consent to Participate declarations are not applicable.
Consent for publication
Not applicable.
Competing interests
The authors declare no competing interests.
Footnotes
Publisher's Note
Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.
Elia Gabarron, Kerstin Denecke and Guillermo Lopez-Campos contributed equally to this work.
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Associated Data
This section collects any data citations, data availability statements, or supplementary materials included in this article.
Supplementary Materials
Data Availability Statement
The data used to support the findings of this study are included within the article.
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CPKC Stadium
"KC Current Stadium" redirects here. For the Kansas City Current's previous home venue, see Children's Mercy Park.
CPKC Stadium under construction in August 2023
CPKC Stadium
Location in Missouri
CPKC Stadium
Location in the United States
Location Berkley Riverfront Park
Kansas City, Missouri
Coordinates 39°07′13.2″N 94°33′58.5″W / 39.120333°N 94.566250°W
Public transit KC Streetcar (2025)
Type Soccer-specific stadium
Capacity 11,500
Construction
Broke ground October 6, 2022
Opened March 16, 2024
Construction cost $117 million
Architect Generator Studio
Project manager Henderson Engineers[1]
Andrea Mulvany
Katelyn DePenning
Structural engineer Thornton Tomasetti[2]
Services engineer Taliaferro & Browne, Inc.[3]
General contractor J. E. Dunn Construction Group[3]
Monarch Build[3]
Tenants
Kansas City Current (NWSL) (2024–present)
Website
cpkcstadium.com
CPKC Stadium is a soccer-specific stadium located in Kansas City, Missouri, that serves as the home ground for the Kansas City Current of the National Women's Soccer League. The stadium opened for the Current's first home match of the 2024 season on March 16, 2024.[4][5] Canadian Pacific Kansas City, abbreviated to CPKC in the stadium name, has the current naming rights.[6] It is the first privately financed stadium purpose-built exclusively for a professional women's soccer team.[7] In 2024, the Current became the first NWSL side to sell out all of their home matches.
The Current were founded in December 2020 as Kansas City NWSL, a transitional NWSL expansion team owned by Angie Long, Chris Long, and Brittany Matthews. The team was created on an accelerated timeline in order to accept and relocate the roster of Utah Royals FC, whose closure was publicly announced on the same day as the Kansas City team.[8] The new team attempted to secure Children's Mercy Park, a soccer-specific stadium in Kansas City, Kansas, that was owned and controlled by Major League Soccer team Sporting Kansas City, as a home venue. However, Sporting declined to share the stadium with KC NWSL.[9][10]
For the 2021 Kansas City NWSL season, the team instead shared baseball stadium Legends Field with the Kansas City Monarchs.[11] Due to delays in converting the Legends Field baseball diamond to a soccer pitch, Sporting Kansas City allowed the Current to play their first home match of the 2021 NWSL Challenge Cup on April 26 at Children's Mercy Park.[12]
In December 2020, Current co-owner Chris Long first raised plans for a practice facility and stadium to Generator Studio design director Tom Proebstle, whose firm evaluated more than 10 sites before settling on a 7.08-acre (2.87 ha) parcel owned by the Port of Kansas City east of the Richard L. Berkley Riverfront Park designated Parcel 8, which had previously been used as a dumping ground for the collapsed Kemper Arena roof. Long initially sought to build both the stadium and a dedicated training facility on the same site.[13] However, team ownership separately announced, planned, and constructed an $18 million dedicated practice facility in Riverside, Missouri, that opened in June 2022.[14] Initial stadium concepts operated on an estimated need of 6,000 seats but expanded to 11,500.[13]
The Current's ownership formally proposed a privately financed $70 million stadium development with an 11,000-seat capacity on the Parcel 8 site in 2021, and on October 26, 2021, the Current's owners announced that they had signed a 50-year lease with Port KC for the property.[15] As of the announcement, no NWSL team owned or controlled its primary home venue, instead relying on soccer-specific venues controlled by teams in Major League Soccer or the United Soccer League organization, or venues for other sports, causing scheduling issues.[16] The stadium proposal included a safe standing section for supporters, reserved seating, suites, and tables, with all seating positioned within 100 feet of the pitch. The proposed stadium could also be converted for use as a music venue[17][13] and included retractable seating for potential reuse as a gridiron football field.[13] The stadium was also designed to support future expansion to up to 20,500 seats.[18]
In May 2022, the Current increased the planned seated capacity of the stadium to 11,500 and raised the required budget to an estimated $117 million.[19] The Current's ownership requested $6 million in state tax credits to help offset the increased budget.[20]
Construction began in 2022, with an official groundbreaking ceremony on October 6, 2022.[4] Construction of the stadium's stands began in May 2023.[21][22] Contractors J. E. Dunn Construction Group and Monarch Build led general construction,[17] and Generator Studios served as the architectural firm and designed the stadium's interior.[23] Generator contracted structural engineering to Thornton Tomasetti.[2] Taliaferro & Browne provided surveying and civil engineering services, including coordination with the United States Army Corps of Engineers on the project's potential impact on the Missouri River levee.[24][3]
The press box at the stadium was dedicated in November 2023 to the late Grant Wahl, a Kansas City native who covered soccer for Sports Illustrated and other outlets.[25]
On October 19, 2023, the Current announced that Canadian Pacific Kansas City, a Canadian railway holding company with U.S. headquarters in Kansas City, had acquired the naming rights to the stadium. As part of the ten-year agreement, the venue was named CPKC Stadium.[26][27]
CPKC Stadium held its first match between the Kansas City Current and the Portland Thorns on March 16, 2024. Vanessa DiBernardo scored the first goal in the history of the stadium and Kansas City won the match 5–4 in front of a sell-out crowd.[5]
By the conclusion of the 2024 season, the Current became the first NWSL team to sell out every home match.[28]
The first major event CPKC Stadium hosted that did not involved the Kansas City Current was the 2024 Big 12 Conference women's soccer tournament in late October and November 2024, won by the Kansas Jayhawks.[29] The 2024 NWSL Championship between Orlando Pride and Washington Spirit was held on November 23, 2024, with Orlando claiming their first NWSL Championship, 1-0, thanks to a goal by Barbara Banda.[30]
In 2025, CPKC Stadium hosted several international soccer matches as well as other events. On April 5, 2025, Mexican women's national team played Jamaica in the first international friendly at the facility.[31] On May 3, the first major non-soccer event was held when USA Rugby played Canada with U.S. star Ilona Maher playing in front of an announced 10,518 fans, setting a new record for a USA women’s rugby match.[32] On July 4–5, the Premier Lacrosse League and Women's Lacrosse League hosted All-Star events at the venue. Both the PLL and WLL Skills competitions were held on July 4, along with the WLL All-Star game. The following day, the PLL All-Star game was held.[33]
The United States women's national soccer team played their first match at the venue on October 29, 2025 against New Zealand, winning 6-0.[34] The facility is scheduled to host the 2025 NCAA Women's College Cup in early December.[35]
1. ^ Wright, Jarah (September 21, 2022). "Meet the project leads and designers behind new KC Current stadium". Soccer Stadium Digest. Retrieved June 14, 2023.
2. ^ a b "Kansas City Current Stadium". Thornton Tomasetti. Retrieved June 14, 2023.
3. ^ a b c d Friestad, Thomas (March 10, 2023). "KC Current stadium construction is about to go vertical at Berkley Riverfront". Kansas City Business Journal. Retrieved June 14, 2023.
4. ^ a b Rittman, Emily (October 6, 2022). "KC Current stadium groundbreaking continues transformation of KC riverfront". KCTV. Retrieved June 13, 2023.
5. ^ a b Kassouf, Jeff (March 16, 2024). "Kansas City Current open 'game-changing' stadium with 5-4 win". ESPN.com. Retrieved March 16, 2024.
6. ^ Hills, Connor (October 19, 2023). "The Kansas City Current's new riverfront stadium officially has a name". KMBC. Retrieved March 21, 2024.
7. ^ Kassouf, Jeff (October 26, 2021). "Kansas City NWSL plans to build its own, privately-financed stadium". The Equalizer. Retrieved June 14, 2023.
8. ^ Kassouf, Jeff (December 7, 2020). "Official: Utah Royals out, Kansas City in for NWSL; Utah hopes for 2023 return". The Equalizer. Retrieved June 14, 2023.
9. ^ Cash, Meredith (October 28, 2021). "Kansas City's women's soccer team is building a stunning new stadium after an MLS club resisted sharing its home field". Insider. Retrieved June 14, 2023.
10. ^ Linehan, Meg; Tenorio, Paul (November 24, 2020). "Potential Utah Royals buyers looking to bring team back to Kansas City, sources say". The Athletic. Retrieved June 14, 2023.
11. ^ Cisneros, Juan (September 22, 2021). "Welcome to Children's Mercy Park: KC NWSL to share home field with Sporting Kansas City in 2022". FOX4KC. Retrieved June 14, 2023.
12. ^ Meier, Travis (April 23, 2021). "KC NWSL to play first home game at Children's Mercy due to 'construction delays'". FOX4KC. Retrieved June 14, 2023.
13. ^ a b c d Charney, Marcia (February 15, 2023). "KC Current's new stadium poised to revolutionize women's athletics". MetroWire Media. Retrieved June 14, 2023.
14. ^ Yang, Steph (June 27, 2022). "Kansas City Current's just-opened training facility hints at a new-look NWSL". The Athletic. Retrieved June 14, 2023.
15. ^ "Kansas City NWSL and Port KC Finalize Plans for First NWSL Purpose-Built Stadium at Kansas City Riverfront" (Press release). Kansas City Current. October 26, 2021. Retrieved June 14, 2023.
16. ^ "K.C. NWSL owners: Flexibility, control key benefits of privately funded stadium". Sports Business Journal. October 27, 2021. Retrieved June 14, 2023.
17. ^ a b "New Kansas City Current stadium renderings posted". Soccer Stadium Digest. May 11, 2023. Retrieved June 14, 2023.
18. ^ Carlisle, Jeff (June 10, 2022). "Kansas City Current's new NWSL playbook: a $135m investment in the future". ESPN. Retrieved June 14, 2023.
19. ^ "K.C. Current stadium project jumps $50M over rising costs, adjustments". Sports Business Journal. May 19, 2022. Retrieved June 14, 2023.
20. ^ Stark, Cortlynn (May 20, 2022). "Changing course, KC Current seeks state funds for stadium". The Kansas City Star. Retrieved June 14, 2023.
21. ^ Keegan, Charlie (May 2, 2023). "Kansas City Current begins installing grandstands at new stadium". KSHB. Retrieved June 14, 2023.
22. ^ "New 3D rendering released, construction on stands begins at new KC Current Stadium". KMBC. May 2, 2023. Retrieved June 14, 2023.
23. ^ Chifalu, Nikki Overfelt (March 3, 2023). "Designed by women, for athletes: How the woman-led team behind KC Current's new stadium is 'equalizing the playing field' for women's sports". Starland News. Retrieved June 14, 2023.
24. ^ "KC Current Women's Soccer Stadium". Taliaferro & Browne, Inc. Retrieved June 14, 2023.
25. ^ Gregorian, Vahe (November 30, 2023). "KC Current naming press box for Grant Wahl is apt, fitting honor for late journalist". Kansas City Star. Retrieved December 2, 2023.
26. ^ "Kansas City Current and CPKC Announce Historic Stadium Naming Rights Agreement - Kansas City Current". www.kansascitycurrent.com. October 19, 2023. Retrieved October 19, 2023.
27. ^ "Kansas City Current and CPKC Announce Historic Stadium Naming Rights Agreement". Yahoo Finance. October 19, 2023. Retrieved October 19, 2023.
28. ^ "To the Best Fans in the World". kansascitycurrent.com. November 19, 2024. Retrieved November 22, 2024.
29. ^ "Kansas Crowned Big 12 Champions with 1-0 Victory Against No. 7 TCU". KU Athletics: Women's Soccer. Retrieved October 24, 2025.
30. ^ "Orlando Pride win 2024 NWSL Championship, bringing first professional, major league trophy to the City of Orlando". National Women's Soccer League. Retrieved October 24, 2025.
31. ^ "2025 MexTour W Mexico vs Jamaica". CPKC Stadium. Retrieved October 24, 2025.
32. ^ "USA women's rugby loses to Canada, wins new fans in record-breaking KC match". Kansas City Star. Retrieved October 24, 2025.
33. ^ "Kansas City". Premier Lacrosse League. Retrieved October 24, 2025.
34. ^ "Emma Sears Hat Trick Leads U.S. Women's National Team to 6-0 Victory over New Zealand in First Visit to CPKC Stadium". U.S. Soccer. Retrieved November 1, 2025.
35. ^ "2025 Women's College Cup". sportkc.org. Retrieved October 24, 2025.
* Official website
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CPKC Stadium
Experience
History in the Making
Making History
First stadium
in the world
purpose built
for
women
10 months into owning a professional women’s soccer team, KC Current Co-Owners Angie Long, Chris Long and Brittany Mahomes would make one of the biggest announcements in the history of the sport. On Oct. 26, 2021, they announced a
privately-funded soccer-specific stadium at Berkley Riverfront Park, set to be the first soccer stadium purpose-built for a women’s professional sports
team in the world. We are changing the KC skyline and the landscape women’s sports.
100 Feet
No seat at CPKC Stadium is further than 100 feet from the pitch.
11,500 Seats
The most intimidating place to play in the world of women’s football.
LEED GOLD
CPKC Stadium is the first LEED Gold Certified Stadium in Missouri, a testament to our elevated commitment to sustainability.
11 Local Food & Drink Partners
The CPKC Stadium culinary experience features local icons like Joe’s KC Bar-B-Que and Boulevard Brewing Co., but new favorites like Yoli Tortilleria and Waldo Thai show off Kansas City’s variety and diversity.
The Venue
By The Numbers
CPKC Stadium, nestled in the heart of the Berkley Riverfront, offers stunning views from every angle and keeps fans intimately connected with the action, with no seat further than 100 feet from the pitch, ensuring there’s not a bad seat in the house; this state-of-the-art facility also boasts premium clubs and seating options, providing an unparalleled experience for all visitors.
Food & Drink Partners
Local Favorites,
International Flavors
The CPKC Stadium culinary experience features local icons like Joe’s KC Bar-B-Que and Boulevard Brewing Co., but new favorites like Yoli Tortilleria and Waldo Thai show off Kansas City’s variety and diversity.
Designed For Everyone
Sustainability
CPKC Stadium exemplifies a commitment to sustainability, featuring reusable cups to reduce waste and a design that welcomes everyone.
Designed For Everyone
Accessibility
CPKC Stadium exemplifies a commitment to sustainability and accessibility, featuring reusable cups to reduce waste and a design that welcomes everyone. This inclusive venue offers a sensory room, universal changing rooms, nursing stations, and gender-inclusive bathrooms, ensuring comfort for all guests.
Additionally, the stadium is peanut-free, catering to those with allergies and further enhancing the safety and enjoyment of every visitor.
Fans First
A world-class experience
for our fans
The KC Current boasts a passionate fan base, creating an electrifying atmosphere at CPKC Stadium that makes every match unforgettable. The energy of the fans, combined with state-of-the-art facilities and stunning views, offers a unique and immersive experience, adding to Kansas City’s already stellar sports community and making it more than just a game—it’s a vibrant community event.
The Latest News
CPKC Stadium Partners
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https://cpkcstadium.com/stadium
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KC Current Record 5-4 Win In NWSL First Purpose-Built Stadium
On a cool Saturday afternoon, the Kansas City Current were lined up against the Portland Thorns for the third time in four seasons. While the Current were set to make history in their new venue at CPKC Stadium, it also marked a full circle moment as the pair of teams initially kicked off their inaugural NWSL seasons the same way back in April 2013.
With a sold out crowd of 11,500 fans, the Current hosted an electric game as their 5-4 victory fueled the crowd to begin a new chapter in NWSL history as it was the first ever game in an NWSL first purpose-built stadium.
“It’s a historic day for women’s soccer and women’s sports and for Kansas City too and to be part of it, I’m just excited and proud to be part of a day like this,” said Vlatko Andonovski. “There is always something to push the standards to a higher stage. The stadium and this moment is what’s pushing the standard to the next level and now, it’s on the other teams to follow.”
Embedded Into Kansas City
With dozens of billboards that showcase Current players along with the logo plastered on the design of the streetcars throughout the city, the Current are truly making a statement in the city that is bigger than soccer.
In some cities with NWSL teams, residents aren’t aware of their local team and in most cases, merch isn’t readily accessible in airports or in local stores. However, in Kansas City, the Current dominate their presence with flags in public areas, a vibrant ‘KC BABY’ sign that resides at the heart of Union Station with merch sold alongside the likes of other KC teams such as the Chiefs and the Royals.
To top it off, the Current also have their state of the arts training facility worth $18 million in Riverside, MO. The training facility has multiple turf and grass fields and is located on a street name, which is named after the team.
Current Create A New Legacy At CPKC Stadium
Within 22’ minutes, the Current pressed in the final third and as Debinha crossed the ball to the center of the box, Vanessa Di Bernardo found the finish to officially celebrate the first goal in the NWSL's first purpose-built stadium.
Moments later, rookie Ellie Wheeler doubled the lead for the Current in the 25’ minute. With the rise of the momentum, the Current maintained a 3-1 lead by the half as the lone goal for the Thorns was scored by none other than Sophia Smith.
The electricity of the stadium was seen as the KC Blue Crew supporter group continued to cheer throughout the game as they hyped the team for more goals.
“I think the mentality that this group has is something, as long as we continue to do that throughout the season, we’ll put ourselves in a really good position to contend for the Championship and that’s what this club wants to be all about,” said goalkeeper AD Franch. “As long as we do that, this represents those who have come before us and those who will come after us.”
Although the Thorns put up a fight as they were scoreless and went on to score four goals, the Current’s victory marked a new momentum in NWSL history. The Current’s opening game will go down in NWSL history as the $120 million venue allows for players to have the proper playing conditions that they’ve always deserved.
According to the Current, the stadium is projected to generate $20 million in revenue per year. As for the Current, their Teal Rising motto continues to ring true as they’ve created the start of a new legacy in women’s soccer.
Now, their next challenge awaits as they will travel to California to face San Diego Wave FC on March 23 before returning back home to host another California rival, Angel City FC.
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