Folklore studies brings important and useful perspectives to understanding cultural responses to the outbreak of disease. Through this etiological study Lee shows the similarities between the narratives of the SARS outbreak and the narratives of other contemporary disease outbreaks like AIDS and the H1N1 virus. His analysis suggests that these disease narratives do not spring up with new outbreaks or diseases but are in continuous circulation and are recycled opportunistically. Lee also explores whether this predictability of vernacular disease narratives presents the opportunity to create counter-narratives released systematically from the government or medical science to stymie the negative effects of the fearful rumors that so often inflame humanity.
With potential for practical application to public health and health policy, An Epidemic of Rumors will be of interest to students and scholars of health, medicine, and folklore.
Caroline Crosby's life took a wandering course between her 1834 marriage to Jonathan Crosby and conversion to the infant Mormon Church and her departure for her final home, Utah, on New Year's Day, 1858. In the intervening years, she lived in many places but never long enough to set firm roots. Her adherence to a frontier religion on the move kept her moving, even after the church began to settle down in Utah. Despite the impermanence of her situation—perhaps even because of it—Caroline Crosby left a remarkably rich record of her life and travels, thereby telling us not only much about herself and her family but also about times and places of which her documentary record provides a virtually unparalleled view. A notable aspect of her memoirs and journals is what they convey of the character of their author, who, despite the many challenges of transience and poverty she faced, appears to have remained curious, dedicated, observant, and optimistic.
From Caroline's home in Canada, she and Jonathan Crosby first went to the headquarters of Joseph Smith's new church in Kirtland, Ohio. She recounts, in a memoir, the early struggles of his followers there. As the church moved west, the Crosbys did as well, but, as became characteristic, they did not move immediately with the main body to the center of the religion. For a while they settled in Indiana, finally reaching the new Mormon center of Nauvoo in 1842. Fleeing Nauvoo with the last of the Mormons in 1846, they spent two years in Iowa and set out for Utah in 1848, the account of which is the first of Caroline Crosby's vivid trail journals. The Crosbys were able to rest in Salt Lake City for less than two years before Brigham Young sent them on a church mission to the Society and Austral Islands in the South Pacific. She recorded, in detail, their overland travel to San Francisco and then by sea to French Polynesia and their service on the islands. In late 1852 the Crosbys returned to California, beginning what is probably the most historically significant time recorded in her writings, her diaries of life. First, in immediately post-Gold-Rush San Francisco and, second, in the new Mormon village of San Bernardino in southern California. There is no comparable record by a woman of 1850s life in these growing communities. The Crosbys responded in 1857 to Brigham Young's call for church members to gather in Utah and again abandoned a new home—the nicest one they had built and one of the finest houses in San Bernardino—again displaying their unquestioning loyalty to the Mormon church.
In a provocative book-length essay, Patricia Lynne argues that most programmatic assessment of student writing in U.S. public and higher education is conceived in the terms of mid-20th century positivism. Since composition as a field had found its most compatible home in constructivism, she asks, why do compositionists import a conceptual frame for assessment that is incompatible with composition theory?
By casting this as a clash of paradigms, Lynne is able to highlight the ways in which each theory can and cannot influence the shape of assessment within composition. She laments, as do many in composition, that the objectively oriented paradigm of educational assessment theory subjugates and discounts the very social constructionist principles that empower composition pedagogy. Further, Lynne criticizes recent practice for accommodating the big business of educational testing—especially for capitulating to the discourse of positivism embedded in terms like "validity" and "reliability." These terms and concepts, she argues, have little theoretical significance within composition studies, and their technical and philosophical import are downplayed by composition assessment scholars.
There is a need, Lynne says, for terms of assessment that are native to composition. To open this needed discussion within the field, she analyzes cutting-edge assessment efforts, including the work of Broad and Haswell, and she advances a set of alternate terms for evaluating assessment practices, a set of terms grounded in constructivism and composition.
Coming to Terms is ambitious and principled, and it takes a controversial stand on important issues. This strong new volume in assessment theory will be of serious interest to assessment specialists and their students, to composition theorists, and to those now mounting assessments in their own programs.
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