Gettysburg College

About: Gettysburg College is a education organization based out in Gettysburg, Pennsylvania, United States. It is known for research contribution in the topics: Population & Politics. The organization has 1223 authors who have published 2348 publications receiving 52162 citations. The organization is also known as: Pennsylvania College.

Protest or Riot?: Interpreting Collective Action in Contemporary France

Abstract: Although both events were fundamentally acts of contestation led by different segments of France’s youth, the fall 2005 riots and the spring 2006 CPE protests received very different treatment in French public opinion. Whereas the riots were overwhelmingly condemned, the protests were not only tolerated but also often celebrated. By examining dominant interpretations of these events circulated in the news media alongside those of young people collected during a year of fieldwork in the public housing projects of a medium-sized French city, this paper shines light on fundamental French values and beliefs about how society ought to work while also contributing to ongoing debates about the cultural identity of such youth. More generally, it demonstrates the usefulness of comparison in the analysis of acts of political dissent.

Gettysburg: The Last Invasion

Abstract: From the acclaimed Civil War historian, a brilliant new history-the most intimate and richly readable account we have had-of the climactic three-day battle of Gettysburg (July 1-3, 1863), which draws the reader into the heat, smoke, and grime of Gettysburg alongside the ordinary soldier, and depicts the combination of personalities and circumstances that produced the greatest battle of the Civil War, and one of the greatest in human history.

Collaborative Speech in Dyadic Problem Solving Evidence for Preschool Gender Differences in Early Pragmatic Development

Abstract: Preschool gender differences in problem-solving discourse were further investigated. Spontaneous task-related talk of 103 preschool children (53 boys and 50 girls) was analyzed for the frequency of collaborative speech acts to explore a possible link with greater help-eliciting among girls. Girls were nearly exclusive users of collaborative speech. Those who used collaborative speech initiated more verbal turns, used more help-eliciting and self-disclosing speech, but did not differ in task performance. Pragmatic development and quality of teacher-child interaction is discussed.

Training the Scientific Workforce: Does Funding Mechanism Matter?

Abstract: A National Institutes of Health (NIH) taskforce recently recommended decreasing the number of graduate students supported on research assistantships, and instead favoring traineeship and fellowship funding mechanisms. Using instrumental variables estimation with survey data collected from U.S. PhD-granting biomedical sciences departments and their newly-minted PhDs, we find that increases in these programs’ NIH-funded traineeships and fellowships do significantly increase programs’ total graduate enrollments, particularly of female students. However, PhDs who were funded primarily as research assistants are significantly more likely to take research-focused jobs in the U.S. scientific workforce after they graduate, as compared to PhDs who were primarily supported as trainees or fellows. The suggested policy changes thus may have unintended, negative consequences for scientific workforce participation.