Center for Clinical and Translational Science Community Engagement Program

IMPACT. 1: We have over 40 community partners from 18 counties in Central and Southeastern Ohio, including churches, schools, nursing homes, philanthropy groups, OSU extension offices, county health departments, and civic groups. -- 2. We provide collaborative opportunities, outreach, and consultation support to investigators from The Ohio State University, the OSU Wexner Medical Center, Nationwide Children's Hospital, and our community partners. -- 3. Providing consultations from three Community Engagement Advisory Boards of 66 faculty and community stakeholders; research ethics, focus groups, and community-based participatory research workshop; and co-sponsorship of community conferences.OSU PARTNERS: OSU Wexner Medical Center; Nationwide Children's Hospital; College of Public Health; College of Nursing; College of Pharmacy; College of Medicine; College of Veterinary MedicineCOMMUNITY PARTNERS: Adams Street Group; Batten Disease Support and Research Association; Bhutanese Nepali Community of Columbus; Cambodian Mutual Assistance Association; Center for Appalachian Philanthropy; Center for Somali Women's Advancement; Central Ohio Area Agency on Aging; Central Ohio Diabetes Association; Clay High School; Community Health, Life Skills, Opportunities, and Education; Compass Community Health; Fayette County Memorial Hospital; Gallia County Health Department; In My Backyard Health and Wellness; Jackson County Health Department; Licking County Health Department; Meigs County Health Department; Morrow County Health Department; National Church Residencies; National Parkinson Foundation, Ohio Chapter; The Neighborhood House, Inc.; Ohio Asian American Health Coalition; Ohio Hispanic Coalition; OSU Extension, Pike and Scioto Counties; Partners Achieving Community Transformation (PACT), OSU Hospital East; Pike County Health Department; Pleasant Hill Manor; Scioto County Health Department; Southern Ohio Medical Center; Southview Elementary School; Southwest Community Church; West Portsmouth High SchoolPRIMARY CONTACT: Jeff Grever ([email protected])The mission of the Community Engagement Program at CCTS is to improve the health of communities through research/outreach collaborations with community members and agencies, especially in areas where health disparities are pronounced. We are liaisons between researchers and the community offering consultations on effective community-engaged research strategies and providing support for partnership-based research projects. The CCTS is an NIH-funded collaboration among OSU, Nationwide Children's Hospital, the OSU Wexner Medical Center, and the Appalachian Translational Research Network

De enscenering van de tijd

Met welke middelen werden in de negentiende eeuw nieuwe tijdervaringen tot uitdrukking gebracht en wat betekenden deze uitdrukkingsvormen voor de omgang met het verleden? Dit is de centrale vraag van deze oratie. Eerst wordt ingegaan op de versnelling van de moderne geschiedenis, de achtergronden en effecten. Daarna komen het dubbele karakter van de tijd en enkele toepassingen daarvan in de geschiedbeoefening aan bod. Ook de begrippen 'historische tijd' en historisch besef passeren de revue. Tenslotte worden enkele concrete tijdensceneringen op de negentiende-eeuwse wereldtentoonstellingen als voorbeeld van gearticuleerde tijdservaringen toegelicht

Staging Modern Monarchs. Royalty at the World Exhibitions of 1851 and 1867

In 1792 Thomas Paine compared the monarchy with something kept behind a curtain, ‘about which there is a great deal of bustle and fuss, and a wonderful air of seeming solemnity; but when, by any accident, the curtain happens to be open—and the company see what it is, they burst into laughter.’ According to Paine, a passionate republican who was involved in the American Revolution, nothing of this could happen in the rep

Visualisering en collectieve herinneringen.

In the field of history we are currently observing a ‘memory wave’. A key feature of the growing bulk of publications on memory is that they revolve around the relationship to the past in the past. This meta-historical approach implies the study of both scholarly and non-scholarly production, distribution and reception of historical representations. This article discusses some influential notions: collective memories, emblems, icons and appropriation. Memory participants sometimes integrate and use the received meanings and values in their own culture, and might disturb the larger mnemonic community to which they also belong. To clarify my argument I furthermore analyse ‘Volendams meisje’, a famous female Dutch icon. In the course of the nineteenth and twentieth century the original emblem for the Netherlands – the heroic Dutch Virgin of Liberty – was replaced by this young girl in traditional costume. Since the 1870s images of Dutch rural life were gradually used to construct a national identity, a Dutch myth of unity, based on cultural and ethnic criteria. After 1900 particularly several ‘peasant girls’ figured in advertisements to attract buyers. Interestingly enough, Dutch suffragettes from the bourgeois classes playfully appropriated the traditional costume for their own purposes. Obviously this type of acting evoked nostalgic memories of the good old days. At the same time the reassuring image of ‘peasant girls’ emphasized the ‘whiteness’ and femininity of Dutch feminists

Beyond Petrified History. Gender and Collective Memories.

In the field of history we are currently observing a 'memory wave'. A key feature of the growing bulk of publications on memory is that they revolve around the relationship to the past in the past. This meta-historical approach implies the study of both scholarly and non-scholarly production, distribution and reception of historical representations. This article discusses some influential notions, such as collective memories and appropriation from a gender perspective. Memory participants sometimes integrate and use the received meanings and values in their own culture, and might disturb the larger mnemonic community to which they also belong. To clarify my argument I furthermore analyse 'Volendams meisje', a famous female Dutch icon

Why national narratives are perpetuated: A literature review on new insights from history textbook research

National narratives have often served to mobilize the masses for war by providing myths and distorted interpretations of the past, while conversely wars were major sources for producing national narratives. Because national history is very likely to remain a central topic in history education, albeit in ways that differ from how the topic was used fifty years ago, it is important to gain a greater understanding of the underlying structures and mechanisms of these narratives in history textbooks. After outlining the historical interconnectedness of the emerging nation states and history teaching, this review article explains the complexity of the history textbook as an educational resource. Next, we identify some current problems and challenges in history textbook research. We continue by discussing promising research trends related mainly to national narratives, such as the analysis of images, the use of digital tools, and studies of the autonomy of textbook narratives and of history textbooks in relation to other media. Another recent reorientation is textbook research that uses a holistic approach. By this we mean studies that examine the history textbook as a whole: composition, periodization, visual intertextuality and chapters that do not at first glance appear to focus on national history. These studies offer new insights and explanations for the perpetuation of national narratives in history textbooks

De historische canon onder de loep

Deze bijdrage gaat in op de cultuurhistorische context van de problematiek van leerstofkeuzes in het geschiedenisonderwijs, een onderwerp dat sterk de aandacht trekt in de politiek en de media. De vraag wélke historische kennis en inzichten relevant zijn voor jongeren en volwassenen in de huidige samenleving wordt echter zelden expliciet gesteld. Nu de buitenschoolse verwerving van historische kennis en inzicht sterk is veranderd, waardoor de historische cultuur gefragmenteerd en gedifferentieerd is, terwijl het aantal uren geschiedenisonderwijs drastisch is verminderd, is reflectie op leerstofcriteria noodzakelijk De van oorsprong vaderlandslievende functies van het geschiedenisonderwijs, gericht waren op nation building, voldoen niet meer. Toch vervult de vertrouwde historische canon als format nog een belangrijke bindende en uniformerende functie in de cultuuroverdracht. De canon ontleent zijn veerkracht aan het finalistisch schema van een voortgang in de tijd, gekoppeld aan een presentatie door middel van een epische concentratie op maatgevende gebeurtenissen, personen en ideeën. Niettemin is er tevens sprake van ‘de-canonisering’, een proces waarin de vanzelfsprekende betekenis van de vertrouwde historische kennis ter discussie komt te staan door het gebruik van perspectieven als klasse, gender en etniciteit in de geschiedbeoefening. Een geïnstitutionaliseerde wijze van overdracht van historische kennis en inzicht kan niet zonder enig historisch overzicht; losse feitjes zijn nietszeggend zonder samenhang. Systematische reflectie op het fenomeen van de ca

Palgrave Handbook of Research in Historical Culture and Education

This handbook provides a broad overview of current research and theories on historical culture and education. It consists of thirty-nine chapters divided into four parts: I. Historical Culture: Conceptualizing the Public Uses of History; II. The Appeal of the Nation in History Education of Postcolonial Societies; III. Reflections on History Learning and Teaching; IV. Educational Resources: Curricula, Textbooks and New Media. The handbook integrates contributions of researchers from history, historical theory, education, collective memory, museum studies, heritage, social and cognitive psychology, and other social sciences, stimulating an interdisciplinary dialogue. Contributors come from various countries of Northern and Southern America, Europe, North-Africa, Australia and Asia, providing an international perspective that does justice to the complexity of this field of study. The Palgrave Handbook of Research in Historical Culture and Education provides state-of-the-art research, focusing on how citizens and societies make sense of the past through different ways of representing it

Educating Britain? Political Literacy and the Construction of National History

Despite the reflexive nature of historical enquiry and the degree of national interconnectness now theorized by historians in the United Kingdom, education debates over history teaching in Britain often yield a comforting defence of Britain's 'island story'. The singular 'island story' is an economical narrative device favoured by politicians and further mediated through newspapers which profit from such national cryogenics. Maintenance of a currency, or crisis, of Britishness can also be contrasted with the relative absence of longitudinal or comparative enquiry into identity and school curricula. In addition, the teaching of states, connections and post-sovereign communities is largely under-theorized, potentially contributing to the sterility of future debates about citizenship, agency and Britain’s wider political reach. It is argued here that the public framing of history as nationhood and the underdevelopment of children’s political literacy are mutually reinforcing conditions by which the state has constructed a stabilizing, yet shifting presence of the ‘national’