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Browsing by Author "Kelly, Jason M."
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Item Addressing Risks of Lead in Water and Soil: Using Citizen Science and a Unique Partnership with Faith Organizations(ENGAGE! Co-created Knowledge Serving the City, 2021-10-12) Filippelli, Gabriel; Hicks, Ivan; Druschel, Gregory; Kelly, Jason M.; Shukle, John; Strout, Spencer; Nichols, Natalie; Stroud, Dawson; Ottenweller, Megan; Ohrberg, Makayla; Longbrake, Marisa; Wood, Leah; Clark, Benjamin; Fryling, KevinOne of the most widespread environmental health hazards in the United States remains exposure to the harmful neurotoxin lead. So much lead remains in the urban environment that it is not unusual to find neighborhoods where more than 10% of children exhibit harmful levels of lead, compared to the national average of about 1%. To overcome this challenge, a partnership between IUPUI researchers and faith organizations in Indianapolis is taking aim at the risk of household lead contamination by providing residents the tools they need to protect against it. The community-driven science aspect of this project is intentional—not only will the individuals who participate benefit directly, but the resulting data will also play a role in keeping communities safer more broadly.Item "Americans All?" - Messages in Miniature(2023-07) Bennett, Janna Merrill; Robertson, Nancy Marie; Kelly, Jason M.; Shrum, Rebecca K.A small white-collar project of the Works Progress Administration project called the Museum Extension Project (MEP) operated in the latter half of the 1930s in at least twenty-four states including Indiana. A product of this visual aid program was the twelve-inch miniature figure dressed in clothing to reflect periods in US history or countries or cultures throughout the world. Museum and Indiana school educators used the MEP figures, as part of a broader intercultural learning agenda, to demonstrate or encourage ethnic appreciation and inclusion, while also fostering “otherness”–all in the safety of classrooms and informal educational settings. The figures simultaneously expanded the definition of membership in a majority white cultural group by adding and validating recent white immigrants while they continued to differentiate “the other”–Black and Native Americans as well as non-European immigrants through the cultural construct of race. These miniature figures allowed students to learn about the ethnic populations of their state and made the world available to all. At the same time, they prescribed the role of “other” to Indigenous Peoples throughout the world, the inhabitants of South and Central American countries, and those perceived as “non-white” peoples in places like Palestine and Egypt. This research examines educational philosophy in the first quarter of the twentieth century combined with the material culture analysis of these figures to demonstrate how three-dimensional objects were powerful educational tools.Item The Anthropocene and Transdisciplinarity(2014) Kelly, Jason M.Item Anti-slavery movement, Britain(Blackwell Publishing, 2009-04-20) Kelly, Jason M.The abolition of slavery in Britain and its Atlantic empire was a protracted process that took centuries to accomplish. While historians often focus on one element of the anti-slavery movement – the abolition campaigns of the late eighteenth century – anti-slavery resistance was, in fact, a much more complex phenomenon that ranged from slave resistance to evangelical pressure to mass boycotts and petitioning. The diversity of anti-slavery resistance in the early modern period necessitates that scholars understand the end of slavery in Britain as the accomplishment of many grassroots movements rather than that of a single, monolithic organization of middling reformers. The abolition of slavery in the British Atlantic took place in three phases. The first phase, lasting roughly from the seventeenth century to the 1770s, saw the expansion of the British slave trade and the earliest, decentralized anti-slavery resistance. The second phase, from the 1770s to 1807, witnessed the rise of massive British support for the abolition of the slave trade, which many leaders believed was the first step in bringing an end to the institution of slavery. The third phase, between 1808 and 1838, brought the legal emancipation of slaves in the British Atlantic world.Item Archive as Pedagogy: Oral History and a Journal of the Plague Year(SAGE Publishing, 2020-12-18) Kelly, Jason M.; Horan, John; American Studies, School of Liberal ArtsIn March 2020, the COVID-19 Oral History Project, based at Indiana University Purdue University Indianapolis (IUPUI), teamed up with A Journal of the Plague Year: An Archive of COVID-19 (JOTPY), based at Arizona State University to create and curate a series of oral histories focused on the lived experience of the pandemic. Among the results of this collaboration has been a focus on research-based pedagogy and learning for undergraduate students, graduate students, and the public at large. This pedagogical emphasis has both shaped the archive and has been shaped by the process of developing the archive.Item Art Academies and Art Academy Schemes in Britain and Ireland, 1600-1770(16-07-20) Kelly, Jason M.Before (and after) the establishment of the Royal Academy in London in 1768, there were numerous individuals and associations that proposed or implemented plans to create academies for the arts in Britain and Ireland. Examples can be traced to at least the early seventeenth century. To date, there is no publication that pulls together a single list of academies and/or academy schemes in seventeenth- and eighteenth- century Britain and Ireland. In the chart below, I bring together the manuscript and secondary literature to offer a timeline of schemes, proposals, recommendations, and attempts to establish academies for the arts in Britain and Ireland between 1600 and 1770.Item Barred Progress: Indiana Prison Reform, 1880-1920(2008) Clark, Perry R.; Barrows, Robert G. (Robert Graham), 1946-; Coleman, Annie Gilbert; Kelly, Jason M.On January 9, 1821, the Indiana General Assembly passed a bill authorizing the construction of the state’s first prison. Within a century, Indiana’s prison system would transform from a small structure in Jeffersonville holding less than twenty inmates into a multi-institutional network holding thousands. Within that transition, ideas concerning the treatment of criminals shifted significantly from a penology focused on punishment, hard labor, and low cost, to a one based on social science, skill-building, education, and public funding. These new ideas were not always sound, however, and often the implementation of those ideas was either distorted or incomplete. In any case, by the second decade of the twentieth century, Indiana’s prisons had developed into the large, organized, highly-regulated—yet very imperfect—system that it is today. This study focuses on the most intense period of organization and reform during the late nineteenth and early twentieth centuries.Item Chartists(Blackwell Publishing, 2009-04-20) Kelly, Jason M.Chartism was a massive, working-class political movement that became a prominent feature of British politics between 1837 and 1848. The name Chartist was a derivation from their petitioning activities, which culminated in the presentation of three People's Charters to parliament in 1838, 1842, and 1848. While unsuccessful in achieving their immediate goals, the group became a potent symbol of early working-class political agitation, for radicals and conservatives alike.Item A Classical Education: Naples and the Heart of European Culture(Seduction and Celebrity: The Spectacular Life of Emma Hamilton, 2016) Kelly, Jason M.The life of Emma Hamilton in NaplesItem The COVID-19 Oral History Project: Some Preliminary Notes from the Field(Taylor & Francis, 2020) Kelly, Jason M.; History, School of Liberal ArtsThe COVID-19 Oral History Project (C19OH) is an oral history project focused on archiving the lived experience of the COVID-19 epidemic. The platform allows both professional researchers and the public to upload to a curated database. This essay reflects on C19OH as a rapid response oral history project – how the research team conceived and implemented it, both in the field and in the classroom, and how they continue to transform it in response to practical concerns and ethical frameworks.