The European witch-hunt of 1450-1750 CE resulted in the executions of thousands of accused witches and also transformed the psychological, social and cultural landscape of Europe. One significant change is the decline of female midwives in the late 17th century. The ties between midwifery and witchcraft, though clealy highlighted in anti-witch literature and beliefs, have not been sufficiently explored by historians as a factor contributing to the decline of female midwifery and the subsequent rise of the man-midwife. Rather, historians have dismissed this connection, citing the low number of midwives tried for witchcraft, especially in England, the country studied here. Thus, historians have ignored the impact of internalized cultural beliefs that manifested in distrust and fear of female midwives. This slideshow presentation explains how expectations of midwives, witchcraft beliefs, and the practice of man-midwives interacted to ultimately undermine women’s role as midwives, leading to their replacement with male doctors.

This past year has provided me with a new perspective on global awareness. Specifically dealing with China and its culture, my goal is to enlighten others about what I have experienced and researched about the eastern identity. Last summer, I had the opportunity to travel to Jiaozhou, China and teach English to people of a variety of ages. Upon returning home, the Honors Program gave me the chance to work with our Chinese students as one of their Conversation Partners. After working so closely with the culture, I decided to create a magazine to showcase how western and eastern identities compare. Highlighting my personal experience, my work with the international students, interviews with current professors and external research, I want to focus on how our cultures are more similar than society makes them to be.

Suicide is highly prevalent among youth, and it is a topic that needs to be publicly addressed. Suicide is an unfortunate occurrence in the United States. My 20 minute oral presentation will discuss using cognitive behavioral therapy (CBT) to prevent suicide in youth, particularly in adolescents with depressive symptoms. CBT is a research-based psychotherapy that works on taking negative thoughts and behaviors and turning them into positive ones. By changing thoughts, it is possible to change behaviors. I will address what CBT is and three different studies that show the effectiveness of CBT. Each study uses CBT in different ways; by showing different techniques, it allows comparing and contrasting of the different methods. The presentation will also discuss why teenagers attempt suicide and statistics about suicide in adolescents. Warning signs of suicidal thoughts will also be presented because it is important to recognize the signs before it is too late.

During the Civil Rights Movement, Thelonious Monk became an active advocate for rights while also reaching peak popularity in his jazz career. Not only did he use his career platform to help advocate for change, but he also became well known for his views within the movement. However, historical discussions often stop at stating the actions jazz musicians did to help the movement rather than ever measuring and analyzing the impact that they had. Because Monk did so much for the movement and its culture, it is possible to analyze his actions and measure the impact that they had on Civil Rights culture. Explaining the impact which Monk had can help others to form hypotheses on the link between social movements and artistic expression.

The main problem is that most histories regarding musicians like Monk is that they tend to shy away from commenting on any measurable impact that they may have had on the culture, population, and finances of the Civil Rights Movement. Instead, most histories only focus on the actions themselves and do not analyze much further. Due to an abundance of secondary sources, data and interviews with Monk himself, it is now possible to make inferences regarding a tangible influence he had over the movement.

Using quotes from Monk, it is possible to measure his intentions and how he envisioned his role in the battle for Civil Rights. In addition, Ingrid Monson’s article “Monk Meets SNCC” is rich in primary and secondary sources as well as conclusive data measuring certain outcomes of rallies that Monk played. These measurements include categories like voter registration numbers and money raised at benefit concerts played by Monk. In order to measure the impact from the evidence provided, one must also look at the correlation between Monk’s popularity or the state of his career and the rising involvement of the masses in the Civil Rights Movement.

Once taken into consideration, it is possible to see that Monk’s growing popularity peaks during key moments in the Civil Rights Movement. Likewise, at times of peak tension in the movement, Monk uses his elevated platform for charity to the cause resulting. By being one of many spokesmen for black musicians during the Civil Rights Movement and providing favors in the form of benefit concerts for Civil Rights groups, Monk was able to solidify his position as a Civil Rights activist. Not only did he solidify his position, but he made it possible to measure and argue the impact that his position had on the culture and finances of the Civil Rights Movement.

The “thirty-five new guys”, affectionately known as TFNG, was the 1978 class of trainees for NASA’s space program. TFNG were the first class of Astronauts since 1969 and a ground-breaking class for multiple reasons. It was the first group to include African American astronauts, Asian American astronauts, and the first official class of astronauts to include women. Of the 35 astronauts in TFNG, six of them were women, namely Dr. Judith Resnik, Dr. Sally Ride, Dr. Rhea Seddon, Sr. Kathryn Sullivan, Dr. Shannon Lucid, and Dr. Anna Fisher.

In this paper, we will explore the roles of NASA’s first official women to join the space program. We will do so not only by looking at NASA’s history with women and the history of the six astronauts, but by looking at multiple factors. Why were these women chosen? Were they chosen for their education or for their job potential? How did having women in the space program change NASA? We will also explore the relationships between the male and female astronauts. How did they get along? How did the social structures (such as sexism and attitudes towards women on the job) of the late 1970s contribute to the relationships? How were the relationships between the class of TFNG - between the six women and the 29 men?

By exploring these questions, we will better understand the trials and tribulations women have overcome on the road to gender equality, and have the chance to learn about a moment of women’s history that certainly deserves to have its day in the sun.