Correspondence between Assistant Chancellor Stanley L. Freeman and President Winthrop Libby on Draft of Discrimination Policy

Letters regarding the formation of a University of Maine blanket non-discrimination policy draft in light of the Civil Rights movement. Assistant Chancellor Stanley L. Freeman, on April 24, 1970, wanted President Winthrop C. Libby\u27s comments and suggestions on the statement. President Libby states on April 28, 1970, areas where the University of Maine does not comply to the blanket non-discrimination policy draft. Ronald Banks, Assistant to President Libby, on April 28, 1970, gives the final policy on discrimination statement.https://digitalcommons.library.umaine.edu/racial_justice/1004/thumbnail.jp

Correspondence between Assistant Chancellor Stanley L. Freeman and President Winthrop Libby on Draft of Discrimination Policy

Letters regarding the formation of a University of Maine blanket non-discrimination policy draft in light of the Civil Rights movement. Assistant Chancellor Stanley L. Freeman, on April 24, 1970, wanted President Winthrop C. Libby\u27s comments and suggestions on the statement. President Libby states on April 28, 1970, areas where the University of Maine does not comply to the blanket non-discrimination policy draft. Ronald Banks, Assistant to President Libby, on April 28, 1970, gives the final policy on discrimination statement

Faculty members' social identities and classroom authority

How do faculty members' social group identities influence their choices about how they present themselves and their course materials? How do these identities affect student responses to them and the material they present?Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/57349/1/281_ftp.pd

The effect of diagnostic label on care staff’s perceptions of cause of challenging behaviour in individuals with learning disabilities

Background: This study investigated whether care staff’s causal attributions and emotional reactions to the challenging behaviour displayed by service users was influenced by the service user’s diagnostic label. Materials and Method: One hundred and twenty care staff were randomly allocated to one of three conditions. Participants viewed a video of a senior staff member describing a service user, varying only in diagnostic label (autism, learning disability or Down syndrome). Participants then rated their endorsement of possible causes and emotional reactions to challenging behaviour. Results: Participants in the Autism and Down syndrome groups made more use of biomedical causes and less use of learned behaviour as an explanation for challenging behaviour than those in the Learning Disabilities group. Those in the former groups reported more positive and fewer negative emotions than those in the Learning Disabilities group. Conclusions: The way staff viewed people with learning disabilities was affected by their diagnostic label. Implications for further research and training has been discussed

Calcium-dependent in vitro interaction between bovine adrenal medullary cell membranes and chromaffin granules as a model for exocytosis

The new batch of Working Documents based on studies undertaken for CTA include an analysis of functional literacy (see Spore 88), and a set of two case studies on small-scale food processing of cassava and maize in Congo and Cameroon respectively. For those keen to sharpen their skills in evaluating the impact of agricultural information, a new Working Document provides a selective review of the issues and the relevant literature. Its illustrative case studies include the Caribbean and Botswana. Study on functional literacy programmes for agricultural and rural development in Ethiopia CTA, 2000. 106 pp. CTA number 8020. 5 credit points Approaches to impact evaluation (assessment) in agricultural information management CTA, 2000. 33 pp. CTA number 8021. 5 credit points Savoir-faire et réseaux de petites entreprises agroalimentaires en Afrique CTA, 2000. 68 pp. CTA number 8022. 5 credit pointsStudy on functional literacy programmes for agricultural and rural development in Ethiopi

Ilya Neustadt, Norbert Elias, and the Leicester Department: personal correspondence and the history of sociology in Britain

The central aims of this paper are: (1) to explore the utility of using personal correspondence as a source of data for sociological investigations into the history of sociology in the UK; (2) in relation to this undertaking, to advance the beginnings of a figurational analysis of epistolary forms; and (3), to provide an empirically-grounded discussion of the historical significance of the Department of Sociology at the University of Leicester (a University largely ignored in 'standard histories' of the subject) at a formative phase in the development of the discipline within the UK. The correspondence drawn upon in the paper is between Norbert Elias and Ilya Neustadt between 1962 and 1964 when Elias was Professor of Sociology at the University of Ghana and Ilya Neustadt was Professor of Sociology and Head of the Sociology Department at the University of Leicester. From an analysis of this correspondence, we elucidate an emergent dynamic to the relationship between Neustadt and Elias, one which, we argue, undergirds the development of sociology at Leicester and the distinctive character of the intellectual climate that prevailed there during the 1960s. The paper concludes with a consideration of whether it was a collapse of this dynamic that led to a total breakdown in the relationship between Neustadt and Elias, and by extension, an important phase in the expansion of sociology at Leicester