Review of \u3ci\u3eCalvin Littlejohn: Portrait of a Community in Black and White\u3c/i\u3e by Bob Ray Sanders

Calvin Littlejohn: Portrait of a Community in Black and White came about through the confluence of two significant events around 1994: the enthusiastic reception surrounding the publication of a similarly themed title, Behold the People: R. C. Hickman\u27s Photographs of Black Dallas, 1949-1961; and Littlejohn\u27s family contacting the director of the Dolph Briscoe Center for American History at the University of Texas at Austin about possibly donating his prints and negatives there. These are significant because they point to the need for an archive to preserve and organize material of this scope-some 70,000 negatives and 55,000 prints made over the course of a more than fifty-year career-as well as the identification of an audience for this historical, regional subject matter

Review of \u3ci\u3eCalvin Littlejohn: Portrait of a Community in Black and White\u3c/i\u3e by Bob Ray Sanders

Calvin Littlejohn: Portrait of a Community in Black and White came about through the confluence of two significant events around 1994: the enthusiastic reception surrounding the publication of a similarly themed title, Behold the People: R. C. Hickman\u27s Photographs of Black Dallas, 1949-1961; and Littlejohn\u27s family contacting the director of the Dolph Briscoe Center for American History at the University of Texas at Austin about possibly donating his prints and negatives there. These are significant because they point to the need for an archive to preserve and organize material of this scope-some 70,000 negatives and 55,000 prints made over the course of a more than fifty-year career-as well as the identification of an audience for this historical, regional subject matter

A Funny Thing Happened on the Way to My Ph.D.: Exploring Issues Affecting Attrition and Completion in the Doctoral Program in Instructional Technology at a Major Research University

This study sought to understand why some students at Eagle University (pseudo.) complete the doctoral program in instructional technology while others do not. The study explores factors and issues affecting doctoral attrition and completion of the Ph.D. in instructional technology (IT) in the College of Education at Eagle University, a major research university with very high research activity. Participants in the study were eleven former doctoral students from Eagle University (pseudo.), six of whom met the requirements for graduation (completers) and five of whom ended the pursuit of the doctoral degree in instructional technology at EU (non-completers). A qualitative study informed by phenomenology, the purpose of the study was to explore these phenomena from the perspective of the students. Postmodernism served as the theoretical framework. Participants were interviewed using the structured interview guide developed by the researcher. Two important findings were that only one of the eleven students knew what to expect from the program; and that completers were more likely to report that their primary motivation for pursuing the Ph.D. was for personal satisfaction. Recommendations were made based on student feedback, and included implications for students as well as implications for the university/program. Examples of advice for students were: 1) contemplate their goal(s) in pursuing the Ph.D. and consider the impact if something happened to alter that goal, and 2) seek out doctoral support groups and begin to establish relationships with current members. Two selected recommendations for the university/program were 1) develop a pre-application seminar or eLearning module to provide potential doctoral students with a realistic understanding of the program, and 2) consider developing a mentoring program that matched more experienced students or non-advisory professors to new students. Results of the study indicated that multiple factors affected both completers and non-completers; and these factors were often similar. However, among the key factors separating completers from non-completers were the determination of the student and the quality of the advisor relationship

Blocks and Playdough: Reconceptualizing Preschool Education through an Heuristic Multiple Case Study Approach

Title from PDF of title page, viewed on August 28, 2014Dissertation advisor: Jennifer FriendVitaIncludes bibliographical references (pages 207-236)Thesis (Ph. D.)--School of Education. University of Missouri--Kansas City, 2014This study utilized a multiple case study approach, informed through heuristic inquiry, which examined the ways in which preschool quality remains uneven across early childhood settings, despite the wealth of research noting the long-lasting benefits of a high quality Pre-K experience. In order to improve outcomes for all children, regardless of the Pre-K they attend, we must look at the capacity of those who deliver and supervise what happens in the classroom. This study utilized a unique lens to identify high quality Pre-K classrooms by employing teacher and director voice as the underpinning to explore what they believe constitutes a high quality Pre-K experience through a focus on teacher quality, leadership beliefs, and effective classroom practices. This vision is intended to enable children of all backgrounds to build a strong and stable foundation for a lifetime of learning. The participants in this study included three lead Pre-K teachers and three center directors. Individual teacher and director pairs each came from a unique Pre-K setting, one dependent on private tuition, one federally-funded center, and one school district preschool. Teacher and director beliefs on high quality Pre-K were discovered through data sources that include in-depth interviews, observations, and document analysis. The research findings suggest a dual theoretical framework of center organizational climate and learning community. The overarching implication of this study rests on the principle that a developmentally appropriate learning community built within a climate of trust, respect, and knowledge leads to a high quality experience in Pre-K. The teacher plays a crucial role in fostering classroom climate that is developmentally appropriate and the center director defines the center climate through use of policy, communication, visibility, understanding of developmentally appropriate practice, and establishment of a culture of collaboration.Abstract -- List of illustrations -- List of tables -- Acknowledgements -- Introduction to the study -- Review of the literature -- Methodology -- Findings and discussion -- Summary, recommendations, and conclusions -- Appendix -- Recruitment Materials -- Teacher Interview Documents -- Leader Interview Documents -- Observation Protocol -- Study Approval Documentation -- Leader Consent Forms -- Teacher Consent Forms -- Reference

Size reconstructibility of graphs

The deck of a graph $G$ is given by the multiset of (unlabelled) subgraphs $\{G-v:v\in V(G)\}$. The subgraphs $G-v$ are referred to as the cards of $G$. Brown and Fenner recently showed that, for $n\geq29$, the number of edges of a graph $G$ can be computed from any deck missing 2 cards. We show that, for sufficiently large $n$, the number of edges can be computed from any deck missing at most $\frac1{20}\sqrt{n}$ cards.Comment: 15 page

Family, Faith/Religion, and African Americans\u27 Decisions to Seek Lung Cancer Treatment

Lung cancer is the leading cause of cancer mortality in the United States, especially among African Americans, who have the lowest survival rate from this disease among all racial/ethnic groups. The aim of this qualitative study was to investigate how family support and religion/faith influence patients\u27 decisions about seeking treatment for lung cancer. This study was guided by the medical decision-making model and used a phenomenological approach. Data were collected from male and female lung cancer patients (n = 15) who were being treated in a thoracic and cardiovascular surgery clinic in Greensboro, North Carolina using semi-structured interviews. All participants were between the ages of 18 and 75 years and spoke English, and were questioned how they made their decisions about seeking lung cancer treatment. The main themes were patients\u27 lack of knowledge about the disease, treatment, and the length of time to live; patients\u27 financial anxieties; the role of faith, prayer, and religion related to treatment decision-making; confidence in the physician for medical advice; and the role of emotional and financial support from family, including the church family. The study findings provide valuable information that can be used by medical and public health professionals in helping patients make medical decisions for lung cancer treatment. Further, these findings have considerable social change merits because they provide needed information about how African American patients evaluate seeking treatment for lung cancer, which can be used to develop decision-making aids and to help better facilitate communication between health care providers and patients

The Impact of Naloxone Training and Education in the Community

The issue of opioid overdose has become a national crisis and is receiving a lot of attention in the media. In the state of Oklahoma, 388 people died from opioid overdose in 2017. Nationally, there were over 47,600 opioid-related drug overdose deaths in 2017

The university is dead; long live the university: Are universities the principle source of social capital for student and graduate entrepreneurs?

This paper explores the role of social capital acquired by students during student and graduate entrepreneurial journeys at university. The objective is to understand how universities can facilitate social capital acquisition in the context of entrepreneurial learning. The study builds on a collaboration between three European universities: Chalmers University of Technology (Sweden), University of Leeds (United Kingdom), and Universidad de Malaga (Spain). We ask: 1. What is the relationship between social capital and entrepreneurial learning? What is the added value as perceived by student and graduate entrepreneurs? 2. How can educators use the development of social capital to enhance entrepreneurial learning, particularly across formal, non-formal and informal entrepreneurial learning activities? 3. What are implications for the future of universities as centres of knowledge, creativity and learning? The study is underpinned by relevant literature regarding entrepreneurial learning and education. It also addresses the impact of social capital on the development of entrepreneurs, and the research regarding the entrepreneurial university. The study utilises a qualitative methodological approach, drawing on what is termed the critical incident technique. To start, student/graduate entrepreneurs were asked to map their entrepreneurial journey based on a timeline, specifying stakeholders whom they associated to critical events. This visual aid was then used throughout the interview, in which respondents provided a verbal history about their timeline and the critical relationships which had influenced their own entrepreneurial behaviour. We selected 24 respondents based on three criteria: (1) they had to be a university final year student or in their first year of graduation (both undergraduate and postgraduate students from various subjects were selected); (2) they had to have been engaged in some entrepreneurial activity; (3) the sample was split 50:50 between individuals having completed some formal entrepreneurship education (credit-bearing courses) and individuals without any formal entrepreneurship education. Gender and country variables were also considered. Data was analysed using narrative analysis of the individual learning, and social network analysis of the socialised learning (to address network and social capital developments). Building on social learning theory, socialised learning is understood to include observation and emulation of role models -role-sets- as part of an individual’s identity and legitimacy development. Preliminary analyses of the data inform us that mentors known in informal and non-formal education events and incubators are the main source to ask for help when respondents feel they need to. Maybe because the interview is retroactive, respondents were aware of this need before it was too late; in fact, respondents were the ones who deliberately contact these people to ask them for help in their various entrepreneurial activities. This paper contributes to knowledge and understanding by exposing a previously understudied value of social networking in entrepreneurship education at universities. At an institutional-level, it legitimizes university inclusion of social networking activities into formal and non-formal entrepreneurship education, and the encouragement of informal entrepreneurial learning. Moreover, at an individual-level, it motivates educators to embed these activities within the curriculum in order to facilitate entrepreneurial learning. Nonetheless, to more fully understand the student/graduate entrepreneurial journey, more research is needed. Future work should not only consider entrepreneurial activities as critical incidents, but also the relevance of other interactions in the entrepreneur’s life, leading to a greater understanding of their economic, social and cultural impact. Social networking goes beyond simply building a contact list; it is part of the social capital necessary for the entrepreneurial journey. This study exposes a previously missing value of social networking in entrepreneurial education programmes. It encourages educators to embed social networking activities into the curriculum to facilitate entrepreneurial learning. The study highlights the importance of social capital acquired at university, as part of the student/graduate entrepreneurial journeys. This revitalises the role of the university as a key enabler of economic, social and cultural impact through student/graduate entrepreneurs. Thus, the university is dead (as was traditionally understood); long live the (entrepreneurial) university