COLLECTION 0100: Thomas Lee Osborn Collection, 1956-1991

The Osborn collection consists of audio and video tapes recording the messages and lessons of T. L. and Daisy Osborn and their daughter LaDonna Osborn. Also included are Manuals for the Life Discovery Bible Institute Bible Study Course. Titles include Creation Realities by Daisy Osborn, Winning Our World by T.L. Osborn and Redemption by LaDonna Osborn

The crucial role of politically savvy supply chain managers for internal integration

Organisational politics is an aspect of firm culture that consistently undermines initiatives like integration, write LaDonna M. Thornton, Terry L. Esper and Chad W. Autr

TANF in rural America: informing re-authorization

In 1996 welfare reform ushered in a new era in which cash assistance for poor parents became both temporary and conditional on activities to promote economic independence through work. Cash assistance from TANF relieves, but does not eliminate, poverty because benefit levels are far too low to lift families above the poverty threshold. These ameliorative effects are weaker in rural than urban areas. Over time, the positive impacts of TANF receipt have continued to decline. The authors assert that the necessity of re-authorizing TANF gives us an opportunity to reflect on its strengths and limitations

Race-Neutral Policies, Quasi-Policies and Privilege Related to Zoning in an Atlanta School District

This paper examines how “race-neutral” school zoning policies and procedures resulted in a distinctly racially-biased outcome. Specifically I use critical race theory, Omi and Winant’s racial formation theory, and Zeus Leonardo’s work: Imagining the Urban, to interrogate a 2008 decision by a metro Atlanta school district to address overcrowding by building a new school that effectively relocated and isolated a substantial population of low-income Latino/a students. The “race-neutral” re-zoning policies and procedures were exploited by some white residents to, effectively, create a quasi-policy which isolated Latino/a students. I argue that white supremacy, a “bootstrap” mentality related to racial immigrants, and nativist fears and concerns were the primary bases for the resulting “racial project”. I further posit that these offenses culminate in a belief about ordinary vs. extraordinary based on the argument utilized by Dostoyevsky’s main character, Raskolnikov, in Crime and Punishment, in justifying his murder of an elderly neighbor. He believed that any action of the extraordinary upon or against or the “ordinary” is made valid by virtue of one’s perceived intellectual superiority. In a similar way, I contend that some white residents took an ordinary vs. extraordinary stance based not on intellect as in Raskolnikov’s case, but on race

Analysis of Levels of Self-Esteem Among Male and Female High Achievers

This study investigated the hypothesis that female high-achievers possess lower self-esteem than their male counterparts at the high school level. This hypothesis was derived from an analysis of the self-esteem theory in relation to sex related roles and cultural norms. The hypothesis was tested using high school juniors and seniors, 37 male and 48 female students who were enrolled in Advanced Placement Honor classes at Odessa High School. Results showed that the females’ mean scores were considerably lower in each category of the Tennessee Self-Concept Scale. The results supported the hypothesis that in high school, high-achieving females have lower self-esteem than high-achieving males

The Effect of Game-Based Learning on Title 1 Elementary Students\u27 Math Achievement

The purpose of this quasi-experimental study was to investigate game-based learning, using a computer game system as a supplementary tool in math for elementary students in a low-income Title 1 school. The research question asked, “What are the effects of a game-based learning supplemental instruction on math achievement of Title 1 students?” The null hypothesis was rejected for all five hypotheses. Dreambox is a research-based computer game system that is aligned according to various curricula needs to meet the fourth-grade standards. Four fourth-grade classes, two classes each, were divided into a comparative group and an experiential group. Both the groups were administered the Test of Mathematical Ability-3 pretest. The experiential group received treatment via a computer game system for a seven-week period; whereas, the comparative group received instructions through traditional approaches. Both the groups were given Test of Mathematical Ability-3 as a pre- and post-test. They were tested in (a) mathematical symbols and concepts, (b) math computation, (c) math in everyday life, and (d) math word problem-solving. The independent t-test was used to compare the mean of the pre- and post-test scores of the groups on the afore-mentioned four subtests. The results indicated the experiential group exceeded the comparative group in all four areas: (a) Recognizing mathematical symbols, Subtest 1, experiential group: M = 3.20, SD = 2.02; comparative group: M = .60, SD = 2.79); (b) math computation, Subtest 2, experiential group: M = 3.58, SD = 2.30; comparative group: M = 1.70, SD = 1.87); (c) math in everyday life, Subtest 3, experiential group: M = 3.73, SD = 1.83; comparative group: M = .95, SD = 3.15); and (d) math word problem-solving, Subtest 4: experiential group: M = 3.68, SD = 1.85; comparative group: M = 1.40, SD = 6.42). The difference in improvement between the comparative group and experiential group demonstrated that game-based learning had the potential to benefit students academically. In addition, game-based treatment helped students in the experiential group to develop a positive attitude toward math. Utilizing game instruction as a supplement proves advantageous and helps to promote learning and positive attitudes for students of math