Opportunities For The Education Of The Negro Youth In The City Of Houston

One of the criticisms of the Negro during the years since his emancipation has been his neglect to keep available record of his outstanding achievements in community life, particularly educational. Too much has been left to records and statistical data compiled by the white race. Too often has the task of setting down what the race is achieving in permanent form been left solely to the race historians, who record the average rather than place emphasis upon the social consequences of advancement par excellence. Too little have we attracted attention to our highest attainments. And so, that ample record and statistical data on educational advantages offered Negro Youth in Houston might be separated from the whole body of data compiled, as it were, in mass, and put down in a simple and distinct form; that due recognition of the best offerings for colored in the way of education in a community might be duly registered; that, as at one time attention has been focused on Home, because Christianity achieved its most there; at another time on France, because civilization received there its highest contribution; again, on Italy, because it monopolized the richest trade; on England, because democratic government was developed there in the highest degree, similarly marked attention in Negro thought should be focused on Houston , because there educational facilities for Negroes have no equal, no parallel. With all this in mind, I attempt this treatise. There are innumerable other considerations which lend a peculiar interest to this study. But I shall only say further that the progress in the development of the school system made in the last six or seven years, a comparison between 1923 and 1930, has been so colossal and so tremendous as to fascinate

Exclusive development of T cell neoplasms in mice transplanted with bone marrow expressing activated Notch alleles

Notch is a highly conserved transmembrane protein that is involved in cell fate decisions and is found in organisms ranging from Drosophila to humans. A human homologue of Notch, TAN1, was initially identified at the chromosomal breakpoint of a subset of T-cell lymphoblastic leukemias/lymphomas containing a t(7;9) chromosomal translocation; however, its role in oncogenesis has been unclear. Using a bone marrow reconstitution assay with cells containing retrovirally transduced TAN1 alleles, we analyzed the oncogenic potential of both nuclear and extranuclear forms of truncated TAN1 in hematopoietic cells. Although the Moloney leukemia virus long terminal repeat drives expression in most hematopoietic cell types, retroviruses encoding either form of the TAN1 protein induced clonal leukemias of exclusively immature T cell phenotypes in approximately 50% of transplanted animals. All tumors overexpressed truncated TAN1 of the size and subcellular localization predicted from the structure of the gene. These results show that TAN1 is an oncoprotein and suggest that truncation and overexpression are important determinants of transforming activity. Moreover, the murine tumors caused by TAN1 in the bone marrow transplant model are very similar to the TAN1-associated human tumors and suggest that TAN1 may be specifically oncotropic for T cells

Value of Hedging in U.S Airline industry: A Perspective on firm value and accounting performance

The purpose of this research is to investigate the value premium associated with extent of hedging in the U.S. airline industry during the period 2006 to 2010 and to study the results of hedging on accounting performance as a proxy for firm value. The multivariate approach has been taken to measure the firm value using Tobin's q and accounting performance variables. The results show that hedging has a significant effect having a premium of 22.2% on firm value using Tobin's q but the hedging has no effect on Accounting performance as value measure. Therefore, the results on accounting performance do not complement our value results of Tobin's q

Categorizations of the interface of evolution and religion

This piece responds to the article by Arif Rachmatullah, Soonhye Park, and Minsu Ha “Crossing borders between science and religion: Muslim Indonesian biology teachers\u27 perceptions of teaching the theory of evolution,” in which the authors are among the first researchers to explore the views of Indonesian science teachers regarding evolution instruction. This new context is important for furthering a global perspective on evolution education. However, the authors use preexisting taxonomies for their analyses that were developed in studies executed in mostly Christian contexts. In this response, we argue that investigations into new geographical and religious milieus, such as the teachers in the study by Rachmatullah and colleagues, could instead be used to develop more attuned categorizations for the burgeoning research area of the interaction of Islam, Judaism, and other traditions with evolution. We reflect upon experiences from our own work in studying Jewish and Muslim views of evolution, as well as on alternative taxonomies developed regarding Islam and evolution; we close with a brief rationale for a current initiative to create a researchers’ network for those who study the interface of science, religion, and society in the Middle East and North Africa

M. Dawn Pear, flute; Ellen Wells, piano

M. Dawn Pear, flute; Ellen Wells, pian

What perceived practices of teachers contribute to students’ mathematics learning and achievement at the SHS level? A Case study in the Central region of Ghana

This study examines the importance of Senior High School level mathematics to the development of a country. It would not be enough for a country to just believe that mathematics is important until a substantial amount of the subject content have been successfully imparted into a country’s schooling citizens. This has made students’ mathematics achievement an issue of concern to many countries of today including Ghana. These concerns have necessitated this research to investigate what should be done by educational institutions to enhance the teaching and learning of mathematics. Various outcomes and contributions made in the past regarding teachers endeavors have been provided to students to learn and achieve in mathematics have been reviewed in this study to inform readers of what have existed already. While some reviewed works criticized methods used in teaching mathematics and also condemned shorter instructional periods for the teaching and learning of mathematics, others made suggestions and recommendations that would help improve achievement in the subject. This work employed both quantitative and qualitative methods. The analysis revealed that majority of SHS mathematics teachers perceives the following professional activities to be influential to SHS students’ mathematics development: Assigning mathematics homework and reviewing the given homework, encouraging learners to work in groups, engaging the whole class in discussion, using additional mathematics textbooks as instructional tools, taking students' prior understanding into account when planning a lesson and motivating student to practice mathematics on their ow