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Ntuism: how Toni Morrison reconnects us to ancestral Africa in beloved, 2005
Get PDFThis study examines Toni Morrison's use of specific Africanisms in Beloved. The term Ntu indicates a particular ethos that can be categorized and applied to a reading of this diasporic novel. Morrison uses Ntuism to invoke the names of those Africans lost as a result of the Transatlantic Slave Trade. This study initiated from two epigraphs at the novel's beginning: 'sixty million and more� and a biblical quote, 'I will call them my people, which were not my people; and her beloved, which was not beloved.� The epigraphs led to the work of historian Jahnheiz Jahn, who studied, Kagame, Ogotomm�li and Tempels in the early 1960s. All four historians expounded and systematized the philosophy of the Bantu, the Ruandese, and the Dogon. While their work is not exhaustive, it is comprehensive in that it considers cultures from different areas of Africa and focuses on outstanding commonalities. From those commonalities comes the term Ntu, which is used herein to indicate significant African cosmological tropes. This study applies Ntu as a theoretical tool supporting my assertion that Beloved should be read as an Africanist novel in order to fully appreciate its depth, complexity and weight within the Anerican literary canon
(Urban crisis: countering teacher attrition) job satisfaction, principal leadership, financial initiatives, and induction programs: implications for teacher selection/retention, 2005
Get PDFThe study examines the relationship between job satisfaction, principal leadership, financial initiatives, and induction programs as relates to teacher retention. The independent variables in the study were job satisfaction, principal leadership, financial initiatives, induction programs, and demographics (socioeconomic status, teacher age, ethnicity, gender, experience, and grade level assignment). The dependent variable was teacher retention at the elementary level. A quantitative survey was distributed to 84 elementary schools within a metropolitan Atlanta school system. A total of seven elementary schools elected to participate in the survey and 190 teachers responded. The responses were personally retrieved. The results of the study indicate that a significant relationship exists between job satisfaction, principal leadership, financial initiatives, and induction programs as relates to teacher retention, respectively. A factor analysis yielded the data explaining the variance of independent variables in relation to the dependent variable. Stepwise regression analyses indicated that there are factors related to each independent variable that impact teacher retention. Based on the findings of this study, the following recommendations are made: 1. Adopt policies that encourage and include teachers in site-based decision making. Empower teachers with greater influence with regard to school policy making as well as greater teacher autonomy in the classroom. 2. Conduct specialized decentralized hiring training with principals and other site-based administrative leadership to ensure that the best hiring practices are being utilized, thus promoting the identification of the teacher whose attitude, aptitude, and willingness to commit to educating students in the chosen setting match the school culture or climate. 3. Increase salaries for all teachers, develop pay scales, and offer bonuses for teachers who commit to working in urban school settings. 4. Collaborate with local, state, and federal agencies, as well as public and private corporations to offer attractive financial incentives, particularly for teachers who commit to educating students in urban school settings. 5. Encourage and require universities to develop and implement teacher education programs that focus on modeling and providing teachers with specific skills and knowledge necessary to succeed in challenging urban schools. 6. Create high-quality site-based induction programs for teachers based upon administrative leadership assignment, staff development, and individual request or need
The educational preparation and certification of high school counselors in a selected section of Mississippi, 1966
Get PDFTeachers' attitudes toward and current techniques utilized in critical reading instruction, 1969
Get PDFThe social worker and the vocational rehabilitation counselor: a study of role expectations and perceptions, 1968
Get PDFA comparison of personal attitudes and responses to "solutions" proposed for problems involving premarital sex: a study of social work students, 1968
Get PDFEffects of heat shock on the susceptibility of murine tumor targets to t cell-mediated cytotoxicity, 1999
No full textThe sensitivity of heat shocked cells to T cell-mediated cytotoxicity was examined in three tumor cell lines, A20 B lymphoma, Yac-1 B lymphoma, and P815 mastocytoma. Tumor cells were subjected to heat shock for 2 hours at 42�C and, then, evaluated at 37�C for sensitivity to lysis by intact allo-specific cytotoxic T lymphocytes (CTLs), perforincontaining granules isolated from CTLs, and Fas-mediated apoptosis. Heat shock at 42�C caused little or no apparent change in sensitivity of all cell lines to lysis by intact CTLs, their isolated cytotoxic granules, and increased slightly to extremely in sensitivity to Fasmediated apoptosis. However, upon altering the temperature by +1�C (43 � 0.1 �C), A20 cells became insensitive to lysis by intact CTLs while remaining sensitive to perforin granules and to Fas-mediated apoptosis. Expression of the inducible heat shock protein (ihsp70) was observed in A20 cells incubated at 43�C, but not in those incubated at 42�C, suggesting a role for heat shock proteins. Furthermore, A20 cells shocked at 43�C did not provoke degranulation and secretion of granzymes by antigen-specific CTLs, although formation of CTL-target conjugates and levels of MHC class I molecules remained unchanged. These observations demonstrate that hyperthermia or febrile conditions may reduce susceptibility of some target cells to CTL attack due to failure of antigen presentation and the inability of CTLs to recognize heat-stressed targets, thus enabling some targets to escape CTL attack. They also suggest that induction of hsp70 may play a role in alterations in antigen presentation
The relationship between self-concept, academic achievement, and racial identification among at-risk African-American adolescent males, 1999
Get PDFThe primary focus ofthis research was to evaluate the relationship of positive selfconcept, academic achievement and racial identification among African-American adolescent males who were at-risk for educational and social failure. This study further involved a thorough investigation ofthe plight ofAfrican-American males and examined why they are sometimes labeled as an 'endangered species.� African-American youth who are at-risk are those students who may not complete their high school career by earning a diploma or gain appropriate skills for the twenty-first century. African-American youth at risk also includes those students who fall victim to one or more social barriers which prohibit their success. Research indicates that social barriers which foster at-risk behavior include inadequate education, poverty, school environment, crime, and anti-social behavior, racism and discrimination, unemployment, family structures, drugs, and suicide. More specifically, review ofthe literature revealed that African-American students with positive self-concepts have scored higher on standardized tests and achieve higher grades in school. Research on the relationship between positive self-concepts and academic achievement can assist counselors and educators in problem solving. African-American students who positively identify with their race and culture reach high educational endeavors. It is hypothesized that students who have positive self-concepts will also possess positive racial identification and value academic achievement as evidenced by school records. Survey research was used to conduct this investigation. Forty subjects from various schools were selected to participate in this study. All subjects were African-American adolescent males. Instrumentation employed the use oftwo surveys including the 'Tennessee Self - Concept Scale� and an 'Adolescent Racial Identification Questionnaire.� Additionally, students completed a Demographic Profile. All instruments were completed within forty-five minutes. Student grade point averages in the core curriculum courses were used to measure academic achievement. It is proposed that the findings ofthis study will strengthen that area of research which is needed to promote more successful experiences for this population. As a result, local communities as well as the entire nation can further empower individuals to decrease the number ofAfrican-American males prone to educational and social failure
The independent African American labor movement in the formation of the American state and the consolidation of capitalist class power, 1993
Get PDFThis is a theoretical analysis of the Independent African American Labor Movement and its influence upon the American state. Two of the early periods in American political history are considered. The central theme of the analysis is the role of slave labor in the context of the plantation system in the formation of the state and in the eventual consolidation of the class power of American capitalists
