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Exact solutions to certain difference equations models of the logistic differential equation, 1983
No full textThe Atlanta University Bulletin (catalogue), s. III no. 37: Summer School, March 1942
No full textThe Atlanta University Center Robert W. Woodruff Library acknowledges the generous support of the Council on Library and Information Resources (CLIR) in supporting the processing and digitization of a number of historic collections as part of the project: Our Story: Digitizing Publications and Photographs of the Historically Black Atlanta University Center Institutions.</em
Opinions of constituents of the Southside High School, Madison County, Comer, Georgia, with regard to program offerings, 1958
Full text linkA study of student assistants in a selected group of Arkansas high school libraries, 1963, 1965
Full text linkA model for pastoral counseling with African American women, 2000
No full textThe model of pastoral counseling ministry developed in this dissertation is intended to make visible a comprehensive resource to the pastoral counselor for counseling with African American women. The problem of the dissertation is to make visible theological and psychological-ethical resources for the construction of a model of pastoral counseling ministry for counseling some African American women clients. The model contributes to the conceptualization of the nature, purpose and meaning of pastoral counseling with some African American women who experience themselves as estranged from self, God, and others and who seek Christian Grace. In order to solve the problem, I analyzed the historical and socio-cultural experiences that most African American women share in this culture, in Chapter II. Implications for a model emerged. Traditional theological and theoretical sources informed by the locus of womanist theological response provided a means for developing a model of pastoral counseling ministry that attends to the spiritual need for grace in the lives of some African American women. In Chapter III, the theoretical formulation of Heinz Kohut was explicated and analyzed for its potential to contribute to the theoretical construction of a model of pastoral counseling ministry with some African American women with spiritual concerns. Self psychology method and theory, in conversation my experience, the experiences of my clients and womanist theological criteria, provided a framework for organizing and analyzing data with an emphasis on intervention. In Chapter IV, Paul Tillich's theology of the self provided a conceptual framework for organizing and analyzing the historical, social, and ultimate experiences of the human being. Tillich's theological anthropology, in conversation with my experience, the experiences of my clients and womanist theological criteria, contributed to the construction of a theology of pastoral counseling ministry based on the norm of grace. Chapter V is the first movement for the construction of my proposed model. I constructed a method of practical correlation, engaged a conversation with the womanist, theoretical and theological themes that I had selected as resources for solving the problem of this dissertation. In Chapter VI, I constructed my model, a theology of pastoral counseling ministry with some African American women, using the norm of grace. Chapter VII demonstrates the model based upon my experience counseling some African American women at Georgia Association for Pastoral Counseling in Atlanta, Georgia. Chapter VIII is the conclusion. I summarized the problem of the dissertation and the significance of the study, reported the conclusions of the study, and recommended further research. The significance of the study is that a comprehensive contextual pastoral counseling resource using wholistic variables are now visible to the pastoral counselor for counseling African American women who experience themselves as estranged from self, God, and others and who have spiritual concerns and a need for grace. The variables that are visible include analysis of (1)her personal contextual experiences; (2)her relationship with self, God, and others; (3)her internalized psychosocial images; and, (4)the theory and method of intervention
The effect of computer assisted instruction on teaching key concepts of developmental supervision, 1987
No full textUsing Carl Glickman's model, the purpose of this study was to examine the effect computer assisted instruction had in teaching Developmental Supervision. The research expectancies were to yield improved supervisory behavior and conceptual understandings of Developmental Supervision, in the areas of style flexibility and style effectiveness. A synopsis of pertinent literature in these areas suggests that the supervisory role of school administrators need style flexibility, .style effectiveness, and the use of technology, computer assisted instruction, as a major component in educational improvement. Thirty-two (N = 32) administrators from a large metropolitan public school system in the south were randomly selected for participation in this study. The subjects were randomly assigned to the control group and experimental group, 16 and 16, respectively. The treatment utilized a three-session workshop format for the experimental group and no treatment was administered to the control group. Using a pre-test post-test design, both groups were administered the pre-test, Leadership Behavior Analysis II, during the first session. During the second session, the control group was given a placebo. The administration of the treatment was conducted by computer assisted instruction for the experimental group only. The disk began with the Supervisory Beliefs Inventory, individually, to ascertain their actual supervisory style; collaborative, directive or nondirective. The second section of the disk addressed training in supervisory style, teacher maturity, and the methodology needed to aid teachers to developmentally improve. The third session was in two parts: The beginning session for the experimental group was a discussion of the Developmental Supervision concepts and the control group experienced another placebo. The final component of the training was the administration of the post-test, Leadership Behavior Analysis II, to all subjects simultaneously. A t-test for independent and dependent samples was used to ascertain the difference between means in the sixteen experimental subjects and the control subjects. The Pearson Product Moment Correlation was administered to the data to determine the strength of the relationships in the control group and experimental group or pre-test and post-test results, respectively. The pre- and post-tests findings on the Pearson Product Moment showed a weak relationship in the experimental and control group. The pre- and post-tests findings, as were determined through the use of a t-tests for dependent and independent samples suggests that the use of computer assisted instruction to teach the key concepts of Developmental Supervision did not have a significant impact on the style effectiveness and style flexibility of supervisors in the school environment. In conclusion, the use of computer assisted instruction to teach key concepts of Development Supervision had no significant impact on the style flexibility and style effectiveness of the experiment group as compared with the control group
The initial year of educational television in the seventh grade in a selected Atlanta public school, 1959
No full textA study to determine the effectiveness of synonyms and antonyms when they are used in vocabulary building by eighth and ninth grade pupils of the Jasper County training school, Monticello, Georgia, 1948
Full text linkEgyptian Elements in Hermetic Literature
Full text linkThe Hermetic literature (HL) or the Corpus Hermeticum, as it is more commonly referred to, concerns an extensive body of writings which evolved in the early Christian era around the personage of Hermes Trismegistus; Trismegistus meaning three times great. The name Hermes Trismegistus has been generally accepted as a Greek ascription to the Egyptian god, Thoth; Thoth being the ancient Greek attempt to pronounce Djehty (Dhwty). While some portions of the HL may have been written prior to the beginning of the Christian era, it is generally believed that most of the HL was produced between 100 and 300 CE (that is, the Christian or Common Era) in Egypt. While it has been generally accepted that the frame-work of the HL is Egyptian, the content has been construed as an eclectic mix of ideas and concepts derived from the various schools of Greek philosophical thought --- Platonism, Aristotelianism, Neo-Platonism et cetera. The literature is extant in Greek, while one long tractate has come down to us in Latin; namely, the Asclepius tractate which is sometimes also referred to as the Perfect Sermon. Several Hermetic excerpts were found at Nag Hammadi (in Upper Egypt) in late 1945. The Nag Hammadi excerpts have been preserved in Coptic. Curiously enough, Corpus Hermeticum XVI, paragraphs 1 and 2 constitute a very explicit polemic against translating the HL into Greek. See note 48 for my translation of these paragraphs (from chapter four of my thesis) accompanying this abstract. In a thesis of four chapters, I present evidence with a view toward demonstrating that the Egyptian element in HL is present to a more significant degree than many previous interpreters, particularly in the twentieth century, have argued. However, I am hardly the first to assume such a stance; Pietschmann, Reitzenstein, Stricker, Derchain and Griffiths are some of those who have taken positions quite similar to mine. In conclusion, my interest in the HL is a two-fold one. On the one hand, this interest has evolved directly out of my identity as a person of African descent. On the other hand, it has also grown out of my interest in the bible in general and the New Testament in particular. Most specifically, my interest in the HL has ultimately stemmed from the realization that there is a seminal relationship between the development of the New Testament and Christian origins and northeastern Afrika in general and ancient Egypt in particular. This thesis was successfully defended (with honors) at Harvard University Divinity School on Saturday, April 18, 1987
