Atlanta University Center Robert W. Woodruff Library
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Funding the Future of African American Religion Archival Collections at the Atlanta University Center's Robert W. Woodruff Library, 2016
Get PDFPreparing academically rich collections for access by scholars and students is challenging, costly, and time consuming. Concerns for maintenance, preservation, and access are paramount. Typical of 20th century archival collections, one is likely to encounter deteriorating and brittle documents, photographic prints and negatives, and obsolete formats such as open reel audio tapes, audio cassettes, and video tapes. More recent collections may also contain computer media; the proliferation of formats and media types impacts the complexity of the work in providing access, as well as the costs. Without sizeable resources, it would take years to process these collections fully, especially those rich with audio and visual materials. Taking all of this into consideration, the Archives Research Center (ARC) and Digital Services Unit (DSU) of the AUC Woodruff Library decided to investigate options for grant funding to expedite the processing and digitization of these underutilized archival collections. This essay concerns the pursuit of a Humanities Collections and Reference Resources (HCRR) grant offered by the National Endowment for the Humanities (NEH)
Can roses grow from concrete? A case study of parental involvement, teacher morale, school culture, and student achievement in an urban alternative school, 2013
Get PDFThe purpose of this study is to appropriately illustrate the correlation between the interdependent variables of parental involvement, teacher morale, school culture, and their impact on the definition and attainment of student achievement as seen in an urban alternative school. This study is based on the premise that the aforementioned variables are the most essential components in the success of an urban alternative school, as these variables impact one another and work in concert to impact the level of success in an urban alternative school, as seen in the student achievement. A grounded theory case study approach was used to determine how the urban alternative school used in this study manifests parental involvement, teacher morale, and culture of the school, as well as to identify how the parental involvement, teacher morale and culture of the school affects the academic achievement of the students being served. The researcher found that although the aforementioned variables are interrelated, they contribute only partially to the definition and attainment of achievement in an urban alternative school. The conclusions from the findings suggest that there must be systematic reform in the way that alternative schools are assessed for achievement, in order to display a true representation of the impact that alternative schools have on the lives and educations of children who are considered at risk
Spelman Messenger May 1890 vol. 6 no. 7
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 projectOur Story: Digitizing Publications and Photographs of the Historically Black Atlanta University Center Institutions
The influence of local zoning policies and and access to public transport on residential locational choice, 1995
No full textThe problem of America's inner cities is not far from sight. Declining population, a high incidence of unemployment and galloping crime rates are all too familiar. Like many other social issues, we must first clearly understand its root causes before proposing solutions. Household income is readily attributable and largely concentrated on when it comes to researching the process of residential location decision making. However the role of income is only one aspect of the problem, and in fact does differ among metropolitan areas. This thesis applied a logistic model to evaluate the influence of household income on the likelihood of suburban residence. The model is empirically evaluated using data on residential locational patterns in Atlanta and Birmingham metropolitan areas. Significant difference in the likelihood of suburban residence were found between these two metropolitan areas for the same level of income, indicating the different roles that factors aside from income play in residential location. In the following pages, such differences are attributed to differences in local zoning policies and effectiveness of public transportation
The attitude of the "Atlanta Constitution" on the Negro question, 1886-1889, 1939
No full textThis study seeks to show the editorial attitude of the Atlanta Constitution on the Negro question 1886-1889, with special emphasis upon social, political, economic, religious and educational questions. The years 1886-1889 were chosen because it was during this period that Henry Woodfin Grady was actively associated with this paper in an editorial capacity. He was at this time hailed throughout the country as the exponent of the New South. The newspaper career of Grady started while he was a student at the University of Georgia. He wrote a gossipy letter and contributed it to the Atlanta Constitution. The editor saw from this letter the future possibilities of Grady as a writer. From that time on he wrote regularly for the Constitution. In 1886 Grady bought an interest in the Atlanta Constitution . It was under Grady's direction that this paper attained the fame which it has since so well maintained
The city of Daytona Beach, Florida solid waste management study to determine collection alternatives between private contract collection and public collection, 1979
No full textAn historical analysis of the solid waste management collection practices was undertaken. The analysis attempted to examine and evaluate the current private contract collection system which is being used by the City, and to determine whether the City needs to convert to a public collection system. Based on the findings of the study, the writer recommended that the City of Daytona Beach should go into public collection
The effects of a student-centered writing program on the writing skills of gifted sixth and seventh grade students, 1985
Get PDFThe nature of the Student-Centered Writing Program was explained by the teacher and a copy of each of the materials to be used by the students was distributed. Students brainstormed topics for writing assignments, and each was assigned to write a rough draft. The Writer's Checklist was utilized to proofread the rough draft. Each student selected a partner with whom to work (i.e., the Buddy System). The Composition Improvement Checklist was used by pairs of students to indicate errors found on the rough draft. Written recommendations for revisions by the buddy were made at the end of the written work. The teacher monitored pairs of students during proof reading. Misspelled words were corrected by the writer and written on his Individual Spelling List (ISL) page in his notebook for future reference. Following written recommendations, the Buddy Checklist for the Rough Draft and the Writing Score Card for Buddy Evaluations were completed to assess the written work. Rough drafts handed in to the teacher were returned with comments. Each student maintained his own Writer's Log. Final drafts were written and stapled to rough drafts. All writing was shared with peers. While students sometimes scheduled brief conferences with the teacher, more in-depth private teacher-student conferences were scheduled approximately every ten days to help students to analyze their own papers and to encourage continued efforts. Summative Evaluation/Posttesting: Students wrote on a topic of their choice for the final written assignment. Errors on the pretest and the posttest were tallied to determine the improvement of written work. The teacher shared the evaluation process with each student in a teacher-student conference. Student's written work was analyzed as a whole, i.e., the holistic approach, by both the teacher and the student to determine the trends and the progress of the student. Summary of Presentation and Analysis of Findings: 1. The opinionnaire showed that over fifty percent of the total group had positive overall attitudes about the program. Seventy percent indicated they did not mind revising for a better grade. While seventy-five percent felt responsible for correcting and proofreading their own work, 55 percent wanted to continue in a student-centered writing program and wanted the same opportunity made available to others in their school. Eighty-five percent reported that good writing skills should be applied to other school subjects, not just language arts. 2. The opinionnaire showed that over 60 percent of the total group indicated that the Buddy System helped them to improve their writing, to locate, errors they (as writers) had overlooked and that they liked the idea of locating and correcting their written work with the aid of a buddy. 3. Of the total group, 45 percent reported that they proofread their first drafts more closely, while 65 percent indicated that they proofread their final drafts more closely as a result of the program. 4. All students appeared to enjoy additional time with the teacher to help with problems that remained unsolved and to seek sympathetic assurance. 5. Writers of the same sex chose to work together, independently sought assistance from various sources such as the dictionary, the thesaurus, and English grammar textbooks, and voluntarily offered suggestions to their peers for resolving problems. 6. Natural insertion of words was made during proofreading and incidental learning occurred when students were answering questions on the Writing Score Card for Buddy Evaluations. 7. Errors experienced by students included capitalization, spelling, agreement of subject and verb, inconsistency of tense, double comparisons, agreement of pronoun and antecedent, split infinitives, and syntax (fragments and run-on sentences). The majority of the errors was in syntax, inconsistency of tense and punctuation. 8. Sixty-five percent of the total group believed that the teacher-student conferences encouraged them to write better. 9. There was a discernible pattern of error reduction in grammar over the nine writing assignments. 10. There was a statistically significant difference between pre- and posttest scores on the writing samples. On the pretest the number of errors in grammar was nine, and on the posttest the number of errors was reduced to zero. Spelling errors on the pretest were eleven and on the posttest were two. There were twenty-seven errors in punctuation, and on the posttest there were five errors. Errors in syntax numbered twenty on the pretest and on the posttest, there were three. Capitalization errors on the pretest were eight, and on the posttest there were four. There were 75 total errors on the pretest and 14 total errors on the posttest. Conclusions: The findings of this study, based upon an analysis of the data, seem to warrant the following: 1. The Student-Centered Writing Program promoted the reduction of errors in grammar, spelling, punctuation, syntax, and capitalization. 2. An increased reduction of errors is likely to occur, given a longer period of time. However, a plateau is likely to be reached where errors will be made by chance, regardless of practice or instructio. 3. The Student-Centered Writing Program encouraged student independence, fostered positive student attitudes, improved peer relationships, and promoted the application of skills to other written tasks. 4. The Student-Centered Writing Program is an effective instructional approach with gifted middle school students. Student samples showed a significant reduction of errors on the pre- and posttests. 5. Learning and teaching the mechanics of writing have not proved effective in improving troubled student writing. Focusing attention on correct grammar, punctuation, capitalization, and syntax through the actual written work as they are needed is more effectual. Recommendations: Consideration of the following recommendations, which resulted from the findings, implications, and conclusions of this study, nay assist teachers, administrators, and school systems in the implementation of a student-centered writing program 1. Students, acting as editors and collaborators in pairs or in small groups, should be permitted to work at their own pace. 2. Private teacher-student conferences should be scheduled approximately every ten days to help students analyze their own progress and to encourage continued efforts. 3. Since students, generally, do not know how to proofread their own writing for errors, it is recommended that teachers assume this responsibility by providing a large How to Proofread Chart in front of the classroom. Consistent referral to this chart before every written assignment is essential. 4. Maintaining accurate records by both the teacher and the students is important in the Student- Centered Writing Program because it provides a visible means for tracking student progress. The tabulation of errors on the Error Chart and the dating of student materials help in the overall evaluative process. 5. School systems should institute workshops and/or in-service courses to train teachers in the implementation of a successful student-centered writing program. 6. Administrators should promote the utilization of student-centered writing programs as an integral component of the English/language arts course in their schools. 7. Since studies are beginning to show that the implementation of teacher-student conferences by professors of English on the college level has achieved success in improving student writing, it is recommended that student-centered writing programs be implemented consistently, beginning perhaps as early as Grade 4 and continuing through out high school. 8. Random selection of subjects and experimental, as well as control groups, should be given serious consideration in furthering research and study on improving student writing. 9. In respect to the gifted learner, it is recommended that administrators focus attention on ability grouping, acceleration, and enrichment to meet his/her special needs in language arts/English programs. Students demonstrating high ability in English, for example, may be helpful as mentors, assisting their own intellectual peers, as well as other students who may need help in improving their writing
Psycho-social factors leading toward delinquent behavior of fifty children known to the Lake County department of public welfare from September 1950 to February 1951, 1951
Get PDFAbout our God's business: a strategy for implementing an entrepreneurial ministry model in an historic African American Church, 2015
Get PDFThe context for this project is Mt. Olive Baptist Church located in the suburb of Stockbridge, Georgia. It is a predominately African American, mid-sized (seven hundred plus members) historic church, established in 1870 and boasting over 144 years of history. The researcher is concerned that Mt. Olive appears to be a church that is preoccupied With financial fears that are preventing it from engaging in Outreach ministry. Furthermore, the researcher contends that by reshaping the attitudes of the members and leadership in Mt. Olive about entrepreneurial ministry, the church will become more willing to use its resources for ministries of outreach. In this project, the researcher seeks to develop an entrepreneurial ministry model for African American churches. This model can assist African American pastors and congregations in overcoming financial fears preventing African American congregations from engaging in substantial outreach ministries. Finally, the research process will utilize interviews, surveys and questionnaires to evaluate the effectiveness and test the hypothesis to determine whether the conjecture is true or false