471 research outputs found
Dick Calloway portrait in Moslah Patrol fez
No full textDick Calloway portrait in Moslah Patrol fezhttps://mavmatrix.uta.edu/specialcollections_wdsmithphotography/3306/thumbnail.jp
The Indian history of an American institution: Native Americans and Dartmouth
No full textAbout the Book
(from upne.com) Dartmouth College began life as an Indian school, a pretense that has since been abandoned. Still, the institution has a unique, if complicated, relationship with Native Americans and their history. Beginning with Samson Occom’s role as the first “development officer” of the college, Colin G. Calloway tells the entire, complex story of Dartmouth’s historical and ongoing relationship with Native Americans. Calloway recounts the struggles and achievements of Indian attendees and the history of Dartmouth alumni’s involvements with American Indian affairs. He also covers more recent developments, such as the mascot controversies, the emergence of an active Native American student organization, and the partial fulfillment of a promise deferred. This is a fascinating picture of an elite American institution and its troubled relationship— at times compassionate, at times conflicted—with Indians and Native American culture.
About the Author
(from upne.com) Colin G. Calloway is John Kimball Jr. 1943 Professor of History and Professor of Native American Studies at Dartmouth College. He is the author of numerous books, including One Vast Winter Count: The Native American West Before Lewis and Clark (2003), which won six best-book awards.
About the Electronic Publication
This electronic publication of The Indian History of an American Institution was made possible with the permission of the author. The University Press of New England created EPUB and PDF files from a scanned copy of the book.
Rights Information
Creative Commons Attribution-NonCommercial License © Trustees of Dartmouth Collegehttps://digitalcommons.dartmouth.edu/dartmouth_press/1004/thumbnail.jp
Lacking Proper Nutrition in Calloway County
No full text“Lacking Proper Nutrition in Calloway County”
Author: Elizabeth Lay, Student at Murray State University
Faculty: Dr. Miranda Terry, Public and Community Health Program Director
The purpose of mapping locations in ArcGIS is to be aware if a location is an asset or a barrier of proper nutrition. Lack of nutrition can lead to negative health consequences for an individual. Some of the identified locations were local restaurants, food pantries and grocery stores. During the mapping, it was important to map all locations that were within Calloway County to ensure proper representation of the county as a whole. Following the mapping, we noticed that all of the assets and nearly all of the barriers were within the city limits of Murray, Kentucky which resides within Calloway County. It was also observed that there were more barriers of good nutrition than there were assets. From this we can learn and develop new means of providing assets to members of the community who reside outside of the Murray city limits
Integrative and predictive processes in text reading: The N400 across a sentence boundary
No full textIn the present study we used two experiments to test whether readers use integrative (retrospective), predictive (prospective), or both processes when reading words across a sentence boundary. We used Experiment 1 to determine whether prediction and integration could be measured as distinct processes. Response times (RTs) to determining whether probe words occurred in a previous sentence were measured. Critical probes were either high or low predictable words, given a context sentence. Both word types were easy to integrate, fitting well with the previous sentence. Results showed high predictable words had longer RTs than low predictable words, demonstrating that prediction and integration are distinct processes. In Experiment 2 we aimed to determine which processes were used when reading across a sentence boundary using event-related potentials (ERPs). The ERP component of interest was the N400, an indicator of semantic fit. We measured processing differences for high and low predictable words that were matched for integrability in sentence pairs. In a control condition, words were unpredictable and difficult to integrate. There was no difference in word processing (indicated by N400 amplitudes) between high and low predictable words across a sentence boundary. However, both word types were easier to process (reduced N400s) than control conditions. Findings show semantic overlap from word- and sentence-level activations facilitate integration in cross-sentence boundary reading
Be the best at what matters most: the only strategy you will ever need
No full textWinners in business aren't the ones who do the most things; the winners are the ones who do the most important things Be the Best at What Matters Most is about the one essential strategy for business leaders, entrepreneurs, owners, managers and those who want to be one. Simplify, focus, and win by outperforming all your competition on those things that create real value for the customer. This is about substance, not flash, and the ultimate "wow" factors of high quality performance, consistency and relentless improvement. Thought provoking questions, activities, and action steps are built into every section of the book Author Joe Calloway, an International Speakers Hall of Fame inductee, has been a popular business speaker for thirty years and worked with hundreds of companies to help them create and sustain success Be the Best at What Matters Most will help you and your team focus on taking the actions that maximize results, growth, and profit
Why do You Read? Toward a More Comprehensive Model of Reading Comprehension: The Role of Standards of Coherence, Reading Goals, and Interest
No full textReaders read for different purposes and the texts they read vary in topic and difficulty. These situational factors influence standards of coherence—how much understanding a reader aims to have for a given text. Three studies examined whether individual differences in reader-based standards of coherence influenced off-line and on-line comprehension. Study 1 designed and evaluated a self-report measure of reader-based standards of coherence. For an adult community sample, an exploratory factor analysis found that the reader-based standards of coherence measure had four factors: 1) intrinsic reading goals, 2) extrinsic reading goals and learning strategies, 3) desire to understand and reading regulation strategies, and 4) desired reading difficulty. The measure predicted readers’ reading habits. Study 2 positioned reader-based standards of coherence within a structural equation model of reading comprehension and the findings supported predictions from the Simple View of Reading (Gough & Tunmer, 1986) and the Reading Systems Framework (Perfetti, 1999; Perfetti & Stafura, 2014). College students’ listening comprehension and vocabulary knowledge directly affected reading comprehension and decoding ability and reading experience indirectly affected reading comprehension via vocabulary knowledge. Crucially, the structural equation model showed that students with higher reader-based standards of coherence sought out more reading experiences, indirectly affecting vocabulary knowledge. Study 3 tested effects of reader-based standards of coherence, comprehension goal (answering open-ended questions vs. phrase matching), and interest on on-line reading and listening comprehension. Participants with the goal to answer open-ended questions read more slowly than those who completed a phrase matching task, indicating that comprehension goals influenced reading regulation strategies. Additionally, participants with more reading experience and more interest read passages more quickly. Participants across both comprehension goal conditions showed evidence of activating bridging inferences during reading and listening comprehension tasks; however, only participants with high interest showed evidence of activating predictive inferences during reading. Finally, reader-based standards of coherence predicted participants’ interest in the passages they comprehended only in more difficult comprehension situations. Overall, the studies demonstrate that reader-based standards of coherence, interest in text material, and reading-related skills help explain sources of comprehension failures in adult readers
Leonard "Tippy" Calloway Speaking at a Gun Buy-Back Event, circa 1994
No full textWAOK radio DJ Leonard "Tippy" Calloway is shown during an event for the Southern Christian Leadership Conference's Gun Buy-Back program.The Atlanta University Center Robert W. Woodruff Library acknowledges the generous support of the Joseph & Evelyn Lowery Institute for Justice and Human Rights, the Joseph Echols Lowery Irrevocable Trust, and other donors in supporting the processing and digitization of Morehouse College's Joseph Echols and Evelyn Gibson Lowery Collection
An annotated bibliography of books in the Trevor Arnett Library negro collection related to the Civil War, 1963
No full textsj-docx-1-tia-10.1177_23312165241245240 - Supplemental material for Attention Mobilization as a Modulator of Listening Effort: Evidence From Pupillometry
No full textSupplemental material, sj-docx-1-tia-10.1177_23312165241245240 for Attention Mobilization as a Modulator of Listening Effort: Evidence From Pupillometry by M. A. Johns, R. C. Calloway, I. M. D. Karunathilake, L. P. Decruy, S. Anderson, J. Z. Simon and S. E. Kuchinsky in Trends in Hearing</p
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