9,219 research outputs found
Drake, Benjamin - Covid-19 Journal
No full textEIU student Benjamin Drake (freshman at the time of his journal writing in Spring, 2020), and History of Illinois (HIS 3810) student, reflects on the early months of the pandemic. He discusses the frustrations of the disruption of social life, not being on campus with friends, and also experiences with activities like playing virtual Dungeons and Dragons
A Study of the Feasibility of Reorganization of the Collins-Maxwell School Districts
No full text72 leaves. Advisor: Dr.a Charles RowleyThe problem. Since the 1968 study by Drake University, the Department of School Administration, College of Education, and the 1970 survey by Richard Dexter, no action
has been taken to reorganize any of the five school districts in East Story County which includes the Collins and Maxwell School Districts. The purpose of this study was to
determine the feasibility of a Collins-Maxwell reorganization.
Procedure. A questionnaire was mailed to the board members of the Collins and Maxwell School Districts and an interview was held with their respective superintendents.
Findings. Enrollments are decreasing in the Collins and Maxwell School Districts according to projected enrollments. The curriculums of both districts stress academics and do not offer enough units of credits in order to provide students with a comprehensive education. A majority of the board members indicated that they thought reorganization is
needed and that it would benefit the students' possibility of a better education.
Conclusions. Enrollments in the Collins and Maxwell School Districts will continue to decrease. A reorganization of the Collins and Maxwell Schools would create a substantial
increase in the amount of units of credits the
students could be offered, therefore providing a comprehensive education.
Recommendations. Each district must face the reality of declining enrollment and the effect it will have on its educational program. Reorganization should be considered as
a means to improve educational programs and not to cut costs. The Collins and Maxwell School Districts should reorganize in the very near future with consideration given to the
possibility of including a third district
An Analysis Of Student Problems At Benjamin Franklin Junior High School, Des Moines, 1959-60
No full text42 leave
2011 National Student Advertising Competition ; "Your Move"
No full textBlue Inc. is composed of the following students: Megan Slyman, Stephanie Anderson, Sam Shanahan, Alex Battani, Amanda Newhouse, Evan McKenzie, Takunbo Pillot, Danielle White, Jon McDonald, Courtney Petty, Rachel Yancey, Ellen O'Byrne, Danielle Cheever, Allison George, Lydia Metzger, Benjamin Liu, Alison Wright, Erika Sevigny, Jacqueline Blank, Andrew Brice, Katlyn Malcomson, Benjamin Shoff, James Davis, Emily Pomsal, Jamie Bailey, Mary Brueggemann, April Meyer, Nicholas Sellers, Susan Clausen, Paige Fisher, Kelsey Mazer, Jenna Pate, Kara Rhodes, Nick Barger, Megan Fratzke, Andria Kelzenberg, Yoni Solomon, Tyler Tran, Stephanie Bruner, Sarah Chestnut, Whitley Kemble. Faculty advisors: Sandy Henry & Dorothy Pisarski.This Journalism and Mass Communication's class shows the presentation from Drake University competing in the National Student Advertising Competition. Students from college and university A.A.F. chapters competed in creating an advertising and marketing campaign for the contest sponsor, JCPenney. The students were challenged to create a marketing campaign emphasizing women shoppers, 25-34 years old and a choice strategy of where they shop
J.C. Painter letter to Benjamin Lundy
No full textLetter from J.E. Painter to (presumably) Benjamin Lundy, answering a request for information about the history and operations of the Underground Railroad. Letter includes details of a story of an ex-slave transported on the Underground Railroad through Ohio and stories of the plight of other fugitive slaves crossing the Ohio River.
Benjamin Lundy (1789-1839) was a prominent Quaker abolitionist best known for his development of abolitionist periodicals. His "Genius of Universal Emancipation" was first published in 1821 from his home in Mt. Pleasant, Ohio, and enjoyed a wide circulation across the antebellum United States. In the 1820s, the young William Lloyd Garrison came to work for The Genius. Benjamin Lundy traveled widely seeking subscriptions to The Genius, giving talks about the anti-slavery movement, and observing and documenting the conditions of enslaved people across the Americas. He was also involved in the establishment of freed slave colonies in Mexico
Democracy and Education: Is This Marriage on the Rocks?
No full text144 leaves. Advisor: A.P. Johnston.The problem: This dissertation investigated the relationship between democracy and education for the purpose of contributing to the on-going dialogue regarding those concepts. It attempted to illustrate the dynamics of that relationship based upon early and contemporary American interpretations.
Procedures: Through qualitative documentary analysis, this study examined the ways in which democracy and education were related through the eyes of historical authors-Thomas Jefferson, Horace Mann, John Dewey, Benjamin Barber-and contemporary educational policy documents-A Nation at Risk, Goals 2000. Comparisons were made first among the selected authors and then between the documents, followed by a comparison between the two bodies of data themselves.
Findings: The authors viewed the relationship between democracy and education as reciprocal, considering the concepts mutually supportive and essential to each other's actualization. They specifically saw education crucial in active citizenship, which included participation primarily in a democratic and secondarily in a vocational sense. In contrast, the documents focused on the relationship between democracy and education to a much lesser degree, stressing instead the relationship between education and economics; citizenship was more vocational in nature.
Conclusions: Democracy and education exhibit a dynamic, reciprocal relationship, but more than that. They both involve an intellectual process which requires judgments to justify the perpetual balancing of tensions between competing societal goods. Democracy and education also mutually support the preservation of American values since they, when taken together, potentially protect the existence of fundamental human rights. Finally, democracy and economics, both ever-present in America's enactment, demand education. The critical question raised by this analysis is whether the shift indicated in the policy documents from democracy to economics constitutes a difference in degree or a difference in kind.
Recommendations: Educational and political philosophers and policy makers should join forces to create a new social awareness of the choices we make. If we believe Jefferson, Mann, Dewey, and Barber, these choices link directly to the American way of life. The implication given the public attention to the policy documents is that the democracy-education marriage is being guided, perhaps inadvertently, towards the rocks
Mexican land grant contract to Benjamin Lundy, March 10, 1835 (English)
No full textLegal document from an unsigned officer to Benjamin Lundy, authorizing him rights as empresario to a tract of land in then-Mexico. The document extends a previous treaty made to Lundy by the government of Mexico from November 17, 1823 -- presumably, this land is to be the site of Lundy's freed slave colony. Original Spanish-language document is also a part of this collection. Benjamin Lundy (1789-1839) was a prominent Quaker abolitionist best known for his development of abolitionist periodicals. His Genius of Universal Emancipation was first published in 1821 from his home in Mt. Pleasant, Ohio, and enjoyed a wide circulation across the antebellum United States. In the 1820s, the young William Lloyd Garrison came to work for The Genius. Benjamin Lundy traveled widely seeking subscriptions to The Genius, giving talks about the anti-slavery movement, and observing and documenting the conditions of enslaved people across the Americas. He was also involved in the establishment of freed slave colonies in Mexico
Eli Nichols letter to Benjamin Lundy, March 17th, 1839
No full textFriendly note from Eli Nichols to Benjamin Lundy covering topics in contemporary abolition, ranging from the social status of abolitionists to the oppression of the poor. Much of the letter concerns a review of contemporary social movements in equality-based education, including Shaker and Quaker communities. The letter concludes in discussion of Nichols' and Lundy's interest in forming a freed slave colony or community in then-Mexico, and describes the climate and culture of those regions in detail. Benjamin Lundy (1789-1839) was a prominent Quaker abolitionist best known for his development of abolitionist periodicals. His Genius of Universal Emancipation was first published in 1821 from his home in Mt. Pleasant, Ohio, and enjoyed a wide circulation across the antebellum United States. In the 1820s, the young William Lloyd Garrison came to work for The Genius. Benjamin Lundy traveled widely seeking subscriptions to The Genius, giving talks about the anti-slavery movement, and observing and documenting the conditions of enslaved people across the Americas. He was also involved in the establishment of freed slave colonies in Mexico
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