2,702 research outputs found
Interview with Mary Ellen Bonczek
No full textInterview with Mary Ellen Bonczek, Chief Nurse Executive of New Hanover Regional Medical Center
Interview with John Golden and Mary Ellen Golden
No full textBorn in Florida and North Carolina respectively, musician John Golden and his wife, artist Mary Ellen Golden, first met on the campus of Duke University in the late 1960s. After arriving in Wilmington in the 1970s, the couple signed a lease at the Cotton Exchange while it was still in the renovation stage, and their store now occupies the fourth space there. Both John and Mary Ellen view their art as a method of historical preservation: while John collects the music and stories of the Carolinas, Mary Ellen captures seascapes, tobacco barns, and historic homes and buildings through her painting
Response to Wilfried van Damme, Ellen Dissanayake, Joseph Carroll, Katja Mellmann, and Jerzy Luty
No full textIn this article, the author discusses criticism of the book "The Artful Species" done by several critics including Wilfried van Damme, Ellen Dissanayake and Joseph Carroll. Topics discussed include analysis of evolutionary psychology, evolution of aesthetics art, and aesthetic responses and art behaviours of humans
After Constantine\u27s Sword: The Past, Present, and Future of Jewish-Christian Relations
No full textAn Interfaith Conversation with award-winning author: James Carroll. With responses by: Dr. Ellen M. Umansky, Carl and Dorothy Bennett Professor of Judaic Studies and Dr. Elizabeth A. Dreyer, Professor of Religious Studies. Also participating: Bill Huselman \u2798; M.T.S. Harvard Divinity School, \u2701.https://digitalcommons.fairfield.edu/bennettcenter-posters/1216/thumbnail.jp
Carroll, Ellen M.
No full textHazen Carroll - husbandhttps://stars.library.ucf.edu/cfm-ch-memoranda-1929/1497/thumbnail.jp
Mary Tarver Carroll papers, MSS.0283
No full textAbstract: Contains two undated letters written from this Alabama resident to Peter Brannon, most likely the director of the Alabama Department of Archives and History; two hand-written verses; and three printed cards with Christmas illustrations and poems written by Carroll.Scope and Content Note: The collection contains two undated letters written from Carroll to Peter Brannon, most likely the director of the Alabama Department of Archives and History; two hand-written verses, possibly written by Carroll; and three printed cards with Christmas illustrations and poems written by Carroll.Biographical/Historical Note: Mary Tarver Austin Carroll was born 16 February 1885 in Bullock County, Alabama. She married M. O. Carroll in 1902. An author of novels, short stories, and poetry, Carroll was a charter member of the Pen Women of Alabama and of the Ozark Study Club. She published The Man Who Could Not Wait: The Story of Aaron Burr (1941), The Man Who Dared to Care: The Story of James Edward Oglethorpe, 1696-1785 (1942), and Keep My Flags Flying (1945
A Curricular Needs Assessment Of Carroll College's Public Relations Program: Advancement Towards The 21st Century
No full textAs the public relations (PR) profession grows in today's work force, the issue of PR education generates controversy among both PR practitioners and educators. In the following pages, a collection of information regarding PR education is presented. The intent is that the research provided in this thesis will be used to revise Carroll College's current PR program, enabling it to meet the needs of 21st century PR students, educators, and practitioners. In Chapter I, the author first defines both PR and PR education, and explains specific reasons for discussing PR education at this time. This is followed by a comprehensive review of contemporary research on PR education. This section examines several issues in PR education: the preprofessional debate; the roles and expectations of PR practitioners; the appropriate academic department for the PR major; the roles and limitations of PR educators; and specific suggestions for change in PR curricula.
Chapter II explains and addresses Carroll's present PR program, in light of the research and suggestions presented in Chapter I. This chapter includes background information on the program, as well as an explanation of Carroll's current requirements for a Bachelor of Arts degree with a major in PR. The chapter includes a synopsis of a survey of 13 junior and senior PR students at Carroll. These students evaluated each course in the Carroll PR program and the program as a whole. Chapter III is a proposal for change in Carroll's PR program. The recommendations in this chapter are based on the information presented and the suggestions offered in Chapters I and II. In this final chapter, the author first offers an interpretation of the student survey presented in Chapter II. The bulk of this chapter, though, is comprised of a five-year, three-phase proposal for the transformation of Carroll's current PR program. The author proposes a PR program that is conducive to Carroll's specialized needs and abilities as a private, liberal arts institution.As the public relations (PR) profession grows in today's work force, the issue of PR education generates controversy among both PR practitioners and educators. In the following pages, a collection of information regarding PR education is presented. The intent is that the research provided in this thesis will be used to revise Carroll College's current PR program, enabling it to meet the needs of 21st century PR students, educators, and practitioners. In Chapter I, the author first defines both PR and PR education, and explains specific reasons for discussing PR education at this time. This is followed by a comprehensive review of contemporary research on PR education. This section examines several issues in PR education: the preprofessional debate; the roles and expectations of PR practitioners; the appropriate academic department for the PR major; the roles and limitations of PR educators; and specific suggestions for change in PR curricula.
Chapter II explains and addresses Carroll's present PR program, in light of the research and suggestions presented in Chapter I. This chapter includes background information on the program, as well as an explanation of Carroll's current requirements for a Bachelor of Arts degree with a major in PR. The chapter includes a synopsis of a survey of 13 junior and senior PR students at Carroll. These students evaluated each course in the Carroll PR program and the program as a whole. Chapter III is a proposal for change in Carroll's PR program. The recommendations in this chapter are based on the information presented and the suggestions offered in Chapters I and II. In this final chapter, the author first offers an interpretation of the student survey presented in Chapter II. The bulk of this chapter, though, is comprised of a five-year, three-phase proposal for the transformation of Carroll's current PR program. The author proposes a PR program that is conducive to Carroll's specialized needs and abilities as a private, liberal arts institution.As the public relations (PR) profession grows in today's work force, the issue of PR education generates controversy among both PR practitioners and educators. In the following pages, a collection of information regarding PR education is presented. The intent is that the research provided in this thesis will be used to revise Carroll College's current PR program, enabling it to meet the needs of 21st century PR students, educators, and practitioners. In Chapter I, the author first defines both PR and PR education, and explains specific reasons for discussing PR education at this time. This is followed by a comprehensive review of contemporary research on PR education. This section examines several issues in PR education: the preprofessional debate; the roles and expectations of PR practitioners; the appropriate academic department for the PR major; the roles and limitations of PR educators; and specific suggestions for change in PR curricula.
Chapter II explains and addresses Carroll's present PR program, in light of the research and suggestions presented in Chapter I. This chapter includes background information on the program, as well as an explanation of Carroll's current requirements for a Bachelor of Arts degree with a major in PR. The chapter includes a synopsis of a survey of 13 junior and senior PR students at Carroll. These students evaluated each course in the Carroll PR program and the program as a whole. Chapter III is a proposal for change in Carroll's PR program. The recommendations in this chapter are based on the information presented and the suggestions offered in Chapters I and II. In this final chapter, the author first offers an interpretation of the student survey presented in Chapter II. The bulk of this chapter, though, is comprised of a five-year, three-phase proposal for the transformation of Carroll's current PR program. The author proposes a PR program that is conducive to Carroll's specialized needs and abilities as a private, liberal arts institution
Lewis Carroll: Author, Mathematician, and Christian
No full textAlthough a Christian, an author, and a mathematician, Charles Letwidge Dodgson (better known as Lewis Carroll) wrote very few works in which these three aspects of his person was present. The only examples of him merging these interests are in Sylvie and Bruno and Sylvie and Bruno Concluded. This paper will explore what motivated him to make these works and whether or not they were successful
Lewis Carroll: Author, Mathematician, and Christian
No full textAlthough a Christian, an author, and a mathematician, Charles Letwidge Dodgson (better known as Lewis Carroll) wrote very few works in which these three aspects of his person was present. The only examples of him merging these interests are in Sylvie and Bruno and Sylvie and Bruno Concluded. This paper will explore what motivated him to make these works and whether or not they were successful
Colors 1968
No full textCONTENTS
T. S. Eliot and the Direction of Modem Poetry, Jurgen Shawver 1;
An Explicatio on Eight Lines by Blake, Jurgen Shawver 18;
Experiments in Oblivion, Zenon Zazula 8;
The Stage Door, Ellen Lawrence Roberts 11;
The Roman Breviary, Ellen Lawrence Roberts;
The Bridge, Casey Brooks 20;
The Surrealist, Ellen Lawrence Roberts 28;
Friend in Reed, Clinton Bishop 30;
Winter, Dan Burr 32;
The Letter, Joe Miller 37;
What Am I Doing Eere?, Linda Chapman 45;
"In the Fame of . . . ", Fr. James Alyward 39;
Time Decayed, Charles Atkins 10;
Whitewashed Eternity, Charles Atkins 23;
Twilight, William E. Bjarko 26;
Death 's Bright Angel, William E. Bjarko 26;
Man Unseeing, William E. Bjarko 40;
All the Wicked Little Children, Lynn Eastman 48;
"Swirls of Purple. . . ", Laura Ellis 15;
"Drawn in the black wilderness . . .", Laura Ellis 15;
"At Eight . . .", Laura Ellis 15;
Carmel Park, John Lockowich 42;
Monday Morning Reflection, John Lockowich 42;
From a Titan, John Lockowich 42;
Penultimate Psychedelia, John Lockowich 42;
Fever, John Lockowich 42;
Easter '67, Montana, Paul Leung 2;
Somebody's Wake, Dennis McCahon 27;
Hell American, Joe Miller 25;
Man-scape, Joe Miller 25;
Two Poems, Fr. Emmett O'Neill 44;
Shot Down, Ellen Lawrence Roberts 6;
Helena After Midnight—Hap, Jurgen Shawver 5;
Early Morning—Peacefully Alone, Jurgen Shawver 14;
Another Day, Jurgen Shawver 19;
Language of Flowers, Jurgen Shawver 19;
You and I, Jurgen Shawver 35;
Dreams, Jurgen Shawver 35;
Procreation, Jurgen Shawver 35;
Helena After Midnight—Emptiness, Jurgen Shawver 47;
Horse of Sticks, Mary Jo Thiel 39;
Wind on the Delta, Marie MacDonnell Roberts 7;
Garbage Cans, Bill Roberts 24;
Beginning of the Cycle, Marie MacDonnell Roberts 36;
Foliage, Joe Miller 41;
Snow at St. Charles, Bill Roberts 16
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