5,221 research outputs found
Bishop John Patrick Carroll And Carroll College
No full textPerhaps the Diocese of Helena will never again be led by such a brilliant educator and builder as John Patrick Carroll. This man through his enormous personal drive changed the diocese from a struggling mission in the West to one of the best organized and equipped in the United States. Under his tutelage the state grew in Catholicity, and the gospel was spread to every corner of Western Montana. The Most Reverend John Patrick Carroll, D. D., the second Bishop of Helena, was born at Dubuque, Iowa, February 22, 1864. He was the son of Martin and Catherine O'Farrell Carroll. Hugh Broderick, onetime County Commissioner, Road Supervisor and County Hospital superintendant for Broadwater County, and a native of Dubuque, Iowa, made the following statement: I was born January 1, 1864, in Dubuque, Iowa, where I lived with my mother until the early spring of 1870, when my father sent for us to come to Diamond City, Montana. During the years before 1870 my mother was the housekeeper for the Reverend Father O'Reilly. We lived at the parish house. The good father taught me my Catechism and prayers and often gave me pennies with which to buy doughnuts at the Carroll Bakery across the street. Johnnie Carroll, the baker's Son, was my dearest friend. We played together, served at mass together, and ate our doughnuts together. Years later this same Johnnie Carroll became the Most Reverend John Carroll, Bishop of the Diocese of Helena, Montana. I had not seen him nor heard of him, since we parted as children, until I met him in Helena where our early friendship was resumed.(1)
Bishop Carroll's primary education was received at St. Raphael's parochial school in his native town of Dubuque. Upon completion of the parochial grades at the youthful age of thirteen, he entered the high school department of St. Joseph's College completing this phase of his education in 1883. Always a diligent scholar, he graduated from the classical department with the highest honors of his class. Already his ideal and great desire was to consecrate his life to the service of God. Those who knew the Bishop during his childhood and early school days always reported him to be studious, quiet, prayerful and pious. He was so gentle, bright, thoughtful, so gifted with every quality that makes for character, that many even in those days prophesied a splendid career for him. To prepare himself for the priesthood he entered the Grand Seminary of Montreal, Canada, and for six years pursued his courses in Philosophy and Theology, completing his work in 1889 with the Degree of Doctor of Divinity. On July 7, 1889, he was ordained to the priesthood and the dream of his life was fulfilled as he offered the perfect sacrifice once offered upon the Cross. Upon his return home, he was immediately appointed to the chair of philosophy at St. Joseph's College, Dubuque. Thus at the age of twenty-five, John Patrick Carroll was launched upon a career that was to bring him fame as an educator and a builder
Patrick Carroll Threshing Machine
No full textPatrick Carroll, Vet Carroll (a.k.a. Daniel Sylvester Carroll), Devere Carroll, Wallace Oaks and Roy Carroll standing on and beside a threshing machine
Patrick "Pat" Carroll
No full textPat Carroll poses for a picture between 1991 and 1995. Carroll received his BA in 1995
Interview with Gerry Carroll
No full textInterview with Gerry Carrol, conducted by Patrick Brown. Patrick Brown conducted the interview as part of his doctoral thesis entitled "Social liberal peacebuilding and the case for a Universal Basic Income as a real peace dividend for Northern Ireland". Patrick is a Member of the Alliance Party in Northern Ireland and was appointed a Member of the Legislative Assembly of Northern Ireland in 2022. The interview is conducted with Gerry Carroll, a People Before Profit politican. Gerry has been a Member of the Legislative Assembly of Northern Ireland since 2016. The interview discusses The Troubles, welfare, poverty and economics of Northern Ireland
Carroll, Patrick.
No full textWilliam Henry Scott, June, 1980. Includes a letter of transmittal to Mr. William Scott from Carroll, June 15, 1980.https://dh.howard.edu/og_news/1019/thumbnail.jp
It All Began With Nurses: A Case Study Of Coeducation In Higher Education At Carroll College, 1943-1961
No full textCarroll College, a diocesan college in western Montana, was founded in 1909 as a Catholic college for young men. Throughout its initial years, the college did not have much interaction with women. In 1925, Bishop John Patrick Carroll of the Diocese of Helena welcomed the Sisters of St. Dominic from Speyer, Germany, to work as staff, with duties such as preparing meals and cleaning rooms at the college. Throughout the transition into college life, the sisters encountered harassments by both students and priests. One sister recalled, “priests were petty and hostile.”1 Some priests actively rallied to have the sisters removed from campus. When their demands were not met, the aggravated priests left the college.2 Additionally, most students were not accustomed to nuns; they preferred priests and consequently disrespected the work of the sisters. Some students were so bold as to throw food at the sisters and call them “menial laborers.”3 The nuns, however, did remain to serve the college for several years. Their presence exemplified the challenges that many women faced in institutions of higher education. During and after the war, administrators of Carroll College found that women were eager to attend higher education. A partnership was made in 1946 between the Sisters of Charity School of Nursing and Carroll College to create the Department of Nursing Education at Carroll College for the fall semester of 1946. For the first time, Carroll College offered a Bachelor of Science degree to women. Women were now seen as talented and ambitious students rather than silent servers. Carroll College was one of the first Roman Catholic diocesan colleges to institute coeducation. Through its innovative practices, it served as a model for many schools to follow
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
Is NDVI a predictor of C. tarsalis in Eastern Montana
No full textCulex Tarsalis, is a Mosquito species found throughout the Continental United States. With the outbreak of West Nile Virus (WNV) in the United States in the early 90’s, Tarsalis is the largest vector of WNV in Montana Tarsalis is mostly found in the Eastern portion of Montana and in the Mountain Valleys in Western Montana. This is due to a thought that Tarsalis does not like a lot of vegetation, specifically trees. Subsequently, a survey of using current Tarsalis data, and Normalized Difference Vegetation Index (NDVI) should allow a model to be made in Eastern Montana possible With collaboration with faculty of Carroll College, Patrick Oster will use NDVI and other methods to create a dynamic model of Tarsalis spread
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
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