6,731 research outputs found
Dr. Clark Read, Rice University
No full textBlack and white photograph of Professor Clark P. Read, Rice University Department of Biology.Dr. Clark Read received his bachelor's, master's and Ph.D. degrees from Rice Institute and joined the Biology faculty in 1959
Status of Behavioral and Physiological "Resistance"
No full textTalk given by Clark P. Read from the School of Hygiene and Public Health, Johns Hopkins Universit
Clark College and Clark Atlanta University Photographs
No full textClark Atlanta University was established in 1988 as a result of the consolidation of two independent historically black institutions - Atlanta University (1865) and Clark College (1869). The bulk of this collection contains photographs of Clark College before its consolidation with Atlanta University. The photographs show student life including classes, athletics, clubs, sororities and fraternities, and graduation. Also included in this collection are notable people such as Vivian Henderson, Carl Ware, Vernon Jordan, C. Eric Lincoln, Thomas Cole, Jesse Jackson, Andrew Young, and James P. Brawley.
At the AUC Robert W. Woodruff Library we are always striving to improve our digital collections. We welcome additional information about people, places, or events depicted in any of the works in this collection. To submit information, please contact us at [email protected]
Read classification with CLARK-S using different pattern sets.
No full textRead classification with CLARK-S using different pattern sets.</p
Grahame Clark and Scandinavia
No full textThe paper deals with Grahame Clark´s heavy commitments in Scandinavian archaeology all through his career. The rich Danish Mesolithic bog sítes opened his eyes for the possibility of finding Stone Age wetland sites also in Britain and of the archaeological potential of botany and other palaeo-environmental methods developed earlier in Scandinavia. Within short Clark blossomed out as the leading environmentalist of Stone Age research in north-western Europe. He did so thanks to his talent for both inter-disciplinary and multi-disciplinary work and by means of well planned fieldwork and publishing and through a stream of well-argued articles and books about almost eveery aspect of Stone age life in the area. The author also tries to characterize Clark as an archaeologist both against the background of his time and as a scholar in general.</p
Acceptance of the Clark P. Read Mentor Award: The Teague Self Lessons
No full textThe transcript of John J. Janovy Jr.\u27s speech upon acceptance of the American Society of Parasitologists\u27 Clark P. Read Mentor Award, 2003
Monograph in Biology: The Vertebrate Small Intestine as an Environment for Parasitic Helminths
No full textMonograph in Biology by Dr. Clark P. Rea
James P. Brawley Collection
No full textJames P. Brawley was born on September 26, 1894 in Lockhart, Texas. He taught at Rust College in Holly Springs, Mississippi before entering the Masters program Northwestern University, receiving a Masters of Arts in Religious Education in June of 1925. Brawley then took a job as head of the Department of Education and Religious Education at Clark University, becoming the Dean of the College of Arts and Sciences in the fall of 1926, and President of Clark College in 1941 (Clark University became Clark College in 1940). On August 31, 1965, Brawley resigned as President and began his tenure as President Emeritus. He wrote a book on the history of Clark College, as well as a book on Methodism and the education of Black people. Outside of his work with Clark College, Brawley was an active member of the Methodist Church. He served on the President's Council of the Methodist Board of Education as well as several boards, commissions and committees related to social action and concerns. This collection features images and events from the life of James P. Brawley, and scenes around campus at Clark College. Also included are lantern slides of religious clergy, historical events and campus life, most likely used in his teachings.
At the AUC Robert W. Woodruff Library we are always striving to improve our digital collections. We welcome additional information about people, places, or events depicted in any of the works in this collection. To submit information, please contact us at [email protected].
Interview of author Phenderson Dj\ue8l\ued Clark at the Zora Neale Hurston Festival in Eatonville, Florida
No full textAward winning author and founding member of FIYAH Literary Magazine, Phenderson Dj\ue8l\ued Clark, is interviewed by Grace Chun, project coordinator at University of Florida Samuel Proctor Oral History Program, as part of the 2020 Zora Neale Hurston Festival in Eatonville, Florida. Mr. Clark shares how his time in Trinidad, his exposure to afro-creole folktales, Hindu stories, Muslim festivals as well as his exposure to Twilight Zone and old horror movies from his parents nurtured a deep interest in the fantastic. Mr. Clark defines afrofuturism as something to do with the future, whether it is how Black people will exist in the future or futuristic ideas. He describes how his writing fits more with retro-afrofuturism, where you imbue the past with future elements and explore a past that never was. Mr. Clark says that afrofuturism offers a way to resist the kind of future in a world like now and how to form a resistance against it; it empowers people to imagine a different future, a possibility of a different future. He also talks about how afrofuturism extends beyond literary work into music and other creative forms
Primary school teachers' knowledge of phonemic awareness and its importance as a factor in learning to read
No full textThe purpose of this research was to gain an understanding of the knowledge that teachers in New Zealand primary school classrooms have in regard to phonemic awareness, their understanding of its importance as a factor in learning to read, and the methods they use to assess and teach it. International assessments continue to highlight an unacceptably large gap in reading achievement between good and poor readers in New Zealand primary schools (Mullis, Martin, Foy, & Drucker, 2012; Tunmer, Chapman, Greaney, Prochnow, & Arrow, 2013a). Up to 20% of children in New Zealand primary school classrooms are struggling to learn to read (Education and Science Committee, 2001, 2008; Education Review Office, 2005). Research shows that explicit instruction in phonemic awareness will help children struggling with reading to learn to read (Ehri et al., 2001; Hatcher, Hulme, & Snowling, 2004; Nicholson, 2003; Pressley, 2006; Ryder, Tunmer, & Greaney, 2008; Strattman & Hodson, 2005; Torgesen et al., 2001). Teachers’ knowledge of phonemic awareness becomes important in the context of providing this explicit instruction.
An online survey was used to assess 68 in-service teachers’ knowledge of phonemic awareness. Four semi-structured interviews were also conducted which allowed the survey findings to be investigated further in four local contexts to add depth to the researcher’s understanding. Results revealed that participants struggled to define phonemic awareness, and did not understand the differences between phonemic awareness, phonological awareness, and phonics. Participants found some tasks more difficult than others, in particular phoneme counting and phoneme identity. There were also discrepancies between the participants’ perceived knowledge and their actual knowledge. Participants tended to overestimate their actual knowledge, perceiving themselves as more knowledgeable with regard to phonemic awareness than they actually were. Phonemic awareness did not appear to be regularly assessed nor explicitly taught in most of the participants’ classrooms. The findings suggest that the teachers who participated in this study did not typically have the knowledge of phonemic awareness needed to be able to provide the explicit instruction in phonemic awareness children struggling to learn to read need in order to become successful readers
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