482 research outputs found
Incorporating Reverse Engineering Methodology into Engineering Curricula
No full textWanamaker, Trevor W., M.S., Purdue University, May 2012. Incorporating Reverse Engineering Methodology into Engineering Curricula. Major Professor: Craig L. Miller.
Using a qualitative research approach, this study investigated the thoughts and feelings of students regarding the question, “what factors need to be considered when Reverse Engineering (RE) methodology is incorporated into engineering curricula?” The participants in the study were from the Introduction to Graphics for Manufacturing course at the West Lafayette campus of Purdue University. An RE survey was given to the all students enrolled in the course and 10 select students were given the opportunity to use a 3D handheld scanner in a hands-on learning exercise. Each of the 10 students underwent two interviews with questions pertaining to the study, the course, the technology, and the factors they felt were important to RE. The instructor for the course and an industry professional were interviewed to support the data gathered from the student interviews. The outcome of the study was a list of factors that students, the instructor, and the industry professional felt were important to RE implementation. This study provides information important to implementing RE into engineering curricula and suggestions for future research in the field of RE
Trevor Arnett Library Construction, November 15, 1931
No full textConstruction of the Trevor Arnett Library. Written on verso: Building of AU Library, 193
Virginia Lacy Jones Papers
No full textVirginia Lacy Jones (b. 1912 - d. 1984) was a librarian, educator, author, and among library educators known as "the Dean of Deans." She dedicated almost fifty years of her life to the library profession, thirty-six of which she spent as Dean of the School of Library Service at Atlanta University (now Clark Atlanta University). Her career began at Atlanta University in 1939 as Catalog Librarian in Trevor Arnett Library.
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].
John Hope Records
No full textThe records of John Hope (1897-1953) include documentation on the development of what would later be called the Atlanta University Center, when Atlanta University aligned with Morehouse College and Spelman College to form an academic consortium. During Hope's eight years as president, the graduate school was launched, the Department of Fine Arts was established, and the Trevor Arnett Library was opened. The Hope Papers include correspondence, administrative, and financial records for all eight years of his presidency, as well as some personal and family records.
At the AUC Robert W. Woodruff Library we are always striving to improve our digital collections. We welcome additional information for any of the works in this collection. To submit information, please contact us at: [email protected]
A comparative study of the responses from OCR, SEA and LEA administrators on the effectiveness of mediation in resolving special education conflicts, 1986
No full textPurpose: The purpose of the study was to determine the level of agreement between OCR regional directors, SEA directors and LEA directors on the effectiveness of mediation in resolving special education complaints. The specific problem was to determine the major factors contributing to the effectiveness of mediation as an approach to conflict resolution in special education. Methods and procedures: Two instruments were developed to collect data. Prior to administration to five OCR directors, 20 SEA directors and 65 LEA directors, the instruments were piloted on a group which included state consultants, LEA coordinators, LEA directors and a legal assistant. Four research questions were answered using descriptive and inferential statistics. A frequency distribution, along with percentages of data, was used to indicate the status of mediation as related to the mediator, reductions of hearings and hearing issues resolved. The chi-square test of significance was used to test the significance of data reported for large and small school systems.Results: Mediation is used at the federal level and by a large percentage of local school systems. A small percentage of the SEA directors reported that mediation is a requirement of local school systems. There was disparity in responses of SEA and LEA directors on the length of time mediation has been required. Although both SEA and LEA directors reported a reduction in hearing, the LEA directors were more inclined to attribute the reduction to mediations. The issues of identification, evaluation, placement and related services can be resolved through mediation. The primary handicaps of learning disabilities, behavior disorders, and mentally handicapped appeared most frequently in mediations. A significant difference, in favor of large school systems, was indicated relative to the use of mediation. No significant difference was apparent between large and small school systems relative to the development of guidelines and the requirement of mediation. Conclusions: The federal agency of OCR, state education agencies and school systems have made some efforts to include some form of mediation as part of their appeals process. The variables of issues and types of handicaps, while important for influencing the request for mediation, do not appear to be contributing factors for mediation effectiveness. Limited documentation was found at federal, state and local levels. Therefore, generalizations drawn from the study should be applied cautiously
Paul's Rhetorical use of Complex Metaphors in 1 Corinthians 3-4
No full textAfter Paul had established the Corinthian church, in his absence he expected that the Corinthian congregation would enrich themselves spiritually. However, he received information that dissension and factions had erupted in the church (1:11). These factions questioned and opposed Paul's authority in the Corinthian church as the socially prominent Corinthian Christians followed and supported various other leaders whom they attributed with a greater degree of sophistic wisdom than Paul. Paul is thus faced with the challenge to address the problems of authority and factionalism in the Corinthian church. Paul addresses these issues succinctly by the use of complex metaphors. The purpose of this thesis consists of examining and discussing the manner in which Paul addresses the problems of authority and factionalism in 1 Corinthians 3-4 by the use of complex metaphors. Three major points of the thesis reflect the method of study: 1. The use of blending theory to interpret Paul's use of complex household and building metaphors as seen through the following submetaphors: i. Mother-infants relationship in antiquity (1 Cor. 3:1-4). ii. Master-servants; Planter-field; and one who waters-field relationships in antiquity (1 Cor. 3:5-9b). iii. Master builder-builders; temple-community relationship in antiquity (1 Cor. 3:9c-17). iv. Master-servants and stewards relationship in antiquity (1 Cor. 4:1-13). v. Father-children relationship in antiquity (1 Cor. 4:14-21). 2. The use of socio-rhetorical criticism to understand the social and cultural textures of the submetaphors so as to identify the features of the source domains and to 9 apply the blending theory to blend features of source domains onto target domains for interpretation of complex metaphors. 3. The use of Thompson's modes of operation of ideology to see how Paul ideologically re-establishes and sustains his dominance in the Corinthian church
A bibliography of works on Africa in the negro collection of the Trevor Arnett Library of Atlanta University, published, 1900-1925, 1964
No full textUse of the circulation department of the Trevor Arnett Library by Morehouse College undergraduate students September 1951 through May 1955, 1959
No full textHolding the village accountable: a comparative case study of two economically divergent communities to investigate the extent social capital impacts student achievement in STEM, 2016
No full textThis dissertation explores the extent social capital and social networking impact student achievement in STEM within communities of divergent affluence and influence. The lack of parity of academic amenities within communities, including academic tutoring, math and science classes, and workshops tend to impede student achievement within the schoolhouse. Therefore, activities occurring within households result in each communitys ability to serve as either a bridge or a barrier to student academic success. The author argues that through community mobilization to drive further access to community-based academic resources, students can be connected to opportunities to nourish their STEM competencies, which will lead to increased success in the core STEM courses of mathematics and science. Communities with higher socioeconomic standings have an embedded innate framework of networking through associations and affiliations. Due to these memberships in a cross-section of activities, including neighborhood associations, parent groups, and civic organizations, there is a natural ebb and flow of communication and action that encourages opportunities to emerge for the benefit of its community's children. The author investigated the relationship between student STEM achievement in school and the ability of families to access academic opportunities outside of the school environment. Data collected included an array of primary and secondary sources, student state test scores, and program marketing documents of STEM education providers. To further explore the relationship between variables, surveys completed by community stakeholders and parents were distributed and analyzed. The quality of instruction occurring within community-based STEM opportunities was measured through analyses of survey instruments and documents, curriculum standards, and approaches to learning. KEY TERMS: Access to Academic Amenities, Quality of Instruction within Academic Amenities, Parent Involvement, Community Cohesiveness, Student Achievement, Out-of-School-Time, STEM, Educational Leadershi
Southern women against lynching: a study of an anti-lynching organization, 1930-1942, 1974
No full textThe primary Intent of this paper is to explore the structures, philosophy, formation and history of the Association of Southern Women for the Prevention of Lynching. Included also Is a section dealing with the reactions and opposition to this group. Lastly, a conclusion Is drawn from related works that give attention to the accomplishments of the Association. The practice of seizing alleged or convicted criminals and executing them without due process of law or legal authority has been a problem peculiar to the United States. Many whites lynched blacks to ease their fears and to restore what they regarded as racial stability. They moved against blacks that were considered "Impudent" In order that other blacks would remain "loyal". These considerations disturbed many liberals of the South. Among these was Mrs. Jessie Daniel Ames, Director of Woman's Work in the Commission on Interracial Cooperation In Atlanta, Georgia. In the autumn of 1930, Mrs. Ames organized an anti-lynching group; its chief concern was the eventual eradication of the crime of lynching. The main sources of information were the papers of the Association of Southern Women for the Prevention of Lynching (ASWPL), located at Trevor-Arnett Library, Atlanta University, and Atlanta, Georgia. These papers included minutes, speeches and addresses, newspaper clippings and letters of the Association. Included in these papers also were numerous publications of the ASWPL which were of great value in pursuing this study
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