Academic literature on the topic 'African american author'
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Journal articles on the topic "African american author"
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Agbere, Dawud Abdul-Aziz. "Islam in the African-American Experience." American Journal of Islam and Society 16, no. 1 (1999): 150–57. http://dx.doi.org/10.35632/ajis.v16i1.2138.
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African-American Islam, especially as practiced by the Nation oflslam, continuesto engage the attention of many scholars. The racial separatist tendency,contrasted against the color blindness of global Islam, has been the focal pointof most of these studies. The historical presence of African Americans in themidst of American racism has been explained as, among other things, the mainimpetus behind African-American nationalism and racial separatism. Islam inthe African-American Experience is yet another attempt to explain this historicalposition. Originally the author's Ph.D. dissertation, the book spans 293pages, including notes, select biographies, indices, and thirteen illustrations. Itstwo parts, "Root Sources" and "Prophets of the City," comprise six chapters; there is also an introduction and an epilogue. The book is particularly designedfor students interested in African-American Islam. The central theme of thebook is the signifktion (naming and identifying) of the African Americanwithin the context of global Islam. The author identifies three factors thatexplain the racial-separatist phenomenon of African-American Islam:American racism, the Pan-African political movements of African-Americansin the early twentieth century, and the historic patterns of racial separatism inIslam. His explanations of the first two factors, though not new to the field ofAfrican-American studies, is well presented. However, his third explanation,which tries to connect the racial-separatist tendency of African-AmericanMuslims to what he tern the “historic pattern of racial separatism” in Islam,seems both controversial and problematic.In his introduction, the author touches on the African American’s sensitivityto signification, citing the long debate in African-American circles. Islam, heargues, offered African Americans two consolations: first, a spiritual, communal,and global meaning, which discoMects them in some way from Americanpolitical and public life; second, a source of political and cultural meaning inAfrican-American popular culture. He argues that a black person in America,Muslim or otherwise, takes an Islamic name to maintain or reclaim Africancultural roots or to negate the power and meaning of his European name. Thus,Islam to the black American is not just a spiritual domain, but also a culturalheritage.Part 1, “Root Sources,” contains two chapters and traces the black Africancontact with Islam from the beginning with Bilal during the time of theProphet, to the subsequent expansion of Islam to black Africa, particularlyWest Africa, by means of conversion, conquest, and trade. He also points to animportant fact: the exemplary spiritual and intellectual qualities of NorthAmerican Muslims were major factors behind black West Africans conversionto Islam. The author discusses the role of Arab Muslims in the enslavement ofAfrican Muslims under the banner of jihad, particularly in West Africa, abehavior the author described as Arabs’ separate and radical agenda for WestAfrican black Muslims. Nonetheless, the author categorically absolves Islam,as a system of religion, from the acts of its adherents (p. 21). This notwithstanding,the author notes the role these Muslims played in the educational andprofessional development of African Muslims ...
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Nadir, Aneesah. "Islam in the African-American Experience." American Journal of Islam and Society 22, no. 2 (2005): 111–13. http://dx.doi.org/10.35632/ajis.v22i2.1714.
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Islam in the African-American Experience is a historical account of Islamin the African-American community. Written by a scholar of African-American world studies and religious studies, this book focuses on theinterconnection between African Americans’ experiences with Islam as itdeveloped in the United States. While this scholarly work is invaluable forstudents and professors in academia, it is also a very important contributionfor anyone seriously interested in Islam’s development in this country.Moreover, it serves as a central piece in the puzzle for Muslims anxious tounderstand Islam’s history in the United States and the relationship betweenAfrican-American and immigrant Muslims. The use of narrative biographiesthroughout the book adds to its personal relevance, for they relate thepersonal history of ancestors, known and unknown, to Islam’s history inthis country. Turner’s work furthers African-American Muslims’ journeytoward unlocking their history.The main concept expressed in Turner’s book is that of signification, theissue of naming and identity among African Americans. Turner argues thatsignification runs throughout the history of Islam among African Americans,dating back to the west coast of Africa, through the Nation of Islam, to manyof its members’ conversion to orthodox Sunni Islam, and through Islamicmessages disseminated via contemporary hip-hop culture. According toTurner, Charles Long refers to signification as “a process by which names,signs and stereotypes were given to non-European realities and peoples duringthe western conquest and exploration of the world” (p. 2). The renamingof Africans by their oppressors was a method of dehumanization andsubjugation.The author argues that throughout the history of African-AmericanMuslims, Islam served to “undercut signification by offering AfricanAmericans a chance to signify themselves” (p. 3). Self-signification is anantithesis to the oppressive use of signification, for it facilitates empowermentand growing independence from the dominant group. In addition,“signification involved double meanings. It was both a potent form ofoppression and a potent form of resistance to oppression” (p. 3). By choosingMuslim names, whether they were Muslim or not, Turner claims that ...
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Kumar, Fayaz Ahmad, and Colette Morrow. "Theorizing Black Power Movement in African American Literature: An Analysis of Morrison's Fiction." Global Language Review V, no. IV (2020): 45–53. http://dx.doi.org/10.31703/glr.2020(v-iv).06.
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This paper analyzes the influence of the Black Power movement on the AfricanAmerican literary productions; especially in the fictional works of Toni Morrison. As an African-American author, Toni Morrison presents the idea of 'Africanness' in her novels. Morrison's fiction comments on the fluid bond amongst the African-American community, the Black Power and Black Aesthetics. The works of Morrison focus on various critical points in the history of African-Americans, her fiction recalls not only the memory of Africa but also contemplates the contemporary issues. Morrison situates the power politics within the framework of literature by presenting the history of the African-American cultures.
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Rasiah, Rasiah. "STEREOTYPING AFRICAN AMERICANS’ RACIAL IDENTITY ON VALERIE MARTIN’S PROPERTY." Rubikon : Journal of Transnational American Studies 3, no. 1 (2019): 69. http://dx.doi.org/10.22146/rubikon.v3i1.47841.
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This study is intended to analyze the persistence of African American stereotype in the contemporary slavery-themed novel authored by Valerie Martin, Property (2003). Valerie Martin is a white author, who seems to have changed the slavery discourse, but the stereotyping of African Americans is still there and built in a new form of stereotyping. Postcolonial analysis showed that the stereotyping of African Americansas ‘other’ existed in direct stereotyping and indirect stereotyping. Direct stereotyping is that the author directly uses the pejorative language and symbols in forming the African American character, meanwhile indirect stereotyping is the author using the shift of discourse that seemed worthy in describing the African American character, but in the same time it affirms the stereotype of the African American identity as inferior still exists, even in the so-called Post-racial era in the United States. Keywords: Representation, Stereotyping, Identity, Race, African American
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Abernathy-Lear, Gloria. "African Americans' Criticisms concerning African American Representations on Daytime Serials." Journalism Quarterly 71, no. 4 (1994): 830–39. http://dx.doi.org/10.1177/107769909407100407.
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This article presents African Americans' criticisms of how they are portrayed in daytime serials. In addition to desiring an increase in the numbers portrayed, critics condemned the whitewashing of African American characters and storylines and the lack of diverse roles. Because the findings support the existence of a racially separate world view, the author suggests that African American viewing practices should be analyzed within a framework of historical and contemporary black culture.
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Marinšek, Darja. "Female genital mutilation in African and African American women's literature." Acta Neophilologica 40, no. 1-2 (2007): 129–46. http://dx.doi.org/10.4312/an.40.1-2.129-146.
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The article builds on the existing dispute between African and African American women writers on the competence of writing about female genital mutilation (FGM), and tries to determine the existence and nature of the differences between the writings of these two groups. The author uses comparative analysis of two popular African and African American novels, comparing their ways of describing FGM, its causes and consequences, the level ob objectivity and the style of the narrations.This is followed by a discussion on the reasons for such differences, incorporating a larger circle of both African and African American women authors, at the same time analysing the deviance within the two groups. While the differences between African American writers are not that great, as they mostly fail to present the issue from different points of view, which is often the result of their lack of direct knowledge of the topic, African authors' writing is in itself discovered to be ambivalent and not at all invariable. The reasons for such ambivalence are then discussed in greater context, focusing on the effect of the authors' personal contact with circumcision as well as their knowledge and acceptance of Western values. The author concludes by establishing the African ambivalent attitude towards FGM, which includes different aspects of the issue, as the most significant difference between their and African American writers' description of this practice.
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Price, Richard. "The miracle of creolization : a retrospective." New West Indian Guide / Nieuwe West-Indische Gids 75, no. 1-2 (2001): 35–64. http://dx.doi.org/10.1163/13822373-90002557.
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Expands upon ideas in the essay The birth of African-American culture (1992) the author co-wrote with Mintz, mainly concerning the creolization process among American blacks. Author describes how other scholars contested this essay, and argued that the African heritage, e.g. of African ethnicities, was more, and longer, present among slaves than Price and Mintz argued. He further expounds on these differing views regarding the speed and extent of cultural adaptation among (descendants of) African slaves in the Americas.
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Bates, Julia. "U.S. Empire and the “Adaptive Education” Model: The Global Production of Race." Sociology of Race and Ethnicity 5, no. 1 (2018): 41–54. http://dx.doi.org/10.1177/2332649218783451.
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Following World War I, the U.S. Department of Labor worked with a large-scale commercial philanthropic endeavor called the Phelps Stokes Fund to transfer educational policies designed for African Americans to West Africa and South Africa. They specifically promoted the “adaptive education” model used at Tuskegee and the Hampton institutes for African American education. This model emphasized manual labor, Christian character formation, and political passivity as a form of racial uplift. They relied upon the sociologist and educational director of the Phelps Stokes Fund, Thomas Jesse Jones, to advocate for the transnational development of the model. Juxtaposing Jones’s advocacy for the adaptive education model in Education in Africa and W.E.B. Du Bois’s critique of the model in The Crisis and Darkwater, the author finds that two different conceptions of the U.S. racial state emerge. According to Jones and Du Bois, why did the U.S. racial state decide to link African Americans and Africans as similar objects of political intervention? Furthermore, can this dynamic be conceptualized within a theory of race that conceptualizes the U.S. racial state as a nation-state?
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Lewis, Chance W. "African American Male Teachers in Public Schools: An Examination of Three Urban School Districts." Teachers College Record: The Voice of Scholarship in Education 108, no. 2 (2006): 224–45. http://dx.doi.org/10.1177/016146810610800202.
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Currently, African American students constitute approximately 20% of the public school population, while African American male teachers constitute 1% of the teaching force. In this article, the author presents the findings of a study that examined the disproportionate number of African American male teachers in America's K-12 public schools. More specifically, the researcher surveyed 147 African American male teachers in three urban school districts in Louisiana to better understand what strategies school districts could implement to increase the presence of African American male teachers. The recommendations are presented in this article.
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Royston, Reginold A. "Soulcraft: Theorizing Black Techne in African and American Viral Dance." Social Media + Society 8, no. 2 (2022): 205630512211076. http://dx.doi.org/10.1177/20563051221107644.
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This article proposes the notion of soulcraft as an alternative framing for the work that Africans and African diasporans imbue upon material culture and social projects. Through ethnographic encounters with the practitioners of Chicago Footwork and Afrobeats dance music, the author theorizes a Black vernacular approach to the concept of techne. This essay contributes to discourse in the philosophy of technology to document spirituality in viral dance practices and forms of digital embodiment, linking them to metaphysical understandings of “soul” in African and African American philosophical thought. Interviews and critical analysis of digital media help the author illustrate the ways that these African and diasporic media innovators elide the dualistic distinctions between material tech-making and spiritual strivings, in service of an emancipatory ethos for technology.
Dissertations / Theses on the topic "African american author"
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Raines-Sapp, Carol Lynn. "Using author studies to incorporate multicultural literature across the New Jersey core curriculum /." Full text available online, 2009. http://www.lib.rowan.edu/find/theses.
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DiLorenzo, Melissa Lee. "Race-related factors in academic achievement an examination of racial socialization and racial identity in African American and Latino college students /." Diss., UC access only, 2009. http://proquest.umi.com/pqdweb?SQ=DiLorenzo%2C+Melissa+Lee.&DBId=G647&date=ALL&onDate=&beforeDate=&afterDate=&fromDate=&toDate=&TITLE=&author=&SCH=&subject=&FT=0&LA=any&MTYPE=all&sortby=REVERSE_CHRON&RQT=305&querySyntax=PQ&searchInterface=1&moreOptState=CLOSED&TS=1267819534&h_pubtitle=&h_pmid=&clientId=48051&JSEnabled=1.
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Thesis (Ph. D.)--University of California, Riverside, 2009.<br>Includes abstract. Includes bibliographical references (leaves 87-103). Issued in print and online. Available via ProQuest Digital Dissertations.
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Taylor, Juko Tana. "Misrecognized and Misplaced: Race Performed in African American Literature, 1900-2015." Thesis, University of North Texas, 2017. https://digital.library.unt.edu/ark:/67531/metadc984162/.
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In my dissertation, I explore the ways in which racial identity is made complex through various onlookers' misrecognition of race. This issue is particularly important considering the current state of race relations in the United States, as my project offers a literary perspective and account of the way black authors have discussed racial identity formation from the turn of the century through the start of the twenty-first century. I highlight many variations of misrecognition and racial performance as a response to America's obsession with race.
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Jefferson, Sonya Duggan. "Stitched from the soul an auto/biographical inquiry into one black woman administrator's voice and vision /." Click here to access dissertation, 2006. http://www.georgiasouthern.edu/etd/archive/fall2006/aballagh/ballagh_amy_r_200608_edd.pdf.
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Thesis (Ed.D.)--Georgia Southern University, 2006.<br>"A dissertation submitted to the Graduate Faculty of Georgia Southern University in partial fulfillment of the requirements for the degree Doctor of Education" ETD. Includes bibliographical references (p. 152-169)
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Macon, Wanda Celeste. "Adolescent characters' sexual behavior in selected fiction of six twentieth century African American authors /." The Ohio State University, 1992. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487779120905746.
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Eley, Dikeita N. "Color (Sub)Conscious: African American Women, Authors, and the Color Line in Their Literature." VCU Scholars Compass, 2004. http://scholarscompass.vcu.edu/etd/1486.
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Color (sub)Conscious explores the African American female's experience with colorism. Divided into three distinct sections. The first section is a literary analysis of such works as Toni Morrison's The Bluest Eye, Gloria Naylor's The Women of Brewster Place, Maya Angelou's I Know Why the Caged Bird Sings and Alice Walker's "If the Present Looks Like the Past, What Does the Future Look Like?" an essay from her collection In Search of Our Mothers' Gardens. The second section is a research project based on data gathered from 12 African American females willing to share their own experiences and insights on colorism. The final section is a creative non-fiction piece of the author's own personal pain growing up and living with the lasting effects of colorism.
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Robinson, Heather Lindsey. "Ours is the Kingdom of Heaven: Racial Construction of Early American Christian Identities." Thesis, University of North Texas, 2016. https://digital.library.unt.edu/ark:/67531/metadc849673/.
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This project interrogates how religious performance, either authentic or contrived, aids in the quest for freedom for oppressed peoples; how the rhetoric of the Enlightenment era pervades literatures delivered or written by Native Americans and African Americans; and how religious modes, such as evoking scripture, performing sacrifices, or relying upon providence, assist oppressed populations in their roles as early American authors and speakers. Even though the African American and Native American populations of early America before the eighteenth century were denied access to rights and freedom, they learned to manipulate these imposed constraints--renouncing the expectation that they should be subordinate and silent--to assert their independent bodies, voices, and spiritual identities through the use of literary expression. These performative strategies, such as self-fashioning, commanding language, destabilizing republican rhetoric, or revising narrative forms, become the tools used to present three significant strands of identity: the individual person, the racialized person, and the spiritual person. As each author resists the imposed restrictions of early American ideology and the resulting expectation of inferior behavior, he/she displays abilities within literature (oral and written forms) denied him/her by the political systems of the early republican and early national eras. Specifically, they each represent themselves in three ways: first, as a unique individual with differentiated abilities, exceptionalities, and personality; second, as a person with distinct value, regardless of skin color, cultural difference, or gender; and third, as a sanctified and redeemed Christian, guaranteed agency and inheritance through the family of God. Furthermore, the use of religion and spirituality allows these authors the opportunity to function as active agents who were adapting specific verbal and physical methods of self-fashioning through particular literary strategies. Doing so demonstrates that they were not the unrefined and unfeeling individuals that early American political and social restrictions had made them--that instead they were intellectually and morally capable of making both physical and spiritual contributions to society while reciprocally deserving to possess the liberties and freedoms denied them.
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Potter, Lawrence T. "Harlem's forgotten genius : the life and works of Wallace Henry Thurman /." free to MU campus, to others for purchase, 1999. http://wwwlib.umi.com/cr/mo/fullcit?p9946287.
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Birge, Amy Anastasia. ""Mislike Me not for My Complexion": Shakespearean Intertextuality in the Works of Nineteenth-Century African-American Women." Thesis, University of North Texas, 1996. https://digital.library.unt.edu/ark:/67531/metadc278175/.
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Caliban, the ultimate figure of linguistic and racial indeterminacy in The Tempest, became for African-American writers a symbol of colonial fears of rebellion against oppression and southern fears of black male sexual aggression. My dissertation thus explores what I call the "Calibanic Quadrangle" in essays and novels by Anna Julia Cooper, Frances Ellen Watkins Harper, and Pauline Elizabeth Hopkins. The figure of Caliban allows these authors to inflect the sentimental structure of the novel, to elevate Calibanic utterance to what Cooper calls "crude grandeur and exalted poesy," and to reveal the undercurrent of anxiety in nineteenth-century American attempts to draw rigid racial boundaries. The Calibanic Quadrangle enables this thorough critique because it allows the black woman writer to depict the oppression of the "Other," southern fears of black sexuality, the division between early black and white women's issues, and the enduring innocence of the progressive, educated, black female hero ~ all within the legitimized boundaries of the Shakespearean text, which provides literary authority to the minority writer. I call the resulting Shakespearean intertextuality a Quadrangle because in each of these African-American works a Caliban figure, a black man or "tragic mulatto" who was once "petted" and educated, struggles within a hostile environment of slavery and racism ruled by the Prospero figure, the wielder of "white magic," who controls reproduction, fears miscegenation, and enforces racial hierarchy. The Miranda figure, associated with the womb and threatened by the specter of miscegenation, advocates slavery and perpetuates the hostile structure. The Ariel figure, graceful and ephemeral, usually the "tragic mulatta" and a slave, desires her freedom and complements the Caliban figure. Each novel signals the presence of the paradigm by naming at least one character from The Tempest (Caliban in Cooper's A Voice from the South; "Mirandy" in Harper's Iola Leroy; Prospero in Hopkins's Contending Forces; and Ariel in Hopkins's Hagar's Daughter).
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Sarnosky, Yolonda P. "Black female authors document a loss of sexual identity Jacobs, Morrison, Walker, Naylor, and Moody /." Instructions for remote access. Click here to access this electronic resource. Access available to Kutztown University faculty, staff, and students only, 1999. http://www.kutztown.edu/library/services/remote_access.asp.
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Thesis (M.A.)--Kutztown University of Pennsylvania, 1999.<br>Source: Masters Abstracts International, Volume: 45-06, page: 2836. Typescript. Abstract appears on leaf [ii]. Includes bibliographical references (leaves 65-67).
Books on the topic "African american author"
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Raatma, Lucia. Alice Walker: African-American author and activist. Child's World, 2004.
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Fitzgerald, Stephanie. Alice Walker: author and social activist. Compass Point Books, 2008.
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Jim, Whiting. W.E.B. Du Bois: Civil rights activist, author, historian. Mason Crest Publishers, 2010.
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Whiting, Jim. W.E.B. Du Bois: Civil rights activist, author, historian. Mason Crest Publishers, 2010.
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W.E.B. Du Bois: Civil rights activist, author, historian. Mason Crest Publishers, 2010.
Find full textBook chapters on the topic "African american author"
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Carretta, Vincent. "Back to the Future: Eighteenth-Century Transatlantic Black Authors." In A Companion to African American Literature. Wiley-Blackwell, 2010. http://dx.doi.org/10.1002/9781444323474.ch1.
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"About the Author." In African, American. Zed Books Ltd, 2017. http://dx.doi.org/10.5040/9781350218178.0013.
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"About the Author." In Pan–African American Literature. Rutgers University Press, 2019. http://dx.doi.org/10.36019/9780813592817-012.
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"About the Author." In Shaping the Future of African American Film. Rutgers University Press, 2019. http://dx.doi.org/10.36019/9780813562575-014.
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Rambsy, Kenton. "About the Author." In The Geographies of African American Short Fiction. University Press of Mississippi, 2022. http://dx.doi.org/10.14325/mississippi/9781496838728.002.0009.
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"About the author." In Beyond Small Numbers: Voices of African American PhD Chemists. Elsevier, 2005. http://dx.doi.org/10.1016/s1479-3644(05)80001-1.
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Hill, Shirley A. "Introduction." In Inequality and African-American Health. Policy Press, 2016. http://dx.doi.org/10.1332/policypress/9781447322818.003.0001.
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This book explores how the health of African Americans is influenced by numerous social settings and policies that reinforce racial inequality. The author accomplishes this by expanding on existing literature and research on the health deficit experienced by African Americans, as well as drawing on interviews with a class-diverse group of African-American women and men about health attitudes and experiences. This chapter introduces the structure of the author’s research and the structure of the remaining chapter of the book.
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Meadows, Dwayne E. "Where Have We Gone From There?" In African American Suburbanization and the Consequential Loss of Identity. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-7835-2.ch005.
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It is the author's position that Martin King's final keynote address at the tenth annual session of the Southern Christian Leadership Conference, where the theme was “Where Do We Go From Here” is a significant point of reference in the ongoing struggle of African Americans in America. Indeed, 50 years after King's sudden death, his turn toward economic and political empowerment is still the cornerstone of the Black agenda in America. Therefore, with the preceding as our contextual mooring, the author will consider that unique expression of African American culture, Black religion, and the Black church in its 21st century iteration. How has suburban life and the ongoing search for success and the “American Dream” affected Black faith traditions? What do we believe, and who is our God? What has become of the “Souls of Black Folk?”
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Collins, Robert Keith. "How Did Black Folks Become Indians?" In The Complexities of Race. NYU Press, 2021. http://dx.doi.org/10.18574/nyu/9781479801404.003.0007.
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This chapter applies a person-centered ethnographic approach to examine how African cultural change and racial mixture within Native American communities contributed to new definitions of being and belonging and the relationship these definitions share with historical and contemporary race-making practices in the United States. Drawing on life histories obtained during the creation of the Smithsonian’s traveling banner exhibit IndiVisible: African-Native American Lives in the Americas and evidence from the anthropological and historical records, the author, Robert Keith Collins, traces changing racial attitudes among Native Americans toward African populations living among them as citizens and slaves, the relationship between African cultural change and sense of being and belonging, and manifestations of Native American racism. Collins concludes by highlighting how all of these areas influence historical and future understandings of the dynamics of African and Native American racial mixture and African-Native American self-understanding and experiences of belonging within Native America.
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Brown, Jeannette. "Resources for Historical Background." In African American Women Chemists. Oxford University Press, 2012. http://dx.doi.org/10.1093/oso/9780199742882.003.0005.
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Many historians have written about the history of African Americans in science, but most of the articles focus only on the men and very little is written about the women. It would take additional research to find information pertaining only to the women. However, since both men and women lived through the same era, much of what affected the men also affected the women. The background information about black women chemists could probably fit into another book or at least a paper, but that was not within the scope of this book. Dr. Wini Warren, author of Black Women Scientists in the United States, did some extensive research on the background history of black women in science, which she planned to put into a future book; due to health problems it was never written. However, the Introduction to Dr. Warren’s book is well worth reading for some of the background history of the women. The endnotes in that chapter provide an extensive bibliography about the history of blacks in science. In addition, Dr. Warren includes an extensive discussion about the background history of black women scientists in the introduction of her thesis, “Hearts and Minds: Black Women Scientists in the United States 1900–1960.” Sisters in Science by Diann Jordan features author interviews of black women scientists, some of whom are chemists. The Introduction of her book, discusses the background history. Dr. Jordan also includes a history of black colleges in the section “The Role of the Black College in Educating African American Scientists.” Since many of the women in this book had their first college education in a black college, it is worth reading. Information about several of the African American women chemists in this book can be found in Contributions of Black Women to America, Volume 2. The Introduction and Chapter 1 in the “Science” section give some background information about the history of women in science.
Conference papers on the topic "African american author"
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Mackie, Calvin. "Promoting the Study of Science, Mathematics, Engineering and Technology in Urban School Districts via Video Programming." In ASME 1999 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 1999. http://dx.doi.org/10.1115/imece1999-0637.
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Abstract This paper describes methods and theories used to alter the attitudes and motivation of the 83,000 students of the New Orleans Public School system. The project attempts to affect systemic change in the study of science, mathematics, engineering and technology via development of a motivational and informational video series from live presentations at target schools. The city of New Orleans and the New Orleans Public School system are demographically 75% and 85% African-American, respectively, and there is an overwhelming need to expose the students to role models beyond athletes and entertainers. The author has developed a comprehensive program to assist the New Orleans Public School system in developing motivation and fostering positive attitudes toward education, in general, and the study of science, math, engineering and technology, in particular. The program’s goal and vision are to convince students that they can be whatever they choose with math, science, engineering and technology as possible alternatives, presenting career opportunities well into the next century by developing the whole individual into a motivated, critical thinking human being with the ability to make life-sustaining decisions. The videos are based on successful theories and presentations the author has developed and presented. Students at target schools are pre- and post-tested to determine the presentations’ effectiveness. The videos are aired continuously on community and educational access channels across the city, reaching over 300,000 homes. Furthermore, a presently functional web site whereby students receive additional information and resources in the all areas of education including science, math and engineering complements the video series.
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Fatima Hajizada, Fatima Hajizada. "SPECIFIC FEATURES OF THE AMERICAN VERSION OF THE BRITISH LANGUAGE." In THE FIRST INTERNATIONAL SCIENTIFIC – PRACTICAL VIRTUAL CONFERENCE IN MODERN & SOCIAL SCIENCES: NEW DIMENSIONS, APPROACHES AND CHALLENGES. IRETC, 2022. http://dx.doi.org/10.36962/mssndac-01-10.
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English is one of the most spoken languages in the world. A global language communication is inherent in him. This language is also distinguished by a significant diversity of dialects and speech. It appeared in the early Middle Ages as the spoken language of the Anglo-Saxons. The formation of the British Empire and its expansion led to the widespread English language in Asia, Africa, North America and Australia. As a result, the Metropolitan language became the main communication language in the English colonies, and after independence it became State (USA, Canada, Australia, New Zealand) and official (India, Nigeria, Singapore). Being one of the 6 Official Languages of the UN, it is studied as a foreign language in educational institutions of many countries in the modern time [1, 2, s. 12-14]. Despite the dozens of varieties of English, the American (American English) version, which appeared on the territory of the United States, is one of the most widespread. More than 80 per cent of the population in this country knows the American version of the British language as its native language. Although the American version of the British language is not defined as the official language in the US Federal Constitution, it acts with features and standards reinforced in the lexical sphere, the media and the education system. The growing political and economic power of the United States after World War II also had a significant impact on the expansion of the American version of the British language [3]. Currently, this language version has become one of the main topics of scientific research in the field of linguistics, philology and other similar spheres. It should also be emphasized that the American version of the British language paved the way for the creation of thousands of words and expressions, took its place in the general language of English and the world lexicon. “Okay”, “teenager”, “hitchhike”, “landslide” and other words can be shown in this row. The impact of differences in the life and life of colonists in the United States and Great Britain on this language was not significant either. The role of Nature, Climate, Environment and lifestyle should also be appreciated here. There is no officially confirmed language accent in the United States. However, most speakers of national media and, first of all, the CNN channel use the dialect “general American accent”. Here, the main accent of “mid Pppemestern” has been guided. It should also be noted that this accent is inherent in a very small part of the U.S. population, especially in Nebraska, Iowa, and Illinois. But now all Americans easily understand and speak about it. As for the current state of the American version of the British language, we can say that there are some hypotheses in this area. A number of researchers perceive it as an independent language, others-as an English variant. The founder of American spelling, American and British lexicographer, linguist Noah Pondebster treats him as an independent language. He also tried to justify this in his work “the American Dictionary of English” written in 1828 [4]. This position was expressed by a Scottish-born English philologist, one of the authors of the “American English Dictionary”Sir Alexander Craigie, American linguist Raven ioor McDavid Jr. and others also confirm [5]. The second is the American linguist Leonard Bloomfield, one of the creators of the descriptive direction of structural linguistics, and other American linguists Edward Sapir and Charles Francis Hockett. There is also another group of “third parties” that accept American English as a regional dialect [5, 6]. A number of researchers [2] have shown that the accent or dialect in the US on the person contains significantly less data in itself than in the UK. In Great Britain, a dialect speaker is viewed as a person with a low social environment or a low education. It is difficult to perceive this reality in the US environment. That is, a person's speech in the American version of the British language makes it difficult to express his social background. On the other hand, the American version of the British language is distinguished by its faster pace [7, 8]. One of the main characteristic features of the American language array is associated with the emphasis on a number of letters and, in particular, the pronunciation of the letter “R”. Thus, in British English words like “port”, “more”, “dinner” the letter “R” is not pronounced at all. Another trend is related to the clear pronunciation of individual syllables in American English. Unlike them, the Britons “absorb”such syllables in a number of similar words [8]. Despite all these differences, an analysis of facts and theoretical knowledge shows that the emergence and formation of the American version of the British language was not an accidental and chaotic process. The reality is that the life of the colonialists had a huge impact on American English. These processes were further deepened by the growing migration trends at the later historical stage. Thus, the language of the English-speaking migrants in America has been developed due to historical conditions, adapted to the existing living environment and new life realities. On the other hand, the formation of this independent language was also reflected in the purposeful policy of the newly formed US state. Thus, the original British words were modified and acquired a fundamentally new meaning. Another point here was that the British acharism, which had long been out of use, gained a new breath and actively entered the speech circulation in the United States. Thus, the analysis shows that the American version of the British language has specific features. It was formed and developed as a result of colonization and expansion. This development is still ongoing and is one of the languages of millions of US states and people, as well as audiences of millions of people. Keywords: American English, English, linguistics, accent.
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Carlini, Beatriz, Sharon Garrett, and Lexi Nims. "Are parents who use cannabis receptive to safe storage interventions and point-of-sale education?" In 2022 Annual Scientific Meeting of the Research Society on Marijuana. Research Society on Marijuana, 2022. http://dx.doi.org/10.26828/cannabis.2022.02.000.18.
Full textAbstract:
Purpose: The provision of cannabis storage devices paired with consumer prevention messages at point-of-sale has been considered by local health agencies to reduce youth access to cannabis in homes with adult cannabis consumers. This project sought to learn about current storage practices, interest in safe storage devices, and acceptability of youth prevention messages among adult consumers with youth at home. Methods: Potential participants responded to a Facebook advertisement and then completed an online survey which identified those who were over 21, used cannabis at least six times in the past six months, had children at home, lived in a target WA state county, and made at least one purchase from a cannabis store. Semi-structured interviews were conducted over Zoom, in May-June 2021. Participants responded to open-ended questions and reacted to existing prevention messages. Thematic analysis was performed by the three authors in two iterations; first initial themes were identified, and a coding framework was developed, then focused coding was conducted using this framework. Results: Sixteen parents ranging in age from 21-50 were interviewed. Most were women (14; 88%), 10 (63%) were White/Caucasian, 3 (19%) Black/African American, and 1 (1%) each Pacific Islander and White/Caucasian, Native American/American Indian, and Black/African American and White/Caucasian. Eleven had children between 2-10 y.o. and six between 11-17 y.o. in the home. Thirteen (81%) used cannabis daily, many for medicinal reasons. Parents described a wide range of storage practices and were supportive of receiving storage devices from retail stores. Health messages were well received when they were simple, depicted parents in a positive light, included relatable images, and emphasized edibles and that children may not know that products contain cannabis. Parents saw the importance of messages focused on brain development and the social consequences of teen use but were wary of messages that encouraged adult cannabis use to be hidden, that suggested that adults should communicate their disapproval of cannabis, or that described cannabis as addictive. Conclusions: Parents who use cannabis expressed concern for their kids and understood that cannabis use can negatively affect child development. While most were willing to store their cannabis out of reach of their children, cannabis was not viewed as being as harmful as other products that they consider a priority to store out of reach of children, such as opioids, alcohol, and guns. Content of health messages can easily be rejected if perceived as judgmental, stigmatizing, or untrue. Most parents trusted that open dialogues with their kids was the most effective prevention, and most were not willing to hide their own use.
Reports on the topic "African american author"
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Berdan, Robert, Terrence Wiley, and Magaly Lavadenz. California Association for Bilingual Education (CABE) Position Statement on Ebonics. Center for Equity for English Learners, 1997. http://dx.doi.org/10.15365/ceel.statement.1997.1.
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In this position statement, the authors write in support of Ebonics (also known as African American Vernacular English, Black English, Black Dialect, and African American Language) as a legitimate language. The linguistic and cultural origins of Ebonics is traced, along with its legitimacy by professional organizations and the courts. CABE asserts that the role of schools and teachers is therefore to build on students’ knowledge of Ebonics rather than replace or eradicate Ebonics as they teach standard English. This position statement has implications for teacher training.
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Kholoshyn, I., T. Nazarenko, O. Bondarenko, O. Hanchuk, and I. Varfolomyeyeva. The application of geographic information systems in schools around the world: a retrospective analysis. IOP Publishing, 2021. http://dx.doi.org/10.31812/123456789/4560.
Full textAbstract:
The article is devoted to the problem of incorporation geographic information systems (GIS) in world school practice. The authors single out the stages of GIS application in school geographical education based on the retrospective analysis of the scientific literature. The first stage (late 70 s – early 90s of the 20th century) is the beginning of the first educational GIS programs and partnership agreements between schools and universities. The second stage (mid-90s of the 20th century – the beginning of the 21st century) comprises the distribution of GIS-educational programs in European and Australian schools with the involvement of leading developers of GIS-packages (ESRI, Intergraph, MapInfo Corp., etc.). The third stage (2005–2012) marks the spread of the GIS school education in Eastern Europe, Asia, Africa and Latin America; on the fourth stage (from 2012 to the present) geographic information systems emerge in school curricula in most countries. The characteristics of the GIS-technologies development stages are given considering the GIS didactic possibilities for the study of school geography, as well as highlighting their advantages and disadvantages.
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Холошин, Ігор Віталійович, Тетяна Геннадіївна Назаренко, Ольга Володимирівна Бондаренко, Олена Вікторівна Ганчук, and Ірина Миколаївна Варфоломєєва. The Application of Geographic Information Systems in Schools around the World: a Retrospective Analysis. КДПУ, 2020. http://dx.doi.org/10.31812/123456789/3924.
Full textAbstract:
The article is devoted to the problem of incorporation geographic information systems (GIS) in world school practice. The authors single out the stages of GIS application in school geographical education based on the retrospective analysis of the scientific literature. The first stage (late 70s – early 90s of the XX century) is the beginning of the first educational GIS programs and partnership agreements between schools and universities. The second stage (mid-90s of the XX century – the beginning of the XXI century) comprises the distribution of GIS-educational programs in European and Australian schools with the involvement of leading developers of GIS-packages (ESRI, Intergraph, MapInfo Corp., etc.). The third stage (2005–2012) marks the spread of the GIS school education in Eastern Europe, Asia, Africa and Latin America; on the fourth stage (from 2012 to the present) geographic information systems emerge in school curricula in most countries. The characteristics of the GIS-technologies development stages are given considering the GIS didactic possibilities for the study of school geography, as well as highlighting their advantages and disadvantages.
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Холошин, Ігор Віталійович, Тетяна Геннадіївна Назаренко, Ольга Володимирівна Бондаренко, Олена Вікторівна Ганчук, and Ірина Миколаївна Варфоломєєва. The Application of Geographic Information Systems in Schools around the World: a Retrospective Analysis. КДПУ, 2020. http://dx.doi.org/10.31812/123456789/3924.
Full textAbstract:
The article is devoted to the problem of incorporation geographic information systems (GIS) in world school practice. The authors single out the stages of GIS application in school geographical education based on the retrospective analysis of the scientific literature. The first stage (late 70s – early 90s of the XX century) is the beginning of the first educational GIS programs and partnership agreements between schools and universities. The second stage (mid-90s of the XX century – the beginning of the XXI century) comprises the distribution of GIS-educational programs in European and Australian schools with the involvement of leading developers of GIS-packages (ESRI, Intergraph, MapInfo Corp., etc.). The third stage (2005–2012) marks the spread of the GIS school education in Eastern Europe, Asia, Africa and Latin America; on the fourth stage (from 2012 to the present) geographic information systems emerge in school curricula in most countries. The characteristics of the GIS-technologies development stages are given considering the GIS didactic possibilities for the study of school geography, as well as highlighting their advantages and disadvantages.
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Dalabajan, Dante, Ruth Mayne, Blandina Bobson, et al. Towards a Just Energy Transition: Implications for communities in lower- and middle-income countries. Oxfam, 2022. http://dx.doi.org/10.21201/2022.9936.
Full textAbstract:
More frequent or intense floods, heatwaves, wildfires, droughts and typhoons devastate people’s homes, livelihoods and the natural world. A clean energy transition is urgently needed to reduce carbon emissions and prevent the impacts worsening. Wealthy countries have the prime historic responsibility for the climate crisis and therefore for its mitigation. But as the clean energy transition gathers speed, it inevitably also impacts lower-income, lower-emitting countries and communities. This research report, written by 20 co-authors from Africa, Asia, Latin America, the Middle East, the US and Europe, investigates the implications of the energy transition for them, and asks how the world can achieve a truly just, as well as fast, transition. The findings highlight the stark choice facing humanity. If the transition is undertaken with justice and respect for communities’ rights at its heart, it offers an unprecedented opportunity to simultaneously mitigate the climate crisis and reduce poverty and inequality. Conversely, an unjust transition, which entrenches or exacerbates inequalities, risks generating public resistance and slowing the transition with devastating human consequences.
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Бондаренко, Ольга Володимирівна, Світлана Вікторівна Мантуленко, and Андрій Валерійович Пікільняк. Google Classroom as a Tool of Support of Blended Learning for Geography Students. CEUR-WS.org, 2018. http://dx.doi.org/10.31812/123456789/2655.
Full textAbstract:
Abstract. The article reveals the experience of organizing blended learning for geography students using Google Classroom, and discloses its potential uses in the study of geography. For the last three years, the authors have tested such in-class and distance courses as “Cartography and Basics of Topography”, “Population Geography”, “Information Systems and Technologies in Tourism Industry”, “Regional Economic and Social World Geography (Europe and the CIS)”, “Regional Economic and Social World Geography (Africa, Latin America, Asia, Anglo-America, Australia and Oceania)”, “Socio-Economic Cartography”. The advantages of using the specified interactive tool during the study of geographical disciplines are highlighted out in the article. As it has been established, the organization of the learning process using Google Classroom ensures the unity of in-class and out-of-class learning; it is designed to realize effective interaction of the subjects learning in real time; to monitor the quality of training and control the students’ learning achievements in class as well as out of it, etc. The article outlines the disadvantages that should be taken into account when organizing blended learning using Google Classroom, including the occasional predominance of students’ external motivation in education and their low level of readiness for work in the classroom; insufficient level of material and technical support in some classrooms; need for out-of-class pedagogical support; lack of guidance on the content aspect of Google Classroom pages, etc. Through the test series conducted during 2016-2017, an increase in the number of geography students with a sufficient level of academic achievements and a decrease of those with a low level of it was revealed.