Academic literature on the topic 'Little Rock Junior College'
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Journal articles on the topic "Little Rock Junior College"
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Ferguson, John L., and James E. Lester. "The People's College: Little Rock's Junior College and Little Rock University, 1927-1969." Arkansas Historical Quarterly 47, no. 1 (1988): 79. http://dx.doi.org/10.2307/40038138.
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Carter, James. "Campus Rock." Journal of Popular Music Studies 32, no. 3 (2020): 51–72. http://dx.doi.org/10.1525/jpms.2020.32.3.51.
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During 1967-8, The Lovin’ Spoonful, The Animals, The Who, Richie Havens, Jefferson Airplane and the Iron Butterfly, performed in the gymnasium at the small, liberal arts Drew University in suburban New Jersey. Turns out, this experience was not unique to Drew. College campuses across the country were essential for the growth of popular music, and of rock music in particular in the mid- to late-sixties. The music industry took notice as booking agents, record shops, pop music promoters, radio stations, and industry magazines and newspapers all began to place more emphasis on the opportunities provided by the nation’s colleges. While we know a great deal about activism on college campuses during the sixties, we know little about that same environment and its relationship to the growth and development of rock culture. This essay will explore the relationship between the growth of rock culture, the college campus, and the broader sixties experience. The college campus proved crucial in the development of rock music as student tastes determined “rock culture.” Folk, pop, soul/R&B, folk rock, hard rock, and psychedelic/acid rock, thrived simultaneously on the college campus from 1967 to 1970, precisely the period of significant change in popular music.
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Carter, James. "Campus Rock." Journal of Popular Music Studies 32, no. 3 (2020): 51–72. http://dx.doi.org/10.1525/jpms.2020.323006.
Full textAbstract:
During 1967-8, The Lovin’ Spoonful, The Animals, The Who, Richie Havens, Jefferson Airplane and the Iron Butterfly, performed in the gymnasium at the small, liberal arts Drew University in suburban New Jersey. Turns out, this experience was not unique to Drew. College campuses across the country were essential for the growth of popular music, and of rock music in particular in the mid- to late-sixties. The music industry took notice as booking agents, record shops, pop music promoters, radio stations, and industry magazines and newspapers all began to place more emphasis on the opportunities provided by the nation’s colleges. While we know a great deal about activism on college campuses during the sixties, we know little about that same environment and its relationship to the growth and development of rock culture. This essay will explore the relationship between the growth of rock culture, the college campus, and the broader sixties experience. The college campus proved crucial in the development of rock music as student tastes determined “rock culture.” Folk, pop, soul/R&B, folk rock, hard rock, and psychedelic/acid rock, thrived simultaneously on the college campus from 1967 to 1970, precisely the period of significant change in popular music.
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Barnes, Paula C. "The Junior League Eleven: Elite Women of Little Rock Struggle for Social Justice." Arkansas Historical Quarterly 57, no. 1 (1998): 46. http://dx.doi.org/10.2307/40027909.
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Haemmerlie, Frances M., Carla J. Merz, and Scott B. Nelson. "College vs Junior High School Students' Knowledge of Alcohol as a Teratogen." Psychological Reports 71, no. 3 (1992): 809–10. http://dx.doi.org/10.2466/pr0.1992.71.3.809.
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This study assessed knowledge possessed by male and female junior high school and college students ( N = 422) about the teratogenic effects of alcohol. Although most students were aware that alcohol is a teratogenic substance, they demonstrated little knowledge of the nature and timing of possible specific negative effects.
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Chen, Yan, Yichun Zhang, and Renmin Jin. "Professional Identity of Male Nursing Students in 3-Year Colleges and Junior Male Nurses in China." American Journal of Men's Health 14, no. 4 (2020): 155798832093658. http://dx.doi.org/10.1177/1557988320936583.
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Purpose: To investigate the changing tendency and influencing factors of the professional identity of male nursing students in 3-year colleges and junior male nurses in China. Background: In China, the majority of nurses are 3-year nursing college graduates, among which male nurses are underrepresented. Many male nurses leave the profession 3 or 4 years after graduation. Little is known about the professional identity of Chinese male nursing students in 3-year colleges and junior male nurses. Methods: This study included 237 male nursing students from a 3-year college and 33 junior male nurses with less than 3 years of experience in China. By using the data collected with the Professional Identity Questionnaire of Nursing Students and through in-depth semistructured interviews from November 2019 to April 2020, t-test, and ANOVA analysis in SPSS22.0 were conducted and thematic analysis was applied to interviews. Results: Compared with undergraduate nursing students, Chinese male nursing students in 3-year colleges had a better professional identity, displaying a declining tendency with grades. Junior male nurses reported the lowest professional identity. Demographic factors such as family residence and presence of relatives in medical service were positively related to professional identity. Low professional identity was related to heavy workload as well as gender stereotypes. Two unique contextual factors influenced the professional identity: (a) curriculum setting and (b) nurse exams. Conclusion: College education and initial working experience were critical to professional identity formation for male nurses. Appropriate measures need to be taken to improve professional identity and promote gender diversity.
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Brown, Tom. "Psychiatric emergencies." Advances in Psychiatric Treatment 4, no. 5 (1998): 270–76. http://dx.doi.org/10.1192/apt.4.5.270.
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Despite the frequency with which psychiatric emergencies are encountered in medical and other services, the literature, at least in the UK, is relatively sparse, with little systematic research on either service provision or areas of clinical interest. Services have often evolved in an ad hoc way and psychiatric emergencies are often seen by very junior trainees early in their psychiatric careers, with little relevant training. Although the vigilance of the Royal College of Psychiatrists on its approval visits has ensured that most trainees are given advice on the recognition and management of violence (at induction courses at the start of their training), it is not uncommon to find that wider areas of training in emergency psychiatry are neglected. It is still the case, for example, that some postgraduate programmes in psychiatry provide little or no formal training on emergency psychiatry.
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Chan, Teresa, Serena Sennik, Amna Zaki, and Brendon Trotter. "Studying with the cloud: the use of online Web-based resources to augment a traditional study group format." CJEM 17, no. 2 (2015): 192–95. http://dx.doi.org/10.2310/8000.2014.141425.
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AbstractCloud-based applications such as Google Docs, Skype, Dropbox, and SugarSync are revolutionizing the way that we interact with the world. Members of the millennial generation (those born after 1980) are now becoming senior residents and junior attending physicians. We describe a novel technique combining Internet- and cloud-based methods to digitally augment the classic study group used by final-year residents studying for the Royal College of Physicians and Surgeons of Canada examination. This material was developed by residents and improved over the course of 18 months. This is an innovation report about a process for enhanced communication and collaboration as there has been little research to date regarding the augmentation of learner-driven initiatives with virtual resources.
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Camayang, Jamina G., and Romiro G. Bautista. "Learning together, learning deeper: A little teacher assisted learning engagement." International Journal of Evaluation and Research in Education (IJERE) 10, no. 2 (2021): 412. http://dx.doi.org/10.11591/ijere.v10i2.21070.
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<span lang="EN-US">Peer mentoring in the dawn of new educational paradigms harnesses the act of becoming an educationist to facilitating learning in a peer mentoring practice. This study explored the opportunities of an emancipatory approach to teaching and learning under the thrust of learning together, learning deeper through the indulgence of little teachers under the peer mentoring scheme of learning. Employing the senior secondary education students (as little teachers), who came from their Student Teaching program from the Department of Education, and the junior secondary education students (as mentees), who enrolled in their Teaching Science in the Secondary Schools under the qualitative research design and phenomenology as point of inquiry, the following were found: Mentors in the mentoring process need to be approachable and accommodating; Mentees in the mentoring process need to be responsible with their learning task coupled with learning initiative; Enjoyable learning encounters, collaborative learning sessions, open and barrier-free communication, and close and rigid supervision through spoon feeding, modelling, and feedback are some of the perceived characteristics of an effective mentoring program; and Readiness of both mentors and mentees hinder the efficacy of the mentoring program. Owing to the results of the study, it is recommended that a formal mentoring program in the College of Teacher Education be institutionalized for it spurs extensive learning. </span>
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Kuykendall, John A., and Thomas G. Barrett. "Growth of Innovation: Saturday Academies." Journal of College Student Retention: Research, Theory & Practice 22, no. 4 (2018): 627–54. http://dx.doi.org/10.1177/1521025118779181.
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The article presents a mixed-methods assessment of an educational intervention proposed by a partnership between Pulaski County Special School District, the University of Arkansas at Little Rock, Philander Smith College, and plaintiffs in a longstanding federal desegregation lawsuit. The Donaldson Scholars Saturday Academy is part of a plan, approved by the Federal Court’s Eastern District of Arkansas in 2014, designed to improve educational achievement of all Pulaski County Special School District students with special emphasis on improving academic performance of African American and other at-risk students. Composed of eight all-day sessions during the academic year focused on relationship building, academic rigor, fun, and college graduation, goals of the Saturday Academy include developing better cognitive and noncognitive skills to succeed in college and facilitating college graduation by eliminating the need for developmental courses. Students completing the program and enrolling in one of the two partner colleges receive a $10,000 scholarship. Preliminary findings are impressive.
Books on the topic "Little Rock Junior College"
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The people's college: Little Rock Junior College and Little Rock University, 1927-1969. August House, 1987.
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Roueche, John E. Between a rock and a hard place: The at-risk student in the open-door college. Community College Press, 1993.
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Roueche, John E. Between a rock and a hard place: The at risk student in the open-door college. Community College Press, 1994.
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Clinton Junior College (SC) (College History Series). Arcadia Publishing, 2004.
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Junior League of North Little Rock., ed. Natural temptations: A collection of recipes from the Junior League of North Little Rock, Arkansas. Favorite Recipes Press, 2001.
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Roueche, Suanne D., and John E. Roueche. Between a Rock and a Hard Place: The At-Risk Student in the Open-Door College. American Association of Community Colleges(AA, 1997.
Book chapters on the topic "Little Rock Junior College"
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Dorn, Charles. "“To Meet the Training and Retraining Needs of Established Business”." In For the Common Good. Cornell University Press, 2017. http://dx.doi.org/10.7591/cornell/9780801452345.003.0011.
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This chapter explores community colleges. The community college is the workhorse of American higher education—and it has never been more popular. Yet community colleges have received relatively little attention from historians, an unfortunate shortcoming both because the community college is the single form of higher education that Americans can lay legitimate claim to having “invented” and because the institution has undergone a remarkable historical transformation. Beginning in the early twentieth century as “junior colleges,” community colleges were designed to provide the first two years of undergraduate study leading to the bachelor's degree. Over time, however, many became training grounds for individuals seeking occupational certification while also serving as resources for small-business development and agents of small-scale technology transfer. The chapter then looks at the cases of the Community College of Rhode Island and Santa Fe Community College to illustrate how a rising ethos of affluence guided the transformation of community colleges.
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Brown, Jeannette. "Chemical Engineers." In African American Women Chemists. Oxford University Press, 2012. http://dx.doi.org/10.1093/oso/9780199742882.003.0011.
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Dr. Lilia Abron is an engineer, an entrepreneur, mother, and activist who works twelve-hour days. She is another true Renaissance woman. Lilia was born at home in Memphis, Tennessee, on March 8, 1945. She was small, premature, and almost did not survive were it not for her aunt, who rushed her to the hospital in a cab because ambulances were not available to black people at the time. She was the second of four daughters of Ernest Buford Abron and Bernice Wise Abron, who were both educators. Both of her parents had attended LeMyone College. Her father entered college and played football. Because of an injury he was ineligible to serve in the military in World War II. He then worked as a Pullman porter, because his father had been a Pullman porter. After the war, when the trains were not as popular, he became a teacher in the Memphis public schools. Lilia’s mother and father were very active during the civil rights era. Lilia’s mother was from Arkansas; and she typed the briefs for Wiley Branton, defense attorney for the Little Rock Nine, the group that integrated Central High School in Little Rock, Arkansas. Because Lilia’s parents were active in Memphis society, Lilia was involved in programs that included the Girl Scouts and the church. She went to public school in Memphis, Tennessee. In 1957, the Soviet Union launched Sputnik, which led the United States to improve math and science education. The school system tracked each student’s education, even in the segregated schools. Therefore, Lilia was placed in the math and science track. This meant she participated in a science fair, which was held at Lemoyne College. In addition, she had to prepare other science projects. Her segregated schools were well equipped for science teaching. In addition to well-stocked labs, the Memphis high school that she attended offered higher-level mathematics, including algebra and introduction to calculus. She graduated from high school in Memphis and decided to go to college with the intention of studying medicine, which was the one of the few occupations available to black people at the time.
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Keller, Morton, and Phyllis Keller. "The Professional Schools." In Making Harvard Modern. Oxford University Press, 2001. http://dx.doi.org/10.1093/oso/9780195144574.003.0010.
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Harvard’s nine professional schools were on the cutting edge of its evolution from a Brahmin to a meritocratic university. Custom, tradition, and the evergreen memory of the alumni weighed less heavily on them than on the College. And the professions they served were more interested in their current quality than their past glory. True, major differences of size, standing, wealth, and academic clout separated Harvard’s Brobdingnagian professional faculties—the Graduate School of Arts and Sciences and the Schools of Medicine, Law, and Business— from the smaller, weaker Lilliputs—Public Health and Dentistry, Divinity, Education, Design, Public Administration. But these schools had a shared goal of professional training that ultimately gave them more in common with one another than with the College and made them the closest approximation of Conant’s meritocratic ideal. Harvard’s doctoral programs in the Graduate School of Arts and Sciences (GSAS) were a major source of its claim to academic preeminence. As the Faculty of Arts and Sciences became more research and discipline minded, so grew the importance of graduate education. A 1937 ranking of graduate programs in twenty-eight fields—the lower the total score, the higher the overall standing—provided a satisfying measure of Harvard’s place in the American university pecking order: But there were problems. Money was short, and while graduate student enrollment held up during the Depression years of the early 1930s (what else was there for a young college graduate to do?), academic jobs became rare indeed. Between 1926–27 and 1935–36, Yale appointed no Harvard Ph.D. to a junior position. The Graduate School itself was little more than a degree-granting instrument, with no power to appoint faculty, no building, no endowment, and no budget beyond one for its modest administrative costs. Graduate students identified with their departments, not the Graduate School. Needless to say, the GSAS deanship did not attract the University’s ablest men. Conant in 1941 appointed a committee to look into graduate education, and historian Arthur M. Schlesinger, Sr., “called for a thoroughgoing study without blinders.
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Miller, James W. "In Front of the Parade." In Integrated. University Press of Kentucky, 2017. http://dx.doi.org/10.5810/kentucky/9780813169118.003.0012.
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This chapter introduces Arnold Thurman, the basketball coach at all-white Bagdad High School in Shelby County. Thurman had played basketball at Berea College with African American players, and he welcomed black schools into the KHSAA. But Thurman faced resistance from the Bagdad fans and from at least one of his players. Thurman told his principal that if Bagdad were ever to achieve its goal of playing in the state tournament, it would have to play teams with African American players. Thurman became the first white coach to schedule a game with Lincoln Institute. Gilliard began constructing his team along the lines of Tennessee State, whose coach, John McLendon, favored a fast-breaking offense and a pressing defense. The integration of Kentucky's public schools progressed modestly in the 1957–1958 school year and avoided the unrest that erupted elsewhere, such as in Montgomery, Alabama, and Little Rock, Arkansas.
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Haroutounian, Joanne. "The Flame: Teenage Years." In Kindling the Spark. Oxford University Press, 2002. http://dx.doi.org/10.1093/oso/9780195129489.003.0022.
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Close to a dozen years have gone by and we find ourselves seated on folding chairs enjoying the final recital of a private studio of talented piano students. Each year there are a few new eager faces as the younger students deftly work through pieces that seem very complex for such little fingers to play so quickly. We notice the students who have been seasoned through training, now in those tenuous intermediate years. Their intense desire for precision shows maturing musical ideas, but often arrives at awkward adolescence when being on stage has an added gravity of meaning. We search for the advanced teenagers—those students we have seen truly blossom through the long process of talent development. Numbers have dwindled in this studio. One has decided to move out of state and is now studying at a conservatory. Another has decided to concentrate efforts on the oboe, begun in elementary school band, with time restraints easing piano lessons out of her schedule. Academic and parental pressures have caused last year’s shining star, a junior seeking an Ivy League college education, to quit as well. There remains one teenager who ends the program with a flourish, receiving many hugs from young admirers and awards galore following the program. This is our tiny, eager student from the front steps. A senior, having completed a full twelve years of instruction with many competitions and solo recitals under his belt, he bids farewell to this comfortable, nurturing studio. He enters college as a math major. Many private teachers, parents, and music students may recognize this scene as a very realistic portrayal of possibilities in musical talent development. The first years of training are “romance,” with parents aglow when hearing their talented youngster perform with such confidence and flair. The middle years consist of flux and flow, a phase when students search for the “whys” and “hows” beneath the notes that were so easily played in prior years. Musical training now presents persistent challenges. Late-starters may speed into these years with determination. Others may begin a second instrument or composition classes to broaden musical experiences.
Conference papers on the topic "Little Rock Junior College"
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Wright, Andrew B., and Ann M. Wright. "Novel, Inexpensive Robot for Teaching Controls Engineering." In ASME 2013 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2013. http://dx.doi.org/10.1115/imece2013-62245.
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A novel Control and Sensor System (CASSY) has been developed to teach controls engineering to electrical and mechanical students. The inexpensive platform, which can be built for under $1500, has a first order velocity loop and a first order yaw rate loop with friction. A detailed model of the robot allows students to perform system identification and compare with the model. Students can implement PID, digital filter, and state space controllers on the robot, vary constants, measure performance, identify stability, and perform step and sine based system identification on the open and closed loop system. Wireless telemetry between the robot and a host computer allow all the control signals to be saved for later analysis. Fabrication guides and training videos are located on robotics.ualr.edu, and the robot has been fabricated by students at UALR and Hendrix College, demonstrating the ease with which the platform can be integrated into a curriculum. The CASSY platform has been used in both undergraduate and graduate control courses at the University of Arkansas at Little Rock. The practical robot experiments have improved learning outcomes of the largely theoretical material.