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Relevant bibliographies by topics / Little Rock University

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Academic literature on the topic 'Little Rock University'

Author: Grafiati

Published: 4 June 2021

Last updated: 6 February 2022

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Journal articles on the topic "Little Rock University"

1

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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Sweet, Don, Kathy Sanders, and Bill Traylor. "University of Arkansas at Little Rock institutes student library fee." College & Research Libraries News 53, no. 7 (1992): 439. http://dx.doi.org/10.5860/crln.53.7.439.

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McElwee, Tracey M. Barnett, Allison Ames Boykin, Cynthia Wyman Bookwalter, and Reina Olivo. "Assessing food insecurity at the University of Arkansas at Little Rock." Social Work and Social Welfare 2, no. 1 (2019): 37–44. http://dx.doi.org/10.25082/swsw.2019.01.004.

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Lindstrom, Jon T., James Robbins, Gerald Klingaman, Scott Starr, and Janet Carlson. "The University of Arkansas Plant Evaluation Program." HortScience 35, no. 4 (2000): 564A—564. http://dx.doi.org/10.21273/hortsci.35.4.564a.

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The Univ. of Arkansas initiated a statewide plant evaluation program in 1999. This trial will enable us to evaluate plants on a statewide basis, improve statewide marketing programs, and serve as a propagation source for nonpatented or non-trademarked material. Trees and shrubs will be evaluated for 5 years and herbaceous material for 3 years. Three test sites were established across the state, one in Fayetteville, Little Rock, and Hope, Ark. These sites correspond to the three USDA plant hardiness zones found in Arkansas (Zones 6, 7, and 8). A consistent planting protocol (e.g., distance between plants, irrigation system, bed width) is used at all three locations. Data collection consists of annual growth measurements and qualitative evaluations for factors such as time of flowering, length of flowering, and disease or insect problems. A standard protocol has been established for identifying future plants to be evaluated in the program. In the first year, 17 accessions were planted at each of the three different locations. Best plant growth on 15 of the 17 accessions occurred at the Little Rock site. This may be a reflection of the environment present at the sites in Hope and Fayetteville. Both of these sites are exposed, full-sun situations, whereas the Little Rock site receives some afternoon shade. Reception to this trial program has been favorable, with the Little Rock site gaining much attention from the Arkansas nursery industry.

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Glazier, Rebecca, Gerald Driskill, and Kirk Leach. "Connecting with Community and Facilitating Learning through the Little Rock Congregations Study." Metropolitan Universities 31, no. 3 (2020): 22–43. http://dx.doi.org/10.18060/23990.

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Places of worship play important roles as anchor institutions that promote community engagement and motivate political activity. Universities, particularly in urban settings, can also serve as anchor institutions that connect communities. Yet, there is often a gulf between the two, to the detriment of the broader community. In this article, we present the Little Rock Congregations Study (LRCS) as an approach to community engagement with faith-based organizations in an urban setting. This research project, based at the University of Arkansas at Little Rock, involves an interdisciplinary team focused on understanding and improving the community engagement of congregations in the city of Little Rock since 2012. We present qualitative and quantitative data to illustrate the benefits of our approach, including research results returned to community organizations, greater visibility of the university in the community, student involvement in research and with faith-based organizations, and substantive findings that inform the greater body of knowledge and our own community. Through more than eight years of community-based work on the LRCS we provide six key lessons learned for researchers and students building relationships with religious leaders that can help bridge the gulf between these two key community institutions.

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Bowman, Michael. "Erin Krutko Devlin. Remember Little Rock. Amherst: University of Massachusetts Press, 2017. 264 pp." History of Education Quarterly 58, no. 2 (2018): 295–98. http://dx.doi.org/10.1017/heq.2018.5.

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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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8

Carter, James. "Campus Rock." Journal of Popular Music Studies 32, no. 3 (2020): 51–72. http://dx.doi.org/10.1525/jpms.2020.323006.

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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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9

Fitchue, M. Anthony. "Erin Krutko Devlin, Remember Little Rock. Amherst: University of Massachusetts Press, 2017. Pp. 264. $28.95 (paper)." Journal of African American History 104, no. 2 (2019): 317–19. http://dx.doi.org/10.1086/702428.

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Hammond, Ralph B., and Ann J. West. "Biofeedback Technician Training Program for Undergraduate and Graduate Students." Teaching of Psychology 16, no. 1 (1989): 22–24. http://dx.doi.org/10.1207/s15328023top1601_7.

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This article describes a biofeedback technician training program that allowed the university to solve problems concerning budget, dwindling resources, and providing clinical training experiences for students. The program functioned for 7 years at graduate and undergraduate levels with the cooperation of two independent departments, Department of Psychology and the Counseling Center, at University of Arkansas at Little Rock. Selection and training of participants in the program, equipment used, cost-effectiveness, and benefits to all involved are discussed.

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Books on the topic "Little Rock University"

1

The people's college: Little Rock Junior College and Little Rock University, 1927-1969. August House, 1987.

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2

Rittenhouse, Bob. The full inclusion of persons with disabilities in American society / by Bob Rittenhouse and Jess Dancer of the University of Arkansas at Little Rock, United States. National Training Resource Center, Desktop Publishing Services, 1995.

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3

Staff, UALR. Library Research Skills Handbook: University of Little Rock Customized Version. Kendall/Hunt Publishing Company, 1992.

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4

(Foreword), Bill Clinton, ed. The Boy from Altheimer: From the Depression to the Boardroom. University of Arkansas Press, 2006.

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5

Lechtreck, Elaine Allen. Southern White Ministers and the Civil Rights Movement. University Press of Mississippi, 2018. http://dx.doi.org/10.14325/mississippi/9781496817525.001.0001.

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How did southern white ministers who believed that racial segregation was against God’s teachings attempt to convince people in their churches and their communities to abandon fears of integration and overcome prejudices? This book is about important episodes in United States history, southern history, church history, and the power of faith. Southern white ministers who aligned with the Civil Rights Movement experienced harassment, vilification, jailing, beating, and psychological pain. Their sermons, efforts, and sacrifices on behalf of school integration and the Civil Rights Movement are chronicled in this book. Did their efforts help change southern society? Scholars differ in opinions. Most argue that black leaders and organizations brought an end to segregation, Others contend that the federal government speeded the process, but this book shows that southern white ministers were also influential, sometimes only locally, sometimes only personally, but counted together their actions become significant. Clinton High in Tennessee and Central High in Little Rock where ministers accompanied African American students amid angry and jeering mobs, today, are good functioning schools with interracial student bodies. The University of Mississippi, where an Episcopal vicar was knocked off a pedestal while trying to quell a bloody riot, has made great strides towards racial reconciliation. These ministers welcomed black people into their churches in spite of closed-door policies. A Baptist minister established an interracial farm that has endured for seventy-six years, a farm that birthed Habitat for Humanity. The sacrifices of these ministers showed African Americans that not all white people were enemies.

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Book chapters on the topic "Little Rock University"

1

"Introduction: Boot Camps Revisited: Issues, Problems, Prospects University of Arkansas at Little Rock." In Rehabilitation Issues, Problems, and Prospects in Boot Camp. Routledge, 2013. http://dx.doi.org/10.4324/9780203051252-4.

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L'Eplattenier, Barbara, and George H. Jensen. "Reshaping the BA in Professional and Technical Writing at the University of Arkansas at Little Rock." In Writing Majors: Eighteen Program Profiles. Utah State University Press, 2015. http://dx.doi.org/10.7330/9780874219722.c002.

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Byker, Erik Jon, Amy J. Good, S. Michael Putman, and Drew Polly. "edTPA is a Rock in My Shoe." In Handbook of Research on Teacher Education and Professional Development. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-1067-3.ch005.

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As more and more states adopt edTPA as a professional portfolio for teacher licensure, more and more teacher candidates face the challenge of completing edTPA often with little guidance or support. The purpose of this chapter is to describe a specific strategy, called the edPASR Strategy, for supporting teacher candidates through the edTPA process. The chapter shares how the edPASR Strategy emerged from the need to develop a heuristic method that would help teacher candidates successfully navigate and complete the edTPA Portfolio. The chapter examines edTPA related program data from a sample of 263 elementary education teacher candidates (n=263) from the University of North Carolina at Charlotte, which is located in the Southeast region of the United States. The chapter reports on the improvement over time in the participants' mean scores on the edTPA Tasks. One reason for the improvement is providing systematic guidance for the teacher candidates through the edPASR Strategy, which stands for: ed- Educate yourself; P- Practice, AS – Assess Self, and R – Review.

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4

"Donald W. Reynolds Center on Aging, University of Arkansas Little Rock, Arkansas, USA Perkins Eastman Architects PC." In International Architecture Yearbook: No. 8. Taylor & Francis, 2014. http://dx.doi.org/10.4324/9781315012629-22.

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Decker, William, Fan Liu, John Talburt, Pei Wang, and Ningning Wu. "A Case Study on Data Quality, Privacy, and Entity Resolution." In Information Quality and Governance for Business Intelligence. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-4892-0.ch004.

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This chapter presents ongoing research conducted through collaboration between the University of Arkansas at Little Rock and the Arkansas Department of Education to develop an entity resolution and identity management system. The process includes a multi-phase approach consisting of data-quality analysis, selection of entity-identity attributes for entity resolution, development of a truth-set, and implementation and benchmarking of an entity-resolution rule set using the open source entity-resolution system named OYSTER. The research is the first known of its kind to evaluate privacy-enhancing, entity-resolution rule sets in a state education agency.

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6

Harris, Heidi Skurat, and George H. Jensen. "The Future of Independent Online Writing Programs: The Department of Rhetoric and Writing at the University of Arkansas at Little Rock." In Weathering the Storm: Independent Writing Programs in the Age of Fiscal Austerity. Utah State University Press, 2019. http://dx.doi.org/10.7330/9781607328957.c011.

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7

McFarland, Ben. "Seven Chemical Clues to First Life." In A World From Dust. Oxford University Press, 2016. http://dx.doi.org/10.1093/oso/9780190275013.003.0009.

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I was struck by two colorful examples of the hidden chemical structure of the world while I was supposed to be on vacation on Whidbey Island in Washington State, at a place called Camp Casey. Camp Casey is one of three forts the US Army built at the mouth of the Puget Sound. Each sat on an island and looked toward the others, forming a “Triangle of Fire” across the water route toward Seattle. Now, a century after obsolescence, you can visit the eastern apex of the Triangle, which stands as Fort Casey State Park. Children play in the industrial labyrinth of dark rooms, concrete steps, and watch towers, as parents worry about the lack of railings and abrupt drops. (It helped me learn as a parent to “let go a little.”) The beach breeze and wide- open grounds are perfect for flying kites, a campground sits on the beach, and a ferry across the Sound leaves every hour from next door. It’s a nice place. My fondness for the area comes because I’ve spent a lot of time there. My university owns the old parade grounds and barracks just north of the fort. Faculty can stay in the old officers’ quarters a short walk away. Last time I was there, I was trying not to work but couldn’t help myself from doing a little geology. I saw two strikingly different rocks made of chemicals that may have bridged the gap between the two worlds of the flowing and the fixed—that is, the quick and the dead. The first rock grows out of the concrete fort. It is a white, rippled rock that appears to drip from the walls and flow from the ceilings as teardrop stalactites. It is shaped by water. This water flows through the concrete, dissolving calcium and moving it to the surface. When the calcium in the water meets carbon dioxide in the air, calcium carbonate forms and freezes in a slick white mass. This is the same chemistry that formed the dolomite mountains and absorbed the CO2 blanket, except here it is seeded by an abandoned concrete maze.

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Lechtreck, Elaine Allen. "School Desegregation." In Southern White Ministers and the Civil Rights Movement. University Press of Mississippi, 2018. http://dx.doi.org/10.14325/mississippi/9781496817525.003.0002.

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On 17 May 1954, the Supreme Court of the United States ruled unanimously in Brown v The Board of Education that segregated public schools are unconstitutional. This chapter describes massive resistance organized by politicians and white supremacist groups throughout the South. Crises are described at Clinton High in Tennessee, Central High in Little Rock, Arkansas, the Universities of Mississippi and Alabama, Tuskegee High School in Alabama, and Clemson University in South Carolina as well as the courage of the Reverends Turner, Boggs, Cartwright, Ogden, Campbell, Gray, Davis, Sellers, Morris, Cousins, Lyles, Jackson, and Webster at these locations. It includes statements in support of the decision by the governing boards of major religious denominations, twenty-eight young ministers of the Mississippi Methodist Conference, and contributors to South Carolinians Speak, a booklet on moderation. Later the Supreme Court backed away from enforcing school integration. Scholars Wright, Jacoway, Wolters, Bell, Higgins, and Snider comment.

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Conference papers on the topic "Little Rock University"

1

Farmahan, Inderpreet Singh. "OVERVIEW AND IMPORTANCE OF MEMORANDUM OF AGREEMENT BETWEEN ARKANSAS GEOLOGICAL SURVEY AND GIS APPLICATIONS LABORATORY, UNIVERSITY OF ARKANSAS AT LITTLE ROCK." In 52nd Annual GSA South-Central Section Meeting - 2018. Geological Society of America, 2018. http://dx.doi.org/10.1130/abs/2018sc-310145.

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McMillan, Margaret E., Michael T. DeAngelis, and Jeffrey B. Connelly. "ALTERNATE FIELD CAMP ACTIVITIES AT THE UNIVERSITY OF ARKANSAS AT LITTLE ROCK THAT INCORPORATE DIGITAL TECHNIQUES AND LOCALITIES NEAR AND FAR." In Joint 53rd Annual South-Central/53rd North-Central/71st Rocky Mtn GSA Section Meeting - 2019. Geological Society of America, 2019. http://dx.doi.org/10.1130/abs/2019sc-326993.

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Griffiths, Terry, David White, Scott Draper, Adam Leighton, and Antonino Fogliani. "Lateral Resistance of Pipes on Rocky Seabeds: Comparison Between Measurements and Models Based on Synthetic Seabeds." In ASME 2017 36th International Conference on Ocean, Offshore and Arctic Engineering. American Society of Mechanical Engineers, 2017. http://dx.doi.org/10.1115/omae2017-61418.

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The behavior of pipelines, cables and umbilicals on rocky seabeds has to date received little research attention. This is despite the marine renewable energy and oil and gas industries relying on these ‘pipes’ to cross a variety of rocky seabed types in the presence of extreme metocean conditions. Present design solutions are challenging and costly, yet there remains a track record of in-service failures. This paper forms part of a wider research effort being undertaken by the University of Western Australia (UWA) into pipe behavior on rocky seabeds. This work includes the effects intermittent gaps have on hydrodynamic forces, the effect of seabed roughness on enhanced boundary layer thickness and the validity of existing hydrodynamic force models for small diameter cables. In this paper, the lateral resistance of pipes on rocky seabeds is investigated using both physical and numerical testing of model pipes over artificially-created rocky seabeds. Four model pipes of varying diameter have been displaced laterally over 1 m square model rocky seabeds, with a range of pipe to rock diameters. The lateral resistance of the physical pipe tests were recorded using load cells and a digital data-logger. Analysis of the physical test results has enabled comparison to (and refinement of) numerical models as well as improved understanding of the importance of different parameters. Our results show peak frictions above 6 arising under conditions where interface friction is only about 0.3, which contrasts dramatically with the friction value of 0.6 nominated in F109. This work contributes towards generation of new design methods suitable for application to field conditions.

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Pidugu, Srikanth B., and Tuba Bayraktar. "Industrial Energy Audits via Thermal-Fluid System Design Course Projects." In ASME 2008 International Mechanical Engineering Congress and Exposition. ASMEDC, 2008. http://dx.doi.org/10.1115/imece2008-69195.

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The staggering cost of energy has become a major challenge for industrial facilities in their constant effort to reduce product cost. For some manufacturing industries in the United States, the energy cost has even exceeded labor cost of their products. Staying viable in a world with a large appetite for energy resources depends on making energy efficient practices a part of day-to-day operation. Engineering programs need to prepare prospective engineers to become critical thinkers in the area of energy usage. This paper outlines the process of industrial energy audit projects conducted in senior level thermal-fluid design classes at the University of Wisconsin–Platteville (UWP) and University of Arkansas at Little Rock (UALR). In the frame of project work, each student team visited a local industrial facility, found out facility’s energy consumption data, identified and evaluated opportunities for energy saving. Total of eight projects were carried out for diverse manufacturing industries such as iron melting foundry, engine industry, aircraft and vehicle industries in Northeast Wisconsin and Central Arkansas. The energy audit reports included energy assessments of various systems such as fans, air compressors and compressed air lines, lighting, and motors. The energy audit reports also evaluated redesign of a large cooling water pipe network and design of a Rankine cycle to utilize the large amount of heat wasted during the iron melting process.

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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.

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Griffiths, Terry, Scott Draper, Liang Cheng, et al. "Subsea Cable Stability on Rocky Seabeds: Comparison of Field Observations Against Conventional and Novel Design Methods." In ASME 2018 37th International Conference on Ocean, Offshore and Arctic Engineering. American Society of Mechanical Engineers, 2018. http://dx.doi.org/10.1115/omae2018-77130.

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As offshore renewable energy projects progress from concept demonstration to commercial-scale developments there is a need for improved approaches beyond conventional cable engineering design methods that have evolved from larger diameter pipelines for the oil and gas industry. New approaches are needed to capture the relevant physics for small diameter cables on rocky seabeds to reduce the costs and risks of power transmission and increase operational reliability. This paper reports on subsea cables that MeyGen installed for Phase 1a of the Pentland Firth Inner Sound tidal stream energy project. These cables are located on rocky seabeds in an area where severe metocean conditions occur. ROV field observation of these cables shows them to be stable on the seabed with little or no movement occurring over almost all of the cable routes, despite conventional engineering methods predicting significant dynamic movement. We cite recent research undertaken by the University of Western Australia (UWA) to more accurately assess the hydrodynamic forces and geotechnical interaction of cables on rocky seabeds. We quantify the conformity between the cables and the undulating rocky seabed, and the distributions of cable-seabed contact and spanning via simulations of the centimetric-scale seabed bathymetry. This analysis leads to calculated profiles of lift, drag and seabed friction along the cable, which show that all of these load and reaction components are modelled in an over-conservative way by conventional pipeline engineering techniques. Overall, our analysis highlights that current cable stability design can be unnecessarily conservative on rocky seabeds. Our work foreshadows a new design approach that offers more efficient cable design to reduce project capex and enhance through-life integrity management.

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Reports on the topic "Little Rock University"

1

Timmerman, R., and W. Broer. DOE grant for assessment of district cooling system for University of Arkansas for Medical Sciences, Little Rock, Arkansas. Office of Scientific and Technical Information (OSTI), 1990. http://dx.doi.org/10.2172/7226791.

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