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Show moreA print copy is available for library use only at the Allen Memorial Library of the Cleveland Health Sciences Library at Case Western Reserve University. Correspondence regarding the collection should be directed to the Allen Memorial Library Serials Dept. at crd@case.edu.
Annual Reports of Public Health Collection, Cleveland, Ohio. 1875-1930
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Show moreThis annual report contains foldout charts that may be difficult to print or to view electronically. A print copy is available for library use only at the Allen Memorial Library of the Cleveland Health Sciences Library at Case Western Reserve University. Correspondence regarding the collection should be directed to the Allen Memorial Library Serials Dept. at crd@case.edu.
Annual Reports of Public Health Collection, Cleveland, Ohio. 1875-1930
Continues: Annual report / Cleveland (Ohio). Board of Health
Continued by: Annual report / Cleveland (Ohio). Public Health Division, Dept. of Police
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Show moreThis annual report contains foldout charts that may be difficult to print or to view electronically. A print copy is available for library use only at the Allen Memorial Library of the Cleveland Health Sciences Library at Case Western Reserve University. Correspondence regarding the collection should be directed to the Allen Memorial Library Serials Dept. at crd@case.edu.
Annual Reports of Public Health Collection, Cleveland, Ohio. 1875-1930
Continues: Annual report / Cleveland (Ohio). Board of Health
Continued by: Annual report / Cleveland (Ohio). Public Health Division, Dept. of Police
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Show moreThis annual report contains foldout charts that may be difficult to print or to view electronically. A print copy is available for library use only at the Allen Memorial Library of the Cleveland Health Sciences Library at Case Western Reserve University. Correspondence regarding the collection should be directed to the Allen Memorial Library Serials Dept. at crd@case.edu.
Annual Reports of Public Health Collection, Cleveland, Ohio. 1875-1930
Continues: Annual report / Cleveland (Ohio). Board of Health
Continued by: Annual report / Cleveland (Ohio). Public Health Division, Dept. of Police
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Show morePresent the results of a project aimed at identifying, locating and analyzing a set of occupations which will provide substantial and suitable job opportunities for public housing recipients and welfare recipients.
Digital Books at Kelvin Smith Library, Case Western Reserve University, Cleveland, Ohio
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Donated by Melbahu and Ulysses S. Mason. Physical item
Show moreNewspaper clipping: Urban League conducted extensive poll of local hospitals on racial policies.
Donated by Melbahu and Ulysses S. Mason. Physical item kept at Dittrick Medical History Center, Forest City Hospital Archival Collection, Box III - Part 2 - Folder 11.
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Show moreOnline education has been prevalent for years, but with the spread of the Covid-19, it became the most viable option for students all over the world. Out of these students, an estimated 15-20% of them show signs of what the Fifth Edition of the Diagnostic and Statistical Manual of Mental Disorders describes as Specific Learning Disorder (SLD). Students with SLD experience difficulties with learning and using academic skills such as reading, writing, and mathematics. These difficulties are independent of intelligence. Over the past two decades, SLD has also been referred to as dyslexia or a learning disability. While adapting to online instruction could prove difficult for students with SLD, it is also an opportunity to provide them with a more individualized and flexible education. Research about online learning and SLD from before the pandemic led to the identification of best practices for instructing students with SLD during, and possibly after, the pandemic. A comprehensive literature review was conducted to determine whether making accommodations such as asynchronous learning materials, multimedia instruction, and text reading affordances available would lead to an online learning environment that would be advantageous for students with SLD. Research indicates that asynchronous learning, multimedia instruction, and text reading affordances can lead to be better learning for students with SLD. Asynchronous learning materials are materials, such as video recordings of lectures, that students can access outside of designated class times. Multimedia instruction involves presenting information in multiple formats such as images and audio, as opposed to solely text-based learning. Affordances such as adhering to certain recommended fonts and styles of writing can also make text more accessible to students with SLD. None of these supplements to instruction have proved universally helpful to students with SLD. Therefore, it is best to let the students to decide which accommodations are useful and when. Online learning presents a unique opportunity to make these accommodations available and allow students to pick and choose which of these accommodations best assist them.
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Show moreThis study investigated factors influencing community college student academic retention, specifically a student’s commitment to learn. Data was obtained from two local community colleges, and the study’s proposed model was evaluated using structural equation modelling. Student Identity Capital and Relational Climate functioned as mediating factors influencing academic retention as they relate to supportive faculty behaviors. Direct effects of supportive bonding faculty behaviors on academic retention were also considered. Results supported mediation from student identity capital to academic retention, and relational climate was found to be insignificant. Finally, supportive faculty behaviors proved to be a significant factor overall in the evaluation of the model’s relationships. Overall, the results suggest that supportive bonding faculty behaviors is a primary, significant factor when addressing a student’s academic commitment to learn. Suggestions for future research and recommendations for practice are provided. Key words: Bonding Faculty Behaviors, Empathy, Care, Humanness, Identity Capital, Academic Retention, Commitment to Learn, Relational Climate, Shared Vision, Compassion, Relational Energy, Community College
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Show more“A biographical sketch of Frederick Douglass Stubbs, M.D.” written by Middleton H. Lambright, Jr., M.D., discussing the social issues surrounding the discrimination against Black doctors and nurses in the 1900s, the lack of post-graduate medical training for Black doctors, and the career/life of trailblazer Frederick Douglass Stubbs (referred to as “Doug” in the paper) who built a successful career as a Black physician despite these circumstances.
Donated by Dr. Middleton H. Lambright, Jr. Physical item kept at Dittrick Medical History Center, Forest City Hospital Archival Collection, Series IV, Box I - Folder 5.
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Show moreAn information packet titled “Centerlines: partnership in your health care” published by Hough-Norwood Family Health Care Center, Spring 1979, vol. 4 no. 1. This center was a “self-help center” in Cleveland where patients could obtain free educational materials on physical and mental illnesses.
Donated by Melbahu and Ulysses S. Mason. Physical item kept at Dittrick Medical History Center, Forest City Hospital Archival Collection, Box III - Part 3 - Folder 25.
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Show moreLori Urogdy Eiler, for 33 years a Social Studies teacher at East Cleveland’s Shaw High School and M. LaVora Perry, a long time resident of East Cleveland, wife and mother, activist, author, editor and publisher assess educational access from their individual vantage points. They address the challenges in providing quality education from their individual perspectives.
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Show moreEmployee attitudes and their effect on successful implementation of organizational changes continue to engross researchers and practitioners alike. In this study, we investigated the significance and nature of discomfort as it affects readiness for change in business school settings. This choice of context is deliberate. There is a strong push for change in business schools to align with market needs and there are high levels of individual and collective efficacy. Our findings indicate discomfort as a mediator explains significantly more variation in readiness than is explained by perceived collective efficacy. Surprisingly, we found that some forms of discomfort such as increased work load, changing relationships and decreased job security actually increase readiness. However, as the level of frustration and anger about the impact of change increases, we saw a dramatic reduction in readiness. This research is important because it suggests leaders and managers in both academic and organizational settings can feel comfortable asking employees to accept some level of discomfort associated with change but they must be mindful not to overstretch the individual’s tolerance or they risk turning the positive effect of stretching into a strongly negative impact on readiness for change. Keywords: Organizational change; business schools; curriculum; higher education; self-efficacy; perceived collective efficacy; discomfort
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