tells the story of Manassa Pope, the first black man to receive a medical license in North Carolina (1886). After practicing medicine and helping establish a drug store and insurance company in Charlotte, Pope moved his family to Raleigh. There he continued his medical practice, built an elegant house (equipped with the latest technologies) located in the best place allowed for a black family in a segregated city. He later ran for mayor.

Bio-Poems can be used at the beginning of school as an opening activity for the first week of school. They can also be used anytime throughout the year when introductions are necessary (e.g. change of semester class, new students, etc.). In this lesson students will use the writing process as well as computer word processing skills. This activity ensures success and builds self-esteem.

The aim of this lesson is to help students acquire skills that help them prepare for examinations in a focused and organized way. Students devise strategies for reviewing material and developing a revision timeline, and learn to identify the areas of study on which they should concentrate to prepare for tests. They review helpful tips and learn to use past examinations as a guide for future ones. It is the seventh lesson in the study skills series and is intended to support adult learners who are embarking on a course of study and need to acquire skills which will help them to be successful. The lessons are designed as a package with key skills reinforced in each subsequent lesson so that a study culture is developed over time. They can be delivered sequentially or used individually, as a whole or in part, to support other programs of study.

This is a conversion of a presentation given at the Negotiating the Ideal Faculty Position Workshop given on October 14-16, 2007. This presentation was compiled by Mikki Hebl, Rice University.

helps students gauge the impact of the Chaffey brothers and Charles Frankish on Ontario, California, and compare their efforts with those of similarly important figures in their own community's history.

The aim of this lesson is to enable students to recognize the importance of organizational skills in achieving study goals. It is the second lesson in the study skills series and is intended to support adult learners who are embarking on a course of study and need to acquire skills which will help them to be successful. The lessons are designed as a package with key skills reinforced in each subsequent lesson so that a study culture is developed over time. They can be delivered sequentially or used individually, as a whole or in part, to support other programs of study.

The aim of this lesson is to help students identify their personal learning styles so they can study and learn more effectively. It is the ninth lesson in the study skills series and it introduces adult learners to the concept of learning styles. Students will have an opportunity to reflect on different ways of learning and to validate different abilities and capabilities, both their own and those of others. The lessons are designed as a package with key skills reinforced in each subsequent lesson so that a study culture is developed over time. They can be delivered sequentially or used individually, as a whole or in part, to support other programs of study.

The aim of this lesson is to enable students to be aware of how to manage their approach to studying to reduce stress. It is the fifth lesson in the study skills series and is intended to support adult learners who are embarking on a course of study and need to acquire skills which will help them to be successful. The lessons are designed as a package with key skills reinforced in each subsequent lesson so that a study culture is developed over time. They can be delivered sequentially or used individually, as a whole or in part, to support other programs of study.

The paradox of success is you need to embrace failure to achieve it.
This is a paper born out of a speech I gave to 600 17 year olds on entrepreneurship during the UK’s enterprise week in November 2007. It must rank as one of the most nerve jangling speeches I’ve ever done, since owning a teenager of my own I had strong clues that they can be a cynical and challenging audience. However, setting anxiety and cynicism aside, I really wanted to share something of what it takes to successfully invent an innovative new product and commercialise it. The reason for being invited to speak at these events is you’ve supposedly done something successful and the convention is to share this success as if it was the only possible outcome of your company’s brilliance. But something about this teenage audience, over half of whom said they wanted to start their own business, made me abandon convention and share the brutal, unvarnished truth that the essential, hard earned ingredient in successful creativity and entrepreneurship is…failure.
Failure is the essential ingredient that nobody talks about or acknowledges and everyone tries desperately and understandably to avoid. But as any inventor, creative or entrepreneur knows, great ideas are not born perfect but are forged in the furnace of trial and error. As Darwin showed, this is the simple but brutal algorithm of life. This seemingly random but amazingly productive cycle of mutation and natural selection, trial and error, has produced the whole of the abundant diversity of life on earth. Niels Bohr, the Nobel Prize winning physicist said about progress in any field, “Mistakes are at the heart of progress, so our challenge as scientists, is how to make more mistakes faster”. Or as I said to my teenage audience, “you’ve spent the last few years being told not to fail by teachers and parents and yet if you really want to create anything genuinely new; you’ve got to start learning how to fail”. Pablo Picasso, who knew a thing or two about originality, had another way of putting it when he said “There’s nothing worse than a great start” having long since learned to celebrate failures and difficulties as key to finding completely new avenues of creative expression.

The aim of this lesson is to develop students' understanding of the importance of portfolio building. It is the seventh lesson in the study skills series and is intended to support adult learners who are embarking on a course of study and need to acquire skills which will help them to be successful. The lessons are designed as a package with key skills reinforced in each subsequent lesson so that a study culture is developed over time. They can be delivered sequentially or used individually, as a whole or in part, to support other programs of study.

The aim of this lesson is to develop students' understanding of the importance of proofreading. It is the sixth lesson in the study skills series and is intended to support adult learners who are embarking on a course of study and need to acquire skills which will help them to be successful. The lessons are designed as a package with key skills reinforced in each subsequent lesson so that a study culture is developed over time. They can be delivered sequentially or used individually, as a whole or in part, to support other programs of study.

This lesson introduces students to the way in which images of celebrity are constructed and promoted by media professionals. Students explore what they understand "celebrity" to mean and examine the images of "success" projected by stars. They further explore what this all says about our values and what we believe to be important.

The aim of this lesson is to enable students to take control of their learning through setting up self-help study groups. It is the fourth lesson in the study skills series and is intended to support adult learners who are embarking on a course of study and need to acquire skills which will help them to be successful. The lessons are designed as a package with key skills reinforced in each subsequent lesson so that a study culture is developed over time. They can be delivered sequentially or used individually, as a whole or in part, to support other programs of study.

Subject explores why people join mass political organizations and social movements; what accounts for the ultimate success or failure of these organizations; how social movements have altered political parties and institutions. Critically considers a range of theoretical treatments and a variety of national cases. Graduate students are expected to pursue the subject in greater depth through reading and individual research. This course seeks to provide students with a general understanding of the form of collective action known as the social movement. Our task will be guided by the close examination of several twentieth century social movements in the United States. We will read about the U.S. civil rights, the unemployed workers', welfare rights, pro-choice / pro-life and gay rights movements. We will compare and contrast certain of these movements with their counterparts in other countries. For all, we will identify the reasons for their successes and failures.