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Howard Thurman is attuned to bodies under threat. In this article, I argue that his use of vignettes offers a distinctive rhetorical strategy for addressing collective trauma. Through closely examining "The Third Component," a sermon preached in 1958, I display his distinctive contribution to working with traumatic memories. In relying on a third memory--a memory of communing in the Presence of total regard--he connects religious experience to the somatic efforts to heal bodies from trauma. I make the case that, for Thurman, the work of racial justice depends on spiritual practices to hone attention and enable the awareness necessary for the work. [ABSTRACT FROM AUTHOR]

Since their founding in the late nineteenth and early twentieth centuries, historically Black colleges and universities (HBCUs) have represented the intellectual incubators, nurturing social-cultural environments, and professional launching pads of numerous black leaders, such as noted black theologian and revered Morehouse man, Howard Washington Thurman (1900-1981). This article examines the early history, environment, and leadership, of Morehouse College and how its Black male leadership shaped the life of Howard Thurman. The author also presents the student experiences of Dr. Howard Thurman, one of America's most influential theologians and preachers of the twentieth century and a founder of America's first interracial church, Church of the Fellowship of All Peoples in San Francisco in 1944. Morehouse College was an educational institution that served a full range of students, literally taking them from boys to men. Morehouse had established its reputation as the builder of men under the institutional leadership of John Hope. Morehouse served students from all walks of life and from all levels of preparation. It maintained an academy division until approximately 1930. The collegiate level curriculum reflected what was being taught at many White liberal arts colleges. For Thurman, Morehouse College provided the nurturing soil for his identity development as a Black man with intrinsic worth and dignity, and his future success and influence on others through his preaching, teaching, and writing. (Contains 1 note.)

School nurses represent cost-effective investments in students' health and educational success. Alternative high schools (AHSs) serve an understudied population of youth who are at risk for school dropout and face numerous social inequities, heightening their risk for poor health outcomes. In this two-phase explanatory sequential mixed methods study, we examined school nurse staffing in Texas AHSs. Findings suggest Texas AHSs face understaffing for familiar reasons common across districts (e.g., lack of funding), but also reveal potential deeper inequities. Quantitative findings indicate 71% of Texas AHSs have some form of nursing support, most often an on-call or part-time nurse. Qualitative findings support and enrich this finding with insights into the negative consequences of not having a full-time nurse, indiscriminate approaches to staffing AHSs, and how AHSs can be the only school in the district without a full-time nurse. Altogether, our findings reveal opportunities to better support AHSs with adequate nursing support.

This study examines aspects of Dr. Howard W Thurman's (1900-1982) career in higher education through the lenses of Black spirituality and critical race theory. The experiences of Howard Thurman offers distinct perspectives through which to interrogate the Black experience in American higher education and the intersections of race, religion and spirituality, Black leadership, and American racial politics related to education. Specifically. This study highlights the collectivist ethos of Black leaders, Black colleges, and racial uplift inspired spirituality shaped by and rooted in the African American experience. This study draws on historical methods and both primary and secondary sources to explore Thurman's influence on the American social and cultural landscape and in higher education.

The high legal realist period of the 1930s was not known for its criminal law scholarship, while until fairly recently, criminal law theory was not as well-developed as those fields that had faced a realist and post-realist critique. This Essay attempts to address these issues by describing in detail the criminal law scholarship of Thurman Arnold, a prominent realist whose best known academic writings were his mid-1930s monographs on the New Deal and resistance to it. Arnold’s criminal law scholarship serves as a forgotten link between the classical doctrinal work that dominated midcentury legal academic work on criminal law and the more socially and culturally-focused scholarship of recent decades. Reconsidering Arnold’s sociological, doctrinal, and cultural analysis of criminal law, law enforcement, and the criminal trial informs our understanding of the history of criminal law scholarship, legal realism, and post-realist legal theory. [ABSTRACT FROM AUTHOR]

This study explores sex-differences in (a) rates and profiles of autism symptoms as well as in (b) the contribution of intellectual quotient (IQ) to autism symptom presentation in Down syndrome (DS). Participants were 40 males and 38 females with DS, aged 6 to 23 years. Autism symptoms were rated through the Autism Diagnostic Observation Schedule-Second Edition (ADOS-2). Results show no sex differences in the ADOS-2 Calibrated Severity Scores (CSS). However, only females with DS who are classified as DS-Only have higher scores on verbal IQ than those classified as DS + autism. Furthermore, associations between IQ and all CSSs are found for females, but not for males. Findings suggest that verbal cognition may play differential roles for females and males with DS.

This article aims to provide the reader with a comprehensive background for understanding current knowledge on online learning through a systematic literature review of the published literature in peer-reviewed English language journals. We reviewed 5,803 articles published over 26 years (1993-2018). We focused on the number of articles published, journals' names, and overall research trends about online learning. We reviewed the growth and evolution of keywords, titles, and abstracts to develop an understanding of the growth and fall of trends in research on online learning. We discovered that the dominant trends in the published articles on online learning are learning, students, environment, courses, education, and teaching. The growing areas are online delivery, learning in online setting, teacher (teaching), and students (learners), and we discuss the gaps in the discipline that indicate a potential growth area for the future of the discipline including technology research.

The article presents a case study of two African-American individuals, Dr. Benjamin Elijah Mays and Howard Thurman, who have positively affected historically black educational institutions in the U.S. It notes the rebellion of Mays against American racism through the pursuit of educational goals due to the influence from his mother and the church and his loyalty to Jesus. It mentions the realization of Howard Thurman that churches where places with harshly judgmental attitudes.

We are living through a historical moment that is marked by a protracted struggle for systemic changes in the United States as demanded by the broader Movement for Black Lives, as well as a visible increase in White supremacist violence. Although studying race and racism should have always been part of the kindergarten through twelfth-grade curriculum, it is seen as a more imperative need in our current climate. We argue that White students in particular, as the beneficiaries of White privilege, need opportunities to discuss racism in the classroom. Using Critical Whiteness Studies and antiracist teaching as analytical lenses, this article uses qualitative, ethnographic methods to analyze classroom discussions about racism in a predominantly White high school English/history class in a suburban, private school. Our findings describe the ways the (White) teacher explicitly encouraged White students to interrogate the sources of their discomfort when talking about race and racism, as well as intentionally disrupted White epistemologies through his choice of texts and accompanying discussions. This work serves as an example of the ways Whiteness can be interrogated in literacy instruction, thus equipping White students with the tools to take antiracist action in their lives.

The article explores the life, leadership, and legacy of Howard Thurman, one of the world's greatest African Americans in Baptist, American and African American history. It also examines the mind, ministry and mysticism of Thurman who influenced Baptists and other church traditions, civil rights and Christian movements, and the thoughts of theologians and scholars alike. He has been heralded as a visionary religious leader, thinker, and one of the country's most outstanding preachers.

The author recently analyzed a collection of artifacts that potentially represents a portion of a Late Paleoindian ceremonial artifact deposit at the New York State Museum. Collected sometime between 1930 and 1933 during a road building project in the town of 'Thurman, Warren Co., New York, three probable Late Paleoindian bifaces of exceptional and nearly identical workmanship now reside in the Museum's collections and documentation exists for several others. This paper provides a description of the artifacts and documents the circumstances and location of their recovery. An appraisal of the site's potential implications for regional Late Paleoindian scholarship and early ceremonialism are also briefly explored. [ABSTRACT FROM AUTHOR]

The cultivation of teacher leaders is key to addressing the intersecting and complex challenges the field of education faces. Over the past two years, we have participated in a group we call the Teacher Leadership Collaborative (TLC). The TLC is a community of educators -- from preservice to highly experienced -- committed to equity-oriented teaching and interested in creating change in their schools and communities. Rooted in a framework for teacher leadership that emphasises teacher inquiry, an expanded notion of teachers' role, and an emphasis on social justice, the TLC has provided a generative setting for educators across the career span to process their experiences, name their challenges, and identify ways to enact equity-oriented change. Drawing on empirical data this article highlights the importance of expressions of craft conscience, boundary crossing and the elevation of teacher voice. The TLC is unique in its membership of cross-career educators from a variety of content areas and grade levels and demonstrates the possibilities of leadership for learning through reciprocal mentorship. To illustrate these findings we include embedded unit case examples -- written by participating teachers that detail how participation in the TLC has empowered them and supported their development as educational leaders.

Purpose: This study examined relationships among family characteristics, caregiver change in use of strategies, and child growth in spoken language over the course of a parent-implemented language intervention (PILI) that was developed to address some of the challenges associated with the fragile X syndrome (FXS) phenotype. Method: Participants were 43 parent-child dyads from two different PILI studies, both of which taught parents various language facilitation strategies to support child language. Before starting the intervention, parents reported on their mental health, parenting stress, and parenting competence. This study focused on potential barriers to treatment gains by examining correlations between the measures of parent well-being and: (1) parent change in use of intervention strategies taught in the PILI; and (2) changes in child language outcomes from pre- to post-intervention. Results: Parents in this study had elevated mental health symptoms across several domains and increased rates of parenting stress. Furthermore, although PILI resulted in treatment gains for both parents and children, a variety of parent mental health symptoms were found to be significantly and negatively associated with change in use of strategies and growth in child language over the course of the intervention. Some inconsistent findings also emerged regarding the relationships between parenting stress and competence and change in parent strategy use and growth in child language. Conclusions: This study provides preliminary evidence that parents who are experiencing significant mental health challenges may have a more difficult time participating fully in PILIs and that there may be subsequent effects on child outcomes. Future PILIs could benefit from addressing parent well-being as a substantial part of the intervention program.

Purpose: Cluttering is a fluency disorder that has been noted clinically in individuals with fragile X syndrome (FXS). Yet, cluttering has not been systematically characterized in this population, hindering identification and intervention efforts. This study examined the rates of cluttering in male young adults with FXS using expert clinical opinion, the alignment between expert clinical opinion and objectively quantified features of cluttering from language transcripts, and the association between cluttering and aspects of the FXS phenotype. Method: Thirty-six men with FXS (aged 18-26 years; M = 22, SD = 2.35) contributed language samples and completed measures of nonverbal cognition, autism symptoms, anxiety, and symptoms of attention-deficit/hyperactivity disorder (ADHD). The presence of cluttering was determined by the consensus of two clinical experts in fluency disorders based on characteristics exhibited in the language sample. Cluttering features (speech rate, disfluencies, etc.) were also objectively quantified from the language transcripts. Results: Clinical experts determined that 50% of participants met the criteria for a cluttering diagnosis. Phrase repetitions were the most salient feature that distinguished individuals who cluttered. Although the presence of cluttering was not associated with autism symptoms or mean length of utterance, cluttering was more likely to occur when nonverbal cognitive ability was higher, ADHD symptoms were elevated, and anxiety symptoms were low. Conclusions: Half of the male young adults with FXS exhibited cluttering, which supports FXS as a genetic diagnosis that is highly enriched for risk of cluttering. Cluttering was associated with increased ADHD symptoms and cognitive ability and reduced anxiety symptoms. This study contributes a new description of the clinical presentation of cluttering in men with FXS and may lead to improved understanding of the potential underlying mechanisms of cluttering and eventual refinements to treatment and diagnosis.

Broader phenotypes associated with genetic liability, including mild difficulties with pragmatic language skills, have been documented in mothers of children with autism spectrum disorder (ASD) and mothers of children with fragile X syndrome (FXS). This study investigated the relationship between pragmatic difficulties and indicators of maternal well-being and family functioning. Pragmatic difficulty was associated with loneliness in mothers of children with ASD or FXS, and with depression, decreased life satisfaction, and poorer family relationship quality in mothers of children with FXS only. Results inform subtle maternal pragmatic language difficulties as a risk factor that that may contribute to reduced health and well-being, informing tailored support services to better meet the unique needs of families of children with ASD or FXS.

By adulthood, most males with fragile X syndrome (FXS) require support to navigate day-to-day settings. The present study cross-sectionally: (1) characterized the profile of daily living skills in males with FXS and (2) examined associated participant characteristics (i.e., fragile X mental retardation protein [FMRP] expression, nonverbal cognition, language, autism symptomatology, and anxiety symptomatology) using the Waisman Activities of Daily Living questionnaire. Males with FXS (n = 57, ages 15-23 years) needed more help/support in the areas of domestic and community daily livings skills, than in the area of personal daily living skills. Significant associations were observed between reduced daily living skills and lower nonverbal cognition, receptive language, expressive language, and increased autism symptomatology. Receptive language emerged as the strongest unique predictor of daily living skill performance.