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Our narrative focuses on the middle passage of the slave trade in the West Indies. Herein we describe why more men, women, and children were imported in the West Indies than other islands. Specifically, our aim was to address how slaves in the middle passage of the triangular slave trade were treated, how they sustained themselves, and how they instigated wars and used other means of disobedience to facilitate the abolishment of slavery. Moreover, we examined the impact of laws that instituted and enforced by slave owners to govern the lives of slaves. Several disturbing acts imposed upon slaves by their masters included: physical abuse, disrespect for slave family life, unhealthy living conditions, and poor diet. Additionally, contributions of Whites who fought against slavery are included.

During the 1998-1999 academic year, a survey was conducted to look at current trends and issues in the profession of graphics education (Clark & Scales, 1999). The survey solicited information from the membership of the Engineering Design Graphics Division of the American Society for Engineering Education related to their view of future areas of growth, problems that exist, and direction the profession of engineering graphics education is headed in the future. This survey, conducted in the spring of 2004, is a five-year follow-up using the same instrument, but with new categories added to provide for current trends in post-secondary graphics education. New areas added to the survey asked questions on certifications, distance education, salaries, and research interests. (Contains 2 tables.)

Three African American mothers and their daughters participated in three, 30-minute reading sessions. During each session, daughters read narrative text for 15 minutes and expository text for the other 15 minutes. Categories of interaction emerged from those reading sessions. Results revealed nine mother interaction reading categories and seven daughter interaction categories. Irrespective of the type of reading, the categories were linked to the transmission, maturational, and transactional points of view. Implications provide suggestions for helping parents develop reading experiences that foster positive reading behaviors for their children.

Describes a study that looked at assessment areas and practices in engineering/technical graphics education. The study focused on the particular assessment practices that should be used in grading introductory courses. Outcomes include a listing of major assessment categories with content objectives that experts feel should be addressed in the assessment process. Concludes with a model for assessment (taxonomy). (Author/NB)

Examines the reading habits and patterns of White and Asian American adults. Hypothesizes that when grouped by demographic variables, participants' responses about their reading habits and patterns would not differ. Concludes that gender, race, and education were predictors for participants' reading habits; education and race were predictors for reading patterns. (SG)

Investigates characteristics of a quality program in graphic communications teacher education with involvement of professionals in the field. Uses the Delphi technique to achieve consensus on the characteristics that they felt compromised a good educational program for future graphics teachers. (Contains 27 references.) (Author/YDS)

Presents results from a survey of engineering design graphics educators who responded to questions related to current trends and issues in the profession of graphics education. Concludes that there is a clear trend in institutions towards the teaching of constraint-based modeling and computer-aided manufacturing. (Author/YDS)

Predominantly black elementary and secondary school students (N=33), their parents, and their tutors completed surveys to determine their perceptions of a church-sponsored after-school tutoring program. Results showed significant differences between students and parents and students and tutors on some items, though in general all three groups were happy with the program. (SM)

The Survey of Elderly Reading Attitudes completed by 30 institutionalized and 40 noninstitutionalized older adults found differences in reading preferences and needs, attributed to differences in residential lifestyle. (SK)

Addresses the problems of African-American males, and argues that a focus on high literacy for this population is an important strategy for addressing the crisis of education and incarceration. Suggests that literacy is essential to African-American males' participation in the economy. (JB)

Investigates what reading skills college students use as they study. Finds differences in students' responses at the beginning and end of a semester in which they were enrolled in a college reading study skills class, including using questioning as a method, and using different study methods for different topics and different types of tests. (SR)

An introduction is presented in which the editor discusses articles in the issue on topics including historical misrepresentation of Christopher Columbus's discovery of America, the impact of misinformation on racial attitudes and the role of Historically Black Colleges and Universities (HBCUs).

Discusses factors contributing to high level of illiteracy in Senegal. Reports on study of Senegalese reading habits--participants enjoy reading, read newspapers often, would like to read better, and would take reading improvement courses if they were offered. (CMG)

Elderly adults responded to the Survey of Elderly Reading Attitudes instrument. Most felt they had time to read, more married than single subjects reported buying magazines and daily newspapers, and more females than males reported reading advertisements without difficulty. (Author/KS)

Although cognitive style affects test results, students of various cognitive styles are expected to perform equally well on standardized tests. Informal tests seem to be better for both impulsive and reflective style students. Perhaps a combination of standardized and informal testing is appropriate for making educational decisions about students. (VM)

A survey of 40 Egyptian teachers in general preparatory, secondary, and industrial schools revealed the following: (1) teachers do not plan and teach lessons to match the needs of students; (2) class sizes were over 50; (3) only the "whole class" method was used; and (4) more printed material is needed. (BJV)

Uses elderly adults' median chronological age with marital status to examine how elderly adults view their reading needs as they pertain to reading skills, reading preferences, emotional awareness, and physical capabilities. Finds differences in the reading perceptions of elderly adults. (SR)

Considers "Ebonics" the most encompassing of the different terms used to describe various English language patterns used by Blacks. Recommends measures to improve teacher attitudes and knowledge in dealing with students who use nonstandard language patterns. (Author/MJL)

The article presents the discussion on providing for self and sharing with others while limiting the impact of the pervasiveness of systemic racism. Topics include intentional or unintentional racist behaviors' showing impact on marginalized people especially Blacks; examining ways of creating a sense of belonging and finding safe spaces for Black students on predominantly White campuses.

Demonstrates how Gibb's principles of learning have influenced case study outcomes from a holistic perspective. Presents abstracts of strengths, weaknesses, and instructional strategies from 15 case studies and compiles the information to present an instructor/learner situation. Principles of the holistic approach to teaching adult literacy are reviewed. (CH)

An introduction is presented in which the editor discusses various reports within the issue on topics including challenges and successes of racially underrepresented women faculty in academy, little attention given to college presidents, and the tenure track of a Black female academic librarian.

The article offers brief profiles of scholars Deirdre Cobb-Roberts, Vonzell Agosto and Shirley Biggs, who contributed to the writing of the April 2011 issue of the journal.

The article discusses various reports published within the issue, including one by Tracey Keck-Staley on the role of human resource capital among Black and Hispanic American mathematics students, one by Michael E. Woolley on the educational achievements of Black American mathematics students, and one by Roni M. Ellington and Rona Frederick on the persistence and educational achievements of Black American undergraduate mathematics students.