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This is a study of the affirmations and the perceptions and attitudes of licensed African-American architects and educators in the United States on critical challenges in architecture education. These affirmations and perceptions serve as a basis for changes in architecture curricula content, teaching approaches, teaching/learning environments using cognitive apprenticeship approaches (CAAs) that will improve scholarship for minority and female students, especially African-American females in architecture programs. Respondents in this study included 410 licensed African-American architects or African-American educators drawn from a 2003 list of 1,368 African-American architects or faculty members in the United States. From the sample of 192 respondents to the questionnaire, ten participants were selected as a sub-sample, and six were interviewed. One hundred and eighty-two respondents of the original 192 responded to Parts V, VI, and VII of the questionnaire. the data from these questionnaire parts were used only to answer the research question. This study of architecture curriculum and suggested teaching approaches in teaching/learning environments utilized a two-stage research design with multiple data sources including a self-administered questionnaire and an interview guide. A mixed approach--both inductive and deductive--was adopted for a survey method using summated measuring scales and chi-square statistics to analyze the data from the questionnaire. Discourse analysis was used to analyze the qualitative data from the interviews. the results from the study indicate a need for more African-American faculty members to teach more diverse topics than the traditional Euro-centric architecture curricula content. the study also serves as a basis for suggesting changes in architecture curricula content and teaching approaches in teaching/learning environments, particularly for African-American females. the affirmations and the perceptions and attitudes of both licensed African-American architects and educators in this study serve as a basis for additions to traditional architecture curricula content and teaching approaches which will be inclusive of minority students, especially African-American females, in architecture programs across the country.

Bree's Bubble Gum Adventures: The Pajamas From the Bahamas follows a little girl named Bree, who is always chewing gum. Bree is infatuated with bubble gum. She knows she shouldn't chew gum in certain places like school, because it always gets her into trouble! One night when Bree puts on her new pajamas, she dreams that her bubble gum saves her from all sorts of trouble in the jungle. There's only one problem: Bree shouldn't have gone to bed with gum in her mouth. This delightful story is told in rhyme, and is filled with adventure in the wild jungle. Will reality set in when Bree wakes up? Find out what happens with this sticky situation!

Get off the beaten path in Madagascar! This book is intended to be used in conjunction with Dr. Winterton's official Malagasy dictionary, which contains the Malagasy language as spoken in the capital city of Antananarivo, as well as most provinces. This supplementary text includes 5,500 words from 17 different regional dialects of Malagasy. Usage examples will bring the dialects to life and help you use words in the correct context. This comprehensive dialect dictionary was a collaborative effort created by 75 peace corps volunteers, missionaries, French natives, and Malagasy natives with skill in each dialect. French Section: True fluency in Malagasy requires some knowledge of French. As such, this book includes over 1,200 French words, as they are used by Malagasy people. Proverbs section: Deepen your language skills and cultural understanding with 70+ Malagasy proverbs. Mazotoa mikoraña!