FranaWiki - User contributions [en]

Kaki Hockersmith

2008-03-11T17:52:52Z

Ayocum09:

[[Image:184.jpg|thumb|Clinton-era Oval Office in Clinton Presidential Library. Photo by James Hyde.]]
'''Kaki Hockersmith''' is a Little Rock decorator and recreator of the Clinton-era Oval Office in the [[Clinton Library]]. Hockersmith has served as interior designer to the Clintons many times, beginning with her work at the Arkansas [[Governor's Mansion]].

The Library's Oval Office is a scale reproduction. Hockersmith designed both the original rug installed in the Oval Office in Washington, DC, in 1992 and the replica placed in the Library in 2004. The exhibit features copies of "The Thinker" by Rodin, a Childe Hassam painting, paperweights, and photos.

Hockersmith lives in the Edgehill neighborhood of Little Rock.

After the Clintons moved into the White House in 1993, they hired Hockersmith to be their personal decorator. Congress grants each first family $50,000 to refurbish their living quarters. A historian on presidency at the University of Texas at Austin, Lewis Gould, said that whatever was done at the White House "is apt to raise questions of Arkansas culture verses East Coast elite and whether the Clinton's are bringing sufficient taste to the White House." Gould is correct on his statement. The Clinton had many stereotypes to break simply because they were from Arkansas. Hockersmith would convey the taste that Hillary Clinton wanted. Kaki was from Little Rock and understood how the Clinton's operated. One longtime client stated, "She tries to get a clear fix on the person she's working for. My house feels like mine."

Hockersmith attended the Univeristy of Central Arkansas. Her first experience with designing was arranging furniture vignettes at Dillard's. She opened her first decorating shop eight years ago.

==References==

Arkansas Democrat Gazette.

==External links==

*[http://www.kakihockersmith.com/ Homepage for Kaki Hockersmith Interiors]
*[http://www.youtube.com/watch?v=_UT85NPdbOk Hillary Clinton presidential campaign commercial featuring Kaki Hockersmith (YouTube)]

==Contact info==

| Riverside Design and Antique Center | 1408 Rebsamen Park Road | Little Rock, AR 72202 | phone: 501-666-6966 | fax: 501.666.2314 | email: kakiint@sbcglobal.net |

River Market fire

2008-03-10T15:45:20Z

Ayocum09: New page: The '''River Market fire''' closed the indoor market area of shops and food kiosks from January 27, 1999 till February 3, 1999. The fire was started in or near a vacuum packing machine in...

The '''River Market fire''' closed the indoor market area of shops and food kiosks from January 27, 1999 till February 3, 1999. The fire was started in or near a vacuum packing machine in the Vik Brown Meet Market. The River Market building had no structural damages.

==Reference==
Arkansas Democrat Gazette. "River Market to Reopen After Fire." February 4, 1999, Section News 2B.

Trees for Tomorrow

2008-03-10T15:40:52Z

Ayocum09:

'''The Trees for Tomorrow Campaign''' was a fund raiser for the revitalization of downtown Little Rock. This campaign primarily focused on the River Market District. Donating $500 to $2,000 would allow people to be involved in growing an "urban forest" in downtown Little Rock. This money will not only pay for tree and upkeep, but it will also help pay for renovations in the downtown area. These renovations include ornamental antique lamp posts and complementary park benches in the River Market District. The trees are lining Commerce Street and Markham Street near the River Market District.

The trees that were chosen for the Trees for Tomorrow were the Autumn Blaze maples. These trees can withstand carbon dioxide, salt, and oil deposits from urban traffic. An Autumn Blaze maple is a cross breed between the Red maples and the Silver maples. Red maples give lively fall and spring colors, while the Silver maples grow quickly. Each tree will be surrounded by a cast-iron gate and there will be a four foot brick strip to give a creative landscape and structure to the "urban forest".

Some of the trees that were paid for were used as gifts or memorials for family members. Dr. [[John Jones]], a volunteer chairman bought a "family tree" for his wife, Julie, and their children Jordan, Jamie, Barrett, and Collier. Jones's siblings bought a tree to serve as a memorial for their parents Dr. Robert and Lavonna Jones. Bronze plaques are engraved with the names of the recipients of the gifts and are set in concrete near their trees.

==Reference==
Arkansas Democrat Gazette, "Trees for Tomorrow Seeks Money for an 'Urban Forest.'" By. Kimberly Gillespie. December 29,1996, Sunday, Section High Profile, pg 1D.

John Jones

2008-03-10T15:40:10Z

Ayocum09: New page: '''Dr. John Jones''' is the volunteer chairman for the Trees for Tomorrow Campaign. Jones received his masters from Vanderbilt in natural science. Then he perused a Medical Science d...

'''Dr. John Jones''' is the volunteer chairman for the [[Trees for Tomorrow]] Campaign. Jones received his masters from Vanderbilt in natural science. Then he perused a Medical Science degree from the Medical School at the University of Arkansas. Before he joined his father's practice he interned at John Hopkins University and University of California at Los Angles. His father was Dr. Robert Jones.

Jones stated in 1996, "I really like what's happening with the downtown area and with the River Market. I think it'll be even better when the Library and the museum open."

==Reference==
Arkansas Democrat Gazette. "Trees for Tomorrow Seeks Money for 'Urban Forest.'" By Kimberly Gillespie. December 29, 1996, Section High Profile, pg 1D.

Trees for Tomorrow

2008-03-10T15:33:18Z

Ayocum09: New page: '''The Trees for Tomorrow Campaign''' was a fund raiser for the revitalization of downtown Little Rock. This campaign primarily focused on the River Market District. Donating $500 to $2,...

'''The Trees for Tomorrow Campaign''' was a fund raiser for the revitalization of downtown Little Rock. This campaign primarily focused on the River Market District. Donating $500 to $2,000 would allow people to be involved in growing an "urban forest" in downtown Little Rock. This money will not only pay for tree and upkeep, but it will also help pay for renovations in the downtown area. These renovations include ornamental antique lamp posts and complementary park benches in the River Market District. The trees are lining Commerce Street and Markham Street near the River Market District.

The trees that were chosen for the Trees for Tomorrow were the Autumn Blaze maples. These trees can withstand carbon dioxide, salt, and oil deposits from urban traffic. An Autumn Blaze maple is a cross breed between the Red maples and the Silver maples. Red maples give lively fall and spring colors, while the Silver maples grow quickly. Each tree will be surrounded by a cast-iron gate and there will be a four foot brick strip to give a creative landscape and structure to the "urban forest".

Some of the trees that were paid for were used as gifts or memorials for family members. [[Dr. John Jones]], a volunteer chairman bought a "family tree" for his wife, Julie, and their children Jordan, Jamie, Barrett, and Collier. Jones's siblings bought a tree to serve as a memorial for their parents Dr. Robert and Lavonna Jones. Bronze plaques are engraved with the names of the recipients of the gifts and are set in concrete near their trees.

==Reference==
Arkansas Democrat Gazette, "Trees for Tomorrow Seeks Money for an 'Urban Forest.'" By. Kimberly Gillespie. December 29,1996, Sunday, Section High Profile, pg 1D.

FranaWiki:Community Portal

2008-03-03T04:52:15Z

Ayocum09: /* Downtown Revitalization, Sustainability, Smart Growth, and Historic Preservation Resources */

==Collaborators==
* Oral History Methods: Phil Frana
* Administration, Grantmaking, Professional Best Practices: Amanda Allen
* Administrative Assistant: Blake Bowman
* Video Production: Eric Deitz
* Production Assistant: Allison Yocum
* Photography: James Hyde
* Interviews: Courtney Bennett, Ben Dobbs, John Greene, James Hyde, Adam Lucas, Ryan Morrow
* Wiki Administration: Thomas Bertram
* Knowledge Engineer: Megan Davari
* Wiki authors:
* 2008 students: Fabia Bertram, Blake Bowman, Nicholas Coelho, Megan Davari, Casey Gambill, John Lenehan, Jeremy Morgan, Katie Nicholson, Micah Ray, Eric Skinner, Allison Yocum

==Class Syllabus: Oral History and Digital Video Production (Spring 2008)==

*Instructors: Phil Frana, Amanda Allen, Eric Deitz
*Class Meets: New Hall Classroom, MWF 9-10 AM

Find Phil Frana at 303A McAlister Hall or in the Ethnography Lab. Appointments made in advance are always welcome. Email Phil at pfrana@uca.edu. His HCOL username is [http://honors.uca.edu/hcol/private.php?do=newpm&u=658 Phil]. Call him at (501) 450-3498. Amanda Allen may be contacted at Amanda@ucahonors.org. Her HCOL username is [http://honors.uca.edu/hcol/private.php?do=newpm&u=273 Amanda]. Eric Deitz may be contacted at edfilms.inc@gmail.com. His HCOL username is [http://honors.uca.edu/hcol/private.php?do=newpm&u=819 filmboy2008]. His phone number is (501) 749-6758.

'''Course Description'''

Want to do something hands-on next semester? Make history by listening to the stories people tell? Learn the theory and practice of oral history. This course is divided into several overlapping areas of study: basic ethnographic fieldwork and historical analysis; approaches to memory; instructional and interpretive strategies; interviewing, editing, and documenting; folk study; archives and documentation; public uses; oral history and new digital media; and the new oral history of commerce and technology.

In addition to an individual project of your choice, you will participate in the Clinton Presidential Center Oral History Project. How exactly did the Clinton Library come to Little Rock? Who contributed to the effort and what controversies did they face? How were the architects selected? What’s the relationship between the Clinton Library, the School of Public Service, and the Foundation? What difference has the Library made in the lives of musicians and artists? How has it transformed Downtown Little Rock and the economy of Central Arkansas generally? Come find out. Class meets in the New Hall ethnography lab, with occasional forays to Little Rock.

'''Assigned Readings'''

*Thomas L. Charlton, Lois E. Myers, and Rebecca Sharpless, eds., ''History of Oral History: Foundations and Methodology'' (AltaMira, 2007). ISBN 0759102309.
*Deborah Escobar, ''Creating History Documentaries: A Step-By-Step Guide to Video Projects in the Classroom'' (Prufrock Press, 2001). ISBN 1882664760.
*Donald A. Ritchie, ''Doing Oral History: A Practical Guide,'' 2nd ed. (Oxford UP, 2003). ISBN 0195154339.

'''Aims, Outcomes, and Assessment'''

This class is an active collaboratory practicing oral history methods, including basic ethnographic and historical principles; approaches to memory; instructional and interpretive strategies; interviewing editing, and documenting; folk study; public uses; and cybermedia. This course focuses on the collection and analysis of oral narratives as evidence of the past. In addition to completing our work, we will examine both practical and theoretical material regarding the challenges and possibilities of oral history. Our aim is to study oral narrative and oral history in several contexts for use by scholars in many disciplines. The course’s central theme is the representation of democratic beliefs as applied to oral history in contemporary Little Rock Downtown revitalization.

In addition to reading assignments and discussion, you will produce for this class research-grade oral histories with associated notes and appendices and -- as a group project -- make significant contributions to the Clinton Presidential Center & Downtown Little Rock Memory Project. You cannot pass this course without submitting all assignments. The breakdown in assigning a final grade will be determined as follows: group participation (25%), individual project (25%), group project (25%), and individual class presentations & assignments (25%).

'''Assignments'''

* research plan: pursue an individual oral history project by conducting interviews, transcribing, and editing the source media (individual project)
* contribute to the Clinton Library & Downtown Little Rock Project by conducting interviews, transcribing, and editing the source media (group project)
* write weekly FranaWiki entries (class assignment)
* give an overview of an oral history project or collection (class assignment)
* show mastery the principles of downtown and neighborhood revitalization (class presentation)
* study non-verbal cues (class assignment)
* develop a common thematic set of questions for project interviews (group project)
* read and critique an existing Honors College Oral History transcript (class assignment)
* in-class critiques of oral history interviews (class assignment)
* improve your interviewing skills and evaluate your own performance (class presentation)
* practice interviewing on each other and on a mystery guest (class assignment)
* reports from the field (group & individual projects)

''Final Presentation:'' Your final presentation will be delivered in the form of an audio or video podcast, or as a radio interview on KCON 1230 AM or KUCA 91.3 FM. All final presentations will be produced with MP3 or MPEG-4 editing software. (group project)

'''Grading, Attendance'''

Three or more unexcused absences will automatically result in a lowered grade. Missing a class in which you are the assigned leader will also result in a lowered grade. Grading scale:

''Potential realized''

*A – Superior contributions befitting the caliber of a UCA Honors scholar.

''Potential not yet realized''

*B – Contributions acceptable, but lacking clarity, consistency, or continuity. Contributions brief; class attendance less than stellar.
*C – Fails in commitment to make acceptable contributions in one or more areas.
*D – Fails in commitment to make contributions in many or nearly all areas.
*F – Systematically fails to attend, share ideas, read, or write.

'''Plagiarism Policy'''

Plagiarism is defined here as the “stealing of passages either word for word or in substance, from the writings of another and publishing them as one’s own.” You are plagiarizing when you present an idea or interpretation that you did not originate without acknowledgment. You are plagiarizing when you copy and incorporate someone else’s work into your own without setting it off with quotation marks and identifying the source. You are also plagiarizing when you borrow from someone else’s work and simply change a few words before adding it to your own work. Plagiarism is a serious violation of academic ethics and constitutes grounds for disciplinary action (refer to your UCA Student Handbook in this regard).

'''Other Student Conduct'''

Note also the general standards for student conduct, including the university’s sexual harassment policy, in your current student handbook. The University of Central Arkansas adheres to the requirements of the Americans with Disabilities Act. If you need an accommodation under this Act due to a disability, please contact the UCA Office of Disability Services, (501) 450-3135.

'''Ethnography Lab Information'''

Comprising computers, camcorders, DVD camcorders, and digital voice recorders, the Ethnography Lab is located in New Hall, where it shares space with the Honors College's Publications Office. The Ethnography Lab supports student, staff, and faculty projects that involve interactions with and observations of people. The equipment is available for any course-related project that involves interviewing, filming, or photographing human activities. The lab's computers have user-friendly video and sound editing software as well as Microsoft Office and internet access. When not in use by the Publications Office, scanners are also available.

Students, faculty, and staff may check out equipment on a first come, first serve basis throughout the semester and for longer periods during summer and holidays. To check out equipment or use the lab facilities, please contact Adam Frank at afrank@uca.edu or (501) 450-3486.

==Class Schedule/Assignments==
Assignments indicated in brackets thus []. Assignments are due on dates listed.

*January 10 (F) - What is Oral History and Who Does It? [Ritchie, ch. 1]

*January 14 (M) - Oral History Projects and Collections [pick a oral history collection (see below) and be prepared to describe it; Charlton, ch. 1]
*January 16 (W) - The Scholarly Task of Oral History [Ritchie, ch. 4]
*January 18 (F) - Interviewing [wiki entry due] [Charlton, ch. 5; Ritchie, ch. 3]

*January 21 (M) - Martin Luther King Jr. Holiday
*January 23 (W) - Critique an Existing Clinton Library Interview [critique due]
*January 25 (F) - Practice Interviewing on Each Other [wiki entry due]

*January 28 (M) - Practice Interview with Mr. X
*January 30 (W) - Research Design: Elites versus Ordinary People [Ritchie, ch. 2; Charlton, ch. 2]
*February 1 (F) - Develop a Common Set of Project Questions [wiki entry due] [Charlton, ch. 3]

*February 4 (M) - Videography [page through all of Escobar by this date]
*February 6 (W) - Sponsored Projects and Grant Writing [Ritchie, p. 215-221, 252-255; Charlton, ch. 4]
*February 8 (F) - Ethics/Impact of Oral History on Individual & Community/Accessibility [wiki entry due; Charlton, ch. 4]

*February 11 (M) - Video Editing Basics [Ritchie, ch. 5]
*February 13 (W) - Video Editing Basics
*February 15 (F) - Ethnography and Folklore [wiki entry due]

*February 18 (M) - Transcription exercise [Charlton, ch. 7]
*February 20 (W) - Watch Interview & Edit a Transcript [critique due]
*February 22 (F) - Guest Speaker: Jimmy Bryant on UCA Archives Oral Histories [wiki entry due; Ritchie, ch. 5; Charlton, ch. 6]

*February 25 (M) - Personal research plans [personal research plan due]
*February 27 (W) - Criticisms of Oral History
*February 29 (F) - Guest Speaker: Patrick Taylor on New Urbanism [wiki entry due]

*March 3 (M) - Downtown Revitalization: Little Rock as Case Study [summary of article due]
*March 5 (W) - Guest Speaker: Jose Guzzardi
*March 7 (F) - Deborah Tannen and Communication Styles [wiki entry due]

*March 10 (M) - Types of Oral History Products [Ritchie, ch. 7]
*March 12 (W) - Types of Oral History Products, part deux/International Dialects of English Archive [Ritchie, ch. 8]
*March 14 (F) - Clinton Library & Heifer Visit [wiki entry due]

*March 17 (M) - Reflective Analysis of Your Own Interview Experience [reflective analysis due]
*March 19 (W) - Reports from the field
*March 21 (F) - Reports from the field [wiki entry due]

*March 24 - Spring Break
*March 26 - Spring Break
*March 28 - Spring Break

*March 31 (M) - Reports from the field [transcript due]
*April 2 (W) - Reports from the field
*April 4 (F) - [wiki entry due]

*April 7 (M) - Reports from the field
*April 9 (W) - Reports from the field
*April 11 (F) - Reports from the field [wiki entry due]

*April 14 (M) - Reports from the field
*April 16 (W) - Reports from the field
*April 18 (F) - Reports from the field [wiki entry due]

*April 21 (M) - Reports from the field
*April 23 (W) - [all transcript & portfolios due]
*April 25 - Study Day

*April 28-May 2 - Final Examination Interview

==Organizations & Publications==
*[http://alpha.dickinson.edu/oha/ '''Oral History Association''']
*[http://caliber.ucpress.net/loi/ohr ''Oral History Review'']
*[http://alpha.dickinson.edu/oha/pub_nl.html ''OHA Newsletter'']

*[http://www.ncph.org/ '''National Council on Public History''']
*[http://www.ncph.org/PublicationsResources/ThePublicHistorian/tabid/311/Default.aspx ''The Public Historian'']
*[http://www.ncph.org/PublicationsResources/PublicHistoryNews/tabid/314/Default.aspx ''Public History News'']

*[http://www.afsnet.org/ '''American Folklore Society''']
*[http://www.afsnet.org/publications/jaf.cfm ''Journal of American Folklore'']
*[http://www.afsnet.org/publications/AFSnews.cfm ''AFS News'']

*[http://www.aaslh.org/ '''American Association for State and Local History''']
*[http://www.aaslh.org/historynews.htm History News]

*[http://www.albany.edu/jmmh/ ''Journal for MultiMedia History'']

'''H-Net Discussion Networks'''
*[http://www.h-net.org/~local/ H-Local (Local History)]
*[http://www.h-net.org/~oralhist/ H-Oralhist (Oral History)]
*[http://www.h-net.org/~pcaaca/ H-PCAACA (Popular Culture)]
*[http://www.h-net.org/~public/ H-Public (Public History)]

*[http://library.ucsc.edu/reg-hist/ohalist.html Oral History Association Electronic Listserv]

==Oral History Bibliography==
'''Fieldwork'''

*James Clifford, “Partial Truths,” in ''Writing Culture: The Poetics and Politics of Ethnography,'' eds. James Clifford and George E. Marcus, University of California Press, 1990.

*Robert Darnton, “Writing News and Telling Stories,” ''Daedalus'' 104 (Spring 1975): 175-94.

*Micaela Di Leonardo, "Oral History as Ethnographic Encounter," ''Oral History Review'' 15 (1987): 1-20.

*Ronald J. Grele, "Listen to Their Voices: Two Case Studies in the Interpretation of Oral History Interviews," in ''Envelopes of Sound,''pp. 212-41.

*Mary Louise Pratt, “Fieldwork in Common Places,” in ''Writing Culture: The Poetics and Politics of Ethnography,'' eds. James Clifford and George E. Marcus, University of California Press, 1990.

*Carl Wilmsen, "For the Record: Editing and the Production of Meaning in Oral History," ''Oral History Review'' 28 (Winter-Spring 2001): 65-86.

*Valerie Yow, "'Do I Like Them Too Much?': Effects of the Oral History Interview on the Interviewer and Vice-Versa," ''Oral History Review'' 24 (Summer 1997): 55-79.

'''Museums'''

*Anna Green, "Returning History to the Community: Oral History in a Museum Setting," ''Oral History Review'' 24 (Winter 1997): 53-72.

'''Education'''

*Lynne Hamer, "Oralized History: History Teachers as Oral History Tellers," ''Oral History Review'' 27 (Summer-Fall 2000): 19-40.

*Grace Huerta and Leslie Flemmer, "Using Student-Generated Oral History Research in the Secondary Classroom," ''Clearing House'' 74 (2000): 105-10.

*Barry A. Lanman and George L. Mehaffy, ''Oral History in the Secondary School Classroom,'' Oral History Association, 1989.

*Charles R. Lee and Kathryn L. Nasstrom, eds. "Practice and Pedagogy: Oral History in the Classroom," ''Oral History Review'' 25 (Summer-Fall 1998): entire issue, 1-117.

*N.C. Marchart, "Doing Oral History in the Elementary Grades," ''Social Education'' 43 (1979): 479-80.

*G.L. Mehaffy, "Oral History in Elementary Classrooms," ''Social Education'' 48 (1984): 470-2.

*Fay D. Metcalf and Matthew T. Downey, ''Using Local History in the Classroom,'' American Association for State and Local History, 1982.

*Laurie Mercier and Madeline Buckendorf, ''Using Oral History in Community History Projects,'' Oral History Association, 1992.

*David L. Moore, "Between Cultures: Oral History of Hmong Teenagers in Minneapolis," ''Vietnam Generation'' 2 (1990): 38-52.

*Charles T. Morrissey, "Oral History Interviews: Does Age Make a Difference?" ''Oral History Association Newsletter'' 35 (Fall 2001): 11.

*John Neuenschwander, "Oral History in the High School Classroom," ''Oral History Review'' 3 (1975): 59-61.

*Irma M. Olmedo, "Junior Historians: Doing Oral History with ESL and Bilingual Students," ''TESOL Journal'' (Summer 1993).

*A. Sears, "Enriching Social Studies with Interviews," ''History and Social Science Teache''r 25 (1990): 67-71.

*Thad Sitton, et al., ''Oral History: A Guide for Teachers and Others,'' University of Texas Press, 1983.

*Margaret Sullivan, "Into Community Classrooms: Another Use for Oral History," ''Oral History Review'' 2 (1974): 52-8.

*Eliot Wigginton, "Foxfire Grows Up," ''Harvard Educational Review'' 59 (February 1989): 24-49.

'''Business & Technology Studies'''

*John Bodnar, "Power and Memory in Oral History: Workers and Managers at Studebaker," ''Journal of American History'' 75 (1989): 1201-21.

*Thomas Dublin, "Gender and Economic Decline: The Pennsylvania Anthracite Region, 1920-1970," ''Oral History Review'' 27 (Winter-Spring 2000): 81-98.

*Andrew J. Dunar and Dennis McBride, ''Building Hoover Dam: An Oral History of the Great Depression,'' University of Nevada Press, 2001.

*Laurie Graham, ''On the Line at Subaru-Isuzu: The Japanese Model and the American Worker,'' Cornell University Press, 1995.

*Jacquelyn Dowd Hall, ''Like a Family: The Making of a Southern Cotton Mill World,'' University of North Carolina Press, 1987.

*Michael Hoberman, "High Crimes and Fallen Factories: Nostalgic Utopianism in an Eclipsed New England Industrial Town," ''Oral History Review'' 28 (Winter-Spring 2001): 17-40.

*Roger Horowitz and Rick Halpern, "Work, Race, and Identity: Self-Representation in the Narratives of Black Packinghouse Workers," ''Oral History Review'' 26 (Winter-Spring 1999): 23-43.

*Thomas E. Leary and Elizabeth C. Sholes, ''From Fire to Rust: Business, Technology, and Work at the Lackawanna Steel Plant, 1899-1983,'' Buffalo and Erie County Historical Society, 1987.

*Katrina Mason, ''Children of Los Alamos: An Oral History of the Town Where the Atomic Age Began,'' Twayne Publishers, 1995.

'''Rural Studies'''

*Michael A. Gordon, "Oral Documentation and the Sustainable Agriculture Movement in Wisconsin," ''Public Historian'' 11 (Fall 1989): 83-98.

*Lu Ann Jones and Nancy Grey Osterud, "'If I Must Say So Myself': Oral Histories of Rural Women," ''Oral History Review'' 17 (Fall 1989): 1-23.

*Melissa Walker, "Calling the Men Out from the Boys: Concepts of Success in the Recollections of a Southern Farmer," ''Oral History Review'' 27 (Summer-Fall 2000): 1-18.

'''Memory'''

*John Bodnar, "Generational Memory in an American Town," ''Journal of Interdisciplinary History'' 26 (1996): 619-37.

*John Neuenschwander, "Remembrance of Things Past: Oral Historians and Long-Term Memory," ''Oral History Review'' 6 (1978): 45-53.

'''Law'''

*Joseph Romney, "Legal Considerations in Oral History," ''Oral History Review'' 1 (1973): 66-76.

*John Neuenschwander, "Oral History and the Law: An Update," ''Oral History Association Newsletter'' 31 (Winter 1997): 4-6.

==Selected Oral History Websites==
*[http://www.duke.edu/web/hst195.15/ American Communities: African American Experiences in Durham, NC]
*[http://www-cds.aas.duke.edu/btv/ Behind the Veil: Documenting African American Life in the Jim Crow South]
*[http://bancroft.berkeley.edu/ROHO/ Bancroft Library Oral History Online]
*[http://blackout.gmu.edu/ The Blackout History Project]
*[http://www.cbi.umn.edu/oh/ Charles Babbage Institute Oral History Program]
*[http://archive.computerhistory.org/search/oh/oral_history.php Computer History Museum Oral History Archive]
*[http://historymatters.gmu.edu/browse/manypasts/ History Matters: Browse Many Pasts]
*[http://www.tulane.edu/~lmiller/OralHistoryIntroduction.html Hogan Jazz Archive]
*[http://invention.smithsonian.org/resources/fa_comporalhist_index.aspx Invention History at the Lemelson Center: Oral and Video History]
*[http://www.nersc.gov/~deboni/Computer.history/ Lawrence Livermore National Laboratory Oral and Pictorial History Project]
*[http://www.lib.umd.edu/LAB/transcript.html Library of American Broadcasting Transcripts]
*[http://www.usm.edu/msoralhistory/ Mississippi Oral History Project]
*[http://www.mysticseaport.org/library/collections/sound.cfm Mystic Seaport Oral History Collections]
*[http://www.nasm.si.edu/nasm/dsh/oralhistory.html National Air and Space Museum Oral History Project]
*[http://sloan.stanford.edu/MouseSite/ Sloan MouseSite]
*[http://www.vhf.org Survivors of the Shoah Visual History Foundation]
*[http://www.usm.edu/crdp/ University of Southern Mississippi Civil Rights Documentation Project]
*[http://www.stg.brown.edu/projects/1968/ The Whole World Was Watching: An Oral History of 1968]
*[http://lib.iastate.edu/spcl/wise/Oral%20Histories/neh.html Women in Science and Engineering Oral History Project]
*[http://faculty.buffalostate.edu/fishlm/folksongs/ The Vietnam Veterans Oral History and Folklore Project]
*[http://memory.loc.gov/ammem/wpaintro/exhome.html Voices from the Thirties: Life Histories from the Federal Writers’ Project]

==Downtown Revitalization, Sustainability, Smart Growth, and Historic Preservation Resources==
*[http://www.nemw.org/DowntownRevital.pdf Barbara Wells, ''Downtown Revitalization in Urban Neighborhoods and Small Cities'']

Barbara Wells introduces the term "infill development," which she describes to be the creative use of vacant or underused land and buildings. She cites some of the most common design principles to sucessfully infill develop in an urban or small-town setting. One of which is to make downtown areas more pedestrian-friendly. Another method would be to reclaim blighted or abandoned areas and connect these areas to mainstream transportation and utilities services. Still another method would be to provide open, kid-friendly spaces for recreation.

Wells then begins evaluating various urban neighborhoods' and small cities' revitalization initiatives in this manner: 1)Features of the area 2)Challenges the area faced 3)Turning point towards revitalization 4)Approach taken to revitalize 5)Results of the revitalization. One example of this systematic process would be the Kinzie Industrial Corridor in Chicago. Features of the area include direct access to three different highways and the Chicago El and bus lines. It used to be a thriving commercial center. The challenge was to improve the area's appearance because it took a hit during the 1968 (race?) riots. The turing point was when Chicago began bringing jobs and residential tracts into the area. Chicago's approach was multi-faceted, but centered on acquiring former manufacturing parcels that adjoins cites the city already owns. Results of the project include new manufacturing centers, like a seafood distribution plant, a greenhouse, and an equipment maker. These busineses create jobs and foster further growth.

Not only is Wells concerned with high density urban areas, but also small towns. One example of a small-town that was revitalized would be Peterborough, New Hampshire. This town of 5500 simply had very little activity--there was very little downtown to speak of. A group called Downtown 2000 committed themselves to revitalizing Peterborough. After several projects, including pedestrian-friendly walkways and streetscaping, the area began to have some vitality. Some rundown warehouses, for example, were converted into the Depot Square Commercial area.
*[http://www.brookings.edu/metro/pubs/20050307_12steps.pdf Christopher Leinberger, ''Turning Around Downtown - Twelve Steps to Revitalization'']
*[http://cted.wa.gov/_cted/documents/ID_160_Publications.pdf Washington State Downtown Revitalization Program, ''Organizing a Successful Downtown Revitalization Program Using the Main Street Approach'']

The Washington State Downtown Revitalization is a project that outlines
everything from the important (how to organize and begin downtown
revitalization) to the practical (sample budgets) to the paltry (public
relation ideas such as logos). The plan employs the Main Street Approach, a
program so widely used-US numbers include 40 states and 1,2000 cities-that
the name is trademarked.

These high numbers imply that the Main Street Approach must be working,
which begs the question of how the program is set up. In short, it is
centered upon four core aims: organization, promotion, design, and economic
restructuring (4). Underlying these four points lies the notion of
community. The literature for the Washington project includes a list of 11
reasons for why downtowns are significant-naturally, all relate back to
fostering community.

The WSDR project also touches on many other issues within this 67-page
document; topics include a starting checklist, an operating statement,
advice on locating financial support, potential benefits, a format for
efficient board meetings, job descriptions for project members, and even a
sample press release. If readers are not yet convinced of imminent downtown
success stories, the article concludes with a section entitled "75 Great
Ideas for Downtown," which includes gems such as Number 41: "Save an
endangered building!" and Number 56: "Hold a street dance!" Hidden within
the list lies number 10: "Join the National Main Street network. The current
cost is $195 per year."

*[http://www.eda.gov/ImageCache/EDAPublic/documents/pdfdocs/meyer_2epdf/v1/meyer.pdf Peter Meter & H. Wade VanLandingham, ''Reclamation and Economic Regeneration of Brownfields'']
*[http://www.ruralpa.org/downtown.pdf Martin Shields and Tracey Farrigan, ''Welcome Back Downtown: A Guide to Revitalizing Pennsylvania's Small Downtowns'']

This article is about revitalizing smaller communities’ downtown revitalization. In the first chapter Martin Shields and Tracey Farrigan explain that no community is too small or rundown to start revitalization. The only problem with smaller communities is that there is a smaller budget to work with. Revitalizing downtown will help the community attract jobs, shopping, and entertainment.

There are specific steps to the process of revitalization. The first is to set up a committee; it is important to include the community. This group should hold meetings regularly to keep on track with the revitalization plans. This article explains how a community understands its strengths, weaknesses, and places of opportunities. Create a plan of priorities and stick to this plan.

This article not only gives a clear direction that smaller communities can take on the revitalization process, but it also gives helpful hints to larger communities. I feel like Arkansas is one large small community. Even though there is a lot of diversity, even large cities (such as Little Rock) can have a small town atmosphere. Also, the authors gave an appendix with further readings on the subject. This article is a helpful source to anybody wanting to understand the process of revitalization.

*[http://www.businessofgovernment.org/pdfs/Mitchell.pdf Jerry Mitchell, Business Improvement Districts and Innovative Service Delivery]
*[http://www.downtowndevelopment.com/perspectives.php Downtown Research and Development Center, various issues of ''Downtown Idea Exchange'']
*[http://ncppp.org/resources/papers/NCPPP_HDRTI2.pdf HDR, ''Street Cars and Economic Development'']
*[http://www.metroplan.org/includes/pdfs/datacenter/Econ2006.pdf Metroplan, ''Metrotrends: Economic Review & Outlook 2006'']
*[http://www.brookings.edu/es/urban/gentrification/gentrification.pdf Maureen Kennedy & Paul Leonard, ''Dealing with Neighborhood Change'']
*[http://www.nga.org/cda/files/062501ARTSDEV.pdf Phil Psilos & Kathleen Rapp, ''The Role of the Arts in Economic Development'']
*[http://www.iedconline.org/Downloads/Smart_Growth.pdf Alex Iams & Pearl Kaplan, eds., ''Economic Development & Smart Growth'']
*[http://egov.oregon.gov/LCD/docs/publications/commmixedusecode.pdf Oregon Downtown Development Association, ''Commercial & Mixed Use Development'']

==Other Mediawiki Memory Projects==
*[http://secondlife.wikia.com/wiki/Main_Page Second Life Wikia]
*[http://www.lrchmemory.org/wiki/index.php?title=Main_Page Little Rock Central High Memory Project]
*[http://tmbw.net/wiki/Main_Page This Might Be a Wiki: The They Might Be Giants Knowledge Base]

==Class Wiki==
Consult the [http://meta.wikimedia.org/wiki/Help:Contents User's Guide] for information on using the wiki software.

* [http://www.mediawiki.org/wiki/Manual:FAQ MediaWiki FAQ]
* [http://lists.wikimedia.org/mailman/listinfo/mediawiki-announce MediaWiki release mailing list]
* [http://en.wikiversity.org/wiki/MediaWiki_Project MediaWiki Project at Wikiversity]

FranaWiki:Community Portal

2008-03-03T04:51:40Z

Ayocum09: /* Downtown Revitalization, Sustainability, Smart Growth, and Historic Preservation Resources */

==Collaborators==
* Oral History Methods: Phil Frana
* Administration, Grantmaking, Professional Best Practices: Amanda Allen
* Administrative Assistant: Blake Bowman
* Video Production: Eric Deitz
* Production Assistant: Allison Yocum
* Photography: James Hyde
* Interviews: Courtney Bennett, Ben Dobbs, John Greene, James Hyde, Adam Lucas, Ryan Morrow
* Wiki Administration: Thomas Bertram
* Knowledge Engineer: Megan Davari
* Wiki authors:
* 2008 students: Fabia Bertram, Blake Bowman, Nicholas Coelho, Megan Davari, Casey Gambill, John Lenehan, Jeremy Morgan, Katie Nicholson, Micah Ray, Eric Skinner, Allison Yocum

==Class Syllabus: Oral History and Digital Video Production (Spring 2008)==

*Instructors: Phil Frana, Amanda Allen, Eric Deitz
*Class Meets: New Hall Classroom, MWF 9-10 AM

Find Phil Frana at 303A McAlister Hall or in the Ethnography Lab. Appointments made in advance are always welcome. Email Phil at pfrana@uca.edu. His HCOL username is [http://honors.uca.edu/hcol/private.php?do=newpm&u=658 Phil]. Call him at (501) 450-3498. Amanda Allen may be contacted at Amanda@ucahonors.org. Her HCOL username is [http://honors.uca.edu/hcol/private.php?do=newpm&u=273 Amanda]. Eric Deitz may be contacted at edfilms.inc@gmail.com. His HCOL username is [http://honors.uca.edu/hcol/private.php?do=newpm&u=819 filmboy2008]. His phone number is (501) 749-6758.

'''Course Description'''

Want to do something hands-on next semester? Make history by listening to the stories people tell? Learn the theory and practice of oral history. This course is divided into several overlapping areas of study: basic ethnographic fieldwork and historical analysis; approaches to memory; instructional and interpretive strategies; interviewing, editing, and documenting; folk study; archives and documentation; public uses; oral history and new digital media; and the new oral history of commerce and technology.

In addition to an individual project of your choice, you will participate in the Clinton Presidential Center Oral History Project. How exactly did the Clinton Library come to Little Rock? Who contributed to the effort and what controversies did they face? How were the architects selected? What’s the relationship between the Clinton Library, the School of Public Service, and the Foundation? What difference has the Library made in the lives of musicians and artists? How has it transformed Downtown Little Rock and the economy of Central Arkansas generally? Come find out. Class meets in the New Hall ethnography lab, with occasional forays to Little Rock.

'''Assigned Readings'''

*Thomas L. Charlton, Lois E. Myers, and Rebecca Sharpless, eds., ''History of Oral History: Foundations and Methodology'' (AltaMira, 2007). ISBN 0759102309.
*Deborah Escobar, ''Creating History Documentaries: A Step-By-Step Guide to Video Projects in the Classroom'' (Prufrock Press, 2001). ISBN 1882664760.
*Donald A. Ritchie, ''Doing Oral History: A Practical Guide,'' 2nd ed. (Oxford UP, 2003). ISBN 0195154339.

'''Aims, Outcomes, and Assessment'''

This class is an active collaboratory practicing oral history methods, including basic ethnographic and historical principles; approaches to memory; instructional and interpretive strategies; interviewing editing, and documenting; folk study; public uses; and cybermedia. This course focuses on the collection and analysis of oral narratives as evidence of the past. In addition to completing our work, we will examine both practical and theoretical material regarding the challenges and possibilities of oral history. Our aim is to study oral narrative and oral history in several contexts for use by scholars in many disciplines. The course’s central theme is the representation of democratic beliefs as applied to oral history in contemporary Little Rock Downtown revitalization.

In addition to reading assignments and discussion, you will produce for this class research-grade oral histories with associated notes and appendices and -- as a group project -- make significant contributions to the Clinton Presidential Center & Downtown Little Rock Memory Project. You cannot pass this course without submitting all assignments. The breakdown in assigning a final grade will be determined as follows: group participation (25%), individual project (25%), group project (25%), and individual class presentations & assignments (25%).

'''Assignments'''

* research plan: pursue an individual oral history project by conducting interviews, transcribing, and editing the source media (individual project)
* contribute to the Clinton Library & Downtown Little Rock Project by conducting interviews, transcribing, and editing the source media (group project)
* write weekly FranaWiki entries (class assignment)
* give an overview of an oral history project or collection (class assignment)
* show mastery the principles of downtown and neighborhood revitalization (class presentation)
* study non-verbal cues (class assignment)
* develop a common thematic set of questions for project interviews (group project)
* read and critique an existing Honors College Oral History transcript (class assignment)
* in-class critiques of oral history interviews (class assignment)
* improve your interviewing skills and evaluate your own performance (class presentation)
* practice interviewing on each other and on a mystery guest (class assignment)
* reports from the field (group & individual projects)

''Final Presentation:'' Your final presentation will be delivered in the form of an audio or video podcast, or as a radio interview on KCON 1230 AM or KUCA 91.3 FM. All final presentations will be produced with MP3 or MPEG-4 editing software. (group project)

'''Grading, Attendance'''

Three or more unexcused absences will automatically result in a lowered grade. Missing a class in which you are the assigned leader will also result in a lowered grade. Grading scale:

''Potential realized''

*A – Superior contributions befitting the caliber of a UCA Honors scholar.

''Potential not yet realized''

*B – Contributions acceptable, but lacking clarity, consistency, or continuity. Contributions brief; class attendance less than stellar.
*C – Fails in commitment to make acceptable contributions in one or more areas.
*D – Fails in commitment to make contributions in many or nearly all areas.
*F – Systematically fails to attend, share ideas, read, or write.

'''Plagiarism Policy'''

Plagiarism is defined here as the “stealing of passages either word for word or in substance, from the writings of another and publishing them as one’s own.” You are plagiarizing when you present an idea or interpretation that you did not originate without acknowledgment. You are plagiarizing when you copy and incorporate someone else’s work into your own without setting it off with quotation marks and identifying the source. You are also plagiarizing when you borrow from someone else’s work and simply change a few words before adding it to your own work. Plagiarism is a serious violation of academic ethics and constitutes grounds for disciplinary action (refer to your UCA Student Handbook in this regard).

'''Other Student Conduct'''

Note also the general standards for student conduct, including the university’s sexual harassment policy, in your current student handbook. The University of Central Arkansas adheres to the requirements of the Americans with Disabilities Act. If you need an accommodation under this Act due to a disability, please contact the UCA Office of Disability Services, (501) 450-3135.

'''Ethnography Lab Information'''

Comprising computers, camcorders, DVD camcorders, and digital voice recorders, the Ethnography Lab is located in New Hall, where it shares space with the Honors College's Publications Office. The Ethnography Lab supports student, staff, and faculty projects that involve interactions with and observations of people. The equipment is available for any course-related project that involves interviewing, filming, or photographing human activities. The lab's computers have user-friendly video and sound editing software as well as Microsoft Office and internet access. When not in use by the Publications Office, scanners are also available.

Students, faculty, and staff may check out equipment on a first come, first serve basis throughout the semester and for longer periods during summer and holidays. To check out equipment or use the lab facilities, please contact Adam Frank at afrank@uca.edu or (501) 450-3486.

==Class Schedule/Assignments==
Assignments indicated in brackets thus []. Assignments are due on dates listed.

*January 10 (F) - What is Oral History and Who Does It? [Ritchie, ch. 1]

*January 14 (M) - Oral History Projects and Collections [pick a oral history collection (see below) and be prepared to describe it; Charlton, ch. 1]
*January 16 (W) - The Scholarly Task of Oral History [Ritchie, ch. 4]
*January 18 (F) - Interviewing [wiki entry due] [Charlton, ch. 5; Ritchie, ch. 3]

*January 21 (M) - Martin Luther King Jr. Holiday
*January 23 (W) - Critique an Existing Clinton Library Interview [critique due]
*January 25 (F) - Practice Interviewing on Each Other [wiki entry due]

*January 28 (M) - Practice Interview with Mr. X
*January 30 (W) - Research Design: Elites versus Ordinary People [Ritchie, ch. 2; Charlton, ch. 2]
*February 1 (F) - Develop a Common Set of Project Questions [wiki entry due] [Charlton, ch. 3]

*February 4 (M) - Videography [page through all of Escobar by this date]
*February 6 (W) - Sponsored Projects and Grant Writing [Ritchie, p. 215-221, 252-255; Charlton, ch. 4]
*February 8 (F) - Ethics/Impact of Oral History on Individual & Community/Accessibility [wiki entry due; Charlton, ch. 4]

*February 11 (M) - Video Editing Basics [Ritchie, ch. 5]
*February 13 (W) - Video Editing Basics
*February 15 (F) - Ethnography and Folklore [wiki entry due]

*February 18 (M) - Transcription exercise [Charlton, ch. 7]
*February 20 (W) - Watch Interview & Edit a Transcript [critique due]
*February 22 (F) - Guest Speaker: Jimmy Bryant on UCA Archives Oral Histories [wiki entry due; Ritchie, ch. 5; Charlton, ch. 6]

*February 25 (M) - Personal research plans [personal research plan due]
*February 27 (W) - Criticisms of Oral History
*February 29 (F) - Guest Speaker: Patrick Taylor on New Urbanism [wiki entry due]

*March 3 (M) - Downtown Revitalization: Little Rock as Case Study [summary of article due]
*March 5 (W) - Guest Speaker: Jose Guzzardi
*March 7 (F) - Deborah Tannen and Communication Styles [wiki entry due]

*March 10 (M) - Types of Oral History Products [Ritchie, ch. 7]
*March 12 (W) - Types of Oral History Products, part deux/International Dialects of English Archive [Ritchie, ch. 8]
*March 14 (F) - Clinton Library & Heifer Visit [wiki entry due]

*March 17 (M) - Reflective Analysis of Your Own Interview Experience [reflective analysis due]
*March 19 (W) - Reports from the field
*March 21 (F) - Reports from the field [wiki entry due]

*March 24 - Spring Break
*March 26 - Spring Break
*March 28 - Spring Break

*March 31 (M) - Reports from the field [transcript due]
*April 2 (W) - Reports from the field
*April 4 (F) - [wiki entry due]

*April 7 (M) - Reports from the field
*April 9 (W) - Reports from the field
*April 11 (F) - Reports from the field [wiki entry due]

*April 14 (M) - Reports from the field
*April 16 (W) - Reports from the field
*April 18 (F) - Reports from the field [wiki entry due]

*April 21 (M) - Reports from the field
*April 23 (W) - [all transcript & portfolios due]
*April 25 - Study Day

*April 28-May 2 - Final Examination Interview

==Organizations & Publications==
*[http://alpha.dickinson.edu/oha/ '''Oral History Association''']
*[http://caliber.ucpress.net/loi/ohr ''Oral History Review'']
*[http://alpha.dickinson.edu/oha/pub_nl.html ''OHA Newsletter'']

*[http://www.ncph.org/ '''National Council on Public History''']
*[http://www.ncph.org/PublicationsResources/ThePublicHistorian/tabid/311/Default.aspx ''The Public Historian'']
*[http://www.ncph.org/PublicationsResources/PublicHistoryNews/tabid/314/Default.aspx ''Public History News'']

*[http://www.afsnet.org/ '''American Folklore Society''']
*[http://www.afsnet.org/publications/jaf.cfm ''Journal of American Folklore'']
*[http://www.afsnet.org/publications/AFSnews.cfm ''AFS News'']

*[http://www.aaslh.org/ '''American Association for State and Local History''']
*[http://www.aaslh.org/historynews.htm History News]

*[http://www.albany.edu/jmmh/ ''Journal for MultiMedia History'']

'''H-Net Discussion Networks'''
*[http://www.h-net.org/~local/ H-Local (Local History)]
*[http://www.h-net.org/~oralhist/ H-Oralhist (Oral History)]
*[http://www.h-net.org/~pcaaca/ H-PCAACA (Popular Culture)]
*[http://www.h-net.org/~public/ H-Public (Public History)]

*[http://library.ucsc.edu/reg-hist/ohalist.html Oral History Association Electronic Listserv]

==Oral History Bibliography==
'''Fieldwork'''

*James Clifford, “Partial Truths,” in ''Writing Culture: The Poetics and Politics of Ethnography,'' eds. James Clifford and George E. Marcus, University of California Press, 1990.

*Robert Darnton, “Writing News and Telling Stories,” ''Daedalus'' 104 (Spring 1975): 175-94.

*Micaela Di Leonardo, "Oral History as Ethnographic Encounter," ''Oral History Review'' 15 (1987): 1-20.

*Ronald J. Grele, "Listen to Their Voices: Two Case Studies in the Interpretation of Oral History Interviews," in ''Envelopes of Sound,''pp. 212-41.

*Mary Louise Pratt, “Fieldwork in Common Places,” in ''Writing Culture: The Poetics and Politics of Ethnography,'' eds. James Clifford and George E. Marcus, University of California Press, 1990.

*Carl Wilmsen, "For the Record: Editing and the Production of Meaning in Oral History," ''Oral History Review'' 28 (Winter-Spring 2001): 65-86.

*Valerie Yow, "'Do I Like Them Too Much?': Effects of the Oral History Interview on the Interviewer and Vice-Versa," ''Oral History Review'' 24 (Summer 1997): 55-79.

'''Museums'''

*Anna Green, "Returning History to the Community: Oral History in a Museum Setting," ''Oral History Review'' 24 (Winter 1997): 53-72.

'''Education'''

*Lynne Hamer, "Oralized History: History Teachers as Oral History Tellers," ''Oral History Review'' 27 (Summer-Fall 2000): 19-40.

*Grace Huerta and Leslie Flemmer, "Using Student-Generated Oral History Research in the Secondary Classroom," ''Clearing House'' 74 (2000): 105-10.

*Barry A. Lanman and George L. Mehaffy, ''Oral History in the Secondary School Classroom,'' Oral History Association, 1989.

*Charles R. Lee and Kathryn L. Nasstrom, eds. "Practice and Pedagogy: Oral History in the Classroom," ''Oral History Review'' 25 (Summer-Fall 1998): entire issue, 1-117.

*N.C. Marchart, "Doing Oral History in the Elementary Grades," ''Social Education'' 43 (1979): 479-80.

*G.L. Mehaffy, "Oral History in Elementary Classrooms," ''Social Education'' 48 (1984): 470-2.

*Fay D. Metcalf and Matthew T. Downey, ''Using Local History in the Classroom,'' American Association for State and Local History, 1982.

*Laurie Mercier and Madeline Buckendorf, ''Using Oral History in Community History Projects,'' Oral History Association, 1992.

*David L. Moore, "Between Cultures: Oral History of Hmong Teenagers in Minneapolis," ''Vietnam Generation'' 2 (1990): 38-52.

*Charles T. Morrissey, "Oral History Interviews: Does Age Make a Difference?" ''Oral History Association Newsletter'' 35 (Fall 2001): 11.

*John Neuenschwander, "Oral History in the High School Classroom," ''Oral History Review'' 3 (1975): 59-61.

*Irma M. Olmedo, "Junior Historians: Doing Oral History with ESL and Bilingual Students," ''TESOL Journal'' (Summer 1993).

*A. Sears, "Enriching Social Studies with Interviews," ''History and Social Science Teache''r 25 (1990): 67-71.

*Thad Sitton, et al., ''Oral History: A Guide for Teachers and Others,'' University of Texas Press, 1983.

*Margaret Sullivan, "Into Community Classrooms: Another Use for Oral History," ''Oral History Review'' 2 (1974): 52-8.

*Eliot Wigginton, "Foxfire Grows Up," ''Harvard Educational Review'' 59 (February 1989): 24-49.

'''Business & Technology Studies'''

*John Bodnar, "Power and Memory in Oral History: Workers and Managers at Studebaker," ''Journal of American History'' 75 (1989): 1201-21.

*Thomas Dublin, "Gender and Economic Decline: The Pennsylvania Anthracite Region, 1920-1970," ''Oral History Review'' 27 (Winter-Spring 2000): 81-98.

*Andrew J. Dunar and Dennis McBride, ''Building Hoover Dam: An Oral History of the Great Depression,'' University of Nevada Press, 2001.

*Laurie Graham, ''On the Line at Subaru-Isuzu: The Japanese Model and the American Worker,'' Cornell University Press, 1995.

*Jacquelyn Dowd Hall, ''Like a Family: The Making of a Southern Cotton Mill World,'' University of North Carolina Press, 1987.

*Michael Hoberman, "High Crimes and Fallen Factories: Nostalgic Utopianism in an Eclipsed New England Industrial Town," ''Oral History Review'' 28 (Winter-Spring 2001): 17-40.

*Roger Horowitz and Rick Halpern, "Work, Race, and Identity: Self-Representation in the Narratives of Black Packinghouse Workers," ''Oral History Review'' 26 (Winter-Spring 1999): 23-43.

*Thomas E. Leary and Elizabeth C. Sholes, ''From Fire to Rust: Business, Technology, and Work at the Lackawanna Steel Plant, 1899-1983,'' Buffalo and Erie County Historical Society, 1987.

*Katrina Mason, ''Children of Los Alamos: An Oral History of the Town Where the Atomic Age Began,'' Twayne Publishers, 1995.

'''Rural Studies'''

*Michael A. Gordon, "Oral Documentation and the Sustainable Agriculture Movement in Wisconsin," ''Public Historian'' 11 (Fall 1989): 83-98.

*Lu Ann Jones and Nancy Grey Osterud, "'If I Must Say So Myself': Oral Histories of Rural Women," ''Oral History Review'' 17 (Fall 1989): 1-23.

*Melissa Walker, "Calling the Men Out from the Boys: Concepts of Success in the Recollections of a Southern Farmer," ''Oral History Review'' 27 (Summer-Fall 2000): 1-18.

'''Memory'''

*John Bodnar, "Generational Memory in an American Town," ''Journal of Interdisciplinary History'' 26 (1996): 619-37.

*John Neuenschwander, "Remembrance of Things Past: Oral Historians and Long-Term Memory," ''Oral History Review'' 6 (1978): 45-53.

'''Law'''

*Joseph Romney, "Legal Considerations in Oral History," ''Oral History Review'' 1 (1973): 66-76.

*John Neuenschwander, "Oral History and the Law: An Update," ''Oral History Association Newsletter'' 31 (Winter 1997): 4-6.

==Selected Oral History Websites==
*[http://www.duke.edu/web/hst195.15/ American Communities: African American Experiences in Durham, NC]
*[http://www-cds.aas.duke.edu/btv/ Behind the Veil: Documenting African American Life in the Jim Crow South]
*[http://bancroft.berkeley.edu/ROHO/ Bancroft Library Oral History Online]
*[http://blackout.gmu.edu/ The Blackout History Project]
*[http://www.cbi.umn.edu/oh/ Charles Babbage Institute Oral History Program]
*[http://archive.computerhistory.org/search/oh/oral_history.php Computer History Museum Oral History Archive]
*[http://historymatters.gmu.edu/browse/manypasts/ History Matters: Browse Many Pasts]
*[http://www.tulane.edu/~lmiller/OralHistoryIntroduction.html Hogan Jazz Archive]
*[http://invention.smithsonian.org/resources/fa_comporalhist_index.aspx Invention History at the Lemelson Center: Oral and Video History]
*[http://www.nersc.gov/~deboni/Computer.history/ Lawrence Livermore National Laboratory Oral and Pictorial History Project]
*[http://www.lib.umd.edu/LAB/transcript.html Library of American Broadcasting Transcripts]
*[http://www.usm.edu/msoralhistory/ Mississippi Oral History Project]
*[http://www.mysticseaport.org/library/collections/sound.cfm Mystic Seaport Oral History Collections]
*[http://www.nasm.si.edu/nasm/dsh/oralhistory.html National Air and Space Museum Oral History Project]
*[http://sloan.stanford.edu/MouseSite/ Sloan MouseSite]
*[http://www.vhf.org Survivors of the Shoah Visual History Foundation]
*[http://www.usm.edu/crdp/ University of Southern Mississippi Civil Rights Documentation Project]
*[http://www.stg.brown.edu/projects/1968/ The Whole World Was Watching: An Oral History of 1968]
*[http://lib.iastate.edu/spcl/wise/Oral%20Histories/neh.html Women in Science and Engineering Oral History Project]
*[http://faculty.buffalostate.edu/fishlm/folksongs/ The Vietnam Veterans Oral History and Folklore Project]
*[http://memory.loc.gov/ammem/wpaintro/exhome.html Voices from the Thirties: Life Histories from the Federal Writers’ Project]

==Downtown Revitalization, Sustainability, Smart Growth, and Historic Preservation Resources==
*[http://www.nemw.org/DowntownRevital.pdf Barbara Wells, ''Downtown Revitalization in Urban Neighborhoods and Small Cities'']

Barbara Wells introduces the term "infill development," which she describes to be the creative use of vacant or underused land and buildings. She cites some of the most common design principles to sucessfully infill develop in an urban or small-town setting. One of which is to make downtown areas more pedestrian-friendly. Another method would be to reclaim blighted or abandoned areas and connect these areas to mainstream transportation and utilities services. Still another method would be to provide open, kid-friendly spaces for recreation.

Wells then begins evaluating various urban neighborhoods' and small cities' revitalization initiatives in this manner: 1)Features of the area 2)Challenges the area faced 3)Turning point towards revitalization 4)Approach taken to revitalize 5)Results of the revitalization. One example of this systematic process would be the Kinzie Industrial Corridor in Chicago. Features of the area include direct access to three different highways and the Chicago El and bus lines. It used to be a thriving commercial center. The challenge was to improve the area's appearance because it took a hit during the 1968 (race?) riots. The turing point was when Chicago began bringing jobs and residential tracts into the area. Chicago's approach was multi-faceted, but centered on acquiring former manufacturing parcels that adjoins cites the city already owns. Results of the project include new manufacturing centers, like a seafood distribution plant, a greenhouse, and an equipment maker. These busineses create jobs and foster further growth.

Not only is Wells concerned with high density urban areas, but also small towns. One example of a small-town that was revitalized would be Peterborough, New Hampshire. This town of 5500 simply had very little activity--there was very little downtown to speak of. A group called Downtown 2000 committed themselves to revitalizing Peterborough. After several projects, including pedestrian-friendly walkways and streetscaping, the area began to have some vitality. Some rundown warehouses, for example, were converted into the Depot Square Commercial area.
*[http://www.brookings.edu/metro/pubs/20050307_12steps.pdf Christopher Leinberger, ''Turning Around Downtown - Twelve Steps to Revitalization'']
*[http://cted.wa.gov/_cted/documents/ID_160_Publications.pdf Washington State Downtown Revitalization Program, ''Organizing a Successful Downtown Revitalization Program Using the Main Street Approach'']

The Washington State Downtown Revitalization is a project that outlines
everything from the important (how to organize and begin downtown
revitalization) to the practical (sample budgets) to the paltry (public
relation ideas such as logos). The plan employs the Main Street Approach, a
program so widely used-US numbers include 40 states and 1,2000 cities-that
the name is trademarked.

These high numbers imply that the Main Street Approach must be working,
which begs the question of how the program is set up. In short, it is
centered upon four core aims: organization, promotion, design, and economic
restructuring (4). Underlying these four points lies the notion of
community. The literature for the Washington project includes a list of 11
reasons for why downtowns are significant-naturally, all relate back to
fostering community.

The WSDR project also touches on many other issues within this 67-page
document; topics include a starting checklist, an operating statement,
advice on locating financial support, potential benefits, a format for
efficient board meetings, job descriptions for project members, and even a
sample press release. If readers are not yet convinced of imminent downtown
success stories, the article concludes with a section entitled "75 Great
Ideas for Downtown," which includes gems such as Number 41: "Save an
endangered building!" and Number 56: "Hold a street dance!" Hidden within
the list lies number 10: "Join the National Main Street network. The current
cost is $195 per year."

*[http://www.eda.gov/ImageCache/EDAPublic/documents/pdfdocs/meyer_2epdf/v1/meyer.pdf Peter Meter & H. Wade VanLandingham, ''Reclamation and Economic Regeneration of Brownfields'']
*[http://www.ruralpa.org/downtown.pdf Martin Shields and Tracey Farrigan, ''Welcome Back Downtown: A Guide to Revitalizing Pennsylvania's Small Downtowns'']

This article is about revitalizing smaller communities’ downtown revitalization. In the first chapter Martin Shields and Tracey Farrigan explain that no community is too small or rundown to start revitalization. The only problem with smaller communities is that there is a smaller budget to work with. Revitalizing downtown will help the community attract jobs, shopping, and entertainment.
There are specific steps to the process of revitalization. The first is to set up a committee; it is important to include the community. This group should hold meetings regularly to keep on track with the revitalization plans. This article explains how a community understands its strengths, weaknesses, and places of opportunities. Create a plan of priorities and stick to this plan.
This article not only gives a clear direction that smaller communities can take on the revitalization process, but it also gives helpful hints to larger communities. I feel like Arkansas is one large small community. Even though there is a lot of diversity, even large cities (such as Little Rock) can have a small town atmosphere. Also, the authors gave an appendix with further readings on the subject. This article is a helpful source to anybody wanting to understand the process of revitalization.

*[http://www.businessofgovernment.org/pdfs/Mitchell.pdf Jerry Mitchell, Business Improvement Districts and Innovative Service Delivery]
*[http://www.downtowndevelopment.com/perspectives.php Downtown Research and Development Center, various issues of ''Downtown Idea Exchange'']
*[http://ncppp.org/resources/papers/NCPPP_HDRTI2.pdf HDR, ''Street Cars and Economic Development'']
*[http://www.metroplan.org/includes/pdfs/datacenter/Econ2006.pdf Metroplan, ''Metrotrends: Economic Review & Outlook 2006'']
*[http://www.brookings.edu/es/urban/gentrification/gentrification.pdf Maureen Kennedy & Paul Leonard, ''Dealing with Neighborhood Change'']
*[http://www.nga.org/cda/files/062501ARTSDEV.pdf Phil Psilos & Kathleen Rapp, ''The Role of the Arts in Economic Development'']
*[http://www.iedconline.org/Downloads/Smart_Growth.pdf Alex Iams & Pearl Kaplan, eds., ''Economic Development & Smart Growth'']
*[http://egov.oregon.gov/LCD/docs/publications/commmixedusecode.pdf Oregon Downtown Development Association, ''Commercial & Mixed Use Development'']

==Other Mediawiki Memory Projects==
*[http://secondlife.wikia.com/wiki/Main_Page Second Life Wikia]
*[http://www.lrchmemory.org/wiki/index.php?title=Main_Page Little Rock Central High Memory Project]
*[http://tmbw.net/wiki/Main_Page This Might Be a Wiki: The They Might Be Giants Knowledge Base]

==Class Wiki==
Consult the [http://meta.wikimedia.org/wiki/Help:Contents User's Guide] for information on using the wiki software.

* [http://www.mediawiki.org/wiki/Manual:FAQ MediaWiki FAQ]
* [http://lists.wikimedia.org/mailman/listinfo/mediawiki-announce MediaWiki release mailing list]
* [http://en.wikiversity.org/wiki/MediaWiki_Project MediaWiki Project at Wikiversity]

Red Octopus Theater

2008-02-28T22:09:54Z

Ayocum09: /* External Links */

The Red Octopus Theater is an original sketch comedy group. They also perform classical dramas and premier musicals. The group has been performing since 1991, which makes them one of the oldest sketch troupes in the United States. Since 1991, the group has had more than 100 actors and over 90 shows.

The year 2008, marks the 16th year for the sketch comedy to be performing their original “mockery and malcontent” shows. They recordings of hits like “Fxxxk Me Long Time” and the saga “As Farewells Go Bye.” These recordings are featured in the new Assswell? 1997-2007.

In 2007, the Red Octopus Theater troupe performed at the Easy Street Piano Bar’s Cabaret Room as part of the “Pagans Summer Love-in” show.

Jason Thompson has been apart of the Red Octopus Theater Company for eight years. He has not only been acting with the group, but contributed writings and was a board member of the company. Jason has also branched out to write in productions at The Rep, Murray’s Dinner Playhouse, and short and featured length films.

==References==

==External Links==
http://www.therep.org/bio.asp?secID=83

http://www.arktimes.com/blogs/rockcandy/2007/08/greatest_game_on_dirt.aspx

http://www.myspace.com/redoctopustheater

Red Octopus Theater

2008-02-28T22:09:45Z

Ayocum09: /* External Links */

Red Octopus Theater

2008-02-28T22:09:30Z

Ayocum09:

The Red Octopus Theater is an original sketch comedy group. They also perform classical dramas and premier musicals. The group has been performing since 1991, which makes them one of the oldest sketch troupes in the United States. Since 1991, the group has had more than 100 actors and over 90 shows.

The year 2008, marks the 16th year for the sketch comedy to be performing their original “mockery and malcontent” shows. They recordings of hits like “Fxxxk Me Long Time” and the saga “As Farewells Go Bye.” These recordings are featured in the new Assswell? 1997-2007.

In 2007, the Red Octopus Theater troupe performed at the Easy Street Piano Bar’s Cabaret Room as part of the “Pagans Summer Love-in” show.

Jason Thompson has been apart of the Red Octopus Theater Company for eight years. He has not only been acting with the group, but contributed writings and was a board member of the company. Jason has also branched out to write in productions at The Rep, Murray’s Dinner Playhouse, and short and featured length films.

==References==

==External Links==
http://www.therep.org/bio.asp?secID=83
http://www.arktimes.com/blogs/rockcandy/2007/08/greatest_game_on_dirt.aspx
http://www.myspace.com/redoctopustheater

Red Octopus Theater

2008-02-28T22:07:09Z

Ayocum09: New page: Smithsonian Quality on a Shoe String Budget Learn to do amazing things with very nearly nothing. Sometimes what makes an installation striking isn’t always the most expensive element. Le...

Smithsonian Quality on a Shoe String Budget
Learn to do amazing things with very nearly nothing. Sometimes what
makes an installation striking isn’t always the most expensive element. Learn to
design everything from “small and intimate” to a “grand experience.” Learn about
materials and techniques, sources for ideas, and making memorable exhibits for your
audiences.

Storage Alternatives For Today’s Museum
This presentation will look at today’s museum storage trends and needs.
Various storage options will be discussed as they relate to: aesthetics, capacity, cost,
growth, and security. Finally, museum-specific examples will be discussed, and a
dialogue will be started about “green”storage.

New Frontiers in Accessibility: Audio-Described Tours
In this session, learn (relatively) low-cost ways to make exhibits more fully
accessible for visitors who are blind or visually-impaired.

New Frontiers in Website Design
Use the latest web technology to communicate the unique nature and spirit
of your museum. Take a detailed look at the underlying web technologies and
design strategies to drive dynamic and innovative web experiences. (Don’t be uneasy
about attending – these folks speak in simple terms).

How To Develop Museums and Live to Tell About It
Session 1: We’re In This Together, Pard’ner!
During this session, you will learn how museums can partner with
universities, tourism associations, and heritage organizations - along with other
assorted and possibly unlikely amigos - so that all may benefit.

Community History
In 2003, a consulting firm was hired by MTCC to create a master plan and
conduct a Community History Project of Little Rock’s black community. The result
of the Community History Project (CHP) is 100s of hours of oral history and
scanned digital images. This session will discuss the positive and negative aspects of
the process in hindsight and explain the methods MTCC has developed to process
these artifacts (CD-Rom with images, VHS, Mini-DVD, audio cassettes, and
transcriptions).

How to Develop Museums and Live to Tell About It
Session 3: Resurrecting Old Ghosts
If you deal with historic properties or have an interest in preservation, you
will be interested in this session about considerations that went into the restoration
of Arkansas State University’s three heritage sites. Each one is unique; each one
resulted in different restoration decisions.

Museum Assessment Program and Conservation Assessment Program
The Conservation Assessment Program provides a general conservation
assessment of your museum’s collection, environmental conditions, and site. We
will also be discussing the Museum Assessment Program, which is designed to
show how museums compare to standards, utilize best practices in the field, and
understand how other institutions deal with similar challenges.

Old State House and Historic Arkansas Museum

2008-02-27T05:36:27Z

Ayocum09: /* Historic Arkansas Museum */

The '''Old State House and Historic Arkansas Museum''' is a national historic landmark located at 300 West Markham Street and 200 East 3rd Street in downtown Little Rock, Arkansas.

===Old State House===

Little Rock is the oldest capital west of the Mississippi River that is still in use today. The building opened its doors for the first time in 1836. From 1842 to 1911 the Old State House housed the Arkansas Governor's offices. In 1947, the Old State House became a museum that features exhibits on Arkansas and Little Rock history.

President [[Bill Clinton]] contributed to the transformation and recent elevated profile of the Old State House. The museum was the setting for many of President Clinton's political highlights throughout his career. For instance, Bill Clinton declared his candidacy for the 1992 presidential election here. Then in both 1992 and 1996 Bill Clinton celebrated both presidential election victories at the Old State House Museum. President Clinton chose the Old State House as a backdrop for his victories because it was his "favorite building in Arkansas." President Clinton loved this building in particular because he believed that the Old State House, "embodies both a reverence for the past and a hope for the future." The Old State House includes an exhibit that complements the [[Clinton Library museum exhibits]], such as a portrait of [[Hillary Clinton]], Bill Clinton’s saxophone, and Bill Clinton’s [[campaign buttons]] for governor and presidential elections.

===Historic Arkansas Museum===

The Historic Arkansas Museum is home to artifacts, art, and products that highlight Arkansas' heritage and culture. The museum features costumed "living history" guides and four original buildings from the state's past. The museum is open from 9 AM to 5 PM on Monday through Saturday, and from 1 PM to 5 PM on Sunday. Admission is $1 for children 18 and under, $2.50 for adults, and $1.50 for senior citizens.

Historic Arkansas Museum is a museum located in the downtown of Little Rock, Arkansas. The museum includes a pre-Civil War neighborhood, the oldest home still standing in Little Rock. The museum’s main goal is to demonstrate to visitors how early residents of Arkansas would have lived during frontier times. The site is also the location to where William Woodruff once printed the Arkansas Gazette. From September 2nd until October 31st of 2004, the museum hosted the Construction Site: Clinton Presidential Center. This was featured in the Trinity Gallery for Arkansas artists. The photographs featured were of construction of the center beginning in January of 2003, by Timothy Hursley.

==References==

==External links==
*[http://www.oldstatehouse.com Homepage of the Old State House Museum]
*[http://HistoricArkansas.org Homepage of Historic Arkansas Museum]

[[Category:Museums]]

Jimmy Moses

2008-02-27T05:29:06Z

Ayocum09:

'''Jimmy Moses''' is founder of [[Moses Tucker Real Estate]] and a prominent Little Rock-area commercial developer. Moses founded the company which bears his name in 1984. His partner in the firm is [[Rett Tucker]]. Moses conceived the idea of a [[Little Rock River Market]] in the 1980s following a visit to the Pike Place Market in Seattle, Washington.

Moses is part president of the [[Downtown Little Rock Partnership]] and the [[University of Arkansas at Little Rock Foundation]]. He chairperson of the [[Little Rock Airport Commission]] and is on the board of [[Fifty for the Future]]. For his work in redeveloping downtown Little Rock, Moses is recipient of the [[Lions World Services for the Blind]] Vision Award and the Award of Merit given by the Arkansas Chapter of the American Institute of Architects.

Jimmy Moses is member of a pioneer family in the Little Rock area. He received a bachelor's degree from Washington and Lee University and a master's degree in urban planning from the University of Florida.

Jimmy Moses once said, "A city is where you have those casual interactions with all kinds of people." Moses grew up with these experiences; that is why he has made it his life mission to revitalize downtown Little Rock. Moses attempted many times in his life to revitalize and bring life back into Downtown Little Rock. There were as many as five attempts prior to the River Project, including Capitol Place, Downtown Little Rock Development Plan, Metrocenter Mall, Mainstreet Market, and Diamond Center. The missing peice with planning the revitalization was support from peers and the community. Moses put together the Downtown Partnership, an organization that managed the River Market Project. Moses is a man that loves city life and loves the common places where people mix and mingle with other types of people in the community.

==References==
*
Barnes, Julian E. "Jimmy Moses the Man with a Vision." Arkansas Democrat Gazette. Sunday, June 6, 1996. Pages 1A, 14A, and 15A.

==External links==
*[http://www.mosestucker.com/ Homepage of Moses Tucker Real Estate]

[[Category:Living people]]
[[Category:Real estate]]
[[Category:River Market]]

Winthrop Rockefeller

2008-02-15T13:51:57Z

Ayocum09: /* Reference */

Winthrop Paul Rockefeller, Sr. was born May 1, 1912, in New York City. Rockefeller was the grandson of John D. Rockefeller, founder of Standard Oil Company. He served as Arkansas Governor from 1967-1971. In 1973, Rockefeller died of Pancreatic Cancer.

Rockefeller served in the United States military during World War II. He enlisted on January 22, 1941, and by November 1943, Rockefeller was promoted to major. He left the Army as lieutenant colonel with a Bronze Star, an Oak Leaf Cluster, and the Purple Heart.

Rockefeller moved in Arkansas in 1953, when he bought land atop Petit Jean Mountain near Morrilton, Arkansas. By 1955, Rockefeller held the title of Arkansas Industrial Development Commission. While in this office, Arkansas saw a significant change in the state’s economy. There were more than 600 new industrial plants in the state that provided 90,000 new jobs for Arkansas residents. While the national rise in manufacturing wages was thirty-six percent, Arkansas’s wages grew eighty-eight percent.

Rockefeller ran for Arkansas State Governor in 1966, and became the first Arkansas Republican governor since 1872. Rockefeller’s terms are filled with achievements and reform for the state of Arkansas. Some of the major achievements include: the state’s first minimum wage, stricter law insurance regulation, and creating a law to guarantee freedom of information. Rockefeller had a personal belief in racial equality and broke down many barriers for African Americans in Arkansas. During Rockefeller’s terms as Arkansas governor, there was a large number of African Americans in high ranking state positions. Also the State Police was integrated, which brought about a more acceptable state government. On April 4, 1968, Rockefeller was the only Southern governor to hold a public ceremony of mourning for the death of Martin Luther King Jr.

Rockefeller was known as a “transitional leader.” Because of his actions as governor, Arkansas was more accessible to political and social changes. Even though Rockefeller died in 1973, his legacy lives today through the Winthrop Rockefeller Foundation.

==Reference==
http://www.nndb.com/people/057/000052898/

http://www.encyclopediaofarkansas.net/encyclopedia/entry-detail.aspx?entryID=122

http://en.wikipedia.org/wiki/Winthrop_Rockefeller

Winthrop Rockefeller

2008-02-15T13:51:41Z

Ayocum09: New page: Winthrop Paul Rockefeller, Sr. was born May 1, 1912, in New York City. Rockefeller was the grandson of John D. Rockefeller, founder of Standard Oil Company. He served as Arkansas Governo...

Winthrop Paul Rockefeller, Sr. was born May 1, 1912, in New York City. Rockefeller was the grandson of John D. Rockefeller, founder of Standard Oil Company. He served as Arkansas Governor from 1967-1971. In 1973, Rockefeller died of Pancreatic Cancer.

Rockefeller served in the United States military during World War II. He enlisted on January 22, 1941, and by November 1943, Rockefeller was promoted to major. He left the Army as lieutenant colonel with a Bronze Star, an Oak Leaf Cluster, and the Purple Heart.

Rockefeller moved in Arkansas in 1953, when he bought land atop Petit Jean Mountain near Morrilton, Arkansas. By 1955, Rockefeller held the title of Arkansas Industrial Development Commission. While in this office, Arkansas saw a significant change in the state’s economy. There were more than 600 new industrial plants in the state that provided 90,000 new jobs for Arkansas residents. While the national rise in manufacturing wages was thirty-six percent, Arkansas’s wages grew eighty-eight percent.

Rockefeller ran for Arkansas State Governor in 1966, and became the first Arkansas Republican governor since 1872. Rockefeller’s terms are filled with achievements and reform for the state of Arkansas. Some of the major achievements include: the state’s first minimum wage, stricter law insurance regulation, and creating a law to guarantee freedom of information. Rockefeller had a personal belief in racial equality and broke down many barriers for African Americans in Arkansas. During Rockefeller’s terms as Arkansas governor, there was a large number of African Americans in high ranking state positions. Also the State Police was integrated, which brought about a more acceptable state government. On April 4, 1968, Rockefeller was the only Southern governor to hold a public ceremony of mourning for the death of Martin Luther King Jr.

Rockefeller was known as a “transitional leader.” Because of his actions as governor, Arkansas was more accessible to political and social changes. Even though Rockefeller died in 1973, his legacy lives today through the Winthrop Rockefeller Foundation.

==Reference==
http://www.nndb.com/people/057/000052898/
http://www.encyclopediaofarkansas.net/encyclopedia/entry-detail.aspx?entryID=122
http://en.wikipedia.org/wiki/Winthrop_Rockefeller

FUTURE-Little Rock

2008-02-11T05:41:27Z

Ayocum09:

'''FUTURE-Little Rock''' was an early 1990s organization dedicated to the revitalization of the urban core of Little Rock. FUTURE-Little Rock organized around 400-600 local residents who wanted the city to refocus development of the city away from the sprawling west side of the city and back towards its historic center at the [[Old State Capitol]].

The Future Little Rock Initiative was created in 1993. While there are many on going projects, the effects of this plan is evident. In 1993, Little Rock was seen for its rise of youth violence, drugs, and wide spread violent crimes. 76 people were murdered in 1993, alone. The plan called for three million dollars a year to be used for Prevention, Intervention, and Treatment (PIT). PIT includes programs that addresses youth issues, public safety, and to help prevent youth violence. PIT has been very successful. Since 1993, violent crimes have reduced by more than 50%. Some of these programs include Alert Centers, Black on Black Crime Coalition, the Boys and Girls Club, and Neighborhood Support Center. The sales taxes have provided Little Rock with 135 police officers over 3 years. They have also provided Little Rock with PIT programs, six Traffic Services Officers, and four Communication Operators.

==References==

*Suzi Parker, "Long-Delayed Revival of Little Rock," ''Christian Science Monitor,'' April 21, 1998.

http://www.littlerock.org/Documents/Pdf/CityManager/Future%20Little%20Rock%20Report%20Final.pdf

==External links==
http://www.littlerock.org/Documents/Pdf/CityManager/Future%20Little%20Rock%20Report%20Final.pdf

Blanche Lincoln

2008-02-01T04:50:22Z

Ayocum09:

[[Image:Blanche-lincoln.jpg|thumb|U.S. Senator Blanche Lincoln]]
'''Blanche Lincoln''' is United States Senator from the State of Arkansas.

On November 3, 1998, Senator Blanche L. Lincoln made history when she became the youngest woman ever elected to the United States Senate at the age of 38.

Hattie Caraway of Jonesboro. As a tribute to her predecessor, Lincoln uses the same desk on the Senate floor that Senator Caraway used more than 60 years ago.

Lincoln was re-elected to the United States Senate in 2004 after receiving more than 580,000 votes, the highest total cast for a candidate to the U.S. Senate and the second highest total for a statewide candidate in Arkansas election history.

She has also emerged as a national leader in the fight against hunger. Senator Lincoln founded and currently chairs the Senate Hunger Caucus to help focus the attention of her colleagues and the nation on the millions of American families, especially children, who suffer from food insecurity.

Lincoln was first elected to public office in 1992 as U.S. Representative for Arkansas's First Congressional District. Hailing from a seventh-generation Arkansas farm family, Lincoln is a Helena, Arkansas, native where her mother Martha Kelly Lambert still resides. Lincoln received a bachelor's degree from Randolph-Macon Woman's College in Lynchburg, Virginia and studied at the University of Arkansas in Fayetteville. Senator Lincoln and her husband, Dr. Steve Lincoln, are the proud parents of twin boys, Reece and Bennett.

I regret that my first opportunity to speak on the floor of this historic Chamber is under these circumstances. And I am reluctant to speak here today. I had intended to wait until I had more experience under my belt before I addressed my esteemed colleagues here.

My colleague expressed regret that the black and white of right and wrong is not as easy as it was growing up in that small rural community.

I want desperately to cast the right vote for the people that I represent in Arkansas and for all the people of this great country. My heart has been heavy and I have deliberated within my own conscience, knowing that my decision should not come out of my initial emotion of anger toward the President for such reckless behavior, but should be based on the facts. I have approached this both as a parent and as a public servant, with the ultimate goal of doing what is right for our country. Since hearing of the President's misconduct, I have in no way tried to make excuses for the President or to defend such dishonorable behavior. I have tried to determine how we should communicate to our children and our Nation that this very visible misconduct is unacceptable.

Paul Harvel

2008-01-25T04:40:26Z

Ayocum09:

'''Paul Harvel''' is President and CEO of the [[Greater Little Rock Regional Chamber of Commerce]]. Paul Harvel graduated from East Texas State University. He began in Chamber of Commerce carreer in 1968, with the city of Little Rock. After that he was an executive member of the El Dorado; Enid, Oklahoma; Midland, Texas; and Armarillo, Texas chambers. Since he has returned to the Little Rock Chamber he has helped with much of the improvements to Downtown Little Rock and the surrounding area. Harvel was apart of the Penacle Mountain State Park Project, Pulaski Technical School, Alltel Arena, Little Rock Convication Center, Clinton Presidential Library, River Market Project, and the Arkansas Partnership. The Arkansas Partnership is a Central Arkansas Economic Alliance. Harvel was also in charge of the building the new Little Rock Chamber of Commerce building. Paul Harvel once said, "The Chamber of Commerce advertising budget for the next 20 years couldn't buy what we're getting now." This was in reference to Bill Clinton's campaign for the presidential election in 1992.

==References==
*The New York Times, October 8, 1992, Thursday, Late Edition - Final, Clinton's Rise Is a Windfall To Little Rock
*

==External links==

*[http://honors.uca.edu/hcol/showthread.php?t=21192 Adam Lucas, "GLRCC President Paul Harvel: An Oral History," May 12, 2006]
*http://0-www.lexisnexis.com.ucark.uca.edu/us/lnacademic/results/docview/docview.do?start=1&sort=RELEVANCE&format=GNBFI&risb=21_T2905641143

==Contact info==

[[Category:Living people]]