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Medium 9780596155957

2. Type Less, Do More

Dean Wampler O'Reilly Media ePub

We ended the previous chapter with a few teaser examples of Scala code. This chapter discusses uses of Scala that promote succinct, flexible code. Well discuss organization of files and packages, importing other types, variable declarations, miscellaneous syntax conventions, and a few other concepts. Well emphasize how the concise syntax of Scala helps you work better and faster.

Scalas syntax is especially useful when writing scripts. Separate compile and run steps arent required for simple programs that have few dependencies on libraries outside of what Scala provides. You compile and run such programs in one shot with the scala command. If youve downloaded the example code for this book, many of the smaller examples can be run using the scala command, e.g., scala filename.scala. See the README.txt files in each chapters code examples for more details. See also Command-Line Tools for more information about using the scala command.

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Medium 9781574411904

Chapter 5: Owners, Community, and Volunteers

Naomi Scott University of North Texas Press PDF

Chapter Five

Owners, Community, and Volunteers

Instructors and therapists conduct the actual sessions but facilities, and a lot of support, are also necessary.

A good example of a NARHA center is Rocky Top Therapy Center, established in 1990 by Doug and Vivian Newton, at their Rocky Top

Ranch, Keller, Texas. The center has achieved NARHA premier accredited status, and has grown to annually serve two hundred physically, mentally, or emotionally challenged individuals.

“We struggled to get started,” Doug recalls. “Therapeutic riding was not widely known, to the disabled, or to the community at large, and there were few instructors in the country. We were busy getting educated on the process, giving speeches to anyone who would listen, raising the necessary dollars to make our programs possible, and improving our facilities to accommodate those with special needs. Now we are finding that keeping up with growth is an even greater challenge. Because of our successes, demands for expansion are ever increasing.”

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Medium 9781847770684

Making a Silence

Elizabeth Jennings Carcanet Press Ltd. PDF
Medium 9781607322160

3 Sacred Evil: The Dark Side of Life along the San Juan

McPherson, Robert S. University Press of Colorado ePub

The Dark Side of Life along the San Juan

In traditional Navajo thought, control of spiritual power leads to control of physical power. How that power is used, be it for good or evil, depends not on its source but on how a person chooses to employ it. Goodness and evil are inverse images of each other, with similar but reversed principles guiding both. One brings life, the other death; one blesses, the other curses; one is orderly and prescribed, the other chaotic. Each of these qualities in opposition to the other fosters appreciation for life and the creations of the holy people. They are all sacred, are here for the People’s use, and carry results and consequences.

In this chapter the reader is introduced to the sacred and profane qualities of evil. A powerful force in Navajo beliefs, the nature of evil is an important concept to understand, even if one is not a practitioner of witchcraft. That is why medicine men who wish to help and cure still need a basic knowledge of the dark side. Without it, there is little understanding of how to combat it. Here the reader learns about that part of life many Navajos may be aware of but do not like to discuss. Too much knowledge may indicate that the person practices antisocial behavior shunned by the culture’s positive side. Yet without recognizing it, only half of the invisible world can be understood.

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Medium 9781475816396

Teachers’ Value Orientation Toward Parental Involvement in School-Based Management in Hong Kong

International Journal of Educati Reform Rowman & Littlefield Publishers ePub

Shun-wing Ng

Involving parents in school management is one of the recommendations in the framework of school-based management (SBM) in Hong Kong. Thus, to set the platform for home-school cooperation in school management, there is a need to develop partnership between parents and school in the current education reform movement in Hong Kong. The innovation was first introduced in the policy document “The School Management Initiative (SMI),” which was regarded as the blueprint of SBM in 1991, in which the tenth recommendation is described as follows:

Recommendation 10: School management frameworks should allow for participation in decision making, according to formal procedures, by all concerned parties including: all teaching staff; the Principal; the SMC; and (to an appropriate degree) parents and students. (Education and Manpower Bureau and Education Department, 1991, p. 37)

Notably, very specific instructions for getting parents involved in the school management were spelled out. However, the teaching professionals objected to the recommendation of inviting parents as school managers. They argued whether it was an appropriate time to let parents become school governors and tended to view parents as unwelcome intruders (Chan, Ho, Tsang, & Wong, 1993; Ng, 1999). After 6 years of debate and practice including parents at different levels of school education, such as participating in parent seminars and PTAs, volunteering in school operations, being members of consultative committees, and so forth, the initiative became mandatory in the policy document—Education Commission Report No. 7—in 1997 where all schools in Hong Kong are required to implement SBM in 2000 and onward and where parents who are recognized as one of the stakeholders of children’s education are legitimately granted the role of school governor. In this regard, the consultation on the composition of the School Council in each school was launched in 2000 (Advisory Committee on SBM, 2000). There were debates and compromises made between parent organizations and school organizations. Eventually, it was proposed in the Education (Amendment) Bill 2002 that two parent representatives be included as the “parent manager” and the “alternate parent manager” in the School Council.

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