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This paper seeks to describe a consultant’s personal experience of working with groups of 40-80 people, and attempts to explicate Some of the phenomena which lie behind the structures usually deployed in such groups, such as chairman, rules and procedures, and fixed topics for debate. What I have to say about these experiences is in the nature of a construct and as such is personal.
I have participated in ‘large groups’ almost from their inception at the Leicester Conferences for the study of group relations, sponsored since 1957 by the Centre for Applied Social Research, Tavistock Institute of Human Relations. In Learning for Leadership A. K. Rice2 recalled how the plenaries (i.e. meetings of the total conference membership and staff called to review and examine the conference as an institution), at these early conferences, were impeded in their work by an upsurge of incomprehensible forces. We decided, therefore, to investigate these forces in specific large-group meetings held for the purpose, comprising the total membership of our conferences. After Rice’s solo consultancy with a group of just over 20 members (compared with 10 members in the study groups) he invited me to join him and to develop this area of conference work in still larger groups, as conference memberships increased. I have since acted as consultant also in similar conferences sponsored by related bodies, such as the Grubb Institute for Behavioural Studies and the Department of Education of Bristol University, in Britain, and the A. K. Rice Institute in the United States.See more
|Hamid R. Arabnia Azita Bahrami, Leonidas Deligiannidis, George Jandieri, Ashu M. G. Solo, and Fernando G. Tinetti||CSREA Press|
Int'l Conf. Frontiers in Education: CS and CE | FECS'14 |
Blending Art and Technology:
Two Courses and some MAGIC
Ronald P. Vullo, Ph.D.,
Golisano College of Computing and Information Sciences
Andrew Phelps, M.S., Christopher Egert, Ph.D.,
RIT Center for Media, Arts, Games, Interaction & Creativity (MAGIC)
Rochester Institute of Technology
Rochester, New York 14623 and Heather Rowles, M.A.
Northern Virginia Family Service
Oakton, Virginia 22124
Abstract – Universities generally separate art and technology, erecting physical and administrative walls between them. This division is artificial and was not always extant. Leonardo Da Vinci found no division between art and technology, and neither do we. We blend them in both the classroom and in our scholarship. Developing technology requires creativity and art requires understanding technology.
Keywords: Art, Technology, interdisciplinary, curriculum, scholarship, collaborative learning, active learning, STEAM
(Science, Technology, Engineering, Art, & Mathematics)See more
|Heinz Kohut||Karnac Books||ePub|
As I told you the other day, dear Dr. L., I had read your recent essay (in which you pursued the task of comparing my theories with those of another contributor to the psychology of the self) with great interest, had nothing to add to your careful study, had learned a great deal from it, and was grateful to you for the time, devotion, and intelligence that you had given to this endeavor. You did exactly what you had to do: you chose a number of concepts and formulations from the work of the author whose contributions you had undertaken to compare with mine; specifically: you chose those concepts and formulations that were defined with sufficient clarity to lend themselves to being compared; you then set these concepts and formulations side by side with the analogous ones that you could cull from the contributions to the psychology of the self that I had made; and, ultimately, you contracted the members of these pairs and appraised their relative value. Needless to say, I was glad not only about the fact that I came out ahead in this comparison but also about your decision that, contrary to the opinion of some critics of my work, I could not have interspersed the exposition of my ideas with those of others (who have made contributions to the psychology of the sell from different vantage points) without becoming hopelessly entangled in a thicket of similar, overlapping, analogous, or identical terms which however did not carry the same meaning and were not employed as a part of the same conceptual system.See more
|Elizabeth Jennings||Carcanet Press Ltd.|
dunkerguide-history-complete35/27/104:55 PMPage 751858-1908Polarization and schism among the Brethren by Kenneth M. Shaffer Jr.Three-way split “rent the Brethren fabric” in the early 1880sApetition to the 1880 Annual Meeting called for the removal of “the fast element from among us, which is the cause of the troubles and divisions in the church.”The petition, generally known as the Miami Valley Petition, came from a group of elders in southern Ohio; those supporting the petition became known as theOld Order group. While the petition condemned the “fancy painting” of houses and barns, “fine furniture,” and “costly carriages,” the major opposition was to innovations such as: (1) education in high schools and colleges, which were unsafe places for simple Christians; (2) Sunday schools that usurped the duty of parents; (3) revival meetings where revival songs were sung and invitations given;(4) the salaried ministry where ministers were paid to preach the gospel; and (5) the single mode of feetwashing where one person washes and dries the feet of a neighbor and the neighbor in turn washes and dries the feet of the next person.See more
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