68388 Chapters
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Medium 9780874217070


Steven K. Madsen Utah State University Press ePub

Additional challenges awaited Macomb and Newberry following their safe return to their homes in the East. Macomb needed to oversee the completion of a final report of the expedition. A high-quality, large-scale map, based on information from Dimmock’s exemplary fieldwork, that fully depicted the region explored by Macomb had to be created. But who would take on the task? Artifacts and other materials gathered by Macomb’s men needed to be submitted to the Smithsonian Institution. In addition, experts in various scientific endeavors needed to study the specimens collected by Newberry and issue their own reports. With a looming Civil War, would Newberry be able to complete his assigned task? Moreover, would Macomb see the fruits of his labors?

In February 1860, Newberry sent Dr. Joseph Leidy, secretary of the Smithsonian Institution, “three boxes of bones from the Jurassic rocks of south[er]n Utah.” In his letters to Dr. Leidy, Newberry begged him to write an article on the dinosaur fossils he had discovered for inclusion in the expedition’s published report.1 For unexplained reasons, Leidy failed to do so.

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Medium 9781936764938

Chapter 6: Effectiveness Indicator 6 Professional Development

Dunsworth, Mardale; Billings, Dawn Solution Tree Press PDF



Effectiveness Indicator 6

Professional Development

Education is not the filling of a pail, but the lighting of a fire.

—William Butler Yeats

The professional development program is centered on ensuring that all children learn to high levels.

In effective schools, professional development deepens and refines teachers’ knowledge and skills in content and pedagogy. From this principle, we derive Effectiveness Indicator 6. An on-site school review examines the professional development program to find if it is based on student outcome data and is collaborative, sustained, intensive, and closely tied to the classroom. The review also looks at whether the program addresses teacher needs, including those of teachers new to the profession.

Eight characteristics define Effectiveness Indicator 6: Professional Development:

6A. The professional development program is focused on improving student learning by deepening the knowledge and skills of educators in their subject matter and in pedagogy.


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Medium 9781742202983

Los Angeles, San Diego, & Southern California's Top 25

Lonely Planet Lonely Planet ePub

Make your escape from SoCal's tangled, traffic-jammed freeways and cruise in the coast's slow lanes. Legendary Hwy 1 snakes past sea cliffs and sunny beach towns, each with its own idiosyncratic personality, from offbeat bohemian to glamorously rich. In between, you'll uncover hidden beaches and coves, locals' fave surf breaks, rustic seafood shacks dishing up the day’s freshest catch, and old-fashioned wooden piers where you can walk out and catch the sun setting over endless Pacific horizons.

If you think you've already got LA figured out – celebrity culture, smog, gridlocked traffic, Botoxed babes and reality TV – think again. SoCal's biggest metropolis is made up of dozens of independent cities, where over 90 languages are spoken. Of course you'll want to join other star-struck sightseers in Hollywood and Beverly Hills, and beachgoers in Santa Monica and Venice, but also check out what else contemporary LA has to offer, especially Downtown: cutting-edge creative arts, high-minded cultural institutions, a melting pot of world cultures and postmodern architectural landmarks.

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Medium 9781576751794


Levine, Stewart Berrett-Koehler Publishers ePub

I have learnt silence from the talkative, toleration from the intolerant, and
kindness from the unkind; yet strange, I am ungrateful to these teachers.

—Kahlil Gibran

The term learning organization was first popularized by Peter Senge in his 1990 classic The Fifth Discipline.5 His thesis was that our culture had become so complex, and the organizational pressure for creativity and innovation had become so great, that the only way organizations and individuals could possibly succeed in the face of immense challenges was to band together in “learning organizations,” populated by “learners,” who would “learn” their way through to the solutions of problems. Senge, it seems, was picking up on what Albert Einstein said about the need to “invent new ideas to deal with the current challenges.”

In the mid 1990s, I was called by a high-tech company for assistance with its learning challenges. This company existed in a very competitive environment. Although its managers were familiar with Senge’s work, it had not embraced the ideas as a cornerstone of its culture. The company never realized that a benefit of fostering a learning environment is the high level of productivity individuals experience when they are learning. There is a physiological reaction in the body to learning. Much as in distance running, when we are learning, endorphins are released that contribute to a sense of euphoria.99

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Medium 9781847770684

To One Who Read My Rejected Autobiography

Elizabeth Jennings Carcanet Press Ltd. PDF

Mrs Porter

A woman over eighty with a mind

Clear as a child’s, and with a sympathy

Gentle, courageous, always quick and kind.

You are that one, my Mrs Porter, the

Old lady with the trembling hands but with

No fear of anything. Your charity

Moves out from where you speak with shaking breath,

And touches us, two friends who listen to

Your conversation, talk of life and death,

But most of all of love and friendship. True

Discernment showed in every word you spoke,

And you made ancient things seem very new.

When you had gone, the gladness, sweetness broke.

To One Who Read My Rejected Autobiography

For Veronica Wedgwood

The publishers returned it; they were right.

So much was egotistical, naive.

Yet you, with all the artist’s pure insight,

Saw that I never meant to hurt, deceive.

You read my words and saw that I was trying

To strive towards some aspect of the truth.

You saw that there was no pretence, no lying,

Simply a poet’s childhood and youth.

I see the faults, I see the repetitions,

I know I could not say all that I wanted

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Medium 9781475823929

Conflict or Congruence? The Intersection of Faculty, Parent, and Student Trust in the Principal

Rowman & Littlefield Publishers ePub




ABSTRACT: A growing body of research has examined trust and trusting relationships between and among various members of the school community. This research includes teacher trust in the principal, parent trust in the principal, and student trust in the principal. In this article, we review the existing literature in these three areas and then identify how the literature in each has failed to fully explore how differences in power, race/ethnicity, and gender affect the principal’s ability to engender a sense of trust in each constituency. Furthermore, we contend that to completely understand the role of the principal, researchers should examine how principals must attempt to concomitantly effect a sense of trust in all three constituent groups and the various subgroups configured by gender and race/ethnicity.

More than two decades ago, philosopher Annette Baier (1986) incisively observed, “We inhabit a climate of trust as we inhabit an atmosphere and notice it as we notice air, only when it becomes scarce or polluted” (p. 234). Baier’s insight seems acute in light of the concomitant decline of public trust in many institutions and the increase in the level of interest in trust that have characterized the intervening decades. As public trust in government, journalism, universities, military, private companies, and medical institutions has continued to decline throughout the past 40 years (Keele, 2005; Kramer, 1999; Nye, Zelikow, & King, 1997), there has been increasing theoretical and empirical attention to the issue (Burke, Sims, Lazzara, & Salas, 2007; Gambetta, 1988; Kramer, 1999; Tarter, Bliss, & Hoy, 1989). Although much of this scholarship emerged out of other disciplines, the field of education has witnessed a dramatic increase in the attention to the importance and ubiquity of trust and trusting relationships.

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Medium 9781855755598

CHAPTER TWELVE: Intersecting Levinas and Bion: the ethical container in psychoanalysis and family therapy

Flaskas, Carmel; Pocock, David Karnac Books ePub

Glenn Larner

In a previous publication, I defined a common ground between I psychoanalysis and family therapy as constructing a narrative or dialogical space to explore personal and relational meaning in the therapeutic relationship (Larner, 2000). Whereas the focus for family therapy is the systemic pattern of relationships, including the therapist-family interface, in psychoanalysis it is the emotional intensity of the transference relationship over the long term (Bertrando, 2002). I suggested that analyst and family therapist both integrate not-knowing and knowing in a both/and or deconstruc-tive stance of knowing not to know. Following Bion, this creates a narrative container, or reflective space, for thinking to emerge in the therapeutic conversation (Flaskas, 2002).

In this chapter, I intersect Bion's thinking with the ethical philosophy of Emmanuel Levinas in the idea of the “ethical container”. For Bion, containment is a relational process: a being with the patient in thoughtful reverie where emotional and symbolic meaning is held, interpretations are ventured, and thinking develops. For Levinas, the foundation of thinking is the ethical relation to the other. The “ethical” is the incomprehensible, the disruption of knowing by not-knowing in face-to-face encounter with the other (Larner, 2004). This intersection proposes that therapy is, first and foremost, an ethical relation where the therapist's stance of knowing not to know constructs an ethical container for thinking and for relational meaning to grow.

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Medium 9781782204763

Chapter Ten - Enrique Pichon Rivière: A Brilliant Trailblazer

Karnac Books ePub

Roberto Losso

I was fortunate to work with Pichon Rivière for many years. In 1960, I was a young endocrinologist who was becoming actively interested in psychoanalysis. I was in psychoanalytic treatment and had taken several courses and seminars in the field. I would have liked to enter the APA (Argentine Psychoanalytic Association), but I could not afford a training analysis. Furthermore, training analysts were scarce, and you had to wait two or three years to start. Then I found out about the First Private School of Dynamic Psychiatry, run by Enrique Pichon Rivière (an APA founding member and training analyst) and featuring professors such as José Bleger, Diego García Reinoso, David Liberman, Edgardo Rolla, and Fernando Taragano, all distinguished APA members and disciples of Pichon.30 I decided to enroll there and was in the second graduating class of the School.

There I met not only Pichon Rivière, but all the other professors as well, and became familiar with their way of thinking, which was based on Pichon Rivière's ideas and enriched by their own contributions and choices of subject matter. It was an exceptional group of teachers. Later, I began to work at the School, first as an observer and then as a coordinator of operative groups. Thanks to this experience and further contact with Pichon Rivière (he was my supervisor for a certain period of time), I could witness his openness to the ideas of others and his insistence on presenting his own formulations as provisional. I also appreciated his brilliance, his versatility, and his curiosity about everything human. Each class was a revelation; he always surprised us with something new or with a different or enriching version of something he had already said. He would vividly explain to us his dialectic viewpoint and his idea of a “spiral movement,” an idea that plays an important role in his theory of the therapeutic process. I entirely agree with something that David Liberman once said about Pichon: “With two or three words, the guy could make us say a thousand words, and [above all, I would add] make us think for hours on end. I had the feeling that he had known me forever and I, instead, would never get to know him” (J. Pichon Rivière et al., 2009, no pagination).

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Medium 9781855754447

18: Void as a gender experience

Paul W. Ashton Karnac Books ePub

Nothing is outside, nothing is inside; for what is outside is inside.

(Herman Hesse)

This section is in part a search for meaning but, in the spirit of the void as creative space, I do not want to choke this space by giving the impression that it is all understood. Instead, I have chosen a number of clinical examples to act as pathways through this broad landscape.

A question is whether men and women experience the void differently, or perhaps whether the void experience, which may be essentially similar in the two, has different origins in the two genders. I shall explore rather than answer these questions, and in so doing acknowledge my debt to Marilyn Charles (2000a; 2000b) whose two articles, Convex and Concave, Parts I and II with the subtitles Images of Emptiness in Men and Images of Emptiness in Women, I found stimulating.

Both men and women may have the negative-mother experience of feeling unheld within a universe that does not care for them. Acknowledging this “external void” affirms “one’s inherent unlovability in the face of a disinterested or actively hostile universe” whereas to “admit internal emptiness is to acknowledge need.” (Charles, 2000b: 119) Either I am unlovable or the universe is horrible; in either case, I need more than I am receiving. There are no gender boundaries when the void experience arises from hostility or lack of care from early caretakers.

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Medium 9780253011688

3 Efficacy and Following Nature in the Dàodéjīng

Franklin Perkins Indiana University Press ePub

WE HAVE SEEN the vehement opposition between the Ru and the Mohists. The Mòzǐ includes a whole chapter called “Against Ru” (“Fēi Rú” ), and Mèngzǐ goes so far as to say that if Mohist ideas came to dominate, human beings would descend into cannibalism (Mèngzǐ 3B9)! In the broader context of Warring States thought, however, the opposition between the Ru and Mo looks more like sibling rivalry, and “Ru-Mo” became a set phrase. Both were activist movements intent on fixing the problems of the world, and both were moralistic, believing that the foundation for restoring order lay in the promotion of a new (or old) ethical sensibility. The most fundamental commonality between the Ru and the Mohists is their humanism or anthropocentrism. It is not just that they follow an ethics focused on human beings but that they show little interest in anything beyond the human community. The early Ru were concerned more with history and tradition than with the objective patterns of nature. The Mohists base their humanism on heaven, which requires a concern with how nature functions, but even so, the Mohist position seems more like a projection of human beings into the divine rather than a recontextualization of the human into the natural world, a point perhaps best shown in their belief that heaven arranged the rest of nature in order to benefit human beings (27.6: 202–204).

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Medium 9781906188139


Grovier, Kelly Carcanet Press Ltd. PDF
Medium 9781942496656

Chapter 30

Charlotte Jones Solution Tree Press ePub

Immediately, eleven swords pointed directly at Conrad’s heart. For a long moment, everyone in the room stood in silence, the two, terribly outnumbered Sunburstis with their backs against the door facing the Cloudic soldiers.

Without looking at her, Conrad pressed his hand against hers, a warm shape filling her palm as he released. She knew better than to look down, which would completely give away his action; he had handed her his key. He had given her a way out, no matter what happened. Discreetly, she dropped her hand down toward her thigh, balling both hands into fists as every drop of relief drained from her body.

A man stepped forward from the crowd of soldiers, and fury flooded through her. General Shevo smiled pitilessly and looked Conrad in the eyes, ignoring her as though she was worthless. Protectively, Conrad stepped in front of her, glancing back at her for a moment. She could see the worry in his eyes, but his slight nod promised her that he would defend her, no matter what.

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Medium 9781442229297

A Trinitarian Palimpsest: Luther’s Reading of the Priestly Blessing (Numbers 6.24–26)

Pro Ecclesia Rowman & Littlefield Publishers ePub

A Trinitarian Palimpsest: Luther’s Reading of the Priestly Blessing (Numbers 6.24–26)

Nathan MacDonald

For Protestant Christians the priestly or Aaronic blessing from Num 6:24–26 is one of the most familiar parts of the Bible, perhaps second only to the Lord’s Prayer. In many traditions the blessing concludes the Eucharistic liturgy, and even those churches that do not have a formal liturgy will often bring services of worship to a close with its words. The King James Version translated it in the following manner:

The Lord bless thee, and keep thee:

The Lord make his face shine upon thee, and be gracious unto thee:

The Lord lift up his countenance upon thee and give thee peace.

The familiarity of these words, and the Trinitarian interpretation implicit in its use within Christian worship, has led some interpreters into believing that the priestly blessing has been hallowed by widespread Christian use from the very earliest days. The learned nineteenth-century commentary of Keil and Delitzsch, for example, claimed that “in these three blessings most of the fathers and earlier theologians saw an allusion to the mystery of the Trinity.”1 More recently, Soulen suggests that patristic attention to the Trinity in the Old Testament focused around, among other things, “repetitions of the name yhwh in a single context” and gives Num 6:22–27, Deut 6:4, and Isa 6:1–3 as examples.2 Such claims overstate the evidence. Admittedly the work De Trinitate attributed to Didymus the Blind does include Num 6:24–26 among a catena of texts that have a threefold repetition of God’s name or some other divine designation. As the author of De Trinitate explains, “in order to indicate the three persons, it does not say once: ‘the Lord bless you and appear to you and give you peace,’ but he says three times ‘Lord.’”3 Since De Trinitate is something of a compendium of Trinitarian argumentation, it is possible that this use of Num 6 was not original to the author.4 Nevertheless, as far as I am aware, there is no textual evidence for this, and the appearance of Num 6 as a Trinitarian proof in Didymus the Blind’s De Trinitate is otherwise without parallel among Christian writers in the first four centuries. Contrary to the assertion in Keil and Delitzsch, the priestly blessing makes a surprisingly shallow impression in early Christianity and the medieval age, and plays little or no role in the liturgies of Roman Catholicism or Eastern Orthodoxy. The familiarity of the priestly blessing and its Trinitarian interpretation is entirely due to the liturgical innovation of Martin Luther.

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Medium 9780253012098


S. A. An-sky Indiana University Press ePub


The young man slowly making his way down the middle of the street jumped to one side and turned to look in astonishment at the driver who had just threatened him with a fierce crack of his whip. Coming to a complete standstill, he watched with innocent curiosity as the carriage sped away.

The young man was about seventeen years old. Lean and lithe, he seemed taller than he really was. His dark complexion and softly outlined features still retained their youthful freshness; his little mustache, which had just appeared and looked as though it had been sketched onto his face with charcoal, conveyed a sincere, childlike, trusting expression, while his large eyes shone with inquisitive incomprehension and enthusiasm. His threadbare coat hung down to his ankles and was unbuttoned, the flaps billowing out in the shape of two large wings. Instead of a vest he wore a caftan buttoned up to his chin and encasing his neck. His crumpled velvet cap had slipped down the back of his head, exposing a large shock of uncombed hair. Only his long peyes were tucked behind his ears.1 In his hands he carried a small sack.

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Medium 9781608681808

Chapter Three: Philosophical Foundations

Meagan McCrary New World Library ePub

Yoga is both a philosophy and the scientific application, or practices, of its philosophical vision. Through the study and application of yoga we begin to understand our experience of the universe and of ourselves, as well as our relationships to everything. How those relationships and experiences are understood varies from one school of thought to the next, according to each school’s vision of how the world was created and our place in it.


       Although deeply embedded in Hindu tradition, yoga is not Hinduism, nor do you have to be Hindu to practice yoga. Yoga is a methodology for personal and spiritual development, composed of different philosophical systems that prescribe a certain way of living and interacting with the world at large, with its own decree of morals, scriptures, physical postures, cleansing practices, and breathing and meditation techniques.

Today, three dominant worldviews have emerged to form the foundation of hatha yoga in the West: classical yoga, Advaita Vedanta, and tantra. Almost all modern yoga systems are rooted in one or more of these Indian schools of thought, creating context for practice and what can be very different class experiences: The worldview that a style ascribes to ultimately influences the nature of class, including the teacher’s attitude, how postural instructions are delivered, and what qualities of heart and mind are emphasized. And although the presence of a spiritual philosophy isn’t always overt in class, a basic understanding of the following three philosophical visions will help you determine a yoga style that supports your intention for practicing.

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