64468 Chapters
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Medium 9781782203551

Chapter Three - The National Habitus: Steps towards Reintegrating Sociology and Group Analysis

Karnac Books ePub

Gad Yair

In addition to the constitutional and institutional foundations of the state and its political economy, the nation state has a psychosocial foundation—a “national habitus”. The concepts of homo nationis and national habitus underscore that modern individuals are historical individuals, in that they have personality structures that are unlike those of individuals in other historical epochs, and that they should be explicitly conceptualised as such, rather than as a trans-historical homo economicus or homo sociologicus.

(Pickel, 2004)

Just about a century ago, sociologists, anthropologists, and psychologists profitably shared worldviews, read each other's work, and cited across disciplinary divides (Fromm, 1963). Durkheim and Freud, indeed, shared common understandings of unconscious elements and sought analytic ways to tie them to social practices and cultural values (Durkheim, 1951; Freud, 1930a). In the heyday of Parsonian sociology, Freudian psychological elements proved crucial in the functionalist hierarchical model of society (Parsons, 1964)—integrating the success of the schools of “culture and personality” and studies of “national character” (Benedict, 1947; DeVos, 1968; Martindale, 1967; Mead, 1965). However, a short while into the 1960s, the theoretical connections between psychology, anthropology, and sociology were severed. E. Adamson Hoebel, president of the American Anthropological Association declared in 1967 that “In the brief span of less than two decades, anthropological involvement in the systematic study of national character has waxed to a high pitch of enthusiasm and waned to a tiny ripple of continuing interest”. Spiro had a similar portrayal regarding the scientific path of the idea of “national character”, saying that “[H]aving succeeded in legitimizing the use of personality concepts by anthropology, it might be argued that [national character study's] original mission has come to an end” (quoted by Inkeles & Levinson, 1997). Fifty years after Parsonian grand integrations, sociology, anthropology, and psychology parted ways.

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Medium 9781780490809

Appendix 1: Ein Sof and the Sephirot (Tree of Life)

Eigen, Michael Karnac Books ePub

Ein Sof is a notation for the unnameable, inconceivable, unimaginable, unrepresentable—what in English we call “God”. The words mean without boundaries, boundless, no bounds, represented as infinity or infinite infinite. In a way, it is beyond God, as the latter is a notation with a wide range of associations and meanings that limit its unknowability (the use of “it” is already a misappropriation). I personally sometimes think of Sofia, wisdom, already a vast limitation. With the popularity of Buddhism, one might speak of Ein Sof as no-thing and its twin emanation, being.

Technically, Ein Sof is not part of the Sephirot/Tree of Life. It is beyond all representation. You might envision it as the Energy that flows through the Sephirot and “creates” them. Unrepresentable Primal Power, or Presence. Again, these are terms drawn from our phenomenology of force, action, experience, care, and mystery. I should say at the outset that everything I say is hypothetical, fantasy, attempts to express the inexpressible, touch the intangible that touches me. Bion speaks of O, unknown, unknowable ultimate reality, not identical with Ein Sof, but not unrelated.

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Medium 9781475811360

The Impact of School-Based Management on School Health

JOURNAL OF SCHOOL LEADERSHIP R&L Education ePub

ADAM E. NIR

ABSTRACT: What are the influences of school-based management (SBM) on schools’ organizational health? This study assessed the effects of SBM on schools operating in a centralized system of education. The health qualities of 28 schools were measured in a longitudinal study spanning 3 sequential years, including the year before introduction of SBM in schools and in the 2 years that followed implementation. The results indicated no significant changes when comparing the integrated index for school health among the 3 years. However, significant differences appeared when the various subsets of school health were compared. The results indicated that teachers put more emphasis on children’s outcomes. Yet, at the same time, teachers reported having lower morale and increased bureaucratic load in comparison to the circumstances that existed in their school prior to the introduction of SBM. Implications for student growth and teacher development are discussed.

Although school-based management (SBM) has become a central theme of the restructuring efforts in many Western centralized educational systems (Devos, Van den Broeck, & Vanderheyden, 1998; Robertson, Wohlstetter, & Mohrman, 1995), little is known about its direct effects on the quality of schooling and on school dynamics. Is it good for school health? Does it positively affect the internal qualities of school atmosphere? By employing a longitudinal research design, the following study, which focuses on the Israeli educational system, evaluated the effects of SBM on school health to determine if SBM implemented in a centralized system of education by Ministry of Education officials is considered beneficial by teachers at the school level.

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Medium 9781574412826

CD – I

Ricardo Rozzi and collaborators University of North Texas Press PDF

Name

Time

1

Trutruka song (Lorenzo Aillapan)

1:06:51

FOREST

INTERIOR

2

3

4

5

6

7

8

9

Magellanic Woodpecker

Magellanic Tapaculo

Black-Throated Huet-Huet

Chucao Tapaculo

White-Throated Treerunner

Thorn-Tailed Rayadito

Austral Parakeet

Desmur´s Wiretail

0:40:57

0:22:36

0:32:65

0:31:14

0:24:40

0:25:40

0:28:57

0:50:67

OWLS

10

11

12

13

14

Rufous-Legged Owl

Austral Great Horned Owl

Barn Owl

Austral Pygmy Owl

Bicolored Hawk

0:43:14

0:31:21

0:27:52

0:28:16

0:17:52

WETLANDS

15

16

17

18

19

20

21

22

23

Ringed Kingfisher

Common Snipe

Plumbeous Rail

Bar-Winged Cinclodes

Dark-Bellied Cinclodes

Chilean Swallow

Blue-and-White Swallow

Buff-Necked Ibis

Southern Lapwing

0:31:60

0:39:17

0:29:27

0:25:18

0:24:02

0:31:26

0:25:24

0:33:21

0:23:18

FOREST MARGINS

24

25

26

27

28

29

30

31

32

33

34

35

36

37

38

39

40

41

42

Chilean Pigeon

Eared Dove

Chilean Flicker

Striped Woodpecker

White-Crested Elaenia

Black-Chinned Siskin

Patagonian Sierrafinch

Austral Thrush

House Wren

Patagonian Tyrant

Tufted Tit-Tyrant

Rufous-Collared Sparrow

Fire-Eyed Diucon

Austral Blackbird

Green-Backed Firecrown

Giant Hummingbird

Common Diuca Finch long-Lailed Meadowlark

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Medium 9780253009289

3 Making Scientific Value

Elizabeth Emma Ferry Indiana University Press ePub

3 MAKING SCIENTIFIC VALUE

In most instances, the relevance of the concept of value to understanding uses of minerals seems obvious. Minerals are often exchanged as commodities and mined as the main objects or the by-products of extractive industries; in these areas, their economic character is immediately evident. To be sure, there are many cases in which minerals are exchanged not as commodities but as gifts either to other humans or to divine beings, but gifts are a favored topic within economic anthropology and are easily seen as objects of value. In other contexts, however, the people involved are not primarily concerned with minerals’ movements as gifts or commodities, though they may busily participate in such exchanges. They mostly use minerals to produce or instantiate scientific knowledge of one sort or another. In this context, are questions of value-making still relevant?

Once we specify our understanding of what value actually is—that is, the social action that results in making meaningful difference and in making difference meaningful—the domain of scientific knowledge becomes especially apt for looking at value, because this is exactly what successful scientific practice does. The case of mineral specimens shows this especially well, because minerals straddle those domains that are conventionally related to value in anthropology (commodities, gifts) and those that are not (scientific artifacts, religious offerings).

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Medium 9781780491653

CHAPTER TEN The inner voice: building the institution in the mind

Karnac Books PDF

CHAPTER TEN

The inner voice: building the institution in the mind

Eileen Francis

Introduction his chapter is concerned with how we talk with each other in professional relationships and how we think about dialogue and discussion in education and society. It is about managing the voice in the mind and being mindful about the voice we use to communicate our needs and wants in organisations. The meaning that we, as human beings, give to our voice is framed as much by our values and emotional and intellectual insights as by our communicative abilities. This chapter begins by thinking about the physical voice but concludes that voice also has meaning as a metaphor for being listened to as a person. It reflects on the paths taken on a personal professional journey through four decades of group and institutional work illuminated by psychoanalytic thinking. A series of narratives illustrates the nature of the inner and outer voices that build the psychoanalytic concept—an “institution in the mind”.

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Medium 9781780490977

3 - Winnicott and Kohut: Their Theories of Anxiety

Karnac Books ePub

3

Winnicott and Kohut: their theories of anxiety

Kenneth M. Newman

Introduction

Winnicott, writing in the forties and fifties, and Kohut, who entered the scene primarily in the sixties, shifted the focus of disturbances in the self from drive-centred fixations to arrests in development. The emphasis included a shift to earlier environmental failure and faulty parental attunement to the emotional needs of the child, and therefore required different explanations for the nature and causes of anxiety. That meant that the sources of anxiety would be located at the time of structural formation, when the infant's dependence on maternal care-taking to provide the atmosphere of security and the foundation for a safe internal environment was of central importance. Traditional explanations central to the structural model and ego psychology, that stressed the individual infantile drives in conflict with the superego, became somewhat subordinate. Since the pathognomonic points of fixation were now located in the prestructural period, the Oedipus and the conflicts attendant upon its faulty solution were no longer the focal point for anxiety.

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Medium 9781628872880

THE SAVVY TRAVELER

Christie Pashby FrommerMedia ePub

A welcome sign on the outskirts of Banff.

Before You Go

Tourist Office

The Canadian Tourism Commission (☎ 604/638-8300; www.canada.travel) and Travel Alberta, 999 8th St., Calgary (☎ 800/252-3782 or 780/427-4321; www.travelalberta.com) are useful sources of information. The Travel Alberta site is inspiring and helps you understand the breadth of attractions in this province. You can also check out the website for the Banff Lake Louise Tourism Bureau, Ste. 375, Cascade Plaza, Banff Avenue (☎ 403/762-8421; www.banfflakelouise.com).

The Best Time to Go

Unless you are a skier, summer is the most enjoyable time of the year to be in the Canadian Rockies. However, it’s also the most crowded and expensive time. Most hotels double their prices during the high season, which stretches from June through September. So consider the “shoulder seasons.” In June, the days are luxuriously long and you can catch the early wildflowers in bloom and perhaps even some migrating caribou. In September, aspen and larch trees turn golden, but the midday temperature stays gloriously warm.

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Medium 9781782200178

Chapter Seventeen: Training Groups for Mental Health Professionals

Horwitz, Leonard Karnac Books ePub

Experiential groups have been widely accepted as an ideal method of training mental health professionals in a wide spectrum of skills. They offer an opportunity to understand the process of psychodynamic psychotherapy and present a model of how an experienced therapist deals with patients. In addition, they are an excellent introduction to group psychotherapy insofar as the group provides an in vivo illustration of how group dynamic processes get played out. Many training programs—in psychiatry, psychology, and social work—have adopted them as an important part of their curriculum (Gans, Rutan, & Wilcox, 1995). For many years, the American Group Psychotherapy Association as well as the International Association of Group Psychotherapy have made two day experiential groups a regular part of their annual program.

This training was first started for psychiatric residents in the early 1960s with the idea of helping them improve their skills as group leaders in the various hospital groups they lead, particularly the clinical-administrative meetings with other section personnel. As group psychotherapy programs began to grow in training institutions, the course came to be viewed more as an opportunity for trainees to be participants in a time-limited, therapy-like group and thus to learn more about the feelings of patients in psychodynamic psychotherapy, and about the major processes which occur in the functioning of therapy groups.

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Medium 9780990345893

4 Proficiency Scales and Classroom Assessment

Robert J. Marzano Marzano Research ePub

In addition to guiding classroom instruction, proficiency scales can also guide classroom assessment. Indeed, educators originally coined the term measurement topic because teachers found that proficiency scales served as useful assessment tools. This is primarily because the process of constructing a proficiency scale is very similar to the process test designers use when constructing an assessment.

While there are many descriptions of the test design process (see Downing & Haladyna, 2006), all share at least two characteristics: (1) specification of content and (2) identification of the content’s level of difficulty. These two features are depicted in table 4.1.

Table 4.1: Identification of Level of Difficulty of Content for Test Design

The content axis (horizontal axis) in table 4.1 identifies measurement topics for assessment. In table 4.1, these subjects include the measurement topics of Inheritance of Traits, Variation of Traits, and Adaptation. The difficulty axis (vertical axis) addresses how easy or hard the content will be. To identify the difficulty level of content, some type of taxonomy is typically used. Webb (2006) suggested the following levels of cognitive complexity: level 1 (recall), which includes the recall of simple information; level 2 (skill/concept), which requires students to make a decision in response to a problem or activity; level 3 (strategic thinking), which requires reasoning, planning, using evidence, or higher-level thinking; and level 4 (extended thinking), which requires higher-level, complex thinking over extended periods of time. However, table 4.1 implements the taxonomy described in tables 2.8 and 2.9 (pages 25–28) and appendix A (page 127).

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Medium 9781942496427

Chapter 4 Fraction Operations

Juli K. Dixon Solution Tree Press ePub

This chapter focuses on mathematics for teaching addition, subtraction, multiplication, and division of fractions with depth. You can develop students’ fraction operation sense by embedding operations in context through word problems. To do so, first use visual models to solve the problems, then represent the contexts and solutions with equations, and finally, make sense of procedures for solving the equations more efficiently. Check the results through estimation to be sure solutions are reasonable.

The initial task in this chapter (see figure 4.1) begins this process by providing word problems to be solved with visual models. These three problems may be challenging if you have not previously explored representing fraction operations with drawings. The key is to act out the context of each problem with pictures. The discussion that follows will be much more meaningful if you make an attempt to solve each problem using a picture and then write the situation equation before proceeding.

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Medium 9781601323132

Session - Late Breaking Papers and Position Papers: Data Mining

Robert Stahlbock, Gary M. Weiss, Mahmoud Abou-Nasr, Hamid R. Arabnia CSREA Press PDF
Medium 9781567262094

Appendix F: Project Ranking Template

Hass, Kathleen B. Berrett-Koehler Publishers ePub

To convert corporate strategies into project selection criteria, and to rate the criteria according to importance, i.e., according to their influence in achieving strategic goals.

The project selection criteria are developed as an outgrowth of the Strategic Planning Process. Anytime the corporate strategy changes, the project selection criteria must be reviewed and perhaps refined.

The Portfolio Planning and Management Team uses this tool to establish a relative ranking of a project. In addition, it will be used to continually to review and refine project priorities as business needs change and innovative concepts emerge. The worksheet will be used when evaluating:

New project proposals

Solution option analysis

Programs and projects during program reviews.

1. Customer Satisfaction: impact of project on external customers

2. Business Results: impact of project on strategic goals

3. Employee Satisfaction: impact of project on employee retention

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Medium 9781591202264

8. Other Important Nutrients

Hoffer M.D., Abram Basic Health Publications ePub

8

Inositol is often considered an unofficial member of the B vitamin family. It is a benzene ring compound with a hydrogen and a hydroxyl ion on each carbon. Myoinositol is the active form of nine known isomers and is the form sometimes called vitamin B8. Inositol phosphatide has one or more phosphate groups on each carbon. If all six carbon groups are united with phosphate, the compound is known as phytic acid or inositol hexaphosphate (IP6). Germinating seeds release phosphate from phytic acid, which is present in grains, legumes, and other foods. Fermentation by yeast releases phosphates and metals bound to phytic acid, which is why unleavened bread is more apt to cause zinc, calcium, and magnesium deficiency problems.

IP6 is an antioxidant found in nearly all tissues, being in greatest concentration in the brain and heart. It appears to reduce serum cholesterol and triglycerides, and also helps inhibit tumor growth. Therefore, IP6 promises to be important in the treatment of hyperlipidemia and also cancer.1 Inositol lowers serum lipids and cholesterol if given in large doses—3,000 milligrams (mg) per day.2 Inositol may even help protect against junk-food diets: rats fed a lot of sugar, along with inositol, did not show expected increases in liver fat, cholesterol, and serum triglycerides.3

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Medium 9780253205667

In the Land of Centaurs and Mermaids

Felicitas D. Goodman Indiana University Press ePub

In scanning a book recently about archeological finds in Europe,10 I noticed the picture of a figurine dug up in Thessaly (present-day Greece), about eight thousand years old (pl. 68). It represents a nude, rather full-breasted woman, sitting with both her legs turned toward the right side, her hands resting on her knees. Examining the figure shown a bit more closely, I realized that what at first glance seemed merely an oddly shaped face was really a mask, possibly that of a bird. That was exciting, for wearing a mask among hunter-gardeners or horticulturalists, as we know from their modern counterparts, is always a sign of a religious occasion, involving a trance experience as a matter of course. But what was even more intriguing was that in this case, the mask was combined with a totally unfamiliar posture. Ordinarily, the postures that come to light from such early horizons in Europe are those that are encountered in many other areas of the world as well, of birthing, of the Bear Spirit, of metamorphosis, and so forth. But here was one that was completely unknown in the later record. We had planned a workshop anyway for experienced participants only, to be held in a camp in rural Ohio, so this was an opportunity to try and see what the lady from Neolithic Thessaly had to teach us.

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