Results for: “Reference”
|Pro Ecclesia||Rowman & Littlefield Publishers||ePub|
Some Early and Later Fathers on the Visitation of the Sick
Philip H. Pfatteicher
G. H. Gerberding, that wise and delightful son of the First English Lutheran Church in Pittsburgh and long-time professor at Chicago and at Northwestern Lutheran Seminaries, in his classic of 1902, The Lutheran Pastor, begins chapter 21, “Visiting the Sick,” with this observation: “Among the most delicate and sometimes the most difficult of the seelsorger’s office is that of visiting the sick. To the true pastor it ought to be also among the most welcome.”1
Gerberding quotes the Evangelical Anglican vicar Charles Bridges (1794–1869) on The Christian Ministry: “This Divinely appointed work [Jas 5:14]—often the only kind of office we can do for some [originally “our”] people—is a Ministry of special responsibility. God himself is the Preacher, speaking [through the sickness] more loudly and directly to the conscience than the mere voice of man. Our work, therefore, is to call attention to the speaking voice. . . . Again, in the sinner’s contact with ‘Death—that terrible and thundering preacher’—a deeper impression is sometimes made in the sick chamber than in the pulpit. Most of all at this crisis the conscience is more or less awakened—the need of a refuge is acknowledged—the prospect of eternity without it is dreaded. How golden the opportunity to set forth the Saviour.”2See All Chapters
|International Journal of Educational Ref||Rowman & Littlefield Publishers||ePub|
Alan B. Henkin, Sungmin Park, and Carole A. Singleton
Research on team-based schools suggests the importance of teacher empowerment as a factor in the school revitalization and reform equation and as a critical element in redefining schools as collaborative work-places (Rinehart & Short, 1994; Short & Greer, 1997). Teams may serve as venues for collective involvement in the professional work of schools and as places where empowered teachers can develop positive and productive working relationships, devise adaptable configurations capable of directly addressing unique problems, assume collective responsibility and come to collective decisions, and achieve common goals consonant with reform agendas (Dee & Henkin, 2001; Mostert, 1998; Newman, 1993). Related research has asserted the case for improving student learning through collective action and teacher empowerment that enhances individual and collective authority to sensitively respond to the unpredictable needs of students (Darling-Hammond, 1988; Louis, Marks, & Kruse, 1996; Newman, 1993).See All Chapters
|Robert Bruce Thompson||O'Reilly Media|
Enhance Lunar and Planetary Contrast and Detail
When we test a new finder, we simply point it at a bright star when we first set up the scope and then go about our business. If the star is anywhere near the celestial equator, we know about how long the half-diameter drift test should take, based on the published FOV of the finder. For example, if the finder supposedly has a 6˚ field, we know that our half-diameter drift test should take about 12 minutes (the 3˚ half-diameter at about four minutes per degree). We center the star in the crosshairs and start our stopwatch.
About 10 minutes later, we wander back to the scope and watch as the star drifts out of the field of view. We jot down the elapsed time and which star we used, and do the calculations later at our convenience.
It’s surprising how much the actual FOV of a finder may differ from published specifications. We saw one finder with a nominal FOV of 6.5˚ that turned out to be more like 5.8˚. Conversely, we remember another finder with a supposed 5˚ FOV that actually had a 5.5˚ FOV. That amount of difference can be significant, particularly if you are a dedicated star hopper, so it’s worth testing your own finders to determine their actual fields of view.See All Chapters
|Journal of School Public Relations||Rowman & Littlefield Publishers||ePub|
The need for school personnel to communicate effectively with parents is greater today than at any point in the past. This is in part attributed to technology, which makes it possible to exchange information rapidly and continually. Even so, relational communication is often thwarted by social and cultural barriers—obstacles that have become common in a society that has become increasingly diverse.
This issue includes insightful research articles that help us to understand why it is sometimes difficult for administrators and teachers to communicate with parents. In the first article, Cheryl Fields-Smith, from the University of Georgia, examines the reasons why African American parents elect to participate in their children’s education. Her research addresses how age and socioeconomic factors may influence parental behavior in relation to their taking an active role in schooling.
The second article, by Susan Stratton from State University of New York College at Cortland, focuses on democratic dialogue between Spanish-speaking parents and English-speaking educators. Findings indicate that explicit training in group participation on democratic dialogue had a positive effect on parents and on communication that followed the training.See All Chapters
|Abel, Scott||XML Press||ePub|
|Teacher Education and Practice||Rowman & Littlefield Publishers||ePub|
DONALD S. BLUMENFELD-JONES
To answer the prompting question about what teachers need for their work in a democratic society, I must first tell you what I think constitutes a democratic society. John Dewey (1916) defined democracy as “more than a form of government; it is primarily a mode of associated living, of conjoint communicated experience” (p. 87). In such a society, a premium is placed on paying attention to our interrelationships and how we communicate about important social issues. In a democracy, people must decide what constitutes the public good, what projects to pursue to fulfill that good, and how to actually do those projects. Whether it is roads, homes, food supply, or support of medical, scientific, poetic research, and more, people must deliberate about how society will address these issues. Furthermore, as Dewey wrote, “each person has to refer his [sic] own action to that of others, and to consider the action of others to give point and direction to his own” (p. 87). To expand our own possibilities, we must learn to modify our own actions in the light of what others are doing. The more numerous and varied contacts we have, the more liberated our powers become. Through such interactions and encounters we are afforded resources for expanding our own selves and activities. Liberation is connected with recognizing our connection to diverse others. Liberation of self and society is the point of democracy.See All Chapters
|International Journal of Educational Ref||Rowman & Littlefield Publishers||ePub|
RONALD A. LINDAHL
Professor and Chair, Educational Leadership and Policy Analysis, East Tennessee State University, P.O. Box 70550, Johnson City, TN 37614-0550
As do many others around the globe, Dalin, Rolff, and Kleekamp (1993) contend that “the world changing dramatically; we are in the middle of a major paradigm shift, and add-on changes to the existing schools are inadequate” (p. 2). However, there is natural resistance to change in organizations. Owens (1995) notes that even add-on changes proceed very slowly, taking fifteen years to reach 3 percent of the schools [in the United States], and an additional twenty years before attaining a diffusion range equivalent to the average state (p. 209). Deeper change, or reform, meets even more resistance. As Mohrman et al. (1991) note, “Even setting aside the question of whether the political interests of resisters actually are served by opposition to the change, the depth dimension indicates that in many cases employees will resist the change because it threatens the way of making sense of the world—and thus calls their values and rationality (and thus, in a sense, their sanity) into question” (p. 15). Senge (1990) echoes this, asserting that “Resistance to change is neither capricious nor mysterious. It almost always arises from threats to traditional norms and ways of doing things” (p. 88). The urgency and magnitude of current paradigm shifts seem inescapable. Therefore, to counteract the inherent resistance, new perspectives and understandings of reform are needed.* Because its environment has undergone several major social, cultural, and economic paradigm shifts in the past four decades, Cuba’s educational system offers an interesting case study for reflecting on systemic change.See All Chapters
|Joe Kissell||Take Control Books||ePub|
My wife and I frequently buy digital media from Apple that the other person would enjoy too. Although we’d come up with partial workarounds to read the same books or listen to the same music without buying it twice, the process was never pleasant. Add to that a kid or two who is constantly pestering us to buy iPad apps, and the desire to keep our respective photos of the family in sync, and we make the perfect audience for iCloud’s new Family Sharing feature. If you, too, have wished for more convenient sharing of digital content in your family, you’ll appreciate Family Sharing.
Family Sharing requires Yosemite or iOS 8, so I recommend using it only if all your devices are running the latest versions of their respective operating systems. If your family fits that profile, here’s what you’ll get for up to six family members:
① Manage payment method and family members in this dialog within the iCloud preference pane.
Note: You can also enable Family Sharing on an iOS device. The process is similar—go to Settings > iCloud.See All Chapters
|JOURNAL OF SCHOOL LEADERSHIP||Rowman & Littlefield Publishers||ePub|
HOWARD L. JACOBS1
ABSTRACT: The prior experience of entering students of educational administration as classroom teachers is usually disregarded for purposes of program planning. Nevertheless, that experience can exert a prepotent effect during the early stages of academic induction devoted to developing an administrative perspective. Drawing on conceptual change theory, a curriculum framework can be designed to foster the beginning stage of that cognitive shift during introductory coursework.
The real art of discovery consists not in finding new lands, but in seeing with new eyes.
All seeing is essentially perspective, and so is all knowing.
It is a deceptively innocuous fact that virtually all students in university-based programs of administrative preparation are seasoned classroom teachers and, because of the collateral nature of such study, continue to be immersed in classroom life throughout the duration of their education as school administrators. Undoubtedly, there is something advantageous in having practiced teachers as students of educational administration since “they enter programs with an established schema about the general culture of the school and do not have to be socialized into its shared meanings” (Prestine and LeGrand, 1991, p. 75). On the other hand, in the problematic course of getting these students to see much the same phenomena from the administrator’s side of things, the more immediate experience of classroom life can be an antagonistic factor in apprehending that critical change of perspective.See All Chapters
|Journal of School Public Relations||Rowman & Littlefield Publishers||ePub|
JUDITH A. PONTICELL, JULIE A. THOMAS, AND SANDRA B. COOPER
ABSTRACT: Staff development is aimed at changing practice. Change creates conflict. Little work has been done to gain insight into the conflict that teachers experience in the implementation of staff development. This study examines conflict in a staff development project aimed at increasing teachers’ knowledge and implementation of problem-based integrated mathematics and science teaching in a context of high-stakes testing. Findings show that teachers experienced intrapersonal conflict due to perceived differences in values, functional conflicts over values, and environmental stress. Findings suggest several strategies that might be used in staff development to reduce intrapersonal conflict.
Conflict is a natural and inevitable part of organizations. Conflict occurs when interdependent people perceive barriers to the realization of their goals. The resulting anxiety, insecurity, or hostility is conflict (Putnam & Poole, 1987). When people think of conflict occurring in an organization, they generally think of the bad behaviors often associated with conflict (e.g., lying, being disrespectful, playing games, obstructing actions, or using covert and underhanded tactics to win).See All Chapters
|Lorie Rubenser and Gloria Priddy||University of North Texas Press||ePub|
The racing of horses and dogs has a long and distinguished history, with horseracing often referred to as the sport of kings. In fact, both sports have centuries of history. Horseracing may be one of the oldest sports known to man, with its beginnings before the written word.1
Many of the same issues that arise with other professional sports have occurred within the world of racing. Gambling, doping, and other illegal practices require regulation in order for any sport to maintain integrity with fans. In the state of Texas, these issues have become the work of the Texas Racing Commission.
History of the Position
While there are many similarities in the issues surrounding the racing of dogs and horses, their evolutions were quite separate. A brief history of both sports may therefore be instructive.
Greyhound Racing:See All Chapters
|Ace Academics||Ace Academics||ePub|
Museum and Curatorial Studies, History of Consciousness, University of California—Santa Cruz
What is the task of the curator? What histories have shaped this professional role, and which theoretical frameworks might offer us new insights into what it entails? How can we learn from curatorial methods both in and out of museums, or reimagine them to enable new forms of exhibition and relationality?
Etymologically, curating is a practice steeped in “keeping,” “guarding,” and “caring for”—though how these meanings have been interpreted and translated into action has changed dramatically over time. As Lianne McTavish explains in this volume, curating in the nineteenth and early-twentieth centuries was once associated with custodial work and other forms of manual labor. In the early- and mid-twentieth century, it became a profession that required highly specialized knowledge and skills, often legitimized by a PhD, to guide how collections would be interpreted by the public, and to introduce that public to institutionally legitimized forms of connoisseurship. Yet, in demonstrations of the pliability of curatorial methods and definitions, several artists and activists throughout the twentieth century appropriated the role of the curator to wager critiques of Western cultural institutions and commoditization. Such artists in the 1960s and 1970s included Graciela Carnevale, Hans Haacke, Ida Biard, Colectivo Acciónes de Arte (Collective of Art Actions), and Andy Warhol—to name only a few. Around this same period, oppositional minority institutions such as El Museo del Barrio and the U’mista Cultural Centre were established by activist curators and cultural agents in response to dis-identification, exclusion, and misappropriation in museums, reactivating yet again the open-ended connotations of “curating” to challenge its conventional expressions.See All Chapters
|Teacher Education and Practice||R&L Education||ePub|
PATRICK M. JENLINK
Reality happens to be, like a landscape, possessed of an infinite number of perspectives, all equally veracious and authentic. The sole false perspective is that which claims to be the only one there is.
—Ortega y Gasset (1961, p. 92)
What are the words you do not yet have? What do you need to say? What are the tyrannies you swallow day by day and attempt to make your own, until you will sicken and die of them, still in silence?
—Lorde (1984, p. 41)
Reading the world always precedes reading the word, and reading the word implies continually reading the world. . . . This movement from the world to the word and from the word to the world is always present; even the spoken word flows from our reading of the world. In a way, however, we can go further, and say that reading the word is not preceded merely by reading the world, but a certain form of writing it or re-writing it, that is, of transforming it by means of conscious practical work.See All Chapters
|Journal of Evidence-Based Practices for||Rowman & Littlefield Publishers||ePub|
Kara E. McGoey
Richard J. Cowan
ABSTRACT: This study measured the effects of 2 classwide interventions developed to increase kindergarten students’ compliance with classroom rules in a school district in northeast Ohio. Behavioral consultation was used to achieve entry into the classroom system, analyze the classroom environment, develop and implement the interventions, and conduct treatment evaluation. Based on a review of baseline data and teacher objectives for each classroom, a response cost system was implemented in both classrooms. Participants included all children enrolled in two kindergarten classrooms. This study used an A–B design with one partial replication (2 classrooms total). Direct observation methods were used to assess treatment integrity. Results indicated an increase in following classroom rules during intervention. Both teachers reported satisfaction with the intervention and implemented it daily with fidelity during intervention and follow-up. Implications for practice and research are discussed.See All Chapters