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Medium 9781442229228

Beauty, Justice, and Damnation in Thomas Aquinas

Pro Ecclesia Rowman & Littlefield Publishers ePub

Beauty, Justice, and Damnation in Thomas Aquinas

Francis J. Caponi, O.S.A.

Whether one inclines to fire or ice as the most prominent feature of the infernal landscape, there can be no doubt that the “dark doctrine” is currently hot.1 Although for some time the Christian teaching on hell merited the sobriquet of the “dormant doctrine,” the last quarter-century has seen it roused by defenders and dissenters.2 For those who endorse the possibility of hell (even while hoping for its emptiness), the outright rejection or quiet neglect of the doctrine is not a suitable state of affairs.3 C. S. Lewis observes: “There is no doctrine which I would more willingly remove from Christianity than hell if it lay in my power. But it has the full support of Scripture and, especially, of our Lord’s own words; it has always been held by Christendom; and it has the support of reason.”4 Recent arguments for the theological necessity and logical coherency of eternal punishment have been mounted by Jerry Walls,5 Eleonore Stump,6 Michael Potts,7 Jonathan Kvanvig,8 Charles Seymour,9 John Feinberg,10 Michael Murray,11 and William Lane Craig,12 to name only a few.

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Medium 9781574413083

Chapter 8 • Victims of Crime

R. Scott Harnsberger University of North Texas Press PDF

Child Victims

•429 Annual Report. Austin: Texas Child Fatality Review Team [2006–date].

Child fatality review teams are multidisciplinary, multi-agency working groups that review child deaths on a local level from a public health perspective with the goal of decreasing the incidence of preventable child deaths

(Texas Fam. Code Ann. §§ 264.501–.515 (Vernon 2008 & Supp. 2010)). Their work is supported and coordinated by the Texas Department of State Health

Services. This report contains data on child fatality victims as follows: race/ ethnicity, age group, and gender of children who died from homicides (Table

5); place of homicide (Chart 4); perpetrator in homicide deaths (Chart 5); race/ ethnicity, age group, and gender of children who died from firearms (Table

10); manner of death for firearm deaths (Chart 15); and owner of firearm in firearm deaths (Chart 16).

Research Note: Reports are available online back to 2000. Reports were biennial prior to 2006.

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Medium 9781475817287

School-Based Community Services: A Study of Public Agency Partnerships

Rowman & Littlefield Publishers ePub



ABSTRACT: This article describes the dynamics of establishing school-based community services through interagency partnerships. It is based on a case study of the creation of an intergenerational learning center in Colorado Springs, Colorado, where a public middle school, faced with closure and neighborhood decline, became the focus of a managerial and programmatic agreement between the city, a community action agency, and the school district. A case synopsis describes the (developmental) sequence of partnership development and the school restructuring process. Findings indicate that interagency partnerships can result in school restructuring which encourages school-based community services as service delivery options for students.

After ten years of attention to educational issues such as teacher competence, the utility and validity of testing, and other pedagogical questions, a second wave of school reform has taken shape. Reforms in the mid-1990s are now focusing on the political issues of school management, community involvement, and local control. These topics are new targets for reformers and are generally in the domain of school governance. They involve a different group of stake-holders from the first wave efforts which were directed primarily at teachers. New program designs and organizational agreements focus on establishing partnerships between schools, businesses and other public agencies. Through the 1980s and early 1990s, the number of these partnerships has steadily increased (Doyle, 1987). In particular, governance changes designed to improve the historical weak links between schools and communities are being viewed as mechanisms for school improvement. With other public agencies also finding it difficult to adequately support their programs because of tax limitations and a lack of confidence in government as a whole, there is currently a political and economic environment conducive to the development of more efficient partnerships between other public agencies and schools. Public agency partnerships provide a method of uniting schools and communities by offering the services of other agencies within the school, which reduces duplication of services and reduces competition for tax dollars by enlisting the community as a component in the process (Arthur, 1993)

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Medium 9781475816303

How Principals Level the Playing Field of Accountability in Florida’s High-Poverty/Low-Performing Schools—Part III: Effects of High-Poverty Schools on Teacher Recruitment and Retention

International Journal of Educational Ref Rowman & Littlefield Publishers ePub

Part III: Effects of High-Poverty Schools on Teacher Recruitment and Retention

Debra Touchton and Michele Acker-Hocevar

This concludes a three-part series of a case study, intended as part of a larger qualitative and ethnographic study planned over several years. Principals from 10 high-poverty, low-performing elementary schools in Florida, confronting the stigmatizing labels of “low performance,” were asked the question, “What are principals’ views toward the state’s accountability measures in reference to their schools, their roles, and what, if any, effect has external accountability had on internal accountability, or developing the organizational capacity of their school?” By interviewing these principals, we developed a better understanding of how principals balanced the external demands of high-stakes accountability testing, while simultaneously addressing their school’s internal needs.

The principals interviewed were experienced elementary school principals, many of whom had given their lives to improve the educational opportunities for the children in their schools. The ethnic backgrounds of the principals were white, African American, and Hispanic. The gender composition was one male and nine female principals. Informal data collection began several years ago while working with principals in low-performing schools providing technical assistance and professional development. Data sources consisted of semistructured interviews, field notes, and observations. Interviews, conducted over a period of several months, with over 90 hours of transcriptions, were coded and analyzed using a phenomenological approach (Lincoln & Guba, 1985; Miles & Huberman, 1994).

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Medium 9781442267718

Inside Out: A Conservator’s Investigation of Museums, Visible Storage, and the Interpretation of Conservation

AltaMira Press ePub

Dee A. Stubbs-Lee

Conservator, The New Brunswick Museum, 277 Douglas Avenue, Saint John, New Brunswick, Canada, E2K1E5 phone: 506-643-2341; e-mail: Dee.Stubbs-Lee@nbm-mnb.ca

Abstract An adaptation of the author’s MA dissertation for Northumbria University, this paper outlines concepts of exhibit, storage, and visible storage, and discusses conflicting museum mandates of providing access versus ensuring preservation. The experiences of museums in Canada, USA, England, and Scotland which use visible storage and other means of enabling visitor access “behind-the-scenes” are surveyed and compared. Information is gathered from seven institutions, by means of a survey questionnaire, interviews, site visits and personal communication. The survey questionnaire probes four key areas: the institutional visible storage history, staff analysis of their experience, any methods of interpretation of conservation functions used, and recommendations for improved design. This data is discussed and supplemented with a review of existing literature and personal observations. Predominant risk factors of light exposure and vibration are identified. Recommendations are made for implementation of visible storage and visible conservation at other museums, based on these research findings.

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Medium 9781475824407

Introduction to the Special Issue, From the Wing Institute Summit

Rowman & Littlefield Publishers ePub

T. Steuart Watson

This issue of JEBPS is special in many regards. First, it represents the first time that the journal has published three issues in one year. Second, it reflects the proceedings of the first Wing Institute Summit, in 2006. The Wing Institute is an independent, nonprofit organization whose primary purpose is to promote evidence-based education policies and practices. Given its purpose, it is only fitting that a journal that includes in its title evidence-based practices in schools would be an outlet to publicize the proceedings. Through its website, the Wing Institute has designed an interactive knowledge network; an information clearinghouse; and professional forums for those interested in obtaining information, sharing ideas, collaborating, and promoting evidence-based policies and practices within their educational system. The Wing Institute also disseminates a variety of publications to assist educators with implementing evidence-based practices, and it funds graduate student research on evidence-based education.

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Medium 9781475819328

Crossing Educational Boundaries: Text, Technology, and Dialogue as a Critical Pathway

R&L Education ePub




ABSTRACT: Can the perceived boundary between professor and student be crossed? Can technology be used as a pathway to cross that boundary? These questions were answered as a result of a project initiated to meet the requirements in creating an honors option for an undergraduate educational psychology course. In constructing the course requirements, the professors set a goal of reflecting with a student on critical issues as they reviewed a book of such articles written by Alfie Kohn. The sequence of analysis took place throughout the semester, using electronic media dialogue following the reading of each chapter. Through the reflections of the professors, the student connected theory and practice while crossing the perceived boundary between professor and student. In addition to crossing the perceived boundary and using technology to facilitate dialogue, the student and the professors experienced intellectual and professional growth. This project explores the reflective comments of both professors and a student that occurred during this reflective exercise.

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Medium 9781442229266

How to Read James Kugel: Jews, Catholics, and the Bible after Skepticism

Pro Ecclesia Rowman & Littlefield Publishers ePub

How to Read James Kugel: Jews, Catholics, and the Bible after Skepticism

Edward T. Oakes, S.J.

No one disputes that historical criticism of the Bible represents a challenge for the systematic theologian, indeed for believers generally.1 If that fact were not already well established, one need only read the works of the renowned scholar of the Hebrew Bible, James Kugel, especially his latest book, How to Read the Bible.2 In this article I wish to address that challenge in three parts: in the first section I will recount (necessarily briefly) some of the key moments in Catholic historical scholarship of the Hebrew Bible / Old Testament, with particular attention to the “bookends” of my tale, John Henry Newman and Pope Pius XII; in the second section, I will look at Kugel’s argument in broad outline together with important Jewish voices of disagreement; then I shall offer, in the third section, my own proposed solution as a Catholic systematic theologian, primarily by relying on Hans Urs von Balthasar’s theology of the Old Testament, for he, best of all, in my opinion, explains how one can adopt a Christological interpretation of the Old Testament while still attending to the results of contemporary biblical scholarship.

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Medium 9781475816624

Modernization Discourse, Academic Advocacy, and Vested Interests: The Promotion of English-Medium Instruction in Chinese Schools

International Journal of Educational Ref Rowman & Littlefield Publishers ePub

Guangwei Hu

ABSTRACT: Like many other developing countries around the world, China is witnessing a growing prominence of English in its school system. One immensely popular form of English provision in the country is Chinese–English bilingual education for majority-language students, which involves the varying use of English as a medium of instruction in the teaching of various school subjects. An overview of this recent development was presented in an earlier article (Hu, 2010). As its sequel, this article presents a critical analysis of the major driving forces behind the current craze for English-medium instruction in China.

A much-discussed phenomenon of contemporary education is the increasing presence of the English language in school systems around the globe (Hornberger & Vaish, 2009; Phillipson, 2001; Rubdy, 2009). Unsurprisingly, English has made great inroads into the education system of China, the world’s largest developing country. One immensely popular form of English provision recently introduced in China is that of Chinese–English bilingual education for majority-language students, which involves the varying use of English as a medium of instruction in the teaching of various school subjects. This form of English provision has been ostensibly instigated to redress the ills of traditional “drip-feed” foreign language instruction, where the language is taught as “a subject in the curriculum similar to science and mathematics” (Baker, 2006, p. 223), and to make English-language learning more effective (Huang, 2005; H. D. Jiang, 2002; Qiang & Zhao, 2000).

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Medium 9781475816167

Reforming Russian Higher Education: Towards More Autonomous Institutions

International Journal of Educational Ref Rowman & Littlefield Publishers ePub


Department of Educational Leadership and Policy Studies, 468 Baldy Hall, SUNY at Buffalo, Buffalo, New York 14260


The radical changes of the post-“glasnost” period in Russia were brought about by her own people—well-educated and highly-trained—whose value, however, was not appreciated by the system. Being the product of the Soviet education (because and despite of this fact), they turned first of all to school with an eye to its transformation so as to enable the self-development of creative and responsible personalities. The major goals of the educational reform were conceptualized by the Temporary Research Collective VNIK) “School” and became part and the parcel of the 1992 Law on Education. The underlying principles of the state educational policy, as adopted from the 1992 Law on Education, Article 2, are the following: 1) humanism as actualized in a child-centered approach, commitment to universal values and the free development of personalities and citizens; 2) multiculturalism which pursues both integrity of the federal cultural and educational systems and protection of regional and ethnic cultural traditions; 3) secular character of the state and municipal educational institutions; 4) freedom and pluralism in education (implying choice of methods of teaching and teaching materials for teachers, choice of schools and programs for students and their parents, and overcoming dogmatism in general); 5) democratic principles of governance and autonomy of educational institutions.

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Medium 9781442267527

Archives and Museums: Balance and Development in Presidential Libraries

AltaMira Press ePub

Susannah Benedetti

Special Formats Catalog Librarian and Lecturer, Randall Library, University of North Carolina—Wilmington, 601 S. College Road, Wilmington, NC 28403 (benedettis@uncw.edu).

AbstractThe nation’s presidential libraries are pillars of the American archival profession, and their adjoining museums serve as popular tourist destinations. Franklin D. Roosevelt created the modern presidential library with both elements in place, to ensure access to enduring documentary evidence of the presidency for the scholarly community as well as the general public. What are the origins of Roosevelt’s decision? How did his successors tailor their individual presidential libraries to reflect their desires and the standards of changing times and expectations? Has the dual mission of archival and museum operations retained its balance and integrity over the intervening sixty-plus years? An overview of the origins and development of the presidential library system seeks to answer these questions and reflect the strengths and weaknesses of the system.

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Medium 9781442267763

Conservation of Ancient Sites on the Silk Road: Proceedings of the Second International Conference on the Conservation of Grotto Sites, Mogao Grottoes, Dunhuang, People’s Republic of China, June 28–July 3, 2004

AltaMira Press ePub

by Neville Agnew, ed. Los Angeles: Getty Publications. 2004. 516 pp. ISBN 978-1-60606-013-1

Reviewed by Yun Shun Susie Chung, Adjunct Faculty, University of Louisiana at Monroe; email: yssc_2@yahoo.com

Conservation of Ancient Sites on the Silk Road (Conservation) edited by Neville Agnew (senior principal project specialist in the Field Projects department of the Getty Conservation Institute) is the result of the Second International Conference on the Conservation of Grotto Sites in 2004, reflecting two decades of collaboration between the Getty Conservation Institute, Dunhuang Academy, and China’s State Administration of Cultural Heritage. The first conference proceeding, Conservation of Ancient Sites on the Silk Road: Proceedings of an International Conference on the Conservation of Grotto Sites, was published in 1997 addressing many of the topics that are also covered in the second conference proceeding. The second conference publication is an attempt to be more inclusive demonstrating the exchange between East and West professionals with central Asian contributors (xii). On a broader scale, this publication presents extensive research on the heritage management of a heritage route. Individual literature on the Silk Road and heritage sites on the route exist, however, a comprehensive volume on heritage management books is scarce. The last two foundational references on heritage management are: Richard Harrison’s (ed.) Manual of Heritage Management published in 1994 and Peter Howard and Gregory Ashworth’s Heritage Planning published in 1999, drawing examples of cultural and natural heritage case studies. Conservation focuses mostly on the cultural heritage resources and the immediate attention is on the conservation of the Mogao Grottoes on the Silk Road. The articles do also cover the wide-ranging management functions of the Mogao Grottoes such as those outlined in the Manual of Heritage Management. Conservation lays groundwork for the heritage management of heritage route literature, which includes not only the objects, sites, and buildings to preserve, but the institutions, cultures, and people that are intertwined in the practice of heritage administration, preservation, research, and communication.

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Medium 9781475817133

Instructional Leadership in Practice: Fostering Meaningful Exchange

JOURNAL OF SCHOOL LEADERSHIP Rowman & Littlefield Publishers ePub



ABSTRACT: The educational literature of recent years speaks to teachers and principals differently. However, a need exists to connect the perspectives of teachers with the administrative structuring of the workplace. A sample of experienced teachers was selected for detailed interviews. The experiences of the teachers help us to better understand the conditions under which they engage in meaningful dialogue about their work.

Over the past 20 years, a rich literature has developed around what may be broadly termed “the institutional context” of instructional leadership in practice. That context encompasses changing roles and circumstances for building administrators and instructional staff. Yet, in our view, the existing literature seldom seems to speak to both teachers and principals simultaneously.

For example, on the one hand, there exists extensive research related to the workworlds and cultures of teachers and teaching (e.g., DeSanctis and Blumberg, 1979; Dreeben, 1973; Feiman-Nemser and Floden, 1986; Lortie, 1975; McPherson, 1972; Sarason, 1982; Willower and Smith, 1986). That literature reveals that the typical instructional context is characterized by norms of individualism, isolationism, and autonomy within the classroom. It tells us that, in most schools, there is minimal interaction between and among teachers. Even when informal relationships and social interactions do exist, dialogue seldom centers on the core tasks of teaching and learning. The norm of noninterference in peer’s work seems to be endemic.

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Medium 9781475817478

Faculty Loyalty: An Important but Neglected Concept in the Study of Schools

Rowman & Littlefield Publishers ePub


ABSTRACT: Faculty loyalty is conceptualized and operationalized as a multidimensional construct with at least four levels: loyalty to the district, loyalty to the principal, loyalty to colleagues, and loyalty to the association. This research probes organizational factors that facilitate the development of faculty loyalty in urban elementary schools. As expected, school properties that predict one aspect of loyalty are typically different from those that predict other aspects. Predicting loyalty to the association, however, remains elusive.

Organizational theorists have been studying loyalty for over a quarter century. Some studies emphasized important outcomes of loyalty, such as, organization performance (Steers, 1977), employee retention (Porter and Steers, 1973), attendance (Angle and Perry, 1981), and organizational adaptability (Angle and Perry, 1981; Morris and Sherman, 1981). Other analyses stressed the antecedents of loyalty, that is, the personal and organizational characteristics that contributed to employee loyalty (Buchanan, 1974; Hall and Schneider, 1972; Hrebiniak and Alutto, 1972; Kanter, 1977; Salancik, 1977; Sheldon, 1971). Unfortunately, little scholarly attention has been paid to either faculty loyalty in schools or loyalty as a multidimensional construct. In open systems such as schools, organizations must arouse and sustain employee loyalty at many levels, as well as contend for loyalty with external entities that directly or indirectly influence the enterprise. This research has three purposes: first, to conceptualize loyalty as a multidimensional construct; second, to operationalize the dimensions of loyalty; and third, to explore factors that predict each aspect of faculty loyalty in an urban setting.

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Medium 9781576336052

"A" Words: ACT College Prep Vocabulary

Ace Academics Ace Academics ePub

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