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Scripture lesson: John 3:1-7/4:16-23

This paper offers a historically comparative picture of the latest waves of policy and technological changes that have occurred between 2000-2006 and discusses their impact on the practices of secondary school English in the UK. It draws on data from two previous research projects to explore significant moments of micro-interaction in a classroom that can be framed and integrated in the broader macro social and policy contexts of the production of school English. Specifically the paper offers a comparison of two distinct "moments"--2000, when the first data set was collected, and 2006 with a focus on the impact of technological and policy change for English. (Contains 1 table and 2 footnotes.)

This paper offers a historically comparative picture of the latest waves of policy and technological changes that have occurred between 2000-2006 and discusses their impact on the practices of secondary school English in the UK. It draws on data from two previous research projects to explore significant moments of micro-interaction in a classroom that can be framed and integrated in the broader macro social and policy contexts of the production of school English. Specifically the paper offers a comparison of two distinct "moments"--2000, when the first data set was collected, and 2006 with a focus on the impact of technological and policy change for English. (Contains 1 table and 2 footnotes.)

This paper offers a historically comparative picture of the latest waves of policy and technological changes that have occurred between 2000-2006 and discusses their impact on the practices of secondary school English in the UK. It draws on data from two previous research projects to explore significant moments of micro-interaction in a classroom that can be framed and integrated in the broader macro social and policy contexts of the production of school English. Specifically the paper offers a comparison of two distinct "moments"--2000, when the first data set was collected, and 2006 with a focus on the impact of technological and policy change for English. (Contains 1 table and 2 footnotes.)

This paper offers a historically comparative picture of the latest waves of policy and technological changes that have occurred between 2000-2006 and discusses their impact on the practices of secondary school English in the UK. It draws on data from two previous research projects to explore significant moments of micro-interaction in a classroom that can be framed and integrated in the broader macro social and policy contexts of the production of school English. Specifically the paper offers a comparison of two distinct "moments"--2000, when the first data set was collected, and 2006 with a focus on the impact of technological and policy change for English. (Contains 1 table and 2 footnotes.)

United Theological Seminary D.Min. Theses 2018

United Theological Seminary D.Min. Theses 2018

The essays in this collection examine how both colonial and British authors engage with Victorian subjects and subjectivities in their work. Some essays explore the emergence of a key trope within colonial texts: the negotiation of Victorian and settler-subject positions. Others argue for new readings of key metropolitan texts and their repositioning within literary history. These essays work to recognise the plurality of the rubric of the 'Victorian' and to expand how the category of Victorian studies can be understood.

Fellini Changing the Subject

Mismanagement has caused the overexploitation of one third of the major aquifers in Mexico, mainly due to excessive water extraction for agricultural irrigation. Santo Domingo (Baja California Sur, in northern Mexico, where agriculture absorbs nearly 80% of water) is the only aquifer in the Mexico where, after a period of overexploitation, equality between extraction and recharge rates was achieved, although this has not meant the securement of long-term water availability. This paper offers an analysis of hydrological resilience of a water-limited arid ecosystem under future extraction scenarios and changing climate conditions. A regional groundwater flow model is proposed using MODFLOW software. Then, different indicators were modeled as outcomes of coupled human-water systems to predict water trajectories under different human impacts. The aim was to recognize water insecurity scenarios and define appropriate actions to a more sustainable use of this scarce resource in the region. Thus, although runoff derived from extreme floods may favor infiltration, the involvement of local stakeholders and decision makers to reverse the adverse impacts of current water management and climate change is imperative if water availability and better quality are to be secured.

In this video Krazy Kent takes questions from the audience and gets owed on every point. Refusing to admit when he is wrong and launching into name calling in the process, watch him try to change the conversation at every point. The first question centers on why he doesn't think Genesis 1 is a fairy tale since we cannot directly observe it ( 1:29 or 2:10 ). The second is that the overwhelming majority of scientists accept evolution ( 4:31 ) and Hovind skates by the asker's points. And lastly, is the theory of gravity ( 8:47 ). As an added bonus Hovind talks about all the evil that "causes" diease. This, for him, includes homosexuality ( 9:19 ) and sex with sheep ( 9:51 ). See the Hovind is Crazy series

The Organization for Economic Cooperation and Development (OECD) study, "Innovations in Science, Mathematics and Technology Education" (SMTE), documents 23 projects aimed at enhancing the appeal of science, mathematics, and technology education. The projects began in 13 OECD countries that believed that curricula must be more student-centered and more integrated across the sciences, embracing ethical and economic issues to match important social issues. This paper discusses the implications of reform efforts in relation to the didactical and pedagogical challenges that come with them, discussing how the changes affect the concept of teacher professionalism. A major trend in SMTE is broadening the curriculum framework beyond the subjects to incorporate social dimensions and interests students bring to learning the subjects. For example, the "Voyage of the Mimi" project emphasizes environmentalism, the "Urban Mathematics Collaboratives" highlights community self-help and development, and "Chemistry in the Community" searches for the social relevance of science. The German integrated science scheme, PING, emphasizes the development of responsible social action. The Norwegian science project develops an interest in science in the home. Innovative projects across OECD countries place SMTE in larger and more varied frameworks. The 23 cases provide insights and perspectives on this educational change. Analysis of the SMTE studies suggests that quality in education is dependent upon the positive interaction of each of the responsible and interested parties. (Contains 19 references.) (SM)

Includes index

Susan Friedman, a Visiting Assistant Professor of English at the University of South Florida, has found through her own teaching experience that incorporating autobiographical texts and self-writing into her pedagogical practices can foster a classroom environment that pays attention to subjectivity to promote mindful, ethical behavior in both teacher and student, and teach empathy for the other. Her pedagogical practices are greatly influenced by progressive, feminist, and psychoanalytical pedagogies that she believes fall under the auspices of what feminist pedagogue Bell Hooks terms "engaged pedagogy." In this essay, the author shows why and how self-reflective personal writing improves the well-being of the writing subject, and how self-writing taps into a student's multiple intelligences, possibly facilitating the writing process for some learners. It is the author's intention to promote the use of self-writing in the college classroom as a valuable resource for teaching empathy.

Susan Friedman, a Visiting Assistant Professor of English at the University of South Florida, has found through her own teaching experience that incorporating autobiographical texts and self-writing into her pedagogical practices can foster a classroom environment that pays attention to subjectivity to promote mindful, ethical behavior in both teacher and student, and teach empathy for the other. Her pedagogical practices are greatly influenced by progressive, feminist, and psychoanalytical pedagogies that she believes fall under the auspices of what feminist pedagogue Bell Hooks terms "engaged pedagogy." In this essay, the author shows why and how self-reflective personal writing improves the well-being of the writing subject, and how self-writing taps into a student's multiple intelligences, possibly facilitating the writing process for some learners. It is the author's intention to promote the use of self-writing in the college classroom as a valuable resource for teaching empathy.

Susan Friedman, a Visiting Assistant Professor of English at the University of South Florida, has found through her own teaching experience that incorporating autobiographical texts and self-writing into her pedagogical practices can foster a classroom environment that pays attention to subjectivity to promote mindful, ethical behavior in both teacher and student, and teach empathy for the other. Her pedagogical practices are greatly influenced by progressive, feminist, and psychoanalytical pedagogies that she believes fall under the auspices of what feminist pedagogue Bell Hooks terms "engaged pedagogy." In this essay, the author shows why and how self-reflective personal writing improves the well-being of the writing subject, and how self-writing taps into a student's multiple intelligences, possibly facilitating the writing process for some learners. It is the author's intention to promote the use of self-writing in the college classroom as a valuable resource for teaching empathy.

Susan Friedman, a Visiting Assistant Professor of English at the University of South Florida, has found through her own teaching experience that incorporating autobiographical texts and self-writing into her pedagogical practices can foster a classroom environment that pays attention to subjectivity to promote mindful, ethical behavior in both teacher and student, and teach empathy for the other. Her pedagogical practices are greatly influenced by progressive, feminist, and psychoanalytical pedagogies that she believes fall under the auspices of what feminist pedagogue Bell Hooks terms "engaged pedagogy." In this essay, the author shows why and how self-reflective personal writing improves the well-being of the writing subject, and how self-writing taps into a student's multiple intelligences, possibly facilitating the writing process for some learners. It is the author's intention to promote the use of self-writing in the college classroom as a valuable resource for teaching empathy.

Susan Friedman, a Visiting Assistant Professor of English at the University of South Florida, has found through her own teaching experience that incorporating autobiographical texts and self-writing into her pedagogical practices can foster a classroom environment that pays attention to subjectivity to promote mindful, ethical behavior in both teacher and student, and teach empathy for the other. Her pedagogical practices are greatly influenced by progressive, feminist, and psychoanalytical pedagogies that she believes fall under the auspices of what feminist pedagogue Bell Hooks terms "engaged pedagogy." In this essay, the author shows why and how self-reflective personal writing improves the well-being of the writing subject, and how self-writing taps into a student's multiple intelligences, possibly facilitating the writing process for some learners. It is the author's intention to promote the use of self-writing in the college classroom as a valuable resource for teaching empathy.

In this article, the author argues that, wherever possible, English teachers should not consider English or English education curriculum as an end in itself but rather a "means" to an end--the building of a critical and compassionate community both within and beyond the classroom. Building such a community involves a re-imagining of the teaching of English, as well as the preparation of future English teachers, as the creation of opportunities to engage in literacy practices that, through the performance of both skills and dispositions that involve wrestling with issues of difference, foster a critical, compassionate way of being in the world. In this article, the author advocates for a two-layered approach toward fostering a more holistic, humane English education for American youth. In the first section of the article, the author discusses how English education, traditionally conceived, might contribute to youth violence. In the second portion, the author describes the ways in which both secondary English classes and post-secondary classes for prospective English teachers can be conceptualized and taught in order to cultivate critical and compassionate communities both within and, ultimately, beyond schools. (Contains 5 endnotes.)

In this article, the author argues that, wherever possible, English teachers should not consider English or English education curriculum as an end in itself but rather a "means" to an end--the building of a critical and compassionate community both within and beyond the classroom. Building such a community involves a re-imagining of the teaching of English, as well as the preparation of future English teachers, as the creation of opportunities to engage in literacy practices that, through the performance of both skills and dispositions that involve wrestling with issues of difference, foster a critical, compassionate way of being in the world. In this article, the author advocates for a two-layered approach toward fostering a more holistic, humane English education for American youth. In the first section of the article, the author discusses how English education, traditionally conceived, might contribute to youth violence. In the second portion, the author describes the ways in which both secondary English classes and post-secondary classes for prospective English teachers can be conceptualized and taught in order to cultivate critical and compassionate communities both within and, ultimately, beyond schools. (Contains 5 endnotes.)

Picturing the Self: Changing Views of the Subject in Visual Culture by Gen Doy 2005 Ideas of selfhood, from Descartes to postmodern notions of the fragmented and de-centred self, have been crucial to the visual arts. Gen Doy explores this relationship, primarily in relation to contemporary art but also going back to the early modern period and Holbein's Ambassadors. She argues that the importance of subjectivity for art goes far beyond self-portraits, exploring the self and identity--both the artist's and the viewer's--and seeks a way of thinking the self that goes beyond both Cartesian and postmodern approaches to subjecthood. She looks too at work and consumption; self-presentation; photography and the theatre of the self; the marginalized--beggars and asylum seekers--and ""the real me." A wide range of artists, including Claude Cahun, Tracey Emin, Jeff Wall, Barbara Kruger, Eugene Palmer and Karen Knorr are discussed, as well as historical material from earlier periods.

Battle of Ideas 2009 Keynote controversy [NB: POOR QUALITY AUDIO FROM 00:50 TO 2:10. OPENING SPEECHES FROM 08:15] Speakers Nicola Barden head of counselling, University of Portsmouth; former chair, British Association for Counselling and Psychotherapy Professor Kathryn Ecclestone professor of education and social inclusion, University of Birmingham; co-author The Dangerous Rise of Therapeutic Education Professor James L Nolan professor of sociology; chair of department of anthropology and sociology, Williams College; author, The Therapeutic State: justifying government at century's end Professor Andrew Samuels professor, analytical psychology, University of Essex; training analyst, Society of Analytical Psychology Chair: Professor Dennis Hayes professor, education, University of Derby; chair, Academics for Academic Freedom; author, Defending Higher Education: the crisis of confidence in the academy.

Battle of Ideas 2009 Keynote controversy [NB: POOR QUALITY AUDIO FROM 00:50 TO 2:10. OPENING SPEECHES FROM 08:15] Speakers Nicola Barden head of counselling, University of Portsmouth; former chair, British Association for Counselling and Psychotherapy Professor Kathryn Ecclestone professor of education and social inclusion, University of Birmingham; co-author The Dangerous Rise of Therapeutic Education Professor James L Nolan professor of sociology; chair of department of anthropology and sociology, Williams College; author, The Therapeutic State: justifying government at century's end Professor Andrew Samuels professor, analytical psychology, University of Essex; training analyst, Society of Analytical Psychology Chair: Professor Dennis Hayes professor, education, University of Derby; chair, Academics for Academic Freedom; author, Defending Higher Education: the crisis of confidence in the academy.

Battle of Ideas 2009 Keynote controversy [NB: POOR QUALITY AUDIO FROM 00:50 TO 2:10. OPENING SPEECHES FROM 08:15] Speakers Nicola Barden head of counselling, University of Portsmouth; former chair, British Association for Counselling and Psychotherapy Professor Kathryn Ecclestone professor of education and social inclusion, University of Birmingham; co-author The Dangerous Rise of Therapeutic Education Professor James L Nolan professor of sociology; chair of department of anthropology and sociology, Williams College; author, The Therapeutic State: justifying government at century's end Professor Andrew Samuels professor, analytical psychology, University of Essex; training analyst, Society of Analytical Psychology Chair: Professor Dennis Hayes professor, education, University of Derby; chair, Academics for Academic Freedom; author, Defending Higher Education: the crisis of confidence in the academy.

Battle of Ideas 2009 Keynote controversy [NB: POOR QUALITY AUDIO FROM 00:50 TO 2:10. OPENING SPEECHES FROM 08:15] Speakers Nicola Barden head of counselling, University of Portsmouth; former chair, British Association for Counselling and Psychotherapy Professor Kathryn Ecclestone professor of education and social inclusion, University of Birmingham; co-author The Dangerous Rise of Therapeutic Education Professor James L Nolan professor of sociology; chair of department of anthropology and sociology, Williams College; author, The Therapeutic State: justifying government at century's end Professor Andrew Samuels professor, analytical psychology, University of Essex; training analyst, Society of Analytical Psychology Chair: Professor Dennis Hayes professor, education, University of Derby; chair, Academics for Academic Freedom; author, Defending Higher Education: the crisis of confidence in the academy.

Battle of Ideas 2009 Keynote controversy [NB: POOR QUALITY AUDIO FROM 00:50 TO 2:10. OPENING SPEECHES FROM 08:15] Speakers Nicola Barden head of counselling, University of Portsmouth; former chair, British Association for Counselling and Psychotherapy Professor Kathryn Ecclestone professor of education and social inclusion, University of Birmingham; co-author The Dangerous Rise of Therapeutic Education Professor James L Nolan professor of sociology; chair of department of anthropology and sociology, Williams College; author, The Therapeutic State: justifying government at century's end Professor Andrew Samuels professor, analytical psychology, University of Essex; training analyst, Society of Analytical Psychology Chair: Professor Dennis Hayes professor, education, University of Derby; chair, Academics for Academic Freedom; author, Defending Higher Education: the crisis of confidence in the academy.

Battle of Ideas 2009 Keynote controversy [NB: POOR QUALITY AUDIO FROM 00:50 TO 2:10. OPENING SPEECHES FROM 08:15] Speakers Nicola Barden head of counselling, University of Portsmouth; former chair, British Association for Counselling and Psychotherapy Professor Kathryn Ecclestone professor of education and social inclusion, University of Birmingham; co-author The Dangerous Rise of Therapeutic Education Professor James L Nolan professor of sociology; chair of department of anthropology and sociology, Williams College; author, The Therapeutic State: justifying government at century's end Professor Andrew Samuels professor, analytical psychology, University of Essex; training analyst, Society of Analytical Psychology Chair: Professor Dennis Hayes professor, education, University of Derby; chair, Academics for Academic Freedom; author, Defending Higher Education: the crisis of confidence in the academy.