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This screencast is a part of the Learn Organic groups screencast series in the NodeOne learning library. More screencasts in the same series can be found here: http://nodeone.se/node/1085 More screencasts about Drupal can be found here: http://nodeone.se/learn-drupal PLEASE COMMENT OVER AT NODEONE.SE OR WE WON'T SEE YOUR COMMENT. Sorry.

This screencast is a part of the Learn Organic groups screencast series in the NodeOne learning library. More screencasts in the same series can be found here: http://nodeone.se/node/1085 More screencasts about Drupal can be found here: http://nodeone.se/learn-drupal PLEASE COMMENT OVER AT NODEONE.SE OR WE WON'T SEE YOUR COMMENT. Sorry.

Focussed dialogue (as lived and living practices) can have a powerful role in renewing professional practice, advancing its sustainability and development as administrative and political systems colonise the practices of teachers and teacher educators. However, participating in discussion groups for many teachers, including those in academia, is often constrained by time demands, workplace structures and accountabilities. This paper reports a two year empirical case study investigating the transformative nature of dialogues experienced in one such focused discussion group. The dialogic practices of the group aimed firstly to provide a communicative space for its participants to interrogate and interpret factors which enable and constrain teaching and research practices; secondly, to critique practices as a form of collective professional learning; and thirdly, to study the educational practices of its members from within their own practice tradition. To do this it describes the nature of discussion groups. Findings reveal that creating communicative space for discussion enables professional learning and agency through critical and transformative dialogues.

The #OnePlanetSummit is a reminder of what we can achieve when public & private sectors join forces. Thank you Pres. @EmmanuelMacron for creating this platform. @AmericasPledge will bring these groups together to ensure the U.S. remains a global leader in reducing emissions. https://t.co/pOf6DPWIGu Source: https://twitter.com/MikeBloomberg/status/941067059223564288 Uploader: Mike Bloomberg

The #OnePlanetSummit is a reminder of what we can achieve when public & private sectors join forces. Thank you Pres. @EmmanuelMacron for creating this platform. @AmericasPledge will bring these groups together to ensure the U.S. remains a global leader in reducing emissions. https://t.co/pOf6DPWIGu Source: https://twitter.com/MikeBloomberg/status/941067059223564288 Uploader: Mike Bloomberg

The #OnePlanetSummit is a reminder of what we can achieve when public & private sectors join forces. Thank you Pres. @EmmanuelMacron for creating this platform. @AmericasPledge will bring these groups together to ensure the U.S. remains a global leader in reducing emissions. https://t.co/pOf6DPWIGu Source: https://twitter.com/MikeBloomberg/status/941067059223564288 Uploader: Mike Bloomberg

The #OnePlanetSummit is a reminder of what we can achieve when public & private sectors join forces. Thank you Pres. @EmmanuelMacron for creating this platform. @AmericasPledge will bring these groups together to ensure the U.S. remains a global leader in reducing emissions. https://t.co/pOf6DPWIGu Source: https://twitter.com/MikeBloomberg/status/941067059223564288 Uploader: Mike Bloomberg

The #OnePlanetSummit is a reminder of what we can achieve when public & private sectors join forces. Thank you Pres. @EmmanuelMacron for creating this platform. @AmericasPledge will bring these groups together to ensure the U.S. remains a global leader in reducing emissions. https://t.co/pOf6DPWIGu Source: https://twitter.com/MikeBloomberg/status/941067059223564288 Uploader: Mike Bloomberg

one third of all lands tobe given back to indigineous groups, global solidar middle class pool creating green and fair megacorps https://archive.org/details/summereveningideas 0 some ideas i started talking to myself while enjoying a cool summer evening on the bike... continuing to write them down at home … not too rounded all but some basic pillars to build upon …… idea how humanity could repair the damage done by colonialism: 1ne third of all now by humanity occupied lands are given into custody of the native population, indigenous tribes and nations possible that these native nations or tribes might have a charitable heart for a part of the former opressors conquestadores colonists and might allow them to be part of their nations ... this part of humanity which has not profited financially in the colonial gigantic plundering of native societies and the ecosystem... either by being not part of the conquering actions or by being in a subservient low earning part of the imperialist enterprises  in countries where there are no traditional indigineous tribes, the local communities, villages, cities … could vote themselves for one third of the communal land be reserved for people who are coming to ask for a save place, a refuge … these lands might then be governed by the very people who settle there second idea: how the global middle income earners might pool "spare" money into a solidar fund what uplifts all low income earners in a timeframe of less than five years the so called middle class... perhaps one billion people earning somewhere around 1000 dollar a month with from that having 100 dollars to save for a better future... traditionally this money would be spent on small luxuries to sweeten up the sometimes hard salary-life.... cinema, hollyday travel, a new phone every year, a new pc every two years...what if this 1 billion middle class earners would decide to pool their 100 monthly savings ... for adressing issues like.... providing  water purifying systems to communities which are plagued by either corrupt governements selling water rights to high profit oriented companies ... or plagued by wars, natural weather desasters and others.... it would take one month for the global middle class saving 100 dollar each to pool enough funds to give every local village and city quartier in need a basic water purifying infrastructure.... the next month... the global solidar middle class pool gsmcp might invest a hundred billion dollars to buy agricultural land what cou 2 100 billion dollars to buy agricultural land what then could be rented out in for example 10 to 20 years cycles to local families who are at the bottom of the income pyramide... vegetable gardens to enable more and more people to enrich their diet in a sustainable organic way in the third month the gsmcp might be directed... via its members voting via internet for which monthly goal their solidar investments might be used... directed towards funding a fully robotized automatizised car factory what produces the most  economicly efficient and ecologicly electric vehicle... with a chassis made from hemp and bio-epoxy-resin made from plants.... in the fourth month the 100 billion might setup a globally acting company what would offer everywhere to houseowners to install solar photovoltaic installations on their roofs without costs for them... the houseowners would get the right to buy the electricity produced on their roofs at a discounted price.... in the fifth, sixth, seventh and eigth month the pooled 400 billion would possibly be invested in creating a global housing estate firm.... what would buy as much land with residential zoning law permission... and build hemp-straw-clay-multy story buildings which would be offered to low income families as right to live in for 70 to 150 years.... important here is that neither the land nor the building belong to the inhabitants, but it belongs to the global solidar middle class pool... but then too, the families do not have to pay a 3 the low income families do not need to pay any rent ... and after the end of the first seventy to hundredfifty years free rent period a family might apply for a continuation.... the same system could be applied by the globally acting agricultural land trust what got established in the second month of the global middle class investing in a better future.... the plots being given to low income families to be used as organic sustainably tended vegetable gardens... do belong to the global solidar middle class .... and the leases are without rent but bound to sustainable gardening practice in the nineth tenth eleventh and twelve month the pool might pool another 400 billion dollars into establishing a global corporation what would build most autonomously acting and most versatible robots automatas with advanced artificial intelligence inside... and again rent the so built robots out for a zero price... a lease with zero cost ... to individuals and small businesses what would be able to heighten their incomes thanks to the robotic support... slowly slowly towards middle class level  all these low income families enterpreneurs small businesses what would profit from free-to-use land,buildings, tools.... being rented out for free trough the global solidar middle class pool.... these low income earners assisted in such a generous way ( but with conditions attached as that the pool only allows its assets being used in socially and ecologicly sustainable enterprises )... these for 4 these now being assisted low income earners might becom middle income earners and then feel themselves the urge or motivation to pay forward what good they themselves have received these are just very basic ideas illustrating the power of small finances being pooled  intelligently  ... hundred dollar invested into the pool gives one vote in this months investment choice.... the selection of choices also being voted on by the last month investors.... every investor having one idea contribution for every hundred money investment....this global solidar pool concept would allow eventually to lift up hundreds of millions of low income earners within a few years... speculativly guessing ... in less then five years such a pool model would be able to eliminate extreme poverty everywhere and as a side effect would create new global players what were sustainable and green and fair from the roots up....my comprehension of what these good megacorporations owned by a solidar pool ... might be able to achieve on top of providing free services to the low income earners.... is  somewhat limited right now... just sensing something like... that the middle income earners might profit not only by seeing the low income earners ascending on the prosperity ladder... but a middle income earner might after some years see the very company his/her 100 dollar investment co-funded offer a job to him/her.... and eventually within 10 years the middle income earners might work and earn in a most s 5 ethically rewarding cycle.... or better said... instead of hoping the megacorps having taken too much in the past help with to retool the industry for a nice and fair future... the middle class consumer establishes new green and fair megacorps what can use economy of scale to build this very future https://www.facebook.com/notes/andreas-buechel/one-third-of-all-lands-tobe-given-back-to-indigineous-groups-global-solidar-midd/1211446738879946/

A captured Islamic Jihad terrorist revealed in an IDF interrogation that, "Terrorist organizations in the Gaza Strip are operating from all of the hospitals in the Gaza Strip" and that the terror groups "lied and fabricated a story about an Israeli rocket hitting a hospital at the start of the war." The terrorist also admits to Hamas and Islamic Jihad manipulating Arabic and international media by creating false narratives about what is happening in Gaza.

This two-part thesis—which is comprised of pre-existing interview data and a survey—will attempt to create a framework that looks at the behaviors and motives of caregivers who use Facebook support groups.

This two-part thesis—which is comprised of pre-existing interview data and a survey—will attempt to create a framework that looks at the behaviors and motives of caregivers who use Facebook support groups.

This two-part thesis—which is comprised of pre-existing interview data and a survey—will attempt to create a framework that looks at the behaviors and motives of caregivers who use Facebook support groups.

Watch on TV: Freeview 236, Sky 515, Virgin 626 Listen on DAB+ Radio Download the GB News App to watch live wherever you are, catch up with all our shows and get the latest news from the GBN family. https://www.gbnews.uk/freegbapp Don't forget to follow us on social media too! Twitter: https://twitter.com/GBNEWS Facebook: https://www.facebook.com/GBNewsOnline Instagram: https://www.instagram.com/gbnewsonline/ LinkedIn: https://www.linkedin.com/company/gb-news/ TikTok: https://www.tiktok.com/@gbnews Click here for the latest Covid-19 guidance from the World Health Organisation ► https://www.who.int/emergencies/diseases/novel-coronavirus-2019/advice-for-public Click here for the latest NHS information on COVID-19 vaccines https://www.nhs.uk/conditions/coronavirus-covid-19/coronavirus-vaccination/coronavirus-vaccine/

Watch on TV: Freeview 236, Sky 515, Virgin 626 Listen on DAB+ Radio Download the GB News App to watch live wherever you are, catch up with all our shows and get the latest news from the GBN family. https://www.gbnews.uk/freegbapp Don't forget to follow us on social media too! Twitter: https://twitter.com/GBNEWS Facebook: https://www.facebook.com/GBNewsOnline Instagram: https://www.instagram.com/gbnewsonline/ LinkedIn: https://www.linkedin.com/company/gb-news/ TikTok: https://www.tiktok.com/@gbnews Click here for the latest Covid-19 guidance from the World Health Organisation ► https://www.who.int/emergencies/diseases/novel-coronavirus-2019/advice-for-public Click here for the latest NHS information on COVID-19 vaccines https://www.nhs.uk/conditions/coronavirus-covid-19/coronavirus-vaccination/coronavirus-vaccine/

CST DMIN Project 2016

CST DMIN Project 2016

CST DMIN Project 2016

Highlighting the work of the Texas Success Center, Dr. Luis Ponjuán discusses how he has collaboratively engaged with boards of trustees to develop equity-minded agendas to create spaces for brave conversations and help them use an equity-minded leadership approach toward student data for organization planning and change.

A crucial issue regarding sexual assault and sexual violence in British Columbia is the alarming prevalence of these acts against women, children, and members of the LGBTQ+ community. These groups are disproportionately affected, often enduring not only physical and emotional trauma but also significant barriers to reporting incidents and accessing support services. Recognizing the need to address these pressing issues, Sherry organized her second open discussion seminar with Manijeh Ghaffari, a therapist and educator specializing in sexual violence. Manijeh provided some additional insights into the previous session. As an expert in this field, she highlights key topics during the seminar, such as the systemic challenges survivors face, the importance of creating safe spaces for disclosure, and the specific vulnerabilities of marginalized communities. She emphasizes, "It's critical to understand that cultural and social stigmas often prevent victims from seeking help. We must work together to dismantle these barriers. Sherry asks insightful questions to guide the discussion, including, How can we better support survivors in our communities, especially those from marginalized groups?" Manijeh responds Support begins with education and awareness. We must educate ourselves on the unique challenges these groups face, offer non-judgmental listening, and advocate for accessible resources tailored to their needs. Cultural sensitivity is key to making survivors feel safe and understood. Sherry also stresses the importance of community involvement, saying, "Creating awareness is just the first step; we must also commit to action and advocacy. The audience is deeply engaged, with participants sharing diverse perspectives. One attendee notes, "The fear of not being believed is a significant hurdle for many survivors, particularly in the LGBTQ+ community." Another adds, "We need more education around the specific challenges children face in reporting abuse. A third participant points out, "Breaking the silence is essential, especially in cultures where discussing sexual violence is taboo. This seminar has given us the tools to start those conversations. Manijeh added " Women are often targeted because of deep-rooted gender inequalities and power imbalances. It's important to recognize that violence against women isn't just physical; it can be emotional, psychological, and economic as well. We must challenge societal norms that perpetuate this violence and advocate for stronger protections, support systems, and legal frameworks to ensure that all women can live free from fear and harm. By fostering open dialogue and understanding, Sherry and Manijeh aim to build a community that stands united against sexual violence, ensuring that all survivors have the support they need. Guest Speaker: Manijeh Ghaffari: Therapist and public educator Journalist: Sherry Soltani Skyrise Media Society

A crucial issue regarding sexual assault and sexual violence in British Columbia is the alarming prevalence of these acts against women, children, and members of the LGBTQ+ community. These groups are disproportionately affected, often enduring not only physical and emotional trauma but also significant barriers to reporting incidents and accessing support services. Recognizing the need to address these pressing issues, Sherry organized her second open discussion seminar with Manijeh Ghaffari, a therapist and educator specializing in sexual violence. Manijeh provided some additional insights into the previous session. As an expert in this field, she highlights key topics during the seminar, such as the systemic challenges survivors face, the importance of creating safe spaces for disclosure, and the specific vulnerabilities of marginalized communities. She emphasizes, "It's critical to understand that cultural and social stigmas often prevent victims from seeking help. We must work together to dismantle these barriers. Sherry asks insightful questions to guide the discussion, including, How can we better support survivors in our communities, especially those from marginalized groups?" Manijeh responds Support begins with education and awareness. We must educate ourselves on the unique challenges these groups face, offer non-judgmental listening, and advocate for accessible resources tailored to their needs. Cultural sensitivity is key to making survivors feel safe and understood. Sherry also stresses the importance of community involvement, saying, "Creating awareness is just the first step; we must also commit to action and advocacy. The audience is deeply engaged, with participants sharing diverse perspectives. One attendee notes, "The fear of not being believed is a significant hurdle for many survivors, particularly in the LGBTQ+ community." Another adds, "We need more education around the specific challenges children face in reporting abuse. A third participant points out, "Breaking the silence is essential, especially in cultures where discussing sexual violence is taboo. This seminar has given us the tools to start those conversations. Manijeh added " Women are often targeted because of deep-rooted gender inequalities and power imbalances. It's important to recognize that violence against women isn't just physical; it can be emotional, psychological, and economic as well. We must challenge societal norms that perpetuate this violence and advocate for stronger protections, support systems, and legal frameworks to ensure that all women can live free from fear and harm. By fostering open dialogue and understanding, Sherry and Manijeh aim to build a community that stands united against sexual violence, ensuring that all survivors have the support they need. Guest Speaker: Manijeh Ghaffari: Therapist and public educator Journalist: Sherry Soltani Skyrise Media Society

A crucial issue regarding sexual assault and sexual violence in British Columbia is the alarming prevalence of these acts against women, children, and members of the LGBTQ+ community. These groups are disproportionately affected, often enduring not only physical and emotional trauma but also significant barriers to reporting incidents and accessing support services. Recognizing the need to address these pressing issues, Sherry organized her second open discussion seminar with Manijeh Ghaffari, a therapist and educator specializing in sexual violence. Manijeh provided some additional insights into the previous session. As an expert in this field, she highlights key topics during the seminar, such as the systemic challenges survivors face, the importance of creating safe spaces for disclosure, and the specific vulnerabilities of marginalized communities. She emphasizes, "It's critical to understand that cultural and social stigmas often prevent victims from seeking help. We must work together to dismantle these barriers. Sherry asks insightful questions to guide the discussion, including, How can we better support survivors in our communities, especially those from marginalized groups?" Manijeh responds Support begins with education and awareness. We must educate ourselves on the unique challenges these groups face, offer non-judgmental listening, and advocate for accessible resources tailored to their needs. Cultural sensitivity is key to making survivors feel safe and understood. Sherry also stresses the importance of community involvement, saying, "Creating awareness is just the first step; we must also commit to action and advocacy. The audience is deeply engaged, with participants sharing diverse perspectives. One attendee notes, "The fear of not being believed is a significant hurdle for many survivors, particularly in the LGBTQ+ community." Another adds, "We need more education around the specific challenges children face in reporting abuse. A third participant points out, "Breaking the silence is essential, especially in cultures where discussing sexual violence is taboo. This seminar has given us the tools to start those conversations. Manijeh added " Women are often targeted because of deep-rooted gender inequalities and power imbalances. It's important to recognize that violence against women isn't just physical; it can be emotional, psychological, and economic as well. We must challenge societal norms that perpetuate this violence and advocate for stronger protections, support systems, and legal frameworks to ensure that all women can live free from fear and harm. By fostering open dialogue and understanding, Sherry and Manijeh aim to build a community that stands united against sexual violence, ensuring that all survivors have the support they need. Guest Speaker: Manijeh Ghaffari: Therapist and public educator Journalist: Sherry Soltani Skyrise Media Society

A crucial issue regarding sexual assault and sexual violence in British Columbia is the alarming prevalence of these acts against women, children, and members of the LGBTQ+ community. These groups are disproportionately affected, often enduring not only physical and emotional trauma but also significant barriers to reporting incidents and accessing support services. Recognizing the need to address these pressing issues, Sherry organized her second open discussion seminar with Manijeh Ghaffari, a therapist and educator specializing in sexual violence. Manijeh provided some additional insights into the previous session. As an expert in this field, she highlights key topics during the seminar, such as the systemic challenges survivors face, the importance of creating safe spaces for disclosure, and the specific vulnerabilities of marginalized communities. She emphasizes, "It's critical to understand that cultural and social stigmas often prevent victims from seeking help. We must work together to dismantle these barriers. Sherry asks insightful questions to guide the discussion, including, How can we better support survivors in our communities, especially those from marginalized groups?" Manijeh responds Support begins with education and awareness. We must educate ourselves on the unique challenges these groups face, offer non-judgmental listening, and advocate for accessible resources tailored to their needs. Cultural sensitivity is key to making survivors feel safe and understood. Sherry also stresses the importance of community involvement, saying, "Creating awareness is just the first step; we must also commit to action and advocacy. The audience is deeply engaged, with participants sharing diverse perspectives. One attendee notes, "The fear of not being believed is a significant hurdle for many survivors, particularly in the LGBTQ+ community." Another adds, "We need more education around the specific challenges children face in reporting abuse. A third participant points out, "Breaking the silence is essential, especially in cultures where discussing sexual violence is taboo. This seminar has given us the tools to start those conversations. Manijeh added " Women are often targeted because of deep-rooted gender inequalities and power imbalances. It's important to recognize that violence against women isn't just physical; it can be emotional, psychological, and economic as well. We must challenge societal norms that perpetuate this violence and advocate for stronger protections, support systems, and legal frameworks to ensure that all women can live free from fear and harm. By fostering open dialogue and understanding, Sherry and Manijeh aim to build a community that stands united against sexual violence, ensuring that all survivors have the support they need. Guest Speaker: Manijeh Ghaffari: Therapist and public educator Journalist: Sherry Soltani Skyrise Media Society

Human language and cognition do not develop independently of each other but are intricately intertwined in various ways. This contribution presents the interplay between linguistic and cognitive abilities of learners at the individual level and relates them to the level of external contextual factors in social and educational environments. In empirical research, it is important to differentiate between so-called proximal and distal external factors: A causal effect on the individual learner can be primarily assumed through the direct stimulation of proximal factors, i.e., in personal interaction (Proximity of Stimulation approach, Kersten 2020, 2023). Therefore, external factors should be differentiated and special attention should be given to the proximal factors as direct influencing factors in empirical studies. This contribution begins with some terminological clarifications. In the following section, the connections between individual linguistic and cognitive development are discussed using selected variables in both directions (internal perspective). Initially, findings regarding the influence of multilingualism on cognitive abilities are examined, followed by the influence of cognitive abilities on L2 acquisition in the reverse direction. Finally, the contribution focuses on external contextual factors. Findings on family contextual factors such as linguistic and social background are presented. Lastly, educational contextual factors are explored, particularly discussing whether and how instructional factors can contribute to creating conducive conditions for mutual development in both domains, cognition and language, and potentially compensating for disadvantaged learner groups (cf. Kersten 2019). [This is the translated version of originally published title "Der Zusammenhang von kognitiven Fähigkeiten und Mehrsprachigkeit im frühen L2-Erwerb: Individuelle und externe Variablen," which was published in: "Language Education and Acquisition Research: Focusing Early Language Learning," edited by H. Böttger et al., Klinkhardt, 2020, pp. 82-116.]

Human language and cognition do not develop independently of each other but are intricately intertwined in various ways. This contribution presents the interplay between linguistic and cognitive abilities of learners at the individual level and relates them to the level of external contextual factors in social and educational environments. In empirical research, it is important to differentiate between so-called proximal and distal external factors: A causal effect on the individual learner can be primarily assumed through the direct stimulation of proximal factors, i.e., in personal interaction (Proximity of Stimulation approach, Kersten 2020, 2023). Therefore, external factors should be differentiated and special attention should be given to the proximal factors as direct influencing factors in empirical studies. This contribution begins with some terminological clarifications. In the following section, the connections between individual linguistic and cognitive development are discussed using selected variables in both directions (internal perspective). Initially, findings regarding the influence of multilingualism on cognitive abilities are examined, followed by the influence of cognitive abilities on L2 acquisition in the reverse direction. Finally, the contribution focuses on external contextual factors. Findings on family contextual factors such as linguistic and social background are presented. Lastly, educational contextual factors are explored, particularly discussing whether and how instructional factors can contribute to creating conducive conditions for mutual development in both domains, cognition and language, and potentially compensating for disadvantaged learner groups (cf. Kersten 2019). [This is the translated version of originally published title "Der Zusammenhang von kognitiven Fähigkeiten und Mehrsprachigkeit im frühen L2-Erwerb: Individuelle und externe Variablen," which was published in: "Language Education and Acquisition Research: Focusing Early Language Learning," edited by H. Böttger et al., Klinkhardt, 2020, pp. 82-116.]

Isolated from other professionals, teachers and their practice are embedded within a hierarchical system in which the day-to-day activities are governed by external forces: administrative mandates, parental request, and currently, legislative directives. One issue facing teachers today and about which their voices are infrequently heard is that of culture, and the growing diversity of the pupil population of the United States. This diversity stands in contrast to a notable lack of apparent diversity in the teaching force. This paper is about teacher study groups as activity settings where teachers might break free of that isolation and engage in powerful learning about culture and literacy. The paper reports on research conducted from 1995 through 1997 on two study group contexts for teacher learning--one focused on exploring culture, literacy, and autobiography through a master's course, and a subsequent voluntary book club called the Literary Circle, which continued for two years. The paper states that the study of the activity settings and participants' conversations in the course and the book club led to the theorizing about the meaning of "sustain" and "sustainable" when referring to teacher development in study groups. It first describes the research into the two study groups, as well as the underlying rationale for the thematic focus and value placed on conversations within the study group. It then shifts focus to a discussion of sustainability in light of the groups' described activities and subsequent initiatives. (Contains 27 references.) (NKA)

Isolated from other professionals, teachers and their practice are embedded within a hierarchical system in which the day-to-day activities are governed by external forces: administrative mandates, parental request, and currently, legislative directives. One issue facing teachers today and about which their voices are infrequently heard is that of culture, and the growing diversity of the pupil population of the United States. This diversity stands in contrast to a notable lack of apparent diversity in the teaching force. This paper is about teacher study groups as activity settings where teachers might break free of that isolation and engage in powerful learning about culture and literacy. The paper reports on research conducted from 1995 through 1997 on two study group contexts for teacher learning--one focused on exploring culture, literacy, and autobiography through a master's course, and a subsequent voluntary book club called the Literary Circle, which continued for two years. The paper states that the study of the activity settings and participants' conversations in the course and the book club led to the theorizing about the meaning of "sustain" and "sustainable" when referring to teacher development in study groups. It first describes the research into the two study groups, as well as the underlying rationale for the thematic focus and value placed on conversations within the study group. It then shifts focus to a discussion of sustainability in light of the groups' described activities and subsequent initiatives. (Contains 27 references.) (NKA)

Isolated from other professionals, teachers and their practice are embedded within a hierarchical system in which the day-to-day activities are governed by external forces: administrative mandates, parental request, and currently, legislative directives. One issue facing teachers today and about which their voices are infrequently heard is that of culture, and the growing diversity of the pupil population of the United States. This diversity stands in contrast to a notable lack of apparent diversity in the teaching force. This paper is about teacher study groups as activity settings where teachers might break free of that isolation and engage in powerful learning about culture and literacy. The paper reports on research conducted from 1995 through 1997 on two study group contexts for teacher learning--one focused on exploring culture, literacy, and autobiography through a master's course, and a subsequent voluntary book club called the Literary Circle, which continued for two years. The paper states that the study of the activity settings and participants' conversations in the course and the book club led to the theorizing about the meaning of "sustain" and "sustainable" when referring to teacher development in study groups. It first describes the research into the two study groups, as well as the underlying rationale for the thematic focus and value placed on conversations within the study group. It then shifts focus to a discussion of sustainability in light of the groups' described activities and subsequent initiatives. (Contains 27 references.) (NKA)

Isolated from other professionals, teachers and their practice are embedded within a hierarchical system in which the day-to-day activities are governed by external forces: administrative mandates, parental request, and currently, legislative directives. One issue facing teachers today and about which their voices are infrequently heard is that of culture, and the growing diversity of the pupil population of the United States. This diversity stands in contrast to a notable lack of apparent diversity in the teaching force. This paper is about teacher study groups as activity settings where teachers might break free of that isolation and engage in powerful learning about culture and literacy. The paper reports on research conducted from 1995 through 1997 on two study group contexts for teacher learning--one focused on exploring culture, literacy, and autobiography through a master's course, and a subsequent voluntary book club called the Literary Circle, which continued for two years. The paper states that the study of the activity settings and participants' conversations in the course and the book club led to the theorizing about the meaning of "sustain" and "sustainable" when referring to teacher development in study groups. It first describes the research into the two study groups, as well as the underlying rationale for the thematic focus and value placed on conversations within the study group. It then shifts focus to a discussion of sustainability in light of the groups' described activities and subsequent initiatives. (Contains 27 references.) (NKA)

Isolated from other professionals, teachers and their practice are embedded within a hierarchical system in which the day-to-day activities are governed by external forces: administrative mandates, parental request, and currently, legislative directives. One issue facing teachers today and about which their voices are infrequently heard is that of culture, and the growing diversity of the pupil population of the United States. This diversity stands in contrast to a notable lack of apparent diversity in the teaching force. This paper is about teacher study groups as activity settings where teachers might break free of that isolation and engage in powerful learning about culture and literacy. The paper reports on research conducted from 1995 through 1997 on two study group contexts for teacher learning--one focused on exploring culture, literacy, and autobiography through a master's course, and a subsequent voluntary book club called the Literary Circle, which continued for two years. The paper states that the study of the activity settings and participants' conversations in the course and the book club led to the theorizing about the meaning of "sustain" and "sustainable" when referring to teacher development in study groups. It first describes the research into the two study groups, as well as the underlying rationale for the thematic focus and value placed on conversations within the study group. It then shifts focus to a discussion of sustainability in light of the groups' described activities and subsequent initiatives. (Contains 27 references.) (NKA)

Learn how theater group participation can bring diverse groups of teens together to express themselves creatively, gain leadership and collaborative skills, and engage with the larger community. A wide range of programs will be discussed - including year-round clubs, summer programs, readers' theater and murder mysteries - for all levels of experience, sizes of libraries, and budgets. Take away tips and resources to kickstart your own production. Presenters: Jennifer Cottrill, Midlothian (IL) Public Library; Donna Block, Niles (IL) Public Library District; and Joe Marcantonio, Plainfield (IL) Public Library.

Accurately assessing a patient's risk of a given event is essential in making informed treatment decisions. One approach is to stratify patients into two or more distinct risk groups with respect to a specific outcome using both clinical and demographic variables. Outcomes may be categorical or continuous in nature; important examples in cancer studies might include level of toxicity or time to recurrence. Recursive partitioning methods are ideal for building such risk groups. Two such methods are Classification and Regression Trees (CART) and a more recent competitor known as the partitioning Deletion/Substitution/Addition (partDSA) algorithm, both which also utilize loss functions (e.g. squared error for a continuous outcome) as the basis for building, selecting and assessing predictors but differ in the manner by which regression trees are constructed. Recently, we have shown that partDSA often outperforms CART in so-called "full data" (e.g., uncensored) settings. However, when confronted with censored outcome data, the loss functions used by both procedures must be modified. There have been several attempts to adapt CART for right-censored data. This article describes two such extensions for \emph{partDSA} that make use of observed data (i.e. possibly censored) loss functions. These observed data loss functions, constructed using inverse probability of censoring weights, are consistent estimates of their uncensored counterparts provided that the corresponding censoring model is correctly specified. The relative performance of these new methods is evaluated via simulation studies and illustrated through an analysis of clinical trial data on brain cancer patients.

What is a self-managing team? -- Is your organization ready for self-managing teams? -- Is your management ready for self-managing teams? -- Are you ready for self-managing teams? -- Self-managing teams -- Facts and fables -- The change machine --Rewards and benefits --Readiness review -- A smart start for self-managing teams -- Assuring your success -- Self-managing teams facilitative skills -- Conctracting: a critical success factor

Collaborative learning in an online classroom can take the form of discussion among the whole class or within smaller groups. This paper addresses the latter, examining first whether assessment makes a difference to the level of learner participation and then considering other factors involved in creating effective collaborative learning groups. Data collected over a three year period (15 cohorts) from the Foundations course in the Master of Distance Education (MDE) program offered jointly by University of Maryland University College (UMUC) and the University of Oldenburg does not support the authors' original hypothesis that assessment makes a significant difference to learner participation levels in small group learning projects and leads them to question how much emphasis should be placed on grading work completed in study groups to the exclusion of other strategies. Drawing on observations of two MDE courses, including the Foundations course, their extensive online teaching experience, and a review of the literature, the authors identify factors other than grading that contribute positively to the effectiveness of small collaborative learning groups in the online environment. In particular, the paper focuses on specific instructional strategies that facilitate learner participation in small group projects, which result in an enhanced sense of community, increased skill acquisition, and better learning outcomes. (Contains 2 figures and 1 table.)

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Includes bibliographical references and index

Includes bibliographical references and index

Critical Friends Groups (CFGs) are vehicles for creating collective intentionality that reaches a shared end: increased opportunity for the disadvantaged to create equality of opportunity. Not that participating in CFGs is the only action educators can take to create moral schools; rather, moral schools reflect the beliefs, ends, and practices that are the underpinnings of CFGs. In this article, the author illustrates how Critical Friends Groups can serve as vehicles for moral leaders to create moral schools.

Critical Friends Groups (CFGs) are vehicles for creating collective intentionality that reaches a shared end: increased opportunity for the disadvantaged to create equality of opportunity. Not that participating in CFGs is the only action educators can take to create moral schools; rather, moral schools reflect the beliefs, ends, and practices that are the underpinnings of CFGs. In this article, the author illustrates how Critical Friends Groups can serve as vehicles for moral leaders to create moral schools.

Critical Friends Groups (CFGs) are vehicles for creating collective intentionality that reaches a shared end: increased opportunity for the disadvantaged to create equality of opportunity. Not that participating in CFGs is the only action educators can take to create moral schools; rather, moral schools reflect the beliefs, ends, and practices that are the underpinnings of CFGs. In this article, the author illustrates how Critical Friends Groups can serve as vehicles for moral leaders to create moral schools.

Creating communities of discourse among teachers that tread the "delicate middle ground" of theory linked to actual classroom practice can serve the purpose of promoting teachers' ongoing professional development. Yet both teachers and teacher educators are navigating relatively uncharted territory in attempting to develop such communities. This paper examines some of the features of such a community of discourse, the dilemmas faced in creating and maintaining it, and poses some questions for further investigation. (Author)

With a focus on alcohol consumption and public health behaviour in relation to student and national identities, previous online and lab-based investigations of the Social Identity Model of Behavioural Associations (SIMBA)—a methodological and theoretical integration of both social and balanced identity theories—have supported the utility of the model for the measurement of self-group-behaviour associations. In particular, tests of the SIMBA have offered support for the balance-congruity principle—that the strength of any one link in a triad of associations can be predicted by the combined associative strength of the remaining two. Going beyond purely correlational investigations of the SIMBA, our recent research has begun to test the key causal assumption of the model; that for a given association, surrounding associations are, at least in part, causally constitutive of it. As investigating this assumption requires the direct manipulation of model constructs, our research initially focused on uncovering the most suitable and effective methodology to use. Comparing partial-IAT and probabilistic learning manipulations (osf.io/p3j29), we found both methodologies to be equivalent in their ability to create self-group-behaviour associations among novel concepts. Specifically, manipulation of the self-group (identity) and group-behaviour (group norm) constructs of the SIMBA successfully created a link between ‘self’ and ‘behaviour’ concepts (i.e., the shared first-order prediction). However, given the confounds associated with the interpretation of results pertaining to the partial-IAT methodology (i.e., common-method variance), our findings support the utility of probabilistic learning as the most appropriate means of creating novel associations. The current research aims to provide additional insight into the longevity of these novel self-group-behaviour associations, and whether exposure to a ‘booster session’ of the probabilistic learning manipulation may be able to buffer, or strengthen, associative strength over time.

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