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From Ghostbusters (1984) and Fright Night (1985).

"The Four Inseparable Factors of Evolution. Theory of their Distinct and Combined Action in the Transformation of the Titanotheres, an Extinct Family of Hoofed Animals in the Order Perissodactyla" is an article from Science, Volume 27 . View more articles from Science . View this article on JSTOR . View this article's JSTOR metadata . You may also retrieve all of this items metadata in JSON at the following URL: https://archive.org/metadata/jstor-1632291

"The Four Inseparable Factors of Evolution. Theory of their Distinct and Combined Action in the Transformation of the Titanotheres, an Extinct Family of Hoofed Animals in the Order Perissodactyla" is an article from Science, Volume 27 . View more articles from Science . View this article on JSTOR . View this article's JSTOR metadata . You may also retrieve all of this items metadata in JSON at the following URL: https://archive.org/metadata/jstor-1632291

This report documents the Army Medical Department's (AMEDD) process of identifying and addressing medical issues related to the Army's transformation to the Future Force. It describes the AMEDD Transformation Workshop (ATW) IV, which was conducted at the RAND Corporation Washington office on 10-13 February 2004, and includes an analysis and discussion of the workshop results. The purpose of this workshop was to continue the assessment, begun in ATWs I to III, of the medical risks associated with emerging Army operational concepts and the capacity of the AMEDD to mitigate these risks. The principal focus of ATW IV was to begin the process of establishing data on the casualty demand that must be addressed by echelons above the Unit of Action (UA) Health Service Support (HSS) system. Thus, the principal purpose of ATW IV was to provide analytical support to the AMEDD to assist it in designing the HSS system above the UA level. One aspect of future Army operations that is of particular importance is the employment of widely dispersed units moving rapidly around the battlefield. These operational concepts potentially pose significant challenges for the units that support the combat elements. The workshop was supported by two teams of subject matter experts (SMEs), who examined the ability of an envisioned UA HSS structure to support Future Force combat operations. The AMEDD Center and School provided casualty data, which were derived from JANUS simulation results. In the scenario that supported the simulation, a Future Combat Systems (FCS)-equipped Maneuver UA was engaged in 12 hours of combat operations against a brigade-equivalent threat force. At the of the workshop, each SME team was asked to answer the following questions: What was the disposition of casualties (casualty outcomes) at the end of the scenario?, What was the status of the HSS system at the end of the scenario?, and How many casualties require further evacuation and treatment at echelons above the UA?

Middle leaders are emerging as a powerful resource in California's community colleges, driving change and advancing student success. The term middle leader has typically been used to describe middle managers in business and principals or district leaders in K-12 schools. In community colleges, the term has been used to designate positions below the executive level-- positions with formal titles and responsibilities such as dean or department chair. However, over the last 10 years a broader, more inclusive definition of middle leadership has emerged in community colleges. Educators--faculty, administrators, and classified professionals--across all levels of the institution have taken on leadership roles and are working to make their colleges more effective and equitable. In this paper, the author discusses why it is important to foster middle leadership in California Community Colleges at this time. She explores the work of two statewide programs--Basic Skills Initiative Leadership Institute for Curricular and Institutional Transformation (BSILI) and Leading from the Middle (LFM)--that offer insight into how to develop middle leaders and provide examples of what changes middle leaders have been able to mobilize in their institutions.

From Airplane! (1980), The Howling (1981), The Thing (1982), Robocop (1987), and Total Recall (1990).

This book investigates and uncover paradoxes and ambivalences that are actualised when seeking to make the right choices in the best interests of the child. The 1989 United Nations Convention on the Rights of the Child established a milestone for the 20th century. Many of these ideas still stand, but time calls for new reflections, empirical descriptions and knowledge as provided in this book. Special attention is directed to the conceptualisation of children and childhood cultures, the missing voices of infants and fragile children, as well as transformations during times of globalisation and change. All chapters contribute to understand and discuss aspects of societal demands and cultural conditions for modern-day children age 0–18, accompanied by pointers to their future. Readership: All engaged in children’s rights, children’s culture, generations, arts and public health education and those interested in understanding and change the paradoxes and complexity in children’s lives.

This article examines the experiences of a cohort of seven urban educators who conducted action research over a two-year period. Of the seven participants, six were teacher-researchers ("TRs") and one was a bilingual coordinator. The author provides an analysis of focus group discussions conducted after the completion of the action research projects, in particular six sessions dedicated to the themes of "empowerment" and "transformation" framed by a special issue of "Teacher Education Quarterly," and vignettes from three illustrative projects. The three cases were selected to demonstrate the range of topics, issues, and populations embraced by the teachers. By synthesizing the narratives and reflections of multiple action research journeys into a single "meta-narrative," this study aims to build upon the extant literature on action-research based approaches to in-service teacher training. While carrying out action research can be considered a "messy" process for individual teachers, synthesizing multiple projects could be even messier. This was the challenge of this study; however, this type of meta-analysis is necessary toward broadening the dialogue about the dynamic potential of action-based approaches to teacher development. Through the voices of practitioners immersed in the lives of historically marginalized schools and communities, this article provides a framework for synthesizing and to some degree assessing teacher reflections about their action research journey, the meaning of the process to multiple stake-holders, the challenges they named, how they navigated the challenges, and ultimately some of the changes they named in themselves, their schools, and communities. Given the national trend toward "scientific" and essentialist approaches to student learning and teacher education there are significant implications for teacher identity and epistemology(s). More specifically, the TRs in this study emphasized the importance of "problematizing" issues rather than "fixing" them, appreciating "complexity" over simplicity, becoming comfortable with discomfort and "uncertainty," and becoming a more complete member of their respective communities. The author discusses the context and methods for these emergent themes. (Contains 2 tables and 1 note.)

This paper discusses educational policies of teacher education in South Africa. The predominant theory of the Afrikaner ruling elite, Christian National Education, and its teaching style, Fundamental Pedagogics, structures schools on an authoritarian, paternalistic framework that perpetuates apartheid. Because teacher education was controlled through departments of education for each ethnic group, all of which were under the government control, the twin purposes of separation and inequality were successfully implemented from the passage of the Bantu Education Act in 1953 until the student protests that began with the Soweto uprising in 1976. As opposed to the Afrikaner universities, the English language universities began to look for ways to contribute towards changing the way initial teacher education was conducted, and towards opportunities for alternative forms of inservice teacher training (INSET). The Soweto uprising significantly accelerated the entry of private agencies into the field of INSET. Four types of nongovernmental INSET programs emerged: (1) those undertaken by universities, always with a research component; (2) those operating under the management of independent organizations set up especially for the purpose; (3) those run by bodies with wider interests for which INSET was but one activity; and (4) INSET agencies that have grown out of local community actions. The development of Peoples' Education and the action research programs developed in some of the universities are described. The most characteristic feature of the action research initiatives in the South African context has been their clear commitment to linking the political and the educational in a concerted effort to stimulate educational and social transformation. (DK)