35 resultados para Basel Committee
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13th Cong., 3d sess. House. Doc. no. 12. October 27, 1814. Laid before the House by the Chairman of the Committee and ordered to be printed.
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Printed by Walter and Steele
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February 28, 1815. Printed by order of the Senate of the United States. Printed be Roger C. Weightman
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U.S. 14th congress, 2nd session, 1816-1817. House. Doc. 85
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July 31, 1813. Resolution agreed to and forwarded to the President. Printed by A and G Way
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At head of title: [43]. On the memorial asking interposition of Congress in a suit brought against him by John Donnell, for the detention of Schooner Eleanor by the Squadron under his command. "U.S. 14th Congress, 1st Session, 1815-1816. House report." Author Continued: United States. 14th Congress, 1st Session, 1815-1816. House. Report 43.; United States. 14th Congress, 1st Session, 1815-1816.
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February 13, 1815. Printed by order of the Senate of the United States. Printed by Roger C. Weightman
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In response to a looming leadership shortage, leadership development for teachers has become an increasingly important area of interest around the world. A review of the literature identified the key components of educational leadership development programs as effective curriculum, leadership practice, relationship building, and reflection. A gap in the research was found regarding the use of voluntary committee work as a vehicle for leadership practice. The purpose of this study was to explore teachers' perceptions of their experiences within board-level committees to determine the key factors that contributed, positively or negatively, to their leadership,pevelopment. A qualitative research design was employed using semistructured interviews with 8 participants. The key findings included a list of factors perceived by teachers as either supporting or hindering their leadership development. The supporting factors were: (a) leadership practice, (b) mentors and role models, (c) relationships and networks, and (d) positive outcomes for students. The hindering factors were: (a) lack of follow through and support, (b) committee members with a careerist approach to the experience, (c) personal and political agendas, and (d) overcommitment leading to burnout. Recommendations for practice focused on strategies to enhanc~_ the committee experience as a tool for leadership development. Recommendations for theory and research suggested more research be done on each of the 8 key factors, perceptions associated with teachers choosing to follow a leadership path, and how school boards can structure the committee process as an effective leadership development tool. This study provides a starting point for educators to begin to intentionally design, develop, and deliver voluntary committee experiences as a tool for leadership development.
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Includes (p. 3-4) a letter from the Acting Secretary of War to the chairman of the committee dated Department of War, December 26th, 1816.
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Concerning the request of the petitioners, former residents of Newark (present-day Niagara-on-the-Lake) in Upper Canada, for relief for the loss of their property when they were compelled to flee Canada after having aided the United States Army in the War of 1812.
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October 18, 1814. Read, and committed to the Committee of the whole House on the report of the Committee of Ways and Means on so much of the President's message as relates to the finances of the United States.