In Memoriam James William McFerrin

Memoriam.

A Chosen Witness: A Sermon Preached in St. Stephen's Church in Memory of the Rev. Webster

Memorial Sermon preached in memory of the Rev. Walter Gardner Webster

A Collection of Memorial Addresses about the Death of James A. Garfield

Printed pamphlet of sermons presented by ministers and pastors after the death of President James A. Garfield.

Thoughts from modern martyrs/ edited and arranged by James Anthony Walsh.

http://www.archive.org/details/thoughtsfrommode00walsuoft

Daybreak in Livingstonia; the story of the Livingstonia mission, British Central Africa, by James W. Jack.

http://www.archive.org/details/daybreakinliving011984mbp

Human progress through missions / by James L. Barton.

http://www.archive.org/details/humanprogressthr00bartuoft

Memoir of Mrs. Ann H. Judson, wife of the Rev. Adoniraum Judson, missionary to Burmah, including a history of the American Baptist Mission in the Burman Empire.

http://www.archive.org/details/memoirofmrsannhj00judsuoft

James Evans : inventor of the syllabic system of the Cree language / by John McLean ... (Robin Rustler).

http://www.archive.org/details/jamesevans00maclrich

Foreign missions after a century / by James S. Dennis

http://www.archive.org/details/foreignmissionsa008429mbp

Greenland, and other poems / by James Montgomery.

http://www.archive.org/details/greenlandandothe00montuoft

Processing of Synthetic Aperture Radar Images by the Boundary Contour System and Feature Contour System

An improved Boundary Contour System (BCS) and Feature Contour System (FCS) neural network model of preattentive vision is applied to two large images containing range data gathered by a synthetic aperture radar (SAR) sensor. The goal of processing is to make structures such as motor vehicles, roads, or buildings more salient and more interpretable to human observers than they are in the original imagery. Early processing by shunting center-surround networks compresses signal dynamic range and performs local contrast enhancement. Subsequent processing by filters sensitive to oriented contrast, including short-range competition and long-range cooperation, segments the image into regions. Finally, a diffusive filling-in operation within the segmented regions produces coherent visible structures. The combination of BCS and FCS helps to locate and enhance structure over regions of many pixels, without the resulting blur characteristic of approaches based on low spatial frequency filtering alone.

Form-focused instruction in Irish-medium immersion education: a critical examination of teachers' perspectives and practices. A small-scale qualitative case study

It has been suggested that the less than optimal levels of students’ immersion language “persist in part because immersion teachers lack systematic approaches for integrating language into their content instruction” (Tedick, Christian and Fortune, 2011, p.7). I argue that our current lack of knowledge regarding what immersion teachers think, know and believe and what immersion teachers’ actual ‘lived’ experiences are in relation to form-focused instruction (FFI) prevents us from fully understanding the key issues at the core of experiential immersion pedagogy and form-focused integration. FFI refers to “any planned or incidental instructional activity that is intended to induce language learners to pay attention to linguistic form” (Ellis, 2001b, p.1). The central aim of this research study is to critically examine the perspectives and practices of Irish-medium immersion (IMI) teachers in relation to FFI. The study ‘taps’ into the lived experiences of three IMI teachers in three different IMI school contexts and explores FFI from a classroom-based, teacher-informed perspective. Philosophical underpinnings of the interpretive paradigm and critical hermeneutical principles inform and guide the study. A multi-case study approach was adopted and data was gathered through classroom observation, video-stimulated recall and semistructured interviews. Findings revealed that the journey of ‘becoming’ an IMI teacher is shaped by a vast array of intricate variables. IMI teacher identity, implicit theories, stated beliefs, educational biographies and experiences, IMI school cultures and contexts as well as teacher knowledge and competence impacted on IMI teachers’ FFI perspectives and practices. An IMI content teacher identity reflected the teachers’ priorities as shaped by pedagogical challenges and their educational backgrounds. While research participants had clearly defined instructional beliefs and goals, their roadmap of how to actually accomplish these goals was far from clear. IMI teachers described the multitude of choices and pedagogical dilemmas they faced in integrating FFI into experiential pedagogy. Significant gaps in IMI teachers’ declarative knowledge about and competence in the immersion language were also reported. This research study increases our understanding of the complexity of the processes underlying and shaping FFI pedagogy in IMI education. Innovative FFI opportunities for professional development across the continuum of teacher education are outlined, a comprehensive evaluation of IMI is called for and areas for further research are delineated.

A policy analysis of key employability interventions for the educationally disadvantaged in further education: Comparative insights for Irish education

The aim of this study is to garner comparative insights so as to aid the development of the discourse on further education (FE) conceptualisation and the relationship of FE with educational disadvantage and employability. This aim is particularly relevant in Irish education parlance amidst the historical ambiguity surrounding the functioning of FE. The study sets out to critically engage with the education/employability/economy link (eee link). This involves a critique of issues relevant to participation (which extends beyond student activity alone to social relations generally and the dialogic participation of the disadvantaged), accountability (which extends beyond performance measures alone to encompass equality of condition towards a socially just end) and human capital (which extends to both collective and individual aspects within an educational culture). As a comparative study, there is a strong focus on providing a way of conceptualising and comparatively analysing FE policy internationally. The study strikes a balance between conceptual and practical concerns. A critical comparative policy analysis is the methodology that structures the study which is informed and progressed by a genealogical method to establish the context of each of the jurisdictions of England, the United States and the European Union. Genealogy allows the use of history to diagnose the present rather than explaining how the past has caused the present. The discussion accentuates the power struggles within education policy practice using what Fairclough calls a strategic critique as well as an ideological critique. The comparative nature of the study means that there is a need to be cognizant of the diverse cultural influences on policy deliberation. The study uses the theoretical concept of paradigmatic change to critically analyse the jurisdictions. To aid with the critical analysis, a conceptual framework for legislative functions is developed so as to provide a metalanguage for educational legislation. The specific contribution of the study, while providing a manner for understanding and progressing FE policy development in a globalized Ireland, is to clear the ground for a more well-defined and critically reflexive FE sector to operate and suggests a number of issues for further deliberation.

[Book review] Reviews. [1] Nicholas Crane, Mercator: The Man Who Mapped the Planet, London: Weidenfield and Nicolson, 2002. [2] Stephen Inwood: The Man Who Knew Too Much: The Strange and Inventive Life of Robert Hooke (1635-1703), London: Macmillan, 2002

Book reviews of: [1] Nicholas Crane, Mercator: The Man Who Mapped the Planet, London: Weidenfield and Nicolson, 2002, £20, ISBN: 0297646656. [2] Stephen Inwood: The Man Who Knew Too Much: The Strange and Inventive Life of Robert Hooke (1635-1703), London: Macmillan, 2002, £18.99, ISBN: 0333782860.