Evidences of Christianity : or, Uncle Philip's conversations with the children about the truth of the Christian religion.

Added t.-p.: Uncle Philip's conversations with young persons.

School of Nursing Class of 1983

Top Row: Barbara A. Fleckenstein, Anne M. Phelan, Julie-Ann Gersin, Laura E. Kemper, Mary Ann McCulloch, Meryl I. Faber, Karen E. Morton, Jennifer S. Miller, Catherine A. Chichester, Dana R. Piper, Harold K. Lohwasser, Michelle A. Lyons, Julia C. Kelly, Deborah L. Rossman, Amy L. Keskey, John F. Nama, Linda Borucki, Michelle M. Bradley, Caroline M. Fischer, Lisa A. Kuhnlein

Row 2: Karen M. Pardo, Laura L. Price, Mollie A. McDonald, Jan M. Grable, Janna S. Nichols, Laura A. Quain, Patricia M. Battel, Claudia J. Koch, Maureen G. D'hondt, Trudy J. Tervo, Linda A. Walz, Cheryl K. Ebling, Patricia A. Merte, Lauri R. Klock, Maria A. Lomibao, Mary E. Eisenhauer, Ellen B. Malvern, Josephine A. Polesnak

Row 3: Yvonne D. Krisel, Rosemary T. Coyne, Janey A. Porterfield, Deborah A. Mulawa, Janet E. Lovelace, Susan P. O'brien, Margaret T. Perrone, Brenda K. Luckhardt, Terry A. Layher, Sharon A. Potonac, Susan K. Watson, Janet A. Servatowski

Row 4: Vivian A. Reeves, Tracey A. Weeks, Marilyn K. Morgan, Terrilynn Phillips, Susan S. Kirk, Robert J. Ziola, Fred Roberts, Karen S. Myron, Pamela M. Przybylski, Mary Jo F. Lafata, Janet A. Scapini, Mary J. Swails

Row 5: Julie E. Reitz, Julie A. Symons, Ave M. Reagor, Catherine A. Regan, Marsha A. Glass, Susan M. Derubeis, Judy L. Goode, Jennifer P. Wylie, Janet L. Nowak, Karen M. Ulfig, Cynthia E. West, Carol A. Czarnecki, Gloria J. Verdi, Lisa D. Singleton

Row 6: Cynthia Wiggins, Monica L. Babyak, Gail M. Ray, Karen S. Desloover, Ladonna L. Christian-Combs, Deborah J. Dunnaback, Deborah A. Cecchini, Nancy A. Neville, Julia H. Grove, Wendy A. Weinfurtner, Susan M. Twigg, Jolynne Vanotteren, Lori A. Clark, Susan T. Savidge

Row 7: Marianne Ojeda, Ann M. Tucker, Lisa A. Valiquette, Sharon J. Bergmann, Elizabeth A. Rice, Marjorie R. Hovis, Laura I. Berry, Janice B. Lindberg, Rhetaugh G. Dumas, Susan B. Steckel, Helen L. Erickson, Kathleen M. Oshea, Tricia A. Richardson, Cheryl L. Sanders, Ann L. Shcoene, Anita M. Bargardi, Constance S. Siler, Anne L. Scott

Row 8: Gassenie Thomas, Victoria L. cadagin, Sheryl A. Strace, Joyce I. Sourbeck, Mary S. Donald, Cindy Tollis, Miriam L. Allis, Julie J. Watson, Patricia A. Shefferly, Nina M. Squire, Carol J. Debrodt, Jennifer A. Dreps, Cynthia B. Stone, Martha A. House, Elizabeth A. Hull, Laurie J. Bommarito, Erin A. Swain, Lisa D. Davis

Row 9: Lisa W. Barak, Charlotte L. Allport, Karen J. Baker, Julie M. Sweet, Pamela R. Armfield, Kathleen A. Hornick, Marcianna M. Davis, Joann L. Holdridge, Barbara A. Black, Scott L. Baker, Lawrene S. Gardipee, Julie A. Hemsteger, Mary Ann Barz, Carla L. Arnett, Danielle L. Bonam, Janice S. Brady, Karen L. Eischer, Amy A. Hing, Marcia L. Hassig, Heidi G. Henn

Sunday school times.

Mode of access: Internet.

The School news and practical educator.

Description based on: V. 5, no. 1 (June 1891); title from cover.

Variables motivating parents to choose a specific type of private school

The purpose of this study was to investigate the reasons associated with parents' choices of specific types of private schools. The researcher hoped to determine if there were any significant differences in the reasons parents reported for enrolling their child in a specific private school. Studies in the past have explored why parents choose private schools. This study focused on why parents chose a specific type of private school, what were the variables involved, and were there any significant differences in the motivation of parents with children enrolled in different types of private schools.^ The study gathered data using a survey instrument which centered on 14 variables generally associated with the choice of private schools. The survey asked parents to rate the variables using a Likert type scale. The Likert rating was used because it does not require respondents to choose between variables. The general areas of emphasis were (a) academics, (b) religion and values/morals, (c) nurturing educational environment, and (d) proximity and convenience of the school. The survey also gather qualitative data in the form of comments volunteered by over a third of the respondents.^ The survey was mailed to 560 randomly selected families from 30 private high schools in a 50 mile radius of Miami, Florida. The 10 high schools, represented five types of private schools, Roman Catholic, Episcopal, Independent, Jewish, and Fundamentalist Christian. After four mailings a total of 401 surveys were returned for a rate 72%.^ Significant differences appeared as the data was analyzed using ANOVA and Tukey's HSD pairwise analysis. The variables showing significant differences between types of schools were (a) quality of instruction, (b) commitment of teachers, (c) emphasis on religion, (d) small class size, (e) well-defined academic goals, (f) proximity of the school's location, (g) preparation for desired secondary schools/colleges, and (h) convenience of school's operating schedule.^ Parents appeared to have specific reasons for choosing a particular private school. They appeared to look for a school that would satisfy the special needs of their child and would be compatible with their own values, morals, and personal philosophy. ^

The role of a Christian church in the career development of its congregants

The purpose of this study was to examine the role of a Christian church in the career development of its congregants. Contemporary theorists in the 21st century view career development as the totality of an individual's life, and the literature revealed that 85% of Americans claim the practice of Christianity as a major life role. Therefore, an understanding of the church's role in the lives of its congregants is essential when conceptualizing career development theories. Traditional and contemporary theories formed the framework for this examination, which was guided by four research questions: How do congregants of a local church view its contribution to their career development; how do church leaders characterize the potential of the church for making a contribution to the career development of congregants; how useful are church sermon concepts to the career development of congregants; how do church programs and activities contribute to the career development of congregants? A Christian church in South Florida was the study's site, as it was identified as a church which focused on career development. Basic interpretive qualitative inquiry was used to collect and analyze three data sources: interviews, sermon recordings, and church documents. Twenty-four participants were interviewed using two interview guides to elicit perspectives of 15 congregants and 9 church leaders. The interviews and 13 sermon recordings were transcribed and analyzed. Church documents were categorized and analyzed for evidence of career development programs and activities. The findings revealed that the church played the following role in the participants' life career development: empowerment, guidance for life, learning and development, safety and support, and servant-leadership. As a result of their church participation, and through the learning and development from programs and activities, participants developed an awareness of their identity, purpose, and meaning for their lives. These constructs supported their interactions within the environments of home, work, school, and community. This holistic perspective revealed that an integration of traditional and contemporary career development theories was necessary to conceptualize the role of this Christian church in the career development of its congregants.

Christian Efing (Hrsg.): Ausbildungsvorbereitung im Deutschunterricht der Sekundarstufe I. Die sprachlich-kommunikativen Facetten von „Ausbildungsfähigkeit“. Frankfurt am Main: Peter Lang 2013 (371 S.) [Rezension]

Rezension von: Christian Efing (Hrsg.): Ausbildungsvorbereitung im Deutschunterricht der Sekundarstufe I. Die sprachlich-kommunikativen Facetten von „Ausbildungsfähigkeit“. Frankfurt am Main: Peter Lang 2013 (371 S.; ISBN 978-3-631-63387-8)

UW School of Music Strings Concerto Competition November 15, 2016

Concert Program