Educating and motivating adolescents who are deaf or hard of hearing with drug and alcohol addiction: Components of a curriculum that links adolescents to appropriate treatment

This paper highlights the components necessary for a drug and alcohol addiction curricula to educate, motivate, and link adolescents who are deaf or hard of hearing using oral communication to appropriate treatment.

What schools teach us about educating poor children in Chile?

Includes bibliography

Educating...for what?: Effective Practice

Higgins School of the Humanities/Difficult Dialogues: Video Recording from 09/27/2011 event featuring John Makransky and Alan Lightman titled "Effective Priactice" Event Description: At Clark, we have chosen to focus on the concept of effective practice as we rethink our curriculum. What is the nature of practice? What makes something a practice? Does practice serve our intentions, or open unexpected pathways? What does it mean if we also ask it to be effective? And what forms of practice do the humanities cultivate? Our guests for a conversation about practice are John Makransky, Professor of Buddhism and comparative theology at Boston College and a teacher in the Dzogchen tradition of Tibetan Buddhism, and Alan Lightman, physicist, writer and activist, and adjunct faculty member at MIT. They both have lives profoundly rooted in questions of practice.

Educating...for what?: Meaning and Purpose

Higgins School of the Humanities/Difficult Dialogues: Video Recording from 10/5/2011 event featuring Diana Chapman Walsh and Arthur Zajonc titled "Meaning and Purpose" Event Description: As Kronman tells us, questions of meaning and purpose are often suspect in colleges and universities. If an understanding that to be educated relies on the integration of all of our higher faculties (mind, heart and spirit ) once existed, it was eclipsed long ago by a focus on the rational mind as the locus of reliable behavior. This reduced scope of teaching and learning within the academy has deprived both faculty and students of more substantive and meaningful experiences. How might we re-orient the academy to these deeper purposes—to the heart of higher education? Our guests for a conversation on questions of meaning and purpose are Diana Chapman Walsh, former President of Wellesley College, and Arthur Zajonc, professor of physics at Amherst College. In their work and their writing, they both inspire and ignite conversations around the issue of integrative education.

Educating...for what?: Livelihood and Vocation

Higgins School of the Humanities/Difficult Dialogues: Video Recording from 10/18/2011 event featuring Lynn Pasquerella and David Angel titled "Livlihood and Vocation" Event Description: Some of the most vocal challenges to higher education imply that a liberal education does not have direct vocational application. What good is it? the critics ask. Bill Gates and Mark Zuckerberg didn’t finish college. What is the responsibility of a college or university in ensuring that students have membership in an economy? And what actually best prepares them to do so? How do we define economy? Is the best preparation for a career the same or different than preparation for a discerning and meaningful life? In what ways do the humanities contribute to all these kinds of development? How can we better assist our students in joining their work with their ideals? Our guests for a conversation on livelihood are Lynn Pasquerella, President of Mount Holyoke College, and David Angel, President of Clark University.

Educating...for what?: Engagement and Citizenry

Higgins School of the Humanities/Difficult Dialogues: Video Recording from 11/3/2011 event featuring Tom Hayden and Bob Ross "Engagement and Citizenry" Event Description: During their undergraduate years, students participate in a community that is a microcosm of society, and have the opportunity to learn about what it means to be a member of a society—a citizen—while they live it. How do we as educators (and humanists) best support and model this process? Where in our pedagogy can we enhance and develop the qualities of skillful empathy, effective analysis and motivated responsibility that good citizenship demands? Our guest for a conversation on engagement and citizenry is long-time activist Tom Hayden, who was the primary author of the Port Huron Statement of Students for a Democratic Society, which became known for its advocacy of “participatory democracy”. He is joined in conversation by Professor Bob Ross of Clark University, who participated with Hayden in the founding of SDS.

Educating...for what?: Creativity and Resilience

Higgins School of the Humanities/Difficult Dialogues: Video Recording from 12/1/2011 event featuring Katja Esson, Li- Young Lee and Alison Granucci titled "Creativity and Resilience" Event Description: To be creative is one of life’s most engaging and satisfying experiences. Can we insure that students trust those capacities and processes in themselves, and develop reliable paths toward them? Can we encourage the cultivation of the imagination in our students, as well as the resilience to weather discouragement, whether in their creative search or other aspects of life? Our guests for a conversation on creativity and resilience are filmmaker Katja Esson, poet Li-Young Lee, and co-producer Alison Granucci. They are collaborators on the new film Poetry of Resilience.

Educating...for what?: Inquiry and Reflection

Higgins School of the Humanities/Difficult Dialogues: Video Recording from 11/16/2011 event featuring Cynthia Enloe and Frederick Luis Aldama titled "Inquiry and Reflection" Event Description: Freedom of inquiry (and the possibilities for discovery, insight and expanding knowledge that can flow from it) is fundamental to the experience of learning. Yet rarely do we pause to ask about inquiry itself, and to consider its practices. How do we best encourage authentic inquiry, in ourselves and in our students? To what do we give our attention, and why? What promotes the possibility of new discoveries and insights? Our guests for a conversation on inquiry are Frederick Luis Aldama of Ohio State University, a prolific scholar of wide-ranging interests, and Cynthia Enloe, research professor at Clark University, whose work is characterized by her subtle and provocative curiosity, and the asking of good questions.

Connecting and Educating Hindus: Hinduism Today and the Mediatization of a Global Hinduism

Hinduism Today is a quarterly magazine that appears in roughly 15.000 copies, shipped to nearly 60 countries worldwide. The majority of readers are Hindus in diverse diaspora countries, mainly Singapur, Malaysia, Mauritius, Trinidad und the USA. Its editors are monks of Kauai Adheenam, belonging to the Śaiva Siddhānta Church, situated in Kauai, Hawai’i, USA. One of the magazine’s declared goals is to foster global Hindu solidarity and educate Hindus worldwide about their religion. In this paper, I want to take a look at the history of this magazine in connection with the Śaiva Siddhānta Church, and at the development of the expressed aims behind its publication. For this, I draw on fieldwork done in Kauai in January, 2014. After a brief introduction to some theoretical and methodological preliminaries of my work, I shall, give an overview of the history of the Śaiva Siddhānta Church, founded by Satguru Sivaya Subramuniyaswami. Following this, I will deal in more detail with the origins and development of the magazine and the websites connected with it. I will focus especially on the role the magazine was intended to play for global Hindu diasporas. A fourth chapter will analyze the modes of definition employed in order to depict Hinduism as a unified global religion. In conclusion, I shall briefly reflect upon the specific agenda of “Global Hinduism” and the strategies of positioning as followed by the publishers of Hinduism Today.

Educating in Project Management: an innovative approach. A shared-experience among Spanish Universities

This work presents an educational formal initiative aimed to monitor the acquisition and strengthening of competences by students that are being taught in project management subject. Groups of students belonging to three universities, embracing different knowledge areas such as engineering, biology, etc., were selected to run the experience. All of them had nevertheless a common and basic starting point: inexperience in project management field. In this scenario, we propose a new theoretical and practical approach oriented to reinforce problem-solving and related competences in a project management subject context. For this purpose, a Project-Based Learning (PjBL) initiative has been specifically designed and developed. The main idea is to bring a real world engineering project management case into the classroom, where students must face up to a completely new learning approach –groups in different locations, collaborative mode and unspecific solution, supported by a powerful internet platform:.project.net (http://www.Project.net). Other relevant aspects such as project climate, knowledge increasing, have also been monitored during the course. Results show and overall improvement in key competences. The obtained information will be used in two ways: to feed the students back about personal opportunities for improvement in specific competences, and to fine-tune the experience for further initiatives.

Educating a New Cadre of Experts Specializing in Digital Collections and Digital Curation: Experiential Learning in Digital Library Curriculum

Integration of experiential learning into the library and information science (LIS) courses has been a theme in LIS education, but the topic deserves renewed attention with an increasing demand for professionals in the digital library field and in light of the new initiative announced by the Library of Congress (LC) and the Institution of Museum and Library Services (IMLS) for national residency program in digital curation. The balance between theory and practice in digital library curricula, the challenges of incorporating practical projects into LIS coursework, and the current practice of teaching with hands on activities represent the primary areas of this panel discussion.

Educating a new generation of library and information science professionals: A United States perspective

This article examines the U.S model of library and information science (LIS) education in light of the changes brought about by information and communication technology. The accepted model of professional preparation in the United States has emphasized graduate education on a Master’s level from LIS programs accredited by the American Library Association (ALA). The authors trace the historical development of this approach and provide an overview of the ALA accreditation process. Furthermore, they examine the strategies of LIS programs in adjusting to the changing information environment, present the debate about the iSchool movement, and discuss the evolution of the core curriculum. In addition, the article explores the relationship between LIS education and the field of practice and presents a practitioner’s perspective on educating library professionals. The authors conclude that the model of advanced professional preparation for librarianship is still relevant in the digital environment, but it requires greater flexibility and close cooperation with the field of practice.

The improved practical system of educating the horse : ... Also a treatise on shoeing ... : A statement of their method of training cattle and dogs ... : The rules of Union Course /

Based on Dennis Magner's New system of training horses, Utica, 1863 (Cf. Libr. of Congr. Cat. of printed books)

Educating by story-telling; showing the value of story-telling as an educational tool for the use of all workers with children,

"Complete bibliography": p. 373-387.

Educating physicians in the nineteenth century : selected titles bearing on the subject in the collections of the National Library of Medicine /

Includes index.