From the Editor: Volume 3, Issue 1

Colleagues, this issue marks the beginning of the third year of publication for the ICCTE Journal. I am pleased to inform you that in this issue we begin two new features. David Robinson, consulting editor to the Journal, provides a review of the book, Religion, Education, and Academic Success by William Jeynes. Our hope is that this review will be the first of many, as we desire to make this a regular feature of the Journal. If you have interest in submitting a review for an upcoming issue, let us know. We seek reviews of books important to Christians involved with teacher education and related fields. Our second new feature, equally exciting in my view, is a section of student submissions. Paul Flores from Azusa Pacific University and I began a conversation in May of 2006 which has resulted in four student submissions. Thank you, Paul for working with your student colleagues in developing papers worthy of publication here. Beginning in the January 2008 issue, each issue of the Journal will feature several student submissions. Student work will be reviewed using processes similar to those employed for our scholarly manuscripts. The Journal seeks student submissions that demonstrate thinking about what it means to be a Christian and an educator. Action research, classroom practice and essays which present issues of importance to Christians involved with education are welcome. The student section is reserved for pre-service educators. However, if you are working with professional educators who are also your graduate students, I encourage you to present the opportunity to them to submit a manuscript for review, as well. You might even consider a collaborative effort

Editorial preface

The present issue grew out of two sources. The main one was the workshop on Adding and Omitting (A & 0) held during the DGfS Conference organized in Konstanz at the beginning of 1999 by our ZAS project on Syntax der Fokusbildung. The purpose of the workshop was to bring together people working on topicalization (addition of expressions, in a sense) and ellipsis (omission, i.e. deletion of linguistic material) and their relations and interaction. Since the workshop was very successful and met with a great deal of interest on the part of both participants and outsiders, we decided to collect and publish the papers that were presented. Towards the end of 1999, a follow-up workshop on Ellipsis and Information Structure was organized by Kerstin Schwabe and Susanne Winkler (Tübingen). The papers given at this second meeting were supposed to be an integral part of the publication as well. More and more people got involved, further developing our common understanding of the topic phenomenon, so that there was too much material for a single volume. We therefore decided to split the enterprise into two volumes. The ellipsis papers are to be published by 'Benjamins' this year in Interpreting Omitted Structures

Sobre la traducción y edición de literatura griega moderna y contemporánea en España (1993-2005)

In order to study the development of the Spanish reception of Modern and Contemporary Greek literature in the second half of the twentieth century and approach more fully the present-day state of the question, it is necessary to avoid a consideration of these five decades as if they constituted a homogeneous period. For the objectives of our study it is posible to distinguish three phases. The first covers the period from the first Spanish editions of the work of Casantsakis (1959) and the poetry of C.P. Cavafis (1962) to the death of the dictator and the beginning of the Spanish transition to democracy (1975). The second one covers the years from 1976 (first publication of Cavafy’s 154 canon poems a few months after Franco´s death) to 1992, an emblematic year in the recent history of Spain. The third phase goes from 1993 to 2005, year in which Liber, the International Book Fair in Madrid, was dedicated to Greece

Becoming warm demanders: Perspectives and practices of first-year teachers

In the literature on culturally responsive pedagogy warm demanders are teachers who embrace values and enact practices that are central to their students’ success. Few scholars have examined the experience of novice teachers who attempt to enact this stance. In this study of two first-year, female, European American teachers who attempted to be warm demanders for their predominantly African American elementary school students, the authors answer the question, “How do the teachers think about and enact warm demanding?” The teachers’ contrasting experiences have implications for administrators and teacher educators

Insecta Mundi: procedures, production, and publication

This article outlines changes in procedures and production policies for the journal Insecta Mundi. Background data and discussions leading to these necessary changes are explained. Updated instructions for authors are presented. A full current version of author instructions will be posted on the latest Center for Systematic Entomology URL

Elementary Preservice Teachers as Warm Demanders in an African American School

The literature related to warm demanding describes teachers who balance care and authority to create a learning environment that supports a culture of achievement for African American students. Embedded in this stance is sociopolitical consciousness that explicitly links teachers’ care and authority with a larger social justice agenda. Drawing on interviews and online course assignments, we describe two preservice teachers’ conceptions and enactments of warm demanding in full-time elementary school internships in an African American elementary school. Findings reveal that although the preservice teachers communicated similar commitments to warm demanding, they enacted the stance differently, suggesting that while warm demanders share similar commitments, their practice may vary. The two cases highlight the promise of teacher education courses and field experiences to be structured in ways that promote the development of teacher aptitudes for strengthening equity and excellence in the education of an historically marginalized population of students

Analysis of Computer Science Communities Based on DBLP

It is popular nowadays to bring techniques from bibliometrics and scientometrics into the world of digital libraries to analyze the collaboration patterns and explore mechanisms which underlie community development. In this paper we use the DBLP data to investigate the author's scientific career and provide an in-depth exploration of some of the computer science communities. We compare them in terms of productivity, population stability and collaboration trends.Besides we use these features to compare the sets of topranked conferences with their lower ranked counterparts.Comment: 9 pages, 7 figures, 6 table