The Classic, Spring 2005

President\u27s Report: An invitation to dream; Guidebook recommends NWC programs; Northwestern selects architect for learning commons; Northwestern group studies in Oman; 9/11 play to tour again; Video wins awards; Touring groups perform; Student presents research at mathematical conference; Romania and Mexico destinations for summer study; Gala Auction hits grand slam; Faculty/staff news; Staff and students travel, explore; Marketing students honored; Students serve around the world; Northwestern accepted into Lilly Fellows program; Snieder honored by USA Today; Student profile: A Life of Harmony; Alumni profile: Ricoblog; Faculty profile: Willing to Help: Psychology professor takes time to care; Alumni profile: Confronting Grief: Bereavement counselor Brenda Zahnley helps people mourn; Of Course: Nazis and Auschwitz make for sobering study; Face Value: Syl Scorza; Raiders receive national honors; NWC honors former athletes; Teams to minister overseas; Meyer resigns as volleyball coach; Alumni Corner; A gift for Sandra; Prayer Corner; Class Notes; Deaths; New Arrivals; Marriages; Curbow lives the dream; Classic Thoughts: An Adoption Storyhttps://nwcommons.nwciowa.edu/classic2000/1012/thumbnail.jp

Current thinking and practices in family life and sex education in the secondary schools of the United States.

Thesis (Ed.M.)--Boston Universit

Lindenwood Alumnae News, April 1968

Lindenwood College alumni magazine.https://digitalcommons.lindenwood.edu/alumni_news/1017/thumbnail.jp

The Clinical Method of Legal Instruction: Its Theory and Implementation

This article assists the process of understanding the clinical methodology by analyzing the following premises. 1. The method of instruction termed clinical differs from the Langdellian appellate casebook method in only one respect--the clinical method collects directly experienced legal processes involving a third party (the client) as its core of material studied by the law student while the casebook method utilizes collections of vicariously or indirectly experienced two-dimensional material as its core of learning material. 2. Issues of what specific educational goals are selected by the law teacher, and the techniques of instruction (Socratic, lecture, discussion, videotapes, etc.) are not the clinical method but are questions confronted by all teachers in determining the best way to teach from the selected materials, whether clinical or non-clinical. 3. Although the clinical method can be adapted into educational models capable of attaining any of the goals of legal education, it is uniquely suited to facilitating learning in professional responsibility , and these results cannot be consistently achieved by other methods. 4. For the clinical method to be used effectively in teaching professional responsibility, a much greater understanding must be achieved about program design, resources, and teaching

Discipleship development in persons who considered leaving the Vestal Center United Methodist Church and decided to stay : a grounded theory study

https://place.asburyseminary.edu/ecommonsatsdissertations/1363/thumbnail.jp

Critical discourse analysis of Allan Boesak’s public theology in conversation with the decolonisation debate in South Africa

Abstract: This research sought to answer the question: What can the public theology of Allan Boesak regarding the public role of churches in society contribute to the debate on decolonisation in South Africa? In other words, this research sought to contribute to research on the role of churches in society in the context of decolonisation, through engaging with Boesak’s public theology, particularly Boesak’s public theology prior to 1994, and bringing it into conversation with present-day case studies. The first case study focuses on issues of economic power and race relations between Indians and black-Africans, and the second deals with the unification debate between the Uniting Reformed Church of Southern Africa (URCSA) and the Dutch Reformed Church (DRC). Boesak’s public theology was studied based on his published works from 1970 to 1994. These texts were analysed using Critical Discourse Analysis as the method, with the concepts of decolonisation and Public theology forming the conceptual framework...M.A. (Biblical Studies