Doktor Kot, Doktor Sla - book doctors, plant doctors and the segmentation of the medical market place in Meghalaya, northeast India.

Despite decades of research on India's plural health care market, the practices of many local health traditions outside the allopathic and codified traditions are under-studied. Drawing on interview and observational data, this paper explores the space in which indigenous traditional Khasi healers in Meghalaya state, northeast India, practice. Khasi indigenous healers describe themselves as doktor sla, plant doctors, to distinguish themselves from doktor kot, or book doctors. This distinction operates as a rhetorical resource, utilised to carve a distinct sphere of expertise in relation to the allopathic sector, and to mark claims for the specifically local appropriateness of traditional practices within a shifting market of state-sponsored provision. Khasi healers are a heterogeneous group who treat a wide variety of conditions, including physical ailments which have no obvious correlates in biomedical systems, and musculoskeletal disorders, with which they have recognised expertise. In addition to claiming these discrete strengths, healers also present themselves as accommodating deficiencies in biomedicine, including inherent generic weaknesses of allopathic care as well as specific local gaps in rural health care provision. Thus, the expertise niches of traditional healers have evolved through their interactions with, and the needs of, the community, but also through managing a shifting boundary with biomedical practitioners, who are explicitly sceptical of their efficacy, but tacitly accepting of the ways in which they manage the gaps in biomedical provision. While codified non-biomedical traditions in India have engaged in universalising professionalising projects, in this setting at least, non-codified practitioners have instead utilised discourses of localism

The Assessment of Faith and Learning

The Practicing Faith Survey (PFS) is a new assessment tool designed to measure the extent to which schoolchildren connect their faith to learning. This paper reviews the landscape of educational assessment and argues that assessment remains a critical element in the design of Christian teaching and learning. It suggests that unease around the concept of educational measurement leads to limited attempts to assess faith formation in the context of learning. The paper discusses PFS as a way to reframe the design process consistent with distinctively Christian practices of teaching and learning

The Development and Validation of the Practicing Faith Survey

The Practicing Faith Survey (PFS) is a new assessment tool designed to measure the extent to which schoolchildren connect their faith to learning. PFS measures student engagement with five domains of Christian practice in connection with learning: intellectual, relational, introspective, benevolence, and formational practices. We describe the item-development process and then present evidence for the validity and reliability of the PFS based on a sample of 1,300 fifth- through twelfth-grade students who participated in a pilot of the instrument

Assessing Christian Learning: Vocation, Practices, and Investment

This paper describes a new initiative co-funded by the Kuyers Institute for Christian Teaching and Learning at Calvin University and Cardus. The initiative builds upon past Cardus work on assessing Christian school outcomes as well as the Kuyers Institute’s work on Christian pedagogical practices. The project has developed a new online assessment tool to help Christian secondary schools assess the Christian formation that they seek to offer their students and review their own educational practices. This tool, the Practicing Faith Survey, will be piloted in an initial cluster of schools in 2020. It asks students to self-report on their investment in faith-informed practices that are integral to the student role and uses their responses both to provide formative individual feedback and to offer schools aggregate data on this form of student investment. Here we will unpack some key ideas that have informed our work, focusing in turn on questions concerning faith, vocation, and practices

An experimental study of the interactions between Ekman layers and an annular vortex

Thesis (Ph. D.)--Massachusetts Institute of Technology, Dept. of Meteorology, 1969.Vita.Bibliography: leaves 56-57.by Albert W. Green, Jr.Ph.D

Teachers', parents', and students' perceptions of effective school characteristics of two Texas urban exemplary open-enrollment charter schools

The primary purpose of this study was to examine how teachers, parents, and students viewed their charter school as effective when effectiveness was defined by the following 11 characteristics: (a) instructional leadership, (b) clear mission, (c) safe and orderly environment, (d) positive school climate, (e) high expectations, (f) frequent monitoring, (g) basic skills, (h) opportunities for learning, (i) parent and community involvement, (j) professional development and (k) teacher involvement. Two exemplary open-enrollment charter schools in Texas were used in this study. All 24 teacher, parent, and student participants completed a questionnaire that addressed characteristics analyzed for each group. The 72 participants in this quantitative study were randomly chosen to respond to items on the School Effectiveness Questionnaire developed by Baldwin, Freeman, Coney, Fading, and Thomas. Data from the completed questionnaires were reported using descriptive statistics and frequency data. Major research findings for the study were as follows: 1. There was agreement among teachers, parents, and students regarding 5 characteristics. These characteristics were: (a) safe and orderly environment, (b) positive school climate, (c) high student expectations, (d) frequent student assessment, and (e) monitoring of achievement and basic skills. 2. Teachers and parents agreed their school demonstrated effective instructional leadership, a clear and focused mission, and a maximized opportunity for learning. On the other hand, students were uncertain their school provided maximum opportunities for learning. 3. Only parents and students were in agreement concerning the parental involvement in their school. In contrast, teachers were uncertain their school provided parent and community involvement. 4. Teachers were also uncertain their school provided strong professional development and included them in the decision-making process for the school

2006-2007 Philharmonia Season Program Fall

Philharmonia No. 1 October 7, 2006 at 7:30 PM and October 8, 2006 at 4:00 PM Albert-George Schram, conductor and music director ; Paul Green, clarinet Valses Nobles et Sentimentales / Maurice Ravel -- Clarinet Concerto No. 1 in F Minor, op. 73 / Carl Maria von Weber -- Variations on an Original Theme ( Enigma ), op. 36 Philharmonia No. 2 November 4, 2006 at 7:30 PM and November 5, 2006 at 4:00 PM Jon Robertson, guest conductor ; Elmar Oliveira, violin Festive Overture, op. 96 / Dmitri Shostakovich -- Violin Concerto in D Major, op. 77 / Johannes Brahms -- Symphony No. 5 in C Minor, op. 67 / Ludwig van Beethoven Philharmonia No. 3 December 2, 2006 at 7:30 PM and December 3, 2006 at 4:00 PM Albert-George Schram, conductor and music director New Morning for the World Daybreak of Freedom / Joseph Shwantner -- CONCERTO TBA -- Symphony No. 10 in E Minor, op. 93 / Dmitri Shostakovichhttps://spiral.lynn.edu/conservatory_philharmonia/1030/thumbnail.jp