Unlikely Menus

Ever since I heard the joke What do honeymooners eat (Lettuce alone). I\u27ve been making up unlikely menus to fit every taste, mood and culture. Here are a few

Tom Swiftie Potpourri

I\u27ve found a productive way to pass the time when I\u27m waiting unpatiently in a doctor\u27s or dentist\u27s office: I manufacture Tom Swifties. Remember them? They were the word game rage 25 years ago. Maybe it\u27s time for a comeback, she reparteed

I Love to be Squoze

In early April 1992, out local newspaper carried a syndicated piece titled Best of the Worst Country Song Titles by Mike Harden

Headlines I Have Loved

The headline writers for our local newspaper, the Town Talk, have to be closet punsters. There\u27s no other explanation for the play-on-words banners which so frequently appear in boldface. Here are my favorites, most of which are self-explanatory

Assessment of world views of black and white South African adolescents: implications for cross-cultural counselling

A Research Report submitted to the faculty Education, University of the Witwatersrand, in partial fulfillment of the requirements for the Degree Master of Education (Educational Psychology) Johannesburg, 198

Juvenile movement between activity nodes

This research will examine the movements of juvenile deliquents residing in the desert communities of Southern California. The purpose of this study was to shed light on the distances routinely traveled by juvenile delinquents to reach their activity places, including recreational locations and school. The research used juveline offender data from an ongoing evaluation of a Riverside County, California youth diversion program. This study examines juveniles in 56 California cities most of which would be classified as rural. By understanding how far juveniles can travel and by what means, it may be possible to gain perspective on how to develop policies to improve policing or alternative prevention and intervention policies

Developing a whole campus approach to learning for sustainability: Challenges and opportunities for embedding and sustaining change

Learning for Sustainability (LfS) is a key component of Scottish Education. However, policy interpretation and enactment is a complicated process and there can often be a difference between policy intentions and implementation. The following research explores how one campus (for pupils aged 2-18) in Scotland undertook a year-long all staff career long professional learning programme (CLPL) to develop a whole campus approach to Learning for Sustainability. The aim of this research project was to better understand the implications (opportunities and challenges) at a whole school / campus and teacher level when developing a whole school / campus approach to Learning for Sustainability. Three semi-structured interviews were carried out, with focus groups made up of a small group of teaching staff, members of the senior management team, as well as a follow up interview with the head teacher. A theoretical thematic analysis was used to identify themes from the data and applied to further explore the emergence of these elements from the CLPL discussion forums including contributions from all participating staff members. The three main themes identified were: collaboration and collegiality; processes of change; and attitudes to learning and to change. The study revealed a tension between the need for both teachers and management to have an identified person ‘leading’ the agenda, and the need for that agenda to develop in a culture of collegiately and shared responsibility. There was also an interesting contrast between deep and shallow learning for both teachers and managers. The study also provided useful learning for other organisations leading the agenda for change, which can be summarised into three key recommendations: (1) Organisational leaders should engage with suitable learning prior to developing a leadership of change model for their organisation, which includes a distributed model of leadership. (2) Methods of professional learning for all practitioners should include an engagement with reflective activities, which enables them to access deeper and more transformational learning. (3) Large organisations should work with community-led groups and be sensitive to local contexts to establish a vision, which clearly articulates the imperative is the responsibility of all

Social and Leisure Participation by People with Dementia: A Caregiver Resource Guide

The purpose of this caregiver education intervention is to increase caregiver self-efficacy and effectiveness in increasing social participation and quality of life for those they are caring for as well as decreasing caregiver stress and burnout associated with providing care for those diagnosed with Alzheimer\u27s. The guide will include education and resources for these caregivers detailing safety precautions, strategies to reduce difficult behaviors impacting social and leisure engagement, and resources to decrease caregiver burden.https://soar.usa.edu/otdcapstonesspring2024/1029/thumbnail.jp

Causal Model of Teacher Influence on Mathematical Self-concept among College Freshmen

Applied Behavioral Studie