World Directory of Churches of Christ (Outside the United States and Canada), April 1966

https://digitalcommons.acu.edu/crs_books/1374/thumbnail.jp

Churches of Christ (Outside the United States), 1967 Directory

https://digitalcommons.acu.edu/crs_books/1373/thumbnail.jp

Directory of Churches of Christ in Europe and Asia

A directory of Churches of Christ in Europe and Asia. Each entry contains country, city, meeting place, meeting times, contact, and telephone number.https://digitalcommons.acu.edu/crs_books/1451/thumbnail.jp

Directory of Churches of Christ in Europe and the Near East

A directory of Churches of Christ in Europe and the Near East. Each entry includes city, meeting place address, meeting times, and a contact with a telephone.https://digitalcommons.acu.edu/crs_books/1450/thumbnail.jp

1968 Directory of Churches of Christ (Outside the 48 Adjacent U.S. States)

A directory of Churches of Christ outside the contiguous States. Contains information on churches in 112 countries. Each entry includes country, city, meeting place, meeting times, contact, and telephone number.https://digitalcommons.acu.edu/crs_books/1452/thumbnail.jp

Churches of Christ 1971 World Directory

A directory of churches of Christ outside of the continental United States. Each entry contains a contact for that church, a phone number, and an address. Also includes a directory of Christian colleges and one of other directories. Commissioned by the Chapel Avenue Church in Nashville.https://digitalcommons.acu.edu/crs_books/1449/thumbnail.jp

Teacher Perspectives Regarding the Pedagogical Practices Most Culturally Responsive to African American Middle School Students

This dissertation examines teacher’s perspectives regarding the classroom strategies, behaviors, and approaches they believed best support the development of African American students. Educator perceptions are valuable to understand because perceptions and attitudes undergird behavior and practices. This study focused on perceptions of teachers toward pedagogical strategies, approaches, and teacher behaviors that perceived to best support African American students because of the persisting achievement gap between African American students and their White, middle class counterparts. Culturally Relevant Pedagogy was used as the theoretical framework for this study as it describes approaches to teaching students from historically marginalized groups in ways that are more relevant to their cultural strengths, assets, and knowledge-bases. Q methodology was selected for this study because it was designed to examine human subjectivity using both quantitative and qualitative techniques. Forty-two teachers sorted 36 statements, each representing a practice, strategy, or behavior identified by participants as being culturally relevant to African American students, based on their perceived effectiveness. These 42 Q sorts were then correlated. Principal component analysis and Varimax rotation were used to examine the relationships among the correlations and extract 4 factors, 1 of which was bipolar, or containing two different, but mirrored perspectives. The factor arrays of these 5 perspectives were then examined, described, and named: Responsive to Students Cultural Backgrounds, Responding through Honoring and Exploring Culture, Responding through Structure, Routines, and Direct Advocacy, Conducive and Inclusive Learning Environment, Non-responsive Culture Free Pedagogical Practices. Implications and recommendations for practice, theory, and policy were also discussed

Gasoline Tax Sharing Among Local Units of Government in Tennessee

Conclusion The aims of this thesis have been to stress the importance of the gasoline tax sharing problem in this state and to suggest the possible changes that could be adopted

Improving self-supply water sources as a key to reach the water related SDG

One way to reach the Sustainable Development Goal (SDG).”Safe and affordable water for all” is improving Self-supply water sources. For instance millions of open hand dug wells in Africa can be improved with simple and low cost interventions. With subsidies and/or micro credits families can be stimulated to make their own wells for domestic and productive use. Support Self-supply is not instead of the conventional subsidised Communal water supply but an additional approach with the advantage of the income generating effect of water at family level and families willing to invest. A range of new, innovative and low cost technologies have made Self-supply affordable, so where technically possible, it makes sense to stimulate Self-supply. By using household water treatment, water from Self-supply sources can be made safe to drink. The right Self-supply approach will result in safe drinking water, more water for productive use, local business development, increased income for users and more food security

Using Interviews in Development Programs for Beginning Teachers

The Advantage of the Beginning Teacher The Case for the Interview The Interview in the Context of an Experience-Based Development Program Introducing Interviews Into Teacher Development Programs Some Notes on the Mechanics of the Interviews Sample Interview Schedule Reference