Stories in Stained Glass: An Analysis of the Stained-Glass Windows at Saint Norbert Abbey in De Pere, Wisconsin

This paper examines the relationship between the Rule of Saint Augustine, the Constitutions of the Order of Premontre, and the stained glass windows of Saint Norbert Abbey. Further, it discusses how the windows signify and reflect the Norbertine Canons\u27 mission to preach the Gospel in their apostolic ministry. After tracing a brief history of Saint Norbert of Xanten and the early history of the American mission, this paper continues with a discussion on Abbot Killeen\u27s (the second abbot of St. Norbert Abbey) vision to build a new abbey in the context of papal conservatism and modem art. The main body of the paper introduces the reader to selected windows from the chapter room and the abbey church, in order to depict the relationship to the texts mentioned above and the life of the Canon Regular of Premontre. Each window is filled with symbols designed by Francis Deck of Emil Frei in Saint Louis, Missouri. Finally, the paper briefly looks at the role of a Canon Regular in the Church today

This Is the Dream-Freeze

This is a collection of short stories dealing with the theme of escape

Roles And Responsibilities In Team Projects

What roles assure that a student learns from a team project?  This paper discusses student roles of (1) ready learner, (2) coachee, (3) contributor, (4) team member, and (5) academic scholar.  Students can gain real world experience from a team project with a practitioner “client.”  But team projects can be flawed with ambiguous activities and free-riding students.  A shift from the role of passive student to the active roles discussed in this paper can improve the team project learning experience.  This paper also presents a model that apportions responsibilities to the teacher, students, and clients for team project tasks.  Clear responsibilities can prepare students for their active roles in a team project.  A well-defined project process can minimize the ambiguity inherent in real-world projects, and help the teacher maintain his or her course workload at a manageable level.  The project steps are (1) set learning goals, (2) engage a client, (3) set project objectives, (4) implementation, (5) report results, and (6) assess performance