Bureaucracy and its Critics in America and Germany: In Defense of the "Bureaucratic Paradigm"

Contemporary critiques of traditional government in both America and Germany are based on serious distortions and misunderstandings of the rationale and the dynamics of its creation. This misunderstanding concerns how and why governing institutions evolved, the essential path dependence of national institutional development, and the purposes bureaucracy has and continues to serve on behalf of liberal democracy. The consequence is misguided efforts at administrative modernization that are doomed to failure. The historical reality is that both the American administrative state and the German Rechtsstaat were devised to serve liberal, republican purposes. That such institutions endure is less a reflection of the well-known pathologies of bureaucracy - although such pathologies are always present as institutions evolve - as of their continuing value to the preservation of civil society, an endurance that has accommodated change within flexible frameworks of law and practice

An Applied Study for the Retention of Varsity Assistant Football Coaches That Serve on the Faculty at City High School in Northern Virginia

The purpose of this applied study was to solve the central research question of how the problem of lack of assistant football coach retention that also teach in the faculty at City High School (a pseudonym) located in Northern Virginia be solved. The results of the research were intended to provide data to administrators and coaches to allow decisions concerning the issue of assistant football coach retention that also teach. This applied research study focused on one high school with the data collection including interviews with the principal, the athletic director, the former head football coach, three former coaches on the faculty, and a former teacher and coach that sought to elicit the atmosphere and culture of the school and athletic program. An online survey was completed by the school’s administration, current coaching staff, three coaches from other sports, and former coaches on suspected reasons why teacher-coaches leave coaching. The same population also participated in an anonymous online discussion board that provided depth to the survey by providing qualitative data. The data analysis consisted of themes for the qualitative data and descriptive statistics for the quantitative data. The information gathered will help school administration become a way of the retention of the teacher-coaches in order to aid and improve the academic and athletic realm of the school

A study of childhood schizophrenia in the Children's Unit of the Metropolitan State Hospital, Waltham, Massachusetts

Thesis (M.S.)--Boston University, 1949. This item was digitized by the Internet Archive

J. S. Bach and the high school choir: A resource guide for teachers of intermediate and advanced level high school choirs

While familiarly with Bach’s well-known themes exists in the general aspects of contemporary lifestyle, providing exposure to the choral works of Johann Sebastian Bach (1685-1750) presents a particular challenge to the high school choral director. The purpose of this investigation is to provide a resource guide for the performance of choral masterworks of J. S. Bach at the high school level. For the purposes of narrowing this investigation, the following masterworks were reviewed: Magnificat, BWV 243; Mass in B Minor, BWV 232; Christmas Oratorio, BWV 248; St. John Passion, BWV 245; and St. Matthew Passion, BWV 244. A review of literature examined biographical and historical information, as well as choral pedagogy for high school singers. Three overarching categories were defined in order to focus the scope of this investigation, (1) Context: The Masterwork and Movement; (2) Analysis: The Learner, Singer, and Musician; and (3) Performance: Rehearsal/Concert Considerations. Within the three categories, specific criteria and parameters were defined to aid in the selection and preparation of suitable masterwork movements. Within the first category, “Context: The Masterwork and Movement,” investigation criteria included a historical introduction to the selection and consideration of the text and translation. Parameters defining these criteria were historical background, general difficulty levels, programming considerations, and meaning and application of the text to high school singers. Within the second category, “Analysis: The Learner, Singer, and Musician,” vocal considerations and compositional elements were designated as category criteria. Parameters defining these criteria included vocal range and passagios, tessitura, and flexibility as well as key and time signatures. Within the third category, “Performance: Rehearsal/Concert Considerations,” structural elements and performance recommendations were designated as category criteria. Parameters included formal structure, melodic, rhythmic, and harmonic structures, original instrumentation, and adaptation for modern high school performances, and the inclusion of professional soloists. Based on the categories, criteria, and study parameters, selected movements of the five Masterworks suitable for high school choral performance were analyzed. Embedded throughout the discussions are pedagogical recommendations pertaining to student acquisition, learning, and rehearsal strategies. A timeline of Bach’s life, text translations, and a summary reference chart are included in the appendixes

THE INFINITE AS ORIGINATIVE OF THE HUMAN AS HUMAN: A TRANSCENDENTAL PHENOMENOLOGICAL EXPLICATION OF THE PHILOSOPHY OF EMMANUEL LEVINAS

Few philosophers, today, are doing more than simple recognition of Levinass debt to phenomenology when a thorough explication of how phenomenological methodology impacts Levinass work is needed. This dissertation is the needed discussion of methodology that has been so absent in Levinas as well as in so many of his interpreters. The purpose, herein, is to synthesize Levinass work, explicating it in terms of transcendental methodology, the result of which reveals Levinass claims to be more defensible when understood in these terms than when the full rigor of this methodology is not properly grasped. First, to connect Levinas to transcendental phenomenology a correct perspective of the phenomenological tradition is needed. I argue that phenomenology is a methodology that discloses those horizons that condition experience such that appearance takes on meaning. I further argue that it is important to see this disclosure as something open-ended and ongoing rather than a method capable of fully revealing a final telos. Levinas fits into this methodology by providing the ethical as just such a horizonal condition, while his constant returning to this theme highlights the need to keep reworking the description of its meaningful impact on experience. Second, I defend Levinas from those who claim his work cannot be phenomenological, based on what they see as an implied Jewish tradition informing his description. I argue that what must be understood is that Levinass reference to God, Biblical stories, and Jewish wisdom impose an unsettling language that is introduced to replace traditional phenomenological language that does not always allow for the goals phenomenology sets for itself. This imposition does not use the Jewish tradition to make his argument but as a vocabulary far better at describing the ethical condition than what is commonly used in phenomenology. The final step of explication involves the actual application of the methodology, now understood aright, to Levinass claims about the other, the self, and the ethical. The result is that once we understand the ethical as the infinite originative horizon out of which the conscious ego emerges, later interpretations of Levinas will be able to successfully move beyond his work

DEMAND FOR TANF IN MISSISSIPPI

The federal to state devolution of welfare programs accent the need for state and local policy makers to anticipate aggregate welfare demand. Pooled regression analysis using six years of county-level Mississippi TANF data identified effects of rurality, education, unemployment, poverty levels, and family structure on caseload numbers.Food Security and Poverty, Public Economics,