An Evaluation of speech Education Offered in the High Schools of the Wisconsin Evangelical Lutheran Synod During the 1968-1969 School Year

There are few vocations that utilize speaking skills as frequently as those of the teacher and the minister. Because of his belief in the importance of -his message, Professor Frederick Manthey, instructor at Martin Luther Academy, said, A Christian - will do his utmost to further the message of the Gospel in order that this saving message may not be hindered. As a result it would seem appropriate that young men and young women preparing for. the preaching, teaching, or lay ministry or the church would certainly have need for speech training. Therefore, the purpose of this study was to determine How completely the speech education offered in the private high, schools of the Wisconsin Evangelical Lutheran Synod during the 1968-1969 school year met the criteria provided by the Speech Association of America. This particular group was chosen for three reasons. First, the high schools of the Wisconsin Evangelical Lutheran Synod (hereafter referred to as WELS) are concerned with preparing students for the preaching, teaching, or lay ministry of the church·. Secondly, as a-member of WEIS and the wife of a pastor, I have a special personal concern that our schools do all they can to prepare our laymen, teachers, and ministers to be effective communicators. The third and final reason this particular group was selected for study was the lack of information available concerning the speech education programs in the WELS high schools

Coulomb charging energy for arbitrary tunneling strength

The Coulomb energy of a small metallic island coupled to an electrode by a tunnel junction is investigated. We employ Monte Carlo simulations to determine the effective charging energy for arbitrary tunneling strength. For small tunneling conductance, the data agree with analytical results based on a perturbative treatment of electron tunneling, while for very strong tunneling recent semiclassical results for large conductance are approached. The data allow for an identification of the range of validity of various analytical predictions.Comment: 4 pages REVTeX, incl 3 figures, to appear in Europhys.Let

Antiquities trafficking in conflict countries: A crime-mapping approach

Studies on antiquities trafficking have often been overshadowed by research looking at the trafficking of human beings, drugs, and weapons, a fact partly motivated by the arguably higher relevance and greater security implications involved in these other forms of illicit trade. However, the past decade of conflicts in the Middle East has revived an interest in the study of antiquities trafficking networks. 1 The association between the growing size of the illicit antiquities market and conflicts in the region did not go unnoticed by crime scientists and criminologists looking deeper at the relation between the trafficking of antiquities and transnational organized crime

Developing reflective practice in teacher candidates through program coherence

In this study, we explored the role of reflection at three stages of preparation across a teacher education program. Reflection has long been considered an essential aspect of professional practice for teaching; however, reflection is often vague and undefined. Through an examination of the opportunities we provided for our students to reflect, and systematic analysis of the levels of reflection our students engaged in, we found that the development of reflective practices could be understood and aligned across a professional preparation program. Furthermore, we considered our own pedagogical practices related to modality, prompting, scaffolding, assignment structure, and feedback in our analysis of a variety of student reflection artifacts, in order to understand the potential impact of our own pedagogical decisions across the program. Findings suggest that the program provided modeling and structures for reflection early on, encouraged the inclusion of multiple perspectives in relation to professional practice, and supported a synthesis of student learning of theory and practice as preservice teachers approached program completion. This article offers reflection as a tool for exploring issues of professional growth across a continuum of development

Developing reflective practice in teacher candidates through program coherence

In this study, we explored the role of reflection at three stages of preparation across a teacher education program. Reflection has long been considered an essential aspect of professional practice for teaching; however, reflection is often vague and undefined. Through an examination of the opportunities we provided for our students to reflect, and systematic analysis of the levels of reflection our students engaged in, we found that the development of reflective practices could be understood and aligned across a professional preparation program. Furthermore, we considered our own pedagogical practices related to modality, prompting, scaffolding, assignment structure, and feedback in our analysis of a variety of student reflection artifacts, in order to understand the potential impact of our own pedagogical decisions across the program. Findings suggest that the program provided modeling and structures for reflection early on, encouraged the inclusion of multiple perspectives in relation to professional practice, and supported a synthesis of student learning of theory and practice as preservice teachers approached program completion. This article offers reflection as a tool for exploring issues of professional growth across a continuum of development