The Trade In Antiquities: Heritage For Sale?

It was an automobile accident on Italy\u27s Autostrada del Sole-the highway of the Sun-that led to the largest restitution, ever, of stolen antiquities from United States museums to the Republic of Italy

A comparison of foot-eye coordination of boys and girls 7, 9, and 11 years of age on a tracking task

The purpose of this study was to determine the foot-eye coordination of boys and girls at 7,9, and 11 years of age. [This is an excerpt from the abstract. For the complete abstract, please see the document.

Generation Xers and Boomers: How Evolving Work Values, Life Stages, and Generations Explain the Differences

Eighty-eight percent of today\u27s workforce was born between 1943 and 1981 that make up the two generational groups called Boomers and Generation Xers (Farren & Mauer, 1999). Over the past several years it has become increasing evident that there is a conflict in the workplace between these two groups. Some of the work related issues between the groups may or may not be limited to their generational group, but may also be reflective of their developmental life stage and the evolving work values. Coincidentally, Generation Xers are in the life stage of youth and most Boomers are in the middle-aged adulthood stage. Many Boomers say that Generation Xers are just going through a phase and eventually they will wake up and smell the coffee! They believe Generation Xers are exhibiting the characteristics of youth and they will grow out it just like the Boomers did. However, they are neglecting to understand is that Generation Xers were raised in a different world, than the Boomers and Generation Xers see the world differently--especially, the world of work (Raines, 1997, p. 34)

A survey and analysis of the music interests of junior high school students

Thesis (M.M.)--Boston University. N.B. Page 15 is missing

Part I - Merrill Area Public Schools, Part II - Schools of Great Britain

No abstract provided by author

An Evaluation of Talking Moving-Pictures in Elementary Biology for South High School

The trend toward the increased use of talking moving pictures in the classroom has slowly been gaining favor among Omaha teachers. At first the Depression, with its lack of funds, put a serious obstacle in the way. Then World War II made it impossible to buy the necessary equipment. But now a broad visual education program has been planned for the Omaha Public Schools. Some schools are buying their own equipment. Askerben has just announced the gift of twelve projectors with sound equipment and screens. A central film library, from which schools may borrow films, has been started

Oil and Water: How Legal Education’s Doctrine and Skills Divide Reproduces Toxic Hierarchies

The longstanding categorical distinction that elevates doctrinal teaching over skills teaching continues to harm the profession of law. In this Article, I consider two distinct effects produced by the doctrine/skills dichotomy. First, the dichotomy is responsible for reinforcing class, gender, and race segmentation in legal education, which limits the quality of instruction that law schools can provide and abets the reproduction of existing power relations in the legal profession and society at large. Second, the antipodal positioning of doctrine and theory over skills and practice harms law schools’ ability to prepare a new generation of law students to engage in both critical lawyering and law reform. As American society becomes increasingly unequal and as its criminal justice system barrels well past the breaking point, we desperately need the next generation of law students to participate in a new era of structural law reform. But unlike the last major era of reform in the United States (the Progressive Era), where ill-conceived top-down solutions were theorized and implemented by a small subset of elite lawyers, this time, reform should emerge from a coalition of lawyers hailing from all law schools and all levels of society. Even in legal education’s current situation, with tenure for law professors on the chopping block due to declining student enrollment and legal employment prospects, law schools should commit to collapsing the false binary between doctrine and skills. In this Article, I will first describe the disparate treatment and conditions that make the skills professorate the “other professorate.” I will then explain how the dichotomy (1) reinforces harmful race, class, and gender hierarchies in the legal academy and (2) produces an elitist knowledge hierarchy that prevents students from obtaining a holistic legal education. Finally, I will argue that bridging the skills/doctrine divide is necessary to prepare all law graduates to participate in civics-based law reform