The Church in the Postmarriage Society

Pastors hear the same story too many times. The faces are different, and the circumstances have new twists, but the story of another marriage breaking apart is too familiar. The consequences are always the same, a ripping and tearing apart of a family. There are wounded hearts, crushed self-esteem, and plenty of blame to go around. The frustration is that those people breaking up are Christians. Often they are a part of the church, and in many cases the church or their faith didn\u27t seem to be a part of the equation for making a decision to divorce. Many do not view the church as a viable option for getting help. By the time they come to the church it is usually out of a sense of obligation to let the church know they are separatin

Star scanner

A star scanner on a spin stabilized spacecraft is described which includes a reticle with a pair of slits having different separations as a function of the spacecraft vertical plane, to form a V slit. The time between a star image crossing one of the slits relative to a reference telemetry time provides an indication of azimuth angle. The time between the image crossing the two slits provides an indication of elevation angle of the star. If a star cluster is detected such that two stars pass the slits in less time than normally required for a single star to cross the two slits, an indication of the cluster occurrence is derived. Means are provided to prevent effective detection of large celestial bodies, such as the sun or moon

Creating a Model and Professional Learning to Support the Design of Authentic Student Learning Tasks

This purpose of this dissertation in practice is to develop a learning/technology framework called the Authentic Learning with Technology Model, and six professional learning modules to help teachers design more authentic student learning tasks in their classrooms. Research shows that student academic performance increases when students are cognitively engaged in the classroom, which occurs when they experience challenging, authentic learning tasks. Learning frameworks, technology, and ongoing professional learning experiences can support teachers design authentic learning tasks when used effectively. Unfortunately, research demonstrates 1) schools rarely use consistent learning frameworks, 2) technology is limited to traditional teaching practices, and 3)professional learning is limited and ineffective. The study population of interest is New York City public school K-12 classroom teachers, principals, and academic coaches. Participants experienced six in-session professional development modules accompanied by additional online support resources in an iTunes U course. Participants selected and redesigned examples of their own student learning tasks to increase the level of authenticity, in part by the use of technology. Tasks were collected to demonstrate levels of authenticity before and after the professional development. 12 out of 15 tasks(80%) increased authenticity from learning and technology perspectives, 2 out of 15 tasks (13%) stayed at the same level of authenticity, and 1 task (7%) decreased in authenticity. Participants completed qualitative surveys to ascertain whether or not the professional development modules supported a shift in their thinking towards learning, technology, and authenticity of their tasks. A majority of participants found the ALTmodel effective in helping them rethink the extent to which their tasks engaged students in deeper cognition and effective technology use. Participants also felt the modules inspired them to change their short-term and long-term practice with respect to designing more authentic student learning experiences that effectively incorporate technology

Le privilège de l'attribut Pensée dans l'Éthique de Spinoza

The perplexities Spinoza's Ethics tends to produce in the reader–far from diminishing through repetition–tend to deepen as the text is read again and its understanding beomes keener. In this regard, one of the question that arises from meditations of E.II/7 concerns the possibility of knowing something that our body does not feel. Expounding on this problem and on a possible resolution will allow us to delve deeper in the machinery of Ethics II and bring out the core pedagogical structure at play.Les perplexités du lecteur de l’Éthique sont nombreuses et profondes, qui de plus ont tendance non à diminuer au fil des relectures, mais au contraire à s'accroître en s'affinant. À cet égard, une des questions pouvant naître de méditations sur E.II/7 est de savoir comment il est possible de connaître quelque chose que notre corps ne sent pourtant pas. L'exposition de ce problème et la résolution apportée nous permettront d'entrer plus avant dans la machine d'Éthique II et de dégager le ressort pédagogique particulièrement puissant qui y est à l'œuvre

The Effects of Educational Setting and Instructor Type on Interaction Modifications

The precise role of interaction in the process of second language acquisition and its place in the second language classroom are questions that continue to be important in research for both theoretical and applied linguists. The framework for this study is based on Long\u27s (1983b) Interaction Hypothesis which proposes that input is made comprehensible by the modification of interactional structures. Many studies have looked at the differences between teacher-fronted classroom interaction and small group or dyad interaction without a teacher. The use of tutors and teaching assistants is common but not many studies have looked at how variation among instructor type affects classroom interaction modifications. The purpose of this study was to determine how a class of university English as a Second Language students and their instructors differ in their use of interaction modifications in three different academic settings: a professor-led class, a teaching assistant-led class, and a conversation lab with a tutor. One hour of conversation was recorded for each student in each of the three settings and the transcriptions were categorized according to Long\u27s (1983b) taxonomy of Interaction Modifications. Dialogue journals were also exchanged between the researcher and the students to gather some qualitative data about the students\u27 feelings and opinions about general interaction and speaking in class. The results of this study found that there was a) a significant difference in interaction modification patterns between the instructors and the students, b) there was also a significant difference in IM patterns among the three teacher types, and c) the students showed a significant difference in IM production by teaching situation

Biomechanical Foot Factors, Social Participation, and Self-Participation in Sedentary Versus Non-Sedentary Adults (Poster)

Purpose: Compare biomechanical foot factors, activity level, satisfaction with participation in social roles, and self-related level of activity between sedentary and non-sedentary adults Hypotheses: 1. Step count will positively correlate with: Medial longitudinal arch (MLA) recoil, intrinsic and extrinsic muscle strength, muscle CSA, neutral foot posture, satisfaction with participation in social roles, and self-efficacy 2. Step count will negatively correlate with: Plantar fascia thickness. self-reported pain interference, and BMI

Aristote, la science et l'activité du dialecticien : une approche dialogique de la logique d'Aristote

Cette thèse développe une analyse formelle de la syllogistique assertorique d’Aristote selon une démarche historiquement et herméneutiquement fondée. Une logique dialogique moderne est proposée dans laquelle les résultats d’Aristote et sa manière d’y arriver sont reproduits,fournissant ainsi une alternative aux approches de la syllogistique fondées sur la déduction naturelle. L’idée principale de cette thèse est que la logique d’Aristote se comprend au mieux avec une approche dialogique. Elle est soutenue par une démarche historique fournissant une interprétation dialogique de sa syllogistique et de sa théorie de l’enquête scientifique, à partir d’une étude de ses textes. Cette interprétation de la syllogistique est ensuite formalisée dans un cadre dialogique, lui fournissant ainsi un soutien supplémentaire.This dissertation develops a formal analysis of Aristotle’s assertoric syllogistic that is historicallyand hermeneutically sensitive. It provides a modern dialogical logic that has the same results asAristotle and that develops them in a way akin to Aristotle, providing an alternative to naturaldeduction approaches of syllogistic. The main claim of the dissertation is that Aristotle’s logic is best understood from a dialogicalapproach. It is backed by a historical approach of Aristotle’s texts, providing a dialogicalinterpretation of his syllogistic and theory of scientific inquiry. This interpretation of syllogisticis then formalized in a dialogical framework, thus giving further support to the claim

Is Church’s Picture of Frege a Good One?

A. Church has contributed a lot to the safeguard of G. Frege's theory of meaning after the discovery of antinomies in it. To achieve this he has adapted it by keeping parts, discarding others and adding new ones, most of which are clearly exposed in an informal way in the introduction to his Introduction to Mathematical Logic. As for any modification of a theory by another person, it is interesting to understand how the thoughts of the former survive in the new theory even though radical changes have occurred, or on the contrary how it retains only the appearance of the initial theory. We shall therefore go through the basic concepts of logic he introduces in this introduction and assess their relation to Frege's original theory

Diviser et rassembler. Comment Aristote réforme la division platonicienne au profit de la déduction

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Existence, Meaning and the Law of Excluded Middle. A dialogical approach to Hermann Weyl’s philosophical considerations

International audienceIntuitionistic logic is often presented as a proof-based approach to logic, where truth is defined as having a proof. I shall stress another dimension which is also important: that of the constitution of meaning. This dimension of meaning does not reduce to proof, be it actual or potential, as standard presentations of intuitionistic logic put it. The law of excluded middle sits right at the junction between these two dimensions, proof and meaning: in intuitionistic logic, there is no proof for the law of excluded middle, but the law of excluded middle is a proposition that does have meaning. It is thus a problematic case. Better understanding how these two levels, meaning and proof, dissociate and interact is the purpose of this paper. I contend that the dialogical framework, a logical framework developing first and foremost intuitionistic logic (though it can also accommodate classical logic), allows to separate these two levels, meaning and proof, and show how the level of proofs rests on the level of meaning. In this respect, the law of excluded middle becomes a meaning-constitutive principle, even if it is neither proved nor refuted. The dialogical framework can thus integrate the philosophical considerations of Hermann Weyl's "intuitionistic episode" of the 1920s, which, I contend, already present a similar distinction between the level of meaning and the level of existence