The Learning of Liberty

American schools are in a state of crisis.At the root of our current perplexity, beneath the difficulties with funding, social problems, and low test scores, festers a serious uncertainty as to what the focus and goals of education should be. We are increasingly haunted by the suspicion that our educational theories and institutions have lost sight of the need to perpetuate a core of moral and civic knowledge that is essential for any citizen's education, and indeed for any individual's happiness. Mining the Founders' rich reflections on education, the Pangles suggest, can help us recover a clearer sense of perspective and purpose.With a commanding knowledge of the history of political philosophy, the authors illustrate how the Founders both drew upon and transformed the ideas of earlier philosophers of education such as Plato, Xenophon, Milton, Bacon, and Locke. They trace the emergence of a new American ideal of public education that puts civic instruction at its core to sustain a high quality of leadership and public discourse while producing resourceful, selfreliant members of a uniquely fluid society. The Pangles also explore the wisdom and the weaknesses inherent in Jefferson's attempt to create a comprehensive system of schooling that would educate parents and children and offer unprecedented freedom of choice to university students. An original closing section examines the Founders' ideas for bringing all aspects of society to bear on education. It also shows how Washington, Jefferson, and Franklin presented their own lives as models for the education of others and analyzes the subtle, provocative moral philosophy implicit in the selfdepiction of each.The Learning of Liberty is historical and scholarly yet relentlessly practical, seeking from the Founders useful insights into the human soul and the character of good education. Even if the Founders do not provide us with readymade solutions to many of our problems, the Pangles suggest, a study of their writings can give us a more realistic perspective, by teaching that our bewilderment is in some measure an outgrowth of unresolved tensions embedded in the Founders' own conceptions of republicanism, religion, education, and human nature

The intercomparison of wind profiles from various ground-based profiling systems

Dense profiling networks that have been used in previous studies have utilized a variety of wind profilers (radar wind profilers, Doppler sodars, Doppler lidars, and scanning radars) to capture boundary layer (BL) heterogeneity. The many profilers that are used not only implement different retrieval schemes, but also have differ- ing sample volumes and beam widths. Because these systems can have different footprints and even different temporal averaging, some of these systems may not cap- ture small-scale or short period horizontal variations across the BL. Utilizing data that is routinely collected by Mobile Atmospheric Profiling Network (MAPNet) plat- forms at the Severe Weather Institute Radar and Lightning Laboratories (SWIRLL), a comparison of several wind profiling instruments has been completed. Compar- isons include detailed examples of wind profile intercomparisons within varying BL conditions. Findings show relatively good comparison between each instrument with biases and errors often dependent on nominal operating conditions as well as transient biological scatterers

Launching Language and Literacy Development Through Listening

To promote language development and literacy for my special needs students, I will audio record books so my students can listen to stories before they are used for whole group or small group instruction. The audio books will pre-teach vocabulary, model fluent and expressive reading, and guide comprehension. It is my hypothesis and my hope that by giving students the opportunity to interact with stories individually prior to interacting with them in a group setting; it will increase comprehension, vocabulary, language development, participation in group lessons, self-confidence and overall literacy development

Pangle\u27s The Exclusive Floor Covering Store

Business card: R.W. Cantrell, Pangles 338 West Forsyth St. Jacksonville, Florida. Phone 5-4583. W.D. Pangle, Owner. Handwritten note on back: about 33.50 per mo. No date given

Field Data Collection and Analysis of Tornadic Environment Enhancement by Topography Along the Sand Mountain Plateau

https://louis.uah.edu/rceu-hcr/1238/thumbnail.jp

Predictors of Success on the NCLEX-RN Examination

This ex post facto study was designed to determine if the scores of advanced standing LPNs\u27 NCLEX-RN scores were significantly different from those of generic students and to identify predictors of success of NCLEX-RN performance. Based on Bandura\u27s theory of self efficacy it was hypothesized that LPNs would score higher on the NCLEX-RN than generic students. The independent variables were final grades in nursing theory courses (Medical-Surgical, Obstetrics, Pediatrics, and Psychiatric Nursing), and NLN Achievement Tests and the Comprehensive Nursing Achievement Test. The study group included 195 graduates from a small, rural Associate Degree in Nursing program between the years 1982-1988. A t-test revealed no significant difference in the NCLEX-RN scores between the two groups in the study. A stepwise multiple regression analysis showed that the NLN tests were highly significant predictors of performance on the NCLEX-RN. Nursing theory course grades indicated only a moderate relationship with the NCLEX-RN

A Modern Reconceptualization of Copyrights as Public Rights

Copyright law is at a crossroads. In the wake of Oil States Energy Servs., LLC v. Greene’s Energy Grp., LLC, the patent, copyright, and intellectual property regimes as a whole, are primed for a modern reconceptualization. At the heart of this reconceptualization is the distinction between public rights, those vindicated by public offices for the public good, and private rights, those vindicated by private citizens for their exclusive government-granted monopolies. Thanks to Oil States, patent rights now exist in two separate bundles-—a public bundle including the patent grant itself and a private bundle consisting of a patent owner’s exclusivity rights. Similar to patents, copyrights exist between a nuanced and delicate tug of war between creator incentive and public benefit. Necessarily, Congress continually legislates around potential market failures that threaten to thwart that delicate balance to keep both creators incentivized to create and the public able to access those creations. Reshaping the current copyright regime into two separate bundles would help Congress continue their market-correcting efforts. Just as with patents, a private bundle would include a copyright owner’s exclusivity rights. However, in addition to copyright grants, copyright’s public bundle of rights would also include conceptualizing copyrights as public rights under the Takings Clause of the Fifth Amendment. While seemingly chipping away at a copyright holder’s exclusive rights over their creative monopoly, conceptualizing copyrights as public rights under the Takings Clause ensures that copyright holders see guaranteed economic incentives to create while allowing the public to access those creations at the copyright holder’s discretion

Student Achievement and Teacher Perceptions of School Climate in Title 1 and Non-Title 1 Schools

The purpose of this quantitative study was to determine if there is a significant relationship between student achievement and teacher perceptions of school climate. An additional purpose of this study was to determine if there is a significant difference in teacher perceptions between Title 1 and non-Title 1 schools. The final purpose of this study was to determine if there is a significant difference in teacher perceptions of school climate among the schools according to overall student achievement. A series of Spearman’s Correlation analyses were used to analyze data to determine if there was a significant relationship between TVAAS composite scores and teacher perceptions of school climate. A series of independent t-tests were used to determine if there was a significant difference in teacher perceptions of school climate between Title 1 and non-Title 1 schools. Finally, a series of one-way analysis of variance (ANOVA) were conducted to evaluate the relationships among teacher perceptions of school climate and TVAAS composite scores. The data that were analyzed included TVAAS composite scores of elementary students from the Tennessee Comprehensive Assessment Program (TCAP), Title 1 and non-Title 1 school status, and data concerning school climate that were provided by licensed elementary teachers on the annual statewide educator survey administered by the Tennessee Department of Education in 205 elementary schools across Tennessee. The results of this study revealed, there was a significant difference in teacher perceptions of engagement between Title 1 and non-Title 1 schools. The results also revealed, there was a significant difference in the means of teacher perceptions of environment between schools that scored 2 and 3 on TVAAS. In general, teachers in non-Title 1 schools had a significantly more positive perception of engagement and environment than teachers in Title 1 schools. In addition, schools with TVAAS composite scores of 3 scored significantly lower than schools with TVAAS scores of 2 on the measure of perception of school environment