Cincinnati v. Hoffman: A Critical Analysis of the Constitutionality of a Municipal Disorderly Conduct Ordinance

Case comment on Cincinnati v. Hoffman

Grappling with the complexity of the New Zealand Curriculum: Next steps in exploring the NZC in initial teacher education.

Teacher educators in New Zealand are charged with supporting student teachers' understandings of the New Zealand Curriculum document (Ministry of Education, 2007). Integral to this challenge is the need to provide relevant knowledge and understandings that are contextually and pedagogically appropriate (Fullan, 2007; Jasman, 2003). Aspects of the "front end" of the New Zealand Curriculum document such as the vision, principles, values and key competencies along with the learning area statements need to be understood by newly graduated teachers who will be applying this curriculum in their own classrooms. This paper reports on ongoing research investigating and reflecting on student-teacher understandings of these components of the New Zealand curriculum, on completion of three different compulsory papers within the Bachelor of Teaching degree and Graduate Diploma of Teaching (Primary). Implications for pre-service teacher education and for supporters of provisionally registered teachers are considered

Exploring the front end of New Zealand curriculum in student teacher education: an example from language and mathematics education.

This paper reports on two components of a collaborative project conducted by members of the language and literacy education, mathematics education and social studies teaching teams at the Faculty of Education, The University of Waikato. The teams decided to research the implications of the front end of The New Zealand Curriculum document [NZC] (Ministry of Education, 2007). The front end of the document includes key competencies and a statement describing each learning area. The language and literacy team chose to explore student teacher understandings of the English essence statement and the way in which that learning area is structured. The mathematics education team explored student teacher understandings of and implications for the "thinking" key competency for the teaching and learning of mathematics. Data were collected through in-class observations and tasks, and the analysis of aspects of student assessment work. The findings highlighted the value of an explicit focus on a particular facet of the NZC along with the challenges student teachers experience in envisaging how this might play out in practice

Cultural Resources Survey of the Leander Rehabilitation Center, Williamson County, Texas

In August-September 1996, personnel from Prewitt and Associates, Inc., conducted a cultural resources survey of ca. 725 acres of the former Leander Rehabilitation Center. The project area lies adjacent to U.S. Highway 183 and FM 620 in southern Williamson County, Texas. The survey resulted in additional documentation of one previously recorded prehistoric archeological site (41 WM452), the identification and recording of four historic archeological sites (41WM892, 41WM893, 41WM896, and 41WM897), and reconnaissance-level documentation of 45 historic buildings and structures. Site 41WM452 is an extensive upland lithic scatter and lithic procurement site which lacks subsurface deposits, features, and datable materials. Site 41WM892 is a wood-chopper camp that contains a number of rock alignments and limited artifact deposits dating to the first decade of the twentieth century. Site 41WM893 is a remnant of a railroad spur used during the 1937-1941 construction of Marshall Ford Dam (now Mansfield Dam). Site 41WM896 contains a small number of features and sparse artifact deposits associated with the 1937-1945 Rhodes farmstead. Site 41WM897 is an isolated historic well with unknown associations. None of these archeological sites contains important information, and it is recommended that they be considered not eligible for listing in the National Register of Historic Places or for designation as State Archeological Landmarks. The 45 buildings and structures, at 36 locations, are associated with the former State Dairy and Hog Farm. This farm was established in 1942, expanded after 1945, and reached its peak years of production as a hog farm between 1950 and the late 1960s, Created to serve the needs of the State Board of Control and the State Hospital, the facility is significant for its success in food production for eleemosynary institutions in Austin and throughout Texas, as well as for its role in the application of modern psychiatric treatment based on the therapeutic value of manual labor. Among the surveyed resources are dwellings, an office and warehouse building, a dormitory, a variety of agricultural buildings and structures, and infrastructural elements, all built between 1943 and 1955. Twenty-one of the 45 surveyed resources are recommended as being eligible for listing in the National Register of Historic Places under Criteria A and C as Contributing resources in a historic district and for designation as State Archeological Landmarks

OncoLog Volume 52, Number 07/08, July/August 2007

Harnessing the Power of Protons Gene-Environment Interaction Studies Answer the Question, “Why Did I Get Cancer?” House Call: Parents: Be Hopeful and Honest When Telling Kids about Your Serious Illness Helping Physicians Help Patientshttps://openworks.mdanderson.org/oncolog/1162/thumbnail.jp

THE EFFECT OF SQUAT DEPTHS ON PEAK FORCES DURING COUNTERMOVEMENT JUMPS

The vertical jump is a key fundamental skill which is applied across a range of sports (Swinton, et al., 2010). The aim of the study was to examine the influence of squat depths on peak force, maximal jump height and maximal power on countermovement jump performance. We hypothesized that an increase in squat depth would generate an increase in jump height and power due to the greater time for force generation at take-off. The purpose of this study was to establish a guideline for coaches and athletes to be used in training programs, to determine the optimal squat depth for the athlete