Big Ding 鼎 and China Power: Divine Authority and Legitimacy

Paleographic, art historical, metallurgical, and archaeological data are used to identify the monumental bronze tetrapod ding vessel as a preeminent symbol of state authority and divine power during the Shang era of ca. 1640–1046 b.c.e . Paleographic data based on oracle bone terms and inscriptions includes reference to ding as a verb of ancestral sacrifice, and the ding vessel in the specialized compound, yiding, referring to the ritually and metamorphically empowered ding vessel. Art historical data accounts for differences in form and style between ding tetrapod and tripod types. Metallurgical data derives primarily from a unique source of high radiogenic lead in southern China exploited during the early Shang period. Archaeological data derives from excavated Shang tetrapod ding in royal burial or cache burials

Leading the Multiethnic Church: Help from New Metaphors and The Leadership Challenge

Success in leading the multiethnic church (MEC) eludes assessment because of the variety of congregational configurations and the unique intercultural environment. This article describes how leadership in one MEC harmonizes with and differs from basic cultural standards as expressed in James Kouzes and Barry Posner’s The Leadership Challenge. It follows an earlier case study (published in the Summer 2010 issue) about weaknesses that emerged at a DC-area MEC when Dan, the beloved pastor, resigned. Three new categories describe designs: the mall, the cinema, and the blend. Six new metaphors describe relationships among different cultural groups: renters, investors, neighbors, coworkers, siblings, and patients. A figure illustrates these metaphors according to varying degrees of familiarity and collaboration, showing that relationships can be characterized most strongly by unity, apathy, dependency, or schism. Case study examples demonstrate the feel-good neighbor relationship to be the most unstable. MEC needs press modifications onto Kouzes and Posner’s principles: pastors must a) diminish themselves to increase the modeling visibility of others; b) facilitate interdependence through collaboration; c) expose ethnocentrism and coach toward mutuality; d) ensure rotation of responsibility and team ownership of accountability; and e) build familiarity and trust within a committed team, with healthy sibling relationships as the ideal metaphor

Leadership Transfer Awakens Dormant Dilemmas in a Multi Ethnic Church: Correctives from Church Planting

This case study examines the six-month transition to a new pastor for a multiethnic, multicongregational church near Washington, DC. It describes four dilemmas that emerged and proposes correctives from church-planting literature, particularly the facilitative approach of Tom Steffen (and principles from Donald McGavran and David Garrison). First, the ownership dilemma asks how a multiethnic church can achieve genuine mutuality among varied cultural groups and suggests the need for chronological Bible teaching. Second, the identity dilemma asks how deeply individual pastors and congregations need to agree on matters of governance and doctrine, and how non-negotiables can best be communicated. It insists that familiarity and trust are essential to both. Third, the cohesion dilemma asks how power and authority should be distributed to assure cohesiveness; it suggests that a facilitative senior pastor continually shed power to a diverse team so that leadership transfer happens without disruption. Fourth, the mission dilemma asks how a church can help diverse members keep sight of why they need one another in reaching the world and illustrates the need for frequent, ongoing, cooperative missional efforts among all congregations. The four dilemmas and their correctives point to interdependence as an essential core value for the MEC

Examining the issues & challenges of email & e-communications. 2nd Northumbria Witness Seminar Conference, 24-25 Oct 2007 Northumbria University, Newcastle upon Tyne.

These proceedings capture the content of the second Witness Seminar hosted by Northumbria University’s School of Computing, Engineering and Information Sciences. It followed the success of the first witness seminar in terms of its format and style but differed in that it focused on one topic - managing email and other electronic communications technologies from a records perspective. As before the witnesses were invited to share their views and opinions on a specific aspect taking as their starting point a pertinent published article(s). Three seminars explored the business, people and technology perspectives of email and e-communications, asking the following questions: What are the records management implications and challenges of doing business electronically? Are people the problem and the solution? Is technology the problem or panacea? The final seminar, 'Futurewatch', focused on moving forward, exploring new ways of working, potential new technologies and what records professionals and others need to keep on their radar screens

A Case Study of Error in Survey Reports of Move Month Using the U.S. Postal Service Change of Address Records

Correctly recalling where someone lived as of a particular date is critical to the accuracy of the once-a-decade U.S. decennial census. The data collection period for the 2010 Census occurred over the course of a few months: February to August, with some evaluation operations occurring up to 7 months after that. The assumption was that respondents could accurately remember moves and move dates on and around April 1st up to 11 months afterwards. We show how statistical analyses can be used to investigate the validity of this assumption by comparing self-reports and proxy-reports of the month of a move in a U.S. Census Bureau survey with an administrative records database from the U.S. Postal Service containing requests to forward mail filed in March and April of 2010. In our dataset, we observed that the length of time since the move affects memory error in reports of a move and the month of a move. Also affecting memory error of moves is whether the respondent is reporting for themselves or another person in the household . This case study is relevant to surveys as well as censuses because move dates and places of residence often serve as anchors to aid memory of other events in questionnaires

Community Building in Online PBL Courses: Instigating Criticality

As post secondary institutions continue to endeavor to address changing stakeholder expectations and policy directions, new curriculum models that allow for choice and learner flexibility are required. One approach that shows promise in this area is online problem-based learning (PBL). This paper discusses a case-study of the implementation of a problem-based learning pedagogical framework that fosters the development of meaningful teacher-learner; learner-learner, and learner-content relationships (vanOostveen & Desjardins, 2013) in an online Bachelor’s program in adult education and digital technology. Within this context, the attributes and affordances of a program design model on facilitating online community are examined

Examining the use of Web-Based Tools in Fully Online Learning Community Environments

In order to participate in the co-creation of the digital space inherent in Fully Online Learning Community (FOLC) environments (vanOostveen, DiGiuseppe, Barber, Blayone & Childs, 2016), learners must be familiar with the types of web-based tools that are available, and how they can be used to support collaborative learning. Bower (2015) states that educators have a narrow conception of web-based technologies and consequently there are many web-based applications which have not yet been found or utilized. It is suspected that this is also the case for many learners. This paper examines the awareness of web-based tools as well as their use in learning contexts by instructors and students working in FOLC environments. Specifically, the investigation looks to determine if learners and faculty are aware of web-based tools that can help learners to understand concepts, models and theories and how the tools allow for the development of learner autonomy and resilience within fully online learning environments. Participants in fully online courses at a medium-sized Canadian university were asked to respond to a survey as well as participate in a series of repertory grid focus group sessions, held in an audio-video conferencing virtual room. Preliminary results suggest that while awareness of some tools is more prevalent than previously suspected, the use of these types of tools is constrained by a number of factors including a lack of knowledge of how to incorporate the tools into online environments, and a lack of interest in using these tools. The paper includes a full analysis of all collected data

Developing Learning Communities in Fully Online Spaces: Positioning the Fully Online Learning Community Model

The Fully Online Learning Community (FOLC), developed at the University of Ontario Institute of Technology (UOIT), is a social-constructivist model, addressing a paradigm shift in employment skills, and supporting key elements of transformational learning. Adopting a Problem-based Learning (PBL) approach to activity design, FOLC has served as basis for both undergraduate and graduate, fully online degree programs for almost a decade. In this time, it has demonstrated its ability to facilitate richly collaborative, socially cohesive, and constructively critical, learning communities supported by a flexible array of synchronous and asynchronous digital affordances. FOLC represents a “divergent fork” of the Community of Inquiry (CoI) design to foreground the synergistic dynamics of social and cognitive presence, the role of professional educators as co- learners, the community-oriented nature of knowledge construction, the mediating role of digital competence and open technologies in fully online learning, and the transformational potential of democratized communication and assessment practices. Having positioned FOLC conceptually, a developing research agenda, aimed at grounding the FOLC on a broader body of empirical data, is presented. The underlying argument is that rich, transformative learning communities can be established in fully online programs, and these communities can have a significant democratizing effect on participants and the broader social context