Power, Responsibility & Wisdom: Exploring the Issues at the Core of Ethical Decision-Making and Leadership

Decision-making ostensibly requires the exercise of Power. But that use of Power must be counterbalanced with Responsibility in order to make good decisions. Infusing Wisdom into the decision-making process necessarily incorporates an ethical component and involves both the identification and evaluation of relationships. Wise decision-making, therefore, requires the application of Wisdom which transcends simple, short-lived factual proficiency. It is this careful weighing of Wisdom, Power, Knowledge, and Responsibility which must guide our business leaders and be taught to our business students

Dropped Out or Kicked Out?

The school drop-out problem is real and has been with us for some time. Unless proper, effective corrective measures are taken and all who teach do something positive, the difficulty is likely to not only remain, but grow worse. Most educators and many interested laymen are concerned with the fundamentals of this deplorably wasteful situation, but it would appear that the real causes are little known or understood (3)

Effects of a Secondary Reading Methods Course on Students\u27 Attitudes toward Teaching Content Reading

It takes a lifetime for individuals to master the reading process, and high school teachers play an important role. Moreover, high school teachers, who are subject matter specialists, are the best persons to teach students the reading skills unique to the various content areas (Shepherd, 1984). Many secondary teachers are aware of this opportunity and responsibility; others are not, so efforts are underway to help them believe in the need for teaching reading skills in their special subjects (Lloyd, 1986; Roe, Stoodt and Burns, 1987)

The Phonics Quagmire

The quicksand of confrontation in phonics methodology has been the either-or dichotomy exemplified by the nature-nurture controversy of yesteryear. The proponents of heredity as the prime dictator of human growth and development had well-polished arguments for their position and so did those who believed in the preeminence of environmental factors. In the phonics controversy the oversimplification of viewpoint was equally clear-cut. Either we teach phonics as synthesis or we teach phonics as analysis, but we cannot do both. However, modern phonics instructional theory and practice indicates that perceptive teachers are taking both handles and doing just that up to a point

P-V-S: A New Approach to Teaching Communication Skills

Conscientious teachers are constantly searching for viable procedures which will enhance pupil creativity in oral and written expression. Typically such teachers attempt to avoid the sterile, stereotyped, workbook-oriented language lessons and endeavor to bring into their classrooms valuable activities which provide some direction but do not stifle pupil interest or creativity. Furthermore, because the acquisition of speaking and writing skills is being encouraged in modern classroom instructional programs, those media which assist the teacher are in ever-increasing demand

Teaching/Learning: The Student Viewpoint

Learning is a vital aspect in the life of every individual. To some it comes, easily, but to others it does not. Why this happens depends on several interrelated factors. Among them are home environment and parental support, individual capabilities/potential including mental maturity and personal drive, and school/educational classroom methodology or procedures. The latter point is the focus of this paper

Reading to Write

The functions of listening, speaking, reading, and writing, should form a solid foundation from which students can learn as they grow toward maturity in their educational endeavors. Without a proper grasp of those functions, a language imbalance occurs. One might say that the foundation tilts because the base is not sufficiently solid in each direction. As a result one or more language functions are slighted and may not mature sufficiently or may atrophy because of disuse

Pathogenicity, Synergism, and Control of Xanthomonas Translucens and Septoria Avenae f. sp. Triticea on Spring Wheat in South Dakota

During the 1969 growing season an unusual leaf disease developed extensively on spring and winter wheats (Triticum aestivum L.) in experimental plots at Brookings. This disease was characterized by symptoms somewhat similar to those of three common but relatively minor wheat diseases; Septoria leaf blotch, bacterial blight and Helminthosporium leaf spot. Though similar to each, symptoms were not truly typical of any one disease. Symptoms similar to those observed at Brookings had been observed elsewhere in South Dakota prior to 1969. A fungus tentatively identified as Septoria avenae Frank f. sp. triticea Johnson and a bacterium designated as Xanthomonas translucens Dowson were observed. in, or isolated from, many such lesions. The abundant atypical symptoms and the presence of both pathogens suggested. The possibility of a synergistic relationship between the two organisms. Since relatively little was known about the nature of the Septoria species or about its relationship to X. translucens, this study was conducted to answer several questions relating to the problem: 1. What is the prop.er identity of the Septoria species? 2. Is there a synergistic relationship between this Septoria and X. translucens? 3. Do spring wheat cultivars currently grown in South Dakota have resistance to this disease complex? 4. What available pesticides, if any, will control this disease-complex

Examining the freshman weight gain phenomenon with measures of fat-free mass and fat mass

Bibliography: p. 51-5

A Second Grade Experiment with a New Reading-Language Process

Experimentation with innovative reading and language instructional processes is a vital necessity if teaching is to be effective and keep pace with our ever-changing society. 1 Pupils need to learn to read and read well if they are to become contributing citizens and since they learn best through various approaches, it seems logical that many reading instructional models should be made available for teachers to use. This implies that new programs should be discovered and also that they be tested in order to determine their viability with students in the classroom. Such is the nature of this report