Ha shoah

Sermon preached at Waterloo Lutheran Seminary, April 9, 1997

What are the important components of successful leadership teams within children centres? (Sharing our experience, Practitioner-led research 2008-2009; PLR0809/044)

This research aimed to explore leadership within children centres and involved looking at the components that make up successful leadership teams with special consideration to working in multi-professional teams. Interviews with children centre managers, children centre teachers and child care managers were carried out in a cross-section of children centres. The interviews were transcribed and the data collected was analysed. How many interviews did they complete in total and what did the interviews explore? From this analysis, four recurrent themes were highlighted by the professionals and these were: • communication • professional Identity • pedagogical knowledge • leadership. The main implications for practice that the research has highlighted include: • The need for transparency in relation to the processes and systems of communication, enabling all to listen and feel listened to and for meaning making to occur. • Reflection is an essential part of practice that should not be considered extravagant. • Line managers need to share the values and vision of individual centres. • It is essential for theory and practice to be reflected upon in the creation of a learning community. • The development of a shared vision that is a basis for all working practice is an essential part of quality provision. This was a challenging process with many professional and personal obstacles to overcome. Upon reflection, our leadership team has provided support through these challenges and it is to the credit of the team that it has been completed

Information structure in Acadian French

This paper examines aspects of information structure in Acadian French, focusing on the use of detached (also referred to as \u27moved\u27 or \u27dislocated\u27) syntactic structures in the spoken language. The data is from interviews with Acadian French speakers and is analyzed using Role and Reference Grammar as a theoretical framework. One section of this paper also reviews existing literature on the subject. This study is innovative empirically in that it studies a Canadian variety of French which has not been significantly discussed previously in the literature on information structure nor within the RRG model. The detached clauses are subdivided into different types and their use is described and analyzed. This paper not only helps us understand the means of encoding information structure in the grammar of Acadian French speakers of Canada; it also serves as a basis for comparison and historical development in information structure as other researchers compare the results and analysis obtained in my study with those of studies on other varieties of French

An analysis of it-clefts within a Role and Reference Grammar framework

The it-cleft construction (e.g. It was Bill that I saw ) is generally accepted to be a marked syntactic bi-clausal option which expresses a simple semantic proposition; in terms of information structure, the construction places an element in focus position, within a copular matrix clause. This element receives an exhaustive interpretation; that is, in the case of (1), it is Bill, and only Bill, that was seen. These clefts lack a straightforward mapping between their syntactic, semantic and pragmatic structures and as a result are a prime construction to illustrate the advantages of Role and Reference Grammar which is able to bring these aspects together in a coherent analysis. This paper begins with a brief overview of the literature on it-clefts. Following this, an approach to the study of it-clefts in English from a Role and Reference Grammar theory perspective (following Van Valin and LaPolla 1997, 2003) is presented and several key issues highlighted. The analysis also draws from work by Lambrecht (2001) and Davidse (2000). It is demonstrated that a comprehensive account of it-cleft constructions needs to take into account both the way that clefts exploit the copular verb and their relationship to their non-cleft counterpart sentences

Developing the quality of personal and social education-related transition to to adulthood courses for young people with learning difficulties and/or disabilities

The thesis examines the input offered to young people with LDD in further education, under the broad heading of transition to adulthood input. A range of research methods is used, combining to provide an understanding of what is offered in this work, and enabling suggestions to be made as to how transition to adulthood input might be judged, and improved. The thesis is in four parts:Part One: Further Education; Chapter One describes the background to transition to adulthood input in FE. Chapter Two covers broader considerations, including philosophical and ethical issues, together with recent developments in FE and their impact upon the target courses. Chapter Three describes the present position in FE for young people with LDD. Part Two: the PSE Foundations of Transition to Adulthood Studies: Chapter Four describes the theoretical and curricular influences upon this work. Chapter Five analyses PSE-related transition to adulthood curricular input, with a view to identifying common ground. Chapter Six attempts to clarify the difficulties surrounding assessment and evaluation in this work. Transition to adulthood's relationship to social psychology is confirmed, and Bandura's (1986) Social Cognitive theory is suggested as the focal theory for this work.Part Three: the Empirical Research: Chapter Seven provides an overview of the empirical research elements in the study. Chapter Eight describes a preliminary survey; Chapter Nine is concerned with the main survey, of transition to adulthood provision in three FE regions. Chapter Ten describes interviews with three Expert Witnesses, and Chapter Eleven describes interviews with two students groups.Part Four: Discussion, Issues and Outcomes: Chapter Twelve provides interpretation and discussion of the empirical research. Chapter Thirteen takes this further, describing possible ways forward. These include a suggested curriculum for adulthood and a departmental quality profile to be used by course providers. Chapter Fourteen provides a summary of conclusions

'I'm there right now. Call me': Unstable identities and irregular distances from Raymond Chandler to David Lynch

David Lynch’s Lost Highway (1997) and Raymond Chandler’s The High Window (1942) each contain scenes in which ambiguous distances and fluid identities disorientate the protagonists. The principle of incrimination that underpins modern criminal investigation demands a rationalisation of time, space and identity. But these three categories can be undermined, intentionally by individual action, or inherently by the technologies and systems of modernity itself. In both Chandler and Lynch, audio-visual media, particularly the telephone, demonstrate the fragility of any rigid, rationalised conception of distance and proximity, undermining the possibility of the stable knowledge by which the detective might solve the case, and the accused might defend himself against incrimination. The particularly disorientating dynamics of relation experienced by Lynch’s protagonists are also analogous to his subversion of cinematic narrative structure – in which the possibility of narrative closure constantly seems to both approach and recede

A study of textual researches in the gospels since Westcott and Hort

https://place.asburyseminary.edu/ecommonsatsdissertations/2056/thumbnail.jp