A Viennese Appraises American Youth∗     

Marianne Beth 《Religious education (Chicago, Ill.)》2013,108(9):751-757

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Restoring order: Interpreting suicide through a Burkean lens     

Beth A. Messner  Jacquelyn J. Buckrop 《Communication quarterly》2013,61(1):1-18

This Burkean analysis of suicide notes argues that suicide is motivated by an innate human desire for “Order.” The notes analyzed in this study were composed by individuals who portrayed their lives as filled with much chaos and pain. In Burke's words, they viewed their lives as highly disordered. Their final communiques indicate that they saw suicide as a way to overcome the tremendous feelings of guilt and/or shame associated with that disorder. In a smaller number of cases, the deceased suggested that suicide allowed them to transcend their painful circumstances, thereby allowing them to avoid the assignment of guilt or shame. As the rhetoric of suicide notes reveals, suicide functions as an agency by which their authors believe a sense of “control” can be reestablished and, ultimately, “Order” restored to their worlds.  相似文献   

Equity and Advocacy Expectations of Culturally Diverse Families’ Participation in Special Education     

Maya Kalyanpur  Beth Harry  Tom Skrtic 《International Journal of Disability, Development & Education》2000,47(2):119-136

The authors contend that the equity and advocacy expectations imbedded in the legal mandate for parent participation in the special education decision-making process directly contradict the hierarchy of professional status and knowledge on which the positivist paradigm of professionalism is based, and are also in conflict with the values held by many families from culturally diverse backgrounds, contributing to low levels of participation and advocacy. They argue the need for professional education to incorporate opportunities for professionals to identify the cultural assumptions imbedded in the field of special education towards more balanced and effective collaboration.  相似文献   

A need within a need     

Michael Sutton  John Stone  Nati Gemechisa  Beth Young 《TechTrends》2003,47(4):39-41

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Mathematical education and Aboriginal children     

Beth Graham 《Educational Studies in Mathematics》1988,19(2):119-135

This paper is concerned with the issues surrounding the mathematical education of traditionally oriented Aboriginal children. A wide-ranging review of the relevant literature is presented and discussed with a view to developing more effective educational procedures. The discussion will be found to be relevant to other culture-conflict educational situations.  相似文献   

Northwestern University Library''s experience and decision.     

Beth Clausen 《Government Information Quarterly》2005,22(4):738-742

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Editor’s note     

Beth Luey 《Publishing Research Quarterly》1992,8(2):3-4

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Learning to Lead: Challenges and Resources for The New Public Library Director     

Josie Barnes Parker  Denice Adkins  Beth Brendler 《图书馆管理杂志》2017,57(4):444-460

Library directors are part of the infrastructure of information management, but how well do they manage their institutional knowledge for succession planning? Our study looked at strategies to ease managerial transitions between libraries, focusing on knowledge management, communities of practice, and mentorship. Our survey found that succession planning was dictated by local practice and size of library. The results of this paper inform knowledge of succession planning and reveal existing gaps between informal transfer of knowledge and structured knowledge management (KM), as well as librarians' resourcefulness. Library directors use KM strategies, mentoring, and involvement with communities of practice to foster innovation.  相似文献   

Explorations of the Gauss-Lucas Theorem     

Michael A. Brilleslyper  Beth Schaubroeck 《PRIMUS》2017,27(8-9):766-777

Abstract

The Gauss-Lucas Theorem is a classical complex analysis result that states the critical points of a single-variable complex polynomial lie inside the closed convex hull of the zeros of the polynomial. Although the result is well-known, it is not typically presented in a first course in complex analysis. The ease with which modern technology allows the plotting of zeros and critical points makes the result discoverable by students. We propose a visual investigation, followed by a series of exercises leading to different complete proofs of the theorem.  相似文献   

Online Teaching and Learning in Technical Communication: Continuing the Conversation     

Beth L. Hewett 《Technical Communication Quarterly》2017,26(3):217-222

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