Lessons From History

Reproduced here is a version of the presidential address delivered at the Association for Counselor Education and Supervision (ACES) luncheon, held during the American Counseling Association National Conference in Denver on April 29, 1995.     

Pluralism: Building Community for the 21st Century

Reproduced here is the presidential address delivered at the Association for Counselor Education and Supervision (ACES) luncheon, American Counseling Association (ACA, formerly American Association for Counseling and Development [AACD]) Baltimore Convention on March 28, 1992.     

ACES: Celebrating Our Past While Shaping Our Future

Reproduced here is the presidential message delivered at the Association for Counselor Education and Supervision luncheon held during the American Counseling Association National Conference in New Orleans, LA, in March 2002.     

ACES at Its Best: Celebrating the Human Spirit

Reproduced here is the presidential message delivered at the Association for Counselor Education and Supervision (ACES) luncheon held during the American Counseling Association National Conference in Washington, DC, in March 2000.     

Vanguards of Change

Following is the speech presented by the president of the Association for Counselor Education and Supervision at its annual luncheon, which was held on April 3, 2004, during the American Counseling Association National Conference in Kansas City, Missouri.     

ACES 2000: Compositions and Improvisations

This 1999 presidential address was given at the luncheon of the Association of Counselor Education and Supervision on April 15, 1999 in San Diego, California as part of the conference of the American Counseling Association.     

Presidential Address: Advocating for Meaningful Linkages to Our Global Future

Reproduced here is the presidential address delivered at the Association for Counselor Education and Supervision (ACES) luncheon at the American Counseling Association's annual conference in Indianapolis, Indiana on March 30, 1998. Life is a journey. Its direction is more important than its destination. Whether you try surfing at 30 or 80, the fact that you reached out to experience it is the key. I'm always leery when I think “I have arrived,” for then the creative process in me erupts to jolt me to the realization that the journey is never-ending and the essence of being human. … I can choose. It is my lot as a human being to choose growth. (Thomas, 1992, xiii)     

Teaching for analogical transfer as a means of improving problem-solving,thinking and learning

Analogical transfer is transfer of a basic structure acquired through one or more instances to another instance. A basic structure like this is sometimes called a paradigm. Paradigmatic teaching, i.e. teaching for analogical transfer, requires the teaching of a basic structure by appropriate exemplars as well as the teaching of its application in various fields and contexts. This is demonstrated using research on teaching for problem-solving, inductive thinking, and learning-to-leam.Invited paper presented at the joint meeting of the Dutch Research Association on Instructional Processes (OTG), the German Division for Empirical Educational Research (AEPF) of the German Educational Association and the Division for Educational Psychology (FPP) of the German Psychological Association on April 23–25, 1989, at the University of Twente, The Netherlands.     

Transformation and Closure for Anatomical Donor Families that Meet Medical Students

The University of Oklahoma College of Medicine has conducted an annual Anatomical Donor Luncheon where families of the anatomical donors met anatomy dissection groups of medical students. The luncheon presented an opportunity for donor family members to share the life story of their loved one with the medical students prior to the start of the anatomy course. This study was designed to understand the impact of the Anatomical Donor Luncheon on families of the donors. Seven families in two different focus groups were included to explore the reactions and attitudes of the donor families to meeting the medical students. Conversations were digitally recorded and transcribed. Qualitative analysis of textual data were coded by three investigators using the Constant Comparative Method. To provide evidence of validity, a form of member checking was utilized. For further triangulation, an analyst not involved in conducting the focus groups or analyzing the data, re-coded all data. This analyst used categories and themes identified by the original analysts, ensuring validity of the themes and any negative cases (data not supporting or contradictory of the established categories and themes). One meta-theme and three sub-themes were identified. The meta-theme was Donor Family Participants Experience Transformation and Closure, and sub-themes were Motivators for Participation, Optimal Venue Factors, and Optimal Medical Student–Anatomical Donor Family Interactions. Study findings indicated the Anatomical Donor Luncheon facilitated closure on the death of their loved one, and transformed their apprehension about the luncheon and body donation into an attitude of gratitude and appreciation.     

INTERNATIONAL RECOGNITION OF STUDIES,DIPLOMAS, AND DEGREES AS SEEN FROM AN AMERICAN PERSPECTIVE

The aim of this article is to describe the sources of information on foreign education systems and credentials by means of which the various higher education institutions of the United States reach decisions as to the admission of foreign students and the granting of equivalences for degrees earned abroad. The information is derived from a number of sources, particularly from such national volunteer and professional associations as the American Association of Collegiate Registrars (AACRAO) including a linkage which it maintains with the Agency for International Development (AID), the National Council on the Evaluation of Foreign Educational Credentials (The Council), the National [Association of Foreign Student Affairs (NAFSA), the National Liaison Committee on Foreign Student Admissions (NLC), and the National Association of Credential Evaluation Services (NACES). The article further explains how each of these organizations reaches decisions as to the value of given foreign credentials and makes its judgments and recommendations known to those who, in general, need this information, and to specific institutions which request specific information for specific purposes. In the final analysis, the organizations in question are purely advisory; the specific decisions with regard to specific students enrolled in specific higher education institutions are the sole purview of the institutions in question.     

Karplus,careers, and carbon: Karplus lecture

Presented March 28, 1992, at National Science Teachers Association Annual Meeting, Boston, Massachusetts.     

Reflections on Leadership: Theory,Experience, and Practice

This article, which was delivered as the Thirty-Sixth Annual Dudley Allen Sargent lecture at the 2017 conference of the National Association for Kinesiology in Higher Education (NAKHE), discusses transformational leadership theory as an effective approach to inspiring subordinates and creating a culture that results in a shared vision and common approach to a positive organizational future. Contrasting a transformational versus transactional approach, it uses both published papers and leadership reflections from many of NAKHE’s most successful emerging and experienced professionals to provide suggestions on leadership methods that can be incorporated to facilitate transformative change.     

保定商会、同业公会改组及其与国民政府的关系（1928-1937）

1928年之前,国民政府在保定商界并没有组织基础。为完成保定商会、同业公会的组织、改组,国民政府充分借助于保定商会的影响和作用,保定商会也发挥了“上传下达”的作用;满7家以上同业商户组织同业公会,在同业公会的基础上,组织商会,因而,保定同业公会是保定商会的基层组织,两者密不可分;国民政府通过立法,给予保定商会、同业公会制度性空间,保证了其自主性和独立性。     

The Design,Development, and Implementation of LUDA Virtual High School

Abstract

The purpose of this paper is to present the Large Unit District Association virtual high school (LUDA-VHS) project and discuss its design, development, and implementation. A model developed at the Center for the Application of Information Technologies for designing online classes will be presented and discussed. The focus of the paper will be to present the lessons learned and provide practical recommendations on how to design successful online programs. Issues to be discussed include the following: recruiting, training, and compensating teachers; selecting and supporting students; developing instructional strategies for online learning; building a sense of community; educating the public on the benefits of online education; providing equal access; building quality assurance mechanisms.     

CHARGE Association: Symptoms,behaviour and intervention

This paper reviews current knowledge on CHARGE Association. CHARGE is a relatively recently identified, heterogeneous, condition about which there is a good deal of medical information concerning the developmental anomalies involved. These include coloboma, heart defects, atrestia, retardation of development or growth, genital hypoplasia and ear problems including deafness. There is far less published material concerning the psychological and educational implications. The severity, impact and interaction between the six developmental anomalies characterising the condition can vary greatly. The paper considers aspects related to social behaviour and factors to be considered when planning educational interventions with this low incidence group of children who have more significant additional needs. Given the relatively low incidence of children with dual sensory impairment in the population and the wide range of demands made on educational psychologists' time, it is perhaps not surprising that most have little knowledge or experience of CHARGE Association. The purpose of this short paper, therefore, is to describe the main features of the condition, to note the incidence, to look at its impact upon learning and behaviour, and to consider the implications for intervention.     

Weimar in Amherst

Gary Crosby Brasor, formerly assistant professor of French at Howard University, is the executive director of the Massachusetts Association of Scholars. This article is excerpted from a November 1994 report prepared by Dr. Brasor for the Massachusetts Association of Scholars titled “Turmoil and Tension at the University of Massachusetts at Amherst: History, Analysis, and Recommended Solutions”     

Progress For Women In Academe,Yet Inequities Persist: Evidence from NSOPF:99

In this study, we use data from the 1999 National Study of Postsecondary Faculty (NSOPF:99) to measure the unexplained wage gap between men and women in academe. We pay particular attention to how these unexplained wage gaps have changed over time by comparing the results from the 1999 survey to published results from previous national surveys and test for the sensitivity of these findings to the method used for measuring the unexplained wage gap and the type of institution or field being examined. We found that there has been a notable reduction in the overall unexplained wage gap between men and women, and that there is no longer any evidence of a statistically significant pay differential between men and women in doctoral-level or liberal arts institutions. The results also show that significant pay differentials still persist in some segments of academe, and that overall women with comparable qualifications to men have lower salaries.Earlier versions of this paper were presented at the annual meetings of the Association for Institutional Research, Tampa, FL, May 2003, and the Association for the Study of Higher Education, Portland, OR, November 2003.     

Handbook of human performance technology: Principles,practices, potential (3rd ed.) edited by James A. Pershing

James A. Pershing, CPT, PhD, is a professor of education in instructional systems technology and educational inquiry methodology at Indiana University. He is the former editor of the Performance Improvement journal and TechTrends, past director of the International Society for Performance Improvement, and association manager of the Association for Educational Communications and Technology. He is now a consulting reviewer for TechTrends and is editor of the Asia Pacific Cybereducation Journal. The Handbook of Human Performance Technology: Principles, Practices, Potential (3rd ed.; ISBN: 978‐0‐7879‐6530‐0) is published by John Wiley & Sons, Inc. The publisher may be reached online at http://www.pfeiffer.com/WileyCDA/ or contacted at 978–750–8400.     

Predictors of outside funding for research among AASCU institutions

A summary of a survey concerning external funding for research of the 338 member institutions of the American Association of State Colleges and Universities (AASCU) is presented. Results indicate that AASCU institutions which have been successful in obtaining outside funds for research purposes tend to place more emphasis, in both policy and resource allocation, on graduate teaching and internally and externally funded research. This information might prove useful to AASCU or similar institutions examining policies aimed at increasing the amount of external funding for research.Presented at the Twenty-First Annual Forum of The Association for Institutional Research, Minneapolis, May 1981.