scholarly journals Tomes! Enhancing Community and Embracing Diversity Through Book Arts

2018 ◽  
Vol 112 ◽  
pp. 55-66 ◽  
Author(s):  
Stephanie J. Beene ◽  
Lauri M. González ◽  
Suzanne M. Schadl
Keyword(s):  
Transformative Learning ◽  
Cultural Memory ◽  
Educational Institution ◽  
Spoken Word ◽  
Book Arts ◽  
Traditional Authority ◽  
Handmade Paper ◽  
Object Based ◽  
Multicultural States ◽  
The Continuum

This article highlights important connections between the spoken word, handmade paper, cultural memory and natural sustenance -- in books and in artworks. Two projects were brought together for an exhibition, which serves as an innovative response to the call for multiculturalism, inclusion, and equity at an educational institution in one of the most multilingual and multicultural states in the U.S. Any organization which mounts an exhibition runs the risk of assuming they know what visitors want to see, or ought to see, and how they might choose to experience the works displayed. This exhibit is an attempt to subvert that tendency and extend the continuum of authority, offering visitors multiple modes for leaving their mark on the exhibit. Preliminary comments demonstrate how performative and tactile object-based inquiry leads to transformative learning. How do communities interact with and describe materials whose intent is to push what comfortably translates between English and Spanish? How can we collaborate to provide better access to collections that represent their families, communities, or traditions? What sorts of differences are observed between the ways people handle and describe unique objects if they are not instructed first? The exhibit continues to evolve according to community feedback. This article discusses one approach to collaboration as an effective tool for breaking down barriers to traditional authority and hierarchies.

scholarly journals Model Pembelajaran Berpusat pada Kristus untuk Transformasi Bangsa: Studi Deskriptif di Sekolah Cahaya Cemerlang

2021 ◽  
Vol 2 (1) ◽  
pp. 26-33
Author(s):  
Frans Pantan ◽  
Purim Marbun ◽  
Syanti D. Mulia
Keyword(s):  
Transformative Learning ◽  
Community Involvement ◽  
Social Transformation ◽  
Educational Institution ◽  
Holistic Approach ◽  
Learning Model ◽  
Young Generation ◽  
Learning Methods ◽  
Knowledge Community ◽  
New Findings

Christian education in Indonesia has not fully taken the role of educating the young generation to know God's will, changing its paradigm, and pursuing change, personal, group, and national reform. Sekolah Cahaya Cemerlang (SCC) is a Christian educational institution that was built in order to take on a role and fulfill its vocation, with the aim of raising the next generation of leaders who bring transformation to the Indonesian nation. The research focus in this qualitative descriptive study is to describe a Christ-centred learning model at SCC in terms of policy principles, objectives, curriculum, and learning methods, involving 19 teachers,155 students, and their families. Some of the new findings from the principles of the learning process at SCC are the use of the Bible Based curriculum, the principle of partnership with families and communities, training places for young missionaries, and SCC as a learning and knowledge-sharing community. The new findings are also a holistic approach with a spiritual foundation and teachers as shepherds according to the Jesus learning model and curriculum content based on God's Word. The 'Second Home School', Bloom's Spirit-led Taxonomy, the development of the Social Domain with individual learning, and group and community involvement, form the basis for the development of learning methods at SCC. Reflexive and Transformative Learning Methods for pedagogy are also developed for the purpose of social transformation, achieving a greater Indonesia.AbstrakPendidikan Kristen di Indonesia belum sepenuhnya mengambil peran untuk mendidik generasi muda mengenal kehendak Allah, berubah paradigmanya, dan mengupayakan perubahan, refor-masi pribadi, kelompok, dan bangsa. Sekolah Cahaya Cemerlang (SCC) adalah institusi pendi-dikan Kristen yang dibangun dalam rangka mengambil peran dan memenuhi panggilannya, bertujuan membangkitkan pemimpin generasi penerus bangsa yang membawa transformasi bagi bangsa Indonesia. Fokus penelitian dalam studi deskriptif kualitatif ini adalah menggam-barkan model pembelajaran berpusat pada Kristus di SCC dari segi prinsip kebijakan, tujuan, kurikulum dan metode pembelajaran, yang melibatkan 19 guru, 155 murid beserta keluarganya. Beberapa temuan baru dari prinsip proses pembelajaran di SCC adalah penggunaan kurikulum Bible Based, prinsip kemitraan dengan keluarga dan masya-rakat, tempat pelatihan misionaris muda, dan SCC sebagai learning and sharing knowledge community. Temuan baru dalam kuri-kulum dalam penelitian ini adalah pendekatan holistik dengan dasar spiritual dan guru sebagai gembala sesuai model pembelajaran Yesus serta konten kurikulum berbasiskan Firman Tuhan.  “Sekolah rumah kedua”, Spirit-led Taksonomi Bloom, pengembangan Ranah Sosial dengan pem-belajaran individual, dan kelompok dan keterlibatan masyarakat, menjadi dasar pengembangan metode pembelajaran di SCC. Metode Pembelajaran Refleksif dan Transformatif untuk pedagogi juga dikembangkan da-lam tujuan transformasi sosial, mencapai Indonesia Maju.        

Gatekeepers of (Non-)Knowledge: Aleksei Balabanov’s Morphine (2008)

2016 ◽  
Author(s):  
Vlad Strukov
Keyword(s):  
Cultural Memory ◽  
The Self ◽  
The Other ◽  
Cultural Discourse ◽  
The Past ◽  
The Future ◽  
The Subject ◽  
Self Organisation ◽  
The Continuum

Balabanov’s Morphine is concerned with cultural memory conceived as a continuum; not as identity but rather subjectivity in construction. The concepts relates to Badiou’s study of subjectivity. It determines existence in a world where the horizon of knowledge is always disappearing and is never available to us in its integrity whereby the subject is barred from the infinite. Different directions and speeds of movement generate the transcendental subject in that the subject is in relation to the variations of the lived. One of such states implies a continuum, or becoming without determination, whilst the other, refers to the imperative to construct knowledge out of the elements of the continuum. Such assemblages, rituals and rites allow the subject to access the ‘beyond’, a different realm, where the elements of the past are positioned towards the future. The transcendence of the subject is coded as an unstoppable flow of imagery—a hallucination—divided into sequences by reiterations and references to the cultural discourse: an introspective vision produces not self-organisation but self-destruction as the subject becomes aware of its own infiniteness. I showcase how Balabanov’s Morphine captures the brutality of such openings and the self-annihilating impact of nothingness.

scholarly journals DERADICALISING RELIGIOUS EDUCATION

2020 ◽  
Vol 15 (1) ◽  
pp. 39-54
Author(s):  
Irham Irham ◽  
Sansan Ziaul Haq ◽  
Yudril Basith
Keyword(s):  
Transformative Learning ◽  
Religious Education ◽  
Educational Institution ◽  
Islamic Education ◽  
Educational Institutions ◽  
Educational Settings ◽  
Islamic Tradition ◽  
Religious Radicalism ◽  
Roles Of Teacher

This articles discusses deradicalization attempts in religious educational settings. It closely examines the roots of religious radicalism and offers the deradicalisation models in religious educational institutions. The discussion contributes to the current scholarship on the role of religious education in deradicalization programs and how create an Islamic educational institution that corfims and applies principles of multiculturalism. The paper particularly addresses the roles of teacher, the curriculum aspect of learning, and the translation of multiculturalism into Islamic education. Managerial aspect will be also included in the discussion. It further argues that the implementation of principles of multirculturalism reserves as an important element in confronting radical narratives, both from within and without Islamic tradition. It stands as an attempt to create moderate Muslim subjects who persistently uphold principles of inclusivity and transformative learning through opened-deliberation—rather than indoctrination—in education settings.  

scholarly journals Remediation of print: On the current restructuration of higher education

2014 ◽  
pp. 207-226
Keyword(s):  
Social Relationships ◽  
Educational Institution ◽  
Knowledge Work ◽  
Spoken Word ◽  
Educational Mission ◽  
Educational Establishment ◽  
Brick And Mortar ◽  
Grammar Of Schooling ◽  
Technological Developments ◽  
The Cost

The educational establishment was built and structured on a communication pattern at the core of the Gutenberg Galaxy that combines the spoken word with printed and handwritten resources. The current digitization of text is a pacesetter for retooling the workplace in the "industries of signs", for replacing skills on a broad scale and for developing new formal and informal social relationships. In addition to technological developments, a strong driver of this process is the cost of the mainly manual modes of academic operation. Core inhibitors to change are century-old traditions embedded in brick-and-mortar institutions, the impossibility of enforcing industrial-type organization on knowledge work and an elitist and scholastic bent in the academic concept of self. The field is thus in need of a new Grammar of Schooling that reflects technologically and socially driven participation modes that better address educational needs and cost considerations. The educational institution is challenged to develop a new logic of production in its educational mission.

Crafting Culturally Safe Learning Spaces: A Story of Collaboration Between an Educational Institution and Two First Nation Communities

2017 ◽  
Vol 2 (1) ◽  
pp. 157-166
Author(s):  
Joanna Fraser ◽  
Evelyn Voyageur
Keyword(s):  
Nursing Students ◽  
Transformative Learning ◽  
First Nations ◽  
Learning Experience ◽  
Educational Institution ◽  
Ways Of Knowing ◽  
Cultural Safety ◽  
Learning Space ◽  
Bachelor Of Science ◽  
Relational Accountability

This is a story of crafting a culturally safe learning space in the context of First Nations communities. It is told by two nurse educators working together, one who is Indigenous and one who is not. The word “crafting” is used to describe the collaborative and aesthetic process of co-constructing learning with students, community members and the environment. The relationship between the educational institution and the First Nations communities was guided by the concept of cultural safety. Cultural safety politicizes the notion of culture and disrupts the power imbalance between nurses and the people they work with. A process of collaborative conscientization was used to decolonize our institution and ourselves. This led to new possibilities of crafting an ethical learning space where Eurocentric ideologies could be dislodged from the center in order for Indigenous ways of knowing and learning to emerge. Students experienced a form of relational accountability for their learning through participation in community ceremonies and protocols. What resulted was a unique and transformative learning experience for fourth year Bachelor of Science in Nursing students offered in collaboration between an educational institution and two remote First Nations communities.

C. The Continuous Spectrum of Pulsating Variable Stars

1967 ◽  
Vol 28 ◽  
pp. 177-206
Author(s):  
J. B. Oke ◽  
C. A. Whitney
Keyword(s):  
Continuous Spectrum ◽  
Variable Stars ◽  
Velocity Fields ◽  
The Other ◽  
Line Spectrum ◽  
Direct Information ◽  
Thermodynamic Structure ◽  
Diagnostic Interpretation ◽  
Pulsating Variable Stars ◽  
The Continuum

Pecker:The topic to be considered today is the continuous spectrum of certain stars, whose variability we attribute to a pulsation of some part of their structure. Obviously, this continuous spectrum provides a test of the pulsation theory to the extent that the continuum is completely and accurately observed and that we can analyse it to infer the structure of the star producing it. The continuum is one of the two possible spectral observations; the other is the line spectrum. It is obvious that from studies of the continuum alone, we obtain no direct information on the velocity fields in the star. We obtain information only on the thermodynamic structure of the photospheric layers of these stars–the photospheric layers being defined as those from which the observed continuum directly arises. So the problems arising in a study of the continuum are of two general kinds: completeness of observation, and adequacy of diagnostic interpretation. I will make a few comments on these, then turn the meeting over to Oke and Whitney.

Photo-electric Hβ and uvby photometry

1966 ◽  
Vol 24 ◽  
pp. 170-180
Author(s):  
D. L. Crawford
Keyword(s):  
Narrow Band ◽  
Line Strength ◽  
Interference Filter ◽  
B Stars ◽  
Relative Line ◽  
The Mean ◽  
F Stars ◽  
Two Parameters ◽  
Filter Photometry ◽  
The Continuum

Early in the 1950's Strömgren (1, 2, 3, 4, 5) introduced medium to narrow-band interference filter photometry at the McDonald Observatory. He used six interference filters to obtain two parameters of astrophysical interest. These parameters he calledlandc, for line and continuum hydrogen absorption. The first measured empirically the absorption line strength of Hβby means of a filter of half width 35Å centered on Hβand compared to the mean of two filters situated in the continuum near Hβ. The second index measured empirically the Balmer discontinuity by means of a filter situated below the Balmer discontinuity and two above it. He showed that these two indices could accurately predict the spectral type and luminosity of both B stars and A and F stars. He later derived (6) an indexmfrom the same filters. This index was a measure of the relative line blanketing near 4100Å compared to two filters above 4500Å. These three indices confirmed earlier work by many people, including Lindblad and Becker. References to this earlier work and to the systems discussed today can be found in Strömgren's article inBasic Astronomical Data(7).

Observations of the continuum near the galactic centre

1967 ◽  
Vol 31 ◽  
pp. 405
Author(s):  
F. J. Kerr
Keyword(s):  
Galactic Centre ◽  
The Past ◽  
Centre Region ◽  
The Continuum

A continuum survey of the galactic-centre region has been carried out at Parkes at 20 cm wavelength over the areal11= 355° to 5°,b11= -3° to +3° (Kerr and Sinclair 1966, 1967). This is a larger region than has been covered in such surveys in the past. The observations were done as declination scans.

Removing Substrate Background in TEM Microanalysis

1974 ◽  
Vol 32 ◽  
pp. 568-569
Author(s):  
John C. Russ ◽  
Nicholas C. Barbi
Keyword(s):  
Electrical Conductivity ◽  
Rapid Growth ◽  
Organic Film ◽  
Absolute Concentration ◽  
Background Signal ◽  
X Ray ◽  
Elemental Concentrations ◽  
Transmission Electron ◽  
Electron Microscopes ◽  
The Continuum

The rapid growth of interest in attaching energy-dispersive x-ray analysis systems to transmission electron microscopes has centered largely on microanalysis of biological specimens. These are frequently either embedded in plastic or supported by an organic film, which is of great importance as regards stability under the beam since it provides thermal and electrical conductivity from the specimen to the grid.Unfortunately, the supporting medium also produces continuum x-radiation or Bremsstrahlung, which is added to the x-ray spectrum from the sample. It is not difficult to separate the characteristic peaks from the elements in the specimen from the total continuum background, but sometimes it is also necessary to separate the continuum due to the sample from that due to the support. For instance, it is possible to compute relative elemental concentrations in the sample, without standards, based on the relative net characteristic elemental intensities without regard to background; but to calculate absolute concentration, it is necessary to use the background signal itself as a measure of the total excited specimen mass.

EELS white line intensities calculated for the 3d and 4d metals

1989 ◽  
Vol 47 ◽  
pp. 388-389
Author(s):  
C. C. Ahn ◽  
D. H. Pearson ◽  
P. Rez ◽  
B. Fultz
Keyword(s):  
Experimental Data ◽  
Line Intensity ◽  
Transition Probabilities ◽  
Initial Increase ◽  
White Line ◽  
Hartree Fock ◽  
Line Intensities ◽  
Integrated Intensity ◽  
X Ray Absorption ◽  
The Continuum

Previous experimental measurements of the total white line intensities from L2,3 energy loss spectra of 3d transition metals reported a linear dependence of the white line intensity on 3d occupancy. These results are inconsistent, however, with behavior inferred from relativistic one electron Dirac-Fock calculations, which show an initial increase followed by a decrease of total white line intensity across the 3d series. This inconsistency with experimental data is especially puzzling in light of work by Thole, et al., which successfully calculates x-ray absorption spectra of the lanthanide M4,5 white lines by employing a less rigorous Hartree-Fock calculation with relativistic corrections based on the work of Cowan. When restricted to transitions allowed by dipole selection rules, the calculated spectra of the lanthanide M4,5 white lines show a decreasing intensity as a function of Z that was consistent with the available experimental data.Here we report the results of Dirac-Fock calculations of the L2,3 white lines of the 3d and 4d elements, and compare the results to the experimental work of Pearson et al. In a previous study, similar calculations helped to account for the non-statistical behavior of L3/L2 ratios of the 3d metals. We assumed that all metals had a single 4s electron. Because these calculations provide absolute transition probabilities, to compare the calculated white line intensities to the experimental data, we normalized the calculated intensities to the intensity of the continuum above the L3 edges. The continuum intensity was obtained by Hartree-Slater calculations, and the normalization factor for the white line intensities was the integrated intensity in an energy window of fixed width and position above the L3 edge of each element.

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