The need for respect, however, does not mean a need for trepidation. The fear of offending someone's dearest beliefs should not be so great that there is a timid educational environment, with little real discussion. The ability to foster true interfaith dialogue, rather than interfaith silence, is one of the challenges of all religious practitioners today. That is why I know I will benefit from the atmosphere at Harvard. Harvard's level of intellectualism and its demand that its divinity students question how feminism, sexual difference, and race must be addressed in the context of religious life today will teach me how to engage in true dialogue with others. Even if I do not always agree with everyone in the classroom, at least I will learn how such disagreement can inform my own views. To enter into a multi-faith classroom demands a willingness to change, even if one emerges with one's own belief system relatively...
Because of the changes our society is undergoing, a minister cannot live in a world with only one or two perspectives: even within his or her own church there is likely to be regular church-goers and those who only come on holidays; members who are recent immigrants and those who have lived in America for generations. A congregation may be composed of conservatives and liberals, adolescents and the aged. All of these various groups will bring their own 'spin' to their own faith, even if all of the congregants are a part of the same tradition. Learning how to communicate and collaborate without forcing members of the group into silence, and bringing all voices to the surface, is a skill I hope to learn at HDS and to bring to my future faith and practice.
"Co-enrolled classrooms," they advise, "represent a promising additional possibility for increasing student social access to peers, as well as increasing achievement. A co-enrolled classroom typically consists of an approximately 2:1 ratio of hearing and Deaf or Hard-of-Hearing (DHH) students. A team of two teachers, a general education teacher and a teacher of DHH students, collaborate to provide instruction. In many CE classrooms, the teachers and students frequently use both
Responsibilities of a Multi-Disciplinary Team Summative Assessment BIOGRAPHICAL INFORMATION: Melody a thirty-four-year-old female he was born on March 12th 1989 She is a single woman with no children and lives in Aaron's Hall District in Brooklyn. She gave her next of kin as Judith who is her mother. She use to work has a banker and is linked with the church of Jesus Christ faith. PRESENT COMPLAINT: Client was transported to the Accident
As a result, economic development was redefined in terms of reduction or elimination of poverty, inequality, and unemployment within the perspective of a growing economy (Mamede & Davidsson, 2003). Research indicates that entreprenuership can be both the cause and effect of economic development in the sense of wealth distribution. Countries in which wealth is concentrated in the hands of a small fraction of the population face greater difficulties in coordinating
(MACV Dir 381-41) This document is one of the first confidential memorandums associated with the Phoenix Program, which details in 1967 the mostly U.S. involvement in counterinsurgency intelligence and activities and discusses the future training and development of South Vietnam forces to serve the same function, that had been supported by the U.S. In civilian (mostly CIA) and military roles. The document stresses that the U.S. role is to
Pedagogic Model for Teaching of Technology to Special Education Students Almost thirty years ago, the American federal government passed an act mandating the availability of a free and appropriate public education for all handicapped children. In 1990, this act was updated and reformed as the Individuals with Disabilities Education Act, which itself was reformed in 1997. At each step, the goal was to make education more equitable and more accessible to
Brain Drain of Health Professionals in Zimbabwe Brain Drain is described in the work of Lowell and Findlay (2001) as something that can occur "...if emigration of tertiary educated persons for permanent or long-stays abroad reaches significant levels and is not offset by the 'feedback' effects of remittances, technology transfer, investments or trade. Brain drain reduces economic growth through unrecompensed investments in education and depletion of a source country's human capital