The document discusses several dimensions related to quality in theological education, including contextual assumptions, goals, structures, and the current state of the industry. It notes that theological education faces challenges in areas like governance, resources, and students. Specifically, it outlines data on trends in theological schools, such as declining enrollment and financial resources, rising student debt, and lack of diversity. Overall, the document examines how the context and conditions of theological education impact notions of quality.
Dr. Dietrich Werner - Quality in Theological EducationAdam DJ Brett
The document discusses various approaches to establishing guidelines and standards for quality assurance in theological education internationally. It notes that theological schools currently receive accreditation from different types of bodies, including secular agencies, Christian associations, and denominational associations. It also addresses the need to develop common standards and mutual accountability between theological traditions and regions. Finally, it proposes drafting a framework of essential quality elements for theological education worldwide that reflects theological perspectives and addresses power imbalances.
Christ and Culture Course Information SheetChrissyYCDSB
This course examines the relationship between Christ and contemporary culture. It aims to help students deepen their Catholic faith and apply Christian teachings to their lives. Key areas of study include scripture, creed, morality, prayer, sacraments, and family life. Assessment is based on formative evaluations throughout the course and summative evaluations such as an exam, essay, and final service project. The course uses various teaching strategies like group work, discussion, and experiential learning to engage students.
Having considered key christian beliefseileen okane
The document summarizes the content and learning outcomes of the Religious, Moral and Philosophical Studies course in Scotland. It covers several key areas: developing an understanding of Christianity and how it shaped Scottish history and traditions; learning about world religions and their beliefs; exploring moral values and responses to moral issues; and developing one's own beliefs and values through philosophical inquiry and debate. The course aims to help learners appreciate religious diversity, make reasoned judgments on ethical issues, and recognize how beliefs can influence individuals and societies.
Rev. John Gichimu - Enhancing Quality Training In Africa Interior ChurchesAdam DJ Brett
1. The document discusses the history and standards of quality assurance in theological education in Africa, from colonial times to the present.
2. It outlines the accreditation process used to evaluate institutions and ensure they meet quality standards, including self-evaluation, peer review, and site visits.
3. The Organization of African Instituted Churches (OAIC) works to bring African churches together and equip them to preach the gospel through word and deed, while continuing historical training methods and enhancing quality at different levels of education.
David Esterline - North American Quality Standards in Theological EducationAdam DJ Brett
This document summarizes accreditation processes and standards for higher education institutions in the United States, with a focus on theological education. It describes the various types of accrediting organizations and their roles in accrediting colleges and universities. The stages of the accreditation process are outlined, from eligibility to monitoring. Examples of accreditation standards are provided for areas such as mission, curriculum, faculty, and degree programs. Specific standards for the Master of Divinity degree are excerpted to illustrate the level of detail involved in accreditation. Issues regarding residency, distance learning, and duration of programs are also discussed.
Dr. Dietric Werner GlobTheoLib PresentationAdam DJ Brett
The document discusses the GlobeTheoLib project, a joint initiative of the World Council of Churches (WCC) and Globethics.net to create a global digital theological library. It notes the needs for improved access to theological resources, especially in the Global South. GlobeTheoLib will provide free access to full text resources through its website and aims to fill gaps, share knowledge worldwide, and strengthen theological education and research on a global scale through networking and collaboration. The initiative is establishing a consortium of theological institutions, libraries, and organizations to govern the project.
The document discusses research into incorporating student experience and transformative learning into theology degree curriculum design. Key findings include:
- Curriculums historically focused on biblical/theological content with limited connection to student experience or transformation.
- Students initially expect deeper knowledge and spiritual development, but experience personal challenge and expansion of thinking through critical study.
- Life experience is rarely integrated intentionally into studies; transformation happens more through community than curriculum.
- Emerging themes include need to define institutional focus, balance content and skills, and support students through personal struggles.
The document discusses research into incorporating student experience and transformative learning into theology degree curriculum design. Key findings include:
- Curriculums historically focused on biblical/theological content with limited connection to student experience or transformation.
- Students initially expect deeper knowledge and spiritual development, but experience personal challenge and expansion of thinking through critical study.
- Life experience is rarely integrated intentionally into studies; transformation happens more through community than curriculum.
- Emerging themes include need to define institutional focus, balance content and skills, and support students through transformative struggles.
Dr. Dietrich Werner - Quality in Theological EducationAdam DJ Brett
The document discusses various approaches to establishing guidelines and standards for quality assurance in theological education internationally. It notes that theological schools currently receive accreditation from different types of bodies, including secular agencies, Christian associations, and denominational associations. It also addresses the need to develop common standards and mutual accountability between theological traditions and regions. Finally, it proposes drafting a framework of essential quality elements for theological education worldwide that reflects theological perspectives and addresses power imbalances.
Christ and Culture Course Information SheetChrissyYCDSB
This course examines the relationship between Christ and contemporary culture. It aims to help students deepen their Catholic faith and apply Christian teachings to their lives. Key areas of study include scripture, creed, morality, prayer, sacraments, and family life. Assessment is based on formative evaluations throughout the course and summative evaluations such as an exam, essay, and final service project. The course uses various teaching strategies like group work, discussion, and experiential learning to engage students.
Having considered key christian beliefseileen okane
The document summarizes the content and learning outcomes of the Religious, Moral and Philosophical Studies course in Scotland. It covers several key areas: developing an understanding of Christianity and how it shaped Scottish history and traditions; learning about world religions and their beliefs; exploring moral values and responses to moral issues; and developing one's own beliefs and values through philosophical inquiry and debate. The course aims to help learners appreciate religious diversity, make reasoned judgments on ethical issues, and recognize how beliefs can influence individuals and societies.
Rev. John Gichimu - Enhancing Quality Training In Africa Interior ChurchesAdam DJ Brett
1. The document discusses the history and standards of quality assurance in theological education in Africa, from colonial times to the present.
2. It outlines the accreditation process used to evaluate institutions and ensure they meet quality standards, including self-evaluation, peer review, and site visits.
3. The Organization of African Instituted Churches (OAIC) works to bring African churches together and equip them to preach the gospel through word and deed, while continuing historical training methods and enhancing quality at different levels of education.
David Esterline - North American Quality Standards in Theological EducationAdam DJ Brett
This document summarizes accreditation processes and standards for higher education institutions in the United States, with a focus on theological education. It describes the various types of accrediting organizations and their roles in accrediting colleges and universities. The stages of the accreditation process are outlined, from eligibility to monitoring. Examples of accreditation standards are provided for areas such as mission, curriculum, faculty, and degree programs. Specific standards for the Master of Divinity degree are excerpted to illustrate the level of detail involved in accreditation. Issues regarding residency, distance learning, and duration of programs are also discussed.
Dr. Dietric Werner GlobTheoLib PresentationAdam DJ Brett
The document discusses the GlobeTheoLib project, a joint initiative of the World Council of Churches (WCC) and Globethics.net to create a global digital theological library. It notes the needs for improved access to theological resources, especially in the Global South. GlobeTheoLib will provide free access to full text resources through its website and aims to fill gaps, share knowledge worldwide, and strengthen theological education and research on a global scale through networking and collaboration. The initiative is establishing a consortium of theological institutions, libraries, and organizations to govern the project.
The document discusses research into incorporating student experience and transformative learning into theology degree curriculum design. Key findings include:
- Curriculums historically focused on biblical/theological content with limited connection to student experience or transformation.
- Students initially expect deeper knowledge and spiritual development, but experience personal challenge and expansion of thinking through critical study.
- Life experience is rarely integrated intentionally into studies; transformation happens more through community than curriculum.
- Emerging themes include need to define institutional focus, balance content and skills, and support students through personal struggles.
The document discusses research into incorporating student experience and transformative learning into theology degree curriculum design. Key findings include:
- Curriculums historically focused on biblical/theological content with limited connection to student experience or transformation.
- Students initially expect deeper knowledge and spiritual development, but experience personal challenge and expansion of thinking through critical study.
- Life experience is rarely integrated intentionally into studies; transformation happens more through community than curriculum.
- Emerging themes include need to define institutional focus, balance content and skills, and support students through transformative struggles.
UCD Library is reorganizing to better support the university's mission and core values of excellence and fairness. The library has experienced budget cuts resulting in reduced staffing. In response, the library is consolidating from 5 libraries to 2 new libraries and developing a college liaison librarian role to strengthen relationships between libraries and academic departments. This role will focus on teaching and learning support through developing resource toolkits, delivering instruction sessions, and supporting university strategies. The library aims to take a curriculum-driven and consultative approach to learning support. Key challenges for the reorganization include bringing library teams together, defining responsibilities, and managing the transition period.
The document summarizes the work of RU Institutetm and its founder Tim Stafford. It notes that church attendance is declining among younger generations according to Gallup polls. RU Institute aims to help churches create a culture where Christians have a strong foundation of knowledge and are able to impact others. The institute provides seminars, publications, and other resources on apologetics, philosophy, and theology to help renew Christian thinking. Tim Stafford has over 20 years of experience in Christian education and speaking.
The document discusses educating students for global competence. It summarizes research showing that International Studies Schools Network (ISSN) schools outperformed comparison schools in 83 out of 119 comparisons. It describes ISSN's design model for successful globally-focused schools, including elements like vision/mission/culture, curriculum/instruction/assessment, professional learning communities, partnerships, and governance. It provides examples of what globally-focused curriculum and instruction could look like in different subject areas. It also discusses developing students' global leadership skills through a Graduation Performance System that assesses student work based on core subject disciplines and domains of global leadership.
This course information sheet provides details about an Individuals and Families in a Diverse Society course offered at St. Jean de Brebeuf Catholic High School. The course applies theories from anthropology, psychology, and sociology to study individual development, family behavior, relationships, and how families interact in Canadian society. It also enables students to develop Catholic values and teachings regarding human persons and families. The course is divided into units on self and others, intimate relationships, parent-child relationships, and individuals and families in mid to late adulthood. Students will analyze research, theories, issues, and diversity relating to individuals and families. Assessment includes tests, presentations, essays and focuses on knowledge, thinking, communication, and application skills
School culture is shaped by shared attitudes, values, beliefs, expectations, and relationships within a school. It is driven by daily interactions between administrators, teachers, students, support staff, and the outside community. Research shows that a positive school culture focused on student learning and achievement leads to greater student and teacher success than any other reform effort. Key aspects of a positive transformative school culture include having student learning and well-being as the central mission, rich traditions that promote core values, and an environment where all members of the school community feel respected and empowered.
This document provides an agenda and overview for a leadership and management module on the state of education in South Africa. The agenda includes homework reflections, presentations, a guest speaker, and a session on the current state of education in South Africa. It outlines homework assignments related to school readiness, curriculum management, and learning styles. It also includes data on the performance of South African students from the SACMEQ assessments in 2000, showing differences by socioeconomic status. Finally, it discusses challenges in the South African education system such as dysfunctionality and underperformance in many schools.
College Student Development in a Catholic University ContextDaniel Zepp
Guest Lecture, April 8th, 2015, College Student Development in a Catholic University Context. Catholic Higher Education: History, Philosophy, & Culture (ELHE7503), Taught by Dr. Michael James, Boston College, Lynch School of Education, Department of Educational Leadership & Higher Education
Imagine a day that follows four months of meaningful conversation and planning engaging students, faculty, trustees, and alumni. Faculty learn how to team up with seniors to run ethics based seminars including participants in 6th through 12th grade. Beyond basic Socratic skills, faculty learn about leading open-ended conversations that bring out each participant’s voice, how to apply ethical frameworks, and how to bring alive an ethical challenge within a chosen school wide topic. The day starts by honoring newly elected distinguished alumni who reflect on the ethical lessons and moral character that they learned while in school. Several blocks of student/faculty run seminars follow that focus on issues within a given topic such as health, food, or simply decision making in areas of consequence when there is no easy answer and no ultimate resolution.
In the afternoon of Ethics Day, alumni come to campus and offer seminars on ethical dilemmas within their chosen professions. Students connect with graduates, learn about different careers, and then typically address case studies that open their eyes to real world applications. Alumni are inspired by the opportunity to return to their school to teach. Finally, students engage in some reflective conversation and writing to finish a truly transformational day.
This conference session will cover the overall design and philosophy behind running an Ethics Day program, the many and varied benefits of such a program, mistakes to avoid, and lots of interactive conversation about how this might be adapted to different school cultures. At Kent Denver we feel a fundamental obligation to help students practice making the very most difficult decisions before they, in fact, have to do so. This is what Ethics Day is designed to do.
Co-Designing a Collaborative Curriculum for Secondary School BiologyVanessa L. Peters
Co-designing a collaborative curriculum for secondary school biology. The researchers worked with teachers to design a knowledge-building approach for biology classes that addressed curriculum requirements while fostering student agency and a community of learners. Over two iterations, they developed a knowledge community and inquiry model involving a collaborative wiki resource and inquiry activities. Analysis found higher student achievement and engagement, though challenges remained in coordinating teacher roles and balancing knowledge construction with assessments.
School Counselors Empowering Students with Disabilities:
Explore student learning styles and strengths
Discuss student transitions and collaboration with the special education department
Share ideas on empowering students to self-advocate
Here are some additional credible resources for designing authentic learning tasks:
- Project-based Learning Lab at Buck Institute for Education (bie.org) - Provides examples of authentic, project-based learning units and lessons across various subject areas.
- Edutopia (edutopia.org) - Offers best practice guides and videos showing examples of authentic assessments being implemented in K-12 classrooms.
- Grant Wiggins' Authentic Education website (authenticeducation.org) - Includes articles and resources from Wiggins on understanding and designing authentic tasks.
- Quality Matters Higher Education Rubric Standards (qualitymatters.org) - Benchmark standards for course design that emphasize using authentic activities to assess learning.
5445 teaching in rc schools elementary shorthalfirien09
This document outlines the course details for Teaching in Roman Catholic Elementary Schools #5445, including:
1) The course is taught on Wednesdays and Thursdays in Room 1162 by instructor Helen M. Reid.
2) The course engages teacher candidates in developing a teaching perspective within the historical, ecclesiastical, and catechetical context of Ontario's Catholic school system.
3) Course goals include developing an understanding of Catholic education, the vocation of a Catholic teacher, and integrating the Catholic worldview across curricula.
4) Expectations are aligned with teaching standards and emphasize creating an inclusive Catholic learning environment.
5) Assignments include journals, lesson plans
This document discusses several challenges facing education in the 21st century, including standardized testing, competition, and private tutoring. It examines how standardized exams drive competition and influence what kinds of students are being produced. The growth of private tutoring exacerbates inequalities, yet may also relieve stress on students. Finding a balance between positive and negative impacts is needed. The document calls for a culture of collaborative learning among teachers to support pedagogical innovation through scholarship of teaching and learning. Nurturing relationships and diversity in the learning community can enrich teacher development.
1. Understanding why students doubt continuing their education and feel like leaving is important to improve retention. Building a sense of community and belonging can help address feelings of isolation that contribute to doubting.
2. Program teams play a key role in retention through improving communication, academic integration, social integration, and helping students align their goals. Identifying students at risk of leaving and intervening early is important.
3. Institutional culture and policies should actively nurture belonging, student development, high quality learning and teaching, and use data to support student success. Reflecting on practices can help implement changes to improve the student experience.
The document discusses envisioning the future of learning and education. It reviews various national reviews and their aims around developing learners, individuals, citizens, well-being, engagement, empowerment, autonomy, respect, sustainability, and more. It questions whether the current system frustrates innovation or masks deeper inertia. It considers what learning experiences, curriculum, environments, understandings, and settings children could have to prepare them for the 21st century. It emphasizes looking at the whole child and ethos of learning.
Collaboration and financial sustainability in christian higher educationvisionSynergy
The document discusses the importance of collaboration for Christian higher education institutions to achieve financial sustainability in a global context. It suggests that engagement and collaboration with key internal and external constituencies can increase perceived relevance and value, making funding more sustainable. Case studies show examples of schools collaborating through mergers, partnerships and shared resources to strengthen programs and extend reach. Best practices for effective collaboration include leadership commitment, developing a common vision, building trust, and focusing on shared goals.
UCD Library is reorganizing to better support the university's mission and core values of excellence and fairness. The library has experienced budget cuts resulting in reduced staffing. In response, the library is consolidating from 5 libraries to 2 new libraries and developing a college liaison librarian role to strengthen relationships between libraries and academic departments. This role will focus on teaching and learning support through developing resource toolkits, delivering instruction sessions, and supporting university strategies. The library aims to take a curriculum-driven and consultative approach to learning support. Key challenges for the reorganization include bringing library teams together, defining responsibilities, and managing the transition period.
The document summarizes the work of RU Institutetm and its founder Tim Stafford. It notes that church attendance is declining among younger generations according to Gallup polls. RU Institute aims to help churches create a culture where Christians have a strong foundation of knowledge and are able to impact others. The institute provides seminars, publications, and other resources on apologetics, philosophy, and theology to help renew Christian thinking. Tim Stafford has over 20 years of experience in Christian education and speaking.
The document discusses educating students for global competence. It summarizes research showing that International Studies Schools Network (ISSN) schools outperformed comparison schools in 83 out of 119 comparisons. It describes ISSN's design model for successful globally-focused schools, including elements like vision/mission/culture, curriculum/instruction/assessment, professional learning communities, partnerships, and governance. It provides examples of what globally-focused curriculum and instruction could look like in different subject areas. It also discusses developing students' global leadership skills through a Graduation Performance System that assesses student work based on core subject disciplines and domains of global leadership.
This course information sheet provides details about an Individuals and Families in a Diverse Society course offered at St. Jean de Brebeuf Catholic High School. The course applies theories from anthropology, psychology, and sociology to study individual development, family behavior, relationships, and how families interact in Canadian society. It also enables students to develop Catholic values and teachings regarding human persons and families. The course is divided into units on self and others, intimate relationships, parent-child relationships, and individuals and families in mid to late adulthood. Students will analyze research, theories, issues, and diversity relating to individuals and families. Assessment includes tests, presentations, essays and focuses on knowledge, thinking, communication, and application skills
School culture is shaped by shared attitudes, values, beliefs, expectations, and relationships within a school. It is driven by daily interactions between administrators, teachers, students, support staff, and the outside community. Research shows that a positive school culture focused on student learning and achievement leads to greater student and teacher success than any other reform effort. Key aspects of a positive transformative school culture include having student learning and well-being as the central mission, rich traditions that promote core values, and an environment where all members of the school community feel respected and empowered.
This document provides an agenda and overview for a leadership and management module on the state of education in South Africa. The agenda includes homework reflections, presentations, a guest speaker, and a session on the current state of education in South Africa. It outlines homework assignments related to school readiness, curriculum management, and learning styles. It also includes data on the performance of South African students from the SACMEQ assessments in 2000, showing differences by socioeconomic status. Finally, it discusses challenges in the South African education system such as dysfunctionality and underperformance in many schools.
College Student Development in a Catholic University ContextDaniel Zepp
Guest Lecture, April 8th, 2015, College Student Development in a Catholic University Context. Catholic Higher Education: History, Philosophy, & Culture (ELHE7503), Taught by Dr. Michael James, Boston College, Lynch School of Education, Department of Educational Leadership & Higher Education
Imagine a day that follows four months of meaningful conversation and planning engaging students, faculty, trustees, and alumni. Faculty learn how to team up with seniors to run ethics based seminars including participants in 6th through 12th grade. Beyond basic Socratic skills, faculty learn about leading open-ended conversations that bring out each participant’s voice, how to apply ethical frameworks, and how to bring alive an ethical challenge within a chosen school wide topic. The day starts by honoring newly elected distinguished alumni who reflect on the ethical lessons and moral character that they learned while in school. Several blocks of student/faculty run seminars follow that focus on issues within a given topic such as health, food, or simply decision making in areas of consequence when there is no easy answer and no ultimate resolution.
In the afternoon of Ethics Day, alumni come to campus and offer seminars on ethical dilemmas within their chosen professions. Students connect with graduates, learn about different careers, and then typically address case studies that open their eyes to real world applications. Alumni are inspired by the opportunity to return to their school to teach. Finally, students engage in some reflective conversation and writing to finish a truly transformational day.
This conference session will cover the overall design and philosophy behind running an Ethics Day program, the many and varied benefits of such a program, mistakes to avoid, and lots of interactive conversation about how this might be adapted to different school cultures. At Kent Denver we feel a fundamental obligation to help students practice making the very most difficult decisions before they, in fact, have to do so. This is what Ethics Day is designed to do.
Co-Designing a Collaborative Curriculum for Secondary School BiologyVanessa L. Peters
Co-designing a collaborative curriculum for secondary school biology. The researchers worked with teachers to design a knowledge-building approach for biology classes that addressed curriculum requirements while fostering student agency and a community of learners. Over two iterations, they developed a knowledge community and inquiry model involving a collaborative wiki resource and inquiry activities. Analysis found higher student achievement and engagement, though challenges remained in coordinating teacher roles and balancing knowledge construction with assessments.
School Counselors Empowering Students with Disabilities:
Explore student learning styles and strengths
Discuss student transitions and collaboration with the special education department
Share ideas on empowering students to self-advocate
Here are some additional credible resources for designing authentic learning tasks:
- Project-based Learning Lab at Buck Institute for Education (bie.org) - Provides examples of authentic, project-based learning units and lessons across various subject areas.
- Edutopia (edutopia.org) - Offers best practice guides and videos showing examples of authentic assessments being implemented in K-12 classrooms.
- Grant Wiggins' Authentic Education website (authenticeducation.org) - Includes articles and resources from Wiggins on understanding and designing authentic tasks.
- Quality Matters Higher Education Rubric Standards (qualitymatters.org) - Benchmark standards for course design that emphasize using authentic activities to assess learning.
5445 teaching in rc schools elementary shorthalfirien09
This document outlines the course details for Teaching in Roman Catholic Elementary Schools #5445, including:
1) The course is taught on Wednesdays and Thursdays in Room 1162 by instructor Helen M. Reid.
2) The course engages teacher candidates in developing a teaching perspective within the historical, ecclesiastical, and catechetical context of Ontario's Catholic school system.
3) Course goals include developing an understanding of Catholic education, the vocation of a Catholic teacher, and integrating the Catholic worldview across curricula.
4) Expectations are aligned with teaching standards and emphasize creating an inclusive Catholic learning environment.
5) Assignments include journals, lesson plans
This document discusses several challenges facing education in the 21st century, including standardized testing, competition, and private tutoring. It examines how standardized exams drive competition and influence what kinds of students are being produced. The growth of private tutoring exacerbates inequalities, yet may also relieve stress on students. Finding a balance between positive and negative impacts is needed. The document calls for a culture of collaborative learning among teachers to support pedagogical innovation through scholarship of teaching and learning. Nurturing relationships and diversity in the learning community can enrich teacher development.
1. Understanding why students doubt continuing their education and feel like leaving is important to improve retention. Building a sense of community and belonging can help address feelings of isolation that contribute to doubting.
2. Program teams play a key role in retention through improving communication, academic integration, social integration, and helping students align their goals. Identifying students at risk of leaving and intervening early is important.
3. Institutional culture and policies should actively nurture belonging, student development, high quality learning and teaching, and use data to support student success. Reflecting on practices can help implement changes to improve the student experience.
The document discusses envisioning the future of learning and education. It reviews various national reviews and their aims around developing learners, individuals, citizens, well-being, engagement, empowerment, autonomy, respect, sustainability, and more. It questions whether the current system frustrates innovation or masks deeper inertia. It considers what learning experiences, curriculum, environments, understandings, and settings children could have to prepare them for the 21st century. It emphasizes looking at the whole child and ethos of learning.
Collaboration and financial sustainability in christian higher educationvisionSynergy
The document discusses the importance of collaboration for Christian higher education institutions to achieve financial sustainability in a global context. It suggests that engagement and collaboration with key internal and external constituencies can increase perceived relevance and value, making funding more sustainable. Case studies show examples of schools collaborating through mergers, partnerships and shared resources to strengthen programs and extend reach. Best practices for effective collaboration include leadership commitment, developing a common vision, building trust, and focusing on shared goals.
Similar to Lester J. Ruiz - The Question Concerning Quality in Theological Education (20)
Reimagining Your Library Space: How to Increase the Vibes in Your Library No ...Diana Rendina
Librarians are leading the way in creating future-ready citizens – now we need to update our spaces to match. In this session, attendees will get inspiration for transforming their library spaces. You’ll learn how to survey students and patrons, create a focus group, and use design thinking to brainstorm ideas for your space. We’ll discuss budget friendly ways to change your space as well as how to find funding. No matter where you’re at, you’ll find ideas for reimagining your space in this session.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
How to Build a Module in Odoo 17 Using the Scaffold Method
Lester J. Ruiz - The Question Concerning Quality in Theological Education
1. The question concerning “quality”
in theological education in
particular and higher education in
general
Challenges and Promises of Quality Assurance in
Theological Education:
Ecumenical and Multi-Contextual Inquiries
WOCATI Consultation
4-8 July 2011
Johannesburg, South Africa
2. Lester Edwin J. Ruiz, PhD
Director, Accreditation and Institutional Evaluation
Association of Theological Schools
Commission on Accrediting
Pittsburgh, PA USA 15108
ruiz@ats.edu
Please do not reproduce without author’s permission
4. Mapping the presentation
State of the The question of
question transformation
• Purpose
• Dimensions • Questions
• Contextual • Comments
assumptions • Areas
• Dimensions • Examples: • Transformation • Complaints
• Personal
• Goals accreditation, • Practice • Reformulati
context
• Structures curriculum, • Pedagogies ons
• State of the assessment • Questions about
industry quality
Introduction
The question Discussion
of quality
7. 7
Dimensions of the question
Substantive/Definitional
Difference/Diversity
Methodological Metatheoretical
Dialogue/Inclusion
Institutional/Political
8. The goals of academic and 8
professional (theological) education
Contextualization
Transformative
Performance Interpretation
imagination
Formation
9. General structure of academic and 9
professional (theological) education
The transformation
of our world
(Mondialisation)
(Theological) (Theological)
(Theological)
Curricula: Scholarship:
understanding
Explicit/Implicit/Null Learning, Teaching, Research
(Engaged)
Communities
of faith, practice, and
Competence
10. Dimensions of academic and professional 10
(theological) education
Governance
Academic/
Institutional
Faculty Professional
resources
Education
Students
11. The state of the question:
A North American perspective
*All data on ATS member schools from ATS database
12. Theological education:
The state of the industry
Geography, diversity,
institutional character and
size as conditions of
quality
14. The ATS Community of Schools:
Distribution of Schools and Enrollment by
United States and Canada
Distribution of ATS Schools Relative Head Count Enrollment by
by Country Country and Ecclesial Family, 2010
70%
60% 62%
14% 50%
48%
40%
37%
30%
28%
20%
86%
10% 15%
10%
0%
Canada (HC = 5,466) U.S. (HC = 70,432)
U.S. Canada Evangelical Mainline Roman Catholic/Orthodox
15. The ATS Community of Schools: Distribution of
Schools and Enrollment by Ecclesial Family
Schools Students
10%
21%
39%
29%
61%
40%
Evangelical Evangelical
Mainline Mainline
Roman Catholic/Orthodox Roman Catholic/Orthodox
16. The ATS Community of Schools:
Most Recent Institutional Characteristics
Most Recent
Institutional Characteristics Total ATS
Number of schools 261
HC enrollment 2010 75,898
HC enrollment 2009 75,500
Total expenditures 2010 $1,720,000,000
Total expenditures 2009 $1,684,000,000
Total endowment 2010 $6,430,000,000
Total endowment 2009 $5,800,000,000
17. US Colleges and Universities
Type of Institution Number
Public 4-year institutions 653
Public 2-year institutions 1,127
Private 4-year nonprofit institutions 1,551
Private 4-year for-profit institutions 530
Private 2-year nonprofit institutions 183
Private 2-year for-profit institutions 893
Total 4,937
ATS member schools 261
Source: The Chronicle of Higher Education, August 27, 2010
20. Revenue and expenditures for US colleges and universities,
Fiscal Year 2008
250 224
Billions
200 215
150
133
100
50
50 46 Revenue
139 1 1 2 2
0 Expenditures
21. Expenditures for education, institutional
support, and scholarship in ATS schools
$900
$800
$700
$600
$500
Millions
$400
$300
$200
$100
$0
1996 1997 1998 1999 2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010
Education (Instruction, Library, Academic Support)
Institutional Support (All Other)
Scholarship
22. Adjusted expenditures for education, institutional
support, and scholarship in US colleges and
universities, Fiscal Year 2008
80,000
Millions
70,000
60,000
50,000
40,000
30,000 Instruction
20,000
10,000
0 Institutional
Support
Scholarship
Source: Chronicle of Higher Education, August 27,2010
23. Endowment, R&D, and library expenditures of the
top five research universities in the US, Fiscal Year 2008
30,000
MIT
Utexas
Millions
Princeton
Stanford
Yale
Harvard
25,000
Endowment
20,000
R&D
15,000 Expenditures
Library
10,000
Expenditures
5,000
0
Source: Chronicle of Higher Education, August 27, 2010
24. Average expenditures per FTE student
by school size
$50,000
$45,000
$40,000
$35,000
$30,000
$25,000
$20,000
$15,000
$10,000
$5,000
$0
1996 1997 1998 1999 2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010
0-150 151-500 501-1000 1000+
26. Primary reserve capacity/flexibility, freestanding schools,
June 2008, June 2009, June 2010
100%
10% 7% 9%
90%
18%
80% 21% 20%
70%
60% More than 6 years
37%
50% 42%
41% 3–6 years
40% 1–3 years
6 months–1 year
30% 19% Less than 6 months
14%
20% 15%
10% 19% 16%
12%
0%
June 2008 June 2009 June 2010
28. 2008
US
Population
Projection
by
Race
500
450
400
350
300
in
millions
250
200
150
100
50
0
2010 2020 2030 2040 2050
Other Asian African
American Hispanic White
30. Total enrollment by race and gender,
1993-2010
80,000
70,000
60,000
50,000
RE Female
40,000 RE Male
30,000 White Female
White Male
20,000
10,000
0
31. Enrollment by degree category, 1993-2010
90,000
80,000
70,000
60,000 Other
50,000 Adv Acad
Adv Prof
40,000
Acad MA
30,000
Prof MA
20,000 MDiv
10,000
0
32. Women as percentage of total enrollment
by degree programs, 1981-2010
60%
50%
40% MDiv
Prof MA
30% Acad MA
Adv Prof
20% Adv Acad
Other
10%
0%
1981 1986 1991 1996 2001 2006 2010
33. Enrollment by age category
100%
90%
80%
70%
60% 50+
50% 40-49
40% 30-39
30% <30
20%
10%
0%
1995 1997 1999 2001 2003 2005 2007 2009
Median age during this period has been between 32-33 even as age categories shift.
34. Growth in Patterns of
Program Delivery by Ecclesial Family
Head Count Enrollment in Extension Centers
in which half or more of the credits required
for an ATS-approved degree may be earned, 1995–2010
40,000
35,000
30,000
25,000
20,000
15,000
10,000
5,000
0
1995
1996
1997
1998
1999
2000
2001
2002
2003
2004
2005
2006
2007
2008
2009
2010
Evangelical Mainline Roman Catholic
35. Fall 2010 completions
Duration in years – MDiv & Prof MA
MDIV Total Average Estimated
Completions Duration Completion
All ATS 6629 4.3 79%
Evangelical 3185 4.4
Mainline 2896 4.1
RC/Orthodox 548 4.4
PROF MA Total Average
Completions Duration
All ATS 2947 3.7
Evangelical 2240 3.7
Mainline 293 3.6
RC/Orthodox 414 3.8
36. Full-time position expected after graduation,
MDiv students, GSQ
60
50
Percentage of Respondents
40
30
20
10
0
2002 2003 2004 2005 2006 2007 2008 2009 2010
Male - Parish Ministry Male - Undecided
Female - Parish Ministry Female - Undecided
37. Level of satisfaction with progress in skills
related to future work, GSQ, MDiv students
(-2 – Very dissatisfied / 2 – Very satisfied)
Ability to think theologically
Ability to use Scripture
Ability to relate social issues
Knowledge of own tradition
Ability to preach well
Ability to conduct worship
Ability to lead others
Knowledge of church doctrine
Ability to teach well
Knowledge of Christian ethics
Ability in pastoral counseling
Ability to give spiritual direction
Knowledge of church polity
Knowledge of other traditions
Ability to administer parish
-2 -1 0 1 2
39. Educational debt incurred
at seminary by all students, GSQ
100%
12% 14% 15% 16%
90%
80%
70%
60%
50%
40%
30%
46% 43% 46% 43%
20%
10%
0%
2006-07 2007-08 2008-09 2009-10
none less than $10,000 $10-20,000 $20-30,000 $30-40,000 >$40,000
40. Significance of financial aid
in decision to attend school, ESQ
30
25
Percent of Students
20
2004-05
15
2006-07
2008-09
10
2010-11
5
0
No Great Greatest Did Not Apply
Significance Significance Significance
42. The Changing Context
— “We take as our point of departure a bold and
unqualified assertion: American higher education
and the academic profession that serve it are on
the edge of an unprecedented restructuring that
is changing the face—indeed, even the very
meaning—of higher education.”
Jack H. Schuster and Martin J. Finkelstein, The
American Faculty, 2006.
43. The Changing Context
— The coming change is unprecedented due to
two powerful conditions that reinforce each
other:
— The sheer number of institution-molding forces that are in
play, and
— The stunning rapidity with which these forces are reshaping
higher education.
44. Full-Time Faculty by
Racial/Ethnic Group, 1991-2010
100%
90%
80%
70% Asian
60% Black
50% Hispanic
40% Native American
30% Visa
20% White
10%
0%
1991 1995 1999 2003 2007 2010
45. Relative Racial/Ethnic Presence
in Students and Faculty, 1991 vs. 2010
100%
90%
80%
70%
Asian
60%
Black
50%
Hispanic
40%
Na@ve
American
30%
Visa
20%
White
10%
0%
Students
Faculty
Students
Faculty
1991
1991
2010
2010
46. ATS Faculty
Total New Hires
2008 3,676 420
2009 3,629 339
2010 3,566 226
Total New Hires
(2010)
Men 77% 73%
Women 23% 27%
47. Median Age of FT Faculty, Fall 2010
Professor Assoc. Prof Asst. Prof Other
M F M F M F M F
All FT Faculty 60 58 51 53 42 45 51 46
New FT Faculty 59 55 53 53 42 39 44 51
Tenure Status of FT Faculty, Fall 2010
Professor Assoc. Prof Asst. Prof
ALL FT Faculty -
Tenured 73% 68% 54%
NEW FT Faculty -
Tenured 48% 48% 46%
48. Growth in PT Faculty, 1993-2007
200%
180%
160%
140%
120%
100%
80%
60%
40%
20%
0%
ATS Research, Research, Master's Master's Bachelor's 2-year, All higher
Schools private public private public public education
49. Part-time faculty as a percentage
of all faculty in ATS schools, 1990-2010
60%
50%
40%
30%
20%
10%
0%
1990 1992 1994 1996 1998 2000 2002 2004 2006 2008 2010
Part-Time Head Count as % of Total Head Count
Part-Time FTE as % of Total FTE
50. Average Total Compensation for
Administrators and Faculty in US Schools,
2000-2010
$180,000
$160,000
$140,000
$120,000 CEO
$100,000 CAO
$80,000 Professor
Assoc Prof
$60,000
Asst Prof
$40,000
$20,000
$0
2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010
51. Comparison of PhD training
and current work responsibilities
(-2 - not at all effective or important / 2 - very effective or important)
Teaching
Scholarship
Student Formation
Service
Administration
-2 -1 0 1 2
Importance in Current Work Effectiveness of PhD Training
52. Changes in Faculty Work
— Assessment of Student Learning
— Educational Technology: Access vs.
Formation
— Changes in Faculty Culture
— Workload
— Questions about tenure
— Definition of “the faculty”
— The Church
— Definition and needs
— Is the work for the church valued by the school?
56. 56
Areas of quality
Governance
Authority, Structure, Process
Institutional and Degree
Faculty Resources
Program
Learning, Teaching, Research Personnel, Financial, Physical
Standards
Assessment/Planning
Student Learning, Program, Institutional
(Outcomes)
57. 57
Example 1: Accreditation
Institutional
Institutional and
Aspirational Degree Program Regulatory
Standards
Professional
58. 58
Example 2: Curriculum
Educational Assessment
Course and Program Curriculum
Educational Strategies
Content (Goals)
Resources
59. 59
Religious heritage
Personal Capacity for ministerial
and Pedagogy and
spiritual formation public leadership
Example:
Content of the Master of Divinity
Among ATS member schools Cultural context
60. 60
Example 3: Assessment
Revised goals
Service
System of data Identification of goals
Educational Program
gathering or outcomes
Performance
Assessment based
on information
gathered
62. 62
Dimensions of transformation
Historical
“The creation and nurture of
the fundamentally new which
is also fundamentally better.
Political Practice Personal
In the context of
“Continuity and change,
conflict and collaboration,
Sacred and the creation of
justice.
63. 63
Practice…
“The creation and nurture of
the fundamentally new which
is also fundamentally
Historical
better...
“Without shape or
predetermined structure,
emphasizing state over
outcome, process over
Political Practice Personal product, but always
articulated as specific and
concrete locations and
occasions…
“Continuity and change,
Sacred conflict and collaboration,
and the creation of
justice…
64. 64
Formation
Transformative
Interpretation Contextualization
Imagination
Pedagogies and
strategies of Performance
transformation
65. 65
Understanding
Speaking (re) reading
Interpretation
Listening (re) writing
Pedagogies and strategies of
interpretation Dialogue
66. 66
Integration
Holiness Formation Identity
Pedagogies and strategies Vocation
of formation
67. 67
Transforming
the context
Encounter Consciousness
Contextualization
with context of context
Pedagogies and strategies Experience
of contextualization of context
68. Questions about quality
— Is it “green,” (ecologically) — Does it build networks of
efficient, and sustainable? solidarity across the terrain
of global civil society?
— Is it personally and
institutionally strategic? — Is it personally,
professionally and
— Does it build appropriate, institutionally, dialogical?
innovative, and useful
competencies and skill — Is it missionally,
sets? substantively, and
procedurally honorable?
— Does it build collegiality,
diversity, and — Is it genuinely hospitable?
transformative leadership?
69. Questions about quality
— Is it beautiful?
— Is it truthful?
— Does it create and nurture mindfulness and
receptiveness to self, other, and world?
— Does it transform the world?
70. The question concerning “quality”
in theological Education in
particular and higher education in
general
Challenges and Promises of Quality Assurance in
Theological Education:
Ecumenical and Multi-Contextual Inquiries
WOCATI Consultation
4-8 July 2011
Johannesburg, South Africa