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Medium 9781442267848

Creative Conservation Risk Management Evolving a Collection Risk Management Strategy at a Major Heritage Attraction

AltaMira Press ePub

Kate Frame

ACR, Head of Conservation and Collection Care, Historic Royal Palaces, Hampton Court Palace, Surrey, KT89AU, UK; email: kate.frame@hrp.org.uk

Abstract This paper describes the development of a collection risk management strategy within Historic Royal Palaces, which is a thriving commercially-based visitor attraction. The approach is two pronged. It first comprises a steering body, the ‘Agents of Decay’ Board, for strategic direction and collaborative decision making for risk mitigation measures that are supported and implemented. Second, at operational level, it offers a team approach between conservators and commercial staff to achieve conservation risk management goals whilst delivering a financial and client or visitor successful business. Collection risk management is woven into the activities of the palaces enabling the Historic Royal Palace business to be successful, which in turn leads to the generation of more funds for conservation.

This paper focuses on the way conservators have evolved their approach to managing collection risks at the Historic Royal Palaces (HRP), where it has moved from having a peripheral role within the palaces to a central position standing equal with other HRP business risk management strategies. We have reshaped our conservation approach, creating a flexible case-by-case solution to managing conservation risks that works with the changed circumstances at HRP and the changing expectations of our visitors.

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Medium 9781538105849

The Ecumenical Value and Scope of Some Hermeneutical Principles of Saint Thomas Aquinas

Mangina, Joseph Rowman & Littlefield Publishers ePub

The Ecumenical Value and Scope of Some Hermeneutical Principles of Saint Thomas Aquinas

Yves Congar, O.P.

Translated by Andrew Jacob Cuff and Innocent Smith, O.P.

[Translator’s note: Before embarking on his lifelong ecumenical efforts, Yves Congar (1904–1996) was deeply formed in the theology of Thomas Aquinas during his initial formation as a Dominican friar. Throughout his life, Congar continued to draw on the rich resources to be found in the Angelic Doctor, demonstrating the relevance of a historically informed study of Aquinas for a variety of contemporary theological concerns. In this article from 1973, Congar articulates the persistent value of Thomas Aquinas’s hermeneutical approaches to authoritative texts and teachings for advancing the work of ecumenism. Appearing initially in a French Dominican journal (“Valeur et portée œcuméniques de quelques principes herméneutiques de saint Thomas d’Aquin,” Revue des sciences philosophiques et théologiques 57 [1973]: 611–26), the article was selected by Congar for inclusion in his collection of essays titled Thomas d’Aquin: sa vision de théologie et de l’Eglise (London: Variorum Reprints, 1984). This translation retains the citation style of Congar’s original, including the presentation of Latin texts of Saint Thomas in both the footnotes and the main body of the text, while offering translations into English in brackets immediately following the original text.

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Medium 9781475811537

Guest Editor's Introduction: Edu-tainment: Popular Culture in the Making of Schools for the 21st Century

Rowman & Littlefield Publishers ePub

CHARLES P. GAUSE

As we head into the 21st century, rap music/hip-hop is in the earth-wide sound stream, the child of soul, R & B and rock n roll, the by-product of the strategic marketing of Big Business, ready to pulse out to the millions on the wild, wild web. It's difficult to stop a cultural revolution that bridges people together.

—Chuck D, The Sound of Our Young World

Popular culture is the very sea of our existence. It is often contextualized in terms of the “music of the day” or “music of the generation.” From that perspective let us just for a moment entertain the thought of rap music. Rap music, in its brief history, has been coded as the “voice” of the urban African American male whose desire is to express his manhood and disrupt society. Hip-hop culture and rap music as an art form, which began as a contemporary form of African American expression, has emerged as an articulation of a culturally specific art form in a dominant cultural context. Initially, its popularity and global impact or hybridity positioned it as a counter-hegemonic musical medium with counter-narratives to dominator culture—although presently this is no longer true.

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Medium 9781475823868

Motivation for Participation: Why Highly Involved African American Parents Participate in Their Children’s Education

Rowman & Littlefield Publishers ePub

CHERYL FIELDS-SMITH

ABSTRACT: Given the persistence of an achievement gap between White and Black students and the positive association between parental involvement and student achievement, a greater understanding of factors that influence Black parents to participate in their children’s education is warranted. Using a qualitative methodology, this study investigated factors that contributed to such involvement, as reported by 22 Black parents. Although a majority of the parents exhibited beliefs and practices representative of a high level of parent self-efficacy, the results suggest that age and socioeconomic status influence parental motivations to participate in their children’s education.

Two facts frame the need to investigate the involvement of African American parents in their children’s education. First, the achievement gap between White and Black students persists (Perie, Moran, & Lutkus, 2005); second, there is a positive association between parental involvement and student achievement (Stein & Thorkildsen, 1999). School personnel have often attributed the failure of Black students to a lack of parental involvement, despite the fact that historical evidence indicates Black parents have fervently pursued education in the past (see Anderson, 1988; Cecelski, 1994; Gadsden & Wagner, 1995; Irvine & Irvine, 1983;Jones, 1978; Lightfoot, 1978; Morris, 1999; Walker, 1996). Several studies have actually found that Black parents were often more involved in their children’s education than were other parents (Chavkin & Williams, 1993; Kerbow & Bernhardt, 1993).

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Medium 9781475816747

Relationship between Teachers’ Self-Efficacy Beliefs and Their Willingness to Implement Curriculum Reform

Rowman & Littlefield Publishers ePub

Yusuf Cerit

ABSTRACT: The purpose of the present study was to explore the relationships between classroom teachers’ self-efficacy and their willingness to implement curriculum reform. The sample of this study included 255 classroom teachers. The data in this study were collected using the Teachers’ Sense of Efficacy Scale and the Teachers’ Willingness to Implement Curriculum Reform Inventory. The results of Pearson correlation analyses indicated that classroom teachers’ self-efficacy was significantly correlated with teachers’ willingness to implement curriculum reform. The stepwise regression analyses revealed that teachers’ self-efficacy for student engagement and self-efficacy instructional strategies is a significant predictor of teachers’ willingness to implement curriculum reform.

Many countries across the world have undergone reform efforts in their educational systems in order to prepare students to live in a knowledge-based economy and democratic society, and improve their academic achievement. Turkey underwent a change in the curriculum of primary schools in 2004 and put into implementation the new curriculum throughout the whole country in 2005. According to the curriculum reform document by the Ministry of National Education (2005), a new curriculum in Turkey is needed to reduce the amount of content and number of concepts, and promote generic skills in students. These include thinking, collaboration, communication, and problem-solving skills. This reform is to change the curriculum from a teacher-centered approach to a learner-centered one and change the pedagogies from behaviorism to more constructivism. Students are not absorbers of knowledge but rather active participants in constructing their own meaning based on strongly held preconceptions. The new curriculum is also to change assessment formats from written tests and examinations at the end of instruction to a continuous process involving oral presentations, project reports, portfolios, and peer evaluations. This curriculum reform required teachers to change their role from the agents of knowledge transmission to the facilitators of student knowledge acquisition. However, this new role is not readily accepted by teachers. A study found that teachers in Turkey still adopted a teacher-centered approach in their classroom (Selvi, 2006). Likewise, some research found that curriculum reforms efforts failed to reflect the desired level in practice (Elkind, 2004; Flouris & Pasias, 2003; Pinto, 2004; Selvi, 2006; Zajda, 2003). Among the reasons for failure in reform efforts, especially in curriculum reforms, are negligence of teachers who are executives of the reforms (Ha et al., 2008) and large ignorance of the influential nature of teachers’ beliefs on changes in teaching practice by the previous reform efforts (Haney, Czerniak, & Lumpe, 1996).

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