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In accordance with Senate's Policy Regarding Inactive Courses, course descriptions for courses which have not been offered in the previous three academic years and which are not scheduled to be offered in the current academic year have been removed from the following listing. For information about any of these inactive courses, please contact the Dean of the Faculty.
Students wishing waiver of Education 3650, Education 4700, post-sessional block or Education 401X should refer to the waiver guidelines under each appropriate program.
All courses of the Faculty are designated by ED.
- PE: Courses for students on the Primary/Elementary program
- IS: Courses for students on the Intermediate/Secondary program
- ISI: Courses for students on the Intermediate/Secondary Conjoint with the Diploma in Technology Education program
- T: Courses for students on the T.E.P.L. Diploma program
- A: Courses for students on the Diploma in Adult Teacher Education program
- ME: Courses for students on the Music Education program
- PS: Courses for students on the Post-Secondary Education programs
- SE: Courses for students on the Special Education program
- NPE: Courses for students on the Native and Northern Teacher Education program - Primary/Elementary route
- NS: Courses for students on the Native and Northern Teacher Education program - Secondary route
The Teaching of Inuttut
focuses on the preparation of materials and classroom strategies for the teaching of Inuttut in Primary and Elementary schools in Native communities. Attention will be given to linguistic difficulties encountered in schools by children whose first language is English.
Language and Culture in Education
is an overview of issues of language and culture in Native and Northern Education. Emphasis will be placed on examination and development of curricula and materials that recognize cultural diversity (especially Aboriginal cultures), foster the teaching and maintenance of Aboriginal languages, and support the work of Aboriginal language specialists in the classroom.
The Teaching of Montagnais
- inactive course.
The Teaching of History and Culture of Labrador Inuit and Innu
applies the principles of effective teaching to the learning of history and culture as it applies to the Labrador Inuit and Innu. Topics include specific teaching strategies and examination of the selection and use of learning resources for unit planning, development and evaluation.
The Teaching of Aboriginal Issues
examines the teaching of specific current events relevant to Labrador Inuit and Innu. This will include issues in the areas of education/environment/society politics/self-government/industry and the economy. Class sessions will include a workshop mode of learning (public speaking, panel debates, use of Internet, research, survey and interviews).
Aboriginal Drama
introduces drama as a way of transmitting culture and values and as a vehicle to communicate. Topics include an examination of the foundation, values and assumptions of drama (with emphasis on aboriginal forms) as an effective means of curriculum implementation in Innu-aimun and Inuktitut. An activity-centred approach will be emphasized.
Aboriginal Music and Art
is a study of music and art in cultural transmission. The course will develop skills in reading and writing associated with Innu and Inuit cultures, and will emphasize activities for exploring the elements of music. Innu and Inuit art forms will be explored as well as art as decoration in Innu and Inuit society.
Cultural Camp
is intended for aboriginal people to learn about ways of helping and healing that are traditional to their own culture and to learn ways of effectively incorporating those cultural aspects in the school curriculum of aboriginal schools. This course includes a one-week field trip to an isolated camp in coastal Labrador, where students and instructors will live according to traditional cultural practices under the guidance of community elders.
Basic Interpersonal Communication
is designed to help students develop confidence through self-expression, and acquire skills in interpersonal relationships.
CR: the former ED 2041
Introduction to Drama Education
is designed to introduce students to the use of drama as a learning medium. Students will be expected to participate in and to critically analyse practical drama sessions in order to gain an understanding of the fundamental nature of drama. Students will be engaged in a variety of teacher devised drama structures to introduce them to the theory and practice of selected pioneers in the field. Reference will be made to some aspects of child development such as play, cognition, affect and language and their relationship to learning through drama. It is expected that students will begin to formulate a rationale for the use of drama education in their future classroom practice.
CR: the former ED 2030
An Introduction to the Teaching of Science in the Primary and Elementary Grades
is an introductory course illustrating fundamental processes and concepts of Science, and how these may be communicated to the elementary child. Content will be chosen which relates to the prevailing elementary school Science program. Typical concepts include measurement, energy in selected physical and biological systems, fundamental ecology, communities of living things, environmental change, the particulate nature of matter, and simple astronomy.
Physical Education in the Primary and Elementary Grades
examines the curriculum organization in physical education for the Primary and Elementary grades; instructional material and teaching techniques for these grades; creative, aesthetic, and health-developing aspects of physical education.
CR: the former ED 3070, or the former ED 2192 taken during the 1984-85 or 1985-86 academic years
Language Arts
is an examination of the methods and materials used in the teaching of the language arts with special reference to the effect on the overall educational development of the child whose first language is not English.
Education in Native and Northern Communities - An Overview
is a general introductory course for students planning to teach in a classroom where Innu and/or Inuit children are in attendance. Emphasis will be placed on creating an awareness of the religion, philosophy, cultural values and way of life of Native peoples; the legal and administrative processes concerning Native peoples from the past to the present; a historical perspective in Native education; and contemporary issues and trends in Native education. This course will provide the necessary foundation for the training of teachers who are sensitive to the influence of culture on the values, behaviour, needs and motivations of children.
Teaching English as a Second Language
includes selection and preparation of materials, and suitable classroom strategies for teaching English as a second language. Stress will be on the methods appropriate to cope with linguistic difficulties encountered in schools by children whose first language is not English.
An Introduction to the Teaching of Mathematics in the Primary and Elementary Grades
examines intuitive notions of a mathematical system with special emphasis on the concepts, basic mathematical properties and skills associated with the number systems of arithmetic. Additional topics will include relations, functions and basic concepts of Geometry related to the Mathematics programs of the elementary school.
The School and Community
is a study of the factors which constitute the educational setting in the Native community in comparison with other cultural settings. The school as an institution of cultural transmission and cultural change within the Native and Northern setting will be investigated. An examination of roles played by local individuals and groups in the education process will be addressed. Models to improve communication between school and the community will be studied.
Administration and Supervision in Native and Northern Education
is a study of the administrative structures involved in the education of children of Innu and Inuit backgrounds. The study examines the administrative structures of the past and present with particular reference to the problems which arise in the administration of schools in remote, isolated regions. Further, the study includes an overall examination of the alternative Native processes of education relevant to the philosophy of Native people.
Elementary School Music Methods
is a course designed to introduce students to current philosophies and methodologies in the field of elementary classroom music. Students will examine materials currently available and be encouraged to develop and create their own. Emphasis will be on learning to evaluate materials as to suitability for musical concepts, class organizations, etc.
CR: the former ED 3180
UL: may be used to replace the former Education 3180 in the requirements for the former degree regulations
Voice and Choral Methods
examines current pedagogical practices, procedures and materials for use with all levels of school choirs. In addition, this course will examine the anatomy and physiology of the changing voice as a basis for proper vocal development in the classroom setting.
Primary School Music Methods
examines current pedagogical practices, procedures and materials for use in the Primary School music program. The focus of this course will be on the Kodaly Method.
PR: Primary/Elementary program students must have completed the focus area in Music
Recognizing and Protecting Children's Needs
studies situations teachers encounter that foster and limit children's basic cognitive, social and emotional growth. Attention is paid to the nature and development of these needs and to situations (particularly those involving neglect and physical, sexual and psychological abuse) that impact on how needs are met. Attention will be paid to the recognition of both positive and abusive situations.
Course Organization and Development in Post-Secondary Education
examines the development of procedures for the identification of concepts in instructional units; analysis of tasks and identification of related competencies; development of resource units.
Course Organization and Development in Technology Education
is an examination of the development, structure and organization of technology education curriculum locally and internationally; applications of design and problem solving instructional strategies; the management of resources in technology education laboratories; the development of resource units for teaching.
Introduction to Post-Secondary Education
is a study of the back-ground of Post-Secondary Education and of its development and present forms in Newfoundland, other provinces of Canada, and other countries; an examination of current programs in Post-Secondary Education; the role of federal and provincial governments in Post-Secondary Education.
General Methods of Teaching in Post-Secondary Education
is an introduction to the methodology of teaching psychomotor and cognitive skills; selection of appropriate methods for individual and group instruction; organizing laboratory and shop instruction; principles of instructional management.
Introductory Design and Materials Processes
examines theory and practice of teaching problem solving, design and materials processes. Topics and laboratory activities include production and computer assisted design.
Introductory Communications and Power Technology
examines theory and practice of selected technical skills in communications, energy and power and their practical application in a technology education laboratory. Topics include micro-computer components, systems and operations; communication networks; basic electronics; and control systems.
Introduction to Adult Education
is a review of the history of the Adult Education movement. The rationale for the investment of public or private resources in the education or training of adults. An examination of current educational philosophies related to Adult Education.
The Adult as Learner
examines the implications for adult programs and instructional strategies of difference among adults in abilities, attitudes, interests, skills, social roles.
Educational Aspects of Adult Development
is an examination of the educational aspects of adult development from early adulthood through middle age to later maturity.
Sociology of Adult Education
explores the sociological context of adult learning. The interrelationship between particular social factors (e.g., age, sex, occupational structure) and the need for adult educational programs are studied. The potential effects of such programs on society are examined with reference to community development. Special emphasis is given to societal change as it relates to education as a way of life.
Introduction to Statistics in Education
is a laboratory course which takes a practical case study approach to survey and quasi-experimental quantitative methods in education, together with supporting statistical concepts of probability, descriptive and inferential statistics sampling and sampling distributions, correlation and bivariate regression.
Supervised Practice Teaching in Native Schools I
is a four month period as a teaching assistant involved in the preparation of teaching materials, teaching assigned lessons and participating in other activities related to the duties of a teacher. This session is to be under the direction of a co-operating teacher and a university professor.
Supervised Practice Teaching in Native Schools II
is a four month continuation of the experiences provided in Education 3001 with added responsibilities, and increased development of competencies essential for teaching. Prospective interns for the Fall semester should apply not later than February 15; prospective interns for the Winter semester should apply not later than September 30. Prospective interns for the Spring semester should apply not later than October 15. Applications received after these dates will be considered in terms of the number of spaces available.
Teaching Strategies in Native and Northern Schools
will examine a broad range of teaching strategies and instructional methods which may be used in classrooms. Students will be encouraged to incorporate elements of the Native and northern perspective in order to bring relevance to the province-wide curriculum. Particular emphasis will be placed upon how Native groups perceive education and the methods they view as appropriate.
CR: the former ED 2230, the former ED 2240, the former ED 4320
Drama Education in the Primary and Elementary Grades
will focuses on the practice and acquisition of the basic teacher skills and strategies that are particularly appropriate to the effective implementation of drama as a learning medium in the primary and elementary grades.
The Assessment and Development of Children's Language Abilities
will focuses on techniques for assessing language abilities in primary and elementary grade children and will provide models for developing strategies in implementing language instruction appropriate to children's needs.
PR: ED 4350, 3543, or the former 3540 or 3545
UL: recommended for all candidates who anticipate working as resource-based special education teachers
The Teaching of French as a Second Language in the Primary and Elementary Grades
is an introduction to the general principles of second-language teaching, to the curriculum materials currently prescribed for use in the schools, and to a consideration of teaching strategies and evaluation techniques associated with these materials.
PR: French 2101
3052 and 3053
Institute for Teachers of Core French in the Elementary Grades
- inactive course
Foundations of Art Education
develops an understanding of art in relation to current theories of education and art education and to provide individual exploration of an experience in appropriate techniques. Curriculum will be examined with the focus on understanding how to provide favourable conditions and experiences for high quality individual development in visual expression.
CR: the former ED 2020, the former ED 3110, the former ED 3112
Education Through Art
- inactive course.
Music Education in the Primary/Elementary Grades
is designed to provide the prospective primary/elementary classroom teacher with the knowledge, skills and understandings necessary for presenting basic music concepts and skills to students and for using music as a means for teaching or enriching other areas of the curriculum. Course work will include study in the three facets of general classroom music: scholarship of the discipline, musicianship, and classroom methodology.
CR: former ED 3130
UL: not applicable towards the Conjoint Degrees of Bachelor of Music and Bachelor of Music Education or the Bachelor of Music Education as a Second Degree
Creative Arts
is a study of the relationship of music, art and drama to the teaching-learning process with emphasis on Native content. An activity-centred approach will be emphasized.
Bilingualism: Linguistic, Cognitive and Educational Aspects
- inactive course.
An Introduction to Guidance Services
is an introduction to guidance services in the modern school with specific emphasis on its history, purpose, basic concepts and principles, and services. Students are introduced to the nature of counselling, ways of developing effective interpersonal relationships within the school environment, and the role of the school counsellor and other educational personnel in the provision of guidance services.
Introduction to Career Education
is an introduction to contemporary concepts and practices of career education and to theories of career development. Emphasis is on the practical application of theory and basic principles to the design and delivery of career education programs and to career counselling. Attention will be given to continuing career counselling and career development needs of individuals as well as to groups with special needs.
CR: the former ED 4906
Child Abuse and the School-Age Child
will discuss the general issues of child abuse including definitions, detection, reporting, protection, prevention, and the educational implications of child abuse. A number of specific issues including provincial policies presently in force in Newfoundland and Labrador and elsewhere will be examined. The teacher's role in collaboration between officials in education, social work, health and justice agencies will be explored with a view to preventing abuse and modifying the circumstances of abused children.
Science in the Primary/Elementary Grades
is a practical course designed to develop approaches to Science teaching based on student investigation of scientific phenomena. Examples are drawn from both provincial and other major curricula.
CR: the former ED 2180, the former ED 3270, the former ED 3275
Educational Assessment
is a study of the broad spectrum of educational assessment focussing specifically on the development of objectives, the construction and use of formal teacher-made tests, the use of informal assessment techniques, the interpretation and application of assessment data, continuous evaluation, criterion-referenced measurement, and emerging trends in assessment.
CR: the former ED 4912
Tests and Measurements
examines basic concepts of evaluation involving teacher-made and standardized tests, with particular reference to validity and reliability in cross-cultural situations.
CR: the former ED 4912
Identifying Learner Diversity within a Context of Culture
- inactive course.
Language Arts in the Primary/Elementary School I
provides students with a holistic view of the learning and teaching of language arts (i.e., the receptive language abilities of viewing, listening and reading, and the expressive language abilities of speaking and writing). This course will help students develop a theoretical perspective on two major aspects of language, that being "knowledge of language" (i.e., knowledge of the structures of language) and "knowledge about language" (i.e., knowledge about attitudes and perceptions towards language and the various purposes of language). This course will extend students' understanding of the importance of the home/community influences upon emergent and developmental literacy and language development.
CR: the former ED 2210, the former ED 2220, the former ED 3305, the former ED 3315
Native Literature
is an examination of Native literature with special emphasis on writings of Native peoples for Native children. Literature which presents the Native point of view will be examined in the light of historical and current developments in Native and northern conditions.
Children's Literature in the Primary/Elementary School
focuses on the personal and educational values for using children's literature in the classroom, examines the literary genres appropriate for primary/elementary children and explores meaningful literacy extensions to develop children's literacy strategies and skills. In addition, the course examines guidelines for evaluating children's literature for literacy and aesthetic qualities. Instructional strategies to integrate children's literature across the curriculum are explored.
Credit may be obtained for only one of Education 3322, the former 2060, the former 2065, the former 3310, or the former 3320.
General Methods of Instruction of Adults
is a study of the various processes of Adult Education: discussion groups, case studies, role playing, individual and group discovery, demonstrations, simulation exercises, action research, report writing and lectures.
Organization and Administration of Programs in Adult Education
examines alternative provincial or regional methods of organization for the provision of Adult Education. The statutory framework within which Adult Education functions.
Computers and Learning Resources for Primary/Elementary Teachers
focuses on the integration of computer software and other learning resources into primary/elementary school teaching. Laboratory components will be scheduled so that students may learn how to use and implement communications, applications and curricular software.
CR: the former ED 3480, ED 3801, the former ED 4480, the former ED 4905
Current Approaches to Reading in the Primary and Elementary Grades
- inactive course.
Reading in the Primary and Elementary Grades
is concerned with the teaching of reading in the primary and elementary grades. Special attention is given to the learning needs of children whose first language is not English. Emphasis is placed upon understanding the nature of the reading process and the current practices used in classroom reading instruction for kindergarten through grade six.
CR: the former ED 2110, the former ED 2120, the former ED 3540, the former ED 3543, the former ED 3545
UL: applicable only to students enrolled in the Bachelor of Education (Native and Northern) Degree program
Language Arts in the Primary/Elementary School II
provides students with a social-psychological perspective on children's learning to read, reading and reading to learn. Students will explore current and traditional models of the reading process and the importance of home/school/community contexts for fostering literacy learning. Students will apply instructional strategies for children's learning of story, book and print concepts, word identification, fluency, vocabulary development and comprehension for a variety of texts.
CR: the former ED 2110, the former ED 2120, the former ED 3540, ED 3542, the former ED 3545
Gender and Schooling
is an introduction to the study of gender and education. It includes a historical overview of the link between gender and schooling as well as an examination of contemporary theoretical perspectives and research relating to the role of the school in gender development in general and gender inequality in particular. Implications for educational policy and practices will also be explored.
History of North American Education
examines the development of education in North America; the role of the church in early Canadian education; education after Canadian Confederation; the growth of the Newfoundland denominational system of education.
The History of Education in Newfoundland Since 1800
is a survey of the main trends in the development of the educational system; the social, religious and demographic factors which have affected educational progress; the place of education in the cultural development of Newfoundland.
History of Native and Northern Education in Canada
- inactive course.
Multiculturalism and Education
- inactive course.
Moral Education
is an exploratory course which attempts to foster understanding of the nature and scope of moral education by (a) focussing on issues and problems affecting morality and on their bearing on moral education, and by (b) offering an overview of contemporary moral development theories and research, educational strategies, and relevant curricular materials.
Academic and Behavioural Evaluation
applies the theories of test development in establishing a competent understanding of the utilization of diagnostic and prescriptive instruments as well as teacher-made tests as they apply to the area of exceptional children.
Nature and Characteristics of Mental Retardation
aims to provide an understanding of the nature and characteristics of mental retardation and the psycho-social implications of this area of exceptionality.
Nature of the Primary/Elementary School Child - Development
is intended to provide students with an awareness and understanding of the origins of many aspects of child behaviour and competence. While focussing on the development and nature of the "normal" child, where appropriate, contrasts and comparisons will be made between the development of "normal" and "exceptional" individuals.
CR: the former ED 2610, the former ED 3240
Nature of Primary/Elementary School Child - Learning and Cognition
provides an introduction to human learning, motivation and cognition and to the related concepts and theories underlying children's classroom learning and behaviour. Focus will be on typical development with some attention to atypical (exceptionality) functioning in these areas. The course will familiarize students with the concepts and vocabulary used to describe classroom learning and with explanations and justifications for many educational and instructional activities and practices. Particular attention will be paid to application of this knowledge to instruction and classroom management and to the facilitation of learning.
CR: the former ED 3616, the former ED 3615
Nature and Characteristics of Emotional/Behavioural Disorders
includes an examination of procedures for the early identification of children with behavioural disabilities and major systems of classification of behaviour problems. It will also include an analysis of: aberrant adjustment mechanisms, deviant development and specified behaviour problems with implication for therapeutic education.
PR: ED 4240, or the former ED 3220 or ED 3230
Nature and Characteristics of Learning Disabilities
is a survey of characteristics as well as problems of identification, and the evaluation of children who are potentially average or above in intelligence, but who are failing to learn in the school environment; and who are manifesting such behaviours as lack of motor development, auditory and visual perceptual handicaps, language deficiencies and behaviour control disorders.
CR: the former ED 3231
Current Issues in Special Education
consists of a study of special and selected problems related to the teaching of special education with particular emphasis placed on special education within the Province of Newfoundland and Labrador.
PR: ED 4240, or the former ED 3220 or ED 3230
Practicum in Special Education
encompasses practicum for Special Education students in any of the areas of exceptionality with opportunity for supervised participation in public school, private school, or institutionalized Special Education programs. The main emphasis will be on supervised diagnosis and remediation on a one-to-one basis between the practicum student and the exceptional child. Case conferences and seminars will be held regularly throughout the term.
PR: completion of 18 credit hours in Special Education including ED 3600
A Study of the Gifted Child
is an examination of the nature and characteristics of gifted children, with emphasis upon methods of identifying gifted children, implications of giftedness for learning and instruction and reviews of several educational programs for the gifted.
Therapeutic Interventions for Students with Autism Spectrum Disorder (ASD) in Educational Settings
will examine: the nature of ASD with particular focus on methods of behavioural assessment and specific therapy techniques. Support programs will be considered within an ecological context that prioritizes collaborative planning with parents and other therapeutic agents.
Collaborative Practice
examines the theoretical and practical aspects of collaborative practice within an interagency model of case planning for students with diverse learning needs. Emphasis is on exploring issues of power/empowerment, consultation, communication, conflict resolution/problem-solving, advocacy and collaboration. Perspectives of parents and families, educators, and community resource professionals will be explored. The course strives to create a family-focussed approach to effective planning in contemporary schools.
Special Topics Courses in Special Education
will have topics to be studied announced by the Faculty of Education.
Group Instruction in Post-Secondary Education
is an in-depth study of various methods of group instruction; planning and presenting demonstration teaching units; practice in techniques of group instruction.
Individualized Instruction in Post-Secondary Education
is a study of the various systems of individualized instruction; the theoretical basis for individualizing courses, individual differences, organizing individualized courses, selection and development of materials; management of individual student progress.
Curriculum and Instructional Development in Post-Secondary Education
examines the social, cultural, philosophical, and economic forces influencing changes in Post-Secondary curriculum and instructional methods. Study of current Post-Secondary Education curriculum designs, problems and trends; methods of gathering curriculum information; procedures for revising and evaluating a curriculum.
Intermediate Design and Materials Processing Technology
is a continuation of theory and practice of teaching technical skills and design processes developed in Education 2750. Topics elaborate on computer assisted design and problem solving with application of advanced construction techniques.
Intermediate Communications and Power Technology
is a continuation of theory and practice of technical skills in communications, power and energy developed in Education 2751. Topics include energy sources, control systems, graphic communication processes and electronic communications.
Educational Media I
introduces students to audio visual communications with emphasis on equipment operation and basic local production of instructional materials; and the application of computers to education. A two-hour laboratory period will be arranged after the first class period.
CR: the former ED 3480, ED 3484, the former ED 4480, the former ED 4905
Instrumental Teaching Methods
examines current pedagogical practices, procedures and materials for teaching brass, woodwinds, and percussion in band and orchestral school settings.
LH: a 2 hour twice weekly laboratory section (MUN Lab Band and Orchestra) designed to provide practical teaching experience and methodology in both band and orchestral settings
Intermediate/Secondary School Music Methods
examines current pedagogical practices, procedures and materials for teaching Music in the intermediate/secondary schools.
Mathematics in Primary and Elementary Grades
is a general overview of aspects of teaching Mathematics in the primary and elementary grades. Theories of child development as they relate to Mathematics teaching, characteristics of Mathematics topics in primary and elementary grades, and the implications for teaching will be the major topics to be discussed in this course.
CR: the former ED 2340, the former ED 2310, the former ED 2320
Diagnosing and Directing Learning in Primary and Elementary Mathematics
is a study of aspects of diagnosis and remediation in primary and elementary Mathematics, and of the basis for constructing and applying diagnostic techniques. An examination, development, and application of a variety of manipulative aids to be used in the teaching of Mathematics in the primary and elementary grades.
3945 and 3946
Institute in Teaching of Junior High School Mathematics Courses
will focus on the nature of junior high Mathematics instruction and how it should differ from elementary and high school instruction. Emphasis will be placed on the transition between informal and formal approaches to the teaching of junior high Mathematics. The Van Hiel levels and their implications for instruction in geometry will be discussed.
Activities appropriate to the teaching of junior high Mathematics will be developed and demonstrated. A particular focus in this component of the Institute will be on activities appropriate to the new program and how they can be integrated into the junior high Mathematics curriculum.
PR: ED 3940 (or equivalent) or ED 4161 (or equivalent) or permission of the instructor
Curriculum, Instruction, and Assessment in the Primary/Elementary School I
is designed to engage students in an introduction to curriculum, instruction, and assessment in the primary/elementary school through active participation in problem solving. Students will be introduced to the different ways that primary/elementary school children view and make sense of their world (i.e., the linguistic, mathematical, scientific, and artistic). Working through such a framework, students will be introduced to instructional strategies and planning, formative and summative assessment, and issues inherent in the management of the primary/elementary classroom, as they create multi-disciplinary, thematic, resource-based units.
Curriculum, Instruction, and Assessment in the Primary/Elementary School II
is designed to engage students in a deeper exploration of issues in curriculum, instruction, and assessment in the primary/elementary school through active participation in problem solving. Students will be introduced to the different ways that primary/elementary school children view and make sense of their world. Working through such a framework, students will be introduced to instructional strategies and planning, formative and summative assessment, and issues inherent in the management of the primary/elementary classroom, as they create multi-disciplinary, thematic, resource-based units.
Social Studies in Native and Northern Schools
will include an examination of teacher planning, appropriate teaching strategies for and the evaluation of pupil learning in the social studies within those contexts, in addition to exploring the nature and purposes of social studies education in Native and northern schools.
CR: the former ED 2150, the former ED 3960
Social Studies in the Primary/Elementary School
is an introduction to the social studies program at the primary/elementary school level. Topics to be explored include the nature and purposes of the social studies curricula, approaches to teaching and learning in this curricula area, selecting and utilizing learning resources, and conducting assessment in the social studies.
CR: the former ED 2160, the former ED 3960
Effective Teaching
is an introduction to the principles and practices of effective teaching. Topics include decision making, classroom management, planning, general models of teaching such as direct teaching and inquiry-based instruction, and specific teaching strategies such as questioning, grouping, and discussion techniques. Provision will be made for students to engage in simulated teaching.
Undergraduate Teaching Internship
(equivalent to 15 credit hours in Education) is designed as an extended practicum affording students an opportunity to integrate theory and practice in a working situation, the internship consists of intensive classroom experience extending over one semester during the final stage of the program. During this period, students will be provided with educational experiences in which the interrelationships among the components of the university program are brought into focus through the teaching exercise.
The internship is intended to help students develop their individual style of teaching, to enable students to recognize the scope and complexity of a classroom teacher's role and responsibility, and to provide opportunities for the study of children as individuals and in groups, both in the classroom and other school settings.
Beginning with orientation activities early in the semester, students' responsibilities will include observing and analysing teaching-learning activities, preparing and presenting student-learning activities, assessing both personal and class progress, and participating in discussions with co-operating teachers and faculty advisers. Throughout the internship semester, students will be required to participate in seminars related to in-school work.
AR: Attendance is mandatory. With respect to holidays, interns follow the schedule of the school and not that of the University.
CR: the former ED 302X and ED 403X
OR: students may not be placed in their first district of choice and may be assigned to another Provincial school district
PR: successful completion of the professional year. Students completing a Focus Area in French must have completed the courses in French required under the regulations for this focus area, and Education 3050.
Issues and Trends in Native Education
is a seminar course dealing with research, current problems and issues associated with Native Education within a Canadian, and in particular, a Newfoundland and Labrador context.
Internship in Music Education
(equivalent to 15 credit hours in Education) is a one-semester internship in one or more schools to permit student teaching experiences in choral, classroom and instrumental teaching situations in the primary, elementary and intermediate/secondary schools.
AR: Attendance is mandatory. With respect to holidays, interns follow the schedule of the school and not that of the University.
OR: students may not be placed in their first district of choice and may be assigned to another Provincial school district
Internship in Native and Northern Education
(equivalent to 15 credit hours in Education) is a one-semester internship in a school setting that will enable students to become directly involved in the teaching/learning process through observation and practice. Activities during the semester will involve seminars to assist students in the assessment of teaching methodologies most appropriate for the curriculum in Native schools. Student placement will be in a school setting depending upon the program route which students have followed.
AR: Attendance is mandatory. With respect to holidays, interns follow the schedule of the school and not that of the University.
PR: see Bachelor of Education (Native and Northern) Degree Regulations
Internship in the Intermediate/Secondary School
(equivalent to 15 credit hours in Education) is an extended practicum which is school based. The purpose of the Internship is to provide opportunities for Interns to apply theories of teaching and learning in classroom settings, to develop effective teaching practices and to become reflective practitioners. The responsibility for the professional development and evaluation of the Intern is shared between a classroom teacher and a University Supervisor.
AR: Attendance is mandatory. With respect to holidays, interns follow the schedule of the school and not that of the University.
OR: students may not be placed in their first district of choice and may be assigned to another Provincial school district
OR: students completing the Bachelor of Education (Intermediate/Secondary) Conjoint with the Diploma in Technology Education will be placed for part of the internship in a Technology Education classroom setting
PR: Students wishing to complete an internship in French Immersion must complete Education 4154 and obtain the permission of the Office of Undergraduate Student Services. Normally, French Immersion interns have the equivalent of a major in French and a minimum of two semesters in a French milieu.
The Teaching of Art in the Intermediate and Secondary School
examines current philosophies and methodologies in teaching art. Topics include curriculum implementation, organization and management, evaluation, safety, and advocacy.
Teaching Theatre Arts in the Intermediate and Secondary School
examines the place of Theatre Arts in the intermediate and secondary school; the relationship between Theatre Arts and Drama in Education; and the most appropriate methods for the effective teaching of Theatre Arts.
The Teaching of English Language and Literature in the Intermediate and Secondary School I
applies the principles of effective teaching to the teaching and learning of English language and literature. Topics that will be considered include the nature and structure of language and literature programs, text analysis, the writing of non-fiction proses, media literacy, and oracy.
Advanced English Teaching Methodology
builds upon the experiences gained in the internship, this course examines the reading and writing workshop approach to the study of English language and literature.
PR: ED 4142 (or permission of the Office of Undergraduate Student Services)
Advanced French Methodology
is an in-depth analysis of the nature and purpose of the French program. Topics include a brief overview of the history of French teaching methodologies, an introduction to the research literature, an evaluation of techniques, and a consideration of issues facing the teaching of French.
PR: ED 4154 (or permission of the Office of Undergraduate Student Services)
The Teaching of French in the Intermediate and Secondary School
gives an introduction to the nature and purpose of French programs at the Intermediate and Secondary school levels. Topics include: an overview of the characteristics and aims of French programs including Core French and French Immersion. The course will explore basic principles, techniques, strategies, and practices relating to teaching French as a second language, as well as characteristics of second-language lesson planning.
Introduction to Teaching in French Immersion in the Primary and Elementary Grades
is a brief overview of the development of French Immersion programs; aims and objectives of French Immersion; evaluation of the extent to which objectives and materials can reflect those of the regular English classroom; analysis of differences between teaching in the French Immersion classroom and the core French, the French mother tongue, and the regular English classrooms; general teaching strategies appropriate to the level of French language development in the immersion setting.
OR: this course will be conducted in French
The Teaching of Mathematics in the Intermediate and Secondary School
applies the principles of effective teaching to the teaching and learning of mathematics. Topics include the purpose of mathematics, theories of learning mathematics, and lesson planning and evaluation.
Advanced Mathematics Methodology
builds upon the principles of effective teaching and the teaching of mathematics to address specific issues related to the teaching and learning of mathematics in the Intermediate and Secondary school.
CR: the former 4160
PR: ED 4161 (or permission of the Office of Undergraduate Student Services)
Advanced Science Education Methodology
builds upon the principles of effective teaching and subject-specific methods courses, examines the experiences gained in the internship, and introduces significant and advanced ideas related to science teaching.
PR: ED 4174 or ED 4175 (or permission of the Office of Undergraduate Student Services)
The Teaching of Intermediate/Secondary School Science
is a laboratory course which will examine curricular and teaching issues generic to science teaching in intermediate and secondary schools. Choice of teaching examples will be made in order to stress situations most likely to be encountered by beginning science teachers. Differentiation of assignments will be based on the science discipline background of individual students. Students will carry out laboratory work in intermediate science and in a teachable area in which they were admitted.
CR: the former ED 4170, the former ED 4171, the former ED 4270, the former ED 4271
Foundations of Intermediate/Secondary Science Education
is a laboratory course which will examine major positions on the growth of knowledge in science, the history of ideas in science, scientific misconceptions, and the application of these ideas to science teaching will be the focus of this course. Students will carry out laboratory work in a second teachable area in which they were admitted.
The Teaching of Social Studies in the Intermediate and Secondary School I
applies the principles of effective teaching to the teaching and learning of Social Studies. Topics include the nature and purpose of social studies education, specific teaching strategies, the examination of the selection and use of learning resources for the Social Studies, unit planning, development, and evaluation.
The Teaching of Social Studies in the Intermediate and Secondary School II
examines the teaching of specific disciplines in Social Studies. Topics include the nature of the particular discipline, intermediate and secondary school courses in the discipline, and teaching strategies appropriate to the discipline.
Advanced Social Studies Methodology
analyses students' experiences in the internship, examines recent research in the teaching of social studies, considers alternative approaches to the teaching and learning of social studies, and explores current issues in the field.
PR: ED 4180 or ED 4181 (or permission of the Office of Undergraduate Student Services)
The Teaching of Physical Education in the Intermediate and Secondary School
is a laboratory course that applies the principles of effective teaching to the teaching and learning of physical education. Topics include the nature and purpose of physical education, an examination of the physical education curriculum, an analysis of quality daily physical education, approaches to teaching physical education, and evaluation of progress in physical education.
LH: two hours per week supervised practice teaching on-campus and in a school setting
The Teaching of Religious Education in the Intermediate and Secondary School
applies the principles of effective teaching to the teaching and learning of Religious Education. Topics include formulating objectives, examining theories of faith and moral development, selecting and using resources, and evaluating learning.
Advanced Religious Education Methodology
- inactive course.
Religious Education in Primary and Elementary Grades
is an introductory study of aims and objectives, subject matter, curriculum materials, teaching methods, learning experiences, and evaluation for Religious Education courses.
CR: the former ED 2080
The Teaching of Inuttut I
explores a variety of teaching techniques and materials developed to assist in the teaching of Inuttut in Native schools. Problems associated with second-language teaching will be explored.
PR: 9 credit hours in Inuttut
The Teaching of Inuttut II
is a continued exploration of teaching techniques and material development for the teaching of Inuttut with emphasis on linguistic difficulties encountered in Native schools by children whose first language is English.
The Teaching of Innu-aimun I
explores a variety of teaching techniques and materials developed to assist in the teaching of Innu-aimun in Native Schools.
PR: 9 credit hours in Innu-aimun
The Teaching of Innu-aimun II
explores a variety of teaching techniques and material development for the teaching of Innu-aimun. Linguistic difficulties encountered by students whose first language is not Innu-aimun.
An Introduction to the Exceptional Learner
is an introduction to the nature of exceptionality in the student. Topics include an examination of special needs resulting from exceptionality, approaches to meeting the special needs, issues of exceptionality, and a consideration of selected categories of exceptionality.
CR: the former ED 3220, the former 3230, the former ED 4902
Identification and Remediation of Learning Difficulties
examines the identification processes and remediation techniques appropriate for dealing with student learning difficulties. Topics include identification of learning difficulties, the process of program planning, and the application of teaching and learning strategies to specific subject areas.
PR: ED 4240 or the former 3220 or 3230
4250 and 4251
Institute for Teaching French in Immersion Programmes Courses
- inactive course.
4252 and 4253
Institute in the Teaching of Social Studies in French Immersion Courses
- inactive course.
The Nature of Adolescence
examines the nature of adolescence. Topics include an introduction to development theories, an examination of the considerations for teaching and learning, and an analysis of the issues and concerns of the classroom teacher.
Environmental Education Across the Curriculum
examines various international and Canadian initiatives, models, curricula, and programs in environmental education and explores effective methods of developing environmental awareness through the various content areas of elementary, intermediate and secondary education.
Special Topics Courses in Primary/Elementary (P/E)
will have topics to be offered announced by the Faculty of Education.
Curriculum and Instruction in Native and Northern Schools I
reviews the principles of and techniques for curriculum development. Adaptation or reformulation of these will be made in the light of the needs and desires of Native peoples. Critical analysis will be made of curriculum resources presently in use. Instructional materials will be prepared and produced with emphasis on printed materials relevant to the experiential background of the Indian and Inuit child.
Curriculum and Instruction in Native and Northern Schools II
is an in-depth examination of innovations in curriculum and instruction in Native communities within Canada. Emphasis will be placed on projects in curriculum planning and the development of instructional material, to be conducted in conjunction with school personnel already in the field. This course would serve as a valuable resource to school systems involved in curriculum planning and instructional development.
Literature for Young Adults
is designed to explore literature for young adults and its integration into the content areas. Topics include an examination of the nature of literature for young adults, the literary genres, research on the reading interests of young adults, issues treated in young adult literature, and an historical overview of available young adult literature.
Reading in the Content Areas
examines the nature of reading in subject-specific areas such as history, biology, and mathematics. Topics include the role of the teacher in the teaching of content in different areas, evaluating vocabulary, grammar, usage and text structure for instruction, and analysing the variety of strategies for reading, writing and studying.
Writing in the Intermediate and Secondary School
analyses the relationship between writing and learning. Topics include an examination of the variety of approaches to the teaching of writing, the role of the teacher in the teaching of writing, the composing process, and the evaluation of writing.
Learning Through Drama
introduces drama as a valuable teaching and learning strategy. Topics include an examination of the foundations, values, and assumptions of drama as an effective means of curriculum implementation in subjects such as English, Social Studies, and Science.
Teaching and the Contemporary Classroom
is an introduction to the institutional and social context of teaching. Topics include the role of school in society, the organization and administration of schools, the dynamics of classroom culture, and school observation.
Sociological Perspectives on Teaching and Learning
is an examination of such social issues in education as poverty, child abuse, gender, ethnicity, and changes in the society and their implications for the nature and process of schooling. A study of social dimensions of education, including the content of education and the organization of teaching and learning. An analysis of students' experiences in the internship with regard to the above and other aspects of education the students might identify.
CR: the former ED 4360
PR: completion of the Professional Year
Perspectives on Schooling
examines educational theory and practice within the context of sociological, historical, and philosophical perspectives on schooling. Topics include the purpose of education, the formation of knowledge, and an analysis of issues such as equality of opportunity, and educational reform and change.
Critical Thinking and Knowledge in Education
examines various conceptions of the nature of critical thinking and its role in the acquisition, justification, and production of disciplinary knowledge. Topics include the nature of critical thinking, the uses of language in reasoning and communication, criteria and principles of reasoning within the various disciplines, methods and strategies of problem-solving, negotiation, and decision-making, and the teaching and assessment of critical thinking.
Philosophy of Teaching and Learning
examines a number of central philosophical concepts, assumptions and issues involved in the pursuit of teaching and learning in the schools. The aim of the course is to provide students with an understanding of the distinctive character of philosophical analysis as a reflective and critical practice that intends to promote professional excellence and personal well-being.
CR: the former ED 4380
PR: completion of the Professional Year
Legal and Moral Issues in Education
examines educational law and sources of conventional morality for the purpose of clarifying individual stances on legal and moral issues. Topics include the nature and theoretical bases of law and morality in education, the legal foundations of the Canadian education system, the legal and moral rights and responsibilities of teachers and students, and teacher liability.
Introduction to Educational Administration
is an examination of the roles of various levels of government in Education; theories of administration; management as it relates to curriculum, organization, personnel, finance, and communication; and their implications for teachers in the Newfoundland context.
CR: the former Education 2410
PR: completion of the Professional Year or ED 405X
Practicum in Adult Education
are on-the-job supervised activities designed to have the student implement the theory and principles of Adult Education.
Life Skills and Transition Planning for Adolescents with Cognitive Challenges
will focus upon the application of educational procedures relevant to the successful employment and community adjustment of mildly and moderately developmentally disabled adolescents and young adults. Senior special education programs and materials directed toward personal life-skills development and work-study experience in both open-community and protected work situations will be reviewed.
Inclusive Practices for Children with Mild Cognitive Challenges
gives consideration to: the establishment of objectives; selection, development and review of materials; the use of various instructional procedures; and the provision of appropriate experiences for the education of children with mild mental disabilities at the primary, elementary and senior levels.
Inclusive Practices for Children with Moderate Cognitive Challenges
will consider objectives, the development of programs, and the use of various instructional procedures for the education of children with moderate mental disabilities. Emphasis will be given to the development of skills necessary for participation in the home and community as well as in the classroom setting.
Psychoeducational Interventions for Behaviour Problems of Children and Adolescents
will examine programs and strategies for children with behaviour disabilities. These will include: counselling skills, case conferences, structured learning environments and therapeutic interventions for specific behaviour problems. In addition, consideration will be given to articulation with mental health specialists and procedures to develop readiness for return to regular instructional programs.
Inclusive Practices for Children with Learning Disabilities
is an examination of individual and classroom remedial techniques developed for the amelioration of specific learning disabilities.
Identification and Remediation of Speech/language Disorders in Children (SE)
will provide theoretically sound and research based methods for the identification and remediation of speech and language concerns in children and adolescents. Topics include: typical language development; nature of developmental concerns for both speech (articulation, voice and fluency) and language (receptive, expressive and phonetic awareness); social use of language; and augmentative communication. Particular focus will be placed on current interventions/strategies and program/models. The course is aimed at supporting teachers in developing effective individualized programs for today's inclusive classroom.
Communication for the Deaf
is an introductory course in communication strategies employed with the Deaf and Hearing Impaired. Language acquisition by individuals with normal hearing and individuals with impaired hearing will be explored and contrasted through an analysis of a variety of modes. A laboratory component of the course is designed to impart a degree of skill in practical usage of American Sign Language and Finger Spelling. The primary emphasis will be on manual systems of communication common to the deaf, as well as those systems in use as supplementary instructional methods at Schools for the Deaf.
PR: acceptance to the Special Education Degree program or permission of the Instructor
Language and Deafness
presents a broad overview of the effects of hearing impairment on individuals. Emphasis is on the effects of impaired linguistic environments; the cognitive, social, and emotional development of hearing impaired children and adults; the use and adaptation of assessment procedures; and the administration, organization, and delivery of instructional programs.
PR: ED 4240, or the former ED 3220, or ED 3230.
Intermediate and Secondary Education and Culture
- inactive course.
The Nature and Management of Stress
studies the nature of stress as it is manifested in the teacher and the teaching profession, and provides approaches to coping effectively with the factors which are related to that stress. Topics include the nature of the human stress response, causes and symptoms of stress (personal and professional), self-assessment techniques, and a selection of approaches available to cope with the stress typically related to the roles and expectancies of teaching.
Student Teaching in Post-Secondary Education
applies theories of education in the learning situation; observation and demonstration of lessons; seminars in teaching techniques.
PR: ED 2710, ED 2720, ED 2730, ED 2801, ED 3280, and ED 3801, or equivalent teaching experience and permission of the course instructor
Seminar in Post-Secondary Education
identifies, analyses, and discusses major issues, practices and problems in Post-Secondary Education in Newfoundland and Canada.
Educational Programs and Practices in Industry and Labour
is a study of the various Post-Secondary Education programs operated either wholly by industry and labour or jointly with educational institutions; apprenticeship, work experience and study programs, co-operative education, training-in-industry, training on-the-job, supervisory training, management development.
Integrated Materials and Production Processes
examines theory and practice in selected advanced technical skills in materials processes applied in conjunction with mechanical and fluid power and their practical applications in the modern technology education laboratory setting. Topics include integrated design, digital and fluidic control, robotics systems, and computer assisted machine applications.
Advanced Communications Systems
examines theory and practice of selected advanced technical skills in communications technology as they apply to the modern technology education laboratory. Topics include development and utilization of computer networks; satellite, and various transmission technology found in communication processes.
Technology Education, Specialized
examines theory and practice involving selected technical skills and their practical application in the technology education laboratory. Topics include the applications and use of more advanced technological systems and processes and their integration into the school curriculum of Newfoundland and Labrador.
OR: A modular approach will be used for each of the 21 technical skills credit hours. Students who can demonstrate competency in a particular module will be allowed to substitute another module in its place. Students must select the substitute module in consultation with the Office of Undergraduate Student Services.
Advanced Specialized Post-Secondary Education Technologies
examines the theory and practice of selected advanced specialized Post-Secondary Education technical skills and their application to the laboratory, workshop and business office. Emphasis will be placed on innovative and emerging techniques in selected areas of business, industry, and the service occupations.
Music Education Seminar
is detailed examination of the foundations of Music education common to all levels and types of school Music. Topics include curriculum development, evaluation, psychology and philosophy of Music education and the Music teacher's administrative responsibilities.
Effective Teaching Strategies for Multi-grade/Multi-age Classrooms
begins with a critical examination of traditional approaches to multi-grading. The main focus of the course will be to introduce teachers to the potential of adopting a multi-age approach in small schools which have of necessity grouped children of more than one age group and grade level together for instruction. This course will also examine the implications of implementing a philosophy of multi-age pedagogy in the primary, elementary and intermediate grades (K-9).
Computing Technology in Mathematics Education in the Primary and Elementary Grades
will explore the impact of computing technology on Mathematics curriculum and instruction. Topics will include the role of computers and calculators in developing mathematical concepts, computational skills and mathematical problem-solving processes; the use of computer animation and simulation to enhance Mathematics instruction; and, the evaluation and adaption of commercially developed software for Mathematics instruction. An in-depth look at LOGO and available CAL materials will be included.
Computing Technology in Mathematics Education in the Secondary School Grades
will explore the role of the computer as a provider of learning experiences in the high school Mathematics curriculum. The focus of the course will be on CAL in Mathematics and will investigate drill and practice, tutoring, simulation, animation, and demonstration. The role of the computer in communication and testing in Mathematics will be included.
Computers in Education
examines the use of computer-based technology across the curriculum. Topics include an introduction to hardware and operating systems, learning through computers, use and evaluation of computer software, and an examination of specific curriculum issues.
Evaluation of Teaching and Learning
is an introduction to the theory and practice of evaluating teaching and student learning in the classroom. Topics include the nature of classroom assessment; the production, administration, interpretation, and evaluation of teacher-made tests; assessment of student products and performances by direct observation; grading and reporting progress; and the application of assessment results to the improvement of teaching.
CR: the former ED 4912
Special Topics Courses in Intermediate/Secondary
will have topics offered announced by the Faculty of Education.


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Jewish World Review April 10, 2013/ 30 Nissan, 5773
Dr. Politics Examines Hillary
By Roger Simon
Q: Hillary Clinton has 2016 locked up, right?
A: No.
Q: But she is such a favorite she will freeze out potential Democratic opponents!
A: She will not freeze out potential Democratic opponents.
Q: How come?
A: Because she can't. She was the favorite in 2008, too. She had the media coverage and the superstar status and the poll numbers all in her favor. But a guy named Barack Obama came along and ran anyway.
Heck, in 2008 Hillary couldn't freeze out Chris Dodd, Bill Richardson, John Edwards or Joe Biden. They all ran. Plus a bunch of others. The front-runner can always stumble, just like Hillary did.
So don't expect Andrew Cuomo, Martin O'Malley, Deval Patrick, Mark Warner, Antonio Villaraigosa or even Rahm Emanuel to stop thinking about tomorrow.
Q: But Hillary has a stronger resume now than she did in 2008. She was secretary of state for four years.
A: And Joe Biden will have been vice president for eight years as well as having been a U.S. senator for 36 years.
Q: Joe Biden! He's too old to run in 2016.
A: Maybe, maybe not. True, he would be 74 on Jan. 20, 2017, which would make him the oldest president to take the oath of office. But Hillary would be 69, as was Ronald Reagan, who is the oldest president ever to be sworn in. And Biden doesn't project old.
Q: Hillary will lock up all the money.
A: Hillary won't lock up all the money. Nobody can anymore. Even if you have a large number of bundlers — and she would — the Internet levels the playing field. The Internet is the greatest fundraising tool since the invention of moonshine. A candidate can raise millions and millions in a short amount of time. Ask Ron Paul.
Q: But he lost. You need more than money. You need organization! Like Hillary had in 2008.
A: Hillary had a lousy organization in 2008. She chose her staffers for their personal loyalty rather than their skill or experience. (If you would like to read my somewhat endless six-part analysis of it, go here: http://goo.gl/61FnG)
Q: So what?
A: So Obama cleaned her clock, that's what. His staff knew how to amass delegates; her staff did not.
Q: Ancient history. She has been tested.
A: She will face new tests.
Q: Like what?
A: Like how good a job she really did as secretary of state. Both her Democratic and Republican opponents will ask what success she had in advancing peace between the Palestinians and the Israelis. Or what success she had in Syria or Iran or North Korea.
And do you really think her opponents will leave Benghazi alone?
Q: That would be terribly unfair.
A: And unfair never happens in politics, right? Besides, how do you know she wants to run for president?
Q: Why wouldn't she?
A: Did she really enjoy it in 2008? The press pack yapping at her heels. The constant demands for her to show her more personal side. The endless scrutiny of every word, every slip-up, every gaffe. It's not a fun thing.
Q: So she won't run?
A: No, she might run. I really doubt if she has decided. There will be huge pressure from the party for her to run. Many Democratic sages tell her that if she doesn't run, a Republican is sure to win the presidency in 2016.
Q: And she can't resist that?
A: No, she can resist that. A number of Democratic sages told her the same thing in 2008 and then switched their support to Obama. What she may be unable to resist is the call of history, those who urge her to run to break the glass ceiling and to be an inspiration to future generations.
Q: And that would do it?
A: Not entirely. She would also have to believe she would make a good president.
Q: Would she?
A: I think so. But others might make good presidents, too. And it's a long time until 2016.
Q: Well, I just hope the media show a little restraint.
A: Right. Because we do restraint really well.
Every weekday JewishWorldReview.com publishes what many in Washington and in the media consider "must reading." Sign up for the daily JWR update. It's free. Just click here.
© 2009, Creators Syndicate

subset: commoncrawl


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The Greenville College Men's Cross Country team is back and ready to have another successful season. After placing second in the SLIAC last fall and finishing in 19th place at the NCAA Division III Midwest Regional, the Panthers are ready to complete again this season.
Coach Brian Patton, is back and ready to lead the GC men through another successful season. "We have a strong group of seniors that will lead us this season," Patton says.
Among those seniors is Ross Baker. Baker was a member of the First Team All-Confrence and stood out as a true competitor last season. Junior, Bryant Simpson is another returning runner that was First Team All-Conference last fall. He is expected to have another impressive season for GC. Also returning for the Panthers is Senior Josh Dees who was named to the Second Team All-Conference. These three men will undoubtedly help the team be successful this year and there is a group of young runners that will challenge for the top spots on the team as well. "I am excited to see them run," Patton explains.
The Panthers are looking forward to a competitive schedule this year. The men start their season Friday, August 31 with a meet at 6:00pm at Forest Park in St. Louis. Mo. Despite the schedule, the men are excited for the season. Patton explains, "We are going to enjoy ourselves and have a lot of fun."


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("Who says you can't face-mask? Well the commissioner is an idiot.")
If there is an MMA fighter who is qualified to give us some analysis on Sunday's Super Bowl XLV match-ups, it's Matt Mitrione.
A standout defensive tackle at Purdue University, Mitrione made the New York Giants as a walk-on. He spent four years in the NFL with the Giants and the Minnesota Vikings before trading in his gridiron aspirations for his dream to one day fight in the Octagon, which he again made a reality through determination and hard work in spite of the odds stacked against him.
Although the brunt of his time these days is split between his new gym in Indianapolis and at home with his family, 'Meathead' still follows the sport that he first fell in love with as a boy.
In this exclusive video breakdown he did for us through his main sponsor, our friends at Hayabusa, Mitrione details which team he thinks will take the trophy on Sunday.
Check it out:
(Video courtesy of YouTube/ifaIndy)
Follow Matt and Hayabusa on Twitter at @MattMitrione and @Hayabusa_MMA


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Medical History for PneumoniaSkip to the navigation
Topic Overview
Your doctor will ask you about your symptoms and how many days you have had them. If he or she thinks you may havepneumonia, your doctor will want to know whether you have:
- A cough that brings up mucus (productive cough). Your doctor may ask you to cough up a sample of the mucus for testing. If your pneumonia is not caused by bacteria or a virus, your coughing may not bring up mucus (a nonproductive or dry cough).
- Any conditions or take any medicines that may weaken your body's natural defense system (impaired immune system).
- Any signs of complications of pneumonia, such as severe, stabbing chest wall pain, sudden change in breathing with severe shortness of breath, joint pain, headache, diarrhea, vomiting, or increase in fever.
- Another medical condition, such as diabetes, kidney failure, chronic liver disease, or heart failure.
- A lung (pulmonary) disease such as chronic obstructive pulmonary disease (COPD) or asthma.
- Had a change in mental status (such as confusion, loss of consciousness, or seizure) that may have allowed you to breathe mucus or other material into your lungs (aspiration pneumonia).
Your doctor may also ask whether you have:
- A history of upper respiratory tract infections, such as a cold.
- Been in contact with other people with lung infections or other types of infections.
- Had a recent injury to the rib area such as a bruise or broken rib (fracture).
- Traveled recently (especially outside of the United States).
- Ever used or currently use alcohol or illegal drugs.
- Ever smoked or currently smoke cigarettes.
Related Information
ByHealthwise Staff
Primary Medical Reviewer E. Gregory Thompson, MD - Internal Medicine
Adam Husney, MD - Family Medicine
Specialist Medical Reviewer R. Steven Tharratt, MD, FACP, FCCP - Pulmonology, Critical Care Medicine
Current as ofMarch 25, 2017
- Top of Page
Next Section:Related Information
Previous Section:Topic Overview
- Top of Page
Next Section:Credits
Previous Section:Related Information
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Current as of: March 25, 2017
This information does not replace the advice of a doctor. Healthwise, Incorporated, disclaims any warranty or liability for your use of this information. Your use of this information means that you agree to the Terms of Use. Learn how we develop our content.
To learn more about Healthwise, visit Healthwise.org.
© 1995-2018 Healthwise, Incorporated. Healthwise, Healthwise for every health decision, and the Healthwise logo are trademarks of Healthwise, Incorporated.


text:
For the media
- News releases
- Download mug shots
- Research tips
- News tips, advisories
- Ag tips
- Other news sources
- Campus maps
News Service
For the media
For the campus
News Service
Annette Hacker, director, (515) 294-3720
Office: (515) 294-4777
Study will focus on urban trees and exercise
Iowa State researchers will do a study of walkers and runners in an effort to find out if vegetation along trails affects the activity levels of city dwellers.
Barry Scheck to discuss DNA forensics
Barry Scheck, best known as the DNA expert on the O.J. Simpson defense team, will give an Oct. 3 lecture at Iowa State titled "The Innocence Project: DNA and the Wrongly Convicted."
Finding the odor in livestock agriculture
A high-tech instrument is helping Iowa State University researchers identify and characterize the compounds that cause livestock odor. The research could lead to treatments that reduce the odor.
Geoffroy discusses "to-do" list
President Gregory Geoffroy lauded highlights of the past year at Iowa State and laid out his key agenda items for the coming year in his fall convocation speech Sept. 27.
Conlin to discuss leadership
Roxanne Conlin, who is ranked among the country's 100 most influential lawyers in America, will speak on campus Sept. 29. Her talk is a part of a women's leadership series.
Veterinary hospital offers 24/7 emergency service
The Veterinary Teaching Hospital has expanded its emergency and critical care service to provide a veterinarian on premises at all times to give emergency care for small animal patients.
Athletes and academics
Normally reserved for members of the ISU Alumni Association, the fall issue of VISIONS magazine can be accessed by all readers. The issue examines the delicate balancing act performed by student-athletes. Also featured: Ballroom dancing and ISU's newest college -- Human Sciences.
Century of Iowa architecture
Iowa's finest architecture over the past century is featured in an exhibit coming to campus Oct. 3-28.
Notes from Louisiana
Pitching in
Iowa State's Gene Deisinger writes from Louisiana, where he is helping with Katrina relief.
In the news
Ultraportable power charges ahead
Want your iPod or cell phone to simply charge itself? Researchers at Iowa State are working on wearable solar technology that could do just that, giving busy people alternative energy on the go.


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Dropping and withdrawing from classes
To drop a class, start by logging into Academica.
- If a student has a hold and needs help dropping a class, they should send an email request to firstname.lastname@example.com with the appropriate course information.
- Students may drop a fifteen-week course through the end of the second week of class.
- Classes that are dropped do not appear on the transcript.
Beginning the third week of class, you are no longer allowed to drop classes. You must withdraw instead.
- You must obtain instructor approval to withdraw from a class
- It is your responsibility to request the withdrawal. Failure to do so will result in a failing grade.
- The withdrawal period for full-term classes ends at the end of the tenth week of the term. See the Academic Calendar for specific information on when the withdrawal period ends.
Learn how to withdraw from a class
Consequences of withdrawing from a course
Before withdrawing from a class, beware of the consequences. Make sure you've spoken with your instructor and advisor before making your decisions. Your instructor can provide valuable counsel on what it would take for you to successfully complete the course, and your advisor can review the university's course repeat policy to help you explore the benefits of completing the course.
Withdrawing does not cancel tuition or fees
- You are still charged for courses from which you withdraw.
Withdrawing will affect you academically
- Withdrawing increases the cost of your education, lengthens your time to obtaining a degree, and creates additional periods of income loss while you make up lost credits.
- Withdrawals result in one of the following on your academic record, as determined by your instructor:
- "WP" Withdrawal with a passing grade earned to date.
- "WF" Withdrawal with a failing grade earned to date.
- "WN" Withdrawal never attended or no graded work to date.
- Instructors can also deny the request, and you will still be registered for the course.
Withdrawing may affect your ability to participate in programs, activities or even stay in the U.S.
Many students — including student athletes, international students, scholarship recipients and others — must maintain full-time status.
Withdrawing may affect your financial aid
|Withdrawing will affect Satisfactory Academic Progress (SAP), jeopardizing financial aid in future terms.
|Withdrawing does not cancel tuition or fees. You are still charged for courses from which you withdraw.
|Academic Record
|Course withdrawals appear on your academic record and may affect graduate & career opportunities.
|If you withdraw, you may be required to repay a portion of your aid back to the university.
|Time to Degree
|Withdrawing extends the time and cost of your degree.
Complete a S.M.A.R.T. Check
We're here to help you graduate. Before you withdraw from a course, come to the Welcome Center to complete your S.M.A.R.T. Check.
- Completing a SMART Check will be mandatory if you intend to withdraw from a fall semester class.
- If you want to know how a course withdrawal might affect you academically and financially, you can complete a SMART Check at any time.
During your visit, you will meet with an enrollment management representative and learn about how withdrawing from a course will specifically impact you both academically and financially. You will receive personalized information to help you make an educated decision.
SMART Checks take place on a walk-in basis in the Welcome Center lobby Monday through Thursday from 8:30 a.m.-6 p.m. and Fridays from 8:30 a.m.- 5 p.m. A session will take about 30 minutes.
Don't lose your aid
The best way to avoid losing part or all of your aid is to complete your classes.
Before the semester:
- Declaring a major is important to your academic success.
- Follow your graduation plan and register for the courses you need.
- Make all class changes.
During the semester:
- Check with your course instructor or advisor for alternatives to withdrawing.
- Understand the consequences of withdrawing from a class.
- Complete the SMART Check counseling process.
Repaying your loans
If you drop all of your courses or if you drop to less than half-time, your loans will be due. You must repay your loans even if you do not complete your program.
If you do not make payments, you will be ineligible for future aid.
Check your loan balance and status at nslds.ed.gov.


text: Long and lean silhouettes take center stage in the Diesel Black Gold Fall/Winter 2017 collection. The lineup looks with nostalgia to fashion past. An early Nineties' sensibility generates a new urban attitude. Authentic familiar codes are deconstructed and reconstructed for a new repurposed look. Proportions are altered and functions are changed. A biker jacket becomes an elongated shearling coat, turns into a leather trench or into a front zipper maxi skirt. Sartorial staples become a trouser skirt, as well as a pinafore dress. Maxi knitted turtleneck dresses define the overall elongated silhouette. They are layered under revisited urban icons. Deconstructed sweater elements run through the collection as rib knit detachable collars, sleeves, cuffs, shrugs and gloves. Fabrics are borrowed from a man's wardrobe. Pinstriped suiting wool, Prince of Wales, corduroy and denim come juxtaposed with lacquered shearling and embroidered sequins. Dungarees and jeans' details inform the fluid maxi dresses. Foulard and cravat micro geometric prints are cut and combined. Denim gets a sartorial makeover when paired with suiting fabrics or enriched with shearling trims. Wide-legged slouchy jeans also come in a mix of raw and washed denim. Leather and suede sneakers keep the girls grounded on the earth, while skinny belts put the focus on the waist.


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Lowrider builds rarely stay the same for long. Inevitably, new technology and ideas get into our heads as we spend hours in our respective garages analyzing our builds to the point of nausea. We are always looking for ways to improve and update our rides, and love integrating the newest technology whenever possible. This Caprice is a great example of that, because it had only been together for a few weeks before the lack of custom sounds and the clacking, squeaking noises of old school dumps were sorely missed. Clearly, it was time to gut the whole trunk and start over and design a clean audio and hydraulic system that could cap off the build. A simple, yet functional design was in order for this stock color car.
In the past, we've shown you molded and painted trunk compartments which can cost several hundreds of dollars depending on who does the fiber glass work and painting. These molded compartments become sensitive and you cannot use them as a regular compartment without the fear of scratching or damaging the finish. This month, we went back to basics as the audio world has toned down the molding design and gone back to focusing on the roots of wrapped custom panels. This style of trunk has come full circle, which you'll see as we dress up the trunk with a combination of vinyl and carpet that produces an elegant look.
For the audio component of this upgrade, we caught up with a Pioneer ambassador who decided to update his trunk with the newest technology Pioneer had to offer, in addition to some of the latest hydraulics products. The design in this trunk left plenty of room to grow, while being clean enough that it could remain in this finished state as well. Now follow along, as we transform this trunk from basic to elegant with a combination of audio and hydraulic systems that will give you a clean and functional trunk compartment.
1. This Pioneer equipment system was ready to rock this Lowrider.
2. The old set up was removed and the trunk was completely gutted to allow us to build up the trunk. Starting over can sometimes be easier than trying to modify, saving time and money in the end.
3. To use as much air space as possible, the box was made in sections. This would also give us more trunk space when it was time to add our hydraulics.
4. Using an air nail gun, we began to put the box together.
5. Here, you can see the basic shape of the box coming to life.
6. The custom speaker box would hold a pair of Pioneer 12-inch subwoofers.
7. the installer started on the side panels, as they would tie in the rest.
8. The face of this panel was measured to see how much would need to be cut out.
9. The panels were test fitted one last time before they were cut out.
10. The face of the anel was cut out to recess the amplifiers.
11. This back panel would serve as the foundation to hold the amplifier in place.
12. The Pioneer amplifier was pre-fitted before it was bolted down.
13. With everything being pressure fitted, it was checked one last time before tearing it all down to complete the final install.
14. For sound deadening, the trunk received some Accumat material.
15. With the speaker box out, you can see how complicated this speaker box was.
16. The kick panel area would be receiving the Pioneer mid range components.
17. The components were mounted on MDF board, which will allow them to bolt up in the kick panel area.
18. The rear fill audio was mounted to the rear window panels.
19. The marine carpet was the first part to be laid out in the final assembly.
20. The speaker box was pushed all the way back to allow the face panels to be placed in. The face panels complemented the audio equipment and gave the trunk panels some character.
21. When doing a Lowrider trunk, the hydraulics and the audio go hand-in-hand and now that the audio is dialed in, it is time to plan out the mounting of the hydraulics.
22. Even though it might have looked as if there was lots of room, trunk space will become limited if the hydraulics are not planned out right. As you can see we went from four batteries to three in order to gain trunk real estate.
23. After measurements and a day worth of planning, the hydraulic rack was welded together.
24. With the rack bolted in place, the hydraulics were installed to allow the car's trunk to come to life.
25. To power the hydraulic system, we installed 3 Optima yellow top batteries in a custom-built billet tray.
26. This trunk was ready to rock, as it featured Pioneer's latest audio and a custom hydraulic set up that will make you look twice and allow room for luggage in case they throw you out of the house!


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Last Friday I lined up two hours early, with an early autumn rainstorm crashing down, to catch the New York Film Festival press screening of Life of Pi, because the festival has exactly one press screening for all of their films, and there was no way I was going to miss that one. Even on the surface the movie seemed to tick all the boxes of Oscar season-- based on an acclaimed book (of the same name by Yann Martel), directed by a respected auteur (previous Oscar-winner Ang Lee), and tugging at the heartstrings while also showing off beautiful images (it's about a boy lost at sea). Bingo.
Luckily for me and everyone else huddled in line with me, Life of Pi lived up to nearly all of the expectations. As I wrote in my somewhat breathless review, it "works wonders in its best moments," specifically when tightening in on the fantastical story of teenage Pi (Suraj Sharma) and his unlikely companion on a lifeboat in the middle of the Pacific Ocean-- a Bengal tiger named Richard Parker. The movie's frame story and religions overtones hinder it at times, and nothing in the narrative matches the astonishing CGI and 3D used to tell it, but like Martel's book it's likely to be a crowd pleaser, especially for anyone actively seeking out the religious bent.
How will that play for the Oscars? It's easy to imagine Pi filling a kind of War Horse slot, nominated for Best Picture without being expected to win anything, and snagging a few nominations elsewhere (it seems guaranteed for Visual Effects ad Cinematography consideration, and possibly also the sound categories and Mychael Danna's minimalist score). Lee, despite his Oscar pedigree, will have a lot of competition for the five-wide Best Director category, but that's where box office could come into play. If Life of Pi is a big box office hit when it opens in time for the Thanksgiving holiday November 21, it could start looking like an even stronger contender.
It's a pretty thin field out there for new releases with awards potential, though in limited release there's the documentary The House I Live In, which ought to be a Best Documentary contender. There's news about an awards hopeful already out in theaters though. The Screen Actors Guild announced yesterday that Beasts of the Southern Wild, the independently produced Sundance sensation picked up by Fox Searchlight, won't be eligible for the SAG Awards because director Benh Zeitlin didn't hire union actors and relied on non-professional locals, including likely Best Actress nominee Quvenzhane Wallis. No one would argue that the film would be better with professionals, and I'm sure Zeitlin and company have no regrets, but it's unclear how much a lack of SAG eligibility might hurt the film's Oscar chances. SAG's Best Ensemble nominations are often strong precursors of Best Picture favorites, and the momentum of the earlier awards can help push films-- especially smaller ones like Beasts-- over the Oscar finish line. Then again, this one is likely to pop up among critic's awards, so it may be able to do without that help.
Oh, and you might have heard some news out there about a talking teddy bear being hired to host the awards. You can read my arguments in tentative support of Seth MacFarlane over there, and take heart that he's not going to affect the actual awards race one way or another.
Other than that, it's on to the charts, where not much is changing but things are solidifying in a few spots.
I've bumped up Life of Pi to a Likely Contender, though it's hard to know where it stands without having seen some of the other competition arriving. And I should emphasize that I have a lot of faith in Les Miserables, which looks every inch the strong contender-- it's just that, until somebody's seen it, it's hard to promise anything either way. This weekend I'll get a look at both Silver Linings Playbook and Argo for myself, though I doubt I'll have much to add beyond the rapturous consensus already out there.


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By Tim Gaynor
WACO, Texas (Reuters) - President Barack Obama will assume a familiar role consoling family and friends of disaster victims on Thursday when he speaks at a Texas memorial for firefighters killed in a massive explosion at a fertilizer plant.
Just a week after he traveled to Boston following the Marathon bombing that killed three people, he will speak at a memorial on the campus of Baylor University in Waco to honor the 11 first responders who died in the blast.
Organizers expect thousands of first responders to attend the service at a college basketball arena that seats more than 10,000 people. A procession of firefighters and some 300 fire trucks from across the country will be held before the service.
The April 17 explosion at the West Fertilizer Co plant obliterated a residential section of the small Czech-American town of West, Texas, 20 miles from Waco. It killed 14 people and injured some 200.
The town of 2,700 people had 33 volunteer fireman. Five died when they responded to a fire alarm, and the plant exploded 20 minutes later. Four paramedics from nearby towns who were also firefighters, and were attending a class in West on the night of the disaster, rushed to the scene and were killed.
The other two casualties among first responders were an off-duty Dallas fireman who lived in West and a local welder who went to the plant to help.
The explosion, which had the force of a small earthquake, left a huge crater in the ground at the plant.
Investigators have not determined the cause of the blast, although they suspect an industrial accident stemming from fertilizer stored on the premises.
In addition to Obama, speakers will include Texas Governor Rick Perry and Baylor University President Kenneth Starr, best known for his investigation of the sex scandal involving then President Bill Clinton and White House intern Monica Lewinsky during the 1990s.
The explosion occurred two days before the 20th anniversary of a huge fire that destroyed the compound of the Branch Davidian religious sect near Waco, ending a standoff with federal agents. The sect's leader, David Koresh, and dozens of his followers were killed and the government was accused of heavy-handed action in the tragedy.
Investigators of the fertilizer plant blast have not ruled out arson, but have said there is no indication of foul play.
(Writing by Greg McCune)


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*** (out of four)
Fifty-year-old former rock star Cheyenne (Sean Penn) still dresses like The Cure's Robert Smith and can't tell if he's bored or depressed with his mundane life in Ireland with wife Jane (Frances McDormand). His activities include regular conversations over bad coffee with Mary (Eve Hewson, Bono's daughter) and losing to Jane in a handball game they play in their waterless pool, because it's more fun than swimming. As far as personal or global history, Cheyenne knows about both the Holocaust and the father he hasn't seen in 30 years "in a general sort of way."
So discovering that his recently deceased father spent much of his life attempting to hunt down the Nazi war criminal who persecuted him in Auschwitz creates a sudden quest for Cheyenne: He goes back on tour, except this time he's not performing or part of a group. He's traversing the U.S. solo, hoping to complete the mission of vengeance his dad never could.
Is this all bold or just questionable? "This Must Be the Place" frequently switches back and forth between an original, offbeat exploration of guilt and a mellower, slowed-down blend of Wes Anderson/Coen brothers sensibilities. The Coens would love Mordecai (Judd Hirsch), a so-called legend at flushing out Nazi war criminals. Anderson would recognize writer-director Paolo Sorrentino's fondness for picturesque framing, and Cheyenne's unique outsider perspective, perfectly encapsulated by Penn. (Hypothetically, it'd be a good fit for Bill Murray as well.)
Immensely entertaining and occasionally very moving (particularly in Cheyenne's scenes with Rachel [Kerry Condon], a waitress and single mother in New Mexico), the movie offers several priceless moments. They range from Cheyenne advising an elevator full of women on lipstick to the ex-rocker, after Jane tells him MTV wants him to do an appearance, asking "Why is Lady Gaga …," trailing off as if to question if someone more current isn't available. Or maybe he's just asking generally, "Why is Lady Gaga?" something everyone should ask themselves eventually.
That bizarre examination fits into a weird, affecting film that could tone down the quirk but hits the issue of self-worth right on the head. Cheyenne can't believe his friend, Jeffery (Simon Delaney), does so well with women; Jeffery insists it's all about curiosity and time. In reality, he doesn't ask "Why me?" or even "Why not me?" He dares to go with it and hopes for the best.
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