French Education in New Orleans

2019 ◽  
pp. 140-154
Author(s):  
Robin White
Keyword(s):  
New Orleans ◽  
21St Century ◽  
French Immersion ◽  
Specific Focus ◽  
French Education

This is a specific focus on French immersion schools in New Orleans, from the 1700s through the 21st century.

scholarly journals Kerkwees in die voetspore van Christus volgens Efesiërs 4 en 5

2017 ◽  
Vol 73 (1) ◽  
Author(s):  
Wim A. Dreyer
Keyword(s):  
21St Century ◽  
General Assembly ◽  
Specific Focus ◽  
The Church ◽  
Opening Address

This contribution contains a sermon delivered as opening address to the 71st General Assembly of the Nederduitsch Hervormde Kerk van Afrika (NHKA). For the last twenty years the NHKA had been involved in a process of ecclesial transformation, based on fundamental shifts in ecclesiology. This opening address reflects on the nature and calling of the church in light of Ephesians 4 and 5, with the specific focus on ‘being church in the footsteps of Christ’. Much emphasis is placed on the verb ‘peripateo’ which appears five times in these two chapters. It is suggested that it could be translated as ‘following in the footsteps of someone’ and that this has very specific implications for being church in the 21st century. Ephesians 4 and 5 articulate being church in the footsteps of Christ in terms of unity, holiness, love, light and wisdom.

scholarly journals The Autonomous Thinking Teacher: Preparing English Teachers for the 21st Century

2021 ◽  
Vol 50 (2) ◽  
pp. 102-115
Author(s):  
Alexius Chia ◽  
◽  
Stefanie Chye ◽  
Bee-Leng Chua ◽  
◽  
...  
Keyword(s):  
Teacher Preparation ◽  
Professional Practice ◽  
21St Century ◽  
Teaching And Learning ◽  
English Teachers ◽  
Teacher Agency ◽  
Self Reflection ◽  
Specific Focus ◽  
Learner Needs ◽  
Teacher Model

This concept paper describes the changes made to Singapore’s initial teacher preparation (ITP) programmes with a specific focus on its thinking teacher model (NIE, 2009) – a model of teacher agency and an approach to ITP that requires self-reflection on roles and practice, understanding theories and research, and adapting to changing learner needs (Tan & Liu, 2015). An important component of this model is a ‘meta’ course which all pre-service teachers are required to undergo. This ‘meta’ course called Professional Practice and Inquiry (PPI) initiative – which was introduced to develop reflective professionals – cuts through the entire ITP programme providing them with both a framework and a platform to curate their understandings across all their courses, reflect deeply about teaching and learning and highlight their best work. This paper demonstrates, by the use of vignettes from their reflective pieces, how the goals and various components made possible by the PPI initiative provided the impetus for English pre-service teachers to develop into autonomous thinking teachers.

scholarly journals Into the New Millennium: A Tale of Transformation

2008 ◽  
Vol 9 (2) ◽  
pp. 183-204
Author(s):  
Pat Bozeman
Keyword(s):  
New Orleans ◽  
Annual Meeting ◽  
21St Century ◽  
Conference Program ◽  
American Library ◽  
Walt Disney ◽  
University Of Houston ◽  
Special Collections ◽  
The University ◽  
Building Designs

At the American Library Association’s 2006 annual meeting in New Orleans, I was one of three panelists who participated in the Rare Books & Manuscripts Section’s conference program entitled “Re-imagineering Special Collections: Building Designs and Considerations for the 21st Century.”1 While I was reasonably comfortable with my understanding of Walt Disney Imagineering (from which our program title was taken),2 it was difficult to imagine that, in Special Collections at the University of Houston Libraries, we had come up with anything so novel or different (let alone newly imagined or creative) to be called “imagineering.” To me, imagineering means ground-breaking innovation . . .

Digital Documentation: Using digital technologies to promote language assessment for the 21st century

2012 ◽  
Vol 4 ◽  
Author(s):  
Martine Pellerin
Keyword(s):  
Formative Assessment ◽  
Language Learning ◽  
21St Century ◽  
Oral Language ◽  
Teaching And Learning ◽  
Video Recording ◽  
Digital Technologies ◽  
Assessment Process ◽  
French Immersion ◽  
Digital Documentation

The article describes how the use of digital technologies such as iPod and iPad contributes to the gathering of tangible evidence of students’ learning, and promotes the emergence of a new means of formative assessment that supports language teaching and learning for the 21st century. In particular, the use of such technologies by Early French Immersion learners promotes digital documentation (audio and video recording) of language learning across the curriculum, to help make the learning and thinking process more visible to teachers and students. The process of revisiting the digital documentation constitutes a new means of formative assessment that informs both the teaching and the learning. Moreover, the use of digital technologies allows students to become active participants in their own learning and assessment process. Finally, the article examines the role of oral language in the digital documentation and revision process and how this enhances the assessment of students’ learning in the 21st century language classroom.

scholarly journals New Orleans: A Model 21st Century Cross-American Water City?

2016 ◽  
Author(s):  
Derek Hoeferlin ◽  
Keyword(s):  
Water Management ◽  
Decision Making ◽  
Hurricane Katrina ◽  
New Orleans ◽  
Natural Disaster ◽  
21St Century ◽  
Social Economic ◽  
Status Quo ◽  
Port City ◽  
New Governance

Much has been accomplished – and much debated– since Hurricane Katrina made landfall outside of New Orleans in 2005. There have been many successes – and many failures – in regards to the recovery, rebuilding and resiliency of the unique“Cross-American” port city. Social, economic and environmental justice issues have been brought to the forefront, in the wake of an unprecedented human-altered “natural” disaster. This paper will not attempt to regurgitate what has been critiqued and promulgated about New Orleans in relation to status quo rebuilding. Rather, the paper will focus on water management demands, efforts and proposals since the storm; and, how these water-centric efforts have challenged existing decision-making regimes, in turn advocating for new governance partnerships, funding streams and integrative design methodologies.

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