The New School Governors

2003 ◽  
pp. 32-51
Keyword(s):  
New School

Heads Up New School Year: Here I Come!

ASHA Leader ◽  
2018 ◽  
Vol 23 (8) ◽  
pp. 36-37
Author(s):  
Stacey Ellison Glasgow
Keyword(s):  
New School ◽  
School Year

The New School Psychology Bulletin, Vol. 10, No. 1, 2013

2013 ◽  
Author(s):  
Michael Kinsey ◽  
Lauren Knopf
Keyword(s):  
School Psychology ◽  
New School

Epizod z biografii Dawida Wdowińskiego

2013 ◽  
pp. 501-507
Author(s):  
Laurence Weinbaum
Keyword(s):  
Social Research ◽  
New School

Dawid Wdowiński (1895–1970) należał do najbardziej znanych działaczy rewizjonistycznego ruchu syjonistycznego w Polsce w latach trzydziestych. Cieszył się renomą również jako psychoanalityk (pełnił kierowniczą funkcję na oddziale psychiatrycznym w szpitalu na Czystem w Warszawie). Jako jedyny spośród „żabotyńczyków” został wymieniony w leksykonie Czy wiesz kto to jest?. W wrześniu 1939 r., w przeciwieństwie do innych liderów ruchu rewizjonistycznego, pozostał w Warszawie. Trafił do getta (w którym stracił matkę), po deportacji znalazł się w obozie pracy w Budzyniu, a potem w innych obozach (jego żona, dr med. Antonina z d. Berger, zginęła w listopadzie 1943 r., podczas operacji „Erntefest”). Po wojnie osiadł w Nowym Jorku i przez wiele lat wykładał psychologię i psychiatrię w New School for Social Research. Kontynuował też działalność społeczno-polityczną. W 1961 r. został wezwany przez sąd izraelski do złożenia zeznań na procesie Adolfa Eichmanna

فلسفة العقوبة في الشريعة الإسلامية والقانون الوضعي عرض وموازنة Exposition and Comparison of the Philosophy of Punishment in Islamic and Positive Laws

2012 ◽  
Vol 9 (1) ◽  
Author(s):  
عبد المجيد قاسم عبد المجيد (Qasim Abdulmajid) ◽  
محمد ليبا (Liba)
Keyword(s):  
Islamic Law ◽  
The Other ◽  
Penal System ◽  
Human Beings ◽  
New School ◽  
Positive Law ◽  
Other Hand ◽  
Philosophy Of Punishment ◽  
Emerging Issues

تناولت هذه الورقة فلسفة العقوبة في الشريعة الإسلامية، وفلسفتها في القانون الوضعي، وتمت الموازنة بين الفلسفتين، وخلص العرض والموازنة إلى نتائج ملخصها أن مسألة عصمة الشريعة وسموها تعد علامة فارقة بين الشريعة الإسلامية والقانون الوضعي، هذه العلامة نتج عنها فروق كثيرة أولها أن العقوبة في التشريع الوضعي تكون تابعةً للهدف، فالهدف يوضع أولاً ثم تصاغ على ضوئه العقوبة، ولذلك كلما ظهرت مدرسةٌ جديدةٌ تؤسس لفكرٍ جديدٍ ظهر اختلافٌ في التشريع العقابي. بينما النظام العقابي الإسلامي ثابتٌ ومعصوم، وقد وُجدت الحاجة إلى معرفة أهدافه وفلسفته ليتسنى السير على مقتضاها فيما يستجد من وقائع، وأن سمو فلسفة العقوبة في الشريعة الإسلامية ينبع من سمو مصدرها، فواضع هذه العقوبات هو خالق البشر. بينما العقوبة في القانون الوضعي تعتمد في فلسفتها على خبرة واضعيها، وهي خبرة محدودة وأحكامها نسبية، لذا كان تطبيق العقوبات الشرعية أجدر حتى وإن لم يُدرَك كنه هذه العقوبات وفلسفتها. الكلمات الرئيسية: فلسفة العقوبة، القانون الإسلامي، القانون الوضعي، التشريع العقابي.******************************In this paper light is shed on the philosophy of punishment in Islamic and positive laws and a comparison between them is accomplished. In brief, the conclusion of the exposition and comparison is that issue of infallibility of SharÊ‘ah and its nobleness are the distinguishing marks between Islamic and positive laws. This led to further differences. The first difference is that the punishment in positive laws is in accordance with the stipulated goal, that is, the goal is set first and then the punishment is formulated in that light. That is why whenever any new school of thought appears based on some ideology, differences emerge in punitive legislation. Islamic penal system is, however, immutable and infallible. There is a need to know its objectives and wisdom so as to in order to tackle new emerging issues. The nobility of the philosophy of punishment in Islamic law stems from the nobility of its source and that is no one but the Creator of human beings. The punishment in the positive law, on the other hand, relies on the philosophy that is based on the experiences of the authors of these laws. And these experiences are limited and their rulings are relativistic. Applying Islamic legal punishments are, therefore, more legitimate, even though their essence and philosophy are not fully grasped.Key words: Philosophy of Punishment, Islamic Law, Positive Law, Punitive Legislation.

Presbyterian Preaching

2019 ◽  
pp. 506-523
Author(s):  
Thomas G. Long
Keyword(s):  
Digital Media ◽  
Emotional Experience ◽  
New School ◽  
Intellectual Content ◽  
The Bible ◽  
The Reformation ◽  
Korean Presbyterian ◽  
Early Expression ◽  
History Of ◽  
School Conflict

Presbyterian preaching grew from roots in the Reformation, particularly the Calvinist wing. The fullest early expression of the character of Presbyterian preaching is in the Westminster Standards, documents produced in England by an assembly of Calvinist clergy and laymen in the mid-seventeenth century. These documents described the key qualities of Reformed, and thus Presbyterian, preaching: sermons grounded in the Bible, containing significant doctrinal content, and aimed at teaching and edifying congregants.The authors of the Westminster Standards prescribed preaching that was substantive and lively, filled with biblical and doctrinal content, and touched the hearts of hearers. Throughout the history of Presbyterian preaching, however, these twin goals were often difficult to attain. This tension between intellectual, content-centered preaching and more emotional, experience-centered preaching among Presbyterian is evident in such events as the Old Side–New Side controversy in the mid-1700s and the Old School–New School conflict from 1837 to 1869 (both in America), in Scottish Presbyterian preaching in the early nineteenth century, and in Korean Presbyterian preaching during the end of the twentieth and the beginning of the twentieth century.Today as many Presbyterian preachers use digital media and conversational-style sermons, a strong desire continues for preaching that is clear, deeply theological and biblical, impassioned, and relevant.

Presbyterians, Schisms, and Denominations

2019 ◽  
pp. 274-289
Author(s):  
P. C. Kemeny
Keyword(s):  
United States ◽  
Regional Differences ◽  
The United States ◽  
Presbyterian Church ◽  
New School ◽  
Korean Presbyterian Church ◽  
Church Unity ◽  
Korean Presbyterian ◽  
Strong Commitment ◽  
Church Schism

Although Presbyterians have long professed a strong commitment to church unity, Presbyterian denominations have often been divided by schism. Major disagreements over theology have always played a central role in precipitating these schisms. However, class, ethnic, gender, racial, and regional differences and also personal conflicts have often also contributed significantly to schisms. An examination of the 1843 Great Disruption in Scotland, the 1837 Old School–New School Presbyterian Church schism in the United States, the 1903 formation of the Independent Presbyterian Church of Brazil, and the 1952 rupture that led to the establishment of the Korean Presbyterian Church (Kosin) illustrate this argument.

scholarly journals Adding “Student Voice” to the Mix: Perception Surveys and State Accountability Systems

AERA Open ◽  
2021 ◽  
Vol 7 ◽  
pp. 233285842199072
Author(s):  
Jack Schneider ◽  
James Noonan ◽  
Rachel S. White ◽  
Douglas Gagnon ◽  
Ashley Carey
Keyword(s):  
Survey Data ◽  
Student Voice ◽  
School Quality ◽  
Student Perception ◽  
State Level ◽  
Student Survey ◽  
New School ◽  
State Accountability ◽  
Survey Results ◽  
School Ratings

For the past two decades, student perception surveys have become standard tools in data collection efforts. At the state level, however, “student voice” is still used sparingly. In this study, we examine the ways in which including student survey results might alter state accountability determinations. Reconstructing the accountability system in Massachusetts, we draw on a unique set of student survey data, which we add to the state’s formula at a maximally feasible dosage in order to determine new school ratings. As we find, student survey data shift school accountability ratings in small but meaningful ways and appear to enhance functional validity. Student survey results introduce information about school quality that is not captured by typical accountability metrics, correlate moderately with test score growth, and are not predicted by student demographic variables.

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