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The Fortuitous Teacher: A Guide to Successful One-Shot Library Instruction discusses how librarians have become accidental teachers in the academic university setting. It covers how (if at all) librarians are prepared by MILS programs to teach, compares typical characteristics of teachers versus librarians, and presents tactics on how to learn effective teaching skills on the job. In addition, readers will learn about the history of library instruction, the different types of library instruction, and the dynamics of one-shot library instruction, classroom culture, faculty buy-in, and collaboration. - Examines how MILS programs prepare librarians to teach - Compares the typical characteristics of effective teachers and librarians - Offers advice for new academic librarians who take on the role of classroom teacher - Explores future trends in library instruction and how to apply this to one-shot instruction sessions
We have all experienced fortuitous encounters--those moments in our lives--where a person, place, or thing caused our lives to change in a more positive direction. Our lives are full of what some have called serendipity, strange acts of fortune or causeless miracles. A favorite teacher inspires our choice of career, a chance encounter develops into love, marriage, and a new family. At the time we are most in need of a friend, one appears in our lives. We look at a mountain or the ocean and find meaning and peace, we read a book and an idea is planted in our brains that provides the wisdom we seek. The ability to experience fortuitous encounters is key to learning and growth. The more fortuitous encounters someone has, the better the odds are the person is successful and happy. While fortuitous encounters are by their very nature a product of chance that is beyond our ability to control, Davis and Spears strongly believe, as did Pasteur, that "chance favors only the prepared mind." The intention is not to try to explain chance, or divine intervention in this book, but simply to help the reader, whatever their core beliefs, to understand the power of fortuitous encounters. In this book, you will read firsthand reports of fortuitous encounters of many kinds. These true stories can help you to learn how to prepare yourself to experience your own fortuitous encounters, and experience a lifetime of learning and growth. This wise book will serve as a great companion to help you stay awake to the fortuitous people, places, and things that ultimately shape your days and your life. +
In On Divine Revelation—one of Garrigou-Lagrange’s most significant works, here available in English for the very first time—he offers a classic treatment of this foundational topic. It is an organized and thorough defense of both the rationality and supernaturality of divine revelation. He presents a careful yet stimulating account of the scientific character of theology, the nature of revelation itself, mystery, dogma, the grace of faith, the powers of human reason, false interpretations thereof (rationalism, naturalism, agnosticism, and pantheism), the motives of credibility, and much more. Though written a century ago, On Divine Revelation will restore confidence in theology as a distinct and unified science and return focus to the fundamental questions of the doctrine of revelation. It also serves as a salutary corrective to contemporary theology’s anthropocentrism and concern with what is relative in revelation and religious experience by reorienting our theological attention to what is most certain, central, and sure in our knowledge of divine revelation: the Triune God who has revealed his inner life and salvific will. Readers will see the great splendor of the gift of divine revelation: radiant with credibility before the gaze of reason and drawing our supernatural assent to the mysteries through the gift of faith. As Fr. Cajetan Cuddy, O.P. observes, “On Divine Revelation . . . is a stunning work of inestimable value. No other subsequent work on this topic has come close to meeting it (much less surpassing it).”
A revised edition of this book on teacher incompetence which, using research information, offers an analysis of the types of administrative response: tolerance of poor performance, salvage attempts and induced exits.
In On Divine Revelation—one of Garrigou-Lagrange’s most significant works, here available in English for the very first time—he offers a classic treatment of this foundational topic. It is an organized and thorough defense of both the rationality and supernaturality of divine revelation. He presents a careful yet stimulating account of the scientific character of theology, the nature of revelation itself, mystery, dogma, the grace of faith, the powers of human reason, false interpretations thereof (rationalism, naturalism, agnosticism, and pantheism), the motives of credibility, and much more. Though written a century ago, On Divine Revelation will restore confidence in theology as a distinct and unified science and return focus to the fundamental questions of the doctrine of revelation. It also serves as a salutary corrective to contemporary theology’s anthropocentrism and concern with what is relative in revelation and religious experience by reorienting our theological attention to what is most certain, central, and sure in our knowledge of divine revelation: the Triune God who has revealed his inner life and salvific will. Readers will see the great splendor of the gift of divine revelation: radiant with credibility before the gaze of reason and drawing our supernatural assent to the mysteries through the gift of faith. As Fr. Cajetan Cuddy, O.P. observes, “On Divine Revelation . . . is a stunning work of inestimable value. No other subsequent work on this topic has come close to meeting it (much less surpassing it).”
This book takes as its focus the key interactionist concept of ‘strategy’, a concept fundamental to many current concerns in the sociology of the school, including the understanding of the links between society and the individual, a more accurate description of certain areas of school life and implications for the practice of teaching. ‘Strategy’ bears on all these issues. It concerns both goals, and ways of achieving them and short-term, immediate aims as well as long-term ones. The essays in this book share a common concern with teacher strategies, emphasizing the discovery of intentions and motives, alternative definitions of situations and the hidden rules that guide our behaviour. Amongst the areas investigated are the influence of factors outside the school in determining the role of the teacher, and the nature and influence of teacher commitment. The implications for practical action and policy making are stressed throughout, and by recognising and exploring the constraints and influences that operate on teachers, this work constructs a realistic appraisal of the teaching situation.
What do we need to change in order to develop a new generation of business leaders who connect profits with purpose, who see in social entrepreneurship and innovation the key opportunity for addressing our planetary challenges? The answer lies in the contents we select to teach, in the values we invite to explore and develop, and in the methods we use. In the era of 24/7 global access to information from our mobile gadgets, many institutions of higher education are still sitting students in rows or amphitheaters, measuring success via tests and evaluations, with instructors lecturing what students should learn. And instructors feel the challenge of competing with sleepy audiences that divide their attention between their cell phones and the speaker. Stop teaching, the author says, inviting instructors in management schools and higher education to adopt some proven learning principles that can reengage students, unleash their potentials, and foster them to shape the world they want to live in. And have fun doing it. Through adult learning research, guides, activities, and stories from pioneering learning facilitators in education and corporate training, Rimanoczy brings a long-needed revamp to educational institutions that want to be part of responsible management education.