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Darwin in context : the London years, 1837-1842Erskine, Fiona January 1987 (has links)
This thesis explores Darwin's life in London in the context of the social relationships he formed there. Recent studies have highlighted the paradox between his speculative work, with its dangerous associations with political radicalism and infidelity, and his intense desire for social respectability, evidenced by his determination to shun controversy and by his retirement to the security of family life in the Kent countryside. How Darwin coped with the tension arising from this mismatch of intellectual radicalism and social conservatism has not been explained; it is widely assumed that it was a major factor in prompting his prolonged and frequent attacks of debilitating illness. The problem is addressed here by looking at the support Darwin drew from the friends he made in London. His experiences during the Beagle voyage had led him to focus on philosophical issues which had not previously troubled him. Having returned to England, he deliberately chose to surround himself with friends who were not afraid to adopt heterodox positions on religion and society; in their company his personal anxieties were assuaged and he could pursue new ideas with enthusiasm. These friends had specialist knowledge in subjects which had a close bearing on Darwin's theories. His relationship with them throws light on issues such as how the debate about religion influenced his evolutionary thinking, and the nature of the contribution made to it by Malthus. The esteem in which they were held, notwithstanding their intellectual radicalism, explains how Darwin was able to find in their company the self-confidence to develop his iconoclastic conclusions. His identification with them, and their contribution to the intellectual re-evaluation of the 1830s and 1840s, helps to account for the wide acceptance of Darwin's views, published twenty years later, when the social ideology being formulated in his youth had become the prevailing orthodoxy of mid-Victorian England.
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Educating in iWorldGarris, Bill R., Klug, Mary M., Richardson, K. A. 01 January 2018 (has links)
No description available.
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Bringing the Art of Counselor Education into the 21st CenturyBell, Tamekia, Pusateri, Cassandra G. 09 October 2015 (has links)
Technology currently permeates both the personal and professional lives of many counseling professionals. Therefore, counselor educators are charged with the responsibility of ensuring appropriate infusion of technology in the training of counseling students. During this presentation, three methods for incorporating technology in the classroom will be discussed and demonstrated and current literature about their efficacy will be reviewed. Attendees are strongly encouraged to bring a smart phone, tablet, or laptop to the presentation to ensure full participation.
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Major Field Test (Anxiety!)Garris, Bill R., Novotny, Bethany A. 01 January 2018 (has links)
No description available.
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Stopping Internet AddictionGarris, Bill R., Klug, Mary M. 03 April 2018 (has links)
No description available.
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I Am Not Prejudiced, But...: Activities to Reduce Prejudice in the ClassroomGarris, Bill R., Blankenship, Cecil, Cockerham, S., Langenbrunner, Mary R., Taylor, Teresa Brooks 01 January 2015 (has links)
No description available.
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Rolling with the Resistance: A Model to Foster Social Change for the LGBTQ CommunityNovotny, Bethany A., Oaks, Christine A. 28 April 2018 (has links)
This roundtable session examines ways of addressing social change for LGBTQ members through a motivational interviewing lens within a feminist theory framework. Members of the LGBTQ community face discrimination that can impact income, job security, access to highquality health care, interpersonal relationships and mental health. Rolling with the resistance is the foundation for this roundtable session to invoke social change that promotes equality and safety for this community.
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LGBTQ+: Understanding the Fluidity of Sexuality and GenderNovotny, Bethany A. 01 April 2018 (has links)
No description available.
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Five Timeless Teaching Strategies from Welcome Back, KotterLeskosky, Michael, Pusateri, Cassandra G. 10 October 2015 (has links)
In 1975, Gabe Kotter introduced himself as the teacher of the Sweathogs on the television show Welcome Back, Kotter. Through the use of several timeless teaching strategies, Mr. Kotter facilitated the success of students identified by others as unruly and in need of remediation. Forty years later, these teaching strategies continue to be culturally relevant and applicable. During this presentation, the presenters will provide an overview of five timeless teaching strategies demonstrated by Mr. Kotter, show brief video clips, and discuss related literature.
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Service-Learning 101Taylor, Teresa Brooks 01 November 2017 (has links)
No description available.
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