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An exquisite example of kinship between women is in Luke 1:39-45 when Elizabeth, pregnant through miraculous means, greets Mary, also miraculously blest with child. This encounter is replayed today as homeless women and their caretakers are greeted and welcomed into a room where they listen to scripture of God’s love for them and a reflection of daily hope. We provide an environment of comfort and trust as a setting for these women to share their life’s stories. This is the foundation of a new ministry at the Church of the Blessed Sacrament. The theologies of Edward P. Hahnenberg, Maria Harris, Michael Horan and Rosemary Radford Ruether provide foundational evidence that support the development of this ministry and provision of ministerial leadership. Establishing a ministry for women can be challenging due to the male only construct of the Church hierarchy to include the pastor and parish priest. The theologies of Augustine, Aquinas and Balthasar are rooted in human dualism favoring men over women. This view does not favor equality for women within the confines of church structure but rather views them using classical Christian theology. Protestant theologian Paul Tillich envisioned a practical scrutiny that theology is most effective if viewed within a contemporary context. It is evident to me as a Pastoral Associate candidate for the Archdiocese of Los Angeles, that the theology of Paul Tillich would allow women to become Pastoral Associates and Parish Life Directors unlike classical Christian Theologians.

Brian Jackson rose from a working-class background, through a scholarship to Huddersfield College, to gain a first in English at Cambridge. Though now largely forgotten, his was one of the most innovative voices to influence the major changes in educational thought and practice which occurred during the 1960s and early '70s. This thesis examines his achievements and attempts to explain his failure, ultimately, to find a role for himself. Brian Jackson's main talent was to give substance to ideas, but once a thing was running he seems to have lost interest, anxious for a new challenge. In 1962 he published, with Dennis Marsden, Education and the Working Class: a seminal influence on the acceptance of comprehensive education by the Left. He went on to become director of the Advisory Centre for Education [1962-1974] which he built into a powerful lobbying force, using the media to good effect. A notable success was his creation of the Universities Clearing House scheme in conjunction with the Sunday Times. In 1963 he founded the National Extension College in Cambridge as a prototype for the Open University, pioneering all the new techniques the OU was to use subsequently. He became increasingly concerned with pre-school care and founded the National Children's Centre in Huddersfield in 1975, which spawned a TV Series for childminders; Other People's Children. In 1978 he pioneered the Childcare Switchboard, a forerunner of Childline, on Radio Nottingham, which led to his founding Contact Inc. in Australia in 1979. Jackson wrote innumerable articles and books, including Streaming and Childminder, on education and childcare. From 1975 he repeatedly called for a Minister for Children, a position he possibly craved, but sadly, as the economic climate hardened in the late 1970s, his career tailed off, his drinking increased, and he died, unemployed and virtually unemployable, on a 'Fun Run' for the NCC in Huddersfield, aged 50. His considerable talents were probably spread too widely for his own good and his status as a 'loose cannon' prevented him from pursuing a more formal, and profitable, career

Many contemporary philosophers are committed – either implicitly or explicitly – to Propositionalism about thought-experimental intuitions. According to this view, thought-experimental intuitions are (1) phenomenally conscious, (2) spontaneous, (3) and non-theoretical; most importantly, Propositionalists claim that intuitions (4) bear consciously accessible propositional content. The negative project of this essay is a critique of (4), the rejection of which is tantamount to rejecting Propositionalism. In addition, I propose an alternative position – namely, Interpretationalism. According to Interpretationalism, intuitions possess the features ascribed in (1)-(3); however, they do not bear consciously accessible propositional content. Instead, intuitions acquire cognitive significance by virtue of being interpreted in light of a subject’s background beliefs.

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The purpose of this study was to determine whether the direct instruction and guided practice of question-generating as a thinking skill was an influence on students' higher-level thinking skills. Additionally, this study investigated the levels of questions generated by the students throughout the five week study. Thirty sixth grade students in a Southwestern urban public elementary school were instructed daily in the use of Bloom's taxonomy as a guide in designing and composing questions. Higher levels of the taxonomy were emphasized for higher-level question generating (analysis, synthesis, and evaluation). A pre- and posttest measuring cognitive abilities was given to determine the level of the students' higher-level thinking skills. Scores were analyzed to determine the influence of the treatment. A significance difference was found between means by use of a t-test for correlated samples. Student questions generated throughout the study were coded according to Bloom's taxonomy levels by independent coders with a reliability of .93. Qualitative matrices were developed to display the levels, numbers, and percentages of the questions generated. A significant increase of higher-level questions were generated between week one (3.8%) and week five (80.5%). A shift occurred in the fourth week, with a higher percentage (61.7) of higher-level questions generated than lower-level (38.3). The results indicate support for the proposition that the direct instruction and guided practice in question generating as a thinking skill influenced students' higher-level thinking skills. The analysis of the question levels suggest support for recommendation that autonomy follows with mastery of instruction and guided practice in the thinking skill before using that skill in a new content area. Guided practice in this study was in the familiar content area of reading.

Results from curriculum enactment and sociolinguistic research have indicated that lessons are composed of information exchanges consisting of mostly facts and procedures that place little cognitive demand on students. Scholars from these areas have ascribed the characteristics of the school, teacher, student, management and task demands, or linguistic, and/or social context as explanations for those observations. They have not made a direct connection between how teachers and students decide who takes responsibility for providing the intellectual content of lessons and how that decision affects the students' higher order contributions. Consequently, the present study was designed to examine the way teachers and students cooperated for effective information exchanges and how that cooperative effort influenced students' higher order contributions. One hundred twelve chemistry and mathematics tutorials formed the data. The volunteer tutors possessed extensive training in their subject areas and the problems for discussion were designed to make high cognitive demands on the volunteer students. Methods from discourse analysis were used to develop an analytical model to identify, describe, and compare how the tutors and students exchanged information. The model was applied to the data to provide information on the following topics; the roles of the tutor and student, the substance of the exchanges, and the use of mediation strategies. Next, a code of conduct known as Grice's (1975) theory of conversational implicature was used to interpret the results of the analysis. The aim was to link conversational cooperation with students' higher order contributions to the discourse. First, the results indicated a model can be developed to describe, compare, and categorize instructional conversations. Second, tutors and students cooperate to maintain their roles during instruction and mediation strategies support those roles. Third, tutors and students intuitively follow Grice's (1975) conversational code of conduct to support their roles during their information exchanges. This cooperative effort is rooted in the conditions for conversational implicature. It was found when teachers and students explicitly negotiate and accept new intellectual roles before instruction (the conditions for implicature), higher order thinking can be encouraged by teachers and contributed by students to instructional conversations.

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