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p. 2 ; columns 5-6 ; 27 col. in. ; Although there is currently little violence in Utah, there will likely be disruptions between the Mormons and the Gentiles soon. The Mormons have ordered all young Mormon girls working in Gentile households to leave and return to the Mormon community; the order has caused unrest. The Mormons blindly support only the politicians who support them, ignoring the politicians' policies as a whole. The Mormons admire Joseph Smith's chastising letters to Henry Clay and John C. Calhoun; they greatly admire Andrew Johnson. A discussion of the rebellions of Promontory City, Wasatch, and Echo City against Mormon leadership. The territory needs a strong leader like General P.E. Connor to take control and settle disputes.

pp. 1-2 ; column 1 ; 30 col. in. ; The voting system does not work in Utah because Brigham Young can find out whom everyone voted for and can use this knowledge to manipulate those who fear his power. Some have suggested that allowing women to vote in Utah might help eradicate polygamy, but women there are controlled by their husbands, making such policy ineffective. A discussion of the numbers of legal and illegal Mormon and Gentile voters in the territory. Unfortunately, one man in Utah may hold several political offices at once and may also be a leader in the Church at the same time, blurring the distinction between church and state. The Mormons are opposed to governments of men. The Mormon people themselves are good, but their social system is corrupted.

Literacy is important. This book is about getting it right. Its author is an expert in teaching children how to speak and write well, and has transformed the oral and written communication skills of many thousands of students. In How to Teach: Literacy he shares how he does it and what he knows about this most important of all skills and reveals what every teacher needs to know in order to radically transform literacy standards across the curriculum. The stories, anecdotes and insights into the many practical activities in this book are, in turn, and often in the same sentence, heart breaking

Cover -- Halftitle page -- Title page -- Copyright page -- Title page -- Copyright page -- Dedication page -- ACKNOWLEDGMENTS -- CONTENTS -- PREFACE AND PREVIEW -- CHAPTER 1 NEVER TOO YOUNG TO LEARN -- CHAPTER 2 BIOLOGICAL BASES OF BEHAVIOR -- CHAPTER 3 HOW INHERITED BEHAVIOR CAN BE MODIFIED -- CHAPTER 4 LEARNING TO LOVE OR TO HATE -- CHAPTER 5 BABIES WITHOUT MOTHERS -- CHAPTER 6 CRITICAL PERIODS -- CHAPTER 7 THE ANATOMY OF THE BRAIN -- CHAPTER 8 THE BIOLOGY OF LEARNING -- CHAPTER 9 MOTIVATION -- CHAPTER 10 FREUD'S IMAGE OF MAN -- CHAPTER 11 ACQUIRING A SEX IDENTITY -- CHAPTER 12 THE DEVELOPMENT OF CONCEPTS -- CHAPTER 13 PERCEPTION -- CHAPTER 14 LANGUAGE -- CHAPTER 15 INFORMATION PROCESSING -- CHAPTER 16 THE MEASUREMENT AND INHERITANCE OF INTELLIGENCE -- CHAPTER 17 HOW ENVIRONMENT AFFECTS INTELLIGENCE -- CHAPTER 18 CULTURE AND CASTE -- CHAPTER 19 ACQUIRING SOCIAL-GROUP IDENTITY -- CHAPTER 20 THE MARK OF SOCIAL CLASS -- CHAPTER 21 ALL MICE ARE NOT CREATED EQUAL -- REFERENCES -- INDEX

Drawing upon an in-depth study of one local authority based in the United Kingdom, this article examines the significance of trust to local government workers who are beginning to make increasing use of e-technologies through e-working practices. The article identifies trust to be of particular significance but that the examined context is not supportive of that trust being developed. It notes differences in the perceptions surrounding trust development, that consideration of trust is not just limited to the relationship between management and their workers, and that there is a fear that trust is at risk of abuse. In the face of e-work serving to raise the profile of trust as a significant factor for concern, the associated technologies are suggested to have the potential to offer a solution to some of the issues arising.

Change is a regular feature of life. Few would argue that the school environment provides any exception. However, the way that change, and particularly organisational change, is studied is significant to the understanding which is derived. Examinations of school based organisational change have traditionally favoured structural lenses despite alternative approaches having the potential to offer greater value. The outcome plays into the hands of those imposing change, where power and politics might well be exhibited through covert efforts to limit understanding, particularly with regard to the ramifications of the required action. This paper highlights one alternative to the structural approaches; the processual lens. Here there is acknowledgement that any single change is part of a larger framework of activities. The processual approach does not reflect the simplicity of structural lenses, but it does echo the dynamism found in the school based context. Identifying the link between robust examination of organisational change and use of the processual approach, argument is presented that a failure to consider the validity of the approach in the examination of school based organisational change has ramifications both for understanding and practice.

Change is a regular feature of life. Few would argue that the school environment provides any exception. However the way that change, and particularly organisational change, is studied is significant to the understanding which is derived. Examinations of school based organisational change have traditionally favoured structural lenses despite alternative approaches having the potential to offer greater value. The outcome plays into the hands of those imposing change, where power and politics might well be exhibited through covert efforts to limit understanding, particularly with regard to the ramifications of the required action. This paper highlights one alternative to the structural approaches; the processual lens. Here there is acknowledgement that any single change is part of a larger framework of activities. The processual approach does not reflect the simplicity of structural lenses, but it does echo the dynamism found in the school based context. Identifying the link between robust examination of organisational change and use of the processual approach, argument is presented that a failure to consider the validity of the approach in the examination of school based organisational change has ramifications both for understanding and practice.

Drawing on an examination of the research literature and centring a debate around three main themes:(i) the nature of the school teaching role with a focus on stress and modelling, (ii) the role of government and the influence of globalisation, and (iii) the effect of technological competence (with social media examined as an example of that competence in action), this paper highlights the need to focus on the relationship between school teachers and the technology that is available for use. From the base point of acknowledging the role played by the school teaching community in delivering the future workforce, and highlighting the potential for an understanding of the nature of the relationship between school teachers and technology to have an impact beyond the profession's boundary, this paper identifies that there are significant gaps in the understanding of that relationship and that those gaps have resulted in some compromises being made. Existing use of technology within the school teaching community is noted, along with acknowledgement that it need not be a positive relationship which exists between school teachers and technology. The ever changing nature and capabilities of technology are highlighted to be of influence to the relationship.

Drawing on an examination of the research literature and centring a debate around three main themes - (i) the nature of the school teaching role with a focus on stress and modelling, (ii) the role of government and the influence of globalisation, and (iii) the effect of technological competence (with social media examined as an example of that competence in action) - this paper highlights the need to focus on the relationship between school teachers and the technology that is available for use. From the base point of acknowleding the role played by the school teaching community in delivering the future workforce, and highlighting the potential for an understanding of the nature of the relationship between school teachers and technology to have an impact beyond the profession's boundary, this paper identifies that there are significant gaps in the understanding of that relationship and that those gaps have resulted in some compromises being made. Existing use of technology within the school teaching community is noted, along with acknowledgment that it need not be a positive relationship which exists between school teachers and technology. The ever changing nature and capabilities of technology are highlighted as having an influence on the relationship.

Abstract
In a series of papers Geoff Moore has applied Alasdair MacIntyre's much cited work to generate a virtue-based business ethics. Central to this project is Moore's argument that business falls under MacIntyre's concept of 'practice'. This move attempts to overcome MacIntyre's reputation for being 'anti-business' while maintaining his framework for evaluating social action and replaces MacIntyre's hostility to management with a conception of managers as institutional practitioners (craftsmen). I argue however that this move has not been justified. Given the importance MacIntyre places on the protection of practices, the result is that much of Moore's contribution is misplaced. Business cannot name a practice but business institutions certainly do house practices. The task then is to try to understand the circumstances under which practices might flourish and those under which they might founder in a business context. This is not aided by Moore's redescription of all businesses as practices.