A vibrant critical exchange between contemporary art and Christianity is being increasingly prompted by an expanding programme of art installations and commissions for ecclesiastical spaces. Rather than 'religious art' reflecting Christian ideology, current practices frequently initiate projects that question the values and traditions of the host space, or present objects and events that challenge its visual conventions. In the light of these developments, this book asks what conditions are favourable to enhancing and expanding the possibilities of church-based art, and how can these conditions be addressed? What viable language or strategies can be formulated to understand and analyse art's role within the church? Focusing on concepts drawn from anthropology, comparative religion, art theory, theology and philosophy, this book formulates a lexicon of terms built around the notion of encounter in order to review the effective uses and experience of contemporary art in churches. The author concludes with the prognosis that art for the church has reached a critical and decisive phase in its history, testing the assumption that contemporary art should be a taken-for-granted element of modern church life. Art and the Church: A Fractious Embrace uniquely combines conceptual analysis, critical case studies and practical application in a rigorous and inventive manner, dealing specifically with contemporary art of the past twenty-five years, and the most recent developments in the church's policies for the arts.

Explanations of theory, lists of rules, and discussions of procedure are the basis of learning the lean Six Sigma, however without a visceral understanding of the application of this powerful system in various circumstances the knowledge remains, at best, conjecture. Detailed examination of case studies that take real-world variables into account is the only way to truly master Lean Six Sigma. Providing a comprehensive Lean Six Sigma case study from start to finish, Implementing Lean Six Sigma throughout the Supply Chain: The Comprehensive and Transparent Case Study employs the Define -- Measure -- Analyze -- Improve -- Control (DMAIC) process used in today's retail industry. Going far beyond the brief overview found in current texts, this interactive case study presents all of the data used by a team as they implement Lean Six Sigma in a distribution center. It details their decision-making rational, thus allowing the reader to extrapolate and implement the same analyses and conclusions in their own settings. An interactive CD accompanies the book and contains all of the numerous graphs, charts, tables, and data analyses provided in the text. It provides PowerPoint training slides and easily accessible data sets that correspond to the figures in the book, as well as a full Glossary and reference guide to commonly used Lean and Six Sigma terms. Providing a clear link between all of the Lean Six Sigma tools and their application in a real-world setting, indispensible training tool gives the all-important, rubber-meets-the-road understanding needed to start you on your Lean Six Sigma journey.

Explanations of theory, lists of rules, and discussions of procedure are the basis of learning the lean Six Sigma, however without a visceral understanding of the application of this powerful system in various circumstances the knowledge remains, at best, conjecture. Detailed examination of case studies that take real-world variables into account is the only way to truly master Lean Six Sigma. Providing a comprehensive Lean Six Sigma case study from start to finish, Implementing Lean Six Sigma throughout the Supply Chain: The Comprehensive and Transparent Case Study employs the Define-Measure-Analyze-Improve-Control (DMAIC) process used in today's retail industry. Going far beyond the brief overview found in current texts, this interactive case study presents all of the data used by a team as they implement Lean Six Sigma in a distribution center. It details their decision-making rational, thus allowing the reader to extrapolate and implement the same analyses and conclusions in their own settings. The downloadable resources contain all of the numerous graphs, charts, tables, and data analyses provided in the text. It provides PowerPoint training slides and easily accessible data sets that correspond to the figures in the book, as well as a full Glossary and reference guide to commonly used Lean and Six Sigma terms. Providing a clear link between all of the Lean Six Sigma tools and their application in a real-world setting, indispensible training tool gives the all-important, rubber-meets-the-road understanding needed to start you on your Lean Six Sigma journey.

A vibrant critical exchange between contemporary art and Christianity is being increasingly prompted by an expanding programme of art installations and commissions for ecclesiastical spaces. Rather than 'religious art' reflecting Christian ideology, current practices frequently initiate projects that question the values and traditions of the host space, or present objects and events that challenge its visual conventions. In the light of these developments, this book asks what conditions are favourable to enhancing and expanding the possibilities of church-based art, and how can these conditions be addressed? What viable language or strategies can be formulated to understand and analyse art's role within the church? Focusing on concepts drawn from anthropology, comparative religion, art theory, theology and philosophy, this book formulates a lexicon of terms built around the notion of encounter in order to review the effective uses and experience of contemporary art in churches. The author concludes with the prognosis that art for the church has reached a critical and decisive phase in its history, testing the assumption that contemporary art should be a taken-for-granted element of modern church life. Art and the Church: A Fractious Embrace uniquely combines conceptual analysis, critical case studies and practical application in a rigorous and inventive manner, dealing specifically with contemporary art of the past twenty-five years, and the most recent developments in the church's policies for the arts.

Die Verordnung des Reichsarbeitsministers vom 15. Februar 1929 bringt, soweit sie sich auf die Staublunge als entschadigungspflichtige Berufskrankheit erstreckt, fur die arztliche Begutachtung nach drei Richtungen erhebliche Schwierigkeiten. Einmal ist die Art der Erkrankung festzustellen, da die Ent schadigungspflicht auf Verstaubungen der Lunge beschrankt wird, wie sie in ganz bestimmten Betrieben mit besonderen Staubarten vorkommen. Sodann ist der G ra d der Erkrankung zu ermitteln, da nur schwere Formen - man spricht vom dritten Grad der Silikosis - zu ent schadigen sind. Schliesslich ist das Zusammentreffen mit der Tub e r k u los e zu begutachten, wobei zwar die Frage, welche der bei den Veranderungen die ersten sind, nicht entschieden zu werden braucht, aber das Be stehen einer wesentlichen Staublungenerkrankung bei der Tuber kulose festgestellt werden muss. Die uber diese Fragen von dem Ortsausschuss fur das arztliche Fortbildungswesen in Bochum angeregte Aussprache fand vom 4. bis 7. Mai 1929 statt. Man beabsichtigte, moglichst fruhzeitig eine Klarung der Fragen zum Besten der Begutachtung anzustreben an einer Stelle, wo ihnen naturgemass das grosste Interesse entgegen gebracht werden musste. Neben versicherungs-, industrie- und berg bautechnischen das Gebiet behandelnden Vortragen und Vorfuh rungen wurden neun arztliche Vortrage gehalten, die wir im folgenden bringen. Sie sind in der Reihenfolge, wie sie gehalten wurden, auf gefuhrt, und zwar, gemass dem mundlichen Vortrag, jeder durchaus selbstandig. Es ist absichtlich auch nicht der Versuch gemacht worden, die verschiedenen - in manchen Punkten auseinander gehenden - Anschauungen auf einen Nenner zu bringen."

Dieser Buchtitel ist Teil des Digitalisierungsprojekts Springer Book Archives mit Publikationen, die seit den Anfangen des Verlags von 1842 erschienen sind. Der Verlag stellt mit diesem Archiv Quellen fur die historische wie auch die disziplingeschichtliche Forschung zur Verfugung, die jeweils im historischen Kontext betrachtet werden mussen. Dieser Titel erschien in der Zeit vor 1945 und wird daher in seiner zeittypischen politisch-ideologischen Ausrichtung vom Verlag nicht beworben.

In a period characterized by expanding markets, national consolidation, and social upheaval, print culture picked up momentum as the nineteenth century turned into the twentieth. Books, magazines, and newspapers were produced more quickly and more cheaply, reaching ever-increasing numbers of readers. Volume 4 of A History of the Book in America traces the complex, even contradictory consequences of these changes in the production, circulation, and use of print. Contributors to this volume explain that although mass production encouraged consolidation and standardization, readers increasingly adapted print to serve their own purposes, allowing for increased diversity in the midst of concentration and integration. Considering the book in larger social and cultural networks, essays address the rise of consumer culture, the extension of literacy and reading through schooling, the expansion of secondary and postsecondary education and the growth of the textbook industry, the growing influence of the professions and their dependence on print culture, and the history of relevant technology. As the essays here attest, the expansion of print culture between 1880 and 1940 enabled it to become part of Americans' everyday business, social, political, and religious lives. Contributors: Megan Benton, Pacific Lutheran University Paul S. Boyer, University of Wisconsin-Madison Una M. Cadegan, University of Dayton Phyllis Dain, Columbia University James P. Danky, University of Wisconsin-Madison Ellen Gruber Garvey, New Jersey City University Peter Jaszi, American University Carl F. Kaestle, Brown University Nicolas Kanellos, University of Houston Richard L. Kaplan, ABC-Clio Publishing Marcel Chotkowski LaFollette, Washington, D.C. Elizabeth Long, Rice University Elizabeth McHenry, New York University Sally M. Miller, University of the Pacific Richard Ohmann, Wesleyan University Janice A. Radway, Duke University Joan Shelley Rubin, University of Rochester Jonathan D. Sarna, Brandeis University Charles A. Seavey, University of Missouri, Columbia Michael Schudson, University of California, San Diego William Vance Trollinger Jr., University of Dayton Richard L. Venezky (1938-2004) James L. W. West III, Pennsylvania State University Wayne A. Wiegand, Florida State University Michael Winship, University of Texas at Austin Martha Woodmansee, Case Western Reserve University

Pillars of the Republic is a pioneering study of common-school development in the years before the Civil War. Public acceptance of state school systems, Kaestle argues, was encouraged by the people's commitment to republican government, by their trust in Protestant values, and by the development of capitalism. The author also examines the opposition to the Founding Fathers' educational ideas and shows what effects these had on our school system.

This important contribution to scholarship in social science history examines the development of public education in nineteenth-century Massachusetts. Until the 1950s educational historians emphasized the relationship of schooling to the political system and the development of a common American culture. In recent years a social history perspective has emerged that stresses the socioeconomic influences that tie education to other institutions and processes in society rather than to political ideals. Carl Kaestle's and Maris Vinovskis's study is firmly grounded in this newer perspective. However, their work questions the adequacy of any single-factor explanation of the broad educational changes that occurred during this period - whether it be the emergence of factory production or the broader concept of modernization. They argue that these educational changes were the result of the complex interaction of cultural, demographic and economic variables operating in varying ways in different communities over time. Ethnicity, religion, urban status, the occupational structure, income distribution and wealth of the community all emerge as significant factors in this interaction.

The United States is at a crucial moment in the history of literacy, a time when how well Americans read is the subject of newspaper headlines. In this insightful book, Carl F. Kaestle and his colleagues shed new light on this issue, providing a social history of literacy in America that broadens the definition of literacy and considers who was reading what, under what circumstances, and for what purposes. The book explores diverse sources-from tests of reading ability, government surveys, and polls to nineteenth-century autobiographies and family budget studies-in order to assess trends in Americans' reading abilities and reading habits. It investigates such topics as the relation of literacy to gender, race, ethnicity, and income; the magnitude, causes, and policy implications of the decline in test scores in the early 1970s; the reasons women's magazines have been more successful than magazines for men; and whether print technology has fostered cultural diversity or consolidation. It concludes that there has been an immense expansion of literacy in America over the past century, against which the modest skill declines of the 1970s pale by comparison. There has also been tremendous growth in the availability, purchase, and use of printed materials. In recent decades, however, literacy has leveled and even declined in some areas of reading, as shown in the downward trends in purchases of newspapers and magazines. Since Americans are now being lured away from the print media by electronic media, say the authors, current worries about Americans' literacy levels may well be justified.

"To Educate a Nation" brings together the work of some of the most notable young scholars in the field of national education policy studies, focusing on the growing federal role in reform efforts; programs to provide equal educational opportunity; the changing relationships among federal, state, and local agencies; and the shifting boundaries between public and private sectors.

Collectively, these essays provide a new and penetrating look at how education policymaking has changed over the past fifty years. Individually, they address such issues as desegregation, education choice, Title I, the National Defense Education Act, the politics of pre-K education, and Supreme Court decisions on equal opportunity--as well as how No Child Left Behind fits into the larger framework of debates over the standards-based reform movement.

Developed over three years of seminars at Brown University, "To Educate a Nation" brings thematic and analytical coherence to the subject. Bridging historical and social science analyses, the contributors examine the interactions of federal initiatives with state and local practices as they highlight the complications inherent in American education today and provide a framework for grappling with its problems. Their insights expand our understanding of federal policy, national reform movements, and the changing nature of the polity in education-the institutions, traditions, and power relationships that define who has a voice in education policymaking and how they participate in it.

For citizens and scholars alike, To Educate a Nation provides new ways to think about educational decision making in a federal system of governance, about unintended consequences of top-down policies, and about the continued resilience of state and local variation, clarifying how education policy is made in our unusual American system of shared governance and supplying an effective framework for understanding today's complex policymaking context.