British election coverage online
Here's a look at some of the more interesting British election coverage online, including some neat games and interactive tools:
BBC's Peter Snow:
• Desktop election alerts
• Seat calculator
• Interactive swingometer
• Poll tracker
BBC Radio 1: A fun mudslinging game
Times Online: Flash game Quote Unquote asks users to match quotes with party leaders
The Daily Mail: Live chats with politicians
The Guardian: Interactive policy comparison tool
The Guardian: Candidates' diaries
Channel 4: FactCheck: Keeping politicians honest
Channel 4: Eight election blogs
Interactive election maps: The Guardian, Channel 4, Sky News and The Times . And don't miss the BBC's click-and-zoom results map.
Related: More great political coverage in the CyberPolitics Blog
May 04, 2005 | E-MAIL | SAVE | PRINT
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6 comments about 'British election coverage online'For those interested, a good roundup can be found here:
http://www.journalism.co.uk/news/story1350.shtml
And you can check out our own interactive maps here:
http://www.dailymail.co.uk/election
Dave
Posted by Dave Killeen at May 6, 2005 5:19 AM
Writing for Professional Publication in National Refereed Journals
A Session for Faculty and Doctoral Students
Oxford Round Table in the University of Oxford, England
William Allan Kritsonis, PhD
Professor
PhD Program in Educational Leadership
Prairie View A&M University/The Texas A&M University System
1. Professional reasons for writing for publication
2. Personal reasons for writing for publication
3. How real writers behave
4. Writer’s write for the following reasons
5. How to get started
6. What will “sell” the editor on your work?
7. Formula: Brilliant Ideas + Good Luck + Knowing the Right People = Publication
8. On scholarly work
9. Reasons to write and publish journal articles
10. Writing and publishing journal articles enables you to…
11. Three basic types of articles: practical – review or theoretical – research
12. Quantitative Studies
13. Qualitative Research
14. On writing books
15. Four phases of book publishing (Fun – Drudgery – Torture – Waiting)
16. Some reasons to write a book
17. Where does the dollar go after a book is published?
18. What do editors and reviewers really want?
19. Earning approval from editors and reviewers
20. What to remember about bad writing
21. How to get fired as a reviewer
22. Publish or perish or teach or impeach
23. I’ve been rejected many times – should I give up?
24. In writing, how you read is important
25. How teachable is writing?
26. “I can’t seem to tell how my writing is going while I am doing it. Can you help?
27. Remember your purpose in writing
28. What differentiates ordinary writing from writing with style
29. It must get somewhat easier to write, otherwise, how would some authors become so prolific?
30. If writing for publication does not prove to be lucrative, why bother?
31. Why creative work is worthwhile
32. Show respect for your writing. It is about what the readers should know. If this puts a strain on a professional relationship, then so be it.
33. “Why I Write” (Orwell) Sheer egoism, aesthetic enthusiasm, historical impulse, and political purpose.
34. What really makes an academic write?
35. The Writer’s Essential Tools – words and the power to face unpleasant facts.
36. No human activity can sap the strength from body and life from spirit as much as writing in which one doesn’t believe.
37. “Because it was there.” Edmund Hillary. And with this comment he supplied generations with a ready-made and unanswerable defense for any new undertaking even writing.
38. Why we write.
39. Climbing Your Own Mountain
40. Be yourself. Have fun writing.
Please list any other topics you want Dr. Kritsonis to discuss.
281-550-5700 Home; Cell: 832-483-7889 – williamkritsonis@yahoo.com
Posted by William Allan Kritsonis, PhD at June 29, 2008 8:07 PM
The Daily Telegraph – Great Britain
Dr. William Allan Kritsonis Inducted into the William H. Parker Leadership Academy Hall of Honor
Remarks by Angela Stevens McNeil
July 26th 2008
Good Morning. My name is Angela Stevens McNeil and I have the privilege of introducing the next Hall of Honor Inductee, Dr. William Allan Kritsonis. Dr. Kritsonis was chosen because of his dedication to the educational advancement of Prairie View A&M University students. He earned a Bachelor’s degree in 1969 from Central Washington University in Ellensburg, Washington. In 1971, he earned his Master’s in Education from Seattle Pacific University. In 1976, he earned his PhD from the University of Iowa.
Dr. Kritsonis has served and blessed the field of education as a teacher, principal, superintendent of schools, director of student teaching and field experiences, invited guest professor, author, consultant, editor-in-chief, and publisher. He has also earned tenure as a professor at the highest academic rank at two major universities.
In 2005, Dr. Kritsonis was an Invited Visiting Lecturer at the Oxford Round Table at Oriel College in the University of Oxford, Oxford, England. His lecture was entitled the Ways of Knowing through the Realms of Meaning.
In 2004, Dr. William Allan Kritsonis was recognized as the Central Washington University Alumni Association Distinguished Alumnus for the College of Education and Professional Studies.
Dr. William Kritsonis is a well respected author of more than 500 articles in professional journals and several books. In 1983, Dr. Kritsonis founded the NATIONAL FORUM JOURNALS. These publications represent a group of highly respected scholarly academic periodicals. In 2004, he established the DOCTORAL FORUM – National Journal for Publishing and Mentoring Doctoral Student Research. The DOCTORAL FORUM is the only refereed journal in America committed to publishing doctoral students while they are enrolled in course work in their doctoral programs. Over 300 articles have been published by doctorate and master’s degree students and most are indexed in ERIC.
Currently, Dr. Kritsonis is a Professor in the PhD Program in Educational Leadership here at Prairie View A&M University.
Dr. William Kritsonis has dedicated himself to the advancement of educational leadership and to the education of students at all levels. It is my honor to bring him to the stage at this time as a William H. Parker Leadership Academy Hall of Honor Inductee.
Posted by williamkritsonis@yahoo.com at July 17, 2008 11:58 PM
National FORUM Journals
26th Year Anniversary
National FORUM of Applied Educational Research Journal
Volume 21, Number 3, 2008
An Exploratory Phenomenological Study of African American Male Pre-Service Teachers at a Historical Black University in the Mid-South
Lucian Yates, III, Dean
Barry A. Pelphrey, Associate Dean
Patricia A. Smith, Assistant Professor
The Whitlowe R. Green College of Education
Prairie View A&M University
Member of the Texas A&M University System
Prairie View, Texas
________________________________________________________________________
ABSTRACT
This exploratory phenomenological study was conducted to ascertain which factors caused African American male pre-service teachers to persist at a HBCU in the Mid-South. The work is grounded in the conceptual framework called resiliency. Resiliency asks the question, “How do children, adolescents, and young people “make it” when they are exposed to or face major stress and adversity? The results of this study point to what are commonly called “protective factors” that exist in the lives of these young men. They are: (1) families/communities, (2) the individual, and (3) the school.
Note: To see the entire article, please go to: www.nationalforum.com. Go to National FORUM of Applied Educational Research Journal.
________________________________________________________________________
Introduction
Although many researchers advocate for the appropriateness and effectiveness of using cognitive variables such as SAT, ACT, or GPA as a means to determine the success of college students (Loeb, 1982; Lovette, 1982), others caution that such measures cannot be used to reliably predict college success for African-Americans (Farrell, 1989; Goldberg, 1969). Researchers have found that other factors including social, institutional, and economic conditions influence African American males’ success in college (Hall, 1999; Hood, 1992). In addition, factors such as, personality, family background, income, past educational experiences, and religion play a role in the college successes of these individuals (Cross & Astin, 1981; Pritchard & Wilson, 2003).
There is also a body of literature that suggests the need to study the role of mentoring as a predictor of African American males’ academic success (Jones, 2005; Sherman, Giles, & Williams-Green, 1994). Nevertheless, there is dearth of research examining African American males’ perceptions regarding the effects of mentoring on their academic success. Researchers have also found that mentoring is important in determining the success rates of African American males who are first generation college students or have low socioeconomic backgrounds. Apparently, this occurrence takes place because mentoring relationships reinforces the importance of education, fosters a feeling of hope, builds confidence, as well as acclimates students to college environments and expectations (Levine & Nidiffer, 1996). Likewise, Terrell and Hassell (1994) offer that many African American males view the role of the mentor as providing them with the awareness, the values, and culture of their new environment and providing them personal experiences on the customs, resources, and path for success.
Otto (1994) describes mentoring as deliberate relationship based mutual respect where the mentor usual holds a position of greater success or power. Mentoring can also be defined as an individual learning to navigate unknown environments (Daloz, 1986). However, Bell (1996) maintains that mentoring is simply one person helping another person to learn something that would have more difficult for them to learn otherwise. Over the past several decades, mentoring has become a highly accepted technique in helping those who need additional support. Part of this popularity can be attributed to a movement for adults who want to pass on their accumulated knowledge to youth (Miller, 2002).
Brown (1995) argues that the complexity of mentoring is increased when the relationship involves minority students, especially males. Nevertheless, a strong mentoring relationship empowers African American students and helps them build the self-confidence necessary to overcome discrimination and, many times, inadequate academic preparation at lower grade levels.
Purpose of the Article
The purpose of this exploratory phenomenological study was to ascertain, through qualitative methods, which factors attribute to the persistence of eight African American male pre-service teachers in a Historical Black University in the mid-south. More specifically, special attention was given to the role of the mentors.
Results
The results of this study supported the previous set of work commonly called resiliency (Masten, Best, & Garmezy, 1990; Benard, 1991; Garmezy, 1991; Linquanti, 1992). It asked the question, “How do children, adolescents, and young people ‘make it’ when they are exposed to or face major stress and adversity?” Linquanti (1992) defined resiliency as the construct used to describe children who, though exposed to the significant challenges in their lives, do not succumb to school failure, substance abuse, and juvenile delinquency. The results from the resiliency studies point to a set of factors that are commonly called “protective factors” that exist in families/communities, school, and individual. Bernard (1991), Masten (1994), and Masten, et al. (1990) identified a crucial set of protective factors for human development. The most important factor was a relationship with a competent, caring, supportive, pro-social adult. Second, consistently clear, high expectations communicated to the student; and three, ample opportunities to participate in and contribute meaningfully to one’s social environment.
Concluding Remarks
This study underscored the notion that despite the abject conditions that many African American males face in the country and despite the current conditions and dearth of African American male teachers in America’s schools, colleges or schools of education can create programs and conditions that will improve the number of African American males in the teaching profession. This article showcases the work done by a program called Protégés and Provocateurs at a small HBCU in the mid-south. Replication of this model and further research is suggested to triangulate and institutionalize these results.
Formatted by Dr. Mary Alice Kritsonis, National Research and Manuscript Preparation Editor, National FORUM Journals, Houston, Texas. www.nationalforum.com
Posted by William Allan Kritsonis, PhD at August 4, 2008 1:09 AM
William Allan Kritsonis, PhD
Editor-in-Chief
NATIONAL FORUM JOURNALS
Founded 1983
Over 5,000 Professors Published
www.nationalforum.com
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Posted by William Allan Kritsonis, PhD at August 4, 2008 9:39 AM
The book First Lady President is a work of fiction.This is a story of her presidential election campaign.First Lady
President details the gradual rise of the both major-party candidates from their relative humble backgrounds to the stage of
their candidacies, which depicts the rise of a woman to the presidency of the United States.
Posted by Kriss at August 4, 2008 10:05 AM
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