Dr. Richard C. Nelson: Teacher, Researcher, Motivator, Leader, and Incredible Human

As one of the early graduate students of the Penn State Biomechanics Laboratory (1970–1974), I had the pleasure of being involved in the lab developed under the direction of Dr. Richard Nelson. His vision of applying engineering principles to human movement, particularly through the vehicle of sport analysis, inspired many to commit to a career of biomechanical exploration of the many aspects of human movement. By bringing many international scholars to the lab, he exposed his students to innovative and unique approaches to research. By developing technical applications, he made biomechanical inquiry more scientific and applicable. By caring for and mentoring a new generation of scientists and providing them the direction and tools they would need to establish their own labs and careers, he helped us become teachers, researchers, consultants, and mentors for a new generation of students. His love of life inspired us all to further the groundbreaking work he had begun and continued throughout his amazing career. His contributions to the field of biomechanics through his visionary establishment of societies, journals, collegial relationships, and consulting skills have served our community well. It was an honor and a privilege to know and learn from him.

Collaborative Strategies for Teacher-Led Professional Development among Teachers of English

This article reports on an action research study that involved teachers of English leading their own professional development, while establishing the collaborative strategies that they can use to do this. Teachers collaborating in professional development is a departure from the traditional modes where teachers are taken through presentations that are meant to equip them with what facilitators feel they need to know about classroom practices. In this study, the teachers identified their individual challenges with practice and then worked in collaboration with a colleague to overcome them. This was done through the use of a number of collaborative strategies that find support in research studies on teacher learning. The findings bring out practical collaborative strategies that can improve the classroom practices of teachers as well as their collegial relationships.

When the work of academic developers branches out: Considering trade-offs as an inherent part of practice

This article investigates how introducing new activities to the practice of academic development can influence and challenge both the academic developers and the Centres for Teaching and Learning (CTL). By applying Wenger's (1998) Communities of Practice, (part of) the practice of the academic developers is conceptualised as exercising collegial relationships. An empirical investigation in the context of a CTL at a Scandinavian university illustrates possibilities for learning and growth of the CTL, as well as how exercising collegial relationships is being challenged when the work of the academic developers branches out. The article concludes that trade-offs are not only an inherent part of practice, but also an aspect of practice that calls for continuous attention.

Data on the social network of peregrines from Brasov on occasional printed papers from the early modern era

During their university studies the Saxons of Brasov, who used to be one of the most influential urban communities of Transylvanian Saxons, had relationships with friends and colleagues. I want to particularly highlight the relationships documented by the occasional prints between 1650 and 1750. I want to find the answer to what social circles are mentioned in the occasional prints related to the Saxon students of Brasov during their peregrination. Therefore I will henceforth mostly make attempts to reconstruct their friendly and collegial relationships.Occasional texts transition between correspondences and few-word memorial notes (especially regarding the number of writers and the length of writings). Thus a comprehensive storing and analysing of the occasional works restricted to a certain group can provide an opportunity to get informed about family, friendly and collegial relationships. Such writings may also contain valuable implications for the research of relation history. The relations that can be seen through these might add a lot in terms of success, especially if it is possible to continue the relation historical exploratory work connected to certain people. Furthermore, these data can be compared with their positions held during a later period of their lives, as well as with their family relations and high reputation within their community.

Collegial Relationships

Although collegial relationships are among the most prevalent types of interpersonal relationships in our lives, they have not been the subject of much philosophical study. In this paper, we take the first step in the process of developing an ethics of collegiality by establishing what qualifies two people as colleagues and then by determining what it is that gives value to collegial relationships. We argue that A and B are colleagues if both exhibit sameness regarding at least two of the following three features: (i) the same work content or domain of activity; (ii) the same institutional affiliation or common purpose; and/or (iii) the same status or level of responsibility. Moreover, we describe how the potential value of collegial relationships is grounded in the relationship goods that two colleagues have reason to generate qua colleagues, namely, collegial solidarity and collegial recognition. Two interesting conclusions that can be drawn from our analysis are that one has to be proficient at one’s work if one is to be considered a good colleague and that we are also more likely to be better colleagues if we regard the work we do as valuable. Finally, we draw special attention to the working conditions that are conducive to the generation of good collegial relationships and suggest some policies to promote them.

Implicit followership theories from the perspective of followers

PurposeThe purpose of this paper is to explore the structure, implicit attitude and consequences of followers' implicit followership theories in the Chinese cultural context through three studies. Study 1 explores the structure of followers' implicit followership theories. Study 2 examines the implicit attitude of followers towards followers' implicit followership theories. Study 3 verifies the impact of followers' implicit followership theories on the quality of collegial relationships.Design/methodology/approachThe data for study 1 (n = 321) and study 3 (n = 243) were collected through an online self-report questionnaire, and the data for study 2 (n = 30) were collected through the go/no-go association task.FindingsThe structure of followers' implicit followership theories includes two dimensions: positive followership prototypes and negative followership prototypes. Followers' implicit attitudes were more likely to match positive followership prototypes than negative followership prototypes. Positive followership prototypes had a significantly positive impact on the quality of collegial relationships, whereas negative followership prototypes had a significantly negative impact on the quality of collegial relationships.Research limitations/implicationsThe psychology and behaviour of employees can be better understood by exploring followers' implicit followership theories.Practical implicationsEmployees hold a relatively positive implicit attitude towards followers. Therefore, managers should provide positive feedback to improve employees' positive self-cognition so that employees can better serve the organization and better promote its development.Originality/valueThe paper is one of the few studies to explore followers' implicit followership theories in the Chinese cultural context.

pentingnya administrasi pendidikan

Administration is an effort to make cooperation activities between teachers and employees so that the learning process is more effective. Supervision as a professional supervision helps teachers to enhance their performance. The results showed that the principals as supervisors of learning really understood the different concepts of supervision and general supervision, interviews with the headThe school revealed a statement which stated that "the initial conditions for teacher formationto be effective starting with collegial relationships that are intimate and friendly, free the teacher from the subordinate partition that distinguishes it, from there it is known who the teacher needsget supervision ". The statement in the phrase shows that the principaltrying to reduce the bureaucratic distance between him as a learning leader and the teacher he leads. To carry out surveillance he needs to start with a friendly close relationship. The principal understands that professional escort is a service in the form of professional assistance, which must be given to teachers who need it, for that the boundary of the relationship must be reduced as little as possible.

Teachers being friendly

The ease of school relationships can wax and wane just as in any other group. When teachers get along well, the entire school can be a vibrantly productive and nourishing environ­ment. When teachers have conflicts, chilliness and fragmented collegiality can affect everyone. Why would we expect teachers to be happily cooperative all the time? Teachers likely do not have a hand in hiring their co- workers, and therefore they must adjust to all types of person­alities, pedagogical preferences, and teaching styles. Even with these sometimes strident differences, collegial relationships are essential to the health of schools and school personnel. Key to this vision is behaving with friendliness to others, rather than expecting all others to be our friends. When the “Be friendly, but not friends” mantra is given to student teachers and school interns, it is intended to help these novice educators maintain professional distances with students. But for teachers at any stage of their career, it also can be helpful to distinguish friendship and friendliness. We could define “friends” as: • Those with whom we spend time outside school hours • Those who know our family and home life • Those with whom we share personal, sometimes private information Using these criteria, we may have more acquaintances than friends at school. And those professional distances are not nec­essarily a hindrance to vibrant school communities. With courteous conversations, cordial comportment, and car­ing camaraderie, being friendly may be enough.