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A 2 × 2 matrix identifying four discrete thought processes was presented. The contributions of the first three processes in developing the knowledge base of public administration were detailed as were their limitations. It was argued that the fourth process--insight and its mental powers--builds upon the strengths and overcomes the limitations identified with the first three and provides the appropriate pedagogical focus for developing insight in aspiring scholars. Challenges to public administration teachers and researchers were identified and discussed.

This article reports a case study of seventeen faculty leaders teaching at a Catholic university who responded to a questionnaire concerning academic freedom and its practice in classroom speech. Situating the responses within a heuristic model, this article offers a portrait that provides insight into how these faculty leaders define academic freedom and its practice in classroom speech. The article closes with suggestions to administrators about how they might address the anxiety of faculty members who do not understand what academic freedom means in light of the American Association of University Professors' policy and "Ex corde Ecclesiae" or who were hired without a clear understanding of the university's religious mission.

As the nation's Catholic universities and colleges continually clarify their identity, this article examines academic freedom in classroom speech, offering a heuristic model for use as board members, academic administrators, and faculty leaders discuss, evaluate, and judge allegations of misconduct in classroom speech. Focusing upon the practice of academic freedom in classroom speech, this article aims to map this contested terrain for board members, academic administrators, and faculty leaders in U.S. Catholic higher education. More substantively, this article identifies what forms of classroom speech are allowed and disallowed, and why this is so.

A policy is proposed to enhance recruitment and retention of quality teachers in Catholic schools. Teachers would receive educational scholarships based on years of service, redeemable for the educator or the educator's dependent child. Such tuition scholarships would provide incentive for persons to enter or stay in teaching. (SLD)

The reliability and validity of a procedure to measure diagnostic-reasoning and problem-solving skills taught in predoctoral orthodontic education were studied using 68 second year dental students. The procedure includes stimulus material and 33 multiple-choice items. It is a feasible way of assessing problem-solving skills in dentistry education and in other areas. (SLD)

Advises Catholic school principals to find a quiet place each day where distractions can be placed aside for 15 minutes to contemplate spirituality. Argues that by allowing their relationship with God to permeate their busy administration, principals' mindfulness can help foster school spirituality by providing catechetical leadership for their faculty. (VWC)

This article inquires into what it means for public administrators to intend a good action and then accept responsibility when bad outcomes result. Explicating Anscombe’s approach to virtue ethics and deliberation, the intention can be known with certainty and responsibility then be assigned. The concepts of “feeling guilty” and “experiencing guilt” are differentiated, making it possible to envision how public administrators experience guilt for bad outcomes and, by accepting responsibility for them, hone ethical competence (Cooper & Menzel, 2013). These experiences also enable public administrators to model for the other members of their organizations how they might hone ethical competence and collaborate in building more ethical public service organizations. [ABSTRACT FROM AUTHOR]

Despite the promulgation of codes of ethics and strict regulations, unethical conduct on the part of public administrators continues to occur. This article offers a three-step process for curriculum development that educators might adopt (or adapt) to incorporate the newly revised ASPA Code of Ethics into M.P.A. programs, the goal being for graduates to demonstrate competence with the Code's purpose, principles, and practices. Achieving this outcome will enable researchers to identify best practices, as well as to offer suggestions about how educators and professional organizations might better address the source(s) of ethical lapse or failure. [ABSTRACT FROM AUTHOR]

Evaluates the hermeneutical and ethical background of the paradigm and its implications on teaching. Sensitivity of the paradigm in praxis; Information regarding the proposed education; Sensitivity of the paradigm to internal conflicts.

This last in a series of three articles surveying the contributions of the religious to U.S. Catholic schooling focuses upon these contributions during the decades following the close of the Second Vatican Council. In an era when control of Catholic schooling was in transition from the hands of the religious to their lay collaborators, these women and men extended the legacy of their forebears by continuing to give form to the mission and purpose of U.S. Catholic schooling--namely, what it means to be an American Catholic--for the youth of the post-Vatican II era. These young women and men will provide leadership for the American Catholic Church during the first decades of the new millennium. [ABSTRACT FROM AUTHOR]

This article, the second in a series of three articles surveying the contributions of the religious to U.S. Catholic schooling, focuses upon their contributions during the first six decades of the 20th century. Through this period, not only did the religious provide the personnel needed to support the tremendous expansion of Catholic schooling, they also stepped forward to provide diocesan and national Catholic educational leadership, pushed Catholic pedagogical theory beyond its traditional European roots, designed new religion curricula, advanced women's equality, and upheld parental rights in educating their children. These contributions made it possible for Catholic schools to provide Catholic youth the moral and intellectual formation to lead the American Catholic community during the post-Vatican II decades. [ABSTRACT FROM AUTHOR]

This article, the first in a series of three articles surveying the contributions of the religious to U.S. Catholic schooling, focuses upon their contributions during the 18th and 19th centuries. [ABSTRACT FROM AUTHOR]

A muscle relaxant and a central nervous system depressant were used to induce muscle paralysis in 10-day-old mice. The loss of muscular activity did not seem to alter the mandibular growth rate. [ABSTRACT FROM AUTHOR]

Muscle relaxants, anesthetics, and central nervous system depressants administered to pregnant mice before and during the critical period of palate closure showed no teratogenic effects on palate formation. These findings indicate that muscular activity is not essential for normal palate closure. [ABSTRACT FROM AUTHOR]