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The future of the Church depends, in part, on forming future priests and ministers who are ready to accompany, lead, and love the People of God. Formation advising is one important part of that work. A Guide to Formation Advising for Seminarians/Seminary Faculty offers a practical guide to formation advising as a ministry of accompaniment, participation, and evaluation. Deacon Edward McCormack offers a comprehensive introduction to the ministry of formation advising for seminarians studying for priestly ministry. These volumes are for men and women who are new to the ministry of formation advising. The recent Vatican guidelines for seminary formation call for professional accompaniment of seminarians throughout their formation. This book explains in concrete detail how to do this through the entire formation process.

Beginning with an overview of the formation process, A Guide to Formation Advising for Seminarians/Seminary Faculty explains the role of the formation advisor and the skills required for that ministry. It describes the various ways the formation advisor accompanies a person through the formation process. McCormack also provides concrete suggestions for how to promote in seminarians’ active participation in the process. Formators will also find explanation of the evaluation process with a style sheet and examples of written evaluations. The handbook contains an annotated bibliography on all the major topics a formation advisor comes across.

The Global Environment Facility (GEF) is a publicly funded, multi-billion dollar experiment in global resource management. It was set up in 1991 by the World Bank to fund international conventions on climate change and biodiversity.

Investigating the workings of this little known aid fund, Zoe Young takes a critical look at the conflicts involved, focusing on how the GEF's agenda relates to questions of globalisation, knowledge and accountability in the United States and the World Bank.

As our landscapes, fertility, cultures and ecosystems are being destroyed every day, Zoe Young gives a disturbing account of the complex issues that must be addressed before the world's environment can be managed more democratically - and effectively.

Adapting VALUEs traces the use of the American Association of Colleges and Universities' VALUE rubric for written communication at two small universities. Through the lens of institutional ethnography, Jennifer Grouling examines how faculty and administrators adapted the rubric for their own purposes and writing programs. Throughout the book, Grouling explores the ways in which faculty members' interactions on committees, views of the classroom, disciplinary affiliation, and racial privilege impacted their views of this national rubric. Overall, Adapting VALUEs offers valuable insights into the power of the rubric as both a national and a local text that dictates pedagogical and administrative practice.
 

Adequate: Rewriting the Logics of Success in Rhetoric and Composition proposes a fresh approach to teaching rhetoric and composition—a field awash with unrealistic labor expectations and untenable and often unattainable requirements for both the educator and the educated—that takes “success” and “failure” out of the equation and advocates for the concept of adequacy over that of perfection.
 
Fourteen essays from established scholars, ranging from deeply personal, to darkly humorous, to impassioned and blunt, offer theoretical and pragmatic resources for responding to unjust labor extraction and the discipline’s demands that teachers do it all. Drawing on an array of intellectual traditions including labor studies, feminist rhetoric, disability studies, Jewish rhetoric, and theories of writing program administrations, authors assert the reasonable position of being enough and thriving outside of work in the face of growing demands for professional excellence and even perfection.
 
Adequate reimagines what the concept of adequacy holds for the future of academic work. An invaluable resource for scholars, graduate students, and advanced undergraduate students in the rhetoric and composition field, this volume covers the realities of teaching rhetoric and composition in the modern college environment, as well as potential paths forward for educators in need of a better work-life balance.
 

This practical textbook details the framework for understanding and using second-language teaching techniques for ASL. Using this interactive approach to teaching language, instructors can create situations to help students learn how to converse in ASL. Conducting dialogues and drills in the classroom is explained fully; activities and exercises to supplement dialogues and drills in student textbooks are provided.

Historically, deaf and hard of hearing people have demonstrated various levels of competence in a multitude of professions, but they also have experienced discrimination and oppression. In five critical sections, this volume responds to the tidal wave of high-stakes testing that has come to dominate educational policy and qualification for various occupations. It provides a digest of relevant research to meet the testing challenge, including work done by educational researchers, legal experts, test developers, and others.

Section I frames the contexts facing deaf and hard of hearing individuals and those who test them, including a telling historical perspective. In Section II, chapters explore how deaf and hard of hearing candidates can meet the rigors of test-taking, how to level the playing field with a new approach to assessment, and what to consider to develop fully accessible licensing tests. The final chapter in this part examines the psychometric properties of intellectual assessments when used with deaf and hard of hearing people. Administrative Issues constitute Section III, beginning with legal considerations related to equity testing for deaf adults. An exploration of the potential of sign language interpretation in the testing environment follows.

Section IV provides case studies of deaf and hard of hearing adults from a variety of professions, including certification testing for therapeutic recreation, preparation strategies for university students, and ways to maximize access to licensure for social workers. A separate chapter addresses the impact of recent federal mandates on assessment of deaf and hard of hearing teachers and teaching candidates. The final section summarizes the current situation and presents recommendations to manage it, concluding with an epilogue on directions for the future.