Perspective on leisure olson download pdf

Like Vicki, Marybeth said she often reads ahead because that makes it possible for her to go back and enjoy the story more. Vicki also skipped ahead in The Red Tent Diamant, but for a different reason.

She chose to read it because she has read several books by another author, Francine Rivers, who is a Christian fiction writer. Rivers writes about people in the Bible that Vicki likes very much, and Vicki thought The Red Tent would be along the same lines. The discussion led Jill to say that she would feel guilty reading ahead, which led me to wonder aloud if we are taught implicitly in school that the right way to read fiction is to begin at the beginning and read word by word and sentence by sentence to the end—to read in a linear fashion.

Betty B. The author tells the reader that he or she can skip around from chapter 1 to chapter 4 to chapter 3. Some writers apparently write in a way that keeps in mind that not everyone reads linearly. In sharing our own experiences with reading ahead and not reading ahead, we were led to acknowledge different reading realities.

When do we want to read ahead? When do we skip around in the text as readers? When do we read with reverence the order of words the author has crafted for us? How often do we as teachers talk about this with students? Got a Reading Friend? After our first session as teachers who read, Tricia Bridges, a third- grade teacher, visited a teacher friend of hers who has a whole room full of books.

Her friend helped her select several books to borrow—ones that she had enjoyed and thought Tricia would enjoy, too. She began with a mystery story, The Guardian by Dee Henderson As teachers, do we know which of our students have special reading friends? Do we know if our students go to reading friends to talk about what they read that challenges or troubles them? Do we know if they have someone to whom they can recommend a good read?

Do we invite conversation about having a special reading friend or friends as part of teaching reading? How does one find a special reading friend? Should relationships and reading be part of current national and state standards for reading language arts? Who Is Reading What? As a group, we were becoming reading friends.

Our process of coming to know one another as readers and teachers was helped along by our practice of writing on the whiteboards around the room titles and quotations from the books, newspapers, and magazines we were reading. I just had to tell Vicki and the others that I had read The Red Tent and just that day I had carefully wrapped it for a long journey to Botswana.

For Marybeth, recognizing a title was somewhat different. She talks about reading all the time. We would return to reading as escape, or solace, three weeks later when we met a week after September We shared what we were reading to learn about the world each session until our seminar ended on December 4, We continued to take pleasure in seeing that someone had read something we had read, and we continued to be curious about what one another were reading.

It was pleasurable, it was interesting, and it was educational. Are our students given time and opportunity to be curious about what their classmates are reading? How much do our students know about the personal reading lives of their classmates? What connections exist among our students when it comes to their reading lives? Can it be a standard if we cannot test it? Did You Cry? We also wrote the titles and authors of what we had read or were reading.

The whiteboard was full most weeks. It gave us a point of departure to talk about our reading lives. She shared with her students how sad she felt when she was reading. Tears were rolling down my face. She was entranced by the story, as told by a little girl, about a very special family with lots of problems. Sharon was going to tell her students about her all- nighter with a book because she wanted them to know how caught up with a book she could get. I wondered aloud if our students would be surprised to know that their teachers sometimes read and weep.

I could not recall for sure the first time I was moved to tears by a story. I do remember fighting back tears almost three decades ago when strict Mrs. Estes read us E. Sarah was not even aware that she was being expressive or being watched. It was as if they were watching signs of comprehension that led them to want to know what her book was about. Barbara thought it was good for her students to see her cry. Sympathy for characters is why reading matters to us. There are a couple books she reads each year that she has to call on another teacher to finish because they are so sad for her that she cannot manage reading aloud.

They just learn that I am softhearted about some things. Marybeth said her students were very quiet as they listened.

The girl then flipped to the end of the book and read about how Johnny gets sick and dies after never being sick a day in his life. The third grader looked up from her reading at everyone in the class. I observed that the phrase reading for pleasure was often used during the seminar.

I wondered about that because my reading is often nonfiction, and mostly when I heard the other teachers talking about reading for pleasure, they meant fiction, that is, novels. She was reading C. She was determined to finish it, even though it was not a total pleasure for her. As her teacher, I was pleased to hear about her commitment to reading Lewis. Marybeth had her own Lewis reading experience.

Jennifer Olson, graduate student and instructor at the University of Georgia, was also rereading. She told us, For some strange reason, I picked it for my book club. I felt a commitment to read it to the end. And in the end, it was worthwhile because I saw the different views that people brought. But it was not a pleasure to reread that book. Do they know that sometimes we persevere and why we persevere? It might be important for us to tell our students about reading we do that is hard but worthwhile.

It might be interesting to them to learn that our rereadings can span 10 years. At the beginning of the seminar, Barbara told us that she really wanted to read the new biography of John Adams by David McCullough She had been carrying it around with her but was undecided about whether to read something that would take months. What I mean is that we think reading more and reading faster is better.

But reading to get through a book so as to get on to the next book does not encourage savoring. Sarah thought her students had learned that the length of their list of books they had read was most important. This issue also comes up in writing workshop, where children are very concerned with how many pages they have written. Lori said that the time it takes to read a long book was influencing her planning. She started reading it during the seminar and sent us all an e-mail message when she completed the book after the seminar had ended.

Are You a Born-Again Reader? Debbie Barrett, a middle school language arts teacher, told us about reading an essay from On Lies, Secrets, and Silence by Adrienne Rich because her daughter was reading it for a freshman English course in college. Debbie said it was a tough read and not a pleasurable read. She saw potential for both child and parent in sharing and talking about the same literature, not reading the selection together, but individually, and then talking about it.

Vicki thought it might get parents to read more often and give children a new perspective on their parents as readers and thinkers. There was a long spell when I did not read at all except for magazines and newspapers. I thought fiction was useless.

I read nonfiction for information—self-help books. But when my daughter was in middle school, my mother-in-law got her hooked on Mary Higgins Clark books. They are suspenseful. She was reading them like crazy. And I did enjoy having that communication with my daughter. Debbie did, and what happened is the focus of her essay in this book see page Are You a Newspaper Reader? Lori told us about a three-part article she found in the Augusta Chronicle about the Tubmans Wynn, The article told the story of how a group of slaves freed by Richard Tubman in traveled to Africa with the help of his widow, Emily, where they settled in a colony that eventually became Liberia.

He was not that educated of a person. He barely graduated from high school, and he did not like school, but he loved to read the newspaper. He would read magazines, and he would read the newspaper. My mom reads the paper every day. I love to read the paper, too. Jennifer wondered about what was happening with the programs in which newspapers are donated to schools.

It seems that making the most of those donated newspapers depends on whether the teacher is an avid reader of newspapers. What if students read newspaper articles at school and then went home to find that their fathers or mothers had also read those articles? One could imagine the conversations that would happen as child or parent asked, Did you read the article about such and such today? We met one week following the terrorist-led plane crashes in New York, Washington, D. We agreed to write about how reading made a difference for us since September 11 and then talk about what we had written.

Betty H. Reading is both the essence of who I am and what I can become…. In a sense, I become what I read by trying on the premise of various authors as though their thoughts, words, and values were garments.

I am eager to know how the Afghans live—the plight of women and children. There has been no escape. My thoughts have turned toward the mindset of others—those I know well and those who are unfamiliar. I had started reading it originally because my little girl was asking all kinds of questions after the death of my aunt. A rabbi wrote it, and I just felt like he was trying to change my faith in God. But I went back and read some of the things I had underlined. It brings to mind that ignorance is bliss.

But I also felt really guilty reading anything except information [about the attacks]. There was also significant variety in what we chose to read. It was interesting to talk about the role of reading in our lives during that historic moment. It makes me wonder about times past. What role did reading play in my fifth-grade life when John F. Kennedy was assassinated? What role did reading play in my ninth- grade life when Dr.

Martin Luther King, Jr. I do not recall being encouraged in school to read my way through those times of confusion and despair. I do not think my teachers told us about the role reading played for them during those times of national disasters. In retrospect, I think it would have interested me. It would have encouraged me to know that reading was one way of making sense, of finding solace, of knowing how to go on. We have written our stories as readers who teach and teachers who read.

We have read our stories to one another. This you will find as the conclusion of our book. Wynn, M. Untold stories. Augusta Chronicle, p.

Crazy in Alabama. New York: Putnam. Diamant, A. The red tent. New York: Picador. Eggers, D. A heartbreaking work of staggering genius. New York: Vintage Books. Esquivel, L. Like water for chocolate. Fowler, C. Before women had wings. Frank, K. A voyager out: The life of Mary Kingsley. Boston: Houghton Mifflin. Gibbons, K. Ellen Foster. Hamilton, J. A map of the world. New York: Doubleday. Heller, J. Henderson, D. The guardian. Sisters, OR: Multnomah.

Karon, J. New York: Penguin. Kushner, H. When bad things happen to good people. New York: Schocken. Letts, B. Where the heart is. New York: Warner Books. Lewis, C. Mere Christianity. New York: Macmillan. The screwtape letters. New York: Bantam. Lowry, L. The giver. MacMillan, T. A day late and a dollar short. New York: Viking. McCullough, D.

John Adams. Rich, A. On lies, secrets, and silence. New York: W. White, E. New York: HarperCollins. Her path to this position has been full of memorable teaching in primarily urban public school settings. For the past 17 years, she has had the honor of teaching and learning as a teacher of kindergarten — , first grade — , third grade — , and sixth grade — , and as director of the School Research Consortium at the University of Georgia — When Michelle Commeyras told Betty about her plans to create a graduate seminar class for teachers that would be codesigned by participants and focused on reading choices and discussion, Betty became a member of the class, even though her schedule was packed with the demands of being a new professor.

Michelle asked her to cofacilitate the class, and Betty could not have been more pleased to begin her tenure track with such an exceptional experience. When reconsidering the reading she did during the semester of the Readers as Teachers and Teachers as Readers seminar, rather than highlighting a favorite text, she remembered an insight she gained about herself as a reader.

Jill loved it and read it quickly. I, on the other hand, am losing interest. They are so unable to find productive ways to improve their day-to-day life experiences. This is very contrary to my way of looking at the world. Does this mean that when I read something that demonstrates little or no agency on the part of the primary characters, that I reject the text?

I wonder what more I would discover about myself as a reader, thinker, and doer. As I watched the unfolding of this experience, my mind wandered and wondered about the relationship between being a book lover and the peddling attitude I have for supporting teaching from a more authentic stance.

I hope I can explain how this attitude enlivens how we live, how we read, and how we teach. Beginning with the events of the pre-K—K classroom I was visiting, I celebrated the value of time devoted to playing with text. I watched the students become physically and emotionally engaged by this classic tale about a peddler walking from site to site, day after day, with a varied load of caps to sell, all of which are balanced precariously, yet colorfully, on top of his head. As the story unfolds, one afternoon, weary from his wanderings, the poor peddler stops to rest in the shade of a single tree and is soon asleep.

They include: leisure, play, recreation, games, and work. This chapter is a survey of classical and contemporary definitions. The thrust of this chapter is to demonstrate that recreation, play, and leisure have historical roots and an unbroken time line from prehistory. Topics covered in this chapter include: Origins of the play movement, social reforms influencing the recreation movement, early twentieth century, second decade of the 20th century, the decade after WWI, the Great Depression, recreation during and following WWII, the decades of the 50's and 60's, the decades of the 70's and 80's, the decade of the 90's to the present.

This chapter makes a clear distinction between philosophy and science. It also examines the nature of science and how science contributes to our understanding of leisure. This chapter examines the epigenetic nature of human development and the role of leisure and its concomitants in physical, emotional, psychological, and social development. Olson works best at "affirming a strong central core of identifiable Christian belief," concluding that "beliefs matter, but not all beliefs matter equally.

He employs an informed rhetoric, showcasing a Christianity "that allows for great diversity and variety about every detail. Teachers who want to cover a broad spectrum of Christian beliefs should seriously consider this as a textbook for their courses. Its reasonable price and thoughtful, comprehensive perspective make it a compelling purchase.

Highly recommended for academic and larger public libraries. Sandra Collins, Duquesne Univ. Review "You don't have to be a 'paid theologian' to understand Roger Olson's presentation of Christian theology.

Without jargon but with an irenic spirit, Roger helps the educated layperson of any church persuasion to understand what is essential to believe in order to still be tethered to the Christian faith and what beliefs have broken the tether in the church's past. This book helps us to appreciate all the diverse theological colors that make up the mosaic called 'the Christian faith' while showing us where and why certain beliefs don't fit the pattern.

Anyone who has been scared off by terms like theology, doctrine and orthodoxy will learn from Roger that these words and the Christian content that fills them are our friends. In doing so, he educates his readers in the Great Tradition of Christianity and guides them through the maze of contemporary theological debate.

Anyone seeking help in maintaining a commitment to the truth of the gospel while also embracing genuine Christian diversity will find no better guide than this book. The book offers a mediating and Arminian perspective within the broad evangelical tradtion which underlines both shared beliefs and real diversity. At a time of extreme opinion, it is a God-send. Both specifications open a choice of integration that should be put to the test, clarifying the causality of social capitalization or the generation of social trust.

In sum, we hypothesize that social capital as social networks has an ambiguous relation with trust. Whilst bridging social capital is directly linked with general trust, bonding social capital is inversely related.

In order to get a quantitative measure of trust to be applied in our empirical test we have used the World Values Survey2 WVS as data source Inglehart, ; in particular, the percentage of people interviewed who in each country adhere to the statement, "most of the population is object of trust ".

By adopting this definition we study the concept of generalized trust, as opposed to the specific or narrow one, linked to repeated interactions or to relations of proximity. Therefore, this view also expresses the expectation that other individuals do not act opportunistically. However, the determinants of trust can be very diverse in nature. On the one hand, trust in others can be the result of moral and cultural activity. In this case, trust would be seen strongly influenced by individual characteristics and by the level and type of education received, religious beliefs, etc.

Regarding sympathy relations, one can place more trust in those with whom he has a similarity in formation or who belongs to a same social or religious group. Accordingly, a society characterised by strong diversity in its composition will show low levels of trust and will be based fundamentally on the familiar relations. On the other hand, a community with consolidated institutions in the pursuit of deviated behaviours and, at the same time, a society made up of ample associations that encompass general interest will feel more trustworthy because of its protection and its channels of involvement.

In summary, considering this multiplicity of sources, it is necessary to analyze the effects derived from associative activity, the inequality of income levels, ethnic polarization, formal institutions for the protection of individual rights, the income per capita and the educational levels. The results of the World Values Survey5 offer abundant evidence on the interrelation between social values, structures and social trust.

In order to identify the determining factors of general trust, after studying the correlation between variables, we have used exploratory techniques of data reduction, in particular, the Principal 2 The WVS constitutes the survey with the most extensive basis on a world-wide scale. It is formulated on a set of 61 countries interviews.

For example, they bear one narrow relation to the percentage of return of lost objects, levels of corruption, etc. They also include the evidence expressed in the studies of Putnam It is formulated on a set of 61 countries and significant samples in all of them.

Globally one is the result of interviews in which all types valuable perceptions are questioned mainly, social bonds etc. We also applied a latent root regression analysis to the PCA results with the aim of clarifying the causal link between the orthogonal components and general trust. Finally a confirmatory factor analysis is developed putting the hypothesis to the test. Table 1. Similarly, a direct relation between general trust and civic associationism with a horizontal organization cultural, sports, unions, etc.

Moreover, traditional values such as political and religious commitment or the importance of the family bonding social capital are inversely related to general trust, in contrast to values closely bound with the extension of sympathy bonds beyond closed circles.

These results must be completed with the multivariant analysis. The description of the extracted factors is entirely consistent with the logic presented in the most recent studies on the constitution and the effects of social capital Bjornskov, CrossRef Google Scholar.

Albert D. Clewett and Jerry C. Olson, Editors, Social Indicators and Marketing. Google Scholar. Washington, DC: U. Department of Commerce, December, Robert L. Olson, Editors. Social Indicators and Marketing. Joffre Dumazedier.