No abstract

The purpose of the study was to compare practitioners' opinions concerning knowledge and skills needed by future adult educators with those of professors. The sample population of practitioners was 78 NUCEA members who were deans or directors of continuing education. Practitioners, through two rounds of questionnaires, priority ranked thirty knowledge and thirty- seven skill statements identified and priority ranked by professors of adult education in an earlier Delphi Study. Kendall Tau Coefficients computed for both knowledge and skill statement rankings between the two samples indicated that professors and practitioners tended to agree more on skill statement relative ranking than on knowledge statement relative ranking. It was concluded, from examination of means and rank order, that differences, as well as convergence, of opinion exist between the two study populations regarding the sampled knowledge and skill areas needed by future adult educators.

This article studies Latin civic discourse in relation to the political and legal concepts of the citizen and citizenship, and concentrates on the influence of Christianity on the development of this discourse in late-imperial Rome. While the concepts of civis and civitas gradually lost their political and legal value, the ancient Latin vocabulary in which these concepts are expressed did not disappear but acquired new contextual meaning and situational application. We will present this development in fourth-and fifthcentury Rome by discussing two different yet closely related corpora of source texts, comparing the pastoral-theological sermons of the Roman bishop Leo I (440-461) with the imperial laws collected in the Theodosian Code. The juxtaposition of these corpora shows a striking similarity in the Christian appropriation of civic discourse, serving to develop and express new, religiously founded forms of belonging to as well as exclusion from the civic community in city and empire.

This article explores rewriting as a concept for cultural memory studies, examining the transformation of the technology of ''writing again'' in different historical periods. Its aim is to elucidate in what ways rewriting functions as an act of remembrance, and how this function differs in the manuscript age, the age of print and the digital age. The article discusses differences and similarities in the stability or fluidity of texts as a medium for memory, presenting rewriting as a helpful tool to see through presumed distinctions between these periods and their characteristic methods of text transmission. In particular, the article presents findings with respect to its utility to a broad range of historical source evidence, from the early medieval literature on saints' lives to contemporary post-colonial and feminist literature. In this article, rewriting is recognized as a transformative technology of memory, carrying and transmitting memories but not without change and adaptation. Dealing explicitly with the variety and the diversity of the media that transmit cultural memory in the different historical periods, including visual media, the article shows rewriting to be a productive concept for understanding cultural memory as an act of transfer. Keywords Cultural memory Á Rewriting Á Literacy Á Orality Á Visual literacy Cultural memory studies have recently emerged as a broad interdisciplinary field, encompassing a wide range of perspectives and addressing an extensive list of

No abstract