By Herne Wyldwood
A lot has been written in regards to the runes of the Elder Futhark yet there appears to be like little or no at the lore of the Anglo-Saxon runes regardless of their large contribution to what we all know approximately all different rune units.
This booklet has been written to assist deliver understanding of the history and lore of the Anglo-Saxon runes and talk about their use in glossy divination and Pagan perform.
It is the author's wish that this publication conjures up a love of the runes and that it is helping domesticate a resurgence of curiosity and perform of the traditional ability of rune magic and support re-light curiosity within the Anglo-Saxon tradition.
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Additional info for Anglo-Saxon Rune Lore: A Brief Guide to the Anglo-Saxon Runes
Later in the same conference the teacher monitoring Bea’s class knocked on the door to confer with her. At this point, Bea again ‘left’ the conference to negotiate another ‘three or four minutes’ with the teacher (actually the conference lasted much longer). This teacher never again mentioned her group outside, but the supervisor, Faye, did. 2 754 755 756 757 758 Faye: Bea: ((to observer)) well Dunˆcan—do you wanna ˆgo:—or are you gonna ˆstay. Here I am— walkin’ outta here and ˆhe’s stayin’ ˆhere ((laughs)) and he’s—watching me— ((to observer)) yeah, thank you ((laughs)) SUPERVISORS’ TALK 759 760 761 762 763 764 Faye: Bea: Faye: Bea: 33 leave.
I conducted at least three ‘career history interviews’ (Agar 1986:64) with each of the supervisors, centered on their professional life histories and their definitions of supervision. 1: Transcript notation Note: This protocol was derived from the work initially done by Gail Jefferson and reported in Schenkein (1978). about fulfilling their professional responsibilities, and lasted an hour to an hourand-a-half each. I accompanied each supervisor on at least one classroom observation. After the observation I conducted a ‘debriefing interview’ with each supervisor of an hour-anda-half to two hours long.
Such an ethnography would reveal how supervisors go about doing what it is they do and would make explicit the meanings or understandings supervisors bring to their work. What might an ethnography of supervision reveal? As noted, supervisors generally have undergone enculturation as teachers (see Feiman-Nemser and Floden 1986) and may have evolved or been socialized beyond that into a ‘supervisor culture’. The assumptions and worldview of a teacher then becomes part of the supervisor’s baggage.