Rudolf E.Klimes Bibliography
                                                                                                                           

Information

Rudolf E Klimes, 115 Kennerly Way, Folsom CA 95630, Phonr 916-984-7437. www.learnwell.org and www.Bibled.org

Career Objectives, 2008-1010

To serve as adjunct professor of philosophy, teaching online a course in Introduction to the Bible (Phil 356).

Experience

For the last fifty years, Rudolf has served as an ordained pastor and taught basic Bible courses at schools, colleges, and churches in the USA and overseas.

Rudolf Klimes is the founder and president of LearnWell Resources, Inc. which was started February 10, 1994 as a California nonprofit public benefit corporation, 501(c)(3). As CEO, he serves under the guidance of an outstanding Board of Directors.

He also serves as Adjunct Professor of Health Science at Folsom Lake College, Folsom, California, where he pioneered the teaching of online college classes.

Dr. Klimes has served in various health-related positions, including drug-prevention specialist, alcohol counselor, health course developer, author of health-related research and health seminar instructor. He has conducted workshops and courses in health behavior, adult/senior nutrition, and drug abuse prevention in 40 countries.

Rudolf Klimes has served, among other responsibilities, as president of Sahmyook University, Japan Saniku Gakuin College, Hong Kong Samyuk College, and professor, Andrews University and Executive Director, American Health and Temperance Society.

Academic degreesand Honors

B.A. in Education (Walla Walla College, 1957), M.A. in Education (Walla Walla College, 1957), Ed.S in Educational Psychology (Indiana University, 1964), Ph.D. in Educational Administration (Indiana University, 1964), M.A. in Ethics, (Andrews University, 1977), D.Min. in Spiritual Development (McCormick Theological Seminary, 1981) , M.P.H. in Health Behavior (Johns Hopkins University, 1983)

His honors include the Outstanding Service Award from the Minister of Education of Korea (1968), the Order of Civil Merit, DongBaeg Medal, from the President of Korea (1969), and 14 listings in Who's Who type Bibliographical Dictionaries. 

Publications:

This book will help you explore the 16 quality learning skills modules. Much of learning is MISLEARNING. It is passive, irrelevant, compartmentalized, emotion-less and test-centered. Here is help to avoid mislearning. Learning in brain-friendly ways is the CHANGE of attitude and behavior of learners that takes advantage of the new research on brain functions. It deals with both the MICROLEARNING of basic skills and the production of complex projects through MACROLEARNING. The book applies 10 principles that include the use of mega-criteria, multi-sensory experiences, individual and group responsibility , networking of ideas, memory filing, pattern integration, enjoyment support, prioritizing of issues, feedback reinforcement, and ongoing evaluations. Plato described the seeker after wisdon one who "will pick up any discourse, draw all its ideas together and make them into one, then take them apart, and pull them to pieces." No one can do this for you; no one can learn for you. LEARN to LEARN with your whole brain. And start now

Selected Research:

Learn in Brain-Friendly Ways: How To Succeed with Quality Learning Skills.

Klimes, Rudolf E.

Abstract: This book for students describes Quality Learning or QLearn, a "brain-friendly" learning strategy that involves five types of learning-skill modules. QLearn is described as a "brain-friendly" system of multi-channel learning, designed for secondary, university, adult students and trainees in business and industry. Under the system learners apply five types of learning-skill modules (objectives, resources, micro-learning, macro-learning, and measurements) to a given learning project at a selected or prescribed pace. Part I introduces the five concepts that support QLearn in detail. A section on objectives presents two objective focus techniques. The section on resources offers techniques for utilizing books, audiovisuals, and computer searches. The third section is on micro-learning and explains memory, note-taking and other skills. The fourth section is on macro- learning including graphic techniques, problem solving, teamwork, and reporting. The fifth section covers learning measurement including reviews, tests, and portfolio approaches. Part II presents 16 learning skill modules. Part III shows how the reader can design his/her own system of QLearn. Part IV contrasts "mislearning" with QLearn and serves as an overview of QLearn. Includes information on the author, feedback request, and an index. (Contains 90 references.) (JB)

Title: Learn in Brain-Friendly Ways: How To Succeed with Quality Learning Skills.
Author: Klimes, Rudolf E.
Note: 206p.
Publication Year: 1994
Document Type: Instructional Material (051)
Target Audience: Students
ERIC Identifier: ED370468
Clearinghouse Identifier: HE027427
Available from: LearnWell Resources, 8941 Eadenoaks Avenue, Orangevale, CA 95662.
You may be able to download this document from the ERIC Contractor.
Descriptors: * Adult Learning; * Brain Hemisphere Functions; Higher Education; Learning Activities; Learning Modules; Learning Processes; * Learning Strategies; Learning Theories; * Study Skills; Thinking Skills

This booklet outlines a holistic approach for counseling those with addictive disorders. The program is based on the idea that any activity, whether physical, mental, or spiritual, contributes to the tendency toward addiction, and that counseling should help an individual for a lifetime. The primary goal is to implement reasonable, responsible, and rational plans to rid the addict of addictive behaviors. Physical aspects of addiction serve as the initial focus. The program is presented in three parts: counseling skills, counseling perspective, and course and lesson plans. The chapters in each part feature an overview, followed by one or more outlines or models. Worksheets provide students with some structure as they practice counseling skills and the course plan and lesson plans provide for regular evaluations of the achieved counseling skill level. A course pretest and post-test is recommended. The course can also be used for training peer or lay counselors who counsel outside a professional setting. Peer counselors are closely supervised in out-of-class laboratory activities in order to minimize difficulties. Since counselors must experience the counseling process in order to help others, this volume provides the structure for such a training experience. (RJM)

2. Problem Classification in Counseling. (ED381741)    Author(s): Klimes, Rudolf E. Source: Journal of the University of Sahmyook, Seoul, Korea, n24 Pub Date: 1992-00-00 Pub Type(s): Journal Articles; Information Analyses Peer-Reviewed: N/A Abstract: This paper describes a framework for counselors that will help them classify personal and social problems of clients for base-line and end-line comparisons. Counseling's goal, as presented here, is to help individuals for a lifetime; therapy is not seen as the giving of advice or solutions, but as a teaching process through which clients become both personally responsible and able to solve their problems. This model offers a way to help clients discover the content within themselves while counselors guide them in the selection of the appropriate problem-solving steps and actions. Since counseling focuses on change, a goal is needed for the client. Once a goal is established, then progress toward that goal can be measured and changes that occur over time in the client's classification can be documented and evaluated. The classifications and numerical measurements of the Axis I-V categories of the DSM provide a useful intake base-line and a discharge end-line for the documentation of client problems. The comparison of the base-line and end-line shows the level of the client's progression or regression over a given time. (RJM) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract   3. Help One: A Critical Thinking Approach to Individual Counseling in Intercultural Settings. (ED380707)    Author(s): Klimes, Rudolf E. Source: N/A Pub Date: 1991-00-00 Pub Type(s): Guides - Non-Classroom Peer-Reviewed: N/A Abstract: This booklet outlines a holistic approach for counseling those with addictive disorders. The program is based on the idea that any activity, whether physical, mental, or spiritual, contributes to the tendency toward addiction, and that counseling should help an individual for a lifetime. The primary goal is to implement reasonable, responsible, and rational plans to rid the addict of addictive behaviors. Physical aspects of addiction serve as the initial focus. The program is presented in three parts: counseling skills, counseling perspective, and course and lesson plans. The chapters in each part feature an overview, followed by one or more outlines or models. Worksheets provide students with some structure as they practice counseling skills and the course plan and lesson plans provide for regular evaluations of the achieved counseling skill level. A course pretest and post-test is recommended. The course can also be used for training peer or lay counselors who counsel outside a professional setting. Peer counselors are closely supervised in out-of-class laboratory activities in order to minimize difficulties. Since counselors must experience the counseling process in order to help others, this volume provides the structure for such a training experience. (RJM) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract   4. Survey It: Appraising Schools. (ED362525)    Author(s): Klimes, Rudolf E. Source: N/A Pub Date: 1991-00-00 Pub Type(s): Guides - Non-Classroom; Tests/Questionnaires Peer-Reviewed: N/A Abstract: A survey in education describes the present condition of an educational program and forms the basis for knowing what is happening in a particular school. This volume is intended to be a practical guide to school surveying in South Korea, but not a scholarly thesis on surveys. The emphasis is on field studies and how surveyors can perform a school survey. The survey model presented follows the common organization of schools and is readily understood by most educators. The four main components are: (1) institutional affairs; (2) academic affairs; (3) student affairs; and (4) business affairs. Actual samples of surveys are presented to serve as patterns for other surveyors. Many types of documents may be collected and studied in a school survey. Some examples of these are presented, and a form is included for surveyors to use in conducting an educational survey. (SLD) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract   5. Development of Teaching Objectives in Professional Ethics (EJ188924)      Author(s): Klimes, Rudolf E. Source: Improving College and University Teaching, 26, 1, 91-5, W 78 Pub Date: 1978-00-00 Pub Type(s): N/A Peer-Reviewed: N/A Abstract: Described is the process involved in the development of teaching objectives for a university graduate course in professional ethics, limited to the human service professions of education, business administration, social work, and the ministry. A model of the five-step process is presented, and a bibliography is provided. (JMD)   6. Goal Development in Planning (EJ168219)      Author(s): Klimes, Rudolf E. Source: Educational Technology, 17, 2, 52-54, Feb 77 Pub Date: 1977-00-00 Pub Type(s): N/A Peer-Reviewed: N/A    7. What Educators Can Learn from Junior College Accreditation in Japan. (ED161477)    Author(s): Klimes, Rudolf E. Source: N/A Pub Date: 1978-00-00 Pub Type(s): Reports - Descriptive Peer-Reviewed: N/A Abstract: Although Japanese junior colleges differ from American junior colleges in that they are smaller, more often privately owned, have larger female enrollments, and offer a greater number of home economics and English courses, much can be learned from the Japanese accreditation system. An accreditation self-study eventually takes the form of an establishment application to the ministry of education; it attempts to show that educational goals for each department and course are supported by adequate resources and sound financial planning. The eight components of the application are: (1) a statement of institutional and instructional goals; (2) a policy statement on admissions, curriculum, faculty, administration, and master planning; (3) an overview of curriculum, offering a model and detailing major areas, courses and credits, and students' course plans by years; (4) a list of faculty members with personal information and teaching qualifications; (5) a facilities inventory of land, buildings, classrooms, and specialized areas; (6) an inventory of learning resources; (7) a financial statement; and (8) a statement of outcomes. A sample of the use of these components in a course description, as well as an evaluation of the strengths and weaknesses of this system of accreditation are provided. (MB) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract   8. The Economic Impact of Andrews University, 1976-77. (ED156071)      Author(s): Klimes, Rudolf E.;  And Others Source: N/A Pub Date: 1978-00-00 Pub Type(s): Reports - Research Peer-Reviewed: N/A Abstract: The economic impact, both beneficial and adverse, of Andrews University in the local area was studied. Questionnaires were prepared and distributed to a random sample of faculty, staff, and administrators; a random sample of the student body; and a select number of business establishments. More than 90 percent of the faculty, staff, administrators, and students sampled responded and all of the businesses responded. Other data were gleaned from the University records and various local government offices as detailed in Appendix A. The study showed that Andrews University, like most other enterprises, is a definite economic advantage to the local community. Its economic impact is definitely and considerably positive. The University creates jobs, enlarges the local credit base, and increases local business volume, and through the payment of its students, staff, and faculty, it increases local tax revenues. (Author/SPG) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract   9. Development of Lake Michigan College's Philosophy, Goals, and Objectives. (ED130686)    Author(s): Klimes, Rudolf E.;  And Others Source: N/A Pub Date: 1976-00-00 Pub Type(s): Reports - Research Peer-Reviewed: N/A Abstract: This document reports the methods and results of a study conducted to develop statements of philosophy, goals, and division objectives for Lake Michigan College. The two main sources from which these were developed were: (1) laws, statutes, and constitutional provisions affecting operations of the college, along with existing philosophy and goals; and (2) seven opinion surveys of the college publics. The first source served as the basis for developing the questionnaires which were used in surveying Lake Michigan College constituents. The questionnaire responses, in turn, served as the basis from which tentative statements of philosophy, goals, and division objectives were synthesized. A Total of 2, 579 responses from college publics provided the information used to develop institutional goals. A door-to-door survey of the general population yielded about 67% of the responses; college students provided about 23%; college administrators, teachers, and non-teaching employees provided 3%; mail surveys of local business, industrial, and labor leaders provided 4%, as well as 1% each from local government, civic leaders, and area educators. The questionnaires consisted of a core area of 12 forced-choice goal-option questions and open-ended questions. A tentative statement of philosophy and six institutional goals were formulated from the survey results. Study instrumentation and a bibliography are appended. (Author/JDS) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract   10. Selected General and Educational Characteristics of the Population of Berrien County, Michigan. (ED130378)      Author(s): Klimes, Rudolf E.; Bissell, LeVerne Source: N/A Pub Date: 1976-00-00 Pub Type(s): Reports - Research Peer-Reviewed: N/A Abstract: The purpose of this study was to bring together, for planning purposes, the published data concerning the general and educational characteristics of the population of Berrien County, Michigan. The study was limited to data found in the United States Census and documents of the Berrien County Planning Commission. The study is divided into three parts: (1) the population and population forecasts; (2) the general characteristics of the population, including selected social and economic characteristics; and (3) selected educational characteristics of the county population. (Author/MLF) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

11. Analysis of Journal Articles Presented in the Educational Administration Abstracts 1966-1975. (ED130377)      Author(s): Klimes, Rudolf E.; Birkenstock, David Source: N/A Pub Date: 1976-00-00 Pub Type(s): Reports - Research Peer-Reviewed: N/A Abstract: The purposes of this research were to determine which journals published the greatest number of articles in the different areas of educational administration and to list the number of journal articles in each area of educational administration. The number of articles in each area in the "Educational Administration Abstracts 1966-1975" was given as a percentage of the total number of articles, and the areas were ranked accordingly. The 21 journals having the largest number of articles for the period of the study were also ranked. The areas of curriculum and instruction and staff personnel received the major emphasis according to the number of articles published. Over 70 percent of the articles dealt with tasks of administration and administrative processes and organizational variables. Minority group relations and theory development account for almost 25 percent of the total. "Phi Delta Kappan" published the greatest number of articles on educational administration; however, there was no one journal that covered all the areas of educational administration. (Author/MLF) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract   12. An Axiological Structure for a Theistic Philosophy of Education. (ED117041)      Author(s): Klimes, Rudolf E. Source: Saniku Gakuin Junior College, n2 1973 Pub Date: 1973-00-00 Pub Type(s): Journal Articles Peer-Reviewed: N/A Abstract: The purpose of philosophy is to aid the individual in developing a unified view of the universe, the world, and the society in which he lives. In both the establishing of life-goals and the development of a philosophy of education, a clear understanding of values and facts in necessary. But in educational practice, many decisions are based on one-sided political, social, and economical considerations rather than on philosphical ones. To gain balance and completeness, man first needs God, then the knowledge and practice provided by the humanities and by natural and social sciences. Education, according to the theistic philosophy of education, is the completing and balancing of man with divine help. Humanistic values of their broader form dominate the various schools of modern edcuational thought. But there can be no reconciliation between humanism and theism. The questions are often asked: Life for what? education for what? A structure for a theist philosophy of education and educational value system offers answers to these questions. The axiological structure for the theistic philosophy of education must be further developed into specific values, aims and educational practices. Thus the axiological approach to the theistic philosophy of education is a reasonable alternative to humanist thought. (CD) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract   13. Long-Range Educational Planning. (ED114989)      Author(s): Klimes, Rudolf E. Source: The Journal of Saniku Gakuin Junior College, n1 p9-23 1972 Pub Date: 1972-00-00 Pub Type(s): Journal Articles Peer-Reviewed: N/A Abstract: This study uses a model to analyze long-range educational planning for the achievement of educational purposes, goals, and objectives. The study was intended to examine planning from a broad perspective that includes the objectives, administration, and economics of education. Much of the analysis applies to public as well as to private institutions and to colleges and universities as well as to elementary and secondary schools; however, special emphasis is given to private institutions of higher education. (Author) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract   14. Selected Legal Cases on State Control Over Private Home Education. (ED114921)      Author(s): Klimes, Rudolf E. Source: N/A Pub Date: 1975-00-00 Pub Type(s): Legal/Legislative/Regulatory Materials Peer-Reviewed: N/A Abstract: This paper examines five selected court cases concerning state control over private home education. According to the author, the cases were selected on the basis of their relevancy to the subject, but no attempt was made to ascertain their representativeness. The cases discussed include State v. Peterman, Wright v. State, People v. Turner, and Meyerkorth v. State. In addition, the appendix analyzes the case of Wisconsin v. Yoder. From studying these cases, the author concludes that private home schools may operate where state regulations permit, if they employ a qualified teacher and use an educational program and schedule that conforms with acceptable educational practice. (JG) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract     15. Land -Utilization Options for the Berrien Springs Public Schools. (ED111100)      Author(s): Klimes, Rudolf E.;  And Others Source: N/A Pub Date: 1975-04-00 Pub Type(s): Reports - Research Peer-Reviewed: N/A Abstract: The purpose of this study was to develop land-utilization options for the present holdings of the Berrien Springs Public Schools. In order to base these proposed options on facts and observable evidence, substudies of educational goals, enrollment projections, present school site, and the educational program were conducted. On the basis of the data obtained in these substudies, land-utilization options in three areas were developed--the biosphere, physical education, and general. The recommended biosphere is to be conducive to instructional use and to the encouragement of native wildlife and would contain an arboretum, a pond, trees, and garden space. Various options concerning outdoor physical education facilities are described and illustrated. General land-utilization options include a drainage system to remove standing water from school grounds, landscaping, installation of curbs or other restraining barriers around play area, and facilities for special education. (MLF) Note:The following two links are not-applicable for text-based   16. ERIC                                     ED150700 Title: Content Analysis and Taxonomy of Selected Codes of Ethics in Educational Administration. Authors: Klimes, Rudolph E.     Pages: 170 Pub Types: Reports - Research Abstract: The purpose of this study was to develop a content analysis and a taxonomy of codes of ethics in educational administration. In order to establish a statistical basis for the proposed taxonomy, a content analysis of ten codes of ethics in educational administration was undertaken. The final process was the formulation of a five-category taxonomy of code of ethics components. The categories are supporting, pursuing (development), controlling, communicating, and avoiding. It is concluded that codes of ethics in educational administration have sufficient common elements to make the formulation of a taxonomy possible, are generally much shorter than codes of ethics in other professions, generally provide no vehicle for enforcement, are designed to provide a general direction rather than specific guidance, have been reviewed in the period 1973-76, center in the main on general professional regulations rather than on ethical issues, and generally provide for the whole range of activities and functions of the profession. (Author/IRT)  Browsers or screen-reading software. Show Hide Full Abstract Ethics and Values Courses LWE101: 1456: Ethical Choices: How to Reason Ethically  LWE102: 1512: Ethical Problems: What Guides Your Decisions? LWE105: 1446: Health Care Ethics: Values, Obligations and Rights LWE201: 2534: Prevention Ethics: Principles and Cases LWE301: 1518: Social Ethics: Trust and Accountability LWE511: 2310: End-of-Life Ethics: Benefits and Burdens  LWE512: 3352: Nursing Home Administrators Ethics LWE601: 1484: Business Ethics: Straight Transactions LWE701: 1774: Reality Ethics: Solving Ethical Cases LWE710: 1772: Ethical Dilemmas: Solving Dilemma Cases  LWE810: 1930: Global Ethics: Concerns for Citizens LWE830: 1918: Political Ethics: Representing the Electorate LWE840: 1766: Transparency Ethics: Honesty and Deception LWE850: 2284: Ethics of Disclosure: Tell or Hide LWE901: 1526: Values at Work: What is Most Important LWE910: 2236: Values for Decisions: Their Source and Use                                          LWF911: 2982: Free to Forgive: The Healing of Conflict:  Free Course                                     LWE860: 4147: Research Ethics: issues, requirements, behavior. NEW   Phil 356: Introduction to the Bible: The Hebrew and Christian Scriptures,  major Bible characters and passages.  Bible Themes: literary, historical, ethical, theological, philosophical.  Bible Concerns: monotheism, social justice, the prophets, the gospels, the early church.  Resources: Blue Letter BI, Moody BI, BibleEd. Under development. TL1-8. TimeLine Bible Course: The Word Alive, Before the Beginning, The Beginning, 10 Commandments, 1st Advent of Jesus, Christian Baptism, The End of the World, The New Beginning. No fee.

Books

via www.amazon.com   type in Rudolf E Klimes  

The Bohm family: http://freepages.genealogy.rootsweb.com/~prohel/stories/jbohm.html