241 research outputs found
The religion of Abraham Lincoln; correspondence between General Charles H.T. Collis and Colonel Robert G. Ingersoll. With appendix, containing interesting anecdotes by Major-General Daniel E. Sickles and Hon. Oliver S. Munsell.
No full textThis pamphlet contains a compilation of correspondence between the author, General Charles H.T. Collis and Colonel Robert G. Ingersoll. General Collis states in the introduction that he feels the correspondence provides evidence to back up his estimation of Abraham Lincoln\u27s religious views. The letters span from February 12-24, 1893. The two men pose questions to each other and share quotes and situational anecdotes that make their respective arguments. The appendix provides a letter from D. E. Sickles, dated, September 29, 1900 that accompanies a copy of an interview Mr. Sickles conducted with President Lincoln the Sunday after the Battle of Gettysburg. The appendix also contains a letter written by Oliver S. Munsell in which the letter describes a personal anecdote in relation to Munsell\u27s views on Lincoln\u27s religious views.https://scholarsjunction.msstate.edu/fvw-pamphlets/1959/thumbnail.jp
Building a Social Machine: co-designing a TimeBank for inclusive research
No full textThis paper discusses the construction of a Social Machine, a socio-technical system in which people achieve new, creative goals enabled by automated processes that are handled by technology. Specifically, the Social Machine is an online TimeBank, a time-based way for people to give and receive services; it is designed for use in the context of inclusive research (initially) with people with learning disabilities.We describe the use of physical and digital (online) focus groups to gather inputs to drive the construction of the TimeBank, and the processes by which we analysed the data to inform the design of the TimeBank. Our goal is to create an online community with a sense of connectedness, and we discuss this work through that lens, presenting insights gained towards: building the TimeBank itself; methodological implications of related but separate physical and digital focus groups; and building Social Machines
TimeBanking: towards a co-produced solution for power and money issues in inclusive research
No full textThis paper explores the potential of an online TimeBank for inclusive research to address some of the challenges related to the unequal distribution of power and money for researchers within and outside the academy working in collaboration. The problem, the concept of TimeBanking, and the relationship of TimeBanking to inclusive research principles are explained. The case is made for developing an online TimeBank for inclusive research, and an account is given of initial co-production of a prototype by an English interdisciplinary academic team and a Welsh workers cooperative set up and run by people with and without learning disabilities aiming to make public life more inclusive. The paper concludes that, while the concept is some way from becoming a reality, a hybrid digital-physical TimeBank, if accessible and flexible enough to attract usage, has potential for supporting democratised, inclusive research in practice
Co-creating an online TimeBank for inclusive research
No full textParticipatory and inclusive approaches to research have become more common as researchers recognize the benefits of enabling the meaningful involvement of representative community users in the development of accessible technologies. One of the major challenges in this context is the how the involvement of community members can be appropriately supported in project-related activities: payment for time and contributions is a particularly difficult and longstanding issue. This paper discusses the inclusive development of an online Timebank involving community members with intellectual disabilities. The TimeBank is conceived as a tool that enables people to contribute their different expertise on the basis of time, rather than monetary reward. The development process of the TimeBank is de-scribed as well as the challenges faced by the research team. There is much potential in the Timebank idea, although considerable further research is needed to establish an accessible, usable, credible and trustworthy resource
Lady Gregory : Collected Plays, paperback edition, I : The Comedies ; II : Tragedies and Tragic Comedies ; III : Wonder and Supernatural Plays ; IV : Collaborations, Adaptations & Translations, edited and with a foreword by Ann Saddlemyer ; The Journals. Vol I. Books 1-29, 10 October 1916 - 24 February 1925, edited by Daniel J. Murphy ; Anne Gregory : Me and Nu : Childhood at Coole, illustrated by Joyce Dennys, with a prefatory note by Maurice Collis
No full textRafroidi Patrick. Lady Gregory : Collected Plays, paperback edition, I : The Comedies ; II : Tragedies and Tragic Comedies ; III : Wonder and Supernatural Plays ; IV : Collaborations, Adaptations & Translations, edited and with a foreword by Ann Saddlemyer ; The Journals. Vol I. Books 1-29, 10 October 1916 - 24 February 1925, edited by Daniel J. Murphy ; Anne Gregory : Me and Nu : Childhood at Coole, illustrated by Joyce Dennys, with a prefatory note by Maurice Collis. In: Études irlandaises, n°4, 1979. pp. 380-381
Lady Gregory : Collected Plays, paperback edition, I : The Comedies ; II : Tragedies and Tragic Comedies ; III : Wonder and Supernatural Plays ; IV : Collaborations, Adaptations & Translations, edited and with a foreword by Ann Saddlemyer ; The Journals. Vol I. Books 1-29, 10 October 1916 - 24 February 1925, edited by Daniel J. Murphy ; Anne Gregory : Me and Nu : Childhood at Coole, illustrated by Joyce Dennys, with a prefatory note by Maurice Collis
No full textRafroidi Patrick. Lady Gregory : Collected Plays, paperback edition, I : The Comedies ; II : Tragedies and Tragic Comedies ; III : Wonder and Supernatural Plays ; IV : Collaborations, Adaptations & Translations, edited and with a foreword by Ann Saddlemyer ; The Journals. Vol I. Books 1-29, 10 October 1916 - 24 February 1925, edited by Daniel J. Murphy ; Anne Gregory : Me and Nu : Childhood at Coole, illustrated by Joyce Dennys, with a prefatory note by Maurice Collis. In: Études irlandaises, n°4, 1979. pp. 380-381
My first strike - 1909
No full textThe Burnett Archive of Working Class Autobiographies was gathered together by John Burnett, David Vincent and David Mayall whilst compiling their three volumes annotated bibliography, "The Autobiography of the Working Class" (Harvester Press, 1984-1989). This book includes descriptions of unpublished autobiographies and indicates their locations. Excerpts from some of the autobiographies have been published in "Destiny obscure: autobiographies of childhood, education, and family from the1820s to the 1920s", edited by John Burnett (Routledge 1994 and A. Lane, 1982). The authors "sought to identify not only the large numbers of printed works scattered in various local history libraries and record offices, but also extant private memoirs, many of which remain hidden in family attics, known only to the author and a handful of relatives" (Introduction to vol.1, p. xxix). The criteria for inclusion were: the writers were working class for at least part of their lives; they wrote in English; and they lived for some time in England, Scotland or Wales between 1790 and 1945. John Burnett was professor of social history at Brunel University from 1972 to 1990.Alice M. Collis's (born 1894) description of a print workers strike in 1909. Collis briefly discusses her trade union activities as a member of the National Federation of Women Workers
Post-colonial Antarctica
No full textThis chapter explores how postcolonial perspectives have informed and contributed to ‘critical Antarctic studies’.\ud
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Shortly after Dodds published an essay in Polar Record entitled ‘Post- colonial Antarctica: an emerging engagement’, leading postcolonial theorists posited the ‘The end of post- colonial theory?’ in the journal PMLA (Publications of the Modern Language Association). Lambasting postcolonial theory as irrelevant, parochial and Anglo-centric, 1 their piece captured a powerful current of discontent. But for Robert Young, a leading theorist of post- colonialism and author of field- setting introductions to postcolonial theory and practice, such an obituary seemed out of place and time..
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The Messy Realities of Inclusive Research
No full textThis chapter is based on a conversation between three people – Alan, an activist researcher with learning disabilities, Jan, an academic researcher, and Anne, who describes herself as a bridge. The chapter discusses different perspectives on three questions about inclusive research: Why do it, what helps, and what gets in the way. The chapter considers what it means when people bring different maps of the world to the job of research, and why it is important to have a “bridge,” someone with a foot in both academic and learning disability worlds. The chapter concludes that until people with learning (intellectual) disabilities have a place inside the academy, inclusive research will continue to be a struggle
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Book review: Flexible Learning in a Digital World: Experiences and Expectations: Betty Collis and Jef Moonen; Kogan Page, London, 2001, 232 pp, ISBN 0–7494–3371-X, £19.99 (paperback)
No full textThe title of this book resembles the title of ‘Tele-learning in a Digital World’ by Betty Collis, published in 1996. The earlier book was focused on distance learning, but this one explores how learning can be made more flexible for campus-based students as well as those who are studying at a distance. Flexible Learning in a Digital World is more compact, offering a structured means to understanding flexible learning, along with sets of guidelines that can help in its adoption within an institution. It has a story to tell about institutional change and the main lessons learnt from experiences at the University of Twente in the Netherlands, where both Collis and her co-author Jef Moonen have been working for many years. Indeed, the authors draw on 30 years of experience in the deployment and evaluation of educational technology at their institution, and link to this evidence from broader research literature, which enables them to give a well contextualised account of the changes brought about by Web-based learning over the past decade
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