480 research outputs found
E. S. Ramage, D. L. Sigsbee, S. C. Fredericks, Roman Satirists and their Satire. The fine Art of Criticism in Ancient Rome, 1974
No full textDesbordes Françoise. E. S. Ramage, D. L. Sigsbee, S. C. Fredericks, Roman Satirists and their Satire. The fine Art of Criticism in Ancient Rome, 1974. In: Revue des Études Anciennes. Tome 77, 1975, n°1-4. pp. 309-310
E. S. Ramage, D. L. Sigsbee, S. C. Fredericks, Roman Satirists and their Satire. The fine Art of Criticism in Ancient Rome, 1974
No full textDesbordes Françoise. E. S. Ramage, D. L. Sigsbee, S. C. Fredericks, Roman Satirists and their Satire. The fine Art of Criticism in Ancient Rome, 1974. In: Revue des Études Anciennes. Tome 77, 1975, n°1-4. pp. 309-310
35. Ramage (E. S.) - Sigsbee (D. L.) - Fredericks (S. C). Roman Satirists and their Satire. The Fine Art of Criticism in Ancient Rome
No full textHellegouarc'h J. 35. Ramage (E. S.) - Sigsbee (D. L.) - Fredericks (S. C). Roman Satirists and their Satire. The Fine Art of Criticism in Ancient Rome. In: Revue des Études Grecques, tome 89, fascicule 426-427, Juillet-décembre 1976. p. 653
Ian Fredericks in interview: ideas of an Australian spatial synthesis and mixed media innovator
No full textIan Fredericks played a prominent role in the development of Australian electronic music and mixed media composition
from the mid 1970s until 2001. His work in establishing both the SEUSS electronic music studio at Sydney University
and the subsequent founding of the computer music and audio-visual composition and performance group watt with
Martin Wesley-Smith in 1976, paved the way for the generations of artists that have since explored this field. The
author presents lightly edited excerpts from the last interview with Ian Fredericks before his passing on 15 March
2001.</jats:p
Situating Race in Cultural Competency Training: A Site of Self-Revelation
No full textIndigenous cross-cultural training has been around since the 1980s. It is often seen as a way to increase the skills and competency of staff engaged in providing service to Indigenous clients and customers, teaching Indigenous students within universities and schools, or working with Indigenous communities (Fredericks and Bargallie, “Indigenous”; “Which Way”). In this article we demonstrate how such training often exposes power, whiteness, and concepts of an Indigenous “other”. We highlight how cross-cultural training programs can potentially provide a setting in which non-Indigenous participants can develop a deeper realisation of how their understandings of the “other” are formed and enacted within a “white” social setting. Revealing whiteness as a racial construct enables people to see race, and “know what racism is, what it is not and what it does” (Bargallie, 262). Training participants can use such revelations to develop their racial literacy and anti-racist praxis (Bargallie), which when implemented have the capacity to transform inequitable power differentials in their work with Indigenous peoples and organisations.Full Tex
Characterisation of Nano-Crystalline Titanium Dioxide Films Grown by Atmospheric Pressure Plasma Electrolytic Deposition
No full textGreat guide to Indigenisation of the curriculum
No full textndigenisation of the curriculum involves recognising and introducing Indigenous knowledges across our teaching practice. It is a challenging and complex process that will benefit all staff, students, graduates and local communities. Indigenisation processes valorise and strengthen Aboriginal and Torres Strait Islander knowledge systems in ways that prepare graduates for work with Aboriginal and Torres Strait Islander peoples, families and communities.
CQUniversity is committed to Indigenisation of the curriculum. It will transform the University’s landscape by recognising and appreciating Aboriginal and Torres Strait Islander peoples’ ways of knowing (epistemologies), ways of being (ontologies) and ways of doing (axiologies) (Martin, 2003). This Guide is designed to support CQUniversity staff in their Indigenisation practice. This Great Guide to Indigenisation of the Curriculum will include a secondary online resource that will be developed over time. This resource will feature discipline specific sources that may aid staff who seek to include Indigenous perspectives in their curriculum.No Full Tex
Pierce, Edward C
No full textEdward C. Pierce age 24 joined the 3rd Maine infantry and was mustered in August 8, 1861. He was promoted to first lieutenant in Company B. He was promoted Captain December 22, 1862, then detached to the Signal corps with the 6th Corps. He later commanded Company B, till mustered out on June 28, 1864..https://digicom.bpl.lib.me.us/spc_cw_cdv/1018/thumbnail.jp
Old Bridger of Utah
No full textSepia photograph by C. D. Fredericks & Co. photography of frontiersman Jim Bridger, probably from the 1850s or 1860s or 1870s
Robert Bogardus Snowden, undated
No full textPhotograph of a young Robert Bogardus Snowden, undated. Image taken by C. D. Fredericks & Co., 587 Broadway, New York, New York. This photograph print of R.B. was given to his sister Hughetta Snowden.https://digitalcommons.memphis.edu/speccoll-mss-rbsnowdenfamily2/1081/thumbnail.jp
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