2,521 research outputs found
Tribute to Kay Boyle
No full text for Ian Under a bright San Francisco starI earned my MA in Creative Writing at San Francisco State in 1968. I had the good fortune to have Kay Boyle standing in my proverbial corner. Kay is (I use the present tense because, once set down, literature is here to stay) an amazingly accomplished and well-versed author with some 40 published books to round out her long lifetime (1902-1992). Kay Boyle in Crowd, San Francisco State College Strike, 1968-1969 by Gerald Grow Throughout her writin..
Take action or do nothing: The educational dilemma of the teacher
No full textIt is argued in this chapter that teachers could be regarded as being in a somewhat invidious position when it comes to the implementation, or enactment, of various education policies. Yes, teachers are agents of the state but they can have a large influence over the effectiveness or fidelity of government policies. This chapter considers the dilemmas, from a philosophical and practical point of view, that teachers (here we focus on the schooling sector) face in deciding whether to take action that may be in the interests of students or to implement policy, without question, as mandated. Of course not all policies arrive in schools directly from the minds of politicians unscathed. They pass through various other bureaucratic and political processes and mechanisms that create other policy conditions, especially related to implementation and these inflect the potential of its fidelity - how closely the policy can be made to fit the original intentions of the policy makers and how this will be measured. In the case of Australia this process is more complicated, as in the Federation, the States have ostensible responsibility for education, although the Australian (national) government has sought to assert its authority, especially since 2007 through National Partnership Agreements. Our argument is that teachers' responsibility is towards the students they teach, and that policy, in whatever condition, and from wherever, it 'arrives' at a school, must be reconditioned so that this responsibility may be met. How well or poorly such responsibility is carried out, is an important and broad question that current measures focused on accountability (for example high stakes standardised testing, such as the National Assessment Program - Literacy and Numeracy [NAPLAN]) do not adequately measure. With this in mind, we would like here to set out some of the ways that we might approach the policy dilemmas that teachers face, and how considering these might contribute to the fulfilment of teachers' educational responsibility, in spite of policy mandates and the current rise in accountability measures. © 2014 Sense Publishers. All rights reserved
Marching the Streets of San Francisco With Novelist and Activist, Kay Boyle
No full textIn this wonderfully vivid piece, originally published in 2013 and now posted on LitHub, Marianne Goldsmith tells about marching the streets of San Francisco with Kay Boyle in the early 1970s. The author says she was inspired to revive it after the Jan 6th riot in Washington, D.C. "Marching the Streets of San Francisco With Novelist and Activist, Kay Boyle," http://disq.us/t/3wqn7rz Marianne Goldsmith is the pen-name of Marianne Smith. She lives in the San Francisco Bay Area. She holds ..
Genius eclipsed: the fate of Robert Boyle
No full textThe article focuses on 17th century British natural philosopher and scientist Robert Boyle. The author explores Boyle's relationship with contemporary scientist Sir Isaac Newton and considers why Newton, as opposed to Boyle, remained famous. The author explores the importance of Boyle's writings including "Of the Usefulness of Natural Philosophy," "Sceptical Chymist," and "Experiments and Considerations Touching Colours." The article also considers subjects including English polymath Robert Hooke, the Royal Society of London, and Boyle's Law about the relationship between the volume of a gas and its pressure
Theology and natural philosophy in late seventeenth and early eighteenth-century Britain
No full textA number of historians of science have claimed that the early Boyle Sermons provided a platform for the promotion of a moderate-Anglican social and political ideology underpinned by Newtonian natural philosophy. However, by examining in detail the texts of Richard Bentley, John Harris and Samuel Clarke, this thesis argues that their Sermons should not be characterised as 'Newtonian'. These texts were highly complex literary productions constructed with the intention of achieving victory over the enemies of Christianity. An examination of their rhetorical strategies
focuses attention on the use to which various cognitive materials - including natural philosophy - were put. Thus the presence of Newtonian concepts in the texts is
explained by the aims and overall scholarly programmes of the Lecturers. It will also be argued that the term 'Boyle Lectureship' is problematic and that the main elements of the Lectureship - Robert Boyle's bequest, the Trustees, the
Lecturers, and the Sermons - cannot be conflated into a single historical unit. Therefore, throughout this study, emphasis is placed on the contingent and singular
behaviour of individuals located within an ecclesiastical and scholarly community, where career promotion and the notion of scholarly credit were important. The brief
in Boyle's last will and testament stipulated that the Lecturers must defend Christianity using the scholarly tools to hand. In this thesis it will be shown that the
personnel of the Lectureship conformed to Boyle's brief and that they utilised all available methods and materials in the pursuance of their legal and institutional
responsibilities. This approach removes the analysis of the Lectureship from an overarching sociological perspective; instead the Sermons are interpreted as exemplary texts in the rhetorical prosecution of the enemies of Christianity. This study, therefore, acknowledges the complex nature of theological texts in early modern England
The Ecology of Inclusive Education
No full textGlobally, student populations in government-run schools are becoming increasingly diverse (see Gonski, 2011; Rashid & Tikly, 2010; Voltz, Sims & Nelson, 2010). Simultaneously, students are being excluded from schools, or placed into segregated educational settings in increasing numbers. Both the social and economic costs of disengagement and exclusion from, and inequalities within, education systems have been well documented (see OECD, 2010; Snow & Powell, 2012; Wilkinson & Pickett, 2010). The causes of these issues are complex and many sit beyond the boundaries of the school fence. Despite this, governments place much of the responsibility for delivering an equitable education with schools (Wrigley, Thomson & Lingard, 2012). While this may, in many ways, seem an impossible task, “just because schools can’t do everything doesn’t mean they cannot achieve something” (Thomson, Lingard & Wrigley, 2012, p. 20). Thomson et al . (2012) maintain schools’ efforts towards equity can only be enacted through change reform , with an equitable redistribution of resources, and through recognition and valuing of difference. This task is challenging as schools work in tightly controlled education systems with high levels of accountability and expectations for continued improvement. However, the consequences of not providing an equitable education system are far reaching (Wilkinson & Pickett, 2010). So, the question no longer is should a quality education be provided to all, but rather, how this change reform can be enacted (Jackson, 2008).Joanna Anderson, Christopher Boyle, Joanne Deppele
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