197,634 research outputs found
Four camels [Oodnadatta Alice Springs mail, with passenger included] [transparency] : part of lantern slide lecture collection, 1926 /
No full textTitle devised by cataloguer based on accompanying documentation.; Part of the Australian Inland Mission collection.; Condition: Good.; Photograph by Miss Colley.; Also available in an electronic version via the Internet at: http://nla.gov.au/nla.pic-an24601333
Wahroongah Estate Hornsby Heights [cartographic material] : for sale /
No full textSales plan for land on Lane Cove (now Pacific Highway) and Coonanbarra Roads and Woonona, Neringal, Warwilla, Millewa, Woniora and Wamberal (now Burns Road) Avenues in the suburb of Wahroonga in Sydney.; "Torrens title"; In lower right corner: Andrew I. Liddell C.E licensed surveyor specially licensed under Real Property & Mining Acts" 70 Pitt St.; In lower right corner: Booth, Colley & Co., Lith; York St.; In lower left corner: J.M. Cantle draftsman 129 Pitt St.; Oriented with north to the right.; Date from information: the station opened as Pearces Corner, 1 January 1890 and was renamed 30 August 1890.; Also available in an electronic version via the internet at: http://nla.gov.au/nla.map-lfsp1103. Inset: Local sketch.Wahroonga Estate Hornsby Height
Bransford, Texas 1916
No full textColleyville, Texas; Tarrant County; Tarantula Railroad; Cotten Belt Railroad Line; Colleyville Historical Preservation Committee; Smithfield; Grapevine, Texas; Bransford, Texas
Lila Colley Local History Collection
Bransford, Texas 1916
Earl Throop
Ruby McDonald
Clarence Webb
Gladys Gabbert
Ola Reynolds
Vera M. Donald
Carl Throop
Annie McDonald
Kyle Reynolds
Odessa McDonald
J. B. McDonal
Reinhartz D. et Colley C., 1987, The mapping of the American Southwest, Texas A & M University Press
No full textFerras Robert. Reinhartz D. et Colley C., 1987, The mapping of the American Southwest, Texas A & M University Press. In: Mappemonde, 1988/3. p. 48
What (a) to do about ‘impact’: a Bourdieusian critique
No full textThis paper presents a research-based, theoretically-informed contribution to the debate on ‘impact’ in educational research, and specifically a response to Gardner’s presidential address to the British Educational Research Association (2011). It begins by discussing the development of the research ‘impact’ agenda as a global phenomenon, and reviews the current state of debate about ‘impact’ in the UK’s Research Excellence Framework. It goes on to argue that a radical alternative perspective on this agenda is needed, and outlines Bourdieu’s sociology – including his much-neglected concept of illusio – as offering potential for generating critical insights into demands for ‘impact’. The term illusio in particular calls us to examine the ‘stakes’ that matter in the field of educational research: the objects of value that elicit commitment from players and are ‘worth the candle’. This framework is then applied first to analyse an account of how an ESRC-funded project that I led was received by different research ‘users’ as we sought to generate impact for our findings. Second, it is used to show that the field of educational research has changed; that it has bifurcated between the field of research production and that of research reception; and that the former is being subordinated to the latter. The paper concludes by arguing that, despite many educational researchers’ commitments to ‘make a difference ‘ in wider society, the research ‘impact’ imperative is one that encroaches on academic freedom; and that academics need to find collective ways in which to resist it
Learning to do emotional labour: class, gender and the reform of habitus in the training of nursery nurses
No full textThis paper revisits the theme of ‘learning to labour’ from a feminist perspective. It is specifically concerned with how women learn to do emotional labour in caring occupations, and explores the learning experiences of a group of trainee nursery nurses – almost all of them teenage girls – during the first year of their course. (A fuller case study can be found in Colley, 2002a.) The course is one of 16 learning sites in the project Transforming Learning Cultures in Further Education (TLC), which forms part of the ESRC’s Teaching and Learning Research Programme. The analysis and interpretation offered here draw on feminist readings of Foucault, Marx, and Bourdieu .
In his book Learning to Labour, Willis famously asked: ‘how do working class kids get working class jobs?’ (1977: title page). His ethnographic study of disaffected boys – ‘the lads’ – showed how class and gender combined, as they expressed their resistance to schooling through an aggressive masculinity and disruptive counter-school culture. This very resistance, however, led them straight from school into low-paid, low-skilled, low-status jobs that even unsuccessful middle class kids would not do. The appearance of choice masked a distinctive cultural pattern that reproduced particular working class trajectories.
However, young people’s transitions have changed a great deal since then. The youth labour market has collapsed, post-16 transitions have become extended, and post-compulsory education and training (PCET) now structures these extended transitions for the large majority of young people. Much of this growth has been in vocational education and training (VET), whether entirely or partially work-based. Moreover, Willis’s study focused exclusively on young men, and a wealth of feminist research shows that the combined impact of class and gender in learning to labour may be quite different for girls (reviewed in Francis, 2002). Throughout primary school (Steedman, 1982) and secondary school (Gaskell, 1992) domestic identities dominate girls’ career aspirations, and lead them into caring jobs that are considered ‘feminine’
Formality and Informality in College-based Learning
No full textWorkplaces and educational institutions merely represent different instances of social practices in which learning occurs through participation. Learning in both kinds of social practice can be understood through a consideration of their respective participatory practices. Therefore, to distinguish between the two … [so that] one is formalised and the other informal … is not helpful (Billett, 2002, p57).
The Presence of Informal as well as Formal Learning in Educational Institutions
Despite Billett’s view, it has become commonplace in Western, industrialised societies to think of formal and informal learning as inherently different from each other. Thus, formal learning is planned, teacher-dominated, assessed and takes place in educational institutions, where learning is the prime official objective of activity. Informal learning, on the other hand, is unplanned, incidental, unassessed and uncontrolled by a teacher, and takes place in everyday life, where learning is not the primary purpose of the activities that we engage in. Thus, the argument has gone, we learn informally through participating in everyday life – in the family, the local community, in the workplace and at leisure. On occasions, we learn formally, if and when we attend courses at schools, colleges or university.
The origins of this division are not only theoretical: particular meanings of formal and informal learning have historically been associated with the interests and practices of different social and political groupings (Colley et al, 2003). Most recently, political attention has been focused on this debate by European lifelong learning strategies (European Commission, 2001). These have introduced a third category of ‘non-formal’ learning (a term intended to convey a combination of formal and informal characteristics), associated mainly with the workplace. A key policy goal is that non-formal learning should be clearly identified to allow formal assessment and accreditation, supposedly in the interests of both individual workers and economic competitiveness. This strategy has created controversy not only about its feasibility but also about whose interests it is likely to benefit most. At the same time, it reinforces the notion that there are separate types of learning, and that a prime task for research is to delineate clear boundaries between them
Preface to the Proceedings of the Workshop “New Trends in HCI and Sports” held at MobileHCI ‘22
No full textThe contemporary digitalization of the sports experience brought new challenges for the HCI community. HCI researchers started exploring how mobile and wearable devices could support the physical, social, and environmental aspects of sports, while technological transformations like the metaverse, inbodied technologies, and AI have recently paved the way for augmented humans, esports, new forms of sociality, and new ways to engage the sports audience. In this preface, we present the papers accepted to the workshop Net Trends in HCI and Sports, held in conjunction with MobileHCI ‘22, which precisely attempted to deal with the recent advancements in technology used in the sports domain
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