20,590 research outputs found
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Gunnison and Greater Sage-Grouse (including the Bi-State Distinct Population Segment) Habitat Assessment Policy
No full textThis Instruction Memorandum (IM) provides policy on how to assess habitat for Gunnison and Greater Sage-Grouse, including the Bi-State Distinct Population Segment, (hereafter referred to as "sage-grouse") and under what circumstances the habitat assessment is required
Joseph J. Ellis. — Passionate Sage: The Character and Legacy of John Adams
No full textWulf Naomi. Joseph J. Ellis. — Passionate Sage: The Character and Legacy of John Adams. In: Revue Française d'Etudes Américaines, N°65, juillet 1995. La critique littéraire aux Etats-Unis. pp. 501-502
Al Ellis: Up Close and Personal
No full text The purpose of the following article is to share some of the personal relationship comments and to provide a tribute to the significant 93 years that Albert Ellis lived and also make major contributions to the counseling profession. </jats:p
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Process for Assessing, Coordinating, and Implementing Greater Sage-Grouse Land Use Plan Adaptive Management Hard and Soft Triggers
No full textThis Instruction Memorandum (IM) directs the implementation of the land use plan adaptive management process to evaluate and apply hard and soft triggers and responses, as detailed in the Greater Sage-Grouse (GRSG) Approved Resource Management Plans and Amendments (GRSG Plans), Great Basin and Rocky Mountain GRSG Regional Records of Decision (ROD) (September 21, 2015)
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Setting Priorities for Review and Processing of Grazing Authorizations in Greater Sage-Grouse Habitat
No full textThis Instruction Memorandum (IM) provides guidance for prioritizing the review and processing of grazing permits and leases (permits) in Greater Sage-Grouse (GRSG) habitat as described in the Records of Decision for the Approved Resource Management Plan Amendments or the Great Basin and Rocky Mountain GRSG Regions and nine Approved Resource Management Plans in the Rocky Mountain GRSG Region ( collectively referred to as the GRSG Plans). This IM also provides guidance on prioritizing monitoring for compliance with permit terms and conditions, and monitoring maintenance of, or progress toward meeting, land health standards (LHS) and GRSG habitat objectives
Sierra Sage
No full textabstract: This project includes a travel blog made while studying abroad in Dublin, Ireland during spring semester of 2020. The blog is called Sierra Sage and can be found at https://sierrasage.travel.blog/. The project also includes data and analysis from six paid advertisement campaigns made on Google and Facebook/Instagram. The blog includes 24 blog posts targeted toward students interested in study abroad and/or travel, and each campaign on both platforms applies to a separate blog post written as part of the project. The paid advertisements were completed using funding from Barrett, The Honors College
Connecting does not necessarily mean learning: Course handbooks as mediating tools in school-university partnerships
No full textThis is the author's accepted manuscript (titled "Course handbooks as mediating tools in learning to teach"). The final published article is available from the link below. Copyright @ 2011 American Association of Colleges for Teacher Education.Partnerships between schools and universities in England use course handbooks to guide student teacher learning during long field experiences. Using data from a yearlong ethnographic study of a postgraduate certificate of education programme in one English university, the function of course handbooks in mediating learning in two high school subject departments (history and modern foreign languages) is analyzed. Informed by Cultural Historical Activity Theory, the analysis focuses on the handbooks as mediating tools in the school-based teacher education activity systems. Qualitative differences in the mediating functions of the handbooks-in-use are examined and this leads to a consideration of the potential of such tools for teacher learning in school–university partnerships. Following Zeichner’s call for rethinking the relationships between schools and universities, the article argues that strong structural connections between different institutional sites do not necessarily enhance student teacher learning
Evaluating the use of a Teacher’s Diary to illuminate the moral dimensions of a teacher educator’s everyday work.
No full textThis paper aims to evaluate my early attempts at using my Teacher’s Diary as a method (Aleskewski 2006, Holly & Altrichter 2011, Bold 2012) to gain a deeper insight into the moral dimensions of my day to day practice as a teacher educator in the tertiary sector in the UK. I chose this method of data collection firstly for its potential to be authentic, trustworthy and systematic due the very nature of the researcher as participant (Ellis 2004, 2009; Piper & Simons 2011) and secondly as a genuine method to interpret my everyday actions as moral ones. This evaluation aims to highlight the extent to which I was able to reach these aims as a novice auto-ethnographical researcher. Much of the literature reflecting upon the use of diaries and narratives in research is able to demonstrate the rich data that can emerge from the text that is then analysed and interpreted by both researcher and reader (Ellis 2004; Anderson 2006; Sparkes 2007; Kenton 2011; Bold 2012). This rich data is often put forward as best placed to help readers connect with the author and understand their experiences of their cultural context more fully. The first aim of this paper is to share my experiences of using this method of data collection by highlighting the contradictions and challenges and sometimes ‘messy’ nature of maintaining diaries (Holly & Altrichter 2011) within education research contexts as both the teacher-participant and researcher. The second aim of the paper is to reflect upon the usefulness of the dairy as a way of ‘seeing’ practice. The third aim is to briefly draw upon literature from the work of Pring (2001), Goodlad et al (1990) and Mahony (2009) and Fallona (2000) Noddings (2010) who suggest that teaching is a moral endeavour and that teacher’s morals can be visible in their practice and to analyse examples of the diary entries that show moral dimensions. The paper will add to the work of Webb & Blond (1995) and Husu & Tirri (2003) who also explore the extent to which a Teacher’s Diary can, in a practical way, show the moral aspects that arise, and the decisions taken, on a day to day basis by one teacher educator. The paper begins to highlight the extent to which morals can be taught or caught in this context, namely teacher education (Mahoney 2009), and makes the point as Kiss and Euban (2010) do, that developing the virtues of intellect either through explicit curriculum, pedagogical choices or institutional values, cannot be separated from developing virtues of character
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Policy for Resource Management Plan Effectiveness Monitoring for Renewable Resources with Additional Guidance for Plans Implementing the Greater Sage-Grouse Conservation Strategy
No full textThis Instruction Memorandum (Instruction Memorandum No. 2016-139) provides guidance on the use of terrestrial and aquatic objectives and quantitative data to determine Resource Management Plan effectiveness. Additionally, for RMPs that include Greater Sage-Grouse (GRSG) habitat, this IM provides guidance for tracking and reporting on the implementation of decisions using the e-Planning tracking database
Policy and research : lessons from the Clackmannanshire synthetic phonics initiative
No full textThis article explores why policy makers in England and Scotland responded so differently to the Clackmannanshire study on synthetic phonics. It suggests that a deeper understanding of the national and local policy contexts can explain Scotland's response. Analysis of the wider context of the Clackmannanshire initiative supports Moss and Huxford's (2007) argument that literacy problems cannot be couched within a single paradigm's field of reference, and that policy makers need to consider evidence from different paradigms if they are to make robust decisions
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