760 research outputs found
How wrong were we? The accuracy of the Fraser of Allander Institute's forecasts of the Scottish economy since 2000
No full textThe Fraser of Allander Institute regularly forecasts the annual growth of the Scottish economy. This paper measures the accuracy of these forecasts. It contrasts official measures of the growth performance of the Scottish economy and FAI forecasts for growth. Specifically, official measures of growth for the calendar years 2001 to 2010 are compared to forecasts for growth in these years made between January 2000 and spring 2011. Results show that: FAI forecasts of the direction of economic growth from one year to the next was statistically better than chance; the accuracy of forecasts improve as we get closer to the publication of the first growth estimate; excluding the „Great Recession‟, the mean absolute error of forecasts made up to eighteen months before publication of the first growth estimate for a year is approximately half a percentage point (i.e. 0.5%). There have often been significant revisions to Scottish GVA data, particularly at the start of the sample period. This emphasises the need for quality, and timely, indicators of economic performance for the Scottish economy as part of the information required for accurate forecasts in the future
The auto-biography of John Britton ...
No full text"A chronological list of the literary works of John Britton": vol. 3, p. [185-192]."Essays on the merits and characteristics of William Shakspere... " (vol. 3, p. [1]-48) has special t.-p.Vol. 3 has title: Appendix to Britton's Auto-biography containing biographical, archaeological, and critical essays ... London, Printed for the subscribers to the Britton testimonial, 1850.Vol. 2 has title: A descriptive account of the literary works of John Britton ... (from 1800 to 1849) ... by T. E. Jones. London, Printed for the subscribers to the testimonial, 1849."Royal octavo ... Five hundred copies of this size are printed."Mode of access: Internet.SML By6z B77 +849b: Includes "Notice" (1 l. following vol. 1, p. [xiv]), listing the editions in which the work was published, and "Subscribers to the Britton testimonial" ([4] p. following vol. 1, p. 396).SML By6z B77 +849b: "A chronological list of the literary works of John Britton": vol. 3, p. [169-176].SML By6z B77 +849b: "Essays on the merits and characteristics of William Shakspere ... (vol. 3, p. [1]-44) has special t.-p.SML By6z B77 +849b: "The quarto copies, which have been printed after the octavos, contain some literal corrections, and a few additional paragraphs."SML By6z B77 +849b: Title of vol. 2 and vol. 3 as in octavo edition.SML By6z B77 +849b: Added engraved t.-p. in vol. 1.SML By6z B77 +849b: "Demy quarto ... Only one hundred and twenty-five copies ... are printed of this size."SML By6z B77 +849b: Another edition. 3 v. in 2 : ill. ; 29 x 23 cm.SML By6z B77 849 Copy 2: "Preparing for publication. The auto-biography of John Britton ... London, Printed for the author, 1847": 7, [1] p. bound at end of vol. 1.SML By6z B77 849 Copy 2: "Notice," listing the editions in which the work was published, inserted in vol. 1, following p. xiv.SML By6z B77 849 Copy 1: "Subscribers to the Britton memorial" ([4] p.) inserted in vol. 1, following p. xiv
1640: Britton
No full textBritton: The Second Edition. London: Printed by the Assignes of John Moore Esquire, 1640.
The treatise in Law French known as Britton (c. 1290) has at times been attributed to John le Breton (d. 1275), bishop of Hereford, though serious doubt is cast on his authorship on account of the work’s references to statutes enacted years after his death. English jurist John Selden believed the bishop may have been confused with Henry de Bracton, supposed author of the treatise De Legibus et Consuetudinibus Angliae, of which Britton may be considered in part an epitome. The origins of Britton may be traced to a project of Edward I to produce a digest of the English law in the spirit of Justinian\u27s Institutes. The first edition was published in London in the early 1530s, with a second edition, edited by Edmund Wingate, not appearing until 1640.
View this book\u27s record in the library catalog.
Read more about this book on Wythepedia.https://scholarship.law.wm.edu/oldelawebookes/1030/thumbnail.jp
1640: Britton
No full textBritton: The Second Edition. London: Printed by the Assignes of John Moore Esquire, 1640.
The treatise in Law French known as Britton (c. 1290) has at times been attributed to John le Breton (d. 1275), bishop of Hereford, though serious doubt is cast on his authorship on account of the work’s references to statutes enacted years after his death. English jurist John Selden believed the bishop may have been confused with Henry de Bracton, supposed author of the treatise De Legibus et Consuetudinibus Angliae, of which Britton may be considered in part an epitome. The origins of Britton may be traced to a project of Edward I to produce a digest of the English law in the spirit of Justinian\u27s Institutes. The first edition was published in London in the early 1530s, with a second edition, edited by Edmund Wingate, not appearing until 1640.
View this book\u27s record in the library catalog.
Read more about this book on Wythepedia.https://scholarship.law.wm.edu/oldelawebookes/1030/thumbnail.jp
Oedipus/Antigone
No full textDavid Britton (writing as D.J.Britton) is author of the play Oedipus/Antigone which was selected as one of the six best new plays for young people in the Methuen/Bloomsbury collection Producers’ Choice (ed. P. Roseby), published October 2010. It was first performed at Sherman Cymru, Cardiff, in February 2010. Oedipus/Antigone is an experimental conceptual drama drawn from from Sophocles’ Theban plays. It is described by Paul Roseby, Artistic Director of the National Youth Theatre in his introduction as “Greek tragedy at its best”. Britton and physical-theatre director Philip Mackenzie were offered the empty shell of the Sherman Theatre which had been cleared out in readiness for a major refurbishment. Britton created an inventive experimental script which takes the long saga of the decline of the house of Oedipus and weaves it into the fabic of a building in its last throes, shaping the words to Mackenzie's movement-based performance techniques. The play has since been staged in both Britain and Ireland in more conventional venues
Revolution and Ideology: Images of the Mexican Revolution in the United States
No full textMexico and the United States share a border of more than 2,000 miles, and their histories and interests have often intertwined. The Mexican Revolution, which began in 1910 and continued in one form or another for the next thirty years, was keenly observed by U.S. citizens, especially those directly involved in Mexico through property ownership, investment, missionary work, tourism, journalism, and education. It differed from many other revolutions in this century in that Marxist-Leninist theory was only one of many radical and reformist influences. Historian John A. Britton examines contemporary accounts written by Americans commenting on social upheaval south of the border: radical writers John Reed, Anita Brenner, and Carlton Beals; novelists Katherine Anne Porter and D.H. Lawrence; social critics Stuart Chase and Waldo Frank; and banker-diplomat Dwight Morrow, to mention a few. Their writings constitute a valuable body of information and opinion concerning a revolution that offers important parallels with liberation movements throughout the world today. Britton\u27s sources also shed light on the many contradictions and complexities inherent in the relationship between the United States and Mexico.
John Britton, Professor of History at Francis Marion University, is the author of Carleton Beals: A Radical Journalist in Latin America.https://uknowledge.uky.edu/upk_cultural_history/1022/thumbnail.jp
Exploring co-mentorship as a promising practice for weaving Indigenous and western pedagogy
No full textCanadian provinces have recently started incorporating Indigenous perspectives and content into their official provincial curriculum, and while school districts often provide K-12 curricular resources and one-time professional development sessions, many educators continue to struggle with implementing Indigenous worldviews and pedagogies into their daily classroom practice. Some literature has explored the role of mentorship in supporting teachers in this implementation, but no research relates directly to British Columbia’s context. This study examined co-mentorship as a promising practice for increasing both Indigenous and non-Indigenous teacher efficacy with integrating Indigenous knowledge and worldviews into classroom practice. This qualitative research was shaped by Tribal Methodology and uses storytelling to interpret the findings. The results from this study showed that co-mentorship effectively promoted holistic connection and reciprocal relationship; the removal of power hierarchy; respect and openness; recognition and encouragement of strengths and good practice; and taking the time needed for learning. These results could be used to inform the building of Indigenous/non-Indigenous mentorship relationships between teachers for the purposes of effectively integrating Indigenous ways of knowing and learning into classroom practice.Indigenous worldviewsco-mentorshipmentorshipIndigenous educationIndigenous pedagogyimplementation of curriculu
Dare to read : book study experiences
No full textThis study used a phenomenological approach to explore how nine female elementary educators involved in a book study of Brené Brown’s (2018) Dare to Lead: Brave work, tough conversations, whole hearts perceived their experiences. The purpose of the study was to better understand what was meaningful for the book study participants, and to gain insight into how to better use book studies to promote teacher reflection and growth. Participants completed an emailed reflectionnaire about their experiences with the book and in the book study. They also participated in a follow-up telephone call that asked about the interplay between the book and the book study. Participants reported that both the book and the book study experience were meaningful avenues for personal and professional growth; recommendations and suggestions were given for future book studies. Those who work for school districts and in schools may wish to consider how to harness the potential power of the book study as a powerful format for educator growth.book studyteacher growthlearning in communityreflectio
Teachers’ experiences of collaboration in alternate education : a phenomenological inquiry
No full textThis research aimed to capture teachers’ perceptions of collaboration in alternate education with the goal of making recommendations for the future. Many studies have varying definitions and structures for collaboration, revealing the importance of context. This study used phenomenology to conduct interviews with four participants at an alternate education school that has a weekly collaboration structure within the timetable. These interviews gathered rich data of teachers’ experiences of collaboration using in vivo coding for data analyses. The findings resulted in a conceptualization of collaboration through togetherness, relevance to context, professional learning, and collaborative communities. Additionally, participants’ experiences of collaboration were influenced by planning for collaboration, attitudes towards collaboration, and engaging in collaboration. Finally, participants made suggestions to increase the effectiveness of collaboration, including restructuring collaboration, increasing teachers’ voice and choice, as well as enhancing accountability among teachers and administrators. This research suggests a need for more research on collaboration to be conducted in alternate education settings.teacher collaborationalternate educationprofessional learningphenomenologycollaboratio
Inspired by place: BC secondary school teachers and perceptions of benefits, barriers, supports, and decolonization in place-based education
No full textPlace-based education (PBE) provides dynamic and memorable learning experiences. While some teachers have embraced PBE in their practice, there seems to be a reluctancy among secondary school teachers to do so. As well, in Canada, there is now an imperative to undo the infrastructure which was designed to and continues to promote the spirit of colonialism. Data for this study was gathered through interviews with four participants from the same secondary school with varied teaching subjects and experience with PBE. Data analysis concentrated on descriptive coding of the information provided in the categories of benefits, barriers, decolonization, and supports. The perceived benefits of PBE were that it provides context for learning, improves academic achievement, and allows for connection to the land and community. The perceived barriers to PBE were logistics and safety concerns, student and teacher conditioning to being in a traditional classroom, and the feeling that change is hard. The perceived supports required to implement PBE effectively were a need for more professional development and mentorship, more time, resources, and logistical supports. Based on the findings, five recommendations were suggested to support PBE implementation in secondary schools: (1) provide PBE-specific professional development and mentorship programs; (2) resolve logistical concerns; (3) address perceptions pertaining to student safety; (4) challenge ‘desk culture’; and (5) provide more support to decolonize and indigenize the education system.place-based educationplace-based pedagogysecondary schoolbenefitsbarriersdecolonizationIndigenizationprofessional development,mentorshi
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