1,355,192 research outputs found
Identities and Possibilities
No full textDrawing on the work of early childhood teachers and teacher educators, this volume provides examples of creative ways in which practitioners and theorists are rethinking their work. Grounded in principles of equity, difference, and the recognition of racial, ethnic, and sexual diversity, the book provides a range of thinking, theorizing, and practical applications on topical issues in the field such as equity and fairness in observing young children, gender identities in the early years, and working with nontraditional families
Embracing identities in early childhood education : diversity and possibilities
No full textDrawing on the work of early childhood teachers and teacher educators, this volume provides examples of creative ways in which practitioners and theorists are rethinking their work. Grounded in principles of equity, difference, and the recognition of racial, ethnic, and sexual diversity, the book provides a range of thinking, theorizing, and practical applications on topical issues in the field such as equity and fairness in observing young children, gender identities in the early years, and working with nontraditional families. The chapters are: (1) "From Identity to Identities: Increasing Possibilities in Early Childhood Education" (Susan Grieshaber and Gaile S. Cannella); (2) "Personal Stories: Early Childhood Educators and Reconceptualized Identities" (Gaile S. Cannella and Susan Grieshaber); (3) "Miss Nelson Is Missing! Teacher Sightings in Research on Teaching" (Sharon, Ryan, Mindy Ochsner, and Celia Genishi); (4) "Advocacy and Early Childhood Educators: Identity and Cultural Conflicts" (Susan Grieshaber); (5) "A Reconstructed Tale of Inclusion for a Lesbian Family in an Early Childhood Classroom" (Janice Kroeger); (6) "Equity Observation and Images of Fairness in Childhood" (Sheralyn Campbell and Kylie Smith); (7) "A Messy Closet in the Early Childhood Classroom" (Rachel Theilheimer and Betsy Cahill); (8) "Fractured or Manufactured: Gendered Identities and Culture in the Early Years" (Patrick Hughes and Glenda Mac Naughton); (9) "Reflections on Collectivism in Early Childhood Teaching in Aotearoa/New Zealand" (Jennie Ritchie); (10) "Racial and Ethnic Mirrors: Reflections on Identity and Voice from an Asian American Educator" (Susan Matoba Adler); (11) "Postcolonial Ethnography, Young Children, and Voice" (Radhika Viruru and Gaile S. Cannella); and (12) "Conclusions: Identities and Possibilities" (Gaile S. Cannella and Susan Grieshaber)
Personal Stories: Early Childhood Educators and Reconceptualized Identities
No full textDrawing on the work of early childhood teachers and teacher educators, this volume provides examples of creative ways in which practitioners and theorists are rethinking their work. Grounded in principles of equity, difference, and the recognition of racial, ethnic, and sexual diversity, the book provides a range of thinking, theorizing, and practical applications on topical issues in the field such as equity and fairness in observing young children, gender identities in the early years, and working with nontraditional families
Gaile Arnold.
No full textGaile Arnold.To order a reproduction, inquire about permissions, or for information about prices see:
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Please cite the Order NumberScanned at 600ppi with an Epson 20000 flatbed scanner. Image then rotated, cropped, level-adjusted, and sharpened using Photoshop CS3. Converted to a JPEG2000 image upon ingest into CONTENTdm
Reforming the tyranny, a historical study of the Xenophon's dialogue Hiero or Tyrannicus
No full textLe premier volume présente une étude du Hiéron ou sur la tyrannie, dialogue écrit par Xénophon d'Athènes, auteur prolifique du IVe siècle av. J.C. Le second volume présente le texte grec, une nouvelle traduction, des notes et un index répertoriant les mots grecs. L’étude poursuit plusieurs objectifs. Elle propose une réflexion sur la méthodologie d’approche de Xénophon ; une analyse de sa structure rhétorique ; une analyse de sa place dans le corpus xénophontique ; une étude du message historique ; une analyse du texte dans le contexte de la tradition des épinicies et du genre de Fürstenspiegel grec ; des biographies des prototypes choisis par l'auteur ; et des rapprochements avec les textes parallèles écrits par d'autres théoriciens politiques, Platon, Isocrate et Aristote. Selon nous, le dialogue de Xénophon doit être lu comme une réaction consciente et motivée au portait du tyran platonicien décrit dans les livres VIII et IX de la République. Nous soutenons aussi qu'Aristote a lu le Hiéron et que les chapitres de sa Politique consacrés aux méthodes de sauvegarde de la tyrannie élaborent les idées proposées par Xénophon. Après avoir examiné toutes les hypothèses proposées par les historiens et tous les candidats du prototype, nous concluons que c'est à Denys l'Ancien, tyran de Syracuse entre 403 et 376 av. J.C, que Xénophon a pensé. Un ensemble d'observations et d'arguments nous font placer la date de la composition après 358. L'étude examine aussi la réception du Hiéron faite par le philosophe américain Leo Strauss (1899-1973) qui a proposé une lecture radicalement ironique du Hiéron qui ne nous semble pas pertinente.The first volume contains an elaborate study of the Hiero or Tyrannicus, dialogue written by Xenophon, a prolific author of the IVth century BC. The second volume presents a new translation in French, notes and an index of greek words. The study itself has several aims: it proposes a reflection on the methodology of reading Xenophon; an analysis of the rhetorical structure of the text; an analysis of its place in the corpus xenophonticum; a study of its political message in the historical context of the Greek IVth century; an analysis in the context of the epinician tradition, as well as the tradition of the Greek Fürstenspiegel. It also provides biographies and studies of the two prototypes of the persons of the dialogue, looks into the established topoi about the tyranny that Xenophon worked on and provides detailed comparisons with parallel texts written by important political theorists, Isocrates, Plato and Aristotle. I try to show that the dialogue must be read as a conscious and motivated reaction to the tyrant's portrait in books VIII and IX of the Republic. I also believe that Aristotle had read the Hiero, and the chapters of the Politics that deal with the methods of preserving the tyranny are influenced by some of the Xenophon's ideas. After a detailed study of different historians' hypotheses concerning the prototype tyrant, I conclude that Xenophon must have thought about Dionysius the Elder, tyrant of Syracuse between 403 and 376 BC. A certain amount of observations and arguments seem to prove that the dialogue was written shortly after 358 BC. The last part is devoted to the reception of the Hiero made by the american philosopher Leo Strauss (1899-1973) who proposed a radically ironic reading of the Hiero that is not historically plausible
Analysis of wood combustion products
No full textThe data presented in this dataset are related to the research paper “Granulation of fly ash and biochar with organic lake sediments – A way to sustainable utilization of waste from bioenergy production” [1] in the context of waste material investigation and possible valorization instead of disposal. This article provides a comprehensive chemical and physical characterization of wood combustion products – fly ashes, bottom ashes, mixed ashes and biochar. Multiple analytical techniques and methodology were exploited to investigate the composition of wood combustion products, among them a loss on ignition, potentiometry, colourimetry, X-ray diffractometry, X-ray fluorescence spectrometry, inductively coupled plasma optical emission spectrometry, gas chromatography. General parameters detected were the content of dry matter, gravimetric water, volatile matter, amount of ash and fixed carbon. The elemental analysis involved determining C, H, N and O. Physical properties were described by bulk density, solid density, total porosity, electric conductivity, specific weight and mass ratio assessment of particle size distribution. The mineralogical composition was described by major crystalline phases of samples and the content of oxides. Chemical properties and composition were characterized by pH, the content of ammonium, nitrates, nitrites, exchangeable elements and cation exchange capacity as well as after the 3-step speciation and analytical quantification of trace and major elements (Al, As, Ba, Ca, Cd, Co, Cr, Cu, Fe, K, Li, Mg, Mn, Mo, Na, Ni, P, Pb, Sb, Se, Sr, Ti, Tl, V and Zn) and detection of polycyclic aromatic hydrocarbons
A National System of Childcare Accreditation: Quality Assurance or a Technique of Normalization?
No full textArguing that dominant discourses have designated those who are younger as requiring protection and control, Cannella (education, Texas A&M U.) and Kincheloe (education, CUNY Graduate Center and Brooklyn College) argue that there is a need for a postmodern childhood studies that challenges regimes of truth, recognizing that children have not generally had a voice in their own creation. They present 11 contributions that move toward such a project of disrupting adult/child dualisms. Chapters discuss the discourses of welfare "reform" in the United States, the construction of childhood by corporate agendas promoting consumption, Korean views of young children, the construction of the Euro-American concept of "voice" as it affects preschoolers in India, and colonialist biases inherent in modernist constructions of education
Acquisition of research skills in middle school chemistry during a distance learning process
No full textPētniecisko prasmju apguve pamatizglītībā ķīmijā attālinātā mācību procesā. Rudušs. A., darba vadītāja Mag.chem. Gaile I. Diplomdarbs, 31 lappuse, 5 attēli, 3 tabulas, 28 literatūras avoti, 6 pielikumi. Latviešu valodā. Darba mērķis ir darbības pētījumā noskaidrot, kā attālinātajā mācību procesā ķīmijā realizēt skolēnu pētniecisko prasmju apguvi. Teorētiskajā daļā ir apkopoti dažādu autoru viedokļi par skolā apgūstamajām pētnieciskajām prasmēm. Pētnieciskajā daļā tika izstrādāti un aprobēti temata un stundu plāni, kā arī pārbaudes darbs pētniecisko prasmju pilnveidei ķīmijā 8. klasēs. Pētījuma rezultāti liecina, ka pamatskolas ķīmijas mācību saturu ir iespējams pielāgot, lai attālināti varētu apgūt pētniecisko prasmju pamatus. Skolēni ir gatavi izmantot dažādus rīkus, lai varētu jēgpilni piedalīties attālinātajās mācībās.Acquisition of research skills in middle school chemistry during a distance learning process. Rudušs. A., supervisor Mag.chem. Gaile I. Diploma thesis, 31 pages, 5 images, 3 tables, 28 sources of literature, 6 annexes. Written in Latvian. The aim of the work is to find out how to implement the acquisition inquiry skills in chemistry in the distance learning process. The theoretical part summarizes the views of various authors on the inquiry skills to be acquired in school. In the research part, topic and lesson plans and a test for improving research skills in 8th grade chemistry were developed and tested. The results show that the curriculum of primary school chemistry can be adapted in order to acquire basic inquiry skills remotely. Pupils are ready to use a variety of tools to make meaningful participation in distance learning
Frank Stanger presenting Gaile Morris with the Distinguished Service Award, May 1974
No full textFrank Stanger presenting Gaile Morris with the Distinguished Service Award, May 1974. She taught first at Asbury College and later at the Seminary, specializing in Old Testament Studies. Her husband, Frank P. Morris also taught at the Seminary. Gaile also spent some time in Africa fulfilling her late husband\u27s (Frank P. Morris) dream of being a missionary doctor in Africa. The Larabee-Morris Hall is named in honor of the couple, while a Frank P. Morris professorship was set up in honor of her husband.https://place.asburyseminary.edu/atshistory/1929/thumbnail.jp
Frank Stanger presenting Gaile Morris with the Distinguished Service Award, May 1974
No full textFrank Stanger presenting Gaile Morris with the Distinguished Service Award, May 1974. She taught first at Asbury College and later at the Seminary, specializing in Old Testament Studies. Her husband, Frank P. Morris also taught at the Seminary. Gaile also spent some time in Africa fulfilling her late husband\u27s (Frank P. Morris) dream of being a missionary doctor in Africa. The Larabee-Morris Hall is named in honor of the couple, while a Frank P. Morris professorship was set up in honor of her husband.https://place.asburyseminary.edu/atshistory/1928/thumbnail.jp
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