131,625 research outputs found
The Teaching of Writing and the Public Work of the Transnational University
No full textThis project enriches recent efforts to “transnationalize” the field of composition studies by examining the teaching of writing in the context of the university as a transnational institution. In so doing, I also question the association of composition instruction with a national public project concerned with rational argument in a democratic, deliberative public sphere; I argue that this straightforward association is disrupted by the imperatives of the transnational university, and hence “public writing” pedagogies must better take this context into account. I examine how civic purposes emerge in a range of writing classes – professional, public, and academic – as students negotiate the transnational university’s imperatives of flexibility and diversity. I draw on recent rhetorical scholarship that theorizes agency and situation in current contexts of circulation to reconsider the student’s agency in post-national civic spaces, and to propose how writing classes might offer micro-strategies towards potential civic action.
In addition to this detailed pedagogical work, I examine how literacy instruction has been and is situated at an institutional level in relation to the changing formation of the university. In constructing a partial history of the teaching of “composition” in New Zealand, I examine how teachers have understood their work as having civic purposes, and how the increasingly global understanding of the university’s function reconfigures those civic purposes, as notions of access, research and teaching, and institutional responsibility change. I ultimately contextualize this work in New Zealand by looking broadly at recent developments in literacy instruction in the United Kingdom and Australia: I argue that attention to the positioning and the distribution of literacy work in the university across these national contexts makes evident both a transnational milieu of neoliberal reform and distinct national and local responses to such reform. I suggest these transnational negotiations should concern U.S. scholars and teachers committed to “public” rationales for their work, and to the increasingly compromised work of public education more broadly. In this manner, I question some of the attempts to “transnationalize” composition studies by aggregating pedagogies and research worldwide, rather than attending to what we might call a transnational “eduscape.
D. Ross. Quittance à Sam Gerrard, exécuteur testamentaire de Richard Dobie pour conseils légaux.
No full text2 page
Global Public Policies and Programs : Implications for Financing and Evaluation
No full textThese are the proceedings from a World
Bank workshop on global public policies, and programs,
assembled from transcripts, and accompanying papers. The
combination of market failure, and limited institutional
capacity to influence economic, and social change across
national borders, underlies public discontent with aid. This
formed the basis for discussions, looking for new approaches
to the development assistance business, taking into account
the growing integration of the global economy, and arguing
that, beyond supporting market-friendly reforms, aid
strategies must be designed to overcome social, and
structural constraints to sustainable development. The broad
range of cases examined include efforts to craft commonly
accepted standards for the design, and operation of large
dams; they address issues of global financial instability;
explore the implications of intellectual property rights
protection for developing countries; describe the promotion
of international agricultural research; probe the
implementation of international public health programs; and,
identify the dilemmas associated with the financing, and
evaluation of global public policies, and programs. Such
programs have become center stage because of irreversible
processes associated with globalization, and, similar
initiatives will dominate the development scene for years to come
Exploring representativeness and reliability for late medieval earthquakes in Europe
No full textSeismic catalogues of past earthquakes have compiled a substantial amount of information about historical seismicity for Europe and the Mediterranean. Using two of the most recent European seismic databases (AHEAD and EMEC), this paper employs GIS spatial analysis (kernel density estimation) to explore the representativeness and reliability of data captured for late medieval earthquakes. We identify those regions where the occurrence of earthquakes is significantly higher or lower than expected values and investigate possible reasons for these discrepancies. The nature of the seismic events themselves, the methodology employed during catalogue compilation and the availability of medieval written records are all briefly explored
- …
