1,723,107 research outputs found
Reflections on: "Indigenous Rights and Interests in WildCountry in Australia" by Ghazala Shahabuddin
No full textGhazala is co-editor with Mahesh Rangarajan, of Making Conservation Work, Permanent Black, 2007, reviewed in this volume. She is commenting here after reading the interview with Anthony Esposito (National Manager of the Indigenous Conservation Program, The Wilderness Society) recorded by Heather Goodall, January 2007
Mental Practice Combined With Repetitive Task Practice to Rehabilitate Handwriting Dysfunction in School-Age Children
No full textAbstract
Date Presented 4/1/2017
In a quasi-experimental study, 20 typically developing first and second graders with poor handwriting significantly improved and retained growth as measured by the Minnesota Handwriting Assessment, establishing the potential effectiveness of mental practice coupled with repetitive task practice in remediating motor control in children.
Primary Author and Speaker: Ghazala Saleem</jats:p
Culture, change and conflict: educational experiences of young people in multiethnic settings
No full textThe research looks how young people from different cultural backgrounds in multiethnic schools can be encouraged to remain interested in education. Lessons learnt in one challenging school can be applied to other schools in similar circumstances. How young people experience schooling affects the ways in which they and their peers react to future opportunities both educationally and socially. Multiethnic classrooms in urban settings provide a naturally occurring microcosm of society, where power relationships are rehearsed and enacted depending both on the school's culture and the cultural understandings which young people bring with them. This paper looks at the ways in which young people experienced empowerment and disempowerment in an urban multiethnic school. The paper focuses on instances which are perceived as unjust and unsound by the young people themselves, where in their opinion the school's rules, actions and judgements left young people disenchanted and disengaged. Children's right to an education sits uncomfortably against some teachers' tendencies of labelling young people because of ethnicity, religion, social class or gender. Social justice requires critical thinking. intercultural dialogues can provide some of the answers.Children's right to an education sits uncomfortably against some teachers' tendency of labelling young people because of their ethnicity, religion, social class or gender. The qualitative data collected was investigated using an interpretive paradigm and grounded theory. Social justice and intercultural education demand that these ideas are debated with reference to school
Tell el-Farkha (Ghazala) 1998-2002
No full textChłodnicki Marek, Ciałowicz Krzysztof M. Tell el-Farkha (Ghazala) 1998-2002. In: Archéo-Nil. Revue de la société pour l'étude des cultures prépharaoniques de la vallée du Nil, n°13, 2003. Actualité de la recherche prédynastique : les terrains de fouilles. 2-La Basse-Égypte. pp. 47-54
Outsiders or insiders? identity, educational success and Muslim young men in England
No full textThis paper is concerned with the experiences of Muslim students attending secondary schools and an elite university in England. The research explores how Muslim young men's identities are defined by their social and cultural locations. It is argued that identity is multi-dimensional. It intersects and overlaps with several categories of difference including ethnicity, social class, gender, linguistic, cultural and religious affiliations. These exist simultaneously in daily interactions. They are fluid, interconnected, complex and not always easy to disentangle. Ethnography and grounded theory are used to capture the experiences of Muslim young men at a time when educational opportunities and career choices exist alongside disengagement with education and society. For these students the idea of success, though important, is problematic. Real success is tied not just to proven academic ability, but also to finding fulfilment through negotiating a carefully maintained balance between the private and public, secular and religious, individual and community-based expectations. Experiences linked to social class position are fore-grounded. When these intersect with race and grace, a complex picture emerges where young men from Pakistani Muslim background feel that they are both outsiders and insiders in a country where they were born and educated. This exploratory study captures a complex multi-layered world where race is not the only lens through which lived realities can be understood. Exploring the ways in which personal agency and individualism are set against structural inequalities, make it possible to unravel some of the experiences of this under-researched group. The paper looks at how Muslim young men make sense of their experiences and why they feel so strongly that they are not understood
Interview with Abd Al-Halim Abu-Ghazala
No full textمقابلة بين المراسله إيمان رافع والمشير محمد عبد الحليم أبو غزالة، نائب رئيس الوزراء ووزير الدفاع السابق، حول رأيه فيما إذا كان العراق قد نجا بالفعل من الضربة العسكرية.An interview between the correspondent, Iman Rafi, and Field Marshal Mohamed Abd Al-Halim Abu-Ghazala, the former Deputy Prime Minister and Minister of Defense, about his opinion on whether Iraq survived the military strike
Social Justice and non-traditional participants in higher education
No full textThis chapter is concerned with the experiences of non-traditional participants in higher education. These include students from working class backgrounds, such as white men and south asian women. It was found that those who used education instrumentally were more successful who studied for the sake of studying
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