273 research outputs found
Clark and Doreen Wolfe
No full textPhotograph - Doreen Wolfe (nee Loxam) signing the register at her wedding to Clark Wolfe, Fort McMurray, Alberta. The marriage of the two RCMP officers was performed by Reverend Rathbon
Doreen D’Cruz, ‘Women, Time and Place in Fiona Kidman’s The Book of Secrets’, Journal of Commonwealth Literature, 42:3, September 2007, 63-81
No full textArticle review: In this absorbing article, Doreen D’Cruz considers New Zealand author Fiona Kidman’s 1987 novel, The Book of Secrets, from a feminist, dialogist and historiographical viewpoint, with reference to Kristeva, Bakhtin, Said, Friedman and Irigaray
O QUE DOREEN DIRIA SOBRE NÓS? UM ENSAIO SOBRE A PEDAGOGIA DA ESPERANÇA
No full textResumo:Este ensaio investe na análise da produção bibliográfica de Doreen Massey, com atenção focada nos títulos dirigidos aos cursos para o segmento do Ensino Superior, ministrados ou organizados por ela nas décadas de 1990-2000, na Open University (em Milton Keynes, Reino Unido). A aproximação a esses trabalhos – ainda sem tradução para o português – procura inventariar os aspectos pedagógicos nas construções epistemológicas da autora. O estudo da face pedagógica de Massey, ao considerar seus textos didáticos, busca um painel de ações, recursos e metodologias para uma possível adoção dos conteúdos da Geografia passíveis de serem inseridos na Educação Básica. Portanto, não se trata de uma incorporação vertical da academia para a escola, mas um estudo cujo inventário de procedimentos possa ser inspirador para a epistemologia escolar, considerando a potencialidade da concepção espacial desenvolvida pela a autora (MASSEY, 1995, 2004, 2006, 2008).Palavras-chave: Doreen Massey, Espaço, Ensino de Geografia. Abstract: This essay invests in the analysis of Doreen Massey's bibliographic production, with attention to the titles directed to Higher Education courses, taught or organized by her in the decades of 1990-2000, at the Open University (in Milton Keynes, UK). The approach to these works - without translation into Portuguese - seeks to set pedagogical aspects down in the author 's epistemological constructions. The study of the pedagogical bias of Massey provides a set of actions, resources and methodologies for a possible syllabus of Geography that can be adopted in elementary education. Therefore, it is not a vertical incorporation of the academy into the school, but a study whose inventory of procedures can be inspiring for school epistemology, considering the possibilities of the spatial conception (MASSEY, 1995, 2004, 2006, 2008).Keywords: Doreen Massey, Space, Geography Education. Resumén: Este ensayo realiza um análisis de la producción bibliográfica de Doreen Massey, con la atención enfocada en los títulos dirigidos a los cursos para el segmento de la Enseñanza Superior, impartidos o organizados por ella en las décadas de 1990-2000, en la Open University (en Milton Keynes, Reino Unido). La aproximación a esos trabajos - aún sin traducción al portugués - busca inventariar los aspectos pedagógicos en las construcciones epistemológicas de la autora. El estudio de la cara pedagógica de Massey, al considerar sus textos didácticos, busca un panel de acciones, recursos y metodologías para una posible adopción de los contenidos de la Geografía pasibles de ser adoptados en la Educación Básica. Por lo tanto, no se trata de una incorporación vertical del ámbito académico a la escuela, sino un estudio cuyo inventario de procedimientos puede ser inspirador para la epistemología escolar, considerando la potencialidad de la concepción espacial desarrollada por la autora (MASSEY, 1995, 2004, 2006, 2008).Palabras-clave: Doreen Massey, Espacio, Enseñanza de Geografía.</jats:p
“PELO ESPAÇO” NA VIA DE DOREEN MASSEY: UMA ANÁLISE PEDAGÓGICA DE “MATERIAL GEOGRAPHIES”
No full textThe aim of this article seeks to reflect on the pedagogical aspect in the extensive bibliographic production of the British Geography Doreen Massey. The current study deals with the content analysis of the chapter Geographies of solidarities, inserted in the pedagogical material of the course Material Geographies – a world in the making. This paperback, edited by Open University in 2008, is a pedagogical material adopted by the course of the same institution of distance education and at the same time it diffuses theoretical tendencies directed by Open Space Research. Our aim seeks to analyse the Bibliography of the author and to focuses on the titles directed by courses taught or organized by Massey in the 1990’s, at the Open University (in Milton Keynes, UK). This approach to these issues - still without a Portuguese translation –look forward a file Doreen Massey's pedagogical ideas and how it tie in the School Geography curriculum in BrazilA questão central deste estudo busca refletir sobre o aspecto pedagógico na extensa produção bibliográfica da geógrafa britânica Doreen Massey. O presente estudo se ocupará da análise de conteúdo do capítulo Geographies of solidarities, inserido no material pedagógico do curso Material Geographies – a world in the making. Tal publicação, editada pela Open University em 2008, trata-se de material pedagógico adotado para curso da mesma instituição de educação a distância (EAD) e que ao mesmo tempo difunde tendências teóricas dirigidas pela Open Space Research. Tal intuito investe na análise da produção bibliográfica da autora, com atenção focada nos títulos dirigidos aos cursos ministrados ou organizados por ela na década de 1990, na Open University (em Milton Keynes, Reino Unido). Esta aproximação com esses trabalhos – ainda sem tradução para o português – procura inventariar os aspectos pedagógicos de Doreen Massey e seus possíveis desdobramentos para o currículo da Geografia Escolar no Brasil
Walt Wandell Correspondence
No full textEntries include brief biographical information with a typographical spelling error, a typed introductory letter from the Maine State Library concerning the Maine Author Collection, a typed letter from Wandell residing in Colorado Springs, Colorado, discussing his work for the Monhegan Press on Monhegan Island, Maine, and a visit to Maine after World War II with his wife Doreen, a typed letter thanking Wandell for his inscription to Chips from the Granite, a typed letter from Wandell on plain note paper stationery with mention of his nomination for honorary membership in the International Mark Twain Society by Cyril Clemens and of Wells, Maine, poet Beulah Fenderson Smith featured in the Denver Post, and the typed transcript of a letter (with another typographical error) from the Maine State Library thanking an adopted Maine author for sending the Maine Author Collection his biographical information
Prolonging 1961 ::A communiqué sent to the future
No full textThis book is part of the Travelling Communiqué, a project that fosters a trans-disciplinary way of working together towards the idea of political friendship. At work since 2012, Travelling Communiqué has been initiating its own conditions of production within current globalising forces. Studying practices of decolonial thinking through the Presidential photo archive of Josip Broz Tito, at the Museum of Yugoslav History, Belgrade. With contributions by Fabian Bechtle, Radovan Cukić, Kodwo Eshun, Elizabeth W. Giorgis, Armin Linke, Mirko Lovrić, Ivan Manojlović, Olga Manojlović Pintar, Doreen Mende, Fred Moten, Sarah Poppel, The Otolith Group, Branimir Stojanović, Miki Stojanović, Milica Tomić, Vanessa Vasić-Janeković, Françoise Vergès, Jelena Vesić and Rachel O’Reilly, and students of the Dutch Art Institute as well as artists from Netsa Art Village in Addis Ababa. N.B. Hello fellow-authors: let me know your appearance on academia, and I will add you as co-author, if you wish, in case that you are not yet visible there
Exploring the effects of mood states, cultural background, and the congruity between ad appeal and product type on consumers’ attitudes and purchasing intentions
No full textThis paper examines the interactive effects of mood, culture and message appeal (i.e., congruity/incongruity between ad appeals and product types). Two online experiments were conducted with 438 participants from both U.S. and China. All participants (i.e., Americans and Chinese) were randomly assigned to either a positive or negative mood condition and were asked to read either a greeting card ad (Study 1) or a household printer ad (Study 2) that contained either experiential or functional verbal claims. The results showed that people from different cultural backgrounds and in different mood states had different ad preferences. There were main effects of culture as well as main effects of ad congruity on persuasion outcomes. However, the three-way interaction of mood, culture and message appeals on persuasion outcomes was not significant. Theoretical and practical implications are discussed in regard to how American and Chinese consumers in different mood states process different types of ad message appeal.Submission published under a 24 month embargo labeled 'U of I Access', the embargo will last until 2020-05-01The student, Doreen Shen, accepted the attached license on 2018-04-17 at 17:25.The student, Doreen Shen, submitted this Thesis for approval on 2018-04-17 at 17:31.This Thesis was approved for publication on 2018-04-19 at 14:10.DSpace SAF Submission Ingestion Package generated from Vireo submission #12326 on 2018-08-31 at 17:20:16Made available in DSpace on 2018-09-04T20:36:42Z (GMT). No. of bitstreams: 2
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Previous issue date: 2018-04-19Embargo set by: Seth Robbins for item 107267
Lift date: 2020-09-04T20:37:00Z
Reason: Author requested U of Illinois access only (OA after 2yrs) in Vireo ETD systemEmbargo set by: Seth Robbins for item 107267
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Reason: Author requested U of Illinois access only (OA after 2yrs) in Vireo ETD systemU of I Only Restriction Lifted for Item 107267 on 2020-09-05T09:15:13Z
Second chances
No full textWhen one thing ends, another begins, whether we are aware of it or not. Life is a series of hardships, punctuated by second chances sometimes provided to us, sometimes created by us through sheer will or tenacity, sometimes not seized, or sometimes not offered because the second chance is for others, and not for ourselves. Resiliency is no guarantee that a second chance will manifest, but it is requisite for survival. We follow our lives’ most difficult episodes by writing new chapters day-by-day. We are creating less than perfect drafts, but we are nonetheless changed as wounds begin to heal, no matter how deep or incurable they seem in our moment of loss. Whatever is taken from us is replaced by a different entity—wisdom or ignorance, a perpetual dance with our grief or our demons, or a new life that resembled nothing of our former self—a dream or a nightmare of our very own. Second Chances is an essay collection organized around the principle of resiliency and change, the forward momentum of life after loss, and the perspective we gain after having survived it.M.F.A.by Doreen Angela Fer
Pensar la formación para la ciudadanía en clave espacial. Una lectura comprensiva de David Harvey y Doreen Massey
No full textEl presente artículo tiene como propósito inicial realizar una reflexión acerca de las potencialidades analíticas y conceptuales de la teoría espacial de Doreen Massey y David Harvey, en el análisis de la formación para la ciudadanía y la construcción de subjetividades desde la escuela. Para ello, se revisan los conceptos de espacio y espacialidad que los autores han propuesto en dos de sus trabajos más representativos: La condición de la posmodernidad (Harvey, 2003) y Ciudad mundial (Massey, 2008). Se comentan, a modo de introducción y antecedentes, algunas de las propuestas conceptuales del filósofo francés Henri Lefebvre, quien ha realizado un interesante acercamiento fenomenológico al concepto de espacio, sus representaciones y las experiencias vividas por los sujetos. Esta propuesta, de una u otra forma, se puede rastrear en autores como Milton Santos o Edward Soja. De este modo, se toma como punto de partida una premisa que sirve a la vez de eje articulador y de idea central del presente artículo: es relevante para el análisis socioespacial el uso social del territorio, y no el territorio per se. Esta idea está presente tanto en Milton Santos, como en Henri Lefebvre, Edward Soja y en los autores de los que nos ocupamos.En seguida, se exponen de manera muy sucinta algunas observaciones y registros tomados de la práctica pedagógica del autor del artículo con estudiantes de diversos grados del Centro Educativo Rural Olarte de la localidad de Usme en Bogotá. Estos registros hacen parte de las representaciones y concepciones sobre el espacio vivido por parte de los estudiantes. La información que se presenta no pretende seguir un método particular de análisis, sino que se vincula en la reflexión para ilustrar la aplicación de los conceptos de los dos autores estudiados en escenarios escolares. De este modo, se podrán abordar los dos contextos conceptuales, escuela-espacio, y así comprender las posibilidades de un ejercicio político escolar dinámico, constructor de subjetividades y de respeto por la diferencia y la diversidad.As its initial goal, the present article aims to reflect on the analytical and conceptual potentialities of the spatial theory of Doreen Massey and David Harvey with regard toan analysis of citizenship education and the construction of subjectivities in schools. For this purpose, this article reviews the concepts of space and spatiality that the authors proposein two of their most representative works: The Condition of Postmodernity (Harvey, 2003) and World City (Massey, 2008). In the manner of an introduction and background, we comment on some of the conceptual suggestions of the French philosopher HenriLefebvre, who takes an interesting phenomenological approach to the concept of space, its representations, and the experiences lived by subjects. This approach, in one way or another, can be perceived in authors such as Milton Santos and Edward Soja. Thus, asour point of departure, we adopt a premise that can serve as both the articulating axis and the central idea of the present article; we find the social use of territory, and not territory per se, relevant for socio-spatial analysis. This idea is present in Milton Santos, in addition to Henri Lefebvre, Edward Soja, and the other authors whom we address. Next, we succinctly present some observations and records taken from the pedagogical practice of the author of the article with students from various levels attending theOlarte Rural Educational Center in the neighborhood of Usme in Bogotá. These records are part of the students’ representations and conceptions regarding lived space. The information presented does not intend to follow a particular method of analysis but is linked toreflection to illustrate the application of the concepts of the two authors studied in school contexts. In this manner, we can approach the two conceptual contexts, school-space, and thus understand the possibilities of a dynamic political exercise in the school, constructing subjectivities and respect for difference and diversity.O presente artigo tem como propósito inicial realizar uma reflexão sobre as potencialidades analíticas e conceituais da teoria espacial de Doreen Massey e David Harvey, na análise da formação para a cidadania e a construção de subjetividades a partir da escola.Para isso, são revisados os conceitos de espaço e espacialidade que os autores propõem em dois de seus trabalhos mais representativos: A condição pós-moderna (Harvey, 2003)e World City (Massey, 2008). Comentam-se, como introdução e antecedentes, algumas das propostas conceituais do filósofo francês Henri Lefebvre, que realizou uma relevante aproximação fenomenológica ao conceito de espaço, suas representações e as experiências vividas pelos sujeitos. Essa proposta, de uma ou outra forma, pode ser percebida em autores como Milton Santos ou Edward Soja. Desse modo, tomamos como ponto departida uma premissa que serve ao mesmo tempo de eixo articulador e de ideia central do presente artigo: encontramos relevante para a análise socioespacial o uso social doterritório e não o território por si. Essa ideia está presente tanto em Milton Santos quanto em Henri Lefebvre, Edward Soja e nos autores com os quais trabalhamos. Em seguida, expõem-se, de maneira sucinta, algumas observações e registros, tomados da prática pedagógica do autor do artigo com estudantes de diversas séries doCentro Educativo Rural Olarte da localidade de Usme em Bogotá. Esses registros fazem parte das representações e concepções sobre o espaço vivido por parte dos estudantes. A informação apresentada não pretende seguir um método particular de análise, mas simse vincula na reflexão para ilustrar a aplicação dos conceitos dos autores estudados em cenários escolares. Desse modo, poderão ser abordados os dois contextos conceituais, escola-espaço, e assim compreender as possibilidades de um exercício político escolardinâmico, construtor de subjetividades e de respeito pela diferença e pela diversidade
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