1,560 research outputs found
Telegram from O. C. Harper to Amon G. Carter, Jr.
No full textTelegram from O. C. Harper to Amon G. Carter, Jr. upon the death of Amon Giles Carter. The telegram expresses condolences about his death.https://mavmatrix.uta.edu/specialcollections_meachamcarterpapers/1329/thumbnail.jp
Lamar Giles, 40th Annual ODU Literary Festival
No full textLamar Giles writes novels and short stories for teens and adults. He is the author of the 2015 Edgar® Award Nominee Fake ID, the 2016 Edgar® Award Nominee Endangered, and Overturned from Scholastic Press. He is a founding member of We Need Diverse Books and resides in Virginia with his wife. Check him out online at www.lamargiles.com or follow @LRGiles on Twitter
Antipodean American Literary Studies: An Interview with Paul Giles
No full textPaul Giles is Challis Professor of English at the University of Sydney, Australia. He is the author of many books discussing English, American, and Australian literature from transnational perspectives, including American Catholic Arts and Fictions: Culture, Ideology, Aesthetics (Cambridge University Press, 1992), Virtual Americas: Transnational Fictions and the Transatlantic Imaginary (Duke University Press, 2002), The Global Remapping of American Literature (Princeton University Press, 2011..
Schooling and education.
No full textSchooling and education by Giles R. Wright with Howard L. Green and Lee R. Parks. Number 4 in the New Jersey Ethnic Life Series. Published by New Jersey Historical Commission
Diversity in action : minority group media and social change (text-only version)
No full textThis magazine, written by Melissa Giles, features three Brisbane-based media organisations: Radio 4RPH, Queensland Pride and 98.9FM. The PDF file on this website contains a text-only version of the magazine. Contact the author if you would like a copy of the text-only EPUB file or a copy of the full digital magazine with images. An audio version of the magazine is available at http://eprints.qut.edu.au/41729/\ud
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Human Nature and Human Affairs - H. H. Giles (c. 1971)
No full textThis document titled “Human Nature and Human Affairs,” is the Humanics Lecture that was given at Springfield College by Distinguished Professor of Humanics, H. H. Giles in 1971.
In Giles’ lecture he begins by stating that he is new to Springfield College, and that he is going to speak of the Humanics ideal in general terms of study, theoretical concepts, and practice from his own experience and not from what the audience might prefer, a ‘thorough and systematic examination of Springfield itself.’ Giles gives his own preliminary statement about Human Nature, through formulation of certain premises about man. He states, “it has become more and more apparent to me, from experience as well as from the findings of the social sciences, that the nature of man is that of a creature whose potential is enormous, and very heavily determined by learnings and opportunities in the environment.” Giles believed that education fostered human development and geared students who were vitally aware and active for good human affairs. In the final of his discourse, Giles discusses ‘The Means Determine the Ends.’ He explains that to truly accept the goal of humanics as the fullest possible development of man in all his being and potential, then our task becomes that of finding the best ways to serve this purpose.Humanics is a word that has a special meaning in the history and philosophy of Springfield College, as well as in the college’s motto of “Spirit, Mind, and Body.” The Oxford English Dictionary defines Humanics as, “the subject or study of human affairs or relations, especially of the human element of a problem or situation as opposed to the mechanical.” In 1962, Dr. Glenn Olds, President of Springfield College at the time, began to wonder why this name was given to the intended philosophy of the college by Dr. Laurence Locke Doggett, Springfield College’s first full-time president. Olds acknowledged that the practices of the faculty were in large part consistent with the Humanics philosophy, but he believed that a more self-conscious application would improve chances of its continuity and survival. To ensure this, a Distinguished Professor of Humanics position was created at the college, first filled by Dr. Seth Arsenian from 1966-1969. The purpose of this position was to catalyze a renewal of consciousness in the philosophy. This was done by annually mandating the Distinguished Professor of Humanics to give a Humanics lecture on the definition of Humanics and what the concept means to them. Arsenian started this tradition in 1967 with his speech titled, “The Meaning of Humanics,” in which he described the concept as a set of ideas, values, and goals that make our college distinct from other colleges and make commitment and unity toward commonly sought goals possible.
Giles began his career in education and community work in 1922 as an assistant football coach at Deerfield Academy in Massachusetts. He taught at several institutions including Eastern Illinois State College, University of Wisconsin, Ohio State University, as well as more than 20 others. He was director of Community Education at West Georgia College from 1942-1944, and Director of the Education Division of the American Council on Race Relations for a brief time in 1944. In that same year he was made Director of the Bureau for Intercultural Education. In 1947 he founded and became first director of the Center for Human Relations Studies at New York University's School of Education where he later served as full professor and chief advisor of the graduate program in Human Development from 1957 to his retirement in 1971. Giles is the author of 5 books and more than 100 articles and book chapters. He was named Distinguished Consultant in Humanics at Springfield College in 1970-1971 and 1971-1972
Modern Airline Pilots\u27 Quandary: Standard Operating Procedures—to Comply or Not to Comply
No full textModern airline pilots are tasked every flight with the safe and efficient operation of highly automated airliners in today’s complicated global and economic environments. Airlines have developed standard operating procedures (SOP) for normal, abnormal, and emergency operations. These procedures serve as a script for crews to follow. These procedures are designed by airlines to ensure that aircraft are operated in the (1) most safe, (2) most efficient, and (3) most on-time manner. For the most part pilots will comply with SOP, but when they (1) don9t agree with SOP, (2) don9t understand SOP or the risks associated with not complying with SOP, or (3) don9t feel adequately trained to know what SOP is, it is difficult to motivate them to comply. Airlines have the means to measure compliance through Flight Operations Quality Assurance (FOQA) and Line Operations Safety Audit (LOSA). The purpose of this research is to determine if increased understanding, knowledge and awareness of the risk of noncompliance with SOP increase airline pilots’ compliance with SOP. This research explores data from line checks at a major US airline that was gathered in pursuit of understanding what drives SOP compliance. Baseline data was gathered and analyzed to determine the top 12 noncompliant items. The airline provided training during the Human Factors module in each pilots recurrent training on Pilot Intentional Non Compliance (PINC). The training including developing pilots’ understanding that while most Aviation Safety Action Program (ASAP) reports grant pilots immunity from legal action, if a violation is labeled PINC, ASAP protections do not apply. Further line checks were conducted after the pilots received the PINC training. The top 12 noncompliant items from the pre-PINC training group were compared to the same 12 items in the post-PINC training group. Significant improvement in SOP compliance was found in six of the 12 items tested. The results established that training pilots on the risk of PINC did significantly increase SOP compliance
Going Beyond Counting First Authors in Author Co-citation Analysis
No full textThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
Dr David Giles, 1981 -- 02
No full textDr David Giles, lecturer in Transport Engineering in the Civil Engineering Department. Dr Giles is the author of the book "Traffic Management Feasibility".
Photograph originally appeared in the 'Swinburne Newsletter', 19 March 1981
Giles Gingerbread. Little boy who lived upon learning.
No full textRelief prints--wood engravings;Illustrated with uncolored wood engravings.
Special Collections copy is in publisher's printed yellow wrappers.
The frontispiece is illustrated with an image of a man selling books and includes a short poem as prologue to the story.
The title page includes the title, author, and publisher as well as a short note on the style of the illustrations.Abridged from: The renowned history of Giles Gingerbread (London : J. Newbery, ca. 1761); variously attributed to John Newbery, Oliver Goldsmith, Giles Jones, and Griffith Jones; the t.p. attribution to Tom Trip is spurious. (Cf. Roscoe, S. Newbery J267).Chapbooks; Nursery rhymes;Gift of Pamela K. Hare
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