4,076 research outputs found
CJ Koh Professorial Lecture Series; 3
No full textThis third report in the series captures the rich and insightful discussions arising from Professor Ruth Hayhoe’s visit to NIE in her appointment as the 7th CJ Koh Professor from 30 April to 4 May 2012. A comparative scholar who specialises in the field of comparative education in China, Prof Hayhoe delivered two lectures while here. A roundtable symposium was also organised in conjunction with her visit, where peers from Finland, Korea, Hong Kong, the United States, and colleagues from NIE engaged in dialogue about how their countries’ education systems continually innovate to stay on the top of their league
Reading Ruth : towards a postmodernist, literary and womanist analysis
No full textBibliography: leaves 132-140.This dissertation examines the book of Ruth from a postmodemist, literary and womanist perspective. The main methodology is postmodemist literary criticism, but it employs intertextual and autobiographical approaches as well. Chapter 1 is an exploration of the plot of Ruth and reveals that in order for the end goal of the plot to be achieved "emptiness has to return to fullness." It is shown that Ruth's action (her decision to return with Naomi) is the catalyst that begins the process that ultimately leads to the denouement of the plot. The fact that it is the two women, Ruth and Naomi, who drive the plot forward, indicates that the Book of Ruth is a woman's story. Chapter 2 demonstrates that the significance of narrative time for any literary analysis lies in the fact that the amount of time allowed for the retelling of the events rarely corresponds to the time it took for the events to happen. Since Ruth is a short story, the choice of what to tell, what to omit as well as how long to dwell on details are indeed significant. In other words it is shown that literary time is only spent on those aspects which are crucial for the advancement of the narrative. Since the reader's main goal is to see how the conflicts are resolved, the literary time spent on the resolution of the conflicts is an indication of where the weight of the story needs to lie. In this case, it is certainly with Ruth and Naomi judging from the amount of time spent on dialogues between the two women. They are therefore the ones that contribute to the resolution of the conflicts of the plot. Chapter 3 reveals that in the book of Ruth the narrative voice or the perspective of attitudes, conceptions and worldview are those of a woman. The fact that the book of Ruth is named after a woman; the fact that at the very outset all the males in the story die and it is the women that take over the narrative; the fact that in the end the women of Bethlehem declare that Ruth is better to Naomi than seven sons are just some of the reasons that substantiate the argument that the narrative voice in the book of Ruth was that of a woman. It is also shown that this narrative voice (whether overt or covert) subverts gender and ethnic expectations. Chapter 4 outlines the way in which biblical characters are portrayed. The subsections of chapter 4 deal with the characterisation of each major character: Naomi, Boaz, and Ruth. Chapter 4 is the longest chapter since it is difficult to evaluate characterisation without engaging the other facets of literary criticism as well, such as plot and dialogue
Dr. Ruth Westheimer: Sexually Speaking
No full textRuth Westheimer (born June 4, 1928), better known as Dr. Ruth, is a globally recognized psychosexual therapist, media personality, author, radio, television talk show host, and Holocaust survivor. Her media career began in 1980 with the radio show Sexually Speaking, which continued until 1990. She has hosted several series on the Lifetime Channel and other cable television networks from 1984 to 1993 and is the author of 45 books on sex and sexuality
And thereby hangs a tale ... Narrative research on learning: comparative and international perspectives. Sheila Trahar (ed.), with a foreword by Ruth Hayhoe [book review] /
No full textBook review of: Narrative Research on Learning: comparative and international perspectives / Sheila Trahar (ed.), with a foreword by Ruth Hayhoe ; Symposium Books, Oxford, isbn: 1873927606". Once upon a time, a group of academics, teachers and independent consultants got together at Bristol University in the United Kingdom, to talk about the power of stories in teaching. Though the group was made up of people from many different countries and cultures, it was clear they shared a belief in the universality of narrative as a facilitator of learning. To demonstrate this conviction, 17 members of the group put their views into a collection of reflections, theoretical arguments, pedagogical investigations and academic opinions, edited together by Sheila Trahar, herself a committed practitioner researcher from the University of Bristol. With a foreword by Ruth Hayhoe, a Professor of education based at the Ontario Institute for Education, the resulting compilation of essays and case studies offers a series of practical insights designed to illuminate the potentiality of narrative as a tool in the field of international pedagogy
Introduction: Liberal Arts Education, the normal university and current scholarship on the heritage of China’s Christian universities
No full textThis book brings together English translations of thirteen research papers published in Mainland China in recent years by historians, sociologists and educators who have investigated various dimensions of China’s sixteen Christian universities established in the late 19th and early 20th centuries. These institutions did path-breaking teaching, research, and community service across China up to the early 1950s, when the new Communist government decided to close them and integrate their faculty and facilities into the new socialist system of higher education. It is surprising that now, seventy years later, the legacy of these institutions continues to inspire higher education reform in China and there is an ongoing scholarship that draws on archival sources in China, Europe, and North America to elaborate on their value
Ruth Rewald 1987
No full textMaterials relating to the discovery of the formerly unknown author Ruth Rewald by German scholar Dirk Krueger in 1987. Krueger also found book by Rewald, which was given to the library.Dirk Krueger, 1988.Jewish children book author, born June 1906 in Berlin, deported to Auschwitz in July 1942.digitize
Ruth Stone, 12th Annual ODU Literary Festival
No full textRuth Stone is the author of six books or chapbooks of poetry: In an Iridescent Time, 1960; Topography and Other Poems, 1971; Unknown Messages, 1973; Cheap, 1975; American Milk, 1986; Second-Hand Coat: New and Selected Poems, 1987. Three new books will be published this year: Who is the Widow\u27s Muse?; The Yasha Poems, and The Solitary. We were very fortunate that Ruth Stone taught creative writing as a visiting faculty member at Old Dominion University during 1989-90
AHC interview with Ruth B. Mandel
No full textMay 31, 2012Ruth B. Mandel was born Ruth Blumenstock in Vienna, Austria.Austrian Heritage CollectionRuth B. Mandel is the author of the book 'Jewish women in politics'.Digital recordin
IT for learning and teaching : where does the teacher fit in all of this?
No full textFor at least two decades, the information technology (IT)-school link has dominated as one of the top issues in education. Many government authorities around the world believe that IT, thoughtfully integrated into the curriculum, will provide students with skills necessary to compete and survive in the 21st century. As for Hong Kong it is currently in the midst of education reform and thus the entire education community is facing the question of how to transform or reengineer our schools to bring about a holistic reform of the entire system of which the integration of IT into classroom settings is one element. \ud
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In order to effect a paradigm shift it is important that our teachers appreciate the need for the shift and are receptive to the challenge of taking up their new role as a learning facilitator. It would mean a cultural change for teachers who are only familiar with the textbook-based approach of teaching and, for those who have had no exposure to computing so far, an IT literacy challenge altogether. Therefore active steps need to be taken to assist teachers to transit to the new mode of teaching to move them away from the traditional textbook-based approach to pedagogy so that diversified models of teaching which include elements of IT can be introduced into classrooms. Teachers need to be able to use IT as productivity tools, and act as facilitators of learning in order to facilitate the learning of their students. They need a keen awareness of the use of IT to support self-learning and co-operative and life-long learning.\ud
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To bring about this change the Hong Kong Institute of Education (HKIED) has recently adopted a policy for Information Technology Competency in Education (ITCE). The Institute recognises the urgent need for our preservice education programs to explicitly emphasise integration of IT use in the subject content areas and within individual curriculum units. The study programme is now structured in such a way so as to enable students to use IT to support their curriculum most effectively throughout all modules. Through this systematic approach we sincerely hope that our students will go out into Hong Kong schools to be change agents for our next generation of students. We hope that information technology has the potential to drive new models of teaching and learning so that in the 21st century our students can effectively integrate information technology into a context of standards-based curriculum, constructivist pedagogy, and authentic assessment
Letter from Ruth Takagi to Mrs. Margaret Waegell, April 1943
No full textHandwritten correspondence from Ruth Takagi to Margaret Waegell discussing Takagi's family and working conditions in the camp. Takagi discusses an upcoming move and teaching position at the Tule Lake incarceration camp.The Japanese American Archival Collection documents the people, places, and daily life of Japanese Americans, primarily those who lived in the once thriving community of pre-war Florin in the Sacramento region, as well as the conditions in American incarceration camps during World War II. The approximately 7,000 original items include personal and official letters, photographs, diaries, arts and crafts, newsletters, textiles, camps artifacts, yearbooks and other publications
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