3 research outputs found
Constructing family photograph albums : how the process of archival acquisition writes history
No full textThis thesis is about photographic archives. Specifically, it concerns the process of acquisition for family photograph albums as archival texts. It argues that the process of acquisition writes history, and not one sole author. Additionally it argues that the institutional policy of an archive governs this process. Further, it argues that there is a homology between a public and private archive. In this light, it pursues an autobiographical approach, and compares the author's family photograph album with a family photograph album in the McCord Museum of Canadian History
„Omas koguduses truuiks jääda“: Tartu Saalemi koguduse ajaloost, 1919–1949
No full text“Remaining Faithful to My Congregation”: A History of Tartu Saalem Church, 1919–1949This article, covering the years 1919–1949, focuses on the early development of Tartu Saalem church, a community which officiallybegan in 1919 as a group of revivalist believers who found it hard to fit into the existing ecclesial landscape. In the 1930s, the church joined the Union of Estonian free revivalist believers, and in 1946, under Soviet pressures, merged with a local Pentecostal church, and joined the Union of Evangelical Christians-Baptists.The movement was from being a closed community towards careful cooperation with other churches, from authoritative leadership towards ways of collective decision making. However, strong leaders, such as Johannes Joonas and Paul Himma, played an important role all through the years under investigation. After 1946 the Saalem church entered a phase of relatively balanced spirituality, with a less emotional style of public prayer and a desire to be rooted in Biblical teaching. Using archive materials the author also gives an account of this free church’s relations with the state
An Exploration of Dis-confirmation of Deeper Learning Expectations Using Choice Theory
No full textAbstractExpectations are considered a key component of satisfaction, with student satisfaction a key driver of potential positive outcomes to the university. Little work has considered the teaching mode expectations and dis-confirmation of expectations of students, especially for deeper learning in blended learning and flipped classroom environments. Prior to exposure to a blended learning delivery of online recorded lecture, face-to-face workshop and tutorial in a large class environment, students in a tier 1 research university in Australia were asked to choose their preferences for these various modes, along with other attributes, such as time allocation and the type of materials that should be covered. The same survey was administered at the end of semester. The results showed that post the blended learning delivery, 24 percent of the sample preferred a true blended learning model incorporating online lecture recordings and a total of 39 percent preferred a three-tiered model of some description incorporating lectures, workshops and tutorials. 44 percent of the sample preferred a weaker participation environment post the blended model. The results are positive given the experiment did not control for the students perceptions of the quality of the blended learning delivery
