21,669 research outputs found
Richard Dorson (interview)
No full textThis interview is included in the American Folklore Society Oral History Project held at the Archive of Folk Culture, American Folklife Center, Library of Congress, Washington, D.C. In this item, Richard M. Dorson is interviewed by Richard Reuss at the American Folklore Society annual meeting in Nashville, Tennessee for the American Folklore Society Oral History Project. Biography/History note: Richard M. Dorson, folklorist, author, and educator, was born in New York City in 1916 and died in 1981. He earned his B.A., M.A. and Ph.D. at Harvard University and taught at Harvard and Michigan State University before becoming professor of history and folklore at Indiana University where he founded its Folklore Institute in 1963 and became the first director and first chair of the Folklore Department at Indiana University in 1978. This collection consists of 1 sound tape reel (40 min.) : analog, 7 1/2 ips, 2 track, mono. ; 7 in. It was originally recorded on November 2, 1973 at the American Folklore Society annual meeting in Nashville, Tennessee by Richard Reuss on a Sony audiocassette. This is a first-generation copy
Folder 9: Schwiderski, Richard Craig v. State of Texas 2, 1979-1984
No full textPhotocopy of a section of an article written by New York author Richard Reeves and titled 'Too Late to Kill the Messenger' and dated 1979, and argues for the role of media during violent situations
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
FIGURE 1c in Report of Caridina babaulti Bouvier, 1918 (Crustacea: Decapoda: Caridea: Atyidae) and description of a new species Caridina kutchi sp. nov. from Gujarat, India
No full textFIGURE 1c. Sampling locations, Khari River. Cardina kutchi sp. nov.Published as part of Pandya, Pranav J. & Richard, Jasmine, 2019, Report of Caridina babaulti Bouvier, 1918 (Crustacea: Decapoda: Caridea: Atyidae) and description of a new species Caridina kutchi sp. nov. from Gujarat, India, pp. 470-482 in Zootaxa 4568 (3) on page 472, DOI: 10.11646/zootaxa.4568.3.3, http://zenodo.org/record/260166
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Richard Shirley Smith
No full textTen years ago, Practitioners' Voices in Classical Reception Studies published an interview with artist Richard Shirley Smith, whose paintings, wood engravings and large-scale murals have frequently engaged with the imagery and ideas of classical antiquity. In May 2022, Jasmine Hunter Evans and Jessica Hughes returned to visit the artist at his home in Marlborough, to learn more about his techniques and creative processes. The photographs and audio tracks on this page can be enjoyed in conjunction with the transcript of our first interview, published in the 2012 issue
Dispelling the Myths Behind First-author Citation Counts
No full textWe conducted a full-scale evaluative citation analysis study of scholars in the XML research field to explore just how different from each other author rankings resulting from different citation counting methods actually are, and to demonstrate the capability of emerging data and tools on the Web in supporting more realistic citation counting methods. Our results contest some common arguments for the continued
use of first-author citation counts in the evaluation of scholars, such as high correlations between author rankings by first-author citation counts and other citation
counting methods, and high costs of using more realistic citation counting methods that are not well-supported by the ISI databases. It is argued that increasingly available digital full text research papers make it possible for citation analysis studies to go beyond what the ISI databases have directly supported and to employ more
sophisticated methods
FIGURE 3 in Caridina H. Milne Edwards, 1837 (Crustacea: Decapoda: Caridea: Atyoidea: Atyidae) - freshwater shrimps from eastern and southern Africa*
No full textFIGURE 3. Caridina serratirostris De Man, 1892, NHM 1955.3.5.31–36, male: a, habitus; b, female, anterior region of cephalothorax. SAM A 19497, female: c, anterior region of cephalothorax. NHM 1955.3.5.31-36, male: d, antennular peduncle.Published as part of Richard, Jasmine & Clark, Paul F., 2010, Caridina H. Milne Edwards, 1837 (Crustacea: Decapoda: Caridea: Atyoidea: Atyidae) - freshwater shrimps from eastern and southern Africa*, pp. 305-337 in Zootaxa 2372 (1) on page 311, DOI: 10.11646/zootaxa.2372.1.24, http://zenodo.org/record/530698
‘Race’, diversity and inclusion: student perspectives
No full textThis paper will examine tutor and student perspectives on teaching issues of ‘race’, diversity and inclusion on initial teacher education courses at one university in England. It will analyse tutor and student perspectives from questionnaires distributed to those on PGCE secondary and primary courses. The data will be based on questionnaires distributed to tutors and students and follow up interviews. The data will be analysed to examine how tutors and students feel about the teaching of these specific issues on their courses. The main aim of the study is to examine student and tutor understandings of the teaching of ‘race’, diversity and inclusion on ITE courses (PGCE primary/secondary). The study objectives included: 1. What are the views of tutors and students on ITE courses regarding the teaching of ‘race’, diversity and inclusion? 2. How can the views of tutors and students be used to develop materials on such courses (e.g. workshop sessions, reading materials)? Methodology, Methods, Research Instruments or Sources UsedThe data will be based on questionnaires and follow up interviews. An interpretive approach to the study will be adopted to explore the issues that teacher trainers and trainees encounter when working on issues of race, diversity and inclusion. The quantitative data will be analysed using SPSS and the qualitative data using grounded theory (Strauss and Corbin, 1990). The intention is to use open and focused coding (Charmaz, 2006) to identify key themes in the data and to give voice to the concerns of teacher educators. The data will be subject to continuous modification and verification. This will include generating themes and concepts from which to build codes and generate a theoretical understanding regarding the key issues of teaching diversity and inclusion in the classroom. When preparing the interview schedule and analysing the data consideration will be given to exploring tutors’ understanding and awareness of these issues, as well as their own levels of confidence and the extent to which trainee teachers are able to engage with these. Research has shown that the way teachers conceptualise the curriculum and its content (e.g. Grosvenor and Myers, 2001, Husbands, Pendry and Kitson, 2003) and how they understand the constraints and obstacles pupils from diverse backgrounds face (e.g. Ladson-Billings, 2004, Nieto, 2004) is often limited. Other studies, such as Bhatti’s (2004) highlights the unintentional racism that some teachers exhibit. Rhamie (2007) identified that most African Caribbean pupils have negative experiences at school respondents reported a lack of support and encouragement from some teachers, a sense of being treated differently from their White peers, being subject to racism or having difficulties with teachers and other pupils. There have been attempts to address these concerns by a focus on teacher training courses, and developing programmes to help beginning teachers understand issues relating to ‘race’, diversity and inclusion (see for example, Causey, Thomas, Armento, 2000, Taylor and Sobel, 2001). For example, one response has been to focus on understanding the ideas and attitudes of trainee teachers towards diversity as a means of identifying mis/preconceptions and prejudices (e.g. Garcia and Lopez, 2005). As Korthagen et al (2001) argues, it is only possible to work with trainees’ ideas and realistically move them forward, once they are known. Yet as Sleeter (2001 and Hollins and Guzman (2005) show, in most cases the impact of specific interventions is limited. The reasons for this are complex, but part of the problem is the extent to which teacher educators themselves are knowledgeable about issues relating to race, diversity and inclusion and are therefore able to support their beginning teachers effectively. This study focuses on the extent to which tutors feel able to support their trainees and to identify ways that tutors themselves need support as well as the ways in which student’s views can be used to inform curriculum development. Conclusions, Expected Outcomes or FindingsWe are currently in the process of conducting the research. However themes to be explored include: 1. Tutors and students direct experience and knowledge of race, diversity and inclusion.2. Tutors and students views on the content and structure of such sessions and the amount of dedicated time assigned to teaching these matters. 3. The levels of confidence in addressing issues related to these topics and concerns about teaching these topics. 4. Tutors and students understanding and definitions of race, diversity and inclusion and associated terminology. <br/
Student perspectives on ‘Race’, diversity and inclusion on ITE courses: a case study analysis
No full textThis paper will examine students’ perspectives on teaching issues of ‘race’, diversity and inclusion on initial teacher education courses at one university. It will analyse student perspectives from questionnaires distributed to a total of 100 students on PGCE secondary, primary and BA QTS courses. The data was analysed to examine how students felt about the teaching of these specific issues on their courses. A review of literatureStudies (e.g. Ambe, 2006, Santoro and Allard, 2005) have highlighted concerns about the ability and willingness of trainee teachers to understand issues associated with ‘race’, diversity and inclusion. These studies, drawn from North America, Europe and Australasia make similar points about a growing mismatch between a teaching population that is increasingly white, female and middle class and a school population that is increasingly ethnically diverse. At the same time there are concerns about the underachievement of young people from such backgrounds. Nieto (2004) highlights the persistent, pervasive and disproportionate number of African-Americans who perform poorly in schools, whilst Gillborn and Mirza (2000) highlight similar trends in the UK. The reasons for this are complex, but many relate to teachers, how they conceptualise the curriculum and its content (e.g. Grosvenor and Myers, 2001, Husbands, Pendry and Kitson, 2003) and how they understand the constraints and obstacles those pupils from diverse backgrounds face (e.g. Ladson-Billings, 2004, Nieto, 2004). Other studies, such as Bhatti’s (2004) highlights the unintentional racism that some teachers exhibit.There have been attempts to address these concerns by a focus on teacher training courses, and developing programmes to help beginning teachers understand issues relating to ‘race’, diversity and inclusion (see for example, Causey, Thomas, Armento, 2000). Yet as Sleeter (20001 and Hollins and Guzman (2005) show, in most cases the impact of specific interventions is limited: although some studies suggest a positive impact of teacher preparation approaches, the findings about preparing teachers for diversity are generally inconsistent and inconclusive. (Hollins and Guzman, 2005: 479)One response has been to focus on understanding the ideas and attitudes of trainee teachers towards diversity as a means of identifying mis/preconceptions and prejudices (e.g. Garcia and Lopez, 2005). As Korthagen et al (2001) argues, it is only possible to work with trainees’ ideas and realistically move them forward, once they are known. Study aims and objectives The main aim of the study was to examine student and tutor understandings of the teaching of ‘race’, diversity and inclusion on ITE courses (PGCE primary/secondary and BA (QTS). This paper will specifically focus on student perspectives. The study objectives included: 1. What are the views of students and tutors on ITE courses regarding the teaching of ‘race’, diversity and inclusion? 2. How can the views of students and tutors be used to develop materials on such courses (e.g. workshop sessions, reading materials)? Study findingsThe findings of the study will be used to inform teaching on ITE courses. The study will be presented as a case study analysis of the teaching of ‘race’, diversity and inclusion. This will include an analysis of the questionnaire data and the development of workshops to be used with on ITE courses. This will consist of 2 workshops (one for staff and one for students). The workshops will address ways of challenging stereotypes and confronting ‘difference’. The research is funded by Multiverse and we will provide a reading list of materials and PowerPoint slides to be used as part of the workshops which will be displayed on the Multiverse website. Themes to be exploredWe are currently in the process of conducting the research. However themes to be explored and analysed include: Trainees direct experience and knowledge of race, diversity and inclusion.The degree to which trainees view these matters as being important and relevant on a teacher training course. The levels of trainee confidence in addressing issues related to these topics Trainees own understanding and definitions of race, diversity and inclusion and associated terminology
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