1,478 research outputs found
Affect, Albert Ellis, and Rational-Emotive Therapy
No full textThe theme is advanced that affect is an integral component of the Rational-Emotive Therapy model. The affective aspect of the model is reviewed in terms of theoretical constructs and therapeutic techniques. Several references to author-observed interactions of Albert Ellis are made and the life-style of Albert Ellis is described to permit inferences regarding the role of affect.Le thème mis en avant dans cette étude est que le domaine affectif est une partie composante du modèle de la Thérapie Rationnelle-Emotive. L\u27auteur examine l\u27aspect affect if du modèle en ce qui concerne les concepts théoriques et les techniques thérapeutiques. Plusieurs références aux interactions d\u27Albert Ellis observées par l\u27auteur sont faites et la manière de vivre d\u27Albert Ellis est décrite afin de permettre des inferences concernant le rôle de l\u27affection
Ellis Island today: Located in the Upper Bay west of Jersey City and southwest of Manhattan
No full textEllis Island is a significant historical site just up the bay from tiny Liberty Island in Upper New York Bay. Why? Because it was here that millions of immigrants first put foot in America. But where is Ellis Island? Until recently, a coastal boundary dispute between New York and New Jersey made the answer to that question uncertain. The island was originally only 3 or so acres but because of the filling of tidal waters around the island to create room to house and process the immigrants, the island grew to over 27 acres. New Jersey claimed jurisdiction to all those areas filled but New York insisted the entire island, no matter what its size, was hers based on a compact signed by the two states in 1834. In 1980 the State of New Jersey Department of Environmental Protection (NJDEP), as part of the statewide effort to delineate tidelands delineated a claim line that essentially claimed the entire filled portion of Ellis Island, except the original three acres. (In New Jersey, all lands flowed by the tide now or formerly are owned by the state). New York objected. The states continued to squabble. Finally, in 1993, the State of New Jersey invoked the Supreme Courts jurisdiction to try the dispute. Coastal boundaries have historically been mapped on linen, and more recently mylar, but in this case the NJDEP invoked the modern technology of GIS to assist the state?s attorney general in preparing the case. Historic maps were scanned and registered to modern ortho-photography to assist in determining where and when areas were filled. GPS points were gathered and surveys made. All the digital data was then analyzed on the GIS to show where and how much fill was placed in the area. New Jersey used these data to argue that those areas filled after the compact were indeed still under the jurisdiction of New Jersey (Ellis Island is a National Park and therefore ownership was not the issue). A special master determined, and on May 26th 1998 the Supreme Court agreed, that New Jersey had sovereign authority over the filled land added to the original island. New York retained authority to the original 3-acre island. GIS was then used to implement the Supreme Court?s decision. NJDEP GIS scientists delineated the line between states using historical digital maps and adjusted the boundary line between states to the satisfaction of all parties. This paper will detail this historic decision and the implementation of the decision and the critical role GIS played.This is an updated version of the presentation entitled: GIS and Coastal Boundary Disputes: Where is Ellis Island? In this updated version, the author has added slides in order to better explain how the angles in the Fort Gibson wall, that was constructed just prior to the War of 1812, were used to align the 1857 survey of Ellis Island with current island.There is a companion paper to the 1999 version of this presentation. See: Professional Surveyor, July August 1999, Vol. 19, Number 6, pp 8-14.Purpose: Describes the delineation of the jurisdictional boundary between New Jersey and New York, on Ellis Island, as per the Supreme Court ruling of 1998. See: New Jersey v. New York, 523 U.S. 767 (1998)
The mainstream primary classroom as a language-learning environment for children with severe and persistent language impairment - implications of recent language intervention research
No full textMany UK children with severe and persistent language impairment (SLI) attend local mainstream schools. Although this should provide an excellent language-learning environment, opportunities may be limited by difficulties in sustaining time-consuming, child-specific learning activities; restricted co-professional working, and the complex classroom environment. Two language intervention studies in mainstream Scottish primary schools showed children with SLI receiving intervention from speech and language therapists (SLTs) or their assistants made more progress in expressive language than similar children receiving intervention from education staff. Potential reasons for this difference are sought in the amount of tailored language-learning activity undertaken; how actively school staff initiated contact with SLTs; and the language demands of the classroom. Tailored language learning appears to be a differentiating factor. A language support model, reflecting views of teachers and SLTs about encouraging language development for children with SLI within the ecology of the mainstream primary classroom, is also outlined
Connecting does not necessarily mean learning: Course handbooks as mediating tools in school-university partnerships
No full textThis is the author's accepted manuscript (titled "Course handbooks as mediating tools in learning to teach"). The final published article is available from the link below. Copyright @ 2011 American Association of Colleges for Teacher Education.Partnerships between schools and universities in England use course handbooks to guide student teacher learning during long field experiences. Using data from a yearlong ethnographic study of a postgraduate certificate of education programme in one English university, the function of course handbooks in mediating learning in two high school subject departments (history and modern foreign languages) is analyzed. Informed by Cultural Historical Activity Theory, the analysis focuses on the handbooks as mediating tools in the school-based teacher education activity systems. Qualitative differences in the mediating functions of the handbooks-in-use are examined and this leads to a consideration of the potential of such tools for teacher learning in school–university partnerships. Following Zeichner’s call for rethinking the relationships between schools and universities, the article argues that strong structural connections between different institutional sites do not necessarily enhance student teacher learning
Corrigendum: Can Programming Frameworks Bring Smartphones into the Mainstream of Psychological Science?
No full textA corrigendum on Can Programming Frameworks Bring Smartphones into the Mainstream of Psychological Science? by Piwek, L., Ellis, D. A., and Andrews, S. (2016). Front. Psychol. 7:1252. doi: 10.3389/fpsyg.2016.01252 Due to an oversight, Sally Andrews was not included in the author list. The updated author contributions statement appears below. The authors apologize for the mistake. This error does not change the scientific conclusions of the article in any way. The original article has been updated
Academic work and proletarianisation : a study of higher education-based teacher educators
No full textThis article reports on a one year, mixed methods study of 13 teacher educators at work in English and Scottish higher education institutions. Framed by cultural-historical activity theory, itself a development of a Marxian analysis of political economy, the research shows how, under conditions of academic capitalism, these teacher educators were denied opportunities to accumulate capital (e.g. research publications, grants) and were proletarianised. The reasons for this stratification were complex but two factors were significant: first, the importance of maintaining relationships with schools in the name of ‘partnership’ teacher education; and, second, the historical cultures of teacher education in HE
Reenergising professional creativity from a CHAT perspective: Seeing knowledge and history in practice
No full textThis is the author's accepted manuscript. The final published article is available from the link below. Copyright @ 2011 Regents of the University of California.This article offers a critical examination of aspects of a practice- and theory-developing intervention in the teacher education setting in England designed as a variation of Developmental Work Research. A positive case is argued for the distinctiveness of such cultural-historical activity theory [CHAT-] informed interventions and some points of contrast are drawn with the British tradition of educational action research. In describing the practice-developing intervention, the twin focus on seeing knowledge and history in human activity systems is advanced as two dimensions of CHAT's distinctive approach, with the goal of stimulating and studying the emergence of professional creativity. Creativity under this interpretation is defined as the perception and analysis of opportunities for learning within the social situation of development and the production of new conceptual tools and approaches to the social organisation of work. Professional creativity is advanced as a much needed capacity among teachers in industrial workplaces influenced by the techniques of New Public Management. Common ground between CHAT and action research approaches is seen in their optimistic and modernist commitments to progress, and CHAT-framed interventions, like action research approaches, are presented as part of an evolving intellectual project
EXCLUDING THE EXCLUSIONARY RULE: NATURAL LAW VS. JUDICIAL PERSONAL POLICY PREFERENCES*
No full text* A previous versions of this article was published in C. James Newlan’s journal, THE SOCIAL CRITIC, as Ellis Washington, Excluding the Exclusionary Rule, 3 THE SOC. CRITIC (1998), and in ELLIS WASHINGTON, THE INSEPARABILITY OF LAW AND MORALITY: THE CONSTITUTION, NATURAL LAW AND THE RULE OF LAW 16-28 (2002) [hereinafter WASHINGTON, INSEPARABILITY OF LAW AND MORALITY]. For a comprehensive legal and historical analysis regarding the integration of the rule of law, jurispru- dence, and society in modern times, see generally Ellis Washington, Reply to Judge Richard A. Posner on the Inseparability of Law and Morality, 3 RUTGERS J. L. & RELIG. 1 (2001-2002); The Nuremberg Trials: The Death of the Rule of Law (In International Law), 49 LOY. L. REV. 471-518 (2003). ** Ellis Washington, DePauw University; B.A. 1983, University of Michigan; M.M. 1986, John Marshall Law School; J.D. 1994. The author an editor at the UNIVERSITY OF MICHIGAN LAW REVIEW and a law clerk for the Rutherford Institute. He was a faculty member at Davenport University and member of the Board of Visitors at Ave Maria School of Law. Currently, Mr. Washington is a freelance writer and lecturer at high schools, universities, and law schools throughout America specializing in the history of law, legal and political philosophy, jurisprudence, constitutional law, critical race theory, and legal feminist theory. He also teaches composition at Lansing Community College. In addition to numerous articles, he has published three books: THE DEVIL IS IN THE DETAILS: ESSAYS ON LAW, RACE, POLITICS AND RELIGION (1999); BEYOND THE VEIL: ESSAYS IN THE DIALECTICAL STYLE OF SOCRATES (2000, 2004); THE INSEPRABILITY OF LAW AND MORALITY: THE CONSTITUTION, NATURAL LAW AND THE RULE OF LAW (2002). His article, The Nuremberg Trials: The Death of the Rule of Law (In International Law), 49 LOY. L. REV. 471-518 (2003), has received both national and international recognition and has been accepted into many prestigious archives and collections including–Chambers Library of the Supreme Court of the United States, State Museum of Auschwitz-Birkenau, The Simon Wiesenthal Center, The U.S. Holocaust Memorial Museum, The Elie Wiesel Foundation for Humanity. *Exceeding gratitude to my friend, attorney Che Ali Karega (a.k.a. “Machiavelli”) for his antagonism, advice, ideas, source materials, and inspiration. To Arthur LaBrew, musicologist and historian, founder Michigan Music Research Center (Detroit), for his prescient comments and attention to detail on earlier drafts of the Article. To C. James Newlan, publisher of the Journal, THE SOCIAL CRITIC, for being my friend, my first publisher, an intellectual, a visionary, and the first person to believe that I had ideas worthy to be published and read.
Climbing the coconut tree : three South Indians use their personal memories of colonial education to influence the decolonisation of education after independence
No full textThe chapter addresses strategies in late colonial schooling through the lens of the autobiographical accounts of three different Southern Indian authors. It highlights the potential of autobiographical sources in recovering marginalised voices. The author shows how self-testimonies, beyond simplistic concepts of authenticity, can help to open a ‘ground-level’ dimension of liberation struggles and decolonisation. The analysis brings to light common traits as well as differences: the experience of late colonial schooling, including questions of discrimination, as well as the dichotomisation of time – between ‘those days’ and the present – all appear as resources used by the authors to strategically position their narratives in the post-colonial context. This proposes a double approach to these critical sources: accordingly, one should consider not only their referential value with regard to late colonial education. Rather, she convincingly argues that it is their character as carriers of meaning that defines their high strategic value as an indicator for educational discourses in a post-colonial context
A practice based learning environment for engineering students: Acquiring competencies for working on advanced manufacturing engineering
No full textThis thesis was submitted for the degree of Doctor of Philosophy and awarded by Brunel University.In this thesis the author describes the design and operation of a learning environment aimed at imparting technical, technological and managerial knowledge, developing understanding of the underlying issues and enhancing team work skills for an advanced technology future. He offers an analysis of learning, education and training and compares group work with individual tasks, presents a major case study and illustrates the features which distinguish the approach from role play, simulation and experiential learning. When staff at Brunel University were faced with the problem of teaching Computer Integrated Manufacturing (CIM) to engineering students on thin sandwich type undergraduate degree programmes the writer suggested the use of an approach he would later describe as 'practice based learning' or 'real life simulation'. The fourth year course in CIM is designed as a double option for the complementary undergraduate courses, Brunel Manufacturing Engineering (BME) and Special Engineering Programmes (SEP). It is an extension of the Manufacturing Design and Practice course in years one to three of the BME course and of the Design strand on SEP, both of which restrict students' work to the use of individual machine tools and stand alone computing facilities. A wide range of teaching methods is used on the CIM course, including lectures by course staff, presentations by experts and, as the major element, a large group project involving all the students on the course, organised in a management matrix, coordinated by the students and supported by the staff acting as experts. The students also undertake assignment work alongside the technical tasks, to focus their thinking and to improve written communication skills. While the course described cannot replace more than a small proportion of the more conventional lecture, laboratory and tutorial teaching on an engineering programme, it provides a setting where students can experiment and learn about their own strengths and weaknesses in a realistic situation and in the context of teamwork. It also offers a space where they can make quite serious mistakes without direct consequences to their careers. The experience of seven years leads the author to believe that advanced manufacturing technologies and the associated management techniques should be taught in a project based environment with clear and real targets and realistic constraints, offering students challenges to which they can only rise through close and creative team work. The management of task execution must be left largely in the students' own hands. A high level of "consultant" type support is essential though, allied to an assessment scheme which promises and ensures fair treatment of the individual. The different parts of the thesis will be relevant to readers depending on their interest and background. Chapter 1 sets the scene and outlines the approach taken. Following this broad outline of the scope of the dissertation the author places Computer Integrated Manufacturing in a wider context in chapter 2, by providing an introduction to the underlying issues of computer integration and human factors. He puts forward a case for new approaches to the education and training of engineers and managers who will be working in Computer Integrated Manufacturing and Advanced Manufacturing Environments in general. Chapter 3 is devoted to the management of projects while chapter 4 is used to question the role of the engineer. Chapters 5 and 6 provide an introduction to theories of knowledge, teaching, learning and motivation. Chapters 7 and 8 are devoted to particular aspects of engineering education, while chapter 9 reviews the approach used at Brunel University. The topical issues of competence and its relevance to engineering education is discussed in chapter 10, leading into chapters 11 and 12 which deal with aspects of the CIM course. Chapters 13 and 14 are devoted to case-studies and particular tools. The key question of assessment of a practice oriented and team based course is addressed in chapter 15, followed by an evaluation of the CIM process and its application to engineering education of a full time nature which is included in chapters 17 and 18.Funding was obtained from The General Electric Company Prize 1993: Manufacturing Systems Engineering
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