729 research outputs found
Ilan Fisher papers, undated, circa 1964-2009.
No full textAuthor and photographer Ilan Fisher was born and lives in Sharon, Massachusetts, where he owned Great Impression, a company that provided event videography services. He also contributed columns to the Sharon Advocate and other local publications, and in 2002, his stories were collected in the book The Carnie Kid Tells All. Fisher’s papers primarily contain invitations from events Great Impression recorded, along with a small group of personal papers, much of which is from the 1960s and documents Fisher’s involvement with the Jewish Socialist-Zionist youth group Habonim.Published citations should take the following form: Identification of item, date (if known); Ilan Fisher Papers; P-1013; box number; folder number; American Jewish Historical Society, New York, NY, and Boston, MA.This collection is located at the American Jewish Historical Society located in Boston. For information on accessing collections at AJHS Boston please visit their website at: http://www.ajhsboston.org/index.htm.Donated by Ilan Fisher,Finding Aid available in Reading Room and on Internet
The Katz-Francis scale of attitude toward Judaism : internal consistency reliability and construct validity among female undergraduate students in Israel
Full text linkThe Katz-Francis Scale of Attitude toward Judaism was developed to extend to the Jewish community a growing body of international research concerned to map the correlates, antecedents, and consequences of individual differences in attitude toward religion as assessed by the Francis Scale of Attitude toward Christianity. The internal consistency reliability and construct validity of the Katz-Francis Scale of Attitude toward Judaism were supported by data provided by 284 Hebrew-speaking female undergraduate students attending Bar-Ilan University. This instrument is commended for application in further research
Optopatcher-An electrode holder for simultaneous intracellular patch-clamp recording and optical manipulation
No full textOptogenetics has rapidly become a standard method in neuroscience research. Although significant progress has been made in the development of molecular tools, refined techniques for combined light delivery and recording in vivo are still lacking. For example, simultaneous intracellular recording and light stimulation have only been possible by using two separate positioning systems. To overcome this limitation, we have developed a glass pipette holder which contains an additional port for the insertion of an optical fiber into the pipette. This device, which we called "optopatcher allows whole cell patch-clamp recording simultaneously with direct projection of light from the recording pipette. The holder spares the use of an additional manipulator and, importantly, enables accurate, stable and reproducible illumination. In addition, replacement of standard pipettes is done as easily as with the available commercial holders. Here we used the optopatcher in vivo to record the membrane potential of neurons from different cortical layers in the motor cortex of transgenic mice expressing channelrhodopsin-2 under the Thy1 promoter. We demonstrate the utility of the optopatcher by recording LFP and intracellular responses to light stimulation. (C) 2013 Elsevier B.V. All rights reserved
Cross-whisker L2/3
No full textData files for: Cross-whisker adaptation of neurons in layer 2/3 of the rat barrel cortex.
Yonatan Katz and Ilan Lampl
Department of Neurobiology, The Weizmann Institute of Science, Rehovot 76100, Israel
Contexts of Child Development: Culture, Policy and Intervention
No full text'Contexts of Child Development' is an inspiring and thought-provoking collection that aims to deepen our understanding of child development in order to positively influence the people, policies and practices that help shape children's lives. Drawing on a range of methodological, theoretical and practical perspectives, and on leading Australian and international research, the volume challenges us to consider issues as diverse as the continuing impact of past colonial policies and practices on Australian Aboriginal child development today; the ways in which a focus on 'learning through the arts' can be beneficial to other areas of development, including literacy; and the potentially disabling consequences of the socio-culturally biased construction of what constitutes a 'good childhood' which currently underpins policy in the UK. A key concern of the collection is to advance insights and understandings of child development in relation to questions of cultural diversity, social disadvantage and state-supported interventions. Hence, many of the contributions focus on the outcomes of child development in Australian Aboriginal communities, including Ernabella and Docker River in the Western Desert, Darnley Island in north-east Queensland, the Tiwi Islands in the Northern Territory, Yakanarra in the Kimberley, and the Yorta Yorta in rural Victoria. While the editors consider that the contributions collectively 'point to complex patterns of intergenerational reproduction of disadvantage for which there is no single intervention p oint', they conclude that the challenge for educators, pol icy makers, governments an d communities alike is to find and follow the ways and means by which it is possible to support the outcomes of child development in order that the deleterious effects of multiple disadvantage might be undone. [ This volume redefines the intersection of history, science, culture, and evidence about child development to address the modern Australian Aboriginal circumstance. Essential reading for those in politics, policy and practice. Professor Fiona Stanley AC, University of Western Australia.] Contributors: Julie Andrews, Gordon Briscoe, Courtney Cazden, Frances Christie, Robin Dalby, Samantha Disbray, Ute Eickelkamp, Jacqueline Goodnow, Pauline Fietz, Michael Gooda, Judith A. Griffin, Colleen Hayward, Allison James, Ilan Katz, Jill Korbin, David Lawrence, John De Maio, Francis Mitrou, Barbara Piscitelli, Glenn Pearson, Gary Robinson, Dorothy Scott, Carrington Shepherd, Sven Silburn, Gillian Wigglesworth, Steve Zubrick.List of Contributors -- Acknowledgements -- Map -- Foreword -- Introduction / Robinson, Eickelkamp, Goodnow, Katz. Contexts of Child Development: Culture, Policy and Intervention -- Section 1: Constructs of Aboriginal Wellbeing: Historical, cultural and social realities -- 1. Assimilation and Indifference: The paradoxical treatment of Indigenous children in Central Australia, 1914-1951 / Briscoe -- 2. Bringing up our Yorta Yorta Children / Andrews -- 3. Vulnerabilities, Families and Child Development: Crises affecting the young in a north Australian community / Robinson -- 4. Socialisation and the Shaping of Youth Identity at Docker River / Fietz -- 5. The Western Australian Aboriginal Child Health Survey: Are there any policy implications? / Zubrick et al -- Section 2: Childhood, Community and State: The challenge of intervention -- 6. Research and Action:Challenges, moves forward and unfinished tasks / Goodnow -- 7. Early Intervention and 'Evidence-based' Policy / Katz -- 8. Day Care or Early Education? Perspectives on the institutional provision for young children in the UK / James -- 9. Early Childhood and Community: Capacity building in early childhood networks / Scott -- 10. Child Neglect and Abuse across Cultures / Korbin -- Section 3: Play, Symbols and Language: Development and learning in and out of school -- 11. Play, Imagination and Early Experience: Sand storytelling and continuity of being among Anangu Pitjantjatjara girls / Eickelkamp -- 12. Images of Childhood: By children, about culture and identity / Piscitelli -- 13. A Longitudinal Study of Language Acquisition in Australian Aboriginal Children in Three Communities / Disbray & Wigglesworth -- 14. Advanced Literacy Development for the Years of Adolescence / Christie -- 15. A Longitudinal Follow-up Study of the Alumnae of a Middle-School Science and Literacy Program: Achieving and sustaining / Cazden -- References -- IndexJira Ticket : CDU-3 : Collection Development Manager made the decision that for the books that have this message "
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"The Translingual Sensibility: A Conversation Between Steven G. Kellman and Ilan Stavans"
Full text linkDialogue might be the most appropriate medium for reflections on translingualism. In a dialogue conducted by email over the course of ten days, Steven G. Kellman and Ilan Stavans consider the validity and implications of linguistic determinism. Their conversation examines whether some words that seem to embody the unique Weltanschaaung of a particular culture – such as Schadenfreude, duende, or mångata – can be appropriated, if not translated, into another culture. Pondering whether there are any inherent qualities that distinguish texts by monolingual writers such as Jane Austen and William Faulkner from work by authors who switch languages, such as Samuel Beckett and Vladimir Nabokov, they agree on the usefulness of thinking in terms of a translingual sensibility. Apart from the biographical circumstances of the author, a text possesses a translingual sensibility if it embodies an awareness of both the power and the limitations of its own verbal medium
Parental joblessness, financial disadvantage and the wellbeing of parents and children
Full text linkThis paper used Longitudinal Study of Australian Children data to analyse links between parental employment and the wellbeing of families.The study found that jobless families and families with short part-time hours (fewer than 21 hours) were at considerable financial disadvantage compared to families with full-time or long part-time hours of employment.Of the children in the study, 5 per cent were living in a family with short part-time hours, and 11 per cent lived in a jobless family – this figure includes half of the children of single parents. Developmental outcomes for these children were lower than those for children in families working more than 21 hours. Joblessness and short part-time hours contributed to these poor outcomes for children through the effect of financial stress on parents.Authored by Jennifer Baxter, Matthew Gray, Kelly Hand, and Alan Hayes
Exclusion or inclusion - or both?
No full textLabor’s social inclusion agenda is an exciting development, writes ILAN KATZ, but it will be a while before we know whether it will fulfil its promise.
THE election of the Rudd government has, inevitably, begun to change the lexicon of social policy. Every government has its own catch phrases and politically acceptable nomenclature, and this one is no exception. We seem to be moving from the era of Social Capital to the era of Social Inclusion. Already it has become de rigueur for any significant social policy conference to be themed around the concept of social inclusion, and I have no doubt that there will be a spate of special journal editions, edited books and the like.
Academics love this sort of transition because it opens up whole new areas of work - not only because new subjects of enquiry are encouraged, but also because new buzz words such as social inclusion need debate, refinement and discussion.
Social exclusion (as opposed to inclusion) has been studied in the European context since the early 1990s and is generally seen as a more productive construct than poverty. Firstly, it is multi-dimensional rather than relying on one threshold for its definition. Secondly, it includes analysis of the forces that exclude marginal groups such as ethnic minorities, mentally ill people and homeless people from mainstream society, rather than focusing exclusively on the characteristics of the excluded. Thirdly, it incorporates the dynamics and processes of inclusion and exclusion. It also has a number of different definitions and narratives. The most well-known analysis of these different connotations was provided by Ruth Levitas, who divided social exclusion into three discourses:
• the social inclusion discourse (SID);
• the redistribution discourse (RED); and
• the moral underclass discourse (MUD).
Thus it would seem that the Rudd government, by preferring the term social inclusion, has downplayed both the redistribution and the moral underclass discourses. It remains to be seen whether this will continue. In the UK the Blair government, which introduced the social exclusion discourse into the mainstream, did not take long to single out undesirable groups in the population (so-called dole bludgers, bogus asylum seekers, hoons etc) for official opprobrium.
Interestingly the term social inclusion, while a lot warmer and fuzzier than social exclusion, lacks the connotation of exclusionary forces. It therefore implies a much stronger policy focus on helping the excluded to participate in mainstream society, without examining what it is about that society that excluded them in the first place.
From a research point of view, the social inclusion agenda opens up a raft of opportunities to study aspects of social policy that were previously de-emphasised, particularly the effects of government policy on marginalised groups.
One of the fascinating aspects of academic social policy research and analysis is that many of the basic aspects of society and policy that we are addressing are very simple to understand on the surface, but are fiendishly difficult to operationalise and define accurately. Poverty, care, disability, child abuse, social capital and social inclusion are cases in point. Any intelligent member of the population will be able to easily grasp the essence of these terms, and yet none of them has been defined accurately or adequately. On the contrary, acrimonious debates and tensions amongst scholars have been engendered by disagreements over their definitions. Whilst these debates have engaged academics (and bureaucrats) over long periods of time, the groups of people who are subject to the actual policies don’t tend to care much about these arguments.
Social capital, for example, has spawned a veritable industry of definition, measurement, comment and analysis. The Australian Bureau of Statistics produced a guide to measuring social capital with a complicated diagram. I wonder where all of this will go now, given that social capital has been superseded in the political lexicon. In my view social inclusion/exclusion contains a much richer set of concepts than social capital. Although social capital has a very powerful, simple and common-sense narrative at its core - people function better in the context of networks of support and trust than as individuals - it has become an overburdened and tired expression with little meaning, and it is tainted by its vaguely right-wing connotations.
It would be a pity if the focus on social inclusion became mired by definitional issues. Social inclusion is intentionally an inclusive definition and hard to define accurately. There is another approach to the problem, which the government seems to be taking. That approach is based on the model set by the Social Exclusion Unit in the UK and followed by the Social Inclusion Board in South Australia. It is to identify a number of severe social policy problems that are known to require a multi-departmental approach and to set up processes to deal with these issues. Typically these problems include homelessness, substance abuse, mental illness, and young people not in education or employment.
This approach has the advantage of not having to address the definitional complexities of social inclusion. Instead it can narrow the focus on specific and hopefully achievable objectives rather than promoting social inclusion as a positive-sounding but fairly meaningless goal. On the other hand this approach is very programmatic and narrowly focused. It presumes that complex problems can be addressed relatively easily by short-term interventions. The UK experience with this approach has been mixed. Homelessness seems to have genuinely fallen, but other problems such as youth crime and drug abuse have been much less successfully addressed. This is a new and exciting phase in Australian social policy, but it will be a while before we know whether it will fulfil its promise. •
Ilan Katz is Director of the Social Policy Research Centre at the University of New South Wales. This article first appeared in the SPRC’s latest newsletter (PDF).
Photo: Ren© Mansi/iStockphot
Linking Schools and Early Years Project evaluation Evaluation framework (2010-13)
Full text linkIlan Katz and kylie valentine, with colleagues from the Social Policy Research Centre (SPRC), University of New South Wales will conduct an evaluation of the project. Evaluation has been built into the project model from the outset, and there is a clear intention to examine the effectiveness of the model and the potential for wider implementation.
The evaluation will be based on data collected from each of the primary groups involved in the project, and from contextual data on the three project communities. The primary groups involved include:
• The parents of children starting school.
• Schools.
• Early education and care (EEC) services, that is, services whose primary business is delivering early education and care services to children in the prior to school years. For the purposes of the project the term ‘early childhood education and care’ services refers to: kindergarten or pre-school, long day care and family day care.
• Local government.
• Child and Family services, including organisations, groups and agencies whose primary business is delivering health, family support, advocacy and advice services to young children and their families. Example of Child and Family services are maternal and child health, playgroups, pre-school field officers, neighbourhood renewal, libraries etc.
This document updates and replaces the original evaluation framework published as an appendix to the baseline or Time 1 (T1) evaluation report (valentine and Dinning, 2009). The most significant change is the expansion of process evaluation methodologies with the addition of primary data collection
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