1,721,772 research outputs found
Kelly, Brian Patrick, VX50558
No full textThis record was harvested from a previous catalogue system and will be withdrawn in 2025. Information in this record may be superseded or incomplete. Visit this record in UMA's new catalogue at: https://archives.library.unimelb.edu.au/nodes/view/396656Surname: KELLY. Given Name(s) or Initials: BRIAN PATRICK. Military Service Number or Last Known Location: VX50558. Missing, Wounded and Prisoner of War Enquiry Card Index Number: 44318.233425
Item: [2016.0049.28949] "Kelly, Brian Patrick, VX50558
Career Technical Faculty Experiences Migrating Curriculum Online During the COVID-19 Pandemic: A Hermeneutical Phenomenology
No full textCareer technical education is an essential element for the workforce development needs of employers in the United States of America. The COVID-19 pandemic of 2020-2021 has created challenges for higher education and has affected the lives of faculty and students in different ways. The purpose of this qualitative hermeneutic phenomenology study was to explore faculty experiences with the migration of career technical educational curriculum to an online format, in a compressed time, during the COVID-19 pandemic of 2020-2021. The study was conducted with career technical educators in community colleges within the United States. The study aimed to share the lived experiences of career technical faculty to enable career technical educators to provide quality education to students while ensuring a steady flow of graduates to enter the workforce and meet workforce needs. Participants were chosen based on having been a career technical faculty member at a community college, having completed two terms of continuous teaching, being able to demonstrate that more than 70% of their assigned classes over the past two academic years or face-to-face courses, and having taught during Spring term 2020 during a combination of months between January and June 2020. The study used in-depth interviews with participants. Thematic analysis of the data yielded four areas of focus, indicating the participants’ lived experiences. The first theme represents emotional health, the second theme represents social health, the third theme represents care, and the final theme represents personal and professional growth.
Keywords: career technical education, higher education, COVID-19 pandemicProQuest Traditional Publishing Optio
Class, factionalism, and the radical retreat: black laborers and the Republican Party in South Carolina, 1865-1900
No full textReflecting on the dramatic changes that had transpired over the previous quarter century, the prominent black North Carolina educator Charles N. Hunter wrote in 1902 that he felt “abundantly vindicated” for having counseled compromise and moderation among black South Carolinians caught in the vortex of the struggle over Reconstruction. His efforts to “influence his own race and party” during a visit to Charleston, South Carolina, in 1874 had met with boisterous hostility from the former slaves comprising the grassroots of the Republican Party. At a time when their hold on power seemed increasingly tenuous, freedmen rejected Hunter’s appeals for conciliation...<br/
Changes in prevalence and patterns of consanguinity in Bradford, UK; evidence from two cohort studies: Extended material
No full textExtended data analysis, providing contextual data of the study population; including 2011 and 2021 UK Census data comparing the populations in the study area to the wider Bradford area and England as a whole
Association between parental consanguinity status and child health and education outcomes, findings from the Born in Bradford cohort: Extended data
No full textAssociation between parental consanguinity status and child health and education outcomes, findings from the Born in Bradford cohort: Extended data
Introduction
No full textIntroduction to edited collection, including historiographical review and summary of main contributions in ten-chapter volume
Introduction
No full textThis is a collection of recent scholarship on the aftermath of US slave emancipation, with a range of contributions from leading scholars in the field (Foner, Holt, Fitzgerald), up-and-coming historians with a reputation in the study of Reconstruction (O'Donovan, Baker, Kelly, Downs), and other promising junior and mid-level scholars (Illingworth, Mathisen, Bryant, Rhyne) whose essays here speak to some of the key issues in Reconstruction historiography. Aside from Holt's opening piece and the afterword by Foner, the essays were selected from more than 75 papers presented at two conferences organized by the After Slavery Project (www.afterslavery.com), a transatlantic research collaboration directed by Brian Kelly from Queen's University Belfast in Northern Ireland. The selection was based on three main criteria: the essays had to concern the former Confederate states during the period following slave emancipation; they had to be based on original research; and in the judgment of the editors, the essays had to make a substantial contribution to Reconstruction historiography. We sought essays that concerned the role of labor in Reconstruction but did not confine ourselves to these. The result is a collection that covers a geographically diverse area of the former slave states, grappling with problems central to Reconstruction scholarship in the aftermath of Foner's important synthesis
Going Beyond Counting First Authors in Author Co-citation Analysis
Full text linkThe 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
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