7,267 research outputs found
Keys, Lillian G., Philip Viard, Bishop of Wellington
No full textLaracy Hugh. Keys, Lillian G., Philip Viard, Bishop of Wellington. In: Journal de la Société des océanistes, tome 25, 1969. pp. 393-394
Philip Chol Gai
No full textabstract: In 1987, Philip escaped the war before it reached his village. He was tending to the cattle and the goats when he saw smoke and fire coming from the war.
“Lost Boys Found” is an ongoing, interdisciplinary project that is collecting, recording and archiving the oral histories of the Lost Boys/Girls of Sudan. The collection is a work-in-progress, seeking to record the oral history of as many Lost Boys/Girls as are willing, and will be used in a future book.Age: 26Region: Upper NileThis picture and bio was donated to the Lost Boys Found project from The Arizona Lost Boys Cente
Interview with Philip Gerard
No full textInterview with Philip Gerard, author and professor of creative writing at UNCW. Here, he discusses his background and education, the founding and structure of UNCW's MFA in Creative Writing program, and the concerns of memoir and creative nonfiction
A policy for Australia. Philip Methven
No full texttag=1 data=A policy for Australia. Philip Methven
tag=2 data=Methven, Philip
tag=3 data=Asia-Pacific Defence Reporter,
tag=4 data=XIX
tag=5 data=8/9
tag=6 data=February/March 1993
tag=7 data=13-19.
tag=8 data=DEFENCE
tag=10 data=The five power defence arrangements and military co-operation among the ASEAN states, the author proposes the development of further bilateral and intra-regional initiatives.
tag=11 data=1993/5/3
tag=12 data=93/0132
tag=13 data=CABThe five power defence arrangements and military co-operation among the ASEAN states, the author proposes the development of further bilateral and intra-regional initiatives
November 21, 2007: Philip Pullman--Author of Hallowed Secularism?
No full textPhilip Pullman--Author of Hallowed Secularism
Primary and secondary teachers shaping the science curriculum : the influence of teacher knowledge
No full textThis thesis reports on how primary and secondary teachers' knowledge influenced the implementation of a Year 1-10 science syllabus which was introduced into Queensland in 1999. The study investigated how the teachers' knowledge of the primary and secondary teachers differed and how teachers' knowledge impacted on the implementation of the science curriculum. Teacher knowledge otherwise referred to as teacher beliefs and practices has been acknowledged as an influence in the implementation of curriculum. Yet, a considerable portion of curriculum evaluation has focused on measuring the successful implementation of the intended curriculum and not the enactment. As a result, few studies have investigated how the curriculum has been influenced by teacher knowledge or have compared primary and secondary teacher knowledge. Furthermore, in order to provide a seamless grade one to ten science syllabus it is necessary to compare primary and secondary teacher beliefs and practices to determine whether or not the beliefs and practices held by these two groups of teachers is similar or dissimilar and how these beliefs and practices in turn, impact on the implementation of a curriculum. The research adopted Eisner's (1991) methodology of educational criticism and used a comparative case study approach to investigate the teacher knowledge of four primary and three secondary teachers. Data were presented as a dialogue between three composite characters, a lower primary, a middle/upper primary and a secondary teacher. The results revealed that teachers utilised three sets of beliefs to shape the implementation of the science curriculum. These were categorised as expressed, entrenched and manifested beliefs. The primary and secondary teachers did possess similar sets of beliefs and knowledge bases but their strategies for implementation in some instances were different. Furthermore, these sets of beliefs and knowledge bases served as motivator or an inhibitor to teach science in the manner that they did. A theoretical model was developed to explain how these sets of beliefs influenced the curriculum. This study provides professional developers with a framework to observe teacher beliefs in action and thereby to assist in the facilitation of curriculum change
Motion and mobility in the realist novels of Philip K Dick
No full textThis essay explores the ways that ideas of motion and mobility support readings of Philip K Dick's early novels that take full account of the changing geographical context. They are set during a period of rapid suburban expansion, the building of the interstate and the spread of automobility through car ownership, and their characters frequently exist in a state between continuity through conformity and the potential for change. The open ended forms of the novels reflect a world around Dick that was still under construction, and where alternative realities can be glimpsed between incomplete materialities
Philip Shawcross
No full textPhilip Shawcross has a BA Honours degree from the University of Manchester, a teaching degree and a Masters from the University of Toulouse and a BTS in Translation. He worked as a training consultant within Aeroformation (Airbus Training) from 1972 to 1986 and the Air France Group from 1976 to 2008. He developed his first Aviation English course in 1974 and, with Fiona Robertson, co-founded ICAEA in 1991, being president from 2007 to 2013. He is the author of English for Aircraft (Editions Belin) and Flightpath (CUP). He is still involved in courseware development and teacher training.https://commons.erau.edu/icaea-workshop-images/1006/thumbnail.jp
Philip Livingston to Susannah Kean, April 24, 1795
No full textPhilip Livingston in New York, NY wrote to Susan Kean, addressed to Philadelphia, PA. The author discussed business with Susan and his illness. People included: Morris, Mr. [Thomas].https://digitalcommons.kean.edu/lhc_1790s/1251/thumbnail.jp
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