1,672 research outputs found
‘Dedoose (Beginner Workshop) — Getting Started with Your Qualitative and Mixed Methods Data Management, Analysis, and Presentation’
No full textIn this hands-on beginner workshop, Dr. Lieber will provide a conceptual orientation to Dedoose and then facilitate some exercises for those unfamiliar with or very new to Dedoose. Ideally, attendees will have signed up for a Dedoose account via the Dedoose.com website prior to the session. Further, while not required, attendees are welcome to bring samples of data their own data to upload and then manipulate within the Dedoose environment. Eli will guide a tour through the various Dedoose Workspaces and introduce project controls and teamwork features. By the end of the session, attendees should expect to be familiar with Dedoose in general and be comfortable uploading qualitative media to (or creating within) a Dedoose project, building a code system, creating excerpts and applying codes to qualitative content, creating (or uploading) descriptor data and linking to the qualitative media, making use of Dedoose analytic features, and exporting results for use in manuscripts, reports, and presentations
‘Dedoose (Advanced Workshop) — Going Beyond the Basics toward Mastering Advanced Analytics, Methodological Rigor, and Teamwork’
No full textThe early portion of this advanced hands-on Dedoose workshop, Dr. Lieber will focus on some of the more advanced analytic and filtering features of the application and how Dedoose can support methodologically rigorous practices when working with teams. The later part of the session will be reserved for topics proposed by workshop attendees and may include working with video and audio in Dedoose, survey preparation, import, and analysis, or code system development and application. This workshop will be appropriate for those already familiar and comfortable with Dedoose, those interested in deeper discussion of teamwork strategy and techniques, and those simply interested in further guidance/practice with some of the more advanced analytic features
Eli Nichols letter to Benjamin Lundy, March 17th, 1839
No full textFriendly note from Eli Nichols to Benjamin Lundy covering topics in contemporary abolition, ranging from the social status of abolitionists to the oppression of the poor. Much of the letter concerns a review of contemporary social movements in equality-based education, including Shaker and Quaker communities. The letter concludes in discussion of Nichols' and Lundy's interest in forming a freed slave colony or community in then-Mexico, and describes the climate and culture of those regions in detail. Benjamin Lundy (1789-1839) was a prominent Quaker abolitionist best known for his development of abolitionist periodicals. His Genius of Universal Emancipation was first published in 1821 from his home in Mt. Pleasant, Ohio, and enjoyed a wide circulation across the antebellum United States. In the 1820s, the young William Lloyd Garrison came to work for The Genius. Benjamin Lundy traveled widely seeking subscriptions to The Genius, giving talks about the anti-slavery movement, and observing and documenting the conditions of enslaved people across the Americas. He was also involved in the establishment of freed slave colonies in Mexico
Interview with Eli Rosenbaum
Get PDFFor transcript, click the Download button above. For video index, click the link below.
Eli M. Rosenbaum (WG\u2777) served as director of the U.S. DOJ Office of Special Investigations, which was primarily responsible for identifying, denaturalizing, and deporting Nazi war criminals, from 1994 to 2010, when the office was merged into the new Human Rights and Special Prosecution Section. He is now the Director of Human Rights Enforcement Strategy and Policy in the new Department of Justice section. He is the primary author of Betrayal: The Untold Story of the Kurt Waldheim Investigation, which narrates the inquiry he led into Waldheim\u27s involvement in Nazi war crimes. In 1997 he was named an honorary fellow of Penn Law School
The Teenage Attributional Style Questionnaire (TASQ): A valence and dimension-sensitive methodology for exploring attributional style in adolescent populations
No full textThis study focussed on the development and validation of an attributional style (AS) measure, the Teenage Attributional Style Questionnaire (TASQ), for use with adolescent and young adult populations. The AS construct has been employed to understand other variables believed to depend on differences in the processing of causal information. However, relatively little is understood about which particular AS dimensions account for many of these observed relations. Furthermore, efforts to examine AS during the teenage years are scarce. The TASQ was designed to fill a need for a reliable attribution measure appropriate for 12 to 19 year old individuals. The instrument was intended to provide for an examination of AS for positive and negative events in different social contexts. Moreover, the study proposed a conceptualization of AS which required testing through individual attribution dimensions (locus, stability, and globality) rather than more commonly applied composite scores. Data from approximately 170 high school students were collected. The internal consistency of the TASQ sub-scales was examined and validation of the measure was explored through attribution dimension scale interrelations and their relations to indicators of depression, anxiety, self-esteem, and academic achievement. Results showed that the TASQ provided reliable attribution dimension scale scores when distinguishing between positive and negative events. The validation evidence indicated the importance of distinguishing between attributions for positive and negative events and of examining the relations between AS and other variables through individual attribution dimensions. Findings are discussed in terms of their implications for future AS research, contributions to knowledge about AS during adolescence, and identification of future directions for the study of AS differences based on gender, race, and other cultural distinctions.Made available in DSpace on 2011-05-07T12:33:15Z (GMT). No. of bitstreams: 2
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Students And Eli Weisel at the 1993 Commencement Ceremony
No full textNobel-prize winning author, Eli Weisel, at the 1993 Commencement Ceremony, with students
How the ELI assists GAs in Their Professional Development
Get PDFThis report demonstrates how ELI supports teachers’ professional development. First, the report illustrates teachers’ duties throughout the academic semester such as classroom observation and curriculum area meeting. Further, it demonstrates diverse aspects of being an ELI teacher as part of Graduate Assistantship (GA), including file sharing, office space, professional development assignments, and administrative supports. In the end, the author reflects personal experience of being an ELI teacher
The reporter's looking and the photographer's looking. About book Eli, Eli wrtitten by Wojciech Tochman and Grzegorz Wełnicki
No full textThe author writes about the new book of Wojciech Tochman’s reports for which Grzegorz Wełnicki has made photos. She confronts two different looking on poverty and so called True Manila – excursions organized in Philippines. The role of photo in report has been underlined in the article also. The author appeals for Roland Barthes’s theory about punctum and studium in photo. In the text other feature has been emphasized – Eli, Eli is also the report autothematic, is the metareport. The author writes about moral dilemas in the work of reporter and photographer.Autorka opisuje, nie omawiany dotąd szeroko, tom reportaży Wojciecha Tochmana, do których fotografie zrobił Grzegorz Wełnicki. Konfrontuje więc dwa różne spojrzenia na problem biedy i tzw. wycieczek True Manila organizowanych na Filipinach. W artykule podkreślona została także rola zdjęcia w reportażu. Autorka odwołuje się przy tym do znanej teorii Rolanda Barthesa, mówiącej o punctum i studium zdjęcia. W tekście uwypuklona została i inna cecha tomu Eli, Eli, jest to bowiem również reportaż autotematyczny, swoisty metareportaż. Autorka pisze także o dylematach moralnych towarzyszących pracy reportażysty i fotografa
7 Things You Should Know About Open Education: Practices
Get PDFBuilding on open educational resources (OER), open educational practices seek to fully use the potential inherent in OER to support learning and to help students both contribute to knowledge and construct their own learning pathways. Such open practices provide the architecture and philosophical underpinning for fulfilling the promise of using OER to expand collaborative, inclusive, accessible, and active learning and related pedagogy. Open educational practices also give agency to students by giving them more control over the structure, content, and outcomes of their learning and by creating opportunities for them to create learning materials.
This publication is one in a three-part series designed to provide a point of departure for conversations about all aspects of open education.The 7 Things You Should Know About... series from the EDUCAUSE Learning Initiative (ELI) provides concise information on emerging learning technologies. Each brief focuses on a single technology and describes what it is, where it is going, and why it matters to teaching and learning. Use these briefs for a no-jargon, quick overview of a topic and share them with time-pressed colleagues
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