2,958 research outputs found
The Illuminated Lyric of Lafracoth
No full textA medieval historical fiction in dramatic form for older adolescents and adults, this verse play depicts a person of conscience in early 12th century Ireland. This work is intended for late adolescents and adults who have either acquired or are engaged in higher education. The author envisions uses in classrooms, drama and book clubs in which conscience sensitive character analyses and discussions of moral life in and out of religious contexts are deemed worthy of pursuit.
The original 2008 version of The Lyric of Lafracoth without illustrations can be found at: https://hdl.handle.net/1805/16779
In this illustrated version, artist Deborah C. Galvin was asked to create five illuminations for the letters P, A, C, E and M which figure prominently in the conflicted story of Lafracoth and her father. Deborah obliged but was not satisfied with just five. Over the two years 2008-2010, she completed sixteen times that many. In 2012, these were exhibited in a crafted parchment paper version of the manuscript at The Helen Beiser MD Art Show during the 59th Annual Meeting of the Academy of Child and Adolescent Psychiatry in San Francisco and again that same year at the Fourth Annual Indiana University School of Medicine Art Exhibition in Indianapolis
Disease Surveillance Among U.S.-Bound Immigrants and Refugees — Electronic Disease Notification System, United States, 2014–2019
No full textPhares, Christina R.; Liu, Yecai; Wang, Zanju; Posey, Drew L.; Lee, Deborah; Jentes, Emily S.; Weinberg, Michelle; Mitchell, Tarissa; Stauffer, William; Self, Julie L.; Marano, Nina. (2022). Disease Surveillance Among U.S.-Bound Immigrants and Refugees — Electronic Disease Notification System, United States, 2014–2019. Retrieved from the University Digital Conservancy, 10.15585/MMWR.SS7102A1
Learning theories and interprofessional education: a user's guide
No full textThere is increasing interest in the theoretical underpinning of interprofessional education (IPE) and writers in this field are drawing on a wide range of disciplines for theories that have utility in IPE. While this has undoubtedly enriched the research literature, for the educational practitioner, whose aim is to develop and deliver an IPE curriculum that has sound theoretical underpinnings, this plethora of theories has become a confusing, and un-navigable quagmire. This article aims to provide a compass for those educational practitioners by presenting a framework that summarizes key learning theories used in IPE and the relationship between them. The study reviews key contemporary learning theories from the wider field of education used in IPE and the explicit applications of these theories in the IPE literature to either curriculum design or programme evaluation. Through presenting a broad overview and summary framework, the study clarifies the way in which learning theories can aid IPE curriculum development and evaluation. It also highlights areas where future theoretical development in the IPE field is required
Panel 1: The Adolf Eichmann Trial
No full textSpeakers:Lawrence R. Douglas, James J. Grosfeld Professor of Law, Amherst College
Deborah Lipstadt, Dorot Professor of Modern Jewish and Holocaust Studies, Emory University; Author of the recently published book, The Eichmann Trial
Tim Naftali, Director, Richard Nixon Presidential Library and Museum
Hanna Yablonka Torok, Professor of Jewish History, Ben Gurion University of the Negev
Moderator:Lisa Yavnai, United States Holocaust Memorial Museum
Video of Panel 1 (and Welcome Remarks
Fototeca de la Coordinación Nacional de Monumentos Históricos. Num. 18 Año 6 (2003) mayo-agosto. Alquimia. Sistema Nacional de Fototecas
No full text- Conocer un acervo - La emotividad del documento, por Georgina Rodríguez Hernández - Variaciones sobre el Edén, por Hugo Arciniega - La ciudad en el paisaje y el monumento en la fotografía: apuntes sobre una compleja relación, por Irving Domínguez - Fotografía y habitación vernácula, por Deborah Dorotinsky Alperstein - La génesis de un proyecto de conservación de monumentos, por Martha R. Miranda Santos - Luis Lladó: el desacato al neoclásico, por Georgina Rodríguez Hernández - La catalogación en la FCNMH, por Georgina Rodríguez Hernández - En la región de las nubes, por Alejandrina Escudero - La linterna mágica en México, por Adriana Konzevik - Barranca de Metztitlán. Reserva de la biosfera, por Ernesto Peñaloza Méndez
Playing at learning and learning at play: a history of race, play and early education in Philadelphia, 1857-1912
No full textIn order to understand how play and playgrounds became virtually synonymous with children, childhood and early education, this dissertation examines how play-focused programs, playgrounds and early education programs developed within the highly racialized social context of Philadelphia in the late nineteenth and early twentieth centuries. One of the central projects of this study is to integrate early childhood educators (all female in this time period), African Americans, and young children into play movement historiography. The inclusion of these actors not only demonstrates that dominant strands of American play advocacy—in which African Americans, and to some extent early childhood educators and young children, were largely absent—were not the only ones, but also that national trends did not always dictate children’s experiences at a local level. In addition, it shows how children’s actions helped to shape the programs and spaces that were created for them, contributing to the prioritization of play and the establishment of playgrounds in early 20th century Philadelphia. Furthermore, it explains how play and playground advocates’ ideas and goals affected children’s access to educationally focused play spaces and programs in unequal ways, showing that in Philadelphia play advocacy did not benefit all children, or communities, equally. This dissertation argues that for Philadelphia’s late nineteenth and early twentieth century children, caregivers and communities the city’s increasingly prolific production of play-centered programs and play spaces had varied effects, both positive and negative. The specific nature of these effects was dependent on the goals, beliefs, values and resources of particular play and playground advocates and, in particular, how closely their purposes and the strategies they used to implement their ideas aligned with the goals and needs of both those targeted as participants and those who were excluded. Thus, this dissertation provides a historical context for current discussions of play and playgrounds as self-evidently beneficial, while also responding to theoretical critiques of play-focused practices and spaces that characterize on or both as inherently detrimental, encouraging a more mindful approach to current discussions and debates regarding play and play space.Ph. D.Includes bibliographical referencesIncludes vitaby Deborah Shine Valentin
Kids InSight reconsidering how to meet the literacy needs of all students
No full textI really care about these kids-I'm concerned about getting to know them-showing them that I want them to learn & do certain things but also that I care about who they are. I try to communicate that verbally, nonverbally, whatever. I teach kids-because they're all unique in a way & I like that. (Rick Umpleby, teacher of high school low-track English/Reading) Kids InSight is a new book series that brings to the fore stories about children & adolescents as the basis for K-12 teachers' instructional decisions. Kids InSight: Reconsidering How to Meet the Literacy Needs of All Students is the first book in the series, the foundation on which the future volumes will build. Author Deborah Dillon begins by explaining the goals of the Kids InSight series, then highlights the threads that will run throughout all books in the seriesNext she presents the goals of the book: to encourage teachers to reflect on & reconsider their instruction, to change their focus to their students, to view their students' actions in light of new data, & to renew their teaching efforts.The chapters discuss in detail the different requirements of being an insightful teacher; report the author's experiences conducting research in two classrooms; & detail the interactions of the teachers & students in these classrooms, explaining what makes these teachers insightful. Interspersed throughout this book & others in the Kids InSight series are Reflection Points, which ask the reader to reflect on his or her own practice, allowing for consideration of personal philosophies & strategies for teaching literacy. This book and others in the Kids InSight series will challenge teachers to focus on students as individuals & as learnersWhen students are placed in the foreground, teachers are able to glean insights about who their students are, what they know, how they learn & what can be done to support them. Deborah R. Dillon is Professor of Literacy and Language Education & Qualitative Methodology in the School of Education, Purdue University, West Lafayette, Indiana, US
A Modified Free Volume Model For Characterizing Of Rate Effect In Bulk Metallic Glasses
No full textWe investigate the plastic deformation and constitutive behaviour of bulk metallic glasses (BMGs). A dimensionless Deborah number De(ID) = t(r)/t(i) is proposed to characterize the rate effect in BMGs, where t(r) is the structural relaxing characteristic time of BMGs under shear load, t(i) is the macroscopic imposed characteristic time of applied stress or the characteristic time of macroscopic deformation. The results demonstrate that the modified free volume model can characterize the strain rate effect in BMGs effectively
LOCAL WELL-POSEDNESS AND SMALL DEBORAH LIMIT OF A MOLECULE-BASED Q-TENSOR SYSTEM
No full textIn this paper, we consider a hydrodynamic Q-tensor system for nematic liquid crystal flow, which is derived from Doi-Onsager molecular theory by the Bingham closure. We first prove the existence and uniqueness of local strong solution. Furthermore, by taking Deborah number goes to zero and using the Hilbert expansion method, we present a rigorous derivation from the molecule-based Q-tensor theory to the Ericksen-Leslie theory.China Postdoctoral Science Foundation [2013M540010, 2014T70008]; NSF of China [21274005, 11421110001, 11421101]SCI(E)[email protected]; [email protected]; [email protected]
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