32 research outputs found
The Her.cul.es International Summer Seminar
No full textA report of the assigned tasks and methodologies used by the participants of the Assisi Summer Seminar “Tourism Management at World Heritage Site”, which was held in Assisi, Italy in July 2013 taken from the participants’ perspectives
“It Takes a Village”: Factors Related to Coping in Families Raising Children with Disabilities
No full textIn this paper, the author argues that caregiver coping in raising children with disabilities extends to include not only the parents but the rest of the family system as well. Adjustment, social and emotional support, resiliency and adaptability, and flexibility are examined by the author as specific factors contributing to successful coping of parents, siblings, and grandparents in raising children with disabilities. A critical literature review by the author discusses the current state of knowledge in this area and explores themes of research in each of the categories described. The author discusses conflicting interpretations of prominent caregiver coping research by Mattingly and Ingstad, and concludes with a discussion of global perspectives on this issue and recommendations of further research to contribute to understandings of coping in family systems raising children with disabilities. Implications of this research relate to improving clinical practice, service provision, and public policy development on this topic
Students’ Expectations from Graduate Studies in Heritage (Tourism) Management
No full textThis article provides certain key aspects that might help to further develop academic heritage education. These have been discussed within brainstorming and round-table sessions carried out by World Heritage students at BTU Cottbus-Senftenberg. Important aspects regarding expectations, current issues and prospective career opportunities were selected after these sessions. With the idea of our International Master Programme in mind, the results of this work have been summarized to identify what makes a good focus to Heritage Studies and further strategies to improve this discipline. It was concluded that international and interdisciplinary approaches should serve as the basis to facilitate personal research interests, critical thinking, a sense of student community and how all these can be applied to a future professional career. External students, faculty members and heritage professionals are invited to join this debate
Sounds Local, 1997 May 10
No full textInterview with author Ellyn Bache on her new novel, The Activist's Daughter, about young people in the 1960s; Ken Bader interviews operatic soprano singer Jayne West on performing opera vs. cabaret music; Romy and Michele's High School Reunion (film) review by WHQR's film commentator, Steve Taylor; Overview of upcoming events on the cultural calendar
From methods to methodology
No full textDrawing from narrative theory, reflexive inquiry, and critical pedagogy, the intent of this article is to position narrative as perspective and process that, together, help construct theoretically new ways of conceptualizing and practising learning. My aim, then, is to present narrative as a methodology that brings together theory and practice in a space where readers might reflexively examine the experiences that inform their own educational perspectives. The centrality of lived experience is pervasive and recurring. Specific questions include: "What does a critically framed reflexive narrative methodology uniquely contribute to understanding teaching and learning?" and "How does remembering self in teaching and learning moments construct educational perspectives through narrative?"
S'appuyant sur la théorie du récit, de l'enquête réflexive et la pédagogie critique, le but de cet article est de positionner le récit comme une perspective et un processus qui, ensemble, contribuent à la construction théorique de nouvelles façons de conceptualiser et de pratiquer l'apprentissage. Mon intention est donc de présenter le récit comme une méthodologie réunissant la théorie et la pratique dans un espace où les lecteurs peuvent examiner consciencieusement les expériences qui influencent leurs propres perspectives éducatives. La centralité de l'expérience vécue est omniprésente et récurrente. Des questions spécifiques incluent: «Comment une méthodologie de narration réflexive encadrée de façon critique peut contribuerde façon unique à la compréhension de l'enseignement et del'apprentissage?" et "Comment le souvenir de soi-même lors de nosmoments d'enseignements et d'apprentissages peut aider à construire des perspectives éducatives par le récit?
Deliverology in practice: A measured approach to realizing success in higher education
No full textDeliverology in practice: A measured approach to realizing success in higher education is a podcast interview with Elyn Artis, the Higher Education Director at Education Delivery Institution,and co-author of Deliverology in Practice: A Measured Approach to Realizing Success in Higher Education
“Deliverology 101” was designed for the K-12 environment applied in Great Britain. “Deliverology in Practice” provides a practical step-by-step framework for accomplishing objectives in the context of higher education. Artis discusses examples of implementation, formal and informal authority issues, change management structures and ways to bring projects to scale. The text also examines tools that enable tracking progress toward completion. The text outlines a specific process for higher education leaders who are implementing strategies for change, by illustrating ways to ensure accountability and success in the context of dynamic institutional environments and tangled bureaucracy.
Interview facilitation, commentary and discussion presented by Kathryn Dodge, Alison Griffin, and Elise Scanlon of Radio Higher Ed
Of mockingbirds and butterflies: A narrative inquiry with adult learners in a Cavendish Farms classroom
No full textMany learners experience feelings of disconnection from their schooling. The literature examining this disengagement tends to focus on necessary curriculum change, suggested system change, and the importance of making the studies meaningful to students. It seems to me, though, that there is little written that discusses with the learners why they have given up on formal schooling. Employing a narrative methodology within a practitioner-research framework, my inquiry examines the stories 4 learners who disengaged from school and have negotiated paths of reconnection. My goal in giving voice to these stories was to enter into a dialogue, both with the learners and the theory, which would help me understand academic disengagement and potential ways to re-engage. In addition to the theory surrounding the methodology and framework, the study considers the theory of voice and the role of literacy in our schooling practises. Finally, those schooling practises are examined as they function in a non-traditional learning centre attended by all 4 participants.Source: Masters Abstracts International, Volume: 44-03, page: 1095
An experimental study of the effectiveness of teaching vocabulary through direct means and context clues
No full textThe goal of reading instruction is to form the independent reader who skillfully relates the concepts presented by an author and understands his message. Thus, the reader recognizes the clues to meaning which are used within the total setting. Many educators have emphasized that the reader should use the context to help him extract the meaning, but few definite programs have been developed to strengthen this functional skill. Since the contextual setting offers many clues to meaning, and use of the context as a tool will probably not be acquired naturally without instruction, a study was planned to attempt an objective evaluation of the comparative effectiveness of improving vocabulary meanings through context clues and through direct study. A definite training program in recognition of context clues was used by the experimental group. The second group, the control group, relied more on teacher explanation, class discussion and dictionary use according to a traditional method usually employed before reading a selection. After a six-month study, the two groups were compared on a statistical basis using the t-test as a measure. Specific objectives of this study were: 1. How would an intensified program of arriving at meanings through context clues compare with the direct method in vocabulary growth? 2. How do emphasis on context clues and the direct method of vocabulary development compare as to effectiveness in improving comprehension? 3. Does either method of word meaning development benefit the group of lower achievers more than the good readers
Pop-Culture Artifacts
No full textIn dealing with literary work such as Neil Gaiman\u27s, fiction that both inhabits and defies conventions of genre and medium and thus easy definition, it is clear that an examination of such work benefits from as eclectic a style as Gaiman\u27s own approach to story-telling. While this essay attempts no summary of the author\u27s entire literary corpus, an analysis of the underlying influences of the novel American Gods is necessary to map the details of its territory. A survey of the convergence of the various genres and allusions within this one text, and the ways in which Gaiman measures Old World belief systems with New World contemporary values offers an entrance into American Gods\u27 narrative cente
Attention-deficit/hyperactivity disorder: a systems perspective. A comprehensive qualitative analysis of the literature
No full textPlan BAttention-Deficit/Hyperactivity Disorder (ADHD) is a neurological syndrome resulting in problems with self-regulation. ADHD is characterized by inattention and/or hyperactivity-impulsivity which causes impairment in at least two settings. These characteristics often arise in childhood and were previously thought to diminish during adolescence and disappear by adulthood. However, studies over the past decade indicate that although some symptoms may decrease in severity, ADHD does continue throughout adulthood for many individuals. The impact of this disorder is felt not only by the individuals with ADHD, but also by the various systems in which these individuals live, work, and socialize. In this comprehensive analysis of the literature ADHD is discussed from a systemic perspective. Initially the symptoms and characteristics that define ADHD are reviewed along with other disorders that commonly coexist with ADHD, and what research tells us does and does not cause ADHD and the development of the co-morbid disorders. Prevalence of ADHD and co-morbidity is also reviewed. The term “system” is defined and the various systems presented as related to this topic, from the micro-system of the individual to the macro-system of society at large. As the characteristics of ADHD are exhibited inconsistently according to the age of the individual and the context of the interaction, these are addressed, as appropriate, in the categories of child, adolescent/teen, and adult for each system. The first system discussed is the internal system of the individual in which ADHD resides. This micro-system consists of the biological, intellectual, and psychological components. This is followed by examination of this micro-system of the individual interacting in the family system, both nuclear and extended. The common effects on other family members in the system and the system as a whole are discussed. With understanding of the individual and his/her family with ADHD as a foundation, the view is broadened to other systems in which both the individual and his/her family operate. The discussion includes the reciprocal effects of ADHD and the educational, employment, social/recreational, and legal systems, as well as the influence of interactions between these systems. The presentation of the pervasive impact of ADHD on all systems is followed by analysis of the different treatment options and effectiveness. Included are interventions in the areas of interpersonal relationships within the family, social relationships, leisure/recreation, school, work, and in the legal arena. Since the acceptance and attitude about ADHD are important factors in interaction and treatment effectiveness, these are also investigated throughout. A summary of the analysis of the literature is presented in the second chapter. This is followed by conclusions and a discussion of implications for marriage and family therapists
