29,514 research outputs found
Mitchell, Tom
No full textSince 2012, I have been University Archivist (Emeritus) at Brandon University. In practical terms, I am now an independent researcher, writer, documentary producer with many interests – traditional historical and archival practice included – that tend to converge on public history.
The digital revolution has furnished a new terrain for public history and given a new urgency to the need to come to terms with its epistemological nature and practice. I spend lots of time thinking about that, though the ontological nature of self and narrative on the Assiniboine c.1793 is demanding more attention lately.
-Profile photo courtesy of Street Media (2017)
Additional content created by Tom Mitchell can be found in IRBU in the Tom Mitchell Collection: https://irbu.arcabc.ca/islandora/object/irbu%3ATomMitchellretire
Arlene Mitchell, "Global Survey of School Meal Programs: Implications & Perspectives"
No full textArlene Mitchell SPECIAL EVENT Global Survey of School Meal Programs: Implications & Perspectives Co-Organized by Global Child Nutrition Foundation (GCNF) and IFPRI APR 10, 2019 - 09:00 AM TO 12:30 PM ED
Clinical Teaching at William Mitchell College of Law: Values, Pedagogy, and Perspective
No full textAs part of our celebration of thirty years of clinical education at William Mitchell College of Law, I want to describe three clinical courses that I\u27ve had a hand in developing and teaching. When I joined the William Mitchell faculty in 1984, the clinical program was in full bloom, vigorous, and diverse. The courses I discuss in this short essay have grown out of that fertile and energetic educational environment. While the main focus of my essay is to describe these courses, I also take the opportunity to reflect very briefly on the William Mitchell educational philosophy out of which they have grown, and of which they form a part. As I see it, William Mitchell\u27s approach to legal education flows from three main founts. First, there is an embrace of the profession, combined with the critical stance that should characterize higher education. William Mitchell is proud to be a professional school, helping students learn not just theory, but a practice--a complex, nuanced, and messy subset of real life. Second, William Mitchell\u27s education has incorporated a focus on values. In some ways, clinical education can take the lead in values education, but at William Mitchell, we\u27ve worked to include attention to values throughout our curriculum. But how one might teach about values is not self-evident, so our approaches to values-education have been diverse, and the courses I describe are part of an institutional ethos that encourages experimentation and initiative in developing approaches to teaching. The third characteristic is the school\u27s history of putting pedagogy on the same plane as scholarship. Teaching and writing are the two ways in which law school professors construct and disseminate knowledge. Our respect for teaching manifests the high regard we have for our students, for the profession they are learning, and for the clients they will eventually represent. Thinking about how to structure teaching to support our educational goals regarding the profession and values has led me to think a lot about the idea of perspective. Typical law school teaching shines a spotlight on a particular, analytically distinct area of legal doctrine or theory--for example, contracts or torts. This “content” is taught by studying pieces of judges\u27 (and lawyers\u27) work--often appellate opinions. Much clinical education--including the courses I am about to describe-- changes this typical pedagogical structure in two ways. First, it reverses foreground and background, so that the focus is now on what lawyers do rather than what law is. Second, clinical education shifts from the analytical stance to an approach that is integrative, which helps students connect the analytically separate pieces of their legal education together into a meaningful whole. As the reader will see, all three of the courses discussed below were developed collaboratively, are taught collaboratively, and use collaboration as a tool for learning. This, too, is a conscious choice about pedagogy, about values, and about lawyering. It represents an application of pedagogical knowledge about adult learning and models a way of approaching the practice of law and relationships with clients
Bury me beneath the willow, 'neath the weeping willow tree,
No full textmandolins; banjos; guitars; voiceCollected by Merlin Mitchell
Transcribed by Kyle Perrin
Reel 23
Item 3
R.E. Murrell & M.P. Mitchell
Eldon, Missouri
March 15, 1950
The Weeping Willow Tree
Bury me beneath the willow, 'neath the weeping willow tree,
And when you know that I am sleeping, then is when I ask you to think of me.
They told me that he did not love me, how could I believe them true?
Until an angel whispered softly, He'll be proven true to you.
So, bury me beneath the willow, 'neaththe weeping willow tree,
And when you know that I am sleeping, then I'll ask you to think of me.Funding for digitization provided by the Arkansas Humanities Council and the Happy Hollow Foundation
Mitchell\u27s Ice Cream and Tour
No full textEvent is open only to KeyBank Scholars (CMSD graduates) only.
Come enjoy Mitchell\u27s Ice Cream and learn while participating in the tour!
Limited number of tickets. KeyBank Scholars who are active participants in the program will receive an invitation first.
Students who sign up for the event must meet at the Main Classroom 110 Green Room at 9:00 am (on Saturday, April 29th, 2017) to receive tickets. The event will begin at 10:00 am at Mitchell\u27s. Students who plan on driving or carpooling to the location will need to arrive on time to receive ice cream tickets
The group will depart from the MC 110 to ride the RTA to the Mitchell\u27s Ice Cream Ohio City Kitchen and Shop at 9:30 am. .
All students who plan on attending must sign the Assumption of the Risk, Release, and Waiver of Liability form. The form will be sent via email (also attached to this event) and must me submitted to the Program Coordinator by Monday, April 24th, 2017
Blog Post, I am USF St. Petersburg: Paul Mitchell, November 10, 2004
No full textA blog post from the series I am USF St. Petersburg about members of the University of South Florida St. Petersburg (USFSP). It describes Paul Mitchell\u27s work as a police communications officer in the USFSP Department of Public Safety
Protecting Animals 36: Author Witi Ihimaera
No full textIn this very special episode of Knowing Animals I am joined by beloved New Zealand author Witi Ihimaera. Witi has written many books featuring nonhuman animals. He offers us a non-colonial lens through which to think about the human/nonhuman relationship
Letter from Clarence Mitchell to Brooks Hays
No full textLetter from the Washington bureau director of the National Association for the Advancement of Colored People commending Hays on his serviceMay 7, 1973 Mr. Brooks Hays Chairman, Governor's Good Neighbor Council Post Office Box 7227 Wake Forest University Winston-Salem, North Carolina Dear Brooks: I am deeply disappointed that I was not in the office when you dropped by to say hello. There are many developments on the national scene that I would like to talk with you about. Some of them greatly increase my already high appreciation of your statesmanship. Having men like you in public office is a great asset to a country. The next best thing, of course, is continued use of your talents in private life. It is good to know that you still serve. Best regards to Mrs. Hays. Sincerely, Clarence Mitchell Director Washington Bureau CMM/ew
Mitchell Street
No full textMitchell Street, Darwin, during Cyclone Max - 4.00 am 12th March 1981 (Cyclone Max was of low intensity and caused only minor damage. Photograph taken from Nelson Building looking north westerly to Police Headquarters and Mallam Chambers, Darwin Plaza under construction in background)Unknown
Petaurus leucogaster Mitchell 1838
No full textPetaurus leucogaster Mitchell, 1838 nomen nudum Three Exped. Central. Australia, vol. 1, p. xvii. (preface date 18 August 1838). Common name. The “White-bellied flying squirrel” of Mitchell. Current name. An unallocated name, perhaps Petaurus norfolcensis (Kerr, 1792) or possibly Petauroides volans (Kerr, 1792). Type material. Bennett (1837) lists a male, female and young male under species nu. 14 “ Petaurus [blank] The White-bellied Flying Squirrel” collected by “ T. L. Mitchell ” from “Forests near the Murray”. The whereabouts of these specimens remains unknown, not found in the AM. Type locality. “Banks of the Murray River” (Mitchell, 1838), Forests near the Murray (Bennett, 1837) = NSW or Victoria, Australia. Mitchell’s material could have been collected from more than one locality, given that there appear to have been syntypes. Comments. Mitchell (1838) included a line entry for “ Petaurus Leucogaster. Mitch. (New Species). From the banks of the Murray” in his “Systematic List of Animals” that were “deposited in the Australian Museum” but without a description. The number of specimens obtained by Mitchell has previously been overlooked. McKay (1988b) states “probably holotype, AM, not found”. The three specimens listed by Bennett (1837) under his species nu. 14 are the only possum specimens listed as presented by Mitchell other than nu. 18, a possum from “Glenelg River” (Victoria), and are likely to be the original specimens of Mitchell’s “Whitebellied flying squirrel”. Bennett lists “Habitat, Forests near the Murray”, but he used “habitat” to refer to the collecting localities of specimens, as stated at the beginning of his catalogue. Nineteenth and twentieth century authors (e.g., Iredale & Troughton, 1934) synonymized this taxon, often tentatively (e.g., Gray, 1841; Krefft, 1864a), with Petaurus taguanoides Desmarest, 1817b (= Petauroides volans (Kerr, 1792), the Greater Glider). This has been rejected on the basis that Mitchell did not pass through the distribution of Petauroides volans, with Petaurus norfolcensis given preference for the identity of Petaurus leucogaster (McKay 1988b, but as incertae sedis; Jackson & Groves, 2015). However, we note that Mitchell crossed the Murray River downstream (west) from the current city ofAlbury on his third (1836) expedition. Albury is close to the current western distributional boundary of the Greater Glider (see distribution map of Burbidge & Woinarski, 2016) and it is conceivable that the species distribution was more extensive along the riparian corridor of the Murray River at the time of Mitchell’s visit, before extensive European modification from intensive clearing and grazing by stock.Published as part of Parnaby, Harry E., Ingleby, Sandy & Divljan, Anja, 2017, Type Specimens of Non-fossil Mammals in the Australian Museum, Sydney, pp. 277-420 in Records of the Australian Museum 69 (5) on page 403, DOI: 10.3853/j.2201-4349.69.2017.1653, http://zenodo.org/record/523780
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