528 research outputs found
Obituary of Nancy Devine, 37, of Waldoboro, a poet and creative writing instruct
No full textObituary of Nancy Devine, 37, of Waldoboro, a poet and creative writing instructor at the University of Maine at Augusta
Infant and Maternal Reciprocity as Expressed Through Play Performance and Participation
No full textAbstract
Date Presented 3/30/2017
Infant–maternal reciprocity may be captured and represented through play. Play construction, purpose, object choice, and type were observed and coded using a retrospective analysis, demonstrating an increase in frequency and duration in most categories.
Primary Author and Speaker: Bryan Gee
Additional Authors and Speakers: Susan Kunkel
Contributing Authors: Hillary Swann, Nancy Devine, Nicholas Burgett, Nicki Aubuchon-Endsley, Michele R. Brumley, Heather Ramsdell-Hudock</jats:p
Atkins, Stanley Arthur (1900–1942) and Nancy Rose (Cornish) (1900–1979)
No full textStanley and Nancy Atkins were appointed to mission service in the Solomon Islands and New Guinea. As a consequence of the Japanese invasion of New Guinea, Stanley Atkins lost his life at Vunapope, East New Britain, New Guinea.https://research.avondale.edu.au/esda/1343/thumbnail.jp
Psychological predictors in context: an empirical study of interactions between determinants of car use intentions
No full textThis paper is from the PhD work of Wall, the lead author, supervised by Devine-Wright and Mill.
The work described here and in Output 1, and other parts of the thesis from which they were derived, was extensively cited in the DfT (2006) report “An Evidence Base Review of Public Attitudes to Climate Change and Transport Behaviour”
Post-secondary planning paradoxes: how regular kids prepare for the future in the college-for-all era
No full textThis dissertation examines the interactional processes that lead to stratified post-secondary planning and outcomes among high school students. In contrast to most sociological research on education, I study “regular” students, neither the overachievers nor those at risk of dropping out. I address how the mundane details of students’ daily lives are patterned to produce and reproduce systems of privilege. In the first of two waves of research, I interviewed 28 New Jersey counselors. In the second wave, I spent two years shadowing students through 11th and 12th grades at one racially and socioeconomically diverse high school in the suburban fringe of New York City. Multiple ethnographic methods included focus groups, school-day shadowing and repeated interviews of 17 focal students, and interviews with teachers, parents, counselors, and administrators. I argue that students’ lives are structured by a series of paradoxes, beginning with the college-for-all paradox: we expect all students to go to college, and yet fewer than half do. I explore a number of sub-paradoxes that structure student experience in high school. First, some counselors employ a pedagogical role; they scaffold post-secondary planning to foster a “dependent independence” that makes it (incorrectly) appear that students are doing it on their own. Second, New Jersey High School (NJHS) sends a series of complex mixed messages about college in response to a student body with diverse post-secondary outcomes. Mixed messages appear in formal and informal interactions and in the school’s institutional structures. NJHS tells students that college is for everyone, but it’s actually not for all of them. Third, students must navigate through these vague messages to figure out where they fit vis-à-vis their classmates and how that might inform their post-secondary plans. They must do this in a cultural space in which they are just learning which comparisons are acceptable and which must be left implicit. These strategies allow students to adjust their expectations while absolving teachers and counselors from giving advice that is difficult to hear. This leaves students with often mistaken impressions of solid college plans, and they thereby come to understand not going to college as a personal failure.Ph. D.Includes bibliographical referencesby Audrey Elizabeth Devine Elle
Warrior dreams: playing Scotsmen in mainland Europe, 1945 – 2010
No full textAt the beginning of the twenty first century, thousands of adult
Europeans are playing Scotsmen. They dress up in kilts and
tartan, parade in military-style bagpipe bands, toss tree trunks
at Highland Games, commemorate Scottish soldiers of the past,
and re-enact their vision of Scottish history at ‘Celtic’ and
medieval fairs. Their largest festivals attract more than 25 000
people each year, and their more elaborate clubs are recognised
by Scottish Clan chiefs.
The ‘Scots’ of Europe do not usually claim to be Scottish –
neither by birth, descent, or residence. Their performances are
Scottish masquerades, and openly declared so. Unlike their
cousins in North America and Australasia, the European
impersonators only very rarely insist that their Scottish
performances express their ‘ethnic’ identity.
And yet, the European masquerade is a quest for roots and
ancestors, too. This study demonstrates that by playing
Scotsmen, the ‘Scots’ of Europe attempt to reconnect with their
Celtic, Nordic, or otherwise pre-modern heritage. They feel that
their own customs, songs, games, and tribes were lost to the
forces of modernisation – but that some of it survived in the
Scottish periphery. They employ Scotland as a site of memory,
as ersatz history.
This thesis is a study of European nostalgia. It examines the
many men and women who attempt to rediscover their
traditions and histories. It is concerned with what Jay Winter
calls the ‘memory boom’; the growing public preoccupation with
history and its remembrance. It argues that Scotland – or
rather, dreams of Scotland – have a special resonance in the
European memory boom.
This study touches upon the fields of public history, memory,
and festive culture. In order to understand how the past is
remembered and re-imagined in Europe today, the author left
the archive and questioned the commemorators. This study
relies on original fieldwork conducted in Belgium, France,
Germany, Italy, the Netherlands, Switzerland, and Scotland
during 2009 and 2010. The thesis’ focus is a qualitative one
The Groundwork for Successful Cohort- Based Fiscal Capacity-Building: An Evaluation of the Strengthening Financial Management Initiative
No full textThis article is based on the findings of an evaluation of The Wallace Foundation’s Strengthening Financial Management initiative, which show that it is possible, with well-designed training and support, to enhance the ability of nonprofit leaders to strategically manage their resources for long-term sustainability and programmatic quality.
The initiative tested two models of capacity building – a relatively high-intensity approach and a lighter, though still substantive, model. While the two shared a common core of content, the amount of resources provided in each of the two models was dramatically different.
In addition to the two main findings – that building nonprofit financial-management capacity is possible and that the gains arising from the more limited model were comparable to those seen in the higher-intensity approach – the study uncovered some key success factors with clear implications not only for potential replications of this type of project, but for cohort-based, nonprofit capacity-building efforts more broadly
Exile Vol. XIV No. 1
No full textPOETRY
For George Wallace by Tom Cook 5
For Candy by Tom Cook 6-7
G. M. by Nancy Scott 13
Spinning Song by Karen Cozart 14
Traps by Bob Martin 21
Potato Cellar by Bob Martin 21
untitled by Jeffrey Smith 23
Summer Correspondence I by Lauren Shakely 39
Untitled by Hank Vyner 40
When He Returns, Tell Him by Barb Ingle 40
untitled by Tim Cope 41
FICTION
The Elephants by Cem Kozlu 9-12
A Hill by Dick Devine 15-20
Man Minus 1 by Tom Cook 26-38
A Playmate by Jim Ruddock 43-44
ART
Pen and Ink by Charles Greacen 4
Illustration For The Elephants by Kee MacFarlane 8
Pen and Ink by Bob Willis 20
Illustration For Career Girl 22
Illustration for A Playmate by Bob Tauber 42
Cover art by Kee MacFarlan
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