35,205 research outputs found
Albert Seymour and Hilda Maria Miller Olsen
No full textShown here are Albert Seymour Olsen and Hilda Maria Miller Olsen of Price, Utah. They were John McCormick\u27s, a local Utah historian\u27s, maternal grandparents
Milda Miller Olsen
No full textHandwritten answers by Hilda Maria (Miller) Olsen of Price, Utah, for a questionnaire filled out for Utah Works Progress Administration\u27s "Pioneer personal history" survey. Born in 1875 at Mount Pleasant to Pioneer parents, and grew up in Emery Count
262. Stockings owned by Mrs. Pearle M. Olsen of Mount Pleasant, Utah
No full textPhotographs of and document for three pairs of stockings (2 pairs of baby\u27s, 1 of child\u27s) owned by Mrs. Pearle M. Olsen. Belonged to Ann Maria Whitlock Clinger (married 1877) for her childre
Maria Bersani
No full textLa voce illustra la biografia e l'apporto letterario dato da Maria Bersani alla letteratura per l'infanziaThe headword explains the biography and the contribution of the author Maria Bersani to the children's literatur
Ethics of dust:visual essay on the artistic works by Jorge Otero-Pailos
No full textThe works of artist and preservation architect Jorge Otero-Pailos on experimental preservation provoke deep reflections about some of the fundamental questions dealing with heritage: temporality of objects, changeability of inscribed cultural values, the greater purpose of architectural preservation as a cultural practice, and the societal role of an architect and preservationist in formulating narratives around heritage. As the artistic installations featured in this visual essay — The Ethics of Dust (2014–2016) and Watershed Moment (2020) — demonstrate, Jorge Otero-Pailos combines various elusive elements, such as water sounds and dust, to conceive meditative and contemplative spaces. His installations invite visitors to pause and reflect on the memories, both personal, social, and environmental, that define each of us; they probe deep into the past and deep into the future.Since these are some of the issues we wanted to explore in this special issue, ‘Embodiment and Meaning-making: Interdisciplinary Perspectives on Heritage Architecture’, we invited various artists and scholars to write a very short caption in reaction to the images provided by the author through one of these three ‘lenses’:- affect, embodied experience, atmosphere;- politics of heritage;- processes of meaning-making.The results reveal the power of images to provoke imagination through atmospheric and embodied experiences, and the power of experimental heritage work to convey (political) meaning across distance and different analogue or digital media.This visual essay includes contributions from (in order of appearance): Tenna Doktor Olsen Tvedebrink, Federico De Matteis, Michael Hirschbichler, Jovana Popić, Maria De Piedade Ferreira, Uta Pottgiesser, Marcus Weisen and Brady Wagoner, with an epilogue from Jorge Otero-Pailos.Situated ArchitectureHeritage & Technolog
E-2051: Mendon, Utah, Maria Jensen/Pearle and J. Edwin Olsen residence. Sec 25 T 12N R 2 W. Built 1914
No full textE-2051: Mendon, Utah, Maria Jensen/Pearle and J. Edwin Olsen residence. Sec 25 T 12N R 2W. Built 191
Variations on the Author
No full text“Variations on the Author” discusses two of Eduardo Coutinho’s recent films (Um Dia na Vida, from 2010, and Últimas Conversas, posthumously released in 2015) and their contribution to the general question of documentary authorship. The director’s filmography is characterized by a consistent yet self-effacing form of authorial self-inscription: Coutinho often features as an interviewer that rather than express opinions propels discourses; an interviewer that is good at listening. This mode of self-inscription characterizes him as an author who is not expressive but who is nonetheless markedly present on the screen. In Um Dia na Vida, however, Coutinho is completely absent form the image, while Últimas Conversas, on the contrary, includes a confessional prologue that moves the director from the margins to the center of his films. This article examines the ways in which these works stand out in the filmography of a director who offers new insights into the notion of cinematic authorship
Dataset: Use of test accuracy study design labels in NICE's diagnostic guidance
No full textThis is the extracted data related to:
Maria Olsen; Z. Zhelev; H. Hunt; J. L. Peters; P. Bossuyt; C. Hyde , “Use of test accuracy study design labels inNICE’s diagnostic guidance“, BMC Diagnostic and Prognostic Research – September 2019</p
Ivan Olsen, din vattnisse!
No full textSom kommende lærer er jeg opptatt av at mobbing bør forebygges og bekjempes. På en annen side er jeg også opptatt av at lærerne bør gi gode litteraturopplevelser i undervisningen. Av den grunn var min problemstilling for denne forskningen følgende: Hvordan fremstilles mobbing i Gummi-Tarzan, og hvordan forstår en gruppe elever mobbingen i boken? For å avdekke denne problemstillingen, valgte jeg meg tre forskningsspørsmål. Hvilken rolle spiller det fantastiske for mobbingen? Hvorvidt utvikler elevene empati for Ivan Olsen? Hva slags virkemidler blir brukt for å fremheve tematikken mobbing? Mitt teoretiske grunnlag var Martha Nussbaum (2016) og Maria Nikolajeva (2014). Begge disse teoretikerne mener at empatiskaping forekommer i møtet med litteratur. Hvordan empatiskapning best og hurtigst kan forekomme gjennom litteratur, har de derimot et ulikt syn på.
Studien er en kvalitativ forskning, hvor jeg har analysert boken Gummi-Tarzan, og foretatt en innholdsanalyse av fire elevtekster. Mine mest sentrale funn er at fantastiske innslag i boken gjør det mulig for forfatteren å skape morsomme, men sørgelige hendelser. Dette viser også til et virkemiddel som ofte blir brukt i denne boken, nemlig humor. Det kan også tyde på at empatiskaping har forekommet hos elevene som har deltatt i denne forskningen, både i tråd med Nussbaum (2016) og Nikolajeva (2014).As a teacher to be, I think it is important to prevent and combat bullying. On another side, I also think it is significant to give the students good experiences with literature. For that reason, I wanted to find out: How is bullying in Gummi-Tarzan represents, and how does a group of students understand the bullying in the book? To find answers to my issues, I chose three questions that I believe can support my research. Which role does the fiction play to demonstrate the bullying in the book? To what extent do the students develop empathy for Ivan Olsen? What kind of literary techniques is the author using to show the bullying? My theory is based on Martha Nussbaum (2016) and Maria Nikolajeva (2014). They both mean humans can develop empathy in meeting with literature, but they have contrary view on how empathy best can be developed through literature.
The study is a qualitative research, in which I have analysed the book Gummi-Tarzan, and made a content analysis of four student texts. My most important discovery is that the fictional make it possible for the author to create fun, but sad situations. This also shows a literary technique that is often used in this book, in fact humour. It may also indicate that the students who took part in this research, have developed empathy, in thread with both Nussbaum (2016) and Nikolajeva (2014)
O curso de licenciatura em educação física da Universidade Federal de Santa Catarina: suas concepções de ensino e de educação física
No full textDissertação (mestrado) - Universidade Federal de Santa Maria. Centro de Educação Fisica e Desporto
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