1,677 research outputs found
'Pilings of Thought Under Spoken': The Poetry of Susan Howe, 1974-1993.
No full textPhDThis thesis discusses the poetry published by contemporary American poet Susan
Howe over a period of almost two decades. The dissertation is chiefly concerned with
articulating the relationship between poetic form, history, and authority in this body
of' work. Howe's poetry dredges the past for the linguistic effects of patriarchy,
colonialism and war. My reading of the work is an exploration of the ways in which a
disjunctive poetics can address such historical trauma. The poems, rather than
attempting to reinstate voices lifted from what Howe has called "the dark side of
history", are a means of reflecting the resistance that the past offers to contemporary
investigation. It is the effacement, and not the recovery, of history's victims, that is
discernible in the contours of these highly opaque texts. Notions of authority are most
often addressed in the poetry through the figure of paternal absence, which has a
threefold function in the work, serving to represent social authority, an aporetic
conception of divinity and an autobiographical narrative. Alongside the antiauthoritarian
currents in the writing - critiques, for example, of the doctrine of
Manifest Destiny or of scapegoating versions of femininity - my thesis stresses Howe's
engagement with negative theology and with a strain of American Protestant
enthusiasm that has its roots in 17th century New England. The dissertation explores
the dissonance caused by the co-existence in the poetry of elements of political dissent
and religious mysticism. Finally, I consider Howe's engagement with literary history
and authors such as Shakespeare, Swift, Thoreau and Melville. The manner in which
Howe deploys the words of others in her work, I argue, allows for a mixture of textual
polyphony and a more conventional notion of authorial 'voice'
Curriculum, Teaching and Learning Within the Context of Comparative, International and Development Education
No full textCurriculum, teaching and learning should include a component of Comparative, International and Development Education. It is increasingly important for teachers to foster global citizenship, international cooperation and cross-cultural understanding, within the dialectic of the global and the local. By reaching beyond the four walls of classrooms, teachers can gain broader, international perspectives and a deeper sociocultural understanding of curriculum, teaching and learning. Thus, enriching student experience and substantially improving teacher professional development. While there are many potentially significant cross-cultural lessons in teaching pedagogy, teachers have few opportunities. However, through educational exchanges and shared experience, teachers can become introduced to alternative forms of schooling and can learn to think more critically about traditional approaches to education. In this paper, I propose using Comparative, International and Development Education to enhance teacher education and situate my own cross-cultural experiences in curriculum, teaching and learning in Canada and Japan within this context.Not peer reviewedThe published version in the this article is available: Howe, E. R. (2003). Curriculum studies within the context of comparative, international and development education. Canadian and International Education Journal, 32(2), 1–14.CanadaJapancomparative educationteacher educationteacher educatio
Curriculum, teaching and learning within the context of comparative, international and development education
No full textCurriculum, teaching and learning should include a component of Comparative, International and Development Education. It is increasingly important for teachers to foster global citizenship, international cooperation and cross-cultural understanding, within the dialectic of the global and the local. By reaching beyond the four walls of classrooms, teachers can gain broader, international perspectives and a deeper sociocultural understanding of curriculum, teaching and learning. Thus, enriching student experience and substantially improving teacher professional development. While there are many potentially significant cross-cultural lessons in teaching pedagogy, teachers have few opportunities. However, through educational exchanges and shared experience, teachers can become introduced to alternative forms of schooling and can learn to think more critically about traditional approaches to education. In this paper, I propose using Comparative, International and Development Education to enhance teacher education and situate my own cross-cultural experiences in curriculum, teaching and learning in Canada and Japan within this context.Not peer reviewedThe published version in the this article is available: Howe, E. R. (2003). Curriculum studies within the context of comparative, international and development education. Canadian and International Education Journal, 32(2), 1–14.CanadaJapancomparative educationteacher educationteacher educatio
Rewarding Innovation: Improving Federal Tax Support for Business R&D in Canada
No full textBusiness innovation is viewed by many as a solution to Canada’s ailing productivity performance. One of the more troubling aspects of Canada’s innovation track record is that businesses spend relatively little on research and development (R&D) despite having access to some of the world’s most generous R&D tax incentives. Canada’s low levels of business R&D have called into question the effectiveness of Canada’s generous R&D tax incentives, particularly the flagship federal Scientific Research and Experimental Development (SR&ED) program. A deeper analysis, however, reveals that tax incentives are effective in stimulating more R&D – that is, Canada would have lower levels of business R&D in the absence of these inducements. Instead, the root cause of Canada’s business R&D deficit appears to stem from structural aspects of the economy and, more importantly, a lack of demand-related pressure to pursue innovation.Fiscal and Tax Competitiveness, Canada, research and development (R&D) incentives, Scientific Research and Experimental Development (SR&ED) program
Improved heart rate recovery despite reduced exercise performance following heavy training: a within-subject analysis
No full textAbstract not availableRebecca L. Thomson, Clint R. Bellenger, Peter R.C. Howe, Laura Karavirta, Jonathan D. Buckle
R v Howe [1987] AC 417, House of Lords
No full textEssential Cases: Criminal Law provides a bridge between course textbooks and key case judgments. This case document summarizes the facts and decision in R v Howe [1987] AC 417, House of Lords. The document also included supporting commentary from author Jonathan Herring.</p
Risk perceptions of extreme heat events at the state, county, and census tract level in the U.S.
No full textProject summary, description or abstract: This dataset contains model estimates of how Americans perceive the health risks of extreme heat events at the state, county, and census tract level in the U.S. Estimates are produced using a statistical model based on national survey data.
These data are associated with the following publication: Howe, Peter D., Jennifer R. Marlon, Xinran Wang, and Anthony Leiserowitz. “Public perceptions of the health risks of extreme heat across U.S. states, counties, and neighborhoods.” 2019. Proceedings of the National Academy of Sciences. www.pnas.org/cgi/doi/10.1073/pnas.181314511
Dairy consumption and working memory performance in overweight and obese adults
No full textAbstract not availableGeorgina E. Crichton, Karen J. Murphy, Peter R.C. Howe, Jonathan D. Buckley, Janet Brya
Fish oil in comparison to folinic acid for protection against adverse effects of methotrexate chemotherapy on bone
No full textArticle first published online: 17 DEC 2013Abstract not availableRethi Raghu Nadhanan, Chia-Ming Fan, Yu-Wen Su, Peter R.C. Howe, Cory J. Xia
Lower energy intake following consumption of Hi-oleic and regular peanuts compared with iso-energetic consumption of potato crisps
No full textAvailable online 17 July 2014Abstract not availableJayne A. Barbour, Peter R.C. Howe, Jonathan D. Buckley, Graeme C.Wright, Janet Bryan, Alison M. Coate
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