1,151 research outputs found
Bill in suit, Patrick Boyle and Michael McKewan vs George Lindenberger , 1801
No full textPlaintiff's bill in suit of equity before the Virginia High Court of Chancery in the case of Patrick Boyle and Michael McKewan vs George Lindenberger. Witnessed by Charles Ossick, 12 January 1801. Injunction written and signed by George Wythe, 26 January 1801. Patrick Boyle made his oath in Berkeley County, Virginia. Other names mentioned George C. Lindenburger, Charles Ingolesby and Charles McGovern
The Foot
No full textT. C. Boyle is the author of twenty books, including World\u27s End (winner of the PEN/Faulkner Award), The Road to Wellville (adapted into a major motion picture), Drop City (a New York Times bestseller and finalist for the National Book Award), and The Women, a best-selling fictionalized account of the private life of Frank Lloyd Wright. Boyle\u27s stories regularly appear in The New Yorker, Harper\u27s, Esquire, and The Atlantic Monthly. He teaches at the University of Southern California.
In this podcast, Boyle gives a reading from The Foot
The Foot
No full textT. C. Boyle is the author of twenty books, including World\u27s End (winner of the PEN/Faulkner Award), The Road to Wellville (adapted into a major motion picture), Drop City (a New York Times bestseller and finalist for the National Book Award), and The Women, a best-selling fictionalized account of the private life of Frank Lloyd Wright. Boyle\u27s stories regularly appear in The New Yorker, Harper\u27s, Esquire, and The Atlantic Monthly. He teaches at the University of Southern California.
In this podcast, Boyle gives a reading from The Foot
Theology and natural philosophy in late seventeenth and early eighteenth-century Britain
No full textA number of historians of science have claimed that the early Boyle Sermons provided a platform for the promotion of a moderate-Anglican social and political ideology underpinned by Newtonian natural philosophy. However, by examining in detail the texts of Richard Bentley, John Harris and Samuel Clarke, this thesis argues that their Sermons should not be characterised as 'Newtonian'. These texts were highly complex literary productions constructed with the intention of achieving victory over the enemies of Christianity. An examination of their rhetorical strategies
focuses attention on the use to which various cognitive materials - including natural philosophy - were put. Thus the presence of Newtonian concepts in the texts is
explained by the aims and overall scholarly programmes of the Lecturers. It will also be argued that the term 'Boyle Lectureship' is problematic and that the main elements of the Lectureship - Robert Boyle's bequest, the Trustees, the
Lecturers, and the Sermons - cannot be conflated into a single historical unit. Therefore, throughout this study, emphasis is placed on the contingent and singular
behaviour of individuals located within an ecclesiastical and scholarly community, where career promotion and the notion of scholarly credit were important. The brief
in Boyle's last will and testament stipulated that the Lecturers must defend Christianity using the scholarly tools to hand. In this thesis it will be shown that the
personnel of the Lectureship conformed to Boyle's brief and that they utilised all available methods and materials in the pursuance of their legal and institutional
responsibilities. This approach removes the analysis of the Lectureship from an overarching sociological perspective; instead the Sermons are interpreted as exemplary texts in the rhetorical prosecution of the enemies of Christianity. This study, therefore, acknowledges the complex nature of theological texts in early modern England
The mainstream primary classroom as a language-learning environment for children with severe and persistent language impairment - implications of recent language intervention research
No full textMany UK children with severe and persistent language impairment (SLI) attend local mainstream schools. Although this should provide an excellent language-learning environment, opportunities may be limited by difficulties in sustaining time-consuming, child-specific learning activities; restricted co-professional working, and the complex classroom environment. Two language intervention studies in mainstream Scottish primary schools showed children with SLI receiving intervention from speech and language therapists (SLTs) or their assistants made more progress in expressive language than similar children receiving intervention from education staff. Potential reasons for this difference are sought in the amount of tailored language-learning activity undertaken; how actively school staff initiated contact with SLTs; and the language demands of the classroom. Tailored language learning appears to be a differentiating factor. A language support model, reflecting views of teachers and SLTs about encouraging language development for children with SLI within the ecology of the mainstream primary classroom, is also outlined
Using social skills training to enhance inclusion for students with ASD in mainstream schools
No full textThis is the author accepted manuscript. The final version is available from Brill via the DOI in this recordIt could be regarded as a necessary survival skill that individuals are able to display appropriate social skills within the rules of their culture. Conforming to the often-unspoken rules of sociability enables the formation and maintenance of relationships that will help individuals to be independent and successful. Social skills have been defined as a set of learned, identifiable behaviours that contribute to an individual’s functioning in society (Johns, Crowley, & Guetzloe, 2005). Those who display inappropriate social behaviours may be less appealing to their peers and have problems throughout life, such as loneliness or a poor sense of belonging (Sha’ked & Rokach, 2015; Allen & Boyle, 2018). For example, without adequate social skills an individual may experience difficulties with employment, daily living skills, independent living, and connectedness to society. Improving social skills is often an area of emphasis for those who work with students who have Autism Spectrum Disorders (ASD). Impaired social functioning in individuals with ASD is well documented as being a commonly recognised indicator of difficulties especially when children transition through the years of school including through adolescence and then ultimately adulthood (Matthews et al., 2015). Research has demonstrated that employers often believe social competency to be more important than actual experience in the workplace (Deloitte, 2017). Moreover, deficits in social skills have been linked to school dropout, juvenile deviancy, suicide, and police intervention (Merrell & Gimpel, 1998). Therefore, when considering a systemic approach to social competencies, the development of necessary social skills should be an essential part of the educational curriculum to support the functioning of all students within the school, family, and wider socio-ecological systems (AACTE, 2010). This chapter argues that current approaches to social skills training through schools is not sufficient for children with ASD and calls for a multi-systemic approach to address social skills intervention in order to drive authentic inclusive practices for all children and young people. Inclusive education: Global issues & controversie
Photo of author T.C. Boyle (left) and Carol C. Harter (right) at Black Mountain Institute event Vegas Valley Book Festival Opening in November 2010.
No full textT. C. Boyle is the author of twenty books, including World\u27s End (winner of the PEN/Faulkner Award), The Road to Wellville (adapted into a major motion picture), Drop City (a New York Times bestseller and finalist for the National Book Award), and The Women, a best-selling fictionalized account of the private life of Frank Lloyd Wright. Boyle\u27s stories regularly appear in The New Yorker, Harper\u27s, Esquire, and The Atlantic Monthly. He teaches at the University of Southern California.https://oasis.library.unlv.edu/blackmountain_images/1019/thumbnail.jp
Photo of author T.C. Boyle (left) and Carol C. Harter (right) at Black Mountain Institute event Vegas Valley Book Festival Opening in November 2010.
No full textT. C. Boyle is the author of twenty books, including World\u27s End (winner of the PEN/Faulkner Award), The Road to Wellville (adapted into a major motion picture), Drop City (a New York Times bestseller and finalist for the National Book Award), and The Women, a best-selling fictionalized account of the private life of Frank Lloyd Wright. Boyle\u27s stories regularly appear in The New Yorker, Harper\u27s, Esquire, and The Atlantic Monthly. He teaches at the University of Southern California.https://oasis.library.unlv.edu/blackmountain_images/1019/thumbnail.jp
Book review: Denying to the Grave: Why We Ignore the Facts That Will Save Us
No full textThis is the author accepted manuscript. The final version is available from British Psychological Society via the link in this record'Denying to the Grave: Why We Ignore the Facts That Will Save Us' by Sara E. Gorman & Jack M. Gorman (Oxford University Press); Reviewed by Christopher Boyle
Understanding Inclusive Education in the Basque Country
No full textThis is the author accepted manuscript. The final version is available from Brill via the DOI in this recordThis chapter describes how this region of Europe is able to respond to the diversity of students in an inclusive way. Firstly, the evolution of the laws which make inclusion possible is considered; and secondly, the wide range of measures that can be applied in order to cater for student needs in the environment of mainstream education is analysed. Although there may be some aspects which can be improved, the data referred to in the chapter demonstrates the success of the Basque Educational system so as to give an inclusive response to students’ diversity
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