1,847 research outputs found
Old Gilroy City Hall
No full textStrap-work gableOld Gilroy City HallBrick; Yellow brick veneer; Sandstone accentsCity Hall; Public building; Municipal buildingEclecticCity hall; Santa Clara County; GableBuilding presently leased by the city of Gilroy to a restaurant operator; Fully restored following damage from 1989 Loma Prieta Earthquake
Old Gilroy City Hall
No full textFront exterior facadeOld Gilroy City HallBrick; Yellow brick veneer; Sandstone accentsCity Hall; Public building; Municipal buildingEclecticCity hall; Santa Clara County; Clock tower; Parapet; GableBuilding presently leased by the city of Gilroy to a restaurant operator; Fully restored following damage from 1989 Loma Prieta Earthquake
Old Gilroy City Hall
No full textDetail of clock tower, parapet, and strap-work gable of front exterior facadeOld Gilroy City HallBrick; Yellow brick veneer; Sandstone accentsCity Hall; Public building; Municipal buildingEclecticCity hall; Santa Clara County; Clock tower; Parapet; GableBuilding presently leased by the city of Gilroy to a restaurant operator; Fully restored following damage from 1989 Loma Prieta Earthquake
Old Gilroy City Hall
No full textStrap-work gableOld Gilroy City HallBrick; Yellow brick veneer; Sandstone accentsCity Hall; Public building; Municipal buildingEclecticCity hall; Santa Clara County; GableBuilding presently leased by the city of Gilroy to a restaurant operator; Fully restored following damage from 1989 Loma Prieta Earthquake
What's best for whom? Exploring the evidence base for art therapy assessment
No full textThis chapter reviews the current evidence base for assessment in art therapy and considers how it might be developed. It explores how ‘assessment’ is understood: is it a subjective, empathic encounter or a more objective, perhaps diagnostic evaluation? This is discussed in relation to research on art therapy assessments in the UK and USA, the different aims of assessment, the contexts in which art therapists work and the clients they work with. A sequence of referral, encounter and selection is identified and emergent, differential approaches to assessment in relation to treatment are described. However, the author argues that assessment in art therapy remains unsystematic and without a solid evidence base and proposes that a pluralistic evidence base should be developed which, whilst systematic and particular to client population, is neither prescriptive nor constrained by diagnostic criteria
The poetics of Australian art therapy
No full textThs chapter explores the contemporary preoccupations of Australian art therapists, contextualised within previous research which established the different developmental trajectory art therapy in Australia has taken compared to the profession in other parts of the world, notably the United Kingdom and the United States. The eclectic mix of qualified and unqualifed practitioners engaged in different kinds of art-based therapeutic work has created a situation which, whilst problematic, has a richness and diversity. Using the approach of a 'bricoleur', the author will describe interviews with practitioners and educators that were gathered during something of a watershed in art therapy's development and draw on the techniques of conversational analysis to give an impressionistic, poetic account of art therapy in Australia. She will tell stories of the joys, frsutrations, challenges and particularities of a new and radical set of practices in places and spaces that are simultaneously old and new, whose mental health services operate within the orthodoxies produced by hard economic times
Renewable energy adoption in an ageing population: Heterogeneity in preferences for micro-generation technology adoption
No full textMany countries are endeavouring to supply more of their energy from renewable resources. Such countries are also experiencing an aging population with a greater proportion of people aged ≥65 years. This demographic shift may reduce the uptake of renewable energy, if older person households are less inclined to accept change and adopt new technologies. This paper assesses whether such households have different behavioural responses to energy efficiency compared to the rest of society and investigates whether micro-generation renewable energy technologies are less likely to be adopted by these households. It uses conditional logit and mixed logit models to investigate the impact of age of household on primary heating adoption, and also to assess the impact of older households on the installation of discretionary micro-generation technologies (solar thermal, solar voltaic, and wind power) to supplement existing heating and lighting systems. Results indicate that primary heating choice is not affected but that older person households are less inclined to adopt micro-generation technologies
Black Teacher
No full textAn illustrated talk about Beryl Gilroy the pioneering educationalist, author and ethopsycologist Her memoir, Black Teacher, first published in 1976, details her journey to become Britain's first Black Head teacher. I was invited by the Sarah Parker UCL Centre for the Study of Racism and Racialisation to explore Beryl's career and achievements and the impact of racism on her personally and professional in post war Britain. The talk marked the republishing of Black Teacher.
Beryl Gilroy worked at the Institute of Education (IOE) as a multi-cultural researcher, and later, among receiving many other honours, she was awarded an Honorary Fellowship by the Institute in 2000.
First published in 1976, this memoir by one of Britain’s first black headteachers is a vital story of survival doused in fury, humour and love. This online talk by her daughter Darla Gilroy, will tell some untold stories behind the book and its creation.
'Gilroy was born in Guyana in 1924, and arrived in England in 1952 as an experienced and highly qualified teacher. However, because of aggressive anti-Blackness she was unable to secure a post for many years... Gilroy’s first job in education was in a Catholic school, teaching a class of seven-year-olds who whimpered and hid under the table when she arrived. Most of the white pupils she taught throughout her career parroted remarks made by their bigoted parents. “Black people live in trees. Me dad saw them isself. He was in the war. Black people roast people and eat them,” one child says. But with strength, wit and incredibly imaginative teaching, Gilroy turned the most troublesome of classes into engaged learners.
By the 1960s, schools had grown more ethnically diverse, and Gilroy’s challenge was now to consider the different cultural expectations of teaching. Still, she was a sensitive and experimental educator who cared deeply for expanding young minds through child-centred learning. “The pace, the temperature and the pulse of the classroom had to suit each child,” she wrote. “I turned to art and drama to help them towards an awareness of alternatives and to set new boundaries of their thinking.”
In many ways, Black Teacher is a book about white women, whose every grotesque prejudice is included here. Gilroy writes with surgical precision of their obsession with, and phobia of, her body. When breastfeeding, her nipples become the talk of the clinic. “That blackness around ’er tits! D’you reckon that’s good for the baby?” On a school trip, Sister Consuelo screams “Don’t touch me!” when Gilroy attempts to fan a wasp away from her neck, making Gilroy hyper-aware of her own hands. “I was nervous about picking things up,” she writes. There aren’t many such moments when Gilroy reveals her wounds, but when she does, it interrupts your breathing.
Early criticism of Black Teacher questioned its relevance. One reviewer argued: “We hear plenty of Nig-Nog, Nig-Pig and Wog hurled in her direction… Nonetheless, is it worth yet another voicing? Can the publishers seriously ask that the book should be taken to heart by educationalists and parents?” Gilroy’s title sat on the fringes of works exploring the postwar Caribbean immigrant experience, and after retiring from teaching she became an ethno-psychotherapist and wrote several novels — two of which took 30 years to find a publisher.
Last year there were calls to retitle schools bearing slave owners’ names, sparking a petition to name Beckford primary school in West Hampstead, north London, after Gilroy, a former head there. She deserves a similar level of recognition for her contribution to literature. Like ER Braithwaite’s To Sir With Love and Sam Selvon’s The Lonely Londoners, Black Teacher is a rare document of Black British survival, doused in fury and humour and love.'
- Extract from Black Teacher by Beryl Gilroy review – bigotry in the classroom, The Guardian, June 2021, by Kadish Morris. Black Teacher by Beryl Gilroy is published by Faber
Infection outcomes in splenectomized patients with hemoglobinopathies in Australia
No full textCopyright © 2009 International Society for Infectious Diseases Published by Elsevier Ltd.Alvin R. Yapp, Robert Lindeman, Nicole Gilroy, d, Zhanhai Gao and C. Raina MacIntyr
Food safety and licensure
No full textAmy Gilroy, John Burr & Susan Kendrick (Oregon Department of Agriculture), Laura Raymond & Karen Ullman (Washington State Department of Agriculture), Dr. Jovana Kovacevic & Stephanie Brown (Oregon State University Food Innovation Center).Title from PDF caption (viewed on June 14, 2022).This archived document is maintained by the State Library of Oregon as part of the Oregon Documents Depository Program. It is for informational purposes and may not be suitable for legal purposes.Includes bibliographical references (page 8).Mode of access: Internet from the Oregon Government Publications Collection.Text in English
- …
