479 research outputs found
Souter, L J, NX42210
No full textThis record was harvested from a previous catalogue system and will be withdrawn in 2025. Information in this record may be superseded or incomplete. Visit this record in UMA's new catalogue at: https://archives.library.unimelb.edu.au/nodes/view/418421Surname: SOUTER. Given Name(s) or Initials: L J. Military Service Number or Last Known Location: NX42210. Missing, Wounded and Prisoner of War Enquiry Card Index Number: 14583.241976
Item: [2016.0049.50682] "Souter, L J, NX42210
Souter, John Malcolm, 402886
No full textThis record was harvested from a previous catalogue system and will be withdrawn in 2025. Information in this record may be superseded or incomplete. Visit this record in UMA's new catalogue at: https://archives.library.unimelb.edu.au/nodes/view/418420Surname: SOUTER. Given Name(s) or Initials: JOHN MALCOLM. Military Service Number or Last Known Location: 402886. Missing, Wounded and Prisoner of War Enquiry Card Index Number: 43692.241974
Item: [2016.0049.50681] "Souter, John Malcolm, 402886
Student teachers views on the nature of science: do they change during a one year pre-service programme?
No full textThe nature of science (NOS) remains a central issue of pre-service teacher education. We considered the student teacher as a scientist, their background from undergraduate, previous postgraduate and life experiences as well as monitoring changes in their responses to a short questionnaire derived from McComas et al (1998). The study aimed to map the students' understanding of (NoS) with a view to developing their pedagogical content knowledge as well as establishing baseline data to measure the effect of future interventions during the pre-service programmes (such as teaching about NoS or the Philosophy of Science) It is also anticipated that we will be well placed to promote ACfE aspirations as well as informing our programme in relation to developing Responsible Citizens and Effective Contributors who can contribute meaningfully to debates about controversial scientific issues
Souter, F R, VX30258
No full textThis record was harvested from a previous catalogue system and will be withdrawn in 2025. Information in this record may be superseded or incomplete. Visit this record in UMA's new catalogue at: https://archives.library.unimelb.edu.au/nodes/view/418422Surname: SOUTER. Given Name(s) or Initials: F R. Military Service Number or Last Known Location: VX30258. Missing, Wounded and Prisoner of War Enquiry Card Index Number: 39559.241978
Item: [2016.0049.50683] "Souter, F R, VX30258
Justice David Souter and Statutory Interpretation
No full textThis article analyzes Justice David Souter’s early approach to statutory interpretation, drawing insights from his opinions shortly after joining the U.S. Supreme Court. William S. Jordan III situates Souter within the broader interpretive landscape, comparing his methodology to those of his contemporaries, particularly textualists and intentionalists. Jordan examines Souter’s nuanced engagement with legislative history, statutory text, and purpose, highlighting his tendency to seek a balanced and pragmatic interpretive stance. Rather than adhering rigidly to any single school of thought, Souter\u27s opinions reflect a moderate, context-sensitive methodology grounded in respect for both legislative intent and judicial restraint. The article argues that Souter’s interpretive style contributes to a richer, more flexible jurisprudence during a time of increasing polarization over interpretive theory
Language revitalisation in a multilingual community: the case of Michif(s)
No full textIn this talk, we discuss how the forcing of a Western model of identity where one culture = one language has caused divisiveness within the traditionally multilingual and multicultural Métis community, and discuss ways in which to overcome this divisiveness when attempting collaborative language revitalization initiatives. The Métis are the descendants of French and First Nations intermarriage in Canada’s Northwest during the Fur Trade. In the early 19th century, the Métis flourished and began to think of themselves as a separate people (Sealey & Lussier 1975: 3), distinct from either French or First Nations. Métis people traditionally spoke a few of Cree, Ojibwe, Sioux, French, English, and a Plains Cree-French mixed language, called Michif today. In this talk, we show that the multilingualism and multiculturalism of the Métis people which allowed them to flourish in the early 19th century may hold back progress in revitalization and documentation today, due to an attempt to fit a traditionally multilingual people into a Western tradition of unilingualism. For revitalization efforts to succeed, it is often said that the language community must actively support the language and the revitalization efforts. Delineating this community is not normally an issue; the language shares the same name as the ethnicity/culture, or community members feel bound together by their language. However, the Michif/Métis situation is much more complicated. The multilingual nature of the culture results in the term Michif designating at least 3 languages: the Métis variety of French; the Métis variety of Cree, and the Plains Cree-French mixed language. Although the Métis share history, music and traditions, language has become a catalyst for community divisiveness rather than unity, which becomes a serious problem in collaborative revitalization efforts. For example, in order to access federal funding, the mixed-language Michif has been designated as the Métis Nation’s official language, resulting in the hierarchicization of this language over the others. Speakers of this language are now the prestige group, eligible for funding, while speakers of other Métis languages are left frustrated that their language has been demoted by their own people, unable to access the same funding. This is just one example discussed of the difficulties arising from the shift from a multilingual to a unilingual society. This paper shows how an inclusive model such as Junker’s East Cree language project may be used to not only renew pride in a language, but also pride in a multilingual society
The English Mother's Catechism
No full textA page from "The English mother's catechism for her children : containing those things most necessary to be known at an early age..." with questions and answers about the uses of silk and other materials. An illustration on the second side shows a balloon next to a description of the building and functioning of silk balloons.For more information about this item, visit https://archivesspace.mit.edu/repositories/2/digital_objects/61
Statistical description of wetland hydrological connectivity to the River Murray in South Australia under both natural and regulated conditions
No full textAvailable online 17 October 2015Abstract not availableSean J. Robinson, Nicholas J. Souter, Nigel G. Bean, Joshua V. Ross, Richard M. Thompson, Kjartan T. Bjornsso
Water and Sanitation Services for Informal Settlements in Honiara, Solomon Islands
No full textThe objective of this study was to inform Solomon Water of potential service delivery models for the expansion of water and sanitation services in informal settlements in Honiara. Currently, a range of water service delivery models are in use by residents of settlements. As described below, many of do not result in safe and affordable drinking and domestic water. Similarly, a range of sanitation practices are in use, most are not likely to result in safe containment of human waste. Solomon Water is currently expanding and improving its water and sanitation services in Honiara, and other regional towns urban center`s. As a part of this improvement and expansion agenda, there is the opportunity to improve the water and sanitation services used by residents of informal settlements. In recognition of the diversity of environmental, social and economic diversity amongst urban residents in Honiara’s informal settlements, a range of water and sanitation service delivery models may need to be offered. This assessment identifies the range of possible water and sanitation service models, and, with input from Solomon Water, informal settlement residents and other stakeholders, together with analytical information and lessons about service delivery models used elsewhere, makes recommendations about the water and sanitation service options best suited to informal Honiara’s settlements.Full Tex
Climate change, collaboration and pre-service teachers' emergent professional identity
No full textThe study group included 74 graduate, pre-service science teachers who were following the Professional Graduate Diploma of Education Secondary (PGDES) in all science subjects, biology with science, chemistry with science and physics with science. The strong tradition of integrated science in Scotland is reflected (Inspectorate of Schools (Scotland) 1994) in the structure of PGDES programmes (The Scottish Office Education and Industry Department 1998). Scottish School science departments are organised in a variety of ways and a strong collaborative element is often present in providing a common programme of study in science during the early years of secondary schooling. Collaborative coursework on climate change was selected due to its contemporary interest; consultation on the detail of a 'Curriculum for Excellence' (The Curriculum Review Group 2004) and the absence of reported depth of experience in this content area in Scottish school science. Issues associated with climate change conform to all ten qualities of socio-scientific issues (Ratcliffe M. and Grace M. 2003. ) p. 2-3. The purpose was to simulate the collaborative working environment (Watters J.J. and Ginns I.S. 2000); to establish a 'community of practice' as suggested by the (Lave J. and Wenger E. 1991)model of situated learning; involved aspects of problem based learning (Savin-Baden M. and Howell C.M. 2004) as well as authentic assessment (Wiggins G.P. 1993); and to initiate the formation of identities as science teachers rather than 'subject specialists'. The task was based on a constructivist framework. We sought to explore aspects relating to attitudes and knowledge in the context of climate change, to collaboration and the use of ICT. Students were allocated to mixed subject groups and expected to produce reading materials for 12-14 year olds and an associated teachers' guide on a given aspect of climate change over a seven week period. The product and collaborative aspects of the task were assessed using a combination of tutor and peer assessment, including two group debriefing sessions. Students' knowledge and confidence about global warming and information relating to their experiences of collaboration were assessed using a simple pre- and post-task questionnaire developed for this task. We found that the students experienced a number of benefits and frustrations of group work task. Overall, they found the process beneficial and collectively produced a high quality resource which is available as a basis for their own teaching. The resource could be adapted for use by other teachers. The students have become more knowledgeable about aspects of climate change. They may also have considered the challenges in teaching complicated socio-scientific issues in relation to their own professional attitudes and values. A generally positive attitudinal movement took place during the period and some variation was observed between students from different subject areas
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