1,354,893 research outputs found
Scally, Desmond Ernest, 23610
No full textThis record was harvested from a previous catalogue system and will be withdrawn in 2025. Information in this record may be superseded or incomplete.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/415523Surname: SCALLY. Given Name(s) or Initials: DESMOND ERNEST. Military Service Number or Last Known Location: 23610. Missing, Wounded and Prisoner of War Enquiry Card Index Number: 49664.236169
Item: [2016.0049.47784] "Scally, Desmond Ernest, 23610
South Australia [cartographic material] /
No full textInset: City of Adelaide.; Map of South Australia showing counties, railways in operation and railways under construction.; Rex Nan Kivell Collection Map NK 2456/159
John Scally, ed. : A Just Society ? Ethics and Values in Contemporary Ireland
No full textGuillaumond Julien. John Scally, ed. : A Just Society ? Ethics and Values in Contemporary Ireland. In: Études irlandaises, n°31 n°2, 2006. Irish English : variétés et variations / Irish English, Varieties and Variations sous la direction de Maryvonne Boisseau et Françoise Canon-Roger. pp. 158-159
Ciudadanía intercultural en la clase de inglés en el nivel primario
No full textFil: Scally, Carina A. Universidad Nacional de Córdoba. Facultad de Lenguas; Argentina.Los cambios en la concepción del lenguaje y las demandas de un mundo globalizado
nos desafían a repensar los propósitos de la enseñanza de inglés en contextos formales desde
una nueva perspectiva que favorezca nuevas formas de ser y estar frente a la diversidad
cultural. El aprendiz de una lengua necesita ser capaz de comunicarse en contextos
multilingües y multiculturales y tener las habilidades necesarias para resolver los problemas
que la diferencia de valores, creencias y conductas pueden ocasionar en la comunicación. La
perspectiva intercultural y de educación para la ciudadanía brindan aportes valiosos para tal
tarea. En este marco, la literatura existente nos brinda indicios respecto a la necesidad de
diseñar materiales situados que fomenten la construcción de saberes, habilidades, actitudes y
conciencia necesarios para la comunicación intercultural. En consecuencia, el presente trabajo
consiste en la presentación de un marco teórico sobre interculturalidad y el diseño de dos
secuencias didácticas para una experiencia situada de enseñanza de inglés como lengua
extranjera en el nivel primario. El proceso de diseño abarca la identificación y exploración de
una necesidad, la construcción de la propuesta y la elaboración de recursos y materiales
didácticos. Se concluye diciendo que es posible abordar el desarrollo de las actitudes y
capacidades del hablante intercultural en la clase de lengua extranjera en el nivel primario
principiante.Fil: Scally, Carina A. Universidad Nacional de Córdoba. Facultad de Lenguas; Argentina
John Scally, ed. : A Just Society ? Ethics and Values in Contemporary Ireland
No full textGuillaumond Julien. John Scally, ed. : A Just Society ? Ethics and Values in Contemporary Ireland. In: Études irlandaises, n°31 n°2, 2006. Irish English : variétés et variations / Irish English, Varieties and Variations sous la direction de Maryvonne Boisseau et Françoise Canon-Roger. pp. 158-159
Haunted Futures Conference 2025: “Haunted Technologies”
No full textEvent: Haunted Futures Conference 2025: “Haunted Technologies” Venue: University College of CorkDates: 12th to 14th of November 2025
A report of the third annual Haunted Futures Conference convened by Dr Ellen Scally and Dr Rachel Gough, convened in the Department of Film and Screen Media, University College Cork
Visual guidance of landing behaviour when stepping down to a new level
No full textNoWhen stepping down from one level to another, the leading limb has to arrest downward momentum of the body and subsequently receive and safely support bodyweight before level walking can begin. Such step downs are performed over a wide range of heights and predicting when and where contact between the landing limb and the lower level will be made is likely a critical factor. To determine if visual feedback obtained after movement initiation is habitually used in guiding landing behaviour, the present study determined whether pre-landing kinematics and the mechanics of landing would be modulated according to the type of visual feedback available during the stepping down phase. Ten healthy participants (32.3 ± 7.9 years) stepped, from a standing position, down from three different heights onto a forceplatform, either coming immediately to rest or proceeding directly to walking across the laboratory. Repeated trials were undertaken under habitual vision conditions or with vision blurred or occluded 2¿3 s prior to movement initiation. Pre-landing kinematics were assessed by determining, for the instant of landing, lead-limb knee and ankle angle, stepping distance, forwards positioning of the body CM within the base of support and the forwards and downwards body CM velocity. Landing mechanics for the initial contact period were characterized using lead limb vertical loading and stiffness, and trail limb un-weighting. When vision was occluded movement time, ankle plantarflexion and knee flexion were significantly increased compared to that determined for habitual vision, whereas forwards body CM positioning and velocity, vertical loading and stiffness, and trail limb un-weighting, were significantly reduced (p < 0.05). Similar adaptations were observed under blurred conditions, although to a lesser extent. Most variables were significantly affected by stepping task and step height. Subjects likely reduced forwards CM position and velocity at instant of landing, in order to keep the CM well away from the anterior border of the base of support, presumably to ensure boundary margins of safety were high should landing occur sooner or later than expected. The accompanying increase in ankle plantarflexion at instant of landing, and increase in single limb support time, suggests that subjects tended to probe for the ground with their lead limb under modified vision conditions. They also had more bodyweight on the trail limb at the end of the initial contact period and as a consequence had a prolonged weight transfer time. These findings indicate that under blurred or occluded vision conditions subjects adopted a cautious strategy where by they ¿sat back¿ on their trail limb and used their lead limb to probe for the ground. Hence, they did not fully commit to weight transfer until somatosensory feedback from the lead limb confirmed they had safely made contact. The effect of blurring vision was not identical to occluding vision, and led to several important differences between these conditions consistent with the use of impoverished visual information on depth. These findings indicate that online vision is customarily used to regulate landing behaviour when stepping down
Fucking criminology! Challenging mainstream criminology in the classroom
No full textDr Clare Choak (UEL), Marian Duggan (Kent), Alexandra Fanghanel (Greenwich), Emma Milne (Plymouth), and Mia Scally (Middlesex) present a roundtable on the ways in which race, gender, and feminism could be embedded within the curriculum of criminology, and offer a range of perspectives and expertise on the application of intersectional feminism to curriculum design
Going Beyond Counting First Authors in Author Co-citation Analysis
No full textThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
Digital displacement
No full textDigital displacement refers to a multifaceted sense of displacement experienced by arts practitioners and participants when engaging in an online pedagogy, and the negotiation of challenges and barriers to relocating their creative practice in a virtual environment during the pandemic. This chapter provides a rationale behind how the concept has developed theoretically and an exploration of how this has and will inform arts practice in digital spaces. We situate digital displacement within the conceptual framework of liveness and use examples of practice to illustrate the critical nature of engagement and displacement, embodiment and disembodiment, and connectedness and disconnectedness in experiential, participatory online work
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