5,980 research outputs found
Variations on the Author
No full text“Variations on the Author” discusses two of Eduardo Coutinho’s recent films (Um Dia na Vida, from 2010, and Últimas Conversas, posthumously released in 2015) and their contribution to the general question of documentary authorship. The director’s filmography is characterized by a consistent yet self-effacing form of authorial self-inscription: Coutinho often features as an interviewer that rather than express opinions propels discourses; an interviewer that is good at listening. This mode of self-inscription characterizes him as an author who is not expressive but who is nonetheless markedly present on the screen. In Um Dia na Vida, however, Coutinho is completely absent form the image, while Últimas Conversas, on the contrary, includes a confessional prologue that moves the director from the margins to the center of his films. This article examines the ways in which these works stand out in the filmography of a director who offers new insights into the notion of cinematic authorship
\u3ci\u3eFollowing In His Steps: A Biography of Charles M. Sheldon\u3c/i\u3e by Timothy Miller (Review)
No full textReview of the book Following In His Steps: A Biography of Charles M. Sheldon by Timothy Miller
Clara Timothy
No full textClara Timothy is pictured her senior year at Uintah High School. She was born to Alma Nephi and Ellen Maria Timothy on August 11, 1920. She married Sheldon Axelson in 1941. She died August 4, 2013
Clara Timothy
No full textClara Timothy is pictured her sophomore year at Uintah High School. She is the daughter of Alma and Ellen Timothy. She married Sheldon Axelson in 1941. She diedAugust 4, 2013
Education Leaders Perspectives on Social & Emotional Learning
No full textThis archival publication may not reflect current scientific knowledge or recommendations. Current information available from the University of Minnesota Extension: https://www.extension.umn.edu.This peer-reviewed series of issue briefs is designed to help people understand, connect and champion social and emotional learning in a variety of settings and from a variety of perspectives.Blyth, Dale; Flaten, Kyla; Sheldon, Timothy. (2016). Education Leaders Perspectives on Social & Emotional Learning. Retrieved from the University Digital Conservancy, https://hdl.handle.net/11299/195176
Leadership for Literacy Grant, 2002: Final Evaluation
No full textPrepared for Independent School District 622
by Timothy Sheldon and Kyla Wahlstrom, University of Minnesota, Summer 2002.The Leadership for Literacy Grant, competitively awarded to Minnesota School District 622, has had a goal of building leadership for literacy through the design and implementation of professional learning communities. Grant resources provided for a set of activities, which were designed to foster a collaborative culture in the district among teachers and staff.Wahlstrom, Kyla; Sheldon, Timothy; Center for Applied Research and Educational Improvement. (2002). Leadership for Literacy Grant, 2002: Final Evaluation. Retrieved from the University Digital Conservancy, https://hdl.handle.net/11299/1141
World War I record of service for Timothy J. Holland, compiled approximately 1922-1926.
No full textQuestionnaire with information about Timothy Joseph Holland's service in World War I, 1917-1919, compiled approximately 1922-1926.Compiled or copied by a "Norwich in the World War" committee consisting of Charles N. Barber (chairman), Carl V. Woodbury, K.R.B. Flint, and Gustaf A. Nelson. May have been used in a chapter of "Vermont in the world war, 1917-1919" by Harold P. Sheldon (1928)
Money piece by Timothy P. Agnew, chief executive officer of the Finance Author
No full textMoney piece by Timothy P. Agnew, chief executive officer of the Finance Authority of Maine, about the increased availability of credit for Maine\u27s small businesses
Urban Wilderness Canoe Adventures Evaluation
No full textAccording to Wilderness Inquiry (WI), the ultimate goal of the Urban Wilderness Canoe Adventures
(UWCA) program is to engage youth in a series of deepening wilderness experiences that will result in a
percentage of these youth becoming environmental leaders. The intermediate goal of Wilderness Inquiry is to improve student academic performance through an
innovative classroom/fieldwork curriculum that uses environmental educational experiences to teach
science, social studies, and language arts.
The purpose of this initial evaluation was to assess the impact of the UWCA Program and the Mississippi
River field trips and on the attitudes and behaviors of fifth through eighth graders in Minneapolis Public
Schools’ summer school program. While the ultimate goal of the Urban Wilderness Canoe Adventures
(UWCA) program is to improve student academic performance, we limited the scope of the initial
evaluation to five key objectives. We wanted to determine the extent to which the Program: (a) positively influenced students’ attitudes about the river, the environment, and science; (b) improved student attendance during the summer session; (c) advanced the learning objectives of a River‐based curriculum; (d) increased students interest in the natural environment; and, (e) increased students awareness of the river and their personal connection to it.
We also wanted to assess teachers’ level of engagement and the extent to which they believed the
UWCA program affected students.Funding for this project was provided by the Minnesota Environment and Natural Resources Trust Fund
as recommended by the Legislative‐Citizen Commission on Minnesota Resources (LCCMR)Sheldon, Timothy. (2010). Urban Wilderness Canoe Adventures Evaluation. Retrieved from the University Digital Conservancy, https://hdl.handle.net/11299/138996
21st Century Community Learning Centers: Pathways to Progress Project, Saint Paul Public Schools: Annual Evaluation Report (Fall 2001)
No full textThe grant period extended from June 2000 through May 2003. Evaluation Team Members:
Kyla Wahlstrom, Principal investigator;
Tim Sheldon, Roger Anderson & Holly ZorkaPathways to Progress is a three year, federally funded grant that establishes community learning centers at each of the eight Saint Paul Public School sites. These community learning centers are designed to provide coordinated expanded day and year community learning activities for students, families and community members in Saint Paul, Minnesota.Wahlstrom, Kyla; Sheldon, Timothy; Anderson, Roger; Zorka, Holly; Center for Applied Research and Educational Improvement. (2001). 21st Century Community Learning Centers: Pathways to Progress Project, Saint Paul Public Schools: Annual Evaluation Report (Fall 2001). Retrieved from the University Digital Conservancy, https://hdl.handle.net/11299/2629
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