356 research outputs found
Initial teacher education and the New Zealand curriculum.
No full textNew Zealand teacher educators are faced with the challenge of how to prepare their student teachers to become beginning teachers who are able to base their teaching upon the national curriculum. To meet this challenge, designers of initial teacher education (ITE) programmes need to consider the interface between ITE curriculum and the legislated curriculum for schools. This paper looks at some of the historical influences upon the curriculum in both initial teacher education and schools by examining wider contextual influences. We point out that in ITE there has been an ongoing search for the most appropriate knowledge base for teaching, a search that is made problematic due to differing views of knowledge, teaching and learning We argue that in spite of these differences, there is benefit in an ITE curriculum that has a close relationship with the school curriculum in terms of what is learned and the teaching and learning approaches. New Zealand has a revised national curriculum for schools (Ministry of Education, 2007) that schools are expected to implement from 2010. In preparing student teachers to become beginning teachers, ITE providers are in a phase of designing learning experiences that link ITE curriculum and school curriculum. This process is problematic, for there are various internal and external pressures that lead to a crowded ITE curriculum and challenge ITE autonomy and innovation in curriculum decision-making
Reply to ‘Why mechanical dyssynchrony remains relevant to cardiac resynchronization therapy’
No full textMullens, W (corresponding author), Ziekenhuis Oost Limburg, Genk, Belgium;
Univ Hasselt, Hasselt, Belgium.
[email protected]
Bullying and homophobia in UK schools: A perspective on factors affecting resilience and recovery
No full textThis article reports the results of a three-year study focusing on the experiences of a sample of lesbian, gay, and bisexual (LGB) people in the United Kingdom who were victimized by their peers at school. Data collected from 190 LGBs suggested that experiences of victimization at school were both long-term and systematic, and were perpetrated by groups rather than by individuals. Subsequently, data collected from a sub-sample of 119 participants indicated that over 50 percent had contemplated self-harm of suicide at the time they were being harassed, and that 40 percent had engaged in such behavior at least once. As adults, participants were found to exhibit symptoms associated with negative affect when contrasted with heterosexual and non-victimized LGB peers. Seventeen percent exhibited symptoms associated with PTSD. However, the results also demonstrated that the majority of participants did not differ significantly from comparison groups in terms of self-esteem, and they had a positive attitude towards their sexual orientation. These findings are discussed with reference to the current literature about the development of resilience following exposure to violence and trauma
Middle Ages—Reformation—Volkskunde: Festschrift for John G. Kunstmann
No full textTwenty essays on medieval history, literature and language published in honor of John G. Kunstmann and his work on German literature in the Middle Ages.
The contributors are Berthold Ullman, Urban Tigner Holmes, Edwin Zeydel, George Fenwick Jones, Wayland Hand, Robert Linker, John Keller, Carl Bayerschmidt, Helmut Motekat, Stuart Gallacher, John Fisher, Astrik Gabriel, James Engel, Eli Sobel, Lewis Spitz, Theodore Silverstein, Murray Cowie, Marian Cowie, Josef Ryan, Oscar Jones, and Fritjof Raven
Middle Ages—Reformation—Volkskunde
No full textTwenty essays on medieval history, literature and language published in honor of John G. Kunstmann and his work on German literature in the Middle Ages. The contributors are Berthold Ullman, Urban Tigner Holmes, Edwin Zeydel, George Fenwick Jones, Wayland Hand, Robert Linker, John Keller, Carl Bayerschmidt, Helmut Motekat, Stuart Gallacher, John Fisher, Astrik Gabriel, James Engel, Eli Sobel, Lewis Spitz, Theodore Silverstein, Murray Cowie, Marian Cowie, Josef Ryan, Oscar Jones, and Fritjof Raven
Middle Ages—Reformation—Volkskunde
No full textTwenty essays on medieval history, literature and language published in honor of John G. Kunstmann and his work on German literature in the Middle Ages. The contributors are Berthold Ullman, Urban Tigner Holmes, Edwin Zeydel, George Fenwick Jones, Wayland Hand, Robert Linker, John Keller, Carl Bayerschmidt, Helmut Motekat, Stuart Gallacher, John Fisher, Astrik Gabriel, James Engel, Eli Sobel, Lewis Spitz, Theodore Silverstein, Murray Cowie, Marian Cowie, Josef Ryan, Oscar Jones, and Fritjof Raven
Ampullaria virescens
No full textvirescens Ampullaria virescens Deshayes in Bory de Saint Vincent, 1824: verso of livraison cover [name and author], un-numbered pl. [87], fig. 2. Type material — holotype [by monotypy]: MNHN 24513 (ex MNHN 4529). Type locality —[no locality given] [“Manille” [= Manila, Philippines] MNHN 4529]. Distribution — Thailand, Vietnam, Cambodia, Laos, Malaysia, Indonesia, Burma / Myanmar (Martens 1860: 12; Dautzenberg & Fischer 1905: 426; Annandale 1920 a: 9; Brandt 1974: 49; Keawjam 1986: 61, 1987: 69, 1990: 1; all as “ polita ”). Remarks. The original publication is the plate, with the name in the legend on the plate, published in the fifth livraison of plates of the Dictionnaire, with the name and authorship given on the reverse side of the front wrapper of the livraison. The shell illustrated is therefore the holotype by monotypy. Each livraison of plates was published separately. The wrapper also explicitly states that the plates were not numbered as, once all the plates would be completed, they were to be combined in an order reflecting classification, as indeed they were in volume 17 of the Dictionnaire, published in 1831, when they were numbered sequentially. Ampullaria virescens Deshayes appeared on what was then numbered plate 87. The name polita Deshayes was introduced as an unjustified replacement name for virescens Deshayes and is therefore a junior objective synonym of virescens. For further discussion see Cowie & Héros (2012: 819). Valid species of Pila, teste Brandt (1974: 49) and Keawjam (1986: 61, 1987: 69, 1990: 1), both as “ polita ”, and Cowie & Héros (2012: 818). vittata Ampullaria vittata Reeve, 1856 c: pl. 17, figs. 78 a, b. Type material — syntypes: NHMUK 1986215 (3 spms.). Type locality —“ Philippine Islands ”. Remarks. Valid species, teste G.B. Sowerby III (1910: 62). Synonym of conica Wood, teste Pagulayan & Remigio (1993: 1, etc.), followed here. volkensi Ampullaria gordoni Var. volkensi Martens, 1897 a: 157. Type material — lectotype (Köhler & Glaubrecht 2006: 212, fig. 3 k): ZMB 109521 a; paralectotypes: ZMB 109521 b (3 spms.). Type locality —“Jipe-See, südöstl. vom Kilima-Ndjaro, an der Grenze des deutschen und britischen Gebiets” [Lake Jipe, southeast of Kilimanjaro, on the border between Tanzania and Kenya]. Remarks. Synonym of wernei Philippi, teste Pain (1961: 18). wellesleyensis Ampullaria wellesleyensis de Morgan, 1885: 419, pl. 8, figs. 13 a–d. Type material — lectotype (Cowie & Héros 2012: 819): MNHN 24514 (ex MNHN 4527); paralectotypes: MNHN 4527 (1 spm.), RBINS MT 1157 (1 spm.). Type locality —“les ruisseaux de la province Wellesley... aux environs de Boukit Tamboun” [Perak, Peninsula Malaysia]. Remarks. Valid species, teste G.B. Sowerby III (1910: 62) and Kobelt (1912 b: 91). Synonym of scutata Mousson, teste Habe (1964: 49; as “ ampullaria ”), Brandt (1974: 52), Low et al. (2013: 56) and Ng et al. (2014: 34), followed here. welwitschi Ampullaria Welwitschi Bourguignat, 1879: 31 [name made available by bibliographic reference to Morelet (1868: pl. 9, fig. 10)]. Type material — holotype [by monotypy]: the shell illustrated by Morelet, location unknown [not found in MHNG, MNHN, MRAC or NHMUK (cf. Dance 1986: 219)]. Type locality —“dans le Niger ” (Morelet 1868: 94). Remarks. Valid species, teste Pilsbry & Bequaert (1927: 176). Synonym of wernei Philippi, teste Pain (1961: 18), followed here.Published as part of Cowie, Robert H., 2015, The recent apple snails of Africa and Asia (Mollusca: Gastropoda: Ampullariidae: Afropomus, Forbesopomus, Lanistes, Pila, Saulea): a nomenclatural and type catalogue. The apple snails of the Americas: addenda and corrigenda, pp. 1-92 in Zootaxa 3940 (1) on pages 51-52, DOI: 10.11646/zootaxa.3940.1.1, http://zenodo.org/record/28820
Cowie, Charles Stuart (Death, 1897-03-31)
No full textAddress: 837 E. Ridgeway AvenueAge at death: 5429/Pg 32/1897/M W M/Scotland/Dr. W. Owens/J.F. Wiltsee/Spring Grove Cem.Original record filed in drawer labeled 'CORL-CRAMER'
Actors and Emotion in Performance
No full textUtilising a survey conducted among actors in the USA and UK, this article examines and challenges the historical assumption that textual-based acting in the West is concerned primarily with the [re]creation of emotion. The idea that acting is based on the [re]creation of emotion is supported by a brief exploration of historical notions of acting from ancient Rome to the early twentieth century. Through the use of a questionnaire and interviews, the author uses the words of modern actors along with the writings of their historical counterparts to demonstrate, statistically and anecdotally, that actors do not feel that they are [re]creating emotions but are, in fact, reacting to the given circumstances as the character they are portraying would
Student-centred curriculum integration in primary schools: Implementing democratic principles and practices
No full textEstablishing more inclusive, democratic learning environments for students is receiving renewed attention in today’s educational climate. In New Zealand, the Ministry of Education (2007) advocated that students should be “active, visible members of the learning community” (p. 34). Student-centred curriculum integration is a curriculum design theory founded on democratic teaching pedagogy and practices. This approach places students at the centre of learning, involving them in classroom decisions and curriculum planning. Research reveals that while challenging to implement, student-centred integration has significant benefits for learners academically, socially and attitudinally. To date, research has predominantly been conducted internationally and has largely been confined to middle school or intermediate level. The aim of this study is to help redress the research gap by contributing to knowledge relating to the primary school sector. This project looks at what happens when teachers explore the democratic principles and practices inherent in student-centred curriculum integration. Past research indicated teachers found the power-sharing pedagogy challenging to implement, hence the project’s initial exploration of small democratic practices. Participatory action research (PAR) was considered the most appropriate methodology for this qualitative study as it concurred with the democratic pedagogy which underpinned the research issue. PAR allowed three novice teachers the opportunity to pose their own research questions and reflect on their practice. Mixed methods were used to collect data with interviews, informal discussions, focus group meetings, photographs, observations, and student work samples included. Case studies were utilised to provide an explanation of events. Findings from this study indicate that the implementation of student-centred curriculum integration provides a relevant, engaging and equitable learning environment for primary school students. The research revealed useful implementation strategies for teachers interested in adopting a more democratic teaching pedagogy. Strategies included taking time to establish democratic learning environments, involving students in classroom decisions, acting on students’ suggestions and asking empowering questions. This initial foundation provided the skill base and confidence which led teachers to plan collaboratively with students. This thesis therefore argues that student-centred curriculum integration is feasible in the primary-school setting and that the educational and social benefits indicate the approach justifies further research
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