17 research outputs found
Symposium: Editing Political Diaries
No full textThe witness seminar was held in December 1991 at the Institute of Historical Research in London. It examined some of the key issues surrounding the editing of political diaries, including what to edit, the motivation of the diarist and the value of diaries to historians.
Peter Catterall of the ICBH was in the chair. The three principal speakers were Ruth Winstone, editor of Tony Benn's diaries, David Brooks, editor of the diary of Sir Edward Hamilton, and John Barnes, co‐editor with David Nicholson, of the diary of Leo Amery. Other contributors included Jad Adams (biographer of Tony Benn), Kathleen Burk (co‐author of a study of the 1976 IMF crisis), Philip Williamson (editor of the diary of William Bridgeman), M.R.D. Foot (an editor of the Gladstone diaries), and Stuart Ball (editor of the diary of Sir Cuthbert Headlam)
The new normal: Dialogues and ways forward
No full textAs we grapple with adapting higher education to COVID-19, dialogic spaces are needed where we can explore lessons learned and consider paths forward. This Pecha Kucha synthesizes key discussions from a 12-month dialogic webinar series, The New Normal, aimed at understanding current experiences and sustainable solutions in the meeting places of technology, teaching, learning, assessment and student engagement in higher education.
The Pecha Kucha is organised into four topic areas, each briefly discussed in this abstract: ‘busting’ higher education myths, student engagement, dual delivery, and assessment. For each topic area, the Pecha Kucha addresses the nature of disruptions and consequences to practice, teachers’ discourse and experience around attempted solutions, and students' responses to teachers’ perceptions and solutions. We conclude the Pecha Kucha with a brief synthesis of perspectives and recommendations for ways forward in technology-informed higher education practices.
Online learning operates under too many false assumptions. These range from the myth of the digital native (Margaryan, Littlejohn, & Vojt, 2011). to the belief that online engagement should closely replicate in-person practice. This section of the presentation dismantles some persistent online learning assumptions and explores different perspectives on how ‘myth busting’ may lead to better online learning.
Student engagement is a seminal issue in higher education. As we examine data from our first COVID semester, specific engagement issues appear at the forefront: what does engagement look like when we decrease synchronous learning and can’t ‘see’ our students? How does online engagement differ from in-person paradigms? What are the implications for our practices, cultures, evaluation systems and services?
The part of the presentation explores student engagement in the context of the current pandemic and beyond. The discussion focuses on how we might best define, support and evaluate engagement. Also discussed are what ‘deep’ versus ‘surface’ engagement looks like (Author, 2019) and how we may avoid mistaking one for the other.
Effective dual delivery has become an imperative as universities struggle with articulating meaningful learning in both online and in-person paradigms (Author, 2021). Some of the key topics addressed in this part of the presentation are, what are effective approaches, outcomes and affordances? What tensions have emerged and how are they (not) being resolved? Is blended learning the same as dual delivery? As we venture back into on-campus teaching and learning for the second half of 2021 and leverage what we have learnt from the rapid move to online learning, what principles and practices can enhance the face-to-face teaching and learning experience in the future?
In higher education, assessment is simultaneously the topic of greatest concern to students and the most difficult area of practice to change (Winstone & Boud, 2020; Author). The disruptions of COVID have led to fraught and confronting experiences for instructors and students around assessment and accompanying technologies. This section of the presentation addresses key areas of tension and dialogue around remote proctoring, transitions to open book and online examinations, provision and framing of feedback and formative assessment, and how we negotiate fundamental issues of trust, validity and community.
References
Author (2014).
Author (2019).
Author (2021).
Margaryan, A., Littlejohn, A., & Vojt, G. (2011). Are digital natives a myth or reality? University students’ use of digital technologies. Computers & education, 56(2), 429-440.
Winstone, N. E., & Boud, D. (2020). The need to disentangle assessment and feedback in higher education. Studies in higher education, 1-12.https://2021conference.ascilite.org/wp-content/uploads/2021/11/Pecha-Kucha-Abstracts-2021_v4.pdf</p
The evolution of surfaces and their measurement
No full textSurfaces and their interactions are at the heart of living systems and all moving objects.
They have fascinated man from the ancient Egyptians, through Leonardo Da Vinci in the
Renaissance period, to nanotechnologists of today. This paper elucidates the science of
surfaces and their interactions, covering the importance of surfaces and how they influence us
all in terms of energy, environment and quality of life. It attempts to uncover the story of
mankind‟s deepening understanding of surfaces and their measurement, and to provide an
overview of surface measurement and shows how current thinking has evolved from a
complicated historical background
The Effects of Maternal Postpartum Depression on Dyadic Emotion Dysregulation
No full textabstract: Postpartum depression is recognized as the most common psychiatric disorder that appears in approximately 10-15% of women, with higher frequencies among low-income minority women. Past studies have revealed that depressive symptoms negatively impact child development and mother-child synchrony. The current study's purpose was to explore the effects of postpartum depressive symptoms on later dyadic dysregulation. The data was collected from Las Madres Nuevas' study, a longitudinal investigation. Participants were 322 Mexican and Mexican American mother-infant dyads from the Phoenix metropolitan area who were recruited though a Maricopa Integrated Health System (MIHS) prenatal clinic. The Edinburgh Postnatal Depression Scale (EPDS) was used to measure depression 6 weeks postpartum. Additionally, the dysregulation-coding scheme used at child's 24 months of age measured the children's, mothers', and dyads' regulatory skills throughout their interactions with each other. Linear regression analyses were the central analyses of this study. In the first regression analysis, results showed that mother's age at prenatal visit (p= 0.44), 6-week depression score (p= 0.37), mother's education (p= 0.77), and number of biological children (p= 0.28) did not significantly predict dyadic dysregulation at 24 months. The second linear regression analysis concluded that the 6-week depression score, mother's country of birth, the interaction of maternal depression and country of birth, mother's education, mother's age at prenatal visit, and number of biological children also did not predict dyadic dysregulation at 24 months. Although not statistically significant, the findings suggest that the Hispanic Paradox theory, conservation of native cultural values, and strong social support have protective effects in Mexican immigrant and Mexican American childbearing women
The Transcendent and Providence in Philo of Alexandria
No full textУ дослідженні здійснюється спроба розкрити проблематику Провидіння Бога на матеріалі праць Філона Олександрійського. Інтерпретується феномен зла на тлі абсолютної трансцендентності Бога. Креативний акт, провидіння, Божа воля в рефлексіях юдейського автора намагаються узгодитись з фактом існування явища зла у світі.In this research an attempt is made to open up the problem of Providence in Philo’s works and some Ancient and Medieval philosophers. The phenomenon of evil is interpreted on a background of the absolute transcendent of God. In his reflections, Philo tries to reconcile Creation, Providence, and Divine Will to the fact of existence of the phenomenon of evil in the world. The concept of transcendence in the philosophy of Philo of Alexandria by exploring the nature of relations between the transcendent sphere of God and spiritual world of human person, and focuses on philosophical and theological dimensions of the transcendence in its relations with the world and the human. It also discusses Philo’s distinctive creationist teaching concerning the grace of God, specifies the essence of allegoresis and symbolic methods of conceptualizing the transcendental dimension of God. In the context of Philo’s philosophy, the transcendent is understood as an onto-ethical category, being discussed in connection with the key themes of Christian philosophy, such as time and eternity, person and history, creation and God etc. The study also demonstrates Philo’s role in the development of some key ideas of natural theology (proofs of God’s existence, attributes of God etc.) and his influence on patristic and scholastic thought. The author discusses the key concepts within the Philonic studies developed by H. Wolfson and compares them with the ones of A. Meyer, B. Mondin and D. Winstone who are considered the leading figures in the field of the Philonic studies. Based on Wolfson’s major works, the author invited to reconsider the role of the American scholar in the contemporary Philonica
Eliciting rich dialogue through the use of activity-oriented interviews: Exploring self-identity in autistic young people
No full textThe ability of children and young people to form and express their perspectives through qualitative research studies can be constrained by difficulties that they can face in typical interview situations. This article describes and evaluates an interview method using concrete and engaging activities designed to enable autistic young people to voice their abilities and perspectives. Participants' sense of self-identity was explored using traditional semi-structured interviews and novel activity-oriented interviews. The latter method provided a context within which autistic young people were better able to voice their perspectives. The efficacy of this method and considerations for its use are discussed. © The Author(s) 2013
Angel song: the suite life and music of Kenny Wheeler
No full textIn jazz’s nearly 120-year history, there are individuals recognized by a majority of scholars and fanatics for what they have contributed to the music’s development. Champions of jazz and its many forms include Louis Armstrong, Duke Ellington, Count Basie, Charlie Parker, Thelonious Monk, Miles Davis, John Coltrane, and Ornette Coleman. However, there is a plethora of original artists whose work and influence remain relatively unacknowledged. In this work I will focus on the life and music of Kenny Wheeler, who is among jazz’s hidden geniuses. Kenny Wheeler was an imaginative composer, arranger, trumpeter and flugelhornist who incorporated traditional and avant-garde jazz styles as well as Western art music influences into his work. Wheeler was born in Toronto, Canada, but spent most of his formative years in St. Catharines. At age 22 he moved to London where he would quickly begin working with local bands. Wheeler had a long, prolific career in which he experimented with many different musical styles and took part in hundreds of recordings. Wheeler continued working until shortly before his death at 84 years old in 2014. As a leader and a sideman, Wheeler would work with some of the music’s legendary figures including: Woody Herman, Paul Gonslaves, Philly Joe Jones, Keith Jarrett, Jan Garbarek, Clark Terry, and Michael Brecker; he would also form more significant and lasting musical relationships with the likes of Johnny Dankworth, Evan Parker, John Stevens, Mike Westbrook, John Taylor, Norma Winstone, Dave Holland, Anthony Braxton, Globe Unity Orchestra, Lee Konitz, John Abercrombie, Stan Sulzmann, John Parricelli, Chris Laurence, Martin France, and countless others. The primary focus is Wheeler’s life story. However, his musical influences and artistic style are discussed throughout, as well as his most seminal records as a sideman and leader. For those who are not familiar with Kenny Wheeler’s music, this thesis highlights some of his most important work, and should provide a starting place to explore his vast output. For longtime fans and Wheeler neophytes alike, this thesis provides a look into the life and personality of one of the most original voices in jazz since the 1970s.M.A.Includes bibliographical referencesby Andrew Voge
Recent changes in the initiation liturgies: a comparative study
No full textIn this thesis the author examines the recent rites of initiation within the Orthodox, Roman Catholic, Church of England, and Methodist Churches. The object is two-fold: (l) to see whether there has been convergence in the recent liturgical practice and theological understanding of initiation; and (2)' to see the extent to which the rites of the present-day mark a deliberate return to the pool of symbolic actions and words that were current in the post-apostolic period (and maybe even earlier).From the witness of Scripture it is felt that no established practice was being set before us at that time, particularly as the primary role of Scripture is as a witness to Christ rather than as a manual of devotion. The establishing of normative procedures for initiation would seem to be a post-apostolic development which took distinctive eastern and western lines of development. The Orthodox Church continues to employ the ancient rites which extend back for over twelve hundred years, and its insistence on the unity of baptism, chrismation and eucharist in theological thought and administration is characteristic. The other denominations express in their recent rites the desire to return to an archetypal service, but at the same time wishing to maintain the validity of a fragmented initiation practice. The Church of England, .and Methodism which grew from it, show increasing use of ceremonial. Most of this had been removed from the Church of England's liturgy at the Reformation. Taking note of recent work by the World Council of Churches the author concludes that convergence in liturgy and theology, though incomplete, has taken place; and further, that faithful witness is borne to the practice and understanding of the early Church of the post-apostolic period. Some aspects may date from the New Testament times
'Achieving Mastery': an evolved grounded theory of Lead Learners' views on feedback and assessment
No full textAssessment and feedback are acknowledged as significant influences in pupils’ learning at all levels of education (Hattie & Timperley, 2007), yet there is growing debate about whether feedback, in particular, is given in a way that is effective, constructive and timely enough for pupils to act on it (Winstone & Boud, 2020). Certainly, many pupils view feedback as 'problematic' and 'challenging' and as something they struggle to understand and use (Hopfenbeck, 2020). Although identified as an important concept, there is limited research examining how pupils themselves perceive and use feedback, especially in secondary education contexts (Finch & Willis, 2020; Quinlan & Pitt, 2021), where it is reportedly a lower-level priority for school leaders (Ofsted, 2015). This thesis sought to address this notable gap in the literature by exploring young people's views and experiences of assessment and feedback in key stage three (KS3) within one secondary school in England. Moreover, as few educational studies to date have privileged the voices of young people in this area, particularly those considered ‘high achieving’ (Smit, 2013; Smith & Campbell, 2016), this research focused on the experiences of ‘Lead Learners’, which is the name given to high achieving pupils within the specific school context. The study took place at a secondary academy situated in the heart of South-West England, in which the author of this study worked as a full-time practitioner. Informal conversations combined with unstructured and semi-structured interviewing between March 2018 and July 2020 with KS3 Lead Learners (n=12) helped to encapsulate their engagement with feedback and assessment in the school’s Mastery Curriculum. As part of an iterative process of simultaneous data collection and analysis, techniques and procedures specific to Corbin and Strauss’ (2015) evolved version of grounded theory were used, which identified and developed concepts in conjunction with bringing context and process into the analysis. Towards the latter stages of the analysis, categories were carefully integrated to form a substantive grounded theory titled: “Achieving Mastery (core category): self-managing our response to feedback (major process).”
Findings from this study indicate that in their quest to overcome problematic situations with feedback and assessment to “Achieve Mastery,” Lead Learners self-managed their response to feedback. As ‘savvy’ student agents, and in various novel ways, Lead Learners: challenged their teachers’ feedback; networked with their teachers’ and peers’; carried out Mastery research, made use of learning resources; and assessed how to respond to feedback (major processes) to develop their feedback literacy and, most importantly, create an understanding of what “Mastery” looked like. As literature in this area has, to date, largely focused on students in higher education (Carless & Winstone, 2020; Malecka, Boud & Carless, 2020; Chan & Luo, 2022), the findings of this research are highly significant in that they show KS3 students to be capable of self-managing their response to feedback. In discussing the implications of this for practice, it is recommended that teachers work with their students to appreciate how they understand and use feedback so that they might better support the development of feedback literacy and facilitate students’ growth as ‘savvy’, independent agents.</p
Public protection in youth justice? the intensive supervision and surveillance programme from the inside
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