1,721,599 research outputs found
New Perspectives on Global Gender-Based Violence: Digital, Institutional, and Inter-Personal Harms
No full textIn this co edited collection the authors bring a lens to the diversity of gender-based violence and harms presenting chapters which offer varying perspectives that expand current scholarship in an international context. The collection has 12 contributions by authors from seven different countries. While the editors hoped for a more global contribution all chapter’s present data that lends itself to global consideration. This book highlights the pervasiveness of gender-based harms in a variety of contexts, including behaviours and actions which are not readily understood as violence but are experienced as inherently harmful. The book does not intend to be a comprehensive treatment of gender-based violence, rather each chapter provides a nuanced snapshot of a topic less frequently covered in more general texts. This will allow students, academics and practitioners from multiple disciplines to expand their understanding of the prevalence and diversity of gender-based harm in one key text
An exploration of the interpersonal perceptions of care staff working in residential childrens' homes about the children and young people whose behaviour they experience as challenging
No full textLetters written in France
No full text[4], 138, [2] p. ; 17 cm. (12mo)Issued as the second volume of: Williams, Helen Maria. Letters on the French Revolution. Boston : J. Belknap and A. Young, 1791 (Evans 24003).With a half-title
Institutionalised Gender-Based Harm: Transgender and non-binary students’ experiences of harm at university
No full textNumbers of university students who identify beyond the gender binary are increasing (Dolan & Matsuno, Safety strategies and the impact of misgendering among nonbinary college students: A minority stress perspective. Journal of Diversity in Higher Education, Advance online publication. https://psycnet.apa.org/doi/10.1037/dhe0000544, 2023; Budge et al., Minority stress in nonbinary students in higher education: The role of campus climate and belongingness. Psychology of Sexual Orientation and Gender Diversity, 7(2), 222–229. https://doi.org/10.1037/sgd0000360, 2020). Yet, evidence suggests that university can be a significant site of gender-based harm for transgender or non-binary students (Matsuno et al., ‘The default is just going to be getting misgendered’: Minority stress experiences among nonbinary adults. Psychology of Sexual Orientation and Gender Diversity, 11(2), 202–214. https://doi.org/10.1037/sgd0000607, 2022). This chapter uses qualitative data to analyse students’ perceptions of safety on campus and their experiences of gender-based harm (GBV) while studying at university. The data illuminates the role of institutional policies and practices in the perpetuation of gender-based harm for these students and the concomitant effects of this on their ability to engage with their studies
Samual L. Williams Folder
No full text33 pages of family history documents containing and related to Samuel L. Williams; Sam Williams; Helen Barney Williams - including: Transcribed Idaho Oral History Project, Star News obit
Problem solving for teaching and learning:A festschrift for Emeritus Professor Mike Lawson
No full textProblem Solving for Teaching and Learning explores the importance of problem solving to learning in everyday personal and social contexts. This book is divided into four sections: Setting the scene; Conceptualising problem solving; Teachers’ knowledge and beliefs about problem solving; and Fostering students’ problem-solving capabilities, allowing readers to gain an insight into the various sub-topics that problem solving in learning and teaching introduce. Drawing together diverse perspectives on problem solving located in a variety of educational settings, this book explores problem solving theory, including its cognitive architecture, as well as attending to its translation into teaching and learning in a range of settings, such as education and social environments. This book also suggests how effective problem-solving activities can be incorporated more explicitly in learning and teaching and examines the benefits of this approach. The ideas developed in Problem Solving for Teaching and Learning will act as a catalyst for transforming practices in teaching, learning, and social engagement in formal and informal educational settings, making this book an essential read for education academics and students specialising in cognitive psychology, educational psychology, and problem solving.</p
Writing Doctors and Writing Health in the Long Eighteenth Century
Full text linkThis introduction to the special issue ‘Writing Doctors and Writing Health in the Long Eighteenth Century’ explores the various types of literary and visual creativity enacted by medical practitioners as they sought new ways of communicating and engaging with the public. Focusing on the shift from Latin to vernacular publishing in elite medical circles, we examine the proliferation of new opportunities open to physicians, surgeons, apothecaries, medical artists, midwives, and other women practitioners to express themselves. Novels, drama, poetry, artworks, almanacs, and letters, to name but a few creative products of the period, allowed new ideas and underrepresented voices to be heard for the first time, changing forever the way creative and empirical cultures would intertwine. Stemming from the Leverhulme Trust Research Project Writing Doctors: Medical Representation and Personality, ca. 1660–1832 (2018–22), this research has undoubtedly been impacted by the rapidly changing nature of public healthcare in the wake of the novel coronavirus pandemic that was still ongoing when this issue went to print. We value and celebrate connections made between the past and present that continue to assist us in understanding and caring for our bodies
Learning is a problem-solving activity
No full textThis chapter provides a brief introduction to the broad underlying premise of this volume, namely, all learning activities require learners to be problem solvers. This is not problem solving in the typical subject-matter sense, such as in maths, solve for y: y + 6 = 10. Rather, while interacting with teachers, or studying alone, learners need to make decisions, that is – they need to solve problems – about selecting, applying, and monitoring useful motivational, cognitive, and metacognitive strategies to self-regulate their learning activities. Sometimes these problem-solving decisions are automated, tacit, and not very powerful, such as mindlessly selecting repetition as the best way to learn a vocabulary list. At other times, problem-solving decisions are effortful and creative, such as mindfully deciding to draw a concept map to elucidate the links between key ideas. Problem solving for learning matters because the quality of learners’ motivational, cognitive, and metacognitive decisions about how to approach a learning task affect the quality of their learning outcomes.</p
Types of knowledge teachers use when solving educational problems
No full textMany schools are introducing programs for promoting students' social and emotional learning (SEL). However, evaluations often report that intended outcomes have not been achieved, attributing this to teachers' poor adherence (fidelity) to a program's goals, structures, and processes. We propose an alternative view of teachers' involvement in curricula delivery. We position teachers as critical and reflective practitioners who use their professional knowledge and experience to solve educational problems, adapting methods of program delivery, differentiation, and contextual fit as one of their problem-solving processes. In this chapter, we report our findings from of interview data from 106 teachers involved in implementing Promoting Alternative THinking Strategies (PATHS), an SEL program, in 23 primary schools in Greater Manchester, England. We used Shulman's (1986, 1987) categories of teachers' knowledge to explore the types of professional knowledge that underpinned teachers' problem solving and subsequent adaptations to the prescribed curriculum. Our analysis revealed that teachers frequently drew upon identifiable components of professional knowledge, particularly pedagogical content knowledge and knowledge of learners and their characteristics, to solve educational problems during their delivery of PATHS.</p
- …
